Multiple Choice by Alejandro Zambra Read Free Book Online Page A

IV
    70.   The fact that Mr. Luis Antonio Covarrubias divided his name between his twin sons indicates that he was:
    (A)  Innovative
    (B)  Ingenious
    (C)  Unbiased
    (D)  Masonic
    (E)  Moronic
    71.   One can infer from the text that the teachers at the school:
    (A)  Were mediocre and cruel, because they adhered unquestioningly to a rotten educational model.
    (B)  Were cruel and severe: they liked to torture the students by overloading them with homework.
    (C)  Were deadened by sadness, because they got paid shit.
    (D)  Were cruel and severe, because they were sad. Everyone was sad back then.
    (E)  The kid next to me marked C, so I’m going to mark C as well.
    72.   From this text, one infers that:
    (A)  The students cheated on tests because they lived under a dictatorship, and that justified everything.
    (B)  Cheating on tests isn’t so bad as long as you’re smart about it.
    (C)  Cheating on tests is part of the learning process for any human being.
    (D)  The students with the worst scores on the university entrance exams often become religion teachers.
    (E)  Religion teachers are fun, but they don’t necessarily believe in God.
    73.   The purpose of this story is:
    (A)  To suggest a possible work opportunity for Chilean students who perform well academically but are poor (there aren’t many, but they do exist): they could take tests for students who are lazy and rich.
    (B)  To expose security problems in the administration of the university entrance exams, and to promote a business venture related to biometric readings, or some other system for definitively verifying the identities of students
    (C)  To promote an expensive law firm. And to entertain.
    (D)  To legitimate the experience of a generation that could be summed up as “a bunch of cheaters.” And to entertain.
    (E)  To erase the wounds of the past.
    74.   Which of Mr. Segovia’s following statements is, in your opinion, true?
    (A)  You weren’t educated, you were trained.
    (B)  You weren’t educated, you were trained.
    (C)  You weren’t educated, you were trained.
    (D)  You weren’t educated, you were trained.
    (E)  You weren’t educated, you were trained.

TEXT #2
    I suppose we were happy on my wedding day, though it’s hard for me to imagine it now; I can’t fathom how during such a bitter time any sort of happiness was possible. This was September 2000, fourteen years ago, which is a lot of time: 168 months, more than five thousand days.
    The party was memorable, that’s for sure, especially after that soulless, torturous ceremony in our apartment. We’d done a thorough cleaning the night before, but I think our relatives still whispered about us as they left, because there’s no denying that those threadbare armchairs and the wine-stained walls and carpeting didn’t give the impression of a place that was fit for a wedding.
    The bride—of course I remember her name, though I think eventually I’ll forget it, someday I will even forget her name—looked lovely, but my parents just couldn’t understand why she would wear a black dress. I wore a gray suit so shiny and shabby that an uncle of the bride’s said I looked more like an office gofer than a groom. It was a classist and stupid comment, but it was also true, because that was precisely the suit I’d worn when I worked as an office gofer. I still associate it, more than with the wedding, with those endless days I spent walking around downtown or waiting in line at somebank, with humiliatingly short hair and a cornflower blue tie that could never be loosened enough.
    Luckily, the official from the civil registrar left straightaway, and after the champagne and modest hors d’oeuvres—I remember with shame that the potato chips were