SAT II success literature Episode 2 Part 1 ppsx

While you have taken many standardized tests and know to blacken completely the ovals on the answer sheets and to erase completely any errors, the instructions for the SAT II: Literature

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Leave any unused

answer spaces blank.

Test Code

V Þ 1 Þ 2 Þ 3 Þ 4 Þ 5 Þ 6 Þ 7 Þ 8 Þ 9

W Þ 1 Þ 2 Þ 3 Þ 4 Þ 5 Þ 6 Þ 7 Þ 8 Þ 9

X Þ 1 Þ 2 Þ 3 Þ 4 Þ 5 Y Þ A Þ B Þ C Þ D Þ E

Q Þ 1 Þ 2 Þ 3 Þ 4 Þ 5 Þ 6 Þ 7 Þ 8 Þ 9

Subject Test (print)

FOR ETS USE ONLY

R/C W/S1 FS/S2 CS/S3 WS

1 O A O B O C O D O E

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While you have taken many standardized tests and know to blacken completely the ovals on the answer sheets and to erase completely any errors, the instructions for the SAT II: Literature Test differ

in an important way from the directions for other standardized tests You need to indicate on the answer key which test you are taking The instructions on the answer sheet will tell you to fill out the top portion of the answer sheet exactly as shown

1 Print LITERATURE on the line under the words Subject Test (print).

2 In the shaded box labeled Test Code fill in four ovals:

—Fill in oval 3 in the row labeled V

—Fill in oval 1 in the row labeled W

—Fill in oval 1 in the row labeled X

—Fill in oval D in the row labeled Y

—Leave the ovals in row Q blank

Test Code

V Þ 1 Þ 2 Þ Þ 4 Þ 5 Þ 6 Þ 7 Þ 8 Þ 9

W Þ Þ 2 Þ 3 Þ 4 Þ 5 Þ 6 Þ 7 Þ 8 Þ 9

X Þ Þ 2 Þ 3 Þ 4 Þ 5 Y Þ A Þ B Þ C Þ Þ E

Q Þ 1 Þ 2 Þ 3 Þ 4 Þ 5 Þ 6 Þ 7 Þ 8 Þ 9

Subject Test (print)

LITERATURE

There are two additional questions that you will be asked to answer One is “How many semesters of courses based mainly on English literature have you taken from grade 10 to the present?” The other question lists course content and asks you to mark those statements that apply to the courses you have taken You will be told which ovals to fill in for each question The College Board is collecting statistical information If you choose to answer, you will use the key that is provided and blacken the appropriate ovals in row Q You may also choose not to answer, and that will not affect your grade When everyone has completed filling in this portion of the answer sheet, the supervisor will tell you

to turn the page and begin The answer sheet has 100 numbered ovals, but there are only approxi-mately 60 multiple-choice questions on the test, so be sure to use only ovals 1 to 60 (or however many questions there are) to record your answers

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Peterson’s: www.petersons.com

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Directions: This test consists of selections of literature and

questions on their content, style, and form After you have read each passage, choose the answer that best answers the question and fill in the appropriate oval on the answer sheet

Note: Read each question carefully, paying particular attention

to those that contain the wordsnot, least, or except.

Questions 1–11 refer to following excerpt Read the selection

carefully and then choose the answers to the questions

From the Third Essay of

Letters from an American Farmer

Line What attachment can a poor European emigrant have for a country where he had nothing? The knowledge of the language, the love of a few kindred as poor as himself, were the only cords that tied him: his country is now that which gives him land, bread, protection, and

consequence Ubi panis ibi patria* is the motto of all emigrants.

What then is the American, this new man? He is either an European,

or the descendant of an European, hence that strange mixture of blood, which you will find in no other country I could point out to you a family whose grandfather was an Englishman, whose wife was Dutch, whose son married a French woman, and whose present four

sons have now four wives of different nations He is an American,

who, leaving behind him all his ancient prejudices and manners, receives new ones from the new mode of life he has embraced, the government he obeys, and the new rank he holds He becomes an

American by being received in the broad lap of our great Alma

Mater.** Here individuals of all nations are melted into a new race of men, whose labors and posterity will one day cause great changes in the world Americans are the western pilgrims, who are carrying along with them that great mass of arts, sciences, vigor, and industry, which began long since in the east; they will finish the great circle The Americans were once scattered all over Europe; here they are

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follow with equal steps the progress of his labor; his labor is founded

on the basis of nature, self-interest; can it want a stronger allurement?

Wives and children, who before in vain demanded of him a morsel of bread, now, fat and frolicsome, gladly help their father to clear those fields whence exuberant crops are to arise to feed and to clothe them all; without any part being claimed, either by a despotic prince, a rich abbot, or a mighty lord Here religion demands but little of him; a small voluntary salary to the minister, and gratitude to God; can he refuse these? The American is a new man, who acts upon principles;

he must therefore entertain new ideas, and form new opinions From involuntary idleness, servile dependence, penury, and useless labor,

he has passed to toils of a very different nature, rewarded by ample subsistence.—This is an American

—Hector St John de Crèvecoeur

1 Which statement best presents the writer’s

theme?

(A) Americans will become self-serving

(B) The American people will sabotage

their own country through their

excesses

(C) The new nation will cause changes in

other countries around the globe

(D) America will evolve into an inflexible

class structure

(E) The new nation will exhibit

imperial-istic tendencies

2 Which of the following best describes the

author’s view of America?

(A) A melting pot

(B) Contumacious

(C) Class conscious

(D) Devoid of ethical codes

(E) Lacking bias

3 How can this selection be best

character-ized?

(A) An articulate presentation of the American dream

(B) An erudite critique of the new American nation

(C) An ironic discourse (D) A fascinating narrative (E) An invective directed at reforming European countries

4 Which of the following best describes this

selection’s organization?

(A) Order of importance (B) Developmental (C) Chronological (D) Spatial

(E) Compare/contrast

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5 Which of the following is not a reason for

Americans to love this country more than

that of their ancestors?

(A) America is one of the most diverse

nations in history

(B) The labor of Americans is founded

upon their own self-interest

(C) Religion demands little of them

(D) Rewards follow their labor

(E) Charity is freely given

6 Which of the following best characterizes

the tone of the selection?

(A) Pedantic and dry

(B) Wistful yet with little hope

(C) Compelling and positive

(D) Condescending and lacking in feeling

(E) Satirical and snide

7 How does the author describe the

“Ameri-can”?

(A) A class-conscious individual

(B) A person with new principles

(C) An indolent individual

(D) An effete person

(E) An industrious worker

8 Which of the following is not an element

of the writer’s style?

(A) Use of present tense

(B) Parallel construction

(C) Simple sentences

(D) Rhetorical sentences

(E) Classical phrases

9 What does de Crèvecoeur say he had in

common with Americans when he came to this country?

(A) Religious faith and culture (B) Education and aspirations (C) Language and impoverished relatives (D) Occupational skills and some wealth (E) Wife and children

10 Which of the following is a source of new

prejudices that an American will embrace? (A) Class structure

(B) National origin (C) Race and ethnic background (D) American government (E) Religion

11 What is the best synonym for the word

“exuberant” in the sentence that begins

“Wives and children, who before in vain ” (lines 29–33)?

(A) Meager (B) Plentiful (C) Cultivated (D) Shriveled (E) Enthused

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Questions 12–21 refer to the following poem written during the

Victorian period Read the poem carefully and then answer the questions

My Last Duchess

Line That’s my last Duchess painted on the wall

Looking as if she were alive I call That piece a wonder, now: Frà Pandolf’s hands Worked busily a day, and there she stands

Will’t please you to sit and look at her? I said

“Frà Pandolf” by design, for it never read Strangers like you that pictured countenance

The depth and passion of its earnest glance, But to myself they turned (since none puts by The curtain I have drawn for you, but I) And seemed as they would ask me, if they durst, How such a glance came there; so, not the first Are you to turn and ask thus Sir, ‘twas not Her husband’s presence only, called that spot

Of joy into the Duchess’ cheek: perhaps Frà Pandolf chanced to say “Her mantle lap Over my lady’s wrist too much,” or Paint Must never hope to produce the faint Half-flush that dies along her throat; such stuff Was courtesy, she thought, and cause enough For calling up that spot of joy She had

A heart—how shall I say?—too soon made glad, Too easily impressed; she liked whate’er

She looked on, and her looks went everywhere

Sir, ‘twas all one! My favor at her breast, The dropping of the daylight in the West, The bough of cherries some officious fool Broke in the orchard for her, the white mule She rode round the terrace—all and each Would draw from her alike the approving speech,

Of blush, at least She thanked men—good! but thanked Somehow—I know not how—as if she ranked

My gift of a nine-hundred-years-old name With anybody’s gift Who’d stoop to blame This sort of trifling? Even had you the skill

In speech—(which I have not)—to make your will Quite clear to such an one, and say “Just this

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Or that in you disgusts me; here you miss,

Or there exceed the mark”—and if she let Herself be lessoned so, nor plainly set Her wits to yours, forsooth, and made excuse,

—E’en then would be some stooping; and I choose Never to stoop Oh sir, she smiled, no doubt, Whene’er I passed her, but who passed without Much the same smile? This grew, I gave commands;

Then all the smiles stopped together There she stands

As if alive Will ‘t please you rise? We’ll meet The company below, then I repeat

The Count your master’s known munificence

Is ample warrant that no one just pretense

Of mine for dowry will be disallowed;

Though his fair daughter’s self, as I avowed

At starting, is my object Nay, we’ll go Together down, sir! Notice Neptune, Taming a sea horse, thought a rarity When Claus of Innsbruck cast in bronze for me!

—Robert Browning

12 Which of the following does not describe

the significance of the title?

(A) The title tells you the subject of the

poem

(B) The title sets the tone of the poem

(C) The title engages the reader’s

attention

(D) The title invites the reader’s

participa-tion

(E) The title makes the first statement

from which we can infer that the

Duchess is out of the Duke’s life

13 Which of the following best describes the

overall feeling of the poem?

(A) Cruel (B) Powerful (C) Depraved (D) Chilling (E) Vicious

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14 Which of the following lines demonstrates

that the Duke sees himself as reasonable?

(A) “—E’en then would be some

stoop-ing: and I choose/Never to stoop Oh

sir, she smiled, no doubt,/Whene’er I

passed her, but who passed without/

Much the same smile?” (lines 42–45)

(B) “ I repeat/ The Count your

master’s known munificence/ Is

ample warrant that no one just

pretense/ Of mine for dowry will be

disallowed;” (lines 48–51)

(C) “ She thanked men—good! but

thanked/ Somehow—I know not

how—as if she ranked/My gift of a

nine-hundred-years-old name/With

anybody’s gift.” (lines 31–34)

(D) “A heart—how shall I say?—too soon

made glad,/Too easily impressed; she

liked whate’er/She looked on, and her

looks went everywhere./Sir, ‘twas all

one!” (lines 22–25)

(E) “ Sir, ‘twas not/Her husband’s

pres-ence only, called that spot/Of joy into

the Duchess’ cheek” (lines 13–15)

15 What does the inclusion of the detail of

the bronze sculpture of Neptune taming a seahorse suggest about the Duke’s charac-ter?

I The Duke is a collector of fine art

II The Duke sees himself as a powerful God-like man who tames wild things III The Duke collects objects, of which the Duchess was one

(A) I only (B) II only (C) III only (D) I and III (E) II and III

16 How does the author convey the meaning

of the poem?

(A) Through monologue (B) Through dialogue (C) Through control of language and images

(D) Through the use of concrete images (E) Through character development

17 The author invites the reader to make

inferences about all of the following EXCEPT

(A) what the Duke wanted stopped (B) the Duke’s character

(C) the Duchess’ personality

(D) the details of setting and situation (E) the cause of the Duchess’ demise

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18 Using his unique skills, what is the poet

trying to inspire in the reader?

(A) Antipathy for the Duke

(B) Sympathy for the Duchess

(C) Imaginative participation

(D) A knowledge of the use of imagery in

poetry

(E) An appreciation for the uses of power

by the privileged

19 Which of the following best represents the

key oppositions in the poem?

I The evil Duke vs the good Duchess

II The dead Duchess vs the “alive”

portrait

III The alive Duke vs the dead (soulless)

Duke

(A) I only

(B) II only

(C) III only

(D) I and II

(E) I, II, and III

20 All of the following adjectives describe

both the Duke’s character and the charac-ter of the Renaissance EXCEPT

(A) sinister

(B) clever

(C) powerful

(D) sophisticated

(E) self-involved

21 If the Duke were to talk about himself,

which of the following statements would

he be most likely to make?

(A) I am a Renaissance man

(B) I like to collect objects of art

(C) I destroy what I cannot control (D) My 900-year-old name is a rare and precious gift

(E) I discard that which does not please me

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