Following the fall of the Soviet Union, the European education system underwent an overhaul which was, in part, solidified with the creation of the Bologna Process, an agreement among European countries to improve consistency and quality in higher education across the continent. The creation of the Bologna Process has not only improved the standard of education in EU nations, but set a very high bar for nations hoping to join the EU to hurdle. Belarus has already applied and been rejected due to concerns about its academic commitment. So we can see that quality education in Europe is not simply a lucky coincidence, or the natural result of a long history of scholars, but an intentional reform initiative upon which major political decisions, such as the inclusion of countries into the European Union, are made. Eastern European countries also had an especially difficult time transitioning to the new standards required of Bologna Process signatories since they were coming from the Soviet tradition of severely underfunded public schools and widespread bribery as a main criterion for university admission. The Soviet influence on the current state of tertiary education can clearly be seen by comparing eastern and western Germany. Before the implementation of the Bologna Process and formation of the European Higher Education Area, many European countries modeled their higher education system on Germany's, which separated students into academic or vocational training schools from the beginning of high school. This model fit with the Communist rationale of all jobs being of equal value, and the obligation of adolescents to train for the job for which they were best suited in society rather than allowing them to choose a major at the university level.

The example highlighted in the text supports which conclusion?

Following the fall of the Soviet Union, the European education system underwent an overhaul which was, in part, solidified with the creation of the Bologna Process, an agreement among European countries to improve consistency and quality in higher education across the continent. The creation of the Bologna Process has not only improved the standard of education in EU nations, but set a very high bar for nations hoping to join the EU to hurdle. Belarus has already applied and been rejected due to concerns about its academic commitment. So we can see that quality education in Europe is not simply a lucky coincidence, or the natural result of a long history of scholars, but an intentional reform initiative upon which major political decisions, such as the inclusion of countries into the European Union, are made. Eastern European countries also had an especially difficult time transitioning to the new standards required of Bologna Process signatories since they were coming from the Soviet tradition of severely underfunded public schools and widespread bribery as a main criterion for university admission. The Soviet influence on the current state of tertiary education can clearly be seen by comparing eastern and western Germany. Before the implementation of the Bologna Process and formation of the European Higher Education Area, many European countries modeled their higher education system on Germany's, which separated students into academic or vocational training schools from the beginning of high school. This model fit with the Communist rationale of all jobs being of equal value, and the obligation of adolescents to train for the job for which they were best suited in society rather than allowing them to choose a major at the university level.

The example highlighted in the text supports which conclusion?

Adapted from “Solitary Death, make me thine own” in Underneath the Bough: A Book of Verses by Michael Field (pseudonym of Katherine Bradley and Edith Cooper) (1893)

Solitary Death, make me thine own,

And let us wander the bare fields together;

Yea, thou and I alone

Roving in unembittered unison forever.

I will not harry thy treasure-graves,

I do not ask thy still hands a lover;

My heart within me craves

To travel till we twain Time’s wilderness discover.

To sojourn with thee my soul was bred,

And I, the courtly sights of life refusing,

To the wide shadows fled,

And mused upon thee often as I fell a-musing.

Escaped from chaos, thy mother Night,

In her maiden breast a burthen that awed her,

By cavern waters white

Drew thee her first-born, her unfathered off-spring toward her.

On dewey plats, near twilight dingle,

She oft, to still thee from men’s sobs and curses

In thine ears a-tingle,

Pours her cool charms, her weird, reviving chaunt rehearses.

Though mortals menace thee or elude,

And from thy confines break in swift transgression.

Thou for thyself art sued

Of me, I claim thy cloudy purlieus my possession.

To a long freshwater, where the sea

Stirs the silver flux of the reeds and willows,

Come thou, and beckon me

To lie in the lull of the sand-sequestered billows:

Then take the life I have called my own

And to the liquid universe deliver;

Loosening my spirit’s zone,

Wrap round me as thy limbs the wind, the light, the river.

The use of the underlined and bolded term “Solitary” at the opening of the poem serves which of the following purposes?

Adapted from “Solitary Death, make me thine own” in Underneath the Bough: A Book of Verses by Michael Field (pseudonym of Katherine Bradley and Edith Cooper) (1893)

Solitary Death, make me thine own,

And let us wander the bare fields together;

Yea, thou and I alone

Roving in unembittered unison forever.

I will not harry thy treasure-graves,

I do not ask thy still hands a lover;

My heart within me craves

To travel till we twain Time’s wilderness discover.

To sojourn with thee my soul was bred,

And I, the courtly sights of life refusing,

To the wide shadows fled,

And mused upon thee often as I fell a-musing.

Escaped from chaos, thy mother Night,

In her maiden breast a burthen that awed her,

By cavern waters white

Drew thee her first-born, her unfathered off-spring toward her.

On dewey plats, near twilight dingle,

She oft, to still thee from men’s sobs and curses

In thine ears a-tingle,

Pours her cool charms, her weird, reviving chaunt rehearses.

Though mortals menace thee or elude,

And from thy confines break in swift transgression.

Thou for thyself art sued

Of me, I claim thy cloudy purlieus my possession.

To a long freshwater, where the sea

Stirs the silver flux of the reeds and willows,

Come thou, and beckon me

To lie in the lull of the sand-sequestered billows:

Then take the life I have called my own

And to the liquid universe deliver;

Loosening my spirit’s zone,

Wrap round me as thy limbs the wind, the light, the river.

The use of the underlined and bolded term “Solitary” at the opening of the poem serves which of the following purposes?

Following the fall of the Soviet Union, the European education system underwent an overhaul which was, in part, solidified with the creation of the Bologna Process, an agreement among European countries to improve consistency and quality in higher education across the continent. The creation of the Bologna Process has not only improved the standard of education in EU nations, but set a very high bar for nations hoping to join the EU to hurdle. Belarus has already applied and been rejected due to concerns about its academic commitment. So we can see that quality education in Europe is not simply a lucky coincidence, or the natural result of a long history of scholars, but an intentional reform initiative upon which major political decisions, such as the inclusion of countries into the European Union, are made. Eastern European countries also had an especially difficult time transitioning to the new standards required of Bologna Process signatories since they were coming from the Soviet tradition of severely underfunded public schools and widespread bribery as a main criterion for university admission. The Soviet influence on the current state of tertiary education can clearly be seen by comparing Eastern and Western Germany. Before the implementation of the Bologna Process and formation of the European Higher Education Area, many European countries modeled their higher education system on Germany's, which separated students into academic or vocational training schools from the beginning of high school. This model fit with the Communist rationale of all jobs being of equal value, and the obligation of adolescents to train for the job for which they were best suited in society rather than allowing them to choose a major at the university level.

What evidence does the author use to support the assertion that Soviet influence remains in the modern-day European higher education?

This is the forest primeval. The murmuring pines and the hemlocks,

Bearded with moss, and in garments green, indistinct in the twilight,

Stand like Druids of eld, with voices sad and prophetic,

Stand like harpers hoar, with beards that rest on their bosoms.

Loud from its rocky caverns, the deep-voiced neighboring ocean (5)

Speaks, and in accents disconsolate answers the wail of the forest.

(1847)

What is the purpose of lines 1-2 in the passage?

This is the forest primeval. The murmuring pines and the hemlocks,

Bearded with moss, and in garments green, indistinct in the twilight,

Stand like Druids of eld, with voices sad and prophetic,

Stand like harpers hoar, with beards that rest on their bosoms.

Loud from its rocky caverns, the deep-voiced neighboring ocean (5)

Speaks, and in accents disconsolate answers the wail of the forest.

(1847)

What is the purpose of lines 1-2 in the passage?

Following the fall of the Soviet Union, the European education system underwent an overhaul which was, in part, solidified with the creation of the Bologna Process, an agreement among European countries to improve consistency and quality in higher education across the continent. The creation of the Bologna Process has not only improved the standard of education in EU nations, but set a very high bar for nations hoping to join the EU to hurdle. Belarus has already applied and been rejected due to concerns about its academic commitment. So we can see that quality education in Europe is not simply a lucky coincidence, or the natural result of a long history of scholars, but an intentional reform initiative upon which major political decisions, such as the inclusion of countries into the European Union, are made. Eastern European countries also had an especially difficult time transitioning to the new standards required of Bologna Process signatories since they were coming from the Soviet tradition of severely underfunded public schools and widespread bribery as a main criterion for university admission. The Soviet influence on the current state of tertiary education can clearly be seen by comparing Eastern and Western Germany. Before the implementation of the Bologna Process and formation of the European Higher Education Area, many European countries modeled their higher education system on Germany's, which separated students into academic or vocational training schools from the beginning of high school. This model fit with the Communist rationale of all jobs being of equal value, and the obligation of adolescents to train for the job for which they were best suited in society rather than allowing them to choose a major at the university level.

What evidence does the author use to support the assertion that Soviet influence remains in the modern-day European higher education?

Adapted from "Review of Wyandotté, or The Hutted Knoll" by Edgar Allan Poe (1843)

The most obvious and most unaccountable faults of The Hutted Knoll are those which appertain to the style—to the mere grammatical construction; for, in other and more important particulars of style, Mr. Cooper, of late days, has made a very manifest improvement. His sentences, however, are arranged with an awkwardness so remarkable as to be matter of absolute astonishment, when we consider the education of the author and his long and continual practice with the pen. In minute descriptions of localities, any verbal inaccuracy or confusion becomes a source of vexation and misunderstanding, detracting very much from the pleasure of perusal; and in these inaccuracies Wyandotté abounds. Although, for instance, we carefully read and reread that portion of the narrative that details the situation of the Knoll, and the construction of the buildings and walls about it, we were forced to proceed with the story without any exact or definite impressions upon the subject. Similar difficulties, from similar causes, occur passim throughout the book. For example, at page 41, vol. I:

“The man gazed at the house with a fierce intentness that sometimes glared, in a manner that had got to be, in its ordinary aspects, dull.” This it is utterly impossible to comprehend. We presume, however, the intention is to say that although the man’s ordinary manner (of gazing) had “got to be” dull, he occasionally gazed with an intentness that glared, and that he did so in the instance in question. The “got to be” is atrocious, the whole sentence no less so.

Here, at page 9, vol. I, is something excessively vague: “Of the latter character is the face of most of that region that lies in the angle formed by the junction of the Mohawk with the Hudson,” etc. etc. The Mohawk, joining the Hudson, forms two angles, of course—an acute and an obtuse one; and, without farther explanation, it is difficult to say which is intended.

At page 55, vol. I., we read: “The captain, owing to his English education, had avoided straight lines, and formal paths, giving to the little spot the improvement on nature which is a consequence of embellishing her works without destroying them. On each side of this lawn was an orchard, thrifty and young, and that were already beginning to show signs of putting forth their blossoms.” Here we are tautologically informed that improvement is a consequence of embellishment, and supererogatorily told that the rule holds good only where the embellishment is not accompanied by destruction. Upon the “each orchard were" it is needless to comment.

The problem Poe discusses in the third paragraph is that __________.

Adapted from "Review of Wyandotté, or The Hutted Knoll" by Edgar Allan Poe (1843)

The most obvious and most unaccountable faults of The Hutted Knoll are those which appertain to the style—to the mere grammatical construction; for, in other and more important particulars of style, Mr. Cooper, of late days, has made a very manifest improvement. His sentences, however, are arranged with an awkwardness so remarkable as to be matter of absolute astonishment, when we consider the education of the author and his long and continual practice with the pen. In minute descriptions of localities, any verbal inaccuracy or confusion becomes a source of vexation and misunderstanding, detracting very much from the pleasure of perusal; and in these inaccuracies Wyandotté abounds. Although, for instance, we carefully read and reread that portion of the narrative that details the situation of the Knoll, and the construction of the buildings and walls about it, we were forced to proceed with the story without any exact or definite impressions upon the subject. Similar difficulties, from similar causes, occur passim throughout the book. For example, at page 41, vol. I:

“The man gazed at the house with a fierce intentness that sometimes glared, in a manner that had got to be, in its ordinary aspects, dull.” This it is utterly impossible to comprehend. We presume, however, the intention is to say that although the man’s ordinary manner (of gazing) had “got to be” dull, he occasionally gazed with an intentness that glared, and that he did so in the instance in question. The “got to be” is atrocious, the whole sentence no less so.

Here, at page 9, vol. I, is something excessively vague: “Of the latter character is the face of most of that region that lies in the angle formed by the junction of the Mohawk with the Hudson,” etc. etc. The Mohawk, joining the Hudson, forms two angles, of course—an acute and an obtuse one; and, without farther explanation, it is difficult to say which is intended.

At page 55, vol. I., we read: “The captain, owing to his English education, had avoided straight lines, and formal paths, giving to the little spot the improvement on nature which is a consequence of embellishing her works without destroying them. On each side of this lawn was an orchard, thrifty and young, and that were already beginning to show signs of putting forth their blossoms.” Here we are tautologically informed that improvement is a consequence of embellishment, and supererogatorily told that the rule holds good only where the embellishment is not accompanied by destruction. Upon the “each orchard were" it is needless to comment.

The problem Poe discusses in the third paragraph is that __________.