The ship was having trouble again. Engineer James Ferguson couldn't figure out why the super-duper drive engine kept breaching. Every time he had fixed it, something seemed to go wrong again. He had a capable crew and he was friendly with all of them: but the aliens who had evolved from deer rather than from apes as humans had, had some problems when it came to fixing things. Their strong arms ended in tiny predicative hooves that sometimes makes it difficult for them to hold large objects. They were good at problem-solving though and he did like them a lot. The nearest one gave him a dough-eyed look of sympathy—appropriate, given her gender. He looked back at the breaching drive engine and sighed. "Once more into the breach, deer friends" he announced.

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

The ship was having trouble again. Engineer James Ferguson couldn't figure out why the super-duper drive engine kept breaching. Every time he had fixed it, something seemed to go wrong again. He had a capable crew and he was friendly with all of them: but the aliens who had evolved from deer rather than from apes as humans had, had some problems when it came to fixing things. Their strong arms ended in tiny predicative hooves that sometimes makes it difficult for them to hold large objects. They were good at problem-solving though and he did like them a lot. The nearest one gave him a dough-eyed look of sympathy—appropriate, given her gender. He looked back at the breaching drive engine and sighed. "Once more into the breach, deer friends" he announced.

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

Margaret Mitchell the writer was having a horrible day. She just completed her latest novel when the tornado sirens went off. Fast, she rushed down into the basement, barricaded the door, and she sat in a corner of the dank dusty room to wait for the storm to pass. The winds howled noisy and increased in intensity until it sounded like the tornado was right above her. Suddenly, a gigantic bang echoed throughout the basement and Margaret dropped to the floor in terror. Then just as suddenly the noise vanished. Margaret got up and dusted her off before moving hesitantly toward the basement door. She opened it, and found the house above her was completely gone. Despite the horror of the site, she sighed and muttered, "Oh, well." A neighbor came running up to her and said, "Margaret! Thank goodness your alive! But what happened to your house, and what about your new book?" Margaret gave a rueful smile and replied, "Oh, that's Gone With The Wind."

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

The house stood, at the bottom of a hill, making it hard to see from the street. The owner wants it that way, as he had no use for any of his neighbors. “Nosy sneaks and cheats” he would to say to his son. Not that his son ever really listening. The old man did not see him very much, either at his home or going anywhere else. Every time he did see him, his son would just complain about how his house was dark musty, and filthy. The old man did not need such criticism, especially from only his blood relative. He had lived in that house for fifty years, and planned to live there as long as he possibly could. While he lived there, his neighbors would never see him or his house if he could help it. He could take care of him, and steadfastly refused to allow anyone to help. In his tiny house, at the bottom of the hill, the old man was content to be alone, and believed he was living perfect.

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

The bayou was quiet, except for the sounds of insects, water and the occasional alligator. Jim was cleaning his blade, which he had recently used to dispatch one of the undead. His partner Bill and him had come out to the bayou for their nightly patrol and they had found a nest of the undead by an old abandoned dock.

"Hey, Bill!," he shouted gleefully, mindless of whether the noise would attract more undead. "Where'd you go, man?"

A noise to his left had startled him. He turned quick and saw the man who had been closest to him than a brother for the past six months walking slowly toward him.

"Whew," he said: "there you are." He went back to cleaning his blade. "I thought one of those things had got 'cha."

Standing in the dark, the light of the moon did not reach his partners face. The sudden silence caused Jim to look up again. "What's the matter with you, Bill?"

It was only when the thing that was once Bill stepped into the light and Jim saw the fresh bite on it's newly dead face that he realized what the matter was.

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 “Authority: The Unavoidable” in What’s Wrong with the World by G.K. Chesterton (1912)

The important point here is only that you cannot get rid of authority in education. It is not so much that parental authority ought to be preserved. The more, important truth, is that such authority cannot be destroyed. Mr. Bernard Shaw once said that he had hated the idea of forming a child's mind. In that case, Mr. Bernard Shaw had better hang himself, for he hates something inseparable from human life. I only mentioned [earlier in the book] the drawing out of the child’s abilities in order to point out that even this mental trick does not avoid the idea of parental or scholastic authority. The educator's drawing out is just as arbitrary and coercive as the instructor’s action, for he draws out what he chooses. He decides what in the child shall be developed and what shall not be developed.

The only result of all this pompous distinction between the “educator” and the “instructor” is who the instructor pokes where he likes and the educator pulls where he likes. Exactly the same intellectual violence is done to the creature whom is poked and pulled. We must all except the responsibility of this intellectual violence, whether from poking or from pulling.

Education is violent; because it is creative. It is such because it is human. It is as reckless as playing on the fiddle, as dogmatic as drawing a picture, as brutal as building a house. In short, it is what all human action is, it is an interference with life and growth. After that it is a trifling and even a jocular question whether we say of this tremendous tormentor, the artist Man, that he puts things into us like a pharmacist or draws things out of us.

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 “Authority: The Unavoidable” in What’s Wrong with the World by G.K. Chesterton (1912)

The important point here is only that you cannot get rid of authority in education. It is not so much that parental authority ought to be preserved. The more, important truth, is that such authority cannot be destroyed. Mr. Bernard Shaw once said that he had hated the idea of forming a child's mind. In that case, Mr. Bernard Shaw had better hang himself, for he hates something inseparable from human life. I only mentioned [earlier in the book] the drawing out of the child’s abilities in order to point out that even this mental trick does not avoid the idea of parental or scholastic authority. The educator's drawing out is just as arbitrary and coercive as the instructor’s action, for he draws out what he chooses. He decides what in the child shall be developed and what shall not be developed.

The only result of all this pompous distinction between the “educator” and the “instructor” is who the instructor pokes where he likes and the educator pulls where he likes. Exactly the same intellectual violence is done to the creature whom is poked and pulled. We must all except the responsibility of this intellectual violence, whether from poking or from pulling.

Education is violent; because it is creative. It is such because it is human. It is as reckless as playing on the fiddle, as dogmatic as drawing a picture, as brutal as building a house. In short, it is what all human action is, it is an interference with life and growth. After that it is a trifling and even a jocular question whether we say of this tremendous tormentor, the artist Man, that he puts things into us like a pharmacist or draws things out of us.

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 “Emerson’s Prose Works” in The Works of Orestes A. Brownson: Philosophy of Religion by Orestes Brownson (ed. 1883)

Mr. Emersons literary reputation is established and placed beyond the reach of criticism. No living writer surpasses him in his mastery of pure and classic English; nor do any equal him—neither in the exquisite delicacy and finish of his chiseled sentences, or in the metallic ring of his style. It is only as a thinker and teacher that we can venture any inquiry into his merits; and as such we cannot suffer ourselves to be imposed upon by his oracular manner, nor by the apparent originality either of his views or his expressions.

Mr. Emerson has had a swarm both of admirers but also of detractors. With many, he is a philosopher and sage, almost a god; while with others, he is regarded as an unintelligible mystic, babbling nonsense fitted to captivate beardless young men and silly maidens with pretty curls, all of who constituted years ago the great body of his hearers and worshipers. We rank us in neither class, though we regard he as no ordinary man. Indeed, we believe he to be one of the deepest thinkers as well as one of the first poets of our country. Indeed, by long acquaintance have him and us been in mutual contact—if only from a distance at times. We know him to be a polished gentleman, a genial companion, and a warmhearted friend, whose' kindness does not pass over individuals and waste itself in a vague philanthropy. So much, at least, we can say of the man, and this do we base not only upon former personal acquaintance and upon our former study of his writings.

What are the tense and voice of the bolded verb "is . . . placed"?

Thomas placed his quill on the parchment, looking toward the mantel upon which, earlier that morning, he saw the painting of the old monastic saint, Benedict of Nursia. To his surprise, the mantel was empty, not having any items on it’s narrow flat surface. As the image had been a gift from his old schoolmaster; he was concerned at the absence of the item.

He asked himself “Where could it have went?” Then, he gathered together his work and decided to ask one of his officemates about the cherished image. Leaving the room, he entered the foyer and turning to the secretary asked about the whereabouts of the others’.

The secretary looked at Thomas’ imposing figure and answered, “A group of the professors departed earlier for a University meeting; however, I cant recall exactly when they departed.” Although Thomas was not known for being passionate, the young secretary could see that he was agitated than usual.

The older man did not wish to worry his younger coworker. Smiling slightly, he said, “Don’t worry, Reginald. I seem to have misplaced my image of Benedict, though I know not how.” He continued by telling the younger man the chronology of events. Suddenly, the detailed recounting jogged the latters’ memory. He forgot an obvious detail that he only now remembered.

Looking at Thomas in embarrassment, Reginald, said, “Earlier this afternoon, I came in to your working area take the painting. Bonaventure had come to visit and asked to borrow it. You were so engrossed by you’re work that I did not want to disturb you. He will be stopping by to see you and I later today, so we can ask him to return it.”

What is the best form of the bolded selection, "he saw the painting of the old monastic saint"?

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 of the bolded section?