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GRADUATE RECORD EXAMINATIONS?

Practice General Test #1 Section 1: Verbal Reasoning Section 2: Verbal Reasoning

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Revised Graduate Record Examinations? General Test Practice Test Number 1

Instructions for the Verbal Reasoning and Quantitative Reasoning Sections

Information for screen reader users: This document has been created to be accessible to individuals who use screen readers. You may wish to consult the manual or help system for your screen reader to learn how best to take advantage of the features implemented in this document. Please consult the separate document, GRE Screen Reader Instructions.doc, for important details.

This practice test includes content that some users may wish to skip. For example, some questions require you to complete sentences or longer texts from among several choices. For those questions where it might be helpful to hear the available choices in context, text of the choices in context is included. However, some users may wish to skip this material. Similarly, some questions include detailed figure descriptions that some users may wish to skip because they can get the required information from the accompanying tactile or large print figures. In each case, material that may be skipped is delineated by statements like “Begin skippable content” and “End skippable content” each in the Heading 6 style.

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As a reminder, standard timing for each section of the test is provided in the table below:

Section Order Analytical Writing 1 Analytical Writing 2 1 2 3 4 The Quantitative sections include figures and their descriptions. In addition, separate figure supplements, in large print (18 points) and raised-line formats, are available. The large print figure supplement may be downloaded from www.gre.org. To obtain the raised-line figure supplement or if you have difficulty locating the large print figure supplement on the GRE? web site, contact E T S Disability Services Monday-Friday 8:30 a.m. to 5 p.m. New York time, 1-609-771-7780, 1-866-387-8602 (toll free for test takers in the United States, U.S. Territories, and Canada). E-mail: stassd@ets.org.

Section Name Analyze an Issue Analyze an Argument Verbal Reasoning Verbal Reasoning Quantitative Reasoning Quantitative Reasoning Standard Time 30 minutes 30 minutes 35 minutes 35 minutes 40 minutes 40 minutes Important Notes In the actual test, your scores for the multiple-choice sections will be determined by the number of questions you answer correctly. Nothing is subtracted from a score if you answer a question incorrectly. Therefore, to maximize your scores it is better for you to guess at an answer than not to respond at all. Work as rapidly as you can without losing accuracy. Do not spend too much time on questions that are too

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difficult for you. Go on to the other questions and come back to the difficult ones later.

Some or all of the passages in this test have been adapted from published material to provide the examinee with significant problems for analysis and evaluation. To make the passages suitable for testing purposes, the style, content, or point of view of the original may have been altered. The ideas contained in the passages do not necessarily represent the opinions of the Graduate Record Examinations Board or Educational Testing Service.

You may use a calculator in the Quantitative Reasoning sections only. You will be provided with a basic calculator and cannot use any other calculator, except as an approved accommodation.

Marking Your Answers In the actual test, all answers must be entered in the test book (or in the supervisor’s copy of the test book if you are not using a print format test). If answers are being recorded in a large print test book, the directions for marking answers are slightly different because answers entered in large print test books are not machine-scored. If your answers are being entered in a large print test book, make sure your marks are clear and unambiguous. Additional instructions for marking answers in large print test books are provided with the large print practice tests.

The following instructions describe how answers must be filled in if using a regular print test book, whether you are entering your own answers or a scribe is entering them at your direction.

Be sure that each mark is dark and completely fills the circle.

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Any stray marks that lie in or near a circle must be erased carefully. If you change an answer, be sure that all previous marks are erased completely. Stray marks and incomplete erasures may be read as intended answers. You may work out your answers in the blank areas of the test book, but do not work out answers near the circles. Scratch paper will not be provided, except as an approved accommodation.

Question Formats This practice test may include questions that would not be used in an actual test administered in an alternate format because they have been determined to be less suitable for presentation in such formats.

The questions in these sections have several different formats. A brief description of these formats and instructions for entering your answer choices are given below.

Multiple-Choice Questions—Select One Answer Choice

These standard multiple-choice questions require you to select just one answer choice from a list of options. You will receive credit only if you mark the single correct answer choice and no other.

Example: What city is the capital of France? A. B. C.

In this example, B, Paris, should be marked.

Rome Paris London

D. Cairo

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B. C. D.

All the metallic Mayan artifacts that have been found by

The stone out of which these carvings were made is harder than The technique that the Maya used to smelt gold and some other

archaeologists are made of metals that are too soft for carving stone. the stone used by other Central American peoples.

metals could not have been easily applied to the task of extracting iron from iron ore. E.

Archaeologists disagree about how certain stone tools that have been found among Mayan ruins were used.

Select and indicate one answer choice from among the choices provided.

Questions 2 and 3 are based on the following reading passage. In early-twentieth-century England, it was fashionable to claim that only a completely new style of writing could address a world

undergoing unprecedented transformation — just as one literary critic recently claimed that only the new “aesthetic of exploratory excess” can address a world undergoing . . . well, you know. Yet in early-twentieth-century England, T. S. Eliot, a man fascinated by the “presence” of the past, wrote the most innovative poetry of his time. The lesson for today’s literary community seems obvious: a reorientation toward tradition would benefit writers no less than readers. But if our writers and critics indeed respect the novel’s rich tradition (as they claim to), then why do they disdain the urge to tell an exciting story?

Question 2.

This question has five answer choices, labeled A through E. Select and indicate the best answer from among these choices.

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The author of the passage suggests that present-day readers would particularly benefit from which of the following changes on the part of present-day writers and critics? A. B. C. D. E.

An increased focus on the importance of engaging the audience Modernization of the traditional novelistic elements already Embracing aspects of fiction that are generally peripheral to the A greater recognition of how the tradition of the novel has A better understanding of how certain poets such as Eliot have in a narrative familiar to readers interest of readers changed over time

influenced fiction of the present time

Select and indicate one answer choice from among the choices provided.

Question 3.

This question has five answer choices, labeled A through E. Select and indicate the best answer from among these choices.

The word “address” appears in the first sentence of the passage. Part of that sentence reads, “...a completely new style of writing could address a world undergoing unprecedented transformation...”. In the context of the passage as a whole, “address” is closest in meaning to A. B. C. D. E.

reveal belie speak to

direct attention toward attempt to remediate

Select and indicate one answer choice from among the choices provided.

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Question 4 has five answer choices, labeled A through E, and is based on the following text. Electric washing machines, first introduced in the United States in 1925, significantly reduced the amount of time spent washing a given amount of clothes, yet the average amount of time households spent washing clothes increased after 1925. This increase is partially accounted for by the fact that many urban households had previously sent their clothes to professional laundries. But the average amount of time spent washing clothes also increased for rural households with no access to professional laundries.

Question 4.

Which of the following, if true, most helps to explain why the time spent washing clothes increased in rural areas? A.

People with access to an electric washing machine typically wore their clothes many fewer times before washing them than did people without access to electric washing machines. B.

Households that had sent their clothes to professional laundries before 1925 were more likely than other households to purchase an electric washing machine when they became available. C.

People living in urban households that had previously sent their clothes to professional laundries typically owned more clothes than did people living in rural households. D.

The earliest electric washing machines required the user to spend much more time beside the machine than do modern electric washing machines. E.

In the 1920’s and 1930’s the proportion of rural households with electricity was smaller than the proportion of urban households with electricity.

Select and indicate one answer choice from among the choices provided.

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Directions for questions 5 through 7: Each of the following questions includes a short text with a blank, indicating that something has been omitted. Select the entry that best completes the text.

For each question, first you will hear the text with the word “BLANK” in place of the blank. There are five answer choices, each consisting of a word or phrase, for filling in the blank. Next you will hear the five lettered options for filling in the blank. You may then indicate your answer, or go on to listen to the options in context.

Following the list of answer choices are five lettered readings of the text, one for each answer choice. The group of readings is

separated from the main text using the “Begin skippable content” and “End skippable content” level-6 headings.

Question 5.

In the 1950’s, the country’s inhabitants were BLANK: most of them knew very little about foreign countries. A. B. C. D. E.

partisan erudite insular cosmopolitan imperturbable

Indicate one answer choice or go on to hear the choices in context.

Begin skippable content.

Answer Choices in Context: A. B. C.

partisan. In the 1950’s, the country’s inhabitants were

erudite. In the 1950’s, the country’s inhabitants were erudite: insular. In the 1950’s, the country’s inhabitants were insular: partisan: most of them knew very little about foreign countries. most of them knew very little about foreign countries. most of them knew very little about foreign countries.

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D. E.

cosmopolitan. In the 1950’s, the country’s inhabitants were imperturbable. In the 1950’s, the country’s inhabitants were

cosmopolitan: most of them knew very little about foreign countries. imperturbable: most of them knew very little about foreign countries.

End skippable content.

Indicate one answer choice.

Question 6.

Since she believed him to be both candid and trustworthy, she refused to consider the possibility that his statement had been BLANK. A. B. C. D. E.

irrelevant facetious mistaken critical insincere

Indicate one answer choice or go on to hear the choices in context.

Begin skippable content.

Answer Choices in Context: A.

irrelevant. Since she believed him to be both candid and trustworthy, she refused to consider the possibility that his statement had been irrelevant. B.

facetious. Since she believed him to be both candid and trustworthy, she refused to consider the possibility that his statement had been facetious. C.

mistaken. Since she believed him to be both candid and trustworthy, she refused to consider the possibility that his statement had been mistaken. D.

critical. Since she believed him to be both candid and

trustworthy, she refused to consider the possibility that his statement had been critical.

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E. insincere. Since she believed him to be both candid and

trustworthy, she refused to consider the possibility that his statement had been insincere.

End skippable content.

Indicate one answer choice.

Question 7.

It is his dubious distinction to have proved what nobody would think of denying, that Romero at the age of sixty-four writes with all the characteristics of BLANK. A. B. C. D. E.

maturity fiction inventiveness art brilliance

Indicate one answer choice or go on to hear the choices in context.

Begin skippable content.

Answer Choices in Context: A.

maturity. It is his dubious distinction to have proved what nobody would think of denying, that Romero at the age of sixty-four writes with all the characteristics of maturity. B.

fiction. It is his dubious distinction to have proved what nobody would think of denying, that Romero at the age of sixty-four writes with all the characteristics of fiction. C.

inventiveness. It is his dubious distinction to have proved what nobody would think of denying, that Romero at the age of sixty-four writes with all the characteristics of inventiveness. D.

art. It is his dubious distinction to have proved what nobody would think of denying, that Romero at the age of sixty-four writes with all the characteristics of art.

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E. brilliance. It is his dubious distinction to have proved what

nobody would think of denying, that Romero at the age of sixty-four writes with all the characteristics of brilliance.

End skippable content.

Indicate one answer choice.

Questions 8 through 11 are based on the following reading passage, which consists of four paragraphs.

In the 1970’s, two debates engaged many scholars of early United States history. One focused on the status of women, primarily White women. Turning on the so-called golden age theory, which posited that during the eighteenth-century colonial era, American women enjoyed a brief period of high status relative to their English contemporaries and to nineteenth-century American women, this debate pitted scholars who believed women’s lives deteriorated after 1800 against those who thought women’s lives had been no better before 1800. At issue were the causes of women’s

subordination: were these causes already in place when the English first settled North America or did they emerge with the rise of nineteenth-century industrial capitalism? The second debate, the so-called origins debate, concerned the emergence of racial slavery in the southern colonies: was slavery the inevitable result of the deep-rooted racial prejudice of early British colonists or did racial prejudice arise only after these planters instituted slave labor?

Although these debates are parallel in some respects, key differences distinguished them. Whereas the debate over women’s status revolved around implicit comparisons of colonial women to their counterparts in the antebellum period (1800-1860), thus inviting comment from scholars of both historical periods, the origins debate was primarily confined to a discussion about slavery in colonial America. Second, in contrast to the newness of the debate over

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women’s status and its continued currency throughout the early 1980’s, the debate over race and slavery, begun in the 1950’s, had lost some of its urgency with the publication of Morgan’s American Slavery, American Freedom (1975), widely regarded as the last word on the subject.

Each debate also assumed a different relationship to the groups whose histories it concerned. In its heyday, the origins debate focused mainly on White attitudes toward Africans rather than on Africans themselves. With few exceptions, such as Wood’s Black Majority (1974) and Mullin’s Flight and Rebellion (1972), which were centrally concerned with enslaved African men, most works pertaining to the origins debate focused on the White architects, mostly male, of racial slavery. In contrast, although women’s historians were interested in the institutions and ideologies contributing to women’s subordination, they were equally concerned with documenting women’s

experiences. As in the origins debate, however, early scholarship on colonial women defined its historical constituency narrowly, women’s historians focusing mainly on affluent White women.

Over time, however, some initial differences between the approaches taken by scholars in the two fields faded. In the 1980’s, historians of race and slavery in colonial America shifted their attention to enslaved people; interest in African American culture grew, thereby bringing enslaved women more prominently into view. Historians of early American women moved in similar directions during the decade and began to consider the effect of racial difference on women’s experience.

Question 8.

This question has five answer choices, labeled A through E. Select and indicate the best answer from among these choices. The passage is primarily concerned with A.

showing how historians who were engaged in a particular debate influenced historians engaged in another debate

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B. C. D. E.

explaining why two initially parallel scholarly debates diverged in comparing two scholarly debates and discussing their histories contrasting the narrow focus of one scholarly debate with the evaluating the relative merits of the approaches used by

the 1980’s

somewhat broader focus of another

historians engaged in two overlapping scholarly debates Select and indicate one answer choice from among the choices provided.

Question 9.

This question has five answer choices, labeled A through E. Select and indicate the best answer from among these choices.

It can be inferred that the author of the passage mentions American Slavery, American Freedom primarily in order to A. B. C.

substantiate a point about the methodology that came to be cite a major influence on those scholars who claimed that racial show that some scholars who were engaged in the origins debate prevalent among scholars engaged in the origins debate prejudice preceded the institution of slavery in colonial America prior to the 1980’s were interested in the experiences of enslaved people D.

identify a reason for a certain difference in the late 1970’s between the origins debate and the debate over American women’s status E.

contrast the kind of work produced by scholars engaged in the origins debate with the kind produced by scholars engaged in the debate over American women’s status

Select and indicate one answer choice from among the choices provided.

Question 10.

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This question has five answer choices, labeled A through E. Select and indicate the best answer from among these choices.

The passage suggests which of the following about the women’s historians mentioned in the third paragraph? A.

They disputed certain claims regarding the status of eighteenth-century American women relative to women in England during the same period. B.

Their approach to the study of women’s subordination had been partly influenced by earlier studies published by some scholars engaged in the origins debate. C. D.

Their work focused on the experiences of both White and African Their approach resembled the approach taken in studies by Wood American women.

and by Mullin in that they were interested in the experiences of people subjected to a system of subordination. E.

To some extent, they concurred with Wood and with Mullin about the origins of racism in colonial America.

Select and indicate one answer choice from among the choices provided.

Question 11.

This question has five answer choices, labeled A through E. Select and indicate the best answer from among these choices.

According to the passage, historical studies of race and slavery in early America that were produced during the 1980’s differed from studies of that subject produced prior to the 1980’s in that the studies produced during the 1980’s A. B. C. D.

gave more attention to the experiences of enslaved women gave less attention to the cultures of enslaved people were read by more scholars in other fields

were more concerned with the institutions and ideologies that

perpetuated racial prejudice in postcolonial America

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Question 21.

This question has five answer choices, labeled A through E. Select and indicate the best answer from among these choices.

The phrase “coeval with” appears in the fifth sentence of the passage. That sentence reads, “It is coeval with the origins of writing, and has occurred throughout our social existence.” In the context in which it appears, “coeval with” most nearly means A. B. C. D. E.

influenced by older than coincident with unimpeded by similar to

Select and indicate one answer choice from among the choices provided.

Directions for Questions 22 through 25: Each of the following questions includes a sentence with a blank indicating that something has been omitted. Following the sentence you will hear a list of six words or phrases, each of which could be used to complete the sentence. Select the two answer choices that, when substituted for the blank, fit the context and produce the two sentences most nearly alike in meaning.

Following the list of answer choices are six readings of the sentence, one for each answer choice. The group of readings is surrounded by “Begin skippable content” and “End skippable content” labels formatted as level-6 headings. Each reading will begin with the word or phrase that can be inserted into the blank, followed by a reading of the sentence with the word or phrase inserted into the blank.

Question 22.

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Dreams are BLANK in and of themselves, but, when combined with other data, they can tell us much about the dreamer. Now listen to the six answer choices, labeled A through F. A. B. C. D. E. F.

astonishing disordered harmless inscrutable revealing uninformative

Indicate your two answer choices or go on to hear them in context.

Begin skippable content.

Answer Choices in Context: A.

astonishing. Dreams are astonishing in and of themselves, but, when combined with other data, they can tell us much about the dreamer. B.

disordered. Dreams are disordered in and of themselves, but, when combined with other data, they can tell us much about the dreamer. C.

harmless. Dreams are harmless in and of themselves, but, when combined with other data, they can tell us much about the dreamer.

D. inscrutable. Dreams are inscrutable in and of themselves, but, when combined with other data, they can tell us much about the dreamer. E.

revealing. Dreams are revealing in and of themselves, but, when combined with other data, they can tell us much about the dreamer. F.

uninformative. Dreams are uninformative in and of themselves, but, when combined with other data, they can tell us much about the dreamer.

End skippable content.

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Indicate your two answer choices.

Question 23.

Linguistic science confirms what experienced users of ASL—American Sign Language—have always implicitly known: ASL is a grammatically BLANK language, as capable of expressing a full range of syntactic relations as any natural spoken language.

Now listen to the six answer choices, labeled A through F. A. B. C. D. E. F.

complete economical redundant spare unique unlimited

Indicate your two answer choices or go on to hear them in context.

Begin skippable content.

Answer Choices in Context: A.

complete. Linguistic science confirms what experienced users of ASL—American Sign Language—have always implicitly known: ASL is a grammatically complete language, as capable of expressing a full range of syntactic relations as any natural spoken language. B.

economical. Linguistic science confirms what experienced users of ASL—American Sign Language—have always implicitly known: ASL is a grammatically economical language, as capable of expressing a full range of syntactic relations as any natural spoken language. C.

redundant. Linguistic science confirms what experienced users of ASL—American Sign Language—have always implicitly known: ASL is a grammatically redundant language, as capable of expressing a full range of syntactic relations as any natural spoken language. D.

spare. Linguistic science confirms what experienced users of ASL—American Sign Language—have always implicitly known: ASL is

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a grammatically spare language, as capable of expressing a full range of syntactic relations as any natural spoken language. E.

unique. Linguistic science confirms what experienced users of ASL—American Sign Language—have always implicitly known: ASL is a grammatically unique language, as capable of expressing a full range of syntactic relations as any natural spoken language. F.

unlimited. Linguistic science confirms what experienced users of ASL—American Sign Language—have always implicitly known: ASL is a grammatically unlimited language, as capable of expressing a full range of syntactic relations as any natural spoken language.

End skippable content.

Indicate your two answer choices.

Question 24.

The macromolecule RNA is common to all living beings, and DNA, which is found in all organisms except some bacteria, is almost as BLANK.

Now listen to the six answer choices, labeled A through F. A. B. C. D. E. F.

comprehensive fundamental inclusive universal significant ubiquitous

Indicate your two answer choices or go on to hear them in context.

Begin skippable content.

Answer Choices in Context: A.

comprehensive. The macromolecule RNA is common to all living beings, and DNA, which is found in all organisms except some bacteria, is almost as comprehensive.

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B. fundamental. The macromolecule RNA is common to all living

beings, and DNA, which is found in all organisms except some bacteria, is almost as fundamental. C.

inclusive. The macromolecule RNA is common to all living beings, and DNA, which is found in all organisms except some bacteria, is almost as inclusive. D.

universal. The macromolecule RNA is common to all living beings, and DNA, which is found in all organisms except some bacteria, is almost as universal. E.

significant. The macromolecule RNA is common to all living beings, and DNA, which is found in all organisms except some bacteria, is almost as significant. F.

ubiquitous. The macromolecule RNA is common to all living beings, and DNA, which is found in all organisms except some bacteria, is almost as ubiquitous.

End skippable content.

Indicate your two answer choices.

Question 25.

Early critics of Emily Dickinson’s poetry mistook for simple-mindedness the surface of artlessness that in fact she constructed with such BLANK.

Now listen to the six answer choices, labeled A through F. A. B. C. D. E. F.

astonishment craft cunning innocence na?veté vexation

Indicate your two answer choices or go on to hear them in context.

Begin skippable content.

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Answer Choices in Context: A.

astonishment. Early critics of Emily Dickinson’s poetry mistook for simple-mindedness the surface of artlessness that in fact she constructed with such astonishment. B.

craft. Early critics of Emily Dickinson’s poetry mistook for simple-mindedness the surface of artlessness that in fact she constructed with such craft. C.

cunning. Early critics of Emily Dickinson’s poetry mistook for simple-mindedness the surface of artlessness that in fact she constructed with such cunning. D.

innocence. Early critics of Emily Dickinson’s poetry mistook for simple-mindedness the surface of artlessness that in fact she constructed with such innocence. E.

na?veté. Early critics of Emily Dickinson’s poetry mistook for simple-mindedness the surface of artlessness that in fact she constructed with such na?veté. F.

vexation. Early critics of Emily Dickinson’s poetry mistook for simple-mindedness the surface of artlessness that in fact she constructed with such vexation.

End skippable content.

Indicate your two answer choices.

This is the end of Section 1 of Revised GRE Practice Test Number 1. In an actual test, once you complete a section you may not return to it. The answer key for this section is in a separate document.

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Revised GRE Practice Test Number 1

Section 2. Verbal Reasoning. 25 questions.

Information for screen reader users: This document has been created to be accessible to individuals who use screen readers. You may wish to consult the manual or help system for your screen reader to learn how best to take advantage of the features implemented in this document. Please consult the separate document, GRE Screen Reader Instructions.doc, for important details.

Directions for Questions 1 through 5: Each of the following questions includes a sentence with a blank indicating that something has been omitted. Following the sentence you will hear a list of six words or phrases, each of which could be used to complete the sentence. Select the two answer choices that, when substituted for the blank, fit the context and produce the two sentences most nearly alike in meaning.

Following the list of answer choices are six readings of the sentence, one for each answer choice. The group of readings is surrounded by “Begin skippable content” and “End skippable content” labels formatted as level-6 headings. Each reading will begin with the word or phrase that can be inserted into the blank, followed by a reading of the sentence with the word or phrase inserted into the blank.

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Question 1.

In the long run, high-technology communications cannot BLANK more traditional face-to-face family togetherness, in Aspinall’s view. Now listen to the six answer choices, labeled A through F. A. B. C. D. E. F.

ameliorate compromise supersede approximate enervate supplant

Indicate your two answer choices.

Begin skippable content.

Answer Choices in Context: A.

ameliorate. In the long run, high-technology communications cannot ameliorate more traditional face-to-face family togetherness, in Aspinall’s view. B.

compromise. In the long run, high-technology communications cannot compromise more traditional face-to-face family togetherness, in Aspinall’s view. C.

supersede. In the long run, high-technology communications cannot supersede more traditional face-to-face family togetherness, in Aspinall’s view. D.

approximate. In the long run, high-technology communications cannot approximate more traditional face-to-face family togetherness, in Aspinall’s view. E.

enervate. In the long run, high-technology communications cannot enervate more traditional face-to-face family togetherness, in Aspinall’s view. F.

supplant. In the long run, high-technology communications cannot supplant more traditional face-to-face family togetherness, in Aspinall’s view.

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End skippable content.

Indicate your two answer choices.

Question 2.

Even in this business, where BLANK is part of everyday life, a talent for lying is not something usually found on one’s resume. Now listen to the six answer choices, labeled A through F. A. B. C. D. E. F.

aspiration mendacity prevarication insensitivity baseness avarice

Indicate your two answer choices or go on to hear them in context.

Begin skippable content.

Answer Choices in Context: A.

aspiration. Even in this business, where aspiration is part of everyday life, a talent for lying is not something usually found on one’s resume. B.

mendacity. Even in this business, where mendacity is part of everyday life, a talent for lying is not something usually found on one’s resume. C.

prevarication. Even in this business, where prevarication is part of everyday life, a talent for lying is not something usually found on one’s resume. D.

insensitivity. Even in this business, where insensitivity is part of everyday life, a talent for lying is not something usually found on one’s resume. E.

baseness. Even in this business, where baseness is part of everyday life, a talent for lying is not something usually found on one’s resume.

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F. avarice. Even in this business, where avarice is part of

everyday life, a talent for lying is not something usually found on one’s resume.

End skippable content.

Indicate your two answer choices.

Question 3.

A restaurant’s menu is generally reflected in its decor; however despite this restaurant’s BLANK appearance it is pedestrian in the menu it offers.

Now listen to the six answer choices, labeled A through F. A. B. C. D. E. F.

elegant tawdry modern traditional conventional

chic (Spelled: C H I C)

Indicate your two answer choices or go on to hear them in context.

Begin skippable content.

Answer Choices in Context: A.

elegant. A restaurant’s menu is generally reflected in its decor; however despite this restaurant’s elegant appearance it is pedestrian in the menu it offers. B.

tawdry. A restaurant’s menu is generally reflected in its decor; however despite this restaurant’s tawdry appearance it is pedestrian in the menu it offers. C.

modern. A restaurant’s menu is generally reflected in its decor; however despite this restaurant’s modern appearance it is pedestrian in the menu it offers.

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D. traditional. A restaurant’s menu is generally reflected in its

decor; however despite this restaurant’s traditional appearance it is pedestrian in the menu it offers. E.

conventional. A restaurant’s menu is generally reflected in its decor; however despite this restaurant’s conventional appearance it is pedestrian in the menu it offers. F.

chic. A restaurant’s menu is generally reflected in its decor; however despite this restaurant’s chic appearance it is pedestrian in the menu it offers.

End skippable content.

Indicate your two answer choices.

Question 4.

International financial issues are typically BLANK by the United States media because they are too technical to make snappy headlines and too inaccessible to people who lack a background in economics. Now listen to the six answer choices, labeled A through F. A. B. C. D. E. F.

neglected slighted overrated hidden criticized repudiated

Indicate your two answer choices or go on to hear them in context.

Begin skippable content.

Answer Choices in Context: A.

neglected. International financial issues are typically neglected by the United States media because they are too technical to make snappy headlines and too inaccessible to people who lack a background in economics.

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B. slighted. International financial issues are typically slighted by

the United States media because they are too technical to make snappy headlines and too inaccessible to people who lack a background in economics. C.

overrated. International financial issues are typically overrated by the United States media because they are too technical to make snappy headlines and too inaccessible to people who lack a background in economics. D.

hidden. International financial issues are typically hidden by the United States media because they are too technical to make snappy headlines and too inaccessible to people who lack a background in economics. E.

criticized. International financial issues are typically criticized by the United States media because they are too technical to make snappy headlines and too inaccessible to people who lack a background in economics. F.

repudiated. International financial issues are typically

repudiated by the United States media because they are too technical to make snappy headlines and too inaccessible to people who lack a background in economics.

End skippable content.

Indicate your two answer choices.

Question 5.

While in many ways their personalities could not have been more different—she was ebullient where he was glum, relaxed where he was awkward, garrulous where he was BLANK — they were surprisingly well suited.

Now listen to the six answer choices, labeled A through F. A. B. C.

solicitous munificent irresolute

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D. E. F.

laconic fastidious taciturn

Indicate your two answer choices or go on to hear them in context.

Begin skippable content.

Answer Choices in Context: A.

solicitous. While in many ways their personalities could not have been more different—she was ebullient where he was glum, relaxed where he was awkward, garrulous where he was solicitous—they were surprisingly well suited. B.

munificent. While in many ways their personalities could not have been more different—she was ebullient where he was glum, relaxed where he was awkward, garrulous where he was munificent—they were surprisingly well suited. C.

irresolute. While in many ways their personalities could not have been more different—she was ebullient where he was glum, relaxed where he was awkward, garrulous where he was irresolute—they were surprisingly well suited. D.

laconic. While in many ways their personalities could not have been more different—she was ebullient where he was glum, relaxed where he was awkward, garrulous where he was laconic—they were surprisingly well suited. E.

fastidious. While in many ways their personalities could not have been more different—she was ebullient where he was glum, relaxed where he was awkward, garrulous where he was fastidious—they were surprisingly well suited. F.

taciturn. While in many ways their personalities could not have been more different—she was ebullient where he was glum, relaxed where he was awkward, garrulous where he was taciturn—they were surprisingly well suited.

End skippable content.

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Indicate your two answer choices.

Questions 6 through 8 are based on the following reading passage, which consists of two paragraphs.

Music critics have consistently defined James P. Johnson as a great early jazz pianist, originator of the 1920’s Harlem “stride” style, and an important blues and jazz composer. In addition, however, Johnson was an innovator in classical music, composing symphonic music that incorporated American, and especially African American, traditions.

Such a blend of musical elements was not entirely new: by 1924 both Milhaud and Gershwin had composed classical works

that incorporated elements of jazz. Johnson, a serious musician more experienced than most classical composers with jazz, blues, spirituals, and popular music, was particularly suited to expand Milhaud’s and Gershwin’s experiments. In 1927 he completed his first large-scale work, the blues- and jazz-inspired Yamekraw, which included borrowings from spirituals and Johnson’s own popular

songs. Yamekraw, premiered successfully in Carnegie Hall, was a major achievement for Johnson, becoming his most frequently performed extended work. It demonstrated vividly the possibility of assimilating contemporary popular music into the symphonic tradition.

Question 6.

This question has five answer choices, labeled A through E. Select and indicate the best answer from among these choices.

The passage states that Johnson composed all of the following EXCEPT A. B. C. D.

jazz works popular songs symphonic music spirituals

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E. blues pieces

Select and indicate one answer choice from among the choices provided.

Question 7.

This question has three answer choices, labeled A through C. Consider each of the three choices separately and select all that apply. The credited response may be one, two, or all three of the choices. The author suggests which of the following about most classical composers of the early 1920’s? A. B. C.

They were strongly influenced by the musical experiments of They had little working familiarity with such forms of American They made few attempts to introduce innovations into the Milhaud and Gershwin.

music as jazz, blues, and popular songs. classical symphonic tradition.

Indicate your answer choice or choices.

Question 8.

This question has five answer choices, labeled A through E. Select and indicate the best answer from among these choices. The author suggests that most critics have A. B. C. D. E.

underrated the popularity of Yamekraw undervalued Johnson’s musical abilities

had little interest in Johnson’s influence on jazz

had little regard for classical works that incorporate popular neglected Johnson’s contribution to classical symphonic music

music

Select and indicate one answer choice from among the choices provided.

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