@L|R}6CD l0C)HCC WhL/h `CmCDiD`  R@W1  Y0@R !L` D  C D     )16CS S)  C)D1 p p 0 C9DI pCDL~CiCDiD`HAYDEN SOFTWARE( SCORE IMPROVEMENT SYSTEM FOR THE SATA. System User's GuideB. Reading Comprehension2A. Using The READING COMPREHENSION MODULEB. Organization Of The System)A. Definitions, Analysis, And StrategiesB. Examples with TUTORMODEC. Examples Without TUTORMODE MAIN MENU Detail Menu'M = Main Menu Q = Quit R = Restart M = Menu | = Back'R = Restart M = Menu O = Omit | = BackP = Paragraph Q = QuitPx X`H232435; 1 ;  hh@2 e1i1L;Hҍ 00) 08 109hh@ Ҡ2e1i1232435ޥ<<8=LxLLLLLLL LL: LT LL_ L L L L ! h`LL6 LLL LhLJLTLLLLLLL&LN LL ! v 5 7 h` Ltv W h`h  ` v 5 v h` v v v v Lx  v [ v h`t v 8 v [ v v h`v   7 Nh`Y sLw ! v Lr  7 A[08!sh`v h`  v 5 h` v W v  ]h` v v h` v v v v >v`h0BJKՅԩ3D ELVK:h0BHI V`hhhhhhh΢ e˅ː`˪8包˥卅̩***ΥeͥeΠˑȥ̑Ȋȩ`h h       i  w  L l wv   ` ӠŠҠϠ] ] ] ] ] ] ] ] ] ] ] ] ] ] ] ] ] ] ] ]  ] ] ] ҠӠͧϠנΠϠŠҠҺENTER YOUR NEW ANSWERϠŠҠҠĺENTER YOUR PREVIOUS ANSWER Ϡՠ٠ԠϠԿ٬ΩӠҧϠנŠӠէϠנĠӠçϠӠӧϠ ҠӠŠҠϠ ŠҠϠ ԠŠƠŠŠ  RAW SAT TIME SCORE SCORE REMAININGENTER TOTAL OF PREVIOUSLY RECORDED DATA ĠӠ ƠՠȠϠŠŠĠŠ VERBAL NUMBER CORRECT = VERBAL NUMBER INCORRECT = MATH NUMBER CORRECT = MATH NUMBER INCORRECT = ҠԠӠΠϠhPͩΩ vw'u vt$hPͩgΩ̢Pvw`   ` vHwH)8w hwhv` (wLO ˑΥPɚ` v` w` t`  |`έ͠ ɛLv LOL u k'u`     HL `8Ii8HhIi J`m 8 Ln,8`,`jnNN)P˩gȈ i(ː `@ hhh hHH` j H h`v8`)0i(mw j  fjfj(j`vw(wv`έ) & &΅ͦνi`w,I˥i(ː`ˮvʊ mvJfJf˅̢,ue˅˽e̅`PPgѩi  PR 0m `  0έͩP˩̩@Ѡ075Ȍ 2ˬȌ  e˅ːвˍȱˍL խ ` L/ =`ɛ& `!ɛέ `Lɛ ڭ...eͭeΠȩͩ`ЩP  K``P ` `ϩЩ`fff1j$$$$>`<|fl0fF0p88p``~0~ 0`@ 80 @~~`0 0```nf>ff~fff~~f<flxxlf`````~cwkccfv~~nf8pp8?ww<~~~<x`x`~<~~<0~0 ~ <>f>``|ff|<```<>ff>>ff>|``|fff8<<``lxlf8<fkc|ffffff>|f```>`<|~ffff>fff<ck>6f< x~ 0~$B00fff S`ѩ Pυ˩Ѕ 0 P `L}) ȱˍ 0ȑˍm mː` ˩ȱ)ȩˍ8` ˍ ȱˍ  `  ȭ  `ˍ̍˭`˭`P˩̢ѱϑ `P˩̩Тѱˑ`` #mm P˩ 0 P `m 8J P˩ 0 P`H232435; 1 ;  hh@2 e1i1L(Hҍ 00) 08 109hh@ Ҡ2e1i1232435ޥ<<8hl˩l̠e˅ː`hҢҩyҍ* \*`h, \`&%8%0%## # # ## #@#"!@!`! ! !0!!!!!!!!!!!!! ! !`!@!""@#`#0# # # #$@%0%8%&1,25560 NEXT I70 CLOSE #1UMMT.DUM"11 NOTE #1,A,B12 ? A,B13 CLOSE #114 STOP 30 FOR I=0 TO 12440 POINT #1,X,I50 PUT #Pg p} @ЩѠxeЅАeЅАѹkI(eЅАѹk8аѹk(eЅАѹk@}(eЅАѹkPeЅАѹl(eЅАѹl(eЅАѹlЈ(eЅАѹ-lЈ(eЅАA}ѹQ  HH) Y}  hyhyB q L> Lm JJ  Ln*` dB%' Z}8  H H` 1 { LL   !L     Hh SY?  q  1L [}  !? S   q 1 L   Ll  Lg E`L   !L)  q 1L \}) `L0AM݊L݉ ML  N݆LLLNLMLHG!@ ]}1F GȱGLLEEȩÑEȑEEȑE Ed E7EȩE  q ^} L !,0,0SGɛ L 1 !L EHEh W G gLLSROTCES EERF _} G) *Gȩ GȽG GȌd q q G`  8   0G  `D `}CEDC0X:Ȣ Y ȱC* ? 0.. , 0%n ?A[ 0 : L`L  `, 0`Y a}`piH n0)բY? 08`0  b}  0$L GGȽG L `8L`L c}8`  05G)݁,G)ȱGȱGHh0})Hh` B! 8`8iiiLE` d}E8FEh( l0`ɃLL L8^~jj8jHi hEEEiEȱEiE` dTE e} H8EEȱEEȩEh J E8   . m  i`LI!)E1FR f}1LJ舩9GIH`LJJ`HGHh l` g} S gL   8 rii `дCDCG W  h}C  Lq` X٨`DOS SYS IIIIIIIIIIIIIIIC`0 ߩ0}}00 i} HE |||DDOS DOSDOS SYS } j} }j k}b7PRNTS SYSB>DUMMT DUMB?AUTORUN SYSCRDOS SYS l} 0`BDELV !B m}`LVUQ   ]   TU J ]L!T  #      TU  n} L ? .  t`GBJ V~DEHI B V0dV o}QDEHI VF9 ,0 ,0 s0hhL  L` H hDHEh p}DEL8HI   0 HI,0 0  9 .G VLO q},0 L4*IJ`llD1:AUTORUN.SYSNEED MEM.SAV TO LOAD THIS FILE.D1:MEM.SAV J y08 B|DEHI r} V0 0`B;DELV䌚 !B y`@ʆ v s? F0Ξ05: [ BDEHI s} VY8 B V  @  /DE `E:D1:DUP.SYSERROR-SAVING USER MEMORY ON DISKTYPE Y TO t}STILL RUN DOS B;DE J V (` 9 V⪍ ઍ  - u}LLu DEHILV 9 .l 9 .l  `` s$B VBH v}I|DE V BLV nB,DE J V* \*` B V BLVDEHI BLVL w}1u H232435; 1 ;  hh@2 e1i1LHҍ 00) 08 109hh@ Ҡ2e x}1i1232435ޥ<<8 }7Ȍ!E`Ȍș`[ȌHșhL`LOAD "D:READ.BAS"RUNhz} DR a   x X) L S` i`{}7Ȍ!E`Ȍș`[ȌHșhL`LOAD "D:READ.BAS"RUNhMNFXABBLBSCDEFMPRRESCANF1F2F3FLINTTLTXSCSKTMCPERWRSRTSRPPFRSTMVF}}HCAXQXIMMMTVRVRRRRCCPLN ~} @@}@ !"#$%&'(})*+,-./012345678}9:;<=>?@ABCDEFG}READING COMPREHENSION, A0"F:@, A(, @A"@+F:@,&A(,AB7t+F:B7t},&A(, hh;@`,;@@,;@,;@,;@,;@,;@,;@,;@, ss;@},;@,;@,;@,;@',;@,;@,;@,;@,;@,<<;@,;@},;@`,;@`,;@`,669@<@,9@E<@,9@,6-?:AQ,) +@}@)AV@ Q0@@ @70@@Q0@@ @"F:@, }A(" @%A"@+F:@,&A(,AB7t+F:B7t,&A(, A"P% 6-?:,6-?:A a,% }A ","?:A!Q- 6-%68<,--6-A:7<+B:,&,%,,@#8<,"68<,-# @pB36-8<,!6- 6-*} A 36-?:,F @ @PP 6-% A R "6-$T7<,4~ A Z " $n, 6.} A"6-?:A!E,, @x 4~RA AP 4~RC A '7<,4~Q)+"*",$6-?:,'$} 4~ET6- AP4~PB*! Ar A- 6-6- A # A- @- 4~PB}6-6-# A - @"4~PE*! A# A$76-8<,6- A '6-?:,-6-7 @},- 4~PE6-6-# A - @1 4~PQ! @63 4~PQ6-6-6-) A 3 @}@ A0^.6-?:<@!,6.$ A. A0hr 4*" A@| 4*" A!4Q)4})4)4! A# "*46-6-# A  4 A A AP6-?:A!W,$ A} A@4 "6-?:<@#,+6-?:<@0,46-?:, 6-8<,! A2 A@@$6.YO}UR PREVIOUS ANSWER WAS '@67B:,%@,.>:8<,,467B:,%@,.'*6-?:<@ ,4 A?6.7<,6-?:}<@!,?6.SELECT THE CORRECT ANSWER A A0" $4)4EEA A  4*" A} 0O A  6- "6- "6-?:<, A ) 6-?:,68<,-8<,%)68<,- @} 2)3 A  "6-  6- "6-?:<, A 68<,-@:,0 0 A: 68}<,- 68<,-8<,%D26-?:<@ ,26.CORRECT, THE ANSWER IS IA67B:,%@,.-67B:,%@,.'7 A}A APN 68<,- 68<,-8<,%X-6-?:<@ ,-6.THE CORRECT ANSWERY167B:,%@,. IS '167B}:,%@,.Z-67B:,%@,.'# A- APb!+2)3,*0*0! Av 6- 0) AP}& "6-8<,&68<,-8<,&< 6-?:,6-6-6-( A 2 A< @ 4 A A } 0Q A A" AP A  0 A 6-6-?:,$ 6-&"6-?:},$ @ A # 4~PB"6-#6.~PE) 4~PE"6-6-) A 7<,0~Q A`}%6-A:7<+B:,&,%,,%6-8<, "68<,-8<,&' 6-6-&8<, '68<,-7<,0~R} A  "6-?:, @  6- A  0 A!6-?:A d,"6-!$ 6- A },-@E-$68<,-( , ,-@-$68<,-( , * 6-6-6-6-!6-'6}-*$  46-* "6-?:,$/ "6- A 4 6-?:, @>AdAUR"F:Ad},"AU" AP\6.>:?:A!,,$<6-?:<@#,%6-?:<@0,+"<6-?:<@",% 6-?:,6-?:<},"6-?:<,%$;'?:A!<<@# AG6-?:,V6-?:A!E,Z6-?:<@$,#6-?:<<<},)6.3 A<6-?:,K6-?:A!E,Z6-?:A!E,$E6-?:<,)6.NUMBER CORRECT = E67B:,%@,.=:}8<,, AK6-?:<@,/6.NUMBER INCORRECT = K67B:,%@,.=:8<,, AK6-?:<@},/6.NUMBER UNANSWERED = K67B:,%@,.=:8<,, A6-?:A R,$6-6-@'6-@}36-@?6-@K6-@W6-@c6-@o6-@|6-6@6-?6-A!f6-A!g'6-}A!d36-BH2?6-BQ8J 6.A6.B6. *6.>:@0,26.C:6.DB6.EJ6.FG 6.M6.P}6.R=6.ӠŠҠϠG6.~SC6. W6-A!'6-A!0'6-A!B3-A!3?-A}!6K6-A!HW6-A!T 76-?:A!!,@%-6-?:A d,7 A D:READ.BASSRPPFRSTMVFgREADING COMPREHENSION measures theability of a student to think aboutinformation presented by an author. TheReading Compr}ehension section containsa number of reading selections ontopics such as humor& sociology& art&economics& science& geograp}hy& historyand literature. These selections varyin length and difficulty.~RAEach passage is followed by questionsbased o}n its content. Answer allquestions following the passage on thebasis of what is stated or implied inthat passage. All info}rmation requiredto answer the questions correctly iscontained in the passage.Be sure to adhere to what the author issayi}ng - do not select answers whichreflect your own opinion.~RABefore reading a passage& read only thequestions following th}e passage (butnot the answers). Reading the questionsfirst will indicate what parts of thepassage you should focus on.Ne}xt read the passage as quickly aspossible - looking for the main idea.Do not be concerned with factualdetails& as you can }reread the passagelater. Do not underline while you read&as it takes too much time.~RAThere are four major types of Readi}ngComprehension questions~1. MAIN IDEA QUESTIONThis type of question is concerned withthe central idea. To find the MAI}NIDEA& locate the topic sentence - oftenthe first sentence in the paragraph.2. DETAIL QUESTIONThis question usually ref}ers to aspecific word or phrase in the passage.~RA3. INFERENCE OR EVALUATION QUESTIONThis question asks the reader to ma}kean inference based on the selection orto evaluate information in the passageand apply it to situations that are notspec}ifically mentioned.4. AUTHOR'S OPINIONThis question asks the reader to notethe author's logic& organization&attitude& t}one& point of view orlanguage.Note~ Some questions will becombinations of these types.~RAEXAMPLE 1~PBIran gave us no}t only the AyatollahKhomeini and the jumbo pistachio nutbut also backgammon& a game of skilland chance that attracts some }70million addicts around the world. Oneof them here describes the lure andhazards of the global backgammoncircuit. In a w}orld tentatively atpeace& people with combative instinctsseem to find it necessary to seekalternatives to armed conflict. }It isthus perhaps significant that theastonishing global interest in thevenerable game of backgammon began justafter the }end of World War II. Thepastime's English name befits themartial role it plays& being derived~RAfrom the Welsh bac and ga}men--}little}and }war}. So dizzyingly has thebackgammon virus infected the U.S. thatthis country now probably harbors& on}one level of expertise or another& morethan 20 million victims. Some Americanshold the game to be just as popular arecreat}ion these days asroller-skating& over which backgammonhas obvious advantages~ you can indulgein it sitting down& and witho}utskinning your elbows or knees. (Theageless Oswald Jacoby& one of theearth's pre-eminent sedentarysportsmen& is credited} with havingplayed backgammon for three daysnonstop.) There are perhaps 50 millionor so additional backgammon fancierssca}ttered around the rest of the~RAplanet& with the heaviestconcentrations in Egypt& Cyprus&Lebanon& and Syria. In the U.S.&} 5million backgammon sets are soldannually.Backgammon is believed to haveoriginated around 5000 years ago inPersia& whe}re it was known as Tachti.Aristotle allegedly taught the game toAlexander the Great. Backgammon hasallured Thomas Jefferso}n& WinstonChurchill& and Richard theLion-hearted& who decreed that none ofhis courtiers could play it for moneyunless the}y had attained knighthood.It is& at first glance& a simple enoughgame. My grandson& at eight& once~RAbriefly held his ow}n with Paul Magriel&the backgammon columnist of the NYTimes.Backgammon is also& once one getsdeeply enmeshed in it& one }of theworld's most complicated pastimes.Magriel& who as a teenager was a chesschampion but switched to backgammonbecause }he found chess too tame& hassaid that before he could state withassurance what the absolutely correctmove was in certain g}iven backgammonsituations he would have to sequesterhimself in uninterrupted meditation for150 years. Backgammon differs r}adicallyfrom chess& moreover& because it is& orcan be& a high-stakes gambling game.The largest authenticated exchange of~}RAmoney in a single game (a game may lastanywherefrom fifteen seconds to fifteenminutes) was 64&000 English pounds&unles}s one counts a slightly lessdocumented shoot-out in which ministersof two Middle Eastern countries viedfor a jet& which th}e loser's abashedgovernment is supposed duly to havedelivered to the winner's elated one.~RA~PE~QAnswer the following q}uestions.1. MAIN IDEA QUESTION - The title belowthat best expresses the main idea ofthis passage is~(a) The Lure and Ha}zards of Backgammon(b) Tachti(c) Backgammon and Chess~ Two High` Stakes Gambling Games(d) Backgammon Tournaments(e) Fi}fteen-Second Backgammon~RCANote~ The best title should express theauthor's reason for writing the articleand contain the }main idea of thepassage.~RAThe correct answer here is (a) }TheLure and Hazards of Backgammon}. Itconveys the whole idea.} The topicsentence is found in the secondsentence of the first paragraph.~RANotice why the other choices areincorrect~}(b) }Tachti} and (e) }Fifteen-SecondBackgammon} are only detail answers. Donot be fooled just because they appearin the se}lection.(c) }Backgammon and Chess~ Two HighStakes Gambling Games} is plausiblebecause Chess is referred to& but notas a }gambling game.(d) }Backgammon Tournaments} does notgive the whole idea.~RA~Q2. DETAIL QUESTION - All of thefollowing a}re true regarding backgammonEXCEPT~(a) Its origins were in Iran(b) It is a lure for would-be gamblers(c) Businessmen are} avid players(d) Even the young can learn to play` the game(e) It has been viewed as more` challenging than chess~RC}CNote~ The detail question refers thereader to a specific sentence or phrasein the passage.~RAThe correct answer here is} (c)}Businessmen are avid players}.Businessmen are not referred to in theselection. You may use only theinformation in th}e passage to answerdetail questions. (a)& (b)& (d)& and(e) are stated directly in theselection.~RA~Q3. DETAIL QUESTION }- }Martial} inparagraph 1 most nearly means~(a) crude(b) sticky(c) isolated(d) militaristic(e) wedded~RCDThe correct} answer here is (d)}militaristic}. Look back at thesentence containing }martial} and notethe reference to }war}.~RA~Q4.} INFERENCE OR EVALUATION QUESTION -The writer suggests that backgammon hasan advantage over roller-skating inthat the form}er~(a) has fewer hazards(b) is less expensive(c) is for the sedentary sportsman who` wishes to avoid bodily injury(d)} has prestigious origins(e) is easier to learn~RCCNote~ The inference question forces youto use deduction to evaluate sit}uationsnot specifically mentioned in thepassage.~RAThe correct answer here is (c) }is forthe sedentary sportsman who wis}hes toavoid bodily injury}. This answer canbe inferred by noting the comparison ofbackgammon to roller-skating and themen}tion of Oswald Jacoby's three daybackgammon session.~RANote why the other choices areincorrect~(a) }has fewer hazards} }and (e) }iseasier to learn} are not true.(b) }is less expensive} might be true&but it is not mentioned in the passage.(}d) }has prestigious origins} is nottrue - just the opposite is implied.~RA~PQEXAMPLE 2~PBAnti-communism brought her bo}th friendsand more critics. Congresswoman Lucewas of course on record as havingopposed the iron curtain while it wasstill} going up.Clare Luce felt that isolationism wouldstunt America's growth and choke offits manifest destiny. She was willin}gto do whatever amount of saber-rattlingwould prevent this. But for her it hadto be good clean saber-rattling& notthe bac}k-alley switchblade stuffMcCarthy went in for. Unfortunately&since most Americans can see only twoof everything& us and th}em& left andright& all the anticommunists foundthemselves herded into the same tent.~RAIt was in vain for TIME to attack }JoeMcCarthy as a vulgarian; CardinalSpellman gave Joe a memorial dinner& tobolster his own constituency; FultonSheen and }Spellman went to Australiatogether to review the Pax Americanna&as a sort of benign Cohn and Schine&and Clare was Sheen's }convert. Aroundand around went the web& saints andknaves all weaving together.~RA~PE~Q5. EVALUATION QUESTION - It is ev}identfrom the passage that Clare Luce wasall of the following EXCEPT~(a) convert(b) anti-communist(c) communist(d) }sa}int}(e) congresswoman~RCCThe correct answer is (c) }communist}.Just the opposite can be deduced fromher anti-communist s}tands.~RA~Q6. AUTHOR'S OPINION QUESTION - Thestyle of the passage can be bestdescribed as~(a) rhetorical(b) didactic}(c) derogatory(d) expository(e) narrative~RCCNote~ The Author's Opinion Question isconcerned with the author's logic&o}rganization& attitude& tone& point ofview& or language.~RAThe correct answer is (c) }derogatory}.The author points out th}at for the mostpart& Americans fail to see differenceswithin groups.The other choices& (b) }didactic} and(d) }expository}}& are close but notcorrect. A didactic passage would beone that instructs& while an expositoryone would reveal a truth.}If the passage were (a) }rhetorical}&it would pose a question to produce aneffect. An (e) }narrative} style wouldrelate a }story.~RAIn conclusion& when answering ReadingComprehension questions& read thequestions first& then read the passageas  }fast as possible to get the mainidea. Find the answers to the detailquestions by going back to a specificsentence or phra }se.~ET~ETible to get the mainidea. Find the answers to the detailquestions by going back to a specificsentence or phra Each passage below is followed byquestions based on its content. Answerall questions following a passage onthe basis of w }hat is STATED or IMPLIEDin that passage.~RA~PBThe wood that is transformed into aSteinway Model D piano is of severaldi }fferent kinds& each with its owncharacteristics and purposes. Yellowpoplar which is soft and relativelycheap& is used as t}he corewood of suchflat& tablelike parts as the piano'stop; it is veneered with mahogany togive an attractive appearance. }Maple isused where extreme hardness isnecessary - for example& in the pinblock& also called the wrest plank&which must ho}ld the tuning pins tightagainst the tension of the strings& andin the action& whose hundreds of tinymoving parts must be m}achined toprecise tolerances. Sitka spruce& lightin weight and high in strength& is used~RAfor structural cross braces; a}lso&because it has long& parallel fibersthat vibrate freely& it is used in thesoundboard& the thin panel inside thecase t}hat amplifies the vibrations ofthe strings and projects their soundinto the air.Before these woods can begin theiryear-l}ong journey through the factory&they must wait outside& drying andcuring& for nine months or more. WarrenAlbrecht& Steinwa}y's lumber buyer andwood technologist& told me that some ofthe lumber arriving in the yard isactually up to 80% water. The} water hasto go. Wood expands and contracts as ittakes on and loses moisture; beforebeing fashioned into~RAparts that wi}ll fit together& it mustbe dried to a water content of about 6%to minimize the possible changes indimension. Breathing the} New York airfor several months is the first of twodrying steps; despite rain and snow&this reduces the wood's water conte}ntto about 25%. Wringing out theremainder usually requires severalweeks of kiln drying& in cavernousrooms where temperatu}res of up to 160*Fahrenheit shrink the lumber to aboutnine-tenths of its original volume.I asked Albrecht to take me into} one ofthe kilns& but found standing for a fewseconds at the open door of one quitesufficient to satisfy my curiosity.~RA}After drying& the wood goes to thecrosscut department& on the first floorof the factory& to be prepared for thewoodworker}s. Here the discoloredsurfaces are planed away - the woodlooks new again. Boards are cut toconvenient lengths according to} theirdestinies& and all sections containingknots and other intolerableimperfections are thrown on the scrapheap. Another} third of the lumber'soriginal volume is lost in this way.Along with the cuttings& shavings andsawdust produced elsewhere  }in thefactory& the scrap goes into awood-burning boiler that supplementsthe plant's conventional oil furnace.All told& as!} much as 60% of the lumberSteinway buys either evaporates or goesup in smoke.~RA~PE~Q1. The main idea of this passage i"}s to~(a) explain a process(b) refute previously held theories(c) justify a choice of subject matter(d) hint at implicati#}ons of a proposal(e) paraphrase an argument~RCA1. (a) }explain a process} is thecorrect answer. This choice is anexcelle$}nt response as the passage givesa step-by-step analysis of a specificprocess - the transformation of woodinto pianos.~RA%}(b) }refute previously held theories}is not the main idea& as no othertheories are offered.(c) }justify a choice of subje&}ctmatter} is not a concern.(d) }hint at implications of aproposal} is not the main idea becauseno changes are suggested&'} and onlyfacts are presented.(e) }paraphrase an argument} isirrelevant to the main idea - that ofexplaining a process.~(}RA~Q2. The style of the passage can be bestdescribed as~(a) rhetorical(b) didactic(c) derogatory(d) expository(e) na)}rrative~RCD2. (d) }expository} is the correctanswer. The passage describes orexplains the makings of a SteinwayPiano.(*}a) }rhetorical} is incorrect. Arhetorical style would ask a questionto produce an effect.(b) }didactic} is closer& but a+}didactic style would offer directinstruction.(c) }derogatory} is incorrect becausethe author is not belittling theproces,}s.(e) }narrative} is incorrect. Thepassage is not intended to tell astory.~RA~Q3. All of the following are TRUEregard-}ing the transformation of woodinto a Steinway EXCEPT~(a) A year is needed to manufacture` the piano.(b) Water is a lub.}ricant needed to` lengthen the life of the piano.(c) Varying types of wood go into the` making of the piano.(d) Kiln /}drying is a shrinking method` required to prepare the wood.(e) Most of the wood's volume is lost` in the process.~RCB0}3. (b) }Water is a lubricant needed tolengthen the life of the piano} is thecorrect answer. Water is not alubricant.(a)1}& (c)& (d)& and (e) are truestatements found in specific sentences.~RA~Q4. The writer's analysis is based on~(a) previo2}us analysis(b) questionnaires(c) personal interview(d) secondary sources(e) lumberjack's comments~RCC4. (c) }personal i3}nterview} is thecorrect answer. The passage is writtenin the first person& I.(a)& (b)& (d) and (e) are notmentioned.~RA4}~PQ~PBWhen I sit down to write a letter orstart the first draft of an article& Isimply type on the keyboard and theword5}s appear on the screen. For sixmonths I found it awkward to composefirst drafts on the computer. Now I canhardly do it any6} other way. It isfaster to type this way than with anormal typewriter& because you don'tneed to stop at the end of the lin7}e fora carriage return (the computerautomatically }wraps} the words ontothe next line when you reach theright-hand margin8})& and you never cometo the end of the page& because thematerial on the screen keeps sliding upto make room for each new l9}ine. It isalso more satisfying to the soul&because each maimed and misconceived~RApassage can be made to vanishinstantly:}& by the word or by theparagraph& leaving a pristine greenfield on which to make the nextattempt.When I've finished with;} a section Ipress another series of buttons andstore what I have written on my diskdrive. This is a cigar box-shaped unit<}that sits next to my computer&connected through a shocking pinkribbon cable containing thirty-fourseparate strands. Inside=} the drive isthe floppy disk& which is essentiallymagnetic recording tape pressed intothe shape of a small record and then>}enclosed in a square cardboardenvelope& 5 1/4 inches on each side.~RAThe system transfers data from thecomputer to the d?}isk& or vice versa& atabout 1&000 words per second& so it isno nuisance to pause after each fifteenor twenty minutes of wr@}iting to storewhat I've just done. Each of the disksin my system can hold about 100K ofinformation& or more than twice as A}muchas a full load from the computermemory. If one disk is full& I pull itout and snap another in.When I finish what I'mB} working on& Iswitch on my printer. If I'm sending aletter& I load the stationery into theprinter and push the print buttoC}n& andthen fish each piece of paper out ofthe printer when it is done. There aremachines that automatically feed~RAsinglD}e sheets of paper into theprinter& but that takes us back to bigslices of the income pie. If I amprinting a draft of an arE}ticle& I canhook up my tractor feed& push the printbutton& and go out for coffee.The system prints about 30 charactersperF} second& which means it takes lessthan a minute per double-spaced page.When it has completed its work& I takethe manuscripG}t and start working itover with a pencil& just as I did inthe days of old. The difference is thatafter I've made my changeH}s& I have onlyto type in the changes I have made andstart the printer up again.None of this may sound impressive to~RAtI}hose who have fleets of secretaries attheir disposal& or to writers who cansay precisely what they mean the firsttime throJ}ugh. Isaac Asimov recentlycomplained in POPULAR COMPUTING thathis word processor didn't save him muchtime on revisions& siK}nce he composes atninety words per minute and }95% ofwhat I write in the first draft staysin the final draft}. My first drL}aftsurvival ratio is closer to 1%& so forme the age of painless revisions is amarvel.~RA~PE~Q5. The passage can be besM}t describedas~(a) doctrinaire(b) cynical(c) apologetic(d) sarcastic(e) persuasive~RCE5. (e) }persuasive} is the corrN}ectanswer. The author's tone shows us themarvels of word-processing.(a) }doctrinaire} is incorrect. Theauthor is not simO}ply stating fact afterfact. As for (b) and (d)& cynicism andsarcasm are not used - humor is.(c) }apologetic} is incorrectP}. Theauthor is promoting word-processing.~RA~Q6. The computer~(a) eliminates any subsequent revision(b) eliminates theQ} drudgery of` revision(c) operates with a secretary's` assistance(d) demands the user's presence at all` times(e)R} stifles creative thought~RCB6. (b) }eliminates the drudgery ofrevision} is the correct answer. Themain idea is that the S}user doesn't haveto retype the entire piece again.~RA(a) }eliminates any subsequentrevision} is not true. The computeralT}lows for revision.(c) }operates with a secretary'sassistance} is not true. The computerdoes not require a secretary (it iU}s thesecretary).(d) }demands the user's presence at alltimes} is incorrect. The user can evengo out for coffee while theV} computer isworking.(e) }stifles creative thought} is nottrue. The computer takes getting usedto& but is more versatile W}than atypewriter.~RA~Q7. The writer implies that IsaacAsimov~(a) has little time to devote to` revision(b) is unacX}customed to the workings of` a computer with a 48K memory(c) rarely if ever has the need to` write a second or final dY}raft(d) lacks a good understanding of a` computer's capability(e) is an inferior writer~RCC7. (c) }rarely if ever has Z}the need towrite a second or final draft} is thecorrect answer. He does not need a wordprocessor& as his first draft isus[}ually almost perfect.(a) }has little time to devote torevision} is not true. The author doesnot say how much time he has.\}(b)& (d) are incorrect. The passagestates that Asimov does not save muchtime using a word processor& not thathe does not]} know how to use one.(e) }is an inferior writer} isincorrect because the implication isnot made in the passage. Some writ^}ersmay not need computers.~RA~PQ~PBThe single business of Henry Thoreau&during forty-odd years of eageractivity& was t_}o discover an economycalculated to provide a satisfyinglife. His one concern that gave to hisramblings in Concord fields a`} value ofhigh adventure was to explore the truemeaning of wealth. As he understood theproblem of economics& there were thra}eepossible solutions open to him~ toexploit himself& to exploit hisfellows& or to reduce the problem toits lowest denominb}ator. The first wasquite impossible - to imprison oneselfin a treadmill when the morning calledto great adventure. To explc}oit one'sfellows seemed to Thoreau's sensitivesocial conscience an even greater~RAinfidelity. Freedom with abstinenceseed}med to him better than serfdom withmaterial well-being& and he was contentto move to Walden Pond and to set aboutthe high e}business of living }toconfront only the essential facts oflife and to see what it had to teach}.He did not advocate that f}other menshould build cabins and live isolated.He had no wish to dogmatize concerningthe best mode of living - each mustsg}ettle that for himself. But he wasvitally concerned that a satisfyinglife should be lived. The story of hisemancipation frq}b7PRNTS SYSB>R0 B?AUTORUN SYSB'RDOS SYSByAUTORUN BAKB?|READ BASBPBAA Bz BBB B/BCC B AA BAB om the lower economicsis the one romance of his life& andWALDEN is his great book. It~RAis a book in praise of life rather}r thanof Nature& a record of calculatingeconomies that studied saving in orderto spend more largely. But it is a bookof ss}ocial criticism as well& in spiteof its explicit denial of such apurpose. In considering the true natureof economy he conct}luded& with Ruskin&that the cost of a thing is the amountof life which is required in exchangefor it& immediately or in thu}e long run.In WALDEN& Thoreau elaborated on thetext~ }The only wealth is life}.~RA~PE~Q8. The title below that best expv}ressesthe ideas of this paragraph is~(a) Problems Of Economics(b) Thoreau's Philosophy Of Life(c) WALDEN& Thoreau's Greaw}test Work(d) How Thoreau Saved Money(e) Life At Walden Pond~RCB8. (b) }Thoreau's Philosophy Of Life}is the correct titlex}& and an excellentone. It strikes at the main idea of thepassage; namely& Thoreau's concern withthe nature of a satisfyingy} life.(a) }Problems Of Economics} isincorrect. It is too general& failingto reveal the specific contents of theparagraphz}.(c) }WALDEN& Thoreau's Greatest Work}is a fair title& but NOT THE BEST OFTHE FIVE! Therefore& it is incorrect.~RA(d) }{}How Thoreau Saved Money} is poor.This title is suggested by only onesentence in the paragraph& and thatparticular sentence|} is unrepresentativeof the whole idea.(e) }Life at Walden Pond} isunsatisfactory because the passageattempts to convey T}}horeau's view oflife in general& not specifically lifeat Walden Pond.~RA~Q9. Thoreau's chief aim in life was~(a) to di~}scover a satisfactory economy(b) to do as little work as possible(c) to convert others to his way of` life(d) to write }about Nature(e) to live in isolation~RCA9. (a) }to discover a satisfactoryeconomy} is correct. The first twosentences of} the paragraph express thisidea.~RA(b) }to do as little work as possible}is incorrect. For Thoreau& keeping workto a min}imum was a means& not an end initself. WALDEN is a report of Thoreau'sexperiment& a practical demonstrationof his theory t}hat life could be livedsatisfactorily on a level much simplerthan the conventional. It describesThoreau's program of worki}ng only asmuch as was necessary to provide theminimum essentials of food& shelter andclothing. The point to keep in mind }isthat your answer should be based on thegiven paragraph and NOT ON ANY EXTERNALSOURCE& even a source to which theparagra}ph refers.~RA(c) }to convert others to his way oflife} is incorrect since the writerspecifically says that each man must}decide for himself the mode of livingthat is best for him.(d) }to write about Nature} isincorrect. There is nothing in th}epassage to support this idea.~RA(e) }to live in isolation} isincorrect. The paragraph hints thatThoreau lived in isolat}ion for a while&but there is nothing in the paragraphto support the idea that Thoreauendorsed isolation for its own sake o}rthat isolation was his chief aim inlife.~RA~Q10. Thoreau was very~(a) active(b) lazy(c) dissatisfied(d) unsociable}(e) stingy~RCA10. (a) }active} is correct and a goodinference.(b) }lazy} is wrong. The passageclearly states that Thor}eau was eagerto deal with }the essential facts oflife}.(c) }dissatisfied} is incorrect becauseit is too general.(d) }u}nsociable} and (e) }stingy} areboth incorrect. The reference to}isolation} does not imply anunsociable disposition& and th}ereference to }abstinence} does notimply stinginess.~ET~ET}isolation} does not imply anunsociable disposition& and th@Each passage below is followed byquestions based on its content. Answerall questions following a passage onthe basis of w!}hat is STATED or IMPLIEDin that passage.~RA~PBMr. Attorney-General had to inform thejury that the prisoner before them&!}though young in years& was old in thetreasonable practices which claimed theforfeit of his life. That thiscorrespondence w!}ith the public enemywas not a correspondence of today& orof yesterday& or even last year& or ofthe year before. That it wa!}s certainthe prisoner had& for longer than that&been in the habit of passing andrepassing between France and England&on s!}ecret business of which he couldgive no honest account. That& if itwere in the nature of traitorous waysto thrive (which h!}appily it never was)&the real wickedness and guilt of hisbusiness might have remainedundiscovered. That Providence&~RAho!}wever& had put it into the heart of aperson who was beyond fear and beyondreproach& to ferret out the nature ofthe prisone!}r's schemes& and& struckwith horror& to disclose them to hisMajesty's Chief Secretary of State andmost honourable Privy Co!}uncil. Thatthis patriot would be produced beforethem. That his position and attitudewere& on the whole& sublime. That heh!}ad been the prisoner's friend& but& atonce in an auspicious and an evil hourdetecting his infamy& had resolved toimmolate !}the traitor he could no longercherish in his bosom& on the sacredaltar of his country. That& if statueswere decreed in Bri!}tain& as in ancientGreece and Rome& to public~RAbenefactors& this shining citizen wouldassuredly have had one. That virtu!}e& ashad been observed by the poets& was ina manner contagious; more especiallythe bright virtue known as patriotism&or l!}ove of country. That lofty exampleof this immaculate and unimpeachablewitness for the Crown& to refer to whomhowever unwor!}thily was an honour& hadcommunicated itself to the prisoner'sservant& and had engendered in him aholy determination to exa!}mine hismaster's table-drawers and pockets& andsecrete his papers. That he (Mr.Attorney-General) was prepared to heardisp!}aragement attempted of thisadmirable servant; but that& in ageneral way& he preferred him to his~RA(Mr. Attorney-General'!}s) father andmother. That he called with confidenceon the jury to come and do likewise.That the evidence of these twowitn!}esses& coupled with the documentsof their discovering that would beproduced& would show the prisoner tohave been furnished!} with lists of hisMajesty's forces& and of theirdisposition and preparation& both byland and sea& and would leave no doubt!}that he had habitually conveyed suchinformation to a hostile power. Thatthese lists could not have been provedto be in th!}e prisoner's handwriting;but that it was all the same; that&indeed it was rather the better for theprosecution& as showing!}& the prisonerto be artful in his~RAprecautions. That the proof would goback five years& and would show theprisoner alre!}ady engaged in thesepernicious missions& within a few weeksbefore the date of the very firstaction fought between the Brit!}ishtroops and the Americans.` excerpt from }A Tale Of Two Cities}~RA~PE~Q1. The Attorney General's point in thissele!}ction is that(a) The prisoner should be tried` according to the statutes of` ancient Greece and Rome.(b) There is no!} difference between` }young} and }old} crime.(c) The information was received from` a trusted friend& acting out of` !} genuine patriotism(d) Providence is the cause of all` moral actions.(e) The evidence was written in the` prisoner's!} own hand.~RCC~Q2. The proof against the prisoner wascollected at a time(a) very recently(b) five years ago(c) yester!}day(d) in ancient times(e) within a few weeks of the trial~RCB~Q3. The best position to appraise theevidence presented !}in this selectionwould be an expert in the field of(a) linguistics(b) polemics(c) jurisprudence(d) theology(e) idealis!}m~RCC~Q4. In this selection }pernicious}missions refer to(a) untruthful missions(b) spontaneous missions(c) derisive !}missions(d) libertine missions(e) harmful missions~RCE~PQ~PBWhen Socrates was building himself ahouse at Athens& being!} asked by onethat observed the littleness of thedesign& why a man so eminent would nothave an abode more suitable to hisd!}ignity& he replied that he shouldthink himself sufficiently accommodatedif he could see that narrow habitationfilled with !}real friends. Such was theopinion of this great master of humanlife& concerning the infrequency ofsuch a union of minds as!} might deservethe name of friendship& that among themultitudes whom vanity or curiosity&civility or veneration& crowded ab!}outhim& he did not expect that veryspacious apartments would be necessaryto contain all that should regard him~RAwith si!}ncere kindness or adhere to himwith steady fidelity.So many qualities are indeed requisiteto the possibility of friendshi!}p& andso many accidents must concur to itsrise and its continuance& that thegreatest part of mankind contentthemselves wi!}thout it& and supply itsplace as they can.~RA~PE~Q5. Socrates was building a small housefor himself because~(a) he fe!}lt that the bigger the house` the less dignified the owner(b) he had few real friends(c) a house is unnecessary if one h!}as` true friends(d) in view of the few real friends he` had he did not expect that he` needed a large house(e) hav!}ing a big house makes it more` difficult to cultivate real` friends~RCD~Q6. According to the writer& Socrates~(a) !}had a large following but only a` few real friends(b) had little use for flattery(c) was too proud to accept friendship!}(d) had scant regard for civility(e) had no gift for friendship~RCA~ET~ETestions following a passage onthe basis of w PWelcome to the VERBAL MODULE of theHAYDEN SCORE IMPROVEMENT SYSTEM FORTHE SAT& one of three modules designedto help you r%}aise your SAT scores.This Reading Comprehension Section isan effective tool to begin yourpreparation for the Verbal sectio%}n ofthe Scholastic Aptitude Tests. Thesystem is easy to operate so that youcan concentrate on its content. All ofthe info%}rmation you need to answerquestions appears on the screen& as doinstructions for moving from one partof the program to ano%}ther. Moredetailed information follows in theUser's Guide.~RAThis READING COMPREHENSION SECTIONoffers strategies and pra%}ctice inresponding to questions about thematerial just read. Working withpassages drawn from the mostup-to-date sources i%}n a variety offields will help you improve yourability to determine main ideas& torecognize logical implications and toex%}tract factual information from whatyou read.The other subject area in the Verbalsection of the SAT is Vocabulary~antonym%}s& analogies and sentencecompletions; a separate section inthis Verbal Module provides reviewmaterial in these areas.~RA%}MENUSThe MAIN MENU lets you move easilyfrom one section of the program toanother. Simply press the keycorresponding to t%}he letter next tothe section you wish to see.~RASelecting }B. Reading Comprehension}from the Main Menu displays a DETAIL%}MENU which offers you the followingoptions~A. Definitions& Analysis and` StrategiesB. Examples With TutormodeC. Exampl%}es Without Tutormode~RADEFINITIONS& ANALYSIS AND STRATEGIESshould be reviewed before going on tothe examples. It provides%} usefulstrategies for tackling the kinds ofquestions the subject covers. First&background information on eachquestion typ%}e is presented& thenmethods for answering these questions&including valuable tricks andshortcuts& are demonstrated.~RAEX%}AMPLES WITH TUTORMODE is the core ofthe Hayden System. This option givesyou a detailed& step-by-stepexplanation of how to %}arrive at thecorrect answer. By reviewing andpracticing& you develop more efficientproblem-solving techniques.~RAEXAMPLE%}S WITHOUT TUTORMODE providesquick drill and practice in areaswhere you are already strong so thatyou can improve speed and%} accuracy. Ifyou answer incorrectly& you are shownthe correct answer& but no detailedexplanation is provided. At the end o%}fthe section& the computer tallies thenumber of questions answered correctlyand incorrectly& providing anindication of ho%}w well you havemastered the material.~RAFUNCTION KEYSA function key is a key which has aspecific effect on the program'%}soperation each time it is pressed.Whenever a menu is on your screen thefollowing function keys areoperational~` M %}(Main Menu)` Q (Quit)Pressing }M} always brings you back tothe MAIN MENU. Pressing }Q} causes thecomputer to ask if y%}ou really want toquit. If you answer }Y}& you end theprogram. If you answer }N}& youcontinue where you left off.~RAWhile%} text is on the screen pressing}R} restarts the section (erasing anyprevious answers that you may haveentered)& pressing }%}M} takes you tothe last menu displayed and pressing}Q} enables you to quit.~RAThe left-arrow key lets you pagebackwards %}through the text one screenat a time until the first screen ofthe section is reached. When aquestion appears on the screen%}& yourprevious answer& if any& is shown. Youcan replace that answer by enteringanother one& or you can leave youranswer u%}ndisturbed by pressing theleft-arrow again.~RAWhile answering Reading Comprehensionquestions& you can review the reading%}paragraph without losing your place inthe questions by pressing }P}.Pressing the letter }O} leaves thecurrent question te%}mporarilyunanswered and displays the nextquestion. At the end of the sectionyou have a chance to review all theunanswered%} questions.~ET~ETand displays the nextquestion. At the end of the sectionyou have a chance to review all theunanswered$ The HAYDEN SCORE IMPROVEMENT SYSTEM FOR THE SAT is organized into three modules. It includes both simulated SAT exams an)}d complete reviews of the areas typically covered by the Verbal and Mathematical sections of the SAT. In addition to this )}Verbal Module& the following modules are available: ~RA The PRACTICE TESTS MODULE includes an Analysis of the SAT& a Pre-)}Test and two Practice Tests. The ANALYSIS OF THE SAT gives you insight into the workings of the actual exam -- its orga)}nization and scoring& plus test-taking strategies and tips for raising your scores. ~RA The PRE-TEST is a diagnostic/pre)}scriptive tool for determining your strengths and weaknesses in the areas covered by the Mathematical and Verbal sections )}of the SAT. It is a two-hour test consisting of a mix of Math and Verbal questions similar to that in an actual SAT. Afte)}r you complete the test your computer will provide scores in each of sixteen subjects which contribute to your Math and Ve)}rbal scores. This profile of your performance indicates which additional modules in the Hayden System will be useful in yo)}ur preparation. ~RA The PRACTICE TESTS are two-hour simulated exams with complete Mathematical and Verbal sections timed)} and formatted to be representative of the latest SATs and scored on the SAT scale. After reviewing your weak areas& take)} these Practice Tests and see how your performance would measure up on the actual exam. ~RA The MATH MODULE provides tuto)}rials& drill and analysis in the mathematical areas normally covered on the SAT. The ALGEBRA SECTION provides instructi)}on and practice in solving the entire range of algebra problems of the types found on the SAT~ linear and literal equation)}s& systems of linear equations& quadratic and radical equations& and reducing algebraic fractions. ~RA The GEOMETRY SECT)}ION provides instruction and practice in solving problems involving angle sums& equality of angles and sides of triangles)}& parallel lines& angles of a circle& the Pythagorean Theorem& special triangles& perimeters& areas and volumes. All figur)}es needed to solve the problems are illustrated on the screen. ~RA The QUANTITATIVE COMPARISONS AND WORD PROBLEMS SECT)}ION covers the remaining areas in the Mathematical section of the SAT. Quantitative comparison problems -- problems that e)}mphasize reasoning skills used to determine which of two quantities is larger -- improve skills in algebra and geometry a)}s well as in other areas of mathematics. The other problems in this section include fractions and decimals& percentages& )}ratios and proportions& sequences& graphs& and word problems including motion& mixture& and business and work problems. )}~RA Each topic in a given section can be approached in three ways~ `acquiring background with `DEFINITIONS& ANALYSIS AN)}D STRATEGIES `gaining practice and instruction with `EXAMPLES WITH TUTORMODE `drilling with `EXAMPLES WITHOUT TUTORMO)}DE ~ET ~ET gaining practice and instruction with `EXAMPLES WITH TUTORMODE `drilling with `EXAMPLES WITHOUT TUTORMO(