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SAT Online Subject Test Literature Ivy Global SAT Online Subject Test Literature PDF downloads are for single print use only: • To license this file for multiple prints, please email [email protected]. • Downloaded files may include a digital signature to track illegal distribution. • Report suspected piracy to [email protected] and earn a reward. Learn more about our new SAT products at: sat.ivyglobal.com SAT Online Subject Test in Literature This publication was written and edited by the team at Ivy Global. Editor-in-Chief: Corwin Henville Producers: Lloyd Min and Junho Suh Editors: Sacha Azor and Kristin Rose Contributors: Grace Bueler, Ali Candib, Alex Dunne, Alex Emond, Elizabeth Hilts, Mark Mendola, Arden Rogow-Bales, Yolanda Song This product was developed by Ivy Global, a pioneering education company that delivers a wide range of educational services. E-mail: [email protected] Website: http://www.ivyglobal.com SAT is a registered trademark of the College Board, which is not affiliated with this publication. YOUR NAME (PRINT): LAST FIRST MI Make sure you use a No. 2 pencil. Each answer must be marked in the corresponding row on Correct Incorrect the answer sheet. Each bubble must be filled in completely and darkly within the lines. Extra marks on your answer sheet may be marked as incorrect answers and lower your score. Literature o Mathematics Level 1 o German o Literature o Mathematics Level 2 o Italian o Biology E o U.S. History o Latin o Biology M o World History o Modern Hebrew o Chemistry o French o Spanish Physics o 1 ⒶⒷⒸⒹⒺ 21 ⒶⒷⒸⒹⒺ 41 ⒶⒷⒸⒹⒺ 61 ⒶⒷⒸⒹⒺ 81 ⒶⒷⒸⒹⒺ 2 ⒶⒷⒸⒹⒺ 22 ⒶⒷⒸⒹⒺ 42 ⒶⒷⒸⒹⒺ 62 ⒶⒷⒸⒹⒺ 82 ⒶⒷⒸⒹⒺ 3 ⒶⒷⒸⒹⒺ 23 ⒶⒷⒸⒹⒺ 43 ⒶⒷⒸⒹⒺ 63 ⒶⒷⒸⒹⒺ 83 ⒶⒷⒸⒹⒺ 4 ⒶⒷⒸⒹⒺ 24 ⒶⒷⒸⒹⒺ 44 ⒶⒷⒸⒹⒺ 64 ⒶⒷⒸⒹⒺ 84 ⒶⒷⒸⒹⒺ 5 ⒶⒷⒸⒹⒺ 25 ⒶⒷⒸⒹⒺ 45 ⒶⒷⒸⒹⒺ 65 ⒶⒷⒸⒹⒺ 85 ⒶⒷⒸⒹⒺ 6 ⒶⒷⒸⒹⒺ 26 ⒶⒷⒸⒹⒺ 46 ⒶⒷⒸⒹⒺ 66 ⒶⒷⒸⒹⒺ 86 ⒶⒷⒸⒹⒺ 7 ⒶⒷⒸⒹⒺ 27 ⒶⒷⒸⒹⒺ 47 ⒶⒷⒸⒹⒺ 67 ⒶⒷⒸⒹⒺ 87 ⒶⒷⒸⒹⒺ 8 ⒶⒷⒸⒹⒺ 28 ⒶⒷⒸⒹⒺ 48 ⒶⒷⒸⒹⒺ 68 ⒶⒷⒸⒹⒺ 88 ⒶⒷⒸⒹⒺ 9 ⒶⒷⒸⒹⒺ 29 ⒶⒷⒸⒹⒺ 49 ⒶⒷⒸⒹⒺ 69 ⒶⒷⒸⒹⒺ 89 ⒶⒷⒸⒹⒺ 10 ⒶⒷⒸⒹⒺ 30 ⒶⒷⒸⒹⒺ 50 ⒶⒷⒸⒹⒺ 70 ⒶⒷⒸⒹⒺ 90 ⒶⒷⒸⒹⒺ 11 ⒶⒷⒸⒹⒺ 31 ⒶⒷⒸⒹⒺ 51 ⒶⒷⒸⒹⒺ 71 ⒶⒷⒸⒹⒺ 81 ⒶⒷⒸⒹⒺ 12 ⒶⒷⒸⒹⒺ 32 ⒶⒷⒸⒹⒺ 52 ⒶⒷⒸⒹⒺ 72 ⒶⒷⒸⒹⒺ 92 ⒶⒷⒸⒹⒺ 13 ⒶⒷⒸⒹⒺ 33 ⒶⒷⒸⒹⒺ 53 ⒶⒷⒸⒹⒺ 73 ⒶⒷⒸⒹⒺ 93 ⒶⒷⒸⒹⒺ 14 ⒶⒷⒸⒹⒺ 34 ⒶⒷⒸⒹⒺ 54 ⒶⒷⒸⒹⒺ 74 ⒶⒷⒸⒹⒺ 94 ⒶⒷⒸⒹⒺ 15 ⒶⒷⒸⒹⒺ 35 ⒶⒷⒸⒹⒺ 55 ⒶⒷⒸⒹⒺ 75 ⒶⒷⒸⒹⒺ 95 ⒶⒷⒸⒹⒺ 16 ⒶⒷⒸⒹⒺ 36 ⒶⒷⒸⒹⒺ 56 ⒶⒷⒸⒹⒺ 76 ⒶⒷⒸⒹⒺ 96 ⒶⒷⒸⒹⒺ 17 ⒶⒷⒸⒹⒺ 37 ⒶⒷⒸⒹⒺ 57 ⒶⒷⒸⒹⒺ 77 ⒶⒷⒸⒹⒺ 97 ⒶⒷⒸⒹⒺ 18 ⒶⒷⒸⒹⒺ 38 ⒶⒷⒸⒹⒺ 58 ⒶⒷⒸⒹⒺ 78 ⒶⒷⒸⒹⒺ 98 ⒶⒷⒸⒹⒺ 19 ⒶⒷⒸⒹⒺ 39 ⒶⒷⒸⒹⒺ 59 ⒶⒷⒸⒹⒺ 79 ⒶⒷⒸⒹⒺ 99 ⒶⒷⒸⒹⒺ 20 ⒶⒷⒸⒹⒺ 40 ⒶⒷⒸⒹⒺ 60 ⒶⒷⒸⒹⒺ 80 ⒶⒷⒸⒹⒺ 100 ⒶⒷⒸⒹⒺ For automatic scoring and scaling, please visit ivyglobal.com/study. Ivy Global | SAT Online Subject Test in Literature This exam is not licensed for commercial use. 3 Literature Test Directions: This test consists of selections from literary works and questions on their content, form, and style. After reading each passage or poem, choose the best answer to each question and fill in the corresponding circle on the answer sheet. Note: Pay particular attention to the requirement of questions that contain the words NOT, LEAST, or EXCEPT. Questions 1-11. Read the following poem carefully 3. Lines 1-4 most frequently employ before you choose your answers. (A) alliteration (B) simile Subway Wind (C) synecdoche Far down, down through the city’s great gaunt gut (D) onomatopoeia The gray train rushing bears the weary wind; (E) mythical allusion In the packed cars the fans the crowd’s breath cut, Line Leaving the sick and heavy air behind. 4. The imagery of the city’s subway as its “great gaunt 5 And pale-cheeked children seek the upper door gut” (line 1) depicts the subway as To give their summer jackets to the breeze; (A) an angular yet overgrown nerve center Their laugh is swallowed in the deafening roar (B) the domain of the city’s criminal underbelly Of captive wind that moans for fields and seas; (C) a vast but efficient machine of digestion Seas cooling warm where native schooners drift (D) the city’s sprawling and cheerless internals 10 Through sleepy waters, while gulls wheel and sweep, (E) the city’s bloated and distended viscera Waiting for windy waves the keels to lift Lightly among the islands of the deep; 5. Describing the train as “gray” is particularly Islands of lofty palm trees blooming white appropriate in this context because That lend their perfume to the tropic sea, (A) gray blends black and white, just as the image of 15 Where fields lie idle in the dew-drenched night, a train bearing the wind blends artifice and nature And the Trades float above them fresh and free. (B) the color evokes a bygone era of urban decay (1921) (C) the drabness of the color contributes to the dour depiction of the city (D) it contributes to the sense that the city is a kind of 1. The tone of the poem is best described as one of dream or memory while the islands are real (A) ennui (E) the physical description of the train adds to the (B) ambivalence sense of velocity created by the word “rushing” (C) loneliness and fear (D) wistfulness (E) bitter exhaustion 2. The main subject of the poem is the (A) confusion of navigating complex subway systems (B) tension between the natural world and urban life (C) effect of turbulence on the speaker’s spirit (D) difference between artificial and natural wind (E) power of sensory stimuli to evoke memories GO ON TO THE NEXT PAGE Ivy Global | SAT Online Subject Test in Literature This exam is not licensed for commercial use. 5 Literature Test 6. Which of the following best restates the meaning of 9. Which of the following images represent objects of lines 5-6? the speaker’s yearning? (A) The children are looking for the emergency exit. I. “Their laugh” (line 7) (B) The children are happily boarding a train in the II. “Seas cooling warm” (line 9) city. III. “Islands of lofty palm trees” (line 13) (C) The children are heading for the exit from the (A) I only subway station. (B) II only (D) The children are putting on their jackets to brace (C) I and II only against the subway wind. (D) II and III only (E) The pale children are longing for sunshine. (E) I, II, and III 7. In context, the “captive wind” of line 8 is best 10. Of the pairs of words listed below, which best reflects understood literally as the the contrast of lines 1-4 to lines 10-14? (A) strong winds that blow over the open ocean (A) “Far” (line 1) and “deep” (line 12) (B) heavy breath of sick passengers (B) “breath” (line 3) and “perfume” (line 14) (C) unheard laughter of the pale-cheeked children (C) “weary” (line 2) and “sleepy” (line 10) (D) wind that schooners have been waiting for in vain (D) “gut” (line 1) and “lofty” (line 13) (E) gusts that trains push through subway tunnels (E) “cars” (line 3) and “keels” (line 11) 8. Lines 8-9 mark a transition from 11. Which of the characters or personified objects in this (A) a stifling urban setting to a liberating bucolic poem most clearly embodies the speaker’s own setting feelings? (B) past events to future events (A) The train that is rushing through the subway (C) concrete reality to a surreal fantasy tunnels (D) humanity’s triumphs over nature to nature’s (B) The children who are exiting the subway train triumphs over humanity (C) The wind that is moaning for fields and seas (E) human-focused imagery to wind-focused imagery (D) The schooners that are waiting for the wind and waves (E) The trade-winds that are floating free over the islands GO ON TO THE NEXT PAGE 6 This exam is not licensed for commercial use. SAT Online Subject Test in Literature | Ivy Global Literature Test Questions 12-22. Read the following passage betide the slaveholder, the day he ventures to remove or carefully before you choose your answers. hinder the operation of those conductors! I warn him 40 that, in such an event, a spirit will go forth in their My term of actual service to Mr. Edward Covey midst, more to be dreaded than the most appalling ended on Christmas day, 1833. The days between earthquake. Christmas and New Year’s day are allowed as holidays; The holidays are part and parcel of the gross fraud, Line and, accordingly, we were not required to perform any wrong, and inhumanity of slavery. They are professedly 5 labor, more than to feed and take care of the stock. This 45 a custom established by the benevolence of the time we regarded as our own, by the grace of our slaveholders; but I undertake to say, it is the result of masters; and we therefore used or abused it nearly as we selfishness, and one of the grossest frauds committed pleased. Those of us who had families at a distance, upon the down-trodden slave. They do not give the were generally allowed to spend the whole six days in slaves this time because they would not like to have 10 their society. This time, however, was spent in various 50 their work during its continuance, but because they ways. The staid, sober, thinking and industrious ones of know it would be unsafe to deprive them of it. This will our number would employ themselves in making corn- be seen by the fact, that the slaveholders like to have brooms, mats, horse-collars, and baskets; and another their slaves spend those days just in such a manner as to class of us would spend the time in hunting opossums, make them as glad of their ending as of their beginning. 15 hares, and coons. But by far the larger part engaged in 55 Their object seems to be, to disgust their slaves with such sports and merriments as playing ball, wrestling, freedom, by plunging them into the lowest depths of running foot-races, fiddling, dancing, and drinking dissipation.
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