Section I Use of English

Directions: Read the following text. Choose the best word(s) for each numbered blank and mark A, B, C or D on ANSWER SHEET 1. (10 points)

Man has always been free to make choices or decisions for himself, given an environment that would permit such choices to be made. Even in times of 1 or war, in­dividuals have had 2 choices 3 whether they would flee, fight, attempt to affect a compromise. It was Aristotle who firmly believed 4 man is the being who makes himself. Further 5 for the concept of self-responsibility can be found in the writings of Thomas Aquinas, who stated, "Man differs from the irrational creatures in . . . that he is 6 of his own acts. "

As babies, we had to 7 others in our environment for the most fundamental things. We did make our comforts and discomforts 8 , but basically others 9 our experi­ences to us. We were virtually helpless and 10 the mercy of others, usually our parents.

As we grew older, increased intellectual development resulted in increased behavioral options' 11 available to us. 12 these options were usually under numerous restric­tions, we were 13 on our way to expanding our 14 of self-responsibility.

From the teen years on, it is the individual who is willing to 15 responsibility for his or her own choices, decisions, and behavior, 16 is regarded as "mature" and well-devel­oped, psychologically 17 .

Humanistic theorists viewed man as essentially free to accept responsibility for directing his own life and in 18 his own destiny. The individual becomes 19 he or she "decides" to become, and must accept the responsibility for the 20 of his or her life. As Jean Paul Sartre has put, "We are our choices. "

1

[A]poverty
　　[B]success
　　[C]peace
　　[D]persecution
　　2
　　[A]any
　　[B]no
　　[C] certain
　　[D]multiple
　　3
　　[A] on to
　　[B] as to
　　[C] except for
　　[D] apart from
　　4
　　[A] which
　　[B] what
　　[C] that
　　[D] when
　　5
　　[A] support
　　[B]proof
　　[C] justification
　　[D] evidence
　　6
　　[A] master
　　[B]commander
　　[C] manipulator
　　[D] chief
　　7.
　　[A] stand by
　　[B] resort to
　　[C] side with
　　[D] rely on
　　8.
　　[A] knowing
　　[B] known
　　[C] know
　　[D] to know
　　9.
　　[A] distributed
　　[B] dictated
　　[C] allocated
　　[D] ordered
　　10.
　　[A] with
　　[B]in
　　[C]at
　　[D] on
　　11.
　　[A] became
　　[B] become
　　[C] becoming
　　[D] to become
　　12.
　　[A] While
　　[B]If
　　[C] Because
　　[D] Although
　　13.
　　[A] long
　　[B] far
　　[C] much
　　[D] well
　　14.
　　[A] realm
　　[B] territory
　　[C] topic
　　[D] subject
　　15.
　　[A] take
　　[B] make
　　[C] put
　　[D] set
　　16.
　　[A] what
　　[B] whom
　　[C] who
　　[D] which
　　17.
　　[A] talking
　　[B] speaking
　　[C] explaining
　　[D] defining
　　18.
　　[A] building
　　[B] shaping
　　[C] opening
　　[D] depicting
　　19.
　　[A] what
　　[B] that
　　[C] who
　　[D] as
　　20.
　　[A] graph
　　[B] program
　　[C] chart
　　[D] course

Part II Reading Comprehension

Part A

Directions: Read the following four texts. Answer the questions below each text by choosing A, B, C, D. Mark your choice on ANSWER SHEET 1. (40 points)

Text 1

The extension of democratic rights in the first half of the nineteenth century and the ensuing ヾecline of the Federalist establishment, a new conception of education began to emerge. Education was no longer a confirmation of a pre-existing status, but an instrument in the acquisition of higher status. For a new generation of upwardly mobile students, the goal of education was not to prepare them to live comfortably in the world into which they had been born, but to teach them new virtues and skills that would propel them into a different and better world. Education became training; and the student was no longer the gentleman-in-waiting, but the journeyman apprentice for upward mobility.
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