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Question of the Day: MCAT Verbal

Adapted from Frederick Douglass by Charles Chestnutt (1899)

Confronted with the probability of losing his usefulness as the "awful example," Douglass took the bold step of publishing in the spring of 1845 the narrative of his experience as a slave. The pamphlet was widely read. It was written in a style of graphic simplicity, and was such an exposé of slavery as exasperated its jealous supporters and beneficiaries. Douglass soon had excellent reasons to fear that he would be recaptured by force or guile and returned to slavery or a worse fate; hence, he sought liberty beyond the sea.

In 1845, Douglass set sail for England on board the Cambria of the Cunard Line. Due to his race, Douglass was compelled to ride in the steerage; nevertheless, he became quite the lion of the vessel, made the steerage fashionable, was given the freedom of the ship, and was invited to lecture on slavery. This he did to the satisfaction of all the passengers except a few young men from New Orleans and Georgia, who made his strictures on the South a personal matter and threatened to throw him overboard. Their zeal was diminished by an order of the captain to put them in irons. They sulked in their cabins, however, and rushed into print when they reached Liverpool, thus giving Douglass the very introduction he needed to the British public, which was promptly informed, by himself and others, of the true facts in regard to the steamer speech and the speaker.

The two years Douglass spent in Great Britain upon this visit were active and fruitful ones, and did much to bring him to that full measure of development scarcely possible for him in slave-ridden America. For while the English government had fostered slavery prior to the Revolution and had only a few years before Douglass's visit abolished it in its own colonies, this wretched system had never fastened its clutches upon the home islands. Slaves had been brought to England, it is true, and carried away; but, when the right to remove them was questioned in court, Lord Chief Justice Mansfield, with an abundance of argument and precedent to support a position similar to that of Justice Taney in the Dred Scott case, had taken the contrary view, and declared that the air of England was free, and the slave who breathed it but once ceased thereby to be a slave. History and humanity have delivered their verdict on these two decisions, and time is not likely to disturb it.

Douglass remained in England two years. Not only did this visit give him a great opportunity to influence British public opinion against slavery, but the material benefits to himself were inestimable. He had left the United States a slave before the law, denied every civil right and every social privilege, literally a man without a country, and forced to cross the Atlantic among the cattle in the steerage of the steamboat. He met in Europe, as he said in a farewell speech, men quite as white as he had ever seen in the United States, and had seen in their faces no scorn of his complexion. He had travelled over the four kingdoms, and had encountered no sign of disrespect. He had been lionized in London, had spoken every night of his last month there, and had declined as many more invitations. Everywhere he had denounced slavery, everywhere hospitable doors had opened wide to receive him, everywhere he had made friends for himself and his cause. A slave and an outcast at home, he had been made to feel himself a gentleman, had been the companion of great men and good women. Urged to remain in this land of freedom, and offered aid to establish himself in life there, his heart bled for his less fortunate brethren in captivity, and with the God-speed of his English friends ringing in his ears, he went back to America—to scorn, to obloquy, to ostracism, but after all to the work to which he had been ordained, and which he was so well qualified to perform.

What significance does the incident with the “young men from Georgia and New Orleans” have on the direction of Douglass’ story?

It worried Douglass about how he would be received in Britain and caused him to recede from public life.

It caused Douglass to become more resolute in his decision to flee the United States.

It made Douglass feel sympathy for the ignorance of others.

It convinced Douglass that he needed to return to the United States one day so he could continue to effect change.

It provided Douglass with an example of his experiences to give to the British public.

Similar to the Verbal Reasoning section of the previous rendition of the MCAT, the Critical Analysis and Reasoning Skills Section of the 2015 MCAT will ask students to read and consider passages from varying topics in the natural sciences, the social sciences, and the humanities. Following each passage, a set of around five questions will assess how well students comprehended and analyzed the material presented. While the passages may not appear long at between five hundred and six hundred words each, their vocabulary and grammatical structure are complex and the works themselves thought-provoking. In the fifty-three questions tested in the ninety-minute section, students may be asked about medical ethics, medical humanities, history, philosophy, and psychology. In comparison to the old test, test-takers will find more passages related to medicine, at times with an emphasis on the healthcare climate of the United States. Whether you need MCAT tutoring in AtlantaMCAT tutoring in Houston, or MCAT tutoring in San Francisco, working one-on-one with an expert may be just the boost your studies need.

A couple characteristics make this section unique—all of the questions in this section are passage-based; none are free-standing like those seen in the other three sections of the 2015 MCAT. Furthermore, all of the information required to answer each question is contained within the passage itself; no outside knowledge is required. In fact, use of outside knowledge instead of considering the information in the passage can often lead to incorrect answers. As far as questions are concerned, thirty percent of the questions come directly from the text as reading comprehension, thirty percent will require reasoning from the text (e.g. determining an author’s opinion or the theme of the passage), and forty percent require reasoning beyond the text (e.g. understanding the implicit assumptions required to write such a passage or determining what type of career the author may hold). Within the fifty percent of content that can be in the humanities, the American Association of Medical Colleges has informed test takers that topics can include architecture, art, dance, ethics, literature, music, philosophy, popular culture, religion, theater, and studies of diverse cultures (understanding certain traditions or exploring the heritage of a certain group of people). In the remaining fifty percent of content that can be classified as social sciences, passages may be written about anthropology, archaeology, economics, education, geography, history, linguistics, political science, population health, psychology, or sociology. Varsity Tutors offers resources like free MCAT Verbal Reasoning Practice Tests to help with your self-paced study, or you may want to consider an MCAT Verbal Reasoning tutor.

In order to score well on this section, students will need the ability both to read passages in a timely manner and to understand content, theme, and tone in order to answer the presented questions. The language used and topics presented to students may seem unfamiliar to some, as most students outside of English, Literature, or Linguistics majors are likely not used to reading such high-level writing on a regular basis. Early practice with passage-reading and utilizing vocabulary-building tools such as flashcards can allow students to read the passages more quickly and with higher fidelity. Additionally, test-takers will likely want to design a passage-mapping strategy that allows them to take notes as they read through the works. Subtle detail will likely be the key to answering questions that ask about the author’s tone, point-of-view, and purpose of writing the passage. Additionally, these notes will allow students to reason beyond the text to understand implicit assumptions needed to understand the passage. In addition to the MCAT Verbal Reasoning Question of the Day and MCAT Verbal Reasoning tutoring, you may also want to consider using some of our MCAT Verbal Reasoning flashcards.

If you want to start reviewing for the MCAT Critical Analysis and Reasoning section, Varsity Tutors’ free MCAT Verbal Learning Tools can help. We feature one MCAT Verbal question every day; picking an answer choice not only reveals the correct answer, but a full explanation of how you can arrive at it. No matter how you do on the question, it helps you: if you answer it correctly, it reinforces knowledge you have already gained, and if you miss the question, you are presented with a valuable opportunity to learn from your error and correct misconceptions before test day. Try your hand at answering our MCAT Verbal question of the day and check back every day for a new featured question and a new chance to improve your MCAT knowledge!

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