Practice-Test-2010-paper-2 - LNAT Sample Test 2 (2010)

Sep 18, 2026

National Admissions Test for Law (LNAT) Sample Test 2 (2010) provides exam preparation materials with two sections, A and B. Section A consists of 42 multiple-choice questions organized into 12 sub sections, to be completed in 95 minutes. Section B includes 5 essay questions, where candidates choose one to answer within 40 minutes. The included content covers a literature teaching prompt and related comprehension questions, followed by a renewable energy research passage and question set.

LanguageEnglish

CategoryExam

FormatPDF

Pages30

Reading Time1 h 16 min

AccessFree to download

Section A: Multiple Choice

Sub sections (12 groups)

Section B: Essay

Choose one of five questions

National Admissions Test for Law (LNAT) Sample Test 2 (2010) The test has 2 separate sections, A and B. Section A: Multiple Choice This section is divided into 12 sub sections; each sub section has between 3 and 4 questions. You should answer all 42 multiple choice questions in Section A, selecting one of the possible answers listed for each question. Time allowed: 95 minutes Section B: Essay This section has 5 essay questions. You should select and answer one question in Section B. Time allowed: 40 minutes LNAT: The National Admissions Test for Law Sample Test 2 2010 1 © LNAT Consortium Ltd 1 The Teaching of Literature Is there, then, no better way? Yes there is a better way: for the French have it, with their language and literature. In France, as Matthew Arnold noted, a generation ago, the ordinary journey-man work of literature is done far better and more conscientiously than with us. In France a man feels it almost a personal stain to write even on a police-order anything so derogatory to the tradition of his language as our Cabinet Ministers read out as answers to our House of' Commons. I am told that many a Maire in a small provincial town in N.E. France, even when overwhelmed with the sufferings of his town-folk, has truly felt the iron enter into his soul on being forced to sign a document written out for him in the invaders French. Cannot we treat our noble inheritance of literature and language as scrupulously, and with as high a sense of their appertaining to our national honour, as a Frenchman cherishes his language, his literature? Cannot we study to leave our inheritance - as the old Athenian put it temperately, ‘not worse but a little better than we found it’? I think we can, and should. I shall close to-day, Gentlemen, with the most modest of perorations. In my first lecture before you, in January 1913, I quoted to you the artist in Don Quixote who, being asked what animal he was painting, answered diffidently ‘That is as it may turn out’. The teaching of our language and literature is, after all, a new thing and still experimental. The main tenets of those who, aware of this, have worked on the scheme for a School of English in Cambridge, the scheme recently passed by your Senate and henceforth to be in operation, are three: The first. That literature cannot be divorced from life: that (for example) you cannot understand Chaucer aright, unless you have the background, unless you know the kind of men for whom Chaucer wrote and the kind of men whom he made speak; that is the national side with which all our literature is concerned. The second. Literature being so personal a thing, you cannot understand it until you have some personal understanding of the men who wrote it. Donne is Donne; Swift, Swift; Pope, Pope; Johnson, Johnson; Goldsmith, Goldsmith; Charles Lamb, Charles Lamb; Carlyle, Carlyle. Until you have grasped those men, as men, you cannot grasp their writings. That is the personal side of literary study, and as necessary as the other. The third. That the writing and speaking of English is a living art, to be practised and (if it may be) improved. That what these great men have done is to hand us a grand patrimony; that they lived to support us through the trial we are now enduring, and to carry us through to great days to come. So shall our sons, now fighting in France, have a language ready for the land they shall recreate andrepeople. 1. Which of the following is an assertion of fact rather than opinion? (a) ‘Yes there is a better way’ (b) ‘as Matthew Arnold noted’ (c) ‘literature cannot be divorced from life’ (d) ‘you cannot understand it until you have some personal understanding of the men who wrote it’ (e) ‘what these great men have done is to hand us a grand patrimony’ 2. This passage is an extract from a speech. To whom do you think it was originally delivered? (a) Students (b) Parents (c) Politicians (d) Lecturers (e) Writers 3.

FAQs

How many multiple-choice questions are in Section A, and how is it organized?

Section A contains 42 multiple-choice questions, divided into 12 sub sections, with each sub section having between 3 and 4 questions.

What is the instruction for Section B and how much time is allowed?

Section B has 5 essay questions; you should select and answer one question. The time allowed for this section is 40 minutes.

What guidance is given about answering Section A?

Answer all 42 multiple-choice questions in Section A, selecting one of the listed possible answers for each question.

Sep 18, 2026

Uploaded by Ethan Miller