Accuplacer Sample For English

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\plain\pard\sl-445 \li0 \ri2210 \expndtw3 \b \f20 \fs36 \cf23 Sentence Skills
\plain\par
\sl-200\fs20\par\pard\pard\sl-323 \li0 \ri249 \expndtw-4 \f50 \fs24 \cf1 In an A
CCUPLACER placement test, there are 20
\plain\par
\pard\sl-287 \li0 \ri1302 \expndtw-1 \f50 \fs24 \cf1 Sentence Skills questions o
f two types.
\plain\par
\pard\sl-368 \li0 \ri288 \fi100 \expndtw-17 {\cf1 \f0\fs36 \bullet }\f50 \fs24 \
cf1 The first type is sentence correction questions
\plain\par
\pard\sl-287 \li360 \ri658 \expndtw0 \f50 \fs24 \cf1 that require an understandi
ng of sentence
\plain\par
\pard\sl-288 \li360 \ri447 \expndtw-1 \f50 \fs24 \cf1 structure. These questions
ask you to choose
\plain\expndtw-1 \f50 \fs24 \cf1 the most appropriate word or phrase for the
\plain\expndtw0 \f50 \fs24 \cf1 underlined portion of the sentence.
\plain\par
cf1 The second type is construction shift questions.
\plain\par
\pard\sl-287 \li360 \ri248 \expndtw-3 \f50 \fs24 \cf1 These questions ask that a
sentence be rewritten
\plain\par
\pard\sl-288 \li360 \ri41 \expndtw0 \f50 \fs24 \cf1 according to the criteria sh
own while maintaining
\plain\par
\pard\sl-288 \li360 \ri551 \expndtw0 \f50 \fs24 \cf1 essentially the same meanin
g as the original
\plain\expndtw-8 \f50 \fs24 \cf1 sentence.
\plain\par
\pard\sl-368 \li0 \ri205 \expndtw0 \f50 \fs24 \cf1 Within these two primary cate
gories, the questions
\plain\par
\pard\sl-287 \li0 \ri0 \expndtw-19 \f50 \fs24 \cf1 are also classified according
to the skills being tested.
\plain\par
\pard\sl-288 \li0 \ri224 \expndtw0 \f50 \fs24 \cf1 Some questions deal with the
logic of the sentence,
\plain\expndtw0 \f50 \fs24 \cf1 others with whether or not the answer is a compl
ete
\plain\par
\pard\sl-288 \li0 \ri640 \expndtw0 \f50 \fs24 \cf1 sentence, and still others wi
th the relationship
\plain\expndtw0 \f50 \fs24 \cf1 between coordination and subordination.
\plain\par
\sl-203\fs20\par\sl-240\fs24\par\pard\pard\sl-431 \li0 \ri970 \expndtw3 \b \f20
\fs36 \cf23 Sentence Skills Sample
\plain\par
\pard\sl-431 \li0 \ri3031 \expndtw2 \b \f20 \fs36 \cf23 Questions
\plain\par
\sl-312\fs31\par\pard\pard\sl-332 \li0 \ri2056 \expndtw-6 \b \f50 \fs24 \cf1 Dir
ections for questions 1-5
\plain\par
\pard\sl-408 \li0 \ri340 \expndtw3 \i \f50 \fs24 \cf1 Select the best version of
the underlined part of the
\plain\par
\pard\sl-287 \li0 \ri287 \expndtw2 \i \f50 \fs24 \cf1 sentence. The first choice
is the same as the original
\plain\par
\pard\sl-288 \li0 \ri398 \expndtw2 \i \f50 \fs24 \cf1 sentence. If you think the
original sentence is best,
\plain\expndtw2 \i \f50 \fs24 \cf1 choose the first answer.
\plain\par
\sl-145\fs15\par\pard\pard\sl-269 \li0 \ri156 \expndtw0 \f50 \fs20 \cf1 1. Stamp
collecting{\ul }{\ul b}{\ul e}{\ul i}{\ul n}{\ul g}{\ul }{\ul a}{\ul }{\ul h
}{\ul o}{\ul b}{\ul b}{\ul y}{\ul }{\ul t}{\ul h}{\ul a}{\ul t}{\ul }{\ul i}{\
ul s} sometimes used in
\plain\par
\pard\sl-230 \li0 \ri706 \fi300 \expndtw0 \f50 \fs20 \cf1 the schools to teach e
conomics and social studies.
\plain\par
\pard\sl-279 \li420 \ri2437 \expndtw0 \f50 \fs20 \cf1 A. being a hobby that is
\plain\par
\pard\sl-240 \li420 \ri2304 \expndtw0 \f50 \fs20 \cf1 B. is a hobby because it i
s
\plain\par
\pard\sl-240 \li420 \ri2729 \expndtw0 \f50 \fs20 \cf1 C. which is a hobby
\plain\par
\pard\sl-240 \li420 \ri3213 \expndtw0 \f50 \fs20 \cf1 D. is a hobby
\plain\par
\pard\sl-350 \li0 \ri368 \expndtw0 \f50 \fs20 \cf1 2.{\ul }{\ul K}{\ul n}{\ul o
}{\ul c}{\ul k}{\ul e}{\ul d}{\ul }{\ul s}{\ul i}{\ul d}{\ul e}{\ul w}{\ul a}{\
ul y}{\ul s}{\ul ,}{\ul }{\ul t}{\ul h}{\ul e}{\ul }{\ul s}{\ul t}{\ul a}{\ul
t}{\ul u}{\ul e}{\ul }{\ul l}{\ul o}{\ul o}{\ul k}{\ul e}{\ul d} as if it would
fall.
\plain\par
\pard\sl-280 \li420 \ri1281 \expndtw0 \f50 \fs20 \cf1 A. Knocked sideways, the s
tatue looked
\plain\par
\pard\sl-240 \li420 \ri961 \expndtw0 \f50 \fs20 \cf1 B. The statue was knocked s
ideways, looked
\plain\par
\pard\sl-240 \li420 \ri1318 \expndtw0 \f50 \fs20 \cf1 C. The statue looked knock
ed sideways
\plain\par
\pard\sl-240 \li420 \ri1164 \expndtw0 \f50 \fs20 \cf1 D. The statue, looking kno
cked sideways,
\par
\column
\plain\pard\sl-337 \li0 \ri518 \expndtw0 \f50 \fs20 \cf1 3.{\ul }{\ul T}{\ul o}
{\ul }{\ul w}{\ul a}{\ul l}{\ul k}{\ul ,}{\ul }{\ul b}{\ul i}{\ul k}{\ul i}{\u
l n}{\ul g}{\ul ,}{\ul }{\ul a}{\ul n}{\ul d}{\ul }{\ul d}{\ul r}{\ul i}{\ul v
}{\ul i}{\ul n}{\ul g} are Pat's favorite ways of
\plain\par
\pard\sl-230 \li0 \ri3278 \fi300 \expndtw0 \f50 \fs20 \cf1 getting around.
\plain\par
\pard\sl-279 \li420 \ri1953 \expndtw0 \f50 \fs20 \cf1 A. To walk, biking, and dr
iving
\plain\par
\pard\sl-240 \li420 \ri1899 \expndtw1 \f50 \fs20 \cf1 B. Walking, biking, and dr
iving
\plain\expndtw0 \f50 \fs20 \cf1 C. To walk, biking, and to drive
\plain\par
\pard\sl-240 \li420 \ri1599 \expndtw0 \f50 \fs20 \cf1 D. To walk, to bike, and a
lso driving
\plain\par
\pard\sl-350 \li0 \ri93 \expndtw0 \f50 \fs20 \cf1 4.{\ul }{\ul W}{\ul h}{\ul e}
{\ul n}{\ul }{\ul y}{\ul o}{\ul u}{\ul }{\ul c}{\ul r}{\ul o}{\ul s}{\ul s}{\u
l }{\ul t}{\ul h}{\ul e}{\ul }{\ul s}{\ul t}{\ul r}{\ul e}{\ul e}{\ul t}{\ul
}{\ul i}{\ul n}{\ul }{\ul t}{\ul h}{\ul e}{\ul }{\ul m}{\ul i}{\ul d}{\ul d}{\
ul l}{\ul e}{\ul }{\ul o}{\ul f}{\ul }{\ul t}{\ul h}{\ul e}{\ul }{\ul b}{\ul
l}{\ul o}{\ul c}{\ul k}{\ul ,}{\ul }{\ul t}{\ul h}{\ul i}{\ul s} is
\plain\par
\pard\sl-230 \li0 \ri2506 \fi300 \expndtw0 \f50 \fs20 \cf1 an example of jaywalk
ing.
\plain\par
\pard\sl-280 \li0 \ri188 \fi420 \expndtw0 \f50 \fs20 \cf1 A. When you cross the
street in the middle of the block,
\plain\par
\pard\sl-240 \li420 \ri3756 \fi300 \expndtw-7 \f50 \fs20 \cf1 this
\plain\par
\pard\sl-240 \li420 \ri345 \expndtw0 \f50 \fs20 \cf1 B. You cross the street in
the middle of the block, this
\plain\par
\pard\sl-240 \li420 \ri755 \expndtw0 \f50 \fs20 \cf1 C. Crossing the street in t
he middle of the block
\plain\par
\pard\sl-240 \li420 \ri208 \expndtw0 \f50 \fs20 \cf1 D. The fact that you cross
the street in the middle of the
\plain\par
\pard\sl-240 \li0 \ri3637 \fi720 \expndtw-9 \f50 \fs20 \cf1 block
\plain\par
\pard\sl-350 \li0 \ri119 \expndtw0 \f50 \fs20 \cf1 5. Walking by the corner the
other day,{\ul }{\ul a}{\ul }{\ul c}{\ul h}{\ul i}{\ul l}{\ul d}{\ul ,}{\ul }
{\ul I}{\ul }{\ul n}{\ul o}{\ul t}{\ul i}{\ul c}{\ul e}{\ul d}{\ul ,}{\ul }{\u
l w}{\ul a}{\ul s}
\plain\par
\pard\sl-230 \li0 \ri2056 \fi300 \expndtw0 \f50 \fs20 \cf1 {\ul w}{\ul a}{\ul t}
{\ul c}{\ul h}{\ul i}{\ul n}{\ul g} for the light to change.
\plain\par
\pard\sl-280 \li420 \ri1742 \expndtw0 \f50 \fs20 \cf1 A. a child, I noticed, was
watching
\plain\par
\pard\sl-240 \li420 \ri2144 \expndtw0 \f50 \fs20 \cf1 B. I noticed a child watch
ing
\plain\par
\pard\sl-240 \li420 \ri1742 \expndtw0 \f50 \fs20 \cf1 C. a child was watching, I
noticed,
\plain\par
\pard\sl-240 \li420 \ri1328 \expndtw0 \f50 \fs20 \cf1 D. there was, I noticed, a
child watching
\plain\par
\pard\sl-422 \li0 \ri2040 \expndtw-6 \b \f50 \fs24 \cf1 Directions for questions
6-10
\plain\par
\pard\sl-408 \li0 \ri699 \expndtw3 \i \f50 \fs24 \cf1 Rewrite the sentence in yo
ur head following the
\plain\par
\pard\sl-287 \li0 \ri356 \expndtw3 \i \f50 \fs24 \cf1 directions given below. Ke
ep in mind that your new
\plain\par
\pard\sl-287 \li0 \ri628 \expndtw3 \i \f50 \fs24 \cf1 sentence should be well wr
itten and should have
\plain\par
\pard\sl-288 \li0 \ri171 \expndtw3 \i \f50 \fs24 \cf1 essentially the same meani
ng as the original sentence.
\plain\par
\sl-145\fs15\par\pard\pard\sl-269 \li0 \ri18 \expndtw0 \f50 \fs20 \cf1 6. It is
easy to carry solid objects without spilling them, but the
\plain\par
\pard\sl-230 \li300 \ri2175 \expndtw0 \f50 \fs20 \cf1 same cannot be said of liq
uids.
\plain\par
\pard\sl-390 \li300 \ri2636 \expndtw0 \f50 \fs20 \cf1 Rewrite, beginning with
\plain\par
\pard\sl-390 \li300 \ri3328 \expndtw0 \f50 \fs20 \cf1 {\ul U}{\ul n}{\ul l}{\ul
i}{\ul k}{\ul e}{\ul }{\ul l}{\ul i}{\ul q}{\ul u}{\ul i}{\ul d}{\ul s}{\ul ,}
\plain\par
\pard\sl-390 \li300 \ri2769 \expndtw-1 \f50 \fs20 \cf1 The next words will be
\plain\par
\pard\sl-280 \li420 \ri3233 \expndtw0 \f50 \fs20 \cf1 A. it is easy to
\plain\par
\pard\sl-240 \li420 \ri3083 \expndtw1 \f50 \fs20 \cf1 B. we can easily
\plain\par
\pard\sl-240 \li420 \ri2172 \expndtw0 \f50 \fs20 \cf1 C. solid objects can easil
y be
\plain\expndtw0 \f50 \fs20 \cf1 D. solid objects are easy to be
\plain\par
\pard\sl-350 \li0 \ri312 \expndtw0 \f50 \fs20 \cf1 7. Although the sandpiper is
easily frightened by noise and
\plain\par
\pard\sl-230 \li300 \ri232 \expndtw0 \f50 \fs20 \cf1 light, it will bravely resi
st any force that threatens its nest.

\plain\par
\plain\par
\pard\sl-390 \li300 \ri598 \expndtw0 \f50 \fs20 \cf1 {\ul T}{\ul h}{\ul e}{\ul
}{\ul s}{\ul a}{\ul n}{\ul d}{\ul p}{\ul i}{\ul p}{\ul e}{\ul r}{\ul }{\ul i}{\
ul s}{\ul }{\ul e}{\ul a}{\ul s}{\ul i}{\ul l}{\ul y}{\ul }{\ul f}{\ul r}{\ul
i}{\ul g}{\ul h}{\ul t}{\ul e}{\ul n}{\ul e}{\ul d}{\ul }{\ul b}{\ul y}{\ul }{
\ul n}{\ul o}{\ul i}{\ul s}{\ul e}{\ul }{\ul a}{\ul n}{\ul d}{\ul }{\ul l}{\ul
i}{\ul g}{\ul h}{\ul t}{\ul ,}
\plain\par
\plain\par
\pard\sl-280 \li420 \ri2345 \expndtw0 \f50 \fs20 \cf1 A. but it will bravely res
ist
\plain\par
\pard\sl-240 \li420 \ri1910 \expndtw0 \f50 \fs20 \cf1 B. nevertheless bravely re
sisting
\plain\par
\pard\sl-240 \li420 \ri2308 \expndtw0 \f50 \fs20 \cf1 C. and it will bravely res
ist
\plain\expndtw0 \f50 \fs20 \cf1 D. even if bravely resisting
\par
\sect\sectd\sbknone\plain\sl-100\fs10\par\sl-240\fs24\par\par\par\par\par\par\pa
r\par\pard\pard\sl-240 \li0 \ri35 \expndtw0 \f20 \fs20 \cf23 2007 The College Bo
ard. All rights reserved.
\plain\tx7467 \tab \expndtw-6 \f20 \fs20 \cf23 ACCUPLACER SAMPLE QUESTIONS
\plain\par
\pard\sl-240 \li0 \ri4797 \fi5350 \expndtw-1 \f20 \fs20 \cf23 1
\par
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}}}
}}\margt600\margb40\margr740\margl720
\plain\pard\sl-337 \li0 \ri167 \expndtw0 \f50 \fs20 \cf1 8. If he had enough str
ength, Todd would move the boulder.
\plain\par
\plain\par
\pard\sl-390 \li300 \ri2112 \expndtw-1 \f50 \fs20 \cf1 {\ul T}{\ul o}{\ul d}{\ul
d}{\ul }{\ul c}{\ul a}{\ul n}{\ul n}{\ul o}{\ul t}{\ul }{\ul m}{\ul o}{\ul v}
{\ul e}{\ul }{\ul t}{\ul h}{\ul e}{\ul }{\ul b}{\ul o}{\ul u}{\ul l}{\ul d}{\u
l e}{\ul r}
\plain\par
\plain\par
\pard\sl-280 \li420 \ri3009 \expndtw1 \f50 \fs20 \cf1 A. when lacking
\plain\par
\pard\sl-240 \li420 \ri3197 \expndtw0 \f50 \fs20 \cf1 B. because he
\plain\par
\pard\sl-240 \li420 \ri2907 \expndtw1 \f50 \fs20 \cf1 C. although there
\plain\expndtw0 \f50 \fs20 \cf1 D. without enough
\plain\par
\pard\sl-350 \li0 \ri338 \expndtw0 \f50 \fs20 \cf1 9. The band began to play, an
d then the real party started.
\plain\par
\plain\par
}{\ul r}{\ul e}{\ul a}{\ul l}{\ul }{\ul p}{\ul a}{\ul r}{\ul t}{\ul y}{\ul }{
\ul s}{\ul t}{\ul a}{\ul r}{\ul t}{\ul e}{\ul d}
\plain\expndtw-1 \f50 \fs20 \cf1 The next words will be
\plain\par
\pard\sl-280 \li420 \ri2486 \expndtw-16 \f50 \fs20 \cf1 A. after the band began
\plain\par
\pard\sl-240 \li420 \ri2544 \expndtw0 \f50 \fs20 \cf1 B. and the band began
\plain\par
\pard\sl-240 \li420 \ri2163 \expndtw0 \f50 \fs20 \cf1 C. although the band began
\plain\par
\pard\sl-240 \li420 \ri2548 \expndtw0 \f50 \fs20 \cf1 D. the band beginning
\plain\par
\pard\sl-350 \li0 \ri0 \expndtw0 \f50 \fs20 \cf1 10. Chris heard no unusual nois
es when he listened in the park.
\plain\par
\plain\par
\pard\sl-390 \li300 \ri2791 \expndtw0 \f50 \fs20 \cf1 {\ul L}{\ul i}{\ul s}{\ul
t}{\ul e}{\ul n}{\ul i}{\ul n}{\ul g}{\ul }{\ul i}{\ul n}{\ul }{\ul t}{\ul h}{
\ul e}{\ul }{\ul p}{\ul a}{\ul r}{\ul k}{\ul ,}
\plain\expndtw-1 \f50 \fs20 \cf1 The next words will be
\plain\par
\pard\sl-280 \li420 \ri1553 \expndtw0 \f50 \fs20 \cf1 A. no unusual noises could
be heard
\plain\par
\pard\sl-240 \li420 \ri1392 \expndtw0 \f50 \fs20 \cf1 B. then Chris heard no unu
sual noises
\plain\par
\pard\sl-240 \li420 \ri1750 \expndtw0 \f50 \fs20 \cf1 C. and hearing no unusual
noises
\plain\expndtw0 \f50 \fs20 \cf1 D. Chris heard no unusual noises
\par
\column
\plain\pard\sl-445 \li0 \ri772 \expndtw4 \b \f20 \fs36 \cf23 Reading Comprehensi
on
\plain\par
\sl-200\fs20\par\pard\pard\sl-323 \li0 \ri666 \expndtw-2 \f50 \fs24 \cf1 In an A
CCUPLACER placement test, there are
\plain\par
\pard\sl-287 \li0 \ri769 \expndtw0 \f50 \fs24 \cf1 20 questions of two primary t
ypes in Reading
\plain\expndtw-2 \f50 \fs24 \cf1 Comprehension.
\plain\par
cf1 The first type of question consists of a reading
\plain\par
\pard\sl-288 \li360 \ri165 \expndtw-1 \f50 \fs24 \cf1 passage followed by a ques
tion based on the text.
\plain\par
\pard\sl-288 \li360 \ri294 \expndtw-1 \f50 \fs24 \cf1 Both short and long passag
es are provided. The
\plain\par
\pard\sl-287 \li360 \ri128 \expndtw-16 \f50 \fs24 \cf1 reading passages can also
be classified according
\plain\par
\pard\sl-288 \li360 \ri286 \expndtw0 \f50 \fs24 \cf1 to the kind of information
processing required,
\plain\expndtw0 \f50 \fs24 \cf1 including explicit statements related to the mai
n
\plain\par
\pard\sl-288 \li360 \ri371 \expndtw0 \f50 \fs24 \cf1 idea, explicit statements r
elated to a secondary
\plain\expndtw0 \f50 \fs24 \cf1 idea, application, and inference.
\plain\par
\pard\sl-367 \li0 \ri1064 \fi100 \expndtw-19 {\cf1 \f0\fs36 \bullet }\f50 \fs24
\cf1 The second type of question, sentence
\plain\par
\pard\sl-288 \li360 \ri25 \expndtw-1 \f50 \fs24 \cf1 relationships, presents two
sentences followed by a
\plain\expndtw0 \f50 \fs24 \cf1 question about the relationship between these tw
o
\plain\par
\pard\sl-288 \li360 \ri245 \expndtw-1 \f50 \fs24 \cf1 sentences. The question ma
y ask, for example, if
\plain\par
\pard\sl-287 \li360 \ri18 \expndtw0 \f50 \fs24 \cf1 the statement in the second
sentence supports that
\plain\par
\pard\sl-288 \li360 \ri214 \expndtw-24 \f50 \fs24 \cf1 in the first, if it contr
adicts it, or if it repeats the
\plain\expndtw-1 \f50 \fs24 \cf1 same information.
\plain\par
\fs36 \cf23 Reading Comprehension
\plain\par
\pard\sl-431 \li0 \ri1882 \expndtw3 \b \f20 \fs36 \cf23 Sample Questions
\plain\par
\sl-197\fs20\par\pard\pard\sl-326 \li0 \ri39 \expndtw3 \i \f50 \fs24 \cf1 Read t
he statement or passage and then choose the best
\plain\par
\pard\sl-288 \li0 \ri157 \expndtw3 \i \f50 \fs24 \cf1 answer to the question. An
swer the question based on
\plain\expndtw3 \i \f50 \fs24 \cf1 what is stated or implied in the statement or
passage.
\plain\par
\sl-145\fs15\par\pard\pard\sl-269 \li0 \ri322 \expndtw0 \f50 \fs20 \cf1 1. In th

e words of Thomas DeQuincey, "It is notorious that
\plain\par
\pard\sl-230 \li300 \ri379 \expndtw0 \f50 \fs20 \cf1 the memory strengthens as y
ou lay burdens upon it." If,
\plain\par
\pard\sl-230 \li300 \ri275 \expndtw0 \f50 \fs20 \cf1 like most people, you have
trouble recalling the names of
\plain\par
\pard\sl-230 \li300 \ri431 \expndtw0 \f50 \fs20 \cf1 those you have just met, tr
y this: The next time you are
\plain\par
\pard\sl-230 \li300 \ri250 \expndtw0 \f50 \fs20 \cf1 introduced, plan to remembe
r the names. Say to yourself,
\plain\par
\pard\sl-230 \li300 \ri383 \expndtw-3 \f50 \fs20 \cf1 "I'll listen carefully; I'
ll repeat each person's name to be
\plain\par
\pard\sl-229 \li300 \ri256 \expndtw-5 \f50 \fs20 \cf1 sure I've got it, and I wi
ll remember." You'll discover how
\plain\expndtw0 \f50 \fs20 \cf1 effective this technique is and probably recall
those names
\plain\expndtw-1 \f50 \fs20 \cf1 for the rest of your life.
\plain\par
\pard\sl-390 \li300 \ri85 \expndtw0 \f50 \fs20 \cf1 The main idea of the paragra
ph maintains that the memory
\plain\par
\pard\sl-280 \li420 \ri1579 \expndtw0 \f50 \fs20 \cf1 A. always operates at peak
efficiency.
\plain\par
\pard\sl-240 \li420 \ri1706 \expndtw0 \f50 \fs20 \cf1 B. breaks down under great
strain.
\plain\expndtw-18 \f50 \fs20 \cf1 C. improves if it is used often.
\plain\par
\pard\sl-240 \li420 \ri1934 \expndtw0 \f50 \fs20 \cf1 D. becomes unreliable if i
t tires.
\par
r\par\par\pard\pard\sl-240 \li0 \ri35 \expndtw0 \f20 \fs20 \cf23 2007 The Colleg
e Board. All rights reserved.
\plain\par
\par
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}}}
\plain\pard\sl-297 \li0 \ri602 \expndtw0 \f50 \fs20 \cf1 2. Unemployment was the
overriding fact of life when
\plain\par
\pard\sl-230 \li300 \ri426 \expndtw0 \f50 \fs20 \cf1 Franklin D. Roosevelt becam
e president of the United
\plain\par
\pard\sl-229 \li300 \ri157 \expndtw0 \f50 \fs20 \cf1 States on March 4, 1933. An
anomaly of the time was that
\plain\expndtw0 \f50 \fs20 \cf1 the government did not systematically collect st
atistics of
\plain\par
\pard\sl-230 \li300 \ri0 \expndtw0 \f50 \fs20 \cf1 joblessness; actually it did
not start doing so until 1940. The
\plain\par
\pard\sl-230 \li300 \ri188 \expndtw0 \f50 \fs20 \cf1 Bureau of Labor Statistics
later estimated that 12,830,000
\plain\par
\pard\sl-230 \li300 \ri316 \expndtw-1 \f50 \fs20 \cf1 persons were out of work i
n 1933, about one-fourth of a
\plain\expndtw0 \f50 \fs20 \cf1 civilian labor force of more than 51 million.
\plain\par
\pard\sl-390 \li300 \ri61 \expndtw0 \f50 \fs20 \cf1 Roosevelt signed the Federal
Emergency Relief Act on May
\par
\column
\plain\pard\sl-297 \li0 \ri314 \expndtw-17 \f50 \fs20 \cf1 5. In 1848, Charles
Burton of New York City made the first
\plain\par
\pard\sl-230 \li300 \ri260 \expndtw0 \f50 \fs20 \cf1 baby carriage, but people s
trongly objected to the vehicles
\plain\par
\pard\sl-229 \li300 \ri573 \expndtw0 \f50 \fs20 \cf1 because they said the carri
age operators hit too many
\plain\par
\pard\sl-230 \li300 \ri105 \expndtw0 \f50 \fs20 \cf1 pedestrians. Still convince
d that he had a good idea, Burton
\plain\par
\pard\sl-230 \li300 \ri383 \expndtw0 \f50 \fs20 \cf1 opened a factory in England
. He obtained orders for the
\plain\par
\pard\sl-230 \li300 \ri502 \expndtw0 \f50 \fs20 \cf1 baby carriages from Queen I
sabella II of Spain, Queen
\plain\par
\pard\sl-230 \li300 \ri353 \expndtw0 \f50 \fs20 \cf1 Victoria of England, and th
e Pasha of Egypt. The United
\plain\expndtw0 \f50 \fs20 \cf1 States had to wait another 10 years before it go
t a carriage
\plain\expndtw-16 \f50 \fs20 \cf1 factory, and only 75 carriages were sold in th
e first year.
\par
\sect\sectd\sbknone\cols3\colno1\colw5248\colsr331\colno2\colw45\colsr254\colno3
\colw4940
\plain\pard\sl-269 \li300 \ri440 \expndtw0 \f50 \fs20 \cf1 12, 1933. The preside
nt selected Harry L. Hopkins, who
\plain\par
\pard\sl-230 \li300 \ri73 \expndtw-19 \f50 \fs20 \cf1 headed the New York relief
program, to run FERA. A gifted
\plain\par
\pard\sl-230 \li300 \ri203 \expndtw0 \f50 \fs20 \cf1 administrator, Hopkins quic
kly put the program into high
\plain\expndtw0 \f50 \fs20 \cf1 gear. He gathered a small staff in Washington an
d brought
\plain\expndtw0 \f50 \fs20 \cf1 the state relief organizations into the FERA sys
tem. While
\plain\par
\pard\sl-230 \li300 \ri358 \expndtw0 \f50 \fs20 \cf1 the agency tried to provide
all the necessities, food came
\plain\par
\pard\sl-230 \li300 \ri0 \expndtw-16 \f50 \fs20 \cf1 first. City dwellers usuall
y got an allowance for fuel, and rent
\par
\column
\plain\pard\sl-269 \li0 \ri0 \expndtw-12 \f50 \fs20 \cf1
\par
\column
\plain\pard\sl-269 \li0 \ri709 \expndtw-15 \f50 \fs20 \cf1 Even after the succes
s of baby carriages in England,
\plain\par
\pard\sl-280 \li120 \ri1716 \expndtw0 \f50 \fs20 \cf1 A. Charles Burton was a po
or man.
\plain\par
\pard\sl-240 \li120 \ri252 \expndtw0 \f50 \fs20 \cf1 B. Americans were still rel
uctant to buy baby carriages.
\plain\expndtw0 \f50 \fs20 \cf1 C. Americans purchased thousands of baby carriag
es.
\plain\par
\pard\sl-240 \li120 \ri35 \expndtw0 \f50 \fs20 \cf1 D. the United States bought
more carriages than any other
\plain\par
\pard\sl-240 \li0 \ri3457 \fi420 \expndtw-2 \f50 \fs20 \cf1 country.
\par
\sect\sectd\sbknone\cols2\colno1\colw5209\colsr370\colno2\colw5240
\plain\pard\sl-269 \li300 \ri972 \expndtw0 \f50 \fs20 \cf1 for one month was pro
vided in case of eviction.
\plain\par
\pard\sl-390 \li300 \ri2161 \expndtw0 \f50 \fs20 \cf1 This passage is primarily
about
\plain\par
\pard\sl-280 \li420 \ri1973 \expndtw0 \f50 \fs20 \cf1 A. unemployment in the 193
0s.
\plain\par
\pard\sl-240 \li420 \ri139 \expndtw0 \f50 \fs20 \cf1 B. the effect of unemployme
nt on United States families.
\plain\expndtw0 \f50 \fs20 \cf1 C. President Franklin D. Roosevelt's presidency.
\plain\expndtw-2 \f50 \fs20 \cf1 D. President Roosevelt's FERA program.

\plain\par
\pard\sl-350 \li0 \ri16 \expndtw0 \f50 \fs20 \cf1 3. It is said that a smile is
universally understood. And nothing
\plain\par
\pard\sl-230 \li300 \ri501 \expndtw0 \f50 \fs20 \cf1 triggers a smile more unive
rsally than a taste of sugar.
\plain\par
\pard\sl-230 \li300 \ri353 \expndtw0 \f50 \fs20 \cf1 Nearly everyone loves sugar
. Infant studies indicate that
\plain\expndtw0 \f50 \fs20 \cf1 humans are born with an innate love of sweets. B
ased on
\plain\expndtw0 \f50 \fs20 \cf1 statistics, a lot of people in Great Britain mus
t be smiling
\plain\expndtw0 \f50 \fs20 \cf1 because on average, every man, woman, and child
in that
\plain\expndtw0 \f50 \fs20 \cf1 country consumes 95 pounds of sugar each year.
\plain\par
\pard\sl-390 \li300 \ri90 \expndtw0 \f50 \fs20 \cf1 From this passage it seems s
afe to conclude that the English
\plain\par
\pard\sl-280 \li420 \ri648 \expndtw0 \f50 \fs20 \cf1 A. do not know that too muc
h sugar is unhealthy.
\plain\par
\pard\sl-240 \li420 \ri2159 \expndtw0 \f50 \fs20 \cf1 B. eat desserts at every m
eal.
\plain\par
\pard\sl-240 \li420 \ri1257 \expndtw0 \f50 \fs20 \cf1 C. are fonder of sweets th
an most people.
\plain\par
\pard\sl-240 \li420 \ri1027 \expndtw0 \f50 \fs20 \cf1 D. have more cavities than
any other people.
\plain\par
\pard\sl-350 \li0 \ri489 \expndtw0 \f50 \fs20 \cf1 4. With varying success, many
women around the world
\plain\par
\pard\sl-230 \li300 \ri300 \expndtw0 \f50 \fs20 \cf1 today struggle for equal ri
ghts. Historically, women have
\plain\par
\pard\sl-230 \li300 \ri94 \expndtw0 \f50 \fs20 \cf1 achieved greater equality wi
th men during periods of social
\plain\par
\pard\sl-229 \li300 \ri0 \expndtw0 \f50 \fs20 \cf1 adversity. The following fact
ors initiated the greatest number
\plain\par
\pard\sl-230 \li300 \ri140 \expndtw0 \f50 \fs20 \cf1 of improvements for women:
violent revolution, world war,
\plain\expndtw0 \f50 \fs20 \cf1 and the rigors of pioneering in an undeveloped l
and. In all
\plain\expndtw0 \f50 \fs20 \cf1 three cases, the essential element that improved
the status
\plain\par
\pard\sl-230 \li300 \ri102 \expndtw0 \f50 \fs20 \cf1 of women was a shortage of
men, which required women to
\plain\expndtw-2 \f50 \fs20 \cf1 perform many of society's vital tasks.
\plain\par
\pard\sl-390 \li300 \ri145 \expndtw0 \f50 \fs20 \cf1 We can conclude from the in
formation in this passage that
\plain\par
\pard\sl-280 \li0 \ri222 \fi420 \expndtw0 \f50 \fs20 \cf1 A. women today are hig
hly successful in winning equal
\plain\par
\pard\sl-240 \li420 \ri3572 \fi300 \expndtw-2 \f50 \fs20 \cf1 rights.
\plain\par
\pard\sl-240 \li0 \ri338 \fi420 \expndtw0 \f50 \fs20 \cf1 B. only pioneer women
have been considered equal to
\plain\par
\pard\sl-240 \li420 \ri3676 \fi300 \expndtw-9 \f50 \fs20 \cf1 men.
\plain\par
\pard\sl-240 \li0 \ri566 \fi420 \expndtw0 \f50 \fs20 \cf1 C. historically, women
have only achieved equality
\plain\par
\pard\sl-240 \li420 \ri2997 \fi300 \expndtw-1 \f50 \fs20 \cf1 through force.
\plain\par
\pard\sl-240 \li0 \ri15 \fi420 \expndtw0 \f50 \fs20 \cf1 D. historically, the pr
inciple of equality alone has not been
\plain\par
\pard\sl-240 \li0 \ri1278 \fi720 \expndtw0 \f50 \fs20 \cf1 enough to secure wome
n equal rights.
\par
\column
\plain\pard\sl-269 \li0 \ri119 \expndtw0 \f50 \fs20 \cf1 6. All water molecules
form six-sided structures as they freeze
\plain\par
\pard\sl-230 \li300 \ri596 \expndtw0 \f50 \fs20 \cf1 and become snow crystals. T
he shape of the crystal is
\plain\par
\pard\sl-230 \li300 \ri177 \expndtw0 \f50 \fs20 \cf1 determined by temperature,
vapor, and wind conditions in
\plain\par
\pard\sl-230 \li300 \ri27 \expndtw0 \f50 \fs20 \cf1 the upper atmosphere. Snow c
rystals are always symmetrical
\plain\par
\pard\sl-230 \li300 \ri162 \expndtw0 \f50 \fs20 \cf1 because these conditions af
fect all six sides simultaneously.
\plain\par
\pard\sl-390 \li300 \ri1571 \expndtw-1 \f50 \fs20 \cf1 The purpose of the passag
e is to present
\plain\par
\pard\sl-280 \li420 \ri2378 \expndtw0 \f50 \fs20 \cf1 A. a personal observation.
\plain\par
\pard\sl-240 \li420 \ri2357 \expndtw0 \f50 \fs20 \cf1 B. a solution to a problem
.
\plain\expndtw1 \f50 \fs20 \cf1 C. actual information.
\plain\par
\pard\sl-240 \li420 \ri2034 \expndtw-9 \f50 \fs20 \cf1 D. opposing scientific t
heories.
\plain\par
\pard\sl-422 \li0 \ri2095 \expndtw-7 \b \f50 \fs24 \cf1 Directions for questions
7-10
\plain\par
\pard\sl-368 \li0 \ri163 \expndtw2 \i \f50 \fs24 \cf1 For the questions that fol
low, two underlined sentences
\plain\par
\pard\sl-287 \li0 \ri613 \expndtw2 \i \f50 \fs24 \cf1 are followed by a question
or statement. Read the
\plain\par
\pard\sl-287 \li0 \ri29 \expndtw3 \i \f50 \fs24 \cf1 sentences, then choose the
best answer to the question or
\plain\expndtw3 \i \f50 \fs24 \cf1 the best completion of the statement.
\plain\par
\sl-145\fs15\par\pard\pard\sl-269 \li0 \ri219 \expndtw0 \f50 \fs20 \cf1 7.{\ul
}{\ul T}{\ul h}{\ul e}{\ul }{\ul M}{\ul i}{\ul d}{\ul w}{\ul e}{\ul s}{\ul t}{\
ul }{\ul i}{\ul s}{\ul }{\ul e}{\ul x}{\ul p}{\ul e}{\ul r}{\ul i}{\ul e}{\ul
n}{\ul c}{\ul i}{\ul n}{\ul g}{\ul }{\ul i}{\ul t}{\ul s}{\ul }{\ul w}{\ul o}{
\ul r}{\ul s}{\ul t}{\ul }{\ul d}{\ul r}{\ul o}{\ul u}{\ul g}{\ul h}{\ul t}{\ul
}{\ul i}{\ul n}{\ul }{\ul 1}{\ul 5}{\ul }{\ul y}{\ul e}{\ul a}{\ul r}{\ul s}
{\ul .}
\plain\par
\pard\sl-390 \li300 \ri238 \expndtw0 \f50 \fs20 \cf1 {\ul C}{\ul o}{\ul r}{\ul n
}{\ul }{\ul a}{\ul n}{\ul d}{\ul }{\ul s}{\ul o}{\ul y}{\ul b}{\ul e}{\ul a}{\
ul n}{\ul }{\ul p}{\ul r}{\ul i}{\ul c}{\ul e}{\ul s}{\ul }{\ul a}{\ul r}{\ul
e}{\ul }{\ul e}{\ul x}{\ul p}{\ul e}{\ul c}{\ul t}{\ul e}{\ul d}{\ul }{\ul t}{
\ul o}{\ul }{\ul b}{\ul e}{\ul }{\ul v}{\ul e}{\ul r}{\ul y}{\ul }{\ul h}{\ul
i}{\ul g}{\ul h}{\ul }{\ul t}{\ul h}{\ul i}{\ul s}
\plain\par
\pard\sl-230 \li300 \ri4100 \expndtw-6 \f50 \fs20 \cf1 {\ul y}{\ul e}{\ul a}{\ul
r}{\ul .}
\plain\par
\pard\sl-390 \li300 \ri1887 \expndtw0 \f50 \fs20 \cf1 What does the second sente
nce do?
\plain\par
\pard\sl-279 \li420 \ri1440 \expndtw-18 \f50 \fs20 \cf1 A. It restates the idea
found in the first.
\plain\par
\pard\sl-240 \li420 \ri2812 \expndtw0 \f50 \fs20 \cf1 B. It states an effect.
\plain\par
\pard\sl-240 \li420 \ri2636 \expndtw0 \f50 \fs20 \cf1 C. It gives an example.
\plain\par
\pard\sl-240 \li420 \ri989 \expndtw-16 \f50 \fs20 \cf1 D. It analyzes the state
ment made in the first.
\plain\par
\pard\sl-350 \li0 \ri206 \expndtw0 \f50 \fs20 \cf1 8.{\ul }{\ul S}{\ul o}{\ul c
}{\ul i}{\ul a}{\ul l}{\ul }{\ul s}{\ul t}{\ul u}{\ul d}{\ul i}{\ul e}{\ul s}{\
ul }{\ul c}{\ul l}{\ul a}{\ul s}{\ul s}{\ul e}{\ul s}{\ul }{\ul f}{\ul o}{\ul
c}{\ul u}{\ul s}{\ul }{\ul o}{\ul n}{\ul }{\ul t}{\ul h}{\ul e}{\ul }{\ul c}{
\ul o}{\ul m}{\ul p}{\ul l}{\ul e}{\ul x}{\ul i}{\ul t}{\ul y}{\ul }{\ul o}{\ul
f}{\ul }{\ul o}{\ul u}{\ul r}{\ul }{\ul s}{\ul o}{\ul c}{\ul i}{\ul a}{\ul l}
\plain\par
\pard\sl-230 \li300 \ri3456 \expndtw0 \f50 \fs20 \cf1 {\ul e}{\ul n}{\ul v}{\ul
i}{\ul r}{\ul o}{\ul n}{\ul m}{\ul e}{\ul n}{\ul t}{\ul .}
\plain\par
}{\ul s}{\ul u}{\ul b}{\ul j}{\ul e}{\ul c}{\ul t}{\ul }{\ul c}{\ul o}{\ul m}{\
ul b}{\ul i}{\ul n}{\ul e}{\ul s}{\ul }{\ul t}{\ul h}{\ul e}{\ul }{\ul s}{\ul
t}{\ul u}{\ul d}{\ul y}{\ul }{\ul o}{\ul f}{\ul }{\ul h}{\ul i}{\ul s}{\ul t}{
\ul o}{\ul r}{\ul y}{\ul }{\ul a}{\ul n}{\ul d}{\ul }{\ul t}{\ul h}{\ul e}{\ul
}{\ul s}{\ul o}{\ul c}{\ul i}{\ul a}{\ul l}
\plain\par
\pard\sl-230 \li300 \ri1325 \expndtw0 \f50 \fs20 \cf1 {\ul s}{\ul c}{\ul i}{\ul
e}{\ul n}{\ul c}{\ul e}{\ul s}{\ul }{\ul a}{\ul n}{\ul d}{\ul }{\ul p}{\ul r}{
\ul o}{\ul m}{\ul o}{\ul t}{\ul e}{\ul s}{\ul }{\ul s}{\ul k}{\ul i}{\ul l}{\ul
l}{\ul s}{\ul }{\ul i}{\ul n}{\ul }{\ul c}{\ul i}{\ul t}{\ul i}{\ul z}{\ul e}
{\ul n}{\ul s}{\ul h}{\ul i}{\ul p}{\ul .}
\plain\par
nce do?
\plain\par
\pard\sl-280 \li420 \ri1768 \expndtw-16 \f50 \fs20 \cf1 A. It expands on the fi
rst sentence.
\plain\par
\pard\sl-240 \li420 \ri2646 \expndtw0 \f50 \fs20 \cf1 B. It makes a contrast.
\plain\par
\pard\sl-240 \li420 \ri2471 \expndtw0 \f50 \fs20 \cf1 C. It proposes a solution.
\plain\expndtw0 \f50 \fs20 \cf1 D. It states an effect.
\par
\sect\sectd\sbknone\plain\sl-300\fs30\par\sl-240\fs24\par\par\par\par\pard\pard\
sl-240 \li0 \ri71 \expndtw0 \f20 \fs20 \cf23 2007 The College Board. All rights
reserved.
\plain\par
\par
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\plain\pard\sl-337 \li0 \ri72 \expndtw0 \f50 \fs20 \cf1 9.{\ul }{\ul K}{\ul n}{
\ul o}{\ul w}{\ul l}{\ul e}{\ul d}{\ul g}{\ul e}{\ul }{\ul o}{\ul f}{\ul }{\ul
a}{\ul n}{\ul o}{\ul t}{\ul h}{\ul e}{\ul r}{\ul }{\ul l}{\ul a}{\ul n}{\ul g}
{\ul u}{\ul a}{\ul g}{\ul e}{\ul }{\ul f}{\ul o}{\ul s}{\ul t}{\ul e}{\ul r}{\u
l s}{\ul }{\ul g}{\ul r}{\ul e}{\ul a}{\ul t}{\ul e}{\ul r}{\ul }{\ul a}{\ul w
}{\ul a}{\ul r}{\ul e}{\ul n}{\ul e}{\ul s}{\ul s}{\ul }{\ul o}{\ul f}
\plain\par
\pard\sl-230 \li300 \ri796 \expndtw0 \f50 \fs20 \cf1 {\ul c}{\ul u}{\ul l}{\ul t
}{\ul u}{\ul r}{\ul a}{\ul l}{\ul }{\ul d}{\ul i}{\ul v}{\ul e}{\ul r}{\ul s}{\
ul i}{\ul t}{\ul y}{\ul }{\ul a}{\ul m}{\ul o}{\ul n}{\ul g}{\ul }{\ul t}{\ul
h}{\ul e}{\ul }{\ul p}{\ul e}{\ul o}{\ul p}{\ul l}{\ul e}{\ul s}{\ul }{\ul o}{
\ul f}{\ul }{\ul t}{\ul h}{\ul e}{\ul }{\ul w}{\ul o}{\ul r}{\ul l}{\ul d}{\ul
.}
\plain\par
\pard\sl-389 \li300 \ri86 \expndtw0 \f50 \fs20 \cf1 {\ul I}{\ul n}{\ul d}{\ul i}
{\ul v}{\ul i}{\ul d}{\ul u}{\ul a}{\ul l}{\ul s}{\ul }{\ul w}{\ul h}{\ul o}{\u
l }{\ul h}{\ul a}{\ul v}{\ul e}{\ul }{\ul f}{\ul o}{\ul r}{\ul e}{\ul i}{\ul g
}{\ul n}{\ul }{\ul l}{\ul a}{\ul n}{\ul g}{\ul u}{\ul a}{\ul g}{\ul e}{\ul }{\
ul s}{\ul k}{\ul i}{\ul l}{\ul l}{\ul s}{\ul }{\ul c}{\ul a}{\ul n}{\ul }{\ul
a}{\ul p}{\ul p}{\ul r}{\ul e}{\ul c}{\ul i}{\ul a}{\ul t}{\ul e}
\plain\par
\pard\sl-230 \li300 \ri731 \expndtw-1 \f50 \fs20 \cf1 {\ul m}{\ul o}{\ul r}{\ul
e}{\ul }{\ul r}{\ul e}{\ul a}{\ul d}{\ul i}{\ul l}{\ul y}{\ul }{\ul o}{\ul t}{
\ul h}{\ul e}{\ul r}{\ul }{\ul p}{\ul e}{\ul o}{\ul p}{\ul l}{\ul e}{\ul s}{\ul
'}{\ul }{\ul v}{\ul a}{\ul l}{\ul u}{\ul e}{\ul s}{\ul }{\ul a}{\ul n}{\ul d}
{\ul }{\ul w}{\ul a}{\ul y}{\ul s}{\ul }{\ul o}{\ul f}{\ul }{\ul l}{\ul i}{\u
l f}{\ul e}{\ul .}
\plain\par
\pard\sl-390 \li300 \ri1877 \expndtw0 \f50 \fs20 \cf1 How are the two sentences
related?
\plain\par
\pard\sl-280 \li420 \ri2051 \expndtw0 \f50 \fs20 \cf1 A. They contradict each ot
her.
\plain\par
\pard\sl-240 \li420 \ri1333 \expndtw0 \f50 \fs20 \cf1 B. They present problems a
nd solutions.
\plain\expndtw0 \f50 \fs20 \cf1 C. They establish a contrast.
\plain\expndtw0 \f50 \fs20 \cf1 D. They repeat the same idea.
\plain\par
\pard\sl-350 \li0 \ri154 \expndtw0 \f50 \fs20 \cf1 10.{\ul }{\ul S}{\ul e}{\ul
r}{\ul v}{\ul i}{\ul n}{\ul g}{\ul }{\ul o}{\ul n}{\ul }{\ul a}{\ul }{\ul j}{
\ul u}{\ul r}{\ul y}{\ul }{\ul i}{\ul s}{\ul }{\ul a}{\ul n}{\ul }{\ul i}{\ul
m}{\ul p}{\ul o}{\ul r}{\ul t}{\ul a}{\ul n}{\ul t}{\ul }{\ul o}{\ul b}{\ul l}
{\ul i}{\ul g}{\ul a}{\ul t}{\ul i}{\ul o}{\ul n}{\ul }{\ul o}{\ul f}{\ul }{\u
l c}{\ul i}{\ul t}{\ul i}{\ul z}{\ul e}{\ul n}{\ul s}{\ul h}{\ul i}{\ul p}{\ul .
}
\plain\par
\pard\sl-390 \li300 \ri531 \expndtw0 \f50 \fs20 \cf1 {\ul M}{\ul a}{\ul n}{\ul y
}{\ul }{\ul c}{\ul o}{\ul m}{\ul p}{\ul a}{\ul n}{\ul i}{\ul e}{\ul s}{\ul }{\
ul a}{\ul l}{\ul l}{\ul o}{\ul w}{\ul }{\ul t}{\ul h}{\ul e}{\ul i}{\ul r}{\ul
}{\ul e}{\ul m}{\ul p}{\ul l}{\ul o}{\ul y}{\ul e}{\ul e}{\ul s}{\ul }{\ul p}{
\ul a}{\ul i}{\ul d}{\ul }{\ul l}{\ul e}{\ul a}{\ul v}{\ul e}{\ul s}{\ul }{\ul
o}{\ul f}
\plain\par
\pard\sl-230 \li300 \ri2521 \expndtw0 \f50 \fs20 \cf1 {\ul a}{\ul b}{\ul s}{\ul
e}{\ul n}{\ul c}{\ul e}{\ul }{\ul t}{\ul o}{\ul }{\ul s}{\ul e}{\ul r}{\ul v}{
\ul e}{\ul }{\ul o}{\ul n}{\ul }{\ul j}{\ul u}{\ul r}{\ul i}{\ul e}{\ul s}{\ul
.}
\plain\par
nce do?
\plain\par
\pard\sl-280 \li420 \ri1293 \expndtw-17 \f50 \fs20 \cf1 A. It reinforces what i
s stated in the first.
\plain\par
\pard\sl-240 \li420 \ri1411 \expndtw-17 \f50 \fs20 \cf1 B. It explains what is
stated in the first.
\plain\expndtw-18 \f50 \fs20 \cf1 C. It expands on the first.
\plain\par
\pard\sl-240 \li420 \ri185 \expndtw-18 \f50 \fs20 \cf1 D. It draws a conclusion
about what is stated in the first.
\plain\par
\fs36 \cf23 WritePlacer\fs20
\plain\par
\sl-200\fs20\par\pard\pard\sl-323 \li0 \ri420 \expndtw-1 \f50 \fs24 \cf1 This te

st measures your ability to write effectively,
\plain\par
\pard\sl-287 \li0 \ri1515 \expndtw0 \f50 \fs24 \cf1 which is critical to academi
c success.
\plain\par
\pard\sl-368 \li0 \ri419 \expndtw-1 \f50 \fs24 \cf1 Your writing sample will be
scored on the basis of
\plain\par
\pard\sl-287 \li0 \ri230 \expndtw-1 \f50 \fs24 \cf1 how effectively it communica
tes a whole message to
\plain\expndtw-1 \f50 \fs24 \cf1 the readers for the stated purpose. Your score
will be
\plain\par
\pard\sl-288 \li0 \ri0 \expndtw0 \f50 \fs24 \cf1 based on your ability to expres
s, organize, and support
\plain\expndtw0 \f50 \fs24 \cf1 your opinions and ideas, not the position you ta
ke on
\plain\par
\pard\sl-288 \li0 \ri251 \expndtw-19 \f50 \fs24 \cf1 the essay topic. The follow
ing five characteristics of
\plain\par
\pard\sl-287 \li0 \ri2395 \expndtw0 \f50 \fs24 \cf1 writing will be considered:
\plain\par
\pard\sl-367 \li0 \ri17 \fi100 \expndtw-15 {\cf1 \f0\fs36 \bullet }\f50 \fs24 \c
f1 Focus{\f63 \u8212\'3f}The clarity with which you maintain your
\plain\par
\pard\sl-288 \li100 \ri2088 \fi260 \expndtw-1 \f50 \fs24 \cf1 main idea or point
of view
\plain\par
cf1 Organization{\f63 \u8212\'3f}The clarity with which you
\plain\par
\pard\sl-288 \li360 \ri496 \expndtw0 \f50 \fs24 \cf1 structure your response and
present a logical
\plain\par
\pard\sl-287 \li360 \ri2874 \expndtw-4 \f50 \fs24 \cf1 sequence of ideas
\plain\par
cf1 Development and Support{\f63 \u8212\'3f}The extent to which
\plain\par
\pard\sl-287 \li360 \ri495 \expndtw0 \f50 \fs24 \cf1 you elaborate on your ideas
and the extent to
\plain\par
\pard\sl-287 \li360 \ri1172 \expndtw0 \f50 \fs24 \cf1 which you present supporti
ng details
\plain\par
cf1 Sentence Structure{\f63 \u8212\'3f}The effectiveness of your
\plain\par
\pard\sl-288 \li100 \ri2780 \fi260 \expndtw-1 \f50 \fs24 \cf1 sentence structure
\plain\par
cf1 Mechanical Conventions{\f63 \u8212\'3f}The extent to which
\plain\par
\pard\sl-287 \li360 \ri786 \expndtw0 \f50 \fs24 \cf1 your writing is free of err
ors in usage and
\plain\par
\pard\sl-287 \li360 \ri3441 \expndtw-3 \f50 \fs24 \cf1 mechanics
\par
\column
\plain\pard\sl-445 \li0 \ri677 \expndtw2 \b \f20 \fs36 \cf23 WritePlacer Sample
Topic
\plain\par
\sl-197\fs20\par\pard\pard\sl-326 \li0 \ri217 \expndtw3 \i \f50 \fs24 \cf1 Prepa
re a multiple-paragraph writing sample of about
\plain\par
\pard\sl-287 \li0 \ri245 \expndtw1 \i \f50 \fs24 \cf1 300-600 words on the topic
below. You should use the
\plain\par
\pard\sl-288 \li0 \ri126 \expndtw2 \i \f50 \fs24 \cf1 time available to plan, wr
ite, review, and edit what you
\plain\expndtw3 \i \f50 \fs24 \cf1 have written. Read the assignment carefully b
efore you
\plain\expndtw2 \i \f50 \fs24 \cf1 begin to write.
\plain\par
\pard\sl-368 \li0 \ri194 \expndtw-2 \f50 \fs24 \cf1 Some schools require each st
udent to participate in an
\plain\par
\pard\sl-287 \li0 \ri93 \expndtw-3 \f50 \fs24 \cf1 organized school sport chosen
by the student. People at
\plain\par
\pard\sl-288 \li0 \ri223 \expndtw-1 \f50 \fs24 \cf1 these schools argue that ath
letics is an important part
\plain\par
\pard\sl-287 \li0 \ri44 \expndtw-2 \f50 \fs24 \cf1 of the educational experience
and that there should be a
\plain\expndtw-15 \f50 \fs24 \cf1 rule requiring participation. Others argue tha
t students
\plain\par
\pard\sl-288 \li0 \ri377 \expndtw-3 \f50 \fs24 \cf1 should be free to decide whe
ther or not they wish to
\plain\par
\pard\sl-287 \li0 \ri251 \expndtw-1 \f50 \fs24 \cf1 participate in organized sch
ool sports. Write an essay
\plain\par
\pard\sl-288 \li0 \ri142 \expndtw-2 \f50 \fs24 \cf1 for a classroom instructor i
n which you take a position
\plain\expndtw-1 \f50 \fs24 \cf1 on whether participation in organized school at
hletics
\plain\par
\pard\sl-288 \li0 \ri433 \expndtw-3 \f50 \fs24 \cf1 should be required. Be sure
to defend your position
\plain\par
\pard\sl-287 \li0 \ri70 \expndtw-1 \f50 \fs24 \cf1 with logical arguments and ap
propriate examples. Your
\plain\expndtw-4 \f50 \fs24 \cf1 essay must be 300-600 words in length.
\plain\par
\fs36 \cf23 Arithmetic
\plain\par
\sl-200\fs20\par\pard\pard\sl-323 \li0 \ri658 \expndtw0 \f50 \fs24 \cf1 This tes
t measures your ability to perform basic
\plain\par
\pard\sl-288 \li0 \ri553 \expndtw0 \f50 \fs24 \cf1 arithmetic operations and to
solve problems that
\plain\par
\pard\sl-287 \li0 \ri52 \expndtw0 \f50 \fs24 \cf1 involve fundamental arithmetic
concepts. There are 17

\plain\par
\pard\sl-288 \li0 \ri248 \expndtw0 \f50 \fs24 \cf1 questions on the Arithmetic t
ests, divided into three
\plain\expndtw-7 \f50 \fs24 \cf1 types.
\plain\par
cf1 Operations with whole numbers and fractions:
\plain\par
\pard\sl-288 \li360 \ri533 \expndtw0 \f50 \fs24 \cf1 Topics included in this cat
egory are addition,
\plain\par
\pard\sl-287 \li360 \ri196 \expndtw0 \f50 \fs24 \cf1 subtraction, multiplication
, division, recognizing
\plain\par
\pard\sl-288 \li360 \ri486 \expndtw0 \f50 \fs24 \cf1 equivalent fractions and mi
xed numbers, and
\plain\expndtw0 \f50 \fs24 \cf1 estimating.
\plain\par
cf1 Operations with decimals and percents: Topics
\plain\par
\pard\sl-288 \li360 \ri552 \expndtw0 \f50 \fs24 \cf1 include addition, subtracti
on, multiplication,
\plain\par
\pard\sl-287 \li360 \ri438 \expndtw0 \f50 \fs24 \cf1 and division with decimals.
Percent problems,
\plain\expndtw0 \f50 \fs24 \cf1 recognition of decimals, fraction and percent
\plain\par
\pard\sl-287 \li360 \ri150 \expndtw0 \f50 \fs24 \cf1 equivalencies, and problems
involving estimation
\plain\expndtw-2 \f50 \fs24 \cf1 are also given.
\plain\par
cf1 Applications and problem solving: Topics include
\plain\par
\pard\sl-287 \li360 \ri184 \expndtw0 \f50 \fs24 \cf1 rate, percent, and measurem
ent problems; simple
\plain\expndtw0 \f50 \fs24 \cf1 geometry problems; and distribution of a quantit
y
\plain\expndtw0 \f50 \fs24 \cf1 into its fractional parts.
\par
rd\pard\sl-240 \li0 \ri89 \expndtw0 \f20 \fs20 \cf23 2007 The College Board. All
rights reserved.
\plain\par
\par
}

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{\rtf \ansi\ansicpg1252\deff0

{\fonttbl{\f11\fswiss\fcharset0 Arial Narrow;}{\f10\fswiss\fcharset0 Arial;}{\f1

st any force that threatens its nest.

\sl-145\fs15\par\pard\pard\sl-269 \li0 \ri322 \expndtw0 \f50 \fs20 \cf1 1. In th

\plain\expndtw-2 \f50 \fs20 \cf1 D. President Roosevelt's FERA program.

\sl-200\fs20\par\pard\pard\sl-323 \li0 \ri420 \expndtw-1 \f50 \fs24 \cf1 This te

concepts. There are 17

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