SAT II success literature Episode 1 Part 8 pot

Each tense has a basic, progressive, and emphatic form.. Tenses and Forms of Verbs Basic Form Progressive Form Emphatic Form Present I talk a lot.. Imperative mood commands or requests,

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FUNCTIONS OF VERBS

• Verbs express action, occurrence (appear, become, continue, feel, grow , look, remain, seen, sound, and taste), or state of being (the verb to be).

Ye Angells bright,pluck from your Wings a Quill;

Make me a pen thereof that best will write:

Lende me your fancy and Angellick skill

Totreate this Theme, more rich than Rubies bright.

—“Meditation Sixty: Second Series,”

Edward Taylor

• Verbs that express occurrence or state of being, also known as linking verbs, are intransitive verbs and have no objects

The first time that the sun rose on thine oath

To love me, Ilooked forward to the moon

To slacken all those bonds which seemed too soon And quickly tied to make a lasting troth

—Sonnets from the Portuguese,

Elizabeth Barrett Browning

Lookedis an intransitive verb and, therefore, has no object

Forwardis an adverb that answers the question “where,” and the adverbial phrase “the first time” answers the question “when.”

• Linking verbs may have predicate adjectives or predicate nomina-tives, also known as predicate nouns

Of all historical problems, the nature of a national characteris the most difficult and the most important.

—“American Ideals,”

Henry Adams

CHAPTER 5: A QUICK REVIEW OF USAGE

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Peterson’s: www.petersons.com

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VERB TENSES

It would also be useful to review the tenses and forms of verbs Verbs have six tenses to reveal the time of an action or condition Each tense has a basic, progressive, and emphatic form

Tenses and Forms of Verbs Basic

Form

Progressive Form

Emphatic Form Present I talk a lot I am talking

about it now

I do talk more than most students

Past I talked with

the group

I was talking when you interrupted

I did talk with you about that

Future I will talk to

you Sunday

I will be talk-ing at the conference

Present Perfect

I have talked for almost an hour

I have been talking too much

Past Perfect

I had talked to him a year ago

I had been talking with you when he arrived

Future Perfect

I will have talked to the recruiter by the end of the week

I will have been talking about this project for a month before

I get approval

SAT II SUCCESS: LITERATURE

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MOOD Remember that verbs also indicate mood, the attitudes of speakers or

writers about their subject There are three moods: indicative, imperative, and subjunctive Indicative makes assertions; it is the mood that writers most often use Imperative mood commands or requests, as in “Do your homework now.”

Subjunctive mood expresses wishes or hypothetical or conditional situations, such as “Should (if) you do your homework now, you will be able to go to the game.” Subjunctive mood is less frequently used today than it once was, but you may find it on the test because the SAT II: Literature Test uses excerpts from the Renaissance and the seven-teenth, eighseven-teenth, and nineteenth centuries

Indicative Mood

Basic Form Progressive Form Emphatic Form Present I talk a lot. I am talking about

it now

I do talk more than most students

Past I talked with the

group

I was talking when you interrupted

I did talk with you about that

Future I will talk to you

Sunday

I will be talking at the conference

Present Perfect

I have talked for almost an hour

I have been talking too much

Past Perfect

I had talked to him

a year ago

I had been talking with you when he arrived

Future Perfect

I will have talked to the recruiter by the end of the week

I will have been talking about this project for a month before I get

approval

Imperative Mood

Talk

Subjunctive Mood

In third-person singular, the “s” is dropped from the verb for the subjunctive mood:

It is important that he talk with me.

Suppose that he talk with me instead.

Or the words should and would are used:

I should talk with him.

You should talk with him.

He should talk with me.

Would you talk with him?

If he were to talk to me, that would cause a problem.

Were he to talk with you, that would not cause a problem.

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SENTENCE STRUCTURE

You may find a question on the test about style based on the choice

of sentence structure that a writer employs The following briefly reviews different types of sentences All quotations are from Henry Adams’s “American Ideals.”

Simple Sentence

Of all historical problems, the nature of a national character

is the most difficult and the most important

Ralph Waldo Emerson, a more distinct idealist, was born in 1780

Compound Sentence

After the downfall of the French republic, they (Americans) had no right to expect a kind word from Europe,and

during the next twenty years, they rarely received one Probably Jefferson came nearest to the mark,for he

represented the hopes of science as well as the prejudices

of Virginia

Complex Sentence

Lincoln was born in 1809, the momentwhen American

character stood in lowest esteem

Jefferson, the literary representative of his class, spoke chiefly for Virginians, and dreaded so greatly his own reputation as a visionarythat he seldom or never uttered

his whole thought

Compound-Complex Sentences

Benjamin Franklin had raised high the reputation of American printers,and the actual President of the United

States, who signed with Franklin the treaty of peace with

Great Britain, was the son of a farmer, and had himself kept

a school in his youth

In the year 1800 Eli Terry, another Connecticut Yankee of the same class, took into his employ two young mento help him make wooden clocks, and this was the capital

on which the greatest clock-manufactory in the world

began its operation

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ADDITIONAL TIPS

The following two charts provide some clues to help you decipher the parts of sentences if, for example, you have to determine which part of a sentence is the main clause or which part is the subordinate clause Conjunctive adverbs and transitional phrases join independent clauses to one another The following are our variations of a sentence written by historian Thomas Macauley

Milton was, like Dante, a statesman and a lover;moreover, like

Dante, he had been unfortunate in ambition and in love

(conjunctive adverb) Milton was, like Dante, a statesman and a lover;in addition,

like Dante, he had been unfortunate in ambition and in love (transitional phrase)

CONJUNCTIVE ADVERBS

TRANSITIONAL PHRASES

also anyhow anyway besides consequently finally

furthermore hence however incidentally indeed likewise

meanwhile moreover nevertheless next

nonetheless now

otherwise similarly still then therefore thus

after all

as a consequence

as a result

at any rate

at the same time

by the way even so for example

in addition

in fact

in other words

in the second place

on the contrary

on the other hand

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Coordinating conjunctions join words, phrases, or clauses of equal rank That is, a coordinating conjunction may join two main verbs in

a clause or two independent clauses Subordinating conjunctions join dependent clauses to independent clauses Relative pronouns are used to introduce subordinate clauses that function as nouns

Eli Whitney was better educated than Fitchbut had neither

wealth, social influence, nor patron to back his ingenuity

(coordinating conjunction joining a compound verb)

Lincoln was born in 1809, the momentwhen American

charac-ter stood in lowest esteem (subordinating conjunction)

Benjamin Franklin had raised high the reputation of American printers, and the actual President of the United States,who

signed with Franklin the treaty of peace with Great Britain, was the son of a farmer, and had himself kept a school in his youth (relative pronoun)

COORDINATING

CONJUNCTIONS

SUBORDINATING CONJUNCTIONS

and

but

for

nor

or

so

yet

after although

as far as

as if

as soon as

as though because before even if even though how

if inasmuch as

in case that insofar as

in that

no matter how now that once provided that since

so that supposing that than

though till, until unless when, whenever where, wherever whether

while why

RELATIVE PRONOUNS

that who, whoever what whom, whomever which whose

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Practice Test 1

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ANSWER SHEET

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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PRACTICE TEST 1

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

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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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 1–9 Read the poem carefully and then choose the

answers to the questions

Sonnet 18

Line Shall I compare thee to a summer’s day?

Thou art more lovely and more temperate:

Rough winds do shake the darling buds of May, And summer’s lease hath all too short a date:

Sometime too hot the eye of heaven shines, And often is his gold complexion dimmed;

And every fair from fair sometime declines,

By chance or nature’s changing course untrimmed;

But thy eternal summer shall not fade, Nor lose possession of that fair thou owest;

Nor shall Death brag thou wander’st in his shade, When in eternal lines to time thou grow’st:

So long as men can breathe, or eyes can see,

So long lives this, and this gives life to thee

—William Shakespeare

1 Which of the following is an example of

personification?

(A) “darling buds of May” (line 3)

(B) “summer’s lease” (line 4)

(C) “his gold complexion” (line 6)

(D) “nature’s changing course’ (line 8)

(E) “eyes can see” (line 13)

2 What is the poet’s message?

(A) Summer and his beloved are similar (B) The sun reflects the beauty of a woman

(C) All things fade in time

(D) His beloved’s nature and beauty will never diminish

(E) Death will conquer beauty

PRACTICE TEST 1— Continued

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10

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3 Which of the following best characterizes

the speaker?

(A) An individual with great knowledge

and interest in nature and natural

science

(B) A jilted lover

(C) A person speaking to his beloved

(D) An individual reminiscing as he faces

death

(E) A woman mourning her lost beauty

4 What are the metaphors in lines 1 through

8 designed to declare?

(A) The speaker’s beloved is more

beautiful than a summer’s day, and

her beauty does not waver

(B) The sun, on a summer’s day, shines

especially bright on the loved one

(C) The loved one is as beautiful as the

eye of heaven

(D) Death steals beauty from everyone

(E) In the speaker’s eyes, his beloved is

as lovely as gold

5 What is the meaning of the word “lease” in

line 4?

(A) A contract granting occupation of a

property

(B) A period of time

(C) The end of summer

(D) The speaker’s understanding of

summer

(E) A grant to use, in this case, to enjoy

the summer

6 What figure of speech occurs in line 11?

(A) Simile

(B) Metaphor

(C) Personification

(D) Alliteration

(E) Hyperbole

7 The word “shade” in line 11 is a metaphor

for (A) phantom

(B) place of the dead

(C) secluded place

(D) darkness

(E) area away from the sun

8 What is the meaning of the couplet?

(A) The beloved will be immortal through others’ reading of the poem

(B) Loved ones fare better than a summer’s day

(C) Death will not come to the beloved (D) Summer, like the beloved, is eternal (E) As long as people breathe or see, the beloved will be remembered

9 Which of the following could be

consid-ered the thesis of the poem?

I The beloved is nature’s eternal summer

II The lover’s beauty will never fade III The poem ensures immortality for the beloved

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

PRACTICE TEST 1

PRACTICE TEST 1— Continued

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