Text 1

Being funny has no place in the workplace and can easily wreak havoc on an otherwise
blossoming career. Of course, laughter is necessary in life. But if you crack jokes and make
snide remarks at work, you will eventually not be taken seriously by others. You will be seen
as someone who wastes time that could better be spent discussing a project or an issue.
Additionally, many corporate-minded individuals do not have the time to analyze comments
with hidden meanings-they will take what you say as absolute and as an accurate
representation of your professionalism in the workplace.

Text 2
Are we now compelled, as a culture, to be comical, no matter the setting or the endeavor?
And if so, what on earth gave rise to this troubling idea? One possible culprit may be
corporate America, where being funny is now seen as a valuable asset. Fortune 500
companies actually dole out big fees to comedy consultants who offer humor seminars and
improvisational workshops-all in the name of improved productivity. But how exactly are
funnier employees better for business? According to Tim Washer, a former improv
performer who is now a communications executive at a large corporation, humor helps
foster team building and, of course, "thinking outside the box.
Tim Washer (lines 21-24, Passage 2) would most likely respond to the author of Passage 1
by
A) arguing that humorous employees can help to create a more productive work
environment
B) suggesting that corporate executives spend more time analyzing humorous comments
C) agreeing that humor can harm the careers of ambitious corporate employees bo
1 D) challenging the assertion that laughter is necessary in life
Text 1
In a recent survey concerning plagiarism among scholars, two University of Alabama
economists asked 1,200 of their colleagues if they believed their work had ever been stolen.
A startling 40 percent answered yes. While not a random sample, the responses still
represent hundreds of cases of alleged plagiarism. Very few of them will ever be dragged
into the sunlight. That's because academia often discourages victims from seeking justice,
and when they do, tends to ignore their complaints. "It's like cockroaches," says the author
of a recent book about academic fraud. "For every one you see on the floor, there are a
hundred behind the stove."
Text 2
Words belong to the person who wrote them. There are few simpler ethical notions than
this, particularly as society directs more and more energy toward the creation of intellectual
property. In the past 30 years, copyright laws have been strengthened, fighting piracy has
become an obsession with Hollywood, and, in the worlds of academia and publishing,
plagiarism has gone from being bad literary manners to something close to a felony. When
a noted historian was recently found to have lifted passages from other historians, she was
asked to resign from the board of the Pulitzer Prize committee. And why not? If she had
robbed a bank, she would have been fired the next day
Both passages discuss which of the following?
A) Reactions to plagiarism committed by scholars
B) An increase in plagiarism by college professors
C) The impact that academic fraud can have on the communication of scholarly ideas
2 D) A major change in copyright laws that occurred within the past three decades
3 Text 1
In a recent survey concerning plagiarism among scholars, two University of Alabama
 economists asked 1,200 of their colleagues if they believed their work had ever been stolen.
A startling 40 percent answered yes. While not a random sample, the responses still
represent hundreds of cases of alleged plagiarism. Very few of them will ever be dragged
into the sunlight. That's because academia often discourages victims from seeking justice,
and when they do, tends to ignore their complaints. "It's like cockroaches," says the author
of a recent book about academic fraud. "For every one you see on the floor, there are a
hundred behind the stove."
Text 2
Words belong to the person who wrote them. There are few simpler ethical notions than
this, particularly as society directs more and more energy toward the creation of intellectual
property. In the past 30 years, copyright laws have been strengthened, fighting piracy has
become an obsession with Hollywood, and, in the worlds of academia and publishing,
plagiarism has gone from being bad literary manners to something close to a felony. When
a noted historian was recently found to have lifted passages from other historians, she was
asked to resign from the board of the Pulitzer Prize committee. And why not? If she had
robbed a bank, she would have been fired the next day

The author of Text 2 would likely respond to the actions attributed to "academia" in lines 8-9
in Text 1 ("academia... complaints") by asserting that
A) these actions are consistent with the approach common in publishing
B) academic plagiarism has usually been misrepresented in surveys
C) researchers should not be held accountable for inadvertent mistakes
D) universities increasingly treat plagiarism as a serious offense
Text 1
I love to nap. When after-lunch grogginess hits and my eyelids start to droop, nothing makes me
happier than finding a comfortable spot and drifting off to sleep.
But to my family, my napping is the sign of a basic character flaw.
"You're napping again? You're so lazy!"
They're not the only ones who feel this way. To be an enthusiastic napper in twenty-first-century
North America is to be out of step with your time and place. A nap is seen as a sign of weakness,
either physical or moral. Healthy, productive adults do not nap.
Text 2
Sleep researchers have shown that the human body is programmed to become sleepy in the early
afternoon. In some cultures people doze after the midday meal. But in many industrialized nations,
the usual response is to try to jump-start the system with caffeine, a tactic that sleep experts say
creates only the illusion of efficiency and alertness.
"Napping should not be frowned upon," writes one researcher. "It should have the status of daily
exercise."
And in fact restorative naps may be making a comeback. Recognizing that many employees are
chronically sleep deprived, some companies have set up nap rooms. If labor unions are interested in
worker welfare, they should make such accommodations a standard item in contract negotiations.
Passage 2 indicates that the view expressed in the final sentence of Passage 1 ("Healthy... nap")
has been
A) helpful for those who act on it
B) evident in every human culture
C) supported by sleep researchers
4 D) rejected by some employers
5 Text 1
I love to nap. When after-lunch grogginess hits and my eyelids start to droop, nothing makes me
happier than finding a comfortable spot and drifting off to sleep.
But to my family, my napping is the sign of a basic character flaw.
"You're napping again? You're so lazy!"
They're not the only ones who feel this way. To be an enthusiastic napper in twenty-first-century
 North America is to be out of step with your time and place. A nap is seen as a sign of weakness,
either physical or moral. Healthy, productive adults do not nap.
Text 2
Sleep researchers have shown that the human body is programmed to become sleepy in the early
afternoon. In some cultures people doze after the midday meal. But in many industrialized nations,
the usual response is to try to jump-start the system with caffeine, a tactic that sleep experts say
creates only the illusion of efficiency and alertness.
"Napping should not be frowned upon," writes one researcher. "It should have the status of daily
exercise."
And in fact restorative naps may be making a comeback. Recognizing that many employees are
chronically sleep deprived, some companies have set up nap rooms. If labor unions are interested in
worker welfare, they should make such accommodations a standard item in contract
negotiations.The sleep expert quoted in Passage 2 (lines 19-20) would most likely consider the
position taken by the "family" (line 4, Passage 1) to be
A) self-contradictory
B) misguided
C) idiosyncratic
D) ambiguous
Text 1
Since long before the invention of university programs in creative writing, authors have mastered
their craft in four main ways first, by paying a certain sort of attention to the experience of life as well
as merely undergoing it; second, by paying a certain sort of attention to the works of their great and
less great predecessors in the medium of written language, as well as merely reading them; third, by
practicing that medium themselves; and fourth, by offering their apprentice work for discussion and
criticism by their impassioned peers, or by some more experienced hand, or by both. None of this,
obviously, implies a degree-granting program in creative writing.
Text 2
Can creative writing be taught? The answer I give to people is that a workshop can be useful. A good
teacher can show you how to edit your work. The right class can encourage you and form the basis
of a community that will help and sustain you. But the creative writing classroom, as helpful as it was
to me, is not where I learned to write. Like most maybe all-writers, I learned to write by writing and,
by example, from reading books. Long before the idea of a writer's class was a glimmer in anyone's
eye, writers learned by reading the work of their predecessors.
Passage I differs from Passage 2 in that Passage 1 notes the importance of
A) learning to read at an early age
B) studying works from the past
C) reflecting upon one's life experiences
6 D) obtaining literary rather than commercial success
7 Text 1
Since long before the invention of university programs in creative writing, authors have mastered
their craft in four main ways first, by paying a certain sort of attention to the experience of life as well
as merely undergoing it; second, by paying a certain sort of attention to the works of their great and
less great predecessors in the medium of written language, as well as merely reading them; third, by
practicing that medium themselves; and fourth, by offering their apprentice work for discussion and
criticism by their impassioned peers, or by some more experienced hand, or by both. None of this,
obviously, implies a degree-granting program in creative writing.
Text 2
Can creative writing be taught? The answer I give to people is that a workshop can be useful. A good
teacher can show you how to edit your work. The right class can encourage you and form the basis
of a community that will help and sustain you. But the creative writing classroom, as helpful as it was
to me, is not where I learned to write. Like most maybe all-writers, I learned to write by writing and,
by example, from reading books. Long before the idea of a writer's class was a glimmer in anyone's
eye, writers learned by reading the work of their predecessors.
The authors of the two passages would most likely agree that classes in creative writing
A) are best avoided entirely
 B) may be useful but are not essential
C) tend not to attract the most talented young
D) are especially helpful for those with some experience outside the classroom writers
Text 1
Since long before the invention of university programs in creative writing, authors have mastered
their craft in four main ways first, by paying a certain sort of attention to the experience of life as well
as merely undergoing it; second, by paying a certain sort of attention to the works of their great and
less great predecessors in the medium of written language, as well as merely reading them; third, by
practicing that medium themselves; and fourth, by offering their apprentice work for discussion and
criticism by their impassioned peers, or by some more experienced hand, or by both. None of this,
obviously, implies a degree-granting program in creative writing.
Text 2
Can creative writing be taught? The answer I give to people is that a workshop can be useful. A good
teacher can show you how to edit your work. The right class can encourage you and form the basis
of a community that will help and sustain you. But the creative writing classroom, as helpful as it was
to me, is not where I learned to write. Like most maybe all-writers, I learned to write by writing and,
by example, from reading books. Long before the idea of a writer's class was a glimmer in anyone's
eye, writers learned by reading the work of their predecessors.
In their discussion of creative writing, both authors point out that
A) creative writing classes tend to minimize the importance of reading great works from the past
B) there is no consensus among creative writing teachers on the best approach to teaching writing
C) very few people who take creative writing classes go on to become successful writers
8 D) learning the craft of writing predates the advent of creative writing programs
Text 1
The world has always been a large place, but in some senses it has become much smaller
than it was. As recently as the late nineteenth century, the great science fiction writer Jules
Verne wrote the then-unbelievable novel Around the World in Eighty Days. Today we can
physically circumnavigate the world in one day and electronically orbit the planet in just
eight seconds. A truly global outlook is feasible now because of recent developments in
transportation and communications. People all over the world have enthusiastically adopted
these innovations to reach out and touch others, both physically and electronically, around
the globe.
Text 2
Our world, seemingly global, is in reality a planet of thousands of the most varied and never
intersecting provinces. A trip around the world is a journey from backwater to backwater,
each of which considers itself, in its isolation, a shining star. For most people, the real world
ends on the threshold of their house, at the edge of their village, or, at the very most, on the
border of their valley. That which is beyond is unreal, unimportant, and even useless,
whereas that which we have at our fingertips, in our field of vision, expands until it seems
an entire universe, overshadowing all else.
The author of Passage 2 would most likely argue that the "outlook" mentioned in line 8,
Passage 1, is
(A) rare except among avid readers
(B) common among residents of small towns
(C) insincere in its apparent optimism
9 (D) shared by relatively few people
10 Text 1
The world has always been a large place, but in some senses it has become much smaller
than it was. As recently as the late nineteenth century, the great science fiction writer Jules
Verne wrote the then-unbelievable novel Around the World in Eighty Days. Today we can
physically circumnavigate the world in one day and electronically orbit the planet in just
eight seconds. A truly global outlook is feasible now because of recent developments in
 transportation and communications. People all over the world have enthusiastically adopted
these innovations to reach out and touch others, both physically and electronically, around
the globe.
Text 2
Our world, seemingly global, is in reality a planet of thousands of the most varied and never
intersecting 5 provinces. A trip around the world is a journey from backwater to backwater,
each of which considers itself, in its isolation, a shining star. For most people, the real world
ends on the threshold of their house, at the edge of their village, or, at the very most, on the
border of their valley. That which is beyond is unreal, unimportant, and even useless,
whereas that which we have at our fingertips, in our field of vision, expands until it seems
an entire universe, overshadowing all else.
The author of Passage I would most likely regard the attitude characterized in lines 17-23,
Passage 2 ("For... else"), as
(A) parochial
(B) comforting
(C) inspiring
(D) auspicious
Text 1
The world has always been a large place, but in some senses it has become much smaller
than it was. As recently as the late nineteenth century, the great science fiction writer Jules
Verne wrote the then-unbelievable novel Around the World in Eighty Days. Today we can
physically circumnavigate the world in one day and electronically orbit the planet in just
eight seconds. A truly global outlook is feasible now because of recent developments in
transportation and communications. People all over the world have enthusiastically adopted
these innovations to reach out and touch others, both physically and electronically, around
the globe.
Text 2
Our world, seemingly global, is in reality a planet of thousands of the most varied and never
intersecting provinces. A trip around the world is a journey from backwater to backwater,
each of which considers itself, in its isolation, a shining star. For most people, the real world
ends on the threshold of their house, at the edge of their village, or, at the very most, on the
border of their valley. That which is beyond is unreal, unimportant, and even useless,
whereas that which we have at our fingertips, in our field of vision, expands until it seems
an entire universe, overshadowing all else.
The last sentence of each passage makes use of
(A) a reference to communication
(B) an image of fellowship.
(C) an example of innovation
11 (D) a metaphor for proximity
12 Text 1
Because chimpanzees exhibit behavior so remarkably similar to some human behavior,
scientists observing them in the wild often develop a degree of empathy with the individuals
being studied. In itself this is not a bad thing. Subtle communication cues among
chimpanzees are more readily detected and recorded once an observer has established
this empathy.
However, scientists must guard against the constant danger of automatically interpreting
what they see as if chimps act from human motivations. Their observations must be as
objective as possible. Intuitive interpretations may initially be based on an understanding
stemming directly from empathy, but they must be tested after- ward against the facts set
out in the data.
 Text 2
My first day observing a community of forest chim- panzees showed me a richer and more
satisfying world than I had imagined. I suddenly recognized why I, a non- scientist, or
anyone should care about what happens to them: not, ultimately, because they use tools
and solve problems and are intellectual beings, but because they are emotional beings, as
we are, and because their emotions are so obviously similar to ours.
I was moved by the play, the adult male chasing a toddler round and round a tree, the
mother nibbling her baby's toes and looking blissful, the three females playing with and
adoring a single infant. They feel! That was my discovery.
The experience described in Passage 2 most directly suggests that the statement about the
"danger" (line 9, Passage 1)
(A) accurately assesses the strength of a common human impulse
(B) needlessly exaggerates the risks a person faces among wild chimpanzees
(C) appropriately warns professionals about the necessity of keeping their research current
(D) discourages overly optimistic observers from expecting to make new discoveries
Text 1
Because chimpanzees exhibit behavior so remarkably similar to some human behavior,
scientists observing them in the wild often develop a degree of empathy with the individuals
being studied. In itself this is not a bad thing. Subtle communication cues among
chimpanzees are more readily detected and recorded once an observer has established
this empathy.
However, scientists must guard against the constant danger of automatically interpreting
what they see as if chimps act from human motivations. Their observations must be as
objective as possible. Intuitive interpretations may initially be based on an understanding
stemming directly from empathy, but they must be tested after- ward against the facts set
out in the data.
Text 2
My first day observing a community of forest chim- panzees showed me a richer and more
satisfying world than I had imagined. I suddenly recognized why I, a non- scientist, or
anyone should care about what happens to them: not, ultimately, because they use tools
and solve problems and are intellectual beings, but because they are emotional beings, as
we are, and because their emotions are so obviously similar to ours.
I was moved by the play, the adult male chasing a toddler round and round a tree, the
mother nibbling her baby's toes and looking blissful, the three females playing with and
adoring a single infant. They feel! That was my discovery.
The author of Passage 1 would most likely respond to lines 26-27 in Passage 2 ("They...
discovery") by
(A) applauding the author for maintaining scientific objectivity
(B) chiding the author for not submitting findings for scientific review
(C) criticizing the author for having poorly defined research goals
13 (D) cautioning the author against failing to verify a conclusion
14 Text 1
It is striking how our culture has wholeheartedly adopted the recycling ethic. Most parents have
probably received humbling lectures from their children after tossing a glass jar or newspaper in the
trash can. But the popularity of recycling is even more surprising considering the incon- veniences
associated with it. Who hasn't experienced the annoyance of trying to satisfy complicated rules about
what can and cannot be recycled? Glass jars-but not their tops? Plastics number 1 and 2-but not
number 3? Still there is no sign that the public is becoming impatient, so convinced are people of the
virtues of recycling.
Text 2
Mandatory recycling programs aren't good for posterity. They offer mainly short-term benefits to a
 few groups—like politicians and waste-handling corporations—while diverting money from genuine
social and environmental problems. Recycling programs actually consume resources. They require
extra administrators and a continual public relations campaign explaining what to do with dozens of
different products—recycle milk jugs but not milk cartons, index cards but not construction paper.
Collecting a ton of recyclable items is three times more expensive than collecting a ton of garbage
because crews pick up less material at each stop. Recycling may be the most wasteful activity in the
modern United States: a waste of time and money, a waste of human and natural resources.
Which statement best characterizes the relationship between Passage 1 and Passage 2?
(A) Passage 1 presents ethical objections to an action that Passage 2 also censures.
(B) Passage 1 mocks a group of people that Passage 2 praises.
(C) Passage describes a cultural phenomenon that Passage 2 criticizes.
(D) Passage I discusses the historical foundations of recycling, whereas Passage 2 considers the
future of recycling.
Text 1
It is striking how our culture has wholeheartedly adopted the recycling ethic. Most parents have
probably received humbling lectures from their children after tossing a glass jar or newspaper in the
trash can. But the popularity of recycling is even more surprising considering the incon- veniences
associated with it. Who hasn't experienced the annoyance of trying to satisfy complicated rules about
what can and cannot be recycled? Glass jars-but not their tops? Plastics number 1 and 2-but not
number 3? Still there is no sign that the public is becoming impatient, so convinced are people of the
virtues of recycling.
Text 2
Mandatory recycling programs aren't good for posterity. They offer mainly short-term benefits to a
few groups—like politicians and waste-handling corporations—while diverting money from genuine
social and environmental problems. Recycling programs actually consume resources. They require
extra administrators and a continual public relations campaign explaining what to do with dozens of
different products—recycle milk jugs but not milk cartons, index cards but not construction paper.
Collecting a ton of recyclable items is three times more expensive than collecting a ton of garbage
because crews pick up less material at each stop. Recycling may be the most wasteful activity in the
modern United States: a waste of time and money, a waste of human and natural resources.Unlike
Passage 1, Passage 2 focuses primarily on recycling's
(A) philosophical foundations
(B) economic impact
(C) popular appeal
15 (D) moral implications
16 Text 1
It is striking how our culture has wholeheartedly adopted the recycling ethic. Most parents have
probably received humbling lectures from their children after tossing a glass jar or newspaper in the
trash can. But the popularity of recycling is even more surprising considering the incon- veniences
associated with it. Who hasn't experienced the annoyance of trying to satisfy complicated rules about
what can and cannot be recycled? Glass jars-but not their tops? Plastics number 1 and 2-but not
number 3? Still there is no sign that the public is becoming impatient, so convinced are people of the
virtues of recycling.
Text 2
Mandatory recycling programs aren't good for posterity. They offer mainly short-term benefits to a
few groups—like politicians and waste-handling corporations—while diverting money from genuine
social and environmental problems. Recycling programs actually consume resources. They require
extra administrators and a continual public relations campaign explaining what to do with dozens of
different products—recycle milk jugs but not milk cartons, index cards but not construction paper.
Collecting a ton of recyclable items is three times more expensive than collecting a ton of garbage
because crews pick up less material at each stop. Recycling may be the most wasteful activity in the
modern United States: a waste of time and money, a waste of human and natural resources.
The author of Passage 2 would most likely characterize the "people" mentioned in line 11 as
(A) emotional
(B) indecisive
 (C) unmotivated
(D)uninformed
Text 1
It is striking how our culture has wholeheartedly adopted the recycling ethic. Most parents have
probably received humbling lectures from their children after tossing a glass jar or newspaper in the
trash can. But the popularity of recycling is even more surprising considering the incon- veniences
associated with it. Who hasn't experienced the annoyance of trying to satisfy complicated rules about
what can and cannot be recycled? Glass jars-but not their tops? Plastics number 1 and 2-but not
number 3? Still there is no sign that the public is becoming impatient, so convinced are people of the
virtues of recycling.
Text 2
Mandatory recycling programs aren't good for posterity. They offer mainly short-term benefits to a
few groups—like politicians and waste-handling corporations—while diverting money from genuine
social and environmental problems. Recycling programs actually consume resources. They require
extra administrators and a continual public relations campaign explaining what to do with dozens of
different products—recycle milk jugs but not milk cartons, index cards but not construction paper.
Collecting a ton of recyclable items is three times more expensive than collecting a ton of garbage
because crews pick up less material at each stop. Recycling may be the most wasteful activity in the
modern United States: a waste of time and money, a waste of human and natural resources.
The authors of both passages would most likely agree that recycling rules are
(A) convoluted
(B) commendable
(C) unethical
17 (D) antiquated
Text 1
It is striking how our culture has wholeheartedly adopted the recycling ethic. Most parents have
probably received humbling lectures from their children after tossing a glass jar or newspaper in the
trash can. But the popularity of recycling is even more surprising considering the incon- veniences
associated with it. Who hasn't experienced the annoyance of trying to satisfy complicated rules about
what can and cannot be recycled? Glass jars-but not their tops? Plastics number 1 and 2-but not
number 3? Still there is no sign that the public is becoming impatient, so convinced are people of the
virtues of recycling.
Text 2
Mandatory recycling programs aren't good for posterity. They offer mainly short-term benefits to a
few groups—like politicians and waste-handling corporations—while diverting money from genuine
social and environmental problems. Recycling programs actually consume resources. They require
extra administrators and a continual public relations campaign explaining what to do with dozens of
different products—recycle milk jugs but not milk cartons, index cards but not construction paper.
Collecting a ton of recyclable items is three times more expensive than collecting a ton of garbage
because crews pick up less material at each stop. Recycling may be the most wasteful activity in the
modern United States: a waste of time and money, a waste of human and natural resources.
Compared to the tone of Passage 2, the tone of Passage 1 is more
(A) pessimistic
(B) arrogant
(C) critical
18 (D) tempered