1. Directions

Each passage in this section is accompanied by a number of questions. For some questions, you will consider how the passage might be revised to improve the expression of ideas. For other questions, you will consider how the passage might be edited to correct errors in sentence structure, usage, or punctuation. A passage or a question may be accompanied by one or more graphics (such as a table or graph) that you will consider as you make revising and editing decisions.

Some questions will direct you to an underlined portion of a passage. Other questions will direct you to a location in a passage or ask you to think about the passage as a whole.

A pair of brackets containing an uppercase Q and a number — for example, [Q1] — indicates that an associated question refers to that location in the passage or to the following underlined portion of the passage. The number in brackets is the number of the associated question. The bracketed element is hyperlinked to the associated question, and the question heading is hyperlinked back to the related location or portion of the passage.

There are two ways to follow a link. One is to move the flashing text cursor, or caret, into the hyperlinked text and press the Enter key; the other is to place the mouse cursor, or pointer, over the hyperlinked text and press Ctrl+leftclick (that is, press and release the left button on the mouse while holding down the Ctrl key on the keyboard).

After reading each passage, choose the answer to each question that most effectively improves the quality of writing in the passage or that makes the passage conform to the conventions of standard written English. Many questions include a “NO CHANGE” option. Choose that option if you think the best choice is to leave the relevant portion of the passage as it is.

In questions that ask you to consider potential revisions, the list of answer choices is followed by a presentation of each revision in context. A set of revisions in context is surrounded by “Begin skippable content” and “End skippable content” labels formatted as level6 headings. If a question includes a “NO CHANGE” option, that option in the skippable content will present the relevant context of the passage in its original form with the original underlined text. For the following options, the same context will be repeated with the underlined portion replaced by each revision to be considered.

Punctuation is essential to some questions in this test, so we suggest that you either activate the punctuationreading function of your software or utilize the characterbycharacter capabilities.

Questions 1 through 11 are based on the following passage.

NASA: A Space Program with DowntoEarth Benefits

The National Aeronautics and Space Administration (NASA) is a U S government agency whose budget is frequently [Q1] many times contested. Many people think of NASA’s programs as trivial. In truth, the agency has a widespread positive [Q2] effect on society by serving as a catalyst for innovation and scientific understanding, [Q3] to create jobs, and showing humanity its place within the universe.

In 1958, the program’s first year, very few people believed that it was even possible for a manned spacecraft to leave the atmosphere and orbit Earth. But by initiating and collaborating on projects such as the Apollo Moon missions, the space shuttle program, the Hubble Space [Q4] Telescope, and unmanned planetary exploration, NASA has continually challenged its scientists and engineers to do things that were previously thought impossible. All along, these NASA projects have [Q5] greatly increased international cooperation. A short list of inventions [Q6] elaborated by NASA includes communications satellites, invisible braces, and cordless tools. All these inventions [Q7] spawns new industries, and with those industries, jobs. NASA also sponsors the Small Business Innovation Research and Small Business Technology Transfer programs, which are specifically designed to support technological development in the private sector.

A report by the Space Foundation estimated that NASA contributed $180 billion to the economy in 2005. More than 60 percent of the contribution [Q8] coming from commercial goods and services created by companies using spacerelated technology. This translates as excellent returns from an agency that received approximately 17.7 billion in tax dollars in 2014. This investment by taxpayers enhances not only the national economy but also the United States’ competitiveness in the international market. Moreover, the benefits of NASA funding extend beyond the purely economic, as astrophysicist Neil deGrasse Tyson indicated in his testimony before the U S Senate: “For . . . a penny on a dollar—we can transform the country from a sullen, dispirited nation, weary of economic struggle, to one where it has reclaimed its twentiethcentury birthright to dream of tomorrow.” [Q9]

Tyson’s expansive vision for the agency hints at another mission of NASA’s, illuminated in this observation by Apollo 14 astronaut Edgar Mitchell: “You develop an instant global consciousness, a people orientation, an intense dissatisfaction with the state of the world, and a compulsion to do something about it.” [Q10] With world population topping seven billion, humanity is in need of some perspective. [Q11] Therefore, we should continue to support NASA not only for practical reasons but also because it is a necessary vehicle for increasing our awareness of how we can fulfill our responsibilities to the planet and each other.

Question 1.

Answer choices in context:

Begin skippable content.

A. The National Aeronautics and Space Administration (NASA) is a U S government agency whose budget is frequently many times contested.

B. The National Aeronautics and Space Administration (NASA) is a U S government agency whose budget is frequently oftentimes contested.

C. The National Aeronautics and Space Administration (NASA) is a U S government agency whose budget is frequently repeatedly contested.

D. The National Aeronautics and Space Administration (NASA) is a U S government agency whose budget is frequently contested.

End skippable content.

2. Answer choices in context:

Begin skippable content.

A. In truth, the agency has a widespread positive effect on society by serving as a catalyst for innovation and scientific understanding, to create jobs, and showing humanity its place within the universe.

B. In truth, the agency has a widespread positive affect on society by serving as a catalyst for innovation and scientific understanding, to create jobs, and showing humanity its place within the universe.

C. In truth, the agency has a widespread positive effect to society by serving as a catalyst for innovation and scientific understanding, to create jobs, and showing humanity its place within the universe.

D. In truth, the agency has a widespread positive affects on society by serving as a catalyst for innovation and scientific understanding, to create jobs, and showing humanity its place within the universe.

End skippable content.

3. Answer choices in context:

Begin skippable content.

A. In truth, the agency has a widespread positive effect on society by serving as a catalyst for innovation and scientific understanding, to create jobs, and showing humanity its place within the universe.

B. In truth, the agency has a widespread positive effect on society by serving as a catalyst for innovation and scientific understanding, creating jobs, and showing humanity its place within the universe.

C. In truth, the agency has a widespread positive effect on society by serving as a catalyst for innovation and scientific understanding, for job creation, and showing humanity its place within the universe.

D. In truth, the agency has a widespread positive effect on society by serving as a catalyst for innovation and scientific understanding, the creation of jobs, and showing humanity its place within the universe.

End skippable content.

4. Answer choices in context:

Begin skippable content.

A. But by initiating and collaborating on projects such as the Apollo Moon missions, the space shuttle program, the Hubble Space Telescope, and unmanned planetary exploration, NASA has continually challenged its scientists and engineers to do things that were previously thought impossible.

B. But by initiating and collaborating on projects such as the Apollo Moon missions, the space shuttle program, the Hubble Space Telescope; and unmanned planetary exploration, NASA has continually challenged its scientists and engineers to do things that were previously thought impossible.

C. But by initiating and collaborating on projects such as the Apollo Moon missions, the space shuttle program, the Hubble Space Telescope and; unmanned planetary exploration, NASA has continually challenged its scientists and engineers to do things that were previously thought impossible.

D. But by initiating and collaborating on projects such as the Apollo Moon missions, the space shuttle program, the Hubble Space Telescope and, unmanned planetary exploration, NASA has continually challenged its scientists and engineers to do things that were previously thought impossible.

End skippable content.

5. Question 5.

Which choice most effectively sets up the list of examples that follows in the next sentence?

Answer choices in context:

Begin skippable content.

A. All along, these NASA projects have greatly increased international cooperation. A short list of inventions elaborated by NASA includes communications satellites, invisible braces, and cordless tools.

B. All along, these NASA projects have garnered national publicity for the agency. A short list of inventions elaborated by NASA includes communications satellites, invisible braces, and cordless tools.

C. All along, these NASA projects have generated a steady stream of new technology. A short list of inventions elaborated by NASA includes communications satellites, invisible braces, and cordless tools.

D. All along, these NASA projects have made a lot of money for the agency. A short list of inventions elaborated by NASA includes communications satellites, invisible braces, and cordless tools.

End skippable content.

6. Answer choices in context:

Begin skippable content.

A. A short list of inventions elaborated by NASA includes communications satellites, invisible braces, and cordless tools.

B. A short list of inventions evolved by NASA includes communications satellites, invisible braces, and cordless tools.

C. A short list of inventions developed by NASA includes communications satellites, invisible braces, and cordless tools.

D. A short list of inventions progressed by NASA includes communications satellites, invisible braces, and cordless tools.

End skippable content.

7. Answer choices in context:

Begin skippable content.

A. All these inventions spawns new industries, and with those industries, jobs.

B. All these inventions spawned new industries, and with those industries, jobs.

C. All these inventions has spawned new industries, and with those industries, jobs.

D. All these inventions spawning new industries, and with those industries, jobs.

End skippable content.

8. Answer choices in context:

Begin skippable content.

A. More than 60 percent of the contribution coming from commercial goods and services created by companies using spacerelated technology.

B. More than 60 percent of the contribution which came from commercial goods and services created by companies using spacerelated technology.

C. More than 60 percent of the contribution to come from commercial goods and services created by companies using spacerelated technology.

D. More than 60 percent of the contribution came from commercial goods and services created by companies using spacerelated technology.

End skippable content.

9. To make this paragraph most logical, sentence 1 should be placed

Answer choices in context:

Begin skippable content.

A. A report by the Space Foundation estimated that NASA contributed $180 billion to the economy in 2005. More than 60 percent of the contribution coming from commercial goods and services created by companies using spacerelated technology. This translates as excellent returns from an agency that received approximately 17.7 billion in tax dollars in 2014. This investment by taxpayers enhances not only the national economy but also the United States’ competitiveness in the international market. Moreover, the benefits of NASA funding extend beyond the purely economic, as astrophysicist Neil deGrasse Tyson indicated in his testimony before the U S Senate: “For . . . a penny on a dollar—we can transform the country from a sullen, dispirited nation, weary of economic struggle, to one where it has reclaimed its twentiethcentury birthright to dream of tomorrow.”

B. More than 60 percent of the contribution coming from commercial goods and services created by companies using spacerelated technology. A report by the Space Foundation estimated that NASA contributed $180 billion to the economy in 2005. This translates as excellent returns from an agency that received approximately 17.7 billion in tax dollars in 2014. This investment by taxpayers enhances not only the national economy but also the United States’ competitiveness in the international market. Moreover, the benefits of NASA funding extend beyond the purely economic, as astrophysicist Neil deGrasse Tyson indicated in his testimony before the U S Senate: “For . . . a penny on a dollar—we can transform the country from a sullen, dispirited nation, weary of economic struggle, to one where it has reclaimed its twentiethcentury birthright to dream of tomorrow.”

C. More than 60 percent of the contribution coming from commercial goods and services created by companies using spacerelated technology. This translates as excellent returns from an agency that received approximately 17.7 billion in tax dollars in 2014. A report by the Space Foundation estimated that NASA contributed $180 billion to the economy in 2005. This investment by taxpayers enhances not only the national economy but also the United States’ competitiveness in the international market. Moreover, the benefits of NASA funding extend beyond the purely economic, as astrophysicist Neil deGrasse Tyson indicated in his testimony before the U S Senate: “For . . . a penny on a dollar—we can transform the country from a sullen, dispirited nation, weary of economic struggle, to one where it has reclaimed its twentiethcentury birthright to dream of tomorrow.”

D. More than 60 percent of the contribution coming from commercial goods and services created by companies using spacerelated technology. This translates as excellent returns from an agency that received approximately 17.7 billion in tax dollars in 2014. This investment by taxpayers enhances not only the national economy but also the United States’ competitiveness in the international market. A report by the Space Foundation estimated that NASA contributed $180 billion to the economy in 2005. Moreover, the benefits of NASA funding extend beyond the purely economic, as astrophysicist Neil deGrasse Tyson indicated in his testimony before the U S Senate: “For . . . a penny on a dollar—we can transform the country from a sullen, dispirited nation, weary of economic struggle, to one where it has reclaimed its twentiethcentury birthright to dream of tomorrow.”

End skippable content.

10. At this point, the writer is considering adding the following sentence.

In addition, NASA has facilities in Washington, D C, Florida, Texas, California, and other states.

Should the writer make this addition here?

11. Answer choices in context:

Begin skippable content.

A. With world population topping seven billion, humanity is in need of some perspective. Therefore, we should continue to support NASA not only for practical reasons but also because it is a necessary vehicle for increasing our awareness of how we can fulfill our responsibilities to the planet and each other.

B. With world population topping seven billion, humanity is in need of some perspective. Instead, we should continue to support NASA not only for practical reasons but also because it is a necessary vehicle for increasing our awareness of how we can fulfill our responsibilities to the planet and each other.

C. With world population topping seven billion, humanity is in need of some perspective. For example, we should continue to support NASA not only for practical reasons but also because it is a necessary vehicle for increasing our awareness of how we can fulfill our responsibilities to the planet and each other.

D. With world population topping seven billion, humanity is in need of some perspective. However, we should continue to support NASA not only for practical reasons but also because it is a necessary vehicle for increasing our awareness of how we can fulfill our responsibilities to the planet and each other.

End skippable content.

12. Questions 12 through 22 are based on the following passage and supplementary material.

Professional Development: A Shared Responsibility

New theories, [Q12] new practices too, and technologies are transforming the twentyfirstcentury workplace at lightning speed. To perform their jobs successfully in this dynamic environment, workers in many [Q13] fields—from social services to manufacturing, must continually acquire relevant knowledge and update key skills. This practice of continued education, also known as professional development, benefits not only employees but also their employers. [Q14] Accordingly, meaningful professional development is a shared responsibility: it is the responsibility of employers to provide useful programs, and it is also the responsibility of employees to take advantage of the opportunities offered to them.

Critics of employerprovided professional development argue that employees [Q15] might consider a popular career path. If employees find themselves falling behind in the workplace, these critics [Q16] contend. Then it is the duty of those employees to identify, and even pay for, appropriate resources to [Q17] show them how and why they are falling behind and what they should do about it. This argument ignores research pointing to high employee turnover and training of new staff as significant costs plaguing employers in many fields. Forwardthinking employers recognize the importance of investing in the employees they have rather than hiring new staff when the skills of current workers [Q18] get old and worn out.

The most common forms of professional development provided to employees [Q19] includes coaching, mentoring, technical assistance, and workshops. Some employers utilize several approaches simultaneously, developing a framework that suits the particular needs of their employees. [Q20] Around the same time, the figure illustrates a simple yet comprehensive professionaldevelopment model created for special education personnel. As the figure suggests, [Q21] receiving coaching and consultation is the overarching framework, while the opportunity to belong to professional networks and participate in activities such as foundation and skillbuilding workshops is relatively unimportant.

Note: The following figure supplements this passage. The passage continues after the figure.

Adapted from Northern Suburban Special Education District, “Professional Development Framework.” ©2014 by Northern Suburban Special Education Program.

Begin skippable figure description.

The figure presents a diagram titled “Professional-Development Framework.” The diagram is made up of 3 circles of 3 different sizes, such that the 2 smaller circles are located within the largest circle, and the smallest circle is located within the midsized circle. The largest circle is labeled “professional networks.” The midsized circle is labeled “coaching and consultation.” The smallest circle is labeled “foundation and skillbuilding workshops.”

End skippable figure description.

A recent trend in professional development that has provided advantages to both employers and employees is online instruction. From an employer perspective, the first and perhaps most obvious advantage is the lower cost of online professional development compared with that of inperson workshops and training. Employers can also [Q22] identify, which employees have successfully completed instructional modules and which need to be offered additional training. For employees, online professional development provides the opportunity to receive instruction at their own pace and interact with other professionals online. This exciting trend has the potential to make the shared responsibility of professional development less burdensome for both employers and employees.

Question 12.

Answer choices in context:

Begin skippable content.

A. New theories, new practices too, and technologies are transforming the twentyfirstcentury workplace at lightning speed.

B. New theories, also new practices, and technologies are transforming the twentyfirstcentury workplace at lightning speed.

C. New theories, in addition to practices, and technologies are transforming the twentyfirstcentury workplace at lightning speed.

D. New theories, practices, and technologies are transforming the twentyfirstcentury workplace at lightning speed.

End skippable content.

13. Answer choices in context:

Begin skippable content.

A. To perform their jobs successfully in this dynamic environment, workers in many fields—from social services to manufacturing, must continually acquire relevant knowledge and update key skills.

B. To perform their jobs successfully in this dynamic environment, workers in many fields from social services to manufacturing, must continually acquire relevant knowledge and update key skills.

C. To perform their jobs successfully in this dynamic environment, workers in many fields, from social services to manufacturing, must continually acquire relevant knowledge and update key skills.

D. To perform their jobs successfully in this dynamic environment, workers in many fields; from social services to manufacturing, must continually acquire relevant knowledge and update key skills.

End skippable content.

14. Answer choices in context:

Begin skippable content.

A. This practice of continued education, also known as professional development, benefits not only employees but also their employers. Accordingly, meaningful professional development is a shared responsibility: it is the responsibility of employers to provide useful programs, and it is also the responsibility of employees to take advantage of the opportunities offered to them.

B. This practice of continued education, also known as professional development, benefits not only employees but also their employers. Nevertheless, meaningful professional development is a shared responsibility: it is the responsibility of employers to provide useful programs, and it is also the responsibility of employees to take advantage of the opportunities offered to them.

C. This practice of continued education, also known as professional development, benefits not only employees but also their employers. Regardless, meaningful professional development is a shared responsibility: it is the responsibility of employers to provide useful programs, and it is also the responsibility of employees to take advantage of the opportunities offered to them.

D. This practice of continued education, also known as professional development, benefits not only employees but also their employers. Similarly, meaningful professional development is a shared responsibility: it is the responsibility of employers to provide useful programs, and it is also the responsibility of employees to take advantage of the opportunities offered to them.

End skippable content.

15. Which choice best establishes the argument that follows?

Answer choices in context:

Begin skippable content.

A. Critics of employerprovided professional development argue that employees might consider a popular career path. If employees find themselves falling behind in the workplace, these critics contend. Then it is the duty of those employees to identify, and even pay for, appropriate resources to show them how and why they are falling behind and what they should do about it.

B. Critics of employerprovided professional development argue that employees should lean heavily on their employers. If employees find themselves falling behind in the workplace, these critics contend. Then it is the duty of those employees to identify, and even pay for, appropriate resources to show them how and why they are falling behind and what they should do about it.

C. Critics of employerprovided professional development argue that employees must be in charge of their own careers. If employees find themselves falling behind in the workplace, these critics contend. Then it is the duty of those employees to identify, and even pay for, appropriate resources to show them how and why they are falling behind and what they should do about it.

D. Critics of employerprovided professional development argue that employees will be ready for changes in the job market. If employees find themselves falling behind in the workplace, these critics contend. Then it is the duty of those employees to identify, and even pay for, appropriate resources to show them how and why they are falling behind and what they should do about it.

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16. Answer choices in context:

Begin skippable content.

A. If employees find themselves falling behind in the workplace, these critics contend. Then it is the duty of those employees to identify, and even pay for, appropriate resources to show them how and why they are falling behind and what they should do about it.

B. If employees find themselves falling behind in the workplace, these critics contend; then it is the duty of those employees to identify, and even pay for, appropriate resources to show them how and why they are falling behind and what they should do about it.

C. If employees find themselves falling behind in the workplace, these critics contend then it is the duty of those employees to identify, and even pay for, appropriate resources to show them how and why they are falling behind and what they should do about it.

D. If employees find themselves falling behind in the workplace, these critics contend, then it is the duty of those employees to identify, and even pay for, appropriate resources to show them how and why they are falling behind and what they should do about it.

End skippable content.

17. Answer choices in context:

Begin skippable content.

A. Then it is the duty of those employees to identify, and even pay for, appropriate resources to show them how and why they are falling behind and what they should do about it.

B. Then it is the duty of those employees to identify, and even pay for, appropriate resources to address their deficiencies.

C. Then it is the duty of those employees to identify, and even pay for, appropriate resources to deal with their flaws and shortcomings.

D. Then it is the duty of those employees to identify, and even pay for, appropriate resources to allow them to meet their employers’ needs in terms of the knowledge they are supposed to have.

End skippable content.

18. Answer choices in context:

Begin skippable content.

A. Forwardthinking employers recognize the importance of investing in the employees they have rather than hiring new staff when the skills of current workers get old and worn out.

B. Forwardthinking employers recognize the importance of investing in the employees they have rather than hiring new staff when the skills of current workers are no good anymore.

C. Forwardthinking employers recognize the importance of investing in the employees they have rather than hiring new staff when the skills of current workers become obsolete.

D. Forwardthinking employers recognize the importance of investing in the employees they have rather than hiring new staff when the skills of current workers have lost their charm.

End skippable content.

19. Answer choices in context:

Begin skippable content.

A. The most common forms of professional development provided to employees includes coaching, mentoring, technical assistance, and workshops.

B. The most common forms of professional development provided to employees include coaching, mentoring, technical assistance, and workshops.

C. The most common forms of professional development provided to employees including coaching, mentoring, technical assistance, and workshops.

D. The most common forms of professional development provided to employees has included coaching, mentoring, technical assistance, and workshops.

End skippable content.

20. Answer choices in context:

Begin skippable content.

A. Some employers utilize several approaches simultaneously, developing a framework that suits the particular needs of their employees. Around the same time, the figure illustrates a simple yet comprehensive professionaldevelopment model created for special education personnel.

B. Some employers utilize several approaches simultaneously, developing a framework that suits the particular needs of their employees. Besides that, the figure illustrates a simple yet comprehensive professionaldevelopment model created for special education personnel.

C. Some employers utilize several approaches simultaneously, developing a framework that suits the particular needs of their employees. Nevertheless, the figure illustrates a simple yet comprehensive professionaldevelopment model created for special education personnel.

D. Some employers utilize several approaches simultaneously, developing a framework that suits the particular needs of their employees. The figure illustrates a simple yet comprehensive professionaldevelopment model created for special education personnel.

End skippable content.

21. Which choice makes the writer’s description of the figure most accurate?

Answer choices in context:

Begin skippable content.

A. As the figure suggests, receiving coaching and consultation is the overarching framework, while the opportunity to belong to professional networks and participate in activities such as foundation and skillbuilding workshops is relatively unimportant.

B. As the figure suggests, participation in foundation and skillbuilding workshops is the overarching framework within which staff receive coaching and consultation as well as the opportunity to belong to a professional network.

C. As the figure suggests, membership in a professional network is the overarching framework within which staff receive coaching and consultation as well as the opportunity to attend foundation and skillbuilding workshops.

D. As the figure suggests, receiving coaching and consultation is the overarching framework within which staff have the opportunity to belong to a professional network as well as attend foundation and skillbuilding workshops.

End skippable content.

22. Answer choices in context:

Begin skippable content.

A. Employers can also identify, which employees have successfully completed instructional modules and which need to be offered additional training.

B. Employers can also identify: which employees have successfully completed instructional modules and which need to be offered additional training.

C. Employers can also identify which employees have successfully completed instructional modules and which need to be offered additional training.

D. Employers can also identify—which employees have successfully completed instructional modules and which need to be offered additional training.

End skippable content.

23. Questions 23 through 33 are based on the following passage.

The Evolution of Slow Food

In 1986, McDonald’s caused a stir in Italy when it opened a restaurant next to Rome’s historic Spanish Steps. Young, onthego eaters were thrilled; [Q23] specifically, those who prized regional foods and Italy’s convivial culture built on cooking and long meals feared that the restaurant signaled the death of a way of life. To counter the rise of fast food and fast [Q24] life, a cohort of chefs, journalists, and sociologists spearheaded a Slow Food movement, declaring loyalty to unhurried enjoyment. [Q25]

From its beginning, the movement [Q26] had opposed the standardization of taste that fast food chains promote. For example, a McDonald’s hamburger made in Boston tastes more or less the same as one made in Beijing. This consistency is made possible by industrial mass production. Slow Food supporters, by contrast, back methods of growing and preparing food based on regional culinary traditions. When produced using traditional methods, goat cheese made in France tastes different from goat cheese made in Vermont. A goat ingests the vegetation particular to the meadow in which it grazes, which, along with other environmental [Q27] factors such as altitude and weather shapes the cheese’s taste and texture. If all foods were produced under the industrial model, [Q28] we would have meals that are not very flavorful.

During [Q29] their early years, the movement also focused on the value of [Q30] spending lots of time with friends and family during long meals. It emphasized the importance of preserving these “easygoing, slow pleasures.” As the movement grew beyond Italy’s borders—today Slow Food International boasts more than 100,000 members in 150 countries—this emphasis on pleasure [Q31] pictured criticism for being elitist. Critics have also asked if growing food using traditional methods, as opposed to mass production, [Q32] can adequately and affordably feed the world? Given the hectic pace of modern life, who among us has the time and resources for elaborate meals? Such questions, in addition to environmental concerns, are at the heart of perennial debates about food production.

Over time, Slow Food has broadened its mission to focus on food that is good, clean, and fair for all. Members assert that food should be flavorful, carrying the properties of a particular region; it should be raised using environmentally sustainable practices that preserve biodiversity; and it should be accessible to all without exploiting the labors of those who produced it. [Q33] In short, Slow Food runs programs that support smallscale producers in marketing regional foods in a world where food corporations threaten to drive them out of the marketplace and homogenize food choices.

Question 23.

Answer choices in context:

Begin skippable content.

A. Young, onthego eaters were thrilled; specifically, those who prized regional foods and Italy’s convivial culture built on cooking and long meals feared that the restaurant signaled the death of a way of life.

B. Young, onthego eaters were thrilled; for example, those who prized regional foods and Italy’s convivial culture built on cooking and long meals feared that the restaurant signaled the death of a way of life.

C. Young, onthego eaters were thrilled; however, those who prized regional foods and Italy’s convivial culture built on cooking and long meals feared that the restaurant signaled the death of a way of life.

D. Young, onthego eaters were thrilled; in fact, those who prized regional foods and Italy’s convivial culture built on cooking and long meals feared that the restaurant signaled the death of a way of life.

End skippable content.

24. Answer choices in context:

Begin skippable content.

A. To counter the rise of fast food and fast life, a cohort of chefs, journalists, and sociologists spearheaded a Slow Food movement, declaring loyalty to unhurried enjoyment.

B. To counter the rise of fast food and fast life; a cohort of chefs, journalists, and sociologists spearheaded a Slow Food movement, declaring loyalty to unhurried enjoyment.

C. To counter the rise of fast food and fast life: a cohort of chefs, journalists, and sociologists spearheaded a Slow Food movement, declaring loyalty to unhurried enjoyment.

D. To counter the rise of fast food and fast life. A cohort of chefs, journalists, and sociologists spearheaded a Slow Food movement, declaring loyalty to unhurried enjoyment.

End skippable content.

25. At this point, the writer is considering adding the following sentence.

The group’s philosophy was connected to the tale of the hare and the tortoise, in which the tortoise wins the race.

Should the writer make this addition here?

26. Answer choices in context:

Begin skippable content.

A. From its beginning, the movement had opposed the standardization of taste that fast food chains promote.

B. From its beginning, the movement opposes the standardization of taste that fast food chains promote.

C. From its beginning, the movement will oppose the standardization of taste that fast food chains promote.

D. From its beginning, the movement has opposed the standardization of taste that fast food chains promote.

End skippable content.

27. Answer choices in context:

Begin skippable content.

A. A goat ingests the vegetation particular to the meadow in which it grazes, which, along with other environmental factors such as altitude and weather shapes the cheese’s taste and texture.

B. A goat ingests the vegetation particular to the meadow in which it grazes, which, along with other environmental factors, such as altitude and weather, shapes the cheese’s taste and texture.

C. A goat ingests the vegetation particular to the meadow in which it grazes, which, along with other environmental factors such as, altitude and weather, shapes the cheese’s taste and texture.

D. A goat ingests the vegetation particular to the meadow in which it grazes, which, along with other environmental factors, such as altitude and weather shapes the cheese’s taste and texture.

End skippable content.

28. Which choice most effectively supports the central point of the paragraph?

Answer choices in context:

Begin skippable content.

A. If all foods were produced under the industrial model, we would have meals that are not very flavorful.

B. If all foods were produced under the industrial model, the public would not be interested in learning about traditional foods.

C. If all foods were produced under the industrial model, people would not be able to determine how a particular food was made.

D. If all foods were produced under the industrial model, consumers would lose this diversity of flavors.

End skippable content.

29. Answer choices in context:

Begin skippable content.

A. During their early years, the movement also focused on the value of spending lots of time with friends and family during long meals.

B. During there early years, the movement also focused on the value of spending lots of time with friends and family during long meals.

C. During its early years, the movement also focused on the value of spending lots of time with friends and family during long meals.

D. During it’s early years, the movement also focused on the value of spending lots of time with friends and family during long meals.

End skippable content.

30. Answer choices in context:

Begin skippable content.

A. During their early years, the movement also focused on the value of spending lots of time with friends and family during long meals.

B. During their early years, the movement also focused on the value of leisurely meals with friends and family.

C. During their early years, the movement also focused on the value of eating slowly and in the company of loved ones such as friends and family.

D. During their early years, the movement also focused on the value of joining friends as well as family for timeconsuming meals.

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31. Answer choices in context:

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A. As the movement grew beyond Italy’s borders—today Slow Food International boasts more than 100,000 members in 150 countries—this emphasis on pleasure pictured criticism for being elitist.

B. As the movement grew beyond Italy’s borders—today Slow Food International boasts more than 100,000 members in 150 countries—this emphasis on pleasure portrayed criticism for being elitist.

C. As the movement grew beyond Italy’s borders—today Slow Food International boasts more than 100,000 members in 150 countries—this emphasis on pleasure drew criticism for being elitist.

D. As the movement grew beyond Italy’s borders—today Slow Food International boasts more than 100,000 members in 150 countries—this emphasis on pleasure sketched criticism for being elitist.

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32. Answer choices in context:

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A. Critics have also asked if growing food using traditional methods, as opposed to mass production, can adequately and affordably feed the world?

B. Critics have also asked if growing food using traditional methods, as opposed to mass production, adequately and affordably can feed the world?

C. Critics have also asked if growing food using traditional methods, as opposed to mass production, can adequately and affordably feed the world.

D. Critics have also asked if growing food using traditional methods, as opposed to mass production, adequately and affordably can feed the world.

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33. Answer choices in context:

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A. Over time, Slow Food has broadened its mission to focus on food that is good, clean, and fair for all. Members assert that food should be flavorful, carrying the properties of a particular region; it should be raised using environmentally sustainable practices that preserve biodiversity; and it should be accessible to all without exploiting the labors of those who produced it. In short, Slow Food runs programs that support smallscale producers in marketing regional foods in a world where food corporations threaten to drive them out of the marketplace and homogenize food choices.

B. Over time, Slow Food has broadened its mission to focus on food that is good, clean, and fair for all. Members assert that food should be flavorful, carrying the properties of a particular region; it should be raised using environmentally sustainable practices that preserve biodiversity; and it should be accessible to all without exploiting the labors of those who produced it. Nonetheless, Slow Food runs programs that support smallscale producers in marketing regional foods in a world where food corporations threaten to drive them out of the marketplace and homogenize food choices.

C. Over time, Slow Food has broadened its mission to focus on food that is good, clean, and fair for all. Members assert that food should be flavorful, carrying the properties of a particular region; it should be raised using environmentally sustainable practices that preserve biodiversity; and it should be accessible to all without exploiting the labors of those who produced it. To these ends, Slow Food runs programs that support smallscale producers in marketing regional foods in a world where food corporations threaten to drive them out of the marketplace and homogenize food choices.

D. Over time, Slow Food has broadened its mission to focus on food that is good, clean, and fair for all. Members assert that food should be flavorful, carrying the properties of a particular region; it should be raised using environmentally sustainable practices that preserve biodiversity; and it should be accessible to all without exploiting the labors of those who produced it. By the same token, Slow Food runs programs that support smallscale producers in marketing regional foods in a world where food corporations threaten to drive them out of the marketplace and homogenize food choices.

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34. Questions 34 through 44 are based on the following passage.

Was the Hoax a Hoax?

For an hour on the evening of October 30, 1938, Orson Welles and other performers from the Mercury Theatre flooded the airwaves with alarming “news bulletins” about a Martian invasion supposedly occurring in Grover’s Mill, New Jersey. They were performing a radio play adapted from The War of the Worlds, a science fiction novel by H. G. Wells. The next day, a frontpage [Q34] headline in the New York Times declared, “Radio Listeners in Panic, Taking War Drama as Fact.” [Q35] The Times article claimed that people had fled their homes and that police stations had been swamped with calls. This version of events persisted, and the legend became that Welles’s broadcast had as many as twelve million people [Q36] who feared that Martians had invaded Earth.

Recently, however, scholars have questioned the accuracy of this legend, suggesting the degree of public hysteria has been grossly exaggerated. The authors of an article published in October 2013 go [Q37] so far to assign blame for the distortion to the newspaper industry. [Q38] At this time, Jefferson Pooley and Michael Socolow, both professors of communication studies, argue that the newspaper industry sought to discredit the newly emerging technology of radio, which was cutting into newspapers’ [Q39] profits. The newspaper industry tried to do this by portraying the new medium as irresponsible.

Proof of ulterior motives is scarce, [Q40] consequently weakening Pooley and Socolow’s argument. For instance, the C. E. Hooper ratings indicate that a mere 2 percent of households had tuned in to the broadcast. Pooley and Socolow also call into question the validity of an oftcited report that was based on a survey conducted six weeks after the broadcast. Just because some people found the broadcast unsettling, the authors contend, doesn’t mean they believed it and reacted with real terror. According to this report, one million people indicated that they had been “frightened” by the broadcast. Ratings, however, reveal that [Q41] far fewer than a million people had been listening to the broadcast. Furthermore, Pooley and Socolow note that this survey “conflated being ‘frightened,’ ‘disturbed,’ or ‘excited’ by the program with being ‘panicked.’” [Q42]

Pooley and Socolow describe a more likely scenario: most people who heard the broadcast understood they were listening to a piece of fiction, but [Q43] some being influenced by the sensationalized news coverage afterward, later “remembered” being more afraid than they had been. The researchers also suggest that, [Q44] not unlike people who got caught up in the excitement of the story when reading about it in the newspaper, the American public may have been willing to embrace the legend because of its appeal to the imagination.

Question 34.

Answer choices in context:

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A. The next day, a frontpage headline in the New York Times declared, “Radio Listeners in Panic, Taking War Drama as Fact.”

B. The next day, a frontpage headline in the New York Times, declared “Radio Listeners in Panic, Taking War Drama as Fact.”

C. The next day, a frontpage headline, in the New York Times declared, “Radio Listeners in Panic, Taking War Drama as Fact.”

D. The next day, a frontpage headline, in the New York Times, declared “Radio Listeners in Panic, Taking War Drama as Fact.”

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35. The writer wants to add a supporting detail to indicate that the story was widely reported. Which choice best accomplishes this goal?

Answer choices in context:

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A. The next day, a frontpage headline in the New York Times declared, “Radio Listeners in Panic, Taking War Drama as Fact.” The Times article claimed that people had fled their homes and that police stations had been swamped with calls.

B. The next day, a frontpage headline in the New York Times declared, “Radio Listeners in Panic, Taking War Drama as Fact.” Other newspapers also ran stories claiming that the broadcast had incited mass hysteria.

C. The next day, a frontpage headline in the New York Times declared, “Radio Listeners in Panic, Taking War Drama as Fact.” In 2013, many newspapers and magazines featured articles about the seventyfifth anniversary of the broadcast.

D. The next day, a frontpage headline in the New York Times declared, “Radio Listeners in Panic, Taking War Drama as Fact.” The Times was then and is now one of the United States’ most popular news sources.

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36. Answer choices in context:

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A. This version of events persisted, and the legend became that Welles’s broadcast had as many as twelve million people who feared that Martians had invaded Earth.

B. This version of events persisted, and the legend became that Welles’s broadcast had as many as twelve million people that feared that Martians had invaded Earth.

C. This version of events persisted, and the legend became that Welles’s broadcast had as many as twelve million people fearing that Martians had invaded Earth.

D. This version of events persisted, and the legend became that Welles’s broadcast had as many as twelve million people to fear that Martians had invaded Earth.

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37. Answer choices in context:

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A. The authors of an article published in October 2013 go so far to assign blame for the distortion to the newspaper industry.

B. The authors of an article published in October 2013 go as far to assign blame for the distortion to the newspaper industry.

C. The authors of an article published in October 2013 go as far and to assign blame for the distortion to the newspaper industry.

D. The authors of an article published in October 2013 go so far as to assign blame for the distortion to the newspaper industry.

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38. Answer choices in context:

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A. The authors of an article published in October 2013 go so far to assign blame for the distortion to the newspaper industry. At this time, Jefferson Pooley and Michael Socolow, both professors of communication studies, argue that the newspaper industry sought to discredit the newly emerging technology of radio, which was cutting into newspapers’ profits.

B. The authors of an article published in October 2013 go so far to assign blame for the distortion to the newspaper industry. On one hand, Jefferson Pooley and Michael Socolow, both professors of communication studies, argue that the newspaper industry sought to discredit the newly emerging technology of radio, which was cutting into newspapers’ profits.

C. The authors of an article published in October 2013 go so far to assign blame for the distortion to the newspaper industry. In the article, Jefferson Pooley and Michael Socolow, both professors of communication studies, argue that the newspaper industry sought to discredit the newly emerging technology of radio, which was cutting into newspapers’ profits.

D. The authors of an article published in October 2013 go so far to assign blame for the distortion to the newspaper industry. Next, Jefferson Pooley and Michael Socolow, both professors of communication studies, argue that the newspaper industry sought to discredit the newly emerging technology of radio, which was cutting into newspapers’ profits.

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39. Which choice most effectively combines the sentences at the underlined portion?

The sentences containing the underlined portion are as follows:

At this time, Jefferson Pooley and Michael Socolow, both professors of communication studies, argue that the newspaper industry sought to discredit the newly emerging technology of radio, which was cutting into newspapers’ profits. The newspaper industry tried to do this by portraying the new medium as irresponsible.

Answer choices in context:

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A. At this time, Jefferson Pooley and Michael Socolow, both professors of communication studies, argue that the newspaper industry sought to discredit the newly emerging technology of radio, which was cutting into newspapers’ profits, which is what the newspaper industry tried to do when it portrayed the new medium as irresponsible.

B. At this time, Jefferson Pooley and Michael Socolow, both professors of communication studies, argue that the newspaper industry sought to discredit the newly emerging technology of radio, which was cutting into newspapers’ profits, by which the newspaper industry portrayed the new medium as irresponsible.

C. At this time, Jefferson Pooley and Michael Socolow, both professors of communication studies, argue that the newspaper industry sought to discredit the newly emerging technology of radio, which was cutting into newspapers’ profits and tried to do this by portraying the new medium as irresponsible.

D. At this time, Jefferson Pooley and Michael Socolow, both professors of communication studies, argue that the newspaper industry sought to discredit the newly emerging technology of radio, which was cutting into newspapers’ profits, by portraying the new medium as irresponsible.

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40. Which choice best establishes the main idea of the paragraph?

Answer choices in context:

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A. Proof of ulterior motives is scarce, consequently weakening Pooley and Socolow’s argument. For instance, the C. E. Hooper ratings indicate that a mere 2 percent of households had tuned in to the broadcast. Pooley and Socolow also call into question the validity of an oftcited report that was based on a survey conducted six weeks after the broadcast. Just because some people found the broadcast unsettling, the authors contend, doesn’t mean they believed it and reacted with real terror. According to this report, one million people indicated that they had been “frightened” by the broadcast. Ratings, however, reveal that far fewer than a million people had been listening to the broadcast. Furthermore, Pooley and Socolow note that this survey “conflated being ‘frightened,’ ‘disturbed,’ or ‘excited’ by the program with being ‘panicked.’”

B. Proof of ulterior motives is scarce, but evidence does suggest that reports of panic have been overblown. For instance, the C. E. Hooper ratings indicate that a mere 2 percent of households had tuned in to the broadcast. Pooley and Socolow also call into question the validity of an oftcited report that was based on a survey conducted six weeks after the broadcast. Just because some people found the broadcast unsettling, the authors contend, doesn’t mean they believed it and reacted with real terror. According to this report, one million people indicated that they had been “frightened” by the broadcast. Ratings, however, reveal that far fewer than a million people had been listening to the broadcast. Furthermore, Pooley and Socolow note that this survey “conflated being ‘frightened,’ ‘disturbed,’ or ‘excited’ by the program with being ‘panicked.’”

C. Proof of ulterior motives is scarce, yet Pooley and Socolow maintain that the newspaper industry intentionally distorted the story. For instance, the C. E. Hooper ratings indicate that a mere 2 percent of households had tuned in to the broadcast. Pooley and Socolow also call into question the validity of an oftcited report that was based on a survey conducted six weeks after the broadcast. Just because some people found the broadcast unsettling, the authors contend, doesn’t mean they believed it and reacted with real terror. According to this report, one million people indicated that they had been “frightened” by the broadcast. Ratings, however, reveal that far fewer than a million people had been listening to the broadcast. Furthermore, Pooley and Socolow note that this survey “conflated being ‘frightened,’ ‘disturbed,’ or ‘excited’ by the program with being ‘panicked.’”

D. Proof of ulterior motives is scarce, making it difficult to determine what really happened in 1938. For instance, the C. E. Hooper ratings indicate that a mere 2 percent of households had tuned in to the broadcast. Pooley and Socolow also call into question the validity of an oftcited report that was based on a survey conducted six weeks after the broadcast. Just because some people found the broadcast unsettling, the authors contend, doesn’t mean they believed it and reacted with real terror. According to this report, one million people indicated that they had been “frightened” by the broadcast. Ratings, however, reveal that far fewer than a million people had been listening to the broadcast. Furthermore, Pooley and Socolow note that this survey “conflated being ‘frightened,’ ‘disturbed,’ or ‘excited’ by the program with being ‘panicked.’”

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41. Answer choices in context:

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A. Ratings, however, reveal that far fewer than a million people had been listening to the broadcast.

B. Ratings, however, reveal that many less than a million people had been listening to the broadcast.

C. Ratings, however, reveal that much less then a million people had been listening to the broadcast.

D. Ratings, however, reveal that much fewer then a million people had been listening to the broadcast.

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42. To make this paragraph most logical, sentence 4 should be placed

Answer choices in context:

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A. Proof of ulterior motives is scarce, consequently weakening Pooley and Socolow’s argument. For instance, the C. E. Hooper ratings indicate that a mere 2 percent of households had tuned in to the broadcast. Pooley and Socolow also call into question the validity of an oftcited report that was based on a survey conducted six weeks after the broadcast. Just because some people found the broadcast unsettling, the authors contend, doesn’t mean they believed it and reacted with real terror. According to this report, one million people indicated that they had been “frightened” by the broadcast. Ratings, however, reveal that far fewer than a million people had been listening to the broadcast. Furthermore, Pooley and Socolow note that this survey “conflated being ‘frightened,’ ‘disturbed,’ or ‘excited’ by the program with being ‘panicked.’”

B. Proof of ulterior motives is scarce, consequently weakening Pooley and Socolow’s argument. For instance, the C. E. Hooper ratings indicate that a mere 2 percent of households had tuned in to the broadcast. Just because some people found the broadcast unsettling, the authors contend, doesn’t mean they believed it and reacted with real terror. Pooley and Socolow also call into question the validity of an oftcited report that was based on a survey conducted six weeks after the broadcast. According to this report, one million people indicated that they had been “frightened” by the broadcast. Ratings, however, reveal that far fewer than a million people had been listening to the broadcast. Furthermore, Pooley and Socolow note that this survey “conflated being ‘frightened,’ ‘disturbed,’ or ‘excited’ by the program with being ‘panicked.’”

C. Proof of ulterior motives is scarce, consequently weakening Pooley and Socolow’s argument. For instance, the C. E. Hooper ratings indicate that a mere 2 percent of households had tuned in to the broadcast. Pooley and Socolow also call into question the validity of an oftcited report that was based on a survey conducted six weeks after the broadcast. According to this report, one million people indicated that they had been “frightened” by the broadcast. Just because some people found the broadcast unsettling, the authors contend, doesn’t mean they believed it and reacted with real terror. Ratings, however, reveal that far fewer than a million people had been listening to the broadcast. Furthermore, Pooley and Socolow note that this survey “conflated being ‘frightened,’ ‘disturbed,’ or ‘excited’ by the program with being ‘panicked.’”

D. Proof of ulterior motives is scarce, consequently weakening Pooley and Socolow’s argument. For instance, the C. E. Hooper ratings indicate that a mere 2 percent of households had tuned in to the broadcast. Pooley and Socolow also call into question the validity of an oftcited report that was based on a survey conducted six weeks after the broadcast. According to this report, one million people indicated that they had been “frightened” by the broadcast. Ratings, however, reveal that far fewer than a million people had been listening to the broadcast. Furthermore, Pooley and Socolow note that this survey “conflated being ‘frightened,’ ‘disturbed,’ or ‘excited’ by the program with being ‘panicked.’” Just because some people found the broadcast unsettling, the authors contend, doesn’t mean they believed it and reacted with real terror.

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43. Answer choices in context:

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A. Pooley and Socolow describe a more likely scenario: most people who heard the broadcast understood they were listening to a piece of fiction, but some being influenced by the sensationalized news coverage afterward, later “remembered” being more afraid than they had been.

B. Pooley and Socolow describe a more likely scenario: most people who heard the broadcast understood they were listening to a piece of fiction, but some, they were influenced by the sensationalized news coverage afterward, later “remembered” being more afraid than they had been.

C. Pooley and Socolow describe a more likely scenario: most people who heard the broadcast understood they were listening to a piece of fiction, but some, influenced by the sensationalized news coverage afterward, later “remembered” being more afraid than they had been.

D. Pooley and Socolow describe a more likely scenario: most people who heard the broadcast understood they were listening to a piece of fiction, but some influenced by the sensationalized news coverage afterward, later “remembered” being more afraid than they had been.

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44. Which choice most effectively signals the comparison the writer is making between the two groups mentioned?

Answer choices in context:

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A. The researchers also suggest that, not unlike people who got caught up in the excitement of the story when reading about it in the newspaper, the American public may have been willing to embrace the legend because of its appeal to the imagination.

B. The researchers also suggest that, unlike people who got caught up in the excitement of the story when reading about it in the newspaper, the American public may have been willing to embrace the legend because of its appeal to the imagination.

C. The researchers also suggest that, not like people who got caught up in the excitement of the story when reading about it in the newspaper, the American public may have been willing to embrace the legend because of its appeal to the imagination.

D. The researchers also suggest that, different from people who got caught up in the excitement of the story when reading about it in the newspaper, the American public may have been willing to embrace the legend because of its appeal to the imagination.

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