Welcome

Dear Studcnts, Parents, and Educators,

Congratulations on starling yourjoumey 10 succcss on thc SHSAT! We understand that when it comes to
prcparing for the SHSAT, there are two areas that are esscntial: inlonned guidancc for tcst-taking and exceptional
practice materials. That's why wc've workcd to bring you both. combined into one unparalleled resource.

Inside this workbook, you'll find cxpert-backed advice tailored to taking the SHSAT along with over 1,200
practice qucstions more qucslions than thc sum of l0 I'ull-length tests! These qucstions focus on core concepts,
covering evcry topic appearing on the SHSAT. They are designcd to mirnic questions found on the real test, and
give all test-takers the opportunity to practice the skills needed fbr success.

ln this ycar's updatc, we've added additional questions in key contcnt arcas. And, bascd on popular requcst,
we'vc addcd a shorter answer key to the back ofthe book, and moved the (searchable and printable) 125+ page
answer explanations onlinc- This will make il easier for parents (and tutors) to kcep the questions and
explanations separate.

In utilizing this resource, which is based on the most recent guidance released by the New York City Department
of Education, you will begin by building on fundamentals and then progress to more and more challenging
practice questions, building confidence and test-taking maslery along thc way. This will also aid studenls in
idcntifoing areas in which lhey rcquire more praclice.

No matter how you use lhis resource whether for indepcndent study, with the help ofa professional tutor, or
under the guidance of a teacher-rcst assured that the contcnt in this workbook will bolster your pcrfonnance on
the SHSAT and beyond.

Bcst of luck. and welcomc to The Tutorverse!

Regards,

The Team at The Tutorverse

8 '4. How to Use This Book

How to Use This Book

Overview
The purpose of this workbook is to provide studcnts, parents, and educators with practice materials relevant to the
SHSAT. The primary goal ofthis workbook is to providc students with copious practice and to serve as an
introduction to new words, concepts, and skills, wherever necessary. ln addition, this workbook includes
information with respect to the test's structure and contcnt and includes lips, suggestions, and strategies.

About the New York Citv SHSAT

The SHSAT consists of I l4 questions thal must be answered within 180 minutes. The lest is split into two
sections: English Language Arts and Mathematics. A total of20 questions (10 from each section) will not be
scored. Students will not know which items are not being scored. There is no time limit for either section
students need only complete the entire test within the 18O-minute time limit.

The test is required for admission to the following schools:

4 The Bronx High School ofScience

* The Brooklyn Latin School
4 Brooklyn Technical High School
.a High School for Mathematics, Science, and Engineering at the City College
? High School of American Studies at Lehman College
4 Queens High School for the Sciences at York College
'4 Staten Island Technical High School
? Stuyvesant High School

Note: The Fiorello H. LaGuardia High School of Music & Art and Perfonning Arts does ral require the SHSAT
lnstead, the school requires a separate, audition-based application process, which is not in the scope ofthis
workbook.

The StISAT is usually administered ncar the end ofOctober, with registration opening at the beginning ofthe
school year. The exact date ofthe test varies by year and is determined carlier that calendar year, usually in the
spring or summer. Therefore, it is important to check with the student's guidance counsclor or with the New York
City Departrnent of Education to find out the exact date of the test.

Therc are, generally, several different places to take the test at least one per borough. Again, it is imponant to
check with the student's guidance counselor and/or the New York City Department of Education to detennine the
precise locations ofthe tcsting centers.

Or anlzatlon
This workbook is organized into four rnain sections. Each section is designed to accomplish diflerent objectives.
These sections and objectives are as follows:

4 Diagnostic Practice Test (Form A)

This section is designed to help students identify the topics requiring the most practice. The praclice test
should be used as a gauge to estimate thc amount of additional practice needed in each topic.

t English Language Arts

English Language Arts is the first practicc section in this workbook. This scction contains practice for
wriling (revising/editing) skills and reading comprehension questions found in thc first section ofthe test

The Tutorverse
 How to Use This Book 4. 9

4 Mathernatics
Math is the second practice scction in this workbook. There are many topics in this section, which are
organized as indicated in the table ofcontents. Thesc include, algebra, geometry, statistics, and more.

? Final Practice Tcst (Fomr B)

The final practicc tcst helps to familiarize sludents with the lormat. organization, and time allotrnents they
should expect on the SHSAT. This tcst should be taken once students havc completed Diagnostic Practice
Tcst (Fonn A) and havc spent sufficicnt timc answcring thc appropriate questions in the practicc sections.

At the beginning of each of thc abovc listed sections are detailed instructions. Students should carefully review
thesc instructions, as thcy contain important information about the actual test and how best to utilize this
workbook.

Strategy
Evcry student has different strengths and abilities. Wc don't think there is any one strategy that will help every
student ace the tesl. Instead, wc believc lhere are corc principles to keep in mind when preparing for the SHSAT
These principles are intcrrelated and cyclical in nature.

a
I

4 Evaluate
A critical step in developing a solid study plan is to have a clear idea of how to spend your time. What
subjects are more difficult for you? Which types of questions do you frequently answer incorrectly?
Why? Thcse and many other questions should be answered bcforc developing any study plan. Diagnostic
Practice Test (Form A) isjust one way to help you cvaluate your abilities.

? Plan
Once you've taken stock ofyour strengths and abilities, focus on actions. How much time do you have
before the test? How many areas do you need to work on during that time'l Which areas do you need to
work on? How many questions (and of which type) do you need to do each day, or each week? The
answers to these and other questions will help you dctermine your study and practice plan.

a Practicc
Once you settle on a plan, try to stick with it as much as you can. To study successfully requires
discipline, commitment. and focus. Try tuming offyour phone, TV, tablet, or other distractions. Not only
will you lcam more efllbctively when you're focused, but you may find that you finish your work more
quickly, as well. Remember to review answer explanations (available online at 1li('!L!lq!\ !'rI!!'e1L bgtlr)!

a Reevaluate
Because leaming and studying is an ongoing process, it is important to take stock ofyour improvements
along the way. This will help you see how you are progressing and allow you to make adjustmenls to
your plan. The Final Practicc Test (Form B) is designed to help you gauge your progress.

The Tutorverse
|0 4 How to Usc This Book

Help
Prcparing for a standardized test such as the SHSAT can be a difficult and trying time. ln addition to challenging
material, preparing for a standardized test can often feel like an extra responsibility. For these reasons, it's
important to recognize when students need extra help.

Some students may find material in this workbook to be challenging, or even entirely new. Encountering
sornething new in this workbook is completely normal. ln fact, it's better to encounter something for the first time
while practicing in this workbook than to be surprised by it on the actual test!

We encourage you to reach out to trusted educalors to help you prepare for the SHSAT. Strong tutors like those
that teach with Thc Tutorverse - teachers, and mentors can help you with many aspects oI your preparation. Thcse
cducators can help you evaluate and reevaluate your needs, create an effective plan, and help you make the most
of your practice.

Looking for a tutor?

Look no further-we're The Tutorverse for a reason! We offer one-
one-one tutoring in-home or online. Our tutoring is the ultimate test-
prep and supplemental educational service.

Interested in classes?
We offer live small-group classes in convenient downtown and uptown
Manhattan locations. Can't make it there? No problem. Ask us about
joining a live class online! We also offer on-demand courses for highly
motivated students who are too busy to join a live class.

I I

I 'f.
TO LEARN MORE, SCAN THE QR CODE
OR VISIT: thetuton'erse.com/shsat

QUESTIONS? SEND US AN EMAIL:

hello . thetutorverse.com

The Tutorverse
 Diagnostic Practicc Test (Fonn A) 4- t I

Diagnostic Practice Test (Form A)

Overview
The first step in an effective study plan is to kno,rv your strengths and areas for intprovement.

Usc this praclicc test to assesses your mastery of certain skills and concepts that you may see on the actual test
There are several differences bctween this practice test and the actual tesl.

The practice tesl is scored differently from how the actual test is scorcd. To replicate an actual tesltaking
scenano. the practice tcst includcs all I l4 questions students will see on the actual test. Note that 20 ollhese (10
from each scction) will 491be scorcd on lhc actual test.

Because ofthese differences, this practice test should be used to gauge your mastery over skills and concepts, 491
as a gaugeofhow you will score on the actual test. Instead, use the results ofthis test to determine which topics to
focus on.

Format
The practice test includcs the following sections

Practice I-est Section Questions Tinrc l.imit

English Languagc Arts 57 90 rninutes *suggcsted
Mathematics 57 90 rninutes *suggested
Total l14 180 minutes

* The time lirnits indicatcd above are recommendations only. The actual test consists of 57 English Language
Arts questions and 57 rrathematics questions to be completcd in I80 nrinutes. Students are not required to finish
the tcst in any particular order, nor are they limited to a certain amount of time for each section. How studcnts
choose to split that timc up between sections is entirely discrctionary.

Answering
Use the answer sheet provided on the next page to record your answers. You may wish to tear this page out ofthe
workbook.

The Tutorverse
l2 4. Diagnostic Practice Tcsr (Form A)

Dia.qnostic Practicc Tcst (Forrn A) Ansu'er Shccl

Section l:
Iinglish Lauguage Arts
l. @@o@ r3. @ @o@ 2s. @ @o@ @o@ 49. @ @o@
2. @@@@ 14. @ o@@ 26. @ @@@ 38. @ o@@ s0. o @@@
3. @@o@ t5. @ @o@ 27. @ @o@ 39. @ @o@ 51. @ @o@
4. @o@@ t6. @ o@@ 2tt. @ @@@ 40. @ o@@ 52. @ o@@
-5. @@o@ t7. @ @o@ 29. @ @o@ .ll. @ @o@ 53. @ @o@
6. @@@@ lli. @ o@@ 30. o @@@ 42. @ o@@ 54. @ o@@
7. @@oo 19. @ @o@ -r1. @ @o@ 43. @ @o@ 55. @ @o@
8. @oo@ 20. @ o@@ 32. o @@@ 44. @ o@@ 56. o o@@
q. @@o@ 2r. @ @oo 33. @ @o@ .ls. @ @@@ 57. @ @o@
l0 @o@@ )) fir o@@ @@@ 46. O o@@
tl @@o@ 23. @ @oo 3s. @ @o@ 47. @ @@@
t2 o@@@ 24. @ o@@ 36. @ @@@ .18. @ o@@
Section 2: l\Iathenratics

IIil lIrlI
58 59 60 61 62

o o /l\ o o o
ilTI
r)o lo
rrrr
oo o L-,
@0
@ @ @ 0
@@
0 @@@@ 0 0
@
o o
l o o 1
oo ooo oo
@ @ rn 2
@ o@ @@@ rn @
2

o @
1l
,]
o 3o l l oo an o (, o
3

@ @ @@ A
@@ @ @ 4 @ @@
(, o o o \, o o o@ @ oo oo@ o
@@ @ @@@ @ @@@ @ @ 6 @@ @
oooo ooo
t lt
ooo o ri o 7 oo o
@@@
LC./ @@ @@ @@@@ @@@ @@ @
o@o@ @oo@ @oo ae) (.d't 9 (o @ o

61.@@o@ 71 @o@@ ri5 @@o@ 96. @ o@@ r07.@ @@@

6tr1.O O O @ 75 @@oo 86 @@@@ 97. @ @o@ 10tt.@ o@@
6s.@ @ o @ 76 @o@@ 8l @@oo 98, @ o@@ 109.@ @o@
66.@ O @ @ 11 @@o@ 88 o@@@ 99. @ @o@ I10.@ o@@
67.@ @ O @ 7tt @o@@ ti9 @@o@ r 00.@ @@@ I il.@ @o@
68.@O@@ l9 @@oo 90 @o@@ 101.@ @@@ 1r2.@ @@@
69.@@O@ 80 @@@@ 9l @@o@ r 02.@ o@@ I ll.@ @o@
70.@ @ @ @ I @@oo 92 @@@@ I 03.@ @o@ I I.1.@ o@@
71.@@o@ lr2 @o@@ 93 @@o@ 104.o o@@
72.@O@@ 8l @@o@ 91 @@@@ r 05.@ @o@
73.@@OO 84 @o@@ 95 @@o@ 106.@ o@@

The Tutorverse
 Diagnostic Practicc Tcsl (Fornr A) ,4. l3

iagnostic Practice Test

(FormA)

The Tutorverse
l4 6. Diagnostic Practicc Tcst (f'orm A)

Section One: English Language Arts

Rtuntnartdetl Titne Li tili 90 nrinulcs

Revising/Editing

Questions l- l0
The Revising/Editing seclion is in two pads: Parr A and Part B

Revising/Editing Part A
Directions: Read and ansrver cach of the follou'ing questions. You must recognize and corect errors in
convcntions o1'standard written English in scntenccs or short paragraphs. Mark the best answcr {br cach qucstion
on the anslver sheet.

l. Rcad this scnlcncc: 3. Rcad this paragraph

Thc clog chased alier thc soccer ball u ilh a ( l) Since chili rvas rny sistcr and my favorite
bLrslty, wagging tail. ftnd. wc dccided to enlcr thc chili contcst at thc
counly fair. (2) Wc spent hours ol'our limc
Which edit shoukl bc made to correct tl'ris looking ovcr recipcs belbrc finally dcciding
senlencc? upon and cooking thc most promising sounding
onc. (3) During thc contest, we wcre ner\ ous
A. movc bash!, al\er the and bclbre r/ag when the.judges lasted our chili, since thcir faccs
B. tnove with u bush1,, wagging tnil bel-ore u,cre inscrutable. (4) h thc end. our's was the
tlre soccer most popular chili at the contest. bcating out
(1. nrovc with a bushS,, tltgging tail u/ier dog cvcn thosc of fanrous locll chcl's.
D. mor c x'ith u bushy, wagging tail u/ier
chased Which pair of revisions need to bc made in the
paragraph?

2. Rcad this scntcnce

A. Scntcncc I changc sister to sister's
Scntcncc.l changc ou r's to ours

Tcmpclatures in I larvaii catr be rnuch, much

B. Senlcnce dclete thc cornma aftcr food
1

rvarmer than Anlarctica.

Sentcnce 2 dclcte our
C. Sentcncc I changc sister to sister's
Scntence 3 delete the courma afier contest
I lorv should this sentencc be revised?
D. Sentcnce 3 deletc the coulrna aftcr contest
E, Temperalures in Ilawaii can be much, Sentcnce.l change our's lo ours
much wannrr than ullofAntalctica.
F. Tenlperaturcs in Halvaii can be muclr,
muclt warmcr than those in Antarctica.
G. Harvaii's terrperatures can bc much. much
uamrer than Antarctica.
H, Hawaiian te mperatures can be much. much
u'armcr than Antarctica.

CONTINUE To THE NEXT PAGt.-

The Tutorverse
 Diagnostic Practicc Tcsl (Fonr ,t) L t:
Revising/Editing Part B
Directions: Read thc passagc bclow and answer the questions follou,ing it. Each question asks how lresl to
inrprove tlrc rvriting quality of the passage and to corre'ct errors so that thc passagc ibllorvs the conventions of
standard writtcu linglish. You nray rercad the passagc if you need to. Mark lhe best ansrver for each question.

Dreanr C)n

(I) Martin Luthc.r King. Jr.'s "l Havc a Drcanr" speech is onc of thc nlost fanlous speechcs of thc 20th ccntury.
(2) Par.t ol'lhe r-cason fbr this lhme is duc to thc dif'l'crcnt lechniqucs King uscd throughout the spcech.

(-l) Throughout his speech. King made relerences to a numbcr ofcarefully prepared sourccs. (4) King delivercd
this spccch on August 2ll, 1963. in Washington. D.C.. in front ofa crorvd o1'over 250,000. (5) His speech callcd
for an end to racisln and cqual rights tbr all Amcricans. (6) Thcse includcd Shakcspearc, the Biblc. Abraharn
Lincoln's Emancipation Prcclanration, the Constitulion. and the Dcclaration oflndcpcndcnce. (7) Hc alludcd to
thcsc othcr sourccs bccausc hc thought that thcy would hclp nrakc his spccch nrorc clfective and intcresting.

(ti) As hc spoke to the crowd, King lch that thc audicncc rvas not leacting as hc had hopcd. (9) lt was thcn that
King departed Iiom his carefully writtcn specch. inrprovising inslead and not following his prcpared spccch,
rnaking it up as hc lvent along. ( l0) King drerv on his years as a prcacher and spoke the following unforgettablc
words: "l have a tlream." ( I 1) King delivered his first sennon at Ebcnezer Baptist Church in Atlanta. Gcorgia. in
194'7.

(I2) The rcst of his specch. in rvhich King cxpanded on this idea of a dream, rvas irnprovised. 1 | 3) He described a
rvorld in rvhich pcople olall racc's and backgrounds lived togcther pcacefully. ( 14) tJe told his listeners, "l say to
you today, my fricnds, that in spite ofthe difflcultics and fnrstrations oflhc momcnt, I still havc a dream!" ( l5)
Thc crou'd roarcd in approval.

(16) Part ofwhat made King's spccch so efl'cctivc was his usc ofa speaking tactic called anaphora. (17) This is
thc repetition ol'a phrasc at the bcginning ol' scntences. ( I 8) Though it rvas unplanncd, King repeatcd thc
statcment "l havc a dr-eanr" eight tinles throughoLrt his cntire speech. ( l9) By using this techniquc, he r.vas able to
hclp his audiencc ir.nasine the society hc dreanrcd of.

(20) King also uscd thc volumc ofhis voice to help captul'c the attcntion ofhis audicncc. (21) Sometimcs. he
would raisc the rolume olhis voicc, spcaking loudly. confidcntly. and passionately. (22) Other timcs. King would
lorvcr lhe volumc of his voice, spcaking urore quietly. peacelLrlly. and sonrctimes evcn sadly.

(23) King's spccch on the steps ofthe Lincoln Memorial rcpresentccl an irnportaut turning point in Anrcrica's
hislory. (24) Thanks to the pou,crt'ul tcchniqucs King Lrsed throughoLrt his speech. he rvas able to nroved the hcans
and minds ofan cnlirc gcneration.

4. Whelc should sentcncc 3 bc movcd to improve thc organization ofthc sccond pamgraph (scnlenccs 3-7)?

E. bctrvccn scntcnccs 4 and 5

F. betwccn sentcnces 5 and 6
G. betwccn sentcnces 6 and 7
H. lo the cnd oflhe paragraph (alier seutence 7)

CONTINUE TO Ttltr NEXI PAGLI

The Tutorverse
I6 4. Diagnostic Praclicc Tcst (Fonn A)

5. Which trarsition shoLrld bc added to the beglnning ofsentcncc li'.)

A. Clearly,
B. Besides^
C. Nonethcless-
D. Conscquently.

6. Whicli revrsion ofscntence 9 uses thc lnosl prccise language')

E. It was thcn that King bcgan to irrprovisc, coming up with a ncw spcech on lhe spot.
F. It rvas thcn that Krng bcga:') to nlake things up as hc $,cnt along. not lbllorving his prepared spcech.
G. It was then that King irnproviscd and did not following his prepared speech, lnaking things up as he
went along.
H. It rvas then that King departed from his carefully written speech. irnprovisin,e instead of follou'ing his
preparcd speech.

7. What is thc best r.vay to combine sentences l6 and l7 to clarily the relationship bctrveen ideas'l

A. Part o1'what made King's speech so effectivc rvas l.ris usc ol'a speaking tactic called anaphorz, not thc
repctition ofa phrase at the beginning ol'scntcnccs.
B, Part ofwhat made King's speech so effcctive was his usc ola spcaking tactic called anaphora, and thc
rcpetition ofa phrase al the beginning o1'scntenccs.
C. Part o1'what made King's speech so eff'ectivc was his Lrsc ofa speaking tactic called anaphora, which is
thc rcpetition ol'a phrasc at the bcginning of scntences.
D. Part ofrvhat rnade King's speech so ell'ective was his usc ofa speaking tactic called anaphora, because
ofthe repetition ofa phrase at thc beginning ofscntences.

8. Rcad this senlence

Together. thesc tactics had the eff-ect of drarving the audicnce cven more deeply into lris u,ords

Whcre should this scntence bc added ltl best dcvclop thc idcas in the sixth paragraph (sentcnccs 20-12 ) l
E. beforc sentencc 20
F. betlvccn senlences 20 and 2l
G. betlvecn scntcnces 2l and 22
H. at the'cnd ofthc paragr-aph (aftel sentencc 22)

9. Which cdit is needcd to corect sentencc 24?

A. change moved to mol'r

B. changc rvas to has been
C. delete tlre comrna aftcl speech
D. changc genemtion to generations

10. Which s.ntcnce prcscrlts infonaation that shilis arvay liom the nrain topic and should bc remolcd'l

E. scntence [J
F. sentencc I I
G. senlence 15
H. senlcncc l9 ('ONTINUtl TO THII NEXT PA(ll1

The Tutorverse
 Diagnostic Practicc Test (Fonr A) 4. I7

Reading Comprehension
Qucstions I I --5 7
Directions: Read each passagc belou, and answcr lhe questions lbllorving it. Base your answcrs onlv ott
infonnalion contained in the passage. You rray rcread a passage il'you need to. Matk the bcst answer lbr each
question.
-l
he ('olcl

ln thc city. the cold is

thin and vain.
IIe hurtles down thc strects
no tinre to wasle! work to be donel- -

(rushing,
preening),
his gleaming suit ol ice.
and his granite topcoat,
and his cufflinks
Like one perl'ect snowdrop each.

Sorreone walks lry

(Is that you'l)
He narorvs his eycs
and points a lingcr.
(it looks likc you)
a single silver sabcrr,
in a singlc su,eeping gesture
wlihtt! whhtt! rvhhtt!
shearing through l'eathcr and rvool and bonc
:t) Like a bladc across thc lace.

The bLrildings stand taller, slraqrer as he passes,

polished and nrenacing.
The avenucs typc themsch,es witlr snow,
rvhite on black
j'.i (or is it black on whitc'l)
becausc lhcy havc important ncws
The cold is hcrc!
The cold is herel
and thc frozen bridge arches splendidly across the river
Likc a diarnond necklacc laid against thc sky.

In the country, thc cold is

Sofi. Soft.
She skates across the fields
abundant.
lush-
her flcecy white coat
trin.ured with lasl ycar's lcavcs and a brooch ol'sleepy swallows.
and her magnificenl hoaryr cloak,

sabcr: a s\\ord \\ilh a curred blitde CONTINUE To THF NEXT PA(}E

I hoary: a grcyish wlrite color

The Tutorverse
I 8 '4 Diagnostic Practice Test (Fonr.r A)

and hrr shinrnrering carrings

Likc three ne'rv slrou'llakcs cach

She tilts her wrists slightly as she walks by.

Taking care to rulfle the chimney tops.
One rcd bird on a branch
announces hcr sweep through the fields
chill-y! chilly-chilly-chilly chill-EE! -'
as shc srrooths every furrow.
rounds every rooftop
lurs cvery point,
turning bonc to feather and wool.

A city car winds up a drivera'ay,

(ls thal you'1)
and slops. Thc doors open.
(it looks like you).
She peers more closcly and befbre the wind can take a breath,
ss,oops through lhe opcn car, clasping the visitors in her blou,sy errbracc,
pressing their city-cold. close. against her bosom.
The birds nestled comlortably thcre take unrbrager, take llight.
and in their splendid flap and disscnt: snow.
like laughter, brilliant and shattered, srvirling up into the sky.

Thcy nreet twice a ycar:

Oncc in lall to makc their plans.
oncc in spring to say goodbye.

' unrbrage: ofltnsc

I l. How does the sirnilar construction of the sentence in lines I -2 and the sentcnce in lines I I -32
coutribute to thc meaning ofthc poem'l

A. It inI'oduces thc two peoplc whosc dialogue makc up thc poenl.

B. lt shows that winlcr has a similar lorm rcgardless of location.
C. It suggests that people in the city are vaincr and more arrogant than pcoplc in tlrc country
D. It conlrasts thc sensation ofcold in the cilv and in the countrv.

12. The comparison to a bladc in linc 20 hclps show that the cold in the city

E, can be deadly to the pcoplc it touchcs.

F. petretrates nrultiple layers of clothing easily.
G, disfigures pcople, by leaving scars on their 1aces.
H. causes animals to losc theil lur. and birds to losc their l'cathers.

CONTINUE TO TI IE NEXT PAGE

The Tutorverse
 Diagnostic Practicc Tcst (Form A) D. Ig

13. Rcad lincs 3-6 and lines 3l-35 lionr the pocnr

He hurtles dorvn tho streets

no tine to lr aste: n'ork to bc done!
( rush ing,

preening),

She skates across the fi€lds-

abundant.
lush-
I lou do lhcse lincs contribute to thc rlcvelopnrenl rtl'a centml idca ot'the pocm?

A. They sLrggest that the cold takcs on characteristics ofthe local setting.
B. They highijght that thc cold is occurring in silnilar settings.
C, Thcy suggest that tlrc cold in thc city and the cold in thc country mor,e in sirrilar ways.
D. They rcvcal tl'rat the cold in thc city and the cold in thc country are atlcnrpting to rneet cach
othcr'.

14. Horv do thc poet's descriptions ofouter appcaranccs in lines 7-10 and lincs 36-40 contribute to thc
ccntral idca ofthc poem?

E. They highlight the exccllcnt taste that the cold in the city and the cold in the country show irl
their choicc ol'outfits.
f'. They emphasize thc dcgree ofchill that occurs in bolh the country and thc city. based on the
many llyers that people are rvearing.
C. They contrast the sleek. sharp nature ol'cold in the city with the cozy. comfortable coltl ofthe
country.
H. They shorv horv u'ealthy peoplc in the city and peoplc in tlre country are based on their outer
attirc.

15. Rcad lincs 29-30.

and lhe frozcn bridge arches splendidll across the river

Like a diamond necklace laid against the skr'.

IIou'does the sinrilc contritrLrte to lhe development ofideas in thc stanzal

A. h cmphasizes horv rvcalthy pcople in thc city arc by dcscribing theirjervelry.

B. It describes a present that the cold ofthe citv intends to give to thc cold ofthc counlry
C. lt suppolts thc city avenucs' cxcitcnlenl at tlre arrival ofwintcr-
D. lt shows that \\'inter in the city can be bcautilLrl as u,cll as n.:eracing.

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20 4. Diagnostic Practicc Test (Fonn A)

16. What impact does tlre repetition ofthe phrases "(tsthat you?)" (lines 12. 5l) and "(lt looks like
you)" (lines 15. 53) have on the rneaning ofthe poenr?

E. It suggests thal winter is directly addrcssing thc rcader.

F. 11 presents a ronrantic connection bctween lhe cold in the city and in the country

G. It irrplics that wiuter is largeting a specific person with cold winds.

H. lt leveals the conlision thal the cold feels at the crorvds ofpeople in thc city.

17. Read lines 43-45 from the pocn.r

One red bird on a branch

announces her sscep through thc lields
chill-y! chilly-chilll's51,t, chill-EE!
-
Thc ligurativc language in thcse lines convey

A. tlte playful personality ol'the cold ofthe country. through thc sound ofa bird call.
B. hou,r.vintcr is a harsh and difficult season to animals and pcople alike.
C. how rveak thc cold is in the country side. compared to the cold ofthe ciry.
D. the extreme cold that characterizes rvinter in the country. as evidenccd by thc sufl'cring of
rv ildlite.

18, Read lines 54-56 tionr the pocnt.

She peers more closell' and before the l ind can take a breath,
srvoops through the open car, clasping the visitors in her blons't embrace,
pressing their citl-6o1,1, close, ngainst her bosom.

Thc pclsonilication in lhcsc lincs suggcst tliat thc cold in the country is

E. a rccklcss lorce that movcs u,ithout thinking.

F. unawarc ofthe existence ofcold in other places-
G. cager for opponurlities to nreet thc cold in the city
H. lond olvisitors fiorn othcr locations in the uorld.

19. In the last stanza (lines 60-62), horv does the repetition of the word "once" affect the tone ofthe
ending'1

A. Il rcinforces ajoylul tonc as the cold ofthc country remembers mceting thc cold ol'the city.
B. It cstablishcs a light-heallcd tonc by cnding on a joke bctwcen the two entitics.
C. Il creatcs a sombcr tone by enrphasizing how mrcly the cold ofthc country and the city are able
lo meet despite thcir dcsire.
D. It suggesls a frustrated tonc as thc cold ofthe country and the city ale separated by distancc.

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The Tutorverse
 Diagnostic Practicc Test (Form A) 9. 2 t

A Gardcn Masterpicce
Claude Monet's Waler Lilie.s arc sonrc of the wor'ld's nrost renorvned lmpressionist pieces. Lfutcr Lilits
is not a singlc painling. but rathcr a scries of or cr 2-50 oil paintings. inspired by Monct's flou cl gardcn.

Monct and his contcrnporarics. including Cantille Pissarro, Auguste Rcnoir, and Edgar Degas, wcre
knorvn as Inrpressionists. and u,ere 1hc flrst to challenqc the corrvenlions of Parisian art. At the tinre.
anists deler)ded ol) patronagc and institutional acceptance to tlctcrminc success. Exclusive acadcmies.
like thc Ecolc des Beaux At'ts, {bcused on classical and rcalistic art. Artists dcpicted idealized
lanclscapes inside of a studio. and locuscd on tler,eloping their tcchnical skills to create hyper realistrc
depictions ol'tlramatic Ihough fantastical scencs. Imprcssionisls tumed this tradition on its head: they
lbcuscd on emotions. I'rcedom ofexprcssion, and ordinary subjects.

Monct capturcd r.vlrat he saw as it was happening. He lregan to refinc his landscape paintings in the
1890s with scries paintings including Ha1,51r,r'7.t. Poplurs, alnd Rouen Cethedrol.ln thesc series. Monet
paintcd the sanre sitc over ancl over. trying to capture horv thc appearancc of thc space changed at
difl-ercnt times oflhe day. Light and shadow wcre iurpoftant to Monet, and he uscd light primers instead
ofdark ones to create an array oftoncs.

Starting in thc lale I ll90s, Monct plinrarily fbcused on the watcr lily pond in his garden at his Giverny
estatc in Normandy. France. He had dcsigncd the pond hinrsell'. composing thc placement ofrvceping
willorvs and bamboo trees as il'crealing a uork of art. "My linest maslerpiece," he oncc said. "is my
gardcn."

From 1899 onward. Mulet repeatedly uscd thc garden as arlistic inspiratinn. I Ic *anted to capturc
every irrpression he observed. The resulting paintings cpitornize the hnpressionist stylc, becausc lhey
caplurc lhc scnsation of the landscapc rather than exactly \\ hat was thcre. Monet focuscd on pcrception
and l'ccling rathcr than on capluring thc smallcst details.

One olMonet's goals \\,as to create thc illusion ofrvaler rvithout a horizon. Thcse paintings focus on thc
surl'acc of tlrc water rather tlran thc land and sky. In fact, Moncl only shorvs thc land and sky in the
leflcction of the u'atcr. Instead of illustrating objects in the lantlscape in great dctail. Monet allows
indir idual pctals. lear cs. and ripplcs to blcnd in u,ilh thcir surroundings in a hcautifirl hazy blur.

As hc laborcd ovcr tlrc series^ hc began to expcritnent with thc scale of the u'ork. Sonte of the paintings
rvere done on cxtremely large canvascs. Monet wanted to evoke the l'celing ofpcaceful mcdilation in
the nridst of a llowering aqr.rariLrm. Thc vast expanse ol'the canvas was lnearlt to give lhc illusion of a
rvavc no horizon and no shore.
"vith
Monct had 1wo clistinct compositions of the water lilics. The fir'st one slrorvs thc cdge ol'the pond and lts
vcgctation. u hich is sccn in thc Japancsc Bridgc paintirrg. Thc sccond lbmr only includes thc surfhcc ol'
the water with tlre tlowers and rcflections. In thc second type of cornposition. tlre elenlenls are closeup
in a tight liarnc.

Whcn he was cighty-two. Monct discovered hc l']ad a cataract and could not scc rvilh his right cye. Hc
paintcd the last ofthc series including "Watcr Lilies and Japancse Bridgc" right bcforc his dcath.
Although Monet was losing his vision, the quality'ofhis artuork did nol suffer. Since he sought to
capturc the sensation and perccption of a momenl ratlrer than lhe exact lirrms. these works rellected his
expcricnce ol'impaircd vision in moving, emotional ways.

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The Tutorverse
22 '4 Diagnostic Practicc Test (Fonl A)

ro At the tinrc of his death. Monel was uealthy and wcll-respected. Hc had created ahrost 300 rvater lilics
paintings over the course of his li1.:. Over 40 of them rvere in largc forral. Monet ot'fered rvhat rvould
bc his last rvater lilies serics to thc French govcntmcnt on Novembcr I I , I 918, as a symbol of pcacc.
The Frcnch govcmment installed his last warer Iily scrics at the Musdc dc l'Orangcric in Paris in 1927.
a l-es rlonlhs aftcr Monct's dcalh, u'here thcy renrain today. It was the culmination of thirty years ol'
painting the water lilies.

, There is no equivalcnl to Monet's rrasterpiece. Today, Monet's l|'uter Lilic.t are considered to be soute
ol'tlrc carly twcntieth cenlury's grealest pieces. The paintings arc cxhibited all ovcr the world in
galleries including the Mctropolitan Muscum olArt and Museurr of Modcm Arl in Neu'York. rhc
Musee d'Orsay in Paris, and the Art Institute ofChicago and attract millions ofvisitors a year. The
dollar value ofthese works reflect their popularity; one ol'the paintings. "Nympheas." sold lor $54
million in a recent auction.

20. Which stalemcnt besl dcscribcs the ccntral idca ofthc passagc'.)

E. Monet escaped his early poverty by creating extrcmely valuable works ofart.
F. Monet rvas a pioneer of thc Imprcssionisl rnovemcnt. and is known lor thc series ll'uter Lilic.
which portrays his tbcus on perccption rather than rcalism.
G. Monet was a provocativc artist who hated the oificial art institutiol'ls ofParis, and painted
landscapc paintings outdoors to challengc traditional artists.
H. Monet was a delcrmincd adist, and miraculously conrpletcd the lasl olthc Woter Lilies serics
tlcspite developing a cataract and beconrirrg nearly blind.

21. Read this sentcnce fiom paragraph 2

Artists dopictcd idealizctl landscapes inside of a studio, and lbcused on developing their
technical skills to creatr hYper realistic depictions of dranratic though fantastical scenes.

What role docs this scntcncc play in the overalJ structurc ofthc passagc'/

A. lt explains the artistic background ofthe lmpressionists, who once studied at thesc academies.
in order to show thc evolution oflheir artislic stylc.
B. It contrasts the uay art schools lvcre structured bcfore and atier thc lmpressionist cta.
C. lt givcs context to the Impressionist movcnrcnt by dcscribing the tradrtional aeslhctics that
lnrpressirrnist art rcbcllcd against.
D, lt crnphasizes the sirnilarities between Ilnpressionist art and thc rvorks ofthe previous era.

22. What is the nlost likcly rcason the author uses the rvord "idealizcd" in paragraph 2?

E, to highlight the realism and technical skills oftraditional anists in landscape painting
!. to emphasize how irnportant the work oftraditional aftists was to the development of
Impressionism
G. lo suggest that people only respected art lhat rvas done ofnature and landscapes ratlrer than
ordinary subjects
H. to shorv how traditional aftists werc painting their ideas ofrvhat nature should look like rathcr
thar on hou' naturc makcs peoplc fccl

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The Tutorverse
 l)iagnostic Practice'fcst (t'orm A) ? li

23. Accordrng to thc passagc. Monet painted thc sanre scenc over and over again becausc

A. he rvas a pcrltctionist. and it took many tries to capturc cvcry dctail in thc painling.
B. cach ol'thc paintings uas valuable and able to scll for largc sums ofmoney-
C. his eyc cataract prevcnled him liom sc.cing and painting clearly.
D. he wanled 10 study how thc appcarancc, light, and shaclows in a spacc changcd ovcr time

2.1. llorv docs paragraph 5 support thc dcvelopnrent of thc central idea'l

E. It dcscr-ibes horv his paintings cmbodicd his artistic conccpts.

F. tt highlights his rcputation for painting repetitive artworks.
G. It reinlbrces thc u,ealth oihis cxperiencc in painting gardens all over Europe.
H. It enrphasizes his passion for his galden by showing how hc thought it was his llnest
masterpiece.

25, Which cvidcncc bcst suppolts thc idca lhal Monet's arl rvas about pcrccption and not accuracy?

A, "Moncl had two distinct cornpositions of the water lilies." (paragraph li)
B. "Although Moret rvas losing his vision. the quality ofhis artwork did not suffer." (paragraph 9)
C, "He had creatcd almost 300 rvatcr lilies paintings ovcr tlre course of lris lile. Ovcr 40 ofthem
were in large lbrrnat." (paragraph 10)
D. "Monct offercd ivhat rvould bc his last rvater lilies serics to thc French governrrcnt on
Novenrbcr I I, l9ltt, as a symbol ofpcace." (paragraph l0)

26. Which olthc lbllorving most likcly describcs the uork of an Itrpressionist painting'l

f,, a carclully planned. dctailed painting ol'a grand buildirrg. likc a cathedral
F. a rcalistic painting ofa mountain with painstakingly drarvn rvalerfalls and glacicrs
G. a painting ofa home that crcalcs feelings of wannth. happiness. and comfort
H. a painting that shorvs a llctional location of extrcmc bcauly and natural pcrfection

27. Which senience bcst explains why Monel experimented with different size canvases for his
paintings'?

A. "The vasl expansc of lhe canvas was lllcant to give thc illusion of a u'ave n ith no horizon and
no shorc." (paragraph 7)
B. "Thc llrst onc shows the edgc ofthc pond and its vcgctalion. which is sccn in thc Japancsc
Bridgc painting." (paragraph tt)
C. "Thc second lbnn only includcs the surlace o1'the water with thc llowcrs and reflections."
(paragraph 8)
D. "Thcrc is no cquivalcnt to Monct's mastcrpiccc." (paragraph I I )

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The Tutorverse
24 6. Diagnostic Practice Tcst (Fom A)

Thc Rule of Law

I.-qualit\ for.\ll
Today. many societics arc govemcd bv laws and legal principlcs rather than the whims ofa ruling
reginrc. Thesc legal principles hclp settle conllicts and cnsure thc orderly conduct of various
interpersonal interactions. Govemment bascd on legal principlcs is often rel'erred to as the rule of lau

: The r-ule of lau, slands in contrast to systems of governmcnt that grant rulin-u power to those rvith the
most powel. Unlike in lhc latter, in the fon.ncr, evcryonc is bor.rnd by thc same rulcs and lau's that
govenl the socicty. ln thc lomler, cveryone, fiom thc poorest pauper to thc wealthicst baron. nlust
adlrcrc to codillcd laws. Evcn the adrninistrators olthc govemll'rcnt the pl il'r're ministers, prcsidents.
aud statesmen are bound by the rule of lau,.

A llare Practicc

Thc rule of lau' is a thirly new conccpt. For ccnturies, nrany socicties wcrc organizcd as stralocracies,
plutr:rcracies, or nronarchies. These societies conf'erred ruling authority on the porvcrful. In a stratocracy.
sttch as the ancient Greek cily-statc ofSparta, society is govcrncd by rvarriors. and power is held by
thosc u'ith thc grcatest physical strcugth. ln a plutocracy, such as 1he Italian republics ofVenicc and
Florence during the Middle Agcs, ruling power is derivcd from cconomic u'calth. For nearly tlr,o
thoLrsand years, lhe elnpcrors of C'hina ruled with absolute authority in thc lbmr of a rnonarchy, rvith
powcr derived fi'om thc divine. ln nrany such societics, lhe mling class oltcn lived by an entirely
dil'fclcnt sct of laws lhan those goveming the ruled.

r Yel cvcn in lhc distanl past, the sceds of modcm rule ol' law u,ere being sou,n. Thc ancient Greck
philosophcr Aristotle \\,as a ferveut advocatc fbr it. Hc stated that "it is more proper that lau should
govcm than any oue of thc citizcns" and that "if it is advantageous to placc thc suprcme powcr in somc
particular persons, they should be appointed to be only guardians. and thc servanls o{'the laws." Similar
rumblings also surfaced in ancient China in thc fornr ofthe legalist school ofthoughl. Han Fei, a
political philosopher o1'the second century BC, wrote in his scrninal work that "the intelligent
ruler...rnakes tlre law measure rnerils and rnakes no arbitrary.judgnrent hintsell'." Dcspitethe logic of
Aristotle and []an Fer's argumenls. few societies at thc lime actually practiced thc theories advanced by
thesc lcgalists.

A Shining Light
Somc thousand years later, King John of mcdicval England signed the Magna Cana. This document
would help tlrc rule of law flower. It would go on to limit the power of thc English monarchy and
establish the rules and laws goveming lhe pcople of England. I1 would go on to servc as a framcwork
for other societics aspiring to the rulc of law.

u One notablc cxample o[ the Magna f]arta's influence can bc lbund in the Conslitulion ofthc United
Statcs. The lianrers of thc Constilution \\,antcd to ensule that no individual- no maltel hou talcnted or
persuasive, could cver rise abovc the larv. This sentimcnt rose largely from their stutly ofhistory. It uas
also influenccd tiom their pcrsonal cxpcricnccs with thc thcn-King of England. The lbunding l:rthers ol'
the carly Amcrican rcpLrblic Iimitcd tlic powcr ofthc plesidcnl by incorporating lhe conccpts o1"'chccks
and balances" u'i1hin thc Constitution. Thc C onstilution separatcd the fedcral go\rernllent into three
brancltes: the cxecutivc branch (lcd by thc Prcsident), the legislative branch (run by C'ongress). and the
judicial branch (headed by the Suprcme CoLrrt). As thc highcst law in thc land. the Constitution ensurcd

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The Tutorverse
 Diaglostic Practice Tcst (Fom A) 'ry. 25

that cach branch and its leaders were boLrnd to thc rule of Iaw. Thc power ot'each branch rvas "checked
and balanccd" by the rolcs and porvers gi\ cn to thc other branclres of qovcmment.

During the lg'r' and 20'r' centurics, the United Statcs rose to becornc a world superpower. As a resull.
other countries altenrptcd to replicate the Constitution and the rule of law it reflectcd. Govcrnnrents in
Latin America. Eastem Europe. Afiica^ and Southcast Asia attemptcd to usc llre rule ofiaw to form lhe
samc "chccks and balanccs" u,ithin their own govcmmcnts.

Arncrican rulc of law. whrch had its roots in medicval English govcrnance and ancicnl political
philosophies, consequcntly bccante the new nonn in global politics. As a rcsull, a conccpt that once
existcd in practical obscurity \r,ent on to dominate global governancc.

2lt. Which statcnrcnt bcst describcs thc ccntral idca ofthc passagc'?

E. AII coLrntries should adopt the rulc of law.

F. Rule of larv is a good idea that has not been succcsstirlly put into practice.
G, Rulc ol'law rvas inventcd by the Arrerican governn')ent in thc form ofthe Constitution. and has
bcen adoptcd by other couutries lollorving the Amcrican example.
H. Rulc ol la\\ is a concepl thal was created in ancient times but only put lo practice in rcccnt
human history.

29. Rcad thesc sentencl's lionr paraglaph 2.

Thc rulr of lan stands in contrast to s) stems of goYernment that granl ruling pou er to thosc
lvith the most poner. Unlike in the latter. in the former, s'eryont is bound b"v the same
rules and laws that govern the society. In the former, evorvone, li'om the poor€st paupcr to
ahe nealthicst baron, must adhere to codified laus.

What do thcse scntcnces revcal about how political leaders can act in a society governed by rule of
law'l

A. They arc just as accountable to laws as thc average citizen.

B. Thcy still havc thc po\\'cr to makc all decisions rcgardlcss olthe law.
C. They arc held accounlablc to slrictcr laws than thc avcragc citizcn in their nation.
D. They must lbllow codificd larv in nrost instances. but may ovcrridc it undcr ccrtain
circrmrstances.

30. Hou does paragraph -l fit into thc ovcrall structure o1'thc passage?

E. It helps provide context for horv the rulc ol' lau, is dilltrent liom other kinds of govcrnment
F. lt argucs lbr hou other types ol'govemmcnl havc been rnorc successlirl than the rulc oflaw
G, lt demonstratcs hou, othcr political systerns have lailed bclbre thc an'ival of lhe r ulc o1' law.
H. It intlicates that the idea o1' rulc of larv hatl been bom lhousands of years ago.

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The Tutorverse
26 '4 Diagnostic Practicc Tcsi (Fonl A)

31. The lLrlhor u,ould most likcly agrcc rvith $hich ol'the lirllorr,ing statelrents'.)

A. Aristorle was a rlorc influential philosopher than Han Fei-

B. Thc strongcsl peoplc in socicty should be thc oncs to lcad il.
C. A society rulcd by the rveahhy is prel'erable to one that is rulcd by a singlc person.
D. The American Coustitution was heavily influenced by a similar document in rnedinal England

32. Which sentence from thc passagc best conveys Han Fei and Aristotle's perspectives regarding rule
of law?

E. "Thcse legal principles help settle conflicts and ensurc the orderly conduct ofvarious
interpersonal interactions." (paragraph l)
F. "...society is governed by rvarriors, and power is held by those with the greatest physical
slrength." (paragraph 3)
G. "thc cmperors of China ruled r.vith absolute authority in the form of a monarclry, with power'
dcrived from the divine." (paragraph 3)
H, "...wanted to ensure that no individual, no mattcr how lalented or persuasivc, could evcr risc
above lhc lau'." (paragraph 6)

33. Paragraph 5 contribules to tlre dcveloprreut ofthc ccntral idca ofthe passage by

A. illustlating how a uronarchy's power increased and the rights of the king became supreme.
B. convcying hou,'much socictics govcmed by rnonarchies and plutocracics resistcd thc usc ofrulc
of lau'.
C. highlighting the difference bctween theory and practice in societies that tirst adopted rule of
law
D. entphasizing the historical nroment whcre rule oflaw was put into effecl rather lhan remaining a
theoretical concept.

34, Read this sentcncc tiont paragraph T

During the l9rh and 20'h centuries, the United States rose to hecome a rrorld superpo*er. As
othtr countries attempted to replicatc thc Constitution and the rulc of law it
a rcsult,
reflected.

What does this staternellt reveal about hou,other nations r'icwcd thc U.S. Constitution'/

E. Thcy u'crc convincc'd by it that rule of larv could be irnplcmentcd i reality, to grcat eflcct.
F, Thcy saw it as fundarnentally flawed, and made rnodilications based on its rristakes while still
prcserving llre spirit of rule of larv.
G. Thcy feared it as a symbol ol'the Unitcd Statcs' supcrporver status in thc l9'h and 20'r'ccnturics
H. Thcy tricd to undermine its power by claiming that it did not truly follow thc o1'rule of law.

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The Tutorverse
 Diagnostic Practicc Test (Form A1 .Q 27

Prove It!

For thousands of ycars. peoplc have tlicd to explain nature. They olicn did so in creative rvays. Norse
nrythology explaincd thundcr as the sound of thc god Thu ragefully hitting things u,ith his hammcr,
Mirilnir. In Japan, earthquakes rvere blarned on a giant catlish namcd NamazLr. who was said lo be
trapped bcncatli thc islands. Ilarvaiians ascribed volcanic activity lo thc goddess Pele. a bcaLrtitul but
lcngelirl dcrty. All olcr thc u,orld. pcople uscd myths and lhntastical tales to cxplain thc world around
thcm. Totlay. Irowever, our undcrstanding ofnature has advanced significantly bcyond thcse storics.
This is thanks. in part, to thc development ofthe scientific rncthod.

The scientilic method is a rigorous proccss thal is used 1o plove specilic clainrs. Scientists begin by
carcfully obscrving llrc phcnorncnon. as well as doing prior rcscarch. lreforc conring up with a
hypothesis. or claim. To test this hypothcsis. scicnlists lhcn create and conduct an cxpcriment. collcct
dala, and analyze it. Using thc resulting inlonnation. they concludc rvhether the hypothesis $,as tnrc or
lalse. Thcir resulls are not assunred to bc true, rcgardless ol'their repLrtation. Instead, other scientists
rray analyze their u,ork for inctlnsistencies, and rccreate thc cxperinrcnt to check if thc ctlnclusions are
valid. An cxample ol'this is thc famous case of thc Piltdoun Man. In 1912. an atnateur archacologist
claimecl to have foLrnd the evolulionary 'link' bctrveen apc and man. Later tcsting showctl that the skull
was aflilicially crcatcd by conrbining skull fragmcnls fron: a human and an apc. On thc other hand.
u'hen Grcgor Mendcl's larrous discovcrics about gcnetics u,crc ctiticized for bcing falsc. analysis ol'his
rccords and rncthods conllnncd the validity of his results. Indeed, repeatablc and obsenable uses ol'the
scientific rrcthod have helped advance our understanding ol the world arountl us.

Thc scicntific mcthotl has bccn cspecially helpful in tbnlulating our Lrnderstanding of gravity. (ilavity
is a natural force that pulls objccls toward one anothcr. Gravily is thc force that kecps thc planets
orbiting around thc sun. and lhc lroon orbiting around the Earth. 11 is also the lbrcc that allows ob.iccts.
likc meleorites- to "lhll" to the Eanh. Since grar ity is a fbrcc thal cannot be pcrceived dircctly by oLrr
iivc senscs, at onc point in history, people did not realize lhat gravity was responsible I'or tlrese evcnts.
They belicvcd lhal sune supcrnatural bcing controlled all-natural evcnts. Thcn. in the 1600s, Galilco
Cialilci conductcd a l'anrous cxpcriment that changed people's undcrslanding of horv the u'orld rvorks.

(ialileo rvas an early su;rporlcl ofthc scicntific nrethod. Hc used carclully dcsigtrcd cxpct'inrents ttr
study thc ways gravity af1'ectcd Iighter r ersus hcavier objects. Prior to his fanroLrs experiment. people
still bclicvcd that hcalier objccts l'ell l'aster to thc Earrh than lightcr objects. Atier all- a hammer *ill hit
thc grountl faster than a I'cather. when both are dropped fr-onr the sanrc hcight at the same titne. Galileo,
hOwever. suspected that therc was molc t() thesc sccnarios lhan mct lhe eye. Hc set out to tcst l'tis
hypothesis by employing thc scicntific nrcthod.

According to historical accounts, Galilco climbcd to the 1op ofthe Lcaning Tower of Pisar rvith two
hcavy balls. These balls. though ofsinrilar shape and size. had dift'erent weights. When Galileo dlopped
tllese t\\'o balls fi om the Tower. he loulld that lhcy hit the glound at the same time. This cxpcritncnl led
Galileo to concludc rightly that all objects will thll thc sarne rale ofaccclcration. regardless ol'thcir
wcight.

Cialileo's lhmous cxpcrinrer)t not only cncouragcd people to conduct more expcriments usillg the
scientific rnelhod, but led to llndings that becalnc a cornerslone of modern physics. Today, wc knorv
that the rcason tlle l'cather u,ill lall nrorc slowly than the hanrmcr is because ol'air resistancc, not
bccausc of its u,cight. Sincc thc l'eathcr has a rclativcly largc sLrrfacc arca. molccules in thc air play a
largc part in slorving dorvn thc I'eather's dcsccnt. Sirlilarly. bccausc thc hanrmcr has a snraller surlhcc

I [,eaning'l'ouer of Pisa: a tall lo\\cr in ltaly

CONTINUL TO TI]E NIXT PA(iE

The Tutorverse
28 '4. Diagnostic Practice Tcst (Form A)

area than the lbathcr. the effcct of molecules in the air on tlre hanrmer's desccnt is lcss than the effect of
moleculcs in thc air on thc feathcr's desccnt.

lncredibly. in 2017, scientists reproduccd this cxperiment in a satellite in outer spacc. Scientists u'antcd
to see if thc results of Galileo's experiment could be morc prccisely reproduced in thc absence of air
resistance. Their results confirnred Galilco's findings and derronstrate how the scientific mcthod can
illuminatc truth.

35. Which statemcnt bcst tlescribcs thc ccntral idea ofthe passagc?

A. Myths and lcgends hclp people understand natural phcnomena nrore accuratcly.
B. (lalileo's cxperir.ncnt at the Lcaning Torver of Pisa hclped to dcline gravity.
C. The scientitic perccption ofrvhy things lall has evolved through time.
D. Using thc scientific method has helped pcople better understand nalural phenomena

36. Why tloes thc autirol dcscribe sevclal nryths in paraglaph l'.'

E. to illustratc the central idea that nature has inspired myths fi'om many dillbrcnt cultulcs
F. to prove that natural phcnomcna is inherently mystcrious and can only be understood through
stories
G. to highlight the simplistic and fancil'ul naturc of early understandings ofnatural phcnomcnon
H. to emphasize how lar humanity's understanding of gral'ity has er,olved

,17. In paragraph 2. thc *,olds "repeatablc" and'tbservable" arc used to highlight

A. how thc scientific method leads to dependable and objective lindings.

B. hoiv expcrimcnts must bc carricd out by specilic, talcntcd scienlists to bc valid.
C. that conclusions fronr scicntific nrethod cxpcriments arc usually thc result of luck
D. that scicntists cnjoy rcpcating thc samc crpcrirnert ovcr and or cr again.

38. Rcad this sentcncc from paragraph 4

Galileo, holvevcr, suspected that there rvas more to thcse sccnarios than mct thc cve.

What is the most likcl), rcason thc author uscs tht: word "suspcctcd" /

E. to show that Galileo had a suspicious and paranoid pcrsonality

F. to highlight how Galileo used the scientilic method to generate a hyporhesis
G. to emphasize horv Galileo's theories have bcen overturned in later years duc'to lack ol'sufficienl
cvidence
H. to reinforce how sinrilar to Galileo's reaction was to other scientists' perccplion oflicc fall

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The Tutorverse
 Diagnostic Practicc Tcst (Form Al .Q. ,l9

-19. llou,does paragraph 5 help dcvclop the central idea o{'the passage?

A. lt prcscnts a solution to thc scientific questions poscd in a prior paragraph.

B. It illustratcs an early historical examplc of thc scicntific mcthod yiclding inrportant infonnation
C. lt contrasts thc way scicntists used the scientillc melhod in thc past and prcscnt.
D. It dclails a historical cxperillrent that was not supported by later re-enactnrents.

40. Which conclusion is best supported by the inlonnation in paragraph 6?

Il. On thc moon. rvhcrc therc is no air, a fcathcr and hanlmer will fall to the ground al thc samc
spccd.
F. Ifa l'eather and hammer are lhe samc weighl, they will lall to the ground at the sanle specd.
G. If a lcather and hamnrer arc madc litxn the same rnaterials. they will fall to the ground at the
sarnc speed.
H. A hanrrner will fall lilster than a fcather undcr any circutnslancc.

41. I low docs paragrapli 7 support thc dcvclopmcnt ofthc ccntral idca'l

A. It enrphasizcs the progress that has been made in thc lield ol'physics research.
B. It reveals how Galilco's results wcrc detelnrined by the location of his experiments.
C, It highlights horv Galileo's cxperimcnt lcd to a valid conclusion bccause it rvas reproducible by
othcrs.
D. It shows how crpcrinrents have changed sincc Galilco's tiurc, despilc being inspircd by thc idea
of thc scientilic method.

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The Tutorverse
l0 4. Diagnostic Practice Tcst ( Fom.r A)

Adapted fron The Scorlet Plague

by Jack London

When he could cat no more. the old man sighcd, wiped his hands, and gazed out over the sca. With thc
content ola full stomach, he waxed reminiscent.

"To think of it! I've sccn this beach alive with men! women. and children on a pleasant Sunday. And
there weren't any bears to eat thcm up, either. And right up there on the cliff rvas a big restaurant wherc
you coLrld get anything you wanted to eat. Four million people lived in San Francisco then. And nou. in
the wholc city and county there arcn't forty all totd. And out thcrc on the sea wcre ships and ships
ahvays to be seen, going in for thc Colden Gate or coming out. And airships in thc air - dirigiblcs and
llying machines. Thcy could travcl tu'o hundred miles an hour- Whcn I was a boy, there were tnen alivc
r.vho remembered the coming ofthe first airships, and now I have livcd to see the last olthern. and that
was sixty years ago."

The old man babbled on. unhecdeti by thc boys. r.l'ho u'crc long accustomcd lo his garrulousncss. and
whosc vocabularies, bcsides, lacked the grcater portion ol'the words he uscd. ll was noticcablc that in
these ramblings, his linglish sccnrcd to brcak out into bctter construction. Bul whcn hc talkcd directly
ri'ith thc boys it lapscd. largely, inlo their own uncoulh and simplcr lbnls.

"But thcre weren't urany crabs in those days." the old man lvandcrcd on. "Thcy werc fishcrl out, and
they werc grcat delicacics. The opcn season was only a rlonth long, 1oo. And nou,crabs are accessiblc
the u'hole ycar arountl. Think ol'it catching allthe crabs yor.l u,ant, any time you want. in the surfof
thc ClilT IIousc beach!"

A suddcn cominoti<lrr among the goats broLrght the boys to their l'cct. The dogs about thc fire rushcd to
join their-snarling l'ellow ivho guarded thc goats, whilc the goats themselves stampeded in the tlircction
of tlreir hunran protcctors. A hall-dozcn fonrs, lcan and gray. glidcd about on thc sand hillocks and
laced thc bristling dogs. Edrvin arched an arrow thal fcll short. Bul I Iare-Lip, rvith a sling sLrch as David
canied into battlc against Goliathr. hurlcd a stone through the air that whistlcd liom thc spcecl of its
llight. lt lcll squarely anrong thc \\,olves and caused them to slink away toward the dark dcpths ofthc
eucalyptus forest.

Thc boys laughed and lay down again in thc sand, whilc Granser sighcd pondcrously. lle had caten 1oo
',
nruch, and. lrands clasped on his paunclr. the fingcrs interlaccd. he resurred his maundcrings.
"r,ith
"'The flcctrng systerrs lapse likc foarl.'That's it foam. and fleeling. All man's toil upon the planet
rvas just so rnuch liram. He donrcsticated thc scrviceablc anirnals, dcstloyed thc hostile ortes. and
cleared thc land of its rvild vegctation. And lhcn hc passcd. and thc flood ofprirnordial lile rolled back
again, srvccping his handiu,ork a\r'ay thc rvccds and thc forest inundated his llclds, and nou,tlrere arc
*'olves on thc f'lifl'House beach." He u,as appalled by thc thought. "Where four rr.rillion pcople
clisportctl thernselves, tlre rvild wolves roam to-day. Thiuk ofit! And all becausc ofthe Scarlet Death-"

* "Tell us about the Red Dcath. Granser." tlarc-Lip dernandcd

"Thc Scarlet Dcath." Edrvin corrected.

I David & Goliath: a biblical story about horv Dalid defeats Goliath. a nruch larger and more pouerful enenry

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The Tutorverse
 Diagnostic Practicc Tcst (Fonn ,t1 Q. 3l

r,, "An'don't work all that funny lingo on us." l"lare-Lip went on. "Talk sensible. Granser. like a Santa
Rosan ought to talk. Other Sauta Rosans donl talk Iike yoLr."

rr Thc tale began.

r: "Tltclc \\icrc \ cr')' ntanv peoplc in thc ri'orld in thosc days. San Francisco alonc hcld lour urillions "

,, "Wh11 is milliolls'.)" Edr,,,in irrtcrruptcd

, Granscl lookcti al hinr kindlv

r "l kttow vou cannot count bcyond ten, so I will tell you. llold up your two hands. On both of thcnr you
havc altogclher tcn lingers and lhumbs. Vcry wcll. I now take this grain ofsand you hold it, lloo-
Hoo." [{e dropped the grain ol'sand into thc lad's palrn and $'cnt on. "Now lhat grain ofsand stands for
thc lcn fingers ol'Edu in. I add anothcr grain. Thal's ten more fingers. And I add anothcr, and another.
until I hale addcd as many grains as Edwin has fingcrs and thumbs. That makcs wtat I call onc
hundrcd. Renrcmbcr that rvord one hundrcd. Norv I put this pebblc in Hare-Lip's hand. It stancls lbr
tcn grains ofsand. or one hundrcd fingers..." And so on. laborioLrsly, and with muclr rciteration, hc
stror c to build up in their minds a crude conccption of numbers. As thc quantitics increased. hc had thc
boys holding diI1'crent rnagnitLrdes in each ol'their hands. For still highel sums. hc Iaid the syrnbols on
the log ofdriftrvood; and lor symbols he was hard put. being compelled to use thc teeth lrom thc skulls
fbr millions, and thc crab-shclls lbr billions. It was herc that he stoppcd, lor the boys were showing
signs of bccoming tircd.

rr "Thcre uere loLrr rrrillion pcoplc in San Francisco lour teeth."

r. Thc [.roys'eyes ranged along fiom the teeth and from hantl to hand, down through the pebblcs and sand-
grains to Edu.in's lingers. And back again thcy rangcd along the asccnding series in the efforl to grasp
such inconceivable numbers.

r' "Thrt was a lol ol'lblks. (iranscr." Edrvin al last hazardcd

r, "The world u,as lull ofpeoplc. The census ol20l0 gavc eight billions for the wholc world cight crab-
shells. Eight crab-shclls thcrc, yes, eight billion people rvcrc alivc on the earth $,hcn the Scarlet Death
began."

42, ln paragraph 2. hou,does lhc phrase "To think of itl" all'ect the lonc olthe paragraph'l

E. It creatcs a marveling lone by suggcsting that the things Granser once saw now seen]
unimaginable.
F. It crcatcs a sullen tone by suggesting rhat Granser leels his loss ofthe world ofhis youth was an
injustice.
C. [t introdtrces a uostalgic tone by showing how rnuch Granser misses being young and healthy.
H. It cstablishcs a tone olcontentl'ncnt by shou,ing how satisfied Granser f'ecls with his mcal.

(IONTINtIL TO Tfll, NL-XT PA(ill

The Tutorverse
ll 4. Diagnostic Practice Test (Form A)

43. tlorv does paragraph 2 contribute to thc developmenl ofthe settingl

A, It highlights the fantastical nature ol the setling, as the slory takcs place on a different planct
B. lt eslablishes the sctting as a rcalistic dcpiction ol'prcsent tilncs.
C. It rcvcals the setting is a time in thc dislant past and conrpares i1 with the prescnt.
D. It introduces the sctting as a time in the possiblc lirture and contrasts it wilh the present.

44. Which exccrpt from tlre passage best sr.rppofls tl]e idea that the boys do not firlly understand
Granscr's rvay of spcech?

E, "It u,as noticeable that in these ramblings, hrs English seerned to brcak out into better
constmction." (paragraph 3)
F. "'Tcll us about drc Rcd Dcath, Grartscr,' Hare-Lip dcrnanded. 'Thc Scarlet Death,' Edwin
corrcclcd." (paragaphs li-9)
G. "'There lverc very rnany people in the world in those days. San Francisco alone held four
nrillions ' 'What is millions?' Edwin interrupted." (paragraphs l2-13)
H. "'That u'as a lot of flolks. Granscr.' Edwin at last hazarded." (paragraph l8)

.15. Rcad this scntence from paragraph 3

The old man babhled on, unheedcd bl the bovs, rvho rverc long accustonred to his
garrukrusness, and whosc vocabularics, besidt's. lacked the grcater portion ofthe rrords
he used.

The word "garrulousness" in the sentencc conveys

A. hou,annoying and tiustrating the boys find Cranscrrs storics to be.

B. ho$,triYial and unimponant Granscr's rarnbling sccnted to thc boys.
C. that Granser is bcinq uncharacteristically talkatir,c in this rtrontcnt in the story
D. that Ciranscr has beconrc grumpy and irritable in disposition duc to old agc.

,16. IIorv do thc dctails in paragrapli,l atrout the setting hclp supporl thc dcvclopmenl ofthe plot'.)

E. [t emphasizes thc supetiority ofthc current world as comparcd to the society olGranser''s youth
F. It suggcsts that thcrc are fundamcntal sirnilarities between lhe world ofGranscr's youth and his
currenl circulr]stances.
G. It dernonstrates that the boys are fascinated by Cranser's storics about the past.
H, It shows that not all the ways in which the world changed alter the Scarlet Plague rvere lor the
worsc.

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The Tutorverse
 Diagrrtlstic Praclicc Tcst (Form a1 Q ll

17. Read this senlcnce lionl parauraph 5

But Hare-l,ip, $ith a sling such as Dtt,id carried into battle against Goliath, hurlcd a
stone through the air that $ histled from the spced of its flight.

What is thc nrost likely reason the author includcd the refcrencc to David and Goliathl

A. to portray the boys as srgnificantly weakcr beings than the wolves thcy face, and shorv how
difficult it was tbr thenr lo win the battle
B. to emphasize the prilnitivc nalure ofthe boys by comparing thenr to charactcrs fiom Biblical
timcs
C. to dcmonstratc the lcnor thal the boys fcel at lhc alrival ofthc wolvcs
D. to shorv thc boys' experience and conlldencc in dealing with dangerous predators in the wild

48. I{catl this c\ccry)t lion'r paragrlph 7

"'The flet'ting slstcms lapse like lbam.''Ihat's ir - lbanr. and flecting. All nran's toil upon
the plnnet nas just so much lbam,"

llou, does the nretaphor in tlris sentence help suppon the thcme oflhe passagc'?

E. It irnplies that rcgardlcss ofeflort and progress, the outcomcs olall hurnan labor is ternporary
F. lt demonstrates how hunran systems had become so numcrous that pcople lost their
individuality.
C. It illustrales how thc hunran u,orld rvas dcstroyed by plide when the sca levcls rose.
H, It shorvs the advancenrent ofhuman lechnology in controlling wealhcr and lidal pattcms.

49. What do paragraphs l0 and l5 convey about the relationship bclwecn Glanser and the boys')

A. Thcy highlight the liiction between the boys and (iranscr, who disagrcc constantly.
B. Thcy shou'hou paticnt the boys are rvith Granser, despitc his old agc and fceblcmindcdness
C. Thcy rcinlorcc how palienl Cranser is with the boys, dcspite thcil ignorance and disrcspect
torvards him.
D, They reveal thc irrilation thal the boys l'cel towards Granser. u,ho is dependent on thcm lor
lood.

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The Tutorverse
j.1 E. Diasnostic l'racticc Tcsl (Fornr A)

Helping Others Pays Off

For many. choosing a career palh can be a scary task. There are many things to think about when
considering differentjob opportunities. Oftentirnes, it is hard to find ajob that has all one's dcsired
qualities. For exarnple. a job that pays well can oftcn be stlcssful or require long hours or advanced
degrccs ol study. A job that is too casy mighl not bc satisfying or stimulating cnough, even if it pays
rvell.

: Onc potential opti<ln, which many havc pursued in reccr:t ycars, is the carcer o1'a registcred nurse (RN).
RNs perfbrnr a diversc set of duties. In gcneral, RNs coordinate and provide carc and cducation to
paticnts aud their talnilics. ln addition to caring for the botly, some RNs also provide emotiottal support
to thcir paticllts. RNs may choose to rvork dircctly with paticnts in bedside rolcs. or to provide catc
morc indircctly. Thc opportunities arc not limited to homc or hospital. cither: nurses can be fbund in
clinics. schools. and evcn in prisons. Depending on pcrsonal prelcrencc. RNs carr ,",,,ork exclusively tvitlr
peoplc of a specific age rangc or medical condition. Because therc are so many options lor
specialization, RNs can choosc to rvork in dil'irrent environrnents. They can oftcn choose roles thal bcst
suil thcir inlcrests and slrcnglhs.

According to thc UniIcd Slates Dcparlment ol'Labor's Burcau Labor Statislics (BLS). thc occupatiun
o1-
is also one ofthe I'astest gro*,ing in thc healthcarc cconorly. The BLS expects the opportunities lbr RN
positions to grow I 6 percent liorn 201 4 to 2024 an astonishingly high rate of grorvth cxceeding most
othcr occupations! As thc rvor-ld's population continues to grorv and people continuc to lir e longer.
demand 1br lrealthcare professionals such as RNs is also expected to grow. As the population ages,
nrorc and nrore pcople u,'ill require both prevcntativc care and management for chronic conditions. like
diabetes and obesity. As a result. avcrage compensation lbr RNs alreatly among thc highest in thc
nation is expectcd to risc.
., RNs expeliencc their fair shalc ofchallenges, however. Many RNs u,ork long shifls, sometinres as long
as lJ houls in a rorv. This is a;rracticc thaljcopardizes thc saf'ely ofnurse and patient alike. In addition,
due to thc naturc oftheir work, RNs are morc exposcd to pathogcns ancl diseases than other pcople.
Enrployers and RN advocacy groups rccognizc thcsc clrallenges. and arc norv working together to
addrcss thcm.

Dcspite such drau,backs, RNs appear happy r.vith thcir carccrs. ln one stud-v conductcd by a heahhcare
staffing cornpany. 90%, o1'nurses survcyed intlicated that they werc vcry satislicd with their carecr
choicc, and over tlO9.,ir plan 1o rcmain in this career for lheir lifetime. In a career-salisfaclion inter\ ic\\.
onc nurse explaincd that she lovcs her cateer bccausc of thc 'Joy [in] cating fol my paticnts, and thc
trusl thal tlcvclops with that rclalionship. IMy patients] lirlllll nrc, and I hclp plovidc thcm wilh the care
thcy deserve." Another explained that "somc ofthe rnosl interesling people I have evcr nret carne into
my lil'c because I'rn a nursc."

,, Though requirements vary lionr country to country, plospcctrve RNs in the United States have two
options. Candidates can cither obtain a minimum ol an associate's degree in nursing. or thcy can
receive a diplorna liom an approved nursing program. Alter these educational rcquirements are mct,
registered nurses must also pass the Nalional Council Liccnsure Iixamination-Rcgistercd Nulscs exam.
If they choose to go on to obtain a Master's ofScicnce in Nursing, they could potentially ovcrsee other
nursing staf'f and perfonn rrorc high-level dLrties.

. Many find that thesc requirements are a small price to pay to be a pan o1'such a well-respected and
u,el l-compensated profession.

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The Tutorverse
 Diagnostic Practicc Tcst (l'onn n1 'f. 35

Healthcare Scctor Job Grotth. 2006-2016

PharmidrtJ
M€di(d I seoelariet

Dentalassirlantl I
Ptysiaians a!d surg€ons

Pharma(y te(hnt(iin!
Li(enled pra{ticil ind liaenled y0(ali{nal nurJfJ

Mediral assistantJ
I
l/ursing aide! 0rderlies, and attendJnts

llome bealth aides

Per$naland home (are ard€6

REist€red nurl€6

0 t$.ot(} 1m,000 {0,DIl

Sottrt:e: Bureau of'Lohor St.tlisli(s. 201 6

50. Read this excerpl lionr paragraph 1

...ajoh thal pars rvell can often be stressful or rcquire long hours or advanccd degrees of
stud\ . ,\ ,iob that is too eas\ might not be satisf\ ing or stimxlating cnough, cven if it pa1's
n ell.

Thc parallcl slnrcturc olthc trvo lines

E. rcveals that nursing is a job that has many perks as wcll as dctractors.
F. emphasizes horv rrost jobs have benefits and drau,backs. evcn if thc spccifics arc differcnt
G. reinforces thatjobs that are wcll-paid will ncverbe satislying in othcr respecls.
H. slrcsses a contrast bet$cen thc nursing prolcssion and other types ofcarcers.

51. Which olthe lbllou'i:rg bcst tells whal this passagc is about'.)

A. a sunrnrary ofthe necessary steps a new graduate nrust take to begin a nursing career
B. an ovcrvierv ofthe diflbrent specializations rvithin thc field ofnursing
C. the bcncfits and attractions ola carcer as a registercd nume
D. thc challen-ecs and drawbacks ofa nursingjob

52. I Iorv docs thc inlbmration in paragraph 2 support the dcvelopment of'the ccntral idca'l

E. lt highlights the ovcrrvhclming rrumbcr of dutics that RNs ar-c responsible 1br
F. It shous the divcrsc settings that RNs rnay be fbund rvorking in.
G. It cmphasizcs the physical nature olan RN's daily dutics.
H. lt revcals thc range of pttssibilitics that are available to RNs.

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The Tutorverse
36 4. Diagnostic Practicc Tcst (Fonn A)

53. Which conclusion is bcst suppoficd by the inlbnnation in paragraph 3?

A. The nursing occupation is grorving quickly because of funding lro the United Stales
Depanment oI Labor.
B. Thc nunrber of nursing opportunities rises and thlls with people's lilbspans.
C, The rising dernand for nurses is caused by a high ratc at which peoplc are leaving the
prol-ession.
D. Though nursing positions are incrcasing, the avcragc salaries nurses make is reruaining thc
sarne.

54. \\rhat is thc ptirrlrv rolc ofparagraph 4 in thc structurc ol'thc passage?

E. It offers supporting exanrples to the ideas introduced in paragraph 3.

F. l1 introduces a new topic that is further claborated in paraglaph 6.
G. 11 cxplains a cor.rntcrargument to thc main claim belore challenging it in paragraph 5
H. It surrurarizes information found in the rcst of the passagc.

55. What is thc ntost likely [easol] thc adhor includes the quotes in paragraph 5'?

A. to providc a ncw supporling argumcnl to tlrc olerall clainr

B. 1o convincc rcaders thal thc long road to beconring an RN is worth i1
C. to confim thc accuracy of thc nunrbers in thc study results
D, to off'cr personal auecdotes that support the statistical evidencc

56. Ho* does thc graph provide additional support ior the ideas in paragraph 3?

E. Avcragc colr']pensation lor RNs is cxpeclcd 1o rise in ten ycars.

F. Thc cost ofhcalthcare is cxpccted 1o conlinue rising.
G. Pcople are living longer than ever and staying sicker for longer.
H. The demand lbr RNs fal cxceeds the dcnrand lbr other healtlrcarejobs

57. With lvhich stalement rvould the authol of lhis passagc ntost likely agree?

A. Thc eI'fort nccded 1o becomc a rcgistered nursc is wcll wolth it.

B. Bcing a registcred nurse is a rare occupation u'ith no drarvbacks.
C. The educational requirements lbr peoplc to becolne a registered nursc are unneccssary
D, It uill take a registcred nurcc little lime to pay offthc debl frotl their sludcnt loans.

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The Tutorverse
 Diagnostic Praclicc Tcst (f'onn A1 ,Q. 37

Section Two: Mathematics

Reutnmended Ti mc Lin it : 90 minLrtes
IMPORTANT NOTES: (l) Fortrulas and dcfinitions of nrathcnratical terms and symbols are not
provided. (2) Diagrams other than graphs arc not necessarily drawn to scale. Do not assume any
rclationship in a diaglanr unless il is spccifically statcd or can bc figured out liom the inlirmration givc-n.
(3) Assunrc that a diagranr is in onc planc Lrnlcss the pr-oblcm spccifically stales that it is not. 14) Graphs
are tlrawn to scale. Unless stalcd otherwisc, you can assulrc rclationships accolding to appcarancc. For
cxarnplc. (on a graph) lincs that appear to bc parallcl can bc assurncd to bc parallel; likeu,ise lbr
concurrent lines. straight lines. collinear points. r'ight angles. etc. (5) Reduce all fraclions to lowest tcrnrs.

Mathematics - Grid-ln Questions

Questions 58-62
Directions Solve each problern. On the ansrver sheet. u,rite your ansrver in the boxes at the top of the
grid. starting on the lefi side o/ ea<h grid. Print only one number or synrbol in cach box. Do ttot lauve u
bor hlank in tht,nirltlle ol ot't tuts'$cr. Under cach box. llll in thc circle that matches thc numbcr or
symbol yoLr wrotc abovc. Do not lill in u tircle under on unused hot.

58. ll5 51 150 510 (t:100 61. Whal is the pcrirnelcr, in inches, tll'a
rcctangle u,ith an arca of 108 squarc inchcs
ln tllc cquation alrove, what is thc valttc il'its width is 3 times its lcngth?
of q'l

62.
59. What is thc valuc ol'-r in the cquation ,4

9 2("r + 5): 3.r (5 5-r)?

l5

60. Janelle has rakcn 4 tests so thr and has an

87 average. Shc is taking trvo more tests. c98
each of rvhich rvill be scorcd out of 100,
In units squared, what is the area of the
rvilh no extra crcdil. lf she rvants her Iinal
right triangle shown above?
lest average to bc 90, what is the lowcsl
shc can score on onc of lhe tests l

CONTINUE TO THE NEXT PAGF,

The Tutorverse
38 'D. Diagnostic Practicc Tcst (Form A)

Mathematics - Multiple Choice

Questions 63- I l4
Directions Solve each problenr. Select the best answer fiom thil choices given. Mark the letter of your answer on
lhe ansu'er shect. YoLr can do your figuring in thc test booklet or on paper provided by the proctor. DO NOT
MAKE ANY MARKS ON YOUR ANSWER SIIEET OTIJI]R THAN FILLING IN YOIJR ANSWER
CHOICES.

63. What is thc solution set for I < 2l+ 1<9',1

A. -9 -8 -7 -6 -ir -4 -3 -2 -l 0i23..lir0789
B. -9 -li -7 -6 -r.t -4 -:l -2 -l 0123.1 5 ii789
C, -9 -8 -7 -6 -ir --1 -lt -2 -1 01234i,6789
D. -9 -lt -7 -(i -l-r --l -3 -2 -1 O 12:l .1 ir67|J9

64. Phone Company A charges 50 + 3-r dollars fbr 67. On a blueprinr ofa school. I inch reprcse,rls
a phone plan. rvlrere.r is the nunrber of minutes
spcnl talking. Phone Company B charges 24 fbet. lf the caf'etcria is 60 t'eet long, what is
60 + 2r dollars for a phonc plan. rvhcre.r- is the its lcngth, in inchcs, on the blueprint?
nurrber of'nrinutes spent talking. What is the 3
price at u hich both corrpanies cllargc the same A
8
arlount?

E. $t0
B i
8
F. 5i20 3
G.
H.
$30 C
i
65.
SIJO

William, Xing Mei, Yuki, and Zack run a race.

D I I
4
ln how many different r.vays can lhey finish?
6tt.
4.4
B. t6
c. 24 1'
D.32
66. Olu has takcn lbur tcsts so lhr in her math class.
In the abovc figure. the tu,o circles are tangent
Her scorcs on thcse tcsts arc 94. 100. {ll8, and
at point R. The lcngth of PR = 8. The arca o1'
li0. The score on hcr llnal cxam u,ill bc counted
lu icc in hcr mcan. What is the lowest scor-c shc thc cirtle u,ith center Q is 4 tiures largcr than
can get on her final exam and havc a ntcan thc area of the circle with ccnter S. What is the
score of no less than 92? length ol'QS:)

E. 90 E.6
F. 95 F.8
c. 97 c. l0
H. 100 H. l2
CONTINTJE TO TIItr NhXT PAGt':

The Tutorverse
 Diagnostic Practicc Tcsl (Forrn A) 4 39

l 73. The probability ofpicking a picce ofdark

69. Darius rln -6 as rnanv limcs around lhe lrack as
chocolare oul of a bowl of candv,6is l. wn;"n
Ezckicl. Drritrs ran around the track 2 ? tirncs.
3
of thc following could NOT bc the number ol
pieces ofcandy in the bowl?
llow many tinres did Ezekiel run around the
track'l
4.6
B.u
A.4 c. 2.1
9 D. 30
s.? 3
c. t4 7.1. Two py'rarnids are glued togcther base lo basc.
l). t6 Thc area of each basc is 25 in.r. and the height
of onc 01'lhe pyranrids is 3 in. Thc other
pyrarrid is tr.r icc as high. What is the total
70. A decagur has l0 sitles and I 0 anglcs. What is volunre o1'the courbined figurr:?
the avcragc numbel of dcgrecs in each interior
anglc of a decagon? E. 50 crr. in.
F. 75 cLt. in.
E. 140 C. 100 cLr. in.
}. t44 H. 125 ctr. in.
c. r,400
H. I.'+40
lLl
75. ll o :L. whlt happens lo lhe ralue ol'a
71. The table below shous a relationship belr.veen -r c
and l valuc's. when both 6 and c are doubled?

ol ) ,+ (, ll
A. o is not changed.
B, ,r is doublcd.
l I 5 9 l-l t1 C. rr is triplcd.
D. a is rnultiplied by 4
Whrch ol'1hc lollowing ccluations tlcsclibes this
relationship'i

A. .r, : 0.5r + 2 76. ln a class poll.2,1 stLrdents chose pizza as thcir

B.,r':r+l lavorite lbod, l5 studcnts chose hamburgers.
C. l:2.r+ I and I stuclent chosc neither. What fraction ol'
D, r':3r 2 the students polled chosc pizza?

72. fr 3x5l:6+.v o. l5
l9 :21
.r' + 6
In thc equalions above. .r' < 0. Which of the F.4
lbllowirrg could be the value of .r? 5
I
G.:
E. 15 8
F-. 3 I
c. l u.
8
H. t-5

t ONTINLih TO THE NEXT PAGE

The Tutorverse
40 4. Diagnostic Practice Tcst (Fonn A)

77. What is thc value ,,1 ,16* 9 -(/l+."1e)'l 8t.

Pete's Living E rpenses
A. 2
Ilcnt
B. 0 M iscellaneous
i 00,,0
C. 2
D. 4
College
Loans
7tt. 201,

It

Transportalion Food
T 109/r,

The graph above shows thc distribution of

a Pete's $ I ,200 living expenscs. Pctc has lwo
roommates and splits thc cost ofrcnt rvith them
ln thc abovc figurc. triangle PQR is equilatcral. equally. so thc amounl he pays for rcnt is only
S is locatcd at thc rnidpoint of PR, and T is pan o1'lhc total rcnt for the apa(tncnt in which
Iocatcd at thc rridpoint of QR. What is the hc Iivcs. What is thc total rcnt for Pcte's
degrce mcasurenrent of anglc PST'? apaftmcnt?
E. t20"
F. t25' A. s360
G. r35" B. 5720
H. 150"
c. sl,0n0
D. S1,333

79, At noon. Bradlcy began steadily increasing the

spccd of his car by 2 milcs per lrour cvcry 82. A piece ofpapcr is uscd to nrake a cylindcr
minLrte. At l2:15 p.m., hc realizcd hc was going (without a lop and bottom) that is 8 inches long
l5 ntiles pcr hoLrr over the spced limil. If his and has a radius of 1.5 inches. Assunrilg no
speed at noon was 40 nriles pcr hour. what was part ofthe papcr overlaps, what is the area of
thc speed limit at l2:15 p.m.') the piccc of paper'l

A. 55 E. l2 sq lt')
B. 60 t-. 24 sq in
c.65 (;. 12tr s(l in
D. 70 H. i+lT sq in

80 (2+3)x(4 2)r
83. A nunrber is increascd by 30o/;, and then the
ncw number is incrcased by anothcr 30-qi,. What
lfthe parcnthesis were rernovcd from the above
is the pcrcent increase liour the original
expression, what would be the changc in thc
nLrmber'l
valuc of the expression?

E. There ivill be no change in value

A. 609',"

F, a decrcase ol'4
B. 69,rn

G. a decrcase of I0
C. 160,%

H. a decreasc ol' 18
D. I 69,1n

CON f INL;li T0 I'l ILI Nl:X 1 l'A(il:

The Tutorverse
 Diagnostic Pract jce Tcst (Folnr 41 $. .ll

8.1 88. When lhc sum of a list of integers is divided by

1'
thc mean of thc iatcgcrs. thc result is,r. What
does .r lcpresent?
A (2.2)
E. thc sum o1'thc integers
F. half the sum ofthc intcgers
G. the mean ol'the integers
H. lhe numbcr of intcgcrs in the list

r]( r. 2)
89. [ixpress 6.925 x 10 5
in standard lbrrr.

Point C (not shown) is the midpoint of

A. 0.00006925
segnlent AB. What is thc.t'coordinatc of 8.0.0006925
point C? C_ 692
D.692.500
E. I.()
F. 0.5
G.0 90.
H. 0.5 XY 7
<aaa>
85. The area of square ,4BCD is 4 tiures larger than On the nurnbcr line above. X is located at 10.
thc area ol'squarc fi'n'2. lf lllc arca of squarc Y is at 2, and Z is at 8. M (not shown) is the
If XYZ is 9. r,vhal is thc dilfer-cnce bctween the midpoint of xv . and N (not shown) is the
lcngth ofa side ol'square,JB( D and the length nridpoint of vz . What is the nridpoint of
of a side of squarc I'l-Y)71 MN?
A. l u. 4.5
B. I F. 1.5
c.6 c. r.5
D. l2 H. .1.5

86. Assurne that the nolalion I (r/, r, s, /) means 91. Wcslcy and two of his lriends are driving cross
"Multiply 17 and r. then add thc product to s and country nonstop and havc agreed to lakc turns
divide by /." What is thc valuc of driving in TJroLrr shilts. Each pcrson rvill drivc
L (2. 6, 4,lr) + L (4, 7 ,2, 6)',1 tirl one shifl. and take tu.o shifts ol-f to rest. If
Wesley's firsl shift slarts al 6:00 a.m., at uhat
E. 1.0
tinre u,ill Wesley cornplete his lhird shili'l
F.7.5
G. rJ.0 A. 5:00 a.m
H. 8.5 B. 6:00 a.m
C. 7:(X) a.nr
tl7. lf0 <.r,< I. rvhrch ofthe follorving statenrerts D. 8:(X) a.m
must bc trLre l
A. ri > .r''
B. .r > 0.5.v
C. >.l l
.r'
D. All of the above
t'ON'IlNUtl TO 'f IIE NhXT PAGE

The Tutorverse
42 t. Diagnoslic Practice Tcst (Fomi A)

92. Trianglc GHl is similal to Trianglc Jr(L 96.

(; I

3 I

4
ll -l'
30'

L ( 3_r'

What is the le ngth of side JK? What is thc r aluc ol'r irt thc aborc lllLrrd.)

E.8 E. 20
F.9 F. 40
G. 15
G. 60
H. t6 H.70

9-1, I1'A is thc sct ofall

integcrs thal can be rvritten
asr:+ I, rvhere -r is a nouzero integer. r.vhich (-3)r -(-2)' _
of the follorving intcgers is in sct A? 91.
(-4)' - (-l)l
A. 16
B. 35 A.:
5

c. ll2 t2
D. 99
s. I 3

94. On a uunrber line. what is thc midpoint ola

Iinc scglnent bc_einning at l7 and cnding
c.? 3
at 3.-5'l
D.7
t2
E. 6.75
F. 10.25
c. ,13.5 98. Will bought a textbook. Sales tax was 8'2i,. lf
H. 20.5 he rvas chargcd 56 for sales tax, what rvas the
cosl of the tcxtbook bclore tax'l

95. Thc lcngth o1'a painting ofa trec is ]9 ofthe E. S6.4tt

lcngth ofthe actual tree. Ifthe length ofthe r. s-+tt.00
painting ofthe tree is l6 inches. rvhat is the
(;. $6e.00
lcngth. in inches, ofthe actual trce? H. S75.00

5
99. ll-4("r 5):2ti. what is the value ol',r'J
9
2
B rel B. 5
9

C 20! C. r1
'7 4
D 72 l). t2
CONTINUE TO THE NEXT PA(;E

The Tutorverse
 Diagnostic Praclicc Tcst (Fonn rtl ,Q. 4i

100. Latonya must rcad an cntire book by the cnd ol' 103. A motorcvcle tilc has a radius of I foot. Ifthe
thc weck. On the first day ofthe u,eck, mololcyclc travcls al a specd of6,300 fcet per-
I minute. horv n]any rcvolutions will cach tirc
L lonva reads
'4 - ofthe book. On the second
make in 2 nrinutes?
I
dlv. shc rcads -J ol lhc lcrnainirrg pagcs in thc A. 500
B. I ,000
book. After the secorrd day. u'hat fiaction of c.2.000
the book rcrnains to be rcad'J D.2.500

E.
12 104. What is the value of tlre nuurcrical expression
F.
5
9xl0o
l --------- in scient illc notation'.)
-l v 10"
G.
2 F. 3.0 x l0r
H.
1 F. i.0 x l0r
1l C. -1.0 x l0('
H. 0.3 x l():
t0t.
x r 05. 7 (3r 5) < 9.r (6 3,r)

What is the solulion to the incquality shown

above?
7,

r> -8
9
8
B ,tr< -9
ln lhc abovc figure, lines W and X arc parallel.
6
and lines Y and Z are parallcl. What is tlre surl C
5
ol'17 and r'?
6
D
A. 90" 5
B. I li0'
c. 210"
,OU. On un.rt'planc, the center ofa circle is located
D.3(r0'
at the origill. A line scgurent is drawn fiotu one
sidc ofthe circlc to the other. through its
102. Charlize kno\,r's that shc has $4.31 in her pig.r:y center. and reprcsents thc circlc's diarnetcr. If
bank in quarters. nickels. dinres. and pennies. thc line segmenl begins at point (2. 3). what
She takes out l2 quarlers. 9 dirncs, 6 nickels, are lhc coordinales olthe othcr end ofthe line?
and 5 pennies. Which o1'the ibllorving could
bc thc coins leli in her piggy bank'i E. (3. 2)
E. I nickcl and I pcnny F. ( 2.3)
F. I dimc and I pcnny G. ( i.2)
G. I dirnc antl I nickel H.(2. 1)
H. I quaner and I penny
C{)NTINlill TO TtlE NEXT PA(ill

The Tutorverse
44 ''8. Diagnostic Practicc Test (Fornl A)

107. Il'rr'..r..r', and: arc all positivc intcgers. thcn llt. 9. 5, 9. 11. 9. 9.-r. 5. l, 5
which of the lollowing proportions is thc only
one that is not equivalenl to the other three'l In thc list of 10 nunrbcrs abolc. thc mode is 9
and the mediar is 7. Each ol'rhc lbllorving
j: ll could be the r,alue ol'.r EXCEPT
^. -yz A. l
llr
B B. l
I'Z c. .1
.t: D.5
C

)
D I12.
l'r 2
I li cn.r

108. If thc degrec measures ofthc angles in a

trianglc are in thc ratio l:3:4, what is thc ll crl
degtee measure ofthc largcst anglc?

E. 90
What is the area ofthe parallelogram above?
F. tio
G. 45 E, 108 sq. cm.
H. ,10
F. 2 16 sq. cm.
G. 324 sq. cm.
109. A jar contains 2 I marblcs: (r red. 7 grecn, and H. 432 sq. cm.
tl brorvn. 5 marblcs are rernoved from the jar.
The probability of picking out a brown marl.rle 113. ln a cerlain regular polygon, thc interior angles
is norv 50ouir. How rrany bLorvn marbles u'erc have a total degrce rncasurc of 1,800'. How
removcd fiorr the jar'? rnany sides does the polygon have?
A.0 L. t2
R. I
B. lr
c.) c. l0
D. ,1
D.9
I I0. It takcs Marilza 25 minutes to read a 25-pagc
l14. The sum offivc consccutivc even integers is
magazine. lf Maritza al\\,ays reads at a 110. What is the sunr olthc- smallest three of
conslanl rate, rvhat liaction of the magazine these fivc integcrs?
remains to be read l5 rninutcs aftcr shc
begins? E. IIJ
F. 16
u.!4 G.
H.
(l0
tt.+

n.?
5

c. l5
THIS IS TllE END OI- THtr TES'I-. lF TllERh lS TIME
REMAINING. YoI.I MAY CTIECK YOUR ANSWERS TO
BOTIi PARTS I ANt) PAR'T' 2,
H.3 ENSURE THAT THITRE At{E NO STRAY MARKS.
4
PARTLY FILLED ANSWER ('lRCLtrs. OR IN('OMPLETE
ERASURI]S ON THI] ANSWER SHEI]T.

The Tutorverse
 l)iagnostic Praclicc Tcsl (Forrn A) E ,1S

Scorins the Diasnostic Practice Test (Forrn A)

Using your answer sheet and refcning to lhc ansrvcr kcy at the cnd olthc workbook, calculatc thc pcrccntage of
qucstions you ansrvcred corrcctly in eaclr section by taking thc number of qucstions you answcred correctly in that
scction and dividing it by the number of qucstions in lhat section. Multiply this number by 100 to detemrinc your
percentage score. The highcr the pcrccntage. thc stronger your pcrftrrmance in that section. The lower the
percentage. thc morc time you should spend practicing that seclion.

Notc that thc actual test will not dilectly evaluate your scorc bascd on pcrccntagc corrcct or incorrcct. Instcad, it
will convcrt the raw nurnber of qucstions answcrcd correctly into a scaled scorc. This scaled scorc u,ill be used to
compare your score r.r,ith the scorcs of other students.

Record your resulls herc:

Scc t ion Qurstions T0tll Percent Questions

Corrcct Qucslions Corrert

[:nglish I.angrragc Arts

l0
R!'\ isins I-dit ing Skills

llnglish l-anguagc Arts

11
Rcatling (.ionrprchcnsion

r.i,
N4illlrcnlatics _s7

Carcf'ully consider the rcsults fi'om your pmcticc test when coming up rvith your study plan. Each question is
Iabcled ivith a topic that can be rcferenccd in thc practice scctions of'this r.vorkbook. l1'. Ibr example. a Fraction
question r.vas particularly challenging, think about spending more tinle on the Flaction topic ofthc Malhemalics
seclion.

Remcmbcr. it is not uncommon to cncountcr ncw \\,ords. concepts. or types olquestions on this tcst. You've
alrcady taken a rnost crilical step: finding out what you don't knorv. The nexl slep is to spend tilnc practicing your
skills in these areas. And renrcmbcr you don't need to do it alone. You can reach out to a trusted educator a
parcnt. tcirchcr at school. or tutor to hclp you along the r,'ay.

Get a Scalcd Scorc Report lhelulorvcrsc.corrlcli gi tal

Looking lor an estiurated Scaled Score Report'l First. save your printed bubble sheet!

Then. navigate to !lu!!r!Q11!t:!-!l)nlrl!g!!. Scroll to the "Get a Score Rcport" t'eature and follow the on-screcn
instructions. You'll be prompted lo create or log in to your account on !\'1!!!ltrl!\e.qon ).

More Practice Available

Looking lor all-new practice questions'l Nccd some more explanalions or want to take morc practice tests? Join us
fbr classcs or cnroll in tutoring. Ernail ]l!l!,1l!]lctuti,r r,u.e.911n_fbr morc information.

The Tutorverse
46 q F-nslislr Lansuasc Arts

English Language Arts

On thc Actual Test
On the Lrnglish Language Arls section olthe SHSAT. you rvill encounter thrce types ofquestions

* Revisingi Editing Skills 91o I I questions total

o Sland-Alone (Part A)
There be sevcral stand-alone questions that will ask sludents to revise and/or edil a gir en
will
sentence or paragraph. Students must do so based on their knowledge of standald English
convention. These qucstions arc all multiple choice. and each qucslion has 4 possible ansu,cr
choices.
o Passage-Based (Paft B)
There will be one passage lollowed by several questions that u,ill ask sludents to revise and/or
edit dilferent parts olthe passage. Students must do so based on their knowledgc ofstandard
English convcntion. These questions are all lrLrltiplc choice, and each question has 4 possible
answel choices.
? Reading Comprehcnsion 46 to 4ll questions total
This section will corrtain 6 passagcs. each followcd by 6 to l0 questions. There u,ill be one poem and 1-2
works of lileralure on thc test. The remaining 3-4 passages will bc nonfiction (explanatory or
argumentative passages). These queslions are all multiple choice, and each question has 4 possible answer
choiccs.

Thus, there are a total of57 questions on the aclual English Language Arts section ofthe test.

Thcre is no specilic tiurc limit during which students must finish the English Language Arts section. lnstead,
students have 180 minutes to complete both ttrc English Language Arts and Mathematics sections ofthe test.
Gcnerally, students should spend approximately 90 minutes on each section. However, this guideline should be
adjusted based on a student's strcngths.

In This Practice Book

The practicc questions in this workbook mirror closely those lbund oti the aclual tcst in terms of content,
prescntation, and style.

The questions within thc Revising/Editing following section oltbis workbook grow progressively more difficult.
For example. question I rvill generally be less challcnging than question 5. The Rcading Comprehension
questions ale not presented in order of difficulty.

English Language Arts practice consists ofthe fbllowing sections:

? Stand-Alone Revising/Editing Skills

4 Passage-Based Revising/Editing Skills
? Reading Cornprehension

Thcre are additional instructions and recomrnendations at tlre be-einning ofeach ofthese pages, which students
slrould review before starting each practice section.

The Tutorverse
 English Languagc Arts 4 11

Stand-Alone Revising/Editing Skills

Ovcrview
The Stand-Alone Rcv ising/Editing Skills section ofthc test asks studcnts to read a given senlence or shorl
paragraph. Students must thcn idcntily an error in lhc senlcnce or slrort paragraph and choose thc best
revision/edit (o correct that crror. Thcse qucstions assess a student's undcrslanding ofstandard conventions used
in thc English langLrage.

On the Actual Tcst

Studenls will likely see only a lerv Stand-Alone Rei. isinglEditing Skills questions. uftich consist ofscntcnccs or'
shorl paragraphs lirllorved by a prompt lo corrcct fbr a spccific error. Thc sludcnt nrust find lhe error, lhcn answcr
the queslion to fix lhc cn or. Thcse erxrrs have 1o do $'ith r iolations ofstandard uTiting convcnlions uscd in the
English language. F'or cramplc. the crrors could dcal rvith thc propcr usc ofpunctuation. wilh numbcr-agrccmcnl.
or rvith thc app[opriate placcrnent of modillcrs. The tcst will avoid anrbiguous or debatcd gramrnar topics.

In This Practicc Book

Matry sludents today do not rcceivc for-rlral training in grammar. Instead, many studcnls rely on intuition t()
detcrminc thc propcr way to write. ln lieu ofproviding grammar lcssons per-sc. thc Sland-Alonc Revisingi Editing
Skills scction breaks out practicc questions by topic. As students work tlrrough each topic, they should learn the
basic rulcs ol'cach topic and how to apply thern in various ways to a scntencc. Explanalions for rvhy an answer
choice is concct or inconect can be lbund in thc answer explanation downloadable and printablc at
!l!1u1!a\ L-r's!-. L'(lr,r r l)!!1(s.

Notc that on the actual tcsl. studcnts won't neccssarily bc explicitly told thc topic being assessed.

How to Use This Section

Wc recontrncnd that sludenls practicc sevcral scctions pcr u,cck in preparing for thc test. This includcs reading the
answer explanalions available at llrgrt!rl!cr!q.! orn ho,rls carelully to understand the leason rvhy answer choiccs
are comect or incurcct. lt is extrcnlely important to understand u,/rl a sentence or shorl paragraph is rvrificn
incorrectly, and what can be donc to correct it. Perhaps most impoltantly, it is necessary for students to be able to
recognizc why certain revisions conect an cror. whilc othcrs do not.

As you work your way through this section, you may corre across new words and phrases, cspecially lhosc thal
describe the granrmar or writing convention topics bcing testcd. Thcre are many onlinc and in-prinl resourccs tlrat
can help students I'urther devclop proficicncy in revising and editing skills. In addition, be sure to reach ou1 to a
trusled educator (like those at thetutorversc.com ) for help lcarning nelv or conlirsing words or concepls.

Renrclnbcr that on the SHSAT, there is no penalty for gucssing. Ifyou don't knorv the answer to a qucstion, lakc
your besl guess.

The Tutorverse
48 D. English Languaue Ans

Pronoun Clariqr

Pronouns must clearly refcr to an antcccdcnt a specific person, placc, or thing

l. Rcad this scntcncc: ,1. Rcad this scntencc:

Thc rranagcr gavc tlrc purlctual and high- Though thcy agrced to clcan up the
pcrlbnning employcc her lronus. apartmcnt togethcr, Sarah tokl Mclissa that
she had rnade thc bigger nress.
Which cdit should bc madc to correct this
sentencc? Which edit should bc made to con-cct this
sentencc'l
A. change her to a
B. changc her to his E. changc shc had to they had
C. chaugc her to its F'. change she had to thel' har c
D. changc her to it's G. changc'she had to Melissa had
H. ch:utge shc had to Nlclissa'l'
2. Rcad lhis scntcnce:
5, Rcad this scntcnce
Many pcoplc like to shop thc sales
imrnediately aficr their Thanksgiving Day The cngineer knc'rv that i1'she u,asn't
dinners. though they are shot and oflcn not pumped out soon. the extm rvater would sink
\c ood the shi

Which edit shoLrld bc urade to corrcct this Which cdit should bc madc tO corrcct this
sentcnce'J sentcncc'l

E. change thcY to those A, changc shc \vasn't 10 it wasn't

F. changc thcy k) these B. change shc rvasn't to he wasn't
G. changc thcY t0 some C. changc she $asn't 10 thc\,rleren't
H. changc thcl,to the sales D, changc she lyasn't 1L) those $ercn't

3. Rcad 1h is scnlcnce:
6. Rcad this sentencc:
As the stranger approachcd thc agoraplrobic
I
man (\\'lto $as lrying his best to aroid Thc teachers mct to choosc a play that their
people). hc said, "Excusc urc, please." students would cnjoy perlbrming and
decidcd thal they would like a conredy best
Which cdit should bc lnadc to correct this
sentcncc'l Which edil should be made to conect this
sentencc'/
A. changc he to it
B. changc he 1o him E. changc thcr to she
C. changc he to an)'onc F. chauc thev to thosc
D. changc he to the former G. changc the) ltl the students
H. elrirrt-le thtl\ l(' the l(,ach(r\

The Tutorverse
 English Language drs'? +,)

7. Rcad this paragraph ll. Read this prlagraph:

( ) .lordan had been sick more than srx

1 (I ) ('lyde andBilly had lroped to carry oLrt
wecks ago. u,ith a I'evcr. a cough. and a their heist in thc middlc o1'the night. (2) He
runrly nose. (2) Though hc had all but gottcn suggested that they.jackharnnrer through thc
bettcr, he still couldn't get rid of his cough. bank's vault. (3) They did so. but somchow
(3) Not knorving u,hat elsc to do. he asked f'ailcd to anticipate that doing so u,oLrld
Jakc \\ hat to do. (4) Ile suggcsted that. attract unwantcd attenlion. (4)Thus- the
perhaps, hc should visit the doclor. burglars wcre caught bcforc thcy wcrc ablc
1o penetratc thc vault.
Which sentence should be revised to clarifv
an unclear pronoun'.) Which rcviscd scnlencc clarilies the unclcar
pronoun in the paragraph'?
A. scntcncc I
E. Scntcnce l: Clyde and Billy had hoped
B. scntcncc 2
to can) out his heist in the rniddle ol
C. scntencc 3
thc night.
D. scnlcncc ,1
F. Sentence 2: C'lyde suggcsted that thcy
jackhamnrcr tlrrough thc bank's vault.
G- ScntcDce 3: Ilc did so. bul somclrow
failed to anticipate that doing so rvould
atlract un$'antcd attention.
H. Scntence 4: Thus, the burglars werc
caught bclore he was al.rle 1o penetrate
the vault.

,Modifier,s
Modificrs arc u ords or phrascs thal dcscribc somclhing clse, and can somctintes be conlusing or
anrbiguous s,hcn arranged in cerlain ways. as rvith misplaccd, dangling. or squinting rnodiliers.

l. Rcad this scntcnce 2. I{cad this scntcnec

@
I implorcs onc's rrrcalrttllly. ]
While playing the lead in Homlet.ll.tc
audience groancd as the actor delivered yet
another boring and uninspiring pcrlormancc
Which cdit should bc made to correct this
sentence? Which cdit should be made to correct this
scnlcncc?
A. dcletc more
E. move thc audience groaned bclbre
B. delete it has been sho$n that
whilc
C. change improres to enhances
F. urovcuhile plaving the lead in
D. movc quickll afiel yocabularl' H(nrld, alict actor and adtl a conrrra
bclbrc n hile
Ci. nrorc llhile plaving thc lcad in
Humlet.,:,l1er audience anrl add a
comma bslore rvhilc
H. urovc the actor delivered yet rnother
boring and uninspiring performance
bclorc n hile

The Tutorverse
50 4. English Language Arts

3. ticad this sentclrcc 5. Read this prragraph

Shining from a neu, coat ol'car polish. (I ) On the last day ol'February. Forrcst
Jcrcmy rvondcrcd to himself hou, many wanled to see rvhcther or not it u,as finally
c(tmflimcnrs his car uorrld L'arn him. warming up outside. (2) To find out, hc
donncd his favoritc coat, rvhich he had
Which edit should be made to correct this reccived lbr his birrhday. and hcadcd
scntence'l outrloors. (3) He shul the door behind him,
locked it. and started walking to thc nearby
A- delcte to himself library. (4) C'ollecting into tiny pools.
B. nrovc shining lrom a nelv coat ofcar Forrest watchcd Ilre icicles hanging frorn thc
trees slor.r'ly nrelt onto thc sidcrvalk.
polish, aller him and delcte thc
conrma altcr polish
Which rcvised sentence corrects a misplaccd
C. nrovc shining from a nelr coat ofcar modificr in thc paragraph'/
polish, alier his car and add a conlla
bcfolc shining A. Scntence I : On the last day ol'Febnrary.
D. movc shining from a neu coat ofcar Forresl rvantcd to sec outsidc whcthcr
polish, alicr Jeremv and add a corfurit or no1 it was finally rvarnring up.
belbrc shining B. Sentcncc 2: To llnd out. he donncd his
ihvoritc coat and headcd outdoors.
which hc had reccivcd for his birthday.
C, Sentence 3: Hc shut the door behind
4. Read this sentcnce him, lockcd it, and started rvalking
nearby to thc library.
('orcy catcrly watchecl thc kittcn ncrvoLrsly
D. Sentence 4: Forrest walched the icicles
lake its first wobbly stcps, dripping with hanging lrom the trces slowly tnelt onlo
antici iitl ol't
the sidcwalk, collecting into tiny pools.

Which edit should be made to corrcct this 6. Rcad this paragraph

scntence l
(I ) The lamilr- attorney told Arnber McCoy
E. deletc eagerly that tlrere uould likely not be a bettcr olTcr
F. deletc nervouslt flom the l]attields. (2) As a result, Anrber
G. ss itch eagerlv and nerr,ouslr' signcd the unfavorable agreement rvilh a
H. dcletc, dripping rvith anticipation grudge. (3) Even as she signed the
agrccment- shc sworc that thc llatficlds had
nol hcard the last ofthc McCoys. and vou'cd
to gct cvcn. (4) l1 was in this way that a
gencrations-long l'eud began bctwccn the
tu'o fhmilies. rvhich u'cre oncc ncighbolly
rvith cach othcr.

Which scntcncc should bc revised to corrcct

a misplaced rrodifier?

E. sentence I
F. scntence 2
G. sentcncc 3
H. sentcncc .1

The Tutorverse
 English Lan.euagc erts 4. 5l

7. Rcad this paragraph 8. Rcad this paragraph:

( l)
Ms. Cortez said aftel the science lesson ( l) Since.lercnry was feeling lonely in the
lhat lhc stu(lrnls rr orrld hc ahle to enjoy :r big city. hc dccidcd to spcnd sorne tirne with
I

break. (2) For alnrost thc entile uroming, lhe his family. (2) Jercmy took a bLrs to his
studenls had hecrr .tudying lirr tlre upconring grandma's housc in Florida, rvhich was
stale tcst. (3) Ms. Cortez kncw that many of
crorvdcd and uncornfortablc. (3) Evcry scal
lrer studenls werc Iosil'lg focus. since lhe ()n thr stulT\ hu: wls rrccupicd. lcar ing
matcrial rvas vcry dcnsc and dry. (4) With as
scveral passengers with r.ro choice but to
r.nuch cnergy as shc could nrustcr. Ms.
Corlcz presscd on. tlying hc[ bcsl to cngage sland! (,1) Next time, Jeremy voned, he
tlrr clu:s untl rlrke it rrrore inter,.'sting. u'ould take a planc to Florida.

Which scntcnce should bc rcvised to corrcct Which sentcnce should be revised to conect
a nrisplaccd modifi cr'.) a nrisplaced nrodil rcr'l

A. sc-ntence I E. sentencc I
B. scntence 2 [. scntcncc 2
C. scntence -l C- sentcncc 3
D. scntcnce.l ll. sentr.'ncc 4

Tenses, Mood, & Number

In cvery sentcuce, the vcrbs nrusl agrce in Lense (past. prcsent. future, etc.). nrood (indicativc. imperative,
or subjunctive), and nunrber (singular or plural)
l Rcad this scntence: -1. Rcarl this scutencc
Whcn hc realized hc was going to bc latc lbr hr ordcr to pass lhc tcst this Friday. Alicia
class. Tcrcncc is junrping out ofbed and lould havc had to study hard all ucek.
liantically searched lbr his backpack. I

Which cdit should be nrade to corrccl lhis

Which cdil should be nrade to correct this scntence'l
scnlence? A. changc rvould have had to rrill have
had
A. clrangc is junrping to jumped
ll. chalgc rrould have had to should
B. changc is.iumping to rvill jurnp
har,c had
C. changc is.iunrping to rvill be jumping C. change rvould have had to rrill har.e
D. changc is ,iumping to,iumps D, change nould have had to should havc

2. Rcad this scntcncc 4. Iicad this sculcncc

It look thc canrp counsclors an hour lo find Bc surc to call your grandrnothcr tonlorrow
Tanva, r'ho rvill hidc bcneath lhc canocs monring and you tcll h.r \ lat happencd
allcr Iistening to the scary ghosl story. today.

\Uhich cdit should bc madc to corrcct this Which cdit should bc nradc to corrcct this
sontcncc'l scnlence'l

E. changc will hide to is hidden E. change you tell to tell

F. change will hide 1() has becn hiding F. change you tell t0 told
C. changc will hide to will have hiddcn C. change You tcll 1() telling
H. changc uill hide to had been hiding H. change vou tcll to you told

The Tutorverse
52 D. English l-anguage Arls

5. Rcrd this scntcncc 7, Rcad tlris scntcncc

Ifyou arc a bilhonaire. then I would be To olhers. Brent makes a cercmony of l.ris
Mickev Mouse! moming coflee routine, as the beans, rvater.
and various implcmenls are trcated likc holy
Which cdit should be nrade to correct this treasures by him-
scntence'l
Wliich edit should be made 1o conect this
A. change are to is sentcnce'.)
B. change are [o was
C. change are to \vere
A. change as thc bcans, ratrr...bv him
to as he treats thc lreans, watcr, and
D. change would be to rras
various implcme nts like h0l)
6. Rcad this paragraph: treasurus
B. change as thc beans, water...b1'him
(I ) Around thc nation, incidcnts of to having treated the beans, u ater.
cybcrbullying havc riscn drarnatically. (2) and various implemcnts like hoh
Our school is not invulncrable to thc treasures
pernicious efl'ccts of cybcrbullying. (3) C. change as the besns, rlater...b\ hirr
Thcrcforc. at llre ncxt school asscrrbly. a 10 \r'ith the beans, water. and r irrious
lra\r'linu lhcatcr troupc u ill be pre:enting on implemcnts heing treated like holy
u,hat cyberbullying is and rvhat we can do to
treasures bt him
rccognizc and 5lop il. t4) It is impcrativc to
the saf'cty ofstudeuts that all teachers and
D, change as the bcans, *ater...bt,him
to sincc the beans. watrr. and
studcnts arc prcsent.
r arious implcmcnls arc h(.ing
Which revised sentence corrects thc error in trcated like holy treasures br him
the paragraph'l
8. Read thrs paragraph
E. Sentencc l: Around lhe nalion,
ineident s oIcyberbullying are risen
(l) Though urany peoplc arc intcrestcd in
itrresting. few knrru r'nough ah('ul ittr csting
dramatically.
to do it rvcll. (2) Ir4any people ri rongly
F, Sentcncc 2: Our school was not
assume tlrat bccausc something happcned in
invulnerable to thc pemicioLrs eff'ects
the past that it will conlinuc to happcn in the
of cyberbullying. hrturc. (3 ) Dominic. for instancc. rvill havc
G. Seutence 3: Thercfore, at the next been continuing to invcst in tlre stock markct
school assernbly, a traveling theater in thc hrtrrre hccause he lrad heerr reieivirg
troupe has prcsenled on what unusually high retums in the past. (4) This is
cyberbullying is and what we can do to a psychological phcnomenon that lucls
recognizc and stop it. speculalion and inllates thc price of slocks.
H. Sentcncc 4: lt is imperativc to the
Which scntences should be rcvised to
salety of studenls that all teachers and
corlcct an inapplopriate shili in vcrb tcnsc?
studcnls bc prcsenl.
E. scntencc I

F. sentencc 2
G. senlencc 3
H. sentcncc 4

The Tutorverse
 English LangLragc Arts 4. 53

'Possessive Norins' &'D6termiiiers

ln order to sho\v proper possession, students must use nouns. pronounsr and determiners appropriatcly

L Rcad this scnlcncc: {. Ilcad this scntcncc

Because tlrcy can earn the most tips during Marisa was cvcntually ablc to provc to hcr
\\cekcnd nighls. thc \ aitlesses lir\orite loon'rmalc, Jordan, that hcr's was thc righl
shilts tcnded to be cluring Friday and u,av to clo dishes.
Saturday nighls.
Which edit should be madc to correct tl'ris
Which edit should be rnade to correct this se ntence'.)
senlencc'l
E. change her's to hers
,\. chargc rraitrcsses to 11aitrcss l'. changc her's to she's
B. changc naitresscs to \\aitress' G, changc her's to hers'
C. change $aitresses to waitresscs' I{. changc her's to there's
I). chauge naitrcsses to rraitrcsscs's
5. Read this scntcncc
2. Rcad this sentcncc:
The publishcr belicved that thc book, wift il
Dcxter's uncanny ability to undcrstand liu:,1: takc orr ir popular lairytalc. u ns going
advanced nrath and science ealned him thc to be a bcstseller. I

monikcr "boy genirrs." u,hich woLrld stay

rvith him lbr much of his' lil'e. Which edit should be made to corrcct this
senlcnce'l
Which edit should bc nrade to correct this
sentencc'l A. change it k) its
B. changc it t0 it's
E. changc his'to thcir C. changc it to thtir
F. change his'lo its D. changc it to the
(i. changc his' to his
H. chanuc his' to his's 6. Reatl this scntencc

3. Rcad I his scntcncc Yuki. always rcsponsible and sclf-rcliant,

l'clt that it rvas hcr rcsponsibility to havc
Altcr having cveryone in to$,n try on thc stopped the leaking hose, not tlrcre's.
slipper. the prince detennincd it was
Cinderclla. Which edit should be made to correct this
sentcttcc'l
Which edit should bc madc lo corrcct llris
sentence?
E. change therc's to thcres'
F. chtnge there's to their's
A. changc Cinderella to hers G. changc therc's to thcirs'
B. changc Cinderella tu his H. changc therc's t0 fhcirs
C. changc Cindcrella to (lindcrclla's
D. changc Cinderella to Cindercllas'

The Tutorverse
54 'E English LangLragc Ans

7. Iicad lhis paragraph 8. Read thrs paragraph

(l) Camillas prefercnce for pink rvas (I) After the housing crisis in 200ti. thc
apparcnt. as cveryllring she ou'ncd rvas in a aluc of rnany people's homes plumrlcted.
r.

shade of pink. (2) tlers was a closct fillcd 1o (2) ll took nearly l0 years for tlre valucs of
overllowing with salmon scarvcs, coral thosc homcs to rccovcr. (3) Cassidy's and
coats. and stra\\'berry shoes. (3) Her f'aYorite Kalcb horne. u,hich they purchascd togelhcr
itcm, though. rvas a blush-colorcd bcret, in 2007, lost nearly 50% of its value in.just
u'hich shc rvorc whencver she had thc one year. (4) FortLrnately, the value oftheir
chancc. (,1) [n t'act. she liked the berct so home has nearly bounced back to the price
much that she rarcly lcll home without it. thcy paid in 2007.

Which sentence should be reviscd 1o correct Which reviscd sentence corrects an

lbl an inappropriately used irdicator of inappropliatcly used indicator of possession'l
possession?
E. Sertlence l: ARt'r lhc housing erisis in
20013, the valuc ofnrany peoples'
A. scntcncc I
hor]res plummeted.
B, scntcncc 2
C. sentcncc 3
F. Sentence 2: It took ncarly 10 ycars for
thc valuc's olthosc homcs lo recover.
D. scntcncc 4
G, Sentence 3: Cassidy and Kalcb's
honre, u'hich thcy purchased together
in 2007, lost nearly 50oi of its value in
just onc year.
H. Sentence 4: Fonunatcly, the valuc of
his home has nearly bounced back to
thr'price lhe) pard irr 1007.

'Subj elt-Verb Agieeiirent

ln a scntcnce. the vcrb nunrber n'lusl correspond with the subjcct nuntbcr (i.c. singular vs. plural)

l. Read this sentcncc: 2. Read this sentencc:

The carnp lbr boys are situated by a lake Doris's lbrgctfulncss [rccamc a real liabilitl,
rvhen shc forgot wherc shc kcpt hcr passporl
sorne five hours away liom thc closest torvn I

and u,ere late fbr an irnportant flight.

Which edit should be nrade to comect this
scnlencc? Which edit should be rradc to correct this
scntencc l
A. change are to is
B. change are 1tl lvere
E. changc rverc to is
C. chanqe bovs to boy
F. changc }1erc to }las
D. (i. change were 1o till be
change torvn to tolvns
H. changc rrerc to halc becn

The Tutorverse
 English Language Arts E. s-s

3. Rcad this scntcncc: 7. Rcad this paragraph

Thc cuisine olTcxas and Tcnncssee arc ( l) Though peopie rnake appointrncnts and
f'arnous lirr having exccllent barbeque. schcdLrle er cnts. lil-e olten gets in lhe rvay.
(2)Dcspitc one's best intentions. one often
Which cdit should bc madc to correct this finds that one nrust reschedule or canccl
senlercc'l L-\'en the most imponanl cngagemcnts. (3)
This ficqucntly happens to nre wlren my
A, change are 1o is cowolker and closc pcrsonal lricnd schcdulc
B. changc are ltl was a rnid-aftcmoon colfcc brcak with mc. (4)
C. chan-{c are to }Ycre AlthoLrgh the two ol us want to break lbr
D. changc are to ha\'e been col-lec. lve'rc olien too l.rusy to stop rvorking.

4, Rcud this scrrtcncc Which scnlencc slrould be rcliscd to cnslrrc

that a subjcct and r crb aqrcc- in nurnbcrl)
livcry mcn':ber ol'thc Iocal labor union rvere
instructed to participate in the strike. ,\. s!'nlL'nce I
ll. s!'nlcnce 2
Which edit should be madc to correct tllis (1. scntcnce 3
sentcncc?
D. scntence -{
E, changc werc are
10
F. changc rvcre to rras
8. Read this paragraph

G. changc uere to havc been ( l) Evcn though it is bcdtimc, ncithcr

H. changc participate b participates Gracc's thrce daughters nor hcr son arc
rcady lbr bed. (2) This is parlially due 1o thc
5. Read this scntcncc
fucI that each of the fbur childrcn raidcd thc
Everybody in Kaisha's class rvere afi'aid of frcezer and ate rn entire pint of icc creanr
snakcs. so thc scicncc tcachcr changcd thc cach. (3) lnstead ofbrushing their teeth and
class proicct to bc about thc lifccyclc of taking baths, the childrcn arc running around
tiogs instead. banging on pots and pans, energizcd by
liozen crcam and sugar. (4) Neithcr Grace
Which edit should be rnade to correct this nor her husband knou,s u'hal 1o do but wail.
scntcncc'l
Which revised sentence ensures that a
A. changc xerc to lvas subject and verb agrce in nunrber'l
B. clrangc lverc ttl haYe been
C. changc *ere to rrill have bern
E. Sentence l: Even though it is bedtir.nc.
Deither Grace's thrce daughtcrs nor hcr
D. ilrurr,.:e changcd to changcs
son is reacly for bcd.
6. Rcad lhis s!-ntencc l-. Sentcnce 2: This is partially due to the
lact that the four children laided the
The CEO decided that the linancial and lieezer and ate an entirc pint of ice
opcralional lunutirrns ol thc corrrpany is
c[eall'l.
lnost iulportant to tlre company's success
G, Sentcncc 3: Instead ofbrushing their
Which edit should be madc to correct this teelh and taking baths. the children is
sentencc'.) runnirrg around banging on pots and
pans, energizcd by lrozcn crcam and
E. changc is to has been
sugar.
F. changc is to might be
H. Scntcncc 4: Ncithcr Gracc nor hcr
G. changc is 1tr ras
husband know what to do but wait.
H. changc is to are

The Tutorverse
56 6. English Languagc Arts

Frequentl! Confused Words

In llnglish, thcre are nrany u.ords that are pronounced thc same rvay bul havc very diffcrent meanings
Many ol these words, callcd hornophones, are ollcn used incorrectly in written English.
L Read this scntence .1. Read this sentcnce

ln ordcr to test thc recruits' meddle. the One must bc carcful not to vecr off coursc
coach alrvays ran a parlicularly cxhausting u,hen tralcling thrcrv a dense fog.
practice durinr thc firsl l,cck of tryouts.
Which edit shoLrld be made to correct this
Which edit should be made to correct this scntcnce'l
setltcncc'l
Ii. changc off to of
A. changc m€ddle to metal
Jr. change coursc to coarse
B. changc meddle lo mcdal
C. change thre\r to through
C. changc meddle to mettle
H. changc thre$'to thorough
D. changc meddl€ to muddle
5. Read this paragraph:
2. Read this scntence:
(|) Austin nevcr kncu, hc had a grccn thumb
until his kncrl roommalc. Frankic. moved
Weather or r]ot a conlcstant wins thc grand
in. (2) Frankic tried to grou,a fcr.r'planls in
prizc is depcnderrt sulcll on luck.
thc window box bcneath the kitchcn
u,indou,. (3) But no matlcr ultat she did, her
Which edit should be rnadc to correct this plants nevcr flowercd. (4) Mcanu,hile. I
sentencc?
Auslin'sjunglc by the living room r,"'indorv
I
u,as doing so rvcll that the plants blocked
E. changc solely to soulfulll
most ofthc light from enteling.
F. changc Weather to Wither
G. changc Weathe r to Wether Which scntencc should be rcvised to conect
H. changc \Yeather to Whether an incorrectly Lrsed u,ord l

3. Rcad lhis scntcnce: A. sentcnce l

B. sentcnce 2
Not ablc to crcepl the lacl thal she $,as C-. sentcnce 3
actually going to .junrp out of a planc, Jamic D. sentence 4
could not bcar to look as shc took the. plungc
on hcr first skydiving advcnturc. 6. Ilcad this scntcncc

Which cdit should be rnade to concct this Gerard rvaited therc outside lhc venuc aflcr
sentencc'l the concert so he c$uld rleet the lead singer,
rvho rvas his idle.
A. change bear to bare
B. changc bear to beer Which edit shoLrld bc nrade lo conect this
C. changc excrpt to expect sentence'l
D. changc excrpt lo accept
E. change idle to idel
t'. changc idlc to idol
C, change there to the!'re
H. change there to thcir

The Tutorverse
 English Languagc Arts ,4 57

7. Rcad this paragraph: 8. Rcad this paragmph:

( l) The persistent cough, which hc had bcen (I ) My aunt was a snrooth-talker uto could
unable to shake for more than a rveek. had Lrsually get her way. (2) Thcre rvas once a
taken a toll on Marius. (2) His once su'eet time rvhcn I saw her somehorv convincc the
voice was now horse, ravaged by the bank lnanager to wave a l'ee that had been
ccaselcss hacking. (3) Thcre rvould bc no applied to hcr account. (l) There was
rvay he coLrld sing at tomorro\\,'s conccft. (.1) rnothcr timc u hcn shc nranaged l() convincc
Evcry attcmpl to soothe his throat cough thc waitless at a restaurant to givc oLrr table
drops, teas. nrcdicines was pursued a frcc lastc ofthcir larnous dcsscn. (4) Then,
eamestl). thoLrgh ultirnatuly. in r ain. of coursc, their u'as the time whcn she
simply asked a l'raker for a fi'ce cookie, and
Which rcr''iscd scntcnce corrccts an gor ir !

incorrcctly uscd u'ord in thc paragraph?

A. Sentencc l: Thc pelsistcnt cough, Which scntcnccs should be rcviscd to

which he had bcen unablc to shake for corrccl an incorrectly used word'l
morc than a wcck. had laken a tole on
E- sentcnces l& 2
Marius.
B. Sell!'nuc l: His once sweet roice $as
F. sentcnces l&4
norv hoarse. ravaged by the ceaselcss
G. sentcnces2&-J
hacking.
H. sentenccs2&4
C. Sentencc 3: Thcy're be no wav
"l,ould
he could sing at torllorrow's concert.
D, Sentencc 4: Evcry attcnrpt to soothc
his throat cough drops. tcas.
rncdicincs was pursued camestly.
lhou.-eh ultirnatcly. in vcin.

Logical,rComparison
In a scntcnce *,hcrc a compalison is bcing rnade. thc corcsponcling nouns being ccxlparcd rnust lrc
logically cquivalcnt.

l. Reatl this scntence 2. Rcrrd lh is scntcncc

Thc wcight ofa dirc ivollis greatcr than

Many bclieve that pizzas uade in Ncu' York
I dorncsticatetl lapdogs. City arc supcrior to Chicago duc to
difl'crcnces in thc water uscd in the dough-
\\/hich edit should bc ma(lc 1o corrcct this
making process.
scrrtcncc l
A. change neight ofa dire rvolfto dire Which cdit should bc made to corrcct this
rvoll's u'eight sclttct']cc'J
Ii. changc ryeight of a dirc rrolf 1o
Neight of somc dirc n ()lves E. chanqc to Chicago to to Chicago's
C. change than domcsticated lapdogs to F, changc to Chicago to liom Chicago
than a domesticate d lapdog G. changc to Chicago to liom Chicago's
D. changc than domesticated lapdogs lo H. changc to Chicago to to thosc made
than that of a domesticated lapdog in Chicago

The Tutorverse
58 4 English LangLraue Ans

3, Rcad this scntcrrcc: 5. Rcad this scntcncc:

Alicr a year olpractice, thc chcflinally N'lagdalcnc prcfels thc slylc of Matisse's
concluded that Dara's ability to make paintings ovcr Picassu.
delicioLrs sauccs was bettcr than anvone else
Which edit should be nlade to correct this
Which edit should bc made to corrcct tl.ris sentcnce'J
scntence l A. changc over Picasso to over thosc of
Picasso
A. chante anvone else to an-vone
B. change over Picasso to oYer those
B. changc anyone else to an1'one else's created bv Picasso
skill C. changc over Picasso to over the stllc
C. changc anvone else to an-yone els€'s of Picasso's art
sauce D. change ovcr Picasso to over Picasso's
D. changc an)one else to an)one he had painting skill
e\ er scen
6. Read this paragraph
.1. Rcad t his scnlcnce (I) Though lcad has been shown to be
detrimerrlal t(, c\ cr) one's health. il is
Likc yesterday, the front page ofloday's palticular'lv damaging to the neurological
ne\rspaper was plastcred with news of the devclopnrent ofchildren. (2) This is why
I politician's corruption and lies. people must takc steps to bccome au'arr. of
sources of lead poisoning and rcmovc lheln
Which edit should be made to correct this frour the houschold. (3) In oldcr honres, lead
sentence'.) can be lbund in plumbing. paint. and cvcn in
the cupboard. (4) For exanrple, the amount
E. changc vesterda)'to thr dal belbre of lcad in cryslal glassrvarc is much hlgher
F. change vesterdav lo thc previous da1 tltrrt nulrnal. cr erl dlv glrsislrc.
G. changc vesterday to yesterda-_v's
Which reviscd scntence corrects an illogical
cover
conrparison?
H. change today's ne$'spaper to toda)rs
paper E. Sentencc i: Though lead has been
shorvn to be detlirnental to i:veryone's
health, it is lcast da:naging to thc
neurological de'vclopment of children.
F. Scntencc 2: This is why pcoplc must
take stcps to become awarc ol'sources
of lead poisoning and removc those
soLrrces of lcad poisoning fi'orn thc
household.
G. Sentencc 3: [n homcs that arc oldcr.
leal can be lould in plurrrbinr. puint.
and evcn in the cupboard.
H. Sentence 4: For cxanrple, the amount
of lead in cryslal glassu,are is much
higher than thr: alnount of lcad in
n()rmal. c\cDda) glassu arc.

The Tutorverse
 English LangLragc arts 4. 59

7. Read this parauraph: 8. Rcad this paragraph

(I ) In rnany respects, Ncw Yorkers can bc ( I ) Potassium is one o1'the most iurportanl

an argunlentalive bLrnch. (2) One cxanrplc is nutricnls to mainlaining one's health and can
about u'lrcthcr lhc bagcls at onc shop arc be l'ound in a variety of foods. (2) Thc
l]ettcr ol worse than bagels at another. (3) amount of potassium ttrund in a kirviliuit is
Another cramplc is about rvhether thc Wcst corrparablc to a banana. (3) Howcver, the
Sidc is better than living on thc East Side. arnount of potassium lbund in a kiwifiuit
(4)Ncu Yorkcls havc cvcn bccn knorln to palcs in corrparison to that ultich can be
argue aboul ruhich hotdog truck is the best! fbund in a cup of spinach. (4) Still. thc
amoullt of potassium in spinach is sccond to
Which rcviscd scnlcncc corrects an illogical lhat of thc king of potassium: the avocado!
conrparison'l
Which lcvised senlence coffects an illogical
A. Sentcnce I: In many rcspccts. Ncw conrparison'i
Yorkcrs can [''r tlrc most urgurncnlali\ e
bunch.
E. Sentence l: Polassiurn is the most
irnponant nutrient to mrintairring
B. Sentellce 2: One cxamplc is about
one's health and can bc lound in a
rvhethcr the bagels at onc shop are
variety of loods.
better or $ orsc than anothel shop.
C. Scntence 3: Anothcr exanrple is about
F. Scnlcncc l: Thc amount ()[potassiullt
tbund in a kiwifruit is comparable to
whether living on the Wcst Sidc is
tlrc amount o1'potassiunr in a banana.
better than living on the East Side.
D. Scntcnce 4: New Yorkcrs havc sven
G, Scntencc 3: However, thc amount of
potassium found in a kiwilruit pales in
bccn knou,n to argue about which
comparison to a cup of spinach.
hotdog tnrck is nrore betlcr!
H. Scntence 4: Still, the nunrber of
potassiunr in spinach is second 1tl lhat
ofthe king ofpotassiutr: tlre avocadol

,, Subordination & Coordination

The logical usc ofconjunctions is rclerled to as subordination and,/ol coordination (depcnding on the
types olconjunctions used. i.e. subordinating or coordinating conjunctions). Thcse questions test thc
studcnt's ability to idcntily and correcl illogically uscd conjunctions.

I. Rcad this scntencc 2. licad this sentcncc:

Products with more rcvieu's sell lnore than Thc car had bccn taken to the mcchanic's lo
prodLrcts rvith t'crver revicws, but slorcs want bc rcpaircd only ycstcrday. for it
shoppers to lcavc rcvicws. nevcfthcless broke dorvn today ri'hilc I rr as
driving to the supcrmarket.
Which edit should be nrade to conect this
scnlcncc'l Which cdit should bc madc to corrcct this
serlencc?
A. clrangc but to and
B. changc but tu for E. change for to and
C. changc but lo so F. change for to or
D. changc but lo t'ct G. change for to so
H. changc firr to vet

The Tutorverse
60 E English Languagc Arts

J. Rcad this scntcncc 5, Read this sentcncc

During.juggling sir bowling pins and a As an inlhmously picky cater. Brian u'an1cd
sword, the street perlbnner wowed the ncithcr the cliicken or thc fish.
tourists.
Which edit should be madc to correct this
Which cdit should be made to correct this
sentence?
sentencc'l

A. changc During to Bccause

.4.. change or to and
B. chlngc'During 10 \\'hen(r'er
B, change or to nor
C. change 0r lo )et
C. chanee During 1tl Whethrr D. clranse or to but
D. changc During to \Yhile

4. Read this sentencc:

6. Iicad this paratraph:

( l) Amie's parcnls nevcr missed a parcnt-

The real-eslatc dcveloper needcd 1o cl.roose
tcachcr confercnce. and werc very involved
belneerr cithcr tlrc bigger huilding irr a quiet
in her studies at hone. (2) She knew that her
neighborhood and a smallcr building in a
parents cared a lot about her grades, though
more bustling part of to$,n.
thcy alrvays asked her about how she rvas
doing in school. (3) Amic expcctcd her
Which edit should bc madc to corrcct tlris parents to lre very angry rvhcn she did
sentcncc'/ poorly on thc big math lcst. Ibr hcr parents
wcre in facl morc concemcd than upscl. (4)
E. change and to or Togethcr. tlrcy sal down and talkcd about
F. change and to nor what happcned, and how she r.night be able
C. change and to for to do better next tirnc.
H. changc and to from
Which scntenccs should be rcviscd to
corrccl an inappropriatelv usc'd con junction?

E. scntences I &2
l'. sentcnces2&3
G. scntcncesS&4
H. sentcnces I &4

The Tutorverse
 English Language Arts ry. 6l

7. Read this paragraph: 8. Rcad this paragraph:

( l ) WhcneYcr a movic gcneratcs morc than (I) Thc tlincr', s ho rvas both picky and nrde.
$ 100 rnillion in box office salcs, thc movie was not popular aurong thc rcstaulant's
studio autonralicall; considers crcating l staf'f. (2) He had bccn known to not only
sequcl. (2) As soon as a movie gcneralcs scnd lirod back to the kitchcn and 1o also tip
1i200 nrillion in bor officc sales. horvcver. poorly. (3) In addition. he neither snrilcd
dillcrcnt.lcpanrnenls begin uot'king on hcllo nor rvavcd goodbye. instead giving a
turning the idea ofa sequel into a reality. (3) curt nod in the gcneral dircction of
So thal othcr lcams can bcgin thcir work. it's rr lrornr:r ,:r had thc ril isfortunc of scr\ in[:
vcry i[rpoflant that tl]e $,riting lcam con]e him. (4) ln thc abscncc ofany othcr
rup rvith a solid outlinc of the movie's story. infirnrration. thc stall assunrcd that he \\'as
(4) Though the casting depafiment nright eilhcr a nriscrable penon or was having one
pick thc urong actors. so too might the bad day aller another.
costunlc depanmenl coure up with thc
rvron-e stylc ol'clothing without a cleal Which lcviscd scnlencc collccts an
storylinc. inappropr iatcly used conjunction'l

E. Scntcncc l: Thc dincr, who rvas both

\\ihich senlcnce should bc reviscd to c()rrecl picky or rudc. was not popular amoDg
an inappropliatelv used con-junct ion?
thc restauranl's staff.

A. scntcncc I
F. Scntencc 2: Hc had been kno$'n to not
only send food back to the kilchen but
B. scntcncc 2
to also tip poorly.
C. scntcncc 3
G. Senlencc 3: In addition. hc eitlier
D. scntencc,l
srniled hcllo nor rvaved goodbye.
instead giving a cuft nod in the gencral
dilection ofu,homever had thc
nrisfbrtune of scrving him.
H. Scntencc 4: In thc abscnce ol'any othcr
inlbrmation. thc staffassumcd thal hc
rvas ncithcr a rriserablc person or was
having onc bad day al'lcr another.

Within-Sentence Punctuation
Commas. colons. scnricolons, and dashcs arc used in scntcnces to separate dillerent parts of spccch
Knowing when lo use rvhich lbm ofpunctuation tlcpends on lhc contcxt.

l. Read tlris sentcuce 2. Rcad this sentcnce

Dar id alu,ays said he only needcd tu o Elccause she had recently moved to a ncu'
things kr bc happy. friends and funTi1y. tou,n Mclissa rvas sonretimcs lonely.

Which cdit should be madc to con'ect this Which edit should be made 1o comect this
scntencLrl scntencc'l

A. delele the conrr.na E. add a colon after town

B. change thc colnma to a colon F. add a comma aflcr tolrn
C. change thc comma to a period C. add a semicolou alier town
D. changc the conlma to a senricolon H. add a comnra bcfbre and aficr rcccntlv

The Tutorverse
rr2 4. English Languagc Arts

.1. Read this scntence 5. Rcad this paragraph

Somc parts ofthc Arnerican South$,est are (l ) It is almost irrpossiblc to say which
suflering lrom a droughtt umbrcllas arc a singlc scientific discovery has lrad thc
corrrnon sight during thc lnonsoon months grcatest impact olr humanity. (2) Throughout
in India. the millennia. there have bccn countless
scientists who have wolked to discover thc
Which edit should be made to corrcct llris tnllh about the rvorld around us. (3 ) Take,
scntcnce? for example. Galilco Galilei, a f'amous
sixtccnth ccntury scientist. (4) His
A. change' the semicolonlo a comma discoveries have hclped shape our nrodcrn
B. changc the scmicolon to a dash conception of the universe and our place in
C, changc'the semicolon 1o a colon ir
D. change the semicolon to a pcriod and
capitalize umbrella Which sentcncc should be rcvised to con ect
impropcrly uscd punctuation?
rl. Rcad this scntence:
A. scntencc l
B. scntencc 2
The slcck stcalthy cal pounccd on thc
unsuspecting mouse.
C. scntencc 3
D, scntencc 4
Which edit should be made to correct this
sentcnce'l 6. Read this paragraph

E. add a corlrna after sleek {l ) Scth u,as very cxcited Ibr lhe long. thrcc
F. add a culma alier stealthy day wcckend. (2) Ilc rvas initially planning
G. add a cornma allcr pounced to sinrplv stay hon'rc and play vidcogarrcs.
(3) [ lorvevcr'. his liiend. Travis. suggeslcd
H. add a conr:ra alier unsuspecting
that they go get burgers and watch a movie
tl')at Saturday. instcad. (4) To Seth. this u'as
a glcat plani ifthcy could gct a ritlc!

Which changes should be rnadc to colTcct

improperiy used punctuationl)

E. Scntencc I: delctc the comrla after long

Scntencc 3: delete the cornma afler
Travis
F. Sentencc 3: rlclclc thc cornna rficr
friend
Sentencc 4: delcte the conl.na
G. Scnlencc 2: add a cornrra alier homr
Sentence 3: delcte thc comma alier
however
H. Sentencc l: chirngc three dlr to thrcc-
day
Scntencc 4: change thc semicolon lo a
dash

The Tutorverse
 English Langua gc Arts ry- 6l

7. Itcad this paragraph Il. Rcad this paragraph:

(l) Aftcr thc blaze had bccn extinguished. (l) Andrcw's morn had to work late, so shc
the liref ighters met with law enfbl'cemenl askcd hirn to pick up somc groceries on thc
ofllcials to undcrsland what had happened. way homc. (2) Shc askcd hirn to get three
12) Thc investrgators wclc pcrplcxcd that the things, eggs, yogurl. and milk. (3) Andrew
brick building or1 the corncr. spontaneously bought the itenrs lrom thc storc. and then hc
caught tirc. (l) Since therc $as no lightning
carried them hor.ne in his backpack.
in thc arca, and the builcling u'as not
(.1) When his moln got honre. she opened
connectcd to a gas linc. thcy conclLrdcd that
lhc firc was a product ol'arson. (4) Now. Andrcrr's brckpack to lind thc cggs
police knew lhal lhey wcre hunting for a squished and oozing at lhe bottom: Andrew
criminal. had pLrt tl.rc milk and yogurt on top of the
egg carlonl
Which revised sentcncc conccts improperly
Ltscd punctuation? Which revised sentence co[ccts improperly
used punctuation'l
A. Scntence l: Attcrlhc blazc had bccn
crtinguished thc fircfightcrs. mct $'itlr E. Sel']tence I: Andrerv's morn had to rvork
lau, cnforcenrent olficials. to understand late: so she asked him to pick up some
rvhat had happened. groceries on the rvay horre.
B. Sentencc 2: The invcstigators were F. Scnlence 2: She asked hiln to gct threc
perylexed that the brick building on the things: eggs, yogurl. and rnilk.
comer spontaneolrsly cauglrt fi r'e. G. Scntence 3: Andrcw bought the iterns
lrom tlre storei and thcn hc carried them
C. Sentcnce 3: Since thcrc was no lightning
horne in his backpack.
in thc area, and thc building rvas not
H. Sentence 4: When his morn got home,
connected to a gas linc they concluded,
she opened Andrcw's backpack to find
llrcl the lire \\as a p[(]tluct (rl'arson.
the eggs squished and oozing at the
D. Sentence.l: Nou policc knew thal they
bottom. Andrerv had put thc milk and
rvere hunting lbr a crinrinal.
yogurt on lop ofthe egg carton!

End-of-Sd**tbnce Punctuation
Thc questions in this category [ircLrs on the appropliatc usc o1'punctuation to concludc a sentertcc.

l. Rcad this sentence: 2. Read this sentcncc

Do you knorv rvhat ivill be covered on Someday. I u,ould very rnuch like to travel
tomorrorv's quizl I
to Nclv Zealand?

Which edit should be nradc to conect this Which edit should bc nradc to correct this
sentence? scnlcnce?

A, change thc exclamation point to a period E. add a period afler lhc question nrark
B. add a pcriud helbre llrc crclurnation F. change the question mark to a period
point G. add a period bclore thc qucslion nrark
C. add a question mark al'ter tlre H. change the question mark 1o an
cxclamation point exclamation point
D. change the exclamation point to a
question mark

The Tutorverse
O+ '4. I:nglish Languagc Arts

3. Rcad this sclrtenee 5. Rcad this scntcncc:

Thc hockcy gamc $'as the mosl exciting Did Allison really say. "l believc in
ganre I had ever seen'l mermaidsJ"

Which edit should be made to correct this Which edit should be made to correct lhis
scntcnce? sentence?

A. add a period alier the question lnark A. change the question rlark kr a pcriod
B. add an cxclamation point after thc B. add a pcriod alicr thc closing quotltiorr
qucstion mark mark
C. change the question mark to an C, move thc qucstion mark after thc closing
cxclamation point quotalion mark
D. add an cxclar.nation point before thc D. move the question rnafk after the closing
question malt quotation mark and add a pcriod
between mermaids and thc closing
4. Rcatl this scntence quotation mark

Miranda askcd. "\Uhy is no onc *cr read1,"'l 6. Read thjs paragraph:

Which edit should bc rnade to corrcct tltis (I ) Reid had dreamed of climbing Mount
scnlcncc l Everest for much ofhis childhood. (2) Who
knew that, one day, he rvould makc his
E. add a period betwcen ready and thc dream conre true! (3) Not only did Rcid
closing quotation mark climb the mountain. bu1 he did so in rccord
F. nruvc thc question mark between ready tirrrcl tl ) Hc would go on ro inspir',:
and thc closing quolation lnark countlcss other climbets around lhe rvorld to
G. add a period betrveen readv and thc pursue their dreams.
closing quotation ntark and deletc the
qucstion mark Whrch reviscd sentence corrects ar
H. move lhe question mark betwccn ready inappropriately used punctuation ntark'?
and the closing quotation mark and add
a pcriod attcr the closin.e quotation ntark
E. Sentence l: Reid had drear:tcd ol
clinrbins Mount Evcrcst lbr ntLrch of his
childhood."
F. Scntence 2: \Vho kncri,that. one day^ hc
would nrake his drcam conrc truc'l
G. Sentence 3: Not only did Reid climb thc
mountain. but he did so in rccord timc'l
H. Scnt.'nce 4: Hc u ould go rnr lo rnspirc
countlcss othcr climbcrs around the
wor'ld to pursue their dreams...'1

The Tutorverse
 Fngiish Lan guag.- Arts '4. 65

7. Rcad this parauraph: 8. Ilcad this paragraph

(l) The students rvere all vcly excited for, il ( l) Cindyand Marta rLrshcd to tlte theater
not also a litlle bit ncrvoLrs about. the to get tickets for thc big prcmicrc.
upconring field trip. (2) Fcw of thenr had (2) Howevcr. aftcr wailing ovcr an hour in
cvcr sel lool in anothcr statc. and l'ewer still linc. tlrcrc was an announccntcnt frolr thc
had been away fionr homc lor mofe than a
box olfice: all o1'thc tickcts rvcrc sold out!
day or 1$'o. (3) tsccausc ol'this. there u,ere
(3) "Why didn't rve gct in line sooner!"
nrany qucstions ? (.1) What should the
Mana wailed to her fiicnd. (4) Thc tu'o girls
studcnts pack in tcrms ofclothing? or
snacks') or money? sulked in silence on thcir u,alk homc.

Which sentence should be rcviscd to correct Which sentence should bc rcviscd to con ect
lbl an inappropriately uscd pr.rnctuation mark? inrproperly uscd puncluation'?

A. sentence I E. scntcncc I
B. sentence 2 F. sentence 2
C. scnlence 3 C. scnlence 3
D. sentence 4 H, scntcncc 4

Punctuating a Series
Dcpcnding on thc con1cxl. wlitcrs nrust usc conlmas, colons. scrnicolons. or dashes to scparatc itcrns rn a
lisl or series.
l. Rcad this sentence 3. Ilcad this sentcncc

Thc tcm] "succuleDts" can rcl'cr to a number The lhree coworkc-rs: C'heryl. Blakc. and
oldill'erent plants; such as thc babyjadc. Danicl: oflen argued about lhc right u'ay to
rtt)1 a ve. and pinc ushion clctus perl'onn their sharcd rcsponsihilitics.

Which cdit should be rnade to correct this Which edit should be made to conect this
senlence'l scntence?

A. changc thc scmicolon to a dash A. change the colon to a comma

B. change the selnicolon to a colon B. change the semicolon to a comma
C. changc the semicolon to a period C. change the colon and scmicolon to
D. changc the semicolon ttl a comlna col nas

2. Read this sentencc:

D. change the colon and semicolon to dashes

During my career. I havc ,,vorked in three

4. Rcad this sentence:

ditfbrent places: Seattlc, Washington, Bclore you leavc 1br vacation, remcmbcr:
('hicago, and Ncw York City. closc thewindorvs set the alarnr- and lock
the door.
Which cdit should be rnadc to corrcct this
sentence? Which cdit should bc madc t<) corrccl this
E. changc thc colon to a scmicolon scntence'.)
F. changc all thrcc comrras to scrnicolons E. change the colon to a comma
G. change the conrnras afier Washington F. change the dashes [o cor]lmas
and Chicago to scmicolons C, change the colon t() a scrnicolon
H. change the cololl lo a scnricolon and H. changes the colon and the dashes to
delete the comma alicr Seattle senricolons

The Tutorverse
66 '6. English Languagc Ans

5. Rcad this sentercc 8. Rcad rhis paragraph:

Whcn dctennining the parh of a projcctilc, it

is impofiant to considel several lactors.
(I) There are many sources of stress tn
pcoplc's lives, including school, u,ork, and
vclocity, or thc spccd that the projectilc
bills. (2) With so n.ruch going on, il's no
travcls: accclcration. or thc rate at which the
u,ollder that urany people cite holidays as
velocity changes; and the elfect ofgravity
anothcr:trcs5ur. (.1) Inslcad ol- u urrl in6r.
un bullr lhe relocitl rrrd aceclcratiorr.
loathing, or dreading holidays, people
Which cdit should bc made'l shoultl irrsteal rernerrrber lhe uppurlurrities
that holidays bring. (4) Days o1l'Irom work
A. changc thc comma afler factors to a colon ol school are lhc pcrfuel uppurlunlt) lu
B. change the semicolon after travels to a spend tirne rvith fricnds and family, donate
colon time, money, or goods to charitable
C. change lhc semicolol afler travels 10 a organizalions and otheru,ise relar by the
colilllta fireplace rvilh a good book.
D. change thc semicolon afler changes to a
Which rcvised sentence corrects an
comma
irmproperly punctuated list'l
6. Rcad this senlencc
E. Sentcnce l: There are r.nany sources of
When she dug into thc coolcr, Jcssie only stress in people's lives. including
found three llavors of soda lefl-cherrv
school; work; and bills.
orangc and root beer.
F. Sentence 2: With so much going on, it's
Wllicli cdil should be made to corect this no rr older lhal tnany pcople citc

sentence'l holidays, as anothcr stressor.

G. Sentence 3: lnstcrd of ra,'rrying.
E. change the dash to a semicolon
loathing, or drcading, holidays, people
F. change thc dash to a comlna
should instead reurember the
G. add a comma after cherrv
itic: thrt holidal
opporl ur s b[ing.
H. add a comma afler cherry and orange
H. Sentence 4: Days ofTflom work or
7. Read this paragraph: .eltotrl arr- the perlecl opponunil) tL'
spend timc with friends and farrily;
( l)Thanks to delivery serviccs, budgct-
donatc timc, money, or goods 10
friendll, dining options, and a pletho'a of
lllcrnatir cs- Cocr[i11" 31 hornc is h,:comirtr a chadtablc organizations: ard othcnvise
dying arl. (2) What oncc tvas a staple of rclax by the fireplace rvith a good book.
human existence preparing. cooking, and
serving food seems to be a fting ol the
p3\1. (i) Still. for sorrr,... touking is rrrorc a
joy than a chore. (4) Cooking is onc ofrny
favorile pastimes, it relaxcs. rcjuvenates, and
refreshcs my mind: it lets me *ork with nty
hands; ancl it gives ure a delicious meal.

Which sentence should bc levised 10 correct

lor an improperly punctuated list?
A. scntence I
B. sentence 2
C. sentence 3
D. sentence 4

The Tutorverse
 English Languagc arts .4. 67

Parenthetical Expression & Nonrestrictive Clanses

Nortrcstriclive clauses and parcnthctical expressions rct'cr lo thosc clcments of a scntcncc lhat are
Lrnessential to the senlence's core meaning

l. Read this sentence: 3. Rcad this sentcncc:

Thc ncarbl residcrrls qucstioncd $ hy thc Judge Lenton rvho rvas lamous lor throrving
boat (that $.as docked at lhc cnd of lhe pier) the book at repeat offcnders. surprised the
rcmained there through lhc rvinler u,hcn counroom u'ith her lenicncy.
othcl boats usually lcfi li)r wamrer u,aters.
Which edit should bc made to correct this
sentence'l
Which edit should be madc to corrcct this
scntcncc'J
A. delete lvho
A. delete both parentlrcscs B, add a colnnra allcr Lcmon
B. rcplace both parenlhcscs with dashes C. rcnrovc thc cornnra allcr offenders
C. rcplacc both parenlhcscs u ith commas D. add an opcn parcnthcsis bclorc x'ith and
add a closed parenthcsis aftcr leniencl
D. rcplace thc firsl parcnlhcsis B,itli a dash.
and replace thc sccond parenthesis rvith ,1. Rcad this sentcncc
a cofitma
Unablc to dccidc which color to paint the
2. Rcad this sentence: walls (turquoisc was so cahring, but ochcr
so warming) the client instructed the inlerior
Miniature golf rvhich is also knou,n as "rnini dccorator to flip a coin.
goll-' is a game that is popular u,ith children
Which edit should bc madc to correct this
and adults alike.
scnlcnce?
Which edit should bc nradc to corrcct this E. add a courura alier rvalls
scntence? F. add a comrna bctirrc thc client
(i. changc the parenlhcscs to commas
E. add a comma atier garnc
H. add a comma aficr decide and add a
F. add a comma bctwccn golfand the
comma aftcr walls
closing quotation mark
G. add an opcn palenthesis bclbrc and and 5. Rcad this sentencc
add a closcd parcnthcsis aftcr alike
H. add a comma aftcr l\liniature golf and Thc snacks. that rvcrc Lhc nlost popular.
add a comma bctri'ccn golf and the rvere the first ones to run out at lunch tilie
closing quotation mark
Which edit should be rnadc to correct this
senlence?

A. dclctc the comrna allcr snacks

B. delete thc comlna alicr popular
C. de lctc both commas
D. add a comrra bclorc at lunch time

The Tutorverse
68 '41. English Languagc Arts

6. Rcad this paragraph: 7. Rcad this paragraph

(l ) Frank was undcr the nlistaken

(I ) Grandfathcr dccidcd to scll his house and impression probably caused by his
drivc around thc Unitcd Statcs in the
unfamiliarity with the local cuhure that thc
rccrcational vehicle. that he lovcd. (2) Hc
lood on display r.vas frcc. (2) So, Frank
did so abruptll. r:ir irrg rlrrtrst no nolice lo
reached out, glabbed a morsel, and a1e it,
the rest oflhc fanrily. shocking everyone
smiling as he did so. (3) lt was tlien thal lhe
whcn thcy discovered his plans. (3) It was
store o[,ller or, al least. an clnployee at the
up b thc rest ofthe family to soft through
his bclongings, put things in storagc, and
store L.rcgan shouling angrilv at Frank.
(4) Frank did not knou, uhat he had done
seil the rcst. (4) Thc lamily was ar.nazcd to
wrong, and looked around in confusion.
find in grandfathcr's attic an antiqr.lc stcaner
tmrk rvhich had crossed the Atlantic on thc Which sentence should be revised to
lllay:flet:tt'. still intact atd in good properly otf,set a nonrestrictive clause?
condition.
A. sentence I

Which pair of revisions sl.rould bc madc to B. sentence 2

properly ollset nonrestriclivc clauscs'l C. sentence 3
D. sentence 4
E. Senlence I dcletc the cornrla aller
8. Read this paragraph
vehicle
Senlencc 4 add a comma aftel trunk ( 1) Doctors must not only bc highlv skilled
!'. Sentence 2 delete the comma after but must also be able to comrnunicale vr'ith
abruptly their patients. (2) Pafl oftheir I esporsibilities
Sentence 3 delele all conrmas is 1o undcrstand their palients to knou, rvhat
G, Sentence 2 delele all comuras might bc causinr them pain. (3) Thc
Sertencc 3 add a conlla aitcr up and qucstions lhat conl'use paticnls the ntost are
those phrased in medicaljargon that only
lhmill
trained profcssionals understand. (,1) Thc bcst
H. Sentcncc I add a conrrla aftcr house
nrcdical prot'ssionals carr rclatc to natrcnl5 a\
Senlencc 3 dclete thc comma aflcr
fcllorv humans as laynen who don't speak
storag€
in mcdical tcrms.

Which ro.iscd senlence properly offscts a

nonrestrictive clause?
E. Sentence l: Doctors ntust not only be
highly skilled--brt must also be able to
cornlrrulicale with their patients.
F. Sentence 2: Part oftheir responsibilitics
is: to understand their paticnts, to knorv
u hat rnight be causing ther)r pain.
G. Scntcnce 3: The questions that confuse
patierts thc most are those phrased in
medical jargon that only traincd
prolessionals understand.
H. Sentcnce 4: The best medical
professionals car relate to paticnts as
lellow hunrans as laymen who don't
spcak in rledical tcnls.

TIre Tutorverse
 English Language Arts ,4. 69

Unnecessary Punctuation
Punctuation must only bc uscd where required.

l. Read this sentencc: 4. Ilcatl this sentence

Chcctahs^ are one ofnaturc's Inosl cfFective Sorne researclr, suggests thal the rise ol
huntcrs. possessing both stcalth and speed. 2'l-hour-a-day news stations conlributes to
t'eelings ofnervousncss. and anxiely. arrong
Which cdit should bc r:atlc to conect this the elderly.
ser'rtence?
Which edit should be rnadc to corrccl this
A. delete all connras
scntcnce?
R. add a conrma alicr stealth
C. add a conrma alicr efl'cctive
E. delete all cornrnas
D. dclete the conrma allcr Cheetahs F. dclete the cournra alicr anxietl
2. Rcad this sentencc: G. delete the conrnra atlcr research
H. delete the corrnra allcr nervousness
Over the roar. ofthe crow'd. ('Lrnis yelled-
"Doesl'r't this music rock. Nclson?" 5. Rcad this sentcncc

Which edit should be nrade to correcl this

Alier a long day at work, at the office. Jane
scnlcncc'l
dceidcd to trcat hcrscll tr,r rr brownic.
E. delete all commas
F. delete the comnra altcr roar Which edit should bc made to correct this
C. dclete tlie comrna aftcr rock scnlence'l
H. dclctc the comrna altcr 1'elled
A. dclctc thc firsl conrnra
B. delete the second conrla
-1- Read this sentence
C, change the first comrna to a dash
lnvcstmcnl in scicntillc and mcdical
D. changc thc cor:mas to parentheses
advanccment. is sorlrething that experts. on
all sidcs, ofthe political spcctrurr. tend to
deern inlportant.

Which edit shoLrld bc nradc lo col'lcct this

scnlence'l

A. delete all cotnnras

B. dclcte the conrnra alicr sides
C. dclctc thc conrrla aficr spectrum
D. delele the corlrma allcr advancement

The Tutorverse
70 '4. English Languagc Arts

6. Read this paragraph 8. Read this paragraph

( 1)Jones, who ollcn struggled with self- (l ) Though, on the surlace. thcrc appcar to
control and a compulsivc personality, knew be many diffclenccs between Eastern and
that he had to takc drastic rncasures if he Wcstem philosoplry. closcr cxamination of
was lo adhere to his dict. (2) First. he put his these schools ol thought reveals the fhct that
cookic jar high up on a hard-to-reach-shclL rnany core principles arc, in fact, very
(3) Then. hc promiscd that he rvould allorv similar. (2) Many philosophers in both the
himsclfjust one chcat day during rvhiclr hc East and the West bclicvc that morality thc
could eat rvhatcrcr he $anted per rveek. idca ofgood vcrsus bad is sonrething that
(4) Finally, hc told his rcxlnrnate about his
is innatc. (3) In addition, many olthese
dict plans and askcd to bc kcpt accountablc. philosophcrs, agrce upor.r thc purposc of
hurnan existencc^ which is tn seek truth and
Which sentencc should be rcvised to irnprorc thr'sell. t4) Thcsc sirnilaritirs
cl iminate unncccssary ;runctuation? prove, if nothing elsc, that people around the
u,orld expericnce lilc in similar u,ays, with
E. scnlencc' I sir:tilal goal:'. hopcs. and drclrns.
F. sclrtcncc 2
G. scntcnce J Which revised scntcnce elintinales
H. seltcncc :[ unnecessary punctuation ?

7, Read this paragraph E. Senlencc I: Though on the surlhcc thcrc

appear 10 bc many dif}'ercnccs betwccn
(I ) Ir's not possiblc to understand geography Eastern and Western philosophy closer
simply by reading a nrap, looking at a globc. examinalion ol' these schools ofthought
or u'atching a telelision sho*,. (2) To truly reveals thc fact that many core
tundelrtand gcography. onc rI,]ust !cl oul it)lo principlcs are, in fact. r,crv similar.
the real *orld and cxplorc. (3) For erample. F. Senlencc 1: Manr pltilosophers in
it's one thing to rcad about Aruba. but both the East and the Wcst belier,e
another thing entilcly to stand on its shores
that morality thc idea olgood versLrs
and scc, on a clear, suul'ly day, all the \\,ay to
bad is something that is innate.
the South American conlinent. (4) lt is
difllcult, to l'eel thc awc, thc sense of C. Sentencc 3: ln addition, ntany ofthesc
philosophers agrcc upon the purposc ol'
srnallnesj. thal lhc lcul uorld rrrspires
without setting lbot outsidc. huran cxistcncc. which is to seek lruth
and improvc thc sclf.
Which sentcncc should bc relised to H. Senlcnce.l: Thcsc sinrilarities prove, if
climinate unnecessary punctuatiot'r'l nothing elsc, that people around the
world experience lif'e in similar u,ays.
A. sentencc I with similar goals hopes and dreams.
B. sentence 2
C. sentcncc l
D. scntcncc 4

The Tutorverse
 English Lan guagc Ans E. 7l

Passage-Based Revising/Editing Skills

Overview
Thc Passagc-Bascd Rct ising/Editing Skills section of thc tcst asks students to rcad a short passage. Sludcnls
trusl tllerl idcntily crrors in the passagc and choosc thc bcst revisiorVcdit to correct thosc crrors. Thcsc
qucstions asscss a studcnt's understanding of standard convcntions uscd in the English language, as thcy do in
the Stand-Alonc Rcvising/Editing Skills scction. In addition. thc Passage-Bascd Rcvising/Editing Skills
seclion tcsts studcnts'ability to properly organize a paragraph and craft a coherent and logical piece ol'
writing.

On the Actual Test

Studcnts will likely see a passage in this section ofthe tcst that rvill be lbllorved by several qucstions. As with
the Stand-Alonc Rcvising/Editing Skills section. thc sludcnt nrust flnd an error. then answcr lhc question to
fix thc crror. Thcse crrors have to do u,ith violations o1'standard u,riting convcntions uscd in thc English
language. llorvcver, the Passage-Based Revising/Editing Skills scction will includc questions asking studcnls
lo improve lhe organizalion and coherence oithe passage.

In This Practice Book

This scction contains several passages, each ofuhich is acconrpanied by 7 questions. Unlike in the Stand-
Alonc Revisingi [diting Skills section ofthis book, the granrnrar/ctxrvention topic ofeach question wiil !E! bc
krrown in advancc. This is an opportunity for students to praclice what they leamed in the Sland-n lone
Revising/Etliting Skills scction ofthis book and to denronstratc lo.uical reasoning skills.

How to Usc This Section

Wc rcconulcntl that students practice at least one passage per week in preparing for the test. This includes
reading the answer explanations (available at 1]1q1r11rr1q 1.rt)nr l)()()ks) carefully to understand tlre reason
u,hy ansrver choices are correct or incorect. It is cxlrcnrely inrponant to undersland ]1*r, a .entcrtce or
paragraph is rvritlcn incorrectly. and what can bc donc to corrcct it. Pcrhaps most ilnportantly, it is neccssary
lor studcnts to bc ablc to recognize n hv certain rcvisions corrL'cl an crror. while others do not.

As you wolk your way thlough this section. you may comc across new words and phrases, cspecially lhose
that dcscribc thc grarrmar or writing convention topics bcing lcstcd. Thcrc arc many onlinc and in-print
rcsourccs that can hclp sludents further develop proficicncy in rcvising and editing skills. ln addition, bc sulc
to rcach out to a trusted educator (like those at thctulorvcrsc.conr) for help leaming neu'or confusing words or
conccpts.

Tutorverse Tiutl
Rcmcnrbcr that on the SI ISAT, there is no penallv lbr gucssing. I1'yoLr don't knorv lhe answer to a qu('sl ion.
1akc your bcsl gucss. [n addition to never leaving an answclchoicc blank. r'cnrenrber to read the enlire prsslg,c
first. Takc notc o1'any crrors you may calcl'r along the u,ay (or things thal don't rltake sense). as this will hclp
you savc tinrc whcn you rcvicw thc qucslions and rcl'cr back to thc passage.

The Tutorverse
12 4 r,rs lish Languagc Arts

Choosing a Chooser
(|) In a monarchy, only a king or quecn has thc authority to crealc laws and regulations that his or her
subjects rnust follow. (2) ln an arislocracy, this powcr is instead hcld by a sntall group of pcoplc. (3) ln a
denrocratic govcmmcnl. horvcvcr, the powcr to rule over pcoplc is hcld by thc people thcmsclvcs.

(4) There are many types o1'democracies, though thcy can all be classilled as eithcr a direct dernocracy or a
representative democracy. (5) In the fonner, cach pcrson votes on cvery law or regulation thal nccds to be
dccidcd. (6) ln the la1lcr. individuals don't vote directlv on thcsc larvs or rcgulationsl instcad, thcy elect
representatives to vote tbr theur. (7) There are rrany benefits to a represcntative democlacy.

(8) Many peoplc do not havc thc time to rcscarch and vole on all o1'thc laws or regulations lhat musl bc made
(9) Irnagine everyone having to take the timc 1<l lcanl about thiugs likc international tax or public health
policy. for exarnple. ( I 0) The people in a representative democracy choose to elect trusted reprerientati\ es to
rnake decisions tbr thenr. ( I l) These rcpresentativcs can consult u ith cxperts and devote all ol'their time to
rcscarching a decision bclorc voting on it. ( l2) Thc pcrfect elecled rcprcscntative would not urly bc an
intelligent and charismatic leader, but would also be someone who is also liee frorn conflicls of interest.

(I 3 ) A representative dcmocracy also helps to better protect minorities. ( l4) In a direct der.nocracy, people

that belong to bigger groups could choose to make things happen that are good fbr therr, but not good for
stnaller ones. (15) In a rcpresentative denrocracy, however, the governrnent is more likcly to work to protect
all its citizens, including snraller groups. ( l6) This is in.lpoftant because all people, even lhose belorging to
srnaller groups, deservc to bc represented and protected in a sociely.

(l7) Representative democracy leads to nrore educated and careful decision making. ( l8) Thesc decisions
tend to protect all ofa society's citizens, notjust those with the most number ofpeople. ( l9) Though
rcpresentative democracy also have its challenges, its benefits outweigh its drarvbacks.

l. Which sentencc would best follow and support sentence 3?

A. In a denrocracy. money is shared equally among al1 of its people.

B. ln some denrocracies. porver is corcentrated in a ferv u,ell-established families.
C. In fact. the word "derlocracy" comes liom a Greek u,ord rleaning "rule ofthe contntoners."
D. In some nominal democracies, only the rich have the power to inlluence the lawmaking process.

2. Whal is thc bcst way to combinc scntcnccs 5 and 6 to claril,v thc rclationship bctu,ccn ideas'l

E. People in thc lbrnrer neither votc on evcry law or regulation that needs to be decided. nor do people in
the latter elcct representatiYes to vote fol tl]em.
F. Unlikc in the forrner, rvhere each person voles on every law or rcgulalion that needs to bc dccided,
indiYiduals in thc lattcr elect rcprcscnlativcs to vote for them.
G. Because each pcrson in the fonncr volcs on every lau,or regulation that needs to bc dccided, in the
latter. individuals don't vote dircctly on thcse lau,s or regulations; instead, thcy clcct rcprescnlatives
to vote for tlrcm.
H. In thc fotmcr, each person votes on cvcry larv or regulation thal nceds to be decidcd, dcspite that in
the latter. individuals don't vote dircctly on these laws or regulations. instead electing reprcscntatives
to vote for thcm.

The Tutorverse
 English Languagc Afis'qi 13

3. Which scntcnce rvould best fbllorv and support sentence 8'l

A. Somc clectcd ollicials not only servc in lhe government. bLrt also hold part-time jobs.
B. Most peoplc would rather serve as clccted ofllcials than be doctors, tcachcrs, or athletcs.
C. Given thc chance. nrost pcoplc would be ablc to cvcntually Icarn about thc details ol'passing laws and
rcgulations.
D. People are busy with theirjobs. friends, and lamily. and don't have time to leam thc intricacies
involved with passing new laws and rcgulations.

zl. Which lr'ansition should be addcd to thc beginning of sentcnce I 0'.)

E. Likervise.
F. Rcgardless,
G. To illustratc,
H. With this in mind.

5. Which rcvision ol'scnlcncc 1.1 uscs thc Inosl prccisc languagc'.)

A. ln a direct derlrocracy. largcr groups coukl vote for policics that arc good for them. but detrimental lo
srnallcr groups.
B, ln a direct democracy, people can choose to rrake things happen thal arc good for thelr but not
evcryone elsc in the place.
C, ln a direct democracy, rnaking things happen depends on which group sorreore is in. ifthat group rs
big or small. for eramplc.
D, In a direct democracy, people belong to big groups and small groups, and each ofthese has a differcnt
ability to make things happcn.

6. \\rhich cilit is nccrlcd to correct scntance l9'.)

E. clrange have to has

F. change outweigh to outrveighs
G. dclctc tl']e conrma ailcr challcnges
H, change its bcnclits to it's benefits

7. Which scntcncc is irelevant to tlrc argumenl l)rcscnted in thc passagc and should be dclctcdl

A. sr'nlence 9
B. scntencc ll
C. scntence 17
D. sclllcnce I li

The Tutorverse
74 4. English Language Ans

Sweet But Deadly

(I) There are a lot of different things said about nulrition, and it is hard to know what is lrue and what is not
truc. (2) One day, onc rnight read in a magazine that too nruch coflee is bad bccause iI can causc illncsses,
likc hcart discase. (3) Thc next day. onc might hear on telcvision that a cup of coffee a day hclps plcvcnt
cancer. (4) lt's oltcn hard to know rvhich foods to avoid and rvhich to scek out. (5) In most cascs, moderation
is key. (6) Howcvcr, there is one lbod that should nol be consumed except in very minimal amounts: refined
sugar.

(7) Refined sugar is a type of carbohydratc. (8) The body uses carbohydrates to perform a nLrnrbcr of
importanl functions. (9) If carbohydrates are so critical. thcn u4ry are refined sugars so bad?
(l0) One \\,av that refined sugars are bad lor health is bccause they makc a person's blood sugar level rise
very quickly. ( I l) People feel an irnrnediate burst ofcncrgy afler eating or drinking refined sugars. (12) This
energy docsn't last very long. ( l3) People often feel very tircd, or even sleepy. aficr consuming a lot of
refined sugars. ( l4) Children who eat a lot ofcandy on llalloween, for cxample, are often cxhausletl after
cating fistfuls ofcandy. (15) A diei lllled with rcfined sugars has been provcn to lead to illnesses. like
diabctes.

(l6) While refined sugars provide pcople rvith energy. thcy don't provide pcople *,ith other important
substances, likc vitamins and minerals. ( l7) This is another reason rvhy refined sugar is bad for people's
hcalth. ( I 8) Pcople eat food because thcy need encrgy lbl thcir bodies to perlbnn rvork. ( l9) But people's
bodics also necd vitamins and rrincrals. (20) :,aling foods with too ll.luclr rcfined sugar often makc people feel
too firll to eat thc lbods that contain both cnergy and bencficial nutricnts.

(2 I ) Though refincd sugars tasle good, they should gcnerally be eatcn sparingly, if at all. (22) Protcin. on thc
other hand. is sorrething that should be eaten by alnrost cveryone. (2i ) Even the healthiest person u,ould do
u,ell to stav arvay liom eating or drinking refined sLrgars.

L Which rcvision to scntencc I uscs the most precisc language?

A. The rrcdia oflen rvrilcs aboul nutrition.

B. Most of rvhat is u,rittcn about nutrition is lhlsc.
C. Arriclcs and storics about nutrition are plentilill, but sometimes confusing.
D. Thcy say many things about nutrition. somc olrvhich are true and sorre of which aren't

2. Which transilion should be addcd to the begiming of sentence 4:l

E. ,,\s a rr'sLrlt.
F. Coni erscly.
G. Nonelhcless.
H. To illustratc.

The Tutorverse
 English Languagc ,trts .4. 7-s

3. Which scnlcncc u ould bcst fbllorl, and support sclttcncc t('.)

A. Many rcccnt dicts, howcvet, havc advised their followers to avoid carbohydrates entirely.
B. Carbohydrates providc the filcl that helps thc brain to think. and thc encrgy that enables muscles to
push and pull.
C. Some people crave refined sugar because tllcy were raised eating lbods that contain high amounts of
carbohydrates.
D. As long as people eat cnough protein and lht, the body can adapt to a completc lack ofcarbohydrates
and cntcl a stale knou r) as kclosis.

4. What is the bcst u,ay to combine senlcnces I I and I 2 to clarily the rclationship bctu,een idcas'.)

E. People feel an immediale bul flccling burst tll-energy alicr ealing or drinking rcfincd sugars.
F. People I'eel an inrmediate burst ofcnergy aller eating or drinking relined sugarc thal don't last very
Iong.
G. After eating or drinking relined sugars that don'l last vcry long, pcople feel an immediate burst of
energy.
H. Pcoplc fccl an immcdiatc burst ofcnergy aller eating or drinking rclined sugars, therelorc this energy
doesn'l last verv long.

5. Which scntcnce rvoultl bcst follow scntencc 1.1 to support thc arguu'lcnt presentcd in the paragraph?

A. Adults are not as susceptible to the ef'fects ol'sugars, and can cat as much candy as they like w'ithout
feeling tircd.
B. Even adults rvho dtink sodas, which are also filled rvitli refined sugars, often f'eel tired after having a
can or a glassful.
C, Children tire quickly, horvever. so cxtra sugar may have little to do with the lact that they f'eel tired
afier having a lo1 of sugar'.
D. Since sornc people do not have acc€ss to healthiel options, they oflcn have no alternative but to eat
candy. or other sugar-rich foods.

6. Which cdit is nceded lo correct scntcnce 20'l

E. changc much to nranl'

F. change prople to thcm
G. changc makc to makes
H. add a comrla after foods

7. Which scntcncc presents informatiorr that shills awav from the main topic and shoLrld bc dclclctl'l

A. scntcncc 6
B. scntcncc 15
C. scntcncc 20
D. sentcncc 22

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16 4 r-nglish Languagc Arts

A Lasting Monument
( Thc Parthenon is a building that survives fiom Ancicnt Grcece. (2) lt is one 01'1hc most well-known
l)
buildings from the ancient world. (3) The 'ivell-preservcd slructurc has a long and storied history and still has
relevancc today.

(4) To understand the intporlancc ofthc Parthenon. onc rnust first understand why it u'as built. (5) Pericles, a
prorninent politician in Athens, wanted to build the Panhcnon to rcplace an oldcr tcmplc that was destroyed
by Pcrsian invaders. (6) Likc thc ancient Greeks, thc ancient Persians also leli bchind many important
structures that shed light on their civilization. (7) Construction on the neu' building has begun around 2,500
years ago in the year 447 BCE and was completed approxirnately fifieen years later. (8) Decorated $ith
exlraordinarily detailed urarble sculptures, the temple showcd appreciation to Athena. the most important
goddcss ofthc city ofAthens. (9) Time has nol becn kind to the proud monument. ( l0) No lifelike statues
rcmain standing u,ithin its hallowed halls.

(II) Thc Parthenon has also changcd in other ways over lhe centuries. ( I 2) Whilc today the Palhenon ls
fhrnous for its beautiful whitc nrarble, the building may havc been much more colorlul when it rvas first
raiscd. (13) Many ancienl buildings rvere partially pailtcd and while no one knou,s what specific colors thc
Pafthenon rvas painted, somc scholars think it rvas originally painted in different colors, including red and
bluc.

( 1,1)Not only has the appearance olthe building changed over the years, bul its purpose has changed, as well.
( l5) While it may have originally servcd as a Grcck tonplc. it would later function as a lrcasury. a fortress, a
mosque, and a church. ( | 6) Today it overlooks tlrc modcrn city of Athens. and f'unctions primarily as a
popular tourist attraction. ( I 7 ) In addition to bcing popular rvilh tourists. il is an important symbol of thc
modern country of Crecce. ( | lt) Today, tlie Grcck government works rvith the Europcan Union to documcnl
thc artilhcts of thc Parthcnon. transl'er fragile afiifacts to muscurns, and presene what rcmains of thc sitc fbr
I'uturc gcncralions. ( l9) Thcrc arc much to be leamed about ancicnt Grcck civilization tiom the historic ruins
of the Parthenon.

l. What is the best rvay to conrbinc scntenccs i and 2 to clalily the relationship hctu,ccn ideas'i

A. The Parthenon is a building that survivcs from Ancient Greece, it is onc olthc most well-known
buildings from thc ancient world.
B, The Parthenon is a building that sun',ives lrom Ancicnt Creece, but is one oflhc rnosl well-known
buildings from the ancienl world.
C. The Parthcnon is a building that sun,ives liom Ancicnt Greece. yet is one ofthe most well-known
buildings liorn thc' ancient u,orld.
D, The Parthenon is a building that survives fiom Ancient Greece, and it is one ofthe most $,ell-known
buildings fronr the ancient world.

2. Which edit is needetJ lo corrcct sentence 7?

E. change has begun t0 bcgan

I'. changc has begun to rvill begin
G. add a comnra aficr approximatel)'
H. change rlas conrplctcd to has been completed

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 English Language e,rts'4 77

3. Which transition should be added to thc beginning ofscntencc 10'l

A. Although.
B. Still.
C. Furthc'nrorc.
I). As a rcsult.

4. Which rcvision o1'sentence I 3 uscs thc most precise langLragc'l

E. Like other ancient buildings that wcre painted, sonrc scholars think lhe Parthenon may have originally
been paintcd red and blue.
F. Was the Parthenon painted. nraybc red and blue. like so nrany other ancient buildings were or rvill we
ncver know the specific colors?
G. Somc scholars think thc Parthenon might havc originally been paintcd rcd and blue and other scholars
rnay disagrcc, but many ancicnt buildings werc partially painted.
H. Many ancicnt buildings were parlially paintcd and ivhile no onc knows u,hat speciiic colors tlre
Parthcnon was painted, solrc scholars think rt was originally paintcd in diffcrcnt colors. including red
and blue, ahhough this is just an educatcd gucss.

5. Which scntencc would best lbllow and supporl scntencc l6?

A. Millions ofpcoplc visit the Parthcnon cvcry ycar.

B. Everything rlust bc donc to rcstorc the Padlrenon to its lon- er glory.
C. Athena was rcvercd by the Ancicnt Greeks as llre goddess of r.visdorn.
D. When the Parthenon served as a mosquc. a tall torver called a minarel rvas added to thc structure

6. Which cdit is nceded to correct scntence [9']

E. change' are to is
F, changc are10 were
G. changr much to manl
H. changc to bc to $ill be

7. Wlrich scntencc is irrcle,uant to the argurnent prescnted in the passagc and should be deletcd?

A. scntencc 3
B. scntencc 6
C. scntencc l0
D. scntcnce I I

The Tutorverse
78 ? I:nglish Languagc Arts

Building Tomorrow
( l) A socicty's infrastructure - its roads, bridges, airports, powcr plants, railways, and ports is often taken
for granted. (2) Without a strong infi"structurc network. today's inlerconnected society would bc unablc to
lunction. (3) Thc tlow ofgoods like food, clothing, building nraterials, and cven moncy from place to
place would conre to a grindirg halt. (4) It is ilnpoftant, thcreforc. that sociely continue to invest in
intiastructure.

(5) This invcstment takes on many fornts. (6) Generally. il rcfcrs 1o nrlintaining, impror ing. or cxpanding thc
reach ol per{bnnancc of dif}'erent infrastructures. (7) This could includc, for cxamplc. paving lcw roads.
expanding the porver grid by laying new wires, repairing ailing bridges. or building ncrv air and sea ports. (li)
Thcse invcstments cost a lot ofnroney and require a lot of time. but can crcate thousands upon thousands of'
rvcll-paying jobs. (9) Infrastructure development can create opportunities in a u'idc range ofinduslrics,
including in engineering, construction, equiprrent nranulacturing and nraintenance, energy, raw malcrials. and
even accounting.

( l0) Linked to.job crealion is \l hal economists call "the multiplicr effect." ( I l) A dollar spent on
infiastnrcturc developmenl leads to a bcnefit of morc than two dollars for the broader economy. ( l2) This is
bccause the pcople * ho u,ork on. say, a neu' po*,er plant, need places to live. lood to eat. and things to do.
( I 3 ) As a result, investments in the local community begins to glow as people spend uroney on honres,
transportation. lbod, and cntertainrncnt.

(14)Invcsting in inliastructure not only creates jobs and hclps secure the future. but it also helps people save
timc and rnoney. as well. (15) According to a study conducted by the National Economic Council (NEC), the
sccondJrighest cxpense Arncricans havc are rclated to transporlation. ( l6) The highest expensc is rclated 1o
thc cost of housing and shcltcr. ( I 7) A joint study bctlr.ecn the N EC and the Presidcnt's C'ouncil ol Econonric
Advisers found that "thc avcrage rnotorist in thc U.S. pays $377 cach ycar in additional vchicle operaling
costs as a rcsuh ofdriving on roads in need ofrcpair." (lli) Pcoplc rvcre able to spcnd lcss timc and money on
transportation. ( 19) Thcy would bc able 1o spcnd more o1'lheir tirne and moncy on more productive things.
like building busincss. ancnding to fanrily, or sir.r.rply rcsling and relaxing.

l. Which transition should be added to the bcginning o1'scntencc 2'l

A. Yet,
B. Hclrcc,
C. Likcwise,
D. Specifically,

2. Which sentcnce u,ould best lbllorv and support sentcnce 9'l

E. The U.S. Depadment of Transportation estimates that highway lhtalities have dccreased in thc last 50
years.
F. According to the U.S. Dcpadment of Transportation, the value of transportation assets is more than
SU trillion.
C. The U.S. Deparlmcnt of Transportation has estinrated that every $l billion invcstcd in ilfiastructure
couid create some 35.000 neu'jobs.
H. According to the U.S. Departrnent of Transportalion, thc U.S. lieight transportalion system lroves
over I 8 billion tons of goods each ycar.

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 English Lang uage Arrs 4. 79

3. Which edit is nccdcd to correcl scntence [3'J

A. add a colon aflcr on

B. changc hegins to begin
C. atld a scmicolon after grow
D. dclete the comma alter result

4. Which sentencc rvoLrld bcsl lbllow scntencc l3 to snpport thc argunrent presented in the palagrapli'/

E. Thc multiplier el'fect can also be seen in othcl types ofeconomic and social investnrent.
F. This leads to lorl'er tax revenue that local, stale. and f'edcral governurents can collect.
G. The ultrmatc goal, alier all, is to crcate non-infi astructurc jobs, since thcy tend to last longer and pay
nrorc than in liastl[clurc jobs.
H. In this casc. the power plant not only provides people rvith electricity and inliastructurc j obs, but also
gcneralcs non-infi'astructure jobs, as rvell.

5. Which ctlit is nccdcd to corrcct scr'rtg'rcc 15 1

A. changc are to is
B. changc have to has
C. changc related to relates
D. changc conducted to conducts

6. What is thc best rvay to cornbinc sentences Ill and l9 to clarily the relationship bclween ideasl

E. Peoplc were able to spend less time and rnoncy on transpoftatiou and were able to spcnd rnore o1'their
timc and money on more productive things. like building business. attending to lhmily, or simply
rcsting and rclaxing.
F. lipeoplc wcrc ablc to spend less timc and moncy on transportation. they ,'vould bc ablc to spend more
oftheir tirrc and money on more productive things. like building business, altending to family, or
simply rcsting and relaxing.
G. Peoplc rverc able to spend lcss timc and moncy on tmnsportation but need lo be able to spend more of
their tirne and nroney on morc productive things. like building busincss. attending to lamily, or
simply resting and relaxing.
H. lfpeople wcre ablc to spend less tinre and moncy on transportation. thcy rvould not be ablc to spcnd
rrorc ofthcir timc and moncy on ntore produclive lhings. like building business. attcnding to family,
or sirnply rcsling and lclaxing.

7. Whiclt sentcncc prescnts inlbrmation that shilis away from lhe rnain topic ancl shoLrld bc deletctl'l

A. scl'ttencc 4
B. scntcncc 7
C. scntencc l0
I). scntcncc 16

The Tutorverse
80 4. english Languagc Arts

Hammer. Feather. Vacuum

(I ) Modem scicncc is foundcd on theories that arc proven or dispr-oven by rcpeatablc and observablc
cxperimcnts. (2) For examplc, if Jirr. a scicntist, has a theory about. say. how fvvo chemicals will interact. he
can conducl an expcrirncnt to provc or disprovc his thcory. (3) Sally, also a scientist, can then pcrtbmr a
similar experiment to see ifJim's theory holds true. (4) After enough limc. and after enoLrgh people havc
veriflcd through expcrimentatiol whelher or not lhc theoly is true, it ceased to be a theory and bccomes fact.
(5) As an exarnplc o1'this. think aboLrt thc thing lhat rve nou, call gravity. (6) Hundreds of'years ago. thc
phenornenon was taken lor grantcd, and poorly understood. (7) At the tiurc, people belicved that hear ier
objccts fall laster than lighter objects. (8) This was supportcd by normal, everyday observalions. (9) An applc.
tbr example, u'oukl f'all from a tree laster than a feather woLrld. ( l0) At the time, pcople did not realize that
s,hat caused the l-eather to iall r.nore slowly was air rcsistancc, and not gravity ilseli

( I I ) (ialileo Galilei, a famous thinker, sought to better understand gravity. ( l2) He would later bc punished
fbr his work as a scicntist. ( I 3) According to Vinccnzo Viviani. one of Galileo's students. Galilco climbccl to
the top of the Leaning Tou'er of Pisa rvith t$'o lreavy canrronballs. ( I 4) Thc'se cannonballs had a similar shape
and sirnilar sizc, but one cannonball had a greater rrass and weight than the other. ( I 5) Once at the top ol'the
Tower, Galilco dropped both cannonballs at the samc lime. lioln thc salne height. ( l6) According to
conventional wisdonr. the hcavier cannonball should have hit the ground first. ( l7) What Galileo fbund rvas
thal both cannonballs hit thc ground at the cxact saule time. ( l8) This led (ialileo to conclude that somc lbrce
lvhat u,c know of today as gravity acls upon objccts with the samc ratc ofaccclcration. regardlcss ofthe
ob.jcct's mass or wcight.

( 9) t lundreds of ycars later, scientists al NASA conductcd a sirrilar experimcnl. (20) ln a cavernous
1

chamher, thc scientisls suspcnded a hammcr and a l'cather al the same hcight abovc thc chambers floor. (21)
Then. they sucked out all o1'the air from the chamber, crealing a vacuum. (22) The'scicntists tlren rcleascd the
hamrrcr and Ibather, lctting thcnr lhll to thc ground. (23) What resulted confirmcd Galilco's theory lrom so
long ago.

1. Which cdit is nccded to colrcct scntcncc 4?

A. cleletc all contmas

B. changc ceascd to ceases
C, changc u hether to \Yeather
D. add a scmicololr aficr theorl'

2. Which revision o1'sentcnce 5 uscs the rnost prccise languagc'l

E, Take. for example, the phenourenon rve now call gral'ity.

F. The lblce that peoplc today refer to as gravity is a perfect example ofthis.
G. Some instance oflhis is called gravity by scientists and common people alike.
H. A perl'ect example ofthis is the seemingly magical occunence ofwhat is today called by the natre of
gravity.

The Tutorverse
 English Languagc Arts 4 8l

3. What is thc bcst way to corrbinc scntenccs 7 and ti lo clarify thc rclationship bctwccn ideas?

A. At the timc, peoplc bclievcd that hcavier objccts fall fastcr than liglitcr ones.
B. Whilc daily obscrvation seerncd to support it, people bclievcd tliat heavicr objccts fall lastcr than
lighter ones. at thc time.
C. People belicved, at the timc, that heaviel objects fall laster than lightet ones, though this was
supported by norrral. everyday observation.
D. At thc lime. peoplc lrelieved that lieavier objccts fall l'aster than lighter ones, a lheory supported by
daily observation.

{. Which transilion should be addcd to fie beginning of sentcnce I 7:)

E. I rrstcad.
F. As a rcsult.
G. Accordingly.
H. Undoubtcrily,

5. Which edit is necded to correct scntencc 20',)

A. change chambers lloor to chambcrs' lloor

B. change chambcrs lloor to chambcr's floor
C. change sciontists 10 scicntists'
D. change sciontists 1() scientist's

6. Which scntencc u,oultl bcst lollou'sentcnce 23 k) sLrpport the thcory prescnted in thc paragraph?

E. As a forcc. air resistance is more powcrful than grar,ity.

F. There rvas no surprise when the hanrnrer hit the groLrnd first, lilllowed a while larcr by thc lealher.
G. The heavicr objcct was thc lirst to land on thc ground, lollowcd some lime later by the lighter object
H. Without air rnolecules to slow down the fbather- bolh the hammer and the feather landcd on thc
ground al lhe sar.ne tinre.

7. Which scntencc is in'clcvanl to thc infbmration prcscntcd in thc passage and should bc delctcd?

A, scntcncc 9
B- scnlcnce l0
C. senlcnce l2
D. scntcnce l9

The Tutorverse
82 4. English Language Arts

Plastic, Plastic, Everywhere

(I) Fcw among us think about the amount of plastic wc usc cach day, in part becausc we belicve that so rnuch
of it is r-ecycled. (2) According to the Environmental Protcction Agency, only about seven pcrcent ofall ofthe
plastic rvastc in the U.S. s,as recyclcd in 2009. (3) [n many placcs, recycling involves collecting, sorting. and
selling waste uralerials to manulacturers fbr reuse. (4) Thus. a grcat deal ofplastic actually gets thrown away.

(5) Much of this plastic wastc makcs its way to thc ocean. (6) Thc Great Pacific Garbage Patch is a su,irling
continent-sized vortex ofdebris betwcen thc coasts ofCalifornia and lapan. (7) A plastic boltlc tosscd inlo the
occan by a carelcss beachgoer in Califbrnia gets caught in oceanic currents and eventually winds up su,irling
around the Garbage Patch, where instcad of biodegrading, it breaks up into tiny fiagnrents and poisons the
entil e ecosystem.

(8) Some plastics leach loxic chemicals inlo the watcr. \yhich makes its way up the food chain and all the way
into peoplc's homcs. (9) One such chcmical, bisphenol A ( tsPA). is extrcmely poisonous to anirnals. ( l0)
Animals that arc lLrcky cnough to avoid choking on or becoming tanglcd in largcr picccs of plastic Lrnwittingly
consume thc tiny picces ofplastic that lcach chemicals likc BPA into thc B,aler. ( I l) Over tinre. thesc
chemicals build up in thc fbod chain. ( l2) Smaller animals are consumed by larger ones. in a lbod chain. ( I 3)
The occan's apcx predators oflen conlain toxic anrounts of plastic and chemicals.

( 14) The good ucws is that thcre is much that we can do lo reduce the aurount o1'plaslic wastc in llre wolld.

(I5) One of the most helplirl things to do to shrink plastic waste is to lessen our initial use of plastic. ( I 6)
Plastic water boltlcs are among the rvorst ofl'cnders. (17) Instead ofreaching fbr a new rvater bottle cvery lime
rve'rc thirsty, we can instcad invest in reusable and refillable bottles. (lll) Many conveniences tlrat \.!'e accept
u,itlrout much tlrought like the plastic utensils we receive when taking ftrod to go. or the plastic sandwich
bags u.e use to pack our lunclres can be replaced by reusable versions ofthe same.

(19) It's inrponant that we becoure rnore informed and self'-aware ofthe cnvir<xrmental consequences ofour
collective actions. (20) Il'nothing else. it is in our own sell--interest lo prolect the environmenl lrom the
deleterioLrs effects of plastic waste.

1. Which transilion should be added Io the beginning ofsentence 2?

A. A ltcr all.
B, ln addition,
C. Despite this fact.
D. Because of this fact.

2. Which cdit is needcd to corect scntencc 6'.'

E. changc is 10 rras
F, changc coasts t0 coast
G. add a conrma alicr srvirling
H. dclcte thc hyphcn in continent-sized

The Tutorverse
 English Languagc arrs 4. S:

3. Which cdit is ncedcd to corrcct scntcncc ti'l

A. changc its to their

B. changc leach to leech
C. change makes to makt
D. change makes ils to make their

4. What is the best way to combine scntences I I and l2 to clarily the relationship between ideas?

E. Over tinrc, these cherricals bLrild up in the food chain. as smaller animals are consumed try larger
ones.
F. Ovcr tiurc, tlresc chcnricals brrild up in thc fbod chain, thus srraller aninrals are consumetl by larger
on cs
G. Over-tiulc, thesc chenricals buikl up in thc loocl chain, dcspitc smallcr animals alc constrnred by largcr
ones.
H. Over linre, these chemicals build up in the lood chain, and yet smaller animals are consumed by
larger oncs.

5. Which scntence rvould bcst lbllou l3 to support thc argu rcnt prcsentcd in thc para-uraph?

A. Without top predators like tuna, for cxanrplc. therc would be nowherc lor chcmicals like BPA to go.
B. Many 01'the ocean's top predators like tuna. for exanrple - arc on dinner menus around the world.
C, Small picces ofplastic are not as harnrl'ul to largc aninrals likc tuna, lbr examplc as tlrey arc to
smaller animals.
D. Thankfully. by thc timc people consume top prcdators like tuna, fbr examplc, the chemicals arc no
longer a hcalth concem.

6. Which revision ofscntencc l5 uscs the rnost precise language?

E. Decreasing plastic waste *,ill have nany positivc outcomes.

F. Among thc helplul things to do to rninimize and shrink plastic wastc is to use less of it.
G. To reducc'. rlinintize. and decrease the arnount ofplastic waste. people must use less plaslic.
H. One ofthe best ways to reduce the amounl ofplastic waslc is to reduce the amount ofplastic uscd in
thc lilst placc.

7. Which sL'ntencc pre scnts inlbn.nation that shifis arva_'- liom the nrain topic and should be dclcted.)

A. scntcncc 3
B, scntcncc 9
(1. sentcncc l8
D. scntcncc 2(.)

The Tutorverse
8+ 4 6ng1151, 1ury Lragc Arts

Scary Money
(l) ln business. lctum on investrrent (ROI) rci'ers to the ratio ofprofit made by the business to the amount of
money people have put into thc busincss. (2) ROI is often shown in percentagc form; the highcr thc
perccntagc thc bctter. as this indicatcs a propoftionally largcr amount ofprofit than moncy risked in the
investrnent. (3) Retum on investmenl is a rneasure of proiitability that can be used to analyze any business
ventute including the business ofmaking movies.
(4) Sotttc oithc most prolitablc nrovies those with thc highcst ROIs are horror movics. (5) This is bccause
horror movies are relativeiv inexpensive to slroot compared rvith other rnovies. (6) Reccntly. a lrorror mo'" ie
rvilh a buclgct of only $0.5 million made a profit of nearly $89 million an ROI of nearly 18,000%! (7) What
is it about scary nrovies that captivates audiences to such a degree that a movie can profit 180 times its
investlnellt?

(lJ) The ansricr to this question has to do with hormones called dopamine and adrenaline. (9) They have bccn
shown to have a significant irnpact on pcople's feclings of happiucss and cxcilcmcnt. ( l0) I1' a pcrson's
expcctations arc cxceeded or surprised. dopamine contribules to the sense of elalion at the positive oulcome.
( I l) In thc thce o1'danger. adrenaline will pump through tlre body, causirlg a pcrson to leel energizing.

( 12) Researcl.r suggests that horror movies lriggers the body to producc thesc two hormoncs. ( I 3) A
parlicularly suspensef'ul or thrilling scene. lbr exarrple, is thought to elicit a flood ofdopamine and
adrenaline. ( l4) For many. this is lollorved by a l'eeling ol'excitenrcnt and giddiness. ( I 5) Though. the person
may also bc feeling lear and drcad at lhe sallre tilne. ( 16) Essentially, horror rrovies cncourage thc releasc of
dopamine and adrenaline in thc body. rvhich keeps audienccs engaged and coming back lbr nrore. ( l7) At the
sarlre time. action/advcnture urovies nced to keep coming up rvith flashicr cfl'ccts and morc outlandish storics
to kcep audicnccs intcrcsted.

(Ili) It's no wondcr, then, that there are die-hald fans of horror rnovies. ( l9) I:lonor movies do not uecessarily
necd thc bcst visual or sound elfects to hold their own at lhe box office, as action/advcnturc nrovics typically
do. (20) Honor movies nccd only penctratc thc human psyclre to shock or scare thcir audicnces to producing
morc and more dopanline and adrenaline. (2 I ) Thcy acconrplish this on a budget a fraction ol the size of their
action/advcnture countcrparts.

l. Which revision ofscntencc I uses lhe most precise language'?

A. Thc amount ofuroney made by a business is called thc profit, rvhercas the amount ofrnoncy put into
thc busincss is called thc invcstulcnt.
B. A rcturn on invcslmcnt (ROI) is expressed as the ratio ol'morey madc by a business to the amounl ol
mortey invcslcd into that businr..ss.
C, Horv much money a company makcs divided by the amount ofnloney put inlo a business is called
rctum on inveslrnent, or ROl, an acronym, for short.
D. ln busincsscs, busincssmcn considcr rctum on invcshncnt (ROt) to bc the ratio ofnroncy madc by
businesscs to the amounl of monev invested into businesses.

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 Iinglish t-anguagc nrts .4. x5

2. Which scnlcnce \\'ould bcst lollow and support sentcncc 5'l

E. The top tcn highcst-grossing films (by ticket salcs) ofall tirne havc collectivcly generatcd more than
S15 billion.
F, Action/advcnturc films arc vcry expcnsivc to makc bccausc ofall ofthc bells and rvhistles that go
along with a big, blockbustcr tilm.
G. Ticket sales are another rvay to measurc the success ofmovies, though in this regard, action/adventulc
movies cxceed horror movies by a wide nrargin.
H. Case in point: thc llost expensive action/adventure movie ever made cost 5425 million, conrpared
rvith thc most expensive lrorror movic, which costjust $ 170 million.

3. Which edit is neecled to corrccl scnlcnce I l'l

A. changc bodr to bodies
B. rcmovc thc conrma aftcr body
C. rer.novc the conrura atier danger
D. changc cnergizing to encrgizcd
,1. Which etlit is ncedcd 1rl corrcct scntencc l2'/

l). changc triggers lo trigger

!'. changc suggcsts to suggest
C. changc producc to produces
H. changc hormoncs to hormone

5. Whal is thc best rvay to cotrbinc sentenccs l4 and l5 to clarily thc relationship lretwccn ideas'.'

A. Instcad offear antl dread. this leads to f'eclings 01'cxcitemcnt and giddiness.
B. lnstcad of f'ecling excitcd or giddy. people end up l'eeling rnostly 1'car and drcad.
C, This is how a pcrson can simultaneously leel fearlirl. yet excited dreadful. yet giddy.
D, For rnany, this is lilllorved by a feeling ofexcitement and giddiness, horvever the person may also bc
fecling, including lcar and dread.

6. Which transition should bc addcd to the bcginning of sentcncc 20 1

E. Besidcs.
F. Aficr all.
G. Certainli,,
H. Conscquently,

7. \\Ihrch scnlcncc is irrclcvant 1o lhc argumcnt prcscntcd in thc prssage and should bc deletedl

A. sentcncc 6
B. sentcncc 8
C. scntencc 17
D. scntencc 19

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86 ?. English Languagc Arts

The Garnbler's Fallacy

(l ) In psychology. a cognitive bias relbrs to any type ofreasoning that depafis from a purely rational linc of
thinking. (2) To understand one ofthc most sublle cognitive biases. wc must travcl back in timc to a l9l3
Monte Carlo casino.

(3) Playcrs had gathered to play a gamc called Europcan roLllcttc. (4) Thcrc wclc many othcr gamcs as wcll.
including pokcr and blacklack. (5) In this ganre. a slottcd whccl is spnn in one dircction. (6) At lhe samc tinrc,
a ball is spun in thc othcr dircction, on a track along thc cdgc ol'the rvheel. jusl abovc the slots. ( 7 ) Each slot
is altcmatingiy colored rcd or black, with the exccption ofonc slot which is colored green. (8) Evcntually. lhe
ball lhlls out olthe track into one of the colored slots on thc wheel.
(9) One rr,'ay to play the ganre is to bet on the color ofthe slot thal the ball u,ill f'all into. ( l0) Thcre is an
alnrost fifty-perccnt chancc that the ball u,ilt f'all into a black slot, just as thcre is an almost fifty-pcrcent
chance that thc ball will fall into a red slot. (11) This suggests tlral. as the game rs played over limc, the
nurrber of timcs the ball I'alls inlo red slots should be roughly equal to black slots.

( l2) Players at one roulettc table saw the ball fall into a black slot fifteen times in a row. (13) This was highly
unlikely. sincc over fifteen spins, the ball shoultl have thllen into a red slot about fifty-percent 01'the limc.
( l.l) Seeing that this had nol happened. players bcgan betting that aftel thc next spin, the ball rvould land in a
red slot. ( 15) lncledibly. thc ivheel was spun another eleven times belbre the ball finally canrc to land in a red
slot.

(16) The players u,ho assunred that thcre u'as a greater than li liy-pcrccnl chancc of thc ball falling into a rcd
slot lell prey to The Gambler's Fallacy. ( I 7) This cognitive bias causes pcople to disrcgard u,lrat they kno"r' to
bc true. ( I 8) They believe what thcy want to be true. ( | 9) In lhis casc. thc gamblers felt that the sixteenlh spin
$'as sure to sec the ball lantl in a red slot. sincc it had fallcn into a black slot fiftecn times in a row. (20) Sonrc
do no1 acknorvlcdge the fact that any time somcone spins the wheel, thcrc is most ahvavs a close-to-fifiy-
pclcent chancc that the ball rvill stop spinning ancl lall into a black slot.

l. Which edit is necded lo comecl scntence 7'l

A. changc is to are
B. change is to were
C. add a comrna aftcr one slot
D. dcletc lhc conllrJ alicr black

2. \\rhich edit is nccdcd to correct scntcnce l l l

E. change is to are
l', changc falls into fallen
G. changc suggests to suggest
H. add the number of times thc ball falls into after equal to

The Tutorverse
 English Lang Lragc Arts E 87

3. Which transilion should be added to the bcginning o1'scntcncc l2'J

A. .,\1'lcrrvard.
B, IIowcver,
C. Sirnilar ly.
D. Hcncc.
4. Which scntence u,ould bcst tbllou and sup1ror1 se ntcnce I J'.)

E. Though unusual. such an occuncnce has happened befole. and could happen again in the l'uture.
F. In lllieen spins, onc would expect that the ball lall into the black slot only seven or eighl limes.
C. Many oflhe patrons wcre nol surprised. however, and ncver expected the ball to land in a red or grecn
skn.
H. Since therc arc rnorc black slots than rcd or grecn slots, thcsc rcsults were as cxpcctcd ofa Europcan
roulcttc whccl.

5. What is the bcst $ ay to combil, C sL'ntcnces l7 and I tt to clalil,v thc rclationship bctu ccn idcas'l

A. This cognitivc bias causes people lo abandon what they know to bc lrue lbr what they want to bc true
B. This cognitivc bias causes pcople to abandon u'hat they know to be true or instead bclieve what they
want to bc lrue.
C. This cognitive bias causes people to abandon what they know to bc true ncither belicving what they
want to be lruc.
D. This cognitive bias rcsults in people abandoning what thcy know to be lrue bul not bclicving what
they wanl to be true.

6. Which rcvision ol'sentencc 20 r.rscs the nrost precisc languagc'?

E. There is lifty-percent chance that the ball u,ill end up in a black slot.
F. Gamblers ncver fail to remember what the odds are ofa ball spinning and corning lo rest in a black
slol.
G. Sonre feel that u'hcn the rvhecl is spun, thcrc is Lrsually a filty-perccnt chancc thal the ball will cnd up
in a black spot.
H, Thcy ignored thc lact that on any given spin. thcre is alrvays a close-to-fifty-perccnt clrancc that thc
ball will land in a black slot.

7. Which sentencc presents inlbnnation that shilts au'ay f}om thc main topic aud should be deleted'l

A. scntcnce 3
B. scntcncc rl
C. sentcnce 9
D. scntcnce l0

The Tutorverse
88 {l lr.nglish LangLrauc Ans

State of Clonfusion

(I) Thc small island of Tairvan has bccn rnakins big waves in intcnrational relations lbr dccades. (2) To
runderstand why. onc must first understand thc history o1'Tairvan's complicated relationships with its Asian
ncighbors.

(-l) Taiwan u,as originally scttled by the anccstors oftoday's Taiwanese aborigines. (4) By thc lTth ccntury,
thc ethnic Chinesc had takcn control ofthe island, inregrating thc island into the Qing dynasty's empirc on
contincntal Asia. (5) Follorving a u,ar with Japan in the latc l9th ccntury China cedcd Taiwan to Japan. (6)
Tairvan would again change hands lbllowing the conclusion of thc Second World War, with Japan's
agreement to return Taiwan to China as part ol'its terms of surrender.

(7) The Chinese Civil War conplicatcd the matterof Tai\\,an's retunl. (lJ) From 1927 to 193 7. lbrces loyal to
the nationalist pany ofChina clashcd with thosc loyal 1o the conrrnunist party ofUhina. (9) The tr.vo
adversaries suspenclcd hostilities in 1917. ( l0) They united to lcpel aJapancsc invasion as part ofthc Sccond
World War. ( 1 I ) Oncc they accorrplished their goal, however, thc t\vo tcmporary allies resurrcd their
lighting. (12)Though Japan had officially surrcndered control ol'Taiwan. a new. urorr: vexinu question arosc:
rvhich []hina rvould control Tairvan?

(I3) Fighting in thc Chinese Civil War elfcctivcly stoppcd in latc 19.+9, whcrcupon the colrmunist lbrces
proclaimctl Beijing, on conlinenlal Asia. to be tlic capital ofthe ncwly founded People's Republic of ('hina
(PRC). ( 1.1) The nationalist lbrces lclt r.nainland China lbr the island of Taiu,an. proclairning Taipei to be thc
capital 01'the RepLrblic ofChina (ROC). ( 1-5) Ever since (and as o1'thc datc ofthis publicatiorr), the PR(l and
RO[] havc operated as indepcndent countries. ( l6) Thc rclationship bctwecn the PRC and thc ROC arc, at
bcst, cornplicated cspecially when it comcs to thc topic ofthe island, thc pcople, and thc golernn.rent. 117)
Ncverlhr:lcss, thc ROC', rvith its uniquc cuisinc and tropical climatc, is a popular toLrrist dcstination.

(ltl) Even today. the PRC rnaintains thal it is the only lcgitimate f'hinesc state. ( l9) It tells e\,cryone lhal the
I{OC has donc lhings as a talsc and lakc government evcr sincc the 1949 lounding o1'the PR('. (20) lt asscrts.
l'urthemrorc. that bccausc thc Chinesc Civil War was ncver legally concludcd u,i1h a peacc tleaty or
armisticc both thc PRC and ROC bclong to the same sovereign entity. rvhich is controlled by the PRC. (21)
In Taiwan. the ROC disagrccs. (22) It argues thal it mccts all requirements olstatchood. and should therelorc
be recognizcd as an indcpendcnt statc.

l. Which cdit is necdcd to correcl scnlencc 5'l

A, changc ceded to gives

B. atld a comma aflcr rvar
C. add a corlma aller centurl
D. atld a senricolon aficr centurr

2. Which transition should be addcd to the beginning ofsentencc'7?

E, Yet,
F. Surely.
G. Therelbre.
H. Accordingly,

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 English Language Ans ry. 89

3. What is thc bcst way to cornbirre scntcnccs 9 and l0 to clarify thc relalionship betwecn ideas'l

A. Thc two adversarics suspcndcd hostilities in 1937; they unitcd during the Second World War.
B. ln 1937, thc two advcrsaries suspcnded hostilities and unitcd to rcpel Japan's Second World War
invasion.
C. During thc Second World War, the two adversaries suspendcd hostilities bLrt united in 1937 rn order
to repcl a Japanese invasion.
D. Thc two adversalies suspended hostilities in I 937. neilhcr uniting nor repelling a Japanese invasion as
part of the Sccond World War.

4. Which cdit is needed to corrcct sentcnce l2'l

E- tlcletc thc scmicolon

F. deletc the cor.nnra alicr Tairran
G. change the semicolon to a c0lon
H. change thc question mark lo a pcriod

5. Which rc,u ision o1'se ntencc l9 uscs thc mosl prccise language'l

A. It tclls pcople that thc RO('has falsely run an illcgitinrate governnient ever since the 1949 founding
of thc PRC.
B. It belicves that thc ROC has illcgitimately done things as falsc govcrnrncnt that has no credibility cvcr
since 1949.
C. Ttre PRC lclls cveryone who will listcn that thc ROC has run an illegitimatc govcrnmcnt evcr sincc its
own lbunding.
D. It argues thal. crer since tlle I 949 founding of the PRC. thc ROC has continucd to operatc as an
illegitinratc govcmnrcnt.

6. Which scntencc rvoLrld bcst lollow and supporl scntcnce 221

E. Therc is no way to dclermine whcther or not the ROC is parr of the PRC.
F. Unlike rrlost ollrer sovereign states. Taiwan has not becn recognized by niost menrbers ofthe United
Nations.
G. Whether Tairvan is an independent stale or is part ofthe PRC is something that depends on a person's
point of view.
H. After all, Tai\4'an meets most of the crileria fbr statehood according to the Montevideo Convention, a
rvidely acccpted intemational reaty.

7. Which scntcncc is in clo ant to thc argun'rcnl pre-sentcd in the passagc and should bc dcletcd'l

-A. sentcnce 2
B- scnlerrce 7
C. scntcncc l5
D. sentcnce l7

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90 4. English Language Arts

Bad Risks
(l) Thc tinancial crisis of2007-2009 is widely regarded as being thc worst since thc Grcat Depression ofthe
1930s. (2) A 201 3 estimate by thc Govcrnmcnt Accountability Ol'flcc suggestcd that the crisis cost the Unitcd
Statcs tnorc than $22 trillion. (3) The superlicial causc ofthe crisis was the bursting ofthc housing bubble. (4)
At its core was a syslem riddled with perverse incentives thar enabled reckless and conscquence-free risk-
taking.

(5) A home is oltcn the biggest purchasc a pcrson can make during his or hcl lifctime. (6) Banks and other
financial institutions help people do this by lending them money based on thc valuc oftlrose hornes. (7) ln the
ycars leadin-e up to 2007, the valuc of hon':es rose rapidly. (8) Virtually anyone rvho lvanted to borrorv moncy
lbr thc purposcs of bLrying a house was allowcd to do so. solnetilnes cven dcspite his or her ability to repay
the loan.

(9) Evenlually. many people u'erc not able to rcpay their loans. and the valuc ofthcir honres rapidly lost
valLtc. ( l0) What had been worth billions the day bcfbre was suddenly worlh nothing. ( I I I Thc entirc tinancial
infiastruclure o1'lhe United States $.as shaken to its lbundation as banks and other financial inslitutions rvcnt
out of business. ( l2) Eventuatly, those pcople who had lost their homss rverc ablc to find new ones.

(l-j) According to many acadernics, industry insiders, and regulators, hunan behavior was ultilnately to
blame. ( l4) Afier all, any business including those financial institutions that lenl money to anyonc who
askedlbrit are made up ofpeople. 1 I 5) ln a business, groups of people nrake decisions together. ( l6) I low
could or, why vvould groups ofotheru,ise rational. intclligent people purposefully risk not only their own
businesscs, but also the hcalth and well'are ol'the broader society?

( l7) Many o1'thc pcople rcsponsible for the llnancial crisis u,erc incentivizcd to pursue risky investu']ents.
( I 8 ) Assct rranagers! for example, are oflen compensated bascd on thc valuc of thcir portlblio of asscts. ( | 9)
This nreant that the more valuable the hornes. the rnore lhc loans on those hornes would be rvorth. and the
more nroney thc manager could make. (20) In order to increase lhc valuc o1'lheir portfolios, nranagcrs woukl
inshxct thcir lcams to lend as nruch moncy as possiblc, regardlcss of'rvhcthcr or not it sccmed that lhc
bomorvcrs lvoLrld bc able to repay.

(2 | )ln addition, rnany of the people responsiblc for the financial crisis rverc able lo avoid lesponsibility for
llrc negative consequcnces ofthcir sk-taking behavior. (22) Thc assct rnanagers. lbr exantple. u,erc not
risking their own moncy, but wcre instcad risking the money of their contpany and their cornpany's
shareholdcrs.

'1
. Whrt is thc best s ay to conrbine sentcnces 3 and .1 to clarify thc rclationship bctwccn idcas l

A. The sLrpcrficial cause ofthe crisis was the bursting ofthc housing bubble. though at its core nas a
systcm riddled with perverse incentivcs that enabled reckless and conscqucnce-lrcc risk{aking.
B. Thc superficial cause of tlre crisis was the bursting ofthc housing bubble, and at its colc was a systcm
riddlcd with pervcrsc inccntivcs that cnabled reckless and consequcnce-frce risk+aking.
C. Thc sLrperficial cause ofthe crisis rvas the bursting 01'thc housing bubble; still, al its core \\as a
system riddlcd with pcrvcrse inccntivcs that enabled rcckless and consequcnce-liee risk-taking.
D. The superficial cause ofthe crisis \i,as the bursting ofthe housing bubblc; similarly, at its corc \\'as a
systcrr riddled rvith pervcrse incentives that enabled reckless and consequence-fice risk{akrng.

The Tutorverse
 English Languagc ens 9. 9l

2. Which rcvision ofscntencc 8 uses the most precise languagc'/

E. People who wanted to bomow money lbr a house werc allorved to do so.
F. Ahlost anyone who wanted to borrow rnoney for a housc was allowed to do so, regardless ofhis or
hcr ability to repay.
C. lfa bank dctennincd that somcone was not going to bc able to repay a loan, they still lenl him or her
the rnoney an).way as long as it was to buy a housc.
H. The vast majority ofpcople who applied for a loan from a bank to buy a house was allowed to do so,
even if it rvas detcnrined that they would have a hatd lime repaying it.

3. Which cdit is nt'eded to conccl scntcncc l4'.)

A. change arc to is
B. change lcnt to lends
C. rcnrovc lhc cournra aficr all
D. chrnge thc dashcs to cornmits
4, Which lransition should bc addcd to thc bcginning ol'scntcncc 20'?

E. Olhcru,isc.
F. Bcsides,
G. Ye t,
H. So.

5. Which conc)utling scntencc should be added after sentence 22 to suppoll the argumellt presentcd in the
passagc')

A. As a result. shareholders werc able to hold those uranagcrs answerablc for thcir actions.
B. ln lhe past, thc govemmcnt lrad held those responsible accountable lbr their actions. as it did again
aftcr the 2007-2009 crisis.
C. Funhennore. thc govcrnment had previously as it did again ater the 2007-2009 crisis . allorvcd
rcsponsible parties to walk licc without pcnalty.
D. Thankfully, thc govemment rvas able to force llnancial iustitutions and thcir ernployees to
compensate thc rest of the country as a punishrncnt for their role in the crisis.

6. Which sentence is irrclevant to thc argulnent presentcd in the passage and should be dcleted'l

E. scntcncc 6
F-. sentcnce 7
(i. sentcnce l2
ll. scntcncc l7

7. Which scntence" ilarlded to the cnd ofthc passagc. would bcst surlmarizc thc nrain idca olthe passagc'?

A. A repeat ol'the linancial crisis cannot be avoided.

B. Therelbre, borrowing money to purchasc a housc is not only unwise, but must also be avoided.
C. Together. the slrong incenlivcs to take risks and the ability to avoid the consequences o1'lhose risks
proved disaslrous.
D. lf the governmcnt had done more to hold pcople accountable lbr the choices they made, the financial
crisis could havc been avoided.

The Tutorverse
92 4. [nglish LangLragc Arts

Reading Comprehension

Ovcrview
In lhe Reading section, students Inust rcad a passage and ansu,er several reading comprehension-based
questions. These queslions will be based on $,hat is either staled explicitly in or implicitly by the passagc

On the Actual Test

In the Rcading section oflhe SHSAT. students will encounter 6 reading passages. The passages will vary by
genre. lopic. purpose. and length. 3-4 ofthese passages rvill be nonfiction. and will discuss topics in histoty,
scicnce, culture. or other areas ol intcrest. Some passages will bc pcrsuasive in naturc, rvhilc others u,,ill scek
only to explain an event or idca. In addition to tlrese nonfiction passagcs, thcrc vvill always bc a t-ew works of
fiction. Thcre will alu'ays be I poem and belrvecn l-2 exccrpts from a rvork of Iiteraturc.

Each passate is lbllorvcd by 6-10 qucstions, each ofwhich have 4 possible answer choiccs. In gencral, thc
qucstions you lray see rclate to:

? Detemining Main Idea

For nonllction passagcs, onc questiou (generally thc first) in each set following a passagc will pertain
to identifying thc main idea of the passage. For fiction passages. at lcast one question will pertain to
the central thene oflhe passage.

t Making Inlerences
Arother lype of question that lray be enco[nlered pertains to infcrenccs. This O?e of question asks
thc student 10 think about rvhat is implied by the passage. For example. a question of this type might
ask that thc studcnt think about u4rat thc author would or would not agree with, or what uright have
happened ifcenain facts dcscribcd in thc passagc were differenl. For liction passagcs. lhcse questions
rnay ask aboul an author's intention. the nlood or tone being establishcd, or thc eff'ect of a litcrary
elcrrent on the central idea o1'the passage.

4 ldentilying Supporting lnfonnation

The renraining qucstions in each set may ask the student 10 idcntify details from thc passage. Thcse
questions includc those tllat ask studcnts lo:

? find sonrcthing that is statcd explicitly, like what happcned, u,hen. or why;
'E deternrine how a parlicular scntence or paragraph lits into the passagc:
4 revieu'a dataset (graph. chart, table. elc.) and de(cminc hou, lhc inlbrrnation presented in
that datasct rclates Io the ccntral idca ofthe passage (nonfiction);
4 Lrnderstand hou, certain eleurents (like structure or literary devices) contribLrte to the plot.
charactcr devclopment, or thcme of the passagc ( fiction & poclry)

ln This Practice Book

The passages in this rvorkbook are indicative ofthc length ofpassages you u,ill likely scc on tl'le actual test.
and, like the actual SHSAT, vary by length, topic, and pulpose. Some passages are more challcnging than
othcrs in order to hclp students dcvelop their rcading cotnprchcnsion skills.

To l-acilitatc practice, nonfiction and llction passagcs are scparatcd into lwo dillerent units. Each passagc is
lollori,ed by 6- 10 questions.

The Tutorverse
 English LangLragc arrs 6. 93

How to Use This Section

Wc recornmcnd that you practicc at least 3-5 passages per week in preparing for thc test.

As you work youl rvay through this scction, you rnay colnc across new rvords and phrases. Don't bc surprised
if you nced to look up many ofthe words that you encountcr in this sectionl Wc encouragc you to makc a list
of words that give you trouble. whcther they appear in thc passage, qucstion, or answer explanations
(available online at llrq!q1(),1!!rsq!!lllbg(_)lif). Write dou,n the detinition ofeach word as well as a scntence
using the u,ord. This is a good way to build a strong vocabLrlary. Reach out to a trusted educator for help
learning new or conf'using words or concepts.

Tutorverse Tips!
Rcrnerrbel that on the SI ISAT. thelc is uo penalty for guessing. I f you don't knorv the answer to a qucsl ion!
takc your best gucss. In addition lo ncrer lear.ing an ausrvcr choicc blank- considcr the lbllou,ing:

? Take Notcs
As you read through thc passagc, it is important to lake note ol'important infornration. Underlinc or
circle key u,ords or phrases. Jot dorvn, in lhe rrargins of your tcst booklet. the main idcas ol each
paraglaph. and how thcy relate to the paraglaphs bclbrc or a1lcr thcm. This will help you understand
the ovcrall structurc of the passagc as rvcll as dctcnninc the main idca of thc passagc (which you
knorv rvill always bc asked in a qucstion set). Also pay attcntion to horv rnain ideas ol'cach paragraph
(or the passage in general) arc supported by lhe details given.

4 Use Process of Elimination

Sometilnes, one or trvo answer choices can be elinrinated outright. When this is lhe case. look more
closely at thc remaining answcr choices and consult the passagc. In this way, it's possible to use the
answer clroices thellrselves to help deternrine the correct answcr'.

The Tutorverse
9'+ 4. Lnglish Languagc Arts

No:rficllton
Befiiend the Sandnran or Beware

llave you cvcr sper]t a reslless nigl']t chasing sleep, only to havc it elude you until morning? Ilave you evcr
then tried. the next day. to take a long and difficult tesfl Ifso, then you know exactlyjust hou,important
sleep can bc.

Without sleep. the human body begins to fall apart. Sleep is critical to everything that wc do. Il alfccts how
rvell u,e process infbrrnation, lcarn ncw things, socialize. and rcspond to physical stinrLrli. Thcre is much
that scicncc still does not understand about sleep. What it does know. hou'cver, is that sleep is a necessary
aspccl ofcognition. The brain lbrms nerv ncural pathways while slccping. This rcfleshcs our ability to
perfonn both rnental and physical duties, likc reading a book or'flying an airplane.
But rvhat lrappens in everyday life when a person gets less slecp than necessary? [:r,en losing an hour or lwo
ofslccp per night can havc negative conscqucnccs. Onc ofthc morc dangcrous consequences ollack of
sleep can bc lbund on Anrcrica's roads and highrvays. According to the National llean. Lung, and [llood
lnstitute, drowsincss is implicaled in roughly 100.000 car accidents a year. About 1.596 ofthese accidenls
provc fatal.
The issuc ol'driving while fatigued is so important that it has made hcadlines. A 2014 Nov York Times
arliclc describes hou,a tmck driver drove his tractor-trailcr fbr nearly 1 I hours bcfore plor,r,ing inlo cars
stoppcd on the highway, killing ten people. That sarne afticle desclibed anothcr incidcnt. whcrc a lractol'-
trailer slammed into a van, critically injuring onc passcnger and killing another. ln both instances, though
there $'ere other factors, lack ofsleep rvas implicated as the primary reason for the acciderts. In all
likelihood. both o1'thesc accidcnts and many ofthe 100.000 accidcnts likely caused by drowsiness \vere
preventable.

The govcmment has begun to take the neccssary steps to help reducc the nLrmber of fhtigue-related
incidcnts, at lcasl as it relatcs to drivers o1'trucks. Effcctivc 2012, thc Fcdcral Motor Carricr Safcty
Administralion rulcd thal thc uppcr limit 01'the numbcr of hours a tnrcker can lcgally work cach wcck bc
rcduced from 82 hours to 70 hours. It also rulcd tlral a driver cannot drivc for longer than I I hours a day.
Many critics argue tlrat these hours are still too long, especially considering that an average workwcek is
around 40-50 hours long. spread across 5 days. Proponents, however. belicve that such rules are a step in
lhe right dircction. cspecially considcring horv inrpoftanl trucking is to thc ovcrall cconon.)y.

Hours Drilen n'ith No I ncreased Risk of Accident Rclatiye

Break t0 Average Driving Hou rs
S I
t.09
9 1..14

IO 1.89
ll 2.16

l. Which o1'the lirllorving choices bcst describes \\4ral the passage is about'l

A. the inrponance of sleep in pcrfbrming mental activities like rcading

B. hou, lack ol'slecp irlpacts leaming and socializing
C. the danger-s of driving whilc sleep deprivcd
D. explaining whal slcep is and how il works

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 EngJish Language A.rs '4. 95

2 According to thc passage. all of the follorving 6 When did thc number of hours a truckcr can
reasons atc mentionctl as rcasons why sleep is lcgally drivc get reduced to 70 houls pcr wcek'?
importart e\cepl that slecp affects
E. 2012
E. horv pcople socialize. F.2013
F. how wcllpcople process inlomration. G. 20 14
G. how people rcspond to physical stimuli. H. 201 5
H. horv rvell pcople's imnrune systerns
lunction. 7 Which stalenlenl atrout slecp and traflic safety
is best supported bv thc passagc.'
3 The Nsv Yor-k Times afticlc about two
particular accid!-nts is included in ordcr to A. Thc amount of slcL'p that pcoplc nced to
drive salely varies greatly.
A. support the idea that slccp is important to B. Sleep is not lully Lrndcmlood. but it is
cognilion. exlremely important to safe driving.
B. provide specific cxamples ofhow lack of C. Thcre are other faclors lhat are as
slcep is dangcroLrs to drivers. iurportant to traffic accidents as lack of
C. justify thc Fcderal Motor Can'ier Safcty slecp.
Athninistration's ruling. D. Slecp is importanl to human health. but its
D. illustratc what happens whcn sonreonc connection to traffic sal'cty has not been
loscs an hour or lrro ol'slcep. proven.

l What is thc most likcly reason rvlry thc author tt Paragraph 5 contributes to the dcvelopnlent of
oithc passagc bcgins the passagc with a sclies thc central idea ol'the passage by
of questions'l
E. describing the problcm ofdriving rvhilc
E. to addrcss possiblc objcctions to the tircd.
author's argurnent F. taking a specific stance on thc problenr
F. to refulc comuronly held beliefs about stated carlier in thc passage.
slccp G. dcscribing a polential solution to thc
C, to attract the rcader's auention r.vhile also probleul statcd earlier in the passagc.
introducing the topic ol passage H. providing statistical inlbnration about the
H. to erplain how slecp is littlc Lrntlerstood by nragnitudc ol'thc ploblcm of driving rvhilc
scicncc tircd.

5. According to thc passage, some people believc 9 The table contributes to the ds,clopnrent of the
that the Federal Motor Carrier Salety ccnlral idca ofthc passage by
Adrninistration's ruling is insullicicnt because
A. dcterminin.s the ideal nurnbcr of hours to
A, lruckcrs alc required by their employcrs to drivc pcl day.
work al lcast l l hours a day. B. providing elidencc ofthe nurlbcr ol
B. tircd lruckers contribulc 1o I00.000 car pcoplc killcd by tircd ilrivcrs.
accidents per year. C. shorving thal long hours driving ivithout a
C. the number of hours truckers are allowed to brcak increases the chances of an accident
work is still highcr than tliosc of thc D. illustrating thc amounl of slccp nccdcd in
avcragc wolk wcck. order to ovcrcomc the cflect of a dav of
D. rhc trucking industry is intcgral to the driving.
cconorny, providing jobs and moving
goods across llre country.

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96 '4. English Language Arts

Jack the Drippcr

For students ofabstract cxpressionist a , perhaps no artist is as influcntial and fanrous as.lackson Pollock

: Pollock was bom in l9l2 in Wyoming and was the youngesl offive brothcrs. Hc grew up in various placcs
throughout the Amcrican Wcst. including Arizona and California. Pollock did not fare u'cll in school and
was expelled fronr tu,o difl-erent high schools.

Pollock lbllor,,cd one olhis oldc'r brothers to New York C-ity in l9.30,atthe age ol' 18. There, despite his
lack of succcss in traditional acadcmic scttings. he studicd art Lrndcr Thomas Bcnlrltr. Whilc Pollock did not
idcntity strongly *'ith his mentor's artistic inlcrcsts, nrany of Pollock's biographcrs asrcc tlrat somc of
Benton's artistic stylings aud philosophies had a grcal influcnce on Pollock. Many art historians believc that
Pollock's anislic departure flonr tradilion dcrives from Benlon's strong scnse of indepcndcnce.

It was dit'ficult to be an artist during the late 1930s and early 19,10s. The el'l'ects tll'lhe Greal Depressionr
\ycrc at thL.ir wolst. Yct, thanks to thc l'cderal governmcnt's Works Plogrcss Adnrinistration. aftists
including Pollock u,ere able to find work in the Fcderal Art Projcct.

Pollock barely nranaged to keep his head above water until 19.13. r'hen hc signed a contract \\'ith Peggy
Guggenhcim, who becamc one ofhis primary paying patrons. Pollock was commissioned to produce a
massive u,ork lbr Guggcnhcim. ureasuring 8 lcet tall by 20 f'cct long. This uork hclped to launch his carcer
and propelled hinr tonard artistic stardom.

With help liorn Guggenhcim, Pollock bought a home and an studio on Lons Islancl. New York. and began
working on his norv-fanrous "drip" tcchnique ofpainting. Pollock would lay a canvas on the floor ofhis
studio and rvould use flinging, pouring. splaltcring. and dripping motions to applv paint to tl.rc canvas. This
rvas a tcchniquc previously unsccn in Western art and eamed Pollock critical acclaint. Pollock, and the
iconic paintings he creatcd, wcrc. to thc art community, onc and thc samc. Tlrre magazinc cven gave
Pollock the moniker "Jack the Dripper'."

Thcn. as sLrddenly as it began. Pollock stopped using the drip style in his work. By the 1950s, Pollock had
rnoved on to erperimenting rvith ncw artistic styles and rnethods. Thcse rvorks did not scll as rvcll as his
drip paintings. Pollock's iconic stylc was so popular that it limited thc appcal of his later works. Art
collectors werc not intcrested in Pollock's deparlure fi'om his nou'-lanrous drip paintings.

Tragically, Pollock died in a car crasl.r in 1956atonly44yearsold.ThoughPollock'slil'ervascutshort.his

paintings and bold artistic integrity li\ c on evcn today. Many ofPollock's nrost l'amous drip paintings can
be viewed in farnous n'lr.lseums. including the Mctropolitan Museum of Art in Ncw York City.

I thc (;reat Depression a pcliod ol-great cconomic crisis rrhcre many peoplc u'crc uremploved

l. Thc passagc is organized in which ofthe lbllowing ways'l

A. It dcscribcs cvcllts in chronological ordcr.

B. lt tclls a story fiom difl'erent points ol'view.
C. [t slates a problem and recomnrcnds a so]ution.
D. It presenls ar argunlent and supports it with facts

The Tutorverse
 English LanE ragc errs ,4. 91

2 \Vhich ofthc tblloriing choiccs bcst describcs 7. Read this scntcnce fionr paragraph 5.
thL'ceotrrl idca ol'thc passagc.)
Pollock h:rrclv managcd to kccp his
E. thc art industrl hcad abovc rrater until 194-3. rvhcn hc
F. dill'crcnt NC\r York City artisls signed a contract lr'ith Peggl'
G. rhc hiography oI a lanrous painlcr (iuggcnheim, rrho became one of his
H. thc benefits of the Works Progless primarY paling patrons.
Administralion
What does the phrase "keep his head above
Thc passagc suggcsts thal Pollock's unique water" imply about Pollock?
scnse ol'stylc carlc fron.r
A, llis art was inspiled by watcr.
A. Peggy Guggenhcinr.
B. Ilc had a steadyjob that paid him a salary
B. onc ofhis older brothers. C, IJe stayed out of trouble and was never
arrcstcd.
C. his early lif'e in Wyoming.
D. his lime rvith Thomas Bcnton D. Ilc rvas struggling to support hirnsclf
financially.
1 Horv rvas Pollock able to suppon hinlscll'
during lhe Gleat Deprcssion'?
8 With r.vhich stalemenl rvould thc author most
likely agrcc?
E. He taught art classes.
F, Hc rvas paid by Thonras Benton to bc an
E. Pollock's prclerence ibl staying
assistant.
anonynlous is justificd by thc crazc fot his
G. Pcggy Guggcnheim comnrissioned works work.
of art.
1'. Ftrl a collector ofabstracl expressionist a11.
works by Pollock are worth the rnoney.
H, He u,orkcd for the Works Progress
Administlation. G. The govenrment should not consicler
lunding public art projects like tlre Fedcral
5 Accolding to lhe passagc. Pollock's nrost Art Project.
cclebratcd u'orks u ere H. Pollock u,ould havc de'velopcd his "drip"
lcchnique even had he not nlet
A. crcaled ftrr Peggy Guggcnheim. Guggenheim and Benton.
B, only recognizcd aftcr his death.
9 Which exccrpt from the passagc supports the
C. thc rvorks thal eanrcd him thc nickname
idea that Pollock had a nontraditional
"Jack thc Dripper."
D. all donatcd to the Metropolitan Muscunr of upbringing l
Afi in Ncw York City.
A. "lle grov up in various places throughout
6 Bascd on thc passage, the reason u,hy Pollock the Aulcrican Wcst. including Arizona and
('ali1brnia." (par. 2 )
stoppcd producing drip stylc works
B, "Pollock was commissioned to producc a
E. is unknown. rrrassivc u ork lor Guggcnhcirn. nrcasuring
U fcct tall by 20 I'ect long." (par. 5)
F, is due to a lack of interest.
G. is at the Mctropolitan Muscum of Art's C. "Thesc rvorks did not scll as well as his
requcst. drip paintings." (par. 7)
H. is bccausc of negativc fecdback from D. "Though Pollock's life was cul shon. his
critics. paintings and bold artistic integrity live on
cvcn today." (par. 8)

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98 'D. English Language Arts

The l-osl Citv

Indiana Jones: ltdorar-u'earing. whip-wielding. satchel-bearing prof'essor. archaeologisl. explorer, and

treasure-hunter.

The famous fictional character has captured the hcafts oI millions around tlie world. Though many havc
daydrearncd about Ilnding long-losl treasurcs and outsnrarting cadres of ill{crnpercd thugs. ferv havc conre
closc to living out the fictional lil'e ofJones.

Yet l'eu,' is more than none. and Iliranr Binghanr Ill is one ol'those luckv 1'ew

Like Jones, Bingham rvas a dedicated academic. Binghanr reccived dcgrccs from scveral tlistinguishcd
ir'lstitutions. At the University of Calitbrnia. he took onc of thc firsl courses on Latin American historv
offercd in the U.S., and he continued this interest in his Ph.D. research at Harvard. Ilc was as prolific a
tcachcr as hc rvas a lcanrer, and wcnt on to hold tcaching positions al Harvard. Princcton. and Yale.

Over the ycars. Bin-uharr hcld many positions that allowed him to firrther develop his intercst in South and
Latin Arnerica. From 1907-1910, he was a lecturcr ofSouth American Ilistory and Geography. From 1901i-
I 930. hc rvas a curator of Soutlr Ametican I listory. Fronr I 9 I 5- 1924, he rvas plot'essor of Latin American
History. Yct Bingliam was rnost famous nol lor rousing lcclures, but tbl his l9l I cxpedition to South
America. llis expcdition would rcsull in onc ofthc greatcst archacological rcdiscoveries o1'1hc century: thc
ruins of Machu Picchu.

n Bingham's first trip to the Pcruvian town ofCuzco, in 1909, lcft him yearning to sec morc ofrvhat thc Incas
had built. During thai trip. he visited the ruins of Choqquequirau. Thesc ruins werc widcly belicved to be
the last capital ol'thc nativc Inca civilization. Horvever, bascd on his studies, Bingharn bclieved diffcrently.
Hc belicvcd that the last capital of the lncas still rcrnaincd to be found. Though not a trained archaeologist.
Binghanr was dctcrmincd to provc his thcory. He organizcd anothcr cxpcdition to do so, and e[rbarkcd on a
second adventure in I 9l l

From Cuzco. Bingharr and the rcst of thc erpcdition began thcir exploration. They travelcd first to
Urubamba, then to Ollantaytambo. On the srxth day alicr leaving CLrzco. they arrivcd at a srrall, isolated
plantation callcd Mandorparnpa. According to Bingham's 1913 account ofthc cxpedition. the ou,rrer of
Mandorparnpa. Melchor Artcaga, madc a living sclling "grass and pasturage to passing travelers."

r Upon nreeting Melchor, Bingham inqLrired as to the location ofany nearby ruins. Through his interpreter,
Bingham lcarned that therc were indeed ruins very close by. l{e leamed that Melchor rvould bc happy to
lead the rvay thcre.

. Thc rcst is, as they say, history

,, Melchor did indced Iead Bingl.ranr to thc ruins of Machu Picchu, as well as several other rnajor ruins. A{ier
securing financial support liom Yalc and thc National Gcographic Socicty. Binghanr rvould go on to
orchestrate sevcral nrOre expeditions 10 cxcavale, catalogue, and preservc lhe now-lhr.r.rous ruins, rvhich
feature thc royal palaces of'some ofthc lasl rulers oflhe Incas.

, Though Binghanr didn't find a long-lost biblical rclic or recover any sacred stones liorn a murdcrous cult as
.loncs did in his thrnous adventures, Bingharn and Joncs have rnorc in courmon than most peoplc realize.

fedora; a lor. soli [elt hat lith a curled brirn and lhc crorvn creased lcngthrvise

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 English Language Afts 4. gs

Why does tlre authof n]cntion lndiana Jones in { The author most likely included the
paragraphs I-31 inforrnation in paragraph 5 to

A. to highlight lhc outward appcarances of E. highlight Bingharn's superior intelligence

lamous archeologists and acadenric achievernent compared to
B. to emphasize the rnain locus of the other expeditioners.
passage, which is Indiana Joncs' scnsc of F. give a chronological overview ol'
adventurc Bingham's lilt. Iiont childhood influcnccs
C. to introduce IIiram Bingham lll through to adult accomplishnrents.
rclcrcnccs to a lamiliar and engaging G. shorv that Binghanr's interesl in Latin
characler American cir ilizrtiorr: u as an onroing
D. to compare thc achievcrnents of }liranr passion.
Bingham lll to those ofa more farnous H. list Bingharn's impressive credentials,
collcaguc in thc samc ficld of study u4rich gavc hinr acccss to tinancial
resourccs that wct c ncccssary for the
2 Which of thc ftillowing bcst tclls what the cxpedition.
passage is aboLrt'?
5 Which conclLrsion is best supported by the
E. Bingham's contributions as an educator information in paragraphs 7 through l0l
F. the process oforganizing an archacological
expedition A. Bingham had knou'n thc way to Machu
G. a comparison bctu,ccn Bingham and Jones Picchu fiorn lris rescarch. prior to reaching
H. the story leading up to a ntajor Perx.
arcbaeological discovcry B. Bingham was initially unsucccssful in
linding the ruins. arrd needed to make
.1 Which sentence is thc best summary of the rnultiple expeditions.
cvcnls that led to Bingham's farnous l9l I C. Bingharn's expedition would not have bcen
cxpedition? successful rvithout help liom locals.
A. Betbre visitir.rg Cuzco. Bingham had done
D. Bingham mct many dangerous obstacles on
his expedition, and discovered MachLr
extensive research on the Inca civilization.
Picchu duc to his pcrscverance.
which hclpcd him find Machu Picchu orr
his firsl visit to Pcru.
B. When visiting Cuzco, Bingham saw a city
6. Read this sentence l}om paragraph 9

of ruins. which inspilcd him to retum lor a The rest is, as thcy say, history.
more in-depth cxpcdition exploring that
ruin. What is the rnost likcly reason the author
C. During his r.isit to Cuzco, Bingham inclLrdes this senlencc'.)
explored a cily ol'ruins that was thoughl lo
be the last Inca city, and his suspicions that E. to shou that Bingham's expedilion rvas the
it was not led to a second expedition. rnost important discovery in Latin Arnerica
D. After visiling Cuzco. Binghar:r *,as F. to crgate a play{ul tone that referenccs thc
inspired to do tirrthcr rcsearch, and his story-telling style of the adventures of
studies led him to or-qanizc an expedition to lndiana Joncs
Pcru to find thc lasl city 01'the ancicnt lnca G. lo emphasizc a shitt tionr a fornlal. fact-
civilization. based tone to a rnole narrative style
H. to highlight how unit portant the evcnts
aftcr the initial tliscovery were

The Tutorverse
l{ttt '4. Euglish Languag.' Arrs

7 Which sentence best describes the author's 8. Wliich statcmcnt bcst supports thc idea thal
pcrspcctir.e on Hiram Bingham IlI's life? Bingham had nruch in comnon with lndiana
Jones?
A. Hiram Bingham lll was fortunate to havc
had such exciting and thntastical life E. "Though rrany have daydrearned about
experiences. finding long-lost trcasures and outsmarting
B. Hilam Binghanr lll dcscrved all his cadres of ill-tempcred thugs, ferv havc
academic arvards given his corre close to li" ing out the fictional lile ol
accomplishrnents. Jones." (par.2)
C. Hiram Bingham III *.as a thoughtlcss F. "Like Jones. Bingham u,as a dedicated
archeologist rvho plundered the treasures of acadcmic. Bingham rcccivcd dcgrccs from
an ancient civilization.
several distingLrished institutions." 1par. 4)
D. Fliram Bingharn lll's cliscovery rvas a C. "Through his intcrprctcr. tsingham learned
rcward for his kindncss to the local people.
that thcre wcrc indeed ruins very closc by.
He learned that Mclchor u,ould be happy to
lead thc rvay there." (par. 8)
H, "...Bingharr didn't find a long-lost biblical
relic or recover any sacred stones from a
murderous cult. as Jones did in his f'arnous
adventures..." (par. l l )

A Labor of [ -ove
It hasn't ahvavs becn casy 1o be a scientist- ThoLrgh today's scicntists are ollen held in high esteem, this
wasn't al\\,ays thc casc. In thc nol{oo-distant pasl. llrany scienlists were persecutcd lor thcir theories. Thesc
scientists u ere ridiculed or u'orsc lbr rnaking conclusions llrat \\,ere unpopulal u,ith the rest of society.

Takc. for examplc. thc rvork of Gregor Mendel. Today. Mendel is hailed as the lathcr of gcnetics. He
stutlicd thc charactcristics of pea plants - their height, shape, color, and other physical traits. ln doing so.
Mcndel realized that i1'plants with ccrtain fealurcs rvcrc brcd togelher. thc ncxl gcncmtioll ofpea plant
would display celtain qualitics. Over timc, hc lcalizctl that there was somctlring at rvork that controlled
thcse characteristics of pca plants. Though he did not know prcciscly lvhat those lbrccs rvere. lie knew that
sonre fbrces were recessi!c and others dominant. Today, wc know those forces as gcncs. Wc use lhe tenn
"gcncs" rvitl.rout giving it much thought. But it was nol until many years alier his discovery and,
unfortunatcly. aftcr his dcath that the signitlcance of'Mcndel's uork rvas fully appreciated. In f'act. his
findings rvere initially rcjcctcd by his pccrs.

Mere rejection, horvever unftrrtunatc. pales in cornparison to persecution al the hands ofthe Inquisition. In
1615. Galileo Galilei's thcorics on heliocentrismr subrritted to thc Ronran Inquisition by Father
"vcrc
Niccolo Lorini. Galilco bclicvcd that the bodies in thc solar systcm revolved arouncl the sun, not the earth.
ln Lorini's point of vicw, Galilco was rcintcrprcting thc tsible, an activity that was prohibitcd by the Roman
Catholic Cltrrch's CoLrncil ofTrent. This rvas. unlbnunately for Galilco, not his first run-in with the
('hLrrch. Just years prior. hc had needed to ars\\,er [o thc Crand Duclress of I lore'ncc firr unrelated scicntillc
claims. Galileo u,as ordcrcd by the lnquisition to cease his rvork on lleliocentrisrn.

., Galileo obeyed at least supcrficially. He began utiting a book, rvhich he subnrittcd forrnally to thc
Inquisition and Popc for approval. Penrission for Galilco to publish the book rvas granted. and the book

hcliocentrism: the idea lhat thc sun is the cctrter of(he solar svslcnr

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 English Languagc Arts 4. t0t

Dictlogue Con<erning the Twt ('hic/ l4ltrld Sr:.s/€/rl.r was pLrblished in l(r32. Despite thc permission obtained
licxn the Church. Galileo was sutnnroned before inquisitor Vincenzo Maculani and charged with heresy fbr
publishing thc book. Thc ChLrrch lonnally condcrrncd hiur lbr his ideas in | 633. ln addition. thc Church
banned his book and includcd it in the infarnous I ndL,.t ol l:orbidden Bot*s.

Ultirnately. Galileo avoided a f'ar nrore horrible late than uranv ofhis contemporaries. He uas sentenced Io
house arresl lor lhc rcstofhis lil'c. Still, Galileo was ablc to u'ork. While under arrest, Galilco courpleted
Tv,o Nett S<it,rttt.i his scminal work.

Galileo did not live to see his work truly appreciatcdl he died in 1642 in his villa. lt took over 200 ycars
until 1 {i35 lor thc Church to rernovc his 1632 book fiom the 1nrlc.x r/ Ftt'hitlden Book:;. I1 was not until
1992 almost I 60 years after his 1632 book u'as officially unbanned that the Church finally agreed rvith
Galileo's theorics and admilted lhal Galilco had bccn rvrongfully condcrnncd.

Which slatcnrent best describcs the central idea The Incluisition found Galileo^s work
of thc passage'? problerratic bccause

A. Galilco's scientitic u ork on the earth's A. the]" had a grudge against hinr because he
position in thc solar syslcm drerv hcavy foilowcd a dil'l'erent faith.
pcr-scculion liorn leadels ol'thc Roman B, thcy sarv his rvork as a rcthinking oltheir
lnquisition. religious bclicfs.
B. In thc history of scientilic discovery, C. they recluircd him to seek approval fi'om
scientisls har e bccn rcpeatedly punishcd, the (lhurch betbre publishing his work. and
and sorrc have died del'ending their beliefs he did not.
C. Throughout history, thc carly findings of D. they did uot think that his findings rvere
scicntists have often bcen rc_jected. only to supponed cnough by provablc information.
bc discovcrcd true mal'ry ycars later.
D. Scrcntists lhce many challcngcs. I What is the nrost likcly rcason thc aulhof uscs
paflicLrlarly u'hen tcchnology cannot kccp the rvord "pcrsecution" in palagraph 3'?
rrp u ilh lhc dcrnarrds t'l'lhcir cxpcrinrcnts.
E. lo show that it was once vcry dif'ficult lbr
2. Read this scntence fronr paragraph 2 scienlists, like Galileo. to sprcad their ideas
F. to enrphasize the severity ofthe negative
Today, )\'lcndel is hailed as the lhther of lreatrncnt thal scientists likc Galileo had
gcnetics. faced
G. to argue that Mendel had rcccived worse
Horv does this sentence fit into the overall tleaturent than Galileo tbr the publicalion
struclure o1' thc paragraph'.) of his rvorks
H. to provc that thc lnquisition wasjustified in
E. lt poses a contrast to thc rcaction lhal its tleatmcnt oI scientists sLrch as Galileo
Mendcl lcccived from his pccrs during his
lifetime.
F. It ilhlstlates a modem solution to the
problcm that Mendel was trying to sol\e
during his li1-etime.
G. It dctails an cxample o1'Mcndcl's carecr
success whcn hc rvas still alivc.
H. It conlinns how Mendcl was viewcd by
scicntists fionr his timc.

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I02 *. English Language Arts

5 In paragraph 4. thc phrase "at lcast 7 With which statement rvould thc aLrthor of the
supcrficially" is used to highlight how passage lnosl likely agree?

A. Galilco continucd to follow his scientific A. Mcndcl and Galilco u'orked in vcry similar
interests despite appearing to lbllo*, the fields ol' scientific study.
denrands of the Church. B. Mcndel and Galileo \\,crc treated in equally
B. Galileo verbally accepted the commands of negrtir c ways hy lheir cor)lL'rnporaries.
thc lncluisition, but internally firmed at C. Mendel and Galileo represcnt cxamplcs ir.r
thcir rcstt'ictions. rryhich scicntists rvere historically
C. Grlilco's pcrsonal laith wes insinccrc in underapprccialcd.
naturc. and his truc passion lay in scientific D. Mcndel and Galilco wcrc both rcnowncd
inq uiry. lor thcir uolk duriue thcir lrl'ctitrrus.
D. Galilco's scientitic work was shallorv in
naturc. and he needed to dclve deeper to 8. Paragraph 6 contributes to the centrai idea of
make true progress. the passagc by

6. Which cxccrpt from the passagc best conveys E. rcinforcing the salisfaction that scientisls
the autlror's pcrspcctir,c rcgardinl the lclt about their ou,n u,ork. dcspite a lack o1'
Inquisition's actions torvards Galileo l recognition.
F. ernphasizing hou badly scicntists \\ere
E. "Just years prior, he had nccdcd to ansrvcr trealed during their liictimcs fbr their rnost
lo thc Grand Duchess of Florence for importanl works.
unrelatcd scicntific claims. Galileo was G. highlighting how rnany popular and
ordered by the lnquisition to cease his influcntial litles were once on banncd
work on heliocentrisnr." (par. 3) books lists.
F, "The Church formally condenrned hirn lbr H. conveying how peoplc changed their minds
his ideas in 1633- In addition. the Church about thc value of scientific rvorks over
banned his book and included it in the time.
inlamous Indcx of Forbiddcn Books."
(par. 4)
G. "Ultimatcly, Galilco avoidcd a far more
horriblc late than rnany ol his
conteurporaries. He was scntenced to house
arrest lbI rhe rest ofhis life. still, Galileo
was atrle to work." (par. 5)
H. "lt was not until 1992 almost I 60 years
afier his 1632 book was olficially
unbanncd that the Church finally agreed
with Galileo's theorics and admitted that
Calileo had been *'rongfully condeu.rned."
(Par.6)

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 English Languagc arts . IO3

Cellular Solutions
Big Punch. 'l'inl Package

Stem cclls are unspecializcd cclls lhal are capable oiundergoing celJular division to rcplicate themsclves. In
addition. slem cells can sornetimes translonn f}om unspecialized cclls into specializcd cells Iike muscle or
nerue ce'lls. Because ol'thcse two characlcristics, sten'r cells lrave many practical applicalions. This has
encouraged scientists to studv stctn cells lor thcir potcntial rncdicinal bcncflts.

Leaps and llou nds

Beforc scientists could use stcm cells ir.r r.ucdicine, howcver, they flrst hacl to learn iigurc out a rvay to find
or creatc them. Fol ycars. this rerrained an elusive goal. F inally. in I 9ll I . scientists madc a breakthrough
u,hen thcy discovered hou to isolate crnbryonic stcm cclls lrom mouse embryosl. Once scicnlists unlockcd
the abilily lo isolatc cnrbryonic slem cclls liom small n.rammals. it didn'l take them long lo figure out how
to do so in huurans. In l99ti. scientists rcachcd this milcstone. Though lhis was a big advance in scicncc,
many bclicvcd that harvcsling stem cells lionr embryos was immoral.

Though scientists rr ere linally ablc to rvork $'ith human stcnr cells. plogrcss rvas slow. aud opposition
ficrcc. It \\'asn't until 1006 that scienlists madc anothcr discovery onc that u'ould solvc the trt'in issLtes o1'
stem cell supply and rrorality. Scientisls lcanrcd that undcr spccial circun'rslances, ccrlain specialized adult
cclls coLrld be '1'eprogranrmcd" to beconre likc embryonic stcm cells. With a stcady supply oistem cclls,
scientists could finally lbcus on the next phase ofresearch: finding ways to use sterr cclls to heal.

A Silycr Bullet l
Ovel thc ycars. rcscarch has shorvn that onc olthe rnost significant mcdical benefits o1'stcm cells is thcir
ability tu repair damaged cclls. Many cclls in the human body replenish thcmselves ovcr tinre. IJowcver,
sorre cclls. like the nervc cclls that makc Lrp lhc brain. clo not; when thesc cclls are lost to injury, discasc. ot-
agc. thcy don't colnc back. A recent cliscovcry suggests that it may lrc possible for stcrn cclls to replacc
previoLrsly ircplaccablc cclls, like thosc lilund in tlrc brain. Scientisls bclis c that stcm cclls can play a
significant role in curing ccrlain discascs causcd by thc loss of cells. Pcrhaps one day a pcrson suffering
liom Alzhcirner's tliscasc will again bc ablc to recognizc hcl son. Pcrhaps onc day son.rcone paralyzed fronr
a spinal cold iniury will again be able to walk on his own.

Stcm ccll rcsearch contirrues to advance both our undcrslanding ofcellular rcplication and our ability to
treat devastating rneclical conditions. With all that has already been discovered in just a Ierv short decatlcs.
the possibilitics scem linritlcss. If \\,e continue to invest in stcm cell rescarch. who knows what the ftrturc
will hold'j

I embrl'o: an unborn or unhatched oflf\pring in the process ol'dcrcloping

l. Which ofthc follorving choices best dcscribes the ccntml idea ofthc passagc?

A. Stcm cell rescarch is a divisive issue that has not bccn resolved.
B. Stenr cell rcsearch nray result in many scientific and rnedical benefits.
C. Stem cell research takes a Iong tirlrc to perform and costs a lot olmoney.
D. Thcrc cxist many diseases and rrcdical conditions u'hich researclrers do not understand

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104 4. English Language Arts

2. Rcad this sentencc frorr paragraph l. 4. All ofthc follorving arc supported by the passagc
except lor $'hich statcnrcnt?
Ilecausr ol'these tryo characteristics, saem
cells have manv practical applications. E. Stelrr cells can becomc likc othcr cclls.
F. Stcrr cclls alc ntedically uselirl.
The"'applications" nrentionl'd reler to G. Stem cells requirc a great dcal of study-
H. Stern cclls are guaranteed to cure all medical
I!. complicatcdpaperwolk conditions.
l'. bencficial uses.
G. scientillc lacts. 5, Accolding to the passage. in rvhat ycar did
H. mcdical qucstions. scientists first begin to u ork rvith lruman stenl
cells?
3. Accolding to thc passage, cclls in the brain
A. r9til
A. are easily danraged but casily regro\\,n. B. 1989
B. do not naturally grow back when dautaged. c. I 99li
C. are similar to most othcl cells in othel parts D. 2006
ofthe body.
D. can be "reprogrammcd" to becomc like 6. The cmbryos mentioncd in paraeraph 2 nrost
embryonic stem cells. likely contarn

E. only unspecialized cells.

F. a mix ofcells that cannot regenerate.
G. a mix ofunspecialized and spccialized cells
H. a rnix ofcells that cannot undcrgo ccllular
division.

That's Not Mr.rsic!

What is music'l Why is it that we lhink of sonre sounds as "music" but consider othcrs to bc just noise')

Music theory is an area ofstudy that focuses on understanding how diffcrent qualities olsound rnake what
wc call music. One of the most important things in music is called mclody. "Thc true goal of nrtrsic^"
Johann Kimberger, a student ofthe Gemran composer Johann Bach, said in 1771 , "is r.nelody."

The dictionary dcfinition of'thc u,ord "melody" (a sequcnce ofsinglc notes or sounds that is musically
plcasing) is not vcry useful in hclprng r.rs understancl what rnakcs a rnclody gotxl. Just what is il about a
specilic mclody that leaves us humming it lbr days on cnd'l Aftcl all. ltw would agrcc that just rai,r,randonr
serics of notes will a/rrarrr bc rnusically pleasing.

As it tums out. whal makcs a scquencc ofnotes or sounds musically satistying is thc pitch (thc highness ol
Iowncss ofa sound), rhythm, tempo (musical speed). duration, and lonal color (thc mood or l'ccling ofa
mclody) ofthosc notes. To qualily as a nrclody, all ofthese elemenls nrust be ticd together in such a u,ay
tlrat lhe sounds makc the Iistencr have a posilive reaction.

People's reactions to a cerlain o-der ofnotcs can dif'fer greatly. The sarne mclody can inspirc dilfercnt
fcclings and cmotions in dillcrcnt peoplc. This is duc prirnarily to dill'crenccs in thc rvay pcoplc's brains
proccss thc sounds they hear. Bccause o1'lhcsc difttrcnccs. one scqucnce ofnotcs can be musically
satisf'ying to a lislcncr. rvhile that same scqrence ofnotcs can sound discordant to sorneone elsc.

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 English Language Afis 'ry. | 05

o Often, however, what wc find appeaiing in music is also a :ratter of whal we arc used to. Genres and styles
of tnLtsic chauge ovcl linle. and whal is popLrlar to onc gcneration may bc unappealing to another. Takc lbr'
instancc. rvhat kind of music your grandparcnts listen to. To you. music of thcir era may sound boring. To
them. lhc pop that you cnjoy ma)'seenr likc mcrc noisc. This lack ofagrccmcnt on rvhat nrakes good music
is partly thc rcsuh olgencralional diflercnces in stylc 1950s doo-wop andjazz can sound cluite dillercnt
lionr songs by Drakc and Taylor Swili. But this disagrecment is also in part due to how oflen you listcrr to
the same songs, and what you've bcconre accustometl tn. According to onc theory. thc urore exposurc onc
has to a particular stirnulus (like sound). the nrorc posili"cly one ri'ill f'ccl about it. Rcpeatcdly playing a
song can. in that sense. altcr a person's rcsponse to a panicular mclody or musical style. Simpll, playing r
song on tlrc radio ovcr and over agaiu cln (ausc an cntirL'gcncration to likc a songl As a rcsult, thc short-
teml popularity ofa song rnay not be thc best u,ay tojudgc the quality of its nrelody.

. Despite lhcsc subiectivc. difl'erenccs. thcrc arc some songs that seem univcrsally bclovcd. Underncath thc
superficial ditBrences ol'genre. instrunrentation, and rccording technologics, most popular tunes actually
share cenain charactcristics. Many ofthese most mcmorable melodies lnany of$,hich have also stood the
tcst of tirnc tcnd to build up to a clinractic point, $,hich gcnerally (but not always) contains the melody's
highest pitch and sh'ongcsl rhythm. Thc catchicst arrd rnost long-lived nrclodics often utilize repetition to
reinlorcc the overall stlucture and thenre o1'the piece. Such melodics olien contain rcpcating rhytlrms, bcats,
or progrcssions of nolcs. From the repetition and emotional clcsccndo ol'the still-popular Fiir Eli.se to lhe
iconic opcning refi'ain and chorus olMichael Jackson's lllillcr. musicians have been nrakirrgtheir mark
with rnlbrgcttablc rnclodies lbr hundrcds ol'years.

Ask the avcragc pcrson rvhy he or she likcs a particulal song and one will oficn bc told sinlply that "thc
song is calchy." or that it gets casily "stuck in the head." What this shows us is that an appealing nrelody is
extremcly important to a song so nrLrch so that peoplc olien forgii,c a song for other ol1'enses (1ike. lbr
cxample. bad lyncs) as long as the song has a good rnclody.

Thc author includcs qucslions in thc firsl .1. Read this scnlcncc li'onr paragraph 2
paragraph most likcly to
"The true goal of nrusic," Johann
A. suggest that rnusic is pleasing lor unknorvn Kirnberger, a student 0f the German
reasons. composer Johann Bach, said in l77l, "is
B, challcngc preconceived notions about mclody,"
nrusic and sound.
C. introducc pcrsonal cxperiences with nrusic. What is the most likely reason the autllor
D. statc a problcrn that has no solution. includcd this quotc?

2 Which of the lbllorving choices best tells what A. to supporl lhc claim thal nrclody is thc
lhe passage is about'l mosl in]portanl musical clcmcnt
B. to describe a specific branch of musical
E. thc stylistic changcs of music lhrough theory
multiple generations C, to courpare the diflerenccs bctween tvro
F. thc process ofcrcating nrusic and the *,ay t-anrous cornposers' opinions about rlr.rsic
it evolved througlr nusic history D. to show lhal only prolbssional co rposcrs
G. an explanation ofhow and why a nrelody is place a grcat emphasis on mclodies
irlportanl to nrusic
H. a comparison olonc- clement of music *,ith
others

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lOtr'6" English L anguagc Arts

J \\'hich slatenrent bcst suppons thc idea that 1 Which conclusion is bcst supported by the
rnelodics should bc carcfully dcsigncd'? information in paragraph 5'/

E, "Why is it that rve think of some sounds as A. Scientists should alter the brain chemistry
'music'but consider others to bejust oflisleners to crcatc catchy rnclodies.
noise'1" (par. l) B. It is dillicuh to compose a melody that
F. "After all, few would agree thatjust an1, appeals t0 all individuals.
randorn series of notcs u,ill a1u als be C. Thcrc are scientifically proven reasons rvhy
musically pleasing." (par. 3) somc songs havc better mclodics than
G. "Because ofthesc differenccs. one othcrs.
sequcnce of notes can be musically D. One sequence ofnoies sounds objectively
satislving to a lislener. rvhile that satne the sanre to any listener.
sequencc of notes can sound discordanl Io
soureone else." (par. 5) 8. Rcad this scntencc liom paragraph 7
H. "Ask the average pcrson why he or she
likes a particular song and onc u,ill oftcn be ...musicians har c bcen making their
told simply that'lhe song is catchy,'or that mark r ith unforgettable me lodies for
il gels easily'stuck in the hcad."' hundrcds of vears.
(par. ti)
llorv does this senlcnce suppon thc
5. What rolc docs paragraph 4 play in the ovcrall dcvelopment ofthe central idca'J
slructure of thc passagcJ
E. [1 reinfbrces the idca thal popular urelodics
A, Il contrasts a new perspective u,ith the one do not rcquire a great deal 01'cducation to
described in paragraph 2. enj oy.
B. It oflers an explanalion in response to ths F. [l highlights how thc principlcs ofa catchy
question posed in paragraph 3. mclody har,e evolvcd t}trough musical
C. It introduces a subtopic which will be history.
elaboratcd in paragraph 5. G. It shows how popular melodie s lrom
D. [t suntmarizes lhc information lrom thc rcst different genres and generations have
oithc passagc. certail'r characteristics in common.
H. It cmphasizes horv thc samc melody can bc
6 According to the passage. hou,does exposut'c grcally beloved by one gencration. and
to a sound affcct whcther a persul likes or dirlikcd hy r latcr gcncration.
dislikes a n.rclody?
9 With rvhich olthe tbllowing stalcnlents would
E. A pcrson r.lho rcpcatedly listcns to a tlrc aulhor most likely agree?
melody will bc guaranteed to cvcntually
like it. A. The doo-wop andjazz from the 1950s is
F. The melodies tlrat have been around fbr suncrior to rnusic h) modL'm anists.
hundlcds of years are perl'ect. and everyone B. The bcst rnelodics are the ones con.rposed
likes them. in your youth.
G. Repeatcd exposrtrc to a song ot mclody C. The length of timc a rnelodl is
increases the chances tlral a person rvill remembered for is a good way to dctenrine
harc u positire lcsponse to it. its qualitv.
H. Sincc people eithcr like a rrc'lody or don't, D. Thc lyrics oia song are equally important
repcated exposulc to a sound has nothing to thc me lody in determining how
Io do with liking or not liking a rnelody. successf'ul a song u,ill be.

The Tutorverse
 Iinglish Langua gc Arts 4. Io7

Bridging the Cap

Sometinres, getting liom onc placc to another is as simplc as rnoving there in a straight iinc. But other
times. thcre can be sonrething in the rvay. Rocks, mountains. rivers, and other geological l-catures otlcn bar'
the \yay to a dcstination, forcing a detoLrr. While it's usually a snrall matler lo rvalk around a rock thal's in
one's way, crossing a large river or a deep chasnr or gorge is another thing cntirely. Many rivers and chasms
extend for many milcs, making a dctour impractical, ifnot impossible. To orcrcome tlrese challenges.
pcoplc invcntcd blidgcs.

At its rrost simplc. a hridgc can bc nothing more than a piecc of wood or a length of ropc. Nature madc the
first bridges. rvlren aqcd trees lell and lav across a srea:r: early hunrans rcllned this idca by making blidges
out ol'simple Jogs or planks. Thesc bridges hclp make small obstacles and short distanccs, like strcarrs or'
brooks. casier and salcr to cross.

As technology adlanccd over thc ages, people dcvcloped ncw idcas for building bridgcs. Each dcvclopnrcnt
alloucd people to span ever greater distances. Where u.ood rvas ineffective, people used stone. Eventually.
peoplc cven leamed to make beautifll bridges oLrt ofuretal.

Peoplc also discovcrcd that thc anner in rvhich a bridge is bLrilt is as ilrportant as the typc ofmaterial uscd
to build it. As hunranily's access to different nratcrials clrangcd over timc. so loo did pcoplc's r.rnderstanding
of thc scicncc bchind bridges. Thc forces ol'lcnsion. comprcssion. torsion. and shcar all play a critical rolc
in detcrmining rvhethcr a bridgc will stand or'lirll. Or,er linre, pcople's understanding ofthtsc lbrces hclpcd
thcm lo create difl'crcnt types of bridgc slr-ucturcs.

Thc simplcst typc ol'bridge is the bcam bridge: a horizontal bcam placed across an obslaclc. creatillg a palh.
Think of lootbridgcs tllat you scc on a hikc. spanning strcanrs and narro\\' rivcrs. This typc olbridgc is
elfective fbr-spanning short distanccs, but lails at supporting hcavier loads in the middlc olthe palh ol'
spanning longcr dislances. To solvc this ploblcnr, builders oiantiquity eventually learncd to use thc strcngth
of the alch, creating what is known as the arch bridge. Tn this type ofbridge. a path is lbrnrcd by an arch.
rvhich helps to distribute the weight ofthe load on the bridgc. cspecially in the middle tll'lhe span. These
bridgcs are sturdy and long lasting. lndeed. somc ofthe earlicst arch bridgcs built in ancicnt Greece likc
the Arkadiko Blidgc are still iu Lrse today. Strll. the arch bridgc had its linrits. A single arch, or evcn a
serics ol'arches, can only sr.rppo:'t so much rvcight and span a ccrlain distancc. Over tinrc, cngineers rcalizcd
that suspension bridgcs could be a possible solution to the problcms ofwcight and distancc. These [rridgcs,
rvhich arc some ol'thc most scicntitically challcnging to design and build. arc suspended {iom cables or
ropes. Those cables and ropes. in turn, hang fionr to\ycrs along the length of the bridge. This nerv u,ay ol'
distribLrting weight increases the elliciency of thc bridge. and allou s lbr greatcr length and rvcight loads.

a Civil cngineers arc thc ones taskcd with designing public inliastructure Iike bridges. Thcy must considcr a
rnyriad ol fhctors. liour climale. lraffic, to bridgc load. In l,l intry clinrates, bridges rnust bc able to rvithstand
lrcavy snorv and icc. Some bridgcs are located in tlcnsely popLrlatcd areas wlrilc others can'y loads olcars.
trucks. or trains. Engineers must lakc into account lhtigue, or how likely thc nraterial will trreak undcr
stress. They learncd this the hard way: the Quebcc Bridge, ttrr cxample, collapsed nvicc belbre iI was
stabilizcd. as a rcsult of inaccuralc enginecring estinlatcs. Alicr three dccades ofcarctul cngineering and
construcliolr rvork. the bridge linally opened in l 9 l 9. and nou holds the rccord lbr thc longcst bridge of its
kind in the u,orld.

. Nowadays. ruodern bridgcs arc both stable and bcautiful. In San Francisco, thc Golden Gate Bridge has
becomc an iconic symbol. ln thc 1930s. rvhen it rvas llrst opened to thc public. thc Golden Gatc Bridge was
onc of thc longest and tallest bridgcs in the s'orld. On thc othcr side of thc country, the Brooklyn Bridgc is

The Tutorverse
I08 4. English Languagc Arts

similarly farnous, appcaring in movies, television shou's, and litcraturc. Conceived by Gernran inrmigrant
John Roebling. the tsrooklyn Bridge opcncd in ltlliS over the East River. As the u'orld's lilst steel-wire
suspension bridge. it was a tnlc feat ofenginccring. It's gorgeous gothic rcvival style also lctl it to becomc a
bclovcd part ofthe Ncu' Yolk City skylinc.

Though it \\'as not a su'ifi or straightforrvard j ourney. the design ofbndges has come a long u'ay. Our early
' anccstors u,ould be astonishcd ifthey could scc u,hat scientists and cngincers have accomplishcd today.

Bridge Year Built Lcngth

(in I'cet)
Arkadiko Bridgc c. | 300-1 190 UL' 72
( aravan Bridgc ti50 B(l 28

Maria Pia Bridsc | 817 I |5tt

Blooklyn Bridgc luuS 5 989

(;oldcn Gatc Bridgc t931 t(9tt I

Which stalerrenl bcst describes thc ccnlral idca 3. Rcad this scntence frorn paragraph 2
ofthe passagcl)
Nature rnade the first bridges, rlhen aged
.4. Bridges are made of many differcnt typcs trccs fell and lal across a strcam; earll'
ofbuilding nratclials. and come in divcrsc hunrans refincd this idea br making
forms. bridges out of simple logs or planks.
B. Bridges havc become lnore complex and
ambitious with thc progression of human How does this scntence fit into thc ovcrall
technology. structule of thc passage l
C. Bridges arc dcsigned differently in
A. It describes the recent history ofbridges, in
response to thc spccific geographical
a scqucntial ovcn'icw of bridgc designs.
obstaclcs that thcy are meant to span.
D. Civil enginecrs mLrst consider many
B, It shows Nature's placc anrongst the
hislolical innovators olbridgc design.
factors, including loads, clinrate and traffic.
rvhen designing bridges.
C. It cnrphasizes the sturdiness of rvood as an
example of high-quality britlge rraterials.
2 Why did pcople transition into building D. lt rcveals the simplicity ol'early bridges in
suspension bridges? conlrast 1() the complexity of modem
bridgc dcsigns melltioncd lalcr in thc
E. They wcrc more beautiful visually than passagc.
arch bridges. ,l Which statement best describes the role of
F, They are thc most challenging bridges to
paragraph 3 in the overall structulc of the
dcsign and build.
passagc'-)
G. They are longcr lasting than arch bridges,
rr hich tcnd l(r erunlble o\ er timc. E. It surnrnarizes the infomation found in
H, They allowcd lbr grcater rveight and paragtaphs I -2.
distance than arch and beam bridgcs. F. Il ol-lers a counterargument to the main
points of paragraph 4-5.
G. It mcntions topics that are f'urthcr explained
in paragraphs 7-8
H. It introduces the central idea ofthe entire
passage.

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 Irnglish Lan guagc Arts ry I09

Which sentence best supports thc idea that 7 In paragraph 7, the word "fcat" is used to
scicntific discovcries rvere esscntial to highlight
innovation in dcsigning bridgcs'?
A, how difficult it is to travcl across thc lrrll
A. "These bridgcs help makc srnall obstaclcs distance of many modern bridges,
and short distances. likc strearns or brooks. B. hou,complcr the engincering process was
easier and sal'cr to cross." (par. 2) in creating a modem bridgc.
B. "The lorccs rrl'tension. eorrpression. C, hou,big hybrid cable suspension bridges
torsion, and shcar all play a critical role in and stcel-wire suspcnsion bridges can bc.
dctcrmining whcthcr a bridge rvill stand or D. how heroic people wcrc when the Qucbcc
lall." (par. 4) Bridgc collapscd.
C. "lndeed, sorrre of the earlicst arch bridgcs
huilt in ancicnt Greece likc the Alkadiko 8 The table contribules to the deYcloprnent of the
Bridge- are still in use today." (par. -5) topic olthe passage rnainly by
D. "lt's gorgeous gothic revival style also lcd
it to becomc a beloved part ofthe Neu' E. shorving that thcre are lnany diffcrent typcs
York City skylinc." (par. 7) olbridgcs all orr'r thc rrorld.
F. cmphasizing that Quebcc Bridge is thc
6 Paragraph 6 corlributes to lhc devclopmcnl ol' longest bridgc of its kind in the world.
thc central idea ol'the passagc by (;. delnonstrating hou,hridgcs becamc longer
a\ le(hllology irttprored (r\cr tirl'rc.
E. revcaling thc inspiration bchind the rvorld's H. rer,ealing how some oflhc oldest bridgcs
lirst bridges. wete not teclrnologically sound.
F. cletailing se vcral examplcs of famor:s
cngirtecrs and bridges throughout human
history.
C. ernphasizing how difficult cngineeling has
been in the qLrcst for bcltcr bridge designs.
H. demonslrating how bridgcs have ultinratcly
fuilcd duc tu nutural disastcls.

['op. Pop!

It nscd to be thal onc needed to consult the nrusic industry salcs charts to grasp the rlagnitudc ofpop
music's appcal. Ilrrl/r,i'. by thc "King of Pop" Michael Jackson. u'as onc oi'thc most corntncrcially
succcssf'ul albums of its lime as cvidenced by how it spent ovcr two years on Billboard's chartsr and
occupicd the numbcr one spot for over 35 rveeks. According to the Recording Industry Association ol'
Amcrica. Epic Rccolds, and Legacy Rccords, Ihlillcr has sold over I00 nrllion copies rvolldwide. Othcr
pop alburns tlrat har c sold at lcast .10 million copies or more rvorldrvide inclLrdc Pink Floyd's The Dork Sidc
of tha )vloon, Whitncy Houslon's The Bodyguonl, and Shania Twain's Coarc rtn Ovcr-. Thc dil crsity ol'
musical stylcs rcflccted in thesc albtuns slrows.just hou, all-cncompassing thc pop genrc oncc was. [n l'act,
thc wr.rrd "pop" sinrply rneans popular. It is a catcgory based purcly on popularitv. Historically. it has drawn
inspiration from many musical styles.

But whal. exactly. nlade tlrese songs so popular"?

I Billboard's charts: thc nragazinc Bil//,r-,ra r/'s record o I the popular songs during a pcriod of timc

The Tutorverse
ll0 4 English LangLragc Arts

Over thc decades. a handt'ul of songwriters have discoveled the answer and profitcd. As the rise o1'
technology created neu, nrodes of productiorl. thcse songrvriters have distilled the kcy components of'
popular music dou,n lo a basic formula. Pop songs arc no longer mostly $'rittcn by thcir pcrforrlcrs. A
handl'ul of writers arc lesponsiblc for thc lion's share ol'pop hits. Karl Martin Sandbclg. Mikkcl [rikscn.
and l.ukasz Goltr.vald arc responsible lbr sonre ofthe r]'rost popular songs ofreccnt ycars songs pcrfbrmed
by lhmous boybands and pop divas alikc. This cabal of songwriters, guided by a kccn ear and cnablcd by
tcchnology, has created nrusic's version ofthe Golden Goose one thal lays multi-plalinurl colored. sonic
eggs. Popular songs arc carefully dissccted to detcmine exactly rvhat qualities make them so appcaling.
Evcrything from thc chords to structure to choruses. beats, and hooks are carefully nrapped ou and otien
replicatcd. lndeed, carcf'ul listcning will show that Inany pop songs sharc beats so sinrilar that thcy arc
virlually identical.

This musical evolution is also due, in part. to hou, listcncr tastes havc changed in this new interncl agr..
Gone are the days u'hcn music lisleners had to paticntly rvait fbr thc record needle to move to the next vinyl
groovc to hear their f'avoritc song. OLrr digital world has rnade it easicr fbr people to simply click, srr ipc. or
fast-lbrward theil rvay to what they want to hear, and share or dclclc cnlire alburns in seconds. It has crealcd
shorlcr attcntion spans lirr tnusic enlhusiasts across thc globe. ln lhc past, a pop song u,ou)d only nccd one
musical hook that parl ofa song that is so catchy thal they get stuck in pcople's hcads but loday. a song
typically has multiple hooks 1o ensure lhat a listener rvill not irnmcdiarely find a diff'cr-ellt song to play.

. Despitc the stiff compctition, thosc that manage to harrcss the powcr ofpop can now rcach new hcights of
success. Forget Billboard charts today wc nced look no l'urther than social mcdia ancl online rncdia outlcts
to dclcrnrine thc popLrlarity of a singcr or thcir songs. As of March 201 6. pop stars Katy Perry. Justin
Biebcr. and Taylor Srvill occupicd thc top three slots on the social nctu'orkTwitter,iiith8,1.Inrillion.76.u
million. and 72.5 million lbllowers, rcspectively. By comparison. then-president Barack Obama
commantled only 70.9 million followcrs. The most vicwed videos of all time on vidco-sharing wcbsite
YouTutrc? As of March 201 6, the 1op tcn f'caturcd pop stars. Psy. a Korean pop star. appears in thc number
onc slot u'ith 2.5 billion vicws. Togclhcr. all ten videos account forjust shy of l5 billion vier.vs.

,, Pop stars have leveragcd their inlluencc and following to create corporatc partnerships, and dircctly sell
products to their custorrers. Frorn iTunes do*,nloads to online l-shin sales. pop ntusicians have devcloped
new sources of rcvenue. Like nrany supcrstars. Rihanna has launched lrcr own perllme and cosurctic
companics. Between 201 5 and 2016 alone. she earncd $75 million and not all ol'il lronr music salcs.
Similarly. Taylor Swili. u,ho also has hcr own perfumc line and activc online slorc. earned S.14 million in
2016. C ornparc this to Michael Jackson's camings in l9tl2 (the ycar of llril/er's rclcasc). including an
adjustment for inflation: !i I5 million.

' Clearly, the mastcrs oflhe pop univcrse have found something that people like. With nrillions oldollars on
the linc. u'hy fix, as thc saying gocs" whal isn'l brokcn l Aftcr all. l 5 billion vicrvs can't be rvrong light'?

Top 5 Best-Sclling Artists on 2018 Billboard Charts

Billboard \ anrc l,atcst Albrrrn lnstagram Folkxving

lla n king (as of Januar-v 3l'. 2019)
I

I I)r'.tke' Scorpion s..1,.100,000

Post Malone Stoney I ,1.900.000
lilShceran 27.200,000
.1 Taylor Srvili Repulation I l,+.000.000
('ardi B Inr,asion of Privacv ,10.600.000
9 nt rre : B i I I l>ou nl. t nn & hts a tgru nt

The Tutorverse
 Iinglish Languagc errs E lll

What is the most likely rcason thc author rel-ers -l Ilou,did the nreasures ofsucccss ftrr pop rnusic
to Michael Jackson's albtrm Thriller in charrgc fronr thc past to modcm day'/
paragraph l'l
E. ln lhe past, pop musicians were succcssful
A. to establish 1he musical style of what iltheir albums sold rvcll; now they arc
makes a song "pop" judged by the nuurber ofaw'ards thcy rvin.
B. to give an examplc ofhow nrusicians in the F. In the past, pop nrusicians were recognized
past measurcd success subjcctively lbr their success by olficial industry
C. kr cite an album thal exemplifies succcss in slatistics. whilc modc'm day sucecss is
thc era of social rncdia morc detcmrincd hy social nredia
D. lo establish the author's credibility as an lbllo*'ing.
cxpcrl orl rrrajor pop nrusic figures G. The succcss ofpop nrusicians was oncc
dctemined by nrass appeal. and is now
2. Read this cxccrpt liorn paragraph I determincd lry individual nrLrsic
prof'essionals.
1'hc dirersitl ofnrusical st\les reflccted H. The succcss ofpop musiciars has ahvays
in these albunrs shows just how all- been dcpcndenl on radio play. both in the
encompassing thc pop genrt once tvas. past and now.
ln lact, the *ord "pop" sinrpll nrcans
popular... Historically. it has draln 5 According to the passage, pop songs today
inspiration from nrany musical st'r'lcs. include morc than onc musical hook bccausc

This cxcerpt supports the developmcnt of lhe A. the nlore hooks thcre are. thc more likcly a
central idca ol'the passagc by listener will keep listening to a particular
song-
E. introducing the "pop" genrc and how it $,as B. lollorvers on Twittcr requestcd morc
cleated in the past. rnu\ical hooks lrorn their lavoritc pop stars.
F. dcfining thc rnusical clelt'tcnts that makc- a C. Thriller was fanrous for its multiple
sortu Js a "PoP s(rng.
qurlil'r musical hooks. rvhich is emulated by ntost
G. highlighting the biggest aflists that havc songs.
shaped pop music. D. songs with mLrltiple musical hooks arc
H. emphasizing the author's prcference tbr casier and quicker to write.
popular music ovcr 0thcr genrcs.
6. llcutl this scnlcncc lnrtu paragtaph S.
-1 What role docs paragraph 2 play in the overall
structure of the passagc? As the rise of tcchnologl' crcated nerv
modes of producti0n, these songrvritors
A. It rcintbrccs the author's conlusion aboul have distilled thc ke]'components of
thc phenomcnon o1'nrusic popularity. popular music dorrn to a basic lbrmula.
B. lt qucstions \ hclhcr lhc dircction pop
rrusic evolution has taken is truly a good The author uscs lhe word "fonlttla" to convey
one. hou,
C. It surnrnarizcs thc main claim of lhe
passagc. that popular rnusic has always had E. brilliant and scicntific these songwritcrs
a significant impact on socicty. were.
D. Il dcmonstrales a shill lrom discussing the F, loolish audiences are for demanding low-
history of popular tnusic to thc change in cluality nrusic.
its mLrsical qualitics. G. repetitive and unoriginal pop music has
become.
H. sirnilar conrposiug is to mathernatical
proofs.

The Tutorverse
t 12 ? I:nglish LangLragc Ans

7 In paragraph 5. u'hat is the most likcly reason 9 How does paragaph 6 sLrppon the
tlre author refers to "then-presidcnt Barack developurcnt ofthe ccntlal idca?
Obama"?
A. I1 highlights the anistic decline o1'pop
A. lo sl.row how even national leaders were rrusic as a result ol'increasing prolits.
held in the sway ofpop musiciaus and their B. lt slrows anolher aspL'cl 01'lhc pop lnusi(
online plesencc industry that changed as a result o1'
B. to highlight the dccline ofpolitical interesl tcchnology.
and activisrn in recent ycars C. lt cmphasizcs the cultural and political
C. 1o cmphasizc thc cxtent ofinflucnce that impacr of pop stars on social mcdia.
pop musicians now have through online D. It rcvcals horv modcm pop stars arc llulti-
lbllorvings talcnted and busincss sav\iy-
D. to compare the political impact lhat pop
musicians havc relative to political leaders 10. The author includes a serics ofquestit)ns at the
cnd o1'thc last paragraph most likcly to
8 The talrlc contribulcs to thc dcvcloprnent ofthc
idcas in paragraph 5 by E, encoLrrage further study ofpop music
histoly.
E. revealing thc discrepancy betwccn F, suggcst uncertainty aboul the rvisdom of
Billboards chart rankings and social media lhc currcnt dircelion rrl'pop rnusic.
in ll trencc rrl'rnodcnr pop rnusicians. G. rellect a personal curiosity about horv pop
F. emphasizing how thc top l0 best-selling music will continuc to cvolve.
musicians also have the grealcst social H. cmphasize that thc phcnomcnon ol'popular
mcdia follorving. rt.tusic has nol yet been lully cxplained.
G. providin-e a conrparison bctween the social
mcdia influence of pop musicians and
notable politicians.
H. suggesring that tcchnology has also
changed the languagc thal pop afli515 use tr)
tille their albums.

Thc Legacy of Inrpressionism

People have expressed themselves through music tbr thousands ofyears. These lbrnrs and styles ofnrusic
wete as varied as the cultures that produced them. Even within a givcn culture, music changed from one
time pcriod to anothcr.

As in other cullural traditions, the Wcslcrn classical music tradition in Europe evolr,cd ovcr ti:re. Il can,
consequcntly, be divided into many difl'crent styles ol e'ras. For cxample, the Renaissance era olntusiu
blossotned between thc 1400s and I 600s. lt focused on humanist themes. such as love and romance. Tlre
Renaissancc cra of nusic was a contrast to the Medicval cra of music. rvhich focuscd on religior.rs therres,
such as prayer and sacrifice.

The Implessionist era crlcrged in the latc I 800s. Thc nrain objectivc of the Lnprcssionist era $ as to print
enotional pictules through Lrnique mLrsical arrangcurcnts. Iurpressionist musicians accormplishetl this by
manipulating tinrbre. Timtrre is ofien dcscribed as thc "color 01'a sound." It is the quality of a sound that
distinguishcs one sourcc li'on anothcr. Timbrc is what makes a rniddlc C note sound diffcrent on a piano
than on a guitar. It helps stimulatc thc visual senses olthc audiencc.

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 English t-angLrauc arts 4. l ll

Imprcssionist composers rel:ed heavily on the use oftinrbre rvithin their orchestras. Made up ofmany
different instrurlents. orchestras allorved lor a divcrsity of sounds. ( onrposers like Claude Debussy and
Mauricc Ravel expcrirncnted rvith ncu orchestlal chord cornbinations. They rvantcd to paint uniquc piclurcs
for thcir audicnccs. Thc cmotional rcsult was rnuch likc an Imprcssionist painting thc calm evokcd by
light dancing on still waters; the tranquility ofsuniight filtering through treetops.

The popularty of lmpressionism rvaxed and waned in latel decades. Ncvcftheless. Irnprcssionisrm still
rlanagcd to have a lasting impacl on thc history of nroclern music. Sonrc music critics cven argue that the
Implessionist style hclpcd sparked thc advcnt of Amcrican jazz. Thcy arc ablc to find lmprcssionist sounds
rcvcrbcrating subtly in the vibmnt cornpositions ofcarly jazz musicians. These critics arguc that jazz
pianists, such as Bill Evans, borrowcd liom the cololfirl gcnius of Dcbussy and Ravel. Accolding to this
school ol'thought. lnrprcssionism sinrply found a rrerv^ uranic lonr in tlre l920siazzjoints ofNew Orlcans
and I{arlcm.

Othcr rnLrsic historians link the lurprcssionist tradition 1rl thc revolulionary sounds ol'rock and roll in thc
1960s. Thcy claim that, without hnprcssionism, rock and loll guilarists and organists would have ncvcr had
the oppollunity to expcrinrent u,ith thcir complex rnusical arrangenrents. Impressionism. according to this
school ol'thought. rvas an cxample of how reiecting pr-ior tladition could lead to innovation. Prior to the
Impressionist era. music renrained relativcly structurcd and cerebral. Some even describc prc-lmprcssionist
rnusic as colorless or stoic. Impressionisrl allorved nrusicians to frccly cxperirnent u'ith the relationships
that cxisl bctween sounds. colors, and l'celings, and opcncd the gatcs 10 llcw sound.

Impressiorrist concepts have affected other artistic flclds as $ ell. Duc 10 shared creativc goals, diflcrcnt
disciplincs lregan to innovate. blend. and collaboratc. Paintings bcgan invoking auditory senses. much like
n.rusical cornpositions. Novclists and poets bcgan cornposing iilerary works that stiurulate all hunran scnses
Bcyoncl jazz and olhcr cxperimcntai nrLrsical fonrs, lnrprcssionisrn helpcd birth a multitude of tttodcrlr
artistic nrovemcnts. lnrprcssionism helpcd create an cntilely new paradigrn or hislorical framcwork for
music, art. and literaturc. As a historical lbrce- it $,as so powcrlul lhat its beauty incvitably blcd into othcr'
artistic disciplines.

The widc-reaching eII'ccts of thc Irnprcssionist era slrould not be undcrstated. To an average listencr.
Imprcssionism may sountl similar to olhcl fonns ofclassical music. But to informcd listeners, the
lnrprcssionist musical tradition has a distinctivc sound. This unique sound has not only had a lasting impact
on music. but also on history at large.

l. Which statelnent bcst describes the ccTlral idea 2. Which slaterrrent would thc author ofthc excerpt
oflhc passage? mosr likcly agrcc r.r,ith')

A. "Pcople have expressed thenrselvcs through E. Othcl creative fonns. such as visual art and
rnusic lor thousands of years." (par. | ) litcralurc, havc nruch lo leanl lionr all genres
B, "lmpressionist conrposcrs rclicd heavily on of music.
thc Lrsc of timbre within their orchestras." F. Music and othcr creative fcrrms are more
(Par'. 4) porvcrl'ul when they collaborate and intcract
C. "Other music historians link the rvith eacl.r other.
lmprcssionist tradilion to thc rcYolutionary G. Music and olher crcative lbnns should bc
sounds ofrock and roll in thc 1960s." hcld strictly separatc, and focus on
(par.6) improving rvithin lheir own disciplines.
D. "The wide-reaching el-lects oflhc H. Music is a superior art lorm to all othcr
Inrpressionist cra should not be understated." creativc disciplines.
(Par. 8)

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I1,{ ? English Languagc Arts

3. Rcad this senlcnce from paragraph 4. 5. What does the figurative languagc in paragraph 4
empl.rasize?
They rvanted to paint unique pictures for
their audiences. A. the calm crnotional tone of hnpressionist
nrLrsicians u4ren they perlomr
Which ercerpt bcst reflects the idea implicd in B. the poetic colors and images lhat inspired lhc
this sentencc'l titlcs ol' lrnpressiunisl composilions
C. the hcavy impact that visual bcaLrty had on
A. "Made up of lnany dititre t instrurncnts. eorlposing lnrprcssionisl music
orcheslras allowed for a divelsity of sounds." D. the gorgcous settings in rvhich Ravcl and
(par.4) Debussy did thcil best rvork
B. "The popularity of lnrprcssionism waxcd and
rvaned in later decades." (par'- 5) 6. What is thc rnost likely reason thal tlrc autlror
C. "Neverthelcss. lmprcssionism still managed uses the word 'lranipulating" in paragraph 3 ?
to have a lasting impact on the history of
modcm rnusic." (par. 5) E. to show horv sly and rnanipulatii c the
D, "ltnpressionism allowcd musicians to lreely composcrs of Impressionist music could bc
cxperimcnt with thc [clationships thal exist in order to accon.rplish their goals
between sourtds, colors. and feelings, and F. to cmphasize the complexity ol'thc choices
opened lhc gates to ncw sound." (par. (r) that Irnpressionist composers rnade about
tirrbre
4. Ilcad this exccrpl liorn paragraph 3 G. to dcrnonstrate the simplicity and powcr of
the Lrsc o1'lirnbrc in lnrpressionist
Timbrc is often descritred as the "color of compositions
a sound." It is the qualitl- of a sound that H. to provc that Imprcssionist cornposers did
distinguishes one source from anothcr. not havc a good tcchnical grasp of using
Timbre is rvhat makcs a middle C note I inrbre
sound different on a piano than on a
guitar. lt helps stimulate the r,isual senses 7. Horv does the relationship between paragraphs 5
of the audicnce. and 6 contribute to lhc structure ol'the or,erall
passage'/
Wlrat stalemcnt best describcs ltow thc L'xcerpt
fits into thc overall structurc ofthe paragraph? A. Thcy contrast thc acsthetic and cultural
difl'crcnces betwccn lmpressionist music irl
E. [t indicates the shifl in hnpressionist Atuerica versus Eulope.
composcrs' perspecli\ cs lo lhe instt utnenlr B. They shou, the ell'ects ofthe lnrpressionist
rather than pcriomcrs. era on the deYeloprncnt of later nrusical
F. It emphasizcs the subtlc continuity bctw.ccn stylcs and genres.
Impressionist and Renaissance nrusical C. They plovide exarnples of thmous
styles. composers ol Imprcssioltist music, and how
G. It inlroduces the popular use ofpainters and thcir nrost lamous rvorks demonstrate thc
sculptors in the cornposition proccss. central concepts ol'the era.
H. It provides an cxamplc ofa techniquc uscd D. They introduce a transilion to thc idea that
by lmpressionist musicians to achicve their Itnprcssionist conccpts affcctcd olher kinds
goals. of'an.

The Tutorverse
 English Lang rts 4 trs

8. Read this sentence fionr paragraph 7.

As a historical force, it was so porverful that its beautv inevitably blcd into othcr artisaic
disciplincs.

What role does this scntencc play in the stnlclrrrc ol lhc paragraph?

E. It signals the shift lionr tlre isolation that clraractelized Impressionist music to how it began to
influence othcr disciplines.
F. lt provides an examplc of horv the qualitics of lrnprcssionism alfected pcoplc working in other
crcativc ficlds.
C. lt highlights the u'ays ir.r which Impressionisrn drsv inspiration frorn many othcr artistic disciplines
H. I( reinforccs thc idca thal Inrpressionism's historical impacl went beyond thc lield ofnrusic.

A Difl-ercrrt Lens
Thc plots of rnany science-fiction novels are often sel in I'ar-arvay lands and alien cnvironments. Despite
this. thc thcl'r'lcs discusscd in scicncc-ficlion Iitcraturc arc usually rclcvanl to thc cvcryday. Science-fiction
aullrors oflen dare to explorc thc unknown. Thcy challcnge'prcconceived notions and ol'ten tesl traditional
values in exotic settil]gs. In doing so. they tell us morc ahout oursclves.

Tlrere are many sciencc-fiction authors, but pcrhaps nonc are tnore thmous than lhc "Big Three." Thesc
thrce authors Robert ljeinlein. lsaac Asimov. and Arthur Clarke have written somc of the tt.tost
inflLtcntial science-fiction novcls in history. Many ol'lhc works creatcd by thcsc authors are paragons ofthe
scicnce-flction style and perl'ectly embody science-lictior themes.

Asimov locused on thenrcs ol'hunlan society ard thc hLrman condition. His l94l short story "Nightlall"
concenls a planel named Lagath. rvhich is bathcd in couslant illLrmination by six suns. In "Nightfall" Lagath
is soon threatened by the coming ofdarkless. a rcsLrlt olan cclipse ofone of its suns. Asirnov uses this
sctling to addrcss prcssing social and cultural issucs. Hc lbcnscs ol) chaos and tunloil brought about by
society's reaction 10 a cataclysmic event.

r Hcinlcin's 1961 novel Strntger in u Stru,ge land is considcrcd to be one ofthe most popular rvorks of
sciencc-liction ever writtcn. On the surfhce, the story considcrs thc cffects that space travel would have on
hunrans. Horvever, thcrc is m[ch lnore to thc novel than just space tr"vel. Threading throughont the novcl
arc tlrcnrcs touchin,e on such lopics as religion. govcrnnrcnt, and thc idca ofcultural diversity. All the while,
llcinlcin rveaves a tale ofa Martian comc to Earth and cxplores the meaning ofbcing hurnan-

Clarkc is rnost rvidcly known lirr the 1968 novcl 2()01: .,1 Spoce Ody.ssey. This novcl has oftcn bccn
dcscribed as cerily prophctic. ln his work, Clarkc torrchcs on a u,ide range ofthcnres. Most notably.
howcvcr. he explores technology and how it has many polcnlially negalivc c{Iccls on hLunanity. Clarke
points out the dangers o1' poorly-understood technology run amok.

Though rrany olthe Big Thrce's works werc writtcn clccatles ago. their lvork renrains inllucntial even
today. Wc can see the inflLrcncc of scicncc-ficlion litcratLrrc in popular culturc. Sornc ol'the most succcssful
and wellliked tilnrs today, stch as The Motri,r ancl Grtn ll.r'. arc ofthe scicncc-fiction gcnre. There is
sonrethillg about scicncc-llction tlrat captures our irnaginations and speaks to us.

The Tutorverse
I l 6 4. English Languagc Ans

Thc main idea of paragraph 1 is that 5. Rcad these sentcnces fiom paragraph 5
scicnce-llction
Clarke is most rvidell'knorvn for the
A. is both challenging to u,rite and to read. 1968 novel 2001: A Space Od-t'sser'. This
B. appeals to readcrs because ofthe exotic novel has offen been described as ecrilv
settings. prophetic.
C. is the n'rosl relevant genre to everyday
audicnces. Which of the lbllouing is implied by thcsc
D. tlscs inragination to reveal more about whal sentenccs?
it means to bc hLrman.
A. Bcfolc 1968, technology was more
2 Which o1'thc following choices bcst dcscribes bcncficial to people than harnrful.
u'hat lhc passagc is aboutl B. Without technology. people rvould be
much safer.
E. rvhy Isaac Asirnov addresses pressilrg C. Since 1968. teclmology has provcn to have
social and cultural issues some negative eflccts on people.
F, why Robcrt Hcinlcin wrote the most D. Tcchnological innor ation rs irttpoflant lo
popular u ork of science fiction pcople.
G. tlcscribing cxamples of different
science-fiction themes (r What was most probably true of thc Martian
H. desclibing the plots offamous u'ho corres to Eafth, as describcd in thc
sciencc-liction novels paragraph 4?

Why was the planet Lagath unaccustomed to E. Thc Martian lacked a thorough
darkncss? undcrstanding of human culture.
F. Thc Marrian !\as r lrowcrlul rcprcscnlati\r..
A. The light of six suns kept it constantly liorn Mars.
bright. C. The Mafiian was r:ager lo retum 10 Lagath.
B. Technology had gotten out ofcontrol. H. The Marlian provided humans with a grcat
C. A cataclysrnic event caused a sun to deal of nerv technology.
eclipsc.
D. Thc inhabitants of Lagath used light to 7 Which of the following best summanzcs
pou'er its buildings. paragraph 6?

,1 Thc "Big Three" mentioned in paragraph 6 A. Science-fiction movies sell the nrost
refers to tickels.
B. The l|otrit was inspired by the novel
E. publications Slronger in ct Strange Larul.
F. authors. C. Science-fiction authors often dare lo
C. thcmes. cxplorc the unknou,n.
H. gcnrcs. D. Science-fiction remains highly relevant and
is rvidely enjoyed.

Par ed with (iootl lntcutions

A \sv Kind of Tourist

Who hasn't looked at a liiend's travel photos and sighcd in envy? But these images ofadventures in cxotic.
far-olF places olten come *'ith invisible. sinister consequences: the damagc thal lourism inflicts on nltir e
u ildlife. Zoom out ofthat snapshot ofcule monkeys dangling liorn overhead trees, and you'll sce s'ild

The Tutorverse
 English Languagc erts '9. t I7

monkeys eating hLrman garbagc. Endangered turtles arc inten'upted in thcil r:rigrations by sellie-taking
tourists. Rathcr than helping errdangcred species, prolits fiom tourism gocs into the pockets o1'travel
agencies and purvcyors.

In responsc to this damage. thc tourisn] industry has dci,eloped a new ol1'ering: ecotourisnr. The idea is to
visit nature to support, not darxage. consenalion. To make the trip lirlly gLrilt-frec. thc prolits so towal'ds
preserving local ecosystems. Yet, tlle destinations are still exotic. fcaturing placcs like Costa Rica. Kenya.
and the Amazon Rainforest. The t.lnitcd Nations Food and Agriculture Organization declares that
ccolourism is natrrrc-based and sustainable.

Sounds greal. doesn't it?

Thc sad rcality is that rvhile ccolourisnr may secm likc a noble pursuit. its practicc does nol always align
with theory- ToLrrist flights contributc to air traffic and global clirnate changc. Profits becornc lhc nrain
priority. not ecological conscrvation. Thc rcsult is lhal lhcse cxotic habilats arc still suffering. dcspitc many
people choosing to bc cthical "ccoloulists."

I llusion of Sali.l r

EcolourislD altcrnpts to protect biodivcrsityr- but oticn causes unintentional harnr. Daniel Blumstein, chair
ofecology and cvolutionary biology at the University olCalifomia. Los Angeles, says that ecotourists are
unaware ofthc consequences ofthcir actions. Pcoplc cannot go into au area and have no impact. E\ en
hiking into an arca has an impacl on an ecosystcm. though it does lar less damage thal othcr l'omrs of
rccreation. Hikcrs often leave litter bchind that, in lhe besl scenario. takcs timc to decornpose. ln the worst
scenario. travclcrs can lcar,c bchind plastic snack wrappcrs and watcr bottles that rvill vinually ncl'cr
disappear.

Another unintcndcd cffcct is tllc d<lrncstication of wildlil'c. Animals becornc more accuslolncd to seeing
hurlans aftcr repcatcd cxposurc. In sorne cases, thc lattcr can grow depcndcnl ou the lbrnrer. Onc exaurplc
ofthis can bc foLrncl in the cik thal roaln Crand Tcton National Park. Scicntists have found that the elk movc
in less alert posturcs because thcy fccl sale around hunrans. This has nradc tltc clk morc vulncratrle lo
predators. As a lcsult. thc ccosystclu's lbod chain has bccn disrupted. Anothcr tragic exartplc is the la:lous
African lion. Cccil. As a tourist attraclion, Cecil rvas used to being photoglaphed in his home in thc Hrvange
National Park. A hunter was ablc to lure him out of his cnvironment and kill hirn because he trusted
humans.

Human visilors also impact wild aninrals in morc dircct rvays. Marry loulisls ale rvoried aboul the risks of
catclring cliseascs liom wildlifc. likc malaria and ycllou' l'cver. Anthropologist Michael MLrchlcnbcin of
Baylor Univcrsity instead asks: horv does exposure to hunran diseases tionr tourists aflcct thc health ol
animals'l Many diseases can junrp fi'om species to spccics. The odds are worsc yct for prinralcs, genetic
rclatives of hunrans. since tirey arc susccptible to thc samc kinds of illncsses as people.

llchind thc Buzzrr ords

Since the early 1990s. Costa Rica has becn considered the poster child of ecotourism. Horvcr,cr. it is also an
cxample ofccotourism gone rvrong. ln Costa Rica. protccting naturc is nO longcr as irllporlant as making
rroney. For onc. the sheer nunrtrcI of r,isitors is thrcatcning thc cn\'ilonmcnt. Thougli thc govcmrrcnt
designates spccilic areas for ecotourism. lhese national parks are dclcriorating liolr tlrc ovcrwhclnring
human tral-fic. Nalive species likc thc jaguar, sloth, and horvler monkey arc also suff'ering bccaLrsc ol

I biodiyersitv: thc \ ilricty ol'spccics ol'auiruals and plants in a parlicular hahitat

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I l8 4. English Language Arts

developrtrenl. Another issue is that regulations meant lo protecl and conserve nature are not enforced. This
is ofien because there are lilnited resources to properly regulalc lhe high standard of environmental
protection put in place.

ToLrrisnt ultimately leads to development and loss of protected natural spaces. It means rising demands lbr
hotels. excursions, and other tourisl activities. Trees are cut tlown to make room for new buildings.
Furthcnnorc, not all tourist organizalions are truly drivcn to protect the local environment. Words like "eco"
and "grccn" havc largely bccome marketing-only buzzwords.

,u On thc olhcr side ofthe planet, in Kenya, lhe Maasai Mara rcserve has bccome one olthe world's top salhri
destirlations. In lhe 1980s. there were only spaccs ltrr 300 beds lor visitors. Now. there are over 3,000.
Many Kcnyan salhri lodges call themselves eco-fiiendly ifthcy sirnply recycle their plastic and use
ecoliicndly clcaning supplies. Their tours cultiuue lo be dclivcrcd on minibuses. x,lrich tramplc ovcl nativc
vegetation, spcw lLrmes into the air, and cause soil erosion. Thc dclineation ofland bordels. rvith ltnccs and
walls, has blocked nrigration routes for many animals. This indifl'erencc to thcir local wildlit'e, courbined
rvith thc inllux ol'r'isitors, is negatively impacting Kenya's ccology.

, There are rnany stakeholdcrs in the ecotourism industry. It is a pity that they do not do rrore for the oncs
they nrost bcncfit lrorr: thc animals and plant lifc that livc on those lands.

Tourism in Costa Rica

Year Total Tourism Profil Number of

(in millions) lntcrnational Tourists
1995 $l36 785.000
2(XX) xi 5,15 I .088.000
2005 $591 r.679,000
2010 $629 2.I 00.000
20r5 sr.r9ti 2.660.000
*ntrte.'7ht llitrll lJtnk l)t d\d (Rl DS2

I Which ofthc lollorving best describes thc 2 Read paragraph 3.

dcllnition ofccotourisnr according to the
arrthor'.) Sounds great, doesn't it?

A. a type oftourism that prolnotes exolic Horv does this paragraph contribute to the tone
destinations that look good on social niedia of the passage?
B. a type of tourism that isjust another
schcme to make rnoney E. It eonreys enlhusiasrn for ecotourisrn as
C. a type oftourisnr that doesn't bcncfit the being beneficial to local ecosystems and
ccosystcm as much as it clail'1rs to economics.
D. a type of tourisrn that results in largc F. It shows a sense ofapproval at how
doratiorrs to nuture consen tiun groups ccotourism is superior to traditional
tounsm.
G, It shows ar.r.rbivalence about ecotourisnr,
which has a neutral effcct on the
ecosystem.
H. lt creales a sense ofskepticisr.n about the
idea that ecotourism might be too good lcl
bc tme.

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 ['-nglish [.an guaqc Arts '4 lP

3. Read this sentence from paragraph 2 6 Which conclusion is best supported by the
inlbrr.nation in paraglaph 6?
The United Nations Food and
Agriculture Organization declares that f,. Hunting for sporl poses a serious thrcat to
ecotolrism is nature-based and endangered spccics and needs to be
sustainahle. rcgulated.
F. Ecotourism does nol account lbr the facl
Which statement best describes the author's that anirnals adapt to the llresence of
perspcctive about thc statcment madc bv thc hur.nans.
Unitcd Nations Iood and Agriculturc G. Humans are purposefully disrupting animal
Organization? food chains.
H. Dorrcstication happens whcn rvild animals
A. The statenrent is inaccurate because it fails graduaily become safe to keep as pets.
to address the negative impacts of
ecotourism. 7 How does the table supporr the ideas in
B. The statenrent isjustilied bccause it has paragraph 8?
hclpcd improvc thc populalions of
endangcrcd turtles. A. lt supporls the clairn that tl]c nuurber of
C. This statenrent accuralely rcflccts how lourists visiting ['osla Rica has been
ecotoulism hclps grow local businesses. steadily rising.
D, Ecotourisrn is nalure-based but il is nol B. It illustrates l.row Cosla Rica is an example
long-lasting because of the high costs of ofincreasing profits in traditional tourism
btrild ing cco-lricndll rlt raet ions. lcadin-u to cnr irunrncrrtal Jc\ aslation.
C. lt crnphasizcs tl.rat the rnajority of profits
.l Which excerpt h'orn the passagc bcst suppo s fiom tourisrr do not go towards protccting
Danicl Bluurstcin's i.lcas aboul ccotourisnr irl indigenous species or national parks.
paragraph 5',) D. It reinlbrces thc idea lhat national parks in
Costa Rica arc deteriorating tlue to rising
E. "The idea is to visil nature Io sllppol. not amounts ofair traffic.
damage, consen ation." (par. 2)-
I. "Profits lrccorrre the main priority. not 8. Whal is the most likcly rcason the author
ecological consenation." (par. 4). rrcntions "bLrzzrvorcls" in patagraph 9')
G. "A hunler was able to lurc him out olhis
ervironnrent and kill him becausc he E. Ecotourism fulfills its promiscs of
tlusted humans." (par'. 6). plorrrotirrg rnore eco- fliendly exculsions
H, "Words like "eco" and "glccn" have [. Brrzz*orrls dlau t,.lurists to c-rotic
largcly bccome marketing-only destinations in hopes of seeing native
buzzwords." (par. 9). lvildlife.
G. It is inrpossible to cnforce the claims of
5 What role does palagraph lt play ir the ovcrall these buzzrvords in tourisl areas.
stmcturc of thc passagc? H. Buzzrvords hclp torrists avoid thinking
abour the damaging side effects oftheir
A. lt describes an experinrent that provcs the travels.
ccntral idea.
B. lt supports thc gcneral clairns ofthc
passagc with a concrcte examplc.
C. lt summarizes inlormation lound in the rest
ofthe passage.
D, It ol'fers historical backgroLrnd knowledge
lor the main problcm in thc passage.

The Tutorverse
I 20 '4. English Langr.ragc Arts

A Critical Point of View

On July 15. 1979. President Jirnmy Cafter addressed thc nation from the C)val Office. In this address.
known as the "Crisis of Confidcnce'' speech. Carter discLrssed difl-erent issues facing Americans. Carter
began by mcntioning such common topics as energv use and Arnerica's reliance on fbrcign oil. [{ouever.
hc rvent on to tliscuss a far rrorc unusual subjcct: an intcmal thrcat to Anrcrican democracy. This crisis did
not lhrcalcn Anrcrica's standing with othcr nations ol the civil rights ol'its citizens. lnstcad. it struck at thc
"heart and soul and spirit" ofAurerica's national will and spirit. In particular. Carter was conccmcd u,ith
America's obscssion rvith material posscssions and thc citizenry's detacl'mcnt tiom society.

Cafter \vas thc lirst presidcnt sincc the end of World Wal ll to bring Lrp thc subject of Amcrica's spirit.
Caner bcgan his spcech by reading cxccrpts frolr lcttcrs sent to him by conccmcd Americans. Many of
tllese letters includcd commcnts lhat questioned thc Anrcrican Drearn. Fronr rcading these pcrsonal appcals.
Cartcr bcgan to see a "crisis ol conticlence" looming on the American horizon. For Carter, this crisis $ as
due to a shjli lionr valuing lhmily, l'aith. hard wolk, antl communily to worshippjng self'-indulgcncc and
consurnption. Anrericans were obsessing ovef what they could buy and consume. Caner bclicved that this
crisis rvas an cxistcntial one a crisis that took arvay pcople's sense olntcaning and belonging.

Cafler saw thc symptoms of this crisis all across Amcrica. He pointed out how both votcr turnout and
worker productivity had droppcd. IIe noted that peoplc rvcre spending ntore money to enjoy the cu 'cnt
mornent, and saving lcss for thc future. I{e lamented that t'ewer and l'ewer pcople believed that the luture
would bring prrrgrcss anr.l bctter tirncs.

ln his spccch. hc dcclared that this crisis could not bc solved by politicians alonc. Cafier bclicvcd it would
take a conccrtcd cffort by Anrcricans themselves and urged his fellou citizcns to think ofthe grcatcr good.
Most inryonantly. he asked his audicnce Io put an cnd to the age of Anterican excess. Caner ryanted people
to put aside their selfish rvays and lbcus on contribLrting positively 10 socicty. IIe believcd that Anlericans
had thc srrcngth to risu to thc occasiul.

At the time, his nalionally tclcvised specch was mel with mixed reaclions. Sornc publications praised it as
an accurate diagnosis of the country. Thcse publications believed Cartcr was bcing rcalistic and honest
aboul thc cullural- political. and economic crises facing thc nation. Olhers rvere less impressed by his
cfforts. dubbing his address thc "Malaise Speech." ('ritics in this camp bclicved that Carter uas painting an
apocalyptic portrait of the United Stales. They felt that he unthirly charactcrizcd a greal counlry as sick and
dying. Many bclicvcd Carter's statemenls were nothing more than lrypcrbole.

r, Neveftheless, thc themes that Carler covered consumplion. identity. and unity are issues that still
resonate today. Looking back, it seems almost as il'Ca(er had a crystal ball u,ith r.r'lrich he glimpsed the
future a lirtLrrc *here Arnericans care rnore tbr shiny gadgets and scllles than fbr their orvn health and lbr
their neighbors. Indeed, u,hen conrparing the conccnrs erpressed in the "Crisis ofConfidcncc" spcech to
cument issucs, nrany find that there ale more bridgcs than gaps. In 2009. Prcsident Barack Obarna identified
the same 'lrolbLrnd... sapping ol'confidence" in Anrerica during his inaugural spccch. Thc econornic
downtum o1'200t1, caused by vcars ol over-ambitious spending and ntorlgagc dcbt, echoed tlrc high
runemploynrenl rales ofCarter's cra. The unchecked use oflbssil l'ucls has led to staggering pollution and
deadly climatc changc.

Perhaps thc csscncc of Carter's spccch rvas less apocalyptic and urore r isionaly than rnany hlr e claimed

The Tutorverse
 Lnglish Languagc Arts 'E l2I

Which statement best describes the central idea l Paragraph 3 contribLrtes to the developurent of
of thc passage? the ccutral idca o1'the passagc bv

A. ('artcr's presidency u,as troublcd lry many E. illustrating rclatablc cxamplcs of American
cconornic, political and cultural problenrs. citizens be'har irtg in a eoncerning rrly.
B. C'aner's 1979 speech identified spiritual F, convcying Carler's personal dislike ofthe
urrtl cultural prohlcms lhut c()ntinue t(, way mosl Anrericans behaved.
all'ect the American public. G. proposes a solution to a political probler:t
C. Carter's "Malaise Speech" rvrongly descritred carlier- in the passage.
diaqnoscd the Anrerican peoplc rvith H. connecling problcms from the pasl rvith
problems that thcy did not have. problcrns ol today.
D. Cartcr's "Crisis ofConfidcncc" spccch
hclped lix Americans' problenrs in the r Whiclr stalement best dcscribes how the
1970s. arrthor's usc ol' prohlcrrr-and-solur ion irr
paragraph 4 contributes to the development o1'
2 Which statement best describes whv Carter's ideas in thc passage ?
spccch was significant?
A, Explaining how the problenr cannot bc
E. "ln this address. known as thc '(risis ol rcsolvcd by politicians shorvs that Cartcr
Confi dcncc' spccch. Cartcr discusscd did not takc rcsponsiLrility for the issue.
dif'fcrcnt issucs lacing Arncricans." (par. l) B. Describing thc tlifliculty ofproposed
F. "lnstead. it slruck at the 'hcan and soul and solutions highlights Caner's personal crisis
spirit' ofour national will..." (par. l) of faith in thc luture.
G. "He lamented that l'eu,el and lcwcr pcople C. Illustrating thc severity ofthe problerr
bclicvcd that the tulurc would bring demonstrates C'artcr's intention to blame
progrcss and better timcs." (par. 3) Americans lor their ou,n failings.
H. "ln his speech. he declared that this crisis D. Detailirrg thc lctirlns that Arrcrican
coLrld not be solved by politicians alone." citizens need to take highlights how Carter
(Par. 4) rvanted peoplc to take responsibility for
thcmsclvcs.
.1 According to the passage. Carter was inspiretl
lo writc his spccch by 6 Which sentcnce liorn paragraph 5 best
describcs thc author's perspcctive on Carter's
A. obscrving the behavior ofcitizcns and spccch?
reading reports or national trends.
B. suggestions frorr his team ofdetlicated E. "Critics in this canrp believed that Carter
spcechrvriters. rvas painting an apocalyptic portrait of the
C. direct communications flom individual United Statcs."
Arnerican citizens. F. "Thcy fclt lhat he unlhirly characterized a
D. ncrvs reports ofthe economic and great country as sick and dying."
cnvironmental issues plaguing thc couDtry. G. "Thcsc publications believed Caner rvas
being realistrc and honesl about the
cullural. prrlilical. and econonric criscs
facing thc nation."
H. "Many bclicved flarter's statements wcl'c
nothing nrorc than hyperbolc."

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122'4 English Languagc Arls

7. Read this sentencc lionr paragr-aph 6. 8 In paragraph 7. horv does the phrase "lcss
apocalyptic and more r isionary" contribute 1()
lndeed, rvhen comparing the concerns the ovcrall argumcnls ofthe passage'?
erpressed in the "Crisis of Confidence"
spccch to currrnt issues, man\ find that E. lt sheds light on the facl thal Carter's
there are more hridges than gaps. concerns uere out oftouch with reality.
F. lt reinfbrces the argument that Carter's
What is the most likely reason the author uscs speech rvas based on exaggerated
the rvord "bridges"? inlormation.
G. It counlers the idea that Caner's specch
A. to dcscribc a potcntial solution to national focuscd too much on negative aspccls ()1'
uncmployrncnt society.
B. to rcinlbrce the idea that connections still H. It suppons claims that C'arter's spcech
crist hctwccn pasl and prescrrt issues reflecled a unique kind oflbresight.
C. to emphasize how nruch timc has passed
since Carle r's prcsidency
D. to highlight how dilllcLrlt it is to find
similarities bctwcen the 1970s and norv

Linguistically Speaking

Most people take fbr grantcd thc fact that we can conrmunicate clearly with one another. Yet it's nothing
short ofamazing that wc'rc able to lnake ourselves understood to convey cornplicatcd thoughts and
ideas to onc anothcl at all. 11's thanks in part to languages that we have becorre the dominanl specics on
our planet.

But what exactly is JangLrage. and how does it u,ork'l I lou, *,as language created, and how did it change
over time? Why is it slill a challcnge 10 conrl]unicate with those rvho speak difl'erent languages'? Why is it,
exactly. thal thc rvord "dog" rel'crs to a furry. lbur-lcgged creature that barks and bitcs'l And rvhy is "tlog"
rcprcsented by thicn in Frcncl't. parro in Spanish. and irra in Japanese? These questions and morc arc thc
focus ol linguists. or tllose \vho study languagc.

One rnight ask: "Ilow can thcrc bc a u4rolc tield of sludy devoted to language'? Thcre's nothing more to it
than reading. writing, speaking. and listening, right?" In reality, languages are as compler antl nuanced as
Ihe way we usc them. Thus. thc ficld of Iinguistics is lbcused on learning about languages. Though the ficltl
oflinguistics is actually quitc broad. it can bc thought of in two parts: studying the structule ol'a languagc.
and obscrving horv langLrage is used.

There are many parls to a language. The most basic components of languages are lvords. Morphology rel'ers
to thc study o1'rvords thenrselves, and how they are struclured. In rrorphology. rvord pans arc called
"morphemcs." Simplc words are madc up of a singlc morpheme that carrics all of its r.ncaning in a singlc
unit, such as "tcach," "push," and "kind." (The Greek and Latin roots that are uscd to fonn many English
u'ords are also considcrcd rnorphcrrrcs. and many of thern are simple.) Complex u,ords have two ol'rt.lorc
nrorphemcs, such as "tcacher." "pushing," and "kindness." ln the latter examplcs. notice hou'the sullixes
"-cr." "-ing," and "-ncss" necd to be attached to another morpheme to givc ther.n meaning. Although the
tules arc often quitc diffcrcnt lionr languagc to language, cvcra language has ils own morphology.

lf words arc thc building blocks ol a larrruage. then ser'ltences are the buildings and skyscrapcrs. Syrrtax
builclings llrc rvay in u,hich rvords are arranged to make mcaning. Each
rel-ers to the sludy ol'thosc

The Tutorverse
 [:nulish Lnnsuauc ,lrts ?. t:t

language has its orvn rules o1'syntax, \\,hich govern such things as the placcrnent ol'nouns, verbs. and
adjectives. For example. in tinglish lve say. "She rvorc thc black suit." The adjectivc "black" goes beforc
thc noun il describes, "sLrit." ln Spanish. horvever, adjcctivcs frcqucntly follow thc nouns thcy describe:
instcad of"thc black suil," il's el lnrje negro. Translalcd dilcctly into English by word ordcr, "el trajc
ncgro" reads "the suit black."

Then. ofcourse, there are thc ways rvords are spoken thc way they sound, and horv that rclales lo what
they rnean. This study of mcaning is called senrantics. Scmantics can quickly becomc complicated, but
pcoplc oticn usc it \\'ilhoul thinking. For crampic. thc rvord "rosc" can rcfcr to a flowcr. or it can bc thc pasl
tcnsc of "rise." Nativc speakcrs olicn understand rvhich rncaning is appropriatc intuilivcly. bv noticing thc
position ofthe word \\'ithin thc syntax 01'the sentencc.

l'honology ref'ers to thc way speech sounds creatc words urd rrake up a langLrage. For cxanrple, the letters
"C"'and "ll" rnakc spccilic soullds, which arc callcd "phonemes." But when the two lclters are put togcthcr
as "(lll." they crcatc a third phoncmc lhat sounds tlifllrcnt from cach lcttcr indivitlually. Pragmatics rcfcrs
1o how thc mcaning ol'a u,ord depends on ordcr ancl conlcxt. For exarnple. inraginc thal it's a wanr day and
someone asks you to "crack a u'indo',r'." The plagnratics of that phrase indicatcs to you that you should opcn
the u'indou a little bit. and not lhat you should pul a crack in tlte *indolr'glass.

Unlikc thc study ofthc struclurc ofa language. thc stlrdy ol'language usagc focuscs nrore on how peoplc
rutilizc languagcs. ln historical linguistics- linguists are lircuscd on horv and u'hy languages change ovcr
1imc. For example, many ol-the world's languagcs arc dcrivcd li'orl a single ancicnt languagc knorvn as
lndo-Eulopean. Ilistorical linguistics study things such as how languages as ditlbrcnt as English and
Sanskrit both cvolvcd fronr lndo-European.

Psycholinguistics. on thc othcr hand, is primarily conccrncd rvith studying thc psychological and
ncurological factois that allorv people to develop linguistic skills. Psycholinguists study cverything fronr
horv pcoplc leam a languagc to ho\v they arc ablc lo drarv on a languagc to convcy thcir ideas. l\'[uch oi'thc
research psycholinguists do inrolvcs language leanring in children. Every languagc is conrplex. and cach
has nuances tltat are sonrctinrcs dilficult for adult langLrage learners to grasp. Childrcn. however. Ieam their
rcspecti\,e languagcs with rclative ease. By brcaking &rwn tllc proccss by which childrcn acquire language.
psycholinguists can gain broader insights into hor.v pcoplc ofall ages learn.

Lu No uralter which langLragc you use, its history and dcvclopmcnt has becn traccd back thousands of years by
histolical linguists. YoLr lcarncd how 1o comnrunicatc tlrrouglr plinciples invcsligatcd by psycholinguists.
You usc rvords urade olnrorphenles. The meanirlg, ol'youl words is aff'ected by syntax. semantics, and
pragn')atics. Did you ercr imagine that a sir.nplc conr,clszltion with a friend could bc so complexl'

l. Which sentence best describcs thc cenlral idea ol' this passage l

A. "Mosl people take lbr grantcd the lact that wc can communicate clcarly u,ilh onc another." (par. l)
B. "Why is it still a challenge to communicatc with those who speak difl'erent languages?" (par.2)
C. "ln reality, languagcs are as cornplex and nuanccd as tlle \yay we usc them. Thus, the field of
linguistics is locuscd on leaming aboul Ianguages." (par. 3)
D. "Unlike thc study of'thc structure of a languagc, thc shrdy of languagc usagc locuscs morc on horv
people utilizc lan-euages." (par. tl)

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124'4 English Lan guagc Arts

) What is the most likely reason the author uses : Which conclusion is best supporled by lhc
thc phrase "lbr granted" in paragraph l? inlbrnration in paragraph 41)

E. to contrast thc common social perceptions A. Morphemes have similar mcanings

of'language rvith horv it is vieu,ed by rcgardless ol the specifi c langLragc.
linguistics scholars B. Knowing English is equivalent to being
F. to cmphasizc how intuitive and simple prollciert irr Creek and Lrtin.
language is to young children and nativc C. Knowing the meaning of rnany morphemes
speakers can help expand a person's vocabLrlary.
G. to rcinlbrcc the importance of investing in D, Lcaming rnorphemcs is urore difficuh than
l'urther lingr.ristics research and study lcaming words.
H. to illustrltc ht'u pcuple can commurricalc
clearly w;1h cach other 6. Rcad this sentence from paragraph 7.

l Whal rolc docs paragraph 2 play in the overall Phonology refers to the wav specch
struclure o1'the passage? sounds create rvords and make up a
language.
A. It explains problcms that are resolvcd lalcr
in thc passagc. Based on this definition. rr'hich sentcncc bcst
B. It hsts the subtopics that will be expanded describes an example of phonology l
upur in paragraph 9.
C. lt summarizes tlte infonnation found in the f,. Thc word "pound" has rrultiple nreanings
rcst 0f the passage. that depend on the context in which thc
D. It introduces the topic of tl.re passagc rvord is used.
through rclatablc examples. F. The idiom "raining cats and dogs" has a
lneaning completely dilfercnt liour that of
4. Rcad this sentence from paragraph 5 the individual words ntaking up the phrasc
C. Adding the prefix "-un" to "wind," or
lf words are the building blocks of a "happy" crcatcs ncw words with oppositc
languagc, then sentences are the mcanings.
buildings and skvscrapers. H. Thc "2" sounds in "chcese" and "zcbra"
are lhe sanle- but are represenled by
What is thc cfll'ct t]f cornparing sentences to differcnt combinations ol lcttcrs.
"buildings and skvscrapers"?
'7 Thc aulhol includcs a clrcstion al thc cnd ol'thc
E. 11 dcrnonstratcs how written instructions lust parapraph [rost likcly to
arc csscntial to constructing buildings.
F. It shows horv language enabled pcoplc to A. rcstatc lhe "what," "how," and "why"
build an advanccd cililization. qucstions asked in paragraph 2.
C. It emphasizes the complexity of the
B. quiz the rcader about his or hcr knowlcdge
rclaliUnslrips belueen uords in a scntcncc
of the subjects discussed within the
H. It illustratcs how linguists construct
passage.
scntcnces in the same $.ay wotkers build
skyscrapcrs. C, point out to the reader that common
interactions are more complicated than
they scem.
D. interesl llre reader in doing lurther fcsearch
into historical linguistics and
psycholinguistics.

The Tutorverse
 English Languagc Ans 4 125

8 Bascd on paragraph 9, rvhy does psycholinguistics placc morc cmphasis on children's language leanring
than on tlrat ol'adultsl

E. Understanding the ways in vr.hich children learn a language intuilively lnay lead to idcas that
support adult leaming of languages.
F. Adults are less Iikely to cooperate with psycholinguists because languagc leaming seems dilficult
and challcnging to thenr.
C. Because tirne has passcd betr.veen childhood and adulthood, dle study ofadult languagc lcaming is
more propcrly a task tbr historical linguists.
H. The discipline ofncurology. u,hich is the study olbrain functions, is morc concemed rvith children
than u,ilh adults.

Plastic Addiction

Look into any Iunchbox, toy box, cal, train or airplane cabin and you'll see it: plaslic. Versatilc, durable and
incxpensive to nranulacture, plastic has becomc a corncrstone of nrodern industry. Ncarly evcry objcct
cr'rcountcred in our daily livcs is rnade o1'plastic. As such, rve live in a virtual sea ol'plastic, which.
unfonunately fbr our environnrent. is choking our actual scas t'ith some five billion tons ofstagnant, stolid
plaslic waste.

In 2009, the Environmental Protection Agcncy estimated that a mere seven percellt ofall plastic uaste il
Antcrica is rccycled. In 2015. scicntists calculatcd that up 1C} l4 rnillion tons ofplastic rvaslc is rvhooshed
into our occans cvcry year fionr coastal rcgions alonc. Somc of that tlash originalcs fiom ships at sea.
llowever, lrosl ol'it comes lionr garbagc that has been dumped alongside rivels and coastlines and is
washed or blown out into deeper waters. How long rvill it takc thal plastic rvastc to biodegladcr'? In tenns ol
thc most environrncntally-f iendly plastics that have urly recently started lcr trickle into the rnarket (think:
thc c\tra-thin and crinkly rvatcr bottles in supcnnarkcts). scientists gucss lhe proccss u,ill takc aboul .150
ycars. In terms ol'the rest: forcver.

Even the plastic that rvill cvcntually break dorvn (the allegedly "good" plastic) rvrcaks havoc with sea lilb
and. hcnce. the entirc ecosystcm. Millions ol'rnarine aninrals roughly 700 dil'tercnt species are
threatcned by plastic. Sorrc anirnals are maimed or killcd extemally slrangletl by carelessly discarded six-
pack lirrgs or fishing nets. Many morc. howcvcr. u,ill bc negatively afl'ccted by plastic intcnrally. In 2004,
scicntists discovercd that a spccics of comrnon amphipods (a tiny shrimpJike crustaccan) in search of its
usual dict ofnricrobial slinrc. rvas diligcntly gnauing away at plastic l.rags and bottles ulrich werc coated
with lhal slilnc. Thc amphipods u'ould thcn cxcrctc thc digested plastic bits in thc lbm of dots of plastic
less than one-lilih ofan inch widc dots that wcre subscquently dubbcd "uricroplastics." Havc you evcr
rvalked ol a bcach and 1'elt a slight crunch unclerfoot'? That crunch conres fronr microplastics grinding
togethcr. Some bcaches contain sand tlrat is up to l5 pcrcent microplastic.

.r Worsc than pollutcd beaches. horvo,er. is thc lhct that lhc $'orld's fish and othcr assorted sca Iilc are eating,
drinking and brcathing thcsc plaslic dots. Microplaslics ollen contain toxins such as Bisphenol A (or BPA).
These arc passed up through lhe marinc lood chain, as com[lon anr;rhipods are eatcn by fish. and lish arc
eaten by larger flslr, and t/ro.rc flsh are calcn by pcoplc. The higher up a fish is on thc fbod chain. the greatcr
the saturalion ol'toxins. T*o years ago, rnarine biologists in Massachusetts discovered that a third ofthe
fish caught by llshcmren rn Plymouth Sound housed microplastics in theil gu1s. Antl whilc fish guts can bc

i biodrgrade: thr- procr'ss of dccorrrl'rosition by bacteria ol othcr living orglnrsms

The Tutorverse
l16 '? English Languagc Arts

rcmoved beiore we eat lhc lish, medical experts wony that nanoplastics microscopic bits ofplastic uan
bc absorbed into thc rcst ol'a fish's body, and tl.uts. into our bodics.

Plastic also threatens the ecosystem by disrupting lhe food chain at its beginning. Plastic waste blocks
sunlight, rcducing the amounl o1'energy availablc to algae and plankton, which arc the building blocks of
tlre entire oceanic ccosystr:u'r. As these tiny creatures dic olf, populations of small animals thal feed on algac
and plankton begin to shrink. So too do the larger anirlals that l'eed on the small aninrals. The negati\ e
inrpact ofplastics on the ocean's tiniest crcatures havc a proftrund impact on thc largest and most
intclligcnt and sentient rnarinc beasts. If tirc ntor rc "Frcc Wili1,r" u,ere madc today. lhc main characlers
u'ould har e to think trvicc belbre setting thcir belol ed u'hale lree in such dangerous u'aters.

. Thc good neu,s is that, despitc the staggering statistics, occan pollution isn't a lost cause. For stal1ers, no
politicians are claiming that occan pollution is a hoax. ln 2014, when Malaysia Airlincs flight 307
disappcared at sea, television vicrvcrs around the world witnessed a raft ofsatellitc irragcs. ali of whiclt
confinncd the fact that our oceans have become a global dump. More irnpodantly, we already have thc
tcchnology to pick up, disposc of, and recycle plastic. Environrrcntalists are calling for thc simple addition
ofnrore garbage trucks, ntorc landfills and ntore coastal cleanups. Big companics like Coca-Cola rvhich
manufactures 128 billion plastic bottles a year have to commit to clearing and recycling their product
uastc. More nations, like Kenya. nced to ban plastic bags: more countries. Iike Francc. necd to ban plastic
cups and plates. In short, u'hen it comes to plastic wastc, we knorv how to do the right thing we just need
to u.r?/ to do it.
Plastic Waste Management
United States, 1960-2015

r Rer !:led

r Combustr-rn yrlth E nEfg y

: orery
: R er

Landfilk
i

So r(t. (i iteLlStattcs Lnyircnucul.tI Pft)le(1iotl AE.t1(\'

: ['rcc \f it11: a l99J rnovic u.hcrc I boy releases a * halc liont captivity

The Tutorverse
 English Languagc ,qr.s'4. W

Which statcrnent bcst describes the central idca Wrich sentence best supports the idca that
ofthe passage? plastic t\astc af'fecls a \,ariely of marine lili'l
A. "As such. wc livc in a virtual sca ofplastic. A. "Thc anrphipods u,ould thet excrctc thc
wlriclt. unlirntrnatcly lor our cnr ilonment. digcsted plastic bits in the lornr of dots of
is choking oul actual seas wilh some fir,e plastic less than onc-fillh ofan inch wide
billion tons of stagnant. stolid plastic dots that were subsequently dubbctl
rl'aste." (par. l) 'microplastics'." (par. 3)
B, "ln terms ofthc nrost environrlcntally- B, "Millions of marinc animals roughly 700
liicndly plastics that havc only rcccntly differcnt specics arc tlrrcatcncd by
started to tricklc into the nrarkct (think: the plaslic." (par. 3)
cxtra-thin and crinkly u,ater btlttles in C. "ln 2014. when Malaysia Airlincs l)ight
supennarkets). scientists guess thc process 307 disappearcd at sL'a. lele\ ision \ ic\\ ers
rvill take aboLrt 450 years." (par. 2) around thc world u,ilnesscd a rafi ol
C, "Even the plastic that rvill eventually break satellile iniages, all olrvhich confl'rned the
down (the allcgcdly "good" plastic) wreaks lact that our occalts ltave become a global
havoc lvith sea lilc and. hencc" thc cntire dunrp." (par. 6)
ccosystcm." (par. 3) D. "The good nervs is lhat, despite thc
D. "ln shon. \\4rcn it comes to plastic rvasle. staggcring statistics. ocean pollulion isn't a
we know how k) do the right thing we lost caLrsc." (par. (r)
iust need to (//?/ to do it." (par.6)
4. Rcad this sentence fiorn paragraph 4
2. Read this e\cerpt liom paragraph 2
And n hile fish guts can be renror ed
I llnlironmental Protcction
n 2009, the bcfore ue cat the fish, medical c\perts
Agcncy estimated tlrat a mere seven rrr)rrJ thal nanoplas(ics - mirroscopic
percent of all plastic rvastc in America is bits of plastic - can be absorbcd into the
rec)cled. ln 2015, scientists calculated rcst of a fish's bodl', and thus, into our
that up to l4 nrillion tons of plastic \r'astc hodies,
is $'hooshed into our oceans c}err'\ear
from coastal regions alonc. What role does this cxccrpt play in thc overall
struclurc of thc passagc'l
What rolc do thcsc scntences play in thc
dcvclopmcnt of thc central idea ol'thc passage'l E. It appcals to the rcadcr's sensc o1'cmpathy
ttr inspire a changc il perspeetir c..
E. It proves that plastic should be completely F. It prescnls and deconstrucls an alternate
banncd lrom bcing used. vicw, to elirninatc possible reader
F. tt highlights rhc avoidable nalure ofthe rnisgivings.
large quantity ol'plastics that cnd up in the G. It demonstrates the val[cs oflhc aulhor and
occan. why ll')c author is a crcdiblc spcakcr on the
G. It dcmonstratcs thc way plastic pollution is topic.
increasing cxponentially on an annual H. It appeals to thc reader's selfintcrest in an
basis. attcrnpt to make a convincing argullrcnt.
H. It shows the nunrbcr ofycars it takcs to
dccompose plastic, and subsctlucntly how
long it atlbcts nrarine lifc.

The Tutorverse
128 'E English Languagc Arts

5 Whiclr statcment would the author rnost likely 7 Which statement describes how the author's
agrec with'l usc ol'ploblem-and-solution in paragraph 6
contributes to thc dcvelopment of thc cctrtral
.4. Plastic pollution hanns our ecosystcm and, idca l
thcrcfore- ourselvcs.
B. Environrnentally lriendly plastic docs not A. It details the events that have increased
posc a threat to the ecosystem. public concern about the issue of occan
C. Plastic should be eliminated entirely, as it pollution.
has deadlv consequeuces for lhe cntire B. It shorvs how politicians'ret'usal to accept
rvorld. thc reality ol'the pollution contributcs 1o
D. Plastic pollution negativcly affects marinc thc problem.
anirrals rnainly through outward damagcs, C. It dcscribes the ncw tcchnologies that
likc getting caught in a net. would be needed to undo the damaBes
caused by plastic pollutioll.
6 Whal rolc does paragraph 6 play in the ovcrall D. It gires evidcnce thal lhere arc cxistirrg
structurc of the passagc'l methods to solve tl.rc problenr o1'plastic
pollution, if people u,ould choosc to
E. It dcscribes the scientific reasols lor why iurplcment thcm.
plastic darnages lil'c on the planet.
F. lt surnrna: izes the hurnan faclors thal 8. I low docs thc graphic contributc 1tl thc
causcd the overall conllicl. dcrclol.xrcnt olthc ccntral idea o1'thc passage.)
G, lt describcs largc changes that uould nccd
1o bc madc to hclp rcsolve the problem. E. It confinns that a large amount ol'plastic
H. It indicates a course ofaction for how waste ends up in thc oceans.
rcaders could personally participatc in F. It implics that thc government shoulcl be
elTorls to resolve thc problcm. passing laws to make plastic illcgal.
C. lt illustrales that plastic use has both
increased dramatically and is largcly not
recycled.
H. [t shows that wories about plastic
pollution are overblown. as a large porlion
ol plastic is rccyclctl.

Tivo Treatises
John Lockc. the son ofan lJnglish larvyer, rvas born in 1632. Thc English Civil War erupted when John rvas
ten. His lirther ser.red on the side ofthe Parlian'lcntary forces. which supporled the Cornmonweallh antl
opposed thc nronarchy. Whilc Locke studied at Oxfbrd Universily to become a cloctor. Oliver C'r'omwell.
rvho had lcd the young Corrmonrvealth. passcd arvay. His death rcsulted il the restoration ofthe lnglish
tronarchy. At that point. Charles ll ascendcd the throne as king. Locke eventually bccalne the personal
physician ot'Lord ShaftesbLrry. one ofthe king's political opponcnts in the neu'Parliament.

Around this tinre Locke wrotc a highly regardctl book titled Twt Trcatises oJ Go|ernrnent.ln this book,
Lockc set lbrth a view of govemmcnt as a contmct, of sorts, bclween subjects and rLrlers. The esscncc of the
book was as follorvs: by participating in a socicty. people voh.rntarily rclinquish certain rights so that thc
lat,s olthc stalc call ensurc inrpartial j usticc and protection lor all.

, Perhaps nrosl importantly, Locke believed that the po$'ers o1'govcnrmcnt should be divided. This. hc
argued, u'oulcl prcvent a rulcl tiom exercising absolute porver. "Nobody can desirc to have me in his
absolute porvcr unless it bc to compel me by loIce to that which is against the right tif my freedorn that is,
to makc rrc a slavc," hc u,rote. Il'sLrch a rulcr did seize pou,er, Lockc advocateci lbr thc light ol'thc cilizcns

The Tutorverse
 English Lan guage Arts ' n)

to rebel: "lt is lawlul lor mc to treat lrinr as one who has put himself rnto a state of war $,ith me that is,
[dcfcat] him if I can.^'

Such ideas u'ere dangeroLrs during the restoration of the monarchy. Locke u.as lbrced to flee ltl the
Netherlands. Many ycars latcr. the popularity ofthe nlonarchy began to rvanc again. Charles II's succcssor,
James . u'as removcd tiorn pou'er. This time, the English Parlianrent left no doubt that it held the ultirrate
porvcr. Parlianrcnt passcd lastinu laws that rcstrictcd thc po*'er ofthe monarchy-

Almost a ccnturJ latcr, Lockc's ideas cngcndcred a ncrv revolulion. This revoh.rtion rvas Iikcly vcry
diflerent ttonr onc that he nright hale inragincd. Thomas Jcflcrson, Alexander Hamilton. and.larnes
Madison citcd Lockc as their inspiration nhcn they \\,lote the Declaration oflndependencc that scparalcd
the American colonies f'rorr England. Lricke had declared that alnong the natural rights ofpeople rvere "lil'c.
liberty. and propcny" cchoes o1'u,hich can bc lbund inthe Declaration: "All men are created. .. *,ith
ccrlain unalienablc rights. thal among thcse are li1'e, liberty. and the pursuit ofhappincss."

I With which stalenrent would Lockc mosl likely 5 The uronarchy Lrnder Charles ll and Jantes II
agree? lurost likely

A. Freedonr o1'religion is a pcrson's most A. disagrced with Lockc's philosophy.

irnportant right. B. supported Locke linancially as he u,rote his
B. Pcoplc musl alrvays war againsl a Treatise.
rronarchy. C. cooperated r.r,ith Parliamcnt 1o rulc thc
C, Too nruch powcr in thc hands ofany one country.
pcrson is dangcrous. D. understood why the American colonies
D. Becausc Pallianrcnl reprcscnts the pcoplc, wanted to separate iiom England.
it cannot pass unj Lrst laws.
6. As described in the passage. all ofthe
2 Which ofthc Iollowing choiccs bcst dcscribes follou,ing lacts support the idea that Lockc's
wlrat thc passagc is at.rout'l upbringing inlluenced his philosophical views
except that
E. Lockc's clrildhood and adult lil'c
F. thc advantagcs ola rnonarchy E. lre serred Lord Shalteshury.
G. a philosophical idca F. he u'as a supporter offiharlcs II.
H. comparisons bct$ccn England and G. his father opposcd thc ruonarchy.
Amcrica H. his father tbught in service of
Parlianrcntary forces.
3. Locke trlievcd that pcoplc should
7 What is the nrost likely reason that the author
A. bc govcrncd by a single pcrsorr quotes the Declaration of lndepcndence in
B. never rcbcl against thcir rulcrs. paragraph 5')
C. consent to a nronarchy.
D. ovcflhrorv an opprcssivc ruler. A. to sho$,that Locke's ideas had a far-
reaching irfluence
.1 According to tlre piissagc. Oliver Cromwell B. to compare one type of govemment with
passed away another
C. to explain why America wanted to separate
E. aftcr Lockc llcd to thc Nctlrcllands from England
F, aticrJanrcs II took thc thronc. D, to justify Lockc's theorics
C. hcfore lhc [:nglislr ( ir il War.
H. whilc Lockc was a student.

The Tutorverse
130 '4. English Languagc Arts

Dear Evun Hansen

lJoy meets national high school musical theater coIrtcst. Boy u'ins national high school rnusical thcater
contest. Boy gets lead in hit Broadway musical.

Does this sound likc thc unbelicvable plot of some Oll-Olf-Broadway play'? Wcll, it's r-cal life for Andrcw
Barth Feldman, a l6-ycar-old.junior at Woodmcrc Academy in Long lsland. ln Junc of20l7, Andreu'
conrpcted in the National Iligh School Musical Theater Au'ards. nicknamed thc'Jimmy A\rards. againsl
or cr 100,000 compelitors lionr all over the country. Eighty of those participants wcrc nominatcd b),
regional paneis ofjudgcs to go to New York tiity. Thcrc. they lrad lo competc in a rvc-ek-long session of
perlbrmances, $,here they wcre rnentored by prol'essional actors, singers, dancers, choreographers and
directors. Eiglrt teens qualilied as finalists: each finalist sang in onc final, Glee-stylc nrcdlcy aka mashup
round. Onc boy and onc girl wcre chosen as winncrs. Last ycar. Andrerv was that ollc boy.

As it happened, during that pivotal nredley round, a group ofproduccrs fot' Dcur l:tyrrt Hansen, aTony
arvard-u'inning musical with a tcenagc protagonist, was sitting in the audiencc. Bclbre Andrew had evcn
conrpleted the first verse ol'his song, the lead produccr tunred to her colleagLres antl mouthed. "l think lhat's
oul next Evan Hansen."

Tu'o days later. Andrcu, mct \\'ith the shou,'s casting dircctor and. subsequcntly. auditioned in front olthc
crcalivc leam. Shonly thcrcaltcr. Andrew's mothcr rcccivcd a phone call, ollcring hcr son his dream rolc. In
Novcr.nber. thc shorv announccd that hc would step into thc role olEvan at the cnd o1'January. 2019.

While this may sound like a nrade-lbr-Disney ovemighl success story. a lot of grit and elbow grease wenl
into Becoming Andrcw. Andrew's lifelong love afl'air with mLrsical thealer bcgan when he rvas three years
old. afler hc sarv a Broadu ay production of Be, ut.t untl t he Bca.rr, At the age ol lt. hc was in a conrrrunity
thcatel production of Annic: at 9. he be.ean or-eanizing llash mobs at asserrblics. Whcn he u,as 12. he
ibundcd his own theater company. Zneefrock Productions, u'hich stages annual cabarct nights and musicals
to bcncfit a charity lbr aulisnr. In bct\\'een. hc managcd to visit Disney World. Disncyland and Paris Disncy
about 20 times combinctl. u,atch and re-rvatch the Star Wars movies and go to tltrec Broadrvay fhn
conventions. Along thc way, he attended theater sunrnrer calrps. staffed in school plays and community
lheater musicals and lcarne'd to play the piano, guitar, bass. drurrs, and Lrkulele and writc his olvn nrusie.
With determination and singlc-rnindedness, Andrcw arguably worked his entire li{'c 10 get his first
prolcssional theater rolc.

And u,hat rolc it is. Thc part of Evan Hansen is an r-rnotionally intense one. Thc play tclls thc story ol'a
a
l7-ycar-old teenager who pcrpctually lccls likc hc is on thc outside looking in. Evan is thc plovcrbial nosc-
pressed-up-against-the-caleteria-rvindot' kid: the shou portrays his olien-rrisguidcd quest to find someone
or so[lething to prove to hinr that, somewhere, he belongs. Thc parr is so dernanding that. originally. the
producers only auditioncd actors in thcir 20s or oldcr. In thct, the first actor u,ho playcd Evan r.vas 23.

To protect their young investnlent. the prodLrcers are brcaking Andrcw in scrni-gently. with five
perlonnances a week, inslcad ofeight (with thc rolc's undcrstudy perlbnning the l.emaining three). Hc has
stafted taking sineing lcssons and. in time. will gradually build up stamina. until he can shouldel the entilc
lcek's worth ofshorvs. ln tlle nreantirne, his li{'e has bccn turned lopsy-turvy: hc rchcarses five hours a day,
attends r, ocal classes and is home-schooled bv a tutor lbr l -5 hours a rveek.

Whcn Andrerv amounccd to his lriends and larnily that hc had rvon or rather, cra'lcrl thc part of Er,an
Ilansen, hc posted on Inslagram. "l got the email that thcy wanted mc to audition. 'This is u,hat you've been
rvaiting for,' I said to mysclf. 'You've thought a lot about this. and you've figured out what to do."' lndeed
hc has.

The Tutorverse
 t:,nglish Languagc erts 'E Il I

Which slatement best supports thc ccntral idea 4. Read tl'ris sentence fiom paragraph 3.
ol'the passage?
Bcfore -,\ndrel had el en completed the
A. "tsoy wins national high school rnusical first \ erse of his song. the lead producer
theater conlesl." (par. I ) turned to hcr collcagues and mouthed,
B. "With dctcmrination and single- "l think that's our next Evan Hansen."
mindedness, Andrew arguably worked his
entire lif'e to get his first prolessional What lole does this scntence play in the
theater role." (par. 5) development ol' the ccntral idea of the passage?
C. "ln bctwcen, hc managcd to visit Disncy
World, Disnevland and Paris Disncy about E. It illustrates thc uromcnt that all of
20 timcs combined. u'atch and rc-u'atch the Andr,.'u 's hard u r,rk artd dr.'lerminalion
Star Wars movies and go to lhrce were rccognizcd.
Broad*'ay l'an convenlions." (par. 5) F. It highlights thc lact that actols like
D. "The play tells the story ofa l7-year-old Andrerv are born and not made.
tccnagcr $,ho perpetually l'eels likc hc is on G. Il dcmonslralcs the complex proccsses that
the outsidc looking in." (par.6) Andrerv undcnook to rcach success.
H. It shows lhc amount of practice and skill it
2. Rcad paragraph I took lbr Andrcu, to sing a rledley.

lloy meets national high school nrusical 5 What conclusion is bcst supportcd by the
thcatcr contest. Bol rrins national high infonration rn paragraph (i)
sclr0ol musical theater contest. Bot gels
lead in hit Broadrrar musical. A. Thc rolc of Evan Hansen is emotionally
slraightlorward lor Andrcw. as it describes
What is the ellect of the repctition used in this a teenagc boy.
paraglaph 7 B. Andrerv is thc first aclor to successfully
play the role ol'Evan Hansen.
E. lt crnplrasizes how many attcrnpts Andre w C. Evan Ilansen is a rolc that is bctter played
nradc' belbre his success. by adult nrcn, rvho have a more mature
F. It highlights how thc events of'Androv's perspective orr adolescertce.
lilt resenrble those in a rvork ol'ficlion. D. Andreu"s succcss in bcing cast as Evan
G. lt crcates an engaging rhythnr tlrat llrimics Hanscn is a tcstilnony to his lalent, and nol
lhe songs that Andrerv sang in thc conlcst. a conscqucncc ol his age.
H. It suggests that not urarly boys nrakc it tO
Broadu'ay. 6 Hou' does the word choice "eamed" in
paragraph [l contributc to lhe rneaning ofthc
-1 What rolc docs paragraph 2 play in thc ovcrall passage?
structLrrc of thc passage?
E. It ernphasizcs hou it was more tlian luck
A, lt providcs a coursc ofaction lor horv that led Io Andrcu,'s role.
potenlial teen actors can actively advance F. Il reveals Andrerv's preoccupation * ith his
their skills. reputatiorl on social media.
B. lt dcscribes horv Andrew's lil'c hecamc G. It highlights Anclrew's focus on his
inspiration for a hit tsroadway play. earnings for portraying Ethan Hansen.
C, lt emphasizes the extcnt of Andrcw's H. It shows thc nrany hours Andrcw's aLrdition
accomplishmcnt in winning thc 1br Ethan Ilansen lasted.
cornpetilion.
D. It surnrnarizes the events of Andrew's
childhood that rvere crucia! to his rvin.

The Tutorverse
132 ? [nglish LangLtagc Arts

7 What sentence in the passage best suppofls the IJ The author would most likely agrcc rvith which
idea that Andrew is continuing 1o show a statement l
strong rvork ethic'?
E. Detennination is a guaranteed path to
A. "Witlr dclennination and single- professional success.
mindedncss. Androl arguably worked his F. A.piring actors shotrld cornpele irt ranous
entire lil'e to get his first professional competitions in order 1o be discovered.
theater role." (par. 5) G. Follo*'ing your passion can yic'ld
B. "To protcct their young investment. Ihc unexpected results.
prrrduccrs arc hrcuking Andrcu in scmi- H. Young aclors are \ aluablL' asscts in
gently. with livc pcrtbmanccs a rveek. professional theatre productions.
instcad rilcight.... (par. 7)
C. "ln tact. thc first actor who played Evan
was 23." (par. 6)
D. "[n the meantilre, his lifc has bccn turncd
topsy-turvy: he rehcarscs five hours a day,
attcnds vocal classes and is home-schooled
by a tutor lbr l5 hours a week. (par. 7)

Mastcrrninds of the Sea

Behold, the rlighty octopus: it has six legs, llrrcc hearls, two anns, one venolnous beak, no backbonc and
a very itlpressive brain. Nine brains, to lre nrore precise. The central brain thal contr-ols the r)elvous systen)
is locatcd in thc octopus's hcad, and eaclr ofthe tentacles houses another small brain. This enncadr is o1'
particular intcrcst to scicDtists, bccausc the brainpowcr of an octopus brcaks most of thc rulcs of intclligcncc
in thc animal kingdom. As such, octopus intelligencc has bcgun to redefinc thc very boundarics of'
intellicencc. lbr both animals and huntans.

Among animal vcftcbratesr, high intelligence is usuallv found among those *4ro share three common tr its.
Ftrst, thcy lcnd to havc brains that arc largc in size. Second. they live relatively long lives afier all, thc
longcr you live, thc nrorc tinrc you have to learn. Third. they tend to form strong social bonds with mcmbcrs
of thcir orvn and othcr spccics. and learn flonr working and cooperating \\,ith them. Think of herds ol'
elephants. troops ofchimparrzccs. packs o1'u,olvcs, pods ofdolphins and how they livc and rvork as a tcalr.
Think. too, o1'how clcphants. rnonkcys and dogs are rvilling even eager to u,ork with and lbr humans.
These thctors have conrbincd. during the course ofevolution. to fonr brains that are more poucrtul than
befbre.

Octopuses, on the othcr l']and. brcak the cerebral mold. While these cephalopods do boast the largesl brains
in thc mollusk rvorld the cornmon octopus has roughly a half-billion neuronsr, about as many as a housc
cat or a small monkcy thcy arc surprisingly short-lived. In lact, their lilespans run anywhere liom a l'crv
Inonths to two ycars, which gives thcrn little tirne lor lifc lessons. What's more. they're habitual loners.
Unlike their smafl vertc'bralc countcrlarts, octopuscs learn nothing liorn their parents or other octopuses;
they arc largcly scll-taught.

I cnnead: a group of ninc

I verteltrate: an animal lhat posscsscs a backbone or spinal column
I neuron: a specialized ccll in tlrc ncrvous systerlr thrt transmits nerve impulses

The Tutorverse
 English Language Afls 4. | 33

Becausc thc ocbpus is such an outlier in the arsa ofanirnal intclligence, scientists have to ask: Whal
classifles intelligence in ccphalopods') Generally, experts agrec that the ability to accluire information. and
apply and adapt it to daily lil'c. is a comerstonc ol'animal clctcrncss. Octopuscs havc this ability in spadcs
There arc vidcos ofoctopLtscs in thc sea finding coconut shclls ol sca shclls. using thcnt to hidc liont
prcdators and. uhen the coast is clear. carrying the shells ivith thcrr like luggage. 1o usc later. This shou,s
that octopusss see the shells as tools, which arc not only uselul now bu1 rnay provc usetll in thc hlturc.

The abilily to acquirc infonration becomes cvcn more sophisticated when the aninral uses it to makc
decisions. ln onc expcrimcnt. scicntists presc|ltcd oclopuses in captivity the choicc bctr.veen clams and
musscls 1o cat: thc octopuscs chosc the nrusscls. because they u'crc casier to open. When the rcscarchcrs
opencd thc clanrs for lhcm. the octopuses chosc thc clams. In othcr words, they chosc thc mosl easily
accessible lbod. The scientisls also noliced tlrat the octopuses had scvcral methods ofopening the shclls:
They wrcnched them apart. broke thenr with thcil beaks or drillcd holes inlo them and they selectivcly
switched nrcthods according to the spccies of the lixrd. Whcn cxperirnenters rvircd the easier musscls shut,
the octopuscs would change tactics until they sLrcceeded. Any sirnple anirnal likc a pigeon can pcck
mindlessly at a Io er lor hours in thc hopes ol- gctting lbod. Only nrore complcx-nrindcd anirnals like the
octopus can make decisions on the spot.

Bcar ir.r nrincl. of course. that llo sell-respecting octopus would pull a tbod lever for hortrs anyway. bccausc
its lively rnind would grow borcd. N,lore likcly. an octopus would pullthe lever oncc or lwice and thcn Lrse
its nimble anrls to take the cntirc apparatus apart. perhaps attenrpt to brcak thc lcver in tu'o and then squin
1l'le experinrcnlcr with u atcr. Likc other sman aniurals. octopr.lscs are curious and likc to play. Givc an
oclopus in captiviry an cmpty jar. and it u.ill figurc out how to [icocl]et it against lhcjct slrcam of thc tank's
intakc valvc and then catch it. nrLrch the way you nright bounce a ball. The kcy point here is tlrat tlre octopus
is not r.nercly interested in thejal bccause it rray contain loodl rathcr, it is trying to ligure out how to tltt
something iutcrcstirlg darc wc say. fun rvith the_iar itsell.

And hcrc lics a ccntral parl ol'oclopus intelligcncc: octopuscs can bc fun- They can also be shy or naughty.
quiel or emotional. passivc or aggressive. Thcy havc pcrsonalitics and preferenccs, and this is a hallnrark of
intelligcncc. Octopuses in captivity evcn demonslrated prefereTces among difl'ercnt caretakers and
scientists. At an aquariunr in Ncw Zcaland, r'escarchets noliced that an octopus took a tlislike to a certlin
caretaker cach time she passccl his 1ank, he would squirl a half--gallon ofrvater down her back. At <lthcr
aquariunts. ccphalopods rvould squirt only thc ncu, staff menrbcrs, while leaving thc tnorc familiat oncs
alone. Dcspitc lhc lact that all the staffers rvcrc drcssed identically. the octopuscs werc able to difti'rcntiatr',
catalogue and have opinions about therl.

To be sure. nrany scicntists rvould argue that the octopus's so-callcd inlelligence is merely an evolLrtionatJ
"
necessity. Whcn ccphalopods lost their shells sorne 275 million ycars ago, they wcrc lcll cxtremcly
vulnerablc to predators. Thcy rcquircd canny and cunning and thc ability to think on the fly in <xder to
sunivc. Still, this should not diln the importancc of the impressivc oclopus brain. By breaking the rules of
anirnal cognition. octopuscs show us that lherc arc difltrcnl roads to and reasons lor inlelligence. I lunrans
pondcr thcse dilfcr-ent roads cvcry day. Horv can a genius child bc bom flom lwo parents ofavcragc
intelligence'i Why is a twin bctlcr in school than his or her idcntical sibling? Onc day, the nlighty octopus
rr.ray help us undcrstand why.

-I'ofal
Anim aI Avcrage Number of Neurons (million)
I Iouse N'lousc 11
Soulhern Red Oclopus 500
Cat 760
('hinrpanzcc 2lr.(xx)
Adult I lurnan li6.(xx)

The Tutorverse
ll4 4. I,,,glish Languagc Arts

Which statcnre t best describes the central idea ,l What role does paragraph 4 play in the overall
of the passagc? structure of the passagc'?

A. "Thesc factors havc combincd, during thc E. lt identifics the ways in rvhich difl'erent
coursc ofevolulion. to lbnl brains that are cephalopods display intelligence.
more pou,erful than belore." (par'.2) F. lt gives behavioral exanrples ofoctopus
B. "And hcre Iies a cenlral paft ol'octopus intclligcr)cc observed in e irptivity.
intelligcnce: octopuses can bc lun." (par. 7) G. It explains how experts viewed and
C. "Whcn ccphalopods lost their shells some recordcd intelligence ofthe octopuses at
275 million ycars ago. they wcre lell aquariums.
cxlrcnrcly vulncrablc to prcdators." (par. ti) H. lt details specific sccnarios llrat
D. "By brcaking thc rules ol'anirnal cognition. denlonslratc hou, octopuscs cxhibit
octopuses shorv us that thcre are differcnt intelligcnce in daily life.
roads to and reasons fbr intelligence."
(par. tJ) 5, Read this scntcncc from paragraph 5

2 Horv docs paragrapli 2 support thc The abilitY to acquir€ infornration

dcvclopmcnt ofthe central idca'l beconres even more sophisticatcd rlhen
the aninral uscs it to makc dccisions.
E. It illustrates lhe methodology that scientists
use to identily the most powcrlul anirnal Ilow does this scnlcnce fit in thc overall
brain. struclure ol' the passage?
F. It shorvs holv anirnals that collaborate are
more likcly to be intclligent than solitary A. It inlroduccs a measure for a rnore
animals. challenging type of intelligcncc than
C. lt rcinlorces how vertebratcs arc _ecnerally previously mcntioncd, which octopuses
lnore intclligcnt than cephalopods. also denronstrate.
H. It highlights lhe qualities shared by anirnals B. 11highlights a reason wlry octopus
with high intelligence. intelligcnce is inf'erior to that oIhumars,
despite being more inlelligcnl lhan most
3. Read this scntetrce fiom paragraph .3. other animals.
C. lt emphasizes ihe arrount ol'cncrgy used
Octopuses, on the other hand, break the when an animal's brain switchcs to
cerebral nrold. decision nraking.
D. It indicalcs a shift from higher nreasures ol
Thc author uses the phrase "brcak the cercbral intelligence in animals to nrore basic
rnold" to convey mcasures.

A. how octopuses have the strcngth and 6 \Vhat is the nlost likely reason thc author uses
intelligcncc to escapc any corrlainrlent the rvords "shy." "nau,rhty," "aggrcssivc." and
B. how octopuses defy the stcrcotypes ol "cmotional" rn paragraph 7'?
animal intelligence.
C. the violent and aggressive nature of E. to emphasize thc emotional volatility that
octopuscs. characlcrizr's octopr.lscs as a sPr:eics
D. thc rigidity and consislcncy oloctopus F'. to highlight the variation in pcrsonalit-v.
brain structures. and thcrclbrc intclligence, in individual
octopuses
G. lo compare behaviors thal show octopus
intelligcnce to those ofyoung children
H. to reintirrcc the idea that octopuscs can be
enjoyable to obscrve

The Tutorverse
 I-.nglish Languagc ans ?. I.rs

7 Which scnlence fiom the passagc best supporls 8. Read this cxcelpl fiorr paraeraph tl
the idea that au octopus rnind nccds to receive
stimulation'/ Bl breaking the rules of animal cognition.
octopuses shorv us that there are different
A. "This shows that octopuses sce the shells roads to and reasons for intclligence.
as tools, rvhich are not only useful now but Humans ponder these difl'erent roads
may provc uscful in the lirturc." (par.4) every dat,.
B. "ln onc cxperirnent, scicntists presented
octopuses in captivity the choicc between What is thc nxrst likcly reason the authol Llses
clarls and mussels lo cat: tlrc octopuscs the s,ord "roads" in this paragraph /
chosc thc musscls. bccausc thcy rvcre
easicr to open.'' (par. 5) E. to highlighl thc grcat dislanccs ll]at
C. "Thc key point here is that lhc oclopus is octopuscs rnay travel in thc rvild
not mcrcly interested in the .jar because it ]. to show thc solid genctic c()n\lru\'li()n
rnal ctrrtair lbodl rathcr. il i\ trying to behind octrpus intelligence
figure out how to do something G. to arguc that thcre is no single corect path
interesting..." (par. 6) to higher intclligcncc
D, "By brcaking the rulcs ofanirnal cognition. H. to illuslralc the visual manilcstation of
octopuscs sho\\,us llral lhcrc arc diflerent intelligcncc in human and octopus
roads to and reasons fol intclligence." intclligcncc
(par. 8)
9 Hou,does thc graphic support the idca tliat
octopus intclligcnce is unLrsual'l

A. [t contrasts lhe sn.]all sizc ofthe octopus

nervous syslcm lo thc llruch rnorc complex
llervous systerns of manrmals.
B. Il rc"rals ll)xr oclopus intclligcncc is
comparable ltr that of certain mammals,
despite bcing a ccphalopotl.
C. It proves that thc total nunrbcr of neurons is
the most in]portanl indicator o1'
intelligcncc.
D. It highlights thc ways in rvhich octopuscs
and cals dcmonstrale sirnilar behaviors.

The Cost of Convcniencc

11seerrs as ifevcry transaction thesc days includes a plastic bag. Shopping fbr groceries at a supcnlrarket'l
Buying new clothcs? Havc lcftovcrs at a rcstaurant, or ordcring takcor.rt'i Why not make carrying things
home a littlc bit easier by using fice plastic bags lionr thc storc?

Since time immemorial- people havc used objects to hclp carry things lrorr one place to another. Baskets,
pots, and othcr containers wcrc. ftrr rnillennia, thc standard vessel used by pcoplc around thc world. Thcsc
containcrs rvcrc typically uscd repcatcdly. After all. it took time. energy. and rcsourccs to wcavc a basket or
sculpl a pot. Becausc of tl.ris. containers u,erc valuablc to the people that Lrscd them- As a rc'sult. bringing
one's own bags ol containers to a store to carry goods home, for exatnple. was a comfiror]Jy acccptcd lacl of
life.

The Tutorverse
ll6 4. English Language Arts

ln the never-cnding quest to nrakc lile casier and rnore convenient, humanity stumbled upon a way to
cliallenge that t'act of lifb. The industriai revolutiorr rnadc i1 possible to produce virtually any good
including bags and othcr containcrs on a massive scalc. Now, suddcnly. it bccame relalivcly incxpensivc
lor everyonc ltt have a bag or to havc as many bags as thcy u,anled. This lcd peoplc to valuc no1 the bag or
container itsell. but the conveniencc it represenled. Il'it rvas so easy and incxpcnsive to get a nerv bag, uhy
,ot just get a ncu bag every time it's needed. ratlrer lhan having to bother wilh carrying and rcusing an old
bag l
In many parts ol'the rvorld
including all across thc United States using plastic bags only orrc time or for
only onc purposc has becomc thc norm- Pcople's plioritizing of convcnicncc has conte at a stccp priee.
Atler all, whal happcr]s to single-usc plastic bags whcn groccries are empticd out. clothes pul away, and
lcftovcrs stored in the fiidgel)

Thc New York Ciity Sanitation Dcpartment indicatcd that it collects somc l0 billion single-usc plastic bags
every year. Thou-qh some olthesc plastic bags arc lcpurposcd for exanrplc, to linc trash-cans thc vast
majorily arc simply throrvn away. Too oftcn, thcsc plastic bags end up in landfills or, evcn worse, blowing
in the u,ind u,hcrc they end up ir.r rivers. Jakes, and trces. It can take a singlc plastic bag hundr-cds of years to
decompose. In the nreantime, plastic bags leech chemicals into groundu'atcr and har,e a destructivc inrpact
on thc food chain by killing rnarinc life.

Il's no u,ondcr. thcn, that citics around the country and llany nalions around thc world arc taking stcps
to rcducc the nurnbcr ofplastic bags used by consumcrs. Ncw York City is.just one ofthc lalcst nra.ior
municipalitics to propose a tax on plastic bags. following exampies set in Calililrnia and Washingtol D.C.
The goal ofthc tax. u,hich rvill requirc shoppers to pay lbr each plastic bag is sintply to inccntivize
shoppers 10 think bcfore reaching lbr another bag. Rcusing plastic bags or using reusablc clolh ol fiber
bags. for exarrplc reduccs rvastc antl helps to save tltc cnvironmcnt.

Plastics (leneration and Recovcr;- (Recy'cling), I960 to 2010

?6

21

20

I 16

12

1960 ;965 1970 1975 1980 1035 199! 1995 2000 2005 2010

*urtc: EP-4 2010 lhniL ipal Solid l|'aste l-a(t Sh&'l

The Tutorverse
 Enslish Languagc Arts 4 nt
Which of the fbllorving choices best describes 5. Read this sentencc fionr paragraph 3
what lhe passace is about?
If it rlas so casl and incrpensive to gct a
A. thc hislory ol bags and conlalncrs ntw bag, rvht' not just gct a ncrr bag cvcrl
B. the rcason lor a problem and how a tax can time it's nccded, rathcr than having to
hclp fir it hother lyith carrl ing and rcusing an old
C. ways in u,hich plastic bags arc bad for thc bag?
cnr,ironrneltt
D. why the environment is nrorc ilrlporlant tlran Whal purpose does the above question serve lirr
conveniencc thc rcsl oithe passagc?

2. Comparcd r.r'ith thc prcscnt. u'hy, for much of A. It describcs a question that cannot bc
hislory, did peoplc used to cany their orvn answered.
containcrs'J B. [t provides theoretical exanrples of horv
people usc plastic bags cvcry day.
E. Containers wcre [lore valuable then than C. It suggesls that there is a cost to carlier
thcy are nou,. cxantples ol' conveniences.
F. Pcople only bought rvhat they could carry in D. lt describcs thc specific uses ofplastic bags
thcir hands. to bc taxcd by New York City.
G. People valued convenience more than they
do now. 6. ln u,hat rvay might a bag tax hclp the
H. There u,ere no such things as supennarkcts cnvirorurent'l
in the past.
E, Fcwer people will be intcrcsted inbuyinga
3. What lcd peoplc today to prioritizc convcnicncc rcusable bag.
ovcr the valrre of containers'l F. Sorne pcoplc will value convcnience less
than before thc tax.
A. more morcy G. People will stop using plastic bags
B. thc invcntion o1'plastic completely.
C. taxes and othcr iuccntiYcs H. It r.lill gcncrate money for clcaning up the
D. the industrial rclolution cnvironment.

4. All 01'lhc lollowing arc dcscribcd as rvays thal 7. Thc data from thc graphic bcst supports which
plastic bags alTccl thc cnvironmcnt except lhat stalcmcnl lrom thc passagc?
thcy
A. "The industrial revolution made it possible to
E. conlribute to soil erosion produce vinually any good including bags
F, krll aquatrc anirnals. and other containers on a massive scale."
G. pollute groundwater. gar.3)
H. inlcrrupt thc lbod chain. B, "Though sorne olthese plastic bags are
rcpurposcd lbr exanrplc, to line trash-cans
the vast nlajority are sinrply lhror.vn away."
(par.5)
C. "Thc Ncw York City Sanitation Deparhncnt
indicatcd that it collects some l0 billion
single-usc plastic bags cvcry year." (par. 5)
D. "The goal ol'thc tax, rvhich will requirc
shoppers to pay lor each plastic bag is
sinrply to incentivize shoppers to think
belore reaching for anothc'r bag." (par. 6)

The Tutorverse
 138 ? English Language Arts

fidl,Q! & Poetry

In Tinic
by Tara Hurlcv

Each nrorning, I arr greeted by a lamiliar friend

Poised outside my window. feaching out to greet me
Its fingcm gently brushing thc windou,panc.
A llar.vthorn trcc. strong yet graccful,
Stretches as high as rny Brooklyn home.
lts rvide e mbrace u,elcomes me each moming
As I open thc curtains and gaze olrt at the day.

ln spring, snrall birds lltlltcr anrongst its branches.

The1, appcar as specks ofblue and black,
Peenng through lush blooms of soft white pctals.
Their song, dclicatc and su,eel. cheers me.
As they flit tiom branclr to branclr. giddv to be alir,e'.
The florvers gently fall to the ground, one by one:
They coat thc sidcwalk bclow, lirruring a carpet of rvhite

In sumnrcr. thc white blossonrs givc way to a shock ofgrccn.

The bright blue sky peeking thlough thc vibrant Ibliagc.
The llercc sulunler su, streams dorvn from aboye:
I1 ,clints ol'f cach cmcrald leaf. cach one so full of Iil'e.
The rcliel ol a genlle breeze whispers secrets through tlte leaves
:t) And childrcn, playing in tlle strccts. fbllow the sound
And find shcltcr in the coolness of thc shade.

ln fall. thc leavcs transtbnr as iI'catching firc

lnto shades ol'bright flamc, gold and crin.rson.
Each day. thc sight of it outside my rvindor.v
.,j Stils a f'ccling of arve and wondcr in rny chest.
Leavcs fall, one by one. likc a slorv and fiery rain,
Leaving empty branches behind. liamcd by indigo sky.
Squirels racc up and down the lrunk. stashing away
Treasures in preparation lbr thc grorving chill.

In winlcr. thc sight outsidc lny lvindow is haunting.

Bare branchcs stab the still, gray air, crossing and
Tangling with one another in a barrcn nest of twigs.
No sign oflife holds on no petal, no leat'. r.ro tracc ofcolor
The birds havc flcd south, thc sqLrirrcls arc hiddcn away.
All is still. until one nloming. u,hcn I peel back llte curtains
And spot a liesh green bud emerging at the end of a branch.
Arrd I krrou it uillhegin all orcr;rgain.

The Tutorverse
 English Language Arts 4 139

l. Which ol'thc following slatcurents bcsl capturcs 5. Ilcad lincs I 9-21 fi'om llrc pocn.r
thc cr.'ntlal id,.'a of thc pocrrr')
The relief of a gentle breezc whispers secrets
A. New lil'e never crncrges rvhen you expect it to. through the leaves
B, Everything is temporary and alrvays changing. And children, plaling in the streels, follorr
the sou nd
C. The bcst parts of 1if'c always take place in the
springtinre. And find shelter in the coolness of the shade.
D. Beauly can bc found anyrvhcrc ifyoujust look The figurative language in these lines convevs
hard cnough.
A. the beliel'ol'the neighborhood inhabitants that
2. Thc pclsonification in lincs I -3 suggcsts that the tr ee is mysterious.
the trec B. that thc lrcc dcpcnds on pcoplc in ordcr to
survir, c thc hcat of sunrnrcr.
E. is a u'elconre sight to thc speaker. C. horv thc tree is orly uscful to the inhabitants of
F. is a strong but mcnacing presence. thc ncighborhood rvhen it is hot oulsidc.
G, is a reprcscntation oflhc speaker's aclual D. that therc is a feeling ol'conncclion bctwcen
ncighbor'. the tree and the inhabitants of the
H. is rnrroying thc spcakcr by banging rgainst ncighborhood.
the u,indow.
6. The comparison in lincs 22-23 ofthe poern is used
3. The secontl stanza (lincs l1-14) helps dcvclop the lo col.lvcy
theme of thc poem by suggcsting that
E, the speed aI which thc tree loses its leaves
A. thc lrcc looks lhe nrost bcautiful in the spring. during llll.
B. thc spcaker's nrood dcclincs oncc spriug cnds F. the roaring sound of the wind rustliug thc
and the birds leale.
tree's leaves.
C. the spcaker llnds beauty in the trec that is
G, the alarming beauty oflhe color of lhe leavcs
uniquc to cach season.
during lhll.
D. the pcoplc and animals that interact with the
H. the darnage caused to thc trec's lcavcs by the
lrec irrcr itrlrlr uausc it hJrm.
hot sul]rner sun.
4. Thc pLrrposc o1-thc comparison in line l.l is lo
7. Rcad lincs 2li-29 fiour the pocnr
E. creatc a hushed and corlforting tone.
F. contrast the lexture ofthe tree with that ofthe Squirrels race up and down the trunk,
ground. stashing away
G. delnonstrate thc inconvenience caused by the Trcasures in preparation for the growing
Ialling f)orvcrs. chill.
H. show thal the tree is actually locatcd inside the
spcaker's home. llorv does thc rvord choice in these Iines impact the
mood ofthe poem?

A. by dcpicting a srveet and cndcaring inrage

B. by introducing a scnsc of irnpending doour
C. by crcating a t'eeling o1'carefree playfulness
D. by rcvcaling the spcakcr's agitation u,ith the
squirrcls'behavior

The Tutorverse
 l,+0 '? English Languagc Ans

ll. What docs thc word choicc in lines 3I -32 of thc 9. What is thc purposc ofthc rcpeated usc ofthe w.ord
pocm suggcst about the spcakcr? "no" in line 33'l

E. Thc speaker is unnerved by the movenlent of A. to cmphasize the lack oflifc in rvinter
the trcc's branches. B. to shou,how long tlle winter lras dragged on
F. The speaker doubts that birds rvill ever retum C. to dcmonstrate thal the speaker hates wir.rter
to livc in the tree agaiu. D. to colnpare thc colol ofpetals kr that oflcaves
G. Thc speakcr's f'eelings towald thc trcc have
changcd flon.r affcction to dread. 10. \\'hnt docs tire trLrtl in lin!'-16 reprcscnl.)
H. The'speaker believes that the tree's bcauty
during winter is underappreciated. f,. the end ofone lifc and the start ol'another
F. a sign olhope lhat there are good things
conling
G. the lree's attempt to communicate with the
speaker
H. thc lutility ollrying to survive in inrpossible
circumstanccs

Rcvolutions
by Anonylous

In the vastness ofspace I spin, anchored and alone.

your pull, a gentle tug at my ocean's heart.
Your unseen hands shape my waters,
a dance of waves. a song of ebb and llow.

My orbit. a path bound lo your side,

I circle you. a gLrardian in the night.
Your gravity, a chain of unseen strcngth,
holds me closc in the sky's embrace.

You carve the tides. a sculptol ofthc sea.

Your influcncc a quict lorce that shapcs nry shores
ln your absence rny occans lic still,
Awailing your retum to dance once more.

Your blue bcauty. a jewel in nry sky,

I orbit. drarvn by your life-fillcd gaze.
Each phasc I shorv, a gift to your nights,
A changing facc. yet constant in your sight

Your light, a silvcr Iantern in my dark,

GLridcs the travelers and whispers to titc drearners.
Your phascs. a calendar lbr those who look abovc.
:t) Marking time in the vault of heaven.

Together. we'rc partners in this dance,

A duo bound by invisiblc stran(is of gravity
My pull, your anchor. in this cosmic ballel.
A conversation. an etcrnal crlbracc.

The Tutorverse
 English Languagc rtrts .4. l4 |

How docs the phrasc "a gcntlc tug at my occar's ,1. Read lincs 7-8 fi'om lhc poen.l
hcarl" in linc 2 contriblrte to thc dc\,eiopmcnt of
the pocm'.) Your gravity, a chain of unseen strength,
holds me close in the sky's embrace.
A. lt highlights thc unpredictable and changing
The use olthe rvord "chain" represcnts
force connecting the speaker and the object
o1'thcir affection. E. thc conslraints ofphysical lau's, syrnbolizing
B. lt dcscribes how thc relationship betwccn thc rigid rules thal govem thc natural rvorld
thc spcaker and the objcct of their affcction and its phenomena.
ir distant and llllcd rr ith ycarning. F. the unbreakable bond of lovc. indicating a
C, [t shor.vcases hou the conncction bet$,cL'n protbund and cnduring emolional
tlic speaker and the object of their al'lcction conneclion thal transcends physical presence
is subtle yet proloLrnd. and visibility.
D. It illustrates that the speaksr and the objcct C. thc binding forcc olgravity. a porverful yet
of their affection are connccled by a invisiblc forcc lhal holds thc universc
pou,erfll and ovcrs helming inlluencc. together, nruch likc tlre unseen yet palpablc
conncclions in rclat i()nships.
2. Thc dcscription ol'thc oceans' movellrents as "a
H. thc myslerious nature ofthe universe, an
dance of waves, a soug ofebb and flow" in
enigmatic and incomprehensible fbrce that
line 4 primalily ser\:cs lo
shapcs cxistence in ways tl']at are often
unsecn and nol fully understood.
E. convcy tlie un prcdictability ollhe occan's
l't-t0velrents. 5. The linc "ln your absencc niy oceans lic still"
F. highlight thc dcstructive pou,cr olthe sea. (linell)inlplicslhat
G. illustratc thc chaotic naturc ofthe ocean.
H. cnrphasize thc hanronious rclationship A, thc speaker is enlirely dependent on the
hctween thc spcaker and thcir influcnce. other's presencc.
B, there is a sensc of longing and waiting in thc
3. Horv docs the poern's structurc contribute to its speakcr.
overall meaning') C. the speaker's existence ceases without the
otlrer.
A. The lack ofa consistent mcter symbolizcs D. the spcakcr is indilGrent to the other's
the chaotic lbrccs in spacc. absence.
B, The varying linc lcngths illustratc thc
dynamic naturc ofthe celcstial relationship 6. Relerling lo the objcct ofthe speakcr's affection
C. Thc indented slanza struclurc empirasizcs as "ajewel in my sky" (linc l3) scrves to
thc conversational tone in thc poem.
D. Thc unifonn stanza length rcpresents tlrc E. indicatc its rarity and preciousncss,
stabilrty of thc cosrric relationship. undcrscoring the unique naturc ofthc obiect
in thc speaker's lil'e.
F. suggest its beauty and radiance. evoking a
1'eeling ofenvy that captivates and enchants
the spcakcr-
G. inrply its inacccssibility and distance,
cvoking a scnsc ol'longing tbr something
beautilirl yet unattainable.
H. erpress its value and signilicance,
highlighting its crucial role in thc speaker's
world.

The Tutorverse
1.12 4. English Languagc Arts

7. Horv do the rvords "dance" (1ines 4. 12. 2 | ) and 9. What docs the phrase "a convclsation. an etcmal
"ballct" (line 23) cnhancc the poelr's urcaning'.) cmbrace" (linc 24) suggest about the nature of
the rclatioriship between lhc speaker and the
A. They suggesl a chaotic and uncontrollcd object of their aflection?
nrovement, evoking an image of celestial
bodies in a scemingly effatic yel inhercnlly A. a flecting and temporary inleraction.
ordered dancc across the cosmos. irrrplr rng a bricland ttxnsicnl conncction
B, They emphasizc the isolation ofthe spcakcr. that is cherished yct short-lived
symbolizing a solitary dance through thc B. a dynamic and evolving cxchange-
vastness o1'space, highlighting a sensc ol' symbolizing an ongoing and changing
lonelincss and separation. dialogue between thc spcaker and the object
C. They inlroducc an element ofromance and o{'theil affection
elegance, inl'using the celestial setting rvith a C. a pcrmanent and unchanging bond,
sense ol'heauty xnd Brace. akin lo a rcpresenling a decp and c'nduring conncction
harmoniorrs dancc among thc stars. that is constarlt and evcr-lasting
D. Thcy highlight the scientific aspects o1' D. a complcx and challcnging rclationship,
celestial motion, drarving attenlion to thc indicating a bond that is cornplicated and
precision and rcgularity of orbital paths, difficult to navigate
much like the structured steps ofa ballct
dance. 10. Horv docs lhc poein convcy a scnsc of
tirnelcssness in thc rclationship depicted )
8. What does the phrasc "A changing facc, yet
conslant in your sight" in line l6 convcy? E. through the depiction ofchanging natural
phcnomena. syurbolizing a rclationship that.
E. Despite changes. the speaker reurains a like cenain aspects ofnature. can tre
steady presence firr their object of aflection. changed by the passagc ol'tinle
r) rnbolizi u a constrnl and unware'nng F. by referencing the eternal naturc olceleslial
comrnitrncnt dcspitr-' li l'e's r arying nlovclncnts, suggesting that the relationship.
circumstances. much like the orbits and cyclcs of celestial
F. The speakcr's idcntity is altered by thcir bodies, lranscends lcmporal lroundaries and
objcct of alfrction's perception. rcllccting pcrsists indefinitcly
how the speakcr lcels translbrmed or G. through the use ofhistorical and obsolete
influenced by thc other's presence. language, creating a sensc of bcing removed
G. The spcakcr l'ccls unrecognized despitc thcir lrom thc present and connccted to an agcless
efforts, indicating a sense of being narrative
ovcrlooked or not fully appreciated by the H. by cralting an atmosphcrc where time sccms
object of all'ection. ilrelcvant or nonexistcnt ard avoiding
H. The spcaker is constantly adapting to pleasc mcntion ofthe passagc oltimc. focusing
lhe object ofthcir rlfcction. suggcstinE ir instcad on the enduring naturc ofthe
willingness to change or evolve Io align vvith enrotions and conneclion
tlte othcr''s cxpr.'ctalions or desir!'s.

The Tutorverse
 English Language Arts ry. 143

Explorer Amongst the Stacks

by Anonymous

Lost in a drcamlikc rcalm of papcr rvhispcrs and rvondcr,

you tiptoe through torvcring canyons of knowledge.
Eager eycs llicker as you wandcr beneath arches
inscribed rvith ancient runes.
in a labyrinth whcrc tales and truths lic sidc by sidc,
asleep ye1 alive in this sanctum of imacination.

You stumblc upon crcaturr:s long vanished.

their thundcrous roars frozen in tinte.
Gigantic lcviathans, bones etchcd iri ink,
parade across the pagcs, a dancc ofprehisloric giants.
Their talcs. capturcd in silent roars and fossilized footprints.
beckon you to rvorlds long lost.

TLrming, you dive into prisrns of light,

u,hcre rainbou's arc born and sccrcts of liuhl unravcl
Colols splash across yoLrr vision,
a cascadc of rubies, sapphiles, and emcralds.
[1ere. scicncc paints thc poctry of'the skics.
rcr ealing thc sun'\ dartce u ith thc rain.

ln a quiet nook, elves and fairies entice,

their u hispcrs a mclody of magic and mystcry.
You rr andcr tluough cnehanled lbresls.
wherc trccs speak and rivers sing.
Talcs spun firrm stardust and dreaus,
each lcaf a story in this tapestry of fantasy and fablc

-,j The clang of swords and the roar of battle erupt

Valiant knights and cunning queens
stride across the battlcground of histoly.
legacics of heroes clraped in bravcry.
llcrc, thc past brcathcs, cach ducl and dynasty alive
.i/) witliin thc lbrtress of rvords.

Anrong the stars, you soar, touching the cosmos

in vesscls bound for the unknorvn.
(ialaxies swirl in a cosmic dancc of discovcry and u,onder.
You discor,cr the univcrsc containcd on every opcn page,
rj sailing through nebulae ofnarratives, each word a slarlit patlr,
a new horizon wherc the ink-bound universe unfblds.

The Tutorverse
144 4. English Language Ans

l. The phrase "dreamlike realm ol'papcr u'hispcrs 4. Which dctail from the ;rocm bcst illustrates thc
and wondcr" in linc I primarily scrvcs to relationship [.rctwccn scicnti lic undcrstanding
with the beauty of nature'/
A. indicatc thc vastncss and sccnringlv cndlcss
crpansc ol'the spacc around the explorcr. E. "Turning, you dire inkr prisms oflight. /
B. crnplrasizc the quiet and pcaccful where rainbows are bom and secrets of light
atnrosphcrc olthe explorcr's suroundings. unravcl." (linc l3- I4)
C. suggesl lhc h'agile and lransient nature oi F. "Colors splash across your vision, r'a
tlre knrtwledge the explorer cncounters. cascadc of rubies, sapphircs, and emeralds."
D. ilhrslratc thc explorer's pclception ofthc (linc l5- l6)
place as both magical ancl screne. G. "Hcrc. science painls thc poctry ofrhe skies.
/ revealing the sun's dancc rvith the rain."
(linc l7-18)
H, "YoLr discover the univcrse contained on
2. Rcad linc 2 Iionr the poeni. evcry opcr.l pagc" (linc 34)

you tiptoc through ton cring canvons of

knowledge.

This line establishes thc selting by suggesting 5. In lines l9-24. tlre prescncc of"'clves and
that the explorcr is fairies" primalily senr'es to

E. ovenvhclmcd by the massive scale and A. illustratc thc blcnding o1' nrythological
depth o1'thc knorvledge in the suroundings. crealurcs $,itl'r thc nalural $,orld.
F. ncrvously navigating a complcx B. highlight the erplorer''s I'rrrrrrite genre.
cn! ironmcnt fillcd rvith challcnging rvhich is thntasy and tablc.
obslacles. C. dcrttonslratc lhc c\plurcr's intcrcsl in
G. respectlully exploring in a place akin to a ancicnt myths and Ihcir nroral lcssons.
vast library, rich with history and wisdont. D. indicatc a shilt in the cxplorcr's joumcy into
H. intrigued by thc mvsterious and magical thc rcalnr offantasy and folklore.
nalure 0l'lhc sun oundiDgs.

6. Read lincs 2l-22 from the pocm

3. Thc rrcntion oI"'cleatures long vanished" You wander through cnchanted foresls,
(line 7) and "bones etched in ink" (line 9) nrost rrhere trees speak and rivcrs sing.
likely indieatcs lhat the erplorcr rs
The author incorpolates the liguratiVe languagc
A. irragining a tanlasy rvorld rvhcrc imaginary in these lines in order to
crcaturcs comc to lifc.
B. discovering stories or infonnation aboul E. symbolize the myslcry and cnchalltnrcnt in
prehisl(n ic lilc and ertirrcl spccies. the natural rvorld-
C. reflecting on the tentporary nature and F. bring the elenents ofnature to life and
fragility of lifc. cnhancc the magical atnrosphcrc.
D. living durins the time ofdinosaurs and other G. cxaqqcratc the beauty and uonder ofthc
prchisloric creatures. loresl setting.
H. crcatc a rhythrric and melodic quality in tlrc
description ol the lorest.

The Tutorverse
 Lnglish LangLragc Arts q. I45

7. Which line from lhc poclll rcflccts thc idea that 9. The ovcrall tonc ofthe poem can bcst bc
history and its storics vividly conrc to lil-c in the clescribcd as
rcader's imasinalion'.)
A. whirnsical and imaginative, capturing the
A. "Eager eyes Ilicker as you wander beneatlr explorer's sense ofarve and adventurc.
archcs./ inscribed rvith ancient runes" B. nostalgic and wislful, looking back on thc
(lincs 3-4) joy ol childhood discovery.
B. "You stumblc upon cleaturcs long vanished. C. thoughtful and reflcctive. mirroring a dcep
I thcir thunderous roars frozcn in 1ime." inncrjoumcy.
(lincs 7-8) D. educational and dynarnic, highlighting the
C. "Valiant knights and cunning queens / stride il.npoftance of learning.
across the battleground of hislory"
(lines 26-27)
D. "Hcre. the past breathes, each duel and
dynasty alivc / u,ithin the fortress of words."
(lines 29-30) I0. The author chooses to include thc linal stanza
(lines -31-36) in txder to

E, compare the explorer's joumey through

books to a literaljoumey through space.
8. The phrase "the universc contained on every F. suggest that the exploration made possible
open page" in linc 34 dcvelops a ccntral thctne rcading is as bourtdlcss as tlrc uni\ crsc.
ol the pocrn by G. illustratc thal every book pt'ovides a uniquc
and individual advcnture.
E. highlighting thc fecling ofbeing intimidatcd H. emphasizc thc translbnlative pou'er ol
duc to the cnormous volume ol'availablc rcading on thc explorer's perception ol the
inlbrnration. rvorld.
F. suggesting that the explorer has access to all
o rrrman krrrru lcdec and irrrcgination in one
placc.
G. emphasizing the boundless nature ofthc
explorer's sur.roundings. despitc its physical
Iimits.
H. illustrating thc conccpl that evcry book is a
gateway Io a new and different world.

The Tutorverse
 146 ? [neli(h [-anguage n rrs

Picture Perf'ect Waves

bv Anonynrous

I drili aboard my privatc wooden havcn

in a rhythmic cntbrace. licc amid thc occan's boundlcss bluc
The to*'ering painted canvas spirals to the sky.
and gold and green flap in a dance ol'salty gusts.

j The wavcs clap and cclcbrate the monrent with me.

cach a gentlc nudge guiding rne doln this llorving path
Bare tect mcmorizc thc dcck's worn grooves.
a testanlcnl lo thc talc of'nrany a sailor past.

An endlcss donte ofazurc drear.ns

cradles nre under its crpansive gaze.
Sunlight dances on the watcr, a shimmering rvaltz.
its goldcn beams like llngcrs brushing rry skin.

'l he salty air, a crisp antl inr,igorating

breath.
fills rly lLrngs rr,idr tlrc laste ofadvcnturc.
Gulls call above, their crics a wild synrphony
cchoing thc exhilaration in nty racing hcart.

I rock in rly
cradle in this vast marinc crpansc.
each srvay a lulling rhythm. a slorv dance with thc tides.
I closc nry cycs: the wind's embracc likc a Iovcr's caress.
)t) rvliispcring of disrant shores and uncha(cd watcrs.

Unbound in this montcnt. my spirit soaring.

riding the rvavcs ofjoy, unshackled and alivc

As the bcll lings thc ground becorncs solid.

nry gazc rcluctant lo mo\c ftom thc image on thc u,all.
A boat, framed in simplicity. an echo of my daydrcams.
held within the stillness of'captured tinte.
I sit. anchorcd to my desk. a sailor in nty mind,
longing for thc sea that calls to me liom those silcnt paper waves

l. Thc phrase "l driii aboard my private rvooden 2. Rcad this excerpl of linc 2 liorn the poenl:
havcn" (linc I ) cnhances thc mood ofthc poem
by frce amid the ocean's boundless blue

A. convcying a sense ofadvcnturc and This dc.scription ol'thc ocean (lc\ clops a ccntral
c\plorlllion in an unknou l lcrritory. thcnrc o1' the poenr by
B. illustrating thc speakcr's independencc and
self-reliancc in sailing. E. porlraying a sense olsolitude and
C. highlighting the isolation and detachnent thoughtfulness at sea.
tlre speakcr l-eels from thc outsidc world. F. cmphasizing lhc vastness and freedom ol'the
D, der.nonstruting thc spcaker's comlbrt and nrarine environmcnt.
sccurity with bcing on llte waler in a lanriliar C. illustrating the unchanging and mor'rotonous
sctling. nature of the occan.
H. highlighting thc unpredictability and danger
ofthe ocean.

The Tutorverse
 English Languagc nrts .4. t+7

3, Thc poet uscs the imagery ofthc "towering 7. Thc phrasc ":r lLrlling rhythm. a slou dance u ith
painted canvas" (linc 3) and "rold and glccn thc lides" (liDc l8) rcllects
flap in a dancc of'salty gusts" (line 4) to
A. the spcaker's feeling ofrelaxation and
A. indicate thc tinre ofday and *,eathcr hannony with the occan's movcments-
conditions cxperienced at sea. B. the manncr in utich the spcakcr likes to lall
B. depict the cver-changing scenery and asleep.
crcativity of thc speaker. C. a sense of boredom and resllessness with the
C. suggest thc presence of land and vegetation sea in the speaker.
in the distance. D. the spcaker-'s desire for more exciting and
D, clcale a vivid, picturescluc scene that unpredictable conditions.
cnhances thc nautical atrnosphere of the
poeln. 8. Rcad lines l5-l6lrom thc poetn

4. The line "Waves clap and cclebrate thc molnent Gulls call above, their cries a u'ild
with mc" (line 5) dcvelops a central idca of thc sl mphon-'" / Echoing the crhilaration in
pocm by m) racing hcart.

E. illustrating the speaker's perception olthe What fi.rnction do the gulls serve in lhe poem'/
ocean as a lively. active presence.
F. indicating a looming thrcat or challenge tlie
E. They signify a threat or disturbance in the
speaker's joumey at sea.
lbrces of naturc posc to the speakcr.
G. dcl'uonstrating the spcakcr's lonelincss and
F. They emphasize how sailing can bc a
chaotic cxpcricnce.
dcsirc for conrpanionship at sea.
H. highlighting thc spcakcr's contentcd
G. They indicate the ship's proximity to land or
civilization.
relationships \\ ith all aspects of the natural
wolld.
H. They are a physical expression ofthe
speaker's emotions.

5. Whal does the line "Barc t'cet memorizc the

9. Lines 23-24, "As the bcll rings...image on the
deck's rvorn groovcs" (linc 7) iniply aboLrt the
wall," servc to
spcakcr'?
A. indicatcs a suddcn shift in thc spcaker's
A. The speaker is unconrlirrtable with sailing mood and perspcctivc.
this ship, as it's run dorvn liom years of B. suggests an unwanlcd retum to rcality fronl
cxperience on the sea. a vivid daydreanr.
B, Sailing is new to lhe speaker, and he is C. reflecls the speaker's dissatisfaction u,ilh
unlamiliar with the sea cnviromncnt. their currcnl environmcnt and desire to be
C. A lifc spclrt on lhe sca has taken a physical anyrvherc else.
toll on thc spcakcr. D. demonstrales the spcaker's inability to find a
D. Thc speaker possesses a deep familiarity and dislrf,ction in his inragination.
connection rvith the boat.
10. ln linc 25, thc boat being "framed in simplicity.
6, Thc poct describcs the "cndlcss domc ofazure an echo ofmy daydreams," serves lo
drcanrs" (line 9) in ordcr to
E. emphasize the sharp difTerorcc bctu,'een the
E, indicate thc sctting as being drearnlike and speakcr's thntasy and the reality of life on
expansivc in the perspcctive ofthc speakcr. thc sca.
F'. creale a sensc o1 confincment and limitation F. contrast the painting with thc vivid imagcs
in the readcr. in the spcaker's imagination.
G. portray thc spcakcr's fcar offeeling G. highlight the arlistic beauty and clcgancc of
insignificant in the vast universc. the boat in the piclure.
H. foleshadow an upcoming changc in weathcr H. illustratc the speakcr''s desire to go on
or conditions. anothcI inrugina n Jd\ enlurc.

The Tutorverse
 148 4 EnSlish l-anguagc.\r'ts

microscopic world
By Anonymous

in an unsecn realm, a universe thrives.

hidden in a single drop olnater,
a microcosm bustling rvith lil'e, rnvisible to us:
undcr a cLrrved and polishcd lens" this u.,orld unl'olds.

here" lilc's minuscule danccrs wcave and swirl.

tccnring *,ith activity in thcir aquatic sphcrc.
thcil nror crncnts a microscopic lrallet
chorcographcd by naturc's laws.

among thcm. some with corkscrew tails;

othcrs, tlansparent beings gl iding gracctirlly.
tinl spceks flrshing h1 likc slrooting stars.
a paradc of lifc in urirriaturc.

here. Iif'c cxists in its most basic form:

singlc-cclled. the core strands ol'lit'e's web.
they glidc and twirl, propellcd by imperccptiblc currents,
a hidden u orld of wondel bcncath the surfacc <ll the seen

elongatcd shapes tuist and turn in a delicale u altzr.

somc adorned \r'ith tiny hairs, pulsing along,
alien yct lanriliar, a spectaclc ol-natural art,
:t) each a rrinule marvel in thcir waterv w.orld.

this unsccn univcrse tcaclrcs the value of thc sntall

in this tiny drop lies a renrindcr:
greatness olien resides whcrc lcast expected,
a rvorld parallel lo ours, rarcly obscrvcd.

li pecring thlough the microscopc's eye.

r,rc disetlvcr a rrnircrsc witlrin a urrirerse.
a testanrent to life's intricacy and complexity
a hidden rvorld: alive and u'aiting.

I rvaltz: a lonnal clancc u,ith a stroug, rcpctitire rhythnr

The Tutorverse
 English Languagc Arts '4. 14,)

l. Thc phrase "a univcrsc thrives. / hiddcn in a 4. Which line liorn thc pocm cmphasizes the
singlc drop of watcr" (lines l-2) supports a nlain intricacy and bcautv inhcrcnt in thc activities of
idea ofthc pocm by thc micr-oscopic world'?

A. conveying the varied and dynamic nature of E. "under a curved and polished lens. this
lit'e in the nricroscopic rvorld. world unlblds." ( line 4)
B. demonslraliug the poet's ability to lind F. "their movements, a microscopic ballet"
beauty in ordinary things. (line 7)
C. suggesting a contrast bctween thc visiblc C, "alien yet famlliar, a speclacle olnatural an"
and invisiblc rcalms of nature. (linc 19)
D. highlighting the challenges that accornpany H, "each a nrinute rnarvcl in their watery
thc scicntillc study ol microorganisrts. world." (line 20)

2. Read Iines 5-6 lronr the pocm. 5. Rcad lines l5-16 fronr the poem

life 's minuscule dancers weave and sujrl, they glide and trvirl, propellcd by unseen
tecming $ith actiyitl in their aquatic currents / a hidden norld of l onder
sphere benealh the surface ofthe sccn.

Thc ligurative languagc in these lines advances a Thcsc lines contributc to the poem's meaning by
ccntral themc in thc pocrr by
A. comparing the microorganisms to larger.
E. cxaggeratiug thc dynamic activity wilhin a rnore fanriliar lorms of life.
drop ol watcr. B. revealing the lirnitations of lrLrman
F. comparing microorganisms rvith hutlans in obsenation in understanding the natural
ordcr to suggcst their complcx social rvorld
dynarnics with each olhcr. C. illLrstluting hou aspccts of thc microscopic
G. highlighting the cor.r.rplicated dancc-like rvorld arc all arourrd us.
nlo\ erncnls of llre rtticroorglnisrns. D. shou,ing how the impcrceptiblc world is
H. drarving a parallel betrvcen life at the bolh nrarvclous and conrpler.
nricroscopic lcvel and lil'e in the cvcryday.
6. Thc use of lhe u.ord "waltz" in linc 1 7
3. Rcad lincs I l-ll liortr thc pocn.t contributcs to the devclopment of thc poem by

tiny specks flashing by like shooting stars, E. emphasizing the chaolic nature ol'the
microorganisn.ts' lnovements.
a parade of lil'e in miniature.
F. suggesting a contrast betu,een the
Thcse lines cnhance the atlnosphcrc ofthc poerr.r nicroorganisms' simplicity and the
by cornplcxity of a dance.
G. illustrating the structured and rhythmic
A. il[lstrating the active and vibrant nature of pattems in the motion of the
lifc at the microscopic ler,el. rl icroorganisms.
B. adding grandeur and majesty to H. inrpll ing thrt thc rn icroorgan isnrs are
nricroorganisms by conrparing them to cngaging in a playful activity.
celestial bodics
C. crcating a sensc ofcelebralion and wonder
in the microorganisms' ivorld by eqLrating
thcir lnovemcnls to a parade.
D. Lrsing cclestial irnagery to cvokc a scnse of
curiosity and cxploration. highlighting the
rnysteries o1' the minuscule-

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150 4. English Larlguage Ans

7. Thc author uses lowcrcase tlrroughout thc cntirc 9. Thc tonc ofthc pocnr can bcst be describcd as
pocrn in ordcr to
A, inquisitive and lactual. with a focus on
A. suggest thc pocm be read in a u,hisper. providing clcar scientific infirrmation about
B. indicate the speaker's arve in the facc ofthe thc microscopic rvorld.
invisiblc aspects of naturc. B. cautionarv and concerned. reflectinq a sense
C. create a contrast bctwccn the poem and the of warning about thc ovcrlooked aspccts of
irnpressivc scale of thc subject maltcr thc wolld we do not ollen sce.
D. drarv a visual cornparisul bctween thc pocr.r.r C. thoughtlul and arrlazed, rnarkcd by decp
and its sub.iect. u,ondel and a sense o1- nrarvcl at the
complexities ol'the microscopic world.
8. Thc poet uses thc lincs "pcclinu through the D. humorous and light-hearrctl. using a playlul
rnicroscopc's c1c u e disetrr cr a unir erse aud enterlaining approach to makc clclrctlts
rvilhin a universe" (lines 25-2(r) in ordcr lo of'the natural rvorld seem ntore acccssiblc
and cnjoyablc.
E. cmphasizc tlre \astness and complexity
inherent in cvcn the smallest elcnrents of 10, The llnal trvo iincs. lines 27-2ti, contributc to the
nature. ovcrall rneauing o1'the poenr by
F. sugqest that scicntific tools can only rcvcal a
limited aspcct ofthe natural rvorld. E. emphasizing thc nced to uncover and
C. indicate that human unclerstanding ol'the appreciate thc cornplexities of the
universe is still at a very basic level. microscopic bclbrc thcy are lost or
H. illustrate thc idea tllal lhcrc are many hidden overlooked.
layers to rcali0, that rvill neYer be lound. F, cncouraging thc readcr to study
rnicroorganisms.
G. indicating that this hidden world holds the
keys to future scientific discoveries and
advancemcnts.
H. porlraying thc rnicroscopic uorld as a rcalm
lull ofpotential. waiting to be explorcd and
apprcciatctl for its unique li{bforms.

Field Trip
by Anonynrous

In the hushcd galleries ofglass. slecl. and concrctc,

Stands thc grand silhoucttc ofa once-nrighty creature
A behemoth ofbones picccd togethcr likc a puzzlc.
A ghostly ccho lrorn thc depths of tiurc.
ln silent .luil. it itttports stories of tlxtchstpust.

Once.it Roanled the primal world. a colossus

Thundering across landscapcs wild and unclaimed.
Its massivc form- a testarrent to natllre's raw creati\ ity,
Shook thc Earlh rvith cvcry stcp. a truc titan of its cra.
ln silant'L'i11il, it recounts toles of priwval night.

Beneath skics unlouched by the snrLrtlge of civilization.

I cpochs: a period ol linlc in hisbry nrarkccl b1'a (listiuct l'calulc o! c\cnt

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 English Languagc erts -4 tst

It Lir.ed, Breathed, and Reigned: a monarch in its reahr

But time, the cr.er-Lrnyielding sculptor,
Buried its reign bencath layers of the past.
ln silent vigil, il holcl.y:;ecrels <t/ u hrgone vorld.

Ycars, ccr.rluries, millennia pass, slumbcring in darkncss:

A treasurc lcft lronr a rvorld long lost. lockcd in a sLrbtcrrancan vault.
Arvaiting its nert chaptcr u ith thc patience of'ages.
Under the weight of nrountains and the u'atch of stars.
:o ln silent t'igil, il on'uits lha datltr o/ its dix otery.

Thcn. likc scckers of losl lore camc the cxplorers.

Their hands guided by curiosity and history's allure.
With brushes. tools, and reverenl care.
They liberatcd thc giant lrom its canhen k)mb.
In silent rigil, it grc?t.\ the light ol modern dar.

It Stands now in thcsc hushed gallcries ofglass, steel. and concrete,

A bridge liorn the distant past lo the pressnt's gaze.
A fleeting touch across the vast cxpanse ol'time,
It Stands as a proud cr.nissary o1'Earth's ancicnt tales.
it) ln silent vigil. it bousts the mighl ofa long-lo:;l vorld.

The phrase "hushed -eallerics ofglass, steel, and 3, In hne tt, by describing the subject's lrassive
corrcrete" in lincs 1 and 26 primarily scrves to form as "a testanrcnl to nature's raw creativity."
the spcaker contributes to the dcvelopment of
A. indicate lhc subjecl's t'eelincs ol'isolation the pocnr by
and detachnrent liorr its natural
environnlcnt. A. suggesting that thlr subjcct reprcscnls the
B. illustratc the modern, quict. and hei ght of erol Lrtionary dcvclopnrent.
contemplative almosphcrc of lhc setting. B. ponraying thc subject as a symbol olthe
C, suggcst thc protcctivc nature ol'thc setting. power ofthc natural world.
rvhich protccts thc past lio:rl tlrc present. C. ernphasizing the arve and respect fbr nature
D. cstablish thr: challenges a nrodcrn setting that the subjcct's size inspires in obsen ers.
poses to a creature fi'onr the ancient rvorld. D. rcflccting that all living creatures, no nratter
thcir niajcsly, will one day die.
2. Read line 3 fi'om thc pocrl

A behemoth of bones pieced together Iike 4. In line I l, the use ofthe phrase "skies
z plztle untouched by thc smudgc of civilization"
prirnarily serves to
What does this description suggest about the
subject? E. highlight thc contrast and amount of lime
passcd betwccn the timc ofthe subject's
E. The subjcct's size and conrplcxity are ah'rlosl rcign and tlre presenl.
beyond corrprehension. F. convcy the spcaker's negative feelings
F. The subjcct represents the unsolved toward pollution and climate change.
lnysteries or riddles of the past. G. illustrate thc subject's habitat as iush and
G. The subject's reconstruction is a meticulous abundant.
and careful process. H. cnrphasize thc ccrtainty of environrncntal
H. Thc subjcct is arr unnalural creation. changes over time.
disconnecled iiorr rcality.

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152 4. English Languagc Arts

5. "1he
ovcrall tone 01'thc pocrn can bcst bc 8. Thc usc ofthc word "cnrissary" in linc 29 n.rost
dcsclit.rcd as likcly suggesrs that thc subject of thc poenr

A. sorrorvful and louching. highlighting the E. tcaches a relevant lesson to contemporary

lragic loss o1'natural u'onders. s0ciety.
B. wonclerstruck and admiring, nlarveling at the F, is a rare and unique specirren.
rnajcsty of thc subjcct. G. has reccntly bccn givcn a ncw purpose or
C. lhoLrglitful and cducational. locusing on thc rolc in the modcrn rvorld.
valuc of learning fiorn the past. H. is a representativc or ambassador ofthc
D. nostalgic and rellectivc. pondcring the ancient world to the modem rvorlcl.
passagc ol linre and history.
9. The poet's recurring use of capitalization serves
6. Rcad lines 16- l 7 lionr thc poent to

Yclrs. centurics, nlillennia pass A. drarv attention to thc long-lasting grandeLtr

slunrbering in darkness: / and lna.iesty ol' thc subject.
A treasurr left I'rom a *,orld long lost, B. indicate to thc rcadcr that this is a poem and
locked in a subterranean \ ault nol a scholarlv sottrcc oI inlhnlulion.
C. rcinlbrce tlre aggrcssive tone ol'lhe speaker.
Thc phrase "ft'orn a u'orld long lost" rrost D. ernpltlsize tlrc spcakcr's position rs a
dircctly rellects thc spcakcr's trustworthy aulhorily on thc subjcct mattcr.

E, lascinalion rvith lhc tnysterious and 10. Thc rcpetition in thc lines beginning rvith the
unknou'n aspects of pfr:history. phrasc "in silent vigil" at the end ofeach stanza
F. longing for a retum lo a simplcr, nrore servcs to
prirral r.vay of li{'e. sirnilar to thc rvay the
sLrblect livcd. E. suggcst a sensc of rrouming for- thc lost cra
C. rccognition o1'lhc vast changes lhal llavc ol- the subject's rcign.
occurrcd in thc u,or'ld over a significant F. illustrate the quict obsenation ol'history by
arnorrnt of tirrre- t'uture generations.
H. scnse ofadventurc and desire to cxplore C. ponray the subjcct as having bcen passively
uncharted territorics. obscrved by all ofthe world's ages as they
wcnt by.
7. Which of the follorving lines contributc to the H. cntphasize thc past's enduring prcscncc as
poerr's contrast betrvccn the subjccl's dynamic an influence upor'r pr csent.
past and slatic prescnt'l

A. "Thundcring across landscapcs wild and

unclaimed" (linc 7) and "lt Stands now in
lhesc hushed gallcrics ofglass, steel, ald
concrete^'(line 26)
B. "Ycars, centuries, urillennia pass,
slumbcring in darkness" (linc l6) and
"Buried its reign bcncath laycrs olthe pas1"
(linc l4)
C. "Awaiting ils ncxt chapter u,ith thc patience
ofages," (line lll) and "They litrratcd the
gianl from its earthcn tomb" ( linc 24)
D. "A ghostly echo tionr the depths of tirne"
(linc 4) and "A llccting touclr across thc vast
cxpansc of tinrc" (linc 28)

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 English Language Arts .4. r5l

When You Are Old

by Williarn Butlcr Yeals

When you arc old and grcy and lull ofsleep.

And nodding by tlie fire. lake down this book.
And slowly rcad, and dreaur ofthc solt look
Your cyes had oncc, and ol'their shadorvs dccp:

Ilow many lovcd your nroments of glad gracc.

And loved yoLrr beauty with love lalse or true,
But onc man lovcd thc pilgrim soul in you.
And loved thc somos s ol'your changing facc;

And bending down besidc the glowing bars.

Murnrur. a littlc sadly. horv Love llcd
And paccd upon thc lrountains overhcad
And hid his thcc amid a crorvd o1'slars.

l. Thc metaphor o1'taking doun a book and reading it 3. Read linc 9 from thc poem.
(lincs 2-3) nrost likcly rcl'ers to
And bending down beside the glowing bars
A. reading an interesling novel 1() pass the lime
[]orv docs this line contribute to the developmenl
during retirerlent.
of ideas in the stanza'l
B. rellecting on one's past experiences, both
positivc and negativc.
C. u'riting an autobiography so people can leanr A. It reprcsenls youthful beauty and love.
lrom life cxpcrienccs. B. It drivcs the speaker deep into a daydream
D. making notc of mistakes madc and whal has filled wirh thoughts.
hccn learned fronr thcrn. C. lt brings the spcakcr back to the present and
leads to a final conclusion.
2. How do the words "you" and "your'" contribulc to D. It rrirrors the shining ofthe stars mentioned in
the central idca of the pocrn? thc last line of the poern.

E. They emphasize the conversational style oflhe .{. Rcad lincs J-4 fronr the pocrn
poem.
And slorvll' read. and droam of the soft look
F. Thc spcakcr could bL'addresiing anyonc.
erpanding rclevance ofthe poem's meaning.
Your e1'es had once, and of their shadons
G, The speakcr gives relationship advice to thc dcep
reader.
Which ol'the follorving supports \vhat is irr.rplicd
H. The spcrkcr addrcsscs an rrnkuou n perstln in
by the "soli look" rcl"clred to in these lincs l
hcr life. blaming thal person lor rvhat has
happencd. E. "old and grey and firll of slcep" (linc I )
F. "nromcnls ofglad gracc" (line 5)
C. "sorrows of yoLrr changing lacc" (linc 8)
H. "facc arrid a crorvd of stars" (line l2)

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15,1 *. English Langlragc Arts

5. How docs thc sccond stanza (lincs 5-8) contributc 6. How docs thc capitalization of"Love" (linc 10)
to lhc developmcnl of a cerltral idca of thc pocrn'/ conlributc to the central idca oflhe pocm'?

A. lt illustratcs the effect ofa lost love. E. It shows that love has hclped the spcaker
B. It proves that people cannol bc trusted. conquer hcr sadness.
C. It gives examplcs ofthe process ofgrowing F. It identifics the specific person to rvhonr the
oldcr. spcaker atldrcsscs.
D. It describcs thc difference bclwccn supcrficial C. [t is an c-xample of apostrophe. t'herc thc
love and truc lovc. speaker addrcsses an abstract idca.
H. It cmphasizes the thct thal there was only ever
one person u,ho truly lovcd thc spcaker.

Leisure
by Arr.ry Lou,cll

Lcisure. thou goddcss of a bygone age,

Whcn hours rvcre long and days sufficcd to hold
Widc-cyed dclights and plcasules uncontrolled
By shonening nrorlcnts- u,hen no gaunt prcsagc
Ol' undone duties, modem helita{rc,
llaunted oul happy minds; nrust thou u,ithhold
Thy prescncc liom this over-busy world,
Antl bealing silcncc u,ith thee disengage
Our trvinedr lirrtuncs? Dccps ol'unhervn rloods
Alonc can chcrish thee, alonc posscss
Thy quict. tccming vigur. This our crimc:
Nol to have worshipped. nramed by alien moods
Tlrat solc contlition ol-cll lorclirrcss.
Thc drcaming lapsc of slorv. unnteasured tiruc.

Itrrined: inlcnroven

l. llow does linc I contribute 1tr thc development of 2. Bl addressing Leisule dircctly, the autlror crcates
thc central idea of the poem? the elfect 01'a

A. lt confinns that the speaker is retuming Iiom a E. powerful cmotional scnsc ofregrel and
vacation. remorsc.
B. lt shorvs thal thc speaker bclicves Leisure to be F. fceling of coniic rclicf lbr an otheru isc serious
a goddess. topic.
C. It suggests that thc spcaker rcgrcts thc lack of C. sensc ofconlusion as to rvho the spcaker is
fiee time. addressing.
D. It gives exarnplcs of how people could spend H, dialogue between thc speaker and the person
thcir free liurc. who repre'scnts Leisure.

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 English Languagc Afis .ry. l -55

3. Rcad lincs 4-6 from the poem. 5. The most appropriatc exar.nple of the "crimc"
mentioned in linc I I is nrost likely
81 shortcning nroments, rhen no gaunt prcsage
C)f undone duties. modern heritagc. A. never going to church to worship.
Haulted our happY minds; must thou \rithhold B. alu,ays wasting tirnc walking in the woods.
C. taking too nruch tinrc lbr oneselfdespite
Thcsc lincs hclp develop the thenre ol thc pocm by responsibilities.
sr.lggcsting thal D. constantly rushing liorn onc appointmcnl lo
anothcr.
A. busy people have a rich tradition ofcustoms
antl beliels. 6. I[ow does the rhythm ollines l-9 relate to the
B. haunts people because they no longer respcct central idea ofthe poem'?
her as a goddess.
C. pcople must alrvavs be aware ofthc tinrc and E. It is swift yet lcisurely, Iike tlie author's
dalc and rvhat they lnust do. childhood.
D. people lecl that there is not cnough linrc in the F. It is rushed and coutinuous, likc thc denrands
day because they have so lnany things to do. ofnrodenr life.
G, It is unhunied and uninterrupted. minoring thc
4. Read lines 9-l I lioln the poem
idea of leisure.
Dceps of unhewn rroods H. It is calm and frequently interrupted, Iike a
vacation in a bygonc age.
Alono can cherish thee, alonc posscss
'I'hy quiet, tceming vigor.

I low tkr these lines rellect the speakcr's poinl ol'

vic* l

E. Pcople nrust search energetically for leisure.

F. Lcisurc hidcs liom people and docs not \rish lo
bc lbund.
C. Pcople can only find Ieisure by themselves
bccause others are a distracli(]n.
H. Leisurc is so rare now lhat one can only find it
in thc solitude o1'unspoiled nature.

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| 56 4. English Languagc Arts

Song

by John Rollin llidgc

I sarv hel once her cye's deep light That's bomc along, u'ithoLrt its will.
Fell on my spirit's decpcr night, Across tl'rc strings of nragic lircl
The only beanl that e'er illumed
Ils shadows dlcar. Thc, glance rvas slight. I saw her olt again . each hour
But oh. rvhat soltness it assumedl Enhanccd o'er rne hcr conqucring pou.er;
Her image in rny thoughl bccanrc
I sarv her trvice hcr glance again A spilit-planted, ladeless flowcr:
Lit up its fire witlrin nry brain; And all ury music was her namc!
My thoughts lcaped up, like lightning u,amr.
And lelt a s\\'ectncs:\ rnircd rr ith pain. I lovcd the eanh on rvhich shc lrod
While gath'ring u,ildly round her lonr. Molc beaLrtilil than if a God
Had placed immortal fool-prints there!
I sau, her thrice she was alone. I loved thc uorld, though dark its load
And her deep glance more deeply shone Of ills. because she breathcd its airl
Upon my heart rvith rapture chained.
The thrill was a u.lctcor thrown I lovcd hcr slightest carcicss word
Alhwart sonrc sky where dar-kness rcigncd! More swcct than matinr of thc bird
That scales the Heavcn on rnounling rving!
I sau. her yet again and clear. It through nry maddened pulscs stined.
But lorv. her rich tones nret nry ear: As though it ivere a liling thing.
They wandcrcd thro' my bosomr sad,
As watcrs lhro'r $ ()r)dland .cre', Oh. that'rapt heart's fbrever gonc,
:l) That makc dccay itsclf scern glad. That bowcth oncc to Beauty's thronc,
Antl lccls thc hliss hcl hxrks inspirc:
Thc llfth timc I saw her and still For. oh. lhc seeds of death arc so\\,n.
Shc taught my cluir''ring hcart to thrill, Whcn lovc assunres its nrad clnpirc!
Likc sonre u ild hurrd upon a lylc'.

I bosorn: the heafl. or scat ol'enrotions I lvrc: an slr'ingcd instrurnent

I scre: dr1 or u'ithered I matin: ir birrl's nrorning song

Which lincs liorr lhe pocm best illustlalc lrow 2. How do slanzas 2-5 (lines 6-25) conlribute to
the speakcr l'ccls bclbrc ureetirlg thc \\'ornan:) tl're ccntral idca of thc poem'?

A, "Fell on rry spirit's deeper night. / The E. Thcy dcscribe the wonlan's appearance
only beanr that e'er illunred i Its shadows and behaviors.
drear." ( lines 2-,1) F. Thcy tell about how the spcakcr came 10
B. "My thoughts lcaped up, likc lightning mcct thc woman.
wamr, / And l'elt a swcctncss nrixcd with C. Thcy illustrare how the wonran and tlrc
pain" (lines ti-9) speaker are similar.
C. "And all nry rnusic u,as her name!" H. Thcy emphasize the elI'ect that the woman
(linc 30) has on the speaker.
D. "l lovcd her slightest careless rvord -
,'Morc swcet than matin of the bild"
(1ines.l6-37)

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 English Language Arts 4. t57

3. Rcad lines 22-23 liorn thc poem 5. Which of the lblloning bcst suppofls thc
ccntral ideas ofstanzasl and 8 (lines 3l-40)?
Shc taughl my quiv'ring heart to thrill,
Like sonrc lvild hand upon a ll re A. "The glancc lvas slight, / But oh. $,hat
softness it assumedl" (lines 4-5)
The simile in these lines suggests that B. "The thrill was a meteor thrown / Athwart
some sky where darkness reigncd!"
A. the lvornan stills the speaker's wildly (lines l4- 15)
beating heart. C. "As waters lhfo'a woodland sere. / That
B. thc rvornan is playing him likc an make dccay itself sccrn glad."
instrumcnt, making him do what slic (lines 19-20)
wants. D. "l sarv hcr oft again . each hour'/
C. thc u,oman is a nrusician who has captured Enhanced o'er me her conquering power"
the speaker's heart by playing beautifully. (lines 26-27)
D. the woman has an energizing clltct on the
speakcr, rnaking him fcel ercitcd. 6. Thc rhyrne schcme ofthe individual stanzas
has ivhich cflcct on thc pocm in gcncrall
4, Which of thc following supports thc idca thal
thc speakcr is unable to lbrget thc wouran's E. The rhymc schemc rcpcals, whilc the
irnage? general ideas change.
F. The rhymc schenre changes. u,hilc the
E. "I sau, hcr thrice she was alone, / And general ideas stay tlrc sante.
her deep glance more deeply shone" G. Both thc rhyme schernc and gcnclal idea
(lines ll-12) of each stanza repcat.
F. "l saw hcr yet again and clear, / But lorv, H. Both the lhyme scheme and gencral idea
hcr rich tones met my ear" (lincs I 6- l 7) of each stanza change.
G. "FIer irnage in my thought becarne / A
spirit-planted, fadeless fl orver" 7. Which of the follou,ing supports the idea that.
(lines 2tt-29) lo thc speaker, the woman could do nothing
H, "For, oh, the seeds oldeath arc sown, / wrong'/
When love assumcs i1s mad ernpire!"
(lines 44-,15) A. "l saw her twicc her glance again / Lit up
its fire within:ly brain" (lines 6-7)
B. "l loved hcr slightest careless word I
More sweet than matin of the bird"
( Iines 36-37)
C. "Oh, that 'rapl heart's forever gone, i'That
bo\,r,eth once to Beauty's thronc"
(lines 4l-42)
D, "For" oh, thc seeds of death are sown. /
When love assumcs its mad crnpire!"
(lines 44-45)

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158 '4. English Language Arts

Adapted from A Modern Tomltov

by L. T. Mcade

It was Rosamund who proposed thal thc rugs should be rolled back and that thcy should have a dance

Lucv's eyes rvidcncd. Nobody bclbre had evcr dared to makc such a suggcstion. Lucy, it is truc. had
dancing lessons liorn a teacher rvho came once a u eek to irlstruct her and othcr girls. and she had
occasionally gouc to a childrcn's par1y. Bul bcyond that, shc ncrcr danced.

Lucy hcard Rosanrund, in a clcar voicc, say, "Lct us push back thc so1as. This is a splendid loom. We
can roll up tlre rugs in a tu,inkling. Where is Mrs. Merrirnan l Shc will play thc dance music. Oh. thcre
are scver ofus onc too many. Pcrhaps you uill play for us. Lucy'/"

, 'llLrt I don't knou rrny dancc rnusic." said Lucy-: "lnd then nlothcr \\,ould not Iikc the rugs being
dislurbcd. Thc loorn is arrangcd.jusl as lathcr arrrl rnother u,ish it to be. I think perlraps "

Shc colored pr in Iirlh

" "Wc rvill do nothing u,ithor.rt lcave . of course," said Phyllis Flowcr. "l'lljust run and find Mrs.
Mcrrinan and ask hcr." Belbrc Lucy could prevcnt hcr, Phyllis had dartcd out ofthe room. returning il
a n.rir'rutc or two with the requilcd perntissiolt.

- "lt's all right. girls," she said: "wc can trip it or.r thc light fantaslic toe as long as o,er u,e pleasc. and the
lr.rgs nlay go to Hong Kong for all Mrs. Meriman cares."

Lucy colored with ragc. Rosamund gave a qLrict smile a smile which seenrcd to denote powcr.
Phyllis's dancing cycs lit lbr a morrent on Lucy's [ace. Thosc cyes said in thc nrost provoking nranncr.
"l told you so." And then sou]cone $,ent to thc piano. and a nrinute or two later all the girls. Lucy
includcd. rvere dancing round and round thc roor'n in a nrerry ualtz.

Thc dancc lastcd lor ove'r an huur; andjusl in thc midst olit, whcn Lucy rvas really laughing in qurle a
hearl-whole manrrcr'. shc raiscd hcr eyes and sarv no less a pcrs(n lhan Mr. Mcrrirnan hiursell'standins
in thc dooruay. lJc rvas srniling^ and his eyes $,src tlxed on Rosamund's fhcc.

Lu The moment Rosamund saw him shc stopped at once, and said to Lucy, "ls that your father, lhe great
prof'essor?"

Lr "Ycs." said Lucy

r "Plcase introduce hirl to me."

L, Lucy longed to give any sort of cxcuse, but nonc would corre to her lips. She was lorced 1o takc
RosanrLrnd up to Mr. Meriman.

L. "This is Rosamund C'unlifl'e," shc said. "and shc \\'ants to nreet you. Father."

r; Lucy went back and tried to keep dancing. Bul she could not help straining hcr ears and trying to catch
thc subject of Rosanrund's convcrsation. The Prolcssor. rvho was gcnerally so gravc and quiel, was
laughing also. What did it all mcan'l

The Tutorverse
 English Languagc Ans ry. I59

r6 "Father, aren't you tired'l Miss Cunliff'e. you are tiring fhther." said Lucy al last. running up to the
door and trying to spcak calmly.

,- "No, my dear," said hL'r lather. "On the contrary, I am intcnsely interested you musl tell me that slory
again, Miss Cunliffe. Would you like to come and see my library'?"

u Thc lrvo wenl offtogclher. and Lucy t'elt alnrost as though she must burst into tcars. Phyllis's eyes again
rnel hcr lacc. and she had to restrain her ttclings. The "l told you so" look u as loo Iraddening to bcar.

Read this sentence lrom paragraph 3. 4. The lact that Mrs. Merriman says the rugs
can "go to l{ong Kong" (paragraph 7)
We can roll up the rugs in a t$'inkling. suggcsts that

"trvinkling" refers to E. Phyllis lied about what Mrs. Meminran

said.
A. an anrount o1'tin're. F. Lucy is actually interesled in having a
B. a stylc of organizing. daDCe party.
C. thc appearance r'rl'the rugs. G. Lucy was incorrect aboul upsetting hcr
D. a ruethod ofrolling up rugs molhcr.
H. Lucy's mothcr cares dccply tbr thc
2. Read paragraph 5. valuable rugs.

Shc colored ptinllllr. l Which of Rosamund's traits is urost central

to hel relationship with Lucy'l
This scnlence suggests that
A. hcr physical beauty
E. Lucy's mothcr cxpressed her B. hcr skill at dancing
disapploval. C. her talcnt for influencing others
F. Rosamund was hunrilialcd by Lucy's D. hr'r'ehility k) cilry a c()n\('rsarion
harsh scolding.
G. Lucy rvishes shc had comc up with 6. Read this sentencc li'orr paratraph "1

Rosamund's idca.
H. Lucy u'as flustcred by and does not "The room is arranged just as father
suppon Rosanrund's suggcsl ion. and mother N ish it to be."

3. Read paragraph 7 How docs thc sentcncc conl[ibutc to thc

dcvcloprncnt of thc scttingl
"lt's all right, girls," she said;"*e can
trip it on the light fantastic toe as long E. ll reveals that Lucy's rnothel and l'athcr
as ever \1e pleasc, and the rugs may go are not at homc.
to Hong Kong lbr all Mrs, \'lerriman F. It demonstratcs hou' moving the fumiture
carcs." \Yould create a saf'ety hazard.
G. It shows that Lucy's mother and l'ather
These scnlences arc most likcly spoken in would nevcr approve ol thcm playing
what tone'l music and dancing.

A. dircct H. It establishcs tlre paflicular arrangelucnt

ofthc funriturc in the room. rvhich is not
B. animated conducive to dancing.
C. dignified
D. impartial

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I60 '? Lnglish Languagc Arts

7 According to the passagc, why does Lucy 8. The "l told you sti'look nreutioncd in
need lo "rcstrain her l'eelings" (paragraplr paragraph li and paragraph ltl nrost likcly
l8)'l suggesls lh t

A. She blames Phyllis lor bringing E. Lucy did not belier,e Phyllis's secret
Rosamund. rvarnin-g about RosanrLrnd's lor e of
B. Her parents never let her do as she dancing.
wishcs. F. Phyllis did not believc Lucy's sccret
C. Rosamund contlolled the entire night's warning about Rosamund's love of
aclivitics. dancing.
D. Shc hatcs dancing and ncver wanted to G. Lucy did not bclicvc Phyllis's secret
participatc. u,arning about Rosarnund's pcrsonalily
H. Phyllis did not belicvc Lucy's secret
warnint about Rosamund's pcrsonality

Adapted from The Jolliest School o/'All

by Angela Brazil
"David Bcvcrlcy," he gasped. "David Bevcrlcy! Lorna! Gl€at Heavcns! By all that's sacrcd, whcre did
you gel this'?"

: "Why. Dad! What's thc mattcr'J Ircne lent ntc thc book. It bclongs to hcr t'ather."

, "Hcr I'athcr-! You don't rlcan to tell nre youl liicntl's lather is David Bcr,crley)"

r "Why not. Dad," rvhispercd l-orna. looking u'ith apprcirension inkr his haggard, ercitcd lacc

: She guesscd cvcn bclbrc hc spoke what the ansu,cr u as going to be

" "David lls cllcv is thc man rr ho ruined m;' lilc!"

. Thc blorv which had lallen was uttcrly overwhchring. For a monrcnt Loma lought against thc
knowledge like a drowning rnan battling with l.he watcrs.

' "Oh. I)ad! SLrrclv thcrc's sorrc rnistake. It cnn'1 bc! lsn'l il strlrrc othcr llcr crler' pclhaps'.)"

' "l kuow his rvriting only too well. Thcre's no possibility ofa mistake. Bcsides. I saw him in Naples at
the end ol'February. I haven't forgoften the shock it gave me. Why." tuming altnost fiercely upon
Lorna. "didn't you tell mc your schoolfellow's name betbre? Have you all this time been rnaking
friends with your father's cncmy'1"

, "llhought l'd oftcn talked about Renie," l'altclcd poor Loma. "Pcrhaps I never mentioned her lasl
narre. Oh, Dadl Dad! Is it really true? It's too horriblc to be believcd."

rr Lying in thc soti Caprir grass, with the pink cistus llou,ers brushing hcr hot cheeks, Lorna ragcd
irnpotcntly auainst the tragedy ofa fale rvhich was changing tlre dcarcst tiicndship ofhcr lilc into a
feud. lrene! the only one at sclrool who had syrnpathizcd and understood her, who hatl hehaved with a

rCapri: itn llllirn island kno\\'r) li)r ils beaull

The Tutorverse
 English Languagc Afis q. l6 I

delicacy and kindncss such as no other person had evel sholl,n her. who had taken her into her homc
circle and given hel thc happicst time she had cver had in her shadorved girlhood; Irenc u ith lrer mcrry
gray cycs and hcr bright sunny hair, thc vcry incamation olwam-heancd genuinc afl'ection lrcne, hcr
roolllu1a1e, her buddy. hcr choscn confidante. I lorv r.vas it possiblc evcl to regard her as an encnry? Yet
had shc not Yorvcd a solenrn oath to hate all belonging to the nran who had so desperately injurcd them'l
Oh! The world seemed tuming upside down. Loyalty to her lathcr and lovc for hcr friend dragged
different *'ays. and in the bitter conflict her hcan rvas tom in two.

was ready to humor her lhthcr's cvcry whinr. for in the blackness ofher trcuble nothing sccmcd at
': She
prescnl to really mattcl . Thc u hirling eddies ol' her thouglrts rushed through her brain in a perpctual
series olqucsliolrs and ansuers. Must hale strike the dcath knell of lovc'l Surcly thc only thing to do
with an injury is to forgive it. Would rcvenge wipe out lhe wrong or in any way solve anything'? No.
there u'ould only be one more n'rong done in the world. to go on in ever-r.r'idening circles ofhatrcd and
miscry. Curscs, like chickens. ccxlc homc to roost, and "getting even" may bring its orvn punishnrent.

The main conllict thal Lorna erpcnences 5. Read this scnlence fiom paragraph I I
th oughoul the passage is
Lying in the soft Capri grass, rvith the pink
A. between her loyalty to her t'amily and to cistus flou crs brushing her hot chceks.
her ftiend. Lorna ragcd impotcnth against the
B. whcthcr or not shc should tcll hcr fathcr tragedy of a fate which rvas changing thc
about lrene's lamily. dcarest friendship of her life into a I'eud.
C. whether or not she should return the book
['low does thc sentence conlribute to the
borrou,ed from lrene.
devclopment of the setting?
D. betrvecn her Iove for Irene and her
allegiancc to David Bcverley. A. 11 emphasizes thc size of Lorna's
lhmily's estate.
2 Bascd on the passagc, a readcr can conclude B. It transitions thc passagc fiom onc sctling
that David Bevcrlcy rvas a into another setting.
C. lt reveals the calm naturc of Loma's
E. ',r,riter. crnotions in this scene.
F. teacher. D. lt describes the setting within thc book
G. studcnt. written by David Beverley.
H. relativc
6. Read these scntences h'om paragraph l2
l According to the passagc. Lorna's liiendship
with lrcnc was characterized by all ofthe l\,1ust hate strike the death knell of love?
follor.ving fXCEPT Surelr (he onlr lhing lo do rrith an injurl
is to forgive it. \\buld reveng€ \r ipe out
A. mutual kindncss and rcspect the rrrong or in an1'n'a1,solve anything?
B. thc {cud betrvecn their lathers
C, Irene made Loma feel accepted Horv do these questions contribute to the
D. Loma sharcd deep feelings with lrene development of ideas in the paragraph'l

,1. Thc passrgc suggcsts tlrat Lorna

E. They denronstrate that Da\,id Beverley is
vcly tblgiving.
E. rvas.jcalous ol'lrcne.
F. They show that Loma is obsesscd wilh
rctaliating against lrene.
F. rvas popular at school.
G. They illusfiare lhat cornplicated
G. is part of a wcalthy l-amily.
qucstions have no answcr.
H. had trouble making liicnds
H. TlreS indicate that Lorna is lorgir ing
despite an initial desire lor revenge.

The Tutorverse
162 14. English Languagc Arts

7 The author's main purposc in this passage is 8 According to paragraph J2. \'hat stops L.orna
to causc the reader t() fiom sidine rlith hcr lathcr cornplctely'.)

A. empalhizc with Lorna. E. thc mcnrory ofsharing happy

B. dislike David Bcvcrley. cxperienccs u'ith Irene
C. agrcc rvith lrenc's point o1'r.icw. l'. the belicfthat love r,r'ill concluer hatred
D. queslion Loma's loyalty as a {iiend and her {hthcr rvill lbrgivc
G. lhe undcrstanding that her liiendship
*,ith Irene is nrore imporlant
H. thc idca lhal rr'laliating u rll hrirrl rnore
suflering lo evcryonc inr,olved

Adapted from Ride Proucl, Rebel !

by Andle Norton
The stocky roan srvilchcd its tail angrily against a persistent fly and lippcd water. dripping big drops
back to the surface olthe brook. Ilis ridcr moved srviftly. rvith an econonry ofaclion, to unsaddlc. rvipe
the sweaty back with a wisp of last ycar's dlied grass, and rvash down each mud-spattcred leg ivith
strealn waler. Ah,r,ays care tbr thc mount firs1 when a man's lif'c. as wcll as the salety of his missi()n,
dcpended on lour subordinate legs nrorc than on his own lwo.

Though he had Iittle clainl to a thorcughbred's points, the roan was as much a veteran of'the forccs as
his groom, with all a vcteran's ability to accept and cnjoy snrall favors of'thc irmrediatc prcsent without
speculating loo much conccrning thc future. Hc blcrv gustily in pleasurc Lrndcr thc altortion and trcgan
lo silnrplc l conr erricrl stand of spring green.

His rnount caled for, Drcrv Rennic swurg up saddlc, blankct. and thc rlcager posscssions which ltc had
blought out of Virginia two *'eeks ago, to thc platfom in a crooked trcc ovcrhanging thc brook. I lc
scttled besidc thcm on thc u ell-seasoned timbels o1'the old tlcc house to runllaqe thloueh his
saddlebags.

.r The platform had been thcre a long time belbrc Chickamauga and the Ohio Raid, bcfbrc the first roll
oldrums in '61. Drerv pullcd a creased shirt out ol-lhe bags and sat with it draped over onc kncc.
rcmembcring...

Shcldon Barrett and hc they had built it togethcr one hot weck in sunrmer had narncd it Boone's
Fon. And il was the only thing at Rcd Springs Drew had rcally ever ou,ned. His dark eyes rvcrc lircd
norv on sonrclhinq morc than the branches about hirn, and his mouth tightcncd until his face was nol
quite sullen. only slruttcred.

Five yeats ago only fivc years? Ycs, five years next nronth! But the past two years of l.ris or.vn
personal ficcdom and rvar thosc seemed lo cqual ten. Now there was no orle lell to rcmember the
fort's crislence, rvhich made it perl'ect lbr his prcscnt purposc.

The warmth o1'the sun, bcating down through yct young lcavcs, made Drcw brush his battered slouch
hat to the f)ooring and lLrxrrliatc in the heat. Somctiures hc didn't think hc'd ever get thc bite of lasl
n'inter's cold out of his bones. Thc light poinlcd up every angle ofjarv and cheekbone. r:raking it clcar
that expericucc hard experiencc and not ycars had nrcltctl a*ay boyish roundness o1'chin Iine.
narror.ved thc u'atchful cycs ever alcrt to his suroundings. A cavalry scout was wary, or he ceased to bc
a scoul, or nraybe even alive.

The Tutorverse
 English l-anguagc Alts 4 t6l

Shirt in hand, Drew dropped lightly to the ground and u,ith thc same dispatch as he had cared fbr his
horsc. made his o$,n toilet. scrubbing his too-thin body with a sigh ofcontent as heartf'elt as that the
roan had earlicr voiccd.

The licsh slrirt rvas a dark brou,n-gray. but thc patchcd brccchcs werc Yankcc bluc, and thc boots hc
pullcd on u,hcn he had bathcd rvcrc also the encrny's gift. good stout lcathcr hc'd becn lucky enough tcr
find in a supply u,agon they had capturcd a nronth ago. Buttenlut shi11. [Jnion pants and boots thc
unolllcial standard uniform ofnlost any trooper ofthe Army ol'the Tennessec in this nronth of May,
!864. And he had garrnents which were practically intact. Whal was onc palch on the scat nowadays:)

r,, For tlie first tinrc Dreri' grinned at his reflection in thc snrall mirror he had been using. rvhen lre scraped
ahall'week's accurrulation ofsoft beard fiom his facc. SLrre, he was all spruced up now. rcady lo makc
apolitc councsy call at the big house. The grin did not fhde, bLrt was gone in a flash. leaving no hint of
sotlncss nou' aboul lris gaunt I'catLrres, no light in thc inlcnl, mcasuring dcpths of his dark gray cyes.

Thc roan mcntioncd in paragraph I is rlost 5. Drew's "prescnt purpose" (palagraph 6) is to

Iikely
A. perfom a secret task.
A. a cat. B. r'cbuild Boone's Fon.
B. a dog. C. enjoy thc beauty of Red Springs
C. a cow. D. join up with pcople at Chickamauga
D. a horsc
6 Fronr lhe last sentence in the cxcerpt, Drerv's
2 From lhc passage, it can bc inferrcd thal grin is
Drew has
E. practiccd and insincere.
E. a homc in Virginia. F. onc olgcnuine happincss.
F. few rcsponsibilities. G. thc result ol'hearing a lirnny joke.
G. a job taking care of animals. H, caused by his menrories olSheldon
H. expericnced nrLrch bcyond his years. Barret.

3. Rcad this scntence lrom palagraph 5 7. Read this senlence liun paragraph 6

His dark e] es llere fixed nox' on Five Years ago - onlv five years? Yes,
something m{}re than the branches five years next month:
atrout him, and his mouth tightened
until his face was not quit€ sullen, onll Thc author accomplishes all oltlic Ibllorving
shuttered. u,ith the use ofthe above erccrpts EXCEPT

Thc "sonrcthing nrorc" rcli'rs to

A. emphasize the alnount oltirnc that has
A. f)rew's rnemorics. passed.
B. I)rcu'< trar clirrg cor:rpanion. B. share details about the author's personal
C. tlrc walnrth of the sunrmcr sun. history.
D. Drerv's hopes and dcsires for the lirlurc C. dcscribc thc character's rcaction and
lccling: toward a rcalizat ion.
4. Boone's Fort (paragraph 5) is most likcly D. shorv how much ofan inrpact the cvents
of that tinre have had on a character.
E. a military basc.
F. thc roan's honrc.
C. a childhood retreat.
H. Drerv's final dcstination

The Tutorverse
t64 '*. En-qlish Language Arts

8. Rcad this sentcnce fiorn paragraph 7 9. Read this scnlencc tionr paraglaph 7

J ho \varmth of thc sun. beating dorrn Sometimcs he didn't think hc'd cYer gel
through \et loung leaves, mrde Drel the bilc of last rr inter's coltl out of his
brush his battered slouch hat to the bones.
llooring and luxuriate in the heat.
What does the ligurativc Ianguage in this
How docs thc sentencc contributc 10 the sentencc cmphasize'.)
devcloprncnt of the setting'?
A. a l'ecling of regrct about Bot)r'rc's Fon
E. lt emphasizcs horv Lrnbearablc thc heat is B. a sensc ol'gladncss that Drc$,has foLrntl
F. lt highlights how much farlhcr Drerv ncw purposc in lile
has to travci. (. a sensc ol'pridc arrd conlldcncc in
C. Il sho\\s how difficult it is lbr anything Drew's skills and abilitics
to grow in this environmenl. D. u lielrr:g olexhauslion antl uurincss as
H. lt depicts Drerv's surroundings as Drew considers his life
plcasanlly wam and relaxing.

Adapted from The Most Dungerous Gome

by Richard Conncll

"Afler thc debaclc in Russia I left the country. lbr it rvas inrprudent lbr an officer of thc C'zarr to stay
tlicrc. Many noblc Russiaus lost everything. I, luckily. had invcstcd heavily in American asscts, so I
shall ucver have to open a tearoom in Monte Carlo or drivc a taxi in Paris. Natulally. I continucd to
hunt grizzlies in your Rockics. crocodiles in thc Gangcs, rhinoceroses in East Africa. lt was in Alrica
that thc Cape buf'falo hit nrc and laid rnc up for six months. As soon as I rccovclcd I startcd lbr the
Amazon to hunt.jaguars. lbr I had hcard they werc unusually cunning. Tlrey wcrcn't." Thc f'ossack
sighed. "They were no match al all fbr a hunter with his wits about hinr, and a high-powered rifle. I was
bitterly disappointcd. I was lying in nry tent rvith a splitting headachc one night when a tcrrible thought
pushed its way into my rnind. Hunting rvas beginning to borc rne! And hunting, rernerrber. had been my
lit'e. I havc heard that in Aurerica busincssrnen oftcn go to picces whcn they givc up the business that
has bccn their lilb."

"Ycs. that's so," said Rainstbrd.

The gcncral smilcd. "l

had no wish to go to pieccs." he said. "l musl do something. Now. nrine is an
analytical mind. Mr. Rarnsfbrd. Doubtless that is why I enjoy the problems of tlte chase."

"No doubt. General Zaroft."

"So," continued thc general, "l askcd mysclf rvhy the hunl no longcr lascinated rnc. You arc mucll
youngcr than I am, Mr. Rainsford, and have nol hunted as rnuch, but you perhaps can guess the
answer."

,, "What \\ as it:)"

r Czar: supreme rulcr'. especiallv in RLrssia

The Tutorverse
 English Language Arts 4. I 65

, "Simply this: hunting had ceascd to be rvhat you call 'a sporting proposition.' It had become tot) easy. I
always got nry quarry. Always. There is no grcater bore than pcrlcction."

- The gene:'al lit a fresh cigarette.

"No animal had a chancc rvith me anymore. That is no boast; il is a rnathenratical certainty. Thc animal
"
had nothing but his lcgs and his instinct. Instinct is no match lbr rcason. When I thought of this it rvas a
tragic monrent for me, I can tell you."

ro llainsibrd lcaned across the tablc. absorbed in what his host rvas suying.

r "ll camc to me as an inspiration whal I must do," the gcneral uent on.

: "And that *'ls'l '

,r Thc general smilcd thc cluiet snrilc ofonc u4ro has faccd an obstJcle and sunrounted it with succcss. "l
hatl to invcnl a new animal to hunt." he said.

'' \ tre tr antttull \ (,u-r( -iukin!.

r: "Not al all," said thc gcncral. "l ncvcrjoke about hunting. I nccdcd a new atlimal. I l'ound one. So I
bought this island. built this housc, and herc I do my hLrnting. Thc island is pcrfect lbr tly puryroscs
thcrc are jungles with a mazc of traits in thcm. hills, swalllps "

,. "llut thc aninral. Gcnclal Zarotl'.)"

L' "Oh," said the general, *it supplies me wilh lhe lrlost cxciting hunting in the world. No other hLrnting
coll')pares with it fbr an instant. Every day I hunt, and I never grow bored now, Ibl I have a cluamy with
rvhich I can lnatch lrv $'its."

rr "But you can'l mcan " gasped Rainsford

l. Read thcsc sentcnces liom paragraph I ) Gcneral Zaroffstates that he has hunted all of
the following EXCEPT lor
l, luckilv,had invested heavily in
Anrrrican assets. so I shall nevcr have E. lions.
to open a terroom in ltontc Carlo or F. bcars.
drilc a taxi in Paris. G. jaguars.
H. bulfalos.
The speaker's attitude in Ihese sentences is
one of -1 According to the passage, General Zaroff is
also
A. rcspcct.
B. contcnrpt. A. Ilainsford.
C. revcrence. B. thc narrator.
D. acceptance C. the Cossack.
D. the Russian Czar.

The Tutorverse
lO(. 6. [nglish Languagc Arts

4. To (icnelal Zaloll thc act ot'hunliuq is 6 Based on the passage. which ol-the follou'ing
is most likclr ln crarnplr of a "sponing
E. it wav to obtain food- proposition" (paragraph 7)?
F. an important ritc o1'passage.
G. about the challengc ofthe chase. E. shooting lish in a barrel
H. firr acquiring impressive trophics F. a gamc ofchcss u,ith a peer
G. prcdicting the dircction ofthe sunrisc
5 Thc speaker ot'the fir'st paragraph u,ould H. an cxpert challenging a novice to a game
most likely agree with which of the lbllorving
stalcrncnts l 7 According to Ccncral Zaroff, u,hich ofthc
following woultl hc thc ntosl challcnginr
A, Pcrl'ection is desirable. sincc there can be animal to hunt'l
nothing bcltcr than it.
B. Thc idra ofpelli'etion is a lie- sincc A. a highly intelligent gorilla
nothing can be perltct. B. a l-ast-Ilying bird rvilh sharp clarl,s
C. Pcrfection is undesirablc. since thcre is C. a giant snakc u,ith pou'erlul venorn
rrothing lcft to achicve alicl it. D. a rhinocenrs with a long, shaqr hom
D. Thc idca ol'perfeclion is an illusion,
since it can ner er bc obtaincd. tt Hou docs Rainslord's tone changc ovcr lhc
coursc olthe passage?

E. fiom lamiliar to politc

F. fiorn casual to conccnred
(i. lront irn\i(,r.rs to upprchcrrsrr,.'
H. fiom adrniring to rcspcctlul

Adapted from The Cruise of the Dazzler

by Jack London

"Hello! Where have you been?" he said.

"To sea," Joe answered demurely. not sure ofjust what kind of a rcception he was to get and fiddling
wilh his hal nervously.

"Short lrip, eh? How did you make out'1"

"Oh. so-so." He had caught the twinkle in his father's eyc and kncw thal it was all clcar sailing. "Not so
bad er that is, considering."
"Considering')"

"Well, not exactly that; rather. it nright have been worse. while it couldn't have been befler."

"Thal's interesting. Sit down."

It was all Joe could do to kcep tiom crying, so kindly and naturally had his fhther rcccived him, making
hinr feel at once as ifnot the slightest thing uncommon had occurred. It seerned as ifhe had just
retumed f'rorr-r a vacation.

The Tutorverse
 Ilnglish Languagc ets -4. I67

, "Now go ahcad, Joc."

r,r Joe sat down and told whal had happcncd all that had happencd fr-om Monday night to that vcry
moment. Each little incident hc related every detail not forgetting his convcrsations with'Frisco Kid
nor his plans concerning him. His face tlLrshcd and he nas carricd au,ay with the cxcitenrent ofthe
narrative, whilc Mr. Bronson was almosl as eager, urging him on rvhenever he slackencd his pacc, but
othcrwisc rcmaining si lent.

r "So you see," Joe concluded. "it couldn't possibly havc tumed out any betler."

r: "Ah. r,r'ell," Mr. Bronson delibcrated judiciously. "it may be so, and then again it may not-"

rr "[ don't see it." Joe lelt sharp disappointrncnt at his fathcr''s qualified approval. lt seen]cd to hirn that
the retum of thc safe nrerited something strongcr.

rr Mr. Brtxrson clearly understood the way Joe felt about it, for hc u'ent on: "As to the matter ofthe safe.
all hail to you, loe! Credit. and plenty of it. is yours. Mr. Tatc and myscllhad already spenl fivc
hundred dollars in attcurpting to recovcr it. So important u,.as it that we had also olfcred five thousand
dollars reu,ard, and this vcry moming \r crc considcring the advisability of incrcasing thc amount. But.
my sorl," Ml. Bronson stood up, resting a hand affeclionalely on his boy's shoulder "lhere arc
certain things in this world which are ol-still grealer importancc than the gold. or papers which
reprcscnt u,hat the gold may buy. Hou'about yourselfl That's lhe point. Will you sell the best
possibilitics o1-your lifc right norv for a million tlollars'1"

. Joe shook his hcad.

n "As I said. that's the point. A human life the money ofthe world cannot buy; nor can it rcdeetn one
r.vhich is misspcntl nor can it nrake full and courplete and beautilul a lifc rvhich is drvarfcd and warped
and ugly. How about yourselfl What is to be thc cffect ofall lhcse strarlgc advcntures on your lil'c
your lilc. Joc'l Arc .voLr going to pick yoursell up tomorrow and try it ovcr again'? Or the ncxt day'l Or
the day after') Do you understand? Why. Joe. do you think for onc montcnt that I rvould place agaittst
the bcsl value ol'my son's lif'e the paltry value of a safc? And can I say. until tinre has told tre, u'hether
this trip of yours could not possibly havc been better'i Such an experience is as potent for evil as tbr
good. One dollar is exactly likc anothcr thcrc are many in thc rvorld: but no Joc is like my Joe, nor can
there hc any othcrs in thc rvorld to take his place. Don'1 yon sec. Joc? Don't you undcrstand?"

Bascd on thc passage, it can be infcrred that 3, Read this senlcnce fi'oni paragraph l3
Joc expectcd his fathcr to bc all of the
following EXCEPT Joe felt sharp disappointnrent at his
father's qualifi ed approval.
A. patilrnt.
B. critical. Joc leels this
"vav
because
C. I'urious.
D. tlisappointed A. 'Frisco Kid had bccn relying on hirn.
B. Mr. Tatc trusted Joe to bring back lhe
2 Thc passagc providcs an answer to all ofthc sale.
fbllowing qucstions EXCEPT C. he had done the besl he could and
thoughl he would be recognized for it.
E. What was in the sat'e'l D, hc knorvs he could havc tlone more to be
F. Who is the 'Frisco Kid'l successful and should have tried harder.
G. Has thc safe bcen lbundl
H. What was the outcome ofJoe's trip?

The Tutorverse
168 4. English Language Arts

1 The word "qualilied" (paragraph I3) most 7 Mr. l]ronson most likely speaks to Joc in
ncarly means paragraph l6 in tone'l
"rhal
E. cxpen. A. hurnor
l-. absolute. B, outrage
(i. rescrved. C. lhrstmtiol
H. compctcnt D- lerrderness

5 Thc passage provides evidence to suggest 8. What does Mr. Bronson mcan rvhcn he says
thal the salc that.loc's cxpericncc "is as potcnt lor cvil as
for good" (paragraph l6)?
A. belongctl to Joe.
B. belonged to Mr. Bronson. E. It is 1oo soon to lcli hou the expcricncc
C. containcd a million dollars. u,ill affect Joc.
D. containcd llve thousand dollars F, The experience will have both ncgative
and positivc cll'ccts on Joe.
6 Thc lcsson that Mr. Bronson atlcntpls to G. Thc cxpcricrrec was mostly ncgativc.
tcach Joc is that sincc it put Joc's life in dangcr-
H. Thc cxpcricncc \\as mostly positi\c.
E. one must bc lesponsiblc rvith one's sincc it rcsuhed in tl'le retum ol'lhc saf'e
mor']ey.
l-. the only risks worth taking arc tl1ose that
can rcsull in rlaking mone1,.
C. living a tull lif'e, even onc u'ith mistakes,
is rnorc r alLrablc lhan nronl'y.
H. o[e must livc up to onc's polential but
r.nusl also bc careful to avoid taking risks
that can losc money.

Adapted from The Innocents Abroad

by Mark Tlvain

All clay Sunday a1 anchor. The stonn had gone dou n a great dcal. but the sea had not. [1 was still piling
its liothy hills high in air "outside," as we could plainly sec wilh the glasses. Wc could not propcriy
bcgin a pleasure cxcursion on Sunday: rve could not offer untricd stomachs to so pitiless a sca xs that,
Wc rnust lie still till Monday. And wc did. tsut rvc had repclitions olclrurch and prayer-mcctings: and
so. ol'course. uc rvcrcjust as cligibly situated as rvc could halc bccn anyrvhcrc.

I rvas up early thal Sunday urorning and was carly kr bleaklhst. I t'elt a perlbctly natuml desirc to have a
good, long, unpre'judiccd look at thc passengers al a time rvhen thcy should bc ticc fiom self-
consciousness rvhich is at breaklast. when such a nroment occur-s in the lives ol-hunran beinrs at all.

I was greatly surpriscd to see so many elderly pcople I might almost say, so rnany r.enerablc pcople.
A glance al the long lines of heads was apt to make one think it was all gray. But it u,as not. Thcrc u,as
a tolcrably t'air sprinkling ofyoung fblks. and anothcr thir sprinkling of geritlemcn and ladies who wcre
non-committal as lo age, bcing ncithcr actually old or absolutcly young.

The Tutorverse
 English Language Arts ry. 169

The next morning. ive wcighed anchor and $,ent to sea. lt was a great happiness to gct away after this
dragging. dispiliting delay. I thought there never was such gladncss in the air beforc, such brightness in
thc sun, such beauty in tlrc sea. I was satislied rvith the picnic thcn and with all its belongings. AII nry
malicious instincts werc dead within mc; and as Anrcrica l'aded out of sight, I think a spirit olcharity
rosc up in their place lhat w'as as boundless. lbr the tirne being. as tlie broad ocean that rvas hcaving its
billorvs about us. I wished to erpress my feelings I rvished to lili up my voice and sing; but I did not
know anything to sing. and so I was obliged to givc up thc idea. lt was no loss to the ship, though.
perhaps.

It u'as breczy and pleasant, but thc sca $'as still \ ery rough. Onc could not pronrenadc * ithout risking
his neck; at one mor.nent the bowspritr was taking a deadly ainr at the sun in rnidheavcn, and at the next
it \yas trying to harpoon a shark in thc bottom of the occan. Whal a rveird sensation it is to lcel the stem:
ofa ship sinking srriftly lronr under you and sce thc borv'climbing high arvay among lhe cloudsl One's
salcst coursc thal day was to clasp a railing and hang on: walking rvas too prccarious a pastitnc.

n By sonre happy lbnunc I was not scasick llrat was a tlring 1o bc proud of. I had not ah.r,ays cscapcd
belbrc. lf there is one thing in the world that rvill nrake a nran pcculiarly and insufferably scll--
conceited, it is to have his stonrach bchave itself, the first day at sea, whcn nearly all his cornrades are
scasick. Soon a vcnerablc fossil, shawled 1o the chin and bandagcd likc a mummy. appcarcd at thc door
of thc cabin, and lhe ncxt lurch of the ship shot him into ury anns. I said:

. "Good-morning, Sir. lt is a fine day."

* He put his hand on his stomach and said, "Oh, my!" and then staggcred away and tripped over a
skylight.

" Presently another old gentleman rvas projected from the satne door r.vith great violence. I said:

u "Calm yoursell Sir There is no huny. lt is a finc day. Sir."

rr He, also. put his hand on his stomach and said "Oh, rny!" and reeled away.

r: In a little while another veteran was discharged abruptly flom the same door, clawing at the air for a
saving support. I said:

,, "Good morning. Sir. lt is a fine day for pleasuring. You were about lo say -"
u "Oh. my!"

ri I thought so. I anticipated him. anyhow. I stayed thcrc and u,as bourbardcd with old gcntlcmen for an
hour, perhaps; and all I got out ofany oftheur was "Oh. tny!"

r,, I wcnt away then in a thoughtful mood. I said, this is a good pleasurc cxcursion. I likc it. The
passengers are not garnrlous, but still they are sociable. I like those old people, but sornehou,they all
seem to have the "Oh, my" rather bad.

,. I knov what was the matter with them. They were scasick. And I was glad of it. We all likc to see
pcople seasick rvhcn wc are not, oursclves. Playing cards by thc cabin lamps rvhen it is stoflring outsidc

! bowspril: a long bcarn extcnding lbrward liom the fronl point of a ship or boal
I sternr the rcarmost paft ofa ship or boat
I bo\r: the liont end of a ship or boat

The Tutorverse
I l0 4. English Lalguage Arls

is pleasant; rvalking lhe quartcrdcck in the moonlight is pleasanl; snroking in the breezy foretop is
pleasanl u,hcn one is not ah'aid to go up there; but these are all lccble and corrrnonplacc conrpared rvilh
thc joy of sceing pcoplc suff'cring the uriscries ol'seasickncss.

I The phrase "piling its liothy hills high in air" 4. Read this sentence tiom paragraph 4.
in paragraph I rcl-ers to
... as Amcrica ladtd out ofsight, I
A. thc rou,th scas. think a spirit ofcharitl rosr up in
B. passcngers playing a garne. thrir placc lhat \yas as boundless, for
C. the I'ecling olbeing seasick. thc time being, as thc hroad ocean that
D. lhe cxcilcment of sailing on thc ocean $ as heat ing its billou s about us.

2. Read lhis sentencc liorr paragraph I

Thc simile usctl in the scntence allbcts the
ttrnr.'ol'Ihe plllgraph b1 crrplrirsizing r
But rve had repetitions oJchurch and
pralcr-meetingsq and so, of course, rvc E. scnsc of drcad at the sight of land fadlng
rrcre just as cligibll situated as rve fronr vieu,.
could have been anvr here. F. sensc ofselflessness to help as rlany
passengers as he can.
IIorv docs tl'ris scnlence colttribute to the plot G. leeling of ncrvousncss as he looks out
of the exccrpt'? onlo the broad ocean.
H, fccling of oplimisnt as thc narrator
E. lt sho$,s that thc narrator is impatient and cmbarks on thc next phasc of his trip.
derranding.
F. It dr:monstratcs th l lhc nrmatOr is a rcly 5. The tonc o1'thc last senlcnce in paragraph.l
re'liuious and pious person. is best describcd as
G. It illustrates that the weather conditions
wcrc lhr orlblc to havirrg meelings. A. bittcr.
H. lt cmphasizcs the borcdom expcricnced B. ccrtain.
by thc narralor dnring a delay in the trip. C. boastlul.
D. hunrorous
.1 From paratraph 2. il can nrosl rcasonably bc
inf'errcd that the narralol 6. lt can bc infencd {i'onr thc passage that thc'
nalratof
A. u'ishes that hc had nrore timc 1o sit and
obscrvc his l'cllou' travelers. E. is irn.nune to seasickncss.
B. prcl'crs the company ol'oldcr pcoplc, who F. is a wcalthy businesspcrson.
hc bclicvcs atc lllorc honorablc. G. is an Amcrican going on a vacation at
C. belici,es that during thc day. most sca.
peoplc's true sclves arc usually maskcd. H. is urore selt'-ccntcred than considerate of
D. thinks that breaklast is the mosl othels.
irnportant nrcal of thc day and should
nevcr bc skippcd.

The Tutorverse
 English Language errs 4. tz I

7 In what way does "this is a good pleasure 9. Rcad this scntence lrom paragraph (r.
ercursion" (paragraph l6) contlibute 1o the
development ol the namator's charactcrl If thcre is one thing in the $orld that
will make a man peculiarlv and
A. It demonstrates lhat the narrator has a insulTerablv self-conceited, it is to
grcat passion for traveling by boat. have his stomach bchave itsell, the
B. lt shows that the naffator is a very first da1'atsea, rvhen nearh'all his
sociable person who enjoys the company comrades are seasick.
o1'otherc.
C. It cunlrasls lhc rtarralor's positire Which quotc from the cxccrpt best sr.rpporls
thoughts with the ncgativc crperiences of lhe central idea oi'the abovc sentcnce?
his fellow travclcrs.
D. lt illustrates how thc narrator's opinion
A. "We could not properly begin a pleasure
excursion on Sunday; we could not oflbr
ol other people changes over the course
unlricd stornachs to so pililess a sca as
of the excerpt.
that." (par. l)
8. Read this scntcncc from paragraph 5
B. "A glance at the long lines of hcads was
apl lo Inake one think it was all gray. But
it was not." (par. 3 )
0ne could not promenade \Yithout
risking his neck; at onc nroment the
C. "I kncrv what was tlre matter with thenl."
(par. l7)
borvsprit nas taking a deadly aim at
the sun in midheaven. and at th( next
D. "And I was glad of it. We all likc to scc
people seasick rvhen we are not,
it Ir as tr\ ing to harpoon a shark in the
oursclves." (par. l7)
bottom of the occan.

Horv docs thc scntencc contribute to thc 10. I lou, do the details in paragraphs 7- I 5 help

devclopnrent of the sctting? support a central idca ofthc cxcerpt'?

E. It highlights the unstable structurc of E. They show that the narralor is a bold and
the ship. fearless travelcr.
F. It depicts thc fishcnnan on board trying F. thcy dL'I]ton:.lralc that tlrc narralor is
to capture a shark. very polite and is a friendly traveling
G. lI reveals that therc are dangerous companion.
clraractcrs aboard the ship. G. They cstablish that the ship conditions
H. lt emphasizes how ditlcult it is to walk affcct the narrator in a different way than
aroLrnd duc to thc choppy waves. othcrs.
H. Thcy illustratc hol,r,the author grcatly
cnjovs takints walks and plaving gamcs
rvith others.

Adapted from The Luckiest Girl in the School

by Angela Brazil
"Well, I don't know, Winona!" wavered Mrs. Woodward. "We must look at it from all sides. and
perhaps Aunt Harriet's right. and it really rvould bc for the best. Miss Harmon's a poor teacher, and I'm
sure your music, at any rate, is not a credil to her. You know you said yourselfthat you $'ere getting
beyond Miss Halrnon!"

The Tutorverse
172 '?. Irnglish l.angurgc Arts

: Whatcver critiqLrcs Winona may have brought againsl her teachcr, she rvas cenainly not prcpared to
adnrit thcm now. Shc relccted the project ol the Seaton High School rvith the utmost energy and
dctcrminalion, bringing into the fray all that lbrce ofcharacter u'hich hcr nrother lackcd. Poor Mrs.
Woodward vacillatedr l'ecbly shc was gencrally su'aycd by whocver was ncarest at the lnonrcnt and
I velily believe Winona's argurrents would have prcvailed. and the w}rolc schenrc rvould havc been
abandoned. had not Mr..lovnson opportunely happencd to turn up.

Mr. Joynson was a solicitor, and the truslcc of Mrs. Woodward's property. He managed most olher
business al-fairs. and sornc ofher private ones as well. She had confidsncc in his.judgment, and shc at
once lhankf'ully subnrittcd the question of Winona's l'utut'c to his decision.

"The very thing tbr her!" hc declared. "Do her a world ofgood 10 go to a proper school. She's liittering
her tirne arvav here. Send I')cr to Scalon by all means. What ate you to do rvithout hcr'l Nonsensc!
Nobody's indispensable cspccially a girl of fifieen! Pack her oll'as soon as you can. Doesn't u,ant to
go? Oh. she'll sing a dillcrcnt song when once she gcts there. you'll see!"

. Thus supponed by an authority, Mrs. Woodrvard settled the qucstion in the affinrative. and replied to
her aunt by relurn ofposl.

' l-atulalll' such a stupendous event as the crodus of Winona nradc a sensalion in thc household

, "lt's atrocious!" groancd Winona. "l'm a viclim sacrillced 1br thc good of the f amily. Oh! why couldn't
motltcr have thouqht of some olhcr u,ay of economizing? I don't want to win scholarships and go in lor
a carccr!"

s "Buck up! Perhaps you won't win! There'll be othcrs in fbr the exam.. you bet! You'll probably fail,
and corne whining honte like a rvhipped puppy rvith its lail bclrvcen irs lcgs!"

u "lndced I shan't!" flarcd Winona indignantly. "l'vc a littlc morc spirit than that, thank youl And r.vhy
should vou imagine ['m going to fail? I suppose I've as much brains as nrost peoplcl"

1,, "That's right! I was only trying to comfort you!" teased Percy. "ln nly opinion you'll bc returned like a
piecc ofspoiled fruit, or onc ofthose arlicles'ofno usc to anybody except thc owner.' Auut Harriet will
bc chcated ofhcr prcy aftcr all!"

r "lf Win goes away. I shall be thc cldest daughter at home," said Letty airily, shaking out her short
skirls. "l'll sit al the end of the table. and pour out tea if rnother has a headache, and unlock the apple
roortt. and usc the best inkpot if I like, and have first innings at thc piano."

r "You forgcl about the nul scry govcrness," rctoded Winona. "lf I go, she comes, and you'll find you'vc
exchangcd King Log for King Stork:. Oh. very well. jusl wait and scc! It won't be as idyllic as you
irnaginc. I shall be savcd the trouble oflooking alter you, at any latc."

r "What l'm tryins to ascefiain. madam." said Pcrcy blandly, "is rvhcther your ladyship rvishcs to takc up
your rcsidencc in Scaton or not. With your pcrversity you pursLrc a pig policy. Whcn I ventulc to picturc

I r,acillate to go back and lbrlh: u.obblc.

r In Aesop's fable. The Frogs ll:ho Desied a King. a group ol'lrogs aske'd the gods lbr a king. The gods
threrv down
a log. rvhich initirlly terrilled and imprcssed thc liogs. Evenluillly. the Iiogs realized that th,.' log rvas passive and
unresponsive. Whcn they asked lor anothcr king. tht"' gods scnt dorvn a stork, wltich bqgan to cal thetn.

The Tutorverse
 Irnglish Language Ails I7l

you seatcd at the board of your venerable aun1, yor.r prolest you are a sacrillce: when, on thc other hand,
I suggcst your rcfurn to thc bosonr ofyour lamily. you rcvile mc equally."

r "You'rc the urost unsympzrthetic bea.rl I'vc ever nrct!" dcclarcd Winona aggrievedly

r: When she analyzed her feclings. hou'crer, she rvas obliged to allou that thcy u,crc mixed. Though the
prospect olscllling do*n
at Scaton filled hcr with dismay, Pcrcy's gibe at her probablc thilure touched
her pride. Winona had alrvays bccn countcd as 1hc clevcr mcmbcr of thc lhmily. It u,ould bc too
ignonrinious to be scnt home labeled unfit. She sct her leeth and clcnched her llsls at thc barc notion.

r" "l'll show thcm all u'hat I can do ifl take a lhing rrpl" shc resolvecl

l. Rcad this sentcnce liorr paragraph 2 3 Which scntence fronr the excerpt besl supporls
thc idea thal Winona's family will not bc upscl to
I verill'. believc Winona's arguments wo:rld see her go away to school?
have prevailed. and the \1hole schenre
lvould ha'r,e becn abandoncd. had not Nfr. A. "'Thc very thing for hcr'!' hc declared. 'Do
Jovnson opportunell happened to turn up, her a rvorld ofgood to go to a proper school.
She's frittcring hcr tinrc away hcrc. Send her
Hou,does the senlcnce contribule to the to Scaton by all rneans."'(par.4)
dcvelopment of thc plot? B. "'You'll probably fail. and corne whining
home like a whipped puppy r.r'ith its tail
A. It reveals horv Ms. Woodward's lack of betwcen its legs!"' (par. 8)
knorvledge niakes it difficult lor hcr to make C. "'lf Win goes away, I shall be the cldest
decisions. daughter at homc. ..l'll sit at the end oflhe
B. [t shorvs horv Ms. Woodward's dcpendence tablc...and use the bcst inkpot if I like. and
on the opinion ofothers altcrs hcr decisions. have first innings at thc piano."' (par. I l)
C, It highlights hol Ms. Woodrvard's D. "'WhaI l'nr rying to ascerlain. madarn.' said
indecision results in the extemal conflict Percy blandly, 'is whether your Iadyship
being prolongcd. rvislrcs to take up your rcsidence in Seaton or
D. it illustratcs how Ms. Woodrvard's not."' (par. l3)
detcnnination helps resolvc the extemal
contlict.

2 Which statenrent bcst describes Percy's tonc in

paragraphs ll and l0'l

f,. Hc uses an accusatory tone by suggcsting

that Winolla $ants to abandon the family.
F. He speaks with a rnocking tone as he prcdicts
the ways in which hcr advcnturcs will cnd in
failure.
G. He rrses an encouraging tortc lo cottr incc
Winona that going away fbl school will be
beltcr tlran her cxpcctations.
H. He uses a joking tone by suggcsting that the
Ietler is a prank and Winona will remain at
hornc.

The Tutorverse
n4q
,1. Rcad this scntcncc lionr paragraph 12. 6. Rerd lhis sentcnce hom paragraph l-5

lf I go. shc comes,

and lou'll find 1ou'vc It rvould bc too ignonrinious to bc sent
erchangcd King [,og for King Stork. honrc labeled unfit. She set hrr teeth and
clenched her fists at the barc notion.
The author rel'ercnce "King Log" and "King
Stork" in ordcr to The dcscriptions in this scntencc conveys tlr!'

E. show the condescension in Winona's E. dccp hurt and sorrow that Winona fecls at
intcractions with hel younger siblings, as she Pcrcy's insulting collulents.
speaks about things she knows llrcy won't F. determination 10 prove everyone urong and
undemtand. show her intcllectual u,orth.
F. highlight thc vulnerability that Winona f'cels C, alfection and attachlcnt to hcr youngcr
rvlren she rcalizes hel siblings arc eager lbr siblings, ivhom she does not want to leavc
hcr dcparture- bch ind.

G. crrphasizc Winona's l'celing olnostalgia as H. anger at thc adults in hcr lil'c fbr not allowing
she inragincs Iiving away tbr the llrst time. Itcr lo makc hcr orr n choiccs.
H. capture Winona's se nse of irritation as she
tclls her sistcr thal hcr absencc won't actually 7. Read paragraph l6 belorv.
be a good thing.
"l'llshorr thenr all \r hat I can do if I take a
5 How does paragraph 9 contributc to the ovcrall thing upl" she resolved.
struclurc ol thc cxccrpl?
Hou' docs il compare to Winona's reaction tn her
A. It reinlorccs Winona's Ioving rclationship situation in paragraph 7'l
wilh tlre resl of her family.
B, lt loreshadorvs the cvents thal rvill occur after A. It shows thal Winona's f'eelings have
Winona leavcs for school. changed liom her original reaction to thc
C. lt indicatcs the momcnt when Winona's nraiu conflict.
rcaction 10 going arvay for school changes. B. It reinforccs the consistency ol'Winona's
D. It sho\\,s thc rcsolution oflhc argun'lent ncgativr] reaction to thc tnain conflict.
bctween Winona and her siblings. C. Il shows how Winona handlcs the conllict
with greatcr rnaturity and poisc than whcn
shc ."vas vounger.
D. It highlights horv Winona's relationship rvith
hcr sister impacts l.row she reacts to her
siluation.

The Tutorverse
 Marhcmatics '4 fls

Mathen-ratics
On the Actual Test
The Malhenratics section on the SHSAT cor.ers a wide range oftopics. These topics include

* Numbers & Operations

D Algebra
? Probability & Statis(ics
4 Geometry & Measurcments

Thcre arc 5 7 qucstions on thc actual Mathematics section of the tesl (though I 0 of lhesc will not bc scorcd on llrc
actual lest). There is no specific time limit during u'hich students must finish the Mathematics section. Instcad.
students have 180 rrinutes to complete both thc English Language Ans and Malhenratics seclions ol'the test.
Cenerally. students should spcnd approximalely 90 minutes on each section. Holl'ever, this guideline should be
adjusted based on a student's strengths.

Of lhe 57 questions, 52 *.ill be multiple choice. Therc are 4 answer choices for each multiple-choice question.
Most answer choices will be ordercd frorn least to grealcst. The rcmaining 5 questions will be "grid-in." requiring
students to produce thcir ou,n response. Students lnusl write their ansu'ers into the provided grid, and bLrbble in
the corresponding value bencath the grid liorn left to riqht. Students should 491 leave a box blank in the middle o1'
an answer and should not Iill in a circle under an unused part ofthe grid.

Students may r?.)/ use calculators on the Mathematics section of thc SHSAT.

In This Practice Book

This workbook lirnher divides each ofthe abovc-listed topics inlo sub-topics. This rvay, studcnts can honc in on
arcas tltat require lnore practice. This dii'fcrs liom the actual test. whcrc questions covering various topics are
mixcd togcther. We have dividcd the main topics in the follouing nranner:
? Numbers & Operations ? Algebra
4 Numbers ? Algebraic Expressions & Equations
'?OPerations ? Algebra in Context
+ Percents ? Plugins
? Fractions ? lnequalities
? Word Problcms
? Ratios & Proportions ? Probabilily & Statistics
,4 Factors, Multiples, Exponents, & t Probabiliry
Radicals t Averages
? Absolutc value
4 Scientific Notation + Gcornetry & Measuremenls
4 Counting Principle ? Area & Perimeter
4 Imaginary Operaliorls ? volumc
? Trianglcs
4 C ircles
4 Angles
4 Mcasurcrnents
? Coordinates

The Tutorverse
176 4. Nlathcnratics

Horv to Use This Scction

As dcternined by youl study plan. including the rcsults of your practice test, we encourage you to fbcus on thc
topics that are most challenging to you. Because there nray be ntaterial on this test that you lnay be uni'amiliar
rvi1h, rve encourage you to review the answcr explanations availablc onlinc al lltc tL!llll\ c!\q.!9ru ll!\l!!.

For additional suppofi. consider seeking oul additional help liom trusted educators or lutors. Bring these materials
to your tutol or leacher ilyou need additional reinlorcement in any given topic.

The qucstions in each sectiun are plogressive. This means that they start out easier, bul lhen become more and
mole dil'ficult as they build on more nuanccd concepls related to that topic. Don't get discouraged ifyou find
some questions di1ficult. lnstead. consider asking a trusted educatol to help you better understand the material.

Notc that grid-in qucstions are included at thc end ofeach section.

Tutorverse Tips!
RcrncDrber that on thc SHSAT. thcrc is no penalty firr gucssing. lfyou don't know the ans\\,er lo a question. take
vour bcst grrcss. In addition to nevcr leaving an ansrver choice blank, consider thc lollou,ing:
? Mcmorize Basic Tcrms & F'onnulas
The trcaning of mathematical tell"s (like "similar") and opcrators (likc "2") arc,/o/ givcn. Thclctirre. you
ma.sl bc familiar with the nrcaning ofthese things bcfore taking lhc actual cxam (this is part ofthc rcason
why you are practicirrg ahead of timel). The tenns and operators used rvill all be gradc-lcvel ap;rropriatc.
Sirnilarly. lirnnulas (like that used to detcrnrine the area of'a circlc) nrust also be comntitted to nleutory.
Dcvcloping a sttong command of malhenratical lcrnrs, opcralors, and fbnnulas is critical on this lest.
Menrorizing this kind of information rvili make it casier to solve questions quickly and accurately.

4 Do Math on Paper
Str.Idcnts olicn try to do nlath in their hcads and cnd up making carclcss nristakcs. Many of the ansu,cr'
choices lo qucstions arc designcd to take advantagc oftlris fact, lcading students to choosc thc inconcct
answcr. Spending 60 seconds doing math on paper to answer a qucstion corlectly is usually morc valuablc
tharl wastil.lg 30 seconds doing math in yoLrr head only to answer a cluestion incorrectly. Translatc word
problcrns into equalions. Solve equations on paper. Check your answers by plugging thcn back into the
equation.

t Sirrplify
Answcr choiccs should always be sirnplificd to thc lorvest possiblc tenn. For exanrple, ilyour calculations

'42
lcad you lo an ansrrcr ol l.2t rcmernber lhat this is also equivalent lo 1-. 0.50. or 50oo. (-heck the answcr

choices to scc which is oflercd as an option. Thcrc will always only be onc correct answer choicc.

The Tutorverse
 Malhenratics 4 nl
Numbers & Operations
Nrlinbers
I 6. If.r and,r,are consccutive positive inteeers and
Which of the following numbers is between
4
.rr ri : I l. what is thc value olrrl

una 1t E. I
3 F. 3
C. 5
4.0.14 H. 6
B. 0.31
c. 0.14 7, Alicc, Bob, and Carol u'ere riding their bikes
D. 0.4 I along thc samc path at different spceds. Alice's
spccd *as twice Bob's speed, and Carols' spced
2. Which olthc lollowing sunrs can be explesscd was one-third that ol Alice 's. Whal was Carol's
as a non-repcating decirnal? specd if Bob's specd lvas 9 nrilcs pcr hour?

1l A. 6 miles per hour

E. -+-
36 B, 9 nriles per hour

ll C. I 3.5 rniles pcr hour

F. -+- D. 54 miles pcr hour

33
ll 8. A certain cditor can revierv betr.vecn 25 and 40
G. -+-
23 words pcr rninule. inclusive. The cditor's rate
varies betrveen S l8 and $33 pcr hour, inclusive.
lt
H. -+-
26 What is the lcast amount that an author would
necd to pay the cditor in ordcr to havc hcr
10,000+vord manuscript reviewed by thc editor:)
3, lf.r x rn : r lor all valucs of-r. rvhat is the value
of nt1 E. S75
F. $120
A. G. $220
B. 0 H. $4,500
C. t

D. 9. Thc tablc belou,shorvs the distribution o1'seed

and llorvcr color lor 72 pca plants.
4. lf 7 morc than p is a ncgativc number and if9
lu'rore than / is a positive number. u'hich of thc DISTRIBUTION OT' SEED AND FI,O\\'ER
following could bc the value ofp'? COLOR }-OR 72 PEA PLAN'IS
Secd Color
E.9 (ireen
F. -ti Ycllou Total
G. ',7
I lou c-r P rLrplc t1 23 40
H. 6 ( olor Whitc ll l9 -]2

5. Thc protluct ol'3 dil'f'ercnt positivc inlegers is I5 How mauy of lhesc pea plants have a white
What is thcir sum'.) flou'er. a yello*'sced, or both'l

.{. lt A. i2
8.9 B. 36
c. 15 c. 55
D. 45 D. 14

The Tutorverse
| 78 '4. N4athematics

10. 14. Sct A contains all intcgcrs {iont 50 to 100.

inclusivc. and Sct B contains all it.ttcgcrs from
PEA POD AND t.I,O\\'ER
6() to lJt{. cxclUsir e. I l('w ntany inlegeTs alu
OBSIi R\IAI'IONS
included in both Set A and Set B'l
Yellow Grccn
Pod l)od t' ota I
E. 29
Purrrlc Flou cr A
l-. 30
White Floivcr I G.3l
T0lal I lt. .11

The tablc abor c shou s the rcsults o1'a biology 15. I Iorv rnany positive intcgers undcr 50 arc
class cxperimcnt. Each variable represents the mLrltiples of neithcr 4 nor 6?
numbcr ofpeas in that calcgorv. Which ofthe
fbllou,ing must be equal to ,-:) A. l6
B. 20
E. _r'*r c. 33
F. p+q+r D. 34
G. k+ m+p+tl
H. .r-+ l +/?+r 16, Horv many positive thrce-digit integen have thc
hundreds digit cqual to 7 and thc units (oncs)
ll. digit cqual to I?
Ht(;lt scH()ot, l.'rtFtslt r\tAN
Latin Mandarin 'l olal E. l0
A lBcbra 72,000
F. 19

(
G. 20
icoprelr-\ 12.500 H. 190
-[otal
8,1.(x)t) t0t.500
| 7. Dimitri wants 1rl ntake I 7 ccnts using only
The table aboic is partially filled in. Based on pcnnies. nickels, and dirnes. Horv nrany diffcrcrrt
the inlilrnation in thc tablc. hon nrany ficshman conrbinations can hc rrake using only thcsc lltree
who lakc Mandarin arc also taking Gconrctry'l types ofcoins?

A. 500
B. t2.000 B. 4
c. 17,000 C. .5
D. t7.500 D. 6

12. How rnany intcgers are there fi'o t l0 to 20. 18. Thc pricc ofa share ofa company's stock has
inclusir e'l becn decreasing at a constant rate of $0.50 per
shate evcry half hour. ll the price ol'1hc sharc of
h.9 stock is nou'S2-5. lor how many hours has thc
l'. l0 pricc becn below $30 per sharc'?
(;. I I

. rl E, 3.5 hours
F. 4.0 hours
13. Ilow many integers arc betwcclr Ll G. 4.5 hoLrrs
-13 iI1 a
3 H. 5.0 hours
.\ 6
B 5
C 4
l) -)

The Tutorverse
 Mathematics '.* n,)

I 2.1
19. Ilx-- and.r' is any positivc inlcgcr undcr 5.
0
-,)

v I

what is the greatest possible value of;r'J t' 2 -i l0

Which of the tbllowing rLrles describes thc tablc
A. 0.2
abovc'l
B. 0.4
c. 0.6
E,
D. 1.0 _1,=-y2+ |
F..I,:.rl+2
20. If.r is a positive integer. \,hat is the least value G. .l : 2-rt 2
H. -r,= 2f I
of .r lor which ,F
lI4
is al intcgeal

8.4 25. The table bclow shows two rows of integers,

F. l Row X and Row Y. and the relationship betrvccn
G. 28 thcr).
H. II2
REI,ATIONSHI P BET\\'EEN
21. lf p: l. u,hich ofthe lollowing has the greatest RO\\'X& RO\\',\',
value'J
A. 4p' Rorv X I 4 5 6
B. 6P' Rorr Y I ,+ 9 16 25 3(r
c. 8P' Assume each row continucs in the pattem
D, lOps shou,n. Whcn the nuntbcr 100 appears in Row
Y. rvhat is the corresponding numbcr that will
lf t r)' for r': l. appear in Row X'l
22. o= h: andb =
I z.] 2, or 3, ivhat is

A. l0
tlrc grcatcst possiblc valuc ol'a?
B. 20

I c. 40
E. D. 60
4

F. I 26.9,21,15.93...
8 The first tenn in the sequence is 9. and each
I term after the flrst is delermincd by rnultiplying
G. thc preceding tcrm by .r and then adding 1,. What
l6
l is the valuc of:; ifl
is an integer > 0'?
H.
32
tt. I
2.3. t,-. 2
G.
H. 4
If.r..rr. and rr lic on a nunrber line in the order
27. ln an 8'h grade horneroorn, l6 students lake
shown above. which of the lollowing could be
Biology, lt students takc Chemistry, 4 studcnts
thc value of ,r?
take both lliology and Chemistry, and 2 studcnts
I take ne ither Biology nor ('hemislry. How many
,\
l students arc in the homcrooml)

B ? A. ]li
3 B. 22
(' I ('. l,+
D !
3
I). r0

The Tutorverse
180 '4. Mathematics

28. If : is an integcr and i is the remaindcr whcn 31. A cornputer program randomly selects a positivc
2: + 7 is dividcd by 5. thcn; could bc thlec-digit integer. lf the inlcgcr sciccted is even.
hall'that integer is printcd onto a piece ofpaper.
E.il Il'thc integer selected is odd, the integer- itself is
F. l2 printed onto a piecc ofpapcr. I1'the inleger that
G. t3 u as printed onto a piece ol papcr is I 02, rvhich
H. l4 o1'thc follou ing could har c bccn thc integcr
selcctcd'l
29. A piggy bank conlains only pernies and nickcls
Ifthere are 2 nickcls lbr every I pcnny in thc A, 5l
piggy bank, each ol'the l'trllouing could bc thc B. t02
number of coins in the piggy bank tiXCtiPT c. 204
D, Any ofthe above
A. .10
B. 33 32. Tina's lockcr corrbination consists of3 tn'o-
c. 55 digit numbcrs. Thc combination sntisfics thc
D. 66 threc conditions belou':

30. Stanlcy noticcd that he is both the l0'1'lallcst and Onc nunrher is odd
the lOri shortest studcnt in his class. Ifevcryonc One nLrmber is a I'actor ol'2,1
in the class is a dil1'crcnt hcight, horv urany Onc nurnbcl is thc nronth ol'Tina's birthday
studenls arc in thc class?
llcach number salisfics cxacllv one ofthe
E. t9 conditions. uhich olthc follo*'ing could bc thc
F. 20 cornhination to Tina's lockcr'.)
G.2l
H. 22 E. il-1.1-2.+
F. t0- t5-24
G. I -12-24
H. 3-r(- t I
Ori d- I n Questi on.s ( ( )pcn- E nded Quast i on:r )

33. What is thc sunr oflall the positivc intcgcrs fronl 36. How nrany distincl positive intcgcr lhctors does
I to 20. inclusivc'l ( havc'l

37. n is divisiblc by 3. 4. and 5. ll r > 100, n'hat is

-1.1. What is the surn ol all integers fronr 5 to 4,
thc smallest possible valLrc of r')
exclusive'J

35. Horv many posilivc intcger values o1'.\ satisly -18. Horv many pcrfect squarcs arc bctrveen 1.600
the inequality 7 <J;< 8? and -1.600?

The Tutorverse
 N4athcmatics '4 lst

Of6*ittions
13l 5
.',,,.1
246 6

A. 0.4
A
ll B. 4.1
I c. 12.4
B D. 14.4
13

ll 2'02
C
24
6. 0.01
,0.03 =

D
tl
:1 E.0.60(r
l'. 6.06

1
l3l G.60.6
246 H.66.0

7. I00(3 + 0.2): 24:

E.: 5

8 A. 1 .316
F.:
5
B. 280
4 c. l .000

G.5 D.43.26.1
H.7.5
8. The valuc of Jso +Jeo is betwccn which pair
3. 2.31+ 1.2- of integen'/

A. 0.195 E. 5and6
B. 1.95 F. l4 and l5
c. 19.5 G. 16 and l7
D. 195 H. 27 and 2li

4. 73 + 0.365 : 9, The value of which expression is between the

consecutive positive integers 7 and 8?
E. 0.002
F. 0.02
,\.
c. 20
J5 + r,

H. 200 B. (5 + 6)':

C. 5r+61

D.
r- r-
{5' {O-1

Grid-ln Qu<,.slions (Open-Lndcd Question,s)

10. 27. 8, r,0. 1,8.27.... ll. -r: 14 4r'

-r=li I
What is the next number iu the sequence'/ What is the valuc of -r?

The Tutorverse
I82 4. Mathcmatics

411 14. (4 0.ti), 15.36 -

12. -5- 1.2 -:-4 a 2.5 ^:I0 =

13. What is thc value ofthc cxpression 15.4.2x1

620
-lO+a:
0.1 + 0.2 0.3 r 0.4 - 0.5'l

Percents
t, Which ol'thc following is equivalent m 1 of
3. In a class of 30 stLrdents. therc arc l2 boys. What
3
pcrcent ofthe class is girls?
35lo ol 974?
A. nJ%
B. .109%
A. 3 59'" ol'108 c. -540,i,
308 D.
S. 3:'r; ol 609n
3
4. ll'thele ale 200 pencils in a case and 75 are
c. 35

3
ol 30ll sharpened, \\,1'rat pcrccntage of pencils are not
sharpcned?
D. l
15
x 924
3
8.25.59/0
F.60.0'1,i,
2. 3.000 students at Regiorral High School wcrc
c. Q..5%
sulvcycd about their thvoritc color. The chart
H.80.0,I;
belou, shou,s thc rcsull 01'this surYey.

Str.rdent Favorilc ( olors

\.IDEO GA\I ES
al Regional I Iigh School
OWNED
l'ur plc # of Vidco
15",, (iames # ol'Stuclents
Creen
35
0..i,
0 L5.r
l
2 2r

Itcd "1 0.5 r

Illue
l5't,,
| 5,'," The table abor e shou's the numbc'r ol'r'ideo
Green is the favorite color of how l.nanv studenls games ou'ned by students in a school. What
at Regional High School'? pcrcent ofthe studcnt body owns I lideo garne')

E. 350 A. 6.250/"
F. I.050 B. t2.50v.
G. r.500 c. 18.75_o,,o
H. t0.500 D. Cannot be dctcnlined from thc given
infbnr,ation.

The Tutorverse
 Mathcrnalics ,4. tx:

6 8. A school took a sur\.ey ofall ils studcuts to scc

Apann'rcnt Building Age Prolilc how rnany pcts each sludent owncd.

x>60 PEl' O\\'NERSH I P

20% x < l8
Number o1' Percenl of
Pets Studcnt Body
0 3 oft
I i5,ti,
I5'1,,
3 8,)i,
.1 or tttorc 20,i

15<x<60 18<X<35
20,% The table above shows the percent distribution
35%
Iirr the school's 2.400 students. Horv manv
A census taker recorded the agcs of all I ,000 studenls own at least 2 pcts?
peoplc living in a ccrtain apartment building.
Each person's agc is rcprcscnted by X. [1orv E. 240
many pcople living in thc apartment building arc F. 600
undcr the agc o1' 35'.) G. 120
H. 840
E. 200
F. 250 9. A survey showed that between 20'% and 30% of
c. .150 university graduates go on to pursue a master's
H.800 dcgree. If 4.000 studenls graduatc lrom a ccrtain
collcge, what is the minimum number of
7 graduates rvho will not continue on to a mastcr's
dcglee program'?
Students Studf ing Spanish, l-rench,
Both. or Ncither A. U00
B. !
,200
()
c. 1.800
D.3.200
Spanish Irrcnch 10. lt rained on 40% ofthc 365 days last year. [..ast
6 5 year'. holv many fewcr days did it rain than not?

E. 20
f,-. 13
G. r46
Thc Venn diagram abovc shorvs the clistribution H. 219
o1-25 cighth gradc stLrdents who studicd Spanish.
Frcnch. bolh. or neither. What percent ol'thc 11. A high school held an elcction for class
studcnts studic'tl French? president. Exactly 1.000 votes $,cre cast and
thcy rvere all lbr either Gillian or Clii,e. Gillian
A- 50.1, received 100 nrore votcs than Clivc. What
B. r3% pcrcent ofthc 1,000 votcs were lbr Gillian?
c. s2%
A. 45%
D. 6091,
B. 559[
c.60n6
D. 65%

The Tutorverse
18.1 4. Mathematics

12, I}rucc and Bctty rccyclcd a total of 600 bottles 17.

Brucc rccyclcd twicc as manv bottlcs as Bctty.
What pcrccnt of the 600 bottles did llrucc Snrartphone Salcs by Brand
recyclc')
Othcr Blands
2l,tn Brand A
8.33.39/o .109{,
F.50.0,)i,
G. 66 70.'i,
H.75.O',,,i,
Bllnd l)
10",,

13. A rcctangle is 50 f-eet long and 40 tlet wicle. The (

lenglh is tlecreased by 4096 and the width is Brantl B
incrcascd by 20%. What is the pcrccr)t decrease Brand C ,
25'\,
in the arca'l t5?;
The circlc graph abor,c rcprcscnts all thc
A. l0'ri, smarlpholles, sorted by thcil hrands. that were
B. t,1,),; sold by an clcctlonics store last month. lf'the
c. 20,ri,
store sold 700 snartphoncs other than brands A,
D. ll.i",i,
B. C, and D- horv many srnarlphones did it scll
altoqcthcr?
14. The pricc 01'a laplop',vas lirst increascd by l07n
and thc'n the new price rvas dccrcased by 20'lo.
Thc final pricc was what pcrcent of thc inirial
A. 2,000
pricc I
8.2.400
c. 2.1t00

E. I0",, D. 3,500
F. lto(r (,
I8. John ran li milcs on Tucstlay. On Wetlncsday, he
G. l{t,l; ran larther than hc ran on Tucsday. I low
I 50')/o
H.90,ri,
far drd hc run on Wedncsday?
15. K* in watchcd 2 hours ol'TV on Saturday. On
Sunday. he $,atched 1009'0 as many hours ofTV E. 5l
as hc tlitl on Saturday. llorv nrany hours olTV l
did hc watch on Sunday? !-. l2
c. l6
2 H. 20
B
C I 19. ,Yis tl09/" ol )". and i'is 20-ouo of 100. What is the
I) 5 value ol'fl

16. A clothing corlpany chargcs a 1591, shipping lee A. t6

on ordcrs under S50 and a 12.5% shipping B. :10

chargc on orders of $50 or morc. Ht-rw nrLrch c. 80

nrorr.- would the company charge lbr shipping on D. IO()
a $49 older than on a $50 older?
20. Fermiunr-253 decays at a rate of50%) every 3
E. St.l0 days. By huw much rvill sonre aurount ol'
F. 52.50 l-ermium-25i decreasc atier 9 davs'l
G. 56.25
H. $7.35 8.6.259
F. I 2.5'%
G. t5.5,7"
H. 87.5,t4,
The Tutorverse
 Mathematics '4. I ss

21. A ccrtain savings account increases in such a 24. By 9 p.m. Friday night. a restaurant had sold 200
way that thc arnount in the account at the cnd of cnlrees, -50 of rvhich wcre steak. Thc restauranl
cach month is 1094 morc than the amount at the makes a grcater profit on steak than on any othcr
bcginning ofthat month. What percent ofthe entrie, so lhey want steak to reprcscnt at lcasl
original amount is therc in account altcr two 50')i, oftheir lotal nunrber ofentrccs sold. Ifthey
months? sell no additional other typcs ofentrdes, u,hat is
thc minirnurn nurnber of sleak entrces that the
A. 2001, rcstaurant nrLrst scll in ordcr to reach their goal')
B. 2t%
c. r209'0 E. 15
rr. l2tt'/; !'. 100
G. r5t)
22. .lancl signed her son up lor summer camp, rvhich H. i00
cost $ I .200 1br the sumnrer. 3096 was due at
signup. Of thc rernaining balance, 757u rvas due 25, A store buys colfee beans at $5.50 per pound. ll'
the rvcck belnrc camp startcd. The rcst u'as duc thcy chargc [J07u molc than thcir purchasc pricc
on thc first day ofcarnp. Hou, much was due on whcn thcy scllthe bcans Io customcrs. what is
the first day of camp? thc price pcf poulid of the beans thcy sell?

E. $210 A. $.1.40
F. 5270 B. s6.30
G. 5300 c. s9.90
H. ti630 D. $13.50

23. A farmcr is planning on picking 1.000 bcll 26. A lurniture store chargcs S52 lbl a ccrtain lanrp.
peppers on the lirst day of the han est. Afier This price is 309/o morc than the amount it cosls
picking the first 600, he finds that 70 percent of the store to buy one of these lanrps. Once thc
thcnr are grccn and 30 percent of them are red. following year's models arrive. storc cmployees
I lou, rnany of thc remaining peppers lle rrust can purchasc any remaining lamps at 40% off
pick must be rcd in ordcr lbl exactly half ofthc lhe store's cost. How nruch u'ould it cost an
total number 01'pcppers pickcd to bc rcd? cniployec lo purchase onc ofthese larnps al this
discount'J
A. tiO
B. I tio E. 56.24
c.320 F. $21.tt4
D. 420 c. $24.00
H. 540.00

Grid-ln Queslion.s (Open-Erulccl Questinns)

27. 100 chickens werc on Billings Farm. 200,1, olthe 29. ofthe students in a class are left-handed
2.19/o
chickens were sold to neighboring Brockpon What's thc minilrum nurnber of studcnts lhat
iarm. and 20%o ol'the rcmaining chickcns were coLrld be in thc class'l
sokl to Luscious Fann. Horl manv chickcns are
on Billings Fann nou"l 30. I ,000 students are pollcd. 309t ol the students
list the Turkish Angora as their lhvorite cat
28. In the rvild dogs' section of llre zoo. therc are l6 brccd. Of thc other studenls. 107o list the
lvolvcs. l2 coyotcs. and tt dingoes. This Scottish Fold as their lavorite cat breed. Hou,
leprcscnts 4591, of all the anirnals in tlre zoo. nrany studenls' lavorite cat breed is neither-thc
llow rrany anirlals does the zoo l')ave in total? TLrrkish Angorz nor Scottish Fold'l

The Tutorverse
l8(r '*. Mathcmatics

Fractions

2 6. A jarrvas filled rvith 35leaspoons ofoil and l5

L tcaspoons ofvincgar. A chcfpourcd morc
3
vincgal into the jar until thc \, incgar reprcscnted
I

n? -2 t,l.thcjar's liquitl. Hou ruurry tcaspouns of

^. 3
vinegar rr ere addccl to the iar'l
B. r8

c. 36? E. 15lsp
3
F. 20 tsp
D. .10
(i. 15 tsp
H. 30 lsp
2. q!*21 =
25 7. A truck lcaves a construction site rvith its cargo
notd 1 tirll of sand. On the way. rhe rruck stops
E. 12.3
4
I'. l4.l al a dcpot, whcre 9 tons of santl is addcd to thc
G. 14.85
H. 16.2 cargo hold. making it I lrll. ttuu rnany ror)s o[
8
sand could the cargo hold contain if cor.nplctely
3. What is I in decirnal lbrm? full?
64

A. l2
A.0.68 B. 21
8.0.68875 c. 16
c. 0.687 D. 48
D.0.6875
tl. The tablc below shows thc price per piece of'

4. What is I in decirnal lbnn?

certain l'abrics.
12 Prices for Fabric
Si.,.: Pricc
E. 0.71i
I
F. 0.7ti I
-J Srlllrl e vAfd sl50
c. 0.7nrr25
H. 0.78 125 2
square vard
- $275

5. Whatis I ofQif 1 ofQis36? Full sqtrarc yard s500

33
A tailor purchascd oncthird. lwo-third, and lirll
,,\.9 squarc yard pieces o1'fabric in cqual nunrbers,
B. l8 spending $5,-550 in total- What n,as thc total
c. i6 amount ol'fabric, in square yards. that the tailor
D. 54 purchascd'1

E. 4
F. 6
G. E
.>
H.

The Tutorverse
 Mathcnratics '4 ln
9, XrX: + X: Xr - XrX.r - Xr Xr 12. lcnnifcr llnds a rare painting u.hilc shopping at a
) thrift slore. Shc convinccs the manager to put lhc
Let il bc a positirc integer. ll X, . 1 lor any painting on holcl with a deposit of $600 towarcl
positive value olk, what is the value ofthe lhc purchasc price. Iflhc price ofthe painting is
above expression? .$2,000, rvhat tiaction of the price of the painting
is representctl by Jennifer's deposit')
64
A.-
25
32 u 1
B 6
l5 ,
l6 F.
C 10
ll
7
lt (;.
D l0
3
H. I
6
10. ln Pleasantburg, 2,850 pcople pay taxes. Of
I
these taxpaycrs. pay bctr^een $10.000 and 13. Tilfany drove from Nerv York to Califbmia ove r
; thc coul sc o1' 8 days. Each day. shc took a onc-
$20,000 in taxcs per year, inclusive. I low lnany hoLrr lunch brcak and a two-hour dinncr break.
taxpayers pay eithcr more than 520.000 or less What lraction of the total null.rber of hours in
than S I0.000 in larcs pcr ycar'l these eight days did shc spcnt breaking for lunch
and dinncr?
E. 415
F. 950 I
G. 1.900 A.-
H. 2,375 8

t]. -I
1 1. A submarine sandu ich crcated for a party is 6
mcasured to bc 63 inchcs long. This sandwich is
cut into thirds. One ol the rcsulting picces is
C.- I
4
again cut into thirds. Belorc scrving it. onc of 3
these pieces is cut in hall Ol the final 6 pieces. D.-
what is the dillcrcncc in Icngth betu,eell one of 8
the two longcst pieces and one ofthc two
surallcst picccs'.) 14. The numcrator ofa certain fraction is 4 less than

lhc denonrinator. lfthc fraction ir cqrul to Z.

A. -r.5 in J
B. 10.5 in what is thc denominator of this fraction'l
C. 17.5 in
D. 21.0 in E.8
F. 12
G. 15
H. l8
G ri d- I n O u es t io r r.s ( ( )pe n - Ended Qu e,\ti on.\ )

16. What is the value of r in the equation

15. \\/hat is 600 x ]Y1J. rrr
2 )(; )( 4)\s) 36 9

The Tutorverse
188 4. N,lathcniatics

19. Whal is thc srnallest possiblc positive integer

I 7. What is thc ,
resLrlt $ lrcr) the eciprocal ot -' rs
I
value for r il' - < 0.3 l
added to the reciprocal of 2? n

2 3l
18. whar is thc dccirnal uutu" ot !l ' " l' 20. l2 peoplc can u,ash 40 cars in l2 days. How
(+'s"o)
many days w'ould it takc 4 pcoplc to rvash 30
cars l

Word Problems

l. Alan nrakes cuckoo clocks. FIe then sells the 4. Thcre are 271 guests at a wcdding. Each table al
cuckoo clocks tbr $500 each. k costs Alan $275 the wcdding reception can scat ti gucsts. The
to make each cuckoo clock. Elery month. AIan blidc and groom r.r'ill lill a table u ith as many
spcnds 52.500 to rcnt his u orkshop. 11. in a gr.rcsts as possible bcforc adding anothcr tablc to
month. Alan se lls J0 clocks. lrou much p1qfu thc rcccption. Horv rnany gLrcsts will bc scatcd at
will hc havc madc in that month'l thc last table added to thc rcception?

A. 54,250 u. I

B. 56,750 li. 5
c. 5i 10.750 (;. 6
D. S I 2.500 lt. '7

2. ,A.sumnrer camp cuunsclor is given $4-5 to spcnd 5. A dcpartnrent store is having a salc rvhcre a
on snacks tbr hcr campcrs. Thc counsclor rvants I
kr provide his canrpcrs u,ith s'rlorcs. cach ol puckctbook is on salr lLrr -oll thc rctail pricc.
4
which requires 2 grahanr crackers, I
Jacquic lrrings with lier a coupon entilling hcr to
nrarshnrallow. and 2 bars of chocoiatc. Glahanr
an additional 30% offthe salc price. The
crackers cost S0.50 each. rnarshnrallows cosl
pockctbook's retail pricc is $li00. What \yill
50.75 each. and bars of chocolate cost $ I .25
.lacquie have to pay in salcs lax ifthc tax is g-qi)
each. Hou,many ctxrplctcd s'mores can lhc
ol'thc final price ofthe pockctbook'l
counselor make lor hcr campcrs'?

E. l0
A. 55.+0
F. II B. li2 | .60
G. 12
c. !i3 7 80

H. tu
D. li54.00

3. Thc surlacc tcmperature ofMercury changes 6. Thcrc arc between 25 and 49 rronkeys living at
drastically. On a certain day. surface a parlicular zoo. Exactly 200ui, ofthe monkeys
temperatures rcachcd 869'F during thc daytime arc Langur morrkels. rrlrrlc cractly lof thc
At night, the surface tempclature droppetl to 4
299'F. On this particular day, what rvas lhc monkcys arc Colobus monkcys. Ilorv many
total changc iIr tcl]rpcralure on thc surfacc ol' monkcys are there in this zoo'/
Mercury?
E. 25
A. 570'F F. l0
B. 869'F G. .10

c. 1.t68'F H. '+5
D. 1.439'F

The Tutorverse
 Nliilhcmatics 4. I si)

7. [Jao nrakes $25 per hour. ln one week, he works 9. A ncw delivcry person is rcquired to makc 36
for a lotal of4 days. On each day ofthat rvcck. dclivcries pcr day, 365 days per ycar. Thc
Bao rvorked for 8.5 hours. Horv much did Bao delivcries will takc place along a circular roLrtc,
makc that wcck? with cach stop being labeled I through 36.
consccutively. The first stop is labcled l. the
A. $200.00 second stop is labeled 2, and so on. At u,hich
B. 5212.50 stop \\'ill the dclivery pr:$on make his or her
c. $850.00 54dr' delivcry l
D. S1.487.50
A. slop nurnbcr 5
8. On days that Ashley gocs to the gym, shc drinks B. s1t4r nunrber 6
three I l-ounce glasses ofiuicc. On days that C. slop nunrtrcr I5
Ashley does not go to the gym, she drinks one D, slop number 18
I I -ounce glass ofjuice. During one pafticular
week, thc pricc per ounce olluice that Ashlcy 10. In thc rnoming, a buoy in a certain tidal bay
buys liorn hcr convcnience store is higher than shows tlrat thc watcr bcncalh it is 2.{ l-cet dccp.
normal by $0.02 pcr ounce. llow much morc did The dcpth ol'thc watcr bcncalh the bLroy
Ashley pay for her juicc ovcr the course of a decrcased by 6 inches each hour for the next l2
normal seven-day week, to the nearest cent, if hours. What was thc depth ol'the rvater beneath
she wcnt to the gym three days lhat week? the huov I2 hours laler?

E. $4.62 E. t2 n.
t'. s2.86 F. I li ti.
c. $r.98 G. 2,1 fl.
H. $r.54 H. l0 11.

Grid-ln Que,st ions (O1:en-Ended Qtrcstions)

I I . 3 eggs and 4 strips of bacon cost $3. I 0. 5 eggs 14. Train A lcaves a tmin station at noon. travcling
and I strip o1'bacon cosl $4,90. lfa laurily at a constanl speed oI Il0 milcs per hour. Train B
orders l6 eggs and l0 strips olbacon. how Icavcs the same statiorl on a parallel track at
mr.rch. in dollars. do thcy pay'l I p.m.. traveling a constant speed. and catches
up rvith Train A at 5 p.m. Horv fast, in miles per
hour, is Train B going'?

12, Dan can wash a car in one hour. llis older

brothcr Dave can wash a car in half an hour.
Hou'many nrinutes u,ould il takc to rvash onc 15, ln Frank's piggy bank, thcrc are only quartcrs
car if they rvorked together:) and tiirnes. I lc has 37 coins. and has a total of
55.50. Horv rnany quarters does he have?

13. Daphnc and Joscphinc cam commission on thc

salcs they cach rnakc. Daphnc earned Sti0 in
comnrission on a salc of $ I ,600. Joscphine carns 16. ln Mrs. Wiggins'clnss ol -12 slrdents. I of rhe
8
tuice the conrnrission percenlage as Daphnc. [f
the corrrnission .Iosephine eams is $ 150. how students are taking French, and 1 of the students
tuuclr u,ere hcr sales- in dollars'l 2
are taking Latin. lf 6 students are taking both,
horv many students are taking neither?

The Tutorverse
190
.
4. N,{athcrnatics

Ratios & Proportions

A supcnrarkct is selling a chicken that has a 6. At a zoo. the ratio of'tigers to lions is 7:4. What
mass of 2.000,000 milliglams. What is thc is thc total nuurbcr oftigers and lions ilthcrc are
chicken's nrass in kilograms? 28 tigersl'}

A. 2kg E. r6
B. 20 kg F. 14
C. 200 kg G. .19
D. 2.000 kg H. 77

2. Thc scalc on a blucprint ofa building states thal

20 f'eet is lcprcscnled by 0.5 inchcs. If a wall is
(r0 yards long. horl many inches long will it bc 7. On Monday. Cheycnne drove the 1.000 nriles
fronr Dcnver to f hicago in 25 hours. On
on tlre bJLreprint?
Tuesday. he drovc the U00 miles from Chicago
E. 1.5 to Ncw York City in I6 hours. IIow much
F. 3.0 greatcr was his avcrage spccd. in miles per hour,
G. 4.5 on Tuesday than on Monday?
H. 6.0
A. 0 mph
3. A recipe tirr salad drcssing uses 5 ounces ofoil B. l0 nrph
Ibr cvery 2 ounces ol'vinegar. If a rcstaurant C. 20 rnph
needs to make exactly 35 ounces ol'salad D. .10 nrph

dressing, horv many ounces ol oil u,ill it need'l

A. l0 ll. Brenda must delivcr 100 ncwspapers by btcycle

B. 14 on Sunday. It took hcr 25 minutcs to delivcl thc
c. l5 lirst 40 ncrvspapcrs. At this ratc, how ntLrch time
D. 25 rvill it take her to dclircr thc rcnraining papcrs'?

4. A newspapel editor can proofread an average of

r. I4 Ir'
100 words e\,ety 9lllinutcs. Al this rate- how
long rvill it takc thc cdihr ro proolicad 1.000 r. I 3
T

u,tlrds?

E. 30 minutes
c.: 5

8
hr

F. 3J minutcs
G. 35 minLrtcs H. 1 hI
5
H. 40 minutcs

5. A man that weighs 76 kilograms on Mars rvould

9. lterp=5plogs
weigh 22tl kilograms on Neptune. lf'a cenain
I terp : 0.2 hucks
Una has 200 plogs and 40 hucks. If she
objcct wcighs 57 grams on Neptunc. horv much
exchanges the plogs and hucks lbr terps
would it rvcigh on Mars'.)
according to the rates above, horv ntany terps
A. I .9 grams will she receive'J
B. 19 granrs
C. I ,900 grams A. 60 tcrys
D. 19.000 granrs B. 2(X) lcrps
C. 2.10 tcrps
D. 280 tcrps

The Tutorverse
 Mathcrnatics 4. l9l

10. In a bowl. thc ratio ofred rnarblcs to ycllow 15.

rnarblcs is 4:5. Thc ratio ofycllorv rnarbles to
blue rnarbles is 3:7. Il'tl.rerc are 35 blue marbles
in thc boul. hou,nrany red nrarbles are thcre'? 1..1 cm

E. 12
F. 20
G. 2li 6crr 3cm
H.35 ln thc figure above, what is the value of.r?

I l. A container ofnrixcd nuts contains 75 ounces of A. L2 cnr

peanuts, ahnonds. and u.alnuts only. The ratio of B. I .6 cnr
the rveights of'peanuts and almor:ds is 5:7. and C. 3.6 crr
the ratio ofthc weights ofahnonds to walnuts is D. 4.8 cnr
7:3. 11'all the peanuts were removcd, whal rvould
be thc new u,'cight o1'thc container'l t6.
\umher of Studcnts hr Cendrr
A. 40 oz. School Boys Girls
B. 50 oz,
Washington .1.000
C.- (t0 oz.. I "500
D. '70 <>2. I- incoln t.200 1.500
Kcrnctll 1.020 3,4-i6
12. During lunch, kids arc trading snacks. 5 potalo Martin Luther King. Jr l .1,000
,357
chips arc u,orth 9 jclly bcans. 2 potato chips arc
I{ooscr clt -119 I.200
worth 9 carrots. Horv many carrots are necded 1o I

h'ade lbr a dozcn jelly beans?

Thc tablc above shows thc nunrbcr of boys and
girls in livc differcnt high schools. For u,hich of
E. l2
the five schools is the ratio of girls to boys the
F. 24
grcatest?
G.30
H.60 E. Lincoln
l-3. On a bookshcll. the ratio ofllction to nonfiction
F. Kcnncdy
books is 4:1. What pcrcent ofthe books arc
C. Washington

fiction?
H. Martin Luther King. Jr

A. fi. ff
+ =?! '
200.,;, and: 10, what is the value of -,-'l
8.25,),;
c.759;
D. t(0,),;, A. l6
B.8
14. A spting stretches li cnr rvhcn a load of20
c. 1
pounds is hung on it. lfthc wcight required to
D. 0.25
strctch a spring is ploportional to how far the
18. Ingrid usually runs l2 milcs in 2 hours. lfshe
spring is strctched. hou,far u'ill the spring
only has 40 lrinutes 1r; run loday, how nrany
strelch in all il'an additional load o1'30 pounds is
milcs can she run going at the sallre ratc?
added to the spring'/

E. 12 crn
E. 2-4 nrilcs

F. I tl cnr
F. 3 mile s

G. 20 cm
C. 4 rnilcs
,)
H. 24 cn.r H. 6 a nrilcs
3

The Tutorverse
Ir)l ? \{ rthclrttics

23. At an arcade gamc. for evcry l6 points .lLrnc

19. Il f:l . rr hat is the r uluc ol r'l
4-r scorcs. shc cams J tickcls that shc can rcdeem
tirr prizes. Il'Junc earned;lli tickels, how many
3 points did she score'l
20
,\. 6l
B B. I .14
4 c. 240
C 6 D.256
2.
l) 6-
3 21.
,.1
20. l]randon is (r lcct tall. At 4 p.m., his shadou,is l)
l0 l-eet long. as shou n in the diagranr. E

t. E
( l)
6fr 1
?

Tliangle -,{8C is similar to Trianglc DEF.

2() ti
Whar is rhe length of side,.lBl
At thc samc tinre. thc slradolv of a tlagpolc is
I 20 lbet long. What is thc hcight of the llagpolc? E. 6 units
l-. 12 unils
E. 20 l'cct G. l6 units
F. 36 lcct H. l8 units
G. I 34 Lct
H. .100 f'ect 25. A high-spccd lrain can travel an averagc of
5(X) krrr in 2 hours. l l' it le li its rtrt ion llroon
21. Triangle Zr\,1N (not shown) is sirnilu to triangle and lraveled nonstop. how rnany kilomctcrs had
it travcled by midnight l
l')?R (not shown). The length of lM is 8 cm, and
thc length ol' Pp is 4 cm. ll'the length of ,41N is A. 1.500 kru
(, urtt. rr hat is tlrc lengtlt ol pR '.' B. -1.000 knr
C. (r.000 knr

A. 2 crr D. I2.000 knr

B. 3 crr 26, A farrer has.l cows that can cat all the grass in
C.5lcm a ficld in l0 days. Ifthc fhrmcr buys I nrorc
3 cow, horv many days would it take thc cows to
D. l2 cm eat all the glass in lhat sanrc lleld'l (A.,;sume thut
ull cors eol llp.\ama ontoutll dt tlrc san(rale.)
22. Trvo hoses can fill a buckct in 5 hours. How
long will it take 5 olthc samc hoses to llll the 8.8
bucket? t'. r0
G. r2
tl. 2 hours H. t2.5
F. 5 hours
G. 8 houls
H. 12.5 hours

The Tutorverse
 Mathcmatics Q oz

27. 'Iinrothy has $1,500 in a bank accountand 30. Which ofthe follorving coordinatc plancs shorvs
deposits 530 cach week. Is thcrc a proportional a proportional rclationship?
rclationship bctrvccn the amount ol'lnoney in thc
account and the number of wecks that havc I! t'
passed?

A. Yes, bccause 30 is a thctor of I,500.

B. Yes. because lhe amoutt of nrtuey in thc
accoul.lt is increasing al a conslant ratc
(; ll
C. No, bccausc the ordered pair'(0, 0) is not v
part ol' lhe rclationship
D, No, bccause thcrc is not a I -to- l relationship
belwccn the account total and the weeks

28. A teacher brought in packs olcoJor pcncils lor

hcr class to use. Thc total nurnber of packs ol
color pencils shc brought,7.r. is proportional to
thc numbcr of students in her class. r. If i
rcpresents Ihe coustant of ptoponionality. which 31. Which of the lbllowing tables shows a
equalion represenlations thc rclationship proportional relationship rvith a rate of change of
I .5?
between 7,l and r'l
f l]. f
E.p=k+n 0 5
-f
0 0
F. pn = k I

G'P-kn i l l
H. p+n+k= 1
.+.5 l 6

29. lf',r' is dircctly proponional to .r antl.t = 49 u'hen

(l _\' f D -l

.r : 7. thcn ri,hat is the valuc of.r'rvhen r = 5'l I t.5 0 0

2.5 2.25 I 5 I

A. l0
:l 3.-375 l
8.25
c. 35
D. 39

Grid-ln QuL'stiuts (Open-Endcd Queslions)

32. I rint : 0.2 drins 34. Matthcw is taking a math test u,ith lJO questions
I rint : 0.5 r,ungs on it. lic complcted thc first 60 questions in 75
nlillutcs. At this rate. how much additional lime.
Mila has 500 drins and 200 vungs. Ilshe in minutes, will it take hirn to complete thc
L'xchang!'s the drirts and r ungs lor rints lcrraining queslions?
accordinu to the latcs ahovc. hur.r rr:any rints
rvill she receive'l

33. In a vasc. thc ratio ofroscs to daisics is 3:.1. and

thc ratio ofdaisics lo tulips is 5:6. lftherc are 48
tulips, how many roses arc thcre'?

The Tutorverse
19.1 ? i\.lathcmarics

-15. -17. Eric decided to go for a walk heading dircctly

south fi'txr his house. Ile rvas able Io make it 3
miles in 2.5 hours. He decided lle wantcd to
create an cquation to rcplcscnt thc rclationship
1 I between thc numbcr ol hours he rvalked and the
-1.11 distancc lionr his housc. What woulcl bc thc
conslant of proportionality lbr his eqrration'?
E
I)

I,}
('
38. In March. Martin opened a nerv bank account.
In the tigure atrovc. AE is 8 inchcs. and AD is
[]e dccidcd that he woLrld only ever dcposit the
4.11 inchcs. lfAC'is l0 inchcs, what is thc lcngth
same amount at the cnd ol'caclr month. At 1he
o1'DB. in inchcs'l
end of Aplil there was 5i250 in his account. Hou,
much money \\'as l\4artin depositing at thc cnd of
36. Whal is the constant of proportionality lbr thc each month?
table belorv'l

I 7 l ll
6-1 2lr l-+ 11

Factors, Multiples, Exponents & Radicals

l. What is the least comrnon mulliple of 450 and .1. What is thc grcatest plirnc lactor of 48?
675'/
E. 2
A. )25 F. 3
B. t. t25 G. 7
c. t.i5t) H.
D. 103,750
S. Ho*'many intcgers grcalcr than 30 and lcss than
2. What is thc lcast common multiplc of 135 and 40 are each thc producl ol'two distincl pl il'nc
I lt0'l lactors?

li. 4-5 A I
F.270 B 3
G. -160 C ,+

H.540 l) 5

3. What is the gre atcst common factor of 450 and 6. I1',r is the grcatest prinre lactor of 39 and.r, is thc
67 5'l grealest priure lactor of 20. rvhat is thc value of
r*r'l
A. 25
B. 225 E.5
c. 4-s0 t'. l8
D. 1.350 G. 23
H.59

The Tutorverse
 Mathcmatics '4 ws

7, A=2 x3x3x5 13, Il'2' x 3' x 5':900. what is.r + l' +:-l
B:2x2x3x3
A.6
What is thc lcast comrnon multiplc of A and B? B.8
c. ll
A.2x3x3 t).30
B.2x3x5
C. 2 t.2 x j x I x 5 14. ll'r and,r' arc diffcrcnt positivc integers and
D. 2x2 x2r3x3x3 x3x5 5' x 5r - 125, what is the value of -r'rjl

8. A ccnain bcll rings evcry 60 minutcs. Another E. 2

bcll rings cvcry 90 nrinutes. 3oth bclls bcgin F.
lingin_e at midnight ( l2:00 a.m.). Hou' rnany
(;. 6
nrorc limes * ill both bclls ring by I p.m.') H. 9

[. ,+ 15. lla, b, antl c are dil'terent posilive integers and

F. 5
2" x 2h x 2' - 64. thcn abc :
(;. 8
H. A 3
B 6
9. If 3' = 27. thcn ,r = C 8
l) 2.

A.- I
9 16. Which of thc following represents 254 in terms
8.3 of 5?
c.9
D. 24 lt. -5
8
t-. 5
10, Il2' = 32. rvhat is -r'l C. 5
t0

H. 5
:0
E. I
F.5 17. lf x" x _16 = -r:a and Ll,i), =.f0, what is thc value
G. I(r o[a+ b?
H.64
A.9
ll. I1'2'r 5'= ll0. uhal is.r .rrl B. 10
c. 23
A.2 D. 3.1
B. ,l
c.8
D. IO 18. whar is rtrc of rhc exprcssion 1::11i:1,
'atuc (5'X2')
12. 11'3' x 5' = 225. rvhat is,tr.rl Ii. t0
l'. 20
E. 4 (;.2,i
F-. o H. I0r1',
G. t5
H. 25

The Tutorverse
I9(, E Mathcmatics

1005 Fat
19-
--= 23. \\'har is tlrc rllLrc r', ,
50' i ,,
t\. ? JN
B. 32
9
c. 40,000,000
r\.
D. 3 t2.500.000 Jro
B. 9
1
C. 4
rl . 12
4
20.-= -J
2g' D.

I 24. If J5 = .r + 3, u'hat is the value ol(r + l):'l

E.
l12
7 E. 5
F. T. 6
I6
G. 7
4 H. 8
C.
.,-

H.
7 25. lf 7+ Ji -- 16. thcn whicli of the follora'ing
4 could cqual .r'?

A.9
21. whar is rhc Valuc ot..ftoo-:o'i B. 32
c. 49
,\. ti D. fJI
B. l0
('. ll 26. What's thc r,alLrc ol- ()-3 ?

D. l6
E. -"61
F.
27

I
Ii,o G
12
27.
!zs
I H
2i
8.4 27. ll u is a positive intcgcr and 6 is a negativc
l0
integer, which ofthe expressions shorvn below
F. 25
(;. must be a positivc number'?
2
H. .1
Lab
ll. (ab)z
l. b,'

A. lonly
B. ll only
C. I and ll
D. l. II. and lll

The Tutorverse
 Marhcmarics 4 Sl
O r i d- l n Q u,-:.s t i o r t.s (Open - Ende d Q u es t i o n ti )

28. What is thc grcatest prirnc thctor of64? 31. Il2' x 5' x 7' : 1.400. what is r + 1, +::)

29. lf .,1; 40 = ! . 2nfl,1 :' 0. rvhat is thc valLrc of

-r'.) 32. Ifr: x lr : 500, rvhat is.r t?

30. Edina and Patsy are in diffcrent math classes.

Edina's math tests always have exactly 30
questions <llr them. while Patsy's math tests
always haVc cxactly 24 qLrcstions on thcnr. By
the end ofthc ycar, Edina and Patsy havc had
the same total nur.nber ofqucstions on all their
malh tests. What is the minimum number ol
questions lhey each could llave gotten during the
year?

Absolute Value
l. (s) 1-(3)+12 7: 5. 240 420 24 421+0:200
A. 12 ln thc cqLration above, what is the valuc oI a']
B. t2
c. t4 A.2
D. l8 B. 38
c. 162
2. What is the value of 5|r 11 if x = 3 and .y
: 9? D. 394

E. 30 6. 180 225 +p. 13xl2l :90.

F. ll
(;. 30 What is the value of p'l
H. 60
E.6
3. What is the value of fr - _r'l - fr - r' if -r = 5 and F.9
t, : -15? G. l8
H. 2r
A. l0
8.0 7. Lct K: ( 31 6l | 9l).
c. l0
D. 30 What is thc value of I K ?
I
4. What is the value of l-9 + 19 - 9l x I
9 A. IIJ
E.3 B. (r

F. I C. (r

G. t7 D. t
H. 19

The Tutorverse
I 98 '? Mathcmatics

8. 15 rl l0 9. ,t 5:7
11,
+ 9 :21
In the cquation above..r > 0. What is thc value
of 2r'l In the cqualions abor.e. .r < 0 and t < 0. What is
thc value ofx + r/l
8.5
F. t0 A. 32
G. t5 B.8
H. -.10 c. l0
D. 21
Grid ln Qtrstions lOpcrt Endad Oucstit)n.t)

10. What is the value of' a-bl b+u if a: lO 12. m 1\l: 12

and 6 = 20? n + 4l: 1l

In thc equations above, /77 < 0 and rz > 0. What is

11. Lel J= l51 5l+l5x the value of rrrr'l
l+l
Wlrat is the valuc ol' J 'l
13. What is the smallest intcger valuc lhat satisfies
tlrc incquality fi, 7 < l7')

Scientific Notation
l. Exprcss 51.000 in scicntillc nolatioll 4. Exprcss 5| 1.700 x I ,000 in scicntilic notation

A. 5.1 \ lO' E. x
5.117 l0r
B. 5.1 x l0r F. x
5.137 l0j
C. 0.51 x l0r C. x
5.117 l0'
D. 51.0x 10r H. 5. I17 x l0: + l0r

2. Whal is the lalLrc ol'0.513 in scientillc notationl 5. Exprcss 952.65 x l.(XX) in scicnlillc notation

E. 5.1-.1 x 10 r A. 9.5265 x l0l

l-. 5.1-l x lt) 3. 9.5265 r l0\
G.5llxl0 l
C. 9.5265 x 105
H. 5ll x l0 1

D. 95.265 x 105

3. What is the value of 0.00020t1t1 in scientific 6. Wrilc 5 x l0 r in standard form

notation'l
E. 0.00005
A. 2.0tt8 x I0 r F.0.0005
B. l.0tt8 x l0 r c. 0 (x)5
C. 2.lilt x l0r H.0.05
D. 2.ttlt r l0l
7. Wlilc 3.695 x l0 ] iu standard fonr.
A.0.00000003695
B.0.0000003695
c.0.000003695
D.0.0001695

The Tutorverse
 l\4iilhcnratics 4 Sg

8. The distance between two cities is 4 x l0l I l. What is thc value of the nr.rmcrical cxpression
kilomelers. What is the distance betwcen the tu,o (5 x l0r)(3 x l0i) in scientific notation'l
cities, in meters?
A. 15 x l0r:
E. 4.000 B. 1.5 x l0ri
F. 40.000 C. I.5 x 10')
G. 400.000 D. l5 x lON
H.,+.000.000

9. On a blucprint. I meter is representcd by I

12. What is the r rlLrc of thc nurncrical expression
rnillinrcter. I1'the building has a lcngth of 370 m, (5 x l{)a)(6 r l0r) in scientilic notation?
rvhat is the length on the blueprint. in rneters'l
E. x I 0')
3.0
A. 3.7 x I0rnr F. x 108
J.0
B. 3.7 r. l0l nr G. 30 x 10"
C. 3.7 x l0: nr H. 30 x 101
D. 3.7 x 101 m
13. What is lhc value ofthe numerical expression
10. The distance liour Earth to thc lroon is (3 x l0r)(2 x l0:) in scientific notation?
approximately 2.4 x 105 miles, and the distance
lrom I:arth ttr Vrrs is approximately 6.0 . l0-. A. 6.0 x 105
Horv many tirncs tarther is Mars than the moon
B. 6.0 x 106
fi'om Eanh?
C. 5.0 x 105
D. 5.0 x 10"
E. 2.5 x 10r
14. What is the sum of 9.5 x 105 and 5.9 x lOa in
F. 2.5 x 10r
scientific notation?
G. 2.5 x 10r
H. 2.5 x l0r E. 1.009 r 10"
F. l.4l4x 105
G. 1.54r lOi
H. 10.09 x lOj
G r i d- I n Qu est i ct n.s ( Ope n- En de d Qu es t i ot1,\ )

I5. What is the valuc o17.56 x I 0r in standald

lom'l 18. what is the value of the expression 14,"
6xl0'
standard fbnr?
16. What is the valuc of6.8 x l0 r in standard fonn'l

I9. The distance lrom Bcn's house to school is

4.6 x l0r mctcrs. and the distance from Ben's
17. Whal is the value ofthe exprcssron house to the liblary is (r.4 x l0r meters. IIow
( 1.2 x l0 r\(r x 105) in standard form? much fanher is Ben's house fiorr school than
the library?

The Tutorverse
200
.* \4rthcrratics

Counting Principle
1. AIex. Bea. Cindy, and Dar,e are cleaning a 6. The tncnu at a thst-casual restaurant offcrs 9
storage roour.lfthey takc turns rvorking in difl'ercnt soups and 6 diffcrcnt salads. Horv
leams of 2, Irow many dillerent tcams can they many dill'erent soup-and-a-salad corrbinations
nrake'l are possiblc lrorn this rncnu J

,\. I 8.9
u.6 F. l5
c. li G. ,30
I). l2 t-t.54

2. Tonl'a has 6 cards h,ing on a tablc sith thc 7. Chet nrust create a codc for his locker. Il must be
numbcrs I . I . l. 2. 2, and 3 writtcn on thcnr. 3 characters long. Ftx'each character, hc nray
I low many dillclcnt two-digit numbers can bc choose fionr all ten digits (0-9), and he rray
nrade by' placing a pair o1'cards sidc by side'.) rcpeat digits. Horv many difl'ercnt codcs can he
creatc'.)
u.
t'. ; A. l0
(;. 8 B. 720
H. 9 C. 729
D. t.000
3. Sam is baking a threc-layer cake. Shc has thrcc
8. Deepak is choosing a password fbr his phone
choices lbr cach Iayer red, vellow- and bluc
using lctlcrs fronr thc alphabct. A-2. Thc
and each Iaycr rnust bc a dif'I'erenl color. Ilou,
passu'ord must bc lour letters lung. and hc can
nrany difltrcnl ways arc therc to laycr thc cakc'l
repeat lctlers. Horv nrany dilltrcnt passwords
,{ 3 can hc create?
B 6
(- E. '1:u
9
t) 2.7
F. 26'
G.26x4
4, A lcacher is lining up 5 students in a ror.r, lbr a
H.26x25x21 x23
class photu. The shottest student rvill stand in 9. A deli ofl'ers 3 kinds ofbread.4 kinds o1'tlcli
the nriddlc, the nexl 2 taller on his lcfl, and thc 2 meat. and 3 types ol'cheese. How many dil lbrcnt
tallest on his right. In how many diltcrent u,ays sandu,ichcs can bc made fiom I typc ofbrcad. I
can the 5 studcnts be lincd up'l typc ofnreat. aud I type of chcese'.)
u. I 4.3
F'. 4 B. l0
G.5 C. I]
lt. 6 D.36
5. Ashton's rvaldrobe consists of l0 dill'crenl shirls 10. A multiplc-choicc quiz has only 3 questiorls,
and 4 difl'crent pairs of pants. How nrany cach onc with ansrvcr choices A. B. C. and D.
tlillcrent outfits consisling ofonc shirt and onc Asstrning a sludcnl ans\\cr:\ c\cr\ qucsli(,r). in
pair of pants can hc nrake from his wardrobc'? hou' nrany rvays could he fill in thc answcls?

A. l4 E. ll
B. 20 F. 21
C. .10 G. 6,1
D. 60 H.256

The Tutorverse
 Mathcmatics 4 201

ll. Ephram is ordering a custonr license plate. It 14. Gail is choosing a password for her phonc using
must be 6 charactcrs long. For cach ofthe first any lclters fronr the alphabet. A-2. It musl be
three charactcrs, he may choosc any lctlcr A four lcttcrs long. and she cannot rcpcal lcttcrs.
through Z, and for cach of thc last thlee Ilou, many dill'crent passrvords can she crcate?
characters. he may choose any digit 0 through 9
Horv many dilferent liccnse plales can llplrram E. 264
choose fronr'.) F. 26 x 4
G.26+25+24+23
A. 26r x l0r H.26x25x24x23
B. 26r + l0r
C. 26x3x lOx3 15. Qurashi is ordcring a custom liccnse platc. lt
musl be 6 characlers long. For each ofthe llrst
D. 26]x26t x26t x l0r x l0rx I0r
three characlers he may choose any letter A
thlough Z and lbr each of the last three
I2. Lcrvis must create a code lor his locker. [t nrust
characters he rnay choosc any digit 0 through 9,
bc 3 characlers long. For each character. he may
but no letter or digit can bc repeatcd. Hou,many
choose from all ten digits (0-9). and he may
difl'ercnt license plates can Qurashi choosc
NOT rcpcat digits. IIou, many differcnt codes
lronr'l
can hc crcalc'J

E. 27 A. 26r x I 0'1

F. 30 B.26x3xl0x3
c. 720
g. 26 + 25 + 24 + l0 + 9 + 8
H. r.000 D. ?6x25 x24x l0x 9x 8

I3. Five srvinrmers (Al, Bob. Chc1. Dave, and 16. Partha has 7 dilt'erelt books. She is going to
Ed) are conrpeting for the gold. silver. and arrange threc of tlrem On the shelfabove her
bronze mcdals. In horv many different u,ays desk. ln hor.v many dilfercnt *,ays can she
can they place ? arrangc three books?

A. 15 E. 2l
B. 60 F. 210
c. 120 C. 3;13

D. 125 H. ,+4 |

Gril- I n O tr t:.s Iit t n.s (Ory n - Ende d Qu es ti ort s )

17. A deli olfcrs 3 kinds ofbread. 5 kinds ofmeat, 19. Simone has 3 shirts (red, yellow and bluc),3
and 3 kinds of condiments. lf a sandu ich is skirts (red. ycllorv and blue). and 3 belts (rcd.
nradc fronr onc type of bread, one typc of meat yellow and bluc). Horv many dillerent outfits
and one condimcnt. horv nrany differcnt can she create. if she doesn't want all thrcc items
sandlr'ichcs arc possible? to bc the sanrc color?

20. A social studics class inragines that the Uuited

18. ln a math conrpetition, the tirst-place uinner States crcates a 5I" statc and necds a two-letler
rccei\ es S l(,0. thc sccond-place u inncl reeeir es statc abbreviation (likc CA for Califomia). The
$50, and the third-place $,inner receives $25. lf class can use any letter in the alphabet (A-Z),
tcn peoplc compctc. in how nrany rvays can thc and thcy can lcpcat leltcrs. bul thcy cannot use
first. second and third place finishers bc an abbreviation that is already bcing uscd by one
dccided'l ofthe 50 exisling states. How many diflercnt
abbrcviations can the class creatc?

The Tutorverse
202 + Mathcnratics

Imagina ry operratltatix
For questions l -3, use the following operation For questions 7 9, trse the follorving operation

b= 6b tz x(q))'= 2x 3y

l. What is the value of 4? 7. What is the value of 51a;3'l

,\ 24 A.8
I} t2 B. I
( 2.1 c.9
I) -il D. 2l
8. \\/hat is thc raluc of .rkr 7':'
2. What is thc valuc o1' 7 -l'l
I.l. 2l 3.r
E. 1 r. 1.1 -l.r
F. t2 C. 2,r 2l
G. 24 H. 2r l.+
H.30
9. \\/hat is thc r aluc of 71rr r'l
-1. \ hat is thc rrluc of1, if h 4ll
A. 1
A.5 B. 14 il
8.9 C. l4 .r'
c. t80 D. 2l ir'
D. 2,+0
For questions I 0 12, use the fbllou,ing operation:
For questions 4 6, use the following operation:
c#d:c2+cd+16
^r^:_r:+6r+9
10. What is the value of 4#rfl
4. What is the valuc of "2"?
E. 4d
E. l F. 4d+32
t-. l3 G. d+ 8
c. 25 H. (f + 16
H. 75
I l. What is thc vaiue of 2#-l'l
5. What is the valuc of "( 3)"?
A. 17
A 0 B. 20
B l8 c. )4
( 1,,1
D. 26
t) 26
12, What is the raluc of l0#4 ,1#10'l
6. For which ofthe lbllowing values of.r does
^,r^ = 64? E. I16
F. C)

Il. 1 G. 84
r'. 5 H. I t6
G. t(
H.

The Tutorverse
 N,lathematics 4 Zal

For questions l-l I5, usethc liillowing opcralion: For questions l6 18, usc the following opcration

I .r,
p 4

13. What is the value of ( 5)'.'.' 16. What is the value o1'
,)

A. 2sl E. -1.-5
5
F. 3.5
B. 24! G. 3.5
5 H. 4.5
C. .,4
5 17. \\Ihat is the valLre of
I
D. 25! A.-
5 4

14. WhaI is thc value ofp if'2-:01' B. I

2
I
E. I C.:
4
F. _1 5
2 D.:
(;. 0 4

H,
I
Iu. \\'ha1 is thc raluc ofl i : t7?
,
E.6
15. Which valuc ol 7.r u,ould NOT result in an F.+
integer'l G. I
H.6
A.
B. 0
C. I
D. All real number values ofp will result in an
integer.

Grii-ln Que;tktn.s (Open-Lnded Questions)

19. lf "p" : p1 l\p + 21. whal is the value of x

^(-2)^.) 22. If l: -
-r! -v -rl. $'hat is the value of 41 5?

zo. A:e-r ; 21. itah:\'\:5d t 3h

What is thc valuc of ,r i1' I 10',1 Ilb: 6, fol rvhat value ol'a rvould //rrD\\:63?

lO
21. lt'4 . -
nru .uhat is the vatue ol' 24. q# -2q I

wG! 2@t!
What is thc valuc of (2#)#l

The Tutorverse
2l)4'q Mathematics

Algebra
Algebraic Expressions & Equations
I : 6. lf-r:6, rvhich of the lblloiving is thc grcatest in
If = 4 and b 3. what is thc value ol'.rr 5lr'l valuc'l
l)

A. I
E. (.r- l)(,t+ 3)
8.9 F. (.r+ I)(.r l)
c. 9l C. (.r + 3)(-r 3)
D. 129 H. (,t 3)(r + I )
I
2. Foruhat ralueof.r is x -x=8:' 7. ll'2r'I : l. \\'hich ol'thc follou'ing must bc
j_)
5 ccluivalcnl to l2r i l2rrl
E.5
F.8 A.0
c. l0 It.6
H. 40 c. ql
D. 24r
3. What is lhe valuc of .r in thc equation
4.r (5 3.r): 16? 8, If a: 5, which ofthe lbllorving is cqual to
uxz 4 ox* a'!
,\.
7 E. 5("rr+ l)
8.3 F. 5(-r +l)r
c. 11 G. 5(-rr + -r + I)
D. ll H. 5(5.t'+.r+ l)
4. Ii(3 .r) (.r 3) :,r, then rvhich ofthe 9. Il (r 5)r -l(r and.r': 0. u,lral is thc value ol .r'J
lbllou'ing is equivalcnt to r?
-11
I_. 2 B 6
t'. 0 (' I
(;. 2 D ll
lt. 6
10. ll'.t:,y 9 and 23.x l2.r: I l, what is the valuc
5. l0 ( .tI t<) - 4r' (i er) ol r'?

Which ol'tlrc lbllou'ing stalcurcnts u'ill make the 8.2

above cqLralion true'? F.8
G. l0
.l H. 20
l
B I 0 l l. Il 9.r t 7 - I l. what is lhc value ol 9-r 3?

C
l A.- 5
D l 9
B. I
c. ri
D. .+

The Tutorverse
 \4rllrematics 4 nS

n. s*@
r,: I , rvhat is thc uolu" of + | |
22=s! "2
I7 tf J
v (r'-l)
What nLrmber'. when uscd in placc ol-lhc @-, A.4
abor c. rrrakes the sttlcnlcnt lnrc l 8.0
E. 1 c. I

2 D.2
F',. r
:
G.6 f8. Ifa b 10. b:4t', and c: 3, rvhat is the value
H. II ofa?

I3. Ilti nrore than tuice a numbcr is 14. what is lt E. ?.

tinres the number? I'. l2

G. )2
A. ..]
H. 24
B. 16
c. )1 19. lf ntn = I 0. rvhat is the value of 2 *L , nt'!
D. ll2

14- li'l
) of a nrrmhel is 12. rvhat is :3of-_the A.8
14 B. t0
numbcr'l c. l2
D. 20
E.8
F. t2 20. What is the value of .r in thc cquation
G. 24 !_t!
= ?! r
H. i6 0.40 r
15. If 1 ofa is 30. what is 1 ofa?
E.0.li4
55 F. t. t6
G.6.25
,\. I .1. -+
H. 6.41
B. lrl
c. 24 21. "Thc sum ol,r and the squarc root ofl is cqual
D. 40 to thc sqLlarc root of thc sum of,r and r'."

16. When the nunrber c is multiplicd by 5, thc rcsult Which of the lbllowing is an expression for the
is the sarne as when 5 is added to c. What is the stalerrent abo\ e?
value of4c?
.t. r+Jy=Jr+1
a.! 5
B, ,[x+y=Jx+y
i-. 0 c. .r+Jy = 1G*;'
G.4 D. ;r+r[=1;r+y)'?
H.5

The Tutorverse
206'q Mathcmatics

22.7,15.23. lt,19,,.. 26. The sum ofthree conseculivc cvert intcgcrs is

Thc first fivc tcrms of a scquence arc showlr l{4. lf .r lcprcsents lhe lcast ol'the thlce integcrs,
abor,c. Each lcnn after the first is lbund by u,hich olthc follou,ing equations repre.sents thc
adding ll to the terrn inrnredialely preceding it staterrcnt abovc?
Which temr in this sequcnce is equal to
8(25) l ? E. 3.s - tJ4
F. 3.s+3:84
E. Thc 8'r' ternr C.3s+4:84
F. 'f hc 24'1' tcnn
H.3.s+6:84
G. 'l'hc 25'r'tcrnr

tf * =43 . then .r :
H. Thc 26'r' tcrrn
27.
23. Ili.l'i3)i .r8(.r l). th!'rr r -
r-439
A. 37
A. t0 B. l9
B.
c. 100
c. 4l
D. 4.1
D. l0l
28. 1173.000: 1,000(7p + 3). thenp:
21.
[)osition ValLrc I
I.l
0
I
l0
l l'. I
6 (;. l0
-1 9 H. 100

5 t) 29. lf 5a + h ,., u + 5, what is b in tcms ol'al

r.000
A. 6ar 5
Certain valucs in a list ol'nrultiplcs of 3 arc B.4rrt5
shou,n in tlie table above . Whal will the 1.000'h C. 5 4rr
nuurbcr in the list bc'l D. 5 6ri
E. 2.991 30. Which of'lhc following equations represents the
F.2.99,+
G.2.991 statement "the product ol'r and 1 is cqual to
5
H.3.000
the sum of 5r and 2"?

25. If r(a + b): 2ti and rr.r-: 7, what is the valuc of

b.r'l r... 1r 1...5r
5
A. I l''. -r - I
')
l(5 i)
B. 14 5
C. 2I 1
D. l5 (i. ir 5{ r l)
5

tt. ?, 5i'l
5

The Tutorverse
 l\{athcnratics Qi zol

Gritl-Itt Qua.;tions (Opcn-Enelul Ouestion.s)

x 34. When l2 less than tu,ice -r is doubled, thc result

31, If , = 5 and.l'= 3, what is the value of is the same as when .r is subtracted liom 10.
v
What is the valuc of 5.r'l
x

15. I :- r+10
32. 11'ab = 12. what is the valLre of4a x 3bl 8 .r+30
What is the valuc of -r in the equation aboYc'?

33. ll'n < b antl i F:9. rhat is rr rvhen 6 = 4'l

Algebra in Context
l Yannis and Malcolm havc a total ol'60 books. If 4. Sue read l2 morc than twice as nrany pagcs as
Yannis has 8 more books than Malcolm. horv Torn did last wcck. lf Suc read 90 pages, ho"v
nrany books does Yannis have? nrany pages did Tom read',)

A. 22 E. 33
B. 26 F. 39
c. 34 G. t6rJ
D. 3ti lt. 192

2, Michael is 3 morc than lu,ice Leon's age, Il 5. In right trianglc lBC anglc C is a right anglc.
Michael is 35 ycars old. hou'olcl is Lcon? and angle B is I ti less than twice angle ,4. How
rnany dcgrees is angle B'?
u. 1
I.. 1l A.27
(i. l6 B. 16
H. l9 c. 54
D. 63
3. A rnachinc can rvcld 10 timcs as many car
bumpers as a human can in any given amount of 6. lfthe degree n'reasures ofa triangle are in the
lillre. In onc day. a machine and a lturran cart ratio l:2:3. what is the degree measurc ofthc
wcld a combinetl 550 car burnpers. Horv many largest angle?
did the machine wcld?
E. l0
4.450 F. 36
B. .+95 c. 90
c. 500 H. t Olt
D. 540

The Tutorverse
208 'a Mathcrnatics

7. lfthe degrcc ulcasurcs ofa triangle are in thc 10. At a car rvash, Shernran is paid 54 for each car
ratio 3:4:5. rvhat is thc dcgrce mcasurc ofthc he rvashcs, plus a flat rate of S60 per rveck.
smallest angle'/ \\ hich trl'lhe lollouing crplcssions rcprcsrnls
the total dollar anrount Shenran receives lirr a
A. l5 rveck in which hc has u'ashed <'cars'l
8.36
c. ,+5 E. (60 + 4)c
D.75 F. 60r'+ 4
G. 60 +4c
8. Shonda is cumcnlly' onc-third ofRonan's age. l0 H. (60 + t')4
ycars liorn now, shc will be onc-half of Ronan's
age. Ilorv old is Ronan now? I L A biology student is growing liuit flies in a lab
ior an cxpcrimcnt. The population. P. o1'thc fruit
l.].6 flies I days after lhe cxperinrent be-ean is
F. l0 lrl
(i. l6 rnodelctl bv thc lunction p(l) = 5.000r 2
rr. By
H. -10 how many fruit flics does thc population grow
from I = 3 to l:91
9. A sncakcr lactory's old machine nrakes 60
sncakers pcr minute. Ils ncrv machinc rnakes 90 A. I 0.000
sneakers pcr minule. ll'both machincs bcein B.30.000
lunning at tllc sarne trnc. horr rrtarry rninutcs c. ,10.000
will it takc tlrc lwo machines to makc a total ol' D.50,000
5.400 sncakers?
12. A telephone call bctu,een t\\'o countries costs 30
/\.36 cents tbr thc l-rrst nrinute and l2 cents lbr cach
It. 60 additional minutc or poftion thereol'. Which of
c. 75 the following equalions represcnts thc cost. (.'. in
D. 9t) dollars. ofa phone callbct\\,ccn llrese t\\,o
countlics lhat lasls lirr ar nrinLrtcs. if,r is a
positivc intcger'l

E. C - 0.42nr
F. C= 0.10 + 0.l2nr
C. C'= 0.30 + 0.12(m I )
H. C: 0.30nr + (1.ll2(m l)
G r i tl - I n Q u e.s t i r t n.s ( Ope n- E n de d Qu a.\ I i o t1s)

13. The width of a door is rr'{'eet. Thc lcngth of thc 16. At.t isosceles trianglc has a perimcter of .1(r
door is,l lcet longer than thc rvidth. tfthc lcr)gth inches. Thc base is (r lcss than tu ice cach ol-the
ot'lhe door is l0 fcct. what is l'? congruent legs. What is thc sunr of the lcngths of
the two congruent lcgs'l
14. In one rninLrlc. Luke can do 3 timcs as many
pushups as his brother. ll'thcy can do a total ol 17. Ifthe dcgrcc measures ofa quadrilateral arc in
60 pushups. how many can Lukc do'/ the ratio l:2:4:5, what is thc dcgree rrcasurc of
the largcst anglc?
15. ['anr's age is l0less ll]an twice Ed's age. lfthc
sunr oflhcir ages is J2, rvhat is Parn's age? 18. James has U morc dinres than nickels. [1'lhc total
valuc ol'all his coins is 32.15- horv nranv dirncs
does hc have?

The Tutorverse
 Mathcrnatics '4 zOg

19. lf 24 3x is 8 more than 5.{, what is 1he value of 22. One pound ofcherries nonnally costs $8.
3.r? Exactly how many pounds ofcherries can
solllcollc buy ivith $48 ifchcrries go on salc lor
20. TubcMusic costs Sli.75 pcr rnonth plus $0.75 per 259lo ofl'l
downloaded song. In one nronlh. I larrison's total
TubeMusic expcnse was $ I 7. Hou' nranv songs 23. ln January, Caleb rvorked l3 hours more than
did Harison download'l Rai. If they worked a conrbined total of73
hours. Itou,'many hours did Rai rvork in
21. When 7 limes thc nurlber l is added to 2l . the .lanuary'?
rcsult is 14. What is tlrc rcsLrlt rvhcn J timcs l is
added to -l'l

tSlugitts

1. .r-. 3-t, 9.r-, 27-t 4. lfA. B, and C arc digits in the positivc thrcc-
digit integer ABCI, u4rat is the dccirnal
If.r < 0. which ofthe four values above is tlre equivalent of ABC x l0 r'l
greatest l
E. O.OOABC
A, .1 F. O,AI]C
B. 3-r G. A.BCO
C. 9.r H. ABC..OOO
D.27l
5. II'a + 6 < a, which of the following must lre
2. Ifm represents an odd inleger. which ofthe true'?
follorving expressions reprcsents an cven
integcr? A, a<0
B. a:0
E. tu,2 c. b>0
li. 2ml D. b<0
G. 3n2
H. 5ru+ I 6. lf ab: = kb, and bt +0,rvhichofthc
c. <-

following is equal to k'l

h
i. lf a = _ and , + 0. rr hat does 4/r equal in tcrms
oi.r?
) !-. IQ
T.
1u (;. tl
,\
5 It. aII
B. 20rr
a 7. Mr. Thompson has been lcaching math for 8
( years less than lwice as long as Mrs. Simrnons
20
Il'Mrs. Simmons has been tcaching rnath lirr,t
d
1ears. uhiclt ulthc follouing elplussiorrs
4 rcpresents lhe nur.nber of years that Mr.
Thompson has bccn teaching rnath?

A. -r tl
B. 2.r 8
C. 2,r + li
D. 8 2,r

The Tutorverse
2llt q Mathclnalics

8. ll'a rcpresents an cven intcgcr. rvhich ofthe 13.

l'ollurr ing rcprcs!'nts thc nr'rt cvcn int('$cr \\,ALL
glcater than rr?
I
I
I
E. a+ I I

F. o+2 .fl
I

C. a+3 I
I
H. 2o I I
I
L
9. ll'a > b. ho$ much glcatcr is thc sur of ('and.r I
lhan thc surr'r of l and D'l In a classroom. a da:rce tcachcr places colorcd
tapc on the floor to malk olf thrce rectangular
A.c tt arcas wherc students should sit, as shou,n in the
B.2c h tliagranr abor e. Three ol'thc ouler edgcs of the
C, o-b arca will bc malked by tapc. u ith thc l'ourth sidc
D, a+ b bound by lhc classroom rvall. The ovcrall
dinrensious ol'the marked ofI arca arc -r' and _r,
10. l1'.r andl arc odd integcrs, rvhich ofthc and the lotal arca ofthc marked olfarca is 600
lollou ing nrLrst also be odd l squarc feet. What is thc total length ol'tape thal
is needed to rnark the thrcc outcr edgcs ol'lhe
E,r I arca as rvell as divide it into thrce sections'l
F. (,t I )t'
G. (.i-+ l[' 600
r{ .r- +
H, (.t+ l) +1' -r
B ^ir + 2,400
I l. A phone cornpany's intcrnational calling plan 3.r
costs S L30 pcl day ol usagc. plus an additional -1.800
charge of S0. l-i per minutc of talk tinrc. Which C 4r + _
ol'the following rcpresenls the total chrrge, in
3r
2.400
dollars. ofhaving this inlcrnaiional phone plan D 4\. +
and lalking.{ minutes in onc day'.' 3.r
-
A. | .43x I4, During a salc. a customcr can buy onc book ior
B. 1.30 + l3.r I dollars. Each additional book costs r/ dollars
C. 1.30+0.13.r lcss than the lirst book. For cramplc, lhe cost ol
D. |.30 I0.l-.1 +r the sccond btxrk is h r/dollars. Which ofthe
lollor.r'ing represents the krtal cost, in dollars, ol
5 books during the sale?
12. l' q ! p= 0, what isTr when q: l'?
E. 2b 5d
E. .1 F.2h d
F. l C. 56 5r/
(;. I H. 5b 4d
H.4 15. ll'2a:5b and -5b:6c. uhat does.r cqual in
tcnns of r'?

6
.\.
5
B. lc
C. l5c
D.30c

The Tutorverse
 Marhcrnarics 4 Y t

16. A movic tickct costs dollars. During a salc, if

fl 20. tfthc avcrage ofn and D is:- w.hich ofthc
a custorner buys onc tickcl for nr dollars, cach follou,ing is thc average ofa. h. and r"l
addilional tickct he buys costs n dollars less lhan
the first tickct. For e-ranrple, the cost ofthe
sccond ticket is m n dollars. Which ofthe E.2z+!
3
fbllowing represents the total cost, in dollars, of
.r tickets during thc sale? F. 2z+!
2
E. ,x + (r l)(m n) (;. C

F. m+x(m-n\ 1

^ m+- (m-n)
t. H.
x )

H. (m-n149--n\ 21. lf m+ 5 ;.then2m + l0:

x

17, There are 25% more girls than boys cnrollcd at z+5
Hilcrcst Hrgh. If thclc are 6 boys enrolled. then. B 2:
in tenrs of b, what percent ol' those cnrolled are C] 2z+5
boys? D 2:1 l0
22. How old uas Kim I year ago ifnr ycars ago she
A. was n years old?
h+25
B.
h E.n ttt I
2.25b F. nt n I

r00b olt
G. n+m+l
C. H. n*m I
b+25
D. -_1006 t)iit 23. After thc firsl term, cach tenr in a scquencc is 2
2.25b
grcatcr rhan
'2 I oirt'c preceding rcnn. Il.r is rhe
18, A lotal olg
cggs were transporled to tlre markct
Each ol'the ('crates that were used to transpolt
first term of tlre sequence and r I 0, what is the
the eggs could hold a maximunr of nr eggs. I f ratio ()fthe sccond terrn to the first term?
one crate had 5 empty slots and the rernaining
crates werc all tllled, rvhich ofthe fbllorving .\-+ 4
A
c"rpresscs thc rclationship alnong. g, <, and nr'l 2
x +2
E. crr 5:g B
2
F. on+5--g x+4
G. c'g=2+J C
H. rg: ri -5
2r
x +2
D
19. If,r and.r' arc positivc consecutivc odd intcgers, 2t
wlrere -r >,ri which of the lbllowing is equal to
rt t,2? 24. lf (ru + 2)1 n = 0, and r:9. what is the value
of zr'l
A. 4.r,
B. 2r'- 2 E. I

C. 2r' , :l F.i
D.4r'14 G. l6
H.79

The Tutorverse
y2'frt Marhcmatics

25. Thc sunt of two nurrbcrs that dillcr by I is,r. ln 28. A conr,cnience store sells b boltlcs of $'atcr pcr
tcmls 01'-r, what is the valuc of the creater ol'tlre wcck. Ileach bottle sclls for / dollars. rvhat is
trvo nuntbcrs'.) the averagc number ol.dollars the store earns pcl'
day liom selling bottles of\vater'l

,\
-rl
,) E. 7hd
7b
r+l F.
t]. d
2 bd
G.
C. I+l 7

2 H.
7b
I)
2x -l
2 29. A class trill costs a total olr.l dollars, which is
supposed to bc divided cqually an)ongst thc.r
26. 1'he pr-icc oftca lcavcs is,r dollars lor l0 ounces students in a class. lfr sludents decide nol lo go
and each ounce makcs _r' cups of brerved tca. ln on the trip and do nol chip in fbr lhc expense of'
tenrs ol',r and-r;, what is the dollar cost ol'the tea thc trip, u,hich ofthe lbllowing tcpresents thc
leaves requircd to nrake 1 cLrp ofbrerved tea'l additional amoLrnt. in dollars, tllal cach ol'thc
rcnraining studcnls nrust contributc to pay lor
E. thc trip?
10.r,

rll d
F. A
l0 SN
10r' dn
(;. B
s-t1
H.
10r
C
r/(s - r)
.l

dn
27. Onc end of'a spring is attached to a hook on tlre D
cciling. A basket o1'apples is attachcd lo thc
s(.r - n)

other end ofthe spring, stretclring it to a length

Thc dillbrencc bctwcen two intcgcrs. .r and.t ,
o1'27 inchcs. Thc lcngth in inchcs, /, thal thc
is 4. What is the averagc of r and.r'.)
spring is strctched is gii,en by thc cquation
l: 12 + ?.5n. What is nl xy
ll.
2
A. 6.0 [. 12
B. l:.5 x+y
c. r5 6
G.
4
D. 36.5 x+y+4
H.

Ineqxalities
l.2r+4<30 2. 6 2x <28
What is the solution lo the inetluality shown What is the solution to the inequality shown
above? above?

A. ,r < ll E. r< l7
B. r> ll F. r> l7
C. x< 19 C..r<11
D. r> 17 l{..t> ll

The Tutorverse
 \4 atlrern ilt i(:s 4 ltl
3. 9>8+7r 8. 3-r + 16 > 5,t 28

What is the solution to the inequality shown What is the solution to the inequality shown
above'l above?
I
A. r< E. .r<6
4
I
F. ,t>6
B. ,r< G. r<22
7 H..r>22
I
C. -r> 9. -(7-r + 8) < 9
7
t7 What is the solution to the inequality shown
D. -r>
7 above'l
17
4. 1l>8 5.r A. r <,_
-7
What is the solution to thc incquality shown t7
above? B. r>
-7 -
E
l I
C. "r< --
5
3
-7
t' I
D. r> :
lq
5
-7
C. -r< l1
5 10. l2r -16 > 2 Lr + 6.1

H, .r, 12
5 What is the solution to the inequality shown
above?
5. If l0 .l: > 20. rvhich of fte lollowing is a
possiblc value of .-? 6
E
4
- ll
A.
6
B. 3 F
C. I
D. l0
G. -r<
-3 -
6. lf4ni + ti < 20
H. .r< _ll0
Which olthe following CANNOT be thc value -9
of ni!
f,. I I L At the cntrancc to a roller coaster is a sign that
F. I rcads:

G.2 "All ridcrs must be at leasl 54 inchcs tall."

H.3
7. -2(x 6) < l8 lf r rcprcscntsthe height of a rider in inches.
which of the lbllorving rcpresents the stalement
What is the solution to lhe inequality shown on the sign'?
above'l

A. x<.-3 .4.. r < 54

B. .r<-[5 B. r>54
C. ,r> 15 C, r>54
D. r> 3 D. 5,1 > r'

The Tutorverse
l1 q Marhcmatics

12. All ofthc studL'nls in a class rncasured their 14. Which of lhe lollou,ing indicates that r is lcss
hcights. l, in inchcs. The shortcst studcnt rvas.14 than or cqual to twicc thc valuc of_r,and that l is
inches tall and the tallest studcnt was 72 inches less than zero'J
tall. Which of the lbllowing inequalities
rcprcsents the rangc of all thc hcights in the E :t<2t,<0
class'l I
.r<-l'>0
F'
-2-
E. 41< h <72 G. r<2r'<0
F. 11< h <12 1

G. 14<h>72 H. .r>
-2'-r'0
H. 11 >h>72

l-1. Which of the fbllowing rcprcscnts "tu,elve is t5. Il 3qr + l2 < 0. which ofthe lbllorving coLrld
grcatcr tllan tl ve Iess than lwicc a rurnber -r" l be a valuc lbr r7')

A. 12>5 2.r A.
B. 12>2-i 5 B. 2
C. 12>2 -sr
C. 0
D, 12 < 5 Zr D. I

16. Which graph rcprcscnts thc solution sel lbr .r a 4'.)

u -l) -b -; (i :, I :J l-l 1l I 2:t I :, {; i r 1)

F. -9 -8 -7 -6 -!t -.1 -3 -2 -1 0 i 2 3-l 5 (i 7 ft 9

G. -9 -8 -7 -(t -.i -I -3-2-1 0 I 2:l .l ir (i 7 rt g

H. -9 -E -7 -{; -i' -.1 -:t -2 -l 0 1 2 3 ,5 (t 7 8 9

17. Which graph reprcscnls tlrc solLrtion set for n < (r'.)

A. -1) -lJ -5-l-:i-2-l

-7 -(i 0 I 2 3 15 (i 7 iJ 0
B. -1) -8 -7-(; -:) -l -3-2-l 0 I 2 3.l ir (i 7 rt 9
(' -9 -8 -7 -6 -ir -.1 -3-2-l 0 I 2 J-1 .-r (i 789
I) -9 -8 -7 -(i -Ir -.1 -3 -2 -l 0 12 l.l l-r (i 7ri9
I tl. What is lhc solution sct l(n l.r r 3 > 6?

E. -; -l -:J -2 -t 0 12:l ,l l-) (i

-9 -8 -7 -(i 7 tt I
t'. -9 -8 -7 -(i -5-l -:l -2 -r 0 r 2:J.1 ;0 789
G. -9 -8 -7 -(i -l-r -.1 -3-2-i 0 I 2 3.1 ir 6 7 8I
H. -9 -t-7-{i-:r -l -3-2-l 0 I l:i l;(i 7E9

The Tutorverse
 lVlathcrnatics '.4 Zl s

19. What is thc solution sct lor 3a + 5 2 7?

A. -(i -i -,1 -3 -2 -r 0 I ',z :t ,l 5 0

B. -0 -5 -,1 -:t -2 -1 012 3-l 1] t'l

D. -(i -5 -.1 -3 -2 -l 0 1 2 3 ..1 i) (i

20, What is lhe solution sct for 9<3h+3<6'l

E. -9 -ti -7 -(, -l-r -.1 -i:| -2 -l () 1 2 I'l .'r6 7lt9

F. -9-8-7-6 -5-1 -i] -'2 -l 012 l.l 5(i 789
G. -9 -lt -7 -(i -i, -.1 -3-2-l 0 12 3 15 (i 7 E 9
H. -9 -8 -7 -6 -lr -1 -3 -2 -l 0 t 2 1,1 ,56 789
G r id- I n Quest i on s (Opc n -En decl Qu es t ions )

21. Thc range oftemperatures on a particular day 23. What is an integer valuc tliat satislics the
could bc dcscribcd as ,t 68 < 9. How many inequality 15 < 2r t 9< l9'l
integcr lalues arc includcd in this range?

24. lf.r = 6, what is thc lcast integcl valLre of-r,that

22. 1r +41<8 satisfles the inequality 5.r ,lr, < 3')
I,t 5l< 3
Whal integer value of,r that satisfies both
inequalities shown above? 25. The cost. in dollars, ofproducing.r books is
500 + 4.r. The books scll for l0 dollars each.
What numbcr of books rvould ncctl to be sold so
that thc rcvcnue reccivcd is greatcr lhan tl're cost
olproducing them?

Probabilitv & Statistics

Probability
A bou l contains 3 rcd marbles. 4 rvhile marblcs. 2. A plastic cylinder contains l2 dicc. 5 ofthenr
and 5 lrlLre marbles. one nrarblc is chosen lt
lf are red, 4 ofthem are white. and thc rcst are
randorl. rvhat is thc probability' that it rvill bc blue. lf one die is drarvn at random from the
\\,hitc.) cylindcr', ivhat is the probability that the die will
I bc blue'l
A I
12
E.
B I4 n
I
F.
C I
J
4
1

?
G.
l
D
3 H. I4
The Tutorverse
2rc q Mathcnratics

3. An olllcc workcr is allorved to lakc thrcc I0- 6. A lollipop is choscn at random fiorn a bucket of
minutc colTee breaks ovcr tlte course a nonral lollipops. Thc probability that thc lollipop
rvork day. rvhich lasts fiom 9 a.m. to 5 p.m. at
randonrly chosen 1imcs. lf someone tries to call chosen rvill bc grapc-flavored i. 1. Whi.h of
4
this ollice worker at a rantlonr tirne during the
thc fbllowing could NOT bc the nLrmber of
rvork day. u'hat is the probabilitv that thc worker
lollipops in the bucket?
'ivill bc on a coffbe brcak l
t
.{. E. 16
l6 F'. 28

B. 1 G. 49
8 H. I,+.1

c. I4 7
6
1
D. 5 l
8
'l I

4. A television stalion airs li minutes of Thc figure abovc shows a diagram o1'six
commcrcials during each halfhour. Ifsontconc classroott'ts. Thc classroorns labcllcd 4. 5. and 6
turns thc tclevision on to tllat slation. what is tllc cach have an arca twice that o1'lhc classrooms
probability that a corrnrercial rvillbe airing at labelled l,2. and 3. 11'a sludcnl is blindlblded
tlrat momcnl'l and told to randornly point at onc ol'thc
) classrooms on thc diagram. \rhat is thc
E. -1 prcbability that shc will point at classroom 4'l
l5
4
F.- I
ll A.
9
c.-t54 B. I
6
I
H. c.29
.,

5. A car compauy created a 90-second cornmcrcial D,2

and purchascd cnough air tinre fbr it to be playecl 3
a1 4 random timcs during prime-time hours ol' li
p.nr. to I I p.rn. Ifa viewer turns their television 8. A bowl contains orange and grecn candies. The
on at a random tirne during prirne-tinte hours, probahility olrandomly selcctints n orangc
what is thc probability that tlrc car commcrcial
ca,rl'l1 is 1. anrJ the'probrbility trl rlndoml;
u,ill bc playing at that tintc'l "4
I
,t. 1. whi.h ,f tlr"
t20
sclccring a sleen e undr
'6i.
I lbllou,ing could bc the total nutnbcr ol'candics
B.
30 in thc bowl?
I
C. E. t0
45
I
F. t2
D. c. lu
2 H. 30

The Tutorverse
 Mathematics '* zn
9. A borvl contains.r applcs and b bananas and no 12. Leo's pcncil casc contains tl black pens, 6 blue
olhcr fruil. Ifa piece of liuit rs pickcd at random pens, and 2 red pcns. He loscs 4 pens,2 of
fronr this borvl. thc probability that an applc is which are bluc. If hc then picks one pcn out of
the pencil case at random. what is the probability
,7
nickcd is l What is thc lalue of I ?
that it rvill be bluc'l
b
1
A. -1
l0 E. 3I
B. 1
F. 4I
7

c.! 3 c. I
6
p. 1 I
4 H.
8
10. Whcn an anirnated fihr is shown on network
13. In a bucket of20 apples, l2 were green and the
tclevision. it rcquires a 90-rninute block ol time.
rest werc red. 2 green applcs are removed from
Of that block oltime- thc rnovic itsclt'is 63
the buckct. lf onc nrore apple is removcd lrom
nrinulcs, credits take an additional T rninutes.
thc bucket, u'hat is the probability that it is a red
and commercials take 20 minutes. At a
applc'l
randomly chosen tirle. what is the probability
that a commcrcial rvill not bc ainng'?
2
A.-
5 5
E.
7 B.- 4
2 9
F. 5
9 C.:
9
G.- 2 I
7 D.-
5
H.- 7
9
14. From a bookshclf containing l2 fiction and 15
I L At a stale fair. a game involves throrving a ring nonfiction books- 5 books are removcd- I of
onto onc o1'60 bottles. If it is cqually likety that rvhich is nonfiction. Ifone more book is
the botlle will land on any olthe bottlcs, and 36 rcmovcd, what is thc probability that it will be
ofthese bottlcs arc grccn. u,hat is thc probability fiction'l
that a ring u'ill 491 land on a green bottlel
I
E.
22
A.- I I
36 F.
2 ll
B. 4
5 G
ll
C.
5 H 1
5 2
D.
6

The Tutorverse
218 q !lrthcnratics

15. A box initially contained 30 chcss pawns, all 16. A box contains 24 pieces of'liuit: 7 chcrry, ti
cithcl black or whitc. The probability ofdrawing orangc. and 9 lcnron- ll
no chcrics are sold.

a rrhitc parrn uas l.) Some molc uhite pruns

$&at is thc rrinimum nunrber ol'lellrons that crn
be sold in order 1o increasc'thc plobability o1'
5
u'ere addcd to the box so that lhe probability of picking oLrt a chcrrl'to 509'i,'.)

picking out a rvhite pawn was raiscd ro ].2 ,oru E.0

F. I
rnany while pa\i\.'ns \ :ere addcd to the bor'l c.2
H.3
A ?
B 17. In a crale of20 orange and ycllow pcppers. the
C ;
D It
probability ol picking out a ycllo\r p"pp., i. 1.
4
If2 peppcrs are picked liom this bucket, without
replacemcnt, what is the probability that they arc
both orangc'?

A. l1l9
B. lil6
c. -lil6
D.9/t6
G r i d- I n Qtt.tt i otr.s (Opan- Ended Qu('s t io n.\ )

18, A borvl contains a total of60 Bartlctt. Bosc. and 2I. Shonda is picking a movic lo u.atch tiom her
An-jou pcars. The probability of randomly streaming qucuc of 18 dramas and l0 comcdics.
Shc dccidcs shc's not intercstcd in somc of thc
picking out a Bartlett pear is ?, and the
5
nrovics anymorc, so shc rcrnovcs ll ol'them, 2 ol'
ulrich urc tllarrrus. Ifslre picks u rrrovic al
probability t,l'picking oul a Bosc p"u,
'12i, -7 . tl raudorn lkrm the rernaining list. u,hal is thc
probabilily that she rvill pick a cornedy?
all the Bosc pears are removed. u,hat is the
probability of randomly picking an Anjou pear')
22. Haroltl's phone contairrs.lt, apps. 1 ofrvhich
9
19. A storc sclls only apple, orange, and grape.juice are gamcs. He downloads nrore gamcs (and no
in its refrigeratcd casc. The casc contains 48 othcr apps) so thal :) of lh,.'apps on his phonc
I 5
bottlcs ol'juicc. -oIrrhich urc applc. lf tlrcrc ar,.'
J are now galnes. I{ow many games did he
3 tirres as rr n) holtlcs oforang('juic('as grape dou'nload.'
juicc. rvhat is thc probability of rcaching into thc
case and randomly picking out a bottlc of orangc 23. A containcr holds sevcral dillbrcnt types ol'
juice? equally-sizcd cookies. The probability of
picking an oatmeal cookic out o1'Ihe colltainer is
I
20. A box ofchocolates conlains only rnilk. dark.
-. Thc probabilitv t-rf pickirrg an uattncal cookic
and rvhitc chocolalcs. Thc probabilrty ofpicking 5
ou1 of a corltainer, putting it back into the
our a nrilk chocolare i. ]. Iltlr"." are 24 dark
containcr, and then picking a chocolale chip
8
chocolatcs and 6 white chocolates. h0w many cookie oul of a container. is 3/20. What is the
milk chocolates ale there'l probability ofpicking a chocolate chip cookie
oul of thc container?

The Tutorverse
 Mathernatics 'Q zP

Measures of Central Tendency

The folloN ing thrce questions refer to the chart 'l'he follorring three questions refer to thr line
belo$': plot belou:
BIRDS SPOTTED PER DAY
QUIZ SCORES FOR 20 STUDENTS
Nunrber of Days
x
During Which That
Nunrbcr ol ll irtls x
Nurnber of Birds Was
x x
Spotted
xxxx x
I
xxxx x
) x xxxx x
5
s
'+ 45618910
II
The liequency chart above shows the uumber ol 4. According to the line plot above.."vhat was the
birds observed by a bird watcher over scvcral days. median score for the tesl'l
l. What is the mcan number of birds spotted during
all thc days tracked? E. 6
F. 7
A.3.0 G. ll
B..1.7 H. 9
c.4.1
D.6.0 5, According to the linc plot above. *hal was the
modc score for the test?
2. What was the rncdian nunrber of birds spotted
during all thc days trackcd'l A. 7.5
B. 1.9
E.2 c. ti.0
F.3 D. 10.0
c.4
H. 5 6. According to thc linc plot abovc, $'hat was the
rnean score lor the test?
3. What was thc range of thc number ol'birds
spotted during all the days tracked'l E. 1 .t)
F. 7.5
A. I G. 1.9
8.6 H.8.0
c.8
D. t0 7. If the mean ofr.4r, and 5r is 90. rvhat is the
value of the lalgest of thc three numbers'l

A. 27
B. 4-5
c. 10ll
D. 135

The Tutorverse
220'q Mathematics

tt 12. When thc mean of a serics of values is

\t.\t'H TIZ SCOITI.]S multiplied by the numbcr of values in thc scrics.
the result is
Sc ole \unrbcr of Studcnts
t0 I
E. halfthc nrean ol'thc values in thc scrics.
9 ) F. the dill'crcnce oflhe ralucs in the scrics.
E G. thc rncdi;rn ofthc rulrrc: in lhc.cries.
.1 H. thc rurn trl'lhc ralue: in lhc "cries
6l l
13. Brenda was trying 10 calculatc thc mean ofhcr
5 lour test scores. Shc forgot uhat shc had scored
+ I on each ol'thc- first 3 tests but kne$ that thc sum
I ofthose tlrrcc scores was 252. lf Brcnda scored a
,) 96 on hcr lbufth test, thc.n what rvas thc mean of
0
all 4 scorcs'l
I 0
20 students took a nrath quiz ycste'rdav. Thc A. 63
rcsults arc sho* n in the tablc atrove. If one rnorc B. 8,+
studcnt takcs tlrc quiz tol]rorrow and scorcs an [i.
lvhat wrll be the rncdian quiz score'/
c. 87
D. t71
E. ti.0 14. Ellen will takc 6 tcsts rhis scntester. ll'shc rvants
F. 7.-5
to end hcr scmcster rvith a nrcan test gladc of 9,5.
(;. 7.0
$,hat must tlre sum ofall lrcr tcsts bc'J
H.6.5
E. 101
9. 2. -.1.
.+. tt. 9. l-1. 15. I7 l'. 190
Thc number a is to be added to the list abovc. lf G.550
a is an integer, which of the lollowing coulcl bc H.570
thc rledian of thc nelv Iist o1'9 rturnbers?
15. Allcr thrcc lL'sts. Brandon had a urcan lcst grade
A. ti.5 ol'90. Altcr his lounh tcst. his mean droppcd ro
8.9 an tl5. What did hc scorc on his founh tcst'l
('. l0
D. ll A.70.0
B. 80.0
10. Il'thc mean ol6,.r. and_r'is 10, what is the value c. 82.0
of"r+y? D. 87.5

E. ttr 16. A set of8 nunrbcrs has a nrean of20. What

F. :.1 additional number mLlsl be included in this set to
G.30 create a ncw sct rvith a ntcan that is 4 less than
H. 16 the mean ol'thc original sct'l

11. Jack, Chrissy, and Janet orvlr a total of345 E. 16

books. lfChrissy orvns 135 ofthcrn. rvhat is thc F. lt
mc'an number ol books olvncd bv Jack and (;. lt
Janct'l H. 16
A. 70
B. t05
c. lt5
D. 2r0
The Tutorverse
 Nlathcmtrics 4. l2I
17. 21. The set M consists ofall rnultiplcs of5 greater
NT]NIBER 0F PETS PER than l0 and less than J5. What is thc median of
STUDENI' IN A CL,\SS the numbcls in M?
Nunrber of Pcts Numbcr o1' Stuilcnts
0
A. I 2.5
B.20.0
I 6 c. ,.5
) D.25.0
I

Thc tablc abovc shorvs hou,many students in a 22. Trang spcnt 8 days studying for a scicnce tcst.
class of l2 students had 0. l^ 2, or 3 pets. Lalcr. On each olthe last three days. she studied I hour
a ncw stLrdent joincd the class. and the mean
tnore than the rlean nunrber ofhours she studied
number of pels pel studcut becanre equal 1o the per day during the first 5 days. If she studied 27
median number of pcts per studcnt. Hou, rlany hours in all, hou,many hours in total did shc
pets did the nerv studenl havc? study during the Iast 3 days?

1...
A. 0 -)

B. I
Ii. 4
(;. 9
C. 2
H.
D. 3

18. Danicl scored at lcast onc poinl during each o{'5

2-1. X is a sct ol'three numbcrs u,hosc mcan is 5. Y
is a sct thal is crcalcd by tripling cach nurlbcr in
gamcs. llthe mean nurnbcr ofpoints he scorcd
is 10. rvhat is the greatcst possible numbcr ol' X. \ 'hat is thc sum ol'thc numbers in sct Y?
points hc could ha" e scored in onc game'?
A.5
E. l0 8.9
F. .10 c. t5
G. .+6 D. 45
H.50
24. Markus took 5 tests and has an avcrage test
scorc of'1J6. IfMarkus'goal is to raisc his
19, The avcrage ofthrec consccutive integers is 54
average test score to 87, and there is only one
What is 45 less than thc lcast of these intcgcrs?
more test in the senresler, *'hat scorc does hc
need to rcceive on the last test in order to reach
A. 53 his goal'/
B. 98
c. t00 F..
D.9 F.
i{7
l{ ti

20. A class has 6 girls and 4 boys. On the last malh

(;. 92
test, thc girls scored a rnean of 92 and thc boys
H. 100

scored a mcan o1'tl2. What u,as the mean of all

l0 students?

E. ti7
F. utt
G. tt9
H. 90

The Tutorverse
222 'q Matlrcmatics

Thc follorring three questions ref€r to the trvo The lirllon ing thrcc questions refer to the bo\-
bor-and-whisker plots l)elorv: and-lr hisker plot below:
( orstatce s Lap Tiues
NITIAI- SPEED OF ROCKET Ni 5: TzuAIS

-\ Ttt I r IIII I r I I I

18 lt) l-l 16 l8 -iti -il ,i-l

- Ilt trt
I T I II -
tirue (sec) 500 600 700 800 900 1000
-Iune's Lap Tirues Spccd (miles per hour)

Olivcr has been working on his model rockel for lhe

sciencc fair. Hc's launchcd and recordcd the initial
tlttlrttr specd o1'the rocket eaclr tinre.
TIIIIf r--r---T-.-
lE t0 tl :l 16 ls -r0 -jl -ll 28. What is the dillercncc betrveen thc range and thc
intcrquarlilc lange ol- his data?

25. Constancc and Junc tlcrc at swim practicc when E. 200

thcy rccorded the tinrc it took them to contplete F'. 300
cach lap. Which 01'the lbllorving is true abour G. 500
thc data? H. 800

A. Junc's ntediatr titr.te is less than Constanoe's

rncdian tiurc. 29. What pcrccnlagc ofhis trials hacl initial spccds
B. Constance's rangc oftimcs is less lhan bctwccn 50(hph and li0Ornph'l
Junc's range oI timcs.
C. Constance's and JLtne's interquartilc ranges A. 250.,i,

arc the same. B. 260,i,

D. .lune has the lhstest lap time. c. 50't;

I). _.t009..

26. What is thc diflcrcncc- betu,een June's and

Constancc's interquartile ranges'/
30. Ilorv many of OIiver's trials had an initial spccd
ol'900 mph or greater'/
[_. )
[. I
C;. tJ
E. 13

H. 6
F. 25
c. l0t)
27. Constancc and lunc each su'arn 100 laps. H. r.000
Bctwccn the trvo ol thcm, how rnany laps took
more than 30 scconds?

A.2
8.6
c.25
D.50

The Tutorverse
 Mathemalics 'Q zzz

Gril-ln Qtrtstiort.s (()pen-Er td Qu6tions)

The follo*ing thrce questions refer to the chart 31. Horv rluch largcr is thc rangc ofthc data than
below: the rnode ofthe data?

ITENtS PtrRCll,\SED
NLrmbel ol' 32. lfone more customer comes in and buys 4
Nunrbcr of Customers Who items. what will bc thc median number of itcrrs
Itcnrs Boueht That Many bought by all the customcrs wl')o camc in that
Itcms dav'?

i 3

I 5
33. What is the mcan nurnber of items bought by all
l s thc customers \r.ho came in that day']
2 9

I I
l2
0 t3

Geometry & Measurements

Area & Perimetei
A rectangle has a perimcter of 28 l'eet. Ilthe .t.
lcngth is,l feet. rvhat is the area'l (i II
A. 22 sq. ft
B. 2tt sq. 1l
C. 40 sq. ft
D. 96 sq. ft
L
2. A squalc has an area of25 square inches. What
is its perimeter'?

E. 5in
F. l0 in
K
G. 20 in .I

H. 25 in Thc area o1'thc square abotc is 72 scluare

centimeters. GL is half the lcngth of HJ. u'hich
3. A triangle has an area of24 squa[e cel]tit'neters. divides the square exactly in ltalf. What is the
lf thc base is 6 ccnlitnctcrs long, then thc height length of GL'/
is
E. 6 crl
A. 5 cnl F. ll cn.r
B. 6 cnt C I8 cnr
C.Scm H J6 cm
D. l2 crn

The Tutorverse
,A q Mathemarics

: It

l
5

Tiles comc prclabricatcd in rectangular scts of

12
three. in lhc orientation shou'n above. Thcsc scts
ln the figure abovc. all anglcs appearing to be are uscd to tilc a rcclangular area mcasurinq llr'
right angles are right angle's. The area ofthe b1,9,r. Horv many scts are needed to tile this
ligure is area?

A. l0 urits:
B. 54 unitsl E. 12
(', (r0 unitsl F. 24
D. 108 unitsr
G. 36
H. .lti
(r
9. The diagram bclow represents a kilchcn that rvill
I be covered in squarc nrarble tiles, ra.,hich are
9 indicated by the dotted lines.

++ ,<- t6 11.
I I I

I I
->
I
1
ll I

I
1l fi
L
Thc lloor plan abovc is drau n on a grid ntadc ol' I I I

l-irrch squares. Each scluarc represents 9 squarc

l'cct. About horv nrany scluare yards olcarpet are
I I

I
needed to cover Bedroorn A'l
The shaded region rcprcscnts a counler that will
E. 52 sq. yds be placed in the kitchcn. About holl'many
F. 156 sq. yds squarc fcct of rrarblc will not be covered by thc
G. 468 sq. yds counler'J
H. I .,104 sq. yds
A. 6{
7. The length ola rectangular roorn is 9less lhan B. 128
twicc its u'idth. and thc rvidth is I ll feet. Il c. 160
square polcelain tiles -l t'cct long arc uscd ttr D. 176
cover the floor, how rnany tilcs are needed'l
10. Trvo triangles sharc the sarre base, with lcngth 5
A. 21 mm. One trianglc's hcight is tu,ice the othcr's.
B. 5.1 The conrbined alea ol'both lrianglcs is 60 nrm.
c. 8l What is thc height olthe laruer triangle'?
D. l(rl
E. 1
F.S
G. i6
H. 20

The Tutorverse
 Mathcrratics '4 zzs

I l.
14. A square (not shown) has the santc pcrimcter as
thc regular hcxagon shown belorv.

8nr

In thc above figurc, the squarc has an area of l6

The pcrimeter ol'thc trianglc is 12. What is thc
perirnctcr of thc trapezoid outlined by thc solid What is thc arca ofthc square?
linc?
E. 36 sq. nt
A. l0 !'. 48 sq. m
B. t,l C. 64 sq. m
c. 16 H. 144 sq. nr
D.28
15. A regular pcnlagon has a pcrimeter ol I 5 nrnr.
t2. What is the area of a triangle that shares a basc
with one side of the pentagon and that has a
I] (' hypotenuse of5 mm?

A. 5 sq. tntn
B. 6 sq. mrn
4 cnr .I
C. l2 sq. nrnr
D. 12.5 sq. tnur

\ 16.
1l ll (i P

ACCiE and JCtIG are squarcs. BJF is a straight

linc scgment thal passes Ihrotlgh point J, o
bisccting ACGti. What is the area of thc shaded 5
region'l

E. .1 sq. cm
l{ S t'
F, ll sq. cur
In the above tigure. Q bisects PR , and S bisects
C. l6 sq. cm
H. 24 sq. crr RT . Wt o, is the pcrinrcter olquadrilateral
PQST?
13. A hcxagon has 2 sidcs oflcngth -t inchcs each,2
sides of length 3.r inches each. one sidc of length E. 21
4r inches, and one side of lensth 6 inchcs. [lthe t. 22
perimcter of thc hexagon is 54 inches, what is (;. 23
the valuc of .r'l H.24
A. 4
B. 4.5
C. ti
D. 9

The Tutorverse
,6'q Mathematics

17. A gallon ol'paint can covcr'30 square feet. ll'a 20. ln thc diagram bclou'. A is thc ccntcr o[thc
circular swimming pool has a radius of l0 l'cct, circle. the area ol'u,hich is 36n inchcs.
hou, nrany gallons ol paint arc needed to painl
thc cnlilc l)ool ofthc pool'l
ll
,{. 1
B. t{
C. I0
D. ll
18. A rvholc pizza pic has a circunrltrence ol'10,r
inchcs. II-Samuel cuts thc pic into 8 cqual slices, (l
rvhat is thc area of each slicc l
II'point B is on thc circlc, ancl AC = 2AB, what
E. 2.5n square inchcs is the area o1'trianglc ABC.,
F. 12.-5n square inchcs
G. 50n squarc inchcs l.-. I I in:
H. l0(h stlLrarc inchcs t-. l8 inl
(i. l(r inl
19. 11. 72 inl

21, Anry baked a circrrlar pic with an area of 36;r inl

and is no\\' looking fbr the smallesl possible
K .t
square box in which to store thc pic. What is thc
pcrimeter of such a box?

A. 24 inches
B. 36 inches
C. .lli inches
l_ l\'l
D. 14,1 inches
The figLrrc shows square.lKLM. The circlc has 22.
endpoinls at J and K. lf thc sqLrare has a
perinrctcr ol l6 cm. rvhat is the circumfcrcncc of
tlic circlc'l

A.2r
B. .ln
C.6n
D.8r
A circle is inscribcd in a square. as shown
above. lf thc area of'thc circle is (r4n sq. cn:.,
what is the area of the square?

E. 32 sq. cnr
[-. 6,1 sq. crn
G. l2[i sq. cnr
H. 256 sq. cm

The Tutorverse
 Mathcnralics '4 ZZI

23. A painter is calculating horv much paint hc will 25.

need to covcr a cylindrical foanr rollcr
12 cnr
(including both ends ol'thc rollcr). Thc tollcr is I]
l0 inches long and has a diameter ol4 inchcs.
What is thc surlacc area of the lbam rollcr'/

A. 40n sq. in
B. 48n sq. in
C. 64n sq. in
D. 96n sq. in DEC
If the area of triangle ADE is 24 cmr, and E is
24, What is the area ofthc trapezoid shown below? the midpoint of DC, whal is lhe area of
l0 fr. parallelogram ABCD?

A, 48 cmr
l0li B. 96 crr:
C. 120 cmz
D. 144 cml
20 ft
E. 75 sq. ft
F. 100 sq. lt
G. 150 sq. Ii
H. 300 sq. ti

Grid-ltt Que.;tions (Opcn-Enltd OuL'stitttts)

26. The perir:rctcr ola rcctanglc is 22 in. Ifthc 29. A circle is inscribed in a squarc. If the arca ol'
lcngth is one more than the width. what is the thc circle is 36n sq. in, what is the perirretcr of
arca of the rectanglc, in squarc inches? the square in inches?

27. A regular pcntagon has a sidc lcngth of U inches 30, A squarc is inscribcd in a circle. If the area of
A scluarc has thc samc pcrinlctcr as the thc circlc is 25n sq. mm. wlrat is thc arca ol the
penlagon. Whal is the arca of the square'? square?

31. Trvo circles share the same center. The larger

28. A rectangle has an arca of24 squarc inchcs. Il circlc has a radius twice that oithc snrallcr
all lour side lengths are integers. how many circle. Horv rrany times bigger is the area of the
possible diff'erent pelinrcters could this rectangle largcl circle?
have'l

32. A parallclogram has verlices at (4, 2). ( 10. 2).

(8, 9). and (14. 9). What is the arca of llrc
parallclogram'?

The Tutorverse
)28 q l\4athcmatics

Volume
-fhe
floor- of a rcctangulal srvimming pool has an 5. What is thc radius of a sphere with volttme J6n
arca o1350 sq. metcrs. and every point on the cubic inches?
floor is ofequal depth. I1'4.200 cubic mctcrs o1'
water is poured into thc pool, how deep will the A. I inchcs
u atcr level be'l B. 4 inchcs
C. 9 inchcs
A. 6m D. 27 irchcs
B. l2 nr
C. 24 rn 6. A perlect spherc rvith a volurne of288n cubic
D. 16 nr inches is flattencd into a pcrfect circle. Whal is
the circumf'ercncc ol'thc rcsulling circle'i
2. A rcclangulal swimming pool is 20 feet long and
40 lcet rvidc. and cvcry point on the floor is of ll. 6r in.
cqual dcpth. If thc pool is filled to a depth of6 I', I2:r in.
inches. u,hat is the volunre olthe \\,ater in the G. 2,1:r in.
pool'? H. -l6;r in.

E. 66 cubic liet 7. Prol'essronal sandcastlc'-builderscreatea

F. .100 cubic feet pyramid with a square base. The pyramid's
C. ,180 cubic ltct volume is l2ti cubic lcct, and stands 6 lect high
H. 4.800 cubic fcct What is the length ol'onc side olthe pyranrid's
base?
-i. At a packaging and shipping warehouse.
packages that await shipnlcnt are stored in a A. .1.6 Il
storage area rncasur ing I 6 t'eet long. 24 fcet B. 6 fr.
rvidc. and 4l-eet high. All packages in this c. 7 t\.
are cubical. mcasuring 2 leet on all D. 8 fr.
"varehousc
sidcs. IJo*,rnany packagcs can be storcd in thc
storage area?
8, A pyramid has a lriangular basc- lts rolumc is
36 cubic inchcs. Thc base is an cquilatelal
trianglc with an arca of l2 sqLrare inches. What
A. 96
is the heiglrt ol'thc pyrarrid?
B. 192
c. 768 E. 3in
D. 1.536 [. 6in
C. 9in
4. On top ofa cllbe thal has a measure of3 inchcs H. l2 in
on one of its sidcs sits a pyramid. Al[ sidcs arc
pclfectly aligned such that thc pyramid sits 9. Fancy Cakes bakcr-y has been asked to crcatc a
pcrfcctly atop thc cubc. Thc pyrarnid is I rnch customized cakc in thc shape of a rectangular
high. What is the tolal volumc of lhe combined pyramid. The volurlc o1'thc cakc must contairr
ligure? 144 cubic inchcs of cake. The customcr
specilied that the cakc rnust lle exactly 9 inchcs
E. 30 in.l high. Which of thc lbllou,ing could be the
F. -.i3 in.r dimensions ol the rcclangular base of the cakc l
G. 36 in. j
H. i9 in.' A. 4 in. b,r'' 4 in
B. 5in.by6in
C.6in.by7in
D. 6 in. by ti in
The Tutorverse
 Mathcnrarics '4 zzr)

I0. The basc ofthc rectangr:lar prism shown below 12. A rcctangular prism sits atop a largcr rectangular
has an arca ol'24 inr. prism, as shorvn.

.l' I

a t'
)
If the volunrc ofthe prism is 84 inr, what is the
height of the prism'/
1'

E. 3.5 in.
F. .1.0 in.
G. 4.5 in.
H. 7.0 in.
Which expr-cssiorr reprcsents tl]e total volunrc of
both rcctangular prisms /
I l. What is the lolumr.. of the trapczoidal prisrr
shown below. if il has a heighl of 5l'
E. / + 4r.,
F. -rr + 4r,r
Q. -yr
+.v(1, + 2)(y + 2)
H. r,r + 1,(r: + 2)(l'2 + 2)

4 13. A flat beachball has an area of9n square inches.

What is the amount ofair thc beachball can hold
8 u'hcn inflatcd?

t0 A. 3n inr
B. 6r inr
A. 2ti0 cLrhic units C. I 2z inr
B. 300 cubic units D. 36n inr
C. 320 cubic units
D. 1.(r00 cubic units

Grid-ln Question.s lOpen-Entled Qua:itions)

14. A box rlreasures 24 inches long. 20 inchcs deep, 17. An empty rcctangular swinrnring pool is l2 Ii
and l6 inches high. How rnany cubes u'ith side long and 50 fi u,ide, and evcry point on the floor
length of 2 inchcs can lit in thc box'l is of cqual dcpth. The pool is tillcd a1 a rate of
20 lii pcr minutc. After horv rnany minutes will
15. Thc base ofa conc is a circle rvith radius 4 mrn. thc $ ater in the pool have a depth of 3 l'eet:'
lfthe volumc is I6n nrnrr, what is the hcight. in
millimcters'l 18. A square pyramid has a heiglrt of6 meters and a
volumc of 32 mctcrsr- What is rhe side lcngth of
16. A cylindrical container has a radius of2 inches its basc'l
and a volume of 4lln cubic inches. lfthe
,, 19. A filled beachball has a volurne ol'J6n cmr.
containcr is : fillcd with water. horv n:any I low many tinres bigger is the volume than the
3
circurnl'erencc whcn f'lattened into a perlect
inches dcep does lhe water fill the container'l c ircle'l

The Tutorverse
To q Mathcrratics

IE@tr
l. 4.

In thc triangles abovc, rvhich ofthc lbllolving

XYZ nrLrst be truc?
Thc longcst sidc irr thc abor c tigurc is
[,, ri .r
A. WZ 1". I I rr I r':3:
B. XZ (;. -1t' : .r l :
c. v7. Il. /lii Il':r r' --
D. \\/ X
5.
,,

S
.10"

a R
What is thc valuc of r'l
ln terms of :. r.vhat is thc yaluc of .r + l, in the
figurc abovc'? A. 40
B. 50
E. 2z c. 1..r0
1-.2(90:) D. l,l5
(i.180 ;
H. 360 ; 6

It
-1

20" I 25'
o S

The vaiue ol'.r is

In the abovc figure, u,hat is the value ol It. 35

r'. t05
G. il5
H. I25
A. I lit'
B. 180"
c.29lt'
D. .10.+"

The Tutorverse
 Malhcmatics '4 z|t
7

B 10.
D ('

I]
(' The area of the rectangle is I 5 cm. The arca of
l) triangle ACD and triangle ABC are eqLral. What
is thc lcngth of AC?
In the diagrarn above, D is the midpoint on side
AC ol equilateral trianglc ABC. What is lhe E. | .5 crr
measurc of IDBC? F. 5.0 cm
G- 7.5 crr
A. t5' l{. l5 crn
8.30'
C. .15" lt.
D. 60'
8.

T
3rP
2,r"

50" PUO
In the figure sho*'n above. PQ = QR: PR. lfthe
ln thc above flgure. what is thc valuc ol"r?
measure of ZRST : 60'. and ST = SU. what
Ir,. 20' must be the measure of IUTQ ?
F. 30'
G.40' A. 45'
H. 60" B. 60'
c. 75"
9 D. 105'
a 12.

() R

S
t'
S

R
tJ T U

lf -t =' 15 what is thc value of -t'l Whal is .r + .r, i{'QR and TU arc parallcl }

A. 10 E. 45
B. 75 F. 7l)
c. r05 G. 80
D. 145 H. 100
The Tutorverse
T2 q Mathcmatics

I .1. Thc figure to thc lcli is madc up of l6 snrall

right trianglcs. Horv many lriangles arc
t]C.D tl
congruenl 10 trianglc AKM'I (Do not count
AKM itsell'.)

I H I .I
A l
t] 7

\ C l6
t) l9
KLMNO
G r i d- l n Q u es t i o n :; ( Opan- Endctl Qt k.\ t i ot1.\ )

t{. 17.
C'

3.r t -5

-r +J 7,r 43
)
BD
What is the rneasurc of intcrior angle lBC in
dcgrccs'?

C'
t5. l) .1

l) TIre area of trianglc .48C' is 84 square units. II'

/C = l4 units, what is thc length of BD, in
l_5
un its'l
A
3 I u.

B B

Trianglcs .18(- an d DEF arc sinrilar. How many

Lrnits long is 6f-i
l5 20

16.
B
C' ,.1
D
Anglcs IBC and BDC arc right angles. What is
l) the length of ."1C1
('

19. What is 180 lcss than thc nrcasurc ofonc intcrior

,1 anglc in an ccluilatcral trianglel)
E
In thc ligure above.,4B is parallel to fD. lf
anglc'CDE is 39", and angle CIB is 8.r-+ 7 20. [n an isoscelcs triangle, Ihe rneasure oflhe
degrccs. what is the valuc ol,r--? srnallcst angle is 2t'i. What is thc measurc of one
of the other angles?

The Tutorverse
 Malhcmatics .4 ZSI

Circles

Il thcre are 120 degrecs ol ur.,n I ofa circlc.

6. The penny-fafthing bicycle is a type ofbicycle
3 with onc largc front wheel and one small rear
rvheel. On a parlicular penny-lhrthing bicycle.
how many rnore degrees ofarc are there in : of the radius oflhe ironl whecl is tlrree tinres larger
6
tlran thc radius ol the rear wheel. For every ore
a circle'l
tinre the fiont wheel conrpletes a rcvolution,
horv many times will the rear rvheel complcte a
A. 120'
revolution?
B. ttt0"
c. 240. E.9
D. 300' F.3
2. What is the diamcter ofa circle that has an arca c. I
3
of 4x'l
u. 1
9
E. 2
t-. 4
1
C. 2n
B
H. 4n

3. A circle has a circutnfcrcncc of ry fect. Ifthc

radius of the circle is 4 feet. rvhat is the value
of q'l

A. ln DC
B. 4n In square ABCD abovc, arc AD represcnts a hall
c.8 circle. Each sidc of squarc ABCD has a length
D. tin ol' 2. What is thc area of the shaded region?

4. The radius ol'circle Q is 4 timcs lhe diameter of A.n

circle R. What is the ratio of thc diameter of 7I
circlc Q to the diameter of circle R? B.
4
7T
E. 6 :l C.
2
F. 8 :l
(;. I :l D. 2+ rr
H. :l
.,1

8. Circlc A has a circumlercnce of 8n. Thc radius

5. The tire ofa ractor is 4 fect in diameter. of circlc B is trvice the radius of circlc A. What
Approximately how many lbet docs the tire is the area ofcircle B'/
rrove in a single revolution'l
E. tln
A. 4.0 ft F. 32x
B. 8.0 ll G. 64n
c. 12.5 fr. H. 256n
D. 16.0 ft.

The Tutorverse
T1 q. N'lathcmatics

9 I t.
S

In thc abovc ligule, circle Q has a r-adir.rs ol'5.

I( and circlc R has a radirrs of3. The center ol'
: circle R is also the ccnter ofthe largcst circle.
O is llrc ccnter ol'the circle above. QS QR
What is thc valuc of-r'l
Cilclc Q is tangcnt to cilclc R as rvell as the
lalgcst circlc. Wliat is thc diamctcr of thc largest
circle?
A. t0
B. 45
c. 6()
A.8
D. 7-5
B. l-l
c. t6
I0. D.26
I:
12. Circle X has a radius of f rncter. Circle Y has a
I) 3

radius ol'I mclcr. What is thc ratio olthc area of

circle X to the arca ofcircle Y'l

!.. l:9
t.. 9:1
(;. l:l
I]
It. 3:l
( I -1.

ln thc abovc ligurc. O is the center olthe circlc. 't' .+

a
Segrncnts EC and BD are dianrcters of the circle.
and AO reprcsents the radius. Which ofthe
lollou ing stalentents is lrue'.) O
a

E. EC:9
F. ED-9 S It
G.2Ao=ED-Be
H.2AO-.'PC+ED A circle with ccnter O is inscribcd inside ol
square QRST. WhaI is the arca of the shadcd
porlion olthe square'/

A. ln
8.4 n
C. 16 4n
D. 16 16r
The Tutorverse
 Mathcmalics .4 l.

Grid-ln QLrcstitn.s (Open-lindatl Que.\tions)

14. To lhc nearcst intcgcr. rvhat is thc circurnfcrcncc 17. Circlc O (not shown) has an arca of 8 lr square
o1'a circlc that has an area of l6n'l units. Circle P has a radius thal is 2 units shorter'
than thc radius of circle O. What is thc diametcr
I5. Square ABCD has a side length 01-4 units. A ol'cilcle P. in units'l
circlc ofradius 2 units is centered at point D.
Rounded to the nearest hundredth, u,hat is thc l tt.
arca ofthc scction olthe circle that is insidc thc
square?

16.

o
6
The outcr circle and lhe inner are concentric. as
shown in the figurc abovc. Thc outcr circlc has a
.{ radius of 6 units. The area ofthe shaded region
is 202 units squarcd. What is thc radius ofthc
Arc,lB has a measurc of 4z ur.rits. What is the inner circle, in units'l
rreasurc of angle 10r9, in degrees?

Apgleq

G is a point on line /. IIow uany lincs can be l

drawn through G that lorm a 90" anglc with Z
linc 1?

A. 0 30'
B. l
C. 2 x o
D. The nLrmbcr varies
In lhe above figure, Q is on scgment XW.
) ZXQY is bisected by scgnlent QZ. What is the
L
measure of
ZZQY,I
M \ .t 5' o
A.30'
What is the degree rleasure of angle MNL?
8.45'
E. 45"
c. 60'
F. 90' D. 75'
G. 135'
H. 180'

The Tutorverse
T6'q Mathematics

l 1

R
.15' 130'
.l -r-
t''

l'

a What is thc value o1'.r'in thc abovc figurc'l

ln the above ligurc. QR is a linc. What is the

value ol'-r.'J
A. 85'
B. 95'
u. 16
c. I r5"

F'.40 D. 175'
G.45
li.
H. 12
Q R
5
S

5'
(2,r )" :o
(3.r)'

ln thc'abovc figurc. a linc scgnlent intcrsects

rvith a linc. lbnning three anglcs, as shorvn. In thc above figurc, lines Q and R arc parallel.
What is the valuc ol.r? What is thc sum of r t rr * :'?
A. 30" E. t 95'
B. ,15' F-.245'
c. 60" G.295"
D.75" H. -t4-s'

6 9

85' (r5' 125' .l

t'
1.15"

In thc above figurc. what is tlre degrce lreasure

of arc r'l In thc ligurc abovc. .r -.r, =

E. 75' A. 55
F'. i35' l]. I l0
c. r40"
c. ll5
D.235
H. 150'

The Tutorverse
 Mathemalics 'Qi zll
10. l -i.
X

,t

ln thc abovc figure, ifr:40, what is thc valuc Z Y

of y + z'l In isosceles trapezoid WXYZ shown abovc"
sides WX and YZ are parallel. What is thc value
E. 40" of 2(t1' + r"l?
F. rJ0'
c. r20' ,\' I80"
H. 140' B. 2',70"
C. 360'
|l. I). 720"
a
| 4. What is thc sum n']easurernent of all interior
S angles in a regular octagon?

R .I E. 12(f
l,-. 900"
ln thc figure above. QT and RS are straight c. 1.080"
lines. In terms ol_r.. what is lhe sum olthc fbur-
H. I ..+40"
angles indicatcd by qucstion marks?

15. What is thc measure of one angle in a rcgular

A. I tlO .r' pentagon'l
B. 180 2r'
C. 360 2r'
A. t0rJ'
D. 160 4r,
B. I 1t0"

t2. c.360'
\ D. 540'

16.

ZY
ln the diagram abovc, WXYZ is a square. WVY
is an arc ol'a circle centercd at Z. XZ is a line
segmcnt that intersccts thc arc at point V. Find If thc above ligure is a regular hexagon, then .t :
tlre mcasurc o{ IZWY (nol shou'n).
E. 45'
8..15' F. 60'
F. 6()'
c. 72"
G.67.5'
H. tt.l.5' H. 120'

The Tutorverse
Ts q Mathcmatics

Gril-ln Question.s (Opcn-Et etl Que.\tit)tts)

17. Lines / and n arc perpendicular. How rnany 2[.

right anglcs arc lbnncd at the intcrscction ol./ ,1 u
and n'J

18. What is the average measure. in degrces, ofeach

anglc in a hcxagon'?
DC
ABCD is an isosceles trapezoid. What is the sum
o1',.lBCD's two largcsl anglcs, in dcgrccs')
19.

l- 21.
t. .t B

t) ..1

Il0
R I r0"

IBC'DE is a reeular pentagon. 1)E is cxtendcd DC

outsidc thc pentagon. as shorvn by E/: in thc In squarc.4BCD, one linc frorn each vertsx
ligurc abovc. What is the nreasure o1'angle ;16f, converges on point Z'. Anglcs BEC and DIIC'
in tlcgrees'? each havc freasures ol' I l0'. as shorvn in the
figure above. What is the sunr ofthc degrce
Ilcasures of anglcs .4DE and ,{Bf'l

WEESTffifiF
I. 2

I](,D E R
H / c |l)
a_____a 555
4 cn.r
On the nunrber line above. the tick rnarks are
IIAB = BD. rvhat is the lcngth ol'AE'l spaced apart equally. What is the value ol'R?

A. 7cm E. tJ
B. ll cm F. ll
C. l5 cm G. l0
D. I ti crr H.38

The Tutorverse
 N4arhcmxlics '6i T,)

.1 7

PQ R WX YZ
1
506
On thc nurnbcr line above, thc lcngth of WZ is
The letters P, Q. and R represent numbers as
23. thc length ot W i' o. untl thc length of Wf
shown on the above number line. Which of the
is 4. What is thc position olpoint Y'l
following cxpressions has the lcast value?
A. l_.1

A. P-R B. 17
B.P R C. t9
C. Q*R D. l0
D.Q R
li
.l PQ RS
I] I

I 6 4

AB is divided into 4 cqual parls by points L. M. On the number linc below, the length of PQ is
aud N (not shorvn). and L < N{ < N. Wlrat 2.5. the lcnglh ot FS is 9.25, and the lcngth of
position rvill pornt N fall on? Rs ;. +.2S. what is the position of point Q'?

E. 2 E. 2.25
F. I F. .15 |
(; 3 c. 2.15
ll 4 H. 4.5
-
9

u L]

517 ln thc above line segment, thc rnidpoint ofAB is

Point C (not shou.'n) is located bctwcen A and B C (no1 shown). Point A is located at 0.
srrch rhal A-C il., 3 tirn", a, long ls C-8. What is :
Ie 17. whot is thc valuc of Ee?
the location of point C?
A. 4.25
A. ll B. ri.5
8.9 c. t1
C. ll D. 34
I). I .1
10. lf Q is thc midpoinl of RS. which of tltc
6 fbllorving must be truc?
AB
E. 2RS: QS
012 r-. 2QS : RS
What are the locations of points A and B?
c. jno:ns
E. A is locatcd at 0.6: B is locatcd at 1.4
l-.A is locatcd at 0.6; ts is locatcd at 1.2 u. 1ns=zne
G. A is locatcd at 0.2; B is located at L4
H. A is locatcd at 0.2: B is located at 1.2

The Tutorverse
2$ q N{athcmatics

ll. On a numbcr Iinc. uhat is thc nridpoint of a line l.t.

scgnrcnt bcginling at 4 and cn<ling at 1'l I t3

A. 218
WXYZ
_5 On the above number line. the length of WZ- is
B. -l-
8 16. Point X is the mirlpoint of WY. arrd is
C. -21I located at
I on tlre nurnber line. Which nurnber'
D. .l bclow is thc midpoint of YZ'l

12. E, 5
T. 6
I] (;. 7

Point X (not shou n) is thc midpoint ot AB. Il'

H. I
noinl M (rul shoun) is thc rnitlpr,int ol XB. uhat 15. A nrachinc glazcs donuts at thc ratc o1'onc donul
is AM in tcrm. of IB-'r pcr sccond. Hos nrany hours u'ill it take thc
nrachinc to glazc 36,000 donuts l
E.,AB
4 A. l
F. .AB B. l0
2 C. IOO
'r- D. .000
C.'AB I

.'
16, Every day. to avoid trafJic during hcr ntorning
H.,AB
4 conrnutc. Yunlu takcs the backroads from her
home to hcr r.vorkplacc. Thcrc is lcss trallic
ll. during thc aftcrnoon collurulc homc fiom her
wot-kplacc, so she always takcs thc highway
QR S
instcad ol'the backroads. Taking thc backroads
In thc abovc tigurc, QS = 36 and 2QIt : RS.
is 7 miles longcr than taking the highrvay. and
Point T (not shou'n)is on the line betrvccn R and her total commute distance i: -57 rriles lonq.
S such that RT : TS. What does QT equal?
How rnany milcs long is her moming contmutc'l

,\.9 E. 25 nriles
B. ll F. 32 nriles
c. 24 C. 39 uilcs
D.27 H. .13 nr ilcs

17. lf I gallon olpaint covers 300 sq. ltct ofrvall.

\vhat is the lewcst nuntber ol' I -gallon cans of
paint lhat are necdcd lo covcr all 4 rvalls ofa 10-
loot by l2-foot bedroom that has li-lbot-high
ccilings (assumc there are no windows or
doors)'J

I
B. 2.

C. 3
D. 4

The Tutorverse
 Mathematics 4. 241

18. Fisurc X Figurc Y 22. How lrany minutes arc in 3.65 hours'l

I
E. 215 nrin
F. 219 min
I
G. 245 nrin
H. 339 min

2-1. Samson is running a nrarathon. He will try to

Thc individual squares in Figurcs X and Y are
finish the marathon by tirst rLrnning lor 45
equally sized. I1'the arca of Figure X is 4u nrinutes, thcn walking lor 45 rninutes. and
square inches, rvhat is the alea of Figure Y? repeating that pattem until he reachcs thc tlnish
line. If Samson bcgan rLrnning at 9:00 a.nr..
E. 24 sq. in. u.hen will his fourth pcriod of walking begin','
F. 36 sq. in.
G. 48 sq. in. A. l2:00 p.m
H. 60 sq. in. B. I :30 p.m
C. 2:l5 p.m
19. To decorate for the holidays, Jolie wants to D. 3:00 p.m
covcr a wrrll in her lrome with ri rapping paper.
lvhich is sold by the square yard. What is the 24. What timc will it be 70 hours after l2:30 p.m. on
Monday?
rrrinirrrrrrn amount eilulapping papcr. in squatc
yards, she rvill nced in order 1o covcr the rvall if
the wall mcasurcs 18 feet by 24 fect'l
E. l2:j0 a.m. on Thursday
F. l0:30 a.m. on ThLrrsday
G. 2:30 p.m. on Thursday
A. 4ll sq. yds H. l0:30 p.nr. on Thursday
B. 96 sq. yds
C. 144 sq. yds 25. Amanda biked 22 miles in 3 hours. Byron biked
D. -132 st1. yds threc times farthcr than Anranda. in trvicc the
amount of tilne. What was Byron's average
20. Packing foarr u'eighs 0.4 kg per cubic nrcler. l1' speed in nriles per lrour?
a box lhal rneasures 2 rn by 3 nT by 5 m is fiiled
with packing foarn, hou' much loam ri'ill be
used'J
A. 1
B. ll
E. 4kg c. l.+

F. 6kg D. .+4

G. l0 kg
H. 12 kg 26, Whcn it is I:00 P.M. eastem standard timc
(EST) in Ncrvark, it is lt:00 A.M. Harvaiian-
21. A squarc swimming pool is l0 m long on each Alcutian standard time (HAST) in I lonolulu. A
side and has a lcvel depth of 3 m. lt is bcing
plane departs fi'om Nervark at l2:00 P.M EST
filled with water at a ratc of 3 cubic uretcrs per
and lands in Honolulu at 6:00 P.M HAST that
minute. At the same time. a hose is draining
same day. A second plane departs liorr
waler from the pool at a rate of 8 cubic rneters
I lonolulu at 7:00 A.M. IIAST and travels lbr the
per n.)inute. If the pool started full at noon, at
f, sanlc au'rount of tinrc as thc fir'st plane. When
u'hat time will it be empty?
did the second plane land in Nervark?

A. l2:25 p.rn. E. I :00 P.M. EST

B. l2:,10 p.m. F. 7:00 P.M. EST
C.l2:55 p.rn.
D. l:00 p.m. G. 8:00 P.M. tlST
H. I l:00 P.M. EST

The Tutorverse
l-11 4 \{:rthcnratics

(iriel-ln Ouc,vtions lOpcn-Entlcd Que.ttions)

27. On a nunrbcr linc. point X is located at 12. 29.

point Y is localcd al 5, and poinl Z is located at
JKL
8. A is thc midpoint ol'XY. and B is the ffi
midpoint of YZ. What is thc rnrdpoint olAB'? l0 0

In thc figurc abor c, poinl A is to bc placcd on

the number line onc-lbuflh ol'the rvay tirrut
28.
point J to point K. Wh:rt number will bc at the
PQ I{ midpoint of AL'/

812
How many units is il from thc midpoint of PQ to 30. Kathryn is tiling her bathroonr, which is a
the midpoint of PR? reclanglc with dimensions 2 yards by 3 yards. I1'
cach tile is a squale r.vith side length 4 inches,
and lhere is no space bctwecn liles. how ntany
tilcs will shc necd to contpletcly cover her
bathrootn lloor?

CoiJrdinates

t. 2

I 1'
u

a (.r. ,rJ

lr thc coordinatc planc abovc. poinr O is the

origin, and point A lies at (12. 5). Scgmcnt OA
l,l
is hall'the length of scgmenr OB. What is thc
length of scgrrent OB?

E. t0
In thc above figurc, A and B arc eqLridistant F. t2
fiom thc origin. Which of thc following could be c. l3
thc coordinates ol'point B ? H.26

A. ( .r, r') 3. On an -u,-plane. what is the arca ofa rectangle

B. (.r..r) i.vith points al (3, .1). (3. l), (0. I ), and (0, 3)?
C. ( .r.,r)
D. (r'. -r) _,\.2
B. -1

c.6
D.9

The Tutorverse
 Mathemarics '4 zql

.1. Which oflhc following graplrs satisfics the criteria that no points on that graph slrarc the sanre r-coorclinate?
E G.
l' l'

F H.
l' t'

5. ln the -r-r'coordinate plane, how many points 8. Line MN represcnts a ploporlional relationship.
havc a distance ofexactly 2 units lrom lhe If point N lies at ( I 8.9), which ordercd pair
origin? coLrld rcpresent the coordinatcs of point M')

A. Tivo E. (9, r ll)

B. Three F. (r3.4)
C. Four c. ( 14, 7)
D, Morc than lour H. (27. r 8)

6. On an ,rr,-coordinate grid, the coordinatc point 9. On an .r.r'-coordinatc grid, three vcrlices ofa
square are (2,3), (7,3), and (2,)). Which of thc
f,k) is locatcd at ( 7,3). Which of thc lbllowing
represents ( i,l)? follorving could be the fburth vertex ofthc
scluare?
E. ( 3.7)
F. (3,7) A. (7. 2)
G.(7.3) B. (,1. 2)
H. (7,3) c. ( 1.3)
D. (7. l)
7. A triangle has 1wo verticcs at (4.5) and (10,-5)
Which of thc follorving could NOT bc the t0. Oue sidc ofa square is 5 units long and Iies on
perirneter of the triangle'l the _r'axis of a coordinate grid. If one vertex of
the square lies at (0,l0). the coordinates of
A t2 another corner olthis square could be any ofthe
B t3 following EXCEPT
C l4
D l5 E. (s, s)
F. (-s. 5 )
c. (0, s)
H. (s.0)
The Tutorverse
214 'l'r: Mathematics

Grid- I n Qrr csl io n.s (Opcn-Lnded Que.\t i (rns )

I l. What is thc area, in square units. ol'a right 16.

triangle on an -rrr,-planc with venices at ( 3, 2). l'
( 3. 5) and (4. 5)'l It)

4
.,

12. On an.r-r'pllne, thc cenlcr 01'a circle is locatcd _1 -2 -l

2
123
al ( l, I ). A diamcler is tlrawn through thc centcr.
u itl: one at end (.1. 5). If the olhcr end ol'the .l

diametcr is at (p.q). what is the value of q? 6

-10

What is thc valuc of l rvhcn -r is cqual to 2'.,

l-1. On an.r'r'planc, what is the arca of a trianglc

rr ith vcrliccs aI ( 2, 2). (3. 2). and(1.4)? 17.

I
6
.\'
5

.l

3
14, On an.xr.plane, point-, is located at (4, 2). IIit
is rellccted over the.r-axis. then the t.axis, rvhat l
its new I'coordinate?

5-4-3,2-l l .1 5

1
,,
l
15. On an.r'r-plane, what is thc area of an isoscelcs
-l
trapczoid with vertices at ( 3. l). ( 1, 3),
(3. l), and ( l, 3)? -t)

Point Z (not shorvn) is lhe rnidpoint of ,Yf. What

ofpoint Z?
is the .r'coortlinate

The Tutorverse
 Final Practicc Test (Fonn Il) '.* ZCS

Final Practice Test (Forrn B)

Overview
The practice tcst is designcd to assess your Lrnderslanding oI key skills and concepts. The number ofquestions,
contcnt. timc limit, and lbnnat minor the actual tcsl closely. It is importanl to take the final practicc test aftcr
complcting the Diagnostic Practicc Tcst (Fonn A) and aller yor.r ha\,e spcnt timc studying and practicing.

The practice test is scored diflcrently tiorn horv the aclual test is scored. To replicate an actual test-taking
sccnario, the pmclicc tcst includes all ll4 questions studcnts will sec on thc actual tcst. Nole that 20 ofthesc il0
from each section) will !9! bc scorcd on thc actual tcst. The rcsults fionr this placticc tcst should bc uscd to gauge
your mastery ovcr skills and concepts. not as a gauge ol'how you will neccssarily scorc on the test.

Fomrat
Thc practice lcst includcs the Ibllorving scctions
-l'inre
Practice Test Srction Qu rstions l-imit
Iinulish LangLmuc Arts 57 90 rrinutes xsuggcsted
Matlleuratics 51 90 minutes *suggested
'l'0tal I r4 lll0 minutes

* The timc lintits indicated abovc arc recommendations only. The cntire tcst must bc completed in 180 rlinutcs.
Strrdents are not rcquired to flnish thc test in any particular t)[der, nor arc they lirnitcd to a certain amount of time
for each section. Ho\\' students choose to allocalc their timc hetrvccn sections is entirely discretionary.

Answering
Use the answer sheets provided on the following pages Io record your ansrvers. You may wish to tear this page
oul of the workbook.

The Tutorverse
)$ q I'inal Practicc'l'esl (Form B)

Final Practice Test ( Form B) Ansrver Shcet

Scction l: l)nglish l,anguage ,\rts
L @@o@ 13.@ @ o @ 25. @ @o@ 37. @ @o@ .19. @ @o@
2. @o@@ 14.@ O @ @ 26. @ @@@ Itt. @ o@@ s0. @ o@@
l. @@o@ rs.@ @ o @ 1t Ia) @o@ 39. @ @@o 51. @ @oo
1. @@@@ 16.o o @ @ 28. @ o@@ 40. @ o@@ 52. @ o@@
5. @@o@ 17.@ @ o @ 29. @ @o@ 4r. @ @o@ 53. @ @o@
6. @@@@ llt.o o @ @ 30. @ @@@ 12. @ o@@ 5.1. O o@@
7. @@oo 19.@ @ o @ ll. @ @o@ @o@ 55. @ @o@
It. @@@@ 20.@ o @ @ 32. @ @@@ 44. @ @@@ 56. @ o@@
9. @@oo 21.@ @ o o 33. @ @o@ .15. @ @o@ 57. @ @oo
l0 @@@@ 22.O O @ @ 34. @ o@@ 46. @ o@@
ll @@oo 23.@ @ O @ 35@ @oo 47. @ @o@
l2 @o@@ 2,1.@ o @ @ 3(r. @ o@@ 4u. @ o@@
Scction 2: \ I rt hrnr xl icr

tfrro L o[f
5li 59 60 6l (rl

(:) o o o t, t,
@ @@ (9 @ @ 0 @ @ @ 0
@ 0 @ 0
@
o oo oo o 1
o o
l
o o l l o o
o @@ @@ o @ o @ 2 2
@ @
t r| o 3 oo o o
L],, 3 _l
o o
@ @@ @@ @@ 4 @ @ 4@ @
@
/:\
o@ @ oo ; o o oo @
@
\9..i @ @ 6 @@ @@ @ @@ @
oooo ooo 7 oo I oo o 7 oo o 1

@@ @@ (s, @ @ GJ @ @@ @ 3 @@ @
@ @ (, @ o@ 1.q)
o 9 o o o@ @
I

6l @@o@ 74_ @@@@ 85 @@o@ 96. @ o@@ 107.@ @oo

64 @o@@ 75. @@o@ lJ6 @@o@ 97. @ @o@ i08.@ o@@
65 @@o@ 16. @o@@ @@o@ gtt. @ o@@ 109.@ @o@
66 @o@@ 71 . @@o@ lJ8 @@@@ 99. @ @o@ ll0.@ o@@
61 @@o@ 7ti @@@@ lJ9 @@o@ r00.@ o@@ l.@ @o@
68 @o@@ 19, @@o@ 90 o@@@ r0 t.@ @o@ il2.@ @@@
69 @@o@ 80. @@@@ 9l @@o@ t02.@ @@@ r13.@ @o@
1o @o@@ 81. @@o@ 92 @o@@ r03.@ @o@ 4.@ o@@
'7t @@o@ 82. @o@@ 93 @@o@ r04.@ o@@
12 @o@@ 83. @@o@ 91 @oo@ r05.@ @o@
73 @@oo It,l. oo6@ 95 @@o@ r06.@ o@@

The Tutorverse
 Final Practice Test (Form B) '4 Zqt

Final Practice Test (Form B)

The Tutorverse
)48 q Final Practicc Tcst (Form B)

Section Onc: English Language Arts

Rct ontntndad Tirrc Linril:90 minutes

Revising/Editing
Questions l- l0
The Revising/Editing section is in t\yo pafls: Part A and Part B

Revising/Editing Part A
Directions: Read and ansrver cach of thc lollowing questions. YoLr musl rccognizc and corect errors in
convcntions ol'standard u'rittcn English in sentcnces or short paragraplrs. Mark thc best ansrver for each qucsiion
on thc ansrvcr shcet.

l. ltcad this scntencc -1. Read thcse ssnlcnces

Jcssica u as vcrv crcilcd lo ride thc extremc (l ) Whcn Floyd goes grocery shopping, he
lollcrcoaslcr at thc thcmc pa[k, sincc she u,as alu,ays buys grapcliuits. u hich arc his
dcathly aliaid of heights and was prone to iavoritc fruit.
motion sickness.
(2) Whcn Floyd gocs groccry shopping. he
Which edit should bc madc to con'ect this always buys canots, u,hich are his fhvorite
SCnICnCC,] r cgetable.

A. changc sinco lo evcn though What is the best way lo combinc thcsc
B. changc since to because scntcnces?
(i. changc since to rlnloss
I). changc since 1o if A. When Floyd goes grocery shopping, he
alrvavs buys grapcfi'uils and canots.
B. When Floyd goes glocery shopping. hc
2. Rcad this se-ntencc always buys his lalorite lrLrit and vcgctablc
C. When Floyd goes grocery shopping, he
When the cold, rainy. season sels in. many of the always buys grapeliuits and canots. which
cily's residcnts bclieve that they sulfcr frorn arc his favorite frLrit and vc'setable,
Seasonal Allectivc Disorder. a typc ol respcctivcly.
deprcssion that is rclated to cltanges in gcncral D. When Floyd goes grocery shopping, he
\\,cathcr pattclrls. alrvays buys carrols and grapefruits, rvhiclr
arc his favorite fruit and vegctable,
\\'hich edit should bc madc to corrcct this respcctivcly.
sentcrce l

ll. dclctc thc conrnra alier in

F. deletc the comma attcr cold
(i. dcletc thc eornrnl altcr rainr
H. delctc the courrna aticl Disorder

CON'I l)'lUL lt) Tlll- Nt,X I PAcll

The Tutorverse
 Final Practicc Tcst (Fomr b |* )49

Revising/Editing Part B
Directions: Rcad thc passage belorv and answcr the questions follou ing it. Each question asks how best to
improve the writing tluality of thc passage and to comect errors so that the passage l'ollows the conventions ol'
standard wrilten English. You tray reread the passagc if you need to. Mark the best ansrver for each question.

Frankenstein Com
(l) Short lirr "genetically modified organism." CMOs have bcen making headlines recently lor thc role
thcy play in thc global lbod chain.

(2) In principle, genetically moditying the genes ofa plant or animal in a laboratory is similar to doing so
naturally, through a proccss called sclcctive brccding. (3) ln it. pcople idcntify the things that they Iike
about a plant or animal. and allou, the plants or animals with thosc things to rrultiply. (4) Thus. o,vcr tirnl:.
organisms with qualitics that people prefcr bccomc morc and rnorc prevalent.

(5) Thanks to motlern sciencc, people can quickly modily thc traits ofan organisrn- (6) lt has unlocked thc
ability to courbine genes across entircly diflerent biological domains of lifc. (7) To grasp thc cnomity o1'
this conccpl. considcr that plants, animals, and l.ungi arc al) part of thc domain cukarya. (ti) Thanks to
science, it is now possible to combine gcncs from plants rvith gencs frorn the dornains bactcria and
archaea. (9) Bacteria and archaca are among the oldest living things on lhe planet.

(10) A fanrous cxamplc of this kind ofgcnetic utodification is Bt com. ( I l) Bt. short lbr Bocillus
thuringien,; is, is a bactcriuur that produccs toxins lethal Io insccts. ( I 2) Bt has, since I 928, been uscd as a
pesticidc to kill insects and improvc thc yicld ol'producc. ( ll) But it was not until 1995 that the genes
responsihlc for the insccrkillrng toxins was isolated and combincd with the geucs of com. ( l4) Bt com
proved so successful at staving oiT insects that the Bt genes wcre subscqLrcntly introduced into other
plants, like cotlon and potatoes.

(15) Proponenrs of GMOs point to the rnany mcaningl'ul ways lhat GMOs contribute to quality of life.
( l6) Thesc supporters arguc that CMOs like Bt organisms increase the productivity of famrs. reduce thc
anroLrnt o1'chemical pcsticidcs used on fanns, have no material impact on the overall environrnent, and
can even off'er higher nutritional value than unmodified organisms.

(17) Opponents olGMOs maintain that GMOs are damaging 10 the body and to the environment. ( I8)
They argue that that dcspite testing and oversight by govemment agencies, the longlerrn influence of
GMOs on cornplcx things like the human body, or the global ecosystem cannot be lully understood.

,1. Which revision of scntcrlce 3 uses llle nrosl precise language'l

E. People multiply thc organisms that have things thal they like.
F. ln it. they enable those organisms to thrive when they have trails or qualities that they like.
G. In the latter, pcoplc idcntily an organism's dcsirablc traits, and cncourage the organisms with
those traits to reproduce.
H. Some pcople discover certain things that thcy enjoy about a planl or animal. and help those
things become part of the plant in the hrture.

5. Which transition should bc added to thc bcginning olscntcncc l7'?

A. Neve(heless-
B, Accordingly.
C. Specifically, CONTINL]E TO TIII] NEXT PAGTl
D. Likcu'isc-
The Tutorverse
250 q Final Practice Tcsr (Form U)

6 Which scntcnce can lbllow scnlcnce 4 to help dcvclop thc ideas in the sccond paragraph
(scntenccs 2-4)?

E. Sonretimes, despite our besl efforts. nature ptevails, failing to produce thc lypc oforganisrn that
we want.
F. There is little need to genctically nrodily plants or animals in a laboratory. since the same eflccl
takes place naturally.
G, Since wc no longer need to rely on sclective brccding, thc praclicc is quickly bccoming a lost
an. rcplaccd instcrd by luboralory scicncc.
H. This is how \\'c camc to havc the largc. slr,ect apples cvcryone loYcs: ovcr many years, farmers
continuously reserved the seeds of the Iargest, sweetest apples to plant the ncxt season.

7. \\rhat is thc bcst uay to combine senlenccs 5 antl (r to claril_v the relationship bc'treen idcns'l

A. Sciencc allorvs pcople to change the traits ofan organisrn no mstter its biological donrain.
B. Modcrn sciencc has not only enablcd people to quickly modify thc traits ol'an orcanism. but to
corrbinc traits lrom entircly diff'erent biological domains of lif'e . as wcll.
C. Peoplc can quickly urodi{y the traits ofan organism in a laboratory thanks to sciencc. but they
can ttnlock the ability to cornbine gcncs across cntirely difl'crent biological domains of lifc.
D. Tltough peoplc can quickly modity thc traits of all organism in a laboratory thanks to science,
they can unlock the ability to conrbinc genes across cntilely dilfcrcnt biological donrains of lifc

8. Which cdit is needcd to corrcct sentence l3 l

E. add a cornma alicr 1995

l-. changc rras not to is not
C. delelc thc hyphcn in insect-killing
H. changc was isolated Io ncrc isolaled

9. Which scntcnce woLrld best fbllow scntcr']cc l6 lo suppon thc algurncnl plesentcd in the paragraph'?

A. Though the use ofpcsticidcs may have decreascd, the usc ofherbicides has not.
B. The gcncs from Bt corn arc spreading to other spccies ofcorn, with potentially dangcrous
conscquences for the environmenl.
C, The decreased use of chemical pesticides lras nol been shown to be thc direct result ol'the
incrcascJ populrrity ol Bl olgunisrns.
D. Enginccred in thc cally 2000s. Goldcn Rice, another rcsult ofthc nrixing of plant and bacteria
genes. provides tbur to five times more Vitantin A than regular rvhite rice.

I0, Which scntcnce is it'relevanl to the argumcnl prescntcd in tlrc passagc and shoultl be deletcd'l

ll. sentcncc 9
F. sentcncc ll
G. sentcncc l.+
H. scnt!)rcc Iti

(.ONTINUE TO TIIE NEXT PAGE

The Tutorverse
 Final Practicc Test (Fonn I\'q 251

Reading Comprehension

Questions I 1-57
Directions: Read each passage bclow and answer the questions following it. Base your answers only on
inlbrmation conlained in the passage. You may reread a passage ifyou need to. Mark the best answer fbr
each question.

Mary Oliver

Mary Oliver, who died in January, 201 9, was one of thc best-selling poets of our tirne. Her poetry
which was singular in its plainness of language and overall brevity focused primalily on nature. ln he'r
hands, plants and animals bccarne syrnbols for thc gricland gift ofcveryday life.

Sorre critics snubbed hcr lvork fbr being too commercial, too pandcring. Other critics ravcd about her
glowing nreditations on nature. comparing herto Ralph Waldo Emcrson. Walt Whitrnan ol Roberr
Flost. Lithcr rvay. Ms. Oliver u'as one of the most-read poels of thc century. Unlikc other poets. u,ho
wcre oflcn considercd thc scribes of the intcllcctual elitc, she rcachcd a broad audience, fiom pro-
tbotball playcrs to collegc prolcssors. Celcbrities as divcrse as Grvyneth Paltrorv and Hillary Clinton
cclcbrated hcr rvork. Numerous conrposers set hcr words to music. Oprah Winlicy crcated a spccial
poctrv issuc ofO Magazine in order to highlight a rarc intervierv that Ms. Olrvcr gavc to thejournalist.
Maria Shriver. In an all-too-rarc achievcrncnt fol poets, several of her books nrade lhe best-scller lists.
I lere. at last. \\,as a poet u,ho could speak to the masses and this ability earncd her both praise and
rcbukc.

And indced. Ms. Oliver cnjoycd a long and illustlious poelic carccr. Hcr lirst book, "No Voyagc and
Other Poems." rvas publishcd when she rvas 28 ycars old. in 1963. ln l9tt4, hcr fourth book. "Arncricarr
Primitive," rvon thc Pulitzer prize. In I992, "New and Selected Pocms'' won thc Nalional Book Au,artl.
Shc rvas a pocl-in-resiclcnce at Buckncll University. Sweet Briar C'ollege and Benninglon Collegc. For
the Iargc part of ,10 ycars, though. Ms. Oliver lilcd in Provincetown, MA. x'ith her partncr, the
photographel Molly Malone C'ook, and scvcral dogs. Most days. cven in old age. she could be lirund
walking through thc u oods, a dog by hcr side, and a pcn and notebook in lrcr hand.

I lcr lamc ner.cr led to an inflatcd ego. nor did shc nrind the criticisms of others. Poelry rvas, for her. not
so much a means of sell--expression as much as sclf-exploration. and eventually self-realization: "l did
not think oflanguage as the mcans to self-dcscription. I thought of it as the door a thousand opening
doors! past rnysell'. I thoLrght ofit as the ureans to notice, to contemplatc. to praise, and. thus. to comc
into pou'er."

This dcsire to escapc to another \\.orld rvas due. in part- to hcr upbringing. Born in Maple lleights. Ohio.
in 1935, she was tllc product ol'an unhappy home. "lt was a very dark and broken housc that I carre
from." she said in a radio inten ieu . "To this day, I don'l carc lor thc enclosurc of buildings." To escape
thc unhappincss, Ms. Olivcr fled for sonic neighboring woods, rvhcre shc would walk for hours and
obsenc the sights arouncl hcr and thusly scribblc doun thosc obscrvations in a notcbook. Thc trees
wcre hcr cathcdral; vcnluring lorth under the shelter ofbranches and leaves, shc rvould find physical
and spiritual rencrval. Hcr honre life. she said. rnade hcr wanl to bc invisible: she took to lhe woods to
disappcar. BLrt a funny thing happencd on the way throLrgh thc lbrest. Amongst the trees, she appcared
to herself. She discovercd thal she had a voice. "l made a u'orld out of rvords." she said to Maria
Shrivcr in hcr O Magazinc intcrvicw. "lt \\,as lrly salvalion."

CONTINUE TO TllE NEXT PAGII

The Tutorverse
2f q h-inal Practice Tcst (Fonn Il)

r, lu the rvoods. Ms. Oliver also found fhith. ln thc endlcss lrl'e and death cycles ofnaturc, she lbund
spiritual [crvor: thc bith ol'a neu,moon. thc death of a snakc in the road. rvere equal sources ol'
inspiration. ln her pocm, "The Srvan," Ms. Olivcr rccounts thc sight of a srvan. driliing on a rivcr and
thcn taking flight, "an anrlul of rvhite blossonrs." Thc dcscription concludes u'ith thc lrild, alolt in thc
air'. "And did you l-e'el it. in your hcan" shc asks rvith some urgcncy. "how it pcrtaincd to n erything? i
And have you too llnally liguled out what bcauty is for'l/ And have you changcd your lile'1" tn thc
srvoop and grace ol'a single su,ar, Ms. Oliver found deeper nreaning: lionr her personal pain and
conflsion. she lound a bcautitirl pcspectivc to sharc with thc *'orld.

I L Which slatcrucnt best dcscribcs thc ccntlal idea ol'thc passagc?

A, Mary Olivcl was an obscure poet who rvrotc darkly crnotional poems.
B. Mary Olivcr rvas an influential poel rvlro was inspilcd by natLrc and hcr childhood nrenrorics
C. Mary'Olircr uas a rvcll-knou,n poct rlho urole lor thc sake ol'popular appcal.
D. Mary Olivcr rvas a famous poet who built hcr career oLrt ofrvriting pocrrs to plcase clitics.

12. Rcad this scnlcnce ftorn paragr-aph 3.

I\ftrst davs. eren in old age, she could be lbund rralking through the roods, a dog b1 her
sidc, and a pen artd notcbook in hcr hand,

What role docs this sentcnce pla"v. in thc oYerall slructure 0f the passarc'?

E. l1 highlights how hcr love ot'animals is cqual 1o hcr passion lol rvriting.
F. lt gocs into detail about the process Oliver uscs to crcatc beautiful poclry.
G. It indicates a transition from discussing Olivcr's prolessional career 1o her personal relationship
to p0etry.
H. It contrasts her daily life in old age against thc activities ofhcr yourh.

13. Why docs OIircr contpare poctry/ to "a thousand opcning cloors" in paragraph.l]

A. It highlights horv Oliver sarv poclry as a way to explorc the u,orld.

B. Il dsnronslratcs how Olivcr's style olpoetry rvorked their way into hcr everyday con\.ersations.
C. It cmphasizcs thc nunrerous interpretations that a single pocnr can inspire.
D. h shows how Olivcr saw poetry as a way mect ner.r,pcople in hcr neighborhood.

14. Read this senlcncc flonr paragraph.l

Poetrl' rvas, for her, not so much a means of selli-expression as much as sell'..exploration,
and ev€ntuall)' self-realization

Which cxccrpt fmrr paragraph 5 bcst supports thc idcas in this scntenccl

E. "This desirc to escapc 10 anolher lvolld was dLre. in pan. to hcr upbringing."
F. "'lt u'as a vely dark and brokcn housc that I came from,'shc said in a mdio inlcrvicw."
G. "llcl home life. she sard, made hcr want to bc invisiblct she took to the woods to disappear.''
H. "Anrongst thc trees. she appcared to herself. She discovered that she had a r,oice."
CONTINUE l O TI IL NtrXT PAGE

The Tutorverse
 Firial Practice Tcsl (Fonn B) '4 ZSI

15. Rcad this scntc:rce fiorl parauraph 5

T'he trees ryere hcr cathcdral; r,enturing forth under the shelter of branches and lear,es,
she n ould lind physical and spiritual rcnewal.

IIorv does the melaphor "thc trees welc lrer cathedral" alfect thc lonc oflhc passage?

A. by creating a sense of thmiliarity as she sarv the shape ofher church in the tree branchcs
B. by highliglrtnrg her despcration to find a spiritual place of protectiun
C, by eu.rphasizing thc sensc olcomlbrt. safety, and wonder lhat she discovered in naturc
D, by dcmonstrating her sorrou' aI the way her parents ncglectcd her

16. Which sentcnce fionr paragraph 6 best supporls the ccntral idca oflhc passagc'l

E. "ln thc swoop and grace ofa singlc swan. Ms. Olivcr fbund deeper meaningt liom her personal
pain and confusion. shc lbund a bcautiful pcrspecti\ c to share rvith the u,orld."
F. "Ms. Oliver recounts thc sight ofa swan, drifting on a rivcr and thcn laking flight, 'an armful of
white blossoms. "'
G, "The description concludes ivith the bird. aloft in thc air, 'And did you feel it. in your heart"'
H. "ln the woods- Ms. Oliver also lbund faith."

17. Thc aulhor u'ould nrost likely agrcc wilh which statcnrcnt?

A. Poets can be inspilalional and successt'ul rcgardlcss of tlreil agc.

B. Writing every day is a gLrarantecd path to a succcssfirl poetic career.
C. The opinion ofcritics is not as imporlant as thc rcaction ol'the ma.iority ofsociety.
D. A poct should lbllou, personal inlerests and nol be influenccd bv thc expeclations ofothers.

CONTINL]E TO TIIE NEXT PAGE

The Tutorverse
254 'q Final Practicc Tcst (Fonn B)

Adapted from The Youngest Girl in rhe Filih

by Angela Brazil
"l don'l wantyour lockets or your pencil cases," said Nctla, "l've heaps ofnry ou'n. I know one thing I
do want, though, and if you like to trade, you can."
: "Done! Only name it, and it's yours with my blessing."

' "We ll. I want your essay-"

, "My essay! What do you mean'}" exclaimed Gwen, as she snatched back her exercise book like a
nrothel clutching hcr first-boln.
r "l mean what I say. lfyou like to hand over'Thomas Carlyle' to me. I'll takc nry money back instead.
and call us quits. It would be a new experience to win a prize. How amazed cveryone would be!"

,, "You surcly r.vouldn't pass it o1'l'as your own?"

- "Why not']"
"Netta! That would be bold, even for you!"
"
, "l told you long ago I was no sainl. Besidcs, what's thc harml lt's a business arangemcnt. You offered
10 repay ure, and lhis happens to be lhe 'pound offlesh.' I rvant. lt's perlectly fair."
ro "l don't quite see the faimess myself."
r r "But it is !" protestcd Netta ralhet' huffily. "l bclieve lots of popular authors don't do all thcir own
u,riling lhcmselvcs. They engagc secretarics lo hclp thenr. I've cven heard of clergymen buying their
sen-ltons."

,: "Oh, oh! Father doesn't!" Gwen fhce felt warm.

r, "Well. I didn't sayhe did, but I bclieve it's donc all the same. And if it's alright for a vicar to read
sornebody clse's sennon in the pulpit as if it were his own, I can hand in somebody else's cssay. Don'l
you see?"
rr "No, I don't see!" grunted Grven.
r "Look herc. Gwen Cascoyne, you've got to sce it! I'vi: bcen uncommonly paticnt with you. but I don't
quite apprcciate the joke ofbeing cheated out of that money. I musl either have the moncy or its
cquivalent. You can choose yourself which."
r" Netta's eyes r ,'ere llashing, and her mouth was twitching ominously. She was a jolly enough fair-
wcathcr comrade, but she could bc uncomrnonly nasty ifthings wcnt wrong.
L.- "Don't you think il's unfail to kcep me waiting all this time?" she added scathingly.
L,. Grven kicked the desk and groaued.
,, "Well, it just amounts Io tl.ris: if you don't choose, I'll tell Miss Roscoe. Yes, I wilM don't care a bit
that I went into her room loo. You broke the china, antl you'd get into the worsl trouble. lt wouldn't bc
pleasanl lor you. I think you'd better hand over Mr. Thomas Carlyle to me, my dear."
r, "And what am l to do about my own submission. exactly'}"
:, "Write another on a difl'erent author."
:: "There's no time."
.:, "Yes thcrc is, heaps! I don't want it to be as good as this, ofcoursc. Wcll, are you going lo trade, or arc
you not? I can't u'ait here all day!"
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The Tutorverse
 f-inal Practicc Tcst (Forrn B) .4 ZSS

:., For ansrver. Grven held out the excrcise book. She was in a desperately tigltt comer; everything seemed
to have conspiled against her. Shc kneu,Netta and her crazy, recklcss moods quite *ell enough to
applcciate thc lact that hcr threat to tell Miss Roscoe u,as no idlc one. Whcn her ternper rvas roused,
Netta \L,as capable of anything.
r "Oh! Glad you've comc to your scnscs at last!" snecrcd Nctta, as shc clutchcd thc precious rranuscript
and stalked away, slanrrning lhe door behind hcr. Gll'en laid her head dorvn on the desk. Her essay hcr
cherished cssay, ovcr u,hich shc had taken suclr superhunran pains. to be torn away from her likc this! lt
was lo have brought her such credit fl'om Miss Roscoc. lbr er.en il-it did not win the prize. it rvould
surely br: highly praised.
:r, Nelta in the meantime had put thc essay away in her lockcr with tlrc utmost satisfaction. She felt she
had decidedly scored. Ncilher brilliant nor a hard worker, she had no opponunity of distinguishing
herself in thc class under ordinaly circumstances: herc clrance had flung into her hand the very thing
shc lvanled. Il would not take long to copy the sixteen pages ofrather sprawling writing. then "Thomas
Carlyle" would be her own.
:, To Gwen, not the lightest part of the business was that shc was laccd with the horriblc nccessity o1'
writing anothcr essay. Only two days rcmaincd. lt r.r,as impossible to look up any subjcct adequatcly, so
she chose Dickens, as bcing an author *,hosc books shc kneu, fairly well, and by rvay ofnruch brain
B,racking and real hard labor contrivcd to give sornc slighl sketch ol his life and an apprcciation of his
gcnius. Shc was painl-ully conscious, howcvcr, that thc rcsult lvas poor, the stylc slipshod, and thc
general composition lacking both in unity and finish. Shc pulled a long face as slre signed her name to
ir.

:s Shc felt sicker still on thc day wlren Miss Roscoe returned the essays.
:r "l had hoped thc avcragc results would be highcr," commcnted thc Principal. "Very few girls have
trcatcd thc subjcct rvith any real el1brt. There is only onc papcr worllry ofnotice - that on Thomas
(iarlyle by Netta Goodwin, and il is so exccllent that it stands head and shoulders above all the others.
You thoroughly deservc the prizc which I ofl'crcd. and I have writtcn your name in the book."
r,, The class gasped as Netta, rvith a srnile of inllnite triunph. marched jauntiJy up lhr: room to receive lrer
copy of Brarlrilg'.s Pocnts. Each girl looked at her ncighbor in almost incredulous aslonishment. Netta
Goodwin, ol'all peoplc in the world, to have won such praisc!
rr Grven drew hcr breath hard and clenched her fists till her nails hurt her palms.

18. Read paraglaph.1 lioln the exccrpt.

"\Ir cssay'l \\'hat do 1ou mean?" crclaimed (Jxen, as she snatched back her erercise book
like { mother clutching her first-horn.

The similc used in thc sentencc corltributcs to thc dcvclopnrent ofthe plot by

E. revealing Gwen's motivalion lor writing the essay.

l'. showing horv decply (iwen is emotionally invcsted in het cssay.
G. iliustrating the quality of Gu,en's cssay through the envy it inspired in othcrs
H. Dcnronstrating thc fragility of Gwen's confidcnce in hcrscllas a rvriter.

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The Tutorverse
256 q Final Practice Tcst (Form B)

19. What conclLrsion is best supponed by the dialogue in paragraph l3'l

A. Netta rvill say anything to gel hcr way.

B. Nctla has chcatcd in thc past in ordcr to win.
C. Netla is insecure about her own academic abililics.
D. Nena has a strong scnsc offairness and uanls to do the right thing.

2ll. llou, docs paraulaph 24 contributc 10 thc developmcnt o{'the plot',)

E. lt reveals that Gwcn arld Nctla werc ncver fricnds. and rvill ncver bc fricnds again.
F. It dclnonstrates that Nctta,'vould ralhcr cheat than u,ork hard at getting a good gradc on thc
essay.
G. lt rrarks thc uroment where Gwen nrakes a difficult decision which leads to misery.
H. It shows that Gwen would rathef get in trouble wilh Miss Roscoc than let Nctla win a prizcd
possessiol.

21, Which senlcncc besl supports the idea that Grven carcs dccplv aboul how othcrs pcrccivc hcr'l

A. "'l don'1 qr:ite see the lairness mysell-. "' (paragraph l0)
B, "'Yes, I will! I don't care a bit thal I went into hcr room too. You broke the china, and you'd gct
into the worst troublc. It rvouldn't be pleasant lbr you."'(paragraph l9)
C, "It was to have broughl her such credit fiorn Miss Roscoe, fbr evcn if it did not win the prize, it
would surely be highly praised." (paragraph 25 )
D. "To Crvcn. not thc lighlest part oflhe busitress was lhal shc was laced tvith thc horrible
necessily of writing another essay." (paragraph 27)

22. AII of the lbllouing arc rcasons rvhy Ci\\,cn coopelatcs with Netta EXCEPT

E. "'['vc bcen uncommonly paticllt with you. but I don'1 quile apprcciatc thc.jokc ofbcing cheated
out ol-that uroney. I mLrst cithcr havc the money or its cquivalcnl."' (paragraph l5)
F. "She was a jolly enough fair'-wcathcr comradc, but she could bc uncorlmonly nasty ilthrngs
went $r'ong." (paragraph l6)
C. "'Wcll, itjust amounts to this: ifvou don't choosc. I'll tell Miss Roscoe. "' (paragraph l9)
H. "Neithct brilliant nor a hard w'orkcr, shc had no <4rponunity of distinguishing hcrself in thc class
under ordinary circurstances: here chance had Ilung into her hand the very thing she wanlcd."
(paragraph 26)

23, Ilow do thc c()rsequenccs ol'Grven's agrcement \\,ith Nctta show the therne 01'thc excerpt'.)

A. lt rei,cals the downsidcs ofdishonesty, as Gwen had to do tu,ice as much work as a result ofnot
tclling the truth.
B. lt highlights lhe importance ofnot lcaving things to the last minutc, as Gwcn didn't havc limc to
do a good job on her second essay.
C. It shows how rvishes can be dangerous. Grven's desire lbr atlcntion led to hcr punishrnent by the
Principal.
D. I1 emphasizes the strcngth offriendship, as Nefia eventually relums the essay to a distraLrght
Gu,en.
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The Tutorverse
 Final Practicc Test (Fonn B) '4 LSl

24. Which ofthe lollowing sentences best supports the narrator's description ofNetta lrom paraglaph
26?

E. "'l had hoped thc averagc results would bc higher,' conrmcnted thc Principal. 'Vcry few girls
llave treated the subject with any real ellort. "' (paragraph 29)
F. "You thoroughly deservc the prize rvhich I olfered. and I have rvritten your namc in the book."
(paragraph 29)
G. "Each girl looked at hcr neighbor in almost incredulotrs astonishment." (paragraph 30)
H. "Cwen drew her breath hard and clenched hcl llsts till her nails hurt her palnrs." (palagraph 3 I )

25. Rcad palagraph 3l lrom thc cxccrpt

Gwcn drew hcr breath hard and clenched her lists till her nails hurt her palnrs.

I low docs tlris sentcnce c(mtribulc to the tone o1'1hc crrd of thc exccrpt:)

A. It shows a sorrowful tonc, as Gwcn rcalizes her actions would havc disappoinlcd her father.
B. ll crcates a righteous tonc, as Gu,cn sacrificed her chancc'to rcccive praise so that solneone clsc
could experiencc it.
C. It highlights a fearful tone, as Gwen is worries sotreonc will find out aboul her arrangement
\Yith Nelta.
D. It rcinlilrces a frustratcd lonc. as Cwctt is unable to claint authorship to her rvinnitlg cssay.

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The Tutorverse
255 q Final Practicc Test (Form B)

The Big One

San Francisco, Orrc ofthe lrost populous cities in the United States, slands atop onc ofthe rvorld's tttost
activc tectonic tirults. The San Andreas Fault is lbnred by tlre meeting o[the Pacilic Tectonic Plate and
the North American Tectonic Plate. Thesc two giant landnrasses oflen burnp inlo or brush up against
each olhcr', rcsulting in earlhquakes.

: One ol'the most pou erlul eanhquakes cver recordcd in the alea struck San Francisco al 5:12 a.m. of
April ltl, 1906, bcginnirg with an iuitial tbreshock. No morc than 30 sccortds latct. violent shocks
began. lasting 45 1o 60 scconds altogcther. Though the shocks lasted barcly a lrinule, they were felt
from southern Orcgon to south ofLos Angeles. rupturing 296 miles ofthe ti0O-urilc San Andrcas Fault.
The dcpth of thc shilt bet\\,ccn thc plalcs was apploximately a 24 feet slip. about thc size of a lrvo-story
building. Accortling to I\'1r. Bacigalupi, a rcsidcnt of San Francisco, he was stanled awake "by a terillc
trembling, which acted in lhe same manner as u,ould a bucking broncor." lle addctl. "My bcd u,as going
up and do*n in all lbur directions at ollcc. u,hile all about nrc I heard scrcams, uails. and clashing of
breaking china-warc and nick-knacks."

Thc quake happcncd decades bcforc lhc dcvclopnrcnl olthc Richter scalc uscd to nrcasurc thc strength
ofearthquakes. Today. rrany cstimatcs suggcst thal the quakc likely rcgistered a magnitudc bet$,een 7.7
and 8.3. This estirnatc is hascd on the danrage dorc to the city as u'ell as the changcs to the gcography
ofthe surrounding area itscll. In the city itself, somc 3,000 people perished. Bctwcen the quakc and the
resulting fires, ovcr 75?i, of San Francisco u,as dcstroycd.

Sor.nc estimates suggcst that approxinratcly 9011, of thc danragc donc to San Francisco was duc to the
llres that rcsullc(l liorn thc shocks. Whcn the quakc struck. it rupturcd gas lines. causing thent to
explodc or catch lire. The flres over 30 in all burned tlrrough tens ol'thousands ol'buildings and
hundre'ds olblocks. Though rnany ofthe llres wcrc started as a direct result ofthe carthquakc. nrany
morc happened days aftcr thc first runiblings. In an attcmpt to slop fircs liom sprcading fiont one
building to the ncxt. fir'cfighters atlemplcd to create llrebrcaks by demolishing buildings. Thc hopc was
that by sacrificing some bLrildings, they coLrld stop the fire lionr consurning thousands more. Ilorvelcr.
rnany lircfightcrs ucrc not rvcll lraincd. In Ihe coursc ofdcntolishing bLrildings, somc fircfightcrs
accider)tally startcd ne\\ fircs.

Flrc took man-y inrportant buildings fiom the city of San Francisco. Thc Palace Hotcl. for exartrple. u,as
a city landmark, and rvas completely consumed by the blazc. The Metropolitan Opcra Company. at the
timc in San Francisco on tour fl om New York. lost many scts and costumes to thc fircs. The firc did not
discriminate. taking from thc city evcn knowledgc: thc Calilornia Acadcnry of Scicnce. lvhich housed a
large botanical collection. u'cnt up in llantcs.

ThoLrgh lcchnically lcss than a rrinule long, the quake dcvastatcd a vast numbcr ol'lives. Ol'thc 400,000
San Francisco rcsidents. thc cluake left about 225,000 homclcss, Then-ural'or E. E. Schmitz callcd in
2.-500 Anry personnel to assist ivith the aliermatlr. Alier hclping to doLrsc the lires. they began
supplying the newly homeless with clotlling. Howcver, alter large quantities of Army clothing tvas
passed out, they quickly saw that food and sheltel u,crc tlre main concerns.

The U.S. Housc and Scnatc Appropriations comnrittcc quickly scnt funds to supply rcsidcnts with footl,
$,ater', tcnts. blartkcts, and mctlical sLrpplies. Thcy also ofltred pcoplc daily ratrons ofbrcad. vegctables
and mcat. Refen-ed 1o as "brcad lincs^" rcsidents would s,ait in long lincs that \\,crc scveral blocks long
to obtain thcir ration. Hou'cvcr. because ofthe dcstnlclion. chinrncys ucrc deerred unsalc and peoplc

I bronco: a wikl or hall'-tanrcd horsc

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The Tutolverse
 Final Practicc Test (Fonn B) ' ZS,l

had to transport their rvood stovcs to the streets for cooking. I{omeless people established
neighborhoods oftents in city parks such as the Golden Gate Park. Some oflhese tent neighborhoods
lasted lirr years after the rluake.

It's hard to fathonr that a minute could change lives. infrastructures, and even geography. Though the
' tlres dicd oul and the suroke cleared within a few days, it took several months for San Francisco to
reorganize and begin reconstruction of lives and buildings. The city was not fully restoled for another
l'ew years. In thc end. insurance conrpanies estimated losses at over 5200 nrillion. the equivalent of $6
billion today.

, Eventually, San Francisco rccovcred fronr lhe devastation ol 1906. going on lo enjoy decades of
geological peace.

San Aldrcas Fault CA

HeYda

'"%

P*tlt)

Ocar

o lm 2ln Kll

Soto(1,: Utlit(d Stdte.t Geohryirul &t|t't't'

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The Tutorverse
I60 4 final l)racticc Test (Forrn B)

26. Which slalenrent best describes the cenlral idea olthe passage?

E. "One ol'thc most porvcrful carthquakcs ever rccorded in thc arca struck San Francisco al 5:12
a.nr.ol'April 18. 1906." (paragraph 2)
F. "ThoLrgh many ofthe llrcs were started as a dircct result ofthc carthquake. nlany morc
happcned days after the first runrblings." (paragraph 4)
G. "Thc U.S. Ilouse anci Senale Appropriations cornrnittee quickly'sent lunds to strpply residcnts
with lood. water. tents. blankets, and medical supplies." (paragraph 7)
H. "EventualJy. San Francisco recovcrcd fi-om the devastation o1'1906, going on to enjoy decades
of gcological pcacc." (paragraph 9)

27. fhe urap supports a ccntral idea of palagraphs I -2 by

A. indicating the extenl olthe damagc causcd by the quake to the west coast ofCanada and thc
Unitcd Statcs.
B. pror ing that the earthquakc of San Francisco r.vas caused by man-rnadc factors.
C. shorving thc population declcascs by gcographical location aftcl the quakc.
D. demonstrating how San Francisco was located squarely on lop ol'the San Andrcas lault linc.

28. With which staterr.lent u'urrld thc author of this exccrpt most likely agree?

E. The gcography around San Francisco rctumed to its original ftrrm in the span ofseveral months
F. Thc carthquake ofSan Francisco caused great danrage due to its sustaincd lcngth.
G. The damages causcd by the carthquake to the city of San Francisco have bcconrc cxaegcratccl
over tinre.
H. The rccorded strenglh ol'1he camhquake rnay nol be precisely accurate due to lcss advanced
technology at the tiDrc.

29. Ho*'did thc author's r.lse ofscqucncing in paragraph 2 contributc lo thc lrood ot'the- paragraph l
A. It shou,s thc almosphcrc ofconlusion as peoplc atlcmpted 1o idcnlify what causcd thc quakc
B. h highlights the l'eeling ofterror thal people must have felt during the quakc. as it u,reaked
devastation extrenrely quickly.
C. lt rcveals tlle sense ofefficiency that characterizcd hou,govcl'nment oflicials planncd thcir'
lesp()Irsc to the quakc.
D. It creatcs a scnsc of boredon as il gives an in-dcpth scientific oven,ieu,ofthc geological
aspects ol'the quake.

30. Wltich statcmcnt best describes the fir'efighters' cxpcrience in putting out the flamcs caused by the
quake?

E. Thcy wcrc extrcu']cly cllicient and cxperienccd in horv thcy approached thc problem
F, They lacked organizatior and as a resLrlt thiled lo solve the problcrn.
G. They caused additional damage to thc city in tlreil cl'fbrts to solvc the problcrn.
H. They edrrcated local pcople on ways to prevent a rcpcat ofthe problem.

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The Tutorverse
 Final Pracrice Tcst (Fonn B1 'f. 26 1

31. Rcad this sentence liorn paraulaph 5

The fire did not discrinlinate, taking I'rom the city e\,en knowlcdge; thc California
Academl ofScience, nhich housed a large botanical collcction. nenl up in flames.

Hou, does thc u.ord choice in lhis sentcnce contribute 1o thc overallmcaning ofthe crcerpt'.)

A. it personifies lhe firc as relentlcssly buming thlough the cily's treasures.

B, It crcates a chaotic atmosphere. nrirriching the experience of city inhabitants during the initial
shocks.
C. lt shows that trccs and wood-bascd inliastlucturcs were paflicularly vulnerable to thc firc.
D. lt highlights horv thc lire intentionally targetcd placcs of leaming and knowledgc.

32. Which statemcnt best supports the idea that the government cffectively responded to people's needs
after thc quake?

E. "Horvever, after large quantitics ofArmy clothing rvas passcd out. they quickly sarv that food
and shelter rverc the main conccrns." (paragraph 6)
F. "Thc U.S. House antl Senatc Appropriations committee quickly sent funds to supply residents
with food. walcr. tents, blankets, and nredical supplies." (paragraph 7)
G. "Though the fir'cs dicd out and the srroke clcared u,ithin a ferv days. it took sevcral rnonths for
San Francisco to reorganizc and begin reconstruclion of lives and buildings." (paragraph 8)
H. "ln the end, insurancc companics eslimated losscs at over 5200 million. the equivalent of 1i6
billion today." (paragraph ti)

33. What role does paragraph 9 play in the structurc ofthc overall passage?

A. It descnbcs the cxpericnces ofSan Francisco rvith repeatcd eafthquakes in subsequcnt years.
B. lt crnphasizes thc long reaching impact ofthc eaflhquakc on San Francisco's infrastructures and
geography.
C. lt providcs a scnse ofclosure to the narrativc stylc ofthc events that happened during thc
carthquakc.
D, It critiqucs the way city ollicials of San Francisco lcsponded to the emergency, and offered
suggestions tbr lirturc improvements.

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262 q. Final Practicc Tcst (F'orrn B)

Learning Dif ferently

Sludents are ollen told that lhev must rremorizc inlbmation. They are told that cenain infbrmatkrn is
cssential to their educalion. As a consequcnce, many students believe that tnernorizing inl'ormation is
thc only way to lcam it.

But studies havc shoun that rrlcrnorization is not al*ays an cllectir'c u'ay to learn. llaring to rllenlonze
something sinrply for the sakc ofnrerrorizing it is incfl'ectivc because it lacks conlcxt. Ask a lypical
nriddlc schoolcr horv to find the missing sidc ofa right triangle. and he or she rvill hopefully recite the
Pythagorean Tlreorern. But go one stcp f'urthcr and ask the rcason why it rvorks. and rnost students will
tuurblc lbr an cxplanation. Many studcnts ri,ill sirnply say that they don't knou, that they were lold to
nrenrorize the lbrmula and sLrbstitute values inlo an equation in a probleur.

One crtn havc a sinrilar convcrs:rtion rvith studcnts across glade lcvcls. lrom kindergarten all the u,ay up
through collegc. This is a fact that should ri'orry studcnts. parcnts. and teachcrs alikc. The problem of
rote Inclr']orization lhat is. r.nemorizing and rccalling spccilic picces ofinlirnnation happens most in
rnath attd scicnce. This nright rnake scnse. al llrst. bccausc ol' the nrlure 01'these subjects. Ilut this
scemingly logical idea hides the morc dangerous pitfalls of rote mcntorization itscll.

Rote mernorization encourages students to lcarn only tidbits of inlormation. The rccall of this
infomration can be easily assessed by standardized lcsts. As a sociely. we rccord thc results ofthesc
tests and look at theln as an indicalor ofintelligence. But do standardized tests really measure
intelligencc? Sorre slandardizcd tests ccrtainly do. They are designed to mcasure a studcnt's ability to
rcason critically and apply pasl lcamings lo new problems. But rrany more do nol. requiring studcnts to
Incmorize lacts and lbrmulas that sho* only a surlacc undclstanding ofthc subjcct. This bccomcs an
issue rvhcn studcnts lcaYe thc school systenr and nr.rsl lacc problerns thal are lar nrore antbiguous and
complcx. [n lacl. rcsearch has slrown lhat high lest scores do not nccessarily translate to ovcrall success
in Iifc. ln onc study, thc U.S. Dcpartmenl of Education analyzed achic\,erlcnt in nations throLrghoLrt the
world. The study lookcd at a nun.rbcr of indicators of a nation's succcss, sLrch as national wealth, dcgree
oldcnrocracy, econonric grouth and cven happiness. There rvas no clear conncction bctwcen high test
scorcs and thc ability to mclrorizc spccific inlornation lo pass thc tcsls and the success ofadvanced
counlrics.

Wc shoLrld not overenrphasizc rotc nrcrnorization: it consLrmes a grcat deal ofstudent study tirnc rvlrile
resulting in little real lcaming. Instcad. we should bc tleveloping our students' conccptual
understanding. This nrcans fbcusing on critical thinking skills that, though nrore tlilficult to quantily,
arc arguably more inrponant than 1hc ability to rcmcmber out-of-conlext inlomation. Altcr all. thc
human brain is not dcsigncd like- a conrpulcr. Wherc computcrs rnorc cl-feclive lv storc and rct evc
iulbnnation. the hutnan rnind dcmonstratcs a gleatcr ability to reason and process cornplcx intbrnratiou

. The dcvclopnrcnt ofcritical thinking in studcnts results irr r ital skills necessary to success in lifc.
Critical thinkcrs use logic to hclp them to make dccisions and choosc belicl'syslcms that will guidc later
irctions and bchaviors. Critical thinking means being ablc to scc connections betr.vccn idcas. and spol
l1alvs in arguments. It lcads to cffectivc problem solr ing bccause thc lhinkcr is able to forcsee
conscquences ofactions. Thesc skills are u.ruch lnorc necessary in thc complexity o1'adult lilb than the
ability to recitc lacts or formulas.

Teachcrs ofcvcry gradc lcvcl across thc curriculuur can and should hclp thcir studcnls bccome
critical thinkers. This cln sccm like a difficult task lo achierc. but lhcre are nrany practical riavs to
accotrplish this in thc classroom. Rcgardless ofthe sutriect bcing taLrght. all leachcrs shoulcl providc
opportrrnilies lirr studcnts to ask questiors. This shoLrld take the placc of much ofthc drill-like tasks and

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The Tutorverse
 Final Praetie,. Tcsl (Fonn gr'4. :O:

minricry that happcns in tlte classroonr. Students should be cncouragecl to thoughtfully erarnine ideas
and give their opinions. Teachers should challcnge students to cxplain their pcrspcctives and comc up
with alternate u.ays to solve problcms. mlhcr than focusing on the singlc corrcct answer. This requircs
studcnts to both know thc formulas (for cxantple, that the Pylhagorcan Theorcm can be rvrittcn
as rr2 + bl = r'l) and undclstand how to apply thern.

Journaling is an eIl'cctive tool in lbstering critical thinking. Teachers can ask students to write aboul
tlreir reactiols to a reading or a class discLrssion. Students can cxplain the way they arrived at a ceftain
conclusion or sol\cd a problcm or make predictions about thc outcome of a short story or a lab
expcriment. This is a fbcus on "lhinkinu about thinking," or nrctacognition. Practicing metacognition
makes studcnts morc self-au'arc of the rvays in ivlrich they learn and how they can dcvelop their ou,n
understanding. This rvill bring a host ofbenefirs later in lif'e.

Brainstonling ancl peer gloup rvork can also hclp studcnts bccome critical thinkers. Brainstonring is a
relaxcd and fun way to cturc up with ncw solutions to problems. It cncouragcs studcnls 10 "think
outside thc box." It can rcvcal sccmingly crazy but often creative and novel rvays to tackle problenrs.
Pccr groups can brainslorm, or thcy can sirnply vcrbalize idcas they generatcd in theirjoumaling. The
shaling of ideas wilh pccrs helps students becomc open to ncw perpcclivcs. lt also lbsters crnpathy and
tolerance ofdi{fercnt opinions. Discussing with peers also teaches studcnts horv to leam and \\,ork in a
social sctling. rvhich n.rost work places rccluire.

ru Critical thinkers havc ncvcr been morc vital to the success of the individual and socicty. So, lct's lcave
the memorizing to computcrs and inslead teach our studcnts to bccolr(: better problem solvers. Let's
teach our students kr be bcttcr able to drarv on their knorlledgc and experienccs in order to tackle neu,
problcms of all kinds.

34. Which statemcnt besl dcscribcs the ccntral idea ofthc passagc'l

E. Lealning things by rote mcurorizatiou is esscntial for high performance on slandardized tcsls
F. Learning things by rote memorization can bc helpful on some standardized tests but does not
Iead to skills tlrat are uscful after lcaving the school cnvironment.
G. Lcarning things by rotc rnemorization is more clficicnt than lcaming horv to think critically.
H. Lcarning things by rotc rrerrorization will eventually lead to the dcvelopment ofclitical
thinking skills.

35. Ilcad this exccrpt frorr paragraph 2.

Ask a ll pical middle schooler ho* (o find thc missing side of a right triangle, and he or she
rvill hopefully recitc thc Pvthagorean Theorcm. But go one step further and ask the rcason
rvhl it rvorks, and most students lvill lumble lbr an crplanation.

What is the nrost likcly reason the author includcd this exrmple'/

A. to illustratc a drawback to rote memorization ofinfornration by using a fan:iliar example

B. to highlight studeuts' lack ofmath krowledge lry shorving horv thcy lack basic knowlcdgc of
fonnulas
C. to cxplain how critical thinking skills woLrld help students renrcmber lnath coucepts
D. to giYe step-by-step dircctions ofwhat can be tlonc to improve test scores

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The Tutorverse
264 'q Final Practicc Test (Form B)

36. In paragraph 3, the u'ord "pitfalls" is used to ltighlight

X. how rote mcmorization is an obviously dangcrous mcthod oftcaching and lcarning.

l. hor.v rotc nterlorizalion can have uncxpeclcd drarvbacks fol studcuts despitc appcaring
benr:l'icial.
C. that students mav trip and stumble il-they arc too locLrsed on nremorizing infonlation rvhile
traveling.
H. that clitical thinking skills can trap students into a rcpetilivc and rigid rvay ofthinking.

37. Thc aulhor nrost likcly rncludcd thc study by thc U.S. Dcpartrrcnt of Etlucation in paragraph .1 to

A. olfer cvidencc 10 support the rrain claim ofthc paraglaph.

B, cxplain that rolc' menrorization can hclp studcnts bc nrore successful in lifc.
C. providc a countcrargumenl to courllon argumcnts against thc clairn.
D. highJight the Lrniversal naturc ofthe nrain problcm identifictl in thc passagc

3tl. Rcad this cxcerllt liorr paragraph 5

Aller all, thc human brain is not designed like a computcr. Where comprters more
effectilell stor€ and rctrieve information, the human nrind dentonstrates a grcater abilit)
to reason and process complex inlbrmation.

What is thc mosl likely reason thc author comparcs human brains to contputers'l

E. to introduce thc similarrties betweell hulnan brain slructure and circuitry paths in computers
F. to conclLrdc that computers arc superior to hLrnran minds in their ability to rcason and proccss
inlbnnation
G. to emphasize tlrc rvays in rvhich hurlan brains are spccializcd and distinct {iorn conputers
H. to pror, ide an examplc of how rote nrcmorization can makc the human mind becomc colnputcr-
like in its proccsses

-19. What role docs paragraph (r play irr the overall structurc ofthe passage'.)

A. l1 contrasts the shofl-lcrm bencfits of'critical lhjnking with those ol' rote mcntorizatiorr.
B. It reinlbrccs thc longlcmr bencfits of do,cloping clitical thinking skills in studcnts.
C. lt highlights horv rote mcmorization can help students becomc beftcr critical thinkcrs.
D. It explains various mcthods lhat instructors can usc 10 lostcr the dcvclopmcnt ofcritical thinking
skills.

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The Tutorverse
 Final Practice Test (Fonn B) '4 ZaS

40. Which statcment best supports the idea that the development ofcritical thinking skills will assisr
students in lif'e beyond school?

E. "Thc rccall o1'this inlonnalion can bc casily asscssed by standardized tests." (paragraph,+)
F, "lnstead, wc should be devcloping our sludents' conccptual underslanding." (paragraph 5)
G. "Rcgardless ofthc subject being taught. all teachers should provide opportLrnities for students to
ask questions." (paragraph 7)
H. "Thc sharing of idcas rvith pcers hclps students becoure open to new perspectives. It also fosters
ernpathy and tolerance of dil-ferent opinions." (palagraph 9)

41. What is tlie nrost likely rcason that tllc authol r.lscs the rvord "crazy" in paragraph 9')

A. to point oul onc ol'lhe fcrv negative aspects o l' hrainstonriing in thc classroom
B. to rvarn teachers about thc problcnrs associated with teaching critical thinking skills
C. to acknorvlcdge tlrc ollen unconvcntional yct bcneficial oulcornes ofcritical thinking
D. to queslion the ovcrcmphasis on rotc r'nculorization in traditional classroom lcaching

CONTINUE TO TIIE NIXT PNGE

The Tutorverse
 26(, 4 Final Practicc Tcst (Forrn B)

Surnmer

by Anry Lowcll

Sorne men lherc are q'ho llnd in nature all

Thcir inspiration, hcrs thc syrrpathy
Which spuls thcm on to any great cndeavor.
To thcm thc llclds and rvoods are closest fricnds.
And thcy hold dcar communionrwith the hills;
Thc r.oice ol'walers soothr.s them with its I'all.
And the great winds bring healing in their sound.
To them a city is a prison house
Where pcnt up hurnan fbrces labour and strive,
Whcre bcaLrty dwells not, driven forth by nran;
But wherc in wintcr they rnusl livc until
SLrrnmer gives back the spaces of the hills.
To nre il is not so. I love the earth
And all thc gitls ol'hcr so lavish hand:
Sunshinc and llowcrs, rivcrs and rushing winds,
Thick branches swaying in a wintcr storm.
And moonlight playing in a boat's wide u,ake;
Bul morc than thesc. and rnuch, ah, horv much morc.
I love thc ver) human heart of nlan.
:t) Above mc spreads the hot. blue mid-day sky.
Far dou,rr thc hillsidc lies the sleeping lakc
Lazily rel)ccting back the sun.
And scarccly rufflcd by thc little brceze
Which wandcrs rdly through tlie nodding tcrns.
Tlre blue ercst oIthe dislanl mount in. lops
Thc green crcst o1'the hill on u,lrich I sit;
And it is sunrmcr. glorious. dcep-toned sunlnler,
Tltc r cry cruwn ol naturr,' s changing ycar
Whcn all hcl surging life is at its full.
To rne alone it is a tillte o1'pause.
A void and silent space between two worlds,
When inspiration lags. and leeling slceps.
Gathering strcngth for effons yet to come.
For lif'e alone is crcator ol'li1'e.
And closesl contact u,ith the human world
ls like a lantern shining in the night
To light nre to a knou,ledge of myscll.
I lovc the vivid lilc of wintcr months
ln constant intercourse with human ntinds,
\\ hen er cry lew L'\pcricnce is g:rin
And on all sides wc l'eel thc gleat world's heart;
Thc pulse and throb ollifc which nrakcs us mcn!

I communion: sharing of iulinralc lhoughts anil leelints

( ONTINUE TO TIIE NIrXT PAGE

The Tutorverse
 Final Practicc Test (Fonn B) '4 Zel

12, llow do lincs l-5 conlribulc to the devcloprrent ol'idcas in thc poem'l

E. Thcy show thal cveryonc has things 10 lcarn from naturc.

F. Thcy explain horv natLrre can be both a blessing and a cLrrsc.
G. Thcy collpare naturc to a bcautiful syrnphony wlrich has no othcr parallel.
H. They describc a panicular point of view on the relationship bctrveen people and nature

43. Read line 6liom thc poenr

Thc voice of rvaters soothes them Nith ils lhll

The pcrsonification in thesc lines suggests that naturc is

A. a clu[rsy companion u ho can inadyL'nently cause hanr.

B. an ally rvho rvill help pcople overcome their weaknesscs.
C. a dear fiiend uith whonr people can llnd conifort and relicL
D. a comradc who gives good advicc and hclps gencrate new ideas
44. Read lines 8-9 from the pocrn.

To thcm a cit) is a prison house

Whcre pent up human forces labour and strivc

The rrctaphor contributcs to th. nrcaning ofthe pocm by

E. illustrating the nced lbr morc parks and grccnspaccs in citics.

F. ploviding a pcrspectivc on how the city may bc oppressivc.
C. demonstrating ho$,the speakcr hales living in the cro$'ded conditions oftorvns and cities.
H. showing how people do rvork in citics when they should instead be taking vacations in nature
45. How does the iniagcry rn lines I -l- I 7 hclp to delelop the central idcas of lhe pocm?

A. It slro\\,s horv the author sharcs somc aspects ofother people's opinions about summcr, but not
all.
B. It presents a picture that contrasts with the opinion that nature is a wild and untamable thing.
C. 11 shows that nature alone can provide the inspiralion and reliefthat people need to bc creative

and learn.
D. lt provides evidence olthe point of view that people niust conquer nature in order to fully
achieve their goals.

.116. Which detail fi'om the pocm dernoustratcs tllal the spcaker's viovs diffcr tiom those ofothers'/

E. "But where in winter they must live until / Summer gives back the spaces of the hills."
(lines 1 I- l2)
F, "But more than these, and nruch, ah, how much more, / I love the very lruman heart of man."
(lincs I 8- l9)
G. "Above me spreads the hot, blue mid-day sky. / Far dorvn the hillside lies the sleeping lake"
(lines 20-21)
H. "The blue crest ofthe distanl mountain. tops / The green crest ofthe hill on which I sit"
(lines 25-26)
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The Tutorverse
265 q Final Practicc Tcst (Form B)

47. Read line l9 liorn the poc'm

I lolc thc vcrt' hunran hcart of rrran.

Which of the fbllou,ing supporls \\,hat is implied in this linel

A. "Some mcn there are who find in nature all / Theil inspiratiort, hers the sympalhy" (lincs l-2)
B. "But rvhere in wintcr they must live until / Sunrnrer gives back the spaces ofthc hills."
(lincs I l-12)
C, "When inspiration lags, and f'ceiing slceps, / Cathering slrength lor cflbrls yct to come."
( lines 32-33 )

D. "And closcst contact with the human world / ls likc a lantcnr shining in tlte nighf'(lincs -15-36)

48. Rcad lines 30-1.1

T o me alonc it is a time of pause ,

A yoid antl silent space bet$een tr!o $orlds,
\\'hen inspiration lags, and fceling sleeps,
Gathering strtngth for cllorts 1'et to comc.

'Ihese lincs contlibutc to the dcvclopmcnt ofthe ccntral idca

by

E. cnrphasizing the poct's passion and celebration oflhe scason of summer.

F. showing how the poet actually Iikes winter ntorc than summer.
C. rcvcaling thc poct's unusual pcrspcctivc on the season oisuntnrer.
H, highlighting the poct's sensc ofloncliness u'hcn shc is surroundcd by nature

49. Which dctail tiom thc poenl besl describcs the spcaker's point ol'vierv orr surrrmer'l

A. "And thc grcat rvinds bring hcaling in their sound" (linc 7)

B. "Where bcauty du,clls not, driven lorth by man" (line l0)
C. "Whcn inspiration lags. and lccling slecps" (line 32)
D. "When cvcry new cxpcriencc is gain" (linc,10)
50, Read lincs 38-19 from rhe poen)

I love the vivid lili, of Nintcr months

ln constant intercourse u ith hunran minds

\\,'hich ofthe lbllorving oflers a contrasling idea 1tl thosc inrplied in these lincs?

E. "But where in rvintcr they rnust live until / Summer gives back the spaces ofthc hills"
(lines ll-12)
F. "Thick branchcs swaying in a wintcr stolxr, / And moonlight playing in a boat's wide wake"
( lincs 16- 17)

G. "And closcst contact rvith thc hunan u,orld / Is likc a lantcm shining in thc night'' (lincs 15-36)
H. "And on all sides rve leel the great world's hearti i The pulse and throb of lite rvhich makes us
nren!" (lines 4l -42)

CONTINUtT
'fO THL NEXT PA(;E

The Tutorverse
 Final Practice Tcst (Fonn il'1, 269

Superheated
Thc incomprehcnsibly ltot ball ofhydrogen and heliurn at the cenler ofthe solar systeln is knorvn to us
as thc sun. Thc sun's diametcr is lnore than 100 times grcater than Eafth's. A ycllou dwarl'star, thc sun
has a mass morc tllan -100.000 tinrcs grcatcr tlran Earth's. making it the most massive object in the solar
systern. The sun alonc accorrnts lbr rnore than 99% ofall mattcr ilt our sola[ systen.

: Scicntists estinlate that lhe sun was lbnred more than,1.5 b;llion ycars ago as thc result olwhat is
known as a gravitational collapsc. The gravity u,here the sun is norv becarnc so strong that it continucd
to altract ntorc and more nlatter to it. As thc malter $'ithin thc center of thc collapse bccamc
incrcasingly dcnsc, individual atonrs bcgan to fusc togcther in a process knorvn as nuclcar fusion-
Nuclear iision has sustained the sun ever since. rcsulting in thc relcasc of massive anrounts olenergy.

Lilc on earrh orves its cxistence to this energy. This encrgy takes on many lbmrs. one of which is light
radiation. [t takcs light tiorn the sun.iust over cight rninLrtes 1o reach Earth, on average. Once lrere.
sunlight supports virrually all lifc on Earth. pou,cring photosynthesis. heating the surlacc olthc eanh.
and influcncing climatc and wcathcr paltcms. Anothcr lbnr of this cncrgy comes in thc form of particle
radiation, rvhich influcnces unique properties in Earlh's ionosphere the topmost layers ofthe carlh's
atmosphcre. Thanks to panicle radiation tionr the sun. the ionospherc is electrically charged. allou irg
radio wavcs and the ideas they canJ to bouncc around thc world.

, Thc sun has bccn cjccting this radiation into spacc 1br quile sonre tinrc, antl will conlinuc to do so fbr'
another.l-5 billion vears. BLrt this does rol rncan that the sun rvill rcrnain the same tbrcr er.

The sun as we knou, it will exist for an cslimated l0 billion ycars. suslaincd by the nuclear lusion of
hydrogen al ils core. But oncc this hydrogcn has been cornplctely exhausted, lhe sun u'ill begin turning
inlo what is knor.vn as a red giant star. Orlcc the sun's core hydrogen reservcs havc been depleted, thc
sr-rr'r rl'ill start to grou largcr and brighter. IJvcry 500 million ycars or so. thc sun u'ill double in sizc until
it rcaches a sizc nrore than 200 timcs largcr than it is today. By thcn, thc sun u,ill be lhousands of tinrcs
brighter than it is today. During this proccss, Mcrcury. Vcnus. and nlosl Iikely cven Earth u'ill be
consumcd by the su'clling star.

During its red giant phase. u ith no hydrogen lclt. tlie sun rvill burn ol'f all of its hclium. Oncc this
happens. the sun becorncs unstablc and constantly loscs mattcr in por.vcrful solar cjcctions. Evcntually.
aftcr nrany morc millions ol'ycars, lhe sun rvill bcgin to cool and shlink. ercntually becoming a n'hitc
dwarf star lvith approximatcly lrallthe mass it had dLrring its ycllow dwarl'stage.

Ntass
Celcstial Ob.iect (Relative to Earth)
Mcrcury 0.06
l\,1ars 0.l r

Vc^lltlS 0.li 2
hafth 1.00
N cl)tune 17.r5
I ntn us 14.5.1
Satum 95.16
.lupitcr' -1 I /..-',\
Sun 312.1,r89.71

(IONTINUE TO TI ltr NEXT PA(iE

The Tutorverse
270'q Final Practicc lest (Fonn B)

51. Which of thc firllouing tells uhat the passage is about?

A. thc lile cyclc o1-the sun

B. horv the sun benefils the earth
C. cxplaining hou,nuclear t'usion rvorks
D. thc amount oIcnergy givcn off by the sun

52. According to paragraph 2. rvhich scicntillc proccss kccps the sun shining'l

E. light tadiatiol
F. particle radiation
C. nrrclear fusion
H. photos;-nthcsis

53. l'lre passagc provides cvidcncc that thc sun's cnclgy

A. is almost cntircly absorbe'd by thc Earth's almosphere.

B. is uscd to porvcr long-dislarrce conrnrunications lionr difltrcnt locations on Earth
C. is l'ar less than that olothcr stars whiclr are alrcady red giants in oLrr galaxy.
D. rvill double in size every 500 million years alier the hydrogen runs oLrt.

54. The passage indicatcs that the sun r.r ill bccorre a rcd giant

E. whcn it runs oul olhclium.

F, rvhcn it runs out ofhydrogen.
G. rvhen it undcrgoes gravitational collapsc
H. whcn it elnils light antl particlc radiation

55. Oncc thc sun bcconres a rcd gianl. all olthc lbllorving ivill take'place except thal
A. lhc sun will destroy Vcnus.
B. thc sun will grow brightcr and brightcr.
C. thc sun rviilbcgin buming off its supply ofhydrogcn.
D, thc sun rvill grou, Io be more than 200 timcs its current sizc

56. ln order from the present to thc distanl ltture, rvhich ofthe fbllou,ing represenls the stagcs in rvhich
the srrn will progress?

I. ycllow drvarl. red giant. white d*arf'

F. ycllorv dwall, white dwarl, red giant
G. uhitc drvarl. yellow dwarf, red giant
H. red giant. *hite duarL ycllorv drvarl'

57, Which sentencc fiom the passage does the table best suppor"t)

A. "Thc sun alone accounts lor more than 999'o ofall mattcr in our solar systcm." (paragraph l)
B. "Scicntists cstimatc that the sun was fonned more than zl.5 billion ycars ago as thc rcsuh of
what is known as a gravitational collapse." (paragraph 2)
C. "The sun has been eiecting this radiation into space lbr quite sorne tiurc, and will continue to do
so lbr anothcr 4-5 billion years." (paragraph 4)
D. "Every 500 nrillion years or so. the sun will doLrble in size until it reaches a size more than 200
times larger than ir is today." (paragraph 5)

CONTINU! TO THE NtrXT PAGE

The Tutorverse
 Final Practicc Tcsr (Fonn S1 Q. 271

Section Two: Mathematics

RL\1)|uth'nLful Tin, Lrnit'. 90 minutcs

IMPORTANT NOTES: ( | ) Forrnulas and dellnitions of rnathematical tenns and symbols are not
plovided. (2) Diagr-ams other than graphs are not ncccssarily drawn to scalc. Do not assunrc any
rclationship in a diagranr Lrnless it is spccilically statcd or can be ligurctl out fronr thc infonnalion gilen.
(J)Assume that a diagranr is in one plane unless lhe problern spccifically states thal it is not. (4) Graphs
are drawn to scalc. Unlcss stated otherrvise, you can assul c rclationships according to appearancc. For
cxamplc. (on a graph) lincs that appear lo be parallc-l can bc assumcd to bc parallcl; likervise 1br
concun-cnt lines. straight lines. collineal points, right anglcs. etc. (5) Reducc al] lractior.rs to lowesl tcrms

Mathematics - Grid-In Questions

Questions 58-62
Directions Solvc each problem. On the answer shcel, rvritc your answcr in the boxes at thc 1op ofthe
grid, starting or the leJi side o/'eut'h gritl. Pint only one number or symbol in cach box. I)o nol leavt n
bor blunk in tha ntiddle of on an.srler. Under each box. fill in thc circle that nratchcs the nutnber or
synrbol you urote above. Do not /ill in u t'ircle under un unused hox.

58. ljorp=3wirns 6t.

2 jorps :4 salfs
tl
Using the conversions abovc, Irow nrany wims 5
are equivalent to onc safl'l
Point C (not shoun) is the midpoint of AB. lf
point D (not shown) is the midpoint ofCB, and
tlic length ol DB is 3, what is the valuc of B'l

59. In how many ways can 5 students line up lbr

lunch'l

62. Egret buys 2 conlaincrs oforange candies.4

containers of green candies. and 5 containers
o1'purple candies. Therc are 35 orange candies
in a container. and l5 green candies in a
coutaincr. There are as many purplc candies as
orange and green candies combined. All ol'the
candies arc combined togclher and distribulcd
60 2<.r<4 anrong 65 party bags. Ilou'many candies arc
3.:-r < 10
in each party bag'/

Hou,nrany intcger valucs ofr satisfy hoth of

the above statements?

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The Tutorverse
272 q Final Practicc Tcst (lomr U)

Mathematics - Multiple Choice

Questions 63- I 1,1

Directions Solvc each problem. Select thc best answer fi-om thc choiccs given. Mark thc lctter ol'your answer orl
tlle anslver shcct. You can do your'figuling in thc test booklel or on papcr provided by the proctor. DO NOT
MAKE ANY MARKS ON YOUR ANSWER SHEET OTHER TIIAN FILLING IN YOUR ANSWER
C]HOICES.

6-1. vri6 + 9 = 68. The lotal cost of 3 equally priced notebooks is

5i7.50. lfthe cost ol'each nolcbook is increased
4.5 by 160.75. how much rvill 5 ol'the notcbooks
8.7 cos{ at the ncw ratel
c. 12.5
D.25 E. !i8.25
F. 59.75
G. $ r2.-50
64. Adina is older than Boaz but younger tltan H. $ r6.25
Ezra. ll a. b. and a rcprcscnt thcir ages.
respectilcly, u,hich ofthe tbllouing is truc?
(4)r +(-3)r _
69.
E. b'-o<e (-2)'-0)'
F. h < L'< u

(). o< h<e

A. _25
H. a<u'<b 9

B.

65 0.il4 - 7l C.

A.0.000"15 D.
25
B. 0.0045
C.0.0115
D..1.5
70. Albcn biked I times thc nunrbcr ofnrilcs llob
: : did ycsterday. Thcy bikcd 72 nriles altogcthcr.
66. ll' lnt 20 9. tltcn 2nr l0
How nrany miles dicl Albert bike l
E. ?.1
E. ttr
F. 4.5
F. 2,1
c. 7.25
c. 4t{
H. l9 H. 5,1

67.
I] ( 71. What is the grcatest common lactor of',120 and
1.155?
6 202 6lt
[1ow r.nany units is it frorn thc ntidpoint ol'AB A. 15

to the nridpoint ol'I-C? B. ?t

c. r05
A.2 D. 4,620
B. .+

('.,5
I).6
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The Tutorverse
 tl,
Final Practice Test (Fonr.r b 213

72. I dollar = 1.2 curos 77. A box conlains only blue and black glass
I dollar = 102 yen bcads. Thc probability ofrandornly cl.roosing a
bluc bead out of the box is 3 tirnes thc
[Jsing thc conversions abovc, how many yen probability of randomly choosing a black bead
arc equivalent to I euro'l out o1'the box. llthere are l2 beads in the box-
how many are lrlue?
E. 85.0 yen
F. 100.1i yen A. 3
G. 0.j.2 yen
I
B. 4
H. 122.,1 y.cu C. 6
D. 9

73. An equilateral trianglc and a rcgular pentagon

have eqLral perimeters. Onc side ol'the trianglc
has lcngth 5. What is the Icngth of thrcc sidcs 78. If 1 of K is 210. whal is I of K'l
of the pcntagon?
77
3
E. 150

B.
F. 291

C.
5
9
G. i50
E. 1.050
D. 5

79. A ccrrain piecc ol candy rveighs 90 rnilligran.rs

74. 1l3x + 4 5.r .' 6 7r '1 8. then .r : What is thc candy's wciglit in grams'l

E.
t0 A. 0.009 g
9 B. 0.09 g
F.
2 C. 0.t) g
5 D. 9.0 g
l4
G. 80. A class trip costs a total ofd dollars. which is
9
supposed to be dividcd equally amurgst the s
H. 2
stuclents in a class. If rr studcnts decide not to
go on thc lrip and therclore do not chip in for
75. Ilor.r,rnany nunrbers betu'een 50 and 100 are thc expensc oflhe trip, which of the following
evcnly divisiblc by 3l' represents lhe nelv amount. in dollars. that
each of thc remaining studenls must pay to go
A. 16 on thc trip'l
B. 17
c. l8
E.
D. i3 T _'?
dn
F.
76. A fast lbod rcstaurarrt sold 100 burgers and d(s - n)
100 hotdogs. Ilthey rvant burgels to be 6001, of G
their salcs for the week, how tnany mote
dn
burgers must they scll. if thc nuurber of H
hotdogs sold rcmains lhc salne?
.s(s - r)

E. 20
F. 10
G. 50
H. 150 ('ONTINIJE TO TIIE NIIXT PAGE

The Tutorverse
214 q Final Practice Tcst (Form ts)

81. Carmen works at a bagel store, where hcrjob It5

is to fill tlays with bagels thal arc to be baked. I] t'
Each tray can hold lll bagcls. lf f armen has
I 6.1 bagcls and fi lls caclr tray ro capxcily

except lbr the last tray, hou, many bagcls *,ill

bc placcd on thc last trayl

A" I

l|. l
(1. 5 l)
D. 1
AUCD is a square that touches lhc circlc at
points A. B. C, and D. AC (not shorvn) has a
82 lcngth ol'36 cnr. What is thc arca of thc circlc'J
N4 N
A. 3(rn sq. cm.
B. 72n sq. crl.
C. 32.h sq. cm.
D. I.29(rn sq. crn.

J) .+ o 86, Whcn 20 is dividcd by thc positirc intcgcr x.

the r-errainder is 4. For how manv diifbrcnt
Figure MNOP is a rcctanglc. Thc area of virlLres ol'.r is this truc'l
triangles MNP and NOP arc equal. lf rhc
perimctcr is 14, rvhat is thc length of NP'/ E. One
F. Ts'o
E. .l G. Thrcc
F.4 H. Foul
G.5
H. ,/n
87. Which of the lollowing reprcsents 2" in temrs
ol'81,
83. Line z and linc ll are parallel. At how many
p0ints !vill thcy inlerscct'J A. g2

B. gr
A. 0 c. grr
B. l D. gi^
C. 2
D. Thc nrrmbcr r arics
8tl. A certain buckct can hold 7.500 rnillilircrs ol
u,ater whcn it is fillcd to lhc top. At thc
84. lf the mcan of 5, 5, lt, 10. and,x is cqual to,r-, molnent, llle bucket is only I fu;1 of watcr.
rvhat is the valuc of,r'?
Approximately many liters (L) ol'watet ttrust
E. 5
be added to till the bucker ro the rop?
F. 6
(;. 7
E. 3.0 L
It. 8
F. .1.5 L
G. 1,00(t.0 L
H. .+.500.0 L

CONTINUE T0 Tt lE NhXT PAGE

The Tutorverse
 Final Practice Tcsl (Fontl B) T5
89. lfA is thc set o1'all odd inrcgers. B is the set of 93. A numbcr is dccreascd by 20?i,, and then the
all positivc intcgels. and C is thc sct of all ncw numbcr is decrcased by anolhcr 20tZo.
intcgers lcss than 7. rvhich ol'the following What is the pcrcent decrease front the original
intcgers will be in all lhrec scts? nrrmbcr?

'\ 6 A.369n
B 4 B. 40Yo
(l I c. 60')i,
D I D.61"/o

90. Thc namc ofevery student in a class is rvrilten

on separatc pieccs ol paper and put inlo a hat. 94. What is the value ofthe numerical expression
The probability of randomly picking Ihe rlarne 4.8 x 106
ln scientitlc notation?
of a boy out ofthe hat is]. Ifrhere are l5 girls l2 , 160
in the class. how many rnore girls arc there
than boys in the class? E, 4.0 x l0l
F. 4.0 x l0l
8.5 C. 4.0 x l0r
F.6 H. 4.0 x l0{
G.9
H. l0
95. A 7-ounce bag ofprunes sells for $3.50. At
v') this rate. \ ,hal rvould be thc price of a I -pound
9t. Il ); = I,1- rvhat is the value of'2 - 6
bag olpruncs'? (Notc: I lb.: l6 oz.)
A 4
B 5 A. $7.00
C 6 B. tilr.0O
D tt c. sri.50
D. $ t6.00

92. Onc sidc ofa 6-sided numbcr cube is paintcd 96. [Jow nlany minutes are thcre in h hours and nr
grcen. and the other sides are allpainted red. nrinules'J
Thc lolal surfacc area of the rcd sidcs rs 45
scluare rnillinretcrs. What is the volLrme of the E. 60h + nt
number cube in cubic ntillimcters? F. 60(h + nt)
(h+m)
c
E. 9 cu mn.r 60
F. 27 cLr mrn H
h
G. 54 cu mm -+m
60
H. 8l cu rnm

97. \\'ha1 is thc solLrtio;r scl lbr 5r + l0 > l5'l

A. -6 -5 -l -:l -2 -r 012 3.1 5 6

B. -0,5 -.1 -3 -2 -r 0 1 2 3 4 5 0

c. -6 -5 -4 -3 -2 -1 012 3,1 5 6

D. -(i -5 -r -3 -2 -1 0 1 7 3 .l 5 (i
CON I'lNUlr 'lO I llE NLXT P,\GI1

The Tutorverse
216 q Final Placticc Tcst (Forrn B)

98. I1'l.r: 5r'r = ,15. ulrat is thc ralue ol'.rlr? l0-t.

E. 15
I I'

F. t35 I 1

c. 405 I 1
H. t,215 l0
I t3
99. LetQ:( 2l lti). 10 -il

What is the value of Ql'l \\'hal j5 thc patlr'rn sho* n in the lablc abor c .)

1t) h. ,l,:.t+3
B 6
(' I.'. ':.r+21
6 (;
.1

I .:-l.r+l
l) l0 II

100. A sct of7 numbers has a mcan of 12. What 105. Rectanglc ,18( D is sinrilar to rectangle Il'-l')Z
additional numbcr ntust be includcd in this sc1
lo create a ncrv sct $,ith a nrcan that is J torc ,1
ll R
than the urcan of thc original sct ?
6
u. l5
I.. 13.-i t) (
(;. 2l
11. E
-16 U' \

101. A reclancular bedroom is l0 f'eet by l2 feet.

Ilorv rnany square tiles that are 4 inches on Z
cach sidc rrust be uscd 1() completely cover the What is the length of sidc,\-)n1
flurr'l
A.2
A. 7.5 B.4
B. 720 c.6
('. I .0tt0 D.9
D. 1,920

106. Kevin plans to hike up a certain rnoultain. IIis

102. ln horv many dillcrcnt ways can thc lerters only drinking water rvill bc thal which he
MATH be arrangcd'l purifies himself using iodinc tablcts. Kevin has
E. 16 20 packcts of iodinc tablcts. cach of'rvhich
F-. 24 contain 5 iodinc tablcts. To havc cnough
(;. 64 drinking water for the day, Kevin knorvs thal
-3-
H.256 hc rnusl use: ofa packet per day. I-or horr
many days can Kcvin purily cnough water to
drink for the entirc day?
103. I I'l' x l' 72. r.'" hat is ,r - r'.'
E. 3l
5
r-. 3.1
B.
('.
6
1
G. 60
H. t66
t). 2

CONTINUE TO THE NtrXT PA(;E

The Tutorverse
 Final Practicc Test (Fonn B 1'Q nt
t 07. I12. Thc total daily profit, /r, in dollars, liom selling
.r shirts is
gir cn by thc funcrion
4-s " -5
(.).
p:25.t (l2s + b). whcre h is a constant. If50
shirts were sold yesterday lbr-a total profit of
$600, what is the value ol b'J

E. 50
F. 50
Thc figure abot e shorvs three intersecting (;. 550
straight lines. What is the valuc of .r'J H. (r00
A. 50.
B. 85" I13. A model ola real ship is buiit at a scale of I
c. 95" inch rcpresents 6 yards. If the model is 2.5 l'eet
D. 130" long. lrorv long is thc real ship? (Note: I yard
- .1 feet)
108. 5, 14.32.6ti, ..,
A. I 5 f'ect
In the sequence above, the l" tenn is 5. Each B. 90 fcct
nurnber after the first is obtained by adding 2 to
the preceding number. then doubling the result.
C. 180 fcet

What is the 7'h term in llie sequence?

D. 541) fcct

E. 278
F. 2tt(r I14. A real eslate agent's commission is p percent
G. 558 of the pricc of a house. Which of thc following
H. 572 represcnts tlre commission, in dollars, on 2
houses thal sold for $ I 00,000 each'l

109. A leal cstatc brokcr rcceives a 37n commission E. 2,000p

on all ofhis sales. I1'hc rnade a total o159.000 F. 50.0002
ovcr the last 3 months. what rvas his avcragc G. 200.000p
sales total lor cach ofthosc thrcc monlhs? g. 2gg,9g91-P
A. 527.000
B. S r00.000
c. s r 50.000
D. $100,000

I10. A rectangle has a pcrimeter of70 mcters. Ils

length is 9 rnore than its rvidth. W1rat is the
length of the rectangle'/
E. 13.0
F. 22.0
G.26.0 THIS IS TIIE END OF TIIE T[,ST- IF TI]ERE IS
H. 30.5 TIME REMAININC. YOU MAY CIIECK YOUR
ANSWITRS TO BOTII PARTS I AND PART 2.

II l. Il'r': a(o 5). then l I: ENSURE THAT THERE ARE NO STRAY MARKS.
PARTLY FILLED ANSWER CIRCLES. OR
A. nl 6a IN('OMPLETE ERASURES ON TI]E ANSWER
B.i 5u I
SHEET.
C. o:+5o I

D. ar (r

The Tutorverse
215 'q Final Practicc Tcst (Fonn U)

Scolin s the Final Practice Tes t (Fo rm B)

perccntage of
Using your answcr shcet and rcl'erring to lhe answer key at the end of the rvorkbook. calculate the
qu".Ion. you answered correctly in each section by taking the nttmber of queslions you ans$'eted correctly in that
your
scction and dividing it by the nurrber ofquestions in thal section. Multiply this nunlber by 100 to deletmine
pcrcentage score. The higher the percentage, thc Slronger your perlbnnance in that section

Notc that tlre actual test will not directly evahrate your score based on percentlge colrect or incorrect. lnstead, it
u,ill convert the rarv nurubcr olcluestions answered conectly into a scaled score. This scaled score u'ill bc used to
compare your score with thc scores ol'other sttldenls.

Record vour results hcle:

S cctio n Qucstions I
'l'otal I'ercent Qucstions
(lorrcct Que stions Correct

Irlglish Languagc Atts l0

Rt'r isirg Editing Skills

English Language Arts

Rcading omprchcnsion
1l
C
I

Mathcmatics 57

Carelully considcr thc results ll'oln your practicc tcst. ll'you'rc not happy with your pcrlilrmancc on a ccllain
section. don't rvory! Use thesc results 1o determinc $,hcre you should spend more studying. Rcvisit somc ofthe
practice rllatcrials, ol colllplete practice materials that you may havc skipped along thc rvay.

Il'you'rc stuck, rcach out lo a trusted educator a parenl. teacher at school. or tutor to help you improvc in the
arcas that still necd some nrore work.

Thc Tulorvcrsc is honle to many highly-cxpericnced tutors. Get a parcnt's pennission first, thcn send us an ertrail
aI hcllLr.,l let rlqr r a!\!-.qitltt, or visit us online at 11r,.'t r1orq1sd.!l)r1!.

Get a Scaled Score Repofi (rrl lhclutor'\.r'\c.L()ur disital

Looking for an estimatcd Scaled Score Rcport'l First, save your prinlcd bubble sheet !

Then, navigate to tllL:l!l\tf\ !:!fS.!:f1U 1iigital. Scroll to:he "Get a Score Report" l'caturc and lbllo*, the on-scrcen
instructions. You'll be prompted to crcale or log in 1o your accounl on l lrr---trrlorr clsr'.c orr.

More Practice Available

Looking lbr all-neur pmctice queslions? Need sonrc nrorc explanations or want to takc lrorc pmcticc tesls'l Join us
fbr classes orenroll in tutoring. Email bcll()tr rlr!'lurol,\crsa_errrr tbr more infonration.

The Tutorverse
 Ansrvcr Keys 'Q zlS

Answer Keys
Tlris section provides thc ansu'cr solutions to thc practice queslions in each section of the workbook.

Delailed answer explanations are available online al t!r-t-uton!rse-,c orn .bo9k1. Students should ask a parent or
guardian's pemrission beforc going online.

Diagnostic Practice Test (Form A)

Pan Onc: English Language Arts Part Two: Mathematics
I C 16. F 31. D 46. H 5ri. 424 73. B 1i8. H 103. c
2 r' 17. A 32. H 41. B 59. 0.4 '14. F 19. A 104.E
3 t8. (i 33. t) .18. E 60.92 7s. D 90. r-' t 05.D
4. F I9. C 34. E 49. (: 6t. 4r{ 16. E 91. c 106.F
5. C 20. F 3-5. D 50. tr 62. 51 ',77. A, 92. H t07.A
6. D 21. c 36. G 51. C 63. A 7tt. E 91. c' t08.F
'7. C 22. H 37. A 52. t{ 6,1. H 79. A 94. F t09.4
8. H 23. D 3II. F 53. B 65. C 80. G 95. D I t0.F
9. 24. F. 39. B )4 (r 66. F 81. C 96. H r.D
t0 t- 25. B 40. E 55. D 61. B 82. H 97. B I t2.F
tl D 26. O 41. c 56. H 6ri. E 83. B 98. tI I I3.A
t2 lj 27. A 42. E 57. A 69. D 8.+. G 99. I) I t4.(i
t3 2It, H .+3. D 70. F 85. A | 00. (;
t4 G 29. A ,+4. G 7t. c 86. E l0l.B
t5 t) 30. E .+5. B '72. H 87. D t02. E

Stand-Alone Revising/Editing Skills

Pronoun Clarity
r.A 2.H 3.D 4.G 5.A 6.G 7. D 8.F
Modifiers
t.D 2.F 3.C 4.H 5.D 6. F 7. A 8.F
Tenses, Mood, & Numbcr
l.A 2.H 3.C 4.E 5.C 6. ll 1. A It. G
Posscssivc Nouns & Dcterminr'rs
l.c 2.G 3.C 4.8 5. A 6. t{ '1
. A 8.G
Sub ject-Verb Agreelnent
l.A 2.F 3.A 4.F 5. A 6.H 7 C S E
Frequently Confused Words
l.c 2.H 3.D 4.G 5. A 6.F 1 B t( H
Logical Comparison
l.D 2.H LB 4.G 5,C 6.H 1 C tt F
Subordination & Coordination
l.c 2.H 3.D 4.8 5, B 6.F 1 D 8 F
Within-Sentence Punctuation
l.B 2.F 3.D 4.E l C 6.H 1 B 8 F
End-ol'-Sentence Punctuation
l.D 2.F 3.C 4.F l C 6.F 1 C 8 G
Punctualing a Scries
l.D 2.G 3.D 4.F -i 6.H 7 D 8 t{
Parcnthetical Exprcssion & Nonrestriclive Clauses
l.A 2.H 3.8 4.F { C 6.E 7 8 G
Unneccssary Punctuation
l.D 2.F 3.A 4.8 6.F 1 D 8 G

The Tutorverse
2sO 'q Ansu cr Kcys

Passage-Based/Editing Skills
Choosing a Chooser
l. c 2. F -1. t) ,1. ll 6 E 1. B
Srveet But Deadly
t. c 2. E I] 4 tl 5 B 6 G 1. D
A Lasting Monutnenl
l.D2.F- 3. t) rl E 6 7. B
Building Tomouou
l. A 2. (i ..t. Il 4 H ) 6 F 1. t)
llammcr. Feathet, Vacuum
L B 2. l::. I D 4 F- ll 6 H 1. C
Plastic. Plaslis, Evcrywhere
LC2.(; t) I E B 6 H 1.
Scary Moncy
r. B 2. H D .1 t.. (' 6 F 1. (l
The Gambler's Fallacy
t. ( 2. H B .+ t. ) 6 II 1. u
Strte o1'Conl'usion
I, C 2. E .1 B 4 (i 5 D ll 1. D
Bad Risks
t. A 2. F 1 II C 6 (; 1. ('
Reading Comprehensron
Nonfiction
Bcfriend thc Thc Losr Ciry That's Not Pop, Po p A Different Linguislically Dear Evan
Sandnran or I (' Music! l. D Lcns Speaking Hanscn
Bcwarc 2 t. B 2. F, l. D LC l. u
l. (' (l 2.C 3. D 2.C 2, E 2. F
2.H ; (i 1. f 3.A 3, D l. ('
3. ts 5 (' 4. F 5. 4. F ,t. G 4. l;.
4. (; F 5. B 6. (i 5.C 5.C 5. D
5. (' 1 6.C 7. C' 6.8 6. ll 6. rl
6. [, s F 1. B 8. l: 1. D 7. (' 7. t)
7. I) Ir. c 9. B 8. E 8. (;
8.C r\ l.abor of 9.C 10. F Paved with
9.C L Good lrttentions Plastic Masterminds of
I C' Iiridging the The Legacy of r. c Addiction the Sea
t.
Jack the ) E (iap Impressionism 2.H l.A D
Dlippe-r l I] t. B l. D 3.A 2. F 2.H
t. A 4 2.H 2.F 4.G 3. B 3.8
2. (i 5 3.D l.D 5.8 4.H 4.H
l. D 6 H 4. tl 4.H 6.F 5. A 5.A
4.H C' 5.B 5.C 6. (i 6.F
5. C' 8 II 6.G 6. l' 8.H 7. D 7. C
6, E 7. B 7. B ti. G 8. (;
1. D Ctllular li. (; 8.H A ( rili.-.r I Point 9.B
ti. F Solutions oi Vier Tu,'o Treatises
9,A l. B i. B t. c
The Cost ol'
Convenience
2. F ], F 2.G
3. B 3. (', 3.D I, B
4.H .1. L 4.H 2.8
5.C 5. t) 5.A 3. I)
6 (i 6,C 6.F 4. E
7. u 7. A 5. (',
li. Il 6, F
'7, t)
The Tutorverse
 Answer Kcys .4 Zgt

Fiction & Poetn

"ln Time' "Explorer "ruicr-oscopic "Whcn You Adapted from Excerpt from Adapted frorn Adapted fronr
LB Amongst the g,orld" Are Old" A Modern '' Ride
Proud, Thc Cntise of Tlrc Luckiest
2. F_ Stacks" t. I B Tomfut_t' Rcbel!" the Da::ler Girl in the
3. C' t. D 2. H 2 F l.A 1.D l. A Scho<tl
4.8 2. C) 3. C 2.H 2.H 2. I Bl.
5. D 3. B 4. F' 4 F- 3. B 3.A 3. (', 2.F
6. (i 4.G 5. D 5 D 4,G 4.G 1. G 3.C
7. B 5.D 6. (i H _s. c 5.A 5. 4.H
8. 6.F : l-c isure' 6.G 6.E 6.
B
(i
9.A
Ci
'7. D
1. D
'7. C 5.C
ti. E I C 7. B 7. D 6.F
t0. F 8.H 9. (' 2 E 8.G tt. H It. Il 7. A
"l{cvolutions" 9.A t0 H D Adapted from 9.D Excerpt liom
I. (' t0. F "F IdT I] p I H Tha Jolliesr Adapted from
2. Ii "Picture t. B 5 D School of All The Most
( (;
3.
(;
Pcrfect Waves" 2. 6 G 1. A Dtngextus t.
4. t. I) -1. B "s ng" 2.E Gqnrc 2. II
B l.
5.
6. H
2. t. 4. E 3.8 I. B 3. C
-1. I) 5. B 2. H 4.H 2.E 4. H
7. C' 4. Il (t. C 3. D 5. B 3.C 5. D
8. E 5. I.) 7. 4. (; 6.H 4.G 6. H
9. ('
l0
6. li It. H 5. 7. A 5. C 7. C
F 7. 9. 6. (; 8.H 6.F tt. H
It. l0 u 1. B 9. I)
9. tl 8.F l0 G
t0

Numbers & Operations

Numhcrs
t. B 6. (i l6 E 2t (' 26 f 3l C _r (, 12
2. I.- 7. t2 C 17 D 22 ti 21 u 32 F 37 120
-1.
(' 8. ll l_l ts lx H 2-l B 2li (i 33 210 JE l9
4. l' 9. (' t.1 (i l9 D 21 Il 29 (' l4 4
5. u t0 (; I5 (' l0 (; 25 30 t: -15 t,l
o llerit on
t. D .l IJ 5 D 1 (l 9. (' ll tl 0.06 15. 0.5
2. (i 4 ll f- li F t0. 64 tl -0.05 t4 5. r2
Perc enls
t. ,5 I] 9. (' ll D t1 I) 2t D 2-s C 2.) 25
2. F 6 (i l0 t.1 G { II 22 E 26 G 30 6.i0
D 1 ( ll u t5 l9 23 (' 21 64
4. (i 8 ll ll (; l6 [r 20 II 24 F 2{l 80
Frac tiotl
L D 4 1 IJ t0 lt ll t6 I8 l9 .1

). H 5 ll It ti C tl F 17 5.5 t0 )1
l. D 6 tl 9 tl l2 F l5 r20 Iti 0.05
Word Problems
r. A 3. C' 5 (' 7 C' 9 B :I l6 t3 1.500 l5 l2
2.E.1.H (i li F l0 Il t2 20 I.1 100 l() t0
Ratios & Proporlions
I 6. r ll l6 F 2t u 26. Lr ]I B 36 1
2 (i 7. B t: (i t1 22 tl 27. C' 32 2.900 I .2
l I) 8. (; ti I) llJ (i D 2lr. (; 33 l0 3lt I 25
4 ll 9. (' t.l (i l9 D 24 F 29. (' 34 l5
5 ll l0 [, t5 (' 20 F 25 B 30. (; 35 l.l

The Tutorverse
2s?'q Ansu cr Kcys

F irckrrs. lvlultiplcs. Exponcnts. & Rldicals

I (' 5 I) 9. B l3 l1 (' 21. 25 D 29 lll
2 H 6 l0 F t4 E l8 F )2. G 26 II -10 120
B 7 (' ll ll t5 ts l9 B 2-1. D 27 (' .I 6
I I I: t2 E I6 l-' :0 F ll 2li ) .12 l
A bsolrrtc Vu luc
I.C3.4 5 u ,1 9.A ll L)
t3. e
2. (; .1. (i 6 t il H r0. -.10 t2 2E
S cienlillc Notation
I 4. (i 1 I} t0 li i6 O.6IJ t9. 3.960
1 5. (' s H t1 C ll E 17 120
l 6. (i I l2 E t5 7.560 t 5(X)
Counting Princi pl
l. B .1. 7 D t0 G li B 16 F It) 2.1

2. (; 5. (' li ll t4 H t1 45 20 6)6
-1. B 6. II 9 I) t2 G l5 D l8 1)o
lnraginary'Opclatious
I 1i -1 (i 1 B l0 F tl C t6 (i t9 48 22. I 9.1
2 (i 5 l( (i lt t) l.l E 11 D l0 t.l 23. 9
I} 6 9 I] t2 (; l5 B Iti (i 2t l{ 21. 5

Algebra
Algcbraic l:xprcssions & [iquatious
I I) 6. F- lt B t6 H lr t6 II ll 5
(i 1. t2 (i t7 B 2) G 21 D ll 14,+
tl )1. (; t:l C' t8 (i (' :8 (; 5
4 (i (l l4 II t9 D 2.1 (; 29 (' 31 34
l) t0 (; l5 D 20 (; l5 (' i() tl l5 2
Aluehra in ( onterl
l. c .l F 1 (l t0. c l-1 6 l6 26 l9 6 22 3
2.C 5 (' li H ll. B tl -15 )7 150 20 lt 2l 30
3. C 6 (i 9 12. c r5 l8 lli t'7 2l 0
Plugins
l.A 5 l) 9. (' ll (' 11 D 2t l] 25 I] 29 I)
2, H 6 (i t0 II l,l H l8 E 22 ll 26 l: l0 F'
3. B 1 B (' I5 B l9 D 23 (' ).1
,t. F S F t2 II l(r D 20 H 21 L, 2t{ (i
Inequalities
I. A 5 9. B l3 B t1 2t. t9 25. ll4
2.H 6 H t0 (i ll E llt F 22.3
3.B 1 l) (l l5 l9 C 23. 4
4.F li (i l2 F I6 FI 2t') tl 21. 1

Probab ili ty & Statist lcs

batr ili 1)
I (' I (i 1 C t0 H l3 B l6 (i lq 0.5 tl 21
2 I 5. ll ll n B 1,1 C t1 20 ll{ tl o.7 5
6 (; 9 t) t2 t_ l5 C I8 0.'l 2t 0.2
Mcasures of Ce rlnrl lcndcrrcv
l B () (i I B t6 E 2I C )6 L, 3l l
2.G 7 l) ) H t1 22 H 21 D 3l 2
3.A t. (i l3 C t8 G 2-l D 2lt l t.78
4.G () li l,l H t9 C 24 G l9 C'
5.C l0. l l5 20 F 25 B -10 E

The Tutorverse
 Answcr Kcys 4 zxl
Geornetry & Measurenlents
Arca & Pcrintcter
l. C' 5 tl 9. (' ll t7 l) 2t ( 25 B 29. 48
2. (; 6 E l0 (i 1.1 H t8 F 2) ll l6 30 30. 50
3. C 7 B 1t l5 B l9 ll 23 B 21 t00 3t. 4
4. E 8 F l2 I l6 F 20 (; 21 (; 28 1 32.42
ult]e
l. B 4 E 1 I) 10 E tl I) 16. ti 19. 6
2. F 5 8 (; ll B l4 960 17.90
3. B 6 r' 9 I) 12 C l5 3 18. 4
Tri lltl glcs
l. B .1 II 7 I] l0 F' ll tl l6 .t l9 ll(l
2. (; C' lt I: lt (' 1,1 1 0.1 l7 t2 20 16
D ; F 9 u t2 (; l5 l2 Iti 25
Circ es
L ts .l F 7 (" l0 ll l3 C' l6 120
2. F' 5 (' 8 (; lt I) l,l 25 t7 l4
3. t) 6 F 9 I] t2 Il 15 -3. 14 t8 1
Ang es
l. B I H 1 u l0 }I ll. c' l6 l9 72
2. (; 5 ( IJ I ll (' 14. (; 11 4 20
3. D 6 (i 9 I) l2 (i 1-5. A lli t20 2I t30
Mcasurements
t. c 5 D C' l3 (' l7 u 2l B 25. u 2(.) 4
2. (; 6 ti t0 l4 (i l8 (; 22 F 26. II 30 486
3.8 7 D I] t5 I] l9 23 (l )1. 1.5
4. rl ti F t2 II t6 t0 II 21 F lll 8
Coordinales
r. A 4 H 10 II l3 l5 l6 6
2.H 5 D IJ (; II l.l 2 t1 t.5
3.C 6 F' 9 t2 t5 t6

Final Practice Test (Fotm B)

Pan Orre: [nglish l-itnguage,,\r.ts Pan l wo: Nlatlrerualics
I, A 16 E 31. A 46 F' 5tr. 1.5 13 C' 8I{, F 103.A
2.G t'7 l) 32. F 47. t) 59. 120 14 H 89. ( 10.1.(;
3. C' lu F 31. c ,l{r. (i 60.0 15 ts 90. E 105.B
4.G l9 34. F 49. C 61. 1 76 (; 9I. B 106. E
5.A 20 C 35. A 50. E 62.4 11 t) 92. F t07.B
6.H 2l (' 36. F' 51. A 63. A 78 (i 93. A t01i.H
'7. B 22 H 37. A 52. C 64. E 7() u 94. F 109.8
8,H 23 38. C 53. D 65. B It0 E 95. B I t0. F
9.D 24 (i 39. B 5,1. r' 66. r 8t. q6. F l n.ts
(; 97. (:
10. E 25 D '10. tl 55. C 61. A 82 I t2.t'
11. B 26 ll 41. c 56. tl 6li. Il 83. 9ti. F i t3.t)
12. C 27 D 57. A 69. A 84. (i 99. A I l4.E
13. A ]S II 43. C 70. It 8-s. C' l00.ll
14. H 29 B 4.1. F 7t. c 86. F' t0t.c
15. c .l0 (i 45. A 72. E 87 102.t

The Tutorverse
Made in United Slale\
Nonh Haven. CT
30 Scptenrber 202,1

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58124061R00154