Adapted from Looking Backward from 2000 to 1887  by Edward Bellamy (1889)

"Here we are at the store of our ward," said Edith, as we turned in at the great portal of one of the magnificent public buildings I had observed in my morning walk. There was nothing in the exterior aspect (1) of the edifice to suggest a store to a representative of the nineteenth century. There was no display of goods in the great windows, or any device to advertise wares, or attract custom (2). Nor was there any sort of sign or legend on the front of the building to indicate the character of the business carried on there; but instead, above the portal, standing out from the front of the building, a majestic life-size group of statuary (3), the central figure of which was a female ideal of Plenty, with her cornucopia. Judging from the composition of the throng (4) passing in and out, about the same proportion of the sexes among shoppers obtained (5) as in the nineteenth century. As we entered, Edith said that there was one of these great distributing establishments in each ward of the city, so that no residence was more than five or ten minutes (6) walk from one of them. It was the first interior of a twentieth-century public building that I had ever beheld, and the spectacle naturally impressed me deeply. I was in a vast hall full of light, received not alone from the windows on all sides, but from the dome, the point of which was a hundred feet above. Beneath it, in the centre of the hall, a magnificent fountain played, cooling the atmosphere to a delicious freshness with its spray. The walls and ceiling were frescoed in mellow tints, calculated to soften without absorbing the light which flooded the interior. Around the fountain was a space occupied with chairs and sofas, on which many persons were seated conversing. Legends (7) on the walls all about the hall indicated to what classes of commodities the counters below were devoted. Edith directed her steps towards one of these, where samples of muslin of a bewildering variety were displayed, and proceeded to inspect them.

"Where is the clerk?" I asked, for there was no one behind the counter, and no one seemed coming to attend (8) to the customer.

"I have no need of the clerk yet," said Edith (9) "I have not made my selection."

"It was the principal business of clerks to help people to make their selections in my day," I replied.

"What! To tell people what they wanted?"

"Yes (10) and oftener to induce them to buy what they didn't want."

"But did not (11) ladies find that very impertinent?" Edith asked, wonderingly (12). "What concern could it possibly be to the clerks whether people bought or not?"

Choose from the following four options the synonym that would best replace the underlined word preceding the number (5).  

Adapted from Looking Backward from 2000 to 1887  by Edward Bellamy (1889)

"Here we are at the store of our ward," said Edith, as we turned in at the great portal of one of the magnificent public buildings I had observed in my morning walk. There was nothing in the exterior aspect (1) of the edifice to suggest a store to a representative of the nineteenth century. There was no display of goods in the great windows, or any device to advertise wares, or attract custom (2). Nor was there any sort of sign or legend on the front of the building to indicate the character of the business carried on there; but instead, above the portal, standing out from the front of the building, a majestic life-size group of statuary (3), the central figure of which was a female ideal of Plenty, with her cornucopia. Judging from the composition of the throng (4) passing in and out, about the same proportion of the sexes among shoppers obtained (5) as in the nineteenth century. As we entered, Edith said that there was one of these great distributing establishments in each ward of the city, so that no residence was more than five or ten minutes (6) walk from one of them. It was the first interior of a twentieth-century public building that I had ever beheld, and the spectacle naturally impressed me deeply. I was in a vast hall full of light, received not alone from the windows on all sides, but from the dome, the point of which was a hundred feet above. Beneath it, in the centre of the hall, a magnificent fountain played, cooling the atmosphere to a delicious freshness with its spray. The walls and ceiling were frescoed in mellow tints, calculated to soften without absorbing the light which flooded the interior. Around the fountain was a space occupied with chairs and sofas, on which many persons were seated conversing. Legends (7) on the walls all about the hall indicated to what classes of commodities the counters below were devoted. Edith directed her steps towards one of these, where samples of muslin of a bewildering variety were displayed, and proceeded to inspect them.

"Where is the clerk?" I asked, for there was no one behind the counter, and no one seemed coming to attend (8) to the customer.

"I have no need of the clerk yet," said Edith (9) "I have not made my selection."

"It was the principal business of clerks to help people to make their selections in my day," I replied.

"What! To tell people what they wanted?"

"Yes (10) and oftener to induce them to buy what they didn't want."

"But did not (11) ladies find that very impertinent?" Edith asked, wonderingly (12). "What concern could it possibly be to the clerks whether people bought or not?"

Choose from the following four options the synonym that would best replace the underlined word preceding the number (7).  

Adapted from Looking Backward from 2000 to 1887  by Edward Bellamy (1889)

"Here we are at the store of our ward," said Edith, as we turned in at the great portal of one of the magnificent public buildings I had observed in my morning walk. There was nothing in the exterior aspect (1) of the edifice to suggest a store to a representative of the nineteenth century. There was no display of goods in the great windows, or any device to advertise wares, or attract custom (2). Nor was there any sort of sign or legend on the front of the building to indicate the character of the business carried on there; but instead, above the portal, standing out from the front of the building, a majestic life-size group of statuary (3), the central figure of which was a female ideal of Plenty, with her cornucopia. Judging from the composition of the throng (4) passing in and out, about the same proportion of the sexes among shoppers obtained (5) as in the nineteenth century. As we entered, Edith said that there was one of these great distributing establishments in each ward of the city, so that no residence was more than five or ten minutes (6) walk from one of them. It was the first interior of a twentieth-century public building that I had ever beheld, and the spectacle naturally impressed me deeply. I was in a vast hall full of light, received not alone from the windows on all sides, but from the dome, the point of which was a hundred feet above. Beneath it, in the centre of the hall, a magnificent fountain played, cooling the atmosphere to a delicious freshness with its spray. The walls and ceiling were frescoed in mellow tints, calculated to soften without absorbing the light which flooded the interior. Around the fountain was a space occupied with chairs and sofas, on which many persons were seated conversing. Legends (7) on the walls all about the hall indicated to what classes of commodities the counters below were devoted. Edith directed her steps towards one of these, where samples of muslin of a bewildering variety were displayed, and proceeded to inspect them.

"Where is the clerk?" I asked, for there was no one behind the counter, and no one seemed coming to attend (8) to the customer.

"I have no need of the clerk yet," said Edith (9) "I have not made my selection."

"It was the principal business of clerks to help people to make their selections in my day," I replied.

"What! To tell people what they wanted?"

"Yes (10) and oftener to induce them to buy what they didn't want."

"But did not (11) ladies find that very impertinent?" Edith asked, wonderingly (12). "What concern could it possibly be to the clerks whether people bought or not?"

Choose from the following four options the answer that best corrects the underlined mistake using contemporary English preceding the number (8). If there is no mistake or the original text is the best option, choose "NO CHANGE."

Adapted from The Origin of Species by Charles Darwin (ed. 1896)

Look at a plant in the midst of it’s range. Why does it not double or quadruple its numbers? We know that it can perfectly well withstand a little more heat or cold, dampness or dryness, for elsewhere it ranges into slightly hotter or colder, damper or drier districts. In this case, we can clearly see that if we wish in imagination to give the plant the power of increasing in number, we should have to give it some advantage over its competitors, or over the animals of the wild that prey on it. On the confines of its geographical range, a change of constitution with respect to climate would clearly be an advantage to our plant; but we have reason to believe that only a few plants or animals range so far, that they are destroyed exclusively by the rigor of the climate. Not until we reach the extreme confines of life, in the Arctic regions or on the borders of an utter desert, will competition cease. The land may be extremely cold or dry, yet their will be competition between some few species, or between the individuals of the same species, for the warmest or dampest spots.

Hence we can see that when a plant or animal is placed in a new country amongst new competitors, the conditions of its life will generally be changed in an essential manner, although the climate may be exactly the same as in its former home. If it’s average numbers are to increase in its new home, we should have to modify it in a different way to what we should have had to do in its native country; for we should have to give it some advantage over a different set of competitors or enemies.

It is good thus to try in imagination to give to any one species an advantage over another. Probably in no single instance should we know what to do. This ought to convince us of our ignorance on the mutual relations of all organic beings; a conviction as necessary, as it is difficult to acquire. All that we can do is to keep steadily in mind that each organic being is striving to increase in a geometrical ratio; that each at some period of its life, during some season of the year, during each generation or at intervals, has to struggle for life and to suffer great destruction. When we reflect on this struggle, we may console ourselves with the full belief that the war of nature is not incessant, that no fear is felt, that death is generally prompt, and that the vigorous, the healthy, and the happy survive and multiply.

Which of the following would be an equivalent expression for the boldfaced “the full belief” in the third paragraph?

From an adaptation of a Letter from Thomas Jefferson to John Adams, On the Occasion of the Death of the Latter's Wife Abigail (1818)

The public papers my dear friend, have announced the fatal event of which your letter of October the 20th had given me ominous foreboding. Tried myself in the school of affliction, by the loss of every form of connection which can rive the human heart, I know well and feel what you have lost, what you have suffered, are suffering, and have yet to endure. The same trials have taught me that for ills so immeasurable, time and silence are the only medicine. I will not, therefore, by useless condolences, open afresh the sluices of your grief, nor, although mingling sincerely my tears with yours, will I say a word more where words are vain, but that it is of some comfort to us both, that the term is not very distant at which we are to deposit our sorrows and suffering bodies in the same soil and to ascend in essence to an ecstatic meeting with the friends we have loved and lost, and whom we shall still love and never lose again. God bless you and support you under your heavy affliction.

Which of the following translates the author’s intended meaning of the underlined conjunction “but”?

Adapted from The Origin of Species by Charles Darwin (ed. 1896)

Look at a plant in the midst of it’s range. Why does it not double or quadruple its numbers? We know that it can perfectly well withstand a little more heat or cold, dampness or dryness, for elsewhere it ranges into slightly hotter or colder, damper or drier districts. In this case, we can clearly see that if we wish in imagination to give the plant the power of increasing in number, we should have to give it some advantage over its competitors, or over the animals of the wild that prey on it. On the confines of its geographical range, a change of constitution with respect to climate would clearly be an advantage to our plant; but we have reason to believe that only a few plants or animals range so far, that they are destroyed exclusively by the rigor of the climate. Not until we reach the extreme confines of life, in the Arctic regions or on the borders of an utter desert, will competition cease. The land may be extremely cold or dry, yet their will be competition between some few species, or between the individuals of the same species, for the warmest or dampest spots.

Hence we can see that when a plant or animal is placed in a new country amongst new competitors, the conditions of its life will generally be changed in an essential manner, although the climate may be exactly the same as in its former home. If it’s average numbers are to increase in its new home, we should have to modify it in a different way to what we should have had to do in its native country; for we should have to give it some advantage over a different set of competitors or enemies.

It is good thus to try in imagination to give to any one species an advantage over another. Probably in no single instance should we know what to do. This ought to convince us of our ignorance on the mutual relations of all organic beings; a conviction as necessary, as it is difficult to acquire. All that we can do is to keep steadily in mind that each organic being is striving to increase in a geometrical ratio; that each at some period of its life, during some season of the year, during each generation or at intervals, has to struggle for life and to suffer great destruction. When we reflect on this struggle, we may console ourselves with the full belief that the war of nature is not incessant, that no fear is felt, that death is generally prompt, and that the vigorous, the healthy, and the happy survive and multiply.

What would be the best choice for replacing the word "but," boldfaced and underlined in the first paragraph?

"Lincoln as a Child" by Caleb Zimmerman (2013)

 Abraham Lincoln's forefathers were pioneers. People that left their homes to open up the wilderness and make the way clear for others to follow them. For one hundred and seventy years, ever since the first Lincoln came from England to Massachusetts in 1638, he had been moving slowly westward as new settlements were made in the forest. They faced solitude, privation, and all the dangers and hardships that beset those who take up their homes where only beasts and wild men have had homes before; but they continued to press steadily forward, though they lost fortune and sometimes even life itself in their westward progress.

Back in Pennsylvania and New Jersey, some of the Lincolns had been people of wealth and influence. In Kentucky, where the future President was born on February 12, 1809, his parents live in deep poverty. Their home was a small log cabin of the rudest kind, and nothing seemed more unlikely than that their child, coming into the world in such humble surroundings, was destined to be the greatest man of his time and true to his heritage, he also was to be a pioneer—not into new woods and unexplored fields like his ancestors, but a pioneer of a nobler and grander sort, directing the thoughts of people ever toward the right, and leading the American people, through difficulties and dangers and a mighty war, to peace and freedom.

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

In 1929, E.F. Lindquist, a professor in the University of Iowa College of Education, began designing tests for the Iowa Academic Meet. The purpose of the meet was to identify exemplary high school students. Test-takers began with a first round of testing. This round occurred during the school day and covered ten core academic subjects. Students who scored well in the first round participated in district-level tests that were more difficult. High-scorers from the second round participated in a third round of testing. The top ten students in each subject area were rewarded with medals at a banquet. Although the test was a success, Lindquist wanted to reduce the competitive aspect of the test. To achieve this goal, Lindquist renamed the test the Iowa Every-Pupil Achievement Testing Program.

The tests popularity provided Lindquist with the opportunity to study how to best write, administer, and score a standardized test. However, Lindquist was not yet satisfied. He grew concerned that the test focused too much on rote memorization of content rather than on skill development. Lindquist began to work on a test for middle school students that would test skills. This test which was first administered in 1935 became known as the Iowa Test of Basic Skills. In 1942, the Every-Pupil test is discontinued and replaced with the Iowa Tests of Educational Development. As Lindquist had hoped, this test focused on testing skills rather than pure content memorization.

By the late 1950s, Lindquist had gained significant renown in the world of standardized testing, so he became involved in the process of developing a college admissions testing program. Although the SAT had been a commonly used admissions test since 1926, it was primarily marketed in the northeast and used as an admissions test for universities in that region. Schools outside this area used a variety of different tests that covered different content and was administered at different times. This led to unreliable results.

In 1958, that a standardized, national test be developed was proposed by Lindquist. He also hoped that, unlike the SAT, the new test would measure academic achievement so that it could be used to gauge each student’s level of preparation for college-level work.

Lindquist and a man named Ted McCarrel began developing the new test. One of McCarrel's main jobs was contacting admissions officers and convincing schools to use the new test. However, like the SAT, the ACT began as a regional test. Unlike the SAT, however, it was primarily used in the Midwest. With time and effort, the test became more popular in other parts of the country.

In 1959, the ACT was administered for the first time. The test was similar to the Iowa Tests of Educational Development. It consisted of four parts; English, math, social studies, and natural science. The social studies and natural science portions required students to interpret readings from each field; thus, Lindquist was able to maintain his goal of testing skills rather than memorized facts. Students had forty-five minutes to complete each section of the test. The ACT quickly became a staple of the college admissions process. In the first year, 132,963 students took the test, and that number grew in subsequent years.

Today, many colleges and universities in the U.S. accept ACT results from students applying for admission. So, don't worry! I'm sure your college will accept it too!

Should the author include the bolded sentence?

Wolfgang Amadeus Mozart has become wide recognized as one of the most brilliant and influential musicians of all time. At only thirteen years old, he skillfully played several instruments and wrote in a variety of musical genres. Over the past century, his orchestral music, along with his many operas, have delighted audiences around the world. Mozart wrote his music for wealthy patrons and aristocrats, yet even the commoners of the time enjoyed his music. The music of Mozart is richer and more textured than his contemporary, Joseph Haydn.  

The Austro-Turkish War, which began in 1787, prompted the redirection of much of Austria’s resources from arts and music to the military. As a result, Mozart faced financial difficulties. In 1788, he discontinued his public concerts and his income declined. In 1790, hoping to improve his financial situation and circumstances, Mozart toured Berlin and several other cities in Germany. The tours were unsuccessful, however, and did not improve his financial problems.

Scholars have proposed several hypotheses regarding the cause of Mozart’s death, such as influenza, smallpox and meningitis. Their is little physical evidence, however, to support these claims. Mozart's funeral belied the elaborate ornamentation of his music: the ceremony was basic and reserved. In the period following his death, Mozart’s popularity increased significantly. Concert halls throughout Europe featured his music, and composers sought to imitate his style. Modern audiences praise Mozart’s music for its liveliness, expressiveness, and the fact that it is sophisticated.

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

“Why Text Messaging is a Good Thing” by Chelci Spiegel (2013)

Many people today think that technology such as text messages and social networking sites are creating distant relationships among people. They say that the relationships are false because face-to-face time is diminishing however, I do not believe this to be the case. These are technologies and technologies are very important tools. That’s just it they’re tools. They can be good or bad depending on how they are used. I believe that text messaging is a benefit to society because it provides fast communication with multiple people unobtrusive conversation and responding time for the receiver.

Because text messaging exists we can tell many people something very important very quickly. It is like an SOS message to whomever needs to know. If I have car trouble I can send a text to my father, brother, and friends all at once. Instead of dialing each number separately and maybe or maybe not getting anyone they all get a message then, I receive help more quickly. A more concrete example is from what I was lost in the woods searching for my horse who was also lost late one evening. I sent out one text message to multiple people and by the time I had found my way back to the truck there were seven friends pulled up with trucks mountain bikes and flashlights to help search for the horses all night.  That is not evidence of relationships distanced by text messaging but brought together.

Because text messaging does not require voice it is far less obtrusive in public places. When I was standing in line at the grocery store one of the ladies were using their phone while waiting for their turn. I heard her entire life story her boy troubles, her work troubles her friend troubles and her money troubles. It was very distracting. With texting people can vent all their frustrations to someone privately. If I am trying to set a date for a barbaque, I can text my neighbor to work out details rather than let the entire store know my weekend plans. Texting is a way to conduct private business in public places.

What transition would make the most sense in this instance when placed at the start of the third paragraph?