Ques: Read the article and select the best answer. Article: Another common type of reasoning is the search for causes and results.We want to know whether cigarettes really do cause lung cancer, what causes malnutrition, the decay of cities, or the decay of teeth.We are equally interested in effects: what is the effect of sulphur or lead in the atmosphere, of oil spills and raw sewage in rivers and the sea, of staying up late on the night before an examination? Causal reasoning may go from cause to effect or from effect to cause.Either way, we reason from what we know to what we want to find out.Sometimes we reason from an effect to a cause and then on to another effect.Thus, if we reason that because the lights have gone out, the refrigerator won't work, we first relate the effect (lights out) to the cause (power off) and then relate that cause to another effect (refrigerator not working).This kind of reasoning is called, for short, effect to effect.It is quite common to reason through an extensive chain of causal relations.When the lights go out we might reason in the following causal chain: lights out--power off--refrigerator not working--temperature will rise--milk will sour.In other words, we diagnose a succession of effects from the power failure, each becoming the cause of the next. Causes are classified as necessary, sufficient, or contributory.A necessary cause is one which must be present for the effect to occur, as combustion is necessary to drive a gasoline engine.A sufficient cause is one which can produce an effect unaided, though there may be more than one sufficient cause; a dead battery is enough to keep a car from starting, but faulty spark plugs or an empty gas tank will have the same effect.A contributory cause is one which helps to produce an effect but cannot do so by itself, as running through a red light may help cause an accident, though other factors -- pedestrians or other cars at the crossroads -- must also be present. In establishing or refuting a causal relation it is usually necessary to show the process by which the alleged cause... Question: According to the passage, to do the "effect to effect" reasoning is to reason _ . Options: A: from cause to effect B: from effect to cause C: from effect to effect and on to cause D: from effect to cause and on to another effect
Ans: D

Ques: Read the article and select the best answer. Article: Mom was a teacher most of her life. When she wasn't in the classroom, she was educating her children or grandchildren: correcting our grammar; starting us on collections of butterflies, flowers or rocks; or inspiring a discussion on her most recent "Book of the Month Club" topic. Mom made learning fun. It was sad for my three brothers and me to see her ailing in her later years. At eighty-five, she suffered a stroke and she went steadily downhill after that. Two days before she died, my brothers and I met at her nursing home and took her for a short ride in a wheelchair. While we waited for the staff to lift her limp body back into bed, Mom fell asleep. Not wanting to wake her, we moved to the far end of the room and spoke softly. After several minutes our conversation was interrupted by a muffled sound coming from across the room. We stopped talking and looked at Mom. Her eyes were closed, but she was clearly trying to communicate with us. We went to her side. "Whirr," she said weakly. "Where?" I asked. "Mom, is there something you want?" "Whirr," she repeated a bit stronger. My brothers and I looked at each other and shook our heads sadly. Mom opened her eyes, sighed, and with all the energy she could muster said, "Not was, say were!" It suddenly occurred to us that Mom was correcting brother Jim's last sentence. "If it was up to me..." Jim leaned down and kissed her cheek. "Thanks, Mom," he whispered. We smiled at each other and once again shook our heads...this time in awe of a remarkable teacher. Question: What does the writer think of his mother? Options: A: He loved her but was tired of his mother's teaching at home. B: His mother should forget her teaching and enjoyed the rest of her life. C: His mother was great because she devoted herself to teaching. D: His mother was an excellent teacher before she was retired.
Ans: C

Ques: Read the article and select the best answer. Article: Recently,I came across an interesting article on the differences between British English and American English. I had a lot of fun reading it and thinking of as many differences as I could as an American. Their cars have "bonnets ", while ourselves have "hoods". They park their cars in a "car park" while we leave ours in a "parking lot". Our "cookies" are their "biscuits", while their "rubbers" are our "erasers". Then there are the food words. Would you want to eat something called "Toad in the Hole" or "Bangers and Mash" or "Spotted Dick"? I'm here to report they are all very tasty. There are American equivalents ,of course. We've got "Shoofly Pie", "Chicken Fried Steak" and "Mississippi Mud Pie". What they call "crisps" is what we call "potato chips" and when we ask for "chips" in England we will get what we know at home in America as "French fries". They find it _ that we call the "toilet" the "bathroom" and they really double over with laughter when we ask for the "restroom". American ladies in England who ask for the "little girl's room" or the "powder room" will be met with blank stares. A "fag" is a "cigarette" in the UK, which can lead to endless confusion for British visitors looking for a cigarette in America. Americans on the other hand are endlessly confused by English signs put up over doorways saying "Way Out". We Americans walk on the sidewalk not the pavement. "Pavement" in America is the actual cement the sidewalk is made of. Question: What is the passage mainly about? Options: A: Some similar habits between Americans and the British. B: Different communicating ways between Americans and the British. C: Different body languages between Americans and the British. D: Some differences between American English and British English.
Ans:
D