<p>p. 489
14. It can be inferred that the author of Passage 2 considers "attempts at the latter" (line 52) to have been
(A) unpolished products
(B) unpopular changes
(C) misunderstood creations
(D) ill-conceived failures
(E) foolish imitations</p>
<p>I understand why "D" is the answer. However, I don't understand why other answers are wrong specifically. Could anyone explain all the answer choices for me?</p>
<p>A) Author says nothing about how polished “educational junk” is
B) nothing about “changes” in the passage
C) they’re not misunderstood, they’re inherently “halfhearted” and “embarrassing”
E) This is the most plausible sounding wrong answer, but the author didn’t imply or suggest that “educational junk” was an imitation of “actual junk”</p>
<p>Hope that helps!</p>
<p>@humbugs thank you very much! I finally understand it now :)</p>
<p>Could you please explain this question too? (If u got time)</p>
<p>p.541
17. The quotation in lines 21-22 serves primarily to
(A) provide concrete evidence
(B) discredit a widely shared assumption
© support a provacative claim
(D) offer an opposing viewpoint
(E) summarize a common understanding</p>
<p>This time, i don’t get why E is the answer either. I picked D because i thought the quotation is an opposing viewpoint compare to the author’s.</p>
<p>Could you explain each choices?</p>
<p>The sentence isn’t an opposing viewpoint because it doesn’t oppose anything. That was just what people thought until they came with new evidence. </p>
<p>A) nope, no evidence provided. just a theory
B) the opinion doesn’t discredit anything
C) not a provocative claim. people thought that the clovis were the original people before new evidence came along.
E) correct, because this was the common (but outdated) understanding. </p>
<p>notice the organization of the passage:
<p>you can see that this is the course of a discovery, not an argument between two clashing points. now it’s easy to cross out choices A, B, C, and D. </p>
<p>@humbugs thank u very much :)</p>
<p>Could you @humbugs (or anyone else) please explain these questions also?</p>
<p>p. 523
20. In line 65, “drive” most nearly means
(A) propulsion
(B) instinct
© campaign
(D) vitality
(E) momentum</p>
<p>I know why B ad C are wrong but I don’t get why A,E cannot make sense</p>
<p>p. 551
8. In lines 16-18 (“You could…else”) the author distinguishes between
(A) general and particular impressions
(B)
© external and internal appearances
(D)(E)</p>
<p>In this question, why is A wrong?</p>
<p>Bump</p>
Even I don’t understand this “drive” question…
Someone please explain…
According to the context, the people are sleepy and fatigued. People who are sleepy lack energy. Of the choices, the closest synonym to “energy” is “vitality.”
You should always focus on the MAIN IDEA of the sentence or the context. The MAIN IDEA is that these people are SLEEPY and FATIGUED. People who are sleepy and fatigued do not lack propulsion, instinct, campaign, or momentum. They lack energy=vitality.
A second reason that “propulsion” and “momentum” are incorrect is that they are poor collocations. We do not take about people lacking propulsion or momentum. A jet engine provides propulsion, a political movement has momentum, a runner in motion has momentum. Propulsion and momentum are not characteristics of people in general, whereas vitality is.
Collocations are very important on the SAT.
The passage says that the outside does not look like what you would expect a historic library to look like, but the inside does. This is a contrast between the outer and inner appearances of the building.
It is not a contrast between general and particular. That would be a contrast between, for example, the appearance of the overall exterior and the appearance of one small part of the exterior such as the door – overall the exterior was old and worn, but the door was new.