SAT Advanced

Extra Reading 2
 1 1
Questions 1-11 are based on the following since. This prefatory narrative I have already got by

...............................................................................................................................................................................................................................................................................................................
passage. 45 me in the form of an old family paper, which relates
The following passage is from a nineteenth-century the necessary particulars on the authority of an eye-
British novel. The narrator is Gabriel Betteredge, the butler witness. The next thing to do is to tell how the
of Lady Julia Verinder, owner of a stolen diamond Diamond found its way into my aunt’s house in
called the Moonstone. Yorkshire, two years since, and how it came to be
50 lost in little more than twelve hours afterward.
In the first part of Robinson Crusoe,* at page one Nobody knows as much as you do, Betteredge, about
hundred and twenty-nine, you will find it thus what went on in the house at that time. So you must
written: take the pen in hand, and start the story.”
Line “Now I saw, though too late, the Folly of In those terms I was informed of what my
5 beginning a Work before we count the Cost, and 55 personal concern was with the matter of the
before we judge rightly of our own Strength to go Diamond. If you are curious to know what course I
through with it." took under the circumstances, I beg to inform you
Only yesterday I opened my Robinson Crusoe at that I did what you would probably have done in my
that place. Only this morning (May 21, 1850) came place. I modestly declared myself to be quite unequal
10 my lady’s nephew, Mr. Franklin Blake, and held a 60 to the task imposed upon me—and I privately felt, all
short to conversation with me, as follows: the time, that I was quite clever enough to perform it,
“Betteredge,” says Mr. Franklin, “I have been to if I only gave my own abilities a fair chance. Mr.
the lawyer’s about some family matters; and, among Franklin, I imagine, must have seen my private
other things, we have been talking of the loss of the sentiments in my face. He declined to believe in my
15 Indian Diamond, in my aunt’s house in Yorkshire, 65 modesty; and he insisted on giving my abilities a fair
two years since. The lawyer thinks, as I think, that the chance.
whole story ought, in the interests of truth, to be Two hours have passed since Mr. Franklin left
placed on record in writing—and the sooner the me. As soon as his back was turned I went to my
better." writing-desk to start the story. There I have sat
20 Not perceiving his drift yet, and thinking it always 70 helpless (in spite of my abilities) ever since; seeing
desirable for the sake of peace and quietness to be on what Robinson Crusoe saw, as quoted above—
the lawyer's side, I said I thought so too. Mr. Franklin namely, the folly of beginning a work before we count
went on: the cost, and before we judge rightly of our own
“In this matter of the Diamond," he said, “the strength to go through with it. Please to remember, I
25 characters of innocent people have suffered under 75 opened the book by accident, at that bit, only the day
suspicion already— as you know. The memories of before I rashly undertook the business now in hand;
innocent people may suffer, hereafter, for want of a and, allow me to ask—if that isn't prophecy, what is?
record of the facts to which those who come after us
can appeal. There can be no doubt that this strange
30 family story of ours ought to be told. And I think, *: A British novel by Daniel Defoe, published in 1719.
Betteredge, the lawyer and I together have hit on the
right way of telling it."
Very satisfactory to both of them, no doubt. But I
failed to see what I myself had to do with it, so far. 1
35 “We have certain events to relate," Mr. Franklin
proceeded; “and we have certain persons concerned The quotation in lines 4-7 (“Now ... it”) implies that
in those events who are capable of relating them. one should
Starting from these plain facts, the lawyer's idea is A) assess a project carefully before committing
that we should all write the story of the Moonstone in oneself to it.
40 turn—as far as our own personal experience extends,
and no further. We must begin by showing how the B) strive to meet a challenge rather than to avoid it.
Diamond first fell into the hands of my uncle C) take advantage of an opportunity before it is lost.
Herncastle, when he was serving in India fifty years D) focus on the benefits that can be earned by
accomplishing a difficult feat.

Unauthorized copying or reuse of any part of this page is illegal. CO NTI N U E

 1 1
2 5

...............................................................................................................................................................................................................................................................................................................
The repetition of "Only" in lines 8-9 serves to Which choice provides the best evidence for the
emphasize the answer to the previous question?
A) uniqueness of an experience. A) Lines 20-22 (“Not . . . too”)
B) solitary nature of a task. B) Lines 33-34 (“Very . . . far”)
C) brevity of an interval. C) Lines 59-62 (“I . . . chance”)
D) insignificance of an action. D) Lines 68-69 (“As . . . story”)

3 6
In lines 12-53 (“Betteredge ... story"), Mr. Franklin In line 25, Mr. Franklin voices the concern that
proposes that "innocent people"
A) various people contribute individual accounts to A) have been defamed.
a single narrative about the diamond.
B) have been forgotten.
B) everyone with an interest in the diamond gather
C) possess faulty memories.
together to write its story.
D) suffer feelings of guilt.
C) the lawyer interview different people and
compile their views in a report about the
diamond.
D) the narrator research and write the definitive
story.

4 7
According to the passage, Betteredge’s attitude As used in line 27, "want" most nearly means
toward the lawyer is
A) desire.
A) envious.
B) lack.
B) deferential.
C) fault.
C) protective.
D) requirement.
D) empathetic.

Unauthorized copying or reuse of any part of this page is illegal. CO NTI N U E

 1 1
8 10

...............................................................................................................................................................................................................................................................................................................
Lines 33-34 ("Very ... far”) suggest that Betteredge The quotation from Robinson Crusoe is repeated in
felt a sense of lines 72-74 ("namely ... with it") in order to
A) momentary perplexity. A) defend Betteredge’s ability to complete a task.
B) sincere regret. B) praise a little-known insight into human nature.
C) increasing alarm. C) show how Betteredge arrived at a faulty
D) profound disappointment. conclusion.
D) emphasize a warning Betteredge should have
heeded.

9 11
The phrase "no further” (line 41) emphasizes the As used in line 73, “cost" most nearly means
lawyer's view that the story of the Moonstone should
NOT A) personal toll.
B) legal obligation.
A) be completed if it implicates a family member.
C) moral fortitude.
B) be made known outside the household.
D) financial expenditure.
C) be based on speculation or hearsay.
D) proceed past the time of the stone’s
disappearance.

Unauthorized copying or reuse of any part of this page is illegal. CO NTI N U E

 1 1
Questions 1-11 are based on the following It is certainly not my intent to underestimate the

...............................................................................................................................................................................................................................................................................................................
passages. 45 interest and importance of the abilities that Savage-
In the 1980s, primatologist Sue Savage-Rumhaugh began Rumbaugh has demonstrated in Kanzi. But the
teaching English to Kanzi, a bonobo ape. Passage 1 was evidence does not in fact show that he has acquired
adapted from a 2004 book about animals and language, an understanding of the structure of language.
Passage 2 from a 1998 book by Savage-Rumbaugh and her Without that, he cannot be said to have acquired
colleagues. 50 language in its core sense.
Passage 1
The principal evidence that has been cited for Passage 2
Kanzi’s ability to understand language comes from To address the question of whether Kanzi uses
his comprehension of spoken English. Kanzi can grammatical rules, I looked at a large group of his
respond appropriately to requests like Take the snake communications with the help of Patricia Greenfield,
Line
outdoors (referring to his toys). He can also an expert on language development in children. We
5
understand completely new and strange commands, 55 found that Kanzi utilizes word order in many of his
like Wash the TV. Clearly he is able to understand combinations. Interestingly, in describing actions, he
actions based solely on their description. He also tends to put the action first and the agent second, for
understands the order of words: he can satisfactorily example, chase you when he wants us to chase him.
distinguish between Make the doggie bite the snake Standard English, in contrast, places the agent first
10
and Make the snake bite the doggie. This is a totally 60 and the object second (you chase). However, when he
unprecedented result in the literature on animal forms such combinations, Kanzi usually indicates the
cognition, but it does not in itself argue that Kanzi agents by pointing to them, something that is not
understands language in the same way humans do, as characteristic of spoken English. When Kanzi uses a
governed by grammatical rules. Perhaps Kanzi has proper name in combinations like Liz hide or Matata
15
learned that certain utterances have places in them 65 bite, he tends to follow English word order. Thus,
where there is room for one of a small set of different Kanzi’s deviations from English word order occur
possibilities. Such an analysis would not require any mostly when there are also deviations in the mode of
appreciation of grammatical structure. The range of expression—that is, they occur when Kanzi uses a
patterns on which Kanzi has been tested is limited, gesture rather than a symbol. This is a rule of Kanzi’s
20
but very little in the way of grammatical knowledge 70 own making and one that only Kanzi typically
seems to be required. In fact, Kanzi’s performance is follows.
quite poor on those sentences whose interpretation Our analysis thus suggests that Kanzi has
requires knowledge of purely grammatical words, developed some simple grammatical strategies or
such as prepositions (with, on) or conjunctions (and, rules. Kanzi’s communications strongly challenge the
25
but). Distinctions such as those between putting 75 assumption that apes are unable to manipulate words
something in, on or next to something else appear not according to grammatical conventions. Many
to be made. Sentences with and (like Go to the scholars have argued that the utterances of apes
refrigerator and get the banana) frequently resulted in should not be characterized as true language unless
mistakes of a kind that suggest such words simply they employ grammatical rules similar to those found
30
went uninterpreted. 80 in human languages.
Actions and objects, as represented by verbs and This seems to me an extreme position. After all,
concrete nouns, correspond to things in the world (as Kanzi knows that words can be used to communicate
ball refers to a ball), and they are what Kanzi about things he wants and he can purposefully
understands. Grammatical units like prepositions and combine symbols to tell us something we would have
35
conjunctions, however, are totally linguistic—they 85 no way of knowing otherwise. He recognizes that two
don’t refer to any real objects or actions that Kanzi symbols can be combined to form meanings that
could see—and thus he ignores them and the neither symbol in isolation could ever convey. He
grammatical structures they represent. uses this skill to communicate completely novel ideas
40 It may seem that I have gone to great lengths to that are his own and have never been talked about
avoid the conclusion that Kanzi has a meaningful 90 with him. And he has simple grammatical rules, even
appreciation of the grammar of English, given that he if they are not rules human languages would use.
can apparently understand many English sentences.

Unauthorized copying or reuse of any part of this page is illegal. CO NTI N U E

 1 1
Such an extreme view is taken, I believe, 3

...............................................................................................................................................................................................................................................................................................................
because many scientists are hesitant to conclude
95 that apes are capable of rational thought, foresight,
The function of lines 15-18 (“Perhaps ...
or purposeful communication. If we allow that apes possibilities”) is to
such as Kanzi are indeed attempting to tell us what A) deflect a commonly raised objection.
is on their minds, we lose our scientific claim to
having drastically different minds from all other B) note a shortcoming of a theory.
100 creatures on the planet. C) acknowledge an unjustified bias.
D) offer an alternative explanation.

1 4
The primary purpose of each passage is to Lines 40-43 (“It... sentences”) serve to

A) put forth proposals for new behavioral research A) admit that a view is largely speculative.
with apes. B) confess to a personal bias against an idea.
B) evaluate a new theory pertaining to ape C) acknowledge that a position might appear
behavior. unreasonable.
C) explore the significance of language use by a D) concede that an opposing argument is indeed
particular ape. convincing.
D) document how a certain species of apes acquires
language skills.

2 5
The two authors differ in their approach to their For the author of Passage 1, Kanzi’s understanding
subject matter in that the author of Passage 1 of which of the following would be most indicative
of a command of English grammar?
A) refers to Kanzi in order to make larger points
about language, while the author of Passage 2 A) “Matata play ball.”
restricts her consideration solely to Kanzi. B) “Liz hide in the box.”
B) reports on Kanzi’s ability to follow directions, C) “Make the snake chase Liz.”
while the author of Passage 2 describes Kanzi’s D) “Liz wash the red TV.”
refusal to comply with requests.
C) places Kanzi in the context of other studies,
while the author of Passage 2 selectively ignores
previous research.
D) emphasizes Kanzi’s responses to words, while
the author of Passage 2 focuses on Kanzi’s ability
to communicate.

Unauthorized copying or reuse of any part of this page is illegal. CO NTI N U E

 1 1
6 9

...............................................................................................................................................................................................................................................................................................................
The author of Passage 1 would most likely say that Unlike the author of Passage 1, the author of Passage
the “assumption” mentioned in line 75, Passage 2, is 2 explicitly expresses a view about the
A) clearly false. A) study of animal communication.
B) possibly mistaken. B) motivations of other scientists.
C) easy for scientists to revise. C) history of linguistic research.
D) not yet shown to be wrong. D) reliability of observational evidence.

7 10
The author of Passage 2 would most likely In line 19, “appreciation” most nearly means
characterize the author of Passage 1 as
A) admiration.
A) insufficiently skeptical of human uniqueness. B) comprehension.
B) wrongly convinced of the importance of C) improvement.
foresight.
D) increase.
C) readily willing to challenge preconceived
notions.
D) reluctantly optimistic about the abilities of apes.

11
The final paragraph of Passage 2 suggests the
author's belief that Kanzi’s abilities
8
A) have not yet been the subject of enough
Which choice provides the best evidence for the research.
answer to the previous question?
B) have significant scientific implications.
A) Lines 51-56 (“To . . . combinations”) C) are likely shared by other nonhuman primates.
B) Lines 72-76 (“Our . . . conventions”) D) are hard to compare to human abilities.
C) Lines 76-80 (“Many . . . languages”)
D) Lines 93-100 (“Such . . . planet”)

Unauthorized copying or reuse of any part of this page is illegal. CO NTI N U E

 1 1
Questions 1-11 are based on the following passage. and by which women are taught not to experience

...............................................................................................................................................................................................................................................................................................................
This passage is from a book by an African American woman
what they experience, in deference to men's ways of
who is a law professor. knowing. The story also illustrates the possibility of a
50 collective perspective or social positioning that would
This semester I have been teaching a course give rise to a claim for the legal interests of groups. In
entitled Women and Notions of Property. I have been a historical moment when individual rights have
focusing on the ways in which gender affects become the basis for any remedy, too often group
Line individuals' perspectives—gender in this instance interests are defeated by, for example, finding the one
5 having less to do with the biology of male and female 55 four year old who has wrestled whole packs of
than with the language of power relations, of wolfhounds fearlessly to the ground; using that
dominance and submission, of assertion and individual experience to attack the validity of there
deference, of big and little. An example of the stories ever being any generalizable fear of wolfhounds by
we discuss is the following, used to illustrate the four year olds; and then recasting the general group
10 rhetoric of power relations, whose examination, I tell 60 experience as a fragmented series of specific, isolated
my students, is at the heart of the course. events rather than a pervasive social phenomenon
Walking down Fifth Avenue in New York not long ("You have every right to think that that wolfhound
ago, I came up behind a couple and their young son. has the ability to bite off your head, but that's just
The child, about four or five years old, had evidently your point of view").
15 been complaining about big dogs. The mother was 65 My students, most of whom signed up expecting
saying, "But why are you afraid of big dogs?" "Because to experience that crisp, refreshing, clear-headed
they're big," he responded with eminent good sense. sensation that "thinking like a lawyer" purportedly
"But what's the difference between a big dog and a endows, are confused by this and all the stories I tell
little dog?" the father persisted. "They're big," said the them in my class on Women and Notions of
20 child. "But there's really no difference," said the 70 Property. They are confused enough by the idea of
mother, pointing to a large, slavering wolfhound with property alone, overwhelmed by the thought of dogs
narrow eyes and the calculated amble of a gangster, and women as academic subjects, and paralyzed by
and then to a beribboned Pekingese the size of a roller the idea that property, ownership, and rights might
skate, who was flouncing along just ahead of us all, in have a gender and that gender might be a matter of
25 that little fox-trotty step that keeps Pekingeses from 75 words.
ever being taken seriously. "See?" said the father. "If
you look really closely you'll see there's no difference
at all. They're all just dogs."
And I thought: Talk about a static, unyielding,
30 totally uncompromising point of reference. These
people must be lawyers. Where else do people learn so
1
well the idiocies of High Objectivity? How else do
people learn to capitulate so uncritically to a norm In lines 2-8, the author describes "gender" primarily
that refuses to allow for difference? How else do in terms of
35 grown-ups sink so deeply into the authoritarianism of
A) genetics and hormonal chemistry
their own world view that they can universalize their
relative bigness so completely as to obliterate the B) the distribution of power in relationships
viewpoint of their child's relative smallness? (To say C) the influence of role models on personality
nothing of the viewpoint of the slavering wolfhound, formation
40 from whose own narrow perspective I dare say the
D) the varying social conventions in different
little boy must have looked exactly like a lamb chop.)
I use this story in my class because I think it cultures
illustrates a paradigm of thought by which children
are taught not to see what they see; by which African
45 Americans are reassured that there is no real
inequality in the world, just their own bad dreams;

Unauthorized copying or reuse of any part of this page is illegal. CO NTI N U E

 1 1
2 5

...............................................................................................................................................................................................................................................................................................................
The description of the two dogs in lines 21-26 serves According to the passage, the author describes the
primarily to wolfhound's viewpoint in order to
A) defuse a tense situation with humor A) refute those who disapprove of storytelling as a
B) discredit what the parents are saying teaching tool
C) emphasize the dogs' resemblance to their owners B) introduce an example of desirable objectivity
D) suggest that dogs are more sensible than humans C) suggest that it is similar to the parents' viewpoint
D) lend credence to the child's point of view

3 6
As used in line 22, "calculated" most nearly means Which choice provides the best evidence for the
answer to the previous question?
A) predetermined
A) Lines 20-22 (“But . . . ganster”)
B) deliberate
B) Lines 38-41 (“To say . . . chop”)
C) predictable
C) Lines 51-56 (“In . . . ground”)
D) estimated
D) Lines 62-64 (“You . . . view”)

4
7
The author uses the term "authoritarianism" in line
35 in order to The "paradigm of thought" in lines 42-49 may be
described as one that disposes people toward
A) link habits of thought with political repression
A) cooperating with one another for the common
B) ridicule the parents in the story by using
good
comically exaggerated terms
B) discussing family problems frankly and openly
C) show that the attitude represented by the parents
is unconstitutional C) discounting their own experiences
D) allude to parental roles in societies of the past D) suing others over trivial matters

Unauthorized copying or reuse of any part of this page is illegal. CO NTI N U E

 1 1
8 10

...............................................................................................................................................................................................................................................................................................................
The process of defeating group interests described in In lines 62-64, the "right" is characterized as
lines 51-64 is one in which A) probably not attainable without a constitutional
A) an exception is made to look like a general rule amendment
B) a logical flaw in the group's arguments is B) something that is hardly worth having
attacked C) something that powerful groups are reluctant to
C) a crucial legal term is used in a misleading way give up
D) personal arguments are used to discredit group D) something that most people are not aware that
leaders they have

9 11
The author presents the idea of wrestling "whole The final paragraph suggests that the author
packs of wolfhounds" (lines 55-56) as an example of probably believes that a law professor's main duty is
to
A) an argument that no lawyer would find plausible
B) an event so unusual as to be irrelevant A) make a highly technical subject exciting to
students
C) something that only a child would attempt
B) encourage more students from disadvantaged
D) a morally reprehensible act groups to become lawyers
C) train students in the practical skills they will
need in the courtroom
D) jar students out of unexamined assumptions
about the study of law

Unauthorized copying or reuse of any part of this page is illegal. CO NTI N U E

 1 1
Questions 1-11 are based on the following similarities and matching experiences. For them, the

...............................................................................................................................................................................................................................................................................................................
passages. language of conversation is primarily a language of
Is a person’s gender an important influence on how he 45 rapport: a way of establishing connection and
or she behaves with others? Contemporary sociologists negotiating relationships. So this view of children’s
and other scholars have argued this question fiercely. behavior predicts that more women than men will be
The following pair of passages presents two voices from comfortable speaking one-on-one, to individuals.
that debate. And even when addressing an audience, women may
50 be more concerned than men with establishing
Passage 1 rapport.
The desire to affirm that women and men are
completely equal has made some scholars reluctant to Passage 2
show ways in which they are different, because Gender stereotypes should concern us for several
Line differences between two groups of people have so reasons. First, they may dictate what we notice and
5 often been used to “justify” unequal treatment and bias our perceptions in the direction of expectation.
opportunity. Much as I understand and am in 55 Some researchers attempt to elucidate gender
sympathy with those who wish there were no differences in order to help women and men
differences between women and men—only reparable understand and respond to one another better. In the
social injustice—my research on styles of process, however, their work encourages people to
10 conversation tells me that, at least in this area, it notice and attend to differences rather than
simply isn’t so. I believe that there are gender 60 similarities, to perceive men and women in
differences in ways of speaking, and we need to accordance with stereotypes that may not accurately
identify and understand them. Without such depict their behavior or intentions. Second, gender
understanding, we are doomed to blame others or stereotypes may not only describe behavior but also
15 ourselves—or our own relationships—for the prescribe it, dictating how men and women “should”
otherwise mystifying and damaging effects of our 65 behave. People begin to act in ways that support
contrasting conversational styles. other people’s gender-role expectations of them.
It is clear to me that recognizing gender It is time to rethink our understanding of gender,
differences in conversational styles would free to move away from the notion that men and women
20 individuals from the burden of an inappropriate have two contrasting styles of interaction that were
sense of being at fault for chronic disagreements. 70 acquired in childhood. We need to move from a
Many women and men feel dissatisfied with their conceptualization of gender as an attribute or style of
close relationships—with spouses, siblings, parents— behavior to an understanding of gender as something
and become even more frustrated when they try to people do in social interaction. As a noted scholar
25 talk things out. Taking a sociolinguistic approach to proposes, “None of us is feminine or is masculine or
such troubling encounters makes it possible to 75 fails to be either of those. In particular contexts
explain these dissatisfactions without accusing people do feminine, in others, they do masculine.”
anyone of being wrong and without blaming—or People display contradictory behaviors as they
discarding—the relationship. encounter different social norms and pressures.
30 The sociolinguistic approach I take in my work is Some researchers view male-female conversations
based on my belief that many frictions arise because, 80 as cross-cultural communication. The two-cultures
here in the United States, boys and girls grow up in approach postulates that difficulties in
what are essentially different cultures, so that talk communication between men and women arise
between women and men is actually cross-cultural because of a clash of conversational styles. But this
35 communication. For little boys, talk is primarily a approach has a number of limitations. First, the
means of making statements of achievement through 85 coherence of male and female subcultures in
games like bragging contests. This may also be done childhood has been exaggerated. We arrive at a
by exhibiting knowledge or skill and by holding contrasting picture of the cultures of boys and girls
center stage through such verbal performance as only by singling out those children who fit common
40 storytelling, joking, or imparting information. Little gender stereotypes and marginalizing others. We fail
girls appear to be eager to share and compare 90 to notice the children who do not fit those
interests and ideas. Emphasis is placed on displaying stereotypes—for example, boys who excel at caring

Unauthorized copying or reuse of any part of this page is illegal. CO NTI N U E

 1 1
for younger siblings or girls who enjoy building things 3

...............................................................................................................................................................................................................................................................................................................
in shop class. Second, although children may choose
same sex playmates as preferred partners, they Which choice provides the best evidence for the
95 interact daily inside and outside school with the answer to the previous question?
opposite sex. Children have countless experiences A) Lines 6-11 (“Much ... so”)
communicating with people of both sexes: they do not
learn to communicate in gender-segregated worlds. B) Lines 22-25 (“Many ... out”)
They learn to display different styles of interaction in C) Lines 30-35 (“The ... communication”)
100 different contexts: they do not learn a single gender-
D) Lines 40-46 (“Little ... relationships”)
related style. The same child may display dominance
and give orders to a younger playmate but show
deference and follow orders from an older friend.

1 The sentence in lines 53-54 in Passage 2

(“First . . . expectation”) primarily emphasizes
Passage 1 makes which suggestion about the work of which damaging effect of gender stereotypes?
“some scholars” (line 2) ?
A) They may offend the person being stereotyped.
A) It will become widely accepted in the scientific B) They may distort our observations of people we
community. meet.
B) It is well intentioned but misguided. C) They have been used to justify gender inequality.
C) It attempts to be objective but does not succeed. D) They commonly cause miscommunication
D) It could be used to excuse injustice in a society. between men and women.

2
5
The author of Passage 1 assumes that for girls, a
primary function of communication is to The quotation in lines 74-76 (“None . . . masculine”)
primarily serves to
A) foster a sense of intimacy between speaker and
listener. A) introduce a personal experience.
B) establish a set of conversational rules shared by B) provide a typical example.
speaker and listener. C) elaborate on an idea.
C) convey information previously unknown by the D) signal a change in topic.
listener.
D) create an objective atmosphere for personal
discussions.

Unauthorized copying or reuse of any part of this page is illegal. CO NTI N U E

 1 1
6 9

...............................................................................................................................................................................................................................................................................................................
Passage 2 suggests that some scholars construct “a The two passages differ most on which topic?
contrasting picture of the cultures of boys and girls” A) Whether boys and girls communicate in gender
(lines 86-87) by studying children whose specific patterns.
A) readiness to interact with strangers is apparent. B) Whether important social behavior is learned in
B) demand for approval from adults is particularly childhood.
strong. C) Whether gender plays a role in determining a
C) rebellion against authority results in creative child’s playtime activities.
behavior. D) Whether society concerns itself with the concept
D) actions correspond to a narrow preconception of gender roles.
of behavior.

10
The assumptions underlying the research work
7 described in lines 55-57 of Passage 2 are most
The author of Passage 2 would most likely challenge similar to the assumptions held by the
the claim made in lines 30-35 of Passage 1 (“The A) “scholars” in line 2.
sociolinguistic . . . communication”) by arguing that
B) “women and men” in line 22.
A) children do not grow up in single-gender
C) “noted scholar” in line 73.
cultures.
D) author of Passage 1.
B) gender differences are impossible to assess
scientifically.
C) there is less conflict between men and women
than sociologists assume.
D) inevitable and shochildren’s behaviors have 11
changed dramatically in recent years. Which of the following best characterizes the ideas
about gender communication styles as they are
presented in the two passages?
A) Passage 1 argues that styles are based on
competition, while Passage 2 suggests that they
are a form of cooperation.
8
B) Passage 1 argues that styles are a burden, while
Which choice provides the best evidence for the Passage 2 implies that they can help facilitate
answer to the previous question?
relationships between men and women.
A) Lines 67-70 (“It . . . childhood”) C) Passage 1 suggests that styles are constant, while
B) Lines 77-78 (“People . . . pressures”) Passage 2 argues that they are fluid.
C) Lines 86-89 (“We . . . others”) D) Passage 1 states that styles are random, while
D) Lines 96-98 (“Children . . . worlds”) Passage 2 indicates that their patterns become
obvious upon closer scrutiny.

Unauthorized copying or reuse of any part of this page is illegal. CO NTI N U E

 1 1
Questions 1-11 are based on the following

...............................................................................................................................................................................................................................................................................................................
Passage 2
passages.
One of the biggest barriers to accepting pre-Clovis
The following passages were adapted from articles sites has been geographic. During the most recent ice
published in 1999 and 2000, respectively.
age, the New World was pretty much closed to
Passage 1 45 pedestrian traffic: the northwest corridor in Canada
In 1929 a teenager named Ridgely Whiteman would have been covered with ice. Though ancient
wrote to the Smithsonian Institution in Washington, humans might have mastered prehistoric crampons,*
D.C., about what he called warheads that he had mastodons almost certainly did not, and finding food
Line found near Clovis, New Mexico. These “warheads” and shelter under those circumstances would have
5 were actually spear points, elegantly chipped to 50 been difficult at best. But the latest idea circulating
sharpness on both edges and finished off with a among archaeologists and anthropologists has people
groove, or flute, down the center of each side. ditching their crampons and spears for skin-covered
Eventually, such fluted points turned up in the oldest boats. Maybe the first Americans came not by land
archaeological excavations elsewhere in North but by sea, hugging the ice-age coast.
10 America. 55 When the seafaring theory was proposed in the
Stone cannot be carbon-dated, but the dating of mid 1970’s, it sank for lack of evidence. But as the
organic material found with these tools showed that time line for New World occupation has changed, the
the people who used them were in America no earlier theory seems downright sensible, if not quite
than about 13,500 years ago. The story most provable. The Pacific Rim has vast resources of
15 archaeologists built on these ancient tools was of a 60 salmon and sea mammals, and people need only the
people they nicknamed Clovis, who came into North simplest of tools to exploit them: nets, weirs, clubs,
America via Siberia, moved south through an ice-free knives. Whereas ancient landlubbers would have had
corridor, then dispersed, their descendants occupying to reinvent their means of hunting, foraging, and
North and South America within a thousand years. housing as they passed through different terrains,
20 Since their tools were often found with the bones of 65 ancient mariners could have had smooth sailing
mammoths and other large creatures, scientists through relatively unchanging coastal environments.
usually described the Clovis people as big-game And recent geologic studies show that even when
hunters. As late as 1996 a prominent archaeologist, glaciers stretched down into North America, there
Frederick Hadleigh West, could state that “Clovis is were thawed pockets of coastline in northwest North
25 taken to be the basal, the founding, population for the 70 America where people could take refuge and gather
Americas.” But in the past decade such certainty has provisions. “Most archaeologists have a continental
been dramatically shaken. mind-set,” says anthropologist Robson Bonnichsen,
The most straightforward challenge to the old “but the peopling of the Americas is likely to be tied
story is the matter of time. The era in which the very much to the development and spread of
30 Clovis people lived is limited by a time barrier that 75 maritime adaptation."
stops about 13,500 years ago: there is geologic
evidence that an ice-free corridor between Siberia and
North America would not have been open much *spiked devices attached to boots to prevent slippage when
climbing on ice
before then. But in 1997 a blue-ribbon panel of
35 archaeologists visited a site in Chile called Monte
Verde and agreed that people had lived there at least
14,500 years ago, about 1,000 years before the first
sign of Clovis people in North America. Acceptance
of the Monte Verde date not only broke the time
40 barrier but also focused new interest on other sites
that may have even earlier dates.

Unauthorized copying or reuse of any part of this page is illegal. CO NTI N U E

 1 1
1 5

...............................................................................................................................................................................................................................................................................................................
Both authors agree on which of the following points? The author of Passage 2 would most likely claim that
the information presented in lines 28-41 of Passage 1
A) A maritime environment would have presented
unique challenges to early Americans. A) validates the notion that the peopling of America
B) Overland travel to the New World would have occurred shortly after the most recent ice age.
been difficult during the most recent ice age. B) adds credibility to the theory that the first
C) It may never be definitively determined when Americans may have arrived by boat.
America was initially settled. C) indicates that overland travel to the New World
D) The Clovis people were most likely the first was not possible.
Americans. D) demonstrates that early Americans must have
relied on the sea for sustenance.

2
As used in line 6, "finished off" most nearly means
A) defeated.
B) terminated. 6
C) completed. Which choice provides the best evidence for the
D) disposed of. answer to the previous question?
A) Lines 43-46 (“During ... ice")
B) Lines 53-54 (“Maybe ... coast")
C) Lines 59-62 (“The ... knives")
D) Lines 67-71 (“And ... provisions")

3
The quotation in lines 24-26 serves primarily to
A) provide concrete evidence.
B) support a provocative claim.
7
C) offer an opposing viewpoint.
D) summarize a common understanding. Which of the following, if found on the west coast of
America, would best support the "latest idea”
(line 50) ?
A) Primitive fishing hooks dating back 9,000 years.
4
B) Simple cooking tools dating back 11,000 years.
As used in line 38, “sign” most nearly means
C) Stone arrowheads dating back 13,000 years.
A) symbol. D) Crude boat anchors dating back 15,000 years.
B) gesture.
C) indication.
D) figure.

Unauthorized copying or reuse of any part of this page is illegal. CO NTI N U E

 1 1
10

........................................................................................................................................................................................................................................................................................................
8
The author of Passage 2 implies that the findings of Which best describes the relationship between the
the “geologic studies” (line 67) are two passages?
A) proof that a particular theory is correct. A) Passage 2 disproves a hypothesis that is debated
in some detail in Passage 1.
B) characteristic of, though not essential to, an
experimental approach. B) Passage 2 examines die implications of using a
term that is defined in Passage 1.
C) critical of, though not opposed to, a specific
hypothesis. C) Passage 2 presents a theory that may help
explain a finding mentioned in Passage 1.
D) grounds for granting increased plausibility to a
particular theory. D) Passage 2 describes an archaeological discovery
that verifies the central claim made in Passage 1.

9 11
Which of the following can be found in both Both passages make use of which of the following?
passages?
A) Political allusion.
I. A theory about how people originally traveled to
B) Direct quotation.
America.
II. An exact date the Americas were initially settled. C) Rhetorical questioning.
III. Reference to possible sources of food for early D) Personal anecdote.
Americans.
A) I only.
B) I and III only.
C) II and III only.
D) I, II, and III.

Unauthorized copying or reuse of any part of this page is illegal.