What experts say about this book!

We found this book highly beneficial for our students. Practice Tests for the SAT is on our
must-purchase list. Students will benefit from seeing first-hand how the SAT questions are
constructed. Teachers will find this material useful in helping students to prepare for the
SAT.

– Cathy Koehler
Librarian, Little Rock School District

Any book that can be used to prep students for the SAT is a necessary book for any
American high school library and classroom. Students need all the advice and practice they
can get, and this book makes a great addition to their prep resources. This book will be
used in my classroom for any student planning to study in a US College or University.

– Zakri Banker
UESTC: Zhongshan Institute Educator

As all our students now take the SAT as a pathway to graduation, we have drastically had
to increase our SAT prep in the classroom. It is wonderful to have an extra resource that
not only provides sample problems but also gives explanations so kids can see where they
went wrong and how the test takers think.

– Laura Dimmett
North Gibson School Corporation, University of Southern Indiana

Practice tests for the SAT is very useful for high school students.

– Laurie Kirkwood
Librarian, Beaver Falls Library
We would also like to thank these contributors for reviewing the previous and the current
editions of this book.
• Dr. Aimee L. Weinstein, George Mason University
• Nina Guise-Gerrity, Private Tutor for SAT and ACT
• Chinu Vasudeva, Doyen-Ed
• Belle Hart
• Sophie D
 TEST PREP SERIES

PRACTICE TESTS

SAT
FOR THE
®

2023

5 Full-Length SAT Tests

770 Practice Questions in total

Complete Practice for Reading,

Writing & Language, Math sections

Detailed Answers and Explanations

for all Questions
Second Edition
 ®
Practice Tests For The SAT
Second Edition
© 2022, By Vibrant Publishers, USA. All rights reserved. No part of this publication may be reproduced or dis-
tributed in any form or by any means, or stored in a database or retrieval system, without the prior permission
of the publisher.

Paperback ISBN-10: 1-63651-087-6

Paperback ISBN-13: 978-1-63651-087-3

Library of Congress Control Number: 2020937033

This publication is designed to provide accurate and authoritative information in regard to the subject matter
covered. The Author has made every effort in the preparation of this book to ensure the accuracy of the infor-
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product.
 Table of Contents
1 SAT Overview 11
What is the SAT 12
Preparing for the SAT 12
Words to Know 13
Who takes the SAT 13
Who gives the SAT 14
What is tested? 14
Reading 14
Writing and Language 15
Math 15
Scoring 15
Structure of SAT 17

2 SAT Practice Test #1 19

Reading Test 25
Writing and Language Test 43
Math Test – No Calculator 63
Math Test – Calculator 71
Answers to Test #1 91

3 SAT Practice Test #2 123

Reading Test 129
Writing and Language Test 149
Math Test – No Calculator 169
Math Test – Calculator 177
Answers to Test #2 193

4 SAT Practice Test #3 227

Reading Test 233
Writing and Language Test 253
Math Test – No Calculator 271
 Math Test – Calculator 279
Answers to Test #3 295

5 SAT Practice Test #4 325

Reading Test 331
Writing and Language Test 349
Math Test – No Calculator 367
Math Test – Calculator 375
Answers to Test #4 391

6 SAT Practice Test #5 421

Reading Test 427
Writing and Language Test 447
Math Test – No Calculator 467
Math Test – Calculator 473
Answers to Test #5 487
Dear Student,

Thank you for purchasing Practice Tests for the SAT. We are committed to publishing books that are con-
tent-rich, concise and approachable enabling more students to read and make the fullest use of them. We hope
this book provides the most enriching learning experience as you prepare for your SAT exam.

Should you have any questions or suggestions, feel free to email us at [email protected]

Thanks again for your purchase. Good luck for your SAT!

– Vibrant Publishers Team

ACT/SAT Books in Test Prep Series

Math Practice Tests for the ACT SAT Math Practice Questions
ISBN:978-1-63651-085-9 ISBN: 978-1-63651-094-1

Winning Strategies For ACT Essay Writing:

With 15 Sample Prompts
ISBN: 978-1-63651-049-1

For the more updated list of books visit

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No Test Material On This Page
 HOW TO GET THE MOST OUT OF THIS BOOK

This practice test book is designed to help you achieve as much of a real test experience as possible. By practicing
with this book, you will be exposing yourself to the style and format of reading, writing and language, and math
questions asked in the real SAT. At the same time, you will be gaining enough practice with the core content areas
tested in the SAT. In this way, you will be increasing your familiarity with the SAT test format, as well as solidifying
your knowledge of reading, writing and language, and math concepts. With this book, you will be able to save time,
cut down on confusion, and increase your chances of scoring high on the real test day.
This book includes 5 full-length SAT tests with a total of 770 practice questions for thorough practice. Each
question comes with detailed answer explanations that will help you to understand the logic behind a particular
answer. This book also provides the difficulty level for all questions, which you can use to gauge your preparation level
and get an idea of how ready you are to take the SAT.
Here are a few tips for getting the most out of your practice:

PRACTICE IN SIMULATED TEST CONDITIONS

For optimum practice, take the tests in quiet, unfamiliar settings, simulating the conditions of the actual SAT.
This will enhance your performance, giving you the ‘push’ of pressure needed to perform well. You will also be able to
understand how much time you take to complete each section.

ACTIVATE WHAT YOU KNOW

The concepts tested on the SAT are ones you have encountered all throughout middle school and high school.
So all you need to do is solidify the concepts you are already aware of. Don’t skip out on practicing concepts that you
think are easy or that you know well; repetitive practice is the key.

REVIEW AND REVISE

The practice questions in this book have been constructed to be as similar to the real SAT as possible, in terms
of format, difficulty levels, and content. Make use of the detailed answer guides given to understand the logic behind
a particular answer, even the answers that you get correct. This will help you understand how the questions are
structured, which will improve your accuracy in answering.

TIME YOURSELF
Get the most out of your practice by timing yourself according to the test timings given before each test. Check
how you’re progressing—are you eventually able to complete the tests in the given time? Remember, timed practice is
key to familiarizing yourself with the actual SAT and minimizing confusion on the real test day.

MAKE EDUCATED GUESSES

Some questions are structured in a way that makes the answer obvious. Don’t hesitate to make educated guesses
for such questions instead of puzzling out the answer. However, do this only for questions you’re very sure of.

SET A TARGET SCORE

Once you’ve taken the first few tests, you will be able to obtain an idea of your average score and how much
it deviates from the score you need to obtain. Set a target score over and above the actual target score you want to
receive and work towards attaining that.
 PRACTICE, PRACTICE, PRACTICE
Once you’ve taken the first few tests, you will be able to obtain an idea of your average score and how much
it deviates from the score you need to obtain. Set a target score over and above the actual target score you want to
receive and work towards attaining that.

HOW CAN OUR PRACTICE BOOK HELP YOU BEYOND THE SAT?
The aim of standardized tests like the SAT is to test your readiness for college-level programs and graduate
courses. The concepts tested on the SAT are not only needed for scoring well on the test, but are the fundamentals
of the courses you will be learning in college and in graduate programs. The SAT is basically your window to your
future, and practicing with this test book can help you become college-ready. If you prepare well for the SAT, you are
essentially setting yourself up for success in your graduate experience and in life as well.
Get ready to score high on the SAT today!
SAT Overview
 So, you’ve decided to take the SAT. At this point in your life, you probably have a lot of important decisions
looming in front of you. What college would I like to attend? What do I need to get in? What classes should I be
taking? What’s a good GPA? Of course, you are also wondering about the SAT. This chapter provides an overview of
the SAT as one of the data points considered for college entrance standards. It also provides the outline of the test,
grading overview and some helpful hints to get you started. The most important first step is to know what to expect,
so you can make the best-informed choices as you look forward to your exciting future. Congratulations on taking
that first step.

What is the SAT

The SAT (Standardized Aptitude Test) is one of the two primary tests which colleges use to gauge whether or not
you might be ready for college. It is a test that reflects the things you should have learned in middle school and high
school and relies on strategic questioning to actively represent those skills and knowledge that are essential as you
enter the world of college. But what is it really? The SAT is a measure of how well you can take what you learned and
apply it to a timed testing environment. It shows how well you take tests and how well you do in a stressful situation. It
does not, however, measure your intelligence. In fact, once you learn the tips and tricks of the test, one might argue it
measures your testing ability more than what you know.
If that’s what it is, why do colleges use it for a standard for admission? Colleges use this as a predictive analytic
tool to try to figure out if you have the basic abilities required of a college freshman. They want to make sure you can
comprehend reading at a level that is expected in your classes. Same with math: do you have a basic understanding
of mathematical concepts so you can succeed not just in math class but in other required classes such as economics?
Many colleges also want to see if you can write in a way that is conducive to the college classroom. Again, they are
not testing whether or not you CAN write but whether or not you can follow instructions and apply what you read
to create an essay that would be appropriate for the college classroom. Finally, they are assessing your ability to take
lengthy, timed tests. This testing situation mirrors what you might encounter in your college classes. They want to
make sure, when they check that box for YES, they will be admitting someone with the tools to succeed. Colleges
and universities must report their success rates with students and if all their students drop out, because they are
not prepared to succeed, then the college itself cannot succeed. That is one reason why the admission process is so
rigorous.

Preparing for the SAT

Knowing all that, it is essential to understand the tips and tricks of this assessment. The SAT is a great vehicle
to show what you know. It has recently been realigned with the current high school college readiness curriculum, so
it does reflect what you have seen in your classroom. But like any other test, it requires preparation and planning to
do your best. It is important to note that you can take the test more than once. It won’t count against you to try again,
and in the end, you can choose the test you would like to send to your chosen school. Some schools superscore, which
means you can combine the best sections into one final score. (You can read more about that in the “Words to Know”
section). All these options are handy, especially if test taking isn’t one of your strengths, but the real goal should be to
go into your first testing situation with a plan to succeed.
Here are some tips to prepare for that first testing day:
• Learn strategies, tips and tools
• Practice, practice, practice. The more questions you see; the better you will do
• Learn math and reading formulas
• Create a study group and learn from your friends
You also need to:
• Understand the purpose of the test

Practice Tests for the SAT 12 CONTIN U E

 • Outline the standards and requirements of each section
• Learn strategies and practices that will help you do your best on the test
• And above all, know what to expect and develop a plan to succeed
On the day of the test here are some things to remember:
• Get a good night’s sleep and relax. Remember it is not the end of the world if you don’t have your best testing day.
You can always take the test again.
• Have a good breakfast. It can be hard to eat when you’re nervous, but make sure there’s something in your
stomach so you won’t feel hungry later on.
• Gather your testing supplies. Take several sharpened number 2 pencils and your calculator (make sure it follows
the guidelines set forth by the College Board).
• It is always smart to take a snack with you for your breaks. This will help energize you and keep you going.
• Don’t forget your picture ID and your testing ticket. Make sure to double-check all the requirements on the
College Board site. They will give you a detailed account of all the documents you need to bring.

Words to Know
College Board: The College Board is the manager of the SAT. This organization provides great resources to better
understand the application process, the meaning of your score, and the components of the test.
Standardized: Standardized means the same for all. Everyone taking the SAT will be tested on standardized material.
There is no truth in the old myth that a red cover is a harder version, or if you take the test in June, it’s easier than if
you take it in January. Whenever you take it, regardless of the color of your test, the content is the same.
ACT: This is a test similar to the SAT. When the SAT was redesigned, it became more aligned with the content of the
ACT. Now the two tests are pretty similar. Both tests are equally important, and you should consult your colleges of
choice to see which they prefer.
Data Point: You might hear the SAT mentioned as a data point. This means it is just one measure, one point of data
that is used to predict whether or not you will be a good fit for the college or university. Remember, they are using
a predictive analysis formula to find the best fit for their programs and campus mission. You’ll notice that every
institution rates data points differently so that those skills they value most will be the biggest data points to consider.
Old SAT vs. New SAT: In 2016, the SAT made some major changes to its format, grading formula and essay. For the
first year that these changes were in place, students could choose which format they would like to take. However, now
there is just one SAT. When you sit for the exam, you can be assured that everyone else sitting for the exam that day is
receiving a similar version of the test.
Superscore: A Superscore is when after taking the SAT multiple times, you combine the best scores for each section
to create the Superscore that you send to your school. For example, if you rocked the first math test but just bombed
the reading, if you chose to take it again, and did great on the reading, your score could be composed of the math
from the first test and the reading from the second. This sounds great, right? However, this is not a College Board
thing. This is a school-to-school decision. You need to check with the schools you intend to apply to and see if they
Superscore. If they do not, then you will use the total scores from each individual test. This is an important distinction.

Who takes the SAT

The typical test taker is a student planning to enter an undergraduate program in the United States or Canada.
The SAT may be a requirement for admission, but it is important to check with your colleges of choice to see if they
prefer the SAT or ACT. It is also essential to see if they require the essay. Typically, this test is taken in the 11th and
12th grade.

www.vibrantpublishers.com 13 CON TI N U E
 Who gives the SAT
On the day of the test, your exam will be administered by trained proctors. They are employees of the College
Board and they specialize in test security. They are not able to answer questions about the test but can answer your
logistical questions such as where to take a break and when the test starts. They read their instructions from a script
so the College Board can ensure that every test taker is receiving the same information. They are also responsible for
watching for testing anomalies or misadministration issues.
The SAT is administered by the College Board. The College Board is an organization which writes, evaluates,
and manages the registration for the exam. They are your one stop shop for anything you need to know about actually
taking the test. You can register through their site as well as receive your final score. Once you register and choose
your schools, the College Board will also send your scores directly to your schools of choice. They also provide a
thorough explanation of your scores, so you can see your highs and lows and make plans for improvements, if you are
considering retaking the test.
Remember, even though you may take the test at your high school, it is not your school that is responsible for the
test. The College Board creates, grades, and secures all tests, so they can ensure test security. In other words, they can
guarantee that you took the correct test with the correct results.

What is tested?
The SAT is divided into three sections:
• Reading
• Writing and language
• Math

Reading
The Reading test consists of 52 multiple choice questions and you have 65 minutes to complete it. You’ll
encounter passages or pairs of passages that are taken from the fields of literature, historical documents, social
sciences, and natural sciences. The biggest advantage you have in this test is to choose the order you attack the
passages. The best strategy is to practice. Your strategy will improve as you begin to understand your strengths and
opportunities. That understanding comes with practice. For example, if you are good at historical documents, you
might want to do that passage first and get it out of the way, so you can focus on the natural science passage that you
know is a passage that will require more of your time.
You can also learn about question types and develop strategies for each one. The question types you will see include;
• Main idea/big picture questions
• Detail questions
• Inference questions
• Author’s purpose and technique questions
• Vocabulary questions
• Analogy questions
• Data reasoning
• Use of evidence support
Each question type carries with it its own strategies and tips. The first step is to be able to decide which question
type you are encountering. After you know what type of question it is, you can decide first what kind of answer you

Practice Tests for the SAT 14 CONTIN U E

are looking for and next how to use the passage to find the answer. However, as you are deciding on these strategies,
the clock is ticking, which is why practicing is essential.
Here are some quick tips to get you started:
• Know what to expect: format, time, expectations.
• Choose the order of passages.
• Read the passages in a way that makes sense to answer the questions. You don’t have to necessarily read every
word to answer these questions.
• Remember this is a passage-based assessment. They are not looking for what you think or what you know. Focus
on what the passage says. That’s all that matters.
• Save main idea questions for the last. By that time, you will have lived with the passage long enough to get the
gist of what it is saying.

Writing and Language

You will have 35 minutes for the 44 multiple choice questions in this section. Questions cover grammar,
vocabulary, and editing. You will start with four passages and work through the questions in context. What this means
is that every question offers you a chance to practice real skills such as editing, choosing the best word, and reordering
sentences. You will also be asked several reading comprehension questions mostly relating to topic sentences and
details. Don’t get too caught up in reading the passages but make sure as you are working through the questions,
you have a general idea of what is going on in the passage. That makes it much easier to answer those tricky reading
comprehension questions. You also may need to interpret graphics, so make sure you understand their role in the
overall passage.

Math
The math section is divided into two parts with a total of 58 questions. Note that in the first section, you cannot
use your calculator for the 20 questions. This section takes 25 minutes. The second section has 38 questions and lasts
for 55 minutes. In this part, you can use your calculator.
The math section covers four main topics.
• Heart of Algebra
• Problem Solving and Data Analysis
• Passport to Advanced Math
• Additional Topics in Math
The most important thing in this section is to know what the question is asking. Make sure you have worked
through all the steps to reach the answer the test really wants. Sometimes, not completing that last step or not
converting inches to feet or pounds to ounces is the difference between a correct and incorrect answer. Also, read the
word problems carefully. Use your reading strategies to find keywords and again, make sure you understand what type
of answer is required. Finally, make sure you are able to use and apply the basic math formulas required for this test.
The College Board website provides a comprehensive list of those formulas. Knowing what formula goes with what
problem is a big first step towards math success.

Scoring
The SAT has two main scores: Evidence-based Reading and Writing and Math.
For each section, you can score between 200 and 800 points. A perfect final score is 1600.

www.vibrantpublishers.com 15 CON TI N U E
Here are some terms to better understand your score:
Your total score is the sum of the Reading and Writing and Math sections. This can range between 400 and 1600.
A section score is a score you receive on each of the separate sections: Reading and Writing and Math. Remember
Reading and Writing are scored as one section. This can be helpful to students who have strengths in one of the
sections but struggle in the other. They will eventually balance each other.
A percentile is a comparison between you and the rest of the students who took the SAT in the year of your test.
This is a test that 11th and 12th graders can take, so you will be compared with all students, not just those students in
your grade.
A cross-test score shows how you performed on select questions that represent knowledge in science and
history. Finally, a subscore is reported as a number between 1-15 and it shows how you perform on basic knowledge
questions that specifically relate to what you learned in high school. Topics include: a) Command of Evidence,
b) Words in Context, c) Expression of Ideas and d) Standard English Conventions for Reading and Writing and
Language tests and a) Heart of Algebra, b) Problem Solving and Data Analysis and c) Passport to Advanced Math for
Math test.
The calculation of your overall score is a bit tricky. First, there is a raw score. A raw score is found through
how many questions you got right. You are not penalized for skipping or guessing questions, but you should always
attack each question with your best strategies. Then your score is “equated.” What this means is basically your score
is curved. The way the curve is determined is far more complicated than you need to understand to figure out your
score, but here is the gist. The College Board takes all the tests and determines a high and low scoring range. Based on
those highs and lows they set their scale. This scale tries to smooth out all the different testing situations, so everyone’s
curve is pretty much the same. The bottom line is that the curve never really makes that much difference in your final
score. If you have a high raw score, you will have a high SAT score. So, the best strategy is to get as many right answers
as you can.
Now that you know the basics you are ready to get started. The key is to practice and know what to expect. Good
luck and get practicing.

Practice Tests for the SAT 16 CONTIN U E

 Structure of SAT

Time Allotted Number of

Component
(minutes) Questions / Tasks

Reading 65 52

Writing & Language 35 44

Math 80 58

Total 180 154

Total Score
The redesigned SAT will report a total score that will be the sum of two
section scores: (1) Evidence-Based Reading and Writing and (2) Math. The
SAT total score will be reported on a scale ranging from 400 to 1600.

A Detailed Look at SAT-I

Sections A Detailed look at the Test Components

4 single passages plus 1 pair of passages; 500 to 750 words each,

Reading
a total of 3,250 words; 10 to 11 questions per passage

Writing & 4 passages, 400 to 450 words each, a total of 1,700 words;
Language 11 questions per passage

1 No-Calculator Section: 25 mins - 20 questions

15 MCQ, 5 Grid-in
Math
1 Calculator Section: 55 mins - 38 questions
30 MCQ, 8 Grid-in

www.vibrantpublishers.com 17 CON TI N U E
No Test Material On This Page
SAT Practice
Test #1
 Test #1 SAT Practice Answer Sheet Section #1

Practice Tests for the SAT 20 CONTIN U E

 Test #1 SAT Practice Answer Sheet Section #2

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 Test #1 SAT Practice Answer Sheet Section #3

Practice Tests for the SAT 22 CONTIN U E

 Test #1 SAT Practice Answer Sheet Section #4

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 Test #1 SAT Practice Answer Sheet Section #4

Practice Tests for the SAT 24 CONTIN U E

 Test #1 Reading Test Section #1

Reading Test
65 MINUTES, 52 QUESTIONS
Turn to Section 1 of your answer sheet to answer the questions in this section

DIREC TIONS

Each passage or pair of passages below is followed by a number of questions. After reading
each passage or pair, choose the best answer to each question based on what is stated or
implied in the passage or passages and in any accompanying graphics (such as a table or
graph).

Questions 1-10 are based on the following my restless fingers; I should have barricaded each
passage. 30 sigh and each escaping tear of loss and regret even
as my desire for freedom grew. No, if that were all,
This passage is from Arlette Broncoth, The
I should have submitted to Fate’s dictates, bowing
Seamstress, originally published in 1927.
to the will of her twin handmaidens, Duty and
It took me no more than a month to realise Humility; I should have cherished my dreams as
that I had made a grave error in both my choice 35 impossible flights of fancy from which my nights
of employment and my employer. In truth, in released me from the drudgery of the day. But
Line such times as those, it was less a choice of which my aversion to Mrs. Van Doran and her clear
5 employer to work for than it was a choice of hostility toward me, evident from my first hour,
whether to work at all. Mrs. Van Doren had had began to grow, pressing me down into that well
vacancies and that was all there had been to it. 40 called Despair. Each morning its weight pushed me
At the time it did not occur to me why that was further and further into the poisonous slurry and
always the case. Nobody likes to admit their own solitary darkness that lay at its bottom.
10 foolishness, but, looking back, from the first I cannot adequately express the woman’s
day in Tenton I found my work an irritation. antipathy toward me, for it surrounded her
The job itself—stitching plain, workaday dresses 45 like a miasma. From the very moment of our
from coarse broadcloth in colours as drab as my acquaintance it seemed prompted by my merest
surroundings—was not difficult, but, oh, the glance or gesture. It grew with each dress I
15 tedium! Each garment was so alike that even when presented to her with which she was unable to find
assigned a new model, the design lacked such fault, no matter how hard she tried. She sneered at
imagination as to be virtually indistinguishable 50 my cultured tones and tutored bearing, and became
from the last; even a double hem or an extra row irritated by my skilled workmanship, her mouth
of pin-tucking could have alleviated the boredom a thin, hard line and her small, close-set eyes no
20 for an hour or so, but even that was denied me. I warmer than the polished jet beads she wore around
am not wholly impatient, and realise that in order her corpulent neck. Though I had done little to
to make my own way in the world (as I had vowed 55 deserve it, I knew the source of her dislike—a small,
I would do) and espouse the role of seamstress I ugly, green-eyed creature—for in no case could
would need to further my craft. Knowing that, I she call herself my superior, save in years. I had
25 could have borne the stagnation of my creative skills equal to her own, and believe she suspected
faculties; my imagination would not have begun that I had a mental store that far surpassed hers.
to scream in the prison of my mind that there was 60 I tried to keep it hidden, and, of a certainty, if she
more to this than the work that progressed beneath

www.vibrantpublishers.com 25 CON TI N U E
 Test #1 Reading Test Section #1

could have found fault, ridiculed me in front of 1

the other women, held up my work as an example
of inadequacy, she probably would have hated me Which choice best summarizes the passage?
less. Her malignity stalked my every move, but I
65 gathered my honor guard of Humility, Watchfulness
A) A young woman’s experience of life begins in
and Patience and never once did her arrows of spite hope but ends in despair.
strike home. B) A character reflects that her current job is
That day, the end of March, I had received the intolerable and considers why.
small envelope containing my precious wages,
70 startled by the joy it gave me. Not for itself, though C) The conflict between a new employee and her
it would pay for my lodgings and provide enough supervisor become increasingly bitter.
sustenance to keep me on the mortal plane (though
little more), but the sheer glee of knowing Mrs Van
D) A character regrets a choice but determines to
Doren begrudged every cent of it, but was powerless stand by her decision.
75 to prevent my having it. As I walked to my lodging
house, certain that the fire would have gone out and
that my evening meal would be spent alone, my
footsteps hammered out two incessant thoughts on
the cold, hard stone. “Dorothea, this torment must
80 end,” said one. “How?” demanded the other. I pulled 2
out my latchkey, noting that no cheery glow greeted
The opening two sentences of the passage
me, and I resolved at that moment that every ounce
of my not inconsiderable will should be bent on primarily serve to
answering that question. How? A) establish a chronology for the events that
follow.
B) suggest a foundation for Van Doren’s position.
C) indicate the narrator’s reason for repentance.
D) contextualize the narrator’s current emotions.

Practice Tests for the SAT 26 CONTIN U E

 Test #1 Reading Test Section #1

3 5

Over the course of the passage, the narrator’s The passage most strongly suggests that Mrs. Van
focus shifts from Doren’s attitude is prompted by
A) her dissatisfaction with her present position A) exasperation with Dorothea’s lack of skill.
to a resolution that it must change.
B) envy of Dorothea’s poise and ability.
B) anticipatory delight at making an
C) contempt for Dorothea’s aspirations.
independent living, to regret at her choice of
career. D) impatience with Dorothea’s complaints.

C) the specifics of the tasks that displease her to

the reasons she displeases Van Doren.
D) a discussion of her work and its repetitiveness
to the discomfort of her home and its
loneliness. 6

Which choice provides the best evidence for the

answer to the previous question?
A) Lines 20-24 (“I am … craft”)
B) Lines 47-49 (“It grew … tried”)
4
C) Lines 49-51 (“She … workmanship”)
The author’s use of “poisonous slurry” and
“solitary darkness” (lines 41-42) are intended to D) Lines 55-57 (“I knew… superior”)

A) encapsulate the narrator’s fear of being
confined.
B) reveal the narrator’s increasing sense of
isolation.
C) emphasize the narrator’s utter dismay at her
plight.
D) indicate that the employer had sinister
intentions.

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 Test #1 Reading Test Section #1

7 9

At the end of the second paragraph, the author’s Which choice provides the best evidence for the
use of a hunting metaphor mainly has the effect of answer to the previous question?
A) emphasizing the narrator’s need to escape A) Lines 9-11 (“Nobody … irritation”)
from an intolerable situation.
B) Lines 34-36 (“I should… day”)
B) contrasting the behavior of Van Doren with
C) Lines 68-70 (“That day… me”)
that of the narrator.
D) Lines 82-84 (“I resolved … question”)
C) suggesting that Van Doren was capable of
physically harming Dorothea.
D) illustrating the superior position Van Doren
holds over her workforce.
10

The passage indicates that when Dorothea

receives her pay packet, she is pleased primarily
because
8
A) she will have enough to pay for a few small
Based on the passage, Dorothea is best
luxuries.
characterized as
B) her supervisor could not prevent her from
A) quietly determined.
receiving it.
B) foolishly optimistic.
C) she knows her work was good and she
C) subtly aggressive. deserves it.
D) superficially confident. D) she owes money to her landlady for room and
board.

Practice Tests for the SAT 28 CONTIN U E

 Test #1 Reading Test Section #1

Questions 11-20 are based on the following her capacity, but made her a retarding force in
passage. civilization. The elevation of women is hopeless
45 so long as they are taught that their condition is
This passage is adapted from A History of
ordained: they have the power to block the wheels
WomanSuffrage Volume I, by Elizabeth Cady
of progress. Hence, in the scientific education
Stanton et al, first published in 1881.
of woman, in the training of her faculties to
As civilization advances, there is a continual independent thought and logical reasoning, lies the
change in the standard of human rights. In 50 hope of the future. Education frees the mind from
barbarous ages, the right of the strongest was the the bondage of authority and makes the individual
Line only one recognized; but as mankind progressed self-asserting.
5 in the arts and sciences, intellect began to triumph
The American Revolution—that great political
over brute force. Change is a law of life and the
rebellion of the ages—was based upon the inherent
development of society a natural growth. Although
55 rights of the individual. Perhaps in none but
to this law we owe the discoveries of unknown
English Colonies could such a revolution have
worlds, the inventions of machinery, swifter modes
been consummated: England’s people had defied
10 of travel, and clearer ideas as to the value of human
monarchs and wrested from them many civil rights,
life and thought, yet each successive change has met
which protected women as well as men. At its
with the most determined opposition.
60 outset, women were as active, earnest, determined,
“Subjection to the powers that be” has been and self-sacrificing as the men, endowed with as
the lesson of both Church and State, throttling lofty a patriotism as man, and fully understood the
15 science, checking invention, crushing free thought, principles upon which the struggle was based.
persecuting and torturing those who have dared
Among the women who manifested deep
to speak or act outside of established authority.
65 political insight, was Abigail Smith Adams, wife
So entirely has the human will been enslaved that
of John Adams. She early protested against the
monarchs have humbled themselves to popes,
formation of a new government in which women
20 nations have knelt at the feet of monarchs, and
should be unrecognized, demanding a voice and
individual self-reliance—the first incentive to
representation. In 1776, she wrote to her husband,
freedom—has been lost. Obedience and self-
70 then in the Continental Congress, “In the new code
sacrifice—the virtues prescribed for subordinate
of laws which I suppose it will be necessary for you
classes, and which naturally grow out of their
to make, I desire you would remember the ladies,
25 condition—are alike opposed to the theory of
and be more generous and favorable to them than
individual rights and self-government.
your ancestors. We will not obey any laws in which
All these influences fell with crushing weight on 75 we have no voice or representation.”
woman; more sensitive, helpless, and imaginative,
Thus America started into governmental life
she suffered a thousand fears and wrongs where
freighted with the protests of the Revolutionary
30 man did one. Society, including our systems of
Mothers against being ruled without their consent.
jurisprudence, civil and political theories, trade,
From that hour to the present, women have been
commerce, education, religion, friendships, and
80 continually raising their voices against political
family life, have all been framed on the sole idea of
tyranny, and demanding for themselves equality
man’s rights and it is man who takes upon himself
of opportunity in every department of life: Harriet
35 the responsibility of directing and controlling the
Beecher Stowe, in literature; Angelica Kauffman,
powers of woman.
Rosa Bonheur, and Harriet Hosmer, in art; Mary
The people who demand authority for every 85 Somerville, in science; Dorothea Dix, in prison
thought and action, who look to others for wisdom reform; Florence Nightingale and Clara Barton
and protection, are those who perpetuate tyranny. in the camp. All are part of the great uprising
40 The thinkers and actors who find their authority of women out of the lethargy of the past, and
within, are those who inaugurate freedom. throughout global society there are similar minds
Obedience to outside authority to which woman 90 alive to the aggregated wrongs of centuries and
has everywhere been trained, has not only dwarfed inciting their overthrow.

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 Test #1 Reading Test Section #1

11 13

The central claim of this passage is that as Which choice provides the best evidence for the
civilizations develop systems of law and answer to the previous question?
government,
A) Lines 2-6 (“In barbarous… brute force”)
A) free-thinking has been discouraged by both
B) Lines 13-17 (“Subjection… authority”)
Church and State.
C) Lines 30-34 (“Society… man's rights”)
B) revolution and the desire for self-
determination is inevitable. D) Lines 79-82 (“From that… life”)

C) both men and women must have an equal

stake in their formulation.
D) the tyranny of one group requires the
subjugation of others. 14

The passage suggests that the key to change is

education primarily because it
A) prevents a mindset amongst men likely to
12 retard civilization.

According to the authors, a fundamental B) inaugurates freedom of thought and allows

difference between the modern age and barbarism women to look within for authority.
is that C) teaches Church and State that individual self-
A) in the past, freedom of thought or challenges reliance is the first incentive to freedom.
to authority resulted in persecution, whereas
D) endows women with the patriotism capable of
it is now applauded as progress.
overthrowing tyranny.
B) in the past, systems of government were
formulated by men for the benefit of men, but
now they are for the benefit of all.
C) in the past, woman failed to protest their
inequality or imprisonment of mind, but now 15
they are unafraid to speak out. As used in line 17, “established” most nearly
D) in the past, physical strength imbued the means
holder with power, whereas the capacity to A) customary
think and reason now holds sway.
B) recognized
C) traditional
D) formal

Practice Tests for the SAT 30 CONTIN U E