PRAXIS Pre-Professional Skills Test (PPST) II PRAXIS2 Prüfungsfragen mit Lösungen:

1. Mary goes to the other end of the city to meet her grandmother two to three times a week. On her way the
following stops are made according to her mode of transport. The buses stop at L, M, N and O, in that
order. Express trains stop at N only Early local trains stop at P, Q, N, and R only, in that order Late local
trains stop at P, Q, and R only, in that order On her way back to her house the routes are reversed The
buses stop at O, N, M, and L, in that order Express trains stop at N only Early local trains stop at R, N, Q,
and P only, in that order Late local trains stop at R, Q, and P only, in that order The bus station is next to
the train station near her house, at N, and near her grandmother's house
In order to go from P to O along the routes above, it is necessary for Mary to take

A) a local train and a bus
B) an early local train only
C) a bus only
D) a local train and an express train
E) either an early or a late local train only

2. The success or failure of the whole experiment depends whole on the extent of trust and discipline
managers and employees place on themselves and their team.

A) the whole experiment depends more wholly on the extent
B) the whole experiment depends whole on the extent
C) the wholly experiment depends whole on the extent
D) the wholly experiment depends wholly on the extent
E) the whole experiment depends wholly on the extent

3. Those examples of poetic justice that occur in medieval and Elizabethan literature, and that seem so
satisfying, have encouraged a whole school of twentieth-century scholars to "find" further examples. In
fact, these scholars have merely forced victimized character into a moral framework by which the
injustices inflicted on them are, somehow or other, justified. Such scholars deny that the sufferers in a
tragedy are innocent; they blame the victims themselves for their tragic fates. Any misdoing is enough to
subject a character to critical whips. Thus, there are long essays about the misdemeanors of Webster's
Duchess of Malfi, who defined her brothers, and he behavior of Shakespeare's Desdemona, who
disobeyed her father.
Yet it should be remembered that the Renaissance writer Matteo Bandello strongly protests the injustice
of the severe penalties issued to women for acts of disobedience that men could, and did, commit with
virtual impunity. And Shakespeare, Chaucer, and Webster often enlist their readers on the side of their
tragic heroines by describing injustices so cruel that readers cannot but join in protest. By portraying
Griselda, in the Clerk's Tale, as a meek, gentle victim who does not criticize, much less rebel against the
prosecutor, her husband Waltter, Chaucer incites readers to espouse Griselda's cause against Walter's
oppression. Thus, efforts to supply historical and theological rationalization for Walter's persecutions tend
to turn Chaucer's fable upside down, to deny its most obvious effect on reader's sympathies. Similarly, to
assert that Webster's Duchess deserved torture and death because she chose to marry the man she
loved and to bear their children is, in effect to join forces with her tyrannical brothers, and so to confound
the operation of poetic justice, of which readers should approve, with precisely those examples of social
injustice that Webster does everything in his power to make readers condemn. Indeed. Webster has his
heroin so heroically lead the resistance to tyranny that she may well in spire members of the audience to
imaginatively joins forces with her against the cruelty and hypocritical morality of her brothers.
Thus Chaucer and Webster, in their different ways, attack injustice, argue on behalf of the victims, and
prosecute the persecutors. Their readers serve them as a court of appeal that remains free to rule, as the
evidence requires, and as common humanity requires, in favor of the innocent and injured parties. For, to
paraphrase the noted eighteenth-century scholar, Samuel Johnson, despite all the refinements of subtlety
and the dogmatism of learning, it is by the common sense and compassion of readers who are
uncorrupted by the characters and situations in mereval and Dlizabetahn literature, as in any other
literature, can best be judged.
The author's paraphrase of a statement by Samuel Johnson serves which of the following functions in the
passage?

A) it articulates a general conclusion
B) it furnishes a specific example
C) it introduces a new topic
D) it provides a contrasting perspective
E) it clarifies an ambiguous assertion

4. You must be the change you wish to see in the world. What does the speaker of the above sentence
mean to imply?

A) People will not change until you do.
B) You must behave with others the way you want them to behave with you.
C) Every reform starts at home.
D) lf you set an example, others will follow.
E) For making a difference in others, make a difference in yourself first.

5. "Both sides affirmed that for things to be good from now on, the relations and unity between the two
should be further strengthened," he said

A) affirmed that tor things to be best from now on.
B) affirmed that for things to be more good from now on.
C) affirmed that for things to be good from now on,
D) affirmed that for things to be more better from now on,
E) affirmed that for things to be better from now on.

Fragen und Antworten: