As questões de Leitura do ACT se dividem em 5 tipos e testam habilidades de compreensão das ideias principais, localização de detalhes e interpretação do propósito nos textos. Dessa forma, você não apenas vai precisar manter um olhar atento sobre o que é declarado diretamente, como também vai precisar interpretar e analisar significados implícitos. Para te ajudar na preparação para essa seção, trouxemos aqui 5 questões comentadas. Confira!
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5 questões de Leitura do ACT comentadas
Para as questões, vamos levar em conta o texto a seguir, com passagens do livro The Men of Brewster Place, da autora Gloria Naylor. Ele é um pouco longo, mas é justamente o tamanho de texto que você vai encontrar nas questões de Leitura do ACT:
Clifford Jackson, or Abshu, as he preferred to be known in the streets, had committed himself several years ago to use his talents as a playwright to broaden the horizons for the young, gifted, and black—which was how he saw every child milling around that dark street. As head of the community center he went after every existing grant on the city and state level to bring them puppet shows with the message to avoid drugs and stay in school; and plays in the park such as actors rapping their way through Shakespeare’s A Midsummer Night’s Dream. Abshu believed there was something in Shakespeare for everyone, even the young of Brewster Place, and if he broadened their horizons just a little bit, there might be enough room for some of them to slip through and see what the world had waiting. No, it would not be a perfect world, but definitely one with more room than they had now.
The kids who hung around the community center liked Abshu, because he never preached and it was clear that when they spoke he listened; so he could zero in on the kid who had a real problem. It might be an offhand remark while shooting a game of pool or a one-on-one out on the basketball court, but he had a way of making them feel special with just a word or two.
Abshu wished that his own family could have stayed together. There were four of them who ended up in foster care: him, two younger sisters, and a baby brother. He understood why his mother did what she did, but he couldn’t help wondering if there might have been a better way.
Abshu was put into a home that already had two other boys from foster care. The Masons lived in a small wooden bungalow right on the edge of Linden Hills. And Mother Mason insisted that they tell anybody who asked that they actually lived in Linden Hills, a more prestigious address than Summit Place. It was a home that was kept immaculate.
But what he remembered most about the Masons was that it seemed there was never quite enough to eat. She sent them to school with a lunch of exactly one and a half sandwiches—white bread spread with margarine and sprinkled with sugar—and half an apple.
When Abshu dreamed of leaving —which was every day— he had his own apartment with a refrigerator overflowing with food that he gorged himself with day and night. The Masons weren’t mean people; he knew he could have ended up with a lot worse.
Abshu lived with these people for nine years, won a scholarship to the local college, and moved out to support himself through school by working in a doughnut shop. By this time his mother was ready to take her children back home, but he decided that since he was already out on his own he would stay there. One less mouth for her to worry about feeding. And after he graduated with his degree in social work, he might even be able to give her a little money to help her along.
One thing he did thank the Masons for was keeping him out of gangs. There was a strict curfew in their home that was rigidly observed. And church was mandatory. “When you’re out on your own,” Father Mason always said, “you can do whatever you want, but in my home you do as I say.” No, they weren’t mean people, but they were stingy—stingy with their food and with their affection. Existing that way all the time, on the edge of hunger, on the edge of kindness, gave Abshu an appreciation for a life fully lived. Do whatever job makes you happy, regardless of the cost; and fill your home with love. Well, his home became the community center right around the corner from Brewster Place and the job that made him most fulfilled was working with young kids.
The kids who hung out at the community center weren’t all lost yet. They wanted to make use of the tutors for their homework; and they wanted a safe place to hang. His motto was: Lose no child to the streets. And on occasion when that happened, he went home to cry. But he never let his emotions show at work. To the kids he was just a big, quiet kind of dude who didn’t go looking for trouble, but he wouldn’t run from it either. He was always challenged by a new set of boys who showed up at the center. He made it real clear to them that this was his territory—his rules—and if they needed to flex their muscles, they were welcome to try. And he showed many that just because he was kind, it didn’t mean he was weak. There had to be rules somein their world, some kind of discipline. And if they understood that, then he worked with them, long and hard, to let them see that they could make a difference in their own lives.
LITERARY NARRATIVE: This passage is adapted from the novel The Men of Brewster Place by Gloria Naylor (©1998 by Gloria Naylor).
The point of view from which the passage is told can best be described as that of:
A. a man looking back on the best years of his life as director of a community center in a strife-ridden neighborhood.
B. a narrator describing his experiences as they happen, starting with childhood and continuing through his adult years as an advocate for troubled children.
C. an unidentified narrator describing a man who devoted his life to neighborhood children years after his own difficult childhood.
D. an admiring relative of a man whose generosity with children was widely respected in the neighborhood where he turned around a declining community center.
Esse enunciado se encaixa como exemplo de pergunta sobre “Ideia Principal/Quadro Geral”, um dos tipos de questões de Leitura do ACT, pois pede que você fale sobre uma característica que permeia todo o texto.
Sendo assim, a melhor resposta é a alternativa C, porque a pessoa que está contando a história nunca é identificada. Esse narrador, no entanto, sabe o suficiente sobre Abshu para descrever em detalhes a infância difícil do personagem principal e seu compromisso como adulto em trabalhar em um centro comunitário.
It can reasonably be inferred from the passage that which of the following is a cherished dream that Abshu expects to make a reality in his lifetime?
E. Establishing himself financially so as to be able to bring his original family back under one roof
F. Seeing the children at the community center shift their interest from sports to the dramatic arts
G. Building on the success of the community center by opening other centers like it throughout the state
H. Expanding for some, if not all, of the children the vision they have of themselves and their futures
Essa é uma pergunta de inferência, um dos principais tipos de questões de Leitura do ACT. O objetivo aqui é identificar o que uma frase, um parágrafo ou toda a passagem podem te dizer de maneira implícita.
Nesse caso, a melhor resposta é a alternativa H, porque o primeiro parágrafo indica especificamente que o objetivo de Abshu era expandir os horizontes das crianças com quem trabalhava. Logo no início, a passagem afirma que Abshu “se comprometeu a… ampliar os horizontes para jovens, talentosos e negros — e foi assim que ele viu todas as crianças andando por aí…”. Mais à frente, o texto afirma novamente que ele queria ampliar os horizontes.
It can reasonably be inferred from the passage that Abshu and the Masons would agree with which of the following statements about the best way to raise a child?
A. For a child to be happy, he or she must develop a firm basis in religion at an early age.
B. For a child to be fulfilled, he or she must be exposed to great works of art and literature that contain universal themes.
C. For a child to thrive and be a responsible member of society, he or she must develop a sense of discipline.
D. For a child to achieve greatness, he or she must attach importance to the community and not to the self.
No caso dessa questão, em específico, a resposta correta é a C, porque os Masons e Abshu tentaram disciplinar as crianças sob seus cuidados. Na casa dos Masons, “Houve um toque de recolher estrito”, o qual Abshu acredita que o manteve “fora das gangues”. No centro comunitário, Abshu também acreditava na disciplina: “Tinha que haver regras em algum lugar do mundo [das crianças], algum tipo de disciplina. E se elas entendessem isso, ele trabalharia com elas por muito tempo”.
The fourth paragraph establishes all of the following EXCEPT:
E. that Abshu had foster brothers.
F. that the Masons maintained a clean house.
G. how Mother Mason felt about the location of their house.
H. what Abshu remembered most about his years with the Masons.
Temos essa pergunta como um exemplo das questões de Leitura do ACT que tratam sobre detalhes. Essas questões geralmente te levam para uma frase ou parágrafo específico no texto e perguntam sobre o que ele significa.
Aqui, a resposta correta é a H, uma vez que esta pergunta pede que você encontre a opção que NÃO está incluída no quarto parágrafo. Informações sobre o que Abshu mais se lembrava de seu tempo com os Masons estão incluídas, na verdade, no quinto parágrafo.
It can reasonably be inferred that which of the following characters from the passage lives according to Abshu’s definition of a life fully lived?
A. Mother Mason
B. Father Mason
C. Abshu as a child
D. Abshu as an adult
Aqui temos mais uma das questões de Leitura do ACT sobre inferência. Nela, a melhor resposta é a alternativa D, porque a segunda metade do oitavo parágrafo se refere especificamente ao que “deu a Abshu uma apreciação por uma vida plenamente vivida”. O narrador continua explicando que o trabalho com crianças pequenas foi o que fez Abshu “mais realizado”. Abshu desenvolveu este trabalho como adulto.
Intercâmbio com a UDI
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