CliffsNotes AP English Language and Composition 2021 Exam

Section I: Multiple-Choice Questions

Time: 1 hour
45 questions

Directions: This section consists of selections from prose works with questions about their content, style, and
form, plus draft passages with questions about improving their content and clarity. Read each selection carefully.
For each question, choose the best answer of the five choices.
N B B N B I LR e T AT A S R sy 52 B T T e A Y S B S BS 2 S LRI RRIT

Questions 1-12 refer to the following passage by a a “depression” evokes, something akin to “So
20th-century American author. what?” or “You’ll pull out of it” or “We all have
(45) bad days.” The phrase “nervous breakdown”
When I was first aware that I had been laid seems to be on its way out, certainly deservedly
low by the disease, I felt a need, among other so, owing to its insinuation of a vague
things, to register a strong protest against the spinelessness, but we still seem destined to be
word “depression.” Depression, most people saddled with “depression” until a better, sturdier
(5 know, used to be termed “melancholia,” a word name is created.
(50)
which appears in English as early as the year
1303 and crops up more than once in Chaucer,
Which of the following clarifies one reason why
who in his usage seemed to be aware of its
the author would prefer to use the word
pathological nuances. “Melancholia” would still
“melancholia” instead of the word
(10) appear to be a far more apt and evocative word
“depression”?
for the blacker forms of the disorder, but it was
usurped by a noun with a bland tonality and A. It suggests a more acceptable condition.
lacking any magisterial presence, used B. It seems a gentler word.
indifferently to describe an economic decline or a C. It would bring a contemporary lightness to
(15) rutin the ground, a true wimp of a word for such the condition.
a major illness. It may be that the scientist D. It would make the condition more well
generally held responsible for its currency in known.
modern times, a Johns Hopkins Medical School E. Its meaning is limited to its reference to a
faculty member justly venerated—the Swiss- mental condition.
(20) born psychiatrist Adolf Meyer—had a tin ear for
the finer rhythms of English and therefore was
unaware of the semantic damage he had inflicted In line 14, the word “indifferently” can be best
by offering “depression” as a descriptive noun defined as
for such a dreadful and raging disease. A. apathetically
(25) Nonetheless, for over seventy-five years the word B. neither particularly well nor badly
has slithered innocuously through the language C. indiscriminately
like a slug, leaving little trace of its intrinsic D. ardently
malevolence and preventing, by its very insipidity,
E. with no understanding
a general awareness of the horrible intensity of
(30) the disease when out of control.
As one who has suffered from the malady in The author objects to the word “depression” to
extremis yet returned to tell the tale, I would describe the disease because
lobby for a truly arresting designation. A. it has been used for only about 75 years
“Brainstorm,” for instance, has unfortunately B. its other meanings are nondescript and too
(35) been preempted to describe, somewhat jocularly, euphemistic
intellectual inspiration. But something along it evokes an irrational fear in those who
=& 0O

these lines is needed. Told that someone's mood hear it

disorder has evolved into a storm—a veritable
it is applied too strictly to a specific malady
howling tempest in the brain, which is indeed
the psychiatrist who coined the term had a
(40) what a clinical depression resembles like nothing
tin ear
else—even the uninformed layman might display
sympathy rather than the standard reaction that

274
4. The phrases “wimp of a word” (line 15) and “tin 8. In line 45, the speaker refers to the phrase
“nervous breakdown” in order to |
ear” (line 20) are two different examples of
A. paradox A. suggest that the phrase is more evocative
that the word “depression” -
B. colloquialism
C. euphemism B. give an example of an inadequate phrase
D. mixed metaphor that is losing its currency
E. parody C. offer a second example of a bland and
unevocative phrase
D. contrast
) X en name for mental
| a well-chos
5. All of the following words or phrases contribute illness with the ill-chosen word
to creating the same meaning and effect ~“depression”
EXCEPT
. L E. show that the uninformed layman is
A. “semantic damage” (line 22) unsympathetic to mental illness
B. “dreadful and raging disease” (line 24)
C. “intrinsic .malev?lence.:” (lines 27-28) 9. Of the following, which would the author
D. “horrible intensity” (line 29) probably prefer to use to describe a person
E. “howling tempest in the brain” (line 39) suffering from acute depression?

6. The word “brainstorm” (line 34) can probably g 3§£§i;i(-ithe-mou th

not be used to replace the word “depression” ’
because C. utterly desolated
. D. gloomy
A. it does not adequately suggest what E. low
depression is like
B. it is more misleading than the term 10. Of the following, which best describes the
deI'CSS.lO? author’s overall attitude toward the use of the
C. the public is slow to adapt to new word “depression”?
terminology
it already has another very different A. resigned approval
D.
B. amused disapproval
meaning
E. psychiatrists do not support any such C. casual disinterestedness
D. cool dislike
change
E. strong resentment

7. In the sentence in lines 37-45 (“Told that

someone’s . . . have bad days”), the author 44. Which of the following best describes the
- 9
A. suggests a possible way of changing the rhetorical purpose of the passage!
conventional response to a victim of A. to record the history of the word
depression “depression”
B. exaggerates the unsympathetic response in B. to criticize the inadequacy of the word
order to increase sympathy for the mentally “depression”
ill C. to explain the multiple meanings of the
C. exaggerates the suffering of the victim of word “depression”
depression in order to increase the D. to demonstrate the shortcomings of
sympathetic response medical language
D. suggests possible responses people can use E. to argue for the useof the word
for those who suffer from depression “melancholia” in place of the word
E. questions his own idea of a more accurate “depression”
term

275
 CliffsNotes AP English Language and Composition 2021 Exam

42. Which of the following is a central idea of this however his own understanding may be filled
passage? with truth and light, will not by such words be
(40)
A. The denotation of a word may not able to convey much of it to others, without
adequately represent what it really means. defining his terms. For however the sounds are
B. The healthy do not properly sympathize such as are familiarly known, and easily enter
the
with victims of mental illness. ears of those who are accustomed to them; yet
C. The changes in meanings of words over (45) standing for other ideas than those they usually
are annexed to, and are wont to excite in the
time are unpredictable.
D. mind of the hearers, they cannot make known
The scientific understanding of depression
the thoughts of him who thus uses them.
1s incomplete.
Fifthly, he that imagined to himself substances
E. Words are an inadequate means of
(50) such as never have been, and filled his head with
describing reality.
ideas which have not any correspondence with
Questions 13-24 refer to the following passage from a the real nature of things, to which yet he gives
17th-century British essay. settled and defined names, may fill his discourse,
and perhaps another man's head, with the
First, he that hath words of any language, (55) fantastical imaginations of his own brain, but
without distinct ideas in his mind to which he will be very far from advancing thereby one jotin
applies them, does, so far as he uses them in real and true knowledge.
discourse, only make a noise without any sense He that hath names without ideas, wants
(5) or signification; and how learned soever he may meaning in his words, and speaks only empty
seem by the use of hard words, or learned terms, (60) sounds. He that hath complex ideas without
is not much more advanced thereby in knowledge names for them, wants liberty and dispatch in his
than he would be in learning, who had nothing in expressions, and is necessitated to use periphrases.
his study but the bare titles of books, without He that uses his words loosely and unsteadily,
(10) possessing the contents of them. For all such will either be not minded, or not understood. He
words, however put into discourse, according to (65) that applies his names to ideas different from
the right construction of grammatical rules, or their common use, wants propriety in his
the harmony of well turned periods, do yet language, and speaks gibberish. And he that hath
amount to nothing but bare sounds, and the ideas of substances disagreeing with the real
(15) nothing else. existence of things, so far wants the materials of
Secondly, he that has complex ideas, without (70) true knowledge in his understanding, and hath
-particular names for them, would be in no better instead thereof chimeras.
case than a bookseller, who had in his warehouse
volumes that lay there unbound, and without 13. As it is used in line 13, the word “periods” may
(20) titles; which he could therefore make known to be best defined as
others only by showing the loose sheets, and
communicating them only by tale. A. sound conclusions
This man is
hindered in his discourse for want of words to B. complete sentences
communicate his complex ideas, which he is C. musical measures
(25) therefore forced to make known by an D. marks of punctuation
enumeration of the simple ones that compose E. times
them; and so is fain often to use twenty words to
express what another man signifies in one. 14. In line 26, the word “ones” refers to
Thirdly, he that puts not constantly the same
(30) sign for the same idea, but uses the same words A. words
sometimes in one, and sometimes in another B. books
signification, ought to pass in the schools and C. ideas
conversation for as fair a man as he does in the D. discourse
market and exchange, who sells several things E. names
(35) under the same name.
Fourthly, he that applies the words of any
language to ideas different from those to which
the common use of that country applies them,

276
 Chapter 7: Practice Exam 4

15. In the second paragraph, the shift from the first 20. Based on the content of the first five
sentence (lines 16-22) to the second sentence paragraphs, which of the following best clarifies
(lines 22-28) can be best described as one from how their ideas are united?

objective to subjective A. paragraph one; paragraphs two and three;

HYOW P

indicative to interrogative paragraphs four and five

B. paragraph one; paragraphs two, three, and
D

analytical to discursive
figurative to literal four; paragraph five
C. paragraphs one, two, and three; paragraphs
»

speculative to assertive
four and five
D. paragraphs one and two; paragraph three;
16. The comparison in lines 16-22 (“Secondly . . . paragraphs four and five
only by tale”) likens words to
E. paragraphs one and two; paragraphs three
the pages of a book and four; paragraph five
CR-Nol-"I-=

the contents of a warehouse

.

complex ideas 21. Which of the following best describes the

booksellers relation of the last paragraph to the rest of the
-

the bindings of books passage?

A. It comments on and develops the
17. In the first and second paragraphs, the author arguments of the first five paragraphs.
supports his arguments by the use of B. It calls into question the arguments of the
analogies preceding paragraphs.
personifications C. It raises new issues about language that the
Ho AW

understatements preceding paragraphs have not addressed.

rhetorical questions D. It sums up the contents of the first five
hyperbole paragraphs.
E. It develops the ideas raised in the fourth
and fifth paragraphs. ‘
is. In line 33, the word “fair” is best understood to
mean
22. Which of the following is the meaning of the
A. equitable word “chimeras” that can be inferred from its
- B. attractive use in the last sentence of the passage (line 71)?
C. clement
A. fanciful illusions
D. unblemished
B. confused conundrums
E. average
C. religious revelations
D. logical conclusions
In line 49, “substances” are contrasted with
E. philosophical distinctions
19!

A. shadows
B. ideas 23. Which paragraph describes a person who
C. imaginings misunderstands the meaning of the word
D. realities “refuse” and instead uses it to mean agree?
E. names
A. first paragraph (lines 1-15)
B. second paragraph (lines 16-28)
C. third paragraph (lines 29-35)
D. fourth paragraph (lines 36-48)
E. fifth paragraph (lines 49-57)
 CliffsNotes AP English Language and Composition 2021 Exam

24. In which paragraph does the passage deal with a 25. Which of the following sentences, if placed
speaker or writer who would use the word before sentence 1, would both arouse interest
“apple” to denote a fruit, an animal, and an and provide an effective introduction to the
article of footwear? passage?
first paragraph (lines 1-15) Even though some may think so, the world
second paragraph (lines 16-28) of commerce is not in dire straits. |
third paragraph (lines 29-35) Automation will always pose a threat to
fourth paragraph (lines 36-48) workers.
fifth paragraph (lines 49-57) History proves that automation can be
seen from more than one viewpoint in the
Questions 25-33 refer to the following draft. business environment. B
Contrary to popular belief, automation
(1) Karl Marx famously predicted that the rise of
does not necessarily eliminate jobs.
automation would result in mass unemployment;
Workers rightfully feared losing
however, that was ultimately not the case. (2) Marx
failed to anticipate that the new technology would employment when mechanization began.
also bring increased demand for workers. (3) It is
interesting to note that by the end of the 19th century, In order to make the first paragraph flow better,-_v_
more than four times the number of factory weavers the writer is considering deleting sentence 5
had jobs than in 1830. (4) Additionally, with improved (reprinted below).
technology, weavers had greater output and the cost Consumers, in turn, bought more cloth.
of cloth was reduced. (5) Consumers, in turn, bought
more cloth. (6) This increased demand for cloth Should the writer make this deletion?
equaled increased jobs for weavers regardless of A. Yes, because it adds unimportant
automation. (7) In 1803, the United Kingdom had information to the paragraph.
2,400 looms in operation, but by 1857, that number
B. Yes, because it distracts from the writer’s
had risen to 250,000. (8) In the long term, by making argument.
cloth more affordable, the power loom increased
No, because it is a logical connection
demand and stimulated exports, causing a growth in
between sentence 4 and sentence 6.
industrial employment, albeit low-paid. (9) The power
No, because the audience will be interested
loom also opened up opportunities for female mill
in the consumers’ actions.
workers.
No, because the paragraph would make no
(10) This pattern can be seen in many more modern sense without the information about the
examples. (11) Since the 1970s, some note in alarm cost of cloth.
that bank tellers have given way to Automatic Teller
Machines (ATMs) and in-store sales clerks have been The writer is considering revising the underlined
sacrificed to e-commerce, while switchboard operators portion of sentence 6 (reprinted below) for
and secretaries have been lost to voice recognition greater accuracy and clarity.
technology. (12) All of these examples suggest that
newer, automated technologies are leading to This increased demand for cloth equaled increased
persistent unemployment. (13) But, in fact, the world Jjobs for weavers regardless of automation.
saw more bank tellers, sales clerks, receptionists, and Which of the following best meets the writer’s
secretaries in 2009 than in 1999. (14) Demand goal?
explains this. (15) There is no doubt that it takes fewer
bank tellers to operate a bank branch, thanks to the because of automation
ATMs. (16) In turn, this makes it less costly to operate in spite of automation
a bank branch, and banks opened more of them. no matter that automation had increased
(17) With more branches, banks expanded their although automation continued to grow
markets. (18) Obviously, more branches increased despite the fact that automation was going
demand for tellers, offsetting the loss in the number of to stay
tellers per branch. (19) Clearly ATMs have not
eliminated teller jobs.
 28. The writer wants to add an appropriate phrase 31. The writer is con
to introduce sentence 7 (reprinted below), sentence after sen}
adjusting capitalization as necessary.
As of 2015, close to 3. 5 ’zzl,zon )
In 1803, the United Kingdom had 2,400 looms in worldwide. v
operation, but by 1857, that number had risen to
Should the writer add thxs sentence‘?
250,000.
A. Yes, because it adds interesting data to
Which of the following phrases best introduces support the writer’s argument. *
sentence 77
B. Yes, because the paragraph fails to provide
In fact, adequate supporting statistics.
SE=Rol-I

Regardless, C. No, because the information diverts

It is interesting to know that attention from the flow of the sentences.
Historians are quick to note that D. No, because the new sentence is redundant.
Notwithstanding, E. No, because the addition is unconcerned
-

with the writer’s argument.

The writer is considering moving sentence 7
(reprinted below) to improve the organization of 32. The writer is considering revising sentence 14
the first paragraph’s ideas. (reprinted below) to better support the overall
argument contained in both paragraphs in the
In 1803, the United Kingdom had 2,400 looms in
passage.
operation, but by 1857, that number had risen to
250,000. Demand explains this.
Where would be the best placement of sentence Which of the following is the best revision to
7, considering the first paragraph as a whole? achieve this goal?

1S A. after sentence 2 A. (asitisnow)

B. after sentence 3 B. The increased demand that accounted for
C. after sentence 4 more 19th-century weavers is analogous to
D. after sentence 5 the increased demand that accounted for
E. Leave it where it is.
more 20th-century bank tellers.
C. The increased number of bank tellers and
other workers is because of increased
Which of the following ideas would NOT
demand.
30.

moderate the optimism of the first paragraph?

D. Demand will always dictate the number of
A. Female workers were forced to work for jobs available.
less money than males. The public fails to understand how higher
=8

B. Automation also brought the rise of child demand affects the employment market.
labor in factories.
C. Workers essentially became indebted to the
- factory owner.
D. Factory workers faced longer work hours
under exhausting conditions.
E. Artisans could see the result of their labor.

oing

279
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 Chapter 7: Practice Exam 4

35. The writer wants to further develop the first 387. The writer is considering revising the underlined
paragraph. Which of the following would be the portion of sentence 11 (reprinted below) to
LEAST important addition to meet this goal? make it more precise.
A. amention of note-taking in an academic Although handwriting is slower for most, those
setting who handwrite notes while in class have to think
B. an explanation of the difference between while they write, think about what is important
using a keyboard and laptop and how to best articulate it.
C. the inclusion of a thesis that clarifies the Which of the following revisions to the
scope of the passage underlined portion best accomplishes this goal?
D. a brief reference to the tools and media
used in writing through history A. students who handwrite class notes have to
E. some remarks about the various kinds of think about what is important and how to
writing that will be discussed in the passage best articulate it while writing
B. those who prefer handwriting their notes
have to think about the important content
36. The writer is considering deleting sentence 4
while writing
(reprinted below) to improve the flow of the
C. the people who handwrite notes have to
second paragraph.
think much more while taking them than
This precise motor exercise takes children years those who type
to master. D. when students are in class and taking notes
Should the writer delete this sentence? in handwriting, they have to think about
what is being said before they can think
A. Yes, because it distracts from the about what to write down
paragraph’s content. E. the people who handwrite class notes have
B. Yes, because the paragraph does not a harder task because they have to think
present information about learning typing before they can write anything
skills. :
C. Yes, because the passage is not about 38. The writer wants to revise the underlined
children’s learning. portion of sentence 14 (reprinted below) for
D. No, because it is balanced with stronger impact.
information about children’s learning curve
in typing. What happens is a lack of meaningful
E. No, because the information reminds the understanding and application of information.
reader of the difficulties children have To meet this goal, which of the following is the
when learning to handwrite. best version of the underlined portion?
A. (asitis now)
B. A lack of meaningful understanding
results
C. Consequentially, the student has less
meaningful understanding
D. Therefore, there is a lack of meaningful
understanding
E. The final result is a lack of meaningful
understanding

281
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 Chapter 7: Practice Exam 4

43. The writer is considering revising the underlined 45. Which of the following presents the strongest
portion of sentence 10 (reprinted below) to refutation of the passage as a whole?
present its ideas more logically.
A. Fathers can be the primary source of
In any case, the object represents all the comfort for a child, making the need for a
components of “mothering” and allows the child transitional object obsolete.
to create what he or she needs as well. B. Some children normally fall asleep without
the need of a teddy bear or security
Which of the following revisions best meets the
blanket. |
writer’s goal?
C. A transitional object can also be a cause of
A. (asitisnow) great stress for the growing child when it is
B. which allows the child to substitute the lost or left behind.
object for the mother, thereby creating D. Mothers who are aware of this
security and safety phenomenon are better able to cope when
C. and teaches the child to understand how their children cry at night.
the object can take the place of mommy E. Studies show that children rarely use
and supply all she usually does transitional objects in cultures in which the
D. and ultimately permits children to gain mother is always present.
independence faster
E. and psychologically encourages the child to
learn that mother will not always be
available

The writer is considering deleting sentence 13

(reprinted below) that opens the last paragraph.
Charles Schultz was appropriate in naming Linus’
constant companion a “security blanket.”
Should the writer make this deletion?
A. No, because readers will relate to the
famous comic strip character.
B. No, because it appropriately ties in with
the introduction. '
C. Yes, because the information has already
been established in the passage.
D. Yes, because it fails to move the passage’s
ideas forward.
E. Yes, because it offers no pertinent
information.

IF YOU FINISH BEFORE TIME IS CALLED, CHECK YOUR WORK ON THIS

SECTION ONLY. DO NOT WORK ON ANY OTHER SECTION IN THE TEST.
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 Chapter 7: Practice Exam 4

Source A
Henderson, Audrey. “Who Makes More Money: Athletes, Actors, National Leaders, or CEOs?” Supermoney.
26 Aug. 2017. Web. 18 Sept. 2017.

This excerpt from a financial website compares salaries from professions that are perceived as high-paying ones.
The income inequality gap is huge—and growing. Some of the obvious beneficiaries, such as CEOs of major
corporations, draw compensation that drives much of the wage gap. But other high-paid individuals, including
Hollywood stars and athletes, also make more than any American can dream of. On the other hand, many national
government leaders draw surprisingly modest salaries.
~ Hollywood stars draw amazing salaries, although ponder this: male stars greatly out-earn their female
counterparts. Nonetheless, even while they earn far less than male stars, female A-listers are still doing pretty well.
This is true whether their annual earnings or per-film salaries are measured, according to the Hollywood Reporter.
For instance, Dwayne Johnson, perhaps better known as wrestling superstar The Rock, has built a solid action film
career, earning an estimated 52 million dollars between June 2013 and June 2014, commanding an average 15
million per picture. Leading man Leonardo DiCaprio earned 45 million dollars between June 2013 and June 2014,
‘but routinely averages 20 million dollars per film, according to the Hollywood Reporter.
By contrast, Jennifer Lawrence, the highest-paid female actress mentioned by the Hollywood Reporter, earned a
not-bad 35 million dollars between June 2013 and June 2014. But the Oscar-winning actress also got a big raise for
her most recent films. Lawrence’s paycheck jumped from 500,000 dollars to a cool 10 million dollars between the
filming of the first two installments of the blockbuster Hunger Games franchise.
Superstar athletes draw huge salaries ranging well into seven and even eight figures. But those figures tell only
_part of the story. Even when those astronomical salaries are broken down into per-game figures as Business Insider
did in 2013, the totals far exceed what many average workers make in an entire year.
For instance, quarterback Peyton Manning earns a reported 15 million dollars from the Denver Broncos
Manning took a 4 million dollar pay cut for his team in 2015, meaning he made 19 million in 2014. But since
football players only play once every week, his weekly salary translates to an eye-popping 937,500 dollars.
- By contrast, basketball superstar Kobe Bryant earns 25 million dollars from the Los Angeles Lakers, a pay cut
from his 30.4 million in 2014. But since basketball players play many more games each season than football players,
Kobe Bryant averages “only” 304,000 dollars per game, according to Business Insider.
Baseball star Alex Rodriguez is paid right there with Bryant: 25 million dollars. But baseball players play even
more games each season than basketball players—which translates to a per-game average paycheck of only 154,000
dollars for Alex Rodriguez.
- The average salary for Chief Executive Officers ranges comfortably into six figures, with many CEOs earning
millions in bonuses and shareholdings. And while the compensation of big names such as Larry Ellison of Oracle
more than 78 million in 2013) and Marissa Mayer of Yahoo! (almost 25 million in 2013) is stunning, the highest
compensation packages are reserved for executives whose names are virtually unknown. For instance, the very top
earning CEO in 2013 was someone named Charif Souki of Cheniere Energy, whose compensation totaled an
amazing 141,949,280 dollars. '
And while many CEOs log more working hours than the standard 40-hour work week, they are well compensated
for their time and efforts. The average CEO earned more than 331 times the salary of everyday workers in 2013.
Compare that figure with salaries for rank-and-file employees, which averaged just $16.94 per hour in 2013, or
$35,239 annually, according to figures compiled by the AFL-CIO.
With his country sinking into recession in response to intense pressure from international sanctions, Russian
Federation president Vladimir Putin cut his own salary by 10 percent, according to CNN Money. His remaining
salary is 8.2 million rubles annually, which translates to about 136,000 US dollars. French President Frangois
Hollande gave himself a 30 percent salary haircut when he took office in 2012, reducing his annual earnings from
255,600 Euros (274,522 US dollars) to 194,251 dollars.
By contrast, CNN Money reports that German Chancellor Angela Merkel and her cabinet received a 2.2 percent
pay rise in March 2015. The raise increased her annual salary to 213,000 Euros, or the equivalent of 234,383 US
dollars. China’s President Xi Jingping also obtained a raise at the beginning of 2015. But even after a 60 percent boost,
his annual salary is still shockingly low—the equivalent of only 22,000 US dollars annually, according to CNN Money.
For the record, United States President Barack Obama is the highest-paid world leader. He earns 400,000
dollars annually, and also has a tax-free 50,000 dollar expense account. Not too shabby.

285
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 Chapter 7: Practice Exam 4

Source C
Morss, Elliot. “The Global Economics of Professional Sports.” Global Finance. 9 May 2012. Web. 17 Sept.
2017.

This chart compares average salaries in different sports around the world.

This table presents data on a\ie_z’age salaries by sport and country. US basketball (NBA) tops the list, with Indian
Cricket in second place. The National Football League is in a very strong position relative to its players. Not only

o
is the average salary relatively low, but salaries are not guaranteed. That means if you can’t play because of an
injury, the team does not have to pay you.

SportlLeagie | Average Salary _

Basketball - NBA 4,375,735
Cricket - India 3,612,726
Baseball - Total 3,218,840
Baseball - MLB 3,415,772
Baseball - Japan 841,208
Soccer - Total 2,338,081
Soccer - Britain 3,184,110
Soccer - Germany 2,380,330
Soccer - Spain 1,970,263
Soccer - Italy 1,960,080
Soccer - Scotland 446,571
Soccer - Australia 202,291
Soccer - US 192,689
Hockey - NHL 2,311,733
Football - Total 2,188,374
Football - NFL 2,208,364
Football - Canada 102,812
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 Chapter 7: Practice Exam 4

Source E
Hollway, Cameron. “Bargain or Bust?” St. Louis Post-Dispatch. 3 Aug. 2005: D2. Print.

This newspaper article questions the validity of professional sports salaries.

Since Bobby Hull became the first reported million-dollar man in 1972, salaries in professional sports have
escalated to out-of-control proportions. Tuesday, Shaquille O’Neal’s restructured contract worth $100 million over
five years was barely a blip on the radar screen in the NBA, where $100 million deals are common. Bryant Reeves
makes $7.8 million a year and LeBron James pockets $90 million for wearing Nike skids.
Athlete contracts have become more about “respect” and one-upping a rival player than about the money—
seriously, besides Mike Tyson, who can really spend $100 million? Tiger Woods might actually be worth his
reported $1-billion-plus bank account, but are any of the other milestone millionaires deserving of their loot?
From Hull to O’Neal, we take a look at a few big-money payouts and whether they were worth the risk.
Alex Rodriguez (baseball)
The money: A-Rod’s 10-year, $252-million contract delivered by Texas in December 2000 is the richest in
professional sports history. In January, Carlos Beltran became the 10th big-league player to sign a $100 million
contract.
Bust: Babe Ruth’s $50,000 contract in 1922 was a record that took 25 years to double (Hank Greenberg, $100K,
1947). After Mike Piazza signed for $13 million annually in 1998, it took only two years for A-Rod to pull in more
than double at $27 million.
Shaquille O’Neal (NBA) v
The money: The game’s most dominant big man opted out of his one-year contract for $30.6 million, saying
through his agent that he preferred the “stability” of a long-term deal. Five years, $100 million buys a stable of
stability.
Bust: Remember when Magic Johnson signed a 25-year deal for $25 million in 19847 Shaq Daddy is too fat, too
injury-prone and too dramatic to draw $20 million per, even if he is the most physically dominant player in NBA
history.

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 Chapter 7: Practice Exam 4

Question 2
(Suggested writing time—40 minutes. This question counts for one-third of the total free-response score.)

The following passage is excerpted from President Barack Obama’s first inaugural address on January 21, 2009.
In it, he calls for a new era of responsibility. Read the passage carefully and write an essay in which you analyze
how the rhetorical choices that President Obama uses develop his message.

In your response, you should do the following:

Respond to the prompt with a thesis that analyzes the writer’s rhetorical choices.
Select and use evidence to support your line of reasoning.
Explain how the evidence supports your line of reasoning.
Demonstrate an understanding of the rhetorical situation.
Use appropriate grammar and punctuation in communicating your argument.

Forty-four Americans have now taken the presidential oath. The words have been spoken during rising
tides of prosperity and the still waters of peace. Yet, every so often, the oath is taken amidst gathering clouds
and raging storms. At these moments, America has carried on not simply because of the skill or vision of
those in high office, but because we, the people, have remained faithful to the ideals of our forebears and true
) to our founding documents.
So it has been; so it must be with this generation of Americans.

Today I say to you that the challenges we face are real. They are serious and they are many. They will not
be met easily or in a short span of time. But know this America: They will be met.
(10)
In reaffirming the greatness of our nation we understand that greatness is never a given. It must be earned.
Our journey has never been one of short-cuts or settling for less. It has not been the path for the faint-
hearted, for those that prefer leisure over work, or seek only the pleasures of riches and fame. Rather, it has
been the risk-takers, the doers, the makers of things—some celebrated, but more often men and women
(13) obscure in their labor—who have carried us up the long rugged path towards prosperity and freedom.
For us, they packed up their few worldly possessions and traveled across oceans in search of a new life. For
us, they toiled in sweatshops, and settled the West, endured the lash of the whip, and plowed the hard earth.
For us, they fought and died in places like Concord and Gettysburg, Normandy and Khe Sahn.
Time and again these men and women struggled and sacrificed and worked till their hands were raw so
| (20) that we might live a better life. They saw America as bigger than the sum of our individual ambitions, greater
than all the differences of birth or wealth or faction.

The question we ask today is not whether our government is too big or too small, but whether it works—
whether it helps families find jobs at a decent wage, care they can afford, a retirement that is dignified. Where
25 the answer is yes, we intend to move forward. Where the answer is no, programs will end. And those of us
who manage the public’s dollars will be held to account, to spend wisely, reform bad habits, and do our
business in the light of day, because only then can we restore the vital trust between a people and their
government.

(30) Our challenges may be new. The instruments with which we meet them may be new. But those values upon
which our success depends—honesty and hard work, courage and fair play, tolerance and curiosity, loyalty
and patriotism—these things are old. These things are true. They have been the quiet force of progress
throughout our history.
What is demanded, then, is a return to these truths. What is required of us now is a new era of
(335 responsibility—a recognition on the part of every American that we have duties to ourselves, our nation and
the world; duties that we do not grudgingly accept, but rather seize gladly, firm in the knowledge that there is
nothing so satisfying to the spirit, so defining of our character than giving our all to a difficult task.
339

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Question 3
score.
(Suggested writing time—40 minutes. T his question counts for one-third of the total fre&resfionse

The following excerpt is taken from The Autobiography of Benjamin Franklin (1791). Read the pass‘,'agé‘éa
actions
and write an essay that argues your position on Franklin’s assertions about the ability to justify one’s
through reasoning.

In your response, you should do the following:

Respond to the prompt with a thesis that presents a defensible position.
Provide evidence to support your line of reasoning.
Explain how the evidence supports your line of reasoning.
.
Use appropriate grammar and punctuation in communicating your argument

becalmed off Block Island, our

I believe I have omitted mentioning that in my first voyage from Boston, being
I had stuck to my resolution of not eating
people set about catching cod and hauled up a great many. Hitherto
Tryon, the taking of every fish as a kind of
animal food; and on this occasion I considered with my Master
any injury that might justify the slaughter. All this
unprovoked murder, since none of them had or ever could do us
fish, and when this came hot out of the frying
seemed very reasonable. But I had formerly been a great lover of
and inclinati on: till I recollect ed, that when
pan, it smelled admirably well. 1 balanced some time between principle see
thought I, if you eat one another, I don’t
fish were opened, I saw smaller fish taken out of their stomachs: Then,
eat with other people, returning only
why we mayn’t eat you. So I dined upon cod very heartily and continued to
it is to be a reasonable creature, since it enables
now and then occasionally to a vegetable diet. So convenient a thing
one to find or make a reason for everything one has a mind to do.

THIS
IF YOU FINISH BEFORE TIME IS CALLED, CHECK YOUR WORK ON
N IN THE TEST.
SECTION ONLY. DO NOT WORK ON ANY OTHER SECTIO

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 Chapter 7: Practice Exam 4

another word, the length of time the word has been in use cannot be held against it. The 75 years
mentioned in choice A are too long rather than too short a time. The author states nothing about people
feeling fear when they hear the word “depression” (C). The author does not imply that the term is applied
too strictly (D). Finally, the author indeed makes fun of the Swiss-born psychiatrist who coined the term
for having a tin ear (E), but that is hardly the reason why he objects to the term.
4. B. Both “wimp” and “tin ear” are colloquialisms—that is, words, phrases, or idioms used in conversation or
informal writing, choice B. Choice A, paradox, is simply not accurate; this term refers to two seemingly
contradictory statements that actually do have some truth, and the phrases in this question are not
contradictory. Choice C is incorrect because the phrases are not euphemisms, kind phrases for harsh
realities. The phrase “wimp of a word” is metaphorical—the word is compared to a type of person—but it
is not a mixed metaphor (D), which might compare a word to a person and to a tree at the same time, for
example. Finally, choice E is blatantly inaccurate; the phrases are not a parody, nor is the passage as a whole
a parody.
A. The phrase “semantic damage,” choice A, refers to harm done by the use of the word “depression,” but
not to the effect of the illness. The phrases in the rest of the answer choices all refer to the fierce power of
depression, the disease itself.
6. D. The passage says that “brainstorm” describes the disease well, but that it cannot be used because it
already has a different established meaning, one of “intellectual inspiration,” choice D. Choices A and B are
both contradictions; the author feels “brainstorm” is a more accurate term for the disease. Choices C and E
have no evidence in the passage; it never alludes to how quickly the public may or may not adopt a new
term or to psychiatrists’ reticence to change terms.
7. A. The sentence argues that a better word than “depression” might change the conventional response to the
illness, choice A. The author insists that he is not exaggerating (“veritable,” “indeed,” “like nothing else”)
what the victim suffers (C), and we have no reason to assume his examples of the “standard reaction” are
inaccurate (B). Choices D and E are completely off base, misreading the passage. The author decries the
“standard responses” (D), and he never questions his own idea of a better term (E).

B. The author alludes to “nervous breakdown” as a phrase that, like “depression,” is ill-chosen, but, unlike
it, is passing out of use, choice B. His objection to “nervous breakdown” is not because it is “bland” but
because it appears to blame the victims for their illness. He never suggests the term is more evocative (A).
Choice C is incorrect because the author’s purpose in bringing up the term “nervous breakdown” is not
merely to add another example of a poor phrase. He does not contrast the two terms (D), and he does not
connect “nervous breakdown” to what the uninformed layman feels (E).
C. Because the author presents depression as “dreadful and raging,” as horrible and malevolent, we can
assume he would choose the most powerful adjective of the five, “utterly desolated,” choice C, and reject the
four other choices as too weak to describe its “horrible intensity.”
10. E. The passage uses the phrase “strong protest™ in its first sentence, and this position does not change,
choice E. Choice A is incorrect because the author does not approve of the term “depression,” although he
is unhappily resigned to its use. Both words are inaccurate in choice C. While choices B and D do have one
negative word, “disapproval” and “dislike,” they are not strong enough for the author’s overall attitude, and
each is preceded by an inaccurate word, “amused” and “cool.”
ii. B. Though the passage does incidentally give the history of the word (A) and some of its meanings (C), its
central idea is to protest the “bland tonality” of the term “depression,” choice B. The author reveals his
dislike of the phrase “nervous breakdown,” and he does mention the archaic word “melancholia” (E), but the
passage is focused on the word “depression,” not on the shortcomings of medical language (D) in general.
i2. A. Though the author would probably agree with choices B, C, andD, the central issue of the passage is the
misleading meaning of the word “depression” when it refers to the illness, choice A. Choice E is inaccurate
because the passage complains about the one word, not about all words.
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 Chapter 7: Practice Exam 4

answer choices simply do not fit the context accurately, if at all. In choice B, conundrum means an intricate
and complicated problem to be solved, which does not relate to the passage’s content. The passage does not
discuss religious revelations (C) or philosophical distinctions (E). Logical conclusions (D) contradicts the
passage, which discusses illogical use of language.
23. D. The fourth paragraph, choice D, describes the man who uses familiar words to mean something different
from what everyone else understands them to mean.
24. C. The third paragraph, choice C, describes the man who uses a word “sometimes in one, sometimes in
another signification.”
The draft referred to in questions 25-33 discusses the degree to which automation has replaced workers.

25. D. The passage explores how some people inaccurately lament that increased automation unavoidably
results in workers losing their jobs; instead, it offers examples to argue that increased automation can
actually increase jobs. Choice D arouses interest by questioning those who think that increased automation
decreases the number of jobs, and it provides an effective lead-in to the Karl Marx example that begins the
passage. Additionally, Choice A begins with a plausible idea, positing that “some” people believe an idea
that is mistaken, but it then veers wildly off topic by incorrectly addressing “the world of commerce,” which
is certainly not the subject of the passage. Choice B completely contradicts the passage by claiming that
“automation will always pose a threat to workers.” Also, notice its problematic use of the absolute word
“always.” Remember to check the use of absolute and qualifying words for their accuracy. Choice C is only
partially accurate for this passage; while it is true that “automation can be seen from more than one
viewpoint,” the passage is not about seeing the business environment from multiple viewpoints; rather, it is
about automation creating new jobs. Choice E may be historically accurate; indeed, workers did fear “losing
employment when mechanization began,” but this passage deals with the opposite idea—the way that
mechanization can actually create more jobs. Thus, choice E too is not an accurate or effective introduction
to the passage.
26. C. Sentence 5 makes a required point, that consumers bought more cloth because of its reduced cost, and
thus this sentence is necessary to the passage. It provides a logical connection between the idea in sentence
4, which brings up how the cost of cloth was reduced with more factory workers increasing the output, and
sentence 6, which asserts that the increased demand for cloth equaled more jobs, choice C. Without the link
in sentence 5, the ideas in sentences 4 and 6 do not logically follow one another. Choice A incorrectly elects
to delete sentence 5, claiming that it adds unimportant information; but in fact, the information is
necessary. Choice B also votes inaccurately for deleting the sentence, claiming that it distracts from the
writer’s argument, when, instead, it is a necessary part of the argument. Choice D accurately votes for
keeping the sentence, but for the wrong reason; the decision to keep the sentence in question should not be
based on whether or not the reading audience might be interested in consumers’ actions. Choice E also
correctly votes for keeping the sentence and seems to have accurate reasoning at first; it is true that “the
paragraph would make no sense without the information,” but then it adds incorrect information, “the cost
of cloth.” That idea was actually expressed in sentence 4, and what sentence 5 provides is the logical next
step, the effect: When the cost of cloth went down, consumer buying went up.
27. A. Choice A accurately changes the original sentence to show cause and effect; it is precisely because of
automation that the number of weaving jobs increased. The original phrasing, “regardless of automation,”
could be read as contradicting the writer’s overall point about increased automation. Choice B, “in spite of
automation,” is synonymous with the original, and it also seems to contradict the overall point. Choice C is
awkward, creating a cumbersome and unidiomatic sentence. Notice how unwieldy itistoread “. ..
increased jobs for weavers no matter that automation had increased.” Choice D may sound potentially
good, but it fails to establish the idea of cause and effect that the sentence needs. It is precisely because of
automation that weavers had more jobs; the word “although” in choice D simply means that the growth was
parallel, for jobs increased while automation was increasing.In choice E, the term “despite” is synonymous
with the original phrase “regardless of ” and incorrectly ignores the causal relationship between increased
automation leading to increased jobs.
28. A. Sentence 7 would be improved with the addition of the transitional phrase “in fact,” choice A, which acts
as an intensifier to help verify the accuracy and increase the power of the facts in the sentence. Choice B,

297
 “regardless,” is completely contrary to the ideas contained in this sentence. Choice
C blandly states that the
following information may be “interesting to know,” which does nothing to appropri
ately introduce the
sentence; this vacuous wording says nothing significant. Choice D may sound good
at first because it gains
strength from the supposed credibility of historians, but simply stating that historian
s note something does
not really provide an on-topic and appropriate introductory phrase. Choice E, “notwith
standing,” is
synonymous to “nevertheless” or “although,” and thus it is not a sensible transitio
n to the facts in sentence 7.
B. The best placement for sentence 7 would be after sentence 3, choice B. Notice that
sentence 3 brings up
29.

how, at the end of the 19th century, the number of factory weavers had quadrupl
ed since 1830. If sentence 7 is
moved to follow sentence 3, it will add another relevant fact of the increased
number of looms for those
weavers to work on. Choice A, following sentence 2, is not appropriate; sentence 2
introduces the idea of
increased demand for workers, which leads into the example presented in sentence
3 perfectly. Placing sentence
7 in this location would disturb the logical flow of ideas. Choice C suggests placing
sentence 7 after sentence 4,
but this too would not be appropriate because sentences 4-6 initiate the ideas that
need to follow each other:
greater output = lower cost of cloth = consumers buying more cloth = increased jobs
for workers because of
increased demand. Thus, sentence 7 would make a cumbersome insertion after
sentence 4. Choice D is wrong
for the same reason; sentence 7 cannot follow sentence 5 because it would interrupt
the flow of ideas in
sentences 4-6. Choice E suggests leaving sentence 7 where it is; however, the facts
in sentence 7 do not relate to
either sentence 6, which deals with increased Jobs, or sentence 8, which deals
with the long-term results of the
power loom. The evidence presented in sentence 7 is best presented immediately
following sentence 3.
30. E. The first paragraph paints a fairly optimistic and upbeat look at how automati
on affected the weaving
industry of the 19th century by stating that more weaving jobs were created as
a result of the increase in
automated power looms. But if the writer wants to moderate that optimism, every
one of the answers will
do that, except for choice E. It is the exception because it harkens back to the
means of production before
the use of automation; the word “artisans” refers to individuals who create complete
works of art or craft.
After the spread of automation, artisans could no longer see the result of their
labor; they could only help
produce one part of the whole. All of the other answer choices do indeed modify
or refute the optimism of
the first paragraph. Choice A brings up the unjust issue of female workers being
forced to work for less
money than male workers. Choice B presents the fact that automation also increased
child labor in
factories, with very young children often working in dangerous conditions. Choice
C adds another negative
consequence of all the new factory jobs: the workers became indebted to the factory
owners. Choice D
likewise adds yet another negative example, stating that while factory workers
may have had jobs, they were
forced to work longer hours, under exhausting conditions.
31. C. The information in this potential addition to the second paragrap
h may initially appear to be interesting,
but it is really only a tangential bit of side information; it should not be added
to the paragraph because it is
simply not necessary and diverts attention from the flow of the sentences, choice
C. Choice A incorrectly
votes for adding the sentence, plus the so-called “Interesting data” do not really
support the writer’s
argument; it is not relevant. Choice B also erroneously votes for the addition
and questionably hints that the
paragraph is hindered by its lack of supporting statistics. Even if that were
true, the additional sentence, by
itself, does not actually support the paragraph. Choice D votes for not adding
the new sentence but wrongly
claims that it is redundant; in fact, this information is not alluded to anywhere
in the paragraph. Choice E
correctly indicates “no,” but then it goes wrong with the word “unconcerned,”
which refers to a human
emotion, such as being apathetic or indifferent. It makes no sense to say that
a sentence can be unconcerned
with the writer’s argument.
32. B. If the writer wants to relate the sentence to both paragraphs, sentence 14 must
refer to the content of the
first paragraph, even though it is located in the second. Choice B accurately
makes the analogous
connection between 19th-century factory weavers (in the first paragrap
h) and 20th-century bank tellers (in
the second paragraph) by showing that increased demand equated to increased
employment both for
factory workers and for bank tellers. Choice A is incorrect because leaving the
sentence as it is would not
accomplish the writer’s goal; as it is, the sentence does not relate to the first
paragraph. Choice C tries, but
fails, to clarify or identify anything specific from the first paragraph; the vague
phrase “other workers” can
refer to any workers, not necessarily factory weavers. Choice D is equally vague,
claiming that demand will
dictate available jobs; like choice C it does not necessarily refer to the specific
subject at hand, 19th-century
factory weavers and modern bank tellers. Additionally, choice D contains
the absolute word “always,”

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 Chapter 7: Practice Exam 4

which cannot be accurate; surely factors other than just demand affect the number of available jobs. Choice
E is irrelevant; the public’s perceptions about the effect of demand on employment are not germane to the
point in sentence 14. Some test-takers may be distracted by the way that choice E refers to the public’s
inability to understand how demand affects the job market, an idea that appears in the first paragraph;
however, this idea does not flow with the concepts in sentences 13 and 15. Remember to look at the
paragraph as a whole when deciding how to revise a sentence.
33. D. Choice D provides the best conclusion for this passage because it contains information that is relevant to
each of the two paragraphs, and it also summarizes the passage’s overall point: that technology and
automation interact with society in surprising ways, such as providing more jobs instead of decreasing their
number. Choice A begins with a plausible idea, that industry will always face increased automation, but it
becomes irrelevant to the passage when it mentions management’s need to predict workforce changes. That
idea does not appear in the passage and should not suddenly appear in the conclusion. Choice B contradicts
the theme of the passage by claiming that one “cannot predict” whether future industries will benefit from
increased automation, whereas the passage points clearly to the idea of automation’s benefits. Choice C is
clearly irrelevant; the idea that economists should note the effect of automation on workers” hours and
wages appears nowhere in the passage. Choice E is only slightly relevant to the passage as a whole; the
passage does point out that people were wrong when they predicted greater unemployment because of
automation, but this is not the passage’s overall point; rather, it is a starting point to move the argument
forward. Choice E also comes across as being too preachy; the passage is not remonstrating with people
about their misperceptions regarding the effects of increased automation.
The draft for questions 34-40 discusses the benefits of handwriting vs. typing.

34. E. The first sentence would benefit from revision, especially with its bland “There is . . .” opening phrase,
which does not serve as the subject or verb of the sentence. Choice E is the best revision because it begins
with a true subject, “debate,” and verb, “exists,” and drops the redundant phrase about “typing on a
keyboard or other electronic devices.” Choice A simplifies the original idea too much, ignoring that the issue
is a debate about the merits of, not mere preference for, either handwriting or typing. Choice B fails to
correct the weak “There is . . .” opening, and it loses the idea of debating the merits, merely referring to it as
a debate. Choice C magmfies the debate into a controversy and tries to make it even larger by claiming it “
constantly brewing,” which is an overstatement of the original. Choice D again drops the idea that the
debate is about the merits of handwriting vs. typing, and it engages in exaggeration when it claims that it
occurs “all the time.”
35. B. The first paragraph, with only a single simple sentence, blandly states that a debate over the merits of
handwriting vs. typing exists. The paragraph would benefit from the inclusion of more attention-grabbing
information, and all choices except choice B offer some interesting ideas. Choice B suggests an explanation
of the difference between using a keyboard and a laptop, but this idea is already encompassed in the notion
of typing, and thus it is irrelevant to the content of the passage as a whole. The addition of the idea in
choice A, a mention of note-taking in an academic setting, would be appropriate because the third
paragraph discusses classroom note-taking. Choice C would also be entirely apropos, as the passage fails to
provide a thesis statement, and one that clarifies the scope of the passage would certainly help readers
follow its progression. Choice D would also pique the reader’s interest by providing a brief reference to
writing innovations throughout the ages, such as the reed stylus in Sumerian tablets, the rise of the
Phoenician alphabet, the Chinese invention of paper, the first codex that produced the first books, the
invention of printing, the rise of the ballpoint pen, and, of course, typewriters and modern computers and
laptops. Choice E would also make a fitting addition to the first paragraph; the passage discusses the
process of handwriting vs. typing, taking notes in a classroom setting, and producing finished products, so
setting up the reader’s expectations for such topics would be helpful.
36. D. The second paragraph describes the physical and mental skills required to write, both by hand and on a
keyboard, pointing out the difficulties children face when learning to handwrite vs. the relative ease of
simply pressing a key to create a letter on a keyboard. Therefore, it is appropriate to mention that it takes
years for children to master handwriting because the paragraph also mentions later how easily they learn
typing. Thus, the sentence should not be deleted, choice D. Choice A incorrectly claims the sentence should
be removed, and it offers a very poor rationale; the sentence does not distract from the paragraph’s content,

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 CliffsNotes AP English Language and Composition 2021 Exam

but rather, it enhances it. Choice B also incorrectly votes for removing the sentence,
and it contradicts the
paragraph by claiming it does not present information about learning typing skills;
but sentence 6 does so
by explaining how easily children can learn to type. Choice C also wants to remove the
sentence, and again,
it provides a weak reason. Children’s learning is the focus of the second paragraph, and, by
logical
extension, it is related to the rest of the passage. What children learn about handwriti
ng and typing applies
to their future writing needs. Choice E votes to keep the sentence, but it offers only an
irrelevant reason.
Whether or not readers can actually remember children’s difficulties in learning to
handwrite is unrelated to
the content of the sentence and the paragraph.
37. A. Sentence 11, as written, is wordy and repetitive, and choice A simplifies the sentence,
reducing it to its
bare essence. Changing “those who handwrite notes while in class . . .” to “students who
handwrite class
notes . . .” clarifies whom “those” refers to, plus the new phrasing reduces “handwrite notes
while in class”
to “handwrite class notes.” The original sentence is repetitive with the phrase, “. . . have
to think . . . think
about . ..”; choice A reduces and rearranges the second half of the sentence into a much
more manageable
progression of thoughts: “Students . . . have to think about what is important and how
to best articulate it
while writing.” Choice B may be shorter than the original, but it loses some of the
meaning; the sentence is
not about who prefers handwriting, and the phrase “have to think about the important
content” is not equal
to the idea that they have to decipher what is important to write down. Choice C misses
the point of the
original, which does not merely deal with the fact that students who handwrite class notes
have to think
about what is important, and choice C also exaggerates that idea by claiming it is the
only point. Choice D
is worse than the original; it creates a longer and more cumbersome sentence while
it loses the idea about
how to best articulate ideas. Choice E adds an unnecessary and arbitrary value judgment
to the original
statement by claiming that students who handwrite notes “have a harder task.” This
idea deviates from the
point of the paragraph, which clearly states that the process of thinking before writing
notes results in
better retention; thus, choice E changes the meaning of the original.
38. C. Choice C appropriately adds the transition “Consequentially” to begin
the sentence, and it changes the
vague and wordy phrase “What happens is a lack of . . .” to the straightforward
“. . . the student has
less. .. .” It is also the best revision of all the options because it focuses on the actual
subject, “the student”
who loses understanding. Choice A suggests leaving the underlined portion as
it is; however, the original
suffers from vagueness and wordiness, so choice A is not the best option. Choice
B is even more vague and
awkward than the original; when joined with the end of the sentence, it reads, “A
lack of meaningful
understanding results and application of information.” The sentence needs to address
that students
ultimately lose meaningful understanding and application of information, but choice
B muddles the
meaning entirely. Choice D uses the unclear subject-verb combo, “there is,” which
is always a poor option.
Choice E again drops the concept that students are the ones who lose meaningful
understanding and again
uses a linking verb, “is.” If you have a choice, always try to use action verbs.
39. C. Sentence 15 needs to be moved. Placing it after sentence 10, choice C,
provides a better location because
it begins to answer the question “Why?” by introducing the idea that handwriting
has unique advantages,
which will be further explained in the subsequent sentences. Choice A, placing
it after sentence 7, makes no
sense, because sentence 7 brings up studies that show what happens in brain activity
when handwriting, and
sentence 8 follows up with a related study. Placing sentence 15 in this location
would interrupt this smooth
flow of ideas. Choice B, placing it after sentence 8, also makes no sense because
sentence 8 introduces the
related study, and sentence 9 needs to follow it by explaining the results of the
study. Choice D, placing it
after sentence 11, is also illogical; sentences 11 and 12 naturally belong adjacent
to one another, as one leads
into the other. Additionally, placing sentence 15 after sentence 11 would result
in an awkward progression
of ideas: “Although handwriting is slower for most . . .” followed by “While typing
may be faster. . . .”
Choice E, leaving it in its current location, is actually a poor choice; currently it
is tacked on to the end of
the paragraph and brings up the idea of handwriting having advantages before abruptly
dropping it. How
can we know what those advantages are?
40. B. If you explore the content of the overall passage, youw’ll see that it addresse
s the advantages of
handwriting far more than it discusses the benefits of typing. It is as if typing gets
short shrift; in the second
paragraph we learn typing is faster to learn, and in the fifth paragraph we discover
that typing helps the
finished product and makes for easier editing, but those are the only advantages
that are mentioned.
Comparatively, we learn much more about the advantages of handwriting. Choice
B best addresses this

300
 Chapter 7: Practice Exam 4

Choice A,
imbalance by suggesting adding more information regarding the specific benefits of typing.
from those who favor typing class notes,
which suggests complementing the current passage with interviews
it is too simplistic and potentially biased to
may initially seem like a potentially good answer, but by itself
counter the overall imbalance in the passage. Choice C would hardly add compelling balance because
al
personal testimony from those who favor typing amounts to mere hearsay in light of the profession
a viable idea regarding the overall organizati on of
studies about handwriting that are presented. Choice D is
not have any direct connection to what comes
the passage; indeed, sentence 16 stands all by itself and does
the
immediately before or after it. However, this question asks about the balance of ideas, not just
affect the balance of ideas significantl y. Choice
organization, and the elimination of sentence 16 would not
needs more presentati on of the other side
E is only partially correct; while it is true that the entire passage
of the issue, it would be improper to place it all in the last paragraph.
The draft for questions 41-45 discusses the value of transitional objects for children.
lives, and it explains
41. D. This passage discusses the important role that transitional objects play in children’s
the psychological rationale for such behavior. Choice D crystalizes this idea and best clarifies the writer’s
involve the idea of security, only choice D adds the
main point. While other possible answer choices
response. Choice A is too simplistic and overly broad,; it
psychological component, making it the best
object is important, but it fails to narrow the focus to children and
merely points out that having a comfort
objects, which is the central focus of the passage. Choice B
their psychologically appropriate use of security
may initially seem like a good choice, but its scope is too narrow because it only mentions a security
that such
blanket, while the passage mentions many other forms of transitional objects, and it states blandly
the psychologi cal importanc e of such a role in children’s
an object “plays an important role,” thus ignoring
growth. Choice C alludes to one minor point of the passage and then tries to magnify it inappropriately.
time from
The passage mentions only once that a mother “gradually separates” herself for longer periods of
that the mother-
her child, but the passage does not indicate that this “creates difficulties,” nor does it claim
children
child bond is “broken.” Choice E takes the main point too far; the passage never asserts that
incorrect responses, choice E ignores the psychologi cal
“constantly need assurance. . . .” Also, like all other
component of the passage.
42. C. All of these answer choices would make appropriate additions that would better develop the passage
EXCEPT choice C, which suggests including biographical information about Donald Woods Winnicott.
The passage already explains that he was a British pediatrician and psychoanalyst, which is ample
n
information to establish his credentials. If the piece were substantially longer, perhaps more informatio
l
about Winnicott’s studies would be interesting, but this short passage does not need more biographica
information. Choice A, adding a definition of the term “transitional object,” would be very helpful; as
B
written, the passage offers no such definition, and the reader must infer the meaning of the term. Choice
would also be a helpful addition; currently the passage states that the transitional object serves as a bridge
it
between infancy and childhood, but it does not explain zow this happens or what psychological purpose
serves. Choice D would definitely help develop the passage; the term “subjective omnipotence” appears
suddenly at the end of the second paragraph, and the reader has to grapple with what the term means.
the
Choice E would also help provide appropriate information; currently the passage simply states that
transitional object takes the place of the mother-child relationship, but it neglects to explain how this
transformation takes place.
for
B. Choice B does the best job of explaining the logic of how the child substitutes the transitional object
security and safety; without these few extra links, the
the presence of the mother and, in the process, creates
logic is not complete. Choice A, which favors leaving the sentence as it is, does not explain the logical
understand
connections that help provide meaning. Choice C takes the wrong path by claiming the child can
a complex concept that the child is too young to
the psychological implications of the transitional object,
permit children to gain independen ce faster, but the
comprehend. Choice D claims that transitional objects
passage offers no support for such an idea; this is too much of a stretch without any additional evidence.
children to
Choice E makes an unwarranted logical leap when it claims that transitional objects encourage
learn that their mother will not always be there; it makes no sense to claim that the transitional object
in the first half of the sentence) and then claim
represents all the components of “mothering” (as stated
that this object will help children learn that their mother will not always be there.

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