Admission Test GRE-Verbal : Section One : Verbal

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Admission Test GRE-Verbal Exam Syllabus Topics:

Admission Test Section One : Verbal Sample Questions:

Question #1
Late Victorian and modern ideas of culture are indebted to Matthew Arnold, who, largely through his
Culture and Anarchy (1869), placed the word at the center of debates about the goals of intellectual life
and humanistic society. Arnold defined culture as "the pursuit of perfection by getting to know the best
which has been thought and said." Through this knowledge, Arnold hoped, we can turn "a fresh and free
thought upon our stock notions and habits." Although Arnold helped to define the purposes of the liberal
arts curriculum in the century following the publication of Culture, three concrete forms of dissent from his
views have had considerable impact of their own. The first protests Arnold's fearful designation of
"anarchy" as culture's enemy, viewing this dichotomy simply as another version of the struggle between a
privileged power structure and radical challenges to its authority. But while Arnold certainly tried to define
the arch-the legitimizing order of value-against the anarch of existentialist democracy, he himself was
plagued in his soul by the blind arrogances of the reactionary powers in his world. The writer who
regarded the contemporary condition with such apprehension in Culture is the poet who wrote "Dover
Beach," not an ideologue rounding up all the usual modern suspects. Another form of opposition saw
Arnold's culture as a perverse perpetuation of classical and literary learning, outlook, and privileges in a
world where science had become the new arch and from which any substantively new order of thinking
must develop. At the center of the "two cultures" debate were the goals of the formal educational
curriculum, the principal vehicle through which Arnoldian culture operates. However, Arnold himself had
viewed culture as enacting its life in a much more broadly conceived set of institutions. A third form is
so-called "multiculturalism," a movement aimed largely at gaining recognition for voices and visions that
Arnoldian culture has implicitly suppressed. In educational practice, multiculturalists are interested in
deflating the imperious authority that "high culture" exercises over curriculum while bringing into play the
principle that we must learn what is representative, for we have overemphasized what is exceptional.
Though the multiculturalists' conflict with Arnoldian culture has clear affinities with the radical critique,
multiculturalism actually affirms Arnold by returning us more specifically to a tension inherent in the idea
of culture rather than to the cultureanarchy dichotomy. The social critics, defenders of science, and
multiculturalists insist that Arnold's culture is simply a device for ordering us about. Instead, however, it is
designed to register the gathering of ideological clouds on the horizon. There is no utopian motive in
Arnold's celebration of perfection. Perfection mattered to Arnold as the only background against which we
could form a just image of our actual circumstances, just as we can conceive finer sunsets and unheard
melodies.
The author's primary concern in the passage is to

A. examine the different views of culture that have emerged since the eighteenth century
B. argue against those who have opposed Arnold's ideas
C. describe Arnold's conception of culture
D. trace Arnold's influence on the liberal arts educational curriculum
E. explain why Arnold considered the pursuit of perfection to be the essence of culture

Question #2
The village of Vestmannaeyjar, in the far northern country of Iceland, is as bright and clean and up-to-date
as any American or Canadian suburb. It is located on the island of Heimaey, just off the mainland. One
January night in 1973, however, householders were shocked from their sleep. In some backyards red-hot
liquid was spurting from the ground.
Flaming "skyrockets" shot up and over the houses. The island's volcano, Helgafell, silent for seven
thousand years, was violently erupting! Luckily, the island's fishing fleet was in port, and within twenty-four
hours almost everyone was ferried to the mainland. But then the agony of the island began in earnest. As
in a nightmare, fountains of burning lava spurted three hundred feet high. Black, baseball-size cinders
rained down. An evilsmelling, eye-burning, throat-searing cloud of smoke and gas erupted into the air,
and a river of lava flowed down the mountain. The constant shriek of escaping steam was punctuated by
ear-splitting explosions. As time went on, the once pleasant village of Vestmannaeyjar took on a weird
aspect. Its street lamps still burning against the long Arctic night, the town lay under a thick blanket of
cinders. All that could be seen above the ten-foot black drifts were the tips of street signs. Some houses
had collapsed under the weight of cinders; others had burst into flames as the heat ignited their oil storage
tanks. Lighting the whole lurid scene, fire continued to shoot from the mouth of the looming volcano. The
eruption continued for six months. Scientists and reporters arrived from around the world to observe the
awesome natural event. But the town did not die that easily. In July, when the eruption ceased, the people
of Heimaey Island returned to assess the chances of rebuilding their homes and lives. They found tons of
ash covering the ground. The Icelanders are a tough people, however, accustomed to the strange and
violent nature of their Arctic land. They dug out their homes. They even used the cinders to build new
roads and airport runways. Now the new homes of Heimaey are warmed from water pipes heated by
molten lava.
Black cinders fell that were the size of__

A. golf balls
B. baseballs
C. pebbles
D. hail-stones
E. footballs

Question #3
FEEL : HANDLE ::

A. stimulate : grow
B. laugh: giggle
C. lift : heave
D. read : peruse
E. caress : abrade

Question #4
QUARRY : MARBLE ::

A. well : oil
B. ocean : tuna
C. silo : grain
D. reservoir : water
E. observatory : stars

Question #5
Human cells are programmed to selfdestruct at the same rate at which they are generated. However, the
programs can malfunction, resulting either in excessive cell growth, which can lead to cancer, or
excessive cell destruction, which can lead to degenerative diseases. As for the latter, using a tool called
RNA interference, researchers can turn off the functions of genes individually and, by observing the
results, determine which genes influence the process of cell death. Geneticists have isolated more than
one hundred different human genes that prevent cells from self-destructing. However, these genes
operate interdependently toward this end; moreover, most such genes serve other functions as well,
including cell differentiation and proliferation. Scientists are just beginning to identify the gene groups that
play key roles in the prevention of cell death and to understand the intricacies of how these groups
function, not just as units but also together, in what appears to be a vast network. Building on this
knowledge, researchers hope to learn how to precisely manipulate the process of cell death in humans-a
crucial step toward the development of diagnostics and treatments that target the specific diseases
associated with out-of-control cell destruction.
It can be inferred from the passage that the author mentions "cell differentiation and proliferation" (lines
2 1-22) probably in order to

A. differentiate the various types of genes that prevent cell death
B. emphasize the complexity of the interplay among gene functions
C. distinguish internal inputs that trigger cell self-destruction from external sources
D. point out that different genes generally perform different functions
E. identify the mechanism by which human cells can multiply out of control

Solutions: