GRE Reading Comprehension

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Source: 1994

Although a historical lack of access to formal Spanish- language education initially limited the opportunities of some Chicanos to hone their skills as writers of Spanish, their bilingual culture clearly fostered an exuberant and compelling oral tradition. It has thus generally been by way of the emphasis on oral literary creativity that these Chicano writers, whose English language works are sometimes uninspired, developed the powerful and arresting language that characterized their Spanish-language works. This Spanish-English difference is not surprising. When writing in Spanish,these authors stayed close to the spoken traditions of their communities where publication, support, and instructive response would come quickly in local or regional newspapers. Works in English,however, often required the elimination of nuance or colloquialism, the adoption of a formal tone, and the adjustment of themes or ideas to satisfy the different demands of national publications.

Question List: 1 2 3 4

Which of the following best describes the function of the last two sentences of the passage (lines 11-19)?

  • A They expand on an advantage mentioned in the first sentence of the passage(lines 1-5)
  • B They outline the consequences of a limitation discussed in the first sentence of the passage (lines 1-5).
  • C They provide explicit examples drawn from the oral and the written works mentioned in the second sentence of the passage (lines 5-10).
  • D They explain the causes of a phenomenon mentioned in the third sentence of the passage(lines 10-11).
  • E They limit the applicability of a generalization made in the third sentence of the passage (lines 10-11).

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