Direction: Read a passage and answer the items based on it. You are required to select your answers based on the contents of the passage and the opinion of the author only. The third great defect of our civilization is that it does not know what to do with its knowledge. Science has given us powers fit for the gods, yet we use them as small children. For example, we do not know how to manage our machines. Machines were made to be humanity's servants, yet man has grown so dependent on them that they are in a fair way to become his masters. Already most people spend most of their lives looking after and waiting upon machines. And the machines are very stern masters. They must be kept at the right temperature. And if they do not get their meals when they expect them, they grow sulky and refuse to work or burst with rage and blow up and spread ruin and destruction all around. So we have to wait upon them very attentively and do all that we can to keep them in a good temper. Already we find it difficult either to work or play without the machines, and a time may come when they will rule us altogether, just as we rule the animals. And this brings me to the point at which I asked, "What do we do with all the time which the machines have saved for us, and the new energy they have given us?" On the whole, it must be admitted, we do very little. For the most part, we use our time and energy to make more and better machines which will give us still more time and still more energy, and what are we to do with them? The answer, I think, is that we should try to become more civilized. For the machines themselves, and the power which the machines have given us, are not civilization but aids to civilization. But you will remember that we agreed at the beginning that being civilized meant making and linking beautiful things, thinking freely and living rightly and maintaining justice equally among people. A person has a better chance today to do these things than he/she ever had before; he/she has more time, more energy, less to fear and less to fight against. If he/she will give his/her time and energy which his/her machines have won for him/her to make more beautiful things, to find out more and more about the universe, to remove the cause of quarrels between nations, to discover how to prevent poverty, then I think our civilization would undoubtedly be the greater as it would be more lasting than it has ever been.
The general tone of the passage is
Analyzing the Tone of the Passage
Understanding the tone of a passage is crucial in reading comprehension. Tone refers to the author's attitude toward the subject matter. It is conveyed through word choice, sentence structure, and overall perspective.
Let's examine the provided passage to determine the author's tone regarding civilization, knowledge, and machines.
The author begins by stating, "The third great defect of our civilization is that it does not know what to do with its knowledge." The word "defect" immediately signals a negative assessment or criticism of civilization. The author continues, stating that despite having "powers fit for the gods," humanity uses them "as small children." This comparison highlights a perceived immaturity or poor judgment in handling powerful tools.
Regarding machines, the author says they "were made to be humanity's servants, yet man has grown so dependent on them that they are in a fair way to become his masters." This suggests a problematic reversal of roles, where humans are controlled by what they created. The author describes machines as "stern masters" that demand constant attention ("looking after and waiting upon machines"). The author even uses dramatic language like machines might "burst with rage and blow up and spread ruin and destruction."
Furthermore, the author questions what is done with the time and energy saved by machines, concluding, "On the whole, it must be admitted, we do very little." The author notes that much of this time and energy is spent making "more and better machines," rather than becoming "more civilized."
While the author proposes a positive path forward (using time/energy to create beauty, think freely, live rightly, maintain justice), the majority of the passage is dedicated to highlighting the problems and shortcomings of the current use of knowledge and machines. The language used ("defect," "small children," "dependent," "masters," "stern," "do very little") strongly conveys dissatisfaction and judgment.
Let's consider the given options:
- critical: The author points out flaws ("defect") and expresses disapproval of how humanity uses its power and machines. This aligns well with the language and arguments presented.
- descriptive: The passage does describe the current situation, but its primary aim is not neutral description. It's framed by the author's judgment.
- demonstrative: The author demonstrates a point, but "critical" captures the author's attitude while doing so.
- informational: The passage provides information, but the information is presented with a clear evaluative stance, not merely to inform neutrally.
Based on the analysis of the author's language and the points raised, the most fitting description of the general tone is critical. The author is critiquing the current state of civilization's relationship with its knowledge and machines.
Revision Table: Analyzing Tone Indicators
| Phrase from Passage | Interpretation | Tone Indication |
|---|---|---|
| "third great defect" | Identifies a significant flaw | Critical |
| "uses them as small children" | Compares human behavior negatively | Critical |
| "machines...become his masters" | Describes a negative, controlling relationship | Critical |
| "stern masters" | Personifies machines as harsh rulers | Critical |
| "we do very little" (with saved time/energy) | Expresses disappointment in lack of productive use | Critical |
Additional Information: Recognizing Author's Tone
Identifying the author's tone is a key skill in reading comprehension passages. Tone can be:
- Objective/Neutral: Presenting facts without personal feelings.
- Subjective: Expressing personal feelings or opinions.
- Positive: Appreciative, hopeful, enthusiastic, admiring.
- Negative: Critical, pessimistic, sarcastic, cynical, somber.
- Humorous: Amused, playful, satirical.
Look for:
- Word choice (diction): Are words emotionally charged? Positive, negative, or neutral?
- Figurative language: Similes, metaphors, or personification can reveal attitude (e.g., machines as "stern masters").
- Sentence structure: Short, sharp sentences might indicate urgency or criticism; long, flowing sentences might be descriptive or reflective.
- Overall argument: Does the author seem to be arguing for a change, lamenting a situation, or simply explaining something?
In this passage, the consistent use of words denoting problems, poor usage, and negative outcomes strongly points to a critical tone.
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