Liberal Arts and Sciences Test

NY-SG-FLD001-03
This test is now delivered as a computer-based test.
See www.nystce.nesinc.com for current program information.
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PREPARATION GUIDE
Liberal Arts and Sciences Test (LAST) (01)
Table of Contents
1 ....................................................................................................................... Introduction
2 ........................................................................General Information about the NYSTCE
4 ....................................................................................................... Test-Taking Strategies
6 .......................................................... About the Liberal Arts and Sciences Test (LAST)
7 ..................................................................... Liberal Arts and Sciences Test Objectives
16 .................................................................................................Multiple-Choice Section
17 ............................................ Sample Test Directions for Multiple-Choice Questions
18 ........... Sample Multiple-Choice Questions, Correct Responses, and Explanations
57 .......................................................................................... Written Assignment Section
58 .................................................. Sample Test Directions for the Written Assignment
59 .......................................................................................... Sample Written Assignment
60 ............................................. Stronger Response to the Sample Written Assignment
62 ............................................................................Evaluation of the Stronger Response
64 ...............................................Weaker Response to the Sample Written Assignment
66 ............................................................................. Evaluation of the Weaker Response
68 ......................................................... Performance Characteristics and Scoring Scale
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„ INTRODUCTION
Purpose of This Preparation Guide
This preparation guide is designed to help familiarize candidates with the content and
format of a test for the New York State Teacher Certification Examinations (NYSTCE®)
program. Education faculty and administrators at teacher preparation institutions may also
find the information in this guide useful as they discuss the test with candidates.
The knowledge and skills assessed by the test are acquired throughout the academic career
of a candidate. A primary means of preparing for the test is the collegiate preparation of the
candidate.
This preparation guide illustrates some of the types of questions that appear on a test;
however, the set of sample questions provided in this preparation guide does not
necessarily define the content or difficulty of an entire actual test. All test components
(e.g., directions, question content and formats) may differ from those presented here.
The NYSTCE program is subject to change at the sole discretion of the New York State
Education Department.
Organization of This Preparation Guide
Contained in the beginning sections of this preparation guide are general information about
the NYSTCE program and how the tests were developed, a description of the organization
of test content, and strategies for taking the test.
Following these general information sections, specific information about the test described
in this guide is presented. The test objectives appear on the pages following the test-specific
overview. The objectives define the content of the test.
Next, information about the multiple-choice section of the test is presented, including
sample test directions. Sample multiple-choice questions are also presented, with the
correct responses indicated and explanations of why the responses are correct.
Following the sample multiple-choice questions, a description of the written assignment
section of the test is provided, including sample directions. A sample written assignment
is presented next, followed by an example of a stronger response to the assignment and an
evaluation of that response. Finally, an example of a weaker response to the assignment is
given, followed by an evaluation of that response.
For Further Information
If you have questions after reading this preparation guide, you may wish to consult the
NYSTCE Registration Bulletin. You can view or print the registration bulletin online at
www.nystce.nesinc.com.
„1„
„ GENERAL INFORMATION ABOUT THE NYSTCE
How Were the NYSTCE Tests Developed?
The New York State Teacher Certification Examinations are criterion referenced and
objective based. A criterion-referenced test is designed to measure a candidate's knowledge
and skills in relation to an established standard rather than in relation to the performance of
other candidates. The explicit purpose of these tests is to help identify for certification those
candidates who have demonstrated the appropriate level of knowledge and skills that are
important for performing the responsibilities of a teacher in New York State public schools.
Each test is designed to measure areas of knowledge called subareas. Within each subarea,
statements of important knowledge and skills, called objectives, define the content of the
test. The test objectives were developed for the New York State Teacher Certification
Examinations in conjunction with committees of New York State educators.
Test questions matched to the objectives were developed using, in part, textbooks; New
York State learning standards and curriculum guides; teacher education curricula; and
certification standards. The test questions were developed in consultation with committees
of New York State teachers, teacher educators, and other content and assessment specialists.
An individual's performance on a test is evaluated against an established standard. The
passing score for each test is established by the New York State Commissioner of Education
based on the professional judgments and recommendations of New York State teachers.
Examinees who do not pass a test may retake it at any of the subsequently scheduled test
administrations.
„2„
Organization of Content
The content covered by each test is organized into subareas. These subareas define the
major content domains of the test.
Subareas typically consist of several objectives. Objectives provide specific information
about the knowledge and skills that are assessed by the test.
Each objective is elaborated on by focus statements. The focus statements provide
examples of the range, type, and level of content that may appear on the tests.
Test questions are designed to measure specific test objectives. The number of objectives
within a given subarea generally determines the number of questions that will address the
content of that subarea on the test. In other words, the subareas that consist of more
objectives will receive more emphasis on the test and contribute more to a candidate's test
score than the subareas that consist of fewer objectives.
The following example, taken from the field of Social Studies, illustrates the relationship of
test questions to subareas, objectives, and focus statements.
SOCIAL STUDIES (05)
SUBAREA I—HISTORY
0003 Understand the major political, social, economic, scientific, and cultural
developments and turning points that shaped the course of world history from 1500
through 1850.
analyzing the roles, contributions, and diverse perspectives of individuals and
groups involved in independence struggles in Latin America
Which of the following was an important
goal of nineteenth-century Latin American
liberals?
A. establishing governments based on the
separation of church and state
B. reducing the influence of competitive
individualism in social and economic life
C. creating strong centralized governments
D. making plantation agriculture the
foundation of economic development
Each multiple-choice question is designed to measure one of the test
objectives.
The focus statements provide examples of the range, type, and level of content
that may appear on the test for questions measuring the objective.
The objectives define the knowledge and skills that New York State teachers and teacher
educators have determined to be important for teachers to possess.
The field is divided into major content subareas. The number of objectives in each subarea may
vary, depending on the breadth of content contained within it.
This is the name and field number of the test.
„3„
„ TEST-TAKING STRATEGIES
Be On Time.
Arrive at the test center on time so that you are rested and ready to begin the test when
instructed to do so.
Follow Directions.
At the beginning of the test session and throughout the test, follow all directions carefully.
This includes the oral directions that will be read by the test administrators and any written
directions in the test booklet. The test booklet will contain general directions for the test as a
whole and specific directions for individual test questions or groups of test questions. If
you do not understand something about the directions, do not hesitate to raise your hand
and ask your test administrator.
Pace Yourself.
The test schedule is designed to allow sufficient time for completion of the test. Each test
session is four hours in length. The tests are designed to allow you to allocate your time
within the session as you need. You can spend as much time on any section of the test as
you need, and you can complete the sections of the test in any order you desire; however,
you will be required to return your materials at the end of the four-hour session.
Since the allocation of your time during the test session is largely yours to determine,
planning your own pace for taking the test is very important. Do not spend a lot of time
with a test question that you cannot answer promptly; skip that question and move on.
If you skip a question, be sure to skip the corresponding row of answer choices on your
answer sheet. Mark the question in your test booklet so that you can return to it later,
but be careful to appropriately record on the answer sheet the answers to the remaining
questions.
You may find that you need less time than the four hours allotted in a test session, but you
should be prepared to stay for the entire time period. Do not make any other commitments
for this time period that may cause you to rush through the test.
Read Carefully.
Read the directions and the questions carefully. Read all response options. Remember that
multiple-choice test questions call for the "best answer"; do not choose the first answer that
seems reasonable. Read and evaluate all choices to find the best answer. Read the questions
closely so that you understand what they ask. For example, it would be a waste of time to
perform a long computation when the question calls for an approximation.
Read the test questions, but don't read into them. The questions are designed to be
straightforward, not tricky.
„4„
Mark Answers Carefully.
Your answers for all multiple-choice questions will be scored electronically; therefore, the
answer you select must be clearly marked and the only answer marked. If you change your
mind about an answer, erase the old answer completely. Do not make any stray marks on
the answer sheet; these may be misinterpreted by the scoring machine.
IF YOU SKIP A MULTIPLE-CHOICE QUESTION, BE SURE TO SKIP THE CORRESPONDING ROW OF ANSWER CHOICES ON YOUR ANSWER SHEET.
You may use any available space in the test booklet for notes, but your answers to the
multiple-choice questions must be clearly marked on your answer sheet, and your
response to the written assignment must be clearly written in your written response
booklet. ONLY THE ANSWERS AND WRITTEN RESPONSE THAT APPEAR,
RESPECTIVELY, ON YOUR ANSWER SHEET AND IN YOUR WRITTEN RESPONSE
BOOKLET WILL BE SCORED. Answers and written responses in your test booklet will
not be scored.
Guessing
As you read through the response options, try to find the best answer. If you cannot quickly
find the best answer, try to eliminate as many of the other options as possible. Then guess
among the remaining answer choices. Your score on the test is based on the number of test
questions that you have answered correctly. There is no penalty for incorrect answers;
therefore, it is better to guess than not to respond at all.
Passages or Other Presented Materials
Some test questions are based on passages or other presented materials (e.g., graphs, charts).
You may wish to employ some of the following strategies while you are completing these
test questions.
One strategy is to read the passage or other presented material thoroughly and carefully
and then answer each question, referring to the passage or presented material only as
needed. Another strategy is to read the questions first, gaining an idea of what is sought in
them, and then read the passage or presented material with the questions in mind. Yet
another strategy is to review the passage or presented material to gain an overview of its
content, and then answer each question by referring back to the passage or presented
material for the specific answer. Any of these strategies may be appropriate for you. You
should not answer the questions on the basis of your own opinions but rather on the basis of
the information in the passage or presented material.
Check Accuracy.
Use any remaining time at the end of the test session to check the accuracy of your work.
Go back to the test questions that gave you difficulty and verify your work on them. Check
the answer sheet, too. Be sure that you have marked your answers accurately and have
completely erased changed answers.
„5„
„ ABOUT THE LIBERAL ARTS AND SCIENCES TEST
(LAST)
The purpose of the Liberal Arts and Sciences Test (LAST) is to assess knowledge and skills
in the following five subareas:
Subarea I.
Scientific, Mathematical, and Technological Processes
Subarea II.
Historical and Social Scientific Awareness
Subarea III.
Artistic Expression and the Humanities
Subarea IV.
Communication and Research Skills
Subarea V.
Written Analysis and Expression
The test objectives presented on the following pages define the content that may be assessed
by the LAST. Each test objective is followed by focus statements that provide examples of
the range, type, and level of content that may appear on the test for questions measuring
that objective.
The test contains approximately 80 multiple-choice test questions and one constructedresponse (written) assignment. The figure below illustrates the approximate percentage of
the test corresponding to each subarea.
Constructed-Response
Assignment
Subarea V.
Approx. 20%
Subarea I.
Approx. 23%
Subarea IV.
Approx. 19%
Subarea II.
Approx. 19%
Subarea III.
Approx. 19%
The section that follows the test objectives presents sample test questions for you to review
as part of your preparation for the test. To demonstrate how each objective may be
assessed, a sample question is presented for each objective. The correct response and an
explanation of why the response is correct follow each question. A sample written
assignment is also presented, along with an example of a stronger response to the
assignment and an evaluation of that response. Additionally, an example of a weaker
response to the assignment and an evaluation of that response are presented.
The sample questions are designed to illustrate the nature of the test questions; they should
not be used as a diagnostic tool to determine your individual strengths and weaknesses.
„6„
„ LIBERAL ARTS AND SCIENCES TEST OBJECTIVES
Scientific, Mathematical, and Technological Processes
Historical and Social Scientific Awareness
Artistic Expression and the Humanities
Communication and Research Skills
Written Analysis and Expression
The New York State educator has the knowledge and skills necessary to teach effectively
in New York State public schools. The teacher has a broad understanding of the
fundamental concepts of mathematics, science, and technology and is familiar with the
basic principles and procedures associated with scientific inquiry. The teacher recognizes
the interrelatedness of geography and culture and can analyze varied interpretations of
human history and society. The teacher has an understanding of the major traditions of art,
literature, religion, and philosophy and how cultural contexts inform artistic and literary
expression. The teacher can retrieve information from traditional and electronic sources,
communicate effectively, reason clearly, and evaluate competing ideas and arguments.
Most importantly, the teacher recognizes the fundamental connections among all realms of
human thought and endeavor and the diverse perspectives that shape human societies.
SUBAREA I—SCIENTIFIC, MATHEMATICAL, AND TECHNOLOGICAL PROCESSES
0001
Use mathematical reasoning in problem-solving situations to arrive at logical
conclusions and to analyze the problem-solving process.
For example:
•
analyzing problem solutions for logical flaws
•
examining problems to determine missing information needed to solve them
•
analyzing a partial solution to a problem to determine an appropriate next step
•
evaluating the validity or logic of an argument or advertising claim that is based
on statistics or probability
„7„
0002
Understand connections between mathematical representations and ideas; and use
mathematical terms and representations to organize, interpret, and communicate
information.
For example:
0003
•
analyzing data and making inferences from two or more graphic sources
(e.g., diagrams, graphs, equations)
•
restating a problem related to a concrete situation in mathematical terms
•
using mathematical modeling/multiple representations to present, interpret,
communicate, and connect mathematical information and relationships
•
selecting an appropriate graph or table summarizing information presented in
another form (e.g., a newspaper excerpt)
Apply knowledge of numerical, geometric, and algebraic relationships in problemsolving and mathematical contexts.
For example:
0004
•
representing and using numbers in a variety of equivalent forms
(e.g., integer, fraction, decimal, percent)
•
applying operational algorithms to add, subtract, multiply and divide fractions,
decimals, and integers
•
using scales and ratios to interpret maps and models
•
using geometric concepts and formulas to solve problems (e.g., estimating the
surface area of a floor to determine the approximate cost of floor covering)
•
solving problems using algebraic concepts and formulas (e.g., calculating wages
based on sales commission)
•
applying appropriate algebraic equations to the solution of problems
(e.g., determining the original price of a sale item given the rate of discount)
Understand major concepts, principles, and theories in science and technology; and
use that understanding to analyze phenomena in the natural world and to interpret
information presented in illustrated or written form.
For example:
•
using an appropriate illustration, graphic, or physical model to represent a
scientific theory, concept, or relationship presented in an excerpt
•
relating a major scientific principle, concept, or theory to a natural phenomenon
•
using design processes and procedures to pose questions and select solutions to
problems and situations
•
applying technological knowledge and skills to evaluate the degree to which
products and systems meet human and environmental needs
•
analyzing excerpts describing recent scientific discoveries or technological
advances in relation to underlying scientific principles, concepts, or themes
„8„
0005
Understand the historical development and cultural contexts of mathematics, science,
and technology; the relationships and common themes that connect mathematics,
science, and technology; and the impact of mathematics, science, and technology on
human societies.
For example:
0006
•
analyzing the historical, societal, or environmental effects of given developments
in science and technology (e.g., computerization)
•
recognizing how mathematical models can be used to understand scientific,
social, or environmental phenomena
•
evaluating how historical and societal factors have promoted or hindered
developments in science and technology
•
analyzing how developments in scientific knowledge may affect other areas of life
(e.g., recognizing types of scientific data likely to affect government policymaking
regarding pollution control)
Understand and apply skills, principles, and procedures associated with inquiry and
problem solving in the sciences.
For example:
•
applying scientific methods and principles (including nonquantitative methods
such as case studies) to investigate a question or problem
•
formulating questions to guide research and experimentation toward explanations
for phenomena and observations
•
inferring the scientific principles (e.g., reliance on experimental data, replication
of results) or skills (e.g., observation, inductive reasoning, familiarity with
statistics and probability) that contributed to a scientific development as
described in an excerpt
•
demonstrating familiarity with electronic means for collecting, organizing, and
analyzing information (e.g., databases, spreadsheets)
•
analyzing the components of a given experimental design (e.g., dependent and
independent variables, experimental groups, control groups)
•
demonstrating an understanding of the nature of scientific inquiry (including
ethical dimensions) and the role of observation and experimentation in science
„9„
SUBAREA II—HISTORICAL AND SOCIAL SCIENTIFIC AWARENESS
0007
Understand the interrelatedness of historical, geographic, cultural, economic,
political, and social issues and factors.
For example:
0008
•
assessing the likely effects of human activities or trends (described in written or
graphic form) on the local, regional, or global environment
•
assessing ways in which major transformations related to human work, thought,
and belief (e.g., industrialization, the scientific revolution, the development of
various religions and belief traditions) have affected human society
•
inferring aspects of a society's social structure or group interactions based on
information presented in an excerpt
•
analyzing ways in which social, cultural, geographic, and economic factors
influence intergroup relations and the formation of values, beliefs, and attitudes
•
assessing the social or economic implications of political views presented in an
excerpt
Understand principles and assumptions underlying historical or contemporary
arguments, interpretations, explanations, or developments.
For example:
0009
•
inferring the political principles (e.g., popular sovereignty, separation of powers,
due process of the law) illustrated in given situations or arguments
•
recognizing assumptions (e.g., regarding the nature of power relationships) that
inform the positions taken by political parties
•
analyzing assumptions on which given U.S. policies (e.g., national health
insurance, foreign relations) are based
•
recognizing concepts and ideas underlying alternative interpretations of past
events
•
inferring the economic principle (e.g., supply and demand, redistribution of
wealth) upon which a given explanation is based
Understand different perspectives and priorities underlying historical or contemporary
arguments, interpretations, explanations, or developments.
For example:
•
identifying the values (e.g., a commitment to democratic institutions) implicit in
given political, economic, social, or religious points of view
•
recognizing the motives, beliefs, and interests that inform differing political,
economic, social, or religious points of view (e.g., arguments related to equity,
equality, and comparisons between groups or nations)
•
analyzing multiple perspectives within U.S. society regarding major historical and
contemporary issues
•
recognizing the values or priorities implicit in given public policy positions
•
analyzing the perceptions or opinions of observers or participants from different
cultures regarding a given world event or development
„ 10 „
0010
Understand and apply skills, principles, and procedures associated with inquiry,
problem solving, and decision making in history and the social sciences.
For example:
0011
•
analyzing a description of research results to identify additional unanswered
questions or to determine potential problems in research methodology
•
determining the relevance or sufficiency of given information for supporting or
refuting a point of view
•
assessing the reliability of sources of information cited in historical or
contemporary accounts or arguments and determining whether specific
conclusions or generalizations are supported by verifiable evidence
•
evaluating the appropriateness of specific sources (e.g., atlas, periodical guide,
economic database) to meet given information needs (e.g., the distribution of natural
resources in a given region, the political philosophy of a presidential candidate)
•
distinguishing between unsupported and informed expressions of opinion
Understand and interpret visual representations of historical and social scientific
information.
For example:
•
translating written or graphic information from one form to the other
(e.g., selecting an appropriate graphic representation of information
from an article on historical changes in global population)
•
relating information provided in graphic representations (e.g., regarding
population or economic trends) to public policy decisions
•
interpreting historical or social scientific information provided in one or more
graphs, charts, tables, diagrams, or maps
•
inferring significant information (e.g., geographic, economic, sociological) about a
historical or contemporary society based on examination of a photograph,
painting, drawing, cartoon, or other visual representation
SUBAREA III—ARTISTIC EXPRESSION AND THE HUMANITIES
0012
Understand and analyze elements of form and content in works from the visual and
performing arts from different periods and cultures.
For example:
•
recognizing important elements in a given work of the visual or performing arts
(e.g., focal point, symmetry, repetition of shapes, perspective, motif, rhythm)
•
determining how a sense of unity or balance is achieved in a given work from the
visual or performing arts
•
characterizing the theme, mood, or tone of a given work from the visual or
performing arts
•
determining how specific elements in a given work of the visual or performing
arts (e.g., color, composition, scale, instrumentation, set design, choreography)
affect audience perceptions of the content of the work
„ 11 „
0013
Analyze and interpret works from the visual and performing arts representing different
periods and cultures and understand the relationship of works of art to their social
and historical contexts.
For example:
0014
•
identifying similarities and differences in forms and styles of art from different
movements or periods of time
•
comparing and contrasting two or more works from the visual or performing arts
in terms of mood, theme, or technique
•
demonstrating an understanding of art as a form of communication
(e.g., conveying political or moral concepts, serving as a means of individual
expression)
•
analyzing ways in which the content of a given work from the visual
or performing arts reflects a specific cultural or historical context
Understand forms and themes used in literature from different periods and cultures.
For example:
0015
•
identifying characteristic features of various genres of fiction and nonfiction
(e.g., novels, plays, essays, autobiographies)
•
distinguishing the dominant theme in a literary passage
•
recognizing common literary elements and techniques (e.g., imagery, metaphor,
symbolism, allegory, foreshadowing, irony) and using those elements to interpret
a literary passage
•
determining the meaning of figurative language used in a literary passage
Analyze and interpret literature from different periods and cultures and understand
the relationship of works of literature to their social and historical contexts.
For example:
•
analyzing how the parts of a literary passage contribute to the whole
•
comparing and contrasting the tone or mood of two or more literary passages
•
analyzing aspects of cultural or historical context implied in a literary passage
•
distinguishing characteristic features of different literary genres, periods, and
traditions reflected in one or more literary passages
•
making inferences about character, setting, author's point of view, etc., based on
the content of a literary passage
•
recognizing how a text conveys multiple levels of meaning
„ 12 „
0016
Analyze and interpret examples of religious or philosophical ideas from various
periods of time and understand their significance in shaping societies and cultures.
For example:
•
distinguishing the religious and philosophical traditions associated with given
cultures and world regions
•
recognizing assumptions and beliefs underlying ideas presented in religious or
philosophical writing
•
analyzing societal implications of philosophical or religious ideas
•
comparing and contrasting key concepts presented in two excerpts reflecting
different philosophical or religious traditions
SUBAREA IV—COMMUNICATION AND RESEARCH SKILLS
0017
Derive information from a variety of sources (e.g., magazine articles, essays,
Web sites).
For example:
0018
•
identifying the stated or implied main idea of a paragraph or passage
•
selecting an accurate summary or outline of a passage
•
organizing information presented on a Web site or other electronic means of
communication
•
comprehending stated or implied relationships in an excerpt (e.g., cause-andeffect, sequence of events)
•
recognizing information that supports, illustrates, or elaborates the main idea
of a passage
Analyze and interpret written materials from a variety of sources.
For example:
•
recognizing a writer's purpose for writing (e.g., to persuade, to describe)
•
drawing conclusions or making generalizations based on information presented
in an excerpt
•
interpreting figurative language in an excerpt
•
comparing and contrasting views or arguments presented in two or more
excerpts
„ 13 „
0019
Use critical-reasoning skills to assess an author's treatment of content in written
materials from a variety of sources.
For example:
0020
•
analyzing the logical structure of an argument in an excerpt and identifying
possible instances of faulty reasoning
•
distinguishing between fact and opinion in written material
•
determining the relevance of specific facts, examples, or data to a writer's
argument
•
interpreting the content, word choice, and phrasing of a passage to determine a
writer's opinions, point of view, or position on an issue
•
evaluating the credibility, objectivity, or bias of an author's argument or sources
Analyze and evaluate the effectiveness of expression in a written paragraph or
passage according to the conventions of edited American English.
For example:
0021
•
revising text to correct problems relating to grammar (e.g., syntax, pronounantecedent agreement)
•
revising text to correct problems relating to sentence construction (e.g., those
involving parallel structure, misplaced modifiers, run-on sentences)
•
revising text to improve unity and coherence (e.g., eliminating unnecessary
sentences or paragraphs, adding a topic sentence or introductory paragraph,
clarifying transitions between and relationships among ideas presented)
•
analyzing problems related to the organization of a given text (e.g., logical flow
of ideas, grouping of related ideas, development of main points)
Demonstrate the ability to locate, retrieve, organize, and interpret information from a
variety of traditional and electronic sources.
For example:
•
demonstrating familiarity with basic reference tools (e.g., encyclopedias,
almanacs, bibliographies, databases, atlases, periodical guides)
•
recognizing the difference between primary and secondary sources
•
formulating research questions and hypotheses
•
applying procedures for retrieving information from traditional and technological
sources (e.g., newspapers, CD-ROMs, the Internet)
•
interpreting data presented in visual, graphic, tabular, and quantitative forms
(e.g., recognizing level of statistical significance)
•
organizing information into logical and coherent outlines
•
evaluating the reliability of different sources of information
„ 14 „
SUBAREA V—WRITTEN ANALYSIS AND EXPRESSION
0022
Prepare an organized, developed composition in edited American English in response
to instructions regarding audience, purpose, and content.
For example:
•
taking a position on an issue of contemporary concern and defending that
position with reasoned arguments and supporting examples
•
analyzing and responding to an opinion presented in an excerpt
•
comparing and contrasting conflicting viewpoints on a social, political, or
educational topic, as presented in one or more excerpts
•
evaluating information and proposing a solution to a stated problem
•
synthesizing information presented in two or more excerpts
„ 15 „
„ MULTIPLE-CHOICE SECTION
This preparation guide provides sample multiple-choice questions and a sample written
assignment for the test. The multiple-choice questions illustrate the objectives of the test—one
sample question for each objective.
Three pieces of information are presented for each test question:
1. the number of the test objective that the sample question illustrates,
2. a sample test question,
3. an indication of the correct response and an explanation of why it is the best available
response.
Keep in mind when reviewing the questions and response options that there is one best
answer to each question. Remember, too, that each explanation offers one of perhaps many
perspectives on why a given response is correct or incorrect in the context of the question; there
may be other explanations as well.
On the following page are sample test directions similar to those that candidates see when they
take the test.
„ 16 „
„ SAMPLE TEST DIRECTIONS FOR
MULTIPLE-CHOICE QUESTIONS
DIRECTIONS
This test booklet contains a multiple-choice section and a section with a single written assignment.
You may complete the sections of the test in the order you choose.
Each question in the first section of this booklet is a multiple-choice question with four answer
choices. Read each question CAREFULLY and choose the ONE best answer. Record your answer
on the answer sheet in the space that corresponds to the question number. Completely fill in the
space that has the same letter as the answer you have chosen. Use only a No. 2 lead pencil.
Sample Question:
1.
What is the capital of New York?
A.
B.
C.
D.
Buffalo
New York City
Albany
Rochester
The correct answer to this question is C. You would indicate that on the answer sheet as follows:
1.
You should answer all questions. Even if you are unsure of an answer, it is better to guess than not to
answer a question at all. You may use the margins of the test booklet for scratch paper, but you will
be scored only on the responses on your answer sheet.
The directions for the written assignment appear later in this test booklet.
FOR TEST SECURITY REASONS, YOU MAY NOT TAKE NOTES OR REMOVE ANY OF THE
TEST MATERIALS FROM THE ROOM.
The words "End of Test" indicate that you have completed the test. You may go back and review
your answers, but be sure that you have answered all questions before raising your hand for
dismissal. Your test materials must be returned to a test administrator when you finish the test.
If you have any questions, please ask them now before beginning the test.
DO NOT GO ON UNTIL YOU ARE TOLD TO DO SO.
„ 17 „
„ SAMPLE MULTIPLE-CHOICE QUESTIONS,
CORRECT RESPONSES, AND EXPLANATIONS
Objective 0001
Use mathematical reasoning in problem-solving situations to arrive at logical
conclusions and to analyze the problem-solving process.
1.
Use the passage below to answer the question that follows.
The next time you see lightning and hear the accompanying thunder, you can easily estimate the
distance between yourself and the lightning by using the following method.
When you see a lightning bolt, start counting the seconds until you hear the thunder. Divide the
total number of seconds by five. The result is the approximate distance to the lightning. Thus, if
you counted 10 seconds between the flash of the lightning and the sound of the thunder, the
lightning struck about two miles away.
How does the method work? It's simple. The speed of sound in air is about 1,125 feet—
approximately one-fifth of a mile—per second. The speed of light is approximately 186,000
miles per second. The light and sound created by the lightning bolt originate at the same time,
but because the speed of light is much greater than the speed of sound, we see the flash of the
lightning before we hear the rumble of the thunder.
When you count the seconds between the lightning and the thunder and divide the total by five,
you are in fact estimating the distance in miles—one mile per five seconds—that the sound
traveled since the lightning flash.
„ 18 „
Which of the following is a fundamental
assumption of this method of estimating
the distance between an observer and a
bolt of lightning?
A.
The wavelength of light is much
shorter than the wavelength of
sound.
B.
The speed at which light travels is
so great that the time required for
the light waves to reach the observer
is essentially zero.
C.
Sound waves are more strongly
affected by atmospheric conditions
than are light waves.
D.
The speed at which sound and
light travel varies proportionately
with the distance they travel.
Correct Response: B. As stated in the passage, an observer sees a lightning flash before
hearing the sound of thunder because light travels more quickly than sound and reaches the
observer first. In fact, both light and sound take some time to reach the observer. However,
light travels so fast that the extremely short time that the light takes to reach the observer does
not figure in the estimation. The observer counts only the time it takes for the sound of the
thunder to arrive.
Other Responses:
•
Response A. The method described in the passage relies on the relative speeds of light
and sound without requiring a consideration of their wavelengths.
•
Response C. The method described in the passage does not depend on the effects of
atmospheric conditions on either sound waves or light waves.
•
Response D. The method described in the passage depends on the speeds at which light
and sound travel, which are not affected by the distance they travel.
„ 19 „
Objective 0002
Understand connections between mathematical representations and ideas;
and use mathematical terms and representations to organize, interpret, and
communicate information.
Use the information below to answer the question that follows.
A small stream of water is poured at a constant rate into the flask shown above, until the flask is full.
Which of the following graphs best represents the way in which the height of the water in the flask
changes in relation to the length of time the water is poured?
B.
Height of Water
Height of Water
A.
Time
Time
D.
Height of Water
C.
Height of Water
2.
Time
Time
„ 20 „
Correct Response: C. Because of the shape of the flask, the height of the water will at first
rise slowly as the water fills the wide bottom. Then the water level will rise at an increasing rate
as the water fills the steeply sloped sides. Finally, the water level will rise at a rapid, constant
rate as the water fills the narrow, straight neck of the flask. This pattern of a slow initial rise,
followed by a gradually increasing rise, and ending with a sharp, steady rise is exactly the
pattern represented in the graph for Response C.
Other Responses:
•
Response A. In this graph, the line depicting the height of the water first rises at a constant
rate, without the progression from a slow rise to a quicker rise that the shape of the flask
would cause. The line then shows the water filling the neck of the flask all at once, without
any further time passing. This pattern does not correspond to the shape of the flask.
•
Response B. In this graph, the line depicting the height of the water first increases at a
constant rate, then shows no additional increase in water level as time passes. This pattern
does not correspond to the shape of the flask.
•
Response D. In this graph, the line depicting the height of the water rises first at a rapid
rate, then at a slower rate, and then at a very rapid rate. This pattern does not correspond
to the shape of the flask.
„ 21 „
Objective 0003
Apply knowledge of numerical, geometric, and algebraic relationships in problemsolving and mathematical contexts.
3.
Which of the following situations best
illustrates the mathematical concept of
a linear relationship—a relationship
between two variables such that a change
in one is accompanied by a proportional
change in the other?
A.
Joe's Pizza sells an 8-inch-diameter
pizza for $10.00, a 12-inch-diameter
pizza for $14.00, and a 16-inchdiameter pizza for $16.00.
B.
College Painters estimates that two
people could paint a house in ten
days, four people could paint the
same house in four days, and eight
people could paint the house in one
day.
C.
A recycling center offers $22.00 for
100 pounds of scrap aluminum,
$33.00 for 150 pounds, and $44.00
for 200 pounds.
D.
The world's population doubled in
the 15 years from 1960 to 1975,
doubled again in the 20 years from
1975 to 1995, and is expected to
double once more in the 30 years
from 1995 to 2025.
„ 22 „
Correct Response: C. The relationship in Response C is linear; the amount of money the
recycling center will pay is directly proportional to the number of pounds of aluminum it receives.
This relationship may be demonstrated graphically as a straight line, as shown below.
Price Paid
(in dollars)
60
50
40
30
20
10
50
100
150
200
Scrap Aluminum
(in pounds)
250
As shown in the graph, doubling the amount of scrap aluminum will double the amount paid.
Compared with the $22 the recycling center will pay for 100 pounds of scrap aluminum, it will
pay 50 percent more ($33) for 50 percent more aluminum (150 pounds) and 100 percent more
($44) for 100 percent more aluminum (200 pounds). The price per 100 pounds remains
constant, at $22 (which can also be expressed as 22 cents per pound).
Other Responses:
•
Response A. This relationship is not linear. There is no linear relationship between the size
of a pizza and its cost in this example.
•
Response B. This relationship is not linear. The number of painters doubles from two to
four and then doubles again from four to eight, but the time required to paint the house
decreases from ten days to four days to one day.
•
Response D. This relationship is not linear. The world's population doubled over a 15-year
period, doubled again over a 20-year period, and is expected to double once more over a
30-year period.
„ 23 „
Objective 0004
Understand major concepts, principles, and theories in science and technology;
and use that understanding to analyze phenomena in the natural world and to
interpret information presented in illustrated or written form.
4.
Many systems in the living and physical
worlds have mechanisms that use
feedback to help maintain equilibrium—
that is, help to keep the overall conditions
of the system relatively constant over
time. Which of the following processes is
the best example of a mechanism that uses
feedback to maintain equilibrium in the
human body system?
A.
the increase in breathing rate
while exercising
B.
the detection of temperature by a
finger touching a cool surface
C.
the continual growth of hair
and nails
D.
the loss of blood at the site of
a cut
Correct Response: A. The human body needs oxygen and must discard carbon dioxide.
Exercise increases both the demand for oxygen and the level of carbon dioxide in the body.
To maintain equilibrium, the body responds by increasing the breathing rate during and
immediately after exercise so that the lungs take in more oxygen and exhale more carbon
dioxide.
Other Responses:
•
Response B. The detection of temperature by a finger illustrates how the body takes in
information about its environment rather than showing a feedback mechanism for
maintaining equilibrium in the body.
•
Response C. The growth of hair and nails is an ongoing growth process rather than a
feedback mechanism for maintaining equilibrium in the body.
•
Response D. The loss of blood at the site of a cut is a direct result of damage to the skin
and blood vessels rather than a mechanism for maintaining equilibrium in the body.
„ 24 „
Objective 0005
Understand the historical development and cultural contexts of mathematics,
science, and technology; the relationships and common themes that connect
mathematics, science, and technology; and the impact of mathematics, science,
and technology on human societies.
5.
Read the excerpt below, adapted from The Discoverers by Daniel J. Boorstin; then answer
the question that follows.
The Chinese had been making a rudimentary paper since about A.D. 105, when Ts'ai Lun,
using mulberry, waste fish nets, and rags, made the first known sheet of paper for the emperor.
Chinese prisoners of war whom the Arabs had taken at Samarkand introduced the Arabs to the
arts of papermaking. By 800 the brilliant caliph Harun al-Rashid (764?–809) was having paper
made for him in Baghdad. Then through the Arabs paper was brought to Byzantium and across
the Mediterranean to Spain, whence it spread over Europe. Even before the invention of printing,
manuscripts written on paper were not uncommon, and there were paper mills in Spain, Italy,
France, and Germany.
This excerpt illustrates which of
the following characteristics of the
relationship between culture and
technological discovery?
A.
Technological discovery may be
hindered by political, cultural, and
religious restrictions on the sharing
of ideas.
B.
Technological discoveries may
be spread by warfare and other
interactions across cultures.
C.
Technological discovery may be
halted until seemingly unrelated
scientific advances are made in
widely diffuse cultural areas.
D.
Technological discoveries initially
designed for military purposes may
soon be adapted for nonmilitary
uses.
„ 25 „
Correct Response: B. The discovery of papermaking and the spread of this technology
throughout Asia, the Arab world, and Europe is an example of the way in which warfare
and other interactions across cultures can serve to disseminate ideas and discoveries.
Papermaking, a Chinese discovery, spread to the Arab world as a result of warfare.
Thereafter, Arabs and Europeans contributed to its spread throughout Europe.
Other Responses:
•
Response A. This response is not justified by the information in the excerpt. The excerpt
does not suggest that the discovery and spread of papermaking technology were hindered
by political, cultural, or religious restrictions.
•
Response C. This response is not justified by the information in the excerpt. The excerpt
indicates that papermaking technology developed gradually but not that its development and
spread ceased while awaiting the development of other scientific knowledge in different
cultures.
•
Response D. This response is not justified by the information in the excerpt. The excerpt
does not suggest that papermaking technology was developed to serve a military purpose.
From the beginning, the uses of paper appear to have been more general.
„ 26 „
Objective 0006
Understand and apply skills, principles, and procedures associated with inquiry and
problem solving in the sciences.
6.
Researchers are beginning to conduct
clinical trials of a new medication designed
to reduce the itching associated with poison
ivy. The researchers randomly divide a
group of trial participants in half. One
group of participants is treated with the
actual medication, while the other
participants are treated with a placebo,
a substance that looks the same as the
medication but has none of the active
ingredients. Only the researchers know
which participants receive the medication
and which receive the placebo. Which of
the following best explains the purpose of
having a group of participants receive a
placebo in a study such as this?
A.
It allows the researchers to test
the medication's effectiveness
without exposing more people than
necessary to potential side effects.
B.
It prevents the researchers from
inadvertently allowing their own
preconceptions and expectations to
influence the clinical trial or the
interpretation of results.
C.
It helps the researchers distinguish
between the actual effects of the
medication and effects participants
might imagine they feel.
D.
It keeps the overall research and
development costs associated with
the medication to a minimum.
„ 27 „
Correct Response: C. In a study such as the one described, participants' perceptions about the
effectiveness of a medication can be influenced by what they think they should feel. If the
participants know whether they are receiving real medication or a placebo, their expectations
about the results of the treatment might differ depending on whether they are in the medication
group or the placebo group. Using a placebo with a control group of randomly chosen participants who do not know that they will receive a placebo permits all participants to feel that they
are being treated the same. In this way, researchers can be more certain that any reported
effects of the medication are actual rather than imagined, and differences between the
medicated and nonmedicated groups can more confidently be attributed to the medication.
Other Responses:
•
Response A. A concern about side effects would be better addressed by testing the
medication first on a very small number of participants and observing its effects rather
than by comparing a nonmedicated group with a medicated group.
•
Response B. The researchers would be prevented from inadvertently allowing their
expectations to influence the course of the study or the interpretation of its results only if
the researchers were prevented from knowing who received the medication and who
received the placebo. This is not a feature of the described study.
•
Response D. Use of placebos would not lower costs, since a predetermined number of
participants in the experiment would be selected to receive the real medication regardless
of whether there was a control group.
„ 28 „
Objective 0007
Understand the interrelatedness of historical, geographic, cultural, economic,
political, and social issues and factors.
7.
Read the passage below, from the translated writings of Juan Bautista Alberdi, a
nineteenth-century Argentine political theorist; then answer the question that follows.
What name will you give a land with 200,000 leagues of territory and a population of 800,000?
A desert. . . . But what constitution best fits a desert? One that will help to make it disappear:
one that will enable it in the shortest possible time to cease being a desert and become a populated
country. This, then, should and must be the political aim of the Argentine constitution and in
general of all South American constitutions. The constitutions of unpopulated countries can have
no other serious and rational end, at present and for many years to come, than to give the solitary
and abandoned countryside the population it requires, as a fundamental condition for its
development and progress.
Based on information contained in the
passage, it is reasonable to assume that its
author would most strongly support which
of the following economic proposals?
A.
limiting foreign investment in
Argentine industries
B.
using government land grants to
promote highway and railroad
construction
C.
taxing all goods produced for sale
within Argentina
D.
using monetary policy to tighten
the supply of money and raise
interest rates
„ 29 „
Correct Response: B. In the passage, Juan Bautista Alberdi maintains that the vast territory of
Argentina is too sparsely populated for development and progress to take place. He argues
that the Argentine government, through the constitution, should strongly encourage the
movement of people into the unpopulated countryside as a way to spur development. These
political ideas are closely related to an economic program that would make transportation into
the countryside easier and thereby encourage the movement of people. Such a program could
include land grants to promote highway and railroad construction, as described in Response B.
Other Responses:
•
Response A. The opinions expressed in the passage, which strongly favor development of
the countryside, make it unlikely that the author would support limiting foreign investment in
Argentine industries. Such a program would most likely discourage foreign business
investment and limit the flow of foreign capital into the countryside.
•
Response C. The evidence in the passage suggests that the author would not support
taxation of all goods produced for sale within Argentina. Such a program would most likely
burden businesses and consumers and hamper development.
•
Response D. The evidence in the passage indicates that the author would not support a
policy that limited the supply of money and, by raising interest rates, discouraged business
and individual loans. Such a program would be likely to impede development.
„ 30 „
Objective 0008
Understand principles and assumptions underlying historical or contemporary
arguments, interpretations, explanations, or developments.
8.
Which of the following excerpts from the
U.S. Constitution best illustrates the
principle of checks and balances?
A.
"The judicial power shall extend
to . . . controversies between two or
more States;—between a State and
citizens of another State;—between
citizens of different States;—
between citizens of the same State
claiming lands under grants of
different States, and between a
State, or the citizens thereof, and
foreign states, citizens or subjects."
B.
"Each house may determine the
rules of its proceedings, punish its
members for disorderly behavior,
and with the concurrence of twothirds, expel a member."
C.
"Every bill which shall have passed
the House of Representatives and
the Senate, shall, before it become a
law, be presented to the President of
the United States; if he approve he
shall sign it, but if not he shall
return it with objections to that
house in which it originated, who
shall . . . proceed to reconsider it."
D.
"The times, places and manner of
holding elections for Senators and
Representatives shall be prescribed
in each State by the legislature
thereof; but the Congress may at
any time by law make or alter such
regulations, except as to the places
of choosing Senators."
„ 31 „
Correct Response: C. The principle of checks and balances refers to the system of
overlapping and mutually limiting powers among the executive, legislative, and judicial branches
of government. Response C describes the process by which bills passed by the legislative
branch (the House of Representatives and the Senate) go for approval or rejection to the
executive branch (the president)—a clear example of the principle of checks and balances in
operation between these two branches of government.
Other Responses:
•
Response A. This response concerns the operations of the judicial branch of government
alone rather than its role in checking and balancing the operations of the legislative or
executive branches.
•
Response B. This response concerns the internal operations of each house of the
legislative branch rather than the relationship of that branch with the other branches of
government.
•
Response D. This response concerns rules governing the election of the members of the
legislative branch rather than the relationship between that branch and the other branches
of government.
„ 32 „
Objective 0009
Understand different perspectives and priorities underlying historical or
contemporary arguments, interpretations, explanations, or developments.
9.
Read the selection below, adapted from a speech delivered by Frances Harper at the 1893
Columbian Exposition in support of women's right to equal social status and political
participation; then answer the question that follows.
[T]o-day we stand on the threshold of woman's era, and woman's work is grandly constructive. The
social and political advancement which woman has already gained bears the promise of the rising of the
full-orbed sun of emancipation. Yet I do not think the mere extension of the ballot a panacea for all the
ills of our national life. What we need to-day is not simply more voters, but better voters. It is the
women of a country who help to mold its character, and to influence if not determine its destiny. In
coming into her political estate woman will find a mass of illiteracy to be dispelled. If knowledge is
power, ignorance is also power.
Which of the following statements most closely expresses a central democratic value underlying
the speaker's arguments in this selection?
A.
I believe—indeed I know—that whatever is fine and beautiful in the human expresses and
asserts itself in spite of government, and not because of it.
Emma Goldman
B.
Every democratic system evolves its own conventions. It is not only the water but the
banks which make the river.
Indira Gandhi
C.
Democracy always makes for materialism, because the only kind of equality that you can
guarantee to a whole people is, broadly speaking, physical.
Katherine Fullerton Gerould
D.
A democratic form of government, a democratic way of life, presupposes public education
over a long period; it presupposes also an education for personal responsibility that too
often is neglected.
Eleanor Roosevelt
„ 33 „
Correct Response: D. In arguing on behalf of the participation of women in the political life of
the United States, Frances Harper focuses on the improvement of society and the entire
democratic electorate through education ("woman will find a mass of illiteracy to be dispelled").
Through education, the society will be the beneficiary of "not simply more voters, but better
voters." An educated electorate is essential, Harper suggests, because ignorance can be as
powerful a force in the wrong direction as knowledge can be in the right one ("If knowledge is
power, ignorance is also power"). This appreciation of the importance of education to
responsible democracy is the same principle as that expressed by Eleanor Roosevelt in
Response D.
Other Responses:
•
Response A. This response portrays government as an obstacle to the creation of
goodness and beauty, a sentiment that is not expressed in the selection, which suggests
instead the potential benefits to society of political participation.
•
Response B. This response relates to the principle that democratic systems must operate
within the constraints of self-generated conventions (such as regulations and rules) rather
than addressing the need for an educated electorate, which is the focus of the selection.
•
Response C. This response portrays government as contributing to materialism by
addressing primarily physical concerns, while the selection focuses on the constructive role
of political involvement.
„ 34 „
Objective 0010
Understand and apply skills, principles, and procedures associated with inquiry,
problem solving, and decision making in history and the social sciences.
10.
Which of the following would
be considered primary sources in
researching the factors influencing U.S.
involvement in Vietnam in the 1960s?
I. the official correspondence of
Lyndon B. Johnson from 1963 to
1968, the years of his presidency
II. a journal article, published in
1975, about Robert S. McNamara,
secretary of defense from 1961
to 1968
III. a biography, published in 1969, of
John F. Kennedy, president from
1961 to 1963
IV. an interview, taped in 1976, with
Dean Rusk, secretary of state
from 1961 to 1969
A.
I and II only
B.
I and IV only
C.
II and III only
D.
III and IV only
„ 35 „
Correct Response: B. Primary sources are persons who were present at, participated in, or
had firsthand knowledge of the events under study and documents (e.g., official papers, letters,
newspaper articles, diaries) or other records (e.g., audiotapes, videotapes) produced by those
persons. By contrast, secondary sources are summaries (e.g., biographies, textbooks) based
on information provided by or derived from primary sources.
Of the options presented in the question, only the official correspondence of Lyndon Johnson
(Option I), who directed the U.S. involvement in Vietnam during the years of his presidency,
and the interview with Dean Rusk (Option IV), who was secretary of state during the U.S.
involvement in Vietnam, are primary sources. Response B identifies both these options.
Other Responses:
•
Responses A and C include Option II, a journal article about Robert McNamara. Unless the
article was written by a primary source, and Option II gives no reason to believe that it was,
this is a secondary source.
•
Responses C and D include Option III, a biography of John Kennedy. Unless the biography
was written by a primary source, and Option III gives no reason to believe that it was, this is
a secondary source.
„ 36 „
Objective 0011
Understand and interpret visual representations of historical and social scientific
information.
Inches of Rain
Use the graphs below, depicting annual rainfall and population statistics of a western
farming state during the period from 1926 to 1935, together with average annual rainfall
data for the previous 26 years, to answer the question that follows.
30
27
24
21
18
15
12
9
6
Annual Rainfall
Average
Annual Rainfall
1900–1925
1926 1927 1928 1929 1930 1931 1932 1933 1934 1935
Year
Number of People
11.
600,000
525,000
450,000
375,000
300,000
225,000
150,000
75,000
Population
1926 1927 1928 1929 1930 1931 1932 1933 1934 1935
Year
Which of the following conclusions about the relationship between rainfall and population
from 1926 to 1935 is best supported by the information in the graphs above?
A.
Increases and decreases in population directly paralleled increases and decreases in annual
rainfall.
B.
Despite a steady decline in annual rainfall during this period, the state's population
remained stable, varying by no more than about 10 percent.
C.
There was no relationship between annual rainfall and fluctuations in the state's population
during this period.
D.
Population began to decline significantly only after several years of below-average rainfall.
„ 37 „
Correct Response: D. The first graph shows that annual rainfall in 1929 fell below the previous
average and remained below that average throughout the 1929–1935 period. The second
graph shows that the population of the state remained fairly constant, varying between about
300,000 and 375,000 people, through 1931 and then began to decline significantly to a low of
about 150,000 in 1935. If information from both graphs is combined and interpreted, it is clear
that the population decline beginning in 1932 occurred only after a period of below-average
rainfall that began in 1929. This is the same conclusion given in Response D.
Other Responses:
•
Response A. This response is unjustified because the increases and decreases in rainfall
and population displayed in the graphs are not directly parallel. In fact, the decrease in
average rainfall from 1929 to 1931 is greater than the decline in population, and in 1932,
while rainfall actually increased, population declined.
•
Response B. This response is unjustified because the state's population did not remain
stable throughout the period. In fact, population declined sharply between 1931 and 1935,
from around 350,000 in 1931 to around 150,000 in 1935, and there were several years in
which the decrease was more than 10 percent.
•
Response C. It is incorrect to conclude that the graphs show no relationship between
annual rainfall and fluctuations in the state's population during this period. The graphs show
that population began to decline after several years of below-average rainfall, and this
general decline in population appears to be correlated with the pattern of sustained belowaverage rainfall.
„ 38 „
Objective 0012
Understand and analyze elements of form and content in works from the visual and
performing arts from different periods and cultures.
12.
Use the reproduction below of a woodcut by Suzuki Harunobu to answer the question that
follows.
The diagonal arrangement of the figures, faces, and gestures in this woodcut serves to:
A.
emphasize the difference in status between the woman and the child.
B.
draw the viewer's attention to the bird.
C.
create a feeling of suspense and foreboding.
D.
define the perspective from which the artist viewed the scene.
„ 39 „
Correct Response: B. The arrangement of the figures, faces, and gestures in the woodcut
suggests a diagonal that runs from upper right to lower left. By drawing the viewer's eye toward
the lower-left corner of the woodcut, this arrangement focuses attention on the source of the
action in the scene—the bird.
Other Responses:
•
Response A. The woodcut does not appear to suggest or focus on a difference in status
between the woman and the child.
•
Response C. The arrangement of the human figures contributes to the depiction of a
peaceful domestic scene rather than the feeling of suspense and foreboding.
•
Response D. The diagonal arrangement tends to draw the eye of the viewer rather than
define the perspective from which the scene is viewed, which is from foreground to
background.
„ 40 „
Objective 0013
Analyze and interpret works from the visual and performing arts representing
different periods and cultures and understand the relationship of works of art to
their social and historical contexts.
13.
Read the passage below about Doris Humphrey's 1931 dance piece The Shakers, which was
inspired by the religious group founded in the late eighteenth century; then answer the
question that follows.
Later [Humphrey] told her students that the Shakers attracted her because they believed in
dancing; their religious ritual was, in fact, a dance and its original steps and formations served
as the basis for her choreography. . . . The basic themes were few: hopping, swaying, falling
forward and pulling back, shaking. The dancers moved in straight, symmetrical lines, often in
unison but with individual "shaking" movements. Against the formal processions of the ritual,
she pitted ecstatic falls; inspired speech; man and woman trembling as they approached one
another, knowing they must not touch.
Which of the following views of Shaker
society and culture is the choreography
described in this passage most likely
intended to suggest?
A.
a society centered on ambition and
personal achievement
B.
a generally peaceful society, marked
by occasional violence
C.
a society in which strong emotions
are kept under control
D.
a belief system characterized by
openness to new experiences
„ 41 „
Correct Response: C. From the description in the passage, Doris Humphrey's choreography
appears to suggest profound but controlled emotion. The passage describes "ecstatic falls,"
"inspired speech," and "trembling" dancers, which indicate emotion, and "straight, symmetrical
lines" and "formal processions," which suggest control of that emotion.
Other Responses:
•
Response A. Response A is not justified by the passage because Humphrey's choreography, as described, appears to focus on communal and social activities rather than on
ambition and individual accomplishments.
•
Response B. Response B is not justified by the passage because Humphrey's choreography, as described, suggests the energy of emotion rather than peaceful or violent
activities.
•
Response D. Response D is not justified by the passage because Humphrey's use of
repetition and ritualized steps, as described, suggests a respect for practiced rituals and
well-established patterns of behavior rather than providing any indication of the Shakers'
attitudes toward new experiences.
„ 42 „
Objective 0014
Understand forms and themes used in literature from different periods and cultures.
14.
Read "Child of the Americas" below, a poem by Aurora Levins Morales; then answer the
question that follows.
I am a child of the Americas,
a light-skinned mestiza of the Caribbean,
a child of many diaspora, born into this continent at a crossroads.
I am a U.S. Puerto Rican Jew,
a product of the ghettos of New York I have never known.
An immigrant and the daughter and granddaughter of immigrants.
I speak English with passion: it's the tongue of my consciousness,
a flashing knife blade of crystal, my tool, my craft.
I am Caribeña, island grown. Spanish is in my flesh,
ripples from my tongue, lodges in my hips:
the language of garlic and mangoes,
the singing in my poetry, the flying gestures of my hands.
I am of Latinoamerica, rooted in the history of my continent:
I speak from that body.
I am not african. Africa is in me, but I cannot return.
I am not taína.1 Taíno is in me, but there is no way back.
I am not european. Europe lives in me, but I have no home there.
I am new. History made me. My first language was spanglish.
I was born at the crossroads
and I am whole.
1
taína: Taínos were the Indian tribe indigenous to Puerto Rico.
Which of the following statements best expresses an important theme of the poem?
A.
Retaining a strong sense of ethnic identity can be an empowering response to discrimination.
B.
In attempting to recover the past, one can miss out on interesting opportunities for the future.
C.
Learning to speak the dominant language of a country is a necessary part of acculturation.
D.
Individual identity can comprise a rich and exciting amalgamation of cultures and languages.
 43 
Correct Response: D. In this poem, the speaker identifies herself as "a child of the Americas, /
a light-skinned mestiza of the Caribbean," "a U.S. Puerto Rican Jew," and "Caribeña," thus
highlighting her uniqueness; one descriptor will not suffice to describe who she is. The
speaker's identity is rooted in and yet transcends many places, cultures, and languages. The
speaker's use of precise diction ("ripples," "lodges") and vivid sensory imagery emphasizes her
passion for her cultural and linguistic roots. For example, English is "a flashing knife blade of
crystal, my tool, my craft" and Spanish is "the language of garlic and mangoes."
Other Responses:
•
Response A. This response is not justified by the poem. While the speaker clearly feels
empowered by a strong sense of ethnic identity, nothing in the poem suggests that her
sense of ethnic identity is a response to discrimination.
•
Response B. This response is not justified by the poem. Although the speaker treasures
the history that informs her present-day identity, she is not attempting to recover that history.
Indeed, she explicitly states that she "cannot return" to Africa, "there is no way back" to the
Taíno culture, and she has "no home" in Europe. The repetition of the phrase "I am"
throughout the poem affirms that the speaker is grounded in the present, as does her
declaration "I am new" in the final stanza.
•
Response C. This response is not justified by the poem. The speaker conveys the joy and
exuberance with which she embraces English, Spanish, and "spanglish," each of which
allows her to express different facets of her identity. She does not seek to be acculturated
to a single culture.
 44 
Objective 0015
Analyze and interpret literature from different periods and cultures and understand
the relationship of works of literature to their social and historical contexts.
15.
Read the excerpts below about an aspect of Native American culture from "A Vision
Beyond Time and Place" by N. Scott Momaday; then answer the question that follows.
When my father was a boy, an old man used to come to [my grandfather] Mammedaty's house
and pay his respects. He was a lean old man in braids and was impressive in his age and bearing.
His name was Cheney, and he was an arrowmaker. Every morning, my father tells me, Cheney
would paint his wrinkled face, go out, and pray aloud to the rising sun. . . .
I often think of old man Cheney, and of his daily devotion to the sun. . . . He was a man who
saw very deeply into the distance, I believe, one whose vision extended far beyond the physical
boundaries of his time and place. . . . In his mind's eye he could integrate all the realities and
illusions of the earth and sky; they became for him profoundly intelligible and whole. . . .
Most Indian people are able to see in these terms. . . . It is indeed the basis upon which they
identify themselves as individuals and as a race. . . . When old man Cheney looked into the
sunrise, he saw as far into himself, I suspect, as he saw into the distance. He knew certainly
of his existence and of his place in the scheme of things.
In contrast, most of us in this society are afflicted with a kind of cultural nearsightedness. . . .
[W]e do not see beyond the buildings and billboards that seem at times to be the monuments
of our civilization, and consequently we fail to see into the nature and meaning of our own
humanity. Now, more than ever, we might do well to enter upon a vision quest of our own,
that is, a quest after vision itself.
According to the excerpts, which of the
following best describes a central aspect
of the vision that Cheney achieved in his
daily devotion?
A.
a faith in the reality of a spiritual life
after death
B.
a belief in divine forgiveness and
human redemption
C.
a perception of the interconnectedness of all things
D.
a rejection of the temptations and
illusions of the material world
„ 45 „
Correct Response: C. N. Scott Momaday describes Cheney's daily devotion as involving an
integration of "all the realities and illusions of the earth and sky" so that they became
"profoundly intelligible and whole." This vision of the interconnectedness of the whole of
creation is, according to Momaday, not merely a personal accomplishment of Cheney's, but an
aspect of the society of which Cheney was a part ("Most Indian people are able to see in these
terms").
Other Responses:
•
Response A. These excerpts focus on the integration of all reality in the present life rather
than on a spiritual life after death.
•
Response B. These excerpts emphasize Cheney's devotion to daily spirituality and his
acceptance and understanding of his place in the scheme of things as they now exist. The
notions of divine forgiveness and human redemption are not apparent in the excerpts.
•
Response D. Cheney's ability to integrate "all the realities and illusions of the earth and
sky" is presented in these excerpts as a positive acceptance of all things rather than as a
rejection of the material world.
„ 46 „
Objective 0016
Analyze and interpret examples of religious or philosophical ideas from various
periods of time and understand their significance in shaping societies and cultures.
16.
Use the poem below, translated from the works of Yang Kwang, to answer the question that
follows.
In Spring when all the flowers are in bloom,
The evening river appears smooth and motionless.
Suddenly the tidewater comes with the reflection of glittering stars;
The ebbing waves carry away the image of the moon.
This poem most closely reflects which
of the following tenets of Asian belief
systems?
A.
the Taoist emphasis on simplicity
and contemplation of the effortless
processes of nature
B.
the Confucian emphasis on
ethical precepts for the proper
management of the social order
C.
the Shintoist emphasis on the
supernatural and the power of
the divine forces of nature
D.
the Buddhist emphasis on
enlightenment and renunciation of
worldly cravings and attachments
„ 47 „
Correct Response: A. The poem, with its serene observation of natural processes of change,
suggests the Taoist belief in the contemplation and understanding of nature as a guide to life.
Other Responses:
•
Response B. The poem suggests the personal contemplation of nature rather than ethical
precepts or the management of the social order.
•
Response C. Rather than suggesting a concern about or awareness of supernatural beings
or divine forces in nature, the poem appears to be concerned with the contemplation of
nature in and of itself.
•
Response D. In its contemplation of nature and natural processes, the poem does not
appear to suggest renunciation of the world or striving for enlightenment.
„ 48 „
Objective 0017
Derive information from a variety of sources (e.g., magazine articles, essays,
Web sites).
Objective 0019
Use critical-reasoning skills to assess an author's treatment of content in written
materials from a variety of sources.
Read the selection below, excerpted from a radio and television report given on June 11, 1963, by President
John F. Kennedy; then answer the two questions that follow.
One hundred years have passed since President Lincoln freed the slaves, yet their heirs, their grandsons, are not
fully free. They are not yet freed from the bonds of injustice. They are not yet freed from social and economic
oppression. And this nation, for all its hopes and all its boasts, will not be fully free until all its citizens are free. . . .
Now the time has come for this nation to fulfill its promise. The events in Birmingham1 and elsewhere have so
increased the cries for equality that no city or state or legislative body can prudently choose to ignore them.
The fires of frustration and discord are burning in every city, North and South, where legal remedies are not at
hand. Redress is sought in the streets, in demonstrations, parades, and protests which create tensions and threaten
violence and threaten lives.
We face, therefore, a moral crisis as a country and as a people. It cannot be met by repressive police action. It
cannot be left to increased demonstrations in the streets. It cannot be quieted by token moves or talk. It is a time
to act in the Congress, in your state and local legislative bodies and, above all, in all of our daily lives.
It is not enough to pin the blame on others, to say this is a problem of one section of the country or another, or
deplore the facts that we face. A great change is at hand, and our task, our obligation, is to make that revolution,
that change, peaceful and constructive for all.
Those who do nothing are inviting shame as well as violence. Those who act boldly are recognizing right as well
as reality.
1
events in Birmingham: nonviolent civil rights marches that met with violent reactions
17.
The main idea of this selection is that:
A.
18.
marches and demonstrations are
effective ways to raise public
awareness of racial inequality and
injustice.
B.
protests will continue across the
nation until Congress acts to end
racial inequality.
C.
citizens and their elected
representatives have a moral and
civic responsibility to abolish racial
inequality.
D.
racial inequality leads to social and
economic oppression of African
Americans.
 49 
Which of the following statements best
describes how Kennedy's word choice and
phrasing in the selection reveal his position
on civil rights protests?
A.
The phrase "fires of frustration and
discord" suggests that Kennedy
believes that the primary purpose of
civil rights protests is to express
anger at injustice.
B.
The phrase "It cannot be" reflects
Kennedy's determination to take
seriously the concerns raised by the
civil rights protesters.
C.
The phrase "that revolution" suggests
that Kennedy believes civil rights
protesters seek to overthrow the U.S.
government.
D.
The phrase "right as well as reality"
indicates that Kennedy has
philosophical and political motives
for supporting civil rights protests.
17. Correct Response: C. In this selection, Kennedy declares that "[w]e face . . . a moral crisis
as a country and as a people" and that the nation must finally fulfill its promise of freedom for all.
He emphasizes the shared role of government and individuals in abolishing racial inequality: "It
is a time to act in the Congress, in your state and local legislative bodies and, above all, in all of
our daily lives." The phrase "above all" emphasizes Kennedy's belief that when ordinary
individuals make changes in their daily lives, they can bring about "peaceful and constructive"
change in an entire nation.
Other Responses:
•
Response A. While Kennedy acknowledges that marches and demonstrations have
forced the nation to confront long-ignored problems, his primary focus is on the issues
they raise and on the country's response to those issues.
•
Response B. The likelihood that protests will continue and increase in number is one
reason Kennedy cites to support his call to action for citizens and members of legislative
bodies, but it is not the main idea of the selection.
•
Response D. Kennedy cites racial inequality and the resulting social and economic
oppression of African Americans to demonstrate the United States' failure to provide
freedom to all its citizens, but his primary focus is on how the nation can "fulfill its
promise" of freedom for all.
18. Correct Response: B. The phrase "It cannot be" emphasizes Kennedy's assertion that the
current "moral crisis" cannot be solved by making temporary, superficial changes. His repeated
use of this phrase reflects his resolve to address the concerns raised by the civil rights
protesters.
Other Responses:
•
Response A. The phrase "fires of frustration and discord" refers to violence occurring in
conjunction with and as a response to nonviolent civil rights protests. Kennedy does not
suggest that the primary purpose of the protests is to express anger; he understands
that the protesters' goal is to end inequality and injustice.
•
Response C. The phrase "that revolution" refers to the "great change" Kennedy
believes the country must undergo; the change he speaks of is passage of legislation by
Congress, not the overthrow of the U.S. government.
•
Response D. By stating that "[t]hose who act boldly are recognizing right as well as
reality," Kennedy suggests that declaring justice and equality to be morally "right" is not
enough; nothing in the selection indicates that he has philosophical and political motives
for supporting civil rights protests.
 50 
Objective 0018
Analyze and interpret written materials from a variety of sources.
19.
Read the passage below, excerpted from an anthropology text, about the rise of urban
civilizations; then answer the question that follows.
The rapid growth of population and food production in major river valleys of the Old World—
the Tigris and Euphrates, the Nile, the Indus, the Yellow River—and an accompanying
transformation of societies into complex urban civilizations were to come quickly. So too
was the rise of impressive New World civilizations in Mesoamerica and Peru. . . .
The rise of urban civilizations not only dramatically changed human life in the great river valleys
where urban centers developed. It radically transformed the village farmers at their margins:
they became peasants, pieces in a wider design, supplying food to the elites and craft specialists
in the towns. And the great cultural traditions, the priestly religions and philosophies and
literatures that developed in the centers of civilization, penetrated into many parts of the tribal
world. Islamic, Hindu, Aztec, and other civilized traditions gave tribal peoples new conceptions
of the cosmos and of themselves.
Which of the following conclusions is best
supported by information presented in the
passage?
A.
Village farmers in this period
generally resisted the changes
imposed on them by the emerging
urban elites.
B.
River valley civilizations in this
period typically evolved through
a process of expansion from
urban centers.
C.
Expanded economic opportunities
for peasants during this period
usually disrupted traditional family
relationships.
D.
Religious and secular interests
generally struggled for dominance
throughout this period.
„ 51 „
Correct Response: B. In this passage, the author gives several indications that the major river
valley civilizations of this period tended to evolve outward from urban centers. For example, the
passage describes how urban civilizations "radically transformed the village farmers at their
margins," how peasant farmers began to supply food to the towns, and how cultural ideas from
the "centers of civilization penetrated into many parts of the tribal world."
Other Responses:
•
Response A. This response is not justified by the passage. Rather than suggesting that
farmers resisted the demands made by urban elites, the passage suggests that the
transformation from farmers to town-oriented peasants was a natural cultural development.
•
Response C. This response is not justified by the passage. The passage does not suggest
any effect that expanded economic opportunities might have had on traditional family
relationships.
•
Response D. This response is not justified by the passage. The passage does not relate to
any struggle for dominance that might have arisen between religious and secular interests
during the period.
„ 52 „
Objective 0020
Analyze and evaluate the effectiveness of expression in a written paragraph or
passage according to the conventions of edited American English.
20.
Read the passage below, which contains
a grammatical error; then answer the
question that follows.
1Myths
are traditional stories of unknown
authorship that were originally passed
down by word of mouth. 2Typically,
myths evolved in preliterate societies to
explain natural events and forces, to come
to terms with heroes and gods, and to
prescribe rituals to ward off evil. 3In a
society of this type, an individual body
of myths were developed to guide the
community's religious and social life.
4Unlike fables and folk tales, which
people told for amusement but did not
believe, myths were considered sacred
and completely true.
Which part of the passage should be
revised to correct a grammatical error?
A.
Part 1: to correct an error in the
placement of modifiers
B.
Part 2: to correct an error in parallel
structure
C.
Part 3: to correct an error in subject–
verb agreement
D.
Part 4: to correct an error in
prepositional phrasing
„ 53 „
Correct Response: C. In Part 3, the clause "an individual body of myths were developed"
contains an error in subject-verb agreement. The singular subject body is used with the plural
verb were developed. In grammatical expression, the subject and verb must agree in number.
The clause should be written as "an individual body of myths was developed."
Other Responses:
•
Response A. In Part 1, there is no grammatical error. The participial phrase "originally
passed down by word of mouth" correctly modifies the noun phrase "traditional stories of
unknown authorship."
•
Response B. In Part 2, there is no grammatical error. The three explanations for the
evolution of myths follow correct parallel structure: "to explain," "to come to terms," and
"to prescribe." All are infinitive forms.
•
Response D. In Part 4, there is no grammatical error. The prepositional phrase "for
amusement" is correctly placed and phrased, as is the introductory prepositional phrase
"Unlike fables and folk tales."
„ 54 „
Objective 0021
Demonstrate the ability to locate, retrieve, organize, and interpret information from
a variety of traditional and electronic sources.
21.
While researching a nineteenth-century
presidential candidate, a researcher
locates four sources that provide conflicting information about a controversial
position that the candidate adopted during
his campaign. Which source is likely to
be most reliable in explaining why the
candidate adopted the position?
A.
an autobiography that the candidate
wrote later in life, covering the
years during which the campaign
was conducted
B.
a copy of the speech, written in the
candidate's handwriting, in which
the candidate announced the
position
C.
a newspaper editorial opposing the
candidate's position, written just
after the candidate announced the
position
D.
a series of notes on the issue
between the candidate and a key
advisor, written just before the
candidate adopted the position
„ 55 „
Correct Response: D. Of the options listed, the source that is likely to be most reliable and
informative is the series of notes between the candidate and the advisor (Response D). This
source provides information that is directly relevant to the formulation of the candidate's
position, it dates from the time the position was being formulated, and it is likely to be candid
and comparatively unguarded. These factors contribute to the reliability of the information in
such notes. These factors do not all apply to the other responses.
Other Responses:
•
Response A. Autobiographies tend to present controversial issues in ways that are most
favorable to the author. They are typically neither candid nor unguarded. Further, they
are written after the fact and reflect knowledge acquired since the time when the original
position was being formulated. This makes autobiographies less reliable than sources
that are more contemporaneous with the events that they discuss and less spontaneous and
objective.
•
Response B. A speech, even a hand draft of a speech that may be contemporaneous with
the position being announced, is a finished product, not the record of an ongoing process.
As such, it may document the position as it was finally decided on but will be less
informative on the process that went into formulating the position.
•
Response C. A newspaper editorial about an issue may be contemporaneous with the
announcement of the position, but it is not likely to contain inside information on the
formulation of the position. The purpose of an editorial is to state a position supporting
or opposing a controversial idea, not to trace the origin of the idea as formulated by the
candidate.
„ 56 „
„ WRITTEN ASSIGNMENT SECTION
On the following pages are:
X
Sample test directions for the written assignment section
X
A sample written assignment
X
An example of a stronger response to the assignment and an evaluation of the
stronger response
X
An example of a weaker response to the assignment and an evaluation of the weaker
response
X
The performance characteristics and scoring scale
Your written response should be your own original work. The evaluation of your response
will be based on how effectively you communicate in writing, not on the opinion you
express. On the actual test, candidates will be given a different written assignment from the
one provided as a sample in this preparation guide.
„ 57 „
„ SAMPLE TEST DIRECTIONS FOR THE
WRITTEN ASSIGNMENT
DIRECTIONS FOR THE WRITTEN ASSIGNMENT
This section of the test consists of a written assignment. You are to prepare a written response of
about 300–600 words on the assigned topic. The assignment can be found on the next page. You
should use your time to plan, write, review, and edit your response to the assignment.
Read the assignment carefully before you begin to write. Think about how you will organize your
response. You may use any blank space provided on the following pages to make notes, write an
outline, or otherwise prepare your response. However, your score will be based solely on the
response you write in the written response booklet.
Your response to the written assignment will be evaluated on the basis of the following criteria.
•
FOCUS AND UNITY: Comprehend and focus on a unified, controlling topic.
•
APPROPRIATENESS: Select and use a strategy of expression that is appropriate for the
intended audience and purpose.
•
REASON AND ORGANIZATION: Present a reasoned, organized argument or exposition.
•
SUPPORT AND DEVELOPMENT: Use support and evidence to develop and bolster one's
own ideas and account for the views of others.
•
STRUCTURE AND CONVENTIONS: Express oneself clearly and without distractions caused
by inattention to sentence and paragraph structure, choice and use of words, and mechanics (i.e.,
spelling, punctuation, capitalization).
Your response will be evaluated based on your demonstrated ability to express and support opinions,
not on the nature or content of the opinions expressed. The final version of your response should
conform to the conventions of edited American English. This should be your original work, written
in your own words, and not copied or paraphrased from some other work.
Be sure to write about the assigned topic and use multiple paragraphs. Please write legibly. You may
not use any reference materials during the test. Remember to review what you have written and make
any changes that you think will improve your response.
„ 58 „
„ SAMPLE WRITTEN ASSIGNMENT
WRITTEN ASSIGNMENT
Should law enforcement officials in a criminal investigation be allowed to compel reporters to reveal the
names of their confidential sources? The arguments below present opposing views on this question.
In favor of compelling reporters to reveal confidential sources. The ability to compel reporters to
reveal confidential sources in criminal cases would benefit law enforcement officials, defendants, and
reporters alike. For example, police officers and district attorneys deserve the cooperation of all citizens
in the fight against crime. Moreover, people charged with a crime or official misconduct deserve the
opportunity to confront their accusers and examine the evidence presented. Too often reporters rely
on so-called "confidential" sources when by digging a little deeper they could find the information
themselves. It would be a sad mistake to handcuff the criminal justice system just so reporters have
an easier time getting a story.
Opposed to compelling reporters to reveal confidential sources. Relying on confidential sources is
one of the most powerful tools journalists have to investigate wrongdoing and official misconduct. For
example, many public officials—and ordinary citizens—will talk to a reporter only if they are assured of
anonymity. Some fear they may lose a promotion or their jobs; others are concerned for their own safety
or that of their families. If reporters cannot be trusted to keep their sources confidential, people will be
reluctant to step forward to tell the truth about criminal activity or official corruption. In the long run,
such a policy would only jeopardize the ability of news organizations to obtain information vital to the
public.
Should law enforcement officials in a criminal investigation be allowed to compel reporters to reveal the
names of their confidential sources? In an essay written for a general audience of educated adults:
•
evaluate the opposing arguments related to this question;
•
state your position on whether reporters should be compelled to reveal the names of their confidential
sources to law enforcement officials; and
•
defend your position with logical arguments and appropriate examples.
„ 59 „
„ STRONGER RESPONSE TO THE SAMPLE
WRITTEN ASSIGNMENT
The Courts, the News Media, and the Public:
A Conflict of Rights
The writing assignment describes a situation in which the separate and
legitimate rights of groups within U.S. society come into conflict. This is not
unusual. In a democratic society, rights often come into conflict and must
be balanced against each other. The result is not so much a case of right
versus wrong, but of right versus right.
First, newspapers and other news media in a democratic society have a
right and a responsibility to report stories accurately. They often serve as
watchdogs against corruption and wrongdoing. The public expects to learn
about wrongdoing through the work of investigative reporters. Often the
reporters get their stories from anonymous sources who know about the
wrongdoing and want to uncover it but are afraid to reveal their names.
For the sake of the public's right to know, the news media must encourage
such people to come forward with the truth, and often the only way to do
this is to guarantee the sources confidentiality.
The sources have rights too. They have a right to privacy. They have
the right to tell the truth without fear of harm. They have the right to
expect that the reporters they confide in will never reveal their names.
If reporters betray their confidentiality, this is a betrayal not only of
the sources' right to privacy, but also of the public's right to know, because
without a guarantee of confidentiality, few people would blow the whistle
on wrongdoing.
But just as the media and their confidential sources have rights that
are important to the public in a democratic society, so do the courts.
The justice system, including prosecutors and the police, has a right to
pursue wrongdoers and put them behind bars. But the justice system has
responsibilities, too. Perhaps the most important is the responsibility to
pursue only those who are reasonably suspected of wrongdoing and to punish
(continued)
„ 60 „
„ STRONGER RESPONSE TO THE SAMPLE
WRITTEN ASSIGNMENT (continued)
only those who are proven guilty. It is a cornerstone of a democratic
society that a person is innocent until proven guilty. And it is the
prosecutor's job to gather evidence to convince a jury that a defendant is
guilty. The evidence is gathered by the police, not the media. If the police
can't find enough evidence to convince a jury, the defendant is innocent.
The next set of rights belongs to the defendant. He or she has the right
to see the evidence that the prosecutor has gathered and to refute it. He
or she also has the right to confront accusers face to face. It is unfair
to expect the defendant to confront a news organization as well as the
prosecutor. The prosecutor must make his or her own case, and the
defendant must defend himself or herself against it. But the defendant
is innocent unless the prosecutor can do it.
Perhaps the most important right in a democratic society is the public's
right to be free of the fear of unfair prosecution. We deserve a court
system that punishes the guilty and leaves the innocent alone. If mistakes
are to be made, it is better to err on the side of the innocent. It is
better to have ten guilty people out on the streets than one innocent
person in jail.
The public also has the right to expect the media to tell it the truth and
to be responsible in checking the accuracy of what it reports, but the work
of newspapers is and must remain separate from the work of the police
and prosecutors. If an irresponsible newspaper tells lies about someone,
that person can always take the newspaper to court. But to force
newspapers to reveal their sources and to serve as an arm of the courts
is not appropriate.
In conclusion, the rights of the public are the most important
consideration in this issue. The public needs a good judicial system, with
proper investigations and prosecutions, and it needs a good system of news
reporting, with responsible media organizations and sources who are not
afraid of telling the truth. But to serve the public the two systems must
remain distinct. The judiciary and the media must be separate.
„ 61 „
„ EVALUATION OF THE STRONGER RESPONSE
A stronger response is marked by the following characteristics.
Focus and unity
The writer clearly addresses the stated task, states or strongly implies
a purpose for writing and a controlling topic, and maintains a steady
focus on that topic.
Appropriateness
The chosen expressive approach is consistent with the writer's
purpose and audience.
Reason and
organization
Opinions are presented clearly, and arguments and/or expositions are
well organized and ably reasoned.
Support and
development
The writer offers relevant evidence and details to develop and support
the position taken, showing awareness of other potential or actual
positions.
Structure and
conventions
The paper is free of distracting flaws in sentence structure and
paragraph structure (e.g., subject-verb disagreements, run-on
sentences), shows proficient use and choice of words, and avoids
disruptive mechanical errors (e.g., inappropriate capitalization,
misspellings of common words).
Focus and unity. The response maintains a steady focus on the topic: the issue of revealing
sources or holding them confidential, and the conflicting rights of the media, sources, the
defendant, the prosecutor, and the public. The writer unifies the discussion by consistent
reference to the word rights (which is used at least once in every paragraph); this word is the
thread that runs through the composition from beginning to end. No extraneous information
or irrelevant arguments appear; every sentence contributes to the discussion.
Appropriateness. The writer uses an appropriate level of language throughout the composition. The tone is appropriately serious without being too formal. For example, in the fourth
paragraph the phrase "to pursue wrongdoers and put them behind bars" is more appropriate
for this audience than an overly stilted expression such as "to apprehend perpetrators and
incarcerate them." In addition, the writer uses no inappropriate slang. For example, in the
fifth paragraph "to confront accusers face to face" is more suitable than a highly colloquial
expression such as "to look his accusers square in the eye and call them liars."
Reason and organization. The writer's argument is clear, consistent, and easy to follow.
The first paragraph signals the approach that the writer will take by stating that the issue can
be thought of as a case of "right versus right." In the following paragraphs, the composition
proceeds through the rights of each major group in the discussion, clearly identifying the group
and announcing the writer's position. The logic of including each group is evident, and no
irrelevant groups or arguments appear. The organization of the seven paragraphs following the
introduction is also very clear: the media and their sources; then the two sides of a court case;
and finally the public, whose rights, in the writer's argument, will decide the issue and lead to the
conclusion.
„ 62 „
„ EVALUATION OF THE STRONGER RESPONSE
(continued)
Support and development. The writer logically investigates each group's rights. Basing the
analysis on U.S. Constitutional principles, the writer not only provides ample support for the
argument that the courts and the media must remain distinct but also fully considers other
potential or actual arguments that might be made. According to the author, the media can
serve as watchdogs only if they can get at the truth through informed sources. The sources
will not speak unless they can be guaranteed anonymity. Prosecutors have a right and a
responsibility to investigate—but only if they have reason to believe a person is guilty.
Defendants have a right to be presumed innocent and to confront the evidence and their
accusers. Finally, the public has a right to get at the truth (which supports the rights of the
media and their sources) and see wrongdoers punished (which supports prosecutors). The
most important right is the "right to be free of the fear of unfair prosecution." This right decides
the issue: the public's right to be left alone is best served if the media and the judicial system
are kept separate. The writer makes a strong argument by furnishing clear ideas that are
supported by reason.
Structure and conventions. The writer structures paragraphs well: each paragraph discusses
one idea and leads logically to the next paragraph. Clear transitions connect paragraphs and
signal the argument's progress (First; The sources have rights too; But just as . . . so do; The
next set; But the defendant; Perhaps the most important; The public also; But to force; In
conclusion). Within the paragraphs, sentence structure varies sensibly. Words are well
chosen, and there are no distracting lapses in spelling, punctuation, and capitalization.
„ 63 „
„ WEAKER RESPONSE TO THE SAMPLE
WRITTEN ASSIGNMENT
Let the Truth Come Out
I feel a reporter should never be forced to reveal the names of his or
her sources. Reporters are able to attain information from certain people
because they felt it would be kept confidential. If they weren't sure, they
would never have come forward and told the truth. They would have stayed
hidden and ashamed. They realized something had to be done and decided
to release the information to the reporter involving an important public
figure. They did their civic duty and shouldn't be punished for it, they should
be applauded. It is a brave thing to blow the whistle, not cowardly as some
people think. It is not “ratting out” on someone or “tattling”, it is standing
tall and letting the chips fall where they may. In my thinking some of the
bravest people have told the truth about something that everyone else was
letting happen or not paying attention to out of fear of the consequences.
Some of the biggest criminals have been caught because of someone telling
the truth on them.
In return the whistle blowers felt it was necessary to stay under the
covers for the protection of their families and selves. Dealing with
authoritative figures is very dangerous. If you are telling someone about
a person who is capable of committing a serious crime you just don't know
what else he is capable of doing. People like that are not people to fool
with. And again, it isn't cowardly or tattling. It's the person doing the
wrongdoing who is cowardly and wrong, not the person telling on them.
Who was wrong, Al Capone or his accusers? Nixon or the men who told
on him?
A reporter's job is to protect the whistle blowers from being hurt or
killed. If someone trusts a reporter, the reporter can't just go and hand
them over to the police or a judge. That wouldn't make sense. To be able
to come forward and release such information means to me that they
were probably spying on the person being accused, not doing it openly. And
that means that that person probably would have trusted the people who
just put him behind bars. Now what would he do? Probably out of anger
(continued)
„ 64 „
„ WEAKER RESPONSE TO THE SAMPLE
WRITTEN ASSIGNMENT (continued)
and to get out of jail he might harm them or make threats on their families.
People often harm the people who accuse them, especially violent people.
And it's no matter that they're behind bars, they can find ways, using gang
members outside jail, to get even. No, the reporter's job is to keep everything
confidential.
If the reporters hand over their sources, who will ever trust them again?
You could see somebody killing somebody else, and you probably wouldn't go to
the newspaper or the police because you'd be afraid you'd get hurt, and the
killer would go free. Crime would run rampant. To keep everybody honest,
reporters have to keep quiet. And judges shouldn't force reporters to tell
their sources.
Besides, reporters who uncover these stories are called investigative
reporters and they need their jobs. They have to be able to do their work.
If they can't get to the whistle blowers, how will they find everything out?
They don't have big budgets to investigate crime like the FBI. They are
newspaper people who only make enough to feed their families, not big stars
who earn a lot of money. In television, even, it's only the main anchormen
who make big money, and they're not the investigators, they only report the
stories. They don't get their jobs because of investigative reporting, but
because they look good on television and everybody will tune in to see them.
No, the investigative reporters do the dirty work, and they do it behind the
scenes and for little pay. If they can't get to the whistle blowers because
they are afraid to talk because their names will appear in the paper or on TV
and they will be hunted down, the investigative reporters will be out of work
and newspapers will not do investigative stories. And then the public will not
be served.
So in conclusion I say that reporters should keep the sources confidential and
the court should put the accused persons on trial with other knowledge and
evidence.
„ 65 „
„ EVALUATION OF THE WEAKER RESPONSE
A weaker response is marked by the following characteristics.
Focus and unity
The writer attempts to address the stated task but does so
incompletely, and the purpose for writing and the topic may be
unclear. The focus on the topic may not be consistently maintained,
and several digressions may be present.
Appropriateness
The chosen expressive approach may be partially inconsistent with
the writer's purpose and audience.
Reason and
organization
Opinions may not be presented clearly, and arguments and/or
expositions may give little evidence of organization and reason.
Support and
development
Little or no evidence or detail may be provided to develop and support
positions, and the existence of other potential or actual positions may
not be recognized.
Structure and
conventions
The paper may contain distracting flaws in sentence structure and/or
paragraph structure, inappropriate use and choice of words, and
disruptive mechanical errors.
Focus and unity. The response does not successfully maintain its focus on the conflict
between revealing sources and maintaining confidentiality. Several digressions intrude,
including the issue of whistle-blowers' bravery versus cowardice in the first paragraph and the
jobs and pay of investigative reporters in the fifth paragraph. Further, the response largely
ignores the topic of the rights of defendants and prosecutors in the courtroom.
Appropriateness. The writer attempts to write effectively, but lapses in diction and tone impair
the presentation. "To stay under the covers" in the second paragraph seems too colloquial, as
does "People like that are not people to fool with" in the same paragraph and "the reporter can't
just go and hand them over" in the third paragraph. The shift from third to second person in the
second paragraph ("If you are telling someone about a person") and the fourth paragraph
(beginning with "You could see somebody killing somebody else") is also too informal for the
audience and purpose of this composition.
Reason and organization. The composition lacks reason and organization. Its argument
would be clearer if it omitted digressions and improved structure. The connection between the
writer's main ideas (the reporter got the truth from the sources; the sources needed
confidentiality; the judge should not force the reporter to betray that confidentiality) is nearly
broken by tangential ideas. For example, the third paragraph neglects to extend the argument
about the danger of retribution to whistle-blowers; instead it introduces new claims about the
danger to sources—including a convict's ability to harm a person from behind bars—that belong
with the ideas in the second paragraph. The fourth paragraph logically belongs with the first
paragraph (about a reporter's duty), or (if expanded) could be part of a new idea about the
public's rights to a free press and independent investigations of wrongdoing. Instead it merely
injects emotional statements about crime running rampant.
„ 66 „
„ EVALUATION OF THE WEAKER RESPONSE
(continued)
Support and development. The writer addresses only one aspect of the issue (the rights
of the reporter and of the sources) and ignores other aspects that were mentioned in the
assignment. The result is that the argument is inadequately developed. The reader is left to
wonder what the writer might think about the rights of prosecutors and defendants. The only
reference to this issue in the composition is the phrase in the last sentence about the judge
putting the accused on trial "with other knowledge and evidence." This lone phrase does not
adequately develop the theme or support the writer's argument.
Structure and conventions. The writer demonstrates little control of sentences or paragraphs;
word choice and mechanics are similarly uncertain. Paragraph structure is muddled: ideas
jumble together within paragraphs, and the argument does not progress from one paragraph to
the next. Sentence structure is likewise confusing ("decided to release the information to the
reporter involving an important public figure" in the first paragraph; nearly all of the sentences in
the fourth and fifth paragraphs). The choice of words does not inspire confidence ("to attain
information" instead of obtain). The writer has an adequate grasp of capitalization and spelling
but sometimes uses commas where semicolons would be more appropriate ("They did their
civic duty and shouldn't be punished for it, they should be applauded" and "It is not. . . 'tattling', it
is standing tall" in the first paragraph; "they're not the investigators, they only report the stories"
in the fifth paragraph).
„ 67 „
„ PERFORMANCE CHARACTERISTICS AND
SCORING SCALE
Performance Characteristics
The following characteristics guide the scoring of responses to the written assignment.
FOCUS AND UNITY
Comprehend and focus on a unified, controlling topic.
APPROPRIATENESS
Select and use a strategy of expression that is appropriate for the
intended audience and purpose.
REASON AND
ORGANIZATION
Present a reasoned, organized argument or exposition.
SUPPORT AND
DEVELOPMENT
Use support and evidence to develop and bolster one's own ideas and
account for the views of others.
STRUCTURE AND
CONVENTIONS
Express oneself clearly and without distractions caused by inattention to
sentence and paragraph structure, choice and use of words, and
mechanics (i.e., spelling, punctuation, and capitalization).
„ 68 „
Scoring Scale
Scores will be assigned to each response to the written assignment according to the following
scoring scale.
Score
Point
Score Point Description
4
The "4" response gives evidence of strong skills of written expression.
y The writer clearly addresses the stated task, states or strongly implies a purpose for writing and a
controlling topic, and maintains a steady focus on that topic.
y The chosen expressive approach is consistent with the writer's purpose and audience.
y Opinions are presented clearly, and arguments and/or expositions are well organized and ably reasoned.
y The writer offers relevant evidence and details to develop and support the position taken, showing
awareness of other potential or actual positions.
y The response is free of distracting flaws in sentence structure (e.g., subject-verb disagreements, run-on
sentences) and paragraph structure (e.g., lack of paragraph breaks to coincide with thought transitions),
shows proficient use and choice of words, and avoids disruptive mechanical errors (e.g., inappropriate
capitalization, misspellings of common words).
3
The "3" response gives evidence of satisfactory skills of written expression.
y The writer addresses the stated task, states or at least implies a purpose for writing and a controlling topic,
and generally maintains a focus on that topic, with few digressions or extraneous points.
y The chosen expressive approach is generally consistent with the writer's purpose and audience.
y Opinions are presented clearly, and arguments and/or expositions give evidence of organization and
reason, although some minor flaws in these areas may be present.
y The writer offers evidence and details to develop and support the position taken, and generally
acknowledges other potential or actual positions.
y The response contains very few distracting flaws in sentence structure and/or paragraph structure, shows
generally competent use and choice of words, and avoids most disruptive mechanical errors.
2
The "2" response gives evidence of limited skill in written expression.
y The writer attempts to address the stated task, but does so incompletely, and the purpose for writing and
y
y
y
y
1
the topic may be unclear. The focus on the topic may not be consistently maintained, and several
digressions may be present.
The chosen expressive approach may be partially inconsistent with the writer's purpose and audience.
Opinions may not be presented clearly, and arguments and/or expositions may give little evidence of
organization and reason.
Little or no evidence or detail may be provided to develop and support positions, and the existence of
other potential or actual positions may not be recognized.
The response may contain distracting flaws in sentence structure and/or paragraph structure, inappropriate
use and choice of words, and disruptive mechanical errors.
The "1" response gives evidence of a lack of skill in written expression.
y The writer may attempt to address the stated task but does so incompletely, and the purpose for writing
and the topic are generally unclear.
y There is little or no sense of intended audience.
y Opinions may not be presented clearly or may simply be asserted without support, elaboration, or detail.
y If arguments and/or expositions are present, they give little or no evidence of organization or reason. The
existence of other potential or actual positions is generally not recognized.
y The response usually contains distracting flaws in sentence structure and/or paragraph structure,
inappropriate use and choice of words, and disruptive mechanical errors that interfere with understanding.
„ 69 „
 ACKNOWLEDGMENTS
Page
Number
25
Dr. Daniel J. Boorstin. From The Discoverers. Random House 1983. © Daniel J. Boorstin
QTIP Trust.
29
Alberdi, Juan Bautista. "Bases y puntos de partida para la organizacion politica de la
República Argentina" (Buenos Aires, 1951; reprint of 1853 edition), in Benjamin Keen,
editor and translator, Latin American Civilization: History and Society, 1492 to the
Present. Copyright © 1991 Robert Buffington, Lila Caimari. Reprinted by permission
of Westview Press, a member of Perseus Books Group.
39
Harunobu, Suzuki (Japanese). Drying Clothes, 1767–68. Philadelphia Museum of Art:
Samuel S. White, 3rd and Vera White Collection. Reprinted with permission.
41
Cohen, Selma Jeanne. Doris Humphrey: An Artist First. Courtesy of Princeton Book
Company, Publishers from Doris Humphrey: An Artist First.
43
Aurora Levins Morales, "Child of the Americas" from Aurora Levins Morales and
Rosario Morales, Getting Home Alive (Firebrand Books, 1986). Copyright © 1986 by
Aurora Levins Morales and Rosario Morales. Reprinted with the permission of The
Permissions Company, Inc., on behalf of Aurora Levins Morales,
www.permissionscompany.com.
45
N. Scott Momaday, Life Magazine (1971), © Time–Warner. Reprinted with
permission.
47
Chang (2011) Creativity and Taoism: A Study of Chinese Philosophy, Art, and Poetry,
Singing Dragon, London and Philadelphia.
51
Keesing. Cultural Anthropology, 1E. © 1976 Wadsworth, a part of Cengage Learning,
Inc. Reproduced by permission. www.cengage.com/permissions.
 70 