If a section has fewer questions than answer spaces, leave the extra answer spaces blank.. Use the answer spaces in the grids below for Section 4 or Section 5 only if you are told to do
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SECTION
4
Start with number 1 for each new section If a section has fewer questions than answer spaces,
leave the extra answer spaces blank Be sure to erase any errors or stray marks completely.
Use the answer spaces in the grids below for Section 4 or Section 5 only if you are told to do so in your test book.
ONLY ANSWERS ENTERED IN THE CIRCLES IN EACH GRID WILL BE SCORED YOU WILL NOT RECEIVE CREDIT FOR ANYTHING WRITTEN IN THE BOXES ABOVE THE CIRCLES.
1 A B C D E
2 A B C D E
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SECTION
5
CAUTION
Student-Produced Responses
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SECTION
6
Start with number 1 for each new section If a section has fewer questions than answer spaces,
leave the extra answer spaces blank Be sure to erase any errors or stray marks completely.
Use the answer spaces in the grids below for Section 6 or Section 7 only if you are told to do so in your test book.
ONLY ANSWERS ENTERED IN THE CIRCLES IN EACH GRID WILL BE SCORED YOU WILL NOT RECEIVE CREDIT FOR ANYTHING WRITTEN IN THE BOXES ABOVE THE CIRCLES.
1 A B C D E
2 A B C D E
3 A B C D E
4 A B C D E
5 A B C D E
6 A B C D E
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35 A B C D E
36 A B C D E
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40 A B C D E
SECTION
7
CAUTION
Student-Produced Responses
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SECTION
8
Start with number 1 for each new section If a section has fewer questions than answer spaces,
leave the extra answer spaces blank Be sure to erase any errors or stray marks completely.
1 A B C D E
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SECTION
9
Practice makes perfect—for more opportunities to take full-length SAT practice tests, visit our Online Practice Plus, on the Web at www.MHPracticePlus/SATpractice.
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ESSAY Time—25 minutes
Write your essay on separate sheets of standard lined paper
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 handwrit-ing will read what you write Try to write or print so that what you are writhandwrit-ing 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
Consider carefully the issue discussed in the following passage, then write an essay that answers the question posed in the assignment
The best leaders are not those who seek power or have great political skill Great leaders—
and these are exceptionally rare, especially today—represent the best selves of the
people they represent
Assignment: What are the most important qualities of a leader? Write an essay in which you answer
this question 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
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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3. Before the Realist movement, novelists rarely utilized the - language of commoners, pre-ferring the more - parlance of the upper classes
(A) normal ordinary (B) elite fancy (C) sympathetic wasteful (D) colloquial refined (E) effective utilitarian
4. Many college students are attracted to the - life of a journalist; the prospect of ex-ploring the world is very appealing, even if the pay is not
(A) peripatetic (B) conventional (C) tolerant (D) coordinated (E) remunerative
5. A position that requires public speaking would
be very difficult for one as - as he
(A) vivacious (B) garrulous (C) amiable (D) decent (E) reticent
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SECTION 2 Time—25 minutes
24 questions
Turn to Section 2 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
1. Even though Alisha had every reason to hold a
grudge, she felt that - was not a healthful
emotion
(A) resentment
(B) fortitude
(C) sarcasm
(D) elation
(E) fondness
2. Those who expected the governor to be
in-articulate were surprised by his -
(A) intolerance
(B) fatigue
(C) eloquence
(D) endurance
(E) violence
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:
Rather than accepting the theory
unquestion-ingly, Deborah regarded it with -
(A) mirth
(B) sadness
(C) responsibility
(D) ignorance
(E) skepticism
A B C D E
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6. One example of a - relationship is
pro-vided by the tickbird, which gets protection
and a free meal of ticks from the
hippopota-mus and in turn supplies free pest removal
services
(A) competitive
(B) deteriorating
(C) symbiotic
(D) regressive
(E) vacillating
7. Early philosophers used - alone to reach their
conclusions; unlike modern scientists, they did
not value the - information that comes only
from close observation and experimentation
(A) reason empirical
(B) coercion mathematical
(C) deduction clerical
(D) computation intuitive
(E) compassion numerical
8. The - of many media companies under a
single owner is troublesome to those who
be-lieve that - is essential to the fair and
bal-anced presentation of the news
(A) retraction differentiation
(B) consolidation independence
(C) collaboration sharing
(D) unification dissemination
(E) disintegration variety
Questions 9–12 are based on the following passages.
P ASSAGE 1
Education, then, beyond all other devices of human origin, is the great equalizer of the con-ditions of men—the balance-wheel of the social machinery It gives each man the independence and the means by which he can resist the self-ishness of other men It does better than to dis-arm the poor of their hostility toward the rich;
it prevents being poor The spread of education,
by enlarging the cultivated class or caste, will open a wider area over which the social feelings will expand, and, if this education should be universal and complete, it would do more than all things else to obliterate factitious distinc-tions in society
P ASSAGE 2
For most students, the main product of schooling is not education but the acceptance
of one’s place in society and of the power of that society to mete out the symbols of status Education is the acquisition of competence, power, wisdom and discernment These come only from the unadulterated struggle for sense
in the world, and it is this struggle that is de-nied by schooling, which dictates experience and then evaluates that experience as it chooses But only the experiencer can really evaluate an experience
9. Unlike Passage 1, Passage 2 focuses on the dis-tinction between
(A) educating the poor and educating the wealthy
(B) power and knowledge (C) teachers and students (D) educated people and uneducated people (E) schooling and education
The following passages are followed by
tions based on their content Answer the
ques-tions on the basis of what is stated or implied
in the passage and in any introductory
mater-ial that may be provided
First passage: Horace Mann, The Case for Public Schools, a report to the Massachusetts Board of Education in 1848 Second passage: Printed with the permission of its author, Christopher Black, and College Hill Coaching © 2005
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Excerpted from “The Renaissance Interlude,” in Socrates to Sartre, by Samuel Enoch Stumpf, McGraw-Hill, New York,
1999 Reproduced with permission of The McGraw-Hill Companies.
10. Passage 1 mentions each of the following
as benefits of public education to the poor
EXCEPT
(A) the diminishment of social distinctions
(B) the improvement of living standards
(C) better ability to counteract greed
(D) increased self-sufficiency
(E) the reduction of crime
11. Passage 1 suggests that the obliteration of
“factitious distinctions” (lines 13–14) requires
(A) unlimited access to education
(B) a rigorous curriculum in civics
(C) hostility toward the rich
(D) dedicated teachers
(E) aggressive legislation
12. The author of Passage 2 characterizes the
“struggle” (line 21) as
(A) regretful
(B) empowering
(C) illusionary
(D) unwinnable
(E) foreign
formation of temporary hypotheses The method of observation implied two things: namely, that traditional explanations of the behavior of nature should be empirically demonstrated, the new assumption being that such explanations could very well be wrong, and that new information might be available
to scientists if they could penetrate beyond the superficial appearances of things People now began to look at the heavenly bodies with
a new attitude, hoping not solely to find the confirmation of Biblical statements about the firmament but, further, to discover the princi-ples and laws that describe the movements of bodies Observation was directed not only upon the stars but also in the opposite direc-tion, toward the minutest constituents of physical substance
To enhance the exactness of their observa-tions, they invented various scientific instru-ments Tippershey, a Dutchman, invented the telescope in 1608, although Galileo was the first to make dramatic use of it In 1590 the first compound microscope was created The principle of the barometer was discovered by Galileo’s pupil Torricelli The air pump, which was so important in creating a vacuum for the experiment that proved that all bodies regard-less of their weight or size fall at the same rate when there is no air resistance, was invented
by Otto von Guericke (1602–1686) With the use of instruments and imaginative hypothe-ses, fresh knowledge began to unfold Galileo discovered the moons around Jupiter, and Anton Leeuwenhoek (1632–1723) discovered spermatozoa, protozoa, and bacteria
Whereas Nicolaus Copernicus (1473–1543) formed a new hypothesis of the revolution of the earth around the sun, Harvey (1578–1657) discovered the circulation of the blood William Gilbert (1540–1603) wrote a major work on the magnet, and Robert Boyle (1627–1691), the father of chemistry, formu-lated his famous law concerning the relation
of temperature, volume, and pressure of
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Questions 13–18 are based on the following passage.
The following is an essay from a textbook on the
history of philosophy published in 1999.
The scientists of the Renaissance brought
about the most fundamental alterations in the
world of thought, and they accomplished this
feat by devising a new method for discovering
knowledge Unlike the medieval thinkers, who
proceeded for the most part by reading
tradi-tional texts, the early modern scientists laid
greatest stress upon observation and the
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gases Added to these inventions and
discover-ies was the decisive advance made in
mathe-matics, especially by Sir Isaac Newton and
Leibniz, who independently invented
differen-tial and integral calculus The method of
observation and mathematical calculation
now became the hallmarks of modern science
The new scientific mode of thought in time
influenced philosophic thought in two
impor-tant ways First, the assumption that the basic
processes of nature are observable and
capa-ble of mathematical calculation and
descrip-tion had the effect of engendering another
assumption, namely, that everything consists
of bodies in motion, that everything conforms
to a mechanical model The heavens above
and the smallest particles below all exhibit the
same laws of motion Even human thought
was soon explained in mechanical terms, not
to mention the realm of human behavior,
which the earlier moralists described as the
product of free will
13. Which of the following is the best title for this
passage?
(A) The Beginnings of the Scientific Method
(B) Scientific Instruments of the Renaissance
(C) The Art and Science of the Renaissance
(D) Biblical Influence on the Scientific Mode
of Thought
(E) The Importance of Hypotheses in
Scientific Thinking
14. As it is used in line 8, “stress” most nearly
means
(A) anxiety
(B) pressure
(C) emphasis
(D) desperation
(E) contortion
55
60
65
70
75
15. It can be inferred from the passage that if pre-Renaissance scientists observed the motions
of heavenly bodies, they did so most likely in order to
(A) confirm the formulas that describe the motions of the planets and stars (B) distinguish the motions of various planets
(C) validate what the Bible says about those bodies
(D) demonstrate the utility of their newly invented instruments
(E) refute the hypotheses of their rival scientists
16. The passage indicates that Galileo did which
of the following?
I invented an important optical instrument
II instructed another famous scientist III made an important astronomical discovery
(A) II only (B) III only (C) I and II only (D) II and III only (E) I, II, and III
17. The passage indicates that, unlike the “earlier moralists” (line 74), Renaissance scientists began to perceive human behavior as
(A) a matter of free choice (B) influenced by heavenly bodies (C) controlled by a metaphysical spirit (D) affected by animalistic impulses (E) subject to the laws of physical motion
18. The primary function of the last paragraph
is to (A) propose a solution to a problem (B) identify those responsible for a discovery (C) discuss the effects of a change
(D) refute a misconception (E) address an objection to the author’s thesis
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50
55
60
Damn the Torpedoes, Brian Burrell, McGraw-Hill, New York,
1999 Reproduced with permission of The McGraw-Hill Companies.
Questions 19–24 are based on the following passage.
The following passage is from a recent book on
the history of warfare.
One of the high points of any production of
Shakespeare’s Henry V is the Saint Crispin’s
Day speech at the Battle of Agincourt, in
which the English king rhapsodizes over the
glorious plight of his vastly outnumbered army
with the words “We few, we happy few, we
band of brothers.” What prompts this
outpour-ing of fraternal emotion is the Earl of
West-moreland’s complaint that if only they had
“ten thousand of those men in England that do
no work today,” they would at least have a
fighting chance But Henry will have none of
that, and delivers his justly famous rejoinder:
If we are marked to die, we are enow
To do our country loss; and if to live,
The fewer men, the greater share of honor.
God’s will! I pray thee wish not one man more.
This is usually assumed to be a show of
stoic bravado that harks back to the prebattle
speeches recorded by ancient historians
(no-tably Thucydides and Xenophon), speeches in
which an outnumbered force cement their
sol-idarity by reveling in their numerical
disad-vantage “The fewer men, the greater the
honor” was by Shakespeare’s time a
well-known proverb, trotted out in many instances
of the glorious, fighting few In Froissart’s
ac-count of the Battle of Poitiers in 1356, for
ex-ample, the Prince of Wales harangues his men
prior to the battle in a speech that closely
par-allels Henry’s Shakespeare was undoubtedly
familiar with it
Now, my gallant fellows, what though we be
a small body when compared to the army of our
enemies; do not let us be cast down on that
ac-count, for victory does not always follow
numbers, but where the Almighty God wishes
to bestow it If, through good fortune, the day
shall be ours, we shall gain the greatest honor
and glory in this world; if the contrary should
happen, and we be slain, I have a father and
beloved brethren alive, and you all have some
relations, or good friends, who will be sure to
revenge our deaths I therefore entreat of you
to exert yourselves, and combat manfully; for,
if it please God and St George, you shall see
me this day act like a true knight.
Of course the race does not always go to the swift nor the battle to the stronger in number Despite being outmanned, both King Henry and Prince Edward managed to prevail quite handily due to the incompetence of their op-ponents In each instance, the French squan-dered their numerical advantage by charging before they were ready, by bunching up, and
by underestimating the range and accuracy of the English longbow The numbers not only fail to tell the whole story, but they actually obscure it Ten thousand more men might ac-tually have hindered the English, whereas fewer men (and less overconfidence) might have saved the French It seems that in fact, as these and many other examples show,
strength is not always proportional to size
19. The passage suggests that Henry V requests
“not one man more” (line 17) because (A) his strategy can work only with a small band of fighters
(B) he considers it more honorable to fight while outnumbered
(C) the opposing soldiers are unreliable (D) no other fighters have the skills of the ones he has assembled
(E) he does not wish to be victorious
20. In line 26, the phrase “trotted out” most nearly means
(A) abused (B) removed (C) employed for rhetorical effect (D) spared an indignity
(E) used flippantly
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21. In line 34, the word “body” most nearly means
(A) stature
(B) strength
(C) corpse
(D) group
(E) anthology
22. In line 54, the word “charging” most nearly
means
(A) accusing
(B) inspiring
(C) resting
(D) attacking
(E) prevailing
23. The passage indicates that the Battle of
Agin-court and the Battle of Poitiers were similar in
that in each case
I the victorious army was the smaller
II the French army was defeated
III one side committed tactical errors
(A) I only
(B) I and II only
(C) I and III only
(D) II and III only
(E) I, II, and III
24. The passage suggests that the “whole story” (line 58) should include the possibility that (A) numerical supremacy would not have been an advantage to the British (B) King Henry had more soldiers available than was previously believed
(C) the English longbow was not as accurate as the French soldiers believed
it to be (D) confidence aided the French more than the British
(E) the French did not really outman the British
STOP
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