Brownstein S., et al. Barron''''s GRE.12th.ed.(Barrons)(669s)(1997) Episode 1 Part 5 docx

112 Reading Comprehension Questions part of the earth’s crust, but they are generally covered at the surface by a relatively thin layer of sedimentary or metamorphic rocks Igneous rocks are distinguished by the following characteristics: (1) they contain no fossils; (2) they have no regular arrangement of layers; and (3) they are nearly always made up of crystals Sedimentary rocks are composed largely of minute fragments derived from the disintegration of existing rocks and in some instances from the remains of animals As sediments are transported, individual fragments are assorted according to size Distinct layers of such sediments as gravels, sand, and clay build up, as they are deposited by water and occasionally wind These sediments vary in size with the material and the power of the eroding agent Sedimentary materials are laid down in layers called strata When sediments harden into sedimentary rocks, the names applied to them change to indicate the change in physical state Thus, small stones and gravel cemented together are known as conglomerates: cemented sand becomes sandstone; and hardened clay becomes shale In addition to these, other sedimentary rocks such as limestone frequently result from the deposition of dissolved material The ingredient parts are normally precipitated by organic substances, such as shells of clams or hard skeletons of other marine life Both igneous and sedimentary rocks may be changed by pressure, heat, solution, or cementing action When individual grains from existing rocks tend to deform and interlock, they are called metamorphic rocks For example, granite, an igneous rock, may be metamorphosed into a gneiss or a schist Limestone, a sedimentary rock, when subjected to heat and pressure may become marble, a metamorphic rock Shale under pressure becomes slate The primary purpose of the passage is to (A) differentiate between and characterize igneous (C) show how the scientific names of rocks reflect (D) define and describe several diverse kinds of rocks 1, The relationship between igneous and sedimentary rocks may best be compared to the relationship between (A) (B) (C) (D) (E) leaves and compost water and land DNA and heredity nucleus and cell wall sand and clay The passage contains information that would answer which of the following questions? I II II Which elements form igneous rocks? What produces sufficient pressure to alter a rock? Why is marble called a metamorphic rock’? (B) IHHonly (A) Ionly (E) (D) H and HHIonly (C) land If only I, Il, and Ill Which of the following methods 1s NOT used by the author? (A) inclusion of concrete examples (B) (C) classification and discussion comparison and contrast (E) cause and effect (D) observation and hypothesis 10 The author’s tone in the passage can best be described as (A) meditative (B) objective (C) ironic (D) concerned (E) bombastic and sedimentary rocks (B) explain the factors that may cause rocks to change in form the rocks’ composition (E) explain why rocks are basic parts of the earth’s structure All of the following are sedimentary rocks EXCEPT (A) shale (B) gravel (C) sand (D) limestone (E) schist The passage would be most likely to appear in a (A) technical article for geologists (B) teaching manual accompanying an earth science (C) text pamphlet promoting conservation of natural resources (D) newspaper feature explaining how oil is found (E) nonfiction book explaining where to find the results of sedimentation Although vocal cords are lacking in cetaceans, phonation is undoubtedly centered in the larynx The toothed whales or odontocetes (sperm whale and porpoises) are much more vociferous than the (5) whalebone whales, or mysticetes In this country observers have recorded only occasional sounds from two species of mysticetes (the humpback and right whale) A Russian cetologist reports hearing sounds from at least five species of whalebone (10) whales but gives no details of the circumstances or descriptions of the sounds themselves Although comparison of the sound-producing apparatus in the two whale groups cannot yet be made, it is interesting to note that the auditory centers of the (15) brain are much more highly developed in the odontocetes than in the mysticetes, in fact, to a degree unsurpassed by any other mammalian group Reading Comprehension Questions 11 The passage contains information that would answer which of the following questions? I II III What are odontocetes and mysticetes? In which part of the body whales produce sounds? In which animals is the auditory center of the brain most developed? (A) Ionly (D) 12 (B) Honly HandlHonly (C) Iand II only (EE) I, II, and III The author’s attitude toward the observations reported by the Russian cetologist mentioned in lines With the assistance of Williams, she was success- (30) ful in having blacks selected to NYA posts at the national, state, and local levels But she also wanted a black presence throughout the federal government At the beginning of the war she joined other black leaders in demanding appointments to (35) the Selective Service Board and to the Department of the Army; and she was instrumental in 1941 in securing Earl Dickerson’s membership on the Fair Employment Practices Committee By 1944, she was still making appeals for black representation in (40) 8—11 is best described as one of (A) admiration (C) surprise (B) indignation (D) skepticism (E) pessimism 13 It can be inferred from the passage that (A) animals with more highly developed auditory apparatuses tend to produce more sounds (B) animals without vocal cords tend to produce as much sound as those with vocal cords (C) highly intelligent animals tend to produce more sound than less intelligent species (D) the absence of vocal cords has hindered the adaptation of cetaceans (E) sound is an important means of communication among whales *Like her white friends Eleanor Roosevelt and Aubrey Williams, Mary Bethune believed in the fundamental commitment of the New Deal to assist the black American’s struggle and in the need for (5) blacks to assume responsibilities to help win that struggle Unlike those of her white liberal associates, however, Bethune’s ideas had evolved out of a long experience as a “race leader.” Founder of a small black college in Florida, she had become (10) widely known by 1935 as an organizer of black women’s groups and as a civil and political rights activist Deeply religious, certain of her own capabilities, she held a relatively uncluttered view of what she felt were the New Deal’s and her own (15) people’s obligations to the cause of racial justice Unafraid to speak her mind to powerful whites, including the President, or to differing black factions, she combined faith in the ultimate willingness of whites to discard their prejudice and bigotry (20) with a strong sense of racial pride and commitment to Negro self-help More than her liberal white friends, Bethune argued for a strong and direct black voice in initiating and shaping government policy She pursued (25) this in her conversations with President Roosevelt, in numerous memoranda to Aubrey Williams, and in her administrative work as head of the National Youth Administration’s Office of Negro Affairs *Note that this passage is representative of the time it discusses, and therefore uses the terminology commonly accepted in that period 113 “all public programs, federal, state, and local,” and “in policy-making posts as well as rank and file jobs.” Though recognizing the weakness in the Roosevelt administration’s response to Negro needs, (45) Mary Bethune remained in essence a black partisan champion of the New Deal during the 1930s and 1940s Her strong advocacy of administration policies and programs was predicated on a number of factors: her assessment of the low status of black (50) Americans during the Depression; her faith in the willingness of some liberal whites to work for the inclusion of blacks in the government’s reform and recovery measures; her conviction that only mas- sive federal aid could elevate the Negro economi(55) cally; and her belief that the thirties and forties were producing a more self-aware and self-assured black population Like a number of her white friends in government, Bethune assumed that the preservation of democracy and black people’s “full (60) integration into the benefits and the responsibilities” of American life were inextricably tied together She was convinced that, with the help of a friendly government, a militant, aggressive “New Negro” would emerge out of the devastation of (65) depression and war, a “New Negro” who would ‘save America from itself,’ who would lead America toward the full realization of its democratic ideas 14 The author’s main purpose in this passage is to (A) criticize Mary Bethune for adhering too closely to New Deal policies (B) argue that Mary Bethune was too optimistic in her assessment of race relations (C) demonstrate Mary Bethune’s influence on black (E) summarize the attainments of blacks under the progress during the Roosevelt years (D) point out the weaknesses of the white liberal approach to black needs 15 auspices of Roosevelt’s New Deal It can be inferred from the passage that Aubrey Williams was which of the following? I II III A man with influence in the National Youth Administration C>e 16 17 18 19, 20 #> >\ÀZ7>EmGŒG 16 17 18 19 20 & O mmr SPamoon I1 12 13 14 15 AAAOD ©E£E >> SO OND ^aœoom ARON > Antonym Exercise A re &O I1 12 dome 13 14 15 QD Sœ£zC SOHN SmROmO ABR WN † Antonym Exercise B S I1 mama AMAR II 12 13 14 15 S Swoœmo mone A PWN — Antonym Exercise C 13 14 15 #ŒGe=œ=œCEC fom II 12 13 14 15 >> 12 mano œ> ? ©\oœ mo WN AR — Antonym Exercise D ©Swøœmo #tœŒ>EFEC A Bh C2 b2) Antonym Exercise E REVIEWING VOCABULARY Mi GRE High-Frequency Words Mi Master Word List Mi Basic Word Parts Now that you have mastered the appropriate strategies for dealing with the four basic types of questions on the Graduate Record Examination that test your verbal ability, you have the opportunity to spend some time refining your vocabulary and acquainting yourself with the fine shades of meaning that words possess Studies show that, where the average high school graduate recognizes about 50,000 words, the average college graduate recognizes around 70,000 The increase indicates that during your four years of college you have rapidly acquired about 20,000 new words (many of them technical terms from a variety of disciplines), some of which may have connotations and nuances that still escape you The best way to develop a powerful vocabulary is to read extensively and well However, it is possible to fine-tune your vocabulary by exploring unabridged dictionaries, in which usage notes make clear the fine distinctions between related words, and by studying high-level vocabulary lists, such as our 3,500-word Master Word List This chapter presents the Master Word List and a Basic Word Parts List, a chart of prefixes, roots, and suffixes that may provide you with clues to the meanings of unfamiliar words The chapter begins with the GRE High-Frequency Word List, 333 words that have occurred and reoccurred on GREs published in the 1980s and 1990s The GRE High-Frequency Word List How many of the following words you think you know? Half? Even more? First, check off those words that you recognize Then, look up all 333 words and their definitions in our Master Word List Pay particular attention to the following: Words you recognize but cannot define You have a feel for these the brink of Knowing them Effort ing these “borderline” words will use in a sentence or words—you are on you put into masterpay off soon Words you thought you knew—but didn’t See whether any of them are defined in an unexpected way If they are, make a special note of them As you know from the preceding chapters, the GRE often stumps students with questions based on unfamiliar meanings of familiar-looking words other side write a concise definition—two or three words at most—for each major meaning of the word you want to learn Include an antonym, too: the synonym-antonym associations can help you remember both words To fix the word in your mind, use it in a short phrase Then write that phrase down Memorizing the Flash Card Carry a few of your flash cards with you every day Look them over whenever you have a spare moment or two Work in short bursts Try going through five flash cards at a time, shuffling through them quickly so that you can build up your rapid sight recognition of the words for the test You want these words and their antonyms to spring to your mind instantaneously In the course of your undergraduate career, you have undoubtedly developed your own techniques for building your vocabulary One familiar technique—flash cards— often is used less than effectively Students either try to cram too much information onto a flash card or try to cram too many flash cards into a practice session If you wish to work with flash cards, try following these suggestions: Test your memory: don’t look at the back of the card unless you must Go through your five cards several times a day Then, when you have mastered two or three of the cards and have them down pat, set those cards aside and add a couple of new ones to your working pile That way you will always be working with a limited group, but you won't be wasting time reviewing words you already recognize on sight Writing the Flash Card Be brief—but include all the information you need On one side write the word On the Never try to master a whole stack of flash cards in one long cram session It won't work 131 ... Exercise A l B C 11 C 16 D B E 12 D 17 D E A 13 D 18 C B E 14 A 19 E E 10 D 15 B 20 E Reading Comprehension Exercise B l A E 11 D 16 B D C 12 B 17 A C E 13 E 18 C B C 14 A 19 E D 10 C 15 A 20 B Reading... eCuemee 16 17 18 19 20 C>C>e 16 17 18 19 , 20 #> >\ÀZ7>EmGŒG 16 17 18 19 20 & O mmr SPamoon I1 12 13 14 15 AAAOD ©E£E >> SO OND ^aœoom ARON > Antonym Exercise A re &O I1 12 dome 13 14 15 QD Sœ£zC... l C B ll C 16 A B A 12 D 17 B A & B 13 A 18 D D D 14 C 19 B 5, E 10 B 15 C 20 E Reading Comprehension Exercise D l B B 11 A 16 C E E 12 D 17 B D D 13 A 18 E C B 14 B 19 B A 10 C 15 D 20 A Reading