hard stuff
41. According to the author, "the obvious ground" (lines 46-47) can be ruled out because it
A. makes unfounded claims about the seriousness of an infraction
B. relies on a distinction that is actually rather subtle
C. cannot be generalized to other similar situations
D. is too simple an explanation for such a complex issue
E. does not account for the widespread occurrence of a behavior
C. cannot be generalized to other similar situations
42. The analogies presented in line 59 ("like a machine-top") and in lines 60-61 ("as the cat plays with her kittens") serve to
A. make a distinction between the kinds of games that children play and those that adults play
B. exemplify a difference between how people typically treat children and how they should strive to treat children
C. set up a paradox to cause readers to question what they know about interacting with children
D. illustrate the unintended consequences of a particular approach to child rearing
E. Present a series of pleasant images to soften the tone of the author's argument about respect
B. exemplify a difference between how people typically treat children and how they should strive to treat children
43. In the 6th paragraph (lines 42-56) the author advances her argument by
A. offering and then eliminating potential explanations
B. acknowledging and then accepting common assumptions
C. recognizing & then conceding to several challenges to her reasoning
D. identifying and then examining the motivations of different groups of people
E. introducing and then elaborating on examples from her own personal experiences
A. offering and then eliminating potential explanations
44. The author uses the pronoun "we" throughout the passage to
a. include adults and children in the same group
b. highlight norms of adult behavior
c. acknowledge readers' solidarity with her ideals
d. underscore children's lack of respect for adults
e. identify herself with other writers
b. highlight norms of adult behavior
45. One contrast presented in the first paragraph (lines 1-5) is between
a. talkative and uncommunicative children
b. graceful and clumsy movement
c. formal and informal learning
d. substantive and superficial mistakes
e. mandatory and optional instructions
c. formal and informal learning
46. In the course of the second paragraph (lines 6-21), the focus of the argument shifts from
a. foreigners' language acquisition to foreigners' adoption of local customs
b. adults' view of children to children's view of themselves
c. older children's learning to adults' instruction of chlidren
e. adults' language acquisition to children's learning in general
e. adults' language acquisition to children's learning in general
47. In the passage as a whole, the author contrasts which of the following?
a. the treatment of children and adults
b. the language use of children & the language use of adults
c. the teaching of language to children & the teaching of language to foreigners
d. the behavior of children and the behavior of foreignors
e. the philosophy held by children and the philosophy held by adults
a. the treatment of children and adults
48, The primary function of the anecdote recounted in the fourth and fifth paragraphs (Lines 26-41) is to
a. emphasize a point by presenting an absurd example
b. reinforce readers' preconceieved ideas in order to underscore a truism
c. present a hypothetical case that challenges the author's argument
d. transcribe dialogue between two people to make the argument more realistic
e. offer a model of etiquette for readers to emulat
a. emphasize a point by presenting an absurd example
49. The primary purpose of the passage is to
a. detail a solution to a problem
b. critique a common practice
c. point out a discrepance in a theory
d. describe the origin of a movement
e. justify a widely held belief
b. critique a common practice
50. The quotation marks around the word "disrespect" in line 72 highlight the irony of the word because the behavior it describes represents
a. supposed adults' deferential treatment of children
b. parents' lighthearted attempts to play with their offspring
c. children's eager mockery of adults' behavior
d. adults' concerted efforts to please their children
e. children's inevitable reaction to being treated rudely by adults
e. children's inevitable reaction to being treated rudely by adults
51. Which of the following best describes the rhetorical function of the third paragraph? (lines 22-25)
a. it makes an urgent appeal to the authority of experts
b. it offers a stern retort to the author's critics
c. it makes a concesstion to an opposing view
d. it restates the author's argument at a transitional place in the passage.
e. it introduces a claim that is undermined in the following paragraph.
d. it restates the author's argument at a transitional place in the passage.
1. The primary purpose of the passage is to
a. provide a character sketch of Pope
b. examine the principles of poetic style
c. criticize Dryden
d. present a model for future poets
e. create an opportunity for the writer to show off his own skills
a. provide a character sketch of Pope
2. The passage discusses a contrast among all of the following EXCEPT
a. prose & poetry
b. Pope and Dryden
c. body and mind
d. poverty & wealth
e. body and soul
e. body and soul
3. The thesis is located in line(s)
a. 1
b. 7-8
c. 11
d. 20-21
e. 36-37
b. 7-8
4. The character of Pope is developed by all of the following EXCEPT
a. examples
b. comparison
c. contrast
d. satire
e. description
d. satire
5. According to the passage, Pope and Dryden are
a. rivals
b. equally intelligent
c. outdated
d. equally physically attractive
e. in debt
b. equally intelligent
6. From the passage, the reader may infer that Pope
a. was extravagant
b. was a man of the people
c. was jealous of Dryden
d. had a desire to be popular
e. had a bitter, satirical nature
e. had a bitter, satirical nature
7. The purpose of the final paragraph is to
a. provide equal praise to both Dryden and Pope
b. place the final emphasis on Pope as a lasting literary giant
c. encourage the reader to make up her own mind about the merits of both men
d. cast doubt upon the position of Dryden as a literary figure of note
e. immortalize Pope's greatness
b. place the final emphasis on Pope as a lasting literary giant
8. Lines 20-24 indicate that Dryden was what type of writer?
a. one who labored over his thoughts
b. one who wrote only to himself
c. one who wrote only for the critics
d. one who wrote to please Pope
e. one who did not revise
e. one who did not revise
9. The tone of the passage is
a. informal and affectionate
b. formal and objective
c. condescending and paternalistic
d. laudatory and reverent
e. critical and negative
e. critical and negative
10. In the context of the passage, "until he had nothing left to be forgiven," (29) means
a. Pope outraged his readers
b. Pope suffered from writer's block
c. Pope exhausted his subject matter
d. Pope's prose was revised to perfection
e. Pope cared about the opinion of his readers
d. Pope's prose was revised to perfection
11. "Shaven" and "leveled" in line 34 indicate that Pope's style of writing was
a. natural
b. richly ornamented
c. highly controlled
d. mechanical
e. analytical
c. highly controlled
12. Based on a close reading of the final paragraph of the passage, the reader could infer that the author
a. looks on both writers equally
b. prefers the work of Pope
c. sees the two writers as inferior to his own writing style
d. indicates no preference
e. prefers the work of Dryden
b. prefers the work of Pope
Based upon the passage, which is NOT true of Pope?
a. He was physically robust and strong
b. He was assiduous in his editing
c. He had nothing but praise for Dryden
d. He was extravagant in his spending
e. He had a solemn, somber personality
d. He was extravagant in his spending
April is the cruellest month, breeding
Lilacs out of the dead land, mixing
Memory and desire, stirring
Dull roots with spring rain.
Winter kept us warm, covering
Earth in forgetful snow, feeding
A little life with dried tubers.
The effect of the juxtaposition of April and winter in T.S. Eliot's poem is ___.
a. consistent with a majority worldview
b. simile-like
c. ironic
d. pedantic
e. Zach Riffey