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Question of the Day: MCAT Verbal

Adapted from Frederick Douglass (1899) by Charles Chestnutt.

It was the curious fate of Douglass to pass through almost every phase of slavery, as though to prepare him the more thoroughly for his future career. Shortly after he went to Baltimore, his master, Captain Anthony, died intestate, and his property was divided between his two children. Douglass, with the other slaves, was part of the personal estate, and was sent for to be appraised and disposed of in the division. He fell to the share of Mrs. Lucretia Auld, his master's daughter, who sent him back to Baltimore, where, after a month's absence, he resumed his life in the household of Mrs. Hugh Auld, the sister-in-law of his legal mistress. Owing to a family misunderstanding, he was taken, in March, 1833, from Baltimore back to St. Michaels.

His mistress, Lucretia Auld, had died in the mean time; and the new household in which he found himself, with Thomas Auld and his second wife, Rowena, at its head, was distinctly less favorable to the slave boy's comfort than the home where he had lived in Baltimore. Here he saw hardships of the life in bondage that had been less apparent in a large city. It is to be feared that Douglass was not the ideal slave, governed by the meek and lowly spirit of Uncle Tom. A tendency to insubordination, due partly to the freer life he had led in Baltimore, got him into disfavor with a master easily displeased; and, not proving sufficiently amenable to the discipline of the home plantation, he was sent to a certain celebrated slave-breaker by the name of Edward Covey, one of the poorer whites who, as overseers and slave-catchers, and in similar unsavory capacities, earned a living as parasites on the system of slavery. Douglass spent a year under Coveys ministrations, and his life there may be summed up in his own words: "I had neither sufficient time in which to eat nor to sleep, except on Sundays. The overwork and the brutal chastisements of which I was the victim, combined with that ever-gnawing and soul-destroying thought, 'I am a slave,—a slave for life,' rendered me a living embodiment of mental and physical wretchedness."

But even all this did not entirely crush the indomitable spirit of a man destined to achieve his own freedom and thereafter to help win freedom for a race. In August, 1834, after a particularly atrocious beating, which left him wounded and weak from loss of blood, Douglass escaped the vigilance of the slave-breaker and made his way back to his own master to seek protection. The master, who would have lost his slave's wages for a year if he had broken the contract with Covey before the year's end, sent Douglass back to his taskmaster. Anticipating the most direful consequences, Douglass made the desperate resolution to resist any further punishment at Covey's hands. After a fight of two hours Covey gave up his attempt to whip Frederick, and thenceforth laid hands on him no more. Strength of character, re-enforced by strength of muscle, thus won a victory over brute force that secured for Douglass comparative immunity from abuse during the remaining months of his year's service with Covey. And soon after he was emboldened to escape.

The manner of Douglass's escape from Maryland was never publicly disclosed by him until the war had made slavery a memory and the slave-catcher a thing of the past. It was the theory of the anti-slavery workers of the time that the publication of the details of escapes or rescues from bondage seldom reached the ears of those who might have learned thereby to do likewise, but merely furnished the master class with information that would render other escapes more difficult. That this was no idle fear there is abundant testimony in the annals of the period. But in later years, when there was no longer any danger of unpleasant consequences, Douglass published in detail the story of his flight. It would not compare in dramatic interest with many other celebrated escapes from slavery or imprisonment. He simply masqueraded as a sailor, borrowed a sailors "protection," or certificate that he belonged to the navy, took the train to Baltimore in the evening, and rode in the negro car until he reached New York City. Fear clutched at the fugitive's heart whenever he neared a State border line.

Douglass arrived in New York on September 4, 1838. But, though landed in a free State, he was by no means a free man. He was still a piece of property, and could be reclaimed by the law's aid if his whereabouts were discovered. While local sentiment at the North afforded a measure of protection to fugitives, and few were ever returned to bondage compared with the number that escaped, yet the fear of recapture was ever with them, darkening their lives and impeding their pursuit of happiness. But even the partial freedom Douglass had achieved gave birth to a thousand delightful sensations. In his autobiography he describes this dawn of liberty thus: "A new world had opened up to me. I lived more in one day than in a year of my slave life. I felt as one might feel upon escape from a den of hungry lions. My chains were broken, and the victory brought me unspeakable joy." 

Why does the author go into such detail about Douglass’ experience as a former slave?

To demonstrate how his comprehensive experience prepared him for his life’s work

To refute claims made by others that Douglass had been born a free man

To highlight the particularly brutal suffering that Douglass suffered as a slave

To undermine claims by others that Douglass lived a charmed life as a slave

To make the audience aware of the brutal treatment of slaves in general during Douglass’ time

Similar to the Verbal Reasoning section of the previous rendition of the MCAT, the Critical Analysis and Reasoning Skills Section of the 2015 MCAT will ask students to read and consider passages from varying topics in the natural sciences, the social sciences, and the humanities. Following each passage, a set of around five questions will assess how well students comprehended and analyzed the material presented. While the passages may not appear long at between five hundred and six hundred words each, their vocabulary and grammatical structure are complex and the works themselves thought-provoking. In the fifty-three questions tested in the ninety-minute section, students may be asked about medical ethics, medical humanities, history, philosophy, and psychology. In comparison to the old test, test-takers will find more passages related to medicine, at times with an emphasis on the healthcare climate of the United States. Whether you need MCAT tutoring in AtlantaMCAT tutoring in Houston, or MCAT tutoring in San Francisco, working one-on-one with an expert may be just the boost your studies need.

A couple characteristics make this section unique—all of the questions in this section are passage-based; none are free-standing like those seen in the other three sections of the 2015 MCAT. Furthermore, all of the information required to answer each question is contained within the passage itself; no outside knowledge is required. In fact, use of outside knowledge instead of considering the information in the passage can often lead to incorrect answers. As far as questions are concerned, thirty percent of the questions come directly from the text as reading comprehension, thirty percent will require reasoning from the text (e.g. determining an author’s opinion or the theme of the passage), and forty percent require reasoning beyond the text (e.g. understanding the implicit assumptions required to write such a passage or determining what type of career the author may hold). Within the fifty percent of content that can be in the humanities, the American Association of Medical Colleges has informed test takers that topics can include architecture, art, dance, ethics, literature, music, philosophy, popular culture, religion, theater, and studies of diverse cultures (understanding certain traditions or exploring the heritage of a certain group of people). In the remaining fifty percent of content that can be classified as social sciences, passages may be written about anthropology, archaeology, economics, education, geography, history, linguistics, political science, population health, psychology, or sociology. Varsity Tutors offers resources like free MCAT Verbal Reasoning Practice Tests to help with your self-paced study, or you may want to consider an MCAT Verbal Reasoning tutor.

In order to score well on this section, students will need the ability both to read passages in a timely manner and to understand content, theme, and tone in order to answer the presented questions. The language used and topics presented to students may seem unfamiliar to some, as most students outside of English, Literature, or Linguistics majors are likely not used to reading such high-level writing on a regular basis. Early practice with passage-reading and utilizing vocabulary-building tools such as flashcards can allow students to read the passages more quickly and with higher fidelity. Additionally, test-takers will likely want to design a passage-mapping strategy that allows them to take notes as they read through the works. Subtle detail will likely be the key to answering questions that ask about the author’s tone, point-of-view, and purpose of writing the passage. Additionally, these notes will allow students to reason beyond the text to understand implicit assumptions needed to understand the passage. In addition to the MCAT Verbal Reasoning Question of the Day and MCAT Verbal Reasoning tutoring, you may also want to consider using some of our MCAT Verbal Reasoning flashcards.

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