CHAPTER 2 / DIAGNOSTIC SAT 71
20.C In lines 16–19, the author describes the real-
ization that the phenomena we see result from the com-
plexity of the inner workings between atomsas being
dramatic and wonderful.
21.B In lines 20–22, the author says that his feeling
of awe could be communicated through a drawing to
someone who had also had this emotion,thereby sug-
gesting that appreciating such art depends on having
a similar experience as the artist.
22.D The author says that Jerry is a very good
teacherin that everything that I thought was a mistake,
he used to teach me something in a positive way. He
never said it was wrong; he never put me down.We can
infer, then, that Jerry would have done something
positive and affirming.
23.A The parenthetical comment that precedes this
sentence indicates that the fact that the line did not
touch the flower pot was unintentional.
24.E The main point of the passage is that the au-
thor wanted to learn to draw to convey the awe he felt
about the workings of nature and the physical world.
So when he finishes by saying I was never satisfied,we
know that he was never able to convey adequately his
feelings about the beauty of the world.
Section 4
1.B The pronoun whichis out of place because it
is assumed to refer to the preceding noun poets.If the
pronoun is eliminated, the meaning is clearer and the
two clauses are parallel.
(Chapter 15, Lesson 5 and Lesson 15)
2.E This is an awkward usage of the gerund
preparing.To convey purpose, the infinitive to prepare
is much more effective.
(Chapter 15, Lesson 3)
3.D This contains a dangling modifier.The mod-
ifying phrase that begins the sentence describes Carla
rather than Carla’s anxiety.
(Chapter 15, Lesson 7 and Lesson 8)
4.C This is a sentence fragment without a verb.
Choice (C) completes the thought and makes a com-
plete sentence.
5.C The participle swimmingdanglesin this sen-
tence. Justineshould follow the participial phrase
because she is the one swimming, not the current.
(Chapter 15, Lesson 7)
6.D The comparison is not parallel.The sen-
tence should say that writingone thing is more dif-
ficult thanwritingsomething else.
(Chapter 15, Lesson 3)7.A This sentence is correct.8.D This is a run-on sentence, or a comma
splice.Two sentences cannot be “spliced” together
with only a comma; you must use a conjunction,
a semicolon, or a colon. Since the second clause
explains the idea in the first clause, a colon is most
appropriate.
(Chapter 15, Lesson 15)9.B The two clauses are not properly coordi-
nated. Since the second clearly contradicts the first,
a contrasting conjunction like butor a contrasting
coordinating adverb like neverthelessshould be used.
(Chapter 15, Lesson 15)10.E The verb revealsdoes not agree with the sub-
ject theoriesand should be revealinstead.
(Chapter 15, Lesson 1 and Lesson 2)11.D The pronoun theirdoes not agree in number
with its antecedent boardand should be changed to
its.
(Chapter 15, Lesson 5)12.B The phrase his staff and himserves as the sub-
ject of the verb had diverted,and so it must be in the
subjective case: his staff and he.
(Chapter 15, Lesson 6)13.C This is incorrect past participleform; the
present perfectform of to runis have run.
(Chapter 15, Lesson 9 and Lesson 13)14.B The subject of the verb wereis taunting.(This
is an inverted sentencebecause the subject comes
after the verb.) Since tauntingis singular, the verb
should be was.
(Chapter 15, Lesson 1)15.E The sentence is correct.16.C The verb producedoes not agree with its sub-
ject refraction.It should be changed to produces.
(Chapter 15, Lesson 1)17.D The phrase receptive foris not idiomatic. The
standard idiom is receptive to.
(Chapter 15, Lesson 10)