AccelePrep for the ACT Test 2nd Edition Student Text

America’s Premiere Testing Readiness Program

Cambridge TestPrep ®

AccelePrep TM for the ACT ® Test

The Fast Track to College Admissions and Scholarships

Prep fast in just 4–12 hours Get on the fast track to mastering test mechanics Accelerate your performance using a step-by-step game plan   THE ACCELEPREP ADVANTAGE nd Edition 2 The ACT, Inc. tests offered by Cambridge Educational Services, Inc. are retired tests, intended by ACT for practice purposes only and not for official administration, and are based on high school curriculum as of the copyright dates of the tests. Cambridge’s products and services, including its score reports, are not approved or endorsed by ACT, with which Cambridge has no affiliation.    HyperReview top tested concepts Power through practice with drills and a full-length test

Send us one of your college application essays and you could win $500! Submit your essay at www.CambridgeEd.com/Scholarship-Form. Applications are due July 1. Winners are selected and notified by August 1. W in a S cholarship !

The Cambridge Award Program proudly provides an annual Cambridge College Scholarship Award to one or more eligible students enrolling in college or university. The Cambridge Award has allocated over $2 million in grants and matching funds to ensure deserving students receive necessary and top-quality college and career preparation materials.

AMERICA’S PREMIERE TESTING READINESS PROGRAM

AccelePrep TM for the ACT ® Test

S T U D E N T T E X T

ACT® • PreACT™ • PLAN® • EXPLORE® • ACT Aspire™ • SAT® • PSAT/NMSQT® • PSAT™ 10 • PSAT™ 8/9 • TSI GRE® • GMAT® • LSAT® • WorkKeys® • GED® • TASC™ • HiSET® • ITBS® Victory • AccelePrep™ • Essential Skills • Non-Negotiable Skills™ • CollegePrep™ • College Credit Ready™ • Career Interest Inventory • Learning Styles PrepCast Videos • StudioWeb Courses • Score Booster Practice Tests • iVictory and IlumaPrep eBooks • EduCopy Duplication Go-Guru Full Service • Print, Digital, and Online Assessment Services • Essay Grading • Analytics • Formative Assessment Classroom Texts • Teacher Curriculum • QuestionWriting • Motivation/Admissions Workshops • Professional Development

The above-cited marks are the property of their respective owners.

The ACT, Inc. tests offered by Cambridge Educational Services, Inc. are retired tests, intended by ACT for practice purposes only and not for official administration, and are based on high school curriculum as of the copyright dates of the tests. Cambridge’s products and services, including its score reports, are not approved or endorsed by ACT, with which Cambridge has no affiliation.

Our Mission: Progress Through Partnership

Cambridge Educational Services partners with educators who share

WKH VLJQLÀFDQW PLVVLRQ RI HGXFDWLRQDO DGYDQFHPHQW IRU DOO VWXGHQWV %\

partnering together, we can best achieve our common goals:

to build skills, raise test scores, enhance curriculum, and support

LQVWUXFWLRQ $ OHDGLQJ LQQRYDWRU LQ HGXFDWLRQ IRU RYHU WZHQW\ QLQH \HDUV

&DPEULGJH LV WKH QDWLRQ·V SUHPLHUH SURYLGHU RI VFKRRO EDVHG

WHVW SUHSDUDWLRQ DQG VXSSOHPHQWDO FXUULFXOXP VHUYLFHV

Cambridge Publishing, Inc. www.CambridgeEd.com

© 2019 by Cambridge Publishing, Inc. All rights reserved. First edition 2016 Second edition 2019 Printed in the United States of America 22 21 20 19 1 2 3 4 5

ISBN-13: 978-1-58894-320-0

© 2019 by Cambridge Educational Services All rights reserved.

© 2019 by Thomas H. Martinson All rights reserved.

TABLE OF CONTENTS Course Overview .................................................................................................................................................................................................... v TAKE A TEST DRIVE! PRE-TEST 1 Take the Pre-Test ...................................................................................................................................................................................2 Use the Pre-Test Reports....................................................................................................................................................................3 Set a Test Score Target........................................................................................................................................................................6 Create a Study Schedule.....................................................................................................................................................................8 SURGE TO SUCCESS! TESTPREP 9 English 9 Chapter 1 | Fast Track to English Mechanics .............................................................................................................9 Chapter 2 | HyperPrep English ..................................................................................................................................... 29 Chapter 3 | Try It Out! English Practice..................................................................................................................... 61 Chapter 4 | Fast Track to Math Mechanics ............................................................................................................... 69 Chapter 5 | HyperPrep Math .......................................................................................................................................... 95 Chapter 6 | Try It Out! Math Practice ...................................................................................................................... 121 Math 69 Chapter 7 | Fast Track to Reading Mechanics.......................................................................................................129 Chapter 8 | HyperPrep Reading................................................................................................................................. 147 Chapter 9 | Try It Out! Reading Practice ................................................................................................................ 165 Reading 129 Chapter 10 | Fast Track to Science Mechanics......................................................................................................175 Chapter 11 | HyperPrep Science................................................................................................................................ 195 Chapter 12 | Try It Out! Science Practice............................................................................................................... 225 Science 175 Chapter 13 | Fast Track to Writing Mechanics .....................................................................................................235 Writing 235

POWER UP! THE EXCLUSIVE CAMBRIDGE SAMPLE EXAM Take the Post-Test ............................................................................................................................................................................ 302 Use the Post-Test Reports............................................................................................................................................................. 303 Plan for Further Study ................................................................................................................................................................... 305 TAKE A TEST DRIVE! POST-TEST 301 307 English .................................................................................................................................................................................................. 308 Mathematics....................................................................................................................................................................................... 309 Reading................................................................................................................................................................................................. 310 Science.................................................................................................................................................................................................. 311 Practice Test ....................................................................................................................................................................................... 312 Section 1: English Test ................................................................................................................................................................... 247 Section 2: Mathematics Test........................................................................................................................................................ 258 Section 3: Reading Test.................................................................................................................................................................. 276 Section 4: Science Test................................................................................................................................................................... 286 Section 5: Writing Test (Optional)............................................................................................................................................ 300 Error Correction and Suggestion Form ............................................................................................................................................. 317 APPENDIX | ANSWER KEY 245

Course Overview Take a Test Drive! Pre-Test Surge to Success! English TestPrep Surge to Success! Math TestPrep Surge to Success! Reading TestPrep Surge to Success! Science TestPrep Surge to Success! Writing TestPrep Power Up! The Exclusive Cambridge Sample Exam Take a Test Drive! Post-Test

Course Overview

Appendix

vi • C OURSE O VERVIEW

The fact that you’re reading this book means just one thing—you’ve got a big, important test ahead of you. You want to do well—and we want to help you. We wrote this book to help you do your best on the ACT test. We don’t promise to raise your GPA or to get you on the dean’s list. And we won’t ask you to spend every night for the next six months chained to your desk studying. What we do pledge is that absolutely everything in this book has just one aim: to help you earn the highest ACT score you can. Cambridge teachers have examined the ACT test question by question and answer choice by answer choice. We’ve literally taken each test apart, analyzed every component, and then put the pieces back together again. Š‡ ”‡•—Ž– ‘ˆ ƒŽŽ ‘—” ‡ˆˆ‘”–• ‹• ƒ ˆ‘—”Ǧ•–‡’ ’ŽƒǤ –ǯ• ƒ •—”‡ϐ‹”‡ ‡–Š‘† –Šƒ– we’ve made available to you in the pages of this exciting new book. So let’s introduce the four steps and then get started! • Take a Test Drive! Pre-Test . A pre-test and score reports help you identify your starting point and prepare for the course. • Surge to Success! TestPrep . Conquer the English, Math, Reading, Science, and optional Writing portions of the test, with a quick review of tested topics and tips on how to answer each question type the test writers will throw at you. • Power Up! The Exclusive Cambridge Sample Exam . Practice with a full-length test to make sure you’re ready for test day. • Take a Test-Drive! Post-Test . A post-test helps you to see how far you’ve come and plan how to continue studying until test day.

ACCELEPREP EXCLUSIVES These powerful tools will help you score higher on test day! AccelePrep

Approach Master the AccelePrep method for test prep. Test Specs Understand the test’s format and features. Pacing Tip Integrate valuable time-saving tips. Strategy Alert Learn vital test-day strategies. Power Tip Learn how to test like a pro. Closer Look Dissect parts of the test and example questions. Review Revisit the core test concepts. Sum It Up Recap what you just learned. Power Practice Pick up your pencil and see what you learned.

Course Overview Take a Test Drive! Pre-Test Surge to Success! English TestPrep Surge to Success! Math TestPrep Surge to Success! Reading TestPrep Surge to Success! Science TestPrep Surge to Success! Writing TestPrep Power Up! The Exclusive Cambridge Sample Exam Take a Test Drive! Post-Test

Take a Test Drive! Pre-Test

Appendix

2 •T AKE A T EST D RIVE ! P RE -T EST

TAKE THE PRE-TEST

At the beginning of the course, you will take a pre-test. This pre-test is an ACT, Inc. ACT practice exam. When you take the pre-test, you should bring the following items to the classroom, in addition to anything else your teacher instructs you to bring: 1. Sharpened, soft-lead No. 2 pencils. 2. A calculator that is approved for use on the test. This includes ƒ› ˆ‘—”Ǧˆ—…–‹‘ǡ •…‹‡–‹ϐ‹…ǡ ‘” ‰”ƒ’Š‹‰…ƒŽ…—Žƒ–‘”ǡ ‡š…‡’– ˆ‘” –Š‡ following: • Devices with built-in computer algebra systems. • Pocket organizers or PDAs. • Handheld, laptop, or tablet computers. • Electronic writing pad or pen-input devices. • Calculators built into any electronic communication device, such as a cell phone. • Models with a QWERTY (typewriter) keypad. (Calculators with letters on the keys are permitted as long as the keys are not arranged in a QWERTY keypad.) You may use the following types of calculators if you make appropriate ‘†‹ϐ‹…ƒ–‹‘•ǣ • Calculators that can hold programs or documents: remove all documents and remove all programs that have computer algebra system functionality. • Models with paper tape: the paper must be removed. • Models that make noise: the sound feature must be turned off. • Models that have an infrared data port: the port must be covered with duct tape, electrician’s tape, or another heavy, opaque material. • Models that have a power cord: the power cord must be removed. (For more detailed information on calculator usage, go to www.actstudent. org/faq/calculator.html.) 3. A watch (to pace yourself as you work through each test section). If your program has ordered pre-test Student Summary reports, you will receive one of these reports with your pre-test results. You will learn more about how to read and use your Student Summary report in the “Use the Pre-Test Reports” section.

T AKE A T EST D RIVE ! P RE -T EST • 3

USE THE PRE-TEST REPORTS

Before you dive into the heart of your course, you and your teacher will use the results of your pre-test to recognize your individual strengths and weaknesses. Having this valuable information will allow you to create a study plan so that you can effectively manage your time. You will receive the results of your pre-test in the form of a Student Summary and a Student Item Analysis. Review the details of the sample Student Summary and Student Item Analysis on the next two pages so that you are familiar with their contents.

4 •T AKE A T EST D RIVE ! P RE -T EST

STUDENT SUMMARY The Student Summary reports all your scaled scores based on your test performance. In addition, you are able –‘ •‡‡ Š‘™ ›‘— ’‡”ˆ‘”‡† ™‹–Š‹ •’‡…‹ϐ‹……ƒ–‡‰‘”‹‡• ˆ‘” ‡ƒ…Š ‘ˆ –Š‡ ˆ‘—” •—„Œ‡…– –‡•–• ȋ ‰Ž‹•Šǡ ƒ–Š‡ƒ–‹…•ǡ ‡ƒ†‹‰ǡ ƒ†…‹‡…‡ȌǤ ‘” ‡šƒ’Ž‡ǡ ‰Ž‹•Š ‹…Ž—†‡• –Š‡…ƒ–‡‰‘”‹‡• ‘˜‡–‹‘• ‘ˆ –ƒ†ƒ”† ‰Ž‹•Š ȋ Ȍǡ ”‘†—…–‹‘ ‘ˆ ”‹–‹‰ ȋ Ȍǡ ƒ† ‘™Ž‡†‰‡ ‘ˆ ƒ‰—ƒ‰‡ ȋ ȌǤ

‘ŽŽ‡‰‡• –›’‹…ƒŽŽ› base about 45% of their admissions decision on the composite score. Other factors they consider include ǡ ‡š–”ƒ…—””‹…—Žƒ” ‹˜‘Ž˜‡‡–ǡ ƒ† •‘…‹ƒŽ •‡”˜‹…‡ ƒ…–‹˜‹–‹‡•Ǥ

There is no penalty for incorrect answers, so be sure ‘– –‘ Ž‡ƒ˜‡ ƒ› questions blank— ‡˜‡ ‹ˆ ›‘— ‡‡† –‘ ‰—‡••Ǩ

T AKE A T EST D RIVE ! P RE -T EST • 5

STUDENT ITEM ANALYSIS Š‡ –—†‡– –‡ ƒŽ›•‹• ’”‘˜‹†‡• ƒ…‘’”‡Š‡•‹˜‡ „”‡ƒ†‘™ ‘ˆ ‡ƒ…Š ‹–‡ǣ ‹–•…ƒ–‡‰‘”› ȋ…‘””‡•’‘†‹‰ –‘ –Š‡ …ƒ–‡‰‘”‹‡• Ž‹•–‡† ‘ –Š‡ –—†‡– —ƒ”›Ȍǡ –Š‡…‘””‡…– ƒ•™‡”ǡ ƒ† Š‘™ ›‘— ƒ•™‡”‡† ‡ƒ…Š ‹–‡Ǥ

On the math test section, the last few items were left „ŽƒǤ ‘•‹†‡” whether this was due to the student ”—‹‰ ‘—– ‘ˆ –‹‡ or to the increase in †‹ˆϐ‹…—Ž–› ƒ– –Š‡ ‡† of the math test. When you see the correct answer to an item that was missed, ask yourself ™Š› ‹– ™ƒ• ‹••‡†ǣ 1. The concept was ‡˜‡” Ž‡ƒ”‡†Ǥ 2. It was a careless mistake. 3. – ™‘—Ž† Šƒ˜‡ been answered correctly if the concept had „‡‡ ”‡˜‹‡™‡† before the test.

6 •T AKE A T EST D RIVE ! P RE -T EST

SET A TEST SCORE TARGET

Your test score target is unique to you and depends on your future educational and career goals. Setting your test score target also involves several steps, outlined below: test, research, and action. ‘—” ϐ‹”•– •–‡’ ‹• –‘ –ƒ‡ –Š‡ ’”‡Ǧ–‡•– –Šƒ– ‹• ’ƒ”– ‘ˆ ›‘—” ƒ„”‹†‰‡…‘—”•‡Ǥ After you take this test, you will receive a score report that gives you an accurate measure of where you stand. To begin the process of setting a test •…‘”‡ ‰‘ƒŽǡ ϐ‹ŽŽ ‹ ›‘—” ’”‡Ǧ–‡•– •…‘”‡• „‡Ž‘™ǣ TEST SECTION SCORE English Mathematics Reading Science Composite Writing As you use these scores to make a plan for improvement throughout this course, remember that if you had a bad test day (for example, if you were ‹ŽŽ ‘” †‹•–”ƒ…–‡† „› ’‡”•‘ƒŽ ’”‘„Ž‡•Ȍǡ ›‘—” •…‘”‡• ƒ› ‘– „‡ ”‡ϐŽ‡…–‹˜‡ of your true abilities. Be sure to take this into account as you set a goal for your post-test and your real ACT test. Now, make a list of schools that you are interested in attending and research the average scores and GPAs of admitted students to get an idea of how you stack up. Fill in the score that you estimate you need for each school. If you are interested in applying for scholarships, make sure you also research the scores each school requires for scholarship eligibility.

TEST

RESEARCH

T AKE A T EST D RIVE ! P RE -T EST • 7

Average ACT Test Score of Admitted Students: Average GPA of Admitted Students: Scholarship Score Requirement: Estimated ACT Test Score Needed: Additional Points Needed: Average ACT Test Score of Admitted Students: Average GPA of Admitted Students: Scholarship Score Requirement: Estimated ACT Test Score Needed: Additional Points Needed: Average ACT Test Score of Admitted Students: Average GPA of Admitted Students: Scholarship Score Requirement: Estimated ACT Test Score Needed: Additional Points Needed: Average ACT Test Score of Admitted Students: Average GPA of Admitted Students: Scholarship Score Requirement: Estimated ACT Test Score Needed:

School:

School:

School:

School:

Additional Points Needed: …‡ ›‘— Šƒ˜‡ –Š‹•…Šƒ”– ϐ‹ŽŽ‡† ‹ ˆ‘” •‡˜‡”ƒŽ •…Š‘‘Ž•ǡ ›‘— •Š‘—Ž† Šƒ˜‡ ƒ good idea of the difference between your pre-test score and the score you will need to get into your schools of interest. Fill in this information below: Pre-Test Score Score How do you translate these numbers into an action plan? See your Student Item Analysis report. This report gives you valuable information for every question on the pre-test. You’ll see your answer, the correct answer, and the type of question that was asked. With a little analysis, you can see exactly where your weaknesses are and make a plan to address them.

ACTION

8 •T AKE A T EST D RIVE ! P RE -T EST

CREATE A STUDY SCHEDULE

Š‡ ‘•– •‹‰‹ϐ‹…ƒ– ƒ•’‡…– ‘ˆ ƒ ‡ˆˆ‡…–‹˜‡ •–—†› plan is that it is a written plan. A written study plan is more concrete than one that you simply draw on from memory. So, when creating your plan, write out a day-by-day schedule for reviewing all of the materials that are necessary for success in the course. This written format will provide a clear and dependable guide for study. Your schedule should be prioritized according to the time that you need to †‡˜‘–‡ –‘ ‡ƒ…Š ‘ˆ –Š‡ †‹ˆˆ‡”‡– •—„Œ‡…–•ǡ „ƒ•‡† ‘ –Š‡ amount of time that you have.

Consider how you can plan your study time so that it corresponds with the course topics. In addition to assignments given in class, you may wish to devote extra study time to your particular areas of weakness. The “to do” list you created based on your Student Summary report is a good place to start. Use the calendar template that follows to develop a plan of action with your teacher. Determine what topics you will study each day and allot time to study those sections of the book and complete the relevant exercises. Remember, it is not necessary for you to do everything all at once. Instead, pick a few things to focus on each week.

MONTH:

Course Overview Take a Test Drive! Pre-Test Surge to Success! English TestPrep Surge to Success! Math TestPrep Surge to Success! Reading TestPrep Surge to Success! Science TestPrep Surge to Success! Writing TestPrep Power Up! The Exclusive Cambridge Sample Exam Take a Test Drive! Post-Test

CHAPTER 1 Fast Track to English Mechanics

Appendix

10 • S URGE TO S UCCESS ! E NGLISH T EST P REP

ENGLISH TEST DESIGN

Here are the basics of the English test design: • Five passages • 15 questions per passage, 75 questions total • 45 minutes ƒ…Š ‘ˆ –Š‡ ϐ‹˜‡ ’ƒ••ƒ‰‡• ‹…Ž—†‡• —†‡”Ž‹‡† ™‘”†• ƒ† ’Š”ƒ•‡• –Šƒ– may contain errors in grammar, sentence structure, punctuation, or style. Some passages also include boxed numbers used to ask about passage development and organization. Essentially, the test is asking you to play editor, and, fortunately, the ’‘–‡–‹ƒŽ ’”‘„Ž‡ ƒ”‡ƒ• ‹ ƒ ’‹‡…‡ ‘ˆ ™”‹–‹‰ ƒ”‡ ƒŽ”‡ƒ†› ’‘‹–‡† ‘—– ™‹–Š four potential solutions for you to choose from. Everything you need is right there in front of you. The test includes three main types of tested topics: • Nuts and Bolts of English Conventions (approximately 40 items) • Passage Development (approximately 23 items) • Style (approximately 12 items) Let’s go through these types one by one. The nuts and bolts of the English test are items that test the conventions of •–ƒ†ƒ”† ‰Ž‹•ŠǤ Š‡•‡ ‹–‡• ƒ”‡ Œ—•– ™Šƒ– ›‘— ™‘—Ž† ‡š’‡…– –‘ ϐ‹† ‘ ƒ Dz ‰Ž‹•Š –‡•–dz ƒ†…‘˜‡” –Š‡ ‡…Šƒ‹…ƒŽ ƒ•’‡…–• ‘ˆ ™”‹–‹‰Ǥ 1. Š‡ ”‡…‡–Ž›…”‡ƒ–‡† ™‹Ž†Ž‹ˆ‡ ”‡ˆ—‰‡ǡ ™Š‹…Š ‹…Ž—†‡• ‡ƒ”Ž› ͵Ͳ small ponds for migrating geese and ducks, ™‡”‡ made possible by substantial gifts from an anonymous donor to the Wildlife Protection Fund. A. NO CHANGE Ǥ ™ƒ• C. have been D. being Although these questions test the rules of English usage, you are not ”‡“—‹”‡† –‘ ‘™ ƒ› –‡…Š‹…ƒŽ Œƒ”‰‘Ǥ  –Š‡ “—‡•–‹‘ ƒ„‘˜‡ǡ ˆ‘” ‡šƒ’Ž‡ǡ you do not have to justify your choice using terms such as “agreement,”

NUTS AND BOLTS

Example:

TEST SPECS Nuts and bolts questions ask about basic grammar principles. For example: • subject-verb agreement • pronoun-antecedent agreement • ‘†‹ϐ‹‡” ’Žƒ…‡‡– • choice of verb tense

C HAPTER 1 | F AST T RACK TO E NGLISH M ECHANICS • 11

Dz•—„Œ‡…–ǡdz ƒ† Dz˜‡”„Ǥdz ‘— Œ—•– Šƒ˜‡ –‘ ”‡…‘‰‹œ‡ –Š‡…Š‘‹…‡ ™‹–Š •—„Œ‡…–Ǧ verb agreement. Another 23 questions on the English Test belong to the category Passage Development ǡ ™Š‹…Š ‹…Ž—†‡• “—‡•–‹‘• –Šƒ– ƒ• ƒ„‘—– ƒ††‹‰ –‘’‹… sentences and choosing effective transitions. Here is an example: 2. ‡ ‘™ –Šƒ– ‘—” •‘Žƒ” •›•–‡ ‹• ’ƒ”– ‘ˆ ƒ —…Š Žƒ”‰‡” •›•–‡ ‘ˆ hundreds of billions of stars. As such, this system is the Milky Way Galaxy, a huge disk of stars and gas. F. NO CHANGE G. Actually H. As a matter of fact Ǥ –Š‡ —†‡”Ž‹‡† ’Š”ƒ•‡ Style “—‡•–‹‘• ƒ• ƒ„‘—– ™‘”†…Š‘‹…‡Ǥ Š‡•‡ “—‡•–‹‘• ˆ‘…—• ‘ —•‹‰ ™‘”†…Š‘‹…‡ –Šƒ– ‹•…‘…‹•‡ ƒ†…Ž‡ƒ”Ǥ Š‡”‡ ƒ”‡ ͳʹ –›Ž‡ “—‡•–‹‘• ‘ –Š‡ English test. 3. …Š‘‘Ž ‘ˆϐ‹…‹ƒŽ• ™Š‘ ™‘” ™‹–Š †”‘’‘—–• ™Š‘ Ž‡ƒ˜‡ •…Š‘‘Ž say a •–—†‡– ™‹ŽŽ —•—ƒŽŽ› •–ƒ”– –Š‹‹‰ ƒ„‘—– †”‘’’‹‰ ‘—– ƒ„‘—– –™‘ ›‡ƒ”• before he or she ceases to attend school. A. NO CHANGE Ǥ ™Š‘ Šƒ˜‡ Ž‡ˆ– •…Š‘‘Ž Ǥ ™Š‘ ƒ”‡ Ž‡ƒ˜‹‰ •…Š‘‘Ž Ǥ –Š‡ —†‡”Ž‹‡† ’Š”ƒ•‡ 1. Š‡…‘””‡…– ƒ•™‡” ‹• ȋ Ȍ „‡…ƒ—•‡ –Š‡ •‹‰—Žƒ” •—„Œ‡…– Dz”‡ˆ—‰‡dz ‡‡†• ƒ •‹‰—Žƒ” ˜‡”„ Dz™ƒ•Ǥdz Dz ‡”‡dz ‹• ƒ ’Ž—”ƒŽ ˜‡”„Ǥ A verb must agree in both number and person with its subject. 2. Š‡ ’”‘„Ž‡ ™‹–Š –Š‡ ‘”‹‰‹ƒŽ •‡–‡…‡ ‹• –Šƒ– –Š‡ ’Š”ƒ•‡ Dzƒ• such” doesn’t have a meaning that is appropriate here. And neither “actually” nor “as a matter of fact” is any better. The best choice ‹• ȋ ȌȄ•‹’Ž› †‡Ž‡–‡ –Š‡ ’Š”ƒ•‡Ǥ Š‡ ™‘”† Dz–Š‹•ǡdz ™Š‹…Š ‘†‹ϐ‹‡• “system,” refers to the “system” that is discussed in the preceding •‡–‡…‡Ǥ Š‡ –™‘ •‡–‡…‡• ϐŽ‘™ ™‡ŽŽ ™‹–Š‘—– ƒ› ƒ††‹–‹‘ƒŽ ’Š”ƒ•‡•Ǥ 3. Š‡ —†‡”Ž‹‡† ’Š”ƒ•‡ ‹• ƒ ”‡’‡–‹–‹‘ ‘ˆ Dz†”‘’‘—–•Ǥdz – •Š‘—Ž† „‡ deleted, (D).

PASSAGE DEVELOPMENT

Example:

STYLE

Example:

Answers:

STRATEGY ALERT Trust your ear. Try reading the sentence and plugging ‹ ‡ƒ…Š ƒ•™‡” ‘’–‹‘Ǥ Šƒ– sounds right probably is right.

12 • S URGE TO S UCCESS ! E NGLISH T EST P REP

ANATOMY OF ENGLISH

INSIDE THE DIRECTIONS

Let’s begin our look inside the English test by reading the directions to see ™Šƒ– ™‡…ƒ Ž‡ƒ” ƒ„‘—– –Š‡ –‡•–Ǥ DIRECTIONS:  –Š‡ ’ƒ••ƒ‰‡• „‡Ž‘™ǡ…‡”–ƒ‹ ’ƒ”–• ‘ˆ –Š‡ •‡–‡…‡• Šƒ˜‡ „‡‡ —†‡”Ž‹‡† ƒ† —„‡”‡†Ǥ  –Š‡ ”‹‰Š–ǦŠƒ†…‘Ž—ǡ ›‘— ™‹ŽŽ ϐ‹† †‹ˆˆ‡”‡– ™ƒ›• ‘ˆ ™”‹–‹‰ ‡ƒ…Š —†‡”Ž‹‡† ’ƒ”–Ǣ –Š‡ ‘”‹‰‹ƒŽ ˜‡”•‹‘ ‹• indicated by the “NO CHANGE” option. For each item, select the choice that best expresses the intended idea, is most acceptable in standard ™”‹––‡ ‰Ž‹•Šǡ ‘” ‹• ‘•–…‘•‹•–‡– ™‹–Š –Š‡ ‘˜‡”ƒŽŽ –‘‡ ƒ† •–›Ž‡ ‘ˆ the passage. There are also items that ask about a section of the passage or the ’ƒ••ƒ‰‡ ƒ• ƒ ™Š‘Ž‡Ǥ Š‡•‡ ‹–‡• †‘ ‘– ”‡ˆ‡” –‘ ƒ —†‡”Ž‹‡† ’‘”–‹‘ ‘ˆ –Š‡ ’ƒ••ƒ‰‡Ǣ –Š‡•‡ ‹–‡• ƒ”‡ ’”‡…‡†‡† „› •–ƒ–‡‡–• –Šƒ– ƒ”‡ ‡…Ž‘•‡† ‹ boxes. ‡ƒ† –Š‡ ’ƒ••ƒ‰‡ –Š”‘—‰Š ‘…‡ „‡ˆ‘”‡ ›‘— „‡‰‹ –‘ ƒ•™‡” –Š‡ ƒ……‘’ƒ›‹‰ ‹–‡•Ǥ ‹†‹‰ –Š‡ ƒ•™‡”• –‘…‡”–ƒ‹ ‹–‡• ƒ› †‡’‡† on looking at material that appears several sentences beyond the item. So, be sure that you have read far enough ahead before you select your ƒ•™‡”…Š‘‹…‡Ǥ Š‡ †‹”‡…–‹‘• –‡ŽŽ ›‘— –‘…Š‘‘•‡ ƒ•™‡”•…‘””‡•’‘†‹‰ –‘ ‡ƒ…Š —†‡”Ž‹‡† ™‘”† ‘” ’Š”ƒ•‡ „ƒ•‡† ‘…‘””‡…– ‡š’”‡••‹‘ǡ —•‡ ‘ˆ •–ƒ†ƒ”† ‰Ž‹•Šǡ ƒ†…‘•‹•–‡…› ‘ˆ •–›Ž‡ ƒ† –‘‡Ǥ —– ›‘— ƒŽ”‡ƒ†› ‡™ –Šƒ–Ǥ ‘ there’s no reason to read the directions on test day. Š‡ †‹”‡…–‹‘• ƒŽ•‘ –‡ŽŽ ›‘— –‘ ”‡ƒ† –Š‡ ™Š‘Ž‡ ’ƒ••ƒ‰‡ǡ –Š‡ ƒ•™‡” –Š‡ ‹–‡•Ǥ Š‡ –‡•– ™”‹–‡”• –‡ŽŽ ›‘— –‘ †‘ –Š‹• „‡…ƒ—•‡ •‘‡ “—‡•–‹‘• ƒ• ƒ„‘—– –Š‡ ƒ‹ ‹†‡ƒ ‘ˆ –Š‡ ’ƒ••ƒ‰‡ǡ •‘ ›‘— ‡‡† –‘ —†‡”•–ƒ† –Š‡ ™Š‘Ž‡ passage. But these questions appear at the end of a paragraph or at the ‡† ‘ˆ –Š‡ ™Š‘Ž‡ ’ƒ••ƒ‰‡Ǣ •‘ ƒ• Ž‘‰ ƒ• ›‘—ǯ”‡ ’ƒ›‹‰ ƒ––‡–‹‘ ›‘— ™‹ŽŽ •ƒ˜‡ ›‘—”•‡Žˆ –‹‡ „› ”‡ƒ†‹‰ –Š‡ ’ƒ••ƒ‰‡ ƒ† ƒ•™‡”‹‰ “—‡•–‹‘• as you go.

PACING TIP On test day, skip the directions. By the time you get to the test you should ‘™ ™Šƒ– –‘ †‘Ǥ

STRATEGY ALERT ‡ƒ† –Š‡ ’ƒ••ƒ‰‡ ƒ† ƒ•™‡” “—‡•–‹‘• ƒ• ›‘— ‰‘Ǥ Š‹• ™‹ŽŽ save you time, as long as you pay attention to the main idea and development of the passage as you read.

C HAPTER 1 | F AST T RACK TO E NGLISH M ECHANICS • 13

INSIDE THE PASSAGES ‰Ž‹•Š ’ƒ••ƒ‰‡• ƒ”‡ ƒ’’”‘š‹ƒ–‡Ž› ͵ͲͲ ™‘”†• Ž‘‰Ǥ Š‡ –‡š– ‹• ‹–‡””—’–‡† „› —†‡”Ž‹‡† ™‘”†• ƒ† ’Š”ƒ•‡• –Šƒ– …‘—Ž†…‘–ƒ‹ ‡””‘”•Ǥ Š‹ ‘ˆ –Š‡•‡ ’ƒ••ƒ‰‡• ƒ• ‹‡ϐ‹‡Ž†•ǡ ‡š…‡’– ™‹–Š –Š‡ ƒ†˜ƒ–ƒ‰‡ –Šƒ– •‘‡‘‡ Šƒ• ’Žƒ…‡† ϐŽƒ‰• ™Š‡”‡ ‹‡• ‹‰Š– „‡Ǥ ˆ ™‡ ‡š–‡† –Š‡ ƒƒŽ‘‰›ǡ ™‡ ‹‰Š– •ƒ› –Šƒ– ‹ˆ ›‘— ‡‡†‡† –‘ ™ƒŽ –Š”‘—‰Š ƒ ϐŽƒ‰‰‡† ‹‡ϐ‹‡Ž†ǡ ›‘— ™‘—Ž† Ž‘‘ ƒ– –Š‡ ϐŽƒ‰•ǡ ‘– ƒ– –Š‡ •…‡‡”›Ǥ  –Š‡ •ƒ‡ ™ƒ›ǡ ›‘— ‡‡† –‘ ”‡ƒ† –Š‡ ’ƒ••ƒ‰‡ ƒ• ›‘— ‰‘ ȋ•‘ ›‘—…ƒ ƒ•™‡” “—‡•–‹‘• ƒ„‘—– –Š‡ ƒ‹ ’‘‹– ‘ˆ –Š‡ ’ƒ••ƒ‰‡ǡ –Š‡ ’ƒ••ƒ‰‡ ‘”‰ƒ‹œƒ–‹‘ǡ ƒ† •‘ ‘Ȍǡ „—– ›‘— •Š‘—Ž† ˆ‘…—• ‘ –Š‡ —†‡”Ž‹‡† ™‘”†• ƒ† ’Š”ƒ•‡•Ǥ ‡–ǯ• Ž‘‘ ƒ– ƒ •ƒ’Ž‡ ’ƒ••ƒ‰‡Ǥ Poverty in America [1]

Š‡ †‡ϐ‹‹‰…Šƒ”ƒ…–‡”‹•–‹…‘ˆ ’‘˜‡”–› ‹• ƒ Žƒ… ‘ˆ ‘‡›Ǥ ˆƒ‹Ž› ‹•…Šƒ”ƒ…–‡”‹œ‡† ƒ• ’‘‘” ™Š‡ its annual income ‹• „‡Ž‘™ ƒ…‡”–ƒ‹ †‘ŽŽƒ” ƒ‘—–ǡ calculated by the US federal government to be 1 TEST SPECS †‡”Ž‹‡† ™‘”†• ‘” ’Š”ƒ•‡• ‹†‹…ƒ–‡ ƒ ’ƒ”– ‘ˆ the passage to be considered for revision. The corresponding item number is located under the underline in superscript. –Š‡ ‹‹— ƒ ˆƒ‹Ž› ‘ˆ –Š‡‹” •‹œ‡ ™‘—Ž† ‡‡† –‘ maintain a minimally decent standard of living. 2 TEST SPECS –‡• –Šƒ– ƒ• ƒ„‘—– ƒ ’ƒ”ƒ‰”ƒ’Š ‘” ’ƒ”–‹…—Žƒ” ’‘‹– ™‹–Š‹ ƒ ’ƒ”ƒ‰”ƒ’Š ”‡ˆ‡” –‘ –Š‡ ”‡Ž‡˜ƒ– ’ƒ”– ‘ˆ –Š‡ ’ƒ••ƒ‰‡ ™‹–Š ƒ „‘š‡† —„‡”Ǥ The corresponding item number is located inside the box.

1. A. NO CHANGE B. being under a certain dollar amount, Ǥ ‹• —†‡” ƒ…‡”–ƒ‹ •’‡…‹ϐ‹…†‘ŽŽƒ” ƒ‘—–ǡ D. is a certain dollar amount

2. Š‡ ϐ‹”•– ’ƒ”ƒ‰”ƒ’Š ’”‘˜‹†‡• ™Š‹…Š ‘ˆ –Š‡ ˆ‘ŽŽ‘™‹‰ǫ F An argument G. A comparison Ǥ †‡ϐ‹‹–‹‘ J. A narrative

14 • S URGE TO S UCCESS ! E NGLISH T EST P REP

[2] …‡”–ƒ‹ ƒ”‡ƒ• ‘ˆ ”—”ƒŽ ‡”‹…ƒǡ ’‘˜‡”–› is the rule rather than the exception. As much as 50 percent of the families may earn less than the 3 poverty level, and some may manage to survive by •—„•‹•–‹‰ •‘‡Š‘™ ‘” ‘–Š‡” on amounts even less –Šƒ ŠƒŽˆ –Š‡ ‘ˆϐ‹…‹ƒŽ ’‘˜‡”–› Ž‡˜‡Ž ‹…‘‡Ǥ [3] Ž–Š‘—‰Š Žƒ… ‘ˆ ‘‡› ‹• –Š‡ †‡ϐ‹‹‰ characteristic of poverty, poverty is more than simply lack of money. Poverty is an entire complex ‘ˆ •›’–‘•Ǥ ‘™ Ž‡˜‡Ž• ‘ˆ ˆ‘”ƒŽ •…Š‘‘Ž‹‰ ƒ‘‰ ƒ†—Ž–• ’ƒ”ƒŽŽ‡Ž Ž‘™Ǧ‹…‘‡ Ž‡˜‡Ž•Ǥ ††‹–‹‘ƒŽŽ›ǡ ‹ ˆƒ‹Ž‹‡• „‡Ž‘™ –Š‡ ’‘˜‡”–› Ž‡˜‡Žǡ –Š‡ —„‡” ‘ˆ …Š‹Ž†”‡ ƒ† ‡Ž†‡”Ž› ™Š‘ †‡’‡† ‘ –Š‘•‡ ™Š‘ ™‘” ‹•ǡ ‹ ‰‡‡”ƒŽǡ Š‹‰Š‡” –Šƒ –Š‡ ƒ–‹‘ƒŽ ƒ˜‡”ƒ‰‡ for all families. ‘™‡˜‡”ǡ ˆ‡™‡” ™‘”‡”• •—’’‘”– ƒ ‰”‡ƒ–‡” —„‡” ‘ˆ ‘Ǧ™‘”‡”• –Šƒ ‹ ‘–Š‡”ǡ ‘”‡ prosperous families. 4 4 5

3. A. NO CHANGE B. As many as C. So many as D. So much

4. F. NO CHANGE G. some folks may manage to survive by •—„•‹•–‹‰ •‘‡Š‘™ Ǥ •‘‡ ƒ› ƒƒ‰‡ –‘ •—„•‹•– •‘‡Š‘™ ‘” other J. some may subsist TEST SPECS Bracketed numbers serve to numerate ’ƒ”ƒ‰”ƒ’Š• ƒ† •‡–‡…‡•ǡ ‡•’‡…‹ƒŽŽ› ™Š‡ ƒ question asks about the best order for a series ‘ˆ ’ƒ”ƒ‰”ƒ’Š• ‘” •‡–‡…‡•Ǥ  –Š‹•…ƒ•‡ǡ –Š‡ paragraph numbers are located inside the brackets for illustration. 5. A. NO CHANGE B. As a consequence C. Surprisingly D. Fortunately –‡ ͓͸ ƒ•• ƒ„‘—– –Š‡ ’”‡…‡†‹‰ ’ƒ••ƒ‰‡ ƒ• ƒ ™Š‘Ž‡Ǥ 6. Š‡ ƒ—–Š‘” †‘‡• —•‡ ™Š‹…Š ‘ˆ –Š‡ ˆ‘ŽŽ‘™‹‰ ‹ –Š‡ †‡˜‡Ž‘’‡– ‘ˆ –Š‡ ‡••ƒ›ǫ ‡ϐ‹‹–‹‘• G. Personal experience H. Statistics J. Explanation

TEST SPECS –‡• –Šƒ– ƒ• ƒ„‘—– –Š‡ ’ƒ••ƒ‰‡ ƒ• ƒ ™Š‘Ž‡ ƒ”‡ ’”‡…‡†‡† „› ƒ „‘š ™‹–Š –Š‡ ‹–‡ —„‡”Ǥ

C HAPTER 1 | F AST T RACK TO E NGLISH M ECHANICS • 15

INSIDE THE QUESTIONS

1. (A) ‘‡ “—‡•–‹‘•…ƒ „‡ ƒ•™‡”‡† Œ—•– „› ”‡ƒ†‹‰ ƒ •‹‰Ž‡ •‡–‡…‡Ǥ  –Š‹•…ƒ•‡ǡ ›‘— ‡‡† –‘ ϐ‹† –Š‡ ‘•– ‰”ƒƒ–‹…ƒŽŽ›…‘””‡…– ™ƒ› –‘ ™”‹–‡ –Š‡ —†‡”Ž‹‡† ’Š”ƒ•‡Ǥ Š‡ ‘”‹‰‹ƒŽ •‡–‡…‡ ‹•…‘””‡…–Ǥ ȋ Ȍ ƒ† ȋ Ȍ ƒ”‡ ƒ™™ƒ”† ƒ† ™‘”†› „›…‘’ƒ”‹•‘Ǥ ȋ Ȍ †‡•–”‘›• –Š‡ •–”—…–—”‡ of the sentence. This question demonstrates that the original can be correct. Don’t be afraid to choose “No Change.” 2. (H)  –Š‡ ϐ‹”•– ’ƒ”ƒ‰”ƒ’Š –Š‡ ƒ—–Š‘” ’”‘˜‹†‡• –Š‡ †‡ϐ‹‹–‹‘ ‘ˆ Dz’‘‘”ǡdz so (H) is correct. 3. (B) Š‹• “—‡•–‹‘ ‹• Ž‹‡ “—‡•–‹‘ ͳǤ ‘—…ƒ ƒ•™‡” ‹– „› ”‡ƒ†‹‰ –Š‹• ‘‡ •‡–‡…‡ ƒ† ϐ‹†‹‰ –Š‡ ‹†‹‘ƒ–‹…’Š”ƒ•‡Ǥ ‹…‡ ˆƒ‹Ž‹‡•…‘‡ ‹ discrete units, the correct idiom is “many,” not “much.” 4. (J) This is a style question, and it illustrates a couple of features of •–›Ž‡ ‹–‡•Ǥ ‹”•–ǡ –Š‡ ƒ•™‡”…Š‘‹…‡• ‰‡– •Š‘”–‡”ǡ •Š‘™‹‰ –Šƒ– –Š‡”‡ ‹• excess verbiage in the original sentence, so eliminate (F). There is also ‹ˆ‘”ƒŽ —•ƒ‰‡ǡ Dzˆ‘Ž•dz ‹ ȋ Ȍ ƒ† Dz•‘‡Š‘™ ‘” ‘–Š‡”dz ‹ ȋ Ȍǡ •‘ –Š‡› …ƒ „‡ ‡Ž‹‹ƒ–‡†Ǥ ȋ Ȍ ‹• –Š‡ ‘•–…‘…‹•‡ ƒ† ‹†‹‘ƒ–‹…ƒ•™‡”…Š‘‹…‡Ǥ 5. (B) Š‡ Žƒ•– •‡–‡…‡ ‘ˆ –Š‡ ’ƒ”ƒ‰”ƒ’Š ‡š’”‡••‡• ƒ ‹†‡ƒ –Šƒ– ˆ‘ŽŽ‘™• from, or is the result of, the idea that precedes it. The phrase “as a consequence” signals the reader that the second idea is the result of –Š‡ ϐ‹”•–Ǥ 6. (G) Š‡ ƒ—–Š‘” •—’’Ž‹‡• ƒ †‡ϐ‹‹–‹‘ ‹ –Š‡ ϐ‹”•– ’ƒ”ƒ‰”ƒ’Š ƒ† statistics in the second paragraph. Throughout the selection the ƒ—–Š‘” ‘ˆˆ‡”• ‡š’Žƒƒ–‹‘•Ǥ Š‡ ‘Ž› ƒ•™‡”…Š‘‹…‡ –Š‡ ƒ—–Š‘” †‘‡•ǯ– provide is a personal example, (G).

CLOSER LOOK –‡• ͓ͳ ƒ† ͵ ƒ”‡ —–• and bolts questions about •–ƒ†ƒ”† ™”‹––‡ ‰Ž‹•ŠǤ

CLOSER LOOK –‡• ͓ʹǡ ͷǡ ƒ† ͸ ƒ”‡ ƒ„‘—– passage development.

CLOSER LOOK –‡ ͓Ͷ ƒ•• ƒ„‘—– •–›Ž‡Ǥ

16 • S URGE TO S UCCESS ! E NGLISH T EST P REP

PACING

Š‡ ‰Ž‹•Š –‡•–…‘•‹•–• ‘ˆ ϐ‹˜‡ ’ƒ••ƒ‰‡•ǡ ‡ƒ…Š ƒ’’”‘š‹ƒ–‡Ž› ͵ͲͲ ™‘”†• ‹ Ž‡‰–Š ƒ† ‡ƒ…Š ™‹–Š ͳͷ…‘””‡•’‘†‹‰ ‹–‡•ǡ ˆ‘” ƒ –‘–ƒŽ of 75 items. The time limit is 45 minutes. So, a fairly simple and easy-to- ˆ‘ŽŽ‘™ ’Žƒ ‹• –‘ •’‡† ‹‡ ‹—–‡• ‘ ‡ƒ…Š ‘ˆ –Š‡ ϐ‹˜‡ ’ƒ••ƒ‰‡•Ǥ TASK ALLOTTED TIME REMAINING TIME •™‡” “—‡•–‹‘• ƒ……‘’ƒ›‹‰ ϐ‹”•– ’ƒ••ƒ‰‡ 9 minutes* ͵͸ ‹—–‡• •™‡” “—‡•–‹‘• accompanying second passage 9 minutes* 27 minutes •™‡” “—‡•–‹‘• accompanying third passage 9 minutes* 18 minutes •™‡” “—‡•–‹‘• accompanying fourth passage 9 minutes* 9 minutes •™‡” “—‡•–‹‘• ƒ……‘’ƒ›‹‰ ϐ‹ˆ–Š ’ƒ••ƒ‰‡ 9 minutes* 0 minutes ȗ ’’”‘š‹ƒ–‡Ž› ͵͸ •‡…‘†• ’‡” “—‡•–‹‘  ƒ ’‡”ˆ‡…– ™‘”Ž†ǡ ›‘— ™‘—Ž† •’‡† ‡šƒ…–Ž› ͵͸ •‡…‘†• ’‡” “—‡•–‹‘Ǣ „—– ‘ˆ…‘—”•‡ǡ –Š‡ –‡•– †‘‡• ‘– –ƒ‡ ’Žƒ…‡ ‹ ƒ ’‡”ˆ‡…– ™‘”Ž†Ǥ ‘‡ ‹–‡• are going to take longer than others, particularly those that ask about the overall development of the passage. ‘ †‘ ™‡ŽŽ ‘ –Š‡ –‡•– ›‘—ǯŽŽ ‡‡† –‘ •’‡† Ž‡•• –‹‡ ‘ –Š‡ •‹’Ž‡ ‰”ƒƒ” ‹–‡•ǡ „—‹Ž†‹‰ —’ ƒ –‹‡ ”‡•‡”˜‡ ˆ‘” –Š‘•‡ ‘”‡ †‹ˆϐ‹…—Ž– ‹–‡• –Šƒ– ƒ”‡…‘‹‰Ǥ † –Š‡ ‘”‡ †‹ˆϐ‹…—Ž– ‹–‡• ƒ”‡ —•—ƒŽŽ› ’Žƒ…‡† ƒ– –Š‡ ‡† ‘ˆ ƒ ’ƒ••ƒ‰‡ „‡…ƒ—•‡ –Šƒ–ǯ• ™Š‡”‡ ‹– ƒ‡• •‡•‡ –‘ ƒ•ǡ Dz Šƒ– ‹• –Š‡ ƒ‹ ‹†‡ƒǫdz ƒ† Dz ‘™…‘—Ž† –Š‡ ’ƒ••ƒ‰‡ „‡ ‹’”‘˜‡†ǫdz Š‡ •…Š‡†—Ž‡ ƒ…–—ƒŽŽ› ‰‹˜‡• ›‘— ƒ ˆ‡‡†„ƒ… Ž‘‘’ –Šƒ– Ž‡–• ›‘— ‘™ ™Š‡–Š‡” ›‘— ‡‡† –‘ •‹’ •‘‡ ‹–‡•Ǥ ‘” ‡šƒ’Ž‡ǡ ‹ˆ ›‘— ƒ”‡ ‡ƒ”‹‰ –Š‡ ‹‡Ǧ‹—–‡ ƒ” ƒ† •–‹ŽŽ Šƒ˜‡ –™‘ ‘” –Š”‡‡ ‹–‡• –‘ †‘ ‘ –Š‡ ϐ‹”•– passage, then skip any Passage Development items and go straight to the next passage. The Passage Development items take longer, and there ™‹ŽŽ „‡ •‘‡ •‹’Ž‡ ‰”ƒƒ” ‹–‡• ™ƒ‹–‹‰ –‘ „‡ ‡ƒ•‹Ž›…‘’Ž‡–‡† ‹ –Š‡ ‡š– ’ƒ••ƒ‰‡Ǥ ƒ…Š ’”‘„Ž‡ •Š‘—Ž† „‡ ƒ•™‡”‡† ‡˜‡ ‹ˆ ›‘— —•– –—” –‘ ‰—‡••‹‰Ǥ Š‡”‡ ‹• ‘ ’‡ƒŽ–› ˆ‘” ™”‘‰ ƒ•™‡”•Ǥ

PACING TIP •™‡” –Š‡ “—‡•–‹‘• ƒ• ›‘— ‰‘Ǥ ‡ ™‹ŽŽ †‹•…—•• –Š‹• ‹ ‘”‡ †‡–ƒ‹Ž Žƒ–‡” ™Š‡ ™‡ develop our game plan.

C HAPTER 1 | F AST T RACK TO E NGLISH M ECHANICS • 17

THE CAMBRIDGE GAME PLAN

ƒ„”‹†‰‡ Šƒ• ƒ ‰ƒ‡ ’Žƒ ˆ‘” ƒ•™‡”‹‰ ‰Ž‹•Š “—‡•–‹‘•Ǥ Š‡ ’Žƒ ‹…Ž—†‡• ϐ‹˜‡ ‹’‘”–ƒ– •–”ƒ–‡‰‹‡•Ǥ ‡–ǯ• Ž‘‘ ƒ– –Š‡ ‘‡ ƒ– ƒ –‹‡Ǥ

READY. SET. GO.

When you open your test booklet, start reading. The questions are presented in order of the text (asking about particular points in the text). That means you don’t need to read the entire passage „‡ˆ‘”‡ ›‘—…ƒ ƒ•™‡” “—‡•–‹‘•Ǥ ‘‘ ƒŠ‡ƒ† ‘‡ ‘” –™‘ •‡–‡…‡• ‹ˆ ‡…‡••ƒ”›ǡ „—– ƒ•™‡” –Š‡ “—‡•–‹‘• ƒ• ›‘— ‰‘Ǥ At the end of the passage, you may be asked some questions about the overall development of the passage. These questions usually take a little ‘”‡ –‹‡Ǥ Š‡… –Š‡…Ž‘…Ǥ ˆ ›‘—ǯ˜‡ —•‡† —’ ›‘—” ‹‡ ‹—–‡• –‘ ƒ•™‡” the questions for that passage, circle those questions in your test booklet and move on to the next passage. You can come back to them at the end if there’s time, or guess if necessary. ‘•– ‹–‡• ™‹–Š –Š‡ ˆ‘ŽŽ‘™‹‰ ˆ‘”ƒ–…‘–ƒ‹ ƒ ‡””‘” –Šƒ– —•– „‡ corrected: A moral philosopher and pioneer of political economy, Adam Smith’s …Žƒ••‹…™‘”ǡ The Wealth of Nations ǡ ‹• ™‹†‡Ž› ƒ…‘™Ž‡†‰‡† –‘ „‡ the “father of modern economics,” yet the book is rarely studied in university courses. For these questions you must pick the one choice that is entirely correct. ‹”•–ǡ ‹‰‘”‡ –Š‡ ƒ•™‡”…Š‘‹…‡• ƒ† Ž‘‘ ˆ‘” ƒ ‡””‘” ‹ –Š‡ —†‡”Ž‹‡† ’ƒ”–Ǥ ˆ ›‘— ϐ‹† ƒ ‡””‘”ǡ…‹”…Ž‡ ‹–Ǥ

PACING TIP ƒ…Š “—‡•–‹‘ ‹• ™‘”–Š one point, so improve your score by completing the easy questions and skipping the more time-consuming questions. But even if you aren’t able –‘ ƒ•™‡” ƒŽŽ –Š‡ “—‡•–‹‘•ǡ don’t forget to guess.

CIRCLE THE ERRORS IN THE UNDERLINED PARTS

Example:

18 • S URGE TO S UCCESS ! E NGLISH T EST P REP

ˆ–‡” ‹†‡–‹ˆ›‹‰ –Š‡ ‡””‘” ‹ –Š‡ ‹–‡ •–‡ǡ Ž‘‘ ƒ– –Š‡ ƒ•™‡”…Š‘‹…‡• –‘ •‡‡ ™Š‹…Š ‘‡•…‘””‡…– –Š‡ ‡””‘”Ǥ Šƒ– ‹ˆ ‘”‡ –Šƒ ‘‡…Š‘‹…‡…‘””‡…–• –Š‡ ‡””‘”ǫ Š‡…‘’ƒ”‡ –Š‡ –‘ ϐ‹‰—”‡ ‘—– –Š‡ †‹ˆˆ‡”‡…‡• ƒ† †‡–‡”‹‡ ™Š‹…Š…Š‘‹…‡ ‹• ‡–‹”‡Ž›…‘””‡…– ƒ† †‘‡•ǯ– ‹–”‘†—…‡ ƒ› ‘–Š‡” ‡””‘”•Ǥ A moral philosopher and pioneer of political economy, Adam Smith’s …Žƒ••‹…™‘”ǡ The Wealth of Nations ǡ ‹• ™‹†‡Ž› ƒ…‘™Ž‡†‰‡† –‘ „‡ the “father of modern economics,” yet the book is rarely studied in university courses. A. NO CHANGE B. Adam Smith’s classic The Wealth of Nations ‹• ™‹†‡Ž› ƒ…‘™Ž‡†‰‡† –‘ Šƒ˜‡ „‡‡ ™”‹––‡ „› –Š‡ Dzˆƒ–Š‡” ‘ˆ ‘†‡” ‡…‘‘‹…•ǡdz †ƒ ‹–ŠǢ Ǥ †ƒ ‹–Š ‹• ™‹†‡Ž› ƒ…‘™Ž‡†‰‡† –‘ „‡ –Š‡ Dzˆƒ–Š‡” ‘ˆ ‘†‡” ‡…‘‘‹…•ǡdz ›‡– Š‹•…Žƒ••‹…™‘”ǡ The Wealth of Nations, Ǥ †ƒ ‹–Š ™”‘–‡ –Š‡…Žƒ••‹…™‘”ǡ The Wealth of Nations and is ™‹†‡Ž› ƒ…‘™Ž‡†‰‡† –‘ „‡ –Š‡ Dzˆƒ–Š‡” ‘ˆ ‘†‡” ‡…‘‘‹…•ǡdz ›‡– the book Both (C) and (D) correct the original error, so compare them to see Š‘™ –Š‡› ƒ”‡ †‹ˆˆ‡”‡–Ǥ ȋ Ȍ †‡•–”‘›• –Š‡…‘‡…–‹‘ „‡–™‡‡ –Š‡ ƒ—–Š‘” ƒ† –Š‡ ™‘”ǡ ‘„•…—”‹‰ –Š‡ ˆƒ…– –Šƒ– ‹– ™ƒ• ‹–Šǯ• ƒ—–Š‘”•Š‹’ of the book that gave Smith his status, so (C) must be correct. Š‡ ’”‹ƒ”› ™‡ƒ‡•• ‘ˆ –Š‡ •‡–‡…‡ ƒ„‘˜‡ ‹• ƒ ‹•’Žƒ…‡† ‘†‹ϐ‹‡”Ǥ Š‡ ‹–”‘†—…–‘”› ’Š”ƒ•‡ Dz ’Š‹Ž‘•‘’Š‡” ƒ† ’‹‘‡‡”dz…‘‡…–• –‘ –Š‡ ϐ‹”•– ‹’‘”–ƒ– ‘— ˆ‘ŽŽ‘™‹‰ ‹–Ȅ‹ –Š‹•…ƒ•‡ǡ Dz™‘”Ǥdz —– ƒ Dz’Š‹Ž‘•‘’Š‡” ƒ† ’‹‘‡‡”dz ‹• ‘– ƒ ™”‹––‡ ™‘”Ǥ Š‡ ’Š”ƒ•‡ ”‡ƒŽŽ› ‡ƒ• –‘ ‘†‹ˆ› Dz †ƒ ‹–Šǡdz –Š‡ –Š‹‡”Ǥ ‘…‹”…Ž‡ Dz †ƒ ‹–Šǯ•…Žƒ••‹…™‘”Ǥdz

WORK BACKWARD FROM THE ANSWERS

Example:

STRATEGY ALERT Use the Process of Elimination. • Eliminating one choice gives you a 33% chance of guessing correctly. • Ž‹‹ƒ–‹‰ –™‘…Š‘‹…‡• gives you a 50% chance of guessing correctly.

C HAPTER 1 | F AST T RACK TO E NGLISH M ECHANICS • 19

POWER PRACTICE 1

4. ‡…ƒ—•‡ ƒ Šƒ† „‡‡ ™‘—†‡† ‹ –Š‡ —”‘’‡ƒ ƒ’ƒ‹‰ǡ •‘ Š‡ ™ƒ• ƒ•‡† to serve as Grand Marshal of the Memorial Day Parade. F. NO CHANGE Ǥ ƒ’ƒ‹‰ǡ Š‡ ™ƒ• ƒ•‡† H. Campaign, they asked him J. Campaign, so they asked him 5. The present administration Šƒ• ƒŽ™ƒ›• ƒ† ™‹ŽŽ…‘–‹—‡ –‘ „‡ committed to a policy of guaranteeing a good education to every child in the district. A. NO CHANGE Ǥ Šƒ• ƒŽ™ƒ›• ƒ†…‘–‹—‡• –‘ „‡ Ǥ Šƒ• ƒŽ™ƒ›• „‡‡ ƒ† ™‹ŽŽ…‘–‹—‡ Ǥ Šƒ• ƒŽ™ƒ›• „‡‡ ƒ† ™‹ŽŽ…‘–‹—‡ –‘ „‡

DIRECTIONS: ‡ƒ† –Š‡ •‡–‡…‡• „‡Ž‘™ ƒ†…‹”…Ž‡ any error in the underlined part. Then select the …‘””‡…– ƒ•™‡”Ǥ 1. The supporters of the volunteer ambulance …‘”’• ™‡”‡ ƒ••—”‡† as to the deductibility of their donations on their tax returns. A. NO CHANGE B. as to their donations being deductible on their tax returns C. that their, the supporters’, donations are deductible on their tax returns D. that their donations are deductible on their tax returns 2. Most often, the reasons given for increasing physicians’ fees is they pay increasing malpractice insurance premiums and invest in costly equipment. F. NO CHANGE G. are they pay increasing malpractice insurance premiums and invest H. are that physicians pay increasing malpractice insurance premiums and that they invest J. is increasing malpractice insurance premiums and investing 3. Visiting Europe as a tourist ten years after the ‡† ‘ˆ –Š‡ ™ƒ”ǡ –Š‡ ”ƒ’‹† ’ƒ…‡ ‘ˆ –Š‡ ’‘•–™ƒ” reconstruction amazed the former soldier. A. NO CHANGE Ǥ –Š‡ ’‘•–™ƒ” ”‡…‘•–”—…–‹‘ –Šƒ– Šƒ† –ƒ‡ place at a rapid pace amazed the former soldier Ǥ –Š‡ ˆ‘”‡” •‘Ž†‹‡” ™ƒ• ƒƒœ‡† ƒ– –Š‡ ”ƒ’‹† ’ƒ…‡ ‘ˆ –Š‡ ’‘•–™ƒ” ”‡…‘•–”—…–‹‘ Ǥ –Š‡ ˆ‘”‡” •‘Ž†‹‡” ™Š‘ ™ƒ• ƒƒœ‡† ƒ– –Š‡ ”ƒ’‹† ’ƒ…‡ ‘ˆ –Š‡ ’‘•–™ƒ” ”‡…‘•–”—…–‹‘

20 • S URGE TO S UCCESS ! E NGLISH T EST P REP

ANSWERS

–Š‡ ϐ‹”•– ‘— ‹ –Š‡ ƒ‹…Žƒ—•‡ǣ Dz’ƒ…‡Ǥdz Š—•ǡ the sentence seems to assert “the rapid pace of reconstruction is visiting Europe.” (C) corrects –Š‹• „› ’Žƒ…‹‰ –Š‡ ‘†‹ϐ‹‡† ™‘”† ‹ ‹–• ’”‘’‡” position. (B) fails to make the needed correction and seems to assert that the reconstruction is visiting Europe. (D) does make the needed …‘””‡…–‹‘ǡ „—– –Š‡ —•‡ ‘ˆ Dz™Š‘dz ‹ ȋ Ȍ ’Žƒ…‡• –Š‡ ˜‡”„ Dz™ƒ• ƒƒœ‡†dz ‹ ƒ ”‡Žƒ–‹˜‡…Žƒ—•‡ ƒ† –—”• the entire sentence into a fragment. 4. (G) English/Knowledge of Language/Style/ Idiomatic Expression The construction “because. . .so” is not idiomatic English. The subordinating …‘Œ—…–‹‘ Dz„‡…ƒ—•‡dz…‘‡…–• –Š‡ –™‘ clauses and makes the “so” redundant. (G) solves this problem by eliminating the ™‘”†Ǥ ȋ Ȍ ƒ† ȋ Ȍ †‘ ƒ‡ –Š‡ ‡‡†‡† …‘””‡…–‹‘ „—– —•‡ –Š‡ ’”‘‘— Dz–Š‡›ǡdz ™Š‹…Š has no referent. 5. (D) English/Conventions of Standard English/ Sentence Structure/Incomplete Split Constructions The original is an incomplete split construction. Š‡ •‡–‡…‡ Šƒ• ƒ –™‘Ǧ’ƒ”– ˜‡”„ǣ –Š‡ ƒ†‹‹•–”ƒ–‹‘ DzŠƒ• ƒŽ™ƒ›•Ǥ Ǥ Ǥ…‘‹––‡†dz ƒ† Dz™‹ŽŽ…‘–‹—‡ –‘ „‡…‘‹––‡†Ǥdz ‡‘˜‹‰ –Š‡ second part makes the error easier to identify. The verb “has” should be “has. . .been.” (D) corrects this problem by supplying the missing ™‘”†Ǥ ȋ Ȍ ˆƒ‹Ž• –‘ •—’’Ž› –Š‡ ‡‡†‡† ™‘”†Ǥ ȋ Ȍ †‘‡• ‹…Ž—†‡ Dz„‡‡ǡdz „—– ‹–…”‡ƒ–‡• ƒ ‡™ ‡””‘” ‹ –Š‡ •‡…‘† ŠƒŽˆ ‘ˆ –Š‡…‘•–”—…–‹‘Ǥ – ”‡ƒ†• Dz™‹ŽŽ …‘–‹—‡…‘‹––‡†ǡdz ™Š‹…Š †‘‡•ǯ– ƒ‡ •‡•‡Ǥ

1. (D) English/Conventions of Standard English/ Grammar and Usage/Diction The phrase “as to” is generally not acceptable ‹ •–ƒ†ƒ”† ™”‹––‡ ‰Ž‹•Šǡ •‘ ȋ Ȍ ‹• ‹…‘””‡…–Ǥ ‘—…Žƒ—•‡ ‹• ”‡“—‹”‡†ǣ –Š‡ •—’’‘”–‡”• ™‡”‡ assured that is the case. (B) fails to make this …‘””‡…–‹‘Ǥ ȋ Ȍ ‹• ™”‘‰ „‡…ƒ—•‡ –Š‡ ’ƒ”‡–Š‡– - ical expression is unnecessary and disrupts the Ž‘‰‹…ƒŽ ϐŽ‘™ ‘ˆ –Š‡ •‡–‡…‡Ǥ 2. (H) English/Conventions of Standard English/ Grammar and Usage/Subject-Verb Agreement and Nouns and Noun Clauses and Pronoun Usage The original sentence suffers from three ™‡ƒ‡••‡•Ǥ ‹”•–ǡ –Š‡ •—„Œ‡…– ‘ˆ –Š‡ •‡–‡…‡ ‹• the plural noun “reasons,” so the verb should be the plural “are.” Second, the pronoun “they” has ‘ ”‡ˆ‡”‡–Ǥ –…‘—Ž† ”‡ˆ‡” –‘ Dz’Š›•‹…‹ƒ•dz ‹ˆ –Šƒ– ™‘”† ƒ’’‡ƒ”‡† ‹ –Š‡ •‡–‡…‡ǡ „—– Dz’Š›•‹…‹ƒ•dz does not appear—only “physicians’ fees.” Third, –Š‡ ƒ–‡”‹ƒŽ –Šƒ– ˆ‘ŽŽ‘™• Dz‹•dz —•– „‡ ƒ ‘— ‘” a noun substitute such as a noun clause. ‘™‡˜‡”ǡ ‹ –Š‡ ‘”‹‰‹ƒŽǡ ƒ ‹†‡’‡†‡–…Žƒ—•‡ ˆ‘ŽŽ‘™• Dz‹•Ǥdz ȋ Ȍ…‘””‡…–• –Š‡•‡ ‡””‘”•Ǥ – —•‡• –Š‡ ’Ž—”ƒŽ Dzƒ”‡dzǢ ‹–…”‡ƒ–‡• ƒ ‘—…Žƒ—•‡ „› —•‹‰ Dz–Šƒ–dzǢ ƒ† ‹– —•‡• –Š‡ ‘— Dz’Š›•‹…‹ƒ•dz ‹ place of the incorrect pronoun. (G) and (J) fail to correct the errors. 3. (C) English/Conventions of Standard English/ 6HQWHQFH 6WUXFWXUH 0LVSODFHG 0RGLÀHUV The original sentence has the notorious mis- ’Žƒ…‡† ‘†‹ϐ‹‡”Ǥ  ‰‡‡”ƒŽǡ ƒ ‘†‹ϐ‹‡” •Š‘—Ž† „‡ ’Žƒ…‡† ƒ•…Ž‘•‡ ƒ• ’‘••‹„Ž‡ –‘ ™Šƒ– ‹– ‘†‹ϐ‹‡•Ǥ Here, “visiting” is intended to modify “soldier,” „—– –Š‘•‡ –™‘ ™‘”†•…‘—Ž† ‘– „‡ ˆƒ”–Š‡” ƒ’ƒ”–Ǥ ‘•‡“—‡–Ž›ǡ –Š‡ ƒ–—”ƒŽ –‡†‡…›ǡ ™Š‡ reading this sentence, is to hook “visiting” to

C HAPTER 1 | F AST T RACK TO E NGLISH M ECHANICS • 21

DON’T BE AFRAID TO PICK “NO CHANGE”

Š‘‘•‡ Dz dz ‹ˆ ›‘— –Š‹ –Šƒ– –Š‡ ‘”‹‰‹ƒŽ ‹•…‘””‡…– ƒ• ™”‹––‡Ǥ Many students automatically refuse to pick “NO CHANGE” because they ϐ‹‰—”‡ –Šƒ– –Š‡”‡ —•– „‡ •‘‡–Š‹‰ ™”‘‰ ™‹–Š –Š‡ ‘”‹‰‹ƒŽȄ‡˜‡ ‹ˆ –Š‡› ƒ”‡ —ƒ„Ž‡ –‘ •ƒ› ™Šƒ–Ǥ —– –Š‹• ”‡ƒ•‘‹‰ ‹• ˆƒ—Ž–›Ǥ Dz ǡdz ™Š‡ it is an option, is statistically as likely to be correct as is one of the other three choices.

ACCELEPREP APPROACH Don’t believe NO CHANGE is statistically as likely to „‡…‘””‡…–ǫ ‡…Š‡…‡† over 200 questions, and ™ƒ• ”‹‰Š– about 22% of the time. And on three recent tests, NO ™ƒ• ƒ…–—ƒŽŽ› ‘”‡ likely to be correct than the ‘–Š‡” ƒ•™‡”…Š‘‹…‡•Ǥ

DIRECTIONS: ‡ƒ† –Š‡ ˆ‘ŽŽ‘™‹‰ •–ƒ–‡‡–• ƒ† circle any error in the underlined part. Then select –Š‡…‘””‡…– ƒ•™‡”Ǥ 1. Š‡ ‰‹ˆ–…‡”–‹ϐ‹…ƒ–‡ ˆ‘” ƒ Š‘–Ǧƒ‹” „ƒŽŽ‘‘ ”‹†‡ gives the recipient the option that you may ‡š…Šƒ‰‡ –Š‡…‡”–‹ϐ‹…ƒ–‡ for cash. A. NO CHANGE Ǥ –Šƒ– –Š‡…‡”–‹ϐ‹…ƒ–‡ ƒ› „‡ ‡š…Šƒ‰‡† Ǥ ‘ˆ ‡š…Šƒ‰‹‰ –Š‡…‡”–‹ϐ‹…ƒ–‡ Ǥ ‘ˆ ›‘—” ‡š…Šƒ‰‹‰ –Š‡…‡”–‹ϐ‹…ƒ–‡ 2. ‰‘”‹‰ ƒ ’”‘Œ‡…–‡† †‡…Ž‹‡ ‹ „‹”–Š• ‘˜‡” –Š‡ next decade, the school board allocated funds ˆ‘” ƒ ‡™ ‡Ž‡‡–ƒ”› •…Š‘‘Ž „ƒ•‡† —’‘ ƒ increase in the infant population last year. F. NO CHANGE G. By ignoring a projected decline in births over the next decade H. To ignore a projected decline in births over the next decade J. The next decade’s projected decline in births having been ignored POWER PRACTICE 2

3. ”‡‡ ϐ‹”‡ǡ ƒ ‰‡Žƒ–‹‘—•ǡ ‹…‡†‹ƒ”› ‹š–—”‡ǡ ™ƒ• —•‡† ‹ ™ƒ”ˆƒ”‡ „‡ˆ‘”‡ ‰—’‘™†‡” ™ƒ• invented. A. NO CHANGE Ǥ ”‡‡ ϐ‹”‡ǡ ƒ ‰‡Žƒ–‹‘—•ǡ ‹…‡†‹ƒ”› ‹š–—”‡ǡ ™ƒ• —•‡† †—”‹‰ ™ƒ”ˆƒ”‡ „‡ˆ‘”‡ –Š‡ ‹˜‡–‹‘ ‘ˆ ‰—’‘™†‡”Ǥ Ǥ ”‡‡ ϐ‹”‡ǡ ƒ ‰‡Žƒ–‹‘—•ǡ ‹…‡†‹ƒ”› ‹š–—”‡ „‡ˆ‘”‡ –Š‡ ‹˜‡–‹‘ ‘ˆ ‰—’‘™†‡”ǡ ™ƒ• —•‡† ‹ ™ƒ”ˆƒ”‡Ǥ Ǥ ‰‡Žƒ–‹‘—•ǡ ‹…‡†‹ƒ”› ‹š–—”‡ǡ ™ƒ”ˆƒ”‡ ‹˜‘Ž˜‡† –Š‡ —•‡ ‘ˆ ”‡‡ ϐ‹”‡ „‡ˆ‘”‡ –Š‡ ‹˜‡–‹‘ ‘ˆ ‰—’‘™†‡”Ǥ 4. The possibility of massive earthquakes are ”‡‰ƒ”†‡† „› ‘•– ƒ”‡ƒ ”‡•‹†‡–• ™‹–Š a mixture of skepticism and caution. F. NO CHANGE Ǥ ‹• ”‡‰ƒ”†‡† „› ‘•– ƒ”‡ƒ ”‡•‹†‡–• ™‹–Š H. is regarded by most area residents as Ǥ ‹• ‘•–Ž› ”‡‰ƒ”†‡† „› ƒ”‡ƒ ”‡•‹†‡–• ™‹–Š 5. According to tradition, Vishnu appeared as ”‹•Šƒ –‘ ”‹† –Š‡ ™‘”Ž† ‘ˆ ƒ –›”ƒ‹…ƒŽ ‹‰ named Kamsa, the son of a demon.

A. NO CHANGE B. Due to tradition, C. Because of tradition, D. Tradition has it that

22 • S URGE TO S UCCESS ! E NGLISH T EST P REP

ANSWERS

1. (C) English/Knowledge of Language/Style/Idi- omatic Expression Š‡ ‘”‹‰‹ƒŽ •‡–‡…‡ •—ˆˆ‡”• ˆ”‘ –™‘ †‡ˆ‡…–•Ǥ First, “you” seems to refer to “recipient,” but it is a second-person pronoun and cannot be substituted for “recipient,” a third-person antecedent. Second, modifying “the option,” as (C) does, produces a more concise sentence than adding a descriptive clause, as the original, (A), and (B) do. (C) avoids both errors. (D) corrects –Š‡ •‡…‘† ‡””‘” „—– ‘– –Š‡ ϐ‹”•–ǡ ™Š‡”‡ƒ• ȋ Ȍ …‘””‡…–• –Š‡ ϐ‹”•– ‡””‘” „—– ‘– –Š‡ •‡…‘†Ǥ 2. (F) English/Knowledge of Language/No Change Š‡ ‘”‹‰‹ƒŽ •‡–‡…‡ ‹•…‘””‡…– ƒ• ™”‹––‡Ǥ Š‡ changes suggested by the other choices distort the meaning of the original sentence or result in •‡–‡…‡• –Šƒ– ƒ”‡ ˜‡”› ƒ™™ƒ”†Ǥ 3. (A) English/Knowledge of Language/No Change Š‡ •‡–‡…‡ ‹•…‘””‡…– ƒ• ‘”‹‰‹ƒŽŽ› ™”‹––‡Ǥ The use of “during” in (B) is not idiomatic. (C) changes the meaning of the original by ‹ŽŽ‘‰‹…ƒŽŽ› ‹’Ž›‹‰ –Šƒ– ”‡‡ ϐ‹”‡ ™ƒ• ‘Ž› a gelatinous, incendiary mixture before the ‹˜‡–‹‘ ‘ˆ ‰—’‘™†‡” ƒ† –Šƒ– ‹– –Š‡ „‡…ƒ‡ •‘‡–Š‹‰ ‡Ž•‡Ǥ ȋ Ȍ ‹• ‘– ‘Ž› ƒ™™ƒ”† ™Š‡ …‘’ƒ”‡† ™‹–Š –Š‡ ‘”‹‰‹ƒŽǡ „—– –Š‡ ’”‘š‹‹–› ‘ˆ Dz™ƒ”ˆƒ”‡dz –‘ –Š‡ ‹–”‘†—…–‘”› ‘†‹ϐ‹‡” ‹’Ž‹‡• –Šƒ– ™ƒ”ˆƒ”‡ ‹• ƒ ‰‡Žƒ–‹‘—•ǡ ‹…‡†‹ƒ”› ‹š–—”‡Ǥ

4. (G) English/Conventions of Standard English/ Grammar and Usage/Subject-Verb Agreement The original sentence contains an error of ‰”ƒƒ”Ǥ Š‡ ˜‡”„ Dzƒ”‡dz ˆƒ‹Ž• –‘ ƒ‰”‡‡ ™‹–Š its subject, “possibility.” The correct verb is “is.” Each of the other choices makes the needed correction, but three of them introduce ‡™ ’”‘„Ž‡•Ǥ ȋ Ȍ…Šƒ‰‡• –Š‡ ‡ƒ‹‰ ‘ˆ the original. The use of “as” implies that the residents think earthquakes are like a mixture of skepticism and caution. (J) changes the meaning ‘ˆ –Š‡ ‘”‹‰‹ƒŽ „› “—ƒŽ‹ˆ›‹‰ –Š‡ „‡Ž‹‡ˆ ™‹–Š “mostly” (informal usage in itself) and failing to “—ƒ–‹ˆ› –Š‡ —„‡” ‘ˆ ”‡•‹†‡–• ™Š‘ Š‘Ž† –Š‡ belief. 5. (A) English/Knowledge of Language/No Change The original sentence is correct. (B) and (C) both ‹’Ž› –Šƒ– ‹– ™ƒ• –”ƒ†‹–‹‘ –Šƒ–…ƒ—•‡† ‹•Š— –‘ ƒ’’‡ƒ” ƒ• ”‹•ŠƒǤ ȋ  ƒ› ‡˜‡–ǡ Dz†—‡ –‘dz ‹• ‘– ƒ……‡’–ƒ„Ž‡ ‹ •–ƒ†ƒ”† ™”‹––‡ ‰Ž‹•Š ƒ• a substitute for “according to.”) (D) is informal usage. Remember that you should not make a …Šƒ‰‡ ˆ”‘ –Š‡ ‘”‹‰‹ƒŽ —Ž‡•• ›‘— ‘™ –Šƒ– the change is an improvement over the original.

C HAPTER 1 | F AST T RACK TO E NGLISH M ECHANICS • 23

ZOOM OUT FOR THE BIG PICTURE

‘‡ “—‡•–‹‘• ‘ –Š‡ –‡•– ™‹ŽŽ ”‡“—‹”‡ ›‘— –‘ ‘™ –Š‡…‘–‡š– ‘ˆ –Š‡ ’ƒ••ƒ‰‡Ǥ Š‡•‡ “—‡•–‹‘• ƒ• Š‘™ –‘ ‹’”‘˜‡ –Š‡ ‘”‰ƒ‹œƒ–‹‘ ‘ˆ –Š‡ ’ƒ••ƒ‰‡ ‘” ™Š‡–Š‡” ƒ† ™Š‡”‡ –‘ ‹…Ž—†‡ ‡™ ‹ˆ‘”ƒ–‹‘Ǥ Š‡ ›‘— ƒ•™‡” –Š‡•‡ “—‡•–‹‘•ǡ ”‡‡„‡” ›‘—” •—ƒ”› ‘ˆ –Š‡ ’ƒ••ƒ‰‡Ǥ ‘‘ ‘—– ƒ† –Š‹ ƒ„‘—– –Š‡ ’ƒ••ƒ‰‡ ƒ• ƒ ™Š‘Ž‡Ǥ 1. Ready. Set. Go. ‘—…ƒǯ– ƒˆˆ‘”† –‘ ™ƒ•–‡ –‹‡ǡ •‘ †‘ǯ– ”‡ƒ† –Š‡ †‹”‡…–‹‘•Ǥ –ƒ”– ”‡ƒ†‹‰ –Š‡ ’ƒ••ƒ‰‡ ƒ† ƒ•™‡” “—‡•–‹‘• ƒ• ›‘— ‰‘Ǥ 2. Circle the Errors in the Underlined Parts ƒ””‘™ ›‘—” ˆ‘…—• –‘ ƒ› ‡””‘”• ‹ –Š‡ ‘”‹‰‹ƒŽ –‘ ‡ƒ•‹Ž› •’‘– –Š‡ ƒ•™‡”Ǥ 3. Work Backward from the Answers ‡•– –Š‡ ƒ•™‡”…Š‘‹…‡• –‘ ϐ‹‰—”‡ ‘—– ™Š‹…Š ‘‡ ‹•…‘””‡…–Ǥ 4. Don’t Be Afraid to Pick “NO CHANGE” –ǯ• Œ—•– ƒ• Ž‹‡Ž› –‘ „‡…‘””‡…–Ǥ 5. Zoom Out for the Big Picture ‡–ƒŽŽ› •—ƒ”‹œ‡ ƒ ’ƒ••ƒ‰‡ –‘ ƒ•™‡” “—‡•–‹‘• ƒ„‘—– ƒ‹ idea or organization. SUM IT UP - GAME PLAN

24 • S URGE TO S UCCESS ! E NGLISH T EST P REP

POWER PRACTICE 3

DIRECTIONS:  –Š‡ ’ƒ••ƒ‰‡• „‡Ž‘™ǡ…‡”–ƒ‹ ’ƒ”–• ‘ˆ –Š‡ •‡–‡…‡• Šƒ˜‡ „‡‡ —†‡”Ž‹‡† ƒ† —„‡”‡†Ǥ  –Š‡ ”‹‰Š–ǦŠƒ†…‘Ž—ǡ ›‘— ™‹ŽŽ ϐ‹† †‹ˆˆ‡”‡– ™ƒ›• ‘ˆ ™”‹–‹‰ ‡ƒ…Š —†‡”Ž‹‡† ’ƒ”–Ǣ –Š‡ ‘”‹‰‹ƒŽ ˜‡”•‹‘ ‹• ‹†‹…ƒ–‡† by the “NO CHANGE” option. For each item, select the choice that best expresses the intended idea, is most ƒ……‡’–ƒ„Ž‡ ‹ •–ƒ†ƒ”† ™”‹––‡ ‰Ž‹•Šǡ ‘” ‹• ‘•–…‘•‹•–‡– ™‹–Š –Š‡ ‘˜‡”ƒŽŽ –‘‡ ƒ† •–›Ž‡ ‘ˆ –Š‡ ’ƒ••ƒ‰‡Ǥ Š‡”‡ ƒ”‡ ƒŽ•‘ ‹–‡• –Šƒ– ƒ• ƒ„‘—– ƒ •‡…–‹‘ ‘ˆ –Š‡ ’ƒ••ƒ‰‡ ‘” –Š‡ ’ƒ••ƒ‰‡ ƒ• ƒ ™Š‘Ž‡Ǥ Š‡•‡ ‹–‡• †‘ ‘– ”‡ˆ‡” –‘ ƒ —†‡”Ž‹‡† ’‘”–‹‘ ‘ˆ –Š‡ ’ƒ••ƒ‰‡Ǣ –Š‡•‡ ‹–‡• ƒ”‡ ’”‡…‡†‡† „› •–ƒ–‡‡–• –Šƒ– ƒ”‡ ‡…Ž‘•‡† ‹ „‘š‡•Ǥ ‡ƒ† –Š‡ ’ƒ••ƒ‰‡ –Š”‘—‰Š ‘…‡ „‡ˆ‘”‡ ›‘— „‡‰‹ –‘ ƒ•™‡” –Š‡ ƒ……‘’ƒ›‹‰ ‹–‡•Ǥ ‹†‹‰ –Š‡ ƒ•™‡”• –‘ certain items may depend on looking at material that appears several sentences beyond the item. So, be sure –Šƒ– ›‘— Šƒ˜‡ ”‡ƒ† ˆƒ” ‡‘—‰Š ƒŠ‡ƒ† „‡ˆ‘”‡ ›‘— •‡Ž‡…– ›‘—” ƒ•™‡”…Š‘‹…‡Ǥ [1] ‡’—„Ž‹…ƒ…ƒ†‹†ƒ–‡ ‡‘”‰‡ Ǥ —•Š ™‘

the presidential election held on November 7, ʹͲͲͲǤ Š‹Ž‡ ˜‘–‡• ™‡”‡…ƒ•– ˆ‘” ‘–Š‡” candidates, ™‹–Š ƒŽ’Š ƒ†‡” ”‡…‡‹˜‹‰ ‘˜‡” –™‘ ‹ŽŽ‹‘ ˜‘–‡• , no candidate other than Bush or Gore received a •‹‰‹ϐ‹…ƒ– —„‡” ‘ˆ ‡Ž‡…–‘”ƒŽ ˜‘–‡•Ǥ Š‡ ‡Ž‡…–‹‘ ™ƒ• ‘– ϐ‹ƒŽŽ› †‡…‹†‡† —–‹Ž ‡…‡„‡” ͳʹ ƒˆ–‡” various recounts, court appeals, and a Supreme ‘—”– †‡…‹•‹‘Ǥ ‡™•…‘˜‡”ƒ‰‡ ‘ˆ –Š‡ ‡Ž‡…–‹‘ ”‡•—Ž–• ™ƒ• ˆƒ—Ž–› ƒ†…‘–”‹„—–‡† –‘ –Š‡…‘ˆ—•‹‘Ǥ [2] By 8 p.m. EST on election day, all major –‡Ž‡˜‹•‹‘ ‡™• ‡–™‘”• †‡…Žƒ”‡† –Šƒ– ‘”‡ Šƒ† ™‘ Ž‘”‹†ƒǯ• ʹͷ ‡Ž‡…–‘”ƒŽ ˜‘–‡•Ǥ Š‡ ’”‡†‹…–‹‘ ™ƒ• based on exit polls asking ˜‘–‡”• ™Š‹…Š…ƒ†‹†ƒ–‡• they had selected, in the actual vote tally, Bush took ƒ ‡ƒ”Ž› Ž‡ƒ† ‹ Ž‘”‹†ƒǤ › ͳͲ ’ǤǤ –Š‡ ‡–™‘”• 1 1 2 2

1. A. NO CHANGE Ǥ…ƒ†‹†ƒ–‡• ™‹–Š ƒŽ’Š ƒ†‡” ”‡…‡‹˜‹‰ ‘˜‡” –™‘ ‹ŽŽ‹‘ ˜‘–‡• Ǥ …ƒ†‹†ƒ–‡• ™‹–Š ƒŽ’Š ƒ†‡”ǡ ”‡…‡‹˜‹‰ ‘˜‡” –™‘ ‹ŽŽ‹‘ ˜‘–‡• Ǥ…ƒ†‹†ƒ–‡•ǡ ™‹–Š ƒŽ’Š ƒ†‡” ”‡…‡‹˜‹‰ ‘˜‡” –™‘ ‹ŽŽ‹‘ ˜‘–‡•

2. F. NO CHANGE Ǥ ˜‘–‡”• ™Š‹…Š…ƒ†‹†ƒ–‡• –Š‡› Šƒ† •‡Ž‡…–‡†ǡ in the actual vote tally Bush Ǥ ˜‘–‡”• ™Š‹…Š…ƒ†‹†ƒ–‡• –Š‡› Šƒ† •‡Ž‡…–‡† in the actual vote tally, Bush Ǥ ˜‘–‡”• ™Š‹…Š…ƒ†‹†ƒ–‡• –Š‡› Šƒ† •‡Ž‡…–‡†Ǥ  –Š‡ ƒ…–—ƒŽ ˜‘–‡ –ƒŽŽ›ǡ —•Š