46 - ] Model SAT Tests - Test Forty Six

46- ] Model SAT Tests

Test Forty Six   

The questions that follow the next two passages relate to the content of both , and to their relationship . The correct response may be stated outright in the passage or merely suggested .

Questions 1 - 13 are based on the following passages .

The following gpassages deal with the importance of money to Americans . The first is taken from a commencement address made by American philosopher George Santayana in 1904 . The second is taken from an essay written by British poet W . H . Auden in 1963 .

Passage 1

            American life , everyone has heard , has extraordinary intensity ; it goes at a great rate . This is not due , I should say , to any particular urgency in the object pursued . Other nations have more pressing motives to bestir themselves than America has : and it is observable that not all the new nations , in either hemisphere , are energetic . This energy can hardly spring either from unusually intolerable conditions which people wish to overcome , nor from unusually important objects which they wish to attain . In springs , I should venture tto say , from the harmony which subsists between the task and the spirit , between the mind’s vitality and the forms which , in America , political and industrial tradition has taken on . It is sometimes said that the ruling passion in America is the love of money . This seems to me a complete mistake . The ruling passion is the love of business , which is something quite different . The lover of money would be jealous of it ;he would spend it carefully ; he would study to get out of it the most he could . But the lover of business , when he is successful , does not think out what further advantages he can get out of his success . His joy is in that business itself and in its further operation , in making it greater and better organized and a mightier engine in the general life . The adventitious personal profit in it is the last thing he thinks of , the last thing he is skillful in bringing about ; and the same zeal and intensity is applied in managing a college ,or a public office , or a naval establishment , as is lavished on private business , for it is nt a motive of personal gain that stimulates to such exertions . It is the absorbing , satisfying character of the activities themselves ; it is the art , the happiness , the greatness of them . So that in beginning life in such a society ,which has developed a native and vital tradition out of its practice , you have good reason to feel that your spirit will be freed , that you will begin to realize a part of what you are living for .

Passage 2  

            Political and technological developments are rapidly obliterating all cultural differences and it is possible that , in a not remote future , it will be impossible to distinguish human beings living on one area of the earth’s surface from those living on any other , but our different pasts have not yet been completely erased and cultural differences are still perceptible . The most striking difference between an American and a European is the difference in their attitudes towards money . Every European knows , as a matter of historical fact , that , in Europe , wealth could only be acquired at the expense of other human beings , either by conquering them or by exploiting their labor in factories . Further , even after the Industrial Revolution began , the number of persons who could rise from poverty to wealth was small ; the vast majority took it for granted that they would not be much richer nor poorer than their fathers . In consequence , no European associates wealth with personal merit or poverty with personal failure .

            To a European , money means power , the freedom to do as he likes , which also means that , consciously or unconsciously , he says : “I want to have as much money as possible myself and others to have as little money as possible .”

            In the United States , wealth was also acquired by stealing , but the real exploited victim was not a human being but poor Mother Earth and her creatures who were ruthlessly plundered . It is true that the Indians were expropriated or exterminated , but this was not , as it had always been in Europe , a matter of the conqueror seizing the wealth of the conquered  , for the Indian had never realized the potential riches of his country . It is also true that ,in the Southern states , men lived on the labor of slaves , but slave labor did not make them fortunes ;what made slavery in the South all the ,ore inexcusable was that , in addition to being morally wicked , it didn’t even pay off handsomely .

            Thanks to the natural resources of the country , every American , until quite recently , could reasonably look forward to making more money than his father , so that , if he made less , the fault must be his ;he was either lazy or inefficient . What can American values , therefore ,is not the possession of money as such , but his power to make it as a proof of his manhood ; once he has proved himself by making it , it has served its function and can be lost or given away . In no society in history have rich men given away so large a part of their fortunes . A poor American feels guilty at being poor , but less guilt than an American rentier* ( * A rentier lives on a fixed income from rents and investments . ) who has inherited wealth but is doing nothing to increase it ; what can the latter do but take to drink and psychoanalysis ?    

1 . In Passage 1 , the underlined word “spring” means

(A) leap (B) arise (C) extend (D) break (E) blossom

2 . The lover of business in the lines beginning ‘But the lover of business, /to ….the greatness of them’ can be described as all of the following EXCEPT

(A) enthusiastic (B) engrossed (C) enterprising (D) industrious (E) mercenary

3 . The author of Passage 1 maintains that Americans find the prospect of improvising business organizations

(A) pleasurable (B) problematic (C) implausible (D) wearing (E) unanticipated

4 . The underlined word “engine” most nearly means

(A) artifice (B) locomotive (C) mechanical contrivance (D) financial windfall (E) driving force

5 . The author of Passage I contends that those who grow up in American society will be influenced by its native traditions to  

(A) fight the intolerable conditions afflicting their country

(B) achieve spiritual harmony through meditation

(C) find self-fulfillment through their business activities

(D) acknowledge the importance of financial accountability

(E) conserve the country’s natural resources .

6 . In Passage 2 , in the first sentence at the beginning of paragraph one the author asserts that technological advances

(A) are likely to promote greater divisions between the rich and the poor

(B) many eventually lead to worldwide cultural uniformity

(C) can enable us to tolerate any cultural differences between us

(D) may make the distinctions between people increasingly easy to discern

(E) destroy the cultural differences they are intended to foster

7 . The underlined word “striking” in Passage 2 means

(A) attractive (B) marked (C) shocking (D) protesting (E) commanding

8 . In taking it for granted that they will not be much richer or poorer than their fathers , Europeans do which of the following ?

(A) They express a preference .

(B) They refute an argument .

(C) They qualify an assertion .

(D) They correct a misapprehension

(E)  They make an assumption .

9. Until quite recently , according to the first sentence at the beginning of paragraph two Passage 2 , to Americans the failure to surpass one’s father in income indicated

(A) a dislike of inherited wealth

(B) a lack of proper application on one’s part

(C) a fear of the burdens inherent in success

(D) the height of fiscal irresponsibility

(E) the effects of a guilty conscience

10 . The author’s description of the likely fate of the American rentier living on inherited wealth is

(A) astonished (B) indulgent (C) sorrowful (D) sympathetic (E) ironic

11 . In Passage 2 the author does all of the following EXCEPT

(A) make a categorical statement

(B) correct a misapprehension

(C) draw a contrast

(D) pose a question

(E) cite an authority

12 . The authors of both passages most likely would agree that Americans engage in business

(A) on wholly altruistic grounds

(B) as a test of their earning capacity

(C) only out of economic necessity

(D) regardless of the example set by their parents

(E) for psychological rather than financial reasons

13 . Compared to the attitude toward Americans expressed in Passage 1 , the attitude toward them expressed in Passage 2 is

(A) more admiring

(B) less disapproving

(C) more cynical

(D) less patronizing

(E) more chauvinistic

45 - ] Model SAT Tests - Test Forty Five

45- ] Model SAT Tests

Test Forty Five

Read the passage below , and then answer the questions that follow the passage . The correct response may be stated outright or merely suggested in the passage .

In this excerpt from his autobiographical Narrative of the Life of an American Slave , the abolitionist Frederick Douglas tells how he , as a young child , learned the value of learning to read and write .

            Mr. and Mrs. Auld were both at home , and met me at the door with their little son Thomas , to take care of whom I had been given . And here I saw what I had never seen before ; it was a white face beaming with the most kindly emotions ; it was the face of my new mistress , Sophia Auld . I wish I could describe the rapture that flashed through my soul as I beheld it . It was a new and strange sight to me , brightening up my pathway with happiness . Little Thomas was told , there was his Freddy , and I was told to take care of little Thomas ; and thus I entered upon the duties of my new home with the most cheering prospect ahead .

            My new mistress proved to be all she appeared when I first met her at the door - a woman of the kindest heart and feelings . She had never had a slave under her control previously to myself , and prior to her marriage she had been dependent upon her own industry for a living . She was by trade a weaver ; and by constant application to her business , she had been in a good degree preserved from the blighting and dehumanizing effects of slavery . I was utterly astonished at her goodness . My early instruction was all out of place . The crouching servility , usually so acceptable a quality in a slave , did not answer when manifested toward her . Her favor was not gained by it ; she seemed to be disturbed by it . She did not deem it important or unmannerly for a slave to look her in the face . The meanest slave was put fully at ease in her presence , and none left without feeling better for having seen her . But alas ! this kind heart had but a short time to remain such . The fatal poison of irresponsible power was already in her hands , and soon commenced its infernal work .

            Very soon after I went to live with Mr. and Mrs. Auld , she very kindly commenced to teach me the A, B , C . After  I had learned this , she assisted me in learning to spell words of three or four letters . Just at this point of my progress , Mr. Auld found out what was going on  , and at once forbade Mrs. Auld to instruct me further , telling her that it was unlawful , as well as unsafe , to teach a slave to read . Further , he said , “If you give a slave an inch , he will take an ell . A slave should know nothing but to obey his master - to do as he is told to do . Learning would spoil the best slave in the world . Now,: said he , “if you teach that boy ) speaking of myself ) how to read , there would be no keeping him . It would forever unfit him to be a slave . He would at once become unmanageable , and of no value to his master . A to him , it could do him no good , but a great deal of harm . It would make him discontented and unhappy .” These words sank deep into my heart , stirred up sentiments within that lay slumbering and called into existence an entirely new train of thought . I now understood what had been to me a most perplexing difficulty - to wit , the white man’ a power to enslave the black man . From that moment I understood the pathway from slavery to freedom . Though conscious of the difficulty of learning without a teacher , I set out with high hope , and a fixed purpose , at whatever cost of trouble , to learn how to read . The very decided manner with which my master spoke , and strove to impress his wife with the evil consequences of giving me instruction , served to convince me that he was deeply sensible of the truths he was uttering . It gave me the best assurance that I might rely with the utmost confidence on the results which , he said , would flow from teaching me to read . What he most dreaded , that I most desired . What he most loved , that I most hated . That which to him was a great evil, to be carefully shunned , was to me a great good , to be diligently sought ; and the argument which he so warmly urged , against  my learning to read , only served to inspire me with a desire and determination to learn . In learning to read , I owe almost as much to the bitter opposition of my master , as to the kindly aid of my mistress . I acknowledge the benefit of both .

1 . According to the opening paragraph , the author’s initial reaction toward joining the Aulds’ household was primarily one of      

(A) absolute astonishment

(B) marked pleasure

(C) carefree nonchalance

(D) quiet resignation

(E) subdued nostalgia

2 . To some degree , the author attributes Mrs. Auld’s freedom from the common attitudes of slave owners to her

(A) abolitionist upbringing

(B) personal wealth

(C) indifference to her husband

(D) experience as a mother

(E) concentration on her trade

3 . Which of the following best explains why the author felt his “early instruction was all out of place” in paragraph two ?

(A) It failed to include instruction in reading and writing

(B) It did not prepare him to take adequate care of the Aulds’ son Thomas .

(C) It did not train him to assist Mrs. Auld with her weaving .

(D) It had been displaced by the new instructions he received from the Aulds .

(E) It insisted on am obsequiousness that distressed his new mistress .

4 , The underlined word “answer” in paragraph two most nearly means

(A) acknowledge (B) retort (C) reply  (D) serve  (E) atone

5 . By “this kind heart had but a short time to remain such” at the end of paragraph two , the author primarily intends to convey that Mrs. Auld

(A) had only a brief time in which to do her work

(B) was fated to die in the near future

(C) was unable to keep her temper for extended periods of time

(D) had too much strength of will to give in to the softer emotions

(E) was destined to undergo a change of character shortly

6 . It can be inferred from the passage that all of the following were characteristic of Mrs. Auld at the time the author first met her EXCEPT

(A) diligence in labor

(B) dislike of fawning

(C) gentleness of spirit

(D) disdain for convention

(E) benevolent nature

7 . For which of the following reasons does Mr. Auld forbid his wife to educate her slave ?

I . Providing slaves with an education violates the law .

II . He believes slaves lack the capacity for education .

III . He fears education would leave the slave less submissive .

(A) I only (B) III only (C) I and II only (D) I and III only (E) I , II and III

8 . We can assume on the basis of Mr. Auld’s comment in paragraph three “Further …. an ell” that

(A) It failed to include inst ruction in reading and writing.

(B) It did not prepare him to take adequate care of the Aulds’ son Thomas .

(C) It did not train him to assist Mrs. Auld with her weaving .

(D) It had been displaced by the new instructions he received from the Aulds .

(E) It insisted on an obsequiousness that distressed his new mistress .

9 . The underlined word “sensible” in paragraph three means

(A) logical (B) prudent (C) intelligent (D) conscious (E) sensory

10 . The tone of the author in acknowledging his debt to his master at the end of paragraph three can best be described as

(A) sentimental and nostalgic

(B) cutting and ironic

(C) petulant and self-righteous

(D) resigned but wistful

(E) angry and impatient

11 . Which of the following definitions of “education” is closest to the author’s view of education as presented in the passage ?

(A) Education makes people easy to govern , but impossible to enslave .

(B) Education is the best provision for old age .

(C) Education has for its object the formation of character

(D) Education has produced a vast population able to read but unable to distinguish what is worth reading .

(E) Education begins and ends with the knowledge of human nature  

44 - ] Model SAT Tests - Test Forty Four

44 - ] Model SAT Tests 

Test Forty Four

Read the passages below , and then answer the questions that follow every passage .The correct response may be stated outright or merely suggested in the passage .

Questions 1and 2 are based on the following passage .

            Did she or did a’ t she ? From the 195os popular song lyrics proclaiming that

                  Captain Smith and Pocahontas

                  Had a very mad affair

to the 1995 Walt Disney animated film , the legend of Pocahontas has been widely popular in American culture . But the romance between John Smith and the Indian chieftain’s daughter appears to have been a total fabrication . True ,young Matoaka , whose pet name was Pocahontas ( “favorite daughter” ) , interceded to save Smith’s life , but she was only 11 at the time , and though she eventually married an Englishman named John , his surname was Rolfe , not Smith .

1 . The author’s primary purpose in this paragraph is to   

(A) debunk a common myth

(B)  refute a challenge to an argument

(C)  encourage us to identify with historical figures

(D)  celebrate a legendary romance

(E)  distinguish between history and drama

2 . The underlined word “ True” primarily serves to acknowledge the

(A) existence of a relationship between Pocahontas and Smith

(B) high esteem in which Pocahontas was held by her father

(C) lack of information about Matoaka’s actual emotions

(D) authoritative nature of the Disney animated version

(E) enduring popularity of legendary heroic figures

Questions 3and 4 are based on the following passage .

            The Mayans and Aztecs considered chocolate the food of the gods , but today’s lovers of sweets would not find the earliest chocolate heavenly . Chocolate is made from the roasted and ground seeds of cacao tree , Until the sixteenth century , ground chocolate was mixed with water and spices , including chili peppers , to make a bitter , frothy beverage that Spanish explorers termed fitter for hogs than men . Not until Cortez brought chocolate back to Spain in 1526 was sugar added the mix , but once it was , European royalty prized hot chocolate drinks . Over the next two centuries , hot chocolate become fashionable ; chocolate houses ( like coffeehouses ) sprang up throughout Europe .

3 . The opening sentence of the passage makes use primarily of which of the following ?

(A) Humorous understatement

(B) Classical allusion

(C) Personification

(D) Allegory

(E) Simile

4 . The initial attitude of the Spaniards toward the Aztec chocolate beverage can best be characterized as  

(A) appreciative (B) indifferent (C) objective (D) derisive (E) nostalgic

Questions 5-  7 are based on the following passage .

            On the playgrounds of Brooklyn , basketball is more religious rite than sport . Its devotees are on the court ten hours a day , six days a week . Seventeen-and eighteen-year-olds have rheumatoid knees from the constant pounding of their feet on the asphalt . They play through the afternoon heat with little more to fuel them than a can of soda , and they play at night in the dim illumination of nearly streetlights . They play even in the dead of the winter , banging away at the netless rims , hoping for salvation in the form of a contract with the NBA .

5 . Sentences 3 ( “ Seventeen …. asphalt” ) suggests mainly that seventeen-year-olds    

(A) are not physically fit enough to play basketball

(B) have an unusual level of stamina

(C) prefer asphalt courts to indoor gymnasiums

(D) seriously injure themselves by playing so hard

(E) show great dedication to their chosen sport

6 . The underlined word “salvation” mentioned in the passage most likely refers to

(A) a realistic expectation of athletic success

(B) the potential for excellence that exists in all players

(C) formal promises made to amateur athletes by the NBA

(D) the ideal of sportsmanship exemplified by professional athletes

(E) a deliverance from poverty through professional sports

7 . The facilities for playing basketball available to the seventeen-and eighteen-year-olds described above can best be characterized as

(A) professional (B) sheltered (C) rudimentary (D) well designed (E) seldom accessible  

43 - ] Model SAT Tests - Test Forty Three

43 - ] Model SAT Tests

Test Forty Three

Read each of the passages below , and then answer the questions that follow each passage .The correct response may be stated outright or merely suggested in the passage .

Questions 1  - 6 are based on the following passage .

The following passage is taken from Civilization , a book based on the scripts for the television series of the same name . In this excerpt author Kenneth Clark introduces the audience to the Europe of the thirteenth to fifteenth centuries : the Gothic world .

         I am in the Gothic world of chivalry , courtesy , and romance ; a world in which serious things were done with a sense of play - where even war and theology could become a sort of game ; and when architecture reached a point of extravagance unequalled in history . After all the great unifying convictions that inspired the medieval world . High Gothic art can look fantastic and luxurious - what Marxists call conspicuous waste . And yet these centuries produced some of the greatest spirits in the history of man , amongst them St. Francis of Assisi and Dante . Behind all the fantasy of the Gothic imagination there remained ,on two different planes , a sharp sense of reality . Medieval man could see things very clearly , but he believed that these appearances should be considered as nothing more than symbols or tokens if an ideal order , which was the only true reality .

            The fantasy strikes us first , and last ; and one can see it in the room in the Cluny Museum in Paris hung with a series of tapestries known as The Lady with the Unicorn , one of the most seductive examples of the Gothic spirit . It is poetical , fanciful and profane . Its ostensible subject is the four senses . But its real subject is the power of love , which can enlist and subdue all the forces of nature , including those two emblems of lust and ferocity , the unicorn and the lion . They kneel before this embodiment of chastity , and hold up the corners of the cloak . These wild animals have become , in the heraldic sense , her supporters . And all round this allegorical scene is what the medieval philosophers used to call natura naturans - nature naturing - trees , flowers , leaves galore , birds , monkeys , and those rather obvious symbols of nature naturing , rabbits . There is even nature domesticated , a little dog , sitting on a cushion . It is an image of worldly happiness at its most refined , what the French call the douceur de vivre , which is often confused with civilization .     

            We have come a long way from the powerful conviction that induced medieval knights and ladies to draw carts of stone up the hill for the building of Chartres Cathedral . And yet the notion of ideal love , and the irresistible power of gentleness and beauty , which is emblematically conveyed by the homage of these two fierce beasts , can be traced back for the three centuries , two days long before these tapestries were conceived .

1 . The author distinguishes the medieval imagination from the Gothic on the basis of the latter’s    

(A) heraldic sense

(B) respect for tradition

(C) elaborateness of fancy

(D) philosophical unity

(E) firm belief

2 . The underlined word “point” in the first paragraph means

(A) tip (B) component (C) message (D) motive  (E) degree

3 . The author cites St. Francis and Dante in paragraph one primarily in order to

(A) identify the inspiration for the design of the Unicorn tapestries

(B) illustrate the source of the great convictions that animated the Medieval world

(C) demonstrate his acquaintance with the writings of great thinkers of the period

(D) refute the notion that the Gothic period produced nothing but extravagance

(E) support his contention that theology could become a sort of game

4 . The author thinks of the Unicorn tapestries as exemplifying the essence of the Gothic imagination because

(A) their allegorical nature derives from medieval sources

(B) their use as well hangings expresses the realistic practicality of the Gothic mind

(C) they demonstrate the wastefulness and extravagance of the period

(D) they combine worldly and spiritual elements in a celebration of love

(E) they confuse the notion of civilization with worldly happiness

5 . By “this embodiment of chastity” in paragraph two the author is referring to

(A) the unicorn

(B) the Gothic spirit

(C) St. Francis

(D) the lady

(E) the Cluny Museum

6 . According to the final paragraph , in the Middle Ages some members of the nobility demonstrated the depth of their faith by

(A) designing tapestries symbolic of courtly love

(B) paying homage to aristocratic ladies

(C) choosing to refine their notions of worldly happiness

(D) hauling stones used to construct Chartres Cathedral

(E) following the Franciscan ideal of living in harmony with nature

Questions 7 - 15 are based on the following passage .

African elephants now are an endangered species . The following passage , taken from an article written in 1989 , discusses the potential ecological disaster that might occur if the elephant were to become extinct .

            The African elephant - mythic symbol of a continent , keystone of its ecology and the largest land animal remaining on earth - has become the object of one of the biggest , broadest international efforts yet mounted to turn a threatened species off the road to extinction . But it is not only the elephant’s survival that is at stake , conservationists say . Unlike the endangered tiger , unlike even the great whales , the African elephant is in great measure the architect of its environment . As a voracious eater of vegetation , it largely shapes the forest-and-savanna surroundings in which it lives , thereby setting the terms of existence for millions of other storied animals - from zebras to gazelles to giraffes and wildebeests - that share its habitat . And as the elephant disappears , scientists and conservationists say , many other species will also disappear from vast stretches of forest and savanna , drastically altering and improvising whole ecosystems .

            It is the elephant’s metabolism and appetite that make it a disturber of the environment and therefore an important creator of habitat . In a constant search for the 300 pounds of vegetation it must have every day , it kills small trees and underbrush and pulls branches off big trees as high as its trunk will reach . This creates innumerable open spaces in both deep tropical forests and in the woodlands that cover part of the African savannas . The resulting patchwork , a mosaic of vegetation in various stages of regeneration ,in turn creates a greater variety of forage that attracts a greater variety of other vegetation-eaters than would otherwise be the case .

            In studies over the last twenty years in southern Kenya near Mount Kilimanjaro , Dr. David Western has found that when elephants are allowed to roam the savannas naturally and normally , they spread out at “intermediate densities .” Their foraging creates a mixture of savanna woodlands ( what the Africans call bush ) and grassland . The result is a highly diverse array of other plant-eating species : those like the zebra , wildebeest and gazelle , that graze ; those like the giraffe , bushbuck and lesser kudu , that browse on tender shoots , buds , twigs and leaves ; and plant-eating primates like the baboon and vervet monkey . These herbivores attract carnivores like the lion and cheetah .

            When the elephant population thins out , Dr. Western said , the woodlands become denser and the grazers are squeezed out . When pressure from poachers forces elephants to crowd more densely onto reservations , the woodlands there are knocked out and the browsers and primates disappear .

            Sometimes similar appears to happen in dense tropical rain forests . In their natural state , because the overhead forest canopy shuts out sunlight and prevents growth on the forest floor , rain forests provide slim pickings for large , hoofed plant-eaters . By pulling down trees and eating new growth , elephants enlarge natural openings in the canopy , allowing plants to regenerate on the forest floor and bringing down vegetation from the canopy so that smaller species can get at it .

            In such situations , the rain forest becomes hospitable to large plant-eating mammals such as bongos , bush pigs , duikers , forest hogs , swamp antelopes , forest buffaloes , okapis , sometimes gorillas and always a host of smaller animals that thrive on secondary growth . When elephants disappear and the forest reverts , the larger animals give way to smaller , nimbler animals like monkeys , squirrels and rodents .  

7 . The passage is primarily concerned with  

(A) explaining why elephants are facing the threat of extinction

(B) explaining difficulties in providing sufficient forage for plant-eaters

(C) explaining how the elephant’s impact on its surroundings affects other species

(D) distinguishing between savannas and rain forests as habitats for elephants

(E) contrasting elephants with members of other endangered species

8 . The underlined word “mounted” in paragraph one means

(A) ascended (B) increased (C) launched (D) attached (E) exhibited

9 . In the opening paragraph , the author mentions tigers and whales in order to emphasize which point about the elephant ?

(A) Like them , it faces the threat of extinction .

(B) It is herbivorous rather than carnivorous.

(C) It moves more ponderously than either the tiger or the whale .

(D) Unlike them , it physically alters its environment .

(E) It is the largest extant land mammal .

10 . A necessary component of the elephant’s ability to transform the landscape is its

(A) massive intelligence

(B) threatened extinction

(C) ravenous hunger

(D) lack of grace

(E) ability to regenerate

11 . The author’s style can best be described as 

(A) hyperbolic (B) naturalistic (C) reportorial (D) esoteric(E) sentimental

12 . It can be inferred from the passage that

(A) the lion and the cheetah commonly prey upon elephants

(B) the elephant is dependant upon the existence of smaller plant-eating mammals for its survive

(C) elephants have an indirect effect on the hunting patterns of certain carnivores

(D) the floor of the tropical rain forest is too overgrown to accommodate larger plant-eating species

(E) the natural tendency of elephants is to crowd together in packs

13 . The passage contains information that would answer which of the following questions ?

I . How does the elephant’s foraging affect its surroundings ?

II . How do the feeding patterns of gazelles and giraffes differ ?

III . What occurs in the rain forest when the elephant population dwindles ?

(A) I only (B) II only  (C) I and II only (D) II and III only  (E) I ,II , and III

14 . The underlined word “host” in the last paragraph means

(A) food source for parasites

(B) very large number

(C) provider of hospitality

(D) military force

(E) angelic company

15 . Which of the following statements best expresses the author’s attitude toward the damage to vegetation caused by foraging elephants ?

(A) It is an unfortunate by-product of the feeding process .

(B) It is a necessary but undesirable aspect of elephant population growth .

(C) It fortuitously results in creating environments suited to diverse species .

(D) It has the unexpected advantage that it allows scientists access to the rain forest.

(E) It reinforces the impression that elephants are a disruptive force .