Sat - MC Grawhill part 64 potx

620 MCGRAW-HILL’S SAT
ANSWER KEY
Critical Reading
Section 3 Section 6 Section 8
COR. DIFF.
ANS. LEV.
1. A2
2. C2
3. A3
4. D3
5. B3
6. E3
7. B4
8. C5
9. A5
10. D3
11. E3
12. B4
COR. DIFF.
ANS. LEV.
13. C4
14. A3
15. D3
16. B4
17. A4
18. A5
19. D3
20. C3
21. B3
22. E3
23. C4

24. D4
COR. DIFF.
ANS. LEV.
1. A1
2. B3
3. E2
4. B3
5. E4
6. C3
7. D3
8. C4
9. B3
10. E2
11. B4
12. C3
COR. DIFF.
ANS. LEV.
13. A3
14. A4
15. D3
16. B4
17. C3
18. D5
19. B4
20. A3
21. C2
22. B3
23. C4
24. E4
COR.

DIFF.
ANS. LEV.
1. D2
2. B2
3. A2
4. C3
5. E4
6. B5
7. C2
8. E4
9. E4
10. C3
COR. DIFF.
ANS. LEV.
11. A4
12. A3
13. D2
14. B3
15. A4
16. A3
17. D3
18. D3
19. C4
Number correct
Number incorrect
Number correct
Number incorrect
Number correct
Number incorrect
Number correct

Number incorrect
Number correct
Number incorrect
COR. DIFF.
ANS. LEV.
1. E1
2. B2
3. E2
4. D2
5. C3
6. D2
7. E3
8. D3
9. E3
10. B3
COR. DIFF.
ANS. LEV.
11. E3
12. E3
13. D 3
14. B3
15. E4
16. C3
17. C4
18. C4
19. E5
20. C5
COR. DIFF.
ANS. LEV.
1. E1

2. D2
3. C3
4. A4
5. B3
6. C3
7. C4
8. A5
COR. DIFF.
ANS. LEV.
1. C1
2. E2
3. A2
4. D2
5. C2
6. C3
7. D4
8. A3
COR. DIFF.
ANS. LEV.
9. B4
10. A3
11. E3
12. E4
13. E4
14. C4
15. C4
16. A5
Number correct
Number incorrect
Number correct

Number incorrect
Number correct
(9–18)
Number correct
Number incorrect
NOTE: Difficulty levels are estimates of question difficulty that range from 1 (easiest) to 5 (hardest).
Math
Section 2 Section 5 Section 7
Multiple-Choice
Student-produced
Questions
Response questions
Writing
Section 4 Section 9
COR. DIFF.
ANS. LEV.
1. A1
2. E1
3. B2
4. C3
5. D2
6. C2
7. A4
8. B5
9. B4
10. E4
COR. DIFF.
ANS. LEV.
11. E4
12. D2

13. B1
14. D4
15. D3
16. E3
17. C2
18. B3
19. C3
20. B4
COR. DIFF.
ANS. LEV.
21. E4
22. C3
23. C3
24. E3
25. B3
26. C3
27. E4
28. A3
29. C4
30. A3
COR. DIFF.
ANS. LEV.
31. B3
32. B4
33. D3
34. E3
35. A3
COR. DIFF.
ANS. LEV.
1. C1

2. B2
3. B2
4. B2
5. A3
6. E2
7. D3
8. D3
9. B3
10. B3
COR. DIFF.
ANS. LEV.
11. B3
12. C3
13. D4
14. B4
COR. DIFF.
ANS. LEV.
9. 7.5 1
10. 13 2
11. 100 3
12. 24 3
13. 0.2 or 3
1/5
14. 44
15. 0.8 3
16. 54
17. 94
18. 10 5
CHAPTER 16 / PRACTICE TEST I 621
SCORE CONVERSION TABLE

How to score your test
Use the answer key on the previous page to determine your raw score on each section. Your raw score on
each section except Section 5 is simply the number of correct answers minus
1
⁄
4
of the number of
wrong answers. On Section 5, your raw score is the sum of the number of correct answers for ques-
tions 1–18 minus
1
⁄
4
of the number of wrong answers for questions 1–8. Next, add the raw scores from
Sections 3, 6, and 8 to get your Critical Reading raw score, add the raw scores from Sections 2, 5, and 7 to
get your Math raw score, and add the raw scores from Sections 4 and 9 to get your Writing raw score.
Raw Critical Reading score: ____________ Raw Math score: ____________ Raw Writing score: ___________
Use the table below to convert these to scaled scores.
Scaled scores: Critical Reading: _____________ Math: _____________ Writing: _____________
Critical Critical
Reading Math Writing Reading Math Writing
Raw Scaled Scaled Scaled Raw Scaled Scaled Scaled
Score Score Score Score Score Score Score Score
67 800 32 520 570 610
66 800 31 510 560 600
65 790 30 510 550 580
64 780 29 500 540 570
63 770 28 490 530 560
62 750 27 490 520 550
61 740 26 480 510 540
60 730 25 480 500 530

59 720 24 470 490 520
58 700 23 460 480 510
57 690 22 460 480 500
56 680 21 450 470 490
55 670 20 440 460 480
54 660 800 19 440 450 470
53 650 800 18 430 450 460
52 650 780 17 420 440 450
51 640 760 16 420 430 440
50 630 740 15 410 420 440
49 620 730 800 14 400 410 430
48 620 710 800 13 400 410 420
47 610 710 800 12 390 400 410
46 600 700 790 11 380 390 400
45 600 690 780 10 370 380 390
44 590 680 760 9 360 370 380
43 590 670 740 8 350 360 380
42 580 660 730 7 340 350 370
41 570 650 710 6 330 340 360
40 570 640 700 5 320 330 350
39 560 630 690 4 310 320 340
38 550 620 670 3 300 310 320
37 550 620 660 2 280 290 310
36 540 610 650 1 270 280 300
35 540 600 640 0 250 260 280
34 530 590 630 −1 230 240 270
33 520 580 620 −2 or less 210 220 250
622 MCGRAW-HILL’S SAT
SCORE CONVERSION TABLE FOR WRITING COMPOSITE
[ESSAY + MULTIPLE CHOICE]

Calculate your Writing raw score as you did on the previous page and grade your essay from a 1 to a 6
according to the standards that follow in the detailed answer key.
Essay score: ____________ Raw Writing score: ____________
Use the table below to convert these to scaled scores.
Scaled score: Writing: _____________
Raw Essay Essay Essay Essay Essay Essay Essay
Score Score 0 Score 1 Score 2 Score 3 Score 4 Score 5 Score 6
Ϫ2 or less 200 230 250 280 310 340 370
Ϫ1 210 240 260 290 320 360 380
0 230 260 280 300 340 370 400
1 240 270 290 320 350 380 410
2 250 280 300 330 360 390 420
3 260 290 310 340 370 400 430
4 270 300 320 350 380 410 440
5 280 310 330 360 390 420 450
6 290 320 340 360 400 430 460
7 290 330 340 370 410 440 470
8 300 330 350 380 410 450 470
9 310 340 360 390 420 450 480
10 320 350 370 390 430 460 490
11 320 360 370 400 440 470 500
12 330 360 380 410 440 470 500
13 340 370 390 420 450 480 510
14 350 380 390 420 460 490 520
15 350 380 400 430 460 500 530
16 360 390 410 440 470 500 530
17 370 400 420 440 480 510 540
18 380 410 420 450 490 520 550
19 380 410 430 460 490 530 560
20 390 420 440 470 500 530 560

21 400 430 450 480 510 540 570
22 410 440 460 480 520 550 580
23 420 450 470 490 530 560 590
24 420 460 470 500 540 570 600
25 430 460 480 510 540 580 610
26 440 470 490 520 550 590 610
27 450 480 500 530 560 590 620
28 460 490 510 540 570 600 630
29 470 500 520 550 580 610 640
30 480 510 530 560 590 620 650
31 490 520 540 560 600 630 660
32 500 530 550 570 610 640 670
33 510 540 550 580 620 650 680
34 510 550 560 590 630 660 690
35 520 560 570 600 640 670 700
36 530 560 580 610 650 680 710
37 540 570 590 620 660 690 720
38 550 580 600 630 670 700 730
39 560 600 610 640 680 710 740
40 580 610 620 650 690 720 750
41 590 620 640 660 700 730 760
42 600 630 650 680 710 740 770
43 610 640 660 690 720 750 780
44 620 660 670 700 740 770 800
45 640 670 690 720 750 780 800
46 650 690 700 730 770 800 800
47 670 700 720 750 780 800 800
48 680 720 730 760 800 800 800
49 680 720 730 760 800 800 800
CHAPTER 16 / PRACTICE TEST I 623

College Hill™ SAT Study Plan
See page 2–4 for instructions.
Test # ________ RAW SCORES: CR _________ M _________ W _________ Essay _________
SCALED SCORES: CR _________ M _________ W _________ Essay _________
1. What were your test conditions?
2. What was your pre-test routine?
Goal Attack
M pts
CR pts
W pts
500 75% 50% 30 25 22
550 80% 60% 37 32 27
600 85% 67% 45 38 31
650 90% 80% 52 44 36
700 100% 90% 59 49 40
750 100% 95% 62 52 44
800 100% 100% 66 54 47
3. Did you attack all of the questions you needed to attack? (See the table above.)
4. Did you rush to complete any section?
5. How many more
raw
points do you need to make your score goal? CR _______ M _______ W _______
6. Did you make educated guesses on any questions? If so, how many points did you pick up on these questions?
7. STUDY PLAN: Use the detailed answer key after the test to review the answers to the questions you missed.
Below, list the lessons linked to the questions you missed, and list the tough words you missed from the test.
Lessons to Review Words to Review
___________________________________________ _____________________________________________
___________________________________________ _____________________________________________
___________________________________________ _____________________________________________
___________________________________________ _____________________________________________

___________________________________________ _____________________________________________
___________________________________________ _____________________________________________
___________________________________________ _____________________________________________
___________________________________________ _____________________________________________
Get
624 MCGRAW-HILL’S SAT
Section 1
Detailed Answer Key
Every society seems to have platitudes about lazi-
ness, like “idle hands are the devil’s workshop.” This
is because, to a society, the value of an individual is
little more than his or her productivity. For many
people, the worst kind of laziness is apathy, being too
lazy to even care. But the fact is that we couldn’t sur-
vive if we cared about everything that was worth car-
ing about. We would go insane. Furthermore, those
who complain about apathy are usually the great ma-
nipulators of the world, trying to blame others for
their own failures.
Holden Caulfield seemed to be apathetic to his
teachers at Pencey Prep. But he was far from apathetic;
indeed, he probably cared too much. His brother’s
death and the suicide of a classmate affected him
deeply, although he had trouble articulating his grief.
He saw what the adults in his world seemed unable to
see: the hypocrisy and meanness in the world. If he
didn’t get away from the things that the teachers and
other adults wanted him to care about, he probably
would have gone crazy. Indeed, those adults thought
he was crazy, but to Holden, it was the hypocritical

world that was mad. His desperation to protect himself
from the unbearable “phoniness” in the world led
him, ironically, to often be phony himself. He hated
his own hypocrisy, but he had to experience it to un-
derstand it. What others saw as apathy and cynicism
was just his way of making it in the world.
Holden was quick to see that those who com-
plained about his laziness and apathy were just the
ones who wanted to control him because they couldn’t
control their own lives. Teachers too often assume
that, if their students aren’t “performing,” they must
be lazy and apathetic. “You’re so smart. You would do
well if you would just apply yourself.” Teachers see
this kind of comment as supporting, but it is supremely
degrading, and it covers up the teachers’ inability to
inspire or even understand their students.
Some people even go so far as to assume that en-
tire societies are lazy or apathetic, simply because they
do not share their same sensibilities or “productivity,”
failing to see that productivity is often the product, not
just of hard work, but of material and logistical ad-
vantage. I don’t have to work as hard, for instance, to
be “productive” as a teenager in rural China, because
I have free access to a computer, the internet, a local
The following essay received 6 points out of a possible 6, meaning that it demonstrates clear and consis-
tent competence in that it
• develops an insightful point of view on the topic
• demonstrates exemplary critical thinking
• uses effective examples, reasons, and other evidence to support its thesis
• is consistently focused, coherent, and well organized

• demonstrates skillful and effective use of language and sentence structure
• is largely (but not necessarily completely) free of grammatical and usage errors
Consider carefully the issue discussed in the following passage, then write an essay that answers the ques-
tion posed in the assignment.
An entertainment-driven culture runs the risk of encouraging passivity among its citi-
zens. If they can experience something vicariously through a movie, television show, or
video game, why should they get involved with the activity itself? It’s safer, after all, to
watch someone scale a mountain than to do it yourself. The effect of this passivity, of
course, is an apathetic frame of mind. We cease to care deeply about so many things be-
cause they are experienced, at best, second-hand.
Assignment: Is apathy a problem in today’s society? Write an essay in which you answer this ques-
tion and discuss your point of view on this issue. Support your position logically with
examples from literature, the arts, history, politics, science and technology, current
events, or your experience or observation.
CHAPTER 16 / PRACTICE TEST I 625
library, and helpful adult professionals. The Chinese
teenager might be far more intelligent, diligent and
resourceful than I, but far less “productive.”
Perhaps a sign of maturity and virtue in a society
is the degree to which it values its citizens indepen-
The following essay received 4 points out of a possible 6, meaning that it demonstrates adequate compe-
tence in that it
• develops a point of view on the topic
• demonstrates some critical thinking, but perhaps not consistently
• uses some examples, reasons, and other evidence to support its thesis, but perhaps not adequately
• shows a general organization and focus but shows occasional lapses in this regard
• demonstrates adequate but occasionally inconsistent facility with language
• contains occasional errors in grammar, usage, and mechanics
The greatest danger to the modern world is not ter-
rorists who have been indoctrinated into a twisted

world view, but the masses of people who are indif-
ferent to them, or even sympathize with them. “Live
and let live,” so many people say. “They have a right to
their point of view that women are animals and that
someone who speaks against their religion should
have his tongue cut out. That is just their way of think-
ing.” This apathy to the dangers of the world is even
more dangerous than the terrorists themselves.
In Madrid, a band of Al Qaeda terrorists decided
that it was a good idea, in March of 2004, to blow up
200 innocent commuters on a train so that they could
influence the upcoming elections in Spain. They pro-
claimed that they love death more than westerners
love life. They were hoping that the Spanish people
would then be so frightened that they would elect a
leader who would take Spain’s troops out of Iraq, as
Al Qaeda wished. And that is exactly what happened.
dently of their “productivity.” Every human being de-
sires to build a better world in his or her own way.
Sometimes that way does not involve making more
money, getting better grades, or doing what society
has established as “productive.”
The people of Spain didn’t care enough to realize
that they were doing exactly what the terrorists were
hoping they would do. The voters of Spain probably
believed that they were making it less likely that the ter-
rorists would strike again, but it was probably the exact
opposite. The terrorists love to know that their violence
scares people, and the Spanish people gave them what
they wanted. Contrast this with the American response

to terrorism: zero tolerance.
The worst evil occurs when good people do noth-
ing. Millions of supposedly “good” German people sat
on their hands as millions of “unwanted” Jews, gays
and foreigners were slaughtered. Now, millions of
people sit on their hands as religious fanatics look at
the slaughter of innocent people as their ticket to par-
adise. It is unreasonable to believe that those with
warped hatred of western cultures will stop their ha-
tred and their evil deeds merely because they are ap-
peased by weak governments.
626 MCGRAW-HILL’S SAT
When people don’t care about something, it’s hard to
get anything done. If a team has players that don’t re-
ally want to play, for instance, it’s almost impossible
to get them to win a game, even if you’re a master mo-
tivator. That’s why it’s so important to care about
things and not have apathy.
If you don’t care about something, also, it’s just re-
ally difficult to be happy. You don’t have anything to
look forward to in life. Some people don’t really care
about school, and they just listen to their iPods and
can’t wait to hang out with their friends or play their
XBoxes when they get home. College doesn’t mean
anything to them, and you can tell that they are mis-
erable people. It’s one thing to question your teachers
and wonder whether the things you learn in school are
relevant for your life, but it’s entirely different to not
even care about what you do in school even a little bit.
The following essay received 2 points out of a possible 6, meaning that it demonstrates some

incompetence in that it
• has a seriously limited point of view
• demonstrates weak critical thinking
• uses inappropriate or insufficient examples, reasons, and other evidence to support its thesis
• is poorly focused and organized and has serious problems with coherence
• demonstrates frequent problems with language and sentence structure
• contains errors in grammar and usage that seriously obscure the author’s meaning
Research has shown that you can’t really get any-
where without an education, so if you don’t care about
school you might as well not care about having any
kind of successful life. If they would just find some-
thing important that they could care about, like a
sport or a musical instrument or a job or something
like that, then they might have something they could
focus there life for, and have some positive purpose in
life. Criminals probably come about because early on
they didn’t really learn to care about anything impor-
tant, and that is the real tragedy. and foreigners were
slaughtered. Now, millions of people sit on their hands
as religious fanatics look at the slaughter of innocent
people as their ticket to paradise. It is unreasonable to
believe that those with warped hatred of western cul-
tures will stop their hatred and their evil deeds merely
because they are appeased by weak governments.
CHAPTER 16 / PRACTICE TEST I 627
Detailed Answer Key
2r + r = 48
Simplify: 3r = 48
Divide by 3: r = 16
(Chapter 8, Lesson 7: Word Problems)

9. E Pick two perfect squares for m and n, like 4
and 9. Plugging these in to the examples gives (A) 36
(B) 36 (C) 16 (D) 324 (E) Ϫ45. The only choice that is
not a perfect square is (E) Ϫ45.
(Chapter 8, Lesson 4: Working with Roots)
10. B One option is to solve each equation by plug-
ging in 10 for a: a + b = 10 + b = 9
Subtract 10: b = –1
Second equation: 10 – c = 14
Subtract 10: – c = 4
Divide by –1: c = –4
So c – b = –4 – (–1) = –4 + 1 = –3
(Chapter 7, Lesson 6: Negatives)
11. E Since the average of four numbers is 8, the sum
of those four numbers must be 8 × 4 = 32. Therefore
a + b+ 10 + 4 = 32. Subtracting 14 from both sides gives
a + b = 18.
(Chapter 9, Lesson 2: Mean/Median/Mode Problems)
12. E Fill in the table above and to the left of the x
by following the rule, like this:
Section 2
1. E Just substitute 3 for x:5x = 3x + y
Substitute: 5(3) = 3(3) + y
Simplify: 15 = 9 + y
Subtract 9: 6 = y
(Chapter 8, Lesson 1: Solving Equations)
2. B To buy 48 batteries in packages of 24, you will
need two packages, which will cost 2($12) = $24. To
buy them in packages of 6, you will need eight pack-
ages, which will cost 8($4) = $32. Buying in packages

of 24 will save $32 – $24 = $8.
(Chapter 9, Lesson 4: Rate Problems)
3. E You can probably solve this one best by quickly
graphing each point and just inspecting. Clearly, (5, 5)
lies outside the region.
(Chapter 10, Lesson 4: Coordinate Geometry)
4. D Interpret the statement as an equation:
(
1
⁄3)(2x) = 5
Multiply by 2: (
2
⁄3)(2x) = 10
Multiply by 2: (
2
⁄3)(4x) = 20
(Chapter 8, Lesson 7: Word Problems)
5. C The smallest positive integer that is divisible
by 12 and 16 is 48. If n is 48, the only factor among
the choices is (C) 48.
(Chapter 7, Lesson 7: Divisibility)
(Chapter 8, Lesson 5: Factoring)
6. D The sum of the angles in a triangle is 180°, so
a + b + 40 = 180
Subtract 40: a + b = 140
Add the given equation: + (a – b) = 10
2a = 150
Divide by 2: a = 75
(Chapter 10, Lesson 2: Triangles)
(Chapter 8, Lesson 2: Systems)

7. E Choose n = 1 as an example. Plugging this in
to the choices gives answers of (A)
1
⁄2 (B) 3 (C) 3
(D) 1 (E) 2. The only even number here is (E) 2.
(Chapter 9, Lesson 3: Numerical Reasoning Problems)
8. D Let c be the number of colas that Mike sold
and r be the number of root beers. Since the total sold
is 48, c + r = 48. Since he sold twice as many colas as
root beers, c = 2r. Substituting this into the first equa-
tion gives
This shows that x = 15 + 15 = 30.
(Chapter 11, Lesson 5: Data Analysis)
13. D To maximize c you must minimize the value
of a + b. Since the numbers must be positive and even,
the least values that a and b can have are 2 and 4:
a + b + c = 60
Plug in: 2 + 4 + c = 60
Simplify: 6 + c = 60
Subtract 6: c = 54
(Chapter 9, Lesson 3: Numerical Reasoning Problems)
12345
0
1
2
3
4
5
2
4

x
7
4
8
15
715
19. E Since all radii of a triangle are equal, PQ = PR.
Since PQ = QR too, the triangle must be equilateral.
Since its area is , the lengths have the measures
shown in the diagram. The circle has a radius of 6.
The shaded region is equal to
the area of the sector minus
the area of the triangle.
Since the central angle is
60°, the sector has an area
that is
1
⁄6 of the whole circle,
or (
1
⁄6)(π(6)
2
) = 6π. Subtract-
ing the area of the triangle
gives .
(Chapter 10, Lesson 3: The Pythagorean Theorem)
(Chapter 10, Lesson 5: Areas and Perimeters)
(Chapter 10, Lesson 8: Circles)
20. C If the ratio of boys to girls in a class is 3 to 5,
then 3/(3 + 5) =

3
⁄8 of the class is boys and 5/(3 + 5) =
5
⁄8
of the class is girls. This means there are (
3
⁄8)(160) = 60
boys and (
5
⁄8)(160) = 100 girls in the senior class. Sim-
ilarly, the fraction of boys in the junior class is
3
⁄5 and
the fraction of girls is
2
⁄5. If there are x students in the
junior class, then there are (
3
⁄5)x boys and (
2
⁄5)x girls in
the junior class. If the ratio of boys to girls is 1:1 when
the classes are combined, then
60 + (
3
⁄5)x = 100 + (
2
⁄5)x
Subtract 60 and (
2

⁄5)x:(
1
⁄5)x = 40
Multiply by 5: x = 200
(Chapter 8, Lesson 7: Word Problems)
(Chapter 7, Lesson 4: Ratios and Proportions)
Section 3
1. A A six-month hiatus (break) would cause her
skills to weaken, something she might fear. atrophy =
weaken from disuse; align = line up; disseminate =
spread like seed
2. C Domineering opinions are overbearing and
preachy. vindictive = inspired by revenge; pedantic =
acting like a know-it-all; conciliatory = acting to bring
people together; treacherous = betraying someone’s
confidence; didactic = preachy; dogmatic = conde-
scendingly preachy; prosaic = ordinary
3. A The missing word must refer to Walter’s in-
ability to make up his mind. vacillation = inability to
make up one’s mind; solicitation = request for help;
rejuvenation = restoration of one’s youth; admonish-
ment = mild reproof
693
π
−
93
628 MCGRAW-HILL’S SAT
14. B It is easier to pick a simple value for the “start-
ing” population in 1980, like 100. Since the popula-
tion increased by 10% from 1980 to 1990, the 1990

population must have been (100)(1.10) = 110. Since it
decreased by 10% from 1990 to 2000, the 2000 popu-
lation must have been (110)(0.90) = 99. From 1980 to
2000, then, the percent change was (99 – 100)/100 =
–1/100 = –1%.
(Chapter 7, Lesson 5: Percents)
15. E According to the definition of g, g(3) = 2f(3) – 1.
According to the table, f(3) = 11, so g(3) = 2f(3) – 1 =
2(11) – 1 = 22 – 1 = 21.
(Chapter 11, Lesson 2: Functions)
16. C Although you may substitute 5y for x as a first
step, it’s probably easier to simplify the expression
first:
Factor:
Simplify:
Substitute:
Simplify:
(Chapter 8, Lesson 4: Working with Roots)
(Chapter 8, Lesson 5: Factoring)
(Chapter 8, Lesson 6: Inequalities, Absolute Values,
and Plugging In)
17. C Think of numbers that are larger than their
squares. This excludes negatives, because the squares
of negatives are always positive. It also excludes num-
bers greater than 1, because the squares of these are
bigger than the original numbers. Therefore, 0 < x < 1.
This means I and II are true, but not III.
(Chapter 9, Lesson 3: Numerical Reasoning Problems)
18. C Believe it or not, you don’t need to find the
two midpoints in order to answer this question. You

need to know only that the distance between the
two mid-points is half of the distance between the
two endpoints. The distance between the endpoints
is (3x + 2) – (–x – 4) = 3x + 2 + x + 4 = 4x + 6. Half of
this is 2x + 3.
(Chapter 10, Lesson 4: Coordinate Geometry)
44yy=
5yy−
xy−
xy−
()
2
xxyy
22
2−+
()
Q
R
P
3
3
3√3
6
30°
30°
CHAPTER 16 / PRACTICE TEST I 629
4. D If a writer is successful . . . even in the face of . . .
rejections, he or she must be very persistent. affluence
= wealth; haughty = arrogant; pertinacity = strong
persistence; resilient = able to endure hardship;

tenacity = ability to hold fast; relentless = unwilling to
give up; stoutness = courage or sturdiness; craven =
cowardly
5. B The missing word must be in contrast to di-
rect, forceful stances. pontification = haughty, self-
important speech; circumlocution = indirect, evasive
speech; brevity = conciseness
6. E The parallelism of the two clauses helps you
to complete the sentence. If counselors believe that
criminals can change, then they must have faith in
their changeability. If they realize that they can often
return to their old habits, they must by wary of recidi-
vism (tendency to fall into old habits). mutability =
changeability; astuteness = keen ability; transcendence
= the quality of exceeding; malleability = ability to be
bent; relapse = falling back into old ways
7. B If something is out of place in time, it is an
anachronism. anachronism = something out of place
in time; idiom = phrase with a meaning that is differ-
ent from its literal meaning; interlocutor = someone
who takes part in a conversation
8. C The sentence indicates that the “h” was evi-
dence of an earlier time. inference = conclusion based
on evidence; analogy = useful comparison; vestige = re-
maining trace; anomaly = unusual event; quandary =
perplexing situation
9. A The passage states that language is used as
impenetrable walls (line 7) between people, having bi-
ased connotations favoring one group over another.
10. D By saying that we infer volumes (lines 3–4),

the author means that we draw a lot of conclusions.
11. E The passage states that instructing a child to
tie shoes the right way will defeat the child’s growing at-
tempt at self-mastery (lines 12–14).
12. B The last sentence states that nagging is a con-
stant reminder to the child of his or her lack of self-con-
trol (lines 21–22).
13. C The author states that Modernism is egotisti-
cal (line 19) and self-conscious (line 21) and also that
it begins nowhere and with no one in particular (lines
12–13), suggesting that it is both self-centered and
ill-defined, but the paragraph does not mention
Modernism being politically oriented.
14. A The passage states that Critics and acade-
mics . . . prefer their artistic movements to be readily
comprehensible (lines 8–10), so they do not like those
that are hard to understand.
15. D The quotation from James Joyce in the next
sentence describes these landmines as enigmas and
puzzles that . . . will keep the professors busy for cen-
turies arguing over what I meant (lines 21–25). In
other words, they are literary devices placed in his
novels to baffle professors.
16. B The passage states that plots . . . are submerged
beneath wave after wave of . . . hyper-literary and meta-
literary indulgences (lines 32–37), so it suggests that
plot is not as important as other things.
17. A The author states that it is hard not to love
modernism (lines 38–39) but also uses critical terms
like posturing aberrations (line 19) to describe it. In

the last two lines, he refers to modernism as repre-
hensive but somehow roguishly likeable. This is a very
ambivalent characterization of modernism.
18. A The comparison is a metaphor but not a sim-
ile because it states that the modernist novel is a so-
ciopath. Juxtaposition is the placement of two images
one on top of the another, as in a sociopath and a cad.
Personification is giving human qualities to some-
thing that is not human.
19. D The purpose of the passage is to introduce the
reader to the new science of genomics.
20. C A pathogen (line 8) is not part of the immune
system (lines 7–8) but rather what the immune system
responds to.
21. B The orchestrated response of the immune sys-
tem (lines 7–8) is mentioned as an example of how
molecules convey information (line 9).
22. E The fact that through genomics massive
amounts of information can be converted into an elec-
tronic format (lines 36–38) is what facilitates a dramati-
cally new framework for understanding life (lines 40–41).
23. C The passage suggests that information
theory . . . may seem unfit for . . . science (lines 50–52)
because information . . . implies an underlying intent
(lines 48–50).
24. D The final paragraph indicates that genomic
advances have helped to propel the remarkable devel-
opment of the computer and telecommunication in-
dustries (lines 58–60) and suggests that they may help
to improve human health (lines 61–62). This discusses

actual and potential consequences.