Also in 2024 Test B English, question 37; 2026 Practice Test C English, question 4.
Passage Invention of the Telegraph
Samuel Morse, an American inventor, is credited with creating the electronic telegraph, a communication device that allows users to send messages using a system of short and long pulses that represent letters, numbers, and punctuation. In 1843 the United States Congress passed the Telegraph Bill, which provided Morse with the funds to build an electric telegraph system.
Invention of the Telegraph
Earlier Signal Systems
Long before Samuel F. B. Morse electrically transmitted his famous message “What hath God wrought?” from Washington to Baltimore on May 24, 1844, there were signaling systems that enabled people to communicate over distances. Most were visual or “semaphore” systems using flags or lights. In the eighteenth century, such systems used an observer who would decipher a signal from a high tower on a distant hill and then send it on to the next station. The young American republic wanted just such a system along its entire Atlantic coast and offered a prize of $30,000 for a workable proposal. The framers of this legislation had no way of knowing that when they used the word “telegraph” to refer to this visual semaphore system, they would be offered an entirely new and revolutionary means of communication—electricity.
The Growth of an Idea
The idea of using electricity to communicate over distance is said to have occurred to Morse during a conversation aboard ship when he was returning from Europe in 1832. Michael Faraday’s recently invented electromagnet was much discussed by the ship’s passengers, and when Morse came to understand how it worked, he speculated that it might be possible to send a coded message over a wire. While a student at Yale College years before, he had written his parents a letter about how interesting he found the lectures on electricity. Despite what he had learned at Yale, Morse found when he began to develop his idea that he had little real understanding of the nature of electricity, and after sporadic attempts to work with batteries, magnets, and wires, he finally turned for help to a colleague at the University of the City of New York, Leonard D. Gale.
Gale was a professor of chemistry and familiar with the electrical work of Princeton’s Joseph Henry, a true pioneer in the new field. Well before Morse had his shipboard idea about a telegraph, Henry rang a bell at a distance by opening and closing an electric circuit. In 1831, he had published an article, of which Morse was unaware, that contained details suggesting the idea of an electric telegraph. Gale’s help and his knowledge of this article proved crucial to Morse’s telegraph system because Gale not only pointed out flaws in the system but showed Morse how he could regularly boost the strength of a signal and overcome the distance problems he had encountered by using a relay system Henry had invented. Henry’s experiments, Gale’s assistance, and, soon after, hiring the young technician Alfred Vail were keys to Morse’s success.
Obstacles and Opportunities
By December 1837, Morse had enough confidence in his new system to apply for the federal government’s appropriation, and during the next year he conducted demonstrations of his telegraph both in New York and Washington.
However, when the economic disaster known as the Panic of 1837 took hold of the nation and caused a long depression, Morse was forced to wait for better times. It was during this period that Morse visited Europe again and tried not only to secure patent protection overseas but to examine competing telegraph systems in England. . . .
By 1843, the country was beginning to recover economically, and Morse again asked Congress for the $30,000 that would allow him to build a telegraph line from Washington to Baltimore, forty miles away. The House of Representatives eventually passed the bill containing the Morse appropriation, and the Senate approved it in the final hours of that Congress’s last session. With President Tyler’s signature, Morse received the cash he needed and began to carry out plans for an underground telegraph line.
Realizing a Great Invention
Morse had hired the ingenious construction engineer Ezra Cornell to lay the pipe carrying the wire, and although Cornell did his job superbly, one of Morse’s partners, Congressman F. O. J. Smith, had purchased wire with defective insulation. Too much time had been wasted laying bad wire, and with the project on a rigid deadline, something had to be done quickly. Cornell suggested that the fastest and cheapest way of connecting Washington and Baltimore was to string wires overhead on trees and poles. The desperate Morse gave the go-ahead, and the line was completed in time for the dramatic and spectacularly successful link between the Supreme Court chamber of the Capitol building and the railroad station in Baltimore.
Soon, as overhead wires connected cities up and down the Atlantic coast, the dots-and-dashes method that recorded messages on a long moving strip of paper was replaced by the operator’s ability to interpret the code in real time. . . . Telegraph lines soon extended westward, and within Morse’s own lifetime they connected the continents of Europe and America.
“Invention of the Telegraph”—Public Domain/Library of Congress
legislation: Telegraph Bill
dots-and-dashes method: the short and long pulses of Morse code that are sent and received by telegraph operators

The first transatlantic electric telegraph message was sent in 1858, and by 1902 the British All-Red Line connected most of the world.

Source: U.S. Bureau of the Census. Historical Statistics of the United States, Colonial Times to 1970, Bicentennial Edition, Part 2. Washington, D.C., 1975.
Question
How does the graph support the ideas in paragraph 8?
- AIt indicates how welcome the improvement of long-distance communication was in the United States.
- BIt provides evidence of the dramatic increase in the number of telegraph messages as Morse’s system expanded across the United States.
- CIt reveals that by the twentieth century millions of people had used the telegraph despite earlier hesitations about the system.
- DIt shows how improvements that allowed Morse code to be read in real time made relaying telegraph messages faster and increased the system’s usage.
Show the answer
Correct answer: B
The question asks how the graph supports the ideas in paragraph 8. The graph shows the number of messages transmitted from 1870 to 1920. In 1920 almost 160 million messages were transmitted, showing a “dramatic”—more than double—increase from 1910, which makes Option B the correct answer.
Option A is incorrect because, while it can be implied from the expansion shown on the graph that people possibly welcomed the improvement in long-distance communication, the graph does not state this explicitly.
Option C is incorrect because the graph does not show how many people used the telegraph, but rather it shows the number of messages sent. Additionally, paragraph 8 provides no details about hesitation on the part of individuals.
Option D is incorrect because, while improvements in recording and interpreting code were made, the graph does not show the effect of this advancement on the speed or number of messages being transmitted.
Question analysis
This question asks how a graph that accompanies “Invention of the Telegraph” supports the ideas in paragraph 8, the passage’s closing account of what followed the first telegraph line. Students must connect a data display to a paragraph of text, and the choices differ in how much they claim a graph of this kind could prove.
- Grade level
- Grade 7 reading and task
- Compared with grade 7
- At grade 7 Connecting a graph to a paragraph is standard grade 7 work with mixed formats. The demand is typical: read the paragraph, read the data, and check that a claim about the graph does not go beyond it.
- Estimated difficulty
- Moderate: several steps, or a close reading with one strong distractor.
- Thinking it demands
- Depth of knowledge 2, skills and concepts · mainly analyze
- What makes it hard
- Reading a figure, table or graph moderate
- A very close wrong answer moderate
- Combines ideas minor
- Evidence
- Answered from one paragraph or stanza
- Reading level
- Passage: about grade 11, 910 words; question and choices: about grade 11, 88 words.
- Corrected from the DOE handbook
- A misreading of the graph in the explanation was corrected.
- Students, last 30 days
- Not enough answers yet to show (it takes 10).
Why it is hard, traps and wrong answers (shows the answer)
Why it is hard
The graph is simple to read; the challenge is deciding how much a count of messages can prove. Wrong choices claim the graph shows public feeling, numbers of people, or the effect of one improvement, and the last of these is tempting because paragraph 8 mentions that improvement. Students who ask what the vertical axis measures can reject all three quickly.
Reading a figure, table or graph moderate Understanding the question
The bar graph counts messages in millions, rising from about 10 in 1870 to about 155 in 1920; it measures neither people, nor speed, nor causes, which is what rules out three choices. (Lesh, Post & Behr, 1987; Kirsch & Mosenthal, 1990)
A very close wrong answer moderate Choosing the answer
The key and the real-time-reading choice both tie the rise in messages to a change described in paragraph 8; they part on one detail, the claim that relaying became “faster,” which a count of messages cannot show. (Embretson & Wetzel, 1987; Gorin & Embretson, 2006; Ascalon et al., 2007)
Combines ideas minor Working it out
Students must join the graph’s fifty years of growth to paragraph 8’s spread of overhead wires along the coast, westward and across the ocean. (Embretson, 1998; Daniel & Embretson, 2010)
Strategy: Reread paragraph 8 and look at what the graph measures, then for each choice ask whether both the paragraph and the graph back it up.
Traps
- Reads too much in: A reasonable-sounding conclusion that goes further than the text allows.
- Twists what the text says: Uses the text's topic and ideas but changes what it says: who did it, how much, when, or why.
The wrong answers, classified
A Reads too much in (Graesser, Singer & Trabasso, 1994)
Infers from the growth that people welcomed the telegraph, which may be true, but a count of messages cannot show how anyone felt about the change.
C Twists what the text says (King et al., 2004)
Treats messages as people, reading “in millions” as millions of users, and adds “earlier hesitations” that neither the graph nor paragraph 8 mentions.
D Reads too much in (Graesser, Singer & Trabasso, 1994)
Takes real-time reading of code from paragraph 8 and credits it with the rise in messages, but the graph shows only totals, not what caused them or how fast messages moved.
What was corrected from the DOE handbook, and why
- Explanation: The handbook says 1920 showed an “almost double” increase from 1910. The graph shows about 75 million messages in 1910 and about 155 million in 1920, so the number more than doubled. The site now says “more than double.”
Working it out, step by step
Figure out what the question asks
This asks how the bar graph supports paragraph 8. To answer, you need to know two things. What does paragraph 8 say? And what does the graph actually measure?
Read paragraph 8
Paragraph 8 says that “overhead wires connected cities up and down the Atlantic coast.” Then “Telegraph lines soon extended westward, and within Morse’s own lifetime they connected the continents of Europe and America.” So the main idea is growth. The telegraph spread farther and farther.
Read the bar graph
The graph’s title is Telegraph Messages Transmitted, 1870–1920. Its side axis counts messages, in millions. The bars rise every ten years. There were about 10 million messages in 1870 and about 75 million in 1910. In 1920 there were about 155 million. That last jump is more than double. The graph counts messages. It does not count people, speed or feelings.
Check each choice
- A is wrong. A count of messages can’t show how welcome something was. That is a feeling.
- B fits. The bars show a huge rise in messages as the lines spread.
- C is wrong. The graph counts messages, not people. Nothing mentions “earlier hesitations” either.
- D is wrong. Paragraph 8 does mention reading code “in real time,” or right away. But the graph shows totals only. It can’t show what caused the rise or how fast messages moved.
Choose the answer
The graph shows messages rising from about 10 million to about 155 million as the wires spread. So the answer is B, “It provides evidence of the dramatic increase in the number of telegraph messages as Morse’s system expanded across the United States.”
Why this answer and not the closest wrong one
D is the closest trap, since paragraph 8 really does mention reading code in real time. But ask what the side of the graph measures. It counts messages, nothing else. A count can show that use grew, as B says. It can’t show that messages got faster, or why.
More questions like this
The original DOE question

The passage “Invention of the Telegraph” as printed (pages 146–148)


