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– GED LANGUAGE ARTS, WRITING PRACTICE QUESTIONS – G lossar y of Terms: helping verb (auxiliary verb) a verb that helps indi- Language Arts, Writing cate exactly when an action will take place, is taking place, did take place, should take place, might take place, etc. when the subject is performing the active voice homonym a word that sounds exactly like another action (as opposed to passive voice) word but has a different spelling and meaning (e.g., agreement the state of being balanced in number bare, bear) (e.g., singular subjects and singular verbs; plural independent clause a clause that expresses a antecedents and plural pronouns) complete thought and can stand on its own antecedent the noun that is replaced by a pronoun indirect object the person or thing that receives the brainstorming techniques such as listing, mapping, direct object and freewriting to generate ideas inﬁnitive the base form of a verb plus the word to cause a person or thing that makes something happen (e.g., to go) chronological order when events are arranged by intransitive verb a verb that does not take an object time (the order in which the events did or will occur) (the subject performs the action on his/her/itself) clause a group of words containing a subject and main idea the controlling idea of a passage predicate mechanics the rules governing punctuation, capi- comparative the adjective form showing the greater talization, and spelling degree in quality or quantity, formed by adding –er modiﬁer a word or phrase that describes or qualiﬁes (e.g., happier) a person, place, thing, or action comparison showing how two ideas or items are order of importance when ideas are arranged by similar rank, from most-to-least important or least-to-most complex sentence a sentence with at least one important dependent and one independent clause paragraph one or more sentences about one main compound sentence a sentence with at least two idea, set off by indenting the ﬁrst line independent clauses parallel structure a series of words, phrases, or conjunctive adverb a word or phrase that often clauses that all follow the same grammatical pattern works with a semicolon to connect two independent participial phrase the adjective form of a verb, cre- clauses and show the relationship to one another (e.g., ated by adding –ing to the verb base however, therefore, likewise) passive voice when the subject of the sentence is contraction a word that uses an apostrophe to show being acted upon (passively “receives” the action) that a letter or letters have been omitted (e.g., can’t) past participle the verb form expressing what hap- contrast showing how two ideas or items differ pened in the past, formed by a past tense helping verb coordinating conjunction one of seven words— and the simple past tense form of the verb. and, but, for, nor, or, so, yet—that serve to connect two phrase a group of words that do not contain both a independent clauses subject and a predicate dependent clause a clause that has a subordinat- predicate the part of the sentence that tells us what ing conjunction and expresses an incomplete thought the subject is or does diction word choice present participle the verb form expressing what is direct object the person or thing that receives the happening now, formed by a present tense helping action of the sentence verb and –ing. editing reviewing text to correct errors in grammar, proper noun a noun that identiﬁes a speciﬁc person, usage, and mechanics place, or thing, such as Elm Street effect an event or change created by an action redundancy the unnecessary repetition of words or fragment an incomplete sentence (may or may not ideas have a subject and predicate) revising reviewing text to improve its content and gerund the noun form of a verb, created by adding style (e.g., provide more support, improve word –ing to the verb base choice, improve organization) 120
– GED LANGUAGE ARTS, WRITING PRACTICE QUESTIONS – a sentence that has two or more independent the main idea or theme of a passage run-on thesis clauses without the proper punctuation or connecting tone the mood or attitude conveyed by words or words (e.g., subordinating conjunction) between them speech style the manner in which something is done; in writ- topic sentence a sentence that expresses the main ing, the combination of a writer’s word choice, sen- idea of a paragraph tence structure, tone, level of formality, and level of transition a word or phrase used to move from one detail idea to the next and show the relationship between subject the person, place, or thing that performs the those ideas (e.g., however, next, in contrast) action of the sentence transitive verb a verb that takes an object (someone subjunctive the verb form that indicates something or something “receives” the action of the verb) that is wished for or contrary to fact usage the rules that govern the form of the words we subordinating conjunction a word or phrase that use and how we string words together in sentences introduces an adverb clause, making the clause wordiness the use of several words when a few dependent and showing its relationship to another words can more clearly and concisely express the same (usually independent) clause (e.g. because, since, idea while) superlative the adjective form showing the greatest degree in quality or quantity, formed by adding –est (e.g., happiest) 121
PART III The GED Social Studies Exam I N THIS SECTION, you will learn about the GED Social Studies Test: what the test is like, the types of questions to expect, and tips and strategies for answering those questions. A review section will also provide you with an overview of basic social studies topics and key terms. Before you begin Chapter 13, take the pretest that follows. The pretest is a sample of the kinds of questions you will ﬁnd in the GED. After you complete the pretest, compare your answers with the answer key. Your pretest results will show you which areas you need to review and how much preparation you need. 1 23
– THE GED SOCIAL STUDIES EXAM – P retest: GED Social Studies 1. What is the main idea of the paragraph? a. The Spartan dual kingship was not as power- ful as the board of ephors. Directions: Read each question below carefully. The b. Finding capable leaders was a problem in questions are multiple choice and may be based on a pas- ancient Greece. sage, table, or illustration. Select the one best answer for c. The government of Sparta is a prime example each question. Record your answers on the answer sheet of an oligarchy. provided below. To practice the timing of the exam, take d. People today discount the effectiveness of an approximately 15 minutes to complete the pretest. oligarchy. Note: On the GED, you are not permitted to write in e. Oligarchy is based on the idea that having one the test booklet. Make any notes or calculations on a sep- ruler is best. arate piece of paper. 2. According to this passage, what is the idea ANSWER SHEET behind an oligarchy? 1. a b c d e a. It allows citizens to participate in governing. 2. a b c d e b. Not all people are equal—those who are more 3. a b c d e intelligent make better leaders. 4. a b c d e c. Power is not concentrated in a single ruler. 5. a b c d e d. It created a system of checks and balances so 6. a b c d e that no one authority could dominate the 7. a b c d e others. 8. a b c d e 9. e. By limiting debate, it could draft laws efﬁciently. a b c d e 10. a b c d e Question 3 refers to the following photograph. Questions 1 and 2 are based on the following passage. An oligarchy is a form of government in which power is shared by a select, often elite, group of people. The theory behind this type of govern- ment is that some people are better equipped to rule. The ancient Greek city-state of Sparta is a famous example of an oligarchy. Two kings served as heads of the city-state and the govern- ment included a council of elders and an assem- bly of citizens called “equals.” However, the most powerful rulers consisted of a board of ﬁve ephors—Spartan citizens who were elected each “Following evacuation orders, this store was closed. The year. They fulﬁlled most of the executive, legisla- owner, a University of California graduate of Japanese tive, and judicial functions of the city-state. descent, placed the I AM AN AMERICAN sign on the storefront after Pearl Harbor.” —Dorothea Lange, Oakland, CA, April 1942 Source: National Archives and Records Administration. 124
– THE GED SOCIAL STUDIES EXAM – 3. Which of the following statements would the photographer most likely support? a. People of Japanese descent feel loyal to Japan ﬁrst, the United States second. b. The store owner felt that his rights as an American citizen were denied. c. The security of the majority outweighed the rights of a minority. d. Japanese Americans were not established members of the community. e. Unusual measures like internment camps are necessary during wartime. Questions 4 and 5 are based on the chart below. Educational Level and Income EDUCATIONAL LEVEL AVERAGE TOTAL EARNINGS, 2001 (IN DOLLARS) MEN, AGES 18–65 WOMEN, AGES 18–65 Less than 9th grade 20,569 13,542 9th to 12th grade (no diploma) 22,036 15,064 High school graduate (includes GED) 32,397 20,817 Some college, no degree 35,430 22,653 Associate’s degree 43,211 27,722 Bachelor’s degree 64,041 37,325 Master’s degree 80,917 48,751 Professional degree 124,478 63,827 Doctorate degree 98,477 61,587 Source: U.S. Census Bureau. 4. 5. Of workers ages 18 to 65, who earned the most Based on the chart, what conclusion can you money on average in 2001? draw? a. men with a professional degree a. Women receive equal pay for equal work. b. men with a doctorate degree b. Earning a high school equivalency does c. women with a professional degree not pay. d. women with any level of college degree c. Men earn more than women at every educa- e. men with a master’s degree tional level. d. Men and women with doctorate degrees earn the most. e. Attending college does not have an effect on your earning power. 125