k (RES Name. 4a em ea ror Timing The PSAT/NMSQT™ has five sections. You will have 25 minutes each for Sections 1-4 and 30 minutes for Section 5. Scoring For each correct answer, you will recsive one point (whether the question is easy or hard). For questions you omit, you will receive no points. For a wrong answer to a multiple-choice question, you will lose a fraction of a point. » TUESDAY, October 12, Guessing An educated guess on a multiple-choice question may 1999 improve your score. If you can eliminate one or more choices as wrong, you increase your chances of choosing the correct answer and earning one point. If you can't (THE fy fhe authorized eliminate any choices, omit the question and move on. administration date of this test form for entry to scholarship and rec- Marking You must mark all answers on your answer sheet to agnition programs.) Answers receive credit. Make sure each mark is dark and + completely fills the oval. If you erase, do so completely. ox ‘You may write in the test book, but you won't receive credit for anything you write there. : Checking You may check your work on a particular section if you Answers finish it before time is called, but you may not turn to any other section. DO NOT OPEN THE TEST BOOK UNTIL YOU ARE TOLD TO DO SO! Copyright© 1999 by Cotage Entrance Examination Board PSATINNISOT isa tademark ovned by College Entence ‘Corin test 's prone 1nd Educational Testing Service. Al rights recone. amination Board and National Ment Scholarship Corporat. = are copyrighted solely n the name of ETS. Unauthorized reproduction or use 9! any pert tn ost ‘The passages fortis test nave been scaced om published mater © published mato. The Kees conned in tam "wpresert te epinins of the College Boe, National Matt Schelnnhn onmeects tae reese avors1 A SECTION 1 Time — 25 minutes 25 Questions (1-28) [ Directions: For each q ‘oval on the answer sheet, 4. When the artifacts at Town Creek Indian Mound To gg ey Proved instrumental in helping to the daily existence of ancient cultures, (A) discovered. . furnish (B) unearthed . . reconstruct ©) illuminated . . muddie {D) invented . . resurrect (©) restored . disavow whole, Example: Medieval kingdoms did not become constitutional {Crubles overnight: on the contrary, the change was ollowing the decree banning acts, suspected Sori be forcibly detained without the filing | (A) unpopular (8) unexpected of formal charges i ey nateneou © tC DOOS A) rebeltious .. conformists Leads" ») apolitical loyatiot {C) seditious . . insusrectionists 1. Anne mentioned John’s habitual boasting about his (D) subversive. nonpartiene “ardrobe as an example of his ----- ways €) supportive; opponents (A) erratic (B) egotistical (C) flexible () wetful (2) inconspicuous ~ By portraying a wide spectrum of characters in hig one-man show, John Leguizamo provides 2 2. The sound of fingernails scratching a chalkboard is {Rt theater's tendency o offer a limited range o pain, |” °° People, causing momentary, but intense, {0 Latino actors. to f roles Pale, (A) corrective (B) tribute (© corollary (A) recuperative (D) stimulus (F) precursor (B) ludicrous (©) excruciating (D) dituting ©) boisterous | Ga ONTA THE ews mane1 A Each question below consists of a related pair of words or phrases, followed by five pairs of words or phrases labeled A through E. Select the pair that best expresses a Telationship similar to that expressed in the original pair. Example: CRUMB : BREAD :: (A) ounce: unit {(B) splinter: wood (C) water : bucket (D) twine : rope (E) cream : butter SOOO 6. METER : DISTANCE, (A) ounce : pound (B) gram : weight (© container : liquid {D) size: height (E) boundary : periphery 7. PEDESTRIAN : SIDEWALK (A) swimmer : lake (B) biker : tail (©) camper: park (D) traffic officer: street (B) bus driver ; bus 9 10. . COIN : COUNTERFEIT (A) tial : perjure (B) victim : kidnap ©) document : forge (D) author : plagiarize (©) book: ban UNNERVE : COMPOSURE :: (A) deviate : individuality (B) corrupt : purity (C) judge: verdict (D) Shock : amazement (B) threaten : attack line WILE : DECEIVE :: $ (A) diversion : attack (B) forgery : authenticate (©) feint distract (D) secret : reveal 3 (E) camouflage : see 10 MYRIAD : QUANTITY :: (A) infinitesimal : size {B) actual : reality 8 (©) ephemeral : duration (D) herculean : strength (E) diaphanous : light 2 30 8 0 GO ONTO THE NEXT PAGE > eek NEXT PAGELine 0 2» 5 0 s 1 A 1 The passages below are followed by questions based on their content based on the relationship between the paired passages, Answer the que. Passages and in any introductory material that may be provided. Questions 12-16 are based on the following passage. This passage is from a memoir published in 1994 by an English writer about her childhood in Egypt. We are going by car from Bulag Dakhrur to Heliopolis. am in the back. The leather ofthe seat sticks to my bare legs. We travel along a road lined at either side with oleander and jacaranda trees, alternate splashes of white and blue. { chant, quietly: “Jacaranda, oleander ... Jacaranda, oleander . ..” And as I do so there comes to me the reve- lation that in a few hours’ time we shall return by the same route and that I shall pass the same trees, in reverse order Oleander, jacaranda, oleander, jacaranda—and that, by the same token, I can look back upon myself of now, of this moment. I shall be able to think about myself now. thinking this—but it will be then, not now. And in due course I did so, and perceived with excitement the chasm between past and future, the perpetual slide of the Present. As, writing thi, I think with equal wonder of that 'metrievable child, and of the eerie relationship between her mind and mine. She is myself, but a self which is unreach. Sle except by means of such miraculously surviving moments of being: the alien within, Here is a child thinking about time, experiencing a sudden illumination about chronology and a person’s capacity for recollection. In terms of developmental psychology, this \would be seen as significant, an indication of a particular schievement—the ability to be actively concerned with the feneral nature of things. But the findings and the discussion of developmental psychology can make oddly frustrating Teading: they reflect the process of scientific observation and are hence illuminating, but they seem to have no ‘apparent bearing on the rainbow experience we have all lost butof which we occasionally retrieve a brilliant glimpse. I Know now what was going on in my head that day over fifty years ago, Tcan turn the cold eye of adult knowledge and experience upon the moment and interpret it in the light ‘fs lifetime's reading and refiection. But what seems aicn astonishing ofall is that something of the reality of the ‘moment survives this destructive freight of wisdom and ‘atlnality, flemly hitched to the physical world. In my ‘ind, there is still the tacky sensation of the leather cor seat hich ticks tothe back of my Knees. Ise stil the bright flower-laden trees. I roll the lavish names around on the {ongue: “Jacaranda, oleander ...” For this is an incident infused with the sense of language quite as much as with @ Perception ofthe nature of time: the possession and control ofthese decorative words, the satisfaction of being able to jay them, display them. Though all of it was done, I know, in privacy: this interesting perception, the significance of it ‘and the excitement, had to be mine alone, uncommunicated. And pow. appropriately, the adult with whom I share its myself, 12. The story about the car ride does all of the following EXCEPT (A) provide details about a particular place (8) help create a verbal portrait of the author as a child (C) act as.a springboard for philosophical speculation (D) convey a child's love of a large city (E) introduce a significant motif 13, In lines 14-15, the author uses the phrase “the perpetual slide of the present” to emphasize her childhood (A) perception of time's passage (8) illusion of immortality (©) desire to make time stand still (©) concern about growing older (©) hope to live an adventurous life 14, The “achievement” mentioned in line 24 is (A) a unique event in the history of developmental psychology (B) the recognition of the intellectual genius of a young child (©) an indication of a child’s potential for succes (D) proof that a certain stage of development was reached (E) the child's ability to recognize objects 15. The author most likely includes the reference in lines 37-39 (“In my mind .. . of my knees”) in order to (A) describe the heat of Egypt (B) reveal parental indifference (©) demonstrate her special sensitivity (D) evoke sympathy for herself as a child (E) emphasize the vividness of her recollection 46. The author recalls her childhood experience primarily with a sense of (A) pride (B) embarrassment (C) regret (D) awe €) ambivalence GO ONTOTHE NEXT PAGE )Line 10 15 20 35 0 1 A 1 SS LUC—sS Questions 17-25 are based on the following passages. These two passages, from works published in 1994, discuss some of the issues surrounding the writing of biographies. 55 Passage 1 Biography is the medium through which the remain ing secrets of the famous dead are taken from them and 6 dumped out in full view of the world. The biographer at work, indeed, is like the professional burglar, breaking into a house, rifling through certain drawers that there is ‘200d reason to think contain the jewelry and money, and ‘siumphantly bearing the loot away. The voyeurism and 6s busybodyism that impel writers and readers of biography alike are obscured by an apparatus of scholarship designed to give the enterprise an appearance of banklike blandness and solidity. Biographers are portrayed almost as kinds of benefactors. They are seen as sacrificing years of ther ives 79 to their tasks, tirelessly sitting in archives and libraries and patiently conducting interviews with witnesses. There are no lengths they will not go to, and the more theit books reflect their industry the more the readers believe that they are having elevating literary experiences, rather than sim ply listening to backstairs gossip and reading other people's mail. The transgressive nature of biography is rarely acknowledged, but its the only explanation for biography's status as a popular genre. The readers” amazing tolerance (which they would extend to no novel written half 2s badly ‘as most biographies) makes Sense only when seen as a kind of collusion between them and the biographers in an excit- ingly forbidden undertaking: tiptoeing down the corridor together, to stand in front of the bedroom door and try to peep through the keyhole. Every aow and then, a biography comes along that strangely displeases the public. Something causes the reader to back away and refuse to accompany the writer down the corridor. What the reader has usually heard in the text—what has created an awareness of danger—is the sound of doubt, the sound of a crack opening in the wall of the biographer’s self-assurance. As a burglar should not pause to discuss with an accomplice the rights and wrongs of burglary white jimmying a lock, so a biographer ought not to introduce doubis about the legitimacy of the biographical enterprise. The biography-loving public does not want to hhear that biography isa flawed genre. It prefers to believe that certain biographers are bad guys. Passage 2 ‘The biographer Richard Holmes's arrival atthe thresh- old of preeminence can be attributed to his erudition and his grace of style—to the sheer elegance of his work. His biographies are beautifully structured and paced: they're »sritten. The reader sinks into his narrative as if into a dream, ‘The endless detail, instead of overwhelming us, has an almost incastatory effect. Characters who have been dead for many years rise before us like apparitions: Coleridge in Dorothy Wordsworth’s garden at Dove Cottage, drinking tea in the moonlight; Shelley declaiming to his friend Hogg, “without order, and with his natural vehemence and vote A 1 ] bility.”* Holmes’s paragraphs teem with life, like a cell i culture on a microscope slide. Perhaps a handful of biographers can weave this spel, reconstructing a life through literary art and the stubborn accumulation of fact. But Holmes goes further. I suspect. that his current renown has a good deal to do with the pro- vocative claims he makes on behalf of the form. ‘There has been a flurry of debate lately about the whole biographical <2 enterprise, with biographers aggressively pushing back the boundaries of tact, while literary executors and guardians, of taste loudly execrate the trend. Literary journalists rou- tinely invoke Joyce Carol Oates’s by-now-tamous term of reproach, “pathography,” the chronicle of celebrated fig sordid doings. In academic circles, meanwhile, theorists Continue their busy assault on the validity of biographical == evidence. Biography, it appears, can do no fight. The normally reticent Holmes entered the fray with an essay defending his craft against the wave of “public cast gation,” The piece was vintage Holmes, utterly without rancor yet fietcely passionate on behalf of what he regards as biography's main virtue: “to celebrate the extraordinary diversity of human nature.” 1+ The names in lines 4850 refer to lat-eighteenh- ari etly-ineteenth> century poets and writers, ae 17. Which resource available to a biographer would be the ‘most appropriate example of “loot” (liste 7) ? (A) Private information (B) Profits from book sales (C) Published texts (D) Copies of official documents (B) Analyses by other scholars 18. The author of Passage 1 implies that the portrayal of biographers as “benefactors” (line 12) is (A) insightful (B) understated (©) misleading () grudging (B) hostile 19. Passage 1 indicates that biographers are most likely to displease the public if they (A) write badly (B)_ are very scholarly (C) listen to gossip (D) appear unsure of themselves (B) are bland and conventional GO ONTOTHE NEXT PAGE >A The imaginative description in lines 43-48 portrays Holmes as being most similar toa (A) fictional character (B)_ traditional authority 1 A 1 Sf AT 24, The discussion in Passage 2 suggests that Richard Holmes would most strongly object to which idea in Passage 1? (A) Biography is a popular genre. (©) magician (B) Many biographies are badly written, (D) scientist (©) Writing biographies involves meticulous (E) ghost research, (D) Biography is an inherently flawed genre, 21, Inline 55, “stubborn” most nearly means ©) Writers and readers of biography are closely connected (A) opinionated (B) persistent 28. The discussions in the t es - The discussions in the two passages suggest that the (© permanent owe eve © emanent authors would most likely agree that ) ill-tempered (A) truly good biographies do not exist (B) most biographers provide a praiseworthy service 22. The tone of the description in lines 58-67 suggests to the literate public that the author of Passage 2 takes which view of the (© even good biographies appeal primarily to readers? debate? prurient instincts (D) very detailed biographies are unenjoysble to read (A) Strong sympathy with the literary journalists (E) biography as a genre is contowereat (B) Suong sympathy with the academie theorists (©) Acceptance that biography has no redeeming features (D) Mild skepticism about the force of the various claims (&) Disagreement with the assertion that some biographers are tactless 2B The author of Passage 1 would most likely interpret lines 41-53 of Passage 2 as an attempt to make bio. graphy seem like (A) a solidly bland enterprise (B) an elevating literary experience (C) voyeuristic busybodyism (D) a self-critical undertaking (E) an insidious act STOP "you finish before time is called, you may check your work on this section only. Do not turn to any other section in the test,20 02,9 SECTION 2 ‘Time — 25 minutes 20 Questions (1-20) Directions: In this section solve each problem, using any available space on the age for scratchwork. Then decide ‘which is the best of the choices given and fill in the corresponding oval on the antecs shear Notes: 1. The use of a caleulator is permitted. All numbers used are real numbers 2. Figures thet accompany problems in this test are intended to provide information useful in solving the problems. Grey ate drawn as accurately as possible EXCEPT when itis stated ina specific problem that the figure is not drawn to scale, All figures lie in a plane unless otherwise indicated, PEN zt hy V=twh smh eta a24 52 Special Right Triangles ‘The number of degrees of arc in a circle is 360. The measure in degrees of a straight angle is 180. The sum of the measures in degrees of the angles of a triangle is 180, 2| 1. If 10x + 20x + 30x = 10 + 20 + 30, whatis the 3. If Fis a negative number, which of the following value of x? represents a positive number? (A) -10 (A) -2 @ - © 0 py £ O 1 O44 © 10 © 1-3 ©) 2-1 © x ee > A toual of 235 chairs Were needed for the graduation Ceremony atthe local high school. A rental company \was able to supply 128 chairs. Ifa local club that owned ‘total of 300 chairs loaned the school the additional chairs that it needed, then how many chairs did the club have left? a) 65 (B) 107 © 128 ®) 172 ©) 193 GO ONTO THE NEXT PAGE20 0 2 O 0 2 gor @-9" ‘What is the value of y in the figure above? (a) 31 B) 28 (©) 20 (D) 14 © 10 5, The only contents of a box are 3 black, 6 red, and 9 blue pencils, If one pencil is to be selected at random, ‘what is the probability it will be black? = a © ) I ® WINDCHILL TEMPERATURES Wind Speed (miles per hour) g 0 10 20 30 22 Le ge (6. Based on the chart above, which of the following is closest to the windchill temperature when the ait temperature is 15°F and the wind speed is 20 miles per hour? a 3 ® -3 © -17 @) -20 ® 34 7. What is the average (arithmetic mean) of z, 72, and 102? (ay & (B) Sz © 6 D) % © % GO ONTO THE NEXT PAGE8, Inthe figure above, point P lies on a line (not shown) that has a negative slope. Which of the labeled points could also lie on the line? (aA (B) B oc @)D ®) 0 SOLD Number 38 — a zal 9. A bicycle shop sold a total of 190 bicycles of four ‘ifferent types, as shown in the table above. Ifthe store ‘old3 times as many 10-speed bicycles as 18-speed ‘bicycles, What Is the value of y ? (A) 16 @) 22 © 8 ©) 66 © 8 O 2 10. Which of the following numbers, when subtracted from 10, will give a result that is closest to 07 (A) v2 (8). Vid © V9 (Dy ver ©) V5 11 During a grocery store's fruit sale, for every 2 apples purchased at the regular price, a third apple can be purchased for I cent. Ifthe regular price is $0.22 per apple and a customer spent $1.35 for apples during the sale, how many apples did the customer purchase? (A) Five (B) Six (©) Seven (D) Eight () Nine GO ONTO THE NEXT PAGE12. Based on the values of x and y listed in the table above, which of the following could be an equation for y in terms of x? =2e 4 Wye 3 ®) y=B_2 © » (D) y=2x-4 ® y= “12. Note: Figure not drawn to scale 13. In the figure above, segments AC and BD intersect at E. Segments AD and BC are parallel, and AE = EB, BC = AD, and CE = ED.1f AD = 4 and the area of triangle AED is 7, then AB = a) 4 (B) 5 © 6 7 ©) 8 GO ONTO THE NEXT PAGEevict peteene 20 og 2 0 O 2 _—_—__— 1 _ = 1 © 14, All the students ranking in the highest one-third of Maria’s high school class went to college. If Maria ranked in the higher half of her high school class, which of the following can be inferred? 1. Maria ranked higher than more than a of her class 1, Maria ranked inthe highest quarter of her class. 1, Maria did not goto college (A) Lonly (B) Wonly (©) Monly (D) Wand I only (©) 1 tand in ee Forall postive integers x and y, if # is defined by s4y 5 (x4) —2, then G44) #5 = (A) 4 (B) 6 Os (D) 10 ©) 58 16. If @ and b are integers greater than 100 such that @ + b = 300, which of the following could be the exact ratio of a to b? (A) 9t01 (B) St02 © 503 (D) 4t01 ©) 3102 17. In the figure above, a square is inscribed in a circle with diameter d. What is the sum of the areas of the shaded regions, in terms of d? » e-1 mee-2 4 afm 1 © #(§-3) @) a(x 2) ® ?@-y GO ONTO THE NEXT PAGE20 O08 2 oq gq ———=—_4£ 0 OF 2 18. For how many values of x is * = DG = 2) (Nw = 2)(x- 3) = 07 fA) One (B) Two (©) Three (D) Four (8) More than four —_ 19. If m and x are positive integers and 5° = 5m, which of the following equals 5* ? (a) me") SO © so ©) m1 () 7 20. In the figure above, tines ¢ and m terms of x and y, are parallel, tn which of the following is equal 102? (A) y= x (B) 9+x~-y (© 180~y—x ©) 1804+ y-x © y-x~-180 STOP Hf you finish before time is called, you ma} Do not turn to any othe 'y check your work on this sect ler section in the test. tion only. 146SECTION 3 ‘Time — 25 minutes 27 Questions (26-52) Directions: For each question in this sect oval on the answer sheet. Each sentence below has one or two blanks, each Blank indicating that something has been omitted, Beneath the Fertence are five words or sets of words labeled A through E. Choose the word or set of words that, when inserted ix the sentence, best fits the meaning of the sentence as a whole, Example: Medieval kingdoms did not become constitutional republics overnight; on the contrary, the change was 30. (A) unpopular (B) unexpected (C) advantageous (D) sufficient (E) gradual DOOce 26. As sea urchins are becoming scarcer, divers are - to more dangerous depths to retrieve them, ------ the potential for diving injuries . (A) @B) © ©) ® 31. swimming... lessening descending .. increasing removing .. avoiding returning . . seeing climbing. creating 27. All too often the credit for a new scientific theory is siven not to the individuals directly -----, but to the People ~----- its publicity and defense, 32. {A) slighted . . engaged in (B) accountable .. opposed to (©) awarded . . educated by (D) concerned .. oblivious to (©) responsible .. involved in ions of. 33, 28. Although depictions of men predominate in ancient Mayan art, the ------ of women on ‘major monuments —---- that women played 4n important role in Mayan courtly life (A) scarcity... assures (B) dearth .. proves (C) prominence . . denies (D) absence . indicates (B) presence .. suggests -16- Hon, select the best answer from among the choices given and Hila the corresponding 29, Members of the research team were initially so adversarial that soveibles roject’s inauspicious start made its final sus all the more (A) concentration . . incidental (B) disagreement... incongruous (C) collaboration .. predictable (D) hostility. . dazzling (E) cooperation . . remarkable ‘The human tongue recognizes as distinct only afew tastes, but the nose can ------- hundreds of odors (A) discern (B) facilitate (C) apportion (©) resuscitate (E) emit His peers respected him because he was both - ‘and -------: steadfast in his beliefs and tactful in his negotiations, (A) resourceful . . courteous (B) tenacious . . manipulative (C) determined . . demonstrative (D) resolute . . diplomatic (E) outspoken . . indiscriminate Considering that many women had little control over their own lives in medieval England, Margery Kempe’s fifteenth-century autobiography demonstrates a remark. able degree of (A) consecration (© autonomy ) simplicity (B) rationalism (D) effacement Her behavior was remarkable for its she confronted her colleagues with imprudent boldness, (A) apprehensiveness (C) diffidenc (E) effrontery (B) rigidity (D) manipulativeness GO ONTO THE NEXT PAGE LESAGE NEXT PAGE3°33 3 3 3 3 33 Ench question below consists ofa related pair of words ‘or phrases, followed by five pairs of words or phrases, labeled A through E. Sclect the pair that best expresses a relationship similar to that expressed in the original pair. Example: CRUMB : BREAD (A) ounce : unit (B) splinter : wood (C) water : bucket (D) vwine : rope (E) cream : butter DeOoo 37. CLASS : LECTURE :: (A) chairperson : committee ) doctor: examination (©) conference : decision (D) politician : oratory ©) congregation : sermon 38. SNOUT : PIG : (A) spot: leopard (B) skin: snake (C) muzzle : dog (D) fang : wolf (E) tongue : frog 34. FLAKE: SNOW :: 39. LETHARGIC: ENERGY :: (A) dune: sand (A) contrived : plot (B) drip: faucet (B) desultory : direction (C) soap : foam (©) durable : structure (D) drop: rain (D) frenetic : activity (B) sheet: ice (E) dejected : sympathy 35. CHOREOGRAPHER : DANCE 40. IMMATERIAL : CONSEQUENCE, (A) actor: script (A). amorphous : definition (B) orchestra : ballet (B) obstructive : progress (©) atchitect : building (C) undesirable : envy (©) drummer : band (©) crucial : importance (©) anfiouacer: television (©) _voluble : conversation 36. ELASTIC : FLEXIBLE : (A) diamond : hard (B) ocean : nautical (C) iron: rusty {D) sandpaper : smooth, (water irrigated (GO ONTO THE NEXT P/5 10 20 25 30 as 3 3 3 3 22 3 3 35 3 3 3 3 ‘The passage below is followed by questions based on its content. inthe passage and in any introductory material that may be provi Questions 41-52 are based on the following passage. This passage is from the work of a political analyst. I offers 4an opinion about the lives and public careers of three prom. ‘nent individuals: John F. Kennedy was President of the United States from 195! ta 1963; Robert attorney general in his brother's adusiistr @ United States senator from the state of New York and a presidential candidate; Martin Lucker King Jr. was leader of the Southern Christian Leadership Conference, prime mover of the nonviolent civil rights struggle, and a Nobel Peace Prize laureate. The decade also-witnessed the tragic assassinations of these men at the height of their powers: John Kennedy in 1963; Robert Kennedy and King in 1968. ‘A man was killed in the 1960's who did not offer mere promise of performance. He was even younger than the Kennedys—thirty-nine when he was shot, in the year of Robert’s death at forty-three. There were many links between the Kennedys and Martin Luther King Jr; together they summed up much of the nobler purpose in American life during the 1960's, Yet there was opposition among them as well—King, more radical in his push for racial Justice, was more peaceful in his methods. Robert Kennedy, however reluctantly, used the police powers of John Kennedy's state to spy on King, to put in official hands the instruments of slander. King was a critic of the Kennedy space program and war expenditures, Though more revolu- onary in some people's eyes, King was not “charismatic” in the sense of replacing traditional and legal power with his personal will. He relied on the deep traditions of his church, on the power of Baptist preaching, and he appealed to the rational order ofthe liberal state for peaceful adjust. tment of claims advanced by the wronged. His death, as tragic as John Kennedy's, did not leave so large an absence. His work outlasted him; more than any other person, he changed the way Americans lived with each other in the sixties. His power was real, because it was not mere assertion—it was a persuasive yielding of private will through nonviolent advocacy. Since he relied less on power as mere assertiveness of will, mere assertiveness of will could not entirely erase what he had accomplished. He had already surrendered his life to bring about large social changes—constructive, not destruc tive. He forged ties of friendship and social affection, He did not want to force change by violence or stealth, by manipulation or technological tricks. His power was the power to suffer, and his killer only incteased that power, ‘The speeches of John Kennedy are studied, now, by People who trace their unintended effects in Vietnam and elsewhere. The speeches of Martin Luther King are mem rized in schools as living documents—my son could recive them in high school. “Hexible response” and “counter. insurgency” are tragicomic episocies of our history, but n and, later, 40 “6 so 3 65 » ‘Answer the questions on the basis of what is stated or ded. implied the nonviolence preached by King is a doctrine that still inspires Americans. My children cannot believe that 1 grew UP in a society where Black people could mot driih at public water fountains, eat in “White” restaurants, get theit hair ut in White barbershops, sit in White theaters, or play on White football teams. The changex King wrought are co large as to be invisible. He was helped, of course—he was not a single mover of the charismatic sort. And he was helped not so much by talented aides as by his fellow martyrs, by all those who died or risked dying for their children or their fellow citizens, While Washington's “best and brightest” worked us into ‘Vietnam during John Kennedy's presidency, an obscure azmy of virtue arose in the South and took the longer spiritual trip into a public restroom of toward the front of a bus, King rallied the strength of broken men and women, ‘wansmuting an imposed squaior into the beauty of chosen suffering. No one did it for his followers. They did it for themselves. Yet, in helping them, he exercised real power, achieved changes that dwarf the Moon shot as an American achievement. The “Kennedy era’” was really the age of King ‘The famous antitheses and alliterations of John Kennedy's rhetoric sound tinny now. But King’s cloquence endures, drawn as it was from ancient sources— the Bible, the spirituals, the hymns, and folk songs, He was young at his death, younger than either Kennedy, but he had traveled farther. He did fewer things, but those things last. A mule team drew his coffin in a rough cart, not the sleek military horses and the artillery caisson. He has no eternal flame —- and no wonder. He is not dead. 41. In context, the phrase “mere promise of performance” (line 2) suggests that (A) the 1960's were a period of great but unfulfilled promises (B) there was a gap between promise and performance for both John Kennedy and Robert Kennedy (©) King was not abte to deliver on his promises because he was killed at such a young age (©) one of the links between the Kennedys and King ‘consisted of common promises they made to the nation ) the promises and performances of the Kennedys and King represented what was great in America in the 1960's \GSSSS RE SEY3 3 a, 4B. 45. 46. 3.3 3 content, the word “state” (line 11) most nearly means (A) territorial unit (B) social position (©) government (D) condition ©) status The author implies that John Kennedy's death left more ‘of an “absence” (line 20) than King’s death because (A) Kennedy accomplished more in his lifetime than King did in his (B) King's movement had accomplished all it could by the time he died (©) Kennedy's leadership was based on his youthful vitality (D) King's legacy continued as an effective force (©) Kennedy was elected President, whereas King was not + The author refers to “the way Americans lived with each other” (line 22) in order to (3) explain why it was so dificult for King to succeed (8) describe the most significant result of King's efforts (© ‘reveal an inevitable outcome ofthe passing of time (P) indicate how tragic the assassinations ofthe Kennedys and King were (©) suggest what could have been accomplished i the Kennedys and King had worked together The author refers to “a persuasive yielding of private will” Gine 24) as a characteristic that (A) distinguished King’s power from that of other leaders in the 1960's (B) accomplishes desired results when combined with assertiveness of will (©) works best in political or religious arenas rather than in other settings () is incompatible withthe advocacy of nonviolent methods of reform (S) wee leon effective than the methods used by self assertive leaders in the 1960's THLGtther mentions “vis of friceship and social affection” (line 30) primarily as examples of (A) constructive accomplishments of King (B) strategies formerly underutilised by civil rights (©) methods less powerful than stealth and ‘manipulation iE) iMPottant inks between King and the Kennedys ©) ‘mtrpersonal achievements inclowses political 3 ich can be inferred about the author's children as they are discussed in paragraph 3 (lines 34-46) ? (A) They have witnessed numerous examples of racial prejudice, (B) ‘They find the labels “Black” and “White” to be outdated (5) Tey dispute their father’s view of King’s legacy (P) They think that government leaders, not King, created changes in segregation, ©) They cannot grasp the social realities under which their father grew up, 48. The author uses the phrase “fellow martyrs” in line 49 to describe individuals who (A) believed that the experience of suffering mattered ‘more than political results (B) valued camaraderie more than did the Kennedy aides (C) shared King’s acceptance of self-sacrifice (©) took collective responsibilty for their movement's failures (©) mistakenly put equality within the movement above strategy 49. As used in line 56, the word ‘ransmuting” most nearly means (A) transferring (B) transporting (©) converting (D) substituting ) subverting 50. The mention of the “Moon shot” (line 59) suggests that {he author views technological achievement (> helping Americans to feel proud of their country (B) resulting inevitably in environmentah disasters (©) most noteworthy during the 1960's in the United States space program (D) less important than changing how Americans live with each other (©) usually paid for by war expenditures3.3 3 3 3 3 3 33 Yui2 $ 3 39 3 3 3 3 51, Which best describes the author's assessment of the 52, The author's reference to the Bible in line 64 makes “Kennedy era” (line 60) as presented in the passage? the point that it (A) Political orthodoxy (A) influenced King’s speeches even more than he (B) Unbiased objectivity knew (©) Complete acceptance (B) contains a type of eloquent prose barely (D) Thoughtful uncertainty understood today (B) Historical reevaluation (C) is an important reason for the continued appeal of King's speeches (D) inspited King's struggle for civil rights (B) was used by King to address all those familiar with the Baptiet traditian STOP you finish before time is called, you may check your work on this section only. Do not turn to any other section in the test. -20-SECTION 4 Time — 25 minutes 20 Questions (21-40) any available space for scratchwor Directions: This section contains two types of questions. You have 25 minutes to complete both types. You may use Kk Notes: 1. The use of a calculator is permitted. All numbers used are real numbers. They are drawn as accuratel, dravin to scale. All figures lic in a plane unless otherwise indicatea 2 Figures that accompany problems inthis test are intended to provide information useful in solving the problems. Ss possible EXCEPT when it is stated ina specific problem that the figures rox ‘The number of degrees of are in a circle is 360. 7 ‘The measure in degrees of a straight angle is 180: ‘The sum of the measures in degrees of the angles ofa triangle is 180. Reference Informatio, Directions for Quantitative Comparison Questions Questions 21-32 each consist of two quantities in EXAMPLES boxes, one in Column A and one in Column B. Jamna You are to compare the two quantities and on the Column J Column B Answers answer sheet fill in oval A if the quantity in Column A is greater; ed S? B ifthe quantity in Column B is greater, C if the two quantities are equal; exon D ifthe relationship cannot be determined from the information given 1. In some questions, information is given about ‘one or both of the quantities to be compared. 1m Such cases, the given information 1s centered above the two columns and is not boxed. 2. Ina given question, a symbol that appears in both rand s are integers, ‘columns represents the same thing in Column A as 3. Letters such as x, ”, and & stand for real numbers, nee 72. GO ONTO THE NEXT PAGE40o004o0n004 ae YU & UU UO 4 SUMMARY DIRECTIONS FOR COMPARISON QUESTIONS Answer: A if the quantity in Column A is greater; B if the quantity in Column B is greate C if the two quantities are equal; D if the relationship cannot be determined from the information given. Column A Column B Column A xt+3=5 yr2=5 x20 21. : y 25. Tx +2) 7 aS ‘The number of integers ] [The number of integers - between 1 and 201 that | | between | and 201 that For all integers a; b, and ¢, let are multiples of 10 are multiples of 5 27. z -—6- PORT is a square, 2A. [The area of | ‘The area of square PORT ttiengle POS | GO ON TOTHE NEXT PAGE 2a.I 400004 oo0 9g SS tFHUUU OS SUMMARY DIRECTIONS FOR COMPARISON QUESTIONS A if the quantity in Column A B if the quantity in Column B C if the two quantities are equal; D ifthe relationship cannot be determined from the information given, greater; greater; 28. Columns mB Columns ¥ represents one of the digits 0 through 9, inclusive ne wy = 5 The number that results | [The number that resale Ss after 8.4Y3 has been ‘after 8.¥92 has been tov xy rounded to the nearest | | rounded to the newest tenth tenth Gee 1 is the radius of each small circle, ‘The large circle has center 0, 2 E=_] rs large circle a ii, | —__. —_—,_ Five cars, each ofa different color, are to be parked in a row of 5 parking spaces. The number of possible arrangements of the 5 cars in the 5 spaces is w. One of the cars is red. ‘The number of possible arrangements of the Scars in the 5 spaces if the red car must be parked in the center space ule GO ONTO THE NEXT PAGEA4o0004o00004 Directions for Student-Produced Response Questions Tach ofthe remaining 8 questions (3-40) requires you to solve the problem and enter your answer by marking he ovals inthe special grid, as shown in the examples below wie ie Answer: 201 Answer: jg or 7A2 Answer: 2.5 Either position is comet, Wee answer 171 /| 112. 2) .15 2/0; 1) (2/0) 11 | ( Seep Fraction FOS! 400004 po05 *00004o00004 35. A television set is on sale for 20 percent off the regular Prive of $500. If Ms. Jones purchases the set on sale and pays sales tax of 5 percent of the purchase price, What is the exact dollar amount that she pays for the television set? (Disregard the $ sign when gridding your answer.) 2U,5) 4 R641) 36. In the figure above,

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