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Reading Section

Directions: These sample questions in the Reading section measure your ability to )understand academic passages in English. You will read one passage and answer questions about it. In a real test, you would have 20 minutes to read the passage and answer the questions. andidates with disabilities may request a time e!tension. -0 Meteorite Impact and Dinosaur Extinction

There is increasing evidence that the impacts o" meteorites have had important e""ects on Earth, particularly in the "ield o" biological evolution. #uch impacts continue to pose a natural ha$ard to li"e on Earth. Twice in the twentieth century, large meteorite ob%ects are -)&nown to have collided with Earth. I" an impact is large enough, it can disturb the environment o" the entire Earth and cause an ecological catastrophe. The best'documented such impact too& place () million years ago at the end o" the retaceous period o" geological history. This brea& in Earth*s 20history is mar&ed by a mass e!tinction, when as many as hal" the species on the planet became e!tinct. +hile there are a do$en or more mass e!tinctions in the geological record, the retaceous mass e!tinction has always intrigued paleontologists because it mar&s the end o" the age o" the dinosaurs. ,or tens o" millions o" years, those great creatures had "lourished. Then, suddenly, they disappeared. 2) The body that impacted Earth at the end o" the retaceous period was a meteorite with a mass o" more than a trillion tons and a diameter o" at least -0 &ilometers. #cientists "irst identi"ied this impact in -./0 "rom the worldwide layer o" sediment deposited "rom the dust cloud that enveloped the planet a"ter the impact. This sediment layer is enriched in 30the rare metal iridium and other elements that are relatively abundant in a meteorite but very rare in the crust o" Earth. Even diluted by the terrestrial material e!cavated "rom the crater, this component o" meteorites is easily identi"ied. 0y -..0 geologists had located the impact site itsel" in the Yucat1n region o" 2e!ico. The crater, now deeply buried in sediment, was originally about 200 &ilometers in diameter. 3) This impact released an enormous amount o" energy, e!cavating a crater about twice as large as the lunar crater Tycho. The e!plosion li"ted about -00 trillion tons o" dust into the atmosphere, as can be determined by measuring the thic&ness o" the sediment layer "ormed when this dust settled to the sur"ace. #uch a quantity o" material would have 40bloc&ed the sunlight completely "rom reaching the sur"ace, plunging Earth into a period o" cold and dar&ness that lasted at least several months. The e!plosion is also calculated to have produced vast quantities o" nitric acid and melted roc& that sprayed out over much o" Earth, starting widespread "ires that must have consumed most terrestrial "orests

and grassland. 5resumably, those environmental disasters could have been responsible "or 4)the mass e!tinction, including the death o" the dinosaurs. #everal other mass e!tinctions in the geological record have been tentatively identi"ied with large impacts, but none is so dramatic as the retaceous event. 0ut even without such speci"ic documentation, it is clear that impacts o" this si$e do occur and that their )0results can be catastrophic. +hat is a catastrophe "or one group o" living things, however, may create opportunities "or another group. ,ollowing each mass e!tinction, there is a sudden evolutionary burst as new species develop to "ill the ecological niches opened by the event. ))Impacts by meteorites represent one mechanism that could cause global catastrophes and seriously in"luence the evolution o" li"e all over the planet. 6ccording to some estimates, the ma%ority o" all e!tinctions o" species may be due to such impacts. #uch a perspective "undamentally changes our view o" biological evolution. The standard criterion "or the survival o" a species is its success in competing with other species and adapting to slowly (0changing environments. Yet an equally important criterion is the ability o" a species to survive random global ecological catastrophes due to impacts. Earth is a target in a cosmic shooting gallery, sub%ect to random violent events that were unsuspected a "ew decades ago. In -..- the 7nited #tates ongress as&ed 86#6 to ()investigate the ha$ard posed today by large impacts on Earth. The group conducting the study concluded "rom a detailed analysis that impacts "rom meteorites can indeed be ha$ardous. 6lthough there is always some ris& that a large impact could occur, care"ul study shows that this ris& is quite small. ;0

;)-. The word 9pose: on line 2 is closest in meaning to a. claim b. model /0 c. assume d. present /)

.0 2. In paragraph 2, why does the author include the in"ormation that dinosaurs had "lourished "or tens o" millions o" years and then suddenly .) disappeared< a. To support the claim that the mass e!tinction at the end o" the retaceous is the best'documented o" the do$en or so mass e!tinctions in the geological record -00 b. To e!plain why as many as hal" o" the species on Earth at the time are believed to have become e!tinct at the end o" the retaceous -0) c. To e!plain why paleontologists have always been intrigued by the mass e!tinction at the end o" the retaceous d. To provide evidence that an impact can be large enough to disturb the environment o" the entire planet and cause an ecological disaster --0 3. +hich o" the "ollowing can be in"erred "rom paragraph 3 about the location o" the meteorite impact in 2e!ico< --) a. The location o" the impact site in 2e!ico was &ept secret by geologists "rom -./0 to -..0. b. It was a well'&nown "act that the impact had occurred in the Yucat1n region. -20 c. =eologists &new that there had been an impact be"ore they &new where it had occurred. -2) d. The Yucat1n region was chosen by geologists as the most probable impact site because o" its climate. 4. 6ccording to paragraph 3, how did scientists determine that a large meteorite had impacted Earth< -30 a. They discovered a large crater in the Yucat1n region o" 2e!ico. b. They "ound a unique layer o" sediment worldwide. -3) c. They were alerted by archaeologists who had been e!cavating in

the Yucat1n region. d. They located a meteorite with a mass o" over a trillion tons. ). The word 9e!cavating: on line 2) is closest in meaning to -40 a. digging out b. e!tending -4) c. destroying d. covering up -)0(. The word 9consumed: on line 32 is closest in meaning to a. changed b. e!posed -)) c. destroyed d. covered -(0 ;. 6ccording to paragraph 4, all o" the "ollowing statements are true o" the impact at the end o" the retaceous period E> E5T? a. 6 large amount o" dust bloc&ed sunlight "rom Earth. -() b. Earth became cold and dar& "or several months. c. 8ew elements were "ormed in Earth*s crust. -;0 d. @arge quantities o" nitric acid were produced. /. The phrase 9tentatively identi"ied: on line 3( is closest in meaning to -;) a. identi"ied a"ter care"ul study b. identi"ied without certainty -/0 c. occasionally identi"ied

d. easily identi"ied -/).. The word 9perspective: on line 4( is closest in meaning to a. sense o" values b. point o" view -.0 c. calculation d. complication -.) -0. 5aragraph ( supports which o" the "ollowing statements about the "actors that are essential "or the survival o" a species< 200 a. The most important "actor "or the survival o" a species is its ability to compete and adapt to gradual changes in its environment. b. The ability o" a species to compete and adapt to a gradually changing environment is not the only ability that is essential "or survival. c. #ince most e!tinctions o" species are due to ma%or meteorite impacts, the ability to survive such impacts is the most important "actor "or the survival o" a species. 2-0 d. The "actors that are most important "or the survival o" a species vary signi"icantly "rom one species to another. 2-)

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230 --. +hich o" the sentences below best e!presses the essential in"ormation in the "ollowing sentence< 23) Earth is a target in a cosmic shooting gallery, subject to random violent events that were unsuspected a ew decades ago! Incorrect choices change the meaning in important ways or leave out essential in"ormation. 240 a. 7ntil recently, nobody reali$ed that Earth is e!posed to unpredictable violent impacts "rom space. b. In the last "ew decades, the ris& o" a random violent impact "rom space has increased. 24) c. #ince most violent events on Earth occur randomly, nobody can predict when or where they will happen. 2)0 d. 6 "ew decades ago, Earth became the target o" random violent events originating in outer space. -2. 6ccording to the passage, who conducted investigations about the current dangers posed by large meteorite impacts on Earth< 2)) a. 5aleontologists b. =eologists 2(0 c. The 7nited #tates ongress d. 86#6 2()

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2;) -3. @oo& at the "our letters A", #, $, and DB that indicate where the "ollowing sentence could be added to the passage in paragraph (. 2/0 %his is the criterion emphasi&ed by Darwin's theory o evolution by natural selection! +here would the sentence best "it< 2/) Impacts by meteorites represent one mechanism that could cause global catastrophes and seriously in"luence the evolution o" li"e all over the planet. (") 6ccording to some estimates, the ma%ority o" all e!tinctions o" species may be due to such impacts. (#) #uch a perspective "undamentally changes our view o" biological evolution. ($) The standard criterion "or the survival o" a species is its success in competing with other species and adapting to slowly changing environments. (D) Yet an equally important criterion is the ability o" a species to survive random global ecological catastrophes due to impacts. hoose the place where the sentence "its best. a. Cption 6 300 b. Cption 0 c. Cption d. Cption D 30)

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320 -4. 6n introductory sentence "or a brie" summary o" the passage is provided below. omplete the summary by selecting the TEREE 32) answer choices that e!press the most important ideas in the passage. #ome sentences do not belong in the summary because they e!press ideas that are not presented in the passage or are minor ideas in the passage. %his *uestion is worth + points! 330 +rite your answer choices in the spaces where they belong. You can write in the number o" the answer choice or the whole sentence.

Scientists have lin,ed the mass extinction at the end o the $retaceous with a meteorite impact on Earth! 33) "nswer choices A-B #cientists had believed "or centuries that meteorite activity in"luenced evolution on Earth. 340 A2B The site o" the large meteorite impact at the end o" the retaceous period was identi"ied in -..0. A3B There have also been large meteorite impacts on the sur"ace o" the 2oon, leaving craters li&e Tycho. 34) A4B 6n iridium'enriched sediment layer and a large impact crater in the Yucat1n provide evidence that a large meteorite struc& Earth about () million years ago. 3)0 A)B @arge meteorite impacts, such as one at the end o" the retaceous period, can seriously a""ect climate, ecological niches, plants, and animals. /

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A(B 2eteorite impacts can be advantageous "or some species, which thrive, and disastrous "or other species, which become e!tinct. Fey to Reading #ection?

3(0 -. d 2. c 3. c 4. b ). a 3() (. c ;. c /. b .. b -0. b 3;0--. a -2. d -3. d -4. 4,),( 3;)

-istening Section
Directions: The @istening section measures your ability to understand conversations and 3/0lectures in English. In this sample, you will read one conversation and one lecture and answer questions a"ter each conversation or lecture. The questions typically as& about the main idea and supporting details. #ome questions as& about a spea&er*s purpose or attitude. 6nswer the questions based on what is stated or implied by the spea&ers. 2ost questions are worth one point. I" a question is worth more than one point, it will have 3/)special directions that indicate how many points you can receive. 3.0 C8GER#6TIC8 TR68# RI5T (.arrator) @isten to a conversation between a student and her bas&etball coach and then answer the questions. 3.) (Male coach) Ei, Eli$abeth. (/emale student) Eey, oach. I %ust thought I*d stop by to see what I missed while I was 400gone. (Male coach) +ell, we*ve been wor&ing real hard on our plan "or the ne!t game . . . I*ve as&ed #usan to go over it with you be"ore practice this a"ternoon, so you*ll &now what we*re doing. 40) (/emale student) C&ay. (Male coach) 0y the way, how did your brother*s wedding go< 4-0(/emale student) Ch, it was beauti"ul. 6nd the whole "amily was there. I saw aunts and uncles and cousins I hadn*t seen in years. (Male coach) #o it was worth the trip. 4-)(/emale student) Ch de"initely. I*m sorry I had to miss practice, though. I "eel bad about that. (Male coach) ,amily*s very important. 420(/emale student) Yep. C&ay, I guess I*ll see you this a"ternoon at practice, then. In an actual test, you will be able to ta&e notes while you listen and use your notes to help you answer the questions. Your notes will not be scored.

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(Male coach) Hust a minute. There are a couple o" other things I need to tell you. (/emale student) Ch, o&ay. 42) (Male coach) 7h . . . ,irst, everybody*s getting a new team %ac&et. (/emale student) +ow. Eow did that happen< 430(Male coach) 6 woman who played here about 20, 2) years ago came through town a "ew wee&s ago and saw a game, and said she wanted to do something "or the team, so . . . (/emale student) #o she*s buying us new %ac&ets< 43)(Male coach) Yep. (/emale student) +ow, that*s really nice o" her. (Male coach) Yes, it is. It*s great that "ormer players still care so much about our school 440and our bas&etball program . . . 6nyway you need to "ill out an order "orm. I*ll give it to you now, and you can bring it bac& this a"ternoon. I*ve got the "orms "rom the other players, so as soon as I get yours we can order. 2aybe we*ll have the %ac&ets by the ne!t game. 44)(/emale student) CF. (Male coach) =reat. 6nd the ne!t thing is, you &now 2ary*s trans"erring to another college ne!t wee&, so we*ll need someone to ta&e over her role as captain "or the second hal" o" the season. 6nd the other players unanimously pic&ed you to ta&e over as captain 4)0when 2ary leaves. (/emale student) +ow. I saw everybody this morning, and nobody said a word. (Male coach) They wanted me to tell you. #o, do you accept< 4)) (/emale student) C" courseI 0ut #usan*s a much better player than I am. I*m really surprised they didn*t pic& her. (Male coach) They thin& you*re the right one. You*ll have to as& them their thoughts. 4(0 (/emale student) C&ay . . . I guess one o" the "irst things I*ll have to do as captain is ma&e sure we get a than&'you card out to the lady who*s buying us the %ac&ets. (Male coach) =ood idea. I have her address here somewhere. 4() (/emale student) 6nd I*ll ma&e sure the whole team signs it.

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(Male coach) =ood. That*s all the news there is. I thin& that*s it "or now. Ch, let me get you that order "orm. 4;0 -. +hat are the spea&ers mainly discussing< a. Eow the woman should prepare "or the ne!t game 4;) b. The woman*s responsibilities as team captain c. Things that happened while the woman was away 4/0 d. The style o" the new team uni"orms 2. +ho is buying new %ac&ets "or the team< 4/) a. The coach b. The captain o" the team c. 6 "ormer player 4.0 d. 6 group o" bas&etball "ans 3. There are two answers "or the ne!t question. 2ar& two answers. 4.) +hy is the woman surprised to learn that she has been chosen as the new team captain< a. #he is not the best player on the team. )00 b. Eer teammates did not tell her about the decision. c. #he does not have many "riends on the team. )0) d. #he has missed a lot o" practices.

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4. Read part o" the conversation again. Then answer the question. )-) (/emale student) I*m sorry I had to miss practice, though. I "eel bad about that. (Male coach) ,amily*s very important. )20 +hat does the man mean when he says? 9,amily*s very important.: a. Ee hopes the woman*s "amily is doing well. b. Ee would li&e to meet the woman*s "amily. )2) c. The woman should spend more time with her "amily. d. The woman had a good reason "or missing practice. )30 ). +hy does the coach say? 9=ood. That*s all the news there is. I thin& that*s it "or now.: a. Ee wants to &now i" the woman understood his point. )3) b. Ee wants the woman to act immediately. c. Ee is preparing to change the topic. )40 d. Ee is ready to end the conversation.

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@E T7RE TR68# RI5T )4) (.arrator) @isten to part o" a lecture in a literature class. (Male pro essor) Today I*d li&e to introduce you to a novel that some critics consider the "inest detective novel ever written. It was also the "irst. +e*re tal&ing about The ))0Moonstone by +il&ie ollins. 8ow, there are other detective stories that preceded The Moonstone historicallyJ7m, notably the wor& o" 5oe . . . Edgar 6llen 5oe*s stories, such as 9The 2urders in the Rue 2orgue: and . . . 9The 5urloined @etter.: 8ow these were short stories that "eatured a detective . . . uh, probably the "irst to do that. 0ut The Moonstone, which "ollows them by about twenty yearsJit was published in -/(/Jthis )))is the "irst "ull'length detective novel ever written. 8ow, in The MoonstoneJi" you read it as . . . uh, come to it as a contemporary readerJ what*s interesting is that most o" the "eatures you "ind in almost any detective novel are in "act already present. 7h, its hard at this %uncture to read this novel and reali$e that no )(0one had ever done that be"ore, because it all seems so stri&ingly "amiliar. It*s, it*s really a wonder"ul novel and I recommend it, even %ust as a "un boo& to read, i" you*ve never read it. 7m, so in The Moonstone, as I said, ollins did much to establish the conventions o" the detective genre. I*m not gonna go into the plot at length, but, you &now, the basic set' up is . . . there*s this diamond o" great . . . o" great value, a country house, the diamond )()mysteriously disappears in the middle o" the night, uh, the local police are brought in, in an attempt to solve the crime, and they mess it up completely, and then the true hero o" the boo& arrives. That*s #ergeant u"". 8ow, u"", this e!traordinarily important character . . . well, let me try to give you a );0sense o" who #ergeant u"" is, by "irst describing the regular police. 6nd this is the dynamic that you*re going to see throughout the history o" the detective novel, where you have the regular copsJwho are well'meaning, but o""icious and bumblingly ineptJand they are countered by a "igure who*s eccentric, analytical, brilliant, and . . . and able to solve the crime. #o, "irst the regular police get called in to solve the mysteryJ7m, in this );)case, detective, uh, #uperintendent #eegrave. +hen #uperintendent #eegrave comes in, he orders his minions around, they bumble, and they actually ma&e a mess o" the investigation, which you*ll see repeatedJum, you*ll see this pattern repeated, particularly in the #herloc& Eolmes stories o" a "ew years later where, uh, Inspector @estrade, this well'meaning idiot, is always countered, uh, by #herloc& Eolmes, who*s a )/0genius. #o, now u"" arrives. u"" is the man who*s coming to solve the mystery, and again he has a lot o" the characteristics that "uture detectives throughout the history o" this genre will have. Ee*s eccentric. Ee has a hobby that he*s obsessive aboutJin this . . . in his )/)case, it*s the love o" roses. Ee*s a "anatic about the breeding o" rosesK and here thin& o" 8ero +ol"e and his orchids, #herloc& Eolmes and his violin, a lot o" those later classic detective heroes have this &ind o" outside interest that they . . . they go to as a &ind o" antidote to the evil and misery they encounter in their daily lives. 6t one point, u"" says

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he li&es his roses because they o""er solace, uh, an escape, "rom the world o" crime he ).0typically operates in. 8ow, these detective heroes . . . they have this characteristic o" being smart, incredibly smart, but o" not appearing to be smart. 6nd most importantly, "rom a &ind o" e!istential point o" view, these detectives see things that other people do not see. 6nd that*s why the ).)detective is such an important "igure, I thin&, in our modern imagination. In the case o" The MoonstoneJI don*t want to say too much here and spoil it "or youJbut the clue that*s &ey to . . . the solving o" the crime is a smeared bit o" paint in a doorway. C" course, the regular police have missed this paint smear or made some sort o" unwarranted assumption about it. u"" sees this smear o" paintJthis paint, the place where the paint is (00smearedJand reali$es that "rom this one smear o" paint you can actually deduce the whole situation . . . the whole world. 6nd that*s what the hero in a detective novel li&e this . . . brings to it that the other characters don*tJit*s this ability to, uh, see meaning where others see no meaning and to bring order . . . to where it seems there is no order. (0) (. +hat is the lecture mainly about< a. 6 comparison o" two types o" detective novels (-0 b. +ays in which detective novels have changed over time c. The Moonstone as a model "or later detective novels d. ,laws that can be "ound in the plot o" The Moonstone (-) ;. In what way is The Moonstone di""erent "rom earlier wor&s "eaturing a detective< a. In its unusual ending (20 b. In its unique characters c. In its "ocus on a serious crime (2) d. In its greater length

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/. 6ccording to the pro"essor, what do roses in The Moonstone represent< (30 a. 6 &ey clue that leads to the solving o" the mystery b. 6 relie" and com"ort to the detective (3) c. Romance between the main characters d. 0rilliant ideas that occur to the detective (40.. +hy does the pro"essor mention a smeared bit o" paint in a doorway in The Moonstone< a. To describe a mista&e that #ergeant u"" has made (4) b. To show how realistically the author describes the crime scene c. To e!empli"y a pattern repeated in many other detective stories d. To illustrate the superior techniques used by the police ()0 -0. +hat can be in"erred about the pro"essor when he says this? 97h, it*s hard at this %uncture to read this novel and reali$e that no one had ever done that be"ore, because it all seems so stri&ingly "amiliar.: ()) a. Ee is impressed by the novel*s originality. b. Ee is concerned that students may "ind the novel di""icult to read. ((0 c. Ee is bored by the novel*s descriptions o" ordinary events. d. Ee is eager to write a boo& about a less "amiliar sub%ect. (()

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--. +hat does the pro"essor imply when he says this? 9. . . well, let me try to give you a sense o" who #ergeant u"" is, by "irst describing the regular police.: a. #ergeant u"" is unli&e other characters in The Moonstone. (;0 b. The author*s description o" #ergeant u"" is very realistic. c. #ergeant u"" learned to solve crimes by observing the regular police. (;) d. Di""erences between #ergeant u"" and #herloc& Eolmes are hard to describe.

(/0 Fey to @istening section? -. c (/) 2. c 3. a, b 4. d ). d (. c (.0 ;. d /. b .. c -0. a --. a (.)

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Spea,ing Section
;00 Directions: The #pea&ing section in the test measures your ability to spea& about a variety o" topics. ;0) ;-0 ;-) ;20 ;2) 5reparation and response times "or an actual test are noted in this te!t. andidates with disabilities may request time e!tensions. #ample candidate responses and score e!planations can be "ound in the online version o" the sampler. The scoring rubric used to score actual responses can be "ound on the TCE,@ website*s 9Download @ibrary: page. In questions - and 2, in an actual test, your response will be scored on your ability to spea& clearly and coherently about "amiliar topics. In questions 3 and 4, in an actual test, you will "irst read a short te!t and then listen to a tal& on the same topic. You will have to combine appropriate in"ormation "rom the te!t and the tal& to provide a complete answer. Your response will be scored on your ability to accurately convey in"ormation, and to spea& clearly and coherently. In this sampler, you will read both the te!t and the tal&. In questions ) and (, in an actual test, you will listen to part o" a conversation or lecture. Then, you will be as&ed a question about what you have heard. Your response will be scored on your ability to accurately convey in"ormation, and to spea& clearly and coherently. In this sampler, you will read the conversation. In an actual test, you will be able to ta&e notes while you read and while you listen to the conversations and tal&s. You may use your notes to help prepare your responses.

;30-. Tal& about a pleasant and memorable event that happened while you were in school. E!plain why this event brings bac& "ond memories. 0reparation %ime: 12 seconds Response %ime: 32 seconds ;3) 2. #ome people thin& it is more "un to spend time with "riends in restaurants or ca"Ls. Cthers thin& it is more "un to spend time with "riends at home. +hich do you thin& is better< E!plain why. ;40 0reparation %ime: 12 seconds Response %ime: 32 seconds -/

3. Read the "ollowing te!t and the conversation that "ollows it. Then, answer the question. ;4) The 8orth"ield ollege #tudent 6ssociation recently decided to ma&e a new purchase. Read the "ollowing announcement in the college newspaper about the decision. AReading time in an actual test would be 4)')0 seconds.B ;)0 4ood .ews or Movie /ans The #tudent 6ssociation has %ust purchased a new sound system "or the Cld @incoln Eall auditorium, the place where movies on campus are currently shown. 0y installing the ;))new sound system, the #tudent 6ssociation hopes to attract more students to the movies and increase tic&et sales. 0e"ore ma&ing the purchase o" the new equipment, the #tudent 6ssociation conducted a survey on campus to see what &ind o" entertainment students li&ed best. =oing to the movies ran&ed number one. 9#tudents at 8orth"ield ollege love going to the movies: said the president o" the #tudent 6ssociation, 9so we decided to ;(0ma&e what they already love even better. +e*re con"ident that the investment into the sound system will translate into increased tic&et sales.:

(Male student) I really thin& the #tudent 6ssociation made a bad decision. ;() (/emale student) Really< +hy< Don*t you li&e going to the movies< (Male student) #ure I do. 0ut this new purchase is %ust a waste o" money. ;;0(/emale student) +hat do you mean< It*s supposed to sound really good. (Male student) Yeah, well, I*m sure it does, but, in Cld @incoln Eall< I mean that building must be 200 years oldI It used to be the college gymI The acoustics are terrible. ;;)(/emale student) #o you*re saying there*ll be no improvement< (Male student) That*s right. 6nd also, I seriously doubt that going to the movies is the number one social activity "or most students. ;/0(/emale student) Yeah, but that*s what students said. (Male student) +ell, o" course that*s what they said. +hat else is there to do on campus< ;/)(/emale student) +hat do you mean<

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(Male student) I mean, there isn*t much to do on campus besides go to the movies. I" there were other "orms o", uh recreation, or other social activities, you &now, I don*t thin& most students would have said that going to the movies was their "irst choice. ;.0 5uestion: The man e!presses his opinion o" the #tudent 6ssociation*s recent purchase. #tate his opinion and e!plain the reasons he gives "or holding that opinion. 0reparation %ime: 67 seconds ;.)Response %ime: 87 seconds 4. Read a passage "rom a psychology te!tboo& and the lecture that "ollows it. Then answer the question. AReading time in an actual test would be 4)')0 seconds.B /00 /low In psychology, the "eeling o" complete and energi$ed "ocus in an activity is called "low. /0)5eople who enter a state o" "low lose their sense o" time and have a "eeling o" great satis"action. They become completely involved in an activity "or its own sa&e rather than "or what may result "rom the activity, such as money or prestige. ontrary to e!pectation, "low usually happens not during rela!ing moments o" leisure and entertainment, but when we are actively involved in a di""icult enterprise, in a tas& that stretches our mental or /-0physical abilities.

(Male pro essor) I thin& this will help you get a picture o" what your te!tboo& is describing. I had a "riend who taught in the physics department, 5ro"essor Hones, he /-)retired last year. . . . 6nyway, I remember . . . this was a "ew years ago . . . I remember passing by a classroom early one morning %ust as he was leaving, and he loo&ed terrible? his clothes were all rumpled, and he loo&ed li&e he hadn*t slept all night. 6nd I as&ed i" he was CF. I was surprised when he said that he never "elt better, that he was totally happy. Ee had spent the entire night in the classroom wor&ing on a mathematics pu$$le. /20Ee didn*t stop to eat dinnerK he didn*t stop to sleep . . . or even rest. Ee was that involved in solving the pu$$le. 6nd it didn*t even have anything to do with his teaching or researchK he had %ust come across this pu$$le accidentally, I thin& in a mathematics %ournal, and it %ust really interested him, so he wor&ed "uriously all night and covered the blac&boards in the classroom with equations and numbers and never reali$ed that time /2)was passing by. 5uestion: E!plain flow and how the e!ample used by the pro"essor illustrates the concept. /300reparation %ime: 67 seconds Response %ime: 87 seconds

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). Read the "ollowing conversation between two students and then answer the question. /3) (/emale student) Eow*s the calculus class going< You*re doing better< (Male student) 8ot really. I %ust can*t get the hang o" it. There*re so many "unctions and "ormulas to memori$e, you &now< 6nd the "inal . . . It*s only a "ew wee&s away. I*m /40really worried about doing well. (/emale student) Ch . . . You &now, you should go to the tutoring program and as& "or help. /4)(Male student) You mean, in the 2athematics building< (/emale student) Ya. =et a tutor there. 2ost tutors are doctoral students in the math program. They &now what they*re tal&ing about, and "or the "inal test, you &now, they*d tell you what to study, how to prepare, all o" that. /)0 (Male student) I &now about that program . . . but doesn*t it cost money< (/emale student) C" course. You have to register and pay by the hour . . . 0ut they*ve got all the answers. /)) (Male student) Emm . . . (/emale student) 6nother option, I guess, is to "orm a study group with other students. That won*t cost you any money. /(0 (Male student) That*s a thought . . . although once I was in a study group, and it was a big waste o" time. +e usually ended up tal&ing about other stu"" li&e what we did over the wee&end. /()(/emale student) 0ut that was "or a di""erent class, right< I*ve actually had some pretty good e!periences with study groups. 7sually students in the same class have di""erent strengths and wea&nesses with the material . . . i" they*re serious about studying, they can really help each other out. Thin& about it. /;05uestion: 0rie"ly summari$e the problem the spea&ers are discussing. Then state which solution you would recommend. E!plain the reasons "or your recommendation. 0reparation %ime: +7 seconds Response %ime: 87 seconds /;)

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(. Read part o" a lecture in a biology course and then answer the question. //0 (/emale pro essor) Euman beings aren*t the only animals that use tools. It*s generally recogni$ed that other animals use tools as well . . . use them naturally, in the wild, without any human instruction. 0ut when can we say that an ob%ect is a tool< +ell, it depends on your de"inition o" a tool. 6nd in "act, there are two competing de"initionsJa //)narrow de"inition and a broad one. The narrow de"inition says that a tool is an ob%ect that*s used to per"orm a speci"ic tas& . . . but not %ust any ob%ect. To be a tool, according to the narrow de"inition, the ob%ect*s gotta be purpose"ully changed or shaped by the animal, or human, so that it can be used that way. It*s an ob%ect that*s made. +ild chimpan$ees use stic&s to dig insects out o" their nests . . . but most stic&s lying around /.0won*t do the %ob . . . they might be too thic&, "or e!ample. #o the stic&s have to be sharpened so they*ll "it into the hole in an ant hill or the insect nest. The chimp pulls o"" the leaves and chews the stic& and trims it down that way until it*s the right si$e. The chimp doesn*t %ust "ind the stic& . . . it . . . you could say it ma&es it in a way. /.)0ut the broad de"inition says an ob%ect doesn*t have to be modi"ied to be considered a tool. The broad de"inition says a tool is any ob%ect that*s used to per"orm a speci"ic tas&. ,or e!ample, an elephant will sometimes use a stic& to scratch its bac& . . . it %ust pic&s up a stic& "rom the ground and scratches its bac& with it . . . It doesn*t modi"y the stic&, it uses it %ust as it*s "ound. 6nd it*s a tool, under the broad de"inition, but under the narrow .00de"inition it*s not because, well, the elephant doesn*t change it in any way. 5uestion: 7sing points and e!amples "rom the tal&, describe the two di""erent de"initions o" tools given by the pro"essor. .0)0reparation %ime: +7 seconds Response %ime: 87 seconds

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9riting Section

Directions: These sample tas&s in the +riting section measure your ability to write in English in an academic environment. There will be 2 writing tas&s. .30 ,or the "irst tas& in this sampler, you will read a passage and part o" a lecture about an academic topic. Then you will write a response to a question that as&s you about the relationship between the lecture and the reading passage. Try to answer the question as completely as possible using in"ormation "rom the reading passage and the lecture. The question does not as& you to e!press your personal opinion. Your response will be %udged on the quality o" your writing and on how well your response presents the points in the lecture and their relationship to the reading passage. ,or the second tas&, you will demonstrate your ability to write an essay in response to a question that as&s you to e!press and support your opinion about a topic or issue. Your essay will be scored on the quality o" your writing. This includes the development o" your ideas, the organi$ation o" your essay, and the quality and accuracy o" the language you use to e!press your ideas. 6t the end o" the writing section, in this sampler you will "ind two sample essays "or each question, the score they received, and an e!planation o" how they were scored. In an actual test, you will be able to ta&e notes while you listen and use your notes to help you answer the questions.

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-. Read the "ollowing passage and the lecture which "ollows. In an actual test, you will have 3 minutes to read the passage. Then, answer the question. In the test, you will .)) have 20 minutes to plan and write your response. Typically, an e""ective response will be -)0 to 22) words. andidates with disabilities may request additional time to read the passage and write the response. .(0RE6DI8= 56##6=E ritics say that current voting systems used in the 7nited #tates are ine""icient and o"ten lead to the inaccurate counting o" votes. 2iscounts can be especially damaging i" an election is closely contested. Those critics would li&e the traditional systems to be .()replaced with "ar more e""icient and trustworthy computeri$ed voting systems. In traditional voting, one ma%or source o" inaccuracy is that people accidentally vote "or the wrong candidate. Goters usually have to "ind the name o" their candidate on a large sheet o" paper containing many namesJthe ballotJand ma&e a small mar& ne!t to that name. 5eople with poor eyesight can easily mar& the wrong name. The computeri$ed .;0voting machines have an easy'to'use touch'screen technology? to cast a vote, a voter needs only to touch the candidate*s name on the screen to record a vote "or that candidateK voters can even have the computer magni"y the name "or easier viewing. 6nother ma%or problem with old voting systems is that they rely heavily on people to count the votes. C""icials must o"ten count up the votes one by one, going .;)through every ballot and recording the vote. #ince they have to deal with thousands o" ballots, it is almost inevitable that they will ma&e mista&es. I" an error is detected, a long and e!pensive recount has to ta&e place. In contrast, computeri$ed systems remove the possibility o" human error, since all the vote counting is done quic&ly and automatically by the computers. ./0 ,inally some people say it is too ris&y to implement complicated voting technology nationwide. 0ut without giving it a thought, governments and individuals ali&e trust other comple! computer technology every day to be per"ectly accurate in ban&ing transactions as well as in the communication o" highly sensitive in"ormation. ./) @E T7RE TR68# RI5T (.arrator) 8ow listen to part o" a lecture on the topic you %ust read about. ..0 (/emale pro essor) +hile traditional voting systems have some problems, it*s doubt"ul that computeri$ed voting will ma&e the situation any better. omputeri$ed voting may seem easy "or people who are used to computers. 0ut what about people who aren*t< 5eople who can*t a""ord computers, people who don*t use them on a regular basisJthese ..)people will have trouble using computeri$ed voting machines. These voters can easily cast the wrong vote or be discouraged "rom voting altogether because o" "ear o" technology. ,urthermore, it*s true that humans ma&e mista&es when they count up ballots by hand. 0ut are we sure that computers will do a better %ob< 6"ter all, computers are 24

programmed by humans, so 9human error: can show up in mista&es in their programs. -0006nd the errors caused by these de"ective programs may be "ar more serious. The worst a human o""icial can do is miss a "ew ballots. 0ut an error in a computer program can result in thousands o" votes being miscounted or even permanently removed "rom the record. 6nd in many voting systems, there is no physical record o" the votes, so a computer recount in the case o" a suspected error is impossibleI 6s "or our trust o" computer -00)technology "or ban&ing and communications, remember one thing? these systems are used daily and they are used heavily. They didn*t wor& "lawlessly when they were "irst introduced. They had to be improved on and improved on until they got as reliable as they are today. 0ut voting happens only once every two years nationally in the 7nited #tates and not much more than twice a year in many local areas. This is hardly su""icient -0-0"or us to develop con"idence that computeri$ed voting can be "ully trusted. 5uestion: #ummari$e the points made in the lecture, being sure to e!plain how they oppose speci"ic points made in the reading passage. -0-)

-0202. Read the question below. In a real test, you will have 30 minutes to plan, write, and revise your essay. andidates with disabilities may request a time e!tension. Typically, an e""ective response will contain a minimum o" 300 words. -02)5uestion: Do you agree or disagree with the "ollowing statement< " teacher's ability to relate well with students is more important than excellent ,nowledge o the subject being taught! -030 7se speci"ic reasons and e!amples to support your answer.

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Sample responses
0elow are candidates* responses e!empli"ying scores o" ) and 4 "or both +riting tas&s. The scoring rubrics used to score actual responses can be "ound on the TCE,@ website*s -03)9Download @ibrary: page.

5:ES%I;. 1, RES0;.SE ", S$;RE ;/ 2 -040The lecture e!plained why the computeri$ed voting system can not replace the traditional voting system. There are the "ollowing three reasons. ,irst o" all, not everyoen one can use computers correctly. #ome people do not have access to computers, some people are not used o" computers, and some people are even -04)scared o" this new technology. I" the voters do not &now how to use a computer, how do you e!pect them to "inish the voting process through computers< This directly re"utes the reading passage which states that computeri$ed voting is easier by %ust touchingthe screen. -0)0#econdly, computers may ma&e mista&es as the people do. 6s computers are programmed by the human beings, thus erros are inevitable in the computer system. 5roblems caused by computer voting systems may be more serious than those caused by people. 6 larger number o" votes might be miss counted or even removed "rom the system. ,urthermore, it would ta&e more energy to recount the votes. 6gain this -0))contradicts what is stated in the reading which stated that only people will ma&e mista&es in counting. Thirdly, computeri$ed voting system is not reliable because it has not reached a stable status. 5eople trust computers to conduct ban&ing transactions because the computeri$ed -0(0ban&ing system is being used daily and "recuently and has been stable. Eow ever, the voting does not happen as o"ten as ban&ing thus the computeri$ed voting system has not been proved to be totally reliable. 6ll in all, not everyone can use a computer properly, computer cause mista&es and -0()computeri$ed voting system is not reliable are the main reasons why computeri$ed voting system can not replace the traditional voting system. Score explanation -0;0 This response is well organi$ed, selects the important in"ormation "rom all three points made in the lecture, and e!plains its relationship to the claims made in the reading passage about the advantages o" computeri$ed voting over traditional voting methods. ,irst, it counters the argument that computeri$ed voting is more user'"riendly and -0;)prevents distortion o" the vote by saying that many voters "ind computers un"amiliar and some voters may end up not voting at all. 2(

#econd, it challenges the argument that computeri$ed voting will result in "ewer miscounts by pointing out that programming errors may result in large'scale miscounts and that some errors may result in the loss o" voting records. -0/0 Third, it re%ects the comparison o" computeri$ed voting with computeri$ed ban&ing by pointing out that the reliability o" computeri$ed ban&ing A9reached a stable status:B has been achieved though "requent use, which does not apply to voting. There are occasional minor language errors? "or e!ample, 9people not used o" computers:K 9miss counted:K 9computer cause mista&es:K and the poor synta! o" the last -0/)sentence A96ll in all . . . :B. #ome spelling errors are obviously typos? 9everyoen.: The errors, however, are not at all "requent and do not result in unclear or inaccurate representation o" the content. The response meets all the criteria "or the score o" ).

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-0.05:ES%I;. 1, RES0;.SE #, S$;RE ;/ 3 The leture disgreed with the articleMs opinions. ItMs not a better solution to use the computeri$ed voting systems. ,irstly, it might be hard "or the voters who donMt use the computer so o"ten, or the users -0.)who is "ear o" the technology, even some o" voters can not a"ord a computer. Touch screen may also be hard to use "or people who is not "amiliar with computers. #econdly, computer is programmed by human beings, which means it can also have errors. Instead o" human beingMs counting error, which only results one or two counting error in number, an errror in the program code could cause tramendous error in number. In case o" the --00computer crash or disaster, it may lost all the voting in"ormation. +e can not even to ma&e a re'count. @astly, our daily ban&ing or other highly sensitive in"omation system, is actually improved as time goes by. They were also problematic at the beginning. 6s we use them so o"ten, we have more chances to "ind problems, and "urturemore, to "i! and improve them. Eowever, "or the voting system, we only use them every 2 years --0)nationally and some other rare events. +e %ust donMt use it o"ten enough to "ind a bug or test it thoroughly. Score explanation ---0 The response selects most o" the important in"ormation "rom the lecture and indicates that it challenges the main argument in the reading passage about the advantages o" computeri$ed voting systems A9it*s not a better solution:B. ,irst, the response e!plains that some people will not "ind computers to be user' ---)"riendlyK however, it "ails to relate this clearly to the point made in the passage that computeri$ed voting will prevent distortion o" the vote. That is clearly an omission, but it is minor. #econd, the response does a good %ob o" pointing out how programming and errors can cause greater problems than miscounts cause in the traditional voting system. --20 Third, the response provides a nice e!planation o" how the "requent use o" systems li&e the ban&ing system has contributed to such systems* reliability, and then it contrasts that with the computeri$ed voting system. There are more "requent language errors throughout the responseJ"or e!ample, 9users who is "ear:K 9some o" voters can not a"ord:K 9people who is not "amiliar:K 9it may --2)lost:K and 9can not even to ma&e.: E!pressions chosen by the writer occasionally a""ect the clarity o" the content that is being conveyed? 9results one or two counting error in number . . . an errror in the program code could cause tramendous error in number: and 9use them every 2 years nationally and some other rare events.: Eowever, it should be noted that in these cases, a reader can derive the intended meaning "rom the conte!t. --30 Due to the more "requent language errors that on occasion result in minor lapses o" clarity and due to minor content omission, especially in the coverage o" the "irst lecture point, the response cannot earn the score o" ). 6t the same time, since the language errors are generally minor and mostly do not inter"ere with the clarity o" the content and since most o" the important in"ormation "rom the lecture is covered by the writer, the response --3)deserves a higher score than 3. It meets the criteria "or the score o" 4.

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5:ES%I;. +, RES0;.SE ", S$;RE ;/ 2 I remember every teacher that has taught me since I was in Findergarten. I" a "riend wants to &now who our "irst grade teacher was in elementary school, all they have --40to do is as& me. The teachers all loo&ed very &ind and understanding in my eyes as a child. They had special relationships with nearly each and every one o" the students and were very nice to everyone. That*s the reason I remember all o" them. 6 teacher*s primary goal is to teach students the best they can about the things that are in our te!tboo&s and more important, how to show respect "or one another. They --4)teach us how to live a better li"e by getting along with everyone. In order to do that, the teachers themselves have to be able to relate well with students. 2y parents are teachers too. Cne teaches 5lant 0iology and one teaches English, but that*s not the reason I*m calling them 9teachers.: They are teachers beacuse they teach me how to act in special situations and how to cooperate with others. I have a --)0brother, and my parents use di""erent aproaches when teaching us. They might scold my brother "or sur"ing the internet too long because he doesn*t have much sel"'control and they need to restrain him. Ee almost never studies on his own and is always either drawing, playing computer games, or reading. Cn the other hand, they never tell me o"" "or using the computer too long. I do my own wor& when I want and need to because that --))brings me the best results and my parents understand that. They &now that I need leisure time o" my own and that I*ll only play until needed. 2y parents* ability to relate well with my brother and I allows them to teach, not %ust the sub%ect they teach but also their e!cellent &nowledge on li"e. Fnowlegde o" the sub%ect being taught is something ta&en "or granted, but at the --(0same time, secondary. Cne must go through and pass a series o" courses and tests in order to become a teacher. 6ny teacher is able to have e!cellent &nowledge o" their sub%ect but not all teachers can have the ability to relate well with students. 6 teacher*s primary goal is to teach students the best they can about how to show respect "or one another, so teachers use di""erent approaches when teaching, and --()&nowledge o" the sub%et being taught is secondary. ,or these reasons, I claim with con"idence that e!cellent &nowledge o" the sub%ect being taught is secondary to the teacher*s ability to relate well with their students. --;0Score explanation This essay conveys the idea that as important as teaching &nowledge is, it is as important i" not more important "or teachers to possess other qualities, all o" which the writer classi"ies as necessary "or being able to relate well with students. Those other --;)qualities include having 9special relationships: with studentsK the teaching o" respect Ain the "irst two paragraphsBK and ta&ing di""erent approaches "or di""erent individuals. The writer develops the last idea primarily by using a clearly appropriate e!tended and comple! e!ample o" the writer*s own parents, who are teachers but whose special qualities in raising the writer and the writer*s brother had to do more with ta&ing varied --/0approaches. The writer then goes on to convey that &nowledge is a givenJ9something

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ta&en "or granted:Jbecause all teachers ta&e course wor& and pass tests to gain their %obs but not all have the qualities the writer considers more important. This response very e""ectively addresses the topic and the tas&. It is true that this response is di""erent "rom most essays? the overall idea is stated e!plicitly but only at the --/)end o" the essay. Eowever, because o" very good language structure and good conceptual transitions between ideas, the reader is able to "ollow the writer*s development o" ideas without becoming con"used. The response is thus seen to be well organi$ed. Errors in language are almost none!istent here. This response meets all o" the )'level criteria "rom the #coring =uide. --.0

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5:ES%I;. +, RES0;.SE #, S$;RE ;/ 3 I disagree with the idea that the possessing the ability to relate well with student is more important than e!cellent &nowledge o" the sub%ect being taught "or a teacher. There --.)are several reasons why I disagree with that idea. ,irst, teachers* %ob is to educate their student with their &nowledge. The ability to relate well with their student is something a counselor should possess, not a teacher. That*s why the board o" education gives an award to a teacher with an e!cellent &nowledge o" the sub%ect they teach. Teachers who can get along with their students but -200have no &nowledge can be popular and be li&ed by his or her students, however I don*t consider a teacher with no &nowledge a good teacher. #econd, #tudents go to schools because they want to learn &nowledge "rom their teachers not to get along with their teachers. I &new a math teacher who was well &nown among other mathematics teachers. #ome students always complained how he never -20)entertains his students which made many o" his students to "all asleep. 8evertheless, all o" his classes were all "ull even be"ore the semester began because many students who were eager to learn already boo&ed in. Ee won the 6pples pri$e Ait*s given to a noticed teacher annuallyB a couple o" times and that enabled students to "irmly believe in his way o" teaching. -2-0 Thirdly, teachers are responsible "or conceding their &nowledge to their ne!t generation. Teachers already had an e!perience o" getting advantaged education "rom college. Teachers should not let that previlege become useless and wor&less. +e all learn because we want to become the better person that this world needs. #tudents will also eventually grow up to be in"luencing other people and teachers should volunteerily be -2-)their students* role models. ,or conclusion, I thin& the most important quality a teacher must have is an e!cellent &nowledge o" the sub%ect they teach, not an ability to relate well with their students. -220 Score explanation This is a more traditional'loo&ing essay that is organi$ed with a point o" view in the "irst paragraph stating the writer*s disagreement with the writing prompt, "ollowed by -22)three pieces o" supporting reasons and e!amples. The second paragraph ma&es the point that counselors are the ones who are supposed to relate to students and that teachers with no &nowledge are not worthwhile as teachers. In the third paragraph the writer tries to describe the "act that &nowledge is -230important by stating that students wanted to ta&e courses "rom a teacher who was &nown to possess special &nowledge even though they &new the teacher was not entertaining. The "ourth paragraph contains the very interesting idea that teachers have the obligation to pass on what they have had the privilege o" learning, but this paragraph in particular has a "ew problems with somewhat unclear e!pression o" concepts? A-B errors -23)o" word choice in the word 9conceding: Anot clear e!actly what word is intended hereB and in the term 9Nadvantaged* education: Aadvanced education or advantages o"

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education<B and A2B a problem with unclear connection o" ideas Awhy is it said that 9+e all learn because we want to become the better person that this world needs<:B. Cverall, this essay is well organi$ed, but the slightly unclear connection o" ideas -240and the language chosen, especially in the "inal paragraph, prevent this response "rom rising above the 4 level.

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