Reading Passage for HSPT - 64

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 fishmonger’s daughter had fingers that smelled perpetually of mackerel, no matter how vigorously she scrubbed them with lye soap at the pump behind the shop. Rosalind had grown accustomed to this, as one grows accustomed to the creak of floorboards in an old house or the distant whistle (5) of the locomotive that passed through town each evening at six. What she could not grow accustomed to was the way Mr. Pemberton’s son looked at her when he came in Tuesdays for his mother’s order, his gaze sliding past her face to the window behind, as though she were no more substantial than the (10) steam rising from the gutted cod.     Her father, a broad man with hands like oars, moved through the shop with surprising delicacy, arranging the day’s catch on beds of ice. He had taught her to identify fish by the clarity of their eyes, the resilience of their flesh under her thumb. “A fish (15) tells you its story,” he would say, “if you know how to listen.” She learned to listen. She learned to gut a bluefish in twenty seconds flat, to detect the faint iodine scent that meant the oysters had come from deeper waters. But none of this seemed to matter on Tuesday afternoons when young Pemberton arrived, (20) spoke to her father in low tones about the weather, and departed without once meeting her eye.

1. The passage is primarily concerned with

1. the daily operations of a fishmonger’s shop
2. Rosalind’s feelings of being disregarded by someone she notices
3. the relationship between a father and daughter in a small town
4. the differences between social classes in a coastal community

2. As used in line 9, the word substantial most nearly means

1. wealthy
2. important
3. solid
4. nourishing

3. According to the passage, Rosalind has learned to

1. ignore the offensive smells of the fish shop
2. judge the quality of fish through specific observations
3. avoid speaking to customers who come on Tuesdays
4. prepare mackerel faster than any other type of fish

4. The comparison of Rosalind’s father’s hands to oars (line 11) suggests that he

1. was once a sailor before becoming a fishmonger
2. rows a boat to catch fish each morning
3. has large, strong hands suited to physical labor
4. moves clumsily through the narrow shop

5. The passage suggests that young Pemberton’s behavior toward Rosalind makes her feel

1. angry and vindictive
2. invisible and unimportant
3. confused and curious
4. embarrassed and ashamed

6. The detail that Rosalind can gut a bluefish “in twenty seconds flat” (line 16) primarily serves to

1. illustrate her exceptional skill and competence
2. explain why her father values her assistance
3. demonstrate the rapid pace of work in the shop
4. contrast her abilities with those of other fishmongers

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

1. bitter and resentful
2. wistful and observant
3. humorous and lighthearted
4. tense and suspenseful

Passage 2

The following passage is adapted from a general-audience archaeology article.

    In the arid highlands of southern Peru, a series of enormous geoglyphs etched into the desert floor has perplexed researchers since their discovery by commercial aircraft pilots in the 1920s. The Nazca Lines, created by the Nazca culture between 500 BCE and 500 CE, consist of over 800 straight lines, 300 geometric (5) figures, and 70 animal and plant designs, some stretching more than 1,200 feet in length. The designs were created using a surprisingly simple technique: by removing the reddish pebbles that cover the desert surface, workers exposed the lighter-colored clay beneath, forming contrasting lines visible from great heights but often difficult to discern at ground level.     For decades, the (10) prevailing theory held that the lines served astronomical purposes, functioning as a massive calendar to track solstices and planetary movements. However, recent research has challenged this interpretation. Studies conducted by a team from the University of Dresden found that only a small percentage of the lines align with celestial events-no more than would be expected by chance alone. Instead, evidence now suggests (15) the geoglyphs may have been pathways for ritual processions related to water worship, a logical focus for a civilization inhabiting one of Earth’s driest regions. Archaeological excavations near several of the figures have uncovered offerings of marine shells and ceramics, materials associated with water ceremonies in Andean cultures.     The preservation of the lines for over two millennia results from the region’s extraordinary climate: minimal rainfall, (20) little wind, and stable temperatures have left the desert surface virtually undisturbed. This same aridity that protected the ancient artwork now renders it vulnerable to modern threats, as increasing tourist foot traffic and unauthorized vehicle crossings have begun to erode lines that survived centuries intact.

8. The main purpose of the passage is to

1. argue that the Nazca Lines were created for astronomical observation
2. describe the Nazca Lines and explain current theories about their purpose
3. compare ancient Peruvian cultures’ approaches to artistic expression
4. advocate for stronger preservation efforts to protect the Nazca Lines

9. According to the passage, the Nazca Lines were created by

1. exposing lighter clay beneath darker surface pebbles
2. arranging reddish pebbles into contrasting patterns
3. carving deep trenches into the desert floor
4. painting lines with clay-based pigments

10. As used in line 10, the word prevailing most nearly means

1. victorious
2. dominant
3. persistent
4. ancient

11. The passage indicates that the astronomical theory about the Nazca Lines has been challenged because

1. the lines are too difficult to see from ground level
2. few lines align with celestial events beyond what chance would predict
3. offerings found near the lines relate to water rather than astronomy
4. the Nazca culture had no knowledge of planetary movements

12. The author mentions marine shells and ceramics (line 18) in order to

1. prove that the Nazca people traded with coastal communities
2. provide evidence supporting the water ceremony interpretation
3. demonstrate the artistic sophistication of Nazca culture
4. explain how archaeologists date ancient artifacts

13. It can be inferred from the passage that the Nazca Lines

1. were originally created to be viewed from aircraft
2. would not have survived in a region with regular rainfall
3. are the oldest geoglyphs ever discovered in South America
4. were unknown to local residents before the 1920s

14. The structure of the passage can best be described as

1. presenting a problem and proposing multiple solutions
2. describing a phenomenon, discussing theories about it, and noting preservation concerns
3. comparing two competing theories and declaring one superior
4. chronicling the history of a discovery in chronological order

Passage 3

The following passage is adapted from a speech delivered by Chief Joseph of the Nez Perce in Washington, D.C., in 1879.

    I have heard talk and talk, but nothing is done. Good words do not last long unless they amount to something. Words do not pay for my dead people. They do not pay for my country, now overrun by white men. They do not protect my father’s grave. They do not pay for all (5) my horses and cattle. Good words will not give my people good health and stop them from dying. Good words will not get my people a home where they can live in peace and take care of themselves.     I am tired of talk that comes to nothing. It makes my heart sick when I remember all the good words and all the broken promises. There has been too much talking by men who had no right to talk. (10) Too many misrepresentations have been made, too many misunderstandings have come up between the white men about the Indians.     If the white man wants to live in peace with the Indian, he can live in peace. There need be no trouble. Treat all men alike. Give them the same law. Give them all an even chance to live and grow. All men were made by the same Great Spirit Chief. (15) They are all brothers. The earth is the mother of all people, and all people should have equal rights upon it. You might as well expect the rivers to run backward as that any man who was born a free man should be contented when penned up and denied liberty to go where he pleases.     Let me be a free man-free to travel, free to stop, free to work, free to trade where I choose, free to choose (20) my own teachers, free to follow the religion of my fathers, free to think and talk and act for myself-and I will obey every law, or submit to the penalty.

15. The primary purpose of Chief Joseph’s speech is to

1. demand compensation for land and property taken from his people
2. express frustration with broken promises and call for equal treatment
3. threaten war if the Nez Perce are not returned to their homeland
4. explain the religious beliefs of the Nez Perce people

16. As used in line 5, the word stop most nearly means

1. halt
2. prevent
3. obstruct
4. visit

17. According to the passage, Chief Joseph believes that peace between white men and Indians requires

1. complete separation of the two peoples
2. equal laws and equal opportunities for all
3. payment for land and lives lost
4. white men learning Indian languages and customs

18. The comparison of expecting a free man to be content when confined to expecting “the rivers to run backward” (line 16) emphasizes that such an expectation is

1. hopeful but unlikely
2. contrary to nature and impossible
3. dependent on changing circumstances
4. based on misunderstanding

19. The tone of the speech can best be described as

1. resigned and defeated
2. earnest and impassioned
3. sarcastic and mocking
4. objective and detached

20. Chief Joseph’s statement that “all men were made by the same Great Spirit Chief” (lines 14-15) is used to support his argument that

1. Indians and white men share the same religious traditions
2. all people deserve equal rights and treatment
3. the earth belongs to no single group of people
4. white men should adopt the beliefs of the Nez Perce

Answer Key

1. Ans: (B) – Rosalind’s feelings of being disregarded by someone she notices
Explanation: This is a Main Idea question. The passage centers on Rosalind’s experience of being ignored by young Pemberton, particularly emphasized in lines 6-10 where his gaze slides past her “as though she were no more substantial than the steam,” and in lines 18-21 where he departs “without once meeting her eye.” Choice (A) is too broad, as the shop operations are merely the setting. Choice (D) mentions social class, which is not explicitly discussed in the passage.

2. Ans: (C) – solid
Explanation: This is a Vocabulary in Context question. In line 9, Rosalind is compared to steam, something insubstantial or lacking physical presence, suggesting that “substantial” here means solid or physically present. Choice (A) is a common meaning of substantial but does not fit the context of being compared to steam. Choice (B), while related, does not capture the physical quality being described in this metaphor.

3. Ans: (B) – judge the quality of fish through specific observations
Explanation: This is a Detail/Fact question. Lines 12-16 explicitly state that her father taught her to identify fish “by the clarity of their eyes, the resilience of their flesh” and that she learned to “detect the faint iodine scent” of oysters from deeper waters. Choice (A) distorts information from the passage; she has grown accustomed to smells, not learned to ignore them. Choice (C) is not stated in the passage.

4. Ans: (C) – has large, strong hands suited to physical labor
Explanation: This is an Inference question. Comparing hands to oars suggests they are large and powerful, like the implements used to row boats (line 11). Choice (A) is not supported by the passage; the comparison does not indicate he was actually a sailor. Choice (D) contradicts line 11, which states he moved “with surprising delicacy.”

5. Ans: (B) – invisible and unimportant
Explanation: This is an Inference question. Lines 7-10 describe how Pemberton’s gaze slides past her “as though she were no more substantial than the steam,” and lines 20-21 note he departs “without once meeting her eye,” both suggesting she feels unseen. Choice (A) is not supported; no anger is expressed in the passage. Choice (D) is too strong; the passage suggests hurt feelings but not shame.

6. Ans: (A) – illustrate her exceptional skill and competence
Explanation: This is an Author’s Purpose question. The specific time reference in line 16 emphasizes how quickly and expertly Rosalind can perform this task, demonstrating her mastery of skills her father taught her. Choice (C) is too broad; the detail focuses on Rosalind’s ability specifically, not the general pace of work. Choice (D) is not stated; no comparison to other fishmongers is made.

7. Ans: (B) – wistful and observant
Explanation: This is a Tone/Mood question. The passage presents detailed observations about Rosalind’s world with a sense of longing, particularly regarding Pemberton’s indifference (lines 6-10, 18-21). Choice (A) is too harsh; the tone conveys sadness but not bitterness. Choice (C) is incorrect; there is no humor in the passage.

8. Ans: (B) – describe the Nazca Lines and explain current theories about their purpose
Explanation: This is a Main Idea question. The passage describes what the Nazca Lines are (lines 1-9), discusses the astronomical theory and challenges to it (lines 9-18), and addresses preservation (lines 18-23). Choice (A) is too narrow and contradicts the passage, which says the astronomical theory has been challenged (lines 10-14). Choice (D) is mentioned only briefly at the end and is not the main purpose.

9. Ans: (A) – exposing lighter clay beneath darker surface pebbles
Explanation: This is a Detail/Fact question. Lines 6-8 explicitly state that workers removed “the reddish pebbles that cover the desert surface” to expose “the lighter-colored clay beneath.” Choice (B) reverses the process described in the passage. Choice (C) is not mentioned; the passage describes removal of pebbles, not carving trenches.

10. Ans: (B) – dominant
Explanation: This is a Vocabulary in Context question. In line 10, “prevailing theory” refers to the widely accepted or dominant explanation that held sway for decades. Choice (A), victorious, relates to winning but does not fit the context of a theory being widely accepted. Choice (D), ancient, is tempting because the theory is old, but the word describes the theory’s status, not its age.

11. Ans: (B) – few lines align with celestial events beyond what chance would predict
Explanation: This is a Detail/Fact question. Lines 12-14 state that University of Dresden research found “only a small percentage of the lines align with celestial events-no more than would be expected by chance alone.” Choice (C), while mentioned in the passage, is presented as evidence for an alternative theory, not as the reason the astronomical theory was challenged. Choice (D) is not stated in the passage.

12. Ans: (B) – provide evidence supporting the water ceremony interpretation
Explanation: This is an Author’s Purpose question. Lines 16-18 introduce the water worship theory, and lines 17-18 state that shells and ceramics were “materials associated with water ceremonies in Andean cultures.” Choice (A) may be true but is not the author’s purpose in mentioning these items. Choice (C) is too broad and not the specific function of this detail.

13. Ans: (B) – would not have survived in a region with regular rainfall
Explanation: This is an Inference question. Lines 18-21 explain that preservation resulted from “minimal rainfall, little wind, and stable temperatures,” implying that different climate conditions would have destroyed the lines. Choice (A) contradicts common sense and the passage; the lines were created centuries before aircraft existed (lines 2-3). Choice (D) is not stated or implied in the passage.

14. Ans: (B) – describing a phenomenon, discussing theories about it, and noting preservation concerns
Explanation: This is a Structure/Organization question. The first paragraph describes the Nazca Lines (lines 1-9), the second discusses theories about their purpose (lines 9-18), and the third addresses preservation (lines 18-23). Choice (A) is incorrect because the passage does not propose solutions. Choice (C) is wrong because the passage does not declare one theory superior to another.

15. Ans: (B) – express frustration with broken promises and call for equal treatment
Explanation: This is a Main Idea question. Lines 1-7 express frustration with unfulfilled promises, lines 8-11 emphasize weariness with broken agreements, and lines 12-18 call for equal treatment and rights. Choice (A) is too narrow; while compensation is mentioned (lines 1-6), it is part of a broader demand for justice. Choice (C) is incorrect; no threat of war is made.

16. Ans: (B) – prevent
Explanation: This is a Vocabulary in Context question. In line 5, Chief Joseph says good words will not “get my people good health and stop them from dying,” meaning prevent them from dying. Choice (A), halt, is related but does not work as smoothly in the context of stopping death from occurring. Choice (D), visit, is an unrelated meaning of the word stop.

17. Ans: (B) – equal laws and equal opportunities for all
Explanation: This is a Detail/Fact question. Lines 12-14 state: “Treat all men alike. Give them the same law. Give them all an even chance to live and grow.” Choice (A) contradicts the passage; Chief Joseph wants to live in peace with white men (line 12), not separately. Choice (C), while mentioned earlier (lines 1-6), is not presented as the requirement for peace.

18. Ans: (B) – contrary to nature and impossible
Explanation: This is an Extended Reasoning question. The comparison in lines 16-17 uses a natural impossibility (rivers running backward) to emphasize that expecting a free person to accept confinement is equally impossible and unnatural. Choice (A) is too weak; the comparison suggests complete impossibility, not mere unlikelihood. Choice (C) is incorrect; the comparison emphasizes absolute impossibility, not conditional possibility.

19. Ans: (B) – earnest and impassioned
Explanation: This is a Tone/Mood question. The speech conveys deep emotion and sincerity, particularly in lines 8-9 (“It makes my heart sick”) and lines 19-21 (the repeated “free to” structure showing passionate conviction). Choice (A) is incorrect because while Chief Joseph is tired of talk (line 8), the speech itself is forceful and demanding, not resigned. Choice (C) is wrong; there is no sarcasm in the speech.

20. Ans: (B) – all people deserve equal rights and treatment
Explanation: This is an Extended Reasoning question. Lines 14-16 connect the idea that all men were made by the same creator to the conclusion that “all people should have equal rights upon” the earth. Choice (C) is mentioned but is a separate point that follows, not the direct conclusion of the statement about the Great Spirit Chief. Choice (A) is not stated; Chief Joseph does not claim shared religious traditions.