-
2
The passages below we followed by
questions based on their content; questions
following a pair of related passages may ab be
based on
the relationship between the
paired passages.
Answer
the
questions on the basis of what is stated or
implied in the passages and in any
introductory material that may be
provided.
Questions 9-10 are based on
the following
passage.
That nineteenth-century French novelist
Honoré
de Baizac could be
financially wise in his fiction while
losing all his
money in life was an irony duplicated in
other matters. For instance, the very
women who had
5 been drawn
to him by the penetrating intuition of
the female
heart that he showed in his novels were
appalled to discover how insensitive
and awkward the
real man could be. It seems
the true source of creation
for BaLzac was
not sensitivity but
imagination.
Baizac
’
s
10 fiction originally
sprang from an intuition he first dis-
covered as a wretched
little school boy locked in a dark
closet of his
boarding school life is a prison, and only
irnagination can open its
doors.
9. The example in
lines 4-8 primarily suggests that
A
Baizac
’
s work was
not especially popular among female
readers
B Balzac could
not write convincingly about financial matters
C
Baizac
’
s insights into
character were not evident in his
everyday life
D people who
knew Baizac personally could not respect him
as an artist
E readers had unreasonable expectations
of Balzac the man
10. The
author mentions Baizac
’
s
experience as a schoolboy
in order to
A
explain why Baizac was
unable to conduct his financial
affairs
properly
B point out a possible
source of Baizac
’
s powerful
imagination
C
exonerate the boarding school for
Balzac
’
s lackluster
performance
D
foster the impression that Balzac was an unruly
student
depict the
conditions of boarding school life dining
Baizac
’
s
youth
Questions 11-12 are based
on the following passage
Dr. Jane Wright insisted in later years
that her
father, surgeon Louis Wright, never
pressured her
to study medicine; indeed he warned her
how hard
becoming a doctor would be. His very
fame, within
5 and beyond
the African American community, made
her training
harder in some ways.
“
His
being so good
really makes it very
difficult,
”
Wright told an
inter-
viewer soon after she graduated from
medical school
in
1945.
“
Everyone knows who Papa
is.
”
1 1. The passage suggests that Jane
Wright
’
s medical training
was made more difficult because
A
her
father warned her not to study
medicine
B her father flaunted his success
C she did not spend adequate time
studying
D she shared her
father
’
s desire for fame
E she was inevitably
compared to her father
12.
The passage is primarily concerned with Jane
Wright
’
s
A
views of the medical profession
B
childhood recollections
C perception of
her father as a role model
D reluctance to collaborate
with her father
E gratitude for
her father
’
s encouragement
Questions 13-24 are based
on the following
passages.
The following two passages consider the
experiences of
mi
ddle
-
class
worn
en in nineteenth
-
century England under the reign of
Queen Victoria (1837-190!). Passage I
is from a work of social
history;
Passage 2 is from a study of travel writing.
Passage 1
In nineteenth century
England, middle-class women
were usually assigned
domestic roles and faced severely
limited
professional career options. Of course, one can
point to
England
’
s monarch, Queen
Victoria, as a famous
5
example of a
woman at work,
and mi11ons of working-
class women worked for
wages in factories and private
homes, on
farms. and in stores and markets. But aristocrats
were often exempt from societal
strictures that hound the
middle class. and working-
class women were usually
10
looked down on as not being
“
respectable
”
for
their efforts as
workers. As the nineteenth
century progressed, it was
assumed that a woman engaged in
business was a woman
without
either her own
inheritance or a man to support her.
Middle-class women already shared with
upper-middle-
15
class men the societal stumbling blocks
to active pursuit
of business,
which included the feeling that labor was
demeaning and not suitable for those
with aspirations to
gentility. But
unlike a man, whose self-worth rose through
his economic exertions, a woman who did
likewise risked
20
opprobrium
for herself
and possibly
shame
for
those
around
her. Inequality in the
working world made it exceedingly
difficult for a middle-class woman to
support herself on her
own.
let
alone
support
dependents.
Thus,
at
a
time
when
occupation was
becoming a core element in masculine
25
identity.
any
position
for
middle-class
women
other
than
in
relation to men
was considered anomalous. In the 1851
census, the Registrar General
introduced a new fifth class
of
workers, exclusively made up of women:
The fifth class
comprises large numbers of the population
30
that have no
occupation; but it requires no argument to
prove that the wife, the
mother, the mistress of an
English family
fills offices and discharges duties of
no ordinary importance; or that
children are or should
be occupied in
filial or household duties, and in the task
35
of education,
either at home or at school.
This conception of women
had been developing over a long
period. For example, in the late
seventeenth century, trade
tokens used by local
shopkeepers and small masters in
family
businesses carried the initials of the
man
’
s and the
40
woman
’
s first
names and the couple
’
s
surname, but by the
late eighteenth
century, only the initials of the male
proprietor were retained. This serves
to confirm the view of
one Victorian
man, born in 1790, that whereas his mother
had confidently joined in the family
auctioneering business,
45
the increased division of the sexes had
seen the withdrawal
of women from
business life.
Marriage
became,
more
than
ever,
the
only
career
option
offering economic prosperity for women;
in business,
women appear only as faint shadows
behind the scenes.
50
The absence of women in business and
financial records.
makes our knowledge of what
middle-class women actually
did and how they survived economically
quite fragmentary.
What we do know
is that women
’
s ability to
survive .
economically on their own
became increasingly difficult in
55
the course of the
nineteenth century.
Passage
2
In the second half of the nineteenth
century in England,
under the rule of Queen
Victoria, because of the long peace
and the
increasing prosperity, more and more women found
themselves able to travel to Europe
unescorted. With the
60
increase in travel came an increase in
the number of
guidebooks, collections of travel
hints, and diaries by
travelers - many of which
were written by or directed to
women..
Although nineteenth-century women
traveled for a variety
65
of reasons, ranging from a desire to do
scientific research
to involvement
in missionary work, undoubtedly a major
incentive was the desire to escape from
domestic confine-
ment and the
social restrictions imposed on the Victorian
female in Britain. As Dorothy Middleton
observes,
“
Travel
70
was an
individual gesture of the housebound, man-
dominated Victorian
woman.
”
The
“
caged
birds
”
of the
Victorian parlor found their wings and
often took flight in
other lands. In
a less constrained environment they achieved
physical and psychological freedom and
some measure of
75
autonomy. In
Celebrated
Women Travelers ofthe Nineteenth
Century
(
1 883), Davenport Adams
comments: .
“
Fettered as
women are in European countries by
restraints, obligations,
and
responsibilities, which are too often arbitrary
and
artificial . . . it is
natural enough that when the opportunity
80
offers, they
should hail even a temporary emancipation
through travel.
”
By the latter part of the nineteenth
century, women
travelers began to be
singled out as exemplars of the new
social and
political freedom and prowess of women.
85
Ironically,
Mary Kingsley and other women travelers were
opposed to or simply uninterested in
the late Victorian
campaigns to extend
women
’
s political rights.
Thus, when
.
Mary Kingsley returned from West Africa
in 1
895,
she was
chagrined to discover that she was
being hailed as a new
90
woman
”
because of
her travels. Despite her often out-
spoken distaste for the
“
new
women
”
agitating for greater
freedom, the travel books
that she and others had written
still suggested, as Paul Fussell has
argued,
“
an
implicit
celebration of
freedom.
”
13
Lines 1 8-2 1 suggest that for Victorian middle-
class
women,
“
self-
worth
”
and
“
economic
exertions
”
were thought
to be
A mutually
exclusive
B constantly evolving
C the two keys to success
D
essential to finding
a
husband
E
easy to achieve
14.
ln line 24, <
/p>
“
occupation
”
most nearly means
A
military conquest
B pleasant
diversion
C
vocation
D
settlement
E
political repression
15 The author of Passage1 considers
trade tokens (lines 37-38)
as evidence
against the prevalence of a fifth class in the
seventeenth century because
they
A served as legal currency.
B
were issued to both middle-class and working-
class women
C helped neutralize gender stereotypes
of the day
D failed to identify women by their
names and
positions
E
identified men and women as partners in business
16. All of the following
are referred to in Passage 1 as
evidence of
women
’
s diminished social
status in Victorian
England EXCEPT the
A
disparity between
men
’
s and
women
’
s career
opportunities
B shame risked by women who
wished to enter Commerce
C exclusion of
women
’
s initials from trade
tokens
D influence of the queen
E absence of
financial records documenting
women
’
s activity
17 Which statement about British
society, if true, would most
directly
support the view described in lines 42-46 ?
A
Seventeenth-century women workers could
raise their status
by assuming
greater responsibilities.
B Women wrote more novels in the early
nineteenth century
than they did in the early eighteenth
century.
C
Women and girls worked in factories throughout the
nineteenth century.
D The practice of married
couples jointly running businesses
died
out in the early nineteenth century.
E In the seventeenth century, formal
academic institutions were
closed to
women.
18. In context,
“
hail
”
(line 80) most nearly means
(A) call out to
(B) gesture to
(C) come from
(D) welcome
(E)
summon
19.
In Passage 2, Mary
Kingsley
’
s attitude toward
rights
campaigns (lines
85-90)
suggests
A
a single-minded dedication
to equality between the sexes
B a way in which dedication to one
cause can lead to antagonism
toward another
C a striking inconsistency between her
identity a British citizen
and her
identity as a woman
D an
understanding of the link between
women
’
struggle for
freedom and the struggles
of other groups
E a
contradiction between her personal motives and the
way her
actions are interpreted
20. According to Passage 2,
nineteenth-century British
women were
motivated to travel by which of the following?
I.
Educational pursuits
II
Humanitarian concerns
III
Entrepreneurial interests
A
I only
B III only
C I and II only
D I and III only
E II and III only
21.
Which British
traveler of the Victorian era would 1
illustrate the argument made in Passage
2?
A
A middle-class woman who tours Greece
and Egypt to
examine ancient ruins.
B An aristocratic woman who
lives in the Asian capital where
her father is the British ambassador.
C A young woman
and her husband, both missionaries, who
relocate permanently in a
distant country.
D A nursemaid who accompanies an
aristocratic family to its
new home in
New York City.
E A young girl from a poor family who
is sent t relatives to
make her fortune
in Australia.
22. The
“
fifth
class
”
(line 29) in Passage
us most like which
group in Passage 2?
A Women who
worked as missionaries
B The
“
caged
birds
”
(line 71)
C The
“
new
woman
”
(lines 89-90)
D Dorothy
Middleton and Mary Kingsley
E Davenport Adams and Paul
Fussell
23. Passage 1 and
Passage 2 share a general tone of
A
affectionate nostalgia
B analytical detachment
C
personal regret
D righteous indignation
E
open hostility
24. The
information in Passage 1 supports which assumption
about the women described in Passage 2?
A
They were discouraged from pursuing
careers in their native
country.
B They sought to establish
new businesses in foreign countries.
C They traveled with children and other
family members.
D They were universally admired by
British women from every
class of society.
E They were
committed advocates of social reform4
5
The
passages below are followed by questions based on
their content; questions following a pair of
related passages may also be based on
the relationship between the paired
passages. Answer the questions on the basis of
what is stated or implied in the passages and in
any
introductory material that may be
provided. .
Questions 6-9 are based on the
following passages.
Passage
I
Farm families are able to
achieve efficiency only
through a brutal work schedule that few
people could
tolerate.
“
The
farm family does physically demanding
work and highly stressful
work at least 1 4 hours a day
5
(often at least 1 8 hours
a day during harvest season),
7 days a week,
365
days a year, without a
scheduled
vacation or weekends
off,
”
wrote Minnesota
politician
and
farm alumnus Darrell McKigney.
“
The farmer must
endure all of this without
. . . any of the benefits that most
10
United States labor
unions demand.
”
A dairy
farmer, for
instance, cannot just take
off for a two-week vacation and
not
milk
the
cows.
“
Farmers
lose perspective
on the
other
things
in
life,
”
one
psychologist
has
written.
“
The
farm
literally consumes
them.
”
Passage2
15
Americans have distanced themselves
from the
ethics and morals
of food production, except where it
serves them to think nostalgically
about family farms
as the
source of our better values. Little wonder that
a poll taken by
The New York Times
finds a
majority
20
of
Americans seeing farm life as superior to any
other
kind of life in this
country. As consumers, Americans
have enjoyed relatively inexpensive
food. What will
happen if
family farms disappear? What will we do
without family farmers to
watch over the system for
.25
us. to be our dupes, and
to create that pleasant situa-
tion
through their own great discomfort?
6.
Unlike
Passage
2,
Passage
I
is
primarily
concerned
with
the
A ethical implications of
food production
B harsh working
conditions on many farms
C need for
farmers to form a labor union
D
plentiful and varied food available in the United
States
E beliefs of many Americans
regarding farm life
7.
Both passages
serve to discourage the
A
reliance on
polls for accurate information
B desire of
many farmers to take annual vacations
C tendency of
Americans to buy inexpensive foods
D
romanticization of farm life by nonfarmers
E
rise in price of home-grown produce
8. The author of Passage 1
would most likely assert which of
the
following about the
“
majorit
y
”
(line 19, Passage 2)?
A
They would be bored by the routine
chores that are
performed
on a farm.
B They have little understanding of the
realities of farm life.
C They admire the
efficiency of the average family farm.
D They wish to
improve the arduous life of many farmers.
E
They are impressed by the current research on
economical
food production.
9. Unlike the author of Passage 2, the
author of Passage 1
does which of the
following?
A Explains a study.
B Offers a
solution.
C Argues a position.
D Discusses a
phenomenon.
E Quotes an authority.
Questions 10-15 are based on the
following passage.
This
excerpt from a novel by a Chinese American author
is about
a Chinese American woman named
June. During a family dinner
party
attended by some of June
‘
s
Chinese American friends,
Waverly, a
tax attorney, discusses an advertisement that June
wrote for her.
Waverly laughed in a lighthearted way.
“
I mean, really,
June.
”
And then
she started in a deep television-announcer
voice:
“
Three
benefits,
three
needs,
three
reasons to buy ...
Satisfaction
guaranteed
. . .
“
5 She said this in such a funny way
that everybody
thought it was a good joke anti
laughed.. And then. to
make matters worse, I heard
my mother saying to Waverly:
”
True, one
can
’
t teach style. June is
not sophisticated like
you. She must have been
born this way.
”
10 I was surprised at myself, how
humiliated I felt. I had
been outsmarted by Waverly
once again, and now betrayed
by my own
mother.
...................
..................................................
..................................
Five months ago, some time after the
dinner, my mother
gave me my
“
life?
’
s
importance,
”
a jade pendant
on a gold
15
chain. The pendant was not a piece of
jewelry I would have
chosen for myself. It was almost the
size of my little finger,
a mottled green and white
color, intricately carved. To me,the
whole effect
looked wrong: too large, too green, too
garishly ornate. I stuffed the necklace
in my lacquer box
20
and forgot about it.
But these days, I think
about my life
’
s importance.
I wonder what it means, because my
mother died three
months ago, six
days before my thirty-sixth birthday.
And
she
’
s the only person I
could have asked to tell me
25
about
life
’
s importance, to help
me understand my grief.
I now wear that pendant
every day. I think the carvings
mean something, because shapes and
details, which 1 never
seem to notice until after
they
’
re pointed out to me,
always
mean something to Chinese people. I
know I could ask
30
Auntie Lindo, Auntie An-rnei, or other
Chinese friends,
but I also know
they would tell me a meaning that is dif-
ferent from what my mother intended.
What if they tell
me
this
curving
line
branching
into
three
oval
shapes
is
a
pomegranate and
that my mother was wishing me fertility
.
35
and posterity? What if my mother really
meant the can-
ings were a branch of pears
to give me purity and honesty?
And
because I think about this all the time, I always
notice other people wearing these same
jade pendants
- not the flat rectangular medallions
or the round white
40
ones with holes in the middle but ones
like mine, a two-
inch oblong of bright apple
gr¨
?
n.
It?
?
s as though we were
all
sworn
to
the
same
secret
covenant,
so
secret
we
don
’
t
even know what
we belong to. Last weekend, for example,
I saw a bartender wearing one. As I
fingered mine, I asked
45
him,
“
Where
’
d you get
yours?
”
“
My mother gave
it to me,
”
he said.
I asked him
why, which is a nosy question that only one
Chinese person can ask
another; in a crowd of Caucasians,
two Chinese
people are already like family.
50
”
She gave it
to me after I got divorced. I guess my
mother
’
s telling
me I
’
m still worth
something.
”
And I knew by
the wonder in his voice that he had
no
idea what the pendant really meant.
10. In lines 1-4, Waverly characterizes
June
’
s advertisement
as being
(A)
unsophisticated and heavy-handed
(B) somber and convoluted
(C) clear and concise
(D) humorous and:effective
(E) clever and lively
11
In
the
context
of
the
passage,
the
statement
“
I
was
surprised at
myself
”
(line 10) suggests
that June
(A) had been
unaware of the extent of her emotional
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