ACT Reading Exam 4

1. Which sources are usually considered most trustworthy?

Primary sources

Secondary sources

Tertiary sources

Quaternary sources

A. The authors of primary sources witnessed the original creation or discovery of the information they present. For this reason, they are considered the most trustworthy. See Lesson: Understanding Primary Sources, Making Inferences, and Drawing Conclusions.

Explanation

A. The authors of primary sources witnessed the original creation or discovery of the information they present. For this reason, they are considered the most trustworthy. See Lesson: Understanding Primary Sources, Making Inferences, and Drawing Conclusions.

2. Which of the following is not a primary source on Charles Darwin?

Charles Darwin’s field notes from his travels

On the Origin of Species by Charles Darwin

An online database of Charles Darwin’s writings

A blog post about Charles Darwin’s contributions

D. An online database of writings by a historical figure is primary, but a blog post reflecting on his contributions is secondary. See Lesson: Understanding Primary Sources Making Inferences and Drawing Conclusions.

Explanation

D. An online database of writings by a historical figure is primary, but a blog post reflecting on his contributions is secondary. See Lesson: Understanding Primary Sources Making Inferences and Drawing Conclusions.

3. Readers can determine tone primarily by examining:

Setting.

Word choice.

Their feelings.

Connecting words.

B. Word choice, or diction, is the reader's most important tool in determining tone. See Lesson: Tone, Mood, and Transition Words.

Explanation

B. Word choice, or diction, is the reader's most important tool in determining tone. See Lesson: Tone, Mood, and Transition Words.

4. Consider the following chart and answer the question. Question: At three and a half months, a baby girl in the 50^th percentile is about _____ centimeters long.

49

59

60

66

C. If you find the row for a 3.5-month-old and count five spaces right to the 50th percentile column, you see a value of 60.45918, or about 60 centimeters. See Lesson: Evaluating and Integrating Data.

Explanation

C. If you find the row for a 3.5-month-old and count five spaces right to the 50th percentile column, you see a value of 60.45918, or about 60 centimeters. See Lesson: Evaluating and Integrating Data.

5. Consider the following chart and answer the question. Question: Samantha, a 6-week-old baby, is measured at 59 centimeters. How does her length compare to most babies her age?

Very long

A bit longer than average

A bit shorter than average

Very short

A. At 6 weeks (1.5 months), a 59-centimeter baby would be in the 95th percentile, or very tall for her age. See Lesson: Evaluating and Integrating Data.

Explanation

A. At 6 weeks (1.5 months), a 59-centimeter baby would be in the 95th percentile, or very tall for her age. See Lesson: Evaluating and Integrating Data.

6. Read the following paragraph and answer the question. The idea of raising children in prison is controversial, but well-run prison nursery programs can actually be beneficial. A study of preschool age children showed that anxiety and depression are common among young children who are separated from their mothers at birth and reunited later. In contrast, babies who spent brief sentences of two years or less behind bars with their mothers showed greater resilience and stronger attachments. According to a nationwide analysis of women who participated in prison nursery programs, the benefits for mothers are even clearer than the benefits to children. Women who were allowed to remain with their infants during prison sentences were less likely to be convicted of another crime and less likely to use drugs in the five years after release. They were more likely to continue their education in prison and more likely to find employment on the outside. Mothers involved in prison nursery programs also reported better mental health and greater confidence in their own parenting skills. Question: Which statement expresses an opinion?

The idea of raising children in prison is controversial, but well-run prison nursery programs can actually be beneficial.

Mothers involved in prison nursery programs also reported better mental health and greater confidence in their own parenting skills.

B. The argument that prison nursery programs can be beneficial is an opinion statement because it makes a judgment. See Lesson: Facts Opinions and Evaluating an Argument.

Explanation

B. The argument that prison nursery programs can be beneficial is an opinion statement because it makes a judgment. See Lesson: Facts Opinions and Evaluating an Argument.

7. Read the following paragraph and answer the question. The idea of raising children in prison is controversial, but well-run prison nursery programs can actually be beneficial. A study of preschool age children showed that anxiety and depression are common among young children who are separated from their mothers at birth and reunited later. In contrast, babies who spent brief sentences of two years or less behind bars with their mothers showed greater resilience and stronger attachments. According to a nationwide analysis of women who participated in prison nursery programs, the benefits for mothers are even clearer than the benefits to children. Women who were allowed to remain with their infants during prison sentences were less likely to be convicted of another crime and less likely to use drugs in the five years after release. They were more likely to continue their education in prison and more likely to find employment on the outside. Mothers involved in prison nursery programs also reported better mental health and greater confidence in their own parenting skills. Question: Consider the following sentence from the passage: Mothers involved in prison nursery programs also reported better mental health and greater confidence in their own parenting skills. Is this statement a fact or an opinion? Why?

An opinion because it shares information about confidence, which is an emotion.

A fact because it states verifiable information about how women reported they felt.

A fact because it focuses on information from medical records rather than faulty memories.

An opinion because it relies on human input rather than objective sources like computer records.

B. The statement makes a factual statement about how people said they felt. This makes it a fact even though it contains opinion information.

Explanation

B. The statement makes a factual statement about how people said they felt. This makes it a fact even though it contains opinion information.

8. Read the following paragraph and answer the question. The idea of raising children in prison is controversial, but well-run prison nursery programs can actually be beneficial. A study of preschool age children showed that anxiety and depression are common among young children who are separated from their mothers at birth and reunited later. In contrast, babies who spent brief sentences of two years or less behind bars with their mothers showed greater resilience and stronger attachments. According to a nationwide analysis of women who participated in prison nursery programs, the benefits for mothers are even clearer than the benefits to children. Women who were allowed to remain with their infants during prison sentences were less likely to be convicted of another crime and less likely to use drugs in the five years after release. They were more likely to continue their education in prison and more likely to find employment on the outside. Mothers involved in prison nursery programs also reported better mental health and greater confidence in their own parenting skills. Question: What is the primary argument of the passage?

Young children should not be forced to live in prisons.

Society must promote the health and safety of children.

Letting imprisoned mothers keep their babies can be helpful.

It is bad for children but good for mothers if children live in prison.

C. The main argument in this passage is that it may be beneficial to both mothers and babies if women who give birth in prison are allowed to keep their children with them. One assumption behind the passage is that society must promote the health and safety of children, but this is not the main argument. See Lesson: Facts Opinions and Evaluating an Argument.

Explanation

C. The main argument in this passage is that it may be beneficial to both mothers and babies if women who give birth in prison are allowed to keep their children with them. One assumption behind the passage is that society must promote the health and safety of children, but this is not the main argument. See Lesson: Facts Opinions and Evaluating an Argument.

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

I'm sorry to tell you haven't been accepted.

We regret that you haven't been accepted.

We're sorry that you haven't been accepted.

We regret to inform you that you have not been accepted.

D. We regret to inform you that you have not been accepted. The sentence does not have any contractions and uses formal vocabulary such as regret and inform. See Lesson: Formal and Informal Language.

Explanation

D. We regret to inform you that you have not been accepted. The sentence does not have any contractions and uses formal vocabulary such as regret and inform. See Lesson: Formal and Informal Language.

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

A family dinner.

A college lecture.

An amusement park.

Meeting a friend for coffee.

B. A college lecture. It is an academic and public space in which respect and formality is expected. See Lesson: Formal and Informal Language.

Explanation

B. A college lecture. It is an academic and public space in which respect and formality is expected. See Lesson: Formal and Informal Language.

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

Calling a school.

Writing an essay.

At a community meeting.

Getting lunch with a friend.

D. Getting lunch with a friend. A friend is a close acquaintance and a person can be informal with their friends. See Lesson: Formal and Informal Language.

Explanation

D. Getting lunch with a friend. A friend is a close acquaintance and a person can be informal with their friends. See Lesson: Formal and Informal Language.

12. A topic sentence always expresses:

An opinion.

The main idea.

The conclusion.

Supporting details.

B. A topic sentence expresses the main idea of the text. See Lesson: Main Ideas, Topic Sentences, and Supporting Details.

Explanation

B. A topic sentence expresses the main idea of the text. See Lesson: Main Ideas, Topic Sentences, and Supporting Details.

13. Read the following paragraph and answer the question. It is challenging to grow tomatoes in a cool, wet climate with a short growing season. In this kind of marginal area, it is rarely successful to sow seeds directly in the garden. It is better to plant seeds in pots indoors, or to buy plant starts at a nursery. If possible, select seed varieties from local seed companies. These are more likely than national brands to carry tomato varieties that fruit quickly. Plant your starts outdoors only after your warm season begins in earnest. Water the plants regularly all summer, and watch the fall forecasts and harvest as many tomatoes as possible before the cool and rain return to spoil the crop. Question: Which phrase most accurately states the topic of this paragraph?

Growing tomatoes from seed

Gardening in a cool, wet climate

Gardening with local seed varieties

Growing tomatoes in a cool, wet climate

D. This paragraph focuses on one specific gardening topic—growing tomatoes in a cool, wet climate. See Lesson: Main Ideas, Topic Sentences, and Supporting Details.

Explanation

D. This paragraph focuses on one specific gardening topic—growing tomatoes in a cool, wet climate. See Lesson: Main Ideas, Topic Sentences, and Supporting Details.

14. Read the following text and summary. Then answer the question. Original Text: Nobody groaned when Candace arrived at the door. Several people's smiles did look a bit plastic for a moment, but they could hardly be blamed for that. Poor Gladys, who had to sit right next to Candace on the couch, accepted her fate with good grace. Afterward she developed a hilarious and highly popular impression of Candace's donkey bray laugh, but in the moment Gladys was the picture of welcome and friendliness. All of the invited guests took their cue from Gladys and showed Candace a good time. By the time Candace went home, she looked pink with pleasure at how well she'd been treated. It was quite inspiring. After all, well-bred kids should never be unkind. Summary: When a widely disliked girl named Candace arrives uninvited to a party, all the invited guests pretend to welcome her. Because they resist the urge to be cruel to her face, they congratulate themselves on their so-called kindness. Question: Which detail from the original text most clearly implies that the invited guests dislike Candace?

It describes Candace looking “pink with pleasure.”

It states that “well-bred kids should never be unkind.”

It says the invited guests “showed Candace a good time.”

It mentions “poor Gladys” who “had to” be near Candace.

D. The original text shows the guests’ dislike for Candace partly by expressing sympathy for the girl who has to sit next to her. See Lesson: Summarizing Text and Using Text Features.

Explanation

D. The original text shows the guests’ dislike for Candace partly by expressing sympathy for the girl who has to sit next to her. See Lesson: Summarizing Text and Using Text Features.

15. Read the passage and answer the question. Our survey revealed a broad pattern of unconscious bias against minority students on majority-white college campuses. First, a startlingly high proportion of minority respondents, 83%, reported that they often or sometimes felt marginalized or overlooked by members of their broader campus communities. In a follow-up telephone interview, Aida Green, an African American sophomore at Standmore University in Iowa, said that students in campus common areas often asked her questions like, "Where are you visiting from?" Although these encounters typically take a friendly tone, Green said the underlying message is clear: her community fails to recognize her as a member. When asked why this matters, Green sounded frustrated. "I see people's eyes pass over me when they're forming study groups. White kids get asked; I have to put myself forward." She sighed. "And that's if I know an opportunity exists. I'm always wondering what I could be doing to get ahead that I'm not doing because nobody thought to tell me I can." Similar patterns existed in other minority students' survey comments and interviews. The most common type of statement was a sentiment of fatigue; students feel exhausted by the effort to insert themselves into groups that unconsciously exclude them. And many students echoed Green's worry that they may be missing out on opportunities. Clarity Ferrer, a black Puerto Rican senior at Northeastern College of Vermont, was certain she had been overlooked: "My own sorority sisters started holding informal lunches with alumni to talk about jobs and internships, and they didn't invite me the whole first quarter. All the other seniors got told about it. But me? They forgot." Question: The authors most likely include the statistic about the percentage of minority students who feel marginalized in order to:

Show that experiences with marginalization are widespread.

Scare readers into thinking they may be unconscious racists.

Provide a counterpoint to an argument in favor of bias training.

Distract from the fact that 17% of minority students did not feel marginalized.

A. The statistic shows that the majority of minority students felt marginalized on campus. See Lesson: Understanding the Author’s Purpose, Point of View, and Rhetorical Strategies.

Explanation

A. The statistic shows that the majority of minority students felt marginalized on campus. See Lesson: Understanding the Author’s Purpose, Point of View, and Rhetorical Strategies.

16. Which of the following is an example of technical writing?

User manual

History book

An op-ed article

An autobiography

A. A user manual describes a complex mechanism and the processes for maintaining it, so it is a technical text. See Lesson: Types of Passages, Text Structures, Genre and Theme.

Explanation

A. A user manual describes a complex mechanism and the processes for maintaining it, so it is a technical text. See Lesson: Types of Passages, Text Structures, Genre and Theme.

17. Consider the following chart and answer the question. Question: The value in the bottom right corner of this chart is 70.95545. This number represents:

The length of a baby who is not yet 6.5 months old

The length of a baby who is closer to 6.9 months old

The length of a 6.5-month-old baby in the 97th percentile

The length of a baby who is closer to the 99th percentile

C. The bottom row shows the range of lengths likely for a 6.5-month-old baby. The rightmost column shows the 97th percentile value for each age group. See Lesson: Evaluating and Integrating Data.

Explanation

C. The bottom row shows the range of lengths likely for a 6.5-month-old baby. The rightmost column shows the 97th percentile value for each age group. See Lesson: Evaluating and Integrating Data.

18. Consider the following chart and answer the question. Question: At 2.5 months, Candice is 63.5 centimeters long. Which statement about her length is correct?

It is about average for babies her age.

It is between the 95th and 97th percentile for babies her age.

It is above the 97th percentile for babies her age.

It is incorrect; babies her age cannot be longer than about 62.75 centimeters.

C. Candice is unusually tall for her age, so that her length falls outside the values included in the chart. It is not impossible for her to be this tall; her height is above the 97th percentile. See Lesson: Evaluating and Integrating Data.

Explanation

C. Candice is unusually tall for her age, so that her length falls outside the values included in the chart. It is not impossible for her to be this tall; her height is above the 97th percentile. See Lesson: Evaluating and Integrating Data.

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

I dislike the dentist.

The dentist scares me.

I don't wanna go to the dentist.

I only go to the dentist when I have to.

C. I don't wanna go to the dentist. It is the sentence that uses the most slang. See Lesson: Formal and Informal Language.

Explanation

C. I don't wanna go to the dentist. It is the sentence that uses the most slang. See Lesson: Formal and Informal Language.

20. Read the following paragraph and answer the question. It is challenging to grow tomatoes in a cool, wet climate with a short growing season. In this kind of marginal area, it is rarely successful to sow seeds directly in the garden. It is better to plant seeds in pots indoors, or to buy plant starts at a nursery. If possible, select seed varieties from local seed companies. These are more likely than national brands to carry tomato varieties that fruit quickly. Plant your starts outdoors only after your warm season begins in earnest. Water the plants regularly all summer, and watch the fall forecasts and harvest as many tomatoes as possible before the cool and rain return to spoil the crop. Question: Which sentence best summarizes the main idea of this paragraph?

Gardeners should select tomato varieties that bear fruit quickly.

Gardeners should not try to grow tomatoes in cool, wet climates.

Gardeners must follow a special process to grow tomatoes in cool, wet climates.

Gardeners should harvest tomatoes before the warm weather of summer is over.

C. This paragraph describes how gardeners in cool, wet climates can successfully grow tomatoes. See Lesson: Main Ideas, Topic Sentences, and Supporting Details.

Explanation

C. This paragraph describes how gardeners in cool, wet climates can successfully grow tomatoes. See Lesson: Main Ideas, Topic Sentences, and Supporting Details.

21. Read the following paragraph and answer the question. It is challenging to grow tomatoes in a cool, wet climate with a short growing season. In this kind of marginal area, it is rarely successful to sow seeds directly in the garden. It is better to plant seeds in pots indoors, or to buy plant starts at a nursery. If possible, select seed varieties from local seed companies. These are more likely than national brands to carry tomato varieties that fruit quickly. Plant your starts outdoors only after your warm season begins in earnest. Water the plants regularly all summer, and watch the fall forecasts and harvest as many tomatoes as possible before the cool and rain return to spoil the crop. Question: How does the supporting detail about local seed companies help develop the main idea?

It doesn’t develop the main idea; this sentence is off-topic.

It provides readers with a way to get gardening advice specific to their area.

It gives gardeners a way to buy plants instead of sowing seeds directly themselves.

It explains how to find plant varieties that are successful in a short growing season.

D. The supporting detail develops the main idea by focusing on plant varieties that can be successful in a particular kind of climate. See Lesson: Main Ideas, Topic Sentences, and Supporting Details.

Explanation

D. The supporting detail develops the main idea by focusing on plant varieties that can be successful in a particular kind of climate. See Lesson: Main Ideas, Topic Sentences, and Supporting Details.

22. Readers make inferences when they:

Restate the main idea of a text in different words.

Differentiate between primary and secondary sources.

Determine that a text is not a credible source of information.

Use clues in the text to help them deduce implicit information.

D. Readers make inferences when they deduce implicit information in a text.

Explanation

D. Readers make inferences when they deduce implicit information in a text.

23. Read the passage and answer the question. Our survey revealed a broad pattern of unconscious bias against minority students on majority-white college campuses. First, a startlingly high proportion of minority respondents, 83%, reported that they often or sometimes felt marginalized or overlooked by members of their broader campus communities. In a follow-up telephone interview, Aida Green, an African American sophomore at Standmore University in Iowa, said that students in campus common areas often asked her questions like, "Where are you visiting from?" Although these encounters typically take a friendly tone, Green said the underlying message is clear: her community fails to recognize her as a member. When asked why this matters, Green sounded frustrated. "I see people's eyes pass over me when they're forming study groups. White kids get asked; I have to put myself forward." She sighed. "And that's if I know an opportunity exists. I'm always wondering what I could be doing to get ahead that I'm not doing because nobody thought to tell me I can." Similar patterns existed in other minority students' survey comments and interviews. The most common type of statement was a sentiment of fatigue; students feel exhausted by the effort to insert themselves into groups that unconsciously exclude them. And many students echoed Green's worry that they may be missing out on opportunities. Clarity Ferrer, a black Puerto Rican senior at Northeastern College of Vermont, was certain she had been overlooked: "My own sorority sisters started holding informal lunches with alumni to talk about jobs and internships, and they didn't invite me the whole first quarter. All the other seniors got told about it. But me? They forgot." Question: What is the primary purpose of the passage?

To annoy

To inform

To persuade

To entertain

B. Although the authors of this passage would likely agree with the argument that we need to address unconscious bias in our communities, the passage does not actually make such an argument. It only relays the survey results, words, and reported feelings of minority students on majority-white college campuses. See Lesson: Understanding the Author’s Purpose, Point of View, and Rhetorical Strategies.

Explanation

B. Although the authors of this passage would likely agree with the argument that we need to address unconscious bias in our communities, the passage does not actually make such an argument. It only relays the survey results, words, and reported feelings of minority students on majority-white college campuses. See Lesson: Understanding the Author’s Purpose, Point of View, and Rhetorical Strategies.

24. Read the passage and answer the question. Our survey revealed a broad pattern of unconscious bias against minority students on majority-white college campuses. First, a startlingly high proportion of minority respondents, 83%, reported that they often or sometimes felt marginalized or overlooked by members of their broader campus communities. In a follow-up telephone interview, Aida Green, an African American sophomore at Standmore University in Iowa, said that students in campus common areas often asked her questions like, "Where are you visiting from?" Although these encounters typically take a friendly tone, Green said the underlying message is clear: her community fails to recognize her as a member. When asked why this matters, Green sounded frustrated. "I see people's eyes pass over me when they're forming study groups. White kids get asked; I have to put myself forward." She sighed. "And that's if I know an opportunity exists. I'm always wondering what I could be doing to get ahead that I'm not doing because nobody thought to tell me I can." Similar patterns existed in other minority students' survey comments and interviews. The most common type of statement was a sentiment of fatigue; students feel exhausted by the effort to insert themselves into groups that unconsciously exclude them. And many students echoed Green's worry that they may be missing out on opportunities. Clarity Ferrer, a black Puerto Rican senior at Northeastern College of Vermont, was certain she had been overlooked: "My own sorority sisters started holding informal lunches with alumni to talk about jobs and internships, and they didn't invite me the whole first quarter. All the other seniors got told about it. But me? They forgot." Question: With which statement would the authors of the passage most likely agree?

Clarity Ferrer’s sorority sisters probably excluded her on purpose for a reason that had nothing to do with race.

Unconscious racism on college campuses may be a cause of income gaps between white and minority college graduates.

Even if minority students encounter unconscious bias, they do not suffer much because affirmative action helps them.

White students at majority-white campuses nationwide are actively coordinating an attempt to keep minority students down.

B. The authors of the passage are likely concerned with unconscious bias on college campuses and convinced that it has negative consequences, for example on job opportunities and future income. See Lesson: Understanding the Author’s Purpose, Point of View, and Rhetorical Strategies.

Explanation

B. The authors of the passage are likely concerned with unconscious bias on college campuses and convinced that it has negative consequences, for example on job opportunities and future income. See Lesson: Understanding the Author’s Purpose, Point of View, and Rhetorical Strategies.

25. Read the sentences below. Durham played professional football in his twenties. He became a commentator thereafter. Which word functions as a transition?

Twenties

He

Became

Thereafter

D. The transition is the word that links the two ideas: thereafter. This word doesn't appear between the two sentences, but it does show how the two sentences are related in time. See Lesson: Tone and Mood, Transition Words.

Explanation

D. The transition is the word that links the two ideas: thereafter. This word doesn't appear between the two sentences, but it does show how the two sentences are related in time. See Lesson: Tone and Mood, Transition Words.

26. Read the sentences below. Meredith shows clearly that she is driven to succeed as a gymnast. I have often noticed her waiting outside the gym before it opens at 7:00 a.m. _ her coaches report that she frequently asks for help with her tumbling skills. Which words or phrases should be inserted into the blanks to provide clear transitions between these ideas?

In conclusion; Thus

First; Consequently

Although; In contrast

For instance; Furthermore

D. The sentences above would be best served with an example transition and an addition transition. See Lesson: Tone and Mood, Transition Words.

Explanation

D. The sentences above would be best served with an example transition and an addition transition. See Lesson: Tone and Mood, Transition Words.

27. 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 describes a deeper meaning that is present in both passages?

Goodness comes out of evil deeds.

In many ways, a preacher is like a lion.

Help may come from unexpected sources.

The biggest people are also the most violent.

C. In passage 1, the mouse helps a lion, and in passage 2, a street kid helps a priest. In both passages, help comes from an unexpected source. See Lesson: Types of Passages, Text Structures, Genre and Theme.

Explanation

C. In passage 1, the mouse helps a lion, and in passage 2, a street kid helps a priest. In both passages, help comes from an unexpected source. See Lesson: Types of Passages, Text Structures, Genre and Theme.

28. 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 a theme of passage 2?

All people, even evil ones, are mostly good.

Street kids are good, and preachers are evil.

There is a mixture of good and evil in everyone.

Hypocrisy is the only truly evil trait a person can have.

C. Passage 2 seems concerned with good and evil and people expectations of both, but it doesn’t clearly point to a message about who is evil or which traits are worse than others. The two people it describes are both flawed but capable of doing good, so one theme may be that everyone contains a mixture of both good and evil. See Lesson: Types of Passages, Text Structures, Genre and Theme.

Explanation

C. Passage 2 seems concerned with good and evil and people expectations of both, but it doesn’t clearly point to a message about who is evil or which traits are worse than others. The two people it describes are both flawed but capable of doing good, so one theme may be that everyone contains a mixture of both good and evil. See Lesson: Types of Passages, Text Structures, Genre and Theme.

29. 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 how the two passages communicate their deeper meanings?

Both passages state implicit themes only

Both passages have an explicitly stated moral

Passage 1 states its point explicitly, and passage 2 states its point implicitly.

Passage 1 states its point implicitly, and passage 2 states its point explicitly.

C. Passage 1 is a fable with an explicitly stated moral: “Little friends may prove great friends.” Passage 2 has more subtle themes that are both implicit and harder to define. See Lesson: Types of Passages, Text Structures, Genre and Theme.

Explanation

C. Passage 1 is a fable with an explicitly stated moral: “Little friends may prove great friends.” Passage 2 has more subtle themes that are both implicit and harder to define. See Lesson: Types of Passages, Text Structures, Genre and Theme.

30. Tone and mood are similar concepts, but readers need both terms in order to discuss differences between:

The author’s attitude and the reader’s reactions.

The words for feelings and the experience of emotion.

The author’s feelings and the characters’ personalities.

The reactions of two different readers of the same text.

A. Tone is the author’s attitude, and mood is the reader’s reaction. Both terms would be necessary to discuss any differences between the two. See Lesson: Tone and Mood, Transition Words.

Explanation

A. Tone is the author’s attitude, and mood is the reader’s reaction. Both terms would be necessary to discuss any differences between the two. See Lesson: Tone and Mood, Transition Words.

31. Consider the following chart and answer the question. Question: Delia, a 6-month-old baby, is measured at 59 centimeters. How does her length compare to most babies her age?

Very long

A bit longer than average

A bit shorter than average

Very short

D. At 6 months, a 59-centimeter baby would be in or below the 3rd percentile, or very short for her age. See Lesson: Evaluating and Integrating Data.

Explanation

D. At 6 months, a 59-centimeter baby would be in or below the 3rd percentile, or very short for her age. See Lesson: Evaluating and Integrating Data.

32. Read the following paragraph and answer the question. The idea of raising children in prison is controversial, but well-run prison nursery programs can actually be beneficial. A study of preschool age children showed that anxiety and depression are common among young children who are separated from their mothers at birth and reunited later. In contrast, babies who spent brief sentences of two years or less behind bars with their mothers showed greater resilience and stronger attachments. According to a nationwide analysis of women who participated in prison nursery programs, the benefits for mothers are even clearer than the benefits to children. Women who were allowed to remain with their infants during prison sentences were less likely to be convicted of another crime and less likely to use drugs in the five years after release. They were more likely to continue their education in prison and more likely to find employment on the outside. Mothers involved in prison nursery programs also reported better mental health and greater confidence in their own parenting skills. Question: Which sentence responding to the passage displays faulty reasoning?

Although prison nursery programs have benefits, they do not justify the costs.

Putting babies in jail is wrong because people that young do not belong in prison.

Further research is necessary before it becomes a common practice to incarcerate babies.

Society needs to find a better solution than prison for babies with incarcerated mothers.

B. The sentence about putting babies in jail uses its own reason to defend its argument. It needs to provide evidence instead. See Lesson: Facts Opinions and Evaluating an Argument.

Explanation

B. The sentence about putting babies in jail uses its own reason to defend its argument. It needs to provide evidence instead. See Lesson: Facts Opinions and Evaluating an Argument.

33. What type of source is an online video of a conference presentation by a scientist reporting on the results of her research?

Primary

Secondary

Tertiary

None of the above

A. A conference presentation reporting the results of scientific research is a primary source. Videos, photographs, and audio recordings of primary sources are also primary. See Lesson: Understanding Primary Sources Making Inferences and Drawing Conclusions.

Explanation

A. A conference presentation reporting the results of scientific research is a primary source. Videos, photographs, and audio recordings of primary sources are also primary. See Lesson: Understanding Primary Sources Making Inferences and Drawing Conclusions.

34. Read the following text and summary. Then answer the question. Original Text: Nobody groaned when Candace arrived at the door. Several people's smiles did look a bit plastic for a moment, but they could hardly be blamed for that. Poor Gladys, who had to sit right next to Candace on the couch, accepted her fate with good grace. Afterward she developed a hilarious and highly popular impression of Candace's donkey bray laugh, but in the moment Gladys was the picture of welcome and friendliness. All of the invited guests took their cue from Gladys and showed Candace a good time. By the time Candace went home, she looked pink with pleasure at how well she'd been treated. It was quite inspiring. After all, well-bred kids should never be unkind. Summary: When a widely disliked girl named Candace arrives uninvited to a party, all the invited guests pretend to welcome her. Because they resist the urge to be cruel to her face, they congratulate themselves on their so-called kindness. Question: Which detail in the summary is implicitly but not explicitly included in the original text?

A girl named Candace arrives at a party.

The invited guests feel the urge to be cruel.

The invited guests pretend to welcome Candace.

Candace is pink with pleasure when she goes home.

B. The original text says explicitly that the invited guests welcome Candace, but it only implies that they want to be cruel to her. The original text shows this partly by saying that Gladys and the other guests mock Candace when she is gone. See Lesson: Summarizing Text and Using Text Features.

Explanation

B. The original text says explicitly that the invited guests welcome Candace, but it only implies that they want to be cruel to her. The original text shows this partly by saying that Gladys and the other guests mock Candace when she is gone. See Lesson: Summarizing Text and Using Text Features.

35. Read the following text and summary. Then answer the question. Original Text: Nobody groaned when Candace arrived at the door. Several people's smiles did look a bit plastic for a moment, but they could hardly be blamed for that. Poor Gladys, who had to sit right next to Candace on the couch, accepted her fate with good grace. Afterward she developed a hilarious and highly popular impression of Candace's donkey bray laugh, but in the moment Gladys was the picture of welcome and friendliness. All of the invited guests took their cue from Gladys and showed Candace a good time. By the time Candace went home, she looked pink with pleasure at how well she'd been treated. It was quite inspiring. After all, well-bred kids should never be unkind. Summary: When a widely disliked girl named Candace arrives uninvited to a party, all the invited guests pretend to welcome her. Because they resist the urge to be cruel to her face, they congratulate themselves on their so-called kindness. Question: Why wouldn't an effective summary comment on Candace's personality?

Only the invited guests really know who Candace is.

Her personality is irrelevant to the events of the story.

That would express a judgment about the original text.

The original text does not describe Candace’s personality.

D. The original text clearly implies that the invited guests at the party are being cruel, but it does not clearly show how Candace thinks or feels. See Lesson: Summarizing Text and Using Text Features.

Explanation

D. The original text clearly implies that the invited guests at the party are being cruel, but it does not clearly show how Candace thinks or feels. See Lesson: Summarizing Text and Using Text Features.

36. Read the following text and summary. Then answer the question. Original Text: Nobody groaned when Candace arrived at the door. Several people's smiles did look a bit plastic for a moment, but they could hardly be blamed for that. Poor Gladys, who had to sit right next to Candace on the couch, accepted her fate with good grace. Afterward she developed a hilarious and highly popular impression of Candace's donkey bray laugh, but in the moment Gladys was the picture of welcome and friendliness. All of the invited guests took their cue from Gladys and showed Candace a good time. By the time Candace went home, she looked pink with pleasure at how well she'd been treated. It was quite inspiring. After all, well-bred kids should never be unkind. Summary: When a widely disliked girl named Candace arrives uninvited to a party, all the invited guests pretend to welcome her. Because they resist the urge to be cruel to her face, they congratulate themselves on their so-called kindness. Question: Which sequence shows in what order the events occurred?

Candace looks pink with pleasure, people’s smiles look plastic, Candace leaves.

Candace arrives, Candace leaves, Gladys mocks Candace’s “donkey bray laugh.”

Candace arrives, Gladys accepts her fate with good grace, people’s smiles look plastic.

Gladys pretends to welcome Candace, Gladys mocks Candace’s “donkey bray laugh,” Candace leaves.

B. The word “afterward” and the phrase “in the moment” indicate Gladys mocks Candace’s laugh only after Candace is out of earshot. See Lesson: Summarizing Text and Using Text Features.

Explanation

B. The word “afterward” and the phrase “in the moment” indicate Gladys mocks Candace’s laugh only after Candace is out of earshot. See Lesson: Summarizing Text and Using Text Features.

37. Read the passage and answer the question. Our survey revealed a broad pattern of unconscious bias against minority students on majority-white college campuses. First, a startlingly high proportion of minority respondents, 83%, reported that they often or sometimes felt marginalized or overlooked by members of their broader campus communities. In a follow-up telephone interview, Aida Green, an African American sophomore at Standmore University in Iowa, said that students in campus common areas often asked her questions like, "Where are you visiting from?" Although these encounters typically take a friendly tone, Green said the underlying message is clear: her community fails to recognize her as a member. When asked why this matters, Green sounded frustrated. "I see people's eyes pass over me when they're forming study groups. White kids get asked; I have to put myself forward." She sighed. "And that's if I know an opportunity exists. I'm always wondering what I could be doing to get ahead that I'm not doing because nobody thought to tell me I can." Similar patterns existed in other minority students' survey comments and interviews. The most common type of statement was a sentiment of fatigue; students feel exhausted by the effort to insert themselves into groups that unconsciously exclude them. And many students echoed Green's worry that they may be missing out on opportunities. Clarity Ferrer, a black Puerto Rican senior at Northeastern College of Vermont, was certain she had been overlooked: "My own sorority sisters started holding informal lunches with alumni to talk about jobs and internships, and they didn't invite me the whole first quarter. All the other seniors got told about it. But me? They forgot." Question: Which sentence expresses an argument supported by the evidence in the passage?

Campus communities should require students to undergo training to address their unconscious biases.

Colleges should offer minority students more opportunities to rest because racism makes them tired.

Minority students should be offered training and support so they get better at enduring slight hints of racism.

If we can end the unconscious marginalization of minority college students, racism in the United States will be solved.

A. The passage does not suggest that unconscious marginalization is the only force for racism in American society, and it certainly does not suggest that minority students need to learn to deal with racism better. However, it does suggest that unconscious bias is a problem that needs to be addressed. See Lesson: Understanding the Author’s Purpose, Point of View, and Rhetorical Strategies.

Explanation

A. The passage does not suggest that unconscious marginalization is the only force for racism in American society, and it certainly does not suggest that minority students need to learn to deal with racism better. However, it does suggest that unconscious bias is a problem that needs to be addressed. See Lesson: Understanding the Author’s Purpose, Point of View, and Rhetorical Strategies.

38. 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 could not accurately describe the genre of passage 2?

Legend

Memoir

Short story

Autobiography

A. Passage 2 could be a novel excerpt, a short story, or a section from an autobiography or memoir. It is least likely to be a legend. See Lesson: Types of Passages, Text Structures, Genre and Theme.

Explanation

A. Passage 2 could be a novel excerpt, a short story, or a section from an autobiography or memoir. It is least likely to be a legend. See Lesson: Types of Passages, Text Structures, Genre and Theme.

39. Read the passage and answer the question. Our survey revealed a broad pattern of unconscious bias against minority students on majority-white college campuses. First, a startlingly high proportion of minority respondents, 83%, reported that they often or sometimes felt marginalized or overlooked by members of their broader campus communities. In a follow-up telephone interview, Aida Green, an African American sophomore at Standmore University in Iowa, said that students in campus common areas often asked her questions like, "Where are you visiting from?" Although these encounters typically take a friendly tone, Green said the underlying message is clear: her community fails to recognize her as a member. When asked why this matters, Green sounded frustrated. "I see people's eyes pass over me when they're forming study groups. White kids get asked; I have to put myself forward." She sighed. "And that's if I know an opportunity exists. I'm always wondering what I could be doing to get ahead that I'm not doing because nobody thought to tell me I can." Similar patterns existed in other minority students' survey comments and interviews. The most common type of statement was a sentiment of fatigue; students feel exhausted by the effort to insert themselves into groups that unconsciously exclude them. And many students echoed Green's worry that they may be missing out on opportunities. Clarity Ferrer, a black Puerto Rican senior at Northeastern College of Vermont, was certain she had been overlooked: "My own sorority sisters started holding informal lunches with alumni to talk about jobs and internships, and they didn't invite me the whole first quarter. All the other seniors got told about it. But me? They forgot." Question: The authors most likely included Aida Green's comments in order to:

Show that marginalization is one of a constellation of problems, most of which are not clear from survey data.

Add an emotional component to the statistical information that 83% of minority students feel marginalized.

Appeal to the reader’s reason by adding statistical data to back up an opinion shared by many survey respondents.

Distract readers from the main idea in order to trick them into believing an argument that is not sufficiently supported.

B. The passage reports on the results of a survey and accompanying interviews. The quotations from the interviews add an emotional appeal by putting a human face on dry statistics. See Lesson: Understanding the Author’s Purpose, Point of View, and Rhetorical Strategies.

Explanation

B. The passage reports on the results of a survey and accompanying interviews. The quotations from the interviews add an emotional appeal by putting a human face on dry statistics. See Lesson: Understanding the Author’s Purpose, Point of View, and Rhetorical Strategies.

40. Read the following paragraph and answer the question. The idea of raising children in prison is controversial, but well-run prison nursery programs can actually be beneficial. A study of preschool age children showed that anxiety and depression are common among young children who are separated from their mothers at birth and reunited later. In contrast, babies who spent brief sentences of two years or less behind bars with their mothers showed greater resilience and stronger attachments. According to a nationwide analysis of women who participated in prison nursery programs, the benefits for mothers are even clearer than the benefits to children. Women who were allowed to remain with their infants during prison sentences were less likely to be convicted of another crime and less likely to use drugs in the five years after release. They were more likely to continue their education in prison and more likely to find employment on the outside. Mothers involved in prison nursery programs also reported better mental health and greater confidence in their own parenting skills. Question: What is one assumption behind the passage?

Imprisoned mothers should take parenting classes to learn how to raise children.

Some people disagree with the idea of allowing mothers to raise children in prison.

The needs of incarcerated mothers are more important than the needs of their babies.

Society should protect the health and well-being of children born to incarcerated mothers.

D. The passage states explicitly that the idea of raising children in prison is controversial, so this is not an assumption. It does assume that our society should attempt to help children born to mothers in prison. See Lesson: Facts Opinions and Evaluating an Argument.

Explanation

D. The passage states explicitly that the idea of raising children in prison is controversial, so this is not an assumption. It does assume that our society should attempt to help children born to mothers in prison. See Lesson: Facts Opinions and Evaluating an Argument.

ACT Reading Exam 4

1. Which sources are usually considered most trustworthy?

2.

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

2. Which of the following is not a primary source on Charles Darwin?

3. Readers can determine tone primarily by examining:

4. Consider the following chart and answer the question. Question: At three and a half months, a baby girl in the 50th percentile is about _____ centimeters long.

5. Consider the following chart and answer the question. Question: Samantha, a 6-week-old baby, is measured at 59 centimeters. How does her length compare to most babies her age?

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

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

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

12. A topic sentence always expresses:

16. Which of the following is an example of technical writing?

17. Consider the following chart and answer the question. Question: The value in the bottom right corner of this chart is 70.95545. This number represents:

18. Consider the following chart and answer the question. Question: At 2.5 months, Candice is 63.5 centimeters long. Which statement about her length is correct?

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

22. Readers make inferences when they:

25. Read the sentences below. Durham played professional football in his twenties. He became a commentator thereafter. Which word functions as a transition?

30. Tone and mood are similar concepts, but readers need both terms in order to discuss differences between:

31. Consider the following chart and answer the question. Question: Delia, a 6-month-old baby, is measured at 59 centimeters. How does her length compare to most babies her age?

33. What type of source is an online video of a conference presentation by a scientist reporting on the results of her research?

4. Consider the following chart and answer the question. Question: At three and a half months, a baby girl in the 50^th percentile is about _____ centimeters long.