All SSAT Middle Level Reading Resources
Example Questions
Example Question #993 : Sat Critical Reading
Passage adapted from "Of One Defect in Our Government" in Essays of Michael, Seigneur de Montaigne in The Complete Works of Michael de Montaigne (1580, trans. C. Cotton, ed. W. Hazlitt 1842)
My late father, a man that had no other advantages than experience and his own natural parts, was nevertheless of a very clear judgment, formerly told me that he once had thoughts of endeavoring to introduce this practice; that there might be in every city a certain place assigned to which such as stood in need of anything might repair, and have their business entered by an officer appointed for that purpose. As for example: I want a chapman to buy my pearls; I want one that has pearls to sell; such a one wants company to go to Paris; such a one seeks a servant of such a quality; such a one a master; such a one such an artificer; some inquiring for one thing, some for another, every one according to what he wants. And doubtless, these mutual advertisements would be of no contemptible advantage to the public correspondence and intelligence: for there are evermore conditions that hunt after one another, and for want of knowing one another's occasions leave men in very great necessity.
I have heard, to the great shame of the age we live in, that in our very sight two most excellent men for learning died so poor that they had scarce bread to put in their mouths: Lilius Gregorius Giraldus in Italy and Sebastianus Castalio in Germany: and I believe there are a thousand men would have invited them into their families, with very advantageous conditions, or have relieved them where they were, had they known their wants. The world is not so generally corrupted, but that I know a man that would heartily wish the estate his ancestors have left him might be employed, so long as it shall please fortune to give him leave to enjoy it, to secure rare and remarkable persons of any kind, whom misfortune sometimes persecutes to the last degree, from the dangers of necessity; and at least place them in such a condition that they must be very hard to please, if they are not contented.
My father in his domestic economy had this rule (which I know how to commend, but by no means to imitate), namely, that besides the day-book or memorial of household affairs, where the small accounts, payments, and disbursements, which do not require a secretary's hand, were entered, and which a steward always had in custody, he ordered him whom he employed to write for him, to keep a journal, and in it to set down all the remarkable occurrences, and daily memorials of the history of his house: very pleasant to look over, when time begins to wear things out of memory, and very useful sometimes to put us out of doubt when such a thing was begun, when ended; what visitors came, and when they went; our travels, absences, marriages, and deaths; the reception of good or ill news; the change of principal servants, and the like. An ancient custom, which I think it would not be amiss for every one to revive in his own house; and I find I did very foolishly in neglecting it.
The second paragraph recommends a financial relationship similar to which of the following?
Master and apprentice
Money lender and borrower
Feudal lord and peasant
Patron and artist
Shop owner and customer
Patron and artist
In approaching this question, let's first figure out what financial relationship is discussed in the second paragraph, and then compare it to the answer choices. In the passage's second paragraph, the narrator says that he thinks many men would use their estates and finances "to secure rare and remarkable persons of any kind . . . from the dangers of necessity," or in other words, to financially support intellectuals who might otherwise lack for necessities without such support. Now let's consider the answer choices: "Shop owner and customer" cannot be correct because the donors aren't purchasing anything from the intellectuals. The money the intellectuals are given isn't expected to be paid back, so "Money lender and borrower" cannot be correct either. "Master and apprentice" involves the learning of a trade or skill, and the intellectuals aren't teaching the donors anything, so that can't be the correct answer. "Feudal lord and peasant" can't be correct either, as the intellectuals aren't being paid for work that they do specifically for the donor. "Patron and artist" is the best answer because patrons provide for the needs of artists, allowing them to concentrate solely on their art, just as the donors in the second paragraph supply the intellectuals' needs so that they can focus on their work.
Example Question #41 : Identifying And Analyzing Important Details In Humanities Passages
Passage adapted from "Of One Defect in Our Government" in Essays of Michael, Seigneur de Montaigne in The Complete Works of Michael de Montaigne (1580, trans. C. Cotton, ed. W. Hazlitt 1842)
My late father, a man that had no other advantages than experience and his own natural parts, was nevertheless of a very clear judgment, formerly told me that he once had thoughts of endeavoring to introduce this practice; that there might be in every city a certain place assigned to which such as stood in need of anything might repair, and have their business entered by an officer appointed for that purpose. As for example: I want a chapman to buy my pearls; I want one that has pearls to sell; such a one wants company to go to Paris; such a one seeks a servant of such a quality; such a one a master; such a one such an artificer; some inquiring for one thing, some for another, every one according to what he wants. And doubtless, these mutual advertisements would be of no contemptible advantage to the public correspondence and intelligence: for there are evermore conditions that hunt after one another, and for want of knowing one another's occasions leave men in very great necessity.
I have heard, to the great shame of the age we live in, that in our very sight two most excellent men for learning died so poor that they had scarce bread to put in their mouths: Lilius Gregorius Giraldus in Italy and Sebastianus Castalio in Germany: and I believe there are a thousand men would have invited them into their families, with very advantageous conditions, or have relieved them where they were, had they known their wants. The world is not so generally corrupted, but that I know a man that would heartily wish the estate his ancestors have left him might be employed, so long as it shall please fortune to give him leave to enjoy it, to secure rare and remarkable persons of any kind, whom misfortune sometimes persecutes to the last degree, from the dangers of necessity; and at least place them in such a condition that they must be very hard to please, if they are not contented.
My father in his domestic economy had this rule (which I know how to commend, but by no means to imitate), namely, that besides the day-book or memorial of household affairs, where the small accounts, payments, and disbursements, which do not require a secretary's hand, were entered, and which a steward always had in custody, he ordered him whom he employed to write for him, to keep a journal, and in it to set down all the remarkable occurrences, and daily memorials of the history of his house: very pleasant to look over, when time begins to wear things out of memory, and very useful sometimes to put us out of doubt when such a thing was begun, when ended; what visitors came, and when they went; our travels, absences, marriages, and deaths; the reception of good or ill news; the change of principal servants, and the like. An ancient custom, which I think it would not be amiss for every one to revive in his own house; and I find I did very foolishly in neglecting it.
How does the narrator feel about the fact that famous intellectuals sometimes perish poor without receiving help from others?
He thinks it is shameful.
He thinks that a tax should be collected to provide for such intellectuals.
He thinks the famous intellectuals get what they deserve.
He thinks that intellectuals should be paid more.
He thinks it is an unavoidable result of the society in which he lives.
He thinks it is shameful.
The narrator tells us directly how he feels about this situation at the beginning of paragraph two: "I have heard, to the great shame of the age we live in, that in our very sight two most excellent men for learning died so poor that they had scarce bread to put in their mouths." The phrase "to the great shame of the age we live in" is evidence that the narrator thinks such a situation is shameful. While other answer choices like "he thinks that intellectuals should be paid more" may look appealing because it is possible the narrator might support those assertions, the passage doesn't provide any evidence directly correlating to those answer choices.
Example Question #6 : Understanding Organization And Argument In Humanities Passages
Passage adapted from "Of One Defect in Our Government" in Essays of Michael, Seigneur de Montaigne in The Complete Works of Michael de Montaigne (1580, trans. C. Cotton, ed. W. Hazlitt 1842)
My late father, a man that had no other advantages than experience and his own natural parts, was nevertheless of a very clear judgment, formerly told me that he once had thoughts of endeavoring to introduce this practice; that there might be in every city a certain place assigned to which such as stood in need of anything might repair, and have their business entered by an officer appointed for that purpose. As for example: I want a chapman to buy my pearls; I want one that has pearls to sell; such a one wants company to go to Paris; such a one seeks a servant of such a quality; such a one a master; such a one such an artificer; some inquiring for one thing, some for another, every one according to what he wants. And doubtless, these mutual advertisements would be of no contemptible advantage to the public correspondence and intelligence: for there are evermore conditions that hunt after one another, and for want of knowing one another's occasions leave men in very great necessity.
I have heard, to the great shame of the age we live in, that in our very sight two most excellent men for learning died so poor that they had scarce bread to put in their mouths: Lilius Gregorius Giraldus in Italy and Sebastianus Castalio in Germany: and I believe there are a thousand men would have invited them into their families, with very advantageous conditions, or have relieved them where they were, had they known their wants. The world is not so generally corrupted, but that I know a man that would heartily wish the estate his ancestors have left him might be employed, so long as it shall please fortune to give him leave to enjoy it, to secure rare and remarkable persons of any kind, whom misfortune sometimes persecutes to the last degree, from the dangers of necessity; and at least place them in such a condition that they must be very hard to please, if they are not contented.
My father in his domestic economy had this rule (which I know how to commend, but by no means to imitate), namely, that besides the day-book or memorial of household affairs, where the small accounts, payments, and disbursements, which do not require a secretary's hand, were entered, and which a steward always had in custody, he ordered him whom he employed to write for him, to keep a journal, and in it to set down all the remarkable occurrences, and daily memorials of the history of his house: very pleasant to look over, when time begins to wear things out of memory, and very useful sometimes to put us out of doubt when such a thing was begun, when ended; what visitors came, and when they went; our travels, absences, marriages, and deaths; the reception of good or ill news; the change of principal servants, and the like. An ancient custom, which I think it would not be amiss for every one to revive in his own house; and I find I did very foolishly in neglecting it.
The second paragraph suggests that the narrator's view of the mankind is __________.
prejudiced
cynical
optimistic
old-fashioned
selfish
optimistic
In the second paragraph, the narrator states, "I believe there are a thousand men would have invited [the aforementioned famously learned but poor men] into their families, with very advantageous conditions . . . had they known their wants. The world is not so generally corrupted, but that I know a man that would heartily wish [his] estate . . . to secure rare and remarkable persons of any kind . . . from the dangers of necessity." To paraphrase this, the narrator is saying that he believes that people would invite needy intellectuals into their homes and support them financially, if their needs were known. This supports the answer choice that the narrator has an "optimistic," or generally positive and hopeful, view of mankind. The phrasing of "The world is not so generally corrupted" also supports this answer choice. As for the other answer choices, "cynical" means assuming the worst of people, "prejudiced" in this context would mean unfairly biased against certain groups.
Example Question #1 : Understanding And Evaluating Opinions And Arguments In Narrative Humanities Passages
Adapted from The Story of Mankind by Hendrik Van Loon (1921)
Athens and Sparta were both Greek cities and their people spoke a common language. In every other respect they were different. Athens rose high from the plain. It was a city exposed to the fresh breezes from the sea, willing to look at the world with the eyes of a happy child. Sparta, on the other hand, was built at the bottom of a deep valley, and used the surrounding mountains as a barrier against foreign thought. Athens was a city of busy trade. Sparta was an armed camp where people were soldiers for the sake of being soldiers. The people of Athens loved to sit in the sun and discuss poetry or listen to the wise words of a philosopher. The Spartans, on the other hand, never wrote much that was considered literature, but they knew how to fight, they liked to fight, and they sacrificed all human emotions to their ideal of military preparedness.
No wonder that these sombre Spartans viewed the success of Athens with malicious hate. The energy which the defense of the common home had developed in Athens was now used for purposes of a more peaceful nature. The Acropolis was rebuilt and was made into a marble shrine to the goddess Athena. Pericles, the leader of the Athenian democracy, sent far and wide to find famous sculptors and painters and scientists to make the city more beautiful and the young Athenians more worthy of their home. At the same time he kept a watchful eye on Sparta and built high walls that connected Athens with the sea and made her the strongest fortress of that day.
An insignificant quarrel between two little Greek cities led to the final conflict. For thirty years, the war between Athens and Sparta continued. It ended in a terrible disaster for Athens.
During the third year of the war the plague had entered the city. More than half of the people and Pericles, the great leader, had been killed. The plague was followed by a period of bad and untrustworthy leadership. A brilliant young fellow by the name of Alcibiades had gained the favor of the popular assembly. He suggested a raid upon the Spartan colony of Syracuse in Sicily. An expedition was equipped and everything was ready. But Alcibiades got mixed up in a street brawl and was forced to flee. First he lost his ships and then he lost his army, and the few surviving Athenians were thrown into the stone-quarries of Syracuse, where they died from hunger and thirst.
The expedition had killed all the young men of Athens. The city was doomed. After a long siege, the town surrendered in April of the year 404. The high walls were demolished. The navy was taken away by the Spartans. Athens ceased to exist as the center of the great colonial empire that it had conquered during the days of its prosperity. But that wonderful desire to learn and to know and to investigate that had distinguished her free citizens during the days of greatness and prosperity did not perish with the walls and the ships. It continued to live. It became even more brilliant.
Athens no longer shaped the destinies of the land of Greece. But now, as the home of a great university, the city began to influence the minds of people far beyond the narrow frontiers of Hellas.
Which of these sentences best describes the differences between Athens and Sparta?
Athens was a centre of arts and learning, whereas Sparta was focused on its military.
Athens was very prosperous, whereas Sparta was very poor.
Athens ceased to exist after the war, whereas Sparta continued to grow in influence.
Athens was focused on defending itself, whereas Sparta was focused on conquests.
Athens was built on an island, whereas Sparta was the capital of the mainland.
Athens was a centre of arts and learning, whereas Sparta was focused on its military.
In the first paragraph, the author focuses on describing the primary differences between Athens and Sparta. Athens is primarily described as a philosophical center of arts and learning, whereas Sparta is described as a “military camp.” The most useful excerpt for noticing this distinction occurs at the end of the first paragraph, where the author says, “The people of Athens loved to sit in the sun and discuss poetry or listen to the wise words of a philosopher. The Spartans, on the other hand, never wrote much that was considered literature, but they knew how to fight, they liked to fight, and they sacrificed all human emotions to their ideal of military preparedness.”
Example Question #2 : Understanding And Evaluating Opinions And Arguments In Narrative Humanities Passages
Adapted from The Story of Mankind by Hendrik Van Loon (1921)
During the first twenty years of his life, young Napoleon was a professional Corsican patriot—a Corsican Sinn Feiner, who hoped to deliver his beloved country from the yoke of the bitterly hated French enemy. But the French revolution had unexpectedly recognised the claims of the Corsicans and gradually Napoleon, who had received a good training at the military school of Brienne, drifted into the service of his adopted country. Although he never learned to spell French correctly or to speak it without a broad Italian accent, he became a Frenchman. In due time he came to stand as the highest expression of all French virtues. At present he is regarded as the symbol of the Gallic genius.
Napoleon was what is called a fast worker. His career does not cover more than twenty years. In that short span of time he fought more wars and gained more victories and marched more miles and conquered more square kilometers and killed more people and brought about more reforms and generally upset Europe to a greater extent than anybody (including Alexander the Great and Genghis Khan) had ever managed to do.
He was a little fellow and during the first years of his life his health was not very good. He never impressed anybody by his good looks and he remained to the end of his days very clumsy whenever he was obliged to appear at a social function. He did not enjoy a single advantage of breeding or birth or riches. For the greater part of his youth he was desperately poor and often he had to go without a meal or was obliged to make a few extra pennies in curious ways.
He gave little promise as a literary genius. When he competed for a prize offered by the Academy of Lyons, his essay was found to be next to the last and he was number 15 out of 16 candidates. But he overcame all these difficulties through his absolute and unshakable belief in his own destiny, and in his own glorious future. Ambition was the main-spring of his life. The thought of self, the worship of that capital letter "N" with which he signed all his letters, and which recurred forever in the ornaments of his hastily constructed palaces, the absolute will to make the name Napoleon the most important thing in the world next to the name of God, these desires carried Napoleon to a pinnacle of fame which no other man has ever reached.
According to the author Napoleon was primarily inspired by __________.
personal ambition
the Corsican independence movement
the Corsican independence movement
the advancement of the French nation
the advancement of the French nation
the betterment of the European people
the glories of battle
the glories of battle
the betterment of the European people
personal ambition
personal ambition
In the final paragraph, the author makes it clear that although Napoleon was inspired by the Corsican independence movement, the betterment of Europe, the glories of battle, and the advancement of France, he was primarily inspired by his personal ambition. The author says, “But he overcame all these difficulties through his absolute and unshakable belief in his own destiny, and in his own glorious future. Ambition was the main-spring of his life.”
Example Question #101 : Ssat Middle Level Reading Comprehension
Adapted from "Wild Animals in Captivity" by W. A. Atkinson in Chatterbox Periodical (1906, ed. J. Erskine Clark)
Notwithstanding all the care which is now bestowed upon wild animals in our zoological gardens and menageries, nearly all of them suffer a little in some way or other by confinement. When we think of the great difference which exists between the surroundings natural to a free wild animal, and those of even the best zoological gardens, we cannot but be surprised that so many animals from all parts of the world can be kept alive and in good condition in a climate so changeable as ours. Every effort is made by the keepers to copy as far as possible the natural conditions to which each animal is accustomed.
It was usual, for instance, to deprive all the flesh-eating animals of one of the greatest traveling menageries of food during one day in each week. It was found by experience that the animals were healthier when they suffered periods of fasting like this, than they were when they were fed regularly every day without a break. The explanation of this was very simple. These animals, when they were living wild in the jungles, forests, deserts, or ice-fields, obtained all their food by hunting. When game was scarce or difficult to catch, they were compelled to go hungry; and this occurred so often as to be a natural condition to which they were well accustomed. When, therefore, they were placed in cages, and were fed as regularly, though not as frequently as human beings, their health was more or less impaired.
Animals in confinement often undergo slight changes even when no alteration in their appearance or falling-off in health is noticeable. Many of them, for instance, rarely have young ones, and even when they have, the young are seldom as healthy and robust as if born in a wild state. The keepers have frequently the utmost difficulty in rearing animals which are born in menageries and zoological gardens. Yet if these animals were born in their own countries and under natural conditions, they would grow up healthy and strong, without receiving any more care than a kitten receives from its mother.
An incident which occurred in the Zoo not long ago affords a striking illustration of these facts. A wolf had an ordinary family of eight young ones. The keepers, probably thinking that these were too many for the captive wolf to bring up alone, divided the family. Four of them were left with their mother, and four of them were placed in charge of a collie. The dog took kindly to her foster-children, and reared them successfully with her own. This was only what the keepers expected. But when they placed the young ones together again, and compared the collie's family with the wolf's family, they were surprised to find that the four which had been nurtured by the collie were stronger and better animals than their four brothers and sisters. The best explanation of this result is that the collie was living a healthy natural life, while the wolf, though to all appearance quite well, was not enjoying the full vigor which results from a free and active life.
According to the passage, why is it better for meat-eating animals kept in captivity to occasionally be denied a daily meal?
It ensures that the zoological gardens can afford to keep as many animals as possible.
It keeps the animal healthier by simulating the realities of hunting in the wild.
It replicates the notion of “survival of the fittest” ensuring only the healthiest animals survive.
It causes the animals to learn to fend for themselves by denying them enough food to survive.
It keeps the animals weaker and makes it easier for the zookeepers to control them.
It keeps the animal healthier by simulating the realities of hunting in the wild.
The author this passage is primarily discussing the ways in which animals suffer in captivity and the ways in which zookeepers can minimize this suffering. In context here, the author says, “These animals, when they were living wild in the jungles, forests, deserts, or ice-fields, obtained all their food by hunting. When game was scarce or difficult to catch, they were compelled to go hungry; and this occurred so often as to be a natural condition to which they were well accustomed. When, therefore, they were placed in cages, and were fed as regularly, though not as frequently as human beings, their health was more or less impaired.” Basically, the author is saying that it is a natural condition of wildlife to someone times go without food, so to ensure the best possible health of a captive animal, it is wise to sometimes deny them food.
Example Question #1 : Argumentative Humanities Passages
Adapted from "The Eulogy of the Dog" by George Graham Vest (1870)
The best friend a man has in this world may turn against him and become his enemy. His son or daughter whom he has reared with loving care may prove ungrateful. Those who are nearest and dearest to us, those whom we trust with our happiness and our good name, may become traitors to their faith. The money that a man has, he may lose. It flies away from him, perhaps when he needs it the most. A man’s reputation may be sacrificed in a moment of ill-considered action. The people who are prone to fall on their knees to do us honor when success is with us may be the first to throw the stone of malice when failure settles its cloud upon our heads. The one absolutely unselfish friend that a man can have in this selfish world, the one that never deserts him and the one that never proves ungrateful or treacherous is his dog.
Gentlemen of the jury, a man’s dog stands by him in prosperity and in poverty, in health and in sickness. He will sleep on the cold ground, where the wintry winds blow and the snow drives fiercely, if only he can be near his master’s side. He will kiss the hand that has no food to offer, he will lick the wounds and sores that come in encounter with the roughness of the world. He guards the sleep of his pauper master as if he were a prince.
When all other friends desert, he remains. When riches take wings and reputation falls to pieces, he is as constant in his love as the sun in its journey through the heavens. If fortune drives the master forth an outcast into the world, friendless and homeless, the faithful dog asks no higher privilege than that of accompanying him, to guard him against danger, to fight against his enemies. And when the last scene of all comes, and death takes his master in its embrace and his body is laid in the cold ground, no matter if all other friends pursue their way, there by his graveside will the noble dog be found, his head between his paws, his eyes sad but open, in alert watchfulness, faithful and true, even unto death.
The author’s attitude toward dogs could best be described as __________.
reverential
disparaging
apathetic
disrespectful
conditionally affectionate
reverential
As you know, the author spends the first paragraph disparaging the foibles of man in contrast with the virtues of dogs, so it can be inferred that the author’s attitude toward dogs must be positive. Only "reverential" (respectful) and "conditionally affectionate" are positive answer choices. The author makes no indication that his affection is conditional upon anything; therefore, the best description of the author’s attitude is "reverential." This conclusion is best confirmed in the final paragraph, where the author describes the “noble” dog.
Example Question #1 : Argumentative Humanities Passages
Adapted from The Story of Mankind by Hendrik Van Loon (1921)
Early humans did not know what time meant, but in a general way they kept track of the seasons. They had noticed that the cold winter was invariably followed by the mild spring—that spring grew into the hot summer when fruits ripened and the wild ears of corn were ready to be eaten and that summer ended when sudden gusts of wind swept the leaves from the trees and a number of animals were getting ready for the long hibernal sleep.
But now, something was the matter with the weather. The warm days of summer had come very late. All the time the days grew shorter and the nights grew colder than they ought to have been.
It began to snow. It snowed for months and months. All the plants died and the animals fled in search of the southern sun. The early humans hoisted their young upon their backs and followed them. But they could not travel as fast as the wilder creatures and he were forced to choose between quick thinking or quick dying. They seem to have preferred the former, for they have managed to survive the terrible glacial periods which threatened to kill every human being on the face of the earth.
First, it was necessary that early humans clothe themselves lest they freeze to death. They learned how to dig holes and cover them with branches and leaves, and in these traps they caught animals, which they then killed with heavy stones and whose skins they used as coats for himself and their families.
Next came the housing problem. This was simple. Many animals were in the habit of sleeping in dark caves. The early humans now followed their example, drove the animals out of their warm homes and claimed them for their own.
In this way thousands of years passed. Only the people with the cleverest brains survived. They had to struggle day and night against cold and hunger. They discovered fire. They were forced to invent tools. They learned how to sharpen stones into axes and how to make hammers. They were obliged to put up large stores of food for the endless days of the winter and they found that clay could be made into bowls and jars and hardened in the rays of the sun. And so the glacial period, which had threatened to destroy humanity, became its greatest teacher because it forced humans to use their brains.
Mankind is primarily characterized by its __________.
fear of the unknown
use and abuse of other animals
tendency towards violence
religious fervor
ingenuity and adaptability
ingenuity and adaptability
In this passage, humanity is primarily characterized by its “ingenuity and adaptability,” which means its ability to react to changing circumstances and come up with intelligent solutions to problems. This can be seen throughout the middle of the passage, such as when the author describes how mankind learned how to trap larger animals to wear their fur as coats, and how mankind learned the benefits of living in caves. The author does indicate that mankind has a natural “fear of the unknown” and “uses and abuses other animals,” but neither of these is the primary characterization.
Example Question #22 : Argumentative Humanities Passages
"Newton's Mistakes" by Daniel Morrison (2014)
Isaac Newton has often been thought of as the greatest thinker in human history. His insight into the role that gravity plays in existence and physics completely changed our collective understanding of the universe and our place in it. He was understood in his own time as a genius. One famous quote by Alexander Pope (himself quite an intelligent man) demonstrates the deep affection felt for Newton: “Nature, and nature’s mysteries, lay bathed in night, God said 'Let there be Newton,’ and all was light.”
Yet, when the famous economist John Kenneth Galbraith purchased Newton’s journals and diaries at auction, he found to his astonishment, and partial dismay, that more than half of Newton’s work was dedicated to the practice of alchemy—the pursuit of turning ordinary materials into precious metals. Our current understanding of science tells us that this is impossible and that Newton was wasting a significant proportion of his time.
Another famous story about Newton tells of his attempts to figure out the effect of direct exposure to sunlight on the human eye. To carry out this experiment he decided to stare at the sun for as long as humanly possible to see what would happen. The effect, as you might have guessed, was that he very nearly went permanently blind and was indeed completely unable to see for two days.
One might determine from these stories that Newton was not the genius we consider him to be—that he was, in fact, a fool; however, it should tell us something about the nature of genius. It is not merely deep intelligence, but the willingness to try new things and the rejection of the fear of failure. Newton was not a genius in spite of his mistakes, but because of them.
The author’s tone in this passage could best be described as __________.
abrasive and cold
funny and dismissive
lighthearted and edifying
whimsical and unpredictable
eloquent and reserved
lighthearted and edifying
The author’s tone is primarily “lighthearted and edifying.” Before we go into detail about why, let us just briefly define all the options here so as to avoid confusion. “Lighthearted” means happy and not focusing on anxiety or worries and “edifying” means giving moral or intellectual instruction, or teaching; “whimsical” means quirky; “eloquent” means well-spoken; “reserved” means shy and not outgoing; “dismissive” means not considering or declaring as unimportant; and “abrasive” means rude, harsh and unpleasant. So, when we say the author’s tone is “lighthearted and edifying,” we mean that it is carefree and aims to teach. An example of the “lighthearted” tone can be seen with the author’s description of Newton’s attempts to test the impact of the sun on human vision: “The effect, as you might have guessed, was that he very nearly went permanently blind and was indeed completely unable to see for two days.” And, an example of the author’s “edifying” tone can be seen in the conclusion where the author attempts to impart some lesson to the reader: “however, it should tell us something about the nature of genius. It is not merely deep intelligence, but the willingness to try new things and the rejection of the fear of failure. Newton was not a genius in spite of his mistakes, but because of them.”
Example Question #931 : Isee Upper Level (Grades 9 12) Reading Comprehension
"Why Learning Multiple Languages in Graduate School is Important" by Matthew Minerd (2013)
In graduate school, students are often required to learn a number of foreign languages in addition to their regular coursework. This can be quite frustrating and difficult, for the normal courses in graduate school require significantly more reading and writing than do undergraduate courses. It is not unusual for graduate students to have regular reading assignments of several hundred pages for each course that they take. Likewise, they often write papers of much greater length than those that they wrote as undergraduate students. When language examinations are added to this difficult course load, it can be very frustrating for graduate students to try to find the time to prepare for these additional examinations.
Although these frustrations are understandable, this system has not been created solely to cause woe for graduate students. Much of the work for which these students are being prepared will focus on research. While much has been written in English about many topics, adequate research can only be done if one is able to read what people have written in other languages. For instance, there are many important articles and books written about almost every topic by European scholars. If a graduate student does not know any foreign languages, all of these article and books will be impossible to read, and hence useless to their research endeavors. This would be a great loss for a student's research. Therefore, in spite of its frustrating aspects, the language examination process is an important component of graduate school education.
What is the overall purpose of the passage?
To summarize the state of language exams in graduate schools
To defend the language examination system found in graduate schools
To consider the antiquated methods of graduate school education
None of the other answers
To list frustrations that are felt about taking language examinations in graduate school
To defend the language examination system found in graduate schools
For this passage, it is necessary to pay attention to the whole text to find the overall purpose. The very last sentence is particularly revealing: "therefore, in spite of its frustrating aspects, the language examination process is an important component of graduate school education." In the second paragraph, author spends a significant amount of time defending the usefulness of learning other languages in graduate school. At the beginning of this paragraph, he admits that the frustrations are understandable, but nevertheless supports the helpfulness of this system; therefore, the best way to describe the author's purpose is "to defend the language examination system found in graduate schools."
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