本次北美SAT考試的閱讀部分整體難度中等偏上，文學難度相對不高，沒有考察文章主旨和任何的詞匯題，相對5月北美的Sister Carrie明顯語言難度一般，主要的難度來自于第三篇有關神經纖維對于刺激的感知，屬于生命科學題材中難度較高的類型，文章結構雖然比較清晰，但實驗的過程和某些細節由于生詞較多可能會對考生的理解造成一定難度。而歷史雙篇對比出現在第四篇，涉及的話題--imperialism(帝國主義)可能相對一般考生比較陌生，兩篇文章對于美國在20世紀初推行帝國主義政策持相反觀點，P1選自Albert Beveridge的演講：The March of the Flag, 其中出現了大量的appeal to emotion和排比的經典考法，P2選自William Bryan的(The Paralyzing Influence of) Imperialism，同樣使用了一種經典的寫作手法來支持Philippine Islands的自治。
P1：Fiction：The Cailiffs of Baghdad, Georgia
從一個Miss Grace Spivey的學生的視角講述Miss Grace Spivey作為一個well-traveled的女性在1938年初次來到Georgia的一個城鎮Threestep時的場景，首段講到了Spivey對于月份的評論irritate那些熱情迎接這位新教師到來的人群，后文講到Spivey本人的教育經歷，以及和Ralphord的互動，高潮部分在于她與Professor Dewey的偶遇對于她教育理念的影響以及這種理念在課堂中的應用。
An excerpt from The Cailiffs of Baghdad, Georgia
FROM Chapter 1Miss Spivey, For and Against
Miss Grace Spivey arrived in Threestep, Georgia, in August of 1938. She stepped off the train wearing a pair of thick-soled boots suitable for hiking, a navy blue dress, and a little white tam that rode the waves of her red hair at a gravity-defying angle. August was a hellish month to step off the train in Georgia, although it was nothing, she said, compared to the 119 degrees that greeted her when she got off the boat one time in the place she called Al-Basrah. I believe her remark irritated some of the people gathered to welcome her on the burnt grass alongside the tracks. When folks are sweating through their shorts, they don't like to hear that this is nothing compared to someplace else. Irritated or not, the majority of those present were inclined to see the arrival of the new schoolteacher in a positive light. Hard times were still upon us in 1938, but, like my momma said, “We weren’t no poorer than we’d ever been,” and the citizens of Threestep were in the mood for a little excitement.
Miss Spivey looked like just the right person to give it to them. She was, by almost anyone's standards, a woman of the world. She’d gone to boarding schools since she was six years old, she’d studied French in Paris and drama in London, and during what she called a “fruitful intermission” in her formal education, she had traveled extensively in the Near East and Africa with a friend of her grandmother’s, one Janet Miller, who was a medical doctor from Nashville, Tennessee. After her travels with Dr. Miller, Miss Spivey continued her education by attending Barnard College in New York City. She told us that at school the first day. When my little brother Ralphord asked what did she study at Barnyard College, Miss Spivey explained that Barnard, which she wrote on the blackboard, was the sister school of Columbia University, of which, she expected, we all had heard.
It was there, she told us, in the midst of trying to find her true mission in life, that she wandered one afternoon into a lecture by the famous John Dewey, who was talking about his famous book, Democracy and Education. Professor Dewey was in his seventies by then, Miss Spivey said, but he still liked to chat with students after a lecture—especially female students, she added—sometimes over coffee, and see in their eyes the fire his words could kindle. It was after this lecture and subsequent coffee that Miss Spivey had marched to the Teacher’s College and signed up, all aflame. Two years later, she told a cheery blue-suited woman from the WPA that she wanted to bring democracy and education to the poorest, darkest, most remote and forgotten corner of America.
They sent her to Threestep, Georgia.
Miss Spivey paused there for questions, avoiding my brother Ralphord’s eye.
What we really wanted to know about—all 26 of us across seven grade levels in the one room—was the pearly white button hanging on a string in front of the blackboard behind the teacher’s desk up front. That button on a string was something new. When Mavis Davis (our only bona fide seventh grader at age thirteen) asked what it was for, Miss Spivey gave the string a tug, and to our astonishment, the whole world--or at least a wrinkled map of it--unfolded before our eyes. Miss Spivey’s predecessor, Miss Chandler, had never once made use of that map, which was older than our fathers, and until that moment, not a one of us knew it was there.
Miss Spivey showed us on the map how she and Dr. Janet Miller had sailed across the Atlantic Ocean and past the Rock of Gibraltar into the Mediterranean Sea. Using the end of a ruler, she gently tapped such places as Morocco and Tunis and Algiers to mark their route along the top of Africa. In Egypt, she said, they stopped long enough to climb a pyramid, a sketch of which she drew for us on the board, next to the map. "I wish I could convey to you children its true size and grandeur," she said. From there, they went on through the Gulf of Suez and down around Arabia and right up the Persian Gulf, which Miss Spivey said was the most beautiful body of water in the world. They spent twenty hours on the train to Baghdad after that, swathed in veils against the sand that crept in every crack and crevice. I pictured them with scarves pulled across their faces, like a pair of lady bandits.
“And can you guess what we saw from the train?” Miss Spivey asked. We could not. “Camels!” she said. “We saw a whole caravan of camels.” She looked around the room, waiting for us to be amazed and delighted at the thought.
We all hung there for a minute, thinking hard--you could see the anticipation on Miss Spivey’s face fading as the seconds passed--until Mavis Davis spoke up.
“She means like the three kings rode to Bethlehem,” Mavis said, and she folded her hands smugly on her 7th-grade desk in the back of the room.
Miss Spivey made a mistake right then. Instead of beaming upon Mavis the kind of congratulatory smile that old Miss Chandler would have bestowed on her for having enlightened the rest of us, Miss Spivey simply said, “That’s right.” I think maybe she was so flabbergasted that we didn’t all of us know what a camel was that she wasn’t sure what to do next, and what she did do only made Mavis feel all the more under-appreciated. Miss Spivey turned from the map--actually, she whirled around with all the flowery layers of a dress the Superintendent of Schools would later call “inappropriate” fluttering around her legs--and she pointed with her piece of chalk straight at me. My heart was making such a ruckus in my ears as I stood up that I hardly heard her ask my name. I thought she already knew it, based on the name cards she’d stuck on our desks.
P1：How the Cat in the Hat changed children's education
P2：Making school volunteering voluntary
P3: Marsupials lend a hand to science
P4: A employee benefit that benefits employers (reimbursement program)
--- 標點符號題：本次考試中逗號, 冒號, 分號的使用都有所涉及。 考察內容都是之前OG和真題中出現過的知識點, 沒有特別大的難度;
--- 句子加減題/邏輯順序題: 根據上下文內容進行句子增加刪減(本次幾乎沒有考察), 以及排序;
--- 此次考試中出現的圖表題, 需要結合文章內容找出正確的選項.
F. 統計與概率問題(抽樣的概念理解，散點圖 best-fit line, 統計圖，特征數，條件性概率的計算)
美國SAT要求考生閱讀分析文章的標題是protect the bats。文章于2015年5月發表在紐約時報。
1, Disease and heedless management of windturbines are killing North America’s bats, with potentiallydevastating consequences for agriculture and human health.
2, We have yet to find a cure for thedisease known as white-nose syndrome,which has decimated populations ofhibernating, cave-dwelling bats in the Northeast. But we can reduce the turbinethreat significantly without dismantling them or shutting them down.
3, White-nose syndrome (also known asW.N.S.) was first documented in February 2006 in upstate New York, where itmay have been carried from Europe to a bat cave on an explorer’s hiking boot.In Europe, bats appear to be immune, likely the outcome of a longevolutionary process. But in North America, bats are highly susceptible to thecold-loving fungus that appears in winter on the muzzle and other body partsduring hibernation, irritating them awake at a time when there is no food. Theyend up burning precious stores of energy and starve to death.
4, The consequences have been catastrophic.A 2011 study of 42 sites across five Eastern states found that after2006 the populations of tri-colored and Indiana bats declined by more than 70percent, and little brown bats by more than 90 percent. The population of thenorthern long-eared bat, once common, has declined by an estimated 99percent and prompted a proposal from the United States Fish and WildlifeService to list it as an endangered species. Other species of hibernatingcave-dwelling bats have declined precipitously as well.
5, Whether these bats will recover or goextinct is unclear. Meanwhile, W.N.S.continues to spread rapidly. On the back ofthis year’s extremely cold winter,it moved into Michigan and Wisconsin. It isnow confirmed in 23 states and five Canadian provinces.
6, Tree-dwelling bats don’t seem to beaffected by W.N.S., since they don’t hibernate in caves. But wind farms arekilling them.
7, Wind turbines nationwide are estimatedto kill between 600,000 and 900,000 bats a year, according to a recentstudy in the journal BioScience. About half of those lost to turbines arehoary bats, which migrate long distances seasonally throughout North America.Eastern red and silver-haired bats, commonly seen in Central Park in NewYork City hunting insects at night, are also being killed by turbines bythe tens of thousands.
8, We can’t afford to lose these creatures.In the Northeast, all of our native bat species eat insects. One little brownbat can eat 1,000 mosquitoes in an hour, reducing the potential formosquito-borne diseases. A colony of 150 big brown bats can protect crops from up to 33million rootworms over a growing season. The Mexican free-tailed bats ofBracken Cave in south-central Texas consume about 250 tons of insects everysummer night. The natural pest control provided by that species acrosseight Texas counties has been valued at nearly $750,000 as it protects the $6million summer cotton crop. Nationwide, the value of bats as pest controllers isestimated to be at least $3.7 billion and possibly much more. (This leaves outthe value of two other very important services that bats provide: controllinginsect-borne diseases and pollinating commercially valuable plants.)
9, Today, genetic engineering may seem toprovide an effective way to protect crops from insects, but pests have alreadydeveloped resistance to some of these products. Insects also readilyevolve resistance to chemical insecticides, and increased use of these chemicals wouldcome at a great cost to human health. But bats have shared thenight skies with insects for at least 50 million years, and they know how to huntand eat them.
10, Fortunately, we can reduce themortality caused by wind farms, which areoften located on windy routes favored bysome migratory bats. Wind turbines usually switch on automatically at wind speedsof about 8 to 9 miles per hour, speeds at which insects and bats areactive. But if, during times of peak bat activity, energy companies recalibratedtheir turbines to start at a wind speed of about 11 miles per hour, which is toowindy for insects and bats to fly, turbine-related deaths could be reduced by44 to 93 percent, according to a 2010 study published in the journal Frontiersin Ecology and the Environment.The effect on power output would benegligible — less than 1 percent annually.
11, Threats to bats also threaten us. Weshould step up research on the prevention and cure of white-nose syndrome. Andwe should require energy companies to take steps to protect batsfrom collisions with wind turbines. It is foolish to spend enormous sums to createpesticides and transgenic crops to fight insects, while investing little toprotect bats, our most efficient insect fighters.