Section 1: Critical Reading

Critical Reading Question 1 Choice (E) is correct. The structure of the sentence indicates that the term that fits the second blank will contrast with the term that fits the first blank: Samantha has a certain kind of personality, but it can change under certain circumstances. The terms cheerful and angry logically complete the sentence because they are nearly opposites. If Samantha is normally cheerful, or lighthearted, her very angry response to bullying would not be in keeping with her usual demeanor. Choice (A) is incorrect. The structure of the sentence indicates that the term that fits the second blank will contrast with the term that fits the first blank: Samantha has a certain kind of personality, but it can change under certain circumstances. The terms genial and friendly are basically synonyms and do not provide the necessary contrast. It does not make sense to say that Samantha is normally genial, or friendly, but can be friendly under certain conditions. Choice (B) is incorrect. The structure of the sentence indicates that the term that fits the second blank will contrast with the term that fits the first blank: Samantha has a certain kind of personality, but it can change under certain circumstances. The terms irritable and annoyed are basically synonyms and do not provide the necessary contrast. It does not make sense to say that Samantha is normally irritable, or easily annoyed, but can be annoyed under certain conditions. Choice (C) is incorrect. The structure of the sentence indicates that the term that fits the second blank will contrast with the term that fits the first blank: Samantha has a certain kind of personality, but it can change under certain circumstances. The terms serene and calm are basically synonyms and do not provide the necessary contrast. It does not make sense to say that Samantha is normally serene, or calm, but can become calm under certain conditions. Choice (D) is incorrect. The structure of the sentence indicates that the term that fits the second blank will contrast with the term that fits the first blank: Samantha has a certain kind of personality, but it can change under certain circumstances. The terms complex and intricate are basically synonyms and do not provide the necessary contrast. It does not make sense to say that Samantha is normally complex, or intricate, but can become intricate under certain conditions. Critical Reading Question 2 Choice (C) is correct. Destruction is the act of destroying. In this context, unique means being the only one and distinctively characteristic. The structure of the sentence indicates a cause-and-effect relationship: if something does not happen, then something else will happen. It makes sense to say that if the rain forests keep being destroyed,
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then wildlife unique to those locationsspecies that are found only in those rain forestswill be lost.

Choice (A) is incorrect. The structure of the sentence indicates a cause-and-effect relationship: if something does not happen, then something else will happen. The term planting and the phrase seeking out do not logically complete the sentence. It is somewhat illogical to say that if planting in rain forests does not stop, then certain species that seek out, or search for, rain forests will be lost. Indeed, planting might expand the rain forests, so such species might be expected to thrive, not to die out. Choice (B) is incorrect. Evolution is a process of development or change over time. To compete for something is to strive for it, sometimes in a rivalry. The structure of the sentence indicates a cause-and-effect relationship: if something does not happen, then something else will happen. There might be some connection between the concepts of evolution and the competition of different species, but there is no reason to suggest that if the rain forests do not stop developing, then species striving to be in those forests will necessarily be lost. The forests could be improving and becoming a better home for some species.

Choice (D) is incorrect. Conservation is preservation or protection. To thrive is to become strong or flourish. The structure of the sentence indicates a cause-and-effect relationship: if something does not happen, then something else will happen. It is illogical to say that if conservation of the rain forests does not stop, then certain species now thriving in, or flourishing in, those forests will be lost. Indeed, the preservation of the rain forests likely would ensure the survival of species that thrive in such a habitat. Choice (E) is incorrect. In this context, clearing means leveling or knocking down. Something foreign to a location would be from a different location. The structure of the sentence indicates a cause-and-effect relationship: if something does not happen, then something else will happen. It is somewhat illogical to say that if the clearing of the rain forests does not stop, then certain species that are foreign to those forests will be lost. Leveling the rain forests could indeed destroy species found only in those forests, but species originally from somewhere else might not die out; those species might still live on in their original locations. Critical Reading Question 3 Choice (C) is correct. The structure of the sentence and the word since indicate that the term that fits the blank will have something to do with working with another person; that is, because Marx co-wrote The Communist Manifesto with someone else (Engels) and not by himself, the book should be described in a certain way. A collaborative work is one produced by more than one person, so this term logically completes the sentence. The sentence indicates that although the book is often attributed to Marx, or that Marx often receives sole credit for writing it, The Communist Manifesto was actually produced by two authors.
2011 PSAT/NMSQT Answer Explanations 2011 The College Board. All Rights Reserved

Choice (A) is incorrect. Literary means of or relating to books. The structure of the sentence and the word since indicate that the term that fits the blank will have something to do with working with another person; that is, because Marx co-wrote The Communist Manifesto with someone else (Engels) and not by himself, the book should be described in a certain way. The term literary does not logically complete the sentence. A literary work is not necessarily produced by more than one personbooks are often written by just one author. Choice (B) is incorrect. Unorthodox means unconventional. The structure of the sentence and the word since indicate that the term that fits the blank will have something to do with working with another person; that is, because Marx co-wrote The Communist Manifesto with someone else (Engels) and not by himself, the book should be described in a certain way. It is not unusual or against convention for a book to be produced by two authors, so there is no reason to believe that The Communist Manifesto is unorthodox because it was co-written by Marx and Engels. Choice (D) is incorrect. Something esoteric is meant to be understood only by a few. The structure of the sentence and the word since indicate that the term that fits the blank will have something to do with working with another person; that is, because Marx co-wrote The Communist Manifesto with someone else (Engels) and not by himself, the book should be described in a certain way. A book can be meant to be understood only by certain people whether it is written by one author or multiple authors, so there is no reason to believe that The Communist Manifesto is esoteric because it has two authors. Choice (E) is incorrect. Something representative is typical of its time or kind. The structure of the sentence and the word since indicate that the term that fits the blank will have something to do with working with another person; that is, because Marx cowrote The Communist Manifesto with someone else (Engels) and not by himself, the book should be described in a certain way. There is no reason to believe that The Communist Manifesto is a representative work because it was co-written by Marx and Engels; there is no indication that most books similar in content or produced at the same time were written by more than one author, or that Marx always wrote books with Engels. Critical Reading Question 4 Choice (C) is correct. To be attentive is to pay attention. Disorderly means unruly and sometimes offensive. The part of the sentence before the semicolon indicates that SNCC demonstrators had some sort of attitude towards appearances; the second part appears to elaborate on the first part with a reference to the way these demonstrators dressed. The demonstrators dressed with care, so it makes sense to say that they were paid attention to appearances. And because they cared about appearances, the demonstrators likely wanted to appear responsible and not disorderly, or unruly. Choice (A) is incorrect. To be oblivious is to be unaware. Threatening means menacing. The part of the sentence before the semicolon indicates that SNCC demonstrators had some sort of attitude towards appearances; the second part appears to elaborate on the first part with a reference to the way these demonstrators dressed.
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The demonstrators dressed with care, so it does not make sense to say that they were unaware of appearances. Further, if they were oblivious to appearances, the demonstrators would not care about their image, responsible, menacing, or otherwise.

Choice (B) is incorrect. To be serious is to be thoughtful in manner. To reassure is to calm or free from anxiety. The part of the sentence before the semicolon indicates that SNCC demonstrators had some sort of attitude towards appearances; the second part appears to elaborate on the first part with a reference to the way these demonstrators dressed. The demonstrators dressed with care, so they seem to be serious about appearances. However, there is no reason to believe the demonstrators would have wanted to project a responsible image and not a reassuring one. Indeed, people who are thoughtful about appearances might want to have an image that is both responsible and reassuring. Choice (D) is incorrect. In this context, unconscious means unaware and not deliberate. Subversive means overthrowing or undermining standards. The part of the sentence before the semicolon indicates that SNCC demonstrators had some sort of attitude towards appearances; the second part appears to elaborate on the first part with a reference to the way these demonstrators dressed. The demonstrators dressed with care, so it does not make sense to say that they were unaware of appearances. Further, if they were unconscious of appearances, the demonstrators would not care about their image, responsible, subversive, or otherwise. Choice (E) is incorrect. To be undeceived by something is to not be fooled by it. Discreet means showing good judgment in conduct. The part of the sentence before the semicolon indicates that SNCC demonstrators had some sort of attitude towards appearances; the second part appears to elaborate on the first part with a reference to the way these demonstrators dressed. The statement that the demonstrators were not fooled by appearances would concern their attitude about the appearance of others, not their own appearance; therefore, the idea that the demonstrators dressed with care would not elaborate on that statement. Further, there is no reason to believe the demonstrators would have dressed a certain way to project a responsible image and not a discreet one; both images would reveal good judgment and trustworthiness. Critical Reading Question 5 Choice (E) is correct. To "envelop" something is to surround it completely, often with a covering. The sentence states that Earth's jet streams are "confined," or kept within certain limitsthey are limited to narrow bands. The word "unlike" indicates that the "high-speed winds of Venus" are not similar to those of Earth, suggesting that the winds of Venus are not confined or limited. The term that fits the blank should describe what these unconfined winds do. Winds that are not kept within limits likely would surround an entire planet completely, so the term envelop logically completes the sentence.

2011 PSAT/NMSQT Answer Explanations 2011 The College Board. All Rights Reserved

Choice (A) is incorrect. To "illuminate" something is to supply it or brighten it with light. The sentence states that Earth's jet streams are "confined," or kept within certain limits. The word "unlike" indicates that the "high-speed winds of Venus" are not similar to those of Earth, suggesting that the winds of Venus are not confined. The term that fits the blank should describe what these unconfined winds do. Illumination has to do with light, not wind, so the term illuminate does not logically complete the sentence; there is no reason to believe that winds would supply a planet with light.

Choice (B) is incorrect. To "endanger" something is to bring it into danger or peril. The sentence states that Earth's jet streams are "confined," or kept within certain limits. The word "unlike" indicates that the "high-speed winds of Venus" are not similar to those of Earth, suggesting that the winds of Venus are not confined. The term that fits the blank should describe what these unconfined winds do. The term endanger is not the best choice to complete the sentence. High-speed winds might affect a planets surface and could perhaps cause some damage, but it does not really make sense to describe winds as bringing a planet into danger. Choice (C) is incorrect. To "dwarf" something is to cause it to appear smaller. The sentence states that Earth's jet streams are "confined," or kept within certain limits. The word "unlike" indicates that the "high-speed winds of Venus" are not similar to those of Earth, suggesting that the winds of Venus are not confined. The term that fits the blank should describe what these unconfined winds do. The term dwarf is not the best choice to complete the sentence. There is no reason to believe that winds that are not kept within limits would cause a planet to look smaller; winds might or might not affect the appearance of a planet. Choice (D) is incorrect. To "strain can be to apply force that changes the size or shape of something. The sentence states that Earth's jet streams are "confined," or kept within certain limits. The word "unlike" indicates that the "high-speed winds of Venus" are not similar to those of Earth, suggesting that the winds of Venus are not confined. The term that fits the blank should describe what these unconfined winds do. The term strain is not the best choice to complete the sentence. High-speed winds might affect a planets surface, but such winds would not necessarily change the size or shape of that planet. Critical Reading Question 6 Choice (E) is correct. To "avert" something is to avoid it or ward it off. To break something up is to divide it into pieces. The sentence indicates that after the thieves stole the collection, they sold "a piece at a time over a period of months. In other words, the thieves broke up the collection rather than selling it all at once. If the thieves had sold the collection all at once, they might have drawn attention; it makes sense to suggest that the thieves deliberately broke up the collection so that they could avert, or ward off, detection. Choice (A) is incorrect. To "monitor" something is to watch or keep track of it. The phrase spirited away refers to something carried off secretly. It makes sense to refer to
2011 PSAT/NMSQT Answer Explanations 2011 The College Board. All Rights Reserved

thieves spiriting away something theyve stolen, because theyd want to carry it away secretly and without being caught; however, the structure of the sentence suggests that the term or phrase that fits the second blank will have something to do with selling the collection in pieces over a period of time, and there is not necessarily a connection between spiriting something away and selling it in pieces. Further, there is no reason to believe that selling the collection in pieces would allow the thieves to monitor detection, or to keep track of being discovered.

Choice (B) is incorrect. To "court" something is to seek to attract it. To camouflage something is to disguise it so it is hidden. The structure of the sentence suggests that the term or phrase that fits the second blank will have something to do with the thieves decision to sell the stolen collection a piece at a time over a period of months. Selling the collection in pieces would not necessarily disguise it and keep it hidden, so the term camouflage is not the best choice. Further, it is illogical to suggest that the thieves would seek detection, since detection could lead to their arrest, or that they would disguise the collection if they were trying to court detection.

Choice (C) is incorrect. To "avoid" something is to keep away from it or prevent its occurrence. To appraise something is to evaluate its worth. It makes sense to suggest that thieves would want to prevent detection, so the term avoid fits the first blank. However, the term appraised does not logically complete the sentence. The structure of the sentence suggests that the term or phrase that fits the second blank will have something to do with selling the collection in pieces over a period of time; there is no connection between evaluating a collections worth and selling it in pieces. Further, there is no reason to believe that appraising the collection would help the thieves prevent detection and avoid being caught.

Choice (D) is incorrect. To "ensure" something is to make it sure or guarantee it. To dole something out is to give or distribute it as a charity. The sentence indicates that after the thieves stole the collection, they sold "a piece at a time over a period of months. It does not make sense to say that the thieves doled out the stolen collection since they almost certainly sold the pieces rather than giving them away. Further, it is illogical to suggest that the thieves would want to ensure detection, because detection could lead to their arrest. Critical Reading Question 7 Choice (A) is correct. "Ingenuity" is cleverness, skill, or inventiveness. The sentence indicates that the clever child presented excuses that were "highly imaginative but likely untrue, since the last part of the sentence suggests that the child was not sincere. Because the childs excuses were highly imaginative, it makes sense to suggest that they confirmed his ingenuity, or cleverness and inventiveness.

2011 PSAT/NMSQT Answer Explanations 2011 The College Board. All Rights Reserved

Choice (B) is incorrect. Humility" is the quality of being humble, or lacking arrogance or pride. The sentence indicates that the clever child presented excuses that were "highly imaginative but likely untrue, since the last part of the sentence suggests that the child was not sincere. A clever person could be humble, but there is no reason to believe that the childs excuses would have confirmed his humility; there is no connection between being imaginative and being humble.

Choice (C) is incorrect. To be vulnerable is to be capable of being wounded physically or emotionally. The sentence indicates that the clever child presented excuses that were "highly imaginative but likely untrue, since the last part of the sentence suggests that the child was not sincere. A clever person could be vulnerable, but there is no reason to believe that the childs excuses would have confirmed his vulnerability; there is no connection between being imaginative and being capable of being wounded.

Choice (D) is incorrect. Perseverance is the act of persisting in the face of opposition. The sentence indicates that the clever child presented excuses that were "highly imaginative but likely untrue, since the last part of the sentence suggests that the child was not sincere. If the child frequently had to offer excuses in the face of some sort of ongoing opposition, his excuses might have confirmed his persistence. However, the sentence does not indicate that the child has been making excuses over time, so there is not necessarily any reason to believe that the excuses confirmed his perseverance. Rather, they simply confirmed his ingenuity, or cleverness.

Choice (E) is incorrect. "Indignation" is anger resulting from something unjust. The sentence indicates that the clever child presented excuses that were "highly imaginative but likely untrue, since the last part of the sentence suggests that the child was not sincere. A clever person could be angry, but there is no reason to believe that the childs excuses would have confirmed his indignation; there is no connection between being imaginative and being indignant. Further, one might expect that a person who is angry because of something unjust would be sincere. Critical Reading Question 8

Choice (D) is correct. Perfunctory means routine, automatic, and lacking enthusiasm. The structure of the sentence indicates that the part of the sentence after the colon describes the nature of the comments on Eleanors laboratory report. Because the professors comments were purely routine and did not show much real engagement, or real involvement, with the work, it makes sense to say that the comments were perfunctory. Choice (A) is incorrect. Peremptory means haughty or arrogant and allowing for no contradiction or refusal. The structure of the sentence indicates that the part of the sentence after the colon describes the nature of the comments on Eleanors laboratory report. There is no reason to say that the professors comments were peremptory; the
2011 PSAT/NMSQT Answer Explanations 2011 The College Board. All Rights Reserved

sentence only indicates that they were purely routine and did not show much real engagement, or involvement, with the work. Haughty or arrogant comments might reveal some involvement with the work, and they likely would not be described as routine. Choice (B) is incorrect. Astute means keen or shrewd. The structure of the sentence indicates that the part of the sentence after the colon describes the nature of the comments on Eleanors laboratory report. There is no reason to say that the professors comments were astute. The sentence indicates that the comments were purely routine and did not show much real engagement, or involvement, with the work. Astute comments would likely show that the professor was engaged in the work. Further, it is unlikely that one would describe such shrewd comments as routine.

Choice (C) is incorrect. Deferential means showing respect or esteem, especially for a superior or an elder. The structure of the sentence indicates that the part of the sentence after the colon describes the nature of the comments on Eleanors laboratory report. There is no reason to say that the professors comments were deferential. The sentence indicates that the comments were purely routine and did not show much real engagement, or involvement, with the work. Comments that show respect would likely suggest that the professor was engaged in the work. Further, one might not describe deferential comments as routine. Choice (E) is incorrect. Caustic means harsh or incisively sarcastic. The structure of the sentence indicates that the part of the sentence after the colon describes the nature of the comments on Eleanors laboratory report. There is no reason to say that the professors comments were caustic. The sentence indicates that the comments were purely routine and did not show much real engagement, or involvement, with the work. Harsh and sarcastic comments would likely show that the professor was engaged in the work. Further, it is unlikely that one would describe caustic comments as routine. Critical Reading Question 9 Choice (E) is correct. The passage states that Because of the new emphasis on the individual . . . during the Renaissance, more records exist for art produced in sixteenthcentury Europe than for art produced in earlier eras. The passage then notes that the sixteenth century is the first period that has provided historians with . . . the biographies of many female artists. These statements indicate that the Renaissance eras emphasis on the individual resulted in the increased chance that information about artists and their work would be preserved. The passage suggests that in earlier eras, fewer records were kept about individuals and their achievements. Choice (A) is incorrect. The passage states that the new emphasis on the individual" led to the existence of "more records . . . for art produced in sixteenth-century Europe than for art produced in earlier eras"in other words, it resulted in more information being
2011 PSAT/NMSQT Answer Explanations 2011 The College Board. All Rights Reserved

recorded about individuals and their achievements. The passage mentions that in the Late Renaissance "female painters and sculptors worked in a wide range of subjects, styles, and scales, including portrait miniatures, but there is no discussion of artists increased concern with portraying the individuality of their subjects. Choice (B) is incorrect. The passage states that the new emphasis on the individual" led to the existence of "more records . . . for art produced in sixteenth-century Europe than for art produced in earlier eras"in other words, it resulted in more information being recorded about individuals and their achievements. The passage mentions that in the Late Renaissance female painters and sculptors worked in a wide range of subjects, styles, and scales, but there is no discussion of artists being encouraged to develop more individualistic styles.

Choice (C) is incorrect. The passage states that the new emphasis on the individual" led to the existence of "more records . . . for art produced in sixteenth-century Europe than for art produced in earlier eras"in other words, it resulted in more information being recorded about individuals and their achievements. The passage mentions female painters and sculptors of the Late Renaissance, but there is no discussion of these artists becoming more conscious of the distinctive characteristics of their work. The passage only states that they worked in a wide range of subjects, styles, and scales and that many achieved widespread fame. Choice (D) is incorrect. . The passage states that the new emphasis on the individual" led to the existence of "more records . . . for art produced in sixteenth-century Europe than for art produced in earlier eras"in other words, it resulted in more information being recorded about individuals and their achievements. The passage mentions female painters and sculptors of the Late Renaissance and notes that many achieved widespread fame in their native countries and beyond. Although some female artists seem to have been admired by people in other countries, there is no discussion of female artists being allowed the opportunity to study abroad. Critical Reading Question 10 Choice (A) is correct. The author of the passage states that during the Late Renaissance female painters and sculptors worked in a wide range of subjects, styles, and scales, from portrait miniatures to large-scale altarpieces. A portrait miniature is a very small picture of a person, whereas a large-scale altarpiece is very big and might depict many people or multiple scenes. The author refers to these two types of works because they differ greatly in subject (what is depicted) and in scale (size or scope); these works illustrate the variety of work created by female artists during the Renaissance.
2011 PSAT/NMSQT Answer Explanations 2011 The College Board. All Rights Reserved

Choice (B) is incorrect. The author of the passage states that during the Late Renaissance female painters and sculptors worked in a wide range of subjects, styles, and scales, from portrait miniatures to large-scale altarpieces. The reference to miniatures and altarpieces does not explain what was distinctive about the work of female artists during the Renaissance; the author does not suggest that Renaissance male artists or artists in other eras did not produce portrait miniatures or large-scale altarpieces. Instead, the reference to very small portraits and very big pieces illustrates the variety of work created by Renaissance female artists. Choice (C) is incorrect. The author of the passage states that during the Late Renaissance female painters and sculptors worked in a wide range of subjects, styles, and scales, from portrait miniatures to large-scale altarpieces. The author does not indicate that Renaissance female artists worked both individually and collaboratively, or with other artists; further, the reference to miniatures and altarpieces does not suggest anything about collaboration. Rather, the reference to very small portraits and very big pieces illustrates the variety of work created by Renaissance female artists.

Choice (D) is incorrect. The author of the passage states that during the Late Renaissance female painters and sculptors worked in a wide range of subjects, styles, and scales, from portrait miniatures to large-scale altarpieces. The author refers to very small portraits and very big pieces to illustrate the variety of work created by Renaissance female artists, not to suggest that some of those artists confined their work to one or another genre; the author does not indicate that one artist would only make portraits and another only altarpieces. Indeed, a Renaissance female artist could have been both a painter and a sculptor and could have produced works in different styles. Choice (E) is incorrect. The author of the passage states that during the Late Renaissance female painters and sculptors worked in a wide range of subjects, styles, and scales, from portrait miniatures to large-scale altarpieces. The reference to miniatures and altarpieces does not specify historians main sources of information about Renaissance female artists; there is no indication that historians derive information about the artists from those works. Indeed, one might expect the main source of information to be the biographies of many female artists from the Renaissance. The reference to very small portraits and very big pieces simply illustrates the variety of work created by Renaissance female artists. Critical Reading Question 11 Choice (C) is correct. The passage is concerned with the analysis of televisions role in societal changes over the past 60 years. In the first sentence, the author asserts that it is difficult to determine the role television has played in societal changes because we have the sense that television has always existed. This sentence serves to note an apparent obstacle (our sense that television has always been around) to a goal (determining the changes television has caused in society in recent history).
2011 PSAT/NMSQT Answer Explanations 2011 The College Board. All Rights Reserved

Choice (A) is incorrect. The passage is concerned with the analysis of televisions role in societal changes over the past 60 years. In the first sentence, the author asserts that it is difficult to determine the role television has played in societal changes because we have the sense that television has always existed. This sentence does not serve to criticize the shortsightedness of public opinion. The author of the passage does not refer to public opinion, but simply explains a concept that many people seem to have: television has always been around. Although the author notes that this concept might hinder studies of the effects of television, he or she does not criticize the public for having that concept or suggest that the public is shortsighted. Choice (B) is incorrect. The passage is concerned with the analysis of televisions role in societal changes over the past 60 years. In the first sentence, the author asserts that it is difficult to determine the role television has played in societal changes because we have the sense that television has always existed. The author of the passage seems to think it is important to research televisions effects on society; he or she does not use the first sentence to question the relevance of that research or any other research. Instead, the author simply notes that a common feeling about television might actually hinder studies about its effects.

Choice (D) is incorrect. The passage is concerned with the analysis of televisions role in societal changes over the past 60 years. In the first sentence, the author asserts that it is difficult to determine the role television has played in societal changes because we have the sense that television has always existed. Rather than defending a solution to a puzzle, the author of the passage notes an apparent obstacle to a goalthe sense that television has always been around might hinder studies of the effects of television. Nowhere in lines 1-3 does the author mention or defend a solution to anything. Choice (E) is incorrect. The passage is concerned with the analysis of televisions role in societal changes over the past 60 years. In the first sentence, the author asserts that it is difficult to determine the role television has played in societal changes because we have the sense that television has always existed. Although the author notes a problemthat a common feeling about television might actually hinder studies about its effectshe or she does not use the first sentence to dissuade others from grappling with the problems in research about the effects of television. Indeed, the author of the passage seems to think the research is important, even if there are some obstacles. Critical Reading Question 12 Choice (B) is correct. When discussing the role television has played in societal changes in recent history, the author states that Some . . . changes are obvious. In lines 5-8 he or she lists some of these obvious and easily documented changes: "the average hours of daily television viewing, the costs of election campaign commercials, and the growing prominence of highly televised sports like professional football and NASCAR racing." The author then states that some of televisions other influences are the most significant, even though they tend to be overlooked. This suggests that the obvious
2011 PSAT/NMSQT Answer Explanations 2011 The College Board. All Rights Reserved

changes listed in lines 5-8 are less profound, or have less depth and offer less insight, than some other consequences of the changes brought by television. Choice (A) is incorrect. When discussing the role television has played in societal changes in recent history, the author states that Some . . . changes are obvious. In lines 5-8 he or she lists some of these obvious and easily documented changes: "the average hours of daily television viewing, the costs of election campaign commercials, and the growing prominence of highly televised sports . . . ." The author does not suggest that these things are negative effects of televisions role in society, or that they cannot easily be reversed; he or she does not offer an opinion concerning the changes listed in lines 5-8, aside from noting that they might not be the most significant effects of television. Choice (C) is incorrect. When discussing the role television has played in societal changes in recent history, the author states that Some . . . changes are obvious. In lines 5-8 he or she lists some of these obvious and easily documented changes: "the average hours of daily television viewing, the costs of election campaign commercials, and the growing prominence of highly televised sports . . . ." These societal changes might not have been predicted 60 years ago, but the author does not state this; he or she does not address what anyone could or could not have predicted about televisions effects on society. In lines 5-8 the author simply mentions changes that are obvious but not the most significant.

Choice (D) is incorrect. When discussing the role television has played in societal changes in recent history, the author states that Some . . . changes are obvious. In lines 5-8 he or she lists some of these obvious and easily documented changes: "the average hours of daily television viewing, the costs of election campaign commercials, and the growing prominence of highly televised sports . . . ." The author does not suggest that these things might be the result of other changes in society that coincided with televisions rise; the author only discusses television and its effects on society. In lines 5-8 the author simply mentions changes that are obvious but not the most significant. Choice (E) is incorrect. The author is discussing the role television has played in societal changes in recent history. In lines 5-8 he or she lists some easily documented changes: "the average hours of daily television viewing, the costs of election campaign commercials, and the growing prominence of highly televised sports . . . ." Rather than implying that these things are examples of subtle societal changes attributed to television in recent years, the author indicates that they are examples of obvious changes brought by television. He or she mentions that although these changes are obvious, they are not the most significant. Critical Reading Question 13 Choice (C) is correct. In lines 4-7 the author of the passage says matter-of-factly that for the first time in modern history, fewer than half of American adults read literature;
2011 PSAT/NMSQT Answer Explanations 2011 The College Board. All Rights Reserved

further, he or she adds that this statistic is indicative of a larger declinepresumably greater than the decline in the reading of imaginative literaturein other kinds of reading. The authors tone is objective in these lines, but he or she seems to consider these statistics and their meaning noteworthy, or worthy of attention.
Choice (A) is incorrect. In lines 4-7 the author of the passage says matter-of-factly that for the first time in modern history, fewer than half of American adults read literature; further, he or she adds that this statistic is indicative of a larger declinepresumably greater than the decline in the reading of imaginative literaturein other kinds of reading. The author clearly takes the situation seriously, but there is no suggestion in these lines that he or she finds the situation suspect, or suspicious.

Choice (B) is incorrect. In lines 4-7 the author of the passage says matter-of-factly that for the first time in modern history, fewer than half of American adults read literature; further, he or she adds that this statistic is indicative of a larger declinepresumably greater than the decline in the reading of imaginative literaturein other kinds of reading. The author clearly takes the situation seriously, but there is no suggestion in these lines that he or she considers the situation irreversible, or impossible to change. Choice (D) is incorrect. In lines 4-7 the author of the passage says matter-of-factly that for the first time in modern history, fewer than half of American adults read literature; further, he or she adds that this statistic is indicative of a larger declinepresumably greater than the decline in the reading of imaginative literaturein other kinds of reading. There is no reason to believe that the author considers the situation appropriate, or fitting. Statistics are simply objective, so it would be odd to describe a statistic fact as either appropriate or inappropriate. Choice (E) is incorrect. In lines 4-7 the author of the passage says matter-of-factly that for the first time in modern history, fewer than half of American adults read literature; further, he or she adds that this statistic is indicative of a larger declinepresumably greater than the decline in the reading of imaginative literaturein other kinds of reading. The authors tone is objective in these lines, but clearly, he or she does not consider the situation commonplace, or ordinary; in fact, since this situation has never before occurred in modern history, its the opposite of commonplace. Critical Reading Question 14 Choice (A) is correct. In the second paragraph of Passage 1, the author states that the Reading at Risk survey is as reliable and objective as any such survey can be. Clearly, he or she finds the final report trustworthy. When the author describes the sample used for the report, he or she focuses on its size and scope: the sample consisted of 17,000 adults, covered most major demographic groups, and provided statistics by age, gender, education, income, region, race, and ethnicity. The author suggests that a

2011 PSAT/NMSQT Answer Explanations 2011 The College Board. All Rights Reserved

reliable, trustworthy survey should be based on a sample large and widespread enough to reflect society as a whole. Choice (B) is incorrect. In the second paragraph of Passage 1, the author states that the Reading at Risk survey is as reliable and objective as any such survey can be. Clearly, he or she finds the final report trustworthy. When the author describes the sample used for the report, he or she focuses on its size and scope: the sample consisted of 17,000 adults and covered most major demographic groups. The author does not indicate who determined the sample, and he or she does not suggest that all samples should be determined by professional statisticians. Indeed, one might expect the results to be interpreted by statisticians, but the make-up of the sample might be determined by other professionals. Choice (C) is incorrect. In the second paragraph of Passage 1, the author states that the Reading at Risk survey is as reliable and objective as any such survey can be. Clearly, he or she finds the final report trustworthy. When the author describes the sample used for the report, he or she focuses on its size and scope: the sample consisted of 17,000 adults and covered most major demographic groups.Although it is clear that the author considers the size of the sample importantthat is, it should be large and diverse there is no indication that he or she thinks that the respondents must be anonymous. Choice (D) is incorrect. In the second paragraph of Passage 1, the author states that the Reading at Risk survey is as reliable and objective as any such survey can be. Clearly, he or she finds the final report trustworthy. When the author describes the sample used for the report, he or she focuses on its size and scope: the sample consisted of 17,000 adults and covered most major demographic groups. The author clearly considers diversity among adults to be important to this sample, but there is no indication that he or she thinks all samples should include both children and adults. Indeed, the author seems to strongly approve of the Reading at Risk samplea sample that did not include children. Choice (E) is incorrect. In the second paragraph of Passage 1, the author states that the Reading at Risk survey is as reliable and objective as any such survey can be. Clearly, he or she finds the final report trustworthy. When the author describes the sample used for the report, he or she focuses on its size and scope: the sample consisted of 17,000 adults and covered most major demographic groups. The author does not state that this sample was similar to ones used in the past; indeed, there may even be a suggestion that the sample is more comprehensive than those used in past studies. Further, the author does not suggest that all samples should be similar to prior samples. Critical Reading Question 16 Choice (C) is correct. In the last paragraph of Passage 1, the author places the Reading at Risk results in a broad cultural context. He or she predicts that the survey will not
2011 PSAT/NMSQT Answer Explanations 2011 The College Board. All Rights Reserved

come as a surprise to careful observers and then speaks of the surveys being merely an indicator of a cultural shift away from printed media toward electronic mediaa shift most Americans have already noted. Finally, the author defines advanced literacy as a specific intellectual skill and social habit dependent on many societal factors, and laments the negative effects this skills decline will have on society. Choice (A) is incorrect. In the last paragraph of Passage 1, the author predicts that the Reading at Risk survey will not come as a surprise to careful observers and then speaks of the surveys being merely an indicator of an obvious cultural shift away from printed media toward electronic media. He or she then defines reading as a skill dependent on many societal factors, and laments this skills decline. The author states that Reading at Risk portrays a sad state of affairs, but he or she does not suggest a course of action that will serve as a remedy. Choice (B) is incorrect. In the last paragraph of Passage 1, the author predicts that the Reading at Risk survey will not come as a surprise to careful observers and then speaks of the surveys being merely an indicator of a cultural shift away from printed media toward electronic media. Finally, he or she defines reading as a skill dependent on many societal factors, and laments this skills decline. Far from arguing that the survey was not thorough as previously implied, the author seems to consider the survey very thorough; it is the results, and the sad state of affairs they portray, that he or she finds troubling. Choice (D) is incorrect. In the last paragraph of Passage 1, the author predicts that the Reading at Risk survey will not come as a surprise to careful observers and then speaks of the surveys being merely an indicator of a cultural shift away from printed media toward electronic media. Finally, he or she defines reading as a skill dependent on many societal factors, and laments this skills decline. The author discusses the surveys methodology earlier in the passage, but not in this paragraph; the last paragraph places the surveys findings in a broader context. Choice E is incorrect. In the last paragraph of Passage 1, the author predicts that the Reading at Risk survey will not come as a surprise to careful observers and then speaks of the surveys being merely an indicator of a cultural shift away from printed media toward electronic media. Finally, he or she defines reading as a skill dependent on many societal factors, and laments this skills decline. Far from suggesting that the report is not disturbing when understood as a historical trend, the author suggests that the report and the trend it reflects are very troubling. He or she sadly notes that the decline in advanced literacy will have negative effects on society. Critical Reading Question 17 Choice (E) is correct. In the last two sentences of Passage 1, the author laments the decline of advanced literacy in Americaa decline emphasized in the Reading at Risk report. This author says that America cannot function properly as a free, innovative, or
2011 PSAT/NMSQT Answer Explanations 2011 The College Board. All Rights Reserved

productive society without advanced literacy. The author of Passage 2, however, suggests that Reading at Risk results might be misleading; he or she points out that in fact a great many people do a vast amount of reading. This author would likely describe the last two sentences of Passage 1 as alarmist, or warning needlessly of danger. Choice (A) is incorrect. In the last two sentences of Passage 1, the author laments the decline of advanced literacy in Americaa decline emphasized in the Reading at Risk report. This author says that America cannot function properly as a free, innovative, or productive society without advanced literacy. The author of Passage 2, however, suggests that Reading at Risk results might be misleading; he or she points out that in fact a great many people do a vast amount of reading. The author of Passage 2 would likely disagree with the last two sentences of Passage 1, but there is no indication that he or she would consider them sarcastic; rather, it seems likely that he or she would consider the author of Passage 1 quite serious. Choice (B) is incorrect. In the last two sentences of Passage 1, the author laments the decline of advanced literacy in Americaa decline emphasized in the Reading at Risk report. This author says that America cannot function properly as a free, innovative, or productive society without advanced literacy. The author of Passage 2, however, suggests that Reading at Risk results might be misleading; he or she points out that in fact a great many people do a vast amount of reading. The author of Passage 2 disagrees in large part with the conclusions reached by the author of Passage 1, so it is unlikely that he or she would consider them perceptive, or keenly insightful. Choice (C) is incorrect. In the last two sentences of Passage 1, the author laments the decline of advanced literacy in Americaa decline emphasized in the Reading at Risk report. This author says that America cannot function properly as a free, innovative, or productive society without advanced literacy. The author of Passage 2, however, suggests that Reading at Risk results might be misleading; he or she points out that in fact a great many people do a vast amount of reading. The author of Passage 2 would likely disagree with the last two sentences of Passage 1, but there is no reason to think that he or she would find them defiant, or impudent, especially since the author of Passage 1 delivers them in such a straightforward manner. Choice (D) is incorrect. In the last two sentences of Passage 1, the author laments the decline of advanced literacy in Americaa decline emphasized in the Reading at Risk report. This author says that America cannot function properly as a free, innovative, or productive society without advanced literacy. The author of Passage 2, however, suggests that Reading at Risk results might be misleading; he or she points out that in fact a great many people do a vast amount of reading. The author of Passage 2 would likely disagree with the last two sentences of Passage 1, but there is no reason to think that he or she would find them insincere or artificial in any way; rather, it seems likely that he or she would consider the author of Passage 1 quite serious.
2011 PSAT/NMSQT Answer Explanations 2011 The College Board. All Rights Reserved

Critical Reading Question 18 Choice (C) is correct. In calling the Reading at Risk report one of those hardy perennials, the author of Passage 2 is making a witty comparison to plant life, where a perennial is a plant that blooms year after year. The author means that government survey[s] like Reading at Risk show up frequently, each one telling us that in some vital area things are even worse than we thought. We can infer from this description that the author would consider a hardy perennial any similar pessimistic government-issued report. A study showing that technological skills among U.S. children are declining in comparison to the skills of children in other countries would result in just such a report. Choice A is incorrect. In calling the Reading at Risk report one of those hardy perennials, the author of Passage 2 is making a witty comparison to plant life, where a perennial is a plant that blooms year after year. The author means that government survey[s] like Reading at Risk show up frequently, each one telling us that in some vital area things are even worse than we thought. We can infer from this description that the author would consider a hardy perennial any similar pessimistic government-issued report. A report announcing that young people are listening to more varied music than they have in the past would not necessarily be pessimistic; indeed, increased variety in musical tastes might be seen as a positive trend. Choice B is incorrect. In calling the Reading at Risk report one of those hardy perennials, the author of Passage 2 is making a witty comparison to plant life, where a perennial is a plant that blooms year after year. The author means that government survey[s] like Reading at Risk show up frequently, each one telling us that in some vital area things are even worse than we thought. We can infer from this description that the author would consider a hardy perennial any similar pessimistic government-issued report. A report detailing the career plans of teenagers would not necessarily be pessimisticit could be optimisticso there is no reason to believe the author would consider it a hardy perennial.

Choice D is incorrect. In calling the Reading at Risk report one of those hardy perennials, the author of Passage 2 is making a witty comparison to plant life, where a perennial is a plant that blooms year after year. The author means that government survey[s] like Reading at Risk show up frequently, each one telling us that in some vital area things are even worse than we thought. We can infer from this description that the author would consider a hardy perennial any similar pessimistic government-issued report. A report describing important historical milestones in the Civil Rights movement probably would not be pessimistic, and it would not necessarily suggest that things are even worse than we thought, so there is no reason to believe the author would consider it a hardy perennial.
2011 PSAT/NMSQT Answer Explanations 2011 The College Board. All Rights Reserved

Choice E is incorrect. In calling the Reading at Risk report one of those hardy perennials, the author of Passage 2 is making a witty comparison to plant life, where a perennial is a plant that blooms year after year. The author means that government survey[s] like Reading at Risk show up frequently, each one telling us that in some vital area things are even worse than we thought. We can infer from this description that the author would consider a hardy perennial any similar pessimistic government-issued report. An article about Hollywood writers difficulty in finding jobs might be pessimistic, but it would be unlikely to be government-issued (a government survey); further, the author might not consider the employment of television writers a vital area. The author probably would not consider such an article a hardy perennial. Critical Reading Question 19 Choice (B) is correct. In lines 59-66 the author of Passage 2while not completely accepting the findings of Reading at Riskacknowledges that the report does faithfully report the demographic fact that Americans are reading fewer works of imaginative literature than before. The author provides a quotation from the report that supports the claim that the decline is across the board: literary reading rates decreased for men, women, all ethnic and racial groups, all education groups, and all age groups. In short, lines 59-66 focus on the scope of the decline in literary readingthe extent of the decline both in terms of the total number of readers and the range of groups affected. Choice (A) is incorrect. The author of Passage 2 does not completely accept the findings of Reading at Risk, but in lines 59-66 he or she acknowledges that the report does faithfully report the demographic fact that Americans are reading fewer works of imaginative literature than before. In addition to giving a percentage, the author also describes the extent of the decline, noting that it is occurring across the boardthat is, among all groups. In these lines the author does not focus on the timeliness, or appropriate timing, of the fact that a certain type of reading is declining; indeed, speaking of timeliness in regard to such a decline would make little sense. Instead, he or she focuses on the scope, or extent, of the decline.

Choice (C) is incorrect. The author of Passage 2 does not completely accept the findings of Reading at Risk, but in lines 59-66 he or she acknowledges that the report does faithfully report the demographic fact that Americans are reading fewer works of imaginative literature than before. In addition to giving a percentage, the author also describes the extent of the decline, noting that it is occurring across the boardthat is, among all groups. In these lines the author does not focus on the permanence of the decline, or indicate the decline will go on forever. Instead, he or she focuses on the scope, or the extent, of the decline over the past 20 years.
2011 PSAT/NMSQT Answer Explanations 2011 The College Board. All Rights Reserved

Choice (D) is incorrect. The author of Passage 2 does not completely accept the findings of Reading at Risk, but in lines 59-66 he or she acknowledges that the report does faithfully report the demographic fact that Americans are reading fewer works of imaginative literature than before. In addition to giving a percentage, the author also describes the extent of the decline, noting that it is occurring across the boardthat is, among all groups. The author does not indicate that these facts are deceptive, or misleading; indeed, earlier in the passage he or she asserts that many people read nothing in the realm of imaginative literature. In these lines the author focuses on the scope, or extent, of the decline in this type of reading. Choice (E) is incorrect. The author of Passage 2 does not completely accept the findings of Reading at Risk, but in lines 59-66 he or she acknowledges that the report does faithfully report the demographic fact that Americans are reading fewer works of imaginative literature than before. In addition to giving a percentage, the author also describes the extent of the decline, noting that it is occurring across the boardthat is, among all groups. The author does not indicate that the decline is unexpected; indeed, earlier in the passage he or she asserts that many people read nothing in the realm of imaginative literature. In these lines the author focuses on the scope, or extent, of the decline. Critical Reading Question 20 Choice (D) is correct. The author of Passage 2 describes the act of reading as idiosyncratic, or distinctive to a specific individualin other words, he or she feels reading habits are individualized, varying among people. The author then points out that statistics about reading only capture the act in a bulky and coarse way; for example, statistics about the types of literature read by Swedes, Americans, and the Portuguese do not address details such as the quality of the literature being read. The author indicates that reading is an individualized act that is resistant to sweeping generalizationssuch as those generalizations presented in Reading at Risk.

Choice (A) is incorrect. The author of Passage 2 indicates that the act of reading is idiosyncratic, or distinctive to a specific individualin other words, reading habits vary from person to person. He or she also points out that statistics about reading are bulky and coarse. The author does not suggest that reading is a difficult act, and he or she does not directly compare the reading habits of adults to those of children. Rather, he or she indicates that because reading is an individualized act, it is resistant to the kind of sweeping generalizations presented in Reading at Risk. Choice (B) is incorrect. The author of Passage 2 indicates that the act of reading is idiosyncratic, or distinctive to a specific individualin other words, reading habits vary
2011 PSAT/NMSQT Answer Explanations 2011 The College Board. All Rights Reserved

from person to person. He or she also points out that statistics about reading are bulky and coarse. The author does seem to think that reading is more widespread than Reading at Risk acknowledges, asserting that people read sources other than books. However, he or she does not suggest that reading is more widespread than commonly thought because it is pleasurable; the author might find reading pleasurable, but he or she does not address enjoyment of reading. Choice (C) is incorrect. The author of Passage 2 indicates that the act of reading is idiosyncratic, or distinctive to a specific individualin other words, reading habits vary from person to person. He or she also points out that statistics about reading are bulky and coarse. Clearly, the author considers the act of reading personal. However, he or she focuses on the inability of statistical surveys to fully capture this personal, individualized act, not on the value of reading as a topic of discussion. The author might think reading is worthy of further discussion, but he or she does not indicate that in this passage. Choice (E) is incorrect. The author of Passage 2 indicates that the act of reading is idiosyncratic, or distinctive to a specific individualin other words, reading habits vary from person to person. He or she also points out that statistics about reading are bulky and coarse. The author does not suggest that the act of reading is particularly timeconsuming or indicate that few people undertake it; indeed, earlier in the passage the author asserts that a great many people do a vast amount of reading. Critical Reading Question 21 Choice (C) is correct. At this point in Passage 2, the author is arguing that statistics cannot fully capture the idiosyncratic act of reading. He or she asks, what do such figures really tell us? and argues out that statistics can only describe reading habits in a bulky and coarse way. For example, the author points out, statistics can tell us the quantity of literature being read but cannot provide details such as the quality of literature being read. In this context, the author uses the term coarse to mean imprecise, or inexact.

Choice (A) is incorrect. At this point in Passage 2, the author is arguing that statistics cannot fully capture the idiosyncratic act of reading. He or she asks, what do such figures really tell us? and argues out that statistics can only describe reading habits in a bulky and coarse way. For example, the author points out, statistics can tell us the quantity of literature being read but cannot provide details such as the quality of literature being read. In this context, it does not make sense to say that the term coarse means boorish, or rude or rough in manners; people, not numbers, are usually described as being boorish.
2011 PSAT/NMSQT Answer Explanations 2011 The College Board. All Rights Reserved

Choice (B) is incorrect. At this point in Passage 2, the author is arguing that statistics cannot fully capture the idiosyncratic act of reading. He or she asks, what do such figures really tell us? and argues out that statistics can only describe reading habits in a bulky and coarse way. For example, the author points out, statistics can tell us the quantity of literature being read but cannot provide details such as the quality of literature being read. The author is focusing on the fact that the statistics dont provide all of the relevant information, not on the idea that the numbers describe reading in a way that is somehow offensive. In this context, the term coarse means imprecise, not offensive. Choice (D) is incorrect. At this point in Passage 2, the author is arguing that statistics cannot fully capture the idiosyncratic act of reading. He or she asks, what do such figures really tell us? and argues out that statistics can only describe reading habits in a bulky and coarse way. For example, the author points out, statistics can tell us the quantity of literature being read but cannot provide details such as the quality of literature being read. In this context, it does not make sense to say that the term coarse means grainy, or rough or smudged in appearance; it is not clear how statistical data could be rough in appearance. Choice (E) is incorrect. At this point in Passage 2, the author is arguing that statistics cannot fully capture the idiosyncratic act of reading. He or she asks, what do such figures really tell us? and argues out that statistics can only describe reading habits in a bulky and coarse way. For example, the author points out, statistics can tell us the quantity of literature being read but cannot provide details such as the quality of literature being read. The author is focusing on the fact that the statistics dont provide all of the relevant information, not on the idea that the data is uneven, or irregular; he or she is concerned with precision, not evenness. Critical Reading Question 22 Choice (E) is correct. In the last statement in Passage 2, the author dismisses the Reading at Risk report, calling it another trendy and high profile crisis report; he or she then further deflates the report by saying it will soon . . . be replaced by similar reports on fuel depletion or the harmfulness of aspirin. The author of Passage 1, on the other hand, takes the report very seriously because it ultimately has to do with qualities that a free, innovative, or productive society [cannot] afford to lose. The author of Passage 1 would most likely respond to the other authors dismissal of Reading at Risk by arguing that a report on national reading habits has lasting implications. Choice (A) is incorrect. In the last statement in Passage 2, the author dismisses the Reading at Risk report by calling it another trendy and high profile crisis report and then saying it will soon . . . be replaced by similar reports on fuel depletion or the harmfulness of aspirin. The author of Passage 1, on the other hand, takes the Reading at Risk report very seriously. Rather than arguing that a report about reading is as
2011 PSAT/NMSQT Answer Explanations 2011 The College Board. All Rights Reserved

important as other reports, he or she would likely argue that a report about reading is more important than reports about fuel and aspirin. Choice (B) is incorrect. In the last statement in Passage 2, the author dismisses the Reading at Risk report by calling it another trendy and high profile crisis report and then saying it will soon . . . be replaced by similar reports on fuel depletion or the harmfulness of aspirin. The author of Passage 1, who takes the report very seriously, probably would not respond by asserting that Reading at Risk was one of the first crisis reports. Although the author of Passage 1 would disagree with the author of Passage 2 on many points, there is no reason to disbelieve the second authors implication that these reports are issued frequently. Choice (C) is incorrect. In the last statement in Passage 2, the author dismisses the Reading at Risk report by calling it another trendy and high profile crisis report and then saying it will soon . . . be replaced by similar reports on fuel depletion or the harmfulness of aspirin. The author of Passage 1, who takes the Reading at Risk report very seriously, probably would not respond by asserting that the public is sophisticated enough to reject misleading findings; it is the author of Passage 2 who finds Reading at Risk misleading, while the author of Passage 1 seems to find it alarming but accurate. Further, the last statement in Passage 2 presents that authors opinion, not official findings. Choice (D) is incorrect. In the last statement in Passage 2, the author dismisses the Reading at Risk report by calling it another trendy and high profile crisis report and then saying it will soon . . . be replaced by similar reports on fuel depletion or the harmfulness of aspirin. The author of Passage 1, who takes the Reading at Risk report very seriously, probably would not respond by asserting that reports like Reading at Risk undergo thorough review before publication; the author of Passage 2 does not take issue with the reports review process, but rather with the relative importance of its findings. Critical Reading Question 23 Choice (D) is correct. The first paragraph of Passage 1 begins with a warning: Reading at Risk is not a report that we are happy to issue. This warning is followed by a description of the report as bleak in that it reports a historic decline in the number of American adults who read literature. The paragraph concludes with the statement that Anyone who loves literature or values the cultural, intellectual, and political importance of active and engaged literacy in American society will respond to this report with grave concern. The tone of this paragraph is somber, or serious and gloomy. Passage 2, by contrast, begins by referring to Reading at Risk as just one of many hardy perennials that provide meat and drink to pessimistic editorial writers, who haul out their best solemn tone to report unwelcome findings. The playful language used by the author of
2011 PSAT/NMSQT Answer Explanations 2011 The College Board. All Rights Reserved

Passage 2, coupled with his or her later dismissal of the reports findings, effectively creates a wry, or ironically humorous, tone. Choice (A) is incorrect. The tone of the first paragraph of Passage 1, with its bleak message and grave warnings about the future, might fairly be characterized as ominous. The tone of the first paragraph of Passage 2, however, is not one of surpriseindeed, the author sounds as though he or she is responding to Reading at Risk exactly as he or she has responded to similar reports. With its playful language and instances of humorous dismissal, the tone of the first paragraph of Passage 2 is best described as wry. Choice (B) is incorrect. The tone of the first paragraph of Passage 1, with its bleak message and grave warnings about the future, is not best described as defensive, or ready to counter criticism; the author seems fully convinced of his or her correctness and expects everyone else to be. Further, the tone of the first paragraph of Passage 2 is not annoyed; the author seems to be amused and dismissive, not irritated. The tones of the paragraphs are, respectively, somber and wry. Choice (C) is incorrect. The tone of the first paragraph in Passage 2, with its playful languages and instances of humor, might fairly be characterized as amused. The tone of the first paragraph of Passage 1, however, with its bleak message and grave warnings about the future, is not complacent, or self-satisfied and unconcerned; indeed, the author of Passage 1 is urging people not to be complacent about the bad news he or she is delivering. The tones of the paragraphs are, respectively, somber and wry. Choice (E) is incorrect. The tone of the first paragraph of Passage 1, with its bleak message and grave warnings about the future, does have elements of sadness in itthe author is clearly unhappy with the findings of the reportbut it is more somber than melancholy: the author is issuing a warning. Further, the tone of the first paragraph of Passage 2 is not exhilarated, or enlivened; the author is clearly more amused and dismissive than elated. The tones of the paragraphs are, respectively, somber and wry. Critical Reading Question 24 Choice (A) is correct. The author of Passage 2 takes a dim view of the Reading at Risk report. He or she questions its skewed findings (What do such figures really tell us?), notes that it does not acknowledge all types of reading, and dismisses its importance (another trendy . . . crisis report). The author of Passage 1 takes Reading at Risk quite seriously. He or she praises its methodology (its data source is as reliable and objective as any such survey can be) and discusses the dire news it reports (literary reading in America is not only declining rapidly among all groups, but the rate of decline has accelerated). The author of Passage 2 discusses some limitations of Reading at Risk, the study whose results are discussed in Passage 1.
2011 PSAT/NMSQT Answer Explanations 2011 The College Board. All Rights Reserved

Choice (B) is incorrect. The author of Passage 1 describes a report (Reading at Risk), but the author of Passage 2 does not provide a history of the events leading to it. Rather, the author of Passage 2 disparages the report described in detail in Passage 1, questioning its skewed findings (What do such figures really tell us?) and dismissing its importance (another trendy and high profile crisis report). Choice (C) is incorrect. The author of Passage 1 does cite statisticsthe statistical data reported in Reading at Riskbut the author of Passage 2 does not dispute the accuracy of those statistics. Rather, the author of Passage 2 questions how reliably statistics can tell us about reading habits (But what do such figures really tell us?). The author of Passage 2 accepts the demographic fact that reading is declining, but he or she questions how useful generalized statistics are in judging a highly individualized act like reading. Choice (D) is incorrect. The author of Passage 1 does provide informationfor example, demographic information about the decline in reading reported in Reading at Riskbut the author of Passage 2 is not really arguing for cultural change. The author of Passage 2 is dismissive of the findings of Reading at Risk, and he or she does not suggest that they should inspire widespread cultural changes. Choice (E) is incorrect. The author of Passage 2 does not accuse the author of Passage 1 of understating the implications of the Reading at Risk report: rather, the opposite is true. The author of Passage 2 recommends not taking the report too seriously, dismissing it as another trendy and high profile crisis report. If anything, the author of Passage 2 would accuse the author of Passage 1 of overstating the implications of Reading at Risk.

2011 PSAT/NMSQT Answer Explanations 2011 The College Board. All Rights Reserved