TOEFL IBT Reading Practice Test 72 from The Collection of TOEFL Reading Comprehension
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Reading Directions: This section measures your ability to understand academic passages in English.
The Reading section is divided into separately timed parts.
Most questions are worth 1 point, but the last question for each passage is worth more than 1 point. The directions for the last question indicate how many points you may receive. You will now begin the Reading section. There are three passages in the section. You should allow 20 minutes to read each passage and answer the questions about it. You should allow 60 minutes to complete the entire section.
- Reading Practice Test 71 from The Collection of TOEFL Reading Comprehension
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- Reading Practice Test 74 from The Collection of TOEFL Reading Comprehension
- Reading Practice Test 73 from The Collection of TOEFL Reading Comprehension
- Reading Practice Test 70 from The Collection of TOEFL Reading Comprehension
In many ways college students of the last two decades of the nineteenth century were inextricably involved in the processes of change. The North American institutions they attended were undergoing profound transformation. It was not just that more students were being admitted. These were different students-some were women. in Ontario, Canada, Queen’s University was the first to admit women into degree programs, and the University of Toronto followed suit eight years later in 1884. Moreover, as colleges ceased to cater more narrowly to candidates for the religious ministry and the professions and came to be seen as a logical continuation of secondary school, younger students began to predominate. Many of those who now enrolled were experiencing transition not only from a small town or rural area to an urban environment, but also from adolescence to young adulthood. Universities had to adjust to the needs of students who were less mature and less settled in their interests.
As the student body changed, so did the curriculum. Scientific, professional, and graduate training became much more sophisticated, but the traditional arts program was altered as well. Rigid courses of study full of Greek and Latin prerequisites were being replaced at many schools by elective systems that featured new subjects, such a~ English literature, political science, economics, sociology and psychology. Old subjects, like biology and philosophy, were rocked by new ideas so that they too seemed very different.
1. What does the passage mainly discuss?
(A) The founding and growth of Queen’s University
(B) A transition in university education
(C) Major differences between rural and urban colleges
(D) The beginning of public education in Ontario
2. When were women first allowed to enroll in degree programs at Queen’s University?
(A) In 1876
(B) In 1884
(C) In 1892
(D) In 1900
3. Which of the following does the author suggest was a problem related to the admission of new types of students?
(A) Their secondary school education
(B) Their parents’ profession
(C) Their religion
(D) Their age
4. Which of the following courses is most likely to have been offered as part of a traditional college degree program in the early 1800′
(A) Political science
5. It can be inferred from the passage that after the 1880’s students gained more freedom to
(A) return to their hometowns
(B) choose their own courses
(C) monitor their own progress
(D) question their professors
6. The author uses the expression “rocked by” in lines 16 – 17 to suggest that the effect of new ideas on old subjects was