Critical reading course

-1Passage 1 I know what your e-mail in-box looks like, and it isn’t pretty: a babble of come-ons and lies from hucksters and con artists. To find your real e-mail, you must wade through the torrent of fraud and obscenity known politely 5 as “unsolicited bulk e-mail” and colloquially as “spam.” In a perverse tribute to the power of the online revolution, we are all suddenly getting the same mail: easy weight loss, get-rich-quick schemes, etc. The crush of these messages is now numbered in billions per day. “It’s becoming 10 a major systems and engineering and network problem,” says one e-mail expert. “Spammers are gaining control of the Internet.” The primary purpose of Passage 1 is to (A) make a comparison (B) dispute a hypothesis (C) settle a controversy (D) justify a distinction (E) highlight a concern

-2The ability to see the situation as your opponents see it, as difficult as it may be, is one of the most important skills that you can possess as a negotiator. You must know more than simply that they see things differently. It is not 5 enough to study them like beetles under a microscope; you need to know what it feels like to be a beetle. To accomplish this you should be prepared to withhold judgment as you “try on” their views. Your opponents may well believe that their views are right as strongly 10 as you believe yours are. The primary purpose of the passage is to (A) persuade people to defend their positions on critical issues (B) indicate a specific ability that is useful in negotiation (C) encourage people to be more accepting of others (D) argue that few people are fit for the demands of negotiation (E) suggest that negotiators should always seek consensus

-3Before the railroads were built, the way west followed the rivers: west along the Platte into Wyoming, over South Pass, up the Snake River into the Oregon Territory; or up the Missouri through the Dakotas and into Montana, then west along the Yellowstone. It 5 was the easiest but not the most accurate way to see the country. The country looked better or worse from the prospect of the river; I can’t say

because differences between two groups of people have so often been used to 5 “justify” unequal treatment and opportunity. teacher. Jemison main10 tains. The primary purpose of Passage 1 is to (A) present a historical overview of a controversy (B) acknowledge previous errors in thinking (C) urge changes in organized activities provided . it simply isn’t so. not having gone that way. But the country looked different. 1992. Jemison has been undaunted by a lack of role models or by roadblocks to women and minority people. The author’s primary purpose in the passage is to (A) introduce the narrative figure of the traveler (B) convey the excitement felt by the earliest explorers (C) encourage an appreciation of the Great Plains (D) establish the vanished beauty of western rivers (E) confirm the mysterious nature of the Great Plains -4When Dr. at least in this 10 area. scientist. There 10 are many reasons why it could not have seemed the same. Jemison. Jemison blasted into orbit aboard the space shuttle Endeavour on September 12.” says Dr. but for the folks who fund science. Mae C. I believe that there are gender differences in ways of speaking. she also blasted into history as the first woman of color to go into space. An advocate for science and technology.2 which. A chemical engineer.” The primary purpose of the passage is to (A) note obstacles facing women in science (B) explain how Jemison fosters interest in science (C) discuss how Jemison rose to fame (D) provide a sketch of Jemison and her goals (E) describe Jemison’s introduction to science -5The desire to affirm that women and men are completely equal has made some scholars reluctant to show ways in which they are different. That’s important not only for folks who want to go into science. and we need to identify and understand them. Much as I understand and am in sympathy with those who wish there were no differences between women and men—only reparable social injustice—my research on styles of conversation tells me that. “I had to learn very early not to limit myself due to others’ limited imagination. “we need to change the image of who does science. certainly. we are doomed to blame others or ourselves—or our own relationships—for the otherwise mystifying and damag15 ing effects of our contrasting conversational styles. not at all like the Great Plains. 5 and astronaut. physician. Without such understanding.

Her body. she 10 insisted. She started with the winning — the long. her sisters. She was also a woman who seldom found new audiences for her anecdotes. She was a born raconteur. so she made herself happy. This time all eyes were on my mother.3 for children (D) assert the value of a particular approach to an issue (E) downplay the significance of a recent discovery -6My mother began to tell a story about a science award I had won in third grade. was shot through with energy. her grandparents—an entire clan of storytellers competing for a turn on the family stage. This time the story had a purpose A central purpose of the passage is to (A) illustrate the character of the author’s mother (B) portray the admissions process for boarding schools at that time (C) show the author’s repressed hostility toward her mother (D) comment on examples of racism in the United States (E) reveal how the author became skeptical of human natu . and how the announcer called my name twice because we were way at the back and 5 it took me so long to get down those steps. with us children. brown and plump and smooth. white staircase in the auditorium. able to increase the intensity of her own presence and fill the room. her mother. Mama’s eyes glowed.

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