ESSAY
Time — 25 minutes
Turn to page 2 of your answer sheet to write your ESSAY.
The essay gives you an opportunity to show how effectively you can develop and express ideas. You should, therefore, take
care to develop your point of view, present your ideas logically and clearly, and use language precisely.
Your essay must be written on the lines provided on your answer sheet—you will receive no other paper on which to write.
You will have enough space if you write on every line, avoid wide margins, and keep your handwriting to a reasonable size.
Remember that people who are not familiar with your handwriting will read what you write. Try to write or print so that what
you are writing is legible to those readers.
Important Reminders:
• A pencil is required for the essay. An essay written in ink will receive a score of zero.
• Do not write your essay in your test book. You will receive credit only for what you write on your
answer sheet.
• An off-topic essay will receive a score of zero.
You have twenty-five minutes to write an essay on the topic assigned below.
Think carefully about the issue presented in the following excerpt and the assignment below.
We often hear that we can learn much about someone or something just by casual observation.
We are not required to look beneath the surface or to question how something seems. In fact, we
are urged to trust our impressions, often our first impressions, of how a person or a situation
seems to be. Yet appearances can be misleading. What “seems” isn’t always what is.
Assignment: Is the way something seems to be not always the same as it actually is? Plan and write an essay in which you
develop your point of view on this issue. Support your position with reasoning and examples taken from your
reading, studies, experience, or observations.
BEGIN WRITING YOUR ESSAY ON PAGE 2 OF THE ANSWER SHEET.
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.
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 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 management.
(A) enforce . . useful
(B) end . . divisive
(C) overcome . . unattractive
(D) extend . . satisfactory
(E) resolve . . acceptable
1. Despite ------- on taking rare tamarins from their
habitat, the illegal trade in the tiny monkeys
remains -------.
(A) commendations . . obligatory
(B) consultations . . predominant
(C) restrictions . . local
(D) penalties . . illicit
(E) prohibitions . . active
2. Representing a round world on a flat surface is impos-
sible without some -------: the Mercator projection
map shows Greenland as over ten times larger than
Mexico, a country in fact only slightly smaller than
Greenland.
(A) oversight (B) simplification
(C) distortion (D) sophistication
(E) superficiality
3. The highly publicized redesign of the car is essentially
-------: the exterior has been updated, but the engine
remains unchanged.
(A) intuitive (B) cosmetic (C) incoherent
(D) consequential (E) retroactive
4. Many of our memories are -------, escaping our con-
sciousness just as we strain to recall a face or a name.
(A) elusive (B) pervasive (C) unvaried
(D) insensitive (E) impractical
5. Although Caroline Gordon was rigorously objective
in her journalistic writing, her lively and ------- private
correspondence ------- a delightful capacity for biting
commentary on the social scene.
(A) incisive . . disguised
(B) eloquent . . derided
(C) dispassionate . . demonstrated
(D) exuberant . . minimized
(E) entertaining . . exhibited
6. An effective member of a debating team must focus
clearly on the ------- issue and avoid ------- arguments.
(A) equivocal . . obstreperous
(B) designated . . pertinent
(C) comprehensive . . general
(D) principal . . peripheral
(E) subtle . . significant
7. The ------- with which merchants and landowners in
early-nineteenth-century Maryland and Virginia -------
Joshua Johnston’s professional services attests to his
artistic skill as a portrait painter.
(A) avidness . . sought
(B) diffidence . . purchased
(C) patience . . replaced
(D) elegance . . regarded
(E) zealousness . . overlooked
8. The man’s colleagues characterized him as -------
because he had an irritable, quarrelsome disposition.
(A) tyrannical (B) disingenuous
(C) sanctimonious (D) cantankerous
(E) morose
The passages below are followed by questions based on their content; questions following a pair of related passages may also
be based on the relationship between the paired passages. Answer the questions on the basis of what is stated or implied in the
passages and in any introductory material that may be provided.
Questions 9-12 are based on the following passages.
Passage 1 is by Dorothy Sayers; Passage 2 is adapted
from a work by Raymond Chandler.
Passage 1
The detective story does not and cannot attain the
loftiest level of literary achievement. Though it deals
with the most desperate effects of rage, jealousy, and
revenge, it rarely touches the heights and depths of
human passion. It presents us with an accomplished 5
fact, and looks upon death with a dispassionate eye. It
does not show us the inner workings of the murderer’s
mind—it must not, for the identity of the criminal is
hidden until the end of the book. The most successful
writers are those who contrive to keep the story running 10
from beginning to end upon the same emotional level,
and it is better to err in the direction of too little feeling
than too much.
Passage 2
I think what was really gnawing at Dorothy Sayers in
her critique of the detective story was the realization that 15
her kind of detective story was an arid formula unable to
satisfy its own implications. If the story started to be about
real people, they soon had to do unreal things to conform
to the artificial pattern required by the plot. When they did
unreal things, they ceased to be real themselves. Sayers’ 20
own stories show that she was annoyed by this triteness.
Yet she would not give her characters their heads and let
them make their own mystery.
9. Which best describes the relationship between
the two passages?
(A) Passage 1 explains the evolution of a genre,
while Passage 2 challenges the notion of
a distinct genre.
(B) Passage 1 discusses the constraints of a genre,
while Passage 2 contends that many of these
constraints are self-imposed.
(C) Passage 1 celebrates a genre, while Passage 2
points out its deficiencies.
(D) Passage 1 explains the popularity of a genre,
while Passage 2 questions its commercial
success.
(E) Passage 1 compares a genre unfavorably
to other types of writing, while Passage 2
argues that the genre has unique features.
10. The author of Passage 2 would most likely respond
to the statement in lines 4-5, Passage 1 (“it rarely . . .
passion”), by
(A) arguing that this approach limits the characters’
development
(B) denying that most writers of detective stories
rely on formulas
(C) agreeing that strong emotions are out of place
in detective stories
(D) conceding that great literature is seldom
commercially successful
(E) concurring that readers are primarily interested
in plot
11. Which of the following characteristics of detective
stories presented in Passage 1 would be LEAST
likely to be attributed to the “pattern” mentioned
in line 19, Passage 2 ?
(A) “cannot attain the loftiest level of literary
achievement” (lines 1-2)
(B) “deals with the most desperate effects of
rage, jealousy, and revenge” (lines 2-4)
(C) “presents us with an accomplished fact”
(lines 5-6)
(D) “looks upon death with a dispassionate eye”
(line 6)
(E) “does not show us the inner workings of the
murderer’s mind” (lines 7-8)
12. Passage 1 suggests that Sayers would most likely
respond to lines 17-20, Passage 2 (“If the story started
. . . themselves”), by pointing out that
(A) great writers seldom explore the range of human
emotions
(B) detective stories do not address the consequences
of people’s emotions
(C) detective stories are driven by the plot, not by
the characters
(D) readers of detective stories prefer unrealistic
situations
(E) real people often act in ways that are unexpected
Line
Questions 13-24 are based on the following passage.
This passage is adapted from a series in which a college
professor dramatizes the lectures of famous scientists from
the past. Here he speaks as Louis Pasteur (1822-1895).
In this part of the lecture, Pasteur has just described his
discovery of the effect of heating certain microbes that
infect bottled beverages (the process later named
pasteurization).
But these undesirable microbes! Where and how did
they arise? By spontaneous generation,* as some believe?
When I began to ask these questions of myself and of my
students and colleagues, my close friends said: “Oh, no,
do not waste your time on such worthless philosophical 5
problems. Many a scientist has floundered and perished in
the quagmire of spontaneous generation.” I replied: “But
the origin of life is a profound problem.” With few excep-
tions, past discourses on spontaneous generation have been
metaphysical exercises conducted with great passion, but 10
without adding to our scientific knowledge.
I could not set aside my burning desire to bring a little
stone, God willing, to the frail edifice of our knowledge of
the deep mysteries of life and death, where all our intellects
have so lamentably failed. In defense of nonapplied science 15
I have repeatedly told my students that without theory,
practice is but routine. Only theory is able to cause the
spirit of invention to arise and develop. It is important that
students should not share the opinion of those who disdain
everything in science that has no immediate application. In 20
science, chance favors only the mind that is prepared.
I repeat: in science, chance favors only the mind that
is prepared.
I first confirmed the experiments of the Italian abbé,
Lazzaro Spallanzani, known also for his studies in gastric 25
digestion. I made a nutritious broth, put it in a flask such
as this [Pasteur holds up a large flask containing a brown
solution], heated it to violent boiling, and then sealed the
neck of the flask in a flame. My results agreed with those
of Spallanzani: the broth remained pure. But if the neck 30
be broken to admit air, the broth soon became putrid. My
critics said that the heating made the air in the flask unfit
for spontaneous generation. Only when fresh air is admitted
can life begin anew. I argued in vain—even before our
Academy of Sciences—that the putrefaction was caused by 35
admission of bacteria. More convincing experiments were
needed.
I opened flasks of sterilized broth in the cellar of the
Paris observatory, where the air was still. Only one flask
out of ten became putrid, whereas eleven flasks out of 40
eleven opened in the courtyard quickly acquired a rich
growth of bacteria. I journeyed to Mt. Montanvert in the
Alps, where I opened twenty flasks of sterilized broth. Only
one became putrid. I concluded that the air in the cellar and
the air above the glacier were freer of bacteria than the air 45
in the city streets. But my adversaries performed similar
experiments with different results. Perhaps they were not
careful to follow my procedures. The neck of the flask must
be heated first to kill the bacteria on the glass; then a heated
instrument must be used to break the tip of the flask as it is 50
held high above the head. Immediately thereafter the flask
must be sealed again in a flame [Pasteur demonstrates the
procedure]. In these difficult researches, while I sternly
object to frivolous contradictions, I feel nothing but grat-
itude toward those who warn me if I should be in error. 55
I then devised a conclusive experiment. I boiled a nutri-
tious infusion in a flask with a long curved neck like this
one. The tip of the neck was not sealed but left open to the
outside air. Thus, there was no hindrance to the entrance of
fresh air with its “vital force” as claimed by the advocates 60
of spontaneous generation. But bacteria in the entering air
would be trapped by the walls of the long glass tube. The
fluid remained sterile so long as the flask was maintained
in the vertical position. If, however, I contaminated the
broth by allowing some of it to flow into the neck and then 65
back into the flask, putrefaction promptly followed. So we
see that life does not arise spontaneously. Life comes only
from life.
*The supposed origination of living matter directly from lifeless matter
13. The focus of the lecture is on how Pasteur
(A) disproved an erroneous theory
(B) documented and published his experiments
(C) developed a process for killing microbes
(D) applied his findings on spontaneous generation
to new problems
(E) contributed to the improvement of laboratory
research standards
14. In the lecture, Pasteur concludes that the answer to the
question “Where and how did they arise?” (lines 1-2) is
(A) spontaneously
(B) from airborne bacteria
(C) from impurities in the original broth
(D) from the curved neck of a flask
(E) from a broken flask
Line
15. In the first two paragraphs (lines 1-23), Pasteur is
primarily concerned with
(A) summarizing the results of his experiments about
spontaneous generation
(B) criticizing those who have taken the passion out
of science
(C) establishing his motivation for studying the origin
of microbes
(D) attacking critics of his experiments
(E) correcting the impression that he is concerned
only with experiments that have immediate
application
16. The word “quagmire” (line 7) is used primarily to
emphasize the
(A) state of scientific ignorance in the 1800’s
(B) futility of a particular line of research
(C) moral dilemma faced by scientists like Pasteur
(D) failure of some to distinguish between pure and
applied science
(E) tendency of unsuccessful scientists to look for
simple solutions
17. Pasteur characterizes “past discourses on spontaneous
generation” (line 9) as having
(A) demonstrated the futility of practical scientific
studies
(B) failed because of incomplete knowledge about
sterilization of apparatus
(C) enabled him to understand inconsistencies in his
early experiments
(D) failed to increase scientific knowledge
(E) resolved much of the controversy surrounding the
issue
18. The “little stone” (lines 12-13) refers to the
(A) slight addition that Pasteur hoped to make to
the existing body of facts
(B) small effect that Pasteur wanted to have on
one person’s learning
(C) minor disappointment Pasteur felt at being
rebuffed by his colleagues
(D) narrow-mindedness of those who cling to
scientific fallacies
(E) imperceptible progress that Pasteur had made
in understanding spontaneous generation
19. Pasteur’s pronouncement about preparation and chance
in lines 20-23 implies that
(A) only projects that have an immediate application
are important
(B) practice improves a scientist’s chances of making
a significant discovery
(C) few scientists are lucky enough to devise useful
theories
(D) work on projects that have no immediate appli-
cation prepares scientists to exploit chance
discoveries
(E) most scientific discoveries that have no immediate
application are the result of good luck and
timing
20. In context, the reference to the Academy of Sciences
(line 35) serves to suggest why
(A) Pasteur was so determined to make a significant
contribution to scientific knowledge
(B) Pasteur felt compelled to replicate Spallanzani’s
experiments
(C) spontaneous generation had already begun to
be discredited when Pasteur began his
experimentation
(D) Pasteur believed he needed to design experiments
that were more persuasive
(E) spontaneous generation was viewed by Pasteur’s
colleagues as a topic that was unfit for scientific
study
21. In line 41, “rich” most nearly means
(A) precious
(B) vital
(C) abundant
(D) meaningful
(E) productive
22. The “conclusive experiment” (line 56) performed by
Pasteur was designed to answer critics who argued that
(A) the apparatus used in Pasteur’s earlier experi-
ments had not been adequately sterilized
(B) Pasteur’s experiments related to spontaneous
generation had no immediate application
(C) the results of Pasteur’s experiments in the Alps
and in the cellar could not be replicated
(D) the broth in the flasks of Pasteur’s earlier experi-
ments was not nutritious enough
(E) heating made the air in the flasks of the earlier
experiments unfit for spontaneous generation
23. In the context of the passage as a whole, the
“vital force” (line 60) is best described as
(A) what Pasteur called the basic unit of life
(B) a term that was outdated in Pasteur’s time
(C) nutrients necessary for sustaining life
(D) that which has the power to destroy life
(E) what opponents of Pasteur believed to be
a source of life
24. In his conclusive experiment, Pasteur kept the flasks
vertical (line 64) in order to
(A) prevent fresh air from entering them
(B) retain the boiling liquid inside the flasks
(C) prevent the fluid from touching trapped bacteria
(D) avoid disturbing the solution inside
(E) replicate his previous experiments exactly
S T O P
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.
SECTION 3
Time — 25 minutes
20 Questions
Turn to Section 3 (page 4) of your answer sheet to answer the questions in this section.
Directions: For this section, solve each problem and decide which is the best of the choices given. Fill in the corresponding
circle on the answer sheet. You may use any available space for scratchwork.
1. Which of the following represents the total cost, in
dollars, of k compact discs at $15 each and p compact
disc cases at $25 each? (Disregard sales tax.)
(A) 15 25k p+
(B) 25 15k p+
(C) 40 k p+
a
f
(D) 0.40( )k p+
(E) 15 25+ +k p
a fa f
2. If the areas of the two rectangles in the figure above
are equal, which of the following could be the
coordinates of point R ?
(A) − −2 4,
a
f
(B) −2 2,
a
f
(C) −2 4,
a
f
(D) 2 4, −
a
f
(E) 2 4,
a
f
3. A box contains 2,900 solid-colored marbles that
are either orange, blue, or green. If 29 percent of
the marbles are orange and 29 percent of the marbles
are blue, what percent are green?
(A) 29%
(B) 42%
(C) 52%
(D) 58%
(E) 71%
{ }
{ }
=
=
1, 3, 5, 6
2, 4, 6, 7, 9
P
Q
4. Sets P and Q are shown above. If x is a member
of set P and y is a member of set Q, which of the
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