<p>Was the section with the literary critic who liked Willa Cather experimental?</p>
<p>well-said jabbermouth-- passion was definitely right.
CR vocab was much easier this year than last year... i mean bully?? much nicer than... oh i dunno... "vituperative", which was the kind of word that was there last year</p>
<p>same here hopeful219,</p>
<p>I read the beginning paragraphs of the Cecil passage, and was like "damn, now there goes my CR score out the window" . I was like I dont understand what the hell is happening. " Is the clergyman trying to spit game at that piano girl but that other guy has already sniped him or something?*" </p>
<p>"like damn that rocketreview book said to not continue with the passage if you dont understand it,but to go back to the first paragraph and make sure you understand it, and so i went back and reread and was like "great, I still dont understand what the hell is happenin. F'it Im just gonna read the rest of the passage. I still have another huge reading passage on the next page to read" so i continued and ended up screwin up on the questions.</p>
<p>It's weird to be put right in the middle of a narrative without any context to analyze it in.</p>
<p>ok, i'm going to stop being a psycho about this and just accept the fact that I"M DONE WITH SATS FOREVERRRRRR :D!! haha ok, i'm going out to do something fun now. everyone, do the same! we can't change our answers now so we might as well moooove on!</p>
<p>what was the passage after the cecil thing...I'm like having a panic attack cause i can't remember the 2nd passage on that</p>
<p>Diamond T: "I read the beginning paragraphs of the Cecil passage, and was like "damn, now there goes my CR score out the window"</p>
<p>hey at least i know i'm not the only one... after essay and math mc, I was like okay this is fine and then boom the blow(confusion)... it's really bad because there was another reading part and throughout the entire testing i was going crazy thinking about how low the score would get... so i sorta had to calm down which wasn't easy</p>
<p>LOL</p>
<p>me was like: ok math section not bad, cecile not bad, astron---"five minutes left".</p>
<p>In my mind i'm like "****!"</p>
<p>What was the her moving to London and living there grammar question?</p>
<p>I thought it was she moved there in like 1960 something and has since then been living in North London. i thought it was has because shes still living there?</p>
<p>also, what about the SC with the JOhn Adams biography that rendered other books on the subject (something). What was that something - choices were conclusive, prohibitive, and like sufficient i think</p>
<p>did anyone get penchant for an answer?</p>
<p>play music with less discipline </p>
<p>because the "young man" recounts how he saw her playing the pieces, how you could "predict" what the next pieces would be </p>
<p>anyone think this is right?</p>
<p>What was the authors intent in including her grandfathers two phrases? like strenght of grandfathers msg or osemthing</p>
<p>What purpose did quoting shakespeare serve?
shows her feelings to the words or soemthign</p>
<p>What purpose did her " the heat remembers... nonsense" serve? I think the answer was something about diverse nature of memory.</p>
<p>What does metaphor most nearly mean?
Drawing from their own expierence.</p>
<p>What purpose does the third paragraph serve?
talks about her rejecting the singleoriented theory or somethign</p>
<p>What does the author assume about her students?
all have experienced all the feelings or soemthing</p>
<p>I don't think its less dicipline because you missed the point. The whole passage is filled with metaphors that says something more profound than apparent. The passage used the piano incident as an example of her boring nature and lack of passion in life, her predictability. </p>
<p>The one about the grandfather's two phrases I put strength of message, but I really don't know</p>
<p>And for the acting passage I think that it was assume all the students have already expeirenced the full range of human emotions(and therefore able to assume the role of the character they need to play)</p>
<p>(i think) The "Mr. Beebe" passage was very hard, the MLK one was not as bad as the passage about acting.</p>
<p>By the way, the SC question with "bully" as a choice (yeah, that one...) Was "bully" the answer?! I thought it was too easy to be right...so i chose another one...</p>
<p>On the MLK, there was one question about that way Jullian somebody would best think MLK Day should be celebrated and two of the answer choices were "internationally" and "later and earlier concerns."</p>
<p>what about the acting one: which would prove that the characters brought in were all the same?
does anyone remmeber the question and the choices exactly?</p>
<p>**** ETS, why did they make the CR so hard! I thought it was earlier and later...</p>
<p>Question from Cecil: What is the tone?</p>
<p>"She has no faults."</p>
<p>what did you guys put? i said great conviction, but i'm not sure</p>
<p>I also said great conviction. Anyone else?</p>
<p>I put great conviction because the passage said Cecil said it with "grave sincerity" and there was no indication of his phrase having any other meaning</p>
<p>What about the question in the Acting passage asking what the metaphors represent? Were they "objective oberservations" meant to be recorded and then read by the students so they could assume the role of the characters?</p>
<p>Sunshine, </p>
<p>What purpose does the third paragraph serve? X
What purpose do the first three paragraphs serve? O</p>
<p>So , I said that the author was illustrating the development of her philosophy.</p>
<p>I put less discipline with piano cause the clergy talked about piano the whole time...</p>