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Test 3

SAT practice test

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475 views16 pages

Test 3

SAT practice test

Uploaded by

Тенисист Теннис
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Test 3 Test 3 Writing Test 36 MINUTES, 44 QUESTIONS ‘Turn to Section 2 of your answer sheet to answer the questions in this section. Peer Each passage below is accompanied by a number of questions. For some questions, you will consider how the Passage might be revised to improve the expression of ideas. For other questions, you will consider how the passage might be edited to correct errors in sentence structure, usage, or punctuation. A passage or a question may be accompanied by one or more graphics (such as a table or graph) that you will consider as you make revising and editing decisions, ‘Some questions will direct you to an underlined portion of a passage. Other questions will direct you to a location ina passage or ask you to think about the passage as a whole, ‘After reading each passage, choose the answer to each question that most effectively improves the quality of \riting in the passage or that makes the passage conform to the conventions of standard written English. Many questions include a "NO CHANGE” option. Choose that option if you think the best choioe is to leave the relevant Portion of the passage as its. Questions 1-11 are based on the following passage. A) NO CHANGE Relatively Speaking: Einstein’s Theory of Experience 2) sure, id ease the) ©) further, but because these Albert Einstein, in his work The Meaning of Relativity, D) further because these explains that what we individually experience is aranged ina gh ‘A) NO CHANGE B) from remember are arranged as happening ether “earlier” or “ater,” ©) about D) than series of events. In is series, the single moments that we two time signatures which we cannot break down Ml further, these words do not have concrete, universal definitions. ‘Therefore, each of us as an individual experiences an ‘or subjective time: what is considered earlier to me might be different Ill over what is considered earlier to you, 484 Chneyrted Educatona Services, 2015 wwies2400.com | Unauthorized copying or reuse of ny pro this page si Test 3 i Unfortunately for us, Einstein suggest associate numbers with the events, so that a greater number Wi being associated with a later event and a smaller number with an earlier one (eg. the 27th event in my day was dinner, while the 3rd event was breakfast). However, he ultimately concludes thatthe “nature of this association may be quite meaningless.” This is because the number associations would bbe different for different people. Ill For example, dinner might. be the 34th thing you do ina day, or, ifyou ae les inclined to be active, the 7th thing Which choice most smoothly and effectively introduces the discussion of Einstein's ideas about understanding time? ‘A) NO CHANGE B) Because who knows why, Einstein suggests trying to associate numbers with the events ©) Inan attempt to understand time more objectively, Einstein suggests trying to associate numbers with the events D) He found this issue to be bothersome, and so Einstein suggests trying to associate numbers with the events a A) NO CHANGE B) is ©) are D) are being a ‘The writer is considering deleting the underlined sentence. Should the writer make this deletion? A) Yes, because it provides an example that contradicts the previous sentence. B) Yes, because it provides an example that is unrelated to the previous sentence. ©) No, because it provides an example that further explicates the previous sentence, 1D) No, because it provides an example that is a necessary ‘counterargument to the previous sentence. cote nea Sk 28 weno | antennae ‘us Test 3 ‘Thus, we have highly individuated experiences. Through talking to each other we can, to a certain extent, compare them, We can come to understand that some of our “sense perceptions,” as Einstein calls them (which are what we ‘eel and what we experience), can correspond to others’ perceptions. But some don’t match up quite so well. We tend to believe in shared experiences Ill easier, and believe that common feeling is more real than differentiated feelings. This tendency Ml sation or emotion fee! more impersonal, more scientific. Einstein suggests that we envision life experience asa clock: we can all experience and relate to the mathematical, scientific turning of seconds into minutes, ‘minutes into hours, and hours into days. il However, how. sual i is compete unique experience, not of science, ‘A) NO CHANGE B) easy C) more easly D) more easy a ‘A) NO CHANGE B) make a given sensation or emotion feels (C) makes given sensations or emotions feel like 1D) makes a given sensation or emotion fel like go The writer would like to conclude the paragraph by suggesting that time may not be as definite as Einstein described. Which choice best accomplishes this goal? A) NO CHANGE B) Time is measurable, immutable, and shared by everyone across the world ©) However, time is also important to other scientific fields: geology, archeology, and meteorology, just to name a few. D) Unfortunately, many cultures are resistant to adherit rigidly timed schedules. 16 cements ben 216 went | Uttam ty pte ===> Test 3 [1] The cloc, then, represents for Einstein the “epitome | of our experiences.” [2] Itcan describe our shared experience, A) NO CHANGE B) whats’ but it can go no further. [3] He states that he is “convinced ©) whats being D) what's thatthe philosophers have had a harmful effect upon the progress of scientific thinking in removing certain fundamental A NOCHANGE concepts from the domain of empiricism, where they are under 8) not only into rigid structure; however, also into © not into rigid structures only but also into ‘our control, where we can observe and determine them.” [4] ) not only into rigid structures, but also into Granted, by philosophizing, we lose Il whats real and in front oO of our faces, [5] We want to rationalize what we find and apply ‘The writer plans to add the following sentence to this paragraph, it to our lives. [6] We want our experiences to be made Ill not. i But what good is science without philosophical conly into rigid structures, and into a seemingly irrational bank thought? of fetngs. [7] We are human, afte al ; ‘To make this paragraph most logical, the sentence shouldbe placed A) after sentence I B) after sentence 2. ©) after sentence 4, D) after sentence 7, coups nc an 8 won | aoe ste > fe Test 3 Questions 12-22 are based on the following passage and supplementary material. No Exam Left Behind fe today is tered with exams. From the day we are born, ur progress is measured a nearly regular intervals, moments when we find ourselves trapped in a chilly hall, our bodies tense with nervousness, mouths rigidly tight, hearts beating fst. We sit at desk, closed booklets before us, pens gripped in our hands For many of ll we, an exam is a torture far worse than anything invented by the Spanish Inquisition, ‘Thankfully, the Inquisition Hil comprises a relatively bre part of history. This contemporary form of insitutionally- sanctioned torture, however, refuses to go away. A recent study indicates thatthe average number of exams taken since 2005 has i increased steadily and will continue to rise in 2020. Social scientists and educator alike condemn this tren, eitically citing government programs such as Former president George W. Bush's “No Child Left Behind” Act of 2001, Il which. resulted ina marked increase inthe number of standardized tests axiministered, Exam Taking Trends as 6 wo Average Number of Exams Taken 1995 2000 2005 2010 21s a ‘A) NO CHANGE B) them ©) us D) him or her B ‘A) NO CHANGE B) is comprising ) had comprised D) comprise Which choice best interprets the data in the graph?” A) NO CHANGE, B) plateaued but C) decreased but D) steadily risen and o Which choice most accurately interprets the data in the raph? A) NO CHANGE 'B) which resulted ina sight increas inthe number of standardized tests administered. ©) which resulted in a marked decrease in the number of standardized tests administered ) which resulted in no net change in the number of standardized tests administered 11 coopers Bn 218 weno | nage Test 3 In this vein, author Michael Morpurgo has asserted that “One of the great failings of our education system is that we tend to focus on those who are succeeding on exams, and there are plenty of them. But the students we should be looking at—and 1 lot more urgently—are those who fail.” He lll puts his finger ‘accurate on the limitation of any examination system. If you pass an exam, you are eligible forthe next step in ie: if you fail then too bad! You're finished, and your future is apparently, terminated Of course, that i a sweeping statement, We all now and admire people who have been successful in lif, despite Wi shee failures inthe exam hall, For example, many of our best ‘actors left school without any success in the exam stakes. As revered actress Edith Evans once said, “You don't take exams for acting: you take courage.” She is right. One of life's major ironies Hil are that many ofthe great actors, and businessmen, ‘and authors, and pop singers, who never made it into universities, because they failed Ill exams—are offered honorary degrees by universities in recognition oftheir successes. Do they despise o ‘A) NO CHANGE B) accurately puts his finger ©) is accurate and putting ) is puttin his finger accurate ‘A) NO CHANGE By his or her ©) they're D) its ‘A) NO CHANGE B) will be © being Dy is 19] ‘A) NO CHANGE B) exams: are © exams, are D) exams are fo “The writer wants to conclude the paragraph by suggesting that the practice of bestowing these honorary degrees is flawed, Which choice best aecomplishes this goal? A) NO CHANGE B) Do they despise academia as much as I do? ) Would these people perhaps do beter on exams ifthey retook them today? ) Am [alone in thinking that ths isa rather condescending gesture? ae Test 3 [1] Whether intended or no, there soften an elitism implied in this system of exams that we enforce at every step of life NO CHANGE, B) intellectually, economically, socially, and even morally [21 To some people, letters before or after one’s name suggest that C) intellectually, economically, socially and, even, morally D) intellectually, economically and socially, and even ‘one has arrived a a level which somehow implies that one i beter ‘morally intellectuals, economically, socially and even, morally, than those who have not made the grade. [3] Common sense should tell | THE writer plans to ad the following sentence to this Paragraph, us that it isn’t necessarily so, [4] We should not feel bullied and We are individuals, and each one of us approaches life in

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