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1. The diagram below provides information about the parts of a neuron (brain cell). Study the image and answer the question. What happens when you walk barefoot from the swimming pool onto a section of sun-baked pavement? Ouch! The soles of your feet burn, and you might start to hop up and down and then quickly scamper away to a cooler, shaded spot of ground. What happened? Thank specialized cells . . . . Networks of connected cells called neurons make up your body's electrical, or nervous, system. This system works to communicate messages, such as, "Quick, move off the hot pavement!" Cells of the nervous system (specifically neurons) possess special features and a unique shape, both of which suit them for their job in communication. Or, as scientists like to put it, structure determines function. Neurons have long, spindly extensions called axons that carry electrical and chemical messages. These messages convey information to your brain—"The ground is burning hot!"—and responses back from the brain—"Pick up your foot!" To transmit these messages, charged particles (primarily sodium ions), jet across a nerve cell membrane, creating an electrical impulse that speeds down the axon. When the electrical impulse reaches the end of the axon, it triggers the neuron to release a chemical messenger (called a neurotransmitter) that passes the signal to a neighboring nerve cell. This continues until the message reaches its destination, usually in the brain, spinal cord, or muscle. Most neurons can convey messages very fast because they are electrically insulated with a fatty covering called myelin. Myelin is formed by Schwann cells—one of the many types of glial cells that supply support and nutrition to nerve cells. Nerves coated with myelin transmit messages at a speed of about 250 miles per hour, plenty of time for the message to get to your brain to warn you to lift your foot before it burns. One reason young children are at a higher risk for burning themselves is because the neurons in children's bodies do not become fully coated with myelin until they are about 10 years old. That means it takes dangerously long for a message like, "The stove is hot!" to reach a young children's brains to tell them to pull their hands away. Myelin formation (and consequently the conduction of nervous system messages) can be disrupted by certain diseases, such as multiple sclerosis. Symptoms such as numbness, double vision, and muscle paralysis all result from faulty nerve conduction that ultimately impairs muscle cell function. Question: What is the small, root-like part of the neuron on the top right called?

Explanation

C. Labels name parts of the diagram and indicate them with lines pointing to the part of the picture to which they correspond. The small, root-like part of the neuron on the top right is a dendrite. See Lesson: Summarizing Text and Using Text Features.

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Free ISEE Reading Exam - Quiz

2. The diagram below provides information about the parts of a neuron (brain cell). Study the image and answer the question. What happens when you walk barefoot from the swimming pool onto a section of sun-baked pavement? Ouch! The soles of your feet burn, and you might start to hop up and down and then quickly scamper away to a cooler, shaded spot of ground. What happened? Thank specialized cells . . . . Networks of connected cells called neurons make up your body's electrical, or nervous, system. This system works to communicate messages, such as, "Quick, move off the hot pavement!" Cells of the nervous system (specifically neurons) possess special features and a unique shape, both of which suit them for their job in communication. Or, as scientists like to put it, structure determines function. Neurons have long, spindly extensions called axons that carry electrical and chemical messages. These messages convey information to your brain—"The ground is burning hot!"—and responses back from the brain—"Pick up your foot!" To transmit these messages, charged particles (primarily sodium ions), jet across a nerve cell membrane, creating an electrical impulse that speeds down the axon. When the electrical impulse reaches the end of the axon, it triggers the neuron to release a chemical messenger (called a neurotransmitter) that passes the signal to a neighboring nerve cell. This continues until the message reaches its destination, usually in the brain, spinal cord, or muscle. Most neurons can convey messages very fast because they are electrically insulated with a fatty covering called myelin. Myelin is formed by Schwann cells—one of the many types of glial cells that supply support and nutrition to nerve cells. Nerves coated with myelin transmit messages at a speed of about 250 miles per hour, plenty of time for the message to get to your brain to warn you to lift your foot before it burns. One reason young children are at a higher risk for burning themselves is because the neurons in children's bodies do not become fully coated with myelin until they are about 10 years old. That means it takes dangerously long for a message like, "The stove is hot!" to reach a young children's brains to tell them to pull their hands away. Myelin formation (and consequently the conduction of nervous system messages) can be disrupted by certain diseases, such as multiple sclerosis. Symptoms such as numbness, double vision, and muscle paralysis all result from faulty nerve conduction that ultimately impairs muscle cell function. Question: Which question can be answered by consulting this diagram? 

Explanation

B. A diagram illustrates what complex things look like and provides information about their parts. It cannot explain exactly what things do. See Lesson: Summarizing Text and Using Text Features.

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3. 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?  

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.

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4. 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 commons 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?  

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.

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5. 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 commons 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: In the second paragraph of the passage, the author describes, "She sighed." What does this detail reveal?

Explanation

D. The author is describing Green’s frustration about the topic of student bias. The detail is meant to convey to the audience how Green is responding to the survey questions beyond mere quotes. See Lesson: Main Ideas, Topic Sentences, and Supporting Details.

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6. 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 commons 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: One student within the survey explained that her sorority sisters forgot to invite her to opportunistic events because of bias. Is this a fact or opinion?

Explanation

C. Even though the student uses facts like she was not invited to alumni discussions to explain her story, the explanation that her sisters “forgot” is unverified. This idea aligns with the details of the story and supports the passage. See Lesson: Facts, Opinions, and Evaluating an Argument.

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7. The diagram below provides information about the parts of a neuron (brain cell). Study the image and answer the question. What happens when you walk barefoot from the swimming pool onto a section of sun-baked pavement? Ouch! The soles of your feet burn, and you might start to hop up and down and then quickly scamper away to a cooler, shaded spot of ground. What happened? Thank specialized cells . . . . Networks of connected cells called neurons make up your body's electrical, or nervous, system. This system works to communicate messages, such as, "Quick, move off the hot pavement!" Cells of the nervous system (specifically neurons) possess special features and a unique shape, both of which suit them for their job in communication. Or, as scientists like to put it, structure determines function. Neurons have long, spindly extensions called axons that carry electrical and chemical messages. These messages convey information to your brain—"The ground is burning hot!"—and responses back from the brain—"Pick up your foot!" To transmit these messages, charged particles (primarily sodium ions), jet across a nerve cell membrane, creating an electrical impulse that speeds down the axon. When the electrical impulse reaches the end of the axon, it triggers the neuron to release a chemical messenger (called a neurotransmitter) that passes the signal to a neighboring nerve cell. This continues until the message reaches its destination, usually in the brain, spinal cord, or muscle. Most neurons can convey messages very fast because they are electrically insulated with a fatty covering called myelin. Myelin is formed by Schwann cells—one of the many types of glial cells that supply support and nutrition to nerve cells. Nerves coated with myelin transmit messages at a speed of about 250 miles per hour, plenty of time for the message to get to your brain to warn you to lift your foot before it burns. One reason young children are at a higher risk for burning themselves is because the neurons in children's bodies do not become fully coated with myelin until they are about 10 years old. That means it takes dangerously long for a message like, "The stove is hot!" to reach a young children's brains to tell them to pull their hands away. Myelin formation (and consequently the conduction of nervous system messages) can be disrupted by certain diseases, such as multiple sclerosis. Symptoms such as numbness, double vision, and muscle paralysis all result from faulty nerve conduction that ultimately impairs muscle cell function. Question: Using both the diagram and the text, what is an axon?

Explanation

D. Looking at the diagram, the extensions at the end of the neuron are labeled as an axon. The text defines an axon in the fourth section. See Lesson: Evaluating and Integrating Data.

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8. The diagram below provides information about the parts of a neuron (brain cell). Study the image and answer the question. What happens when you walk barefoot from the swimming pool onto a section of sun-baked pavement? Ouch! The soles of your feet burn, and you might start to hop up and down and then quickly scamper away to a cooler, shaded spot of ground. What happened? Thank specialized cells . . . . Networks of connected cells called neurons make up your body's electrical, or nervous, system. This system works to communicate messages, such as, "Quick, move off the hot pavement!" Cells of the nervous system (specifically neurons) possess special features and a unique shape, both of which suit them for their job in communication. Or, as scientists like to put it, structure determines function. Neurons have long, spindly extensions called axons that carry electrical and chemical messages. These messages convey information to your brain—"The ground is burning hot!"—and responses back from the brain—"Pick up your foot!" To transmit these messages, charged particles (primarily sodium ions), jet across a nerve cell membrane, creating an electrical impulse that speeds down the axon. When the electrical impulse reaches the end of the axon, it triggers the neuron to release a chemical messenger (called a neurotransmitter) that passes the signal to a neighboring nerve cell. This continues until the message reaches its destination, usually in the brain, spinal cord, or muscle. Most neurons can convey messages very fast because they are electrically insulated with a fatty covering called myelin. Myelin is formed by Schwann cells—one of the many types of glial cells that supply support and nutrition to nerve cells. Nerves coated with myelin transmit messages at a speed of about 250 miles per hour, plenty of time for the message to get to your brain to warn you to lift your foot before it burns. One reason young children are at a higher risk for burning themselves is because the neurons in children's bodies do not become fully coated with myelin until they are about 10 years old. That means it takes dangerously long for a message like, "The stove is hot!" to reach a young children's brains to tell them to pull their hands away. Myelin formation (and consequently the conduction of nervous system messages) can be disrupted by certain diseases, such as multiple sclerosis. Symptoms such as numbness, double vision, and muscle paralysis all result from faulty nerve conduction that ultimately impairs muscle cell function. Question: The text does a thorough job explaining parts of a neuron. Why would an author include the associated image with the text?

Explanation

D. Descriptions and details are useful for illustrating pictures and scenes for a reader. When it comes to technical descriptions, diagrams are helpful aides to assist textual descriptions. Even if a young reader cannot fully understand the passage, the diagram is meant to enhance the understanding and not act as a substitute for the reading. See Lesson: Evaluating and Integrating Data.

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9. The diagram below provides information about the parts of a neuron (brain cell). Study the image and answer the question. What happens when you walk barefoot from the swimming pool onto a section of sun-baked pavement? Ouch! The soles of your feet burn, and you might start to hop up and down and then quickly scamper away to a cooler, shaded spot of ground. What happened? Thank specialized cells . . . . Networks of connected cells called neurons make up your body's electrical, or nervous, system. This system works to communicate messages, such as, "Quick, move off the hot pavement!" Cells of the nervous system (specifically neurons) possess special features and a unique shape, both of which suit them for their job in communication. Or, as scientists like to put it, structure determines function. Neurons have long, spindly extensions called axons that carry electrical and chemical messages. These messages convey information to your brain—"The ground is burning hot!"—and responses back from the brain—"Pick up your foot!" To transmit these messages, charged particles (primarily sodium ions), jet across a nerve cell membrane, creating an electrical impulse that speeds down the axon. When the electrical impulse reaches the end of the axon, it triggers the neuron to release a chemical messenger (called a neurotransmitter) that passes the signal to a neighboring nerve cell. This continues until the message reaches its destination, usually in the brain, spinal cord, or muscle. Most neurons can convey messages very fast because they are electrically insulated with a fatty covering called myelin. Myelin is formed by Schwann cells—one of the many types of glial cells that supply support and nutrition to nerve cells. Nerves coated with myelin transmit messages at a speed of about 250 miles per hour, plenty of time for the message to get to your brain to warn you to lift your foot before it burns. One reason young children are at a higher risk for burning themselves is because the neurons in children's bodies do not become fully coated with myelin until they are about 10 years old. That means it takes dangerously long for a message like, "The stove is hot!" to reach a young children's brains to tell them to pull their hands away. Myelin formation (and consequently the conduction of nervous system messages) can be disrupted by certain diseases, such as multiple sclerosis. Symptoms such as numbness, double vision, and muscle paralysis all result from faulty nerve conduction that ultimately impairs muscle cell function. Question: Where might a reader alternatively find this text?

Explanation

A. The text is originally identified as part of a medical science series. While it describes complex science, the passage associates the information to simple, daily occurrences that would help enhance a teen’s understanding of the material. See Lesson: Types of Passages, Text Structure, Genre, and Theme.

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10. The diagram below provides information about the parts of a neuron (brain cell). Study the image and answer the question. What happens when you walk barefoot from the swimming pool onto a section of sun-baked pavement? Ouch! The soles of your feet burn, and you might start to hop up and down and then quickly scamper away to a cooler, shaded spot of ground. What happened? Thank specialized cells . . . . Networks of connected cells called neurons make up your body's electrical, or nervous, system. This system works to communicate messages, such as, "Quick, move off the hot pavement!" Cells of the nervous system (specifically neurons) possess special features and a unique shape, both of which suit them for their job in communication. Or, as scientists like to put it, structure determines function. Neurons have long, spindly extensions called axons that carry electrical and chemical messages. These messages convey information to your brain—"The ground is burning hot!"—and responses back from the brain—"Pick up your foot!" To transmit these messages, charged particles (primarily sodium ions), jet across a nerve cell membrane, creating an electrical impulse that speeds down the axon. When the electrical impulse reaches the end of the axon, it triggers the neuron to release a chemical messenger (called a neurotransmitter) that passes the signal to a neighboring nerve cell. This continues until the message reaches its destination, usually in the brain, spinal cord, or muscle. Most neurons can convey messages very fast because they are electrically insulated with a fatty covering called myelin. Myelin is formed by Schwann cells—one of the many types of glial cells that supply support and nutrition to nerve cells. Nerves coated with myelin transmit messages at a speed of about 250 miles per hour, plenty of time for the message to get to your brain to warn you to lift your foot before it burns. One reason young children are at a higher risk for burning themselves is because the neurons in children's bodies do not become fully coated with myelin until they are about 10 years old. That means it takes dangerously long for a message like, "The stove is hot!" to reach a young children's brains to tell them to pull their hands away. Myelin formation (and consequently the conduction of nervous system messages) can be disrupted by certain diseases, such as multiple sclerosis. Symptoms such as numbness, double vision, and muscle paralysis all result from faulty nerve conduction that ultimately impairs muscle cell function. Reread the opening of the passage. "What happens when you walk barefoot from the swimming pool onto a section of sun-baked pavement? Ouch!" Question: What is the purpose of this opening?

Explanation

B. The passage describes the structure and function related to human response. Before introducing the topic, the author makes a simple connection for the reader to help explain how neurons work. See Lesson: Understanding the Author’s Purpose, Point of View, and Rhetorical Strategies.

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11. The diagram below provides information about the parts of a neuron (brain cell). Study the image and answer the question. What happens when you walk barefoot from the swimming pool onto a section of sun-baked pavement? Ouch! The soles of your feet burn, and you might start to hop up and down and then quickly scamper away to a cooler, shaded spot of ground. What happened? Thank specialized cells . . . . Networks of connected cells called neurons make up your body's electrical, or nervous, system. This system works to communicate messages, such as, "Quick, move off the hot pavement!" Cells of the nervous system (specifically neurons) possess special features and a unique shape, both of which suit them for their job in communication. Or, as scientists like to put it, structure determines function. Neurons have long, spindly extensions called axons that carry electrical and chemical messages. These messages convey information to your brain—"The ground is burning hot!"—and responses back from the brain—"Pick up your foot!" To transmit these messages, charged particles (primarily sodium ions), jet across a nerve cell membrane, creating an electrical impulse that speeds down the axon. When the electrical impulse reaches the end of the axon, it triggers the neuron to release a chemical messenger (called a neurotransmitter) that passes the signal to a neighboring nerve cell. This continues until the message reaches its destination, usually in the brain, spinal cord, or muscle. Most neurons can convey messages very fast because they are electrically insulated with a fatty covering called myelin. Myelin is formed by Schwann cells—one of the many types of glial cells that supply support and nutrition to nerve cells. Nerves coated with myelin transmit messages at a speed of about 250 miles per hour, plenty of time for the message to get to your brain to warn you to lift your foot before it burns. One reason young children are at a higher risk for burning themselves is because the neurons in children's bodies do not become fully coated with myelin until they are about 10 years old. That means it takes dangerously long for a message like, "The stove is hot!" to reach a young children's brains to tell them to pull their hands away. Myelin formation (and consequently the conduction of nervous system messages) can be disrupted by certain diseases, such as multiple sclerosis. Symptoms such as numbness, double vision, and muscle paralysis all result from faulty nerve conduction that ultimately impairs muscle cell function. Question: What is the main idea of the passage?

Explanation

C. The text gives a description of each major component of a neuron and relates it back to the function of the body. See Lesson: Main Ideas, Topic Sentences, and Supporting Details.

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12. The diagram below provides information about the parts of a neuron (brain cell). Study the image and answer the question. What happens when you walk barefoot from the swimming pool onto a section of sun-baked pavement? Ouch! The soles of your feet burn, and you might start to hop up and down and then quickly scamper away to a cooler, shaded spot of ground. What happened? Thank specialized cells . . . . Networks of connected cells called neurons make up your body's electrical, or nervous, system. This system works to communicate messages, such as, "Quick, move off the hot pavement!" Cells of the nervous system (specifically neurons) possess special features and a unique shape, both of which suit them for their job in communication. Or, as scientists like to put it, structure determines function. Neurons have long, spindly extensions called axons that carry electrical and chemical messages. These messages convey information to your brain—"The ground is burning hot!"—and responses back from the brain—"Pick up your foot!" To transmit these messages, charged particles (primarily sodium ions), jet across a nerve cell membrane, creating an electrical impulse that speeds down the axon. When the electrical impulse reaches the end of the axon, it triggers the neuron to release a chemical messenger (called a neurotransmitter) that passes the signal to a neighboring nerve cell. This continues until the message reaches its destination, usually in the brain, spinal cord, or muscle. Most neurons can convey messages very fast because they are electrically insulated with a fatty covering called myelin. Myelin is formed by Schwann cells—one of the many types of glial cells that supply support and nutrition to nerve cells. Nerves coated with myelin transmit messages at a speed of about 250 miles per hour, plenty of time for the message to get to your brain to warn you to lift your foot before it burns. One reason young children are at a higher risk for burning themselves is because the neurons in children's bodies do not become fully coated with myelin until they are about 10 years old. That means it takes dangerously long for a message like, "The stove is hot!" to reach a young children's brains to tell them to pull their hands away. Myelin formation (and consequently the conduction of nervous system messages) can be disrupted by certain diseases, such as multiple sclerosis. Symptoms such as numbness, double vision, and muscle paralysis all result from faulty nerve conduction that ultimately impairs muscle cell function. Question: Why does the author mention multiple sclerosis at the end of the text?

Explanation

A. The author is providing more complete overview of the topic. After detailing how neurons function, the author is providing details and examples for the reader about how neurons may not work. See Lesson: Main Ideas, Topic Sentences, and Supporting Details.

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13. 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?  

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.

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14. 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?

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.

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15. 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?

Explanation

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

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16. 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 sentences from the passage: "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." Question: Which word or phrase functions as a transition in these sentences?

Explanation

C. A transition is a word or phrase that links ideas. The word “also” is a transition meant to introduce an additional idea on a topic. See Lesson: Tone and Mood, Transition Words.

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17. 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: What information would Dr. Hussein likely present to Liz Goode to support his stance on embryonic research?

Explanation

A. The passage describes that Hussein is looking for positive health impacts with his embryonic research. Only option A describes a scenario that explicitly targets health effects. See Lesson: Facts, Opinions, and Evaluating an Argument.

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18. 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. The author is thinking about adding the following sentence: "Liz Goode will likely receive backlash for her opinions because of how many people suffer from a lifetime of neurological dysfunction, such as myself while I suffer from Parkinson's disease." Question: Why should the author not incorporate this sentence?

Explanation

D. The passage is informative and keeps describes both sides of the argument while keeping an unbiased perspective. Incorporating their own opinion would be acceptable, but would need to be written with more formality and without apparent bias. See Lesson: Facts, Opinions, and Evaluating an Argument.

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19. Read the following passage and answer the question.  A growing focus on STEM—science, technology, engineering, and math—has brought funding and excitement for these subjects into schools. Meanwhile, the push for standardized testing is requiring teachers to devote a large proportion of class time to reading and math test preparation. One consequence of these dual trends is that schools are skimping on social studies instruction.  Mindful world citizens need, at a minimum, a general awareness of foreign cultures, a passing familiarity with geography, and a basic understanding of history. If you're not sure your child's school is instilling these basic foundations of knowledge, you need to support your kids' learning yourself. Daunting as this may sound, it doesn't need to take an inordinate amount of time and effort.  A good first step is to keep a globe or world map in a prominent location in your home. Whenever possible, refer to this resource in conversation. For instance, if your child is interested in a particular animal, point out where in the world it lives. If older children ask questions about the news, show them where current events are happening. If your budget allows it, keep a good children's atlas handy too. This will allow your conversations to go into greater depth if your children show interest. Children have ever-greater access to high-quality fiction about people and cultures around the world. If you're reading together about a foreign place or time—or if you see your older child picking up a historical or multicultural book—take a moment to find a children's nonfiction book on the same subject. If you don't have time to do this research during a family library trip, most libraries allow patrons to browse and order books online.  Question: This article is written for:

Explanation

A. From phrases like “your child,” you can infer that the intended audience of this passage is parents. See Lesson: Understanding Primary Sources Making Inferences and Drawing Conclusions.

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20. Read the following passage and answer the question.  A growing focus on STEM—science, technology, engineering, and math—has brought funding and excitement for these subjects into schools. Meanwhile, the push for standardized testing is requiring teachers to devote a large proportion of class time to reading and math test preparation. One consequence of these dual trends is that schools are skimping on social studies instruction.  Mindful world citizens need, at a minimum, a general awareness of foreign cultures, a passing familiarity with geography, and a basic understanding of history. If you're not sure your child's school is instilling these basic foundations of knowledge, you need to support your kids' learning yourself. Daunting as this may sound, it doesn't need to take an inordinate amount of time and effort.  A good first step is to keep a globe or world map in a prominent location in your home. Whenever possible, refer to this resource in conversation. For instance, if your child is interested in a particular animal, point out where in the world it lives. If older children ask questions about the news, show them where current events are happening. If your budget allows it, keep a good children's atlas handy too. This will allow your conversations to go into greater depth if your children show interest. Children have ever-greater access to high-quality fiction about people and cultures around the world. If you're reading together about a foreign place or time—or if you see your older child picking up a historical or multicultural book—take a moment to find a children's nonfiction book on the same subject. If you don't have time to do this research during a family library trip, most libraries allow patrons to browse and order books online.  Question: The author of this article assumes that:

Explanation

A. The author makes several references to time constraints but assumes that parents want their children to be well educated.  See Lesson: Understanding Primary Sources Making Inferences and Drawing Conclusions.

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21. Read the following passage and answer the question.  A growing focus on STEM—science, technology, engineering, and math—has brought funding and excitement for these subjects into schools. Meanwhile, the push for standardized testing is requiring teachers to devote a large proportion of class time to reading and math test preparation. One consequence of these dual trends is that schools are skimping on social studies instruction.  Mindful world citizens need, at a minimum, a general awareness of foreign cultures, a passing familiarity with geography, and a basic understanding of history. If you're not sure your child's school is instilling these basic foundations of knowledge, you need to support your kids' learning yourself. Daunting as this may sound, it doesn't need to take an inordinate amount of time and effort.  A good first step is to keep a globe or world map in a prominent location in your home. Whenever possible, refer to this resource in conversation. For instance, if your child is interested in a particular animal, point out where in the world it lives. If older children ask questions about the news, show them where current events are happening. If your budget allows it, keep a good children's atlas handy too. This will allow your conversations to go into greater depth if your children show interest. Children have ever-greater access to high-quality fiction about people and cultures around the world. If you're reading together about a foreign place or time—or if you see your older child picking up a historical or multicultural book—take a moment to find a children's nonfiction book on the same subject. If you don't have time to do this research during a family library trip, most libraries allow patrons to browse and order books online.  Question: A careful reader of this article can infer that the author wants children to grow up to become:

Explanation

D. The author of this article assumes that all children should grow up to become mindful world citizens. See Lesson: Understanding Primary Sources Making Inferences and Drawing Conclusions.

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22. Read the following passage and answer the question. A growing focus on STEM—science, technology, engineering, and math—has brought funding and excitement for these subjects into schools. Meanwhile, the push for standardized testing is requiring teachers to devote a large proportion of class time to reading and math test preparation. One consequence of these dual trends is that schools are skimping on social studies instruction.  Mindful world citizens need, at a minimum, a general awareness of foreign cultures, a passing familiarity with geography, and a basic understanding of history. If you're not sure your child's school is instilling these basic foundations of knowledge, you need to support your kids' learning yourself. Daunting as this may sound, it doesn't need to take an inordinate amount of time and effort.  A good first step is to keep a globe or world map in a prominent location in your home. Whenever possible, refer to this resource in conversation. For instance, if your child is interested in a particular animal, point out where in the world it lives. If older children ask questions about the news, show them where current events are happening. If your budget allows it, keep a good children's atlas handy too. This will allow your conversations to go into greater depth if your children show interest. Children have ever-greater access to high-quality fiction about people and cultures around the world. If you're reading together about a foreign place or time—or if you see your older child picking up a historical or multicultural book—take a moment to find a children's nonfiction book on the same subject. If you don't have time to do this research during a family library trip, most libraries allow patrons to browse and order books online.  Question: Which conclusion is not supported by the article? 

Explanation

D. The author does not suggest that STEM instruction is unimportant. The article says only that increased time spent on STEM instruction is often made at the expense of other subjects, like social studies. See Lesson: Understanding Primary Sources Making Inferences and Drawing Conclusions.

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23. Read the following passage and answer the question.  A growing focus on STEM—science, technology, engineering, and math—has brought funding and excitement for these subjects into schools. Meanwhile, the push for standardized testing is requiring teachers to devote a large proportion of class time to reading and math test preparation. One consequence of these dual trends is that schools are skimping on social studies instruction.  Mindful world citizens need, at a minimum, a general awareness of foreign cultures, a passing familiarity with geography, and a basic understanding of history. If you're not sure your child's school is instilling these basic foundations of knowledge, you need to support your kids' learning yourself. Daunting as this may sound, it doesn't need to take an inordinate amount of time and effort.  A good first step is to keep a globe or world map in a prominent location in your home. Whenever possible, refer to this resource in conversation. For instance, if your child is interested in a particular animal, point out where in the world it lives. If older children ask questions about the news, show them where current events are happening. If your budget allows it, keep a good children's atlas handy too. This will allow your conversations to go into greater depth if your children show interest. Children have ever-greater access to high-quality fiction about people and cultures around the world. If you're reading together about a foreign place or time—or if you see your older child picking up a historical or multicultural book—take a moment to find a children's nonfiction book on the same subject. If you don't have time to do this research during a family library trip, most libraries allow patrons to browse and order books online.  Question: If this article is analyzed as a problem/solution text, what solution is the author suggesting?

Explanation

C. The passage is identifying the problem as children not having enough educational time dedicated towards social studies instruction. The author suggests that parents take small steps to promote healthy curiosity about the subject. See Lesson: Types of Passages, Text Structure, Genre and Theme.

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24. Read the paragraph and answer the question.             The theater was packed. The audience watched with rapt attention as the characters lost their homes, their jobs, their sense of security, even their most basic beliefs. A few characters managed to save a family member. Most kept small keepsakes in their pockets. But by the end, they had almost nothing left of the world before disaster struck. When the show was over, the audience filed out smiling. After all, there's nothing more fun than the end of the world—as long as it's fictional.  Question: Which sentence states the most important effect of the author's decision to save the topic sentence for last?

Explanation

D. The author of this paragraph is making a point about how strange it is that people enjoy watching disasters unfold in fiction. By showing this happen before naming the phenomenon, the author maximizes the emotional impact. See Lesson: Main Ideas Topic Sentences and Supporting Details.

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25. Read the paragraph and answer the question.             The theater was packed. The audience watched with rapt attention as the characters lost their homes, their jobs, their sense of security, even their most basic beliefs. A few characters managed to save a family member. Most kept small keepsakes in their pockets. But by the end, they had almost nothing left of the world before disaster struck. When the show was over, the audience filed out smiling. After all, there's nothing more fun than the end of the world—as long as it's fictional.  Question: This passage is best described as:

Explanation

A. The entertainment value for a reader alongside the author’s fun, engaging commentary makes this a fun, yet informal text. See Lesson: Formal and Informal Language.

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26. Read the paragraph and answer the question.             The theater was packed. The audience watched with rapt attention as the characters lost their homes, their jobs, their sense of security, even their most basic beliefs. A few characters managed to save a family member. Most kept small keepsakes in their pockets. But by the end, they had almost nothing left of the world before disaster struck. When the show was over, the audience filed out smiling. After all, there's nothing more fun than the end of the world—as long as it's fictional.  Question: What is the purpose of the opening sentence to the passage: "The theater was packed."

Explanation

B. The opening sentence is a simple sentence meant to establish the scene for the reader. See Lesson: Facts, Opinions, and Evaluating an Argument.

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27. 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 commons 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?

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.

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28. 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 commons 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:

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.

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29. 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 commons 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:

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.

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30. 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 commons 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 option could the author use to make the passage argument stronger?

Explanation

A. The students from the survey revealed that they are continuously being marginalized within campus settings. This concept would be best supported by a picture that shows that bias exists within the classroom. See Lesson: Evaluating and Integrating Data.

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31. 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?

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.

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32. 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: The overall structure of this passage is best described as:

Explanation

B. Dr. Hussein stands on the side of utilizing embryonic research to alter human embryos for health impacts and Liz Goode opposes this stance. See Lesson: Types of Passages, Text Structures, Genre and Theme.

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33. Read the following passage and answer the question.  A growing focus on STEM—science, technology, engineering, and math—has brought funding and excitement for these subjects into schools. Meanwhile, the push for standardized testing is requiring teachers to devote a large proportion of class time to reading and math test preparation. One consequence of these dual trends is that schools are skimping on social studies instruction.  Mindful world citizens need, at a minimum, a general awareness of foreign cultures, a passing familiarity with geography, and a basic understanding of history. If you're not sure your child's school is instilling these basic foundations of knowledge, you need to support your kids' learning yourself. Daunting as this may sound, it doesn't need to take an inordinate amount of time and effort.  A good first step is to keep a globe or world map in a prominent location in your home. Whenever possible, refer to this resource in conversation. For instance, if your child is interested in a particular animal, point out where in the world it lives. If older children ask questions about the news, show them where current events are happening. If your budget allows it, keep a good children's atlas handy too. This will allow your conversations to go into greater depth if your children show interest. Children have ever-greater access to high-quality fiction about people and cultures around the world. If you're reading together about a foreign place or time—or if you see your older child picking up a historical or multicultural book—take a moment to find a children's nonfiction book on the same subject. If you don't have time to do this research during a family library trip, most libraries allow patrons to browse and order books online.  Question: Which sentence from the article shows the author's awareness that modern parents are often busy people? 

Explanation

B. The line about online library databases shows that the author understands that parents may need a convenient way to follow the article’s advice. See Lesson: Understanding Primary Sources Making Inferences and Drawing Conclusions.

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34. Read the following passage and answer the question.  A growing focus on STEM—science, technology, engineering, and math—has brought funding and excitement for these subjects into schools. Meanwhile, the push for standardized testing is requiring teachers to devote a large proportion of class time to reading and math test preparation. One consequence of these dual trends is that schools are skimping on social studies instruction.  Mindful world citizens need, at a minimum, a general awareness of foreign cultures, a passing familiarity with geography, and a basic understanding of history. If you're not sure your child's school is instilling these basic foundations of knowledge, you need to support your kids' learning yourself. Daunting as this may sound, it doesn't need to take an inordinate amount of time and effort.  A good first step is to keep a globe or world map in a prominent location in your home. Whenever possible, refer to this resource in conversation. For instance, if your child is interested in a particular animal, point out where in the world it lives. If older children ask questions about the news, show them where current events are happening. If your budget allows it, keep a good children's atlas handy too. This will allow your conversations to go into greater depth if your children show interest. Children have ever-greater access to high-quality fiction about people and cultures around the world. If you're reading together about a foreign place or time—or if you see your older child picking up a historical or multicultural book—take a moment to find a children's nonfiction book on the same subject. If you don't have time to do this research during a family library trip, most libraries allow patrons to browse and order books online.  Question: What information could the author add to the passage to make the argument stronger and more informative?

Explanation

C. While all options seem related to the passage, a pie chart that clearly shows more time in the classroom is being given to STEM subjects supports the author’s claim. See Lesson: Evaluating and Integrating Data.

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35. Read the following passage and answer the question.  A growing focus on STEM—science, technology, engineering, and math—has brought funding and excitement for these subjects into schools. Meanwhile, the push for standardized testing is requiring teachers to devote a large proportion of class time to reading and math test preparation. One consequence of these dual trends is that schools are skimping on social studies instruction.  Mindful world citizens need, at a minimum, a general awareness of foreign cultures, a passing familiarity with geography, and a basic understanding of history. If you're not sure your child's school is instilling these basic foundations of knowledge, you need to support your kids' learning yourself. Daunting as this may sound, it doesn't need to take an inordinate amount of time and effort.  A good first step is to keep a globe or world map in a prominent location in your home. Whenever possible, refer to this resource in conversation. For instance, if your child is interested in a particular animal, point out where in the world it lives. If older children ask questions about the news, show them where current events are happening. If your budget allows it, keep a good children's atlas handy too. This will allow your conversations to go into greater depth if your children show interest. Children have ever-greater access to high-quality fiction about people and cultures around the world. If you're reading together about a foreign place or time—or if you see your older child picking up a historical or multicultural book—take a moment to find a children's nonfiction book on the same subject. If you don't have time to do this research during a family library trip, most libraries allow patrons to browse and order books online.  Question: Based on the passage, which statement is considered a fact?

Explanation

B. The argument of the passage is that factors such as funding and standardized test scores have shifted the classroom focus to STEM subjects. See Lesson: Facts, Opinions, and Evaluating an Argument.

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36. Read the paragraph and answer the question.             The theater was packed. The audience watched with rapt attention as the characters lost their homes, their jobs, their sense of security, even their most basic beliefs. A few characters managed to save a family member. Most kept small keepsakes in their pockets. But by the end, they had almost nothing left of the world before disaster struck. When the show was over, the audience filed out smiling. After all, there's nothing more fun than the end of the world—as long as it's fictional.  Question: Which sentence best describes the main idea of this paragraph?

Explanation

C. The author of the paragraph begins and ends with an emphasis on the audience’s enjoyment of disaster. This suggests that the main point has to do with the odd fact that people love disaster films. See Lesson: Main Ideas, Topic Sentences, and Supporting Details.

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37. Read the paragraph and answer the question.             The theater was packed. The audience watched with rapt attention as the characters lost their homes, their jobs, their sense of security, even their most basic beliefs. A few characters managed to save a family member. Most kept small keepsakes in their pockets. But by the end, they had almost nothing left of the world before disaster struck. When the show was over, the audience filed out smiling. After all, there's nothing more fun than the end of the world—as long as it's fictional.  Question: Which term best describes the role of the final sentence in this paragraph?

Explanation

B. The final sentence sums up the main idea. This makes it the topic sentence. See Lesson: Main Ideas, Topic Sentences, and Supporting Details.

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38. Read the paragraph and answer the question.              The theater was packed. The audience watched with rapt attention as the characters lost their homes, their jobs, their sense of security, even their most basic beliefs. A few characters managed to save a family member. Most kept small keepsakes in their pockets. But by the end, they had almost nothing left of the world before disaster struck. When the show was over, the audience filed out smiling. After all, there's nothing more fun than the end of the world—as long as it's fictional.  Question: If the author wanted to expand this paragraph into a longer essay claiming that human beings are naturally violent, what supporting detail should appear in further paragraphs?  

Explanation

D. Supporting details should directly support the main idea of a text. Examples of violent forms of entertainment, and the enjoyment people take from them, could support the idea that people are naturally violent. See Lesson: Main Ideas, Topic Sentences, and Supporting Details.

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39. Read the paragraph and answer the question.             The theater was packed. The audience watched with rapt attention as the characters lost their homes, their jobs, their sense of security, even their most basic beliefs. A few characters managed to save a family member. Most kept small keepsakes in their pockets. But by the end, they had almost nothing left of the world before disaster struck. When the show was over, the audience filed out smiling. After all, there's nothing more fun than the end of the world—as long as it's fictional.  Question: If the author wanted to expand this paragraph into a longer essay claiming that disaster movies serve a positive function, what supporting detail should appear in further paragraphs?

Explanation

C. If an author wanted to claim that disaster movies serve society in a positive way, he or she should emphasize the good qualities—like bravery and generosity—in these films. See Lesson: Main Ideas Topic Sentences, and Supporting Details.

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40. 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 commons 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 passage may be best described as:

Explanation

C. The passage combines survey results and direct quotes to express how minority groups feel about the unconscious bias that exist within their student population. See Lesson: Types of Passages, Text Structures, Genre, and Theme.

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41. 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?

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.

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42. Read the paragraph and answer the question.             The theater was packed. The audience watched with rapt attention as the characters lost their homes, their jobs, their sense of security, even their most basic beliefs. A few characters managed to save a family member. Most kept small keepsakes in their pockets. But by the end, they had almost nothing left of the world before disaster struck. When the show was over, the audience filed out smiling. After all, there's nothing more fun than the end of the world—as long as it's fictional.  Question: What is the tone of the passage?

Explanation

A. The author has written the passage to transcend the captivating essence the movie had on the audience to the reader of the passage. See Lesson: Tone, Mood, and Transition Words.

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