Jeremy had no luck convincing the members of the orchestral committee about his suggestions. He pleaded, cajoled, was begging, and even threatened the committee at various times, but yet despite being the conductor, he couldnt get them to agree to his requests. Despite many attempts, the committee would not listen to him. In the end, he decided to go through with the Christmas concert despite him not having his favorite composer on the program. Afterward, one of his friends, whom was in the audience, came up and asked him why was there no Handel on the program? "I did try" Jeremy replied "but the committee were unanimously against me. I nearly begged them all day to put one piece on the program. But try as I might I could not get a Handel on it."

Choose the answer that best corrects the bolded portion of the passage. If the bolded portion is correct as written, choose "NO CHANGE."

Adapted from A Christmas Carol by Charles Dickens (1843)

The ghost on hearing this set up another cry and clanked its chain so hideously in the dead silence of the night that the police has been justified in indicting it for a nuisance.

"Oh! captive, bound, and double-ironed," cried the phantom, "not to know that ages of incessant labor, by immortal creatures, for, this earth must pass into eternity before the good of which it is susceptible is all developed! Not to know that any Christian spirit working kindly in its little sphere, whatever it may be, will find its mortal life too short for its vast means of usefulness! Not to know that no space of regret can make amends for one life's opportunities misused! Yet such was I. Oh, such was I."

"But you were always a good man of business, Jacob" faltered Scrooge, who now began to apply this to himself.

"Business!" cried the Ghost wringing its hands again. "Mankind was my business. The common welfare was my business; charity, mercy, forbearance, and benevolence were, all, my business. The dealings of my trade were but a drop of water in the comprehensive position of my business!"

Which of the following is the best form for the bolded selection?

Paul stood waiting, for the meeting with James. He had arrived early at the little alleyway in northern Bramville, waiting to meet the other man at a pub named the “Pick and the Shovel.” The whole situation was extremely strange, for Paul had never met James. Indeed, nobody whom Paul knew had met him. Hitherto, the mysterious man had been nothing more than a voice on the phone and a conversationalist via e-mail.

The making, of the trip to Bramville, was utterly unexpected, and his companions had encouraged him to reconnoiter the situation, record his thoughts, and communicate them within the coming week. Many peoples’ fates rode on the character of this mysterious man, this James. By stroke of luck, Paul was about to meet him.

Although Paul was quite certain that this was the appropriate course of action, he was still quite unnerved. Thousands of miles from his home, far from any friends, and without a cell phone, he could well be the target of a dangerous man. For this reason, he watched very intently as every person passed by, particularly those men who were alone. Many times, he asked himself, “Is that him”?

Thus, Paul watched and waited, somewhat overcome with fear yet also anxious to meet this mysterious man. It was time for a meeting with this man, upon whose mysterious persona were placed so many hopes. Though Paul was nervous to be the person to meet James, he knew that he was the man to whom this task had been appointed by fate.

Which of the following is the best option for the bolded sentence beginning, “Many times, he asked himself…”?

Passage adapted from Anna Sewell's Black Beauty (1877)

Mr. Blomefield, the vicar, had a large family of boys and girls; sometimes they used to come and play with Miss Jessie and Flora. One of the girls was as old as Miss Jessie; two of the boys were older, and there were several little ones. When they came there was plenty of work for Merrylegs, for nothing pleased them so much as getting on him by turns and riding him all about the orchard and the home paddock, and this they would do by the hour together.

One afternoon he had been out with them a long time, and when James brought him in and put on his halter he said,

"There, you rogue, mind how you behave yourself, or we shall get into trouble."

"What have you been doing, Merrylegs?" I asked.

"Oh!" said he, tossing his little head, "I have only been giving those young people a lesson; they did not know when they had had enough, nor when I had had enough, so I just pitched them off backward; that was the only thing they could understand."

"What." said I, "You threw the children off? I thought you did know better than that! Did you throw Miss Jessie or Miss Flora?"

Choose the answer that best corrects the bolded and underlined portion of the passage. If the bolded and underlined portion is correct as written, choose "NO CHANGE."

Choose the answer that best corrects the underlined portion of the sentence. If the underlined portion is correct as written, choose "NO CHANGE."

It is my pleasure to introduce Sadie Jones, M.D..

Passage adapted from Under The Lilacs (1768) by Louisa May Alcott

"Don't they look sweet?" cried Bab, gazing with maternal pride upon the left-hand row of dolls, who might appropriately have sung in chorus, "We are seven."

"Very nice; but my Belinda beats them all. I do think she is the splendidest child that ever was!" And Betty set down the basket to run and embrace the suspended darling, just then kicking up her heels with joyful abandon.

"The cake can be cooling while we fix the children. It does smell perfectly delicious!" said Bab, lifting the napkin to hang over the basket, fondly regarding the little round loaf that lay inside.

"Leave some smell for me," commanded Betty, running back to get her fair share of the spicy fragrance. The pug noses sniffed it up luxuriously, and the bright eyes feasted upon the loveliness of the cake, so brown and shiny, with a tipsy-looking B in pie-crust staggering down one side, instead of sitting properly a-top.

"Ma let me put it on the very last minute, and it baked so hard I couldn't pick it off. We can give Belinda that piece, so it's just as well," observed Betty, taking the lead, as her child was queen of the revel.

Choose the answer that best corrects the underlined portion of the passage. If the bolded and underlined portion is correct as written, choose "NO CHANGE."

“John Adams—A Forgotten American Founder”

Sadly, the great exploits of important men and women is often forgotten in the mists of history.  The myths and historical tales of a nation can lead the people to forget some of their most important founders and national heroes.  In the United States of America, this kind of forgetfulness has occurred in the case of the Founding Father, John Adams.  For a number of reasons, President Adams had been forgotten.  Recounting the tales of the nations’ founding, many remember figures like George Washington, Thomas Jefferson, and Benjamin Franklin.  However, during those early years of the republic, Adams was a pivotal figure in assuring independence to the burgeoning nation.

During the debates concerning the Declaration of Independence, Adams was something of a “chief orator,” tirelessly attempting to convince the gathered parties of the importance of declaring independence from England.  Adams a temperamental and passionate man, was the perfect person to fill such a role.  In contrast to the judicious Franklin and the controlled and quiet Jefferson, he was fit for performing such oratorical shows and bombasts.  Although he joined Jefferson and Franklin on the drafting committee for the declaration, his most important work during this time was arguably this long project of oratory.

In addition, many forget the lonely years Adams spent as a minister to France and as the first minister to England.  What a difficult affair such posts would have been at the time.  As the minister to France, what weight could he have had with the court of such an old European nation?  Furthermore, Adams was not temperamentally suited for French courtly customs being a stern and somewhat moralistic man.  Then, to be sent to England—how difficult that must have been.  As the minister on behalf of a once-rebel nation, how could he stand before the Court of King James?  Nevertheless, Adams served his post nobly and deserves great recognition for this devoted service to his young nation.

Choose the answer that best corrects the bolded and underlined portion of the passage. If the bolded and underlined portion is correct as written, choose "NO CHANGE."

“John Adams—A Forgotten American Founder”

Sadly, the great exploits of important men and women is often forgotten in the mists of history.  The myths and historical tales of a nation can lead the people to forget some of their most important founders and national heroes.  In the United States of America, this kind of forgetfulness has occurred in the case of the Founding Father, John Adams.  For a number of reasons, President Adams had been forgotten.  Recounting the tales of the nations’ founding, many remember figures like George Washington, Thomas Jefferson, and Benjamin Franklin.  However, during those early years of the republic, Adams was a pivotal figure in assuring independence to the burgeoning nation.

During the debates concerning the Declaration of Independence, Adams was something of a “chief orator,” tirelessly attempting to convince the gathered parties of the importance of declaring independence from England.  Adams a temperamental and passionate man, was the perfect person to fill such a role.  In contrast to the judicious Franklin and the controlled and quiet Jefferson, he was fit for performing such oratorical shows and bombasts.  Although he joined Jefferson and Franklin on the drafting committee for the declaration, his most important work during this time was arguably this long project of oratory.

In addition, many forget the lonely years Adams spent as a minister to France and as the first minister to England.  What a difficult affair such posts would have been at the time.  As the minister to France, what weight could he have had with the court of such an old European nation?  Furthermore, Adams was not temperamentally suited for French courtly customs being a stern and somewhat moralistic man.  Then, to be sent to England—how difficult that must have been.  As the minister on behalf of a once-rebel nation, how could he stand before the Court of King James?  Nevertheless, Adams served his post nobly and deserves great recognition for this devoted service to his young nation.

Choose the answer that best corrects the bolded and underlined portion of the passage. If the bolded and underlined portion is correct as written, choose "NO CHANGE."

Choose the answer that best corrects the underlined portion of the sentence. If the underlined portion is correct as written, choose "NO CHANGE."

Billy wondered when it would snow again?

“Mathematics and Learning”

What subject should be learned first?  The question rightly troubles anyone who’s interest is in education.  Of course, young children often must learn in a very basic and rote fashion, applying their apt memorization skills to simple tasks that will serve them very well in later years when they go one to apply such knowledge to more complex topics.  However, when the time comes to designing curricula, an important question must be answered for older students, namely “What is most important first topic in these students’s education?”

An argument can be made for the use of mathematics as a tool for teaching students how to reason more clearly.  This is not because mathematics is the basis of all knowledge.  Indeed not.  There are many important subjects including not only the humanities like poetry and history but sciences like biology and physiology too.   These topics are not strictly speaking mathematical in nature, even though mathematics can be used in it in many ways.

Our minds are best geared for learning things that we can sense, things that are visible and tangible.  Although mathematics is abstract, it can begin with this kind of sense derived experience.  Beginning with simple everyday examples, children can be taught the more abstract and difficult skills that must be learned for the sake of the development of mathematical skills.  In the process of learning these topics, the children will begin to learn important rules about reasoning.  He or she will learn how several propositions can serve as the basis for conclusions.  They will learn how certain properties are related to various geometric figures and arithmetical rules.  Although much of this will be memorized at first, with time, they will have the opportunity to see that human reasoning in mathematical subjects is orderly and logical.  On the basis of such “logical experience,” young learners can then begin to be taught the rules of logic that they have been using all along.  As the medievals used to say, they could go from logica utens, logic used in other subjects, to logica docens logic taught, as a unique, and separate subject.

Choose the answer that best corrects the underlined portion of the sentence. If the underlined portion is correct as written, choose "NO CHANGE."