Practice Worksheet - 2

Read each passage carefully and then answer the questions about it. For each question, decide on the basis of the passage which one of the choices best answers the question.

Passage 1

The following passage is adapted from a work of narrative fiction.

    The train lurched forward at exactly half past four, and Mira pressed her forehead against the cool window glass, watching the station recede into a gray smudge. She had never traveled alone before, (5) and the weight of her satchel on her lap felt both reassuring and strange, like carrying someone else’s belongings. Inside were three apples, a wedge of hard cheese, and the letter from her uncle in Toronto – the letter that had (10) changed everything.     Across from her sat a woman knitting something purple and shapeless, her needles clicking in steady rhythm. The woman had not looked up once since departing, and Mira wondered if she made (15) this journey often, if the fields and forests blurring past had become invisible to her through repetition. Mira herself could not stop staring. She had spent sixteen years in the same village, where the farthest landmark was the (20) mill pond, and now the world was unspooling before her like ribbon from a spool.     Her father had said little at breakfast that morning, only nodding when she reminded him of the (25) train time. Her mother had wept, of course, but had also pressed a silver coin into Mira’s palm – money saved from selling eggs, money that should have gone toward new hinges for the barn door. The coin was still (30) there now, warm and slightly damp, clutched in her right hand.     The conductor passed through, punching tickets with a device that made a satisfying snap. He barely glanced at Mira, and she felt a thrill at this (35) indifference, at being simply another passenger. In the village, everyone knew her as Josef’s daughter, the girl whose brother had drowned in the pond. Here, she was no one, and the freedom of it made her want to (40) laugh and weep at once.

1. The passage is narrated from the point of view of

1. an observer describing Mira from a distance
2. Mira herself, reflecting on her journey in the first person
3. a third-person narrator with access to Mira’s thoughts
4. the conductor witnessing the events on the train
5. a neutral reporter documenting facts without interpretation

2. As used in line 8, the word “changed” most nearly means

1. altered
2. exchanged
3. transformed
4. replaced
5. revised

3. The detail about the woman’s knitting needles “clicking in steady rhythm” (lines 13-14) serves primarily to

1. suggest that the woman is nervous about the journey
2. emphasize the contrast between the woman’s routine and Mira’s excitement
3. indicate that knitting was a common pastime on trains
4. show that the woman is trying to ignore Mira
5. demonstrate the mechanical nature of train travel

4. It can be inferred from the passage that Mira’s family is

1. wealthy enough to afford frequent travel
2. indifferent to Mira’s departure
3. of modest means and making sacrifices
4. opposed to her decision to leave
5. unaware of her destination

5. The reference to “new hinges for the barn door” (line 29) suggests that

1. the family farm is in a state of disrepair
2. Mira’s mother has given her money meant for a necessary expense
3. Mira’s father disapproves of the gift
4. the barn door was damaged during a recent storm
5. Mira feels guilty about accepting the money

6. The tone of the passage can best be described as

1. anxious and regretful
2. celebratory and triumphant
3. reflective and bittersweet
4. detached and scholarly
5. somber and melancholic

7. In line 38, being “no one” makes Mira feel liberated primarily because

1. she can avoid paying for her ticket
2. she is escaping the identity and history that defined her in the village
3. she no longer has to obey her parents
4. the conductor does not recognize her family name
5. she has always wanted to be anonymous

Passage 2

The following passage is adapted from an article on cognitive archaeology.

    When archaeologists unearth ancient cave paintings, they are not merely discovering art – they are glimpsing the emergence of symbolic thought itself. The cognitive leap required to represent a bison (5) on a cave wall, rather than simply hunting it, marks one of the most profound transformations in human evolution. Yet the question of when and why this capacity arose remains one of the discipline’s most contentious debates.     Traditional (10) theories placed the origin of symbolic behavior relatively recently, at around 40,000 years ago, coinciding with the spectacular cave art of Europe. However, discoveries in Africa have complicated this timeline considerably. Ochre fragments bearing geometric (15) engravings found in Blombos Cave, South Africa, date to approximately 75,000 years ago, pushing back the emergence of symbolic marking by tens of millennia. Even more remarkable are perforated shell beads from sites in Morocco and (20) Israel, some exceeding 100,000 years in age, suggesting that personal ornamentation – a fundamentally symbolic act – may have an even deeper history.     What drove this cognitive revolution? Some researchers emphasize environmental pressures, arguing that (25) climate fluctuations forced early humans to develop more complex social networks, which in turn required new forms of communication. Others point to neurological changes in brain structure, particularly in regions associated with planning and abstract (30) reasoning. A third camp highlights demographic factors: as population densities increased, symbolic markers of group identity became advantageous for distinguishing allies from strangers.     The archaeological record, however, resists simple narratives. Symbolic behavior (35) appears sporadically across vast spans of time and geography, flickering into existence and then vanishing again. This patchwork pattern suggests that the capacity for symbolic thought may have emerged gradually, perhaps episodically, rather than in a single (40) revolutionary moment. Understanding this process requires not just finding older artifacts, but interpreting what cognitive abilities they truly represent.

8. The primary purpose of the passage is to

1. argue that African cave art is superior to European cave art
2. describe competing theories about the origins of symbolic thought
3. prove that symbolic behavior began exactly 100,000 years ago
4. criticize traditional archaeological methods
5. explain how cave paintings were created

9. As used in line 7, the word “contentious” most nearly means

1. satisfied
2. disputed
3. peaceful
4. irrelevant
5. resolved

10. According to the passage, the discoveries at Blombos Cave are significant because they

1. contain the oldest known cave paintings in the world
2. demonstrate that symbolic behavior is older than previously thought
3. prove that all symbolic thought originated in Africa
4. show that early humans could create realistic animal images
5. confirm the traditional timeline of 40,000 years ago

11. The passage mentions “perforated shell beads” (line 19) primarily as evidence that

1. ancient people had advanced drilling technology
2. personal ornamentation may predate geometric engravings
3. shells were valuable trade items in prehistoric times
4. symbolic behavior was limited to coastal regions
5. jewelry making was the first form of art

12. The three theories about what drove symbolic thought (lines 23-33) differ primarily in their emphasis on

1. different types of artwork
2. different geographic regions
3. different causal factors
4. different time periods
5. different species of humans

13. The “patchwork pattern” described in line 36 suggests that

1. symbolic behavior developed uniformly across all regions
2. archaeologists have failed to find most ancient artifacts
3. symbolic thought emerged inconsistently rather than in one sudden event
4. early humans lost the ability to create art repeatedly
5. climate change destroyed most evidence of symbolic behavior

14. The author’s attitude toward the question of symbolic thought’s origins can best be described as

1. dismissive of all current theories
2. certain that the answer has been found
3. engaged but acknowledging complexity
4. uninterested in archaeological evidence
5. biased toward European discoveries

Passage 3

The following is adapted from a letter written by Abigail Adams to her son John Quincy Adams in 1780.

    My dear Son,     ’Tis almost four months since you left your native land, and embarked upon the mighty ocean, for the second time, in company with your honored (5) father. I hope by this time you are safely arrived, and that the numerous dangers which surround a state of warfare, through which you have passed, have all terminated favorably. I can hardly reconcile myself to the thought of your being so far (10) separated from me, at your tender age; yet I have yielded to the conviction that it will be of great advantage to you.     It will be expected of you, my son, that your improvements should bear some proportion to the opportunities (15) you have had. Nothing is wanting with you but attention, diligence, and steady application. Nature has not been deficient, but cultivation is necessary to give vigor and expansion to the mind. I would have you (20) attend constantly and steadfastly to the precepts and instructions of your father, as you value the happiness of your mother and your own welfare. His care and attention to you render many things unnecessary for me to write, which I might otherwise (25) do; but the inadvertency and heedlessness of youth require line upon line and precept upon precept.     You are in possession of a natural good understanding, and of spirits unbroken by adversity (30) and untamed by pleasure. Improve your understanding by acquiring useful knowledge and virtue, such as will render you an ornament to society, an honor to your country, and a blessing to your parents. Great learning and superior abilities should you ever (35) possess them, will be of little value and small estimation unless virtue, honor, truth, and integrity are added to them.

15. The primary purpose of the letter is to

1. scold John Quincy Adams for leaving home
2. describe the dangers of ocean travel
3. encourage her son to take advantage of his educational opportunities
4. criticize her husband’s parenting methods
5. request that her son return home immediately

16. As used in line 11, the word “yielded” most nearly means

1. produced
2. surrendered
3. harvested
4. given way
5. collapsed

17. In lines 8-11, Abigail Adams indicates that she

1. regrets allowing her son to travel abroad
2. has mixed feelings about her son’s journey
3. believes her son is too old to be traveling
4. thinks the voyage was unnecessary
5. is unaware of where her son has gone

18. According to the passage, Abigail Adams believes that her son’s success depends primarily on

1. his natural intelligence alone
2. avoiding all dangers of warfare
3. returning home as quickly as possible
4. diligent effort and moral character
5. acquiring wealth and social status

19. The phrase “line upon line and precept upon precept” (lines 26-27) suggests that

1. young people require repeated instruction and guidance
2. Abigail Adams is a professional teacher
3. her son cannot read or write well
4. the father is not providing adequate instruction
5. education should follow a strict linear progression

20. In the final paragraph (lines 28-37), Abigail Adams emphasizes that

1. intelligence and ability are worthless without moral virtue
2. her son should focus only on academic subjects
3. pleasure and adversity are equally harmful
4. society values learning above all other qualities
5. natural understanding cannot be improved through education

■ ■ ■   STOP   ■ ■ ■

IF YOU FINISH BEFORE TIME IS CALLED, YOU MAY CHECK YOUR WORK ON THIS SECTION ONLY. DO NOT TURN TO ANY OTHER SECTION OF THE TEST.

Answer Key

1. Ans: (C) – a third-person narrator with access to Mira’s thoughts
Explanation: This is a Structure/Organization question. The passage uses third-person pronouns (“she,” “her”) but also reveals Mira’s internal thoughts and feelings, such as wondering about the knitting woman and feeling a thrill at the conductor’s indifference (lines 13-15, 34-35). Choice (A) is incorrect because the narrator has access to Mira’s thoughts, not merely observing from a distance. Choice (B) is incorrect because the passage uses third-person pronouns, not first-person “I.”

2. Ans: (C) – transformed
Explanation: This is a Vocabulary in Context question. In context, the letter “changed everything” (lines 8-9) suggests a profound, complete alteration of Mira’s life circumstances, making “transformed” the best choice. Choice (A) “altered” is too weak to capture the magnitude implied by “everything.” Choice (B) “exchanged” incorrectly suggests a swap or trade rather than a fundamental change.

3. Ans: (B) – emphasize the contrast between the woman’s routine and Mira’s excitement
Explanation: This is an Author’s Purpose question. The steady, rhythmic clicking represents the woman’s habitual, unremarkable journey, which contrasts sharply with Mira’s wonder at everything she sees (lines 13-18). Choice (A) is incorrect because nothing suggests the woman is nervous; the steady rhythm implies calm routine. Choice (D) is incorrect because the passage states the woman “had not looked up once,” suggesting inattention rather than deliberate avoidance.

4. Ans: (C) – of modest means and making sacrifices
Explanation: This is an Inference question. The detail that the silver coin “should have gone toward new hinges for the barn door” (lines 28-29) indicates the family has limited resources and is sacrificing a needed repair to help Mira. Choice (A) is contradicted by this evidence of financial constraint. Choice (B) is incorrect because the mother’s weeping and gift demonstrate care, not indifference (lines 26-27).

5. Ans: (B) – Mira’s mother has given her money meant for a necessary expense
Explanation: This is a Detail/Fact question. The passage explicitly states the money “should have gone toward new hinges for the barn door” (lines 28-29), indicating it was earmarked for this purchase but given to Mira instead. Choice (E) is not stated; the passage does not describe Mira feeling guilty. Choice (D) introduces information not mentioned in the passage about a storm causing the damage.

6. Ans: (C) – reflective and bittersweet
Explanation: This is a Tone/Mood question. The passage combines Mira’s excitement about her journey with sadness about leaving (her mother weeping, the memory of her drowned brother), creating a bittersweet tone with thoughtful reflection on her mixed emotions (lines 38-40). Choice (A) is too negative; while some anxiety exists, the overall tone includes wonder and excitement. Choice (B) is too positive, ignoring the sadness of departure and family loss.

7. Ans: (B) – she is escaping the identity and history that defined her in the village
Explanation: This is an Inference question. The passage states that “In the village, everyone knew her as Josef’s daughter, the girl whose brother had drowned” (lines 35-37), and being “no one” on the train frees her from this identity. Choice (C) is too extreme and not supported by the text. Choice (E) is incorrect because the passage presents this as a new feeling, not a longstanding desire.

8. Ans: (B) – describe competing theories about the origins of symbolic thought
Explanation: This is a Main Idea question. The passage presents the debate over when symbolic thought emerged (lines 6-8), describes conflicting evidence (lines 9-22), and outlines three different theoretical explanations (lines 23-33). Choice (C) is too narrow and contradicts the passage, which emphasizes uncertainty rather than proof. Choice (A) distorts the passage; African art is mentioned as evidence for earlier dating, not as superior in quality.

9. Ans: (B) – disputed
Explanation: This is a Vocabulary in Context question. The passage describes ongoing debates about when and why symbolic thought arose, making “contentious” mean disputed or debated (line 7). Choice (E) “resolved” is the opposite of the intended meaning. Choice (D) “irrelevant” contradicts the passage’s emphasis on the question’s importance to the discipline.

10. Ans: (B) – demonstrate that symbolic behavior is older than previously thought
Explanation: This is a Detail/Fact question. The passage states that Blombos Cave engravings date to 75,000 years ago, “pushing back the emergence of symbolic marking by tens of millennia” from the traditional 40,000-year timeline (lines 14-17). Choice (A) is incorrect; the passage describes engravings, not paintings. Choice (E) reverses the passage’s point, as these discoveries challenge rather than confirm the traditional timeline.

11. Ans: (B) – personal ornamentation may predate geometric engravings
Explanation: This is an Extended Reasoning question. The beads are described as “exceeding 100,000 years in age” (line 20), older than the 75,000-year-old Blombos engravings, suggesting ornamentation has an “even deeper history” (line 22). Choice (A) focuses on technology rather than symbolic behavior, which is the passage’s actual concern. Choice (D) is too narrow; beads are mentioned from both Morocco and Israel, not just coastal regions.

12. Ans: (C) – different causal factors
Explanation: This is a Structure/Organization question. The three theories emphasize environmental pressures (lines 24-26), neurological changes (lines 27-30), and demographic factors (lines 30-33) as different causes for the same phenomenon. Choice (D) is incorrect because all three theories address the same general time period of human evolution. Choice (B) is wrong because the theories focus on causes, not geographic differences.

13. Ans: (C) – symbolic thought emerged inconsistently rather than in one sudden event
Explanation: This is an Inference question. The passage describes symbolic behavior “flickering into existence and then vanishing again” (lines 36-37) and emerging “gradually, perhaps episodically, rather than in a single revolutionary moment” (lines 38-40). Choice (A) contradicts this; the pattern is described as sporadic, not uniform. Choice (D) misinterprets the evidence; the pattern suggests variable development, not loss of ability.

14. Ans: (C) – engaged but acknowledging complexity
Explanation: This is a Tone/Mood question. The author presents multiple theories with interest, uses phrases like “contentious debates” (line 7), and concludes that the record “resists simple narratives” (lines 34-35), showing engagement with the topic while recognizing its complexity. Choice (B) is contradicted by the acknowledgment of ongoing debate and uncertainty throughout. Choice (A) is too negative; the author presents theories respectfully, not dismissively.

15. Ans: (C) – encourage her son to take advantage of his educational opportunities
Explanation: This is a Main Idea question. Abigail Adams writes that the journey “will be of great advantage” (lines 10-11), states that “your improvements should bear some proportion to the opportunities you have had” (lines 13-15), and urges him to acquire useful knowledge (lines 30-32). Choice (A) is incorrect; she reconciles herself to his departure and sees its value. Choice (B) is too narrow; dangers are mentioned briefly but are not the letter’s focus.

16. Ans: (D) – given way
Explanation: This is a Vocabulary in Context question. In context, “yielded to the conviction” (line 11) means she has given way to or accepted the belief that the journey will benefit her son, despite her reluctance. Choice (B) “surrendered” has the right general meaning but carries connotations of defeat inappropriate to the context. Choice (A) “produced” represents a different meaning of “yield” that does not fit this context.

17. Ans: (B) – has mixed feelings about her son’s journey
Explanation: This is an Inference question. Abigail Adams writes “I can hardly reconcile myself to the thought of your being so far separated” but also “I have yielded to the conviction that it will be of great advantage to you” (lines 8-11), showing conflicting emotions. Choice (A) is too strong; she accepts the decision despite difficulty. Choice (D) contradicts her statement about the journey’s advantages.

18. Ans: (D) – diligent effort and moral character
Explanation: This is a Detail/Fact question. Abigail Adams emphasizes “attention, diligence, and steady application” (lines 15-16) and states that abilities “will be of little value” unless “virtue, honor, truth, and integrity are added” (lines 34-37). Choice (A) is contradicted by her statement that “cultivation is necessary” beyond natural ability (lines 17-19). Choice (E) is not mentioned; she emphasizes virtue and learning, not wealth or status.

19. Ans: (A) – young people require repeated instruction and guidance
Explanation: This is an Inference question. The phrase follows Adams’ statement that “the inadvertency and heedlessness of youth require” this repetition (lines 25-27), indicating young people need ongoing reminders. Choice (C) is not supported; the phrase refers to behavioral guidance, not literacy skills. Choice (D) contradicts the passage, which praises the father’s “care and attention” (line 23).

20. Ans: (A) – intelligence and ability are worthless without moral virtue
Explanation: This is a Main Idea question. The final sentence states that “Great learning and superior abilities” will be “of little value and small estimation unless virtue, honor, truth, and integrity are added to them” (lines 33-37). Choice (B) contradicts this emphasis on virtue alongside academics. Choice (E) reverses the passage’s point; Adams says natural understanding requires cultivation and improvement (lines 17-19).