ACT Reading Exam 3

1. Read both of the following texts and answer the question. 1. Once when a Lion was asleep a little Mouse began running up and down upon him; this soon wakened the Lion, who placed his huge paw upon him, and opened his big jaws to swallow him. "Pardon, O King," cried the little Mouse: "forgive me this time, I shall never forget it: who knows but what I may be able to do you a turn some of these days?" The Lion was so tickled at the idea of the Mouse being able to help him, that he lifted up his paw and let him go. Sometime after the Lion was caught in a trap, and the hunters who desired to carry him alive to the King, tied him to a tree while they went in search of a wagon to carry him on. Just then the little Mouse happened to pass by, and seeing the sad plight in which the Lion was, went up to him and soon gnawed away the ropes that bound the King of the Beasts. "Was I not right?" said the little Mouse. Little friends may prove great friends. 2. Beast left his mark on the fence. It was lime green and slate gray and beautiful, so of course my father was outraged. If Beast hadn't had talent, Dad would have left it a while, but as it was, he got two of his parishioners to paint the thing over. Within the hour, the fence was back to being as white as the everlasting soul. My father's anger lasted longer than the tag. The funny thing was, Beast loved my father. I don't know why. Life had knocked that kid down so hard so often he should have hated everything with the name of God stamped on it. But he loved my preacher father more than anyone else in the world. Maybe it was the dark suits and the white collars. Beast liked a pretty picture. So there was my dad, ministering to the people in the worst parts of town, charging straight into drug dens and whorehouses to save people when they called him. He acted like he had no fear whatsoever. Plenty of the neighbors, the hardest-put ones, hated him for that. Lots of times he came close to getting his throat cut. More than once it was Beast who saved him. And every time Beast saved my dad, he left his mark on the fence. Dad couldn't stand it. Question: Which label accurately describes the genre of passage 1?

Myth

Fable

Legend

Mystery

B. Passage 1 is a short fantastical tale for children that teaches an explicit lesson. This makes it a fable. See Lesson: Types of Passages, Text Structures, Genre and Theme.

Explanation

B. Passage 1 is a short fantastical tale for children that teaches an explicit lesson. This makes it a fable. See Lesson: Types of Passages, Text Structures, Genre and Theme.

2. Study the following label and answer the question. Question: How many calories are in one serving of this product?

5

20

150

3750

C. The label shows the number of calories per serving: 150. See Lesson: Evaluating and Integrating Data.

Explanation

C. The label shows the number of calories per serving: 150. See Lesson: Evaluating and Integrating Data.

3. Read the following passages and answer the question. As a parent, I find television and movie rating systems unhelpful. Ratings systems are not human. Their scores are based on numbers: how many bad words, how many gory scenes. To me, that makes no sense. Nobody else knows my kids like I do, so nobody else can say what's okay for them to watch. In my experience, the content a government organization rates as PG or PG-13 may or may not be appropriate for my 9-, 14-, and 16-year-olds. My youngest is quite mature for his age, and I'm fine with him hearing a bad word or two as a part of a meaningful story. Violence concerns me more. I won't let even my 16-year-old watch frivolous violence or horror. But I don't shelter him from realistic violence. My little guy still has to stay out of the room for the bloody stuff. But eventually, kids need to know what's out there. Question: When the author says ratings systems are "based on numbers," she is developing the point that:

Logic and reasoning have no place in parenting.

The only numbers that matter are her children’s ages.

Some decisions should be made on a case-by-case basis.

She is not good enough at math to rely on ratings systems.

C. The author uses the phrase “based on numbers” in a negative way, she is implying that some decisions need to be based on more nuanced positions. See Lesson: Understanding the Author’s Purpose, Point of View, and Rhetorical Strategies.

Explanation

C. The author uses the phrase “based on numbers” in a negative way, she is implying that some decisions need to be based on more nuanced positions. See Lesson: Understanding the Author’s Purpose, Point of View, and Rhetorical Strategies.

4. In which of the following situations would it be best to use informal language?

At brunch.

Talking to a professor.

Giving a presentation.

Giving a professional talk.

A. At brunch. It is an informal setting that a person goes to with their friends. See Lesson: Formal and Informal Language.

Explanation

A. At brunch. It is an informal setting that a person goes to with their friends. See Lesson: Formal and Informal Language.

5. Which of the following sentences uses the MOST formal language?

Please send me a timely response.

Give me a response.

Please tell me.

Respond.

A. Please send me a timely response. It is the most polite and formal sentence of the four. See Lesson: Formal and Informal Language.

Explanation

A. Please send me a timely response. It is the most polite and formal sentence of the four. See Lesson: Formal and Informal Language.

6. Read the following text and answer the question below. It is perhaps unsurprising that school dress codes are becoming more common in American public schools. In our high-status-driven society, students feel the pressure to keep up with the most current fashion trends. The additional anxiety of wanting to "fit in" with peers can distract students from performing their best academically. In addition, some fashion trends are downright inappropriate and can be distracting to other students! Enforcing a dress code can allow schools to offer guidelines for clothing options that are suitable for school. Some school administrators are in favor of requiring students to wear a specific school uniform. Others suggest this may not be the most advantageous option as cost could still be a factor for some students, resulting in the same level of anxiety. Instead, they argue, offering simple guidelines that afford students the ability to meet their school's dress code requirements with maximum flexibility. Question: The topic of this paragraph is:

Fashion trends.

Dress codes.

School uniforms.

Academic excellence.

B. The topic of this paragraph is dress codes. Enforcing a specific school uniform is related to this topic, but is not covered in detail in this passage. See Lesson: Main Ideas, Topic Sentences, and Supporting Ideas.

Explanation

B. The topic of this paragraph is dress codes. Enforcing a specific school uniform is related to this topic, but is not covered in detail in this passage. See Lesson: Main Ideas, Topic Sentences, and Supporting Ideas.

7. Read the text below and answer the question. Carving a pumpkin is a fun activity that can create family memories to last a lifetime. You Will Need A pumpkin A knife or kid-safe cutting tool A bowl A large spoon A marker Old newspapers or plastic sheeting (optional) Your imagination! What to Do Before you start carving a pumpkin, choose your workspace carefully. Spread newspapers or plastic sheeting over the floor if desired. First, hollow the pumpkin out. Do this by using your knife or kid-safe cutting tool to make a circular cut on the pumpkin around the stem. Carefully pull off the outer rind and reach into the pumpkin to scoop out the pulp and seeds. Scrape the bottom and inside edges of the pumpkin with the spoon to remove as much pulp as possible. A jack-o-lantern with a wet, pulpy interior is difficult to carve and rots quickly once it is on display. Now it is time to create your jack-o-lantern's face. Clean the surface of the pumpkin if necessary and decide which side you'll use for the face. Errors cannot easily be fixed once you start to carve, so for best results, draw the design onto the pumpkin before making any cuts. Then use your knife or cutting tool to carefully carve your jack-o-lantern's features. Question: Why is it best to draw a design onto the pumpkin before cutting?

It prevents injury.

It prevents errors.

It prevents rotting.

It prevents messes.

B. The text states that drawing a design on the pumpkin helps prevent cutting errors. See Lesson: Summarizing Text and Using Text Features.

Explanation

B. The text states that drawing a design on the pumpkin helps prevent cutting errors. See Lesson: Summarizing Text and Using Text Features.

8. Study the flowchart below and answer the questions. What is the first thing the chart asks you to do if you are hungry?

Eat.

Look in the kitchen.

Consider whether you can afford to eat out.

Consider whether you want to eat what you have.

B. There is only one arrow leading from the start box, and it goes to the “look in the kitchen” box. See Lesson: Summarizing Text and Using Text Features.

Explanation

B. There is only one arrow leading from the start box, and it goes to the “look in the kitchen” box. See Lesson: Summarizing Text and Using Text Features.

9. Study the flowchart below and answer the questions. According to the flowchart, what do you need to do if you cannot afford to eat out?

Grow a garden.

Get a better job. Get a better job.

Buy a recipe book.

Find food in the kitchen.

D. The arrow that is labeled “No” directs readers to “Look in the kitchen.” See Lesson: Summarizing Text and Using Text Features.

Explanation

D. The arrow that is labeled “No” directs readers to “Look in the kitchen.” See Lesson: Summarizing Text and Using Text Features.

10. Read the following passages and answer the question. As a parent, I find television and movie rating systems unhelpful. Ratings systems are not human. Their scores are based on numbers: how many bad words, how many gory scenes. To me, that makes no sense. Nobody else knows my kids like I do, so nobody else can say what's okay for them to watch. In my experience, the content a government organization rates as PG or PG-13 may or may not be appropriate for my 9-, 14-, and 16-year-olds. My youngest is quite mature for his age, and I'm fine with him hearing a bad word or two as a part of a meaningful story. Violence concerns me more. I won't let even my 16-year-old watch frivolous violence or horror. But I don't shelter him from realistic violence. My little guy still has to stay out of the room for the bloody stuff. But eventually, kids need to know what's out there. Question: The author of this passage would be likely to support an effort to:

Create a government system to recommend ages for reading children’s books.

Prevent kids from attending movies in the theater without their parents’ presence.

Provide parents more information about the content of children’s shows and movies.

Change the age for watching PG-13 movies down to 10 because today’s kids are more savvy.

C. The author of this passage suggests that parents should decide for themselves whether or not kids should watch certain shows or movies. She would likely agree with an effort to provide parents more information for making these choices. See Lesson: Understanding the Author’s Purpose, Point of View, and Rhetorical Strategies.

Explanation

C. The author of this passage suggests that parents should decide for themselves whether or not kids should watch certain shows or movies. She would likely agree with an effort to provide parents more information for making these choices. See Lesson: Understanding the Author’s Purpose, Point of View, and Rhetorical Strategies.

11. Read the following passage and answer the question. When Dr. Kingston Hussein saw an announcement for a conference titled Ethics of Human Embryonic Research, he booked his tickets six months in advance. "We need to stop and reflect on the ramifications of every new development in our research," said Dr. Hussein, the lead researcher in embryology at the Dampson Crockett Institute in Lewiston, Maine. "Every researcher in our field feels the weight of responsibility here. It's what we talk about when we go out for drinks after work." Attitudes like Dr. Hussein's stand in stark contrast to common public perceptions of embryonic research. "These guys think they're gods," said Liz Goode, chairwoman of The Center for Ethical and Dignified Humanity, an organization that opposes all research on human embryos. "They want to get rich selling designer babies to billionaires. It's a nightmare." An outside observer might expect a researcher like Dr. Hussein to avoid all contact with an activist like Goode. On the contrary, Dr. Hussein wrote to the organizers of the conference and requested that they invite Goode to host a panel. "We need dialogue," he said. "We need to hear what makes the public uncomfortable." He chuckled. "We also need to inform them about what we're actually doing." And what are embryonic researchers doing? "Not building designer babies," he said. Dr. Hussein uses words like "run-of-the-mill medical" to describe his research goals. For instance, he is seeking causes and treatments for a variety of neurological disorders. Question: Which phrase functions as a transition to introduce an example in the passage?

Attitudes like Dr. Hussein’s

For instance

An outside observer

On the contrary

B. Phrases like “for instance” help introduce examples in writing. See Lesson: Tone and Mood, Transition Words.

Explanation

B. Phrases like “for instance” help introduce examples in writing. See Lesson: Tone and Mood, Transition Words.

12. Read both of the following texts and answer the question. 1. Once when a Lion was asleep a little Mouse began running up and down upon him; this soon wakened the Lion, who placed his huge paw upon him, and opened his big jaws to swallow him. "Pardon, O King," cried the little Mouse: "forgive me this time, I shall never forget it: who knows but what I may be able to do you a turn some of these days?" The Lion was so tickled at the idea of the Mouse being able to help him, that he lifted up his paw and let him go. Sometime after the Lion was caught in a trap, and the hunters who desired to carry him alive to the King, tied him to a tree while they went in search of a wagon to carry him on. Just then the little Mouse happened to pass by, and seeing the sad plight in which the Lion was, went up to him and soon gnawed away the ropes that bound the King of the Beasts. "Was I not right?" said the little Mouse. Little friends may prove great friends. 2. Beast left his mark on the fence. It was lime green and slate gray and beautiful, so of course my father was outraged. If Beast hadn't had talent, Dad would have left it a while, but as it was, he got two of his parishioners to paint the thing over. Within the hour, the fence was back to being as white as the everlasting soul. My father's anger lasted longer than the tag. The funny thing was, Beast loved my father. I don't know why. Life had knocked that kid down so hard so often he should have hated everything with the name of God stamped on it. But he loved my preacher father more than anyone else in the world. Maybe it was the dark suits and the white collars. Beast liked a pretty picture. So there was my dad, ministering to the people in the worst parts of town, charging straight into drug dens and whorehouses to save people when they called him. He acted like he had no fear whatsoever. Plenty of the neighbors, the hardest-put ones, hated him for that. Lots of times he came close to getting his throat cut. More than once it was Beast who saved him. And every time Beast saved my dad, he left his mark on the fence. Dad couldn't stand it. Question: What type of writing is used in the passages?

Both are narrative.

Passage 1 is a narrative and passage 2 is expository.

Passage 1 is expository and passage 2 is narrative.

Both are expository.

A. Both passages tell stories. That makes this narrative writing. See Lesson: Types of Passages, Text Structures, Genre and Theme.

Explanation

A. Both passages tell stories. That makes this narrative writing. See Lesson: Types of Passages, Text Structures, Genre and Theme.

13. Study the following label and answer the question. Question: Germain ate 60 crackers out of this box. How many servings did he consume?

1

3

5

10

B. The label shows that there are 20 calories per serving. 60 crackers would be three servings. See Lesson: Evaluating and Integrating Data.

Explanation

B. The label shows that there are 20 calories per serving. 60 crackers would be three servings. See Lesson: Evaluating and Integrating Data.

14. Study the following label and answer the question. Question: The product in this package is a good source of:

Iron.

Fiber.

Calcium.

Vitamin D.

A. Although this product would not be considered healthy by most standards, it is a good source of iron. See Lesson: Evaluating and Integrating Data.

Explanation

A. Although this product would not be considered healthy by most standards, it is a good source of iron. See Lesson: Evaluating and Integrating Data.

15. Read the following passage and answer the question. Most people under age 35 spend too much time on social media. Statistics show that over nine out of ten teens go online using a mobile device daily, and seven out of ten use more than one major social media site. This is too much. Teens and young adults must limit their use of social media or face deteriorating relationships in real life. You know how frustrating it feels to try to talk to someone who constantly disengages to check a phone. Interacting online can be fun, but it never provides as much satisfaction as talking with actual human beings. Social media shouldn't be the primary social outlet for young people because people who rely mainly on the Internet for social interaction are unhappy and unfulfilled. Question: Re-read the following sentence from the passage: Most people under age 35 spend too much time on social media. This sentence is an opinion because it:

Reflects a belief, not a verifiable fact.

Does not say how much is too much.

Restricts its statement to people under 35.

Lumps all people under 35 into one category.

A. The phrase “too much” in this sentence reflects a judgment that is subject to interpretation. This indicates that the sentence reflects a belief rather than a fact. See Lesson: Facts Opinions and Evaluating an Argument.

Explanation

A. The phrase “too much” in this sentence reflects a judgment that is subject to interpretation. This indicates that the sentence reflects a belief rather than a fact. See Lesson: Facts Opinions and Evaluating an Argument.

16. Read the following passage and answer the question. It is a well-known fact that CAT News is a so-called "fake news" site presenting highly biased and negatively influential stories to its viewers. Watching a CAT News broadcast feels like stepping into a slightly deranged and extremely angry alternate universe. Cynical exaggerations of violence dupe naïve viewers into believing the world is falling apart outside the confines of their gated retirement communities. Question: Which detail would strengthen the validity of the author's claims about CAT News?

Factual proof that the world is not falling apart

A concrete example of bias in a CAT News story

An anecdote about the CAT News alternate universe

Further description of the naïve dupes who watch CAT News

B. The author should provide evidence to show that CAT News is indeed biased. See Lesson: Facts Opinions and Evaluating an Argument.

Explanation

B. The author should provide evidence to show that CAT News is indeed biased. See Lesson: Facts Opinions and Evaluating an Argument.

17. Which of the following sentences uses the MOST informal language?

The flight had turbulence at the end.

Vegans are healthier than the average person/

The wheels on the cart were extremely squeaky.

I can't eat lots of cheese, because it makes my tummy hurt.

D. I can't eat lots of cheese, because it makes my tummy hurt. The sentence has contractions and the vocabulary is not formal. See Lesson: Formal and Informal Language.

Explanation

D. I can't eat lots of cheese, because it makes my tummy hurt. The sentence has contractions and the vocabulary is not formal. See Lesson: Formal and Informal Language.

18. A(n) ________ main idea is suggested, not stated outright.

Explicit

Implied

Persuasive

Informational

B. To imply something is to suggest it rather than stating it explicitly. See Lesson: Main Ideas, Topic Sentences, and Supporting Details.

Explanation

B. To imply something is to suggest it rather than stating it explicitly. See Lesson: Main Ideas, Topic Sentences, and Supporting Details.

19. Read the following text and answer the question below. It is perhaps unsurprising that school dress codes are becoming more common in American public schools. In our high-status-driven society, students feel the pressure to keep up with the most current fashion trends. The additional anxiety of wanting to "fit in" with peers can distract students from performing their best academically. In addition, some fashion trends are downright inappropriate and can be distracting to other students! Enforcing a dress code can allow schools to offer guidelines for clothing options that are suitable for school. Some school administrators are in favor of requiring students to wear a specific school uniform. Others suggest this may not be the most advantageous option as cost could still be a factor for some students, resulting in the same level of anxiety. Instead, they argue, offering simple guidelines that afford students the ability to meet their school's dress code requirements with maximum flexibility. Question: If the author added a description of a student who wore inappropriate outfits to school and ended up distracting other students, what type of information would this be?

A main idea

A topic sentence

A supporting detail

An off-topic sentence

C. A description of a student wearing clothing that does not meet dress code requirements would function as a supporting detail in this paragraph about the school dress codes. See Lesson: Main Ideas, Topic Sentences, and Supporting Ideas.

Explanation

C. A description of a student wearing clothing that does not meet dress code requirements would function as a supporting detail in this paragraph about the school dress codes. See Lesson: Main Ideas, Topic Sentences, and Supporting Ideas.

20. Read the text below and answer the question. Carving a pumpkin is a fun activity that can create family memories to last a lifetime. You Will Need A pumpkin A knife or kid-safe cutting tool A bowl A large spoon A marker Old newspapers or plastic sheeting (optional) Your imagination! What to Do Before you start carving a pumpkin, choose your workspace carefully. Spread newspapers or plastic sheeting over the floor if desired. First, hollow the pumpkin out. Do this by using your knife or kid-safe cutting tool to make a circular cut on the pumpkin around the stem. Carefully pull off the outer rind and reach into the pumpkin to scoop out the pulp and seeds. Scrape the bottom and inside edges of the pumpkin with the spoon to remove as much pulp as possible. A jack-o-lantern with a wet, pulpy interior is difficult to carve and rots quickly once it is on display. Now it is time to create your jack-o-lantern's face. Clean the surface of the pumpkin if necessary and decide which side you'll use for the face. Errors cannot easily be fixed once you start to carve, so for best results, draw the design onto the pumpkin before making any cuts. Then use your knife or cutting tool to carefully carve your jack-o-lantern's features. Question: Which step comes just before the creation of the jack-o-lantern's face?

Scooping out the pulp

Cutting around the stem

Rotting while on display

Preparing the workspace

A. Although the text mentions that a jack-o-lantern can rot once it is on display, this is not a step to follow in the process. Scooping out the pulp is one of the steps. See Lesson: Summarizing Text and Using Text Features.

Explanation

A. Although the text mentions that a jack-o-lantern can rot once it is on display, this is not a step to follow in the process. Scooping out the pulp is one of the steps. See Lesson: Summarizing Text and Using Text Features.

21. Read the following passage and answer the question. When Dr. Kingston Hussein saw an announcement for a conference titled Ethics of Human Embryonic Research, he booked his tickets six months in advance. "We need to stop and reflect on the ramifications of every new development in our research," said Dr. Hussein, the lead researcher in embryology at the Dampson Crockett Institute in Lewiston, Maine. "Every researcher in our field feels the weight of responsibility here. It's what we talk about when we go out for drinks after work." Attitudes like Dr. Hussein's stand in stark contrast to common public perceptions of embryonic research. "These guys think they're gods," said Liz Goode, chairwoman of The Center for Ethical and Dignified Humanity, an organization that opposes all research on human embryos. "They want to get rich selling designer babies to billionaires. It's a nightmare." An outside observer might expect a researcher like Dr. Hussein to avoid all contact with an activist like Goode. On the contrary, Dr. Hussein wrote to the organizers of the conference and requested that they invite Goode to host a panel. "We need dialogue," he said. "We need to hear what makes the public uncomfortable." He chuckled. "We also need to inform them about what we're actually doing." And what are embryonic researchers doing? "Not building designer babies," he said. Dr. Hussein uses words like "run-of-the-mill medical" to describe his research goals. For instance, he is seeking causes and treatments for a variety of neurological disorders. Reread the following quotation from the passage: "Every researcher in our field feels the weight of responsibility here. It's what we talk about when we go out for drinks after work." Question: Which adjective most accurately describes Dr. Hussein's tone?

Scathing

Apathetic

Earnest

Ironic

C. Dr. Hussein’s words show that he cares deeply about the responsibility of his position. His tone could be described as earnest or concerned. See Lesson: Tone and Mood, Transition Words.

Explanation

C. Dr. Hussein’s words show that he cares deeply about the responsibility of his position. His tone could be described as earnest or concerned. See Lesson: Tone and Mood, Transition Words.

22. Read the following passage and answer the question. You know what I hate? Businesses that rely on contract workers and freelancers instead of regular employees. Don't hit me with arguments about grater freedom for workers. Freedom isn't free if your bleeding out in the street. Sound the alarm, people! Workers are suffering! No benefits means you're out of luck if you get sick and can't do your job. Plus, studies show freelancers don't make as much money as regular employees. --From Rod's Job Blog at rodtalksaboutjobs.com Question: A reader should be skeptical of the line "Freedom isn't free if your (sic) bleeding out in the street" because it:

Appears to use objective language but is actually hiding gender bias.

Uses emotional language without responding to the opposing argument.

Seems to present an expert point of view but does not name the source.

Makes no attempt to defend regular workers in a discussion of the economy.

B. The passage raises the opposing argument that freelancing provides greater freedom for workers, but the writer does not respond to this argument. Instead, he makes a manipulatively emotional argument. See Lesson: Understanding Primary Sources Making Inferences and Drawing Conclusions.

Explanation

B. The passage raises the opposing argument that freelancing provides greater freedom for workers, but the writer does not respond to this argument. Instead, he makes a manipulatively emotional argument. See Lesson: Understanding Primary Sources Making Inferences and Drawing Conclusions.

23. Study the following label and answer the question. Question: The product in this package is considered high in:

Sodium.

Trans fat.

Cholesterol.

Saturated fat.

D. Although the sodium content is not low, only the saturated fat value is considered particularly high. See Lesson: Evaluating and Integrating Data.

Explanation

D. Although the sodium content is not low, only the saturated fat value is considered particularly high. See Lesson: Evaluating and Integrating Data.

24. Read the following passage and answer the question. Most people under age 35 spend too much time on social media. Statistics show that over nine out of ten teens go online using a mobile device daily, and seven out of ten use more than one major social media site. This is too much. Teens and young adults must limit their use of social media or face deteriorating relationships in real life. You know how frustrating it feels to try to talk to someone who constantly disengages to check a phone. Interacting online can be fun, but it never provides as much satisfaction as talking with actual human beings. Social media shouldn't be the primary social outlet for young people because people who rely mainly on the Internet for social interaction are unhappy and unfulfilled. Question: Re-read the following sentence from the passage: Social media shouldn't be the primary social outlet for young people because people who rely mainly on the Internet for social interaction are unhappy and unfulfilled. The reasoning in this sentence is faulty because it:

Suggests that an idea is good because everyone is doing it.

Claims that there are only two ways to solve a complex problem.

Restates the argument in different words instead of providing evidence.

Assumes that people socialize because they want to feel happy and fulfilled.

C. The sentence in question is an example of circular reasoning. That is, it restates the argument in different words instead of providing evidence to back it up. See Lesson: Facts Opinions and Evaluating an Argument.

Explanation

C. The sentence in question is an example of circular reasoning. That is, it restates the argument in different words instead of providing evidence to back it up. See Lesson: Facts Opinions and Evaluating an Argument.

25. In which of the following situations would you use formal language?

Writing a letter.

A family road trip.

Going to the beach.

Talking to the doctor.

D. Talking to the doctor. Using formal language with a doctor is best, because it shows respect and he or she is probably not a close friend. See Lesson: Formal and Informal Language.

Explanation

D. Talking to the doctor. Using formal language with a doctor is best, because it shows respect and he or she is probably not a close friend. See Lesson: Formal and Informal Language.

26. Read the following text and answer the question below. It is perhaps unsurprising that school dress codes are becoming more common in American public schools. In our high-status-driven society, students feel the pressure to keep up with the most current fashion trends. The additional anxiety of wanting to "fit in" with peers can distract students from performing their best academically. In addition, some fashion trends are downright inappropriate and can be distracting to other students! Enforcing a dress code can allow schools to offer guidelines for clothing options that are suitable for school. Some school administrators are in favor of requiring students to wear a specific school uniform. Others suggest this may not be the most advantageous option as cost could still be a factor for some students, resulting in the same level of anxiety. Instead, they argue, offering simple guidelines that afford students the ability to meet their school's dress code requirements with maximum flexibility. Question: The topic sentence of this paragraph is:

In our high-status-driven society, students feel the pressure to keep up with the most current fashion trends.

Enforcing a dress code can allow schools to offer guidelines for clothing options that are suitable for school

Some school administrators are in favor of requiring students to wear specific a school uniform.

A. The first sentence of this paragraph leads the reader toward the main idea, which is expressed next in a topic sentence about the benefits of school dress codes. See Lesson: Main Ideas, Topic Sentences, and Supporting Ideas.

Explanation

A. The first sentence of this paragraph leads the reader toward the main idea, which is expressed next in a topic sentence about the benefits of school dress codes. See Lesson: Main Ideas, Topic Sentences, and Supporting Ideas.

27. Read the following passages and answer the question. As a parent, I find television and movie rating systems unhelpful. Ratings systems are not human. Their scores are based on numbers: how many bad words, how many gory scenes. To me, that makes no sense. Nobody else knows my kids like I do, so nobody else can say what's okay for them to watch. In my experience, the content a government organization rates as PG or PG-13 may or may not be appropriate for my 9-, 14-, and 16-year-olds. My youngest is quite mature for his age, and I'm fine with him hearing a bad word or two as a part of a meaningful story. Violence concerns me more. I won't let even my 16-year-old watch frivolous violence or horror. But I don't shelter him from realistic violence. My little guy still has to stay out of the room for the bloody stuff. But eventually, kids need to know what's out there. Question: What is the most likely reason for the author's decision to include the phrase "as a parent" at the beginning?

This phrase provides a reason to support her opinion.

She is implying that non-parents cannot know what kids need.

This phrase provides a transition from the points she made earlier.

She is establishing herself as a knowledgeable source on this topic.

D. The author includes her credentials as a parent to establish that she is a trustworthy authority on this subject. See Lesson: Understanding the Author’s Purpose, Point of View, and Rhetorical Strategies.

Explanation

D. The author includes her credentials as a parent to establish that she is a trustworthy authority on this subject. See Lesson: Understanding the Author’s Purpose, Point of View, and Rhetorical Strategies.

28. Read the following passage and answer the question. When Dr. Kingston Hussein saw an announcement for a conference titled Ethics of Human Embryonic Research, he booked his tickets six months in advance. "We need to stop and reflect on the ramifications of every new development in our research," said Dr. Hussein, the lead researcher in embryology at the Dampson Crockett Institute in Lewiston, Maine. "Every researcher in our field feels the weight of responsibility here. It's what we talk about when we go out for drinks after work." Attitudes like Dr. Hussein's stand in stark contrast to common public perceptions of embryonic research. "These guys think they're gods," said Liz Goode, chairwoman of The Center for Ethical and Dignified Humanity, an organization that opposes all research on human embryos. "They want to get rich selling designer babies to billionaires. It's a nightmare." An outside observer might expect a researcher like Dr. Hussein to avoid all contact with an activist like Goode. On the contrary, Dr. Hussein wrote to the organizers of the conference and requested that they invite Goode to host a panel. "We need dialogue," he said. "We need to hear what makes the public uncomfortable." He chuckled. "We also need to inform them about what we're actually doing." And what are embryonic researchers doing? "Not building designer babies," he said. Dr. Hussein uses words like "run-of-the-mill medical" to describe his research goals. For instance, he is seeking causes and treatments for a variety of neurological disorders. Question: Which adjective most accurately describes the author's tone?

Scathing

Objective

Negative

Ironic

B. The author of this passage is reporting on a controversial issue with an objective or impartial tone. See Lesson: Tone and Mood, Transition Words.

Explanation

B. The author of this passage is reporting on a controversial issue with an objective or impartial tone. See Lesson: Tone and Mood, Transition Words.

29. Read the following passage and answer the question. When Dr. Kingston Hussein saw an announcement for a conference titled Ethics of Human Embryonic Research, he booked his tickets six months in advance. "We need to stop and reflect on the ramifications of every new development in our research," said Dr. Hussein, the lead researcher in embryology at the Dampson Crockett Institute in Lewiston, Maine. "Every researcher in our field feels the weight of responsibility here. It's what we talk about when we go out for drinks after work." Attitudes like Dr. Hussein's stand in stark contrast to common public perceptions of embryonic research. "These guys think they're gods," said Liz Goode, chairwoman of The Center for Ethical and Dignified Humanity, an organization that opposes all research on human embryos. "They want to get rich selling designer babies to billionaires. It's a nightmare." An outside observer might expect a researcher like Dr. Hussein to avoid all contact with an activist like Goode. On the contrary, Dr. Hussein wrote to the organizers of the conference and requested that they invite Goode to host a panel. "We need dialogue," he said. "We need to hear what makes the public uncomfortable." He chuckled. "We also need to inform them about what we're actually doing." And what are embryonic researchers doing? "Not building designer babies," he said. Dr. Hussein uses words like "run-of-the-mill medical" to describe his research goals. For instance, he is seeking causes and treatments for a variety of neurological disorders. Reread the following quotation from the passage: "These guys think they're gods…They want to get rich selling designer babies to billionaires. It's a nightmare." Question: Which adjective most accurately describes Liz Goode's tone?

Harsh

Tolerant

Earnest

Ironic

A. Liz Goode is highly critical of embryonic research. Her tone could be described as harsh, scathing, or critical. See Lesson: Tone and Mood, Transition Words.

Explanation

A. Liz Goode is highly critical of embryonic research. Her tone could be described as harsh, scathing, or critical. See Lesson: Tone and Mood, Transition Words.

30. Read the following passage and answer the question. When Dr. Kingston Hussein saw an announcement for a conference titled Ethics of Human Embryonic Research, he booked his tickets six months in advance. "We need to stop and reflect on the ramifications of every new development in our research," said Dr. Hussein, the lead researcher in embryology at the Dampson Crockett Institute in Lewiston, Maine. "Every researcher in our field feels the weight of responsibility here. It's what we talk about when we go out for drinks after work." Attitudes like Dr. Hussein's stand in stark contrast to common public perceptions of embryonic research. "These guys think they're gods," said Liz Goode, chairwoman of The Center for Ethical and Dignified Humanity, an organization that opposes all research on human embryos. "They want to get rich selling designer babies to billionaires. It's a nightmare." An outside observer might expect a researcher like Dr. Hussein to avoid all contact with an activist like Goode. On the contrary, Dr. Hussein wrote to the organizers of the conference and requested that they invite Goode to host a panel. "We need dialogue," he said. "We need to hear what makes the public uncomfortable." He chuckled. "We also need to inform them about what we're actually doing." And what are embryonic researchers doing? "Not building designer babies," he said. Dr. Hussein uses words like "run-of-the-mill medical" to describe his research goals. For instance, he is seeking causes and treatments for a variety of neurological disorders. Question: Which phrase functions as a transition to juxtapose dissimilar ideas in the passage?

Attitudes like Dr. Hussein’s

For instance

An outside observer

On the contrary

D. The phrase “on the contrary” helps express a contrast. In other words, it introduces a juxtaposition of dissimilar ideas. See Lesson: Tone and Mood, Transition Words.

Explanation

D. The phrase “on the contrary” helps express a contrast. In other words, it introduces a juxtaposition of dissimilar ideas. See Lesson: Tone and Mood, Transition Words.

31. Which of the following is an example of expository writing?

A user manual

A history book

An op-ed article

An autobiography

B. A history book explains something of academic interest, so it is an expository text. See Lesson: Types of Passages, Text Structures, Genre and Theme.

Explanation

B. A history book explains something of academic interest, so it is an expository text. See Lesson: Types of Passages, Text Structures, Genre and Theme.

32. Read both of the following texts and answer the question. 1. Once when a Lion was asleep a little Mouse began running up and down upon him; this soon wakened the Lion, who placed his huge paw upon him, and opened his big jaws to swallow him. "Pardon, O King," cried the little Mouse: "forgive me this time, I shall never forget it: who knows but what I may be able to do you a turn some of these days?" The Lion was so tickled at the idea of the Mouse being able to help him, that he lifted up his paw and let him go. Sometime after the Lion was caught in a trap, and the hunters who desired to carry him alive to the King, tied him to a tree while they went in search of a wagon to carry him on. Just then the little Mouse happened to pass by, and seeing the sad plight in which the Lion was, went up to him and soon gnawed away the ropes that bound the King of the Beasts. "Was I not right?" said the little Mouse. Little friends may prove great friends. 2. Beast left his mark on the fence. It was lime green and slate gray and beautiful, so of course my father was outraged. If Beast hadn't had talent, Dad would have left it a while, but as it was, he got two of his parishioners to paint the thing over. Within the hour, the fence was back to being as white as the everlasting soul. My father's anger lasted longer than the tag. The funny thing was, Beast loved my father. I don't know why. Life had knocked that kid down so hard so often he should have hated everything with the name of God stamped on it. But he loved my preacher father more than anyone else in the world. Maybe it was the dark suits and the white collars. Beast liked a pretty picture. So there was my dad, ministering to the people in the worst parts of town, charging straight into drug dens and whorehouses to save people when they called him. He acted like he had no fear whatsoever. Plenty of the neighbors, the hardest-put ones, hated him for that. Lots of times he came close to getting his throat cut. More than once it was Beast who saved him. And every time Beast saved my dad, he left his mark on the fence. Dad couldn't stand it. Question: Which statement accurately describes the genre of the passages?

Both are definitely fiction.

Both are definitely nonfiction.

Passage 1 is definitely nonfiction, and passage 2 is definitely fiction.

Passage 1 is definitely fiction, and passage 2 could be fiction or nonfiction.

D. Passage 1, with its talking animal characters, is definitely fiction. Passage 2 could be nonfiction (memoir or autobiography) or fiction (short story or novel). See Lesson: Types of Passages, Text Structures, Genre and Theme.

Explanation

D. Passage 1, with its talking animal characters, is definitely fiction. Passage 2 could be nonfiction (memoir or autobiography) or fiction (short story or novel). See Lesson: Types of Passages, Text Structures, Genre and Theme.

33. Read the following passage and answer the question. You know what I hate? Businesses that rely on contract workers and freelancers instead of regular employees. Don't hit me with arguments about grater freedom for workers. Freedom isn't free if your bleeding out in the street. Sound the alarm, people! Workers are suffering! No benefits means you're out of luck if you get sick and can't do your job. Plus, studies show freelancers don't make as much money as regular employees. --From Rod's Job Blog at rodtalksaboutjobs.com Question: Why should a reader be skeptical of the point about freelancers not making as much money as regular employees?

The argument is not based in logic.

Some freelancers make plenty of money.

The source of the information is not clear.

The sentence contains grammatical errors.

C. The sentence about freelancers not making as much money is one of the few logical points this blog post makes, but the writer does not share his sources. This makes it difficult for the reader to verify the information. See Lesson: Understanding Primary Sources Making Inferences and Drawing Conclusions.

Explanation

C. The sentence about freelancers not making as much money is one of the few logical points this blog post makes, but the writer does not share his sources. This makes it difficult for the reader to verify the information. See Lesson: Understanding Primary Sources Making Inferences and Drawing Conclusions.

34. Read the following passage and answer the question. You know what I hate? Businesses that rely on contract workers and freelancers instead of regular employees. Don't hit me with arguments about grater freedom for workers. Freedom isn't free if your bleeding out in the street. Sound the alarm, people! Workers are suffering! No benefits means you're out of luck if you get sick and can't do your job. Plus, studies show freelancers don't make as much money as regular employees. --From Rod's Job Blog at rodtalksaboutjobs.com Question: A student is writing a paper on employment trends and wants to quote an expert's opinion. What type of site would provide the most credible alternative to Rod's Job Blog?

A different post on Rod’s Jobs Blog

A different blog with a .net address

An opinion article by a recognized expert in the field

A government website tracking employment statistics

C. A government website tracking statistics might be a good source, but it would provide facts rather than opinions. An opinion article by an expert in the field would more likely offer what the student is looking for. See Lesson: Understanding Primary Sources Making Inferences and Drawing Conclusions.

Explanation

C. A government website tracking statistics might be a good source, but it would provide facts rather than opinions. An opinion article by an expert in the field would more likely offer what the student is looking for. See Lesson: Understanding Primary Sources Making Inferences and Drawing Conclusions.

35. Study the following label and answer the question. Question: Fatima is attempting to confine her diet to products low in sodium. How much of this product should she eat?

None; the product is not low in sodium.

One serving; the amount of sodium is reasonable.

The whole package; the contents are appropriate for a low-sodium diet.

Less than three servings; she needs to keep her sodium intake below 20%.

A. Products are considered low in a nutrient if the Daily Value is below 5%. This product does not meet that criterion. See Lesson: Evaluating and Integrating Data.

Explanation

A. Products are considered low in a nutrient if the Daily Value is below 5%. This product does not meet that criterion. See Lesson: Evaluating and Integrating Data.

36. Read the following passage and answer the question. It is a well-known fact that CAT News is a so-called "fake news" site presenting highly biased and negatively influential stories to its viewers. Watching a CAT News broadcast feels like stepping into a slightly deranged and extremely angry alternate universe. Cynical exaggerations of violence dupe naïve viewers into believing the world is falling apart outside the confines of their gated retirement communities. Question: Which tactic would not improve the validity of the argument about CAT News?

Describing CAT News viewers respectfully

Eliminating manipulatively emotional language

Exaggerating the cynicism of CAT News anchors

Providing verifiable statistics about CAT News content

C. Further exaggerated language would not improve the author’s argument. See Lesson: Facts Opinions and Evaluating an Argument.

Explanation

C. Further exaggerated language would not improve the author’s argument. See Lesson: Facts Opinions and Evaluating an Argument.

37. Read both of the following texts and answer the question. 1. Once when a Lion was asleep a little Mouse began running up and down upon him; this soon wakened the Lion, who placed his huge paw upon him, and opened his big jaws to swallow him. "Pardon, O King," cried the little Mouse: "forgive me this time, I shall never forget it: who knows but what I may be able to do you a turn some of these days?" The Lion was so tickled at the idea of the Mouse being able to help him, that he lifted up his paw and let him go. Sometime after the Lion was caught in a trap, and the hunters who desired to carry him alive to the King, tied him to a tree while they went in search of a wagon to carry him on. Just then the little Mouse happened to pass by, and seeing the sad plight in which the Lion was, went up to him and soon gnawed away the ropes that bound the King of the Beasts. "Was I not right?" said the little Mouse. Little friends may prove great friends. 2. Beast left his mark on the fence. It was lime green and slate gray and beautiful, so of course my father was outraged. If Beast hadn't had talent, Dad would have left it a while, but as it was, he got two of his parishioners to paint the thing over. Within the hour, the fence was back to being as white as the everlasting soul. My father's anger lasted longer than the tag. The funny thing was, Beast loved my father. I don't know why. Life had knocked that kid down so hard so often he should have hated everything with the name of God stamped on it. But he loved my preacher father more than anyone else in the world. Maybe it was the dark suits and the white collars. Beast liked a pretty picture. So there was my dad, ministering to the people in the worst parts of town, charging straight into drug dens and whorehouses to save people when they called him. He acted like he had no fear whatsoever. Plenty of the neighbors, the hardest-put ones, hated him for that. Lots of times he came close to getting his throat cut. More than once it was Beast who saved him. And every time Beast saved my dad, he left his mark on the fence. Dad couldn't stand it. Question: Which term describes the structure of both passages?

Sequence

Description

Cause/effect

Problem-solution

A. Both passages say what happened first, second, third, and so on, in chronological order. This is a sequential structure. See Lesson: Types of Passages, Text Structures, Genre and Theme.

Explanation

A. Both passages say what happened first, second, third, and so on, in chronological order. This is a sequential structure. See Lesson: Types of Passages, Text Structures, Genre and Theme.

38. Read the following passage and answer the question. You know what I hate? Businesses that rely on contract workers and freelancers instead of regular employees. Don't hit me with arguments about grater freedom for workers. Freedom isn't free if your bleeding out in the street. Sound the alarm, people! Workers are suffering! No benefits means you're out of luck if you get sick and can't do your job. Plus, studies show freelancers don't make as much money as regular employees. --From Rod's Job Blog at rodtalksaboutjobs.com Question: Which of the following is not a sign that the reader should be skeptical of this source?

The passage contains typos and spelling errors.

The author presents opinion information as if it is fact.

There is no clear information about the author’s credentials.

The passage comes from a personal blog with a .com address.

A. This author is not very trustworthy, but he does not make any attempt to conceal the fact that he is sharing his personal opinions rather than facts. The fact that he begins with the sentence “You know what I hate?” is a clear cue that this is argumentative writing. See Lesson: Understanding Primary Sources Making Inferences and Drawing Conclusions.

Explanation

A. This author is not very trustworthy, but he does not make any attempt to conceal the fact that he is sharing his personal opinions rather than facts. The fact that he begins with the sentence “You know what I hate?” is a clear cue that this is argumentative writing. See Lesson: Understanding Primary Sources Making Inferences and Drawing Conclusions.

39. Read the following passages and answer the question. As a parent, I find television and movie rating systems unhelpful. Ratings systems are not human. Their scores are based on numbers: how many bad words, how many gory scenes. To me, that makes no sense. Nobody else knows my kids like I do, so nobody else can say what's okay for them to watch. In my experience, the content a government organization rates as PG or PG-13 may or may not be appropriate for my 9-, 14-, and 16-year-olds. My youngest is quite mature for his age, and I'm fine with him hearing a bad word or two as a part of a meaningful story. Violence concerns me more. I won't let even my 16-year-old watch frivolous violence or horror. But I don't shelter him from realistic violence. My little guy still has to stay out of the room for the bloody stuff. But eventually, kids need to know what's out there. Question: The primary purpose of this passage is to:

Decide

Inform

Persuade

Entertain

C. This passage shares the author’s opinions about television and movie rating systems. This makes it a persuasive piece. See Lesson: Understanding the Author’s Purpose, Point of View, and Rhetorical Strategies.

Explanation

C. This passage shares the author’s opinions about television and movie rating systems. This makes it a persuasive piece. See Lesson: Understanding the Author’s Purpose, Point of View, and Rhetorical Strategies.

40. Read the following passages and answer the question. As a parent, I find television and movie rating systems unhelpful. Ratings systems are not human. Their scores are based on numbers: how many bad words, how many gory scenes. To me, that makes no sense. Nobody else knows my kids like I do, so nobody else can say what's okay for them to watch. In my experience, the content a government organization rates as PG or PG-13 may or may not be appropriate for my 9-, 14-, and 16-year-olds. My youngest is quite mature for his age, and I'm fine with him hearing a bad word or two as a part of a meaningful story. Violence concerns me more. I won't let even my 16-year-old watch frivolous violence or horror. But I don't shelter him from realistic violence. My little guy still has to stay out of the room for the bloody stuff. But eventually, kids need to know what's out there. Question: The author of this passage would be most likely to agree that:

Kids should not watch television or movies at all until they are in their teens.

Government rating systems should have more levels to make them more useful.

It is never appropriate to prevent any human being from watching any show or movie.

Another parent should have the right to let her own kids watch extremely violent movies.

D. The author of the passage says that only she knows her kids well enough to be able to decide what they can watch. She would likely agree that other parents are the best people to make similar choices for their own kids. See Lesson: Understanding the Author’s Purpose, Point of View, and Rhetorical Strategies.

Explanation

D. The author of the passage says that only she knows her kids well enough to be able to decide what they can watch. She would likely agree that other parents are the best people to make similar choices for their own kids. See Lesson: Understanding the Author’s Purpose, Point of View, and Rhetorical Strategies.

ACT Reading Exam 3

2.

What first name or nickname would you like us to use?

2. Study the following label and answer the question. Question: How many calories are in one serving of this product?

4. In which of the following situations would it be best to use informal language?

5. Which of the following sentences uses the MOST formal language?

8. Study the flowchart below and answer the questions. What is the first thing the chart asks you to do if you are hungry?

9. Study the flowchart below and answer the questions. According to the flowchart, what do you need to do if you cannot afford to eat out?

13. Study the following label and answer the question. Question: Germain ate 60 crackers out of this box. How many servings did he consume?

14. Study the following label and answer the question. Question: The product in this package is a good source of:

17. Which of the following sentences uses the MOST informal language?

18. A(n) ________ main idea is suggested, not stated outright.

23. Study the following label and answer the question. Question: The product in this package is considered high in:

25. In which of the following situations would you use formal language?

31. Which of the following is an example of expository writing?

35. Study the following label and answer the question. Question: Fatima is attempting to confine her diet to products low in sodium. How much of this product should she eat?