READING COMPREHENSION
The third section of
the TOEFL test is the Reading Comprehension section. This section consists of
fifty questions (some tests may be longer). You have fifty-five minutes to complete
the fifty questions in this section.
In this part of the
test you will be given reading passages, and you will be asked two types of
questions about the reading passages:
1.
Reading Comprehension questions ask
you to answer questions about the information given in the reading passages.
There will be a variety of questions about each reading passage, including main
idea questions, directly answered detail questions, and implied detail
questions.
2.
Vocabulary questions ask you to
identify the meanings of vocabulary words in the reading passages. To answer these
questions, you may have to know the meanings of the words. You can also
identify the meanings of some of the words by under standing the context
surrounding the words, by using structural clues to identify the meanings of
the words, or by breaking down the unknown words into known word parts in order
to identify them.
GENERAL
STRATEGIES
1.
Be familiar with the directions. 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.
Do not spend too much time reading the
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.
Do not worry if a reading passage is
on a topic that you are unfamiliar with. 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.
Never leave any answers blank on your
answer sheet. Even if you are unsure of the correct response, you should answer
each question. There is no penalty for guessing.
The Reading
Comprehension section of the TOEFL test consists of five reading passages, each
followed by a number of reading comprehension and vocabulary questions. Topics
of the reading passage are varied, but they are often informational subjects
that might be studied in an American university: American history, literature,
art, architecture, geology, geography, and astronomy, for example.
Time is definitely a
factor in the Reading Comprehension section. Many students who take the TOEFL test
note that they are unable to finish all the questions in this section.
Therefore, you need to make the most efficient use of your time in this section
to get the highest score. The following method is the best way of attacking a
reading passage to get the most questions correct in a limited amount of time.
STRATEGIES
FOR THE READING COMPREHENSION QUESTIONS
1.
Skim the reading passage to determine
the main idea and the overall organization of ideas in the passage. You do not
need to understand every detail in 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.
2.
Look ahead at the questions to
determine what types of questions you must answer. Each type of question is
answered in a different way.
3.
Find the section of the passage that
deals with each question. The question-type tells you exactly where to look in
the passage to find correct answers.
·
For main idea questions, look at the
first line of each paragraph.
·
For directly and indirectly answered
detail questions, choose a key word in the question, and skim for that key word
(or a related idea) in order in the passage.
·
For vocabulary 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.
Read the part of the passage that
contains the answer carefully. The answer will probably be in the same sentence
(or one sentence before or after) the key word or idea.
5.
Choose the best answer to each
question from the four answer choices listed in your test book. 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.
6.
The following skills will help you to
implement these strategies in the Reading Comprehension section of the TOEFL
test.
QUESTIONS
ABOUT THE IDEAS OF THE PASSAGE
It is very common for
reading passages in the Reading Comprehension section of the TOEFL test to have
questions about the overall ideas in the passage. The most common type of
question asks about the main idea, topic, title, or subject. Occasionally,
there will also be a question about how the information in the passage is
organized.
Some skills of
reading comprehension that we are going to learn are:
1.
Answer main idea questions correctly
2.
Recognize the organization of ideas
3.
Answer stated detail questions
correctly
4.
Find ‘unstated’ details
5.
Find pronoun referents
6.
Answer implied questions
7.
Answer transition questions correctly
8.
Find definitions from structural clues
9.
Determine meaning from word parts
10.
Use context to determine meanings of
difficult words
11.
Use context to determine meanings of
simple words
12.
Determine where specific information
is found
13.
Determine the tone, purpose, or course
SKILL
1: ANSWER MAIN IDEA QUESTIONS CORRECTLY
Almost every reading
passage on the TOEFL test will have a
question about the main idea of a passage. Such a question may be worded in a
variety of ways; you may, for example, be asked to identify the topic, subject,
title, primary idea, or main idea. These questions are all really asking what
primary point the author is trying to get across in the passage. Since TOEFL passages are generally written in a
traditionally organized manner, it is not difficult to find the main idea by
studying the topic sentence, which is most probably found at the beginning of a
paragraph.
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MAIN IDEA QUESTIONS
|
|
|
HOW
TO IDENTIFY THE QUESTION
|
1.
What is the topic of the passage?
2.
What is the subject of the passage?
3.
What is the main idea of the
passage?
4.
What is the author's main point in
the passage?
5.
With what is the author primarily
concerned?
6.
Which of the following would be the
best title?
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WHERE
TO FIND THE ANSWER
|
The answer to this type of question can
generally be determined by looking at the first sentence of each paragraph.
|
|
HOW
TO ANSWER THE QUESTIONS
|
1.
Read the first line of each
paragraph-.
2.
Look for a common theme or idea in
the first lines.
3.
Pass your eyes quickly over the rest
of the passage to check that you really have found the topic sentence(s).
4.
Eliminate any definitely wrong
answers and choose the best answer from the remaining choices.
|
TOEFL READING EXERCISE 1:
Study each of the passages and choose the
best answers to the questions that follow. In this exercise, each passage is
followed by several main idea, topic, or title questions so that the students
can practice this type of question. On the TOEFL test, one passage would probably not have two
such questions because they are so similar.
PASSAGE 1
Hurricanes generally occur in the North Atlantic from May
through November, with the peak of the hurricane season in September; only
rarely will they occur from December through April in that part of the ocean.
The main reason for the occurrence of hurricanes during this period is that the
temperature on the water's surface is at its warmest and the humidity of the
air is at its highest. Of the tropical storms that occur each year in the North
Atlantic, only about five, on the average, are powerful enough to be called
hurricanes. To be classified as a hurricane, a tropical storm must have winds
reaching speeds of at least 117 kilometers per hour, but the winds are often
much stronger than that; the winds of intense hurricanes can easily surpass 240
kilometers per hour.
1. The passage mainly discusses ________
A. how many hurricanes occur each year
B. the strength of hurricanes
C. the weather in the North Atlantic
D. hurricanes in one part of the world
2. The best title for this passage would be
_____
A.
The North Atlantic
Ocean
B. Storms of the Northern Atlantic
C. Hurricanes: The Damage and Destruction
D. What Happens from May through November
PASSAGE 2
Henry Wadsworth
Longfellow (1807-1882) was perhaps the best-known American poet of the
nineteenth century. His clear writing style and emphasis on the prevalent
values of the period made him popular with the general public if not always
with the critics. He was particularly recognized for Line his longer narrative
poems Evangeline, The Song of Hiawatha, and The Courtship o f Miles Standish,
in which he told stories from American history in terms of the values of the
time.
Evangeline was set
during the French and Indian War (1754-1763), when the British forced French
settlers from Nova Scotia; two lovers, Gabriel and Evangeline, were separated
by the British, and Evangeline devoted her lifetime to the search for Gabriel.
With its emphasis on sentimental, undying love, Evangeline was immensely
popular with the public.
In The Song of
Hiawatha, Longfellow depicted the noble life of the American Indian through the
story of the brave Hiawatha and his beloved wife Minehaha. The tear-inspiring
poem follows Hiawatha through the tragedies and triumphs of life, ending with
the death of Minehaha and Hiawatha's departure into the sunset in his canoe.
The Courtship of
Miles Standish takes place during the early period of the settlement of New England,
a period which was viewed as a time of honor and romance. In this poem centered
around a love triangle, Miles Standish asks his friend John Alden to propose to
Priscilla Mullins for him; John Alden ends up marrying Priscilla Mullins
himself, and it takes time for his friendship with Miles Standish to recover.
As with Longfellow's other narrative poems, the emphasis on high ideals and
romance made the poem extremely popular.
3. Which of the following best describes the
main idea of the passage?
A.
American history is often depicted in
poetry.
B.
Longfellow described American history
even though people really did not enjoy it.
C.
The popularity of Longfellow's poems
results from his stress on the values of the people.
D.
Longfellow wrote long narrative poems
that were not always popular with the critics.
4. The best title of the passage is
A.
Longfellow's Popular Appeal
B.
Historical Narrative Poems
C.
The Lyric, Dramatic, and Narrative
Poems of Longfellow
D.
Longfellow and the Critics
5. The subject of the fourth paragraph is
A.
nobility and honor in the poems of
Longfellow
B.
the love triangle involving Miles
Standish
C.
the popular appeal of The Courtship of
Miles Standish
D.
the period of the early settlement of
New England
SKILL
2: RECOGNIZE THE ORGANIZATION OF IDEAS
In the Reading
Comprehension section of the TOEFL test,
there will sometimes be questions about the organization of ideas in a
passage. In this type of question, you will be asked to determine how the ideas
in one paragraph (or paragraphs) relate to the ideas in another paragraph (or
paragraphs).
The following chart
outlines the key information that you should remember about questions on the
organization of ideas:
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ORGANIZATION OF
IDEAS
|
|
|
HOW TO IDENTIFY
THE QUESTION
|
How is the
information in the passage organized?
How is the
information in the second paragraph related to the information in the first
paragraph?
|
|
WHERE TO FIND
THE ANSWER
|
The answer to this
type of question can generally be determined by looking at the first sentence
of the appropriate paragraphs.
|
|
HOW TO ANSWER
THE QUESTION
|
1.
Read the first line of each
paragraph.
2.
Look for words that show the
relationship between the paragraphs.
3.
Choose the answer that best
expresses the relationship.
|
TOEFL READING EXERCISE 2:
Study each of the passages and choose the
best answers to the questions that follow.
PASSAGE ONE (Questions 1-2)
Conflict within an
organization is not always viewed as undesirable. In fact, various managers
have widely divergent ideas on the value that conflict can have.
According to the
traditional view of conflict, conflict is harmful to an organization. Managers
Line with this traditional view of conflict see it as their role in an
organization to rid the organization of any possible sources of conflict.
The interactionist
view of conflict, on the other hand, holds that conflict can serve an important
function in an organization by reducing complacency among workers and causing
positive changes to occur. Managers who hold an interactionist view of conflict
may actually take benefits to stimulate conflict within the organization.
1. How is the information in the passage
organized?
A.
The origin of ideas about conflict is
presented.
B.
Contrasting views of conflict are
presented.
C.
Two theorists discuss the
strengths and weaknesses of their views on conflict.
D.
Examples of conflict within
organizations are presented
2. What type of information is included in
the third paragraph?
A.
A comparison of the
interactionist and traditional views of conflict
B.
A discussion of the weaknesses of the
interactionist view of conflict
C.
An outline of the type of manager who
prefers the interactionist view of conflict
D.
A description of one of the opposing
views of conflict
PASSAGE TWO (Questions 3-4)
IQ, or Intelligence
Quotient, is defined as the ratio of a person's mental age to chronological
age, with the ratio multiplied by 100 to remove the decimal. Chronological age
is easily determined; mental age is generally measured by some kind of standard
test and is not so simple to define.
In theory, a
standardized IQ test is set up to measure an individual's ability to perform 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 of intellectual
operations demonstrate intelligence. Furthermore, it has been impossible to
devise a test without cultural bias, which is to say that any IQ tests so far
proposed have been shown to reflect the culture of the test makers. Test takers
from that culture would, it follows, score higher on such a test than test
takers from a different culture with equal intelligence.
3. What type of information is included in
the first paragraph?
A.
An argument
B.
A definition
C.
An opinion
D.
A theory
4. How
does the information in the third paragraph differ from that in the second paragraph?
A.
It presents a contrasting point of
view.
B.
It follows chronologically from the ideas
in the second paragraph.
C.
It presents real information
rather than a premise.
D.
It presents an example of the ideas in
the second paragraph
SKILL
3: ANSWER STATED DETAIL QUESTIONS CORRECTLY
A stated detail
question asks about one piece of information in the passage rather than the
passage as a whole. The answers to these questions are generally given in order
in the passage, and the correct answer is often a restatement of what is given
in the passage. This means that the correct answer often expresses the same
idea as what is written in the passage, but the words are not exactly the
same.
The following chart
outlines the key information that you should remember about stated detail
questions:
|
STATED DETAIL
QUESTIONS
|
|
|
HOW TO IDENTIFY
THE QUESTION
|
According to the
passage,. ..
It is stated in the
passage...
The passage
indicates that...
The author mentions
that...
Which of the
following is true...?
|
|
WHERE TO FIND
THE ANSWER
|
The answers to
these questions are found in order in the passage.
|
|
HOW TO ANSWER
THE QUESTION
|
1.
Choose a key word in 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.
|
TOEFL
READING EXERCISE 3:
Study
each of the passages and choose the best answers to the questions that follow.
PASSAGE ONE (Questions 1-3)
The human heart is
divided into four chambers, each of which serves its own function in the cycle
of pumping blood. The atria are the thin-walled upper chambers that gather
blood as it flows 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 atrium 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 chambers 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.
1. The passage indicates that the ventricles
A.
have relatively thin walls
B.
send blood to the atria
C.
are above the atria
D.
force blood into the arteries
2. According to the passage, when is blood pushed
into the arteries from the ventricles?
A.
As the heart beats
B.
Between heartbeats
C.
Before each contraction of the heart
D.
Before it is received by the atria
3. According
to the passage, which part of the heart gets blood from the body tissues and
passes it on to the lungs?
A.
The atria
B.
The ventricles
C.
The right atrium and ventricle
D.
The left atrium and ventricle
SKILL
4: FIND "UNSTATED" DETAILS
You will sometimes be
asked in the Reading Comprehension section of the TOEFL test to find an answer that is not stated or
not mentioned or not true in the passage. This type of question really means
that three of the answers are stated, mentioned, or true in the passage, while
one answer is not. Your actual job is to find the three correct answers and
then choose the letter of the one remaining answer.
The following chart
outlines the key information that you should remember about
"unstated" detail questions:
|
"UNSTATED"
DETAIL QUESTIONS
|
|
|
HOW TO IDENTIFY
THE QUESTION
|
Which of the
following is not stated . .. ?
Which of the
following is not mentioned. .. ?
Which of the
following is not discussed .. ?
All o f the
following are true except ...
|
|
WHERE TO FIND
THE ANSWER
|
The answers to these questions are found in
order in the passage.
|
|
HOW TO ANSWER
THE QUESTION
|
1.
Choose a key word in the question.
2.
Scan in the appropriate place in the
passage for the key word (or related idea).
3.
Read the sentence that contains the
key word or idea 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 not discussed in the passage:
|
TOEFL READING EXERCISE 4:
Study each of the passages and choose the
best answers to the questions that follow.
PASSAGE ONE (Questions 1-2)
Elizabeth Cochrane
Seaman was an American journalist at the turn of the century who wrote for the
newspaper New York World under the pen name Nellie Bly, a name which was taken
from the Stephen Foster song Nelly Bly. She achieved fame for her exposes and
in particular for the bold and Line adventuresome way that she obtained her
stories.
She felt that the
best way to get the real story was from the inside rather than as an outside
observer who could be treated to a prettified version of reality. On one
occasion she pretended to be a thief so that she would get arrested and see for
herself how female prisoners were really treated. On another occasion she faked
mental illness in order to be admitted to a mental hospital to get the real
picture on the treatment of mental patients.
1. Which of the following is NOT true about
Nellie Bly?
A.
Nellie Bly's real name was Elizabeth
Cochrane Seaman.
B.
Nellie B1y was mentally ill.
C.
The name Nellie Bly came from a song.
D.
The name Nellie Bly was used on
articles that Seaman wrote.
2.
Which of the following is NOT mentioned as something that Nellie Bly did to get
a good story?
A.
She acted like a thief.
B.
She got arrested by the police.
C.
She pretended to be ill.
D.
She worked as a doctor in a mental
hospital.
PASSAGE TWO (Questions 3-4)
Dekanawida's role as
a supreme lawgiver in the Iroquois tribe has given him the status of demigod
within the Indian nation. Born into the Huron tribe, Dekanawida caused great
fear in his parents, who tried to drown him in his youth after a prophecy was
made indicating that he would bring great sorrow to the Huron nation.
Dekanawida was to survive this attempted drowning but later left his parents'
home and tribe to live among the Iroquois.
One of his achievements
with the Iroquois was the institution of a law among the Iroquois that
virtually ended blood feuds among the nation's families. Wampum, strings of
beads made of polished shells, was a valued commodity in the Iroquois culture;
according to policies established by Dekanawida, wampum had to be paid to the
family of a murder victim by the family of the killer. Since the killer was
also put to death, the family of the killer had to pay the victim's family in
wampum for two deaths, the death of the murder victim and the death of the
killer. These strict policies implemented by Dekanawida helped to establish him
as a wise lawgiver and leader of the Iroquois nation.
3. According to the passage, Dekanawida was NOT
________
A.
a lawmaker
B.
a Huron by birth
C.
a near deity
D.
drowned when he was young
4. Which of the following is NOT mentioned
in the passage about wampum?
A.
It was used extensively by the Huron.
B.
It had a high value to the Iroquois.
C.
It was given to a murder victim's
family.
D.
It was made of polished shells.
SKILL
5: FIND PRONOUN REFERENTS
In the Reading
Comprehension section of the TOEFL test,
you will sometimes be asked to determine which noun a pronoun refers to. In
this type of question it is important to understand that a noun is generally
used first in a passage, and the pronoun that refers to it comes after.
Whenever you are asked which noun a pronoun refers to, you should look before
the pronoun to find the noun.
The following chart
outlines the key information that you should remember about pronoun referents:
|
PRONOUN REFERENTS
|
|
|
HOW TO IDENTIFY
THE QUESTION
|
The pronoun .......
in line X refers to which o f the following?
|
|
WHERE TO FIND
THE ANSWER
|
The line where the
pronoun is located is generally given in the question. The noun that the
pronoun refers to is generally found before the pronoun.
|
|
HOW TO ANSWER
THE QUESTION
|
1.
Find the pronoun in the passage.
(The line where the pronoun can be found is generally stated in the
question.)
2.
Look for nouns that come 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:
|
TOEFL READING EXERCISE 5:
Study each of the passages and choose the
best answers to the questions that follow.
PASSAGE ONE (Questions 1-2)
The full moon that
occurs nearest the equinox of the Sun has become known as the harvest moon. It is a bright moon which allows
farmers to work late into the night for several nights; they can work when the moon is at its brightest to bring in the
fall harvest. The harvest moon of course occurs at different times of the year
in the northern and southern hemispheres. In the northern hemisphere, the
harvest moon occurs in September at the time of the autumnal equinox. In the
southern hemisphere, the harvest moon occurs in March at the time of the vernal
equinox.
1. The pronoun "It" in line 2
refers to _____
A.
the equinox
B.
the Sun
C.
the harvest moon
D.
the night
2. The pronoun "they" in line 3
refers to ________
A.
farmers
B.
nights
C.
times of the year
D.
northern and southern hemispheres
PASSAGE TWO (Questions 3-4)
Mardi Gras, which
means "Fat Tuesday" in French, was introduced to America by French
colonists in the early eighteenth century. From that time it has grown in popularity, particularly in New Orleans, and today
it is actually a legal holiday in several southern states. The Mardi Gras celebration
in New Orleans begins well before the actual Mardi Gras Day. Parades, parties,
balls, and numerous festivities take place throughout the week before Mardi Gras
Day; tourists from various countries throughout the world flock to New Orleans
for the celebration, where they take
part in a week of nonstop activities before returning home for some much-needed
rest.
3. The pronoun "it" in line 2
refers to _______
A.
Mardi Gras
B.
French
C.
that time
D.
New Orleans
4. The pronoun "they" in line 6
refers to _________
A.
numerous festivities
B.
tourists
C.
various countries
D.
nonstop activities
SKILL
6: ANSWER IMPLIED DETAIL QUESTIONS CORRECTLY
You will sometimes be
asked to answer a question by drawing a conclusion from a specific detail or
details in the passage. Questions of this type contain the words implied,
inferred, likely, or probably to let you know that the answer to the question
is not directly stated. In this type of question it is important to understand
that you do not have to "pull the answer out of thin air." Instead,
some information will be given in the passage, and you will draw a conclusion
from that information.
The following chart
outlines the key information that you should remember about implied detail
questions:
|
IMPLIED DETAIL
QUESTIONS
|
|
|
HOW TO IDENTIFY
THE QUESTION
|
It is implied in
the passage that ...
It can be inferred
from the passage that ...
It is most likely
that ...
What probably
happened...?
|
|
WHERE TO FIND
THE ANSWER
|
The answers to
these questions are found in order in the passage.
|
|
HOW TO ANSWER
THE QUESTION
|
1.
Choose a key word in the question.
2.
Scan the passage for the key word
(or a related idea).
3.
Carefully read the sentence that
contains the key word.
4.
Look far an answer that could be
true, according to that sentence.
|
TOEFL READING EXERCISE 6:
Study each of the passages and choose the
best answers to the questions that follow.
PASSAGE ONE (Questions 1-2)
Eskimos need
efficient and adequate means to travel across water in that the areas where
they live are surrounded by oceans, bays, and inlets and dotted with lakes and
seas. Two different types of boats have been developed by the Eskimos, each
constructed to meet specific needs.
The kayak is
something like a canoe that has been covered by a deck. A kayak is generally constructed
with one opening in the deck for one rider; however, some kayaks are made for
two. Because the deck of a kayak is covered over except for the hole (or holes)
for its rider (or riders), a kayak can tip over in the water and roll back up
without filling with water and sinking. One of the primary uses of the kayak is
for hunting.
The umiak is not
closed over, as is the kayak. Instead, it is an open boat that is built to hold
ten to twelve passengers. Eskimos have numerous uses for the umiak which
reflect the size of the boat; e.g., the umiak is used to haul belongings from
campsite to campsite, and it is used for hunting larger animals that are
too big to be hunted in a kayak.
1. It is implied in the passage that if a
kayak has two holes, then ________
A.
it accommodates two riders
B.
it is less stable than a kayak with
one hole
C.
it is as large as an umiak
D.
it cannot be used on the ocean
2. It can be inferred
from the passage that an example of the animal mentioned in last line might be
_____
A.
a kangaroo
B.
a snake
C.
a whale
D.
a salmon
PASSAGE TWO (Questions 3-5)
Two types of trees
from the same family of trees share honors in certain respects as the most
impressive of trees. Both evergreen conifers, the California redwood (Sequoia sempervirens) and the giant sequoia (Sequoiandendron giganteum) are found
growing natively only in the state of California.
The California
redwood is found along the northern coast of the state, while the giant sequoia
is found inland and at higher elevations, along the western slopes of the
Sierra Nevadas. The California redwood is the tallest living tree and is in
fact the tallest living thing on the face of the Earth; the height of the
tallest redwood on record is 385 feet (120 meters). Though not quite as tall as
the California redwood, with a height of 320 feet (100 meters), the giant
sequoia is nonetheless the largest and most massive of living things; giant
sequoias have been measured at more than 100 feet (30 meters) around the base,
with weights of more than 6,000 tons.
3. It is implied in the passage that
A.
the leaves of only the California redwood
turn brown in the autumn
B.
the leaves of only the giant sequoia turn
brown in the winter
C.
the leaves of both types of trees in
the passage turn brown in the winter
D.
the leaves of neither type of tree in
the passage turn brown in the winter
4. It can be inferred from the passage that
the Sierra Nevadas are ___
A.
a type of giant redwood
B.
a coastal community
C.
a group of lakes
D.
a mountain range
5. Which of the following is implied in the
passage?
A.
The giant sequoia is taller than the
California redwood.
B.
The California redwood is not as big
around as the giant sequoia.
C.
The California redwood weighs more
than the giant sequoia.
D.
Other living things are larger than
the giant sequoia.
SKILL
7: ANSWER TRANSITION QUESTIONS CORRECTLY
You will sometimes be
asked to determine what probably came before the reading passage (in the
preceding paragraph) or what probably comes after the reading passage in the
following paragraph). Of course, the topic of the preceding or following paragraph
is not directly stated, and you must draw a conclusion to determine what is
probably in these paragraphs.
This type of question
is a transition question. It asks you to demonstrate that you understand that
good writing contains transitions from one paragraph to the next. A paragraph
may start out with the idea of the previous paragraph as a way of linking the
ideas in the two paragraphs. A paragraph may also end with an idea that will be
further developed in the following paragraph.
The following chart
outlines the key information that you should remember about transition
questions:
|
TRANSITION
QUESTIONS
|
|
|
HOW TO IDENTIFY
THE QUESTION
|
The paragraph
preceding the passage probably ...
What is most likely
in the paragraph following the passage?
|
|
WHERE TO FIND
THE ANSWER
|
The answer can
generally be found in the first line of the passage for a preceding question.
The answer can generally be found in the last tine for a following question.'
|
|
HOW TO ANSWER
THE QUESTION
|
1.
Read the first line far a preceding
question.
2.
Read the last fine for a following
question.
3.
Draw a conclusion about what comes
before or after.
4.
Choose the answer that is reflected
in the first or last line of the
passage.
|
PASSAGE ONE (Questions 1-2)
When a strong
earthquake occurs on the ocean floor rather than on land, a tremendous force is
exerted on the seawater and one or more larger, destructive waves called
tsunamis can be formed. Tsunamis are commonly called tidal waves in the United
States, but this is really an inappropriate name in that the cause of the
tsunami is an underground earthquake rather than the ocean's tides.
Far from land, a
tsunami can move through the wide open vastness of the ocean at a speed of 600
miles (900 kilometers) per hour and often can travel tremendous distances
without losing height and strength. When a tsunami reaches shallow coastal
water, it can reach a height of 100 feet (30 meters) or more and can cause tremendous
flooding and damage to coastal areas.
1. The paragraph preceding the passage most probably
discusses ____
A.
tsunamis in various parts of the world
B.
the negative effects of tsunamis
C.
land-based earthquakes
D.
the effect of tides on tsunamis
2. Which of the following is most likely the
topic of the paragraph following the passage?
A.
The causes of tsunamis
B.
The destructive effects of tsunamis on
the coast
C.
The differences between tsunamis and
tidal waves
D.
The distances covered by tsunamis
SKILL
8: FIND DEFINITIONS FROM STRUCTURAL CLUES
When you are asked to
determine the meaning of a word in the Reading Comprehension section of the TOEFL
test, it is possible (1) that the
passage provides information about the meaning of the word and (2) that there
are structural clues to tell you that the definition of a word is included in
the passage.
The following chart
outlines the key information that you should remember about structural clues to
help you understand unknown vocabulary words:
|
STRUCTURAL CLUES
|
|
|
HOW TO IDENTIFY
THE QUESTION
|
What is...?
What is the meaning
of...?
What is true
about...?
|
|
TYPES OF CLUES
|
Punctuation: comma;
parentheses, dashes
Restatement: or,
that is, in other words; i.e.
Examples: such as,
for example, e.g.
|
|
WHERE TO FIND
THE ANSWER
|
Information to help
you determine what something means will generally be found after the
punctuation clue, the restatement clue, or the example clue.
|
|
HOW TO ANSWER
THE QUESTION
|
1.
Find the word in the passage.
2.
Locate any structural dues.
3.
Read the part of the passage after
the structural clue carefully.
4.
Eliminate any definitely wrong
answers and choose the best answer from the remaining choices.
|
TOEFL READING EXERCISE 8:
Study each of the passages and choose the
best answers to the questions that follow.
PASSAGE ONE (Questions 1-4)
The teddy bear is a
child's toy, a nice, soft stuffed animal suitable for cuddling. It is, however,
a toy with an interesting history behind it.
Theodore Roosevelt,
or Teddy as he was commonly called, was president of the United States from
1901 to 1909. He was an unusually active man with varied pastimes, one of which
was hunting. One day the president was invited to take part in a bear hunt; and
inasmuch as Teddy was president, his hosts wanted to ensure that he caught a
bear. A bear was captured, clunked over the head to knock it out, and tied to a
tree; however, Teddy, who really wanted to actually hunt, refused to shoot the
bear and in fact demanded that the bear be extricated from the ropes; that is,
he demanded that the bear be set free.
The incident
attracted a lot of attention among journalists. First a cartoon--drawn by
Clifford K. Berryman to make fun of this situation-appeared in the Washington
Post, and the cartoon was widely distributed and reprinted throughout the
country. Then toy manufacturers began producing a toy bear which they called a
"teddy bear." The teddy bear became the most widely recognized symbol
of Roosevelt's presidency.
1. According to line 1 of the passage, what
is a "teddy bear"?
A.
A ferocious animal
B.
The president of the United States
C.
A famous hunter
D.A plaything
2. In line 4, "pastimes" could
best be replaced by ________
A.
things that occurred in the past
B.
previous jobs
C.
hunting trips
D.
leisure activities
3. The word "extricated" in line 8
is closest in meaning to which of the following?
A.
Released
B.
Tied up
C.
Hunted
D.
Shot
4. In line 10, a "cartoon" could
best be described as _______
A.
a newspaper
B.
a type of teddy bear
C.
a drawing with a message
D.
a newspaper article
PASSAGE TWO (Questions 5-8)
A supernova occurs when
all of the hydrogen in the core of a huge star is transformed to iron and
explodes. All stars die after their nuclear fuel has been exhausted. Stars with
little mass die gradually, but those with relatively large mass die in a sudden
explosion, a supernova. The sudden flash of light can then be followed by
several weeks of extremely bright light, perhaps as much light as twenty
million stars.
Supernovae are not
very common; they occur about once every hundred years in any galaxy, and in
1987 a supernova that could be seen by the naked eye occurred in the Magellan
Cloud, a galaxy close to the Milky Way. Scientists periodically detect
supernovae in other galaxies; however, no supernovae have occurred in the Milky
Way (the galaxy that includes the Earth) since 1604. One very impressive
supernova occurred in the Milky Way on July 4, 1054. There was a great
explosion followed by three months of lighted skies, and historical chronicles
of the time were full of accounts and unusual explanations for the misunderstood
phenomenon-many people believed that it meant that the world was coming to an
end.
5. A "supernova" in line 1 is
which of the following?
A.
The iron component of a star
B.
The core of a star
C.
The hydrogen in a star
D.
The explosion of a star
6. According to the passage, which of the
following best describes the "Magellan Cloud" in line 7?
A.
A galaxy inside the Milky Way
B.
A cloud composed of hydrogen
C.
A galaxy near the Earth's galaxy
D.
A cloud in the sky above the Earth
7. The "Milky Way" in line 9 is
______
A.
part of the Earth
B.
a galaxy close to the Earth
C.
the galaxy that is home to the Earth
D.
a creamy-colored cloud in the sky
8. Which of the following is closest in meaning
to "phenomenon" in line 12?
A.
Everyday occurrence
B.
Misunderstood event
C.
Common belief
D.
Unusual occurrence
SKILL
9: DETERMINE MEANINGS FROM WORD PARTS
When you are asked to
determine the meaning of a long word that you do not know in the Reading
Comprehension section of the TOEFL test,
it is sometimes possible to determine the meaning of the word by studying the
word parts.
The following chart
contains a few word parts that you will need to know to complete the exercises
in this part of the text. A more complete list of word parts and exercises to
practice them can be found in Appendix I at the back of the text.
A SHORT
LIST OF WORD PARTS
|
PART
|
MEANING
|
EXAMPLE
|
PART
|
MEANING
|
EXAMPLE
|
|
CONTRA
|
(against)
|
contrast
|
DIC
|
(say)
|
dictate
|
|
MAL
|
(bad)
|
malcontent
|
DOMIN
|
(master)
|
dominant
|
|
MIS
|
(error)
|
mistake
|
JUD
|
(judge)
|
judgment
|
|
SUB
|
(under)
|
subway
|
MOR
|
(death)
|
mortal
|
|
DEC
|
(ten)
|
decade
|
SPEC
|
(see)
|
spectator
|
|
MULTI
|
(many)
|
multiple
|
TERR
|
(earth)
|
territory
|
|
SOL
|
(one)
|
solo
|
VER
|
(turn)
|
divert
|
|
TRI
|
(three)
|
triple
|
VIV
|
(live)
|
revive
|
TOEFL READING EXERCISE 9:
Study each of the passages and choose the
best answers to the questions that follow.
PASSAGE ONE (Questions 1-5)
Juan Rodriguez
Cabrillo was a Portuguese-born explorer who is credited with the exploration of
the coast of what is today the state of California. Sketchy military records
from the period show that early in his career he served with the Spanish army
from 1520 to 1524 in Spain's quest for subjugation
of the people in what are today Cuba, Mexico, and Guatemala. Little is known of
his activities over the next decades,
but apparently he succeeded in rising up through the ranks of the military; in
1541, he was ordered by Antonio de Mendoza, the Spanish ruler of Mexico, to
explore the western coast of North America. Cabrillo set out in June of 1542 in
command of two ships, the San Salvador and the Victoria; he reached San Diego
Bay on September 28, 1542, and claimed the terrain
for Spain. The peninsula where he landed is today named Cabrillo Point in his
honor; the area has been established as a national monument and park, and local
residents each year hold a celebration and reenactment of Cabrillo's landing.
From San Diego,
Cabrillo continued northward for further exploration of the spectacular California coastline. By
November 1542, he had reached as far north as San Francisco Bay, although he
missed the entrance of the bay due to a huge storm. Soon after, with the
approach of winter, he veered south
and headed back to Mexico. He made it as far south as the Channel Islands off
the coast of what is today Santa Barbara. Cabrillo, who died on San Miguel
Island in the Channel Islands, never made it back to Mexico.
1. The word "subjugation" in line
4 is closest in meaning to _______
A.
religion
B.
flag
C.
control
D.
agreement
2. In line 5, the word "decades"
is closest in meaning to _______
A.
months
B.
centuries
C.
long epoch
D.
ten-year periods
3. In line 9, the word "terrain"
is closest in meaning to _______
A.
land
B.
population
C.
minerals
D.
prosperity
4. The word "spectacular" in line
12 is closest in meaning to which of the following?
A.
Ruggedly handsome
B.
Visually exciting
C.
Completely uneven
D.
Unendingly boring
5. The word "veered" in line 15 is
closest in meaning to _______
A.
arrived
B.
ran
C.
turned
D.
cooled
PASSAGE TWO (Questions 6-10)
Checks and balances
are an important concept in the formation of the U.S. system of government as
presented in the Constitution of the United States. Under this conception of
government, each branch of government has built-in checks and limitations
placed on it by one or more different branches of government in order to ensure
that any one branch is not able to usurp total dominance over the government. Under the Constitution, the United
States has a tripartite government,
with power divided equally among the branches: the presidency, the legislature,
and the judiciary. Each branch is
given some authority over the other two branches to balance the power among the
three branches. An example of these checks and balances is seen in the steps
needed to pass a law. Congress can pass a law with a simple majority, but the
president can veto such a law. Congress can then counteract the veto with a two-thirds majority. However, even if
Congress passes a law with a simple majority or overrides a presidential veto,
the Supreme Court can still declare the law unconstitutional if it finds that
the law is contradictory to the
guidelines presented in the Constitution.
6. The expression "dominance over" in line
5 is closest in meaning to _____
A.
understanding of
B.
dispute over
C.
authority over
D.
rejection of
7. The word "tripartite" in line 6
suggests that something is ________
A.
divided into three
B.
totally democratic
C.
powerfully constructed
D.
evenly matched
8. The "judiciary" in line 7 is
_______
A.
the electorate
B.
the authority
C.
the legal system
D.
the government
9. The word "counteract" in line 10 is
closest in meaning to ________
A.
vote for
B.
debate
C.
surpass
D.
work against
10. "Contradictory to" in line 13 is
closest in meaning to which of the following expressions?
A.
In agreement with
B.
Opposite to
C.
Supported by
D.
Similar to
SKILL
10: USE CONTEXT TO DETERMINE MEANINGS OF DIFFICULT WORDS
On the TOEFL test you
will sometimes be asked to determine the meaning of a difficult word, a word
that you are not expected to know. In this case, the passage will give you a
clear indication of what the word means.
Example:
A line in the passage:
... The barges headed
across the lake .
The question: A "barge" is
probably which of the following?
A
train
A
plane
A
bicycle
A
boat
In this type of
question, you are not expected to know the meaning of the word barge. Instead,
you should understand from the context that if the barge went across a lake,
then it is probably a type of boat. Answer (D) is therefore the best answer.
The following chart
outlines the key information that you should remember about vocabulary
questions containing difficult words:
|
VOCABULARY
QUESTIONS CONTAINING DIFFICULT WORDS
|
|
|
HOW TO IDENTIFY
THE QUESTION
|
"What is the
meaning ... ?"
"Which of the
following is closest in meaning to …."
The word is a
difficult word, one that you probably do not know.
|
|
WHERE TO FIND
THE ANSWER
|
The question
usually tells you in which line of the passage the word can be found.
|
|
HOW TO ANSWER
THE QUESTION
|
1.
Find the word in the passage.
2.
Read the sentence that contains the
word carefully.
3.
Look for context clues to help you
understand the meaning.
4.
Choose the answer that the context
indicates.
|
TOEFL READING EXERCISE 10:
Study each of the passages and choose the
best answers to the questions that follow.
PASSAGE ONE (Questions 1-4)
The black widow is
the most dangerous spider living in the United States. It is most common in the
southern parts of the country, but it can be found throughout the country. The
black widow got its name because the female has been known to kill the male
after mating and, as a result, becomes a Line widow.
The black widow is
rather distinctive in appearance; it has a shiny globular body, the size and
shape of a pea, and is marked on its underbelly with a red or yellow spot. The
female is considerably more ample than the male, roughly four times larger on
the average.
If a human is bitten
by a black widow, the spider's poison can cause severe illness and pain. Black
widow bites have occasionally resulted in death, but it is certainly not the
norm for black widow bites to be mortal.
1. In line 2, the word "widow"
means ______
A.
a type of poison
B.
the dead male spider
C.
the human victim of the spider
D.
a female whose mate has died
2. Which of the following is closest in meaning
to the word "globular" in line 5?
A.
Earthen
B.
Luminescent
C.
Green in color
D.
Round
3. The word "ample" in line 7 indicates
that the spider is _______
A.
feminine
B.
large in size
C.
dotted with colors
D.
normal
4. Which of the following has the same
meaning as the word "mortal" in line 10?
A.
Deadly
B.
Painful
C.
Poisonous
D.
Sickening
PASSAGE TWO (Questions 5-8)
Tornadoes occur
throughout the world, but for reasons that scientists are not fully able to
discern, the great majority occur in the United States. Approximately 700
tornadoes a year occur within the United States, and this comprises
three-quarters of the worldwide total. Most of the U.S. tornadoes take place in
the Midwest and in the southern states that border the Gulf of Mexico.
In general a tornado
cuts a path of a few hundred yards and lasts less than an hour; an average
tornado might propel itself at a speed of 15 or 20 miles per hour and therefore
cover a distance of 20 or so miles. Tornadoes, however, can be much worse than
average. The most devastating tornado on record occurred on March 18, 1925, in
the states of Missouri, Illinois, and Indiana. The path of this tornado was
more than 200 miles long and a mile wide. Traveling at an average speed of 60
miles per hour, the winds at the center of the storm swirled around at
considerably more than 200 miles per hour. A total of 689 people died, and
countless more were injured at the hands of this killer storm.
5. The word "discern" in line 2 is
closest in meaning to which of the following?
A.
Present
B.
Understand
C.
Cause
D.
Misrepresent
6.
The word "propel" in line 6 could best be replaced by ______
A.
move
B.
develop
C.
destroy
D.
inhibit
7. Which of the following is closest in
meaning to the word "devastating" in line 7?
A.
Described
B.
Delicate
C.
Destructive
D.
Determined
8.
The word "swirled" in line 10 is closest in meaning to _______
A.
decreased
B.
rose
C.
settled
D.
circled
SKILL
11: USE CONTEXT TO DETERMINE MEANINGS OF SIMPLE WORDS
You will sometimes be
asked to determine the meaning of a simple word, a word that you see often in
everyday English. In this type of question, you should not give the normal,
everyday meaning of the word; instead, the TOEFL test wants to know the meaning of the word in
this situation.
Example
A line from the passage:
... He put his answer
this way.
The question:
The word "put" is closest in
meaning to which of the following?
A.
placed
B.
set
C.
expressed
D.
handed
In this type of
question, you should understand that put is a normal, everyday word, and you
are not being asked to give the regular meaning of a normal, everyday word.
Because the primary meaning of to put
is to place, answer (A) is not the correct answer. To answer this type of
question, you must see which of the answers best fits into the sentence in the
passage. You cannot place an answer or set an answer or hand an answer, but you
can express an answer, so answer (C) is the best answer to this question.
The following chart
outlines the key information that you should remember about vocabulary
questions containing simple words:
|
VOCABULARY
QUESTIONS CONTAINING SIMPLE WORDS
|
|
|
HOW TO IDENTIFY
THE QUESTION
|
"What is the
meaning... ?"
"Which of the
following is closest in meaning to ... ?"
The word is a
simple word, one that you see often in everyday
English.
|
|
|
|
|
WHERE TO FIND
THE ANSWER
|
The question
usually tells you in which line of the passage the
word can be found.
|
|
HOW TO ANSWER
THE QUESTION
|
Find
the word in the passage.
Read
the sentence that contains the word carefully.
Look
for context clues to help you understand the meaning.
Choose
the answer that the context indicates.
|
TOEFL READING EXERCISE 11:
Study
each of the passages and choose the best answers to the questions that follow.
PASSAGE ONE (Questions I-3)
The piece of eight
was the nickname of the Spanish peso, which was the rough equivalent of the American dollar in early America; the peso
was accepted coin in much of the Americas, particularly during the period when
the stores of Spanish ships were
regularly stripped by pirates on the waters off the Americas and
"redistributed" throughout coastal towns. The nickname piece of eight derived from the fact that the peso was equal
to eight reals and therefore had the
numeral 8 stamped on it. The piece of eight was sometimes actually cut into
pieces, or bits, and one popular size was one quarter of a piece of eight, or
two bits. As a consequence, the U.S. quarter of a dollar is sometimes referred
to today as two-bits, particularly in the western part of the country. A
visitor to that area, if told "It'll be two-bits," should take it that the price of an item is
being given.
1. The word "rough" in line 1 is
closest in meaning to ____
a.
unsmooth
b.
mean
c.
approximate
d.
heavy
2. "Stores" in line 3 are probably
_______
a.
departments
b.
markets
c.
shops
d.
supplies
3. The word "take" in line 9 could
best be replaced by ________
a.
hold
b.
understand
c.
possess
d.
grab
SKILL
12: DETERMINE WHERE SPECIFIC INFORMATION IS FOUND
Sometimes the final
question in a reading passage will ask you to determine where in the passage a
piece of information is found. The answer choices will list possible locations
for that information. The best way to approach this type of question is to
study the question to determine the information that you are looking for and
then to go to the lines listed in the answers and skim for that information.
The following chart
outlines the key information that you should remember when you are trying to
determine where in the passage something is found:
|
QUESTIONS ABOUT
WHERE IN THE PASSAGE
|
|
|
HOW TO IDENTIFY
THE QUESTION
|
Where in the
passage ... ?
|
|
WHERE TO FIND
THE ANSWER
|
The answer can be
in any of the lines listed in the answers to
the question.
|
|
|
|
|
HOW TO ANSWER
THE QUESTION
|
1.
Choose a key word or idea in the
question.
2.
Skim the lines in the passage that
are listed in the answers to the question. You should skim for the key word
or idea.
3.
Choose the answer that contains the
line numbers of a restatement of the question.
|
TOEFL READING EXERCISE 12:
Study each of the passages and choose the
best answers to the questions that follow.
PASSAGE ONE (Questions 1-4)
Beavers generally
live in family clusters consisting of six to ten members. One cluster would probably
consist of two adults, one male and one female, and four to eight young
beavers, or kits. A female beaver gives birth each spring to two to four babies
at a time. These baby beavers live with their parents until they are two years
old. In the springtime of their second year they are forced out of the family
group to make room for the new babies. These two-year-old beavers then proceed
to start new family clusters of their own.
1. Where in the passage does the author give
the name of a baby beaver?
A.
Line 1
B.
Line 2
C.
Line 3
D.
Lines 4-5
2.
Where in the passage does the author mention the time of year when new baby
beavers are born?
A.
Line 1
B.
Line 2
C.
Line 3
D.
Lines 4-5
3.
Where in the passage does the author
state the age at which beavers must go out on their own?
A.
Line 1
B.
Line 2
C.
Line 3
D.
Lines 4-5
4.
Where in the passage does the author indicate why the young beavers must leave
their parents’ home?
A.
Line 1
B.
Line 2
C.
Line 3
D.
Lines 4-5
PASSAGE TWO (Questions 5-7)
Chamber music
received its name because it was originally intended to be performed in small
rooms in private homes rather than huge concert halls or theaters. Today it has
evolved into small ensemble music in which each performer in the ensemble plays
an individual part.
The compositions
written for this type of performance can easily be classified into three
distinct periods, each with its style of music and instrumentation. In the
earliest period (1450-1650), the viol and other instrumental families developed
considerably, and instrumental music took its first steps toward equal footing
with vocal music. In the second period (1650-1750), trio sonatas dominated. These
ensemble compositions were often written for two violins and a cello; the
harpsichord was also featured in various compositions of this period. In the
modern period (after 1750), the preponderance of chamber music was written for
the string quartet, an ensemble composed of two violins, a viola, and a cello.
5. Where in the passage does the author discuss
the modern definition of chamber music?
A.
Lines 2-3
B.
Lines 4-5
C.
Lines 8-9
D.
Lines 9-11
6. Where
in the passage does the author discuss the period when ensembles for three
instruments predominated?
A.
Lines 2-3
B.
Lines 4-5
C.
Lines 7-9
D.
Lines 9-11
7. Where in the passage does the author
mention music written for four strings?
A.
Lines 2-3
B.
Lines 4-5
C.
Lines 7-9
D.
Lines 9-11
SKILL I
3: DETERMINE THE TONE, PURPOSE, OR COURSE
Other types of
overall review questions occur occasionally in the Reading Comprehension
section of the TOEFL test. Possible
questions of this type are those that ask about (1) the tone of the passage,
(2) the authors purpose in writing the passage, and (3) the course in which the
passage might be used.
A question about the
tone is asking if the author is showing any emotion in his or her writing. The
majority of the passages on the TOEFL test
are factual passages presented without any emotion; the tone of this type of
passage could be simply informational, explanatory, or factual. Sometimes on
the TOEFL test, however, the author
shows some emotion, and you must be able to recognize that emotion to answer a
question about tone correctly. If the author is being funny, then the tone
might be humorous; if the author is making fun of something, the tone might be
sarcastic; if the author feels strongly that something is right or wrong, the
tone might be impassioned.
A question about
purpose is asking what the author is trying to do in the passage. You can draw
a conclusion about the author's purpose by referring to the main idea and the
organization of details in the passage. For example, if the main idea is that
George Washington's early life greatly influenced his later career and if the
details give a history of his early life, the author's purpose could be to show
how George Washing-ton's early life influenced his later career. However, the
answer to a purpose question is often considerably more general than the main
idea. A more general author's purpose for the main idea about George Washington
would be to demonstrate the influence of early experiences on later life (without
any mention of George Washington).
A question about the
course is asking you to decide which university course might have this passage
as assigned reading. You should draw a conclusion about the course by referring
to the topic of the passage and the organization of details. For example, if
the pas sage is about George Washington and the details give historical
background on his early life, then this would probably be assigned reading in
an American history class. However, if the passage is about George Washington
and the details show the various influences that he had on the formation of the
American government, then the passage might be assigned reading in a
government or political science class.
The following chart
outlines the key information that you should remember about tone, purpose, or
course questions:
|
TONE, PURPOSE, OR COURSE
|
|
|
HOW TO IDENTIFY
THE QUESTION
|
TONE :
What is the tone of the passage?
PURPOSE: What is the author's purpose in this
passage?
COURSE : In
which course would this reading be assigned?
|
|
WHERE TO FIND
THE ANSWER
|
TONE :
There will be clues throughout the passage that the author is showing
some emotion rather than just presenting facts.
PURPOSE:
Draw a conclusion about the purpose from the main idea and supporting
details.
COURSE : Draw
a conclusion about the course from the topic of the passage and the
supporting details.
|
|
|
|
|
HOW TO ANSWER
THE QUESTION
|
TONE:
1.
Skim the passage looking for clues
that the author is showing some emotion.
2.
Choose the answer that identifies
the emotion.
PURPOSE:
1.
Study the main idea in the topic
sentence and the details used to support the main idea.
2.
Draw a conclusion about the purpose.
COURSE:
1.
Study the main idea in the topic
sentence and the details used to support the main idea.
2.
Draw a conclusion about the course.
|
TOEFL READING EXERCISE 13:
Study each of the passages and choose the
best answers to the questions that follow.
PASSAGE ONE (Questions 1-3)
Truman Capote's In
Cold Blood (1966) is a well-known example of the "nonfiction novel," a
popular type of writing based upon factual events in which the author attempts
to describe the underlying forces, thoughts, and emotions that lead to actual
events. In Capote's book, the author describes the sadistic murder of a family
on a Kansas farm, often showing the point of view of the killers. To research
the book, Capote interviewed the murderers, and he maintains that his book
presents a faithful reconstruction of the incident.
1. The purpose of this passage is to
________
A.
discuss an example of a particular
literary genre
B.
tell the story of In Cold Blood
C.
explain Truman Capote's reasons for
writing In Cold Blood
D.
describe how Truman Capote
researched his nonfiction novel
2. Which of the following best describes the
tone of the passage?
A.
Cold
B.
Sadistic
C.
Emotional
D.
Descriptive
3. This passage would probably be assigned
reading in which of the following courses?
A.
Criminal Law
B.
American History
C.
Modern American Novels
D.
Literary Research
PASSAGE TWO (Questions 4-6)
Up to now, confessions
that have been obtained from defendants in a hypnotic state have not been
admitted into evidence by courts in the United States. Experts in the field of
hypnosis have found that such confessions are not completely reliable. Subjects
in a hypnotic state may confess to crimes they did not commit for one of two
reasons. Either they fantasize that they committed the crimes or they believe
that others want them to confess.
A landmark case
concerning a confession obtained under hypnosis went all the way to the U.S. Supreme
Court. In the case of Layra v. Denno,
a suspect was hypnotized by a psychiatrist for the district attorney; in a
posthypnotic state the suspect signed three separate confessions to a murder. The
Supreme Court ruled that the confessions were invalid because the confessions
had been the only evidence against him.
4. Which of the following best describes the
author's purpose in this passage?
A.
To explain the details of a specific
court case
B.
To demonstrate why
confessions made under hypnosis are not reliable
C.
To clarify the role of the Supreme
Court in invalidating confessions from hypnotized subjects
D.
To explain the legal status of
hypnotically induced confessions
5. The tone of this passage could best be
described as ______
A.
outraged
B.
judicial
C.
hypnotic
D.
informative
6. This passage would probably be assigned
reading in a course on ______
A.
American law
B.
psychiatric healing
C.
parapsychology
D.
philosophy
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