Free ISEE Reading Exam

2.

The diagram below provides information about the parts of a neuron (brain cell). Study the image and answer the question. What happens when you walk barefoot from the swimming pool onto a section of sun-baked pavement? Ouch! The soles of your feet burn, and you might start to hop up and down and then quickly scamper away to a cooler, shaded spot of ground. What happened? Thank specialized cells . . . . Networks of connected cells called neurons make up your body's electrical, or nervous, system. This system works to communicate messages, such as, "Quick, move off the hot pavement!" Cells of the nervous system (specifically neurons) possess special features and a unique shape, both of which suit them for their job in communication. Or, as scientists like to put it, structure determines function. Neurons have long, spindly extensions called axons that carry electrical and chemical messages. These messages convey information to your brain—"The ground is burning hot!"—and responses back from the brain—"Pick up your foot!" To transmit these messages, charged particles (primarily sodium ions), jet across a nerve cell membrane, creating an electrical impulse that speeds down the axon. When the electrical impulse reaches the end of the axon, it triggers the neuron to release a chemical messenger (called a neurotransmitter) that passes the signal to a neighboring nerve cell. This continues until the message reaches its destination, usually in the brain, spinal cord, or muscle. Most neurons can convey messages very fast because they are electrically insulated with a fatty covering called myelin. Myelin is formed by Schwann cells—one of the many types of glial cells that supply support and nutrition to nerve cells. Nerves coated with myelin transmit messages at a speed of about 250 miles per hour, plenty of time for the message to get to your brain to warn you to lift your foot before it burns. One reason young children are at a higher risk for burning themselves is because the neurons in children's bodies do not become fully coated with myelin until they are about 10 years old. That means it takes dangerously long for a message like, "The stove is hot!" to reach a young children's brains to tell them to pull their hands away. Myelin formation (and consequently the conduction of nervous system messages) can be disrupted by certain diseases, such as multiple sclerosis. Symptoms such as numbness, double vision, and muscle paralysis all result from faulty nerve conduction that ultimately impairs muscle cell function. Question: Which question can be answered by consulting this diagram?

Why does the brain contain neurons?
Where is a nucleus located in a neuron?
What is the function of a myelin sheath?
How does a neuron interact with other cells?

Correct Answer

A. Where is a nucleus located in a neuron?

Explanation

B. A diagram illustrates what complex things look like and provides information about their parts. It cannot explain exactly what things do. See Lesson: Summarizing Text and Using Text Features.

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3.

Read the passage and answer the question. Our survey revealed a broad pattern of unconscious bias against minority students on majority-white college campuses. First, a startlingly high proportion of minority respondents, 83%, reported that they often or sometimes felt marginalized or overlooked by members of their broader campus communities. In a follow-up telephone interview, Aida Green, an African American sophomore at Standmore University in Iowa, said that students in campus common areas often asked her questions like, “Where are you visiting from?” Although these encounters typically take a friendly tone, Green said the underlying message is clear: her community fails to recognize her as a member. When asked why this matters, Green sounded frustrated. “I see people’s eyes pass over me when they’re forming study groups. White kids get asked; I have to put myself forward.” She sighed. “And that’s if I know an opportunity exists. I’m always wondering what I could be doing to get ahead that I’m not doing because nobody thought to tell me I can.” Similar patterns existed in other minority students’ survey comments and interviews. The most common type of statement was a sentiment of fatigue; students feel exhausted by the effort to insert themselves into groups that unconsciously exclude them. And many students echoed Green’s worry that they may be missing out on opportunities. Clarity Ferrer, a black Puerto Rican senior at Northeastern College of Vermont, was certain she had been overlooked: “My own sorority sisters started holding informal lunches with alumni to talk about jobs and internships, and they didn’t invite me the whole first quarter. All the other seniors got told about it. But me? They forgot.” Question: What is the primary purpose of the passage?

To annoy
To inform
To persuade
To entertain

Correct Answer

A. To inform

Explanation

B. Although the authors of this passage would likely agree with the argument that we need to address unconscious bias in our communities, the passage does not actually make such an argument. It only relays the survey results, words, and reported feelings of minority students on majority-white college campuses. See Lesson: Understanding the Author’s Purpose, Point of View, and Rhetorical Strategies.

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4.

Read the passage and answer the question. Our survey revealed a broad pattern of unconscious bias against minority students on majority-white college campuses. First, a startlingly high proportion of minority respondents, 83%, reported that they often or sometimes felt marginalized or overlooked by members of their broader campus communities. In a follow-up telephone interview, Aida Green, an African American sophomore at Standmore University in Iowa, said that students in campus commons areas often asked her questions like, “Where are you visiting from?” Although these encounters typically take a friendly tone, Green said the underlying message is clear: her community fails to recognize her as a member. When asked why this matters, Green sounded frustrated. “I see people’s eyes pass over me when they’re forming study groups. White kids get asked; I have to put myself forward.” She sighed. “And that’s if I know an opportunity exists. I’m always wondering what I could be doing to get ahead that I’m not doing because nobody thought to tell me I can.” Similar patterns existed in other minority students’ survey comments and interviews. The most common type of statement was a sentiment of fatigue; students feel exhausted by the effort to insert themselves into groups that unconsciously exclude them. And many students echoed Green’s worry that they may be missing out on opportunities. Clarity Ferrer, a black Puerto Rican senior at Northeastern College of Vermont, was certain she had been overlooked: “My own sorority sisters started holding informal lunches with alumni to talk about jobs and internships, and they didn’t invite me the whole first quarter. All the other seniors got told about it. But me? They forgot.” Question: With which statement would the authors of the passage most likely agree?

Clarity Ferrer’s sorority sisters probably excluded her on purpose for a reason that had nothing to do with race.
Unconscious racism on college campuses may be a cause of income gaps between white and minority college graduates.
Even if minority students encounter unconscious bias, they do not suffer much because affirmative action helps them.
White students at majority-white campuses nationwide are actively coordinating an attempt to keep minority students down.

Correct Answer

A. Unconscious racism on college campuses may be a cause of income gaps between white and minority college graduates.

Explanation

B. The authors of the passage are likely concerned with unconscious bias on college campuses and convinced that it has negative consequences, for example on job opportunities and future income. See Lesson: Understanding the Author’s Purpose, Point of View, and Rhetorical Strategies.

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5.

Read the passage and answer the question. Our survey revealed a broad pattern of unconscious bias against minority students on majority-white college campuses. First, a startlingly high proportion of minority respondents, 83%, reported that they often or sometimes felt marginalized or overlooked by members of their broader campus communities. In a follow-up telephone interview, Aida Green, an African American sophomore at Standmore University in Iowa, said that students in campus commons areas often asked her questions like, “Where are you visiting from?” Although these encounters typically take a friendly tone, Green said the underlying message is clear: her community fails to recognize her as a member. When asked why this matters, Green sounded frustrated. “I see people’s eyes pass over me when they’re forming study groups. White kids get asked; I have to put myself forward.” She sighed. “And that’s if I know an opportunity exists. I’m always wondering what I could be doing to get ahead that I’m not doing because nobody thought to tell me I can.” Similar patterns existed in other minority students’ survey comments and interviews. The most common type of statement was a sentiment of fatigue; students feel exhausted by the effort to insert themselves into groups that unconsciously exclude them. And many students echoed Green’s worry that they may be missing out on opportunities. Clarity Ferrer, a black Puerto Rican senior at Northeastern College of Vermont, was certain she had been overlooked: “My own sorority sisters started holding informal lunches with alumni to talk about jobs and internships, and they didn’t invite me the whole first quarter. All the other seniors got told about it. But me? They forgot.” Question: Which sentence expresses an argument supported by the evidence in the passage?

Campus communities should require students to undergo training to address their unconscious biases.
Colleges should offer minority students more opportunities to rest because racism makes them tired.
Minority students should be offered training and support so they get better at enduring slight hints of racism.
If we can end the unconscious marginalization of minority college students, racism in the United States will be solved.

Correct Answer

A. Campus communities should require students to undergo training to address their unconscious biases.

Explanation

A. The passage does not suggest that unconscious marginalization is the only force for racism in American society, and it certainly does not suggest that minority students need to learn to deal with racism better. However, it does suggest that unconscious bias is a problem that needs to be addressed. See Lesson: Understanding the Author’s Purpose, Point of View, and Rhetorical Strategies.

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6.

Read the passage and answer the question. Our survey revealed a broad pattern of unconscious bias against minority students on majority-white college campuses. First, a startlingly high proportion of minority respondents, 83%, reported that they often or sometimes felt marginalized or overlooked by members of their broader campus communities. In a follow-up telephone interview, Aida Green, an African American sophomore at Standmore University in Iowa, said that students in campus commons areas often asked her questions like, “Where are you visiting from?” Although these encounters typically take a friendly tone, Green said the underlying message is clear: her community fails to recognize her as a member. When asked why this matters, Green sounded frustrated. “I see people’s eyes pass over me when they’re forming study groups. White kids get asked; I have to put myself forward.” She sighed. “And that’s if I know an opportunity exists. I’m always wondering what I could be doing to get ahead that I’m not doing because nobody thought to tell me I can.” Similar patterns existed in other minority students’ survey comments and interviews. The most common type of statement was a sentiment of fatigue; students feel exhausted by the effort to insert themselves into groups that unconsciously exclude them. And many students echoed Green’s worry that they may be missing out on opportunities. Clarity Ferrer, a black Puerto Rican senior at Northeastern College of Vermont, was certain she had been overlooked: “My own sorority sisters started holding informal lunches with alumni to talk about jobs and internships, and they didn’t invite me the whole first quarter. All the other seniors got told about it. But me? They forgot.” Question: The authors most likely included Aida Green’s comments in order to:

Show that marginalization is one of a constellation of problems, most of which are not clear from survey data.
Add an emotional component to the statistical information that 83% of minority students feel marginalized.
Appeal to the reader’s reason by adding statistical data to back up an opinion shared by many survey respondents.
Distract readers from the main idea in order to trick them into believing an argument that is not sufficiently supported.

Correct Answer

A. Add an emotional component to the statistical information that 83% of minority students feel marginalized.

Explanation

B. The passage reports on the results of a survey and accompanying interviews. The quotations from the interviews add an emotional appeal by putting a human face on dry statistics. See Lesson: Understanding the Author’s Purpose, Point of View, and Rhetorical Strategies.

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7.

Read the passage and answer the question. Our survey revealed a broad pattern of unconscious bias against minority students on majority-white college campuses. First, a startlingly high proportion of minority respondents, 83%, reported that they often or sometimes felt marginalized or overlooked by members of their broader campus communities. In a follow-up telephone interview, Aida Green, an African American sophomore at Standmore University in Iowa, said that students in campus commons areas often asked her questions like, “Where are you visiting from?” Although these encounters typically take a friendly tone, Green said the underlying message is clear: her community fails to recognize her as a member. When asked why this matters, Green sounded frustrated. “I see people’s eyes pass over me when they’re forming study groups. White kids get asked; I have to put myself forward.” She sighed. “And that’s if I know an opportunity exists. I’m always wondering what I could be doing to get ahead that I’m not doing because nobody thought to tell me I can.” Similar patterns existed in other minority students’ survey comments and interviews. The most common type of statement was a sentiment of fatigue; students feel exhausted by the effort to insert themselves into groups that unconsciously exclude them. And many students echoed Green’s worry that they may be missing out on opportunities. Clarity Ferrer, a black Puerto Rican senior at Northeastern College of Vermont, was certain she had been overlooked: “My own sorority sisters started holding informal lunches with alumni to talk about jobs and internships, and they didn’t invite me the whole first quarter. All the other seniors got told about it. But me? They forgot.” Question: The authors most likely include the statistic about the percentage of minority students who feel marginalized in order to:

Show that experiences with marginalization are widespread.
Scare readers into thinking they may be unconscious racists.
Provide a counterpoint to an argument in favor of bias training.
Distract from the fact that 17% of minority students did not feel marginalized.

Correct Answer

A. Show that experiences with marginalization are widespread.

Explanation

A. The statistic shows that the majority of minority students felt marginalized on campus. See Lesson: Understanding the Author’s Purpose, Point of View, and Rhetorical Strategies.

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8.

Read the passage and answer the question. Our survey revealed a broad pattern of unconscious bias against minority students on majority-white college campuses. First, a startlingly high proportion of minority respondents, 83%, reported that they often or sometimes felt marginalized or overlooked by members of their broader campus communities. In a follow-up telephone interview, Aida Green, an African American sophomore at Standmore University in Iowa, said that students in campus commons areas often asked her questions like, “Where are you visiting from?” Although these encounters typically take a friendly tone, Green said the underlying message is clear: her community fails to recognize her as a member. When asked why this matters, Green sounded frustrated. “I see people’s eyes pass over me when they’re forming study groups. White kids get asked; I have to put myself forward.” She sighed. “And that’s if I know an opportunity exists. I’m always wondering what I could be doing to get ahead that I’m not doing because nobody thought to tell me I can.” Similar patterns existed in other minority students’ survey comments and interviews. The most common type of statement was a sentiment of fatigue; students feel exhausted by the effort to insert themselves into groups that unconsciously exclude them. And many students echoed Green’s worry that they may be missing out on opportunities. Clarity Ferrer, a black Puerto Rican senior at Northeastern College of Vermont, was certain she had been overlooked: “My own sorority sisters started holding informal lunches with alumni to talk about jobs and internships, and they didn’t invite me the whole first quarter. All the other seniors got told about it. But me? They forgot.” Question: The passage may be best described as:

An informal student survey that expresses unpopular opinions.
An informal interview with a student about a lack of opportunities.
A formal passage to detail the widespread feelings within campus minorities.
A formal expose´ about targeted exclusion of minority students on a campus.

Correct Answer

A. A formal passage to detail the widespread feelings within campus minorities.

Explanation

C. The passage combines survey results and direct quotes to express how minority groups feel about the unconscious bias that exist within their student population. See Lesson: Types of Passages, Text Structures, Genre, and Theme.

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9.

Read the passage and answer the question. Our survey revealed a broad pattern of unconscious bias against minority students on majority-white college campuses. First, a startlingly high proportion of minority respondents, 83%, reported that they often or sometimes felt marginalized or overlooked by members of their broader campus communities. In a follow-up telephone interview, Aida Green, an African American sophomore at Standmore University in Iowa, said that students in campus commons areas often asked her questions like, “Where are you visiting from?” Although these encounters typically take a friendly tone, Green said the underlying message is clear: her community fails to recognize her as a member. When asked why this matters, Green sounded frustrated. “I see people’s eyes pass over me when they’re forming study groups. White kids get asked; I have to put myself forward.” She sighed. “And that’s if I know an opportunity exists. I’m always wondering what I could be doing to get ahead that I’m not doing because nobody thought to tell me I can.” Similar patterns existed in other minority students’ survey comments and interviews. The most common type of statement was a sentiment of fatigue; students feel exhausted by the effort to insert themselves into groups that unconsciously exclude them. And many students echoed Green’s worry that they may be missing out on opportunities. Clarity Ferrer, a black Puerto Rican senior at Northeastern College of Vermont, was certain she had been overlooked: “My own sorority sisters started holding informal lunches with alumni to talk about jobs and internships, and they didn’t invite me the whole first quarter. All the other seniors got told about it. But me? They forgot.” Question: In the second paragraph of the passage, the author describes, “She sighed.” What does this detail reveal?

The interviewer asked the author to include details about what Green did during the interview.
The interviewer noticed Green’s boredom during the interview.
Green is tired about talking to the author of the article.
Green is upset about having to work harder to make up for student bias.

Correct Answer

A. Green is upset about having to work harder to make up for student bias.

Explanation

D. The author is describing Green’s frustration about the topic of student bias. The detail is meant to convey to the audience how Green is responding to the survey questions beyond mere quotes. See Lesson: Main Ideas, Topic Sentences, and Supporting Details.

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10.

Read the passage and answer the question. Our survey revealed a broad pattern of unconscious bias against minority students on majority-white college campuses. First, a startlingly high proportion of minority respondents, 83%, reported that they often or sometimes felt marginalized or overlooked by members of their broader campus communities. In a follow-up telephone interview, Aida Green, an African American sophomore at Standmore University in Iowa, said that students in campus commons areas often asked her questions like, “Where are you visiting from?” Although these encounters typically take a friendly tone, Green said the underlying message is clear: her community fails to recognize her as a member. When asked why this matters, Green sounded frustrated. “I see people’s eyes pass over me when they’re forming study groups. White kids get asked; I have to put myself forward.” She sighed. “And that’s if I know an opportunity exists. I’m always wondering what I could be doing to get ahead that I’m not doing because nobody thought to tell me I can.” Similar patterns existed in other minority students’ survey comments and interviews. The most common type of statement was a sentiment of fatigue; students feel exhausted by the effort to insert themselves into groups that unconsciously exclude them. And many students echoed Green’s worry that they may be missing out on opportunities. Clarity Ferrer, a black Puerto Rican senior at Northeastern College of Vermont, was certain she had been overlooked: “My own sorority sisters started holding informal lunches with alumni to talk about jobs and internships, and they didn’t invite me the whole first quarter. All the other seniors got told about it. But me? They forgot.” Question: One student within the survey explained that her sorority sisters forgot to invite her to opportunistic events because of bias. Is this a fact or opinion?

Fact. The student is quoted for the explanation.
Fact. The student knows her sorority sisters best.
Opinion. It is unverified information, but supports the idea the bias is unconscious.
Opinion. The student clearly made up the explanation because she was mad.

Correct Answer

A. Opinion. It is unverified information, but supports the idea the bias is unconscious.

Explanation

C. Even though the student uses facts like she was not invited to alumni discussions to explain her story, the explanation that her sisters “forgot” is unverified. This idea aligns with the details of the story and supports the passage. See Lesson: Facts, Opinions, and Evaluating an Argument.

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11.

Read the passage and answer the question. Our survey revealed a broad pattern of unconscious bias against minority students on majority-white college campuses. First, a startlingly high proportion of minority respondents, 83%, reported that they often or sometimes felt marginalized or overlooked by members of their broader campus communities. In a follow-up telephone interview, Aida Green, an African American sophomore at Standmore University in Iowa, said that students in campus commons areas often asked her questions like, “Where are you visiting from?” Although these encounters typically take a friendly tone, Green said the underlying message is clear: her community fails to recognize her as a member. When asked why this matters, Green sounded frustrated. “I see people’s eyes pass over me when they’re forming study groups. White kids get asked; I have to put myself forward.” She sighed. “And that’s if I know an opportunity exists. I’m always wondering what I could be doing to get ahead that I’m not doing because nobody thought to tell me I can.” Similar patterns existed in other minority students’ survey comments and interviews. The most common type of statement was a sentiment of fatigue; students feel exhausted by the effort to insert themselves into groups that unconsciously exclude them. And many students echoed Green’s worry that they may be missing out on opportunities. Clarity Ferrer, a black Puerto Rican senior at Northeastern College of Vermont, was certain she had been overlooked: “My own sorority sisters started holding informal lunches with alumni to talk about jobs and internships, and they didn’t invite me the whole first quarter. All the other seniors got told about it. But me? They forgot.” Question: Which option could the author use to make the passage argument stronger?

A picture of the study groups that form in a classroom which excludes minority students.
A bar graph of students enrolled within certain classes that discuss topics of bias.
A line graph showing the increase of minority students within the campus population.
A pie chart of the ethnic backgrounds within the student population.

Correct Answer

A. A picture of the study groups that form in a classroom which excludes minority students.

Explanation

A. The students from the survey revealed that they are continuously being marginalized within campus settings. This concept would be best supported by a picture that shows that bias exists within the classroom. See Lesson: Evaluating and Integrating Data.

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12.

The diagram below provides information about the parts of a neuron (brain cell). Study the image and answer the question. What happens when you walk barefoot from the swimming pool onto a section of sun-baked pavement? Ouch! The soles of your feet burn, and you might start to hop up and down and then quickly scamper away to a cooler, shaded spot of ground. What happened? Thank specialized cells . . . . Networks of connected cells called neurons make up your body's electrical, or nervous, system. This system works to communicate messages, such as, "Quick, move off the hot pavement!" Cells of the nervous system (specifically neurons) possess special features and a unique shape, both of which suit them for their job in communication. Or, as scientists like to put it, structure determines function. Neurons have long, spindly extensions called axons that carry electrical and chemical messages. These messages convey information to your brain—"The ground is burning hot!"—and responses back from the brain—"Pick up your foot!" To transmit these messages, charged particles (primarily sodium ions), jet across a nerve cell membrane, creating an electrical impulse that speeds down the axon. When the electrical impulse reaches the end of the axon, it triggers the neuron to release a chemical messenger (called a neurotransmitter) that passes the signal to a neighboring nerve cell. This continues until the message reaches its destination, usually in the brain, spinal cord, or muscle. Most neurons can convey messages very fast because they are electrically insulated with a fatty covering called myelin. Myelin is formed by Schwann cells—one of the many types of glial cells that supply support and nutrition to nerve cells. Nerves coated with myelin transmit messages at a speed of about 250 miles per hour, plenty of time for the message to get to your brain to warn you to lift your foot before it burns. One reason young children are at a higher risk for burning themselves is because the neurons in children's bodies do not become fully coated with myelin until they are about 10 years old. That means it takes dangerously long for a message like, "The stove is hot!" to reach a young children's brains to tell them to pull their hands away. Myelin formation (and consequently the conduction of nervous system messages) can be disrupted by certain diseases, such as multiple sclerosis. Symptoms such as numbness, double vision, and muscle paralysis all result from faulty nerve conduction that ultimately impairs muscle cell function. Question: Using both the diagram and the text, what is an axon?

A glial cell that provides support and nutrition
The part of a neuron affected by multiple sclerosis
Where charged particles generate
Extensions that carry messages to the brain

Correct Answer

A. Extensions that carry messages to the brain

Explanation

D. Looking at the diagram, the extensions at the end of the neuron are labeled as an axon. The text defines an axon in the fourth section. See Lesson: Evaluating and Integrating Data.

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13.

The diagram below provides information about the parts of a neuron (brain cell). Study the image and answer the question. What happens when you walk barefoot from the swimming pool onto a section of sun-baked pavement? Ouch! The soles of your feet burn, and you might start to hop up and down and then quickly scamper away to a cooler, shaded spot of ground. What happened? Thank specialized cells . . . . Networks of connected cells called neurons make up your body's electrical, or nervous, system. This system works to communicate messages, such as, "Quick, move off the hot pavement!" Cells of the nervous system (specifically neurons) possess special features and a unique shape, both of which suit them for their job in communication. Or, as scientists like to put it, structure determines function. Neurons have long, spindly extensions called axons that carry electrical and chemical messages. These messages convey information to your brain—"The ground is burning hot!"—and responses back from the brain—"Pick up your foot!" To transmit these messages, charged particles (primarily sodium ions), jet across a nerve cell membrane, creating an electrical impulse that speeds down the axon. When the electrical impulse reaches the end of the axon, it triggers the neuron to release a chemical messenger (called a neurotransmitter) that passes the signal to a neighboring nerve cell. This continues until the message reaches its destination, usually in the brain, spinal cord, or muscle. Most neurons can convey messages very fast because they are electrically insulated with a fatty covering called myelin. Myelin is formed by Schwann cells—one of the many types of glial cells that supply support and nutrition to nerve cells. Nerves coated with myelin transmit messages at a speed of about 250 miles per hour, plenty of time for the message to get to your brain to warn you to lift your foot before it burns. One reason young children are at a higher risk for burning themselves is because the neurons in children's bodies do not become fully coated with myelin until they are about 10 years old. That means it takes dangerously long for a message like, "The stove is hot!" to reach a young children's brains to tell them to pull their hands away. Myelin formation (and consequently the conduction of nervous system messages) can be disrupted by certain diseases, such as multiple sclerosis. Symptoms such as numbness, double vision, and muscle paralysis all result from faulty nerve conduction that ultimately impairs muscle cell function. Question: The text does a thorough job explaining parts of a neuron. Why would an author include the associated image with the text?

Scientific articles require images to go along with written text.
The author likely drew the picture while writing the passage.
To give an alternative for younger readers who can’t understand the text.
To provide more in-depth detail of a complex structure with a simple visual.

Correct Answer

A. To provide more in-depth detail of a complex structure with a simple visual.

Explanation

D. Descriptions and details are useful for illustrating pictures and scenes for a reader. When it comes to technical descriptions, diagrams are helpful aides to assist textual descriptions. Even if a young reader cannot fully understand the passage, the diagram is meant to enhance the understanding and not act as a substitute for the reading. See Lesson: Evaluating and Integrating Data.

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14.

The diagram below provides information about the parts of a neuron (brain cell). Study the image and answer the question. What happens when you walk barefoot from the swimming pool onto a section of sun-baked pavement? Ouch! The soles of your feet burn, and you might start to hop up and down and then quickly scamper away to a cooler, shaded spot of ground. What happened? Thank specialized cells . . . . Networks of connected cells called neurons make up your body's electrical, or nervous, system. This system works to communicate messages, such as, "Quick, move off the hot pavement!" Cells of the nervous system (specifically neurons) possess special features and a unique shape, both of which suit them for their job in communication. Or, as scientists like to put it, structure determines function. Neurons have long, spindly extensions called axons that carry electrical and chemical messages. These messages convey information to your brain—"The ground is burning hot!"—and responses back from the brain—"Pick up your foot!" To transmit these messages, charged particles (primarily sodium ions), jet across a nerve cell membrane, creating an electrical impulse that speeds down the axon. When the electrical impulse reaches the end of the axon, it triggers the neuron to release a chemical messenger (called a neurotransmitter) that passes the signal to a neighboring nerve cell. This continues until the message reaches its destination, usually in the brain, spinal cord, or muscle. Most neurons can convey messages very fast because they are electrically insulated with a fatty covering called myelin. Myelin is formed by Schwann cells—one of the many types of glial cells that supply support and nutrition to nerve cells. Nerves coated with myelin transmit messages at a speed of about 250 miles per hour, plenty of time for the message to get to your brain to warn you to lift your foot before it burns. One reason young children are at a higher risk for burning themselves is because the neurons in children's bodies do not become fully coated with myelin until they are about 10 years old. That means it takes dangerously long for a message like, "The stove is hot!" to reach a young children's brains to tell them to pull their hands away. Myelin formation (and consequently the conduction of nervous system messages) can be disrupted by certain diseases, such as multiple sclerosis. Symptoms such as numbness, double vision, and muscle paralysis all result from faulty nerve conduction that ultimately impairs muscle cell function. Question: Where might a reader alternatively find this text?

In a science book for teens
In a blog about healthy living
In a pamphlet for treating skin burns
In the Homemaking section of parenting magazine

Correct Answer

A. In a science book for teens

Explanation

A. The text is originally identified as part of a medical science series. While it describes complex science, the passage associates the information to simple, daily occurrences that would help enhance a teen’s understanding of the material. See Lesson: Types of Passages, Text Structure, Genre, and Theme.

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15.

The diagram below provides information about the parts of a neuron (brain cell). Study the image and answer the question. What happens when you walk barefoot from the swimming pool onto a section of sun-baked pavement? Ouch! The soles of your feet burn, and you might start to hop up and down and then quickly scamper away to a cooler, shaded spot of ground. What happened? Thank specialized cells . . . . Networks of connected cells called neurons make up your body's electrical, or nervous, system. This system works to communicate messages, such as, "Quick, move off the hot pavement!" Cells of the nervous system (specifically neurons) possess special features and a unique shape, both of which suit them for their job in communication. Or, as scientists like to put it, structure determines function. Neurons have long, spindly extensions called axons that carry electrical and chemical messages. These messages convey information to your brain—"The ground is burning hot!"—and responses back from the brain—"Pick up your foot!" To transmit these messages, charged particles (primarily sodium ions), jet across a nerve cell membrane, creating an electrical impulse that speeds down the axon. When the electrical impulse reaches the end of the axon, it triggers the neuron to release a chemical messenger (called a neurotransmitter) that passes the signal to a neighboring nerve cell. This continues until the message reaches its destination, usually in the brain, spinal cord, or muscle. Most neurons can convey messages very fast because they are electrically insulated with a fatty covering called myelin. Myelin is formed by Schwann cells—one of the many types of glial cells that supply support and nutrition to nerve cells. Nerves coated with myelin transmit messages at a speed of about 250 miles per hour, plenty of time for the message to get to your brain to warn you to lift your foot before it burns. One reason young children are at a higher risk for burning themselves is because the neurons in children's bodies do not become fully coated with myelin until they are about 10 years old. That means it takes dangerously long for a message like, "The stove is hot!" to reach a young children's brains to tell them to pull their hands away. Myelin formation (and consequently the conduction of nervous system messages) can be disrupted by certain diseases, such as multiple sclerosis. Symptoms such as numbness, double vision, and muscle paralysis all result from faulty nerve conduction that ultimately impairs muscle cell function. Reread the opening of the passage. “What happens when you walk barefoot from the swimming pool onto a section of sun-baked pavement? Ouch!” Question: What is the purpose of this opening?

The author is identifying the main idea.
The author is describing a relatable situation before introducing the subject.
The author is setting a sarcastic tone by asking an irrelevant question.
The author is describing a personal experience.

Correct Answer

A. The author is describing a relatable situation before introducing the subject.

Explanation

B. The passage describes the structure and function related to human response. Before introducing the topic, the author makes a simple connection for the reader to help explain how neurons work. See Lesson: Understanding the Author’s Purpose, Point of View, and Rhetorical Strategies.

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16.

The diagram below provides information about the parts of a neuron (brain cell). Study the image and answer the question. What happens when you walk barefoot from the swimming pool onto a section of sun-baked pavement? Ouch! The soles of your feet burn, and you might start to hop up and down and then quickly scamper away to a cooler, shaded spot of ground. What happened? Thank specialized cells . . . . Networks of connected cells called neurons make up your body's electrical, or nervous, system. This system works to communicate messages, such as, "Quick, move off the hot pavement!" Cells of the nervous system (specifically neurons) possess special features and a unique shape, both of which suit them for their job in communication. Or, as scientists like to put it, structure determines function. Neurons have long, spindly extensions called axons that carry electrical and chemical messages. These messages convey information to your brain—"The ground is burning hot!"—and responses back from the brain—"Pick up your foot!" To transmit these messages, charged particles (primarily sodium ions), jet across a nerve cell membrane, creating an electrical impulse that speeds down the axon. When the electrical impulse reaches the end of the axon, it triggers the neuron to release a chemical messenger (called a neurotransmitter) that passes the signal to a neighboring nerve cell. This continues until the message reaches its destination, usually in the brain, spinal cord, or muscle. Most neurons can convey messages very fast because they are electrically insulated with a fatty covering called myelin. Myelin is formed by Schwann cells—one of the many types of glial cells that supply support and nutrition to nerve cells. Nerves coated with myelin transmit messages at a speed of about 250 miles per hour, plenty of time for the message to get to your brain to warn you to lift your foot before it burns. One reason young children are at a higher risk for burning themselves is because the neurons in children's bodies do not become fully coated with myelin until they are about 10 years old. That means it takes dangerously long for a message like, "The stove is hot!" to reach a young children's brains to tell them to pull their hands away. Myelin formation (and consequently the conduction of nervous system messages) can be disrupted by certain diseases, such as multiple sclerosis. Symptoms such as numbness, double vision, and muscle paralysis all result from faulty nerve conduction that ultimately impairs muscle cell function. Question: What is the main idea of the passage?

How and why children burn their skin so easily
The cause and effects of muscular dysfunction
The structure and function of neurons within the human body
Long term effects of electrical impulses in the body

Correct Answer

A. The structure and function of neurons within the human body

Explanation

C. The text gives a description of each major component of a neuron and relates it back to the function of the body. See Lesson: Main Ideas, Topic Sentences, and Supporting Details.

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17.

The diagram below provides information about the parts of a neuron (brain cell). Study the image and answer the question. What happens when you walk barefoot from the swimming pool onto a section of sun-baked pavement? Ouch! The soles of your feet burn, and you might start to hop up and down and then quickly scamper away to a cooler, shaded spot of ground. What happened? Thank specialized cells . . . . Networks of connected cells called neurons make up your body's electrical, or nervous, system. This system works to communicate messages, such as, "Quick, move off the hot pavement!" Cells of the nervous system (specifically neurons) possess special features and a unique shape, both of which suit them for their job in communication. Or, as scientists like to put it, structure determines function. Neurons have long, spindly extensions called axons that carry electrical and chemical messages. These messages convey information to your brain—"The ground is burning hot!"—and responses back from the brain—"Pick up your foot!" To transmit these messages, charged particles (primarily sodium ions), jet across a nerve cell membrane, creating an electrical impulse that speeds down the axon. When the electrical impulse reaches the end of the axon, it triggers the neuron to release a chemical messenger (called a neurotransmitter) that passes the signal to a neighboring nerve cell. This continues until the message reaches its destination, usually in the brain, spinal cord, or muscle. Most neurons can convey messages very fast because they are electrically insulated with a fatty covering called myelin. Myelin is formed by Schwann cells—one of the many types of glial cells that supply support and nutrition to nerve cells. Nerves coated with myelin transmit messages at a speed of about 250 miles per hour, plenty of time for the message to get to your brain to warn you to lift your foot before it burns. One reason young children are at a higher risk for burning themselves is because the neurons in children's bodies do not become fully coated with myelin until they are about 10 years old. That means it takes dangerously long for a message like, "The stove is hot!" to reach a young children's brains to tell them to pull their hands away. Myelin formation (and consequently the conduction of nervous system messages) can be disrupted by certain diseases, such as multiple sclerosis. Symptoms such as numbness, double vision, and muscle paralysis all result from faulty nerve conduction that ultimately impairs muscle cell function. Question: Why does the author mention multiple sclerosis at the end of the text?

The passage explains how neurons work. The author is giving a supporting detail for an alternative topic, how neurons do not work properly.
Multiple sclerosis is one of the main ideas. It was implicit throughout the passage until the author makes it explicit at the end.
The author needed to mention a specific disease to have the passage be considered a medical science article.
The description of multiple sclerosis matches the diagram of the neuron provided.

Correct Answer

A. The passage explains how neurons work. The author is giving a supporting detail for an alternative topic, how neurons do not work properly.

Explanation

A. The author is providing more complete overview of the topic. After detailing how neurons function, the author is providing details and examples for the reader about how neurons may not work. See Lesson: Main Ideas, Topic Sentences, and Supporting Details.

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18.

Read the following passage and answer the question. When Dr. Kingston Hussein saw an announcement for a conference titled Ethics of Human Embryonic Research, he booked his tickets six months in advance. “We need to stop and reflect on the ramifications of every new development in our research,” said Dr. Hussein, the lead researcher in embryology at the Dampson Crockett Institute in Lewiston, Maine. “Every researcher in our field feels the weight of responsibility here. It’s what we talk about when we go out for drinks after work.” Attitudes like Dr. Hussein’s stand in stark contrast to common public perceptions of embryonic research. “These guys think they’re gods,” said Liz Goode, chairwoman of The Center for Ethical and Dignified Humanity, an organization that opposes all research on human embryos. “They want to get rich selling designer babies to billionaires. It’s a nightmare.” An outside observer might expect a researcher like Dr. Hussein to avoid all contact with an activist like Goode. On the contrary, Dr. Hussein wrote to the organizers of the conference and requested that they invite Goode to host a panel. “We need dialogue,” he said. “We need to hear what makes the public uncomfortable.” He chuckled. “We also need to inform them about what we’re actually doing.” And what are embryonic researchers doing? “Not building designer babies,” he said. Dr. Hussein uses words like “run-of-the-mill medical” to describe his research goals. For instance, he is seeking causes and treatments for a variety of neurological disorders. Question: Which adjective most accurately describes the author’s tone?

Scathing
Objective
Negative
Ironic

Correct Answer

A. Objective

Explanation

B. The author of this passage is reporting on a controversial issue with an objective or impartial tone. See Lesson: Tone and Mood, Transition Words.

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19.

Read the following passage and answer the question. When Dr. Kingston Hussein saw an announcement for a conference titled Ethics of Human Embryonic Research, he booked his tickets six months in advance. “We need to stop and reflect on the ramifications of every new development in our research,” said Dr. Hussein, the lead researcher in embryology at the Dampson Crockett Institute in Lewiston, Maine. “Every researcher in our field feels the weight of responsibility here. It’s what we talk about when we go out for drinks after work.” Attitudes like Dr. Hussein’s stand in stark contrast to common public perceptions of embryonic research. “These guys think they’re gods,” said Liz Goode, chairwoman of The Center for Ethical and Dignified Humanity, an organization that opposes all research on human embryos. “They want to get rich selling designer babies to billionaires. It’s a nightmare.” An outside observer might expect a researcher like Dr. Hussein to avoid all contact with an activist like Goode. On the contrary, Dr. Hussein wrote to the organizers of the conference and requested that they invite Goode to host a panel. “We need dialogue,” he said. “We need to hear what makes the public uncomfortable.” He chuckled. “We also need to inform them about what we’re actually doing.” And what are embryonic researchers doing? “Not building designer babies,” he said. Dr. Hussein uses words like “run-of-the-mill medical” to describe his research goals. For instance, he is seeking causes and treatments for a variety of neurological disorders. Reread the following quotation from the passage: “Every researcher in our field feels the weight of responsibility here. It’s what we talk about when we go out for drinks after work.” Question: Which adjective most accurately describes Dr. Hussein’s tone?

Scathing
Apathetic
Earnest
Ironic

Correct Answer

A. Earnest

Explanation

C. Dr. Hussein’s words show that he cares deeply about the responsibility of his position. His tone could be described as earnest or concerned. See Lesson: Tone and Mood, Transition Words.

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20.

Read the following passage and answer the question. When Dr. Kingston Hussein saw an announcement for a conference titled Ethics of Human Embryonic Research, he booked his tickets six months in advance. “We need to stop and reflect on the ramifications of every new development in our research,” said Dr. Hussein, the lead researcher in embryology at the Dampson Crockett Institute in Lewiston, Maine. “Every researcher in our field feels the weight of responsibility here. It’s what we talk about when we go out for drinks after work.” Attitudes like Dr. Hussein’s stand in stark contrast to common public perceptions of embryonic research. “These guys think they’re gods,” said Liz Goode, chairwoman of The Center for Ethical and Dignified Humanity, an organization that opposes all research on human embryos. “They want to get rich selling designer babies to billionaires. It’s a nightmare.” An outside observer might expect a researcher like Dr. Hussein to avoid all contact with an activist like Goode. On the contrary, Dr. Hussein wrote to the organizers of the conference and requested that they invite Goode to host a panel. “We need dialogue,” he said. “We need to hear what makes the public uncomfortable.” He chuckled. “We also need to inform them about what we’re actually doing.” And what are embryonic researchers doing? “Not building designer babies,” he said. Dr. Hussein uses words like “run-of-the-mill medical” to describe his research goals. For instance, he is seeking causes and treatments for a variety of neurological disorders. Reread the following quotation from the passage: “These guys think they’re gods…They want to get rich selling designer babies to billionaires. It’s a nightmare.” Question: Which adjective most accurately describes Liz Goode’s tone?

Harsh
Tolerant
Earnest
Ironic

Correct Answer

A. Harsh

Explanation

A. Liz Goode is highly critical of embryonic research. Her tone could be described as harsh, scathing, or critical. See Lesson: Tone and Mood, Transition Words.

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21.

Read the following passage and answer the question. When Dr. Kingston Hussein saw an announcement for a conference titled Ethics of Human Embryonic Research, he booked his tickets six months in advance. “We need to stop and reflect on the ramifications of every new development in our research,” said Dr. Hussein, the lead researcher in embryology at the Dampson Crockett Institute in Lewiston, Maine. “Every researcher in our field feels the weight of responsibility here. It’s what we talk about when we go out for drinks after work.” Attitudes like Dr. Hussein’s stand in stark contrast to common public perceptions of embryonic research. “These guys think they’re gods,” said Liz Goode, chairwoman of The Center for Ethical and Dignified Humanity, an organization that opposes all research on human embryos. “They want to get rich selling designer babies to billionaires. It’s a nightmare.” An outside observer might expect a researcher like Dr. Hussein to avoid all contact with an activist like Goode. On the contrary, Dr. Hussein wrote to the organizers of the conference and requested that they invite Goode to host a panel. “We need dialogue,” he said. “We need to hear what makes the public uncomfortable.” He chuckled. “We also need to inform them about what we’re actually doing.” And what are embryonic researchers doing? “Not building designer babies,” he said. Dr. Hussein uses words like “run-of-the-mill medical” to describe his research goals. For instance, he is seeking causes and treatments for a variety of neurological disorders. Question: Which phrase functions as a transition to juxtapose dissimilar ideas in the passage?

Attitudes like Dr. Hussein’s
For instance
An outside observer
On the contrary

Correct Answer

A. On the contrary

Explanation

D. The phrase “on the contrary” helps express a contrast. In other words, it introduces a juxtaposition of dissimilar ideas. See Lesson: Tone and Mood, Transition Words.

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22.

Read the following passage and answer the question. When Dr. Kingston Hussein saw an announcement for a conference titled Ethics of Human Embryonic Research, he booked his tickets six months in advance. “We need to stop and reflect on the ramifications of every new development in our research,” said Dr. Hussein, the lead researcher in embryology at the Dampson Crockett Institute in Lewiston, Maine. “Every researcher in our field feels the weight of responsibility here. It’s what we talk about when we go out for drinks after work.” Attitudes like Dr. Hussein’s stand in stark contrast to common public perceptions of embryonic research. “These guys think they’re gods,” said Liz Goode, chairwoman of The Center for Ethical and Dignified Humanity, an organization that opposes all research on human embryos. “They want to get rich selling designer babies to billionaires. It’s a nightmare.” An outside observer might expect a researcher like Dr. Hussein to avoid all contact with an activist like Goode. On the contrary, Dr. Hussein wrote to the organizers of the conference and requested that they invite Goode to host a panel. “We need dialogue,” he said. “We need to hear what makes the public uncomfortable.” He chuckled. “We also need to inform them about what we’re actually doing.” And what are embryonic researchers doing? “Not building designer babies,” he said. Dr. Hussein uses words like “run-of-the-mill medical” to describe his research goals. For instance, he is seeking causes and treatments for a variety of neurological disorders. Question: Which phrase functions as a transition to introduce an example in the passage?

Attitudes like Dr. Hussein’s
For instance
An outside observer
On the contrary

Correct Answer

A. For instance

Explanation

B. Phrases like “for instance” help introduce examples in writing. See Lesson: Tone and Mood, Transition Words.

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23.

Read the following passage and answer the question. When Dr. Kingston Hussein saw an announcement for a conference titled Ethics of Human Embryonic Research, he booked his tickets six months in advance. “We need to stop and reflect on the ramifications of every new development in our research,” said Dr. Hussein, the lead researcher in embryology at the Dampson Crockett Institute in Lewiston, Maine. “Every researcher in our field feels the weight of responsibility here. It’s what we talk about when we go out for drinks after work.” Attitudes like Dr. Hussein’s stand in stark contrast to common public perceptions of embryonic research. “These guys think they’re gods,” said Liz Goode, chairwoman of The Center for Ethical and Dignified Humanity, an organization that opposes all research on human embryos. “They want to get rich selling designer babies to billionaires. It’s a nightmare.” An outside observer might expect a researcher like Dr. Hussein to avoid all contact with an activist like Goode. On the contrary, Dr. Hussein wrote to the organizers of the conference and requested that they invite Goode to host a panel. “We need dialogue,” he said. “We need to hear what makes the public uncomfortable.” He chuckled. “We also need to inform them about what we’re actually doing.” And what are embryonic researchers doing? “Not building designer babies,” he said. Dr. Hussein uses words like “run-of-the-mill medical” to describe his research goals. For instance, he is seeking causes and treatments for a variety of neurological disorders. Reread the following sentences from the passage: “We need dialogue,” he said. “We need to hear what makes the public uncomfortable.” He chuckled. “We also need to inform them about what we’re actually doing.” Question: Which word or phrase functions as a transition in these sentences?

He said
He chuckled
Also
Actually

Correct Answer

A. Also

Explanation

C. A transition is a word or phrase that links ideas. The word “also” is a transition meant to introduce an additional idea on a topic. See Lesson: Tone and Mood, Transition Words.

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24.

Read the following passage and answer the question. When Dr. Kingston Hussein saw an announcement for a conference titled Ethics of Human Embryonic Research, he booked his tickets six months in advance. “We need to stop and reflect on the ramifications of every new development in our research,” said Dr. Hussein, the lead researcher in embryology at the Dampson Crockett Institute in Lewiston, Maine. “Every researcher in our field feels the weight of responsibility here. It’s what we talk about when we go out for drinks after work.” Attitudes like Dr. Hussein’s stand in stark contrast to common public perceptions of embryonic research. “These guys think they’re gods,” said Liz Goode, chairwoman of The Center for Ethical and Dignified Humanity, an organization that opposes all research on human embryos. “They want to get rich selling designer babies to billionaires. It’s a nightmare.” An outside observer might expect a researcher like Dr. Hussein to avoid all contact with an activist like Goode. On the contrary, Dr. Hussein wrote to the organizers of the conference and requested that they invite Goode to host a panel. “We need dialogue,” he said. “We need to hear what makes the public uncomfortable.” He chuckled. “We also need to inform them about what we’re actually doing.” And what are embryonic researchers doing? “Not building designer babies,” he said. Dr. Hussein uses words like “run-of-the-mill medical” to describe his research goals. For instance, he is seeking causes and treatments for a variety of neurological disorders. Question: What information would Dr. Hussein likely present to Liz Goode to support his stance on embryonic research?

He is currently looking for ways to alter cells in an embryo that may influence the potential for having multiple sclerosis, a neurological disorder.
He is attempting to change the eye color of mice while in the embryonic state.
He successfully discovered how to manipulate a gene that influences human height and proportional size.
He is working with a team of specialists to identify how to influence the gender of an embryo.

Correct Answer

A. He is currently looking for ways to alter cells in an embryo that may influence the potential for having multiple sclerosis, a neurological disorder.

Explanation

A. The passage describes that Hussein is looking for positive health impacts with his embryonic research. Only option A describes a scenario that explicitly targets health effects. See Lesson: Facts, Opinions, and Evaluating an Argument.

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25.

Read the following passage and answer the question. When Dr. Kingston Hussein saw an announcement for a conference titled Ethics of Human Embryonic Research, he booked his tickets six months in advance. “We need to stop and reflect on the ramifications of every new development in our research,” said Dr. Hussein, the lead researcher in embryology at the Dampson Crockett Institute in Lewiston, Maine. “Every researcher in our field feels the weight of responsibility here. It’s what we talk about when we go out for drinks after work.” Attitudes like Dr. Hussein’s stand in stark contrast to common public perceptions of embryonic research. “These guys think they’re gods,” said Liz Goode, chairwoman of The Center for Ethical and Dignified Humanity, an organization that opposes all research on human embryos. “They want to get rich selling designer babies to billionaires. It’s a nightmare.” An outside observer might expect a researcher like Dr. Hussein to avoid all contact with an activist like Goode. On the contrary, Dr. Hussein wrote to the organizers of the conference and requested that they invite Goode to host a panel. “We need dialogue,” he said. “We need to hear what makes the public uncomfortable.” He chuckled. “We also need to inform them about what we’re actually doing.” And what are embryonic researchers doing? “Not building designer babies,” he said. Dr. Hussein uses words like “run-of-the-mill medical” to describe his research goals. For instance, he is seeking causes and treatments for a variety of neurological disorders. The author is thinking about adding the following sentence: “Liz Goode will likely receive backlash for her opinions because of how many people suffer from a lifetime of neurological dysfunction, such as myself while I suffer from Parkinson’s disease.” Question: Why should the author not incorporate this sentence?

The sentence is unrelated to the main idea of the passage.
It is a supporting detail, but readers may not know what Parkinson’s disease is.
It is an unverified fact that cannot be incorporated into a formal text.
It is a biased opinion based on the author’s personal experience.

Correct Answer

A. It is a biased opinion based on the author’s personal experience.

Explanation

D. The passage is informative and keeps describes both sides of the argument while keeping an unbiased perspective. Incorporating their own opinion would be acceptable, but would need to be written with more formality and without apparent bias. See Lesson: Facts, Opinions, and Evaluating an Argument.

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26.

Read the following passage and answer the question. When Dr. Kingston Hussein saw an announcement for a conference titled Ethics of Human Embryonic Research, he booked his tickets six months in advance. “We need to stop and reflect on the ramifications of every new development in our research,” said Dr. Hussein, the lead researcher in embryology at the Dampson Crockett Institute in Lewiston, Maine. “Every researcher in our field feels the weight of responsibility here. It’s what we talk about when we go out for drinks after work.” Attitudes like Dr. Hussein’s stand in stark contrast to common public perceptions of embryonic research. “These guys think they’re gods,” said Liz Goode, chairwoman of The Center for Ethical and Dignified Humanity, an organization that opposes all research on human embryos. “They want to get rich selling designer babies to billionaires. It’s a nightmare.” An outside observer might expect a researcher like Dr. Hussein to avoid all contact with an activist like Goode. On the contrary, Dr. Hussein wrote to the organizers of the conference and requested that they invite Goode to host a panel. “We need dialogue,” he said. “We need to hear what makes the public uncomfortable.” He chuckled. “We also need to inform them about what we’re actually doing.” And what are embryonic researchers doing? “Not building designer babies,” he said. Dr. Hussein uses words like “run-of-the-mill medical” to describe his research goals. For instance, he is seeking causes and treatments for a variety of neurological disorders. Question: The overall structure of this passage is best described as:

A passage outlining what problems embryonic researchers have solved
A compare and contrast text of opposing perspectives for embryonic research
A description piece about the general ethics of human embryonic research
A scientific article with doctor input about stages of the human embryo

Correct Answer

A. A compare and contrast text of opposing perspectives for embryonic research

Explanation

B. Dr. Hussein stands on the side of utilizing embryonic research to alter human embryos for health impacts and Liz Goode opposes this stance. See Lesson: Types of Passages, Text Structures, Genre and Theme.

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27.

Read the following passage and answer the question. A growing focus on STEM—science, technology, engineering, and math—has brought funding and excitement for these subjects into schools. Meanwhile, the push for standardized testing is requiring teachers to devote a large proportion of class time to reading and math test preparation. One consequence of these dual trends is that schools are skimping on social studies instruction. Mindful world citizens need, at a minimum, a general awareness of foreign cultures, a passing familiarity with geography, and a basic understanding of history. If you’re not sure your child’s school is instilling these basic foundations of knowledge, you need to support your kids’ learning yourself. Daunting as this may sound, it doesn’t need to take an inordinate amount of time and effort. A good first step is to keep a globe or world map in a prominent location in your home. Whenever possible, refer to this resource in conversation. For instance, if your child is interested in a particular animal, point out where in the world it lives. If older children ask questions about the news, show them where current events are happening. If your budget allows it, keep a good children’s atlas handy too. This will allow your conversations to go into greater depth if your children show interest. Children have ever-greater access to high-quality fiction about people and cultures around the world. If you’re reading together about a foreign place or time—or if you see your older child picking up a historical or multicultural book—take a moment to find a children’s nonfiction book on the same subject. If you don’t have time to do this research during a family library trip, most libraries allow patrons to browse and order books online. Question: This article is written for:

Parents
Children
Teachers
Policymakers

Correct Answer

A. Parents

Explanation

A. From phrases like “your child,” you can infer that the intended audience of this passage is parents. See Lesson: Understanding Primary Sources Making Inferences and Drawing Conclusions.

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28.

Read the following passage and answer the question. A growing focus on STEM—science, technology, engineering, and math—has brought funding and excitement for these subjects into schools. Meanwhile, the push for standardized testing is requiring teachers to devote a large proportion of class time to reading and math test preparation. One consequence of these dual trends is that schools are skimping on social studies instruction. Mindful world citizens need, at a minimum, a general awareness of foreign cultures, a passing familiarity with geography, and a basic understanding of history. If you’re not sure your child’s school is instilling these basic foundations of knowledge, you need to support your kids’ learning yourself. Daunting as this may sound, it doesn’t need to take an inordinate amount of time and effort. A good first step is to keep a globe or world map in a prominent location in your home. Whenever possible, refer to this resource in conversation. For instance, if your child is interested in a particular animal, point out where in the world it lives. If older children ask questions about the news, show them where current events are happening. If your budget allows it, keep a good children’s atlas handy too. This will allow your conversations to go into greater depth if your children show interest. Children have ever-greater access to high-quality fiction about people and cultures around the world. If you’re reading together about a foreign place or time—or if you see your older child picking up a historical or multicultural book—take a moment to find a children’s nonfiction book on the same subject. If you don’t have time to do this research during a family library trip, most libraries allow patrons to browse and order books online. Question: The author of this article assumes that:

Parents are eager to support their children's education.
Parents have unlimited time to support their kids' education.
Teachers do not like helping children learn about social studies.
Teachers all prefer STEM subjects and reading over social studies.

Correct Answer

A. Parents are eager to support their children's education.

Explanation

A. The author makes several references to time constraints but assumes that parents want their children to be well educated. See Lesson: Understanding Primary Sources Making Inferences and Drawing Conclusions.

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29.

Read the following passage and answer the question. A growing focus on STEM—science, technology, engineering, and math—has brought funding and excitement for these subjects into schools. Meanwhile, the push for standardized testing is requiring teachers to devote a large proportion of class time to reading and math test preparation. One consequence of these dual trends is that schools are skimping on social studies instruction. Mindful world citizens need, at a minimum, a general awareness of foreign cultures, a passing familiarity with geography, and a basic understanding of history. If you’re not sure your child’s school is instilling these basic foundations of knowledge, you need to support your kids’ learning yourself. Daunting as this may sound, it doesn’t need to take an inordinate amount of time and effort. A good first step is to keep a globe or world map in a prominent location in your home. Whenever possible, refer to this resource in conversation. For instance, if your child is interested in a particular animal, point out where in the world it lives. If older children ask questions about the news, show them where current events are happening. If your budget allows it, keep a good children’s atlas handy too. This will allow your conversations to go into greater depth if your children show interest. Children have ever-greater access to high-quality fiction about people and cultures around the world. If you’re reading together about a foreign place or time—or if you see your older child picking up a historical or multicultural book—take a moment to find a children’s nonfiction book on the same subject. If you don’t have time to do this research during a family library trip, most libraries allow patrons to browse and order books online. Question: A careful reader of this article can infer that the author wants children to grow up to become:

STEM employees.
Successful teachers.
Multicultural patrons.
Mindful world citizens.

Correct Answer

A. Mindful world citizens.

Explanation

D. The author of this article assumes that all children should grow up to become mindful world citizens. See Lesson: Understanding Primary Sources Making Inferences and Drawing Conclusions.

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30.

Read the following passage and answer the question. A growing focus on STEM—science, technology, engineering, and math—has brought funding and excitement for these subjects into schools. Meanwhile, the push for standardized testing is requiring teachers to devote a large proportion of class time to reading and math test preparation. One consequence of these dual trends is that schools are skimping on social studies instruction. Mindful world citizens need, at a minimum, a general awareness of foreign cultures, a passing familiarity with geography, and a basic understanding of history. If you’re not sure your child’s school is instilling these basic foundations of knowledge, you need to support your kids’ learning yourself. Daunting as this may sound, it doesn’t need to take an inordinate amount of time and effort. A good first step is to keep a globe or world map in a prominent location in your home. Whenever possible, refer to this resource in conversation. For instance, if your child is interested in a particular animal, point out where in the world it lives. If older children ask questions about the news, show them where current events are happening. If your budget allows it, keep a good children’s atlas handy too. This will allow your conversations to go into greater depth if your children show interest. Children have ever-greater access to high-quality fiction about people and cultures around the world. If you’re reading together about a foreign place or time—or if you see your older child picking up a historical or multicultural book—take a moment to find a children’s nonfiction book on the same subject. If you don’t have time to do this research during a family library trip, most libraries allow patrons to browse and order books online. Question: Which conclusion is not supported by the article?

The author thinks teachers have limited time and energy.
The author thinks people benefit from understanding history.
The author thinks many parents read regularly with their kids.
The author thinks STEM instruction is a waste of children’s time.

Correct Answer

A. The author thinks STEM instruction is a waste of children’s time.

Explanation

D. The author does not suggest that STEM instruction is unimportant. The article says only that increased time spent on STEM instruction is often made at the expense of other subjects, like social studies. See Lesson: Understanding Primary Sources Making Inferences and Drawing Conclusions.

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31.

Read the following passage and answer the question. A growing focus on STEM—science, technology, engineering, and math—has brought funding and excitement for these subjects into schools. Meanwhile, the push for standardized testing is requiring teachers to devote a large proportion of class time to reading and math test preparation. One consequence of these dual trends is that schools are skimping on social studies instruction. Mindful world citizens need, at a minimum, a general awareness of foreign cultures, a passing familiarity with geography, and a basic understanding of history. If you’re not sure your child’s school is instilling these basic foundations of knowledge, you need to support your kids’ learning yourself. Daunting as this may sound, it doesn’t need to take an inordinate amount of time and effort. A good first step is to keep a globe or world map in a prominent location in your home. Whenever possible, refer to this resource in conversation. For instance, if your child is interested in a particular animal, point out where in the world it lives. If older children ask questions about the news, show them where current events are happening. If your budget allows it, keep a good children’s atlas handy too. This will allow your conversations to go into greater depth if your children show interest. Children have ever-greater access to high-quality fiction about people and cultures around the world. If you’re reading together about a foreign place or time—or if you see your older child picking up a historical or multicultural book—take a moment to find a children’s nonfiction book on the same subject. If you don’t have time to do this research during a family library trip, most libraries allow patrons to browse and order books online. Question: Which sentence from the article shows the author’s awareness that modern parents are often busy people?

A good first step is to keep a globe or world map in a prominent location in your home.
If you don’t have time to do this research during a family library trip, most libraries allow patrons to browse and order books online.
If you’re not sure your child’s school is instilling these basic foundations of knowledge, you need to support your kids’ learning yourself.
A growing focus on STEM—science, technology, engineering, and math—has brought funding and excitement for these subjects into schools.

Correct Answer

A. If you don’t have time to do this research during a family library trip, most libraries allow patrons to browse and order books online.

Explanation

B. The line about online library databases shows that the author understands that parents may need a convenient way to follow the article’s advice. See Lesson: Understanding Primary Sources Making Inferences and Drawing Conclusions.

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32.

Read the following passage and answer the question. A growing focus on STEM—science, technology, engineering, and math—has brought funding and excitement for these subjects into schools. Meanwhile, the push for standardized testing is requiring teachers to devote a large proportion of class time to reading and math test preparation. One consequence of these dual trends is that schools are skimping on social studies instruction. Mindful world citizens need, at a minimum, a general awareness of foreign cultures, a passing familiarity with geography, and a basic understanding of history. If you’re not sure your child’s school is instilling these basic foundations of knowledge, you need to support your kids’ learning yourself. Daunting as this may sound, it doesn’t need to take an inordinate amount of time and effort. A good first step is to keep a globe or world map in a prominent location in your home. Whenever possible, refer to this resource in conversation. For instance, if your child is interested in a particular animal, point out where in the world it lives. If older children ask questions about the news, show them where current events are happening. If your budget allows it, keep a good children’s atlas handy too. This will allow your conversations to go into greater depth if your children show interest. Children have ever-greater access to high-quality fiction about people and cultures around the world. If you’re reading together about a foreign place or time—or if you see your older child picking up a historical or multicultural book—take a moment to find a children’s nonfiction book on the same subject. If you don’t have time to do this research during a family library trip, most libraries allow patrons to browse and order books online. Question: What information could the author add to the passage to make the argument stronger and more informative?

Statistics showing more job opportunities within the STEM fields than social studies
A survey of children deciding if they like STEM or social studies more
A pie chart of time devotion at school showing more time dedicated to STEM than social studies
A line graph of test score averages for STEM and social studies which are approximately the same

Correct Answer

A. A pie chart of time devotion at school showing more time dedicated to STEM than social studies

Explanation

C. While all options seem related to the passage, a pie chart that clearly shows more time in the classroom is being given to STEM subjects supports the author’s claim. See Lesson: Evaluating and Integrating Data.

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33.

Read the following passage and answer the question. A growing focus on STEM—science, technology, engineering, and math—has brought funding and excitement for these subjects into schools. Meanwhile, the push for standardized testing is requiring teachers to devote a large proportion of class time to reading and math test preparation. One consequence of these dual trends is that schools are skimping on social studies instruction. Mindful world citizens need, at a minimum, a general awareness of foreign cultures, a passing familiarity with geography, and a basic understanding of history. If you’re not sure your child’s school is instilling these basic foundations of knowledge, you need to support your kids’ learning yourself. Daunting as this may sound, it doesn’t need to take an inordinate amount of time and effort. A good first step is to keep a globe or world map in a prominent location in your home. Whenever possible, refer to this resource in conversation. For instance, if your child is interested in a particular animal, point out where in the world it lives. If older children ask questions about the news, show them where current events are happening. If your budget allows it, keep a good children’s atlas handy too. This will allow your conversations to go into greater depth if your children show interest. Children have ever-greater access to high-quality fiction about people and cultures around the world. If you’re reading together about a foreign place or time—or if you see your older child picking up a historical or multicultural book—take a moment to find a children’s nonfiction book on the same subject. If you don’t have time to do this research during a family library trip, most libraries allow patrons to browse and order books online. Question: Based on the passage, which statement is considered a fact?

Students require more classroom time dedicated to social studies if they will ever become mindful world citizens.
Schools are teaching to STEM subjects because of funding and standardized test scores.
Children will ask questions about the world if they have access to a globe or atlas.
Families will see educational success if they take family trips to the library.

Correct Answer

A. Schools are teaching to STEM subjects because of funding and standardized test scores.

Explanation

B. The argument of the passage is that factors such as funding and standardized test scores have shifted the classroom focus to STEM subjects. See Lesson: Facts, Opinions, and Evaluating an Argument.

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34.

Read the following passage and answer the question. A growing focus on STEM—science, technology, engineering, and math—has brought funding and excitement for these subjects into schools. Meanwhile, the push for standardized testing is requiring teachers to devote a large proportion of class time to reading and math test preparation. One consequence of these dual trends is that schools are skimping on social studies instruction. Mindful world citizens need, at a minimum, a general awareness of foreign cultures, a passing familiarity with geography, and a basic understanding of history. If you’re not sure your child’s school is instilling these basic foundations of knowledge, you need to support your kids’ learning yourself. Daunting as this may sound, it doesn’t need to take an inordinate amount of time and effort. A good first step is to keep a globe or world map in a prominent location in your home. Whenever possible, refer to this resource in conversation. For instance, if your child is interested in a particular animal, point out where in the world it lives. If older children ask questions about the news, show them where current events are happening. If your budget allows it, keep a good children’s atlas handy too. This will allow your conversations to go into greater depth if your children show interest. Children have ever-greater access to high-quality fiction about people and cultures around the world. If you’re reading together about a foreign place or time—or if you see your older child picking up a historical or multicultural book—take a moment to find a children’s nonfiction book on the same subject. If you don’t have time to do this research during a family library trip, most libraries allow patrons to browse and order books online. Question: If this article is analyzed as a problem/solution text, what solution is the author suggesting?

Children should practice their math skills because they need to improve their standardized scores in STEM areas.
Teachers need to stop unfairly dividing subject time in the classroom.
Parents should to keep a globe or atlas in their home in order to have educational discussions with their children about the world.
Families need to dedicate more time to go to the library together.

Correct Answer

A. Parents should to keep a globe or atlas in their home in order to have educational discussions with their children about the world.

Explanation

C. The passage is identifying the problem as children not having enough educational time dedicated towards social studies instruction. The author suggests that parents take small steps to promote healthy curiosity about the subject. See Lesson: Types of Passages, Text Structure, Genre and Theme.

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35.

Read the paragraph and answer the question. The theater was packed. The audience watched with rapt attention as the characters lost their homes, their jobs, their sense of security, even their most basic beliefs. A few characters managed to save a family member. Most kept small keepsakes in their pockets. But by the end, they had almost nothing left of the world before disaster struck. When the show was over, the audience filed out smiling. After all, there’s nothing more fun than the end of the world—as long as it’s fictional. Question: Which sentence best describes the main idea of this paragraph?

There is a new movie disaster movie in the theaters.
People who experience disasters must be very strong.
For some reason, people find disaster movies entertaining.
There is something wrong with people who like disaster movies.

Correct Answer

A. For some reason, people find disaster movies entertaining.

Explanation

C. The author of the paragraph begins and ends with an emphasis on the audience’s enjoyment of disaster. This suggests that the main point has to do with the odd fact that people love disaster films. See Lesson: Main Ideas, Topic Sentences, and Supporting Details.

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36.

Read the paragraph and answer the question. The theater was packed. The audience watched with rapt attention as the characters lost their homes, their jobs, their sense of security, even their most basic beliefs. A few characters managed to save a family member. Most kept small keepsakes in their pockets. But by the end, they had almost nothing left of the world before disaster struck. When the show was over, the audience filed out smiling. After all, there’s nothing more fun than the end of the world—as long as it’s fictional. Question: Which term best describes the role of the final sentence in this paragraph?

Implied idea
Topic sentence
Supporting detail
Introductory sentence

Correct Answer

A. Topic sentence

Explanation

B. The final sentence sums up the main idea. This makes it the topic sentence. See Lesson: Main Ideas, Topic Sentences, and Supporting Details.

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37.

Read the paragraph and answer the question. The theater was packed. The audience watched with rapt attention as the characters lost their homes, their jobs, their sense of security, even their most basic beliefs. A few characters managed to save a family member. Most kept small keepsakes in their pockets. But by the end, they had almost nothing left of the world before disaster struck. When the show was over, the audience filed out smiling. After all, there’s nothing more fun than the end of the world—as long as it’s fictional. Question: Which sentence states the most important effect of the author’s decision to save the topic sentence for last?

It avoids offending.
It distracts the reader.
It changes the subject.
It maximizes the impact.

Correct Answer

A. It maximizes the impact.

Explanation

D. The author of this paragraph is making a point about how strange it is that people enjoy watching disasters unfold in fiction. By showing this happen before naming the phenomenon, the author maximizes the emotional impact. See Lesson: Main Ideas Topic Sentences and Supporting Details.

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38.

Read the paragraph and answer the question. The theater was packed. The audience watched with rapt attention as the characters lost their homes, their jobs, their sense of security, even their most basic beliefs. A few characters managed to save a family member. Most kept small keepsakes in their pockets. But by the end, they had almost nothing left of the world before disaster struck. When the show was over, the audience filed out smiling. After all, there’s nothing more fun than the end of the world—as long as it’s fictional. Question: If the author wanted to expand this paragraph into a longer essay claiming that human beings are naturally violent, what supporting detail should appear in further paragraphs?

A review of the latest disaster movie
An argument for censorship to end violence
Examples of bravery and generosity in disaster movies
Examples of violent entertainment throughout history

Correct Answer

A. Examples of violent entertainment throughout history

Explanation

D. Supporting details should directly support the main idea of a text. Examples of violent forms of entertainment, and the enjoyment people take from them, could support the idea that people are naturally violent. See Lesson: Main Ideas, Topic Sentences, and Supporting Details.

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39.

Read the paragraph and answer the question. The theater was packed. The audience watched with rapt attention as the characters lost their homes, their jobs, their sense of security, even their most basic beliefs. A few characters managed to save a family member. Most kept small keepsakes in their pockets. But by the end, they had almost nothing left of the world before disaster struck. When the show was over, the audience filed out smiling. After all, there’s nothing more fun than the end of the world—as long as it’s fictional. Question: If the author wanted to expand this paragraph into a longer essay claiming that disaster movies serve a positive function, what supporting detail should appear in further paragraphs?

A review of the latest disaster movie
An argument for censorship to end violence
Examples of bravery and generosity in disaster movies
Examples of violent entertainment throughout history

Correct Answer

A. Examples of bravery and generosity in disaster movies

Explanation

C. If an author wanted to claim that disaster movies serve society in a positive way, he or she should emphasize the good qualities—like bravery and generosity—in these films. See Lesson: Main Ideas Topic Sentences, and Supporting Details.

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40.

Read the paragraph and answer the question. The theater was packed. The audience watched with rapt attention as the characters lost their homes, their jobs, their sense of security, even their most basic beliefs. A few characters managed to save a family member. Most kept small keepsakes in their pockets. But by the end, they had almost nothing left of the world before disaster struck. When the show was over, the audience filed out smiling. After all, there’s nothing more fun than the end of the world—as long as it’s fictional. Question: This passage is best described as:

An informal text because it is engaging the reader with entertaining details about the movie and audience.
An informal text because the main idea is not written in the first sentence of the passage.
A formal text because it has a main idea and supporting details.
A formal text because it includes facts about the movie.

Correct Answer

A. An informal text because it is engaging the reader with entertaining details about the movie and audience.

Explanation

A. The entertainment value for a reader alongside the author’s fun, engaging commentary makes this a fun, yet informal text. See Lesson: Formal and Informal Language.

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41.

Read the paragraph and answer the question. The theater was packed. The audience watched with rapt attention as the characters lost their homes, their jobs, their sense of security, even their most basic beliefs. A few characters managed to save a family member. Most kept small keepsakes in their pockets. But by the end, they had almost nothing left of the world before disaster struck. When the show was over, the audience filed out smiling. After all, there’s nothing more fun than the end of the world—as long as it’s fictional. Question: What is the purpose of the opening sentence to the passage: “The theater was packed.”

To draw attention to how many audience members there were
To set the scene for the passage like a movie sets the scene for its’ story
To distract the reader from the main idea
To create an eerie mood

Correct Answer

A. To set the scene for the passage like a movie sets the scene for its’ story

Explanation

B. The opening sentence is a simple sentence meant to establish the scene for the reader. See Lesson: Facts, Opinions, and Evaluating an Argument.

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42.

Read the paragraph and answer the question. The theater was packed. The audience watched with rapt attention as the characters lost their homes, their jobs, their sense of security, even their most basic beliefs. A few characters managed to save a family member. Most kept small keepsakes in their pockets. But by the end, they had almost nothing left of the world before disaster struck. When the show was over, the audience filed out smiling. After all, there’s nothing more fun than the end of the world—as long as it’s fictional. Question: What is the tone of the passage?

Alluring
Cynical
Emotional
Judgmental

Correct Answer

A. Alluring

Explanation

A. The author has written the passage to transcend the captivating essence the movie had on the audience to the reader of the passage. See Lesson: Tone, Mood, and Transition Words.

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