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27 Sep 2025, 02:27
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Question 1
B
Be sure to select an answer first to save it in the Error Log before revealing the correct answer (OA)!
Difficulty:
65%
(hard)
Question Stats:
42% (02:09) correct
59%
(02:20) wrong
based on 198
sessions
History
Date
Time
Result
Not Attempted Yet
Question 2
E
Be sure to select an answer first to save it in the Error Log before revealing the correct answer (OA)!
Difficulty:
65%
(hard)
Question Stats:
42% (01:07) correct 58%
(01:03) wrong
based on 203
sessions
History
Date
Time
Result
Not Attempted Yet
The purposeful use of language makes knowing possible. As the Sophists (and many others subsequently) noted, language necessarily affects the truths that it can say or name. How we write is as important as what we write. From this perspective, rhetoric aims at knowledge, or makes it available. How it is made available will vary according to the apparatus in which it is generated. It could be argued that the academic essay, as it has come to be institutionalized within the humanities, is a writing that demonstrates all the virtues of mainstream literacy—unity, coherence, perspicuity, closure, and correctness. However, what students learn from the process of writing essays which, rhetorically, have been stripped of the art of invention, is to close discourse down, to let the conclusion dictate their thinking, and to necessarily censor whatever imagined possibilities seem irrelevant or inappropriate. What they learn is a trained incapacity to speculate or raise questions, to try stylistic and formal alternatives.
1. The author of the passage attributes students’ “incapacity to speculate or raise questions” (Highlighted) in part to
A. the limitations of their vocabulary
B. the structure of the typical academic essay
C. their experimentation with stylistic and formal alternatives
D. the lack of breadth in the usual academic curriculum
E. an overuse of rhetoric
A. the limitations of their vocabulary
B. the structure of the typical academic essay
C. their experimentation with stylistic and formal alternatives
D. the lack of breadth in the usual academic curriculum
E. an overuse of rhetoric
2. The author of the passage mentions Sophists primarily in order to
A. illustrate how a certain group’s rhetoric influenced their ability to influence others
B. contrast one group’s ability to ascertain the truth from language to another group’s ability to do the same
C. argue that past intellectuals were more innovative than present thinkers
D. explain how the Sophists were the first group to understand how language affects truth
E. identify an example of a group that was aware of the limitations of language
A. illustrate how a certain group’s rhetoric influenced their ability to influence others
B. contrast one group’s ability to ascertain the truth from language to another group’s ability to do the same
C. argue that past intellectuals were more innovative than present thinkers
D. explain how the Sophists were the first group to understand how language affects truth
E. identify an example of a group that was aware of the limitations of language
29 Sep 2025, 06:00
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Question 1:
The answer is in the sentence before the highlighted one:
However, what students learn from the process of writing essays, which, rhetorically, have been stripped of the art of invention, is to close discourse down, to let the conclusion dictate their thinking, and to necessarily censor whatever imagined possibilities seem irrelevant or inappropriate.
The highlighted parts above show that the way/structure of writing academic essays is the reason why people have an incapacity to speculate or raise questions.
Answer B
Question 2:
The author mentions the Sophists as an example of people who recognised the limitations of language, as can be seen in this sentence:
The purposeful use of language makes knowing possible. As the Sophists (and many others subsequently) noted, language
necessarily affects the truths that it can say or name.
That narrows the answers down to D or E. But there isn't enough evidence in the passage to conclude that they were the first to understand/recognise this limitation. So, D eliminated. E is the answer.
The answer is in the sentence before the highlighted one:
However, what students learn from the process of writing essays, which, rhetorically, have been stripped of the art of invention, is to close discourse down, to let the conclusion dictate their thinking, and to necessarily censor whatever imagined possibilities seem irrelevant or inappropriate.
The highlighted parts above show that the way/structure of writing academic essays is the reason why people have an incapacity to speculate or raise questions.
Answer B
Question 2:
The author mentions the Sophists as an example of people who recognised the limitations of language, as can be seen in this sentence:
The purposeful use of language makes knowing possible. As the Sophists (and many others subsequently) noted, language
necessarily affects the truths that it can say or name.
That narrows the answers down to D or E. But there isn't enough evidence in the passage to conclude that they were the first to understand/recognise this limitation. So, D eliminated. E is the answer.
30 Sep 2025, 08:58
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Official Explanation
1. The author of the passage attributes students’ “incapacity to speculate or raise questions” (Highlighted) in part to
The author points out the merits of the academic essay, but then proceeds to argue that it is this very structure that induces students to avoid experimentation and to discard observations that do not match their conclusions.
Answer: B
1. The author of the passage attributes students’ “incapacity to speculate or raise questions” (Highlighted) in part to
The author points out the merits of the academic essay, but then proceeds to argue that it is this very structure that induces students to avoid experimentation and to discard observations that do not match their conclusions.
Answer: B
