College Board SAT Exam Actual Questions
Scholastic Aptitude Test Exam (Page 13 )

Updated On: 30-Jul-2026

He was born a slave, but T. Thomas Fortune (1856`"1928) went on to become a journalist, editor, and civil rights activist, founding several early black newspapers and a civil rights organization that predated W. E. B. DuBois' Niagara Movement (later the NAACP). Like many black leaders of his time, Fortune was torn between the radical leanings of DuBois and the more conservative ideology of Booker T. Washington. This 1884 essay, `The Negro and the Nation,` dates from his more militant period. The war of the Rebellion settled only one question: It forever settled the question of chattel slavery in this country. It forever choked the life out of the infamy of the Constitutional right of one man to rob another, by purchase of his person, or of his honest share of the produce of his own labor. But this was the only question permanently and irrevocably settled. Nor was this the all-absorbing question involved. The right of a state to secede from the socalled Union remains where it was when the treasonable shot upon Fort Sumter aroused the people to all the horrors of internecine war. And the measure of protection which the national government owes the individual members of states, a right imposed upon it by the adoption of the Fourteenth Amendment to the Constitution, remains still to be affirmed. It was not sufficient that the federal government should expend its blood and treasure to unfetter the limbs of four millions of people. There can be a slavery more odious, more galling, than mere chattel slavery. It has been declared to be an act of charity to enforce ignorance upon the slave, since to inform his intelligence would simply be to make his unnatural lot all the more unbearable. Instance the miserable existence of ֳ †sop, the great black moralist. But this is just what the manumission of the black people of this country try has accomplished. They are more absolutely under the control of the Southern whites; they are more systematically robbed of their labor; they are more poorly housed, clothed and fed, than under the slave r ֳ ©gime; and they enjoy, practically, less of the protection of the laws of the state or of the federal government.
When they appeal to the federal government they are told by the Supreme Court to go to the state authorities `" as if they would have appealed to the one had the other given them that protection to which their sovereign citizenship entitles them! Practically, there is no law in the United States which extends its protecting arm over the black man and his rights. He is, like the Irishman in Ireland, an alien in his native land. There is no central or auxiliary authority to which he can appeal for protection.
Wherever he turns he finds the strong arm of constituted authority powerless to protect him. The farmer and the merchant rob him with absolute immunity, and irresponsible ruffians murder him without fear of punishment, undeterred by the law, or by public opinion `" which connives at, if it does not inspire, the deeds of lawless violence. Legislatures of states have framed a code of laws which is more cruel and unjust than any enforced by a former slave state. The right of franchise has been practically annulled in every one of the former slave states, in not one of which, today, can a man vote, think, or act as he pleases. He must conform his views to the views of the men who have usurped every function of government `" who, at the point of the dagger, and with shotgun, have made themselves masters in defiance of every law or precedent in our history as a government. They have usurped government with the weapons of the cowards and assassins, and they maintain themselves in power by the most approved practices of the most odious of tyrants. These men have shed as much innocent blood as the bloody triumvirate of Rome. Today, red handed murderers and assassins sit in the high places of power, and bask in the smiles of innocence and beauty. The word manumission (3rd paragraph) means:

  1. emancipation
  2. duty
  3. possessions
  4. forgiveness
  5. transportation

Answer(s): A

Explanation:

Justification
The term manumission is a legal concept that denotes the act of freeing a slave from bondage; it is synonymous with emancipation. In the passage the author uses the word in the third paragraph to describe the formal release of Black people from slavery, contrasting it with the continued oppression they faced afterward. This contextual usage aligns directly with the definition “emancipation.” Option B (duty) – unrelated; the passage does not discuss obligations or responsibilities. Option C (possessions) – unrelated; the term does not refer to property or assets. Option D (forgiveness) – unrelated; no moral or religious absolution is implied. Option E (transportation) – unrelated; the word has no connection to movement or conveyance.
Therefore, the only choice that accurately captures the meaning of manumission as used in the text is A. emancipation .


Reference:

Merriam-Webster definition of manumission: https://www.merriam-webster.com/dictionary/manumission Project Gutenberg edition of the essay containing the passage: https://www.gutenberg.org/ebooks/author/11030 (search “The Negro and the Nation” for the relevant paragraph)



He was born a slave, but T. Thomas Fortune (1856`"1928) went on to become a journalist, editor, and civil rights activist, founding several early black newspapers and a civil rights organization that predated W. E. B. DuBois' Niagara Movement (later the NAACP). Like many black leaders of his time, Fortune was torn between the radical leanings of DuBois and the more conservative ideology of Booker T. Washington. This 1884 essay, `The Negro and the Nation,` dates from his more militant period. The war of the Rebellion settled only one question: It forever settled the question of chattel slavery in this country. It forever choked the life out of the infamy of the Constitutional right of one man to rob another, by purchase of his person, or of his honest share of the produce of his own labor. But this was the only question permanently and irrevocably settled. Nor was this the all-absorbing question involved. The right of a state to secede from the socalled Union remains where it was when the treasonable shot upon Fort Sumter aroused the people to all the horrors of internecine war. And the measure of protection which the national government owes the individual members of states, a right imposed upon it by the adoption of the Fourteenth Amendment to the Constitution, remains still to be affirmed. It was not sufficient that the federal government should expend its blood and treasure to unfetter the limbs of four millions of people. There can be a slavery more odious, more galling, than mere chattel slavery. It has been declared to be an act of charity to enforce ignorance upon the slave, since to inform his intelligence would simply be to make his unnatural lot all the more unbearable. Instance the miserable existence of ֳ †sop, the great black moralist. But this is just what the manumission of the black people of this country try has accomplished. They are more absolutely under the control of the Southern whites; they are more systematically robbed of their labor; they are more poorly housed, clothed and fed, than under the slave r ֳ ©gime; and they enjoy, practically, less of the protection of the laws of the state or of the federal government.
When they appeal to the federal government they are told by the Supreme Court to go to the state authorities `" as if they would have appealed to the one had the other given them that protection to which their sovereign citizenship entitles them! Practically, there is no law in the United States which extends its protecting arm over the black man and his rights. He is, like the Irishman in Ireland, an alien in his native land. There is no central or auxiliary authority to which he can appeal for protection.
Wherever he turns he finds the strong arm of constituted authority powerless to protect him. The farmer and the merchant rob him with absolute immunity, and irresponsible ruffians murder him without fear of punishment, undeterred by the law, or by public opinion `" which connives at, if it does not inspire, the deeds of lawless violence. Legislatures of states have framed a code of laws which is more cruel and unjust than any enforced by a former slave state. The right of franchise has been practically annulled in every one of the former slave states, in not one of which,
today, can a man vote, think, or act as he pleases. He must conform his views to the views of the men who have usurped every function of government `" who, at the point of the dagger, and with shotgun, have made themselves masters in defiance of every law or precedent in our history as a government. They have usurped government with the weapons of the cowards and assassins, and they maintain themselves in power by the most approved practices of the most odious of tyrants. These men have shed as much innocent blood as the bloody triumvirate of Rome. Today, red handed murderers and assassins sit in the high places of power, and bask in the smiles of innocence and beauty. Now that slavery has been abolished, Fortune believes, black people:

  1. are chattel
  2. have fewer rights than before
  3. are protected by laws
  4. can succeed in the white man's world
  5. inspire lawless violence

Answer(s): B

Explanation:

Why option B is the only correct answer
The passage argues that after emancipation Black Americans are more tightly controlled, more systematically robbed of their labor, and less protected by law than they were under slavery. It explicitly states that “they are more absolutely under the control of the Southern whites; they are more systematically robbed of their labor; they are more poorly housed, clothed and fed, than under the slave regime; and they enjoy, practically, less of the protection of the laws.” Therefore, the correct inference is that they have fewer rights than before , which matches option B.
Why the other choices are unsuitable
A – “are chattel” – The text emphasizes that legal slavery has been abolished; the author does not claim that Black people are still treated as property in the formal sense of “chattel.” C – “are protected by laws” – The author contends the opposite: there is no law that protects Black citizens, and they are “like the Irishman in Ireland, an alien in his native land.” D – “can succeed in the white man's world” – No evidence of success is presented; instead, the passage describes pervasive oppression and denial of voting rights. E – “inspire lawless violence” – While the author mentions violence, the focus is on how violence is condoned by authorities, not that Black people inspire it.
Key textual support
“They are more absolutely under the control of the Southern whites… they are more poorly housed, clothed and fed, than under the slave regime… they enjoy, practically, less of the protection of the laws of the state or of the federal government.”


Reference:

Fortune, T. T. “The Negro and the Nation.” The North American Review, 1884. https://www.jstor.org/stable/2546990 National Archives – 14th Amendment Ratification. https://www.archives.gov/founding-docs/amendments-11-20/amendment-14



He was born a slave, but T. Thomas Fortune (1856`"1928) went on to become a journalist, editor, and civil rights activist, founding several early black newspapers and a civil rights organization that predated W. E. B. DuBois' Niagara Movement (later the NAACP). Like many black leaders of his time, Fortune was torn between the radical leanings of DuBois and the more conservative ideology of Booker T. Washington. This 1884 essay, `The Negro and the Nation,` dates from his more militant period. The war of the Rebellion settled only one question: It forever settled the question of chattel slavery in this country. It forever choked the life out of the infamy of the Constitutional right of one man to rob another, by purchase of his person, or of his honest share of the produce of his own labor. But this was the only question permanently and irrevocably settled. Nor was this the all-absorbing question involved. The right of a state to secede from the socalled Union remains where it was when the treasonable shot upon Fort Sumter aroused the people to all the horrors of internecine war. And the measure of protection which the national government owes the individual members of states, a right imposed upon it by the adoption of the Fourteenth Amendment to the Constitution, remains still to be affirmed. It was not sufficient that the federal government should expend its blood and treasure to unfetter the limbs of four millions of people. There can be a slavery more odious, more galling, than mere chattel slavery. It has been declared to be an act of charity to enforce ignorance upon the slave, since to inform his intelligence would simply be to make his unnatural lot all the more unbearable. Instance the miserable existence of ֳ †sop, the great black moralist. But this is just what the manumission of the black people of this country try has accomplished. They are more absolutely under the control of the Southern whites; they are more systematically robbed of their labor; they are more poorly housed, clothed and fed, than under the slave r ֳ ©gime; and they enjoy, practically, less of the protection of the laws of the state or of the federal government.
When they appeal to the federal government they are told by the Supreme Court to go to the state authorities `" as if they would have appealed to the one had the other given them that protection to which their sovereign citizenship entitles them! Practically, there is no law in the United States which extends its protecting arm over the black man and his rights. He is, like the Irishman in Ireland, an alien in his native land. There is no central or auxiliary authority to which he can appeal for protection.
Wherever he turns he finds the strong arm of constituted authority powerless to protect him. The farmer and the merchant rob him with absolute immunity, and irresponsible ruffians murder him without fear of punishment, undeterred by the law, or by public opinion `" which connives at, if it does not inspire, the deeds of lawless violence. Legislatures of states have framed a code of laws which is more cruel and unjust than any enforced by a former slave state. The right of franchise has been practically annulled in every one of the former slave states, in not one of which, today, can a man vote, think, or act as he pleases. He must conform his views to the views of the men who have usurped every function of government `" who, at the point of the dagger, and with shotgun, have made themselves masters in defiance of every law or precedent in our history as a government. They have usurped government with the weapons of the cowards and assassins, and they maintain themselves in power by the most approved practices of the most odious of tyrants. These men have shed as much innocent blood as the bloody triumvirate of Rome. Today, red handed murderers and assassins sit in the high places of power, and bask in the smiles of innocence and beauty. Fortune uses the example of the Irishman to show that:

  1. famine is not alien to people in the United States
  2. one can be treated as a foreigner in the land of one's birth
  3. some people have a native land; others have none
  4. one can be born to slavery but rise above it
  5. people may be treated more fairly in a monarchy than in a democracy

Answer(s): B

Explanation:

Justification
The passage explicitly compares the condition of Black Americans to that of an Irishman “in Ireland,” stating that the Irishman is “an alien in his native land.” Fortune uses this comparison to illustrate that a person can be regarded as a foreigner in the country of his birth, despite having citizenship and ancestry there. Therefore, the example serves to show that one can be treated as a foreigner in the land of one's birth – option B .
Why the other choices are unsuitable

A: famine is not alien to people in the United States – The text never mentions famine; the Irish reference is about legal and social alienation, not about food scarcity. C. some people have a native land; others have none – Fortune does not argue that any group lacks a native land; he emphasizes that Black Americans do have a native land (the United States) yet are treated as outsiders. D. one can be born to slavery but rise above it – While Fortune’s life story reflects such a trajectory, the specific Irish analogy is not employed to make that point; it is used to stress alienation, not upward mobility. E. people may be treated more fairly in a monarchy than in a democracy – No comparison of governmental systems is made in the cited passage; the focus remains on the denial of legal protection, not on monarchical versus democratic fairness.
Conclusion Option B best captures the function of Fortune’s Irish example: it demonstrates that a native can be perceived and treated as a foreigner within his own country.


Reference:

Biography of T. Thomas Fortune – Encyclopedia Britannica: https://www.britannica.com/biography/T-Thomas-Fortune Analysis of “The Negro and the Nation” (1884) – Library of Congress digital collection: https://www.loc.gov/item/2004669239/



Musical notes, like all sounds, are a result of the sound waves created by movement, like the rush of air through a trumpet. Musical notes are very regular sound waves. The qualities of these waves `" how much they displace molecules, and how often they do so `" give the note its particular sound. How much a sound wave displaces molecules affects the volume of the note. How frequently a sound wave reaches your ear determines whether the note is high or low pitched.
When scientists describe how high or low a sound is, they use a numerical measurement of its frequency, such as `440 vibrations per second,` rather than the letters musicians use. In this passage, musical notes are used primarily to:

  1. illustrate the difference between human-produced and non-human-produced sound.
  2. demonstrate the difference between musical sound and all other sound.
  3. provide an example of sound properties common to all sound.
  4. convey the difference between musical pitch and frequency pitch.
  5. explain the connection between number and letter names for sounds

Answer(s): C

Explanation:

Justification
The passage describes how musical notes exemplify fundamental acoustic properties—amplitude (volume) and frequency (pitch)—that apply to any sound, not just music. By using musical notes as a concrete illustration, the author shows that concepts such as displacement of molecules and vibration rate are universal characteristics of sound waves. This aligns directly with option C : “provide an example of sound properties common to all sound.”
Why the other options are less appropriate
A – The text never contrasts human-produced versus non-human-produced sound; it focuses solely on the nature of sound waves. B – It does not argue that musical sound is fundamentally different from all other sound; rather, it highlights shared properties. D – While pitch and frequency are related, the passage does not discuss the difference between musical pitch (letter names) and frequency pitch; it simply uses notes to exemplify frequency. E – The connection between numbers and letter names is mentioned only tangentially; the primary purpose is not to explain that relationship.


Reference:

Sound wave – Wikipedia: https://en.wikipedia.org/wiki/Sound_wave Frequency – Wikipedia: https://en.wikipedia.org/wiki/Frequency



Musical notes, like all sounds, are a result of the sound waves created by movement, like the rush of air through a trumpet. Musical notes are very regular sound waves. The qualities of these waves `" how much they displace molecules, and how often they do so `" give the note its particular sound. How much a sound wave displaces molecules affects the volume of the note. How frequently a sound wave reaches your ear determines whether the note is high or low pitched.
When scientists describe how high or low a sound is, they use a numerical measurement of its frequency, such as `440 vibrations per second,` rather than the letters musicians use. All of the following are true statements about pitch, according to the passage, EXCEPT:

  1. Nonmusical sounds cannot be referred to in terms of pitch.
  2. Pitch is solely determined by the frequency of the sound wave.
  3. Pitch is closely related to the vibration of molecules.
  4. Pitch cannot be accurately described with letter names.
  5. Humans' perception of pitch is not affected by the intensity of the sound wave.

Answer(s): A

Explanation:

Why option A is the only statement that is not supported by the passage
The passage explains that pitch is a numerical attribute of a sound wave (e.g., “440 vibrations per second”) and that it is independent of the letter names musicians use. It also notes that pitch depends on frequency and on the displacement of molecules (which determines volume), but it does not claim that only musical sounds can be described in terms of pitch. In fact, the wording implies that any sound wave—musical or not—has a frequency and therefore a pitch. Consequently, the assertion “Nonmusical sounds cannot be referred to in terms of pitch” contradicts the passage’s implication that pitch is a property of all sound waves, making it the only false statement.
Why the other choices are consistent with the passage
B: Pitch is solely determined by the frequency of the sound wave. The passage explicitly states that “how frequently a sound wave reaches your ear determines whether the note is high or low pitched,” linking pitch directly to frequency.
C: Pitch is closely related to the vibration of molecules. The text says that “how much a sound wave displaces molecules … give the note its particular sound,” tying the physical vibration of molecules to the perceived quality of the sound, including pitch.
D: Pitch cannot be accurately described with letter names. The passage contrasts musical letter names with the scientific numerical measurement of frequency, indicating that letters are an imprecise way to denote pitch.
E: Humans' perception of pitch is not affected by the intensity of the sound wave. The passage separates “how much they displace molecules” (which affects volume) from “how frequently” (which determines pitch), implying that intensity does not alter pitch perception.


Reference:

Wikipedia – Pitch (music): https://en.wikipedia.org/wiki/Pitch_(music) National Center for Biotechnology Information – Sound frequency and human perception: https://www.ncbi.nlm.nih.gov/books/NBK279386/



Margaret Walker, who would become one of the most important twentieth century African-American poets, was born in Birmingham, Alabama, in 1915. Her parents, a minister and a music teacher, encouraged her to read poetry and philosophy even as a child. Walker completed her high school education at Gilbert Academy in New Orleans and went on to attend New Orleans University for two years. It was then that the important Harlem Renaissance poet Langston Hughes recognized her talent and persuaded her to continue her education in the North. She transferred to Northwestern University in Illinois, where she received a degree in English in 1935. Her poem, `For My People,` which would remain one of her most important works, was also her first publication, appearing in Poetry magazine in 1937. The passage cites Walker's interaction with Langston Hughes as:

  1. instrumental in her early work being published.
  2. influential in her decision to study at Northwestern University.
  3. not as important at the time it happened as it is now, due to Hughes' fame.
  4. a great encouragement for Walker's confidence as a poet.
  5. important to her choice to study at New Orleans University.

Answer(s): B

Explanation:

Why option B is the best choice
The passage explicitly states that Langston Hughes “recognized her talent and persuaded her to continue her education in the North,” which directly led to her transfer to Northwestern University. This interaction is presented as the catalyst for her move northward and subsequent enrollment, making it “influential in her decision to study at Northwestern University.” The wording of option B matches the causal relationship described in the text, whereas the other options either describe effects that are not mentioned (A, D), attribute importance to a different institution (E), or comment on retrospective significance that the passage does not address (C).
Why the other options are less suitable
A – The passage never mentions publication resulting from the Hughes interaction; her first publication appeared later in Poetry magazine. C – The text does not evaluate the historical hindsight of Hughes’ fame; it simply notes his encouragement. D – While encouragement is implied, the passage emphasizes the decision to attend Northwestern, not a boost to confidence. E – Her education at New Orleans University preceded the Hughes encounter; the passage does not link
Hughes to that choice.


Reference:

Biography of Margaret Walker, Poetry Foundation: https://www.poetryfoundation.org/poets/margaret-walker Margaret Walker’s education and early career, Encyclopedia Britannica: https://www.britannica.com/biography/Margaret-Walker
Correct answer: B – the interaction with Langston Hughes was influential in her decision to study at Northwestern University.



Margaret Walker, who would become one of the most important twentieth century African-American poets, was born in Birmingham, Alabama, in 1915. Her parents, a minister and a music teacher, encouraged her to read poetry and philosophy even as a child. Walker completed her high school education at Gilbert Academy in New Orleans and went on to attend New Orleans University for two years. It was then that the important Harlem Renaissance poet Langston Hughes recognized her talent and persuaded her to continue her education in the North. She transferred to Northwestern University in Illinois, where she received a degree in English in 1935. Her poem, `For My People,` which would remain one of her most important works, was also her first publication, appearing in Poetry magazine in 1937. The passage suggests that Walker's decision to become a poet:

  1. occurred before she entered college.
  2. was primarily a result of her interaction with Hughes.
  3. was not surprising, given her upbringing.
  4. occurred after her transfer to Northwestern University.
  5. was sudden and immediately successful.

Answer(s): C

Explanation:

Justification
Option C – “was not surprising, given her upbringing.” The passage explicitly notes that Walker’s parents—a minister and a music teacher—“encouraged her to read poetry and philosophy even as a child.” This early, supportive environment directly nurtured her literary interests, making a poetic career a natural extension of her upbringing. The wording “not surprising” aligns with the implication that her background predisposed her to poetry.
Why the other choices are less appropriate

A: “occurred before she entered college.” – The text states she began writing and publishing only after moving to Northwestern and that For My People appeared in 1937, after she had already begun college. B. “was primarily a result of her interaction with Hughes.” – While Hughes recognized her talent and urged her to continue her education, the passage does not present his influence as the primary cause of her poetic ambition; rather, it was an encouragement at a later stage. D. “occurred after her transfer to Northwestern University.” – Her decision to pursue poetry predates the transfer; the transfer was a consequence of her emerging literary pursuits, not the cause. E. “was sudden and immediately successful.” – The poem’s publication in 1937 marks early success, but the passage emphasizes a gradual development rooted in childhood encouragement, not an abrupt, instantaneous breakthrough.
Conclusion – The passage highlights the formative role of Walker’s familial encouragement, making option C the most accurate and directly supported answer.


Reference:

Poetry Foundation – Margaret Walker biography: https://www.poetryfoundation.org/poets/margaret-walker Encyclopedia Britannica – Margaret Walker entry: https://www.britannica.com/biography/Margaret-Walker



F Scott Fitzgerald was a prominent American writer of the twentieth century. This passage comes from one of his short stories and tells the story of a young John Unger leaving home for boarding school. John T. Unger came from a family that had been well known in Hades a small town on the Mississippi River for several generations. John's father had held the amateur golf championship through many a heated contest; Mrs. Unger was known `from hot-box to hot-bed,` as the local phrase went, for her political addresses; and young John T. Unger, who had just turned sixteen, had danced all the latest dances from New York before he put on long trousers. And now, for a certain time, he was to be away from home. That respect for a New England education which is the bane of all provincial places, which drains them yearly of their most promising young men, had seized upon his parents. Nothing would suit them but that he should go to St. Midas's School near Boston `" Hades was too small to hold their darling and gifted son. Now in Hades `" as you know if you ever have been there the names of the more fashionable preparatory schools and colleges mean very little. The inhabitants have been so long out of the world that, though they make a show of keeping up-to-date in dress and manners and literature, they depend to a great extent on hearsay, and a function that in Hades would be considered elaborate would doubtless be hailed by a Chicago beef-princess as `perhaps a little tacky.` John T. Unger was on the eve of departure. Mrs. Unger, with maternal fatuity, packed his trunks full of linen suits and electric fans, and Mr. Unger presented his son with an asbestos pocket-book stuffed with money. `Remember, you are always welcome here,` he said. `You can be sure, boy, that we'll keep the home fires burning.` `I know,` answered John huskily. `Don't forget who you are and where you come from,` continued his father proudly, `and you can do nothing to harm you. You are an Unger `" from Hades.` So the old man and the young shook hands, and John walked away with tears streaming from his eyes. Ten minutes later he had passed outside the city limits and he stopped to glance back for the last time. Over the gates the old-fashioned Victorian motto seemed strangely attractive to him. His father had tried time and time again to have it changed to something with a little more push and verve about it, such as `Hades `" Your Opportunity,` or else a plain `Welcome` sign set over a hearty handshake pricked out in electric lights. The old motto was a little depressing, Mr. Unger had thought `" but now. So John took his look and then set his face resolutely toward his destination. And, as he turned away, the lights of Hades against the sky seemed full of a warm and passionate beauty. The tone of sentence `their darling and gifted son` can best be described as:

  1. compassionate.
  2. sincere.
  3. sardonic.
  4. dismayed.
  5. understated.

Answer(s): C

Explanation:

Justification
The phrase “their darling and gifted son” is embedded in a passage that repeatedly uses ironic, almost mocking commentary about the pretensions of the town of Hades and its inhabitants. The narrator’s voice is detached and slightly contemptuous, highlighting the absurdity of the parents’ pride while simultaneously acknowledging it. This creates a tone of sardonic —dry, ironic, and subtly critical—
rather than genuine compassion, sincerity, or overt distress. Compassionate (A) would require an emotionally warm, empathetic tone; the passage instead ridicules the parental boastfulness. Sincere (B) implies straightforward, earnest expression; the narrator’s irony disqualifies sincerity. Dismayed (D) suggests personal anguish or upset; the narrator is observing, not experiencing personal upset. Understated (E) could describe a subtle tone, but the deliberate irony here is more pointed and mocking, fitting the definition of sardonic rather than merely understated.
Therefore, the most accurate description of the tone is sardonic (C) .


Reference:

1. Fitzgerald, F. Scott. The Short Stories of F. Scott Fitzgerald. Project Gutenberg.
https://www.gutenberg.org/ebooks/2268 2. Bloom, Harold (ed.). Modern Critical Interpretations: F. Scott Fitzgerald. Chelsea House, 2007.
https://www.chelswhouse.com/book/9780877548805-modern-critical-interpretations-f-scott-fitzgerald/



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