TEAS 7 Reading Practice Test

Extract:

You are preparing for a class discussion on a local issue: should the town acquire a wetland in order to protect it? You have access to two sources of information. Evaluate the views in both sources.
1) A retired physics professor, being interviewed on a morning news show, mentions: â€œIt's obvious that our town needs to buy this land. We have to protect what we have from greedy developers who only want to turn a profit.â€
2) An article written by an ecologist on a well-known news site notes: â€œIt is in our best interest to purchase this land. Wetlands are disappearing and there are not enough private donors to help with their protection.â€

Question 1 of 5

Which source provides the best material for your assignment?

A. It may be true that some businesses profit from buying up wetlands; however, the important point is that wetlands are disappearing. An ecologist noted that there are not enough private donors to buy these places. B. Greedy businesses are at the heart of the problem: they simply want to buy up cheap land to build and make money. They don't care about destroying our natural treasures. The physics professor noted that our town needs to buy this land. C. It's clear that wetlands are endangered; they are going to disappear unless we do something about it. We should get private donors to buy the land. An ecologist noted that wetlands are in danger. D. Businesses are part of the wetland problem. Without developers to buy them up, the town would not need to purchase the land to protect it. A physics professor noted that the wetland problem is related to greed.

Correct Answer: C

Rationale: Source C provides the best material for the assignment because it emphasizes the importance of preserving wetlands, acknowledges the endangered status of wetlands, and suggests a solution involving private donors. The source highlights the crucial issue at hand - the disappearance of wetlands - and proposes a practical solution, making it a reliable and relevant source for an assignment on wetlands conservation.
Choice A focuses more on the profit aspect rather than conservation.
Choice B blames greedy businesses without offering a practical solution.
Choice D discusses the relationship between businesses and wetlands but lacks a clear solution for conservation compared to Source C.

Extract:

A student comes to the library and you observe him wandering confusedly in the library's section of science books.

Question 2 of 5

What is the first thing you should do to help him?

A. Ask the student what his assignment is and what type of books he is looking for B. Tell the student that books are shelved by the author's last name and guide him to locate the books he is looking for C. Find an opportunity later on to ask his teacher about the assignment, so you can assist him better next time he visits the library D. Invite another student from his class to help him, assuming they share the same assignment

Correct Answer: B

Rationale: The first thing you should do to help the student is to provide guidance on how books are arranged in the library, which is by the author's last name, as observed in the science book section. By explaining this system to the student, you empower him to locate the books independently. This approach fosters self-reliance and problem-solving skills.
Choice A is incorrect as it delays addressing the immediate need, which is helping the student navigate the library.
Choice C is also incorrect as it suggests postponing assistance to a later time.
Choice D is not the best course of action as it doesn't directly help the confused student in the moment.

Extract:

The following is an excerpt of an article published by The New York Times announcing the assassination of Abraham Lincoln. Use the following article to answer the next five questions.
AWFUL EVENT
President Lincoln Shot by an Assassin
The Deed Done at Ford's Theatre Last Night
THE ACT OF A DESPERATE REBEL
The President Still Alive at Last Accounts No Hopes Entertained of His Recovery
Attempted Assassination of Secretary Seward
DETAILS OF THE DREADFUL TRAGEDY.
Official
War Department, Washington April 15, 1:30 A.M. - Maj. Gen. Dis.: This evening at about 9:30 P.M. at Ford's Theatre, the President, while sitting in his private box with Mrs. Lincoln, Mr. Harris, and Major Rathburn, was shot by an assassin, who suddenly entered the box and appeared behind the President. The assassin then leaped upon the stage, brandishing a large dagger or knife, and made his escape in the rear of the theatre. The pistol ball entered the back of the President's head and penetrated nearly through the head. The wound is mortal. The President has been insensible ever since it was inflicted, and is now dying.
About the same hour an assassin, whether the same or not, entered Mr. Sewards' apartments, and under the pretense of having a prescription, was shown to the Secretary's sick chamber. The assassin immediately rushed to the bed, and inflicted two or three stabs on the throat and two on the face. It is hoped the wounds may not be mortal. My apprehension is that they will prove fatal.
The nurse alarmed Mr. Frederick Seward, who was in an adjoining room, and hastened to the door of his father's room, when he met the assassin, who inflicted upon him one or more dangerous wounds. The recovery of Frederick Seward is doubtful.
It is not probable that the President will live throughout the night.
Gen. Grant and wife were advertised to be at the theatre this evening, but he started to Burlington at 6 o'clock this evening. At a Cabinet meeting at which Gen. Grant was present, the subject of the state of the country and the prospect of a speedy peace was discussed. The President was very cheerful and hopeful, and spoke very kindly of Gen. Lee and others of the Confederacy, and of the establishment of government in Virginia.
All the members of the Cabinet except Mr. Seward are now in attendance upon the President. I have seen Mr. Seward, but he and Frederick were both unconscious.
Edwin M. Stanton, Secretary of War.

Question 3 of 5

What is the best summary of this article?

A. The assassin who tried to kill President Lincoln and Secretary Seward escaped into the night. After having fired his pistol at the president, he barely eluded authorities and hurried to Seward's residence. There, he stabbed both the secretary and his son, Frederick Seward. B. A single assassin went on a rampage tonight, starting at Ford's Theater and absconding into the night. He currently remains at large. C. President Lincoln was shot by an assassin at Ford's Theater; the president is not expected to survive. Secretary Seward and his son were also attacked by an assassin at their home this evening. They remain unconscious, and their chances of survival are questionable. General Grant was scheduled to be at the theater, but changed his plans and was not harmed by the evening's events. D. General Grant is poised to take over the role of the presidency should President Lincoln die from wounds inflicted upon him at Ford's Theater. Grant was present at a recent Cabinet meeting, where Lincoln expressed hope for the future and spoke kind words about General Lee and the Confederacy.

Correct Answer: C

Rationale:
Choice C is the best summary of the article. It encapsulates the key events that occurred, including President Lincoln being shot at Ford's Theater, the attack on Secretary Seward and his son at their home, and General Grant avoiding harm. It accurately reflects the major developments and outcomes of the tragic events described in the article.

Choices A, B, and D are incorrect because they either focus on specific aspects of the events and omit critical details or introduce irrelevant information not present in the article extract.

Extract:

The next three questions are based on the information below.
The Dewey Decimal Classes
000 Computer science, information, and general works 100 Philosophy and psychology
200 Religion
300 Social sciences
400 Languages
500 Science and mathematics 600 Technical and applied science 700 Arts and recreation
800 Literature
900 History, geography, and biography

Question 4 of 5

Jensen has been assigned a project on ancient Greece, but the project terms are general. This means that he can select any topic of interest to him from Ancient Greece and focus his project around this. Jensen is overwhelmed and does not even know where to begin. What section of the library should he check first for general information about ancient Greece?

A. 100 B. 200 C. 400 D. 900

Correct Answer: D

Rationale: Jensen should check the 900 section of the library for general information about ancient Greece. In the Dewey Decimal Classification system, the 900 section covers history and geography. Ancient Greece falls under the category of history, so Jensen can find a wide range of resources related to ancient Greece in this section, which will provide him with a good starting point for his project.
Choice A (100) refers to Philosophy and psychology,
Choice B (200) to Religion, and
Choice C (400) to Languages, which are not directly related to ancient Greece, making them incorrect options.

Extract:

Harriet Tubman was a runaway slave from Maryland who became known as the "Moses of her people." Over the course of 10 years, and at great personal risk, she led hundreds of slaves to freedom along the Underground Railroad, a secret network of safe houses where runaway slaves could stay on their journey north to freedom. She later became a leader in the abolitionist movement, and during the Civil War she was a spy for the federal forces in South Carolina as well as a nurse.
Harriet Tubman's name at birth was Araminta Ross. She was one of 11 children of Harriet and Benjamin Ross born into slavery in Dorchester County, Maryland. As a child, Ross was "hired out" by her master as a nursemaid for a small baby. Ross had to stay awake all night so that the baby wouldn't cry and wake the mother. If Ross fell asleep, the baby's mother whipped her. From a very young age, Ross was determined to gain her freedom.
As a slave, Araminta Ross was scarred for life when she refused to help in the punishment of another young slave. A young man had gone to the store without permission, and when he returned, the overseer wanted to whip him. He asked Ross to help but she refused. When the young man started to run away, the overseer picked up a heavy iron weight and threw it at him. He missed the young man and hit Ross instead. The weight nearly crushed her skull and left a deep scar. She was unconscious for days, and suffered from seizures for the rest of her life.
In 1844, Ross married a free black named John Tubman and took his last name. She also changed her first name, taking her mother's name, Harriet. In 1849, worried that she and the other slaves on the plantation were going to be sold, Tubman decided to run away. Her husband refused to go with her, so she set out with her two brothers, and followed the North Star in the sky to guide her north to freedom. Her brothers became frightened and turned back, but she continued on and reached Philadelphia. There she found work as a household servant and saved her money so she could return to help others escape.

Question 5 of 5

How is this passage structured?

A. cause and effect B. problem and solution C. chronological order D. compare and contrast

Correct Answer: C

Rationale: The passage is structured in chronological order as it presents events in the order in which they occurred. It starts with Harriet Tubman's background as a slave, then progresses through her marriage, escape, and subsequent actions to help other slaves. Each event is presented in a time sequence, making it clear that the passage follows a timeline of events.

Choices A, B, and D are incorrect because the passage does not focus on demonstrating cause and effect relationships, outlining problems and solutions, or comparing and contrasting different elements. Instead, it provides a historical account of Harriet Tubman's life in a sequential manner.

TEAS 7 Reading Practice Test - Nurselytic

Nurselytic

ATI TEAS 7

ATI TEAS 7