INTRODUCTION

SECTION ONE:

LISTENING COMPREHENSION The first section on the TOEFL test is called Listening Comprehension. This consists of fifty questions. The listening Comprehension section tests your ability to understand spoken English. You will listen to recorded materials and respond to multiple choice questions about the material. You must listen carefully because you will hear the recording one time only and the material on the recording is not written in your test book. This section is divided into three parts: Part A: Short Conversations There are 30 two-line dialogues between two speakers. After each dialogue, a third voice, the narrator, asks a question. Part B: Longer Conversations This part contains eight to twelve questions based on two 60-90 second conversations between two people. Part C: Talks This part contains three 60-90 second talks, each followed by a number of multiple-choice questions. The talks and the 8-12 questions that accompany them make up Part C of the TOEFL test.

THE STRATEGIES The following tips can help you successfully answer the questions in the Listening Comprehension section. 1. 2. 3. 4. 5. Skim the answer choices first. Try to imagine what type of question will be asked. Listen carefully to the passages. You should concentrate fully on what the speakers are saying on the recording because you will hear the recording one time only. Be familiar with the pacing of the test. You have 12 seconds between each question on the recording. Never leave any answers blank on your answer sheet. Even if you are not sure of the correct response, you should answer each question. Use any remaining time to look ahead at the answers to the questions that follow. PREPARATION The Listening Comprehension section requires you to have a good ear for English. This can only be obtained with a great deal of practice. You must be able to distinguish between words that sound similar and be able to comprehend entire sentences, not just single words or phrases. Besides methods and techniques mentioned here, there is actually no way to study for listening comprehension. It is necessary to tune your ear to English. Speak to native English speakers as often as possible.

SECTION TWO:

STRUCTURE AND WRITTEN EXPRESSION The second section on the TOEFL test is called Structure and Written Expression. This consists of forty questions. You have twenty-five minutes to complete the forty questions in this section. There are two types of questions in the Structure and Written Expression section of the paper TOEFL test. 1. Structure (questions 1-15) tests sentence completion. The sentences in this part are not complete. One or more words are left out of each sentence. The sentence is followed by four answer choices. You must choose the answer that completes the sentence in a grammatically correct way. Example I Birds make nests in trees _______ hide their young in the leaves and branches. (A) can where they (B) where they can (C) where can they (D) where can The best answer is (B). The sentence should read, Birds make nests where they can hide their young in the leaves and branches. Example II Seismographs are used to locate oil, to determine ocean depth, and _______ and measure earthquakes. (A) detect (B) be detecting (C) to detect (D) are detecting The best answer is (C). The sentence should read, Seismographs are used to locate oil, to determine ocean depth, and to detect and measure earthquakes. 2. Written Expression (questions 16-40) tests error identification. Each sentence in this part has four underlined words or phrases. Choose the one word or phrase that must be changed for the sentence to be correct. Example I Aspirin is recommend to many people for its ability to thin the 0blood. A B C D The best answer is (A). The sentence should read, Aspirin is recommended to many people for its ability to thin the blood. Example II Navajo Indians are far more numerous today as they were in the past. A B C D The best answer is (C). The sentence should read, Navajo Indians are far more numerous today than they were in the past.

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THE STRATEGIES Strategies for Structure: 1. 2. 3. Look for the main subject and verb of the sentence. If there is no complete subject or verb phrase, you know that you need to find these in the answer choices. Decide what kind of structure the sentence needs. Use the testing points in this book to help you decide what is needed. Read the sentence to see if it makes sense and sounds correct.

Strategies for Written Expression: 1. 2. 3. 4. Read the complete sentence quickly to look for the main subject and verb of the sentence. Do not read just the underlined words or phrases. Look at the underlined words to see what part of speech they are and how they relate to the main subject and verb. Use the testing points in this book to help you identify possible errors. If you cannot find the error, eliminate the parts that seem correct, and then take a guess from your remaining options.

WORD CLASSES (PARTS OF SPEECH) The basic grammar of sentences consists of the kinds of words that compose them and the functions of those words. Understanding basic grammar can help you understand sentences in English that you will encounter in Section 2, Structure and Written Expression, of the TOEFL test. WORD CLASS NOUNS Nancy, pen, memory, traits, bottle, news, etc 1. 2. Nouns name people, places, things, ideas, etc. Nouns function as the subject of a sentence. They also function as objects, complements, appositives, or adjectives. There are two types of nouns: countable nouns (book, orange, car, etc.) and uncountable nouns (water, information, money, etc.) Nouns can be preceded by articles (a or the) or other determiners (my, some, much, that/those, etc.) EXAMPLES Edwin always comes late. (subject) We love Edwin. (object) Edwin is a professional musician. (Edwin = subject; musician = complement) Edwin, my brother, is a musician. (brother = appositive) Edwins wife is very beautiful. (Edwins = modifier; wife = subject)

3.

4.

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PRONOUNS I, you, our, herself, mine, whose, etc. 1. 2. Pronouns take the place of nouns. Pronouns function as subjects, objects, complements, or adjectives.

He always comes late. (subject) It was he who helped me out. (complement) The people love him. (object) His wife is so beautiful. (adjective) He looks so happy. He does not look happy. He looked so happy. He did not look so happy. He is a great father. He does everything he can. He has much money. He is writing his second novel this year. He has been here since three hours ago. He could do it. He could have done it.

VERBS take, get, run, love, etc. 1. 2. Verbs express an action (bring, change, grow) or a state of being (be, seem). Verbs have 5 forms: 3. Base form: be, cry, decide, take Present form: is/am/are, cry/cries, decide/decides, take/takes Past form: was/were, cried, decided, took Present participle form: being, crying, deciding, taking Past participle form: been, cried, decided, taken do verbs: do, does, did be verbs: be, is, am, are, was, were, being, been have: have, has, had modals: can, could, shall, should, will, would, may, might, and must

Verbs can combine with helping verbs:

ADJECTIVES Descriptive: polite, blue, big, etc. Determiner: my, our, some, two, etc. Adjectives modify or describe nouns. They usually come before the nouns or after the verb be or other linking verbs (look, become, feel, taste, etc).

She is beautiful and smart. Linda is an excellent girl. The food tastes so sweet.

ADVERBS quickly, politely, beautifully, very, fast, hard, etc. Adverbs modify adjectives, verbs, or adverbs.

The cat ran quickly. He is an extremely quick runner. The cat ran very quickly.

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PREPOSITIONS in, on, at, out, of, by, to, from, through, with(out), above, over, under, below, between, among, but, except, for, during, before, after, etc. Prepositions are words that clarify a relationship between their words that follow them (always nouns) and the words that come before them. The relationship can be one of time, place, manner, direction. CONJUNCTIONS/CONNECTORS Coordinate: and, but, so, or Correlative: either ... or, neither ... nor, both ... and, not only ... but also A conjunction serves as a connector between words, phrases, or clauses.

We walked on the beach for several hours last night. In 1856 the Civil War finally ended. Jack sat beside Jill on the bus.

Andrew is smart, handsome, and rich. He has much money, but nobody loves him. Sharon is not only beautiful but also smart.

ARTICLES Definite article: the Indefinite articles: a, an An article is used before a noun and functions as an adjective.

The sun is shinning. A broad expanse of sea with a large number of islands is called an archipelago

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PHRASES AND CLAUSES

TERMS PHRASES a phrase is a meaningful group of words without a subject and a verb.

EXAMPLES on the hill, a surprising gift, the girl wearing sunglasses, etc.

CLAUSES A clause is a group of words consisting of a subject and a verb

We saw a beautiful house on the hill. Sydney got a surprising gift on her birthday. The girl wearing sunglasses over there is my friend.

SENTENCES A group of meaningful words consisting of at least one independent clause.

The telephone was ringing. (1 clause) Jill made the coffee, and Frank scrambled the eggs. (2 clauses) By the time I got out of the shower, the caller had hung up. (2 clauses) When I moved to Chicago, I first applied for a job, and then I looked for an apartment. (3 clauses)

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SECTION THREE:

READING COMPREHENSION
THE TEST The third section on the TOEFL test is called Reading Comprehension. This consists of five passengers, each followed by 9 to 11 questions, for a total of 50 questions. You have fifty-minutes to complete the fifty questions in this section. The passages are not long, about 150 and 300 words, and the topics and style of writing are similar to those that students might find at North American universities and colleges. In other words, the style is quite formal, while topics range from general science to biography, American heritage, and so on. However, the topics are presented so that they do not give an advantage to experts in related fields and you can find all of the answer in the relevant text. There is only one type of question in the Reading Comprehension section of the paper TOEFL test: Multiple-choice question. The questions ask you to select the best answer to questions about what is stated or implied in the passage. The questions on the test are presented in linear order. The passages progress from easy to difficult, and the questions are presented in the order in which they appear in the passage. There are ten testing points that frequently appear on TOEFL tests: main idea, organizational pattern, stated and unstated details, line focus, referents, vocabulary, implied details, conclusions, predictions, questions on purpose, tone, and context. The following is a sample reading passage followed by some sample questions. The passage: Obsidian is a distinctive type of igneous rock that forms as a result of the melting of deep crystal granite rocks into magma. Because of the speed at which the magma cools, crystallization does not occur, and a solid, shiny, volcanic, glass-like rock results. Most commonly a solid, shiny black in color, obsidian can also take on a golden or silvery sheen or be striped in a rainbow of hues. Obsidian is generally found in small outcrops, though large masses of it can be found in a few notable locations. Two such sites are the giant Valles Caldera in New Mexico, where the obsidian flows are hundreds of feet thick, and the Glass Butters in Oregon, which are composed entirely of obsidian. Because of its properties, obsidian was prized in many ancient cultures. Obsidian is easily worked into shapes with razor-sharp edges even sharper than the edges formed from flint and was thus used in the production of simple hunting weapons. It can also be polished to an extremely high luster and was thus held in a high regard in a number of cultures as a semiprecious stone in jewelry and other embellishments.

Line (5)

(10)

The questions: 1. What is stated in the passage about obsidian? (A) It results from rapidly cooling magma (B) It is crystalline (C) It is a sedimentary rock (D) It has a dull finish 2. The word sites in line 7 is closest in meaning to (A) pieces (B) layers

(C) places (D) distances

3. It can be inferred from the passage that obsidian would least likely have been used to make (A) a spear (B) an arrowhead

(C) a ring (D) a belt

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The answers: The first question is a stated detail question. To answer this question, you should find the part of the passage that states that because of the speed at which the magma cools, crystallization does not occur, and a solid, shiny, volcanic, glass-like rock results. From this, it can be determined that obsidian results from rapidly cooling magma. Answer (A) is therefore the best answer to this question. The second question is a vocabulary question. To answer this question, you should find the word sites in line 7 in the passage and read the context around it. The passage mentions a few notable locations and two such sites. From this context, you can determine that sites is closest in meaning to locations, or place. The best answer to this question is therefore answer (C). The third question is an implied detail question. The answer to this type of question is not explicitly stated in the passage, so you must draw conclusion from what is stated in the passage. The passage states that obsidian was .... used in the production of simple hunting weapons and that it was held in high regard in a number of cultures as semiprecious stone in jewelry . From this it can be inferred that obsidian would likely have been used to make a spear or an arrowhead, which are types of weapons, or a ring, which is a type of jewelry, and that obsidian, which is a rock, would have been least likely to have been used to make a belt, which is an article of clothing. The best answer to this question is therefore answer (D).

THE STRATEGIES There are some points that you have to remember to successfully answer the questions in the Reading Comprehension section. 1. 2. 3. 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. Look ahead at the questions to determine what language skills are being tested in the questions. Find the section of the passage that deals with each question. The language skill tells you exactly where to look in the passage to find correct answers. For example, for main idea questions, look at the first line of each paragraph. Read the part of the passage that contains the answer carefully. Choose the best answer to each question from the four choices listed in your test book.

4. 5.

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ABOUT THE TEST

What to Expect
In many ways, the TOEFL exam reading comprehension section is much like reading comprehension sections on other standardized tests. You will be asked to read a short passage (usually no more than five to seven paragraphs). Then you will be asked to answer several multiplechoice questions about that passage. Reading passages on the TOEFL exam are typically factual and often academic in nature. The passages are, in fact, quite similar to the kind of texts you will read in the college classroom. For example, you might read about the history of the French Revolution, the conventions of Greek tragedies, the cellular structure of plants, or the trickle-down theory of economics. TOEFL exam reading passages are usually one to five paragraphs long, though a few may run as long as seven or eight.

General strategies
1. Skim the reading passage to determine the main idea and the overall organization of ideas in the passage. Read the first sentence of each paragraph carefully, and skim the rest of the passage. Read the last sentence carefully. Look ahead at the questions to determine what testing points are being tested in the questions. Questions related to different language skills are answered in different ways. Find the section of the passage that deals with each question. Read the part of the passage that contains the answer carefully. The answer will probably be in a very predictable place in the passage. Guess even if you are not sure. Never leave an answer blank.

2. 3. 4. 5.

TOPICS AND MAIN IDEAS

The topic is what the passage is actually about. The main topic can be expressed in a very few words. The main idea is really the explanation of the the topic, explaining from what point of view the author is writing. Typical questions: What is the main topic of the passage? What does the passage mainly discuss? The passage answers which of the following questions? Which of the following aspects of does the passage mainly discuss? What is the main idea of the passage? Strategies: To find the topic of the passage, you should read the first couple of lines, if there is only one paragraph, or scan the whole of the first introductory paragraph if there are more than one. Look for key words, which should be repeated not only in the first few lines but also later in the passage. Check your answer by skimming the whole passage to find the same key word or words. Remember, the key word may come again as synonym.

ORGANIZATIONAL PATTERNS
In this section, you are sometimes asked to work out what kind of organizational pattern the author has used in a passage or even in just one paragraph. The organizational pattern means the structure the author uses to make the passage a whole unit. The type of organizational pattern you can find in TOEFL include comparison and contrast, chronological order, statement and illustration, a process, a description, and a classification. Typical questions: Which of the following best describes the organization of the passage? Which of the following term is defined in the passage? Strategies: Recognize the relationships between sentences or paragraphs in the passage. Study the following two examples: Most people collect Star Wars toys for sentimental reasons. Some people collect them strictly to make money. The relationship between the two sentences is contrast, in this case the different reasons why people collect Star Wars toys. If this is the primary pattern of the passage, you can conclude the the passage is organized by contrasting reasons for collecting Star War toys. Public speaking is very different from everyday conversation. First of all, speeches are much more structured than a typical informal discussion. The second sentence offers support for the statement made in the first sentences by giving en example. If this is the primary pattern, you can conclude that the organization of the passage is a statement supported by examples. Recognize signal words in the passage that can help you indentify the organizational pattern, such as for example, on the other hand, therefore, etc.

Sample passage Although lie detectors are being used by governments, police departments, and business that all want guaranteed ways of detecting the truth, the results are not always accurate. Lie detectors are properly called emotion detectors, for their aim is to measure bodily changes that Line contradict what a person says. The polygraph machine records changes in heart rate, breathing, (5) blood pressure, and the electrical activity of the skin (galvanic skin response, or GSR). In the first part of the polygraph test, you are electronically connected to the machine and asked a few neutral questions (What is your name? Where do you live?). Your physical reactions serve as the standard (baseline) for evaluating what comes next. Then you are asked a few critical questions among the neutral ones (When did you rob the bank?). The assumption is that if you are guilty, (10) your body will reveal the truth, even if you try to deny it. Your heart rate, respiration, and GSR will change abruptly as you respond to the incriminating questions. That is the theory; but psychologists have found that lie detectors are simply not reliable. Since most physical changes are the same across all emotions, machines cannot tell whether you are feeling guilty, angry, nervous, thrilled, or revved up from an exciting day. Innocent people may be (15) tense and nervous about the whole procedure. They may react physiologically to a certain word (bank) not because they robbed it, but because they recently bounced a check. In either case, the machine will record a lie. The reserve mistake is also common. Some practiced liars can lie without flinching, and others learn to beat the machine by tensing muscles or thinking about an exciting experience during neutral questions. Sample questions: 1. What is the main idea of the passage? (A) How physical reactions reveal guilt (B) How lie detectors are used and their reliability (C) How lie detectors distinguish different emotions (D) How lie detectors make innocent people nervous 2. Which of the following statements best describes the organization of the last paragraph? (A) Several generalizations are made from which several conclusions are drawn. (B) A general concept is defined and examples are given. (C) Suggestions for the use of lie detectors are given. (D) Persuasive language is used to argue against a popular idea.

The best answer to the first question is (B). It combines the main point of the first paragraph, which is about the use of lie detector, with the main point of the second paragraph, which is about the reliability of the lie detector. The best answer to the second question is (D) since the author begins the passage by stating the popularity of lie detectors among governments, police departments, and business and continue the discussion by outlining the drawbacks of lie detectors. Answer (A) is incorrect because no generalizations are made. Answer (B) is incorrect because no concept is given or defined. Answer (C) is also incorrect since suggestions for the use of lie detectors are not given.

FACTS AND DETAILS

The largest number of questions in this section are connected with facts written in the passage. These questions are probably the easiest to find and choose the correct answer for. Typical questions: According to the passage, who/why/where/when/how, etc. . All of the following are mentioned in the passage as ..... EXCEPT ...... Which of the following is NOT stated/mentioned/discussed ..........? Where in the passage ........ ? Strategies: First, skim the passage for the main idea, and then take each question one at a time. When you come to fact-type question, read the question, not the answer, decide what the key words are and then search the passage for the key words, or their synonyms. If you have found the appropriate sentence in the passage, read it and refer to answers, looking again for key words or synonyms in the answers; very often, this section will use actual words from the text. Sometimes you may be asked to find out what is NOT true in the passage; this means you must find the appropriate sentence or sentences and check off those points that are mentioned among the answer choices, and the one not mentioned in the passage will be the correct answer. Sample questions: The following questions are based on the passage on page 3. 1. According to the passage, polygraph tests (A) (B) (C) (D) record a persons physical reactions measure a persons thoughts always reveal the truth about a person make guilty people nervous 3. In which line does the author explain how some people learn to trick the polygraph? (A) (B) (C) (D) Lines 13-14 Lines 14-15 Lines 15-16 Lines 17-19

2. Which of the following is NOT mentioned as something that is measured by a polygraph machine? (A) (B) (C) (D) Blood pressure Heart rate Breathing Eye movement

The best answer to the first question is (A) because it a rewording or bodily changes stated in line 3. The best answer to the second question is (D) since the passage mentions blood pressure (A), heart rate (B), and breathing (C) as the things that are measured by a polygraph machine, but the passage does not mention eye movement as something measured. The best answer is (D), lines 17-19, which state how some practiced liars learn to beat the machine and in this way trick the polygraph.

REFERENCE
Reference words, usually pronouns, refer back to something mentioned specifically in the passage. They can also, but rarely, refer forward to something coming after the reference word. Typical questions The word/phrase ...... in line X refers to .. Strategy 1. Locate the reference word or phrase in the passage. 2. Look before or sometimes after the reference word for nouns that agree with the reference word or phrase. 3. Try each of the nouns in the context in place of the pronoun.

VOCABULARY
This is the second largest number of question in this section. You will be given a specific word or phrase and asked to choose which one of the answer choices is closest in meaning to the one in the passage. The correct answer choice will be a synonym, or near synonym, of the word/phrase as it is used in that particular passage, in the context of the passage and not any other possible synonym of the word which you may be able to find in a dictionary or thesaurus. Typical questions are: The word X in line Y could best be replaced by ........ The word X in line Y is closest in meaning to ........ Strategy: Go straight to the line where the word or phrase is in the passage and read the sentence to get the context of the word. Do NOT just look at the word and think you know it, you must know it in the context of the passage. If you dont know the word and cannot figure out the meaning from the context, guess immediately. Sample questions: The following questions are based on the passage on page 3. 1. The word one in line 9 refers to (A) (B) (C) (D) reactions evaluations questions standards 2. As used in line 9, the word assumption would best be replaced with (A) (B) (C) (D) statement belief faith imagining

The best answer to the first question is (C). In the context of the passage, ones replaces the word questions. The best answer to the second question is (B). Answer (A) is incorrect because there is reference to anyone making a statement. The three other choices are synonyms for assumption, but in the context of the passage, only the word belief can be logically used.

IMPLIED DETAILS
Sometimes, reading questions ask you to decide what the author means, without the author having told you. This is a different kind of question to the fact questions, where the author actually writes the fact in the passage. This is called an inference question because you must infer what the author means. The answers to inference questions are never directly stated in the passage; therefore, any answer actually written in the passage will be wrong. Typical questions are: It is implied in the passage that ............... It can be inferred from the passage that .................. It is most likely that ......................... Strategies: Identify the key word in the sentence, and then scan the passage for the key word (or a related idea). Carefully read the sentence the contains the key word, and look for an answer that could be true, according to the sentence. Key words may be repeated and these may help you find the inference. Sample questions: The following question is based on the passage on page 3. 1. Which of the following can be inferred from the passage? (A) Lie detectors are very reliable. (B) Innocent people are never found guilty. (C) Psychologists never argue about anything. (D) Most people cannot control their bodily reactions Answer (D) is the best answer to the question. Although we know that some practiced liars can control their bodily reactions, in general, we can infer that most people cannot control their bodily reactions such as breathing rate, heart rate, blood pressure, and the electrical activity of the skin.

PURPOSES
Some reading questions ask about the authors purpose for the passage or the authors reason to include a particular piece of information. Sample questions: What is the purpose of the passage? Why does the author mention .... in line .? Strategies: If the question is the overall purpose of a passage, identify the main idea and the organizational pattern. Having identified them, you can easily identify the purpose. For example, if the organization is comparison and contrast, you will easily know that the purpose is to compare and contrast . If the question is the authors reason to include a particular piece of information in the passage, identify the relationship between the information and the other pieces of information near it.

AUTHORS ATTITUDE
Questions on attitude ask you about the authors feelings when he or she wrote the passage, or they may ask what you think the authors opinion of four statements would be. Sample questions: What is the authors attitude toward ..? Which is the following statements is best supported by the passage? Strategy: Understand the meaning of the word used to describe the attitude of the author. Look for words that are neutral, positive, or negative. Most reading passages in this section of the test are neutral in tone. Beware of answer choices that are strong emotional words. Some questions on attitude refer to passage in which the author takes a position for or against a point. In such cases, be careful of answer choices that overstate or exaggerate the authors attitude.

PREDICTIONS
Some reading questions ask you to suppose the passage is part of a longer work and to guess what the topic of the previous paragraph or the following paragraph would be. Typical questions: The paragraph preceding the passage most probably discussed The paragraph following the passage most probably discusses The passage will probably continue with a discussion of .. Strategy: In such questions, the beginning of the passage usually gives you a clue as to the previous paragraph, and the end of the passage usually gives you a clue as to the topic that follows.

Sample questions: The following questions are based on the passage on page 3. 1. What is the purpose of the passage? (A) To illustrate how a lie detector works (B) To explain how innocent people are found guilty (C) To criticize the use of the lie detector (D) To propose ways in using a lie detector 2. The author would most probably agree with which of the following statements? (A) Polygraph have no place in our society. (B) Physical reactions are not connected to thoughts. (C) Machines are no match for psychologists. (D) Polygraph tests should not be used as the sole evidence of guilt. 3. What is most likely the subject of the paragraph preceding this passage? (A) Using lie detectors in the hope that machines will do better to discover the truth (B) The reliability of lie detectors (C) The role of psychologists in fighting crime (D) An analysis of the criminal mind

The best answer to the first question is (C). The author first describes how a lie detector works and then describes how it is unreliable, and in this way criticizes it. The best answer to the second question is (D). The statement supports the authors opinion that polygraph tests are unreliable, but it does not exaggerate by ruling out other evidence of guilt. Answer (A) is incorrect; although the author does not think that the polygraphs are reliable, this statement would overwhelmingly disapproving and en exaggeration of the authors feeling. Answer (B) is also not correct since the author does deny this statement, but only indicates how physical reactions may not be reliably determined by the polygraph. Answer (C) is also incorrect. Machines could be any achiness, including computers. This is an exaggerated statement. The best answer to the third question is (A) because the beginning of the passage talks about lie detectors and how the machines work to discover the truth. Answer (B) is not correct since neither the ability nor intelligence has been mentioned in the passage. Answer (C) is also not correct. Psychologists are not mentioned in the beginning of the passage; they are mentioned later and only to state that they find the machine unreliable, indicating nothing about a role in fighting crime. Answer (D) is incorrect since only one example of the criminal mind is given, at the end of the passage at the mention of those who beat the machine. Therefore, this cannot be the subject that comes before the passage.

The passages and questions in this exercise are taken from previously administered ETS International TOEFL. Directions: You will read several passages. Each one is followed by a number of questions about it. You are to choose the one best answer, (A), (B), (C), or (D), to each question. Answer all questions about the information in a passage on the basis of what is stated or implied in that passage. Passage One By the turn of the century, the middle-class home in North American had been transformed. "The flow of industry has passed and left idle the loom in the attic, the soap kettle in the shed," Ellen Richards wrote in 1908. The urban middle class was now able to buy a wide array of food products Line and clothing-baked goods, canned goods, suits, shirts, shoes, and dresses. Not only had household (5) production waned, but technological improvements were rapidly changing the rest of domestic work. Middle-class homes had indoor running water and furnaces, run on oil, coal, or gas, that produced hot water. Stoves were fueled by gas, and delivery services provided ice for refrigerators. Electric power was available for lamps, sewing machines, irons, and even vacuum cleaners. No domestic task was unaffected. Commercial laundries, for instance, had been doing the wash for urban families for (10) decades; by the early 1900's the first electric washing machines were on the market. On impact of the new household technology was to raw sharp dividing lines between women of different classes and regions. Technological advances always affected the homes of the wealthy first, filtering downward into the urban middle class. But women who lived on farms were not yet affected by household improvements. Throughout the nineteenth century and well into the twentieth, rural (15) homes lacked running water and electric power. Farm women had to haul large quantities of water into the house from wells or pumps for every purpose. Doing the family laundry, in large vats heated over stoves, continued to be a full day's work, just as canning and preserving continued to be seasonal necessities. Heat was provided by wood or coal stoves. In addition, rural women continued to produce most of their families' clothing. The urban poor, similarly, reaped few benefits from (20) household improvements. Urban slums such as Chicago's nineteenth ward often had no sewers, garbage collection, or gas or electric lines; and tenements lacked both running water and central heating. At the turn of the century, variations in the nature of women's domestic work were probably more marked than at any time before. 1. What is the main topic of the passage? (A) The creation of the urban middle class (B) Domestic work at the turn of the century (C) The spread of electrical power in the United States (D) Overcrowding in American cities. 2. According to the passage, what kind of fuel was used in a stove in a typical middle-class household? (A) oil (B) coat (C) gas (D) wood

3. Which of the following is NOT mentioned as a household convenience in the passage? (A) the electric fan (B) the refrigerator (C) the electric light (D) the washing machine 4. According to the passage, who were the first beneficiaries of technological advances? (A) Farm women (B) The urban poor (C) The urban middle class (D) The wealthy

5. The word "reaped" in line 19 is closest in meaning to (A) gained (B) affected (C) wanted (D) accepted 6. Which of the following best characterizes the passage's organization? (A) analysis of a quotation (B) chronological narrative (C) extended definition (D) comparison and contrast 7. Where in the passage does the author discuss conditions in poor urban neighborhoods? (A) lines 3-4 (B) lines 6-7 (C) lines 7-8 (D) lines 20-22