-
2
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 9-12 are based on
the following passages.
Passage 1
The
intelligence of dolphins is well documented by
sci-
ence.
Studies show that dolphins are able to understand
sign language,
solve puzzles, and use objects in their
environment as tools. Scientists also
believe that dolphins
5
possess a sophisticated language: numerous
instances have
been recorded in which dolphins
transmitted information
from one individual to
another. A recent experiment proved
that dolphins can even recognize
themselves in a mirror
something achieved by very
few animals. This behavior
10 demonstrates that dolphins are aware
of their own indi-
viduality,
indicating a level of intelligence that may be
very near our own.
Passage 2
Are dolphins unusually
intelligent? Dolphins have
large brains, but we know
that brain size alone does
15
not determine either the
nature or extent of intelligence.
Some
researchers have suggested that dolphins have big
brains because
they need them for sonar and sound
processing and for social
interactions. Others have argued
that regardless
of brain size, dolphins have an intelligence
20
level
somewhere between that of a dog and a chimpanzee.
The
fact is, we
don?
?
t know, and comparisons
may not be
especially
helpful. Just as human intelligence is appropri-
ate for human
needs, dolphin intelligence is right for the
dolphin
?
s way of
life. Until we know more, all we can say
25
is that
dolphin intelligence is different.
9. In lines 2-8, the author of Passage
1 mentions activities that
suggest
dolphins
A
are
unusually sensitive to their environment
B do not generally thrive
in captivity
C have a
unique type of intelligence .
D are uncommonly playful animals
E have skills usually
associated with humans
10.
The author of
Passage 2 would most likely respond to the
last sentence of Passage 1 by
A
suggesting
that intelligence in animals is virtually
impossible
to measure
B observing that intelligence does not
mean the same thing for
every species
C questioning the
objectivity of the studies already conducted
D noting that dolphin
activities do not require a high level of
intelligence
E
arguing that little is actually known about
dolphin social
behavior
11 . The two passages differ in their
views of dolphin
intelligence in that
Passage 1 states that dolphins
A
share a
sophisticated culture, while Passage 2contends
that
dolphin intelligence is roughly
equal to human intelligence
B are as intelligent as humans, while
Passage 2 notes that
dolphins
outperform other animals
C
are more intelligent than most other animals,
while Passage 2
points out that
dolphins are less intelligent than other mammals
D are highly intelligent, while Passage
2 suggests that there is not
enough
evidence to understand dolphin intelligence fully
E have large brains, while
Passage 2 argues that brain size does
not signify intelligence
12.
Which
generalization about dolphins is supported by
both passages?
A
They display self-awareness.
B They are more emotional than other
animals.
C They learn at a
rapid rate.
D They have a
certain degree of intelligence.
E They have shown the ability to use
tools.
Questions
13-24
are based on the
following passage.
The
following passage appeared in an essay written in
1987 in
which the author, who is of
Native American descent, examines
the
representation of Native Americans during the
course of
United States history.
In many respects living Native
Americans remain as
mysterious, exotic, and
unfathomable to their contempo-
raries at the end of the
twentieth century as they were to the
Pilgrim settlers over three
hundred fifty years ago. Native
5
rights, motives, customs,
languages, and aspirations are
misunderstood by Euro-
Americans out of a culpable igno-
rance that is both self-
serving and self-righteous. Part of
the problem may well stem
from the long.b standing ten-
dency of European or Euro-
American thinkers to regard
10
Native Americans as
fundamentally and profoundly
different,
motivated more often by mysticism than by
ambition, charged more by unfathomable
visions than
by intelligence or introspection.
This idea is certainly not new.
Rousseau
?
s*
“
noble
15
savages
”
wandered, pure of heart, through a pristine world.
Since native
people were simply assumed to be incompre-
hensible, they
were seldom comprehended. Their societies
were simply beheld, often through
cloudy glasses, and
rarely probed by the tools
of logic and deductive analysis
20
automatically reserved
for cultures prejudged to be
“
civilized
.
”
And on those occasions
when Europeans
did attempt to formulate an
encompassing theory, it was
not,
ordinarily, on a human-being-to-human-being basis,
but
rather through an ancestor-descendant model.
Native
25
Americans, though obviously
contemporary with their
observers, were somehow regarded as
ancient, examples
of what Stone Age Europeans
must have been like.
It
?
s
a great story, an international crowd pleaser, but
there is a difficulty: Native Americans
were, and are,
30
Homo sapiens sapiens.
Though
often equipped with a
shovel-shaped
incisor tooth, eyes with epicanthic folds,
or
an extra molar cusp, Native American people have
had
to cope, for the last forty thousand
years or so, just like
everyone else.
Their cultures have had to make internal
35
sense, their
medicines have had to work consistently and
practically, their philosophical
explanations have had to be
reasonably satisfying and dependable,
or else the ancestors
of those now
called Native Americans would truly have
vanished long ago.
40
The reluctance in
accepting this obvious fact comes
from the
Eurocentric conviction that the West holds a
monopoly on science, logic,
and clear thinking. To
admit that other,
culturally divergent viewpoints are
equally plausible is to cast doubt on
the monolithic
45
center of Judeo-Christian belief: that
there is but one
of everything God, right
way, truth ---and Europeans
alone knew what
that was. If Native American cultures
were
acknowledged as viable, then European societies
were something less than an exclusive
club. It is little
50
wonder, therefore, that Native
Americans were perceived
not so much as
they were but as they had to be, from a
European viewpoint. They dealt in
magic, not method.
They were stuck
in their past, not guided by its precedents.
Such expedient misconception argues
strongly for the
55
development and dissemination of a more
accurate, more
objective historical account of native
peoples a goal
easier stated than accomplished. Native
American societies
were
nonliterate before and during much early period
of
their contact with Europe, making the task of
piecing
60
together a history particularly
demanding. The familiar and
reassuring
kinds of written documentation found in European
societies of
equivalent chronological periods do not exist,
and
the forms of tribal record preservation available
oral
history, tales, mnemonic devices, and
religious rituals-
65
strike university-trained academics as
inexact, unreliable,
and suspect. Western
historians, culture-bound by their
own
approach to knowledge, are apt to declaim that
next to
nothing, save the evidence
of archaeology, can be known
of
early Native American life. To them, an absolute
void
70
is more
acceptable and rigorous than an educated guess.
However, it is
na to assume that any
culture
?
s history
is
perceived without subjective prejudice. Every
modern
observer, whether he or she was
schooled in the traditions
of the South Pacific or
Zaire, of Hanover, New Hampshire,
75
or Vienna, Austria, was
exposed at an early age to one or
another form of folklore
about Native Americans. For some,
the very
impressions about Native American tribes
that initially attracted them to the
field of American history
are aspects
most firmly rooted in popular myth and stereo-
80
type. Serious
scholarship about Native American culture and
history is unique in that it requires
an initial, abrupt, and
wrenching demythologizing. Most
students do not start
from point
zero, but from minus zero, and in the process are
often required to abandon cherished
childhood fantasies of
85
superheroes or larger-than-life
villains.
* Rousseau
was an
eighteenth-century
French philosopher.
13. The
reference to
“
the Pilgrim
settlers
”
(lines 3-4) is used
to
(A) invite reflection
about a less complicated era
(B) suggest the lasting relevance of
religious issues
(C)
establish a contrast with
today
?
s reformers
(D) debunk a myth about
early colonial life
(E)
draw a parallel to a current condition
14. In line 12, “charged” most nearly
means
(A) commanded
(B) indicated
(C) replenished
(D) inspired
(E)
attacked
15. In line 14,
the reference to Rousseau is used to
emphasize the
A
philosophical origins of cultural bias
B longevity of certain types of
misconceptions
C tendency to fear the
unknown
D diversity among
European intellectual traditions
E argument that even great thinkers are
fallible
16. The phrase
“international crowd pleaser” (line 28) refers
to
A an
anthropological fallacy
B
an entertaining novelty
C a
harmless deception
D a
beneficial error
E a
cultural revolution
17.
Th
e “difficulty”referred to in line 29
most directly
undermines
A the ancestor-
descendant model used by European observers .
B
the possibility for consensus in anthropological
inquiry
C efforts to rid popular culture of
false stereotypes
D
theories based exclusively on logic and deductive
reasoning
E unfounded beliefs about early
European communities
18.
Lines
34-37
(“Their cultures
. . .
dependable”) describe
A
customs that fuel myths about a society
B
contradictions that conventional logic cannot
resolve
C characteristics that are essential to
the survival of any people
D criteria that Western
historians traditionally use to assess
cultures
E preconditions that must
be met before a culture can
influence
others
19. The two
senten
ces that begin with “They” in
lines
52-53
serve to express
the
A way one group
perceived another
B results
of the latest research
C
theories of Native Americans about Europeans
D external criticisms that
some Native Americans accepted
E survival techniques adopted by early
human societies
20. In
lines 66-70, the author portrays Western
historians
as
A
oblivious to the value of archaeological research
B disadvantaged by an
overly narrow methodology
C
excessively impressed by prestigious credentials
D well meaning but apt to
do more harm than good
E anxious to
contradict the faulty conclusions of their
predecessors
21. The “educated guess”mentioned in
line 70 would most
likely be
based
on
A compilations
of government population statistics
B sources such as oral histories and
religious rituals
C
analyses of ancient building structures by
archaeologists
D measurements of
fossils to determine things such as
physical characteristics
E studies of artifacts discovered in
areas associated with
particular
tribes
22. The
geographical references in lines
74-75
serve to
underscore the
A influence
Native American culture has had outside the
United States
B argument that academic training is
undergoing
increasing homogenization
C universality
of certain notions about Native American
peoples
D idea that Native Americans have more
in common with
other peoples than is
acknowledged
E unlikelihood
that scholars of Native American history
will settle their differences
23.
The passage suggests that
“
Most
students
”
(line 82) need
to undergo a process of
(A) rebelliousness
(B) disillusionment
(C) hopelessness
(D) inertia
(E) self-denial
24.
In line 83,
“
minus
zero
”
refers to the
(A)
nature of the preconceptions held by
most beginning scholars
of Native
American culture
(B) quality of
scholarship about Native American cultures as
currently practiced at most
universities
(C) reception
that progressive scholars of Native American
history have received in academia
(D) shortage of written sources
available to students
of
Native American history
(E)
challenges that face those seeking grants to
conduct
original research
about Native American history
5
Each passage
below is followed by questions based on its
content. Answer the questions on the basis of what
is stated or implied in each
passage
and in any introductory material that may be
provided.
Questions 6-7
are based on the following passage.
Sometimes the meaning of old phrases is
self-evident,
as with
to move like greased
lightning
and
a close shave.
But quite often
we are left with language that seems to
have sprung out of the blue and does
not appear to signify
5
anything in particular
even steven, fit
as a fiddle,
or
to
paint the town red.
Explanations are frequently posited
but
are too often unpersuasive. One popular
dictionary, for
example, suggests that
to be
joshing
might be connected to
the
humorist Josh Billings, but in fact the term was
current
10
as
early as 1845. Josh Billings was unknown outside
his
neighborhood until 1860.
6. Which of the following phrases would
the author he most
likely to add to the
list in lines 5-6?
A
To take a chance
B
To
jump for joy
C
To lend an ear
D
To talk through your hat
E
To flareup
7. The last sentence of the
passage primarily
serves to
A cite a well-known fact
B invalidate a theory
C make a veiled accusation
D note a puzzling incident
E explain the origins of a
phrase
Questions 8-9 are
based on the following passage.
The following study is concerned with
Western cities
from the Middle Ages up to the
twentieth century, in terms
of who did what, why,
where, and when. It aims to start
with the functions that
have drawn people to cities, and to
5 work outward from them to the spaces
and buildings that
grew up to cater to them. Savoring
cities in ignorance or
drinking them
in visually is not enough; I want to find out
not
just who designed the buildings and when they were
built but why they were built.
8. Which of the following
would most likely be found at the
beginning of this study?
A A statistical analysis of crime rates
in several
ancient Western
cities
B A discussion of
the role of central market- places in the early
Middle Ages
C A
series of portraits of famous people who have
chosen city
life
D An account of the architectural
challenges involved in building
large
cathedrals
.E
An essay on ancient archaeological
sites worth visiting
today
9. The primary purpose of the passage
is to
A
criticize a study
B justify an expense
C explain an approach
D depict an era
E defend a decision
Questions 10-18 are based on the
following passage.
In this passage, a British novelist and
critic recalls a
favorite
painring.
The first painting I ever bought was by
Sheila Fell I
went to her studio in Redcliffe Square
feeling uncom-
fortable and
even embarrassed, thinking how awful to be
an artist.
having to put up with prospective buyers coming
5
to gape,
whereas writers never need to see anyone read
their books. I kept wishing, all the
way up the steep flights
of stairs, that I could go
and look without Sheila being
there. I
imagined she must be feeling the same.
I was wrong. Sheila
didn
?
t care who looked at
her
10
paintings
or what they thought of them or whether she sold
them. She was perfectly at ease, seemed
to me to enjoy
showing her work. There was
a confidence about how she
propped up canvas after canvas tha(made
me in turn relax.
I don t know
why I d been so apprehensive after all,
15
we had
Cumberland in common, there was no need for me
to explain why I was drawn to her work.
What I missed,
exiled in London, she
missed: the landscape of where we
had
both been born and brought up.
The painting
was of a haystack in a field. The haystack
20
had clearly
just been made. it was golden and the field
flooded with a red-gold light. the
whole atmosphere
mellow and rich.
It was a large painting and I realized
as soon as it arrived
at my home,that however much 1 loved it
I had no wall and
25
no room to do it justice. I put it on
the largest wall we had
in the biggest room and
still I felt I was insulting it ---the
power of the picture was
too huge to be contained in our
ordinary house. And the light was
wrong. The painting
couldn
?
t glow. as
it wanted to it needed a vast, empty
30
room and a great distance
in front of it. One day, 1 hoped,
I
?
d take it back
to Cumberland and find a house there
where it could
settle happily. But when, after thirty years,
we
found that house, the painting was failed again.
The
walls were no bigger and neither were
the rooms. So I sold
35
the painting and bought another,
smaller hei1a Fell.
It was a terrible mistake.
The moment The painting had
been taken away
I realized how stupid I?
?
d
been. So it had
been overwhelming, too
large, too dramatic to contain in
either house
but I shouldn
?
t have let
that matter, I should
40
have found a way to keep it. I grieved
for it and wished I
could buy it back, marry it again after
the folly of a divorce.
But
it was too late. And then, in I 990, 1
went to the Sheila
Fell Exhibition at the Royal Academy
and there, in pride
of place, at
the end of the longest room, the room it had
45
always
needed, was my painting. Its beauty was stunning.
People stopped and stared
and admired and I wanted to
shout that what they were looking at
was
mine.
I am not
at all possessive by nature but
suddenly I felt fiercely
possessive. This glorious painting had
been part of my life
50
for so very long and I
didn
?
t seem to be able to
grasp that I
had willfully
let it go.
I went back to the
exhibition day after day and on the
last one became almost maudlin at
saying my goodbyes.
I
don
?
t know who owns the
painting now it merely said
55
“
Private
Collection?
±
in the catalog
-- but I doubt if I
?
ll ever.
see
it again. In a way, that
?
s
better than being able to go
and
look at it hanging in a public gallery
I
?
d only go on
torturingiyse1f with
wanting it back. I can see every detail of
it in my
mind
?
s eye anyway. It lives
in my head. I can
60
recite it like a poem, and so in a
sense I can never lose it.
10.
Which statement best
summarizes the description of the
hypothetical group of people in lines
45
compared to that of