Mini TO UM UNDIP Bahasa Inggris 15-17

81. Passage 1 for Questions No. 81–85

From the Renaissance to the present, rhetoric, as the art of speaking or writing to inform or persuade, has held an important place in Western education. Over the years, however, the purpose and content of instruction in rhetoric have changed considerably.

During the 16th and 17th centuries rhetoric was chiefly a study of how to achieve ornateness in style. Such popular textbooks as Joannes Susenbrutus’ Epitome troporum ac schematum (Epitome of Tropes and Schemes), 1541, and Erasmus’ De copia (On Copiousness), 1512, contained extensive directions for decorating and dilating expression. Thomas Wilson’s Arte of Rhetorique (1553), based upon broader classical principles, was the exception rather than the rule. In 1555 the restriction of rhetoric to style was confirmed by the French philosopher Petrus Ramus, who in his influential reforms of the curriculum assigned the tasks of investigating and arranging subject matter to logic.

Despite the criticisms of Francis Bacon in The Advancement of Learning (1605), preoccupation with style persisted until about 1670. Then it gradually began to give way to a renewed interest in the rhetorical writings of ancient times, especially those of Cicero and Quintilian and those ascribed to Longinus. Editions of classical treatises became more numerous. Contemporary works expressing the classical tradition, such as Bernard Lami’s La’arte de parle (The Art of Speaking), 1675, and Fenelon’s Dialogues sur l’eloquence (Dialogue on Eloquence), 1717, began to appear. This revived classicism culminated about the middle of the 18th century, with the publication of John Lawson’s Lecturers Concerning Oratory (1758) and John Ward’s System of Oratory (1759). These works were exhaustive but imaginative rehearsals of ancient doctrine.
(International Encyclopedia, Modern Rhetoric, p. 425)

According to the passage, the aim of both ancient and modern rhetoric basically is …

82. Passage 1 for Questions No. 81–85

From the Renaissance to the present, rhetoric, as the art of speaking or writing to inform or persuade, has held an important place in Western education. Over the years, however, the purpose and content of instruction in rhetoric have changed considerably.

During the 16th and 17th centuries rhetoric was chiefly a study of how to achieve ornateness in style. Such popular textbooks as Joannes Susenbrutus’ Epitome troporum ac schematum (Epitome of Tropes and Schemes), 1541, and Erasmus’ De copia (On Copiousness), 1512, contained extensive directions for decorating and dilating expression. Thomas Wilson’s Arte of Rhetorique (1553), based upon broader classical principles, was the exception rather than the rule. In 1555 the restriction of rhetoric to style was confirmed by the French philosopher Petrus Ramus, who in his influential reforms of the curriculum assigned the tasks of investigating and arranging subject matter to logic.

Despite the criticisms of Francis Bacon in The Advancement of Learning (1605), preoccupation with style persisted until about 1670. Then it gradually began to give way to a renewed interest in the rhetorical writings of ancient times, especially those of Cicero and Quintilian and those ascribed to Longinus. Editions of classical treatises became more numerous. Contemporary works expressing the classical tradition, such as Bernard Lami’s La’arte de parle (The Art of Speaking), 1675, and Fenelon’s Dialogues sur l’eloquence (Dialogue on Eloquence), 1717, began to appear. This revived classicism culminated about the middle of the 18th century, with the publication of John Lawson’s Lecturers Concerning Oratory (1758) and John Ward’s System of Oratory (1759). These works were exhaustive but imaginative rehearsals of ancient doctrine.
(International Encyclopedia, Modern Rhetoric, p. 425)

Style had dominated the art of speaking and writing up to …

83. Passage 1 for Questions No. 81–85

From the Renaissance to the present, rhetoric, as the art of speaking or writing to inform or persuade, has held an important place in Western education. Over the years, however, the purpose and content of instruction in rhetoric have changed considerably.

During the 16th and 17th centuries rhetoric was chiefly a study of how to achieve ornateness in style. Such popular textbooks as Joannes Susenbrutus’ Epitome troporum ac schematum (Epitome of Tropes and Schemes), 1541, and Erasmus’ De copia (On Copiousness), 1512, contained extensive directions for decorating and dilating expression. Thomas Wilson’s Arte of Rhetorique (1553), based upon broader classical principles, was the exception rather than the rule. In 1555 the restriction of rhetoric to style was confirmed by the French philosopher Petrus Ramus, who in his influential reforms of the curriculum assigned the tasks of investigating and arranging subject matter to logic.

Despite the criticisms of Francis Bacon in The Advancement of Learning (1605), preoccupation with style persisted until about 1670. Then it gradually began to give way to a renewed interest in the rhetorical writings of ancient times, especially those of Cicero and Quintilian and those ascribed to Longinus. Editions of classical treatises became more numerous. Contemporary works expressing the classical tradition, such as Bernard Lami’s La’arte de parle (The Art of Speaking), 1675, and Fenelon’s Dialogues sur l’eloquence (Dialogue on Eloquence), 1717, began to appear. This revived classicism culminated about the middle of the 18th century, with the publication of John Lawson’s Lecturers Concerning Oratory (1758) and John Ward’s System of Oratory (1759). These works were exhaustive but imaginative rehearsals of ancient doctrine.
(International Encyclopedia, Modern Rhetoric, p. 425)

The word “those” in line 15 refers to which of the following?

84. Passage 1 for Questions No. 81–85

From the Renaissance to the present, rhetoric, as the art of speaking or writing to inform or persuade, has held an important place in Western education. Over the years, however, the purpose and content of instruction in rhetoric have changed considerably.

During the 16th and 17th centuries rhetoric was chiefly a study of how to achieve ornateness in style. Such popular textbooks as Joannes Susenbrutus’ Epitome troporum ac schematum (Epitome of Tropes and Schemes), 1541, and Erasmus’ De copia (On Copiousness), 1512, contained extensive directions for decorating and dilating expression. Thomas Wilson’s Arte of Rhetorique (1553), based upon broader classical principles, was the exception rather than the rule. In 1555 the restriction of rhetoric to style was confirmed by the French philosopher Petrus Ramus, who in his influential reforms of the curriculum assigned the tasks of investigating and arranging subject matter to logic.

Despite the criticisms of Francis Bacon in The Advancement of Learning (1605), preoccupation with style persisted until about 1670. Then it gradually began to give way to a renewed interest in the rhetorical writings of ancient times, especially those of Cicero and Quintilian and those ascribed to Longinus. Editions of classical treatises became more numerous. Contemporary works expressing the classical tradition, such as Bernard Lami’s La’arte de parle (The Art of Speaking), 1675, and Fenelon’s Dialogues sur l’eloquence (Dialogue on Eloquence), 1717, began to appear. This revived classicism culminated about the middle of the 18th century, with the publication of John Lawson’s Lecturers Concerning Oratory (1758) and John Ward’s System of Oratory (1759). These works were exhaustive but imaginative rehearsals of ancient doctrine.
(International Encyclopedia, Modern Rhetoric, p. 425)

The word “rehearsals” in line 22 is closest in meaning to …

85. Passage 1 for Questions No. 81–85

From the Renaissance to the present, rhetoric, as the art of speaking or writing to inform or persuade, has held an important place in Western education. Over the years, however, the purpose and content of instruction in rhetoric have changed considerably.

During the 16th and 17th centuries rhetoric was chiefly a study of how to achieve ornateness in style. Such popular textbooks as Joannes Susenbrutus’ Epitome troporum ac schematum (Epitome of Tropes and Schemes), 1541, and Erasmus’ De copia (On Copiousness), 1512, contained extensive directions for decorating and dilating expression. Thomas Wilson’s Arte of Rhetorique (1553), based upon broader classical principles, was the exception rather than the rule. In 1555 the restriction of rhetoric to style was confirmed by the French philosopher Petrus Ramus, who in his influential reforms of the curriculum assigned the tasks of investigating and arranging subject matter to logic.

Despite the criticisms of Francis Bacon in The Advancement of Learning (1605), preoccupation with style persisted until about 1670. Then it gradually began to give way to a renewed interest in the rhetorical writings of ancient times, especially those of Cicero and Quintilian and those ascribed to Longinus. Editions of classical treatises became more numerous. Contemporary works expressing the classical tradition, such as Bernard Lami’s La’arte de parle (The Art of Speaking), 1675, and Fenelon’s Dialogues sur l’eloquence (Dialogue on Eloquence), 1717, began to appear. This revived classicism culminated about the middle of the 18th century, with the publication of John Lawson’s Lecturers Concerning Oratory (1758) and John Ward’s System of Oratory (1759). These works were exhaustive but imaginative rehearsals of ancient doctrine.
(International Encyclopedia, Modern Rhetoric, p. 425)

The following works of rhetoric deal with the spirit of classicism, EXCEPT …

86. Passage 2 for Questions No. 86–90

John Steinbeck’s Grapes of Wrath, published in 1939, was followed ten years later by A.B. Guthrie’s The Way West. Both books chronicle a migration, though that of Guthrie’s pioneers is considerably less bleak in origin. What strikes one at first glance, however, are the commonalities. Both Steinbeck’s and Guthrie’s characters are primarily farmers. They look to their destinations with nearly religious enthusiasm, imagining their “promised” land the way the Biblical Israelites envisioned Canaan. Both undergo great hardship to make the trek. But the two sagas differ distinctly in origin. Steinbeck’s Oklahomans are forced off their land by the banks who own their mortgages, and they follow a false promise—that jobs await them as seasonal laborers in California. Guthrie’s farmers willingly remove themselves, selling their land and trading their old dreams for their new hope in Oregon. The pioneers’ decision to leave their farms in Missouri and the East is frivolous and ill-founded in comparison with the Oklahomans’ unwilling response to displacement. Yet, it is they, the pioneers, whom our history books declare the heroes.
(Reading Comprehension Success, 2005:21)

According to the passage above, when was A.B Guthrie’s The Way West published?

87. Passage 2 for Questions No. 86–90

John Steinbeck’s Grapes of Wrath, published in 1939, was followed ten years later by A.B. Guthrie’s The Way West. Both books chronicle a migration, though that of Guthrie’s pioneers is considerably less bleak in origin. What strikes one at first glance, however, are the commonalities. Both Steinbeck’s and Guthrie’s characters are primarily farmers. They look to their destinations with nearly religious enthusiasm, imagining their “promised” land the way the Biblical Israelites envisioned Canaan. Both undergo great hardship to make the trek. But the two sagas differ distinctly in origin. Steinbeck’s Oklahomans are forced off their land by the banks who own their mortgages, and they follow a false promise—that jobs await them as seasonal laborers in California. Guthrie’s farmers willingly remove themselves, selling their land and trading their old dreams for their new hope in Oregon. The pioneers’ decision to leave their farms in Missouri and the East is frivolous and ill-founded in comparison with the Oklahomans’ unwilling response to displacement. Yet, it is they, the pioneers, whom our history books declare the heroes.
(Reading Comprehension Success, 2005:21)

Which of the following excerpts from the essay is an opinion, rather than a fact?

88. Passage 2 for Questions No. 86–90

John Steinbeck’s Grapes of Wrath, published in 1939, was followed ten years later by A.B. Guthrie’s The Way West. Both books chronicle a migration, though that of Guthrie’s pioneers is considerably less bleak in origin. What strikes one at first glance, however, are the commonalities. Both Steinbeck’s and Guthrie’s characters are primarily farmers. They look to their destinations with nearly religious enthusiasm, imagining their “promised” land the way the Biblical Israelites envisioned Canaan. Both undergo great hardship to make the trek. But the two sagas differ distinctly in origin. Steinbeck’s Oklahomans are forced off their land by the banks who own their mortgages, and they follow a false promise—that jobs await them as seasonal laborers in California. Guthrie’s farmers willingly remove themselves, selling their land and trading their old dreams for their new hope in Oregon. The pioneers’ decision to leave their farms in Missouri and the East is frivolous and ill-founded in comparison with the Oklahomans’ unwilling response to displacement. Yet, it is they, the pioneers, whom our history books declare the heroes.
(Reading Comprehension Success, 2005:21)

The language in the paragraph implies that which of the following will happen to the Oklahomans when they arrive in California?

89. Passage 2 for Questions No. 86–90

John Steinbeck’s Grapes of Wrath, published in 1939, was followed ten years later by A.B. Guthrie’s The Way West. Both books chronicle a migration, though that of Guthrie’s pioneers is considerably less bleak in origin. What strikes one at first glance, however, are the commonalities. Both Steinbeck’s and Guthrie’s characters are primarily farmers. They look to their destinations with nearly religious enthusiasm, imagining their “promised” land the way the Biblical Israelites envisioned Canaan. Both undergo great hardship to make the trek. But the two sagas differ distinctly in origin. Steinbeck’s Oklahomans are forced off their land by the banks who own their mortgages, and they follow a false promise—that jobs await them as seasonal laborers in California. Guthrie’s farmers willingly remove themselves, selling their land and trading their old dreams for their new hope in Oregon. The pioneers’ decision to leave their farms in Missouri and the East is frivolous and ill-founded in comparison with the Oklahomans’ unwilling response to displacement. Yet, it is they, the pioneers, whom our history books declare the heroes.
(Reading Comprehension Success, 2005:21)

From the context of the passage, it can be determined that the word “frivolous” in line 11 most nearly means …

90. Passage 2 for Questions No. 86–90

John Steinbeck’s Grapes of Wrath, published in 1939, was followed ten years later by A.B. Guthrie’s The Way West. Both books chronicle a migration, though that of Guthrie’s pioneers is considerably less bleak in origin. What strikes one at first glance, however, are the commonalities. Both Steinbeck’s and Guthrie’s characters are primarily farmers. They look to their destinations with nearly religious enthusiasm, imagining their “promised” land the way the Biblical Israelites envisioned Canaan. Both undergo great hardship to make the trek. But the two sagas differ distinctly in origin. Steinbeck’s Oklahomans are forced off their land by the banks who own their mortgages, and they follow a false promise—that jobs await them as seasonal laborers in California. Guthrie’s farmers willingly remove themselves, selling their land and trading their old dreams for their new hope in Oregon. The pioneers’ decision to leave their farms in Missouri and the East is frivolous and ill-founded in comparison with the Oklahomans’ unwilling response to displacement. Yet, it is they, the pioneers, whom our history books declare the heroes.
(Reading Comprehension Success, 2005:21)

Suppose that the author is considering following this sentence with supportive detail: “Both undergo great hardship to make the trek”. Which of the following sentences would be in keeping with the comparison and contrast structure of the paragraph?

91. Questions No. 91–95: Fill in the blanks

Sedition is an …(91)… to overthrow the government by unlawful means. Every political system forbids acts of violence, but totalitarian and nondemocratic government also seek to suppress nonviolent …(92)… of their regimes and policies. They perceive any form of dissent as seditious. Democratic systems, however, are dedicated to free speech and political diversity, and it is more difficult for them to draw the line between licit and illicit actions.

In the United States the definition of seditious behaviour gradually narrowed. …(93)… the 1790’s the Federalist party, which controlled the newly established government, found it difficult to distinguish between over acts of subversion and mere political criticism. When the opposition denounced its foreign policy, Congress passed the Alien and Sedition Act of 1798, …(94)… it criminal to “defame” the government or to scorn and ridicule its officials. Before it expired in 1801, 10 persons were convicted, including a congressman who was fined and imprisoned for accusing the government of grasping for power and suggesting that President John Adams …(95)… to a madhouse. The sedition law was also vigorously denounced in this period as a violation of the First Amendment, and its unpopularity contributed to the Federalist defeat in the election of 1800.
(International Encyclopedia, Sedition, p. 331)

Sedition is an …(91)… to overthrow the government by unlawful means. Choose the correct answer for blank (91).

92. Questions No. 91–95: Fill in the blanks

Sedition is an …(91)… to overthrow the government by unlawful means. Every political system forbids acts of violence, but totalitarian and nondemocratic government also seek to suppress nonviolent …(92)… of their regimes and policies. They perceive any form of dissent as seditious. Democratic systems, however, are dedicated to free speech and political diversity, and it is more difficult for them to draw the line between licit and illicit actions.

In the United States the definition of seditious behaviour gradually narrowed. …(93)… the 1790’s the Federalist party, which controlled the newly established government, found it difficult to distinguish between over acts of subversion and mere political criticism. When the opposition denounced its foreign policy, Congress passed the Alien and Sedition Act of 1798, …(94)… it criminal to “defame” the government or to scorn and ridicule its officials. Before it expired in 1801, 10 persons were convicted, including a congressman who was fined and imprisoned for accusing the government of grasping for power and suggesting that President John Adams …(95)… to a madhouse. The sedition law was also vigorously denounced in this period as a violation of the First Amendment, and its unpopularity contributed to the Federalist defeat in the election of 1800.
(International Encyclopedia, Sedition, p. 331)

…suppress nonviolent …(92)… of their regimes and policies. Choose the correct answer for blank (92).

93. Questions No. 91–95: Fill in the blanks

Sedition is an …(91)… to overthrow the government by unlawful means. Every political system forbids acts of violence, but totalitarian and nondemocratic government also seek to suppress nonviolent …(92)… of their regimes and policies. They perceive any form of dissent as seditious. Democratic systems, however, are dedicated to free speech and political diversity, and it is more difficult for them to draw the line between licit and illicit actions.

In the United States the definition of seditious behaviour gradually narrowed. …(93)… the 1790’s the Federalist party, which controlled the newly established government, found it difficult to distinguish between over acts of subversion and mere political criticism. When the opposition denounced its foreign policy, Congress passed the Alien and Sedition Act of 1798, …(94)… it criminal to “defame” the government or to scorn and ridicule its officials. Before it expired in 1801, 10 persons were convicted, including a congressman who was fined and imprisoned for accusing the government of grasping for power and suggesting that President John Adams …(95)… to a madhouse. The sedition law was also vigorously denounced in this period as a violation of the First Amendment, and its unpopularity contributed to the Federalist defeat in the election of 1800.
(International Encyclopedia, Sedition, p. 331)

…(93)… the 1790’s the Federalist party… Choose the correct answer for blank (93).

94. Questions No. 91–95: Fill in the blanks

Sedition is an …(91)… to overthrow the government by unlawful means. Every political system forbids acts of violence, but totalitarian and nondemocratic government also seek to suppress nonviolent …(92)… of their regimes and policies. They perceive any form of dissent as seditious. Democratic systems, however, are dedicated to free speech and political diversity, and it is more difficult for them to draw the line between licit and illicit actions.

In the United States the definition of seditious behaviour gradually narrowed. …(93)… the 1790’s the Federalist party, which controlled the newly established government, found it difficult to distinguish between over acts of subversion and mere political criticism. When the opposition denounced its foreign policy, Congress passed the Alien and Sedition Act of 1798, …(94)… it criminal to “defame” the government or to scorn and ridicule its officials. Before it expired in 1801, 10 persons were convicted, including a congressman who was fined and imprisoned for accusing the government of grasping for power and suggesting that President John Adams …(95)… to a madhouse. The sedition law was also vigorously denounced in this period as a violation of the First Amendment, and its unpopularity contributed to the Federalist defeat in the election of 1800.
(International Encyclopedia, Sedition, p. 331)

…Congress passed the Alien and Sedition Act of 1798, …(94)… it criminal to “defame” the government… Choose the correct answer for blank (94).

95. Questions No. 91–95: Fill in the blanks

Sedition is an …(91)… to overthrow the government by unlawful means. Every political system forbids acts of violence, but totalitarian and nondemocratic government also seek to suppress nonviolent …(92)… of their regimes and policies. They perceive any form of dissent as seditious. Democratic systems, however, are dedicated to free speech and political diversity, and it is more difficult for them to draw the line between licit and illicit actions.

In the United States the definition of seditious behaviour gradually narrowed. …(93)… the 1790’s the Federalist party, which controlled the newly established government, found it difficult to distinguish between over acts of subversion and mere political criticism. When the opposition denounced its foreign policy, Congress passed the Alien and Sedition Act of 1798, …(94)… it criminal to “defame” the government or to scorn and ridicule its officials. Before it expired in 1801, 10 persons were convicted, including a congressman who was fined and imprisoned for accusing the government of grasping for power and suggesting that President John Adams …(95)… to a madhouse. The sedition law was also vigorously denounced in this period as a violation of the First Amendment, and its unpopularity contributed to the Federalist defeat in the election of 1800.
(International Encyclopedia, Sedition, p. 331)

…suggesting that President John Adams …(95)… to a madhouse. Choose the correct answer for blank (95).