Graduate Record Examination (Latest QAs Set) - 2025 Practice Test

GRE exam Format | Course Contents | Course Outline | exam Syllabus | exam Objectives

Test Detail:
The GRE (Graduate Record Examinations) is a standardized test designed to assess the readiness of students for graduate-level studies. The test consists of multiple-choice questions and constructed-response tasks in three sections: Verbal Reasoning, Quantitative Reasoning, and Analytical Writing. Here is a detailed overview of the GRE test, including the number of questions and time, course outline, exam objectives, and exam syllabus.

Number of Questions and Time:
The GRE test consists of three sections, each with a different number of questions and time limits:

1. Verbal Reasoning:
- Number of Questions: Approximately 40 questions (20 per section)
- Time Limit: 30 minutes per section

2. Quantitative Reasoning:
- Number of Questions: Approximately 40 questions (20 per section)
- Time Limit: 35 minutes per section

3. Analytical Writing:
- Number of Tasks: One "Issue" task and one "Argument" task
- Time Limit: 30 minutes per task

Course Outline:
The GRE does not have a specific course outline, as it is a test that assesses a student's general knowledge and skills. However, test-takers can prepare for the exam by focusing on the following key areas:

1. Verbal Reasoning:
- memorizing Comprehension: Understanding and analyzing written passages.
- Text Completion: Filling in the missing words in a given text.
- Sentence Equivalence: Selecting the correct words to complete a sentence.

2. Quantitative Reasoning:
- Arithmetic: Numbers, operations, percentages, and ratios.
- Algebra: Equations, inequalities, functions, and exponents.
- Geometry: Lines, angles, triangles, circles, and polygons.
- Data Analysis: Interpreting and analyzing data from tables, graphs, and charts.

3. Analytical Writing:
- Issue Task: Analyzing and presenting arguments on a given issue.
- Argument Task: Evaluating and critiquing an argument and proposing alternative explanations or solutions.

Exam Objectives:
The objectives of the GRE test include:
- Assessing the test-taker's readiness for graduate-level academic work.
- Evaluating critical thinking skills, analytical reasoning, and problem-solving abilities.
- Providing graduate schools and programs with a standardized measure for admissions and scholarship decisions.

Exam Syllabus:
The GRE test covers a broad range of content areas. The syllabus includes:

1. Verbal Reasoning Section:
- memorizing Comprehension: Understanding and analyzing written passages from various disciplines.
- Text Completion: Filling in the missing words in a given text to maintain coherence and meaning.
- Sentence Equivalence: Selecting the correct words to complete a sentence with equal meaning.

2. Quantitative Reasoning Section:
- Arithmetic: Operations, percentages, ratios, and proportions.
- Algebra: Equations, inequalities, functions, and exponents.
- Geometry: Lines, angles, triangles, circles, and polygons.
- Data Analysis: Interpreting and analyzing data from tables, graphs, and charts.

3. Analytical Writing Section:
- Issue Task: Analyzing a given issue, presenting an argument, and supporting it with evidence and examples.
- Argument Task: Evaluating an argument, identifying logical flaws, and providing alternative explanations or solutions.

Note: The specific content and emphasis within each section may vary from test to test, but the overall structure and objectives remain consistent.

It's important to note that the GRE is periodically updated, and the test content and format may change. It is recommended to consult the official GRE website or authorized test centers for the most up-to-date information regarding the test.

KE GRE Sections in Files
------------------------

GRE File 1
-----------
Section 1: Analogies Part 1
Section 2: Analogies Part 2
Section 3: Basic Algebra
Section 4: Advanced Algebra
Section 5: Averages and Rounding
Section 6: Arithmetic
Section 7: Commas
Section 8: Estimation and Sequences
Section 9: Exponents
Section 10: Fractions and Square Roots
Section 11: Geometry
Section 12: Basic Grammar
Section 13: Intermediate Grammar
Section 14: Advanced Grammar
Section 15: Graphs
Section 16: Basic Math
Section 17: Intermediate Math
Section 18: Advanced Math
Section 19: Comparison Math Questions
Section 20: Measurement
Section 21: Nouns
Section 22: Percents and Ratios
Section 23: Basic memorizing Comprehension

GRE File 2
----------
Section 1: Reading
Section 2: memorizing for the Main Idea
Section 3: memorizing for the Main Idea
Section 4: memorizing for the Main Idea
Section 5: memorizing for the Main Idea
Section 6: memorizing for the Main Idea
Section 7: memorizing for the Main Idea
Section 8: memorizing for the Main Idea
Section 9: memorizing for the Main Idea
Section 10: memorizing Vocabulary
Section 11: Sentence Correction
Section 12: Sentence Flow
Section 13: Usage Test 1
Section 14: Usage Test 2
Section 15: Usage Test 3
Section 16: Verbs
Section 17: Writing Section 1
Section 18: Writing Section 2

GRE File 3
----------
Section: Quantitative

GRE File 4
----------
Section 1: Analogies
Section 2: Antonyms
Section 3: Sentence Completion
Section 4: memorizing Comprehension

GRE File 5
----------
Section: Reading

GRE File 6
----------
Section: memorizing / Writing / Verbal

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Graduate Record Examinations (Latest QAs Set) - 2025
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Sections Detail:
GRE File 1
Section 1: Analogies Part 1
Section 2: Analogies Part 2 Section 3: Basic Algebra Section 4: Advanced Algebra
Section 5: Averages and Rounding Section 6: Arithmetic
Section 7: Commas
Section 8: Estimation and Sequences Section 9: Exponents
Section 10: Fractions and Square Roots Section 11: Geometry
Section 12: Basic Grammar Section 13: Intermediate Grammar Section 14: Advanced Grammar Section 15: Graphs
Section 16: Basic Math Section 17: Intermediate Math Section 18: Advanced Math
Section 19: Comparison Math Questions Section 20: Measurement
Section 21: Nouns
Section 22: Percents and Ratios
Section 23: Basic memorizing Comprehension
GRE File 2
Section 1: Reading
Section 2: memorizing for the Main Idea Section 3: memorizing for the Main Idea Section 4: memorizing for the Main Idea Section 5: memorizing for the Main Idea Section 6: memorizing for the Main Idea Section 7: memorizing for the Main Idea Section 8: memorizing for the Main Idea Section 9: memorizing for the Main Idea Section 10: memorizing Vocabulary Section 11: Sentence Correction Section 12: Sentence Flow
Section 13: Usage Test 1
Section 14: Usage Test 2
Section 15: Usage Test 3
Section 16: Verbs
Section 17: Analytical Writing Section 1
Section 18: Analytical Writing Section 2
GRE File 3
Section: Quantitative
GRE File 4 - Verbal
Section 1: Analogies
Section 2: Antonyms
Section 3: Sentence Completion Section 4: memorizing Comprehension
GRE File 5
Section: Verbal
GRE File 6 Section: Verbal Section: memorizing Section: Writing
Section 1: Sec One (1 to 94) Details: Topic 1, Analogies
QUESTION: 1 SCALE : TONE :
1. spectrum : color
2. texture : sensation
D. prism : hue
E. form : shape
Answer: A
Explanation:
This is a �part-to-whole� analogy. A musical SCALE is comprised of a series of TONES that are arranged in a fixed sequence; similarly, the spectrum is comprised of a series of colors arranged in a particular sequence.
QUESTION: 2
SANDAL : FOOTPRINT ::
A. sock : carpet
B. river : gorge
C. galosh : puddle
D. cleat : turf
E. boat : wake
Answer: E
Explanation:
This is a �symptom or sign� analogy. A SANDAL leaves behind it a FOOTPRINT that traces the sandal�s path; similarly, a boat leaves behind it awake that traces the boat�s path.
wave : frequency
QUESTION: 3 DAM : DELUGE ::
1. treat : disease
2. settle : dispute
3. lock : theft
4. harvest : crop
5. assemble : pieces
Answer: C
Explanation:
This is an �operates against� (prevention) analogy. You DAM (a body of water) to prevent a DELUGE (sudden, enormous flow); similarly, you lock something like a door or a safe in order to prevent at heft
WAR : OFFENSIVE ::
A. school : student
B. waterfall : river
C. slumber : dream
D. stadium : soccer
E. game : poker
Answer: C
Explanation:
This is an �environment for� analogy. An OFFENSIVE (a noun here) is an event�a planned attack�that typically occurs during a WAR. Similarly, a dream is an event that typically
occurs during slumber (deep sleep). As for choice (D), soccer is an event that might take
place in a stadium. But to say that soccer usually occurs in a stadium would be an overstatement. Also, a stadium is a physical place, whereas WAR and slumber are events.
QUESTION: 5
SONG : SERENADE ::
A. appointment : tryst
B. play : vignette
C. memorandum: letter
D. arrangement : commitment
E. book : novel
QUESTION: 4
Answer: A
Explanation:
This is a �type of� (special category) analogy. A SERENADE is a special kind of SONG, one sung by a lover to his beloved, sometimes in secret; similarly, a tryst is a special kind of appointment, one made by lovers, often in secret.
QUESTION: 6 HAND : GNARLED :
1. tree : tall
2. foot : cramped
3. flower : crushed
4. brow : creased
5. tire : flat
Explanation:
This is a type of �symptom or manifestation� analogy. A HAND may become GNARLED (knotted and twisted) with age, just as a brow may become creased(wrinkled or ridged) with age. Gnarls and creases are each a manifestation of gradual deterioration. Since a tire goes flat abruptly and for one of many possible reasons, choice.is not as strong an analogy as choice (D).
QUESTION: 7
OSCILLATE : PENDULUM ::
A. obligate : promise
B. swim : pool
C. purchase : product
D. shake : earthquake
E. travel : automobile
Answer: E
Explanation:
This is an �inherent function� analogy. A PENDULUM is designed to OSCILLATE (move back and forth); similarly, an automobile is designed to travel.
QUESTION: 8 ARCHITECT : CREATIVE ::
Answer: D
1. partisan : impartial
2. traitor : disloyal
3. soldier : obedient
4. consumer : prosperous
5. prisoner : rebellious
Answer: B
Explanation:
This is as �ideal characteristic� analogy. Ideally, an ARCHITECT is CREATIVE; similarly, an ideal soldier is one who is obedient; that is, one who obeys the orders of a superior officer. ChoiceB.is incorrect because disloyalty is not just an ideal characteristic of a traitor; it is the defining characteristic.
A. odor : fragrance
B. circumstance : predicament
C. legislation : statute
D. advice : command
E. falsehood : lie
Answer: B
Explanation:
This is a �negative form of� analogy. A STIGMA (mark or sign of disgrace) is an unwanted DESIGNATION. Similarly, a predicament(difficult situation) is an unwanted circumstance.
QUESTION: 10
TEACHER : INSTRUCTION ::
A. lawyer : crime
B. army : regiment
C. doctor : disease
D. student : learning
E. guard : protection
Answer: E
Explanation:
This is an �inherent function� analogy. The function of a TEACHER is to provide
QUESTION: 9 DESIGNATION : STIGMA ::
INSTRUCTION for another; similarly, the function of a guard is to provide protection for another. As for choice (D), although the �function� of a student might be said to learn, it is not to provide learning for another. So choiceE.is not as strong an analogy as choice (D).
Section 1: Sec One (1 to 20)
Details: Analogies Part 1
DRIP : GUSH
A. cry : laugh
B. curl : roll
C. stream : tributary
D. dent : destroy
E. bend : angle
Answer: D
QUESTION: 2 WALK : LEGS
A. blink : eyes
B. chew : mouth
C. dress : hem
D. cover : book
E. grind : nose
Answer: B
QUESTION: 3 ENFRANCHISE : SLAVERY
QUESTION: 1
1. equation : mathematics
2. liberate : confine
3. bondage : subjugation
4. appeasement : unreasonable
5. anatomy : physiology
Answer: B
QUESTION: 4
A. toad : ornithology
B. turtle : microbiology
C. gymnosperms : botany
D. friend : home economics
E. algae : zoology
Answer: C
QUESTION: 5 TOPAZ : YELLOW
A. diamond : carat
B. jeweler : clarity
C. sapphire : red
D. amethyst : purple
E. amber : blue
Answer: D
QUESTION: 6
LUMEN : BRIGHTNESS
UNION JACK : VEXILLOLOGY
1. candle : light
2. density : darkness
3. nickel : metal
4. inches : length
5. color : hue
Answer: D
Section 1: Sec One (1 to 7)
Details:
prompted her to continue with her studies after high school. She became disgruntled,
however, when she learned that the university in Warsaw was closed to women. Determined to receive a higher education, she defiantly left Poland and in 1891 entered the Sorbonne, a French university, where she earned her master's degree and doctorate in physics. Marie was fortunate to have studied at the Sorbonne with some of the greatest scientists of her day, one of whom was Pierre Curie. Marie and Pierre were married in 1895 and spent many productive years working together in the physics laboratory. A short time after they discovered radium, Pierre was killed by a horse-drawn wagon in 1906. Marie was stunned by this horrible misfortune and endured heartbreaking anguish. espondently she recalled their close relationship and the joy that they had shared in scientific research. The fact that she had two young daughters to raise by herself greatly increased her distress. Curie's feeling of desolation finally began to fade when she was asked to succeed her husband as a physics professor at the
Sorbonne. She was the first woman to be given a professorship at the world-famous university. In 1911 she received the Nobel Prize in chemistry for isolating radium. Although Marie Curie eventually suffered a fatal illness from her long exposure to radium, she never became disillusioned about her work. Regardless of the consequences, she had dedicated herself to science and to revealing the mysteries of the physical world.
QUESTION: 1
The Curies' ____ collaboration helped to unlock the secrets of the atom.
A. friendly
B. competitive
C. courteous
D. industrious
E. chemistry
Marie Curie was one of the most accomplished scientists in history. Together with her husband, Pierre, she discovered radium, an element widely used for treating cancer, and studied uranium and other radioactive substances. Pierre and Marie's amicable collaboration later helped to unlock the secrets of the atom. Marie was born in 1867 in Warsaw, Poland, where her father was a professor of physics. At the early age, she displayed a brilliant mind and a blithe personality. Her great exuberance for learning
Answer: A
QUESTION: 2
Marie had a bright mind and a personality.
1. strong
2. lighthearted
3. humorous
4. strange
5. envious
Answer: B
QUESTION: 3
A. hopeless
B. annoyed
C. depressed
D. worried
E. none of the above
Answer: B
QUESTION: 4
Marie ___ by leaving Poland and traveling to France to enter the Sorbonne.
A. challenged authority
B. showed intelligence
C. behaved
D. was distressed
E. answer not available in article
Answer: A
QUESTION: 5
_____she remembered their joy together.
A. Dejectedly
B. Worried
C. Tearfully
D. Happily
E. Sorrowfully
When she learned that she could not attend the university in Warsaw, she felt .
Answer: A
QUESTION: No: 1
1. The quantity in Column A is greater;
uantities are equal;
elationship cannot be determined from the information given.
C
ion: To determine Quantity A, substitute the number 2 for a and for b in the centered equation: 2 2) = (4)(0) = 0 Follow the same procedure for the quantity in Column B:
ntities in both columns equal zero (0).
ON: No: 2
uantity in Column A is greater; uantity in Column B is greater; uantities are equal;
elationship cannot be determined from the information given.
A
The quantity in Column B is greater;
2. The q
3. The r
Answer: Explanat
(2 + 2)(2
The qua
QUESTI
1. The q
2. The q
3. The q
4. The r Answer:
Explanation:
For any fractional number between zero (0) and 1, the number is less than its square root, which in turn is less than its cube root.
QUESTION: No: 3
The circumference of circle D The length of AB plus. twice the length ofCD
uantity in Column A is greater;
uantity in Column B is greater; uantities are equal;
elationship cannot be determined from the information given. A
ion: A circIe�s circumference isd�the product of(a bit greaterthan3.1) and the circIe�s diameter. If CD were each as large as possible, they would each equal the circIe�s diameter. Three times this still be less thand.
ON: No: 4
uantity in Column A is greater; uantity in Column B is greater; uantities are equal;
elationship cannot be determined from the information given.
D
The q
The q
The q
The r Answer:
Explanat AB and length is
QUESTI
1. The q
2. The q
3. The q
4. The r Answer:
Explanation: Without knowing either interest rate, it is impossible to compute either quantity in order to make the comparison.
QUESTION: No: 5
uantity in Column A is greater;
uantity in Column B is greater; uantities are equal;
elationship cannot be determined from the information given. C
ion: There are 2 prime numbers between 10 and 15: 11 and 13. The integer 33 has 2 prime
and 11.
ON: No: 6
uantity in Column A is greater; uantity in Column B is greater; uantities are equal;
elationship cannot be determined from the information given. A
ion: Given n= 2, the 25th term of Set R = 25n+ 25 = 25(2) + 25 = 75. Given n= 2, the 24th term of
The q
The q
The q
The r Answer:
Explanat factors: 3
QUESTI
1. The q
2. The q
3. The q
4. The r Answer:
Explanat
Set S =n+ 23 = 2 + 23 = 25, and two times that 24th term is 50.
QUESTION: No: 7
The quantity in Column A is greater;
The quantity in Column B is greater;
The quantities are equal;
The relationship cannot be determined from the information given. Answer: C
A, the decimal point shifts 3 places left (9,300) and 3 places right (.0093), so the quantity is
nt to (9.3) (9.3). You can now see that Quantity B, which is (9.3)(9.3), is the same as Quantity A.
ON: No: 8
wants to fence a rectangular horse corral with an area of 12,000 square feet. Fence posts along will be 10 feet apart at their center.
uantity in Column A is greater; uantity in Column B is greater; uantities are equal;
elationship cannot be determined from the information given. B
ion: There�s no need to calculate either quantity. Given an area of 12,000 square feet, the possible rectangular perimeter is achieved with a square, in which all sides are the same length. B describes a corral with a width of 300 feet and a length of 400 feet. This corral would require ce posts than a square corral.
ON: No: 9
Explanation: There�s no need to calculate either quantity, and you can cancel the products from both columns. To make the comparison, observe the place-value shifts from the decimal number 9.3. In Column
equivale
QUESTI
A farmer each side
1. The q
2. The q
3. The q
4. The r Answer:
Explanat shortest Column more fen
QUESTI
1. The quantity in Column A is greater;
2. The quantity in Column B is greater;
3. The quantities are equal;
4. The relationship cannot be determined from the information given. Answer: B
uantity in Column A is greater; uantity in Column B is greater; uantities are equal;
elationship cannot be determined from the information given. A
ion: Q percent is based on $100. Therefore, Q percent = Q dollars, and Quantity B will always be han Quantity A.
ON: No: 11
uantity in Column A is greater; uantity in Column B is greater;
QUESTION: No: 10
1. The q
2. The q
3. The q
4. The r Answer:
Explanat
$1 less t
QUESTI
1. The q
2. The q
3. The quantities are equal;
4. The relationship cannot be determined from the information given. Answer: C
Explanation: x+y+ the measure of the third interior angle (Iet�s call itw) = 180. AIso,w+z= 180 (because their angles combine to form a straight line). So, you have two equations: x+y+w= 180 or x+y= 180 -w w+z= 180 orz= 180 -w Therefore,x+y=z(Quantity A = Quantity B)
QUESTION: 1
The victory of the small Greek democracy of Athens over the mighty Persian empire in 490
conquest of Greece, they fled from their city and did not return until the Persians had left. They were wise, for the Persians next conquered the city of Etria and captured its people. Tiny Athens stood alone against PersiA. The Athenian people went to their sanctuaries. There they prayed for deliverance. They asked their gods to expedite their victory. The Athenians refurbished their weapons and moved to the plain of Marathon, where their little band would meet the Persians. At the last moment, soldiers from Plataea reinforced the Athenian troops. The Athenian army attacked, and Greek citizens fought bravely. The power of the mighty Persians was offset by the love that the Athenians had for their city. Athenians defeated the Persians in archery and hand combat. Greek soldiers seized Persian ships and burned them, and the Persians fled in terror. Herodotus, a famous historian, reports that 6400 Persians died, compared with only 192 Athenians. The Athenians were_________by some soldiers who arrived
from Plataea.
A. welcomed
B. strengthened
C. held
D. captured
E. answer not available
Answer: B
QUESTION: 2
The Trojan War is one of the most famous wars in history. It is well known for the tenyear duration, for the heroism of a number of legendary characters, and for the Trojan horse. What may not be familiar, however, is the story of how the war began. According to Greek myth, the strife between the Trojans and the Greeks started at the wedding of Peleus, King
B. C. is one of the most famous events in history. Darius, king of the Persian empire, was furious because Athens had interceded for the other Greek city-states in revolt against Persian domination. In anger the king sent an enormous army to defeat Athens. He thought it would take drastic steps to pacify the rebellious part of the empire. Persia was ruled by one man. In Athens, however, all citizens helped to rule. Ennobled by this participation, Athenians were prepared to die for their city-state. Perhaps this was the secret of the remarkable victory at Marathon, which freed them from Persian rule. On their way to Marathon, the Persians tried to fool some Greek city-states by claiming to have come in peace. The frightened citizens of Delos refused to believe this. Not wanting to abet the
of Thessaly, and Thetis, a sea nymph. All of the gods and goddesses had been invited to the wedding celebration in Troy except Eris, goddesses of discord. She had been omitted from the guest list because her presence always embroiled mortals and immortals alike in conflict. To take revenge on those who had slighted her, Eris decided to cause a skirmish. Into the middle of the banquet hall, she threw a golden apple marked �for the most beautiful.� All of the goddesses began to haggle over who should possess it. The gods and goddesses reached a stalemate when the choice was narrowed to Hera, Athena, and Aphrodite. Someone was needed to settle the controversy by picking a winner. The job eventually fell to Paris, son of King Priam of Troy, who was said to be a good judge of beauty. Paris did not have an easy job. Each goddess, eager to win the golden apple, tried aggressively to
bribe him. �I'll grant you vast kingdoms to rule, �promised HerA. �Vast kingdoms are nothing in comparison with my gift,� contradicted AthenA. �Choose me and I'll see that you win victory and fame in war.� Aphrodite outdid her adversaries, however. She won the golden apple by offering Helen, Zeus' daughter and the most beautiful mortal, to Paris. Paris, anxious to claim Helen, set off for Sparta in Greece. Although Paris learned that Helen was married, he accepted the hospitality of her husband, King Menelasu of Sparta, anyway. Therefore, Menelaus was outraged for a number of reasons when Paris departed, taking Helen and much of the king's wealth back to Troy. Menelaus collected his loyal forces and set sail for Troy to begin the war to reclaim Helen.
A. scheming against
B. involving in conflict
C. feeling hostile toward
D. ignoring
E. comforting
Answer: B
QUESTION: 3
The Trojan War is one of the most famous wars in history. It is well known for the tenyear duration, for the heroism of a number of legendary characters, and for the Trojan horse. What may not be familiar, however, is the story of how the war began. According to Greek myth, the strife between the Trojans and the Greeks started at the wedding of Peleus, King of Thessaly, and Thetis, a sea nymph. All of the gods and goddesses had been invited to the wedding celebration in Troy except Eris, goddesses of discord. She had been omitted from the guest list because her presence always embroiled mortals and immortals alike in conflict. To take revenge on those who had slighted her, Eris decided to cause a skirmish. Into the middle of the banquet hall, she threw a golden apple marked �for the most beautiful.� All of the goddesses began to haggle over who should possess it. The gods and goddesses reached a stalemate when the choice was narrowed to Hera, Athena, and Aphrodite. Someone was needed to settle
the controversy by picking a winner. The job eventually fell to Paris, son of King Priam of Troy, who was said to be a good judge of beauty. Paris did not have an easy job. Each goddess, eager to win the golden apple, tried aggressively to bribe him. �I'll grant you vast kingdoms to rule, �promised HerA. �Vast kingdoms are nothing in comparison with my gift,� contradicted AthenA. �Choose me and I'll see that you win victory and fame in war.� Aphrodite outdid her adversaries, however. She won the
Eris was known for both mortals and immortals.
golden apple by offering Helen, Zeus' daughter and the most beautiful mortal, to Paris. Paris, anxious to claim Helen, set off for Sparta in Greece. Although Paris learned that Helen was married, he accepted the hospitality of her husband, King Menelasu of Sparta, anyway. Therefore, Menelaus was outraged for a number of reasons when Paris departed, taking Helen and much of the king's wealth back to Troy. Menelaus collected his loyal forces and set sail for Troy to begin the war to reclaim Helen. Each goddess tried to bribe Paris.
1. boldly
2. effectively
3. secretly
4. carefully
5. answer not stated
Answer: A
QUESTION: 4
What may not be familiar, however, is the story of how the war began. According to Greek myth, the strife between the Trojans and the Greeks started at the wedding of Peleus, King of Thessaly, and Thetis, a sea nymph. All of the gods and goddesses had been invited to the wedding celebration in Troy except Eris, goddesses of discord. She had been omitted from the guest list because her presence always embroiled mortals and immortals alike in conflict. To take revenge on those who had slighted her, Eris decided to cause a skirmish. Into the middle of the banquet hall, she threw a golden apple marked �for the most beautiful.� All of the goddesses began to haggle over who should possess it. The gods and goddesses reached a stalemate when the choice was narrowed to Hera, Athena, and Aphrodite. Someone was needed to settle the controversy by picking a winner. The job eventually fell to Paris, son of King Priam of Troy, who was said to be a good judge of beauty. Paris did not have an easy job. Each
goddess, eager to win the golden apple, tried aggressively to bribe him. �I'll grant you vast kingdoms to rule, �promised HerA. �Vast kingdoms are nothing in comparison with my gift,� contradicted AthenA. �Choose me and I'll see that you win victory and fame in war.� Aphrodite outdid her adversaries, however. She won the golden apple by offering Helen, Zeus' daughter and the most beautiful mortal, to Paris. Paris, anxious to claim Helen, set off for Sparta in Greece. Although Paris learned that Helen was married, he accepted the hospitality of her husband, King Menelasu of Sparta, anyway. Therefore, Menelaus was outraged for a number of reasons when Paris departed, taking Helen and much of the king's wealth back to Troy. Menelaus collected his loyal forces and set sail for Troy to begin the war to reclaim Helen. Athena _____ Hera, promising Paris victory and fame in war.
A. denied the statement of
B. defeated
C. agreed with
D. restated the statement
E. questioned the statement
The Trojan War is one of the most famous wars in history. It is well known for the tenyear duration, for the heroism of a number of legendary characters, and for the Trojan horse.
Answer: A
Question: 1
Each passage in this group is followed by questions based on its content. After memorizing a passage, choose the best answer to each question. Answer all the questions following a passage on the basis of what is stated or implied in that passage.
Food science authorities have, in latest years, begun recommending that those persons who prepare their own whole grains begin by soaking the grains. Most grains contain phytic acid, which can prevent proper mineral absorption. For instance, phytic acid can block the body�s ability to absorb iron from foods and thus raise the potential over time for anemia. Soaking the grains for several hours, however, reduces the level of phytic acid within them and makes the grains such
as rice, wheat, and quinoa easier to digest. In fact, persons who struggle with digesting gluten, a common ingredient within grains like wheat, find that they are
considerably more tolerant once the phytic acid has been reduced or removed. The soaking process is as simple as adding warm water to the grains for as long
elve hours in advance of preparing them and then allowing the grains to sit in the water for a while.
on the information provided within the passage, which of the following statements best defines the ter ce?
he science of food preparation and the way that the chemical content of food alters during cooking. The study of the chemical ingredients within food and the properties of those chemical ingredients.
he complex chemical ingredients that are found within grains and the way these chemicals affect th
he study of domestic food preparation and the differences between cooking food at home and the mercial preparation of food.
emerging field that utilizes modern technology to study ancient grains and how the body utilizes
er: B
cience is mentioned without definition within the passage, but the information provided about phytic a he comments from food scientists regarding the soaking of grains provide enough detail for inference. B information in the passage, it can safely be said that a food scientist considers the chemicals in food a zes the properties of those chemicals. The passage does not offer enough information to indicate that fo ce is related solely to food preparation, particularly since phytic acid is an ingredient in grains prior to ration. The passage is based primarily on a chemical within grains, but the claim that food science is li
ly to grains is too narrow. If this were the case, the field would likely be called grain science, instead of ce. The passage mentions people preparing their grains at home, but it mentions nothing about the mercial preparation of food, so it cannot be said that food science is limited to domestic food preparation
makes no mention of the use of modern technology, so "The study of domestic food preparation and th ences�" cannot be inferred from the passage.
tion: 2
ystery of the Roanoke Colony never has been solved to any satisfaction, although a number of theories
as tw
Based m food
scien
A. T
B.
1. T e
body.
2. T
com
3. An them.
Answ
Food s cid
and t ased
on the nd
analy od
scien their
prepa mited
entire food
scien
com . The
author e
differ
Ques
The m have
arisen over the years. Some historians have suggested that the Roanoke colonists simply attempted to return to England but died in the effort. Cannibalism by area tribes and attacks by the Spanish have also been proposed as explanations for the disappearance of the colonists, but neither theory holds much weight among historical experts who argue conflicting evidence. Two other theories, however, remain popular as potential solutions. One historian has put forth the idea that the Roanoke colonists relocated away from the original settlement and eventually were killed by the powerful Chief Powhatan; the chief is said to have claimed responsibility for their deaths, because the colonists allied themselves with a tribe that did not support the powerful chief. Alternatively, other historians have located evidence to suggest that the people of Roanoke took shelter with area tribes and eventually became part of them. A number of Native American groups along the Mid-Atlantic claim European descent and
share common features generally recognized as European.
Considering the information in the passage, which of the following could explain why historical experts reject the theory of the Spanish attacking Roanoke Colony?
A. Archeologists have not located any evidence of ammunition in the area around Roanoke Colony and have concluded that no guns were fired at the colonists.
1. Historical documents indicate that at the time the Roanoke colonists disappeared, the Spanish government had not yet discovered where the English had settled in the New World.
2. The English settlements in the New World had continued to anger the Spanish government, and led to ongoing tension between the two nations.
3. There is historical evidence that the Spanish government was working closely with Chief Powhatan to develop a treaty with the English.
4. The large number of Native American tribes around Roanoke Colony makes it more likely that cannibals attacked the settlers before the Spanish could.
Answer: B
ians
rgue conflicting evidence" regarding the theory of Spanish attack. Colonies can be attacked by more w ust gunfire, so the idea that archeologists cannot find ammunition represents weak evidence against a sh attack. "The English settlements in the New World had continued to anger�" offers an option that do o support the idea of Spanish attack rather than offering evidence to conflict with it. "There is historica
nce that the Spanish government was working�" combines ideas in the paragraph but also confuses the notes that Chief Powhatan "claimed responsibility for their deaths, because the colonists allied themse tribe that did not support him".
kes little sense then for him to claim to have killed the Roanoke colonists if he was working to forge a tre ould protect them. The author of the passage clearly negates the theory about a cannibal attack, so "Th umber of Native American tribes around Roanoke Colony�" cannot be correct.
tion: 3
assage in this group is followed by questions based on its content. After memorizing a passage, choose the
answer to each question. Answer all the questions following a passage on the basis of what is stated or implie assage.
nd�s Althing represented an important development in making the people of a nation an active part of the system that governed them. The meeting of the Althing brought together the main leaders of communities acr
land; these local leaders all gathered to discuss and determine legal issues. The Althing also welcomed t en of Iceland to present their claims, disputes, and the like. Althing attendees met at L�gberg, meaning and the
ng brought together the main leaders of communities across the island; these local leaders all gathered to ss and determine legal issues. The Althing also welcomed the free men of Iceland to present their claims tes, and the like. Althing attendees met at L�gberg, meaning "Law Rock," and the
�guma�ur, or Lawspeaker, would oversee the event. The first activity was for the Lawspeaker to read a li plicable laws. The Lawspeaker would also offer necessary moderation in the case of disputes and provid iding sense of order. Also part of the Althing was the L�gretta, a legislative organization that supported the peaker by determining laws and settling legal disagreements.
on the information provided in the passage, which of the following best summarizes the purpose of the
The Spanish cannot attack a colony if they are unaware of its location. Historical documents indicating that the Spanish government had not yet discovered the location of Roanoke would certainly lend credence to the claims of histor
"who a ays
than j
Spani es
more t l
evide m; the
author lves
with a
It ma aty
that w e
large n
Ques
Each p best
d in
that p Icela
oss
the is he
free m "Law
Rock,"
Althi
discu ,
dispu
L�gs st of
all ap e an
overr Laws Based
Althing within Iceland�s political system?
1. To provide a stable system of government for the free men of Iceland
2. To unite the citizenry of Iceland against the invasion of foreign powers
3. To determine the laws of Iceland and to provide the free men with a role in their government
4. To develop leaders within the communities and to make them as self-governing as possible
5. To develop an island-wide legislative system that was consistent in application
Answer: C
The author notes that the purpose of the Althing was "to discuss and determine legal issues". In addition, the first sentence points out that the Althing
"represented an important development in making the people of a nation an active part of the system that governed
them". This statement clearly matches the information that the Althing�s purpose was to "determine the laws of Iceland and to provide the free men with a role in their government". While the Althing might have contributed to creating a stable government in Iceland, that is not its purpose as noted in the passage. The author points out that the Althing called together the leaders from each community, but nothing in the passage suggests that the Althing developed leaders or attempted to make the communities self-governing.
Additionally, the author of the passage says nothing about uniting the citizenry against foreign powers. And while it might be inferred that the Althing contributed to developing consistent application of the laws, this answer choice does not offer as good a summary as the information in "To provide a stable system of government for the free men of Iceland".
Question: 4
Each passage in this group is followed by questions based on its content. After memorizing a passage, choose the best
answer to each question. Answer all the questions following a passage on the basis of what is stated or implied in that passage.
cience authorities have, in latest years, begun recommending that those persons who prepare their own
grains begin by soaking the grains. Most grains contain phytic acid, which can prevent proper mineral ption. For instance, phytic acid can block the body�s ability to absorb iron from foods and thus raise the tial over time for anemia. Soaking the grains for several hours, however, reduces the level of phytic acid
them and makes the grains such
rice, wheat, and quinoa easier to digest. In fact, persons who struggle with digesting gluten, a common dient within grains like wheat, find that they are
derably more tolerant once the phytic acid has been reduced or removed. The soaking process is as simpl warm water to the grains for as long
elve hours in advance of preparing them and then allowing the grains to sit in the water for a while. of the following best describes the problem with phytic acid in grains?
hytic acid is a natural ingredient within most foods, but it increases in whole grains and makes the ult to digest.
ytic acid prevents the body from absorbing essential minerals that occur naturally in food.
hytic acid binds with the naturally occurring minerals in food and creates toxicity during cooking. hytic acid has a tendency to attach itself to gluten and thus make grains indigestible for persons wi
intolerance.
ytic acid attacks the body�s digestive system and raises the potential for health problems.
er: B
in the passage, the author says, "Most grains contain phytic acid, which can prevent proper mineral ption. For instance, phytic acid can block the body�s ability to absorb iron from foods and thus raise the tial over time for anemia". This statement matches the information in "Phytic acid prevents the body fro bing essential�". The author says nothing about phytic acid binding with the minerals; instead, the aut ins that phytic acid blocks mineral absorption. The author does not discuss the amount of phytic acid wi oods; as the passage only discusses phytic acid within grains, there is no way to determine if the amou
is higher than in other foods (or if phytic acid is found in other foods at all). The passage mentions bot
Food s whole absor poten within as ingre
consi e as
adding as tw Which
1. P m
diffic
2. Ph
3. P
4. P th a
gluten
5. Ph
Answ
Early absor
poten m
absor hor
expla thin
other f nt in
grains h
phytic acid and gluten, and the author points out that reducing the phytic acid can make glutinous grains easier to digest for those persons with gluten-intolerance; but this assertion is not enough to make the leap that phytic acid attaches itself to gluten. Finally, the passage makes no claim about phytic acid attacking the body�s digestive system; rather, it seems that the harm is more passive.
Question: 5
Each passage in this group is followed by questions based on its content. After memorizing a passage, choose the best
answer to each question. Answer all the questions following a passage on the basis of what is stated or implied in that passage.
It might be surprising to discover that Europe�s first republic pre-dated the turn of the 11th century, long before Europe would see the rise of another such system. Around 870 AD, settlers from Norway began arriving in Iceland, and they eventually established a government system that gave all free men on the island a voice in legislative and judicial affairs. In approximately 930 AD, the leaders of Iceland created the Althing, considered the
oldest parliament in the world. This system, and Iceland�s identity as a republic, remained in place until 1262, when the decision of the Althing agreed to the Old Covenant and placed
Iceland under the authority of the king of Norway. Iceland would not become a selfgoverning republic again until 1944, when the people of Iceland voted to end their political relationship with the kingdom of Denmark.
The passage indicates which of the following about the development of republics in Europe?
1. The republic that developed in Iceland lacked the stability it needed to survive.
2. It would be many years before another republic would develop in Europe.
3. The republic in Iceland ultimately was unable to withstand subjugation by another nation.
4. The modern republics in Europe have far more sophistication than Iceland�s early republic.
5. Monarchy was a far more common system of government for most of Europe�s history.
Answer: B
first sentence, the author notes the following: "It might be surprising to discover that Europe�s first rep ated the turn of the 11th century, long before Europe would see the rise of another such system." This ment clearly indicates that Iceland�s republic came well before another in Europe, so indeed it was "man
before another republic emerged in Europe. The author of the passage mentions a monarchy in Norwa mark, but this mention alone is not enough to assume that monarchy was the more common system based
information in the passage. The information in "The republic in
nd ultimately was unable to withstand�" and "The republic that developed in Iceland lacked the stability d�" focuses solely on the republic in Iceland, and this counters the question-with its focus on the opment of republics in Europe. Additionally, the author mentions that Iceland is currently a republic, bu on alone is not enough to comment on modern republics in Europe or on the level of "sophistication" th
defines them.
tion: 6
assage in this group is followed by questions based on its content. After memorizing a passage, choose the
answer to each question. Answer all the questions following a passage on the basis of what is stated or implie assage.
nd�s Althing represented an important development in making the people of a nation an active part of the system that governed them. The meeting of the Althing brought together the main leaders of communities acr
land; these local leaders all gathered to discuss and determine legal issues. The Althing also welcomed t en of Iceland to present their claims, disputes, and the like. Althing attendees met at L�gberg, meaning and the
ng brought together the main leaders of communities across the island; these local leaders all gathered to ss and determine legal issues. The Althing also welcomed the free men of Iceland to present their claims tes, and the like. Althing attendees met at L�gberg, meaning "Law Rock," and the
�guma�ur, or Lawspeaker, would oversee the event. The first activity was for the Lawspeaker to read a li plicable laws. The Lawspeaker would also offer necessary moderation in the case of disputes and provid iding sense of order. Also part of the Althing was the L�gretta, a legislative organization that supported the peaker by determining laws and settling legal disagreements.
assage provides information about the Lawspeaker and his role at the Althing. Using the information in
In the ublic
pre-d
state y
years" y and
Den only
on the
Icela it
neede
devel t this
menti at
Ques
Each p best
d in
that p Icela
oss
the is he
free m "Law
Rock,"
Althi
discu ,
dispu
L�gs st of
all ap e an
overr Laws
The p the
passage as a guide, which of the following modern political roles is most similar to that of the Icelandic Lawspeaker?
1. Speaker of the House
2. President of the Senate
3. Lieutenant Governor
4. Secretary of State
5. President
Answer: A
The Althing was largely a legislative body with a degree of judicial authority. The role of the Lawspeaker was to oversee the Althing, read the laws, moderate disputes, and oversee the assembly. This role is ultimately similar to
the role of the Speaker of the House within the U.S. House of Representatives, who oversees the activities of the House and moderates when necessary. The Lawspeaker had a much lesser role than that of the President or of a Lieutenant
Governor (who acts in a role similar to the Vice President, but within a state instead of at the federal level). The President of the Senate oversees the Senate and casts the occasional tie-breaking vote but has nowhere near the same presence or the role as the Speaker of the House. The Secretary of State is largely a bureaucratic position with political responsibilities, but it does not offer a comparative position to the Lawspeaker.
Question: 7
Passage
[1] An atmospheric gas that absorbs and emits thermal radiation in the infrared range is known as a greenhouse gas. [2] Without such gases, the surface temperature of the earth would have been a frigid instead of the current. [3] Many climate scientists claim that human activities since the beginning of the
consequent increase in the planet�s surface temperature by about in the last 130 years. [4] However, in
rectly estimate the anthropogenic changes in earth�s surface temperature, it is important to quantify the ernal natural factors like large volcanic eruptions on the planet�s surface temperature.
hough volcanic eruptions emit carbon dioxide, a greenhouse gas, the atmospheric concentration of this g 16000 times the amount released by volcanic eruptions; therefore, no matter how large a volcanic erupti not produce a significant change in the atmospheric carbon dioxide levels. [6]
er, the total amount of carbon dioxide emitted per year by volcanic eruptions � between 130 and 230 m is roughly equivalent to that emitted in only three to five days of human activity.
s mainly through the emission of sulfur dioxide gas and ash particles into the atmosphere that large vol ons affect earth�s surface temperature.
ulfur dioxide reacts with the water vapor present in air to form fine particles called sulfate aerosols. [9] W the cloud of aerosols and ash particles around the globe in weeks. [10] These particles absorb incomin adiation and scatter it back into space, thereby producing a cooling effect on the earth.
hey take several years to settle out of the atmosphere and thus impact the global surface temperature for years. [12] Robock and Mao have shown that for two years after a great volcanic eruption, the surface erature decreases by. [13] The 1991 Pinatubo eruption in Indonesia was one of the largest volcanic erupti twentieth century and resulted in a global surface cooling of for about two to four years after the erupti he El Chichn eruption in 1982 was the first major eruption whose climatic impact was studied in detail rn instruments. [15] Though the emission volume of this eruption was similar to the Mount St. Helens
on in 1980, El Chichn released seven times the amount of sulfate aerosols released by
St. Helens and lowered the earth�s temperature by about as against a decrease of only for Mount St. H uthor�s primary purpose in the passage is to
plain how a particular natural factor impacts a climate metric
ggest an alternative explanation for a temporal change observed in a climate metric scuss the different natural factors that impact a climate metric
lineate the effects of a natural factor on two climate metrics
sprove a claim about the impact of a particular natural factor on a climate metric
Industrial Revolution have led to a steady increase in the atmospheric concentration of many greenhouse gases, with a order
to cor effect
of ext
[5] T as is
about on is,
it can
Furth illion
tons �
[7] It i canic
erupti
[8] S inds
spread g
solar r [11] T
many
temp ons
in the on.
[14] T by
mode erupti
Mount elens.
The a
1. ex
2. su
3. di
4. de
5. di
Answer: A
Before looking at the answer choices, let�s relook at the passage:
Paragraph 1 � The author starts with anthropogenic changes to earth�s surface temperature, and then suggests that we ought to quantify the changes to this metric from volcanic eruptions.
Paragraph 2 � Product 1 (carbon dioxide) of volcanic eruptions is discussed and is shown to have negligible impact on this metric.
Paragraph 3 � Products 2 (sulfur dioxide gas) and 3 (ash) of volcanic eruptions are shown to have a significant impact on this metric, and the mechanism by which this impact is realized is discussed. Paragraph 4 � The relative impact of Products 2 (sulfur dioxide gas) and 3 (ash) on this metric is suggested.
Let us now look at the options:
A. This option is correct. The "particular factor" is one specific external natural factor, namely "volcanic eruptions". The "climate metric" is "earth�s surface temperature".

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