2013 Psat Nmsqt Student Guide

7/27/2019 2013 Psat Nmsqt Student Guide

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Test-Taking Help

SevenTypesofQuestionsYouWillSeeontheTest

PracticeTestwithAnswerKey(SeparatePull-OutBooklet)

www.collegeboard.org

Ofcial Student Guide to the

Flip this book over for

ScholarshipCompetitionsconducted by

National MeritScholarship Corporation

2013

Preliminary SAT/National Merit Scholarship Qualifying Test


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2 PSAT/NMSQT Official Student Guide: Prepare for the Test

2013 The College Board. All rights reserved. College Board, Advanced Placement Program, AP, Student Search Service, SAT and the acorn logo are registered trademarks of the CollegeBoard. My College QuickStart and My SAT Study Plan are trademarks owned by the College Board. PSAT/NMSQT is a registered trademark of the College Board and National MeritScholarship Corporation (NMSC). All non-College Board trademarks are the property of their respective owners. NMSC section pages 123 2013 National Merit Scholarship Corporation.The passages for sample questions have been adapted from published material. The ideas contained in them do not necessarily represent the opinions of the College Board, National MeritScholarship Corporation, or Educational Testing Service.

The College Board is a mission-driven not-for-profit organizationthat connects students to college

success and opportunity. Founded in1900, the College Board was createdto expand access to highereducation. Today, the membershipassociation is made up of more than5,900 of the worlds leadingeducational institutions and isdedicated to promoting excellenceand equity in education. Each year,the College Board helps more thanseven million students prepare fora successful transition to collegethrough programs and services incollege readiness and college success

including the SAT and theAdvanced Placement Program.The organization also serves theeducation community throughresearch and advocacy on behalfof students, educators and schools.For more information, visitwww.collegeboard.org.

The publication Guidelines on theUses o College Board Test Scoresand Related Data, available atwww.collegeboard.org/research ,highlights proper and beneficial usesof test scores and cautions against

uses that are inappropriate.

The College Board45 Columbus AvenueNew York, NY 10023-6992212-713-8000

NMSC is an independent, not-for-profit organization that operateswithout government assistance.NMSC conducts two annualcompetitions for recognition andscholarships the National MeritScholarship Program and theNational Achievement ScholarshipProgram. The PSAT/NMSQT is thescreening test for high schoolstudents who wish to participate inNMSC programs. Furtherinformation can be found in theNMSC section on the flip side ofthis publication or by visitingwww.nationalmerit.org.

Please direct inquiries about anyaspect of the National MeritProgram or the NationalAchievement Program, includingstudent participation requirements,the selection process and awardsoffered, to:

National Merit ScholarshipCorporation1560 Sherman AvenueSuite 200Evanston, IL 60201-4897847-866-5100

Reproduction of any portion of this Ofcial Student Guide is prohibited without the written consent of the College Board.

Table of ContentsContact information . . . . . . . . . . . . . . . . . . . . 2My College QuickStart . . . . . . . . . . . . . . . . 3Things to know . . . . . . . . . . . . . . . . . . . . . . . . 3

Important InformationTest scores. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4

Test regulations . . . . . . . . . . . . . . . . . . . . . . . . 4Special opportunities . . . . . . . . . . . . . . . . . . . 5Student Search Service . . . . . . . . . . . . . . . . . 5PSAT/NMSQT privacy policy . . . . . . . . . . . 5Telemarketing and internet scams . . . . . . . . 6What to do if . . . . . . . . . . . . . . . . . . . . . . . . . . 6

you cannot take the test . . . . . . . . . . . . . 6you are home-schooled . . . . . . . . . . . . . 6you are studying in another country . . 6you missed the test . . . . . . . . . . . . . . . . . 6

Students with disabilities . . . . . . . . . . . . . . . . 6Cancellation of scores . . . . . . . . . . . . . . . . . . . 7Test fairness review . . . . . . . . . . . . . . . . . . . . . 7Questioning a test question . . . . . . . . . . . . . . 7College majors . . . . . . . . . . . . . . . . . . . . . . . . . 7

Prepare for the TestCritical Reading Section . . . . . . . . . . . . . . . . 8

Critical Reading Skills Review . . . . . . . 8Critical Reading Questions . . . . . . . . . 9

Sentence completions . . . . . . . . . . . 9Passage-based reading . . . . . . . . . 10

Mathematics Section . . . . . . . . . . . . . . . . . . 17Mathematics Content Overview . . . . 17

Calculator use . . . . . . . . . . . . . . . . . . . 17Mathematics Concept Review . . . . . . 18Mathematics Questions . . . . . . . . . . . 22

Multiple-choice questions . . . . . . 22Student-produced responsequestions . . . . . . . . . . . . . . . . . . . . 26

Writing Skills Section . . . . . . . . . . . . . . . . . 29Effective writing characteristics . . . . 29Improving sentences . . . . . . . . . . . . . . 30Identifying sentence errors . . . . . . . . 31Improving paragraphs. . . . . . . . . . . . . 32

Full-Length Practice Test(separate pull-out booklet inserted in center)

If you dont have a Practice Test, ask yourcounselor for one.

The Preliminary SAT/National Merit Scholarship Qualifying Test (PSAT/NMSQT) iscosponsored by the College Board and National Merit Scholarship Corporation. It isdeveloped and administered for the College Board and National Merit Scholarship

Corporation by Educational Testing Service (ETS).Contact the PSAT/NMSQT office if you have suggestions, questions, or comments

about test registration, administration, or score reports. If you wish to withdraw your

answer sheet from scoring, or if you wish to report test administration irregularities,you must notify the test supervisor or the PSAT/NMSQT office immediately.

Write: PSAT/NMSQTP.O. Box 6720

Princeton, NJ 08541-6720 Email: [email protected]

Call: 609-771-7070609-882-4118 TTY

8 a.m. to 4 p.m. ET

Fax: 610-290-8979

The College Board

The PSAT/NMSQT

National Merit

Scholarship

Corporation (NMSC)


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PSAT/NMSQT Official Student Guide: Prepare for the Test 3

Things To Knowabout the

PSAT/NMSQTTEST DATES:

Wednesday, Oct. 16, orSaturday, Oct. 19, 2013

What does the PSAT/NMSQT measure?The PSAT/NMSQT measures critical reading,math and writing skills developed over manyyears, both in and out of school.

You will not have to recall facts from literature,history, or science, or complete math formulas, asthis test measures your reasoning and criticalthinking skills.

Why take the test? Get feedback about critical academic skills Prepare for the SAT Start getting ready for college Enter scholarship competitions

What is the test fee?The fee for the 2013 PSAT/NMSQT is $14.Schools sometimes charge an additional fee tocover administrative costs. The College Boardmakes fee waivers available to schools for juniorsfrom low-income families who cant afford the testfee. Talk to your counselor for more informationabout fee waivers.

Whom can I contact if I have questions?See your counselor. For further help, see contactinformation on page 2 for the PSAT/NMSQToffice, the College Board, and National MeritScholarship Corporation (NMSC).

What should I bring on test day? No. 2 pencils and eraser Approved calculator (see page 17) Social Security number (optional) Student ID number, assigned by your school

(optional) Email address (optional) Current and valid school or government issued

photo ID if you are not testing at the school younormally attend

Online preparation and resources: Go to www.collegeboard.org/psat for sample

questions and practice test answer explanations. Go to www.collegeboard.org/psatskills to learn

about the skills tested on the PSAT/NMSQT andtry practice questions for each skill.

My College QuickStart

A Free Resource for StudentsMy College QuickStart is an online college and careerplanning tool available free of charge to all students who takethe PSAT/NMSQT. It is powered by your responses to the test,and provides personalized information that helps you take

the next steps toward college:

My Online Score Report View your enhanced scorereport with test questions, your answers, and the correctanswers with answer explanations.

My SAT Study Plan Prepare for the SAT with apersonalized plan based on your test performance (includesa free practice test and hundreds of practice questions).

My Personality Take a personality test to learn moreabout yourself and find majors and careers that fit yourstrengths and interests.

My Major & Career Matches Learn about different majorsand careers and see what courses you should take now to besuccessful later.

My College Matches Get a starter list of colleges (basedon your home state and indicated choice of major) to helpyou begin your search.

My AP Potential Get a head start on college levelcoursework. See which AP courses you may be ready forand find out which courses are related to college majors thatinterest you.

You may log in to My College QuickStart with the access codeprinted on your paper score report. The tool is available assoon as you receive your score report and can be utilizedthroughout high school.

Log in or take a tour at www.collegeboard.org/quickstart.


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Test Regulations

Standard rules and regulations give all students the same opportunity and prevent any student from having an unfair advantage.Read these test regulations carefully because you must copy and sign a Certification Statement on the test answer sheet statingthat you will abide by these regulations. Also read about cancellation of scores on page 7. Failure to follow these test regulationsor any instructions given by the test supervisor may result in your scores being canceled.

You must do all scratch work in the testbook and then mark your answers on theanswer sheet. You will not receive credit for

anything written in the test book. You maynot take your test book from the room.

You may use an approved calculator (seepage 17) only during the mathematicssections of the test; you may not have acalculator on your desk during the criticalreading or writing skills sections and youmay not share a calculator during the test orduring breaks. If you bring more than onecalculator, you must keep only one on thedesk. Any other calculators must be keptunder your desk. You are not required toclear the memory on your calculator beforetesting.

You are not allowed to use: protractors;compasses; rulers; cutting devices; earplugs;

scratch paper, notes, books, dictionaries orreferences of any kind; pamphlets; pens,mechanical pencils, highlighters or coloredpencils; listening, recording, copying, orphotographic devices; or any other aids. Youmay not bring food or drink (includingbottled water) into the test room, unlesspreapproved for medical reasons.

You may not use cell phones or otherprohibited electronic devices during the testor breaks. Prohibited devices include but are

not limited to: cellphones or smartphones(including BlackBerry, iPhone orAndroid devices), iPods or other MP3players, iPads or other tablet devices,laptops, notebooks, PDAs or any otherpersonal computing devices, pagers or anyother texting devices, separate timers of anytype, cameras or other photographicequipment, any devices capable of recordingaudio, photo or video content, or capable of

viewing or playing back such content. Powermust be turned off and these devices mustbe placed under your desk. If your watch hasan alarm, you must turn that off as well. Ifyour phone makes noise, or you are seenusing it at any time (including breaks), youwill be dismissed immediately, your scores

will be canceled and the device may beconfiscated and its contents inspected.

You may not give or receive assistance ordisturb others during the test or breaks.

You may check your work on the sectionon which you are being tested if you finishbefore time is called, but you may not turnto any other section of the test.

You may take the PSAT/NMSQT only onceeach school year. If you begin a test, you areconsidered to have taken it.

All PSAT/NMSQT test-takers in yourschool must take the test at the same time.(Read about special arrangements andtesting accommodations for students withdisabilities on page 6.)

If you become ill and/or must leave duringthe test, or if for any other reason you donot want your test scored, you may ask thetest supervisor to destroy your answer sheetbefore you leave the testing room. After youleave the testing room, any decision towithdraw your answer sheet from scoringmust be reported immediately to the testsupervisor or the PSAT/NMSQT office.(See contact information on page 2.)

You may not discuss the contents of the testwith anyone else, or share them through anymeans, including but not limited to, emails,text messages and the Internet until afterscore reports have been distributed.

Members of your household or immediatefamily may not serve as PSAT/NMSQTsupervisors, coordinators or proctors, even ata different school, on the date that you takethe test.

What scores will I receive?In December, your school will receive your PSAT/NMSQTScore Report Plus, which will be given to you, along withyour test book, in the following weeks. Your score reportwill include your critical reading, mathematics andwriting skills scores; score ranges; national percentiles;

and Selection Index (critical reading + mathematics +writing skills scores), which NMSC uses as an initialscreen of the large number of entrants to its scholarshipcompetitions. The score report will also show the correctanswers, the answers you gave and the difficulty level ofeach question. In the Next Steps section, you will see amessage about your potential for success in AP coursesbased on your section scores. There is also some helpfuladvice about when to take the SAT. If you have notreceived your score report by mid-January, see yourcounselor. The PSAT/NMSQT Program does not provide

duplicate copies of score reports, but your school willhave a copy.

Does anyone else receive my scores andinformation I provide on my answer sheet?As cosponsors of the PSAT/NMSQT, the College Boardand NMSC receive the scores of students who take thetest as well as information students provide on theiranswer sheets. Some information is collected for very

limited uses (noted on the answer sheet), and some isused for research and to produce reports about groupsof students. Scores and answer sheet information arestored indefinitely, but personally identifying informationwill not be disclosed without your consent.

Some school districts and states receive PSAT/NMSQTscores with other information about their students. Inaddition, scores for students who qualify for programsdescribed in the next section are reported to thoseprograms. The PSAT/NMSQT Program does not reportscores to colleges or commercial entities. Any businessesthat may contact you to sell their products or services

did not receive student information from the CollegeBoard as a result of taking the PSAT/NMSQT.

Important Information


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Special OpportunitiesIf you take the PSAT/NMSQT as a junior and qualifyfor participation, the following programs may help youprepare for college. If you do not want your name,scores and other information released to them, write tothe PSAT/NMSQT office by Nov. 1, 2013.

PSAT/NMSQTP.O. Box 6720Princeton, NJ 08541-6720

The National Hispanic Recognition Program (NHRP)identifies outstanding Hispanic/Latino students andshares information about them with interested collegesand universities. To be eligible, you must be at leastone-quarter Hispanic/Latino, as defined by the NHRP,and meet a minimum PSAT/NMSQT cutoff score foryour state, as well as a minimum grade point average.

The College BoardNational Hispanic Recognition Program11955 Democracy DriveReston, VA 20190

877-358-6777The National Scholarship Service (NSS) offers a freecollege advisory and referral service for students whoplan to attend two-year or four-year colleges. Scores willbe sent for juniors who indicate that they are AfricanAmerican or Black.

National Scholarship Service230 Peachtree Street, Suite 530Atlanta, GA 30303404-522-7260

Telluride Association offers scholarships to highly

gifted juniors for summer seminars in the humanitiesand social sciences.

Telluride Association217 West AvenueIthaca, NY 14850607-273-5011

What information about me will the CollegeBoards Student Search Service share?Student Search Service is a free program that connectsyou with colleges and universities looking for studentsjust like you. More than 1,100 colleges, universities,scholarship and nonprofit educational opportunity

organizations use Search, and over two-thirds of studentswho take the PSAT/NMSQT decide to participate inSearch. Institutions may select students within a range ofscores, but they will not receive your individual scores.Institutions may also select students by othercharacteristics, such as sex, ethnic background, religiouspreference, and self-reported GPA. Student SearchService will send institutions only your name, address,sex, birth date, school, graduation year, ethnic group,email address and intended college major if you providethese items. Your information will not be released to

commercial entities, and Student Search Service will notshare your phone number with any organization.* Youmust be 13 years of age or older and in ninth throughtwelfth grade to be includedin Search. To preserve theintegrity of the informationin the database, the CollegeBoard reserves the right toremove, with or withoutnotice, a particular studentfrom the database. Toparticipate, answer Yesto the question to the righton test day.

PSAT/NMSQT Privacy PolicyThe College Board recognizes the importance ofprotecting your privacy rights. You will be required toprovide your name, the high school you attend andcertain other personal information during the testingprocess.

The College Board employs an array of measures, in

compliance with applicable laws and the policies andguidelines set forth herein, to manage and safeguardpersonal information that you provide to the CollegeBoard. For personal information you provide online,please also see the College Boards online privacy policyat www.collegeboard.org/privacy-policy. See page 6 forinformation regarding unsolicited telemarketing calls.

Your scores will be made available to your highschool. In addition to sharing your scores with theNational Merit Scholarship Corporation and otherscholarship organizations listed in this Oicial StudentGuide to the PSAT/NMSQT, you will have the option todisclose your information for Student Search Serviceand receiving communications from the College Board.

The College Board may use scores and informationyou provide for research purposes and may share yourscores and information with third parties to enable themto provide services to the College Board, or to conductresearch consistent with the College Boards not-for-profit education-related mission. Recipients of your datawill be obligated by the College Board to implementcontrols to protect the confidentiality and security ofyour data.

Your individual scores and other information youprovide during testing may be reported to your district

or state and/or their agents and representatives foreducational, diagnostic and/or reporting purposes. Formore information about the guidelines on the uses ofCollege Board test scores and related data, ask yourcounselor or download Guidelines on the Uses ofCollege Board Test Scores and Related Data fromwww.collegeboard.org/research.

Your name will never be sold to a commercialmailing list or retailer of goods (such as computers) orservices (such as test prep).

*For information about test-prep product solicitations, visitwww.collegeboard.org/student/testing/psat/reg/sss.html.

7 Student Search Service

Some colleges, scholarship programs andnonprot education organizations may requestinformation you supply to us in order to informyou of educational opportunities and nancial aid.

7a. Would you like us to supply your informationfor these purposes?

If you do not answer and previously opted into participate in this service, we will continueproviding your information.

7b. By providing your email address in the spacebelow, you are granting the College Board andNMSC permission to contact you via email.

Yes No


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Certain testing information as well as your scores willbe made available to your high school. The CollegeBoard maintains records of the personal information thatyou provided at the time of testing, or provided for youby your school or district as part of registering you forthis test. Some information is available to your highschool, the ETS Office of Testing Integrity and theCollege Board. When legally compelled to do so, forexample pursuant to a subpoena, the College Board mayprovide your personal information to outside parties.

The College Board will disclose scores to a studentsparent or guardian if the parent or guardian is able tosupply to the College Board the required authenticationinformation, unless the College Board determines in itssole discretion that its records on the student contain acourt order, state statute, or legally binding documentrelating to matters such as divorce, separation or custodythat restricts the parents or guardians access to thestudents scores. The College Board will notindependently investigate whether a court order, statestatute, or legally binding document exist other than inits records; rather, relevant documents and informationmust be submitted to the College Board. The College

Board reserves the right to request additional documentsand information in connection with determiningwhether or not to disclose scores to a parent or guardian.

Telemarketing and Internet ScamsFrom time to time, we receive reports of phone scams inwhich callers posing as employees of the College Boardcontact students and families attempting to sell testpreparation products, or otherwise requesting sensitivepersonally identifying information, such as credit cardand Social Security numbers. Some of these callersengage in illegal spoofing to make it seem as if the callis coming from the actual company. These calls do not

come from the College Board. The College Board doesnot make unsolicited phone calls to students or familiesrequesting this type of information. This type of activity,known as telemarketing fraud, is a crime. Should youreceive an unsolicited phone call or text from someoneclaiming to work for the College Board, including whereyour Caller ID indicates that the telephone numberoriginates from a College Board location, do not providethe caller with any personal information.

Representatives of the College Board only make callsor send texts to students and their families in response tostudent-generated inquiries, or to provide students and

families with information about a test or program forwhich the student registered or regarding preparation forcollege and the college application process. Should youhave a question about the origin of a phone call you havereceived in which the caller claims to be from the CollegeBoard, contact the College Boards Customer Service. Tomake a complaint, and to obtain more information aboutprotecting yourself from telephone and Internet scams,visit the FTCs Consumer Information site atwww.consumer.ftc.gov/.

What to do if...you know in advance that you cannot take thetest on the date your school offers it:Your school may be able to arrange for you to takethe test at a neighboring school that has selected theother test date. Tell your counselor as soon as possiblethat you have a conflict, such as not being able to teston Saturday because of a religious observance. If youtest at another school, be sure to take your schools

code number and some form of photo identificationwith you.

you are home-schooled and want to take thePSAT/NMSQT:You must make arrangements in advance with your localhigh school or other nearby school administering the test.(For a listing of schools in your area, go towww.collegeboard.org/psat.) If this is not possible,contact the PSAT/NMSQT office.

you will be studying in another country whenthe test is given:You must make advance arrangements. Contact thePSAT/NMSQT office and provide the name of the cityand country and, if known, the name and address of theschool you will be attending when the test is given. ThePSAT/NMSQT office will send you instructions.

you missed the test but want to enterscholarship and recognition programs:For information about another route of entry toNational Merit Scholarship Corporations scholarshipcompetitions, see the box on page 5 of the NMSCsection in the flip side of this Student Guide.

Students with DisabilitiesThe College Board provides testing accommodations forstudents with documented disabilities. If you have notalready been approved for accommodations by theCollege Board, it is important to speak to your counseloror teacher right away to determine if a request foraccommodations needs to be submitted. If so, yourschools SSD Coordinator will use the SSD Online systemto request the accommodations that meet the needs ofyour disability.

After the eligibility form has been submitted, you willreceive a decision letter in approximately 7 weeks. If youare approved for accommodations, save this letterbecause it also indicates your eligibility for accommoda-tions on other College Board tests, such as the SATand Advanced Placement Program (AP) Exams. Thiseligibility will be in effect for as long as you remain in thesame school and your school annually confirms yourcontinued eligibility. If you move to a new school, askyour counselor to transfer your record to your newschool. Your counselor can do this either through SSD


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Online, or by notifying the College Boards SSD office.If you are interested in participating in NMSCs

scholarship programs and did not receive accommoda-tions for which you were approved or did not receiveapproval in time for the test, please contact NMSCimmediately but no later than Nov. 15, 2013.

Cancellation of ScoresTo report scores that accurately reflect performance,

ETS maintains, on behalf of the College Board andNMSC, test administration and security standardsdesigned to give all students the same opportunity todemonstrate their abilities and to prevent any studentfrom gaining an unfair advantage because of testingirregularities or misconduct. ETS reviews irregularitiesand test scores believed to have been earned underunusual circumstances.

Students may be dismissed from the testing room andtheir answer sheets may be destroyed if they fail to followtest regulations or instructions given by the test super-visor. Once answer sheets are submitted for scoring,ETS reserves the right not to score the answer sheet ofa student who engaged in misconduct or was involvedin a testing irregularity.

ETS reserves the right to cancel scores if there isreason to doubt their validity. Before acting, ETS willinform the student of the reasons for questioning thescores and will give the student an opportunity toprovide additional information, to confirm the scoresby taking another PSAT/NMSQT, or to cancel the scores.The student may also request arbitration in accordancewith ETSs Standard Arbitration Agreement. If before,

during or after a review of questionable scores, ETSfinds that misconduct has occurred in connection witha test, ETS may treat the matter under its Misconductprocedures. In that event, the options available inconnection with Score Invalidity reviews will not beavailable even if those options were previously offered.

Score reviews are confidential. If it is necessary tocancel reported scores, ETS will notify score users, butthe reasons for cancellation will not be disclosed. Thispolicy does not necessarily apply in group cases.

ETS will forward all reports of misconduct or testingirregularities to NMSC, which reserves the right tomake its own independent judgment about a studentsparticipation in its scholarship programs.

Test Fairness ReviewETS develops and reviews tests by its own publishedfairness and quality assurance standards to ensure that thetests do not disadvantage examinees of a particular sex,race, ethnic group or cultural background. Followingthese standards, ETS professional staff and external

committees, whose members are drawn from all regionsof the country, review all PSAT/NMSQT questions andentire tests to eliminate any wording or content thatmight be offensive to any examinees and to ensure thatthe test includes references to men and women, and toindividuals from a variety of racial, ethnic, and culturalbackgrounds. To further ensure fairness, ETS performs astatistical analysis, followed by professional review, whichreduces the possibility that any question might be moredifficult for any particular group of students than wouldbe expected from their performance on the total test.Differences in average test performance of various groupscan be attributed to many factors, such as long-termeducational preparation; the test itself reflects suchdifferences but is not the cause.

Questioning aTest QuestionIf you find what you consider to be an error or ambiguityin a test question, tell the test supervisor immediatelyafter the test. You may also write to: AssessmentDevelopment, P.O. Box 6656, Princeton, NJ 08541-6656; or send an email to: [email protected].

In your inquiry, state your name and mailing address,the date you took the PSAT/NMSQT, the name andaddress of the school where you took the test, the testsection, the test question (as well as you can remember)and an explanation of your concern about the question.

ETS will send you a written response after yourinquiry has been reviewed thoroughly by subject-matterspecialists. (Note: ETS will not respond via email, so be

sure to include your ull name and mailing address.)If the response does not resolve your concern, you can

request that the Director of Assessment Developmentinitiate further reviews of your inquiry.

ETS will retain your letter (with your identificationdeleted) along with other such letters. You can obtaincopies of these letters for a nominal fee by writing toAssessment Development.

College MajorsWhen you take the PSAT/NMSQT, indicate the collegemajor that best matches your interests by entering thecode from the list provided on your test book. YourMy College QuickStart account will let you investigatethis and other majors further. If you'd like to see the listof college majors before test day, visitwww.collegeboard.org/psatcollegemajors .

If you say Yes to Student Search Service, colleges anduniversities that offer degrees in your area of interest cansend you information about their programs.


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Critical Reading Section

Critical Reading Skills ReviewBecome familiar with the following reading skills beforetest day. For additional test-taking tips, visitwww.collegeboard.org/psat .

Building a VocabularyThe best way to learn the meanings of words is to readwidely and to look up unfamiliar words in a dictionary.When a dictionary is not available, you can try thefollowing:

Determine meaning from word components.

A prefixappears at the front of a word and affects themeaning of what follows.Mal, for example, meansbad, so words beginning with mal(such asmalpractice, maladjusted, malodorous) usually have anegative meaning. There are many common prefixes,including ante, dis, non,postand un.

A suffixappears at the end of a word and affects themeaning of what comes before. Less, for example,means lacking, so words ending in less (such asclueless, guileless, worthless) usually involve beingwithout something. Common suffixes include able,

ism, ologyand tion.

A root is the element of a word that carries the maincomponent of meaning. There are many commonroots in the English language.Aqua, for example,means water and is the root in words such asaquarium and aquatic. Chrom means color and is theroot in words such as chromatic and monochrome.When you come across an unfamiliar word, you cansometimes figure out its meaning if you recognize aroot from a more familiar word.

Determine meaning from context.You can often figure out the approximate meaning ofa word from its context. If, for example, youencountered the sentence Mary was a gregariousperson and therefore got to know many people, youcould probably guess that gregarious means sociable.But, whenever you can do so, you should confirmthe meaning of unfamiliar words by checking adictionary.

Comprehending SentencesSentences are composed of one or more clauses thattogether create meaning. The relationships between

the elements of a sentence are usually controlled bythe following:

Punctuation

A colon is often used to introduce material thatexplains or illustrates what has come before. Example:Last night, John displayed dreadful manners: hearrived late for dinner, criticized his hosts appearanceand refused to help with the dishes.

A semicolon is often used to join equal and balancedsentence elements. When it joins two independent

clauses, it indicates a closer relationship between theclauses than a period does. Example: Rodriguezsnew novel is brilliantly written; surprisingly, it hassold poorly.

Introductory and transitional words and phrases

Some words and phrases connect similar ideas: also,and, or example, urthermore, in addition, in otherwords, likewise, moreover.

Other words and phrases connect ideas that aredissimilar in meaning: although, but, despite, except,

however, in contrast, instead, nevertheless, nor, not, onthe other hand, yet.

Some words and phrases connect ideas in cause-and-effect relationships: as a result, because, consequently,hence, in order to, thereore, thus.

Other words indicate that a certain condition must beconsidered: i, when.

Reading EffectivelyA good reader is an active reader, one who movesbeyond what is literally stated and draws inferences

about what he or she reads. To be an active reader, youshould be able to do the following:

Understand the primary purpose or main idea ofa piece.

Is the author seeking to entertain, to inform, or toconvince? Try to distinguish between the main ideaand supporting ideas.

Prepare for the Test SampleTeSTQueSTionS TeSTDirecTionS TeST-TakingTipS


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Understand the tone or attitude conveyed by certainwords and expressions.

Do you sense that the author is critical or enthusiastic?Earnest or humorous? Pay close attention to theconnotations of key words and what they may sayabout the authors attitude. Become familiar with termsthat characterize tones words like caustic, didactic,irreverent, pensive and satirical.

Understand the use of rhetorical strategies.

Note the techniques by which writers achieve theireffects. Does the author use examples, figurativelanguage, imagery, irony, overstatement, quotations,rhetorical questions or word repetition? Ask yourselfwhy the author chose to express things a certain way.

Recognize implications and make evaluations.

When you infer, you go beyond what is literally stated;you piece together what is implied by certain words,phrases, and statements. This may involve recognizing

underlying assumptions, understanding how differentideas relate to one another or evaluating the limits ofan argument.

Critical Reading Questions

The critical reading section of the PSAT/NMSQTcontains two types of questions:

Sentence Completion (13 questions)Passage-Based Reading (35 questions)

Approaches to the Critical Reading Section

Work on sentence completion questions first. Theytake less time to answer than the passage-basedreading questions.

The difficulty of sentence completion questionsincreases as you move through a question set.

Reading questions do not increase in difficulty.Instead, they follow the logic of the passage.

The information you need to answer each readingquestion is in the passage(s). Reading carefully is

the key to finding the correct answer. Dont bemisled by an answer that looks correct but is not

supported by the actual text of the passage(s). Do not jump from passage to passage. Stay with a

passage until you have answered as many questionsas you can. When you have gone through all the

questions associated with a passage, go back andreview any you left out or were not sure about.

In your test book, mark each question you dontunderstand so that you can easily go back to it later

if you have time.

Sentence CompletionsSentence completion questions measure yourknowledge of the meanings of words and your abilityto understand how the different parts of a sentence fittogether logically. The sentences, usually adapted frompublished material, cover a wide variety of topics of thesort you are likely to have encountered in school or inyour general reading. Your understanding of sentences

will not depend on specialized knowledge of science,literature, social studies or any other field.

Below are the directions you will see on the test.

To answer a sentence completion question, you have tounderstand how the parts of the sentence relate to oneanother. In the preceding example, the introductoryclause (before the comma) indicates what the negotiators

are hoping to do. Which of the first terms makes sense when inserted

in the first blank? If the negotiators are proposing acompromise, then they are probably seeking to end,overcome or resolve the dispute. Choices (B), (C),and (E) all seem reasonable so far.

What about the second blank? If the negotiators areseeking to end, overcome or resolve the dispute,then its likely that they would propose a compromisesuitable to both labor and management. The secondterms in choices (A), (D) and (E) could all help to

make this point. So which is the best answer? Choice (E), because both

words in this choice work together to complete thelogic of the sentence: Hoping to resolve the dispute,negotiators proposed a compromise that they feltwould be acceptable to both labor and management.

Tip: Try answering two-blank questions one blank at atime. If you can eliminate one word in an answer, the

entire choice can be eliminated.

Each sentence below has one or two blanks, each blankindicating that something has been omitted. Beneaththe sentence are ve words or sets of words labeled Athrough E. Choose the word or set of words that, wheninserted in the sentence, best ts the meaning of thesentence as a whole.

Example:

Hoping to ------- the dispute, negotiators proposed

a compromise that they felt would be ------- to bothlabor and management.

(A) enforce . . useful(B) end . . divisive(C) overcome . . unattractive(D) extend . . satisfactory(E) resolve . . acceptable A B C ED


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1. Before Karen Chins research, scientists assumed that thevalue of evidence preserved in the fossils called coprolites

was too ------- to warrant the effort of -------.

(A) unpredictable . . transformation

(B) superlative . . examination

(C) conventional . . eradication

(D) relevant . . synthesis

(E) dubious . . analysis

The sentence indicates what scientists had thoughtabout the value of evidence preserved in coprolitesbefore Karen Chins research: they had assumed thatit was too ------ to warrant the effort of -------. Theword that best completes the first blank will characterizethe scientists view of the evidence, and the word thatbest completes the second blank will indicate what thescientists therefore thought was not worth the effort ofdoing. Choice (E) is the correct response. If the scientiststhought the value of the evidence preserved in coproliteswas dubious, or doubtful, then they probably would notthink it worth the effort ofanalysis. Choice (A) is incorrect. While unpredictable may

make some sense in the first blank, transformationdoes not make sense in the second. One would notexpect scientists to make an effort to transform, orchange, the evidence.

Choice (B) is incorrect. If scientists thought thevalue of the evidence preserved in coprolites wassuperlative, or of very high quality, then it probablywouldwarrant the effort ofexamination.

Choice (C) is incorrect. For one thing, scientistswould not be expected to attempt the eradication, orthe complete elimination, of evidence. And it wouldbe especially unlikely for scientists to feel that someevidence was too conventional, or too customary,to warrant the effort of such eradication.

Choice (D) is incorrect because it would be illogical tospeak of evidence as being too relevant to be worththe effort ofsynthesis.

2. Greta praised the novel for its -------, claiming it depictedreality so vividly that it seemed more like fact than

fiction.

(A) transcendence (B) romanticism

(C) impenetrability (D) loquacity

(E) verisimilitude

The material in the second part of this sentence helpsdefine the word that best completes the blank.

Verisimilitude, choice (E), is the quality of appearing tobe true or real. If Greta claims that the novel depicts

reality so vividly that it seems more like fact thanfiction, then she would be praising the novel for its

verisimilitude. While the words in the other options aresometimes used to describe novels, none of them makes

sense when inserted in this particular sentence. Choice (A), transcendence, would suggest that the

novel rises beyond the scope of ordinary experience,

but nothing in the sentence indicates that it does this. Choice (B), romanticism, would suggest that the

novel focuses on the heroic or the adventurous. But

Greta praises the novel for its realism, not for itsromantic qualities.

Choice (C), impenetrability, would suggest that thenovel is difficult or impossible to understand. If the

novel were impenetrable, Greta would be unlikely topraise it.

Choice (D), loquacity, would suggest that the novel isfull of excessive talk, but nothing in the sentence

indicates this.Tip: Do not choose a word because it sounds good inone part of the sentence. Pick the answer choice that bestcompletes the logic of the entire sentence.

Passage-Based ReadingMany questions in the critical reading section of thePSAT/NMSQT will measure your ability to read,understand and interpret reading passages. Thesepassages are drawn from a variety of fields, including thehumanities, social studies and natural sciences. Passages

may also be taken from works of fiction. The selectionswill vary in style and may include narrative,argumentative and expository elements. Passages areusually drawn from actual published works, though thismaterial is often adapted for testing purposes.

Passages will range in length from about 100 to 850words and will often include an introduction and/orfootnotes. Some questions will be based on a pair ofpassages on a shared theme or issue.

The directions you will see on the test are at the top of

the next page.


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Question 3 is based on the following passage.

Line

(5)

It may look as though I do not know how to beginmy tale. Funny sight, the elderly gentleman who comes

lumbering by in a valiant dash for the bus, which heeventually overtakes but is afraid to board in motion andso, with a sheepish smile, drops back, still going at a trot.Is it that I dare not make the leap? It roars, gathersspeed, will presently vanish irrevocably around the corner,the bus, the motorbus, the mighty motorbus that is mytale. Rather bulky imagery, this. I am still running.

3. In context, the actions of the elderly gentleman (line 2)are best understood as

(A) a sign that the narrator fears he will miss an

appointment

(B) a reference to the narrators physical skills

(C) a symbol of the narrators social status

(D) a metaphor for the narrators literary struggles

(E) an allusion to the narrators artistic reputation

To answer this question successfully, you must make theconnection between the elderly gentleman trying tocatch the bus and the narrator trying to begin his story.In the first sentence, the narrator says he does not knowhow to begin his tale, and in the next sentence, he

describes an elderly gentleman who is afraid to board amoving bus. The narrator then asks, Is it that I dare notmake the leap? This question invites the reader to seethe similarity between the gentlemans fear of boardingthe bus in motion and the narrators difficulty beginninghis story. The subsequent sentence, in which the nar-rator refers to the mighty motorbus that is my tale,makes the metaphor explicit. The actions of the gentle-man are therefore best understood as a metaphor forthe narrators literary struggles, making choice (D) thebest response. Choice (A) is incorrect because there is no suggestion

in the passage that the narrator is trying to make anappointment.

Choice (B) is incorrect because the passage makes noreference to the narrators physical skills. Rather, itrepresents his literary difficulties.

Choice (C) is incorrect because the narrators socialstatus is not at issue in the passage.

Choice (E) is incorrect because it is not clear whetherthe narrator even has an artistic reputation. At theend of the passage, he is still running, still trying tobegin his tale.

Questions 45 are based on the following passages.

Passage 1

Line

(5)

(10)

I believe that all forms of popular culturerock andrap music, sci-fi and horror films, cartoons and comicstrips, etc.should be banned from college courses inthe arts and the humanities. Typically today studentsarrive on college campuses already besotted with the trashof popular culture, and it must now be one of the goals ofa sound liberal education to wean them away from itor,if that is asking too much (I dont think it is, but if thatreally is too much), then at least to educate them to per-ceive what the differences are between high culture andthe trash that impinges on so much of their leisure time.

Passage 2

(15)

(20)

(25)

Although there are legions of crabs, cranks, and cur-mudgeons who proclaim that all popular culture is worth-less garbage and/or responsible for crime, short attentionspans, and disrespect for elders, nobody who knows any-thing about popular culture has so simple a relationship tothe stuff. Nobody says, I just love all movies, or I likepretty much every song I hear. On the contrary, devel-oping the faculty of discrimination is part of the fun ofimmersing oneself in the popularwhich means, inter-estingly, that few fans of popular culture are whollyimmersed in it. To be a really knowledgeable fan, inother words, you usually have to be a keen critic. It is

the people who cannot stand pop culture who are trulyindiscriminate.

4. Which best describes the respective attitudes of theauthor of Passage 1 and the author of Passage 2 toward

popular culture?

(A) Scathing versus regretful

(B) Dismissive versus receptive

(C) Impartial versus appreciative

(D) Arrogant versus ambivalent

(E) Judgmental versus uninterested

This type of question asks you to understand the overallattitude expressed in each passage toward a topic orissuein this case, popular culture. Youll note that theauthor of Passage 1 twice refers to popular culture astrash and argues that it should be banned from collegecourses. Such an attitude can best be described asdismissive. The author of Passage 2, on the other hand,says that immersing oneself in popular culture can helpone develop the faculty of discrimination, that

The passages below are followed by questions based on their content; questions following a pair of related

passages may also be based on the relationship between the paired passages. Answer the questions on the basis

of what is stated or implied in the passages and in any introductory material that may be provided.


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becoming a knowledgeable fan involves becoming akeen critic. This author can be described as receptiveto popular culture, or open to the idea that things can belearned from it. Choice (B) is therefore the bestresponse. Remember that both parts of a choice must beaccurate for it to be considered the correct answer.

With choice (A), the author of Passage 1 is indeedscathing, but the author of Passage 2 is not

regretful. With choice (C), the author of Passage 2 is

appreciative, but the author of Passage 1 is not at allimpartial.

With choice (D), some might consider the author ofPassage 1 to be arrogant, but the author of Passage 2is not ambivalent.

With choice (E), the author of Passage 1 might beconsidered judgmental, but the author of Passage 2is certainly not uninterested.

Tip: When answering questions about a pair of passages,

be sure to distinguish what one author says from what theother one says.

5. The author of Passage 2 would most likely argue that thecharacterization of the students in Passage 1 is too

(A) forgiving, because consumers should be held more

accountable for their tastes

(B) argumentative, because many students now regard

popular culture as pass

(C) simplistic, because it fails to acknowledge that

some students are in fact unfamiliar with

popular culture

(D) sweeping, because many consumers of popular

culture are actually quite discerning in their

judgments

(E) harsh, because these students have yet to begin their

education

In lines 56, the author of Passage 1 claims that studentstoday are besotted with the trash of popular culture,suggesting that they are infatuated with it or stupefied byit. In lines 1825, the author of Passage 2 takes a more

charitable view, arguing that many fans of popularculture are in fact quite knowledgeable and that theyhave developed their faculty of discrimination. Sincethe author of Passage 2 believes that many consumers ofpopular culture are quite discerning, this author wouldlikely view the characterization of the besottedstudents in Passage 1 as too sweeping, because it failsto make appropriate distinctions. Choice (D) is thereforethe best answer.

Choice (A) is incorrect because the characterization inPassage 1 cannot be called forgiving.

Choice (B) is incorrect. While the author of Passage 1may indeed be argumentative, nothing in Passage 2suggests that students regard popular culture aspass.

Choice (C) is incorrect because Passage 2 doesntsuggest that some students are unfamiliar with

popular culture. Choice (E) is incorrect. The author of Passage 2 might

find the characterization of the students in Passage 1too harsh, but not because they have not yet beguntheir education.

Questions 68 are based on the following passage.

This passage is adapted rom a 1987 essay by a physicistwho was inspired by watching a snowstorm.

Line

(5)

(10)

(15)

(20)

(25)

(30)

(35)

On New Years Day in 1611, the astronomer JohannesKepler presented his patron John Wacker, Counsellor tothe Imperial Court, a little book entitled TheSix-CorneredSnowlake. It was also the first recorded step toward amathematical theory of natural form.

Why, asks Kepler in his little treatise, do snowflakes fallas six-cornered starlets, tufted like feathers? There mustbe a cause, he asserts, for if it happens by chance, thenwhy dont snowflakes fall with five corners or with seven?Casting about for an answer, Kepler considers otherhexagons in nature: the shape of the cell in a honeycomb,for example. He shows that a hexagonal architecture forthe honeycomb exactly suits the bees purpose, for (asKepler proves) the hexagon is the geometrical figure that

enables the bee to enclose a maximum volume of honeywith a minimum of wax. Next Kepler considers the seedsof the pomegranate, which are also hexagonal in form.He demonstrates that this is the shape any round, pliableobject will take if a mass of such objects is squeezed equallyfrom every side into a minimal volume, as the seeds ofthe pomegranate are squeezed together in the growingfruit. Then Kepler reviews other possible causes for thesnowflakes six-sided elegance: formal causes, efficientcauses. He considers the role of beauty, function, andnecessity. Perhaps, Kepler muses somewhat whimsically,snowflakes take care not to fall in an ugly or immodest

fashion. Or maybe, he concludes, in making snowflakes,nature simply plays.By inverting my pocket binoculars, I can magnify the

snowflakes on my sleeve. It is easy to see why Keplercould imagine that nature plays. The snowflakes arelike the patterns in a childs kaleidoscope. But Keplerknew that play cannot be the entire story. At the endof his little book, Kepler confesses his ignorance andleaves the problem of the snowflakes symmetry to futuregenerations of natural philosophers.


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(40)

(45)

(50)

The riddle of the snowflake has since been partlysolved. Physicists have traced the snowflakes six-sidedsecret down into the heart of matter, to the form ofthe water molecule, and, ultimately, to the laws ofatomic bonding that give the water molecule its shape.Kepler would be pleased to know that the beauty of thesnowflake is founded upon principles of mathematicalorder. But he would have been surprised to learn thatatoms play a role in the explanation. Kepler rejectedatomism because he assumed that a rattling, clatteringchaos of atoms could never give rise to the elegantsymmetries of nature. But if twentieth-century physicshas taught us anything, it is that nature accommodatesbeautiful form even at the level of the atom. Beauty innature is not something that shows up only at a certainlevel of complexity. Beauty is built into every jot andtittle of creationinto every atomic brick! Beauty soaksreality as water fills a rag.

6. The first paragraph (lines 15) primarily functions to

(A) formulate a generalization

(B) define a problem

(C) underscore a scientists notoriety

(D) provide a historical context

(E) question a prevalent hypothesis

To answer this question correctly, you must recognizehow the first paragraph functions in the passage. Sincethis paragraph offers background information onKeplers book, indicating when and for whom it waswritten and hinting at its mathematical and scientific

importance, it can be said to provide a historicalcontext. Choice (D) is therefore the best answer.

Choice (A) is incorrect because the first paragraphcannot be said to formulate a generalization. Rather,it gives detailed information about a specific historicaloccurrence.

Choice (B) is incorrect because no problem isdefined in the first paragraph.

Choice (C) is incorrect. The first paragraph does notdirectly discuss Keplers fame, so it cannot be said tounderscore a scientists notoriety.

Choice (E) is incorrect because no hypothesis isquestioned in the first paragraph.

7. In lines 28 and 31, plays most nearly means

(A) competes

(B) mimics

(C) pretends

(D) wagers

(E) frolics

Read the sentences in which the quoted word appearsand try to determine how that word is being used incontext. Then pick the answer choice that comes closestto this meaning. To frolic is to amuse oneself, to playin a light-spirited fashion. Kepler suggests that inmaking snowflakes, nature may just be frolicking.Choice (E), frolics, is the correct answer.

Choice (A), competes, is a possible meaning ofplays, but one that makes little sense in this context.It is hard to see how nature could compete bymaking snowflakes.

Choice (B), mimics, is incorrect because Kepler isnot suggesting that nature is imitating anything whenmaking snowflakes.

Choice (C), pretends, is a possible meaning ofplays, but one that makes no sense in this context.

Choice (D), wagers, is a meaning of plays, but onethat makes no sense in this context.

Tip: For this type of question, do not just pick a synonymfor the quoted word. Pick the answer choice with themeaning that is closest to the way the quoted word is used inthe passage.

8. The comparison in lines 5354 (Beauty . . . rag)primarily serves to

(A) inject a mocking tone

(B) introduce a controversial theory

(C) reinforce a previous assertion

(D) correct a factual inaccuracy

(E) acknowledge a noteworthy discovery

In lines 5354, the author states that Beauty soaksreality as water fills a rag; that is, beauty thoroughlysaturates the natural world. In the previous sentences,the author makes much the same point: Beauty innature is not something that shows up only at a certainlevel of complexity. Beauty is built into . . . every atomicbrick! So the comparison in lines 5354 functions toreinforce a previous assertion, making choice (C) thebest response.


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Passage 2

(30)

(35)

(40)

(45)

(50)

(55)

(60)

(65)

(70)

My earliest memory of Stonehenge is, like so manychildhood memories, as much fiction as fact. I see ayoungster standing at a country roadside. Larks sing andfly about. There across the plain the great stones rise andI run towards them, ahead of my parentsnot at all, Imafraid, as a budding scholar or an embryo poet. But at leastI recognize a good natural exploring place when I see one.

Climbing, scrambling, squeezing through stone pillars.One part of my memory must be very wrong, because

people have not been allowed to walk up to the monumentas they like since well before my birth; and even in the1930s, I am pretty sure that, though one was then freeto wander in the central circle of stones, eight-year-oldmountaineers were not encouraged. Of one thing I amcertain: my own first meeting was happy. Above all,Stonehenges marvelous openness was what pleased me.

My latest remembrance, on a recent clear but arcticNovember day, is sadly different. Stonehenge stands inthe fork of two busy roads, and the dominant sound in itspresent landscape is not the lark song of my memory, butthe rather less poetic territorial whine of the long-distancetruck. Visitors get to it now from a parking lot, past asunken sales complex, then down a tunnel under thenearest road: all this designed not to spoil the view, but theeffect is unhappily reminiscent of an undergroundbunker. When visitors finally rise inside the wired-offenclosure, they are promptly faced with another barrier.The public is now forbidden to enter the central area.

Conservation is a fine thing; yet one feels in some waycheated of a birthright. Everyone I had spoken to beforecoming had warned me that the new preserved-for-posterity Stonehenge makes a depressing visit.

I went up to an attendant in a little wind-shelter andexplained I was writing a book about Stonehenge andwould like to walk inside the barrier.

Are you an archaeologist?No, just a writer.Department of the Environment, London. By letter.

Then he added, And I can tell you youll be wasting yourtime.

He looked bleakly over my shoulder at the mute clumpof stones, as a prison warden might who has successfullyfoiled yet another clumsy escape attempt. I didnt reallyblame him, for it was bitterly cold; and after all, who cares

for mere curiosity and affection any more?

Choice (A) is incorrect because the author is notmocking anything in making this comparison.

Choice (B) is incorrect because the author neversuggests that it is controversial to claim that beautyis to be found at every level of nature.

Choice (D) is incorrect because it is never stated as afact that beauty is not found at all levels of nature.The author is therefore not correcting a factual

inaccuracy. Choice (E) is incorrect because the comparison in

lines 5354 does not acknowledge a particulardiscovery. Rather, it reiterates a general and widelyaccepted assertion about the natural world.

Questions 912 are based on the following passages.

Prehistoric burial mounds and other megalithic (large stone)monuments dot the countryside in Europe and in the British Isles,many in isolated and unprotected places. The irst passage below isadapted rom a history o the popular ascination with megalithic

sites. The second passage is rom a book about the most amous othese monuments, Stonehenge, which stands in southwest England.

Passage 1

Line

(5)

(10)

(15)

(20)

(25)

There is little evidence that most nineteenth-centuryamateur archaeologists ever did any work. In mostillustrations and paintings of the era, they are depicted inattitudes of elegant supervision, while sturdy workers, eagerfor the sight of buried treasure, shoveled away ancient burialmounds and stone monuments. Some antiquarianswere motivated by desire for loot, others by the spiritof scientific inquiry, or by the two combined; butwhatever the motive, the results were the same. Even if amegalithic site were not entirely destroyed or removed inthe course of archaeological investigation, once it had beendisturbed and was exposed to the elements it graduallydisintegrated. As a result, many important monuments havetotally disappeared since their excavation. In addition,the loss of prehistoric artifacts during or following theirdisinterment occurred on a large scale. Some remnantswere preserved in museums and still exist, but those thatpassed into private collections were commonly dispersedwith no record of their histories.

The technique of totally stripping sites underinvestigation was used by one amateur archaeologist,

Colonel Hawley, in his excavations of Stonehenge in the1920s. The site was dug up like a potato field. Much of itwas stripped to the bedrock, and its potential for yieldinginformation to future investigators was destroyed forever.


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9. The author of Passage 1 refers to Colonel Hawley

(lines 2025) to

(A) draw a parallel between an archaeological expedition

and a military campaign

(B) reveal the extent of tourist interest in megalithic sites

(C) provide an example of an excavation that damaged a

megalithic site

(D) show that some amateur archaeologists weremotivated by a desire for knowledge

(E) suggest a relationship between scientific inquiry and

pecuniary gain

Carefully read the passage and the lines in question. Thefirst paragraph focuses on the damage that amateurarchaeologists did to megalithic sites. Lines 2025 thenrefer to archaeologist Colonel Hawley, who is said tohave dug up a site like a potato field. As a result, itspotential for yielding information was destroyedforever. What point is the author making with thisreference to Colonel Hawley? Choice (C) is the bestanswer because it correctly describes the purpose of thereference, which is to provide a specific illustration ofan excavation that damaged a megalithic site. Choice (A) is incorrect. Although these lines involve a

colonel, the author is not drawing a parallel with amilitary campaign.

Choice (B) is incorrect because Colonel Hawley cantbe considered a tourist in the ordinary sense of theword. Moreover, Passage 1 does not discuss touristinterest in megalithic sites.

Choice (D) may be appealing because some amateurarchaeologists probably did have a desire forknowledge. But the author doesnt discuss Hawleysmotivations, so choice (D) is not the best answer.

Choice (E) is incorrect because these lines do notreveal whether or not Hawley realized anypecuniary, or monetary, gain.

10. Passage 2 as a whole can best be described as

(A) an account of contemporary efforts to protect

Stonehenge

(B) a contrast between idealistic expectations and

nostalgic reminiscences

(C) a comparison of youthful impressions of

Stonehenge and present-day conditions

(D) a celebration of a favorite family memory(E) a discussion of reforms needed to preserve

monuments like Stonehenge

The phrase as a whole indicates that you should lookfor the answer choice that provides the best overalldescription of the passage. The first two paragraphs inPassage 2 describe the authors earliest memory ofStonehenge, which can be characterized as youthfulimpressions. The remainder of the passage describes theauthors latest remembrance from a recent visit. Thisportion of the text can be said to describe present-dayconditions. Choice (C) describes Passage 2 as a wholeand is therefore the best answer.

Choice (A) may seem appealing since this passagedoes describe contemporary efforts to protectStonehenge. But this choice does not take intoaccount the first part of the passage in which theauthor recounts childhood experiences at Stonehenge,so this is not the best response.

Choice (B) is incorrect. While the first part of thepassage does include some nostalgic reminiscences,the author did not have idealistic expectations about

returning to Stonehenge. Indeed, the author waswarned that the new Stonehenge made for adepressing visit.

Choice (D) is incorrect. The first part of the passagemay describe a favorite family memory, but thisanswer choice doesnt take into account the authorspurpose in the second part of the passage.

Choice (E) is incorrect because the author doesntdiscuss reforms needed to preserve monuments likeStonehenge.

Tip: If two answer choices seem appealing, review both ofthem carefully and pick the better of the two.


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11. The author of Passage 1 would most likely view theconditions described in lines 5152 in Passage 2 as a

sign of

(A) unfortunate governmental initiatives that threaten

tourism in England

(B) an increased awareness of the fragility of megalithic

sites

(C) the inadequate efforts of amateur archaeologists toprotect Stonehenge

(D) a willingness to allow those who are not archaeol-

ogists to visit excavation sites

(E) overdue scientific discoveries about the origin of

Stonehenge

In Passage 2, lines 5152 describe how a series ofbarriers prevent visitors from entering Stonehenge, amegalithic site. This question asks how the author ofPassage 1 would view such conditions. Since Passage 1reveals that many megalithic sites were damaged or

destroyed forever by amateur archaeologists, it is likelythat this author would see the modern effort to protectStonehenge as proof that people have become moreaware of the fragility of megalithic sites. Choice (B),therefore, is the correct answer.

Choice (A) is incorrect. It is unlikely that the authorof Passage 1 would regard these conditions asunfortunate governmental initiatives, since theyserve to protect the site.

Choice (C) is incorrect because nothing suggests thatthe author of Passage 1 would regard these efforts as

inadequate or as the work of amateurarchaeologists.

Choice (D) is incorrect because this author does notdiscuss whether people who are not archaeologistsshould be allowed to visit sites.

Choice (E) is incorrect because the conditions in lines5152 do not involve overdue scientific discoveriesabout the origin of Stonehenge.

12. Which statement best describes an important differencebetween the two passages?

(A) The first discusses the changing role of amateurs in

the archaeological profession; the second describes

a controversy between professional and non-

professional archaeologists.

(B) The first describes the destruction of megalithic

sites; the second shows what can be learned from adamaged site.

(C) The first describes how contemporary archaeologists

have worked to preserve megalithic sites; the

second describes a personal encounter with a

single monument.

(D) The first supports the preservation of megalithic

sites; the second questions the value of complete

protection.

(E) The first offers a scientific perspective on megalithic

monuments; the second discusses their financial

value as artistic artifacts.

This question requires that you understand the primaryarguments of both passages and the essential differencebetween them. The author of Passage 1 focuses on thedamage done to megalithic sites and implicitly supportsthe idea that such sites should be preserved. The authorof Passage 2 describes a childhood experience atStonehenge and compares it with a more recent visit;lines 5457 specifically suggest that recent conservationefforts, while a good thing, may have been taken too far.Choice (D), which accurately characterizes thesedifferent attitudes toward preservation, is therefore thebest response.

Choice (B) may be appealing because Passage 1 doesdescribe the destruction of megalithic sites, but it isincorrect because Passage 2 doesnt show what can belearned from a damaged site.

Choice (C) may be appealing because Passage 2 doesdescribe a personal encounter with a singlemonument, but it is incorrect because Passage 1doesnt talk about contemporary archaeologists.

Choices (A) and (E) are incorrect because theyinaccurately characterize both of the passages.

Tip: For questions that focus on a similarity or differencebetween two related passages, make sure that your answerchoice is true for both passages.


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Mathematics Section

Mathematics Content Overview

The following math concepts are covered on thePSAT/NMSQT.

Number and Operations (2025%) Arithmetic word problems (including percent, ratio

and proportion) Properties of integers (even, odd, prime numbers,

divisibility, etc.) Rational numbers Sets (union, intersection, elements) Counting techniques Sequences and series Elementary number theory

Algebra and Functions (3540%) Substitution and simplifying algebraic expressions Properties of exponents Algebraic word problems Solutions of linear equations and inequalities Systems of equations and inequalities Quadratic equations

Rational and radical equations Equations of lines Absolute value Direct and inverse variation Concepts of algebraic functions Newly defined symbols based on commonly used

operations

Geometry and Measurement (2530%) Area and perimeter of a polygon Area and circumference of a circle Volume of a box, cube and cylinder Pythagorean Theorem and special properties of

isosceles, equilateral and right triangles Properties of parallel and perpendicular lines Coordinate geometry Geometric visualization Slope Similarity Transformations

Data Analysis, Statistics and Probability (1015%) Data interpretation (tables and graphs) Statistics (mean, median and mode) Probability

h You are strongly encouraged to bring a calculator

with you when you take the PSAT/NMSQT, evenif you dont think you will use it. Schools are notrequired to provide calculators.

h A scientific or graphing calculator isrecommended. Although not recommended, anyfour-function calculator is permitted.

h Bring a calculator you are comfortable using.Dont buy a sophisticated or new calculator just totake the PSAT/NMSQT.

h Dont try to use your calculator on every question.

No question will require the use of a calculator.However, studies indicate that students who usecalculators do slightly better than students whodo not.

h Decide how to solve each problem; then decidewhether to use a calculator.

h Take the practice test in this booklet with acalculator at hand. This will give you an idea ofhow much you are likely to use a calculator onthe day of the test.

h Only one calculator can be on the desk; any

additional calculators must be kept under yourdesk.

h You will not be permitted to use a pocketorganizer; laptop or handheld electronic device;cell phone calculator; or calculator with QWERTY(typewriter-like) keypad, with paper tape, that makesnoise or talks, uses a pen or stylus input device orthat requires an electrical outlet.

h If you use a calculator with a large (characters1 inch or more high) or a raised display that mightbe visible to other test-takers, you will be seated at

the discretion of the test supervisor.

h You will not be allowed to share a calculator withother students during the test or during breaks.

h Make sure your calculator is in good workingorder and that batteries are fresh. If your calculatorfails during testing and you have no backup, youwill have to complete the test without it.

h You are not required to clear the memory on yourcalculator before testing.

Calculator Use


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Mathematics Concept Review

Become familiar with the following math conceptsbefore test day. For additional test-taking tips, visitwww.collegeboard.org/psat .

Number and Operations

Integers: . . . , 4, 3, 2, 1, 0, 1, 2, 3, 4, . . .(Note: zero is neither positive nor negative.)

Consecutive Integers: Integers that follow insequence; for example, 22, 23, 24, 25. Consecutiveintegers can be more generally represented byn n n n, , , , . . .+ + +1 2 3

Odd Integers: . . . , 7, 5, 3, 1, 1, 3, 5, 7, . . . .

2 1k+ , . . . where kis an integer

Even Integers: . . . , 6, 4, 2, 0, 2, 4, 6, . . . , 2k, . . . where kis an integer (Note: zero is an even integer.)

Prime Numbers:2, 3, 5, 7, 11, 13, 17, 19, . . .(Note: 1 is not a prime and 2 is the only even prime.)

Digits:0, 1, 2, 3, 4, 5, 6, 7, 8, 9

(Note: the units digit and the ones digit reer to thesame digit in a number. For example, in the number125, the 5 is called the units digit or the ones digit.)

PercentPercent means hundredths or number out of100. For

example, 40 percent means40

1000 40

2

5or or. .

Problem 1: If the sales tax on a $30.00 item is $1.80, what

is the sales tax rate?

Solution:

$ . $ .1 80100

30 00

6

=

=

n

n , so 6% is the sales taxx rate.

Algebra and Functions

FactoringYou may need to apply these types of factoring:x x x x

xx x

x x x x x

x x x x

2

2

2 2

2

2 2

1 1 1

2 1 1 1 1

2 5 3 2 1 3

+ = +( )

= +( ) ( )

+ + = +( ) +( ) = +( )

+ = ( ) +( )

Functions

A function is a relation in which each element ofthe domain is paired with exactlyone element of therange. On the PSAT/NMSQT and the SAT, unlessotherwise specified, the domain of any functionfisassumed to be the set of all real numbersxfor whichf x( ) is a real number. For example, iff x x( ) = + 2, the domain off is all real numbers greater than orequal to 2 . For this function, 14 is paired with 4, sincef 14 14 2 16 4( ) = + = = .

Note: the symbol represents the positive, orprincipal, square root. For example 16 4= , not 4.

ExponentsYou should be familiar with the following rules forexponents.

For all values ofa, b, x, y :

x x xa b a b

=+

x xab a b( ) = xy x ya a a( ) =

For all values ofa, b, x>0, y >0:x

x

x

a

b

a b=

x

y

x

y

a a

a

=

x

x

a

a

=

1

Also, x xa

b ab

= . For example: x x2

3 23

= .

Note: For any nonzero numberx, it is true that x0

1= .

VariationDirect Variation: The variabley is directly proportionalto the variablexif there exists a nonzero constant ksuchthaty = kx.

Inverse Variation: The variabley is inverselyproportional to the variablexif there exists a nonzero

constantk

such thaty

k

xxy k= =or

.Absolute ValueThe absolute value ofxis defined as the distance fromxto zero on the number line. The absolute value ofxis

written as x . For all real numbersx:

x

x x

x x

=

0

since 2 < 0

Geometry and Measurement

Figures that accompany problems are intended toprovide information useful in solving the problems.They are drawn as accurately as possible EXCEPT whenit is stated in a particular problem that the figure isnot drawn to scale. In general, even when figures arenot drawn to scale, the relative positions of points andangles may be assumed to be in the order shown. Also,line segments that extend through points and appearto lie on the same line may be assumed to be on the

same line. A point that appears to lie on a line or curvemay be assumed to lie on the line or curve.

The text Note: Figure not drawn to scale. is includedwith the figure when degree measures may not beaccurately shown and specific lengths may not be drawnproportionally. The following examples illustrate whatinformation can and cannot be assumed from figures.


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Example 1:

SinceAD

andBE

are line segments, anglesACB

andDCEare vertical angles. Therefore, you can concludethatx = y. Even though the figure is drawn to scale,you should NOT make any other assumptions withoutadditional information. For example, you should NOTassume thatAC = CD or that the angle at vertexEis aright angle even though they might look that way in thefigure.

Example 2:

A question may refer to a triangle such as ABCabove.Although the note indicates that the figure is not drawnto scale, you may assume the following from the figure:

ABD andDBCare triangles. D is betweenA and C.

A, D, and Care points on a line. The length of AD is less than the length ofAC.

The measure of angleABD is less than the measure ofangleABC.

You maynotassume the following from the figure:

The length of AD is less than the length ofDC. The measures of anglesBAD andBDA are equal. The measure of angleABD is greater than the measure

of angleDBC. AngleABCis a right angle.

Properties of Parallel Lines

k

a bdc

w x

y zm

l

1. If two parallel lines are cut by a third line, the alternateinterior angles are congruent. In the figure above,

c x w d = =and

2. If two parallel lines are cut by a third line, thecorresponding angles are congruent. In the figure,

a w c y b x d z= = = =, , , and

3. If two parallel lines are cut by a third line, the sum ofthe measures of the interior angles on the same sideof this line is 180. In the figure,

c w d x + = + =180 180, and

Angle Relationships

x

z y

5060

1. The sum of the measures of the interior angles of a

triangle is 180. In the figure above,x x= + + =70 60 50 180because

2. When two lines intersect, vertical angles arecongruent. In the figure,

y = 50

3. A straight angle measures 180. In the figure,

z z= + =130 50 180because

4. The sum of the measures of the interior angles of apolygon can be found by drawing all diagonals ofthe polygon from one vertex and multiplying thenumber of triangles formed by180.

Since the polygon isdivided into 3 triangles,the sum of the measuresof its angles is 3 180or 540.

Unless otherwise noted, the term polygon will be usedto mean a convex polygon, that is, a polygon in whicheach interior angle has a measure of less than 180.


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A polygon is regular if all sides are congruent andall angles are congruent.

Side Relationships

1. Pythagorean Theorem: In any right triangle,

a b c2 2 2

+ = , where c is the length of the longest

side and a and b are the lengths of the two shorter

sides.

To find the value ofx, use thePythagorean Theorem.

x

x

x

x

2 2 2

2

2

3 4

9 16

25

25 5

= +

= +

=

= =

2. In any equilateral triangle, all sides are congruent

and all angles are congruent.Because the measure of theunmarked angle is 60, themeasure of all angles ofthe triangle are equal, and,therefore, the lengths ofall sides of the triangle areequal.

x y= = 10

3. In an isosceles triangle, the angles opposite

congruent sides are congruent. Also, the sidesopposite congruent angles are congruent. In thefigures below, a = b andx = y.

4. In any triangle, the longest side is opposite thelargest angle, and the shortest side is opposite the

smallest angle. In the figure below, b c

2013 Psat Nmsqt Student Guide

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