ACKNOWLEDGMENTS The authors gratefully acknowledge the following copyright holders for permission to reprint material used in reading passages: PAGE 4: From A Handbook to Literature, 6/E by Holman © 1992 Reprinted by permission of Prentice-Hall, Inc PAGES 22–23: From “Symbolic Language of Dreams” by Erich Fromm in Language: An Enquiry into Its Meaning and Function by Ruth Nanda Anshen, ed Copyright 1957 HarperCollins Publishers, Inc PAGE 29: From “The Spider and the Wasp” by Alexander Petrunkevitch Copyright © 1952 by Scientific American, Inc All rights reserved PAGE 33: From Small Town America by Richard Lingerman Copyright © 1980 with permission of Putnam Publishing Group PAGE 34: From A Pocket History of the United States by Alan Nevins and Henry Steele Commager Copyright 1991 Alfred A Knopf, New York PAGES 109–110: From The Most Beautiful House in the World by Witold Rybczynski Copyright 1989 With permission of Viking Penguin PAGE 112: From La Vida by Oscar Lewis Reprinted by permission of Harold Ober Associates Incorporated Copyright © 1965 by Oscar Lewis PAGES 112–113: From “What is Poverty?” by Jo Goodwin Parker Originally published in America’s Other Children: Public Schools Outside Suburbia by George Henderson, ed Copyright 1971 University of Oklahoma Press PAGE 115: From “Living in Two Cultures” by Jeanne Wakatsuki Houston in Outlooks and Insights Copyright 1983 St Martin’s Press PAGE 117: Reprinted by permission from “Introduction” by Antonio Castro Leal to Twenty Centuries of Mexican Art © 1940 The Museum of Modern Art, New York PAGES 118–120: From The Press and the Presidency by John Tebbel and Sarah Miles Watts Copyright 1985 Oxford University Press, New York PAGES 122–123: From “The Desert Smells Like Rain: A Naturalist in Papago Indian Country” by Gary Nabhan With permission of North Point Press; div of Farrar, Straus & Giroux, Inc PAGES 125–126: “Native Earth,” from Indian Country by Peter Matthiessen, copyright © 1979, 1980, 1981, 1984 by Peter Matthiessen Used by permission of Viking Penguin, a division of Penguin Group (USA) Inc PAGES 127–128: From “Social Characteristics and Socialization of Wild Chimpanzees” by Yukimaru Sugiyama in Primate Socialization by Frank E Poirer, ed Copyright 1972 Random House, New York PAGES 129–130: From War, Peace and International Politics by David W Zeigler, Copyright 1977 Reprinted by permission of Addison-Wesley Educational Publishers, Inc PAGES 132–133: From Picasso on Art: A Selection of Views by Dore Ashton Copyright 1972 The Viking Press, New York PAGE 133: From Picasso: The Early Years by Jiri Padrta Undated Tudor Publishing Co., New York PAGES 137–138: From “The Dynamic Abyss” by Charles D Hollister, Arthur R M Nowell, and Peter A Jumars Copyright © 1984 by Scientific American, Inc All rights reserved PAGES 139–140: From Organizing the World’s Money by Benjamin J Cohen Copyright 1977 Basic Books, a div of HarperCollins Publishers, Inc PAGE 142: From F Scott Fitzgerald by Kenneth Eble Copyright 1963 Twayne Publishers, an imprint of Simon & Schuster Macmillan PAGES 142–143: From “F Scott Fitzgerald” by Edmund Wilson in Shores of Light © 1985 with permission from Farrar, Straus & Giroux, Inc PAGES 234–235: Reprinted by permission from Picasso: Fifty Years of His Art by Alfred H Barr © 1946 The Museum of Modern Art, New York PAGE 240: From The Magic Years by Selma H Fraiberg Copyright 1959 By permission of Scribner, a division of Simon & Schuster PAGES 240–241: From Essentials of Psychology and Life by Philip G Zimbardo Reprinted with permission of Addison-Wesley Educational Publishers, Inc Copyright 1980 Scott, Foresman and Co., Glenview, Illinois PAGES 256–257: From The Joy of Music by Leonard Bernstein Copyright 1959 Used by permission of Doubleday, a div of BDD Publishing Group PAGES 262–263: From “The Canopy of the Tropical Rain Forest” by Donald R Perry Copyright © 1984 by Scientific American, Inc All rights reserved PAGE 268: From The Politics of Prejudice by Roger Daniels Copyright 1962 University of California Press, Berkeley PAGES 268–269: From “American Antisemitism Historically Reconsidered” by John Higham, in Jews in the Mind of America by Herbert Stember, et al., eds Copyright 1966 American Jewish Committee, Basic Books, New York Reprinted in Antisemitism in the United States by Leonard Dinnerstein, ed Copyright 1971 Holt, Rinehart, and Winston, Inc., New York PAGES 284–285: From “The Man Who Hitched the Reindeer To Santa Claus’s Sleigh” by X J Kennedy in The New York Times Book Review, December 5, 1993 © 1993 The New York Times Co PAGE 290: From The Way to Rainy Mountain by N Scott Momaday Copyright 1969 University of New Mexico Press PAGES 291–292: From “Huge Conservation Effort Aims to Save Vanishing Architect of the Savanna” by William K Stevens, © 1989 by The New York Times Co Reprinted with permission PAGE 296: From Montana 1948 by Larry Watson Copyright © 1993 by Larry Watson (Milkweed Editions, 1993) © Copyright 2012, 2009, 2005, 2001, 1997, 1994, 1990, 1987, 1983, 1979, 1975, 1974, 1965 by Barron’s Educational Series, Inc All rights reserved No part of this book may be reproduced or distributed in any form or by any means without the written permission of the copyright owner All inquiries should be addressed to: Barron’s Educational Series, Inc 250 Wireless Boulevard Hauppauge, New York 11788 www.barronseduc.com eISBN: 978-1-4380-8387-2 First e-Book publication: August, 2012 Contents Preface PART ONE: INTRODUCING THE SAT: CRITICAL READING SKILLS Nature of the Test Overview and Content The Critical Reading Sections Sentence Completion Questions Passage-Based Reading Questions Before the Test Six Months Before Two Months Before The Night Before During the Test Use Time Wisely Center on the Test PART TWO: SELF-ASSESSMENT Introduction Self-Assessment Test Answer Key Analysis of Test Results Answer Explanations PART THREE: SENTENCE COMPLETION QUESTIONS Overview Tips on Handling Sentence Completion Questions Before You Look at the Answer Choices, Think of a Word That Makes Sense Spot Clues in the Sentence: Signal Words Notice Negatives Words Have Many Meanings: Stay Alert Break Down Unfamiliar Words, Looking for Familiar Word Parts Take One Blank at a Time Sentence Completion Exercises Level A Level B Level C Answers to Sentence Completion Exercises Answer Explanations PART FOUR: PASSAGE-BASED READING QUESTIONS Overview Tips on Handling Passage-Based Reading Questions Try to Anticipate What the Passage Is About Pick Your Questions to Answer Read Purposefully: Passage, Questions, and Answer Choices Go Back to the Passage to Double-Check Your Answer Choices Tackle Paired Passages One Passage at a Time Passage-Based Reading Exercises Level A Level B Level C Answers to Passage-Based Reading Exercises Answer Explanations PART FIVE: BUILDING YOUR VOCABULARY Overview Tips on Building Your Vocabulary Read Widely to Develop Your Feeling for Words Use Memory Tricks to Keep New Words in Your Active Vocabulary Create Your Own Unique Flash Cards Acquaint Yourself with Word Parts—Prefixes, Suffixes, Roots—to Expand Your Vocabulary Work Through the SAT High-Frequency Word List to Expand Your College-Level Vocabulary SAT High-Frequency Word List Basic Word Parts Common Prefixes Common Roots and Stems Common Suffixes PART SIX: TESTS FOR PRACTICE Critical Reading Test Answer Key Analysis of Test Results Answer Explanations Critical Reading Test Answer Key Analysis of Test Results Answer Explanations Critical Reading Test Answer Key Analysis of Test Results Answer Explanations Preface Welcome to the world of the SAT, where air and lumber can be verbs, and apathy and phenomena are common everyday words It’s a tricky world, but nothing you can’t master: if you can navigate Facebook, you can navigate the SAT Welcome also to the fourteenth edition of Barron’s SAT Critical Reading Workbook If you are looking for a trusty guide as you make your way through the critical reading sections of the SAT, this is the guide for you Here’s how this book can help: • It introduces you to today’s SAT, providing you with four complete critical reading tests, each three sections long Here are four crucial “dress rehearsals” for the day you walk into the examination room • It briefs you on the vocabulary-in-context and passage-based reading questions, giving you key tips on how to tackle these important types of questions • It teaches you how to create your own quirky, memorable flash cards—personal study aids that will help you master SAT vocabulary • It takes you through the double reading passages, showing you how to work your way through a pair of passages without wasting effort or time • It offers you enough material for a year-long study program so that you don’t have to settle for last-minute cram sessions If you’ve got the time, pace yourself Remember, you’re training for a marathon, not a 50-yard dash • It gives you the SAT High-Frequency Word List, incorporating vocabulary from actual SAT tests through 2011 These words are vital—computer analysis shows that they occur test after test on actual SATs Master them, and you’ll be well on your way to building a college-level vocabulary As you work your way through the book, take note of the following icons, which will alert you to helpful tips: shows you a time-saving tip indicates something you should give special attention points out words you might want to look up shows you when to apply a “plus or minus” test—when it helps you to know if a word is positive or negative Let Barron’s SAT Critical Reading Workbook give you the inside scoop on the sometimes scary world of the SAT Don’t let the SAT get you down With the Barron’s team behind you, go for your personal best: take time today to build your skills for the SAT This edition of Barron’s SAT Critical Reading Workbook is a sign of Barron’s ongoing commitment to make this publication America’s outstanding guide to the critical reading sections of the SAT It has benefited from the dedicated labors of the editorial staff of Barron’s, in particular Linda Turner, and from the research and writing skills of John Seal and Lexy Green We are greatly indebted to them **Please Note: This e-Book will appear differently depending on which device or software you are using to view it Please adjust accordingly (C) A misnomer (incorrect designation) by definition misnames something The writer here is arguing that mole rats have been given the wrong name (C) Einstein’s humility was not a pose that he put on for an audience His profound, deep humility was clearly sincere (genuine; unfeigned) (C) Throughout the passage, the narrator, a small boy, wishes that his father had been a tougher, more heroic sheriff To justify his father’s peaceful nature to himself as well as to his reader, he explains why his father had not gone to war like other men (A) We are told that, when the men returned from war, they “wanted nothing more than to work their farms and ranches and to live quietly with their families.” In essence, the war veterans had had their fill of shooting and death (C) The narrator disapproves of his father’s clothes At least the other men “wore boots and Stetsons.” All told, the boy thinks that his father is pretty dull, especially for a sheriff in Montana 10 (E) The boy wishes that his father carried a “nickel-plated Western Colt 45,” perhaps one that had been carried by a gunslinging sheriff in the old West In short, his gun should have been a more impressive firearm 11 (A) The passage is tinged with the boy’s regret that his father was not a tougher, more glamorous sheriff In fact, he says that aspects of his father’s job “disappointed” him 12 (C) Theatrical properties or props are usually movable items (not costumes or furniture) that actors use onstage during a performance Note how the author describes the boys’ likely fate, to be hauled offstage as if they were inanimate physical objects (lines 94–100) 13 (A) The stage is rude in the same sense that “the rude bridge that arched the flood” is rude: it is a roughly made, somewhat primitive structure 14 (E) The narrator uses the phrase “such as they were” to dismiss the supposed perks or privileges of stage royalty Considering that his father’s reward was to stand under a hot sun wearing a heavy costume, it is clear that his father received very little for his efforts 15 (D) Given that he forgot their birthdays and never helped them fix their toys, the narrator’s father clearly was “not dependable to his children.” He “enjoyed being the center of attention”: he gloried in acting like a king and starring in one-man shows He “had an appealing appearance,” evinced by the good looks that attracted his wife He “was uncomfortable with his responsibilities,” tired of dealing with household problems All he lacked was the liking of those who shared his home, who grew to be as tired of him as he asserted he was of them 16 (B) The narrator has told the story of his father to better understand his complex feelings toward his father, who abandoned his family responsibilities in pursuit of ambitions the narrator neither shares nor fully understands 17 (B) The authors of the two passages portray their fathers as deficient in some important way The father in Passage is not tough and courageous enough to suit his son, and the father in Passage is flawed in many ways—from his inability to succeed in his career to his destructive self-centeredness 18 (D) Neither son seems to have a close relationship with his father In essence, they are distant 19 (E) The author of Passage seems to be asking how a man can be both a sheriff in Montana and a wimp at the same time It’s puzzling to the boy The author of Passage analyzes his father closely, but not with a sense of confidence in his findings In many ways the father remains puzzling As the passage says, the author never understood why the father endured his low-paid, uncelebrated career as an actor working for fairs ... them out, singing “Spam, spam, spam, spam … ” To computer users drowning in junk e-mail, the analogy was obvious (15) “Spam,” they said, “it’s spam.” The tone of the passage can best be characterized... Leonardo’s advice Like Leonardo, he studied anatomy, but, unlike Leonardo, instead of studying human anatomy, he studied the anatomy of the horse He dissected carcass after carcass, peeling away... Results Answer Explanations Critical Reading Test Answer Key Analysis of Test Results Answer Explanations Preface Welcome to the world of the SAT, where air and lumber can be verbs, and apathy and