READING

COMPREHENSION

T h e th ir d se c tio n o f th e T O E FL test is th e R e a d in g C o m p r e h e n sio n s e c t io n . T h is se c tio n

c o n sists o f fifty q u e s tio n s (so m e te sts m ay b e lo n g e r ) . You h a ve fifty-five m in u te s to c o m -
p le te th e fifty q u e s tio n s in th is se c tio n .
In this par t o f th e te st y o u w ill b e g iv e n r e a d in g pa ssag e s, a n d y o u w ill b e a sk e d tw o
types o f q u e s tio n s a b o u t th e r e a d in g passage s:

1. R e a d in g C o m p r e h e n sio n q u e s tio n s ask yo u to a nsw e r q u e s tio n s a b o u t th e in fo r -

m a tio n g iv e n in th e r e a d in g pa ssag es. T h e r e w ill be a varie ty o f q u e s tio n s a b o u t
e a c h r e a d in g p a ssa g e , in c lu d in g m a in id e a q u e stio n s, d ire c tly a n sw e r e d d e ta il
q u e s tio n s, a n d im p lie d d e ta il q u e stio n s.
2. V oc ab ula ry q u e s tio n s ask y ou to id e n tify the m e a n in g s o f v o c a b u la r y w o r d s in th e
r e a d in g p a ssa g e s. T o a n sw e r th e se q u e stio n s, y ou m ay hav e to k n o w th e m e a n i n g s
o f th e w or ds. You c a n a lso id e n tif y th e m e a n in g s o f s o m e o f t h e w o r ds by u n d e r -
sta n d in g th e c o n t e x t su r r o u n d in g th e w or ds, by u sin g str u c tur a l c lu e s to id e n tify
th e m e a n in g s o f th e w o rd s, o r by b re a k in g d o w n the u n k n o w n w or d s in to k n o w n
w o rd pa rts in o r d e r to id e n tify th em .

G EN ERA L STRATEGIES

1. Be fam iliar w ith th e dir ec tio n s. The directions on every TOEFL test are the same, so it is
not necessary to spend time reading the directions carefully when you take the test. You
should be completely familiar with the directions before the day of the test.

2. D o n o t sp en d t o o m uc h tim e read ing th e passages! You do not have time to read each
reading passage in depth, and it is quite possible to answer the questions correctly without
first reading the passages in depth. Some students prefer to spend a minute or two on each
passage reading for the main idea before starting on the questions. Other students prefer to
move directly to the questions without reading the passages first.

3. D o n o t w orr y if a rea din g p assa ge is on a to p ic th a t you ar e un fam iliar w ith . All of

the information that you need to answer the questions is Included in the passages. You do
not need any background knowledge to answer the questions.

4. N e v er lea v e any an sw e rs blank on your answ e r sh e e t. Even If you are unsure of the
correct response, you should answer each question.There is no penalty for guessing.

281
 READING COMPREHENSION

__t h e r e a d in g c o m p r e h e n s io n q u e s t io n s —

T h e R e a d in g C o m p r e h e n sio n se c tio n o f th e T O E FL te st c o n sists o f fiv e r e a d in g pa ssa ges,

c a c h fo llo w e d by a n u m b e r o f r e a d in g c o m p r e h e n si o n a n d v o c a b u la r y q u e s tio n s. T o p ic s
o f th e r e a d in g p a ssa g e ar e v ar ied , b u t th e y ar e o fte n in fo r m a tio n a l su b je c ts tha t m ig h t be
stu d ie d in a n A m e r ic a n university: A m e r ic a n histo ry , lite r a tu r e , art, a r c h ite c tu r e , g e o lo g y ,
g e o g r a p h y , a n d a stro n om y, fo r e x a m p le .
" T i m e is d e fin ite ly a fac tor in th e R e a d in g C o m p r e h e n s io n se c tio n . M any stu d e n ts
w h o ta ke th e T O E F L test n o te tha t the y ar e u n a b le to fin ish all th e q u e stio n s in this se c -
tio n . T h e r e fo r e , y o u n e e d to m a k e th e m o st e f fi c ie n t u s e o f y o u r tim e in th is se c tio n to
g e t th e h ig h e s t sc o r e . T h e fo llo w in g m e th o d is th e b e st way o f a tta c k in g a r e a d in g p assa ge
to g e t the m o st q u e stio n s c o r r e c t in a lim ite d a m o u n t o f lim e .

STRATEGIES FO RT H E READ ING C O M P REH E N SIO N Q U E STIO N S

I. Skim th e rea din g pa ssa ge to d e te r m in e th e m a in id ea and th e overall

o r g an iza tio n o f ide as in th e pa ssag e . You do not need to understand every detail ,n each
passage to answer the questions correctly. It is therefore a waste of time to read the passage
with the intent of understanding every single detail before you try to answer the questions.

1. L o ok ahe ad a t th e q u estion s to d ete r m in e w h a t ty p e s o f q u e stio n s you m ust

answer. Each type of question is answered in a different way.
3. Find th e se c tio n o f th e passage th a t dea ls w ith ea ch qu estio n .T h e question-type
tells you exactly where to look in the passage to find correct answers.

• For m ain idea questions, look at the first line of each paragraph.
• For directly and ind irec tly answ ered d eta il questions, choose a key word in the question,
and skim for that key word (or a related idea) in order in the passage.

• For vocabu lary questions, the question will tell you where the word is located in the
passage.
• For overall review questions, the answers are found anywhere in the passage.

4. R ead th e p a r t o f th e pa ssa ge tha t c on ta in s t h e a n sw e r carefully. The answer will

probably be in the same sentence (or one sentence before or after) the key word or idea.

5. C h o o se th e b e st a nsw er to e ach qu estio n fr om th e fo ur a nsw e r c h o ic e s listed in

y ou r te s t b oo k . You can choose the best answer according to what is given in the
appropriate section of the passage, eliminate definitely wrong answers, and mark your best
guess on the answer sheet.

T h e fo llo w in g sk ills will h e lp y ou to im p le m e n t th e se str a te g ie s in th e R e a d in g C o m p r e -

h e n s io n se c tio n o f th e T O E F L test.
 READING COMPREHENSION

Q U E S T IO N S A B O U T T H E IDEAS O F T H E PASSAGE__________

It is ve ry c o m m o n fo r r e a d in g p a ssa g e s in th e R e a d in g C o m p r e h e n sio n se c tio n o f th e

T O E FL te st to ha v e q u e st io n s a b o ut th e ov er all id e a s in the p a ssa g e. T h e m o st c o m m o n
type o f q u e stio n asks a b o u t th e m ain id e a , to p ic , title, o r su b je ct. O c c a sio n a lly , th e r e w ill
a lso b e a q u e s tio n a b o u t ho w th e in f o r m a tio n in the p a ssa g e is o r g a n iz e d .

S k il l I: A NSW ER M AIN IDEA Q U ESTION S CORRECTLY

A lm o st ev er y r e a d in g p a ssa g e o n th e T O E FL test w ill h av e a q u e stio n a b o u t th e m a in id e a

o f a pa ssag e . S u c h a q u e s tio n m a y b e w o r d e d in a variety o f ways; yo u m ay, for e x a m p le , b e
a ske d to id e n tify th e topic, subject, title, prim ary idea, o r m a in idea. T h e s e q u e s tio n s are all
r eally ask in g w h at p r im ar y p o i n t th e a u th o r is tr y in g to g e t a cr o ss in th e p a ssag e . S in c e
T O E FL p assa ge s are g e n e r a lly w ritten in a tr ad ition a lly o r g a n iz e d m a n n e r , it is n o t d i ffi-
c u lt to fin d th e m a in id e a by stu d y in g th e to p ic se n te n c e , w h ic h is m o st p r o b a b ly fo u n d at
th e b e g i n n in g o f a p a ra gr ap h .
If a p assa ge c o n sists o f o n ly o n e p a r a g ra p h , y ou sh o u ld stu d y th e b e g i n n i n g o f tha t
pa ra gr a ph to d e te r m in e th e m a in id e a.

E xam ple I

The passage:

In the philosop hy o f John Dewey, a sh a rp d istinc tion is m ade

betw een “intelligence" and "reasoning.” According to Dewey,
intelligence is the only ab solu te way to achieve a bala nce betw e en
Line re alism and idealism , betw een practic ality a n d w isdom of life.
(5) Intelligence involves "interactin g with o th e r things a n d know ing
them ," while re aso nin g is merely the act o f an observer, " . . . a m in d
th at beholds o r grasps objects outside th e w orld of things. . . ."
With reasoning , a level of m ental certainty can be achieved, b ut it
is throu gh intelligence th at control is tak en of events th at sha pe
(10) one's life.
The question:
W hat is the topic of this passage?
(A) The intelligence of Jo hn Dewey
(B) D istinctions m ade by Joh n Dewey
(C) Deweys ideas on the ability to reason
(D) How intelligence differs from reasoning in Dewey's w orks

T h e first s e n t e n c e o f th is p a ssa ge d isc u sse s a d istin c tio n b e tw e e n th e id e a s o f “i n te ll ig e n c e ”

a n d “r e a so n in g ” in th e p h ilo s o p h y o f J o h n Dewey, so this is p ro b a b ly th e to p ic . A q u ic k
c h e c k o f th e re st o f th e se n t e n c e s in th e p assa ge c o n fir m s tha t th e to p ic is in fa c t th e d if-
fe r e n c e b e tw e en “in t e ll ig e n c e ” an d “r e a s o n in g .” N o w y ou sh o u ld c h e c k e a c h o f th e a n -
swers to d e te r m in e w h ic h o n e c o m e s c lo se st to th e to p ic th a t y o u ha v e d e t e r m i n e d .
A n sw er (A) m e n tio n s o n ly in te lli g e n c e , so it is n o t th e to p ic . A n sw er (B ) m e n tio n s d istin c -
tio ns th a t J o h n D ew e y m ak es, bu t it d o e s n o t say sp ec ific a lly w h at typ e o f d is tin c tio n s. A n -
swer (C ) m e n t io n s o n ly r e a s o n in g , so an sw er (C ) is in c o m p le te . T h e b e st an sw e r is
th e r e fo r e ( D ) ; th e id e a o f how intelligence differs fro m re aso nin g c o m e s fr o m th e first se n te n c e
o f th e pa ssa g e , w h ic h m e n tio n s a sharp distin ction . . . between “in tellige nce ” a n d "reasoning. ”
284 READING COMPREHENSION

I f a p assa ge c o n sists o f m o r e than o n e p a r ag r a p h, y ou sh o u ld stu d y th e b e g i n n in g o f

e a c h pa r ag r a ph to d e t e r m i n e th e m a in ide a.

E x a m p le II

T h e p a ssa g e:
Nitrogen fixation is a process by w hich nitroge n is
c on tinu ously fed in to biological circula tion. In this process, c erta in
algae and ba cte ria convert nitroge n into am m o nia (NH,). This
Line newly create d am m onia is th en for th e m ost p a rt abso rbed by
(5) plants.
The opposite process of den itrific ation re tu rn s nitrog en to
th e air. During th e process of denitrification, ba c teria ca use some
o f the nitra tes from the soil to convert in to gaseous nitrog en or
n itro u s oxide (N20). In this gaseous form the nitroge n re tu rn s to the
( 10) atm osp here .

T h e q u e stio n :
W hich of the following would be the be st title for this passage?
(A) The Process of N itrogen Fixation
(B) Two Nitrogen Processes
(C) The R eturn of Nitrogen to the Air
(D) The Effect of Nitrogen on Plant Life

In a p a ssa g e w ith m o r e th a n o n e p ar a gr ap h , you sh o u ld b e su re to r e ad th e first s e n te n c e

o f e a c h p a r a g r ap h to d e te r m in e th e su bject, title, o r m a in id e a . In E x a m p le II, th e first
se n te n c e o f th e fir st pa ra gr aph in d ic a te s tha t the first pa r a gr a ph is a b o u t th e p r o c e ss o f
n itr o g e n fix a tio n . I f y ou lo o k o n ly at th e first p a ra g ra p h, y ou m ig h t c h o o se the in c o r r e c t
an sw e r (A ), w h ic h w o u ld b e a g o o d title fo r th e first pa r ag r a ph only. T h e first se n t e n c e o f
th e se c o n d pa r ag r ap h in d ic a te s th a t th e p r o ce ss o f d e n itr ific a tio n is d isc u sse d in th e se c -
o n d p ar a gr ap h . A nsw er (C ) is in c o r r e c t b e c a u se the return o f nitrogen to the a ir is th e
p r o c e ss o f d e n itr ifi c a tio n , a n d this is d isc u sse d in th e se c o n d pa r a g ra p h only . A n sw e r (D )
is in c o r r e c t b e c a u se the effect o f nitrogen on p la n t life is n o t d isc u sse d in this pa ssa ge . T h e
b e st a n sw e r to th is q u e s tio n is an sw er (B ); th e two n itr o g e n p r o c e s se s are n itr o g e n fixa -
tio n , w h ic h is d isc u sse d in the first pa ra g ra ph, a n d d e n itr ific a tio n , w h ic h is d isc u sse d in
th e s e c o n d p ar a gr ap h .

T h e fo llo w in g c h a r t o u tli n e s th e key in fo r m a tio n th a t y o u sh o u l d r e m e m b e r a b o u t

m a in id e a q u estio n s:

MAIN IDEA QUESTIONS

HOW TO IDENTIFY W h a t is the t o p ic o f th e passage?

THE QUESTION W h a t is the s u b je c t o f th e passage?
W h a t is the m a in id e a o f the passage?
W h a t is the a utho r’s m a in p o in t in the passage?
W ith w ha t is the a utho r p r im a r i ly c o n c e r n e d ?
W h ic h o f th e follow ing w ould be th e best t it le ?

W HERETO FIND The answer to this type of question can generally be

THE ANSWER determined by looking at the first sentence of each paragraph.
 READING COMPREHENSION 285

HO W TO ANSWER Read the first line of each paragraph.

THE QUESTION
Look for a common theme or idea in the first lines.
Pass your eyes quickly over the rest of the passage to
check that you really have found the topic sentence(s).
Eliminate any definitely wrong answers and choose the
best answer from the remaining choices.

T O E FL E X E R C ISE 1: S tu dy e a c h o f th e p a ssa g es a n d c h o o s e th e b e s t a n sw e rs to th e
q u e stio n s th at follo w . In th is e x e r c ise , e a c h p assa g e is fo llo w e d b y se v e r a l m a in id e a , to p ic ,
o r title q u e st io n s so th a t th e stu d e n ts ca n p r a c tic e th is type o f q u e s tio n . O n th e T O E FL
test, o n e p a ssa ge w o u ld p r o b a b ly n o t h a v e two su c h q u e stio n s b e c a u se th e y a r e so sim ilar .

PASSAGE ONE (Questions 1-2)

Fo rt Knox, Kentucky, is the site of a U.S. arm y post, but it is even m ore re no w ne d fo r th e F o rt
Knox B ullion Depository, th e m assive vault tha t c onta ins the bulk of the U.S. g ove rnm ent's gold
deposits. C ompleted in 1936, the va ult is ho used in a tw o-story building c o n stru c ted o f g ranite, ste el,
Line an d concrete; th e vault itself is m ade o f steel and con crete an d h as a d o o r th at w eighs m o re th an
(5) twenty tons. Naturally, the m ost up-to-date se curity devices available are in plac e a t Fort K nox, a n d
the a rm y post ne arby provides fu rth e r pro tectio n.

1. W hich of the follow ing best describes the 2. W hich of the follow ing w ould be the best
topic of the passage? title for this passage? t
(A) The city of Fo rt Knox, K entucky (A) The M assive C onc rete Vault
(B) The federal gold dep osito ry (B) Fort Knox Sec urity
(C) The U.S. a rm y p ost a t F ort Knox (C) W here the U.S. K eeps Its Gold
(D) Gold bullion (D) A Visit to K entucky

PASSAGE TWO (Questions 3-4)

One identifying ch aracte ristic of m ine rals is their relative hardness, w hich c an be d e te rm ine d by
scratching one m in eral w ith another. In this type of test, a h a rd er m ineral can sc ra tc h a softer one , b u t
a softer m ineral is u nab le to sc ratc h the h a rd er one. The Molls' hard ness scale is use d to ra n k m ine rals
Line according to hard ness. Ten m ine rals are listed in this scale, ra nging from talc w ith a h ardn ess of 1 to
(5) diam ond with a ha rdne ss of 10. On this scale, q ua rtz (nu m be r 7) is h a rd er th an fe ldsp ar (nu m b er 6 )
and is therefore able to sc ratch it; however, feldspar is unable to make a m ark on qua rtz.

W hich o f th e follow ing best sta te s the 4. The m ain idea of this pa ssag e is th a t
subje ct of th is passage?
(A) the ha rd ness of a m in eral c an be
(A) The hardn ess of diam on d s d eterm ine d by its ab ility to make a
(B) Identifying m in era ls by m ea ns o f a m ark on o th er m in erals
scratc h test (B) diam onds, w ith a h a rd n e ss o f 10 on the
(C) Fe ldspar o n the M ohs' sca le M ohs’ scale, ca n sc ratc h all oth e r
(D) R ecognizing m in era ls in th e ir n atu ra l m inerals
state (C) a softer m ineral <a n n o t b e sc ratc h ed
by a h a rd er n inera l
(D) talc is the firsf m in eral liste d on the
M ohs’ sc; ie
286 READING COMPREHENSION

PASSAGE THREE (Questions 5-6)

H u rrica ne s generally occ ur in the N orth Atlantic from May throug h November, with the peak of
th e h urric a ne season in Septem ber; only rarely will they oc cur from D ecem ber throug h April ini that
pa rt of th e ocean. The m ain reason for the occurrence of hu rric a ne s du rin g this period is th a t he
Line te m p era tu re on the w ate rs surface is at its w arm est and the hum idity of th e a ir is a t its highest.
Of the tropic al. sto rm s th. at oc cur eachi ye ar in
• _ .I. _ Atl o n i i ^
the N orth Atlantic, n n K i a h n n t i i V f * HT1 t n f *
only about five, on the
(5)
average, are pow erful enough to be called hu rricanes. To be classified as a hu rrica ne , a tro p ic ^
m ust have w inds re achin g speeds of a t least 117 kilom eters per hour, but th e w inds are often m uch
stro nge r th an tha t; th e w inds of inte nse hu rrica nes can easily su rp ass 240 kilom e ters pe r hou .

6 . The b est title fo r th is passage would be

5. The passage m ainly discusses
(A) how m any hurrica nes occur each year (A) The N orth Atlantic Ocean
(B) the stren gth of hu rrican es (B) Sto rm s of the N o rthe rn Atlantic
(C) th e w ea th e r in the N orth Atlantic (C) H u rricane s: The D am age and
(D) h u rrica n es in one p a rt of the world D estruc tion
(D) W hat H a ppe ns from May th roug h
Novem ber
PASSAGE FOUR (Questions 7-9)
H e nry W adsw orth Longfellow (1807-1882) was p erh ap s th e be st-know n Am erican poet o f the
ninetecn th'cen tury . His cle ar w riting style and em phasis on the pre valent values of th e period made
him p op u la r w ith the general public if not alw ays with th e critics He w as particularly recognized o
Line his longer n arra tive poems Evangeline, The Song o f Hiawatha, an d The Courtship o f Miles Standish, in
(5) w hich h e to ld stories from Am erican history in term s of th e values of the time.
Evangeline w as set d uring the French a nd Indian W ar (1754-1763), w hen the B ritish forced
Fre nch se ttle rs from Nova Scotia; tw o lovers, Gabriel a nd Evangeline, w ere se pa ra te d by the British,
an d Evangeline devoted he r lifetime to the se arc h for Gabriel. W ith its em pha sis on sentim ental,
und ying love, Evangeline was imm ensely po p u la r with the public.
( 10) In The Song o f Hiawatha, Longfellow depicted the noble life of the Am erican Ind ian throug e
story of the brave H iaw atha and his beloved wife M inehaha. The tear-insp iring poem follows
H iaw atha throu gh the tragedies and trium p hs of life, en ding w ith the d ea th of M m ehaha an
H iaw atha ’s de p artu re into th e sunset in his canoe.
The Courtship o f Miles Standish takes place during the early p eriod of the settle m ent of New
(15) England, a period w hich w as viewed as a tim e of ho no r and rom an ce. In th is poem centered aroun d a
love trian ele, M iles Stand ish asks his friend Joh n Alden to propo se to Prisc illa M ullins for him; Jo hn
Alden end's up m arrying Priscilla M ullins him self, and it takes tim e for his frien dsh ip with M“ es
Sta ndish to recover. As w ith Longfellow's o the r n arrative poems, the e m p hasis on high ideals an d
ro m an ce m ade the poem extremely popular.

W hich of th e follow ing best describes the
m ain idea of th e passage?
(A) A merican history is often depicted in
poetry.
(B) Longfellow described Am erican history
even th oug h people really did not
enjoy it.
(C) The po pularity of Longfellow’s poems
re sults from his stress on the values
of th e people.
(D) Longfellow w rote long narrative
p oem s tha t were n ot always
p o pu la r with the critics.
8. The best title of the passage is
(A) Longfellow’s Po pu lar Appeal
(B) H isto rical N arrative Poem s
(C) The Lyric, D ram atic, an d Narrative
Poems o f Longfellow
(D) Longfellow a nd the C ritics
9. The subject of the fourth p ara gra ph is
(A) nobility an d h on o r in the poems
of Longfellow
(B) the love triangle involving Miles
Stan dish
(C) th e p op u la r appeal o f The Courtship o f
Miles Standish
(D) th e period o f the early settlem e nt of
New En gland
 READING COMPREHENSION 287

S k i l l 2: RECO GN IZE THE O R G A N IZ A T IO N OF IDEAS

In th e R e a d in g C o m p r e h e n sio n se c tio n o f th e T O E FL test, th e r e w ill s o m e t im e s b e q u e s-

tio n s a b o u t th e o r g a n iz a tio n o f id e a s in a pa ssa g e. In this type o f q u e s t io n , y o u w ill be
a sk ed to d e t e r m i n e h o w th e id ea s in o n e pa r ag r ap h (o r pa r a g r a p h s) r e la te to th e id e a s in
a n o th e r pa r a gr a p h (o r p a r a g r a p h s).

E xa m p le

T he p a ssa g e :
If asked w ho invented the game of baseball, m ost A m ericans
w ould proba bly rep ly th at it was Abner Doubleday. At the
beginning of this century, th ere was som e disagreem en t ov er how
Line th e game o f baseball had actually origina ted, so sporting -goods
(5) m a n u fa ctu re r Spau ldin g inau gurate d a com m ission to re se arc h the
questio n. In 1908 a re port was published by the com m ission in
w hich A bner Doubleday, a U.S. Army officer from C ooperstow n,
New York, was given credit for the invention of the game. The
N ational B aseball Hall of Fam e was establish ed in C ooperstow n in
(10) h o n or of Doubleday.
Today, most sp o rts histo rian s are in agreem e nt th at
D oubleday really did no t have m uch to do with the de velopm ent of
baseball. Inste ad, baseball seems to be a close relation to the
English ga m e of ro u n d e rs an d probably has English ra th e r tha n
(15) A merican roots.

T h e q u e stio n :

The second pa rag ra ph

(A) provides examples to su pp ort the ideas in the first p a rag ra p h
(B) precedes the ideas in the first p ara gra ph
(C) ou tline s the effect o f the idea in the first p ara gra ph
(D) refute s the idea in the first paragraph

T o an sw e r th is q u e st io n it is n e c e ssa r y to lo o k at th e m a in id ea s o f e a c h o f th e tw o pa ra -
gr a p hs. T h e m a in id e a o f th e first pa r ag r a ph is fo u n d in th e first s e n t e n c e o f th e first
p ara gr aph : m o st p e o p le b e lie v e th a t A b n e r D o u b le d a y in v e n te d th e g a m e o f b a se b a ll.
T h e m a in id e a o f th e se c o n d pa r a gr a ph is fo u n d in the first lin e o f th e s e c o n d p ara gr aph :
h isto r ia n s g e n e r a lly a g r e e th a t D o u b le d a y d id n o t in v e n t b a se b a ll. T h e s e c o n d p ar a gr ap h
th e r e fo r e contradicts o r refutes th e in fo r m a tio n in th e first p a ra g r a ph . T h e b e s t a n sw e r to
this q u e stio n is a nsw er ( D ).
288 READING COMPREHENSION

T h e fo llo w in g c h a r t o u tlin e s th e key in fo r m a tio n th a t y o u sh o u l d r e m e m b e r a b o u t

q u e s tio n s o n th e o r g a n iz a tio n o f id eas:

O R G A N IZ A T IO N O F IDEA S

H OW TO IDENTIFY H ow is the in form a tion in the passage o r g a n iz e d ?

THE QUESTION H ow is the inform atio n in the second p ara grap h r e la te d to
th e info rm a tion in the firs t paragraph?

WHERETO FIND The answer to this type of question can generally be determined
THE ANSWER by looking at the first sentence of the appropriate paragraphs.

HOW TO ANSWER 1. Read the first line of each paragraph.

THE QUESTION 2. Look for words that show the relationship between the
paragraphs.
3. Choose the answer that best expresses the relationship.

T O E F L E X E R C ISE 2: Stu dy e ac h o f th e passag es a n d c h o o s e th e b e st answ e rs to th e q u e s-

tio n s tha t follo w .

PASSAGE ONE (Questions 1-2)

Conflict w ithin an organization is n ot always viewed as undesirable. In fact, va rious m anagers
have widely divergent ideas on the value th at conflict can have.
According to the trad ition al view of conflict, conflict is harm fu l to an orga nizatio n. Managers
Line w ith this trad itio na l view of conflict see it as th eir role in an organiz atio n to rid the organizat ion of
(5) any possible sourc es of conflict.
The in te ra ctio n ist view of conflict, on the o th er han d, holds th a t conflict can serve an im portan t
function in a n organ izatio n by reducing com placency a m ong w orkers an d c ausin g positive changes to
occur. M anagers w ho hold an interactionist view of conflict may actually take steps to stim ulate
conflict w ith in th e organization.

1. How is the info rm a tion in the passage 2. W hat type of in form a tion is included in the
organized? th ird paragra ph?

(A) The origin of ideas ab out conflict is
pre sented .
(B) C o ntrastin g views of conflict are
pre sented .
(C) Two the o rists discuss the streng ths and
w eaknesses of th e ir views on
conflict.
(D) Exam ples o f conflict within
org aniz ation s are presented.
(A) A co m pa riso n o f the intera ction ist and
trad ition a l views o f conflict
(B) A discussion of the weaknesses of the
in te rac tio n ist view o f conflict
(C) An outline of the type of m a nag er who
prefe rs th e in teractionist view of
conflict
(D) A de sc rip tion of one of the opposing
views of conflict
 READING COMPREHENSION 289

PASSAGE TW O (Questions 3 -4 )
IQ, or Intelligence Quotient, is defined as the ratio of a person’s mental age to chronological age,
with the ratio m ultiplied by 100 to rem ove the decim al. Chronological age is easily determined;
mental age is generally m easured by som e kind of standard test and is not so sim ple to define.
Line In theory, a standardized IQ test is set up to measure an individual's ability to perform
(5) intellectual operations such as reasoning and problem solving. These intellectual operations are
considered to represent intelligence.
In practice, it has been impossible to arrive at consensus as to which types o f intellectual
operations demonstrate intelligence. Furthermore, it has been im possible to devise a test without
cultural bias, which is to say that any IQ tests so far proposed have been shown to reflect the cult ure
(10) of the test makers. Test takers from that culture would, it follows, score higher on such a test th an test
takers from a different culture with equal intelligence.

3. What type of information is included in the 4. How does the inform ation in the third
first paragraph? paragraph differ from that in the second
paragraph?
(A) An argument
(B) A definition (A) It presents a contrasting point of view.
(C) An opinion (B) It follows chronologically from the
(D) A theory ideas in the second paragraph.
(C) It presents real information rather
than a premise.
(D) It presents an exam ple of the ideas in
the second paragraph.

PASSAGE THREE (Questions 5 -6 )

The largest lake in the western United States is the Great Salt Lake, an inland saltwater lake in
northwestern Utah, just outside the state capital o f Salt Lake City. Rivers and stream s feed into th e •
Great Salt Lake, but none drain out of it; this has a major influence on both the salt content and the
Line size of the lake.
(5) Although the Great Salt Lake is fed by freshwater streams, it is actually saltier than the oceans
of the world. The salt com es from the more than two m illion tons of minerals that flow into the lake
each year from the rivers and creeks that feed it. Sodium and chloride—the com ponents o f salt—
comprise the large majority of the lake's m ineral content.
The Great Salt Lake can vary tremendously from its normal size o f 1,700 square m iles,
(10) depending on long-term weather conditions. During periods o f heavy rains, the siz e of the lake can
swell trem endously from the huge am ounts o f water flowing into the lake from its feeder rivers and
streams; in 1980 the lake even reached a size of 2,400 square m iles. During periods o f dry weather, the
size of the lake decreases, som etim es drastically, due to evaporation.

5. How is the inform ation in the passage
organized?
(A) Two unusual characteristics of the
Great Salt Lake are discussed.
(B) Contrasting theories about the Great
Salt Lake’s salt levels are presented.
(C) The process by which the Great Salt
Lake gets its salt is outlined.
(D) The reasons for the variations in the
Great Salt Lake’s size are given.
6. The third paragraph contains information
on
(A) how the size of the lake affects weather
conditions
(B) the effects of contrasting weather
conditions on the size of the lake
(C) the effects o f changes in the size
o f the lake
(D) the causes o f the varied weather
conditions in the area o f the lake
290 READING COMPREHENSION

T O E F L E X E R C IS E (Sk ills 1 -2 ): Stud y e a c h o f th e p assa ge s a n d c h o o s e th e b e st answ e rs

to th e q u e stio n s th a t fo llow .

PASSAGE ONE (Questions 1-2)

Common types o f calendars can be based on the Sun or on the Moon. The solar calendar is
based on the solar year. Since the solar year is 365.2422 days long, solar calendars consist of regu lar
years o f 365 days and have an extra day every fourth year, or leap year, to make up for the addition al
Line fractional amount. In a solar calendar, the waxing and waning of the m oon can take place at various
(5) stages of each month.
The lunar calendar is synchronized to the lunar month rather than the solar year. Since the
lunar m onth is twenty-nine and a half days long, m ost lunar calendars have alternating months of
twenty-nine and thirty days. A twelve-month lunar year thus has 354 days, 11 days shorter than a
solar year.

1. What is the m ain idea of the passage?
(A) All calendars are the same.
(B) The solar calendar is based on the Sun.
(C) Different calendars have dissimilar
bases.
(D) The lunar m onth is twenty-nine and a
half days long.
How is the information in the passage
organized?
(A) Characteristics of the solar calendar
are outlined. .
(B) Two types of calendars are described.
(C) The strengths and weakness of the
lunar calendar are described.
(D) The length o f each existing calendar is
contrasted.

PASSAGE TW O (Questions 3-4)

Vaccines are prepared from harmful viruses or bacteria and adm inistered to patients to provide
im muni Ly to specific diseases. The various types of vaccines are classified according to the method by
w h ifh they are derived.
Line The m ost basic class of vaccines actually contains disease-causing microorganism s that have
(5) been killed with a solution containing formaldehyde. In this type of vaccine, the microorganisms are
dead and therefore cannot cause disease; however, the antigens found in and on the microorganisms
can still stimulate the formation of antibodies. Examples of this type of vaccine are the ones that fight
influenza, typhoid fever, and cholera.
A second type of vaccine contains the toxins produced by the m icroorganisms rather than the
(10) m icroorganism s themselves. This type of vaccine is prepared when the microorganism itself does
little damage but the toxin within the microorganism is extremely harmful. For example, the bacteria
that cause diphtheria can thrive in the throat without much harm, but when toxins are released from
the bacteria, m uscles can become paralyzed and death can ensue.
A final type of vaccine contains living microorganisms that have been rendered harmless. With
(15) tliis type o f vaccine, a large number of antigen m olecules are produced and the imm unity that resul ts
is generally longer lasting than the immunity from other types of vaccines. The Sabin oral antipolio
vaccine and the BCG vaccine against tuberculosis are exam ples o f this type o f vaccine.

3. Which of the follow ing expresses the main 4. How many types of vaccines are presented
idea of the passage? in the passage?

(A) Vaccines provide im munity to specific (A) Two

diseases. (B) Three
(B) Vaccines contain disease-causing (C) Four
microorganisms. (D) Five
(C) Vaccines are derived in different ways.
(D) New approaches in administering
vaccines are being developed.
 READING COMPREHENSION

PASSAGE TH REE (Questions 5-7 )

A hoax, unlike an honest error, is a deliberately concocted plan to present an untruth as the
truth. It can take the form of a fraud, a fake, a swindle, or a forgery, and can be accom plished in
almost any field: successful hoaxes have been foisted on the public in fields as varied as politics,
Line religion, science, art, and literature.
(5) A famous scientific hoax occurred in 1912 when Charles Dawson claim ed to have uncovered a
human skull and jawbone on the Piltdown Comm on in southern England. These hum an rem ains were
said to be more than 500,000 years old and were unlike any other remains from that period; as such
they represented an important discovery in the study of hum an evolution. These rem ains, popularly
known as the Piltdown Man and scientifically named Eoanthropus dawsoni after their discoverer,
(10) confounded scientists for m ore than forty years. Finally in 1953, a chemical analysis was used to d ate
the bones, and it was found that the bones were modern bones that had been skillfully aged. A furthe r
twist to the hoax was that the skull belonged to a human and the jaws to an orangutan.

5. The topic of this passage could best be 7. The second paragraph includes
described as
(A) an illustration to support the ideas in
(A) the Piltdown Man the first paragraph
(B) Charles Dawson’s discovery (B) a counterargum ent to the ideas in the
(C) Eoanthropus da w soni first paragraph
(D) a definition and an example o f a hoax (C) an analogy to the ideas in the first
paragraph
6. The author’s main point is that (D) a detailed definition o f a hoax
(A) various types of hoaxes have been
perpetrated
(B) Charles Dawson discovered a human
skull and jawbone
(C) Charles Dawson w as not an honest
man
(D) the human skull and jawbone were
extremely old

DIRECTLY A N S W E R E D Q U ES TIO N S

M any q u e stio n s in th e R e a d in g C o m p r e h e n sio n se c tio n o f th e T O E F L te s t w ill r e q u ir e a n -

sw ers th at ar e d ire c tly sta te d in th e p assag e . T h is m e a n s th a t y o u s h o u l d b e a b le to fin d
th e a nsw er to th is typ e o f q u e st io n w ith o u t h a v in g to draw a c o n c lu s io n . T h e c o m m o n
q u e stio n s o f th is ty pe a r e (1 ) sta te d d e ta il q u e s tio n s, (2 ) “u n s ta te d ” d e ta il q u e s tio n s , a n d
(3 ) p r o n o u n r e fe r e n t q u e s tio n s.

S k i ll 3: A N SW E R STATED DETAIL Q U E STION S CORRECTLY

A sta te d d e ta il q u e s tio n asks a b o u t o n e p ie c e o f in fo r m a tio n in th e p a s sa g e r a th e r th a n

th e p a ssa g e as a w h o le . T h e answ e rs to th e se q u e stio n s a re g e n e r a lly g iv e n in o r d e r in th e
p a ssa g e , a n d th e c o r r e c t a nsw e r is o fte n a r e sta te m e n t o f w h a t is g iv e n in th e p a ssa g e . T h is
m e a n s tha t th e c o r r e c t an sw e r o ft e n e x p r e sse s th e sa m e id e a as w h a t is w r itte n in th e pa s-
sa g e , b u t th e w o rd s a re n o t e x ac tly th e sa m e .
292 READING COMPREHENSION

E xam ple

T he passage:
Williamsburg is a historic city in Virginia situated on a
peninsula between two rivers, the York and the James. It was
settled by English colonists in 1633, twenty-six years after the first
Line permanent English colony in America was settled at Jam estown. In
(5) the beginning the colony at Williamsburg was named Middle
Plantation because of its location in the middle of the peninsula.
The site for Williamsburg had been selected by the colonists
because the soil drainage was better there than at the Jamestown
location, and there were fewer mosquitoes.

The questions:
1. According to the passage, Williamsburg is located
(A) on an island
(B) in the middle of a river
(C) where the York and the James meet
(D) on a piece of land with rivers on two sides

2. The passage indicates that Jamestown

(A) was settled in 1633
(B) was settled twenty-six years after Williamsburg
(C) was the first permanent English colony in America
(D) was originally named Middle Plantation

3. The passage states that the name Middle Plantation

(A) is a more recent name than Williamsburg
(B) derived from the location of the colony on the
peninsula . .
(C) refers to the middle part o f England that was home
to the colonists
(D) was given to the new colony because it was located
in the middle of several plantations

T h e an sw e r s to th e q u e stio n s a re g e n e ra lly fo u n d in o r d e r in th e p a ssa g e , so y o u sh o u ld

lo o k fo r th e an sw e r to th e first q u e stio n n e a r th e b e g i n n in g o f th e p a ssa ge . S in c e th e first
q u e stio n asks a b o u t w h e r e W illiam sb urg is located, y o u sh o u l d se e tha t th e first se n t e n c e in
th e p a ssa g e an sw e rs th e q u e stio n b e c a u se situa te d m e a n s located. A n sw er (A ) is a n in c o r -
r e c t an sw e r b e c a u se W illiam sb u rg is n o t lo c a te d o n an isla nd ; th e pa ssag e states tha t it is
situa te d on a p e n in su la . A n sw e r (B ) is in c o r r e c t b e c a u se W illia m sb u r g is between two rivers,
n o t in the m iddle o f a river. A n sw er (C ) is in c o r r e c t b e c a u se th e p a ssa g e says n o t h in g a b o u t
w h e th e r o r n o t th e tw o rivers m e e t a t W illia m sbu r g . T h e b e st a nsw er to th is q u e stio n is
an sw e r (D ); w ith rivers on two sides is c lo se s t in m e a n in g to between two rivers.
 READING COMPREHENSION

T h e an sw e r to th e s e c o n d q u e stio n w ill p ro b a b ly b e lo c a te d in th e p a s sa g e a fte r th e

a nsw e r to the first q u e stio n . S in c e th e s e c o n d q u e s tio n is a b o u t Ja m e sto w n, y o u sh o u ld
sk im th r o u g h th e p a ssa g e to fin d th e p ar t o f th e p a ssa g e th a t d isc u sse s th is to p ic . T h e a n -
sw er to th is q u e s tio n is f o u n d in th e s ta te m e n t th a t W illia m sb u r g w as settled by E n glish
colonists in 163 3, tw enty-six years afte r the fi r s t p e rm a n en t E ng lish colony i n A m e rica w as settled a t
Jam esto w n. A n sw er (A ) is in c o r r e c t b e c a u se it was W illia m sb u r g th a t w as se t tle d in 1 633 .
A n sw e r (B ) is in c o r r e c t b e c a u se J a m e sto w n w as s e ttle d before r a th e r th a n afte r W illiam s-
burg. A nsw e r (D ) is in c o r r e c t b e c a u se th e n a m e M id d le P la n ta tio n r e f e r r e d to W illia m s-
b u rg . T h e b e st a nsw er to this q u e s tio n is a nsw e r (C ), w h ic h is d ir e c tly sta te d in the
p assa ge a b o u t J a m e sto w n .
T h e a nsw e r to th e th ir d q u e s tio n w ill p r ob a b ly b e lo c a te d in th e p a ssa g e a fte r th e a n-
sw er to th e se c o n d q u e s tio n . B e c a u se th e third q u e stio n is a b o u t the n a m e M id d le P la n ta -
tion, y o u sh o u ld sk im th r o u g h th e pa ssa g e to fin d th e p a r t th a t d is c u sse s th is to p ic . T h e
a nsw e r to th is q u e stio n is fo u n d in th e sta te m e n t W illia m sbu rg w as na m e d M id d le P la n ta tio n
because o f its location in the m iddle o f the p e n in su la . A n sw e r (B ) is c o r r e c t b e c a u se it is c lo se st
in m e a n in g to th is st a te m e n t. A n sw e r (A ) is in c o r r e c t b e c a u s e it is fa lse ; th e a r e a was
n a m e d M id d le P la n ta tio n in the be ginn ing, a n d th e n a m e W illia m sb u r g is more recent. A n -
sw er (C) is in c o r r e c t b e c a u se th e p a ssa g e says n o th in g a b o u t n a m in g t h e a r ea a fte r th e
c o lo n is ts’ h o m e in E n g la n d . A n sw er (D ) is in c o r r e c t b e c a u se th e p a ssa g e says n o t h i n g
a b o u t an y o th e r p la n ta tio n s in th e a r ea o f W illia m sb u rg .

T h e fo llo w in g c h a r t o u tl in e s th e ke y in f o r m a tio n th a t y o u s h o u ld r e m e m b e r a b o u t
sta te d d e ta il q u estio n s:

STATED DETAIL QUESTIONS

HOW TO IDENTIFY A c co rd in g to the passage,...
THE QUESTION It is sta te d in the passage...
The passage in d ic a tes th a t..
The author m e n tio n s th a t..
Which of the following is tr u e . . . ?

WHERE TO FIND The answers to these questions are found in order in

THE ANSWER the passage.

HOW TO ANSWER 1. Choose a key word in the question.

THE QUESTION 2. Skim in the appropriate part of the passage for the key
word or idea.
3. Read the sentence that contains the key word or idea
carefully.
4. Look for the answer that restates an idea in the passage.
5. Eliminate the definitely wrong answers and choose the
best answer from the remaining choices.
 294 READING COMPREHENSION

T O E F L E X E R C ISE 3: Stud y e a c h o f th e p assa g e s a n d c h o o s e th e b e s t an sw e r s to th e q u e s-

tio n s tha t fo llow .

PASSAGE ONE (Questions 1-3)

Ice ages, those periods when ice covered extensive areas of the Earth, are known to have
occurred at least six times. Past ice ages can be recognized from rock strata that show evidence of
foreign materials deposited by moving walls of ice or melting glaciers. Ice ages can also be recogni zed
Line from land formations that have been produced from moving walls o f ice, such as U-shaped valleys,
(5) sculptured landscapes, and polished rock faces.
1. According to the passage, what happens 3. According to the passage, what in the rock
during an ice age? strata is a clue to geologists of a past ice
age?
(A) Rock strata are recognized by
geologists. (A) Ice
(B) Evidence o f foreign materials is found. (B) Melting glaciers
(C) Ice covers a large portion of the Earth’s (C) U-shaped valleys
surface. (D) Substances from other areas
(D) Ice melts six times.

2. The passage covers how many different

m ethods of recognizing past ice ages?
(A) One
(B) Two
(C) Three
(D) Four

PASSA GE I WO (Questions 4—6)

The human heart is divided into four chambers, each o f which serves its own function in the
cycle of pum ping blood. The atria are the thin-walled upper chambers that gather blood as it flows
Line from the veins between heartbeats. The ventricles are the thick-walled lower chambers that receive
blood from the atria and push it into the arteries with each contraction of the heart. The left atri um
(5)
and ventricle work separately from those on the right. The role of the chambers on the right side of
the heart is to receive oxygen-depleted blood from the body tissues and send it on to the lungs; the
cham bers on the left side of the heart then receive the oxygen-enriched blood from the lungs and
send it back out to the body tissues.

4. The passage indicates that the ventricles 6. According to the passage, which part of the
heart gets blood from the body tissues and
(A) have relatively thin walls
passes it on to the lungs?
(B) send blood to the atria
(C) are above the atria (A) The atria
(D) force blood into the arteries (B) The ventricles
(C) The right atrium and ventricle
5. According to the passage, when is blood (D) The left atrium and ventricle
pushed into the arteries from the
ventricles?
(A) As the heart beats
(B) B etween heartbeats
(C) Before each contraction of the heart
(D) Before it is received by the atria
 READING COMPREHENSION 295

PASSAGE THREE (Questions 7-9)

The Golden Age of Railroads refers to the period from the end of the Civil War to the beginning
of World War I when railroads flourished and, in fact, m aintained a near m onopoly in m ass
transportation in the United States. One o f the significant developments during the period w as the
Line notable increase in uniformity, particularly through the standardization o f track gauge and tim e.
(5) At the end of the Civil War, only about half o f the nation's railroad track was laid at what is now
the standard gauge o f 1.4 meters; m uch of the rest, particularly in the southern states, had a 1.5-m eter
gauge. During the postwar years, tracks were converted to the 1.4-meter gauge, and by June 1, 1886,
the standardization o f tracks was completed, resulting in increased efficiency and econom y in the ra il
system.
(10) A further boon to railroad efficiency was the implementation of standard tim e in 1883. With the
adoption of standard time, four tim e zones were established across the country, thus sim plifying
railroad scheduling and improving the efficiency of railroad service.

7. According to the passage, the Golden Age of 9. The passage indicates that standard time
Railroads was implemented
(A) occurred prior to the Civil War (A) before the Civil War
(B) was a result o f World War 1 (B) on June 1,1886
(C) was a period when m ost o f U.S. mass (C) after World War I
transportation w as controlled by (D) before standardized track gauge was
the railroads established throughout the United
(D) resulted in a decrease in uniformity of States
track gauge

8. The passage m entions that which o f the

following occurred as a result of uniform ity
of track gauge?
(A) The Civil War
(B) Improved econom y in the
transportation system
(C) Standardization of tim e zones
(D) Railroad schedules
 READING COMPREHENSION

S k i l l 4: FIN D “ U NSTA TED” DETAILS

You w ill so m e t im e s b e a sk ed in th e R e a d in g C o m p r e h e n sio n se c tio n o f th e T O E F L te st to

fi n d an an sw e r th a t is n ot stated o r n ot m entioned o r n o t true in th e pa ssa g e . T h is typ e o f
q u e st io n r ea lly m e a n s tha t th re e o f th e an sw e rs are stated, mentioned,, o r true in th e pa ssag e ,
w h ile o n e an sw er is n o t. Y our ac tu a l j o b is to fin d th e th r e e c o r r e c t answ e rs a nd th e n
c h o o s e th e le tt e r o f th e o n e r e m a in in g answer.
You s h o u ld n o t e th at th e r e are tw o k in ds o f an sw er s to th is typ e o f q u e stio n : (1 ) th e r e
ar e th r e e tr u e an sw e r s a n d o n e a nsw er th a t is n o t d isc u sse d in th e p a ssa g e , o r (2 ) th e r e
a re th r e e tr u e an sw e rs a n d o n e that is fa lse a c c o r d in g to th e p assa g e .

E xam ple

The passage:
In English there are many different kinds of expressions that
people use to give a nam e to anything w hose name is unknown or
momentarily forgotten. The word gadget is one such word. It was
Line first used by British sailors in the 1850s and probably came from
(5) the French word gachette, which was a small hook. In everyday use,
the word has a more general meaning. Other words are also used to
give a nam e to something unnamed or unknown, and these words
tend to be somewhat imaginative. Som e of the move comm only
used expressions are a w h at-d’y e-call-it, a w hatsis, a thingamabob, a
(10) thingamajig, a doodad, or a doohickey.

The questions:
1. Which of the following is NOT true about the word “gadget"?
(A) It is used to name som ething when the name is not
known.
(B) It was used at the beginning of the nineteenth century.
(C) It most likely cam e from a word in the French language.
(D) Its first known use was by British sailors.

2. Which of the following is NOT m entioned in the passage as

an expression for something that is not known?
(A) A thingam abob
(B) A gadget
(C) A doohickey
(D) A what-is-it

T h e first q u e stio n asks fo r th e o n e answ e r tha t is n o t true, so th r e e o f th e an sw e rs are tr ue

a n d o n e a nsw e r is not. A n sw er (B ) is the o n e a nsw er th at is n o t tr ue : th e w o rd gadget was
first u se d in 1 8 5 0 , w h ic h is the m id d le o f th e n in e t e e n t h c e n tu r y , so a nsw e r (B ) is th e b est
answ er. A n sw er (A ) is tru e a c c o r d in g to th e se c o n d lin e o f th e p ar ag ra ph ; answ e r (C) is
tr u e a c c o r d in g to th e fo u r th a nd fifth lin e s o f th e p ar ag r ap h; an sw e r (D ) is tr ue a c c o r d -
in g to th e fo u r th lin e o f th e para g ra ph.
T h e se c o n d q u e stio n asks fo r th e o n e an sw er tha t is n o t m entioned, so th r e e o f th e an-
sw ers are liste d in th e p assa ge a n d o n e is n o t. S in c e a thingam abob, a gadget, a n d a doohickey
a re liste d in th e p a ssa g e , an sw e rs (A ), (B ), a n d (C ) ar e in c o r r e c t. H ow ev er , a w hat-is-it is
n o t liste d in th e p a ssa g e , so an sw er (D ) is th e b e st an sw er to this q u e s tio n .
 READING COMPREHENSION

T h e fo llo w in g c h a r t o u t lin e s th e key in fo r m a tio n th a t y o u sh o u ld r e m e m b e r a b o u t

“u n sta te d ” d e ta il q u e stio n s:

“ UNSTATED" DETAIL QUESTIONS

H OW TO IDENTIFY W h ic h o f the follow ing is n o t s ta te d . . .?

THE QUESTION W h ic h o f the follow ing is not m e n tio n e d . . .?
W h ic h o f the follow ing is n o t d is c u ss e d. .. ?
All o f the following are true e x c e p t . . . .

W HERETO FIND The answers to these questions are found In order in the
THE ANSWER passage.

H OW TO ANSWER 1. Choose a key w ord in the question.

THE QUESTION • 2. Scan in the appropriate place in the passage for the key
w o rd (or related idea).
3. Read the sentence that contains the key w ord or ide a
carefully.
4. Look for answers that are definitely true according to the
passage. Eliminate those answers.
5. Choose the answer that is not true or n o t discussed in the
passage.

T O E F L E X E R C ISE 4: Stud y e a c h o f th e p assa g e s a nd c h o o se th e b e st a n sw e rs to th e q u e s-

tio n s tha t follow .

PASSAGE ONE (Questions 1-2)

Blood plasm a is a clear, alm ost colorless liquid. It consists of blood from w hich the re d and
white blood cells have been removed. It is often used in tra nsfusions because a p atie n t generally
needs the plasm a po rtion of the blood more than the othe r com ponents.
Plasma differs in several im po rtant ways from whole blood. First of all, plasm a can be m ixed for
all do n ors and does not have to be from the right blood group, as whole blood does. In ad dition,
plasm a can be dried and store d, while whole blood cannot.

1. All of the follow ing a re tru e a bo ut blood 2. W hich of the follow ing is NOT sta te d ab o ut
plasm a EXCEPT whole blood?
(A) it is a deeply co lore d liquid (A) It is different from plasm a.
(B) blood cells have been taken out of it (B) It can not be dried.
(C) patients are often tran sfused with it (C) It is impossible to keep it in stora ge for
(D) it is generally m ore im p orta n t to the a long time.
p a tie n t tha n o th er p a rts o f whole (D) It is a clear, colorless liquid.
blood
 298 READING COMPREHENSION

PASSAGE TWO (Questions 3-4)

E liz abe th C ochrane Seam an was an American jo u rn a list at th e tu rn of the cen tury who w rote
for the ne w spa per New York World u nd er the pen nam e Nellie Bly, a nam e w hich was taken from the
Ste ph en F oste r song Nelly Bly. She achieved fame for her exposes a n d in pa rtic u la r for the bold and
Line a dv entureso m e way th a t she obtain ed h e r stories.
(5) She felt th a t the be st way to get the real story was from the in side ra th e r th an as an outside
observ er w h o could b e treate d to a prettified version of reality. On o ne occasion she pre tend ed to b e a
th ie f so th a t sh e w ould get arre ste d and see for he rse lf how female p riso n ers w ere really treated. O n
a n o th e r occasion she faked m ental illness in orde r to be ad m itted to a m enta l hospital to get the re al
p ic tu re on th e tre a tm en t of m ental patie nts.

3. W hich of th e following is NOT true 4. W hich of the following is NOT

a bo u t Nellie Bly? m e ntio ned as som e thin g th at Nellie Bly
did to get a good story?
(A) Nellie Bly’s real na m e was
Eliza beth Cochrane Seam an. (A) She acted like a thief.
(B) Nellie Bly was m entally ill. (B) She got a rre sted by the police.
(C) The n am e Nellie Bly came from a (C) She pretend ed to be ill.
song. (D) She w orked as a d oc to r in a
(D) The na m e Nellie Bly was use d on m ental hospital.
artic le s that Sea m an wrote.

PASSAGE THREE (Questions 5-6)

D ekana w ida’s ro le as a supre m e lawgiver in th e Iroqu ois tribe h a s given him th e statu s of
de m igod w ithin th e Indian nation. Born into the H uron tribe, D ekanaw ida cau sed great fear in his
pa ren ts, w ho trie d to drow n him in his youth a fte r a proph ecy was m ade ind icatin g th a t he would
Line b ring great sorrow to th e H uron nation. D ekanawida was to survive th is a ttem p ted drowning b u t later
(5) left his p are n ts' hom e and tribe to live am on g the Iroquois.
One o f his ach ievem ents w ith the Iro quois w as the in stitu tion o f a law a m ong the Iroquois that
virtu ally en de d blood feuds a m o ng the nation's families. W am pum , strin gs of be ads m ade of polished
shells, w as a valued co mm odity in the Iroquois culture; acc ordin g to policies established by
D ekanaw ida, w am pu m had to be paid to th e family of a m u rd er victim by th e family of the killer.
(10) Since the killer w as also put to death, th e family of the killer ha d to pay the victim 's family in
w a m pum fo r two de ath s, the de ath of the m u rde r victim a nd th e d ea th of the killer. These strict
policies im plem ented by Dekanawida helped to establish h im as a w ise lawgiver a nd leader o f the
Iro qu o is n atio n.

5. According to the passage, Dekanawida was 6. W hich of the follow ing is NOT m entioned
NOT in the passage a bo ut wa mpum ?
(A) a law m a ker (A) It w a s used extensively by the Huron.
(B) a H uro n by b irth (B) It h ad a hig h value to the Iroquois.
(C) a n e a r deity (C) It w as given to a m u rd e r victim's
(D) drow ne d w h en he was young family.
(D) It w as m a de of polished shells.
 READING COMPREHENSION

S k i l l 5: FIN D P R O N O U N REFERENTS

In th e R e a d in g C o m p r e h e n s io n s e c ti o n o f th e T O E FL test, y o u w ill so m e t im e s b e a sk e d
to d e te r m in e w h ic h n o u n a p r o n o u n r e fe r s to . In this type o f q u e s tio n it is im p o r ta n t to
u n d e r sta n d th at a n o u n is g e n e r a l ly u s e d first in a p a ssa g e, a n d th e p r o n o u n th a t r e fe r s to
it c o m e s after. W h e n e v e r y o u a re a sk e d w h ic h n o u n a p r o n o u n r efe rs to , y o u s h o u ld lo o k
before th e p r o n o u n to fin d th e n o u n .

E xam ple

The passage:
C arnivorous p lants, such as the sun dew a nd th e Venus
flytrap, are generally fo und in hu m id a re a s w here th ere is an
in ad eq uate supply of nitroge n in th e soil. In o rd e r to survive, these
Line p la nts have developed m ech anism s to trap insects w ith in the ir
(5) foliage. They have digestive fluids to o bta in the necessa ry n itro ge n
from th e insects. These plan ts tra p the insects in a variety o f ways.
The su nde w h a s sticky h airs o n its leaves; w hen an insect la nd s on
these leaves, it gets c aug h t up in the sticky hairs, an d the le a f w raps
itself a ro u nd the insect. The leaves of the Venus flytrap fu nction
( 10) m ore like a trap, sn ap p in g suddenly an d forcefully sh u t a ro u n d an
insect.

The qu estions:
1. The p ro n o un “T h e y ” in line 5 refers to
(A) h u m id areas
(B) these plants
(C) insects
(D) digestive fluids

2. The p ro n o u n "it" in line 8 re fe rs to

(A) a variety
(B) th e sund ew
(C) an insect
(D) the leaf

T o answ er th e first q u e s tio n , y o u s h o u ld lo o k b e fo r e th e p r o n o u n they fo r p lu r al n o u n s th a t

th e p r o n o u n c o u ld r e fe r to . H u m i d areas, insects, a n d these p la n ts c o m e b e fo r e th e p r o n o u n ,
so th e y are p o ssib le answ ers; digestive f lu id s c o m e s a fte r the p r o n o u n , so it is p r o b a b ly n o t
th e c o r r e c t answ er. T h e n y o u sh o u ld try th e th r e e p o ssib le an sw e rs in th e s e n te n c e in
p la c e o f th e p r o n o u n . You sh ou ld u n d e r sta n d fr o m th e c o n te x t tha t these p la n ts h av e diges-
tive f lu i d s to o b ta in th e n e c e ssa r y n itr o g e n fro m th e in se c ts, so th e b e st an sw e r to th is q u e s -
tio n is an sw er (B ). T o an sw e r th e se c o n d q u e stio n , y o u sh o u ld lo o k b e fo r e th e p r o n o u n it
fo r sin g u la r n o u n s th a t th e p r o n o u n c o u ld r e fe r to. A variety, the sunde w , a n d a n insect c o m e
b e fo r e th e p r o n o u n , so th e y are p ossib le answers; the le a f c o m e s a fter th e p r o n o u n , so it is
pr ob ab ly n o t th e c o r r e c t answ er. N e x t y o u sh o u ld try th e th r e e p o ssib le an sw e r s in th e se n -
te n c e in p la c e o f th e p r o n o u n . A n insect g e ts c a u g h t u p in th e stic k\ hair s, r a th e r th a n a
variety or the sundew , so th e b e st an sw e r to th is q u e s tio n is answ e r (C ).
300 READING COMPREHENSION

T h e fo llo w in g c h a rt o u tlin e s th e ke y in f o r m a tio n tha t y o u sh o u ld r e m e m b e r a b o u t

p r o n o u n r e fe r e n ts:

' PRONOUN REFERENTS

H OW TO IDENTIFY The p r o n o u n " in line X refers to which of the following?

THE QUESTION

WHERETO FIND The line where the pronoun is located is generally given in
THE ANSWER the question.The noun that the pronoun refers to is generally
found before the pronoun.

H O W TO ANSWER 1. Find the pronoun in the passage. (The line where the
THE QUESTION pronoun can be found is generally stated in the question.)
2. Look for nouns that com e before the pronoun.
3. Read the part of the passage before the pronoun carefully.
4. Eliminate any definitely wrong answers and choose the
best answer from the remaining choices.

T O E F L E X E R C IS E 5: Stud y e a c h o f th e p a ssa g es a n d c h o o s e th e b e st a nsw e rs to the q u e s-

tio n s th a t fo llow .

PASSAGE ONE (Questions 1-2)

The full m oon th at occurs nearest the equinox of the Su n ha s becom e know n as the harvest
m oon. It is a bright m oon w hich allows fa rm ers to work late in to th e night for several nights; they can
w ork w hen th e m oon is at its brigh test to bring in the fall harvest. The harvest m oon of course occu rs
Line at different lim e s of th e year in the n orth ern and sou th ern he m isp heres. In the no rthe rn hemisphere,
(5) the harvest m oon o ccu rs in Sep tem b er at the tim e of the a utum n a l equinox. In the sou thern
he m isph ere, the harve st moon occurs in M arch a t the tim e of the vernal equinox.

1. The p ro no un "It" in line 2 re fe rs to 2. The p ro n ou n "they" in line 2 refers to

(A) the equinox (A) fa rm ers

(B) the Sun (B) nights
(C) the harvest m oon (C) tim es of the year
(D) the n ight (D) n o rth ern and so uthe rn hem ispheres

PASSAGE TW O (Questions 3 -4 )
M ardi G ras, w hich m eans “Fat Tuesday” in French, was in trod uc ed to A merica by French
co lonists in th e early eig hteenth century. From that tim e it h a s grow n in popularity, particu larly i n
New Orleans, an d today it is actually a legal holiday in several sou th ern states. The M ardi Gras
Line celebratio n in New O rleans begins well before the actual M ardi G ras Day. Para des, parties, balls, an d
(5) n um erou s festivities take place throug hou t the week before M ardi G ras Day; to urists from various
c ou ntrie s th ro u g ho u t th e world flock to New O rleans for th e ce lebration, w he re they take pa rt in a
week of n onsto p activities before retu rnin g hom e fo r some m uch-needed rest.

3. The p ro n ou n “it” in line 2 refers to 4. The pro n ou n "they" in line 6 refers to

(A) M ardi Gras (A) n um e ro u s festivities

(B) French (B) to urists
(C) th at tim e (C) va rious c ou ntrie s
(D) New O rleans (D) no nsto p activities
 READING COMPREHENSION 301

PASSAGE TH REE (Questions 5—6)

The financial firm Dow Jones and Company com putes business statistics every hour on the hour
of each of the business days of the year, and these statistics are known as the Dow Jones averages.
They are based on a select group of stocks and bonds that are traded on the New York Stock
Line Exchange. The Dow Jones averages are com posed o f four different types of averages: the average
(5) price of the com m on stock of thirty industrial firms, the average price of the com m on stock prices o f
twenty transportation com panies, the average price of the com m on stock prices o f fifteen utility
companies, and an overall average o f all the sixty-five stocks used to com pute the first three avera ges.
Probably the average that is the m ost com m only used is the industrial average; it is often used by a n
investor interested in checking the state o f the stock market before making an investm ent in an
(10) industrial stock.

5. The pronoun "They" in line 3 refers to 6. The pronoun “it" in line 8 refers to
(A) the business days (A) the industrial average
(B) these statistics (B) an investor
(C) stocks and bonds (C) the state of the stock market
(D) four different types (D) an investment

T O E F L E X E R C ISE (S k ills 3 - 5 ): S tud y e a c h o f th e p a ssa ge s a n d c h o o s e th e b e s t an sw e r s

to t h e q u e stio n s tha t follo w .

PASSAGE ONE (Questions 1-4)

The United States does not have a national university, but the idea has been around for quite
som e time. George Washington first recom m ended the idea to Congress; he even selected an actual
site in Washington, D.C., and then left an endowment for the proposed national university in his wil l.
Line During the century following the Revolution, the idea of a national university continued to receive the
(5) support of various U.S. presidents, and philanthropist Andrew Carnegie pursued the cause at the
beginning of the present century. Although the original idea has not yet been acted upon, it continu es
to be proposed in bills before Congress.

1. According to the passage, the national 3. Which of the follow ing is NOT m entioned
university o f the United States in the passage about Andrew Carnegie?
(A) has been around for a while (A) He was interested in doing charity
(B) does not exist wor k and good deeds for the public.
(C) is a very recent idea (B) He was a m em ber of Congress.
(D) is an idea that developed during the (C) He was interested in the idea of a
present century national university.
(D) He was active in the early twentieth
2. The passage indicates that George century.
Washington did NOT do which o f the
following? 4. The pronoun "it” in line 6 refers to
(A) He suggested the concept for a (A) the cause
national university to Congress. (B) the beginning o f the present century
(B) He chose a location for the national (C) the original idea
university. (D) Congress
(C) He left m oney in his w ill for a national
university.
(D) He succeeded in establishing a
national university.
 302 READING COMPREHENSION

PASSAGE TW O (Questions 5 -9)

The La Brea tarpits, located in Hancock Park in the Los Angeles area, have proven to be an
extremely fertile source of Ice Age fossils. Apparently, during the period of the Ice Age, the tarpi ts
were covered by shallow pools of water; when animals cam e there to drink, they got caught in the
Line sticky tar and perished. The tar not only trapped the animals, leading to their death, but also ser ved
(5) as a remarkably effective preservant, allowing near-perfect skeletons to remain hidden until the
present era.
In 1906, the rem ains of a huge prehistoric bear discovered in the tarpits alerted archeologists to
the potential treasure lying within the tar. Since then thousands and thousands of well-preserved
skeletons have been uncovered, including the skeletons of cam els, horses, wolves, tigers, sloths, an d
(10) dinosaurs.

5. Which o f the following is NOT true about
the La Brea tarpits?
(A) They contain fossils that are quite old.
(B) They are found in Hancock Park.
(C) They have existed since the Ice Age.
(D) They are located under a swimm ing
pool.
8. When did archeologists becom e aware of
the possible value of the contents of the
tarpits?
(A) During the Ice Age
(B) Thousands and thousands of years ago
(C) Early in the twentieth century
(D) Within the past decade

6. The pronoun "they" in line 3 refers to 9. Which of the following is NOT mentioned
as an example of a skeleton found in the
(A) the La Brea tarpits tarpits?
(B) Ice Age fossils
(C) shallow pools of water (A) A bear
(D) animals (B) A sloth
(C) A horse
7. According to the passage, how did the Ice (D) A snake
Age animals die?
(A) The water poisoned them.
(B) They got stuck in the tar.
(C) They were attacked by other animals.
(D) They were killed by hunters.

PASSAGE THREE (Questions 10-14)

When the president of the United States wants to get away from the hectic pace in Washington,
D.C., Camp David is the place to go. Camp David, in a wooded m ountain area about 70 miles from
Washington, D.C., is the official retreat of the president of the United States. It consists of living space
Line for the president, the first family, and the presidential staff as well as sporting and recreationa l
(5) facilities.
Camp David was established by President Franklin Delano Roosevelt in 1942. He found the site
particularly appealing in that its mountain air provided relief from the sum mer heat o f Washington
and its rem ote location offered a more relaxing environment than could be achieved in the capital
city.
(10) When Roosevelt first established the retreat, he called it Shangri-La, which evoked the blissful
m ountain kingdom in James Hilton's novel Lost Horizon. Later, President Dwight David Eisenhower
renamed the location Camp David after his grandson David Eisenhower.
Camp David has been used for a number of significant meetings. In 1943 during World War II,
President Roosevelt met there with Great Britain's Prime Minister Winston Churchill. In 1959 at the
(15) height o f the Cold War, President Eisenhower met there with Soviet Premier Nikita Khrushchev; in
1978 President Jim my Carter sponsored peace talks between Israel’s Prime Minister Menachem Begin
and Egypt’s President Anwar el-Sadat at the retreat at Camp David.
 READING COMPREHENSION 303

10. W hich of the follow ing is NOT discussed 13. W hich of the following is NOT true a bou t
a bo ut Camp David? Preside nt Eisenhow er?
(A) Its location (A) He had a gran dson na m ed David.
(B) Its cost (B) He atten ded a co nferen ce w ith N ikita
(C) Its facilities Khrushchev.
(D) Its uses (C) He nam ed the presid ential re tre at
Shangri-La.
11. According to the passage, who founde d (D) He visited Camp David.
Camp David?
14. K hrushchev was a t C amp David in
(A) George W ashington
(B) The first family (A) 1942
(C) Fra nklin Delano Roosevelt (B) 1943
(D) Dwight David E isen how er (C) 1959
(D) 1978
12. The p ro no un "he” in line 10 refers to
(A) Camp David
(B) Roosevelt
(C) Jam es Hilton
(D) Preside nt Dwight David E isenhow er

T O E F L R EV IE W E X E R C IS E (Sk ills 1 -5 ) : S tu dy e a c h o f th e p a ssa g e s a n d c h o o s e t h e b e st

a nsw e rs to th e q u e s tio n s th a t fo llow .

PASSAGE ONE (Questions 1-4)

Hay fever is a se ason al allergy to pollens; the term "hay fever," however, is a less th an ad eq ua te
descriptio n since an atta ck of this allergy does no t in cu r fever a n d since su ch a n a tta ck ca n be
brought on by sourc es o the r th a n ha y-producing grasses. Hay fever is generally c au sed by air-borne
Line pollens, pa rticu larly ragw eed pollen. The a m o u n t of pollen in the a ir is largely d e pe n de n t on
(5) geographical location, w eather, and sea son. In the ea stern sec tion o f the U nited State s, for exampl e,
there are generally th ree pe riod s w hen pollen from various sources can ca use in te n se hay fever
suffering: in the springtim e m o n ths of M arch an d April w hen pollen from trees is pre valent, in the
su m m er m onths of Ju n e an d July when grass pollen fills the air, and at the end of August w he n
ragweed pollen is a t its m o st con ce ntra ted levels.

1. W hich o f the following w ould be th e best 3. W hich of the follow ing is NOT d isc usse d in
title fo r the passage? the passage as a d e term in in g fa cto r of the
am ou nt of pollen in the air?
(A) The R elation ship betw een Season and
Allergies (A) Place
(B) M isconceptions a nd Facts a b out Hay (B) C lim ate
Fever (C) Time of y ea r
(C) Hay Fever in the E aste rn United Sta tes (D) Altitude
(D) How Ragw eed C auses Hay Fever
4. W hich of the following is NOT true abou t
2. According to the passage, w hich of the hay fever in the ea ste rn U nited States?
following helps to explain why the term "hay
fever" is som ew hat of a m isnom er? (A) Suffering from hay fever is equally
severe year-round .
(A) A strong fever oc curs a fte r an attack. (B) Pollen from trees c au ses hay fever
(B) The a m o un t of pollen in the a ir suffering in th e spring.
de pends on ge ographical location. (C) G rass pollen fills the a ir e arlier in the
(C) Hay fever is often c ause d by ragw eed yea r th a n ragw e ed pollen.
pollen. I .D ) Ragweed polle n is m o st pre valent at
(D) G rass pollen is preva lent in Ju ne and the end of the sum m er.
July.
304 READING COMPREHENSION

PASSAGE TWO (Questions 5 -9 )

Lincoln s no w fam ous G ettysburg Address was not, on the occa sion o f its delivery, recognized as
th e m asterpiece th a t it is today. Lincoln was not even th e prim ary spea ker a t th e ceremonies, held a t
th e he igh t of the Civil W ar in 1863, to dedicate the battlefield at Ge ttysburg. The m ain spea ker was
Line o ra to r Ed w ard Evere tt, w hose tw o-hour speech was followed by Lin coln s sh orter re m ark s. Lincoln
(5) began h is small p ortion of the prog ram with the words th a t today are im m edia tely i ecognized by
m ost Am ericans: "F ou r sco re an d seven years ago o ur fath ers b ro ug h t fo rth on this c ontinen t a new
nation, conceived in liberty and dedicated to the proposition th a t all m en a re cre ate d equal. At the
tim e of the speech, little notice was given to w hat Lincoln had said, and Lincoln consid ered his
ap p earanc e at th e c erem onies ra th e r unsuccessful. After his speech a pp eared in p rin t, apprec iation
( 10) for his w ords be gan to grow, and today it is recognized as one o f the all-tim e greatest speeches.

5. The m ain idea of th is passage is th at 8. W hen did Lin coln’s G ettysburg Address
begin to receive public acclaim?
(A) the G ettysburg A ddress ha s always
been regarded as a m asterpiece (A) After it ha d been published
(B) at the tim e of its delivery the (B) Im m ediately a fte r th e speech
G ettysb urg Address was truly (C) Not un til the p resen t day
ap precia ted as a m asterpiece (D) After Lincoln received growing
(C) it w as n ot u ntil a fte r 1863 tha t recognition
Lincoln's speech a t Gettysburg took
its place in history 9. The p ron ou n "it” in line 10 refers to w hich
(D) Lincoln is b ette r recognized today tha n of the following?
he w as a t the tim e of his presidency
(A) H is speech
(B) Prin t
6. W hich of the follow ing is true a bout the
(C) A ppreciation
ce rem on ies a t G ettysburg d uring the Civil
(D) One
W ar?
(A) Lincoln w as th e m a in speaker.
(B) Lincoln gave a tw o -hou r speech.
(C) Everett w as the closing speaker of the
ceremonies.
(D) Everett's speech w a s longer than
Linco ln’s.

7. According to the passage, when Lincoln

spoke a t th e G ettysburg ceremonies,
(A) his w ord s were im m ediately
re cognized by m o st Americans
(B) he spoke for only a short period of
lime
(C) he was e nthu siastica lly cheered
(D) he was extremely proud o f his
p erform a nce
 READING COMPREHENSION

PASSAGE TH REE (Questions 10 -15)

According to the theory of co n tine ntal drift, the co ntin en ts are n ot fixed in p ositio n b ut in stead
move slowly across th e surfa ce o f the E arth , constantly changing in position relative to on e anoth er .
This th eory was first p ro pose d in th e e ighteen th c entu ry w hen m apm akers n otic ed h ow closely the
Line con tinen ts of the E a rth fit to g e th er w he n they were m atc hed up. It was suggested th e n th a t the
(5) present-day co ntin en ts h a d once be en one large c ontinen t th a t had broken up in to pieces w hich
drifted a part.
Today the m od ern th eory of plate tecto nics has developed from the theory o f co n tin e n ta l drift.
The theory of plate te cton ics suggests tha t the crust of the E a rth is divided into six large, a n d m a ny
small, tectonic plate s th a t drift on the lava th a t composes the in n er core of the E arth. These plate s
(10) consist o f ocean floor an d c on tine nts th at qu ite probably be gan breaking up a nd m oving relative to
one an o th er m ore th an 2 0 0 m illion years ago. •

10. The topic of this passage is
(A) continental drift
(B) the theory of plate tectonics
(C) the developm ent of ideas about the
movem ent of the Earth's surface
(D) eighteenth-century mapmakers
11. The passage states that the theory of
continental drift developed as a result of
(A) the fixed positions of the continents
(B) the work o f mapmakers
(C) the rapid m ovement of continents
(D) the fit of the Earth’s plates
12. The pronoun "they" in line 4 refers to
(A) mapmakers
(B) continents
(C) pieces
(D) tectonic plates
14. According to the passa ge, w h at c o nstitu tes
a tectonic plate?
(A) Lava
(B) Only the co ntine nts
(C) The in n er core of the E arth
(D) The surfac e of the land a n d the floo r
of the oceans
15. W hich of the following be st de scrib es the
org aniz ation of the passage?
(A) Two un rela ted theo ries a re pre sen ted .
(B) Two c o n tra stin g op inio ns are sta ted.
(C) A theory is followed by an example.
(D) One hypothesis is developed from
another.

13. W hich of the follow ing is NOT true ab out

the theory of plate tectonics?
(A) It is no t as old a s th e the ory of
co ntin en ta l drift.
(B) It evolved from th e th eo ry of
co ntin en ta l drift.
(C) It postulate s th a t the E a rth s surfa ce
is se pa rated into plates.
(D) It was prop ose d by m apm akers.
306 READING COMPREHENSION

PASSAGE FOUR (Questions 16-24)

C harles Lutw idge Dodgson is pe rha ps not a na m e th a t is univ ersally recognized, b ut Dodgson
did achieve en orm o u s success u nd er the pseudonym Lewis C arroll. He crea ted this pse udonym from
th e Latinization, Carolus Ludovicus, of his real given nam es. It w a s u n d er the n am e Lewis Carroll tha t
Line D odgson p ublish ed th e c h ild ren s books Alice's Adventures in Wonderland (1865) an d its sequel
(5) Through the Looking Glass (1872). Though Dodgson achieved this success in c hildren's literature, he
was not an a u th o r of ch ildren’s books by trainin g or profession. His ed u cation a nd chosen field of
p u rsu it w ere fa r removed from the field of children's lite ra tu re a nd were in stead focused on
the ore tica l m athem atics.
D odgson g ra du ate d w ith h ono rs from C hrist C hurch, Oxford, in 1854 an d th en em barked on a
( 10) ca ree r in the w orld of academ ia. He worked as a le ctu re r in m ath em atic s a t Oxford and, la ter in his
ca re er published a n u m b er of theoretic al w orks on m ath em atic s u n de r his own na m e ra th e r th an
u n d e r th e pseud onym th a t h e used fo r his c h ild re n s sto ne s. He p rod uce d a n u m b e r o f texts for
stude nts, such as A Syllabus o f Plane Algebraical Geometry (I860 ), Fonnulae o f Plane Trigonometry
(1861) w hich was notable for the creativity of th e sym bols th at h e used to express trigo nom etric
(1 5) fun ctio ns such as sin e and cosine, a nd A Guide for the Mathematical Student (1866). In a n um b er of
m ore e soteric w orks, he c ham p ioned th e principles of Euclid; in Euclid and His Modem Rivals (1879),
h e p rese nte d his ideas on th e superio rity of Euclid over rival m athe m a tic ia n s in a highly imaginativ e
fa shion by devising a co urtroo m trial of anti-Euclid m a th em a tic ia n s th a t h e na m e d Euclid-
w reake rs” an d ultim ately finding the de fenda nts guilty as charged. Curiosa Mathemalica (1888-1893)
( 20 ) m ade a furth er defense of Euclid’s work, focusing on Euclid’s definition o f parallel lines. These
academ ic w orks ne ver had the universal im pa ct of D odgson’s w o rks for ch ild re n using the nam e
Lewis C arroll, b u t they d em onstrate a solid body of w ell-regarded aca dem ic m aterial.

16. The topic of th is passage is 19. It is NOT stated in the passa ge that
Dodgson
(A) th e w orks of Lewis Carroll
(B) C harles Dodgson a nd Euclid (A) atten de d C h rist C hurch, Oxford
(C) the story o f Alice's Adventures in (B) studied c h ildren ’s litera ture
Wonderland (C) w as an o u tsta nd ing student
(D) Dodgson and Carroll: m athem atics (D) w as a p ub lish ed a u th o r of academ ic
an d ch ild ren ’s stories works

17. According to th e passage, Dodgson
(A) did n ot use his given name on his
sto ries for children
(B) used th e sam e na m e on all his
pub lish ed works
(C) used th e nam e Carroll on his
m ath em a tica l works
(D) used a pseudon ym for the work about
the c ourtroo m trial
18. W hich of th e follow ing is true, according
to the passage?
(A) "Lewis” is a Latin name.
(B) "Lutwidge" is p a rt of Dodgson’s
pse udonym .
(C) “Carolus" is the Latin version of the
nam e "C harles.”
(D) "Ludovicus” is p a rt of Dodgson’s given
name.
20. W hat is sta ted in the passage abo ut the
w o rk Formulae o f Plane Trigonometry?
(A) It p ortray ed m ath em atics in a creative
way.
(B) It w as w ritten by Euclid.
(C) It was published in 1860.
(D) It w as o ne o f the texts that Dodgson
stu died a t Oxford.
2 1 . All of th e following are state d in the
passage a bou t the w ork Euclid and His
Modem Rivals EXCEPT that
(A) it was pub lish ed in 1879
(B) it was a highly creative work
(C) it describe d an actu al tria l in which
Euclid pa rticip ate d
(D) it de scribe d a tria l in w hich "Euclid-
w re ak ers” w ere found guilty
 READING COMPREHENSION

22. The passage indicates that which o f the 24. What is stated in the passage about
following works was about Euclid? Dodgson's academ ic works?
(A) A Syllabus o f Plane Algebraical (A) They are all about Euclid.
Geometry (B) They had an impact on his works for
(B) Formulae o f Plane Trigonometry children.
(C) A Guide for the M athem atical Student (C) They were published under the nam e
(D) Curiosa M athematica Lewis Carroll.
(D) They were well received in the
23. The pronoun “they" in line 22 refers to academic world.
(A) parallel lines
(B) these academ ic works
(C) Dodgson's works for children
(D) children

INDIRE CTLY A N S W E R E D Q U E S T IO N S —____________________

S o m e q u e s t io n s in t h e R e a d i n g C o m p r e h e n s io n s e c tio n o f th e T O E F L te st w ill r e q u ir e
a n sw e rs t h a t a r e n o t d ir e c t l y st ate d in th e p assag e. T o a n s w e r th e se q u e s tio n s c o r r e c t ly ,

s itio n q u e st io n s .

S k il l 6: A NSW ER IM PLIED DETAIL Q U ESTIO N S CORRECTLY

Y o u w ill s o m e tim e s b e a s k e d to a n s w e r a q u e s t io n b y d r a w in g a c o n c lu s io n f r o m a s p e c ific

d e t a il o r d e t a ils in th e pa ssa ge. Q u e s t io n s o f this ty p e c o n t a in th e w o r d s im plied, in ferred,
likely, o r probably to le t y o u k n o w t h a t th e a n s w e r to th e q u e s tio n is n o t d ir e c t ly s ta te d . In

s w e r o u t o f t h in a ir .” In s t e a d , s om e i n f o r m a t io n w ill b e g iv e n in t h e p a ss ag e , a n d y o u w ill
d ra w a c o n c lu s io n f r o m t h a t i n f o r m a t io n .