By the time the movie had finished, neither Eric nor his daughters was able to stay awake because of the boredom caused by the film’s inferior plot.. A neither Eric nor his daughters was
Trang 19 9 9 9 9 9
GO ON TO THE NEXT PAGE
2. The mountain climbers getting this far, they did not
want to return without having reached the peak
(A) The mountain climbers getting this far,
they
(B) Having gotten this far, the mountain
climbers
(C) To have gotten this far, the mountain
climbers
(D) The mountain climbers having gotten so
far that they
(E) Mountain climbers getting this far
3. Although usually even-tempered, Rachel’s
irri-tation with her supervisor caused her to become
uncharacteristically cantankerous
(A) Rachel’s irritation with her supervisor
caused her to become
(B) Rachel being irritated by her supervisor
caused her to become
(C) Rachel was irritated by her supervisor,
and so became
(D) her supervisor caused Rachel through
ir-ritation to become
(E) Rachel, due to her supervisor’s irritation,
caused her to become
4. Because Alberta worked harder than her
associ-ates, she assumed that her salary would be
higher than the other workers in the firm
(A) would be higher than the
(B) was higher than that of the
(C) had been higher than the
(D) being higher than the salary of
(E) was highest of the
5. The police chief was hoping that by assigning an
extra officer to the patrol he would decrease the
amount of elicit behavior in the neighborhood
(A) would decrease the amount of elicit
(B) would be able to decrease the elicit
(C) would decrease the amount of illicit
(D) might be able to lessen that of the illicit
(E) decreases the amount of illicit
6. Watching from the balcony, the paraders marched triumphantly through the streets below us
(A) Watching from the balcony (B) While watching from the balcony (C) As we had been watching from the balcony
(D) As we watched from the balcony (E) From the balcony, while watching
7. By the time we arrived at the campsite where the troop would be staying, the counselors set up all the tents
(A) the counselors set up all the tents (B) setting up all the tents were the counselors (C) set up by the counselors are the tents (D) the tents are set up by the counselors (E) the counselors had set up all the tents
8. By the time the movie had finished, neither Eric nor his daughters was able to stay awake because of the boredom caused by the film’s inferior plot
(A) neither Eric nor his daughters was able
to stay awake because of the boredom caused by the film’s inferior plot (B) staying awake was an impossibility for Eric and his daughters because of the bore-dom caused by the inferiority of the plot (C) neither Eric nor his daughters were able
to stay awake because of the boredom caused by the film’s inferior plot (D) Eric and his daughters was unable to stay awake because of the boredom caused by the film’s inferior plot (E) the film’s inferior plot had made it impossible for neither Eric nor his daughters to stay awake
Trang 29 9 9 9 9 9
9. An outstanding tennis player, Erica was
con-cerned not only with working her way to the top
of the national rankings, but also wanted to
compete with class and dignity
(A) also wanted to compete with class and
dignity
(B) also with competing with class and
dignity
(C) also with wanting to have competed with
class and dignity
(D) she also wanted to compete with class
and dignity
(E) she was also wanting to compete with
class and dignity
10. Roberto volunteered to be an usher, not wanting
to be the one that had to clean up the petals after
the ceremony
(A) that had to clean up the petals after the
ceremony
(B) which had to clean up the petals after the
ceremony
(C) who had to clean up the petals after the
ceremony
(D) that was cleaning the petals up after the
ceremony
(E) who was to be cleaning the petals after
the ceremony
11. Rebecca liked to read books, of which she found
autobiographies being the most interesting
(A) books, of which she found
autobiogra-phies being the most interesting
(B) books, the most fascinating of which to
her she found the autobiographies
(C) books, autobiographies being the most
interesting she found
(D) books; she found autobiographies to be
the most interesting
(E) books, to which autobiographies were
the most interesting
12. Forced to live apart from his family and to move from place to place to avoid detection by the government’s ubiquitous informers, St Pierre adopting a number of disguises
(A) St Pierre adopting a number of disguises (B) St Pierre having adopted a number of disguises
(C) had adopted for St Pierre a number of disguises
(D) a number of disguises by St Pierre had adopted
(E) St Pierre had to adopt a number of disguises
13. The Santa Catalina Mountains, forming 12 mil-lion years ago during a period when the West-ern North American Continent was stretching, cracking into blocks bordered by steep faults (A) Mountains, forming 12 million years ago during a period when the Western North American Continent was stretching (B) Mountains were formed 12 million years ago during a period when the Western North American Continent was being stretched
(C) Mountains, having been formed 12 mil-lion years ago during a period when the Western North American Continent was stretching
(D) Mountains was formed 12 million years ago during a period when the Western North American Continent was being stretched (E) Mountains had been formed during a period 12 million years ago when the Western North American Continent was stretching
14. The most challenging aspect of the project is we have to coordinate our work carefully
(A) we have to coordinate our work carefully (B) we must coordinate our work carefully (C) our coordination of our work carefully (D) coordinating our work carefully (E) in careful coordination of our work
STOP
If you finish before time is called, you may check your work on this section only Do not turn to any other section of the test.
Trang 3ANSWER KEY Critical Reading Section 2 Section 5 Section 8
COR DIFF.
ANS LEV.
COR DIFF.
ANS LEV.
COR DIFF.
ANS LEV.
COR DIFF.
ANS LEV.
COR DIFF.
ANS LEV.
COR DIFF ANS LEV.
Number correct
Number incorrect
Number correct
Number incorrect
Number correct
Number incorrect
COR DIFF.
ANS LEV.
COR DIFF.
ANS LEV.
13. A 3
COR DIFF.
ANS LEV.
COR DIFF.
ANS LEV.
9. 16 1
10. 36 2
12. 12 3
13. 15 3
14. 8 or 4 12
15. 25 4
16. 24 3
17. 52 4
18. 225 5
COR DIFF.
ANS LEV.
COR DIFF ANS LEV.
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 3 Section 4 Section 7
Multiple-Choice Student-produced Questions Response questions
Writing
COR DIFF
ANS LEV
COR DIFF.
ANS LEV.
COR DIFF
ANS LEV
COR DIFF.
ANS LEV.
COR DIFF
ANS LEV
COR DIFF ANS LEV.
Number correct
Number incorrect
Number correct
Number incorrect
Trang 4SCORE 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 4 is simply the number of correct answers minus 1 ⁄ 4 of the number
of wrong answers On Section 4, your raw score is the sum of the number of correct answers for questions 1–18 minus 1 ⁄ 4 of the number of wrong answers for questions 1–8 Next, add the raw scores
from Sections 2, 5, and 8 to get your Critical Reading raw score, add the raw scores from Sections 3, 4, and 7 to get your Math raw score, and add the raw scores from Sections 6 and 9 to get your Writing raw score Write the three raw scores here:
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
Trang 5SCORE 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
Trang 6College Hill™ SAT Study Plan
See page 2–4 for instructions
SCALED SCORES: CR _ M _ W _ Essay _
1 What were your test conditions?
2 What was your pre-test routine?
Goal Attack CR pts M 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
Trang 7Detailed Answer Key
Section 1
Consider carefully the issue discussed in the following passage, then write an essay that answers the ques-tion 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
The following essay received 6 points out of a possible 6 This means that, according to the graders, 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
There is no more important decision that a citizen
can make than one’s choice of a leader I am inclined
to agree with Thomas Hobbes, who believed that
hu-mans are hardly better than other mammals without
a social contract that binds us to work together as a
society Artists could not survive in a society that does
not provide a means of trading art for food Great
teachers cannot survive in a society without a means
of trading wisdom for shelter This requires a social
order, a division of labor, and a group we call leaders
Yet we know that power corrupts, and absolute power
corrupts absolutely So how do we maintain a just
so-ciety when we must bestow corrupting powers upon
members of that society?
Those who seek power are too often not our best
leaders, but rather our best politicians George Bush,
John F Kennedy and Ronald Reagan came to power
not so much because of their visionary leadership but
because of their appeal to a television-viewing
audi-ence The problems with democracy are well known
In order to become elected, most politicians must
ap-peal to a broad range of citizens To gain this apap-peal,
they must pander to their constituents, and often take
conflicting or equivocal stances on issues Of course,
the politicians claim that they are taking “forceful
stances” to “bring the people together.” But it is far more likely that they are simply doing their best to make everyone happy without putting their feet in their mouths
So why is democracy the best way of electing a leader? Because the alternatives are much worse To gain power, one must either use force or pander to those who do Which is a better alternative? A country
is weak if its people do not support it, and, at the very least, a democracy can claim a good degree of public support Even more importantly, only a democracy al-lows for the possibility of finding a reluctant leader with genuine leadership skills It doesn’t happen often enough, but when it does, it is breathtaking Witness the phenomenon of Howard Dean’s campaign for the 2004 Democratic nomination for president, or Ross Perot’s run in 1992 Neither was ultimately suc-cessful, but both demonstrated the potential of moti-vated citizens to change their country
Without democracy, there is no hope for an ordi-nary citizen to change his or her country What makes America great is not that its policies are always cor-rect Indeed, they are often deeply flawed What makes America great is that it is run by those who are not even seeking power: the citizens
Trang 8I’m not sure how it can be that you can be the best
per-son to be in power if you don’t want to be In this
coun-try, at least, running for president or something like that
takes a lot of effort, and I think you have to be a really
hard worker in order to become president or senator
An example of somebody who is a hard worker
who got into office is former president Bill Clinton
Although many people think he had indiscretions in
office, he came from a very poor family where he was
only raised by his mother because his father left the
family when he was young He worked really hard
and became a Rhodes scholar and was elected as gov-ernor at a very young age He knew even when he was
a very young kid that he wanted to become a great leader like John F Kennedy
Clinton was a good leader because he understood where a lot of people were coming from He wasn’t just a rich guy who got into office because he had rich relatives who got him there I don’t think you can say that the best leaders are the ones who don’t want to
be in office If you didn’t want to be in office, then you shouldn’t run
President of the United States Washington saw that his country needed him and answered the call Similarly, Mahatma Gandhi did not seek personal power, but only justice for his people His humility and selflessness are what made him one of the great leaders of the twentieth century, and a model for the cause of nonviolent activism
It is unfortunate that today only millionaires with big political connections seem to have any chance at being elected to national office Maybe they have a shot at a local race, but the congress and the presi-dency seem to be off limits The answer is to get more involved in politics yourself, as a voter, and avoid vot-ing for candidates just because they are popular but instead because they have good souls
Someone once said that great men don’t seek
great-ness but have it thrust upon them I think this is true,
because those who have really changed the world
were not slick politicians but rather people who had
such great leadership skill and charisma that others
forced them into leadership roles Good examples of
this are Jesus, Mahatma Gandhi, Mother Theresa and
George Washington
After his great victories in the American
Revolu-tionary War against Great Britain, George Washington
wanted to retire to his farm in Virginia and live out
the rest of his days as a humble farmer He did not
want to become the political leader of a brand new
country But the Continental Congress looked to him
for leadership, and sought him out to be the first
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 following essay received 2 points out of a possible 6, meaning that it demonstrates some
incompe-tence 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
Trang 91 A Alisha was holding a grudge, which is a feeling
of resentment
resentment = ill will; fortitude = strength of mind to
endure; sarcasm = wit used to ridicule; elation =
extreme joy
2 C There were people who expected the governor
to be inarticulate (unable to speak clearly), so they
would be surprised if he were articulate intolerance=
inability to put up with something; fatigue= tiredness;
eloquence = persuasiveness in speech; endurance =
ability to last, often through hard times
3 D The language of commoners would be
logi-cally described as common But the novelists
pre-ferred another kind of parlance (speech): that of the
upper classes A word such as elegant would work
nicely elite = superior; sympathetic = compassionate;
colloquial = characteristic of everyday language;
refined = precise, elegant; utilitarian = practical,
stressing utility
4 A The second half of this sentence presents a
de-finition The word in the blank should mean
“explor-ing the world.” peripatetic = walking from place to
place; conventional = customary; tolerant = willing to
put up with something; coordinated= well-matched;
remunerative= profitable
5 E A position that requires public speaking would
be difficult for a person who does not like to speak or
is afraid of crowds vivacious = full of life; garrulous =
talkative; amiable = friendly; reticent = hesitant to
share one’s feelings or opinions with others
6 C The tickbird gets something from the
hip-popotamus, and the hippopotamus gets something
from the tickbird; it’s a give-and-receive relationship.
deteriorating = diminishing in quality; symbiotic = of
mutual benefit; regressive = going backwards;
vacillat-ing= going back and forth
7 A This sentence establishes a contrast between
how modern scientists think and how early
philo-sophers thought The contrast shows that the early
philosophers were not using experiments as much as
their own minds to draw conclusions and that the
modern scientists rely more on experimental data to
draw their conclusions empirical= relying on the
ob-servations made from experiments; coercion=
pres-sure on someone to act; deduction = reaching a
conclusion through the use of logic; clerical= relating
to office work; intuitive= known innately
unification, because many companies are under a single owner This would be troublesome to those who value independence retraction = taking something back;
dif-ferentiation= finding a difference between two things;
consolidation= combining of multiple things into one
common entity; collaboration= working together on
something; dissemination= the spread of something
9 E Passage 2 distinguishes between education
and schooling It states that the main product of
schooling is not education (lines 15–16) and that the
struggle that defines education is denied by schooling
(lines 22–23) Passage 1 makes no such distinction, and speaks of education as if it is inseparable from the idea of schooling
10 E The passage mentions that education would diminish social distinctions (“obliterate factitious dis-tinctions in society” (lines 13–14)), improve living stan-dards (“prevents being poor” (line 8)), provide the means to counteract greed (“resist the selfishness of other men” (lines 5–6)), and increase self-sufficiency (“gives each man the independence” (line 4)) It does not, however, mention anything about reducing crime
11 A The passage suggests that education is the
great equalizer and that the spread of education will open a wider area over which the social feelings will ex-pand It concludes by commenting that if this educa-tion should be universal and complete it would obliterate factitious distinctions in society.
12 B Passage 2 states that education, which is the
acquisition of competence, power, wisdom and dis-cernment (lines 19–20), is achieved only through the struggle for sense in the world (lines 21–22) Therefore,
this struggle is empowering
13 A “The Beginnings of the Scientific Method” is the best title, because this passage begins by discussing
the scientists of the Renaissance and how they brought
about the most fundamental alterations in the world of thought by devising a new method for discovering knowledge (lines 1–5) This new method was the
scien-tific method
14 C Saying that the early modern scientists laid
greatest stress upon observation and the formation of temporary hypotheses (lines 7–9) is like saying they emphasized observation and hypotheses.
15 C In lines 19–21 the passage suggests that earlier
scientists were simply trying to find the confirmation of
Biblical statements about the firmament.
Trang 1016 D Choice II is confirmed in lines 32–34: The
prin-ciple of the barometer was discovered by Galileo’s pupil
(student) Torricelli Choice III is confirmed in lines
41–42: Galileo discovered the moons around Jupiter.
17 E The final paragraph states that Renaissance
scientists believed 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, as it
says in the next sentence, human thought (lines 67–71).
18 C The final paragraph discusses how the
scien-tific method changed the way science was done
19 B The passage mentions in lines 22–24 that
many military leaders cement their solidarity by
revel-ing (takrevel-ing delight) in their numerical disadvantage.
They considered it more honorable to fight with fewer
men and beat a larger opponent
20 C Stating that a well-known proverb was trotted
out in many instances of the glorious, fighting few
(lines 25–27), in this context, is like saying that the
proverb was used for rhetorical effect because it was
used to persuade and inspire the troops
21 D When the prince says that we be a small body
when compared to the army of our enemies, he is
say-ing that they are a small army or group of men
22 D This sentence is discussing the tactical errors
of the French in two different battles The phrase
charging before they were ready simply means
attack-ing before they were ready.
23 E All three of these facts are true and are
men-tioned in the passage
24 A The passage states in the final paragraph that
ten thousand more men might actually have hindered the
English (lines 59–60) and that it seems that in fact
strength is not always proportional to size (lines 62–64).
Section 3
1 E Since n is equal to 3 times an even number,
you can eliminate any answer choice that is not a
mul-tiple of 3 (A, C, and D) Answer choice (B): 15 = 3 × 5;
5 is an odd number, so this answer choice is out
An-swer choice (E): 18 = 3 × 6; 6 is an even number
(Chapter 9, Lesson 3: Numerical Reasoning Problems)
2 A Set up a ratio:
Cross-multiply: 350 = 2x
Divide by 2: 175 = x
(Chapter 7, Lesson 4: Ratios and Proportions)
3 C Angles that form a straight angle have a sum
of 180°:
x + 2x = 180°
Combine like terms: 3x= 180°
Divide by 3: x= 60°
(Chapter 10, Lesson 1: Lines and Angles)
4 C Find the smallest number that is divisible by both 15 and 6 and see which answer choice works
Multiples of 15: 15, 30, 45, Multiples of 6: 6, 12, 18, 24, 30,
(Chapter 7, Lesson 7: Divisibility)
5 D n% of 20 is 4
Simplify: .20n= 4 Divide by 20: n= 20 (Chapter 7, Lesson 5: Percents)
6 A f(x) = 3x + n Plug in 2 for x: f(2) = 3(2) + n = 0
Substitute for n: f(x) = 3x − 6 Plug in 0 for x: f(0) = 3(0) − 6 = −6 (Chapter 11, Lesson 2: Functions)
7 D First find the area of the right triangle:
Area =1⁄2(base)(height) Area =1⁄2(8)(6) = 24
Next, set up an equation for the area of a square
Area = (side)2
Substitute 24 for area: 24 = (side)2
Take the square root:
Simplify the radical:
(Chapter 10, Lesson 5: Areas and Perimeters)
2 6= side
24= side
n
100×20=4
50 chips
2 hours
chips
7 hours
= x
6
8 10