Sample MCAT Questions: Verbal Reasoning
VERBAL REASONING30 QUESTIONS
DIRECTIONS: The questions are based on the accompanying
passages. Read each passage carefully, then answer the following
questions. Consider only the material within the passage. For each
question, select the ONE BEST ANSWER and indicate your selection by
marking the corresponding letter on the Answer Form.
Passage I (Questions 1-7)
In the early 1920s, dozens of F. Scott Fitzgerald'sshort stories
such as "The Offshore Pirate," "Head and Shoulders," "RagsMartin-Jones
and the Prince of Wales" as well as his first two novels, This
Side of Paradise and The Beautiful and Damned
containedstrong, free spirited female characters; and early in his
professional careerhe realized that he had created a type, the
Fitzgerald Flapper, for whichthere came to be increasing public
demand. "I know that the magazines wantonly flapper stories from
me," he told his agent Harold Ober in 1922. Inthe years leading up
to the composition of The Great Gatsby (192~1924)he struggled
with the difficulty of beginning his fictional work, both thepopular
stories for magazines like the SaturdayEvening Post, the more
serious ones for magazineslike The Smart Set andScribner’s
Magazine, and his novels with independent women,whose very
independence fitted her in advance into the broad cultural
stereotypeof the American Flapper. It was inevitable, however, that
Fitzgerald, whowould go on to create complex female characters,
among many others, likeNicole Diver in Tender Is the Night
and Kathleen in the unfinished The Last Tycoon,characters who
defy easy stereotyping, would haveto sacrifice the flapper he had
created or else begin over and over again with a type
solidlyconstructed by the public whose appetite he had, for some
time, satisfied.The process by which Fitzgerald created the flapper
with a gallery of memorablecharacters, allowed her to ride the wave
of popular opinion into a permanentplace in the American psyche, and
then laid her to rest in the service ofhis own artistic development
is a classic study of the central dilemma ofprofessional
author-ship: how one who earns his living through his writingcan, at
the same time, move beyond the dictates of popular culture and
Fitzgerald proclaimed in 1922 that "There always were flappers." And
while this is, of course, true in the sense that there have always been
women who openly and proudly defied the social conventions of their
time, the term "flapper" as Fitzgerald is broadly using it originated in
Britain in the years just before 1918, where the term characterized a
young girlwho had not yet been introduced into society. John O'Hara, in
calling attention to the misuse of the term "flapper" in America, offers
a slight variation of this usage describing "flapper" as British slang
referring to "a society girl who had made her debut and hadn't found a
husband." The word "flapper" came into wide currency in the postwar
decade in America to describe "a girl dr young woman whose conduct and
dress [were] characterized by somewhat daring freedom and
boldness"-particularly one who wore rouge, flapping galoshes, dresses
whose hemlines were more than 9 inches above ground, and bobbed hair.
The American Flapper historically is a product of what Frederick Lewis
Allen in Only Yesterday characterizes as the revolution in
manners and morals brought about by an interaction of forces related to
World War I and its aftermath. Among these Allen citesthe
"eat-drink-and-be-merry-for-tomorrow-we-die spirit which accompaniedthe
departure of the soldiers to the training camps and the fighting
front";the war neurosis, which led individuals to find solace in
unconventionaldiversions like drinking, smoking, and dancing; the
winning of women's suffragein 1920; the "growing independence of the
drudgeries of housekeeping," broughtabout by the introduction of
household appliances; an increasing tendencyof women to join the work
force and gain a measure of financial independence.Additional forces,
according to Allen, included prohibition (with its invitationto rebel
against restrictions), the automobile, the confession and sex
magazines,and the movies.
The American flapper, who came into existence during the revolution
of manners and morals described by Allen and who owes her name, in part,
to the British flapper, came to be associated in the 1920s withthe
illustrations of John Held, Jr., America's leading cartoonist of theJazz
Age. In film the first flapper was Colleen Moore, who appeared in
themovie Flapperdom in 1922, and was shortly joined by Clara Bow,
the"It" girl, who came to be considered as the quintessence of the
flapper.But it is Fitzgerald who is, over and over in the popular
magazines of histime credited with inventing or discovering the flapper,
as the followingsamples demonstrate. A 1921 article in Shadowland,entitled
"Fitzgerald, Flappers and Fame," acknowledgesFitzgerald as "the
recognized spokesman of the younger generation ... sincethe publication
of his now famous flapper tale 'This Side of Paradise."'in a newspaper
clipping from 1922 pasted in the Fitzgeralds' scrapbooks,Fitzgerald is
called "The Flapper Laureate." Another from the same periodis headlined,
"F. Scott Fitzgerald Tells How He Discovered the Flapper."Even into the
1930s editors and reviewers continued to associate Fitzgeraldwith his
tales of the Jazz Age and to echo the call for the flapper
stories.Magazine editors continued into the mid-i 930s to ask for the
old Fitzgeraldstories of flappers and "flask gin," but by the mid-1920s
he had given uphis creation for which he is now perhaps most often
remembered in favor offictional individuals that he hoped would defy
stereotyping. The popularmagazines of the Jazz Age, now in the bound
periodicals section of most libraries,remain the most accessible shrine,
though now perhaps a dusty one, to theFitzgerald Flapper.
Adapted from "The Fitzgerald Flapper." VCU, 1995 and used with
permission of Dr. Bryant Mangum
1. The best title for this passage would be:
A. Social Customs of the 1920s.
B. The Novels of F. Scott Fitzgerald.
C. F. Scott Fitzgerald: Creator of the American
D. America in the Post-World War I Decade.
2. Which of the following statements best describes the origin
of the term "flapper" as it is explained in the passage?
A. It refers to a young bird, colloquially
known as a "flapper."
B. It originated in Britain and at one time referred
to a young girl whohad not made her entrance into society.
C. It was originally an American term which
was associated with the flapping arm movements of women who were
D. No one is certain where the word "flapper" came
A. a particular quality of the
British flapper was that she had not yet found a husband.
B. Fitzgerald did not invent the flapper.
- According to John O'Hara:
C. flappers had been associated in
Britain with prostitution.
D. the movies are primarily responsible for
popularizing the flapper.
4. Frederick Lewis Allen attributes the development of the flapper
A. the war neurosis.
B. women's growing independence from the drudgeries of
C. the postwar revolution in manners and morals.
D. all of the above.
5. Which of the following statements is/are supported by the
A. Fitzgerald is the creator of the flapper in fiction.
B. Fitzgerald was writing about flappers in the mid-1930s.
C. Clara Bow was the first flapper in film.
D. Fitzgerald wanted to continue writing about flappers but
the public had tired of his stereotype.
6. Which of the following is/are neither supported nor
contradicted by the passage?
I. Fitzgerald will be remembered as a better short story writer
than a novelist.
II. Fitzgerald will be remembered for creating the flapper in
III. John Held, Jr. was a better cartoonist than writer.
IV. Fitzgerald gave up writing about the flapper because he
wanted to create less stereotyped characters.
A. I, II, and III
B. I and III
C. III and IV
D. IV only
7. The passage would support:
A. a conclusion that Fitzgerald's stories and novels written
after he gave up writing about the flapper were judged by
literary critics as superior to those written during his
B. a conclusion that the flapper appeared both in fiction
and in film.
C. a conclusion that Fitzgerald was an autobiographical
D. a conclusion that the flapper was judged to be immoral
by the middle-brow American reading public.
Passage II (Questions 8-15)
The dependence process begins with an initial exposure to a
psychoactive drug. The drug experience allows an individual to
perceive two contrasting altered states of consciousness, the
normal state versusthe drug-induced state. If the drug state is
perceived by an individual asmore pleasurable (or producing a
less painful state) than the nondrug state,then such an
individual may make a choice of maintaining the drug state.The
word pleasurable, however, has many meanings, and may not be
relatedto "feeling good." Thus, someone may initiate smoking
tobacco, for example,not because it makes him/her feel good
(most times it doesn't) but becausehis/her specific peer group
dictates tobacco use as a means of acceptance.Belonging to the
group is pleasurable, not the use of tobacco; any drug canserve
such a purpose. Many examples of this drug-human interaction can
benoted, and the lesson learned, is that humans take drugs for
many reasonsthat essentially meet their own individual needs,
whether it be feeling good,peer pressure, or whatever.
Therefore, drugs may not always serve primarily as
reinforcers of behavior but may have important secondary
reinforcing qualities as well. Regardless of the reasons for
using a specific chemical agent, however, it should be
understood that most drugs produce their effects via an
alteration of brain neurochemistry, which can lead to other more
long-term problems, especially if the drug is consumed on a
Once an individual takes on the responsibility of using a
given chemical agent chronically, then he/she is beginning to
allow other variables to take over his/her own drug taking
behavior, and to some degree will lose his/her ability to
control this behavior. Taking drugs repeatedly means that one
swallows, injects, sniffs, or smokes a given agent at certain
times, in certain places and possibly with 'certain people. Each
time a drug is taken all these events become cumulatively
conditioned with the drug forming a conditioned-stimulus (cs)
complex (learned associations). If repeated enough times, the
drug takes on stimulus properties initiating certain effects
psycho-logically. Thus, if one associates smoking behavior with
feeling good with friends (peer control), then one may need to
smoke when those friends are not present to feel good.
Conversely, the presence of friends may also act as a stimulus
to smoking. What occurs is that the use of the drug can come
under environmental (stimulus) control and behavior comes under
drug-induced stimulus control. Over time these events can merge
to a point where drug taking becomes more and more contingent
upon environmental events. The example of this stimulus-complex
may be too simplistic, but one may be able to significantly
reduce his/her pain by going through the drug taking ritual
without administering the drug. Thus, the pharmacological
effects of morphine, for example, may be elicited by going
through the ritual including an injection of water. Counselors
feel that some heroin addicts may be addicted to the needle, and
thus the term, "needle freaks." Much of these effects are
difficult to detect but have been verified in controlled human
experiments. We should not take these effects lightly and should
suspect that similar CS complex can occur with most drugs we
Acute behaviorally effective doses of psychoactive drugs
generally disrupt most learned behaviors. Thus, alcohol acutely
disruptsthe ability of any individual to drive an automobile.
However, if the individual continues to drive under the
influence of alcohol, then two things can occur. First, the
individual will develop behavioral tolerance to the alcohol.
That is, such a person will learn to adapt to the drug state and
will learn how to manage his/her automobile in spite of the
pharmacological effects of alcohol. As this process continues,
the learning of how to drive the car and how to get to certain
places (to the ABC store) can also become contingent uponthe
alcohol state. Thus, an individual may have difficulties finding
theABC store when sober. This phenomena is called
drug-induced slate dependent learning. Its premiseis that
the retention of information learned under the drug state is
contingentupon the reinstitution of the drug state. There are
many examples of thiswith most psychoactive drugs. In fact, one
might consider this a form ofdependence. Thus, a person may need
to continue using a specific drug inorder to perform specific
tasks learned under the drug state.
Drugs that are abused by man appear to have very subtle but
profound effects on specific neurotransmitter systems in the
brain. In the normal state these chemicals, which are the means
by which nerves communicate with each other, are in a very
delicate balance allowing one to perceivehis/her environment and
make adjustments to act in accordance with his/ herown needs.
Psychoactive drugs tend to disrupt this balance, which in
effectalters an individual's ability to respond in his/her
At this point there is 6ne theoretical model that
suggests that the drug dependent person's neurochemical system
is out of balance and that the individual uses a given drug to
allow his/her neurochemical systems to function in a more normal
fashion. This theory has been promoted as a mental health model
in order to explain the success of chemotherapyin the control of
several psychotic states. However, this has yet to be
substantiated in the substance abuse area.
Adapted from John A Rosecrans, "Psychological and Neurochemical
Mechanisms Involved in the Maintenance of Chemical Dependencies'
Drug Dependence Outline, MCV/ VCU, 1990
8. This passage deals with:
I. the acute pharmacological experience.
II.the habitual drug use: the condition of drug effects as a
prelude to dependency.
IV. neurochemical aspects.
A. I, II, and III
B. I and III
C. II and IV
D. I, II, III, and IV
9. Which of the following statements is supported by the
A. A drink here and there really does not hurt.
B. Your first drink starts you on your way to drug abuse.
C. A pleasurable state is associated with euphoria.
D. Drug use follows certain patterns.
10. Human beings partake in drugs because of:
A. peer pressure.
B. psychological need.
C. depression due to marital pressure.
D. all of the above.
11. Chemical agents consumed chronically:
A. alter the mind.
B. seem to act in a predictable fashion.
C. modulate neurochemical mechanisms.
D. have relatively short-term effects.
12. Once an individual is addicted:
A. ritual becomes the order of the day.
B. environmental conditions may play a dominant role.
C. injection of a placebo replaces the chemical.
D. the side effects decrease and use becomes less harmful.
13. According to the author:
A. certain tasks can be better learned while under the effects
B. certain tasks can be better performed while under the
effects of drugs.
C. certain tasks may be difficult to perform if not under the
influence Qf drugs.
D. behavioral tolerance will lessen the influence of drug
14. Which of the statements is contradicted by the
A. Many variables play a role in the effects exhibited by
B. Drug users lose the ability to control their own drug
C. Chemotherapy is the cure for drug use.
D. Specific neurotransmitters are affected by drug use.
15. Drugs may often serve as:
A. agents that make an individual feel that he/ she "can take on the
B. primary and/or secondary reinforcers of behavior.
C. crutches for persons who have low self-esteem.
D. all of the above.
Passage III (Questions 16-24)
For almost a thousand years Alexandria was the world's center of
higher learning. The library eventually contained a half million
scrolls, and the museum contained a zoo, botanical garden, astronomical
observatory, anatomical exhibit, and treasures from around the world.
Teaching was limited only to what was necessary to train researchers for
the next generation.The main focus was on improving understanding so
that each generation couldinherit a more advanced civilization. Teaching
was not an end or good initself.
The school of Alexandria was modeled after the Lyceumof Aristotle.
What Aristotle received from Plato and what passed to the school at
Alexandria was a sense of optimism and dedication in seeking the truth.
We know that Plato marveled at the underlying principles of
mathematics,such as the Pythagorean theorem, and that he tried to find
underlying principles or "truths" in other fields of study. Aristotle's
improvement was to take this idea of generalization apart and show that
when deduction and induction were used alternately, we had a method
of finding underlying principles.
The first librarian was Herodotus of Ephesus, who with these new
methods of logic, dared to edit Homer's Iliad and Odyssey.
The second librarian was Eratosthenes of Cyrene who, to mention one
specific item, measured the size of the earth. First, he measured the
angle of the sun (six degrees) at midday on midsummer's day at
Alexandria because he knew from previous trips to Syrene (near today's
Aswan Dam) that the sun shone to the bottom of its wells (zero degrees)
on that very day and time eachyear. Then, he only had to measure the
distance between these two placesto calculate the circumference of the
earth (60/360 = distance/circumference).
The third librarian, Aristophanes of Byzantium, commissioned 70
scholars to translate the Bible into Greek; and this translation, used
by Jesus Christ, became known as the Septuagint. (There is other
evidence to suggest that the "flight into Egypt" took place in
Alexandria.) The fourth librarian was Aristarchus of Samosthrace who
developed the eight parts of speech and wrote commentaries on the works
of Homer, Pindar, and Aristophanes of Athens.
Returning to the faculty, we should not fail to acknowledge what we
owe to Euclid beyond geometry. Euclid, who was commissioned to start a
school of mathematics around 300 B.C., established a mode of
accumulating understanding by starting with a few axioms and theories,
stacking conclusions into workable structures of knowledge. Examples
today would be the Periodic Chart of Elements, the Myers-Briggs
Personality Types, and the concept of management schools, to name a few
structures or inferential models in different disciplines.
Apollonius and Archimedes were in the next generationof scholars.
Whereas Apollonius gave us the conic sections, Archimedes gaveus number
systems (myriads) capable of counting the sands of the earth. That same
generation included Aristarchus of Samos who taught that the earth moved
around the sun and whose name appeared in the margin of a book used by
Copernicus while studying at Bologna in the seventeenth century.
During the following century, Hipparchus of Nicea calculated the
length of the year to within minutes and the length of the month to a
few seconds. Around 150 A.D. Claudius Ptolemy wrote 13 books on
astronomy, called the Almagest. This set also explained that
finding a descriptive model for understanding was more important than
accounting for every fact or observation. In hisbooks on astrology, he
summarized the beliefs of the Greeks, Egyptians, andPersians and gave us
the horoscopes and Zodiac signs used today. Also around150 A.D. Galen
came to Alexandria to study. He was the authority on medicinefor more
than a thousand years; when physicians found parts of a body todiffer
from his descriptions, they concluded that the person was abnormal.
During the early days of Alexandria, prisoners were dissected alive.
However, evil was not limited to "pagans" but discrimination and killing
occurred between Jews and Greeks, Christians and Egyptians, and so on.
Around 400 A.D., a Christian mob under Cyril ripped the flesh off the
mathematician Hypatia because her beliefs were not like theirs.
Whereas understanding could be accumulated in libraries and
transmitted by books from generation to generation, wisdom (seeing the
importance of doing good for others, i.e. human truths) has to be
reinspired again and again by individuals in each generation.
Through the centuries, religion and classical humanism have contended
to underwrite the meaning of wisdom. Sometimes, religion (morality)
provided the rationale for justice, at other times, humanism (ethics).
Whatever, the lesson from Alexandria's past is that whenever a true
sense of the underlying principles of morality or ethics was not
present, minorities and individuals suffered. Thus, during periods of
ebbing or pluralistic religious beliefs (like today), ethics becomes
necessary to form a behavioral consensus, to "hold these truths."
Accordingly, the university's first mission is not to acquire new
understandings nor to teach many students, but to reinspire wisdom at an
effective level in each new generation.
Adapted from Dr. James McGovern, 'Alexandria: The First Research
University.', MCV/VCU. 1990.
16. Which statement best summarizes the attitude atthe ancient
library-museum at Alexandria?
A. It was basically a teacher-training school.
B. It was an academy of philosophers.
C. It was a natural history museum.
D. It was mostly a scholarly research institute.
A. what was revealed by God.
- Plato's sense of "truth" was
B.limited to mathematical proofs.
C.underlying principles in any field.
D.what was agreed to by consensus.
18. Eratosthenes was able to measure the angle of the sun at two distant
places on the earth's surface simultaneously by:
A. measuring at one place at midday on midsummer's day a year
after measuring at the other place at the same time and date.
B. having two teams measure angles at the same time and date.
C. calculating the transit of the sun between
D. calculating the movement (turning) of the earth between
19. One argument given that the 'flight into Egypt" of Jesus
Christ took place in Alexandria was:
A. Jesus Christ spoke Greek.
B. Jesus Christ knew the Greek version of the 'bible.
C. Jesus Christ used the accentuation and punctuation
D. Jesus Christ was against plagiarism.
20. What statement best fits Claudius Ptolemy?
A. He was an ancient astronomer.
B. He was an ancient astrologer.
C. He was both an astronomer and astrologer.
D. He was a historian.
21. A key difference between understanding and wisdomis:
A. wisdom is ancient; understanding is modern.
B. understanding can be accumulated across the generations;
wisdom must be renewed in each generation.
C. understanding deals with things, whereas wisdom
deals with people.
D. wisdom is subjective; understanding is objective.
22. The author's main point seems to be;
A. that the study of ethical truths is needed in today's
religiously pluralistic world.
B. that we should all have the wisdom to
adopt one religion or another.
C. that religious beliefs and ethical reasoning will
always be at odds.
D. that people need both morality and ethics today.
23. From a historical point of view, this passage provides
the reader with:
A. the names of important figures who lived in Alexandria.
B. a running commentary of the 1000 years during which
Alexandria was the world's center of learning.
C. statements made by the great philosophers
Aristotle and Plato regarding the teaching of wisdom to new
D. documentation regarding the destruction of the library
of Alexandria by Omar I in
24. One of the great schools in Alexandria was in the
disciplines of mathematics. It was founded by:
Oman. D. Eratosthenes.
Passage IV (Questions 25-30)
Charles James Correll (February 2, 1890-September 26,1972), radio
comedian and co-creator with Freeman Gosden of Amos 'n Andy was
the son of Joseph Boland Correll and (though there are some
inconsistencies about his mother's first name) Julia A. Fiss Correll. He
was born in Peoria, Illinois, where he grew upin a stable, working class
family. While still in school, he worked as anusher in a local
vaudeville house and developed an interest in show business.After
graduating from Peoria's public high school, he began to follow
hisfather's trade as a bricklayer. In his spare time, however, he played
pianoin Peoria's silent movie houses and sang, danced, and took small
parts inlocal shows.
In 1918, after being noticed by the director of a local show, Correll
was offered a job with the Joe Bren Company of Chicago. Bren specialized
in producing minstrel shows as fund-raisers for charitable groups in
small cities. For the next 6 years Correll traveled the country,
directing productions for Bren. In 1919, doing a show in Durham, North
Carolina, he first met Freeman Gosden, who had just been hired by Bren
and was to be trained by Correll. The two became friends, often sharing
an apartment during summers when both men were in Chicago, preparing for
the next season. In 1924 both men were brought to Bren's Chicago home
office, Gosden to manage Bren's new circus division, Correll to manage
the shows division.
Sharing an apartment, Correll and Gosden began to write musical
reviews together, and they worked up a "song and chatter" act. In March,
1925, they began an 8-month series of weekly appearances on Chicago's
radio station WEGH. Soon they were doing occasional appearances in
showsand on radio programs in St. Louis, in Columbus, Ohio, and other
places inthe midwest. During the summer of 1925 they both resigned from
the Bren Company and began concentrating on a career in vaudeville.
However, the Chicago Tribune’s radio station offered them $200 a
week, and in November, 1925, they began a series of nightly broadcastson
At the suggestion of the station's management, Correll and Gosden
used their experiences with minstrel shows to work up a "radio comic
strip" about two African American boys, and on January 12, 1926, Sam
'n Henry began a series of nightly 10-minute broadcasts on WON. The
show was an immediate hit. In 1928, however, a rival Chicago newspaper
lured Correll and Gosden away from WON, though the T ribune
retained all rights to Sam 'n Henry and continued broadcasting
the show with two new men.
At the Chicago Daily News 's radio station WMAQ, on March 19,
1928, Correll and Gosden began broadcasting six nights a week with a
15-minute show about two African American men living in Harlem. Amos
'n Andy focused on the misadventures of Amos Jones, played by
Freeman Gosden as energetic, enterprising, and honest, and Andrew H.
Brown, played by Correll as indolent but good-hearted. Gradually, the
team added characters, but until the 1940s all the writing and voices
were done by Correll and Gosden.
The show was a huge success, and with the help of the Tribune's
publicitystaff, in 1929 Correll and Gosden even put out a book
(All About Amos 'n Andy and Their Creators Correll and Gosden) to
satisfy Chicago listeners' curiosity. Within a short time NBC was
offeringCorrell and Gosden $100,000 a year, and on August 19, 1929,
Pepsodent toothpastebegan sponsoring Amos 'n Andy NBC's Red
Amos 'n Andy became network radio's first huge success. Within
a few years, Correll and Gosden had moved to California where they
appeared in movies, published books of Amos 'n Andy
dialogue, and lived the life of Hollywood stars. Despite protests about
the racial stereotyping of Amos 'n Andy, especially from the
African American Press, Correll and Gosden's show remained popular
throughout the Great Depressi6n and into the 1940s. Short, stocky, and
dark haired (later gray), Correll became the relaxed, gregarious half of
the partnership, balancing Freeman Gosden's more temperamental,
difficult, and creative personality.
Correll enjoyed his success. He bought a large, lavish home in
Beverly Hills; he indulged in expensively stylish clothes, and became an
enthusiastic golfer. After a divorce from his first wife, Marie
Janes(whom he had married in 1927), he married the dancer, Alyce
Mercedes McLaughlin in 1937. They eventually had four children.
With World War II, listenership began to drop. In February, 1943,
after changing networks and sponsors several times, Amos 'n Andy
left the air. In October it returned as a half-hour weekly variety
program featuring guest stars, an orchestra, outside writers, and a
studio audience. This show continued with NBC until 1948 when Correll
and Gosden, along with Jack Benny and other stars, left NBC. For $2.5
million Correll and Gosden sold CBS all the rights to Amos 'n
Andy for the next 20 years, and they also received star salaries to
play the chief parts.
Within a few years, television ended the success of their variety
show, but from 1954 into the 1960s, Correll and Gosden stayed onCBS
radio with a new show, The Amos and Andy MusicHall, mixing skits
with popular records. On November 25, 1960 they left the air
In the mid-1950s, CBS developed a situation comedy based on Amos
'n Andy characters. Correll and Gosden were creative consultants,
but the cast was entirely African American. The show had modest success
with audiences, but it was embroiled in constant racial controversy. The
NAACP protested the show vehemently,and the cast had frequent problems
with the scripts. Neither Correll norGosden was prepared for the kind of
bitterness that the TV show had engendered,and both men, especially
Gosden, felt deeply wounded by some accusations.
After the TV series ended and their last radio show was over, Correll
and Gosden remained friends, living near each other in quiet retirement
in their Beverly Hills homes. Correll continued throughout his life to
maintain warm and friendly connections with his midwestern roots, and
returning to Chicago, he died there at the age of 82.
Adapted from 'Charles James Correl I," VCU, 1995 and used with
permission of Dr. Nicholas Sharp.
25. Which of the following is supported by the passage?
A. Correll's interest in vaudeville came through his mother and
father, both of whom were performers.
B. Correll was independently wealthy and took up vaudeville because
he could find nothing else that interested him
C. Correll's interest in vaudeville began when he was
an usher in a vaudeville house.
D. Correll preferred his father's profession of
bricklaying to show business, but he was better at
entertainment than at bricklaying.
26. According to the passage, which quality more characterizes
Gosden than it does Correll?
A. He was more even-tempered.
B. He was more temperamental.
C. He was a better pianist.
D. He was the funniest.
27. What event marked the beginning of the first decline of
popularity of the Amos 'n Andy Show?
A. The Great Depression.
B. The arrival of Correll's first child.
C. Gosden's hospitalization.
D. World War II.
28. What does the passage indicate happened to the Sam 'n
Henry Show after Correll and Gosden left radio station WGN?
A. They carried their show with them to rival station, WMAQ.
B. WGN retained rights to the show and continued it without
Correll and Gosden.
C. Correll and Gosden retained rights to the show but
changed its name to the Amos 'n Andy Show
D. The show was canceled.
29. From the Great Depression onward, the Amos 'n Andy Show was
criticized for its racial stereotyping. According to the passage, which
of the words below best describes Correll’s response to this criticism?
A. Angry C. Wounded
B. Vindictive D. Indifferent
30. In retirement, both Correll and Gosden were financially secure.
What was the state of their friendship in the later years of their
A. Their friendship was weakened by the turmoil andcontroversy
caused by the show, and they drifted apart.
B. They remained friends and lived near each other inBeverly
C. They quarreled bitterly over money and parted enemies.
D. They occupied adjoining suites in the Beverly Hilton until
Correll returned to Peoria.