Test Prep GED Section 4 Language Arts - Reading Exam Practice Questions (P. 5)
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Question #21
What Happened When He Came to America?
My parents lost friends, lost family ties and patterns of mutual assistance, lost rituals and habits and favorite foods, lost any link to an ongoing social milieu, lost a good part of the sense they had of themselves. We lost a house, several towns, various landscapes. We lost documents and pictures and heirlooms, as well as most of our breakable belongings, smashed in the nine packing cases that we took with us to America. We lost connection to a thing larger than ourselves, and as a family failed to make any significant new connection in exchange, so that we were left aground on a sandbar barely big enough for our feet. I lost friends and relatives and stories and familiar comforts and a sense of continuity between home and outside and any sense that I was normal. I lost half a language through want of use and eventually, in my late teens, even lost French as the language of my internal monologue. And I lost a whole network of routes through life that I had just barely glimpsed.
Hastening on toward some idea of a future, I only half-realized these losses, and when I did realize I didnt disapprove, and sometimes I actively colluded. At some point, though, I was bound to notice that there was a gulf inside me, with a blanketed form on the other side that hadnt been uncovered in decades. My project of self-invention had been successful, so much so that I had become a sort of hydroponic vegetable, growing soil-free. But I had been formed in another world; everything in me that was essential was owed to immersion in that place, and that time, that I had so effectively renounced. [ . . . . ]
Like it or not, each of us is made, less by blood or genes than by a process that is largely accidental, the impact of things seen and heard and smelled and tasted and endured in those few years before our clay hardens. Offhand remarks, things glimpsed in passing, jokes and commonplaces, shop displays and climate and flickering light and textures of walls are all consumed by us and become part of our fiber, just as much as the more obvious effects of upbringing and socialization and intimacy and learning. Every human being is an archeological site.
Luc Sante, from The Factory of Facts (1998)
When the author came to America, he
My parents lost friends, lost family ties and patterns of mutual assistance, lost rituals and habits and favorite foods, lost any link to an ongoing social milieu, lost a good part of the sense they had of themselves. We lost a house, several towns, various landscapes. We lost documents and pictures and heirlooms, as well as most of our breakable belongings, smashed in the nine packing cases that we took with us to America. We lost connection to a thing larger than ourselves, and as a family failed to make any significant new connection in exchange, so that we were left aground on a sandbar barely big enough for our feet. I lost friends and relatives and stories and familiar comforts and a sense of continuity between home and outside and any sense that I was normal. I lost half a language through want of use and eventually, in my late teens, even lost French as the language of my internal monologue. And I lost a whole network of routes through life that I had just barely glimpsed.
Hastening on toward some idea of a future, I only half-realized these losses, and when I did realize I didnt disapprove, and sometimes I actively colluded. At some point, though, I was bound to notice that there was a gulf inside me, with a blanketed form on the other side that hadnt been uncovered in decades. My project of self-invention had been successful, so much so that I had become a sort of hydroponic vegetable, growing soil-free. But I had been formed in another world; everything in me that was essential was owed to immersion in that place, and that time, that I had so effectively renounced. [ . . . . ]
Like it or not, each of us is made, less by blood or genes than by a process that is largely accidental, the impact of things seen and heard and smelled and tasted and endured in those few years before our clay hardens. Offhand remarks, things glimpsed in passing, jokes and commonplaces, shop displays and climate and flickering light and textures of walls are all consumed by us and become part of our fiber, just as much as the more obvious effects of upbringing and socialization and intimacy and learning. Every human being is an archeological site.
Luc Sante, from The Factory of Facts (1998)
When the author came to America, he
- Aembraced American culture.
- Brejected his roots.
- Cmade sure to keep his heritage alive.
- Dbecame withdrawn.
- Ebecame very possessive about things he owned.
Correct Answer:
B
The author states that he lost his native language through lack of use and that he not only didn’t disapprove of losing his heritage — he often "actively colluded." In addition, he states that he "had so effectively renounced" the part of him that "had been formed in another world" (lines 32–33). This directly contradicts choice c.
We do not know if he embraced American culture (choice a) or became withdrawn (choice d). There is no evidence that he became possessive about the things he owned, as there is no mention of what he owned in America.
B
The author states that he lost his native language through lack of use and that he not only didn’t disapprove of losing his heritage — he often "actively colluded." In addition, he states that he "had so effectively renounced" the part of him that "had been formed in another world" (lines 32–33). This directly contradicts choice c.
We do not know if he embraced American culture (choice a) or became withdrawn (choice d). There is no evidence that he became possessive about the things he owned, as there is no mention of what he owned in America.
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Question #22
What Happened When He Came to America?
My parents lost friends, lost family ties and patterns of mutual assistance, lost rituals and habits and favorite foods, lost any link to an ongoing social milieu, lost a good part of the sense they had of themselves. We lost a house, several towns, various landscapes. We lost documents and pictures and heirlooms, as well as most of our breakable belongings, smashed in the nine packing cases that we took with us to America. We lost connection to a thing larger than ourselves, and as a family failed to make any significant new connection in exchange, so that we were left aground on a sandbar barely big enough for our feet. I lost friends and relatives and stories and familiar comforts and a sense of continuity between home and outside and any sense that I was normal. I lost half a language through want of use and eventually, in my late teens, even lost French as the language of my internal monologue. And I lost a whole network of routes through life that I had just barely glimpsed.
Hastening on toward some idea of a future, I only half-realized these losses, and when I did realize I didnt disapprove, and sometimes I actively colluded. At some point, though, I was bound to notice that there was a gulf inside me, with a blanketed form on the other side that hadnt been uncovered in decades. My project of self-invention had been successful, so much so that I had become a sort of hydroponic vegetable, growing soil-free. But I had been formed in another world; everything in me that was essential was owed to immersion in that place, and that time, that I had so effectively renounced. [ . . . . ]
Like it or not, each of us is made, less by blood or genes than by a process that is largely accidental, the impact of things seen and heard and smelled and tasted and endured in those few years before our clay hardens. Offhand remarks, things glimpsed in passing, jokes and commonplaces, shop displays and climate and flickering light and textures of walls are all consumed by us and become part of our fiber, just as much as the more obvious effects of upbringing and socialization and intimacy and learning. Every human being is an archeological site.
Luc Sante, from The Factory of Facts (1998)
In the last sentence of the excerpt, the author writes that "Every human being is an archeological site."What does he mean by this?
My parents lost friends, lost family ties and patterns of mutual assistance, lost rituals and habits and favorite foods, lost any link to an ongoing social milieu, lost a good part of the sense they had of themselves. We lost a house, several towns, various landscapes. We lost documents and pictures and heirlooms, as well as most of our breakable belongings, smashed in the nine packing cases that we took with us to America. We lost connection to a thing larger than ourselves, and as a family failed to make any significant new connection in exchange, so that we were left aground on a sandbar barely big enough for our feet. I lost friends and relatives and stories and familiar comforts and a sense of continuity between home and outside and any sense that I was normal. I lost half a language through want of use and eventually, in my late teens, even lost French as the language of my internal monologue. And I lost a whole network of routes through life that I had just barely glimpsed.
Hastening on toward some idea of a future, I only half-realized these losses, and when I did realize I didnt disapprove, and sometimes I actively colluded. At some point, though, I was bound to notice that there was a gulf inside me, with a blanketed form on the other side that hadnt been uncovered in decades. My project of self-invention had been successful, so much so that I had become a sort of hydroponic vegetable, growing soil-free. But I had been formed in another world; everything in me that was essential was owed to immersion in that place, and that time, that I had so effectively renounced. [ . . . . ]
Like it or not, each of us is made, less by blood or genes than by a process that is largely accidental, the impact of things seen and heard and smelled and tasted and endured in those few years before our clay hardens. Offhand remarks, things glimpsed in passing, jokes and commonplaces, shop displays and climate and flickering light and textures of walls are all consumed by us and become part of our fiber, just as much as the more obvious effects of upbringing and socialization and intimacy and learning. Every human being is an archeological site.
Luc Sante, from The Factory of Facts (1998)
In the last sentence of the excerpt, the author writes that "Every human being is an archeological site."What does he mean by this?
- AThe environment that formed us is a permanent, if buried, part of us.
- BWe must dig deep within ourselves to discover our past.
- CWe all have a piece of our past that we would prefer to keep buried.
- DOnly archaeologists understand the impact of our environment.
- EThe past is always with us, no matter where we go.
Correct Answer:
A
In the third paragraph, the author lists all the aspects of our environment that have an impact on our identity and sense of self. Even if we dont consciously think of these things, or even notice them, they are a part of who we are. We do not necessarily have to dig deep within ourselves to discover our past, so choice b is incorrect. We may all have a part of our past that we want to keep buried (choice c), but the author doesnt state that anywhere in the passage. The author does not appear to be an archaeologist, and he does not claim that only archaeologists understand the impact of our environment, so choice d is incorrect. Choice e may be true, and the author seems to convey this in the passage, but that is not what he means by this sentence.
A
In the third paragraph, the author lists all the aspects of our environment that have an impact on our identity and sense of self. Even if we dont consciously think of these things, or even notice them, they are a part of who we are. We do not necessarily have to dig deep within ourselves to discover our past, so choice b is incorrect. We may all have a part of our past that we want to keep buried (choice c), but the author doesnt state that anywhere in the passage. The author does not appear to be an archaeologist, and he does not claim that only archaeologists understand the impact of our environment, so choice d is incorrect. Choice e may be true, and the author seems to convey this in the passage, but that is not what he means by this sentence.
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Question #23
What Is the Work-Study Program?
Overview of the Work-Study Program The Federal Work-Study (FWS) Program is a student employment program subsidized by the federal government and designed to help students finance their post-secondary education. The program provides funds to colleges, universities, and affiliated organizations which then provide employment to work-study students. Students receive their work-study financial awards in the form of paychecks from their work-study positions.
Applying for Work-Study -
Both undergraduate and graduate students are eligible to apply. Work-Study grants are awarded based upon demonstrated financial need. To apply, students must complete the Free Application for Federal Student Aid. This application must be submitted each year Work-Study employment is desired.
What Are the Advantages of Work-Study?
A work-study job is essentially just like any other job you go to work, do your job, and get paid. But Work-Study positions have several distinct advantages over
"regular" jobs:
What Types of Work-Study Jobs Are Available?
The work-study positions at Madison Community College are as diverse as the functions of the college. Work-study students are employed as clerical assistants, data entry clerks, computer technicians, laboratory monitors, research assistants, language tutors, and more. In addition, Madison Community College has long- standing relationships with a number of employers and agencies that provide services for the community and have been approved to participate in the Federal
Work-Study Program, including the Madison County Childrens Museum, the Madison County Library, Children First Day Care, and Right Start Tutoring Agency.
Students may be employed as museum guides, library aides, child caregivers, research assistants, tutors, and more.
Who is eligible for the Work-Study Program?
Overview of the Work-Study Program The Federal Work-Study (FWS) Program is a student employment program subsidized by the federal government and designed to help students finance their post-secondary education. The program provides funds to colleges, universities, and affiliated organizations which then provide employment to work-study students. Students receive their work-study financial awards in the form of paychecks from their work-study positions.
Applying for Work-Study -
Both undergraduate and graduate students are eligible to apply. Work-Study grants are awarded based upon demonstrated financial need. To apply, students must complete the Free Application for Federal Student Aid. This application must be submitted each year Work-Study employment is desired.
What Are the Advantages of Work-Study?
A work-study job is essentially just like any other job you go to work, do your job, and get paid. But Work-Study positions have several distinct advantages over
"regular" jobs:
What Types of Work-Study Jobs Are Available?
The work-study positions at Madison Community College are as diverse as the functions of the college. Work-study students are employed as clerical assistants, data entry clerks, computer technicians, laboratory monitors, research assistants, language tutors, and more. In addition, Madison Community College has long- standing relationships with a number of employers and agencies that provide services for the community and have been approved to participate in the Federal
Work-Study Program, including the Madison County Childrens Museum, the Madison County Library, Children First Day Care, and Right Start Tutoring Agency.
Students may be employed as museum guides, library aides, child caregivers, research assistants, tutors, and more.
Who is eligible for the Work-Study Program?
- Afirst-year students only
- Bundergraduate students only
- Cgraduate students only
- Dundergraduate and graduate students
- Eunemployed students only
Correct Answer:
D
The second paragraph clearly states that "both undergraduate and graduate students are eligible to apply." This eliminates choices a, b, and c. No employment criteria are mentioned, so choice e is incorrect.
D
The second paragraph clearly states that "both undergraduate and graduate students are eligible to apply." This eliminates choices a, b, and c. No employment criteria are mentioned, so choice e is incorrect.
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Question #24
What Is the Work-Study Program?
Overview of the Work-Study Program The Federal Work-Study (FWS) Program is a student employment program subsidized by the federal government and designed to help students finance their post-secondary education. The program provides funds to colleges, universities, and affiliated organizations which then provide employment to work-study students. Students receive their work-study financial awards in the form of paychecks from their work-study positions.
Applying for Work-Study -
Both undergraduate and graduate students are eligible to apply. Work-Study grants are awarded based upon demonstrated financial need. To apply, students must complete the Free Application for Federal Student Aid. This application must be submitted each year Work-Study employment is desired.
What Are the Advantages of Work-Study?
A work-study job is essentially just like any other job you go to work, do your job, and get paid. But Work-Study positions have several distinct advantages over
"regular" jobs:
What Types of Work-Study Jobs Are Available?
The work-study positions at Madison Community College are as diverse as the functions of the college. Work-study students are employed as clerical assistants, data entry clerks, computer technicians, laboratory monitors, research assistants, language tutors, and more. In addition, Madison Community College has long- standing relationships with a number of employers and agencies that provide services for the community and have been approved to participate in the Federal
Work-Study Program, including the Madison County Childrens Museum, the Madison County Library, Children First Day Care, and Right Start Tutoring Agency.
Students may be employed as museum guides, library aides, child caregivers, research assistants, tutors, and more.
According to the passage, what is one way Work-Study employers are different from "regular" employers?
Overview of the Work-Study Program The Federal Work-Study (FWS) Program is a student employment program subsidized by the federal government and designed to help students finance their post-secondary education. The program provides funds to colleges, universities, and affiliated organizations which then provide employment to work-study students. Students receive their work-study financial awards in the form of paychecks from their work-study positions.
Applying for Work-Study -
Both undergraduate and graduate students are eligible to apply. Work-Study grants are awarded based upon demonstrated financial need. To apply, students must complete the Free Application for Federal Student Aid. This application must be submitted each year Work-Study employment is desired.
What Are the Advantages of Work-Study?
A work-study job is essentially just like any other job you go to work, do your job, and get paid. But Work-Study positions have several distinct advantages over
"regular" jobs:
What Types of Work-Study Jobs Are Available?
The work-study positions at Madison Community College are as diverse as the functions of the college. Work-study students are employed as clerical assistants, data entry clerks, computer technicians, laboratory monitors, research assistants, language tutors, and more. In addition, Madison Community College has long- standing relationships with a number of employers and agencies that provide services for the community and have been approved to participate in the Federal
Work-Study Program, including the Madison County Childrens Museum, the Madison County Library, Children First Day Care, and Right Start Tutoring Agency.
Students may be employed as museum guides, library aides, child caregivers, research assistants, tutors, and more.
According to the passage, what is one way Work-Study employers are different from "regular" employers?
- AWork-Study employers offer higher wages.
- BStudents work less hours with Work-Study employers.
- CWork-Study employers offer more flexible scheduling for students.
- DWork-Study employers offer a wide range of positions.
- EStudents earn academic credit for positions with Work-Study employers.
Correct Answer:
C
The second of the three bulleted points under "Advantages" states that "employers are committed to the students’ education and will help students work around their class schedules." There is no mention of wages or number of hours of employment, so choices a and b are incorrect. Work-Study employers may offer a wide range of positions, but so do "regular" employers, so choice d is incorrect. There is no mention of earning academic credit for Work-Study positions, so choice e is also incorrect.
C
The second of the three bulleted points under "Advantages" states that "employers are committed to the students’ education and will help students work around their class schedules." There is no mention of wages or number of hours of employment, so choices a and b are incorrect. Work-Study employers may offer a wide range of positions, but so do "regular" employers, so choice d is incorrect. There is no mention of earning academic credit for Work-Study positions, so choice e is also incorrect.
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Question #25
What Is the Work-Study Program?
Overview of the Work-Study Program The Federal Work-Study (FWS) Program is a student employment program subsidized by the federal government and designed to help students finance their post-secondary education. The program provides funds to colleges, universities, and affiliated organizations which then provide employment to work-study students. Students receive their work-study financial awards in the form of paychecks from their work-study positions.
Applying for Work-Study -
Both undergraduate and graduate students are eligible to apply. Work-Study grants are awarded based upon demonstrated financial need. To apply, students must complete the Free Application for Federal Student Aid. This application must be submitted each year Work-Study employment is desired.
What Are the Advantages of Work-Study?
A work-study job is essentially just like any other job you go to work, do your job, and get paid. But Work-Study positions have several distinct advantages over
"regular" jobs:
What Types of Work-Study Jobs Are Available?
The work-study positions at Madison Community College are as diverse as the functions of the college. Work-study students are employed as clerical assistants, data entry clerks, computer technicians, laboratory monitors, research assistants, language tutors, and more. In addition, Madison Community College has long- standing relationships with a number of employers and agencies that provide services for the community and have been approved to participate in the Federal
Work-Study Program, including the Madison County Childrens Museum, the Madison County Library, Children First Day Care, and Right Start Tutoring Agency.
Students may be employed as museum guides, library aides, child caregivers, research assistants, tutors, and more.
Based on the information in the passage, you should apply for Work-Study if
Overview of the Work-Study Program The Federal Work-Study (FWS) Program is a student employment program subsidized by the federal government and designed to help students finance their post-secondary education. The program provides funds to colleges, universities, and affiliated organizations which then provide employment to work-study students. Students receive their work-study financial awards in the form of paychecks from their work-study positions.
Applying for Work-Study -
Both undergraduate and graduate students are eligible to apply. Work-Study grants are awarded based upon demonstrated financial need. To apply, students must complete the Free Application for Federal Student Aid. This application must be submitted each year Work-Study employment is desired.
What Are the Advantages of Work-Study?
A work-study job is essentially just like any other job you go to work, do your job, and get paid. But Work-Study positions have several distinct advantages over
"regular" jobs:
What Types of Work-Study Jobs Are Available?
The work-study positions at Madison Community College are as diverse as the functions of the college. Work-study students are employed as clerical assistants, data entry clerks, computer technicians, laboratory monitors, research assistants, language tutors, and more. In addition, Madison Community College has long- standing relationships with a number of employers and agencies that provide services for the community and have been approved to participate in the Federal
Work-Study Program, including the Madison County Childrens Museum, the Madison County Library, Children First Day Care, and Right Start Tutoring Agency.
Students may be employed as museum guides, library aides, child caregivers, research assistants, tutors, and more.
Based on the information in the passage, you should apply for Work-Study if
- Ayou live on campus.
- Byou can’t get a "regular" job.
- Cyou didn’t get any scholarships.
- Dyou need financial aid and are willing to work.
- Eyou enjoy working with community service organizations.
Correct Answer:
D
The first paragraph states that the Work-Study Program is "designed to help students finance their post-secondary education" and that students in the program receive their "financial awards in the form of paychecks from their work-study positions." Thus, it is reasonable to conclude that students should apply for Work-
Study only if they (1) need money to finance their education and (2) are willing to work (choice d). These students may or may not live on campus (choice a) and may or may not have tried and failed to get "regular" jobs (choice b). They may or may not have scholarships (choice c); students who did receive scholarships may not have received enough to cover their expenses, so they may still need Work-Study. It would be good if students who applied for Work-Study liked working with community service organizations (choice e), but that is not one of the reasons to apply for Work-Study. Those students could volunteer or apply for a regular position with a community service organization.
D
The first paragraph states that the Work-Study Program is "designed to help students finance their post-secondary education" and that students in the program receive their "financial awards in the form of paychecks from their work-study positions." Thus, it is reasonable to conclude that students should apply for Work-
Study only if they (1) need money to finance their education and (2) are willing to work (choice d). These students may or may not live on campus (choice a) and may or may not have tried and failed to get "regular" jobs (choice b). They may or may not have scholarships (choice c); students who did receive scholarships may not have received enough to cover their expenses, so they may still need Work-Study. It would be good if students who applied for Work-Study liked working with community service organizations (choice e), but that is not one of the reasons to apply for Work-Study. Those students could volunteer or apply for a regular position with a community service organization.
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