READING COMPREHENSION HESI PRACTICE TEST
This Reading Comprehension HESI Practice Test is a targeted tool for evaluating and improving your reading analysis skills. It presents challenging passages similar to those on the actual exam, giving you an opportunity to practice effective comprehension strategies.
Topics Covered
Identifying Key Ideas
Drawing Conclusions
Recognizing Tone and Purpose
Understanding Vocabulary in Context
00:00
Extract:
Eating Local Foods If you spend every Saturday at your local farmers’ market, picking over the beans and radishes, you are participating in a popular pastime that has enormous benefits for your community and your health. A study from Michigan State University suggests a variety of reasons to buy your food locally. Support for your local economy and environment makes buying locally an obvious plus. Why wouldn’t you want your hard earned dollars to go to farmers and growers from your own community? Why wouldn’t you want to help those farmers to retain their land, which provides your home town or region with open space and acres of greenery? You have probably had the experience of buying tomatoes in winter and finding that they are tasteless and hard. When we eat locally, we eat foods in their season, meaning that we eat them at the peak of flavor and ripeness. Shipping fruits or vegetables from somewhere in South America means that they are picked before they are ripe and may lose most of their nutrients by the time they reach your local grocery. In winter, a large percentage of the produce you see in the grocery comes from locations hundreds of miles away. The Michigan State study also points out the hazards involved in eating food from far away. If vegetables or meat travel from place to place before arriving at your grocery store, they have multiple opportunities to become contaminated. A sign on blueberries showing that they are grown at Fairhaven Farm allows you to do a bit of research on that farm to discover how they grow their blueberries. Do they spray them with pesticides? Do they pick fresh berries daily? When you buy at the farmers’ market, you often have the opportunity to ask the farmer directly about the food you are about to consume.
The word retain, as used in the second paragraph, most closely means
A.
contain
B. keep
C. cultivate
D. buy up
Rationale
The word retain means to continue to have or keep possession of something.
A. Contain
Contain means to hold something inside, which is unrelated to continued possession or maintenance.
B. Keep
This is correct. Retain means to keep or continue holding something rather than losing it.
C. Cultivate
Cultivate refers to growing or developing something, especially crops or skills, not maintaining ownership or possession.
D. Buy up
Buy up means to acquire more, which is the opposite of retaining something already owned.
Conclusion
The closest meaning of retain is keep, so Option B is correct.
Extract:
Eating Local Foods If you spend every Saturday at your local farmers’ market, picking over the beans and radishes, you are participating in a popular pastime that has enormous benefits for your community and your health. A study from Michigan State University suggests a variety of reasons to buy your food locally. Support for your local economy and environment makes buying locally an obvious plus. Why wouldn’t you want your hard earned dollars to go to farmers and growers from your own community? Why wouldn’t you want to help those farmers to retain their land, which provides your home town or region with open space and acres of greenery? You have probably had the experience of buying tomatoes in winter and finding that they are tasteless and hard. When we eat locally, we eat foods in their season, meaning that we eat them at the peak of flavor and ripeness. Shipping fruits or vegetables from somewhere in South America means that they are picked before they are ripe and may lose most of their nutrients by the time they reach your local grocery. In winter, a large percentage of the produce you see in the grocery comes from locations hundreds of miles away. The Michigan State study also points out the hazards involved in eating food from far away. If vegetables or meat travel from place to place before arriving at your grocery store, they have multiple opportunities to become contaminated. A sign on blueberries showing that they are grown at Fairhaven Farm allows you to do a bit of research on that farm to discover how they grow their blueberries. Do they spray them with pesticides? Do they pick fresh berries daily? When you buy at the farmers’ market, you often have the opportunity to ask the farmer directly about the food you are about to consume.
What is the author's purpose in writing this essay?
A.
To entertain
B. To reflect
C. To evaluate
D. To persuade
Rationale
The author’s purpose in writing this essay is to persuade the reader to eat locally produced foods.
A. To entertain
This option is incorrect because the passage does not contain humor, stories, or creative narratives aimed to amuse the reader. The essay is factual and informative.
B. To reflect
This option is incorrect because reflection would involve personal thoughts, experiences, or introspective commentary. The essay does not include any personal anecdotes or meditative observations; it focuses on factual and persuasive arguments.
C. To evaluate
This is partially true because the essay presents information and makes comparisons, but evaluation alone implies neutrality or balanced judgment. Here, the author clearly advocates for a specific choice—buying local foods rather than remaining neutral.
D. To persuade
The author presents multiple benefits of eating locally, such as better taste, nutrition, reduced contamination risk, environmental support, and economic support for local farmers. The essay is written to convince readers that buying local food is the better choice.
Conclusion:
The essay’s intention to influence readers’ behavior and beliefs demonstrates that the primary purpose is to persuade, so the correct answer is D.
The author's purpose in writing this essay is to persuade the reader to eat locally produced foods.
A. To entertain
This option is incorrect because the passage does not contain humor, stories, or creative narratives aimed to amuse the reader. The essay is factual and informative.
B. To reflect
This option is incorrect because reflection would involve personal thoughts, experiences, or introspective commentary. The essay does not include any personal anecdotes or meditative observations; it focuses on factual and persuasive arguments.
C. To evaluate
This is partially true because the essay presents information and makes comparisons, but evaluation alone implies neutrality or balanced judgment. Here, the author clearly advocates for a specific choiceâ€â€buying local foods rather than remaining neutral.
D. To persuade
The author presents multiple benefits of eating locally, such as better taste, nutrition, reduced contamination risk, environmental support, and economic support for local farmers. The essay is written to convince readers that buying local food is the better choice.
Conclusion:
The essay's intention to influence readers' behavior and beliefs demonstrates that the primary purpose is to persuade, so the correct answer is D.
Extract:
Eating Local Foods If you spend every Saturday at your local farmers’ market, picking over the beans and radishes, you are participating in a popular pastime that has enormous benefits for your community and your health. A study from Michigan State University suggests a variety of reasons to buy your food locally. Support for your local economy and environment makes buying locally an obvious plus. Why wouldn’t you want your hard earned dollars to go to farmers and growers from your own community? Why wouldn’t you want to help those farmers to retain their land, which provides your home town or region with open space and acres of greenery? You have probably had the experience of buying tomatoes in winter and finding that they are tasteless and hard. When we eat locally, we eat foods in their season, meaning that we eat them at the peak of flavor and ripeness. Shipping fruits or vegetables from somewhere in South America means that they are picked before they are ripe and may lose most of their nutrients by the time they reach your local grocery. In winter, a large percentage of the produce you see in the grocery comes from locations hundreds of miles away. The Michigan State study also points out the hazards involved in eating food from far away. If vegetables or meat travel from place to place before arriving at your grocery store, they have multiple opportunities to become contaminated. A sign on blueberries showing that they are grown at Fairhaven Farm allows you to do a bit of research on that farm to discover how they grow their blueberries. Do they spray them with pesticides? Do they pick fresh berries daily? When you buy at the farmers’ market, you often have the opportunity to ask the farmer directly about the food you are about to consume.
Choose the best summary of the passage.
A.
Benefits of eating locally include support for local economy and environment as well as better taste, nutrition, and safety.
B. People who buy local foods will see improvement in their health through eating uncontaminated, ripe fruits and vegetables.
C. Farmers benefit when people eat locally, which helps to pump needed dollars into the local economy.
D. Today's shipping of vegetables and fruits from far away means that they lose nutritional value and are likely to be unripe and tasteless.
Rationale
The best summary of the passage is Benefits of eating locally include support for local economy and environment as well as better taste, nutrition, and safety.
A. Benefits of eating locally include support for local economy and environment as well as better taste, nutrition, and safety.
This option is correct because it captures all the main ideas of the essay. The passage explains that eating local food supports the local economy by giving money to farmers, preserves the environment by maintaining farmland and open space, provides superior taste and ripeness, preserves nutritional value, and reduces contamination risks. Summarizing all these points gives a complete picture of the passage.
B. People who buy local foods will see improvement in their health through eating uncontaminated, ripe fruits and vegetables.
This option is too narrow. While it highlights health and safety, it ignores key points about economic and environmental benefits, which are central to the essay’s argument.
C. Farmers benefit when people eat locally.
This option is also too narrow. It focuses only on the economic impact on farmers and omits the discussion about taste, nutrition, and food safety.
D. Today’s shipping of vegetables and fruits from far away means that they lose nutritional value and are likely to be unripe and tasteless.
This option only discusses a negative aspect of non-local foods. It does not summarize the overall benefits of eating locally, which is the main focus of the essay.
Conclusion:
Option A fully captures the passage’s main points, making it the most accurate and comprehensive summary.
The best summary of the passage is Benefits of eating locally include support for local economy and environment as well as better taste, nutrition, and safety.
A. Benefits of eating locally include support for local economy and environment as well as better taste, nutrition, and safety.
This option is correct because it captures all the main ideas of the essay. The passage explains that eating local food supports the local economy by giving money to farmers, preserves the environment by maintaining farmland and open space, provides superior taste and ripeness, preserves nutritional value, and reduces contamination risks. Summarizing all these points gives a complete picture of the passage.
B. People who buy local foods will see improvement in their health through eating uncontaminated, ripe fruits and vegetables.
This option is too narrow. While it highlights health and safety, it ignores key points about economic and environmental benefits, which are central to the essay's argument.
C. Farmers benefit when people eat locally.
This option is also too narrow. It focuses only on the economic impact on farmers and omits the discussion about taste, nutrition, and food safety.
D. Today's shipping of vegetables and fruits from far away means that they lose nutritional value and are likely to be unripe and tasteless.
This option only discusses a negative aspect of non-local foods. It does not summarize the overall benefits of eating locally, which is the main focus of the essay.
Conclusion:
Option A fully captures the passage's main points, making it the most accurate and comprehensive summary.
Extract:
Eating Local Foods If you spend every Saturday at your local farmers’ market, picking over the beans and radishes, you are participating in a popular pastime that has enormous benefits for your community and your health. A study from Michigan State University suggests a variety of reasons to buy your food locally. Support for your local economy and environment makes buying locally an obvious plus. Why wouldn’t you want your hard earned dollars to go to farmers and growers from your own community? Why wouldn’t you want to help those farmers to retain their land, which provides your home town or region with open space and acres of greenery? You have probably had the experience of buying tomatoes in winter and finding that they are tasteless and hard. When we eat locally, we eat foods in their season, meaning that we eat them at the peak of flavor and ripeness. Shipping fruits or vegetables from somewhere in South America means that they are picked before they are ripe and may lose most of their nutrients by the time they reach your local grocery. In winter, a large percentage of the produce you see in the grocery comes from locations hundreds of miles away. The Michigan State study also points out the hazards involved in eating food from far away. If vegetables or meat travel from place to place before arriving at your grocery store, they have multiple opportunities to become contaminated. A sign on blueberries showing that they are grown at Fairhaven Farm allows you to do a bit of research on that farm to discover how they grow their blueberries. Do they spray them with pesticides? Do they pick fresh berries daily? When you buy at the farmers’ market, you often have the opportunity to ask the farmer directly about the food you are about to consume.
Which of the following statements is the author's opinion?
A.
A study from Michigan State University suggests a variety of reasons to buy your food locally.
B. Support for your local economy and environment make buying locally an obvious plus.
C. In winter, a large percentage of the produce you see in the grocery store comes from locations hundreds of miles away.
D. The Michigan State study also points out the hazards involved in eating food from far away.
Rationale
The author’s opinion is Support for your local economy and environment make buying locally an obvious plus.
A. A study from Michigan State University suggests a variety of reasons to buy your food locally.
This is a factual statement referencing a study. It can be verified and does not express personal judgment.
B. Support for your local economy and environment make buying locally an obvious plus.
This is correct because the phrase ‘obvious plus’ reflects the author’s personal evaluation and subjective judgment. What is ‘obvious’ is based on opinion, not objective fact.
C. In winter, a large percentage of produce comes from far away.
This is a factual claim supported by observable evidence, not an opinion.
D. The Michigan State study also points out the hazards involved in eating food from far away.
This is a report of study findings and therefore factual, not subjective.
Conclusion:
The statement that contains subjective evaluation is B, making it the author’s opinion.
The author's opinion is Support for your local economy and environment make buying locally an obvious plus.
A. A study from Michigan State University suggests a variety of reasons to buy your food locally.
This is a factual statement referencing a study. It can be verified and does not express personal judgment.
B. Support for your local economy and environment make buying locally an obvious plus.
This is correct because the phrase "obvious plus" reflects the author's personal evaluation and subjective judgment. What is "obvious" is based on opinion, not objective fact.
C. In winter, a large percentage of produce comes from far away.
This is a factual claim supported by observable evidence, not an opinion.
D. The Michigan State study also points out the hazards involved in eating food from far away.
This is a report of study findings and therefore factual, not subjective.
Conclusion:
The statement that contains subjective evaluation is B, making it the author's opinion.
Extract:
Eating Local Foods If you spend every Saturday at your local farmers’ market, picking over the beans and radishes, you are participating in a popular pastime that has enormous benefits for your community and your health. A study from Michigan State University suggests a variety of reasons to buy your food locally. Support for your local economy and environment makes buying locally an obvious plus. Why wouldn’t you want your hard earned dollars to go to farmers and growers from your own community? Why wouldn’t you want to help those farmers to retain their land, which provides your home town or region with open space and acres of greenery? You have probably had the experience of buying tomatoes in winter and finding that they are tasteless and hard. When we eat locally, we eat foods in their season, meaning that we eat them at the peak of flavor and ripeness. Shipping fruits or vegetables from somewhere in South America means that they are picked before they are ripe and may lose most of their nutrients by the time they reach your local grocery. In winter, a large percentage of the produce you see in the grocery comes from locations hundreds of miles away. The Michigan State study also points out the hazards involved in eating food from far away. If vegetables or meat travel from place to place before arriving at your grocery store, they have multiple opportunities to become contaminated. A sign on blueberries showing that they are grown at Fairhaven Farm allows you to do a bit of research on that farm to discover how they grow their blueberries. Do they spray them with pesticides? Do they pick fresh berries daily? When you buy at the farmers’ market, you often have the opportunity to ask the farmer directly about the food you are about to consume.
Which of the following is a conclusion that a reader can draw from this passage?
A.
Locally grown produce tastes better than produce that is shipped from far away.
B. Everyone should take the time to plant a small garden plot and grow vegetables.
C. Farmers' markets would be more helpful if they were open every week all year round.
D. Vegetables and fruits should be purchased locally, but meat may come from far away.
Rationale
A conclusion that a reader can draw from this passage is Locally grown produce tastes better than produce that is shipped from far away.
A. Locally grown produce tastes better than produce that is shipped from far away.
This is correct because the passage explains that local produce is eaten at the peak of flavor and ripeness, while shipped produce is often picked early and loses taste and nutrients. From this, a reader can reasonably conclude that local produce is superior in taste.
B. Everyone should plant a garden.
This is not supported by the passage. The essay discusses buying local foods, not growing them personally.
C. Farmers’ markets would be more helpful if they were open all year.
The passage does not discuss the frequency or seasonal operation of farmers’ markets.
D. Vegetables and fruits should be purchased locally, but meat may come from far away.
The passage only discusses produce in detail, not meat, so this is unsupported.
Conclusion:
Option A is the only conclusion directly supported by the information in the passage.
A conclusion that a reader can draw from this passage is Locally grown produce tastes better than produce that is shipped from far away.
A. Locally grown produce tastes better than produce that is shipped from far away.
This is correct because the passage explains that local produce is eaten at the peak of flavor and ripeness, while shipped produce is often picked early and loses taste and nutrients. From this, a reader can reasonably conclude that local produce is superior in taste.
B. Everyone should plant a garden.
This is not supported by the passage. The essay discusses buying local foods, not growing them personally.
C. Farmers' markets would be more helpful if they were open all year.
The passage does not discuss the frequency or seasonal operation of farmers' markets.
D. Vegetables and fruits should be purchased locally, but meat may come from far away.
The passage only discusses produce in detail, not meat, so this is unsupported.
Conclusion:
Option A is the only conclusion directly supported by the information in the passage.
Extract:
Eating Local Foods If you spend every Saturday at your local farmers’ market, picking over the beans and radishes, you are participating in a popular pastime that has enormous benefits for your community and your health. A study from Michigan State University suggests a variety of reasons to buy your food locally. Support for your local economy and environment makes buying locally an obvious plus. Why wouldn’t you want your hard earned dollars to go to farmers and growers from your own community? Why wouldn’t you want to help those farmers to retain their land, which provides your home town or region with open space and acres of greenery? You have probably had the experience of buying tomatoes in winter and finding that they are tasteless and hard. When we eat locally, we eat foods in their season, meaning that we eat them at the peak of flavor and ripeness. Shipping fruits or vegetables from somewhere in South America means that they are picked before they are ripe and may lose most of their nutrients by the time they reach your local grocery. In winter, a large percentage of the produce you see in the grocery comes from locations hundreds of miles away. The Michigan State study also points out the hazards involved in eating food from far away. If vegetables or meat travel from place to place before arriving at your grocery store, they have multiple opportunities to become contaminated. A sign on blueberries showing that they are grown at Fairhaven Farm allows you to do a bit of research on that farm to discover how they grow their blueberries. Do they spray them with pesticides? Do they pick fresh berries daily? When you buy at the farmers’ market, you often have the opportunity to ask the farmer directly about the food you are about to consume.
Identify the overall tone of the essay.
A.
Earnest
B. Negative
C. Self-satisfied
D. Skeptical
Rationale
The overall tone of the essay is earnest, meaning sincere, serious, and genuinely persuasive.
A. Earnest
This is correct because the author sincerely advocates for eating local foods, explaining benefits for taste, nutrition, safety, the economy, and the environment. The tone is serious, thoughtful, and encouraging without arrogance or judgment.
B. Negative
This is incorrect because the essay does not criticize or condemn. Even when potential hazards of distant foods are mentioned, they are presented constructively.
C. Self-satisfied
This is incorrect because the author does not display smugness, pride, or a sense of superiority. The tone is informative and persuasive, not boastful.
D. Skeptical
This is incorrect because the author expresses confidence and advocacy for buying local, not doubt or questioning.
Conclusion:
The essay’s sincere, persuasive, and positive tone establishes it as earnest, making A the correct answer.
The overall tone of the essay is earnest, meaning sincere, serious, and genuinely persuasive.
A. Earnest
This is correct because the author sincerely advocates for eating local foods, explaining benefits for taste, nutrition, safety, the economy, and the environment. The tone is serious, thoughtful, and encouraging without arrogance or judgment.
B. Negative
This is incorrect because the essay does not criticize or condemn. Even when potential hazards of distant foods are mentioned, they are presented constructively.
C. Self-satisfied
This is incorrect because the author does not display smugness, pride, or a sense of superiority. The tone is informative and persuasive, not boastful.
D. Skeptical
This is incorrect because the author expresses confidence and advocacy for buying local, not doubt or questioning.
Conclusion:
The essay's sincere, persuasive, and positive tone establishes it as earnest, making A the correct answer.
Extract:
Electronic Health Records In 2009, the HITECH Act was signed into law as a means of encouraging widespread use of electronic health records. This reflected the ongoing movement of industry and government into computerization of recordkeeping, and it transformed many hospitals and clinics into nearly paperless offices. One goal of electronic health records (EHRs) is to produce one seamless record for each patient that follows that patient around the health care system. Records might include vital signs, medical history, immunizations, blood work, symptoms, allergies, and so on. This information may then be shared among organizations, so that an elderly patient X who starts in surgery may have records sent easily to a rehabilitation facility and then to home health care and the patient’s local pharmacy. This can ensure that everyone dealing with patient X is on the same page when it comes to his care, and it eliminates the need for multiple printouts or faxes. A well constructed EHR system includes tools for clinical decision support (CDS), so that a physician may quickly search for specific information that applies to a given patient. Knowing that patient X is allergic to certain antibiotics, for example, the physician may easily access a list of alternatives that would be appropriate for post surgical care. A third aspect of EHRs is the computerized physician order entry (CPOE). Through this system, physicians may transmit orders to the nursing staff, physical therapists, pharmacists, and so on. Estimates indicate that computerizing orders using standardized wording and abbreviations may reduce medication errors by as much as 80 percent. No system is foolproof, and EHRs may be costly and difficult to initiate. The information within the system is only as good as the people who enter it. However, all indications are that organizations with strong EHRs are more efficient and less accident prone than those that still use paper.
What is the main idea of the passage?
A.
Many hospitals use EHRs, but progress is slow.
B. EHRs may include CPOEs and CDS tools.
C. EHRs make communication, recording, and maintenance of patient records easier.
D. Without EHRs, staff are more likely to make critical errors.
Rationale
The main idea of the passage is EHRs make communication, recording, and maintenance of patient records easier.
A) Many hospitals use EHRs, but progress is slow
This option introduces slow progress, which the passage does not discuss.
B) EHRs may include CPOEs and CDS tools
Listing components is informative but does not summarize the central point of the passage.
C) EHRs make communication, recording, and maintenance of patient records easier
The passage emphasizes seamless sharing, reduced errors, improved coordination, and more efficient record management, encompassing the main idea fully.
D) Without EHRs, staff are more likely to make critical errors
This is implied in parts of the text but does not capture the overarching focus on EHR benefits.
Conclusion
The passage's primary focus on efficiency, coordination, and record maintenance makes C) EHRs make communication, recording, and maintenance of patient records easier the most accurate statement of the main idea.
Extract:
Electronic Health Records In 2009, the HITECH Act was signed into law as a means of encouraging widespread use of electronic health records. This reflected the ongoing movement of industry and government into computerization of recordkeeping, and it transformed many hospitals and clinics into nearly paperless offices. One goal of electronic health records (EHRs) is to produce one seamless record for each patient that follows that patient around the health care system. Records might include vital signs, medical history, immunizations, blood work, symptoms, allergies, and so on. This information may then be shared among organizations, so that an elderly patient X who starts in surgery may have records sent easily to a rehabilitation facility and then to home health care and the patient’s local pharmacy. This can ensure that everyone dealing with patient X is on the same page when it comes to his care, and it eliminates the need for multiple printouts or faxes. A well constructed EHR system includes tools for clinical decision support (CDS), so that a physician may quickly search for specific information that applies to a given patient. Knowing that patient X is allergic to certain antibiotics, for example, the physician may easily access a list of alternatives that would be appropriate for post surgical care. A third aspect of EHRs is the computerized physician order entry (CPOE). Through this system, physicians may transmit orders to the nursing staff, physical therapists, pharmacists, and so on. Estimates indicate that computerizing orders using standardized wording and abbreviations may reduce medication errors by as much as 80 percent. No system is foolproof, and EHRs may be costly and difficult to initiate. The information within the system is only as good as the people who enter it. However, all indications are that organizations with strong EHRs are more efficient and less accident prone than those that still use paper.
The word seamless in the second paragraph most closely means
A.
unified
B. perfect
C. stitched
D. paperless
Rationale
The word seamless in the second paragraph means unified.
A) unified
Seamless describes a continuous, unbroken record that follows the patient throughout the healthcare system. It emphasizes integration across multiple providers without gaps.
B) perfect
Perfect suggests flawlessness, but the passage focuses on continuity and coordination rather than error-free records.
C) stitched
Stitched is literal and implies creating seams, which is the opposite of seamless in the figurative sense used here.
D) paperless
Paperless describes the format of records but does not capture the idea of continuous, connected information.
Conclusion
Seamless conveys uninterrupted integration and smooth flow of patient information, making A) unified the accurate meaning.
Extract:
Electronic Health Records In 2009, the HITECH Act was signed into law as a means of encouraging widespread use of electronic health records. This reflected the ongoing movement of industry and government into computerization of recordkeeping, and it transformed many hospitals and clinics into nearly paperless offices. One goal of electronic health records (EHRs) is to produce one seamless record for each patient that follows that patient around the health care system. Records might include vital signs, medical history, immunizations, blood work, symptoms, allergies, and so on. This information may then be shared among organizations, so that an elderly patient X who starts in surgery may have records sent easily to a rehabilitation facility and then to home health care and the patient’s local pharmacy. This can ensure that everyone dealing with patient X is on the same page when it comes to his care, and it eliminates the need for multiple printouts or faxes. A well constructed EHR system includes tools for clinical decision support (CDS), so that a physician may quickly search for specific information that applies to a given patient. Knowing that patient X is allergic to certain antibiotics, for example, the physician may easily access a list of alternatives that would be appropriate for post surgical care. A third aspect of EHRs is the computerized physician order entry (CPOE). Through this system, physicians may transmit orders to the nursing staff, physical therapists, pharmacists, and so on. Estimates indicate that computerizing orders using standardized wording and abbreviations may reduce medication errors by as much as 80 percent. No system is foolproof, and EHRs may be costly and difficult to initiate. The information within the system is only as good as the people who enter it. However, all indications are that organizations with strong EHRs are more efficient and less accident prone than those that still use paper.
What conclusion can you draw from the first sentence of paragraph 2?
A.
Transportation of patients is controlled by EHRs
B. Before EHRs, a patient might have multiple records kept by multiple doctors
C. Patients will now be served by a single physician
D. The health care system too often loses track of a patient who moves within the system
Rationale
The conclusion from the first sentence of paragraph 2 is that before EHRs, a patient might have multiple records kept by multiple doctors.
A) Transportation of patients is controlled by EHRs
The passage does not mention EHRs controlling patient transport.
B) Before EHRs, a patient might have multiple records kept by multiple doctors
The goal of "one seamless record" implies that previously records were fragmented and stored separately by different providers.
C) Patients will now be served by a single physician
The text only specifies that the record follows the patient, not that one physician will care for them exclusively.
D) The health care system too often loses track of a patient who moves within the system
The sentence highlights fragmented records, not lost patients, so this is not a direct inference.
Conclusion
The logical inference is that prior to EHRs, patient information was dispersed, making B) the best choice.
Extract:
Electronic Health Records In 2009, the HITECH Act was signed into law as a means of encouraging widespread use of electronic health records. This reflected the ongoing movement of industry and government into computerization of recordkeeping, and it transformed many hospitals and clinics into nearly paperless offices. One goal of electronic health records (EHRs) is to produce one seamless record for each patient that follows that patient around the health care system. Records might include vital signs, medical history, immunizations, blood work, symptoms, allergies, and so on. This information may then be shared among organizations, so that an elderly patient X who starts in surgery may have records sent easily to a rehabilitation facility and then to home health care and the patient’s local pharmacy. This can ensure that everyone dealing with patient X is on the same page when it comes to his care, and it eliminates the need for multiple printouts or faxes. A well constructed EHR system includes tools for clinical decision support (CDS), so that a physician may quickly search for specific information that applies to a given patient. Knowing that patient X is allergic to certain antibiotics, for example, the physician may easily access a list of alternatives that would be appropriate for post surgical care. A third aspect of EHRs is the computerized physician order entry (CPOE). Through this system, physicians may transmit orders to the nursing staff, physical therapists, pharmacists, and so on. Estimates indicate that computerizing orders using standardized wording and abbreviations may reduce medication errors by as much as 80 percent. No system is foolproof, and EHRs may be costly and difficult to initiate. The information within the system is only as good as the people who enter it. However, all indications are that organizations with strong EHRs are more efficient and less accident prone than those that still use paper.
Which of the following is not listed as a detail in the passage?
A.
Kinds of records that might make up an EHR
B. Current percentages of medical facilities using EHRs
C. Kinds of workers who might receive doctors' orders
D. Estimates of the reduction in human error with computerized orders
Rationale
The detail not listed in the passage is Current percentages of medical facilities using EHRs.
A) Kinds of records that might make up an EHR
The passage mentions vital signs, medical history, immunizations, blood work, symptoms, allergies, and other components.
B) Current percentages of medical facilities using EHRs
The text does not provide statistics on adoption rates, making this the missing detail.
C) Kinds of workers who might receive doctors' orders
Nurses, pharmacists, physical therapists, and other staff are explicitly listed as recipients.
D) Estimates of the reduction in human error with computerized orders
The passage cites that errors may be reduced by as much as 80 percent through CPOE.
Conclusion
Because no adoption statistics are provided, B) Current percentages of medical facilities using EHRs is the correct answer.
Extract:
Ebola, 2014 The Ebola outbreak of 2014 was the most devastating since the virus was first described in 1976. Not only were more people affected, but the geographic boundaries of the outbreak were enormous. The virus attacked people in four African countries by July of that year—Sierra Leone, Guinea, Liberia, and Nigeria. Ebola is known and feared for its morbidity figures—about 60 percent of all who contract the infection will die. The current virus, Zaire ebolavirus, is even deadlier, with a kill rate of 80 to 90 percent. Other viruses are as harmful, but none work more quickly. The only good thing about Ebola is that it is fairly difficult to catch. It does not spread through the air, but it may spread via bodily fluids, whether directly (touching a wound) or indirectly (handling bedding or bandages). Early symptoms include fever, headache, and vomiting. This progresses rapidly in most cases to external and internal bleeding. Ebola seems to knock out the human immune system quite quickly, and people who do not survive die from multiple organ failure, usually within six days to two weeks of showing initial symptoms. Although there is reasonable fear that Ebola may spread across continents, it has rarely done so. Modern transportation makes pandemics more and more likely, but Ebola spreads only once a person shows symptoms. Someone that visibly sick would not be allowed on an airplane. Nevertheless, someone who is infected but as yet asymptomatic may fly. Once symptoms begin, people need to recognize quickly that the patient has been in a country with Ebola. The patient may then quickly be quarantined in an isolation unit at a hospital, protecting the general public from infection.
Not mentioned as Ebola symptom?
A.
Fever
B. Vomiting
C. Organ failure
D. Skin eruption
Rationale
The symptom "Skin eruption" is not mentioned in the passage.
A) Fever
Fever is a classic Ebola symptom and is explicitly mentioned in the text.
B) Vomiting
Vomiting is also listed as a common symptom of Ebola infection.
C) Organ failure
Organ failure is cited as a consequence of severe Ebola cases in the passage.
D) Skin eruption
While the passage mentions external bleeding and other serious symptoms, "skin eruption" or rashes/lesions are never listed.
Conclusion
Skin eruption is not included among the described symptoms.
Extract:
Ebola, 2014 The Ebola outbreak of 2014 was the most devastating since the virus was first described in 1976. Not only were more people affected, but the geographic boundaries of the outbreak were enormous. The virus attacked people in four African countries by July of that year—Sierra Leone, Guinea, Liberia, and Nigeria. Ebola is known and feared for its morbidity figures—about 60 percent of all who contract the infection will die. The current virus, Zaire ebolavirus, is even deadlier, with a kill rate of 80 to 90 percent. Other viruses are as harmful, but none work more quickly. The only good thing about Ebola is that it is fairly difficult to catch. It does not spread through the air, but it may spread via bodily fluids, whether directly (touching a wound) or indirectly (handling bedding or bandages). Early symptoms include fever, headache, and vomiting. This progresses rapidly in most cases to external and internal bleeding. Ebola seems to knock out the human immune system quite quickly, and people who do not survive die from multiple organ failure, usually within six days to two weeks of showing initial symptoms. Although there is reasonable fear that Ebola may spread across continents, it has rarely done so. Modern transportation makes pandemics more and more likely, but Ebola spreads only once a person shows symptoms. Someone that visibly sick would not be allowed on an airplane. Nevertheless, someone who is infected but as yet asymptomatic may fly. Once symptoms begin, people need to recognize quickly that the patient has been in a country with Ebola. The patient may then quickly be quarantined in an isolation unit at a hospital, protecting the general public from infection.
Tone of final paragraph?
A.
Alarmist
B. Reproachful
C. Reassuring
D. Woeful
Rationale
The tone of the final paragraph is "Reassuring."
A) Alarmist
An alarmist tone would heighten fear or panic, which the author does not do. The text provides factual measures and control strategies rather than inducing terror.
B) Reproachful
There is no criticism or blaming of authorities in the final paragraph. The tone is not about assigning fault.
C) Reassuring
The author offers calm guidance: asymptomatic travelers are unlikely to transmit Ebola, quarantine procedures are effective, and risks are manageable. This communicates reassurance to readers.
D) Woeful
A woeful tone would lament or express sorrow. While Ebola is serious, the paragraph emphasizes control and mitigation rather than expressing despair.
Conclusion
Reassuring accurately describes the tone, providing comfort and guidance to the reader.
Extract:
Ebola, 2014 The Ebola outbreak of 2014 was the most devastating since the virus was first described in 1976. Not only were more people affected, but the geographic boundaries of the outbreak were enormous. The virus attacked people in four African countries by July of that year—Sierra Leone, Guinea, Liberia, and Nigeria. Ebola is known and feared for its morbidity figures—about 60 percent of all who contract the infection will die. The current virus, Zaire ebolavirus, is even deadlier, with a kill rate of 80 to 90 percent. Other viruses are as harmful, but none work more quickly. The only good thing about Ebola is that it is fairly difficult to catch. It does not spread through the air, but it may spread via bodily fluids, whether directly (touching a wound) or indirectly (handling bedding or bandages). Early symptoms include fever, headache, and vomiting. This progresses rapidly in most cases to external and internal bleeding. Ebola seems to knock out the human immune system quite quickly, and people who do not survive die from multiple organ failure, usually within six days to two weeks of showing initial symptoms. Although there is reasonable fear that Ebola may spread across continents, it has rarely done so. Modern transportation makes pandemics more and more likely, but Ebola spreads only once a person shows symptoms. Someone that visibly sick would not be allowed on an airplane. Nevertheless, someone who is infected but as yet asymptomatic may fly. Once symptoms begin, people need to recognize quickly that the patient has been in a country with Ebola. The patient may then quickly be quarantined in an isolation unit at a hospital, protecting the general public from infection.
Reader conclusion about Ebola?
A.
Difficult to catch but devastating once started
B. Requires heroic measures to keep from spreading
C. More die of Ebola than any other virus
D. 2014 Ebola found only in four African countries
Rationale
A reader can conclude that "Difficult to catch but devastating once started" accurately represents Ebola.
A) Difficult to catch but devastating once started
The passage notes that Ebola has low transmissibility (not easily spread) but can result in severe illness and high mortality, balancing limited spread with deadly impact.
B) Requires heroic measures to keep from spreading
Standard quarantine and hygiene measures are discussed, but these are routine public health actions, not "heroic" measures.
C) More die of Ebola than any other virus
The passage does not compare Ebola to all other viruses globally; this is an exaggeration not supported by the text.
D) 2014 Ebola found only in four African countries
Location is factual but does not describe the disease's behavior, lethality, or transmission, so it is not a central conclusion about Ebola.
Conclusion
Difficult to catch but devastating once started is the most accurate conclusion based on the passage.
Extract:
Ebola, 2014 The Ebola outbreak of 2014 was the most devastating since the virus was first described in 1976. Not only were more people affected, but the geographic boundaries of the outbreak were enormous. The virus attacked people in four African countries by July of that year—Sierra Leone, Guinea, Liberia, and Nigeria. Ebola is known and feared for its morbidity figures—about 60 percent of all who contract the infection will die. The current virus, Zaire ebolavirus, is even deadlier, with a kill rate of 80 to 90 percent. Other viruses are as harmful, but none work more quickly. The only good thing about Ebola is that it is fairly difficult to catch. It does not spread through the air, but it may spread via bodily fluids, whether directly (touching a wound) or indirectly (handling bedding or bandages). Early symptoms include fever, headache, and vomiting. This progresses rapidly in most cases to external and internal bleeding. Ebola seems to knock out the human immune system quite quickly, and people who do not survive die from multiple organ failure, usually within six days to two weeks of showing initial symptoms. Although there is reasonable fear that Ebola may spread across continents, it has rarely done so. Modern transportation makes pandemics more and more likely, but Ebola spreads only once a person shows symptoms. Someone that visibly sick would not be allowed on an airplane. Nevertheless, someone who is infected but as yet asymptomatic may fly. Once symptoms begin, people need to recognize quickly that the patient has been in a country with Ebola. The patient may then quickly be quarantined in an isolation unit at a hospital, protecting the general public from infection.
Statement that is fact?
A.
High mortality & no cure make Ebola terrifying
B. Ebola kills more rapidly than any other known virus
C. External bleeding is the most dreadful part
D. Unlikely pandemic in our lifetime
Rationale
The statement "Ebola kills more rapidly than any other known virus" is directly supported by the passage.
A) High mortality & no cure make Ebola terrifying
"Terrifying" reflects a subjective feeling, not a measurable fact. While mortality and lack of cure are factual, the emotional interpretation is opinion-based.
B) Ebola kills more rapidly than any other known virus
The text states, "Other viruses are as harmful, but none work more quickly." This is a factual comparison of disease progression, establishing that Ebola acts faster than other known viruses.
C) External bleeding is the most dreadful part
"Most dreadful" is a value judgment. The passage notes that external and internal bleeding occurs, but does not claim it is the worst part.
D) Unlikely pandemic in our lifetime
This statement is speculative. The passage discusses potential pandemic risk but does not make definitive claims about likelihood in any person's lifetime.
Conclusion
Ebola kills more rapidly than any other known virus is the statement supported by factual evidence in the text.
Extract:
Ebola, 2014 The Ebola outbreak of 2014 was the most devastating since the virus was first described in 1976. Not only were more people affected, but the geographic boundaries of the outbreak were enormous. The virus attacked people in four African countries by July of that year—Sierra Leone, Guinea, Liberia, and Nigeria. Ebola is known and feared for its morbidity figures—about 60 percent of all who contract the infection will die. The current virus, Zaire ebolavirus, is even deadlier, with a kill rate of 80 to 90 percent. Other viruses are as harmful, but none work more quickly. The only good thing about Ebola is that it is fairly difficult to catch. It does not spread through the air, but it may spread via bodily fluids, whether directly (touching a wound) or indirectly (handling bedding or bandages). Early symptoms include fever, headache, and vomiting. This progresses rapidly in most cases to external and internal bleeding. Ebola seems to knock out the human immune system quite quickly, and people who do not survive die from multiple organ failure, usually within six days to two weeks of showing initial symptoms. Although there is reasonable fear that Ebola may spread across continents, it has rarely done so. Modern transportation makes pandemics more and more likely, but Ebola spreads only once a person shows symptoms. Someone that visibly sick would not be allowed on an airplane. Nevertheless, someone who is infected but as yet asymptomatic may fly. Once symptoms begin, people need to recognize quickly that the patient has been in a country with Ebola. The patient may then quickly be quarantined in an isolation unit at a hospital, protecting the general public from infection.
Best title?
A.
"Return of an Ancient Disease"
B. "Ebola: From Africa to America"
C. "Scientists Look for a Cure"
D. "A Deadly Outbreak of a Dreaded Virus"
Rationale
The title "A Deadly Outbreak of a Dreaded Virus" accurately captures the passage's main focus.
A) "Return of an Ancient Disease"
The passage does not emphasize Ebola's historical longevity or origins. Ancient status is not central to the content.
B) "Ebola: From Africa to America"
America is not discussed in the passage; geographic focus is limited to four African countries.
C) "Scientists Look for a Cure"
No discussion of current cure research is included; the passage focuses on outbreak scope and lethality.
D) "A Deadly Outbreak of a Dreaded Virus"
Encapsulates 2014 outbreak, high mortality, geographic spread, and public fear without adding unsupported claims.
Conclusion
"A Deadly Outbreak of a Dreaded Virus" is the most accurate, comprehensive title.
Extract:
Desserts are known as the "forbidden food" in most diets. But dark chocolate is a sweet that people can enjoy because of its undeniable health benefits. Categorized as an "antioxidant," dark chocolate is known to fight free radicals, the unbalanced compounds created by cellular processes that can harm the body. This amazing sweet treat is also known to lower blood pressure, improve blood flow, and reduce heart disease risk in people. Studies have shown that dark chocolate can even improve people's brain function. There is considerable evidence that dark chocolate can provide powerful benefits, but it is still loaded with calories, so consuming too much is not recommended. People can reap the benefits of dark chocolate by eating it in moderation.
The topic of this paragraph is:
A.
foods that battle heart disease.
B. healthy dessert recipes.
C. cooking with dark chocolate.
D. benefits of dark chocolate.
Rationale
The topic of the paragraph is the benefits of dark chocolate.
Identifying the topic of a paragraph requires distinguishing the primary, overarching subject from secondary details or overly specific examples. The paragraph’s introductory sentence contrasts desserts as "forbidden" with dark chocolate as an exception, immediately signaling a focus on this specific food. Every subsequent sentence elaborates on a different positive attribute of dark chocolate, including its antioxidant properties, cardiovascular benefits, and cognitive advantages. The concluding sentence reinforces this central theme by summarizing how to "reap the benefits." Therefore, the consistent thread throughout the text is the exploration of dark chocolate's advantages.
A) foods that battle heart disease: This choice is incorrect because it is too narrow and slightly misdirected. While the paragraph mentions that dark chocolate can "reduce heart disease risk," this is listed as only one of several health benefits. The passage does not survey or mention any other heart-healthy foods, nor does it make a general argument about battling heart disease through diet. Its scope is firmly fixed on the multi-faceted benefits of a single item: dark chocolate.
B) healthy dessert recipes: This option is incorrect as the paragraph contains no instructional content. There is no mention of ingredients, preparation methods, cooking techniques, or serving suggestions. The text is purely expository, presenting researched health information rather than providing culinary guidance. The word "dessert" appears only in the opening line for contrast, not as an invitation to discuss recipes.
C) cooking with dark chocolate: This choice is incorrect because the paragraph’s subject is the consumption and effects of dark chocolate, not its culinary application. The verbs used are "enjoy," "fight," "lower," "improve," and "consume", all related to ingestion and physiological impact. There is no discussion of melting, tempering, baking, or combining dark chocolate with other ingredients, which would be essential for a topic centered on cooking.
D) benefits of dark chocolate: This is correct because every sentence in the paragraph serves to describe a positive attribute or outcome associated with eating dark chocolate. From its role as an antioxidant fighter of free radicals to its specific effects on blood pressure, blood flow, heart disease risk, and brain function, the text is a catalog of advantages. The final caution about calories does not change the topic but adds a nuance to the main idea of enjoying its benefits wisely.
Conclusion:
The paragraph does not discuss recipes, cooking methods, or a broad category of health foods. It begins, develops, and concludes by detailing the various positive health impacts of consuming dark chocolate, making D) benefits of dark chocolate the accurate identification of its central topic.
Extract:
Desserts are known as the "forbidden food" in most diets. But dark chocolate is a sweet that people can enjoy because of its undeniable health benefits. Categorized as an "antioxidant," dark chocolate is known to fight free radicals, the unbalanced compounds created by cellular processes that can harm the body. This amazing sweet treat is also known to lower blood pressure, improve blood flow, and reduce heart disease risk in people. Studies have shown that dark chocolate can even improve people's brain function. There is considerable evidence that dark chocolate can provide powerful benefits, but it is still loaded with calories, so consuming too much is not recommended. People can reap the benefits of dark chocolate by eating it in moderation.
The topic sentence of this paragraph is:
A.
Desserts are known as the "forbidden food" in most diets.
B. But dark chocolate is a sweet that people can enjoy because of its undeniable health benefits.
C. This amazing sweet treat is also know to lower blood pressure, improve blood flow, and reduce heart disease risk in people.
D. People can reap the benefits of dark chocolate by eating it in moderation.
Rationale
The topic sentence is that dark chocolate is a sweet people can enjoy because of its undeniable health benefits.
The topic sentence of a paragraph is the statement that presents its main idea, to which all other sentences connect as supporting details or concluding thoughts. An effective topic sentence often introduces the primary subject and the controlling idea that will be explored. In this paragraph, the first sentence sets up a common perception about desserts to provide a contrasting backdrop. The second sentence uses the transitional word "But" to pivot directly to the paragraph's true focus, announcing both the subject (dark chocolate) and the central claim (it has health benefits that make it enjoyable). Every sentence that follows serves as evidence for this claim, detailing specific benefits and ending with a moderating conclusion.
A) Desserts are known as the "forbidden food" in most diets.: This is the paragraph's first sentence, but it functions as a lead-in or a setup for the contrast that follows. It states a general premise about desserts, not the main point about dark chocolate. The remainder of the paragraph does not discuss desserts as a category; it immediately narrows to a single exception. Therefore, this sentence establishes context but does not embody the paragraph's core idea.
B) But dark chocolate is a sweet that people can enjoy because of its undeniable health benefits.: This sentence is correct because it performs the key function of a topic sentence: it introduces the specific subject (dark chocolate) and makes an overarching claim about it (it has health benefits that allow for enjoyment). The word "But" signals a shift from the general rule to the exception, marking the start of the paragraph's central argument. All subsequent sentences, about antioxidants, blood pressure, heart disease, brain function, and moderation, provide concrete support for this initial claim of "undeniable health benefits."
C) This amazing sweet treat is also know to lower blood pressure, improve blood flow, and reduce heart disease risk in people.: While this sentence contains important supporting information, it is not the topic sentence. It begins with the pronoun "This," which refers back to dark chocolate already introduced, indicating it is building upon a previously stated main idea. Furthermore, it lists only a subset of the benefits (cardiovascular), whereas the topic sentence more broadly encompasses all "health benefits," including those related to antioxidants and brain function mentioned elsewhere.
D) People can reap the benefits of dark chocolate by eating it in moderation.: This is the paragraph's concluding sentence. It offers a final piece of advice that stems from the discussion of benefits but does not introduce the discussion itself. A topic sentence typically appears at or near the beginning to guide the reader, not at the end to summarize. This sentence assumes the benefits have already been established and provides a caveat for how to access them.
Conclusion:
The sentence that successfully introduces the paragraph's central subject and its controlling idea, that dark chocolate is an enjoyable sweet with health benefits, is B) But dark chocolate is a sweet that people can enjoy because of its undeniable health benefits. This statement is effectively supported and elaborated upon by every other sentence in the paragraph.
Extract:
Desserts are known as the "forbidden food" in most diets. But dark chocolate is a sweet that people can enjoy because of its undeniable health benefits. Categorized as an "antioxidant," dark chocolate is known to fight free radicals, the unbalanced compounds created by cellular processes that can harm the body. This amazing sweet treat is also known to lower blood pressure, improve blood flow, and reduce heart disease risk in people. Studies have shown that dark chocolate can even improve people's brain function. There is considerable evidence that dark chocolate can provide powerful benefits, but it is still loaded with calories, so consuming too much is not recommended. People can reap the benefits of dark chocolate by eating it in moderation.
If the author added a description of a popular recipe using dark chocolate as its main ingredient, what type of information would this be?
A.
A main idea
B. A topic sentence
C. A supporting detail
D. An off-topic sentence
Rationale
A description of a recipe using dark chocolate would be an off-topic sentence.
Evaluating potential additions to a text requires assessing their relevance to the established main idea and purpose. The paragraph's sole purpose is to inform the reader about the health benefits of consuming dark chocolate. It employs a sequence of factual claims about antioxidants, cardiovascular health, and cognitive function as supporting details for this expository aim. Introducing a recipe would shift the discourse from explaining why one might eat dark chocolate to instructing how to prepare a dish containing it. This represents a fundamental change in the paragraph's intent, from exposition to instruction, and would not substantiate the core argument about health benefits.
A) A main idea: The main idea is the paragraph's central, unifying concept. In this case, it is that dark chocolate possesses various health benefits. A recipe does not express a central claim or argument; it provides a series of steps for a practical activity. It could not replace or stand as the primary point the paragraph seeks to communicate, as it does not discuss benefits, evidence, or conclusions related to health.
B) A topic sentence: A topic sentence is typically the lead sentence that states the main idea. A recipe description, which is procedural and detailed, cannot function as a topic sentence because it does not present a broad, arguable point for the paragraph to develop. It is inherently a specific set of instructions, not a general statement that can be supported by other sentences.
C) A supporting detail: Supporting details are facts, examples, reasons, or evidence that explain, illustrate, or prove the main idea. A recipe might be a supporting detail in a paragraph whose main idea is "Dark chocolate is versatile in cooking" or "Here is a healthy way to incorporate dark chocolate." However, in this paragraph, the main idea concerns physiological benefits, not culinary use. A recipe does not support the claims about fighting free radicals or lowering blood pressure; it is unrelated evidence.
D) An off-topic sentence: This is correct because the proposed addition falls outside the paragraph's defined scope and purpose. The author's focus is strictly on the nutritional and health properties of dark chocolate as a consumed substance. Discussing measurements, mixing techniques, or cooking times would introduce an entirely new subject, food preparation, that does not logically follow from or contribute to the discussion of antioxidants, blood flow, and calorie moderation. It would distract from and dilute the paragraph's focused message.
Conclusion:
Because the paragraph is dedicated to presenting evidence-based health information, a sentence detailing a cooking recipe would not align with its expository purpose. It would introduce irrelevant procedural information, making it D) an off-topic sentence.
Extract:
Desserts are known as the "forbidden food" in most diets. But dark chocolate is a sweet that people can enjoy because of its undeniable health benefits. Categorized as an "antioxidant," dark chocolate is known to fight free radicals, the unbalanced compounds created by cellular processes that can harm the body. This amazing sweet treat is also known to lower blood pressure, improve blood flow, and reduce heart disease risk in people. Studies have shown that dark chocolate can even improve people's brain function. There is considerable evidence that dark chocolate can provide powerful benefits, but it is still loaded with calories, so consuming too much is not recommended. People can reap the benefits of dark chocolate by eating it in moderation.
Read the following description of the paragraph: The author fails to offer a holistic view of dark chocolate by only presenting its benefits and never exploring its downsides. Why is this not a valid description of the main idea?
A.
It is not accurate; the author of the paragraph is stating facts, not opinions.
B. It is not objective; the person summarizing the main idea is biased since he/she is in the medical field.
C. It is not accurate; the author of the paragraph does warn the reader to eat dark chocolate in moderation.
D. It is not objective; the person summarizing the main idea is obviously not a fan of dark chocolate.
Rationale
The description is not valid because the author does warn the reader to eat dark chocolate in moderation.
A valid description of a text's main idea must accurately reflect its content. The provided critique claims the author presents only benefits without acknowledging downsides. To assess this, we must examine the full text for any balancing information. While the paragraph is overwhelmingly positive, it does contain a notable qualification in its final sentence: "it is still loaded with calories, so consuming too much is not recommended." This statement explicitly introduces a downside (high caloric content) and advises moderation to mitigate it. Therefore, the critique's claim of a complete absence of downside exploration is factually incorrect based on the text itself.
A) It is not accurate; the author of the paragraph is stating facts, not opinions.: This choice misinterprets the nature of the critique. The critique is not about whether the content is factual or opinion-based; it is about the completeness of the presentation (benefits vs. downsides). The author indeed states facts about benefits, but that does not address the critique's specific claim that downsides were omitted. Furthermore, the warning about calories is also a factual statement, not an opinion.
B) It is not objective; the person summarizing the main idea is biased since he/she is in the medical field.: This is an invalid and unsubstantiated assertion. The critique does not mention the summarizer's profession, and there is no information in the paragraph or the critique to suggest the summarizer is in the medical field. Judging objectivity based on an assumed and irrelevant bias is a logical fallacy (an ad hominem attack) and does not engage with the actual accuracy of the critique's claim about the paragraph's content.
C) It is not accurate; the author of the paragraph does warn the reader to eat dark chocolate in moderation.: This is correct because it directly refutes the critique's central claim with evidence from the text. The final sentence serves as a direct counterexample, showing the author does introduce a significant downside (high calorie count) and its consequence (the need to avoid overconsumption). By including this caution, the author provides a more balanced view than the critique alleges, making the critique an inaccurate description.
D) It is not objective; the person summarizing the main idea is obviously not a fan of dark chocolate.: Similar to option B, this attempts to dismiss the critique based on a presumed bias of the critic ("not a fan"). However, the personal preferences of the summarizer are irrelevant to the factual question of whether the paragraph mentions downsides. The accuracy of a statement about a text is evaluated against the text, not against the supposed motivations of the person making the statement. This option avoids engaging with the textual evidence.
Conclusion:
The critique is invalid because its core assertion, that the author "never" explores downsides, is demonstrably false. The paragraph concludes with a clear warning about the high caloric content of dark chocolate and explicitly recommends moderation. Therefore, the reason the description is not valid is C) It is not accurate; the author of the paragraph does warn the reader to eat dark chocolate in moderation.
Extract:
Desserts are known as the "forbidden food" in most diets. But dark chocolate is a sweet that people can enjoy because of its undeniable health benefits. Categorized as an "antioxidant," dark chocolate is known to fight free radicals, the unbalanced compounds created by cellular processes that can harm the body. This amazing sweet treat is also known to lower blood pressure, improve blood flow, and reduce heart disease risk in people. Studies have shown that dark chocolate can even improve people's brain function. There is considerable evidence that dark chocolate can provide powerful benefits, but it is still loaded with calories, so consuming too much is not recommended. People can reap the benefits of dark chocolate by eating it in moderation.
Why isn't a statistic about how much chocolate is consumed on a daily basis by the average American suitable for this passage?
A.
It does not directly support the main idea that dark chocolate is good for your health.
B. Readers might feel the author is passing judgment on how much chocolate Americans consume.
C. Statistics should never be used as supporting details in persuasive writing.
D. It would act as a second topic sentence and confuse readers about the main idea.
Rationale
A consumption statistic is unsuitable because it does not directly support the main idea that dark chocolate is good for your health.
The suitability of a detail within a passage hinges on its relevance to the central argument or main idea. This paragraph argues for the specific health benefits of dark chocolate. A statistic on general chocolate consumption (which would include milk chocolate, white chocolate, etc.) addresses a different subject: consumer behavior and dietary habits. It provides data on quantity and frequency of eating but offers no information on health outcomes or nutritional properties. To be a supporting detail, a statistic must provide evidence that helps prove or illustrate the main point; a consumption statistic does not prove that chocolate is healthy, only that it is popular.
A) It does not directly support the main idea that dark chocolate is good for your health.: This is correct. The main idea is a claim about the intrinsic health properties of dark chocolate. A statistic about how much chocolate (of any kind) people eat is tangential. It speaks to prevalence, not to health efficacy. For example, knowing that Americans eat a pound of chocolate per month does not inform the reader about antioxidants or blood pressure. The detail is irrelevant to the paragraph's purpose of explaining why dark chocolate is beneficial.
B) Readers might feel the author is passing judgment on how much chocolate Americans consume.: This is a potential side effect but not the primary reason for unsuitability. The author's tone in the paragraph is informative and moderately positive, ending with cautious advice. While a consumption statistic could be misinterpreted, a skilled author could frame it neutrally (e.g., "Despite its benefits, average consumption remains moderate..."). The core issue is not potential misinterpretation but fundamental irrelevance to the health argument being made.
C) Statistics should never be used as supporting details in persuasive writing.: This statement is categorically false. Statistics are a powerful and common form of evidence in persuasive and expository writing. They provide objective data to support claims. The paragraph itself references "studies have shown," implying the use of research data. The problem with the proposed statistic is not that it's a statistic, but that it's the wrong kind of statistic for this specific argument.
D) It would act as a second topic sentence and confuse readers about the main idea.: A topic sentence introduces a main idea. A consumption statistic is a specific piece of data, not a broad, topic-introducing statement. It is unlikely to be confused for a topic sentence. The confusion would arise from its irrelevance, not from its structural role. It would clutter the paragraph with off-topic information, distracting from the consistent focus on health effects.
Conclusion:
A supporting detail must reinforce the paragraph's central claim. A statistic on general chocolate consumption patterns provides information on a related but distinct topic (eating habits) rather than evidence for the core argument (health benefits). Therefore, it is unsuitable because A) It does not directly support the main idea that dark chocolate is good for your health.
Extract:
When my 13- year- old daughter entered the house, the door slammed open with a celebratory "bang!" I was instantly dismayed to see that my first- born stomped right by me as I held my arms open for a warm hug. "How was your day, honey?" I asked as she gave me her quintessential eye roll. I sat across from her ready to hear how marvelous her day was. However, I only got an earful of all the drama that had ensued at school: "So- and- so said this," "gym was a drag," "Mr. Fletcher doesn't like me because I am not a math genius." My head ached from nodding so much, so I got up quickly to bring her something. "Mom! How could you get up when I'm in the middle of telling you about my life?" she barked. Despite her protest, her eyes could not help but light up when I brought her a freshly baked chocolate chip cookie on a plate. I guess life isn't all that bad, is it?
Which adjectives best describe the tone of the passage?
A.
Ironic, furious
B. Honest, furious
C. Ironic, amusing
D. Honest, amusing
Rationale
The adjectives that best describe the tone are ironic and amusing.
Tone refers to the author's attitude toward the subject and the audience, conveyed through word choice and style. This passage recounts a parent-teen interaction with a knowing, affectionate distance. The mother narrates her daughter's melodramatic complaints with a sense of weary but fond recognition, leading to a warm, humorous resolution. The tone is not angry ("furious") but is layered with irony, the contrast between the daughter's stormy presentation and the mother's calm, cookie-based solution, and is ultimately lighthearted and funny ("amusing").
A) Ironic, furious: While the tone contains irony, it is decidedly not furious. The mother is "dismayed" and finds her head aching, but these are expressions of mild exasperation, not rage. The ending is gently philosophical ("I guess life isn't all that bad"), which is incompatible with fury. There is no language suggesting intense anger from the narrator.
B) Honest, furious: The narration feels honest in its depiction of teen behavior, but again, "furious" is inaccurate. The mother's actions, listening patiently and then bringing a cookie, are acts of love, not anger. "Honest" could apply, but it is too vague on its own and is paired here with an incorrect descriptor.
C) Ironic, amusing: This is correct. The irony is pervasive: the door slam is called "celebratory"; the mother expects to hear a "marvelous" day but gets a litany of complaints; the daughter protests the interruption but is instantly cheered by a cookie. The mother's understated reactions and the final quip create an amused, wryly humorous perspective on adolescent angst, making the overall tone both ironic and amusing.
D) Honest, amusing: "Honest" could describe the relatable scenario, and "amusing" fits. However, this pair misses the key layer of ironic distance and commentary that the mother provides. The description "honest" is less precise than "ironic" in capturing the author's specific attitude of affectionate sarcasm and juxtaposition.
Conclusion:
The passage is characterized by a wry, perceptive humor that arises from the ironic gap between the daughter's theatrical woes and the mother's patient, pragmatic response. This makes the tone best described as C) Ironic, amusing.
Extract:
When my 13- year- old daughter entered the house, the door slammed open with a celebratory "bang!" I was instantly dismayed to see that my first- born stomped right by me as I held my arms open for a warm hug. "How was your day, honey?" I asked as she gave me her quintessential eye roll. I sat across from her ready to hear how marvelous her day was. However, I only got an earful of all the drama that had ensued at school: "So- and- so said this," "gym was a drag," "Mr. Fletcher doesn't like me because I am not a math genius." My head ached from nodding so much, so I got up quickly to bring her something. "Mom! How could you get up when I'm in the middle of telling you about my life?" she barked. Despite her protest, her eyes could not help but light up when I brought her a freshly baked chocolate chip cookie on a plate. I guess life isn't all that bad, is it?
Which sentence from the passage is clearly ironic?
A.
"How was your day, honey?"
B. I sat across from her ready to hear how marvelous her day was.
C. My head ached from nodding so much, so I got up quickly to bring her something.
D. "Mom! How could you get up when I'm in the middle of telling you about my life?"
Rationale
The sentence about being ready to hear how marvelous her day was is clearly ironic.
Verbal irony occurs when what is stated differs significantly from what is meant or what the reality is. It often involves saying the opposite of what is true for humorous or emphatic effect. In this context, the mother's internal expectation, stated as if it were a genuine possibility, clashes blatantly with the established pattern of her daughter's behavior and the immediate evidence (the eye roll, the stomping).
A) "How was your day, honey?": This is a literal, sincere question from a parent to a child. There is no irony in asking this question; it is a common, straightforward greeting. The irony in the scene comes from the daughter's reaction to it, not from the question itself.
B) I sat across from her ready to hear how marvelous her day was.: This is clearly ironic. Based on the daughter's dramatic entrance ("stomped," "eye roll"), the mother (and the reader) knows the day was not "marvelous." The mother's stated readiness to hear a positive report is a humorous understatement that highlights the contrast between parental hope and teenage reality. She is, in fact, ready to hear a complaint session, which makes her pretense of expecting marvels ironic.
C) My head ached from nodding so much, so I got up quickly to bring her something.: This is a literal statement of cause and effect. Her head physically ached from the motion of listening, and she got up to alleviate the situation. There is no contrast between stated meaning and reality; it is a direct description of her actions and their motivation.
D) "Mom! How could you get up when I'm in the middle of telling you about my life?": This is a literal, dramatic exclamation from the daughter. She is genuinely upset at the perceived interruption. While her exaggeration ("my life" for "my complaints") could be seen as typical teenage hyperbole, the statement itself is not ironic; she means exactly what she says.
Conclusion:
The sentence where the narrator feigns an expectation that is completely at odds with the obvious situation is a classic example of verbal irony. Therefore, the clearly ironic sentence is B) I sat across from her ready to hear how marvelous her day was.
Extract:
When my 13- year- old daughter entered the house, the door slammed open with a celebratory "bang!" I was instantly dismayed to see that my first- born stomped right by me as I held my arms open for a warm hug. "How was your day, honey?" I asked as she gave me her quintessential eye roll. I sat across from her ready to hear how marvelous her day was. However, I only got an earful of all the drama that had ensued at school: "So- and- so said this," "gym was a drag," "Mr. Fletcher doesn't like me because I am not a math genius." My head ached from nodding so much, so I got up quickly to bring her something. "Mom! How could you get up when I'm in the middle of telling you about my life?" she barked. Despite her protest, her eyes could not help but light up when I brought her a freshly baked chocolate chip cookie on a plate. I guess life isn't all that bad, is it?
The author of the passage first establishes the ironic tone by:
A.
describing the slamming of the door as "celebratory."
B. quoting the daughter's words.
C. explaining how the mother got up to get the daughter cookie.
D. having the mother state that life "isn't all that bad."
Rationale
The ironic tone is first established by describing the door slam as "celebratory."
Establishing tone often happens in the opening lines, where the author's choice of descriptive words sets the perceptual frame for the reader. A door slamming is typically a negative sign, associated with anger or frustration. By labeling this action "celebratory," the author immediately injects irony, applying a positive, festive adjective to an action that is anything but. This incongruous word choice signals to the reader that the narrator is observing the scene with a sense of humor and detachment, establishing the wry, ironic tone from the very beginning.
A) describing the slamming of the door as "celebratory.": This is correct. This initial, unexpected descriptor creates the first layer of irony. It tells the reader that the narrator is interpreting the daughter's dramatic entrance not with alarm but with a kind of affectionate sarcasm, framing the entire interaction that follows.
B) quoting the daughter's words.: The daughter's words ("So-and-so said this," etc.) are examples of the content of her complaints, which contribute to the humorous scenario. However, they are delivered straight, without ironic framing by the daughter herself. The irony comes from the mother's perspective on these words, not from the quotes themselves. The ironic tone was already established before these quotes appear.
C) explaining how the mother got up to get the daughter cookie.: This action occurs later in the passage and is part of the resolution. It demonstrates the mother's loving strategy and contributes to the warm, amusing conclusion, but it is not the first establishment of the ironic tone. The tone is already well in place by this point in the narrative.
D) having the mother state that life "isn't all that bad.": This is the final line of the passage and serves as the punchline or concluding reflection that reinforces the amused, philosophical tone. However, it is the culmination of the tone, not its initial establishment. The irony was set up from the moment the door slammed open.
Conclusion:
The author's deliberate choice of the word "celebratory" to modify a door slam immediately creates a dissonance that defines the narrator's ironic viewpoint. Thus, the ironic tone is first established by A) describing the slamming of the door as "celebratory."
Extract:
When my 13- year- old daughter entered the house, the door slammed open with a celebratory "bang!" I was instantly dismayed to see that my first- born stomped right by me as I held my arms open for a warm hug. "How was your day, honey?" I asked as she gave me her quintessential eye roll. I sat across from her ready to hear how marvelous her day was. However, I only got an earful of all the drama that had ensued at school: "So- and- so said this," "gym was a drag," "Mr. Fletcher doesn't like me because I am not a math genius." My head ached from nodding so much, so I got up quickly to bring her something. "Mom! How could you get up when I'm in the middle of telling you about my life?" she barked. Despite her protest, her eyes could not help but light up when I brought her a freshly baked chocolate chip cookie on a plate. I guess life isn't all that bad, is it?
Reread the following sentence: I guess life isn't all that bad, is it? Which adjective could describe an effective reader's mood when reading this line in the context of the passage?
A.
Entertained
B. Empathetic
C. Frustrated
D. Dismissive
Rationale
An effective reader's mood when reading the final line would be entertained.
Mood is the emotional atmosphere felt by the reader as a result of the tone and events of the passage. By the end of this passage, the reader has observed a relatable, humorous vignette of family life where a minor conflict is sweetly resolved. The final line is the mother's warm, understated, and slightly sarcastic conclusion. An effective reader, understanding the irony and affection in the tone, would likely feel amused, charmed, or entertained by the resolution, not negative emotions.
A) Entertained: This is the most fitting adjective. The passage is designed to be a light, humorous look at parenting a teenager. The mother's final quip is a witty acknowledgment that a simple cookie can transform a dramatic moment, which is an entertaining and satisfying conclusion. The reader shares in the mother's amused perspective.
B) Empathetic: While a reader might feel empathy for either the mother's patient endurance or the daughter's turbulent emotions, the final line does not primarily elicit a strong sense of shared suffering or deep emotional connection. Its effect is more clever and smile-inducing than poignantly empathetic. Empathy might be present, but it is not the dominant mood created by this specific, ironic closing line.
C) Frustrated: There is nothing in the resolution to cause frustration. The situation is resolved positively with the cookie, and the mother's tone is accepting and loving. A frustrated mood would stem from unresolved conflict or injustice, which is not present here.
D) Dismissive: A dismissive mood would imply the reader scoffs at or belittles the scene. The passage invites the reader to share in the mother's affectionate irony, not to reject the scenario as trivial. The tone is inclusive and recognizing, not dismissive.
Conclusion:
The passage works as a short, witty sketch of family dynamics with a happy, cookie-based resolution. The final line seals this with a touch of humor, leaving an effective reader feeling A) Entertained.
Extract:
When my 13- year- old daughter entered the house, the door slammed open with a celebratory "bang!" I was instantly dismayed to see that my first- born stomped right by me as I held my arms open for a warm hug. "How was your day, honey?" I asked as she gave me her quintessential eye roll. I sat across from her ready to hear how marvelous her day was. However, I only got an earful of all the drama that had ensued at school: "So- and- so said this," "gym was a drag," "Mr. Fletcher doesn't like me because I am not a math genius." My head ached from nodding so much, so I got up quickly to bring her something. "Mom! How could you get up when I'm in the middle of telling you about my life?" she barked. Despite her protest, her eyes could not help but light up when I brought her a freshly baked chocolate chip cookie on a plate. I guess life isn't all that bad, is it?
Which word or phrase does not function as a transition in the passage?
A.
Instantly
B. However
C. So
D. Despite
Rationale
The word "instantly" does not function as a transition.
A transition word or phrase connects ideas, sentences, or paragraphs, showing a logical relationship (e.g., contrast, cause, time). An adverb that simply modifies a verb within a single sentence without linking to another idea is not serving a transitional function. "Instantly" describes the speed of the mother's feeling but does not connect two independent thoughts.
A) Instantly: In the sentence, "I was instantly dismayed...", "instantly" is an adverb modifying the adjective "dismayed." It tells how quickly she felt dismay. It operates within the clause to add detail but does not connect the sentence to the previous one or signal a relationship between ideas. Therefore, it does not function as a transition.
B) However: This is a classic transitional word showing contrast. It connects two independent ideas: the mother's expectation of hearing a "marvelous" day and the reality that she "only got an earful of all the drama." It explicitly signals a turn in the narrative.
C) So: This is a transitional word (a coordinating conjunction) showing cause and effect. It connects two clauses: "My head ached from nodding so much" (cause) and "[so] I got up quickly to bring her something" (effect). It clearly indicates the reason for her action.
D) Despite: This is a transitional preposition showing contrast or concession. It introduces the phrase "Despite her protest," and sets up the contrasting outcome: "her eyes could not help but light up." It links the daughter's verbal complaint with her non-verbal pleasure.
Conclusion:
While "however," "so," and "despite" all serve to link ideas and show relationships between them, "instantly" functions solely as a modifier within its own clause. Thus, the word that does not function as a transition is A) Instantly.
Extract:
When my 13- year- old daughter entered the house, the door slammed open with a celebratory "bang!" I was instantly dismayed to see that my first- born stomped right by me as I held my arms open for a warm hug. "How was your day, honey?" I asked as she gave me her quintessential eye roll. I sat across from her ready to hear how marvelous her day was. However, I only got an earful of all the drama that had ensued at school: "So- and- so said this," "gym was a drag," "Mr. Fletcher doesn't like me because I am not a math genius." My head ached from nodding so much, so I got up quickly to bring her something. "Mom! How could you get up when I'm in the middle of telling you about my life?" she barked. Despite her protest, her eyes could not help but light up when I brought her a freshly baked chocolate chip cookie on a plate. I guess life isn't all that bad, is it?
The transitions "however" and "despite" link ideas in the passage by showing:
A.
when events happen in time.
B. how certain ideas contrast.
C. examples that illustrate ideas.
D. cause-and-effect relationships.
Rationale
The transitions "however" and "despite" link ideas by showing contrast.
Transition words have specific jobs. "However" and "despite" are both used to present a contrast, contradiction, or unexpected turn between two pieces of information. They signal that what comes next is in opposition to, or different from, what came before.
A) when events happen in time.: Transitions that show time sequence include first, next, then, finally, after, before, later. "However" and "despite" do not indicate timing; they indicate a logical relationship of difference.
B) how certain ideas contrast.: This is correct. "However" introduces a clause that contradicts the expectation set up in the previous clause (e.g., ready for a marvelous story vs. getting an earful of drama). "Despite" introduces a fact that stands in contrast to the main action of the sentence (e.g., protesting verbally vs. showing pleasure visually). Both highlight a conflict or discrepancy between ideas.
C) examples that illustrate ideas.: Transitions that introduce examples include for example, for instance, such as, to illustrate. "However" and "despite" do not introduce examples; they introduce contrasting statements.
D) cause-and-effect relationships.: Transitions that show cause and effect include because, since, as a result, therefore, so, consequently. "However" and "despite" show opposition, not causation.
Conclusion:
Both "however" and "despite" are contrastive transitions. They are used to juxtapose differing or opposing ideas, making B) how certain ideas contrast their primary linking function.
Extract:
When my 13- year- old daughter entered the house, the door slammed open with a celebratory "bang!" I was instantly dismayed to see that my first- born stomped right by me as I held my arms open for a warm hug. "How was your day, honey?" I asked as she gave me her quintessential eye roll. I sat across from her ready to hear how marvelous her day was. However, I only got an earful of all the drama that had ensued at school: "So- and- so said this," "gym was a drag," "Mr. Fletcher doesn't like me because I am not a math genius." My head ached from nodding so much, so I got up quickly to bring her something. "Mom! How could you get up when I'm in the middle of telling you about my life?" she barked. Despite her protest, her eyes could not help but light up when I brought her a freshly baked chocolate chip cookie on a plate. I guess life isn't all that bad, is it?
Reread the following sentence: "How was your day, honey?" I asked as she gave me her quintessential eye roll. Which transition would you use if the next sentence describes the daughter also making a "tsk" sound to show her frustration?
A.
Finally
B. Furthermore
C. To illustrate
D. Nevertheless
Rationale
The transition "furthermore" would best connect the new sentence.
Choosing a transition requires analyzing the relationship between the existing sentence and the proposed new one. The existing sentence already shows the daughter's negative reaction via an "eye roll." The new sentence would add another, similar nonverbal sign of frustration: a "tsk" sound. The relationship is one of addition, the second detail provides further evidence of the same attitude (frustration/annoyance) already being demonstrated.
A) Finally: This transition indicates the last item in a sequence or a concluding action. Using "Finally, she made a 'tsk' sound" would incorrectly imply the "tsk" was the ultimate reaction after a long series of others, which isn't the intended meaning here. It's simply an additional, simultaneous sign.
B) Furthermore: This is the correct choice. "Furthermore" means "in addition" or "moreover." It is used to add another point that supports or amplifies the same idea. Since the eye roll shows annoyance, and the "tsk" sound is another layer of annoyance, "furthermore" smoothly connects them as cumulative evidence of her mood.
C) To illustrate: This transition is used to introduce a specific example that clarifies a general statement. If the first sentence had been a general claim like "She was clearly annoyed," then "To illustrate, she made a 'tsk' sound" would work. However, the first sentence already contains the specific illustration of the eye roll. Adding another specific detail with "to illustrate" would be redundant and slightly awkward, as "to illustrate" typically points to a single clarifying example, not a list.
D) Nevertheless: This transition means "in spite of that" and is used to present a contrasting idea. There is no contrast between an eye roll and a "tsk" sound; they are both expressions of the same sentiment. Using "nevertheless" would incorrectly suggest the "tsk" sound contradicted or occurred despite the eye roll, which makes no logical sense.
Conclusion:
When adding another piece of evidence that builds upon and reinforces the same idea, the appropriate transitional word is B) Furthermore.
Extract:
When my 13- year- old daughter entered the house, the door slammed open with a celebratory "bang!" I was instantly dismayed to see that my first- born stomped right by me as I held my arms open for a warm hug. "How was your day, honey?" I asked as she gave me her quintessential eye roll. I sat across from her ready to hear how marvelous her day was. However, I only got an earful of all the drama that had ensued at school: "So- and- so said this," "gym was a drag," "Mr. Fletcher doesn't like me because I am not a math genius." My head ached from nodding so much, so I got up quickly to bring her something. "Mom! How could you get up when I'm in the middle of telling you about my life?" she barked. Despite her protest, her eyes could not help but light up when I brought her a freshly baked chocolate chip cookie on a plate. I guess life isn't all that bad, is it?
Reread the following sentence: "How was your day, honey?" I asked as she gave me her quintessential eye roll. The author's is his or her general outlook or set of opinions about the subject.
A.
purpose
B. reasoning
C. main idea
D. point of view
Rationale
The author's general outlook is their point of view.
This question tests the definition of key literary terms. An author's "point of view" encompasses their perspective, beliefs, feelings, and judgments about the subject matter. It is the lens through which they present information, which can be influenced by personal experience, cultural background, or ideological stance. It shapes how the subject is discussed, even in factual writing.
A) purpose: The author's purpose is their reason for writing, to inform, persuade, entertain, or express. While purpose influences content, it is not synonymous with a personal outlook or set of opinions. One can have the purpose to inform while maintaining a neutral point of view.
B) reasoning: Reasoning refers to the logical process of thinking, the use of evidence and argument to reach a conclusion. It is a method or tool an author uses, not their overarching outlook or opinion on the subject itself.
C) main idea: The main idea is the central message or primary claim of a specific text. It is what the author is saying about the subject, not their general underlying attitude or set of opinions toward the subject. The main idea is a product of the author's point of view applied to a specific topic.
D) point of view: This is the correct definition. An author's point of view is their stance, perspective, or set of opinions that color their treatment of a subject. It answers the question, "What does the author think/feel about this?" It can be explicitly stated or implicitly revealed through word choice, tone, and selection of details.
Conclusion:
The term that specifically denotes an author's personal perspective, attitudes, and opinions on a topic is their D) point of view.
. . . provide information that is simplified or highly summarized.
A.
Primary sources
B. Secondary sources
C. Tertiary sources
D. Quaternary sources
Rationale
Tertiary sources provide information that is simplified or highly summarized.
Sources are categorized based on their proximity to original information and their purpose. Tertiary sources are one step further removed from primary material than secondary sources. They are compilations, distillations, or summaries of information that has already been synthesized in secondary sources. Their goal is to provide a broad, simplified overview for quick reference, not to present original analysis or raw data.
A) Primary sources: These are original, first-hand accounts or raw data (e.g., diaries, speeches, photographs, research data, interviews). They are not summarized; they are the source material itself.
B) Secondary sources: These analyze, interpret, or discuss primary sources. They are one step removed (e.g., scholarly articles, biographies, history books, literary criticism). They provide analysis and synthesis but are not typically "highly summarized" in the way an encyclopedia entry is; they offer detailed argumentation.
C) Tertiary sources: These are correct. Tertiary sources collect and condense information from primary and secondary sources into a highly accessible format. Examples include encyclopedias, almanacs, textbooks, dictionaries, and most Wikipedia articles. They aim to summarize established knowledge concisely.
D) Quaternary sources: This is not a standard or widely recognized category in source evaluation. The standard tiers are primary, secondary, and tertiary.
Conclusion:
The type of source specifically designed to offer simplified, condensed, and highly summarized information for general reference is the C) Tertiary source.
Which of the following is an example of a secondary source?
A.
A diary of a politician
B. A biography of a politician
C. A study guide on a politician's speech
D. An encyclopedia article about a politician
Rationale
A biography of a politician is an example of a secondary source.
A secondary source is one that analyzes, interprets, or synthesizes primary sources. It is a step removed from the original event or evidence. A biography takes the raw materials of a life, such as letters (primary), interviews (primary), and other documents, and weaves them into a narrative with the author's interpretation and analysis. It is not a first-hand account; it is a work about the subject created by someone who did not directly experience the events.
A) A diary of a politician: This is a classic primary source. It is a first-hand, contemporaneous account of the politician's thoughts and experiences, created by the subject themselves.
B) A biography of a politician: This is a secondary source. The biographer researches primary sources (like diaries, letters, speeches) and secondary sources, then creates an interpreted narrative of the politician's life. The biographer provides analysis, context, and a point of view.
C) A study guide on a politician's speech: This could be considered a tertiary source. It simplifies and summarizes the content and context of the speech (a primary source) for educational purposes. It typically does not provide new analysis or interpretation but distills existing understandings.
D) An encyclopedia article about a politician: This is a tertiary source. It provides a concise, factual summary of the politician's life and significance, drawing from both primary and secondary sources but presenting the information in a highly condensed, neutral, and reference-oriented format.
Conclusion:
Among the options, the one that involves an author's research and interpretation of primary materials to create a narrative about a subject is the B) biography, making it a secondary source.
Which of the following sources should be treated with skepticism even though it is primary?
A.
The field notes of a scientist studying primate behavior in the wild
B. A diary of a child who operated a loom in the Lowell Mills
C. An interview with a ninety-two-year-old Holocaust survivor
D. An article from the turn of the 19th century about the best farming practices
Rationale
An article from the turn of the 19th century about farming practices should be treated with skepticism.
All primary sources require critical evaluation, but some demand particular skepticism regarding their accuracy or applicability to modern understanding. A primary source from the distant past on a technical subject like agriculture is valuable for historical study but is likely based on outdated science, superstition, or limited knowledge. Its advice is not reliable for modern practice, though it is a valid source for understanding historical beliefs and methods.
A) The field notes of a scientist studying primate behavior in the wild: These are a valuable primary source for scientific research. While any observer has bias, field notes made by a trained scientist using a rigorous methodology are designed to be objective records. They should be evaluated for methodology but are not inherently suspect.
B) A diary of a child who operated a loom in the Lowell Mills: This is a precious primary source for social history, offering a first-hand perspective on 19th-century child labor. Its value lies in its personal, subjective experience. We treat it as evidence of experience and viewpoint, not necessarily of objective facts about mill operations, but that doesn't mean we treat it with extra skepticism; we value it for what it is.
C) An interview with a ninety-two-year-old Holocaust survivor: This is an incredibly important primary source for historical testimony. While memory can be fallible, especially over decades, such interviews are treated with great respect and care. Skepticism here would be inappropriate and disrespectful; historians use corroboration and understand the nature of traumatic memory without dismissing the source.
D) An article from the turn of the 19th century about the best farming practices: This primary source should be treated with significant skepticism regarding its factual accuracy and current utility. Scientific understanding of soil, plant biology, and pest control has advanced enormously since the 1800s. The article is a snapshot of period knowledge, which may include practices now known to be ineffective or harmful. It is historically interesting but not a reliable guide for action today.
Conclusion:
Due to the rapid advancement of scientific knowledge, a primary source giving technical advice from over a century ago is largely obsolete and should be approached with caution regarding its factual content, making D) the best choice.
Extract:
Most people under age 35 spend too much time on social media. Statistics show that over nine out of ten teens go online using a mobile device daily, and seven out of ten use more than one major social media site. This is too much. Teens and young adults must limit their use of social media or face deteriorating relationships in real life. You know how frustrating it feels to try to talk to someone who constantly disengages to check a phone. Interacting online can be fun, but it never provides as much satisfaction as talking with actual human beings. Social media shouldn't be the primary social outlet for young people because people who rely mainly on the Internet for social interaction are unhappy and unfulfilled.
What is the primary argument in the passage?
A.
All young people face emotional and social problems.
B. Teens and young adults should limit their social media use.
C. People under age 35 have never known life without the Internet.
D. Disengaging to check a phone can damage real-life social interactions.
Rationale
The primary argument in the passage is that teens and young adults should limit their social media use.
This passage is a piece of persuasive writing that builds a case leading to a specific, actionable conclusion. The author begins with a provocative claim ("spend too much time"), supports it with statistics on usage, interprets those statistics ("This is too much"), and then issues a direct imperative ("must limit"). The remainder of the passage provides the reasoning behind this command, citing the frustration of interrupted conversations, the superior satisfaction of in-person interaction, and the link between online reliance and unhappiness.
A) All young people face emotional and social problems. This is an overgeneralization and a misrepresentation of the passage's focus. The author argues that overuse of social media leads to specific issues (deteriorating relationships, unhappiness), not that all young people inherently have these problems. The argument is conditional upon behavior, not a blanket statement about an entire demographic.
B) Teens and young adults should limit their social media use. This is the passage's core thesis. Every sentence serves to justify this prescription. The statistics establish the scale of use, the interpretation ("too much") establishes the problem, and the subsequent sentences outline the negative consequences of not limiting use, thereby validating the initial imperative. This option captures the passage's persuasive intent and central call to action.
C) People under age 35 have never known life without the Internet. This is a factual observation about a generation that may be true, but it is not the argument the passage is making. The author mentions an age group ("under 35") but does not develop an argument about their historical experience of technology. The focus is on current behavior and its consequences, not on a generational identity defined by a lack of pre-Internet memory.
D) Disengaging to check a phone can damage real-life social interactions. This statement is accurate and is presented in the passage as one key piece of supporting evidence for the main argument. However, it is a subordinate point, an example of the harm caused by excessive social media use. It is a reason why limiting use is necessary, not the primary argument itself.
Conclusion:
The passage's structure moves from diagnosis to prescription. It identifies a behavior (excessive social media use), declares it harmful, and culminates in a clear recommendation. B) Teens and young adults should limit their social media use is the correct answer because it is the conclusive point that all other sentences in the passage are designed to support and justify.
Extract:
Most people under age 35 spend too much time on social media. Statistics show that over nine out of ten teens go online using a mobile device daily, and seven out of ten use more than one major social media site. This is too much. Teens and young adults must limit their use of social media or face deteriorating relationships in real life. You know how frustrating it feels to try to talk to someone who constantly disengages to check a phone. Interacting online can be fun, but it never provides as much satisfaction as talking with actual human beings. Social media shouldn't be the primary social outlet for young people because people who rely mainly on the Internet for social interaction are unhappy and unfulfilled.
Which excerpt from the text, if true, is a fact?
A.
Most people under age 35 spend too much time on social media.
B. Statistics show that over nine out of ten teens go online using a mobile device daily.
C. Teens and young adults must limit their use of social media or face deteriorating relationships in real life.
D. Interacting online can be fun, but it never provides as much satisfaction as talking with actual human beings.
Rationale
The statement that statistics show over nine out of ten teens go online daily is a fact.
A fact is a statement that can be objectively verified or disproven through evidence, measurement, or data. It is independent of personal feelings or interpretations. The passage mixes factual claims with subjective opinions and value judgments.
A) Most people under age 35 spend too much time on social media. This statement contains the subjective judgment "too much." What constitutes "too much" time is not an objective standard; it varies based on cultural norms, individual needs, and professional opinion. This makes the claim an opinion, not a verifiable fact.
B) Statistics show that over nine out of ten teens go online using a mobile device daily. This presents itself as a report of empirical data. The claim is about the existence of statistics and the specific numerical finding ("over nine out of ten"). One could verify this by locating the cited statistics, checking the methodology of the study, and confirming the result. Its truth value depends on the accuracy of the data report, making it a factual claim.
C) Teens and young adults must limit their use of social media or face deteriorating relationships in real life. This is a prescriptive statement (using "must") that predicts a specific negative outcome. It is an argument or a warning based on the author's belief about cause and effect. The certainty of the result ("face deteriorating relationships") is a prediction, not a presently verifiable fact.
D) Interacting online can be fun, but it never provides as much satisfaction as talking with actual human beings. This is a comparative value judgment. The assertion that online interaction never provides as much satisfaction is an absolute claim about human emotional experience that cannot be universally verified. Satisfaction is subjective, and experiences vary widely, making this an opinion.
Conclusion:
To be a fact, a statement must be framed in a way that allows for objective verification. B) Statistics show that over nine out of ten teens go online using a mobile device daily is the correct answer because it is the only option that presents a specific, quantifiable, and potentially verifiable piece of information without embedding a subjective opinion within it.
Extract:
Most people under age 35 spend too much time on social media. Statistics show that over nine out of ten teens go online using a mobile device daily, and seven out of ten use more than one major social media site. This is too much. Teens and young adults must limit their use of social media or face deteriorating relationships in real life. You know how frustrating it feels to try to talk to someone who constantly disengages to check a phone. Interacting online can be fun, but it never provides as much satisfaction as talking with actual human beings. Social media shouldn't be the primary social outlet for young people because people who rely mainly on the Internet for social interaction are unhappy and unfulfilled.
Re-read the following sentence from the passage: 'Teens and young adults must limit their use of social media or face deteriorating relationships in real life.' What type of faulty reasoning does this sentence display?
A.
Either/or fallacy
B. Circular reasoning
C. Bandwagon argument
D. False statement of cause and effect
Rationale
The sentence displays an either/or fallacy.
Logical fallacies are flaws in reasoning that weaken an argument. This sentence presents a complex social issue, managing technology use and maintaining relationships in an artificially simplistic and restrictive way.
A) Either/or fallacy (also known as false dilemma): This fallacy occurs when an argument presents only two extreme options as the only possible outcomes, ignoring a spectrum of alternatives or middle grounds. The sentence states that teens must either (Option 1) limit social media use or (Option 2) face deteriorating relationships. This framing ignores numerous other possibilities. For instance, a person could use social media heavily but also be highly intentional and present during in-person interactions. Relationships might stay stable, improve, or deteriorate for reasons completely unrelated to social media use. By forcing a binary choice, the author oversimplifies reality.
B) Circular reasoning: This fallacy occurs when the conclusion of an argument is essentially a restatement of its premise, creating a loop where no real proof is offered (e.g., "Social media is bad because it's harmful"). The sentence in question does not do this. It presents a cause (not limiting use) and an effect (deteriorating relationships) as a linear prediction, not as a circular definition.
C) Bandwagon argument: This fallacy (appeal to popularity) argues that something is true or good because many people believe or do it (e.g., "Everyone uses social media, so it must be okay"). The sentence does not refer to what others are doing or believing; it is a directive based on a predicted consequence, not an appeal to popularity.
D) False statement of cause and effect (post hoc ergo propter hoc): This fallacy assumes that because Event B happened after Event A, Event A must have caused Event B. The sentence is making a predictive causal claim ("if you don't limit use, then relationships will deteriorate"), but it's not analyzing a past sequence of events and misattributing cause. While the causal link it asserts may be exaggerated or not universally true, the structure of the fallacy is more diagnostic of past events than predictive of future ones in this specific form.
Conclusion:
The sentence's primary logical flaw is its reduction of a multifaceted issue to a stark, two-option ultimatum. A) Either/or fallacy is the correct answer because it best describes the error of presenting "limit use" and "deteriorating relationships" as the only two mutually exclusive paths available to teens and young adults.
Extract:
Most people under age 35 spend too much time on social media. Statistics show that over nine out of ten teens go online using a mobile device daily, and seven out of ten use more than one major social media site. This is too much. Teens and young adults must limit their use of social media or face deteriorating relationships in real life. You know how frustrating it feels to try to talk to someone who constantly disengages to check a phone. Interacting online can be fun, but it never provides as much satisfaction as talking with actual human beings. Social media shouldn't be the primary social outlet for young people because people who rely mainly on the Internet for social interaction are unhappy and unfulfilled.
Re-read the following sentence from the passage: 'Interacting online can be fun, but it never provides as much satisfaction as talking with actual human beings.' The reasoning in this sentence is faulty because it makes a(n):
A.
circular statement.
B. overgeneralization.
C. bandwagon argument.
D. false statement of cause and effect.
Rationale
The reasoning is faulty because it makes an overgeneralization.
This sentence attempts to make a definitive, comparative claim about human experience. Faulty reasoning often arises when an argument uses absolute language to make a sweeping claim that cannot account for exceptions or individual differences.
A) Circular statement: A circular argument restates the premise as the conclusion. Here, the premise is that online interaction is less satisfying, and the conclusion is essentially the same claim. However, the structure "X can be A, but it never is as B as Y" is not strictly circular in the formal sense; it's a comparison, not a definitional loop. The fault lies more in the absolute nature of the claim than in its circularity.
B) Overgeneralization: This is the accurate identification of the flaw. The word "never" creates an absolute, universal rule. It claims that for every single person, in every single instance, across all forms of online interaction (from a deep video call with a distant friend to casual gaming), the experience will always be less satisfying than any in-person conversation. This ignores the vast diversity of human interaction, circumstances, and personal preferences. For someone with social anxiety, a text-based conversation might be more satisfying and meaningful than a stressful face-to-face encounter. The use of "never" makes the claim an indefensible overgeneralization.
C) Bandwagon argument: The sentence does not suggest that its claim is true because many people believe it or act in a certain way. It asserts the intrinsic quality of the experiences themselves, with no reference to popular opinion or trends.
D) False statement of cause and effect: The sentence is not primarily establishing a causal relationship. It is making a comparative value judgment about two types of activities (online vs. in-person interaction), not arguing that one activity causes a specific level of satisfaction in a direct, mechanistic way. The flaw is in the breadth and certainty of the comparison, not in a misidentified causal chain.
Conclusion:
The use of absolute language like "never" to govern a complex human emotional experience is a classic logical error. B) Overgeneralization is the correct answer because the sentence makes a sweeping claim that cannot be true in all cases, failing to acknowledge nuance, context, and individual variation.
Extract:
Most people under age 35 spend too much time on social media. Statistics show that over nine out of ten teens go online using a mobile device daily, and seven out of ten use more than one major social media site. This is too much. Teens and young adults must limit their use of social media or face deteriorating relationships in real life. You know how frustrating it feels to try to talk to someone who constantly disengages to check a phone. Interacting online can be fun, but it never provides as much satisfaction as talking with actual human beings. Social media shouldn't be the primary social outlet for young people because people who rely mainly on the Internet for social interaction are unhappy and unfulfilled.
Re-read the following sentence from the passage: 'Social media shouldn't be the primary social outlet for young people because people who rely mainly on the Internet for social interaction are unhappy and unfulfilled.' The reasoning in this sentence is faulty because it:
A.
suggests that an idea is good because everyone is doing it.
B. claims that there are only two ways to solve a complex problem.
C. restates the argument in different words instead of providing evidence.
D. assumes that people socialize because they want to feel happy and fulfilled.
Rationale
The reasoning is faulty because it restates the argument instead of providing evidence.
This sentence is the conclusion of the passage. To evaluate its reasoning, we must examine how it supports its claim. The sentence structure is "X shouldn't be Y because Z," where Z is offered as the reason. However, a closer look reveals that Z is merely a rephrasing of the initial claim, not independent proof.
A) suggests that an idea is good because everyone is doing it. This describes a bandwagon fallacy. The sentence does not appeal to popularity; it does not say "everyone uses it as a primary outlet" or "everyone avoids it." It makes an argument based on a purported consequence (unhappiness), not on common practice.
B) claims that there are only two ways to solve a complex problem. This describes an either/or fallacy. The sentence is not presenting solutions to a problem; it is making a normative statement ("shouldn't be") based on a reason. It doesn't list alternative solutions at all.
C) restates the argument in different words instead of providing evidence. This accurately identifies the fallacy of circular reasoning or begging the question. The claim is "Social media shouldn't be the primary outlet." The reason given is "because people who rely mainly on it are unhappy." But "rely mainly on it" is synonymous with "using it as a primary outlet." The reason is just a restatement of the premise with an added negative value ("unhappy and unfulfilled"). It doesn't provide external evidence why relying on it leads to unhappiness; it just asserts that it does, which is what needed to be proven in the first place.
D) assumes that people socialize because they want to feel happy and fulfilled. While this may be a common motivation, the sentence's fault is not in this assumption. The core logical failure is that the reason offered ("are unhappy") is not evidence but a restated conclusion. Even if we accept the assumption about motivation, the sentence still fails to prove that using social media as a primary outlet causes the failure to meet that motivation.
Conclusion:
The sentence attempts to support its conclusion but does so by essentially repeating the conclusion in the form of a reason. C) restates the argument in different words instead of providing evidence is the correct answer because it pinpoints the circular, non-evidentiary structure of the reasoning.
Extract:
Most people under age 35 spend too much time on social media. Statistics show that over nine out of ten teens go online using a mobile device daily, and seven out of ten use more than one major social media site. This is too much. Teens and young adults must limit their use of social media or face deteriorating relationships in real life. You know how frustrating it feels to try to talk to someone who constantly disengages to check a phone. Interacting online can be fun, but it never provides as much satisfaction as talking with actual human beings. Social media shouldn't be the primary social outlet for young people because people who rely mainly on the Internet for social interaction are unhappy and unfulfilled.
Re-read the following sentence from the passage: 'Most people under age 35 spend too much time on social media.' This sentence is an opinion because it:
A.
reflects a belief, not a verifiable fact.
B. does not say how much is too much.
C. restricts its statement to people under 35.
D. lumps all people under 35 into one category.
Rationale
This sentence is an opinion because it reflects a belief, not a verifiable fact.
The distinction between fact and opinion hinges on objectivity and verifiability. An opinion expresses a personal judgment, belief, or feeling that cannot be definitively proven true or false by objective means because it relies on subjective standards.
A) reflects a belief, not a verifiable fact. This is the fundamental reason the sentence is an opinion. The key phrase is "too much." "Too much" implies a value judgment against a standard. What is the correct, objective amount of time to spend on social media? There is no scientific or universally agreed-upon standard. One person's "too much" is another person's "moderate use." Because the statement depends on the author's personal standard of what is excessive, it is inherently a belief or opinion.
B) does not say how much is too much. This is a consequence of the statement being an opinion, not the defining characteristic. The vagueness ("how much") stems from the subjective nature of the judgment. However, even if it gave a specific number (e.g., "more than 2 hours per day"), it would still be an opinion unless it could be proven that 2 hours and 1 minute is universally and objectively harmful.
C) restricts its statement to people under 35. Specifying a demographic group does not make a statement an opinion. One could have a verifiable fact about a specific age group (e.g., "People under 35 are the largest demographic on Platform X"). The limitation to an age group is a qualifier, not the source of the opinion.
D) lumps all people under 35 into one category. This describes a potential overgeneralization, which is a logical flaw often found in opinions. However, a statement can overgeneralize and still be a factual claim (a false one). The core issue here is not the generalization but the embedded subjective value judgment ("too much"). A factual overgeneralization would be "All people under 35 use social media," which is verifiably false. This sentence's primary problem is its subjectivity.
Conclusion:
The sentence's status as an opinion is rooted in its use of subjective language that conveys a personal judgment. A) reflects a belief, not a verifiable fact, is the correct answer because it identifies the essential quality that separates opinions from facts: the reliance on a personal, non-objective standard ("too much") that cannot be independently verified as universally true.
Extract:
The train was the most amazing thing ever even though it didn't go "choo choo." The toddler pounded on the railing of the bridge and supplied the sound herself. "Choo choo! Choo choooooo!" she shouted as the train cars whizzed along below. In the excitement, she dropped her favorite binky. Later, when she noticed the binky missing, all the joy went out of the world. The wailing could be heard three houses down. The toddler's usual favorite activities were garbage even waving to Hank the garbage man, which she refused to do, so that Hank went away looking mildly hurt. It was clear the little girl would never, ever, ever recover from her loss. Afterward, she played at the park.
Which adjectives best describe the tone of the passage?
A.
Ironic, angry
B. Earnest, angry
C. Ironic, humorous
D. Earnest, humorous
Rationale
The tone of the passage is ironic and humorous.
Tone is the author's attitude. This passage describes a toddler's extreme emotions from an adult perspective that understands their transient nature.
A) Ironic, angry: There is irony, but no anger. The author is not upset with the toddler; the description is affectionate and amused.
B) Earnest, angry: The tone is not earnest (deeply serious and sincere) about the toddler's tragedy, nor is it angry.
C) Ironic, humorous: This is accurate. The irony lies in the contrast between the toddler's profound despair ("all the joy went out of the world," "never, ever, ever recover") and the adult reader's knowledge that such losses are minor and temporary. The humor arises from the hyperbolic description of the toddler's reaction ("wailing could be heard three houses down," favorite activities are "garbage," Hank looking "mildly hurt") and the sudden, anti-climactic resolution ("Afterward, she played at the park.").
D) Earnest, humorous: The passage is not earnest. The author is not genuinely trying to convince us of the catastrophic nature of losing a binky; they are highlighting the amusing gap between the child's and adult's perspectives.
Conclusion:
The author uses exaggeration and the knowing perspective of an adult to create an ironic and funny portrait of childhood drama. The tone is best described as C) Ironic, humorous.
Extract:
The train was the most amazing thing ever even though it didn't go "choo choo." The toddler pounded on the railing of the bridge and supplied the sound herself. "Choo choo! Choo choooooo!" she shouted as the train cars whizzed along below. In the excitement, she dropped her favorite binky. Later, when she noticed the binky missing, all the joy went out of the world. The wailing could be heard three houses down. The toddler's usual favorite activities were garbage even waving to Hank the garbage man, which she refused to do, so that Hank went away looking mildly hurt. It was clear the little girl would never, ever, ever recover from her loss. Afterward, she played at the park.
Which sentence from the passage is clearly ironic?
A.
Choo choo! Choo choooooo!' she shouted as the train cars whizzed along below.
B. Later, when she noticed the binky missing, all the joy went out of the world.
C. The wailing could be heard three houses down.
D. Afterward, she played at the park.
Rationale
The sentence about all the joy going out of the world is clearly ironic.
Irony involves a contrast between expectation and reality, or between literal meaning and intended meaning. Verbal irony occurs when what is said is different from what is meant.
A) "Choo choo! Choo choooooo!" she shouted... This is a literal description of the child's action. There's no ironic contrast.
B) Later, when she noticed the binky missing, all the joy went out of the world. This is clearly ironic. Literally, it means universal joy ceased. Intended meaning: the toddler felt as if all joy was gone. The hyperbole and the scale of the statement (the entire world's joy) applied to a lost pacifier creates a sharp, ironic contrast that highlights the child's limited perspective.
C) The wailing could be heard three houses down. This is hyperbolic (exaggerated for effect), which is a related device often used to create humor, but it is not strictly ironic. It exaggerates the volume, but it doesn't imply a contradictory meaning.
D) Afterward, she played at the park. This is a literal, factual statement that provides the ironic resolution to the earlier drama, but the sentence itself is not ironic. The irony is in the situation the recovery contrasted with the earlier despair.
Conclusion:
Sentence B uses grandiose language to describe a minor event, creating a contrast between the stated scale of the disaster and its actual insignificance. This is a clear example of verbal irony, making B) the correct choice.
Extract:
The train was the most amazing thing ever even though it didn't go "choo choo." The toddler pounded on the railing of the bridge and supplied the sound herself. "Choo choo! Choo choooooo!" she shouted as the train cars whizzed along below. In the excitement, she dropped her favorite binky. Later, when she noticed the binky missing, all the joy went out of the world. The wailing could be heard three houses down. The toddler's usual favorite activities were garbage even waving to Hank the garbage man, which she refused to do, so that Hank went away looking mildly hurt. It was clear the little girl would never, ever, ever recover from her loss. Afterward, she played at the park.
The author of the passage first establishes the ironic tone by:
A.
describing the child's trip to play at the park.
B. calling the train 'the most amazing thing ever.'
C. pretending that the child can make the sounds 'choo choooooo!'
D. claiming inaccurately that the lost binky was the child's 'favorite.'
Rationale
The ironic tone is first established by calling the train "the most amazing thing ever."
The ironic tone is set at the very beginning by adopting an exaggerated perspective that mirrors the child's awe but is filtered through adult language, creating a slight distance.
A) describing the child's trip to play at the park. This happens at the end and provides the ironic punchline but does not establish the tone at the beginning.
B) calling the train "the most amazing thing ever." This opening line immediately establishes the tone. An adult narrator using the superlative "the most amazing thing ever" to describe a passing train adopts the child's level of enthusiasm but does so in a way that signals to adult readers that the narration will be sympathetically exaggerated, not literal. It sets up the humorous, ironic distance between the child's experience and the reader's understanding.
C) pretending that the child can make the sounds "choo choooooo!" This describes the child's imaginative play. It's charming and literal from the child's view, but it doesn't in itself create an ironic contrast. The irony comes from the adult narrator's framing of such actions.
D) claiming inaccurately that the lost binky was the child's "favorite." This assumes the claim is inaccurate. It likely was her favorite at that moment. Even if it's hyperbolic, this detail comes later and builds on the already-established ironic tone.
Conclusion:
The ironic, humorous lens is activated in the very first sentence by the grandiose description of a mundane event. Therefore, the tone is first established by B) calling the train "the most amazing thing ever."
Extract:
The train was the most amazing thing ever even though it didn't go "choo choo." The toddler pounded on the railing of the bridge and supplied the sound herself. "Choo choo! Choo choooooo!" she shouted as the train cars whizzed along below. In the excitement, she dropped her favorite binky. Later, when she noticed the binky missing, all the joy went out of the world. The wailing could be heard three houses down. The toddler's usual favorite activities were garbage even waving to Hank the garbage man, which she refused to do, so that Hank went away looking mildly hurt. It was clear the little girl would never, ever, ever recover from her loss. Afterward, she played at the park.
Reread the following sentence: 'It was clear the little girl would never, ever, ever recover from her loss.' Which adjective could describe an effective reader's mood when reading this line in the context of the passage?
A.
Amused
B. Worried
C. Horrified
D. Jubilant
Rationale
An effective reader's mood when reading that line would be amused.
Mood is the emotion evoked in the reader. An "effective reader" understands the author's ironic tone and recognizes the hyperbole.
A) Amused: This is the intended response. The reader, aware of the irony and the temporary nature of toddler upsets, finds humor in the dramatic declaration of permanent, irrecoverable loss over a pacifier. The triple "ever" emphasizes the absurdity.
B) Worried: A literal reader who doesn't detect the irony might be concerned, but an effective reader, tuned to the tone, would not genuinely worry about the child's lifelong recovery from a lost binky.
C) Horrified: There is nothing horrifying in the situation. The exaggeration is comic, not tragic.
D) Jubilant: Jubilant means feeling great joy and triumph. The reader is not happy about the child's distress, even ironically; they are amused by the portrayal of it.
Conclusion:
Given the established ironic and humorous tone, the effective reader's mood when encountering this hyperbolic claim is one of A) Amused recognition of the child's melodrama.
Extract:
The train was the most amazing thing ever even though it didn't go "choo choo." The toddler pounded on the railing of the bridge and supplied the sound herself. "Choo choo! Choo choooooo!" she shouted as the train cars whizzed along below. In the excitement, she dropped her favorite binky. Later, when she noticed the binky missing, all the joy went out of the world. The wailing could be heard three houses down. The toddler's usual favorite activities were garbage even waving to Hank the garbage man, which she refused to do, so that Hank went away looking mildly hurt. It was clear the little girl would never, ever, ever recover from her loss. Afterward, she played at the park.
Which word or phrase does not function as a transition in the passage?
A.
Later
B. Below
C. Afterward
D. In the excitement
Rationale
The word "below" does not function as a transition.
Transitions are words or phrases that link sentences or paragraphs, showing relationships in time, sequence, cause/effect, etc. They guide the reader through the narrative.
A) Later: This is a time transition. It moves the narrative forward from the event on the bridge to the moment she notices the binky is missing.
B) Below: This is a preposition indicating spatial location ("the train cars whizzed along below"). It describes where the train is, but it does not connect one event or idea to another. It provides detail within a sentence, not a transition between sentences or narrative points.
C) Afterward: This is a time transition. It moves the narrative from the period of wailing to the next activity (playing at the park).
D) In the excitement: This is a transitional phrase showing cause or circumstance. It links the cause (the excitement of watching the train) to the effect (dropping the binky).
Conclusion:
"Below" serves a descriptive, locative function within a single sentence, not a connective function between narrative units. Therefore, B) Below does not function as a transition.
Extract:
The train was the most amazing thing ever even though it didn't go "choo choo." The toddler pounded on the railing of the bridge and supplied the sound herself. "Choo choo! Choo choooooo!" she shouted as the train cars whizzed along below. In the excitement, she dropped her favorite binky. Later, when she noticed the binky missing, all the joy went out of the world. The wailing could be heard three houses down. The toddler's usual favorite activities were garbage even waving to Hank the garbage man, which she refused to do, so that Hank went away looking mildly hurt. It was clear the little girl would never, ever, ever recover from her loss. Afterward, she played at the park.
The transitions 'later' and 'afterward' link ideas in the passage by showing:
A.
when events happen in time.
B. how certain ideas contrast.
C. examples that illustrate ideas.
D. cause-and-effect relationships.
Rationale
The transitions "later" and "afterward" link ideas by showing when events happen in time.
"Later" and "afterward" are temporal transitions. They specifically sequence events in chronological order.
A) when events happen in time. This is their precise function. "Later" indicates a time after the initial train-watching event. "Afterward" indicates a time after the period of intense grieving. They both move the story forward along a timeline.
B) how certain ideas contrast. Contrast transitions include "however," "on the other hand," "yet." "Later" and "afterward" do not signal contrast; they signal sequence.
C) examples that illustrate ideas. Example transitions include "for example," "for instance," "such as." The words in question do not introduce examples.
D) cause-and-effect relationships. Cause/effect transitions include "because," "since," "as a result," "therefore." "Later" and "afterward" show time order, which can sometimes coincide with cause/effect, but they do not explicitly state a causal link. The crying happened after the loss, but "later" doesn't mean "because of."
Conclusion:
"Later" and "afterward" are unambiguous temporal markers. They link ideas by establishing A) when events happen in time.
Extract:
In the late 1800s, life was terrible for some children. The Industrial Revolution was in full effect and factories sprang up in urban areas all over the country. Many innocent children left the comforts of home for the big cities to make money for their families. Children as young as 6 were forced to work long hours with dangerous equipment for little pay. A lot of children grew ill or even died on the job. Factory owners justified this abominable treatment by claiming they fed, clothed, and provided shelter for these children. Summary: The author argues that children led awful lives during the Industrial Revolution due to long work hours, dangerous equipment, and little pay. Factory owners justified this treatment even though children were becoming ill or dying.
Which of the following best describes the quality of the summary?
A.
The summary is ineffective because it copies the original text word for word.
B. The summary is effective because it restates the key points in new words.
C. The summary is ineffective because it leaves out the main idea.
D. The summary is effective because it includes every detail from the text.
Rationale
The summary is effective because it restates the key points in new words.
An effective summary must concisely capture the main ideas and most important supporting points of the original text, using paraphrased language rather than direct copying.
A) The summary is ineffective because it copies the original text word for word.
This is incorrect. A comparison shows the summary does not copy the text verbatim. It paraphrases key ideas: "life was terrible" becomes "led awful lives"; "forced to work long hours with dangerous equipment for little pay" is condensed to "due to long work hours, dangerous equipment, and little pay." The language is demonstrably different.
B) The summary is effective because it restates the key points in new words.
This is accurate. The summary identifies the author's central argument (children had awful lives), captures the primary causes (long hours, danger, low pay), and includes a significant counter-argument (factory owners' justification). It does so using its own sentence structure and vocabulary, demonstrating comprehension and synthesis rather than rote repetition.
C) The summary is ineffective because it leaves out the main idea.
This is false. The main idea that children endured terrible conditions during the Industrial Revolution is clearly stated in the summary's first sentence. The summary focuses on this central point and the major reasons for it.
D) The summary is effective because it includes every detail from the text.
This is not true and is generally not the goal of a summary. A good summary is selective, omitting minor details to highlight core ideas. The original text includes specifics like "children as young as 6" and "factories sprang up in urban areas," which the summary wisely omits to maintain conciseness while preserving the essential argument about working conditions and justification.
Conclusion:
The summary successfully condenses the original text's argument and key evidence into a brief, paraphrased form, making option B the correct evaluation.
Extract:
In the late 1800s, life was terrible for some children. The Industrial Revolution was in full effect and factories sprang up in urban areas all over the country. Many innocent children left the comforts of home for the big cities to make money for their families. Children as young as 6 were forced to work long hours with dangerous equipment for little pay. A lot of children grew ill or even died on the job. Factory owners justified this abominable treatment by claiming they fed, clothed, and provided shelter for these children. Summary: The author argues that children led awful lives during the Industrial Revolution due to long work hours, dangerous equipment, and little pay. Factory owners justified this treatment even though children were becoming ill or dying.
Which of the following would be an example of an ineffective summary of the text?
A.
In the late 1800s, life was difficult for children. The Industrial Revolution meant factories were everywhere. Kids left home to work in cities for their families.
B. Child labor during the Industrial Revolution subjected young children to hazardous conditions, poverty wages, and health risks, which owners defended by providing basic necessities.
C. The Industrial Revolution created factory jobs that children took to help their families, but the work was hard and sometimes dangerous.
D. Many kids worked in factories back then. It wasn't a good time.
Rationale
An ineffective summary would be one that copies the original text's structure and phrasing with only minor changes.
An ineffective summary typically fails due to structural plagiarism (copying the original's syntax and phrasing with minimal changes), significant omission of key points, or excessive vagueness.
A) In the late 1800s, life was difficult for children. The Industrial Revolution meant factories were everywhere. Kids left home to work in cities for their families.
This is an example of structural plagiarism. The first sentence mirrors the original's opening structure and phrasing ("In the late 1800s, life was... for children"). The second and third sentences closely follow the original's sequence and wording ("factories sprang up"/"factories were everywhere"; "left the comforts of home for the big cities"/"left home to work in cities"). It changes a few words but retains the original's fundamental sentence architecture, which is a hallmark of an ineffective and poor summary.
B) Child labor during the Industrial Revolution subjected young children to hazardous conditions, poverty wages, and health risks, which owners defended by providing basic necessities.
This is an effective summary. It synthesizes the key points (hazardous conditions, low pay, health risks, owner justification) into a single, coherent sentence using entirely new language and a more analytical tone. It captures the essence without copying the structure.
C) The Industrial Revolution created factory jobs that children took to help their families, but the work was hard and sometimes dangerous.
This is a simplistic but generally acceptable brief summary for a younger audience. It captures the cause (Industrial Revolution/jobs) and two key negative aspects (hard, dangerous), though it omits details about pay, illness, death, and owner justification. While not comprehensive, it is not structurally plagiarized and is not the most ineffective among the choices.
D) Many kids worked in factories back then. It wasn't a good time.
This summary is extremely vague and omits nearly all specific content (time period, reasons, conditions, justifications). However, its language is not plagiarized from the original. Its primary flaw is lack of substance, but it is not a direct structural copy.
Conclusion:
Option A is the clearest example of an ineffective summary due to its reliance on the original text's specific phrasing and sentence construction with only superficial word changes, which constitutes poor paraphrasing.
An ineffective summary would be one that copies the original text's structure and phrasing with only minor changes.
An ineffective summary typically fails due to structural plagiarism (copying the original's syntax and phrasing with minimal changes), significant omission of key points, or excessive vagueness.
A recipe states: "Pre-grease the cookie sheet. Then, spoon the batter onto the sheet. Next, bake for 10-12 minutes." The words "Then" and "Next" indicate what?
A.
Cause and effect
B. Sequence
C. Comparison
D. Emphasis
Rationale
The words "Then" and "Next" indicate sequence.
Transition words and phrases serve specific functions to guide the reader through the logic and structure of a text. In instructional writing, clarity about the order of steps is paramount.
A) Cause and effect.
Cause-and-effect transitions (e.g., therefore, consequently, as a result) explain why something happens based on a previous event. In the recipe, "Then" and "Next" do not indicate that one step causes the next; they indicate the order in which independent actions should be performed. Greasing the sheet does not cause the batter to be spooned; it is a preparatory step that must be done first.
B) Sequence.
Sequence or chronological order transitions (e.g., first, then, next, finally) explicitly signal the temporal order of steps in a process. "Pre-grease" implies a first step. "Then" indicates the immediately following step. "Next" signals the step after that. These words are used exclusively to organize the procedure into a clear, step-by-step sequence that the reader must follow.
C) Comparison.
Comparison transitions (e.g., similarly, likewise, in contrast) are used to highlight similarities or differences between two or more things. The recipe steps are not being compared to each other; they are distinct actions to be performed in succession. No comparative relationship is implied by "then" or "next."
D) Emphasis.
Emphasis transitions (e.g., indeed, in fact, certainly) are used to stress the importance of a point or to add force to a statement. The words "then" and "next" are neutral indicators of order; they do not add emphasis or suggest that one step is more critical than another. Their function is organizational, not rhetorical.
Conclusion:
In the context of a recipe or set of instructions, the words "Then" and "Next" function explicitly to denote sequence, guiding the reader through the correct order of operations.
In the recipe instruction "Pre-grease the cookie sheet," the prefix "pre-" means:
A.
after
B. before
C. during
D. without
Rationale
The prefix "pre-" in "pre-grease" means before.
Understanding common prefixes is key to decoding vocabulary. The prefix "pre-" is derived from Latin, meaning "before" in terms of time or order.
A) after.
The prefix meaning "after" is often post- (as in postpone, postwar). "Pre-" carries the opposite temporal meaning.
B) before.
This is the correct meaning. "Pre-grease" means to grease the cookie sheet before performing the subsequent action (spooning the batter). Other common examples include preheat (heat before baking), prepay (pay before receiving), and preview (view before release).
C) during.
There is no common prefix that specifically means "during." The instruction to grease the sheet "during" the process would be ambiguous and incorrect, as greasing is a distinct preparatory step.
D) without.
The prefix meaning "without" is "a-" or "an-" (as in atypical, anaerobic). "Pre-" does not convey absence or lack.
Conclusion:
The prefix "pre-" unambiguously means before, indicating the greasing action must be completed prior to the next step in the recipe.
Which word would best complete the final step of these directions? "Finally, _______ remove the cookies from the oven and let them cool."
A.
first
B. last
C. while
D. because
Rationale
The word "last" would best complete the final step of the directions.
The word "finally" is a sequence transition that marks the conclusion of a series of steps. The blank requires a word that reinforces this idea of finality or conclusiveness within the context of the sentence.
A) first.
"First" indicates the initial step in a sequence. Using it with "finally" creates a direct contradiction in terms. The step described is the ultimate one, not the primary one.
B) last.
"Last" is a synonym for "finally" in the context of a sequence. The phrase "Finally, last..." is slightly redundant but grammatically and logically coherent, as both words emphasize that this is the concluding action. It strongly reinforces the idea of the final step.
C) while.
"While" is a temporal conjunction used to indicate two simultaneous actions (e.g., "While the cookies are baking, clean up"). The sentence structure "Finally, while remove..." is grammatically nonsensical. "While" cannot directly modify the verb "remove" in this way after a comma and the adverb "finally."
D) because.
"Because" is a causal conjunction explaining reason. The sentence "Finally, because remove..." is grammatically flawed and illogical. The instruction to remove cookies is not given as a reason for something else; it is a direct instruction. No cause is being stated here.
Conclusion:
To logically and grammatically complete a sentence beginning with "Finally," which signifies the end of a process, the most appropriate reinforcing word is last.
Extract:
Jose is a determined individual. he spent five days trying to teach himself the guitar since he wants to join a band. his mom claims that he exhibited similar behavior when he wanted to walk; he spent hours getting up and falling down.
Which words or phrases should be inserted into the blanks to provide clear transitions between these ideas?
A.
In conclusion; Thus
B. First; Consequently
C. Although; In contrast
D. For instance; Moreover
Rationale
The transitions "For instance" and "Moreover" should be inserted into the blanks.
Effective transitions create logical bridges between ideas, clarifying the relationship between sentences or paragraphs. The first blank follows a general claim about Jose's determination and precedes a specific example. The second blank introduces an additional, reinforcing example.
A) In conclusion; Thus
"In conclusion" signals the end of a discussion or the presentation of a final summarizing point, which is illogical after a single introductory sentence. "Thus" indicates a conclusion or result drawn from preceding evidence, but the second sentence provides the initial evidence, not a conclusion. This pairing would misrepresent the paragraph's structure.
B) First; Consequently
"First" could potentially introduce a first example, though it's less common than "for instance." However, "Consequently" implies that the second example (about walking) is a result of the first example (guitar), which is nonsensical. The two examples are parallel illustrations from different times, not cause-and-effect.
C) Although; In contrast
"Although" introduces a concession or unexpected contrast. There is no contrasting idea following the claim about determination; the example directly supports it. "In contrast" would set up a difference between the two examples, but they are similar behaviors (persistent practice), not contrasting ones.
D) For instance; Moreover
"For instance" perfectly introduces the first specific example (learning guitar) to illustrate the general claim of determination. "Moreover" is an additive transition that introduces a second, similar point that builds upon and strengthens the first. The walking example is another instance of the same trait, adding further evidence. This pairing correctly establishes an example-and-addition relationship.
Conclusion:
The transitions that most logically connect the general claim to its specific illustrations and then link the two supporting examples are For instance and Moreover.
Extract:
Dogs are typically friendly, loyal animals that love people. However, some people train their dogs to be vicious fighters, so you should always ask pet owners if it's safe to approach their dog.
What is the function of the underlined transition word in sentence two?
A.
To express a contrast
B. To provide an example
C. To add emphasis to a point
D. To indicate time or sequence
Rationale
The function of the transition word "However" is to express a contrast.
The word "however" is a conjunctive adverb with a specific, well-defined role in creating logical relationships between clauses or sentences.
A) To express a contrast.
This is the primary function of "however." It signals that the information to follow contrasts with or contradicts the expectation set up by the preceding information. The first sentence establishes a general, positive norm about dogs. "However" introduces an exception to that normsome dogs are trained to be viciouscreating a direct contrast between the typical and the exceptional.
B) To provide an example.
Transition words like "for example," "for instance," or "such as" are used to provide examples. "However" does not introduce an example; it introduces a conflicting idea. The second sentence is not an example of dogs being friendly; it is a contradictory scenario.
C) To add emphasis to a point.
Words like "indeed," "in fact," or "certainly" are used for emphasis. While "however" can draw attention to a shift in thought, its core purpose is to mark a contrast, not merely to emphasize. The emphasis is a byproduct of the juxtaposition, not the primary function.
D) To indicate time or sequence.
Temporal transitions include words like "first," "next," "then," "finally," "meanwhile," and "afterward." "However" does not relate to chronology or sequence; it relates to logical opposition.
Conclusion:
In this context, "however" is used explicitly to express a contrast between the typical disposition of dogs and a specific, man-made exception.
HESI A2 Exams
Biology Quizzes
3 Practice Tests
Biology Quizzes
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Chemistry Quizzes
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Chemistry Quizzes
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Anatomy Quizzes
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Vocabulary Quizzes
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Physics Quizzes
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Physics Quizzes
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HESI Quizzes
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HESI Quizzes
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