Official thread october sat 2013 test

<p>what about the one with ‘great’? did u guys choose eminent?</p>

<p>yeah I chose eminent</p>

<p>yes. eminent!</p>

<p>What about the math question: w+x=10, w+something=30, find y? I had no clue how to do that.</p>

<p>which one did you choose in writin question like this ‘was influenced from’ i think it was in sec10</p>

<p>What did you put in for that one from Disneyland</p>

<p>the critics would disagree with which of the foll:</p>

<ol>
<li>Dirty</li>
<li>Something</li>
<li>Something</li>
</ol>

<p>yes eminent. That math was 50</p>

<p>@tarzzan influenced by… perhaps,</p>

<p>@slipshod </p>

<p>that was an experimental section haha
I put phony though</p>

<p>You can be influenced BY something/someone. +1 eminent.
@slipshod
The answer must have been phoney, because the critics said that of Disney World. But it was experimental.</p>

<p>i said has been influenced by. I was not sure but I just checked up on google and “influenced by” seems idiomatically correct. so yeah…</p>

<p>Can anyone explain why the answer is held up?</p>

<p>@drcharisma
I got 50</p>

<p>@mswk9201 Do u remember the question?</p>

<p>I changed it to E at the last moment…from held up to…E…
I feel really bad now…haha</p>

<p>i thought influenced by wrong because main verb in the past tense and answers contained ‘by has been influenced’ i am very dubious about that question.</p>

<p>@slipshod that section seems to be experimental.</p>

<ul>
<li><p>Studies of Insects in Suriname</p></li>
<li><p>Author was everything except -> gullible not 'stymied’</p></li>
<li><p>What did great mean? -> eminent</p></li>
<li><p>studies in Suriname were -> more problematic</p></li>
<li><p>Casual look -> superficial (not spontaneous)</p></li>
<li><p>scale -> dwarfed by her environment</p></li>
<li><p>what was meant by lines 12-14 -> less successful than her customary methods of research</p></li>
<li><p>Why does author use all this descriptive language -> to convey a setting</p></li>
<li><p>Cairo </p></li>
</ul>

<p>Purpose of Passage -> Formative Period of development “A” not “E” “profound regrets”
Salt in Water -> Effortless Activity
Teachers saw him as a prodigy because of -> Extraordinary Intellect (not conduct)
Action of the headmaster -> specific instance of general pattern
He felt -> Sense of Entitlement (not Grandeur )
Mother viewed Son -> Autonomy
Aftereffect -> melancholy (not dread)
Last paragraph describes him as -> Nomadic</p>

<ul>
<li><p>Apollo 8 </p></li>
<li><p>Purpose of passage -> describe experience</p></li>
<li><p>Picture time? -> diligent by inflexible</p></li>
<li><p>The spaceship was a tank -> provide a sense of the challenge</p></li>
<li><p>Anders initially felt - disoriented</p></li>
<li><p>Final Paragraph -> unrealistic expectations</p></li>
</ul>

<h2>- craters and hills -> support a generalization</h2>

<p>Double Long Passage:</p>

<ul>
<li><p>Clasical Music Passage</p></li>
<li><p>“Signs” -> indications</p></li>
<li><p>Both passages focus on -> how classical music is regarded</p></li>
<li><p>How do passages differ -> Passage 2 supplies different perspective</p></li>
<li><p>Passage 1 reacts to first line in passage 2 -> non-judgmental way of categorization?</p></li>
<li><p>Passage 2 -> Provides different opinion (nothing explicitly stated in passage 2 bashes passage 1)</p></li>
<li><p>Who is most like the unconverted? -> culturally literate</p></li>
<li><p>What do listings in magazines show? -> unfortunate dichotomy</p></li>
<li><p>Cult -> pretentious</p></li>
<li><p>hold TV Orchestras -> support</p></li>
<li><p>Quote in Passage 2 -> shows a specific opinion about the topic</p></li>
<li><p>songs were example of something that was -> “personally meaningful” </p></li>
<li><p>Both passages talk about -> how people regard a specific type of music</p></li>
<li><p>Question about what would author of passage 2 say about death of classical music ->
ongoing but not ominous </p></li>
<li><p>Question with diner mood or shoppers: No consensus***
(imo it’s the diner’s mood)</p></li>
</ul>

<h2>it talked about the death of true classical music</h2>

<ul>
<li><p>Short Passages:</p></li>
<li><p>Grandma</p></li>
</ul>

<p>Grandma -> eccentric
Chrysanthemums and tea -> more suitable activities</p>

<ul>
<li> Culture</li>
</ul>

<p>primary purpose -> cultural identities not preestablished</p>

<h2>quotation marks -> either “antiquated usage” or “legitimacy of terms”, no consensus**</h2>

<p>Double Short Passages:</p>

<ul>
<li><p>Happiness:</p></li>
<li><p>What would author of passage 2 say about people who are happy -> They didn’t seek it.</p></li>
<li><p>What would author of passage 1 say about “condition” -> can only be achieved through increasing stimuluation</p></li>
</ul>

<h2>- Author of passage 2 agrees with 1 because happiness doesn’t last</h2>

<p>Sentence Completions:</p>

<ul>
<li>the person’s _____ style of writing and pompous way of speaking that made him come off as _____
correct answer:- “stilted…affectation”</li>
<li>“sanguine… resilience” correct</li>
<li>about comets and meteors “emanates” correct</li>
<li>“facsimiles…credible” correct </li>
<li>“inane…arduous” correct</li>
<li>“redress…palliative” correct</li>
</ul>

<p>@slipshod yeah it was about the orchestras holding a position in TV programs. Do you remember or do you need additional information?</p>

<p>Please tell me that math section was experimental…</p>