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SAT官方指南第一套第一篇（SAT OG test1第一篇）老师寄语：OG是sat考试最重要的参考资料，希望大家不要轻视，不要浪费。
同时，有些题目看似简单，但实际上蕴含一些重要的做题思想，所以，同学们千万不要好高骛远。
越是看似简单的，越是拉开彼此差距的。
文章：This passage is from Lydia Minatoya,The Strangeness of Beauty. Copyright1999by Lydia Minatoya.The setting is Japan in1920.Chie and her daughter Naomi are members of the House of Fuji,a noble family.Akira came directly,breaking all tradition.Wasthat it?Had he followed form—had he asked hismother to speak to his father to approach ago-between—would Chie have been more receptive?5He came on a winter’s eve.He pounded on thedoor while a cold rain beat on the shuttered veranda,so at first Chie thought him only the wind.The maidknew better.Chie heard her soft scuttling footsteps,the creak of the door.Then the maid brought a10calling card to the drawing room,for Chie. Chie was reluctant to go to her guest;perhaps she was feeling too cozy.She and Naomi were reading at a low table set atop a charcoal brazier.A thick quilt spread over the sides of the table so their legs were 15tucked inside with the heat.“Who is it at this hour,in this weather?”Chie questioned as she picked the name card off the maid’s lacquer tray.“Shinoda,Akira.Kobe Dental College,”she read. 20Naomi recognized the name.Chie heard a soft intake of air.“I think you should go,”said Naomi.Akira was waiting in the entry.He was in his early twenties,slim and serious,wearing the black25military style uniform of a student.As he bowed—his hands hanging straight down,ablack cap in one,a yellow oil-paper umbrella in the other—Chie glanced beyond him.In the glistening surface of the courtyard’s rain-drenched paving 30stones,she saw his reflection like a dark double.“Madame,”said Akira,“forgive my disruption,but I come with a matter of urgency.”His voice was soft,refined.He straightened andstole a deferential peek at her face.35In the dim light his eyes shone with sincerity.Chie felt herself starting to like him.“Come inside,get out of this nasty night.Surelyyour business can wait for a moment or two.”“I don’t want to trouble you.Normally I would40approach you more properly but I’ve received word of a position.I’ve an opportunity to go to America,as dentist for Seattle’s Japanese community.”“Congratulations,”Chie said with amusement.“That is an opportunity,I’m sure.But how am I45involved?”Even noting Naomi’s breathless reaction to theame card,Chie had no idea.Akira’s message, delivered like a formal speech,filled her with maternal amusement.You know how children speak 50so earnestly,so hurriedly,so endearingly about things that have no importance in an adult’s mind? That’s how she viewed him,as a child.It was how she viewed Naomi.Even thoughNaomi was eighteen and training endlessly in the arts55needed to make a good marriage,Chie had made no effort to find her a husband.Akira blushed.“Depending on your response,I may stay in Japan.I’ve come to ask for Naomi’s hand.”60Suddenly Chie felt the dampness of the night.“Does Naomi know anything of your... ambitions?”“We have an understanding.Please don’t judgemy candidacy by the unseemliness of this proposal.I65ask directly because the use of a go-between takes much time.Either method comes down to the same thing:a matter of parental approval.If you give your consent,I become Naomi’s yoshi.*We’ll live in the House of Fuji.Without your consent,I must go to70America,to secure a new home for my bride.”Eager to make his point,he’d been looking her fullin the face.Abruptly,his voice turned gentle.“I seeI’ve startled you.My humble apologies.I’ll take no more of your evening.My address is on my card.If75you don’t wish to contact me,I’ll reapproach you intwo weeks’time.Until then,good night.”He bowed and left.Taking her ease,with effortless grace,like a cat making off with a fish.“Mother?”Chie heard Naomi’s low voice and80turned from the door.“He has asked you?”The sight of Naomi’s clear eyes,her dark browsgave Chie strength.Maybe his hopes were preposterous.“Where did you meet such a fellow?Imagine!He85thinks he can marry the Fuji heir and take her to America all in the snap of his fingers!”Chie waited for Naomi’s ripe laughter.Naomi was silent.She stood a full half minutelooking straight into Chie’s eyes.Finally,she spoke.90“I met him at my literary meeting.”Naomi turned to go back into the house,then stopped.“Mother.”“Yes?”95“I mean to have him.”1Which choice best describes what happens in the passage？A one character argues with another character who intrudes on her home.B one character receives a surprising request from another characterC one character reminisces about choices she has made over the yearsD one character criticize another character for pursuing an unexpected course of action.答案是Bgumi老师的解析：这道题目要想作对，首先要知道选项中的one character和another character指的是原文三个人当中的哪两个，根据文章的主要动作和语言的发出者，可以锁定一个是chie，一个是Akira。
（OG Test1-17）According to Box, a leading Greenland expert, tundra fires in 2012 from as far away as North America produced great amounts of soot, some 1 of it drifted over Greenland in giant plumes of smoke and then fell as particles onto the ice sheet. 1A) NO CHANGEB) sootC) of whichD) DELETE the underlined portion.（OG Test2-16）The couch and chairs, in keeping with the style of the time, are characterized by elegantly curved arms and 2 legs, they are covered in luxurious velvet. A dime-sized portrait of a French aristocratic woman hangs in a golden frame. 2A) NO CHANGEB) legs, the couch and chairsC) legs andD) legs,（OG Test1-11）Because consumers reap the nutritional benefits of Greek yogurt and support those who make and sell 3 it, therefore farmers and businesses should continue finding safe and effective methods of producing the food. 3A) NO CHANGEB) it, farmersC) it, so farmersD) it: farmers（OG Test1-43）That these skills are transferable across professions 4 which makes them especially beneficial to twenty-first-century students. 4A) NO CHANGEB) thatC) andD) DELETE the underlined portion.（OG Test4-13）In the name of health, 5 spending $1.60 for every dollar they would have spent on food that is grown in a manner that is considered conventional. 5A) NO CHANGEB) these consumers spendC) having spentD) to spend(Khan academy) 6 A career in water chemistry leading to exciting travel and teaching opportunities, and working to de- contaminate water supplies around the world is a rewarding experience for those who undertake it. 6A)NO CHANGEB)Careers in water chemistry leadingC) A career in water chemistry that leadsD) A career in water chemistry can lead(2016.10AP-39) Roboticists trumpet the many potential uses for these robots, which can be programmed to work in the capacity of physical therapists, customer service representatives, and butlers, among other occupations. French engineers have created a prototype 7 hoping they can one day function as a caregiver and home assistant for the elderly.(2016-03NA-12) As I enter the central gallery of the Arms and Armor collection at the Metropolitan Museum of Art in New York City, an imposing array of heraldry flags flies above me, each flag 8 is bearing a coat of arms. 7A)NO CHANGEB)hoping thatC)they hopeD)and hope8A) NO CHANGEB) are bearingC) bearingD) bears(Khan academy) The plaintiffs divulged that, rather than appointing a qualified engineer or architect to oversee the tank’s 9 construction, but USIA had appointed an accountant to do the job. 9A) NO CHANGEB) construction,C) construction yetD) construction, and(OG Test4-36) Conceptualizing a game is only the beginning of a video game designer’s 10 job, however, no matter how good a concept is, it will never be translated into a video game unless it is communicated effectively to all the other members of the video game development team. 10A) NO CHANGEB) job, however. NoC) job—however, noD) job however no。
SAT阅读真题及答案解析（一）SAT考试真题是很重要的备考资料，那么，很早以前的真题资料还有参考性吗？其实大家可以先以最近真题为主，以前的真题资料为辅进行练习。
下面文都国际小编为大家整理了一篇SAT阅读真题及答案解析，供大家参考。
Passage 1Every age, after his own, has gone in search of Shakespeare. The first biography was written in 1709. Now it is a poor year for the Shakespeare business when two or three more do not show up on bookstore shelves. We want to know who he was hoping that the narrative of his life will somehow explain the genius of his writing. But it never does. We find him but who we find only adds to the mystery. How is it that a man without a university education, a glover's son from a small Warwickshire market town, could have written the plays and poems that have spoken to generations of readers and theatergoers?Passage 2Stratford. Shakespeare's hometown, has become an almost sacred place of pilgrimage, with tourists waddling reverently around the spectacularly tasteless cathedral of the Shakespeare Memorial Theatre. An impressionable few of them are even moved to doff their caps or discard their ice creams. Shakespeare's familiar high-domed head, an image that is quite possibly not him at all, has adorned everything from TV beer commercials to British currency. He is the presiding genius of the national spirit, a kind of hero in a neck ruff. Without him industries would crash and ideologies crumble. It is even rumored that he also wrote plays.分析：Passage1 对Shakespeare是正面的态度。
雅思OG真题TEST1答案阅读一、READING1、READING PASSAGE 3You should spend about 20 minutes on Questions 26-40, which are based on Reading Passage 3 below.Sleeping Sleep medicine is a relatively young field in the UK, with only a couple of centres until the1980sIn the last decade a number of centres have sprouted, often led by chest physicians and ENT surgeons with an interest in obstructive sleep apnoea, forcing neurologists and neurophysiologists to wake up and contribute to the non-respiratory aspect of this neglected subject. Within sleep, two states are recognised—non rapid eye movement (NREM) and rapid eye movement (REM)These alternate cyclically through the night with cycle time of90 minutes (50-60 minutes in the newborn)NREM sleep is divided into four stages: stages 1 and 2 (considered light sleep), and stages 3 and 4 (deep sleep with high arousal threshold). REM is ontogenically primitive with EEG activity closer to wake state, intermittent bursts of REMs and muscle atonia interrupted by phasic bursts producing asynchronous twitchingThe atonia of REM sleep prevents acting out of dreams and is lost in REM behaviour disorder when dreams content becomes violent and patients act out their dream, often resulting in in jury .REM behaviour disorder can be a precursor of neurodegenerative disease including ParkinsonsDream content (pleasant/unpleasant) will be remembered on waking from REM sleep but there is often little memory of the preceding mental- activity on arousals from NREM sleep, even when associated with complex behaviours and autonomic disturbance as occurs in night terrors or sleep walking. In the newborn 50 per cent of total sleep time is occupied by REM sleep, progressively shrinking to 25 per cent in the adult, the first block of REM sleep occurring about90 minutes after sleep onsetAbrupt withdrawal of alcohol and many centrally acting recreational and non-recreational drugs can cause REM sleep to occur at sleep onsetThis can also increase total REM sleep, leading to intense vivid often frightening dreams (hypnogogic-sleep onset/hypnopompic or, on waking, hallucinations), similar to that experienced by patients with narcolepsy. The NREM/RE/REM sleep states are interrupted by brief arousals and transient awakeningsThe frequency of the arousals may increase with emotional disturbance or environmental discomfort but also in many intrinsic sleep disorders such as periodic leg movements in sleep, obstructive sleep apnoea and narcolepsy. A basic rest-activity cycle originates in fetal lifeThe newborn sleeps an equal amount during the day and night, the sleep-wake cycle organised around three-to four-hourly feedsBy the second month favouring of sleep towards night-time occurs and by six months the baby will have about 12 hours of sleep at night in addition to a couple of daytime napsIn general, children born prematurely have a tendency to be awake more at night in the first year and breast-fed babies wake more frequently, but the difference disappears by the second yearPersistent night awakenings in infants and toddlers usually reflect the child's inability to self-soothe back to sleep without parental attention and will respond to a well- supported behavioural programme. The establishment of a consolidated night sleep pattern in children reflects brain maturation and may be disrupted in children with developmental problemsEven in this group success is possible by persisting with behavioural work, though many paediatricians prescribe melatonin for these children with some successBut as the long-term safety of melatonin remains unknown it should be used as a last resortThere are now good studies looking at short-term use of melatonin in sleep-wake cycle disorders such as delayed sleep phase syndromeIts use as a hypnotic should be discouraged, especially in the developing child as there is uncertainty on other cycles, such as menstrual. In addition to the NREM/REM cycles, there is a circadian (24 hours) sleep/wake cycle entrained by intrinsic rhythms (melatonin and body temperature) and extrinsic factors (light and social cues such as mealtimes, school/work times)The pineal hormone melatonin plays a role in entraining the sleep-wake cycle to the light-dark cycleMelatonin secretion is high in darkness and low in daylight hours, the process beginning in the retina with the supra- chiasmatic nucleus playing a major role as a sleep regulator via melatoninBlind people may lose this entrainment and develop a free running sleep/wake cycle with progressive advancement of sleep onset time. Polymorphism of the circadian clock gene has now been identified with the population divided between morning types (larks) and evening types (owls)Those predisposed to later sleep onset time (evening types) are susceptible to developing delayed sleep phase syndrome especially during adolescence when sleep requirement increases and there is a tendency towards later time for sleeping and wakingIn delayed sleep phase syndrome, sleep onset is delayed to the early hours of the morning with consequent difficulty in waking in time for school/workOnce established, advancing sleep onset time is difficult and requires treatment with appropriately timed melatonin or bright light therapy— advancing sleep onset progressively forwards until the desired sleep time is reached. In contrast the elderly who are more susceptible to perturbation in their sleep-wake schedule can develop advanced sleep phase syndrome with sleep onset occurring early in the eveningShift workers often struggle to cope with shift patterns as they grow older due to difficulty in re-adjusting their circadian clockIn general, morning bright light exposure is a more powerful synchroniser of the circadian rhythm than melatonin. Questions 26-28 Choose the correct letter, A, B, C or D.1．According to the passage, ______.A. the growing concern on sleep medicine from physicians and ENT surgeons contributed to the boom of this 38. sleep onset (根据该题关键词“postponed”定位到倒数第二段的倒数第二句。
Passage 1The detective story does not and cannot attain the loftiest level of literary achievement.Though it deals with the most desperate effects of rage,jealousy,andrevenge,it rarely touches the heights and depths of human passion.It presents us with an accomplished fact,and looks upon death with a dispassionate eye.It does not show us the inner workings of the murderer’s mind-it must not,for the identity of the criminal is hidden until the end of the book.The most successful writers are those who contrive to keep the story running from beginning to end upon the same emotional level,and it is better to err in the direction of too feeling than too much.文章大意：侦探故事不能达到文学作品成就的最顶峰，并对这种观点给予解释。
文章结构分析：观点解释型，首句即观点，其余句子构成论据论点。
文章分析讲解：文章第一句中的单词比较简单，attain义为“获得、达到”，literary是“文学的”意思。
不过我要在这里特别区别几个形似的单词，literal“确确实实的”，literate“有文化的、有阅读和写作能力的”，还有一个就是刚才提到的literary。
SAT阅读OG1经典错题解析Q7题，段落功能题;D;本题容易在A和D里犹豫;本段内容，是Akira直接来了，没有请媒人;本段功能，是站在Akira的立场，以他的行动，去分析，Naomi妈妈的反应;因此D是正确答案;Q22题，细节题;B;line3的文意，分子是一个长链，其backbone由regular alternation of suger and phosphate groups组成;regular alternation = repeating 本题容易错选C，注意文中是“and”的逻辑，题目中是“or”的逻辑;偷换概念;D选项，属于5行之后，下一句话，与出题点无关;更谈不上"main";Q27题，D，词汇功能题;exact，specific，complement在句中，都在强调，一条DNA链给出后，可以复制另一条链。
因此D是直接可选项。
C的干扰性很强。
C符合最后一段段首前半句的意思，但后半句but，否定了前半句的意思，所以最后一段的核心观点，是but之后的意思，即任何成双序列都能符合，而不是完全规律性。
因此C不能选。
Q35题，B，无行号细节题;题干关键词，setting of the bridge，对应行号，line1-11;A选项，fanciful reflection，与文章相反;文中说，不是dreaming(=fanciful reflection);C选项，historic episode，与文章无对应;D选项，past and present，与文章无对应;Q36-37题，DC，询证题;36题，问woolf认为procession的情况;关键词是procession，可以往37题里寻找;37题，A选项，男性的procession细节;B选项，对procession的比喻;C选项，强调女性融入procession;D选项，强调女性procession的细节;37题中，都含有procession，需要与36题对应;A选项，more practical influence，无对应项;B选项，显著特质，可以与37题A对应，但与作者态度不符;作者对男性的procession有负面态度;C选项，包含最有权势的人，无关;D选项，近年变得更少排外，与37题C对应，可选。
Sample Essay - Score of 6Every person has his or her own idea of ethics and morality, regardless of objective truth. Authority figures, whether teachers, heads of nations, or other positions of power, may not always be in line with that morality. In order to determine whether an authority figure is doing what is just, individuals must speak out when they perceive injustice. Oftentimes, thatmeans questioning authority.Dystopic novels often portray systems of national leadership in which questioning gover nmental authority is explicitly forbidden. George Orwell’s novel 1984 is such a story. The government is known collectively as "Big Brother," who is a symbolic entity continually watching over every citizen. The language, Newspeak, is constantly being updated to control people’s expression and thereby control their thoughts. Anyone caught even thinking something other than Big Brother would want them to think are arrested by the Thought Police. Under this regime, there are virtually no independent thinkers. Every piece of information given to the people comes through the government, which has the power to change facts and history with utter impunity. The main character, Winston, manages to catch on, but in the end, he is finally brainwashed by torture. In this society of obedient drones,truth is irrelevant because there are no lies.When a student goes through formal education, he must be on his guard when it comes to what he absorbs. In the midst of objective facts, all too often a teacher may attempt to i ndoctrinate him with the teacher’s own ideology. One need only look at the majority ofUnited States universities. There are thousands of easily-accessed articles exposing documented incidences of teachers boldly instilling in their students the liberal ideology. Universities are cesspools of leftist professors who punish students who express differences of opinion. Yet without those few questioning students, the rest of the student body would be subjected to unadulterated liberal lectures, with nary an opposing view in earshot. In order to form proper opinions, students must be exposed to both sides of an issue, and both sides must be questioned so as to ascertain the truth of each.Leaders of other countries must also be questioned by nonresidents so as to discoverprecisely what is happening under their authority.Score ExplanationThis essay demonstrates outstanding critical thinking by effectively and insightfully developing a point of view (In order to determine whether an authority figure is doing what is just, individuals must speak out when they perceive injustice. Oftentimes, that means questioning authority), providing clearly appropriate reasons and examples from literature and current events as support. The essay is well organized and clearly focused on authorities who "indoctrinate" others, displaying clear coherence and smooth progression of ideas (Universities are cesspools of leftist professors who punish students who express differences of opinion. Yet without those few questioning students, the rest of the student body would be subjected to unadulterated liberal lectures, with nary an opposing view in earshot. In order to form proper opinions, students must be exposed to both sides of an issue, and both sides must be questioned so as to ascertain the truth of each). Using a varied, accurate, and aptvocabulary, the response exhibits skillful use of language, and there is meaningful variety in sentence structure throughout (Every piece of information given to the people comes through the government, which has the power to change facts and history with utter impunity).Demonstrating clear and consistent mastery, this essay receives a score of 6.Sample Essay - Score of 5While respect should be given to figures of authority, they should not be followed blindly. People with power need to be kept in check, and if those who follow them don’t do this no one will. For this reason it is not the option but rather the duty of people under someone else’spower to question them and their authority.When people see something that they feel is wrong, they must speak up. If a student notices that a teacher has made a mistake, they must say something. Yes, they are second guessing the teacher, but it is for the benefit of the whole class. It is better to speak up then to let the class go on and to let all the other students be misinformed. On a larger scale, citizens must speak up when they see their leaders doing something that they do not agree with. They do this at a risk to themselves, though. Questioning authority can make one look ungreatful for that authority, but that is a risk many are willing to take. John Kerry, for example, stood up and spoke out against the war in Vietnam. Many people saw this as unpatriotic and anti-American, but he did it anyway because he believed that his government, and the men with authority, needed to know that he disagreed with them.Many people in authority make very important decisions. These decisions usually directly affect many people. If someone is being directly affected by a decision then it is their right to ask questions or challenge it. If leaders don’t hear from the people, then they will not know what the people want, so communication with and questioning of people in authority is crucial to a working relationship. This is demonstrated in the Senate and the House. People write to their representatives and ask them questions and challenge decisions that they have made.All of these things help these powerful men make good decisions.While all of this challenging and questioning is good, figures of authority must be respected. They have a lot of responsibility and deserve respect for what they do. Also, if a person in authority is not respected by a person or group of people, they will not take comments or complaints f rom those people seriously. George Bush won’t take advice from because he knows that they make a mockery of his re-election. Respect has to be mutual and people have to be vocal in order for people in authority to be able to doa good job and keep the opinion of the people in mind.Score ExplanationThis essay effectively develops a point of view (. . . it is not the option but rather the duty of people under someone else’s power to question them and their authority) and demonstrates strong critical thinking, providing appropriate reasons and examples from personal observation, history, and government to support the position. The essay is focused and well organized as it moves through its examples, displaying coherence and progression of ideas (If a student notices that a teacher has made a mistake, they must say something. Yes, they are second guessing the teacher, but it is for the benefit of the whole class. It is better tospeak up then to let the class go on and to let all the other students be misinformed). Through the use of appropriate vocabulary, the response exhibits facility in the use of language, and variety in sentence structure appears throughout (If leaders don’t hear from the people, then they will not know what the people want, so communication with and questioning of people in authority is crucial to a working relationship). To earn a score of 6, the writer should use critical thinking and additional detailed evidence to enrich the examples, which are somewhat general. This essay demonstrates reasonably consistent mastery and merits a score of 5.Sample Essay - Score of 5When any group, organization, or people choose a leader, they expect to be governed well. Throughout history powerful nations have been reduced to rubble because of poor leadership. Unfortunately, there was not much the people could do because speaking out against their ruler was illegal. Although most governing bodies have the best interest of the people in mind, the real experts on the issues of the people are the people themselves. In the United States people not only have, but cannot be denied the right of questioning authority. Far from rebellious, this ability to voice concern is important because it appeases the people, rightswrongs, and makes governing more efficient.Any governed people will be easier to mange if they are happy. Happy people are more productive. Therefore, happy people benefit the entire country. In order for people to feel content they have to feel like they are heard. Everyone’s o pinion matters and is important. When people feel that their important matter is being ignored they become disgruntled. In order to affectively manage a people it is very important to make sure they are heard. Theiropinion can prove to be invaluable.Another reason that voicing concern to the government is because it can lead to the betterment of the whole. In the 1960’s the United States witnessed the Civil Rights Movement. Prior to that point the country was segregated. This was an ugly time when whites enjoyed the better of everything. Black people felt this injustice and did something about it. They spoke out against this evil institution and spurred change. Because of their braveryeveryone is on an equal playing field.Governing becomes more efficient when people can speak out against it. A ruling body will not always know when part of the system is not working anymore. When people are allowed to talk about their difficulties with healthcare and public school systems those problems can be rectified. Not all comments about the governing body are going to be positive. It is the negative ones that can sometimes make the difference.A person with a problem and a voice to call it out is the most invaluabl asset to a country. The people know best what will make their lives more productive. It is extremely important that they be allowed to speak out about the ineffective measures in order to develop new ones.This right should be undeniable to all people.Score ExplanationDemonstrating strong critical thinking, this essay effectively develops a point of view on questioning authority (Far from rebellious, this ability to voice concern is important because it appeases the people, rights wrongs, and makes governing more efficient), providingappropriate reasons and examples to support the position. Well organized and focused on its three reasons why "voicing concern to the government" is important, the response exhibits coherence and progression of ideas (Throughout history powerful nations have been reduced to rubble because of poor leadership. Unfortunately, there was not much the people could do because speaking out against their ruler was illegal. Although most governing bodies have the best interest of the people in mind, the real experts on the issues of the people are the people themselves), despite some repetitive and general ideas. Using appropriate vocabulary, the essay displays facility in the use of language and variety in sentence structure (Black people felt this injustice and did something about it. . . . Because of their bravery everyone is on an equal playing field). In order to receive a score of 6, the writer needs to develop the one specific example more fully, and should highlight the connections among the examples rather than treating them as three distinct ideas. Demonstrating reasonably consistent mastery,this essay receives a score of 5.Sample Essay - Score of 4In order for societies to grow, they must adapt to new ideas and opinions. Although it is difficult to decide what is best for a society, an authoritative figure must make these decisions.However, sometimes it is difficult to make the right decisions. It is, then, important to question ideas and decisions of authority figures because without new ideas, there would never be change in a society. Without change, it is difficult for societies to grow and prosper.It is necessary for one person to start a revolution in order for changes to occurr. For example, during a difficult time of discrimination, Rosa Parks took a stand. She refused to sit in the back of the bus so a white person could have her seat. Although this act may have seemed insignificant, it really started to get more and more African-Americans to speak out against authority. Eventually, many of the laws were rewritten so that freedom is equal for everyone. It was completely necessary for one woman to question the authority, or our society mayhave never grown out of that frame of mind.Although it may seem difficult to speak out against ways you have lived by your whole life, oftentimes it is better to go against a society and stand up for what you believe in, rather than following wrongful laws and regulations. In The Adventures of Huckelberry Finn, Huck has been taught his entire life that Jim is a slave and should be treated as such. However, through their journies together, Jim and Huck develop a new appreciation for each other. Huck begins to view Jim as less of the animal society has called him and more of a friend. In desperate times, Huck would come up with clever stories and lies so that Jim would not be arrested and returned to slavery. Huck went against everything he knew so he could help a friend. Huck’s mind was one of a few that went against a society that believed the color of your skin was more important than any other characteristic. When more and more people come together with a common goal, it is easier to question and change a society.Without questioning authority, it would not be possible to have variety in a society. In The Giver, Jonas’ world is a communi ty of "sameness" and regularity. There is no pain or love and there is no color or world beyond their tiny community.Score ExplanationDemonstrating competent critical thinking, this essay develops a point of view (It is, then, important to question ideas and decisions of authority figures because without new ideas, there would never be change in a society) and supports the position with adequate examples from history and literature. Generally organized and focused around its examples, the essay exhibits some coherence and progression of ideas (In The Adventures of Huckelberry Finn, Huck has been taught his entire life that Jim is a slave and should be treated as such. However, through their journies together, Jim and Huck develop a new appreciation for each other). The essay displays adequate facility in the use of language, using generally appropriate vocabulary and a varied sentence structure (Although this act may have seemed insignificant, it really started to get more and more African-Americans to speak out against authority). To earn a higher score, the writer should add specific details: both examples, while adequate, are too vague and general to really be effective. This essay demonstratesadequate mastery and receives a score of 4.Sample Essay - Score of 4When a person is placed in a position of authority, he or she is considered to be an expert or a leader in his or her field. Despite this, once in a while, every leader, director, or president might make a bad decision or make a mistake. Being wrong once in a while is part of being human. This is why that sometimes one might find it necessary or important to question the ideas and decisions of people in positions of authority.Respect for an authority figure is obviously needed in order for a business, group, or organization to work properly. Although, there are times when questioning the people in charge is necessary. Even I have been in situations where authority figures, such as a parent or a group leader, haven’t always had the best idea or mad e the right decision. One time, the coach of my soccer team had decided that we were going to play in a soccer tournement down in New Jersey. To make sure all of the team members arrived at the same time, he told us that we were going to take a plane down. My teammates and I weren’t thrilled with the idea because we didn’t want to spend the money for a plane ticket. I began to think and came up with the idea of us all taking a bus down to New Jersey. It was cheaper for all of us and we would still all be together. I then mentioned the idea to my coach and he agreed with it, even though I questioned his authority. We ended up renting a bus, paying less money, and trulyhaving more fun.By questioning or giving new ideas to people in authority, we ourselves become better thinkers. Because I gave that idea to my coach, he now asks me how we can travel down to all of our tournements. By giving new ideas or questioning old ones, it forces all concerned to defend the old ideas and decisions or to consider new ones. These new thoughts could possibly even correct past errors or put a stop to wrong actions in the future. Whether one questions a CEO of a major corporation, a daughter gives an idea her mother, or a student corrects his teacher, it is important to question the ideas and decisions of people in positionsof authority.Score ExplanationThis essay develops its point of view (. . . it is important to question the ideas and decisions of people in positions of authority) with competent critical thinking, using an adequateexample from personal experience to support the position. The essay is generally organized and focused on its argument, displaying some coherence and progression of ideas (I began to think and came up with the idea of us all taking a bus down to New Jersey. . . . I then mentioned the idea to my coach and he agreed with it, even though I questioned his authority. We ended up renting a bus, paying less money, and truly having more fun). The essay displays adequate facility in the use of language with generally appropriate vocabulary and some variety in sentence structure (To make sure all of the team members arrived at the same time, he told us that we were going to take a plane down). In order to achieve a higher score, the writer needs to use critical thinking and more detail to enhance the example, or provide additional examples, to further develop the point of view. Demonstrating adequatemastery, this response merits a score of 4.。
Test 1P391第一篇短文章狂风呼啸着、低吟着,以每小时50 英里的速度划过基特峰上的望远镜弧顶。
几英尺以下,滑动着一整天都在起起伏伏的一片云海,此刻正在暮色中变得灰淡。
高处,海尔波普彗星像一个羽毛般的鱼饵悬挂在天空,它的尾巴稍稍弯曲,就好像是被这严酷的寒风吹到了一旁。
星星在渐暗的夜空中一颗一颗的眨眼,闪烁着。
不远处,野马们在漫步走过,漫步游荡。
它们都没有扫一眼天空中海尔波普彗星游丝般的痕迹,也没有看一眼这晴朗夜空的壮丽景象,不管有没有彗星,有彗星,或是没有。
做人的感觉真好！第二篇短文章1843 年,Ada K ing 发表了一套很有影响力的笔记,笔记的内容是关于查尔斯·巴比奇的“分析机”的概念-‐-‐-‐这是第一次关于自动操作计算机的设计,其中的内容包括了叫做伯努利数的关于计算机编程的一系列数字计算方法,这些理论也确立了他在计算机领域的重要地位。
然而,她壮丽的人生和显赫的出生（她是著名诗人拜伦的女儿）以及在她在计算机领域扮演的女性先驱的角色都使得她成为一个偶像。
许多的小说,戏剧,电影等都是以她为原型的。
虽然有很多女性为了计算机技术的发展做出了贡献,但只有Ada K ing 拥有以她的名字命名的计算机语言,即Ada。
P392 单长篇以下章节选自1999 年的一篇回忆录,作者是一个美洲黑人妇女和一个刚果男人的儿子,他曾经在美国和非洲都生活过,他是在马萨诸塞州的波士顿和塔桑尼亚的首都达累斯萨拉姆长大的。
在此,他向我们阐述了他关于美洲黑人和非洲黑人历史关系的观点。
在刚果,有一则谚语是这么说的,“一棵树没有了根就无法站立”。
这在现在看来是显而易见的常识,因为在我们这个真正有见解的真理都已经被说过的年代,因为在我们这个时代,都自认为无所不知,,许多东西都已经成为了陈词滥调。
但是所有的陈词滥调都起源于他们对于真理的坚持,创造这一谚语的先辈就是在向他的后人们传递这样一个清晰而有力的信息,一个民族, 如果不知道其过去存在的根源是无法繁荣兴旺的。
智 课 网 S A T 备 考 资 料【SAT阅读真题解析】OG1 中单精析之- origin美国社会是个大熔炉，集合了世界多个地区，国家，民族，种族的人群。
当他们来到美国社会后，奋斗并组建了家庭。
下一代人口如ABC( American-born Chinese), Black Americans，会渐渐思考自己的origi n。
这一现象在SAT阅读文章中，有大量体现。
我们就OG-1（P392）的阅读做详细分析。
首先正文上方的斜体字阐明了作者身份-BlackAmerican，同时讲到了他的文章提到了对black Americans 和 black Africans 关系的见解。
正文分为四段。
一段作者提到了两个刚果著名的proverb （adage ），都是和root，origin有关的。
并且段末很坚定地表明，对于self-id entification和self-knowledge的追求是与生俱来的。
第二，三段提到了black American 对于维持他们与origin的关系所做的努力，这种bond，可能有些twisted， yet not broken。
而black African 为了维系与black A merican的fraternity，strength，同样也在努力。
第四段开始，写作基调有了转变，作者提到，当双方finally met时，开始disappointment, doubt, uncertainty。
然而，but 一次的使用，基调再转，we were reminded of what we shared。
理解下这里的we，指代的就是这两个人群。
最后作者强调 we’ve madecontact，突出两个人群的bond，是割不断的。
题目解析：10题考查篇章写作目的。
正常按做题思路，这是文章读完后，最后才做的。
选之前先分析一下，文章的主旨无非就是讨论两群人的conne ction。
2The passages below are followed by questions based on their content; questions following a pair of related passages may also be based on the relationship between the paired passages. Answer the questions on the basis of what is stated or implied in the passages and in any introductory material that may be provided.Questions 9-12 are based on the following passages. Passage 1The intelligence of dolphins is well documented by sci-ence. Studies show that dolphins are able to understandsign language, solve puzzles, and use objects in their environment as tools. Scientists also believe that dolphins5 possess a sophisticated language: numerous instances havebeen recorded in which dolphins transmitted informationfrom one individual to another. A recent experiment provedthat dolphins can even recognize themselves in a mirrorsomething achieved by very few animals. This behavior10 demonstrates that dolphins are aware of their own indi-viduality, indicating a level of intelligence that may bevery near our own.Passage 2Are dolphins unusually intelligent? Dolphins havelarge brains, but we know that brain size alone does15 not determine either the nature or extent of intelligence.Some researchers have suggested that dolphins have bigbrains because they need them for sonar and soundprocessing and for social interactions. Others have arguedthat regardless of brain size, dolphins have an intelligence20 level somewhere between that of a dog and a chimpanzee. The fact is, we don¡¯t know, and comparisons may not be especially helpful. Just as human intelligence is appropri-ate for human needs, dolphin intelligence is right for the dolphin’s way of life. Until we know more, all we can say25 is that dolphin intelligence is different.9. In lines 2-8, the author of Passage 1 mentions activities that suggest dolphinsA are unusually sensitive to their environmentB do not generally thrive in captivityC have a unique type of intelligence .D are uncommonly playful animalsE have skills usually associated with humans10.The author of Passage 2 would most likely respond to the last sentence of Passage 1 byA suggesting that intelligence in animals is virtually impossible to measureB observing that intelligence does not mean the same thing for every speciesC questioning the objectivity of the studies already conductedD noting that dolphin activities do not require a high level of intelligenceE arguing that little is actually known about dolphin social behavior11 . The two passages differ in their views of dolphin intelligence in that Passage 1 states that dolphinsA share a sophisticated culture, while Passage 2contends that dolphin intelligence is roughly equal to human intelligenceB are as intelligent as humans, while Passage 2 notes that dolphins outperform other animalsC are more intelligent than most other animals, while Passage 2 points out that dolphins are less intelligent than other mammalsD are highly intelligent, while Passage 2 suggests that there is not enough evidence to understand dolphin intelligence fullyE have large brains, while Passage 2 argues that brain size does not signify intelligence12.Which generalization about dolphins is supported by both passages?A They display self-awareness.B They are more emotional than other animals.C They learn at a rapid rate.D They have a certain degree of intelligence.E They have shown the ability to use tools.Questions 13-24 are based on the following passage.The following passage appeared in an essay written in 1987 in which the author, who is of Native American descent, examines the representation of Native Americans during the course of United States history.In many respects living Native Americans remain as mysterious, exotic, and unfathomable to their contempo-raries at the end of the twentieth century as they were to the Pilgrim settlers over three hundred fifty years ago. Native5 rights, motives, customs, languages, and aspirations are misunderstood by Euro-Americans out of a culpable igno-rance that is both self-serving and self-righteous. Part ofthe problem may well stem from the long.b standing ten-dency of European or Euro-American thinkers to regard10 Native Americans as fundamentally and profoundlydifferent, motivated more often by mysticism than byambition, charged more by unfathomable visions thanby intelligence or introspection.This idea is certainly not new. Rousseau’s* “noble15 savages” wandered, pure of heart, through a pristine world. Since native people were simply assumed to be incompre-hensible, they were seldom comprehended. Their societies were simply beheld, often through cloudy glasses, andrarely probed by the tools of logic and deductive analysis 20 automatically reserved for cultures prejudged to be“civilized .”And on those occasions when Europeansdid attempt to formulate an encompassing theory, it was not, ordinarily, on a human-being-to-human-being basis,but rather through an ancestor-descendant model. Native 25 Americans, though obviously contemporary with theirobservers, were somehow regarded as ancient, examplesof what Stone Age Europeans must have been like.It’ s a great story, an international crowd pleaser, butthere is a difficulty: Native Americans were, and are,30 Homo sapiens sapiens. Though often equipped with a shovel-shaped incisor tooth, eyes with epicanthic folds,or an extra molar cusp, Native American people have hadto cope, for the last forty thousand years or so, just like everyone else. Their cultures have had to make internal35 sense, their medicines have had to work consistently andpractically, their philosophical explanations have had to be reasonably satisfying and dependable, or else the ancestorsof those now called Native Americans would truly havevanished long ago.40 The reluctance in accepting this obvious fact comesfrom the Eurocentric conviction that the West holds a monopoly on science, logic, and clear thinking. Toadmit that other, culturally divergent viewpoints areequally plausible is to cast doubt on the monolithic45 center of Judeo-Christian belief: that there is but oneof everything God, right way, truth ---and Europeans alone knew what that was. If Native American cultures were acknowledged as viable, then European societieswere something less than an exclusive club. It is little50 wonder, therefore, that Native Americans were perceivednot so much as they were but as they had to be, from aEuropean viewpoint. They dealt in magic, not method.They were stuck in their past, not guided by its precedents.Such expedient misconception argues strongly for the55 development and dissemination of a more accurate, more objective historical account of native peoples a goaleasier stated than accomplished. Native American societies were nonliterate before and during much of.the early periodof their contact with Europe, making the task of piecing60 together a history particularly demanding. The familiar and reassuring kinds of written documentation found in European societies of equivalent chronological periods do not exist,and the forms of tribal record preservation available oral history, tales, mnemonic devices, and religious rituals-65 strike university-trained academics as inexact, unreliable, and suspect. Western historians, culture-bound by theirown approach to knowledge, are apt to declaim that next to nothing, save the evidence of archaeology, can be knownof early Native American life. To them, an absolute void70 is more acceptable and rigorous than an educated guess.However, it is na to assume that any culture’s historyis perceived without subjective prejudice. Every modern observer, whether he or she was schooled in the traditionsof the South Pacific or Zaire, of Hanover, New Hampshire, 75 or Vienna, Austria, was exposed at an early age to one oranother form of folklore about Native Americans. For some, the very impressions about Native American tribesthat initially attracted them to the field of American history are aspects most firmly rooted in popular myth and stereo- 80 type. Serious scholarship about Native American culture andhistory is unique in that it requires an initial, abrupt, andwrenching demythologizing. Most students do not startfrom point zero, but from minus zero, and in the process are often required to abandon cherished childhood fantasies of 85 superheroes or larger-than-life villains.* Rousseau was an eighteenth-century French philosopher.13. The reference to “the Pilgrim settlers”(lines 3-4) is used to(A) invite reflection about a less complicated era(B) suggest the lasting relevance of religious issues(C) establish a contrast with today’s reformers(D) debunk a myth about early colonial life(E) draw a parallel to a current condition14. In line 12, “charged” most nearly means(A) commanded(B) indicated(C) replenished(D) inspired(E) attacked15. In line 14, the reference to Rousseau is used to emphasize theA philosophical origins of cultural biasB longevity of certain types of misconceptionsC tendency to fear the unknownD diversity among European intellectual traditionsE argument that even great thinkers are fallible16. The phrase “international crowd pleaser” (line 28) refers toA an anthropological fallacyB an entertaining noveltyC a harmless deceptionD a beneficial errorE a cultural revolution17. Th e “difficulty”referred to in line 29 most directly underminesA the ancestor-descendant model used by European observers .B the possibility for consensus in anthropological inquiryC efforts to rid popular culture of false stereotypesD theories based exclusively on logic and deductive reasoningE unfounded beliefs about early European communities18. Lines 34-37 (“Their cultures . . . dependable”) describeA customs that fuel myths about a societyB contradictions that conventional logic cannot resolveC characteristics that are essential to the survival of any peopleD criteria that Western historians traditionally use to assessculturesE preconditions that must be met before a culture can influence others19. The two senten ces that begin with “They” in lines 52-53 serve to express theA way one group perceived anotherB results of the latest researchC theories of Native Americans about EuropeansD external criticisms that some Native Americans acceptedE survival techniques adopted by early human societies20. In lines 66-70, the author portrays Western historians asA oblivious to the value of archaeological researchB disadvantaged by an overly narrow methodologyC excessively impressed by prestigious credentialsD well meaning but apt to do more harm than goodE anxious to contradict the faulty conclusions of their predecessors21. The “educated guess”mentioned in line 70 would most likely be based onA compilations of government population statisticsB sources such as oral histories and religious ritualsC analyses of ancient building structures by archaeologistsD measurements of fossils to determine things such asphysical characteristicsE studies of artifacts discovered in areas associated withparticular tribes22. The geographical references in lines 74-75 serve tounderscore theA influence Native American culture has had outside theUnited StatesB argument that academic training is undergoingincreasing homogenizationC universality of certain notions about Native AmericanpeoplesD idea that Native Americans have more in common withother peoples than is acknowledgedE unlikelihood that scholars of Native American historywill settle their differences23.The passage suggests that “Most students” (line 82) need to undergo a process of(A) rebelliousness(B) disillusionment(C) hopelessness(D) inertia(E) self-denial24.In line 83, “minus zero” refers to the(A)nature of the preconceptions held by most beginning scholars of Native American culture(B) quality of scholarship about Native American cultures as currently practiced at most universities(C) reception that progressive scholars of Native American history have received in academia(D) shortage of written sources available to studentsof Native American history(E) challenges that face those seeking grants to conductoriginal research about Native American history5Each passage below is followed by questions based on its content. Answer the questions on the basis of what is stated or implied in each passage and in any introductory material that may be provided.Questions 6-7 are based on the following passage.Sometimes the meaning of old phrases is self-evident,as with to move like greased lightning and a close shave.But quite often we are left with language that seems tohave sprung out of the blue and does not appear to signify5 anything in particular even steven, fit as a fiddle, or topaint the town red. Explanations are frequently positedbut are too often unpersuasive. One popular dictionary, for example, suggests that to be joshing might be connected tothe humorist Josh Billings, but in fact the term was current10 as early as 1845. Josh Billings was unknown outside his neighborhood until 1860.6. Which of the following phrases would the author he most likely to add to the list in lines 5-6?A To take a chanceB To jump for joyC To lend an earD To talk through your hatE To flareup7. The last sentence of the passage primarilyserves toA cite a well-known factB invalidate a theoryC make a veiled accusationD note a puzzling incidentE explain the origins of a phrase Questions 8-9 are based on the following passage.The following study is concerned with Western citiesfrom the Middle Ages up to the twentieth century, in termsof who did what, why, where, and when. It aims to startwith the functions that have drawn people to cities, and to5 work outward from them to the spaces and buildings thatgrew up to cater to them. Savoring cities in ignorance or drinking them in visually is not enough; I want to find outnot just who designed the buildings and when they werebuilt but why they were built.8. Which of the following would most likely be found at the beginning of this study?A A statistical analysis of crime rates in severalancient Western citiesB A discussion of the role of central market- places in the early Middle AgesC A series of portraits of famous people who have chosen city lifeD An account of the architectural challenges involved in building large cathedrals.E An essay on ancient archaeological sites worth visiting today9. The primary purpose of the passage is toA criticize a studyB justify an expenseC explain an approachD depict an eraE defend a decisionQuestions 10-18 are based on the following passage.In this passage, a British novelist and critic recalls afavorite painring.The first painting I ever bought was by Sheila Fell Iwent to her studio in Redcliffe Square feeling uncom-fortable and even embarrassed, thinking how awful to bean artist. having to put up with prospective buyers coming5 to gape, whereas writers never need to see anyone readtheir books. I kept wishing, all the way up the steep flightsof stairs, that I could go and look without Sheila beingthere. I imagined she must be feeling the same.I was wrong. Sheila didn’t care who looked at her10 paintings or what they thought of them or whether she sold them. She was perfectly at ease, seemed to me to enjoy showing her work. There was a confidence about how she propped up canvas after canvas tha(made me in turn relax.I don t know why I d been so apprehensive after all,15 we had Cumberland in common, there was no need for meto explain why I was drawn to her work. What I missed,exiled in London, she missed: the landscape of where wehad both been born and brought up.The painting was of a haystack in a field. The haystack20 had clearly just been made. it was golden and the field flooded with a red-gold light. the whole atmospheremellow and rich.It was a large painting and I realized as soon as it arrived at my home,that however much 1 loved it I had no wall and 25 no room to do it justice. I put it on the largest wall we hadin the biggest room and still I felt I was insulting it ---thepower of the picture was too huge to be contained in ourordinary house. And the light was wrong. The paintingcouldn’t glow. as it wanted to it needed a vast, empty30 room and a great distance in front of it. One day, 1 hoped,I’d take it back to Cumberland and find a house therewhere it could settle happily. But when, after thirty years, we found that house, the painting was failed again. Thewalls were no bigger and neither were the rooms. So I sold 35 the painting and bought another, smaller hei1a Fell.It was a terrible mistake. The moment The painting had been taken away I realized how stupid I¡¯d been. So it hadbeen overwhelming, too large, too dramatic to contain ineither house but I shouldn’t have let that matter, I should40 have found a way to keep it. I grieved for it and wished I could buy it back, marry it again after the folly of a divorce.But it was too late. And then, in I 990, 1 went to the Sheila Fell Exhibition at the Royal Academy and there, in prideof place, at the end of the longest room, the room it had45 always needed, was my painting. Its beauty was stunning. People stopped and stared and admired and I wanted toshout that what they were looking at was mine. I am notat all possessive by nature but suddenly I felt fiercelypossessive. This glorious painting had been part of my life 50 for so very long and I didn’t seem to be able to grasp that Ihad willfully let it go.I went back to the exhibition day after day and on the last one became almost maudlin at saying my goodbyes.I don’ t know who owns the painting now it merely said55 “Private Collection¡± in the catalog -- but I doubt if I’ll ever.see it again. In a way, that’s better than being able to goand look at it hanging in a public gallery I’d only go on torturingiyse1f with wanting it back. I can see every detail ofit in my mind’s eye anyway. It lives in my head. I can60 recite it like a poem, and so in a sense I can never lose it. 10. Which statement best summarizes the description of the hypothetical group of people in lines 45 compared to that ofthe actual group in line 46 ?A The first is uneducated; the second has professional training.B The first slights the artist; the second is overly respectful.C The first is somewhat intrusive; the second is apparently appreciative.D The first rejects the artist’s methodology; thesecond praises it. . .E The first is acquisitive; the second is generous and giving.11. Line 8 (“I imagined . . . the same”) suggests that the narratorA believes that most artists feel as she does in the presence of an audienceB is as excited about Sheila Fell’s work as she is about her ownC is insecure about promoting her books in front of prospective buyersD regards Sheila Fell’s attitude as eccentricE enjoys the company of artists and writers12. The central contrast between the first paragraph (lines 1-8) and the second (lines 9-18) is best described in which terms?A Idealism versus practicalityB Expectation versus realityC Speculation versus investigationD Anticipation versus disappointmentE Generosity versus possessiveness13 In line 25, the author assumes that “justice” would beA recognizing the unique achievements of an artistB ensuring that a work of art reaches the widest possible audienceC displaying a work of art to its best advantageD enhancing one’s daily life with beautiful artE providing elegant surroundings for exceptional paintings14. “It was a terrible mistake”(line 36) because the narratorA had no other souvenirs of CumberlandB allowed pragmatic concerns to override her fondness for the paintingC did not realize how valuable the painting would become to collectorsD felt that she had betrayed Sheila Fell’s trustE was unable to appreciate the smaller Sheila Fell painting15 In line 41, the metaphor describing “folly” suggests that paintings canA lose their aura when seen too often in familiar surroundingsB reinforce misleading recollections of childhood placesC arouse strong emotions in their ownersD provoke artists to make premature decisions p bring backE painful memories of what they depict16 The narrator says that for her the painting is “like a poem”(line 60) because itA may be shared with others as a source of pleasureB is essential to the narrator’s sense of identityC represents the narrator’ s longing for beautiful objectsD makes a powerful firm impression upon the narratorE is preserved vividly within the narrator’s mind17 In the closing paragraphs, the narrator uses the language of human interaction in describing the painting in order to emphasize theA empathy she feels with its creatorB difficulty she encounters in maintaining itC pressure she feels to “divorce”D it extent to which she feels its lossE quality of her nostalgia for what it depicts18. The passage serves mainly toA discuss the influence of environment on artistic achievementB defend the works of a controversial artist explore the emotionalC context of a particular series of eventsD argue against placing undue emphasis on the economic value of artE stimulate interest in an overlooked artistic genreQuestions 19-24 are based on the following passage.The following passage is excerpted from a review of a book about aviation’s early years.Aviation belonged to the new century in payt becausethe engineering that went into flying machines was utterly. different from that of the Industrial Revolution. Nineteenth-century engineering revolved around the steam engine. It5 was about weight and brute power beautifully machined heavy steel, burnished bronze, polished copper pipes,ornamental cast iron everything built, with no expense spared, to withstand great pressures and last any number oflifetimes. Airplane construction was the opposite of all that;10 it was about lightness.The Wright brothers, who created 4rne of the first airplanes, started out making bicycles, which were all therage at the turn of the century. They knew about thin-wallsteel tubes, wire-spoked wheels, chain droves, and whatever 15 else it took to construct efficient machines that weighed as little as possible. In effect, they were practical engineers atthe cheap end of the market, but they happened to befascinated by flight. Says one writer, “Wilbur [Wright]spent his time studying the flight of vultures, eagles,20 ospreys, and hawks, trying to discover the secret of theirability to maneuver with their wings in unstable air.Tothose who later asked him how he learned to fly, he lovedto reply through his scarcely opened lips: ‘Like a bird.’”This is the point at which engineering intersects with the 25 imagination, with humanity’s ancient dream of freeingitself from gravity. Until the first fliers got to work, thebody was earthbound,but it enclosed a soul that flew--- inmeditation, in poetry, and, as the seventeenth-centuryEnglish poet Andrew Marvell showed, sometimes30 spectacularly in both:Casting the body’ s vest asideMy soul into the boughs does glide:There, like a Bird, it sits and sings,Then whets and combs its silver wings,35 And, till prepared for longer flight,Waves in its plumes the various light.At the beginning of this century, the new light engineering that allowed people to fly seemed to theuninitiated a kind of poetry . In 1913 , a writer in the40 Atlantic Monthly claimed that “machinery is our new artform” and praised “the engineers whose poetry is too deepto look poetic” and whose gifts “have swung. their soulsfree . . . like gods.” One of Wright’s most eloquent admirers called him a poet and compared him to one of45 “those monks of Asia Minor who live perched on the topsof inaccessible mountain peaks. The soul of Wilbur Wright is just as high and faraway.” Wright was, in fact, “deeplymiddle-class and unheroic,¡” writes one biographer, butthose obsessed with the glamour of flight pretended not to 50 notice.19.The primary purpose of the passage is toA profile the unique personalities of aviation pioneersB examine the theme pf flight in contemporary poetryC survey the effects of aviation on twentieth-centurylifestylesD explain important principles of flight in nontechnical languageE discuss how early aviation captured people’s imagination20. In lines 3-9, the description of the steam engine is primarily intended to illustrateA how train engineers provided a model that aviation engineers could followB how the Industrial Revolution accelerated society’s interest in travelC a form of engineering that emphasized immense mass and strengthD a twentieth-century preoccupation with style over practicalityE an inefficient mode of transportation whose value was overrated21. The author refers to “the cheap end of the market” (line17) to make the point thatA aviation’s progress was hindered by people who had little concern for qualityB the public could afford to fly because airplanes used inexpensive materialsC aviators were the target of unwarranted and petty criticismD the pioneers of aviation had modest technological beginningsE nineteenth-century engineering methods were too extravagant22 In lines 3 1 -36, the author quotes Marvell’s poetry primarily to illustrateA the contrast between imaginative and practical engineeringB the solution to the mystery of flightC how the advantages of flight outweigh its dangersD how those who analyze the mechanics of flight overlook its beautyE humanity’s deep longing to be able to fly23. The quotation in lines 41-42 (“t he engineers. . . poetic”) serves to reinforce the point thatA machines can be as inspiring as works of artB technology and poetry are both misunderstoodC scientific practicality is more important than artistic creativityD the technical language of engineers has a lyrical qualityE artistic pretensions are not suitable for engineers24. In lines 47-48, the inclusion of the biographer’s remarks is intended toA criticize an instance of unimaginative thinkingB demystify the image of an individualC reiterate a generally accepted viewD reassess the importance of an inventionE perpetuate the legacy of a scientific hero8The two passages below are followed by questions based on their content and on the relationship between the two passages. Answer the questions on the basis of what is stated or implied in the passages and in any introductory material that may beprovided.Questions 7-19 are based on the following passages.The narrator of Passage I describes the behavior of hisf riend Jerry, with whom he is rooming in an unspecified African country. In Passage 2, a different narrator describes himself while visiting an English couple in London. Both. fictional works were published in the early 1980’s.Passage 1Jerry was deceitful, but at the time I did not think hewas imaginative enough to do any damage. And yet his was not the conventional double life that most White people led in Africa. Jerry had certain ambitions: ambition makes 5 more liars than egotism does. But Jerry was so careful, his lies such modest calculations, that he was always believed. He said he was from Boston. “Belmont actually,” he told me. when I said I was from Medford. His passport said Watertown. He felt he had to conceal it. That explained10 a lot: the insecurity of living on the lower slopes of the long hill, between the smoldering steeples of Boston and the clean, high-priced air of Belmont. We are probably nomore class-conscious than the British, but when we make class an issue, it seems more than snobbery. It becomes15 a bizarre spectacle, a kind of attention-seeking, and I can- not hear an American speaking of his or her social position without thinking of a human fly, one of those tiny peoplein grubby capes whom one sometimes sees clinging to the brickwork of a tall building.20 What had begun as fantasy had, after six months of his repeating it in our insignificant place, made it seem like fact. I had the impression that it was one of the reasons Jerry wanted to stay in Africa. If you tell enough lies about your- self. they take hold. It becomes impossible ever to go back, 25 since that means facing the truth. In Africa, no one could dispute what Jerry.said he was: a wealthy Bostonian, from a family of some distinction, adventuring in philanthropy before inheriting his father’s business.Passage 2Anna and Chris made me at ease the first day in their 30 polished living. room -though I was not sure why these people would bother putting themselves out for me at all. And when they kept inviting me back for dinner partiesand extending their hospitality; I wondered if maybe they were bored, or if their ignorance of American types was35 such that they failed to see that I was not at all of their social class: 1 kept expecting some crude regional expression to betray me; and, once 1 thought of it in those terms, I knew 1 would have to make sure they saw that side of me--- todo less would be like trying to ¡°pass.¡±.Yet whatever I said 40 seemed to make no difference in their acceptance. 1 thensuspected that my rough-edgedness itself was entertainingto them as a source of vitality, their diversion-of-the-month. This would have made more sense if the Hodgkinsons were bored, dried-up people who needed to feast on any new45 stranger, but they were not; they were in the world andleading stimulating lives and I finally had to come to the anxious conclusion that they simply liked me.The truth was 1 had changed, though I was perhapsthe last to see it. While still feeling myself a child from50 the slums; I had gotten a university education, acquireda taste for esoteric culture; and now. when I thought backto my students in East Harlem, where I felt I should really belong, it seemed that I was a stranger there as well. Yet Idid no fit in with people born to middle-class comfort either.55 It see4ied there was no group at all in which I could feel athome.Perhaps anyone with the tiniest sensitivity comes tothat banal conclusion. But what I was seeing now with horror,in the accepting eyes of those a class above me, was that。
