Practice Worksheet - 10

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 rattled through the Pyrenees, and Isabelle pressed her forehead against the cold window glass. Outside, the slopes wore their first snow, thin as lace over the granite. She had left Toulouse at dawn, carrying nothing but a leather satchel and the address of an aunt she had never met. (5) Her mother had pressed the paper into her palm the night before, whispering that Aunt Clémence lived in a village so small it did not appear on maps, where the roads turned to footpaths and the houses clung to the mountainside like barnacles.     Isabelle was fifteen. She had lived her entire life in the city, where the streets smelled of diesel and baking bread, (10) where the cathedral bells marked the hours with such regularity that she had never needed a watch. Now she was traveling toward silence. Her mother had not explained why she was being sent away, only that it was necessary, that the city had become impossible. Isabelle suspected it had something to do with her father, who had not come home in three weeks, (15) and with the men who had begun appearing at their door at odd hours, men in dark coats who spoke in low voices and left without smiling.     The train slowed as it climbed higher. An old woman across the aisle was peeling an orange, and the scent filled the compartment, sharp and sweet. Isabelle thought of her room at home, the window that overlooked the marketplace, (20) the sounds of vendors calling out prices for olives and cheese. She wondered if she would ever see it again.

1. The passage is primarily concerned with

1. a young girl’s reluctant journey to an unfamiliar place
2. the geographic features of the Pyrenees mountain range
3. the relationship between Isabelle and her mother
4. the political tensions in Toulouse during wartime
5. the differences between urban and rural life in France

2. As used in line 6, the word “pressed” most nearly means

1. ironed
2. squeezed
3. urged
4. placed
5. flattened

3. The description of Aunt Clémence’s village in lines 5-7 suggests that it is

1. a popular destination for tourists
2. located near the Spanish border
3. extremely remote and isolated
4. accessible only by train
5. known for its historical significance

4. The detail that Isabelle “had never needed a watch” (line 11) serves primarily to

1. suggest that she is irresponsible about time
2. indicate that her family is too poor to afford one
3. emphasize the orderliness of her life in Toulouse
4. contrast her youth with the old woman’s age
5. explain why she might miss her train connection

5. It can most reasonably be inferred from lines 13-16 that Isabelle’s father

1. has died in a mountaineering accident
2. is involved in some dangerous or secretive activity
3. has abandoned the family permanently
4. works as a government official in dark coats
5. has sent Isabelle away against her mother’s wishes

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

1. bitterly resentful
2. quietly apprehensive
3. openly nostalgic
4. cautiously optimistic
5. deeply philosophical

7. The image of the orange being peeled in lines 17-18 primarily serves to

1. show that Isabelle is hungry from her long journey
2. introduce a character who will help Isabelle later
3. provide a sensory detail that triggers Isabelle’s memories
4. demonstrate the poverty of the other train passengers
5. indicate that the train is nearing its final destination

Passage 2

The following passage is adapted from an article about environmental science.

The boreal forest, a vast band of coniferous woodland stretching across the northern latitudes of North America, Europe, and Asia, covers nearly seventeen percent of Earth’s land surface. Yet despite its enormous extent, this biome remains one of the least studied and least understood ecosystems on the planet. (5) Recent research has revealed that the boreal forest plays a far more critical role in regulating global climate than scientists previously recognized.     Unlike tropical rainforests, which store carbon primarily in living vegetation, boreal forests sequester the majority of their carbon in soil and peat. The cold temperatures that characterize these regions slow the decomposition (10) of organic matter, allowing thick layers of partially decayed plant material to accumulate over centuries. In some areas, these peat deposits extend more than six meters deep. Scientists estimate that boreal soils contain approximately twice as much carbon as the atmosphere itself, making this biome an immense carbon reservoir.     Climate change, however, threatens (15) to transform the boreal forest from a carbon sink into a carbon source. As global temperatures rise, the permafrost underlying much of the boreal region is beginning to thaw. This thawing releases microbes that had been dormant in frozen soil, and these microbes rapidly begin decomposing the previously locked organic matter, releasing carbon dioxide and methane into the atmosphere. (20) The process creates a dangerous feedback loop: warming causes thawing, thawing causes decomposition, and decomposition causes further warming.

8. The primary purpose of the passage is to

1. compare the boreal forest to tropical rainforests
2. explain the importance of the boreal forest in climate regulation and the threats it faces
3. argue for increased funding for boreal forest research
4. describe the geographic distribution of coniferous trees
5. detail the process by which peat deposits form

9. According to the passage, boreal forests differ from tropical rainforests in that boreal forests

1. cover a larger percentage of Earth’s surface
2. store most of their carbon in soil rather than in living plants
3. are located primarily in the Southern Hemisphere
4. have been more thoroughly studied by scientists
5. contain trees that lose their leaves seasonally

10. As used in line 7, the word “sequester” most nearly means

1. isolate
2. release
3. store
4. produce
5. distribute

11. The passage indicates that organic matter decomposes slowly in boreal regions primarily because of

1. the absence of microbes in the soil
2. the low temperatures in these areas
3. the depth of the peat deposits
4. the density of coniferous vegetation
5. the lack of oxygen in permafrost

12. The statement that boreal soils contain “approximately twice as much carbon as the atmosphere itself” (lines 12-13) serves primarily to

1. prove that boreal forests are larger than all other biomes
2. suggest that tropical rainforests are less important than previously thought
3. emphasize the enormous quantity of carbon stored in this ecosystem
4. explain why boreal forests have been neglected by researchers
5. demonstrate that soil is more important than vegetation

13. It can be inferred from lines 15-19 that the “microbes” mentioned in the passage

1. are a recent evolutionary development in boreal ecosystems
2. were active before the permafrost froze
3. can survive only in frozen environments
4. consume carbon dioxide and produce oxygen
5. migrate northward as temperatures increase

14. The “feedback loop” described in lines 19-21 is “dangerous” because it

1. causes scientists to revise their previous research
2. destroys habitats needed by boreal wildlife
3. accelerates climate change through a self-reinforcing cycle
4. creates methane, which is poisonous to humans
5. prevents new trees from growing in the boreal forest

Passage 3

The following is adapted from a letter written by John Adams to his wife Abigail Adams on July 3, 1776.

Yesterday the greatest Question was decided, which ever was debated in America, and a greater perhaps, never was or will be decided among Men. A Resolution was passed without one dissenting Colony “that these united Colonies, are, and of right ought to be free and independent States, and as such, they have, and of Right ought to have full Power (5) to make War, conclude Peace, establish Commerce, and to do all the other Acts and Things, which other States may rightfully do.” You will see in a few days a Declaration setting forth the Causes, which have impell’d Us to this mighty Revolution, and the Reasons which will justify it, in the Sight of God and Man.     When I look back to the Year 1761, and recollect (10) the Argument concerning Writs of Assistance, in the Superiour Court, which I have hitherto considered as the Commencement of the Controversy, between Great Britain and America, and run through the whole Period, from that Time to this, and recollect the series of political Events, the Chain of Causes and Effects, I am surprized at the Suddenness, as well as Greatness of this Revolution. (15) Britain has been fill’d with Folly, and America with Wisdom, at least this is my Judgment.     Time has been given for the whole People, maturely to consider the great Question of Independence and to ripen their judgments, dissipate their Fears, and allure their Hopes, by discussing it in News Papers and Pamphletts, by debating it, in Assemblies, Conventions, (20) Committees of Safety and Inspection, in Town and County Meetings, as well as in private Conversations, so that the whole People in every Colony of the 13, have now adopted it, as their own Act.

15. The primary purpose of this letter is to

1. request Abigail’s advice on political matters
2. inform Abigail of the colonies’ decision to declare independence
3. justify Adams’s absence from home
4. criticize Great Britain’s treatment of the colonies
5. describe the contents of the Declaration of Independence

16. As used in line 8, the word “impell’d” most nearly means

1. forced
2. suggested
3. invited
4. discouraged
5. transported

17. According to Adams, the controversy between Great Britain and America began with

1. the signing of the Declaration of Independence
2. a debate about Writs of Assistance in 1761
3. the passage of the Resolution mentioned in line 2
4. discussions in colonial assemblies and conventions
5. the British policy of taxation without representation

18. Adams expresses surprise at the “Suddenness” of the Revolution (line 14) despite having

1. predicted it would occur much earlier
2. traced its origins back fifteen years
3. opposed independence in earlier debates
4. expected Great Britain to act more wisely
5. believed the people were not ready for it

19. In lines 15-16, Adams’s claim that “Britain has been fill’d with Folly, and America with Wisdom” is best described as

1. an objective historical observation
2. a partisan judgment reflecting his political stance
3. a quotation from the Declaration of Independence
4. a summary of Abigail’s views on the matter
5. an ironic statement meant to criticize both sides

20. The structure of the final paragraph (lines 16-22) serves primarily to

1. list the specific colonies that voted for independence
2. explain how public deliberation prepared the people for this decision
3. contrast the opinions of political leaders with those of common citizens
4. describe the process by which the Resolution was drafted
5. argue that the decision was made too hastily

■ ■ ■   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: (A) – a young girl’s reluctant journey to an unfamiliar place
Explanation: This is a Main Idea question. The passage focuses centrally on Isabelle’s train journey from Toulouse to her aunt’s remote village, describing both her physical travel and her emotional state of uncertainty and reluctance (lines 1-20). Choice (B) is too narrow, as the geographic features are merely background details. Choice (D) is too broad and speculative, as the passage only hints at political tensions without making them the primary focus.

2. Ans: (D) – placed
Explanation: This is a Vocabulary in Context question. In line 6, Isabelle’s mother “pressed the paper into her palm,” meaning she placed or put it there. Choice (A) refers to a different meaning of “pressed” related to ironing fabric. Choice (C), “urged,” is a meaning of “pressed” when referring to persuasion, but does not fit the physical action described here.

3. Ans: (C) – extremely remote and isolated
Explanation: This is an Inference question. The passage states that the village “did not appear on maps” and that “the roads turned to footpaths” (lines 6-7), which strongly suggests extreme remoteness and isolation. Choice (A) contradicts this description, as tourist destinations typically appear on maps. Choice (D) is incorrect because the passage indicates roads turn to footpaths, suggesting the train does not reach the village itself.

4. Ans: (C) – emphasize the orderliness of her life in Toulouse
Explanation: This is a Structure/Organization question. The detail that the cathedral bells marked hours “with such regularity” that she never needed a watch (lines 10-11) emphasizes how structured and predictable her city life was, contrasting with the uncertain journey ahead. Choice (A) reverses the meaning, as the passage suggests the opposite. Choice (B) is not supported, as the detail is about the bells’ regularity, not economic status.

5. Ans: (B) – is involved in some dangerous or secretive activity
Explanation: This is an Inference question. The passage indicates that Isabelle’s father “had not come home in three weeks” and that “men in dark coats who spoke in low voices” had been appearing at the door (lines 13-16), suggesting he is involved in something dangerous or secretive. Choice (A) is entirely unsupported by the text. Choice (C) is too extreme, as the passage does not indicate permanence.

6. Ans: (B) – quietly apprehensive
Explanation: This is a Tone/Mood question. The passage conveys Isabelle’s understated anxiety about leaving home and traveling to an unknown place, with uncertainty about her father and whether she will return (lines 11-21). Choice (A) is too strong, as Isabelle shows no resentment. Choice (D) is incorrect because there is no optimism expressed in the passage.

7. Ans: (C) – provide a sensory detail that triggers Isabelle’s memories
Explanation: This is an Author’s Purpose question. The orange’s scent (line 18) is immediately followed by Isabelle thinking “of her room at home” and the marketplace (lines 18-20), showing that the sensory detail triggers her memories. Choice (A) is not supported, as the passage does not mention Isabelle being hungry. Choice (B) is incorrect, as the old woman does not reappear or help Isabelle.

8. Ans: (B) – explain the importance of the boreal forest in climate regulation and the threats it faces
Explanation: This is a Main Idea question. The passage discusses the boreal forest’s critical role in storing carbon (lines 5-13) and then explains how climate change threatens to reverse this function (lines 14-21). Choice (A) is too narrow, as the comparison to tropical rainforests is only one supporting detail. Choice (C) is not supported, as the passage makes no argument about funding.

9. Ans: (B) – store most of their carbon in soil rather than in living plants
Explanation: This is a Detail/Fact question. The passage explicitly states that “Unlike tropical rainforests, which store carbon primarily in living vegetation, boreal forests sequester the majority of their carbon in soil and peat” (lines 6-8). Choice (A) is not stated in the passage. Choice (D) contradicts the passage, which says boreal forests remain “least studied” (line 3).

10. Ans: (C) – store
Explanation: This is a Vocabulary in Context question. In line 7, “sequester” refers to boreal forests holding or storing carbon in soil and peat. Choice (B) is the opposite of the correct meaning. Choice (A), “isolate,” is related but does not capture the meaning of holding or storing carbon as clearly as choice (C).

11. Ans: (B) – the low temperatures in these areas
Explanation: This is a Detail/Fact question. The passage states that “The cold temperatures that characterize these regions slow the decomposition of organic matter” (lines 8-10). Choice (A) contradicts lines 17-18, which mention microbes. Choice (C) confuses cause and effect, as the slow decomposition causes deep peat deposits, not vice versa.

12. Ans: (C) – emphasize the enormous quantity of carbon stored in this ecosystem
Explanation: This is an Author’s Purpose question. By comparing the carbon in boreal soils to the entire atmosphere (lines 12-13), the author emphasizes the vast amount stored in this biome. Choice (A) is too broad and not supported. Choice (D) reverses the logic, as this fact would suggest boreal forests deserve more study, not explain why they have been neglected.

13. Ans: (B) – were active before the permafrost froze
Explanation: This is an Inference question. The passage states that thawing “releases microbes that had been dormant in frozen soil” (lines 16-17), implying they existed and were active before becoming frozen and dormant. Choice (C) contradicts the passage, which indicates microbes become active when the permafrost thaws. Choice (D) reverses the process described in lines 17-19.

14. Ans: (C) – accelerates climate change through a self-reinforcing cycle
Explanation: This is an Extended Reasoning question. The passage explains that warming causes thawing, which causes decomposition, which causes further warming (lines 19-21), creating a cycle that accelerates itself. Choice (B) may be true but is not the reason the feedback loop is characterized as dangerous. Choice (E) is not mentioned in the passage.

15. Ans: (B) – inform Abigail of the colonies’ decision to declare independence
Explanation: This is a Main Idea question. Adams writes to tell his wife about the Resolution passed “Yesterday” establishing the colonies as independent states (lines 1-6). Choice (A) is incorrect, as Adams is informing rather than requesting advice. Choice (E) is too narrow, as he only mentions a declaration will come “in a few days” (line 6) but does not describe its contents.

16. Ans: (A) – forced
Explanation: This is a Vocabulary in Context question. In line 8, “impell’d” (impelled) refers to the causes that drove or forced the colonies to revolution. Choice (B), “suggested,” is too weak for the context. Choice (D) is the opposite of the intended meaning.

17. Ans: (B) – a debate about Writs of Assistance in 1761
Explanation: This is a Detail/Fact question. Adams explicitly states he has “considered” the “Argument concerning Writs of Assistance” in 1761 “as the Commencement of the Controversy” (lines 9-11). Choice (A) is incorrect because the Declaration came after the controversy began. Choice (E) may be true but is not what Adams cites in this passage.

18. Ans: (B) – traced its origins back fifteen years
Explanation: This is an Extended Reasoning question. Adams expresses surprise at the “Suddenness” (line 14) even though he has traced events from 1761 to 1776-a fifteen-year span (lines 9-14). Choice (C) is not supported, as nothing suggests Adams opposed independence. Choice (D) distorts his statement about British folly, which does not relate to his surprise at suddenness.

19. Ans: (B) – a partisan judgment reflecting his political stance
Explanation: This is an Inference question. Adams immediately qualifies this statement with “at least this is my Judgment” (lines 15-16), indicating it is his personal, partisan view rather than objective fact. Choice (A) is contradicted by his acknowledgment that it is his judgment. Choice (E) is incorrect, as there is no irony; Adams means exactly what he says.

20. Ans: (B) – explain how public deliberation prepared the people for this decision
Explanation: This is a Structure/Organization question. The final paragraph describes how time was given for the people to consider, discuss, and debate independence through various forums (lines 16-22), showing how deliberation prepared them. Choice (A) is incorrect, as Adams does not list specific colonies. Choice (E) contradicts the passage, as Adams argues the opposite-that sufficient time was given.