Passage 1 is primarily concerned with A educating former slave owners about the social plight of African Americans B describing the many cultural contribu-tions of African Americans C pr
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forests, built your railroads and cities, and
brought forth treasures from the bowels of the
earth, and helped make possible this
magnifi-cent representation of the progress of the South
Casting down your bucket among my people,
helping and encouraging them as you are doing
on these grounds, and to education of head,
hand and heart, you will find that they will buy
your surplus land, make blossom the waste
places in your fields, and run your factories
P ASSAGE 2
Here, then, is the dilemma, and it is a
puz-zling one, I admit No Negro who has given
earnest thought to the situation of his people in
America has failed, at some time in life, to find
himself at these cross-roads; has failed to ask
himself at some time: What, after all, am I? Am
I an American or am I a Negro? Can I be both?
Or is it my duty to cease to be a Negro as soon
as possible and be an American? If I strive as a
Negro, am I not perpetuating the very cleft that
threatens and separates Black and White
America? Is not my only possible practical aim
the subduction of all that is Negro in me to the
American? Does my black blood place upon me
any more obligation to assert my nationality
than German, or Irish or Italian blood would?
It is such incessant self-questioning and the
hesitation that arises from it, that is making the
present period a time of vacillation and
contra-diction for the American Negro; combined race
action is stifled, race responsibility is shirked,
race enterprises languish, and the best blood, the
best talent, the best energy of the Negro people
cannot be marshalled to do the bidding of the
race They stand back to make room for every
rascal and demagogue who chooses to cloak his
selfish deviltry under the veil of race pride
Is this right? Is it rational? Is it good policy?
Have we in America a distinct mission as a
race—a distinct sphere of action and an
op-portunity for race development, or is
self-obliteration the highest end to which Negro
blood dare aspire?
If we carefully consider what race prejudice
really is, we find it, historically, to be nothing
but the friction between different groups of
people; it is the difference in aim, in feeling, in
ideals of two different races; if, now, this
dif-ference exists touching territory, laws,
language, or even religion, it is manifest that these people cannot live in the same territory without fatal collision; but if, on the other hand, there is substantial agreement in laws, language and religion; if there is a satisfactory adjustment of economic life, then there is no reason why, in the same country and on the same street, two or three great national ideals might not thrive and develop, that men of dif-ferent races might not strive together for their race ideals as well, perhaps even better, than
in isolation Here, it seems to me, is the read-ing of the riddle that puzzles so many of us
We are Americans, not only by birth and by citizenship, but by our political ideals, our language, our religion Farther than that, our Americanism does not go At that point, we are Negroes, members of a vast historic race that from the very dawn of creation has slept, but half awakening in the dark forests of its African fatherland We are the first fruits of this new nation, the harbinger of that black tomorrow which is yet destined to soften the whiteness of the Teutonic today We are that people whose subtle sense of song has given America its only American music, its only American fairy tales, its only touch of pathos and humor amid its mad money-getting plu-tocracy As such, it is our duty to conserve our physical powers, our intellectual endowments, our spiritual ideals; as a race we must strive
by race organization, by race solidarity, by race unity to the realization of that broader humanity which freely recognizes differences
in men, but sternly deprecates inequality in their opportunities of development
7. Passage 1 is primarily concerned with (A) educating former slave owners about the social plight of African Americans (B) describing the many cultural contribu-tions of African Americans
(C) presenting an argument for creating schools to educate former slaves (D) convincing African Americans and white Americans to work together to build a vi-brant Southern economy
(E) preventing future labor strikes
60
65
70
75
80
85
90
95
100
105
110
115
120
125
130
135
140
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8. The author of Passage 1 specifically addresses
each of the following audiences EXCEPT
(A) Southern whites who were active in the
movement to end slavery
(B) Southern whites who are considering
hiring foreign laborers
(C) African Americans who seek to improve
their social conditions
(D) Southern whites who have employed
African Americans in the past
(E) African Americans who do not consider
it necessary to build friendly
relation-ships with Southern whites
9. Passage 1 suggests that, upon hearing the first
response from the friendly vessel, the captain
of the distressed vessel was
(A) elated
(B) arrogant
(C) incredulous
(D) indifferent
(E) angry
10. In lines 23–28 (“And in this connection
em-phasizing this chance,”) the author of Passage 1
suggests that the Exposition at which he is
speaking
(A) is overly concerned with superficial
things
(B) does not represent the full spectrum of
the American population
(C) provides excellent economic
opportuni-ties for African Americans
(D) is in distress, much like the ship in his
story
(E) will encourage African Americans to seek
employment in the North
11. The author of Passage 1 mentions “writing a
poem” in line 41 in order to suggest that
(A) manual labor is a worthy activity
(B) poetry can convey emotions more
effectively than prose
(C) expanding literacy should be a major
focus of the Exposition
(D) African Americans should consider
careers in writing
(E) political leaders should be more
articulate
12. The questions in lines 72–82 are intended to represent the thoughts of
(A) a former slave owner (B) one who is doubtful about the morality
of slavery (C) an African American who is seeking a new life in a foreign country
(D) an African American who is concerned with the issue of race identity
(E) any political leader who represents a substantial population of African Ameri-cans
13. In line 90, the word “marshalled” most nearly means
(A) arrested (B) discovered (C) organized for a purpose (D) interrogated
(E) determined
14. Lines 91–93 (“They stand back the veil of race pride,”) suggest that those who inces-santly question themselves run the risk of (A) violating the law
(B) alienating friends (C) losing gainful employment (D) falling under the influence of dis-reputable people
(E) squandering their education
15. The phrase “that point” (line 122) refers to the boundary between
(A) the needs of the dominant class of society and the needs of the minority classes
(B) the past and the future (C) white Americans and African Americans (D) the qualities that bind all Americans and the qualities that make one race unique (E) those who support racial discrimination and those who oppose it
Trang 316. The term “broader humanity” (lines 138–139)
refers to people who
(A) hinder the progress of African
Americans
(B) acknowledge the substantial cultural
contributions African Americans have
made to American culture
(C) believe that all races deserve equal
opportunity in society
(D) seek a better life outside of their home
countries
(E) have little understanding of cultures
be-yond their own
17. The two passages differ in their
characteriza-tions of the contribucharacteriza-tions of African Americans
to American culture in that Passage 1
emphasizes
(A) agricultural contributions, while
Passage 2 emphasizes scientific innovations
(B) religious heritage, while Passage 2
em-phasizes political contributions
(C) musical innovations, while Passage 2
emphasizes social contributions
(D) contributions of the past, while
Passage 2 focuses only on potential
con-tributions in the future
(E) economic contributions, while
Passage 2 emphasizes artistic
contributions
18. Unlike the “black tomorrow” (lines 127–128) de-scribed in Passage 2, the vision of the future of African Americans described in Passage 1 involves (A) the incorporation of African Americans into the dominant system rather than a change in dominant American cultural values
(B) the restructuring of political institutions rather than maintenance of the status quo
(C) the reeducation of all Americans rather than the submission of one race to another
(D) a strong reliance on the lessons of the past rather than a complete rejection of the past
(E) travel to foreign lands rather than the commitment to stay in America
19. Which of the following best characterizes the tone each author takes toward the dominant American culture of his time?
(A) The author of Passage 1 is sarcastic, while the author of Passage 2 is respectful
(B) The author of Passage 1 is tongue-in-cheek, while the author of Passage 2 is didactic
(C) The author of Passage 1 is aggressive, while the author of Passage 2 is nonchalant
(D) The author of Passage 1 is pontifical, while the author of Passage 2 is colloquial
(E) The author of Passage 1 is deferential, while the author of Passage 2 is assertive
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.
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1. Neither the strength of the army nor how agile they were was able to compensate for the su-perior strategy of its enemy
(A) nor how agile they were (B) nor their agility
(C) nor its agility (D) or how agile it was (E) or its agility
2. Although Georgia preferred to perform with her fellow band members, they were not used
by her when she sang at the opening ceremony
(A) they were not used by her (B) they were not used by she (C) it was her who did not use them (D) she had not used them
(E) she did not use them
3. Without rehearsing at all the previous week, the troupe performed the first act of the play
in full costume
(A) Without rehearsing (B) Being that they didn’t rehearse (C) They didn’t rehearse
(D) Without having rehearsed (E) They hadn’t even rehearsed
A B C D E
SECTION 9 Time—10 minutes
14 questions
Turn to Section 9 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
The following sentences test correctness and
effectiveness of expression Part of each
sen-tence or the entire sensen-tence is underlined;
beneath each sentence are five ways of
phras-ing the underlined material Choice A repeats
the original phrasing; the other four choices
are different If you think the original phrasing
produces a better sentence than any of the
alternatives, select choice A; if not, select one
of the other choices
In making your selection, follow the
require-ments of standard written English; that is, pay
attention to grammar, choice of words, sentence
construction, and punctuation Your selection
should result in the most effective sentence—
clear and precise, without awkwardness or
ambiguity
EXAMPLE:
The children couldn’t hardly believe their eyes
(A) couldn’t hardly believe their eyes
(B) could hardly believe their eyes
(C) would not hardly believe their eyes
(D) couldn’t nearly believe their eyes
(E) couldn’t hardly believe his or her eyes
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4. Not since the beginning of the resistance
move-ment has the major media outlets
acknowl-edged the scope of the opposition
(A) has the major media outlets
acknowl-edged the scope of the opposition
(B) have the major media outlets
acknowl-edged the scope of the opposition
(C) have the scope of the opposition been
ac-knowledged by the major media outlets
(D) has it been acknowledged by the major
media outlets what the scope is of the
opposition
(E) have the major media outlets been
ac-knowledging the scope of the opposition
5. We would be healthier today if we have had to
hunt and scavenge for our food as our
ances-tors did
(A) if we have had to hunt and scavenge
(B) having hunted and scavenged
(C) if we would have hunted and scavenged
(D) for hunting and scavenging
(E) if we had to hunt and scavenge
6. Against popular opinion, college students with
strong reasoning skills are more successful
than students with strong memorization skills
(A) Against popular opinion
(B) Not what popular opinion says
(C) Contrary to popular opinion
(D) Opposite to what popular opinion says
(E) Contrary to what popular opinion says
7. The school renovations should be planned so
as to minimize disruption and inconvenience
to teachers and students
(A) so as to minimize disruption and
incon-venience to teachers and students
(B) for the minimizing of disruptions
and inconvenience to teachers and
students
(C) so that teachers and students have
mini-mum disruptions and inconvenience
(D) to minimize disruption and
inconve-nience on the part of teachers and
students
(E) in order for the minimization of
disrup-tion and inconvenience to teachers and
students
8. Dina, having struggled for months to find a job
as a writer; she finally took a position at a local advertising agency
(A) to find a job as a writer; she finally (B) to find a job as a writer, finally (C) for finding a job as a writer, finally (D) finding a job as a writer, finally (E) to find a job as a writer, so she finally
9. The fall of the Roman Empire was precipitated not so much by foreign invaders as by the delusions and indulgences of its ruling class (A) by the delusions and indulgences of its ruling class
(B) because of the delusions and indulgences
of their ruling class (C) the delusions and indulgences of its rul-ing class did
(D) it was by the delusions and indulgences
of its ruling class (E) the delusions and indulgences of its rul-ing class
10. If the preliminary sales numbers are reliable, then Hannigan’s first book appears like it is a success
(A) like it is a success (B) like a success (C) a success (D) to be a success (E) as a success
11. The response to the revised proposal has been much more favorable than the original one (A) the original one
(B) the original one was (C) the response to the original one (D) to the one that was originally given (E) to the original one
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13. The strongest opposition to the sale of alcohol
in the United States came in the late nine-teenth century, and this is the time when reli-gious movements preaching temperance were sweeping the nation
(A) and this is the time when religious move-ments
(B) when religious movements were (C) and this is when religious movements (D) at the time in which religious move-ments were
(E) when religious movements
14. Professor Angleton valued conciseness highly, telling his students to edit their papers thor-oughly for eliminating any extra superfluous information in the text
(A) for eliminating any extra superfluous (B) to eliminate any extra superfluous (C) and eliminate any superfluous (D) having eliminated any superfluous (E) in eliminating any superfluous
12. The discovery was made by a team of scientists
trying to locate a gene responsible for producing
a particular enzyme, but they found instead a
set of genetic triggers for a predisposition to
heart disease
(A) scientists trying to locate a gene
respon-sible for producing a particular enzyme,
but they found instead
(B) scientists; trying to locate a gene
respon-sible for producing a particular enzyme,
but they found instead
(C) scientists who, trying to locate a gene
responsible for producing a particular
enzyme, instead found
(D) scientists that tried to locate a gene
responsible for producing a particular
enzyme, instead finding
(E) scientists who instead, in trying to find
a gene responsible for producing a
particular enzyme, found
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 7ANSWER KEY
Critical Reading
COR DIFF.
ANS LEV.
1. A 1
2. D 2
3. B 3
4. C 3
5. C 3
6. E 4
7. B 4
8. D 4
9. B 4
10. D 2
11. B 1
12. A 3
COR DIFF.
ANS LEV.
13. D 3
14. E 2
15. A 4
16. B 5
17. A 4
18. C 3
19. E 3
20. B 2
21. D 3
22. E 5
23. B 4
24. C 4
COR DIFF.
ANS LEV.
1. B 1
2. D 1
3. C 3
4. A 4
5. A 5
6. B 3
7. D 2
8. C 4
9. E 4
10. E 2
11. C 3
12. A 3
COR DIFF.
ANS LEV.
13. B 4
14. E 4
15. C 3
16. A 4
17. A 4
18. C 3
19. D 3
20. B 1
21. A 3
22. C 3
23. E 3
24. C 4
COR DIFF.
ANS LEV.
1. E 1
2. B 3
3. B 2
4. D 4
5. D 5
6. A 5
7. D 4
8. A 3
9. C 2
10. C 3
COR DIFF ANS LEV.
11. A 3
12. D 4
13. C 3
14. D 5
15. D 3
16. C 4
17. E 3
18. A 5
19. E 4
COR DIFF.
ANS LEV.
1. C 1
2. D 1
3. A 2
4. D 2
5. B 2
6. D 2
7. E 2
8. D 3
9. C 3
10. C 3
COR DIFF.
ANS LEV.
11. D 4
12. B 3
13. C 3
14. B 4
15. E 4
16. B 3
17. E 5
18. A 4
19. C 5
20. C 4
COR DIFF.
ANS LEV.
1. B 1
2. A 2
3. D 3
4. E 3
5. D 3
6. C 4
7. C 4
8. B 5
COR DIFF.
ANS LEV.
9. 135 2
10. 104 2
11. 30 2
12. 3 3
13. 18 3
14. 28 4
15. 45 4
16. 22.5 4
17. 12 4
18. 37.5 5
COR DIFF.
ANS LEV.
1. B 1
2. D 2
3. A 2
4. C 3
5. C 3
6. A 3
7. C 3
8. C 3
9. D 3
COR DIFF ANS LEV.
10. D 3
11. D 4
12. D 3
13. A 4
14. B 5
15. B 5
16. A 5
Math
Multiple-Choice Student-produced Questions Response questions
Writing
COR DIFF.
ANS LEV.
1. B 1
2. A 1
3. E 2
4. D 2
5. D 4
6. A 2
7. C 3
8. D 3
9. B 3
10. E 3
COR DIFF.
ANS LEV.
11. A 4
12. B 1
13. D 3
14. E 3
15. B 3
16. B 3
17. D 4
18. D 5
19. B 3
20. E 3
COR DIFF.
ANS LEV.
21. C 4
22. B 4
23. D 5
24. E 4
25. B 3
26. C 4
27. C 4
28. A 5
29. D 4
30. B 4
COR DIFF.
ANS LEV.
31. C 3
32. D 3
33. E 3
34. A 3
35. D 3
COR DIFF.
ANS LEV.
1. C 1
2. E 2
3. D 2
4. B 3
5. E 4
6. C 3
7. A 3
COR DIFF ANS LEV.
8. B 4
9. A 4
10. D 3
11. C 4
12. C 4
13. E 3
14. C 5
Number correct
Number incorrect
Number correct Number incorrect
Number correct Number incorrect
Number correct
Number incorrect
Number correct Number incorrect
Number correct (9–18)
Number correct Number incorrect
Number correct
Number incorrect
Number correct Number incorrect
Trang 8SCORE 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 questions 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 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: _
Trang 9College 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 CR pts M pts W pts
700 100% 90% 59 49 40
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
_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _
Get
Trang 10SCORE 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: _
Score Score 0 Score 1 Score 2 Score 3 Score 4 Score 5 Score 6
-2 or less 200 230 250 280 310 340 370 -1 210 240 260 290 320 360 380
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