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SAT Reasoning Test — General Directions
YOUR NAME (PRINT) LAST FIRST MI
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A B C D E F G H I J K L M N O P Q R S T U V W X Y Z A B C D E F G H I J K L M N O P Q R S T U V W X Y Z 0 1 2 3 4 5 6 7 8 9 0 1 2 3 4 5 6 7 8 9 0 1 2 3 4 5 6 7 8 9 A B C D E F G H I J K L M N O P Q R S T U V W X Y Z A B C D E F G H I J K L M N O P Q R S T U V W X Y Z
(^8) FORM CODE (Copy and grid as on back of test book.)
DO NOT OPEN THIS BOOK UNTIL THE
SUPERVISOR TELLS YOU TO DO SO.
Timing
- You will have 3 hours and 45 minutes to work on this test.
- There are ten separately timed sections: One 25-minute essay Six other 25-minute sections Two 20-minute sections One 10-minute section
- You may work on only one section at a time.
- The supervisor will tell you when to begin and end each section.
- If you finish a section before time is called, check your work on that section. You may NOT turn to any other section.
- Work as rapidly as you can without losing accuracy. Don’t waste time on questions that seem too diffi cult for you. Marking Answers
- Be sure to mark your answer sheet properly.
- You must use a No. 2 pencil.
- Carefully mark only one answer for each question.
- Make sure you fi ll the entire circle darkly and completely.
- Do not make any stray marks on your answer sheet.
- If you erase, do so completely. Incomplete erasures may be scored as intended answers.
- Use only the answer spaces that correspond to the question numbers. Using Your Test Book
- You may use the test book for scratchwork, but you will not receive credit for anything written there.
- After time has been called, you may not transfer answers to your answer sheet or fi ll in circles.
- You may not fold or remove pages or portions of a page from this book, or take the book or answer sheet from the testing room. Scoring
- For each correct answer, you receive one point.
- For questions you omit, you receive no points.
- For a wrong answer to a multiple-choice question, you lose one-fourth of a point. If you can eliminate one or more of the answer choices as wrong, you increase your chances of choosing the correct answer and earning one point. If you can’t eliminate any choice, move on. You can return to the question later if there is time.
- For a wrong answer to a student-produced response (“grid-in”) math question, you don’t lose any points.
- Multiple-choice and student-produced response questions are machine scored.
- The essay is scored on a 1 to 6 scale by two different readers. The total essay score is the sum of the two readers’ scores.
- Off-topic essays, blank essays, and essays written in ink will receive a score of zero. The passages for this test have been adapted from published material. The ideas contained in them do not necessarily represent the opinions of the College Board.
9 TEST FORM (Copy from back of test book.)
You may use this space to make notes for your essay. Remember, however, that you
will receive credit ONLY for what is written on your answer sheet.
_________________________________________________________________________
NNO NOOTTTEEESSS OOONNNLLLYYY
WWr Wrriiittteee eeessssssaaayyy ooonnn aaannnssswwweeerrr
sshshheeeeeettt!!!
SECTION 2
Time — 25 minutes 24 Questions
Turn to Section 2 (page 4) of your answer sheet to answer the questions in this section.
Directions: For each question in this section, select the best answer from among the choices given and fill in the corresponding circle on the answer sheet.
Each sentence below has one or two blanks, each blank indicating that something has been omitted. Beneath the sentence are five words or sets of words labeled A through E. Choose the word or set of words that, when inserted in the sentence, best fits the meaning of the sentence as a whole.
Example:
Hoping to ------- the dispute, negotiators proposed a compromise that they felt would be ------- to both labor and management.
(A) enforce.. useful (B) end.. divisive (C) overcome.. unattractive (D) extend.. satisfactory (E) resolve.. acceptable
1. Despite ------- on taking rare tamarins from their habitat, the illegal trade in the tiny monkeys remains -------.
(A) commendations.. obligatory (B) consultations.. predominant (C) restrictions.. local (D) penalties.. illicit (E) prohibitions.. active
2. Representing a round world on a flat surface is impos- sible without some -------: the Mercator projection map shows Greenland as over ten times larger than Mexico, a country in fact only slightly smaller than Greenland.
(A) oversight (B) simplification (C) distortion (D) sophistication (E) superficiality
3. The highly publicized redesign of the car is essentially -------: the exterior has been updated, but the engine remains unchanged.
(A) intuitive (B) cosmetic (C) incoherent (D) consequential (E) retroactive
4. Many of our memories are -------, escaping our con- sciousness just as we strain to recall a face or a name.
(A) elusive (B) pervasive (C) unvaried (D) insensitive (E) impractical
5. Although Caroline Gordon was rigorously objective in her journalistic writing, her lively and ------- private correspondence ------- a delightful capacity for biting commentary on the social scene.
(A) incisive.. disguised (B) eloquent.. derided (C) dispassionate.. demonstrated (D) exuberant.. minimized (E) entertaining.. exhibited
6. An effective member of a debating team must focus clearly on the ------- issue and avoid ------- arguments.
(A) equivocal.. obstreperous (B) designated.. pertinent (C) comprehensive.. general (D) principal.. peripheral (E) subtle.. significant
7. The ------- with which merchants and landowners in early-nineteenth-century Maryland and Virginia ------- Joshua Johnston’s professional services attests to his artistic skill as a portrait painter.
(A) avidness.. sought (B) diffidence.. purchased (C) patience.. replaced (D) elegance.. regarded (E) zealousness.. overlooked
8. The man’s colleagues characterized him as ------- because he had an irritable, quarrelsome disposition.
(A) tyrannical (B) disingenuous (C) sanctimonious (D) cantankerous (E) morose
The passages below are followed by questions based on their content; questions following a pair of related passages may also be based on the relationship between the paired passages. Answer the questions on the basis of what is stated or implied in the passages and in any introductory material that may be provided.
Questions 9-12 are based on the following passages.
Passage 1 is by Dorothy Sayers; Passage 2 is adapted from a work by Raymond Chandler.
Passage 1
The detective story does not and cannot attain the loftiest level of literary achievement. Though it deals with the most desperate effects of rage, jealousy, and revenge, it rarely touches the heights and depths of 5 human passion. It presents us with an accomplished fact, and looks upon death with a dispassionate eye. It does not show us the inner workings of the murderer’s mind— it must not, for the identity of the criminal is hidden until the end of the book. The most successful 10 writers are those who contrive to keep the story running from beginning to end upon the same emotional level, and it is better to err in the direction of too little feeling than too much.
Passage 2
I think what was really gnawing at Dorothy Sayers in 15 her critique of the detective story was the realization that her kind of detective story was an arid formula unable to satisfy its own implications. If the story started to be about real people, they soon had to do unreal things to conform to the artificial pattern required by the plot. When they did 20 unreal things, they ceased to be real themselves. Sayers’ own stories show that she was annoyed by this triteness. Yet she would not give her characters their heads and let them make their own mystery.
9. Which best describes the relationship between the two passages?
(A) Passage 1 explains the evolution of a genre, while Passage 2 challenges the notion of a distinct genre. (B) Passage 1 discusses the constraints of a genre, while Passage 2 contends that many of these constraints are self-imposed. (C) Passage 1 celebrates a genre, while Passage 2 points out its deficiencies. (D) Passage 1 explains the popularity of a genre, while Passage 2 questions its commercial success. (E) Passage 1 compares a genre unfavorably to other types of writing, while Passage 2 argues that the genre has unique features.
10. The author of Passage 2 would most likely respond to the statement in lines 4-5, Passage 1 (“it rarely... passion”), by
(A) arguing that this approach limits the characters’ development (B) denying that most writers of detective stories rely on formulas (C) agreeing that strong emotions are out of place in detective stories (D) conceding that great literature is seldom commercially successful (E) concurring that readers are primarily interested in plot
11. Which of the following characteristics of detective stories presented in Passage 1 would be LEAST likely to be attributed to the “pattern” mentioned in line 19, Passage 2?
(A) “cannot attain the loftiest level of literary achievement” (lines 1-2) (B) “deals with the most desperate effects of rage, jealousy, and revenge” (lines 2-4) (C) “presents us with an accomplished fact” (lines 5-6) (D) “looks upon death with a dispassionate eye” (line 6) (E) “does not show us the inner workings of the murderer’s mind” (lines 7-8)
12. Passage 1 suggests that Sayers would most likely respond to lines 17-20, Passage 2 (“If the story started ... themselves”), by pointing out that
(A) great writers seldom explore the range of human emotions (B) detective stories do not address the consequences of people’s emotions (C) detective stories are driven by the plot, not by the characters (D) readers of detective stories prefer unrealistic situations (E) real people often act in ways that are unexpected
Line
15. In the first two paragraphs (lines 1-23), Pasteur is primarily concerned with
(A) summarizing the results of his experiments about spontaneous generation (B) criticizing those who have taken the passion out of science (C) establishing his motivation for studying the origin of microbes (D) attacking critics of his experiments (E) correcting the impression that he is concerned only with experiments that have immediate application
16. The word “quagmire” (line 7) is used primarily to emphasize the
(A) state of scientific ignorance in the 1800’s (B) futility of a particular line of research (C) moral dilemma faced by scientists like Pasteur (D) failure of some to distinguish between pure and applied science (E) tendency of unsuccessful scientists to look for simple solutions
17. Pasteur characterizes “past discourses on spontaneous generation” (line 9) as having
(A) demonstrated the futility of practical scientific studies (B) failed because of incomplete knowledge about sterilization of apparatus (C) enabled him to understand inconsistencies in his early experiments (D) failed to increase scientific knowledge (E) resolved much of the controversy surrounding the issue
18. The “little stone” (lines 12-13) refers to the
(A) slight addition that Pasteur hoped to make to the existing body of facts (B) small effect that Pasteur wanted to have on one person’s learning (C) minor disappointment Pasteur felt at being rebuffed by his colleagues (D) narrow-mindedness of those who cling to scientific fallacies (E) imperceptible progress that Pasteur had made in understanding spontaneous generation
19. Pasteur’s pronouncement about preparation and chance in lines 20-23 implies that
(A) only projects that have an immediate application are important (B) practice improves a scientist’s chances of making a significant discovery (C) few scientists are lucky enough to devise useful theories (D) work on projects that have no immediate appli- cation prepares scientists to exploit chance discoveries (E) most scientific discoveries that have no immediate application are the result of good luck and timing
20. In context, the reference to the Academy of Sciences (line 35) serves to suggest why
(A) Pasteur was so determined to make a significant contribution to scientific knowledge (B) Pasteur felt compelled to replicate Spallanzani’s experiments (C) spontaneous generation had already begun to be discredited when Pasteur began his experimentation (D) Pasteur believed he needed to design experiments that were more persuasive (E) spontaneous generation was viewed by Pasteur’s colleagues as a topic that was unfit for scientific study
21. In line 41, “rich” most nearly means
(A) precious (B) vital (C) abundant (D) meaningful (E) productive
22. The “conclusive experiment” (line 56) performed by Pasteur was designed to answer critics who argued that
(A) the apparatus used in Pasteur’s earlier experi- ments had not been adequately sterilized (B) Pasteur’s experiments related to spontaneous generation had no immediate application (C) the results of Pasteur’s experiments in the Alps and in the cellar could not be replicated (D) the broth in the flasks of Pasteur’s earlier experi- ments was not nutritious enough (E) heating made the air in the flasks of the earlier experiments unfit for spontaneous generation
23. In the context of the passage as a whole, the “vital force” (line 60) is best described as
(A) what Pasteur called the basic unit of life (B) a term that was outdated in Pasteur’s time (C) nutrients necessary for sustaining life (D) that which has the power to destroy life (E) what opponents of Pasteur believed to be a source of life
24. In his conclusive experiment, Pasteur kept the flasks vertical (line 64) in order to
(A) prevent fresh air from entering them (B) retain the boiling liquid inside the flasks (C) prevent the fluid from touching trapped bacteria (D) avoid disturbing the solution inside (E) replicate his previous experiments exactly
S T O P
If you finish before time is called, you may check your work on this section only. Do not turn to any other section in the test.
3. A box contains 2,900 solid-colored marbles that are either orange, blue, or green. If 29 percent of the marbles are orange and 29 percent of the marbles are blue, what percent are green?
(A) 29% (B) 42% (C) 52% (D) 58% (E) 71%
{ } { }
=
1, 3, 5, 6 2, 4, 6, 7, 9
P Q
4. Sets P and Q are shown above. If x is a member of set P and y is a member of set Q , which of the following CANNOT be equal to the product xy?
(A) 16 (B) 18 (C) 20 (D) 21 (E) 24
5. If
1 6
1 7
1 8
1 1 7
1 8
, then x could be which
of the following?
(A) 3 (B) 4 (C) 5 (D) 6 (E) 7
6. If tx + 5 = ( t + 1 ) x , which of the following must be true?
(A) x = 4 (B) x = 5 (C) t = 4 (D) t = 5 (E) t = 5 x
Questions 7-9 refer to the following definition.
Let # be defined by a # b = ab + a + b for all numbers
a and b.
7. 2 # 5 =
(A) 7 (B) 10 (C) 17 (D) 20 (E) 32
8. If 10 # h = 98,then h =
(A) 8 (B) 9 (C) 10 (D) 11 (E) 12
9. For what value of x is the statement x # y = x always true?
(A) - 2 (B) - 1 (C) 0 (D) 1 (E) 2
3 ( x - 7 )( x - 2 )= k
10. In the equation above, k is a constant. If the roots of the equation are 7 and 2, what is the value of k?
(A) 0 (B) 2 (C) 3 (D) 7 (E) 14
11. Which of the following represents the area, A , of a circle as a function of its diameter, d?
(A) A ( d )=p d
(B) A ( d ) = 2 p d
(C) A d ( )=p d^2
(D)
2 ( ) 2
d A d
p
(E)
2 ( ) 4
A d =p^ d
14. In the figure above, x > 90 and y = z +1. If z is an
integer, what is the greatest possible value of y?
(A) 30 (B) 45 (C) 60 (D) 61 (E) 89
15. Molly is 64 inches tall. At 10:00 A.M. one day, her shadow is 16 inches long, and the shadow of a nearby tree is s inches long. In terms of s , what is the height, in inches, of the tree?
(A) s + 48
(B) 2 s
(C) s 4 (D) 4 s
(E) s 2
2
F
H
I
K
16. If a number is chosen at random from the set k − 12 , −6 0 6 12, , , p, what is the probability that it is a member of the solution set of both 2 x − 3 < 7 and x + 5 > −6?
(A) 0
(B)
1 5
(C)
2 5
(D)
3 5
(E) 4 5
17. If the length of AB is 5 and the length of BC is 6, which of the following could be the length of AC?
(A) 10 (B) 12 (C) 13 (D) 15 (E) 16
18. In triangle ABC above, if AD = 6 , DC = 3 , and BC = 4, what is the area of triangle ABD?
(A) 36 (B) 18 (C) 12 (D) 6 (E) 3
19. If x and y are two different integers and the product 35 xy is the square of an integer, which of the following could be equal to xy?
(A) 5 (B) 70 (C) 105 (D) 140 (E) 350
20. On the number line above, the tick marks are equally spaced. Which of the lettered points represents y?
(A) A (B) B (C) C (D) D (E) E
S T O P
If you finish before time is called, you may check your work on this section only. Do not turn to any other section in the test.
Each passage below is followed by questions based on its content. Answer the questions on the basis of what is stated or implied in each passage and in any introductory material that may be provided.
Questions 6-7 are based on the following passage.
On the morning of June 13, 1998, a 4.6-billion-year-old extraterrestrial object streaked into Earth’s atmosphere and blew to pieces in the sky somewhere in the neighborhood of Nelda Wallace’s backyard. A dark basketball-size object 5 dropped with a loud ssshhht into Wallace’s garden, and fragments pelted other properties —only the first of many strange things soon to occur in town. For meteorites are more than just stars of science-fiction movies. Scientists covet them, private dealers scoop them up for resale at 10 spiraling prices, and professional searchers travel the world to hunt them down. Nelda Wallace’s town was about to be invaded by meteorite dealers, meteorite fans, meteorite poachers, and other alien life-forms.
6. The sentence in lines 1-4 (“On the morning... backyard”) is best characterized as
(A) ironic (B) dramatic (C) comical (D) nostalgic (E) celebratory
7. The reference to the “alien life-forms” (line 13) primarily serves to
(A) hint at the dangers posed by some unexpected visitors (B) mock the public’s fascination with extraterrestrial beings (C) indicate the dearth of reliable information about a subject (D) acknowledge a lack of familiarity with a scientific phenomenon (E) provide a humorous label for a certain kind of zealotry
Questions 8-9 are based on the following passage.
Apes raised by humans seem to pretend more frequently than do apes in the wild. Animal handlers see behaviors they interpret as pretending practically every day. But Anne Russon, a psychologist, says she has found only about 20 5 recorded cases of possible pretending in free-ranging orangutans, culled from thousands of hours of observation. One possible reason, she noted in an e-mail interview from her field station in Borneo, is that researchers have not been looking for such behavior. But many researchers believe 10 that interaction with humans—and the encouragement to pretend that comes with it—may play a major role in why domesticated apes playact more.
8. Russon’s hypothesis would be most fully tested by which possible research project?
(A) Examining data from observations of pretending behavior in apes other than orangutans (B) Expanding ongoing observations of orangutans to include pretending behavior (C) Documenting pretending behavior among orangutans raised by humans (D) Comparing specific pretending behaviors in free-ranging and domesticated orangutans (E) Reviewing existing data on free-ranging orangutans to determine the earliest record of pretending behavior
9. Which theoretical statement about pretending behavior in apes would be supported most fully by the “many researchers” mentioned in line 9?
(A) Having the ability to pretend has enabled apes, such as chimpanzees, to be trained as performers. (B) All types of apes, both wild and domesticated, can pretend with human companions. (C) Pretending behavior for wild apes may vary considerably by region and population. (D) Handlers of domesticated apes do not always have the rigorous observational training of scientists. (E) Wild apes living apart from humans pretend only rarely.
Line Line
Questions 10-18 are based on the following passage.
This excerpt is from a short story by a Japanese American writer. The narrator reflects on her family’s past as she helps her mother prepare to move from her home.
There’s a photograph of my mother standing on the pier in Honolulu in 1932, the year she left Hawaii to attend the University of California. She’s loaded to the ears with leis. She’s wearing a fedora^1 pulled smartly to the side. She is 5 not smiling. Of my mother’s two years at the university, my grandmother recalled that she received good grades and never wore a kimono again. My second cousin, with whom my mother stayed when she first arrived, said she was surprisingly sophisticated —she liked hats. My mother 10 said that she was homesick. Her favorite class was biology and she entertained thoughts of becoming a scientist. Her father, however, wanted her to become a teacher, and his wishes prevailed, even though he would not have forced them upon her. She was a dutiful daughter. 15 During her second year, she lived near campus with a mathematics professor and his wife. In exchange for room and board she cleaned house, ironed, and helped prepare meals. One of the things that survives from this period is a black composition book entitled Recipes of California. As 20 a child, I read it like a book of mysteries for clues to a life both alien and familiar. Some entries she had copied by hand; others she cut out of magazines and pasted on the page, sometimes with a picture or drawing. The margins contained her cryptic comments: “Saturday bridge club,” 25 “From Mary G. Do not give away.” That book holds part of the answer to why our family rituals didn’t fit the norm either of our relatives or of the larger community in which we grew up. At home, we ate in fear of the glass of spilled milk, the stray elbow on the 30 table, the boarding house reach. At my grandparents’, we slurped our chasuke^2. We wore tailored dresses and black shoes with white socks; however, what we longed for were the lacy colorful dresses that other girls wore to church on Sunday. For six years, I marched to Japanese language 35 school after my regular classes; however, we only spoke English at home. We talked too loudly and all at once, which mortified my mother, but she was always complaining about Japanese indirectness. I know that she smarted under a system in which the older son is the center of the familial 40 universe, but at thirteen I had a fit of jealous rage over her fawning attention to our only male cousin. My sister has found a photograph of our mother, a round-faced and serious twelve or thirteen, dressed in a kimono and seated, on her knees, on the tatami mat. She is 45 playing the koto, a difficult stringed instrument thought to teach girls discipline. Of course, everything Japanese was a lesson in discipline—flower arranging, embroidery,
everything. One summer my sister and I had to take ikebana, the art of flower arrangement, at our grandfather’s 50 school. The course was taught by Mrs. Oshima, a soft- spoken, terrifying woman, and my supplies were provided by my grandmother, whose tastes ran to the oversized. I remember little of that class and its principles. What I remember most clearly is having to walk home carrying 55 one of our creations, which, more often than not, towered above our heads. How do we choose among what we experience, what we are taught, what we run into by chance, or what is forced upon us? What is the principle of selection? My 60 sisters and I are not bound by any of our mother’s obli- gations, nor do we follow the rituals that seemed so important. My sister once asked, do you realize that when she’s gone that’s it? She was talking about how to make sushi 3 , but it was a more profound question nonetheless.
(^1) A fedora is a soft felt hat popular in the United States in the 1930’s. (^2) Chasuke is a rice and tea mixture. (^3) Sushi is cold rice shaped into small cakes and sometimes topped or wrapped with garnishes.
10. The thematic focus of the passage is on the
(A) conflicts between the narrator’s mother and grandmother (B) challenge of balancing conflicting values and practices (C) widespread assimilation of immigrants into the culture of the United States (D) desirability of maintaining traditions (E) irrelevance of traditional customs to modern society
11. The grandmother’s comments in lines 5-7 imply that her daughter’s experiences at the university were characterized by
(A) success and camaraderie (B) accomplishment and assimilation (C) enlightenment and introspection (D) diligence and homesickness (E) scholarship and competition
12. In line 11, the word “entertained” most nearly means
(A) regaled (B) hosted (C) flaunted (D) harbored (E) welcomed
Line
Questions 19-24 are based on the following passage.
The following passage is excerpted from a historian’s examination of European attitudes toward childhood.
Medieval European art until about the twelfth century did not know childhood or did not attempt to portray it. It is hard to believe that this neglect was due to incompe- tence or incapacity; it seems more probable that there was 5 no place for childhood in the medieval world. A miniature painted during the twelfth century provides us with a striking example of the deformity that an artist at that time would inflict on the representation of children’s bodies. The subject is a Biblical scene in which Jesus is surrounded 10 by little children. Yet the miniaturist has grouped around Jesus what are obviously eight men, without any charac- teristics of childhood; they have simply been depicted on a smaller scale. In a French miniature of the late eleventh century, three children brought to life by a saint are also 15 reduced to a smaller scale than the adults, without any other difference in expression or features. A painter would not hesitate to give the body of a child the musculature of an adult. In the world of pictorial formulas inherited from 20 ancient Rome, right up to the end of the thirteenth century, there are no children characterized by a special expression, but only adults on a reduced scale. This refusal to accept child morphology*^ in art is to be found too in most of the ancient civilizations. A fine Sardinian bronze of the ninth 25 century B. C. shows a mother holding in her arms the bulky body of her son. The museum catalog tells us: “the little masculine figure could also be a child which, in accor- dance with the formula adopted in ancient times by other peoples, had been represented as an adult.” Everything in 30 fact would seem to suggest that the realistic representation of children or the idealization of childhood was confined to ancient Greek art. Representations of Eros, the Greek child god of love, proliferated in that Hellenistic period, but childhood disappeared from art together with the other 35 Hellenistic themes, and the subsequent Romanesque art returned to the rejection of the special features of childhood. This is no mere coincidence. Our starting point in this study is a world of pictorial representation in which 40 childhood is unknown; literary historians such as Calvé have made the same observation about the medieval epic, in which child prodigies behave with the courage and physical strength of doughty warriors. This undoubtedly meant that the people of the tenth and eleventh centuries 45 did not dwell on the image of childhood and that the image had neither interest nor even reality for them. It suggests too that in the realm of real life, and not simply in that of aesthetic translation, childhood was a period of transition that passed quickly and that was just as quickly 50 forgotten.
19. The first two paragraphs (lines 1-37) primarily serve to
(A) argue against the depiction of children in artwork (B) suggest that medieval Western art was particularly conservative (C) describe the unrealistic portrayal of children in medieval art (D) trace the evolution of realistic representation in Western art (E) postulate a theory about the thematic focuses of medieval Western art
20. The author’s argument about the depiction of children in medieval art assumes that the depictions
(A) suggest the connection between medieval art and religion (B) prefigure the gradual shift to realism (C) are too varied to support any one argument (D) reflect earlier civilizations’ corruption (E) offer an indication of commonly held attitudes
21. The author’s argument is developed primarily by
(A) quotations from literary sources (B) descriptions of visual evidence (C) psychological analyses of medieval artists (D) comparisons of modern and medieval images of the body (E) reflections on the philosophical nature of childhood
22. The last sentence of the passage (lines 46-50) primarily serves to
(A) define an important term that is central to the author’s argument (B) dismiss objections to the author’s thesis (C) provide an explanation for the phenomenon discussed in the previous paragraphs (D) introduce examples from other time periods and other forms of representational art (E) summarize the views of other historians of medieval art
Line
23. In line 48, “translation” most nearly means
(A) substitution (B) explanation (C) representation (D) transportation (E) correction
24. The author offers which explanation for the way that medieval painters depicted children?
(A) Children were discouraged from becoming artists’ models. (B) Children were more difficult to paint than adults. (C) Children had never been a subject of art in Western traditions. (D) Childhood was not understood as a separate phase of life. (E) Childhood was not recognized in medieval theology.
S T O P
If you finish before time is called, you may check your work on this section only. Do not turn to any other section in the test.
