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ONLINETOEFL.ORG TOEFL iBT ÇIKMIŞ SORULARI SET 1 KİTAP 1

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TOEFL iBT

TEST 1


TOEFL iBT ÇIKMIŞ SORULARI SET 1 KİTAP 1 ONLINETOEFL.ORG

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This section measures your ability to understand academic passages in English. The Reading section is divided into separately timed parts. Most questions are worth 1 point, but the last question for each passage is worth more than 1 point. The directions for the last question indicate how many points you may receive. You will now begin the Reading section. There are three passages in the section. You should allow 20 minutes to read each passage and answer the questions about it. You should allow 60 minutes to complete the entire section.

READING

DIRECTIONS



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SOLUTION CAVE A cave can be defined as a natural opening in the ground extending beyond the zone of light and usually large enough to permit entry by humans. Caves are formed in a wide variety of rock types by different geological processes, both mechanical and chemical, and vary in size from a single room to interconnecting passages that are miles long. There are several different types of caves: volcanic, glacial, crevice, erosion, and solution caves, the most common of which is the solution cave. It occurs in limestone, so called a limestone cave whose great size and beauty have made it a feature of public amazement and wonder. It is the action of water that forms solution caves; they can be considered part of a huge subterranean plumbing system. After a rain, water seeps into cracks and pores of soil and rock and percolates beneath the surface. Eventually some of the water reaches a zone where all the cracks and pores in the rock are already filled with water - the zone of saturation. When exposed to pure water, limestone is actually quite stable since calcite (calcium carbonate), the main mineral of limestone, is barely soluble in pure water. Rainwater, however, absorbs some carbon dioxide (CO2) as it passes through the atmosphere and even more as it drains through soil and decaying vegetation. The water, combining chemically with the carbon dioxide, forms a weak carbonic acid solution. This acid is capable of dissolving calcite. When it does, it forms a solution called calcium bicarbonate. As the calcite is slowly dissolved, cavities and passageways form in the limestone rock. The resulting calcium bicarbonate solution is carried off in the underground drainage system. It was once widely believed that caves formed near the Earth's surface – above the zone of saturation - where the water moved downward through cracks and pores. This idea, however, failed to answer many questions regarding cave features. Why, for instance, are cave passages almost horizontal in places crossing folded or tilted rock structures? How would horizontal passages form at several different but persistent levels? Recent studies of the movement of groundwater have discovered the answers to these questions: the first stage in cave development characterized by the dissolving of rocks and then the formation of cavities and passageways takes place primarily just below the water table in the zone of saturation where continuous mass movement of water occurs. The second phase of development starts after the water table drops and the cavities are filled with air. The water table normally falls as the river valley deepens. Right after the calcium bicarbonate solution enters a ventilated cave through cracks in the ceiling of the cave, carbon dioxide gas is released in the same way it escapes when opening a can of soda pop. Consequently, there is drastic decrease in the acidity of the water, so the calcium bicarbonate can no longer remain as a solution. Now the process of deposition starts: the calcite is deposited as dripstones.



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The decorative dripstone features are called speleothems, which is from the Greek words spelaion for cave and theme for deposit. Among the most familiar are stalactites and stalagmites. The stalactites grow downward from the ceiling and are formed when drops of water slowly trickle through cracks in the roof of the cave. As each drop hangs on the ceiling, it loses carbon dioxide and deposits a film of calcite. Successive drops add ring below ring and the water drips through the hollow center of the rings until it forms a pendant cylinder. As the water drips from the overhanging stalactites, stalagmites grow upward from the floor of the cave. Sometimes these two dripstones meet, creating large pillars with spectacular colors. Sometimes solution takes place to the extent that it is difficult for the caprock, the roof of the cave, to uphold the weight of the surface above, resulting in the collapse of the roof and the birth of a new feature, a sinkhole. There are many reports each year of people returning home from work or school to find a large hole in the ground where their house once stood. In the hope of minimizing the hazards that the sinkholes and other cave features pose, scientists are working to discover proper methods on the strength of the knowledge of the phenomena occurring inside caves.



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Paragraph 2 It is the action of water that forms solution caves; they can be considered part of a huge subterranean plumbing system. After a rain, water seeps into cracks and pores of soil and rock and percolates beneath the surface. Eventually some of the water reaches a zone where all the cracks and pores in the rock are already filled with water - the zone of saturation. When exposed to pure water, limestone is actually quite stable since calcite (calcium carbonate), the main mineral of limestone, is barely soluble in pure water. Rainwater, however, absorbs some carbon dioxide (CO2) as it passes through the atmosphere and even more as it drains through soil and decaying vegetation. The water, combining chemically with the carbon dioxide, forms a weak carbonic acid solution. This acid is capable of dissolving calcite. When it does, it forms a solution called calcium bicarbonate. As the calcite is slowly dissolved, cavities and passageways form in the limestone rock. The resulting calcium bicarbonate solution is carried off in the underground drainage system. 1. Which of the following is a main agent in the formation of solution caves?

(A) water (B) plumbing system (C) calcite (D) vegetation

2. The word subterranean in paragraph 2 is closest in meaning to

(A) complicated (B) underground (C) efficient (D) widespread

3. Which of the following makes water acidic?

(A) air (B) calcite (C) carbon dioxide (D) calcium bicarbonate

4. The word it in paragraph 2 refers to

(A) carbon dioxide (B) limestone (C) rainwater (D) calcite



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Paragraph 3 It was once widely believed that caves formed near the Earth's surface – above the zone of saturation - where the water moved downward through cracks and pores. This idea, however, failed to answer many questions regarding cave features. Why, for instance, are cave passages almost horizontal in places crossing folded or tilted rock structures? How would horizontal passages form at several different but persistent levels? Recent studies of the movement of groundwater have discovered the answers to these questions: the first stage in cave development characterized by the dissolving of rocks and then the formation of cavities and passageways takes place primarily just below the water table in the zone of saturation where continuous mass movement of water occurs. 5. According to paragraph 3, why are horizontal passages formed at various but continuous levels?

(A) because folded or tilted rock structures are rearranged (B) because the water table affects limestone rocks evenly (C) because the saturation zone forms above the water table (D) because rocks are dissolved mainly just below the water table

Paragraph 4 The second phase of development starts after the water table drops and the cavities are filled with air. The water table normally falls as the river valley deepens. Right after the calcium bicarbonate solution enters a ventilated cave through cracks in the ceiling of the cave, carbon dioxide gas is released in the same way it escapes when opening a can of soda pop. Consequently, there is drastic decrease in the acidity of the water, so the calcium bicarbonate can no longer remain as a solution. Now the process of deposition starts: the calcite is deposited as dripstones. 6. Which of the following marks the onset of the second stage of cave development?

(A) reaction of water with carbon dioxide (B) drop of the water table (C) formation of carbon bicarbonate (D) release of carbon dioxide from water

7. Why does the author mention a can of soda pop in paragraph 4?

(A) to explain how cracks in a cave form (B) to compare its components with those of calcium bicarbonate solution (C) to help readers understand how carbon dioxide gas leeks out from

calcium bicarbonate solution (D) to show what elements carbon dioxide gas transforms into after calcium

bicarbonate solution enters a cave



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Paragraph 5 The decorative dripstone features are called speleothems, which is from the Greek words spelaion for cave and theme for deposit. Among the most familiar are stalactites and stalagmites. The stalactites grow downward from the ceiling and are formed when drops of water slowly trickle through cracks in the roof of the cave. As each drop hangs on the ceiling, it loses carbon dioxide and deposits a film of calcite. Successive drops add ring below ring and the water drips through the hollow center of the rings until it forms a pendant cylinder. As the water drips from the overhanging stalactites, stalagmites grow upward from the floor of the cave. Sometimes these two dripstones meet, creating large pillars with spectacular colors. 8. According to paragraph 5, which of the following can be inferred about stalagmites?

(A) They are not as familiar as stalactites. (B) They can be found where stalactites do not exist. (C) They are composed mostly of carbon dioxide. (D) Their creation is usually preceded by the formation of stalactites.

9. According to paragraph 5, which of the following is likely to happen if stalactites and stalagmites develop excessively?

(A) They will lose carbon dioxide. (B) They will form a hollow center in the cave. (C) They will be connected to each other. (D) Their weight will immediately collapse the cave.



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Paragraph 6 Sometimes solution takes place to the extent that it is difficult for the caprock, the roof of the cave, to uphold the weight of the surface above, resulting in the collapse of the roof and the birth of a new feature, a sinkhole. There are many reports each year of people returning home from work or school to find a large hole in the ground where their house once stood. In the hope of minimizing the hazards that the sinkholes and other cave features pose, scientists are working to discover proper methods on the strength of the knowledge of the phenomena occurring inside caves. 10. Which of the sentences below best expresses the essential information in the highlighted statement in the passage? Incorrect answer choices change the meaning in important ways or leave out essential information.

(A) If excessive solution occurs at the ground surface, a sinkhole emerges and the cave roof becomes strong enough to uphold the weight of the surface above.

(B) So much solution takes place inside a cave that the caprock can no longer carry the weight of the surface and a new feature emerges.

(C) At times when underground solution proceeds quite actively, caves extend to great distances, making a new feature, a sinkhole.

(D) Since the collapse of the cave roof causes too much solution, a new feature, such as a sinkhole, cannot support the caprock.

11. The word pose in paragraph 6 is closest in meaning to

(A) present (B) generate (C) promote (D) discover

12. The word strength in paragraph 6 is closest in meaning to

(A) concentration (B) authority (C) top (D) basis



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Paragraph 3 It was once widely believed that caves formed near the Earth's surface – above the zone of saturation - where the water moved downward through cracks and pores. A This idea, however, failed to answer many questions regarding cave features. B Why, for instance, are cave passages almost horizontal in places crossing folded or tilted rock structures? How would horizontal passages form at several different but persistent levels? C Recent studies of the movement of groundwater have discovered the answers to these questions: the first stage in cave development characterized by the dissolving of rocks and then the formation of cavities and passageways takes place primarily just below the water table in the zone of saturation where continuous mass movement of water occurs.D 13. Look at the four squares that indicate where the following sentence can be added to the passage. The term water table refers to the upper surface of this saturated zone. Where would the sentence best fit? Click on a square to add the sentence to the passage.



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14. Directions: An introduction for a short summary of the passage appears below. Complete the summary by selecting the THREE answer choices that mention the most important points in the passage. Some sentences do not belong in the summary because they express ideas that are not included in the passage or are minor points from the passage. This question is worth 2 points.

Solution caves are formed through several distinct phases of development. • • •

Answer Choices

(A) When an acidic solution moves through cracks in limestone, erosive action takes place and starts the process of cave formation.

(B) Rainwater soaks up carbon dioxide as it penetrates the soil, forming an acidic solution.

(C) The erosion of the earth's surface by the flow of an acidic solution is a fundamental cause of cave formation.

(D) When air fills the cave, carbon dioxide starts to evaporate, decreasing the acidity of the water, and then the deposition process begins.

(E) Dangerous features can be formed where solution caves exist, leading to ongoing efforts to minimize the dangers.

(F) Stalactites and stalagmites are formed as a result of the active erosion and solution process.

Drag your answer choices to the spaces where they belong. To remove an answer choice, click on it. To review the passage, click on View Text.



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QUILTING The word "quilt" comes from the Latin culcita, meaning stuffed sack. Traditional quilts consist of a top, a back and a filler. In quilting, two pieces of fabric are stitched together with padding in between. Quilting can be completed on whole cloth quilts (made from one large piece of cloth) or patchwork quilts (made from small pieces of fabric sewn together into one large piece, then quilted). In the nineteenth century, quilt-making became popular and widespread, especially between 1825 and 1875. Like the first colonists from the Old World, who had brought quilting to the New World, westbound settlers in the nineteenth century brought quilting with them. Eventually, quilting reached the Great Plains. Quilting was a skill that adapted well to the Great Plains, and quilts became an important asset to the settlers. Quilts were versatile: they could be used on beds, as coverings for doors and windows, and as floor mats for children to play on. In many cases, they were also used as currency to pay bills. The wide open space and relative isolation of the Great Plains made the 'quilting bee' appealing. A quilting bee was as much a social event as it was a utilitarian one as the demanding work of nineteenth century rural life and the long distances between homes made a day out a rare occasion. The all-day quilting bee was a special event that took place only once in a while. As an antidote for rural isolation, the quilting bee provided a space where women could get together and share news, recipes, and patterns. Novice quilters often learned their skills from the experts. Neighboring women would bring individual quilt tops that they had already made and join them together to quilt a single large top. They could often make quite a few quilts in a single session that lasted all day. In those days, good quilting skills were a social requisite, and it was necessary for an ambitious woman to become an expert with her needle. The origins of quilting remain unknown, but historians do know that quilting, piecing, and applique were used for clothing and furnishings in diverse parts of the world in early times. Quilting itself indicates the process of sewing together the layers of fabric by hand or machine with a running stitch. Patchwork is the term generally applied to needlework which uses scraps of fabric either as pieces in a mosaic joined edge-to-edge by stitching (also called piecing) or as decoration applied to the surface of a plain background fabric (usually called applique). It is suggested that applique arose as a method of repair, rather than for decoration, to strengthen worn places in fabric or to cover a hole. The quilts were simple, made by patching or joining pieces together in squares and triangles in whatever miscellaneous sizes and shapes were available to the quilter. Thus, the quilts of the time were sturdy, homespun, cozy, never garish, simple and rich in natural color, and plain rather than decorative.



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The earliest surviving American quilt, the Saltonstall Quilt from Massachusetts, is dated 1704. Pieced together from small pieces of silk, velvet, and brocade and stitched together in two-and-four-patch patterns, this quilt evidences the necessity of using even the smallest fabric remnants because of the scarcity of fabric. Although many of the early surviving American quilts are created in the central medallion-style popular in England, these American quilts are often marked in general by a simplification of imported forms, less detailed embellishment, and often more open spaces. Later on, as a larger number of fabrics became cheaper and more readily available, the patterns could be various and elaborate. This was further fostered by the invention of the sewing machine and mass distribution of magazines such as Hearth and Home, featuring a monthly quilt pattern submitted by a reader. Quilts were no longer made solely for the utilitarian purposes. As a result, more sophisticated and aesthetic techniques were applied. One of the forms born from this change was the crazy quilt. These are marked by their diversity of irregular patches and potpourri of fabrics. In general, they are without a main theme, contrived design, and regular pattern. The unique feature of a crazy quilt is irregularity itself. It often featured elaborate embroidery and other decorative skills such as chenille work, fabric painting, and applique.



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Paragraph 1 The word "quilt" comes from the Latin culcita, meaning stuffed sack. Traditional quilts consist of a top, a back and a filler. In quilting, two pieces of fabric are stitched together with padding in between. Quilting can be completed on whole cloth quilts (made from one large piece of cloth) or patchwork quilts (made from small pieces of fabric sewn together into one large piece, then quilted). 15. According to paragraph 1, quilting is so termed because

(A) it involves filling work (B) it accompanies sewing work (C) it has little to do with stitching work (D) it consists of several different components

Paragraph 2 In the nineteenth century, quilt-making became popular and widespread, especially between 1825 and 1875. Like the first colonists from the Old World, who had brought quilting to the New World, westbound settlers in the nineteenth century brought quilting with them. Eventually, quilting reached the Great Plains. Quilting was a skill that adapted well to the Great Plains, and quilts became an important asset to the settlers. Quilts were versatile: they could be used on beds, as coverings for doors and windows, and as floor mats for children to play on. In many cases, they were also used as currency to pay bills. 16. The word them in paragraph 2 refers to

(A) plains (B) quilts (C) settlers (D) skills

17. According to paragraph 2, quilts were used to make all of the following EXCEPT

(A) garments (B) bedclothes (C) curtains (D) floor rugs



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Paragraph 3 The wide open space and relative isolation of the Great Plains made the 'quilting bee' appealing. A quilting bee was as much a social event as it was a utilitarian one as the demanding work of nineteenth century rural life and the long distances between homes made a day out a rare occasion. The all-day quilting bee was a special event that took place only once in a while. As an antidote for rural isolation, the quilting bee provided a space where women could get together and share news, recipes, and patterns. Novice quilters often learned their skills from the experts. Neighboring women would bring individual quilt tops that they had already made and join them together to quilt a single large top. They could often make quite a few quilts in a single session that lasted all day. In those days, good quilting skills were a social requisite, and it was necessary for an ambitious woman to become an expert with her needle. 18. Which of the sentences below best expresses the essential information in the highlighted statement in the passage? Incorrect answer choices change the meaning in important ways or leave out essential information.

(A) As demands for quilts increased in the nineteenth century, social as well as utilitarian events at a quilting bee became common, giving people in rural areas a chance to socialize.

(B) Demand for quilts in the nineteenth century increased as many social and utilitarian events were held even in isolated rural areas.

(C) The distance between homes was so great that people became self-sufficient and utilitarian, making what they needed during quilting events.

(D) People gathered at quilting bees not only to quilt but also to associate with each other since only an occasional outing was possible.

19. What can be inferred about the quilting bee in paragraph 3?

(A) Its original purpose was to share news, not to quilt. (B) Its work was the result of many hands. (C) It was the only way to obtain information from the outside world. (D) It usually took all day with only one resulting work.



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Paragraph 4 The origins of quilting remain unknown, but historians do know that quilting, piecing, and applique were used for clothing and furnishings in diverse parts of the world in early times. Quilting itself indicates the process of sewing together the layers of fabric by hand or machine with a running stitch. Patchwork is the term generally applied to needlework which uses scraps of fabric either as pieces in a mosaic joined edge-to-edge by stitching (also called piecing) or as decoration applied to the surface of a plain background fabric (usually called applique). It is suggested that applique arose as a method of repair, rather than for decoration, to strengthen worn places in fabric or to cover a hole. The quilts were simple, made by patching or joining pieces together in squares and triangles in whatever miscellaneous sizes and shapes were available to the quilter. Thus, the quilts of the time were sturdy, homespun, cozy, never garish, simple and rich in natural color, and plain rather than decorative. 20. According to paragraph 4, which of the following is NOT true of patchwork?

(A) It could be called both piecing and applique. (B) It was originally made for utilitarian purposes. (C) At first, it was elaborate and decorative. (D) It employed several pieces of fabric.

21. The word miscellaneous in paragraph 4 is closest in meaning to

(A) diverse (B) tiny (C) uniform (D) proper

Paragraph 5 The earliest surviving American quilt, the Saltonstall Quilt from Massachusetts, is dated 1704. Pieced together from small pieces of silk, velvet, and brocade and stitched together in two-and-four-patch patterns, this quilt evidences the necessity of using even the smallest fabric remnants because of the scarcity of fabric. Although many of the early surviving American quilts are created in the central medallion-style popular in England, these American quilts are often marked in general by a simplification of imported forms, less detailed embellishment, and often more open spaces. 22. According to paragraph 5, why was the Saltonstall Quilt made from small pieces of fabric remains?

(A) because the smaller the fabric pieces, the more refined the quilt was (B) because small pieces produced more diverse patterns (C) because it was a trend at that time (D) because fabric was in short supply



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23. According to paragraph 5, the early surviving American quilts are characterized by all of the following EXCEPT

(A) elaborate ornamentation (B) European forms (C) simple patterns (D) more open spaces

Paragraph 6 Later on, as a larger number of fabrics became cheaper and more readily available, the patterns could be various and elaborate. This was further fostered by the invention of the sewing machine and mass distribution of magazines such as Hearth and Home, featuring a monthly quilt pattern submitted by a reader. Quilts were no longer made solely for the utilitarian purposes. As a result, more sophisticated and aesthetic techniques were applied. One of the forms born from this change was the crazy quilt. These are marked by their diversity of irregular patches and potpourri of fabrics. In general, they are without a main theme, contrived design, and regular pattern. The unique feature of a crazy quilt is irregularity itself. It often featured elaborate embroidery and other decorative skills such as chenille work, fabric painting, and applique. 24. The word available in paragraph 6 is closest in meaning to

(A) useful (B) obtainable (C) reliable (D) lasting

25. The author mentions the sewing machine in paragraph 6 as an example of an invention that

(A) made it possible to produce quilts in mass (B) made it less time-consuming to produce quilts (C) led to the development of more diverse and sophisticated patterns (D) helped quilt makers become sensitive to the demands of the public

26. According to paragraph 6, which of the following characteristics best explains crazy quilts?

(A) uniformity (B) randomness (C) popularity (D) simplicity



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Paragraph 4 The origins of quilting remain unknown, but historians do know that quilting, piecing, and applique were used for clothing and furnishings in diverse parts of the world in early times. Quilting itself indicates the process of sewing together the layers of fabric by hand or machine with a running stitch. A Patchwork is the term generally applied to needlework which uses scraps of fabric either as pieces in a mosaic joined edge-to-edge by stitching (also called piecing) or as decoration applied to the surface of a plain background fabric (usually called applique). B It is suggested that applique arose as a method of repair, rather than for decoration, to strengthen worn places in fabric or to cover a hole. C The quilts were simple, made by patching or joining pieces together in squares and triangles in whatever miscellaneous sizes and shapes were available to the quilter. D Thus, the quilts of the time were sturdy, homespun, cozy, never garish, simple and rich in natural color, and plain rather than decorative. 27. Look at the four squares that indicate where the following sentence can be added to the passage. Likewise, quilting was also probably used for protection rather than decoration. Where would the sentence best fit? Click on a square to add the sentence to the passage.



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28. Directions: An introductory sentence for a brief summary of the passage is provided below. Complete the summary by selecting the THREE answer choices that express the most important ideas in the passage. Some sentences do not belong in the summary because they express ideas that are not presented in the passage or are minor ideas in the passage. This question is worth 2 points.

American quilts have undergone many changes in their purposes and functions. • • •

Answer Choices

(A) Quilting skills were transmitted from experts to beginners at quilting bees.

(B) In the early colonial period of the United States, people met their practical and social needs by making quilts together.

(C) Annually, quilting enthusiasts held a special event to show off their techniques and skills in quilting.

(D) Over time the purpose of quilting has shifted from a utilitarian to an aesthetic one.

(E) Crazy quilts include various decorative skills, including embroidery. (F) With many favorable conditions came more diverse and refined styles of

quilting. Drag your answer choices to the spaces where they belong. To remove an answer choice, click on it. To review the passage, click on View Text.



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SUBTERRANEAN TERMITES Subterranean termites are social insects whose societies comprise mostly immature individual members. Although each individual termite is soft-bodied and fragile, their colonies of thousands to millions of termites are intimidating. In nature, subterranean termites are closely associated with the soil habitat where they tunnel to locate water and food (e.g., wood, fallen logs, and other cellulose-containing materials). They burrow galleries throughout their food as they consume it. They work without any traces, and feeding along the grain and following the softer springwood, they can totally honeycomb wood, leaving behind just a thin layer of outer wood. Their earthen runways, shelter tubes aboveground, keep the air from drying them and safeguard them from their natural enemies like ants. Since they are highly susceptible to desiccation, they rely on moisture sources. Subterranean termites depend on several other key factors to survive. Anything made up of cellulose can become their source of food. Subterranean termites feed primarily on dead wood and wood by-products, and only under unusual circumstances will they feed on other living or dead plant tissues. However, in their search for food, subterranean termites can tunnel into and damage a variety of noncellulose materials (e.g., rigid foam-board insulation, sheetrock, etc.). Subterranean termites prefer to feed on soft, springwoods rather than hardwoods and woods rich in natural chemical protectants. Some woods (e.g., redwood, cypress, juniper) are less preferred by subterranean termites, but no wood is completely immune to attack. In general, subterranean termites prefer cellulose that is easy to obtain. For instance, laboratory studies have found that their preference is in this order: loose cellulose fibers, paper, cardboard, softwood blocks, and hardwood blocks. In their natural habitats, preference for a particular cellulose resource depends on its availability, size, texture, and the nutritional demands of the termite colony. In the course of consuming wood fibers, they swallow the small fiber, which then is completely digested by protozoans, bacteria, and enzymes in the termite hindgut. Subterranean termites and fungi are quite intricately associated. There is some evidence that subterranean termites prefer wood that has been destroyed by certain fungi, whereas other fungi may deter subterranean termite feeding. Wood-destroying fungi often take advantage of the same moist conditions preferred by subterranean termites.Consequently, subterranean termites and wood-destroying fungi are sometimes found together in structural infestation. Moisture is the most important factor limiting subterranean termite activity and distribution in their environment. The thin skin of termites is susceptible to the desiccating effect of wind or dry air when exposed, and so they are constantly in need of a supply of moisture. In addition, the gallery system that subterranean termites excavate within soil and wood allows for the near-complete saturation of the air inside. Like a sponge, the wood and soil hold water and help to keep the living and feeding areas of the termites highly moist. Such high humidity helps minimize cuticular (skin) water loss. Subterranean termites can also transport moisture and soil to aboveground feeding sites. In exposed areas, they travel



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within shelter tubes. These shelter tubes are constructed by subterranean termite workers and are composed of particles of soil, wood, and other debris held together with glue-like saliva and other secretions. On rare occasion, subterranean termites can survive and build functional colonies in exposed areas where they have no contact with the soil, provided that there is enough moisture. Sources of moisture include water pooled on the roof of buildings, trapped behind the external siding or veneer of a wall, in stopped-up gutters, and water resulting from leaky plumbing or air conditioning units. Subterranean termite activity fluctuates on a daily and seasonal basis under the great influence of temperature. When the topsoil temperature is too high or too low, subterranean termites will not search for food. Unsuitable surface temperatures will drive them to adjust their activity to seek suitable temperatures and migrate deeper in the soil. Foraging subterranean termites can also detect temperature gradients in the soil, and extremely high temperature will send them looking for shadows cast by vegetation and presumably structures. If the temperature near the soil surface is too hot and the soil becomes dry, subterranean termites may refrain from foraging for food. Likewise, if the temperature is extremely cold, the almost frozen or frozen topsoil will restrict their foraging activity. Not much is known about the termite foraging behavior during the winter. Provided the structure they are infesting is warm, subterranean termites are very likely to remain active even in cold weather.



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Paragraph 1 Subterranean termites are social insects whose societies comprise mostly immature individual members. Although each individual termite is soft-bodied and fragile, their colonies of thousands to millions of termites are intimidating. In nature, subterranean termites are closely associated with the soil habitat where they tunnel to locate water and food (e.g., wood, fallen logs, and other cellulose-containing materials). They burrow galleries throughout their food as they consume it. They work without any traces, and feeding along the grain and following the softer springwood, they can totally honeycomb wood, leaving behind just a thin layer of outer wood. Their earthen runways, shelter tubes aboveground, keep the air from drying them and safeguard them from their natural enemies like ants. Since they are highly susceptible to desiccation, they rely on moisture sources. Subterranean termites depend on several other key factors to survive. 29. The word intimidating in paragraph 1 is closest in meaning to

(A) hostile (B) diverse (C) amiable (D) frightening

30. The word susceptible in paragraph 1 is closest in meaning to

(A) vulnerable (B) resistant (C) applicable (D) opposed

31. According to paragraph 1, for which of the following purposes are earthen runways built?

(A) to locate water and food through them (B) to excavate galleries with more ease (C) to store food and eggs (D) to prevent subterranean termites from being desiccated



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Paragraph 2 Anything made up of cellulose can become their source of food. Subterranean termites feed primarily on dead wood and wood by-products, and only under unusual circumstances will they feed on other living or dead plant tissues. However, in their search for food, subterranean termites can tunnel into and damage a variety of noncellulose materials (e.g., rigid foam-board insulation, sheetrock, etc.). 32. Which of the following can be inferred about the dietary habits of subterranean termites?

(A) Subterranean termites feed primarily on other living or dead plant tissues.

(B) Subterranean termites would favor springwoods over hardwoods, given the choice.

(C) There are some woods completely safe from attack by subterranean termites.

(D) Subterranean termites prefer cardboard to paper as their food source.

Paragraph 3 Subterranean termites prefer to feed on soft, springwoods rather than hardwoods and woods rich in natural chemical protectants. Some woods (e.g., redwood, cypress, juniper) are less preferred by subterranean termites, but no wood is completely immune to attack. In general, subterranean termites prefer cellulose that is easy to obtain. For instance, laboratory studies have found that their preference is in this order: loose cellulose fibers, paper, cardboard, softwood blocks, and hardwood blocks. In their natural habitats, preference for a particular cellulose resource depends on its availability, size, texture, and the nutritional demands of the termite colony. In the course of consuming wood fibers, they swallow the small fiber, which then is completely digested by protozoans, bacteria, and enzymes in the termite hindgut. 33. According to paragraph 3, all of the following affect the inclination of subterranean termites for a certain cellulose resource EXCEPT

(A) accessibility of food (B) nutritional need of the termites (C) consistency of the food (D) health condition of the termites



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Paragraph 4 Subterranean termites and fungi are quite intricately associated. There is some evidence that subterranean termites prefer wood that has been destroyed by certain fungi, whereas other fungi may deter subterranean termite feeding. Wood-destroying fungi often take advantage of the same moist conditions preferred by subterranean termites. Consequently, subterranean termites and wood-destroying fungi are sometimes found together in structural infestation. 34. According to paragraph 4, why are subterranean termites and fungi sometimes found together?

(A) Both prefer humid areas for their habitats. (B) Both live together to avoid their common predators. (C) Both belong to the same species and share similar habitats. (D) Both rely on each other to survive.

Paragraph 5 Moisture is the most important factor limiting subterranean termite activity and distribution in their environment. The thin skin of termites is susceptible to the desiccating effect of wind or dry air when exposed, and so they are constantly in need of a supply of moisture. In addition, the gallery system that subterranean termites excavate within soil and wood allows for the near-complete saturation of the air inside. Like a sponge, the wood and soil hold water and help to keep the living and feeding areas of the termites highly moist. Such high humidity helps minimize cuticular (skin) water loss. Subterranean termites can also transport moisture and soil to aboveground feeding sites. In exposed areas, they travel within shelter tubes. These shelter tubes are constructed by subterranean termite workers and are composed of particles of soil, wood, and other debris held together with glue-like saliva and other secretions. 35. Why does the author mention sponge in paragraph 5?

(A) to describe the appearance of the gallery system subterranean termites excavate

(B) to give an example of the components that make up the mounds of subterranean termites

(C) to explain how underground soil is kept humid (D) to stress how susceptible the skin of the subterranean termites is



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Paragraph 6 On rare occasion, subterranean termites can survive and build functional colonies in exposed areas where they have no contact with the soil, provided that there is enough moisture. Sources of moisture include water pooled on the roof of buildings, trapped behind the external siding or veneer of a wall, in stopped-up gutters, and water resulting from leaky plumbing or air conditioning units. 36. Which of the sentences below best expresses the essential information in the highlighted statement in the passage? Incorrect answer choices change the meaning in important ways or leave out essential information.

(A) Occasionally, subterranean termites emerge to surface areas, which guarantees easy access to a source of water and food.

(B) Sometimes, subterranean termites can survive in exposed areas without water if the quality of the soil is high and they have functional colonies.

(C) Since in exposed areas colonies have contact with neither soil nor water, subterranean termites are never found there.

(D) Maintaining contact with the soil is not necessarily required for subterranean termites to survive if sufficient moisture is obtainable.

Paragraph 7 Subterranean termite activity fluctuates on a daily and seasonal basis under the great influence of temperature. When the topsoil temperature is too high or too low, subterranean termites will not search for food. Unsuitable surface temperatures will drive them to adjust their activity to seek suitable temperatures and migrate deeper in the soil. Foraging subterranean termites can also detect temperature gradients in the soil, and extremely high temperature will send them looking for shadows cast by vegetation and presumably structures. If the temperature near the soil surface is too hot and the soil becomes dry, subterranean termites may refrain from foraging for food. Likewise, if the temperature is extremely cold, the almost frozen or frozen topsoil will restrict their foraging activity. Not much is known about the termite foraging behavior during the winter. Provided the structure they are infesting is warm, subterranean termites are very likely to remain active even in cold weather. 37. According to paragraph 7, when do subterranean termites go deeper in the soil?

(A) when it is too cold or too hot (B) when their predators invade (C) when they forage (D) when they reproduce



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38. Which of the following is TRUE of termite activity mentioned in paragraph 7?

(A) Subterranean termites make use of vegetation and structures to keep their underground nests warm.

(B) Subterranean termites can sense gradual temperature change in the soil.

(C) Subterranean termites do not go out to search for food when subsoil temperatures are too high.

(D) The only time subterranean termites become active in cold weather is when the structure they are invading is kept warm by fungi.

39. The word them in paragraph 7 refers to

(A) shadows (B) temperature gradients (C) subterranean termites (D) surface temperatures

40. The word restrict in paragraph 7 is closest in meaning to

(A) manage (B) limit (C) cause (D) encourage



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Paragraph 5 Moisture is the most important factor limiting subterranean termite activity and distribution in their environment. The thin skin of termites is susceptible to the desiccating effect of wind or dry air when exposed, and so they are constantly in need of a supply of moisture. A In addition, the gallery system that subterranean termites excavate within soil and wood allows for the near-complete saturation of the air inside. B Like a sponge, the wood and soil hold water and help to keep the living and feeding areas of the termites highly moist. C Such high humidity helps minimize cuticular (skin) water loss. Subterranean termites can also transport moisture and soil to aboveground feeding sites. In exposed areas, they travel within shelter tubes. D These shelter tubes are constructed by subterranean termite workers and are composed of particles of soil, wood, and other debris held· together with glue-like saliva and other secretions. 41. Look at the four squares that indicate where the following sentence can be added to the passage. For this reason, colonies are likely to be more active in suburban areas where irrigation takes place regularly and soil abounds in moisture. Where would the sentence best fit? Click on a square to add the sentence to the passage.



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42. Directions: An introductory sentence for a brief summary of the passage is provided below. Complete the summary by selecting the THREE answer choices that express the most important ideas in the passage. Some sentences do not belong in the summary because they express ideas that are not presented in the passage or are minor ideas in the passage. This question is worth 2 points.

There are several requirements for the survival of subterranean termites. • • •

Answer Choices

(A) As the skin of subterranean termites is sensitive to the drying effects of wind or arid air, they need a constant supply of moisture and usually live underground.

(B) While hunting for food, subterranean termites can do harm even to noncellulose materials by excavating galleries throughout them.

(C) Since there is sufficient soil moisture, suburban areas are considered to be optimal places for subterranean termites to live.

(D) Subterranean termites like to consume cellulose-containing materials, preferring soft ones to those that are hard.

(E) Subterranean termites travel by means of shelter tubes which are composed of particles of soil, wood, and other debris.

(F) Subterranean termites are strongly affected by temperature, which determines the level and pattern of their activities.

Drag your answer choices to the spaces where they belong. To remove an answer choice, click on it. To review the passage, click on View Text.



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NOW GO ON TO THE LISTENING TEST!



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Play Audio Track 01-01

This section measures your ability to understand conversations and lectures in English. The Listening section is divided into separately timed parts. In each part, you will listen to 1 conversation and 2 lectures. You will hear each conversation or lecture only one time. After each conversation or lecture, you will answer some questions about it. The questions typically ask about the main idea and supporting details. Some questions ask about a speaker’s purpose or attitude. Answer the questions based on what is stated or implied by the speakers. You may take notes while you listen. You may use your notes to help you answer the questions. Your notes will not be scored. If you need to change the volume while you listen, click on the Volume icon at the top of the screen.

In some questions, you will see this icon: This means that you will hear, but not see, part of the question. Some of the questions have special directions. These directions appear in a gray box on the screen. Most questions are worth 1 point. If a question is worth more than 1 point, it will have special directions that indicate how many points you can receive. A clock at the top of the screen will show you how much time is remaining. The clock will not count down while you are listening. The clock will count down only while you are answering the questions.

LISTENING

DIRECTIONS



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LISTENING DIRECTIONS

Play Audio Track 01-02 In this part, you will listen to 2 conversation and 4 lectures. You must answer each question. After you answer, click on Next. Then click on OK to confirm your answer and go on to the next question. After you click on OK, you cannot return to previous questions. You may now begin this part of the Listening Section. You will have 60 minutes to answer the questions. Click on Continue to go on.



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Listen to part of a conversation between a student and a professor.


CONVERSATION



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1. Why does the student visit the professor?

(A) To discuss the results of the midterm exam

(B) To ask some questions about their last class

(C) To get some help on a paper he is writing

(D) To find out about applying to graduate school

2. Why does the professor give the student a compliment?

(A) To praise him for doing his work ahead of time

(B) To encourage him not to drop out of her class

(C) To say that he is a good candidate for graduate school

(D) To congratulate him for his final exam grade

3. What does the professor tell the student to do about his research?

(A) Find a completely new subject

(B) Make his topic more specific

(C) Read some more scholarly books

(D) Talk about it with some graduate students

4. What does the student imply about his research?

(A) He has been conducting it for more than one month.

(B) He believes that it is worthy of a high grade.

(C) He needs to find more recent books on his topic.

(D) He will decide on a new subject by the next class.

Listen again to part of the conversation. Then answer the question.

5. What can be inferred about the student when he says this:

(A) His grades have not improved since his first year.

(B) He received some poor grades during his freshman year.

(C) His grades go down whenever he has a part-time job.

(D) He cannot understand why his grades are often low.



33

Listen to part of a lecture in an environmental sciences class.


ENVIRONMENTAL SCIENCES



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6. What aspect of tides does the professor mainly discuss?

(A) When they most frequently occur in the oceans

(B) The difference between spring and neap tides

(C) How outside forces cause them to rise and fall

(D) Why some tides are higher than others are

7. What comparison does the professor make between the sun and the moon?

(A) The amount of gravitational force they possess

(B) The effect that they have on the Earth’s tides

(C) Their relative sizes as they compare to the Earth

(D) The distance from the Earth that both of them are

8. What is a spring tide?

(A) A tide that takes place only during the spring

(B) The lowest level that the tide reaches in a year

(C) A tide that differs slightly from the normal sea level

(D) The tide with the highest level in a month

9. What is the professor’s attitude toward the student?

(A) He is tolerant of her constant interruptions.

(B) He is complimentary of her for one of her questions.

(C) He becomes impatient because she asks several questions.

(D) He is pleased that she has read the material.

10. Why does the professor discuss the Bay of Fundy?

(A) To change the topic of the lecture to discuss tidal power

(B) To have the students watch a video of the spring tides there

(C) To show how tides are affected by the shape of the coastline

(D) To answer one of the questions that the student asks him

11. What does the professor imply about tidal power?

(A) It is a more efficient source of energy than fossil fuels.

(B) He is in favor of using it for a couple of reasons.

(C) It has the potential to be cheap and plentiful.

(D) The cost of tidal power stations is currently too high.



35

Listen to part of a lecture in a film studies class.


FILM STUDIES



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12. What is the lecture mainly about?

(A) The transition from silent films to talkies

(B) Charlie Chaplin and other famous movie stars

(C) Some of the top stars of the Silent Film Era

(D) The lives of Douglas Fairbanks and Mary Pickford

13. Based on the information in the lecture, indicate whether the statements refer to Rudolph Valentino or Douglas Fairbanks. Click in the correct box for each statement.

Rudolph Valentino Douglas Fairbanks

(A) Starred in many action movies

(B) Died when he was in his thirties

(C) Starred in The Sheik

(D) Was a cofounder of United Artists

14. How is the lecture organized?

(A) The professor covers the events of the Silent Film Era in chronological

order.

(B) The professor shows film clips of some of the stars from the Silent Film

Era.

(C) The professor details her opinion of some performers in silent movies.

(D) The professor provides short biographies of some major silent movie

stars.

15. According to the professor, why did most silent film stars fail to become stars in talkies? Click on 2 answers.

(A) They were unable to act properly.

(B) They did not have acceptable voices.

(C) They were uninterested in acting in talkies.

(D) They tended to misspeak their lines.



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16. What will the professor probably do next?

(A) Dismiss the class for the day

(B) Show the students a recording

(C) Initiate a class discussion

(D) Talk about some more silent film actors

Listen again to part of the lecture. Then answer the question.

17. What does the professor imply when she says this:

(A) It was easier to become a movie star in the past.

(B) People enjoyed watching many movies in the past.

(C) Modern movies take a fairly long time to make.

(D) Early movies were not as short as modern movies.



38

Listen to part of a conversation between a student and a resident assistant.


CONVERSATION



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18. Why does the student speak with the resident assistant?

(A) To find out his plans for the Thanksgiving holiday

(B) To get the train schedule for the weekend

(C) To ask about transportation to the airport

(D) To confirm the price of taking a taxi

19. What can be inferred about the student?

(A) She takes a class with the resident assistant.

(B) She wants to stay at school for the holiday.

(C) She has a close relationship with her family.

(D) She has met the resident assistant before.

20. Why is the student going to visit her family this vacation?

(A) She will not be able to go home at Christmas.

(B) One of her aunts is getting married.

(C) She has not seen them in a long time.

(D) Her next trip home will be in the summer.


21. What does the student mean when she says this:

(A) She does not like to spend money.

(B) She cannot afford to take a taxi.

(C) She dislikes taking public transportation.

(D) She is unsure of the price of a taxi.


22. What is the purpose of the resident assistant’s response:

(A) To change the topic of the conversation

(B) To confirm that he is being serious

(C) To ask the student for her opinion

(D) To add some humor to the conversation



40

Listen to a part of a lecture in a literature class.


LITERATURE



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23. What aspect of Pippi Longstocking does the professor mainly discuss?

(A) Her family

(B) Her living situation

(C) Her characteristics

(D) Her adventures

24. What comparison does the professor make between Pippi Longstocking and Peter Pan?

(A) Their wish to remain young

(B) The popularity of their stories

(C) The adventures they have

(D) Their desire to make friends

25. Why does the professor explain Pippi Longstocking’s living conditions?

(A) To focus on the fact that she lives with her father

(B) To mention Pippi’s lack of a quality education

(C) To emphasize why her father is frequently absent

(D) To note how it may appeal to some young readers

26. In the lecture, the professor describes a number of facts about Pippi Longstocking. Indicate whether each of the following is a fact about Pippi Longstocking. Click in the correct box for each statement.

Fact Not a Fact

(A) She lives with a monkey and a horse.

(B) She does not go to school.

(C) She goes on adventures by herself.

(D) She is incredibly strong.



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27. What can be inferred about the professor when she says this:

(A) She had expected more students to have read the books.

(B) The Pippi Longstocking books are her favorite stories.

(C) She will assign the class to read some Pippi Longstocking stories.

(D) The professor feels that the students need to read more.


28. What is the purpose of the professor’s response:

(A) To indicate that the student should continue

(B) To provide a short answer

(C) To refuse to acknowledge the question

(D) To pay the student a compliment



43

Listen to part of a lecture in a physics class.


PHYSICS



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29. What aspect of lasers does the professor mainly discuss?

(A) Who developed them

(B) How they are produced

(C) What they are used for

(D) When they were first theorized

30. According to the professor, what is a gain medium?

(A) A source of energy that enables a laser beam to be created

(B) A low-energy state in which the photons are not yet excited

(C) An optical cavity in a laser through which the light will emerge

(D) A substance used to increase the energy of the atoms in a laser

31. Why does the professor discuss the lasing threshold?

(A) To note its relevance to the creation of a laser beam

(B) To state that it can use crystal, gas, or some types of glass

(C) To compare its importance with the gain medium

(D) To explain what use scientists have for it

32. What will the professor probably do next?

(A) Have the students conduct an experiment

(B) Draw a diagram of a laser on the blackboard

(C) Give a short demonstration for the students

(D) Ask the students if they have any questions


33. Why does the professor say this:

(A) To admit that he does not know the answer

(B) To give the student permission to speak

(C) To request that the students be polite

(D) To make a remark about the student’s comment


34. What does the student mean when she says this:

(A) The professor needs to explain the information better.

(B) She thinks that the professor made a mistake.

(C) The material the class is learning is too difficult.

(D) She did not understand what the professor said.



45

NOW TAKE A 10-MINUTE BREAK!



46

NOW GO ON TO THE SPEAKING TEST!



47

The following Speaking section of the test will last approximately 20 minutes. To complete it, you will need a recording device that you can play back to listen to your responses. During the test, you will answer six speaking questions. Two of the questions ask about familiar topics. Four questions ask about short conversations, lectures, and reading passages. You may take notes as you listen to the conversations and lectures. The questions and the reading passages are printed here. The time you will have to prepare your response and to speak is printed below each question. You should answer all of the questions as completely as possible in the time allowed. The preparation time begins immediately after you hear the question. You will be told when to begin to prepare and when to begin speaking.

SPEAKING

DIRECTIONS



48

TASK 1. You will now be asked a question about a familiar topic. After you hear the question, you will have 15 seconds to prepare your response and 45 seconds to speak. Now play Track 01-1Q to hear Question 1

What are the necessary factors to having a good school? Give specific reasons and examples to support your opinion.

Preparation Time: 15 Seconds Response Time: 45 Seconds

TASK 2. You will now be asked to give your opinion about a familiar topic. After you hear the question, you will have 15 seconds to prepare your response and 45 seconds to speak. Now play Track 01-2Q to hear Question 2

Do you agree or disagree with the following statement: Parents are the best teachers for children. Give specific reasons and examples to support your opinion.




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TASK 3. You will now read a short passage and then listen to a conversation on the same topic. You will then be asked a question about them. After you hear the question, you will have 30 seconds to prepare your response and 60 seconds to speak.

Reading Time: 50 Seconds

To the Editor, I believe that student-advisor meetings should no longer be required at the university. To begin with, the school’s website is full of information about classes and requirements for majors. So students should be able to get the information that they need from the website. In addition, it is often hard for both students and their advisors to find convenient times for them to meet. Because of everyone’s busy schedules, it is too hard for students to get to meet their professors. I hope the school administration will consider my suggestion. Amy Flanders Senior

Now listen to two students discussing the letter. 01-3LIS



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Now play Track 01-3Q to hear Question 3

The man expresses his opinion of the student’s letter to the editor. State his opinion and explain the reasons he gives for holding that opinion.




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TASK 4. You will now read a short passage and then listen to a talk on the same academic topic. You will then be asked a question about them. After you hear the question, you will have 30 seconds to prepare your response and 60 seconds to speak.

Reading Time: 45 Seconds

Emotional Intelligence

The ability to understand the emotions of others and then being able to act in response to these emotions lie at the core of emotional intelligence. Perceiving the emotions of another person or group can enable a person to control a situation and to manage it to a desire outcome. How high or low people’s emotional intelligence is may have a large impact on their personal and professional lives. An inability to understand others’ emotions may hinder individuals from maintaining relationships or from being successful in various endeavors.

Now listen to part of a talk on this topic in a psychology class. 01-4LIS



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The professor talks about an incident that occurred while she was out with her daughter. Explain how this incident is related to emotional intelligence.




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TASK 5. You will now listen to a conversation. You will then be asked a question about it. After you hear the question, you will have 20 seconds to prepare your response and 60 seconds to speak. Now listen to a conversation between two students. 01-5LIS


The students discuss two possible solutions to the man’s problem. Describe the problem. Then state which of the two solutions you prefer and explain why.




54

TASK 6. You will now listen to part of a lecture. You will then be asked a question about it. After you hear the question, you will have 20 seconds to prepare your response and 60 seconds to speak. Now listen to part of a talk in a botany class. 01-6LIS


Using points and examples from the talk, explain how mangrove trees and maize have root systems that are different from those of typical plants.




55

This section measures your ability to use writing to communicate in an academic environment. There will be two writing tasks. For the first writing task, you will read a passage and listen to a lecture and then answer a question based on what you have read and heard. For the second task, you will answer a question based on your own knowledge and experience.

WRITING

DIRECTIONS



56

TASK 1: Writing Based on Reading and Listening

For this task, you will read a passage about an academic topic and you will listen to a lecture about the same topic. You may take notes while you read and listen. Then you will write a response to a question that asks you about the relationship between the lecture you heard and the reading passage. Try to answer the question as completely as possible using information from the reading passage and the lecture. The question does not ask you to express your personal opinion. You may refer to the reading passage again when you write. You may use your notes to help you answer the question. Typically, an effective response will be 150 to 225 words. Your response will be judged on the quality of your writing and on the completeness and accuracy of the content. You should allow 3 minutes to read the passage. Then listen to the lecture. Then allow 20 minutes to plan and write your response.



57

READING You will have 3 minutes to read the passage.

As fossil fuels begin to dwindle, a higher and higher emphasis has been placed on technologies to use these fuels more efficiently. One family of such technologies is called "clean coal", so called because it uses coal in less-polluting ways. There are at least three distinct advantages that this family displays. The first of these results from the new coal burning technology and ensures a higher combustion ratio and temperature. That is, more of the burnable part of the coal is actually burned. The great benefit here is that less coal is needed to obtain a given amount of heat than with other, more primitive, methods. A corollary benefit is that far less burnt coal particle-matter is released into the air as smoke. Second, a technique known as "coal washing" can, in effect, purify coal before burning. The result is that burning such coal releases only a very small amount of sulfur dioxide into the athmosphere. This is a key advantage, given that sulfur dioxide pollution is a leading cause of acid rain. And acid rain, in turn, is a serious pollutant of water and an impediment to reforestation. Finally, a technique known as "carbon capture" helps drastically reduce carbon dioxide emissions. This is perhaps the biggest consideration of all, since carbon dioxide has been identified as the leading culprit in causing the "greenhouse effect" and resulting in global warming. Taken together, clean coal technologies go far to ensure that such coal reserves as remain on Earth will be used in the most efficient and non-polluting manner.



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LISTENING Now listen to part of a lecture on the topic you just read about.

Play Audio Track Write 1



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Question Summarize the points made in the lecture, being sure to explain how they oppose specific points made in the reading passage. You must finish your answer in 20 minutes. _____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ _____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ _____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ _____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ _____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ _____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ ___________________________________________________________________________________________________________________________________________________________________________________________________ _____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ ___________________________________________________________________________________________________________________________________________________________________________________________________



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TASK 2: Writing Based on Knowledge and Experience Directions: For this task, you will write an essay in response to a question that asks you to state, explain, and support your opinion on an issue. Typically, an effective essay will contain a minimum of 300 words. Your essay will be judged on the quality of your writing. This includes the development of your ideas, the organization of your essay, and the quality and accuracy of the language you use to express your ideas. You have 30 minutes to plan and complete your essay.



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Question

Do you agree or disagree with the following statement? Some people think university professors should spend more time doing research while others think they should spend more time educating students. What is your view? Use specific reasons and examples to support your answer. _____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ _____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ _____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ _____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ _____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ _____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ _____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ ___________________________________________________________________________________________________________________________________________________________________________________________________

Education

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