EST Reading |Passage 2 Explanation| June 2022 |

Introduction: Welcome to our in-depth analysis of Passage 2 from the June 2022 EST Reading section. If you're aiming for excellence in your EST exam, you're at the perfect spot. In this guide, we unravel the intricacies of a 19th-century railroad company's organization and management, providing you with a clear pathway to understanding and applying these insights to your test.

Led by Mr. Osama A. Ibrahim, one of the most esteemed English teachers in the Middle East and Southeast Asia, this blog post delves into the various roles within the railroad company, from the superintendent of machinery to the master car-builder. With Mr. Ibrahim's expert guidance, you'll grasp the complexities of the railroad's operational standards, learn about the challenges in train coordination, and explore the critical thinking required to tackle related EST exam questions effectively.

Whether you're brushing up on your EST vocabulary, honing your reading skills, or seeking to practice with real EST reading passages, this guide is your key resource. So, let's embark on this learning journey together, and arm yourself with the knowledge and strategies to excel in the EST Reading section.

Summary:

The passage is an excerpt from a book about the organization and management of a railroad company in 1888. It describes the different departments and officers involved in maintaining and operating the trains, such as the superintendent of machinery, the master mechanic, the master car-builder, and the superintendent of transportation. It also explains the standards and conventions that allow cars to be used on different roads, and the challenges and precautions that are taken to avoid collisions and delays. The passage uses specific terms and concepts related to railroad operation, and provides a diagram or a graphic representation of a schedule to illustrate how trains are coordinated and dispatched.

 EXPLANATION FOR QUESTIONS 11-21

 11.To answer this question, we need to analyze the passage and identify the meaning of the word "premium" as mentioned in line 21. The meaning of a word can vary depending on the context or the situation in which it is used. To identify the meaning of a word, we can look for clues such as synonyms, antonyms, definitions, examples, or contrasts in the passage.

 Let's look at line 21 and see what clues we can find. Line 21 says "Runners and firemen accomplishing the best results are often remunerated with premiums." This sentence tells us that premiums are a form of remuneration or payment for runners and firemen who perform well in their jobs. The word "best" implies that there is a comparison or evaluation of the results achieved by different runners and firemen. The word "often" implies that premiums are not given to everyone or all the time, but only to those who deserve them.

Let's look at the choices and see which one best matches the meaning of "premium" as mentioned in line 21. Choice A (a gift) does not match the meaning of "premium", because a gift is something given voluntarily or without expecting anything in return, not as a form of payment or reward for performance. Choice C (extra hours of paid work) does not match the meaning of "premium", because extra hours of paid work are not a form of payment or reward for performance, but a result of working more than the regular hours. Choice D (a certificate of acknowledgement) does not match the meaning of "premium", because a certificate of acknowledgement is not a form of payment or reward for performance, but a document that recognizes or appreciates someone's contribution or achievement. The best choice is B (a salary bonus), because a salary bonus is a form of payment or reward for performance, that is given in addition to the regular salary, and that is based on comparison or evaluation of results.

 

12. The correct answer for question 12 is A. Change can only be made if everyone agrees to it even if it is beneficial.

To answer this question, we need to look at the passage and find the information that explains what is a drawback to having standards that rarely change. In lines 55-60, we read:

> There is much convenience in this, but

one disadvantage. It requires almost

unanimous action to introduce any

change of form or of construction,

however advantageous it may be. And to

secure unanimous action in such matters

is almost as hard as it would be to secure

unanimity in a change in the spelling of

English words.

This tells us that the disadvantage of having standards that rarely change is that it makes it very difficult to introduce any improvement or innovation, because it requires the agreement of all the parties involved. The author compares this to changing the spelling of English words, which is also very hard to do because of the resistance and inertia of the users. Therefore, we can infer that the drawback to having standards that rarely change is that change can only be made if everyone agrees to it even if it is beneficial.

The other answer choices are not supported by the passage. The passage does not mention that reform only takes place during certain times (B), or that change is immediate, leading to many faults (C), or that there is a lack of unanimity in the scheduling of trains (D). These are all irrelevant or incorrect drawbacks.

13, The correct answer for question 13 is B. Lines 55-58 ("It ... be.").

To answer this question, we need to look at the passage and find the evidence that supports the answer to question 12. The evidence should explain what is the disadvantage of having standards that rarely change. As we saw in question 12, the disadvantage is that it requires almost unanimous action to introduce any change of form or construction, however advantageous it may be. This is exactly what lines 55-58 say:

> It requires almost

unanimous action to introduce any

change of form or of construction,

however advantageous it may be.

Therefore, these lines best provide evidence for the answer to question 12.

The other answer choices do not provide evidence for the answer to question 12. Lines 50-53 ("And ... use.") describe the convenience of having standards that allow cars to be used on different roads. Lines 62-66 ("Still ... coupler.") mention a desirable reform that is slowly progressing. Lines 94-97 ("Trouble ... schedule.") explain what happens when trains cannot keep on schedule or when extra trains have to be sent out. These lines are all irrelevant or unrelated to the drawback of having standards that rarely change.

14. The correct answer is A. a president of a railroad company, since the author is familiar with the technical details of operation.

To answer this question, we need to look at the passage and see what clues it gives us about the point of view of the author. The passage is about the organization and management of a railroad company, and it explains the roles and duties of different officers and departments. The author uses specific terms and concepts related to railroad operation, such as locomotives, cars, schedules, mileage, couplers, etc. The author also uses a diagram or a graphic representation of a schedule to illustrate how trains are coordinated and dispatched. These clues suggest that the author is familiar with the technical details of operation, and has some authority or expertise in the field. Therefore, we can infer that the author is most likely a president of a railroad company, or someone with a similar position.

The other answer choices are not supported by the passage. The passage does not indicate that the author is a 20th century historian (B), since it does not provide any historical context or analysis of the railroad industry. The passage also does not indicate that the author is a museum tour guide (C), since it does not address an audience or explain the purpose or significance of the table. The passage also does not indicate that the author is a locomotive enthusiast (D), since it does not express any personal opinion or emotion about the topic, and it does not use fan jargon, but rather technical terms. Therefore, these are all incorrect guesses about the point of view of the author.

15.The correct answer is C. responsibility.

To answer this question, we need to look at the context of the word "charge" in line 22 and try to figure out what it means based on how it is used. In line 22, we read:

> The master car-builder has charge of the

shops where cars are built and repaired,

and of the car-inspectors who are

stationed at central and junction points to

prevent defective cars being put into the

trains.

Here, we see that the word "charge" is used to describe the role of the master car-builder, who oversees the shops and the inspectors. The word "charge" in this context means that he has the authority, duty, or obligation to manage, direct, or supervise these activities. He is responsible for them.

The other answer choices do not fit the context of the sentence. To charge a payment (A) means to ask for money for a service or a product, which does not make sense here. To charge an assault (B) means to attack or rush at someone or something, which also does not apply here. To charge an allegation (D) means to accuse or blame someone of something, which is also irrelevant here. Therefore, these are all incorrect meanings of the word "charge" in this sentence.

16. The correct answer is C. descriptive.

To answer this question, we need to look at the passage and see what structure it follows. A structure is the way that the information or ideas are organized and presented in a text. There are different types of structures, such as compare and contrast, problem and solution, descriptive, sequence, etc. The passage resembles a descriptive structure, because it describes the different aspects and functions of a railroad company, such as the machinery, the transportation, the personnel, the standards, etc. The passage does not compare or contrast anything (A), nor does it present a problem and a solution (B), nor does it show a sequence of events or steps (D). Therefore, we can infer that the passage follows a descriptive structure.

Tip: When answering structure questions, it's important to pay attention to how information is organized and presented in the passage.

17. To answer this question, we need to analyze the passage and identify the meaning of the word "keep" as used in line 93. The meaning of a word can vary depending on the context or the situation in which it is used. To identify the meaning of a word, we can look for clues such as synonyms, antonyms, definitions, examples, or contrasts in the passage.

Let's look at line 93 and see what clues we can find. Line 93 says "Trouble begins when regular trains cannot keep on schedule, or when extra trains have to be sent out, not provided for on the schedule." This sentence tells us that keep is related to schedule, which is a plan or a timetable for regular trains. The word "cannot" implies that there is a difficulty or a challenge in doing something. The word "trouble" implies that there is a problem or a consequence of not doing something. These clues suggest that the word "keep" means to follow or to stick to something.

Let's look at the choices and see which one best matches the meaning of "keep" as used in line 93. Choice A (save) does not match the meaning of "keep", because it means to preserve or to protect something, not to follow or to stick to something. Choice B (delay) does not match the meaning of "keep", because it means to postpone or to slow down something, not to follow or to stick to something. Choice C (obey) does not match the meaning of "keep", because it means to comply or to submit to something, not to follow or to stick to something. The best choice is D (remain), because it means to stay or to continue in a state or a condition, which is similar to following or sticking to something.

Therefore, the correct answer is D. remain

18. The correct answer is C. highlight the responsibilities of a superintendent.

To answer this question, we need to look at the final paragraph and see what its purpose is. The final paragraph is:

> Having shown how the property of all

kinds is kept in efficient condition, we

next come to its operation. This is called

"conducting transportation," and the

officer in charge is usually called the

superintendent of transportation. All

train-despatchers, conductors, train-men,

and telegraph operators are under his

immediate control. He makes all

schedules and provides all extra and

irregular service that the traffic

department makes requisition for, himself

calling upon the superintendent of

machinery for the necessary locomotives,

switching engines, and cars. It is his

especial province to handle all trains as

swiftly as possible, and to see that there

are no collisions.

Here, we see that the paragraph focuses on the role and duties of the superintendent of transportation, who is the officer in charge of operating the trains. The paragraph explains what he does and who he supervises, and what his main goals are. The paragraph highlights the responsibilities of a superintendent, and shows how important he is for keeping trains on track.

The other answer choices are not the purpose of the final paragraph. The paragraph does not provide an example of a train collision (A), nor does it refute the importance of a time-table (B), nor does it conclude the aforementioned main ideas (D). These are all irrelevant or incorrect purposes.

19. The correct answer for question 19 is D. a detailed schedule.

To answer this question, we need to look at the passage and find the information that explains what is an essential element of keeping trains on track. In lines 84-87, we read:

First, a general time-table or schedule is carefully made out for all regular trains upon each division, showing on one sheet the time of each train at each station.

This tells us that a schedule is a crucial part of coordinating and controlling the movement of trains, as it shows when and where each train should be. A schedule helps to avoid collisions, delays, and confusion, and to ensure that the trains run as smoothly as possible.

The other answer choices are not essential elements of keeping trains on track. A list of extra locomotives (A) might be useful in case of breakdowns or emergencies, but it is not necessary for the regular operation of trains. A visual representation (B) might be helpful in illustrating the schedule or the routes of trains, but it is not required for keeping trains on track. Follow-up on moving trains © might be important in monitoring and adjusting the train movements, but it is not the same as keeping trains on track. Therefore, these are all incorrect or incomplete elements.

20. The correct answer for question 20 is B. Lines 92-94 ("This ... extras.").

To answer this question, we need to look at the passage and find the evidence that supports the answer to question 19. The evidence should explain what is an essential element of keeping trains on track. In question 19, we chose B. a visual representation as the correct answer, because it helps to illustrate and coordinate the schedule or the routes of trains. Lines 92-94 provide an example of how a visual representation is used and why it is essential:

> This schedule is all that is needed so long

as all trains are able to keep on time, and

there are no extras.

These lines tell us that the schedule, which is represented visually on a board or a large sheet of paper, is sufficient for keeping trains on track as long as there are no deviations or interruptions. The visual representation helps to show the time and location of each train on each division, and to avoid conflicts or overlaps. Therefore, these lines best provide evidence for why a visual representation is an essential element of keeping trains on track.

The other answer choices do not provide evidence for the answer to question 19. Lines 84-87 ("It ... follows.") describe the general principles observed in conducting transportation, but they do not mention a visual representation specifically. Lines 94-97 ("Trouble ... schedule.") describe what happens when trains cannot keep on schedule or when extra trains have to be sent out, but they do not explain how a visual representation helps to prevent or solve these problems. Lines 97-101 ("A ... train-movements.") explain how a diagram or a graphic representation of the schedule is made and used, but they do not explain why it is essential for keeping trains on track. Therefore, these lines are all irrelevant or unrelated to the evidence for why a visual representation is an essential element of keeping trains on track.

June 2022 Resources:

Writing, Literacy I:

Take the Full Mock Test for June 2022 + Report HERE

Passage 1 Explanation HERE

Passage 2 Explanation HERE

Passage 3 Explanation HERE

Passage 4 Explanation HERE

Reading, Literacy II:

Passage 1 Explanation HERE

Passage 2 Explanation HERE

Passage 3 Explanation HERE

Passage 4 Explanation HERE

Passage 5 Explanation HERE

More Resources to Boost your Skills:

Practice EST Vocabulary HERE

Practice EST Reading Skills HERE

Practice Real EST Reading Passages with Explanations HERE

Improve your EST Reading Skills with Passages from Level 1 HERE

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