Week 6 Lesson 1 • Take Practice Test 3 and complete the self-scoring process. • Compare the score for Practice Test 3 to your scores on Practice Tests 1 and 2. • Read the “Answers and Explanations” for all the questions regard- less of whether you got the answer correct. Which question types continue to be a concern? Are you better able to understand what you read? Has your pacing improved? Lesson 2 • Depending on where you still need improvement, review Chapters 2, 3, and 4 and the table “Strategies for Answering Objective Questions/Making Educated Guesses,” p. 60. • Go back over the questions you answered incorrectly. See if any of the strategies on the table would have helped you and how. Week 7 Lesson 1 • Take Practice Test 4 and complete the self-scoring process. • Compare the score for Practice Test 4 to your scores on Practice Tests 2 and 3. • Read the “Answers and Explanations” for all the questions regard- less of whether you got the answer correct. Which question types continue to be a concern? Are you better able to understand what you read? Has your pacing improved? Lesson 2 • Depending on where you still need improvement, review Chapters 2, 3, and 4 and the table “Strategies for Answering Objective Questions/Making Educated Guesses,” p. 60. • Go back over the questions you answered incorrectly. See if any of the strategies on the table would have helped you and how. RED ALERT RED ALERT 11Peterson’s: www.petersons.com Week 8 Lesson 1 • Take Practice Test 5 and complete the self-scoring process. • Compare the score for Practice Test 5 to your scores on Practice Tests 1 through 4 and the Diagnostic Test. • Read the “Answers and Explanations” for all the questions regard- less of whether you got the answer correct. Which question types continue to be a concern? Are you better able to understand what you read? Has your pacing improved? Lesson 2 • Depending on where you still need improvement, review Chapters 2, 3, and 4 and the table “Strategies for Answering Objective Questions/Making Educated Guesses,” p. 60. • Go back over the questions you answered incorrectly. See if any of the strategies on the table would have helped you and how. Week 9 Lesson 1 • Read and analyze articles in magazines or your literature anthology to practice your skills. Look for tone, method of organization, characterization, unusual word use, figures of speech—those factors that the SAT II: Literature Test assesses. • Review Chapters 1 through 4. Lesson 2 • Randomly choose selections from the Diagnostic Test and Practice Tests and review the “Answer and Explanations” to remind yourself of strategies you can use to unlock the answers. • Reread “Scoring High on the SAT II: Literature Test,” pp. 6–8, and “Top 10 Strategies for Acing the Test,” p. 1. • Assemble all the materials you need on test day: pencils, a watch, and your registration information. RED ALERT RED ALERT 12 Peterson’s SAT II Success: Literature THE PANIC PLAN Eighteen weeks, nine weeks, how about two weeks? If you are the kind of person who puts everything off until the last possible minute, here is a two-week panic plan. Its objectives are to make you familiar with the test format and directions and to help you get as many right answers as possible. Week 1 • Read “Top 10 Strategies for Acing the Test,” p. 1, and “Scoring High on the SAT II: Literature Test,” pp. 6–8. • Take the Diagnostic Test. Read the directions carefully and use a timer. • Complete the self-scoring process. • Read the “Answers and Explanations.” You can learn a lot about the types of questions in the multiple-choice section by working through the answers. • Read Chapter 1, Elements of Prose, paying particular attention to the types of questions that you had difficulty with on the Diagnos- tic Test. • Read Chapter 2, Elements of Poetry, paying particular attention to the types of questions that you had difficulty with on the Diagnos- tic Test. • Review Chapter 4, A Quick Review of Literary Terms. • Take Practice Test 1. • Complete the self-scoring process, and see where you may still have problems with question types. Reread Chapter 2 and com- plete the set of practice questions. • Read all the answer explanations, including those you identified correctly. RED ALERT RED ALERT 13Peterson’s: www.petersons.com Week 2 • Reread “Top 10 Strategies for Acing the Test,” p. 1, and “Scoring High on the SAT II: Literature Test,” pp. 6–8. • Complete Practice Test 2 and score it. Read all the answer explana- tions, including those you identified correctly. Where are you still having problems with comprehension? With which question types? How many questions were you able to answer? • Review Chapters 2 and 3 and the table “Strategies for Answering Objective Questions/Making Educated Guesses,” p. 60. • Complete Practice Test 3 and score it. Read all the answer explana- tions, including those you identified correctly. Where are you still having problems with comprehension? With which question types? How many questions were you able to answer? • If possible, complete Practice Test 4 and score it. Read all the answer explanations, including those you identified correctly. Where are you still having problems with comprehension? With which question types? How many questions were you able to answer? • Review applicable sections of Chapters 2 and 3 and the table “Strategies for Answering Objective Questions/Making Educated Guesses,” p. 60. • If possible, complete Practice Test 5 and score it. Read all the answer explanations, including those you identified correctly. Where are you still having problems with comprehension? With which question types? How many questions were you able to answer? RED ALERT RED ALERT 14 Peterson’s SAT II Success: Literature WHY TAKE THE DIAGNOSTIC TEST? What do you know about the format and questions on the SAT II: Literature Test? If you knew all you needed to know, you probably would not be reading this book. Taking a practice test is one way to learn about the test and what it will be like taking it on the real test day. You will need to pace yourself so you can answer as many questions as possible in the 60 minutes. Taking the Diagnostic Test will help you learn how much time you can spend on each item. Practice may not make perfect, but you can improve your score with practice. The more you learn about your strengths and weak- nesses in test-taking abilities and in analytical skills, and the more you work on strengthening them, the better your score. How should you take this test? Just as though it were the real test, so that means setting aside 60 minutes of uninterrupted, quiet time to take the test, plus the time to score your answers. • Make a photocopy of an answer sheet at the back of this book. • Assemble four number 2 pencils and the answer sheet. • Use a timer or a stopwatch to time yourself. • When you have completed the test, check how many ques- tions you were able to answer. This information will help you in pacing yourself for the other practice tests and for the real test. • Then check the multiple-choice questions against the “Quick- Score Answers,” page 37. • Read the explanation for each answer, even if your answer was correct. You might learn something you didn’t know about the content of the question. • Turn to the Practice Plan and design your study plan from now until test day. RED ALERT RED ALERT 15Peterson’s: www.petersons.com Diagnostic Test 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 18 Peterson’s SAT II Success: Literature DIAGNOSTIC TEST 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. 19Peterson’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 1–10. Read the poem carefully and then choose the answers to the questions. My Heart’s in the Highlands Line My heart’s in the Highlands, my heart is not here, My heart’s in the Highlands a-chasing the deer, A-chasing the wild deer and following the roe– My heart’s in the Highlands, wherever I go! Farewell to the Highlands, farewell to the North, The birthplace of valor, the country of worth! Wherever I wander, wherever I rove, The hills of the Highlands forever I love. Farewell to the mountains high cover’d with snow, Farewell to the straths* and green valleys below, Farewell to the forests and wild-hanging woods, Farewell to the torrents and loud-pouring floods! My heart’s in the Highlands, my heart is not here, My heart’s in the Highlands a-chasing the deer, A-chasing the wild deer and following the roe– My heart’s in the Highlands, wherever I go! —Robert Burns * Wide river valleys. SAT II SUCCESS: LITERATURE DIAGNOSTIC TEST—Continued 5 10 15 20 Peterson’s SAT II Success: Literature [...]... I II III add to the musicality of the poem emphasize his ideas appeal to the reader’s senses II III (A) (B) (C) (D) (E) I only II only III only I and II I and III (A) (B) (C) (D) (E) reinforces the poem’s strong visual images adds to the poem’s rhythm elicits an emotional response from the reader I only II only III only I and II II and III ➡ GO ON TO THE NEXT PAGE Peterson’s: www.petersons.com 21 SAT. .. Lord Tennyson 18 This poem is constructed around I II III love for a place, an experience the sound of the boatmen’s bugles love for the beloved (A) (B) (C) (D) (E) 19 All of the following devices are found in this poem EXCEPT I only II only III only I and II I, II, and III (A) (B) (C) (D) (E) 26 alliteration assonance internal rhyme repetition onomatopoeia Peterson’s SAT II Success: Literature DIAGNOSTIC... to the rhythm of the poem (E) To appeal to the reader’s senses 22 Peterson’s SAT II Success: Literature DIAGNOSTIC TEST DIAGNOSTIC TEST— Continued Questions 11 17 Read the passage carefully and then choose the answers to the questions “Address to the Graduating Class” University High School Oxford, Mississippi, May 28 , 19 51 Line 5 10 15 20 25 30 Years ago, before any of you were born, a wise Frenchman... respect 31 What example does Thoreau give of governmental abuse of power in his day? (A) Conscription of men for the Army (B) Obstruction of trade and commerce (C) Legislators who promote their self-interest (D) Formation of a standing army (E) Opposition to the Mexican War I only II only III only II and III I, II, and III ➡ GO ON TO THE NEXT PAGE Peterson’s: www.petersons.com 29 SAT II SUCCESS: LITERATURE. .. 15 ) 9 Why do you think the poet chose to repeat “My heart’s in the Highlands” so often? II III (A) (B) (C) (D) (E) the author left his sweetheart in Scotland the Highlands are a place that is important to him the author has a deep emotional attachment to the Highlands I only II only III only II and III I, II, and III (A) To elicit a sympathetic response from the reader (B) To emphasize his deep love... for his beloved 26 The writer uses the phrase “the splendor falls” (line 1) to describe the 23 In the context of this poem, what is the meaning of the word “cataracts” in the first stanza? (A) (B) (C) (D) (E) I only II only III only I and II II and III 25 In the third stanza, to what does the author compare the dying echoes? 22 This poem is a good example of a (an) (A) (B) (C) (D) (E) The sound is... motivational I II III (A) (B) (C) (D) (E) Use of first person adds intimacy to the presentation Use of second person enhances audience involvement Use of first person makes the speech real for the graduates I only II only III only I and II I and III 17 What is the purpose of the parallel construction in the sentence beginning “Man, the individual, men and women ” (lines 39–46)? 15 In line 26 , the phrase... images to I II III create the setting for the poem establish the tone of the poem present the poem’s primary metaphors (A) (B) (C) (D) (E) (A) (B) (C) (D) (E) I only II only III only I and II I, II, and III (A) (B) (C) (D) (E) ode lyric elegy narrative sonnet To To To To To snowflakes falling the sound of bugles soulful exchange with his beloved the wild echoes flying his love for his beloved 26 The writer... www.petersons.com 21 SAT II SUCCESS: LITERATURE DIAGNOSTIC TEST— Continued 8 All of the following are visual images EXCEPT 10 The title of the poem tells the reader that I (A) “the mountains high cover’d with snow.” (line 9) (B) “torrents and loud-pouring floods.” (line 12 ) (C) “forests and wild-hanging woods.” (line 11 ) (D) “straths and green valleys below.” (line 10 ) (E) “wild deer and the roe.” (line 15 ) 9 Why... DIAGNOSTIC TEST— Continued 20 Why do you think the author repeats the word “dying”? (A) (B) (C) (D) (E) 24 What do you think the author means when he says “The horns of Elfland faintly blowing” (line 10 )? To emphasize the main idea To create an echoic effect To add to the rhythm of the poem To elicit an emotional response from the reader To involve the reader’s senses I II III 21 In the first stanza, the . Highlands. (A) I only (B) II only (C) III only (D) II and III (E) I, II, and III SAT II SUCCESS: LITERATURE DIAGNOSTIC TEST—Continued 22 Peterson’s SAT II Success: Literature Questions 11 17 . Read the passage. never manage to bounce over the obstacles which SAT II SUCCESS: LITERATURE DIAGNOSTIC TEST—Continued 5 10 15 20 25 30 35 28 Peterson’s SAT II Success: Literature legislators are continually putting. wherever I go! —Robert Burns * Wide river valleys. SAT II SUCCESS: LITERATURE DIAGNOSTIC TEST—Continued 5 10 15 20 Peterson’s SAT II Success: Literature 1. Which of the following devices is most evident