FUNCTIONS OF VERBS • Verbs express action, occurrence (appear, become, continue, feel, grow, look, remain, seen, sound, and taste), or state of being (the verb to be). Ye Angells bright, pluck from your Wings a Quill; Make me a pen thereof that best will write: Lende me your fancy and Angellick skill To treate this Theme, more rich than Rubies bright. —“Meditation Sixty: Second Series,” Edward Taylor • Verbs that express occurrence or state of being, also known as linking verbs, are intransitive verbs and have no objects. The first time that the sun rose on thine oath To love me, I looked forward to the moon To slacken all those bonds which seemed too soon And quickly tied to make a lasting troth. —Sonnets from the Portuguese, Elizabeth Barrett Browning Looked is an intransitive verb and, therefore, has no object. Forward is an adverb that answers the question “where,” and the adverbial phrase “the first time” answers the question “when.” • Linking verbs may have predicate adjectives or predicate nomina- tives, also known as predicate nouns. Of all historical problems, the nature of a national character is the most dif ficult and the most important. —“American Ideals,” Henry Adams CHAPTER 5: A QUICK REVIEW OF USAGE 131Peterson’s: www.petersons.com VERB TENSES It would also be useful to review the tenses and forms of verbs. Verbs have six tenses to reveal the time of an action or condition. Each tense has a basic, progressive, and emphatic form. Tenses and For ms of Verbs Basic For m Progressive For m Emphatic For m Present I talk a lot. I am talking about it now. I do talk more than most students. Past I talked with the group. I was talking when you interrupted. I did talk with you about that. Future I will talk to you Sunday. I will be talk- ing at the conference. Present Perfect I have talked for almost an hour. I have been talking too much. Past Perfect I had talked to him a year ago. I had been talking with you when he arrived. Future Perfect I will have talked to the recruiter by the end of the week. I will have been talking about this project for a month before I get approval. SAT II SUCCESS: LITERATURE 132 Peterson’s SAT II Success: Literature MOOD Remember that verbs also indicate mood, the attitudes of speakers or writers about their subject. There are three moods: indicative, imperative, and subjunctive. Indicative makes assertions; it is the mood that writers most often use. Imperative mood commands or requests, as in “Do your homework now.” Subjunctive mood expresses wishes or hypothetical or conditional situations, such as “Should (if) you do your homework now, you will be able to go to the game.” Subjunctive mood is less frequently used today than it once was, but you may find it on the test because the SAT II: Literature Test uses excerpts from the Renaissance and the seven- teenth, eighteenth, and nineteenth centuries. Indicative Mood Basic Form Progressive Form Emphatic Form Present I talk a lot. I am talking about it now. I do talk more than most students. Past I talked with the group. I was talking when you interrupted. I did talk with you about that. Future I will talk to you Sunday. I will be talking at the conference. Present Perfect I have talked for almost an hour. I have been talking too much. Past Perfect I had talked to him a year ago. I had been talking with you when he arrived. Future Perfect I will have talked to the recruiter by the end of the week. I will have been talking about this project for a month before I get approval. Imperative Mood Talk. Subjunctive Mood In third-person singular, the “s” is dropped from the verb for the subjunctive mood: It is important that he talk with me. Suppose that he talk with me instead. Or the words should and would are used: I should talk with him. You should talk with him. He should talk with me. Would you talk with him? If he were to talk to me, that would cause a problem. Were he to talk with you, that would not cause a problem. CHAPTER 5: A QUICK REVIEW OF USAGE 133Peterson’s: www.petersons.com SENTENCE STRUCTURE You may find a question on the test about style based on the choice of sentence structure that a writer employs. The following briefly reviews different types of sentences. All quotations are from Henry Adams’s “American Ideals.” Simple Sentence Of all historical problems, the nature of a national character is the most difficult and the most important. Ralph Waldo Emerson, a more distinct idealist, was born in 1780. Compound Sentence After the downfall of the French republic, they (Americans) had no right to expect a kind word from Europe, and during the next twenty years, they rarely received one. Probably Jefferson came nearest to the mark, for he represented the hopes of science as well as the prejudices of Virginia. Complex Sentence Lincoln was born in 1809, the moment when American character stood in lowest esteem. Jefferson, the literary representative of his class, spoke chiefly for Virginians, and dreaded so greatly his own reputation as a visionary that he seldom or never uttered his whole thought. Compound-Complex Sentences Benjamin Franklin had raised high the reputation of American printers, and the actual President of the United States, who signed with Franklin the treaty of peace with Great Britain, was the son of a farmer, and had himself kept a school in his youth. In the year 1800 Eli Terry, another Connecticut Yankee of the same class, took into his employ two young men to help him make wooden clocks, and this was the capital on which the greatest clock-manufactory in the world began its operation. SAT II SUCCESS: LITERATURE 134 Peterson’s SAT II Success: Literature ADDITIONAL TIPS The following two charts provide some clues to help you decipher the parts of sentences if, for example, you have to determine which part of a sentence is the main clause or which part is the subordinate clause. Conjunctive adverbs and transitional phrases join independent clauses to one another. The following are our variations of a sentence written by historian Thomas Macauley. Milton was, like Dante, a statesman and a lover; moreover, like Dante, he had been unfortunate in ambition and in love. (conjunctive adverb) Milton was, like Dante, a statesman and a lover; in addition, like Dante, he had been unfortunate in ambition and in love. (transitional phrase) CONJUNCTIVE ADVERBS TRANSITIONAL PHRASES also anyhow anyway besides consequently finally furthermore hence however incidentally indeed likewise meanwhile moreover nevertheless next nonetheless now otherwise similarly still then therefore thus after all as a consequence as a result at any rate at the same time by the way even so for example in addition in fact in other words in the second place on the contrary on the other hand CHAPTER 5: A QUICK REVIEW OF USAGE 135Peterson’s: www.petersons.com Coordinating conjunctions join words, phrases, or clauses of equal rank. That is, a coordinating conjunction may join two main verbs in a clause or two independent clauses. Subordinating conjunctions join dependent clauses to independent clauses. Relative pronouns are used to introduce subordinate clauses that function as nouns. Eli Whitney was better educated than Fitch but had neither wealth, social influence, nor patron to back his ingenuity. (coordinating conjunction joining a compound verb) Lincoln was born in 1809, the moment when American charac- ter stood in lowest esteem. (subordinating conjunction) Benjamin Franklin had raised high the reputation of American printers, and the actual President of the United States, who signed with Franklin the treaty of peace with Great Britain, was the son of a farmer, and had himself kept a school in his youth. (relative pronoun) COORDINATING CONJUNCTIONS SUBORDINATING CONJUNCTIONS and but for nor or so yet after although as far as as if as soon as as though because before even if even though how if inasmuch as in case that insofar as in that no matter how now that once provided that since so that supposing that than though till, until unless when, whenever where, wherever whether while why RELATIVE PRONOUNS that who, whoever what whom, whomever which whose SAT II SUCCESS: LITERATURE 136 Peterson’s SAT II Success: Literature Practice Test 1 ANSWER SHEET Leave any unused answer spaces blank. Test Code V ÞO 1 ÞO 2 ÞO 3 ÞO 4 ÞO 5 ÞO 6 ÞO 7 ÞO 8 ÞO 9 W ÞO 1 ÞO 2 ÞO 3 ÞO 4 ÞO 5 ÞO 6 ÞO 7 ÞO 8 ÞO 9 X ÞO 1 ÞO 2 ÞO 3 ÞO 4 ÞO 5 Y ÞO A ÞO B ÞO C ÞO D ÞO E Q ÞO 1 ÞO 2 ÞO 3 ÞO 4 ÞO 5 ÞO 6 ÞO 7 ÞO 8 ÞO 9 Subject Test (print) FOR ETS USE ONLY R/C W/S1 FS/S2 CS/S3 WS 1 O A O B O C O D O E 2 O A O B O C O D O E 3 O A O B O C O D O E 4 O A O B O C O D O E 5 O A O B O C O D O E 6 O A O B O C O D O E 7 O A O B O C O D O E 8 O A O B O C O D O E 9 O A O B O C O D O E 10 O A O B O C O D O E 11 O A O B O C O D O E 12 O A O B O C O D O E 13 O A O B O C O D O E 14 O A O B O C O D O E 15 O A O B O C O D O E 16 O A O B O C O D O E 17 O A O B O C O D O E 18 O A O B O C O D O E 19 O A O B O C O D O E 20 O A O B O C O D O E 21 O A O B O C O D O E 22 O A O B O C O D O E 23 O A O B O C O D O E 24 O A O B O C O D O E 25 O A O B O C O D O E 26 O A O B O C O D O E 27 O A O B O C O D O E 28 O A O B O C O D O E 29 O A O B O C O D O E 30 O A O B O C O D O E 31 O A O B O C O D O E 32 O A O B O C O D O E 33 O A O B O C O D O E 34 O A O B O C O D O E 35 O A O B O C O D O E 36 O A O B O C O D O E 37 O A O B O C O D O E 38 O A O B O C O D O E 39 O A O B O C O D O E 40 O A O B O C O D O E 41 O A O B O C O D O E 42 O A O B O C O D O E 43 O A O B O C O D O E 44 O A O B O C O D O E 45 O A O B O C O D O E 46 O A O B O C O D O E 47 O A O B O C O D O E 48 O A O B O C O D O E 49 O A O B O C O D O E 50 O A O B O C O D O E 51 O A O B O C O D O E 52 O A O B O C O D O E 53 O A O B O C O D O E 54 O A O B O C O D O E 55 O A O B O C O D O E 56 O A O B O C O D O E 57 O A O B O C O D O E 58 O A O B O C O D O E 59 O A O B O C O D O E 60 O A O B O C O D O E 61 O A O B O C O D O E 62 O A O B O C O D O E 63 O A O B O C O D O E 64 O A O B O C O D O E 65 O A O B O C O D O E 66 O A O B O C O D O E 67 O A O B O C O D O E 68 O A O B O C O D O E 69 O A O B O C O D O E 70 O A O B O C O D O E 71 O A O B O C O D O E 72 O A O B O C O D O E 73 O A O B O C O D O E 74 O A O B O C O D O E 75 O A O B O C O D O E 76 O A O B O C O D O E 77 O A O B O C O D O E 78 O A O B O C O D O E 79 O A O B O C O D O E 80 O A O B O C O D O E 81 O A O B O C O D O E 82 O A O B O C O D O E 83 O A O B O C O D O E 84 O A O B O C O D O E 85 O A O B O C O D O E 86 O A O B O C O D O E 87 O A O B O C O D O E 88 O A O B O C O D O E 89 O A O B O C O D O E 90 O A O B O C O D O E 91 O A O B O C O D O E 92 O A O B O C O D O E 93 O A O B O C O D O E 94 O A O B O C O D O E 95 O A O B O C O D O E 96 O A O B O C O D O E 97 O A O B O C O D O E 98 O A O B O C O D O E 99 O A O B O C O D O E 100 O A O B O C O D O E 138 Peterson’s SAT II Success: Literature PRACTICE TEST 1 While you have taken many standardized tests and know to blacken completely the ovals on the answer sheets and to erase completely any errors, the instructions for the SAT II: Literature Test differ in an important way from the directions for other standardized tests. You need to indicate on the answer key which test you are taking. The instructions on the answer sheet will tell you to fill out the top portion of the answer sheet exactly as shown. 1. Print LITERATURE on the line under the words Subject Test (print). 2. In the shaded box labeled Test Code fill in four ovals: —Fill in oval 3 in the row labeled V. —Fill in oval 1 in the row labeled W. —Fill in oval 1 in the row labeled X. —Fill in oval D in the row labeled Y. —Leave the ovals in row Q blank. Test Code V ÞO 1 ÞO 2 Þ ÞO 4 ÞO 5 ÞO 6 ÞO 7 ÞO 8 ÞO 9 W Þ ÞO 2 ÞO 3 ÞO 4 ÞO 5 ÞO 6 ÞO 7 ÞO 8 ÞO 9 X Þ ÞO 2 ÞO 3 ÞO 4 ÞO 5 Y ÞO A ÞO B ÞO C Þ ÞO E Q ÞO 1 ÞO 2 ÞO 3 ÞO 4 ÞO 5 ÞO 6 ÞO 7 ÞO 8 ÞO 9 Subject Test (print) LITERATURE There are two additional questions that you will be asked to answer. One is “How many semesters of courses based mainly on English literature have you taken from grade 10 to the present?” The other question lists course content and asks you to mark those statements that apply to the courses you have taken. You will be told which ovals to fill in for each question. The College Board is collecting statistical information. If you choose to answer, you will use the key that is provided and blacken the appropriate ovals in row Q. You may also choose not to answer, and that will not affect your grade. When everyone has completed filling in this portion of the answer sheet, the supervisor will tell you to turn the page and begin. The answer sheet has 100 numbered ovals, but there are only approxi- mately 60 multiple-choice questions on the test, so be sure to use only ovals 1 to 60 (or however many questions there are) to record your answers. 139Peterson’s: www.petersons.com Directions: This test consists of selections of literature and questions on their content, style, and form. After you have read each passage, choose the answer that best answers the question and fill in the appropriate oval on the answer sheet. Note: Read each question carefully, paying particular attention to those that contain the words not, least, or except. Questions 1–9. Read the poem carefully and then choose the answers to the questions. Sonnet 18 Line Shall I compare thee to a summer’s day? Thou art more lovely and more temperate: Rough winds do shake the darling buds of May, And summer’s lease hath all too short a date: Sometime too hot the eye of heaven shines, And often is his gold complexion dimmed; And every fair from fair sometime declines, By chance or nature’s changing course untrimmed; But thy eternal summer shall not fade, Nor lose possession of that fair thou owest; Nor shall Death brag thou wander’st in his shade, When in eternal lines to time thou grow’st: So long as men can breathe, or eyes can see, So long lives this, and this gives life to thee. —William Shakespeare 1. Which of the following is an example of personification? (A) “darling buds of May” (line 3) (B) “summer’s lease” (line 4) (C) “his gold complexion” (line 6) (D) “nature’s changing course’ (line 8) (E) “eyes can see” (line 13) 2. What is the poet’s message? (A) Summer and his beloved are similar. (B) The sun reflects the beauty of a woman. (C) All things fade in time. (D) His beloved’s nature and beauty will never diminish. (E) Death will conquer beauty. SAT II SUCCESS: LITERATURE PRACTICE TEST 1—Continued 5 10 140 Peterson’s SAT II Success: Literature [...]... strong visual and aural images I II III (A) (B) (C) (D) (E) show changes in the weather express their perceptions of a lovely moment in time describe how changes in nature parallel changes of the heart I only II only III only I and II I, II, and III ➡ GO ON TO THE NEXT PAGE Peterson’s: www.petersons.com 14 7 SAT II SUCCESS: LITERATURE PRACTICE TEST 1 Continued Questions 31 38 refer to the following,which... in line 11 ? (A) (B) (C) (D) (E) Simile Metaphor Personification Alliteration Hyperbole ➡ GO ON TO THE NEXT PAGE Peterson’s: www.petersons.com 14 1 SAT II SUCCESS: LITERATURE PRACTICE TEST 1 Continued Questions 10 18 refer to the following selection written in nineteenth-century New England Read the passage carefully and then choose the best answer for each question From Self-Reliance Line 5 10 15 20... 38 What type of language best describes the dialogue? 34 What is the effect of the point of view of the selection? I II III The point of view creates immediacy It contributes to a sense of reality It helps the audience experience Pip’s fear (A) (B) (C) (D) (E) (A) (B) (C) (D) (E) Figurative Vernacular Alliterative Metaphorical Elizabethan English I only II only III only II and III I, II, and III 15 0... tongue —Amy Lowell 19 In “July Storm”, the function of the first sentence is to I II III introduce the extended simile engage the reader’s attention begin the telling of the story (A) (B) (C) (D) (E) 20 The poet’s choice of the words “walking” (line 1) , “rustling” (line 3), “swept” (line 4), and “moved lightly” (line 8) combine to form an image of I only II only III only I and II II and III (A) the movement... www.petersons.com 14 3 SAT II SUCCESS: LITERATURE PRACTICE TEST 1 Continued 12 What is the conflict described in the selection? (A) The individual versus (B) Man versus man (C) The individual versus conventions (D) The individual versus flaws and faults (E) The individual versus 16 Which of the following best characterizes the writer’s style? nature I II III society’s his or her own a higher being 13 Which... in line 4? II III (A) (B) (C) (D) (E) (A) A contract granting occupation of a property (B) A period of time (C) The end of summer (D) The speaker’s understanding of summer (E) A grant to use, in this case, to enjoy the summer The beloved is nature’s eternal summer The lover’s beauty will never fade The poem ensures immortality for the beloved I only I and II II and III I and III I, II, and III 6 What... extended (A) (B) (C) (D) (E) Hot Wet Sticky Red Rough 26 Why do you think the poet chose to compare the sun to a tiger? I II III Tigers are brightly colored, like the sun Tigers are strong, like the sun Tigers prey on things, like the sun I only II only III only I and II I, II, and III 27 In lines 5 and 6, when the poet urges the mares to “Fly” and to “Strain,” what might she have been implying to the... Hyperbole Alliteration Epigram Parallel construction Spatial order 14 4 18 What is the tone of this selection? (A) (B) (C) (D) (E) Didactic as well as overbearing Light but straightforward Informative yet simple Sincere and querulous Heartfelt but erudite Peterson’s SAT II Success: Literature PRACTICE TEST 1 PRACTICE TEST 1 Continued Questions 19 –30 refer to the following two poems Read the passage carefully... the following is NOT a literary device used in this selection? (A) (B) (C) (D) (E) I only I and II II and III I and III I, II, and III (A) People should think carefully before they speak (B) People grow in wisdom, often changing their minds (C) As people grow older, words become more difficult to say (D) Satisfaction comes from speaking opinions, no matter how disagreeable (E) Happiness begins when... to’t!” I earnestly expressed my hope that he wouldn’t, and held tighter to the tombstone on which he had put me; partly, to keep myself from crying “Now lookee here!” said the man “Where’s your mother?” “There, sir!” said I 14 8 Peterson’s SAT II Success: Literature PRACTICE TEST 1 PRACTICE TEST 1 Continued 40 45 50 55 60 65 70 75 He started, made a short run, and stopped and looked over his shoulder “There, . eternal summer. II. The lover’s beauty will never fade. III. The poem ensures immortality for the beloved. (A) I only (B) I and II (C) II and III (D) I and III (E) I, II, and III PRACTICE TEST 1 PRACTICE. style? I. Varied sentence structure II. Many rhetorical questions III. Several imperatives (A) I only (B) I and II (C) II and III (D) I and III (E) I, II, and III 17 . Which of the following is the. realities and creators, but names and customs. SAT II SUCCESS: LITERATURE PRACTICE TEST 1 Continued 5 10 15 20 25 30 35 14 2 Peterson’s SAT II Success: Literature Whoso would be a man must be a nonconformist.