Toiya Original ISEE Middle Level Practice Test 1 — Reading Comprehension.
Question 1
ISEE · Middle Level English · isee-middle-english-reading-comprehension
Floating in Orbit Gravity causes every object to pull every other object toward it. Some people think that there is no gravity in space. In fact, a small amount of gravity can be found everywhere in space. Gravity is what holds the moon in orbit around Earth. Gravity causes Earth to orbit the sun. It keeps the sun in place in the Milky Way galaxy. Gravity, however, does become weaker with distance. It is possible for a spacecraft to go far enough from Earth that a person inside would feel very little gravity. But this is not why things float on a spacecraft in orbit. The International Space Station orbits Earth at an altitude between 200 and 250 miles. At that altitude, Earth's gravity is about 90 percent of what it is on the planet's surface. In other words, if a person who weighed 100 pounds on Earth's surface could climb a ladder all the way to the space station, that person would weigh 90 pounds at the top of the ladder. If 90 percent of Earth's gravity reaches the space station, then why do astronauts float there? The answer is because they are in free fall. In a vacuum, gravity causes all objects to fall at the same rate. The mass of the object does not matter. If a person drops a hammer and a feather, air will make the feather fall more slowly. But if there were no air, they would fall at the same acceleration. Some amusement parks have free-fall rides, in which a cabin is dropped along a tall tower. If a person let go of an object at the beginning of the fall, the person and the object would fall at the same acceleration. Because of that, the object would appear to float in front of the person. That is what happens in a spacecraft. The spacecraft, its crew and any objects aboard are all falling toward but around Earth. Since they are all falling together, the crew and objects appear to float when compared with the spacecraft. Excerpt from “What Is Microgravity?” NASA (public domain). 1. The passage mainly explains A. how the International Space Station was built B. why gravity disappears far away from Earth C. why astronauts float even though gravity is present in orbit D. how amusement park rides are designed
Question 2
ISEE · Middle Level English · isee-middle-english-reading-comprehension
Floating in Orbit Gravity causes every object to pull every other object toward it. Some people think that there is no gravity in space. In fact, a small amount of gravity can be found everywhere in space. Gravity is what holds the moon in orbit around Earth. Gravity causes Earth to orbit the sun. It keeps the sun in place in the Milky Way galaxy. Gravity, however, does become weaker with distance. It is possible for a spacecraft to go far enough from Earth that a person inside would feel very little gravity. But this is not why things float on a spacecraft in orbit. The International Space Station orbits Earth at an altitude between 200 and 250 miles. At that altitude, Earth's gravity is about 90 percent of what it is on the planet's surface. In other words, if a person who weighed 100 pounds on Earth's surface could climb a ladder all the way to the space station, that person would weigh 90 pounds at the top of the ladder. If 90 percent of Earth's gravity reaches the space station, then why do astronauts float there? The answer is because they are in free fall. In a vacuum, gravity causes all objects to fall at the same rate. The mass of the object does not matter. If a person drops a hammer and a feather, air will make the feather fall more slowly. But if there were no air, they would fall at the same acceleration. Some amusement parks have free-fall rides, in which a cabin is dropped along a tall tower. If a person let go of an object at the beginning of the fall, the person and the object would fall at the same acceleration. Because of that, the object would appear to float in front of the person. That is what happens in a spacecraft. The spacecraft, its crew and any objects aboard are all falling toward but around Earth. Since they are all falling together, the crew and objects appear to float when compared with the spacecraft. Excerpt from “What Is Microgravity?” NASA (public domain). 2. According to the passage, at the altitude of the International Space Station, Earth's gravity is A. about 90 percent as strong as it is at Earth's surface B. about 10 percent as strong as it is at Earth's surface C. completely absent D. twice as strong as it is at Earth's surface
Question 3
ISEE · Middle Level English · isee-middle-english-reading-comprehension
Floating in Orbit Gravity causes every object to pull every other object toward it. Some people think that there is no gravity in space. In fact, a small amount of gravity can be found everywhere in space. Gravity is what holds the moon in orbit around Earth. Gravity causes Earth to orbit the sun. It keeps the sun in place in the Milky Way galaxy. Gravity, however, does become weaker with distance. It is possible for a spacecraft to go far enough from Earth that a person inside would feel very little gravity. But this is not why things float on a spacecraft in orbit. The International Space Station orbits Earth at an altitude between 200 and 250 miles. At that altitude, Earth's gravity is about 90 percent of what it is on the planet's surface. In other words, if a person who weighed 100 pounds on Earth's surface could climb a ladder all the way to the space station, that person would weigh 90 pounds at the top of the ladder. If 90 percent of Earth's gravity reaches the space station, then why do astronauts float there? The answer is because they are in free fall. In a vacuum, gravity causes all objects to fall at the same rate. The mass of the object does not matter. If a person drops a hammer and a feather, air will make the feather fall more slowly. But if there were no air, they would fall at the same acceleration. Some amusement parks have free-fall rides, in which a cabin is dropped along a tall tower. If a person let go of an object at the beginning of the fall, the person and the object would fall at the same acceleration. Because of that, the object would appear to float in front of the person. That is what happens in a spacecraft. The spacecraft, its crew and any objects aboard are all falling toward but around Earth. Since they are all falling together, the crew and objects appear to float when compared with the spacecraft. Excerpt from “What Is Microgravity?” NASA (public domain). 3. According to the passage, if a hammer and a feather were dropped where there is no air, they would A. fall at different speeds because of their mass B. float in place C. fall, but the hammer would land first D. fall at the same acceleration
Question 4
ISEE · Middle Level English · isee-middle-english-reading-comprehension
Floating in Orbit Gravity causes every object to pull every other object toward it. Some people think that there is no gravity in space. In fact, a small amount of gravity can be found everywhere in space. Gravity is what holds the moon in orbit around Earth. Gravity causes Earth to orbit the sun. It keeps the sun in place in the Milky Way galaxy. Gravity, however, does become weaker with distance. It is possible for a spacecraft to go far enough from Earth that a person inside would feel very little gravity. But this is not why things float on a spacecraft in orbit. The International Space Station orbits Earth at an altitude between 200 and 250 miles. At that altitude, Earth's gravity is about 90 percent of what it is on the planet's surface. In other words, if a person who weighed 100 pounds on Earth's surface could climb a ladder all the way to the space station, that person would weigh 90 pounds at the top of the ladder. If 90 percent of Earth's gravity reaches the space station, then why do astronauts float there? The answer is because they are in free fall. In a vacuum, gravity causes all objects to fall at the same rate. The mass of the object does not matter. If a person drops a hammer and a feather, air will make the feather fall more slowly. But if there were no air, they would fall at the same acceleration. Some amusement parks have free-fall rides, in which a cabin is dropped along a tall tower. If a person let go of an object at the beginning of the fall, the person and the object would fall at the same acceleration. Because of that, the object would appear to float in front of the person. That is what happens in a spacecraft. The spacecraft, its crew and any objects aboard are all falling toward but around Earth. Since they are all falling together, the crew and objects appear to float when compared with the spacecraft. Excerpt from “What Is Microgravity?” NASA (public domain). 4. With which statement would the author most likely agree? A. There is no gravity at all in outer space. B. Astronauts float because they and their spacecraft are falling together. C. Heavier objects float less than lighter objects in orbit. D. Gravity grows stronger the farther one travels from Earth.
Question 5
ISEE · Middle Level English · isee-middle-english-reading-comprehension
Floating in Orbit Gravity causes every object to pull every other object toward it. Some people think that there is no gravity in space. In fact, a small amount of gravity can be found everywhere in space. Gravity is what holds the moon in orbit around Earth. Gravity causes Earth to orbit the sun. It keeps the sun in place in the Milky Way galaxy. Gravity, however, does become weaker with distance. It is possible for a spacecraft to go far enough from Earth that a person inside would feel very little gravity. But this is not why things float on a spacecraft in orbit. The International Space Station orbits Earth at an altitude between 200 and 250 miles. At that altitude, Earth's gravity is about 90 percent of what it is on the planet's surface. In other words, if a person who weighed 100 pounds on Earth's surface could climb a ladder all the way to the space station, that person would weigh 90 pounds at the top of the ladder. If 90 percent of Earth's gravity reaches the space station, then why do astronauts float there? The answer is because they are in free fall. In a vacuum, gravity causes all objects to fall at the same rate. The mass of the object does not matter. If a person drops a hammer and a feather, air will make the feather fall more slowly. But if there were no air, they would fall at the same acceleration. Some amusement parks have free-fall rides, in which a cabin is dropped along a tall tower. If a person let go of an object at the beginning of the fall, the person and the object would fall at the same acceleration. Because of that, the object would appear to float in front of the person. That is what happens in a spacecraft. The spacecraft, its crew and any objects aboard are all falling toward but around Earth. Since they are all falling together, the crew and objects appear to float when compared with the spacecraft. Excerpt from “What Is Microgravity?” NASA (public domain). 5. As it is used in the passage, the word “altitude” most nearly means A. height B. speed C. temperature D. weight
Question 6
ISEE · Middle Level English · isee-middle-english-reading-comprehension
Floating in Orbit Gravity causes every object to pull every other object toward it. Some people think that there is no gravity in space. In fact, a small amount of gravity can be found everywhere in space. Gravity is what holds the moon in orbit around Earth. Gravity causes Earth to orbit the sun. It keeps the sun in place in the Milky Way galaxy. Gravity, however, does become weaker with distance. It is possible for a spacecraft to go far enough from Earth that a person inside would feel very little gravity. But this is not why things float on a spacecraft in orbit. The International Space Station orbits Earth at an altitude between 200 and 250 miles. At that altitude, Earth's gravity is about 90 percent of what it is on the planet's surface. In other words, if a person who weighed 100 pounds on Earth's surface could climb a ladder all the way to the space station, that person would weigh 90 pounds at the top of the ladder. If 90 percent of Earth's gravity reaches the space station, then why do astronauts float there? The answer is because they are in free fall. In a vacuum, gravity causes all objects to fall at the same rate. The mass of the object does not matter. If a person drops a hammer and a feather, air will make the feather fall more slowly. But if there were no air, they would fall at the same acceleration. Some amusement parks have free-fall rides, in which a cabin is dropped along a tall tower. If a person let go of an object at the beginning of the fall, the person and the object would fall at the same acceleration. Because of that, the object would appear to float in front of the person. That is what happens in a spacecraft. The spacecraft, its crew and any objects aboard are all falling toward but around Earth. Since they are all falling together, the crew and objects appear to float when compared with the spacecraft. Excerpt from “What Is Microgravity?” NASA (public domain). 6. The author describes a person climbing a ladder to the space station most likely in order to A. explain how astronauts actually reach the space station B. illustrate how much of Earth's gravity remains at the station's height C. prove that gravity disappears in space D. warn readers about a dangerous experiment
Question 7
ISEE · Middle Level English · isee-middle-english-reading-comprehension
When Corals Turn White When corals are stressed by changes in conditions such as temperature, light, or nutrients, they expel the symbiotic algae living in their tissues, causing them to turn completely white. Warmer water temperatures can result in coral bleaching. When water is too warm, corals will expel the algae (zooxanthellae) living in their tissues causing the coral to turn completely white. This is called coral bleaching. When a coral bleaches, it is not dead. Corals can survive a bleaching event, but they are under more stress and are subject to mortality. In 2005, the U.S. lost half of its coral reefs in the Caribbean in one year due to a massive bleaching event. The warm waters centered around the northern Antilles near the Virgin Islands and Puerto Rico expanded southward. Comparison of satellite data from the previous 20 years confirmed that thermal stress from the 2005 event was greater than the previous 20 years combined. Not all bleaching events are due to warm water. In January 2010, cold water temperatures in the Florida Keys caused a coral bleaching event that resulted in some coral death. Water temperatures dropped 6.7 degrees Celsius lower than the typical temperatures observed at this time of year. Researchers will evaluate if this cold-stress event will make corals more susceptible to disease in the same way that warmer waters impact corals. From “What is coral bleaching?” NOAA National Ocean Service (public domain). 7. The passage is mainly about A. how scientists use satellites to study the ocean B. why Caribbean waters are growing warmer C. how algae are grown in laboratories D. what causes coral bleaching and how it affects coral reefs
Question 8
ISEE · Middle Level English · isee-middle-english-reading-comprehension
When Corals Turn White When corals are stressed by changes in conditions such as temperature, light, or nutrients, they expel the symbiotic algae living in their tissues, causing them to turn completely white. Warmer water temperatures can result in coral bleaching. When water is too warm, corals will expel the algae (zooxanthellae) living in their tissues causing the coral to turn completely white. This is called coral bleaching. When a coral bleaches, it is not dead. Corals can survive a bleaching event, but they are under more stress and are subject to mortality. In 2005, the U.S. lost half of its coral reefs in the Caribbean in one year due to a massive bleaching event. The warm waters centered around the northern Antilles near the Virgin Islands and Puerto Rico expanded southward. Comparison of satellite data from the previous 20 years confirmed that thermal stress from the 2005 event was greater than the previous 20 years combined. Not all bleaching events are due to warm water. In January 2010, cold water temperatures in the Florida Keys caused a coral bleaching event that resulted in some coral death. Water temperatures dropped 6.7 degrees Celsius lower than the typical temperatures observed at this time of year. Researchers will evaluate if this cold-stress event will make corals more susceptible to disease in the same way that warmer waters impact corals. From “What is coral bleaching?” NOAA National Ocean Service (public domain). 8. According to the passage, when a coral bleaches, it A. has died B. has expelled the algae living in its tissues C. has been buried by sand D. has grown a new kind of algae
Question 9
ISEE · Middle Level English · isee-middle-english-reading-comprehension
When Corals Turn White When corals are stressed by changes in conditions such as temperature, light, or nutrients, they expel the symbiotic algae living in their tissues, causing them to turn completely white. Warmer water temperatures can result in coral bleaching. When water is too warm, corals will expel the algae (zooxanthellae) living in their tissues causing the coral to turn completely white. This is called coral bleaching. When a coral bleaches, it is not dead. Corals can survive a bleaching event, but they are under more stress and are subject to mortality. In 2005, the U.S. lost half of its coral reefs in the Caribbean in one year due to a massive bleaching event. The warm waters centered around the northern Antilles near the Virgin Islands and Puerto Rico expanded southward. Comparison of satellite data from the previous 20 years confirmed that thermal stress from the 2005 event was greater than the previous 20 years combined. Not all bleaching events are due to warm water. In January 2010, cold water temperatures in the Florida Keys caused a coral bleaching event that resulted in some coral death. Water temperatures dropped 6.7 degrees Celsius lower than the typical temperatures observed at this time of year. Researchers will evaluate if this cold-stress event will make corals more susceptible to disease in the same way that warmer waters impact corals. From “What is coral bleaching?” NOAA National Ocean Service (public domain). 9. Which statement is best supported by the passage? A. Bleaching happens only when water is too warm. B. All of the corals in the Florida Keys died in 2010. C. A bleached coral may recover if conditions improve. D. The algae inside corals are harmful to them.
Question 10
ISEE · Middle Level English · isee-middle-english-reading-comprehension
When Corals Turn White When corals are stressed by changes in conditions such as temperature, light, or nutrients, they expel the symbiotic algae living in their tissues, causing them to turn completely white. Warmer water temperatures can result in coral bleaching. When water is too warm, corals will expel the algae (zooxanthellae) living in their tissues causing the coral to turn completely white. This is called coral bleaching. When a coral bleaches, it is not dead. Corals can survive a bleaching event, but they are under more stress and are subject to mortality. In 2005, the U.S. lost half of its coral reefs in the Caribbean in one year due to a massive bleaching event. The warm waters centered around the northern Antilles near the Virgin Islands and Puerto Rico expanded southward. Comparison of satellite data from the previous 20 years confirmed that thermal stress from the 2005 event was greater than the previous 20 years combined. Not all bleaching events are due to warm water. In January 2010, cold water temperatures in the Florida Keys caused a coral bleaching event that resulted in some coral death. Water temperatures dropped 6.7 degrees Celsius lower than the typical temperatures observed at this time of year. Researchers will evaluate if this cold-stress event will make corals more susceptible to disease in the same way that warmer waters impact corals. From “What is coral bleaching?” NOAA National Ocean Service (public domain). 10. As it is used in the passage, the word “expel” most nearly means A. push out B. take in C. feed D. protect
Question 11
ISEE · Middle Level English · isee-middle-english-reading-comprehension
When Corals Turn White When corals are stressed by changes in conditions such as temperature, light, or nutrients, they expel the symbiotic algae living in their tissues, causing them to turn completely white. Warmer water temperatures can result in coral bleaching. When water is too warm, corals will expel the algae (zooxanthellae) living in their tissues causing the coral to turn completely white. This is called coral bleaching. When a coral bleaches, it is not dead. Corals can survive a bleaching event, but they are under more stress and are subject to mortality. In 2005, the U.S. lost half of its coral reefs in the Caribbean in one year due to a massive bleaching event. The warm waters centered around the northern Antilles near the Virgin Islands and Puerto Rico expanded southward. Comparison of satellite data from the previous 20 years confirmed that thermal stress from the 2005 event was greater than the previous 20 years combined. Not all bleaching events are due to warm water. In January 2010, cold water temperatures in the Florida Keys caused a coral bleaching event that resulted in some coral death. Water temperatures dropped 6.7 degrees Celsius lower than the typical temperatures observed at this time of year. Researchers will evaluate if this cold-stress event will make corals more susceptible to disease in the same way that warmer waters impact corals. From “What is coral bleaching?” NOAA National Ocean Service (public domain). 11. According to the passage, the 2010 bleaching event in the Florida Keys was caused by A. warm water spreading southward B. pollution from nearby cities C. a lack of sunlight D. unusually cold water
Question 12
ISEE · Middle Level English · isee-middle-english-reading-comprehension
When Corals Turn White When corals are stressed by changes in conditions such as temperature, light, or nutrients, they expel the symbiotic algae living in their tissues, causing them to turn completely white. Warmer water temperatures can result in coral bleaching. When water is too warm, corals will expel the algae (zooxanthellae) living in their tissues causing the coral to turn completely white. This is called coral bleaching. When a coral bleaches, it is not dead. Corals can survive a bleaching event, but they are under more stress and are subject to mortality. In 2005, the U.S. lost half of its coral reefs in the Caribbean in one year due to a massive bleaching event. The warm waters centered around the northern Antilles near the Virgin Islands and Puerto Rico expanded southward. Comparison of satellite data from the previous 20 years confirmed that thermal stress from the 2005 event was greater than the previous 20 years combined. Not all bleaching events are due to warm water. In January 2010, cold water temperatures in the Florida Keys caused a coral bleaching event that resulted in some coral death. Water temperatures dropped 6.7 degrees Celsius lower than the typical temperatures observed at this time of year. Researchers will evaluate if this cold-stress event will make corals more susceptible to disease in the same way that warmer waters impact corals. From “What is coral bleaching?” NOAA National Ocean Service (public domain). 12. Based on the passage, it can be inferred that a healthy coral's color comes mainly from A. the sand on the ocean floor B. the cold water around it C. the algae living in its tissues D. the coral's skeleton
Question 13
ISEE · Middle Level English · isee-middle-english-reading-comprehension
The Boys' Ambition When I was a boy, there was but one permanent ambition among my comrades in our village on the west bank of the Mississippi River. That was, to be a steamboatman. We had transient ambitions of other sorts, but they were only transient. When a circus came and went, it left us all burning to become clowns; now and then we had a hope that if we lived and were good, God would permit us to be pirates. These ambitions faded out, each in its turn; but the ambition to be a steamboatman always remained. Once a day a cheap, gaudy packet arrived upward from St. Louis, and another downward from Keokuk. Before these events, the day was glorious with expectancy; after them, the day was a dead and empty thing. Not only the boys, but the whole village, felt this. After all these years I can picture that old time to myself now, just as it was then: the white town drowsing in the sunshine of a summer's morning; the streets empty, or pretty nearly so; one or two clerks sitting in front of the Water Street stores, with their splint-bottomed chairs tilted back against the wall, chins on breasts, hats slouched over their faces, asleep; a sow and a litter of pigs loafing along the sidewalk, doing a good business in watermelon rinds and seeds; two or three lonely little freight piles scattered about the 'levee;' the great Mississippi, the majestic, the magnificent Mississippi, rolling its mile-wide tide along, shining in the sun; the dense forest away on the other side. Presently a film of dark smoke appears above one of those remote 'points;' instantly a drayman, famous for his quick eye and prodigious voice, lifts up the cry, 'S-t-e-a-m-boat a-comin'!' and the scene changes! The clerks wake up, a furious clatter of drays follows, every house and store pours out a human contribution, and all in a twinkling the dead town is alive and moving. Excerpt adapted from Mark Twain, Life on the Mississippi (1883), public domain. 13. The passage mainly describes A. the dangers of traveling on the Mississippi River B. the narrator's childhood fascination with steamboats and the excitement their arrival caused C. how steamboats were built and powered D. the narrator's later career as a riverboat pilot
Question 14
ISEE · Middle Level English · isee-middle-english-reading-comprehension
The Boys' Ambition When I was a boy, there was but one permanent ambition among my comrades in our village on the west bank of the Mississippi River. That was, to be a steamboatman. We had transient ambitions of other sorts, but they were only transient. When a circus came and went, it left us all burning to become clowns; now and then we had a hope that if we lived and were good, God would permit us to be pirates. These ambitions faded out, each in its turn; but the ambition to be a steamboatman always remained. Once a day a cheap, gaudy packet arrived upward from St. Louis, and another downward from Keokuk. Before these events, the day was glorious with expectancy; after them, the day was a dead and empty thing. Not only the boys, but the whole village, felt this. After all these years I can picture that old time to myself now, just as it was then: the white town drowsing in the sunshine of a summer's morning; the streets empty, or pretty nearly so; one or two clerks sitting in front of the Water Street stores, with their splint-bottomed chairs tilted back against the wall, chins on breasts, hats slouched over their faces, asleep; a sow and a litter of pigs loafing along the sidewalk, doing a good business in watermelon rinds and seeds; two or three lonely little freight piles scattered about the 'levee;' the great Mississippi, the majestic, the magnificent Mississippi, rolling its mile-wide tide along, shining in the sun; the dense forest away on the other side. Presently a film of dark smoke appears above one of those remote 'points;' instantly a drayman, famous for his quick eye and prodigious voice, lifts up the cry, 'S-t-e-a-m-boat a-comin'!' and the scene changes! The clerks wake up, a furious clatter of drays follows, every house and store pours out a human contribution, and all in a twinkling the dead town is alive and moving. Excerpt adapted from Mark Twain, Life on the Mississippi (1883), public domain. 14. According to the narrator, the boys' ambitions to become clowns or pirates A. faded, while the wish to be a steamboatman remained B. lasted for the rest of their lives C. were encouraged by their parents D. were shared only by the adults in town
Question 15
ISEE · Middle Level English · isee-middle-english-reading-comprehension
The Boys' Ambition When I was a boy, there was but one permanent ambition among my comrades in our village on the west bank of the Mississippi River. That was, to be a steamboatman. We had transient ambitions of other sorts, but they were only transient. When a circus came and went, it left us all burning to become clowns; now and then we had a hope that if we lived and were good, God would permit us to be pirates. These ambitions faded out, each in its turn; but the ambition to be a steamboatman always remained. Once a day a cheap, gaudy packet arrived upward from St. Louis, and another downward from Keokuk. Before these events, the day was glorious with expectancy; after them, the day was a dead and empty thing. Not only the boys, but the whole village, felt this. After all these years I can picture that old time to myself now, just as it was then: the white town drowsing in the sunshine of a summer's morning; the streets empty, or pretty nearly so; one or two clerks sitting in front of the Water Street stores, with their splint-bottomed chairs tilted back against the wall, chins on breasts, hats slouched over their faces, asleep; a sow and a litter of pigs loafing along the sidewalk, doing a good business in watermelon rinds and seeds; two or three lonely little freight piles scattered about the 'levee;' the great Mississippi, the majestic, the magnificent Mississippi, rolling its mile-wide tide along, shining in the sun; the dense forest away on the other side. Presently a film of dark smoke appears above one of those remote 'points;' instantly a drayman, famous for his quick eye and prodigious voice, lifts up the cry, 'S-t-e-a-m-boat a-comin'!' and the scene changes! The clerks wake up, a furious clatter of drays follows, every house and store pours out a human contribution, and all in a twinkling the dead town is alive and moving. Excerpt adapted from Mark Twain, Life on the Mississippi (1883), public domain. 15. The details about the sleeping clerks and the pigs loafing along the sidewalk suggest that, before a boat arrived, the town was A. dangerous and crowded B. busy preparing for a festival C. quiet and drowsy D. empty because people had moved away
Question 16
ISEE · Middle Level English · isee-middle-english-reading-comprehension
The Boys' Ambition When I was a boy, there was but one permanent ambition among my comrades in our village on the west bank of the Mississippi River. That was, to be a steamboatman. We had transient ambitions of other sorts, but they were only transient. When a circus came and went, it left us all burning to become clowns; now and then we had a hope that if we lived and were good, God would permit us to be pirates. These ambitions faded out, each in its turn; but the ambition to be a steamboatman always remained. Once a day a cheap, gaudy packet arrived upward from St. Louis, and another downward from Keokuk. Before these events, the day was glorious with expectancy; after them, the day was a dead and empty thing. Not only the boys, but the whole village, felt this. After all these years I can picture that old time to myself now, just as it was then: the white town drowsing in the sunshine of a summer's morning; the streets empty, or pretty nearly so; one or two clerks sitting in front of the Water Street stores, with their splint-bottomed chairs tilted back against the wall, chins on breasts, hats slouched over their faces, asleep; a sow and a litter of pigs loafing along the sidewalk, doing a good business in watermelon rinds and seeds; two or three lonely little freight piles scattered about the 'levee;' the great Mississippi, the majestic, the magnificent Mississippi, rolling its mile-wide tide along, shining in the sun; the dense forest away on the other side. Presently a film of dark smoke appears above one of those remote 'points;' instantly a drayman, famous for his quick eye and prodigious voice, lifts up the cry, 'S-t-e-a-m-boat a-comin'!' and the scene changes! The clerks wake up, a furious clatter of drays follows, every house and store pours out a human contribution, and all in a twinkling the dead town is alive and moving. Excerpt adapted from Mark Twain, Life on the Mississippi (1883), public domain. 16. As it is used in the passage, the word “transient” most nearly means A. foolish B. secret C. shared D. temporary
Question 17
ISEE · Middle Level English · isee-middle-english-reading-comprehension
The Boys' Ambition When I was a boy, there was but one permanent ambition among my comrades in our village on the west bank of the Mississippi River. That was, to be a steamboatman. We had transient ambitions of other sorts, but they were only transient. When a circus came and went, it left us all burning to become clowns; now and then we had a hope that if we lived and were good, God would permit us to be pirates. These ambitions faded out, each in its turn; but the ambition to be a steamboatman always remained. Once a day a cheap, gaudy packet arrived upward from St. Louis, and another downward from Keokuk. Before these events, the day was glorious with expectancy; after them, the day was a dead and empty thing. Not only the boys, but the whole village, felt this. After all these years I can picture that old time to myself now, just as it was then: the white town drowsing in the sunshine of a summer's morning; the streets empty, or pretty nearly so; one or two clerks sitting in front of the Water Street stores, with their splint-bottomed chairs tilted back against the wall, chins on breasts, hats slouched over their faces, asleep; a sow and a litter of pigs loafing along the sidewalk, doing a good business in watermelon rinds and seeds; two or three lonely little freight piles scattered about the 'levee;' the great Mississippi, the majestic, the magnificent Mississippi, rolling its mile-wide tide along, shining in the sun; the dense forest away on the other side. Presently a film of dark smoke appears above one of those remote 'points;' instantly a drayman, famous for his quick eye and prodigious voice, lifts up the cry, 'S-t-e-a-m-boat a-comin'!' and the scene changes! The clerks wake up, a furious clatter of drays follows, every house and store pours out a human contribution, and all in a twinkling the dead town is alive and moving. Excerpt adapted from Mark Twain, Life on the Mississippi (1883), public domain. 17. The narrator's attitude toward the Mississippi River is best described as A. admiring B. fearful C. indifferent D. critical
Question 18
ISEE · Middle Level English · isee-middle-english-reading-comprehension
The Boys' Ambition When I was a boy, there was but one permanent ambition among my comrades in our village on the west bank of the Mississippi River. That was, to be a steamboatman. We had transient ambitions of other sorts, but they were only transient. When a circus came and went, it left us all burning to become clowns; now and then we had a hope that if we lived and were good, God would permit us to be pirates. These ambitions faded out, each in its turn; but the ambition to be a steamboatman always remained. Once a day a cheap, gaudy packet arrived upward from St. Louis, and another downward from Keokuk. Before these events, the day was glorious with expectancy; after them, the day was a dead and empty thing. Not only the boys, but the whole village, felt this. After all these years I can picture that old time to myself now, just as it was then: the white town drowsing in the sunshine of a summer's morning; the streets empty, or pretty nearly so; one or two clerks sitting in front of the Water Street stores, with their splint-bottomed chairs tilted back against the wall, chins on breasts, hats slouched over their faces, asleep; a sow and a litter of pigs loafing along the sidewalk, doing a good business in watermelon rinds and seeds; two or three lonely little freight piles scattered about the 'levee;' the great Mississippi, the majestic, the magnificent Mississippi, rolling its mile-wide tide along, shining in the sun; the dense forest away on the other side. Presently a film of dark smoke appears above one of those remote 'points;' instantly a drayman, famous for his quick eye and prodigious voice, lifts up the cry, 'S-t-e-a-m-boat a-comin'!' and the scene changes! The clerks wake up, a furious clatter of drays follows, every house and store pours out a human contribution, and all in a twinkling the dead town is alive and moving. Excerpt adapted from Mark Twain, Life on the Mississippi (1883), public domain. 18. The town's reaction to the cry “S-t-e-a-m-boat a-comin'!” suggests that A. the townspeople were afraid of the steamboats B. a boat's arrival was the most exciting event of the day C. the drayman was the leader of the town D. steamboats rarely stopped at the town
Question 19
ISEE · Middle Level English · isee-middle-english-reading-comprehension
Buck Buck did not read the newspapers, or he would have known that trouble was brewing, not alone for himself, but for every tide-water dog, strong of muscle and with warm, long hair, from Puget Sound to San Diego. Because men, groping in the Arctic darkness, had found a yellow metal, and because steamship and transportation companies were booming the find, thousands of men were rushing into the Northland. These men wanted dogs, and the dogs they wanted were heavy dogs, with strong muscles by which to toil, and furry coats to protect them from the frost. And over this great demesne Buck ruled. Here he was born, and here he had lived the four years of his life. It was true, there were other dogs. There could not but be other dogs on so vast a place, but they did not count. They came and went, resided in the populous kennels, or lived obscurely in the recesses of the house after the fashion of Toots, the Japanese pug, or Ysabel, the Mexican hairless,—strange creatures that rarely put nose out of doors or set foot to ground. On the other hand, there were the fox terriers, a score of them at least, who yelped fearful promises at Toots and Ysabel looking out of the windows at them and protected by a legion of housemaids armed with brooms and mops. But Buck was neither house-dog nor kennel-dog. The whole realm was his. He plunged into the swimming tank or went hunting with the Judge's sons; he escorted Mollie and Alice, the Judge's daughters, on long twilight or early morning rambles; on wintry nights he lay at the Judge's feet before the roaring library fire; he carried the Judge's grandsons on his back, or rolled them in the grass, and guarded their footsteps through wild adventures down to the fountain in the stable yard, and even beyond, where the paddocks were, and the berry patches. Among the terriers he stalked imperiously, and Toots and Ysabel he utterly ignored, for he was king,—king over all creeping, crawling, flying things of Judge Miller's place, humans included. Excerpt from Jack London, The Call of the Wild (1903), public domain. 19. The “yellow metal” mentioned in the first paragraph is most likely A. copper B. brass C. sulfur D. gold
Question 20
ISEE · Middle Level English · isee-middle-english-reading-comprehension
Buck Buck did not read the newspapers, or he would have known that trouble was brewing, not alone for himself, but for every tide-water dog, strong of muscle and with warm, long hair, from Puget Sound to San Diego. Because men, groping in the Arctic darkness, had found a yellow metal, and because steamship and transportation companies were booming the find, thousands of men were rushing into the Northland. These men wanted dogs, and the dogs they wanted were heavy dogs, with strong muscles by which to toil, and furry coats to protect them from the frost. And over this great demesne Buck ruled. Here he was born, and here he had lived the four years of his life. It was true, there were other dogs. There could not but be other dogs on so vast a place, but they did not count. They came and went, resided in the populous kennels, or lived obscurely in the recesses of the house after the fashion of Toots, the Japanese pug, or Ysabel, the Mexican hairless,—strange creatures that rarely put nose out of doors or set foot to ground. On the other hand, there were the fox terriers, a score of them at least, who yelped fearful promises at Toots and Ysabel looking out of the windows at them and protected by a legion of housemaids armed with brooms and mops. But Buck was neither house-dog nor kennel-dog. The whole realm was his. He plunged into the swimming tank or went hunting with the Judge's sons; he escorted Mollie and Alice, the Judge's daughters, on long twilight or early morning rambles; on wintry nights he lay at the Judge's feet before the roaring library fire; he carried the Judge's grandsons on his back, or rolled them in the grass, and guarded their footsteps through wild adventures down to the fountain in the stable yard, and even beyond, where the paddocks were, and the berry patches. Among the terriers he stalked imperiously, and Toots and Ysabel he utterly ignored, for he was king,—king over all creeping, crawling, flying things of Judge Miller's place, humans included. Excerpt from Jack London, The Call of the Wild (1903), public domain. 20. According to the passage, Toots and Ysabel A. were Buck's closest companions B. guarded the stables C. rarely went outdoors D. hunted with the Judge's sons
Question 21
ISEE · Middle Level English · isee-middle-english-reading-comprehension
Buck Buck did not read the newspapers, or he would have known that trouble was brewing, not alone for himself, but for every tide-water dog, strong of muscle and with warm, long hair, from Puget Sound to San Diego. Because men, groping in the Arctic darkness, had found a yellow metal, and because steamship and transportation companies were booming the find, thousands of men were rushing into the Northland. These men wanted dogs, and the dogs they wanted were heavy dogs, with strong muscles by which to toil, and furry coats to protect them from the frost. And over this great demesne Buck ruled. Here he was born, and here he had lived the four years of his life. It was true, there were other dogs. There could not but be other dogs on so vast a place, but they did not count. They came and went, resided in the populous kennels, or lived obscurely in the recesses of the house after the fashion of Toots, the Japanese pug, or Ysabel, the Mexican hairless,—strange creatures that rarely put nose out of doors or set foot to ground. On the other hand, there were the fox terriers, a score of them at least, who yelped fearful promises at Toots and Ysabel looking out of the windows at them and protected by a legion of housemaids armed with brooms and mops. But Buck was neither house-dog nor kennel-dog. The whole realm was his. He plunged into the swimming tank or went hunting with the Judge's sons; he escorted Mollie and Alice, the Judge's daughters, on long twilight or early morning rambles; on wintry nights he lay at the Judge's feet before the roaring library fire; he carried the Judge's grandsons on his back, or rolled them in the grass, and guarded their footsteps through wild adventures down to the fountain in the stable yard, and even beyond, where the paddocks were, and the berry patches. Among the terriers he stalked imperiously, and Toots and Ysabel he utterly ignored, for he was king,—king over all creeping, crawling, flying things of Judge Miller's place, humans included. Excerpt from Jack London, The Call of the Wild (1903), public domain. 21. As it is used in the sentence “The whole realm was his,” the word “realm” most nearly means A. territory B. building C. family D. title
Question 22
ISEE · Middle Level English · isee-middle-english-reading-comprehension
Buck Buck did not read the newspapers, or he would have known that trouble was brewing, not alone for himself, but for every tide-water dog, strong of muscle and with warm, long hair, from Puget Sound to San Diego. Because men, groping in the Arctic darkness, had found a yellow metal, and because steamship and transportation companies were booming the find, thousands of men were rushing into the Northland. These men wanted dogs, and the dogs they wanted were heavy dogs, with strong muscles by which to toil, and furry coats to protect them from the frost. And over this great demesne Buck ruled. Here he was born, and here he had lived the four years of his life. It was true, there were other dogs. There could not but be other dogs on so vast a place, but they did not count. They came and went, resided in the populous kennels, or lived obscurely in the recesses of the house after the fashion of Toots, the Japanese pug, or Ysabel, the Mexican hairless,—strange creatures that rarely put nose out of doors or set foot to ground. On the other hand, there were the fox terriers, a score of them at least, who yelped fearful promises at Toots and Ysabel looking out of the windows at them and protected by a legion of housemaids armed with brooms and mops. But Buck was neither house-dog nor kennel-dog. The whole realm was his. He plunged into the swimming tank or went hunting with the Judge's sons; he escorted Mollie and Alice, the Judge's daughters, on long twilight or early morning rambles; on wintry nights he lay at the Judge's feet before the roaring library fire; he carried the Judge's grandsons on his back, or rolled them in the grass, and guarded their footsteps through wild adventures down to the fountain in the stable yard, and even beyond, where the paddocks were, and the berry patches. Among the terriers he stalked imperiously, and Toots and Ysabel he utterly ignored, for he was king,—king over all creeping, crawling, flying things of Judge Miller's place, humans included. Excerpt from Jack London, The Call of the Wild (1903), public domain. 22. The author calls Buck a “king” mainly to A. show that Buck treated the other dogs cruelly B. emphasize Buck's confidence and importance on Judge Miller's place C. suggest that Buck once belonged to royalty D. compare Buck unfavorably with the Judge
Question 23
ISEE · Middle Level English · isee-middle-english-reading-comprehension
Buck Buck did not read the newspapers, or he would have known that trouble was brewing, not alone for himself, but for every tide-water dog, strong of muscle and with warm, long hair, from Puget Sound to San Diego. Because men, groping in the Arctic darkness, had found a yellow metal, and because steamship and transportation companies were booming the find, thousands of men were rushing into the Northland. These men wanted dogs, and the dogs they wanted were heavy dogs, with strong muscles by which to toil, and furry coats to protect them from the frost. And over this great demesne Buck ruled. Here he was born, and here he had lived the four years of his life. It was true, there were other dogs. There could not but be other dogs on so vast a place, but they did not count. They came and went, resided in the populous kennels, or lived obscurely in the recesses of the house after the fashion of Toots, the Japanese pug, or Ysabel, the Mexican hairless,—strange creatures that rarely put nose out of doors or set foot to ground. On the other hand, there were the fox terriers, a score of them at least, who yelped fearful promises at Toots and Ysabel looking out of the windows at them and protected by a legion of housemaids armed with brooms and mops. But Buck was neither house-dog nor kennel-dog. The whole realm was his. He plunged into the swimming tank or went hunting with the Judge's sons; he escorted Mollie and Alice, the Judge's daughters, on long twilight or early morning rambles; on wintry nights he lay at the Judge's feet before the roaring library fire; he carried the Judge's grandsons on his back, or rolled them in the grass, and guarded their footsteps through wild adventures down to the fountain in the stable yard, and even beyond, where the paddocks were, and the berry patches. Among the terriers he stalked imperiously, and Toots and Ysabel he utterly ignored, for he was king,—king over all creeping, crawling, flying things of Judge Miller's place, humans included. Excerpt from Jack London, The Call of the Wild (1903), public domain. 23. Which activity is NOT mentioned as something Buck did? A. plunging into the swimming tank B. hunting with the Judge's sons C. guarding the house from thieves at night D. carrying the Judge's grandsons on his back
Question 24
ISEE · Middle Level English · isee-middle-english-reading-comprehension
Buck Buck did not read the newspapers, or he would have known that trouble was brewing, not alone for himself, but for every tide-water dog, strong of muscle and with warm, long hair, from Puget Sound to San Diego. Because men, groping in the Arctic darkness, had found a yellow metal, and because steamship and transportation companies were booming the find, thousands of men were rushing into the Northland. These men wanted dogs, and the dogs they wanted were heavy dogs, with strong muscles by which to toil, and furry coats to protect them from the frost. And over this great demesne Buck ruled. Here he was born, and here he had lived the four years of his life. It was true, there were other dogs. There could not but be other dogs on so vast a place, but they did not count. They came and went, resided in the populous kennels, or lived obscurely in the recesses of the house after the fashion of Toots, the Japanese pug, or Ysabel, the Mexican hairless,—strange creatures that rarely put nose out of doors or set foot to ground. On the other hand, there were the fox terriers, a score of them at least, who yelped fearful promises at Toots and Ysabel looking out of the windows at them and protected by a legion of housemaids armed with brooms and mops. But Buck was neither house-dog nor kennel-dog. The whole realm was his. He plunged into the swimming tank or went hunting with the Judge's sons; he escorted Mollie and Alice, the Judge's daughters, on long twilight or early morning rambles; on wintry nights he lay at the Judge's feet before the roaring library fire; he carried the Judge's grandsons on his back, or rolled them in the grass, and guarded their footsteps through wild adventures down to the fountain in the stable yard, and even beyond, where the paddocks were, and the berry patches. Among the terriers he stalked imperiously, and Toots and Ysabel he utterly ignored, for he was king,—king over all creeping, crawling, flying things of Judge Miller's place, humans included. Excerpt from Jack London, The Call of the Wild (1903), public domain. 24. The first paragraph suggests that Buck's comfortable life A. will continue forever B. has made him weak and lazy C. is shared by every dog in California D. is about to change
Question 25
ISEE · Middle Level English · isee-middle-english-reading-comprehension
A System of Parks In 1872, Congress set aside a vast area of land in the territories of Montana and Wyoming as Yellowstone National Park. The law described the park as a "pleasuring-ground for the benefit and enjoyment of the people." Yellowstone was the first national park in the world, and its founding began a movement that spread across the globe. Today more than 100 nations contain some 1,200 national parks or similar preserves. In the years that followed, the United States created more national parks and monuments, many of them carved from federal lands in the West. However, no single agency was in charge of them. Some were run by the Department of the Interior, while others were managed by the War Department or by the Forest Service. On August 25, 1916, President Woodrow Wilson signed a law creating the National Park Service, a new bureau in the Department of the Interior. The new agency became responsible for protecting the 35 national parks and monuments that already existed and those yet to be established. The law, known as the "Organic Act," gave the Service a twofold purpose: to conserve the scenery, wildlife, and historic objects in the parks, and to provide for the public's enjoyment of them in a way that would leave them "unimpaired for the enjoyment of future generations." In 1933, an executive order transferred 56 national monuments and military sites from the Forest Service and the War Department to the National Park Service. This was a major step toward creating a truly national system of parks—one that protects places of historical importance as well as places of scenic and scientific value. Adapted from “Quick History of the National Park Service,” U.S. National Park Service (public domain). 25. The passage is mainly concerned with A. how the National Park Service was created and how the park system grew B. how Yellowstone's geysers formed C. why other countries copied American laws D. the daily duties of a park ranger
Question 26
ISEE · Middle Level English · isee-middle-english-reading-comprehension
A System of Parks In 1872, Congress set aside a vast area of land in the territories of Montana and Wyoming as Yellowstone National Park. The law described the park as a "pleasuring-ground for the benefit and enjoyment of the people." Yellowstone was the first national park in the world, and its founding began a movement that spread across the globe. Today more than 100 nations contain some 1,200 national parks or similar preserves. In the years that followed, the United States created more national parks and monuments, many of them carved from federal lands in the West. However, no single agency was in charge of them. Some were run by the Department of the Interior, while others were managed by the War Department or by the Forest Service. On August 25, 1916, President Woodrow Wilson signed a law creating the National Park Service, a new bureau in the Department of the Interior. The new agency became responsible for protecting the 35 national parks and monuments that already existed and those yet to be established. The law, known as the "Organic Act," gave the Service a twofold purpose: to conserve the scenery, wildlife, and historic objects in the parks, and to provide for the public's enjoyment of them in a way that would leave them "unimpaired for the enjoyment of future generations." In 1933, an executive order transferred 56 national monuments and military sites from the Forest Service and the War Department to the National Park Service. This was a major step toward creating a truly national system of parks—one that protects places of historical importance as well as places of scenic and scientific value. Adapted from “Quick History of the National Park Service,” U.S. National Park Service (public domain). 26. According to the passage, before 1916, national parks and monuments A. had no protection of any kind B. were managed by several different agencies C. were run by the state governments D. were all located in Yellowstone
Question 27
ISEE · Middle Level English · isee-middle-english-reading-comprehension
A System of Parks In 1872, Congress set aside a vast area of land in the territories of Montana and Wyoming as Yellowstone National Park. The law described the park as a "pleasuring-ground for the benefit and enjoyment of the people." Yellowstone was the first national park in the world, and its founding began a movement that spread across the globe. Today more than 100 nations contain some 1,200 national parks or similar preserves. In the years that followed, the United States created more national parks and monuments, many of them carved from federal lands in the West. However, no single agency was in charge of them. Some were run by the Department of the Interior, while others were managed by the War Department or by the Forest Service. On August 25, 1916, President Woodrow Wilson signed a law creating the National Park Service, a new bureau in the Department of the Interior. The new agency became responsible for protecting the 35 national parks and monuments that already existed and those yet to be established. The law, known as the "Organic Act," gave the Service a twofold purpose: to conserve the scenery, wildlife, and historic objects in the parks, and to provide for the public's enjoyment of them in a way that would leave them "unimpaired for the enjoyment of future generations." In 1933, an executive order transferred 56 national monuments and military sites from the Forest Service and the War Department to the National Park Service. This was a major step toward creating a truly national system of parks—one that protects places of historical importance as well as places of scenic and scientific value. Adapted from “Quick History of the National Park Service,” U.S. National Park Service (public domain). 27. According to the passage, the executive order of 1933 A. created Yellowstone National Park B. established the first 35 national parks C. closed the War Department D. moved 56 monuments and military sites to the National Park Service
Question 28
ISEE · Middle Level English · isee-middle-english-reading-comprehension
A System of Parks In 1872, Congress set aside a vast area of land in the territories of Montana and Wyoming as Yellowstone National Park. The law described the park as a "pleasuring-ground for the benefit and enjoyment of the people." Yellowstone was the first national park in the world, and its founding began a movement that spread across the globe. Today more than 100 nations contain some 1,200 national parks or similar preserves. In the years that followed, the United States created more national parks and monuments, many of them carved from federal lands in the West. However, no single agency was in charge of them. Some were run by the Department of the Interior, while others were managed by the War Department or by the Forest Service. On August 25, 1916, President Woodrow Wilson signed a law creating the National Park Service, a new bureau in the Department of the Interior. The new agency became responsible for protecting the 35 national parks and monuments that already existed and those yet to be established. The law, known as the "Organic Act," gave the Service a twofold purpose: to conserve the scenery, wildlife, and historic objects in the parks, and to provide for the public's enjoyment of them in a way that would leave them "unimpaired for the enjoyment of future generations." In 1933, an executive order transferred 56 national monuments and military sites from the Forest Service and the War Department to the National Park Service. This was a major step toward creating a truly national system of parks—one that protects places of historical importance as well as places of scenic and scientific value. Adapted from “Quick History of the National Park Service,” U.S. National Park Service (public domain). 28. As it is used in the passage, the word “unimpaired” most nearly means A. unvisited B. unknown C. undamaged D. unimportant
Question 29
ISEE · Middle Level English · isee-middle-english-reading-comprehension
A System of Parks In 1872, Congress set aside a vast area of land in the territories of Montana and Wyoming as Yellowstone National Park. The law described the park as a "pleasuring-ground for the benefit and enjoyment of the people." Yellowstone was the first national park in the world, and its founding began a movement that spread across the globe. Today more than 100 nations contain some 1,200 national parks or similar preserves. In the years that followed, the United States created more national parks and monuments, many of them carved from federal lands in the West. However, no single agency was in charge of them. Some were run by the Department of the Interior, while others were managed by the War Department or by the Forest Service. On August 25, 1916, President Woodrow Wilson signed a law creating the National Park Service, a new bureau in the Department of the Interior. The new agency became responsible for protecting the 35 national parks and monuments that already existed and those yet to be established. The law, known as the "Organic Act," gave the Service a twofold purpose: to conserve the scenery, wildlife, and historic objects in the parks, and to provide for the public's enjoyment of them in a way that would leave them "unimpaired for the enjoyment of future generations." In 1933, an executive order transferred 56 national monuments and military sites from the Forest Service and the War Department to the National Park Service. This was a major step toward creating a truly national system of parks—one that protects places of historical importance as well as places of scenic and scientific value. Adapted from “Quick History of the National Park Service,” U.S. National Park Service (public domain). 29. The author mentions that more than 100 nations now have national parks most likely to A. compare the sizes of parks in different countries B. show the worldwide influence of Yellowstone's founding C. criticize nations that have fewer parks D. explain how national parks are paid for
Question 30
ISEE · Middle Level English · isee-middle-english-reading-comprehension
A System of Parks In 1872, Congress set aside a vast area of land in the territories of Montana and Wyoming as Yellowstone National Park. The law described the park as a "pleasuring-ground for the benefit and enjoyment of the people." Yellowstone was the first national park in the world, and its founding began a movement that spread across the globe. Today more than 100 nations contain some 1,200 national parks or similar preserves. In the years that followed, the United States created more national parks and monuments, many of them carved from federal lands in the West. However, no single agency was in charge of them. Some were run by the Department of the Interior, while others were managed by the War Department or by the Forest Service. On August 25, 1916, President Woodrow Wilson signed a law creating the National Park Service, a new bureau in the Department of the Interior. The new agency became responsible for protecting the 35 national parks and monuments that already existed and those yet to be established. The law, known as the "Organic Act," gave the Service a twofold purpose: to conserve the scenery, wildlife, and historic objects in the parks, and to provide for the public's enjoyment of them in a way that would leave them "unimpaired for the enjoyment of future generations." In 1933, an executive order transferred 56 national monuments and military sites from the Forest Service and the War Department to the National Park Service. This was a major step toward creating a truly national system of parks—one that protects places of historical importance as well as places of scenic and scientific value. Adapted from “Quick History of the National Park Service,” U.S. National Park Service (public domain). 30. Based on the “twofold purpose” described in the passage, the National Park Service must A. balance protecting the parks with allowing people to enjoy them B. keep visitors out of the parks C. sell park land to raise money D. focus only on historic buildings
Question 31
ISEE · Middle Level English · isee-middle-english-reading-comprehension
Learning to Write About this time I met with an odd volume of the Spectator. It was the third. I had never before seen any of them. I bought it, read it over and over, and was much delighted with it. I thought the writing excellent, and wished, if possible, to imitate it. With this view I took some of the papers, and, making short hints of the sentiment in each sentence, laid them by a few days, and then, without looking at the book, try'd to compleat the papers again, by expressing each hinted sentiment at length, and as fully as it had been expressed before, in any suitable words that should come to hand. Then I compared my Spectator with the original, discovered some of my faults, and corrected them. But I found I wanted a stock of words, or a readiness in recollecting and using them, which I thought I should have acquired before that time if I had gone on making verses; since the continual occasion for words of the same import, but of different length, to suit the measure, or of different sound for the rhyme, would have laid me under a constant necessity of searching for variety, and also have tended to fix that variety in my mind, and make me master of it. Therefore I took some of the tales and turned them into verse; and, after a time, when I had pretty well forgotten the prose, turned them back again. I also sometimes jumbled my collections of hints into confusion, and after some weeks endeavored to reduce them into the best order, before I began to form the full sentences and compleat the paper. This was to teach me method in the arrangement of thoughts. By comparing my work afterwards with the original, I discovered many faults and amended them; but I sometimes had the pleasure of fancying that, in certain particulars of small import, I had been lucky enough to improve the method of the language, and this encouraged me to think I might possibly in time come to be a tolerable English writer, of which I was extremely ambitious. Excerpt from Benjamin Franklin, Autobiography (written 1771–1790), public domain. Original spelling retained. 31. The passage mainly describes A. why Franklin disliked writing poetry B. how the Spectator was first published C. the method Franklin used to teach himself to write well D. Franklin's work in a printing house
Question 32
ISEE · Middle Level English · isee-middle-english-reading-comprehension
Learning to Write About this time I met with an odd volume of the Spectator. It was the third. I had never before seen any of them. I bought it, read it over and over, and was much delighted with it. I thought the writing excellent, and wished, if possible, to imitate it. With this view I took some of the papers, and, making short hints of the sentiment in each sentence, laid them by a few days, and then, without looking at the book, try'd to compleat the papers again, by expressing each hinted sentiment at length, and as fully as it had been expressed before, in any suitable words that should come to hand. Then I compared my Spectator with the original, discovered some of my faults, and corrected them. But I found I wanted a stock of words, or a readiness in recollecting and using them, which I thought I should have acquired before that time if I had gone on making verses; since the continual occasion for words of the same import, but of different length, to suit the measure, or of different sound for the rhyme, would have laid me under a constant necessity of searching for variety, and also have tended to fix that variety in my mind, and make me master of it. Therefore I took some of the tales and turned them into verse; and, after a time, when I had pretty well forgotten the prose, turned them back again. I also sometimes jumbled my collections of hints into confusion, and after some weeks endeavored to reduce them into the best order, before I began to form the full sentences and compleat the paper. This was to teach me method in the arrangement of thoughts. By comparing my work afterwards with the original, I discovered many faults and amended them; but I sometimes had the pleasure of fancying that, in certain particulars of small import, I had been lucky enough to improve the method of the language, and this encouraged me to think I might possibly in time come to be a tolerable English writer, of which I was extremely ambitious. Excerpt from Benjamin Franklin, Autobiography (written 1771–1790), public domain. Original spelling retained. 32. After rewriting a Spectator paper from his short hints, Franklin A. compared his version with the original and corrected his faults B. sent his version to the editors of the Spectator C. memorized the original paper word for word D. threw away his notes and started over
Question 33
ISEE · Middle Level English · isee-middle-english-reading-comprehension
Learning to Write About this time I met with an odd volume of the Spectator. It was the third. I had never before seen any of them. I bought it, read it over and over, and was much delighted with it. I thought the writing excellent, and wished, if possible, to imitate it. With this view I took some of the papers, and, making short hints of the sentiment in each sentence, laid them by a few days, and then, without looking at the book, try'd to compleat the papers again, by expressing each hinted sentiment at length, and as fully as it had been expressed before, in any suitable words that should come to hand. Then I compared my Spectator with the original, discovered some of my faults, and corrected them. But I found I wanted a stock of words, or a readiness in recollecting and using them, which I thought I should have acquired before that time if I had gone on making verses; since the continual occasion for words of the same import, but of different length, to suit the measure, or of different sound for the rhyme, would have laid me under a constant necessity of searching for variety, and also have tended to fix that variety in my mind, and make me master of it. Therefore I took some of the tales and turned them into verse; and, after a time, when I had pretty well forgotten the prose, turned them back again. I also sometimes jumbled my collections of hints into confusion, and after some weeks endeavored to reduce them into the best order, before I began to form the full sentences and compleat the paper. This was to teach me method in the arrangement of thoughts. By comparing my work afterwards with the original, I discovered many faults and amended them; but I sometimes had the pleasure of fancying that, in certain particulars of small import, I had been lucky enough to improve the method of the language, and this encouraged me to think I might possibly in time come to be a tolerable English writer, of which I was extremely ambitious. Excerpt from Benjamin Franklin, Autobiography (written 1771–1790), public domain. Original spelling retained. 33. Franklin turned some of the tales into verse mainly because he believed it would A. make the stories easier to memorize B. please his readers more than prose C. help him finish the papers faster D. force him to search for a greater variety of words
Question 34
ISEE · Middle Level English · isee-middle-english-reading-comprehension
Learning to Write About this time I met with an odd volume of the Spectator. It was the third. I had never before seen any of them. I bought it, read it over and over, and was much delighted with it. I thought the writing excellent, and wished, if possible, to imitate it. With this view I took some of the papers, and, making short hints of the sentiment in each sentence, laid them by a few days, and then, without looking at the book, try'd to compleat the papers again, by expressing each hinted sentiment at length, and as fully as it had been expressed before, in any suitable words that should come to hand. Then I compared my Spectator with the original, discovered some of my faults, and corrected them. But I found I wanted a stock of words, or a readiness in recollecting and using them, which I thought I should have acquired before that time if I had gone on making verses; since the continual occasion for words of the same import, but of different length, to suit the measure, or of different sound for the rhyme, would have laid me under a constant necessity of searching for variety, and also have tended to fix that variety in my mind, and make me master of it. Therefore I took some of the tales and turned them into verse; and, after a time, when I had pretty well forgotten the prose, turned them back again. I also sometimes jumbled my collections of hints into confusion, and after some weeks endeavored to reduce them into the best order, before I began to form the full sentences and compleat the paper. This was to teach me method in the arrangement of thoughts. By comparing my work afterwards with the original, I discovered many faults and amended them; but I sometimes had the pleasure of fancying that, in certain particulars of small import, I had been lucky enough to improve the method of the language, and this encouraged me to think I might possibly in time come to be a tolerable English writer, of which I was extremely ambitious. Excerpt from Benjamin Franklin, Autobiography (written 1771–1790), public domain. Original spelling retained. 34. In the sentence “But I found I wanted a stock of words,” the word “wanted” most nearly means A. wished for B. lacked C. disliked D. borrowed
Question 35
ISEE · Middle Level English · isee-middle-english-reading-comprehension
Learning to Write About this time I met with an odd volume of the Spectator. It was the third. I had never before seen any of them. I bought it, read it over and over, and was much delighted with it. I thought the writing excellent, and wished, if possible, to imitate it. With this view I took some of the papers, and, making short hints of the sentiment in each sentence, laid them by a few days, and then, without looking at the book, try'd to compleat the papers again, by expressing each hinted sentiment at length, and as fully as it had been expressed before, in any suitable words that should come to hand. Then I compared my Spectator with the original, discovered some of my faults, and corrected them. But I found I wanted a stock of words, or a readiness in recollecting and using them, which I thought I should have acquired before that time if I had gone on making verses; since the continual occasion for words of the same import, but of different length, to suit the measure, or of different sound for the rhyme, would have laid me under a constant necessity of searching for variety, and also have tended to fix that variety in my mind, and make me master of it. Therefore I took some of the tales and turned them into verse; and, after a time, when I had pretty well forgotten the prose, turned them back again. I also sometimes jumbled my collections of hints into confusion, and after some weeks endeavored to reduce them into the best order, before I began to form the full sentences and compleat the paper. This was to teach me method in the arrangement of thoughts. By comparing my work afterwards with the original, I discovered many faults and amended them; but I sometimes had the pleasure of fancying that, in certain particulars of small import, I had been lucky enough to improve the method of the language, and this encouraged me to think I might possibly in time come to be a tolerable English writer, of which I was extremely ambitious. Excerpt from Benjamin Franklin, Autobiography (written 1771–1790), public domain. Original spelling retained. 35. Franklin's attitude toward his progress as a writer is best described as A. boastful B. discouraged C. indifferent D. modestly hopeful
Question 36
ISEE · Middle Level English · isee-middle-english-reading-comprehension
Learning to Write About this time I met with an odd volume of the Spectator. It was the third. I had never before seen any of them. I bought it, read it over and over, and was much delighted with it. I thought the writing excellent, and wished, if possible, to imitate it. With this view I took some of the papers, and, making short hints of the sentiment in each sentence, laid them by a few days, and then, without looking at the book, try'd to compleat the papers again, by expressing each hinted sentiment at length, and as fully as it had been expressed before, in any suitable words that should come to hand. Then I compared my Spectator with the original, discovered some of my faults, and corrected them. But I found I wanted a stock of words, or a readiness in recollecting and using them, which I thought I should have acquired before that time if I had gone on making verses; since the continual occasion for words of the same import, but of different length, to suit the measure, or of different sound for the rhyme, would have laid me under a constant necessity of searching for variety, and also have tended to fix that variety in my mind, and make me master of it. Therefore I took some of the tales and turned them into verse; and, after a time, when I had pretty well forgotten the prose, turned them back again. I also sometimes jumbled my collections of hints into confusion, and after some weeks endeavored to reduce them into the best order, before I began to form the full sentences and compleat the paper. This was to teach me method in the arrangement of thoughts. By comparing my work afterwards with the original, I discovered many faults and amended them; but I sometimes had the pleasure of fancying that, in certain particulars of small import, I had been lucky enough to improve the method of the language, and this encouraged me to think I might possibly in time come to be a tolerable English writer, of which I was extremely ambitious. Excerpt from Benjamin Franklin, Autobiography (written 1771–1790), public domain. Original spelling retained. 36. The sentence “This was to teach me method in the arrangement of thoughts” serves mainly to A. introduce a new book Franklin had discovered B. describe a mistake Franklin later regretted C. explain the purpose of one step in Franklin's practice D. contrast writing in verse with writing in prose