READING COMPREHENSION REVIEW
Directions: Each passage in this group is followed by questions based on its content. After reading a passage, choose the best answer to each question. Answer all questions following a passage on the basis of what is stated or
implied in that passage.
Passage 1
Line On April 1, 1865, a party of Union soldiers surprised a lone Confederate scout in a clearing off the White Oak Road, a few miles outside Petersburg, Virginia. The end was coming quickly for the South. Already that day, Major General Philip Sheri- dan’s cavalry had captured the vital road junction to the west of Five Forks, and the Army of the Potomac was poised to sever the last railroad links to beleaguered Petersburg. Confederate General Robert E. Lee’s men, holding the town, faced the prospect of having to fight the enemy in the open once more after months of static siege warfare.
The Union patrol grew confident when its three members spotted a ragged Southerner in the open. The soldiers called for him to surrender. But their
self-assurance evaporated when he not only failed to drop his weapon, but swung it up to cover the Yankees. Immediately, they recognized his piece as a Spencer repeating rifle. Surprised and intimidated by his possession of the arm, the Federals meekly threw down their rifle-muskets and raised their hands. Aware of the weapon’s capacity for discharging explosives in quick succession, they surrendered, intimidated by the southerner’s possession of the superior weapon. Private Berry Benson, a member of an elite unit of South Carolina sharpshooters, marched his captives off to the rear. Only he knew that his Spencer’s magazine was empty. He had run out of cartridges for the captured weapon just the day before, expending his meager supply of forty rounds in beating back a Federal attack.
Benson’s minor exploit went unnoticed amid the disaster that was engulfing the Confederacy that spring, but it symbolized both the valor and thwarted ingenuity of his nation’s war effort. The story of the confederate Spencer lends a unique footnote to the history of a struggle waged largely by a series of gallant Southern makeshifts. The arm that Private Benson carried toward Appomattox reflected the plight of a resourceful imagination stifled by technological inferiority.
Outgunned or not, the Southern troops were still formidable fighters, and inevitably some of the repeaters fell into their hands. As early as October 1863,
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Union Colonel John T. Wilder’s famed “Lightning Brigade” was chagrined to report guerrillas had seized a supply wagon loaded with Spencers and 4,000 rounds of ammunition near Decherd, Alabama.
1. Which of the following statements is true, according to the selection? (A) The weaponry of the North was superior to that of the South.
(B) The weaponry of the South was superior to that of the North.
(C) Northern soldiers knew that they were winning and could surrender
this small battle without it affecting the outcome of the war. (D) The war did not depend upon one soldier.
(E) Southern soldiers were braver than Northern soldiers.
2. In comparison with the other weapons used in the Civil War, the Spencer rifle was
(A) superior in its capacity to withstand excessive use.
(B) easy for the soldiers to carry.
(C) simple to load and operate.
(D) powerful in its discharge of explosives.
(E) all of the above.
3. Evidence that the war was drawing to a close was apparent because (A) more Southern soldiers had been killed in battle than Northern
soldiers.
(B) the Northern soldiers had moved into and occupied the capital of the
South.
(C) Northern generals were better trained than Southern generals.
(D) Northern soldiers had captured a key intersection and were in com-
mand of the railroad.
(E) Southern generals had surrendered.
4. Private Berry Benson was an elite soldier with possession of special knowl- edge that
(A) there were others of his number waiting to ambush the Union patrol.
(B) the war was almost over and a Union patrol would not shoot a lone
soldier.
(C) he would rather be on the Union side than the side of the South.
(D) his weapon was empty of ammunition, but he knew its superiority and
therefore perpetuated the ruse of its power. (E) the Union soldiers had unloaded guns.
5. The sentence “The arm that Private Benson carried toward Appomattox reflected the plight of a resourceful imagination stifled by technological inferiority” means that
(A) the North was inferior to the South.
(B) the South had more ingenuity than the North.
(C) the South was reduced to using whatever faculties were available,
including confiscated weapons.
(D) Spencer rifles were in great demand as technological advances.
(E) all of the above.
UNIT 5
6. On the previous day, Private Benson had been instrumental in (A) fending off a Union attack.
(B) stealing a weapon.
(C) surrendering to the enemy.
(D) saving his unit from further attack.
(E) marching into a slaughter.
7. According to the article, the fact that the Southern soldier was in possession of a Northern weapon was
(A) unexplainable, since the South was on the verge of losing the entire
war.
(B) evidence of a traitor in the midst of the Northern armies.
(C) Colonel Wilder’s idea of the gross inferiority of the training of North-
ern soldiers.
(D) not an isolated incident since an entire cache of weapons had been
seized with their ammunition.
(E) a total surprise to the entire Northern army.
Passage 2
Line Black holes, when imagined, are unimaginable. But popular culture got used to them anyway. Black holes are the stars of movies, the heroes of books, the byword for all kinds of bad risks. They are overfamiliar and all but cliché. Luckily, astronomers are not bored yet. In the last few years, they have found increasing evidence of black holes both in our galaxy and outside it. These days, what’s most unbelievable about black holes is that they seem to be real.
For certain stars, black holes are the afterlife. Stars the size of our sun spend their lives burning fuel and radiating light, balancing the radiation’s push outward against gravity’s pull inward. As a star runs out of fuel, gravity begins to win. The star condenses and shrinks smaller and smaller until gravity’s pull is again bal- anced, this time by the force that keeps electrons from crowding too close together. The star, now called a white dwarf, shines for a while, then gradually cools and dims.
In stars with masses more than eight times the sun’s, gravity is correspond- ingly stronger. These stars die with a bang in supernova explosions, which blow away much of the star’s mass. If what remains is less than three solar masses, gravity jams the negatively charged electrons and the positively charged protons together. The opposite charges neutralize each other, and the remnant core, now composed entirely of neutrons, is called a neutron star. It has shrunk to about ten miles in diameter. Matter this compact “beggars description,” says Jeffrey McClin- tock, an astronomer at the Harvard-Smithsonian Center for astrophysics in
Massachusetts. If the Great Lakes were made this compact, they would fit into a bathroom sink. “ ‘Compact’ is the word we like to use,” McClintock adds, “be- cause ‘dense’ doesn’t even cover it.” Neutron stars shine when they’re formed, most brightly in X rays; they also have magnetic fields that can send out crisp pulses of radio waves.
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In stars with masses forty times the sun’s, gravity is strong enough to make the unthinkable happen. These stars also die violently. If the remaining core is bigger than a neutron star—that is, greater than three solar masses—it condenses to nothingness, or near enough to make no difference. Physicists call this point a singularity and tend not to talk about it because they have no clue as to what happens to matter at these densities. “It most likely goes unstable,” says McClin- tock. “Does it exist anymore? I don’t know. It’s basically out the window. The elementary particles themselves are torn into fragments whose nature is not known and cannot be guessed.” Scientists do know that matter at these densities loses all properties except for mass, rotation, and charge. Says McClintock: “The trees out there, those pearls, the computer—any property they have, once in the black hole—they don’t have anymore.” The physicists’ phrase is “black holes have no hair.” “That means black holes don’t have you-name-it, just-list-it,” says McClin- tock. “Nothing nothing nothing nothing nothing.”
8. Which of the following statements bears out an allusion to the relationship between gravity and the black hole?
(A) Gravity has no relationship to the black hole at all.
(B) The black hole is a byproduct of gravity’s effect on the universe.
(C) A star’s loss of gravity allows the black hole to provide an afterlife.
(D) Gravity increases the likelihood that black holes will cease to exist.
(E) A black hole and gravity are the same thing.
9. The logical connection between stars and the black hole is that (A) for some, the black hole is the remnant or finality of the star.
(B) all stars sink into the black hole and disappear for eternity.
(C) the black hole is the birthplace of all stars.
(D) bright stars exist alongside the black hole, which contributes to their
brightness.
(E) there is no logical connection.
10. Astronomers and the public have differing views toward black holes. Specifically the
(A) astronomers see the phenomenon as a scientific wonder, and the
public sees it as a hoax.
(B) public is bored with the black hole as a subject of media exposure and
literature, while the astronomers are eagerly pursuing the study of the black hole.
(C) astronomer sees the black hole as a fluke, while the public believes
that there is a signal for the end of the world in it.
(D) public wants to visit the black holes, while the astronomers fear what
may be lurking there.
(E) public wants to know more about black holes, but the astronomer is
not willing to share.
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11. Which of the following statements is true, according to this selection? (A) The core of the black hole is a magnetic mass more than eight times
the sun’s.
(B) Neutron stars have more of a likelihood of sinking into the black hole
than do the supernova stars.
(C) Stars larger than our sun usually explode at their death, unlike stars,
which are smaller and less bright.
(D) The density of the magnetic field determines the destiny of the star.
(E) The compact density of the exploded star is easily explainable in terms
that a layperson can understand.
12. The author uses the comparison to the Great Lakes in order to (A) show the differences in sizes of stars.
(B) illustrate the effect of explosions in outer space upon matter existing
there.
(C) allow the novice to see that outer space defines our understanding.
(D) illustrate the significance of density of matter when it is reduced to
compactness.
(E) create the illusion of an earthly equivalent to outer space’s matter. 13. In comparison with the sun, some stars
(A) are larger in size.
(B) are smaller in size.
(C) have a gravity pull that is significantly larger.
(D) have a gravity pull that is significantly smaller.
(E) all of the above
14. The “death” of a star has long been a subject of interest to mankind, and especially to astronomers. One might infer from this article that
(A) stars die different deaths, depending upon their size and gravity.
(B) all stars die after a period of time and form black holes.
(C) many stars explode violently, while others fade slowly.
(D) the death of a star is determined by the presence of matter in outer
space.
(E) outer space is littered with dead stars.
15. One should conclude from this reading that the word mass has to do with (A) what is left after a star explodes.
(B) the core or center of black hole.
(C) the actual physical makeup of the star.
(D) the remnants of a dead star.
(E) the central ingredient for a black hole.
16. The author uses the word singularity as an indicator for the (A) density of the mass within a black hole.
(B) degree of compact gravity contained within a supernova.
(C) condensation to near nothingness of large masses.
(D) afterlife of certain stars forming a black hole.
(E) fuel required to assure the continued life of a star.
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17. The conclusion that one may reach from this selection is that (A) black holes are formed by the collision of stars in outer space.
(B) scientists have decided not to investigate black holes because of a lack
of information.
(C) physicists exploring black holes find unexplainable conditions.
(D) black holes change the identity of their contents to nothing.
(E) all of the above
Passage 3
Line Teachers and librarians need to be aware of the emotional, intellectual, and physical changes that young adults experience, and they need to give serious thought to how they can best accommodate such changes. Growing bodies need movement and exercise, but not just in ways that emphasize competition. Because they are adjusting to their new bodies and a whole host of new intellectual and emotional challenges, teenagers are especially self-conscious and need the reassurance that comes from achieving success and knowing that their accom- plishments are admired by others. However, the typical teenage lifestyle is already filled with so much competition that it would be wise to plan activities in which there are more winners than losers; for example, publishing newsletters with many student-written book reviews, displaying student artwork, and sponsoring science fiction, fantasy, or other special-interest book discussion clubs. A variety of small clubs can provide multiple opportunities for leadership, as well as for practice in successful group dynamics. Making friends is extremely important to teenagers, and many shy students need the security of some kind of organization with a supportive adult barely visible in the background.
In these activities, it is important to remember that young teens have short atten- tion spans. A variety of activities should be organized so that participants can remain active as long as they want and then go on to something else without feeling guilty and without letting the other participants down. This does not mean that adults must accept irresponsibility. On the contrary, they can help students acquire a sense of commitment by planning for roles that are within their capabilities and their attention spans and by having clearly stated rules. Teenagers need limitations, but they also need the opportunity to help establish what these limits and expectations will be.
Adults also need to realize that the goal of most adolescents is to leave childhood behind as they move into adulthood. This has implications for whether libraries treat young adult services as a branch of the children’s or the adults’ department. Few teenagers are going to want to sit on small children’s chairs or compete with nine- and ten-year-olds when they pick books off the shelves. Neither are they going to be attracted to books that use the word children or picture preteens on the covers.
Young adults want a wide variety of informational books about aspects of their lives that are new; for example, the physical development of their bodies, the new freedom they have to associate mainly with peers instead of family, and the added responsibilities they feel in deciding what kinds of adult roles they will fit.
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18. Which of the following statements accurately reflects the view of the author?
(A) The reading material available in libraries and schools meets the
emotional, intellectual, and physical changes for students. (B) Reading material meets the needs of life changes for teens.
(C) Librarians direct students to the material that is appropriate.
(D) Teachers are ready to assist students with reading material.
(E) Young adults need to have the option for reading material that speaks
to the needs of their developing physical and emotional makeup.
19. It is to be inferred from the passage that
(A) authors must be ready to write books for teens.
(B) students respond to reading material that uses their lives as a back-
ground.
(C) literature must be found to speak to the specific needs of changing
students.
(D) children’s literature is appropriate for adolescents.
(E) students are eager to read.
20. As compared with children’s literature, adolescent literature (A) deals with the emotional needs.
(B) concerns itself with intellectual changes.
(C) approaches the physical needs.
(D) has topics that interest adolescent students.
(E) all of the above
21. This selection makes the point that meeting the needs of adolescent students often requires incorporating
(A) some type of organization that incorporates adult support.
(B) supervised reading programs.
(C) a strict academic environment.
(D) adult supervision of social programs.
(E) competitive activities.
22. The particular recommendation of this article is that (A) children and adolescents need to be separated.
(B) the needs of adolescents are greater than those of children.
(C) libraries and classrooms are constructed for all students.
(D) the needs of changing adolescents must be accommodated.
(E) services are readily available to meet the needs of all children. 23. One would conclude from this reading that
(A) there is a great market for authors of adolescent literature.
(B) libraries and classrooms need restructuring.
(C) the provision of appropriate reading material for adolescents can be
helpful to their maturation.
(D) role models are difficult to find for today’s students.
(E) activities for students should provide a high profile for writing.
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24. The main idea of this article is the
(A) need for having clubs for students that will help them to compete.
(B) reality that student activities can help to provide a non-threatening
environment for youth.
(C) environment for learning is set by furnishings.
(D) implication that teachers and librarians should be aware of ways to
assist young adults in coping with life’s changes. (E) students have great needs that are not being met.
25. According to this selection, the primary desire of young adults is for literature that will
(A) let them see themselves in a favorable light.
(B) provide them with a pattern to follow.
(C) give exciting looks into the future as an adult.
(D) allow separation from the family unit.
(E) provide information about moving from childhood to adulthood.
Passage 4
Line One by one, it seems, American values are being restored. First, there was Liberty in New York, then Freedom in Washington. The statues, that is, both stalwart women worn by a century or more of exposure to the elements. Liberty received her face-lift right on her pedestal in New York Harbor in the mid-1980s, but before Freedom could be cleaned and repaired in 1993, the 19.5-foot, 7.5-ton bronze figure had to be removed from the top of the U.S. Capitol. Enter a large orange helicopter named Bubba.
One morning in May 1993, a Sikorsky S-64F rose quickly from the Capitol grounds and hovered above the dome. With the aid of a gyro-coupled flight control system, pilot Max Evans held that spot in the sky while a rigging crew on