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Taking the SAT® I: Reasoning Test

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Verbal Test Sections

Taking the SAT I: Reasoning Test 41

Unauthorized copying or reuse of

any part of this page is illegal.

SECTION 2

Time — 30 minutes

35 Questions

Directions: For each question in this section, select the best answer from among the choices given and fill in the corresponding

oval on the answer sheet.

Each sentence below has one or two blanks, each blank

indicating that something has been omitted. Beneath the

sentence are five words or sets of words labeled A through

E. Choose the word or set of words that, when inserted in

the sentence, best fits the meaning of the sentence as a

whole.

Example:

Medieval kingdoms did not become constitutional

republics overnight; on the contrary, the change

was -------.

(A) unpopular (B) unexpected

(E) gradual A B C D E

1. The critics reacted to the new book with enthusiasm:

not one of their reviews was -------.

(A) derogatory (B) professional (C) episodic

(D) didactic (E) unsolicited

2. Marie Curie’s more ------- achievements often -------

the contributions of her daughter, Irène Joliet-Curie,

even though each woman won a Nobel Prize for

Chemistry.

(A) perplexing . . clarify

(B) famous . . overshadow

(D) neglected . . invalidate

(E) inspiring . . complement

3. Oddly, a mere stranger managed to ------- Joanna’s

disappointment, while even her closest friends

remained oblivious.

(A) arouse (B) perceive (C) warrant

(D) discredit (E) misrepresent

4. Although they never referred to it -------, the two actors

had a ------- agreement never to mention the film that

had almost ended their careers.

(A) vaguely . . clandestine

(B) systematically . . presumptuous

(D) obliquely . . verbose

(E) directly . . tacit

5. Company employees were quite pleased with their

efficient new work area because it provided an ideal

climate ------- increased productivity.

(A) inimical to (B) conducive to

(E) precipitated by

6. Crumbling masonry is ------- of the ------- that long

exposure to the elements causes to architecture.

(A) refutation . . damage

(B) reflective . . uniformity

(D) denial . . weathering

(E) evidence . . havoc

7. At bedtime the security blanket served the child as

------- with seemingly magical powers to ward off

frightening phantasms.

(A) an arsenal (B) an incentive (C) a talisman

(D) a trademark (E) a harbinger

8. Military victories brought tributes to the Aztec empire

and, concomitantly, made it -------, for Aztecs increasingly

lived off the vanquished.

(A) indecisive (B) pragmatic (C) parasitic

(D) beneficent (E) hospitable

9. Unlike sedentary people, ------- often feel a sense of

rootlessness instigated by the very traveling that

defines them.

(A) athletes (B) lobbyists (C) itinerants

(D) dilettantes (E) idealists

10. The researchers were ------- in recording stories of

the town’s African American community during the

Depression, preserving even the smallest details.

(A) obstreperous (B) apprehensive

(E) painstaking

42 Taking the SAT I: Reasoning Test

Unauthorized copying or reuse of

any part of this page is illegal.

Each question below consists of a related pair of words

or phrases, followed by five pairs of words or phrases

labeled A through E. Select the pair that best expresses a

relationship similar to that expressed in the original pair.

Example:

CRUMB : BREAD ::

(A) ounce : unit

(B) splinter : wood

(D) twine : rope

(E) cream : butter A C D E

11. WOOD : ROTTEN ::

(A) soil : sandy

(B) water : frozen

(D) bread : moldy

(E) glass : broken

12. RIDDLE : SOLUTION ::

(A) legend : key

(B) puzzle : skill

(D) joke : amusement

(E) problem : dilemma

13. CUFF : WRIST ::

(A) cast : arm

(B) collar : neck

(D) mask : face

(E) zipper : jacket

14. FREIGHTER : CARGO ::

(A) suitcase : clothing

(B) elevator : building

(D) ship : anchor

(E) supermarket : groceries

15. SYMPHONY : INSTRUMENTALISTS ::

(A) jingle : rhymes

(B) illusion : viewers

(D) poem : verses

(E) play : actors

16. INTERSECTION : STREETS ::

(A) collision : automobiles

(B) crosswalk : lights

(D) traffic : roads

(E) junction : highways

17. REPUGNANCE : DISTASTE ::

(A) confidence : insecurity

(B) horror : fear

(D) misfortune : pity

(E) trauma : recovery

18. MOLT : SKIN ::

(A) shear : wool

(B) shed : hair

(D) fracture : bone

(E) prune : tree

19. COURSE : SWERVE ::

(A) ritual : observe

(B) consensus : agree

(D) arrival : depart

(E) signature : endorse

20. TABLE : DATA ::

(A) ledger : transactions

(B) microscope : specimens

(D) chart : presentations

(E) experiment : facts

21. GLUTTON : VORACIOUS ::

(A) stickler : fussy

(B) snob : congenial

(D) defector : national

(E) tourist : residential

22. IMMATERIAL : RELEVANCE ::

(A) unnatural : norm

(B) superficial : profundity

(D) polished : refinement

(E) questionable : rebuttal

23. DRONE : INFLECTION ::

(A) shriek : screaming

(B) thunder : subtlety

(D) carp : castigation

(E) sip : thirst

Taking the SAT I: Reasoning Test 43

Unauthorized copying or reuse of

any part of this page is illegal.

The two passages below are followed by questions based on their content and on the relationship between the two passages.

Answer the questions on the basis of what is stated or implied in the passages and in any introductory material that may be

provided.

Questions 24-35 are based on the following passages.

The two passages below discuss the detective story.

Passage 1 was written by Dorothy Sayers (1893-1957),

a British literary critic and writer of detective stories.

Passage 2 was written by Raymond Chandler (1888-1959),

an American writer of detective stories.

Passage 1

As the detective ceases to be impenetrable and infallible

and becomes a person touched with feeling for our infirmities,

so the rigid technique of the art necessarily expands a

little. In its severest form, the detective story is a pure and

5 analytical exercise and, as such, may be a highly finished

work of art, within its highly artificial limits. There is one

respect, at least, in which the detective story has an advantage

over every other kind of novel. It possesses an Aristotelian

perfection of beginning, middle, and end. A definite

10 and single problem is set, worked out, and solved; its

conclusion is not arbitrarily conditioned by marriage or

death. It has the rounded (though limited) perfection of a

triolet.1 The farther it escapes from pure analysis, the more

difficulty it has in achieving artistic unity.

15 It does not, and by hypothesis never can, attain the loftiest

level of literary achievement. Though it deals with the

most desperate effects of rage, jealousy, and revenge, it

rarely touches the heights and depths of human passion.

It presents us only with a fait accompli,2 and looks upon

20 death with a dispassionate eye. It does not show us the

inner workings of the murderer’s mind—it must not, for

the identity of the criminal is hidden until the end of the

book. The victim is shown as a subject for analysis rather

than as a husband and father. A too-violent emotion flung

25 into the glittering mechanism of the detective story jars the

movement by disturbing its delicate balance. The most

successful writers are those who contrive to keep the story

running from beginning to end upon the same emotional

level, and it is better to err in the direction of too little

30 feeling than too much.

Passage 2

In her introduction to the first Omnibus of Crime,

Dorothy Sayers wrote that the detective story “does not,

and by hypothesis never can, attain the loftiest level of

literary achievement.” And she suggested somewhere else

35 that this is because it is a “literature of escape” and not “a

literature of expression.” I do not know what the loftiest

level of literary achievement is; neither did Aeschylus or

Shakespeare; neither did Miss Sayers. Other things being

equal, which they never are, books with a more powerful

40 theme will provoke a more powerful performance. Yet

some very dull books have been written about God, and

some very fine ones about how to make a living and stay

fairly honest. It is always a matter of who writes the stuff,

and what the individual has to write it with. As for litera45

ture of expression and literature of escape, this is critics’

jargon, a use of abstract words as if they had absolute

meanings. Everything written with vitality expresses that

vitality; there are no dull subjects, only dull minds. All

people who read escape from something else into what lies

50 behind the printed page; the quality of the dream may be

argued, but its release has become a functional necessity.

All people must escape at times from the deadly rhythm of

their private thoughts. It is part of the process of life among

thinking beings. It is one of the things that distinguish them

55 from the three-toed sloth. I hold no particular brief for the

detective story as the ideal escape. I merely say that all

reading for pleasure is escape, whether it be Greek or The

Diary of the Forgotten Man. To say otherwise is to be an

intellectual snob, and a juvenile at the art of living.

60 I think that what was really gnawing at Dorothy Sayers’

mind was the realization that her kind of detective story

was an arid formula that could not even satisfy its own

implications. It was second-rate literature because it was

not about the things that could make first-rate literature.

65 If it started out to be about real people (and she could

write about them—her minor characters show that), they

must very soon do unreal things in order to conform to

the artificial pattern required by the plot. When they did

unreal things, they ceased to be real themselves. They

70 became puppets and cardboard lovers and papier-mâché

villains and detectives of exquisite and impossible gentility.

The only kind of writer who could be happy with these

properties was the one who did not know what reality was.

Dorothy Sayers’ own stories show that she was annoyed by

75 this triteness: the weakest element in them is the part that

makes them detective stories, the strongest the part that

could be removed without touching the “problem of logic

and deduction.” Yet she could not or would not give her

characters their heads and let them make their own mystery.

A poetic stanza form

Accomplished fact

24. In Passage 1, a necessary limitation that Sayers finds in

the detective story is its

(A) exclusive concern with the criminal

(B) use of illogical plot developments

(D) careless use of language

(E) failure to explore emotions and motivations

Line

44 Taking the SAT I: Reasoning Test

Unauthorized copying or reuse of

any part of this page is illegal.

25. In the first paragraph of Passage 1, Sayers praises the

detective story for

(A) the suspense it provides

(B) its adherence to a well-defined pattern

(D) the complexity of its situations and characters

(E) its uniquely straightforward style

26. Sayers says that “it is better to err in the direction of

too little feeling than too much” (lines 29-30) because

she believes that

(A) the story should focus on the solution of a problem

(B) real emotions appear contrived in a detective story

satisfaction to readers

(D) the expression of too much emotion implies that

the feelings are false

(E) violent passion is not really the cause of most

crimes

27. According to Sayers, as the characters in a detective

story are made more real, the story becomes

(A) more obviously factual

(B) more likely to meet with critical approval

(D) less emotionally satisfying

(E) less viable as a detective story

28. In the first paragraph of Passage 2, Chandler regards

the distinction between “literature of escape” and

“literature of expression” as

(A) more useful for beginning writers than for

experienced ones

(B) helpful in establishing the true place of the

detective story within the realm of literature

for creative writers

(D) an example of literary criticism that means less

than it appears to

(E) an example of the separation of a story’s structure

from its content

29. Chandler indicates that the detective story is like other

types of literature in that it

(A) offers an alternative to the reader’s own inner

world

(B) evokes a feeling of excitement in the reader

(D) permits the reader to understand the motives of

fictional characters

(E) accurately reflects a writer’s deepest personal

concerns

30. In context, “properties” (line 73) most nearly means

(A) special capabilities

(B) pieces of real estate

(D) characteristics

(E) titles

31. The primary implication of Chandler’s final sentence

(lines 78-79) is that

(A) Sayers’ characters are far more interesting than

Sayers herself

(B) the mystery in Sayers’ novels owes too much to

her concern with character development

Sayers’ novels

(D) authors who are themselves mysterious are able to

write good detective stories

(E) plot evolves from character in a well-written

detective story

32. What positive element in a good detective story does

each passage emphasize?

(A) Passage 1 emphasizes artistic unity; Passage 2

emphasizes a concern for realism.

(B) Passage 1 emphasizes tragic potential; Passage 2

emphasizes literary greatness.

emphasizes formal precision.

(D) Passage 1 emphasizes originality of plot; Passage 2

emphasizes ornate style.

(E) Passage 1 emphasizes character development;

Passage 2 emphasizes escape from reality.

33. Passage 2 suggests that Chandler would most likely

view the writers described by Sayers in lines 26-30

with

(A) awe

(B) envy

(D) amusement

(E) tolerance

Taking the SAT I: Reasoning Test 45

Unauthorized copying or reuse of

any part of this page is illegal.

34. Which of the following is a primary difference

between the two passages?

(A) Sayers is writing about escapist literature, whereas

Chandler is writing about serious literature.

(B) Sayers assumes an obligation to the reader,

whereas Chandler does not.

Chandler criticizes a particular writer.

(D) Sayers regards the detective story more highly

than does Chandler.

(E) Sayers criticizes a literary form that Chandler

defends.

35. The two passages differ in that the tone of Passage 1 is

(A) explanatory, whereas the tone of Passage 2 is

confrontational

(B) reflective, whereas the tone of Passage 2 is

defensive

assertive

(D) scholarly, whereas the tone of Passage 2 is

amusing

(E) apologetic, whereas the tone of Passage 2 is

detached

S T O P

If you finish before time is called, you may check your work on this section only.

Do not turn to any other section in the test.

52 Taking the SAT I: Reasoning Test

Unauthorized copying or reuse of

any part of this page is illegal.

SECTION 5

Time — 30 minutes

30 Questions

Directions: For each question in this section, select the best answer from among the choices given and fill in the corresponding

oval on the answer sheet.

Each sentence below has one or two blanks, each blank

indicating that something has been omitted. Beneath the

sentence are five words or sets of words labeled A through

E. Choose the word or set of words that, when inserted in

the sentence, best fits the meaning of the sentence as a

whole.

Example:

Medieval kingdoms did not become constitutional

republics overnight; on the contrary, the change

was -------.

(A) unpopular (B) unexpected

(E) gradual A B C D E

1. With scant rainfall and a history of -------, the country

is one of the world’s most arid.

(A) monsoons (B) farming (C) drought

(D) manufacturing (E) conservation

2. The three designers ------- the new project, ------- their

individual talents and many years of experience.

(A) boycotted . . brandishing

(B) commended . . belittling

(D) quarreled over . . combining

(E) collaborated on . . pooling

3. Scratching, though a useful self-remedy for an

occasional itch, can ------- a problem by damaging the

skin if performed too -------.

(A) exacerbate . . vigorously

(B) cure . . carefully

(D) clarify . . abrasively

(E) exonerate . . violently

4. Climate models do not yield ------- forecasts of what

the future will bring; such models serve only as a

clouded crystal ball in which a range of -------

possibilities can be glimpsed.

(A) meteorological . . discarded

(B) definitive . . plausible

(D) temporal . . scientific

(E) conventional . . forgotten

5. To her great relief, Jennifer found that wearing

sunglasses in bright sunlight helped to ------- her

headaches.

(A) ascertain (B) dislocate (C) mitigate

(D) extend (E) propagate

6. The cellist Yo-Yo Ma performs both classical and

contemporary works; he is honored both as an active

------- of the new and as ------- interpreter of the old.

(A) excluder . . a disciplined

(B) reviler . . an unparalleled

(D) champion . . an inadequate

(E) proponent . . an incomparable

7. The ------- of the program charged with developing

a revolutionary reactor based on nuclear fusion confidently

predicted that there would soon be proof of the

reactor’s ------- .

(A) directors . . redundancy

(B) adversaries . . profitability

(D) critics . . efficiency

(E) advocates . . feasibility

8. Despite his frequent shifting of allegiance, Johnson is

not a flagrant -------, but he is nonetheless a striking

specimen of moral -------.

(A) novice . . excellence

(B) malefactor . . earnestness

(D) opportunist . . equivocation

(E) paragon . . immaturity

9. Through a series of -------, Professor Juárez presented

a dramatic narrative that portrayed life in the ancient

Mayan city.

(A) conundrums (B) vignettes (C) dynamics

(D) factors (E) tangents

Taking the SAT I: Reasoning Test 53

Unauthorized copying or reuse of

any part of this page is illegal.

Each question below consists of a related pair of words

or phrases, followed by five pairs of words or phrases

labeled A through E. Select the pair that best expresses a

relationship similar to that expressed in the original pair.

Example:

CRUMB : BREAD ::

(A) ounce : unit

(B) splinter : wood

(D) twine : rope

(E) cream : butter A C D E

10. BATON : CONDUCTOR ::

(A) brush : painter

(B) rhythm : dancer

(D) book : author

(E) costume : actor

11. SCENT : SKUNK ::

(A) tail : ferret

(B) mane : horse

(D) plumage : cardinal

(E) quills : porcupine

12. PRECINCT : CITY ::

(A) area : perimeter

(B) department : company

(D) neighborhood : residents

(E) library : repository

13. SOMNOLENT : WAKEFUL ::

(A) envious : fortunate

(B) benevolent : kind

(D) graceful : clumsy

(E) defiant : autocratic

14. SYMMETRY : EYE ::

(A) melody : voice

(B) choreography : feet

(D) pungency : tongue

(E) harmony : ear

15. QUACK : DOCTOR ::

(A) charlatan : impostor

(B) pretender : monarch

(D) arbitrator : judge

(E) professional : amateur

Each passage below is followed by questions based on its

content. Answer the questions on the basis of what is stated

or implied in each passage and in any introductory material

that may be provided.

Questions 16-24 are based on the following passage.

In this excerpt from a 1994 article, a biologist discusses his

research expedition to Indonesia.

Over the course of millions of years, humans throughout

the world have built up a knowledge of their local natural

environment so extensive that not even professional biologists

can hope to capture more than a small fraction of it,

5 and other members of urban and industrialized societies can

scarcely imagine it. At the end of the twenty-four days that

I spent with the Ketengban people of New Guinea, I felt like

a narrow-minded boor because I had so often nudged the

subject back to birds when they began to talk of anything

10 else. Even for very rare bird species, such as New Guinea’s

leaden honey-eater and garnet robin, the Ketengbans rattled

off the altitudes at which the birds lived, the other species

with which they associated, the height above the ground at

which they foraged, their diet, adult call, juvenile call, sea15

sonal movements, and so on. Only by cutting short the

Ketengbans’ attempts to share with me their equally

detailed knowledge of local plant, rat, and frog species

could I record even fragments of their knowledge of birds

in twenty-four days.

20 Traditionally, the Ketengbans acquired this knowledge

by spending much of their time in the forest, from childhood

on. When I asked my guide, Robert Uropka, how,

lacking binoculars and the sight of one eye, he had come

to know so much about a tiny, dull-plumed warbler species

25 that lives in the treetops, he told me that as children he and

his playmates used to climb trees, build blinds* in the canopy,

and observe and hunt up there. But all that is changing,

he explained, as he pointed to his eight-year-old son. Children

go to school now, and only at vacation times can they

30 live in the forest. The results, as I have seen elsewhere in

New Guinea, are adult New Guineans who know scarcely

more about birds than do most American city dwellers.

Compounding this problem, education throughout

Indonesian New Guinea is in the Indonesian national

35 language, not in Ketengban and the 300 other indigenous

languages. Radio, TV, newspapers, commerce, and government

also use the Indonesian national language. While the

reasoning behind such decisions is, of course, understandable,

the outcome is that all but 200 of the modern world’s

40 6,000 languages are likely to be extinct or moribund by the

end of the next century. As humanity’s linguistic heritage

disintegrates, much of our traditional, mostly unrecorded

knowledge base vanishes with it.

The analogy that occurs to me is the final destruction,

45 in 391 A.D., of the largest library of the ancient world, at

Alexandria. The library housed all the literature of Greece,

plus much literature of other cultures, most of which, as a

result of that library’s burning, was lost to later generations.

Line

54 Taking the SAT I: Reasoning Test

Unauthorized copying or reuse of

any part of this page is illegal.

The ongoing loss today that draws most public attention

is the loss of biodiversity; that is, the loss of variety in nature.

In that loss, nature is viewed as the victim, humans as the

villains. But there is also a parallel loss in which humans

are both victims and unwitting villains. Not only are species

going extinct, but so is much of our information about

those species that survive. In the future, no children will

grow up in the forest, where they could receive or rediscover

that knowledge. Certainly, professional biologists

don’t have the necessary time—I count myself lucky if I

can spend one month every year or two in New Guinea. It

is as if we are burning most of our books, while the languages

of those books that remain become as lost to us as

the texts written 3,000 years ago in ancient Crete in what

is the still-undecipherable ancient Greek script.

* A blind is an enclosure for observing wildlife.

16. In line 4, “capture” most nearly means

(A) control

(B) grab

(D) win

(E) attract

17. The author mentions “New Guinea’s leaden honey-eater

and garnet robin” (lines 10-11) primarily in order to

illustrate

(A) critical information affecting the Ketengbans’

daily lives

(B) the number of bird species now in danger of

becoming extinct

observing rare bird species

(D) the Ketengbans’ ability to observe and recollect

details about their environment

(E) the Ketengbans’ exclusive interest in rare species

of birds

18. In recounting his conversation with Robert Uropka

(lines 22-32), the author suggests that

(A) the Ketengbans lead simple lives far from

civilization

(B) the Ketengbans’ natural environment is rapidly

being destroyed

one really know it

(D) children are usually more interested in nature than

are adults because they study biology in school

(E) New Guineans without formal education will

remain oblivious to issues of biodiversity

19. In line 33, “Compounding” most nearly means

(A) adjusting to (B) adding to (C) combining

(D) computing (E) comprising

20. The analogy mentioned in lines 44-48 primarily supports

the author’s argument by

(A) linking the glory of past cultures with the achievements

of modern technology

(B) contrasting the effect of a catastrophic event with

the deliberate destruction of large forests

dramatic illustrations

(D) comparing the scale of an ancient disaster to the

projected impact of a current trend

(E) presenting two contradictory views of an eternal

human impulse

21. According to the author, as indigenous languages disappear,

which of the following is most likely to occur?

(A) Natural environments will be less effectively

managed.

(B) The popularity of electronic and print media will

increase.

findings.

(D) Human beings will become estranged from their

natural environment.

(E) Libraries will become repositories for the literature

of extinct languages.

22. The “unwitting villains” (line 53) will eventually

cause the

(A) neglect of plant and animal life

(B) restriction of free speech in certain societies

(D) eradication of crucial oral traditions

(E) destruction of texts produced by indigenous

cultures

23. According to the author, which of the following would

best advance the kind of work he has done with the

Ketengbans?

(A) Increasing the literacy rate among indigenous

peoples

(B) Improving the economic conditions of rural

Indonesians

the motives of researchers

(D) Achieving greater access to the Ketengbans in

their natural habitat

(E) Extending the time that researchers spend interviewing

indigenous peoples

Taking the SAT I: Reasoning Test 55

Unauthorized copying or reuse of

any part of this page is illegal.

24. The primary purpose of the passage is to

(A) warn readers about the consequences of urban

living

(B) convey the sense of adventure associated with

research

disappear

(D) elicit sympathy for the Ketengban children

(E) credit its author for his appreciation of Ketengban

culture

Questions 25-30 are based on the following passage.

In 1927 Charles Lindbergh, a pilot from the United States,

became the first person to fly solo across the Atlantic Ocean.

When he landed in France, he was hailed as a hero of the

age. In this passage, a historian considers the reaction to

Lindbergh’s achievement.

Was Lindbergh in any sense a creation of the press? The

press was at its apogee in the 1920’s. Never before or since

have there been as many newspapers or as many readers of

the printed word. The press was the source of news, infor-

5 mation, and entertainment. Every European capital had

dozens of newspapers. Many editors, moreover, did judge

the Lindbergh flight to be the biggest news story since the

First World War.

But though it played an important role in informing

10 the world of Lindbergh’s feat and the acclaim it met, the

press can scarcely be charged with creating the American’s

renown. At most one can say that the printed word and the

paucity of pictorial evidence encouraged some people to

venture forth to the airfield and into the streets to try to

15 catch a glimpse of the modern hero. On the whole, the press

followed the excitement rather than created it. In fact, before

Lindbergh’s departure from New York there was scant

mention in the European press of the impending venture.

The sensational story blossomed in people’s minds before

20 it reached the front pages, while Lindbergh was over the

Atlantic.

The acclaim, then, has to be put into a broader context if

its dimensions are to be appreciated. Lindbergh, through his

achievements and character, seemed to satisfy the needs of

25 many Europeans who believed that their world was in the

throes of decline. Since the end of the war, eight and a half

years earlier, Europe had slumped into a monumental melancholy.

What was being lost, many felt, was the prewar

world of values, of decorum, of positive accomplishment,

30 of grace. It was a world that had room and ready recognition

for individual achievement based on effort, preparation,

courage, staying power. It was a world in which people

used the machine and technology to conquer nature, in

which means were subordinate to ends. It was a world

35 revolving around family, religion, and the good and

moral life.

For those who remembered this world, what a hero

Lindbergh was! He was homespun to the core. He was

solicitous about mothers, children, animals. He did not

40 drink or smoke or even dance. He rejected all the monetary

and material rewards and temptations that were dangled

before him: not only free clothes and meals, but

houses and enormous sums of money offered for appearances

in film, on stage, on radio, or in advertisements.

45 Lindbergh was interpreted as a model for the old order in

meeting and overcoming the challenges of the modern age.

Europeans adored him for his restraint, and they adopted

this heroic individual from small-town, midwestern America

as one of their own.

25. The author’s primary purpose in the passage is to

(A) suggest why Lindbergh’s feat appealed to

Europeans

(B) suggest that Lindbergh’s fame was not deserved

celebrity

(D) question other historians’ accounts of Lindbergh’s

flight

(E) question Lindbergh’s motivation for making the

flight

26. Which answer best summarizes the author’s response

to the opening question in line 1 ?

(A) Yes, because the press publicized Lindbergh’s

activities in Europe

(B) Yes, because Lindbergh would never have

attempted the flight without the support of the

press

appearances rather than press coverage

(D) No, because Lindbergh’s fame developed among

the people of Europe before extensive press

coverage began

(E) No, because Lindbergh’s fame lasted long after

the press ceased reporting about him

Line

56 Taking the SAT I: Reasoning Test

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27. The author characterizes the European press of the

1920’s as

(A) a sensationalistic institution unconcerned with

objectivity and truth

(B) an inconsequential institution that too often

published articles devoid of social commentary

covering political and business news

(D) a powerful institution that made huge profits for

its owners

(E) a thriving institution that fulfilled public needs

28. Lines 22-36 suggest that the author would most likely

agree with which of the following statements?

(A) Historical events should be assessed from an

objective rather than a subjective standpoint.

(B) Historical events should be studied in relation to

the social context of the times.

when personal accounts augment quantitative

data.

(D) Biographical accounts are usually more expansive

than autobiographical ones.

(E) Biographical accounts should be written by

scholars with a broad knowledge of the subject’s

early years.

29. The author provides the information in lines 38-44 in

order to show that Lindbergh was a

(A) hero with idiosyncratic habits

(B) typical American of the 1920’s

(D) man with strongly held principles

(E) natural-born actor

30. The author believes that the response in Europe to

Lindbergh’s flight was chiefly a result of

(A) the flight’s implications for economic progress

(B) a fascination with the technological achievement

(D) the public’s awareness of Lindbergh through press

coverage

(E) the public’s high regard for a military hero from

the First World War

S T O P

If you finish before time is called, you may check your work on this section only.

Do not turn to any other section in the test.

60 Taking the SAT I: Reasoning Test

Unauthorized copying or reuse of

any part of this page is illegal.

SECTION 7

Time — 15 minutes

13 Questions

Directions: For each question in this section, select the best answer from among the choices given and fill in the corresponding

oval on the answer sheet.

The passage below is followed by questions based on its content. Answer the questions on the basis of what is stated or implied

in the passage and in any introductory material that may be provided.

Questions 1-13 are based on the following passage.

This passage comes from the autobiography of a Black

woman who grew up in Florida at the end of the nineteenth

century.

Grown people know that they do not always know the

why of things, and even if they think they know, they do not

know where and how they got the proof. Hence the irritation

they show when children keep on demanding to know if a

5 thing is so and how the grown folks got the proof of it. It is

so troublesome because it is disturbing to the pigeonhole

way of life. It is upsetting because until the elders are pushed

for an answer, they have never looked to see if it was so, nor

how they came by what passes for proof to their acceptances

10 of certain things as true. So, if telling their questioning

young to run off and play does not suffice for an answer, a

good swat on the child’s bottom is held to be proof positive

for anything from spelling “Constantinople” to why the sea

is salt. It was told to the old folks and that had been enough

15 for them, or to put it in Black idiom, nobody didn’t tell

‘em, but they heard. So there must be something wrong

with a child that questions the gods of the pigeonhole.

I was always asking and making myself a crow in a

pigeon’s nest. It was hard on my family and surroundings,

20 and they in turn were hard on me. I did not know then, as

I know now, that people are prone to build a statue of the

kind of person that it pleases them to be. And few people

want to be forced to ask themselves, “What if there is no

me like my statue?” The thing to do is to grab the broom

25 of anger and drive off the beast of fear.

I was full of curiosity like many other children, and like

them I was as unconscious of the sanctity of statuary as a

flock of pigeons around a palace. I got few answers from

other people, but I kept on asking, because I couldn’t do

30 anything else with my feelings.

Naturally, I felt like other children in that death,

destruction, and other agonies were never meant to touch

me. Things like that happened to other people, and no

wonder. They were not like me and mine. Naturally, the

35 world and the firmaments careened to one side a little so as

not to inconvenience me. In fact, the universe went further

than that—it was happy to break a few rules just to show

me preferences.

For instance, for a long time I gloated over the happy

40 secret that when I played outdoors in the moonlight the

moon followed me, whichever way I ran. The moon was

so happy when I came out to play that it ran shining and

shouting after me like a pretty puppy dog. The other children

didn’t count.

45 But, I was rudely shaken out of this when I confided

my happy secret to Carrie Roberts, my chum. It was cruel.

She not only scorned my claim, she said that the moon was

paying me no mind at all. The moon, my own happy privateplaying

moon, was out in its play yard to race and play

50 with her.

We disputed the matter with hot jealousy, and nothing

would do but we must run a race to prove which one the

moon was loving. First, we both ran a race side by side, but

that proved nothing because we both contended that the

55 moon was going that way on account of us. I just knew that

the moon was there to be with me, but Carrie kept on saying

that it was herself that the moon preferred. So then it came

to me that we ought to run in opposite directions so that

Carrie could come to her senses and realize the moon was

60 mine. So we both stood with our backs to our gate, counted

three, and tore out in opposite directions.

“Look! Look, Carrie!” I cried exultantly. “You see the

moon is following me!”

“Ah, youse a tale-teller! You know it’s chasing me.”

65 So Carrie and I parted company, mad as we could be

with each other. When the other children found out what

the quarrel was about, they laughed it off. They told me the

moon always followed them. The unfaithfulness of the

moon hurt me deeply. My moon followed Carrie Roberts.

70 My moon followed Matilda Clark and Julia Mosley, and

Oscar and Teedy Miller. But after a while, I ceased to ache

over the moon’s many loves. I found comfort in the fact

that though I was not the moon’s exclusive friend, I was

still among those who showed the moon which way to go.

75 That was my earliest conscious hint that the world didn’t

tilt under my footfalls, nor careen over one-sided just to

make me glad.

But no matter whether my probings made me happier or

sadder, I kept on probing to know.

1. In lines 1-17, the narrator’s tone in discussing “grown

people” is best described as

(A) embarrassed and contrite

(B) tentative and reasonable

(D) playfully disapproving

(E) defiantly resentful

Line

Taking the SAT I: Reasoning Test 61

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2. In context, the phrase “pigeonhole way of life”

(lines 6-7) refers to a

(A) frustrated longing for more specialized knowledge

(B) complacency about a particular way of thinking

(D) recurrent tendency to ask petty questions

(E) general tendency to avoid unpleasant truths

3. According to the narrator, adults often respond to

children’s difficult questions by

(A) rebuffing and punishing the children

(B) changing the topic to more familiar subjects

(D) pretending to be too busy to answer

(E) challenging the children to discover their own

answers

4. The discussion of statues in lines 20-25 expresses the

narrator’s view that most people

(A) look forward to improving their lives

(B) fear new experiences in the world

(D) doubt their childhood fantasies

(E) cling to self-promoting illusions

5. The phrase “a flock of pigeons” (lines 27-28) refers to

(A) adults who ignore the aesthetic beauty of their

environment

(B) adults who think and act alike when among their

friends

(D) children who unwittingly disturb what is sacred to

adults

(E) children who are unable to focus on a single idea

for an extended period of time

6. In lines 31-38, the narrator portrays children as

(A) convinced adults do not understand them

(B) unconscious of their own vulnerability

(D) impatient with adults’ simplistic answers

(E) frightened of the world around them

7. In line 32, “touch” most nearly means

(A) affect (B) rival (C) transfer

(D) press (E) tap

8. The description of “the world and the firmaments” in

lines 34-35 serves to emphasize the

(A) sense of grandeur some adults enjoy

(B) child’s perception of an adult understanding

(D) subjects the author worried about as a child

(E) author’s self-centered confidence as a child

9. The “rules” mentioned in line 37 are

(A) parental expectations

(B) social customs

(D) childhood rituals

(E) natural laws

10. The phrase “happy to break a few rules” (line 37) helps

to develop the narrator’s

(A) childhood view of the world

(B) childlike trust in her family and her society

(D) hope for an adult life happier than that of her

childhood

(E) strong identification with other children

11. In line 51, “hot” most nearly means

(A) lucky (B) spicy (C) ardent

(D) extremely warm (E) electrically charged

12. The statement in lines 75-77 (“That was . . . glad”)

suggests that the narrator

(A) had yet to learn to determine her own definition

of “truth”

(B) now understood that her actions would have a vast

impact on her surroundings

she had initially believed

(D) had revised her perception of her place in the world

(E) would probably not accept a more balanced view

of her role in her family

13. The statement in the last paragraph (lines 78-79)

reinforces the narrator’s earlier discussion about

(A) adult idealism

(B) childhood friendships

(D) her strong ego

(E) her disillusionment with life

S T O P

If you finish before time is called, you may check your work on this section only.

Do not turn to any other section in the test.

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