PSAT/NMSQT ®
Questions and Answer Explanations 2012-2013
WEDNESDAY FORM
Critical Reading: Question 1
Difficulty Level: EASY (1 on a scale of 1-9)
Skill Category: Determining the Meaning of Words
Use vocabulary skills, context, roots, prefixes, and suffixes to determine the meaning of words.
Question:
Election to Hawaii’s House of Representatives in 1956 was the first milestone in Patsy Takemoto Mink’s career as a ------ .
(A) philosopher
(B) commentator
(C) financier
(D) legislator
(E) negotiator
Answer Explanation:
Choice (D) is correct. A “legislator” is a lawmaker, or someone who is a member of a lawmaking body. Because a state’s
House of Representatives is its lawmaking body, it makes sense to suggest that Patsy Takemoto Mink’s election to the
House of Representatives in Hawaii was the first “milestone,” or significant point, in her “career as a legislator,” or
lawmaker.
Choice (A) is incorrect. A “philosopher” is a scholar of wisdom or enlightenment. It does not make much sense to say that
being elected “to Hawaii’s House of Representatives,” or to the lawmaking body of Hawaii, “was the first milestone in
Patsy Takemoto Mink’s career as a philosopher.” Working for a lawmaking body is not the same as being a scholar of
philosophy, so it is not clear how being elected would be the first significant point in Mink’s career as a philosopher.
Choice (B) is incorrect. A “commentator” is someone who reports or discusses news in the media. It does not make much
sense to say that being elected “to Hawaii’s House of Representatives,” or to the lawmaking body of Hawaii, “was the
first milestone in Patsy Takemoto Mink’s career as a commentator.” Working for a lawmaking body is not the same as
reporting news in the media, so it is not clear how being elected would be the first significant point in Mink’s career as a
commentator.
Choice (C) is incorrect. A “financier” is someone who deals with finance and investments on a large scale. It does not
make much sense to say that being elected “to Hawaii’s House of Representatives,” or to the lawmaking body of Hawaii,
“was the first milestone in Patsy Takemoto Mink’s career as a financier.” Working for a lawmaking body is not the same
as dealing with finance and investments. Being elected would not necessarily be the first significant point in Mink’s career
as a financier.
Choice (E) is incorrect. A “negotiator” is someone who confers with others professionally to reach agreements or
compromises. It does not make much sense to say that being elected “to Hawaii’s House of Representatives,” or to the
lawmaking body of Hawaii, “was the first milestone in Patsy Takemoto Mink’s career as a negotiator.” Members of a
lawmaking body might have to confer with one another at times, but working for a lawmaking body is not the same as
professionally helping people reach agreements. Being elected would not necessarily be the first significant point in
Mink’s career as a negotiator.
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PSAT/NMSQT ®
Questions and Answer Explanations 2012-2013
WEDNESDAY FORM
Critical Reading: Question 2
Difficulty Level: MEDIUM (4 on a scale of 1-9)
Skill Category: Determining the Meaning of Words
Use vocabulary skills, context, roots, prefixes, and suffixes to determine the meaning of words.
Question:
The essay was notably ------- : every paragraph was a mere restatement of a commonplace.
(A) murky
(B) comprehensive
(C) unoriginal
(D) jumbled
(E) groundbreaking
Answer Explanation:
Choice (C) is correct. “Unoriginal” means not new or fresh. The structure of the sentence indicates that the text after the
colon elaborates on or explains the idea in the first part of the sentence. The fact that “every paragraph” in the essay “was
a mere restatement of a commonplace,” or that every paragraph simply repeated a trite statement or cliché, certainly
elaborates on the idea that “The essay was notably unoriginal,” or that the essay was not at all new or fresh.
Choice (A) is incorrect. In this context, “murky” means obscure or difficult to understand. The structure of the sentence
indicates that the text after the colon elaborates on or explains the idea in the first part of the sentence. An essay could be
“notably murky,” or particularly difficult to understand. However, the fact that “every paragraph” in the essay “was a
mere restatement of a commonplace,” or that every paragraph simply repeated a trite statement or cliché, does not
elaborate on the idea that the essay was especially murky. An essay full of clichés might or might not be difficult to
understand.
Choice (B) is incorrect. In this context, “comprehensive” refers to covering something completely or nearly completely.
The structure of the sentence indicates that the text after the colon elaborates on or explains the idea in the first part of the
sentence. An essay could be “notably comprehensive”; it could cover all or almost all aspects of a certain area or topic.
However, the fact that “every paragraph” in the essay “was a mere restatement of a commonplace,” or that every
paragraph simply repeated a trite statement or cliché, does not elaborate on the idea that the essay was particularly
comprehensive. Indeed, an essay that is full of clichés might not be very thorough.
Choice (D) is incorrect. “Jumbled” means mixed up in a confused way. The structure of the sentence indicates that the
text after the colon elaborates on or explains the idea in the first part of the sentence. An essay could be “notably
jumbled,” or particularly mixed up and confusing. However, the fact that “every paragraph” in the essay “was a mere
restatement of a commonplace,” or that every paragraph simply repeated a trite statement or cliché, does not elaborate on
the idea that the essay was particularly jumbled. An essay that is full of clichés might not be very mixed up and confusing.
Choice (E) is incorrect. “Groundbreaking” means innovative or pioneering. The structure of the sentence indicates that the
text after the colon elaborates on or explains the idea in the first part of the sentence. An essay could be “notably
groundbreaking,” or particularly innovating; for example, it could be the first to address a topic or raise a certain idea.
However, the fact that “every paragraph” in the essay “was a mere restatement of a commonplace,” or that every
paragraph simply repeated a trite statement or cliché, does not elaborate on the idea that the essay was particularly
groundbreaking. Indeed, an essay that is full of clichés almost certainly would not be considered innovative.
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PSAT/NMSQT ®
Questions and Answer Explanations 2012-2013
WEDNESDAY FORM
Critical Reading: Question 3
Difficulty Level: HARD (7 on a scale of 1-9)
Skill Category: Determining the Meaning of Words
Use vocabulary skills, context, roots, prefixes, and suffixes to determine the meaning of words.
Question:
When Susan, the manager of the clothing store where Nathan shopped, ------- his complaints, he became so ------- that
he resolved to take his business to a competing retailer.
(A) exaggerated . . exhilarated
(B) disregarded . . gratified
(C) heeded . . despondent
(D) ridiculed . . unscrupulous
(E) trivialized . . exasperated
Answer Explanation:
Choice (E) is correct. To trivialize something is to treat it as trivial or unimportant. “Exasperated” means greatly annoyed
or irritated. The sentence indicates that Susan, the store manager, did something having to do with Nathan’s complaints;
as a result, Nathan “resolved to take his business to a competing retailer.” The terms “trivialized” and “exasperated”
logically complete the sentence. If Susan treated Nathan’s complaints as unimportant, it makes sense that Nathan would
have become so irritated that he started shopping at a different store.
Choice (A) is incorrect. To exaggerate is to overstate something or to represent something as more than it is.
“Exhilarated” means cheerful and excited. The sentence indicates that Susan, the store manager, did something having to
do with Nathan’s complaints; as a result, Nathan “resolved to take his business to a competing retailer.” The terms
“exaggerated” and “exhilarated” do not logically complete the sentence. Although it is possible that Susan exaggerated or
overstated Nathan’s complaints when speaking with Nathan or to someone else, it is unlikely that this would have caused
Nathan to feel cheerful. Further, if Nathan felt exhilarated, he might not have decided to start shopping at a different store.
Choice (B) is incorrect. To disregard something is to ignore it. “Gratified” means satisfied. The sentence indicates that
Susan, the store manager, did something having to do with Nathan’s complaints; as a result, Nathan “resolved to take his
business to a competing retailer.” Susan certainly could have ignored Nathan’s complaints, so the term “disregarded” fits
the first blank. However, it is illogical to suggest that Nathan would have felt satisfied as a result of having his
complaints ignored. Further, if Nathan felt satisfied, he might not have decided to start shopping at a different store. The
term “gratified” does not logically complete the sentence.
Choice (C) is incorrect. To heed something is to pay attention to it. “Despondent” means extremely discouraged or
depressed. The sentence indicates that Susan, the store manager, did something having to do with Nathan’s complaints; as
a result, Nathan “resolved to take his business to a competing retailer.” Susan could have paid attention to Nathan’s
complaints, so the term “heed” could fit the first blank. However, it does not make much sense to suggest that Nathan
would have been extremely discouraged by having his complaints heeded. Indeed, if Susan had paid attention to Nathan’s
concerns, he might have felt pleased and continued shopping at her store. The term “despondent” does not logically
complete the sentence.
Choice (D) is incorrect. To ridicule something is to mock it or make fun of it. “Unscrupulous” means unethical or
immoral. The sentence indicates that Susan, the store manager, did something having to do with Nathan’s complaints; as a
result, Nathan “resolved to take his business to a competing retailer.” Susan certainly could have mocked Nathan’s
complaints, so the term “ridiculed” fits the first blank. However, there is no reason to suggest that Nathan became very
unethical as a result of being mocked; indeed, there is nothing unethical or immoral about choosing to shop at one store
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Questions and Answer Explanations 2012-2013
WEDNESDAY FORM
instead of another, especially if one has been treated poorly. The term “unscrupulous” does not logically complete the
sentence.
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PSAT/NMSQT ®
Questions and Answer Explanations 2012-2013
WEDNESDAY FORM
Critical Reading: Question 4
Difficulty Level: HARD (7 on a scale of 1-9)
Skill Category: Determining the Meaning of Words
Use vocabulary skills, context, roots, prefixes, and suffixes to determine the meaning of words.
Question:
There has been a recent ------- of interest in the art of painter Yayoi Kusama: once at the ------- of critical
consciousness, her work is now very near the center.
(A) restoration . . hub
(B) subsidence . . boundary
(C) resurgence . . periphery
(D) renewal . . core
(E) deterioration . . edge
Answer Explanation:
Choice (C) is correct. A “resurgence” is a rising again to life, activity, or prominence. “Periphery” refers to the outer
edges of something. The structure of the sentence indicates that the text after the colon explains or elaborates on the idea
in the first part of the sentence. It makes sense to suggest that certain artworks “once at the periphery of critical
consciousness,” or on the outer edges of art critics’ awareness, could now be “very near the center.” That statement does
elaborate on the idea that “There has been a recent resurgence of interest” in that artist’s work, or that interest in that
artist’s work has recently risen in prominence.
Choice (A) is incorrect. “Restoration” refers to bringing something back to a former or improved condition. In this
context, a “hub” is a center of activity. It might make sense to say that “There has been a recent restoration of interest” in
the work of “painter Yayoi Kusama”; interest in Kusama’s work could have lessened at some point and then returned to
previous levels. However, the idea that Kusama’s work was “once at the hub of critical consciousness,” or at the center of
art critics’ awareness, and is now “very near the center” does not elaborate on the idea that interest in the work has
improved. If Kusama’s work had been at the center of critics’ awareness, there would have been no need for interest to
improve. Further, going from the center of critical consciousness to only near the center would not be an improvement.
Choice (B) is not correct. In this context, “subsidence” refers to a gradual lessening or decrease. A “boundary” is the outer
edge or limit of something. It might make sense to say that “There has been a recent subsidence of interest” in the work of
“painter Yayoi Kusama,” or that interest in Kusama’s work has been gradually decreasing. However, the idea that
Kusama’s work was “once at the boundary of critical consciousness,” or at the edge of art critics’ awareness, and is now
“very near the center” does not elaborate on the idea that interest in the work has decreased. On the contrary, one would
say that interest in Kusama’s work has increased if the work was on the boundary of critics’ awareness and is now very
close to the center.
Choice (D) is incorrect. In this context, “renewal” refers to being given fresh life or strength. In this context, a “core” is
the center of something. It might make sense to say that “There has been a recent renewal of interest” in the work of
“painter Yayoi Kusama,” or that interest in Kusama’s work has become stronger. However, the idea that Kusama’s work
was “once at the core of critical consciousness,” or at the center of art critics’ awareness, and is now “very near the
center” does not elaborate on the idea that interest in the work has been renewed. If Kusama’s work had been at the center
of critics’ awareness, there would have been no need for interest to become stronger. Further, going from the center of
critical consciousness to only near the center would not indicate a strengthened interest.
Choice (E) is incorrect. “Deterioration” refers to decaying or decline. In this context, an “edge” is the outer limit of
something. It might make sense to say that “There has been a recent deterioration of interest” in the work of “painter
Yayoi Kusama,” or that interest in Kusama’s work has been declining. However, the idea that Kusama’s work was “once
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PSAT/NMSQT ®
Questions and Answer Explanations 2012-2013
WEDNESDAY FORM
at the edge of critical consciousness,” or at the outer limit of art critics’ awareness, and is now “very near the center” does
not elaborate on the idea that interest in the work has declined. On the contrary, one would say that interest in Kusama’s
work has increased if the work was on the edge of critics’ awareness and is now very close to the center.
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PSAT/NMSQT ®
Questions and Answer Explanations 2012-2013
WEDNESDAY FORM
Critical Reading: Question 5
Difficulty Level: HARD (8 on a scale of 1-9)
Skill Category: Determining the Meaning of Words
Use vocabulary skills, context, roots, prefixes, and suffixes to determine the meaning of words.
Question:
When we act unselfishly toward others, our ------- is rewarded by the release of pleasure-inducing chemicals in the brain.
(A) duplicity
(B) altruism
(C) discernment
(D) effusiveness
(E) subservience
Answer Explanation:
Choice (B) is correct. “Altruism” is unselfish behavior that benefits others. The structure of the sentence indicates that the
word in the blank refers to “act[ing] unselfishly toward others.” Because altruism is a display of unselfish behavior
towards others, that term fits in the blank.
Choice (A) is incorrect. “Duplicity” is deceitful behavior. The structure of the sentence indicates that the word in the
blank refers to “act[ing] unselfishly toward others.” Duplicitous behavior is not unselfish—in fact, a duplicitous person is
likely acting in his or her best interest. Therefore, the term “duplicity” does not fit the blank.
Choice (C) is incorrect. “Discernment” refers to someone’s ability to “discern” something—to make a fine and careful
observation or distinction. The structure of the sentence indicates that the word in the blank refers to “act[ing] unselfishly
toward others.” There is no reason to believe that a person making careful observations would be acting in an unselfish
manner. Therefore, “discernment” does not fit in the blank.
Choice (D) is incorrect. “Effusiveness” is great joy or enthusiasm. The structure of the sentence indicates that the word in
the blank refers to “act[ing] unselfishly toward others.” Though the sentence indicates that our unselfish behavior “is
rewarded by the release of pleasure-inducing chemicals,” this unselfish behavior would not necessarily be characterized
by a display of great joy.
Choice (E) is incorrect. “Subservience” is putting oneself under another person’s command or control. The structure of the
sentence indicates that the word in the blank refers to “act[ing] unselfishly toward others.” According to the sentence,
when we do this, our unselfish behavior “is rewarded by the release of pleasure-inducing chemicals.” There is no
connection between submitting to the demands of another person and acting unselfishly. Rather, a person who acts
unselfishly displays altruism.
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PSAT/NMSQT ®
Questions and Answer Explanations 2012-2013
WEDNESDAY FORM
Critical Reading: Question 6
Difficulty Level: HARD (8 on a scale of 1-9)
Skill Category: Determining the Meaning of Words
Use vocabulary skills, context, roots, prefixes, and suffixes to determine the meaning of words.
Question:
Although scientists occasionally receive reports of snowflakes the size of dinner plates falling from the sky, the accounts
are always ------- because of the ------- nature of snowflakes.
(A) circumstantial . . complicated
(B) definitive . . unreliable
(C) uncorroborated . . ephemeral
(D) substantive . . intrinsic
(E) anecdotal . . precipitous
Answer Explanation:
Choice (C) is correct. “Uncorroborated” means unsupported by evidence; “ephemeral” means lasting a very short time.
The word “Although” at the beginning of the sentence suggests that the “reports of snowflakes the size of dinner plates”
are problematic in some way. Furthermore, the sentence indicates that this problem is due to the “nature of snowflakes.”
Of the options, only “uncorroborated” and “ephemeral” fit the sentence: the reports of giant snowflakes are always
unsupported by evidence because snowflakes melt and, therefore, do not last a long time—in other words, “because of the
ephemeral nature of snowflakes.”
Choice (A) is incorrect. In this context, “circumstantial” means relevant but not essential; “complicated” means difficult
or intricate. The word “Although” at the beginning of the sentence suggests that the “reports of snowflakes the size of
dinner plates” are problematic in some way. Furthermore, the sentence indicates that this problem is due to the “nature of
snowflakes.” While “circumstantial” fits the first blank, “complicated” does not fit the second blank: reports of giant
snowflakes might be circumstantial, or inessential, but not because snowflakes are complicated.
Choice (B) is incorrect. “Definitive” means conclusive or authoritative; “unreliable” means not dependable. The word
“Although” at the beginning of the sentence suggests that the “reports of snowflakes the size of dinner plates” are
problematic in some way. Furthermore, the sentence indicates that this problem is due to the “nature of snowflakes.”
While “unreliable” fits the second blank, “definitive” does not fit the first blank. Because snowflakes melt, one could say
that they are unreliable, but it does not make sense to say that “Although” scientists receive reports, these reports are
always conclusive or authoritative.
Choice (D) is incorrect. In this context, “substantive” means detailed and significant; “intrinsic” means essential. The
word “Although” at the beginning of the sentence suggests that the “reports of snowflakes the size of dinner plates” are
problematic in some way. Furthermore, the sentence indicates that this problem is due to the “nature of snowflakes.”
Neither “substantive” nor “intrinsic” fits the relevant blank: it does not make sense to say that “Although” scientists
receive reports, these reports are always detailed and significant. In addition, it makes no sense to say that the reports are
substantive because snowflakes have an essential nature.
Choice (E) is incorrect. In this context, “anecdotal” means unscientific; “precipitous” means both steep and speedy. The
word “Although” at the beginning of the sentence suggests that the “reports of snowflakes the size of dinner plates” are
problematic in some way. Furthermore, the sentence indicates that this problem is due to the “nature of snowflakes.”
While “anecdotal” fits the first blank, “precipitous” does not fit the second blank: reports of giant snowflakes might be
unscientific, but not because snowflakes are steep or speedy. Snowflakes may fall from the sky, and melt quickly, but
they cannot be described as “precipitous.”
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PSAT/NMSQT ®
Questions and Answer Explanations 2012-2013
WEDNESDAY FORM
Critical Reading: Question 7
Difficulty Level: HARD (8 on a scale of 1-9)
Skill Category: Determining the Meaning of Words
Use vocabulary skills, context, roots, prefixes, and suffixes to determine the meaning of words.
Question:
Jules Verne’s 1897 novel An Antarctic Mystery was ------- : it foresaw the disastrous long-term consequences of the
massive hunting of whales.
(A) spurious
(B) vitriolic
(C) reminiscent
(D) prescient
(E) presumptuous
Answer Explanation:
Choice (D) is correct. Something that is “prescient” displays great foresight or foreknowledge of events that have not yet
occurred. The structure of the sentence indicates that the word in the blank refers to foreseeing, or predicting things that
will occur in the future (in this case, “the disastrous long-term consequences of the massive hunting of whales”). The only
option that directly involves foresight is “prescient.”
Choice (A) is incorrect. “Spurious” means false or deceitful. The structure of the sentence indicates that the word in the
blank refers to foreseeing, or predicting things that will occur in the future (in this case, “the disastrous long-term
consequences of the massive hunting of whales”). The novel may have been deceitful in some way, and it may have
foreseen the consequences of whale hunting, but those two things have nothing to do with one another.
Choice (B) is incorrect. “Vitriolic” means caustic or harshly critical. The structure of the sentence indicates that the word
in the blank refers to foreseeing, or predicting things that will occur in the future (in this case, “the disastrous long-term
consequences of the massive hunting of whales”). The novel may have been harshly critical, and it may have foreseen the
consequences of whale hunting, but those two things are not necessarily related in the way that a colon (:) would indicate.
Choice (C) is incorrect. “Reminiscent” means reminding one of something else. The structure of the sentence indicates
that the word in the blank refers to foreseeing, or predicting things that will occur in the future (in this case, “the
disastrous long-term consequences of the massive hunting of whales”). A novel can be reminiscent of something else,
such as another novel, but it cannot simply be reminiscent. In any event, a novel that reminds its readers of something else
does not necessarily have foresight.
Choice (E) is incorrect. “Presumptuous” means arrogantly assuming or expecting something. The structure of the sentence
indicates that the word in the blank refers to foreseeing, or predicting things that will occur in the future (in this case, “the
disastrous long-term consequences of the massive hunting of whales”). The novel may have arrogantly assumed
something, and it may have foreseen the consequences of whale hunting, but those two things are not necessarily related
in the way that a colon (:) would indicate.
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Questions and Answer Explanations 2012-2013
WEDNESDAY FORM
Critical Reading: Question 8
Difficulty Level: HARD (9 on a scale of 1-9)
Skill Category: Determining the Meaning of Words
Use vocabulary skills, context, roots, prefixes, and suffixes to determine the meaning of words.
Question:
Although the authoritarian regime accorded significant rights to the ------- of the opposition parties, their rank-and-file
members still had only minimal ------- to engage in political activity.
(A) commoners . . opportunity
(B) dissidents . . cause
(C) adversaries . . inclination
(D) elites . . latitude
(E) stalwarts . . compensation
Answer Explanation:
Choice (D) is correct. In this context, the “elites” are the most powerful and well-connected members of the opposition
parties, and “latitude” means freedom of action or choice. The sentence uses the word “Although” to draw a contrast
between the experience of the “rank-and-file members” of some political parties (the “opposition parties”) and that of
some other members of the same parties. According to the sentence, the “rank-and-file members” have only a “minimal”
amount of something, while this other group has “significant rights.” “Rank-and-file” members of a group are the lowerranking members, or followers, while “elites” are the leaders, so elites fits the first blank. In addition, because the
sentence is about political parties, the elite members’ “significant [political] rights” would contrast with the rank-and-file
members’ “minimal” political rights, or, in other words, “minimal latitude to engage in political activity.” Latitude fits the
second blank.
Choice (A) is not correct. “Commoners” refers to regular people, not of noble birth. In this context, “opportunity” means
possibility of doing something or freedom to do something. The sentence uses the word “Although” to draw a contrast
between the experience of the “rank-and-file members” of some political parties (the “opposition parties”) and that of
some other members of the same parties. According to the sentence, the “rank-and-file members” have only a “minimal”
amount of something, while this other group has “significant rights.” Because the sentence is about political parties, the
“significant [political] rights” of some members would contrast with the “minimal” political rights of the rank-and-file
members, or, in other words, “minimal opportunity to engage in political activity.” Opportunity fits the second blank.
However, rank-and-file members and “commoners” are both lower-ranking members, or followers, of a group, so
commoners does not fit the first blank. It is illogical to say that commoners have significant rights while rank-and-file
members do not.
Choice (B) is not correct. “Dissidents” are people who disagree with the established order. In this context, “cause” means
motivation. The sentence uses the word “Although” to draw a contrast between the experience of the “rank-and-file
members” of some political parties (the “opposition parties”) and that of some other members of the same parties.
According to the sentence, the “rank-and-file members” have only a “minimal” amount of something, while this other
group has “significant rights.” “Rank-and-file” members of a group are the lower-ranking members, or followers, while
all members of “opposition parties” could be called dissidents, so there is no contrast between the two groups. In addition,
because the sentence is about political parties, the “significant [political] rights” of some members would contrast with the
“minimal” political rights of the rank-and-file members. “Minimal cause to engage in political activity” is not the same
thing as minimal rights, so cause does not fit the second blank.
Choice (C) is not correct. “Adversaries” are opponents, and “inclination” means tendency. The sentence uses the word
“Although” to draw a contrast between the experience of the “rank-and-file members” of some political parties (the
“opposition parties”) and that of some other members of the same parties. According to the sentence, the “rank-and-file
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Questions and Answer Explanations 2012-2013
WEDNESDAY FORM
members” have only a “minimal” amount of something, while this other group has “significant rights.” “Rank-and-file”
members of a group are the lower-ranking members, or followers, while all members of “opposition parties” could be
called adversaries of the regime, so there is no contrast between the two groups. (Indeed, the use of “adversaries” in this
context creates confusion: the phrase “the adversaries of the opposition parties” could mean either members of those
parties or members of other parties opposed to those parties, so it is best to avoid the word.) In addition, because the
sentence is about political parties, the “significant [political] rights” of some members would contrast with the “minimal”
political rights of the rank-and-file members. “Minimal inclination to engage in political activity” is not the same thing as
minimal rights, so inclination does not fit the second blank.
Choice (E) is not correct. In this context, “stalwarts” are very committed members, and “compensation” refers to payment.
The sentence uses the word “Although” to draw a contrast between the experience of the “rank-and-file members” of
some political parties (the “opposition parties”) and that of some other members of the same parties. According to the
sentence, the “rank-and-file members” have only a “minimal” amount of something, while this other group has
“significant rights.” “Rank-and-file” members of a group are the lower-ranking members, or followers, while “stalwarts”
are very committed members, so stalwarts could fit the first blank. However, because the sentence is about political
parties, the stalwarts’ “significant [political] rights” would contrast with the rank-and-file members’ “minimal” political
rights. “Minimal compensation to engage in political activity” is not the same thing as minimal rights, so compensation
does not fit the second blank.
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Questions and Answer Explanations 2012-2013
WEDNESDAY FORM
Critical Reading: Question 9
Difficulty Level: MEDIUM (5 on a scale of 1-9)
Skill Category: Author's Craft
Understand how authors use tone, style and writing devices such as metaphor or symbolism.
Passage 1
I came back from Africa with ideas for a new piece
of art, more primitive than any I had ever done before.
“Primitive” is a word I use in a positive way to explain the
completeness of a concept in art. I like to layer and pattern
and embellish my art in the manner of tribal art, and then,
like a blues singer, I like to repeat and repeat it again.
Fragmented, understated, or minimalist art forms frustrate
me. I want to finish them. In the 1960s there was a
minimalist aesthetic advocating “Less is more.” To me,
less is even less and more is still not quite enough.
Line 5
Line 10
Question:
The primary purpose of the passage is to
(A) describe a creative philosophy
(B) explain the origins of a concept
(C) spark an artistic impulse
(D) provide a historical overview
(E) offer a technical lesson
Answer Explanation:
Choice (A) is correct. Nearly the whole of the passage is devoted to the narrator’s concept of “primitivism” in art, which
he or she uses to mean “completeness of a concept in art.” The narrator describes his or her preference for “layer[ing] and
pattern[ing],” then “repeat[ing] and repeat[ing] again.” The narrator further defines this philosophy by juxtaposing it with
an opposing philosophy, that of the “minimalist aesthetic advocating ‘Less is more.’” The passage’s primary purpose is to
describe the creative philosophy of layering, patterning, and embellishing.
Choice (B) is incorrect. While the narrator does speak of “the completeness of a concept in art” and relates that he or she
brought back this idea from a trip to Africa, the bulk of the passage defines and discusses this concept of “layer[ing] and
pattern[ing],” then “repeat[ing] and repeat[ing] again.” While the narrator was inspired by this concept in Africa, Africa
may or may not be its “origin,” and in any event, most of the passage is devoted to describing the philosophy, not to
explaining its origins.
Choice (C) is incorrect. While it is conceivable that the passage might spark an artistic impulse in the reader, the narrator
gives no evidence in the passage of wanting to do so. The narrator is speaking of his or her own experience, not of the
reader’s artistic impulses. Rather, the passage is devoted to describing the creative philosophy of layering, patterning, and
embellishing.
Choice (D) is incorrect. While the narrator does call the philosophy of art being discussed “primitive”—which implies
that it is of ancient origin—and while he or she does mention the 1960s as an era when minimalism hit its stride, the
passage cannot be called a historical overview of anything. The passage is personal rather than historical, describing in
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some detail the narrator’s creative philosophy of layering, patterning, and embellishing.
Choice (E) is incorrect. While the passage does in a sense describe a technique--“layer[ing] and pattern[ing],” then
“repeat[ing] and repeat[ing] again”—the passage gives no technical instructions about how to achieve these artistic ends
and so cannot be seen as a technical lesson. Rather than telling in detail how to achieve these artistic effects, the narrator
is describing the creative philosophy of layering, patterning, and embellishing.
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Critical Reading: Question 10
Difficulty Level: EASY (3 on a scale of 1-9)
Skill Category: Author's Craft
Understand how authors use tone, style and writing devices such as metaphor or symbolism.
Passage 1
I came back from Africa with ideas for a new piece
of art, more primitive than any I had ever done before.
“Primitive” is a word I use in a positive way to explain the
completeness of a concept in art. I like to layer and pattern
and embellish my art in the manner of tribal art, and then,
like a blues singer, I like to repeat and repeat it again.
Fragmented, understated, or minimalist art forms frustrate
me. I want to finish them. In the 1960s there was a
minimalist aesthetic advocating “Less is more.” To me,
less is even less and more is still not quite enough.
Line 5
Line 10
Question:
The mention of the “blues singer” (line 6) serves primarily to
(A) suggest a possible audience for a type of artwork
(B) indicate the widespread popularity of a certain kind of vocalist
(C) identify a possible artistic collaboration
(D) draw a parallel between a style of art and a style of music
(E) express admiration for a particular musical form
Answer Explanation:
Choice (D) is correct. In describing a theory of art based on “layer[ing] and pattern[ing] and embellish[ing],” the narrator
introduces the example of the “blues singer” who “like[s] to repeat and repeat it again.” It is clear from context that the
narrator introduces this image to help the reader understand the narrator’s artistic philosophy of creation—that of
repetition and layering. The narrator compares himself or herself to a blues musician insofar as they both participate in
similar techniques, thus drawing a parallel between an artistic and a musical style.
Choice (A) is incorrect. The narrator mentions the blues singer as a parallel to himself or herself as a creator of art, noting
that “a blues singer…like[s] to repeat and repeat it again.” The narrator is in no way suggesting that blues singers would
necessarily appreciate the kind of art described in the passage.
Choice (B) is incorrect. The narrator mentions the blues singer as a parallel to himself or herself as a creator of art, noting
that “a blues singer…like[s] to repeat and repeat it again.” The narrator is in no way suggesting or denying that blues
singers enjoy widespread popularity. Popularity is not mentioned in the passage in connection either with music or with
art.
Choice (C) is incorrect. The narrator mentions the blues singer as a parallel to himself or herself as a creator of art, noting
that “a blues singer…like[s] to repeat and repeat it again.” The narrator is in no way suggesting that blues singers and
“primitive” artists collaborate to create a new art form.
Choice (E) is incorrect. While the narrator might very well admire blues music—he or she does after all seem familiar
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enough with the blues to talk about it—expressing such admiration is not the primary purpose of the reference. Rather, the
narrator mentions the blues singer as a parallel to himself or herself as a creator of art, noting that “a blues singer…like[s]
to repeat and repeat it again.”
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Critical Reading: Question 11
Difficulty Level: EASY (2 on a scale of 1-9)
Skill Category: Reasoning and Inferencing
Understand assumptions, suggestions and implications in reading passages and draw informed conclusions.
Passage 1
Rain had fallen all week, especially at night, and even
though the weather forecasters had noted repeatedly that
these rains were beneficial, Benny Meyuhas was beside
himself. It seemed to him that the head of the studio’s
Production Department himself had ordered this rain, to
prevent Benny from night filming Iddo and Eynam , or to
force Benny, as the department head put it, “to finish up
already with that thing that’s eaten up our entire budget
for Israeli drama.” Just when Benny had lost all hope of
completing these last scenes, which he had been filming
secretly, the rain suddenly let up, and the Moon appeared.
Line 5
Line 10
Question:
The passage indicates that Benny “was beside himself” (lines 3-4) because
(A) his film might be the only Israeli drama produced that year
(B) the rain might stop soon, ruining the moody atmosphere of his night scenes
(C) the production executive might replace him with another director
(D) he was afraid that he would not be able to finish the film in the way he wished
(E) he was worried that he might not get paid for his work
Answer Explanation:
Choice (D) is correct. The passage says that Benny “was beside himself”—or upset and frustrated—because the steady
rain had kept him “from night filming Iddo and Eynam ,” apparently a film Benny is making; further, the head of
production has been pressuring Benny “to finish up already” with the shooting of an already too expensive picture.
Benny’s frustration and distress clearly arise from the pressure to finish the film in spite of hostile weather conditions; in
other words, he is afraid he is going to be unable to finish the film his own way, through night shooting.
Choice (A) is incorrect. While the passage does suggest that Iddo and Eynam may “be the only Israeli drama produced
that year”—the head of production indicates that this film has “eaten up our entire budget for Israeli drama”—this is not
what has Benny upset: Benny, after all, wants to complete his picture regardless. In fact, what has him distressed and
frustrated is the pressure to finish the film in spite of hostile weather conditions; in other words, he is afraid he is going to
be unable to finish the film his own way, through night shooting.
Choice (B) is incorrect. Benny is not worried about the rain stopping soon—on the contrary, he wants the rain to stop so
that he can continue night filming his picture, Iddo and Eynam . Rather, Benny is frustrated and distressed because he
is afraid that the rain is going to keep him from finishing the film his own way, through night shooting.
Choice (C) is incorrect. While there is clearly friction between the production director and Benny—the former is
pressuring Benny “to finish up already” with the picture—this is no indication that Benny might be replaced by another
director. Rather, Benny is frustrated and distressed because he is afraid that the rain is going to keep him from finishing
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the film his own way, through night shooting.
Choice (E) is incorrect. While there is clearly friction between the production director and Benny—the former is
pressuring Benny “to finish up already” with the picture—this is no indication that Benny might go unpaid for his work.
Rather, Benny is frustrated and distressed because he is afraid that the rain is going to keep him from finishing the film his
own way, through night shooting.
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Critical Reading: Question 12
Difficulty Level: EASY (3 on a scale of 1-9)
Skill Category: Organization and Ideas
Understand the organization of a reading passage, and identify the main and supporting ideas.
Passage 1
Rain had fallen all week, especially at night, and even
though the weather forecasters had noted repeatedly that
these rains were beneficial, Benny Meyuhas was beside
himself. It seemed to him that the head of the studio’s
Production Department himself had ordered this rain, to
prevent Benny from night filming Iddo and Eynam , or to
force Benny, as the department head put it, “to finish up
already with that thing that’s eaten up our entire budget
for Israeli drama.” Just when Benny had lost all hope of
completing these last scenes, which he had been filming
secretly, the rain suddenly let up, and the Moon appeared.
Line 5
Line 10
Question:
The passage focuses primarily on
(A) examining the complex psychology of an artist
(B) depicting a filmmaker who is under pressure to complete a project
(C) lampooning a studio executive who is being manipulated
(D) condemning the way film studios exert control over directors
(E) illustrating how destiny favors creative geniuses
Answer Explanation:
Choice (B) is correct. Benny Meyuhas, who is concerned that the rain will halt his “night filming” and prevent the
completion of his “last scenes,” is clearly a filmmaker. The narrator tells us that between the inclement weather and
Benny’s demanding department head, Benny is “beside himself,” pessimistic and anxious about completing Iddo and
Eynam , the film he’s working on. The main focus of the passage is on a filmmaker who is under pressure to complete a
project.
Choice (A) is incorrect. While the passage is concerned with the psychology, or mental workings, of an artist (in this case,
a filmmaker, Benny Meyuhas), the situation described is a very specific one: Benny is “beside himself” at feeling unable
to complete a film project—in his boss’s words, “to finish up already with that thing.” A passage primarily concerned
with focusing on an artist’s psychology would focus more on psychological traits than on a specific situation. There is no
indication in the passage that being “beside himself” is a constant trait of Benny’s; in fact, at the end of the passage, his
mood seems likely to improve. The main focus of the passage is on a filmmaker who is under pressure to complete a
project.
Choice (C) is incorrect. While there is a studio executive—the head of production—mentioned in the passage, he is not
the focus of the passage, nor is there any indication that he is being manipulated; the executive, in fact, is the one putting
the pressure on Benny, the filmmaker. The main focus of the passage is on a filmmaker who is under pressure to complete
a project.
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Choice (D) is incorrect. While a film studio, in the person of its head of production, is certainly exerting pressure over a
film director (Benny Meyuhas) in the passage, and while the point of view is sympathetic to Benny, the narrator does not
seem primarily concerned with condemning the executive’s actions. With the focus more on Benny’s perceptions of the
situation, the main focus of the passage is on a filmmaker who is under pressure to complete a project.
Choice (E) is not correct. While Benny Meyuhas, a film director, can probably be considered a “creative” person, he is not
characterized as a “genius”; further, destiny does not seem to be favoring Benny, since the weather is keeping him from
completing his film. Rather, the main focus of the passage is on a filmmaker who is under pressure to complete a project.
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Critical Reading: Question 13
Difficulty Level: MEDIUM (5 on a scale of 1-9)
Skill Category: Organization and Ideas
Understand the organization of a reading passage, and identify the main and supporting ideas.
These passages discuss hydrogen fuel cells, which use electrodes to unite hydrogen and oxygen to produce electricity,
heat, and water. Both passages are adapted from works published in 2003.
Passage 1
Line 5
Line 10
Line 15
Line 20
Line 25
Line 30
Line 35
Line 40
Four decades ago, the United States faced a creeping
menace to national security. The Soviet Union had
lobbed the first satellite into space in 1957. Then, on
April 12, 1961, Russian cosmonaut Yuri Gagarin blasted
off in Vostok 1 and became the first human in orbit.
President Kennedy understood that dominating space
could mean the difference between a country able to
defend itself and one at the mercy of its rivals. In a
May 1961 address to Congress, President Kennedy
unveiled Apollo—a 10-year program of federal subsidies
aimed at “landing a man on the Moon and returning him
safely to the Earth.” Congress appropriated the funds,
scientists and engineers put their noses to the launchpad,
and Neil Armstrong stepped onto the Moon eight years
later.
The country now faces a similar situation: reliance on
foreign oil. Just as we responded to Soviet space superiority
with a bold commitment, so now the United States must
respond to the clout of foreign oil by making energy
independence a national priority. Conventional wisdom
indicates two ways for the United States to reduce
dependence on foreign oil: increase domestic production
or decrease demand. Either way, though, the country
would remain hostage to overseas producers. Consider
plans to drill in the Arctic National Wildlife Refuge.
For all the political wrangling and backlash, that area’s
productivity isn’t likely to offset declining output from
larger United States oil fields, let alone increase the total
supply from domestic sources. As for reducing demand,
the levers available are small and ineffectual. Moreover,
the dynamism at the heart of the United States economy
depends on energy.
There’s only one way to insulate the United States from
the corrosive power of oil—develop an alternative energy
resource that’s readily available domestically. Of hydrogen,
coal, natural gas, wind, water, solar, and nuclear, hydrogen
is the only energy resource that can provide a wholesale
substitute for foreign oil within a decade. Hydrogen stores
energy more effectively than current batteries do, burns
twice as efficiently in a fuel cell as gasoline does in an
internal-combustion engine (more than making up for
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the energy required to produce it), and leaves only water
behind. It’s plentiful, clean, and—critically—capable
of powering cars. Like manned space flight in 1961,
hydrogen power is proven but primitive, a technology ripe
for acceleration and then deployment. For that, thank the
Apollo program itself, which spurred the development of
early fuel cells.
Passage 2
Line 50
Line 55
Line 60
Line 65
Line 70
Line 75
Line 80
Line 85
Outside of science fiction, the hydrogen-fueled car is
probably the most radical reinvention of the automobile
ever imagined. The fuel supply is inexhaustible, and the car
produces no emissions except water, which, upon emerging
from the tailpipe, is, in principle at least, clean enough to
drink. The car can even serve as a source of electricity
when parked: a hydrogen-car owner can use it to light
his or her home. Sometime in the past year or so, the
hydrogen-fueled car moved out of the laboratory and,
if not quite onto the road, into the bright showroom of
public relations.
For a number of reasons—primary among them
the inefficiency of the internal-combustion engine—
automobiles represent a particularly promising fuel-cell
application. Fuel cells produce electrical, rather than
mechanical, energy—in this way, fuel-cell cars are similar
to battery-powered vehicles—and, using the same amount
of energy, can propel a car nearly three times as far as an
internal-combustion engine can. Yet cars represent a
peculiar challenge: they require a great deal of power,
are expected to travel long distances between refuelings,
and are called on to last for ten years or more. Among the
many obstacles to commercial production of automotive
fuel cells are cost, durability, and fuel storage. There are
also concerns about safety, although fuel-cell advocates
maintain that the dangers of hydrogen have been greatly
exaggerated. In a recent paper, physicist Amory Lovins
argues that hydrogen is “at least as safe as natural gas or
LPG (liquefied petroleum gas) and arguably is inherently
safer than gasoline.”
Although it is the most plentiful element in the universe,
hydrogen on Earth exists almost exclusively in combination
with other substances; therefore, it must be extracted, a
process that can itself require a considerable amount of
energy. Hydrogen can be produced using renewable energy
sources, like wind, but it can just as easily—in fact,
perhaps more easily—be extracted by less environmentally
benign means. A prototype for a fuel-cell truck, since
abandoned, extracted hydrogen from gasoline through a
process known as “reforming.” This approach obviates the
need for a whole new hydrogen-delivery infrastructure, but
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WEDNESDAY FORM
since it produces substantial amounts of carbon dioxide, it
also obviates much of the reason for switching to fuel cells.
Similarly, hydrogen can be produced from coal; once all
the emissions of that process are taken into account, it’s
debatable whether fuel-cell cars yield any environmental
benefit at all.
Line 90
Line 95
Question:
Which best describes the relationship between the two passages?
(A) Passage 2 fully endorses the proposal advanced in Passage 1.
(B) Passage 2 suggests a solution to a problem described in Passage 1.
(C) Passage 2 points out potential benefits and drawbacks of an idea raised in Passage 1.
(D) Passage 2, like Passage 1, indicates the practical challenges of implementing an idea.
(E) Passage 2, like Passage 1, discusses the potential cost savings of a proposal.
Answer Explanation:
Choice (C) is correct. The author of Passage 1 raises the idea of using hydrogen fuel cells in cars in the United States. This
author asserts that “hydrogen is the only energy resource that can provide a wholesale substitute for foreign oil within a
decade” and points out that hydrogen is “plentiful, clean, and . . . capable of powering cars.” The author of Passage 2 also
discusses the use of hydrogen fuel cells, explaining that “automobiles represent a particularly promising fuel-cell
application,” given “the inefficiency of the internal-combustion engine” and the fact that hydrogen cells “can propel a car
nearly three times as far as an internal-combustion engine can.” But this author goes on to add that there are many
“obstacles to commercial production of automotive fuel cells”—including “cost, durability, and fuel storage,” as well as
safety and environmental concerns. The author of Passage 2 points out both the potential benefits and the possible
drawbacks of the idea raised in Passage 1: hydrogen-fueled cars.
Choice (A) is incorrect. The author of Passage 1 does propose that the United States focus on developing hydrogen fuel
cells and making them “readily available domestically,” especially for use in cars. However, rather than fully endorsing,
or completely supporting, this proposal, the author of Passage 2 points out both the benefits and the drawbacks of
hydrogen fuel cells. This author explains that hydrogen fuel cells are “particularly promising” for automobiles but goes on
to point out that there are “obstacles to commercial production of” such fuel cells, including “cost, durability, and fuel
storage,” as well as safety and environmental concerns. Clearly, the author of Passage 2 does not fully support the
proposal advanced in Passage 1.
Choice (B) is incorrect. The author of Passage 1 discusses the United States’ “reliance on foreign oil.” This author
certainly sees this reliance as a problem, and he or she suggests a solution—the development and use of hydrogen fuel
cells. Although the author of Passage 2 also discusses hydrogen fuel cells, he or she does not address reliance on foreign
oil and does not suggest that hydrogen fuel cells are the solution to this problem. The author of Passage 2 examines the
potential benefits and drawbacks of the use of hydrogen fuel cells in automobiles. Rather than suggesting that hydrogen
fuel cells are the answer to problems related to foreign oil, the author of Passage 2 simply suggests that there are
“obstacles” to the widespread use of hydrogen fuel cells in cars.
Choice (D) is incorrect. Both passages discuss the use of hydrogen fuel cells in cars in the United States. The author of
Passage 2 does indicate the practical challenges of implementing this idea, or putting this idea into use: he or she points
out that “cost, durability, and fuel storage” are “obstacles to commercial production of automotive fuel cells.” However,
the author of Passage 1 does not address the real challenges of using hydrogen fuel cells in cars; he or she focuses only on
the benefits. The author of Passage 1 asserts that hydrogen fuel cells are “plentiful, clean, and . . . capable of powering
cars” and that they work so efficiently that they “more than [make] up for the energy required to produce” them.
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Choice (E) is incorrect. Both passages discuss the use of hydrogen fuel cells in cars in the United States. However, neither
author discusses the potential cost savings of this proposal. Although the author of Passage 1 addresses the benefits of
hydrogen fuel cells (hydrogen is “plentiful, clean, and . . . capable of powering cars”), he or she does not indicate that the
fuel cells will ultimately cost less than other energy sources. And the author of Passage 2 implies that hydrogen fuel cells
may not result in cost savings. He or she states that “cost” is one of the “obstacles to commercial production of
automotive fuel cells,” suggesting that hydrogen fuel cells are expensive to make and use.
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WEDNESDAY FORM
Critical Reading: Question 14
Difficulty Level: EASY (2 on a scale of 1-9)
Skill Category: Organization and Ideas
Understand the organization of a reading passage, and identify the main and supporting ideas.
These passages discuss hydrogen fuel cells, which use electrodes to unite hydrogen and oxygen to produce electricity,
heat, and water. Both passages are adapted from works published in 2003.
Passage 1
Line 5
Line 10
Line 15
Line 20
Line 25
Line 30
Line 35
Line 40
Four decades ago, the United States faced a creeping
menace to national security. The Soviet Union had
lobbed the first satellite into space in 1957. Then, on
April 12, 1961, Russian cosmonaut Yuri Gagarin blasted
off in Vostok 1 and became the first human in orbit.
President Kennedy understood that dominating space
could mean the difference between a country able to
defend itself and one at the mercy of its rivals. In a
May 1961 address to Congress, President Kennedy
unveiled Apollo—a 10-year program of federal subsidies
aimed at “landing a man on the Moon and returning him
safely to the Earth.” Congress appropriated the funds,
scientists and engineers put their noses to the launchpad,
and Neil Armstrong stepped onto the Moon eight years
later.
The country now faces a similar situation: reliance on
foreign oil. Just as we responded to Soviet space superiority
with a bold commitment, so now the United States must
respond to the clout of foreign oil by making energy
independence a national priority. Conventional wisdom
indicates two ways for the United States to reduce
dependence on foreign oil: increase domestic production
or decrease demand. Either way, though, the country
would remain hostage to overseas producers. Consider
plans to drill in the Arctic National Wildlife Refuge.
For all the political wrangling and backlash, that area’s
productivity isn’t likely to offset declining output from
larger United States oil fields, let alone increase the total
supply from domestic sources. As for reducing demand,
the levers available are small and ineffectual. Moreover,
the dynamism at the heart of the United States economy
depends on energy.
There’s only one way to insulate the United States from
the corrosive power of oil—develop an alternative energy
resource that’s readily available domestically. Of hydrogen,
coal, natural gas, wind, water, solar, and nuclear, hydrogen
is the only energy resource that can provide a wholesale
substitute for foreign oil within a decade. Hydrogen stores
energy more effectively than current batteries do, burns
twice as efficiently in a fuel cell as gasoline does in an
internal-combustion engine (more than making up for
©The College Board 2013. For the sole use of the person for whom this report has been provided. Not for duplication or distribution.
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WEDNESDAY FORM
the energy required to produce it), and leaves only water
behind. It’s plentiful, clean, and—critically—capable
of powering cars. Like manned space flight in 1961,
hydrogen power is proven but primitive, a technology ripe
for acceleration and then deployment. For that, thank the
Apollo program itself, which spurred the development of
early fuel cells.
Passage 2
Line 50
Line 55
Line 60
Line 65
Line 70
Line 75
Line 80
Line 85
Outside of science fiction, the hydrogen-fueled car is
probably the most radical reinvention of the automobile
ever imagined. The fuel supply is inexhaustible, and the car
produces no emissions except water, which, upon emerging
from the tailpipe, is, in principle at least, clean enough to
drink. The car can even serve as a source of electricity
when parked: a hydrogen-car owner can use it to light
his or her home. Sometime in the past year or so, the
hydrogen-fueled car moved out of the laboratory and,
if not quite onto the road, into the bright showroom of
public relations.
For a number of reasons—primary among them
the inefficiency of the internal-combustion engine—
automobiles represent a particularly promising fuel-cell
application. Fuel cells produce electrical, rather than
mechanical, energy—in this way, fuel-cell cars are similar
to battery-powered vehicles—and, using the same amount
of energy, can propel a car nearly three times as far as an
internal-combustion engine can. Yet cars represent a
peculiar challenge: they require a great deal of power,
are expected to travel long distances between refuelings,
and are called on to last for ten years or more. Among the
many obstacles to commercial production of automotive
fuel cells are cost, durability, and fuel storage. There are
also concerns about safety, although fuel-cell advocates
maintain that the dangers of hydrogen have been greatly
exaggerated. In a recent paper, physicist Amory Lovins
argues that hydrogen is “at least as safe as natural gas or
LPG (liquefied petroleum gas) and arguably is inherently
safer than gasoline.”
Although it is the most plentiful element in the universe,
hydrogen on Earth exists almost exclusively in combination
with other substances; therefore, it must be extracted, a
process that can itself require a considerable amount of
energy. Hydrogen can be produced using renewable energy
sources, like wind, but it can just as easily—in fact,
perhaps more easily—be extracted by less environmentally
benign means. A prototype for a fuel-cell truck, since
abandoned, extracted hydrogen from gasoline through a
process known as “reforming.” This approach obviates the
need for a whole new hydrogen-delivery infrastructure, but
©The College Board 2013. For the sole use of the person for whom this report has been provided. Not for duplication or distribution.
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WEDNESDAY FORM
since it produces substantial amounts of carbon dioxide, it
also obviates much of the reason for switching to fuel cells.
Similarly, hydrogen can be produced from coal; once all
the emissions of that process are taken into account, it’s
debatable whether fuel-cell cars yield any environmental
benefit at all.
Line 90
Line 95
Question:
Lines 1-2 (“Four . . . security”) depict a situation best described as
(A) chaotic
(B) threatening
(C) noble
(D) humorous
(E) rebellious
Answer Explanation:
Choice (B) is correct. In lines 1-2, the author of Passage 1 states that “Four decades ago, the United States faced a
creeping menace to national security.” The author is discussing a “creeping menace,” or a slowly developing threat.
Therefore, the situation depicted in lines 1-2 is best described as “threatening.” The author clearly is referring to a
situation that poses a danger or a threat “to national security.”
Choice (A) is incorrect. In lines 1-2, the author of Passage 1 states that “Four decades ago, the United States faced a
creeping menace to national security.” This situation is not presented as “chaotic,” or confused and unorganized; there is
no suggestion of confusion or chaos. Rather, the situation is depicted as “threatening,” or posing a danger or threat. The
author is referring to a “creeping menace,” or a slowly developing threat, “to national security.”
Choice (C) is incorrect. In lines 1-2, the author of Passage 1 states that “Four decades ago, the United States faced a
creeping menace to national security.” This situation is not presented as “noble,” or outstanding or excellent. The author is
referring to a “creeping menace,” or a slowly developing threat, “to national security”; there is no reason to believe that he
or she would characterize a threat as outstanding or excellent. Rather than presenting the situation as noble, the author
depicts it as “threatening,” or posing a danger or threat.
Choice (D) is incorrect. In lines 1-2, the author of Passage 1 states that “Four decades ago, the United States faced a
creeping menace to national security.” This situation is not presented as “humorous,” or funny and full of humor. The
author is referring to a “creeping menace,” or a slowly developing threat, “to national security”; there is no reason to
believe that he or she would characterize a threat as funny. Rather than presenting the situation as humorous, the author
depicts it as “threatening,” or posing a danger or threat.
Choice (E) is incorrect. In lines 1-2, the author of Passage 1 states that “Four decades ago, the United States faced a
creeping menace to national security.” This situation is not presented as “rebellious,” or involving opposition against an
established authority. Although the author refers to a “creeping menace,” or a slowly developing threat, he or she does not
indicate that the threat has to do with people within the nation rebelling or opposing the nation’s authorities. Rather than
characterizing the situation as rebellious, the author simply depicts it as “threatening,” or posing a danger or threat.
©The College Board 2013. For the sole use of the person for whom this report has been provided. Not for duplication or distribution.
Page 26
PSAT/NMSQT ®
Questions and Answer Explanations 2012-2013
WEDNESDAY FORM
Critical Reading: Question 15
Difficulty Level: EASY (3 on a scale of 1-9)
Skill Category: Organization and Ideas
Understand the organization of a reading passage, and identify the main and supporting ideas.
These passages discuss hydrogen fuel cells, which use electrodes to unite hydrogen and oxygen to produce electricity,
heat, and water. Both passages are adapted from works published in 2003.
Passage 1
Line 5
Line 10
Line 15
Line 20
Line 25
Line 30
Line 35
Line 40
Four decades ago, the United States faced a creeping
menace to national security. The Soviet Union had
lobbed the first satellite into space in 1957. Then, on
April 12, 1961, Russian cosmonaut Yuri Gagarin blasted
off in Vostok 1 and became the first human in orbit.
President Kennedy understood that dominating space
could mean the difference between a country able to
defend itself and one at the mercy of its rivals. In a
May 1961 address to Congress, President Kennedy
unveiled Apollo—a 10-year program of federal subsidies
aimed at “landing a man on the Moon and returning him
safely to the Earth.” Congress appropriated the funds,
scientists and engineers put their noses to the launchpad,
and Neil Armstrong stepped onto the Moon eight years
later.
The country now faces a similar situation: reliance on
foreign oil. Just as we responded to Soviet space superiority
with a bold commitment, so now the United States must
respond to the clout of foreign oil by making energy
independence a national priority. Conventional wisdom
indicates two ways for the United States to reduce
dependence on foreign oil: increase domestic production
or decrease demand. Either way, though, the country
would remain hostage to overseas producers. Consider
plans to drill in the Arctic National Wildlife Refuge.
For all the political wrangling and backlash, that area’s
productivity isn’t likely to offset declining output from
larger United States oil fields, let alone increase the total
supply from domestic sources. As for reducing demand,
the levers available are small and ineffectual. Moreover,
the dynamism at the heart of the United States economy
depends on energy.
There’s only one way to insulate the United States from
the corrosive power of oil—develop an alternative energy
resource that’s readily available domestically. Of hydrogen,
coal, natural gas, wind, water, solar, and nuclear, hydrogen
is the only energy resource that can provide a wholesale
substitute for foreign oil within a decade. Hydrogen stores
energy more effectively than current batteries do, burns
twice as efficiently in a fuel cell as gasoline does in an
internal-combustion engine (more than making up for
©The College Board 2013. For the sole use of the person for whom this report has been provided. Not for duplication or distribution.
Page 27
PSAT/NMSQT ®
Line 45
Questions and Answer Explanations 2012-2013
WEDNESDAY FORM
the energy required to produce it), and leaves only water
behind. It’s plentiful, clean, and—critically—capable
of powering cars. Like manned space flight in 1961,
hydrogen power is proven but primitive, a technology ripe
for acceleration and then deployment. For that, thank the
Apollo program itself, which spurred the development of
early fuel cells.
Passage 2
Line 50
Line 55
Line 60
Line 65
Line 70
Line 75
Line 80
Line 85
Outside of science fiction, the hydrogen-fueled car is
probably the most radical reinvention of the automobile
ever imagined. The fuel supply is inexhaustible, and the car
produces no emissions except water, which, upon emerging
from the tailpipe, is, in principle at least, clean enough to
drink. The car can even serve as a source of electricity
when parked: a hydrogen-car owner can use it to light
his or her home. Sometime in the past year or so, the
hydrogen-fueled car moved out of the laboratory and,
if not quite onto the road, into the bright showroom of
public relations.
For a number of reasons—primary among them
the inefficiency of the internal-combustion engine—
automobiles represent a particularly promising fuel-cell
application. Fuel cells produce electrical, rather than
mechanical, energy—in this way, fuel-cell cars are similar
to battery-powered vehicles—and, using the same amount
of energy, can propel a car nearly three times as far as an
internal-combustion engine can. Yet cars represent a
peculiar challenge: they require a great deal of power,
are expected to travel long distances between refuelings,
and are called on to last for ten years or more. Among the
many obstacles to commercial production of automotive
fuel cells are cost, durability, and fuel storage. There are
also concerns about safety, although fuel-cell advocates
maintain that the dangers of hydrogen have been greatly
exaggerated. In a recent paper, physicist Amory Lovins
argues that hydrogen is “at least as safe as natural gas or
LPG (liquefied petroleum gas) and arguably is inherently
safer than gasoline.”
Although it is the most plentiful element in the universe,
hydrogen on Earth exists almost exclusively in combination
with other substances; therefore, it must be extracted, a
process that can itself require a considerable amount of
energy. Hydrogen can be produced using renewable energy
sources, like wind, but it can just as easily—in fact,
perhaps more easily—be extracted by less environmentally
benign means. A prototype for a fuel-cell truck, since
abandoned, extracted hydrogen from gasoline through a
process known as “reforming.” This approach obviates the
need for a whole new hydrogen-delivery infrastructure, but
©The College Board 2013. For the sole use of the person for whom this report has been provided. Not for duplication or distribution.
Page 28
PSAT/NMSQT ®
Questions and Answer Explanations 2012-2013
WEDNESDAY FORM
since it produces substantial amounts of carbon dioxide, it
also obviates much of the reason for switching to fuel cells.
Similarly, hydrogen can be produced from coal; once all
the emissions of that process are taken into account, it’s
debatable whether fuel-cell cars yield any environmental
benefit at all.
Line 90
Line 95
Question:
Lines 12-15 (“Congress . . . later”) indicate that the response to the program introduced in President Kennedy’s address
was
(A) excited but cautious
(B) determined and focused
(C) supportive yet fearful
(D) doubtful and concerned
(E) uncertain but willings
Answer Explanation:
Choice (B) is correct. In lines 8-12, the author of Passage 1 explains that President Kennedy addressed Congress in 1961
and introduced a program “aimed at ‘landing a man on the Moon and returning him safely to Earth.’” In lines 12-15, the
author states that, in response, “Congress appropriated the funds, scientists and engineers put their noses to the launchpad,
and Neil Armstrong stepped onto the Moon eight years later.” These lines indicate that the response to Kennedy’s address
was determined and focused. From the representatives in Congress who voted to spend the money, to the scientists and
engineers who worked hard, people’s determination and focus made the Moon landing a reality.
Choice (A) is incorrect. In lines 8-12, the author of Passage 1 explains that President Kennedy addressed Congress in
1961 and introduced a program “aimed at ‘landing a man on the Moon and returning him safely to Earth.’” In lines 12-15,
the author states that, in response, “Congress appropriated the funds, scientists and engineers put their noses to the
launchpad, and Neil Armstrong stepped onto the Moon eight years later.” These lines suggest that there was some
excitement or enthusiasm for Kennedy’s plan, as people began working on making the plan a reality. However, there is no
indication that the response to the program was cautious. The author makes no mention of the members of Congress,
scientists, or engineers moving forward carefully and with concern.
Choice (C) is incorrect. In lines 8-12, the author of Passage 1 explains that President Kennedy addressed Congress in 1961
and introduced a program “aimed at ‘landing a man on the Moon and returning him safely to Earth.’” In lines 12-15, the
author states that, in response, “Congress appropriated the funds, scientists and engineers put their noses to the launchpad,
and Neil Armstrong stepped onto the Moon eight years later.” Clearly, there was support for Kennedy’s plan; people
began working on making the plan a reality, and they succeeded. However, there is no indication that the response to the
program was fearful. The author makes no mention of the members of Congress, scientists, or engineers feeling scared or
worried.
Choice (D) is incorrect. In lines 8-12, the author of Passage 1 explains that President Kennedy addressed Congress in
1961 and introduced a program “aimed at ‘landing a man on the Moon and returning him safely to Earth.’” In lines 12-15,
the author states that, in response, “Congress appropriated the funds, scientists and engineers put their noses to the
launchpad, and Neil Armstrong stepped onto the Moon eight years later.” The author does not indicate that the response to
Kennedy’s plan was doubtful and concerned. In fact, rather than being unsure and worried, people responded by working
diligently and making the plan a reality.
Choice (E) is incorrect. In lines 8-12, the author of Passage 1 explains that President Kennedy addressed Congress in 1961
and introduced a program “aimed at ‘landing a man on the Moon and returning him safely to Earth.’” In lines 12-15, the
©The College Board 2013. For the sole use of the person for whom this report has been provided. Not for duplication or distribution.
Page 29
PSAT/NMSQT ®
Questions and Answer Explanations 2012-2013
WEDNESDAY FORM
author states that, in response, “Congress appropriated the funds, scientists and engineers put their noses to the launchpad,
and Neil Armstrong stepped onto the Moon eight years later.” Clearly, people were willing to support Kennedy’s plan;
people began working hard to make the plan a reality. However, there is no indication that the response to the program
was uncertain. The author makes no mention of the members of Congress, scientists, or engineers being hesitant or having
doubts.
©The College Board 2013. For the sole use of the person for whom this report has been provided. Not for duplication or distribution.
Page 30
PSAT/NMSQT ®
Questions and Answer Explanations 2012-2013
WEDNESDAY FORM
Critical Reading: Question 16
Difficulty Level: MEDIUM (6 on a scale of 1-9)
Skill Category: Reasoning and Inferencing
Understand assumptions, suggestions and implications in reading passages and draw informed conclusions.
These passages discuss hydrogen fuel cells, which use electrodes to unite hydrogen and oxygen to produce electricity,
heat, and water. Both passages are adapted from works published in 2003.
Passage 1
Line 5
Line 10
Line 15
Line 20
Line 25
Line 30
Line 35
Line 40
Four decades ago, the United States faced a creeping
menace to national security. The Soviet Union had
lobbed the first satellite into space in 1957. Then, on
April 12, 1961, Russian cosmonaut Yuri Gagarin blasted
off in Vostok 1 and became the first human in orbit.
President Kennedy understood that dominating space
could mean the difference between a country able to
defend itself and one at the mercy of its rivals. In a
May 1961 address to Congress, President Kennedy
unveiled Apollo—a 10-year program of federal subsidies
aimed at “landing a man on the Moon and returning him
safely to the Earth.” Congress appropriated the funds,
scientists and engineers put their noses to the launchpad,
and Neil Armstrong stepped onto the Moon eight years
later.
The country now faces a similar situation: reliance on
foreign oil. Just as we responded to Soviet space superiority
with a bold commitment, so now the United States must
respond to the clout of foreign oil by making energy
independence a national priority. Conventional wisdom
indicates two ways for the United States to reduce
dependence on foreign oil: increase domestic production
or decrease demand. Either way, though, the country
would remain hostage to overseas producers. Consider
plans to drill in the Arctic National Wildlife Refuge.
For all the political wrangling and backlash, that area’s
productivity isn’t likely to offset declining output from
larger United States oil fields, let alone increase the total
supply from domestic sources. As for reducing demand,
the levers available are small and ineffectual. Moreover,
the dynamism at the heart of the United States economy
depends on energy.
There’s only one way to insulate the United States from
the corrosive power of oil—develop an alternative energy
resource that’s readily available domestically. Of hydrogen,
coal, natural gas, wind, water, solar, and nuclear, hydrogen
is the only energy resource that can provide a wholesale
substitute for foreign oil within a decade. Hydrogen stores
energy more effectively than current batteries do, burns
twice as efficiently in a fuel cell as gasoline does in an
internal-combustion engine (more than making up for
©The College Board 2013. For the sole use of the person for whom this report has been provided. Not for duplication or distribution.
Page 31
PSAT/NMSQT ®
Line 45
Questions and Answer Explanations 2012-2013
WEDNESDAY FORM
the energy required to produce it), and leaves only water
behind. It’s plentiful, clean, and—critically—capable
of powering cars. Like manned space flight in 1961,
hydrogen power is proven but primitive, a technology ripe
for acceleration and then deployment. For that, thank the
Apollo program itself, which spurred the development of
early fuel cells.
Passage 2
Line 50
Line 55
Line 60
Line 65
Line 70
Line 75
Line 80
Line 85
Outside of science fiction, the hydrogen-fueled car is
probably the most radical reinvention of the automobile
ever imagined. The fuel supply is inexhaustible, and the car
produces no emissions except water, which, upon emerging
from the tailpipe, is, in principle at least, clean enough to
drink. The car can even serve as a source of electricity
when parked: a hydrogen-car owner can use it to light
his or her home. Sometime in the past year or so, the
hydrogen-fueled car moved out of the laboratory and,
if not quite onto the road, into the bright showroom of
public relations.
For a number of reasons—primary among them
the inefficiency of the internal-combustion engine—
automobiles represent a particularly promising fuel-cell
application. Fuel cells produce electrical, rather than
mechanical, energy—in this way, fuel-cell cars are similar
to battery-powered vehicles—and, using the same amount
of energy, can propel a car nearly three times as far as an
internal-combustion engine can. Yet cars represent a
peculiar challenge: they require a great deal of power,
are expected to travel long distances between refuelings,
and are called on to last for ten years or more. Among the
many obstacles to commercial production of automotive
fuel cells are cost, durability, and fuel storage. There are
also concerns about safety, although fuel-cell advocates
maintain that the dangers of hydrogen have been greatly
exaggerated. In a recent paper, physicist Amory Lovins
argues that hydrogen is “at least as safe as natural gas or
LPG (liquefied petroleum gas) and arguably is inherently
safer than gasoline.”
Although it is the most plentiful element in the universe,
hydrogen on Earth exists almost exclusively in combination
with other substances; therefore, it must be extracted, a
process that can itself require a considerable amount of
energy. Hydrogen can be produced using renewable energy
sources, like wind, but it can just as easily—in fact,
perhaps more easily—be extracted by less environmentally
benign means. A prototype for a fuel-cell truck, since
abandoned, extracted hydrogen from gasoline through a
process known as “reforming.” This approach obviates the
need for a whole new hydrogen-delivery infrastructure, but
©The College Board 2013. For the sole use of the person for whom this report has been provided. Not for duplication or distribution.
Page 32
PSAT/NMSQT ®
Questions and Answer Explanations 2012-2013
WEDNESDAY FORM
since it produces substantial amounts of carbon dioxide, it
also obviates much of the reason for switching to fuel cells.
Similarly, hydrogen can be produced from coal; once all
the emissions of that process are taken into account, it’s
debatable whether fuel-cell cars yield any environmental
benefit at all.
Line 90
Line 95
Question:
Lines 16-32 suggest that the author of Passage 1 would most likely respond to the assessment in lines 92-95, Passage 2
(“once . . . all”), by pointing out that
(A) there is more environmental benefit in using hydrogen extracted from coal than in using hydrogen from
other sources
(B) such reasoning could be used to defend drilling in the Arctic National Wildlife Refuge, even though doing
so will bring little real benefit
(C) as a substitute for foreign oil, coal can currently be exploited more easily than hydrogen can
(D) energy independence is a critical need for the United States, even if the use of coal does not yield
environmental benefits
(E) attempts to increase coal production, like attempts to increase oil production, are likely to result in political
wrangling
Answer Explanation:
Choice (D) is correct. In lines 92-95, the author of Passage 2 states that “once all the emissions” involved in producing
hydrogen from coal “are taken into account, it’s debatable whether fuel-cell cars yield any environmental benefit at all.”
In other words, fuel-cell cars may have environmental benefits, but the emissions from using coal to produce the fuel cells
might cancel out those benefits. In lines 16-32, the author of Passage 1 argues that the United States is “hostage to
overseas producers” of oil and that “the United States must . . . [make] energy independence a national priority” and
“reduce dependence on foreign oil.” Clearly, the author of Passage 1 feels strongly that it is very important for the United
States to rely on its own energy sources. Therefore, the author of Passage 1 probably would respond to the assessment in
lines 92-95 by pointing out that energy independence is a critical need for the United States, even if there are no
environmental benefits to using coal to produce hydrogen.
Choice (A) is incorrect. In lines 92-95, the author of Passage 2 states that “once all the emissions” involved in producing
hydrogen from coal “are taken into account, it’s debatable whether fuel-cell cars yield any environmental benefit at all.”
In other words, fuel-cell cars may have environmental benefits, but the emissions from using coal to produce the fuel cells
might cancel out those benefits. In lines 16-32, the author of Passage 1 argues that “the United States must . . . [make]
energy independence a national priority” and “reduce dependence on foreign oil.” The author does not mention hydrogen,
coal, or the environment in these lines. Lines 16-32 do not suggest that the author of Passage 1 would respond to the
assessment about environmental benefits by pointing out that there is more environmental benefit in using hydrogen
extracted from coal than in using hydrogen from other sources.
Choice (B) is incorrect. In lines 92-95, the author of Passage 2 states that “once all the emissions” involved in producing
hydrogen from coal “are taken into account, it’s debatable whether fuel-cell cars yield any environmental benefit at all.”
In other words, fuel-cell cars may have environmental benefits, but the emissions from using coal to produce the fuel cells
might cancel out those benefits. In lines 16-32, the author of Passage 1 argues that “the United States must . . . [make]
energy independence a national priority” and “reduce dependence on foreign oil,” and mentions drilling in the Arctic
National Wildlife Refuge. However, this author would probably not respond to the assessment in Passage 2 about
environmental benefits by pointing out that such reasoning could be used to defend drilling in the Arctic National Wildlife
Refuge. While the information in lines 92-95 of Passage 2 could be used to defend the use of energy sources other than
hydrogen, there is no connection between the environmental impact of hydrogen production and support for Arctic
©The College Board 2013. For the sole use of the person for whom this report has been provided. Not for duplication or distribution.
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PSAT/NMSQT ®
Questions and Answer Explanations 2012-2013
WEDNESDAY FORM
drilling. There is nothing in lines 16-32 to suggest that the author of Passage 1 would respond to lines 92-95 in this way.
Choice (C) is incorrect. In lines 92-95, the author of Passage 2 states that “once all the emissions” involved in producing
hydrogen from coal “are taken into account, it’s debatable whether fuel-cell cars yield any environmental benefit at all.”
In other words, fuel-cell cars may have environmental benefits, but the emissions from using coal to produce the fuel cells
might cancel out those benefits. In lines 16-32, the author of Passage 1 argues that “the United States must . . . [make]
energy independence a national priority” and “reduce dependence on foreign oil.” However, he or she does not mention
coal or hydrogen in these lines. Lines 16-32 do not suggest that the author of Passage 1 would respond to the assessment
about environmental benefits by pointing out that as a substitute for foreign oil, coal is easier to exploit than hydrogen is.
Choice (E) is incorrect. In lines 92-95, the author of Passage 2 states that “once all the emissions” involved in producing
hydrogen from coal “are taken into account, it’s debatable whether fuel-cell cars yield any environmental benefit at all.”
In other words, fuel-cell cars may have environmental benefits, but the emissions from using coal to produce the fuel cells
might cancel out those benefits. In lines 16-32, the author of Passage 1 does refer to “political wrangling and backlash” in
connection with drilling for oil in the Arctic National Wildlife Refuge. However, he or she makes no mention of coal in
these lines. Lines 16-32 do not suggest that the author of Passage 1 would respond to the assessment about environmental
benefits by pointing out that attempts to increase coal production, like attempts to increase oil production, are likely to
result in political wrangling.
©The College Board 2013. For the sole use of the person for whom this report has been provided. Not for duplication or distribution.
Page 34
PSAT/NMSQT ®
Questions and Answer Explanations 2012-2013
WEDNESDAY FORM
Critical Reading: Question 17
Difficulty Level: HARD (8 on a scale of 1-9)
Skill Category: Author's Craft
Understand how authors use tone, style and writing devices such as metaphor or symbolism.
These passages discuss hydrogen fuel cells, which use electrodes to unite hydrogen and oxygen to produce electricity,
heat, and water. Both passages are adapted from works published in 2003.
Passage 1
Line 5
Line 10
Line 15
Line 20
Line 25
Line 30
Line 35
Line 40
Four decades ago, the United States faced a creeping
menace to national security. The Soviet Union had
lobbed the first satellite into space in 1957. Then, on
April 12, 1961, Russian cosmonaut Yuri Gagarin blasted
off in Vostok 1 and became the first human in orbit.
President Kennedy understood that dominating space
could mean the difference between a country able to
defend itself and one at the mercy of its rivals. In a
May 1961 address to Congress, President Kennedy
unveiled Apollo—a 10-year program of federal subsidies
aimed at “landing a man on the Moon and returning him
safely to the Earth.” Congress appropriated the funds,
scientists and engineers put their noses to the launchpad,
and Neil Armstrong stepped onto the Moon eight years
later.
The country now faces a similar situation: reliance on
foreign oil. Just as we responded to Soviet space superiority
with a bold commitment, so now the United States must
respond to the clout of foreign oil by making energy
independence a national priority. Conventional wisdom
indicates two ways for the United States to reduce
dependence on foreign oil: increase domestic production
or decrease demand. Either way, though, the country
would remain hostage to overseas producers. Consider
plans to drill in the Arctic National Wildlife Refuge.
For all the political wrangling and backlash, that area’s
productivity isn’t likely to offset declining output from
larger United States oil fields, let alone increase the total
supply from domestic sources. As for reducing demand,
the levers available are small and ineffectual. Moreover,
the dynamism at the heart of the United States economy
depends on energy.
There’s only one way to insulate the United States from
the corrosive power of oil—develop an alternative energy
resource that’s readily available domestically. Of hydrogen,
coal, natural gas, wind, water, solar, and nuclear, hydrogen
is the only energy resource that can provide a wholesale
substitute for foreign oil within a decade. Hydrogen stores
energy more effectively than current batteries do, burns
twice as efficiently in a fuel cell as gasoline does in an
internal-combustion engine (more than making up for
©The College Board 2013. For the sole use of the person for whom this report has been provided. Not for duplication or distribution.
Page 35
PSAT/NMSQT ®
Line 45
Questions and Answer Explanations 2012-2013
WEDNESDAY FORM
the energy required to produce it), and leaves only water
behind. It’s plentiful, clean, and—critically—capable
of powering cars. Like manned space flight in 1961,
hydrogen power is proven but primitive, a technology ripe
for acceleration and then deployment. For that, thank the
Apollo program itself, which spurred the development of
early fuel cells.
Passage 2
Line 50
Line 55
Line 60
Line 65
Line 70
Line 75
Line 80
Line 85
Outside of science fiction, the hydrogen-fueled car is
probably the most radical reinvention of the automobile
ever imagined. The fuel supply is inexhaustible, and the car
produces no emissions except water, which, upon emerging
from the tailpipe, is, in principle at least, clean enough to
drink. The car can even serve as a source of electricity
when parked: a hydrogen-car owner can use it to light
his or her home. Sometime in the past year or so, the
hydrogen-fueled car moved out of the laboratory and,
if not quite onto the road, into the bright showroom of
public relations.
For a number of reasons—primary among them
the inefficiency of the internal-combustion engine—
automobiles represent a particularly promising fuel-cell
application. Fuel cells produce electrical, rather than
mechanical, energy—in this way, fuel-cell cars are similar
to battery-powered vehicles—and, using the same amount
of energy, can propel a car nearly three times as far as an
internal-combustion engine can. Yet cars represent a
peculiar challenge: they require a great deal of power,
are expected to travel long distances between refuelings,
and are called on to last for ten years or more. Among the
many obstacles to commercial production of automotive
fuel cells are cost, durability, and fuel storage. There are
also concerns about safety, although fuel-cell advocates
maintain that the dangers of hydrogen have been greatly
exaggerated. In a recent paper, physicist Amory Lovins
argues that hydrogen is “at least as safe as natural gas or
LPG (liquefied petroleum gas) and arguably is inherently
safer than gasoline.”
Although it is the most plentiful element in the universe,
hydrogen on Earth exists almost exclusively in combination
with other substances; therefore, it must be extracted, a
process that can itself require a considerable amount of
energy. Hydrogen can be produced using renewable energy
sources, like wind, but it can just as easily—in fact,
perhaps more easily—be extracted by less environmentally
benign means. A prototype for a fuel-cell truck, since
abandoned, extracted hydrogen from gasoline through a
process known as “reforming.” This approach obviates the
need for a whole new hydrogen-delivery infrastructure, but
©The College Board 2013. For the sole use of the person for whom this report has been provided. Not for duplication or distribution.
Page 36
PSAT/NMSQT ®
Questions and Answer Explanations 2012-2013
WEDNESDAY FORM
since it produces substantial amounts of carbon dioxide, it
also obviates much of the reason for switching to fuel cells.
Similarly, hydrogen can be produced from coal; once all
the emissions of that process are taken into account, it’s
debatable whether fuel-cell cars yield any environmental
benefit at all.
Line 90
Line 95
Question:
The tone of lines 33-38 (“There’s . . . decade”) suggests that the author’s attitude is
(A) unequivocal
(B) accusatory
(C) impartial
(D) defiant
(E) nonchalant
Answer Explanation:
Choice (A) is correct. In lines 33-38 the author of Passage 1 makes two assertions: that “develop[ing] an alternative
energy source that’s readily available domestically” is the “only . . . way to insulate the United States from the corrosive
power of oil” and that out of a list of sources, “hydrogen is the only energy resource that can provide a wholesale
substitute for foreign oil within a decade.” The author’s firm declarations that there is “only one way” to solve the oil
problem and that “hydrogen is the only” possibility suggest that the author’s attitude is “unequivocal,” or firm and leaving
no room for doubts.
Choice (B) is incorrect. In lines 33-38 the author of Passage 1 makes two assertions: that “develop[ing] an alternative
energy source that’s readily available domestically” is the “only . . . way to insulate the United States from the corrosive
power of oil” and that out of a list of sources, “hydrogen is the only energy resource that can provide a wholesale
substitute for foreign oil within a decade.” The tone of these lines does not suggest that the author’s attitude is
“accusatory.” Rather than accusing anyone or assigning blame, the author is making firm declarations about solutions.
The author’s assertions that there is “only one way” to solve the oil problem and that “hydrogen is the only” possibility
suggest that the author’s attitude is “unequivocal,” or firm and leaving no room for doubts.
Choice (C) is incorrect. In lines 33-38 the author of Passage 1 makes two assertions: that “develop[ing] an alternative
energy source that’s readily available domestically” is the “only . . . way to insulate the United States from the corrosive
power of oil” and that out of a list of sources, “hydrogen is the only energy resource that can provide a wholesale
substitute for foreign oil within a decade.” The tone of these lines does not suggest that the author’s attitude is “impartial,”
or unbiased and not favoring one thing over another. On the contrary, the author clearly favors only one thing: he or she
firmly declares that there is “only one way” to solve the oil problem and that “hydrogen is the only” possibility. These
lines suggest that the author’s attitude is “unequivocal,” or firm and leaving no room for doubts, not impartial.
Choice (D) is incorrect. In lines 33-38 the author of Passage 1 makes two assertions: that “develop[ing] an alternative
energy source that’s readily available domestically” is the “only . . . way to insulate the United States from the corrosive
power of oil” and that out of a list of sources, “hydrogen is the only energy resource that can provide a wholesale
substitute for foreign oil within a decade.” The tone of these lines does not suggest that the author’s attitude is “defiant,”
or bold and rebellious. Although the author’s declarations that there is “only one way” to solve the oil problem and that
“hydrogen is the only” possibility are firm, he or she seems to be making recommendations, not opposing or going against
anything specific. The author’s firm declarations suggest that his or her attitude is “unequivocal,” or firm and leaving no
room for doubts, not defiant.
Choice (E) is incorrect. In lines 33-38 the author of Passage 1 makes two assertions: that “develop[ing] an alternative
©The College Board 2013. For the sole use of the person for whom this report has been provided. Not for duplication or distribution.
Page 37
PSAT/NMSQT ®
Questions and Answer Explanations 2012-2013
WEDNESDAY FORM
energy source that’s readily available domestically” is the “only . . . way to insulate the United States from the corrosive
power of oil” and that out of a list of sources, “hydrogen is the only energy resource that can provide a wholesale
substitute for foreign oil within a decade.” The tone of these lines does not suggest that the author’s attitude is
“nonchalant,” or indifferent or unconcerned. On the contrary, the author clearly is concerned and has a definite opinion.
The author’s firm declarations that there is “only one way” to solve the oil problem and that “hydrogen is the only”
possibility suggest that the author’s attitude is “unequivocal,” or firm and leaving no room for doubts, not nonchalant.
©The College Board 2013. For the sole use of the person for whom this report has been provided. Not for duplication or distribution.
Page 38
PSAT/NMSQT ®
Questions and Answer Explanations 2012-2013
WEDNESDAY FORM
Critical Reading: Question 18
Difficulty Level: EASY (2 on a scale of 1-9)
Skill Category: Determining the Meaning of Words
Use vocabulary skills, context, roots, prefixes, and suffixes to determine the meaning of words.
These passages discuss hydrogen fuel cells, which use electrodes to unite hydrogen and oxygen to produce electricity,
heat, and water. Both passages are adapted from works published in 2003.
Passage 1
Line 5
Line 10
Line 15
Line 20
Line 25
Line 30
Line 35
Line 40
Four decades ago, the United States faced a creeping
menace to national security. The Soviet Union had
lobbed the first satellite into space in 1957. Then, on
April 12, 1961, Russian cosmonaut Yuri Gagarin blasted
off in Vostok 1 and became the first human in orbit.
President Kennedy understood that dominating space
could mean the difference between a country able to
defend itself and one at the mercy of its rivals. In a
May 1961 address to Congress, President Kennedy
unveiled Apollo—a 10-year program of federal subsidies
aimed at “landing a man on the Moon and returning him
safely to the Earth.” Congress appropriated the funds,
scientists and engineers put their noses to the launchpad,
and Neil Armstrong stepped onto the Moon eight years
later.
The country now faces a similar situation: reliance on
foreign oil. Just as we responded to Soviet space superiority
with a bold commitment, so now the United States must
respond to the clout of foreign oil by making energy
independence a national priority. Conventional wisdom
indicates two ways for the United States to reduce
dependence on foreign oil: increase domestic production
or decrease demand. Either way, though, the country
would remain hostage to overseas producers. Consider
plans to drill in the Arctic National Wildlife Refuge.
For all the political wrangling and backlash, that area’s
productivity isn’t likely to offset declining output from
larger United States oil fields, let alone increase the total
supply from domestic sources. As for reducing demand,
the levers available are small and ineffectual. Moreover,
the dynamism at the heart of the United States economy
depends on energy.
There’s only one way to insulate the United States from
the corrosive power of oil—develop an alternative energy
resource that’s readily available domestically. Of hydrogen,
coal, natural gas, wind, water, solar, and nuclear, hydrogen
is the only energy resource that can provide a wholesale
substitute for foreign oil within a decade. Hydrogen stores
energy more effectively than current batteries do, burns
twice as efficiently in a fuel cell as gasoline does in an
internal-combustion engine (more than making up for
©The College Board 2013. For the sole use of the person for whom this report has been provided. Not for duplication or distribution.
Page 39
PSAT/NMSQT ®
Line 45
Questions and Answer Explanations 2012-2013
WEDNESDAY FORM
the energy required to produce it), and leaves only water
behind. It’s plentiful, clean, and—critically—capable
of powering cars. Like manned space flight in 1961,
hydrogen power is proven but primitive, a technology ripe
for acceleration and then deployment. For that, thank the
Apollo program itself, which spurred the development of
early fuel cells.
Passage 2
Line 50
Line 55
Line 60
Line 65
Line 70
Line 75
Line 80
Line 85
Outside of science fiction, the hydrogen-fueled car is
probably the most radical reinvention of the automobile
ever imagined. The fuel supply is inexhaustible, and the car
produces no emissions except water, which, upon emerging
from the tailpipe, is, in principle at least, clean enough to
drink. The car can even serve as a source of electricity
when parked: a hydrogen-car owner can use it to light
his or her home. Sometime in the past year or so, the
hydrogen-fueled car moved out of the laboratory and,
if not quite onto the road, into the bright showroom of
public relations.
For a number of reasons—primary among them
the inefficiency of the internal-combustion engine—
automobiles represent a particularly promising fuel-cell
application. Fuel cells produce electrical, rather than
mechanical, energy—in this way, fuel-cell cars are similar
to battery-powered vehicles—and, using the same amount
of energy, can propel a car nearly three times as far as an
internal-combustion engine can. Yet cars represent a
peculiar challenge: they require a great deal of power,
are expected to travel long distances between refuelings,
and are called on to last for ten years or more. Among the
many obstacles to commercial production of automotive
fuel cells are cost, durability, and fuel storage. There are
also concerns about safety, although fuel-cell advocates
maintain that the dangers of hydrogen have been greatly
exaggerated. In a recent paper, physicist Amory Lovins
argues that hydrogen is “at least as safe as natural gas or
LPG (liquefied petroleum gas) and arguably is inherently
safer than gasoline.”
Although it is the most plentiful element in the universe,
hydrogen on Earth exists almost exclusively in combination
with other substances; therefore, it must be extracted, a
process that can itself require a considerable amount of
energy. Hydrogen can be produced using renewable energy
sources, like wind, but it can just as easily—in fact,
perhaps more easily—be extracted by less environmentally
benign means. A prototype for a fuel-cell truck, since
abandoned, extracted hydrogen from gasoline through a
process known as “reforming.” This approach obviates the
need for a whole new hydrogen-delivery infrastructure, but
©The College Board 2013. For the sole use of the person for whom this report has been provided. Not for duplication or distribution.
Page 40
PSAT/NMSQT ®
Questions and Answer Explanations 2012-2013
WEDNESDAY FORM
since it produces substantial amounts of carbon dioxide, it
also obviates much of the reason for switching to fuel cells.
Similarly, hydrogen can be produced from coal; once all
the emissions of that process are taken into account, it’s
debatable whether fuel-cell cars yield any environmental
benefit at all.
Line 90
Line 95
Question:
In line 45, “ripe” most nearly means
(A) mature
(B) ready
(C) fortunate
(D) mellow
(E) spoiled
Answer Explanation:
Choice (B) is correct. In this part of Passage 1, the author is discussing hydrogen power. After stating that it “is proven but
primitive,” the author refers to hydrogen power as “a technology ripe for acceleration and then deployment.” In this
context, the term “ripe” most nearly means “ready.” The author is making the assertion that hydrogen power is ready and
waiting to be further developed so that it can be put into wider use in the United States.
Choice (A) is incorrect. In this part of Passage 1, the author is discussing hydrogen power. After stating that it “is proven
but primitive,” the author refers to hydrogen power as “a technology ripe for acceleration and then deployment.” In this
context, “ripe” does not mean “mature,” or fully grown and developed. In fact, the author is making the point that
hydrogen power is ready to be worked on and further developed so that it can be put into wider use in the United
States—suggesting that hydrogen power is not yet fully developed.
Choice (C) is incorrect. In this part of Passage 1, the author is discussing hydrogen power. After stating that it “is proven
but primitive,” the author refers to hydrogen power as “a technology ripe for acceleration and then deployment.” In this
context, “ripe” does not mean “fortunate,” or lucky. The author is not making the point that hydrogen power is somehow
lucky; rather, he or she is asserting that hydrogen power is ready to be further developed so that it can be put into wider
use in the United States.
Choice (D) is incorrect. In this part of Passage 1, the author is discussing hydrogen power. After stating that it “is proven
but primitive,” the author refers to hydrogen power as “a technology ripe for acceleration and then deployment.” In this
context, “ripe” does not mean “mellow,” or tender and sweet because of ripeness; it does not make sense to say that
hydrogen power is a technology that is tender and sweet. Rather, the author is asserting that hydrogen power is ready to be
further developed so that it can be put into wider use in the United States.
Choice (E) is incorrect. In this part of Passage 1, the author is discussing hydrogen power. After stating that it “is proven
but primitive,” the author refers to hydrogen power as “a technology ripe for acceleration and then deployment.” In this
context, “ripe” does not mean “spoiled,” or decaying or perishing. Rather than suggesting that hydrogen power is
perishing, the author is asserting that it is a technology that is ready and waiting to be further developed so that it can be
put into wider use in the United States.
©The College Board 2013. For the sole use of the person for whom this report has been provided. Not for duplication or distribution.
Page 41
PSAT/NMSQT ®
Questions and Answer Explanations 2012-2013
WEDNESDAY FORM
Critical Reading: Question 19
Difficulty Level: HARD (7 on a scale of 1-9)
Skill Category: Organization and Ideas
Understand the organization of a reading passage, and identify the main and supporting ideas.
These passages discuss hydrogen fuel cells, which use electrodes to unite hydrogen and oxygen to produce electricity,
heat, and water. Both passages are adapted from works published in 2003.
Passage 1
Line 5
Line 10
Line 15
Line 20
Line 25
Line 30
Line 35
Line 40
Four decades ago, the United States faced a creeping
menace to national security. The Soviet Union had
lobbed the first satellite into space in 1957. Then, on
April 12, 1961, Russian cosmonaut Yuri Gagarin blasted
off in Vostok 1 and became the first human in orbit.
President Kennedy understood that dominating space
could mean the difference between a country able to
defend itself and one at the mercy of its rivals. In a
May 1961 address to Congress, President Kennedy
unveiled Apollo—a 10-year program of federal subsidies
aimed at “landing a man on the Moon and returning him
safely to the Earth.” Congress appropriated the funds,
scientists and engineers put their noses to the launchpad,
and Neil Armstrong stepped onto the Moon eight years
later.
The country now faces a similar situation: reliance on
foreign oil. Just as we responded to Soviet space superiority
with a bold commitment, so now the United States must
respond to the clout of foreign oil by making energy
independence a national priority. Conventional wisdom
indicates two ways for the United States to reduce
dependence on foreign oil: increase domestic production
or decrease demand. Either way, though, the country
would remain hostage to overseas producers. Consider
plans to drill in the Arctic National Wildlife Refuge.
For all the political wrangling and backlash, that area’s
productivity isn’t likely to offset declining output from
larger United States oil fields, let alone increase the total
supply from domestic sources. As for reducing demand,
the levers available are small and ineffectual. Moreover,
the dynamism at the heart of the United States economy
depends on energy.
There’s only one way to insulate the United States from
the corrosive power of oil—develop an alternative energy
resource that’s readily available domestically. Of hydrogen,
coal, natural gas, wind, water, solar, and nuclear, hydrogen
is the only energy resource that can provide a wholesale
substitute for foreign oil within a decade. Hydrogen stores
energy more effectively than current batteries do, burns
twice as efficiently in a fuel cell as gasoline does in an
internal-combustion engine (more than making up for
©The College Board 2013. For the sole use of the person for whom this report has been provided. Not for duplication or distribution.
Page 42
PSAT/NMSQT ®
Line 45
Questions and Answer Explanations 2012-2013
WEDNESDAY FORM
the energy required to produce it), and leaves only water
behind. It’s plentiful, clean, and—critically—capable
of powering cars. Like manned space flight in 1961,
hydrogen power is proven but primitive, a technology ripe
for acceleration and then deployment. For that, thank the
Apollo program itself, which spurred the development of
early fuel cells.
Passage 2
Line 50
Line 55
Line 60
Line 65
Line 70
Line 75
Line 80
Line 85
Outside of science fiction, the hydrogen-fueled car is
probably the most radical reinvention of the automobile
ever imagined. The fuel supply is inexhaustible, and the car
produces no emissions except water, which, upon emerging
from the tailpipe, is, in principle at least, clean enough to
drink. The car can even serve as a source of electricity
when parked: a hydrogen-car owner can use it to light
his or her home. Sometime in the past year or so, the
hydrogen-fueled car moved out of the laboratory and,
if not quite onto the road, into the bright showroom of
public relations.
For a number of reasons—primary among them
the inefficiency of the internal-combustion engine—
automobiles represent a particularly promising fuel-cell
application. Fuel cells produce electrical, rather than
mechanical, energy—in this way, fuel-cell cars are similar
to battery-powered vehicles—and, using the same amount
of energy, can propel a car nearly three times as far as an
internal-combustion engine can. Yet cars represent a
peculiar challenge: they require a great deal of power,
are expected to travel long distances between refuelings,
and are called on to last for ten years or more. Among the
many obstacles to commercial production of automotive
fuel cells are cost, durability, and fuel storage. There are
also concerns about safety, although fuel-cell advocates
maintain that the dangers of hydrogen have been greatly
exaggerated. In a recent paper, physicist Amory Lovins
argues that hydrogen is “at least as safe as natural gas or
LPG (liquefied petroleum gas) and arguably is inherently
safer than gasoline.”
Although it is the most plentiful element in the universe,
hydrogen on Earth exists almost exclusively in combination
with other substances; therefore, it must be extracted, a
process that can itself require a considerable amount of
energy. Hydrogen can be produced using renewable energy
sources, like wind, but it can just as easily—in fact,
perhaps more easily—be extracted by less environmentally
benign means. A prototype for a fuel-cell truck, since
abandoned, extracted hydrogen from gasoline through a
process known as “reforming.” This approach obviates the
need for a whole new hydrogen-delivery infrastructure, but
©The College Board 2013. For the sole use of the person for whom this report has been provided. Not for duplication or distribution.
Page 43
PSAT/NMSQT ®
Questions and Answer Explanations 2012-2013
WEDNESDAY FORM
since it produces substantial amounts of carbon dioxide, it
also obviates much of the reason for switching to fuel cells.
Similarly, hydrogen can be produced from coal; once all
the emissions of that process are taken into account, it’s
debatable whether fuel-cell cars yield any environmental
benefit at all.
Line 90
Line 95
Question:
In lines 63-67 (“Fuel . . . can”), the author of Passage 2 is concerned primarily with
(A) explaining how fuel cells generate energy
(B) comparing battery-powered automobiles with gasoline-powered automobiles
(C) describing one reason that the automobile represents a promising use of fuel cells
(D) indicating that fuel-cell cars can travel faster than gasoline-powered cars
(E) mentioning some of the design challenges of manufacturing a fuel-cell car
Answer Explanation:
Choice (C) is correct. In lines 63-67, the author of Passage 2 explains that “Fuel cells produce electrical, rather than
mechanical, energy—in this way, fuel-cell cars are similar to battery-powered vehicles—and, using the same amount of
energy, can propel a car nearly three times as far as an internal-combustion engine can.” In these lines, the author is
describing one reason that the automobile represents a promising use of fuel cells. He or she is explaining that fuel cells
are much more efficient than traditional internal-combustion engines: a fuel cell can keep a car going for much longer
(“nearly three times as far”) than an internal-combustion engine can, while “using the same amount of energy.” The
author is describing one advantage of fuel-cell use in cars—greater energy efficiency.
Choice (A) is incorrect. In lines 63-67, the author of Passage 2 explains that “Fuel cells produce electrical, rather than
mechanical, energy—in this way, fuel-cell cars are similar to battery-powered vehicles—and, using the same amount of
energy, can propel a car nearly three times as far as an internal-combustion engine can.” The author does indicate what
kind of energy fuel cells produce—electrical energy—but he or she does not address the way these cells actually create
that energy. The author is not concerned with explaining how fuel cells generate energy.
Choice (B) is incorrect. In lines 63-67, the author of Passage 2 explains that “Fuel cells produce electrical, rather than
mechanical, energy—in this way, fuel-cell cars are similar to battery-powered vehicles—and, using the same amount of
energy, can propel a car nearly three times as far as an internal-combustion engine can.” The author does mention batterypowered vehicles, but only to note that they are similar to fuel-cell cars in that they produce electrical energy. The author
is not primarily concerned with comparing battery-powered automobiles with gasoline-powered automobiles; rather, he or
she is comparing fuel-cell cars with automobiles powered by internal-combustion engines.
Choice (D) is incorrect. In lines 63-67, the author of Passage 2 explains that “Fuel cells produce electrical, rather than
mechanical, energy—in this way, fuel-cell cars are similar to battery-powered vehicles—and, using the same amount of
energy, can propel a car nearly three times as far as an internal-combustion engine can.” The author is emphasizing the
efficiency of fuel-cell cars when compared with gasoline-powered cars with internal-combustion engines, but he or she is
concerned with distance , not speed. Rather than indicating that fuel-cell cars can travel faster than gasoline-powered
automobiles, the author is indicating that a fuel-cell car can travel “nearly three times as far” as a car with an internalcombustion engine can.
Choice (E) is incorrect. In lines 63-67, the author of Passage 2 explains that “Fuel cells produce electrical, rather than
mechanical, energy—in this way, fuel-cell cars are similar to battery-powered vehicles—and, using the same amount of
energy, can propel a car nearly three times as far as an internal-combustion engine can.” The author is not primarily
concerned with mentioning some of the design challenges of manufacturing fuel-cell cars; there is no mention of design or
©The College Board 2013. For the sole use of the person for whom this report has been provided. Not for duplication or distribution.
Page 44
PSAT/NMSQT ®
Questions and Answer Explanations 2012-2013
WEDNESDAY FORM
the manufacturing of automobiles in these lines. Rather, the author is concerned primarily with explaining that
automobiles represent a promising use of fuel cells because the fuel cells are more efficient than internal-combustion
engines.
©The College Board 2013. For the sole use of the person for whom this report has been provided. Not for duplication or distribution.
Page 45
PSAT/NMSQT ®
Questions and Answer Explanations 2012-2013
WEDNESDAY FORM
Critical Reading: Question 20
Difficulty Level: MEDIUM (6 on a scale of 1-9)
Skill Category: Organization and Ideas
Understand the organization of a reading passage, and identify the main and supporting ideas.
These passages discuss hydrogen fuel cells, which use electrodes to unite hydrogen and oxygen to produce electricity,
heat, and water. Both passages are adapted from works published in 2003.
Passage 1
Line 5
Line 10
Line 15
Line 20
Line 25
Line 30
Line 35
Line 40
Four decades ago, the United States faced a creeping
menace to national security. The Soviet Union had
lobbed the first satellite into space in 1957. Then, on
April 12, 1961, Russian cosmonaut Yuri Gagarin blasted
off in Vostok 1 and became the first human in orbit.
President Kennedy understood that dominating space
could mean the difference between a country able to
defend itself and one at the mercy of its rivals. In a
May 1961 address to Congress, President Kennedy
unveiled Apollo—a 10-year program of federal subsidies
aimed at “landing a man on the Moon and returning him
safely to the Earth.” Congress appropriated the funds,
scientists and engineers put their noses to the launchpad,
and Neil Armstrong stepped onto the Moon eight years
later.
The country now faces a similar situation: reliance on
foreign oil. Just as we responded to Soviet space superiority
with a bold commitment, so now the United States must
respond to the clout of foreign oil by making energy
independence a national priority. Conventional wisdom
indicates two ways for the United States to reduce
dependence on foreign oil: increase domestic production
or decrease demand. Either way, though, the country
would remain hostage to overseas producers. Consider
plans to drill in the Arctic National Wildlife Refuge.
For all the political wrangling and backlash, that area’s
productivity isn’t likely to offset declining output from
larger United States oil fields, let alone increase the total
supply from domestic sources. As for reducing demand,
the levers available are small and ineffectual. Moreover,
the dynamism at the heart of the United States economy
depends on energy.
There’s only one way to insulate the United States from
the corrosive power of oil—develop an alternative energy
resource that’s readily available domestically. Of hydrogen,
coal, natural gas, wind, water, solar, and nuclear, hydrogen
is the only energy resource that can provide a wholesale
substitute for foreign oil within a decade. Hydrogen stores
energy more effectively than current batteries do, burns
twice as efficiently in a fuel cell as gasoline does in an
internal-combustion engine (more than making up for
©The College Board 2013. For the sole use of the person for whom this report has been provided. Not for duplication or distribution.
Page 46
PSAT/NMSQT ®
Line 45
Questions and Answer Explanations 2012-2013
WEDNESDAY FORM
the energy required to produce it), and leaves only water
behind. It’s plentiful, clean, and—critically—capable
of powering cars. Like manned space flight in 1961,
hydrogen power is proven but primitive, a technology ripe
for acceleration and then deployment. For that, thank the
Apollo program itself, which spurred the development of
early fuel cells.
Passage 2
Line 50
Line 55
Line 60
Line 65
Line 70
Line 75
Line 80
Line 85
Outside of science fiction, the hydrogen-fueled car is
probably the most radical reinvention of the automobile
ever imagined. The fuel supply is inexhaustible, and the car
produces no emissions except water, which, upon emerging
from the tailpipe, is, in principle at least, clean enough to
drink. The car can even serve as a source of electricity
when parked: a hydrogen-car owner can use it to light
his or her home. Sometime in the past year or so, the
hydrogen-fueled car moved out of the laboratory and,
if not quite onto the road, into the bright showroom of
public relations.
For a number of reasons—primary among them
the inefficiency of the internal-combustion engine—
automobiles represent a particularly promising fuel-cell
application. Fuel cells produce electrical, rather than
mechanical, energy—in this way, fuel-cell cars are similar
to battery-powered vehicles—and, using the same amount
of energy, can propel a car nearly three times as far as an
internal-combustion engine can. Yet cars represent a
peculiar challenge: they require a great deal of power,
are expected to travel long distances between refuelings,
and are called on to last for ten years or more. Among the
many obstacles to commercial production of automotive
fuel cells are cost, durability, and fuel storage. There are
also concerns about safety, although fuel-cell advocates
maintain that the dangers of hydrogen have been greatly
exaggerated. In a recent paper, physicist Amory Lovins
argues that hydrogen is “at least as safe as natural gas or
LPG (liquefied petroleum gas) and arguably is inherently
safer than gasoline.”
Although it is the most plentiful element in the universe,
hydrogen on Earth exists almost exclusively in combination
with other substances; therefore, it must be extracted, a
process that can itself require a considerable amount of
energy. Hydrogen can be produced using renewable energy
sources, like wind, but it can just as easily—in fact,
perhaps more easily—be extracted by less environmentally
benign means. A prototype for a fuel-cell truck, since
abandoned, extracted hydrogen from gasoline through a
process known as “reforming.” This approach obviates the
need for a whole new hydrogen-delivery infrastructure, but
©The College Board 2013. For the sole use of the person for whom this report has been provided. Not for duplication or distribution.
Page 47
PSAT/NMSQT ®
Questions and Answer Explanations 2012-2013
WEDNESDAY FORM
since it produces substantial amounts of carbon dioxide, it
also obviates much of the reason for switching to fuel cells.
Similarly, hydrogen can be produced from coal; once all
the emissions of that process are taken into account, it’s
debatable whether fuel-cell cars yield any environmental
benefit at all.
Line 90
Line 95
Question:
The sentence in lines 67-70 (“Yet . . . more”) serves to
(A) substantiate an earlier generalization by introducing an example
(B) reiterate the author’s previous claim
(C) offer several possible solutions to a problem
(D) signal a transition in the author’s argument
(E) question why a particular course of action has been undertaken
Answer Explanation:
Choice (D) is correct. In the first paragraph of Passage 2, the author lists the benefits of “the hydrogen-fueled car”: “The
fuel supply is inexhaustible,” “the car produces no emissions except water,” and “The car can even serve as a source of
electricity when parked.” The author then states that “automobiles represent a particularly promising fuel-cell
application.” But in lines 67-70, beginning with the statement “Yet cars represent a particular challenge,” the discussion
shifts. From this point on, the author of Passage 2 discusses the “obstacles to commercial production of automotive fuel
cells” and the potential drawbacks of hydrogen as an energy source. The sentence in lines 67-70 serves to signal a
transition in the author’s argument, from discussing the potential benefits of hydrogen fuel cells to addressing some of the
problems associated with them.
Choice (A) is incorrect. In the beginning of Passage 2, the author lists the benefits of “the hydrogen-fueled car” and states
that “automobiles represent a particularly promising fuel-cell application.” But in lines 67-70, the discussion shifts: “Yet
cars represent a particular challenge: they require a great deal of power, are expected to travel long distances between
refuelings, and are called on to last for ten years or more.” These lines do not serve to substantiate, or prove, an earlier
generalization by introducing an example. At no point before line 67 does the author of Passage 2 make any
generalizations about the challenges of hydrogen-fueled cars; he or she focuses only on the positive aspects of hydrogen
fuel cells at the start of the passage.
Choice (B) is incorrect. In the beginning of Passage 2, the author lists the benefits of “the hydrogen-fueled car” and states
that “automobiles represent a particularly promising fuel-cell application.” But in lines 67-70, the discussion shifts: “Yet
cars represent a particular challenge: they require a great deal of power, are expected to travel long distances between
refuelings, and are called on to last for ten years or more.” These lines do not serve to reiterate, or restate, the author’s
previous claim; at no point before line 67 does the author of Passage 2 make a claim about the challenges of hydrogenfueled cars. Rather, the sentence in these lines serves to signal a transition in the author’s argument, from discussing the
potential benefits of hydrogen fuel cells to addressing some of the problems associated with them.
Choice (C) is incorrect. In the beginning of Passage 2, the author lists the benefits of “the hydrogen-fueled car” and states
that “automobiles represent a particularly promising fuel-cell application.” But in lines 67-70, the discussion shifts: “Yet
cars represent a particular challenge: they require a great deal of power, are expected to travel long distances between
refuelings, and are called on to last for ten years or more.” These lines do not serve to offer several solutions to a problem.
Rather, they serve to introduce certain problems—problems associated with hydrogen fuel cells.
Choice (E) is incorrect. In the beginning of Passage 2, the author lists the benefits of “the hydrogen-fueled car” and states
that “automobiles represent a particularly promising fuel-cell application.” But in lines 67-70, the discussion shifts: “Yet
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WEDNESDAY FORM
cars represent a particular challenge: they require a great deal of power, are expected to travel long distances between
refuelings, and are called on to last for ten years or more.” These lines do not serve to question why a particular course of
action has been undertaken. The author of Passage 2 does not question why hydrogen-fueled cars are being researched and
developed; indeed, he or she begins the passage by describing the potential benefits of such vehicles, which suggests that
the author understands the support for hydrogen fuel cells. In lines 67-70, the author simply shifts his or her focus to some
of the problems associated with hydrogen fuel cells.
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WEDNESDAY FORM
Critical Reading: Question 21
Difficulty Level: MEDIUM (6 on a scale of 1-9)
Skill Category: Reasoning and Inferencing
Understand assumptions, suggestions and implications in reading passages and draw informed conclusions.
These passages discuss hydrogen fuel cells, which use electrodes to unite hydrogen and oxygen to produce electricity,
heat, and water. Both passages are adapted from works published in 2003.
Passage 1
Line 5
Line 10
Line 15
Line 20
Line 25
Line 30
Line 35
Line 40
Four decades ago, the United States faced a creeping
menace to national security. The Soviet Union had
lobbed the first satellite into space in 1957. Then, on
April 12, 1961, Russian cosmonaut Yuri Gagarin blasted
off in Vostok 1 and became the first human in orbit.
President Kennedy understood that dominating space
could mean the difference between a country able to
defend itself and one at the mercy of its rivals. In a
May 1961 address to Congress, President Kennedy
unveiled Apollo—a 10-year program of federal subsidies
aimed at “landing a man on the Moon and returning him
safely to the Earth.” Congress appropriated the funds,
scientists and engineers put their noses to the launchpad,
and Neil Armstrong stepped onto the Moon eight years
later.
The country now faces a similar situation: reliance on
foreign oil. Just as we responded to Soviet space superiority
with a bold commitment, so now the United States must
respond to the clout of foreign oil by making energy
independence a national priority. Conventional wisdom
indicates two ways for the United States to reduce
dependence on foreign oil: increase domestic production
or decrease demand. Either way, though, the country
would remain hostage to overseas producers. Consider
plans to drill in the Arctic National Wildlife Refuge.
For all the political wrangling and backlash, that area’s
productivity isn’t likely to offset declining output from
larger United States oil fields, let alone increase the total
supply from domestic sources. As for reducing demand,
the levers available are small and ineffectual. Moreover,
the dynamism at the heart of the United States economy
depends on energy.
There’s only one way to insulate the United States from
the corrosive power of oil—develop an alternative energy
resource that’s readily available domestically. Of hydrogen,
coal, natural gas, wind, water, solar, and nuclear, hydrogen
is the only energy resource that can provide a wholesale
substitute for foreign oil within a decade. Hydrogen stores
energy more effectively than current batteries do, burns
twice as efficiently in a fuel cell as gasoline does in an
internal-combustion engine (more than making up for
©The College Board 2013. For the sole use of the person for whom this report has been provided. Not for duplication or distribution.
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Questions and Answer Explanations 2012-2013
WEDNESDAY FORM
the energy required to produce it), and leaves only water
behind. It’s plentiful, clean, and—critically—capable
of powering cars. Like manned space flight in 1961,
hydrogen power is proven but primitive, a technology ripe
for acceleration and then deployment. For that, thank the
Apollo program itself, which spurred the development of
early fuel cells.
Passage 2
Line 50
Line 55
Line 60
Line 65
Line 70
Line 75
Line 80
Line 85
Outside of science fiction, the hydrogen-fueled car is
probably the most radical reinvention of the automobile
ever imagined. The fuel supply is inexhaustible, and the car
produces no emissions except water, which, upon emerging
from the tailpipe, is, in principle at least, clean enough to
drink. The car can even serve as a source of electricity
when parked: a hydrogen-car owner can use it to light
his or her home. Sometime in the past year or so, the
hydrogen-fueled car moved out of the laboratory and,
if not quite onto the road, into the bright showroom of
public relations.
For a number of reasons—primary among them
the inefficiency of the internal-combustion engine—
automobiles represent a particularly promising fuel-cell
application. Fuel cells produce electrical, rather than
mechanical, energy—in this way, fuel-cell cars are similar
to battery-powered vehicles—and, using the same amount
of energy, can propel a car nearly three times as far as an
internal-combustion engine can. Yet cars represent a
peculiar challenge: they require a great deal of power,
are expected to travel long distances between refuelings,
and are called on to last for ten years or more. Among the
many obstacles to commercial production of automotive
fuel cells are cost, durability, and fuel storage. There are
also concerns about safety, although fuel-cell advocates
maintain that the dangers of hydrogen have been greatly
exaggerated. In a recent paper, physicist Amory Lovins
argues that hydrogen is “at least as safe as natural gas or
LPG (liquefied petroleum gas) and arguably is inherently
safer than gasoline.”
Although it is the most plentiful element in the universe,
hydrogen on Earth exists almost exclusively in combination
with other substances; therefore, it must be extracted, a
process that can itself require a considerable amount of
energy. Hydrogen can be produced using renewable energy
sources, like wind, but it can just as easily—in fact,
perhaps more easily—be extracted by less environmentally
benign means. A prototype for a fuel-cell truck, since
abandoned, extracted hydrogen from gasoline through a
process known as “reforming.” This approach obviates the
need for a whole new hydrogen-delivery infrastructure, but
©The College Board 2013. For the sole use of the person for whom this report has been provided. Not for duplication or distribution.
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PSAT/NMSQT ®
Questions and Answer Explanations 2012-2013
WEDNESDAY FORM
since it produces substantial amounts of carbon dioxide, it
also obviates much of the reason for switching to fuel cells.
Similarly, hydrogen can be produced from coal; once all
the emissions of that process are taken into account, it’s
debatable whether fuel-cell cars yield any environmental
benefit at all.
Line 90
Line 95
Question:
The author of Passage 1 would most likely respond to the statement in lines 79-83, Passage 2 (“Although . . . energy”), by
claiming that the
(A) relative efficiency of hydrogen compensates for the energy expended to extract it
(B) commercial exploitation of hydrogen is unnecessary because it is so readily available
(C) extraction of hydrogen often has a significant negative impact on the environment
(D) efficient production of hydrogen must be a top priority of those advocating fuel-cell cars
(E) concerns raised about the safety of hydrogen are legitimate and justified
Answer Explanation:
Choice (A) is correct. In lines 79-83, the author of Passage 2 explains that “Although it is the most plentiful element in the
universe, hydrogen on Earth exists almost exclusively in combination with other substances; therefore, it must be
extracted, a process that can itself require a considerable amount of energy.” In other words, a great deal of energy is used
up in the process of getting hydrogen in a usable form. The author of Passage 1, however, makes the point that hydrogen
“burns twice as efficiently in a fuel cell as gasoline does in an internal-combustion engine (more than making up for the
energy required to produce it).” Therefore, the author of Passage 1 probably would respond to the statement in lines 79-83
by claiming that the relative efficiency of hydrogen as an energy resource compensates for, or makes up for, the energy it
takes to extract hydrogen in the first place.
Choice (B) is incorrect. In lines 79-83, the author of Passage 2 explains that “Although it is the most plentiful element in
the universe, hydrogen on Earth exists almost exclusively in combination with other substances; therefore, it must be
extracted, a process that can itself require a considerable amount of energy.” In other words, a great deal of energy is used
up in the process of getting hydrogen in a usable form. The author of Passage 1 probably would not respond to the
statement in Passage 2 by claiming that the commercial exploitation of hydrogen is unnecessary; the author of Passage 1
is in favor of commercial use of hydrogen, especially in the form of fuel cells for cars. Rather, the author of Passage 1
likely would say that the efficiency of hydrogen makes up for the energy it takes to extract it—a point he or she makes in
lines 39-42.
Choice (C) is incorrect. In lines 79-83, the author of Passage 2 explains that “Although it is the most plentiful element in
the universe, hydrogen on Earth exists almost exclusively in combination with other substances; therefore, it must be
extracted, a process that can itself require a considerable amount of energy.” In other words, a great deal of energy is used
up in the process of getting hydrogen in a usable form. The author of Passage 1 probably would not respond to the
statement in Passage 2 by claiming that the extraction of hydrogen often has a significant negative impact on the
environment; the author of Passage 1 does not mention any environmental impact of the extraction of hydrogen, and he or
she actually asserts that the use of hydrogen fuel cells is “clean,” and “leaves only water behind.” Rather, the author of
Passage 1 probably would say that the efficiency of hydrogen makes up for the energy it takes to extract it—a point he or
she makes in lines 39-42.
Choice (D) is incorrect. In lines 79-83, the author of Passage 2 explains that “Although it is the most plentiful element in
the universe, hydrogen on Earth exists almost exclusively in combination with other substances; therefore, it must be
extracted, a process that can itself require a considerable amount of energy.” In other words, a great deal of energy is used
up in the process of getting hydrogen in a usable form. The author of Passage 1 probably would not respond to the
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WEDNESDAY FORM
statement in Passage 2 by claiming that efficient production of hydrogen must be a top priority of those advocating fuelcell cars. The author of Passage 1 states in lines 41-42 that the efficiency of hydrogen “more than [makes] up for the
energy required to produce it”; because this author is so certain that hydrogen generates more energy than is required to
produce it, he or she might say that efficient production of hydrogen is relatively unimportant.
Choice (E) is incorrect. In lines 79-83, the author of Passage 2 explains that “Although it is the most plentiful element in
the universe, hydrogen on Earth exists almost exclusively in combination with other substances; therefore, it must be
extracted, a process that can itself require a considerable amount of energy.” In other words, a great deal of energy is used
up in the process of getting hydrogen in a usable form. The author of Passage 1 probably would not respond to the
statement in Passage 2 by claiming that concerns raised about the safety of hydrogen are legitimate and justified. The
statement in Passage 2 does not mention safety, and the author of Passage 1 does not indicate that that there are safety
concerns, justified or otherwise.
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PSAT/NMSQT ®
Questions and Answer Explanations 2012-2013
WEDNESDAY FORM
Critical Reading: Question 22
Difficulty Level: HARD (7 on a scale of 1-9)
Skill Category: Organization and Ideas
Understand the organization of a reading passage, and identify the main and supporting ideas.
These passages discuss hydrogen fuel cells, which use electrodes to unite hydrogen and oxygen to produce electricity,
heat, and water. Both passages are adapted from works published in 2003.
Passage 1
Line 5
Line 10
Line 15
Line 20
Line 25
Line 30
Line 35
Line 40
Four decades ago, the United States faced a creeping
menace to national security. The Soviet Union had
lobbed the first satellite into space in 1957. Then, on
April 12, 1961, Russian cosmonaut Yuri Gagarin blasted
off in Vostok 1 and became the first human in orbit.
President Kennedy understood that dominating space
could mean the difference between a country able to
defend itself and one at the mercy of its rivals. In a
May 1961 address to Congress, President Kennedy
unveiled Apollo—a 10-year program of federal subsidies
aimed at “landing a man on the Moon and returning him
safely to the Earth.” Congress appropriated the funds,
scientists and engineers put their noses to the launchpad,
and Neil Armstrong stepped onto the Moon eight years
later.
The country now faces a similar situation: reliance on
foreign oil. Just as we responded to Soviet space superiority
with a bold commitment, so now the United States must
respond to the clout of foreign oil by making energy
independence a national priority. Conventional wisdom
indicates two ways for the United States to reduce
dependence on foreign oil: increase domestic production
or decrease demand. Either way, though, the country
would remain hostage to overseas producers. Consider
plans to drill in the Arctic National Wildlife Refuge.
For all the political wrangling and backlash, that area’s
productivity isn’t likely to offset declining output from
larger United States oil fields, let alone increase the total
supply from domestic sources. As for reducing demand,
the levers available are small and ineffectual. Moreover,
the dynamism at the heart of the United States economy
depends on energy.
There’s only one way to insulate the United States from
the corrosive power of oil—develop an alternative energy
resource that’s readily available domestically. Of hydrogen,
coal, natural gas, wind, water, solar, and nuclear, hydrogen
is the only energy resource that can provide a wholesale
substitute for foreign oil within a decade. Hydrogen stores
energy more effectively than current batteries do, burns
twice as efficiently in a fuel cell as gasoline does in an
internal-combustion engine (more than making up for
©The College Board 2013. For the sole use of the person for whom this report has been provided. Not for duplication or distribution.
Page 54
PSAT/NMSQT ®
Line 45
Questions and Answer Explanations 2012-2013
WEDNESDAY FORM
the energy required to produce it), and leaves only water
behind. It’s plentiful, clean, and—critically—capable
of powering cars. Like manned space flight in 1961,
hydrogen power is proven but primitive, a technology ripe
for acceleration and then deployment. For that, thank the
Apollo program itself, which spurred the development of
early fuel cells.
Passage 2
Line 50
Line 55
Line 60
Line 65
Line 70
Line 75
Line 80
Line 85
Outside of science fiction, the hydrogen-fueled car is
probably the most radical reinvention of the automobile
ever imagined. The fuel supply is inexhaustible, and the car
produces no emissions except water, which, upon emerging
from the tailpipe, is, in principle at least, clean enough to
drink. The car can even serve as a source of electricity
when parked: a hydrogen-car owner can use it to light
his or her home. Sometime in the past year or so, the
hydrogen-fueled car moved out of the laboratory and,
if not quite onto the road, into the bright showroom of
public relations.
For a number of reasons—primary among them
the inefficiency of the internal-combustion engine—
automobiles represent a particularly promising fuel-cell
application. Fuel cells produce electrical, rather than
mechanical, energy—in this way, fuel-cell cars are similar
to battery-powered vehicles—and, using the same amount
of energy, can propel a car nearly three times as far as an
internal-combustion engine can. Yet cars represent a
peculiar challenge: they require a great deal of power,
are expected to travel long distances between refuelings,
and are called on to last for ten years or more. Among the
many obstacles to commercial production of automotive
fuel cells are cost, durability, and fuel storage. There are
also concerns about safety, although fuel-cell advocates
maintain that the dangers of hydrogen have been greatly
exaggerated. In a recent paper, physicist Amory Lovins
argues that hydrogen is “at least as safe as natural gas or
LPG (liquefied petroleum gas) and arguably is inherently
safer than gasoline.”
Although it is the most plentiful element in the universe,
hydrogen on Earth exists almost exclusively in combination
with other substances; therefore, it must be extracted, a
process that can itself require a considerable amount of
energy. Hydrogen can be produced using renewable energy
sources, like wind, but it can just as easily—in fact,
perhaps more easily—be extracted by less environmentally
benign means. A prototype for a fuel-cell truck, since
abandoned, extracted hydrogen from gasoline through a
process known as “reforming.” This approach obviates the
need for a whole new hydrogen-delivery infrastructure, but
©The College Board 2013. For the sole use of the person for whom this report has been provided. Not for duplication or distribution.
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PSAT/NMSQT ®
Questions and Answer Explanations 2012-2013
WEDNESDAY FORM
since it produces substantial amounts of carbon dioxide, it
also obviates much of the reason for switching to fuel cells.
Similarly, hydrogen can be produced from coal; once all
the emissions of that process are taken into account, it’s
debatable whether fuel-cell cars yield any environmental
benefit at all.
Line 90
Line 95
Question:
Lines 88-91 (“This . . . cells”) indicate that the author of Passage 2 considers “reforming” (line 88) to be
(A) a significant breakthrough
(B) promising but untested
(C) of doubtful value
(D) impossible to evaluate
(E) potentially dangerous
Answer Explanation:
Choice (C) is correct. In the last paragraph of Passage 2, the author explains that hydrogen “must be extracted” and that
extraction may not be “environmentally benign,” or harmless to the environment. He or she then refers to a process
“known as ‘reforming’” that involves extracting hydrogen from the gasoline in a truck. In lines 88-91, the author states,
“This approach obviates,” or removes, “the need for a whole new hydrogen-delivery infrastructure, but since it produces
substantial amounts of carbon dioxide, it also obviates much of the reason for switching to fuel cells.” In other words,
getting hydrogen from the gasoline in a truck would mean that we wouldn’t need new equipment and facilities, but the
process would create so much carbon dioxide that it would cancel out one of the reasons for using hydrogen fuel—to
reduce environmental impact. These lines indicate that the author of Passage 2 considers reforming to be of doubtful
value; he or she does not believe that the process would be beneficial.
Choice (A) is incorrect. In the last paragraph of Passage 2, the author explains that hydrogen “must be extracted” and that
extraction may not be “environmentally benign,” or harmless to the environment. He or she then refers to a process
“known as ‘reforming’” that involves extracting hydrogen from the gasoline in a truck. In lines 88-91, the author states,
“This approach obviates,” or removes, “the need for a whole new hydrogen-delivery infrastructure, but since it produces
substantial amounts of carbon dioxide, it also obviates much of the reason for switching to fuel cells.” In other words,
getting hydrogen from the gasoline in a truck would mean that we wouldn’t need new equipment and facilities, but the
process would create so much carbon dioxide that it would cancel out one of the reasons for using hydrogen fuel—to
reduce environmental impact. Rather than revealing that the author of Passage 2 considers reforming to be a significant
breakthrough, or an important new discovery, these lines indicate that the author thinks the process is of little value.
Choice (B) is incorrect. In the last paragraph of Passage 2, the author explains that hydrogen “must be extracted” and that
extraction may not be “environmentally benign,” or harmless to the environment. He or she then refers to a process
“known as ‘reforming’” that involves extracting hydrogen from the gasoline in a truck. In lines 88-91, the author states,
“This approach obviates,” or removes, “the need for a whole new hydrogen-delivery infrastructure, but since it produces
substantial amounts of carbon dioxide, it also obviates much of the reason for switching to fuel cells.” In other words,
getting hydrogen from the gasoline in a truck would mean that we wouldn’t need new equipment and facilities, but the
process would create so much carbon dioxide that it would cancel out one of the reasons for using hydrogen fuel—to
reduce environmental impact. Rather than revealing that the author considers reforming to be promising, these lines reveal
that the author thinks the process is of little value. In addition, the author notes that the truck prototype utilizing the
reforming process has been “abandoned,” but does not indicate that the process was never tested.
Choice (D) is incorrect. In the last paragraph of Passage 2, the author explains that hydrogen “must be extracted” and that
extraction may not be “environmentally benign,” or harmless to the environment. He or she then refers to a process
©The College Board 2013. For the sole use of the person for whom this report has been provided. Not for duplication or distribution.
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Questions and Answer Explanations 2012-2013
WEDNESDAY FORM
“known as ‘reforming’” that involves extracting hydrogen from the gasoline in a truck. In lines 88-91, the author states,
“This approach obviates,” or removes, “the need for a whole new hydrogen-delivery infrastructure, but since it produces
substantial amounts of carbon dioxide, it also obviates much of the reason for switching to fuel cells.” In other words,
getting hydrogen from the gasoline in a truck would mean that we wouldn’t need new equipment and facilities, but the
process would create so much carbon dioxide that it would cancel out one of the reasons for using hydrogen fuel—to
reduce environmental impact. These lines do not indicate that the author of Passage 2 considers reforming to be
impossible to evaluate. Indeed, it seems that the process has been evaluated, as the author is aware of the way it works and
the emissions it produces.
Choice (E) is incorrect. In the last paragraph of Passage 2, the author explains that hydrogen “must be extracted” and that
extraction may not be “environmentally benign,” or harmless to the environment. He or she then refers to a process
“known as ‘reforming’” that involves extracting hydrogen from the gasoline in a truck. In lines 88-91, the author states,
“This approach obviates,” or removes, “the need for a whole new hydrogen-delivery infrastructure, but since it produces
substantial amounts of carbon dioxide, it also obviates much of the reason for switching to fuel cells.” In other words,
getting hydrogen from the gasoline in a truck would mean that we wouldn’t need new equipment and facilities, but the
process would create so much carbon dioxide that it would cancel out one of the reasons for using hydrogen fuel—to
reduce environmental impact. Although these lines reveal that the author of Passage 2 thinks the reforming is of little
value, they do not indicate that he or she considers the process to be potentially dangerous. The author does not indicate
that reforming produces dangerous amounts of carbon dioxide, but rather that it produces enough carbon dioxide to
cancel out the environmental benefits of using hydrogen fuel. Indeed, in the previous paragraph, the author acknowledges
some general “concerns about [hydrogen’s] safety,” but seems to dismiss them, quoting a physicist, Amory Levins, who
believes hydrogen to be “‘safer than gasoline.’”
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Questions and Answer Explanations 2012-2013
WEDNESDAY FORM
Critical Reading: Question 23
Difficulty Level: MEDIUM (4 on a scale of 1-9)
Skill Category: Determining the Meaning of Words
Use vocabulary skills, context, roots, prefixes, and suffixes to determine the meaning of words.
These passages discuss hydrogen fuel cells, which use electrodes to unite hydrogen and oxygen to produce electricity,
heat, and water. Both passages are adapted from works published in 2003.
Passage 1
Line 5
Line 10
Line 15
Line 20
Line 25
Line 30
Line 35
Line 40
Four decades ago, the United States faced a creeping
menace to national security. The Soviet Union had
lobbed the first satellite into space in 1957. Then, on
April 12, 1961, Russian cosmonaut Yuri Gagarin blasted
off in Vostok 1 and became the first human in orbit.
President Kennedy understood that dominating space
could mean the difference between a country able to
defend itself and one at the mercy of its rivals. In a
May 1961 address to Congress, President Kennedy
unveiled Apollo—a 10-year program of federal subsidies
aimed at “landing a man on the Moon and returning him
safely to the Earth.” Congress appropriated the funds,
scientists and engineers put their noses to the launchpad,
and Neil Armstrong stepped onto the Moon eight years
later.
The country now faces a similar situation: reliance on
foreign oil. Just as we responded to Soviet space superiority
with a bold commitment, so now the United States must
respond to the clout of foreign oil by making energy
independence a national priority. Conventional wisdom
indicates two ways for the United States to reduce
dependence on foreign oil: increase domestic production
or decrease demand. Either way, though, the country
would remain hostage to overseas producers. Consider
plans to drill in the Arctic National Wildlife Refuge.
For all the political wrangling and backlash, that area’s
productivity isn’t likely to offset declining output from
larger United States oil fields, let alone increase the total
supply from domestic sources. As for reducing demand,
the levers available are small and ineffectual. Moreover,
the dynamism at the heart of the United States economy
depends on energy.
There’s only one way to insulate the United States from
the corrosive power of oil—develop an alternative energy
resource that’s readily available domestically. Of hydrogen,
coal, natural gas, wind, water, solar, and nuclear, hydrogen
is the only energy resource that can provide a wholesale
substitute for foreign oil within a decade. Hydrogen stores
energy more effectively than current batteries do, burns
twice as efficiently in a fuel cell as gasoline does in an
internal-combustion engine (more than making up for
©The College Board 2013. For the sole use of the person for whom this report has been provided. Not for duplication or distribution.
Page 58
PSAT/NMSQT ®
Line 45
Questions and Answer Explanations 2012-2013
WEDNESDAY FORM
the energy required to produce it), and leaves only water
behind. It’s plentiful, clean, and—critically—capable
of powering cars. Like manned space flight in 1961,
hydrogen power is proven but primitive, a technology ripe
for acceleration and then deployment. For that, thank the
Apollo program itself, which spurred the development of
early fuel cells.
Passage 2
Line 50
Line 55
Line 60
Line 65
Line 70
Line 75
Line 80
Line 85
Outside of science fiction, the hydrogen-fueled car is
probably the most radical reinvention of the automobile
ever imagined. The fuel supply is inexhaustible, and the car
produces no emissions except water, which, upon emerging
from the tailpipe, is, in principle at least, clean enough to
drink. The car can even serve as a source of electricity
when parked: a hydrogen-car owner can use it to light
his or her home. Sometime in the past year or so, the
hydrogen-fueled car moved out of the laboratory and,
if not quite onto the road, into the bright showroom of
public relations.
For a number of reasons—primary among them
the inefficiency of the internal-combustion engine—
automobiles represent a particularly promising fuel-cell
application. Fuel cells produce electrical, rather than
mechanical, energy—in this way, fuel-cell cars are similar
to battery-powered vehicles—and, using the same amount
of energy, can propel a car nearly three times as far as an
internal-combustion engine can. Yet cars represent a
peculiar challenge: they require a great deal of power,
are expected to travel long distances between refuelings,
and are called on to last for ten years or more. Among the
many obstacles to commercial production of automotive
fuel cells are cost, durability, and fuel storage. There are
also concerns about safety, although fuel-cell advocates
maintain that the dangers of hydrogen have been greatly
exaggerated. In a recent paper, physicist Amory Lovins
argues that hydrogen is “at least as safe as natural gas or
LPG (liquefied petroleum gas) and arguably is inherently
safer than gasoline.”
Although it is the most plentiful element in the universe,
hydrogen on Earth exists almost exclusively in combination
with other substances; therefore, it must be extracted, a
process that can itself require a considerable amount of
energy. Hydrogen can be produced using renewable energy
sources, like wind, but it can just as easily—in fact,
perhaps more easily—be extracted by less environmentally
benign means. A prototype for a fuel-cell truck, since
abandoned, extracted hydrogen from gasoline through a
process known as “reforming.” This approach obviates the
need for a whole new hydrogen-delivery infrastructure, but
©The College Board 2013. For the sole use of the person for whom this report has been provided. Not for duplication or distribution.
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PSAT/NMSQT ®
Questions and Answer Explanations 2012-2013
WEDNESDAY FORM
since it produces substantial amounts of carbon dioxide, it
also obviates much of the reason for switching to fuel cells.
Similarly, hydrogen can be produced from coal; once all
the emissions of that process are taken into account, it’s
debatable whether fuel-cell cars yield any environmental
benefit at all.
Line 90
Line 95
Question:
In line 94, “yield” most nearly means
(A) reward
(B) submit
(C) concede
(D) produce
(E) withdraw
Answer Explanation:
Choice (D) is correct. In the last sentence of Passage 2, the author states that when “all the emissions” of getting hydrogen
from coal “are taken into account, it’s debatable whether fuel-cell cars yield any environmental benefit at all.” In this
context, “yield” most nearly means “produce,” or provide. The author’s point is that fuel-cell cars might not give off any
pollution (“the car produces no emissions except water”), but the emissions from the process of getting hydrogen in the
first place seem to cancel that out. In other words, fuel-cell cars might not provide any environmental benefit at all.
Choice (A) is incorrect. In the last sentence of Passage 2, the author states that when “all the emissions” of getting
hydrogen from coal “are taken into account, it’s debatable whether fuel-cell cars yield any environmental benefit at all.”
In this context, “yield” does not mean “reward.” It does not make sense to say that fuel-cell cars might not “reward any
environmental benefit at all”; this would suggest that it would be possible for a car to give a reward. It is not clear how a
car could give a reward, or how an environmental benefit could be given a sort of prize or compensation.
Choice (B) is incorrect. In the last sentence of Passage 2, the author states that when “all the emissions” of getting
hydrogen from coal “are taken into account, it’s debatable whether fuel-cell cars yield any environmental benefit at all.”
In this context, “yield” does not mean “submit,” or surrender. It does not make sense to say that fuel-cell cars might not
“submit any environmental benefit at all”; this would suggest that it would be possible for a car to surrender something.
People might submit things, but it is not clear how cars could surrender anything.
Choice (C) is incorrect. In the last sentence of Passage 2, the author states that when “all the emissions” of getting
hydrogen from coal “are taken into account, it’s debatable whether fuel-cell cars yield any environmental benefit at all.”
In this context, “yield” does not mean “concede,” or admit or acknowledge. It does not make sense to say that fuel-cell
cars might not “concede any environmental benefit at all”; this would suggest that it would be possible for a car to admit
or acknowledge something. People might concede things, but it is not clear how cars could admit or acknowledge
anything.
Choice (E) is incorrect. In the last sentence of Passage 2, the author states that when “all the emissions” of getting
hydrogen from coal “are taken into account, it’s debatable whether fuel-cell cars yield any environmental benefit at all.”
In this context, “yield” does not mean “withdraw,” or take back or away. It does not make sense to say that fuel-cell cars
might not “withdraw any environmental benefit at all”; this would suggest that it would be possible for a car to take
something back or away, and it is not clear how cars could withdraw anything. Further, the author’s point is that fuel-cell
cars might not provide any environmental benefit, not that they might not take environmental benefits away.
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Critical Reading: Question 24
Difficulty Level: MEDIUM (5 on a scale of 1-9)
Skill Category: Reasoning and Inferencing
Understand assumptions, suggestions and implications in reading passages and draw informed conclusions.
These passages discuss hydrogen fuel cells, which use electrodes to unite hydrogen and oxygen to produce electricity,
heat, and water. Both passages are adapted from works published in 2003.
Passage 1
Line 5
Line 10
Line 15
Line 20
Line 25
Line 30
Line 35
Line 40
Four decades ago, the United States faced a creeping
menace to national security. The Soviet Union had
lobbed the first satellite into space in 1957. Then, on
April 12, 1961, Russian cosmonaut Yuri Gagarin blasted
off in Vostok 1 and became the first human in orbit.
President Kennedy understood that dominating space
could mean the difference between a country able to
defend itself and one at the mercy of its rivals. In a
May 1961 address to Congress, President Kennedy
unveiled Apollo—a 10-year program of federal subsidies
aimed at “landing a man on the Moon and returning him
safely to the Earth.” Congress appropriated the funds,
scientists and engineers put their noses to the launchpad,
and Neil Armstrong stepped onto the Moon eight years
later.
The country now faces a similar situation: reliance on
foreign oil. Just as we responded to Soviet space superiority
with a bold commitment, so now the United States must
respond to the clout of foreign oil by making energy
independence a national priority. Conventional wisdom
indicates two ways for the United States to reduce
dependence on foreign oil: increase domestic production
or decrease demand. Either way, though, the country
would remain hostage to overseas producers. Consider
plans to drill in the Arctic National Wildlife Refuge.
For all the political wrangling and backlash, that area’s
productivity isn’t likely to offset declining output from
larger United States oil fields, let alone increase the total
supply from domestic sources. As for reducing demand,
the levers available are small and ineffectual. Moreover,
the dynamism at the heart of the United States economy
depends on energy.
There’s only one way to insulate the United States from
the corrosive power of oil—develop an alternative energy
resource that’s readily available domestically. Of hydrogen,
coal, natural gas, wind, water, solar, and nuclear, hydrogen
is the only energy resource that can provide a wholesale
substitute for foreign oil within a decade. Hydrogen stores
energy more effectively than current batteries do, burns
twice as efficiently in a fuel cell as gasoline does in an
internal-combustion engine (more than making up for
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the energy required to produce it), and leaves only water
behind. It’s plentiful, clean, and—critically—capable
of powering cars. Like manned space flight in 1961,
hydrogen power is proven but primitive, a technology ripe
for acceleration and then deployment. For that, thank the
Apollo program itself, which spurred the development of
early fuel cells.
Passage 2
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Line 55
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Line 70
Line 75
Line 80
Line 85
Outside of science fiction, the hydrogen-fueled car is
probably the most radical reinvention of the automobile
ever imagined. The fuel supply is inexhaustible, and the car
produces no emissions except water, which, upon emerging
from the tailpipe, is, in principle at least, clean enough to
drink. The car can even serve as a source of electricity
when parked: a hydrogen-car owner can use it to light
his or her home. Sometime in the past year or so, the
hydrogen-fueled car moved out of the laboratory and,
if not quite onto the road, into the bright showroom of
public relations.
For a number of reasons—primary among them
the inefficiency of the internal-combustion engine—
automobiles represent a particularly promising fuel-cell
application. Fuel cells produce electrical, rather than
mechanical, energy—in this way, fuel-cell cars are similar
to battery-powered vehicles—and, using the same amount
of energy, can propel a car nearly three times as far as an
internal-combustion engine can. Yet cars represent a
peculiar challenge: they require a great deal of power,
are expected to travel long distances between refuelings,
and are called on to last for ten years or more. Among the
many obstacles to commercial production of automotive
fuel cells are cost, durability, and fuel storage. There are
also concerns about safety, although fuel-cell advocates
maintain that the dangers of hydrogen have been greatly
exaggerated. In a recent paper, physicist Amory Lovins
argues that hydrogen is “at least as safe as natural gas or
LPG (liquefied petroleum gas) and arguably is inherently
safer than gasoline.”
Although it is the most plentiful element in the universe,
hydrogen on Earth exists almost exclusively in combination
with other substances; therefore, it must be extracted, a
process that can itself require a considerable amount of
energy. Hydrogen can be produced using renewable energy
sources, like wind, but it can just as easily—in fact,
perhaps more easily—be extracted by less environmentally
benign means. A prototype for a fuel-cell truck, since
abandoned, extracted hydrogen from gasoline through a
process known as “reforming.” This approach obviates the
need for a whole new hydrogen-delivery infrastructure, but
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since it produces substantial amounts of carbon dioxide, it
also obviates much of the reason for switching to fuel cells.
Similarly, hydrogen can be produced from coal; once all
the emissions of that process are taken into account, it’s
debatable whether fuel-cell cars yield any environmental
benefit at all.
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Question:
Compared with the author of Passage 2, the author of Passage 1 is
(A) less anxious about the urgency of finding an alternative energy source
(B) less worried about how to market hydrogen fuel cell cars to the public
(C) more enthusiastic about the prospect of hydrogen serving as an alternative source of energy
(D) more concerned about the safety of using hydrogen as a fuel
(E) more dubious about the role of Apollo in the development of alternative fuel sources
Answer Explanation:
Choice (C) is correct. Both passages discuss the prospect of hydrogen serving as an alternative source of energy. The
author of Passage 1 asserts that the United States must “reduce dependence on foreign oil” and that of all available
options, “hydrogen is the only energy resource that can provide a wholesale substitute for foreign oil within a decade.”
This author supports the “acceleration and then deployment” of hydrogen technology, pointing out that hydrogen is
efficient, “plentiful, clean, and—critically—capable of powering cars.” The author of Passage 2 also begins by pointing
out some of the benefits of hydrogen, noting that “the hydrogen-fueled car” has an “inexhaustible” fuel supply, “produces
no emissions,” and “can even serve as a source of electricity.” However, he or she goes on to emphasize some of the
“obstacles to commercial production of automotive fuel cells”—including “cost, durability, and fuel storage” as well as
safety and environmental concerns. Overall, the author of Passage 1 clearly is more enthusiastic about the prospect of
hydrogen serving as an alternative source of energy than is the author of Passage 2.
Choice (A) is incorrect. Both passages discuss the prospect of hydrogen serving as an alternative source of energy. The
author of Passage 1 is not less anxious about the urgency of finding an alternative energy source than is the author of
Passage 2; in fact, the author of Passage 1 seems to be more anxious about the need to find an alternative energy source.
The author of Passage 2 does not address the overall need for alternative energy; he or she discusses only fuel sources for
automobiles. The author of Passage 1, on the other hand, asserts that “the United States must respond to the clout of
foreign oil by making energy independence a national priority.” Clearly, this author feels very strongly that an alternative
to foreign oil must be found. He or she suggests that the “acceleration and then deployment” of hydrogen technology is
the best way for the United States to “reduce dependence on foreign oil.”
Choice (B) is incorrect. Both passages discuss the prospect of hydrogen serving as an alternative source of energy.
However, neither author discusses the way hydrogen fuel-cell cars should be marketed to the public; there is no mention
of advertising or marketing of such cars. Therefore, it is not possible to say that the author of Passage 1 is less worried
about how to market hydrogen fuel cell cars to the public than is the author of Passage 2.
Choice (D) is incorrect. Both passages discuss the prospect of hydrogen serving as an alternative source of energy.
However, there is no evidence that the author of Passage 1 is more concerned about the safety of using hydrogen as a fuel
than is the author of Passage 2. The author of Passage 1 emphasizes only the benefits and positive aspects of hydrogen
fuel, making no mention of safety. The author of Passage 2, on the other hand, points out that “There are . . . concerns
about safety” when it comes to using hydrogen as a fuel, even though he or she later seems to dismiss these concerns,
noting that people in favor of hydrogen fuel cells have said that the “dangers of hydrogen have been greatly exaggerated.”
Choice (E) is incorrect. Both passages discuss the prospect of hydrogen serving as an alternative source of energy. The
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author of Passage 1 is not more dubious, or doubtful, about the role of Apollo in the development of alternative fuel
sources than is the author of Passage 2. In fact, the author of Passage 2 makes no mention of the Apollo program, while
the author of Passage 1 indicates that the program “spurred the development of early fuel cells,” which has led to
hydrogen power becoming “a technology ripe for acceleration and then deployment.” The author of Passage 1 clearly
feels that the Apollo program has helped the development of alternative fuel sources.
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Critical Reading: Question 25
Difficulty Level: EASY (1 on a scale of 1-9)
Skill Category: Determining the Meaning of Words
Use vocabulary skills, context, roots, prefixes, and suffixes to determine the meaning of words.
Question:
The ancient Greeks so firmly believed in the ------- power of music that physicians prescribed it as an antidote to
snakebites.
(A) limited
(B) social
(C) healing
(D) educational
(E) subjective
Answer Explanation:
Choice (C) is correct. Something that is “healing” restores health or acts as a cure. The structure of the sentence indicates
that the ancient Greeks believed that music had a certain kind of power that could work as an “antidote,” or remedy, to
counteract the poisonous effects of snakebites, and that the missing term describes that quality of the music. It makes
sense that music that was believed to have the power to act as “an antidote to snakebites” would be described as healing.
Choice (A) is incorrect. Something that is “social” is marked by human companionship or related to human interaction.
The structure of the sentence indicates that the ancient Greeks believed that music had a certain kind of power that could
work as an “antidote,” or remedy, to counteract the poisonous effects of snakebites and that the missing term describes
that quality of the music. Music might feasibly be described as social, but its social powers wouldn’t counteract poison.
Choice (B) is incorrect. Something that is “limited” is restricted. The structure of the sentence indicates that the ancient
Greeks believed that music had a certain kind of power that could work as an “antidote,” or a remedy, to counteract the
poisonous effects snakebites, and that the missing term describes that quality of the music. It would not make sense to
describe such a power as limited; in fact, such an amazing power would seem to be nearly un limited.
Choice (D) is incorrect. Something that is “educational” is instructional or provides useful information or knowledge. The
structure of the sentence indicates that the ancient Greeks believed that music had a certain kind of power that could work
as an “antidote,” or a remedy, to counteract the poisonous effects snakebites, and that the missing term describes that
quality of the music. Music might feasibly be described as educational, but its educational powers wouldn’t counteract
poison.
Choice (E) is incorrect. Something that is “subjective” is particular to one individual, or to that individual’s personal
views. The structure of the sentence indicates that the ancient Greeks believed that music had a certain kind of power that
could work as an “antidote,” or a remedy, to counteract the poisonous effects snakebites, and that the missing term
describes that quality of the music. It would not make sense to call such a power subjective, or individual, if it worked to
counteract poison in everyone.
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Critical Reading: Question 26
Difficulty Level: EASY (3 on a scale of 1-9)
Skill Category: Determining the Meaning of Words
Use vocabulary skills, context, roots, prefixes, and suffixes to determine the meaning of words.
Question:
The eloquence and clarity of Barbara Jordan’s keynote address at the 1976 Democratic National Convention confirmed
Jordan’s reputation as ------- public speaker.
(A) a frustrated
(B) a humorous
(C) an effective
(D) an unhurried
(E) a tentative
Answer Explanation:
Choice (C) is correct. Someone who is “effective” is capable of producing the desired result, or is persuasive and
compelling. The sentence indicates that Barbara Jordan has a certain “reputation” as a “public speaker” that was
“confirmed” by “the eloquence and clarity” of her keynote address, or the main speech at a convention. A speaker who
gives an address marked by “eloquence,” or persuasiveness and articulateness, and “clarity,” which are two important
qualities of a good speech, would certainly be described as an effective public speaker.
Choice (A) is incorrect. In this context, someone who is “frustrated” is held back or prevented from being effective. The
sentence indicates that Barbara Jordan has a certain “reputation” as a “public speaker” that was “confirmed” by “the
eloquence and clarity” of her keynote address, or the main speech at a convention. A speaker who gives an address
marked by “eloquence,” or persuasiveness and articulateness, and “clarity,” which are two important qualities of a good
speech, would not likely be described as a frustrated public speaker.
Choice (B) is incorrect. Someone who is “humorous” is funny or comic. The sentence indicates that Barbara Jordan has a
certain “reputation” as a “public speaker” that was “confirmed” by “the eloquence and clarity” of her keynote address, or
the main speech at a convention. A speaker who gives an address marked by “eloquence,” or persuasiveness and
articulateness, and “clarity,” which are two important qualities of a good speech, might indeed incorporate humor into her
speeches, but the sentence does not mention humor and instead focuses on the effectiveness of Jordan’s speaking.
Choice (D) is incorrect. Someone who is “unhurried” is not rushed, or goes at a slow pace. The sentence indicates that
Barbara Jordan has a certain “reputation” as a “public speaker” that was “confirmed” by “the eloquence and clarity” of her
keynote address, or the main speech at a convention. A speaker who gives an address marked by “eloquence,” or
persuasiveness and articulateness, and “clarity,” which are two important qualities of a good speech, might or might not
be unhurried in his or her delivery, but the sentence does not mention Jordan’s pace. Instead, it focuses on the
effectiveness of Jordan’s speaking.
Choice (E) is incorrect. Someone who is “tentative” is hesitant or uncertain, or shows a lack of confidence. The sentence
indicates that Barbara Jordan has a certain “reputation” as a “public speaker” that was “confirmed” by “the eloquence and
clarity” of her keynote address, or the main speech at a convention. A speaker who gives an address marked by
“eloquence,” or persuasiveness and articulateness, and “clarity,” which are two important qualities of a good speech,
would not likely be hesitant, or halting; tentativeness might very well be considered ineffective in public speaking.
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Critical Reading: Question 27
Difficulty Level: EASY (3 on a scale of 1-9)
Skill Category: Determining the Meaning of Words
Use vocabulary skills, context, roots, prefixes, and suffixes to determine the meaning of words.
Question:
Architectural structures can sometimes ------- the spread of plant species by ------- the normal dispersal of seeds.
(A) facilitate . . preventing
(B) ensure . . stratifying
(C) disrupt . . obstructing
(D) hinder . . circulating
(E) accentuate . . highlighting
Answer Explanation:
Choice (C) is correct. To “disrupt” something is to interrupt or prevent its normal processes or activities. To “obstruct” is
to block or hold back something. The structure of the sentence indicates that the term belonging in the second blank
furthers the action of the term belonging in the first blank, that “Architectural structures” that have some effect on “the
normal dispersal of seeds” cause something to happen to the “spread of plant species.” It would certainly make sense to
say that structures that were “obstructing,” or holding back, the normal “dispersal,” or spread, of seeds would “disrupt,” or
interrupt, the spread of plants.
Choice (A) is incorrect. To “facilitate” something is to make it easier. To “prevent” is to keep something from happening
or hold something back. The structure of the sentence indicates that the term belonging in the second blank furthers the
action of the term belonging in the first blank, that “Architectural structures” that have some effect on “the normal
dispersal of seeds” cause something to happen to the “spread of plant species.” Though it might make sense to say that
architectural structures were “preventing” the “normal dispersal,” or spread of seeds, it would not make sense to say that
preventing that spread would “facilitate,” or make easier, the spread of plants. In fact, it would likely make it more
difficult for plant species to spread.
Choice (B) is incorrect. To “ensure” something is to guarantee it or make it certain. To “stratify” is to arrange into layers
or groups. The structure of the sentence indicates that the term belonging in the second blank furthers the action of the
term belonging in the first blank, that “Architectural structures” that have some effect on “the normal dispersal of seeds”
cause something to happen to the “spread of plant species.” It does not make much sense to say that those structures could
“ensure,” or guarantee, the spread of plants. Nor would it make sense to say that an inanimate structure could ensure that
spread by “stratifying,” or purposely arranging, the “normal dispersal,” or spread, of seeds. A structure cannot by itself
arrange anything into groups, and though it might make sense to say that seeds themselves are stratified, it does not make
sense to say that a dispersal, or spread, is arranged into layers.
Choice (D) is incorrect. To “hinder” something is to hold it back or keep something from happening. To “circulate” is to
cause something to move about without obstructions. The structure of the sentence indicates that the term belonging in the
second blank furthers the action of the term belonging in the first blank, that “Architectural structures” that have some
effect on “the normal dispersal of seeds” cause something to happen to the “spread of plant species.” It might make sense
to say that those structures could “hinder,” or hold back, the spread of plants. But it would not make sense to say that an
inanimate structure could ensure that spread by “circulating,” or purposely causing to move about, the “normal dispersal,”
or spread of seeds. Though it might make sense to say that seeds themselves are circulated, it does not make sense to say
that a dispersal, or spread, is being made to move about.
Choice (E) is incorrect. To “accentuate” something is to emphasize it or make it noticeable. To “highlight” something is to
bring attention to it. The structure of the sentence indicates that the second missing term furthers the action of the first
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missing term, that “Architectural structures” that have some effect on the normal dispersal of seeds” cause something to
happen to the “spread of plant species.” It would not make sense to say that inanimate structures, which are incapable of
action themselves, could purposely “accentuate,” or emphasize, the spread of plants or were capable of “highlighting,” or
bringing to someone’s attention, the dispersal of seeds. Nor is it clear how highlighting the dispersal of seeds would have
any effect on the spread of plants.
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Critical Reading: Question 28
Difficulty Level: MEDIUM (5 on a scale of 1-9)
Skill Category: Determining the Meaning of Words
Use vocabulary skills, context, roots, prefixes, and suffixes to determine the meaning of words.
Question:
Although Albert Collins ------- the styles of other blues guitarists, he was clearly ------- playing without a pick and
using unorthodox minor tunings.
(A) flaunted . . an extrovert
(B) rejected . . a maverick
(C) decried . . an apprentice
(D) imitated . . a classicist
(E) emulated . . an original
Answer Explanation:
Choice (E) is correct. To “emulate” is to imitate, or to copy. In this context, to be “an original” is to be unlike other people
in an interesting way. It certainly makes sense to say that a guitarist would emulate, or copy, “the styles of other blues
guitarists,” so “emulated” fits the first blank. It also makes sense to say, in the second part of the sentence, that because
Collins played a guitar “without a pick” and used “unorthodox,” or unconventional, “minor tunings,” he would be
described as an original. Finally, these two terms fit within the sentence, as someone who is an original would not be
expected to emulate the styles of others.
Choice (A) is incorrect. To “flaunt” is to display openly or ostentatiously. To be “an extrovert” is to be an outgoing or
unreserved person. The use of “although” indicates that the words in the first and second blanks will oppose each other:
“although Albert Collins” did something , “he was clearly” something else. It does not, then, make sense to say that
although Collins flaunted other people’s styles, he was an extrovert: the two terms imply the same thing. Further, there is
nothing particularly extroverted about playing without a pick and using unorthodox minor tunings.
Choice (B) is incorrect. To reject something is to refuse it or disapprove of it. To be “a maverick” is to be an independent
individual who does not go along with a group. The use of “although” indicates that the words in the first and second
blanks will oppose each other: “although Albert Collins” did something , “he was clearly” something else. While a
maverick player might very well play without a pick and do other unorthodox things, it does make sense to say that
although Collins rejected other people’s styles, he was a maverick: the two terms imply the same thing.
Choice (C) is incorrect. To decry is to express strong disapproval of something, or to put it down. To be “an apprentice” is
to be an inexperienced person who is still learning the basics of a skill or activity. The use of “although” indicates that the
words in the first and second blanks will oppose each other: “although Albert Collins” did something , “he was clearly”
something else. It does not make much sense to say that an apprentice, someone still learning his craft, would strongly
criticize the style of others, nor would an apprentice be likely to experiment with unorthodox techniques.
Choice (D) is incorrect. To imitate is to try to be like or to copy something. To be “a classicist” is to be someone who
prefers a traditional style and believes in universal standards. The use of “although” indicates that the words in the first
and second blanks will oppose each other: “although Albert Collins” did something , “he was clearly” something else.
While it is plausible that a classicist might imitate the work of other artists, such a person would not likely experiment
with unorthodox techniques.
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Critical Reading: Question 29
Difficulty Level: HARD (8 on a scale of 1-9)
Skill Category: Determining the Meaning of Words
Use vocabulary skills, context, roots, prefixes, and suffixes to determine the meaning of words.
Question:
Some mistook Josh’s ------- for detachment: because he was shy and reserved, they assumed he was ------- .
(A) reticence . . pensive
(B) exuberance . . standoffish
(C) modesty . . humble
(D) quirkiness . . arrogant
(E) diffidence . . aloof
Answer Explanation:
Choice (E) is correct. “Diffidence” is the quality of being shy or reserved. “Aloof” means distant and detached in manner.
The structure of the sentence indicates that the text after the colon restates the idea in the first part of the sentence. It
makes sense to suggest that shyness could be mistaken for detachment; someone who is shy might be seen as indifferent
to or separate from others. Therefore, the term “diffidence” fits the first blank. And the idea that some people assumed
Josh was aloof, or distant and detached, “because he was shy and reserved” certainly restates the idea that some people
“mistook Josh’s diffidence for detachment,” or thought Josh was detached when he actually was just shy.
Choice (A) is incorrect. “Reticence” is shyness or reserve. “Pensive” means deeply thoughtful and serious. The structure
of the sentence indicates that the text after the colon restates the idea in the first part of the sentence. It makes sense to
suggest that shyness or reserve could be mistaken for detachment; someone who is shy might be seen as indifferent to
others. Therefore, the term “reticence” fits the first blank. However, the idea that some people assumed Josh was pensive,
or deeply thoughtful, “because he was shy and reserved” is not a restatement of the idea that some people “mistook Josh’s
reticence for detachment,” or thought Josh was detached when he was actually just shy. Being pensive is not the same as
being detached.
Choice (B) is incorrect. “Exuberance” is great enthusiasm or energy. “Standoffish” means distant or somewhat cold in
manner. The structure of the sentence indicates that the text after the colon restates the idea in the first part of the
sentence. People might think that someone who was “shy and reserved” was distant and cold, so the term “standoffish”
fits the second blank. However, the idea that some people assumed Josh was standoffish because he was shy is not a
restatement of the idea that some people “mistook Josh’s exuberance for detachment,” or thought Josh was detached, or
indifferent to others, when he was actually enthusiastic and full of energy. Further, it does not make sense to suggest that
such enthusiasm could be mistaken for detachment.
Choice (C) is incorrect. In this context, “modesty” refers to not being vain or conceited. “Humble” means meek and not
prideful. The structure of the sentence indicates that the text after the colon restates the idea in the first part of the
sentence. The terms “modestly” and “humble” do not logically complete the sentence. It is possible that people would
think that someone who was “shy and reserved” was meek, so the term “humble” might fit the second blank. However,
the idea that some people assumed Josh was humble because he was shy is not a restatement of the idea that some people
“mistook Josh’s modesty for detachment,” or thought Josh was detached, or indifferent to others, when he was actually
not vain or conceited.
Choice (D) is incorrect. “Quirkiness” is the quality of having odd or peculiar mannerisms or habits. To be “arrogant” is to
have an offensive attitude of superiority. The structure of the sentence indicates that the text after the colon restates the
idea in the first part of the sentence. There is no reason to suggest that quirkiness would be mistaken for detachment;
having odd mannerisms or habits is not the same as being indifferent to others. And it is very unlikely that people would
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think that someone who was “shy and reserved” was arrogant, because people who are arrogant usually are not reserved.
Further, the idea that some people assumed Josh was arrogant because he was shy is not a restatement of the idea that
some people “mistook Josh’s quirkiness for detachment,” or thought Josh was detached when he was actually quirky.
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Critical Reading: Question 30
Difficulty Level: MEDIUM (6 on a scale of 1-9)
Skill Category: Reasoning and Inferencing
Understand assumptions, suggestions and implications in reading passages and draw informed conclusions.
Passage 1
Last New Year’s Eve, many of you doubtlessly
resolved to be better, wiser, stronger, and richer in the
coming months and years. After all, we’re free humans,
not robots doomed to repeat the same boring mistakes
over and over again, right? As William James wrote in
1890, the whole “sting and excitement” of life comes from
“our sense that in it things are really being decided from
one moment to another, and that it is not the dull rattling
off of a chain that was forged innumerable ages ago.” Get
over it, Dr. James. A bevy of experiments in recent years
suggests that the conscious mind is like a monkey riding
a tiger of subconscious decisions and actions in progress,
frantically making up stories about being in control.
Line 5
Line 10
Passage 2
It is safe to say that neuroscience these days views
brain chemistry and anatomy as having a greater impact
on human behavior and the formation of character than
free will does. But every serious creative writer, of course,
must come down on the side of free will. You might ask,
what choice have we? Without free will there would be
no literature in the first place: no drama, no insights into
human nature, little, really, but the drab playing out of the
hands we have been dealt. Artists are the natural opponents
of determinism.
Line 15
Line 20
Question:
The author of Passage 1 would argue that the “bevy of experiments” (line 10) suggests which of the following about the
writers mentioned in Passage 2 ?
(A) They are deluding themselves.
(B) They must overcome long odds.
(C) They are not as important as they think.
(D) They need not work to develop their talents.
(E) They come from all walks of life.
Answer Explanation:
Choice (A) is correct. In Passage 2, the author explains that “every serious creative writer . . . must come down on the side
of free will” because, without it, “there would be no literature” and no “drama,” as people would simply be “playing out
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the hands [they] have been dealt,” or living out lives that are determined by other things. He or she adds that “Artists are
the natural opponents of determinism.” The author of Passage 1 likely would argue that numerous experiments suggest
these creative writers are deluding, or fooling, themselves by believing so firmly in free will. He or she states that “A bevy
of experiments in recent years suggests that the conscious mind is like a monkey riding a tiger of subconscious decisions
and actions in progress, frantically making up stories about being in control.” In other words, experiments suggest that
although people believe they have free will and make conscious decisions in their lives, the conscious mind actually
operates at the mercy of the constant “decisions and actions” of the more powerful subconscious mind. The author of
Passage 1 almost certainly would say that these experiments suggest that the writers mentioned in Passage 1 are fooling
themselves by coming down “on the side of free will” and believing that they are “in control.”
Choice (B) is incorrect. In Passage 2, the author explains that “every serious creative writer . . . must come down on the
side of free will” because, without it, “there would be no literature” and no “drama,” as people would simply be “playing
out the hands [they] have been dealt,” or living out lives that are determined by other things. The author of Passage 1,
however, points to “A bevy of experiments in recent years” that “suggests that the conscious mind is like a monkey riding
a tiger of subconscious decisions and actions in progress, frantically making up stories about being in control.” In other
words, experiments suggest that although people believe they have free will and make conscious decisions in their lives,
the conscious mind actually operates at the mercy of the constant “decisions and actions” of the subconscious mind. The
author of Passage 1 probably would not argue that these experiments suggest that the writers mentioned in Passage 2 must
overcome long odds. The experiments do not have to do with overcoming obstacles or succeeding when it is unlikely;
rather, they have to do with a mistaken belief. The author of Passage 1 probably would say that the writers share this
mistaken belief, and that they are fooling themselves by believing in free will.
Choice (C) is incorrect. In Passage 2, the author explains that “every serious creative writer . . . must come down on the
side of free will” because, without it, “there would be no literature” and no “drama,” as people would simply be “playing
out the hands [they] have been dealt,” or living out lives that are determined by other things. The author of Passage 1,
however, points to “A bevy of experiments in recent years” that “suggests that the conscious mind is like a monkey riding
a tiger of subconscious decisions and actions in progress, frantically making up stories about being in control.” In other
words, experiments suggest that although people believe they have free will and make conscious decisions in their lives,
the conscious mind actually operates at the mercy of the constant “decisions and actions” of the subconscious mind. The
author of Passage 1 probably would not argue that these experiments suggest that these writers are not as important as
they think; the experiments have to do with a mistaken belief, not with individuals’ importance or significance. The author
of Passage 1 likely would say that the writers simply are mistaken about free will, not that the writers think they are more
important than they really are.
Choice (D) is incorrect. In Passage 2, the author explains that “every serious creative writer . . . must come down on the
side of free will” because, without it, “there would be no literature” and no “drama,” as people would simply be “playing
out the hands [they] have been dealt,” or living out lives that are determined by other things. The author of Passage 1,
however, points to “A bevy of experiments in recent years” that “suggests that the conscious mind is like a monkey riding
a tiger of subconscious decisions and actions in progress, frantically making up stories about being in control.” In other
words, experiments suggest that although people believe they have free will and make conscious decisions in their lives,
the conscious mind actually operates at the mercy of the constant “decisions and actions” of the subconscious mind. The
author of Passage 1 probably would not argue that these experiments suggest that the writers mentioned in Passage 2 do
not need to work to develop their talents. The experiments do not have to do with talent or with working to improve a
skill; rather, they have to do with a mistaken belief about free will. The author of Passage 1 probably would say that the
writers share this mistaken belief, and that they are fooling themselves by believing in free will.
Choice (E) is incorrect. In Passage 2, the author explains that “every serious creative writer . . . must come down on the
side of free will” because, without it, “there would be no literature” and no “drama,” as people would simply be “playing
out the hands [they] have been dealt,” or living out lives that are determined by other things. The author of Passage 1,
however, points to “A bevy of experiments in recent years” that “suggests that the conscious mind is like a monkey riding
a tiger of subconscious decisions and actions in progress, frantically making up stories about being in control.” In other
words, experiments suggest that although people believe they have free will and make conscious decisions in their lives,
the conscious mind actually operates at the mercy of the constant “decisions and actions” of the subconscious mind. The
author of Passage 1 probably would not argue that these experiments suggest that the writers mentioned in Passage 2
come from all walks of life; the experiments seem to have to do with a misconception shared by most people, not just
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people from certain places or certain backgrounds. Rather, the author of Passage 1 likely would say that the writers, like
many others, are fooling themselves by believing in free will.
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Critical Reading: Question 31
Difficulty Level: HARD (7 on a scale of 1-9)
Skill Category: Reasoning and Inferencing
Understand assumptions, suggestions and implications in reading passages and draw informed conclusions.
Passage 1
Last New Year’s Eve, many of you doubtlessly
resolved to be better, wiser, stronger, and richer in the
coming months and years. After all, we’re free humans,
not robots doomed to repeat the same boring mistakes
over and over again, right? As William James wrote in
1890, the whole “sting and excitement” of life comes from
“our sense that in it things are really being decided from
one moment to another, and that it is not the dull rattling
off of a chain that was forged innumerable ages ago.” Get
over it, Dr. James. A bevy of experiments in recent years
suggests that the conscious mind is like a monkey riding
a tiger of subconscious decisions and actions in progress,
frantically making up stories about being in control.
Line 5
Line 10
Passage 2
It is safe to say that neuroscience these days views
brain chemistry and anatomy as having a greater impact
on human behavior and the formation of character than
free will does. But every serious creative writer, of course,
must come down on the side of free will. You might ask,
what choice have we? Without free will there would be
no literature in the first place: no drama, no insights into
human nature, little, really, but the drab playing out of the
hands we have been dealt. Artists are the natural opponents
of determinism.
Line 15
Line 20
Question:
The proponents of “neuroscience” (line 14, Passage 2) would probably argue that the New Year’s resolutions mentioned
in the first sentence of Passage 1 are
(A) an effective means of self-improvement
(B) a reflection of a basic human desire to seek perfection
(C) unlikely to be the cause of a great change in anyone’s character
(D) proof of the decisive role played by brain chemistry
(E) evidence of the ongoing tension between the rational mind and subconscious desires
Answer Explanation:
Choice (C) is correct. The author of Passage 2 states that “neuroscience these days views brain chemistry and anatomy as
having a greater impact on human behavior and the formation of character than free will does.” In other words,
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neuroscience suggests that our actions and traits are determined primarily by brain chemistry and anatomy rather than our
free will, or our ability to make conscious choices and decisions. Proponents, or supporters, of neuroscience almost
certainly would say, then, that New Year’s resolutions—conscious promises “to be better, wiser, stronger, and richer,” for
example—are unlikely to be the cause of any great change in a person’s behavior or character. They likely would say that
these free-will choices about how we act or who we are will have little effect on our actual actions and traits.
Choice (A) is incorrect. The author of Passage 2 states that “neuroscience these days views brain chemistry and anatomy
as having a greater impact on human behavior and the formation of character than free will does.” In other words,
neuroscience suggests that our actions and traits are determined primarily by brain chemistry and anatomy rather than our
free will, or our ability to make conscious choices and decisions. Proponents of neuroscience probably would not argue
that New Year’s resolutions—conscious promises “to be better, wiser, stronger, and richer,” for example—are an effective
means of self-improvement, or a successful way for people to improve themselves. Instead, they almost certainly would
say that such free-will choices are unlikely to cause changes or improvements in a person’s behavior or character.
Choice (B) is incorrect. The author of Passage 2 states that “neuroscience these days views brain chemistry and anatomy
as having a greater impact on human behavior and the formation of character than free will does.” In other words,
neuroscience suggests that our actions and traits are determined primarily by brain chemistry and anatomy rather than our
free will, or our ability to make conscious choices and decisions. There is no reason to suggest that proponents of
neuroscience would argue that New Year’s resolutions—conscious promises “to be better, wiser, stronger, and richer,” for
example—are a reflection of a basic human desire to seek perfection. There is no mention in Passage 2 of a desire to seek
perfection, and although the resolutions described in Passage 1 have to do with improvement , they do not necessarily
have to do with being perfect.
Choice (D) is incorrect. The author of Passage 2 states that “neuroscience these days views brain chemistry and anatomy
as having a greater impact on human behavior and the formation of character than free will does.” In other words,
neuroscience suggests that our actions and traits are determined primarily by brain chemistry and anatomy rather than our
free will, or our ability to make conscious choices and decisions. Proponents of neuroscience probably would not argue
that New Year’s resolutions—conscious promises “to be better, wiser, stronger, and richer,” for example—are proof of
the decisive role played by brain chemistry. On the contrary, these proponents almost certainly would say that such
resolutions are examples of free will—and that, as such, they are unlikely to cause great changes in a person’s behavior or
character.
Choice (E) is incorrect. The author of Passage 2 states that “neuroscience these days views brain chemistry and anatomy
as having a greater impact on human behavior and the formation of character than free will does.” In other words,
neuroscience suggests that our actions and traits are determined primarily by brain chemistry and anatomy and not by our
free will, or our ability to make conscious choices and decisions. There is no reason to suggest that proponents of
neuroscience would argue that New Year’s resolutions—conscious promises “to be better, wiser, stronger, and richer,” for
example—are evidence of the ongoing tension between the rational mind and subconscious desires; although the relative
effects of different influences on the development of character are mentioned, there is no reference to tension or strain
between the conscious and subconscious minds. Rather than arguing that New Year’s resolutions are evidence of tension,
the proponents probably would say that they are free-will choices and are unlikely to cause great changes in a person’s
behavior or character.
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Critical Reading: Question 32
Difficulty Level: MEDIUM (6 on a scale of 1-9)
Skill Category: Organization and Ideas
Understand the organization of a reading passage, and identify the main and supporting ideas.
Passage 1
Last New Year’s Eve, many of you doubtlessly
resolved to be better, wiser, stronger, and richer in the
coming months and years. After all, we’re free humans,
not robots doomed to repeat the same boring mistakes
over and over again, right? As William James wrote in
1890, the whole “sting and excitement” of life comes from
“our sense that in it things are really being decided from
one moment to another, and that it is not the dull rattling
off of a chain that was forged innumerable ages ago.” Get
over it, Dr. James. A bevy of experiments in recent years
suggests that the conscious mind is like a monkey riding
a tiger of subconscious decisions and actions in progress,
frantically making up stories about being in control.
Line 5
Line 10
Passage 2
It is safe to say that neuroscience these days views
brain chemistry and anatomy as having a greater impact
on human behavior and the formation of character than
free will does. But every serious creative writer, of course,
must come down on the side of free will. You might ask,
what choice have we? Without free will there would be
no literature in the first place: no drama, no insights into
human nature, little, really, but the drab playing out of the
hands we have been dealt. Artists are the natural opponents
of determinism.
Line 15
Line 20
Question:
The reference to the “playing out of the hands” (lines 21-22, Passage 2) most closely echoes which of the following from
Passage 1?
(A) The “ ‘sting and excitement’ of life” (line 6)
(B) The “ ‘rattling off of a chain’” (lines 8-9)
(C) The “bevy of experiments” (line 10)
(D) The “monkey riding a tiger” (lines 11-12)
(E) The “making up stories about being in control” (line 13)
Answer Explanation:
Choice (B) is correct. The author of Passage 2 explains that writers “come down on the side of free will” because, without
it, life would be little more than “the drab playing out of the hands we have been dealt.” The reference to the playing out
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of the hands most closely echoes the reference in Passage 1 to the “‘rattling off of a chain.’” The author of Passage 1
explains that William James wrote that the “excitement” of life comes from the sense that things are “ really being
decided from one moment to another” in our lives “and that it is not the dull rattling off of a chain that was forged
innumerable ages ago.” The images of hands we have been dealt and chains that were created in the distant past are both
intended to represent “determinism,” or the idea that all events, including human action, are determined by causes other
than human will. Both images suggest lives that are dull and boring because their course has already been decided.
Choice (A) is incorrect. The author of Passage 2 explains that writers “come down on the side of free will” because,
without it, life would be little more than “the drab playing out of the hands we have been dealt.” The image of the playing
out of the hands is intended to represent “determinism,” or the idea that all events, including human action, are determined
by causes other than human will. This reference does not echo the “‘sting and excitement’ of life” mentioned in Passage 1.
The author of Passage 1 is quoting William James, who asserts that the “sting and excitement” of life comes from free
will—from feeling that we are making decisions that actually affect our lives. The “sting and excitement” James refers to
is not at all like the “drab playing out of the hands” referred to in Passage 2.
Choice (C) is incorrect. The author of Passage 2 explains that writers “come down on the side of free will” because,
without it, life would be little more than “the drab playing out of the hands we have been dealt.” The image of the playing
out of the hands is intended to represent “determinism,” or the idea that all events, including human action, are determined
by causes other than human will. This reference does not echo the “bevy of experiments” mentioned in Passage 1. The
author of Passage 1 is referring to recent experiments that suggest that even though we believe our conscious minds are in
control, “subconscious decisions and actions” are more responsible for determining our behaviors. The image of the
playing out of a hand that has been dealt represents a boring, pre-determined life, while the bevy of experiments has to do
with the interaction between the conscious mind and the more powerful subconscious mind.
Choice (D) is incorrect. The author of Passage 2 explains that writers “come down on the side of free will” because,
without it, life would be little more than “the drab playing out of the hands we have been dealt.” The image of the playing
out of the hands is intended to represent “determinism,” or the idea that all events, including human action, are determined
by causes other than human will. This reference does not echo the “monkey riding a tiger” mentioned in Passage 1. The
author of Passage 1 is referring to experiments suggesting that “the conscious mind is like a monkey riding a tiger of
subconscious decisions and actions in progress, frantically making up stories about being in control.” In other words, even
though we believe our conscious minds are in control, “subconscious decisions and actions” are more responsible for
determining our behaviors. The image of the playing out of a hand that has been dealt represents a boring, pre-determined
life, but the image of the monkey riding a tiger suggests the constant interaction between the conscious mind (the
“monkey”) and the more powerful subconscious mind (the “tiger”).
Choice (E) is incorrect. The author of Passage 2 explains that writers “come down on the side of free will” because,
without it, life would be little more than “the drab playing out of the hands we have been dealt.” The image of the playing
out of the hands is intended to represent “determinism,” or the idea that all events, including human action, are determined
by causes other than human will. This reference does not echo the “making up stories about being in control” mentioned
in Passage 1. The author of Passage 1 is referring to experiments that show that while “subconscious decisions and
actions” are most responsible for determining our behaviors, the conscious mind is always “frantically making up stories
about being in control.” The image of the playing out of a hand that has been dealt represents a boring, pre-determined
life, but the idea of making up stories has to do with our idea that we are able to make conscious decisions for
ourselves—that our conscious minds are in control.
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Critical Reading: Question 33
Difficulty Level: HARD (8 on a scale of 1-9)
Skill Category: Organization and Ideas
Understand the organization of a reading passage, and identify the main and supporting ideas.
Passage 1
Last New Year’s Eve, many of you doubtlessly
resolved to be better, wiser, stronger, and richer in the
coming months and years. After all, we’re free humans,
not robots doomed to repeat the same boring mistakes
over and over again, right? As William James wrote in
1890, the whole “sting and excitement” of life comes from
“our sense that in it things are really being decided from
one moment to another, and that it is not the dull rattling
off of a chain that was forged innumerable ages ago.” Get
over it, Dr. James. A bevy of experiments in recent years
suggests that the conscious mind is like a monkey riding
a tiger of subconscious decisions and actions in progress,
frantically making up stories about being in control.
Line 5
Line 10
Passage 2
It is safe to say that neuroscience these days views
brain chemistry and anatomy as having a greater impact
on human behavior and the formation of character than
free will does. But every serious creative writer, of course,
must come down on the side of free will. You might ask,
what choice have we? Without free will there would be
no literature in the first place: no drama, no insights into
human nature, little, really, but the drab playing out of the
hands we have been dealt. Artists are the natural opponents
of determinism.
Line 15
Line 20
Question:
Which best describes the relationship between the two passages?
(A) Passage 2 relates a personal anecdote that exemplifies the conclusion drawn in Passage 1.
(B) Passage 2 offers evidence that disproves the central hypothesis advanced in Passage 1.
(C) Passage 2 presents a possible solution to the set of problems described in Passage 1.
(D) Passage 2 calls attention to people who deny a fundamental claim made in Passage 1.
(E) Passage 2 carries to its logical conclusion the position advocated in Passage 1.
Answer Explanation:
Choice (D) is correct. The author of Passage 1 begins by raising the idea that we are “free humans” and quoting William
James, who said that “‘excitement’ of life comes from ‘our sense that in it things are really being decided from one
moment to another.” But the author of Passage 1 then dismisses the notion of free will, pointing to a “bevy of
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experiments” that suggest the conscious mind is not really in control but operates at the mercy of the subconscious, which
largely determines who we are and the choices we make. The author of Passage 2 notes that “neuroscience . . . views brain
chemistry and anatomy as having a greater impact on human behavior and the formation of character than free will does,”
but he or she then focuses on people who “come down on the side of free will” and believe that life is more than “the drab
playing out of the hands we have been dealt.” In other words, Passage 2 calls attention to people who firmly deny the
claim that humans do not have free will—a claim the author of Passage 1 makes when citing recent experiments.
Choice (A) is incorrect. Passage 2 does not relate a personal anecdote that exemplifies the conclusion drawn in Passage 1.
The author of Passage 1 does seem to conclude, based on the results of “A bevy of experiments,” that the conscious mind
is not really in control but operates at the mercy of the subconscious. However, the author of Passage 2 does not relate a
personal anecdote, or a brief story about something that happened to him or her. Indeed, the author makes no mention of
his or her personal experiences.
Choice (B) is incorrect. The “central hypothesis” of Passage 1 is that “the conscious mind is like a monkey riding a tiger
of subconscious decisions and actions in progress, frantically making up stories about being in control.” While the author
of Passage 2 disagrees with this hypothesis—“every serious creative writer, of course, must come down on the side of free
will”—he or she admits that modern science supports it. Further, he or she does not counter Passage 1 with “evidence,”
but with personal opinion.
Choice (C) is incorrect. Passage 1 does not describe a set of problems. Rather, Passage 1 makes the claim that we are not
all “free humans,” and refers to a “bevy” of recent studies that suggest that the conscious mind is not really in control but
operates at the mercy of our subconscious, which largely determines who we are and the choices we make. In other words,
the author of Passage 1 makes the claim that people do not have free will. Passage 2 draws attention to people (“creative
writers”) who deny that claim.
Choice (E) is incorrect. The position advocated in passage 1 is that we are all not “free humans”—in other words, we do
not have free will. Passage 2 does not make this conclusion. Rather, Passage 2 calls attention to people who deny this
claim, namely creative writers, whom the author of Passage 2 refers to as “the natural opponents of determinism” who
“must come down on the side of free will.”
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Critical Reading: Question 34
Difficulty Level: MEDIUM (4 on a scale of 1-9)
Skill Category: Understanding Literary Elements
Understand literary elements such as plot, setting and characterization.
The narrator of this passage from a twentieth-century novel is a seventy-six-year-old writer from England. Her
recollections often return to her brother, Gordon, and her daughter, Lisa.
Passage 1
Line 5
Line 10
Line 15
Line 20
Line 25
Line 30
Line 35
Line 40
Today language abandoned me. I could not find
the word for a simple object—a commonplace familiar
furnishing. For an instant, I stared into a void. Language
tethers us to the world; without it we spin like atoms.
Later, I made an inventory of the room—a naming of
parts: bed, chair, table, picture, vase, cupboard, window,
curtain. Curtain. And I breathed again.
We open our mouths and out flow words whose
ancestries we do not even know. We are walking lexicons.
In a single sentence of idle chatter we preserve Latin,
Anglo-Saxon, Norse; we carry a museum inside our heads,
each day commemorating people of whom we have never
heard. More than that, we speak volumes—our language is
the language of everything we have not read. Shakespeare
and the Authorised Version 1 surface in supermarkets,
on buses, in chatter on radio and television. I find this
miraculous. I never cease to wonder at it. That words are
more durable than anything, that they blow with the wind,
hibernate and reawaken, shelter parasitic on the most
unlikely hosts, survive and survive and survive.
I can remember the lush spring excitement of language
in childhood. Sitting in church, rolling it around my mouth
like marbles—tabernacle and parable, trespasses and
Babylon and covenant. Learning by heart, chanting at the
top of my voice—“Lars Porsena of Clusium, By the Nine
Gods he swore, That the great House of Tarquin, Should
suffer wrong no more . . .” 2 Gloating over Gordon who
could not spell ANTIDISESTABLISHMENTARIANISM,
the longest word in the dictionary. Rhyming and
blaspheming and marvelling. I collected the names of
stars and of plants: Arcturus and Orion and Betelgeuse,
melilot and fumitory and toadflax. There was no end to
it, apparently—it was like the grains of sand on the shore,
the leaves on the great ash outside my bedroom window,
immeasurable and unconquerable. “Does anyone know
all the words in the world?” I ask Mother. “ Anyone ?”
“I expect very clever men do,” says Mother vaguely.
Lisa, as a child, most interested me when I watched her
struggle with language. I was not a good mother, in any
conventional sense. Babies I find faintly repellent; young
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children are boring and distracting. When Lisa began to
talk I listened to her. I corrected the inanities encouraged
by her grandmothers. “Dog,” I said. “Horse. Cat. There are
no such things as bow-wows and gee-gees.” “Horse,” said
Lisa, thoughtfully, tasting the word. For the first time we
communicated. “Gee-gee gone?” enquired Lisa. “That’s
right,” I said. “Gone. Clever girl.” And Lisa took a step
toward maturity.
Line 45
1 Influential translation of the Bible, first published in 1611
2 The beginning of Thomas B. Macaulay’s poem “Horatius”
Question:
The primary purpose of the passage is to
(A) explain the narrator’s interest in the origins of Modern English
(B) detail the narrator’s difficulty mastering language as a child
(C) show the narrator’s appreciation of language
(D) demonstrate the narrator’s knowledge of esoteric words
(E) show how the narrator increased her language skills as she grew up
Answer Explanation:
Choice (C) is correct. The primary purpose of the passage is to show the narrator’s appreciation of language. The narrator
begins by telling of her relief when she remembered a word she had temporarily been unable to think of. She goes on to
discuss the “ancestries” of words we use in daily communication, calling the rich history of language “miraculous” and
stating that she “never ceases to wonder” at the fact that words are “more durable than anything.” The narrator then
recounts her personal experiences with language, recalling the “lush spring excitement of language in childhood”—how
she marveled at words and realized that language is “like the grains of sand on the shore . . . immeasurable and
unconquerable.” Finally, in the last paragraph, the narrator indicates that her young daughter “took a step toward
maturity” when she tried using a real word instead of one of many “inanities.” The focus of the passage is on language,
and the narrator’s appreciation of language is apparent throughout the passage.
Choice (A) is incorrect. In the second paragraph the narrator does discuss the “ancestries” of words we use today,
mentioning that she finds it “miraculous” that words are “durable” and that our “idle chatter” contains traces of “Latin,
Anglo-Saxon, Norse.” However, the main focus of the passage is not the narrator’s interest in the origins of Modern
English; there is no further discussion of Modern English or its development. Indeed, the mention of word origins is just
one illustration of the narrator’s overall fascination with and appreciation for language. The primary purpose of the
passage is to show this appreciation.
Choice (B) is incorrect. The primary purpose of the passage is not to detail the narrator’s difficulty mastering language as
a child. In fact, the narrator makes it clear that she found language wonderful and exciting as a child; in the third
paragraph, she recalls “the lush spring excitement of language in childhood” and remembers that she “collected” words
endlessly. Throughout the passage the narrator shows her lifelong appreciation of words; there is no indication that she
ever had difficulty with language.
Choice (D) is incorrect. In the third paragraph, the narrator calls attention to certain words (“tabernacle and parable . . . .
ANTIDISESTABLISHMENTARIANISM . . . . melilot and fumitory and toadflax”). Although some of these words might
be considered esoteric, or difficult and understood by only a small group of people, the narrator’s purpose is not to
demonstrate that she knows challenging words. Rather, she is sharing some of the words she discovered and loved in her
childhood. Indeed, the primary purpose of the passage is to show the narrator’s appreciation of language—her fascination
with words in general, including those specifically mentioned in the third paragraph.
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Questions and Answer Explanations 2012-2013
WEDNESDAY FORM
Choice (E) is incorrect. Although the narrator recalls in the third paragraph “the lush spring excitement of language in
childhood” and remembers words she first discovered and loved when she was young, there is no mention elsewhere in
the passage of the narrator’s language development. Rather than showing how the narrator increased her language skills as
she grew up, the passage primarily shows the narrator’s lifelong appreciation for language.
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WEDNESDAY FORM
Critical Reading: Question 35
Difficulty Level: EASY (3 on a scale of 1-9)
Skill Category: Understanding Literary Elements
Understand literary elements such as plot, setting and characterization.
The narrator of this passage from a twentieth-century novel is a seventy-six-year-old writer from England. Her
recollections often return to her brother, Gordon, and her daughter, Lisa.
Passage 1
Line 5
Line 10
Line 15
Line 20
Line 25
Line 30
Line 35
Line 40
Today language abandoned me. I could not find
the word for a simple object—a commonplace familiar
furnishing. For an instant, I stared into a void. Language
tethers us to the world; without it we spin like atoms.
Later, I made an inventory of the room—a naming of
parts: bed, chair, table, picture, vase, cupboard, window,
curtain. Curtain. And I breathed again.
We open our mouths and out flow words whose
ancestries we do not even know. We are walking lexicons.
In a single sentence of idle chatter we preserve Latin,
Anglo-Saxon, Norse; we carry a museum inside our heads,
each day commemorating people of whom we have never
heard. More than that, we speak volumes—our language is
the language of everything we have not read. Shakespeare
and the Authorised Version 1 surface in supermarkets,
on buses, in chatter on radio and television. I find this
miraculous. I never cease to wonder at it. That words are
more durable than anything, that they blow with the wind,
hibernate and reawaken, shelter parasitic on the most
unlikely hosts, survive and survive and survive.
I can remember the lush spring excitement of language
in childhood. Sitting in church, rolling it around my mouth
like marbles—tabernacle and parable, trespasses and
Babylon and covenant. Learning by heart, chanting at the
top of my voice—“Lars Porsena of Clusium, By the Nine
Gods he swore, That the great House of Tarquin, Should
suffer wrong no more . . .” 2 Gloating over Gordon who
could not spell ANTIDISESTABLISHMENTARIANISM,
the longest word in the dictionary. Rhyming and
blaspheming and marvelling. I collected the names of
stars and of plants: Arcturus and Orion and Betelgeuse,
melilot and fumitory and toadflax. There was no end to
it, apparently—it was like the grains of sand on the shore,
the leaves on the great ash outside my bedroom window,
immeasurable and unconquerable. “Does anyone know
all the words in the world?” I ask Mother. “ Anyone ?”
“I expect very clever men do,” says Mother vaguely.
Lisa, as a child, most interested me when I watched her
struggle with language. I was not a good mother, in any
conventional sense. Babies I find faintly repellent; young
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WEDNESDAY FORM
children are boring and distracting. When Lisa began to
talk I listened to her. I corrected the inanities encouraged
by her grandmothers. “Dog,” I said. “Horse. Cat. There are
no such things as bow-wows and gee-gees.” “Horse,” said
Lisa, thoughtfully, tasting the word. For the first time we
communicated. “Gee-gee gone?” enquired Lisa. “That’s
right,” I said. “Gone. Clever girl.” And Lisa took a step
toward maturity.
Line 45
1 Influential translation of the Bible, first published in 1611
2 The beginning of Thomas B. Macaulay’s poem “Horatius”
Question:
The tone of the sentence in line 7 (“And . . . again”) is best characterized as one of
(A) joy
(B) relief
(C) puzzlement
(D) frustration
(E) anger
Answer Explanation:
Choice (B) is correct. In lines 1-3, the narrator discusses an instance in which language “abandoned” her: she could not
think of the word for a “commonplace familiar furnishing.” After feeling “for an instant” as though she were “star[ing]
into a void,” the narrator began naming parts of the room and finally arrived at the word “curtain,” which she
repeated—presumably, “curtain” is the word the narrator had been unable to think of earlier. In line 7, the narrator states,
“And I breathed again.” The tone of this sentence is one of relief. After the frustration at having forgotten a common
word, the narrator clearly was relieved when the word came to her.
Choice (A) is incorrect. When the narrator states in line 7 “And I breathed again,” she is recalling the conclusion of an
instance in which language had “abandoned” her. The narrator had been unable to think of the word for a “commonplace
familiar furnishing” and felt as though she were “star[ing] into a void”; after naming parts of the room, she arrived at the
word “curtain,” repeated it, and relaxed (“breathed again”). Although the narrator likely was pleased to remember the
word “curtain,” the tone of the statement “And I breathed again” is not one of joy, or delight. Rather, the tone is one of
relief; after the frustration at having forgotten a common word, the narrator clearly was relieved when the word came to
her.
Choice (C) is incorrect. When the narrator states in line 7 “And I breathed again,” she is recalling the conclusion of an
instance in which language had “abandoned” her. The narrator had been unable to think of the word for a “commonplace
familiar furnishing” and felt as though she were “star[ing] into a void”; after naming parts of the room, she arrived at the
word “curtain,” repeated it, and relaxed (“breathed again”). The tone of the statement “And I breathed again” is not one of
puzzlement, or confusion; there is no reason to believe the narrator was confused when she remembered the word. Rather,
the tone of the statement is one of relief; after the frustration at having forgotten a common word, the narrator clearly was
relieved when the word came to her.
Choice (D) is incorrect. When the narrator states in line 7 “And I breathed again,” she is recalling the conclusion of an
instance in which language had “abandoned” her. The narrator had been unable to think of the word for a “commonplace
familiar furnishing” and felt as though she were “star[ing] into a void”; after naming parts of the room, she arrived at the
word “curtain,” repeated it, and relaxed (“breathed again”). The tone of the statement “And I breathed again” is not one of
frustration. On the contrary, the tone is one of relief; after the frustration at having forgotten a common word, the
narrator clearly was relieved when the word came to her, and she breathed again.
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Questions and Answer Explanations 2012-2013
WEDNESDAY FORM
Choice (E) is incorrect. When the narrator states in line 7 “And I breathed again,” she is recalling the conclusion of an
instance in which language had “abandoned” her. The narrator had been unable to think of the word for a “commonplace
familiar furnishing” and felt as though she were “star[ing] into a void”; after naming parts of the room, she arrived at the
word “curtain,” repeated it, and relaxed (“breathed again”). The tone of the statement “And I breathed again” is not one of
anger; there is no reason to believe the narrator was angry when she finally remembered the word. Rather, the tone of the
statement is one of relief; after the frustration at having forgotten a common word, the narrator clearly was relieved when
the word came to her.
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WEDNESDAY FORM
Critical Reading: Question 36
Difficulty Level: MEDIUM (4 on a scale of 1-9)
Skill Category: Understanding Literary Elements
Understand literary elements such as plot, setting and characterization.
The narrator of this passage from a twentieth-century novel is a seventy-six-year-old writer from England. Her
recollections often return to her brother, Gordon, and her daughter, Lisa.
Passage 1
Line 5
Line 10
Line 15
Line 20
Line 25
Line 30
Line 35
Line 40
Today language abandoned me. I could not find
the word for a simple object—a commonplace familiar
furnishing. For an instant, I stared into a void. Language
tethers us to the world; without it we spin like atoms.
Later, I made an inventory of the room—a naming of
parts: bed, chair, table, picture, vase, cupboard, window,
curtain. Curtain. And I breathed again.
We open our mouths and out flow words whose
ancestries we do not even know. We are walking lexicons.
In a single sentence of idle chatter we preserve Latin,
Anglo-Saxon, Norse; we carry a museum inside our heads,
each day commemorating people of whom we have never
heard. More than that, we speak volumes—our language is
the language of everything we have not read. Shakespeare
and the Authorised Version 1 surface in supermarkets,
on buses, in chatter on radio and television. I find this
miraculous. I never cease to wonder at it. That words are
more durable than anything, that they blow with the wind,
hibernate and reawaken, shelter parasitic on the most
unlikely hosts, survive and survive and survive.
I can remember the lush spring excitement of language
in childhood. Sitting in church, rolling it around my mouth
like marbles—tabernacle and parable, trespasses and
Babylon and covenant. Learning by heart, chanting at the
top of my voice—“Lars Porsena of Clusium, By the Nine
Gods he swore, That the great House of Tarquin, Should
suffer wrong no more . . .” 2 Gloating over Gordon who
could not spell ANTIDISESTABLISHMENTARIANISM,
the longest word in the dictionary. Rhyming and
blaspheming and marvelling. I collected the names of
stars and of plants: Arcturus and Orion and Betelgeuse,
melilot and fumitory and toadflax. There was no end to
it, apparently—it was like the grains of sand on the shore,
the leaves on the great ash outside my bedroom window,
immeasurable and unconquerable. “Does anyone know
all the words in the world?” I ask Mother. “ Anyone ?”
“I expect very clever men do,” says Mother vaguely.
Lisa, as a child, most interested me when I watched her
struggle with language. I was not a good mother, in any
conventional sense. Babies I find faintly repellent; young
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Questions and Answer Explanations 2012-2013
WEDNESDAY FORM
children are boring and distracting. When Lisa began to
talk I listened to her. I corrected the inanities encouraged
by her grandmothers. “Dog,” I said. “Horse. Cat. There are
no such things as bow-wows and gee-gees.” “Horse,” said
Lisa, thoughtfully, tasting the word. For the first time we
communicated. “Gee-gee gone?” enquired Lisa. “That’s
right,” I said. “Gone. Clever girl.” And Lisa took a step
toward maturity.
Line 45
1 Influential translation of the Bible, first published in 1611
2 The beginning of Thomas B. Macaulay’s poem “Horatius”
Question:
Lines 10-13 (“In a . . . heard”) most directly emphasize which point?
(A) The English language is quite difficult to learn.
(B) Ancient languages are perpetuated in everyday English speech.
(C) The narrator is unaware of her pretentious use of language.
(D) The general public prefers to be ignorant of the heritage of English.
(E) Languages whose ancestries the narrator does not know are as complex as English.
Answer Explanation:
Choice (B) is correct. The narrator states that we use words “whose ancestries we do not even know” and then explains in
lines 10-13 that “In a single sentence of idle chatter we preserve Latin, Anglo-Saxon, Norse; we carry a museum inside
our heads, each day commemorating people of whom we have never heard.” In other words, we commonly use words
today that have origins in Latin, Anglo-Saxon, Norse, and other very old languages; the narrator is emphasizing the point
that ancient languages are perpetuated, or kept alive, in everyday English speech. Indeed, she goes on to assert that “words
are . . . durable,” and that they “survive and survive and survive.”
Choice (A) is incorrect. The narrator states that we use words “whose ancestries we do not even know” and then explains
in lines 10-13 that “In a single sentence of idle chatter we preserve Latin, Anglo-Saxon, Norse; we carry a museum inside
our heads, each day commemorating people of whom we have never heard.” The narrator is not emphasizing that the
English language is difficult to learn; she is not discussing the process of learning English at all. Rather, she is
emphasizing that we commonly use words today that have origins in ancient languages and thus perpetuate those
languages, or keep them alive.
Choice (C) is incorrect. The narrator states that we use words “whose ancestries we do not even know” and then explains
in lines 10-13 that “In a single sentence of idle chatter we preserve Latin, Anglo-Saxon, Norse; we carry a museum inside
our heads, each day commemorating people of whom we have never heard.” These lines do not emphasize that the
narrator is unaware of her pretentious, or showy, use of language—indeed, there is no indication that the narrator’s speech
generally is pretentious. Rather, these lines emphasize something about common, ordinary English. The narrator is
making the point that everyone uses words with very old origins, even in “idle everyday chatter,” or casual conversation,
and that by using words from ancient languages, we are perpetuating those languages, or keeping them alive.
Choice (D) is incorrect. The narrator states that we use words “whose ancestries we do not even know” and then explains
in lines 10-13 that “In a single sentence of idle chatter we preserve Latin, Anglo-Saxon, Norse; we carry a museum inside
our heads, each day commemorating people of whom we have never heard.” Although the narrator acknowledges that we
may not know the origins of words we use and may not have heard of the people whose languages we still draw from, she
does not indicate that people prefer or choose to be ignorant of the heritage of the English language. Rather than
emphasizing that people do not want to know the histories of the words we use, the narrator is emphasizing that by using
words from ancient languages in everyday conversation, we are perpetuating those languages, or keeping them alive.
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PSAT/NMSQT ®
Questions and Answer Explanations 2012-2013
WEDNESDAY FORM
Choice (E) is incorrect. The narrator states that we use words “whose ancestries we do not even know” and then explains
in lines 10-13 that “In a single sentence of idle chatter we preserve Latin, Anglo-Saxon, Norse; we carry a museum inside
our heads, each day commemorating people of whom we have never heard.” The narrator is not emphasizing that
languages whose ancestries she does not know are as complex as English; she is not discussing language complexity , or
intricacy, at all. Rather, she is making the point that by using words from ancient languages in everyday conversation, we
are perpetuating those languages, or keeping them alive. Further, her emphasis is always on the English language.
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WEDNESDAY FORM
Critical Reading: Question 37
Difficulty Level: HARD (7 on a scale of 1-9)
Skill Category: Understanding Literary Elements
Understand literary elements such as plot, setting and characterization.
The narrator of this passage from a twentieth-century novel is a seventy-six-year-old writer from England. Her
recollections often return to her brother, Gordon, and her daughter, Lisa.
Passage 1
Line 5
Line 10
Line 15
Line 20
Line 25
Line 30
Line 35
Line 40
Today language abandoned me. I could not find
the word for a simple object—a commonplace familiar
furnishing. For an instant, I stared into a void. Language
tethers us to the world; without it we spin like atoms.
Later, I made an inventory of the room—a naming of
parts: bed, chair, table, picture, vase, cupboard, window,
curtain. Curtain. And I breathed again.
We open our mouths and out flow words whose
ancestries we do not even know. We are walking lexicons.
In a single sentence of idle chatter we preserve Latin,
Anglo-Saxon, Norse; we carry a museum inside our heads,
each day commemorating people of whom we have never
heard. More than that, we speak volumes—our language is
the language of everything we have not read. Shakespeare
and the Authorised Version 1 surface in supermarkets,
on buses, in chatter on radio and television. I find this
miraculous. I never cease to wonder at it. That words are
more durable than anything, that they blow with the wind,
hibernate and reawaken, shelter parasitic on the most
unlikely hosts, survive and survive and survive.
I can remember the lush spring excitement of language
in childhood. Sitting in church, rolling it around my mouth
like marbles—tabernacle and parable, trespasses and
Babylon and covenant. Learning by heart, chanting at the
top of my voice—“Lars Porsena of Clusium, By the Nine
Gods he swore, That the great House of Tarquin, Should
suffer wrong no more . . .” 2 Gloating over Gordon who
could not spell ANTIDISESTABLISHMENTARIANISM,
the longest word in the dictionary. Rhyming and
blaspheming and marvelling. I collected the names of
stars and of plants: Arcturus and Orion and Betelgeuse,
melilot and fumitory and toadflax. There was no end to
it, apparently—it was like the grains of sand on the shore,
the leaves on the great ash outside my bedroom window,
immeasurable and unconquerable. “Does anyone know
all the words in the world?” I ask Mother. “ Anyone ?”
“I expect very clever men do,” says Mother vaguely.
Lisa, as a child, most interested me when I watched her
struggle with language. I was not a good mother, in any
conventional sense. Babies I find faintly repellent; young
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Questions and Answer Explanations 2012-2013
WEDNESDAY FORM
children are boring and distracting. When Lisa began to
talk I listened to her. I corrected the inanities encouraged
by her grandmothers. “Dog,” I said. “Horse. Cat. There are
no such things as bow-wows and gee-gees.” “Horse,” said
Lisa, thoughtfully, tasting the word. For the first time we
communicated. “Gee-gee gone?” enquired Lisa. “That’s
right,” I said. “Gone. Clever girl.” And Lisa took a step
toward maturity.
Line 45
1 Influential translation of the Bible, first published in 1611
2 The beginning of Thomas B. Macaulay’s poem “Horatius”
Question:
The passage suggests that the narrator was most likely fascinated by the words in lines 23-24 (“tabernacle . . . covenant”)
because of their
(A) clarity of meaning
(B) religious significance
(C) frequency in conversation
(D) sensory qualities
(E) rich history
Answer Explanation:
Choice (D) is correct. In the beginning of the third paragraph, the narrator states that she remembers “the lush spring
excitement of language in childhood” and how she would roll new words “around [her] mouth like marbles”—words like
“tabernacle and parable, trespasses and Babylon and covenant.” The image of the narrator rolling words around in her
mouth suggests that she was fascinated by certain words because of their sensory qualities—that she was captivated by
how these words sounded and by the feeling of saying them.
Choice (A) is incorrect. In the beginning of the third paragraph, the narrator states that she remembers “the lush spring
excitement of language in childhood” and how she would roll new words “around [her] mouth like marbles”—words like
“tabernacle and parable, trespasses and Babylon and covenant.” The passage does not suggest that the narrator was
fascinated by these words because of their clarity of meaning; the narrator does not mention the definitions of these
words, and at no point does she indicate that she liked words with especially clear definitions. Rather, the image of the
narrator rolling words around in her mouth suggests that she was fascinated by certain words because of the way they
sounded and the way it felt to say them.
Choice (B) is incorrect. In the beginning of the third paragraph, the narrator states that she remembers “the lush spring
excitement of language in childhood” and how she would roll new words “around [her] mouth like marbles”—words like
“tabernacle and parable, trespasses and Babylon and covenant.” The passage does not suggest that the narrator was
fascinated by these words because of their religious significance; indeed, although the narrator heard these words while
“Sitting in church,” she does not mention their religious importance or even describe them as religious words. Rather, the
image of the narrator rolling words around in her mouth suggests that she was fascinated by certain words because of the
way they sounded and the way it felt to say them.
Choice (C) is incorrect. In the beginning of the third paragraph, the narrator states that she remembers “the lush spring
excitement of language in childhood” and how she would roll new words “around [her] mouth like marbles”—words like
“tabernacle and parable, trespasses and Babylon and covenant.” The passage does not suggest that the narrator was
fascinated by these words because of their frequency in conversation; the narrator does not indicate that people use these
words very often when making conversation. Rather, the image of the narrator rolling words around in her mouth suggests
that she was fascinated by certain words because of the way they sounded and the way it felt to say them.
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PSAT/NMSQT ®
Questions and Answer Explanations 2012-2013
WEDNESDAY FORM
Choice (E) is incorrect. In the beginning of the third paragraph, the narrator states that she remembers “the lush spring
excitement of language in childhood” and how she would roll new words “around [her] mouth like marbles”—words like
“tabernacle and parable, trespasses and Babylon and covenant.” The passage does not suggest that the narrator was
fascinated by these words because of their rich history; although the narrator has mentioned the “ancestries” of many
words in Modern English, she does not address the history of these particular words at all. Rather, the image of the
narrator rolling words around in her mouth suggests that she was fascinated by certain words because of the way they
sounded and the way it felt to say them.
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WEDNESDAY FORM
Critical Reading: Question 38
Difficulty Level: EASY (3 on a scale of 1-9)
Skill Category: Understanding Literary Elements
Understand literary elements such as plot, setting and characterization.
The narrator of this passage from a twentieth-century novel is a seventy-six-year-old writer from England. Her
recollections often return to her brother, Gordon, and her daughter, Lisa.
Passage 1
Line 5
Line 10
Line 15
Line 20
Line 25
Line 30
Line 35
Line 40
Today language abandoned me. I could not find
the word for a simple object—a commonplace familiar
furnishing. For an instant, I stared into a void. Language
tethers us to the world; without it we spin like atoms.
Later, I made an inventory of the room—a naming of
parts: bed, chair, table, picture, vase, cupboard, window,
curtain. Curtain. And I breathed again.
We open our mouths and out flow words whose
ancestries we do not even know. We are walking lexicons.
In a single sentence of idle chatter we preserve Latin,
Anglo-Saxon, Norse; we carry a museum inside our heads,
each day commemorating people of whom we have never
heard. More than that, we speak volumes—our language is
the language of everything we have not read. Shakespeare
and the Authorised Version 1 surface in supermarkets,
on buses, in chatter on radio and television. I find this
miraculous. I never cease to wonder at it. That words are
more durable than anything, that they blow with the wind,
hibernate and reawaken, shelter parasitic on the most
unlikely hosts, survive and survive and survive.
I can remember the lush spring excitement of language
in childhood. Sitting in church, rolling it around my mouth
like marbles—tabernacle and parable, trespasses and
Babylon and covenant. Learning by heart, chanting at the
top of my voice—“Lars Porsena of Clusium, By the Nine
Gods he swore, That the great House of Tarquin, Should
suffer wrong no more . . .” 2 Gloating over Gordon who
could not spell ANTIDISESTABLISHMENTARIANISM,
the longest word in the dictionary. Rhyming and
blaspheming and marvelling. I collected the names of
stars and of plants: Arcturus and Orion and Betelgeuse,
melilot and fumitory and toadflax. There was no end to
it, apparently—it was like the grains of sand on the shore,
the leaves on the great ash outside my bedroom window,
immeasurable and unconquerable. “Does anyone know
all the words in the world?” I ask Mother. “ Anyone ?”
“I expect very clever men do,” says Mother vaguely.
Lisa, as a child, most interested me when I watched her
struggle with language. I was not a good mother, in any
conventional sense. Babies I find faintly repellent; young
©The College Board 2013. For the sole use of the person for whom this report has been provided. Not for duplication or distribution.
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PSAT/NMSQT ®
Questions and Answer Explanations 2012-2013
WEDNESDAY FORM
children are boring and distracting. When Lisa began to
talk I listened to her. I corrected the inanities encouraged
by her grandmothers. “Dog,” I said. “Horse. Cat. There are
no such things as bow-wows and gee-gees.” “Horse,” said
Lisa, thoughtfully, tasting the word. For the first time we
communicated. “Gee-gee gone?” enquired Lisa. “That’s
right,” I said. “Gone. Clever girl.” And Lisa took a step
toward maturity.
Line 45
1 Influential translation of the Bible, first published in 1611
2 The beginning of Thomas B. Macaulay’s poem “Horatius”
Question:
In line 33, “grains of sand” primarily serves as an image of something
(A) very small
(B) essentially weak
(C) highly insignificant
(D) strikingly homogeneous
(E) seemingly infinite
Answer Explanation:
Choice (E) is correct. After describing the “lush spring excitement of language in childhood,” the narrator states in lines
32-33 that “There was no end to it, apparently.” She then adds, “it was like the grains of sand on the shore, the leaves on
the great ash outside my bedroom window, immeasurable and unconquerable.” In line 33, the “grains of sand” serve as an
image of something seemingly infinite, or unending. The narrator’s point is that language seemed to her to be endless and
beyond measure, like the grains of sand that make up a beach.
Choice (A) is incorrect. After describing the “lush spring excitement of language in childhood,” the narrator states in lines
32-33 that “There was no end to it, apparently.” She then adds, “it was like the grains of sand on the shore, the leaves on
the great ash outside my bedroom window, immeasurable and unconquerable.” Although grains of sand certainly are
small, the image of “grains of sand” does not serve to represent something very small. In fact, the opposite is true: the
narrator’s point is that language seemed vast and unending, or infinite, like the grains of sand that make up a beach.
Choice (B) is incorrect. After describing the “lush spring excitement of language in childhood,” the narrator states in lines
32-33 that “There was no end to it, apparently.” She then adds, “it was like the grains of sand on the shore, the leaves on
the great ash outside my bedroom window, immeasurable and unconquerable.” The image of “grains of sand” does not
serve to represent something essentially weak. The narrator does not suggest that language seemed to her to be lacking
strength or influence; rather, she makes the point that language seemed vast and unending, or infinite, like the grains of
sand that make up a beach.
Choice (C) is incorrect. After describing the “lush spring excitement of language in childhood,” the narrator states in lines
32-33 that “There was no end to it, apparently.” She then adds, “it was like the grains of sand on the shore, the leaves on
the great ash outside my bedroom window, immeasurable and unconquerable.” The image of “grains of sand” does not
serve to represent something highly insignificant, or unimportant. In fact, nearly the opposite is true: the narrator’s point is
that she was fascinated by language and thought it seemed vast and unending, or infinite, like the grains of sand that make
up a beach.
Choice (D) is incorrect. After describing the “lush spring excitement of language in childhood,” the narrator states in lines
32-33 that “There was no end to it, apparently.” She then adds, “it was like the grains of sand on the shore, the leaves on
the great ash outside my bedroom window, immeasurable and unconquerable.” Although sand might appear to be
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WEDNESDAY FORM
homogenous, or uniform and unvaried, the image of “grains of sand” does not serve to represent something strikingly
homogenous. Rather, the image serves to represent something seemingly infinite, or unending; the narrator’s point is that
language seemed vast and unending, or infinite, like the grains of sand that make up a beach.
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WEDNESDAY FORM
Critical Reading: Question 39
Difficulty Level: MEDIUM (4 on a scale of 1-9)
Skill Category: Understanding Literary Elements
Understand literary elements such as plot, setting and characterization.
The narrator of this passage from a twentieth-century novel is a seventy-six-year-old writer from England. Her
recollections often return to her brother, Gordon, and her daughter, Lisa.
Passage 1
Line 5
Line 10
Line 15
Line 20
Line 25
Line 30
Line 35
Line 40
Today language abandoned me. I could not find
the word for a simple object—a commonplace familiar
furnishing. For an instant, I stared into a void. Language
tethers us to the world; without it we spin like atoms.
Later, I made an inventory of the room—a naming of
parts: bed, chair, table, picture, vase, cupboard, window,
curtain. Curtain. And I breathed again.
We open our mouths and out flow words whose
ancestries we do not even know. We are walking lexicons.
In a single sentence of idle chatter we preserve Latin,
Anglo-Saxon, Norse; we carry a museum inside our heads,
each day commemorating people of whom we have never
heard. More than that, we speak volumes—our language is
the language of everything we have not read. Shakespeare
and the Authorised Version 1 surface in supermarkets,
on buses, in chatter on radio and television. I find this
miraculous. I never cease to wonder at it. That words are
more durable than anything, that they blow with the wind,
hibernate and reawaken, shelter parasitic on the most
unlikely hosts, survive and survive and survive.
I can remember the lush spring excitement of language
in childhood. Sitting in church, rolling it around my mouth
like marbles—tabernacle and parable, trespasses and
Babylon and covenant. Learning by heart, chanting at the
top of my voice—“Lars Porsena of Clusium, By the Nine
Gods he swore, That the great House of Tarquin, Should
suffer wrong no more . . .” 2 Gloating over Gordon who
could not spell ANTIDISESTABLISHMENTARIANISM,
the longest word in the dictionary. Rhyming and
blaspheming and marvelling. I collected the names of
stars and of plants: Arcturus and Orion and Betelgeuse,
melilot and fumitory and toadflax. There was no end to
it, apparently—it was like the grains of sand on the shore,
the leaves on the great ash outside my bedroom window,
immeasurable and unconquerable. “Does anyone know
all the words in the world?” I ask Mother. “ Anyone ?”
“I expect very clever men do,” says Mother vaguely.
Lisa, as a child, most interested me when I watched her
struggle with language. I was not a good mother, in any
conventional sense. Babies I find faintly repellent; young
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children are boring and distracting. When Lisa began to
talk I listened to her. I corrected the inanities encouraged
by her grandmothers. “Dog,” I said. “Horse. Cat. There are
no such things as bow-wows and gee-gees.” “Horse,” said
Lisa, thoughtfully, tasting the word. For the first time we
communicated. “Gee-gee gone?” enquired Lisa. “That’s
right,” I said. “Gone. Clever girl.” And Lisa took a step
toward maturity.
Line 45
1 Influential translation of the Bible, first published in 1611
2 The beginning of Thomas B. Macaulay’s poem “Horatius”
Question:
The dialogue in lines 43-47 suggests that for the narrator, Lisa’s question signals a recognition that
(A) imaginary creatures do not exist
(B) childish vocabulary should be abandoned
(C) fascination with animals is immature
(D) adults should not be trusted
(E) words can be aesthetically pleasing
Answer Explanation:
Choice (B) is correct. In the last paragraph, the narrator remembers how she “corrected the inanities,” or silly, made-up
words, when her daughter “began to talk.” In lines 43-47 she recounts a particular instance. The narrator provided Lisa
with real words like “Dog” and “Horse” and explained that “There are no such things as bow-wows and gee-gees.” Lisa
then repeated the word “horse” and asked, “Gee-gee gone?” The narrator felt that she and Lisa had “communicated” for
the “first time,” and she called Lisa a “Clever girl.” The dialogue in these lines suggests that the narrator sees Lisa’s
question as a signal of Lisa’s recognition that she should no longer use childish vocabulary—that made-up words like
“gee-gee” and “bow-wow” should be abandoned.
Choice (A) is incorrect. In the last paragraph, the narrator remembers how she “corrected the inanities,” or silly, made-up
words, when her daughter “began to talk.” In lines 43-47 she recounts providing Lisa with real words like “Dog” and
“Horse” and explaining that “There are no such things as bow-wows and gee-gees.” When Lisa repeated the word “horse”
and asked, “Gee-gee gone?” the narrator felt that she and Lisa had “communicated” for the “first time.” The dialogue in
these lines does not suggest that the narrator sees Lisa’s question as a signal of Lisa’s recognition that imaginary creatures
do not exist. When the narrator said that there are no such things as bow-wows and gee-gees, she was indicating that these
words do not mean anything, not that they refer to imaginary creatures; her point was that those animals have real names
like “dog” and “horse.” When Lisa asked, “Gee-gee gone?” the narrator felt Lisa cleverly recognized that she should no
longer use childish vocabulary—that made-up words like “gee-gee” and “bow-wow” should be abandoned.
Choice (C) is incorrect. In the last paragraph, the narrator remembers how she “corrected the inanities,” or silly, made-up
words, when her daughter “began to talk.” In lines 43-47 she recounts providing Lisa with real words like “Dog” and
“Horse” and explaining that “There are no such things as bow-wows and gee-gees.” When Lisa repeated the word “horse”
and asked, “Gee-gee gone?” the narrator felt that she and Lisa had “communicated” for the “first time.” The dialogue in
these lines does not suggest that the narrator sees Lisa’s question as a signal of Lisa’s recognition that fascination with
animals is immature. The narrator clearly felt that Lisa’s words were immature, but there is no indication that she felt an
interest in animals was immature. When Lisa asked, “Gee-gee gone?” the narrator felt Lisa cleverly recognized that she
should no longer use childish, immature vocabulary—that made-up words like “gee-gee” and “bow-wow” should be
abandoned.
Choice (D) is incorrect. In the last paragraph, the narrator remembers how she “corrected the inanities,” or silly made-up
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words, that her daughter’s grandmothers encouraged when her daughter “began to talk.” In lines 43-47 she recounts
providing Lisa with real words like “Dog” and “Horse” and explaining that “There are no such things as bow-wows and
gee-gees.” When Lisa repeated the word “horse” and asked, “Gee-gee gone?” the narrator felt that she and Lisa had
“communicated” for the “first time.” The dialogue in these lines does not suggest that the narrator sees Lisa’s question as
a signal of Lisa’s recognition that adults should not be trusted; although the narrator dislikes the made-up words that the
grandmothers use, she gives no indication that the grandmothers—or any other adults—should not be trusted. Rather,
when Lisa asked, “Gee-gee gone?” the narrator felt Lisa cleverly recognized that she should use real words and abandon
childish, made-up words like “gee-gee” and “bow-wow.”
Choice (E) is incorrect. In the last paragraph, the narrator remembers how she “corrected the inanities,” or silly made-up
words, that her daughter’s grandmothers encouraged when her daughter “began to talk.” In lines 43-47 she recounts
providing Lisa with real words like “Dog” and “Horse” and explaining that “There are no such things as bow-wows and
gee-gees.” When Lisa repeated the word “horse” and asked, “Gee-gee gone?” the narrator felt that she and Lisa had
“communicated” for the “first time.” The dialogue in these lines does not suggest that the narrator sees Lisa’s question as
a signal of Lisa’s recognition that words can be aesthetically pleasing, or pleasing in terms of beauty; although it is clear
that the narrator found words aesthetically pleasing as a child, she is not discussing beauty in these lines. Rather, when
Lisa asked, “Gee-gee gone?” the narrator felt Lisa cleverly recognized that she should use real words and abandon
childish, made-up words like “gee-gee” and “bow-wow.”
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WEDNESDAY FORM
Critical Reading: Question 40
Difficulty Level: MEDIUM (4 on a scale of 1-9)
Skill Category: Organization and Ideas
Understand the organization of a reading passage, and identify the main and supporting ideas.
This passage is adapted from a 1988 book that examines the influence of Native American cultures on other world
cultures. Here, the author discusses Machu Picchu, the ruins of an ancient Incan city located on a remote and steeply
terraced mountainside in South America.
Passage 1
Line 5
Line 10
Line 15
Line 20
Line 25
Line 30
Line 35
There is only one Machu Picchu, but it guards many
mysteries. The ruins of this ancient Peruvian city sit
perched 8,000 feet above sea level on a mountain
overlooking the Urubamba River. Even though in size
Machu Picchu barely surpasses a village, the ruins show
a complexity indicative of a much more important place:
precision-crafted buildings with neat regular lines, beveled
edges, and mortarless seams that characterize the best of
Incan architecture. The spectacular setting combined with
the exquisitely wrought buildings have evoked much
speculation and much romantic rubbish about the purpose
of the city. The explorer Hiram Bingham who “discovered”
Machu Picchu erroneously assumed that he had found the
capital of the Incan empire. Many other people assumed
that its purpose was religious, thus dubbing it the “sacred
city of the Incas.”
None of this agrees with what we know about the Incas.
They did not build large pyramids to please their gods.
They did not build observatories to watch the patterns of
the stars. Indeed, they displayed an austere practicality in
every aspect of their lives and showed little hint of religious
fervor and no tendency toward either the sentimental or the
superstitious.
In light of this practicality, the existence of Machu
Picchu seems all the more puzzling. Why would the Incas
build a city and line the mountain with terraces even though
there was very little soil there? The builders used the best
techniques known to them to make terraces that would last
for eternity. Then the workers added layers of rock and clay
as subsoil, and from the river below hauled up rich dirt over
steep embankments half a mile high. This task would be the
equivalent of hauling dirt from the Colorado River to plant
crops on top of the Grand Canyon.
The Incas built hundreds of these terraces, all of them
quite small for any kind of extensive agriculture. Some
of them narrow to as little as six inches in width. Such
an arrangement makes no more sense than if people today
decided to start farming using large flower boxes.
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A hint of the possible function of Machu Picchu came
to me while hiking there with a friend who is a botanist.
We had approached via a trail perched high in the saddle
of the mountain dividing the Machu Picchu side of the
mountain from a dry inland valley. Standing in this
gateway one sees two worlds: the brown and lifeless valley
and the lush emerald-green valley watered by the thick
fogs of the Urubamba River. As we descended toward
the city from this high pass, I stared out at the spectacular
landscape. While I looked up and down the long vistas of
the Urubamba, my friend was looking at the vegetation and
naming everything growing along the path. I found this
distracting from the big picture but, as we descended and
passed from one terrace to another, the plant names
changed. We were passing through a series of ecological
layers, as one does on many mountains in the Andes. The
mountainside is laid out in strips of vegetation and
microzones. The place is a scientist’s dream—the perfect
location for all kinds of controlled experiments. Viewed
in that context, the small terraces took on new meaning
as experimental patches at a range of altitudes and built
at so many different angles, facing the morning sun, the
evening sun, constant sun, or no sun.
Line 40
Line 45
Line 50
Line 55
Line 60
In my mind, Machu Picchu suddenly became an
agricultural station. And in that sense it was indeed a sacred
spot, because agriculture was a sacred activity for the Incas.
They had been among the world’s great experimenters with
agriculture, and they built numerous experimental areas
where crops could be grown in different ways. It would
not be surprising if the Incas devoted a place such as
Machu Picchu to just such an activity.
Line 65
Question:
In context, lines 7-9 (“precision-crafted . . . architecture”) serve primarily to
(A) suggest that Machu Picchu was built to withstand forceful military assaults
(B) provide details supporting the claim that Machu Picchu was a significant place
(C) show how conflicting architectural styles contribute to the mysteriousness of Machu Picchu
(D) present an argument about Incan architecture that challenges established theories
(E) compare Incan structures designed for political and for religious purposes
Answer Explanation:
Choice (B) is correct. In lines 4-9 the author explains that “Even though in size Machu Picchu barely surpasses a village,
the ruins show a complexity indicative of a much more important place: precision-crafted buildings with neat regular
lines, beveled edges, and mortarless seams that characterize the best of Incan architecture.” In context, lines 7-9 serve to
provide details to support the claim that Machu Picchu was a significant place. The fact that Machu Picchu contains
structures that are precision-crafted and are the best of Incan architecture would seem to indicate that Machu Picchu was a
place of importance.
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WEDNESDAY FORM
Choice (A) is incorrect. In lines 4-9 the author explains that “Even though in size Machu Picchu barely surpasses a
village, the ruins show a complexity indicative of a much more important place: precision-crafted buildings with neat
regular lines, beveled edges, and mortarless seams that characterize the best of Incan architecture.” In context, lines 7-9 do
not serve to suggest that Machu Picchu was built to withstand forceful military assaults. Indeed, there is no indication
anywhere in the passage that Machu Picchu was built with military purposes in mind. Rather, the fact that Machu Picchu
contains structures that are precision-crafted and are the best of Incan architecture supports the claim that Machu Picchu
was a very important place.
Choice (C) is incorrect. In lines 4-9 the author explains that “Even though in size Machu Picchu barely surpasses a
village, the ruins show a complexity indicative of a much more important place: precision-crafted buildings with neat
regular lines, beveled edges, and mortarless seams that characterize the best of Incan architecture.” In context, lines 7-9 do
not serve to show how conflicting architectural styles contribute to the mysteriousness of Machu Picchu. Indeed, nothing
in the passage suggests that Machu Picchu featured conflicting architectural styles; it seems that the details the narrator
provides in lines 7-9 all pertain to the same architectural style.
Choice (D) is incorrect. In lines 4-9 the author explains that “Even though in size Machu Picchu barely surpasses a
village, the ruins show a complexity indicative of a much more important place: precision-crafted buildings with neat
regular lines, beveled edges, and mortarless seams that characterize the best of Incan architecture.” In context, lines 7-9
serve to provide details to support the claim that Machu Picchu was a significant place, not to present an argument about
Incan architecture that challenges established theories. Indeed, it seems that there has been agreement that the remarkable
buildings suggest the importance of Machu Picchu; Hiram Bingham assumed the city must have been “the capital of the
Incan empire,” and others thought the city must be “sacred.”
Choice (E) is incorrect. In lines 4-9 the author explains that “Even though in size Machu Picchu barely surpasses a village,
the ruins show a complexity indicative of a much more important place: precision-crafted buildings with neat regular
lines, beveled edges, and mortarless seams that characterize the best of Incan architecture.” In context, lines 7-9 do not
serve to compare Incan structures designed for political and for religious purposes; the author is not comparing Incan
structures built for different purposes. Rather, the author seems to be speaking of the architectural style of Machu Picchu
in general when he or she cites details about the precision-crafted buildings to support the claim that Machu Picchu was a
very important place.
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WEDNESDAY FORM
Critical Reading: Question 41
Difficulty Level: MEDIUM (6 on a scale of 1-9)
Skill Category: Author's Craft
Understand how authors use tone, style and writing devices such as metaphor or symbolism.
This passage is adapted from a 1988 book that examines the influence of Native American cultures on other world
cultures. Here, the author discusses Machu Picchu, the ruins of an ancient Incan city located on a remote and steeply
terraced mountainside in South America.
Passage 1
Line 5
Line 10
Line 15
Line 20
Line 25
Line 30
Line 35
There is only one Machu Picchu, but it guards many
mysteries. The ruins of this ancient Peruvian city sit
perched 8,000 feet above sea level on a mountain
overlooking the Urubamba River. Even though in size
Machu Picchu barely surpasses a village, the ruins show
a complexity indicative of a much more important place:
precision-crafted buildings with neat regular lines, beveled
edges, and mortarless seams that characterize the best of
Incan architecture. The spectacular setting combined with
the exquisitely wrought buildings have evoked much
speculation and much romantic rubbish about the purpose
of the city. The explorer Hiram Bingham who “discovered”
Machu Picchu erroneously assumed that he had found the
capital of the Incan empire. Many other people assumed
that its purpose was religious, thus dubbing it the “sacred
city of the Incas.”
None of this agrees with what we know about the Incas.
They did not build large pyramids to please their gods.
They did not build observatories to watch the patterns of
the stars. Indeed, they displayed an austere practicality in
every aspect of their lives and showed little hint of religious
fervor and no tendency toward either the sentimental or the
superstitious.
In light of this practicality, the existence of Machu
Picchu seems all the more puzzling. Why would the Incas
build a city and line the mountain with terraces even though
there was very little soil there? The builders used the best
techniques known to them to make terraces that would last
for eternity. Then the workers added layers of rock and clay
as subsoil, and from the river below hauled up rich dirt over
steep embankments half a mile high. This task would be the
equivalent of hauling dirt from the Colorado River to plant
crops on top of the Grand Canyon.
The Incas built hundreds of these terraces, all of them
quite small for any kind of extensive agriculture. Some
of them narrow to as little as six inches in width. Such
an arrangement makes no more sense than if people today
decided to start farming using large flower boxes.
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Questions and Answer Explanations 2012-2013
WEDNESDAY FORM
A hint of the possible function of Machu Picchu came
to me while hiking there with a friend who is a botanist.
We had approached via a trail perched high in the saddle
of the mountain dividing the Machu Picchu side of the
mountain from a dry inland valley. Standing in this
gateway one sees two worlds: the brown and lifeless valley
and the lush emerald-green valley watered by the thick
fogs of the Urubamba River. As we descended toward
the city from this high pass, I stared out at the spectacular
landscape. While I looked up and down the long vistas of
the Urubamba, my friend was looking at the vegetation and
naming everything growing along the path. I found this
distracting from the big picture but, as we descended and
passed from one terrace to another, the plant names
changed. We were passing through a series of ecological
layers, as one does on many mountains in the Andes. The
mountainside is laid out in strips of vegetation and
microzones. The place is a scientist’s dream—the perfect
location for all kinds of controlled experiments. Viewed
in that context, the small terraces took on new meaning
as experimental patches at a range of altitudes and built
at so many different angles, facing the morning sun, the
evening sun, constant sun, or no sun.
Line 40
Line 45
Line 50
Line 55
Line 60
In my mind, Machu Picchu suddenly became an
agricultural station. And in that sense it was indeed a sacred
spot, because agriculture was a sacred activity for the Incas.
They had been among the world’s great experimenters with
agriculture, and they built numerous experimental areas
where crops could be grown in different ways. It would
not be surprising if the Incas devoted a place such as
Machu Picchu to just such an activity.
Line 65
Question:
The author uses the term “romantic rubbish” (line 11) to imply that many previous theories about the purpose of Machu
Picchu were excessively
(A) softhearted
(B) ambitious
(C) fanciful
(D) pessimistic
(E) archaic
Answer Explanation:
Choice (C) is correct. Something that is “fanciful” is the product of unrestrained imagination rather than reason or
experience. After touching on the “complexity” of Machu Picchu, the author refers to previous theories about “the
purpose of the city” as “romantic rubbish,” and gives two examples: Hiram Bingham’s assumption that Machu Picchu
was “the capital of the Incan empire” and others’ assumption that Machu Picchu was a “sacred city” with a religious
purpose. These assumptions do not appear to have been supported by evidence; as the author explains in line 17, “None of
this agrees with what we know about the Incas.” It is clear that the author refers to such assumptions as “romantic
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WEDNESDAY FORM
rubbish,” or idealistic junk, in order to imply that previous theories about the purpose of Machu Picchu were excessively
fanciful, or based too much on imagination.
Choice (A) is incorrect. “Softhearted” means sympathetic or compassionate. After touching on the “complexity” of
Machu Picchu, the author refers to previous theories about “the purpose of the city” as “romantic rubbish,” and gives two
examples: Hiram Bingham’s assumption that Machu Picchu was “the capital of the Incan empire” and others’ assumption
that Machu Picchu was a “sacred city” with a religious purpose. Rather than suggesting that these assumptions stemmed
from compassion or concern, the term “romantic rubbish,” or idealistic junk, suggests that they were based purely on
imagination rather than fact.
Choice (B) is incorrect. In this context, “ambitious” means aspiring to success or advancement. After touching on the
“complexity” of Machu Picchu, the author refers to previous theories about “the purpose of the city” as “romantic
rubbish,” and gives two examples: Hiram Bingham’s assumption that Machu Picchu was “the capital of the Incan empire”
and others’ assumption that Machu Picchu was a “sacred city” with a religious purpose. The people who made these
assumptions may have been ambitious, but the author does not indicate that by referring to the assumptions as “romantic
rubbish.” Rather than suggesting that the theories about Machu Picchu reflected a desire to succeed, the term “romantic
rubbish,” or idealistic junk, suggests that they were based purely on imagination rather than fact.
Choice (D) is incorrect. “Pessimistic” means gloomy or cynical. After touching on the “complexity” of Machu Picchu, the
author refers to previous theories about “the purpose of the city” as “romantic rubbish,” and gives two examples: Hiram
Bingham’s assumption that Machu Picchu was “the capital of the Incan empire” and others’ assumption that Machu
Picchu was a “sacred city” with a religious purpose. The author does not indicate that these assumptions were pessimistic;
there is nothing gloomy or cynical about a capital or a sacred city. Rather, by using the term “romantic rubbish,” or
idealistic junk, the author suggests that the assumptions were based purely on imagination rather than fact.
Choice (E) is incorrect. Something “archaic” is old-fashioned or out of date. After touching on the “complexity” of Machu
Picchu, the author refers to previous theories about “the purpose of the city” as “romantic rubbish,” and gives two
examples: Hiram Bingham’s assumption that Machu Picchu was “the capital of the Incan empire” and others’ assumption
that Machu Picchu was a “sacred city” with a religious purpose. Although these assumptions are now outdated—indeed,
as the author points out, “None of this agrees with what we know about the Incas”—the term “romantic rubbish” does not
suggest that. Rather, the term “romantic rubbish,” or idealistic junk, suggests that the assumptions were based purely on
imagination rather than fact.
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WEDNESDAY FORM
Critical Reading: Question 42
Difficulty Level: MEDIUM (6 on a scale of 1-9)
Skill Category: Reasoning and Inferencing
Understand assumptions, suggestions and implications in reading passages and draw informed conclusions.
This passage is adapted from a 1988 book that examines the influence of Native American cultures on other world
cultures. Here, the author discusses Machu Picchu, the ruins of an ancient Incan city located on a remote and steeply
terraced mountainside in South America.
Passage 1
Line 5
Line 10
Line 15
Line 20
Line 25
Line 30
Line 35
There is only one Machu Picchu, but it guards many
mysteries. The ruins of this ancient Peruvian city sit
perched 8,000 feet above sea level on a mountain
overlooking the Urubamba River. Even though in size
Machu Picchu barely surpasses a village, the ruins show
a complexity indicative of a much more important place:
precision-crafted buildings with neat regular lines, beveled
edges, and mortarless seams that characterize the best of
Incan architecture. The spectacular setting combined with
the exquisitely wrought buildings have evoked much
speculation and much romantic rubbish about the purpose
of the city. The explorer Hiram Bingham who “discovered”
Machu Picchu erroneously assumed that he had found the
capital of the Incan empire. Many other people assumed
that its purpose was religious, thus dubbing it the “sacred
city of the Incas.”
None of this agrees with what we know about the Incas.
They did not build large pyramids to please their gods.
They did not build observatories to watch the patterns of
the stars. Indeed, they displayed an austere practicality in
every aspect of their lives and showed little hint of religious
fervor and no tendency toward either the sentimental or the
superstitious.
In light of this practicality, the existence of Machu
Picchu seems all the more puzzling. Why would the Incas
build a city and line the mountain with terraces even though
there was very little soil there? The builders used the best
techniques known to them to make terraces that would last
for eternity. Then the workers added layers of rock and clay
as subsoil, and from the river below hauled up rich dirt over
steep embankments half a mile high. This task would be the
equivalent of hauling dirt from the Colorado River to plant
crops on top of the Grand Canyon.
The Incas built hundreds of these terraces, all of them
quite small for any kind of extensive agriculture. Some
of them narrow to as little as six inches in width. Such
an arrangement makes no more sense than if people today
decided to start farming using large flower boxes.
©The College Board 2013. For the sole use of the person for whom this report has been provided. Not for duplication or distribution.
Page 105
PSAT/NMSQT ®
Questions and Answer Explanations 2012-2013
WEDNESDAY FORM
A hint of the possible function of Machu Picchu came
to me while hiking there with a friend who is a botanist.
We had approached via a trail perched high in the saddle
of the mountain dividing the Machu Picchu side of the
mountain from a dry inland valley. Standing in this
gateway one sees two worlds: the brown and lifeless valley
and the lush emerald-green valley watered by the thick
fogs of the Urubamba River. As we descended toward
the city from this high pass, I stared out at the spectacular
landscape. While I looked up and down the long vistas of
the Urubamba, my friend was looking at the vegetation and
naming everything growing along the path. I found this
distracting from the big picture but, as we descended and
passed from one terrace to another, the plant names
changed. We were passing through a series of ecological
layers, as one does on many mountains in the Andes. The
mountainside is laid out in strips of vegetation and
microzones. The place is a scientist’s dream—the perfect
location for all kinds of controlled experiments. Viewed
in that context, the small terraces took on new meaning
as experimental patches at a range of altitudes and built
at so many different angles, facing the morning sun, the
evening sun, constant sun, or no sun.
Line 40
Line 45
Line 50
Line 55
Line 60
In my mind, Machu Picchu suddenly became an
agricultural station. And in that sense it was indeed a sacred
spot, because agriculture was a sacred activity for the Incas.
They had been among the world’s great experimenters with
agriculture, and they built numerous experimental areas
where crops could be grown in different ways. It would
not be surprising if the Incas devoted a place such as
Machu Picchu to just such an activity.
Line 65
Question:
The passage as a whole suggests that the author would most likely give which answer to the question in lines 25-27
(“Why would . . . there”) ?
(A) To provide a secure and remote location for a capital city
(B) To encourage religious reflection in an ascetic setting
(C) To study various types of plants in a controlled setting
(D) To provide meaningful labor for workers hauling up rocks and soil
(E) To inspire people to move from more crowded parts of the empire
Answer Explanation:
Choice (C) is correct. In lines 25-27 the author asks, “Why would the Incas build a city and line the mountain with
terraces even though there was very little soil there?” The passage as a whole suggests that the author would probably
answer that the Incas did this to study various types of plants in a controlled setting. In the fifth paragraph, the author
recounts hiking in Machu Picchu “with a friend who is a botanist.” The botanist named the different plants growing along
the path as they hiked down toward the city, and the author noticed that as they “passed from one terrace to another, the
plant names changed.” The author realized that they “were passing through a series of ecological layers” and that the area
©The College Board 2013. For the sole use of the person for whom this report has been provided. Not for duplication or distribution.
Page 106
PSAT/NMSQT ®
Questions and Answer Explanations 2012-2013
WEDNESDAY FORM
“is a scientist’s dream—the perfect place for all kinds of controlled experiments.” At the end of the passage, the author
adds that he or she would not be surprised if Machu Picchu had been built as an “experimental” area “where crops could
be grown in different ways.” In other words, the Incas likely designed the area so that they could do controlled studies of
plants.
Choice (A) is incorrect. In lines 25-27, the author asks, “Why would the Incas build a city and line the mountain with
terraces even though there was very little soil there?” The passage as a whole does not suggest that the author would say
that the Incas did this to provide a secure and remote location for a capital city. There is no indication that the author
believes that Machu Picchu was a capital city; indeed, he or she states that one explorer “ erroneously assumed” that
Machu Picchu was “the capital of the Incan empire.” Rather, the passage suggests that the author would say that the Incas
built the city and terraces to study various types of plants in a controlled setting. The author recounts walking from “one
terrace to another” and noticing that “the plant names changed” and that there was “a series of ecological layers,” and he
or she ends with the statement that he or she would not be surprised if Machu Picchu had been built as an “experimental”
area “where crops could be grown in different ways.”
Choice (B) is incorrect. In lines 25-27, the author asks, “Why would the Incas build a city and line the mountain with
terraces even though there was very little soil there?” The passage as a whole does not suggest that the author would say
that the Incas did this to encourage religious reflection in an ascetic setting. There is no indication that the author believes
that Machu Picchu was a place for religious reflection; indeed, he or she dismisses the assumption that Machu Picchu’s
purpose was religious and points out that the Incas “showed little hint of religious fervor.” Rather, the passage suggests
that the author would say that the Incas built the city and terraces to study various types of plants in a controlled setting.
The author recounts walking from “one terrace to another” and noticing that “the plant names changed” and that there was
“a series of ecological layers,” and he or she ends with the statement that he or she would not be surprised if Machu
Picchu had been built as an “experimental” area “where crops could be grown in different ways.”
Choice (D) is incorrect. In lines 25-27, the author asks, “Why would the Incas build a city and line the mountain with
terraces even though there was very little soil there?” The passage as a whole does not suggest that the author would say
that the Incas did this to provide meaningful labor for workers hauling up rocks and soil. Although the author mentions
that workers moved rocks and clay and “hauled up rich dirt over steep embankments,” he or she does not suggest that the
city was built in a place with little soil in order to provide employment for workers. Rather, the passage suggests that the
author would say that the Incas built the city and terraces to study various types of plants in a controlled setting. The
author recounts walking from “one terrace to another” and noticing that “the plant names changed” and that there was “a
series of ecological layers,” and he or she ends with the statement that he or she would not be surprised if Machu Picchu
had been built as an “experimental” area “where crops could be grown in different ways.”
Choice (E) is incorrect. In lines 25-27, the author asks, “Why would the Incas build a city and line the mountain with
terraces even though there was very little soil there?” The passage as a whole does not suggest that the author would say
that the Incas did this to inspire people to move from more crowded parts of the empire; although the author notes that “in
size Machu Picchu barely surpasses a village,” there is no mention of crowding in other parts of the empire or a desire for
people to move. Rather, the passage suggests that the author would say that the Incas built the city and terraces to study
various types of plants in a controlled setting. The author recounts walking from “one terrace to another” and noticing that
“the plant names changed” and that there was “a series of ecological layers,” and he or she ends with the statement that he
or she would not be surprised if Machu Picchu had been built as an “experimental” area “where crops could be grown in
different ways.”
©The College Board 2013. For the sole use of the person for whom this report has been provided. Not for duplication or distribution.
Page 107
PSAT/NMSQT ®
Questions and Answer Explanations 2012-2013
WEDNESDAY FORM
Critical Reading: Question 43
Difficulty Level: EASY (2 on a scale of 1-9)
Skill Category: Author's Craft
Understand how authors use tone, style and writing devices such as metaphor or symbolism.
This passage is adapted from a 1988 book that examines the influence of Native American cultures on other world
cultures. Here, the author discusses Machu Picchu, the ruins of an ancient Incan city located on a remote and steeply
terraced mountainside in South America.
Passage 1
Line 5
Line 10
Line 15
Line 20
Line 25
Line 30
Line 35
There is only one Machu Picchu, but it guards many
mysteries. The ruins of this ancient Peruvian city sit
perched 8,000 feet above sea level on a mountain
overlooking the Urubamba River. Even though in size
Machu Picchu barely surpasses a village, the ruins show
a complexity indicative of a much more important place:
precision-crafted buildings with neat regular lines, beveled
edges, and mortarless seams that characterize the best of
Incan architecture. The spectacular setting combined with
the exquisitely wrought buildings have evoked much
speculation and much romantic rubbish about the purpose
of the city. The explorer Hiram Bingham who “discovered”
Machu Picchu erroneously assumed that he had found the
capital of the Incan empire. Many other people assumed
that its purpose was religious, thus dubbing it the “sacred
city of the Incas.”
None of this agrees with what we know about the Incas.
They did not build large pyramids to please their gods.
They did not build observatories to watch the patterns of
the stars. Indeed, they displayed an austere practicality in
every aspect of their lives and showed little hint of religious
fervor and no tendency toward either the sentimental or the
superstitious.
In light of this practicality, the existence of Machu
Picchu seems all the more puzzling. Why would the Incas
build a city and line the mountain with terraces even though
there was very little soil there? The builders used the best
techniques known to them to make terraces that would last
for eternity. Then the workers added layers of rock and clay
as subsoil, and from the river below hauled up rich dirt over
steep embankments half a mile high. This task would be the
equivalent of hauling dirt from the Colorado River to plant
crops on top of the Grand Canyon.
The Incas built hundreds of these terraces, all of them
quite small for any kind of extensive agriculture. Some
of them narrow to as little as six inches in width. Such
an arrangement makes no more sense than if people today
decided to start farming using large flower boxes.
©The College Board 2013. For the sole use of the person for whom this report has been provided. Not for duplication or distribution.
Page 108
PSAT/NMSQT ®
Questions and Answer Explanations 2012-2013
WEDNESDAY FORM
A hint of the possible function of Machu Picchu came
to me while hiking there with a friend who is a botanist.
We had approached via a trail perched high in the saddle
of the mountain dividing the Machu Picchu side of the
mountain from a dry inland valley. Standing in this
gateway one sees two worlds: the brown and lifeless valley
and the lush emerald-green valley watered by the thick
fogs of the Urubamba River. As we descended toward
the city from this high pass, I stared out at the spectacular
landscape. While I looked up and down the long vistas of
the Urubamba, my friend was looking at the vegetation and
naming everything growing along the path. I found this
distracting from the big picture but, as we descended and
passed from one terrace to another, the plant names
changed. We were passing through a series of ecological
layers, as one does on many mountains in the Andes. The
mountainside is laid out in strips of vegetation and
microzones. The place is a scientist’s dream—the perfect
location for all kinds of controlled experiments. Viewed
in that context, the small terraces took on new meaning
as experimental patches at a range of altitudes and built
at so many different angles, facing the morning sun, the
evening sun, constant sun, or no sun.
Line 40
Line 45
Line 50
Line 55
Line 60
In my mind, Machu Picchu suddenly became an
agricultural station. And in that sense it was indeed a sacred
spot, because agriculture was a sacred activity for the Incas.
They had been among the world’s great experimenters with
agriculture, and they built numerous experimental areas
where crops could be grown in different ways. It would
not be surprising if the Incas devoted a place such as
Machu Picchu to just such an activity.
Line 65
Question:
In lines 31-33 (“This . . . Canyon”), the author attempts to clarify an idea by
(A) citing an authority
(B) making a comparison
(C) defining a term
(D) providing a solution
(E) offering an overview
Answer Explanation:
Choice (B) is correct. In lines 29-31 the author describes the task accomplished by Machu Picchu’s builders: “from the
river below [they] hauled up rich dirt over steep embankments half a mile high.” Then, in lines 31-33, he or she explains
that this “task would be the equivalent of hauling dirt from the Colorado River to plant crops on top of the Grand
Canyon.” The author is making a comparison; he or she is comparing the task of hauling dirt up to the terraces of Machu
Picchu to the task of bringing dirt from the Colorado River thousands of feet up to the top of the Grand Canyon so that
crops could be planted there. To clarify the point that “the existence of Machu Picchu seems . . . puzzling,” the author is
comparing what the Machu Picchu workers actually did and something readers can visualize: carrying dirt from the
©The College Board 2013. For the sole use of the person for whom this report has been provided. Not for duplication or distribution.
Page 109
PSAT/NMSQT ®
Questions and Answer Explanations 2012-2013
WEDNESDAY FORM
bottom to the top of the Grand Canyon (an extremely difficult and seemingly unnecessary task).
Choice (A) is incorrect. In lines 29-33 the author explains that hauling “rich dirt over steep embankments half a mile
high”—as the builders of Machu Picchu did—“would be the equivalent of hauling dirt from the Colorado River to plant
crops on top of the Grand Canyon.” The author is not citing an authority; no expert or specialist is mentioned in lines 3133. Rather, the author is supporting the point that “the existence of Machu Picchu seems . . . puzzling” by making a
comparison between hauling dirt up to the terraces of Machu Picchu and carrying dirt from the bottom to the top of the
Grand Canyon (an extremely difficult and seemingly unnecessary task).
Choice (C) is incorrect. In lines 29-33 the author explains that hauling “rich dirt over steep embankments half a mile
high”—as the builders of Machu Picchu did—“would be the equivalent of hauling dirt from the Colorado River to plant
crops on top of the Grand Canyon.” The author is not defining a term; no term or phrase is defined in lines 31-33. Rather,
the author is supporting the point that “the existence of Machu Picchu seems . . . puzzling” by making a comparison
between hauling dirt up to the terraces of Machu Picchu and carrying dirt from the bottom to the top of the Grand Canyon
(an extremely difficult and seemingly unnecessary task).
Choice (D) is incorrect. In lines 29-33 the author explains that hauling “rich dirt over steep embankments half a mile
high”—as the builders of Machu Picchu did—“would be the equivalent of hauling dirt from the Colorado River to plant
crops on top of the Grand Canyon.” The author is not providing a solution, or offering a way to solve a problem, in lines
31-33; the author clearly is not suggesting that people should haul dirt to the top of the Grand Canyon. Rather, the author
is clarifying the point that “the existence of Machu Picchu seems . . . puzzling” by comparing what the Machu Picchu
workers actually did and something readers can visualize: carrying dirt from the bottom to the top of the Grand Canyon
(an extremely difficult and seemingly unnecessary task).
Choice (E) is incorrect. In lines 29-33 the author explains that hauling “rich dirt over steep embankments half a mile
high”—as the builders of Machu Picchu did—“would be the equivalent of hauling dirt from the Colorado River to plant
crops on top of the Grand Canyon.” The author is not offering an overview in lines 31-33. Rather than giving a general
summary, he or she is making a direct comparison. To clarify the point that “the existence of Machu Picchu seems . . .
puzzling,” the author is comparing what the Machu Picchu workers actually did and something readers can visualize:
carrying dirt from the bottom to the top of the Grand Canyon (an extremely difficult and seemingly unnecessary task).
©The College Board 2013. For the sole use of the person for whom this report has been provided. Not for duplication or distribution.
Page 110
PSAT/NMSQT ®
Questions and Answer Explanations 2012-2013
WEDNESDAY FORM
Critical Reading: Question 44
Difficulty Level: MEDIUM (5 on a scale of 1-9)
Skill Category: Organization and Ideas
Understand the organization of a reading passage, and identify the main and supporting ideas.
This passage is adapted from a 1988 book that examines the influence of Native American cultures on other world
cultures. Here, the author discusses Machu Picchu, the ruins of an ancient Incan city located on a remote and steeply
terraced mountainside in South America.
Passage 1
Line 5
Line 10
Line 15
Line 20
Line 25
Line 30
Line 35
There is only one Machu Picchu, but it guards many
mysteries. The ruins of this ancient Peruvian city sit
perched 8,000 feet above sea level on a mountain
overlooking the Urubamba River. Even though in size
Machu Picchu barely surpasses a village, the ruins show
a complexity indicative of a much more important place:
precision-crafted buildings with neat regular lines, beveled
edges, and mortarless seams that characterize the best of
Incan architecture. The spectacular setting combined with
the exquisitely wrought buildings have evoked much
speculation and much romantic rubbish about the purpose
of the city. The explorer Hiram Bingham who “discovered”
Machu Picchu erroneously assumed that he had found the
capital of the Incan empire. Many other people assumed
that its purpose was religious, thus dubbing it the “sacred
city of the Incas.”
None of this agrees with what we know about the Incas.
They did not build large pyramids to please their gods.
They did not build observatories to watch the patterns of
the stars. Indeed, they displayed an austere practicality in
every aspect of their lives and showed little hint of religious
fervor and no tendency toward either the sentimental or the
superstitious.
In light of this practicality, the existence of Machu
Picchu seems all the more puzzling. Why would the Incas
build a city and line the mountain with terraces even though
there was very little soil there? The builders used the best
techniques known to them to make terraces that would last
for eternity. Then the workers added layers of rock and clay
as subsoil, and from the river below hauled up rich dirt over
steep embankments half a mile high. This task would be the
equivalent of hauling dirt from the Colorado River to plant
crops on top of the Grand Canyon.
The Incas built hundreds of these terraces, all of them
quite small for any kind of extensive agriculture. Some
of them narrow to as little as six inches in width. Such
an arrangement makes no more sense than if people today
decided to start farming using large flower boxes.
©The College Board 2013. For the sole use of the person for whom this report has been provided. Not for duplication or distribution.
Page 111
PSAT/NMSQT ®
Questions and Answer Explanations 2012-2013
WEDNESDAY FORM
A hint of the possible function of Machu Picchu came
to me while hiking there with a friend who is a botanist.
We had approached via a trail perched high in the saddle
of the mountain dividing the Machu Picchu side of the
mountain from a dry inland valley. Standing in this
gateway one sees two worlds: the brown and lifeless valley
and the lush emerald-green valley watered by the thick
fogs of the Urubamba River. As we descended toward
the city from this high pass, I stared out at the spectacular
landscape. While I looked up and down the long vistas of
the Urubamba, my friend was looking at the vegetation and
naming everything growing along the path. I found this
distracting from the big picture but, as we descended and
passed from one terrace to another, the plant names
changed. We were passing through a series of ecological
layers, as one does on many mountains in the Andes. The
mountainside is laid out in strips of vegetation and
microzones. The place is a scientist’s dream—the perfect
location for all kinds of controlled experiments. Viewed
in that context, the small terraces took on new meaning
as experimental patches at a range of altitudes and built
at so many different angles, facing the morning sun, the
evening sun, constant sun, or no sun.
Line 40
Line 45
Line 50
Line 55
Line 60
In my mind, Machu Picchu suddenly became an
agricultural station. And in that sense it was indeed a sacred
spot, because agriculture was a sacred activity for the Incas.
They had been among the world’s great experimenters with
agriculture, and they built numerous experimental areas
where crops could be grown in different ways. It would
not be surprising if the Incas devoted a place such as
Machu Picchu to just such an activity.
Line 65
Question:
In line 39, the focus of the passage shifts from a
(A) description of an enigma to a hypothesis about its purpose
(B) chronicle of an event to a suggestion about its repercussions
(C) discussion of an argument to an analysis of its weakness
(D) portrayal of a mystery to a criticism of one proposed explanation
(E) consideration of an achievement to a speculation about how it was accomplished
Answer Explanation:
Choice (A) is correct. The first four paragraphs of the passage raise a central question about Machu Picchu, a spectacular
ruin that “guards many mysteries”: what was the purpose of the city? The author dismisses previous explanations of the
city’s purpose as “the capital of the Incan empire” or “the ‘sacred city of the Incas’” and wonders why the Incas, who
“displayed an austere practicality in every aspect of their lives,” would “build a city and . . . terraces” where there was
“very little soil.” In line 39, the author begins to provide an answer to the question of the city’s purpose: “A hint of the
possible function of Machu Picchu came to me while hiking there with a friend who is a botanist.” The author then
explains how he or she arrived at the theory that Machu Picchu was “an agricultural station” with “experimental areas
©The College Board 2013. For the sole use of the person for whom this report has been provided. Not for duplication or distribution.
Page 112
PSAT/NMSQT ®
Questions and Answer Explanations 2012-2013
WEDNESDAY FORM
where crops could be grown in different ways.” In line 39, the focus of the passage shifts from a description of an
enigma—the mystery of the purpose of Machu Picchu—to a hypothesis about the purpose of the city.
Choice (B) is incorrect. The first four paragraphs of the passage raise a central question about Machu Picchu: what was
the purpose of the city? The author dismisses previous explanations of the city’s purpose as a capital or a religious place
and wonders why the Incas would “build a city and . . . terraces” where there was “very little soil.” In line 39, the author
begins to provide an answer to the question of the city’s purpose: “A hint of the possible function of Machu Picchu came
to me while hiking there . . . .” The author then explains how he or she arrived at the theory that Machu Picchu was “an
agricultural station.” The beginning of the passage is not a chronicle, or account, of an event, and the end of the passage
does not make a suggestion about an event’s repercussions, or consequences. Rather than discussing one event in lines 138, the author is exploring ideas about a place; instead of discussing consequences in lines 39-69, the author is explaining
his or her own hypothesis about that place.
Choice (C) is incorrect. The first four paragraphs of the passage raise a central question about Machu Picchu: what was
the purpose of the city? The author dismisses previous explanations of the city’s purpose as a capital or a religious place
and wonders why the Incas would “build a city and . . . terraces” where there was “very little soil.” In line 39, the author
begins to provide an answer to the question of the city’s purpose: “A hint of the possible function of Machu Picchu came
to me while hiking there . . . .” The author then explains how he or she arrived at the theory that Machu Picchu was “an
agricultural station.” Although the author suggests that previous theories about Machu Picchu were incorrect, he or she
does not discuss a particular argument or dispute in lines 1-38. Further, the author does not analyze the weakness of an
argument in lines 39-69; rather, the author explains his or her own hypothesis about Machu Picchu.
Choice (D) is incorrect. The first four paragraphs of the passage raise a central question about Machu Picchu: what was
the purpose of the city? The author dismisses previous explanations of the city’s purpose as a capital or a religious place
and wonders why the Incas would “build a city and . . . terraces” where there was “very little soil.” In line 39, the author
begins to provide an answer to the question of the city’s purpose: “A hint of the possible function of Machu Picchu came
to me while hiking there . . . .” The author then explains how he or she arrived at the theory that Machu Picchu was “an
agricultural station.” The author does portray a mystery in lines 1-38—the mystery of the purpose of Machu Picchu—but
he or she does not criticize a proposed explanation in lines 39-69. On the contrary, in line 39 the author begins providing
his or her own explanation of the purpose of Machu Picchu.
Choice (E) is incorrect. The first four paragraphs of the passage raise a central question about Machu Picchu: what was
the purpose of the city? The author dismisses previous explanations of the city’s purpose as a capital or a religious place
and wonders why the Incas would “build a city and . . . terraces” where there was “very little soil.” In line 39, the author
begins to provide an answer to the question of the city’s purpose: “A hint of the possible function of Machu Picchu came
to me while hiking there . . . .” The author then explains how he or she arrived at the theory that Machu Picchu was “an
agricultural station.” One might say that the author considers an achievement in lines 1-38, as the building of Machu
Picchu was a great achievement. However, line 39 does not mark a shift to speculation, or theorizing, about how this
achievement was accomplished; indeed, the discussion in lines 27-31 suggests that we already know how Machu Picchu
was built. Line 39 marks a shift to the author’s hypothesis about why the Incas built Machu Picchu, not his or her
speculation about how they built it.
©The College Board 2013. For the sole use of the person for whom this report has been provided. Not for duplication or distribution.
Page 113
PSAT/NMSQT ®
Questions and Answer Explanations 2012-2013
WEDNESDAY FORM
Critical Reading: Question 45
Difficulty Level: MEDIUM (6 on a scale of 1-9)
Skill Category: Determining the Meaning of Words
Use vocabulary skills, context, roots, prefixes, and suffixes to determine the meaning of words.
This passage is adapted from a 1988 book that examines the influence of Native American cultures on other world
cultures. Here, the author discusses Machu Picchu, the ruins of an ancient Incan city located on a remote and steeply
terraced mountainside in South America.
Passage 1
Line 5
Line 10
Line 15
Line 20
Line 25
Line 30
Line 35
There is only one Machu Picchu, but it guards many
mysteries. The ruins of this ancient Peruvian city sit
perched 8,000 feet above sea level on a mountain
overlooking the Urubamba River. Even though in size
Machu Picchu barely surpasses a village, the ruins show
a complexity indicative of a much more important place:
precision-crafted buildings with neat regular lines, beveled
edges, and mortarless seams that characterize the best of
Incan architecture. The spectacular setting combined with
the exquisitely wrought buildings have evoked much
speculation and much romantic rubbish about the purpose
of the city. The explorer Hiram Bingham who “discovered”
Machu Picchu erroneously assumed that he had found the
capital of the Incan empire. Many other people assumed
that its purpose was religious, thus dubbing it the “sacred
city of the Incas.”
None of this agrees with what we know about the Incas.
They did not build large pyramids to please their gods.
They did not build observatories to watch the patterns of
the stars. Indeed, they displayed an austere practicality in
every aspect of their lives and showed little hint of religious
fervor and no tendency toward either the sentimental or the
superstitious.
In light of this practicality, the existence of Machu
Picchu seems all the more puzzling. Why would the Incas
build a city and line the mountain with terraces even though
there was very little soil there? The builders used the best
techniques known to them to make terraces that would last
for eternity. Then the workers added layers of rock and clay
as subsoil, and from the river below hauled up rich dirt over
steep embankments half a mile high. This task would be the
equivalent of hauling dirt from the Colorado River to plant
crops on top of the Grand Canyon.
The Incas built hundreds of these terraces, all of them
quite small for any kind of extensive agriculture. Some
of them narrow to as little as six inches in width. Such
an arrangement makes no more sense than if people today
decided to start farming using large flower boxes.
©The College Board 2013. For the sole use of the person for whom this report has been provided. Not for duplication or distribution.
Page 114
PSAT/NMSQT ®
Questions and Answer Explanations 2012-2013
WEDNESDAY FORM
A hint of the possible function of Machu Picchu came
to me while hiking there with a friend who is a botanist.
We had approached via a trail perched high in the saddle
of the mountain dividing the Machu Picchu side of the
mountain from a dry inland valley. Standing in this
gateway one sees two worlds: the brown and lifeless valley
and the lush emerald-green valley watered by the thick
fogs of the Urubamba River. As we descended toward
the city from this high pass, I stared out at the spectacular
landscape. While I looked up and down the long vistas of
the Urubamba, my friend was looking at the vegetation and
naming everything growing along the path. I found this
distracting from the big picture but, as we descended and
passed from one terrace to another, the plant names
changed. We were passing through a series of ecological
layers, as one does on many mountains in the Andes. The
mountainside is laid out in strips of vegetation and
microzones. The place is a scientist’s dream—the perfect
location for all kinds of controlled experiments. Viewed
in that context, the small terraces took on new meaning
as experimental patches at a range of altitudes and built
at so many different angles, facing the morning sun, the
evening sun, constant sun, or no sun.
Line 40
Line 45
Line 50
Line 55
Line 60
In my mind, Machu Picchu suddenly became an
agricultural station. And in that sense it was indeed a sacred
spot, because agriculture was a sacred activity for the Incas.
They had been among the world’s great experimenters with
agriculture, and they built numerous experimental areas
where crops could be grown in different ways. It would
not be surprising if the Incas devoted a place such as
Machu Picchu to just such an activity.
Line 65
Question:
In line 45, “watered” most nearly means
(A) cleansed
(B) diluted
(C) consumed
(D) secreted
(E) moistened
Answer Explanation:
Choice (E) is correct. In lines 42-46 the author explains that when on a trail overlooking “the Machu Picchu side of the
mountain” and “a dry inland valley,” what one sees is “two worlds: the brown and lifeless valley and the lush emeraldgreen valley watered by the thick fogs of the Urubamba River.” In this context, “watered” most nearly means
“moistened.” The author means that the green valley is literally moist with water from the river and its spray.
Choice (A) is incorrect. In lines 42-46 the author explains that when on a trail overlooking “the Machu Picchu side of the
mountain” and “a dry inland valley,” what one sees is “two worlds: the brown and lifeless valley and the lush emerald©The College Board 2013. For the sole use of the person for whom this report has been provided. Not for duplication or distribution.
Page 115
PSAT/NMSQT ®
Questions and Answer Explanations 2012-2013
WEDNESDAY FORM
green valley watered by the thick fogs of the Urubamba River.” In this context, “watered” does not mean “cleansed.” The
author means that the green valley is literally moist with water from the river and its spray, not that the water from the
river cleans or washes the valley.
Choice (B) is incorrect. In lines 42-46 the author explains that when on a trail overlooking “the Machu Picchu side of the
mountain” and “a dry inland valley,” what one sees is “two worlds: the brown and lifeless valley and the lush emeraldgreen valley watered by the thick fogs of the Urubamba River.” In this context, “watered” does not mean “diluted,” or
thinned or weakened. The author means that the green valley is literally moist with water from the river and its spray, not
that the water from the river somehow thins or weakens the valley.
Choice (C) is incorrect. In lines 42-46 the author explains that when on a trail overlooking “the Machu Picchu side of the
mountain” and “a dry inland valley,” what one sees is “two worlds: the brown and lifeless valley and the lush emeraldgreen valley watered by the thick fogs of the Urubamba River.” In this context, “watered” does not mean “consumed,” or
used up or destroyed. The author means that the green valley is literally moist with water from the river and its spray, not
that the water from the river somehow uses up the valley.
Choice (D) is incorrect. In lines 42-46 the author explains that when on a trail overlooking “the Machu Picchu side of the
mountain” and “a dry inland valley,” what one sees is “two worlds: the brown and lifeless valley and the lush emeraldgreen valley watered by the thick fogs of the Urubamba River.” In this context, “watered” does not mean “secreted,” or
released a liquid substance. Indeed, it does not make sense to say that the fogs of a river could secrete, or release, a valley.
Rather, the author means that the green valley is literally moist with water from the river and its spray.
©The College Board 2013. For the sole use of the person for whom this report has been provided. Not for duplication or distribution.
Page 116
PSAT/NMSQT ®
Questions and Answer Explanations 2012-2013
WEDNESDAY FORM
Critical Reading: Question 46
Difficulty Level: MEDIUM (5 on a scale of 1-9)
Skill Category: Reasoning and Inferencing
Understand assumptions, suggestions and implications in reading passages and draw informed conclusions.
This passage is adapted from a 1988 book that examines the influence of Native American cultures on other world
cultures. Here, the author discusses Machu Picchu, the ruins of an ancient Incan city located on a remote and steeply
terraced mountainside in South America.
Passage 1
Line 5
Line 10
Line 15
Line 20
Line 25
Line 30
Line 35
There is only one Machu Picchu, but it guards many
mysteries. The ruins of this ancient Peruvian city sit
perched 8,000 feet above sea level on a mountain
overlooking the Urubamba River. Even though in size
Machu Picchu barely surpasses a village, the ruins show
a complexity indicative of a much more important place:
precision-crafted buildings with neat regular lines, beveled
edges, and mortarless seams that characterize the best of
Incan architecture. The spectacular setting combined with
the exquisitely wrought buildings have evoked much
speculation and much romantic rubbish about the purpose
of the city. The explorer Hiram Bingham who “discovered”
Machu Picchu erroneously assumed that he had found the
capital of the Incan empire. Many other people assumed
that its purpose was religious, thus dubbing it the “sacred
city of the Incas.”
None of this agrees with what we know about the Incas.
They did not build large pyramids to please their gods.
They did not build observatories to watch the patterns of
the stars. Indeed, they displayed an austere practicality in
every aspect of their lives and showed little hint of religious
fervor and no tendency toward either the sentimental or the
superstitious.
In light of this practicality, the existence of Machu
Picchu seems all the more puzzling. Why would the Incas
build a city and line the mountain with terraces even though
there was very little soil there? The builders used the best
techniques known to them to make terraces that would last
for eternity. Then the workers added layers of rock and clay
as subsoil, and from the river below hauled up rich dirt over
steep embankments half a mile high. This task would be the
equivalent of hauling dirt from the Colorado River to plant
crops on top of the Grand Canyon.
The Incas built hundreds of these terraces, all of them
quite small for any kind of extensive agriculture. Some
of them narrow to as little as six inches in width. Such
an arrangement makes no more sense than if people today
decided to start farming using large flower boxes.
©The College Board 2013. For the sole use of the person for whom this report has been provided. Not for duplication or distribution.
Page 117
PSAT/NMSQT ®
Questions and Answer Explanations 2012-2013
WEDNESDAY FORM
A hint of the possible function of Machu Picchu came
to me while hiking there with a friend who is a botanist.
We had approached via a trail perched high in the saddle
of the mountain dividing the Machu Picchu side of the
mountain from a dry inland valley. Standing in this
gateway one sees two worlds: the brown and lifeless valley
and the lush emerald-green valley watered by the thick
fogs of the Urubamba River. As we descended toward
the city from this high pass, I stared out at the spectacular
landscape. While I looked up and down the long vistas of
the Urubamba, my friend was looking at the vegetation and
naming everything growing along the path. I found this
distracting from the big picture but, as we descended and
passed from one terrace to another, the plant names
changed. We were passing through a series of ecological
layers, as one does on many mountains in the Andes. The
mountainside is laid out in strips of vegetation and
microzones. The place is a scientist’s dream—the perfect
location for all kinds of controlled experiments. Viewed
in that context, the small terraces took on new meaning
as experimental patches at a range of altitudes and built
at so many different angles, facing the morning sun, the
evening sun, constant sun, or no sun.
Line 40
Line 45
Line 50
Line 55
Line 60
In my mind, Machu Picchu suddenly became an
agricultural station. And in that sense it was indeed a sacred
spot, because agriculture was a sacred activity for the Incas.
They had been among the world’s great experimenters with
agriculture, and they built numerous experimental areas
where crops could be grown in different ways. It would
not be surprising if the Incas devoted a place such as
Machu Picchu to just such an activity.
Line 65
Question:
The author implies that the “layers” (line 54) are noteworthy primarily because they
(A) suggest an artistic purpose
(B) reflect centuries of habitation
(C) conceal unexpected resources
(D) include multiple zones of plant life
(E) reveal the order of a formal garden
Answer Explanation:
Choice (D) is correct. The author describes hiking near Machu Picchu with a friend who is a botanist and realizing that as
they “descended and passed from one terrace to another, the plant names changed.” The author observes, “We were
passing through a series of ecological layers.” In other words, the author and the friend found different types of plants
growing in different areas of the mountainous region. It is clear that the author finds the layers noteworthy because of the
multiple zones of plant life they contained. Indeed, it was the realization that the mountainside contains “ecological
layers,” or zones supporting different types of plants, that led the author to hypothesize that Machu Picchu was “an
agricultural station.”
©The College Board 2013. For the sole use of the person for whom this report has been provided. Not for duplication or distribution.
Page 118
PSAT/NMSQT ®
Questions and Answer Explanations 2012-2013
WEDNESDAY FORM
Choice (A) is incorrect. The author describes hiking near Machu Picchu with a friend who is a botanist and realizing that
as they “descended and passed from one terrace to another, the plant names changed.” The author observes, “We were
passing through a series of ecological layers.” In other words, the author and the friend found different types of plants
growing in different areas of the mountainous region. Although the author has noted that the landscape is “spectacular,”
he or she makes no mention of any artistic purposes of these “ecological layers.” Rather, the author makes it clear that
layers are noteworthy because of the multiple zones of plant life they contain. Indeed, it was the recognition of the zones
of different plants that led the author to hypothesize that Machu Picchu was “an agricultural station.”
Choice (B) is not correct. The author describes hiking near Machu Picchu with a friend who is a botanist and realizing that
as they “descended and passed from one terrace to another, the plant names changed.” The author observes, “We were
passing through a series of ecological layers.” In other words, the author and the friend found different types of plants
growing in different areas of the mountainous region. The author does not suggest that these “ecological layers” are
noteworthy because they reflect centuries of habitation; he or she is discussing what seem to be naturally occurring zones
of plants common to “many mountains in the Andes.” (Further, the author notes that Machu Picchu is “ancient” and now
in “ruins,” suggesting that it has not been inhabited for some time.) Rather, the author makes it clear that the layers are
noteworthy because of the multiple zones of plant life they contain. Indeed, it was the recognition of the zones of different
plants that led the author to hypothesize that Machu Picchu was “an agricultural station.”
Choice (C) is not correct. The author describes hiking near Machu Picchu with a friend who is a botanist and realizing that
as they “descended and passed from one terrace to another, the plant names changed.” The author observes, “We were
passing through a series of ecological layers.” In other words, the author and the friend found different types of plants
growing in different areas of the mountainous region. The author does not suggest that the layers are noteworthy because
they conceal anything; there is no indication that the layers are covering up resources or anything else. Rather, the author
makes it clear that the layers are noteworthy because of the recognizable variety of plant life they contain. Indeed, it was
the recognition of the zones of different plants that led the author to hypothesize that Machu Picchu was “an agricultural
station.”
Choice (E) is not correct. The author describes hiking near Machu Picchu with a friend who is a botanist and realizing that
as they “descended and passed from one terrace to another, the plant names changed.” The author observes, “We were
passing through a series of ecological layers.” In other words, the author and the friend found different types of plants
growing in different areas of the mountainous region. The author does not suggest that the layers are noteworthy because
they reveal the order, or organization, of a formal garden; there is no indication that the plants that exist there now are
tended, or that they are part of a designed garden. Rather, the author makes it clear that the layers are noteworthy because
of the recognizable variety of plant life they contain—a natural variety that occurs in the ecological zones common to
“many mountains in the Andes.” Indeed, it was the recognition of the zones of different plants that led the author to
hypothesize that Machu Picchu was “an agricultural station.”
©The College Board 2013. For the sole use of the person for whom this report has been provided. Not for duplication or distribution.
Page 119
PSAT/NMSQT ®
Questions and Answer Explanations 2012-2013
WEDNESDAY FORM
Critical Reading: Question 47
Difficulty Level: MEDIUM (4 on a scale of 1-9)
Skill Category: Determining the Meaning of Words
Use vocabulary skills, context, roots, prefixes, and suffixes to determine the meaning of words.
This passage is adapted from a 1988 book that examines the influence of Native American cultures on other world
cultures. Here, the author discusses Machu Picchu, the ruins of an ancient Incan city located on a remote and steeply
terraced mountainside in South America.
Passage 1
Line 5
Line 10
Line 15
Line 20
Line 25
Line 30
Line 35
There is only one Machu Picchu, but it guards many
mysteries. The ruins of this ancient Peruvian city sit
perched 8,000 feet above sea level on a mountain
overlooking the Urubamba River. Even though in size
Machu Picchu barely surpasses a village, the ruins show
a complexity indicative of a much more important place:
precision-crafted buildings with neat regular lines, beveled
edges, and mortarless seams that characterize the best of
Incan architecture. The spectacular setting combined with
the exquisitely wrought buildings have evoked much
speculation and much romantic rubbish about the purpose
of the city. The explorer Hiram Bingham who “discovered”
Machu Picchu erroneously assumed that he had found the
capital of the Incan empire. Many other people assumed
that its purpose was religious, thus dubbing it the “sacred
city of the Incas.”
None of this agrees with what we know about the Incas.
They did not build large pyramids to please their gods.
They did not build observatories to watch the patterns of
the stars. Indeed, they displayed an austere practicality in
every aspect of their lives and showed little hint of religious
fervor and no tendency toward either the sentimental or the
superstitious.
In light of this practicality, the existence of Machu
Picchu seems all the more puzzling. Why would the Incas
build a city and line the mountain with terraces even though
there was very little soil there? The builders used the best
techniques known to them to make terraces that would last
for eternity. Then the workers added layers of rock and clay
as subsoil, and from the river below hauled up rich dirt over
steep embankments half a mile high. This task would be the
equivalent of hauling dirt from the Colorado River to plant
crops on top of the Grand Canyon.
The Incas built hundreds of these terraces, all of them
quite small for any kind of extensive agriculture. Some
of them narrow to as little as six inches in width. Such
an arrangement makes no more sense than if people today
decided to start farming using large flower boxes.
©The College Board 2013. For the sole use of the person for whom this report has been provided. Not for duplication or distribution.
Page 120
PSAT/NMSQT ®
Questions and Answer Explanations 2012-2013
WEDNESDAY FORM
A hint of the possible function of Machu Picchu came
to me while hiking there with a friend who is a botanist.
We had approached via a trail perched high in the saddle
of the mountain dividing the Machu Picchu side of the
mountain from a dry inland valley. Standing in this
gateway one sees two worlds: the brown and lifeless valley
and the lush emerald-green valley watered by the thick
fogs of the Urubamba River. As we descended toward
the city from this high pass, I stared out at the spectacular
landscape. While I looked up and down the long vistas of
the Urubamba, my friend was looking at the vegetation and
naming everything growing along the path. I found this
distracting from the big picture but, as we descended and
passed from one terrace to another, the plant names
changed. We were passing through a series of ecological
layers, as one does on many mountains in the Andes. The
mountainside is laid out in strips of vegetation and
microzones. The place is a scientist’s dream—the perfect
location for all kinds of controlled experiments. Viewed
in that context, the small terraces took on new meaning
as experimental patches at a range of altitudes and built
at so many different angles, facing the morning sun, the
evening sun, constant sun, or no sun.
Line 40
Line 45
Line 50
Line 55
Line 60
In my mind, Machu Picchu suddenly became an
agricultural station. And in that sense it was indeed a sacred
spot, because agriculture was a sacred activity for the Incas.
They had been among the world’s great experimenters with
agriculture, and they built numerous experimental areas
where crops could be grown in different ways. It would
not be surprising if the Incas devoted a place such as
Machu Picchu to just such an activity.
Line 65
Question:
In line 59, “patches” most nearly means
(A) materials
(B) scraps
(C) decorations
(D) plots
(E) repairs
Answer Explanation:
Choice (D) is correct. After noticing the “ecological layers” and “strips of vegetation and microzones” on the
mountainside, the author views the terraces, or cultivated ridges, of Machu Picchu in a new way: “Viewed in that context,
the small terraces took on new meaning as experimental patches at a range of altitudes and built at so many different
angles.” In this context, “patches” most nearly means “plots,” or areas of planted ground. The author is indicating that the
Incas may have used the terraces to experiment with different plants—that is, the terraces might have been areas of
ground planted with a variety of plants.
©The College Board 2013. For the sole use of the person for whom this report has been provided. Not for duplication or distribution.
Page 121
PSAT/NMSQT ®
Questions and Answer Explanations 2012-2013
WEDNESDAY FORM
Choice (A) is incorrect. After noticing the “ecological layers” and “strips of vegetation and microzones” on the
mountainside, the author views the terraces, or cultivated ridges, of Machu Picchu in a new way: “Viewed in that context,
the small terraces took on new meaning as experimental patches at a range of altitudes and built at so many different
angles.” In this context, “patches” does not mean “materials,” or substances from which things are made; it is not clear
how a piece of land would be a material. Rather, the term most nearly means “plots”; the author is indicating that the
terraces might have been areas of planted ground.
Choice (B) is incorrect. After noticing the “ecological layers” and “strips of vegetation and microzones” on the
mountainside, the author views the terraces, or cultivated ridges, of Machu Picchu in a new way: “Viewed in that context,
the small terraces took on new meaning as experimental patches at a range of altitudes and built at so many different
angles.” In this context, “patches” does not mean “scraps,” or small, leftover pieces of something. Rather than suggesting
that the terraces are somehow leftover parts of something larger, the author is indicating that the terraces might have been
plots, or individual areas of planted ground.
Choice (C) is incorrect. After noticing the “ecological layers” and “strips of vegetation and microzones” on the
mountainside, the author views the terraces, or cultivated ridges, of Machu Picchu in a new way: “Viewed in that context,
the small terraces took on new meaning as experimental patches at a range of altitudes and built at so many different
angles.” In this context, “patches” does not mean “decorations”; there is no indication that the terraces were used as
decorations. Rather than suggesting that the terraces were merely decorative, the author is indicating that the terraces
might have been plots, or individual areas of planted ground.
Choice (E) is incorrect. After noticing the “ecological layers” and “strips of vegetation and microzones” on the
mountainside, the author views the terraces, or cultivated ridges, of Machu Picchu in a new way: “Viewed in that context,
the small terraces took on new meaning as experimental patches at a range of altitudes and built at so many different
angles.” In this context, “patches” does not mean “repairs.” Rather than suggesting that the terraces were intended to
somehow fix or repair something, the author is indicating that the terraces might have been plots, or individual areas of
planted ground.
©The College Board 2013. For the sole use of the person for whom this report has been provided. Not for duplication or distribution.
Page 122
PSAT/NMSQT ®
Questions and Answer Explanations 2012-2013
WEDNESDAY FORM
Critical Reading: Question 48
Difficulty Level: MEDIUM (5 on a scale of 1-9)
Skill Category: Author's Craft
Understand how authors use tone, style and writing devices such as metaphor or symbolism.
This passage is adapted from a 1988 book that examines the influence of Native American cultures on other world
cultures. Here, the author discusses Machu Picchu, the ruins of an ancient Incan city located on a remote and steeply
terraced mountainside in South America.
Passage 1
Line 5
Line 10
Line 15
Line 20
Line 25
Line 30
Line 35
There is only one Machu Picchu, but it guards many
mysteries. The ruins of this ancient Peruvian city sit
perched 8,000 feet above sea level on a mountain
overlooking the Urubamba River. Even though in size
Machu Picchu barely surpasses a village, the ruins show
a complexity indicative of a much more important place:
precision-crafted buildings with neat regular lines, beveled
edges, and mortarless seams that characterize the best of
Incan architecture. The spectacular setting combined with
the exquisitely wrought buildings have evoked much
speculation and much romantic rubbish about the purpose
of the city. The explorer Hiram Bingham who “discovered”
Machu Picchu erroneously assumed that he had found the
capital of the Incan empire. Many other people assumed
that its purpose was religious, thus dubbing it the “sacred
city of the Incas.”
None of this agrees with what we know about the Incas.
They did not build large pyramids to please their gods.
They did not build observatories to watch the patterns of
the stars. Indeed, they displayed an austere practicality in
every aspect of their lives and showed little hint of religious
fervor and no tendency toward either the sentimental or the
superstitious.
In light of this practicality, the existence of Machu
Picchu seems all the more puzzling. Why would the Incas
build a city and line the mountain with terraces even though
there was very little soil there? The builders used the best
techniques known to them to make terraces that would last
for eternity. Then the workers added layers of rock and clay
as subsoil, and from the river below hauled up rich dirt over
steep embankments half a mile high. This task would be the
equivalent of hauling dirt from the Colorado River to plant
crops on top of the Grand Canyon.
The Incas built hundreds of these terraces, all of them
quite small for any kind of extensive agriculture. Some
of them narrow to as little as six inches in width. Such
an arrangement makes no more sense than if people today
decided to start farming using large flower boxes.
©The College Board 2013. For the sole use of the person for whom this report has been provided. Not for duplication or distribution.
Page 123
PSAT/NMSQT ®
Questions and Answer Explanations 2012-2013
WEDNESDAY FORM
A hint of the possible function of Machu Picchu came
to me while hiking there with a friend who is a botanist.
We had approached via a trail perched high in the saddle
of the mountain dividing the Machu Picchu side of the
mountain from a dry inland valley. Standing in this
gateway one sees two worlds: the brown and lifeless valley
and the lush emerald-green valley watered by the thick
fogs of the Urubamba River. As we descended toward
the city from this high pass, I stared out at the spectacular
landscape. While I looked up and down the long vistas of
the Urubamba, my friend was looking at the vegetation and
naming everything growing along the path. I found this
distracting from the big picture but, as we descended and
passed from one terrace to another, the plant names
changed. We were passing through a series of ecological
layers, as one does on many mountains in the Andes. The
mountainside is laid out in strips of vegetation and
microzones. The place is a scientist’s dream—the perfect
location for all kinds of controlled experiments. Viewed
in that context, the small terraces took on new meaning
as experimental patches at a range of altitudes and built
at so many different angles, facing the morning sun, the
evening sun, constant sun, or no sun.
Line 40
Line 45
Line 50
Line 55
Line 60
In my mind, Machu Picchu suddenly became an
agricultural station. And in that sense it was indeed a sacred
spot, because agriculture was a sacred activity for the Incas.
They had been among the world’s great experimenters with
agriculture, and they built numerous experimental areas
where crops could be grown in different ways. It would
not be surprising if the Incas devoted a place such as
Machu Picchu to just such an activity.
Line 65
Question:
The primary purpose of the passage as a whole is to
(A) report known facts
(B) challenge previous data
(C) present a personal theory
(D) compare ancient cultures
(E) describe a mysterious location
Answer Explanation:
Choice (C) is correct. The author begins by stating that “Machu Picchu . . . guards many mysteries.” He or she dismisses
previous explanations of the purpose of the city (“None of this agrees with what we know about the Incas”) and notes that
“the existence of Machu Picchu” is “puzzling,” asking, “Why would the Incas build a city and line the mountain with
terraces even though there was very little soil there?” In line 39, the author begins to provide an answer to this question:
“A hint of the possible function of Machu Picchu came to me while hiking there . . . .” Throughout the rest of the passage,
the author explains how he or she arrived at the hypothesis that Machu Picchu was “an agricultural station.” As a whole,
the passage primarily serves to present the author’s personal theory of Machu Picchu’s purpose.
©The College Board 2013. For the sole use of the person for whom this report has been provided. Not for duplication or distribution.
Page 124
PSAT/NMSQT ®
Questions and Answer Explanations 2012-2013
WEDNESDAY FORM
Choice (A) is incorrect. The author begins by stating that “Machu Picchu . . . guards many mysteries.” He or she
dismisses previous explanations of the purpose of the city (“None of this agrees with what we know about the Incas”) and
notes that “the existence of Machu Picchu” is “puzzling,” asking, “Why would the Incas build a city and line the mountain
with terraces even though there was very little soil there?” In line 39, the author begins to provide an answer to this
question: “A hint of the possible function of Machu Picchu came to me while hiking there . . . .” Throughout the rest of
the passage, the author explains how he or she arrived at the hypothesis that Machu Picchu was “an agricultural station.”
Although the author does refer to some known facts about Machu Picchu, the primary purpose of the passage is not to
report facts. Rather, as a whole, the passage serves to present the author’s personal theory of Machu Picchu’s purpose.
Choice (B) is incorrect. The author begins by stating that “Machu Picchu . . . guards many mysteries.” He or she dismisses
previous explanations of the purpose of the city (“None of this agrees with what we know about the Incas”) and notes that
“the existence of Machu Picchu” is “puzzling,” asking, “Why would the Incas build a city and line the mountain with
terraces even though there was very little soil there?” In line 39, the author begins to provide an answer to this question:
“A hint of the possible function of Machu Picchu came to me while hiking there . . . .” Throughout the rest of the passage,
the author explains how he or she arrived at the hypothesis that Machu Picchu was “an agricultural station.” The author
does dismiss previous assumptions about Machu Picchu, but he or she does not challenge any previous data, or facts.
Rather than challenging previous data, the passage serves to present the author’s personal theory of Machu Picchu’s
purpose.
Choice (D) is incorrect. The author begins by stating that “Machu Picchu . . . guards many mysteries.” He or she
dismisses previous explanations of the purpose of the city (“None of this agrees with what we know about the Incas”) and
notes that “the existence of Machu Picchu” is “puzzling,” asking, “Why would the Incas build a city and line the mountain
with terraces even though there was very little soil there?” In line 39, the author begins to provide an answer to this
question: “A hint of the possible function of Machu Picchu came to me while hiking there . . . .” Throughout the rest of
the passage, the author explains how he or she arrived at the hypothesis that Machu Picchu was “an agricultural station.”
The primary purpose of the passage is not to compare ancient cultures; the author does not compare the Incas to any other
ancient peoples. Rather, as a whole, the passage serves to present the author’s personal theory of Machu Picchu’s purpose.
Choice (E) is incorrect. The author begins by stating that “Machu Picchu . . . guards many mysteries.” He or she dismisses
previous explanations of the purpose of the city (“None of this agrees with what we know about the Incas”) and notes that
“the existence of Machu Picchu” is “puzzling,” asking, “Why would the Incas build a city and line the mountain with
terraces even though there was very little soil there?” In line 39, the author begins to provide an answer to this question:
“A hint of the possible function of Machu Picchu came to me while hiking there . . . .” Throughout the rest of the passage,
the author explains how he or she arrived at the hypothesis that Machu Picchu was “an agricultural station.” Although the
author considers Machu Picchu mysterious, the primary purpose of the passage is not to describe the location; rather, it is
to present the author’s personal theory of the purpose of the city. Instead of simply describing the area, the author explores
and considers its possible function.
©The College Board 2013. For the sole use of the person for whom this report has been provided. Not for duplication or distribution.
Page 125