Verbal Test 3

Direction:
The following passage is an early draft of an essay. Some parts of the passage need to be rewritten.
Read the passage and select the best answers for the questions that follow. Some questions are about particular sentences or parts of sentences and ask you to improve sentence structure or word choice. Other questions ask to consider organization and development. In choosing answers, follow the requirements of standard written English

Direction:
The following passage is an early draft of an essay. Some parts of the passage need to be rewritten.
Read the passage and select the best answers for the questions that follow. Some questions are about particular sentences or parts of sentences and ask you to improve sentence structure or word choice. Other questions ask to consider organization and development. In choosing answers, follow the requirements of standard written English

Direction:
The following passage is an early draft of an essay. Some parts of the passage need to be rewritten.
Read the passage and select the best answers for the questions that follow. Some questions are about particular sentences or parts of sentences and ask you to improve sentence structure or word choice. Other questions ask to consider organization and development. In choosing answers, follow the requirements of standard written English

Direction:
Each sentence below has one or two blanks, each blank indicating that something has been omitted. Beneath the sentence are five words or sets of words labeled A through E. Choose the word or set of words that, when inserted in the sentence, best fits the meaning of the sentence as a whole.

Example:
After having a _________ journey, we had a ___________ food.
(A) persistent, musty                                          (B) frightful, terrific
(C) congenial, palatable                                      (D) tiresome, common
(E) expedition, brisk

Direction:
The following questions test your ability to recognize grammar and usage errors. Each sentence contains either a single error or no error at all. No sentence contains more than one error. The error, if there is one, is underlined and lettered. If the sentence contains an error, select the one underlined part that must be changed to make the sentence correct. If the sentence is correct, select choice E. In choosing answers follow the requirements of standard written English.

Example:
To suggest the virtues of a home grown language (A) over  (B) all else (C) have little to do with nationalism and (D) much to do will ostrich mindset. (E) No error
                                              

Direction:
The following questions test your ability to recognize grammar and usage errors. Each sentence contains either a single error or no error at all. No sentence contains more than one error. The error, if there is one, is underlined and lettered. If the sentence contains an error, select the one underlined part that must be changed to make the sentence correct. If the sentence is correct, select choice E. In choosing answers follow the requirements of standard written English.

Example:
To suggest the virtues of a home grown language (A) over  (B) all else (C) have little to do with nationalism and (D) much to do will ostrich mindset. (E) No error
                                              

Direction:
The following questions test your ability to recognize grammar and usage errors. Each sentence contains either a single error or no error at all. No sentence contains more than one error. The error, if there is one, is underlined and lettered. If the sentence contains an error, select the one underlined part that must be changed to make the sentence correct. If the sentence is correct, select choice E. In choosing answers follow the requirements of standard written English.

Example:
To suggest the virtues of a home grown language (A) over  (B) all else (C) have little to do with nationalism and (D) much to do will ostrich mindset. (E) No error
                                              

Direction:
The following questions test your ability to recognize grammar and usage errors. Each sentence contains either a single error or no error at all. No sentence contains more than one error. The error, if there is one, is underlined and lettered. If the sentence contains an error, select the one underlined part that must be changed to make the sentence correct. If the sentence is correct, select choice E. In choosing answers follow the requirements of standard written English.

Example:
To suggest the virtues of a home grown language (A) over  (B) all else (C) have little to do with nationalism and (D) much to do will ostrich mindset. (E) No error
                                              

Direction:
The following questions test your ability to recognize grammar and usage errors. Each sentence contains either a single error or no error at all. No sentence contains more than one error. The error, if there is one, is underlined and lettered. If the sentence contains an error, select the one underlined part that must be changed to make the sentence correct. If the sentence is correct, select choice E. In choosing answers follow the requirements of standard written English.

Example:
To suggest the virtues of a home grown language (A) over  (B) all else (C) have little to do with nationalism and (D) much to do will ostrich mindset. (E) No error
                                              

Direction:
The following questions test your ability to recognize grammar and usage errors. Each sentence contains either a single error or no error at all. No sentence contains more than one error. The error, if there is one, is underlined and lettered. If the sentence contains an error, select the one underlined part that must be changed to make the sentence correct. If the sentence is correct, select choice E. In choosing answers follow the requirements of standard written English.

Example:
To suggest the virtues of a home grown language (A) over  (B) all else (C) have little to do with nationalism and (D) much to do will ostrich mindset. (E) No error
                                              

Direction:
Each sentence below has one or two blanks, each blank indicating that something has been omitted. Beneath the sentence are five words or sets of words labeled A through E. Choose the word or set of words that, when inserted in the sentence, best fits the meaning of the sentence as a whole.

Example:
After having a _________ journey, we had a ___________ food.
(A) persistent, musty                                          (B) frightful, terrific
(C) congenial, palatable                                      (D) tiresome, common
(E) expedition, brisk

Direction:
Each sentence below has one or two blanks, each blank indicating that something has been omitted. Beneath the sentence are five words or sets of words labeled A through E. Choose the word or set of words that, when inserted in the sentence, best fits the meaning of the sentence as a whole.

Example:
After having a _________ journey, we had a ___________ food.
(A) persistent, musty                                          (B) frightful, terrific
(C) congenial, palatable                                      (D) tiresome, common
(E) expedition, brisk

Direction:
Each sentence below has one or two blanks, each blank indicating that something has been omitted. Beneath the sentence are five words or sets of words labeled A through E. Choose the word or set of words that, when inserted in the sentence, best fits the meaning of the sentence as a whole.

Example:
After having a _________ journey, we had a ___________ food.
(A) persistent, musty                                          (B) frightful, terrific
(C) congenial, palatable                                      (D) tiresome, common
(E) expedition, brisk

Direction:

            A woman’s role has been circumscribed within a narrow
            domain where she is in just the   lead role of a wife and a
            mother. Her individuality remains secluded. Comparatively
            no man’s mission is to be a father or a husband alone. Why
(5)        does the society have such double standards? If both sexes
            share the responsibility of upbringing their children why
            woman alone is assigned to play the key role? She is
            considered menial to a man, though not morally or legally.
            Her supreme duty is to love, marry and rear children.
(10)      There are many such females who do not get all this in
            succession, but that does not declare a woman’s defeat in
            her individuality. The growing sensationalism has excited the
            issue further. Literature and media all portray love so passionately
            and woman at the central position of this emotion. This leads to
(15)      an exaggeration of the sentiment and display of feminism. A
            life, hence, devoid of love seems a failure and deprivation of
            marriage a shortcoming. But is it that the emotion (love) we
            recall so often present in all the marriages?

Direction:

            A woman’s role has been circumscribed within a narrow
            domain where she is in just the   lead role of a wife and a
            mother. Her individuality remains secluded. Comparatively
            no man’s mission is to be a father or a husband alone. Why
(5)        does the society have such double standards? If both sexes
            share the responsibility of upbringing their children why
            woman alone is assigned to play the key role? She is
            considered menial to a man, though not morally or legally.
            Her supreme duty is to love, marry and rear children.
(10)      There are many such females who do not get all this in
            succession, but that does not declare a woman’s defeat in
            her individuality. The growing sensationalism has excited the
            issue further. Literature and media all portray love so passionately
            and woman at the central position of this emotion. This leads to
(15)      an exaggeration of the sentiment and display of feminism. A
            life, hence, devoid of love seems a failure and deprivation of
            marriage a shortcoming. But is it that the emotion (love) we
            recall so often present in all the marriages?

Direction:

            A community or a social group sustains itself through
            continuous self-renewal, and this renewal takes place by
            means of the educational growth of the immature members
            of a group. By various agencies, unintentional and designed,
(5)        a society transforms uninitiated and seemingly alien beings
            into robust trustees of its own resources and ideals. 
            Education is thus a fostering, a nurturing, a cultivating and
            a process.  Etymologically, the word education means just
            a process of bringing up.  When we have the outcome of
(10)      the process in mind, we speak of education as shaping,
            forming, molding activity - that is, a shaping into the standard
            form of social activity. 
            Since what is required is a transformation of the quality of
            experience, till it partakes in the interests, purposes, and
(15)      ideas current in the social group, the problem is evidently
            not one of mere physical forming.  Things can be physically
            transported in space; they may be bodily conveyed. 
            Beliefs and aspirations cannot be physically extracted and
            inserted. How then are they communicated? Given the
(20)      impossibility of direct contagion or literal inculcation, our
            problem is to discover the method by which the young
            assimilate the point of view of the old, or the older bring
            the young into like-mindedness with themselves. The
            answer, in general formulation, is: by means of the action
(25)      of the environment in calling out certain responses.  The
            required beliefs cannot be hammered in; the needed
            attitudes cannot be plastered on.  But the particular
            medium in which an individual exists leads him to see and
            feel one thing rather than another; it leads him to have
(30)      certain plans in order that he may act successfully with
            others; it strengthens some beliefs and weakens others as
            a condition of winning the approval of others.  Thus it
            gradually produces in him a certain system of behavior, a
            certain disposition of action.  The word "environment"
(35)      denotes something more than surroundings that encompass
            an individual.
            They denote the specific continuity of the surroundings with
            his active tendencies. An inanimate being is, of course,
            continuous with its surroundings; but the environing
(40)      circumstances do not, save metaphorically, constitute an
            environment.  For, the inorganic being is not concerned
            with the influences that affect it.  On the other hand, some
            things that are remote in space and time from a living
            creature, especially a human creature, may form his
(45)      environment even more truly than some of the things close
            to him. The things with which a man varies are his genuine
            environment. Thus the activities of the astronomer vary with
            the stars. Of his immediate surroundings, his telescope is
            most intimately his environment. The environment of an
(50)      antiquarian, as an antiquarian, consists of the remote epoch
            of human life with which he is concerned with, and the relics,
            inscriptions, etc., by which he establishes connections with
            that period.
            In brief, the environment consists of those conditions that
(55)      promote or hinder, stimulate or inhibit the characteristic
            activities of a living being.  Water is the environment of a
            fish because it is necessary to the fish's activities - to its
            life.
            The North Pole is a significant element in the environment
(60)      of an arctic explorer, whether he succeeds in reaching it or
            not, because it defines his activities, makes them what
            they distinctively are.  Just because life signifies not bare
            passive existence, but a way of acting, environment or
            medium signifies what enters into this activity as a
(65)      sustaining or frustrating condition.

Direction:

            A community or a social group sustains itself through
            continuous self-renewal, and this renewal takes place by
            means of the educational growth of the immature members
            of a group. By various agencies, unintentional and designed,
(5)        a society transforms uninitiated and seemingly alien beings
            into robust trustees of its own resources and ideals. 
            Education is thus a fostering, a nurturing, a cultivating and
            a process.  Etymologically, the word education means just
            a process of bringing up.  When we have the outcome of
(10)      the process in mind, we speak of education as shaping,
            forming, molding activity - that is, a shaping into the standard
            form of social activity. 
            Since what is required is a transformation of the quality of
            experience, till it partakes in the interests, purposes, and
(15)      ideas current in the social group, the problem is evidently
            not one of mere physical forming.  Things can be physically
            transported in space; they may be bodily conveyed. 
            Beliefs and aspirations cannot be physically extracted and
            inserted. How then are they communicated? Given the
(20)      impossibility of direct contagion or literal inculcation, our
            problem is to discover the method by which the young
            assimilate the point of view of the old, or the older bring
            the young into like-mindedness with themselves. The
            answer, in general formulation, is: by means of the action
(25)      of the environment in calling out certain responses.  The
            required beliefs cannot be hammered in; the needed
            attitudes cannot be plastered on.  But the particular
            medium in which an individual exists leads him to see and
            feel one thing rather than another; it leads him to have
(30)      certain plans in order that he may act successfully with
            others; it strengthens some beliefs and weakens others as
            a condition of winning the approval of others.  Thus it
            gradually produces in him a certain system of behavior, a
            certain disposition of action.  The word "environment"
(35)      denotes something more than surroundings that encompass
            an individual.
            They denote the specific continuity of the surroundings with
            his active tendencies. An inanimate being is, of course,
            continuous with its surroundings; but the environing
(40)      circumstances do not, save metaphorically, constitute an
            environment.  For, the inorganic being is not concerned
            with the influences that affect it.  On the other hand, some
            things that are remote in space and time from a living
            creature, especially a human creature, may form his
(45)      environment even more truly than some of the things close
            to him. The things with which a man varies are his genuine
            environment. Thus the activities of the astronomer vary with
            the stars. Of his immediate surroundings, his telescope is
            most intimately his environment. The environment of an
(50)      antiquarian, as an antiquarian, consists of the remote epoch
            of human life with which he is concerned with, and the relics,
            inscriptions, etc., by which he establishes connections with
            that period.
            In brief, the environment consists of those conditions that
(55)      promote or hinder, stimulate or inhibit the characteristic
            activities of a living being.  Water is the environment of a
            fish because it is necessary to the fish's activities - to its
            life.
            The North Pole is a significant element in the environment
(60)      of an arctic explorer, whether he succeeds in reaching it or
            not, because it defines his activities, makes them what
            they distinctively are.  Just because life signifies not bare
            passive existence, but a way of acting, environment or
            medium signifies what enters into this activity as a
(65)      sustaining or frustrating condition.

Direction:

            A community or a social group sustains itself through
            continuous self-renewal, and this renewal takes place by
            means of the educational growth of the immature members
            of a group. By various agencies, unintentional and designed,
(5)        a society transforms uninitiated and seemingly alien beings
            into robust trustees of its own resources and ideals. 
            Education is thus a fostering, a nurturing, a cultivating and
            a process.  Etymologically, the word education means just
            a process of bringing up.  When we have the outcome of
(10)      the process in mind, we speak of education as shaping,
            forming, molding activity - that is, a shaping into the standard
            form of social activity. 
            Since what is required is a transformation of the quality of
            experience, till it partakes in the interests, purposes, and
(15)      ideas current in the social group, the problem is evidently
            not one of mere physical forming.  Things can be physically
            transported in space; they may be bodily conveyed. 
            Beliefs and aspirations cannot be physically extracted and
            inserted. How then are they communicated? Given the
(20)      impossibility of direct contagion or literal inculcation, our
            problem is to discover the method by which the young
            assimilate the point of view of the old, or the older bring
            the young into like-mindedness with themselves. The
            answer, in general formulation, is: by means of the action
(25)      of the environment in calling out certain responses.  The
            required beliefs cannot be hammered in; the needed
            attitudes cannot be plastered on.  But the particular
            medium in which an individual exists leads him to see and
            feel one thing rather than another; it leads him to have
(30)      certain plans in order that he may act successfully with
            others; it strengthens some beliefs and weakens others as
            a condition of winning the approval of others.  Thus it
            gradually produces in him a certain system of behavior, a
            certain disposition of action.  The word "environment"
(35)      denotes something more than surroundings that encompass
            an individual.
            They denote the specific continuity of the surroundings with
            his active tendencies. An inanimate being is, of course,
            continuous with its surroundings; but the environing
(40)      circumstances do not, save metaphorically, constitute an
            environment.  For, the inorganic being is not concerned
            with the influences that affect it.  On the other hand, some
            things that are remote in space and time from a living
            creature, especially a human creature, may form his
(45)      environment even more truly than some of the things close
            to him. The things with which a man varies are his genuine
            environment. Thus the activities of the astronomer vary with
            the stars. Of his immediate surroundings, his telescope is
            most intimately his environment. The environment of an
(50)      antiquarian, as an antiquarian, consists of the remote epoch
            of human life with which he is concerned with, and the relics,
            inscriptions, etc., by which he establishes connections with
            that period.
            In brief, the environment consists of those conditions that
(55)      promote or hinder, stimulate or inhibit the characteristic
            activities of a living being.  Water is the environment of a
            fish because it is necessary to the fish's activities - to its
            life.
            The North Pole is a significant element in the environment
(60)      of an arctic explorer, whether he succeeds in reaching it or
            not, because it defines his activities, makes them what
            they distinctively are.  Just because life signifies not bare
            passive existence, but a way of acting, environment or
            medium signifies what enters into this activity as a
(65)      sustaining or frustrating condition.

Direction:
Each sentence below has one or two blanks, each blank indicating that something has been omitted. Beneath the sentence are five words or sets of words labeled A through E. Choose the word or set of words that, when inserted in the sentence, best fits the meaning of the sentence as a whole.

Example:
After having a _________ journey, we had a ___________ food.
(A) persistent, musty                                          (B) frightful, terrific
(C) congenial, palatable                                      (D) tiresome, common
(E) expedition, brisk

Direction:

            A community or a social group sustains itself through
            continuous self-renewal, and this renewal takes place by
            means of the educational growth of the immature members
            of a group. By various agencies, unintentional and designed,
(5)        a society transforms uninitiated and seemingly alien beings
            into robust trustees of its own resources and ideals. 
            Education is thus a fostering, a nurturing, a cultivating and
            a process.  Etymologically, the word education means just
            a process of bringing up.  When we have the outcome of
(10)      the process in mind, we speak of education as shaping,
            forming, molding activity - that is, a shaping into the standard
            form of social activity. 
            Since what is required is a transformation of the quality of
            experience, till it partakes in the interests, purposes, and
(15)      ideas current in the social group, the problem is evidently
            not one of mere physical forming.  Things can be physically
            transported in space; they may be bodily conveyed. 
            Beliefs and aspirations cannot be physically extracted and
            inserted. How then are they communicated? Given the
(20)      impossibility of direct contagion or literal inculcation, our
            problem is to discover the method by which the young
            assimilate the point of view of the old, or the older bring
            the young into like-mindedness with themselves. The
            answer, in general formulation, is: by means of the action
(25)      of the environment in calling out certain responses.  The
            required beliefs cannot be hammered in; the needed
            attitudes cannot be plastered on.  But the particular
            medium in which an individual exists leads him to see and
            feel one thing rather than another; it leads him to have
(30)      certain plans in order that he may act successfully with
            others; it strengthens some beliefs and weakens others as
            a condition of winning the approval of others.  Thus it
            gradually produces in him a certain system of behavior, a
            certain disposition of action.  The word "environment"
(35)      denotes something more than surroundings that encompass
            an individual.
            They denote the specific continuity of the surroundings with
            his active tendencies. An inanimate being is, of course,
            continuous with its surroundings; but the environing
(40)      circumstances do not, save metaphorically, constitute an
            environment.  For, the inorganic being is not concerned
            with the influences that affect it.  On the other hand, some
            things that are remote in space and time from a living
            creature, especially a human creature, may form his
(45)      environment even more truly than some of the things close
            to him. The things with which a man varies are his genuine
            environment. Thus the activities of the astronomer vary with
            the stars. Of his immediate surroundings, his telescope is
            most intimately his environment. The environment of an
(50)      antiquarian, as an antiquarian, consists of the remote epoch
            of human life with which he is concerned with, and the relics,
            inscriptions, etc., by which he establishes connections with
            that period.
            In brief, the environment consists of those conditions that
(55)      promote or hinder, stimulate or inhibit the characteristic
            activities of a living being.  Water is the environment of a
            fish because it is necessary to the fish's activities - to its
            life.
            The North Pole is a significant element in the environment
(60)      of an arctic explorer, whether he succeeds in reaching it or
            not, because it defines his activities, makes them what
            they distinctively are.  Just because life signifies not bare
            passive existence, but a way of acting, environment or
            medium signifies what enters into this activity as a
(65)      sustaining or frustrating condition.

Direction:

            A community or a social group sustains itself through
            continuous self-renewal, and this renewal takes place by
            means of the educational growth of the immature members
            of a group. By various agencies, unintentional and designed,
(5)        a society transforms uninitiated and seemingly alien beings
            into robust trustees of its own resources and ideals. 
            Education is thus a fostering, a nurturing, a cultivating and
            a process.  Etymologically, the word education means just
            a process of bringing up.  When we have the outcome of
(10)      the process in mind, we speak of education as shaping,
            forming, molding activity - that is, a shaping into the standard
            form of social activity. 
            Since what is required is a transformation of the quality of
            experience, till it partakes in the interests, purposes, and
(15)      ideas current in the social group, the problem is evidently
            not one of mere physical forming.  Things can be physically
            transported in space; they may be bodily conveyed. 
            Beliefs and aspirations cannot be physically extracted and
            inserted. How then are they communicated? Given the
(20)      impossibility of direct contagion or literal inculcation, our
            problem is to discover the method by which the young
            assimilate the point of view of the old, or the older bring
            the young into like-mindedness with themselves. The
            answer, in general formulation, is: by means of the action
(25)      of the environment in calling out certain responses.  The
            required beliefs cannot be hammered in; the needed
            attitudes cannot be plastered on.  But the particular
            medium in which an individual exists leads him to see and
            feel one thing rather than another; it leads him to have
(30)      certain plans in order that he may act successfully with
            others; it strengthens some beliefs and weakens others as
            a condition of winning the approval of others.  Thus it
            gradually produces in him a certain system of behavior, a
            certain disposition of action.  The word "environment"
(35)      denotes something more than surroundings that encompass
            an individual.
            They denote the specific continuity of the surroundings with
            his active tendencies. An inanimate being is, of course,
            continuous with its surroundings; but the environing
(40)      circumstances do not, save metaphorically, constitute an
            environment.  For, the inorganic being is not concerned
            with the influences that affect it.  On the other hand, some
            things that are remote in space and time from a living
            creature, especially a human creature, may form his
(45)      environment even more truly than some of the things close
            to him. The things with which a man varies are his genuine
            environment. Thus the activities of the astronomer vary with
            the stars. Of his immediate surroundings, his telescope is
            most intimately his environment. The environment of an
(50)      antiquarian, as an antiquarian, consists of the remote epoch
            of human life with which he is concerned with, and the relics,
            inscriptions, etc., by which he establishes connections with
            that period.
            In brief, the environment consists of those conditions that
(55)      promote or hinder, stimulate or inhibit the characteristic
            activities of a living being.  Water is the environment of a
            fish because it is necessary to the fish's activities - to its
            life.
            The North Pole is a significant element in the environment
(60)      of an arctic explorer, whether he succeeds in reaching it or
            not, because it defines his activities, makes them what
            they distinctively are.  Just because life signifies not bare
            passive existence, but a way of acting, environment or
            medium signifies what enters into this activity as a
(65)      sustaining or frustrating condition.

Direction:

Passage 1

            In Blade Runner (a 1982 Ridley Scotts movie) the query
            put forth is a striking but on obvious one. It talks of what
            is real and what is unreal. Other pivotal thought is about
            the identity, that if we are Homo sapiens what made us
(5)        know or realize that we are humans. These inquiries have
            centered humanity from the advent of Adam & Eve on earth .
            Jacques Lacan to an extent explains in his theory how
            humans identify themselves. He contributes the mirror stage.
            When an eighteen month infant first beholds his image in
(10)      the mirror; he associates himself with this world. Along with
            that he discovers he is different from the rest of the world.
            So with this mirror image he relates to his identity but the
            veracity of the thought is that the image is not the ‘real’
            subject. It is a mere reflection. At this point begins the
(15)      procedure of identity production. This image is like an
            exterior layer but it helps the subject to display his identity.
            This changing exterior layer is ‘Orthopaeadic’ for Lacan.
            The baby in the lap of the adult uses this mirror stage in
            self recognition. He first turns to the adult cradling him in
(20)      his arms; he checks the expression of his beholder and
            compares it with the mirror image and after that he
            associates his own image with his real self.
            Lacan elucidated Henri Walton’s observations about child
            recognition by coining the term mirror stage where a child
(25)      conceives notions and identification about his own physical
            self. He feels enthralled at the realization. This stage has
            been given profuse importance as this is the moment when
            an infant becomes conscious of his body’s entireness even
            earlier to the knowledge of his body’s functions. He has not
(30)      even taken up the physical controls of his physicality.
            We conclude ourselves as an autonomous individual from
            the rest of the world through language, but at a later stage.
            This self cognizance involves a few losses also.

Passage 2

            By traditional standards Lacan was unorthodox. He gained
            fame by his fundamental redrafts of Freud and his theory:
            how language and sexuality disorganized a life. Freud’s
            principles in France were falling low and existentialism was
(5)        rising. Lacan was competent enough to go through a
            complete makeover man overnight. He began with a new
            society by organizing seminars. People acclaimed ‘return
            of Freud’ and Lacan proposed a structuarlist Freud as there
            was no art without subjects like sex, rebel and mental
(10)      disturbances.
            The relativity between Lacan’s psychoanalytic hypotheses
            and more orthodox psychological concepts needs to be
            studied. Lacan believed psychoanalytical hypothesis to be
            beyond psychology. But others contrived that Lacan’s
(15)      aureatic comparison between the behavior of children and
            chimpanzees in reaction to the mirror images is quite
            inaccurate. His writings have neither the approval of
            coetaneous psychologists nor have they interpreted Lacan’s
            claims at the time of citing.
(20)      Derrida was critical of Lacan’s view. Yet psychoanalysis remains
            a system with fanatic following.

Direction:

Passage 1

            In Blade Runner (a 1982 Ridley Scotts movie) the query
            put forth is a striking but on obvious one. It talks of what
            is real and what is unreal. Other pivotal thought is about
            the identity, that if we are Homo sapiens what made us
(5)        know or realize that we are humans. These inquiries have
            centered humanity from the advent of Adam & Eve on earth .
            Jacques Lacan to an extent explains in his theory how
            humans identify themselves. He contributes the mirror stage.
            When an eighteen month infant first beholds his image in
(10)      the mirror; he associates himself with this world. Along with
            that he discovers he is different from the rest of the world.
            So with this mirror image he relates to his identity but the
            veracity of the thought is that the image is not the ‘real’
            subject. It is a mere reflection. At this point begins the
(15)      procedure of identity production. This image is like an
            exterior layer but it helps the subject to display his identity.
            This changing exterior layer is ‘Orthopaeadic’ for Lacan.
            The baby in the lap of the adult uses this mirror stage in
            self recognition. He first turns to the adult cradling him in
(20)      his arms; he checks the expression of his beholder and
            compares it with the mirror image and after that he
            associates his own image with his real self.
            Lacan elucidated Henri Walton’s observations about child
            recognition by coining the term mirror stage where a child
(25)      conceives notions and identification about his own physical
            self. He feels enthralled at the realization. This stage has
            been given profuse importance as this is the moment when
            an infant becomes conscious of his body’s entireness even
            earlier to the knowledge of his body’s functions. He has not
(30)      even taken up the physical controls of his physicality.
            We conclude ourselves as an autonomous individual from
            the rest of the world through language, but at a later stage.
            This self cognizance involves a few losses also.

Passage 2

            By traditional standards Lacan was unorthodox. He gained
            fame by his fundamental redrafts of Freud and his theory:
            how language and sexuality disorganized a life. Freud’s
            principles in France were falling low and existentialism was
(5)        rising. Lacan was competent enough to go through a
            complete makeover man overnight. He began with a new
            society by organizing seminars. People acclaimed ‘return
            of Freud’ and Lacan proposed a structuarlist Freud as there
            was no art without subjects like sex, rebel and mental
(10)      disturbances.
            The relativity between Lacan’s psychoanalytic hypotheses
            and more orthodox psychological concepts needs to be
            studied. Lacan believed psychoanalytical hypothesis to be
            beyond psychology. But others contrived that Lacan’s
(15)      aureatic comparison between the behavior of children and
            chimpanzees in reaction to the mirror images is quite
            inaccurate. His writings have neither the approval of
            coetaneous psychologists nor have they interpreted Lacan’s
            claims at the time of citing.
(20)      Derrida was critical of Lacan’s view. Yet psychoanalysis remains
            a system with fanatic following.

Direction:
Each sentence below has one or two blanks, each blank indicating that something has been omitted. Beneath the sentence are five words or sets of words labeled A through E. Choose the word or set of words that, when inserted in the sentence, best fits the meaning of the sentence as a whole.

Example:
After having a _________ journey, we had a ___________ food.
(A) persistent, musty                                          (B) frightful, terrific
(C) congenial, palatable                                      (D) tiresome, common
(E) expedition, brisk

Direction:

Passage 1

            In Blade Runner (a 1982 Ridley Scotts movie) the query
            put forth is a striking but on obvious one. It talks of what
            is real and what is unreal. Other pivotal thought is about
            the identity, that if we are Homo sapiens what made us
(5)        know or realize that we are humans. These inquiries have
            centered humanity from the advent of Adam & Eve on earth .
            Jacques Lacan to an extent explains in his theory how
            humans identify themselves. He contributes the mirror stage.
            When an eighteen month infant first beholds his image in
(10)      the mirror; he associates himself with this world. Along with
            that he discovers he is different from the rest of the world.
            So with this mirror image he relates to his identity but the
            veracity of the thought is that the image is not the ‘real’
            subject. It is a mere reflection. At this point begins the
(15)      procedure of identity production. This image is like an
            exterior layer but it helps the subject to display his identity.
            This changing exterior layer is ‘Orthopaeadic’ for Lacan.
            The baby in the lap of the adult uses this mirror stage in
            self recognition. He first turns to the adult cradling him in
(20)      his arms; he checks the expression of his beholder and
            compares it with the mirror image and after that he
            associates his own image with his real self.
            Lacan elucidated Henri Walton’s observations about child
            recognition by coining the term mirror stage where a child
(25)      conceives notions and identification about his own physical
            self. He feels enthralled at the realization. This stage has
            been given profuse importance as this is the moment when
            an infant becomes conscious of his body’s entireness even
            earlier to the knowledge of his body’s functions. He has not
(30)      even taken up the physical controls of his physicality.
            We conclude ourselves as an autonomous individual from
            the rest of the world through language, but at a later stage.
            This self cognizance involves a few losses also.

Passage 2

            By traditional standards Lacan was unorthodox. He gained
            fame by his fundamental redrafts of Freud and his theory:
            how language and sexuality disorganized a life. Freud’s
            principles in France were falling low and existentialism was
(5)        rising. Lacan was competent enough to go through a
            complete makeover man overnight. He began with a new
            society by organizing seminars. People acclaimed ‘return
            of Freud’ and Lacan proposed a structuarlist Freud as there
            was no art without subjects like sex, rebel and mental
(10)      disturbances.
            The relativity between Lacan’s psychoanalytic hypotheses
            and more orthodox psychological concepts needs to be
            studied. Lacan believed psychoanalytical hypothesis to be
            beyond psychology. But others contrived that Lacan’s
(15)      aureatic comparison between the behavior of children and
            chimpanzees in reaction to the mirror images is quite
            inaccurate. His writings have neither the approval of
            coetaneous psychologists nor have they interpreted Lacan’s
            claims at the time of citing.
(20)      Derrida was critical of Lacan’s view. Yet psychoanalysis remains
            a system with fanatic following.

Direction:

Passage 1

            In Blade Runner (a 1982 Ridley Scotts movie) the query
            put forth is a striking but on obvious one. It talks of what
            is real and what is unreal. Other pivotal thought is about
            the identity, that if we are Homo sapiens what made us
(5)        know or realize that we are humans. These inquiries have
            centered humanity from the advent of Adam & Eve on earth .
            Jacques Lacan to an extent explains in his theory how
            humans identify themselves. He contributes the mirror stage.
            When an eighteen month infant first beholds his image in
(10)      the mirror; he associates himself with this world. Along with
            that he discovers he is different from the rest of the world.
            So with this mirror image he relates to his identity but the
            veracity of the thought is that the image is not the ‘real’
            subject. It is a mere reflection. At this point begins the
(15)      procedure of identity production. This image is like an
            exterior layer but it helps the subject to display his identity.
            This changing exterior layer is ‘Orthopaeadic’ for Lacan.
            The baby in the lap of the adult uses this mirror stage in
            self recognition. He first turns to the adult cradling him in
(20)      his arms; he checks the expression of his beholder and
            compares it with the mirror image and after that he
            associates his own image with his real self.
            Lacan elucidated Henri Walton’s observations about child
            recognition by coining the term mirror stage where a child
(25)      conceives notions and identification about his own physical
            self. He feels enthralled at the realization. This stage has
            been given profuse importance as this is the moment when
            an infant becomes conscious of his body’s entireness even
            earlier to the knowledge of his body’s functions. He has not
(30)      even taken up the physical controls of his physicality.
            We conclude ourselves as an autonomous individual from
            the rest of the world through language, but at a later stage.
            This self cognizance involves a few losses also.

Passage 2

            By traditional standards Lacan was unorthodox. He gained
            fame by his fundamental redrafts of Freud and his theory:
            how language and sexuality disorganized a life. Freud’s
            principles in France were falling low and existentialism was
(5)        rising. Lacan was competent enough to go through a
            complete makeover man overnight. He began with a new
            society by organizing seminars. People acclaimed ‘return
            of Freud’ and Lacan proposed a structuarlist Freud as there
            was no art without subjects like sex, rebel and mental
(10)      disturbances.
            The relativity between Lacan’s psychoanalytic hypotheses
            and more orthodox psychological concepts needs to be
            studied. Lacan believed psychoanalytical hypothesis to be
            beyond psychology. But others contrived that Lacan’s
(15)      aureatic comparison between the behavior of children and
            chimpanzees in reaction to the mirror images is quite
            inaccurate. His writings have neither the approval of
            coetaneous psychologists nor have they interpreted Lacan’s
            claims at the time of citing.
(20)      Derrida was critical of Lacan’s view. Yet psychoanalysis remains
            a system with fanatic following.

Direction:

            Whether the argument is oral or written, the active purpose
            is to make the other person take your view of the subject.
            In an explanation we put forth our personal attitude before
            others but in an argument, we realize people are having a
(5)        different view on the same subject. So we use two weapons –
            one is of conviction and the other of persuasion. We try to
            prove the authenticity of our criteria by convincing others,
            using practical examples so that the other party comes round
            to our point of view. We also use moralizing to bring more
(10)      partisans to our view. But when this lacks practical touch it
            can be called persuasion. If you put forth that the shape of
            hills in New England is due to glaciers, you are first trying
            to persuade. Since here logic is lacking, it cannot be
            convincing. Human thinking and feeling also comes to rescue.
(15)      The first reaction could be spontaneous due to feeling but
            reasoning does come later. So in all arguments one must
            keep in mind both the forces so that our criterion sees light.

Direction:

            Whether the argument is oral or written, the active purpose
            is to make the other person take your view of the subject.
            In an explanation we put forth our personal attitude before
            others but in an argument, we realize people are having a
(5)        different view on the same subject. So we use two weapons –
            one is of conviction and the other of persuasion. We try to
            prove the authenticity of our criteria by convincing others,
            using practical examples so that the other party comes round
            to our point of view. We also use moralizing to bring more
(10)      partisans to our view. But when this lacks practical touch it
            can be called persuasion. If you put forth that the shape of
            hills in New England is due to glaciers, you are first trying
            to persuade. Since here logic is lacking, it cannot be
            convincing. Human thinking and feeling also comes to rescue.
(15)      The first reaction could be spontaneous due to feeling but
            reasoning does come later. So in all arguments one must
            keep in mind both the forces so that our criterion sees light.

Direction:
The following passage is an early draft of an essay. Some parts of the passage need to be rewritten.
Read the passage and select the best answers for the questions that follow. Some questions are about particular sentences or parts of sentences and ask you to improve sentence structure or word choice. Other questions ask to consider organization and development. In choosing answers, follow the requirements of standard written English

Direction:
The following sentences test correctness and effectiveness of expression. Part of each sentence or the entire sentence is underlined; beneath each sentence are five ways of phrasing the underlined material. Choice A repeats the original phrasing; the other four choices are different. If you think the original phrasing produces a better sentence than any of the alternatives, select choice A. If not, select one of the other choices.

In making your selection, follow the requirements of standard written English; that is pay attention to grammar, choice of words, sentence construction, and punctuation. Your selection should result in the most effective sentence – clear and precise, without awkwardness or ambiguity.

Example:

If it were a British ship the resistance to the duty would be offered by the land merchants rather than by the sea traders; for the merchants did not desire that the cost of the merchandise to themselves and their customers should be doubled without some equivalent advantage.

(A)  If it were a British ship the resistance to the duty would be offered by the land merchants

(B)  If it had a British ship the resistance to the duty would be offered by the land merchants

(C)  If it were a British ship the resistance to the duty would have been offered by the land merchants

(D)  If it had been a British ship the resistance to the duty would have been offered by the land merchants

(E) If it would have been a British ship the resistance to the duty would be offered by the land merch

Answer: (D)

Direction:

Passage 1

            In Blade Runner (a 1982 Ridley Scotts movie) the query
            put forth is a striking but on obvious one. It talks of what
            is real and what is unreal. Other pivotal thought is about
            the identity, that if we are Homo sapiens what made us
(5)        know or realize that we are humans. These inquiries have
            centered humanity from the advent of Adam & Eve on earth .
            Jacques Lacan to an extent explains in his theory how
            humans identify themselves. He contributes the mirror stage.
            When an eighteen month infant first beholds his image in
(10)      the mirror; he associates himself with this world. Along with
            that he discovers he is different from the rest of the world.
            So with this mirror image he relates to his identity but the
            veracity of the thought is that the image is not the ‘real’
            subject. It is a mere reflection. At this point begins the
(15)      procedure of identity production. This image is like an
            exterior layer but it helps the subject to display his identity.
            This changing exterior layer is ‘Orthopaeadic’ for Lacan.
            The baby in the lap of the adult uses this mirror stage in
            self recognition. He first turns to the adult cradling him in
(20)      his arms; he checks the expression of his beholder and
            compares it with the mirror image and after that he
            associates his own image with his real self.
            Lacan elucidated Henri Walton’s observations about child
            recognition by coining the term mirror stage where a child
(25)      conceives notions and identification about his own physical
            self. He feels enthralled at the realization. This stage has
            been given profuse importance as this is the moment when
            an infant becomes conscious of his body’s entireness even
            earlier to the knowledge of his body’s functions. He has not
(30)      even taken up the physical controls of his physicality.
            We conclude ourselves as an autonomous individual from
            the rest of the world through language, but at a later stage.
            This self cognizance involves a few losses also.

Passage 2

            By traditional standards Lacan was unorthodox. He gained
            fame by his fundamental redrafts of Freud and his theory:
            how language and sexuality disorganized a life. Freud’s
            principles in France were falling low and existentialism was
(5)        rising. Lacan was competent enough to go through a
            complete makeover man overnight. He began with a new
            society by organizing seminars. People acclaimed ‘return
            of Freud’ and Lacan proposed a structuarlist Freud as there
            was no art without subjects like sex, rebel and mental
(10)      disturbances.
            The relativity between Lacan’s psychoanalytic hypotheses
            and more orthodox psychological concepts needs to be
            studied. Lacan believed psychoanalytical hypothesis to be
            beyond psychology. But others contrived that Lacan’s
(15)      aureatic comparison between the behavior of children and
            chimpanzees in reaction to the mirror images is quite
            inaccurate. His writings have neither the approval of
            coetaneous psychologists nor have they interpreted Lacan’s
            claims at the time of citing.
(20)      Derrida was critical of Lacan’s view. Yet psychoanalysis remains
            a system with fanatic following.