ANALOGY

.-rgy
mearls similarity or some kind of relationship. Analogy test, therefore tests the ability to see a between two words and to recognize a similar relationship between two other words. It is a test of ability rather than vocabulary. The key to analog'y success is being able to express the relationship -tnship the pair of words.

Analogy tJ4)es tends to fall into certain besic types. For our convenience we can chart out some important relation-

Explanation
Many chapters make a book.

Gill and fin are two

of a frsh

Sword is a type of weapon

Paintbrush is a tool to artist Warm is a greater degree of hot Fond is less extreme than doti Grimace is a sign of pain A blush simifres discomfrture
A miner works in a Diffrdence is the
o

te ofconfidence

Abate and lessen have similar meani

es the Inabookaforeword poet A sonnet is written by d Amason builds a wall

and Effect

Sleepiness

Soporofic causes sleepiness

^cffiiwER ANALOGY QTIESTTONS qrt how the capitalized words are related. a sentence that expresses that connection. choices with vour sentence and eliminate the ones that don't work. left with more than one answer-or no answer at all-go back and refrne your sentence. tbe best answer. If none of the choices fits exactly, choose the one that works best.
PI,ANT TO SOLVE ANALOGY QUESTIONS Sentence More Precise get more difficult as we work our way through each group. Use the common categories as a but be prepared to refrne the relationship by making your sentence more precise.

r :rvoir

(6) judge: courtroom @\ clock : time

the "place where" idea without thinking, here is what happens.

5,2

ANALOGY

!se
answers' Now is express the relationship we can eliminate (d), but that still Ieaves you with four possible between silo and grain more precisely?

ed.

rets a clear cut c ssary conncction b for both the origin wc can eliminate any answer choice for which we can Use the "clear conneciion" test to rule out answer words. )OOOCff: )OOC(X)OQ( e.g. (b) ocean : merchandise h\ note : scale (il victory:farmland k) expert : automobile you can still eliminate choices (b), (c) and we dont,t know what the capitalized words are in this analogy, but actual analogy above is (d). There is no clear-cut connection between the word, of tho"u choices. The LETTER: ALPIIABET:: note: scale' 3. Some Analogies Work Better by Working Backward that expresses their relationship-and sometimes ds fall Sometime that relates the two words, be prepared to shift ouble they don,t r' ofthe geais. Try e.g. Ice : Glacier :: (b) sand: dune (a) train: trestle d) feather: bird (c) path: forest to ICE : If we can't come up with a sentence relating ICE to GLACIER, try relating GLACIER

Aglacier is made of ice'

of the words in each answer If we reverse the order of the capitalized words, we must also reverse the order choice.

(u) i")

clearly (b) exhibits the same relationship as the original pair.

4. Check used as nouns or verbs or adjectives' Many words have different meanings depending upon whether they are just check the answer choices' In analogies' If we are not sure how one of the capitalized woids is being used, capitalized words pair. That means if all the answer choices will have the same grammatical structure as the NOUN' On the other hand' if the the answer choices are noun : noun, the Lpitalized pair will be NOUN : be ADJECTIVE : NoUN' answer choices'are adjective : noun, then thl capitalized pair will know and we are left with a If we have eliminated all the answer choices with words that we know or sort of just move on' guess and couple of choices containing words that we have never seen before,

Atrestle is made up of atrain' Aforestis made up of apath.

(b) Adune
@) Abird

is made up of sand' is made up of afeather'

from the Answer Choices

TTALOGY

5.3

(a) (b) (c) (d)

Soporifrc : Sleep :: conductor : electricity syncopation: beat provocation : debate astringent: pucker

10. Scowl : Displeasure (o) sing: praise (b) kiss: affection (c,) confess : crime (cl) irritate : anger

::

Drawl : Speak:: toi spurt : expei r6i foster : dcvelr-rp (c) scintillate : flash (d) pare : trim

11. Glossary : Words :: (o) catalogue: dates (b) atlas : maps (c) almanac:synonyms (d) thesaurus : rhymes

3. Metaphor: Figurative :: (a) fable : contemporary (b) adage: paradoxical (c) precept : instructive (d) irony: dramatic

12. Detention : Release :: (o) viciousness : attack (6) calamity:repair (c) qualifrcation : employ (d) induction : discharge 13. Rain: Deluge:: (o) pond: ocean (b) desert : camel (c) ore : iron (d) street : road 14. Apocryphal : Genuine :: (s) spurious : authentic (b) labored: relieved (c) fragmented:riddled (d) enigmatic : rambunctious 15. Ungainly: Elegance :: (o) stately: majesty (b) suitable : propriety (c) vacuous : temerity (d) perfunctory : attention 16. Mural: Wall:: (o) pen : letter (6) tree : forest (c) painting: canvas (d) tobacco : smoke 17. Fastidious : Cleanliness (o) pliant : fabrication (b) meticulous : detail (c) timorous : hostility (d) bereft: animos 18. Bucolic : Urban :: (o) dense: sparse
::

4. Calumny:

Aspersions

::

(a) approbation : praise (b) slander : mockery (c) approval :criticism (d) expectation : threats

f.

Batify:Approval:: (a) mutate : change (b) pacify: conquest (c) duel : combat (d) appeal:authority
Srabterfuge : Deceive ::

(c) decanter: pour fD) interwiew:hire {c) account: save (d) outpost: protect

Febrile : Illness :: ta) tenacious : astonishment rbr juvenile : maturity rci classic : cultivation qd) delusional : insanity

tettlesome : Courage::

b,

audacious: tenacity (Di mediocre : originality

ici
tdl

ludicrous :inanity dubious : suspiciousness

Incommunicado : Contact ;: sequestcred : company .6r pretentious : alfcctaticln .cr submissivc : compromise

{d) perpctual : adventure

(b) elastic : ephemeral (c) elastic: plastic (d) mist : smog

ANALOGY
5.4

19. Mendicant : Begging :: (o) competitor : joining (b) Iegislator : funding (c) miser: donating (d) prevaricator : lYing

28. Pugnacious : Battle :: (o) timorous : beg (b) Ioquacious: drink

(c) tenacious : Persist (d) veracious : Iie

29. LachrYmose : Tears :: (o) effusive : requests (b) ironic : jests (c) morose : sPeeches (d) verbose : words 30. Rancid: Taste :: (o) tePid :temPerature (b) glossy: look (c) rank: smell (d dulcet: sound
31. Tfyst: Clandestine :: (a) reverie : dreamY

20. Piston; CYlinder :: (o) elevator: shaft (b) vertex: triangle (c) bullet : revolve (d) kitchen : cola 21. Guffaw:Laugh:: (a) siP : drink (b) squabble: quarrel (c) whimPer: cry (d) sneeze: cough
22. lnaugtrate : President:: (o) abdicate : king (b) promote : student

(c) camPaign : candidate (d) install : offrcer

23. Uproarious : Amusing:: (a) treacherous : steadfast (b) tumultuous: windY (c) menacing: aghast (d) rePugnant : disagleeable 24. Detritus : Glacier,:: (o) thaw: snovrfall (6) snow: ice caP (c) silt: river (d) range :mountain 25. descrY : Distant:: (a) mourn : Iost (b) whisPer : muted (c) discern: subtle (d destroY: flagrant 26. Infallible : Error:: (o) irreversible : cure (b) invulnerable : emotion (c) impeccable: flaw (d) intolerable : defect
27. Ream: PaPer:: (o) carton: milk (b) statue : marble (c) tablet: clay

(b) acquaintanceshiP :brief (c) expectation :hoPeless (d) glance : resentful

32. Plead: SuPPIiant:: (o) disperse : rioter (b) shun: outcast (c) revere: elder (d) translate : interPreter 33. Peccadillo : TYifling:: (o) pariah: PoPular (b) diagnosis : accurate (c) notion: farfetched (d) squabble: PettY 34. Indolent: Sloth:: (o) wrathful: ire (b) arrogant: acuitY (c) convetous : enigma (d) gluttonous : IoYaItY 35. Delicate : Fastidious :: (o) hard-working : diligent (b) altruistic : mercenary (c) demagogue : Iiberal (d) Philistine : cultivated
36. Juggernaut : Inexorable :: (o) cosmonaut:worldlY (b) colossus : gigantic (c) demagogue : Iiberal (d) Philistine : cultivated

(d) cord : wood

ANALOGY

5.5

37. Apocryphal : AuthenticitY :: (o) nefarious : wickedness

(b) dogmatic : assertiveness (c) hypocritical :integritY (d) perspicacious : discernment

i|8. Mendacity : HonestY :: (o) courage : cravenness (b) truth: beautY (c) courage : fortitude (d) unsophistication : ingenuousness 39. Naive: Ingenue :: (o) ordinary: genius (b) venerable : celebritY (c) urbane : soPhisticate (d) crafty: artisan 40. Indigent: Wealth:: (a) contented : haPPiness (b) automatic : stature (c) smug: comPlacencY (d) emaciated : nourishment 41. Didactic : Teach:: (a) sophomoric : learn (b) satiric : mock (c) reticent : comPlain (d) chaotic : rule

44. Perjury : Oath:: (o) plagiarism: authoritY (b) embezzlement : trust (c) disrespect: age (d) testimony : court 45. Eulogy: Blame:: (o) elegy : loss (b) satire : mockery (c) tirade : abuse (d) benediction : curse 46. Range :Mountains :: (o) atlas: maps , (b) plain: prairie (c) string : beads (d) novel : short stories
47. Mendicant: Impecunlous (o) critic:quizzical (b) complainer : Petulant (c) physician: noble
::

kI) Iiar:

comPulsive

48. Tirade : Abusive :: (o) ntonologue : IengthY (6) aphorism : boring

(c) prologue : conclusive (d) encomium : laudatorY

49. Expeditious : Speed :: (a) astute: wisdom (b) decorous : imProPrietY (c) thoughtful : inanitY (d) haggard : sturdiness 50. Drudgery :Irksome :: (o) encumbrance : burdensome (b) journey : wearisome (c) ambivalence : susPicious (d) compliance : forced

{L

Auger: Carpenter:: (a) studio: sculptor (b) awl : cobbler

(c) seam : seamstress (d) cement:mason

13, Dwell : Denizen :: (o) shun: outcast (b) inherit: heir (c) squander:miser (d) obey: autocrat

ANSWERS

r.(d) 2.(c) 3. (c) u. (b) 12.(d) tB. (o) zr.(b) 22.(d) 23.(a) 31. (o) 32. (d) 33. (d) 21. (b) 42. (b) 43. ft)

4.(a) 5. (c) 14. (a) r5. (d) 24. (c) 25. (c)
34.
44.

(,a)

35. (c)
45. (d)

(b)

(o) 7. (d) 8. (c) 16. (c) 17. (b) 18. (d) 26. (c) 27. (d) 28. (c) 36. (6) 37. (c) 38. (o) 46. (c) 47.@) 48.(d)
6.

(o) 19. (d) 29. (d) 39. (c)

9.

10. (b)
2O. (a)

30. (c)
40. (d)

49.@)

50. (o)

EXPI,ANATIONS l.
2.

This is a'cause' type relationship. Soporifrc causes sleep, Astringent causes pucker. This analogy is of type 'Make a Sentence' To drawl meums to speak slowly. To Saunter means to walk.
Ratify means Approval and duel means to combat.

t4.

This is a type of 'Iack ofAnalogy'. Something that is apocryphal is not genuine. Something that is spurious is not authentic.

15.

5. 7.

This analogy fits into Lack ofcategory Ungainly is lack of elegance Perfunctory is lack of attention. This analory is based on relationship. Mural is painted on wall' Painting is done on canvas
This relationship is of defining characterstics. The mendicant is a beggar and a prevaricator is a

This analogy is based on'sign of relationship'. Fabrile is a sign of illnessand delusion is a sign of insanity. This analogy is based on the 'lack of relationship'. Lack of contact is characterstics of Incommunicado and lack of company is defrning characteristic of
sequestered.

16.

9.

19.

liar.
20. Analogy of location A piston moves up and down cylinder.

10.

In this analogy a sentence is made. Tb scowl means to show displeasure. To kiss means to show affection.
This analogy is defining characteristics. Glossary is made of words and altas is made of
maps.

An elevator moves up and down shaft.

21.

11.

guffaw isto laugh in a noisy manner. To squabble isto quarel in a noisy manner.
To a presidenl is to introduce him or her into office. To install an officer is to do the same.

22. To inaugurate

12. This Analogy is based on sequence of events. After detention one may be released and after induction one may be discharged.

23. Something uproarious is by definition extremely

r3, Relationship of degree. Big rain is Deluge Big pond is ocean.

amusing. Something repugnant is by defrnition ex tremely disagreeable.

COMPRETIENSION
Comprehension is an ineaitable and. necessary test in most of the competitiae eraminations. The noun'Comprehension'is deriued from the uerb'Comprehend'which literally mearus'to understand fully'. Generally a comprehension exercise is supposed to be an. exercise aiming at imploring or testing one's understanding of a language (written or spoken). The students are required to persue the passage carefully in order to grasp its mectning. Comprehension Test actually aims at testing students'uocabulary, their sense of Ianguage and their ability to understand the real meaning of the passage. Hence the students are aduised to adopt certain steps while they set to work on a giuen pqssage : Step I First ofall, the passage should be read quichly to get a general idea ofthe therne. The first reading will enable the cundidates to grasp the information contained in the passq.ge. Step II Questions giuen at the end of the passage should be read carefully. Step III After reading the questions the passage should be read again. Step IV Before answering the first question, all the alternatiue answers should be read. The answers, which are incorrect, should be eliminqted. Step V .The words of the probable correct answer sh,ould be compared with the words of the passage. Step VI Answers must be based on the facts giuen in the passage unless the students are directed to giuen information which is not giuen in the passage.

Passage 1
Scholars often fail to see that music played an important role in the preservation of African culture in the L-nited States. They correctly note that slavery stripped some cultural elements from Black people-their political and economic systems-but they underestimate the signifrcance of music in sustaining other African orltural values. African music, unlike the music of some other cultures, was based on a total vision of life in shich music was not an (isolated social domain). In African culture music was pervasive, serving not only religion, but all phases of life, including birth, death, work, and play. The methods that a community devises ro perpetuate itself come into being to preserve aspects of the cultural legacy that that community perceives essential. Music, like art in general, was so inextricably a part of African culture that it became a crucial = lreans ofpreserving the culture during and after the dislocations ofslavery. L The primary purpose of the passage is to 'a') analyze the impact that slavery had on African political and economic systems ,b) review the attempt of recent scholarship to study the influence of African music on other music rc) correct the failure of some scholars to appreciate the signifrcance of music in African culture ,d) survey the ways by which people attempt to preserve their culture against the effects of oppression ,e) compare the relative importance of music with that of other art forms in culture

!.

$'hich of the following statements concerning the function ofAfrican music can be inferred from the passage? rs) It preserved cultural values because it was thoroughly integrated into the lives of the people. rb) It was more important in the development of African religious life than in other areas of culture. ,c) It was developed in response to the loss of political and economic systems. ,d) Its pervasiveness in African culture hindered its effectiveness in minimizing the impact of slavery. tet Its isolation from the economic domains of life enabled it to survive the destructive impact of slavery.

Pe-ssage 2 Cologists have long known that the Earth's mantle is heterogeneous. but its spatial arrangement remains resolved is the mantle essentially layered or irregularly heterogeneous? The best evidence for the layeredsantle thesis is the well-establishcd fact that volcanic rocks found on oceanic islands, islands believed to sult from mantle plumes atising from the lower mantle, are composed of material fundamentally different :r :n that of the mid-ocearr ridgc s.y'stem. whose source, most geologists contend, is the upper mantle.

6.2

COMPR

(elemenl.' not laiered] uu[ that heterogeneity is created by fluids rich in "incompatible elements" portions of the upFr toward liquid rather than solid ;tate) percolating upward and transforming perhaps unimagrnatively' r we believe. fluids;pathways. the of irregularly, according to the vagaries ridge system = fu ebate can be resolved through further study, and that the under explored mid-ocean 3. Which of the following best expresses the main idea of the passage? (o) Current theories regarding the structure of the Earth's mantle cannot account for ness i regarding the composition of mantle xenoliths' (b) There are conflicting hypotheses about the heterogeneity of the Earth's mantle because fa elements have been thoroughly studied' (c) Further research is needed to resolve the debate among geologists over the composition of riE ocean ridge sYstem. (d There is clear-cut disagreement within the geological community over the structure ofthe Earth'= (e) There has recently been a strong and exciting challenge to geologists' longstanding behc n heterogeneity of the Earth's mantle'

xenoliths, argue that Some geologists, however. on the basis of observations concerning mantle

the:

4.

According to the passage, it is be\ieved. that oceanic island's are formed from

(o) the same material as mantle xenoliths (b) the same material as the mid-ocean ridge system (c) volcanic rocks from the upper mantle (d) incompatible elements percolating up from the lower mantle (e) mantle plumes arising from the lower mantle
Passage 3
Because of its accuracy in outlining the Earth's subsurface, the seismic-reflection method lslaains th important tool in the search for petroleum reserves. In freld practice, a subsurface is mapped by Iine arn ..Lti". of wave-train sources, such as small dynamite explosions, in a grid pattern. As each source is ad

it gene-rates a wave train that moves

downward at a speed determined uniquely by the rocks characteristics. As rock interfaces rre crossed, the elastic characteristics encountered generally change a which causes part of the energy to be reflected back to the surface, where it is recorded by seismic insu The seismic records must be processed to correct for positional differences between the source and the for unrelated wave trains, and for multiple reflections from the rock interfaces. Then the data each of the specifrc source locations are combined to generate a physical profrle of the subsurface- rhi eventually be used to select targets for drilling. 5. The passage is primarily concerned with (o) describing an important technique (c) investigating a controversial procedure (e) promoting a novel application

(b) discussing a new method (d) announcing a significant

6. Which of the following best describes the organization of the passage?

(o) A method is criticized, and an alternative is suggested. (b) An illustration is examined, and some errors are exposed. (c) An assertion is made, and a procedure is outlined. (d) A series of examples is presented, and a conclusion is drawn. (e) Ahypothesis is advanced, and supporting evidence is supplied.
Passage 4
One advantage of breeding African bees with other bee types (Africanization) may be resistance to the mite Varroa jacobsoni, a major threat to modern bee-keeping. (In parts of Europe, this mite is honeybees and killing many colonies despite preventive measures by beekeepers). But in Brazil Vanoa has been present in Africanized bees since 1972 without the loss of a single colony, even though bx there undertook no preventive measures. The mites lay eggs within the brood cells of immature bmdeveloping mites feed on the hemolymph (blood) of bee pupae. But fewer mites reproduce in Africanized than in European bees. Some researchers point out that ttris resistance may be related to the Alric-n worker bee's shorter development period, which prevents some mites from reaching maturity. Recentl-r mite has become a serious problem in colonies of European bees in Norbh America. Africanization of bees may be the best safeguard against this parasite.

OOTPREHENSION

6.3

7- The author cites all

&

(o) the life cycle of the Africanized bee may limit the Varroajacobsoni mite's opportunity to reach firll development (6) the Africanized bees may have had an opportunity to develop a chemical resistance to Varroa jacobsoni (c) the location of bee colonies in Brazil may provide a natural deterrent to Varroa jacobsoni (d) Varroa jacobsoni may be relatively new to Brazil and may not have had time to become widespread (e) beekeepers may have developed effective control techniques for Varroa jacobsoni

of the following as evidence that Africanized bees'resistance to Varroa jacobsoni is superior to that of European bees EXCEpT: fu) Fewer Varroa jacobsoni mites reproduce in Africanized bees. (b) Varroa jacobsoni is killing many bee colonies in Europe. (c) Beekeepers in Brazil have not used preventive measures to protect their colonies. (d) Brazilian bee colonies have endured varroajacobsoni since 1972. (e) At least some European bee colonies have been saved by preventive measures. According to the passage, research suggests that one possible reason the Africanized bees in Brazil have successfully resisted Varroa jacobsoni is that

hage5

bily is one of the central

hflasassfl by the view of some twentieth-century feminists that womeh's position within the
factors determining women's social position, some historians have

that nineteenth_ eform movement more power and within the fam e broadened the lrentional view of ninete they do a historical disservice to suffragism. Nineteenth-rgny ntury feminists and anti e suffragists' demand. for enfranchir"ir""i ur" ,nort -ic-l element in wome ", on the because suffragists we at was not based - -'tubion of the family, al sphere. When evalu ry feminism as a social Ite, contemporary hist idei the perceptions of actual participanLs in the historical evenrs. I the author asserts that the historians discussed in the passage have b) influenced feminist theorists who concentrate on the family (b) honored the perceptions of the women who participated in the women suffrage movement
and, hence,

s I nth century
the woman

view of the b) signifrcance of the woman suffrage movement (b) importance to society of the family as an institution k) degree to which feminism changed nineteenth-century society (dt philosophical traditions on which contemporary feminism is based k) public response to domestic feminism in the nineteenth centurv

treated feminism as a social force rather than as an intellectual tradition (d) paid little attention to feminist movements (e) expanded the conventional view of nineteenth-century feminism Ihe author of the passage asserts that some twentieth-century feminists have influenced some historians

k)

rhge deposits ofhigh purity, and Sdant nsnbagxite aluminous mi tclysis, and extremely difficult to fhrdt because considerably more energy is required to extract alumina from them. L- fhe author irnplies that a mineral must either be or readily supply which of the following in order to be1 ca*sified as an aluminum ore?
s' An aggregate
,c. Alumina
,e

tpoduction

hgeG Qb percent of the Earth's crust is aluminum, and there are hundreds of aluminum-bearing minerals and vast t-*ties of the rocks that contain them. The best aluminum ore is bauxite, defined as aggregates of alumi nous i-als, more or less impure, in which b aluminous rocks that occur in large
of aluminum.

Alumina als

ill

'

An aluminum silicate

(b) Bauxite (d) Corundum

6.4
12. The
EXCEPT:

COMPREHENSION

questions regarding aluminous minerals passage supplies information for answering all of the following

(o) what percentage of the aluminum in the Earth's crust is in the form of bauxite? (b)Arealuminum-bearingnonbauxitemineralsplentiful? (c) Do the aluminous minerals found in bauxite contain hydrated oxides? (d) Are aluminous hydrated oxides found in rocks? (e) Do large quantities of bauxite exist?

Passage 7 Of Horier's two epic poems, the Odyssey has always includes more features of mythology that are accessible

dYsseY, with its atisfYing on, TYoY's siege, rically ve world' blithelY i from' reader the deter to likely is 13. The author suggests that the variety of incidents in the odyssey (o) concentrating on the poem's my'thological features (b) concentrating on the psychological states of the poem's central character (c) accepting the explanation that have been offered for the poem's popularity (d) accepting the poem's scheme of divine justice (e) accepting Maynard Mack's theory thrit the poem's subject is "life-as-spectacle" 14. The passage is primarily concerned with (b) applyrng classifications (o) distinguishing arguments (d) resolving a disPute (c) initiating a debate (e) developing a contrast

Passage 8 If a suplrnova (the explosion of amassive star) trigger if the most massive star'to be formed from the cloud star formation, and so on, then a chain of star-forming in a diffeientially rotating galaxy, the distribution ofs

of spiral-galaxy

structure' A computer simulation spiial galaxies without assuming an underlying

"T;il1f sPiral Pattern' that form a o stars"*;:11".'ff

J::X'#f

,"'*';#rHil:;

15. The primary purpose of the passage is to (o) describe what results when a supernova triggers the creation of chains of star-forming regionS (b) propose a mod.ification in the most widely accepted theory of spiral-galaxy structure (c) compare and contrast the roles of clouds of gas and dust in two theories of spiral-galaxy structure (d) describe a new theory of spiral-galaxy structure and contrast it with the most widely accepted theory (e) describe a new theory of spiral-galaxy structure and discuss a reason why it is inferior to the most
widely accepted theorY structure can best be described as 16. The author,s attitud.e toward the new theory of spiral-galaxy (b) eqthusiastic (o) euphoric (d) critical (c) concerned (e) disputatious

ANSWERS
l.
(c)
11. (c)

2.(a) 12.(a)

3. (d) r3. (b)

4.(e) 14.(e)

D.

(o,

L5.(d)

6. (o) r6. (b)

't.

\e

8. (o)

9.

(e)

10. (o)