<p>^ did everyone of you put " proud sth…" for the mother one? …what was your reasoning? i thought i read somewhere that he had limited potential /wont do great things…so how does it correlates with proudness
( i am not sure about that though)</p>
<p>Limited fame =/= Limited potential
The passage elaborated what was limited fame, those who are only be able to be appreciated by minority, like Leonardo da Vinci and Issac Newton.</p>
<p>^ I did not remember she did say that, so I put she was proud.
The mother tolerated her son to look at the stars on the roof, it was to show contrast with his father who does not pay attention to his son’s potential. I thought the passage goes smoothly if I comprehend this way. If the mother said the son would not do great things, where did the limited fame theories come from?</p>
<p>The mom made a contrast between very well-known/successful/famous politicians, who had very ‘obvious’ ideas that everyone could understand, with people like Newton and da Vinci who had ideas that were more advanced than what the average person could comprehend, and therefore had limited fame during their lifetimes. That’s why she was proud of him - she thought her son had amazing potential that other people might not be able to understand right away.</p>
<p>I thought the first few questions for this passage were pretty hard. Like the ‘what was the purpose of the star’ and the dad’s tone ect. I half guessed and put ‘linked otherwise unrelated events’ and 'decisive.</p>
<p>What about these writing questions:</p>
<p>That… childrens’ education (is)…
I was a bit stumped on whether the ‘is’ was right or not, because I didn’t know if the subject was plural (children) or singular ((the fact) that). I ended up putting NE.</p>
<p>In the last section, there was also this sentence about a girl who missed her old school because of her friends but liked her new school which had smaller classes. I was stuck between (b)…,having and (e): it had…
Can anyone shed light on the above questions?</p>
<p>Also, was section 2 the experimental writing for some of you guys? I had sec 2 &5 writing. 2 was a lot easier than 5, but then the writing section never appears as sec 2 right? That just sucked.</p>
<p>I forgot about the tone question. Wasn’t it about the father’s words of ‘God won’t reward watching stars’ which should be droll?</p>
<p>I did section 2 (optical illusion) worse that section 6 (public art) writing because I failed to placate myself at the start of the test.
I too put NE in the children’s education question. What was the (B) of the smaller class question?</p>
<p>oh damn. droll? bleh. </p>
<p>(b), having smaller classes…
(e): it had smaller classes…</p>
<p>^
I didn’t know. It’s difficult to find support in the passage for such tone questions. It seems somewhat humorous, but I’m not sure whether it should be the real tone.</p>
<p>Ladybug, are these questions from the same section: </p>
<p>"What about these writing questions:</p>
<p>That… childrens’ education (is)…
I was a bit stumped on whether the ‘is’ was right or not, because I didn’t know if the subject was plural (children) or singular ((the fact) that). I ended up putting NE.</p>
<p>In the last section, there was also this sentence about a girl who missed her old school because of her friends but liked her new school which had smaller classes. I was stuck between (b)…,having and (e): it had…
Can anyone shed light on the above questions?" </p>
<p>Were both of these questions in the same section? If so, these were in the experimental and thus do not matter. Can you elaborate more on the first question?</p>
<p>If I remember correctly, the “that … childeren’s education” question was in the experimental section with “Though Janie missed her friends, she was happy at her new school: it had fewer classes” or something. Am I correct?</p>
<p>The first question may or may not have been in the experimental. I can’t remember if it was section 2 or 5 for me. The second question was from section 10.</p>
<p>The first question was error ID. It was
That …childrens’ education (is)…
I wasn’t sure what the subject was, and therefore wasn’t sure what the verb should have been. IS or ARE? Was the sentence just a simplification of (the fact that), fact being singular, and so the verb being ‘is’, or was the subject (children), and the verb being ‘are’. </p>
<p>tbh i can’t remember the question that well anymore. I think I need to get on with my life. Thank god this is my last time taking the test.</p>
<p>Ladybug, I am hundred percent sure the :it had vs having was in the experimental. I think your other query was in the experimental as well. </p>
<p>Do you remember any question about a mayor?</p>
<p>Just an anecdote: The kids in my room had a super traumatic start to the test. The proctor didn’t know what. stupid.pencils.we were supposed to use. She thought #2 was 2B, and told all of us that we weren’t allowed to use HB pencils. When I told her that HB = #2 she just ignored me. Sigh. Brought 6 sharp HB pencils for nothing.</p>
<p>Dude I swear it was the last question I was thinking about before the test ended.</p>
<p>Kind of remember a mayor question. Can’t recall the entire thing though.</p>
<p>Hahaha. I’m pretty sure it was experimental though. </p>
<p>So do you remember any question about a mayor… I forgot the phrasing!</p>
<p>I remember a question about a mayor being overly openhanded. But that doesn’t seem to be from this sat’s writing. so nope.</p>
<p>How did you find the test? What do you guys hope/expect to get?</p>
<p>It was okay. </p>
<p>Does anyone remember the phrasing of the mayor question at all? Supposedly the answer was “themselves” but I don’t remember putting such an answer down. Was “themselves” answer a or b? </p>
<p>The entire phrasing would be very helpful!</p>
<p>Bump! Anyone got any ideas about the phrase or what letter it was?</p>