Sat - MC Grawhill part 83 pot

810 MCGRAW-HILL’S SAT GO ON TO THE NEXT PAGE 8 8 888 8 forests, built your railroads and cities, and brought forth treasures from the bowels of the earth, and helped make possible this magnifi- cent representation of the progress of the South. Casting down your bucket among my people, helping and encouraging them as you are doing on these grounds, and to education of head, hand and heart, you will find that they will buy your surplus land, make blossom the waste places in your fields, and run your factories. PASSAGE 2 Here, then, is the dilemma, and it is a puz- zling one, I admit. No Negro who has given earnest thought to the situation of his people in America has failed, at some time in life, to find himself at these cross-roads; has failed to ask himself at some time: What, after all, am I? Am I an American or am I a Negro? Can I be both? Or is it my duty to cease to be a Negro as soon as possible and be an American? If I strive as a Negro, am I not perpetuating the very cleft that threatens and separates Black and White America? Is not my only possible practical aim the subduction of all that is Negro in me to the American? Does my black blood place upon me any more obligation to assert my nationality than German, or Irish or Italian blood would? It is such incessant self-questioning and the hesitation that arises from it, that is making the present period a time of vacillation and contra- diction for the American Negro; combined race action is stifled, race responsibility is shirked, race enterprises languish, and the best blood, the best talent, the best energy of the Negro people cannot be marshalled to do the bidding of the race. They stand back to make room for every rascal and demagogue who chooses to cloak his selfish deviltry under the veil of race pride. Is this right? Is it rational? Is it good policy? Have we in America a distinct mission as a race—a distinct sphere of action and an op- portunity for race development, or is self- obliteration the highest end to which Negro blood dare aspire? If we carefully consider what race prejudice really is, we find it, historically, to be nothing but the friction between different groups of people; it is the difference in aim, in feeling, in ideals of two different races; if, now, this dif- ference exists touching territory, laws, language, or even religion, it is manifest that these people cannot live in the same territory without fatal collision; but if, on the other hand, there is substantial agreement in laws, language and religion; if there is a satisfactory adjustment of economic life, then there is no reason why, in the same country and on the same street, two or three great national ideals might not thrive and develop, that men of dif- ferent races might not strive together for their race ideals as well, perhaps even better, than in isolation. Here, it seems to me, is the read- ing of the riddle that puzzles so many of us. We are Americans, not only by birth and by citizenship, but by our political ideals, our language, our religion. Farther than that, our Americanism does not go. At that point, we are Negroes, members of a vast historic race that from the very dawn of creation has slept, but half awakening in the dark forests of its African fatherland. We are the first fruits of this new nation, the harbinger of that black tomorrow which is yet destined to soften the whiteness of the Teutonic today. We are that people whose subtle sense of song has given America its only American music, its only American fairy tales, its only touch of pathos and humor amid its mad money-getting plu- tocracy. As such, it is our duty to conserve our physical powers, our intellectual endowments, our spiritual ideals; as a race we must strive by race organization, by race solidarity, by race unity to the realization of that broader humanity which freely recognizes differences in men, but sternly deprecates inequality in their opportunities of development. 7. Passage 1 is primarily concerned with (A) educating former slave owners about the social plight of African Americans (B) describing the many cultural contribu- tions of African Americans (C) presenting an argument for creating schools to educate former slaves (D) convincing African Americans and white Americans to work together to build a vi- brant Southern economy (E) preventing future labor strikes 60 65 70 75 80 85 90 95 100 105 110 115 120 125 130 135 140 CHAPTER 16 / PRACTICE TEST 4 811 GO ON TO THE NEXT PAGE 8. The author of Passage 1 specifically addresses each of the following audiences EXCEPT (A) Southern whites who were active in the movement to end slavery (B) Southern whites who are considering hiring foreign laborers (C) African Americans who seek to improve their social conditions (D) Southern whites who have employed African Americans in the past (E) African Americans who do not consider it necessary to build friendly relation- ships with Southern whites 9. Passage 1 suggests that, upon hearing the first response from the friendly vessel, the captain of the distressed vessel was (A) elated (B) arrogant (C) incredulous (D) indifferent (E) angry 10. In lines 23–28 (“And in this connection . . . em- phasizing this chance,”) the author of Passage 1 suggests that the Exposition at which he is speaking (A) is overly concerned with superficial things (B) does not represent the full spectrum of the American population (C) provides excellent economic opportuni- ties for African Americans (D) is in distress, much like the ship in his story (E) will encourage African Americans to seek employment in the North 11. The author of Passage 1 mentions “writing a poem” in line 41 in order to suggest that (A) manual labor is a worthy activity (B) poetry can convey emotions more effectively than prose (C) expanding literacy should be a major focus of the Exposition (D) African Americans should consider careers in writing (E) political leaders should be more articulate 8 8 888 8 12. The questions in lines 72–82 are intended to represent the thoughts of (A) a former slave owner (B) one who is doubtful about the morality of slavery (C) an African American who is seeking a new life in a foreign country (D) an African American who is concerned with the issue of race identity (E) any political leader who represents a substantial population of African Ameri- cans 13. In line 90, the word “marshalled” most nearly means (A) arrested (B) discovered (C) organized for a purpose (D) interrogated (E) determined 14. Lines 91–93 (“They stand back . . . the veil of race pride,”) suggest that those who inces- santly question themselves run the risk of (A) violating the law (B) alienating friends (C) losing gainful employment (D) falling under the influence of dis- reputable people (E) squandering their education 15. The phrase “that point” (line 122) refers to the boundary between (A) the needs of the dominant class of society and the needs of the minority classes (B) the past and the future (C) white Americans and African Americans (D) the qualities that bind all Americans and the qualities that make one race unique (E) those who support racial discrimination and those who oppose it 812 MCGRAW-HILL’S SAT 16. The term “broader humanity” (lines 138–139) refers to people who (A) hinder the progress of African Americans (B) acknowledge the substantial cultural contributions African Americans have made to American culture (C) believe that all races deserve equal opportunity in society (D) seek a better life outside of their home countries (E) have little understanding of cultures be- yond their own 17. The two passages differ in their characteriza- tions of the contributions of African Americans to American culture in that Passage 1 emphasizes (A) agricultural contributions, while Passage 2 emphasizes scientific innovations (B) religious heritage, while Passage 2 em- phasizes political contributions (C) musical innovations, while Passage 2 emphasizes social contributions (D) contributions of the past, while Passage 2 focuses only on potential con- tributions in the future (E) economic contributions, while Passage 2 emphasizes artistic contributions 8 8 888 8 18. Unlike the “black tomorrow” (lines 127–128) de- scribed in Passage 2, the vision of the future of African Americans described in Passage 1 involves (A) the incorporation of African Americans into the dominant system rather than a change in dominant American cultural values (B) the restructuring of political institutions rather than maintenance of the status quo (C) the reeducation of all Americans rather than the submission of one race to another (D) a strong reliance on the lessons of the past rather than a complete rejection of the past (E) travel to foreign lands rather than the commitment to stay in America 19. Which of the following best characterizes the tone each author takes toward the dominant American culture of his time? (A) The author of Passage 1 is sarcastic, while the author of Passage 2 is respectful. (B) The author of Passage 1 is tongue-in- cheek, while the author of Passage 2 is didactic. (C) The author of Passage 1 is aggressive, while the author of Passage 2 is nonchalant. (D) The author of Passage 1 is pontifical, while the author of Passage 2 is colloquial. (E) The author of Passage 1 is deferential, while the author of Passage 2 is assertive. STOP If you finish before time is called, you may check your work on this section only. Do not turn to any other section of the test. CHAPTER 16 / PRACTICE TEST 4 813 GO ON TO THE NEXT PAGE 1. Neither the strength of the army nor how agile they were was able to compensate for the su- perior strategy of its enemy. (A) nor how agile they were (B) nor their agility (C) nor its agility (D) or how agile it was (E) or its agility 2. Although Georgia preferred to perform with her fellow band members, they were not used by her when she sang at the opening ceremony. (A) they were not used by her (B) they were not used by she (C) it was her who did not use them (D) she had not used them (E) she did not use them 3. Without rehearsing at all the previous week, the troupe performed the first act of the play in full costume. (A) Without rehearsing (B) Being that they didn’t rehearse (C) They didn’t rehearse (D) Without having rehearsed (E) They hadn’t even rehearsed A C D E B 9 9 999 9 SECTION 9 Time—10 minutes 14 questions Turn to Section 9 of your answer sheet to answer the questions in this section. Directions: For each question in this section, select the best answer from among the choices given and fill in the corresponding circle on the answer sheet. The following sentences test correctness and effectiveness of expression. Part of each sen- tence or the entire sentence is underlined; beneath each sentence are five ways of phras- ing the underlined material. Choice A repeats the original phrasing; the other four choices are different. If you think the original phrasing produces a better sentence than any of the alternatives, select choice A; if not, select one of the other choices. In making your selection, follow the require- ments of standard written English; that is, pay attention to grammar, choice of words, sentence construction, and punctuation. Your selection should result in the most effective sentence— clear and precise, without awkwardness or ambiguity. EXAMPLE: The children couldn’t hardly believe their eyes . (A) couldn’t hardly believe their eyes (B) could hardly believe their eyes (C) would not hardly believe their eyes (D) couldn’t nearly believe their eyes (E) couldn’t hardly believe his or her eyes 814 MCGRAW-HILL’S SAT GO ON TO THE NEXT PAGE 4. Not since the beginning of the resistance move- ment has the major media outlets acknowl - edged the scope of the opposition. (A) has the major media outlets acknowl- edged the scope of the opposition (B) have the major media outlets acknowl- edged the scope of the opposition (C) have the scope of the opposition been ac- knowledged by the major media outlets (D) has it been acknowledged by the major media outlets what the scope is of the opposition (E) have the major media outlets been ac- knowledging the scope of the opposition 5. We would be healthier today if we have had to hunt and scavenge for our food as our ances- tors did. (A) if we have had to hunt and scavenge (B) having hunted and scavenged (C) if we would have hunted and scavenged (D) for hunting and scavenging (E) if we had to hunt and scavenge 6. Against popular opinion , college students with strong reasoning skills are more successful than students with strong memorization skills. (A) Against popular opinion (B) Not what popular opinion says (C) Contrary to popular opinion (D) Opposite to what popular opinion says (E) Contrary to what popular opinion says 7. The school renovations should be planned so as to minimize disruption and inconvenience to teachers and students. (A) so as to minimize disruption and incon- venience to teachers and students (B) for the minimizing of disruptions and inconvenience to teachers and students (C) so that teachers and students have mini- mum disruptions and inconvenience (D) to minimize disruption and inconve- nience on the part of teachers and students (E) in order for the minimization of disrup- tion and inconvenience to teachers and students 9 9 999 9 8. Dina, having struggled for months to find a job as a writer; she finally took a position at a local advertising agency. (A) to find a job as a writer; she finally (B) to find a job as a writer, finally (C) for finding a job as a writer, finally (D) finding a job as a writer, finally (E) to find a job as a writer, so she finally 9. The fall of the Roman Empire was precipitated not so much by foreign invaders as by the delusions and indulgences of its ruling class. (A) by the delusions and indulgences of its ruling class (B) because of the delusions and indulgences of their ruling class (C) the delusions and indulgences of its rul- ing class did (D) it was by the delusions and indulgences of its ruling class (E) the delusions and indulgences of its rul- ing class 10. If the preliminary sales numbers are reliable, then Hannigan’s first book appears like it is a success. (A) like it is a success (B) like a success (C) a success (D) to be a success (E) as a success 11. The response to the revised proposal has been much more favorable than the original one . (A) the original one (B) the original one was (C) the response to the original one (D) to the one that was originally given (E) to the original one CHAPTER 16 / PRACTICE TEST 4 815 9 9 999 9 13. The strongest opposition to the sale of alcohol in the United States came in the late nine- teenth century, and this is the time when reli - gious movements preaching temperance were sweeping the nation. (A) and this is the time when religious move- ments (B) when religious movements were (C) and this is when religious movements (D) at the time in which religious move- ments were (E) when religious movements 14. Professor Angleton valued conciseness highly, telling his students to edit their papers thor- oughly for eliminating any extra superfluous information in the text. (A) for eliminating any extra superfluous (B) to eliminate any extra superfluous (C) and eliminate any superfluous (D) having eliminated any superfluous (E) in eliminating any superfluous 12. The discovery was made by a team of scientists trying to locate a gene responsible for producing a particular enzyme, but they found instead a set of genetic triggers for a predisposition to heart disease. (A) scientists trying to locate a gene respon- sible for producing a particular enzyme, but they found instead (B) scientists; trying to locate a gene respon- sible for producing a particular enzyme, but they found instead (C) scientists who, trying to locate a gene responsible for producing a particular enzyme, instead found (D) scientists that tried to locate a gene responsible for producing a particular enzyme, instead finding (E) scientists who instead, in trying to find a gene responsible for producing a particular enzyme, found STOP If you finish before time is called, you may check your work on this section only. Do not turn to any other section of the test. 816 MCGRAW-HILL’S SAT ANSWER KEY Critical Reading Section 3 Section 6 Section 8 COR. DIFF. ANS. LEV. 1. A1 2. D2 3. B3 4. C3 5. C3 6. E4 7. B4 8. D4 9. B4 10. D2 11. B1 12. A3 COR. DIFF. ANS. LEV. 13. D3 14. E2 15. A4 16. B5 17. A4 18. C3 19. E3 20. B2 21. D3 22. E5 23. B4 24. C4 COR. DIFF. ANS. LEV. 1. B1 2. D1 3. C3 4. A4 5. A5 6. B3 7. D2 8. C4 9. E4 10. E2 11. C3 12. A3 COR. DIFF. ANS. LEV. 13. B4 14. E4 15. C3 16. A4 17. A4 18. C3 19. D3 20. B1 21. A3 22. C3 23. E3 24. C4 COR. DIFF. ANS. LEV. 1. E1 2. B3 3. B2 4. D4 5. D5 6. A5 7. D4 8. A3 9. C2 10. C3 COR. DIFF. ANS. LEV. 11. A3 12. D4 13. C3 14. D5 15. D3 16. C4 17. E3 18. A5 19. E4 COR. DIFF. ANS. LEV. 1. C1 2. D1 3. A2 4. D2 5. B2 6. D2 7. E2 8. D3 9. C3 10. C3 COR. DIFF. ANS. LEV. 11. D4 12. B3 13. C3 14. B4 15. E4 16. B3 17. E5 18. A4 19. C5 20. C4 COR. DIFF. ANS. LEV. 1. B1 2. A2 3. D3 4. E3 5. D3 6. C4 7. C4 8. B5 COR. DIFF. ANS. LEV. 9. 135 2 10. 104 2 11. 30 2 12. 33 13. 18 3 14. 28 4 15. 45 4 16. 22.5 4 17. 12 4 18. 37.5 5 COR. DIFF. ANS. LEV. 1. B1 2. D2 3. A2 4. C3 5. C3 6. A3 7. C3 8. C3 9. D3 COR. DIFF. ANS. LEV. 10. D3 11. D4 12. D3 13. A4 14. B5 15. B5 16. A5 NOTE: Difficulty levels are estimates of question difficulty that range from 1 (easiest) to 5 (hardest). Math Section 2 Section 5 Section 7 Multiple-Choice Student-produced Questions Response questions Writing Section 4 Section 9 COR. DIFF. ANS. LEV. 1. B1 2. A1 3. E2 4. D2 5. D4 6. A2 7. C3 8. D3 9. B3 10. E3 COR. DIFF. ANS. LEV. 11. A4 12. B1 13. D3 14. E3 15. B3 16. B3 17. D4 18. D5 19. B3 20. E3 COR. DIFF. ANS. LEV. 21. C4 22. B4 23. D5 24. E4 25. B3 26. C4 27. C4 28. A5 29. D4 30. B4 COR. DIFF. ANS. LEV. 31. C3 32. D3 33. E3 34. A3 35. D3 COR. DIFF. ANS. LEV. 1. C1 2. E2 3. D2 4. B3 5. E4 6. C3 7. A3 COR. DIFF. ANS. LEV. 8. B4 9. A4 10. D3 11. C4 12. C4 13. E3 14. C5 Number correct Number incorrect Number correct Number incorrect Number correct Number incorrect Number correct Number incorrect Number correct Number incorrect Number correct (9–18) Number correct Number incorrect Number correct Number incorrect Number correct Number incorrect CHAPTER 16 / PRACTICE TEST 4 817 SCORE CONVERSION TABLE How to score your test Use the answer key on the previous page to determine your raw score on each section. Your raw score on each section except Section 5 is simply the number of correct answers minus 1 ⁄ 4 of the number of wrong answers. On Section 5, your raw score is the sum of the number of correct answers for questions 1–18 minus 1 ⁄ 4 of the number of wrong answers for questions 1–8. Next, add the raw scores from Sections 3, 6, and 8 to get your Critical Reading raw score, add the raw scores from Sections 2, 5, and 7 to get your Math raw score, and add the raw scores from Sections 4 and 9 to get your Writing raw score. Write the three raw scores here: Raw Critical Reading score: ____________ Raw Math score: ____________ Raw Writing score: ___________ Use the table below to convert these to scaled scores. Scaled scores: Critical Reading: _____________ Math: _____________ Writing: _____________ Critical Critical Reading Math Writing Reading Math Writing Raw Scaled Scaled Scaled Raw Scaled Scaled Scaled Score Score Score Score Score Score Score Score 67 800 32 520 550 610 66 800 31 510 550 600 65 790 30 510 540 580 64 780 29 500 530 570 63 760 28 490 530 560 62 750 27 490 520 550 61 730 26 480 510 540 60 720 25 480 500 530 59 700 24 470 490 520 58 700 23 460 480 510 57 690 22 460 480 500 56 680 21 450 470 490 55 670 20 440 460 480 54 660 800 19 440 450 470 53 650 790 18 430 450 460 52 650 760 17 420 440 450 51 640 740 16 420 430 440 50 630 720 15 410 420 440 49 620 710 800 14 400 410 430 48 620 700 800 13 400 410 420 47 610 680 800 12 390 400 410 46 600 670 790 11 380 390 400 45 600 660 780 10 370 380 390 44 590 650 760 9 360 370 380 43 590 640 740 8 350 360 380 42 580 630 730 7 340 350 370 41 570 630 710 6 330 340 360 40 570 620 700 5 320 330 350 39 560 610 690 4 310 320 340 38 550 600 670 3 300 310 320 37 550 590 660 2 280 290 310 36 540 580 650 1 270 280 300 35 540 580 640 0 250 260 280 34 530 570 630 −1 230 240 270 33 520 560 620 −2 or less 210 220 250 818 MCGRAW-HILL’S SAT College Hill™ SAT Study Plan See page 2–4 for instructions. Test # ________ RAW SCORES: CR _________ M _________ W _________ Essay _________ SCALED SCORES: CR _________ M _________ W _________ Essay _________ 1. What were your test conditions? 2. What was your pre-test routine? Goal Attack M pts CR pts W pts 500 75% 50% 30 25 22 550 80% 60% 37 32 27 600 85% 67% 45 38 31 650 90% 80% 52 44 36 700 100% 90% 59 49 40 750 100% 95% 62 52 44 800 100% 100% 66 54 47 3. Did you attack all of the questions you needed to attack? (See the table above.) 4. Did you rush to complete any section? 5. How many more raw points do you need to make your score goal? CR _______ M _______ W _______ 6. Did you make educated guesses on any questions? If so, how many points did you pick up on these questions? 7. STUDY PLAN: Use the detailed answer key after the test to review the answers to the questions you missed. Below, list the lessons linked to the questions you missed, and list the tough words you missed from the test. Lessons to Review Words to Review ___________________________________________ _____________________________________________ ___________________________________________ _____________________________________________ ___________________________________________ _____________________________________________ ___________________________________________ _____________________________________________ ___________________________________________ _____________________________________________ ___________________________________________ _____________________________________________ ___________________________________________ _____________________________________________ ___________________________________________ _____________________________________________ Get CHAPTER 16 / PRACTICE TEST 4 819 SCORE CONVERSION TABLE FOR WRITING COMPOSITE [ESSAY + MULTIPLE CHOICE] Calculate your Writing raw score as you did on the previous page and grade your essay from a 1 to a 6 according to the standards that follow in the detailed answer key. Essay score: ____________ Raw Writing score: ____________ Use the table below to convert these to scaled scores. Scaled score: Writing: _____________ Raw Essay Essay Essay Essay Essay Essay Essay Score Score 0 Score 1 Score 2 Score 3 Score 4 Score 5 Score 6 -2 or less 200 230 250 280 310 340 370 -1 210 240 260 290 320 360 380 0 230 260 280 300 340 370 400 1 240 270 290 320 350 380 410 2 250 280 300 330 360 390 420 3 260 290 310 340 370 400 430 4 270 300 320 350 380 410 440 5 280 310 330 360 390 420 450 6 290 320 340 360 400 430 460 7 290 330 340 370 410 440 470 8 300 330 350 380 410 450 470 9 310 340 360 390 420 450 480 10 320 350 370 390 430 460 490 11 320 360 370 400 440 470 500 12 330 360 380 410 440 470 500 13 340 370 390 420 450 480 510 14 350 380 390 420 460 490 520 15 350 380 400 430 460 500 530 16 360 390 410 440 470 500 530 17 370 400 420 440 480 510 540 18 380 410 420 450 490 520 550 19 380 410 430 460 490 530 560 20 390 420 440 470 500 530 560 21 400 430 450 480 510 540 570 22 410 440 460 480 520 550 580 23 420 450 470 490 530 560 590 24 420 460 470 500 540 570 600 25 430 460 480 510 540 580 610 26 440 470 490 520 550 590 610 27 450 480 500 530 560 590 620 28 460 490 510 540 570 600 630 29 470 500 520 550 580 610 640 30 480 510 530 560 590 620 650 31 490 520 540 560 600 630 660 32 500 530 550 570 610 640 670 33 510 540 550 580 620 650 680 34 510 550 560 590 630 660 690 35 520 560 570 600 640 670 700 36 530 560 580 610 650 680 710 37 540 570 590 620 660 690 720 38 550 580 600 630 670 700 730 39 560 600 610 640 680 710 740 40 580 610 620 650 690 720 750 41 590 620 640 660 700 730 760 42 600 630 650 680 710 740 770 43 610 640 660 690 720 750 780 44 620 660 670 700 740 770 800 45 640 670 690 720 750 780 800 46 650 690 700 730 770 800 800 47 670 700 720 750 780 800 800 48 680 720 730 760 800 800 800 49 680 720 730 760 800 800 800 . hardly believe his or her eyes 814 MCGRAW-HILL’S SAT GO ON TO THE NEXT PAGE 4. Not since the beginning of the resistance move- ment has the major media outlets acknowl - edged the scope of the opposition. (A). 810 MCGRAW-HILL’S SAT GO ON TO THE NEXT PAGE 8 8 888 8 forests, built your railroads and cities, and brought forth treasures from the bowels of the earth, and helped make possible this magni - cent. 260 280 34 530 570 630 −1 230 240 270 33 520 560 620 −2 or less 210 220 250 818 MCGRAW-HILL’S SAT College Hill™ SAT Study Plan See page 2–4 for instructions. Test # ________ RAW SCORES: CR _________