Victory for the ACT Student Text 15e

452 • C AMBRIDGE P RACTICE T EST R EINFORCEMENT

66. (F) (p. 375) English/Conventions of Standard English/No Change . “Accepted” and “excepted” are sometimes confused; the original makes the right choice. (C) and (D) don’t have meanings that would work in this context. 67. (A) (p. 376) English/Production of Writing/Strategy/Appropriate Supporting Material . The essay is a historical narrative of the Hamilton-Burr duel fought at a certain time in a particular place. What happened during the next half century in other states is not relevant. 68. (G) (p. 376) English/Production of Writing/Strategy/Effective Transitional Sentence . This item asks for the appropriate word to show the temporal relationship between the death of Philip and the day of the Hamilton-Burr duel. “Earlier” makes the right connection. The other choices are related to the idea of time, but none of them has a meaning that shows that the son had died three years before the duel was fought. 69. (D) (p. 376) English/Pro uction of Writing/Strategy/Effective Transitional Sentence . The purpose of the introductory phrase to provide a transition between the two paragraphs, and the writer means to signal that the new paragraph continues the description begun in the preceding paragraph. The phrase “at the time,” (D), makes the continuity clear to the reader. 70. (F) (p. 376) English/Conventions of Standard English/No Change . This item raises a very subtle point of grammar. “Firing” in this context is a gerund and therefore a noun. But “party” is also a noun. So what is the logical connection „‡–™‡‡ –Š‡ ‘—•ǫ Š‡ ’‘••‡••‹˜‡ ˆ‘” ƒ‡• –Š‡…‘‡…–‹‘ ‘‡ ‘ˆ ‘™‡”•Š‹’ǡ –Šƒ– ‹•ǡ –Š‡ ϐ‹”‹‰ „‡Ž‘‰• –‘ –Š‡ ’ƒ”–›Ȅƒ– Ž‡ƒ•– ‹ –Š‡ •‡•‡ –Šƒ– –Š‡ ’ƒ”–›…‘–”‘Ž• –Š‡ ϐ‹”‹‰Ǥ ‹–Š‘—– –Š‡ ƒ’‘•–”‘’Š‡ǡ ›‘—ǯ† Šƒ˜‡ –™‘ ‘—•ǡ Dz’ƒ”–›dz ƒ† Dzϐ‹”‹‰ǡdz „—– ‘ ™ƒ› ‘ˆ •Š‘™‹‰ –Šƒ–…‘‡…–‹‘Ǥ ȋ Ȍ ‹• ™”‘‰ „‡…ƒ—•‡ Dz„‘–Šdz ™‘—Ž† ‡‡† –Š‡ ’Ž—”ƒŽ Dz’ƒ”–‹‡•ǯǤdz ȋ Ȍ is wrong because “parties” should be singular, as it is in the original. And (J) just does not make a logical statement. 71. (D) (p. 377) English/Conventions of Standard English/Sentence Structure/Run-On Sentences . The original is a run-on sentence: two independent clauses jammed together with no punctuation or conjunction separating them. (D) solves the problem by using a comma and the conjunction “but.” (B) is a comma splice. It cements the same two clauses together with a comma but does not separate them with a conjunction. And (C) uses “so,” which implies a causal or logical connection that the writer does not intend. 72. (G) (p. 377) English/Conventions of Standard English/Grammar and Usage/Adjectives versus Adverbs . The problem with the original is that “common” is an adjective and cannot be used to modify another adjective, in this case “accepted.” An adverb (-ly) is needed. “Ordinary,” (H), and “usual,” (J), are both adjectives. 73. (D) (p. 377) English/Production of Writing/Strategy/Appropriate Supporting Material . This item asks for a work –Šƒ– ƒ…Š‹‡˜‡• ƒ ’ƒ”–‹…—Žƒ” ‰‘ƒŽǤ ˆ –Š‡ ™”‹–‡” ™ƒ–• –Š‡ ”‡ƒ†‡” –‘ —†‡”•–ƒ† –Šƒ– ƒ‹Ž–‘ ϐ‹”‡† „‡ˆ‘”‡ Š‡ ‡ƒ– –‘ǡ “prematurely,” (D), is a good adverb. 74. (J) (p. 377) English/Conventions of Standard English/Sentence Structure/Unintended Meanings . Here is a pretty ‰‘‘† ‡šƒ’Ž‡ ‘ˆ –Š‡ ‘–‘”‹‘—• †ƒ‰Ž‹‰ ‘†‹ϐ‹‡”Ǥ Š‡ ’ƒ”–‹…‹’Ž‡ —•‡† –‘ ‹–”‘†—…‡ –Š‡ •‡–‡…‡ǡ Dz”‡‰ƒ‹‹‰ǡdz ‡‡†• –‘ „‡ ƒ––ƒ…Š‡† –‘ ƒ ‘—ǡ •‘ ƒ ”‡ƒ†‡” ™‹ŽŽ ƒ–—”ƒŽŽ› ƒ••‘…‹ƒ–‡ –Š‡ ’Š”ƒ•‡ ™‹–Š –Š‡ ϐ‹”•– ‹’‘”–ƒ– ‘— ƒˆ–‡” –Š‡ initial comma, “physician.” But the physician is not the one who was shot. The ambiguity can be resolved by moving “Hamilton” closer to “regaining,” the strategy used by (J). 75. (A) (p. 377) English/Production of Writing/Strategy/Main Idea . The essay is a pretty interesting description of the Hamilton-Burr duel. The writer provides background, context, narrative, and enough detail about dueling to appreciate the story, but the essay is not a technical treatment of dueling. Therefore, (A) is the best choice. Section 2: Mathematics 1. (C) (p. 378) Mathematics/Number and Quantity/Basic Arithmetic Manipulations . Two numbers that add up to zero are additive inverses: a + (– a Ȍ α Ͳ. The additive inverse is the opposite of the original value: 3 2 is the additive inverse of 3 2 .