The following passage and questions are reprinted from earlier editions of the text and the test booklets. Working through each carefully will give you excellent practice to prepare for either a midterm or a final examination, depending on your instructor's course schedule. The skills they represent are a composite of those taken up in Parts I and II, Chapter 1 - 7. Good luck!

(1) Our sense of smell can be extraordinarily precise, yet it's almost impossible to describe how something smells to someone who hasn't smelled it. (2) The smell of the glossy pages of a new book, for example, or the first solvent-damp sheets from a mimeograph machine, or a dead body, or the subtle differences in odors given off by flowers like bee balm, dogwood, or lilac. (3) Smell is the mute sense, the one without words. (4) Lacking a vocabulary, we are left tongue-tied, groping for words in a sea of inarticulate pleasure and exaltation. (5) We see only when there is light enough, taste only when we put things into our mouths, touch only when we make contact with someone or something, hear only sounds that are loud enough. (6) But we smell always and with every breath. (7) Cover your eyes and you will stop seeing, cover your ears and you will stop hearing, but if you cover your nose and try to stop smelling, you will die.

--Diane Ackerman, A Natural History of the Senses

1			In relation to sentence 1, what is the method of development in sentence 2?
			A)	definition
			B)	supporting examples
			C)	steps in a process
			D)	cause-effect
			E)	classification
2			What is the relationship between these two phrases from the paragraph--"it's almost impossible to describe how something smells" (sentence 1) and "smell is the mute sense, the one without words" (sentence 3)?
			A)	Sentence 3 says the opposite of sentence 1
			B)	Sentence 1 states a cause, and sentence 3 states an effect
			C)	Both sentences say the same thing, only in different words
			D)	Sentence 1 states a problem, and sentence 3 states a solution