Reading Practice Test 61 from The Collection of TOEFL Reading Comprehension

TOEFL IBT Reading Practice Test 61 from The Collection of TOEFL Reading Comprehension

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Reading Directions: This section measures your ability to understand academic passages in English.

The Reading section is divided into separately timed parts.

Most questions are worth 1 point, but the last question for each passage is worth more than 1 point. The directions for the last question indicate how many points you may receive. You will now begin the Reading section. There are three passages in the section. You should allow 20 minutes to read each passage and answer the questions about it. You should allow 60 minutes to complete the entire section.

Passage 1: 

P1: Both Mercy Warren and Abigail Adams admired Catharine Macaulay, the radical author of A History of England (1763), who supported the cause of the American patriots. Under Macaulay’s influence Mercy Warren conceived her plan to write a history of the American Revolution, living to complete it in 1805. Abigail Adams rejected literary ambitions for herself and never lost her sense of inferiority about her poor spelling and ignorance of Latin. Yet her letters, rather than Warren’s plays and verse, have become the greater source in documenting signs of a dawning feminist consciousness.

P2: Abigail Adams welcomed every advance for women and foresaw more than could be realized in her lifetime. She urged her husband, the second President of the United States, to “remember the ladies” in the new code of laws, and to give married women protection from tyrannical husbands. As she pointed out the terrible deficiencies in education for women at all levels, she finally made the significant request to her husband, that the new constitution “be distinguished for Learning and Virtue,” and suggested that “if we mean to have Heroes. Statesmen and Philosophers, we should have learned women.” This awareness of education’s value, rooted in the Enlightenment faith in human potentiality, had feminist implications before there was a feminist ideology.

P3: A younger contemporary of similar background gave the reading public an explicit feminist argument for the education of women. The views of Judith Sargent Murray (1751-1820) reflected both personal and family experience. Murray’s Cleaner essays published in the 1790’s transcended the boundaries of her world in recognizing the need for training women to earn their own living. Although, like Mercy Warren and Abigail Adams, she was brought up with the values of gentility, she knew through personal hardship that even women of her class might be forced to be self – supporting: education could provide independence for women in need, whether they were unmarried women or widows or wives.

1. What does the passage mainly discuss?

(A) Abigail Adams’ life                                          (B) Women historians

(C) Early sources of feminist thinking                     (D) The literary ambitions of Judith Sargent Murray

2. What does the author mean by the statement that Abigail Adams “foresaw more than could be realized in her lifetime” (lines 8~9)?

(A) No progress was made during her life.

(B) She made predictions that eventually came true.

(C) Her life was very short.

(D) She didn’t want to become a public figure.

3. Which of the following statements best expresses Judith Sargent Murray’s position?

(A) Women should be well educated in order to support themselves.

(B) Women’s rights must be protected by new laws.

(C) The accomplishments of women are ignored in most historical documents.

(D) Women need to become more active in political affairs.

4. Where in the passage does the author mention Abigail Adams’ position regarding education for women?

(A) … Both Mercy Warren and Abigail Adams admired Catharine Macaulay, the radical author of A History of England (1763), who supported the cause of the American patriots. Under Macaulay’s …

(B) …complete it in 1805. Abigail Adams rejected literary ambitions for herself and never lost her sense of inferiority about her poor spelling and ignorance of Latin. Yet her letters, rather than Warren’s plays …

(C) …she pointed out the terrible deficiencies in education for women at all levels, she finally made the significant request to her husband, that the new constitution “be distinguished for Learning and Virtue,” and suggested that “if we mean to have Heroes. Statesmen and Philosophers, we should have learned women.” This awareness of education’s value, rooted in the Enlightenment faith in human …

(D) …like Mercy Warren and Abigail Adams, she was brought up with the values of gentility, she knew through personal hardship that even women of her class might be forced to be self – supporting: education could provide independence for women in need, whether they were unmarried women or widows or wives….

5. What did Mercy Warren, Abigail Adams, and Judith Sargeant Murray have in common.

(A) They all wrote books.

(B) They were all responsible for the financial support of their families.

(C) They were all interested in women’s accomplishments.

(D) They al had influential families.

Reading Practice Test 61 from The Collection of TOEFL Reading Comprehension
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