700 MCGRAW-HILL’S SAT 6. D The although establishes a contrast. Something that makes any potentially offensive matters seem less objectionable is, by definition, a euphemism. The first blank should therefore be a word that contrasts with euphemism, like straightforward. anachronism = some- thing out of place in time; intolerant = unable to put up with something; laudation = extreme praise; clandes- tine = secret, hidden; candid = honest, straightforward; euphemism = the substitution of an inoffensive term for an offensive one; forthright = honest; coercion = pressure on someone to act 7. C The English gentleman tried to teach his son Greek and Latin without punishment, . . . rewarding his son with cherries and biscuits (lines 5–11). 8. A In saying that marks, grades, and diplomas . . . must be made reinforcing for other reasons (lines 16–19), the author is saying that such things will not reinforce behavior by themselves but must be made to represent something more meaningful. 9. B The passage says that how honors and medals derive their power from prestige or esteem is what varies between cultures and epochs (lines 20–23). When Oscar Wilde got a “first in Mods” in 1876, he was the talk of the town. But the contemporary student graduating summa cum laude is less widely acclaimed (lines 33–34). 10. A The story follows the statement that how hon- ors and medals derive their power from prestige or es- teem is what varies between cultures and epochs. Therefore, the story is intended to illustrate that fact. 11. C Statement I is supported by lines 37–39, which say that certain kinds of reinforcements (like food) are not always easily arranged. Statement II is supported by line 43: We cannot all get prizes. The se- lection does not mention anything about rewards’ en- couraging only superficial learning. 12. D In lines 58–60, the passage says that grades are almost always given long after the student has stopped behaving as a student. It then goes on to discuss how such contingencies are weak (lines 60–61). 13. E The paragraph as a whole discusses the need for teachers to address the issues of whether, when, and how to punish or reward student behavior, so it is about teacher-student interactions. 14. B Kohn and Deci are mentioned as examples of experts who believe that reward is often just as harm- ful as punishment, if not more so (lines 87–89). 15. D The second paragraph of Passage 2 goes on to argue that those who are doing a task without a re- ward continue to perform the task because they see it as being “fun,” whereas those who do it for a reward stop playing because they are no longer being paid to continue. The activity’s sole value comes from the payment they get for it, not from the enjoyment they get from participating. 16. D We are told that Deci concluded that the sub- jects who were paid probably construed (interpreted) the task as being manipulative (lines 105–106). In order to draw such conclusions, the subjects would have to make inferences about the motivations of the experimenter. 17. A The author follows that statement with it would be a mistake to use these few experiments to gen- eralize that all rewards are bad (lines 130–132). These statements caution against an overly simplistic theory about the effectiveness of rewards. 18. B Deci’s opinion is that the introduction of a re- ward system changes things for the worse. He would see the description of the problems mentioned in line 37 as presumptuous because they presume that the rewards actually have a positive effect and incomplete because they do not mention all of the problems that he sees in reward systems. 19. D Both authors agree that positive feedback is a more effective teaching mechanism than negative feed- back. Passage 1 mentions the need of good educators to teach . . . without punishment (lines 6–7) and men- tions the negative by-products of aversive control (con- trol by punishment) (lines 35–36). Passage 2 mentions that most educators and psychologists agree that reward is always better than punishment (lines 84–85), and since the writer goes on to criticize even reward sys- tems, he implies that punishment is most certainly a bad teaching technique. Section 9 1. C The word whose should refer to Alvin Ailey, but the way the sentence is constructed, it is referring to Alvin Ailey’s works. Answer choice (C) corrects this error in the most concise and logical fashion. (Chapter 15, Lesson 2: Trimming Sentences) 2. B When a participle is used to indicate an action that is completed before another action, it should be perfect. Getting this far should instead be Having gotten. (Chapter 15, Lesson 9: Tricky Tenses) CHAPTER 16 / PRACTICE TEST 2 701 3. C The sentence is improperly describing Rachel’s irritation as being even-tempered. In reality, it should be Rachel who is even-tempered. Answer choice (C) corrects this error. (Chapter 15, Lesson 7: Dangling and Misplaced Participles) 4. B This is a comparisons error. The literal trans- lation of the sentence as written suggests that Alberta’s salary is higher in the air than her co-workers are. It needs to be changed so that the sentence is comparing Alberta’s salary to the salary of her coworkers. (Chapter 15, Lesson 4: Comparison Problems) 5. C The word elicit means to call forth or draw out. The word should be illicit, which means unlawful. (Chapter 15, Lesson 11: Diction Errors) 6. D The paraders were not watching from the bal- cony. The sentence needs to be changed so that the subjects represented by the final pronoun us are the ones watching from the balcony. (Chapter 15, Lesson 7: Dangling and Misplaced Participles) 7. E The sentence contains two past tense verbs, and one event was completed before the other. The tents were set up before they arrived. So set up needs to be in the past perfect tense—had set up. (Chapter 15, Lesson 9: Tricky Tenses) 8. C When using neither . . . nor . . . phrasing, the verb should match in number the subject that follows the nor. Because daughters is plural, was should in- stead be were. (Chapter 15, Lesson 1: Subject-Verb Disagreement) 9. B When using not only A but also B, the words or phrases that replace A and B must be parallel. It should be replaced by not only with working but also with wanting. (Chapter 15, Lesson 3: Parallelism) 10. C To correct this sentence, the word that should be replaced with who, since Roberto is a person. (Chapter 15, Lesson 5: Pronoun-Antecedent Disagreement) 11. D Answer choice (D) connects the two clauses most effectively. (Chapter 15, Lesson 15: Coordinating Ideas) 12. E When reading this sentence you should ask yourself: “who was forced to live apart from his fam- ily?” The answer to that question, St. Pierre, is what should immediately follow the comma after informers. (Chapter 15, Lesson 7: Dangling and Misplaced Participles) 13. B The gerund form, forming, is not correct and needs to be changed to past tense formed. Choice (B) works best. (Chapter 15, Lesson 9: Tricky Tenses) 14. D What follows the linking verb is must be a noun phrase representing the most challenging aspect, not an independent clause, as in the original. Choice (D) works best. (Chapter 15, Lesson 15: Coordinating Ideas) PRACTICE TEST 3 702 CHAPTER 16 / PRACTICE TEST 3 703 Last Name:________________________________ First Name:____________________________________________ Date:_____________________________________ Testing Location:_______________________________________ Directions for Test • Remove these answer sheets from the book and use them to record your answers to this test. • This test will require 3 hours and 20 minutes to complete. Take this test in one sitting. • The time allotment for each section is written clearly at the beginning of each section. This test contains six 25-minute sections, two 20-minute sections, and one 10-minute section. • This test is 25 minutes shorter than the actual SAT, which will include a 25-minute “experimental” section that does not count toward your score. That section has been omitted from this test. • You may take one short break during the test, of no more than 10 minutes in length. • You may only work on one section at any given time. • You must stop ALL work on a section when time is called. • If you finish a section before the time has elapsed, check your work on that section. You may NOT work on any other section. • Do not waste time on questions that seem too difficult for you. • Use the test book for scratchwork, but you will receive credit only for answers that are marked on the answer sheets. • You will receive one point for every correct answer. • You will receive no points for an omitted question. • For each wrong answer on any multiple-choice question, your score will be reduced by 1 ⁄ 4 point. • For each wrong answer on any “numerical grid-in” question, you will receive no deduction. When you take the real SAT, you will be asked to fill in your personal information in grids as shown below. ANSWER SHEET YOUR NAME2 DATE OF BIRTH 4 TEST CENTER 7 Last Name (First 4 Letters.) First Init. Mid. Init. − ′ − − A B C D E F G H I J K L M N O P Q R S T U V ′ A B C D E F G H I J K L M N O P Q R S T U V ′ A B C D E F G H I J K L M N O P Q R S T U V A B C D E F G H I J K L M N O P Q R S T U V A B C D E F G H I J K L M N O P Q R S T U V A 0 1 9 8 7 6 5 4 3 2 0 1 2 3 0 1 9 8 7 6 5 4 3 2 0 1 9 8 7 6 5 4 3 2 0 1 9 8 7 6 5 9 8 7 6 5 4 3 2 0 1 9 8 7 6 5 4 3 2 0 1 9 8 7 6 5 4 3 2 0 1 9 8 7 6 5 4 3 2 0 1 9 8 7 6 5 4 3 2 0 1 9 8 7 6 5 4 3 2 0 1 9 8 7 6 5 4 3 2 0 1 9 8 7 6 5 4 3 2 0 1 9 8 7 6 5 4 3 2 0 1 9 8 7 6 5 4 3 2 0 1 9 8 7 6 5 4 3 2 0 1 9 8 7 6 5 4 3 2 0 1 9 8 7 6 5 4 3 2 0 1 9 8 7 6 5 4 3 2 0 1 6 5 4 3 2 0 1 6 5 4 3 2 0 1 6 5 4 3 2 0 1 6 5 4 3 2 0 1 6 5 4 3 2 0 1 9 8 7 6 5 4 3 2 0 1 9 8 7 6 5 4 3 2 0 1 9 8 7 6 5 4 3 2 0 1 9 8 7 6 5 4 3 2 B C D E F G H I J K L M N O P Q R S T U V 3 6 SOCIAL SECURITY NUMBER 5 SEX REGISTRATION NUMBER Jan Feb Mar Apr May Jun Jul Aug Sep Oct Nov Dec Female Male MONTH DAY YEAR (Copy from Admission Ticket.) (Supplied by Test Center Supervisor.) 704 MCGRAW-HILL’S SAT 1 A B C D E 2 A B C D E 3 A B C D E 4 A B C D E 5 A B C D E 6 A B C D E 7 A B C D E 8 A B C D E 9 A B C D E 10 A B C D E 11 A B C D E 12 A B C D E 13 A B C D E 14 A B C D E 15 A B C D E 16 A B C D E 17 A B C D E 18 A B C D E 19 A B C D E 20 A B C D E 21 A B C D E 22 A B C D E 23 A B C D E 24 A B C D E 25 A B C D E 26 A B C D E 27 A B C D E 28 A B C D E 29 A B C D E 30 A B C D E 31 A B C D E 32 A B C D E 33 A B C D E 34 A B C D E 35 A B C D E 36 A B C D E 37 A B C D E 38 A B C D E 39 A B C D E 40 A B C D E SECTION 2 Start with number 1 for each new section. If a section has fewer questions than answer spaces, leave the extra answer spaces blank. Be sure to erase any errors or stray marks completely. Use the answer spaces in the grids below for Section 2 or Section 3 only if you are told to do so in your test book. ONLY ANSWERS ENTERED IN THE CIRCLES IN EACH GRID WILL BE SCORED. YOU WILL NOT RECEIVE CREDIT FOR ANYTHING WRITTEN IN THE BOXES ABOVE THE CIRCLES. 1 A B C D E 2 A B C D E 3 A B C D E 4 A B C D E 5 A B C D E 6 A B C D E 7 A B C D E 8 A B C D E 9 A B C D E 10 A B C D E 11 A B C D E 12 A B C D E 13 A B C D E 14 A B C D E 15 A B C D E 16 A B C D E 17 A B C D E 18 A B C D E 19 A B C D E 20 A B C D E 21 A B C D E 22 A B C D E 23 A B C D E 24 A B C D E 25 A B C D E 26 A B C D E 27 A B C D E 28 A B C D E 29 A B C D E 30 A B C D E 31 A B C D E 32 A B C D E 33 A B C D E 34 A B C D E 35 A B C D E 36 A B C D E 37 A B C D E 38 A B C D E 39 A B C D E 40 A B C D E SECTION 3 CAUTION Student-Produced Responses / . . . . 000 1 111 2 222 3 333 4 444 5 555 6 666 7 777 8 888 9 999 // . . . . 000 1 111 2 222 3 333 4 444 5 555 6 666 7 777 8 888 9 999 // . . . . 000 1 111 2 222 3 333 4 444 5 555 6 666 7 777 8 888 9 999 // . . . . 000 1 111 2 222 3 333 4 444 5 555 6 666 7 777 8 888 9 999 // . . . . 000 1 111 2 222 3 333 4 444 5 555 6 666 7 777 8 888 9 999 / / / . . . . 000 1 111 2 222 3 333 4 444 5 555 6 666 7 777 8 888 9 999 // . . . . 000 1 111 2 222 3 333 4 444 5 555 6 666 7 777 8 888 9 999 // . . . . 000 1 111 2 222 3 333 4 444 5 555 6 666 7 777 8 888 9 999 // . . . . 000 1 111 2 222 3 333 4 444 5 555 6 666 7 777 8 888 9 999 // . . . . 000 1 111 2 222 3 333 4 444 5 555 6 666 7 777 8 888 9 999 910111213 14 15 16 17 18 1 A B C D E 2 A B C D E 3 A B C D E 4 A B C D E 5 A B C D E 6 A B C D E 7 A B C D E 8 A B C D E 9 A B C D E 10 A B C D E 11 A B C D E 12 A B C D E 13 A B C D E 14 A B C D E 15 A B C D E 16 A B C D E 17 A B C D E 18 A B C D E 19 A B C D E 20 A B C D E 21 A B C D E 22 A B C D E 23 A B C D E 24 A B C D E 25 A B C D E 26 A B C D E 27 A B C D E 28 A B C D E 29 A B C D E 30 A B C D E 31 A B C D E 32 A B C D E 33 A B C D E 34 A B C D E 35 A B C D E 36 A B C D E 37 A B C D E 38 A B C D E 39 A B C D E 40 A B C D E SECTION 4 Start with number 1 for each new section. If a section has fewer questions than answer spaces, leave the extra answer spaces blank. Be sure to erase any errors or stray marks completely. Use the answer spaces in the grids below for Section 4 or Section 5 only if you are told to do so in your test book. ONLY ANSWERS ENTERED IN THE CIRCLES IN EACH GRID WILL BE SCORED. YOU WILL NOT RECEIVE CREDIT FOR ANYTHING WRITTEN IN THE BOXES ABOVE THE CIRCLES. 1 A B C D E 2 A B C D E 3 A B C D E 4 A B C D E 5 A B C D E 6 A B C D E 7 A B C D E 8 A B C D E 9 A B C D E 10 A B C D E 11 A B C D E 12 A B C D E 13 A B C D E 14 A B C D E 15 A B C D E 16 A B C D E 17 A B C D E 18 A B C D E 19 A B C D E 20 A B C D E 21 A B C D E 22 A B C D E 23 A B C D E 24 A B C D E 25 A B C D E 26 A B C D E 27 A B C D E 28 A B C D E 29 A B C D E 30 A B C D E 31 A B C D E 32 A B C D E 33 A B C D E 34 A B C D E 35 A B C D E 36 A B C D E 37 A B C D E 38 A B C D E 39 A B C D E 40 A B C D E SECTION 5 CAUTION Student-Produced Responses / . . . . 000 1 111 2 222 3 333 4 444 5 555 6 666 7 777 8 888 9 999 // . . . . 000 1 111 2 222 3 333 4 444 5 555 6 666 7 777 8 888 9 999 // . . . . 000 1 111 2 222 3 333 4 444 5 555 6 666 7 777 8 888 9 999 // . . . . 000 1 111 2 222 3 333 4 444 5 555 6 666 7 777 8 888 9 999 // . . . . 000 1 111 2 222 3 333 4 444 5 555 6 666 7 777 8 888 9 999 / / / . . . . 000 1 111 2 222 3 333 4 444 5 555 6 666 7 777 8 888 9 999 // . . . . 000 1 111 2 222 3 333 4 444 5 555 6 666 7 777 8 888 9 999 // . . . . 000 1 111 2 222 3 333 4 444 5 555 6 666 7 777 8 888 9 999 // . . . . 000 1 111 2 222 3 333 4 444 5 555 6 666 7 777 8 888 9 999 // . . . . 000 1 111 2 222 3 333 4 444 5 555 6 666 7 777 8 888 9 999 910111213 14 15 16 17 18 CHAPTER 16 / PRACTICE TEST 3 705 706 MCGRAW-HILL’S SAT 1 A B C D E 2 A B C D E 3 A B C D E 4 A B C D E 5 A B C D E 6 A B C D E 7 A B C D E 8 A B C D E 9 A B C D E 10 A B C D E 11 A B C D E 12 A B C D E 13 A B C D E 14 A B C D E 15 A B C D E 16 A B C D E 17 A B C D E 18 A B C D E 19 A B C D E 20 A B C D E 21 A B C D E 22 A B C D E 23 A B C D E 24 A B C D E 25 A B C D E 26 A B C D E 27 A B C D E 28 A B C D E 29 A B C D E 30 A B C D E 31 A B C D E 32 A B C D E 33 A B C D E 34 A B C D E 35 A B C D E 36 A B C D E 37 A B C D E 38 A B C D E 39 A B C D E 40 A B C D E SECTION 6 Start with number 1 for each new section. If a section has fewer questions than answer spaces, leave the extra answer spaces blank. Be sure to erase any errors or stray marks completely. Use the answer spaces in the grids below for Section 6 or Section 7 only if you are told to do so in your test book. ONLY ANSWERS ENTERED IN THE CIRCLES IN EACH GRID WILL BE SCORED. YOU WILL NOT RECEIVE CREDIT FOR ANYTHING WRITTEN IN THE BOXES ABOVE THE CIRCLES. 1 A B C D E 2 A B C D E 3 A B C D E 4 A B C D E 5 A B C D E 6 A B C D E 7 A B C D E 8 A B C D E 9 A B C D E 10 A B C D E 11 A B C D E 12 A B C D E 13 A B C D E 14 A B C D E 15 A B C D E 16 A B C D E 17 A B C D E 18 A B C D E 19 A B C D E 20 A B C D E 21 A B C D E 22 A B C D E 23 A B C D E 24 A B C D E 25 A B C D E 26 A B C D E 27 A B C D E 28 A B C D E 29 A B C D E 30 A B C D E 31 A B C D E 32 A B C D E 33 A B C D E 34 A B C D E 35 A B C D E 36 A B C D E 37 A B C D E 38 A B C D E 39 A B C D E 40 A B C D E SECTION 7 CAUTION Student-Produced Responses / . . . . 000 1 111 2 222 3 333 4 444 5 555 6 666 7 777 8 888 9 999 // . . . . 000 1 111 2 222 3 333 4 444 5 555 6 666 7 777 8 888 9 999 // . . . . 000 1 111 2 222 3 333 4 444 5 555 6 666 7 777 8 888 9 999 // . . . . 000 1 111 2 222 3 333 4 444 5 555 6 666 7 777 8 888 9 999 // . . . . 000 1 111 2 222 3 333 4 444 5 555 6 666 7 777 8 888 9 999 / / / . . . . 000 1 111 2 222 3 333 4 444 5 555 6 666 7 777 8 888 9 999 // . . . . 000 1 111 2 222 3 333 4 444 5 555 6 666 7 777 8 888 9 999 // . . . . 000 1 111 2 222 3 333 4 444 5 555 6 666 7 777 8 888 9 999 // . . . . 000 1 111 2 222 3 333 4 444 5 555 6 666 7 777 8 888 9 999 // . . . . 000 1 111 2 222 3 333 4 444 5 555 6 666 7 777 8 888 9 999 910111213 14 15 16 17 18 PLEASE DO NOT WRITE IN THIS AREA 1 A B C D E 2 A B C D E 3 A B C D E 4 A B C D E 5 A B C D E 6 A B C D E 7 A B C D E 8 A B C D E 9 A B C D E 10 A B C D E 11 A B C D E 12 A B C D E 13 A B C D E 14 A B C D E 15 A B C D E 16 A B C D E 17 A B C D E 18 A B C D E 19 A B C D E 20 A B C D E 21 A B C D E 22 A B C D E 23 A B C D E 24 A B C D E 25 A B C D E 26 A B C D E 27 A B C D E 28 A B C D E 29 A B C D E 30 A B C D E 31 A B C D E 32 A B C D E 33 A B C D E 34 A B C D E 35 A B C D E 36 A B C D E 37 A B C D E 38 A B C D E 39 A B C D E 40 A B C D E SECTION 8 Start with number 1 for each new section. If a section has fewer questions than answer spaces, leave the extra answer spaces blank. Be sure to erase any errors or stray marks completely. 1 A B C D E 2 A B C D E 3 A B C D E 4 A B C D E 5 A B C D E 6 A B C D E 7 A B C D E 8 A B C D E 9 A B C D E 10 A B C D E 11 A B C D E 12 A B C D E 13 A B C D E 14 A B C D E 15 A B C D E 16 A B C D E 17 A B C D E 18 A B C D E 19 A B C D E 20 A B C D E 21 A B C D E 22 A B C D E 23 A B C D E 24 A B C D E 25 A B C D E 26 A B C D E 27 A B C D E 28 A B C D E 29 A B C D E 30 A B C D E 31 A B C D E 32 A B C D E 33 A B C D E 34 A B C D E 35 A B C D E 36 A B C D E 37 A B C D E 38 A B C D E 39 A B C D E 40 A B C D E SECTION 9 CHAPTER 16 / PRACTICE TEST 3 707 Practice makes perfect—for more opportunities to take full-length SAT practice tests, visit our Online Practice Plus, on the Web at www.MHPracticePlus/SATpractice. 708 MCGRAW-HILL’S SAT 1 ESSAY ESSAY 1 ESSAY Time—25 minutes Write your essay on separate sheets of standard lined paper. The essay gives you an opportunity to show how effectively you can develop and express ideas. You should therefore take care to develop your point of view, present your ideas logically and clearly, and use language precisely. Your essay must be written on the lines provided on your answer sheet—you will receive no other paper on which to write. You will have enough space if you write on every line, avoid wide margins, and keep your handwriting to a reasonable size. Remember that people who are not familiar with your handwrit- ing will read what you write. Try to write or print so that what you are writing is legible to those readers. Important reminders: • A pencil is required for the essay. An essay written in ink will receive a score of zero. • Do not write your essay in your test book. You will receive credit only for what you write on your answer sheet. • An off-topic essay will receive a score of zero. You have twenty-five minutes to write an essay on the topic assigned below. Consider carefully the issue discussed in the following passage, then write an essay that answers the ques- tion posed in the assignment. Many among us like to blame violence and immorality in the media for a “decline in morals” in society. Yet these people seem to have lost touch with logic. Any objective exam- ination shows that our society is far less violent or exploitative than virtually any society in the past. Early humans murdered and enslaved each other with astonishing regularity, without the help of gangsta rap or Jerry Bruckheimer films. Assignment: Do violence and immorality in the media make our society more dangerous and im- moral? Write an essay in which you answer this question and discuss your point of view on this issue. Support your position logically with examples from literature, the arts, his- tory, politics, science and technology, current events, or your experience or observation. If you finish before time is called, you may check your work on this section only. Do not turn to any other section in the test. CHAPTER 16 / PRACTICE TEST 3 709 2 2 222 2 GO ON TO THE NEXT PAGE 1. If (x + 4) + 7 = 14, what is the value of x? (A) 3 (B) 7 (C) 11 (D) 17 (E) 25 2. Erica spends $.95 each day for her newspaper subscriptions. She would like to determine the approximate amount she spends during the month of July, which has 31 days. Which of the following would provide her with the best estimate? (A) $.50 × 30 (B) $1.00 × 30 (C) $1.50 × 30 (D) $.50 × 35 (E) $1.00 × 35 SECTION 2 Time—25 minutes 20 questions Turn to Section 2 of your answer sheet to answer the questions in this section. Directions: For this section, solve each problem and decide which is the best of the choices given. Fill in the corresponding circle on the answer sheet. You may use any available space for scratchwork. 1. The use of a calculator is permitted. 2. All numbers used are real numbers. 3. Figures that accompany problems in this test are intended to provide information useful in solv- ing the problems. They are drawn as accurately as possible EXCEPT when it is stated in a spe- cific problem that the figure is not drawn to scale. All figures lie in a plane unless otherwise indicated. 4. Unless otherwise specified, the domain of any function f is assumed to be the set of all real num- bers x for which f(x) is a real number. The number of degrees of arc in a circle is 360. The sum of the measures in degrees of the angles of a triangle is 180. Notes Reference Information r A = πr 2 C=2πr ᐉ w A = ᐉw V = ᐉwh V = πr 2 h Special right triangles c 2 = a 2 + b 2 A = 1 / 2 bh h b ᐉ w h r h b c a 2x x x s s s 3 2 30° 60° 45° 45° . perfect—for more opportunities to take full-length SAT practice tests, visit our Online Practice Plus, on the Web at www.MHPracticePlus/SATpractice. 708 MCGRAW-HILL’S SAT 1 ESSAY ESSAY 1 ESSAY Time—25. This test contains six 25-minute sections, two 20-minute sections, and one 10-minute section. • This test is 25 minutes shorter than the actual SAT, which will include a 25-minute “experimental”. negative feed- back. Passage 1 mentions the need of good educators to teach . . . without punishment (lines 6–7) and men- tions the negative by-products of aversive control (con- trol by punishment)