Barron''''s How to Prepare for the SAT 23rd Edition (2008) _02 potx

Answer Explanations 81 13. (28) Whether or not you can visualize (or draw) the second (large) square, you can calculate its area. The area of each of the four triangles is (3)(4) = 6, for a total of 24, and the area of the 5 × 5 square is 25. Then, the area of the large square is 24 + 25 = 49. Each side of the square is 7, and the perimeter is 28. 14. 〈〈3〉〉 – 〈〈4〉〉 = – = – = – = 15. 〈〈a + 3〉〉:〈〈a〉〉 = : = : = ÷= × = = 16. (19) There are at most 14 blank cards, so at least 86 of the 100 cards have one or both of the letters A and C on them. If x is the number of cards with both letters on them, then 75 + 30 – x ≤ 86 ⇒ x ≤ 105 – 86 = 19. This is illustrated in the Venn diagram below. 17. (8190) There are 26 × 26 × 9 = 6084 PIC’s with two letters and one digit, and there are 26 × 9 × 9 = 2106 PIC’s with one letter and two digits, for a total of 6084 + 2106 = 8190. 18. If the diameter of the small white circle is d, then the diameter of the large white circle is 3d, and the diameter of the largest circle is d + 3d = 4d. Then the ratio of the diameters, and hence of the radii, of the three circles is 4:3:1. Assume the radii are 4, 3, and 1. Then the areas of the circles are 16π, 9π, and π. The sum of the areas of the white circles is 10π, the shaded region is 16π – 10π = 6π, and Section 8 Critical Reading 1. A. Voles are similar to mice; however, they are also different from them, and so may be dis- tinguished from them. Note how the use of “although” in the opening phrase sets up the basic contrast here. (Contrast Signal) 2. C. Because Dr. Drew’s method proved effective, it became a model for other systems. Remember to watch for signal words that link one part of the sentence to another. The “so that” structure signals cause and effect. (Cause and Effect Signal) 3. B. The fact that the languages of the Mediterranean area were markedly (strikingly) alike eased or facilitated the movement of people and ideas from country to country. Note how the specific examples in the second part of the sentence clarify the idea stated in the first part. (Examples) 4. E. Feeling that a job has no point might well lead a person to perform it in a perfunctory (indifferent or mechanical) manner. Remember: watch for signal words that link one part of the sentence to another. “Because” in the opening clause is a cause signal. (Cause and Effect Signal) 5. B. Nelson remained calm; he was in control in spite of the panic of battle. In other words, he was imperturbable, not capable of being agi- tated or perturbed. Note how the phrase “in spite of ” signals the contrast between the subject’s calm and the surrounding panic. (Contrast Signal) 6. E. Despite his hard work trying to solve the problem, the solution was not the result or outcome of his labor. Instead, it was fortuitous or accidental. Remember to watch for signal words that link one part of the sentence to another. The use of the “was and not ” structure sets up a contrast. The missing words must be antonyms or near-antonyms. (Contrast Pattern) 7. E. The italicized introduction states that the author has had his manuscript rejected by his publisher. He is consigning or committing it to a desk drawer to set it aside as unmarketable. 6 16 π π = 3 8 . 3 8 or .375 ⎛ ⎝ ⎞ ⎠ 56 19 11 14 AC 1 8 . 1 2 3 2 1 1a+ 1 2 4a+ 1 2 1a+ 1 2 4a+ 1 2 1a+ 1 2 4a+ 1 2 1a+ 1 2 31()a++ 1 8 ⎛ ⎝ ⎞ ⎠ 1 32 . 1 32 1 16 1 2 5 1 2 4 1 2 41+ 1 2 31+ 1 32 ⎛ ⎝ ⎜ ⎞ ⎠ ⎟ 3 4 4 34 4 5 5 5 5 3 3 1 2 82 Diagnostic Test 8. B. The rejected author identifies with these base- ball players, who constantly must face “failure.” He sees he is not alone in having to con- front failure and move on. 9. B. The author uses the jogger’s comment to make a point about the mental impact Henderson’s home run must have had on Moore. He reasons that, if each step a runner takes sends so many complex messages to the brain, then Hender- son’s ninth-inning home run must have flood- ed Moore’s brain with messages, impressing its image indelibly in Moore’s mind. 10. D. The author is talking of the impact of Henderson’s home run on Moore. Registering in Moore’s mind, the home run made an impression on him. 11. C. The author looks on himself as someone who “to succeed at all must perform at an extraor- dinary level of excellence.” This level of achievement, he maintains, is not demanded of accountants, plumbers, and insurance salesmen, and he seems to pride himself on belonging to a profession that requires excellence. Thus, his attitude to members of less demanding profes- sions can best be described as superior. 12. A. The description of the writer defying his pain and extending himself irrationally to create a “masterpiece” despite the rejections of critics and publishers is a highly romantic one that elevates the writer as someone heroic in his or her accomplishments. 13. C. The author of Passage 2 discusses the advantages of his ability to concentrate. Clearly, he prizes his ability to focus on the task at hand. 14. B. When one football team is ahead of another by several touchdowns and there seems to be no way for the second team to catch up, the outcome of the game appears decided or settled. 15. E. The “larger point of view” focuses on what to most people is the big question: the outcome of the game. The author is indifferent to this larger point of view. Concentrating on his own performance, he is more concerned with the task at hand than with winning or losing the game. 16. C. Parade ground drill clearly does not entirely prepare a soldier for the reality of war. It does so only “to an extent.” By using this phrase, the author qualifies his statement, making it less absolute. 17. C. One would expect someone who dismisses or rejects most comparisons of athletics to art to avoid making such comparisons. The author, however, is making such a comparison. This reversal of what would have been expected is an instance of irony. 18. C. To learn to overcome failure, to learn to give one’s all in performance, to learn to focus on the work of the moment, to learn to have “the selfish intensity” that can block out the rest of the world—these are hard lessons that both athletes and artists learn. 19. D. Throughout Passage 2, the author stresses the advantages and the power of concentration. He believes that a person who focuses on the job at hand, rather than dwelling on past fail- ures, will continue to function successfully. Thus, this author is not particularly swayed by the Passage 1 author’s contention that a failure such as giving up a key home run can destroy an athlete. Section 9 Mathematical Reasoning 1. C. Replacing y by 2x in the equation x + y + 30 = 180, you get x + 2x + 30 = 180 ⇒ 3x = 150 ⇒ x = 50 ⇒ y = 2x = 100. 2. C. The temperature rose 8 – (–7) = 8 + 7 = 15° in 1.5 hours. The average hourly increase was 15° ÷ 1.5 = 10°. 3. D. The expression n 2 – 30 is negative whenever n 2 < 30. This is true for all integers between –5 and 5 inclusive, 11 in all. 4. D. The only thing to do is to test each set of val- ues to see which ones work and which one doesn’t. In this case, choice D, a = 3 and b = –4, does not work: 2(3) 2 + 3(–4) = 18 – 12 = 6, not 5. The other choices all work. 5. A. The slope of the line, ഞ, that passes through (–2, 2) and (3, 3) is . The slope of any line perpendicular to ഞ is = –5. 6. C. For some number x, the measures of the angles are x, 2x, and 3x; so 180 = x + 2x + 3x = 6x ⇒ x = 30. Therefore, the triangle is a 30-60-90 triangle, and the ratio of the sides is 1: :2. 7. D. By definition, a googol is equal to 10 100 . Therefore, g 2 = 10 100 × 10 100 = 10 200 , which, when it is written out, is the digit 1 followed by 200 zeros, creating an integer with 201 digits. 3 − 1 1 5 32 32 1 5 − −− = () Answer Explanations 83 8. E. The graph of y = f(x – 3) is the graph of y = f(x) shifted 3 units to the right, as shown in choice D. The graph of y = –f(x – 3) reflects choice D in the x-axis, resulting in graph E. 9. A. Since C = 2πr, then r = , and area of circle = πr 2 = π = π = 10. B. 11. C. . 12. E. Joanna needed to drive the m miles in h + hours. Since r = , to find her rate, you divide the distance, m, by the time, 13. A. In the figure below, the area of ᭝ABC is (4)(5) = 10. Then the area of the shaded region is 10 minus the areas of the small white square and triangle: 10 – 4 – 2 = 4. 14. D. Since y varies inversely with x, there is a constant k such that xy = k. Then k = (4)(10) = 40, and 40 = x(20) ⇒ x = 2. Also, since y varies directly with z, there is a constant m such that = m, so m = . Then ⇒ 5z = 80 ⇒ z = 16, and so x + z = 2 + 16 = 18. 15. E. To find the average of three numbers, divide their sum by 3: . To simplify this fraction, divide each term in the numerator by 3: = 3 29 + 3 59 + 3 89 . 16. D. By the Pythagorean theorem, a 2 + b 2 = 10 2 = 100; and since the area is 20, ab = 20 ⇒ ab = 40, and 2ab = 80. Expand: (a + b) 2 = a 2 + 2ab + b 2 = (a 2 + b 2 ) + 2ab. Then (a 2 + b 2 ) + 2ab = 100 + 80 = 180. Section 10 Writing Skills 1. D. Error in logical comparison. Compare voices with voices, not voices with singers. 2. C. Run-on sentence. Choice C corrects the error by turning the initial clause (“The … blackboard”) into a participial phrase (“After … blackboard”) and changing the subject of the main clause from he to the mathematics teacher. 3. C. Error in usage. Do not use when after is in making a definition. 4. D. Shift in number. The subject, students, is plural; the subject complement should be plural as well. Change tumbler to tumblers. 5. E. Lack of parallelism. The “both … and” construction provides parallel structure. 1 2 a b 10 3 3 3 3 3 3 30 60 90 ++ 333 3 30 60 90 ++ 5 4 20 = z 10 8 5 4 = y z A B C 5 4 4 2 1 2 m h + = + 1 2 2 21 m h . h + ⎛ ⎝ ⎞ ⎠ 1 2 : d t 1 2 xx⇒= ⇒ = =64 64 8 xxx−−=⇒ −=⇒−=15 5 2 15 7 15 49 = 2222 16 16 1 2 1 2 ⋅⋅⋅ () == =4 4 8 16 32 4 8 16 32 1 2 1 3 1 4 1 5 1 2 3 4 5 1 2 ⋅⋅ ⋅ ⎛ ⎝ ⎜ ⎞ ⎠ ⎟ =⋅⋅⋅ () = C 2 4π . C 2 2 4π ⎛ ⎝ ⎜ ⎞ ⎠ ⎟ C 2 2 π ⎛ ⎝ ⎞ ⎠ C 2π 84 Diagnostic Test 6. B. Wordiness. Choice B makes the writer’s point simply and concisely. 7. C. Error in logical comparison. Compare audiences with audiences, not with theaters. 8. D. Dangling participle. Ask yourself who is observing the preschoolers’ interactions. 9. E. Error in subject-verb agreement. In a “neither … nor” construction, if one subject is singular and the other is plural, the verb agrees with the nearer subject. Here, the subject nearer to the verb is islands (plural). The verb should be plural as well. Change was prepared to were prepared. 10. A. Sentence is correct. 11. A. Sentence is correct. 12. E. Lack of parallelism. Choice E has parallel structure. 13. C. Error in subject-verb agreement. The subject, demand, is singular; the verb should be singular as well. Change are to is. 14. D. Sentence fragment. Choice D economically corrects the fragment. Tactics, Strategies, Practice: Critical Reading ■ Chapter 4: The Sentence Completion Question ■ Chapter 5: The Critical Reading Question ■ Chapter 6: Build Your Vocabulary PART THREE All three critical reading sections start with “fill-in-the-blank” sentence completion questions. Consider them warm-up exercises: to answer them correctly, you’ll have to use both your reading comprehension and vocabulary skills. You will then be prepared for the critical reading portions of the test. The sentence completion questions ask you to choose the best way to complete a sentence from which one or two words have been omitted. The sentences deal with the sorts of topics you’ve probably encountered in your general reading: ballet, banking, tarantulas, thunderstorms, paint- ings, plagues. However, this is not a test of your general knowledge, although you may feel more comfortable if you are familiar with the topic the sentence is discussing. If you’re unfamiliar with the topic, don’t worry about it. You should be able to answer any of the questions using what you know about how the English language works. Here is a set of directions for the sentence completion questions that has appeared on actual SAT exams for several years. From time to time the SAT-makers come up with different sentences as examples. However, the basic directions vary hardly at all. Master them now. Don’t waste your test time re-reading familiar directions. Spend that time answer- ing additional questions. That’s the way to boost your score! Each sentence below has one or two blanks, each blank indicating that something has been omitted. Beneath the sentence are five lettered words or sets of words. Choose the word or set of words that best fits the meaning of the sentence as a whole. Example: Medieval kingdoms did not become constitutional republics overnight; on the contrary, the change was (A) unpopular (B) unexpected (C) advantageous (D) sufficient (E) gradual The phrase on the contrary is your key to the correct answer. It is what we call a signal word: it signals a contrast. On the contrary sets up a contrast between a hypo- thetical change—the change you might have assumed took place—and the actual change. Did medieval kingdoms turn into republics overnight ? No, they did not. Instead of happening overnight, the actual change took time: it was gradual . The correct answer is Choice E, gradual . Now that you know what to expect on sentence completion questions, work through the following tactics and learn to spot the signals that will help you fill in the blanks. Then do the practice exercises at the end of the chapter. The Sentence 4 Completion Question ■ Testing Tactics ■ Long-Range Strategies ■ Practice Exercises ■ Answer Key 87 Ꭽ Ꭾ Ꭿ ൳ Testing Tactics 88 The Sentence Completion Question First, Read the Sentence Carefully to Get a Feel for Its Meaning. Have you ever put together a jigsaw puzzle and wound up missing one final piece? There you are, staring at the almost complete picture. You know the shape of the missing piece. You can see where it fits. You know what its col- oration must be. You know, because you’ve looked hard at the incomplete picture, and you’ve got a sense of what’s needed to make it whole . That’s the position you’re in when you’re working with sentence completion questions. You have to look hard at that incomplete sentence, to read it carefully to get a sense of its drift. Once you’ve got a feel for the big picture, you’ll be ready to come up with an answer choice that fits. Before You Look at the Choices, Think of a Word That Makes Sense. Your problem here is to find a word that best completes the sentence’s thought. Before you look at the answer choices, try to come up with a word that makes logical sense in this context. Then look at all five choices supplied by the SAT- makers. If the word you thought of is one of your five choices, select it as your answer. If the word you thought of is not one of your five choices, look for a synonym of that word. See how the process works in dealing with the following sentence. The psychologist set up the experiment to test the rat’s ; he wished to see how well the rat adjusted to the changing conditions it had to face. Note how the part of the sentence following the semi-colon (the second clause, in technical terms) is being used to define or clarify what the psychologist is trying to test. He is trying to see how well the rat adjusts . What words does this suggest to you? Flexibility , possibly, or adaptability . Either of these words could complete the sentence’s thought. Here are the five answer choices given. (A) reflexes (B) communicability (C) stamina (D) sociability (E) adaptability The answer clearly is adaptability , Choice E. 1 Tactic 2 Tactic Look at All the Possible Answers Before You Make Your Final Choice. You are looking for the word that best fits the meaning of the sentence as a whole. Don’t be hasty in picking an answer. Test each answer choice, substituting it for the missing word. That way you can satisfy yourself that you have come up with the answer that best fits. Follow this tactic as you work through the following question. Physical laws do not, of course, in themselves force bodies to behave in a certain way, but merely how, as a matter of fact, they do behave. (A) determine (B) preclude (C) counteract (D) describe (E) commend When you looked at the answer choices, did you find that one seemed to leap right off the page? Specifically, did Choice A, determine , catch your eye? A hasty reader might easily focus on Choice A, but in this sentence determine doesn’t really work. However, there are reasons for its appeal. Determine often appears in a scientific context. It’s a word you may have come across in class discussions of experi- ments: “By flying a kite during a lightning storm, Ben Franklin tried to determine (find out; discover) just how lightning worked.” Here, determine is an eye-catcher, an answer choice set up to tempt the unwary into guessing wrong. Eye-catchers are 3 Tactic words that somehow come to mind after reading the statement. They’re related in a way; they feel as if they belong in the statement, as if they’re dealing with the same field. Because you have seen determine previously in a scientific context, you may want to select it as your answer without thinking the sentence through. However, you must take time to think it through, to figure out what it is about. Here it’s about physical laws (the law of gravity, for example). It says physical laws don’t force bodies to act in a specific way. (The law of gravity didn’t make the apple fall on Isaac Newton’s head; the force of gravity did.) The sentence goes on to clarify what physical laws actually do. What do they do? Do physical laws make discoveries about how bodies behave? No. People make discoveries about how bodies behave. Then people write down physical laws to describe what they have discovered. The correct answer to this question is Choice D, describe . Be suspi- cious of answer choices that come too easily. Testing Tactics 89 Watch Out for Negative Words and Prefixes. No , not , none ; non -, un -, in These negative words and word parts are killers, especially in combination. The damage to the car was insignificant. (“Don’t worry about it—it’s just a scratch.”) The damage to the car was not insignificant. (“Oh, no, Bart! We totaled Mom’s car!”) Watch out for not : it’s easy to overlook, but it’s a key word, as the following sentence clearly illustrates. Madison was not person and thus made few public addresses; but those he made were memorable, filled with noble phrases. (A) a reticent (B) a stately (C) an inspiring (D) an introspective (E) a communicative What would happen if you overlooked not in this question? Probably you’d wind up choosing Choice A: Madison was a reticent (quiet; reserved) man. For this reason he made few public addresses. Unfortunately, you’d have gotten things backward. The sentence isn’t telling you what Madison was like. It’s telling you what he was not like. And he was not a communicative person; he didn’t express himself freely. However, when he did get around to expressing himself, he had valuable things to say. Choice E is the correct answer. Use Your Knowledge of Context Clues to Get at the Meanings of Unfamiliar Words. If a word used in a sentence is unfamiliar, or if an answer choice is unknown to you, look at its context in the sentence to see whether the context provides a clue to the meaning of the word. Often authors will use an unfamiliar word and then immediately define it within the same sentence. The of Queen Elizabeth I impressed her contem- poraries: she seemed to know what dignitaries and foreign leaders were thinking. (A) symbiosis (B) malevolence (C) punctiliousness (D) consternation (E) perspicacity Looking at the five answer choices, you may feel unequipped to try to tackle the sentence at all. However, the clause that immediately follows the colon (“she seemed to know what…leaders were thinking”) is there to explain and clarify that missing word. The two groups of words are juxtaposed—set beside one another—to make their relationship clear. The missing word has something to do with the queen’s ability to see through those foreign leaders and practically read their thoughts. Now that you know the missing word’s general meaning, go through the answer choices to see which one makes sense. Symbiosis means living together cooperatively or intimately (as in “a symbiotic relationship”). It has nothing to do with being insightful or astute; you can eliminate Choice A. Malevolence means ill-will. The queen’s ability shows her perceptiveness, not her ill-will; you can eliminate Choice B. Punctiliousness means carefulness about observing all the proper formalities; you can eliminate Choice C. Consternation means amazement or alarm. Elizabeth was clear-sighted, not confused or amazed; you can eliminate Choice D. Only Choice E is left, perspicacity . Elizabeth’s ability to know the thoughts of foreign leaders demonstrates her acute mental vision or discernment, in other words, her perspicacity. The correct answer is Choice E. 4 Tactic 5 Tactic Break Down Unfamiliar Words Into Recognizable Parts. 90 The Sentence Completion Question If you’re having vocabulary trouble, look for familiar parts— prefixes, suffixes, and roots—in unfamiliar words. Note that your knowledge of word parts could have helped you answer the previous question. Suppose you had been able to eliminate two of the answer choices and were trying to decide among three unfamiliar words, symbiosis , punctiliousness , and perspicacity . By using what you know about word parts, you still could have come up with the correct answer. Take a good look at perspicacity . Do you know any other words that begin with the letters per- ? What about per- vade , to spread through? The prefix per- means thoroughly or through. Next look at the letters spic . What other words contain those letters? Take despicable , for example, or conspicuous . A despicable person deserves to be looked down on. A conspicuous object is noticeable; it must be looked at. The root spic means to look at or see. Queen Elizabeth I had the ability to see through surfaces and perceive people’s inner thoughts. In a word, she had perspicacity . Watch for Signal Words That Link One Part of the Sentence to Another. Writers use transitions to link their ideas logically. These transitions or signal words are clues that can help you figure out what the sentence actually means. Contrast Signals Look for words or phrases that indicate a contrast between one idea and another. In such cases an antonym or near- antonym for another word in the sentence should be the correct answer. Signal Words although in contrast on the other hand but in spite of rather than despite instead of still even though nevertheless yet however on the contrary See how a contrast signal works in the following easy question. In sharp contrast to the previous night’s revelry, the wedding was affair. (A) a fervent (B) a dignified (C) a chaotic (D) an ingenious (E) a jubilant In sharp contrast signals you explicitly to look for an antonym or near-antonym of another word or idea in the sentence. The wedding, it suggests, is different in character from the party the night before. What was that party like? It was revelry : wild, noisy, even drunken partying. The wedding, therefore, was not wild and noisy. Instead, it was calm and formal; it was dignified (stately, decorous). The correct answer is Choice B, dignified . Support Signals Look for words or phrases that indicate that the omitted por- tion of the sentence supports or continues a thought devel- oped elsewhere in the sentence. In such cases, a synonym or near-synonym for another word in the sentence should be the correct answer. Signal Words additionally furthermore also in addition and likewise besides moreover See how and works as a support signal in the following question. During the Middle Ages, plague and other deci- mated the populations of entire towns. (A) pestilences (B) immunizations (C) proclivities (D) indispositions (E) demises The presence of and linking two items in a series indicates that the missing word may be a synonym or near-synonym for the other linked word. In this case, pestilences are, like the plague , deadly epidemic diseases: the medieval Black Plague was one type of pestilence. The correct answer is Choice A. Note, by the way, that the missing word, like plague , must be a word with extremely negative associations. Therefore, you can eliminate any word with positive or neutral ones. You can even eliminate words with mildly negative connotations. Immunizations (processes giving the ability to resist a dis- ease) have positive effects: you may dislike your flu shot, but you prefer it to coming down with the flu. You can eliminate Choice B. Proclivities (natural tendencies), in themselves, are neutral (you can have a proclivity for championing the rights of underdogs, or a proclivity for neatness, or a proclivity for violence); they are not by definition inevitably negative. Therefore, you can eliminate Choice C. Similarly, while indispositions (slight illnesses; minor unwillingness) are negative, they are only mildly so. You can eliminate Choice D. Choice E, demises (deaths) also fails to work in this context. Thus, you are left with the correct answer, Choice A. 6 Tactic 7 Tactic [...]... ability to work out the meaning of words from their context often are worded: As it is used in the passage, the term can best be described as The phrase is used in the passage to mean that In the passage, the word means The author uses the phrase to describe The author states all of the following EXCEPT According to the passage, which of the following is true of the According to the passage, the chief... in the parenthetical comment “let actors stand for the set of performing artists” (lines 50–51)? (A) Indicating that actors should rise out of respect for the arts (B) Defining the way in which he is using a particular term (C) Encouraging actors to show tolerance for their fellow artists (D) Emphasizing that actors are superior to other performing artists (E) Correcting a misinterpretation of the. .. Others ask you to interpret the passages, to make judgments about them These questions are modeled on questions on the SAT The chapter begins with basic advice about the SAT critical reading sections Tactics 1–7 tell you how to deal with SAT reading questions in general Tactics 8–14 give you the answers to the questions on the three SAT passages, plus solid hints about how to answer each type of question... of actors 7 The phrase “bring all these skills to bear” in lines 65–66 is best taken to mean that the athlete (A) comes to endure these skills (B) carries the burden of his talent (C) applies these skills purposefully (D) causes himself to behave skillfully (E) influences himself to give birth to his skills 8 To the author of Passage 2, freedom for performers depends on (A) their subjection of the audience... italicized introductory material and tackle the passage’s opening sentences, 2 Use the Line References in the Questions to Be Sure You’ve Gone Back to the Correct Spot in the Passage Ta ct ic Most of the reading passages on the SAT tend to be long Fortunately, the lines are numbered, and the questions often refer you to specific lines in the passage by number It takes 3 It is hard to concentrate when... from the exhaustion of their forty-day journey The doctor is retorting: he is replying sharply to Dawson’s positive remark about the French having behaved well The doctor has judged the French In his eyes, they have not behaved well Go through the answer choices one by one to see which choice comes closest to matching your sense of the doctor’s tone Choice A is incorrect Nothing in the passage specifically... test your ability to find the central thought of a passage or to judge its significance often take the following form: The main point of the passage is to The passage is primarily concerned with The author’s primary purpose in this passage is to The chief theme of the passage can be best described as Which of the following titles best describes the content of the passage? Which of the following statements... Questions that test your ability to sense an author’s or character’s emotional state often take the form: The author’s attitude to the problem can best be described as Which of the following best describes the author’s tone in the passage? The author’s tone in the passage is that of a person attempting to The author’s presentation is marked by a tone of The passage indicates that the author experiences a feeling... in the flesh 116 The Critical Reading Question 11 A Passage 1 indicates DiMaggio always played hard to live up to his reputation and to perform well for anyone in the stands who had never seen him play before Clearly, he wanted the spectators to have a good opinion of him Passage 2, however, presents a more complex picture of the relationship between the performer and his audience On the one hand, the. .. hard the games, after all, no longer meant so much “Because there might be somebody out there who’s never seen me play before,” he answered Passage 2 (50) Athletes and actors—let actors stand for the set of performing artists—share much They share the need to make gesture as fluid and economical as possible, to make out of a welter of choices the single, precisely right one They share the need for (55) . overcome failure, to learn to give one’s all in performance, to learn to focus on the work of the moment, to learn to have the selfish intensity” that can block out the rest of the world—these are hard. dealing with the following sentence. The psychologist set up the experiment to test the rat’s ; he wished to see how well the rat adjusted to the changing conditions it had to face. Note how the part. by several touchdowns and there seems to be no way for the second team to catch up, the outcome of the game appears decided or settled. 15. E. The “larger point of view” focuses on what to most

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