Review for EQT – English 11
Name _________________________________________________Date of EQT____________
On your exam, you must be able to recognize the following figures of speech and be able to understand their use in a
passage:
Allusion:
A reference to something from the past: it is a figure of speech that is a reference to
something that is known from history, literature, religions, politics, sports, science, or some
other branch of culture.
And to Zeus, allow him is lightening bolt.
Crossing the Nile, like Alexander the Great, I run to you.
Hyperbole:
Extreme exaggeration for effect: it is a figure of speech that makes an exaggeration.
Examples:
My brother exploded when he saw the damage to his car.
I told you a million times to pick up your shoes!
Metaphor:
A figure of speech stating two things are similar: it is a figure of speech that makes a
comparison between two unlike things without using specific words.
Examples:
She is a walking encyclopedia.
I am the eagle soaring over the seas and mountains.
Personification:
Giving human characteristics to ideas and things: it is a figure of speech used when nonhuman things are talked about as if they were human.
Examples:
The rain danced on the tin roof.
The hands of the clock waved goodbye as I strolled out the door.
Simile:
A comparison using like or as: it is a figure of speech that makes a comparison between
two unlike things using words such as like and as.
Examples:
She sleeps like a log.
Her voice was as sweet as a rose.
Symbolism:
A symbol is a person, place, thing, or event that stands both for itself and for something
beyond itself: symbolism occurs when symbols are used in literature.
Examples:
And I have miles to go before I sleep.
Her courage is like a rock.
(Miles represents responsibilities and places; sleep
represents death.)
(Rock represents strong and invincible.)
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Let’s practice together:
Directions:
allusion
Read each figure of speech below. On the blank lines, neatly print the names of the figures of speech.
Some may have more than one answer. All terms are used more than once.
hyperbole
simile
personification
metaphor
1.___________________
My town is so small, even insects can’t live there.
2.___________________
The moon walks in her silver silhouette.
3.___________________
He is as quiet as a mouse.
4.___________________
I am a rock; I am an island.
5.___________________
My love is a like a red, red rose.
6.___________________
The wind danced upon the waves, calling upon Poseidon.
7.___________________
Life for me ain't been no crystal stair.
8.___________________
Hail, Athena, on high and watch on us below.
9.___________________
His feet are as long as violin cases.
10.__________________
I have been one acquainted with the night.
11.__________________
Life is a long and winding road.
12.__________________
Life is like a long and winding road.
13.__________________
You are a Judas; your betrayal is yours.
14.__________________
Like the sun above, you shine and beam upon us all.
15.__________________
The lonely willow tree cried for his soul.
16.__________________
The lake is a mirror to my soul.
17.__________________
I crawled 100 miles upon the clouds for your love.
18.__________________
Do you see yourself as Zeus, the lord of the sky?
19.__________________
The knife, staring with angry eyes, severed his limbs.
20.__________________
The flower, like a playful child, giggled in the wind.
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symbol
DIRECTIONS: Read each question and circle the letter of each correct answer.
Note: Use the following poem to answer questions 21-25.
"Acquainted with the Night" by Robert Frost
I have been one acquainted with the night.
I have walked out in rain--and back in rain.
I have outwalked the furthest city light.
I have looked down the saddest city lane.
I have passed by the watchman on his beat
And dropped my eyes, unwilling to explain.
I have stood still and stopped the sound of feet
When far away an interrupted cry
Came over houses from another street,
But not to call me back or say good-bye:
And further still at an unearthly height
One luminary clock against the sky
Proclaimed the time was neither wrong nor right,
I have been one acquainted with the night.
21.
In which point of view is this poem written?
A. first person point of view
B. third person limited point of view
22.
What is the speaker’s overall tone?
A. joyful
23.
C. second person point of view
D. third person omniscient point of view
B. angry
C. resentful
What is the overall mood of the poem?
A. wistful and gloomy
B. happy and positive
24.
C. bitter and indignant
D. frightened and alarmed
When the speaker states that he/she has been one “acquainted with the night,” he/she means that
A. he/she only goes out after dark.
B. he/she has experienced sadness and loneliness.
25.
D. melancholy
C. he/she is a night stalker.
D. he/she is a vampire.
When the speaker states that he/she has “outwalked the furthest city street,” he/she means that
A.
B.
C.
D.
he/she has experienced a great deal during his/her lifetime.
he/she has measured out the distances of various streets.
he/she has walked farther than anyone else he/she knows.
he/she walked out into the street during the night time.
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Note: Use the following poem to answer questions 26-30.
“Those Winter Sundays” by Robert Hayden
Sundays too my father got up early
and put his clothes on in the blueblack cold,
then with cracked hands that ached
from labor in the weekday weather made
banked fires blaze. No one ever thanked him.
I'd wake and hear the cold splintering, breaking.
When the rooms were warm, he'd call,
and slowly I would rise and dress,
fearing the chronic angers of that house.
Speaking indifferently to him,
who had driven out the cold
and polished my good shoes as well.
What did I know, what did I know
of love's austere and lonely offices?
26.
What is the speaker’s overall tone in the poem?
A. remorseful and ashamed
B. sorrowful and grief stricken
27.
When the speaker says that he spoke “indifferently to him,” he means
A.
B.
C.
D.
28.
Life is hardest when it is cold outside.
Fathers often do kind-hearted things for their children.
People are often unappreciative of what loved ones do for them.
If you want others to be kind to you, then you best be kind to them.
The image “and put his clothes on in the blueblack cold”
A.
B.
C.
D.
30.
that he spoke in a different dialect.
that he was aloof and distant toward his father.
that he spoke to his father’s back in a disrespectful manner.
that he spoke only when spoken to.
What is the best way to state the theme of this poem?
A.
B.
C.
D.
29.
C. annoyed and furious
D. carefree and optimistic
appeals to the sense of sight because it personifies the cold weather.
appeals to the sense of touch because it intensifies the coldness of the room.
appeals to the sense of smell because it seems as though the cold has been burned black and blue.
appeals to the sense of hearing because you can hear the blueblack cold weather.
Which is not a possible setting in the poem?
A. winter time
B. the father’s office
C. in the speaker’s home
D. in the early morning hours
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Plot (exposition, rising action, climax, falling action, and resolution)
Note:
The plot is the series of related events in a story, play, or poem, sometimes called the storyline.
The exposition is the introduction of the story when the characters, setting, major conflict, and tone
are introduced.
The rising action refers to all of the actions that take place before the turning point or climax of the
story.
The climax is the turning point of the major conflict in the story.
The falling action refers to all of the actions that take place after the climax.
The resolution refers to the point in the story when the major conflict is finally resolved.
---------------------------------------------------------------------------------------------------------------------------------Alliteration:
the repetition of the same or similar consonant sounds in words that are close together
Character:
an individual in a story or play
Characterization:
the process by which the writer reveals the personality of a character; it can be directly or
Indirect
Conflict:
the struggle between opposing forces or characters in a story; it can be internal (within a
character) or external (between two people, a person and nature, a person and society, etc.)
Foreshadowing:
the use of hints and clues to suggest what will happen later in a plot
Imagery:
the use of language to evoke a picture or a concrete sensation of a person, a thing, a place,
or an experience
Irony:
a discrepancy between appearances and reality
Mood:
the overall emotion created by a work or literature; it is also called atmosphere
Onomatopoeia:
the use of a word whose sound imitates or suggests its meaning
Point of View:
the vantage point from which the writer tells a story; it can be first-person point of view
(one of the characters in the story tells the story using the pronoun I; it can be third-personlimited point of view (an unknown narrator tells the story from only on character’s point of
view using the pronouns he or she; it can be omniscient point of view (the all-knowing
narrator who uses he or she or they but allows the reader to know what several characters
are thinking)
Rhyme:
the repetition of accented vowel sounds and all sounds following them in words that are
close together in a poem
Rhyme Scheme:
the patterns of rhymes in a poem
Rhythm:
the alternation of stressed and unstressed syllables in language
Setting:
the time and place of the action in a story
Theme:
the insight about human life that is revealed in literary work
Tone:
the attitude a write takes toward the subject of a work, the characters in it, or the audience
5
Note: Read the following passage and answer the questions that pertain to it: Number 31-34.
“The House is Burning!”
I was so mad when my mom came home from work and announced that we all had to practice a fire escape plan. We
had to go outside as quickly as possible from whatever room we were in when Mom rang a bell. My job was to grab my
little brother Kevin. We had to meet under the pine tree outside our house. Since there were eleven of us, Mom
assigned us numbers in case she would forget our names. I hated practicing these fire drills because we had to do them
in school, too.
One day after two years of these monthly drills, Krystyn, my little sister, was playing with logs in the fireplace. Sparks
jumped out of the fire and started burning up the living room carpet. Eagerly, the flames licked the furniture and the
wall paper. Smoke filled all of the rooms, setting off our twelve smoke detectors. It was our familiarity with the escape
plan that saved all of our lives, our numerous valuables, and even our pets Friskie and Looloo. Unlike our neighbors who
had lost all of their valuables in a previous fire, we were able to save many important pictures and jewelry that had been
in our family for decades.
31. The climax of the story “The House is Burning!” is
A.
B.
C.
D.
when Caroline was playing with the logs in the fireplace.
when all twelve smoke detectors were set off.
when the pets and valuables were saved.
when the fire started burning up the living room carpet.
32. In the rising action of “The House is Burning!” the reader learns that
A.
B.
C.
D.
the author’s job is to grab her little brother.
the family had installed smoke detectors in all of the rooms.
the family practiced the fire escape plan only a few times.
the family saved many important pictures and jewelry from the fire.
33. In “The House is Burning!” what does the reader learn in the falling action?
A.
B.
C.
D.
The family had to go outside as quickly as possible.
The family was able to save many important pictures and jewelry from the fire.
The children also practiced fire drills at school.
Mom assigned numbers to each member in the family.
34. In which point of view is this selection written?
A. first person point of view
B. third person limited point of view
C. second person point of view
D. omniscient point of view
--------------------------------------------------------------------------------------------------------------------------------------------------Read the selection. Then, answer the questions (35-37) that follow.
It was a soft, reposeful summer landscape, as lovely as a dream, and as lonesome as Sunday. The air was full of
the smell of flowers, and the buzzing of insects, and the twittering of birds, and there were no people, no wagons, there
was no stir of life, nothing going on. The road was mainly a winding path with hoof-prints in it, and now and then a faint
trace of wheels on either side in the grass-wheels that apparently had a tire as broad as one’s hand.
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35.
What is the setting of the selection?
A.
B.
36.
C.
a barn where wagons are kept
a small village
D.
Which of the following best describe the time in which this selection takes place?
A.
B.
37.
a country road
a busy road
a Sunday during the summer
a summer day in the distant past
C.
an early morning on a sunny day
D.
a late afternoon on a sunny day
Which literary devices are used in the selection?
A.
an allusion and hyperbole
C.
imagery and a simile
B.
irony and a simile
D.
a metaphor and an allusion
--------------------------------------------------------------------------------------------------------------------------------------------------Read the following passage and answer the questions that pertain to it. Circle the letter of each correct answer.
(Numbers 38 and 39)
Excerpt from Dust Tracks on a Road by Zora Neale Hurston
I used to take a seat on top of the gatepost and watch the world go by. One way to Orlando ran past my house,
so the carriages and cars would pass before me. The movement made me glad to see it. Often the white travelers
would hail me, but more often I hailed them, and asked, “Don’t you want me to go a piece of the way with you?”
They always did. I know now that I must have caused a great deal of amusement among them, but my selfassurance must have carried the point for I was always invited to come along. I’d ride up the road for perhaps a
half-mile, then walk back. I did not do this with the permission of my parents, nor with their foreknowledge. When
they found out about it later, I usually got a whipping. My grandmother worried about my forward ways a great
deal. She had known slavery and to her my brazenness was unthinkable.“Git down offa dat gatepost! You li’l sow,
you! Git down! Setting up dere looking dem white folks right in de face! They’s gowine to lynch you, yet. And
don’t stand in dat doorway gazing out at ‘em neither. Youse too brazen to live long.”
38. From which point of view is the passage from Dust Tracks on a Road written?
A. First person
B. Third person limited
C. Second person
D. Third person omniscient
39. What is the theme of the passage Dust Tracks on a Road?
A. Accepting rides from strangers may lead to dangerous situations or frightful consequences.
B. Childhood is often a time of rebellion and adventure.
C. Children should follow the instructions of those who guide them.
D. We always learn valuable lessons from our elders.
--------------------------------------------------------------------------------------------------------------------------------------------------Read “O Christmas Tree” and answer the questions 40-44. Circle the letter of the correct answer.
How would Christmas be without a Christmas tree decorated with all kinds of handmade and commercial
decorations? That would be difficult to imagine; however, Christmas has not always been celebrated with decorated
trees in the United States.
Accounts vary as to who introduced them. Early accounts of the Christmas tree reveal that Hessian soldiers were
responsible for introducing the tree to American soldiers around 1804 in Illinois. Other reports of early trees in the
United States said they were also used by German settlers in Pennsylvania. Although the Christmas tree custom did not
flourish immediately, pictures of the popular Queen Victoria and Prince Albert around a Christmas tree in Windsor
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Castle with their children in 1846 helped to promote its use, and by 1850, it had become a prevailing custom in many
eastern states in the United States.
Live Christmas trees began to be sold commercially around 1850, and Scotch pine, Douglas fir, Noble fir, Fraser fir,
Balsam fir, and white pine were included among the most popular. The industry has grown so much that it employs
more than 100,000 people, and over a million acres of land in the United States are used for planting Christmas trees.
Of the estimated 36 million trees produced each year, 95 percent are sold directly or shipped from top-selling Christmas
tree farms in Washington, North Carolina, Wisconsin, Michigan, California, Oregon, and Pennsylvania. Oregon, the
leading producer, sold 8.6 million in 2006 alone. Trees are harvested when they reach heights of six to seven feet, and
growers sometimes battle heavy rain, wind, hail, and drought in order to produce a mature tree. Despite the hard work
required to produce the trees, North America has over 15,000 growers, with more than 12,000 of them in the United
States.
In the 1900s a toilet brush company began making artificial Christmas trees using the same type of materials used in
their toilet brushes. Artificial trees added another dimension to the growing industry, as did the invention of Christmas
tree lights. The size of the trees differed, and one of the favorites was the old-fashioned trees first made popular in the
1930s. If the room was big enough to support it, a tree as tall as 14 feet high was found loaded with toys and
decorations of all kinds. Real trees remained the favorite choice of most people.
As the trends changed with the times, so did the trees. The 1960s brought aluminum trees with color wheels and the
need for no decorations. Many preferred and continued buying and decorating real trees. The 1970s brought back the
old-fashioned look followed by periods of more and more magnificent decorations made from copies of antiques. Real
trees were still more popular, but the cleaner artificial ones gained popularity because of their “real” appearances. The
late 1900s brought more “theme” trees, but most people still followed the ever-popular, classic old-fashioned look of
the 1930s. The new millennium has brought a continuance of real and artificial theme trees, old-fashioned trees, fiber
optic trees, and spiral trees formed from ropes of lights, so the custom that began so many centuries ago continues. It is
not likely to end any time soon.
40. Which factor did not affect the popularity of the Christmas tree?
A.
B.
C.
D.
pictures of Queen Victoria’s family
the creation of the toilet brush.
the creation of artificial trees
decorating the trees with antiques
41. What is the main idea of this passage?
A.
B.
C.
D.
The making of artificial Christmas trees led to the development of Christmas tree lights.
Accounts vary as to who created the first Christmas tree and why it was created.
While all Christmas trees are popular, theme trees have become the most popular in the United States.
The Christmas tree in the United States has a short but involved history.
42. What can be concluded about the Christmas tree?
A.
B.
C.
D.
Theme trees are more popular than traditional ones.
The popularity of Christmas trees will probably continue.
People prefer taller trees to the shorter ones.
Christmas trees will become obsolete in a few years.
8
43. What was the effect of Queen Victoria and Prince Albert’s pictures of their family around the Christmas tree in their
home?
A.
B.
C.
D.
People in Canada began planting Christmas trees.
The shipments of trees to the United States from other countries began to increase.
Decorating Christmas in Germany trees became a very popular custom.
Having a Christmas tree became a custom in many states in the United States.
44. In the following sentence, what is the meaning of the word dimension.
Artificial trees added another dimension to the growing industry, as did the invention of the Christmas tree lights.
A.
B.
width and height
aspect or feature
C. shape
D. idea or thought
Read the following passage and answer the questions that follow.
“Richard III, King of England from 1483-1485”
Richard III was born on October 2, 1452, at Fotheringhay Castle in England. He was the eleventh child and
youngest son of Richard, Duke of York, and Cecily Neville. His father, during Richard’s childhood, basically ruled England
for two short periods of time for King Henry VI, a Lancastrian, who suffered from mental disorders. (This was during the
time of the War of the Roses, the name given to a series of battles fought between two royal families, the Yorks and the
Lancasters; both families claimed the right to the English throne.) Richard, Duke of York, was killed in the Battle of
Wakefield on December 30, 1460. Young Richard and his brother George (even though they were children) were
fugitives until their 18-year old brother gained the throne of England as King Edward IV in 1461 for the York faction.
Thereafter, George became a disloyal Duke of Clarence and Richard, an able Duke of Gloucester. Richard shared
command in the Yorkist victories at the Battle of Barnet (April 14, 1471) and the Battle of Tewkesbury (May 4, 1471)
against the Lancastrian factions.
In 1472, Richard married his childhood sweetheart, 16-year-old Anne Neville, which caused disputes with
George, Duke of Clarence, who had previously married Anne's older sister Isabella Neville. George did not want to share
the estates of the girls’ late father, the Earl of Warwick. Because of Richard’s devotion to Anne, he allowed his older
brother George to retain most of the girls’ father’s estate. Later, George's treasonable exploits led him to challenge the
legitimacy of his older brother King Edward IV and his children; whereupon, King Edward's Parliament attained Clarence
as "incorrigible," resulting in his execution in 1478 and the disinheritance of his son, Edward of Warwick. Richard tried to
intercede in George’s behalf, but King Edward’s wife’s family, the Woodvilles, insisted on George’s execution. This
conflict resulted in a rivalry between Richard and the Woodville relatives of Edward's queen.
The April 9, 1483, deathbed will of Edward IV left his 12-year-old heir, Edward V, to the regency and
protectorship of Richard; however, the late king's children, treasure, and ships were in Woodville custody. At Middleham
Castle in Yorkshire, Richard learned that young Edward V’s mother was attempting to dominate the King’s Council and
that Anthony Woodville (the young king’s uncle) was making preparations to lead the new king from Wales to London
with an escort of 2,000 men. Richard added the Duke of Buckingham's troops to his own, confronted Anthony Woodville
at Stony Stratford on April 30, and persuaded Edward V to accept the arrest of his uncle and other leaders of the royal
escort. Richard and Buckingham accompanied Edward to London while young Edward V’s mother, who claimed she had
reason to fear Richard, gathered her other children and sought sanctuary at Westminster Cathedral.
As protector, Richard retained most of the government officials and tried to gain control of Woodville-held ships
and forts. Buckingham conducted Edward V to the Tower of London on May 19, 1483, for protection "until his
coronation." On June 10, Richard wrote to the city of York for armed help against adherents of the Woodvilles. At a June
13 King’s Council in the Tower, Richard arrested several Woodville supporters who were plotting against the Protector.
9
On June 16, 1483, 9-year-old Richard of York, with his mother’s consent, joined his brother King Edward V in the
Tower. From June 22 to 25, several meetings were held, and then Buckingham and other noblemen claimed the
illegitimacy of Edward V and his brother and the need for the Protector to assume the throne of England. Richard was
persuaded to occupy the throne on June 26, and on July 6 he was crowned with unusual ceremony as Richard III.
Numerous pardons were given to several Woodvilles and their allies; however, Anthony Woodville was executed on July
26.
In late July, Richard commenced a royal progress through western and northern England, culminating in the
September 8 ceremonies at York endowing his only legitimate son, 10-year-old Edward, as Prince of Wales. At Lincoln on
October 11, Richard learned that Buckingham was preparing a revolt in support of the exiled Henry Tudor (the main
leader of the Lancasters) on the claim that the princes in the Tower were dead by Richard's orders. Richard collected
troops that dispersed Buckingham's forces and drove off Henry in October 1483. For this rebellion Buckingham was
executed, but many of the rebels were pardoned.
In April 1484 Richard III’s little boy Edward, Prince of Wales, died, leaving Richard with no successor who would
have a clear title to the throne of England. Richard eventually selected as his heir the Earl of Lincoln, son of the Duke of
Suffolk and Richard's sister Elizabeth.
As Queen Anne, Richard’s wife, declined with tuberculosis in 1484, rumors spread that Richard was considering
the possibility of a second marriage to his niece, Elizabeth of York. Anne died on March 16, 1485, and Richard publicly
denied any intention of marriage to his niece and sent her from the court.
On August 7, 1485, Henry Tudor landed on the coast of England with 2,000 men and gained swift support from
his fellow Welshmen. From Nottingham, Richard gathered his troops, and on August 22 the opposing forces met at
Bosworth Field. Richard led a charge on Henry's bodyguard in the hope of slaying his rival but was himself killed by
Lancastrian soldiers. The victor was proclaimed King Henry VII, and Richard's corpse was stripped and carried on
horseback to exposure at Leicester and burial at the Grey Friars.
After Richard’s death, Henry Tudor, now King Henry VII, married Elizabeth of York. The new queen, as well as
her siblings, was proclaimed legitimate. Whatever happened to her two young brothers (Edward V and Richard of York)
has never been determined. Tudor propaganda, fostered by Shakespeare’s play Richard III, indict Richard III for the two
boys’ disappearance, and historians, for hundreds of years, regarded Richard III as an evil usurping hunchback who
caused the murders of his brothers George (Duke of Clarence) and King Edward IV, his wife Anne, several Woodville
supporters, and his two nephews. Today, most scholars reserve their judgment of Richard, believing he did not cause
the numerous deaths of which he is accused and hoping that perhaps one day, the enigmatic disappearance of the two
young princes will be uncovered.
45. According to the passage “Richard III, King of England from 1483-1485,” Richard III endured conflicts with all of the
following except
A. George, Duke of Clarence
B. King Edward IV’s wife
C.
D.
the Duke of Buckingham
Queen Anne Neville
46. Which adjectives below would best describe King Richard III’s life as depicted in the passage “Richard III,
England from 1483-1485”?
A. conflicted yet joyful
B. pleasurable and exciting
C.
D.
10
serene yet occasionally brutal
violent and luckless
King of
47. Which adjectives below would best describe George, Duke of Clarence’s personality as illustrated in the passage
“Richard III, King of England from 1483-1485”?
A. untrustworthy and greedy
B. compassionate yet combatant
C.
D.
evil and brutal
supportive yet often bad-tempered
48. According to the passage “Richard III, King of England from 1483-1485,” what caused contention
Richard and the Woodvilles?
between
A. Richard became angry when the Woodvilles convinced George, his brother, to become disloyal
towards King Edward IV.
B. The Woodvilles accused Richard of executing his two young nephews, an allegation Richard denied.
C. The Woodvilles persisted in assuring that George, the Duke of Clarence, be executed for his seditious acts
against King Edward IV.
D. Richard held the Woodville clan responsible for the death of his father, Richard, Duke of York.
49. Which event listed below did NOT take place in the passage “Richard III, King of England from 1483-1485”?
A. After Richard III was killed during the Battle of Bosworth Field, Henry Tudor was proclaimed King
Henry VII of England and married Anne Neville, Richard’s widow.
B. The Duke of Buckingham, who rebelled against Richard III and supported Henry Tudor, alleged that
Richard had ordered the murders of King Edward VI’s two young sons.
C. After Anthony Woodville prepared to escort the young Edward V to London, Richard intercepted Anthony
Woodville and had him arrested.
D. On June 16, 1483, the young Richard, Duke of York, moved to the Tower of London to be with his brother.
50. The word retain, as it is used in the second paragraph in the passage “Richard III, King of England from 1483-1485”
means
A. obtain
B. store
C.
D.
keep
farm
51. The word exploits, as it is used in the second paragraph in the passage “Richard III, King of England from 14831485” means
A. trips
B. deeds
C.
D.
battles
manners
52. Which word listed below could NOT be substituted for the word attained, as it is used in the second paragraph in
the passage “Richard III, King of England from 1483-1485”?
A. labeled
B. identified
C.
D.
ascertained
nominated
53. The word incorrigible, as it is used in the second paragraph in the passage “Richard III, King of England from 14831485” means
A. irredeemable
B. feeble
C.
D.
11
pushy
insane
54. Which word listed below could NOT be substituted for the word intercede, as it is used in the second paragraph in
the passage “Richard III, King of England from 1483-1485”?
A. intervene
B. impede
C.
D.
negotiate
arbitrate
55. In the third paragraph in the passage “Richard III, King of England from 1483-1485,” it is stated that Edward V’s
mother sought sanctuary at Westminster Cathedral, which means that she
A.
B.
C.
D.
went to Westminster to ask for money.
hoped to employ soldiers at Westminster to help her rebel against Richard.
went to Westminster to ask for asylum.
visited the cathedral and requested that prayers be said for her.
56. The word retained, as it is used in the fourth paragraph in the passage “Richard III, King of England from 14831485” means
A. had power over
B. jailed
C.
D.
released
pardoned
57. The word endowing, as it is used in the sixth paragraph in the passage “Richard III, King of England from 14831485” means
A. bestowing
B. denying
C.
D.
donating
recommending
58. Which word listed below could NOT be substituted for the word indict, as it is used in the tenth paragraph in the
passage “Richard III, King of England from 1483-1485”?
A. blame
B. charge
C.
D.
accuse
reprimand
59. The word enigmatic, as it is used in the tenth paragraph in the passage “Richard III, King of England from 14831485” means
A. tragic
B. confusing
C.
D.
mysterious
complicated
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12
ACT ENGLISH PRACTICE
In the following passage, certain words and
phrases have been underlined and numbered. You will find
alternatives for each underlined portion in the right-hand
column. Select the one that best expresses the idea, that
makes the statement acceptable in standard written English,
or that is phrased most consistently with the style and tone
of the entire passage. If you feel that the original version is
best, select “NO CHANGE.” You will also find questions
asking about a section of the passage or about the entire
passage.
For these questions, decide which choice gives the most
appropriate response to the given questions. For each
question in the test, select the best choice, and fill in the
corresponding space on your answer sheet. You may wish
to read each passage through before you begin to answer
the questions associated with it. Most answers cannot be
determined without reading several sentences around the
phrases in question. Make sure to read far enough ahead
each time you choose an alternative.
In my English 11 class, my classmates and I
1
were assigned to write a narrative essay by our
1
teacher Ms. Parker. She required that our essay be
1
about a significant event, one that had taught us a
1.
A. NO CHANGE
B. my classmates and I were assigned to write
a narrative essay by Ms. Parker, our teacher.
C. me and my classmates were assigned to write a
narrative essay by our teacher Ms. Parker.
D. Ms. Parker, my teacher, assigned my
classmates and me to write a narrative essay.
valuable lesson about life. First, Ms. Parker instructed
2.
A. NO CHANGE
B. She separated us into groups of four, providing
us with scratch paper, and giving us copies of
her past students’ essays.
C. Separating us into groups of four, providing us
with scratch paper, and giving us copies of her
past students’ essays.
D. She separated us into groups of four, provided
us with scratch paper, and gave us copies of
her past students’ essays.
3.
A. NO CHANGE
B. While discussing, ideas were recalled, shared,
and written down.
C. While discussing and sharing, we found it
helpful to write down our ideas.
D. Written ideas helped to recall and share while
discussing.
4.
A. NO CHANGE
B. Choosing a time I was blamed and then
punished for something I didn’t do is what I
decided to write about because of teaching me
that life is often unfair.
C. Because of teaching me that life if often unfair,
choosing a time I was blamed and then
punished for something I didn’t do is what I
decided to write about.
D. Life is unfair, so choosing to write about a
time I was blamed and punished for something
I didn’t do was my topic.
us to brainstorm and discuss our ideas with each other.
She separated us into groups of four, provided us with
2
scratch paper, and giving us copies of her past students’
2
copies of her past students’ essays is what she did also.
2
I enjoyed listening to my fellow group
members’ past events that were important to them, and I
liked sharing some of my memoires. While discussing,
3
writing down our ideas helped us recall and share.
3
After we worked in our groups for about twenty
minutes, Ms. Parker told us to read through our ideas
and select one to write about. I chose to write about
4
a time I was blamed and punished for something I
4
I didn’t do because it taught me that life is often
4
unfair. We were then instructed by Ms. Parker to
5
work individually while free writing about our chosen
5
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event. I free wrote about an incident that occurred
when I was in the sixth grade. A classmate—
6
someone I thought was a friend—had stolen another
6
student’s phone, but I was blamed for it. Lying about
7
me, the principal believed my “friend”, so I was
7
suspended for a crime I hadn’t committed. For
several weeks, some of my classmates constantly
8
ridiculed me and humiliating me is what they did too.
8
It wasn’t until a few months later that the truth was
5.
6.
revealed when the girl who had actually stolen the
phone—the one I had thought was my friend, was
9
caught in the act of stealing another phone. While
10
searching her locker, the other phone was discovered.
10
I was exonerated, but the damage to my reputation
A. NO CHANGE
B. Ms. Parker then instructed us to work
individually and free write about our chosen
event.
C. Working individually to free write about our
chosen event is what Ms. Parker then
instructed us to do.
D. Working individually while free writing
about our chosen event was our next
instruction given by Ms. Parker.
Which choice below is the ONLY INCORRECT
way to write the sentence?
A. NO CHANGE
B. A classmate, someone I thought was a
friend, had
C. A classmate—someone I thought was a
friend, had
D. A classmate (someone I thought was a
friend) had
B. Lying about me, the principal believed my
“friend,” so
C. The principal believed my “friend,” who
lied and said I had stolen the phone, so
D. Believing my “friend” who lied, so the
principal
and self-esteem had been done. It took me a long
8.
A. NO CHANGE
B. constantly ridiculed and humiliated me.
C. was constantly ridiculing and humiliating
me.
D. constantly ridiculed me while humiliating
me.
9.
A.
B.
C.
D.
10.
A. NO CHANGE
B. The other phone was discovered while
searching her locker.
C. While searching her locker, there was a
discovery of the other phone.
D. While searching her locker, the principal
discovered the other phone.
time ever to be able to trust others again.
NO CHANGE
phone—the one I thought was my friend—was
phone, the one I thought was my friend—was
phone—the one I thought was my friend
was
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