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The SAT.

SAT. II

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SECTION 2 Time - 25 minutes

24 Questions

Turn to Section 2 (page 4) 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.

Each sentence below has one or two blanks, each blank indicating that something has been omitted. Beneath the sentence are five words or sets of words labeled A through E. Choose the word or set of words that, when inserted in the sentence. best fits the meaillng of the sentence as a whole.

Example:

Hoping to ------- the dispute. negotiators proposed a compromise that they felt would be------- to both labor and management

(A) enforce .. useful (B) end .. divisive (C) overcome .. unattractive (D) extend .. satisfactory (E) resolve .. acceptable 0®®®e

1. In 2008, Muslims in the United States were the religious group most evenly ------- the political spectrum: 29 percent liberal, 38 percent moderate, 25 percent conservative.

(A) distributed across (B) predicted by (C) concerned about (D) opposed to

(E) disconnected from

2. As one of history's most visible proponents of-------,this activist lectured internationally on the evils of alcohol consumption.

(A) debauchery (B) suffrage (C) democracy (D) temperance (E) individualism

3. By------ many aspects of natural river ecosystems, some darns cause serious harm. producing------­effects on water, land, wildlife, and even the atmosphere.

(A) improving .. pernicious (B) disrupting .. nominal (C) inhibiting .. negligible (D) altering .. deleterious (E) obliterating .. salutary

4. The company was so-----. so unwilling to change, that it lost any ability to compete in a------- market.

(A) flighty .. perilous (B) tractable .. global (C) innovative .. fluctuating (D) intransigent .. volatile (E) unmanageable .. regulated

5. Although it is natural to take umbrage at ------­remarks, Latoya always went to great pains to act as though she was not ------- when people harshly criticized her.

(A) acerbic .. affronted (B) barbed .. unaffected (C) discreet .. flustered (D) droll .. intimidated (E) churlish .. mollified

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The passages below are followed by questions based on their content; questions following a pair of related passage- � a so be based on the relationship between the paired passages. Answer the questions on the basis of what is stated .. r 1mp ed m dlepassages and in any introductory material that may be provided.

Questions 6-9 are based on the following passages.

Passage 1

According to one well-known school of acting, actors must work to generate specific feelings that will allow them to play their roles most effectively. They must bring to life

Line feelings appropriate to their character's situation, using 5 whatever means necessary to do so, including the actual

lines in the scripts, their own life experiences, recollections from books, and even imaginative projections. Then, after a series of gradual exercises and rehearsals. actors are ultimately able to call upon these feelings at will and to

10 retain them for as long as necessary for their perfonnances.

Passage 2

Playwright David Mamet bas nothing against actors who are in touch with their feelings; he simply feels it is a waste of time for them to try to make a connection with something that can be as fickle as genuine, repeatable

15 emotion. He has written caustically about techniques that, at their center, train actors to reach their emotions and that place emphasis on the primacy of the actor. Undoubtedly, he has encountered actors who are searching for the subtext in his plays at the expense of the action. As might be

20 expected, be believes that the only salvation for an actor is study of the text.

6. The "well-known school of acting·· line l � � .. ge I) would most likely considen\batMamet ""be e es" (line 20, Passage 2) to be

(A) limiting, since there are multiple ll)- to preparefor a role

(B) problematic, because learning SCTtpt 1 a labor­intensive process

(C) ambitious, since few actor-. can e sublime performances

(D) helpful, because it expresses aon acting

(E) accurate, since the playwright me authority on the play's me�

7. Passage 2 suggests that Marnet • ;ein lhe scripts" (lines 5-6, Passage

(A) representative of realistic dt:!lcgue (B) indicative of the play's subten

_ actual lines

(C) suggestive of a philosophical � � (D) central to an actor's work(E) less important than an actor'� fee =s

8. Passage 2 suggests that Marner· attimde toward the"series of gradual exercises'' mentianed line 8, Passage 1, would most like!) be one

(A) emphatic support(B) casual acceptance(C) amused disbelief(D) guarded skepticism(E) outspoken condemnation

9. Those holding the view pre. ented in Passage : wouldmost likely maintain that the ··genu..· .e. repeaLableemotion" referred to in lines 14-15. P� age 2. is

(A) possible to achieve through repeated pr�ctice(B) evoked mainly by close stud) of the s-.'llpt(C) difficult to distinguish from a purel� mechanical

performance (D) a myth perpetuated by man) other cbV�Jls of

acting (E) a barrier to presenting the intended action in a

scene

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Questions 10..18 are based on the following passage.

In 1his passage. excerpted from a 2009 book, a marine b m describes her first encoumer with a seahorse in

e er ·ironment. I ·wa.sn ·L until a recent trip to Vietnam, fourteen years

mer::!� frrst open-water dive, that I finally met a seahorse m Il'-· ocean home. During a window in my busy work

� sc edule, I visited a dive site I was told had a well-stocked - p:uldock teeming with grazing seaborses. The site was on

i.he underwater flanks of a ragged island called Mama Hanh, supposedly named after a famous local lady because of its sensuous, feminine profile-! wasn't so sure. I hopped eagerly into my dive gear and, along with my dive

10 buddy, slipped beneath the water surface, smooth like a swimming pool before anyone has jumped in. I drifted down and was immediately engulfed by the familiar and blissful sensation of abandoning gravity, as a blue ceiling closed over my head and trails of silver baubles streamed

5 out behind me, rising up into the distance. As patches of coral appeared below my fins, I felt a twinge of expectation. Perhaps this time I would find one?

For a while my hopes were high. I got my "eye in,'' spying minute camouflaged critters; I counted dozens

20 of sea slugs like candy-striped nail clippings fallen down between narrow coral crevices and inch-long, buff-colored gobies resting on their front fins like little legs with pairs of ''I'm-watcbing-you-up-there, really-I-an1" eyespots drawn on the tops of their heads. I even saw one of the

25 seahorses' extremely rare relatives, the ornate ghost pipefish, pretending it was not there amid the curli11g tendrils of a feather star. But as the dive computer on my watch ticked away, I resigned myself to another near miss. Forty minutes had passed and all the divers would soon

30 be expected to be back on the boat. Then suddenly, the metallic clang of clive knife on Lank made me flinch; my dive buddy was trying to catch my attention. He was hovering a few meters away above a small cluster

. of

dead-looking coral, pointing triumphantly. There tt 35 was-pumpkin orange, covered in short prickles and with

a pair of white saddles painted across its back. It was not especially big, only about as tall as the space between my index finger and thumb curved in a C-shape, and it was snoozing quietly on the seafloor, its tail wrapped neatly around a broken finger of coral. The funny thing was, every time I had played out this moment in my mind and imagined what it would be like to find my frrst wild seahorse, I had got it wrong. There was no doubting it was as beautiful as the seahorse in my daydreams, but when I

.:5 saw it, I didn't shriek in muffled delight or dance around in circles of excited bubbles. Instead, I was clutched by a deep

serenity and the overwhelming urge to ue belly-down on the sand, my chin resti.ng in my hands, and simply watch it: forever, if I could.

50 What was so special about that encounter with my first seahorse? Why are scahorses different from so many other creatures 1 have gazed upon during hours and days underwater? It surely bas something to do with their unconventional beauty, their unique combination of

55 features, demure down-turned snout and tightly curled tail, as sensitive and nimble as an elephant's trunk. Was it the anticipation of seeing one and the satisfaction, after such a long wait, of finally spying one of these wily masters of disguise that can match themselves so expertly to their

60 surroundings? Sharks are breathtaking in their nonchalant efficiency as they slice through the water like sleek torpedoes. Reef fish are instantly gratifying, colorful and brazen, flitting around like butterflies of the sea. But seaborses hold a secret intimacy, a special reward for the

65 keen-eyed. And perhaps deep down I held on to a childhood suspicion, an irrational part of me that didn't quite believe seahorses really do inhabit the oceans. Seeing one felt like glimpsing a 1.111icom trotting through my garden.

10. The sinllle in lines 10-l l ("like ... in") emphasizes which characteristic of the water?

{A) Its opacity (B) Its color (C) Its placiclity (D) Its uniqueness (E) Its temperature

11. The author's attitude in lines 15-17 ("As ... one") is best characterized as one of

(A) cheerfulness (B) eagerness (C) ambivalence (D) determination (E) contentment

12. Lines 18-27 ("I got ... star") are distinctive for their use of

(A) narrative foreshadowing (B) satirical commentary (C) visual description (D) hypothetica] musing (E) scientific reasoning

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13. In lines 40-43 ("The funny ... wrong"), the author indicates that

(A) her expectation did not align with the reality (B) her pursuit of a dream had been a waste of time (C) she had not considered the impact of her

discovery {D) she had resigned herself to never fulfiUing an

ambition (E) she felt frustrated as well as overjoyed

14. The author's reaction in lines 46-49 ("Instead ... could") is best described as

(A) relieved (B) surprised (C) bewildered (D) spellbound {E) respectful

15. By posing the questions in lines 50-53 and 56-60, the author does which of the following?

(A) Expresses doubt about how her observations will be received

(B) Seeks to account for her fascination with seahorses

(C) Deflects criticism of her claims by anticipating objections

(D) Suggests new areas of research related to seahorses

(E) Examines the wisdom of her decision to study seahorses

16. Which characteristic of seahorses is emphasized in lines 58-60 ("wily ... surroundings'·) ?

(A) Their tiny size (B) Their col01ful appearance (C) Their stealthy movement (D) Their ability to camouflage themselves (E) Their sensitivity to bright light

17. The author suggests U1at in comparison with ·'Sharks'· (line 60) and ·'Reef fish'" (line 62), seahorses are

(A) less impressive and gratifying (B) less seductive and powe1ful (C) more universally appreciated (D) more satisfying but also more childish (E) more subtle but particularly affecting

18. Which best describes the author"s remarks in lines 65-69 (''And ... garden") ?

(A) Justifying a choice (B) Pointing out a shortcoming (C) Acknowledging a criticism (D) Offering an apology (E) Making a disclosure

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Questions 19-U are based on the following passage.

In rhi.s passat?e from a 2006 book about architecture, the rui lers the relationship between our physical

=rrnr,mifin�� and our sense of well-being.

cas} enough to understand why we would want ... '"'ll"-lities as dignity and clarity to play a role in our 1:'. ess clear is why we should also need the objects

artl-'ld us to speak to us of them. Why should it matter - \\hat our environment has to say to us? Why should

architects bother to design buildings which communicate pecific sentiments and ideas, and why should we be so

negatively affected by places which reverberate with what we take to be the wrong allusions? Why are we vulnerable,

u so inconveniently vulnerable, to what the spaces we i.nhabil are saying?

Our sensitivity to our surroundings may be traced back to a troubling feature of human psychology: to the way we harbor within us many different selves, not all of which

5 feel equally like "us," so much so that in certain moods, we can complain of having come adrift from what we judge to be our true selves.

Unfortunately, the self we miss at such moments. the elusively authentic, creative, and spontaneous side of our

20 character, is not ours to summon at will. Our access to it is, to a humbling extent, detem:Uned by the places we happen to be in, by the color of the bricks, the height of the ceilings and the layout of the streets. In a hotel room strangled by three motorways, our optimism and sense of purpose are

25 liable to drain away, like water from a punctured container. We may start to forget that we ever had ambitions or reasons to feel spirited and hopeful.

We depend on our surroundings obliquely to embody the moods and ideas we respect and then to remind us of

30 them. We look to our buildings to hold us, like a kind of psychological mold. to a helpful vision of ourselves. We arrange around us material fom1s which communicate to us what we need-but are at constant risk of forgetting we need-within. We turn to wallpaper, benches, paintings, and streets to staunch the disappearance of our true selves.

In turn, those places whose outlook matches and legitimizes our own, we tend to honor with the term 4mme." Our homes do not have to offer us permanent .:cupancy or store our clothes to merit the name. To speak ;-home in relation to a building is simply to recognize its

tarrnony with our own prized internal song. Home can be f.!! 31rp0rt or a library, a garden or a motorway diner.

Our love of home is in turn an ack.now ledgernent of the degree to which our identity is not self-determined. We need a home in the psychological sense as much as we need one in the physical: to compensate for a vulnerability. We

need a refuge to shore up our states of mind, because so much of the world is opposed to our allegiances. We need our rooms to align us to desirable versions of ourselves and

50 to keep alive the important evanescent sides of us.

19. The primary purpose of the passage is to

(A) present a dilemma (B) outline a process (C) suggest an alternative (D) examine a phenomenon (E) resolve a controversy

20. ln lines 8-9, the author's use of the phrase "what we take to be" serves to

(A) question the motives of architects who design public buildings

(B) acknowledge that the associations buildings evoke are open to interpretation

(C) suggest that people are prone to make inaccurate judgments in unfamiliar situations

(D) imply that tl1e effect our environment bas on us should be self-determined

(E) raise the possibility that different building designs can convey similar moods

21. The passage as a whole suggests that "sensitivity to our surroundings" (line 12) is

(A) an unforeseen outcome (B) an inherent attribute (C) an impractical goal (D) a visionary practice (E) a controversial feature

22. In context. "bumbling" (line 21) suggests that people

(A) value artifice over reality (B) have unreasonable ambitions (C) are dependent on one another (D) are not wholly autonomous (E) are overly pessimistic

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D D 23. In line 36. '·matches" most nearly means

(A) surpasses (B) opposes (C) adapts to (D) competes with (E) corresponds with

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24. In line 44, "degree" most nearly means

(A) stage (B) extent (C) distance (D) gravity (E) intensity

STOP If you finish before time is called, you may check your work on this section only.

Do not turn to any other section in the test.

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SECTION 4 Time - 25 minutes

24 Questions

Turn to Section 4 (page 5) 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 conesponding '"cle on the answer sheet.

E;_�,;h sentence below has one or two blanks, each blank uicating that something has been omitted. Beneath

·e sentence are five words or sets of words labeled A ·rough E. Choose the word or set of words that, when

erted in the sentence, best fits the meaning of the ntence as a whole.

Example:

Hoping to ------- the dispute. negotiators proposed a compromise that they felt would be------- to both labor and management.

! A) enforce . . useful B) end .. divisive

(C) overcome .. unattractive ! D) extend .. satisfactory tE) resolve .. acceptable 0®®®e

l. Sally could not------- the family trip to Colorado, but her older brother Brad was able to ------- many of its details.

(A) describe .. overlook (B) avoid .. dismiss (C) forget .. memorize (D) prevent .. recognize (E) remember .. recall

2. The theory is ------- so much------- evidence that it is now accepted by the great majority of scientists.

(A) inconsistent with .. valid (B) substrultiated by .. supporting (C) unrelated to .. known <D) dependent on .. contradictory (E) upheld by .. irrelevant

3. Not wishing to incur the disapproval of her teachers, who were generally-------, Helen was ------- attempting radical new artistic styles in her paintings.

1A) traditional .. delighted about B) conservative .. wary of C) progressive .. opposed to

(D) complimentary .. criticized for E) benevolent . . secretive about

4. Far from exhausting him, the more arduous work schedule seems to have ------- the convalescent doctor.

(A) enticed (B) recompensed (C) enervated (D) alienated (E) rejuvenated

5. As head of the National Education Association in 1965-66, Elizabeth Duncan Koontz advocated higher salaries for teachers because she believed that the more ------- teaching is, the greater its attraction for highly qualified people.

(A) precarious (D) lucrative

(B) forceful (C) controversial (E) productive

6. Although in public life Simone de Beauvoir's feminist stance was uncompromising. her personal life revealed a greater degree of ideological -------.

(A) reciprocity (D) coherence

(B) flexibility (E) analysis

(C) conviction

7. Noting a------- of robins around his home, the bird- watcher wondered whether this reflected an overall------- in this species· population.

(A) dearth .. diminution (B) spate .. disruption (C) jumble .. stability (D) plethora . . erosion (E) scattering .. uniformity

8. The critic wrote that Hoffman's novel was------- , so abominable, in fact, that slamming it sbut was the only pleasure it provided.

(A) prescient (B) labyrinthine (C) execrable (D) metaphysical (E) audacious

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The passages below are followed by questions based on their content; questions following a pair of related passages may al, be based on the relationship between the paired passages. Answer the questions on the basis of what is stated or implied in passages and in any introductory material that may be provided.

Questions 9-10 are based on the following passage.

Don't bother telling Emilio Estefan what he can't do, because he's not listening. The music business is a tough nut to crack; full of brash, self-made men with big dreams

Line and bigger guts. This isn't a fraternity or country club 5 where polite business tactics, fair play, and sportsmanship

reign. This is natural selection, a highly competitive arena rife with sharks. And although he left Havana at fifteen, never to return, Emilio Estefan has made the Latin music chart-topping voyage many times.

9. The passage characterizes "The music business" (li.ne 2) as predominantly

(A) seductive and intoxicating (B) pretentious and genteel (C) idealistic and impractical (D) antiquated and deteriorating (E) combative and treacherous

10. The passage is notable for its repeated use of which literary technique?

(A) Allegory (B) Metaphor (C) Understatement (D) Personification (E) Foreshadowing

Questions 11-12 are based on the following passag

Organic chemistry is the chemistry of compounds that contain carbon. The carbon atom's gift is that it i particularly good at making various sorts of chemical

Line bonds. It can make straight chains, kinked chains, br� 5 chains, and a variety of rings in ways that no other el

can manage. These complex molecules were first see� living things, which is how they came to be called org1 But for well over a century. chemists have delighted· making carbon-bearing molecules that life has never

10 bothered with, and those synthetic molecules are call� organic, too.

11. According to the passage, the "carbon atom's gift (line 2) is its

(A) versatility (B) consistency (C) simplicity (D) abundance (E) stability

12. The passage suggests that "those synthetic mole� (line I 0) are

(A) unique in that they contain no carbon (B) no longer of interest to most chemists (C) inaccurately but conventionally described

as organic (D) inadvertently created during many common

experiments (E) unable to form the same chemical bonds

as do natural molecules

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Questions 13-24 are based on the following passages.

The term "Cold War" refers to a period of confrontation .franz about1945 to 1990 between the tiVO global superpowers of that era. the United States and the Soviet Union (a collection of republics led by Russia). These passages are adapted from a book published in 1998.

Passage 1

The traditionalist school of historians dominated the American scholarly discussion of the Cold War during the late 1940s and the 1950s. Traditionalist scholars generally

Une supported the basic thrust of American policy toward 5 Russia. which was known as containment. These scholars

blamed the Cold War on Soviet expansionism in Europe, which they saw as motivated by either communist ideology, traditional Russian great-power foreign policy goals, or, most often, a combination of the two. Soviet

10 expansion was made possible by World War ll, which by devastating large parts of Europe had created a power vacuum into which the Soviet Union could move. Traditionalists often cited Soviet policy in Poland as

· a key factor in initiating the Cold War: Soviet leader 15 Joseph Stalin, they said, forbade free elections there and

installed a puppet communist regime. Such intrusion into Eastern and Central Europe not only violated the principle of national self-determination but also created a threat to Western Eumpe. where physical destruction and

20 psychological demoraliL:ation had created fertile ground for conununisr subversion.

It was not only the Soviet Union's policy in Europe but also its aggressive actions elsewhere in the world that provided a clear picture of Russian intentions. Therefore,

25 the traditionalists maintained, the United States was responding to a palpable threat and genuine need when it intervened diplomatically and economically in Europe; in fact, the United States had to overcome its historical reluctance to get involved in international affairs before it finally took decisive, and w·gently necessary, measures to check Soviet expansion in 1947. The United States intervened in European affairs to prevent a single aggressive power from dominating the continent, according to traditionalists, much as the United States did by entering

- World War II. The major difference was that during the war the menacing power was Nazi Germany and in the postwar era it was Soviet Russia.

In sh01t, traditionalists maintained that the Soviet Union .,..as the prime mover in initiating the Cold War and that the C"nited States had no choice but to wage it in order to nrotect Europe and to preserve American security and U1e ·reedom of the Western world. As historian Arthur S..:hlesinger, Jr., put it in summarizing the traditionalist - silion, "The most rational of American policies could �dly have averted the Cold War."

Passage 2

It has been pointed out many times that every American war since the War of 1812 hal> had its revisionists­histOiians who concluded after the fighting ended that the official explanation for the war was wanting and that the

50 national interest did not require that war be waged. The revisionist school that developed over the Cold War strongly disagreed with the u·adi.tionalists about the Soviet threat. They insisted that in 1945 the Soviet Union, badly damaged by the fighting during World War IT and having

55 suffered huge population losses, was far weaker than the United States and in no position to t11reaten the West. The military, technological, and economic strength of the United States simply was overwhelming. Notwithstanding Stalin· s brutality at home, Soviet policy in Central and

60 Eastern Europe and elsewhere was cautious and defensive. Stalin wanted to rebuild his devastated country, make sure he had friendly regimes along the Soviet Union's western borders. and prevent once and for all a resurgence of German power. These were all legitimate objectives, the

65 revisionists maintained, for a country in the Soviet Union's circumstances.

Why, then, did the United States react so strongly against Soviet gains after World War II? The main culprit, the revisionists generally argued, was American capitalism

70 and its insatiable demand for new markets and additional raw materials, which had turned the United States into an expansionist power. The first notable revisionist scholar to make this case was William Appleman Williams in 1959. According to Williams, when the United States resisted

75 Soviet influence in Eastern Europe so that it could penetrate the region economically, it caused an understandable Soviet reaction that resulted in the Cold War. Williams was not nearly as critical of the United States as later revisionists. For Williams, the

80 "tragedy of American diplomacy is not that it is evil. but that it denies and subverts American ideas and ideals." Two years later. D. F. Fleming seconded Williams· critique, specifically blaming President Tmman for ending President Roosevelt's policy of cooperation with the

85 Soviets and turning to confrontation, thereby beginning the Cold War.

Williams' views helped launch the New Left school of American historiography. The New Left revisionists sharpened the critique of the United States. They criticized

90 American foreign policy for opposing economic reform in Europe and for being imperialistic elsewhere in the world. For a time the sheer volume of revisionist works dominated the Cold War debate, despite criticism from traditionalists that revisionists ignored Soviet aggressiveness and failed to

95 consider the totalitarian nature of the Soviet regime.

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13. Both passages are concerned chiefly with

(A) the causes of the Cold War (B) the aftermath of the Cold War (C) European political ideologies (D) Soviet leaders and policies (E) the devastation of World War II

14. The first sentence of Passage I (Enes 1-3) and the final sentence of Passage 2 (lines 92-95) are similar in that both focus primarily on the

(A) political rivalry between the United States and the Soviet Union

(B) historical events that preceded the outbreak of World Warn

(C) Soviet view of a particular disagreement among historians in the United States

(D) prevailing historical perspective on the Cold War during certain eras

(E) reasons why the traditionalist and revisionist historians differed in their interpretations

15. In line 12, "move" most nearly means

(A) change (B) relocate (C) advance (D) inspire (E) depart

16. In lines 13-21 ("Traditionalists ... subversion"), the author of Passage I discusses Poland in order to

(A) cite a notable exception to a trend (B) present an extended comparison (C) support a position with an example (D) criticize an obvious exaggeration (E) refute a widely held conviction

17. According to Passage 1 , traditionalist Cold War historians viewed the "actions" mentioned in line 23 as

(A) justified (B) unexpected (C) perplexing (D) hostile (E) insignificant

18. The description of Soviet Ru�sia in lines 35-37, Passage I ("The major ... Russia"), would most likely have struck members of the ·'school" (line 51, Passage 2) as

(A) impetuous (B) fallacious (C) cryptic (D) commendable (E) discerning

19. In line 49, "wanting" most nearly means

(A) desiring (B) needing (C) lacking (D) urging (E) hungering

20. In Passage 2. the reference to ''demand for new markets and additional raw materials'' (lines 70-71) most directly serves to

(A) reconcile conflicting arguments (B) discount an interpretation (C) reveal an exception to a rule (D) suggest how to test a hypothesis (E) help answer a question

21. Passage 2 suggests that compared with revisionist scholar Williams, "later revisionists" (line 79) found the policies of the United States to be

(A) more fundamentally objectionable (B) more balanced and persuasive (C) more politically palatable (D) less easy to condenm (E) less self-serving

22. According to Williams, "American diplomacy" (line 80) was

(A) driven by territorial ambitions (B) unsuitable for real-world situations (C) antithetical to its motivating principles (D) undermined by its inconsistent application (E) indebted to its historical precursors

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D D any part ol this page is illegal. D 4 23. The traditionalists discussed in Passage 1 would

most likely have responded to Fleming's view of President Truman (lines 82-86, Passage 2) by asserting that

lA) President Roosevelt's approach to the Soviet Union was the preferable one

(B) the Soviet Union was so weak at the time that it could not challenge the United States

(C) President Truman's policies were indeed responsible for the sta.Jt of the Cold War

(D) aggressive action by the United States was required to counteract Soviet policies

(E) revisionist scholar Williams' assessment of the cause of the Cold War was more accurate

24. Historians who were part of the "school" mentioned in line 87, Passage 2. would most likely have responded to the position summarized in Hnes 5-9, Passage l ("These ... two"'), by asserting that

(A) it was economic expansionism on the part of the United States rather than Soviet political expansionism that brought about the Cold War

(B) Stalin's policies in Poland and elsewhere provided clear evidence of Soviet expansionist tendencies at that time

(C) Soviet expansionism in Europe succeeded because of the destruction and demoralization that resulted from World War 11

(D) traditionalist historians failed to fully appreciate the totalitarian nature of Stalin's government

(E) both the United States and the Soviet Union were at fault for causing the Cold War

STOP If you finish before time is called, you may check your work on this section only.

Do not turn to any other section in the test.

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9 A Unauthorized copying or reuse of A L.::::l.. any part of this page is illegal. L.::::l.. 9

SECTION 9 Time - 20 minutes

19 Questions

Turn to Section 9 {page 7) 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.

Each sentence below has one or two blanks, each blank indicating that something has been omitted. Beneath the sentence are five words or .sets of words labeled A through E. Choose the word or set of words that, when inserted in the sentence. best fits the meaning of the sentence as a whole.

Example:

Hoping to ------- the dispute, negotiators proposed a compromise that they felt would be ------- to both labor and maoagement.

(A) enforce . . useful (B) end . . divisive (C) overcome . . uoattractive (D) extend . . satisfactory (E) resolve . . acceptable 0® ©®e

1. Although the commentator claimed to be politically neutral, she was quite obviously -------: her broadcasts always revealed an unmistakable. unreasoning ------­toward her pet political causes.

(A) dogmatic . . apathy (B) straitlaced . . prejudice (C) optimistic . . pathos (D) pedantic . . negativism (E) partisan . . bias

2. Dr. Abraham often understated his accomplishments. even at times ------- the way he had achieved his success against overwhelming obstacles.

(A) recounting (D) lauding

(B) deprecating (C) controlling (E) apprehending

3. The researcher adroitly ------- his presentation with personal anecdotes. breaking up dauntingly technical material with short accounts of biographical interest.

(A) interspersed (D) garbled

(B) verified (E) replaced

(C) dissected

4. Margot O'Toole's allegations of ------- practices among her scientific colleagues ------- a charged debate regarding the ethics of scientific research.

(A) exemplary . . fueled (B) orthodox . . supported (C) fraudulent . . precipitated (D) unprofessional . . mollified (E) retrograde . . corrupted

5. Like avid gardeners who attack weeds tirelessly, some damselfish are ------- weeders of algae gardens in coral reefs.

(A) dilatory (B) munificent (C) indefatigable (D) unwieldy (E) capricious

6. As Sam's behavior was a flagrant violation of basic civility, Kendra was right to call it -------.

(A) obsequious (D) gregarious

(B) egregious (C) perfunctory (E) ineluctable

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' ' ' ' 9

The passage below is followed by questions based on its content: Answer the questions on the basis of what is stated or implied in the passage and in any introductory material that may be provtded.

Questions 7-19 are based on the following passage.

This passage is adapted from a 1998 memoir by a Japanese American farmer. In discussing his family, the author mentions Baachan, his grandmother; Jiichen, his grandfather; and Marcy, his wife.

Years ago, during a summer break from college, I brouoht home a newly found obsession with organic foods. :--Jot �nly would I try to persuade Dad to start farming differently using natural, holistic methods, I hoped to integrate a new philosophy into all of my family's life, tncluding meals. One of my goals was to enlighten everyone to the wonders of brown rice.

On the second day home I shocked everyone by volunteering to make the dinner rice. With serving bowls placed in the center of the table, we filled our plates with teriyaki beef, tofu, stir-fried napa, and carrots. I alone heaped a large helping of steaming hot brown rice on my plate. I smacked my lips aloud. trying to induce everyone to share in the new flavor. A half hour later, with a pot full of the rice sitting cold in the center of the table and people nibbling on the meat and vegetables, I got the message that my enlightenment campaign was in trouble.

Baachan fmally asked, "Did someone burn the rice?" \1y sister burst out laughing. Mom stood and bolted for the kitchen. I sat in my chair. weakly smiled, and tried to laugh, too.

Dad didn't think it was so funny. He added, with a hungry look, "You know, Jiichen ate Japanese rice his whole l ife and lived almost eighty years." Returning from ·he kitchen, Mom canied a reheated pot of white rice left Dver from lunch and we continued the meaL

As a child, I understood the difference between the �hort-grain "Japanese rice" and the long-grain, grocery­'tore variety we called ·'Chinese rice," which didn't stick ·ogetber. Dad purchased our rice at the farmers' co-op that he belonged to, a local association formed by Japanese American farmers after World War ll. Our rice came in :ifty-pound bags that Dad poured into a special three-foot­high round steel can with a lid-a trash can dedicated to ... LOring rice. Many times he let me help him by steadying llle can and I'd watch the white kernels stream in, raining Jgainst the metal sides, clattering with a rising pitch as the ..:an filled to the brim. I felt as if we were rich.

Rice was a daily symbol of Japanese traditions, one of ·he few that survived generations in America. But could I ,lmply substitute one rice dish for another without .;.srupting the pattern of the entire meal? White rice "rought meaning into our home.

When I tell Marcy my brown rice disaster story, she 45 muses, "Perhaps it's not what brown rice is-but what it

isn't. The way you served it was quite simply not Japanese."

Japanese seem to accept cultural differences when there is a clear demarcation of that difference. They use a

50 different written alphabet, katagana, when writing foreign words. Japanese food is served on Japanese dishes, but perfectly tasty-looking Western-style dishes would look odd if presented on a Japanese-style tray. Baachan did not like the time T wore tennis shoes instead of ::;ori slippers

55 with my happi coat. Baachan calls brown rice inaka food, something for

peasants. Japanese see it as impure because the bran, which is refined away in white rice, darkens the grain. The stripping of the nutritious bran from rice adds a Japanese

60 flavor, even for me: eating white rice reminds me of home, it makes me feel Japanese American. Yet how do I mediate the health benefits of brown rice with the Japanese diet of white rice?

East meets West and the drama unfolds atop a plate. I 65 had seen a newspaper cartoon in which the dual worlds of

American and Japanese traditions have clashed. In the first two frames, a Japanese American child asks his mother, "What's for lunch?" The mother is preparing makizushi. a type of sushi with rice rolled in black seaweed.

70 She answers, ''We are having makizushi." The son immediately pouts, "Yuck. I want hot dogs !" Later, the mother calls her son to the lunch table. The

mother wears a sage smile, and to the son's surprise, she has L1is "hot dog" on his plate-a wiener wrapped in black

75 seaweed instead of a bun. The cartoon helps me envision a solution that bridges

differences and conceive of a new packaging of culture, one not American nor Japanese but a fusion of the two.

Perhaps my brown rice needs packaging, a frame that 80 links the natural food community with a Japanese

American sensibility. I imagine a type of brown rice sushi, with the rice encased within nori seaweed, a l i teral and symbo)jc wrapping within Japanese tradition. Brown tice then would no longer substitute for white rice on a dinner

85 plate but rather be a creative, alternative form of making and serving food.

Used by permission ofW. W. Norton and Company, Inc.

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9 A Unauthorized copying or reuse of A A � any part of th1s page is illegal. L..::l.. L..:::l.

7. The passage is primarily concerned with

(A) examining the origins of a specific custom (B) comparing the dietary habits of certain families (C) considering the relationship between food and

culture (D) highlighting a pivotal event affecting one family's

history (E) championing the value of upholding certain

family traditions

8. In lines 13-14 ("I . . . flavor"), the author's actions are intended to convey mainly that brown rice is

(A) healthy (B) aromatic (C) fashionable (D) nourishing (E) appetiLing

9. The author portrays his attitude toward the situation described in Lines 18-21 ("Baachan . . . too") as one of

(A) apprehension (B) embarrassment (C) indignation (D) optimism (E) merriment

10. The father's statement in lines 23-24 ("You . . . years") serves mainly to

(A) quote an authority (B) justify a practice (C) qualify a concern (D) note a puzzling incident (E) make a direct accusation

11. The shift between the discussion in lines 1-26 and the discussion in lines 27-86 is best characterized as a transition from

(A) abstract discussion to detailed plans (B) vague recollection to specific memory (C) unsupported assertion to insightful analysis (D) humorous commentary to startling revelation (E) extended anecdote to thoughtful musings

12. The childhood memories related in lines � ("Dad . . . rich") contribute to the 0\eral of the passage by

(A) depicting some distinctive qualitie<; (B) demonstrating the centrality of famil (C) emphasizing the importance of org (D) illustrating the value of rice to Lhe

family (E) providing some general historical

about rice

13. In tine 38, "rich" most nearly mean

(A) hearty (B) amusing (C) vibrant (D) productive (E) wealthy

14. The questions posed in lines 40-42 ("Bu and lines 6 I -63 ("Yet . . . rice?") serve =·

(A) offer concrete solutions (B) underscore particular predicament� (C) exaggerate trivial differences (D) introduce new problems (E) dismiss certain options

15. In lines 45-47 ("Perhaps . . . Japanese··). �1 .... statements serve to

(A) recommend a practical solution (B) contradict a familiar notion (C) introduce an alternate explanation (D) question a type of storytelling (E) emphasize a sense of uncertainty

16. In lines 49-5 1 ("They . . . words"), the author all of the following EXCEPT

(A) define a term (B) provide an example (C) support a generalization (D) refute a claim (E) cite a fact

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17. In line 64, "the drama" refers to a

(A) collision of cuswms (B) concern about ethics (C) visual display (D) heated discussion (E) theatrical presentation

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19. The author's tone in the final paragraph is best described as

(A) impatient (B) anxious (C) apologetic (D) optimistic (E) emotional

18. The author implies that the "hot dog" described in lines 74-75 represents an example of

(A) an impractical solution (B) an unrealistic expectation (C) a cultural synthesis (D) a growing trend (E) a creative lap e

S TOP If you finish before time is called, you may check your work on this section only.

Do not turn to any other section in the test.

9

Correct Answers and Difficulty Levels Form Codes AEWZ, BWWZ

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Critical Reading Section 2 Section 4

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Section 9

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�UTE: Dilliculty levels arc estimates ol quest1on difficulty for a reference group of college-bound sen.iors. DillicuJry levels range from I (easiest! w 5 ihardi!Sli.

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Section 10

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