Critical Reading Practice

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SAT Critical Readingand Writing Workbook

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Cr i ti cal Reading L esson #1Sentence Completions






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Review Time

SENTENCE COMPLETION OVERVIEW

You must use reasoning to determine the relationship between sentence partsin the Sentence Completion subsections.

The skill lessons and accompanying quizzes that follow this overview aredesigned to provide you with strategies, concepts, important signal

words, and practices before you take the SAT.

The review and practice sections that follow this overview contain thefour types of sentence completions found on the SAT: defmitional,contrast, cause-effect, and synonym. In each of the four review lessons,

you will fmd important information related to one specific type ofsentence completion. You will also fmd links to all strategies youshould use for sentence completions and an extensive list of the mostfrequently occurring vocabulary used on the SAT. You can also accessstrategies from the Table of Contents, and be sure to review the all-important SAT vocabulary.

Key Components in Sentence Completion Review Lessons

Each sentence completion review lesson takes you through the followingstrategies for success:

Signal WordsKey Words and PhrasesPositive and Negative WordsSentence Direction

In addition, each lesson contains tips, hints, and explanations toincrease your understanding of the sentence completion type before youtake the quizzes.



Studyguide for the SATSkiII Review: Sent. Comp.

© Copyright 2009, TCA, LLC. 2

The Sentence Completion Structure

Each sentence completion question consists of a single sentence withone or two blanks in it. This is followed by a group of five possibleanswers. The sentence may be short and grammatically simple or it may

be long and complex. Each answer will contain the word or wordsthat you are to plug into the blanks in the sentence. If the sentencecontainsone blank, possible answers will look like this:

(A) bellicose

If it's a two-blank sentence, the answer will look like

this: (A) bellicose...argument

What the Questions Require

Sentence completions are designed to test your knowledge of wordmeanings and your verbal reasoning ability. This means that youmust have a strong vocabulary and that you must understand thelogic of a sentence.

Strategize to Maximize

Attack each sentence completion in the following way:

1. Read the sentence carefully.2. Locate the signal word or words.3. Locate the key words or phrases.4. Map the direction of the sentence.5. Use the positive-and-negative-word strategy.6. Recall vocabulary skills, especially regarding prefixes, suffixes, and roots.



Studyguide for the SATSkiII Review: Sent. Comp.


These practices and strategies will be developed in greater detail ineach sentence completion lesson that follows this general overview.

Although this may seem like an extensive list of things to do, withpractice you will be surprised at how quickly you can scan for these.

By using these procedures, you are strategizing to maximize yoursuccess. Your improved scores will please you!

Two-Blank Sentences

When a sentence completion contains two blanks, you have to plug in the words in the same order as they appear in the answer; the first wordgoes in the first blank and the second word goes in the secondblank. You may not switch them around.

Now you are ready to dig into the actual lessons and take practice

quizzes on the four types of sentence completions.






Stud uide for the SAT Skill Review: Definitional


Review Time

DEFINITION SENTENCES

In a defmition sentence, a part of the sentence defines the meaning ofthe missing word. Your task is to find the definition tucked within thesentence and choose a word that matches that definition.

Most of the time, the definition for the missing word will be found inkey words within the sentence. The first step in selecting the correct

word is to locate the key definition words.

Use Key Words

The following example is a definition sentence.

Gary was confused by the dilemma in which he was caught so he sought hismentor, a man who was wise and experienced in solving such problems.

The first step is to locate the key definition words — in this example, aman who was wise and experienced. These key words define a mentor,someone who provides guidance and is wise and experienced.

Examples

Here are two more examples of defmition sentences that contain key words to guide you to the correct answer. Before you look at thesolutions, try to fill in the blank with your own word choice.

Example 1

The attorneys - - - - the contract, adding to the terms, expanding thepermits, and altering some of the language.(A) curtailed(B) amended(C) enacted(D) voided(E) compressed





Explanation:

The answer is (B) amended.

(A) Curtail means to curb or rein in. This word does not fit thedefinition because the attorneys are adding.(B) Amended means to change. This word fulfills the definition of

adding, expanding, and altering the contract.(C) Enact means to decree, legislate, or pass a law. This word is

related to the legal world, but according to the definition withinthe key words, you are seeking a word that suggests changing acontract.(D) Voided means to declare something invalid. The attorneys are

adding and refashioning, not passing a judgment to cancel the contract(E) Compressed means to condense, but the key words indicate that the

attorneys are adding terms. This answer communicates the oppositeof the sentence's direction.

Example 2

She was honest, open, and frank during her testimony, so much sothat her - - - - helped solve the mystery.(A) reservation(B) blunder(C) excitement(D) candor(E) reluctance

Tip: Sometimes signal words are also used in definition sentences,but they do not appear with as much frequency as signal words forother types of sentence completions. It is, however, important torecognize them when they do appear. Examples of these signal wordsare that is, in that it, in other words, and likewise.

Hint:

The key words that define the missing word are honest, open, and frank. What word is defined by these key words?





Explanation:

The answer is (D) candor.

(A) Reservation suggests reluctance. This choice is the opposite ofthe key words openness, honesty, andfrankness.(B) Blunder means to make an error. The direction of the sentence

is the opposite.(C) Excitement has nothing to do with being truthful and open, so

there is no logical relationship between this answer choice and thesentence.(D) Candor means truthfulness, honesty, and openness. Thus, the key

words in the opening of the sentence are the definition of candor.(E) Reluctance means hesitance or unwillingness. Someone who is

reluctant is unlikely to behave with openness and frankness.

Use the Positive-and-Negative-Word Strategy

Sometimes, it may be difficult to isolate specific key words. Inthese types of definition sentences, using the Positive-and-Negative-

Word Strategy to map the direction of the sentence can provide you with the correct answer.

How to Map Sentence Direction

If you are not familiar with the idea of mapping the direction of asentence, read the following information carefully.

When you map the direction of a sentence, what you are looking for is anorder within the flow of sentence parts. All sentences have this order.Some move from positive (+) to negative (-); some move from positive(+) to positive (+); some move from negative (-) to negative (-); somemove from negative (-) to positive (+). In other words, + to - means thatthe sentence opens with a positive idea then shifts to a negative one.





If the sentence completion has only one blank and the direction of thesentence is positive, look for a + word in the answer choices andquickly eliminate any - words. For example:

These barbs by the chairman are - - - - and create hurt

feelings in the committee members.

(A) specif ic(B) caustic(C) generous(D) casual(E) careful

The movement of the sentence is negative, so we are looking for anegative word. Only answer (B), caustic, is negative. Eliminate theother answers quickly.

Use the same strategy if the sentence completion has two blanks.

Tip: When taking the SAT sentence completion section, it is a goodstrategy to map the direction of the sentence first. Simply place a+ or - in the blank or blanks in your test booklet, then proceed withyour answer choice.

Use Vocabulary Skills

Some definition sentence completions contain challenging vocabulary.Remember to use the skills you learned in vocabulary lessons to helpselect the correct answer. Knowledge of prefixes, suffixes, androotscan provide the required boost needed to make the correct choice.Study the following example. Before you look at the solution, try tomake your own answer choice.

Example 3

The ancient Greeks and Romans were - - - - , worshipping anynumber of gods and goddesses.

(A) agnostic(B) moralistic(C) monotheistic(D) polytheistic(E) hedonist ic








Stud uide for the SAT Skill Review: Contrast


Review Time

CONTRAST SENTENCES

In a contrast sentence, one part of the sentence contrasts withanother sentence part. Because all sentences move in some type ofdirection, in contrast sentences it is very important to identify thisdirection.

The most important concept that you should recognize when working with acontrast sentence is that one sentence part REVERSES another sentencepart. Two other words associated with this concept are CONTRADICTS andOPPOSES.

Contrast Signal Words

A good strategy to use for all sentence completion types is to begin bylocating the key signal words. Notice how signal words for contrastsentences not only indicate a contrast, but also establish the directionof the sentence. The most common signal words for contrast sentences arethe following:

on the other hand butrather than despite this/theconversely even though

however unlessyet neverthelessinstead of





Key Words or Phrases

Another important strategy to use for all sentence completion typesis to identify the key words or phrases in the sentence. This is veryimportant in contrast sentences. The missing word or words you have to

select will contrast with the key word or words. Because of thiscontrast, you will be able to see a reversal in the direction of thesentence.

Study the following example of a contrast sentence. The signal word isunderlined, and the key words are in italics.

Rather than study the material in depth, Juanita gave thepapers a - - - - glance.

The signal words rather than establish the sentence direction, and themissing word will reverse that direction by creating a contrast to thekey words in depth. Consider the answer choices below. What word isthe best contrast for the key words in depth?

(A) detailed(B) careful (C) studied (D) cursory (E) remedial

Did you select choice (D), cursory? Cursory means hastily orquickly. The best contrast to the key words in depth is choice (D).Notice how cursory reverses the direction of the sentence. You canquickly eliminatedetailed, careful, and studied as possibleanswersbecause they mean the same as the key words in depth. It isimpossible to give anything a remedial glance. This choice is notlogical.

Here is another example of a contrast sentence. The signal word isunderlined and the key word is in italics.

The scientists had expected the plants to - - - - with the newfertilizer; instead, the leaves began to wither and the stem towilt.

The signal word instead establishes the sentence direction, and themissing word will reverse that direction by creating a contrast tothekey words wither and wilt. Consider the answer choices below. What

word is the best contrast to the key words wither and wilt?

(A) die (B) flourish (C) desiccate (D) terminate (E) resist





Did you select choice (B), flourish? Flourish means to thrive. Itis the best contrast word to the key words wither and wilt. Noticehow flourish will also change the direction of the sentence. Theother choices can be quickly eliminated because we associatethem with withering and wilting. They are not contrasts.

Now you try it. Read the following two contrast sentences. Look for thesignal words, sentence direction, and key words to aid in selecting thecorrect answer.

Example 1.

At first the doctors were - - - - by the patient's symptoms;however, the test results clarified the nature of the illness.

(A ) scornful(B ) intrigued(C ) baffled(D ) impressed(E ) harassed

Hint:

Notice the signal word however and the key word clarified. What word will change the direction of the sentence and contrast with the key word clarified ?

Explanation:

The correct answer is (C) baffled.

(A) Scornful suggests contempt and disdain. Its contrast would beaccepting , not clarified . (B) intrigued suggests interest,attraction,or enchantment. It does not contrast with clarified . (C) Baffled meanspuzzled, confused, or confounded. This contrasts with the key wordclarified, meaning to make clear. (D) Impressed means to be mentally oremotionally moved, stirred, or affected. Impressed does not contrast

with clarified . (E) Harassed means annoyed or bothered. Because thesymptoms are puzzling, the doctors may feel annoyed, but harasseddoes not directly contrast with clarified.





Example 2.

The - - - - storms that raged for nearly a month were replacedby - - - - days of warm afternoons and cool nights.

(A) tempestuous...temperate(B) violent...turbulent(C) noisy...boisterous(D) irritating...lackluster(E) languid...sluggish

Tip: You will not find a signal word in this sentence. Not allsentences have them; instead, you will find words that suggest one

ofthe signal words. In this sentence, the words were replaced by take theplace of a signal word.

Hint:

The key words are storms, raged, warm, and cool. What set of words best contrasts with these key words?

Explanation:

The correct answer is (A), tempestuous...temperate.

(A) Tempestuous suggests violence and turbulence. In contrast,something that is temperate is moderate and mild. (B) Turbulent can bedescribed as violent. Thus the two words in this answer choice movein the same direction. You are looking for words that contrast witheach other. (C) Noisy and boisterous are synonyms. You are looking for

words with opposite meanings. (D) Irritating and lackluster havelittle to do with each other. Irritating means annoying, and lacklustermeans dullor lacking in brilliance. (E), Languid and sluggish, are synonyms.

You are looking for a contrasting pair of words.





Before you take the first quiz on contrast sentences, remember theimportant strategies we have reviewed:

Locate the signal words. Identify the direction in which the sentence ismoving. Locate the key word or words.

Now you should be ready to take the first quiz and be successful inpracticing your skills at selecting the correct answer for contrastsentences.






Stud uide for the SAT Skill Review: Cause and Effect


Review Time

CAUSE AND EFFECT SENTENCES

Cause and Effect Signal Words

Always begin by looking for the signal word that helps to identify thetype of sentence completion. The list below contains the most commonsignal words for cause and effect sentences.

because as a result hence in order tosince thus therefore soconsequently if...then

Examine the sentence below.

Because she was - - - - with tools and machines, she earned a goodreputation for tuning engines effectively.

(A) capable(B) adept(C) clumsy(D) able(E) awkward

Hint:Notice the major signal word because is used to introduce the cause-effect relationship. Also, note the key words with tools and machinesandfor tuning engines effectively. What is the answer that best fitsthe logic of the sentence?

Explanation:

The signal word because points to the cause, and the second part of thesentence states the effect. She is adept, or skillful, so this resultsin her earning a good reputation.






It is always important to remember that words carry more than theirdenotation or dictionary definition. They also carry connotationsthat are mental associations or suggestions. These associations or

suggestions are either negative or positive.

For example, the word malignant has a very negative denotation.Likewise, the words war, infuriate, ornery, miserly, forlorn, andcareless have negative connotations.

On the other hand, we associate positive thoughts with such words aslively, charitable, supportive, applaud, and generosity. In other

words, they have positive connotations.

By determining if the key words carry a positive or negative denotation or

connotation, you can quickly eliminate some answers.

Degree of Word Intensity

Have you ever wondered why the word you selected fits into thesentence but another word is considered better? This often happensto students and frequently occurs in the Sentence Completion sectionof the SAT.

All words, in addition to having denotation and connotation, also have adegree of intensity. Always select the highest degree if more thanone word appears to be the correct answer.

For example, in the answer choices supplied for the first sentence weexamined, the words capable, adept, and skillful are all positive andappear to be correct, but of the three, only adept has the highestdegree of intensity for the general concept involving ability. Adeptmeansclever or expert and has a higher degree of intensity than being just capable or

skillful .





Double-Blank Sentence Completions

Because cause and effect sentence completions frequently use two blanks,it is important to know a strategy that can help you eliminate incorrectanswers. Once again, the positive-and-negative-words strategy

comes to the rescue.

Step 1: Determine whether the blanks in the sentence require apositive or a negative word. Place a + in the blank if you need apositive word or a - in the blank if you need a negative word. Dothis for bothblanks. You now know the direction of the sentence.

Step 2: All you need to do is scan the first word of the pairs in eachanswer. If the first word does not match the direction of the firstblank, eliminate the entire answer. With those answers that remain,

quickly scan in order to eliminate choices in which the second wordmoves in a different direction from that of the second blank.

Result: You should be able to eliminate at least two answers veryquickly through simple connotations of + or -. In fact, you don't evenneed to have a complete understanding of each word's meaning! Learnto rely on your general feeling as to whether a word seems positive ornegative. You will be right far more times than wrong.

Tip: Follow the same directions for single blank sentences. Inthis case you only have to fill one blank with a + or - !

Here are more examples for additional practice before you take thefirst cause and effect quiz.

Remember:

1. Determine the signal word.2. Locate the key words.3. Use the positive-and-negative-word strategy.4. Determine the degree of intensity of the word or words in the answer choices.





Example 1

Because the investigators can rely on the - - - - of thewitnesses' testimony, the case will be solved quickly.

(A) summary(B) accuracy(C) graciousness(D) gallantry(E) sparseness

Hint:

Notice the major signal word because and the key words can rely on,witnesses' testimony, andsolved quickly. The blank also requires a +word.

Explanation:The answer is (B), accuracy.

(A) A summary will be brief and condensed. Logically, it does notfollow that because a testimony is brief it will help quickly solvea case. Eliminate this answer. (B), accuracy, means exactness andcorrectness. It is logical that accurate testimony will result in acase being solved quickly. (C), graciousness, suggests kindness orcourtesy. Such testimony may be delivered politely, but it doesnotfollow logically that it will help solve a case. Eliminate this answer.(D), gallantry, suggests bravery and heroism; however, gallantry will notresult in a solution. Again, eliminate this answer. (E), sparsenesssuggests sketchiness and meagerness. This answer choice moves in theopposite direction from the desired effect. It is negative (-).

Eliminate this answer.





Example 2

The referendum was so controversial that it - - - - the voters,creating a rift that divided the city.

(A) startled(B) humiliated(C) gratified(D) snubbed(E) polarized

Hint:

Notice the signal word so and the key words controversial, rift, anddivided. These words are negative (-) and require a negative word in the blank.

Explanation: The answer is (E), polarized.

(A) Something that is controversial may be startling or surprising;however, surprise does not necessarily result in a rift or division.Eliminate this answer. (B) Similarly, a controversial referendum mayembarrass some voters. It may even humiliate them. It does notlogically follow that a rift will develop. (C), gratified is a + word.Eliminate this answer. (D), snubbed means to treat with scorn orcontempt. Individuals may snub others, but things such asreferendums do not. This answer does not make sense. (E),

polarized means to separate into strongly opposing groups. If areferendum is controversial, then voters may become divided on theissue. The likely result is a rift.





Example 3

Although earthquakes are among the most - - - - of naturaldisasters, these shifts in the earth's plates are often difficultto - - - - , either because they are deep beneath the surface

orbecause determining when an earthquake will occur is still not a precisescience.

(A) remote...observe(B) ominous...detect(C) predictable...foresee(D) ancient...determine(E) violent...disregard

Hint:

Notice the major signal word because is used twice. Alsonotice the key words disasters and difficult. The first blank requires anegative (-) word and the second blank requires a positive (+) word.

Explanation:

The answer is (B), ominous...detect.

(A) Earthquakes are always thought of as extremely negative. Remotedoes not suggest this intensity. Eliminate this answer. (B), ominousmeans threatening or foreboding. It is the most negative word inthe list. (C) Earthquakes are not yet predictable. This wordcontradicts the sentence meaning and is not logical. Eliminate thisanswer.(D) Although earthquakes have occurred since ancient times, there is nonegative value here. Eliminate this answer. (E) Yes, earthquakes are

violent, but we do not disregard their destructive power. Eliminate thisanswer.



Studyguide for the SATSkiII Review: Synonym


Review Time

SYNONYM SENTENCES

In a synonym sentence completion, the missing word is a synonym or isthought to be synonymous with a key word or phrase in the sentence.

When you select the correct answer to fill the blank(s), the missing word will reinforce or emphasize the key word by adding additional synonymoussupport.

Hint: In some synonym sentence completions,the missing word(s) is(are) not an exact synonym,but rather a word closely related to the key word.

Use Key Words

In synonym sentence completions, it is critical to identify the key wordbecause the word you are looking for is a synonym or closely related

word. Read the sentence that follows. The key word is in italics and thesynonym is underlined.

The inexperienced artist so admired the paintings of Thomas More that heattempted to imitatethe style; in fact, he mimicked every brushstroke

in order to create copies of the original paintings.

Because the artist attempted to imitate More's style, he mimicked everybrushstroke. Mimic means to imitate something closely. You can seehow this word reinforces and continues to emphasize the key wordimitate.





Now you try it. Read the sentence that follows. Locate the key word first, then review the answer choices to determine which word is the best synonym or a word closely related to the key word.

Shanika scolded her brother for damaging her CD's; furthermore,she - - - - him for not asking permission to borrow them in thefirst place.

(A) forgave(B) reprimanded(C) commended(D) appeased(E) apprehended

Hint:

The key word is scolded. What word is the best synonym forthe key word scolded?

Explanation:

Choice (B), reprimanded, is the correct answer.If you reprimand someone, in effect, you scold that person. You canquickly eliminate the words forgave, commended, and appeasedbecause they have opposite meanings from the key word scold. Choice(E) cannot be correct because apprehend means to locate and takesomeone into custody. Shanika knew where to fmd her brother!





Use Signal Words

Locating the signal words for synonym sentence completions is animportant strategy. The most common signal words for synonym

sentences are listed below.

and additionallyalso as well asfurthermore moreoverbeyond this indeedin fact in a like mannerin a similar manner just as

Hint: By far the most frequently used signal word

for synonym sentence completions is the word and.

Typically, in a synonym sentence completion, the missing word willfollow the key word closely. The important signal word and willbe used to join the key word and the answer. Study the following sentence. What

word is the best synonym for the key word reverse?

Franklin Roosevelt created numerous government programs duringthe 1930's to help reverse and - - - - the Depression.

(A) antagonize(B) r idicule(C) dominate(D) unwind(E) nu l l i fy

Hint:

Notice the signal word and along with the key word reverse. What word is closely related to the key word reverse?





Explanation:

The correct answer is (E), nullify To nullify means to

void something. Reversing the Depression would help to nullify it. Bystudying the other answer choices, you will see that the words have nosynonymous relationship to the key word reverse.


Remember that all sentences move in some specified direction. Anotherstrategy to help you select the correct answer in synonym sentencecompletions, especially those answer choices containing challenging

vocabulary, is the use of the positive-and-negative-word strategy.

In a synonym sentence completion question, the nature of themissing word will match the key word. If the key word is negative,the missing word will be negative. If the key word is positive, themissing word will be positive.

Study the following sentence and try using the positive-and-negative-word strategy to identify the correct answer.

The angry old hermit was notorious in his town for being spiteful and

(A) benevolent(B) benign(C) amicable(D) malevolent(E) gregarious

Hint:

The key word spiteful is a negative (-) word. What word issynonymous with spiteful and is also a negative word?





Explanation:

Did you select choice (D), malevolent, as the correct answer?

Malevolent means hateful. Both spiteful and malevolentarenegative words. By using the positive-and-negative-word strategy,you can see that the other answer choices are all positive and canbe quickly eliminated, even if you do not know the meaning of all ofthem.

Hint: You will never see a positive (+) key word and a negative (-)missing word. That kind of sentence direction would contradict the





concept of a synonymous or similar idea.






Studyguide for the SAT Skill Quiz A: Sent. Comp.


iz Time!c000fo

Question 1.

In time, the settlers all became - - - - : the many gods theyonce worshipped were ultimately replaced by a singledeity.

(A) agnostics(B) charlatans(C) monotheists(D) capricious(E) expatriates

Question 2.

The newscaster's public - - - - reflect his neurotic need to impressothers and, perhaps, to mask his insecurities.

(A) a ffec ta t ions(B) courtesies(C ) f l u m m e r i e s(D) segues(E) b a n a l i t i e s

Question 3.

The climber was - - - - in her ascent of the sheer granite wall;nothing short of - - - - would stop her from reaching the top.

(A) timorous...apathy(B) inflexible...blisters(C) resolute... calamity

(D)

notorious...clemency(E) relentless...acclaim





Question 4.

The normally - - - - Mr. Gonzalez stunned his officecolleagues by buying them all lunch.

( A )

a m i a b l e( B ) magnanimous( C ) w o r l d l y( D ) lax( E ) m i s e r l y

Question 5.

At one time, rural America was the target of - - - - whocame to town to sell their phony panaceas.

( A ) a s s a s s i n s(B) quacks( C ) t o a d i e s(D) juntas( E ) prospec to r s

Question 6.

Cows are very - - - - animals, preferring to remain in herdsrather than venture from the barn alone.

( A ) s o l i t a r y(B) despondent(C) p e r f i d i o u s(D) furtive( E ) g r e g a r i o u s

Question 7.

Withdrawn and shy by nature, Juan became even more - - - - whenconfronted by strangers.

( A ) s u c c i n c t(B) taciturn( C ) d e s p o n d e n t( D ) apathetic( E ) e x t r o v e r t e d





Hint for Question 1:

(Definitional): The key group of words is a single deity. Which worddescribes people who believe in one god?


characterizes a behavior an insecure person might show?


(Definitional): Use the positive-and-negative-word strategy todetermine the correct answer. The direction of this sentence ispositive (+) moving to negative (-). Which set of words follows such apattern?


(Definitional): The key group of words is stunned his officecolleagues by buying them all lunch . This description is offset bythe contrast word normally . Using this contrast, the word you arelooking for is negative (-). What word describes a person who normally

would not buy lunch for anyone?


(Definitional): The key words are phony panaceas. Panacea meanscure- all. What word is associated with someone who tries to sellphony medicine?


(Definitional): The key words are preferring to remain in herds. What word describes animals that prefer to stay together?




(Definitional): The key words are withdrawn and shy. What worddescribes a shy person confronted by strangers?



Studyguide for the SAT Skill Quiz B: Sent. Comp.


0

Answers!°©o®©

Question 1. The answer is (C).

Explanation for Question 1:

People who believe in one god are called monotheists. Remember from vocabulary study that mono means one.

Question 2. The answer is (A).


An insecure person may show affectations in an attempt to impressothers. Remember from vocabulary study to look for root words; inthis case, the word affect means to make an impression on.



Only answer (C) follows the pattern of positive (+) and then negative (-). Although answer (E) may appear correct, the second word choice ispositive instead of negative. To be resolute is a positive attributemeaning to be strongly determined, and a calamity is a very strong

word to characterize some type of disaster. Falling from a sheergranite

wall would be described as a calamity.

Question 4.

The answer is (E).Explanation for Question 4:

Only two words are negative, lax and miserly. Eliminate the otheranswers. Someone who normally would not buy lunch for anyone must

want to hoard money, the definition of the word miserly. Eliminate laxas a faulty definition.





Question 5. The answer is (B).


This question contains challenging vocabulary. By process ofelimination, assassins, toadies, juntas, and prospectors are notassociated with medicine. This leaves only answer(B), quacks. Thisnegative term was given to people who tried to sell phony panaceasin rural America.

Question 6. The answer is (E).


Gregarious means to prefer the company of one's kind. Because cowsprefer to remain in herds, they are said to be gregarious animals.



Taciturn means not inclined to talk. Someone who is normally withdrawn and shy would also be taciturn when confronted by strangers.





iz Time!c000fo

Question 1.

The - - - - generated by the benefit concert will be applied to thecharitable organization's operating costs.

( A ) g o o d w i l l( B ) expenses( C ) p u b l i c i t y( D ) revenues( E ) commitments

Question 2.

When the fire bell rang, the new teacher followed the directionsspecified in the faculty handbook: she calmly - - - - her fourth-graders to go quietly to the designated safety area.

( A ) b e g g e d( B ) berated( C ) i n s t r u c t e d

( D )

forced( E ) e n t i c e d

Question 3.

One - - - - issue for a professor employed by a university formore than five years is whether she will be given - - - - , for this

virtually guarantees her employment for the rest of her career.

(A) important...degrees(B) conflicting... substance

(C) inane...benefits(D) redundant... compensation(E) critical...tenure





Question 4.

Noise performs a - - - - in nature; it may - - - - as a warning or a means of identification.

(A) deterrent... suffice(B) disservice... operate(C) function...serve(D) process...decry(E) job...officiate

Question 5.

The - - - - of the chairperson was predictable; his successorpossessed a superior record of sales.

( A ) o u s t e r( B ) promotion( C ) m i t i g a t i o n( D ) commendation( E ) e u l o g i z i n g

Question 6.

According to some - - - - television viewers, the news media haslost touch with what reporting should be: - - - - substantiveinformation with stylistically slick, often emotionally charged soundbites that command an audience's attention while requiring little orno thought

(A) angry...inducing(B) pensive... inculcating(C) disgruntled... supplanting(D) mawkish presenting(E) captivated... superseding



Question 7.

Archeologists excavating the Meadowcroft Rock Shelter inPennsylvania have found numerous - - - - : arrowheads, spear points,and

carving stones used for practical purposes in daily life by prehistoric Native Americans.

( A ) t o o l s(B) artifacts

( C ) o b j e c t s(D) discoveries( E ) l a y e r s






Hints!000do


(Definitional): Notice the key words operating costs. What can aconcert produce that would pay the organization's bills?


(Definitional): Notice the key words faculty handbook. Why do schooladministrators give faculty handbooks to all teachers?


(Definitional): Notice the key words issue for a professor employed bya university for more than five years and virtually guarantees heremployment for the rest of her career. What word is defined by a rewardfor five years of successful teaching?


(Definitional): Notice the key word performs. What word indicates thecorrect movement of the sentence?


(Definitional): Notice the key words his successor possessed a superior

record of sales. More important, the movement of this sentence isnegative. What word fits this negative movement of the sentence?


(Definitional): Use the positive-and-negative-word strategy for thissentence. The sentence movement is from negative to negative. What

words show this type of sentence movement?




(Definitional): Notice the key words arrowheads, spear points, andcarving stones used for practical purposes in daily life. What word is

defined as things used by people for practical purposes ?




0

Answers!°©o®©

Question 1. The answer is (D).


Using the key words operating costs, only choice (D), revenues, iscorrect. All other choices have nothing to do with paying bills.



A faculty handbook is used to provide instructions regarding allaspects of a school. One of those aspects is what to do in case of afire.

You can also use the strategy of positive and negative words for thisquestion. A teacher would not beg, berate, force, or entice students.

These words are all negative. Only choice (C),instructed, ispositive.



Only the word tenure in choice (E) is defined as a guarantee ofemployment for successful professors or teachers. None of the otheranswers is defined in this way.

Question 4.

The answer is (C).Explanation for Question 4:

By using the key word performs, you will see that the only words that will fit the sentence movement are those in choice (C), function...serve. Thesentence movement is from positive to positive. You cannot perform adeterrent or a process. The word disservice is negative, so eliminate it.

Noise can perform a job, but it cannot officiate, so eliminate thisanswer as well.






Only choice (A), ouster, is a negative word. All of the other word choices are positive and are not logical to the movement ofthe sentence. By using the key words, it is logical to expect thatsomeone

with a superior record could oust, or take the place of, someone whohas a less than superior record.



Eliminate choices (A), (B), (D), and (E) because the words do notfit the negative-to-negative movement of the sentence. Only choice(C), disgruntled... supplanting, follows this type of negative-to-negative sentence movement.



Arrowheads, spear points, and carving stones used for practical purposes in daily life define the word artifacts. None of the otherchoicesdenote the word artifact.



Studyguide for the SAT Skill Quiz C: Sent. Comp.


iz Time!c000fo

Question 1.

Henry thought of himself as a - - - - , but those who had watched him devour any food set before him thought of Henryas a - - - - .

(A) victual...raconteur(B) gourmand...glutton(C) chef...fishmonger(D) lummox...celebrity(E) bon vivant...egoist

Question 2.

Although his colleagues thrive on the - - - - of big-city life,Professor Takimora feels more comfortable surrounded by the - -- - of a secluded mountain valley.

(A) vehemence...heat(B) ruination...chaos(C) excitement...strangeness(D) cacophony...dullness(E) vibrancy... tranquility

Question 3.

She was persistently - - - - by shouted barbs, but theprisoner's calm demeanor never wavered as the sheriff marched herthrough the village.

( A ) r e g a l e d

( B ) taunted( C ) b e m u s e d( D ) depressed( E ) e m b a r r a s s e d





Question 4.

In her letter to the editor, she detailed what she found - -- even though she - - - - the basic tenets of the editorial.

(A) erroneous...disputed(B) authentic...understood(C) offensive... supported(D) objectionable...lambasted(E) accurate... applauded

Question 5.

While he - - - - the thought of daily medication, he realizesthat his ailment is a - - - - problem that will subside in afew weeks.

(A) appreciates...permanent(B) opposes...irrevocable(C) comprehends...transitional(D) detests...temporary(E) relishes...transient

Question 6.

Unlike Senator Bartlett, who - - - - the new trade agreement as aneconomic boon for both countries, Representative Oldakowski rarelymisses the opportunity to - - - - it.

(A) chastises...revoke(B) lauds...decry(C) assails...tout(D) extols...infuriate(E) assuage...oppose

Question 7.

After twenty years as director of the research project, he stilldoes not - - - - the fact that no definitive - - - - have beenreached.

(A) condone...questions(B) believe...obstacles(C) acknowledge...conclusions(D) comprehend... enigmas(E) deny...postulates





Hints!000do


(Contrast): Notice the signal word but and the key phrase devourany food. Which answer choice contains the best set of words tocontrast Henry's view of himself with that of his peers?


(Contrast): Notice the signal word although and the key phrasesbig- city life and secluded mountain valley. What sort ofenvironmental qualities establish a contrast between big cities andsecluded mountain valleys?


(Contrast): Notice the signal word but and the key phrases shoutedbarbs and prisoner's calm demeanor. Which word choice creates the bestcontrast between the shouted barbs and the surprisingly calm demeanorof the prisoner?


(Contrast): Notice the signal words even though. Which words bestestablish a contrast between negative and positive?


(Contrast): Notice the signal word while and the key phrases dailymedication andsubside in a few weeks. Which answer choice contains

words that establish the best contrast between the man's attitude toward

daily medication and his understanding that the ailment will subside ina few weeks?


(Contrast): Notice the signal word unlike. Which set of wordsestablishes the best contrast between Bartlett's and Oldakowski'spositions?




(Contrast): There is no exact signal word in this question, so use thecontrast established by the key phrases he still does not, the factthat, and no definitive to help make the correct choice. Which

answer choice establishes the best contrast between the director'sposition after twenty years and what he is unwilling to realize?



Studyguide for the SAT Skill Quiz D: Sent. Comp.

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Answers!°©o®©



Gourmand...glutton. By using the contrast signal word but and the keyphrase devour any food, the best set of contrast words is choice (A),

gourmand...glutton. Someone who is a glutton will eat anything andeverything. None of the other choices works in the context of thesentence.



Vibrancy...tranquility. In this question, the best answer will use thesecond word as an antonym for the first. Only choice (E) contains

words that establish a perfect contrast between big-city life and asecluded mountain valley. Although choice (D) may appear correct,only the first word could fit the sentence context. Dullness is not anantonym for cacophony. Choices (A), (B), and (C) do not work inthe sentence context.



Taunted. Although choice (A) may appear correct, regaled does nothave the negative meaning of taunted. Only choice (B) is correct.Choices (C), (D), and (E) do not work in the sentence context.

Question 4. The answer is (C).Explanation for Question 4:

(Contrast): Only choice (C) uses words that create an accuratenegative then positive position regarding the editorial.







Detests... temporary. Only choice (D) establishes the correct contrast

between attitude and understanding that the ailment will subside inafew weeks. No other set of words comes close to completing the sentencecontext.



Lauds...decry. Only choice (B) contains words that clearly establish aprecise contrast in two different positions. Again, this question asksthe test taker to use the concept of antonyms to select the correct words.Only decry is the accurate antonym for lauds .



Acknowledge...conclusions. The end goal of research is to arrive atdefinitive conclusions. Only choice (C) establishes a sense ofcontradiction in the research director's position after twentyyears, which is his unwillingness to acknowledge the fact that nodefinitiveconclusions have been reached. None of the other choices establishes thiscontrast relationship.





iz Time!c000fo

Question 1.

The comedian's brilliant - - - - brought a smile to the faceof even the most - - - - heckler in the audience.

(A) joke...tolerant(B) repartee... churlish(C) discussion...reticent(D) treatise...loathsome(E) expression...difficult

Question 2.

Although a praying mantis looks - - - - , it is, in fact, a docileinsect that is beautifully colored and beneficial to plants becauseit eats harmful insects.

( A ) f u r t i v e( B ) amiable( C ) m e n a c i n g

( D )

exuberant( E ) s i l k y

Question 3.

Scientists warned that global warming would create newproblems on earth, some of them - - - - but others veryunexpected.

(A) unan t i c ipa ted(B) accidental

(C) p r e d i c t a b l e(D) costly( E ) u n h e a l t h y





Question 4.

The importance of the Declaration of Independence isnot its - - - - signers, but rather their general belief indemocratic principles.

( A ) s t o i c( B ) specific( C ) d e b a t a b l e( D ) conservative( E ) s t r i c t

Question 5.

Although music video critics - - - - the new release asuninspired and weak in lyrics and visual imagery, salessoared in the 18 to 25 year-old market.

( A ) s u p p r e s s e d( B ) valued( C ) a p p l a u d e d( D ) publicized( E ) b e r a t e d

Question 6.

Although many see it as exceedingly ugly, the octopus isactually - - - - when seen close up in the aquarium.

( A ) b e a u t i f u l( B ) dangerous( C ) unremarkab le( D ) unattractive( E ) d o c i l e

Question 7.

Native Americans did not immediately become voting citizens of the UnitedStates; on the contrary, full citizenship was a - - - - process that tookplace over the course of many centuries.

( A ) p o p u l a r( B ) quick( C ) b o l d( D ) gradual( E ) s u p e r f i c i a l





Hints!000do


(Contrast): This sentence has two blanks, so begin with the secondblank first. Notice the change in sentence direction created by thesignal

word even. What set of words shows how the comedian reversed theattitude of even the worst heckler in the crowd?


(Contrast): Notice the signal word although. What word creates the bestcontrast to the key word docile ?


(Contrast): Notice the signal word but. What word creates the bestcontrast to the key word unexpected ?


(Contrast): Notice the signal word but. What word creates the bestcontrast to the key word general ?


(Contrast): Notice the signal word although. What word bestcontrasts with the key words sales soared ?


(Contrast): Notice the signal word although. What word bestcontrasts with the key words exceedingly ugly ?





(Contrast): Notice the signal words on the contrary. What word bestcontrasts with the key word immediately ?



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Answers!°©o®©



Eliminate choices (A) and (C) because the second word does notcharacterize a heckler. Eliminate choice (D) because the first wordisnot what comedians perform. Eliminate choice (E) because the wordsare too vague. Choice (B) is correct because the brilliant repartee,ora quick and witty reply, was able to amuse even the mostchurlish, or rude, heckler.



Eliminate choices (A),(B), (D), and (E) because they do notcontrast with the key word docile. Something that looks menacing isin sharp contrast to the docile behavior of the mantis.



The best contrast to the key word unexpected is choice (C), predictable.Eliminate the other choices because they do not create the requiredcontrast.



Eliminate choices (A), (C),(D), and (E) because they do notcontrast with the key word general. Choice (B), specific, isalwaysthe correct contrast word to the word general.



Studyguide for the SATSkiII Quiz E: Sent. Comp.




The best contrast choice is (E), berated. If critics berate orbelittle the music video, you would not expect sales to continue tosoar. Eliminate the other choices because they do not contrast withthe idea of sales soaring.



Only choice (A), beautiful, contrasts with the key words exceedinglyugly. The other choices do not establish such a clear reversal of thesentence idea.



Only choice (D), gradual, contrasts with the key word immediate.

The other choices do not establish such a contrast.





iz Time!c000fo

Question 1.

The recently published biography was not - - - - ;therefore, it could not be endorsed by those closest to thesubject.

( A ) a p p r e c i a t e d(B) arbitrary( C ) i n v a s i v e(D) stable(E) a u t h o r i z e d

Question 2.

The attorney for the defense will - - - - the decision and willawait his client's sentencing.

( A ) r e p e a l(B) conceal( C ) a b i d e b y

( D )

confide in( E ) a p p e a l

Question 3.

The - - - - statement given to the detective served itsintended purpose: it - - - - the investigator and sent himoff on a wild goose chase.

(A) credible... deceived(B) sworn...amused

(C) fallacious...misled(D) antiquated... rebuked(E) symbolic... admonished





Question 4.

The greedy land barons - - - - parcels of property, thereby- - - - the tenant farmers without a means to support themselves.

(A) expropriated...leaving(B) stole...presenting(C) culled...rewarding(D) donated...rendering(E) acquired... entertaining

Question 5.

Because poor weather had greatly increased the potential fordisaster, the stunt pilot opted for - - - - over - - - - in planning hismaneuvers for the air show.

(A) tradition...custom(B) caution...daring(C) luck...logic(D) legerdemain skill(E) nuance...strategy

Question 6.

To - - - - their images as charitable enterprises, manycorporations have initiated - - - - programs to aid victims ofnatural disasters.

(A) bolster...relief(B) magnify... educational(C) minimize...remuneration(D) deter...loan(E) ascertain... self-help

Question 7.

Because the dictator - - - - the citizenry's pleas for basicfreedoms, the populace believed it had no - - - - but torevolt against the tyrant.

(A) heard...answer(B) renounced... incursion(C) dismissed...recourse(D) applauded... obligation(E) contemplated...response





Hints!000do


(Cause-effect): Typically, friends and family of the person about whom a biography is written would endorse the book if the subject hadgiven permission to the author to proceed with his work. Notice thesignal word therefore and the key phrase could not be endorsed.


(Implied cause-effect): Can a lawyer repeal, conceal, or confide ina jury's decision?


(Cause-effect): What kind of statement could cause the detective tolook for clues in all the wrong places? Notice the key words servedand intended purpose.


(Cause-effect): If land barons took away land previously used by tenantfarmers, could those farmers continue to support themselves? Noticethe key word greedy and the signal word thereby.


(Cause-effect): Even a hotshot flyer sometimes needs to tone it down when the odds are against him! Notice the signal word because andthe key phrases poor weather andpotential for disaster.




(Cause-effect): Most corporations are very concerned about theimage they present to the public. Notice the key word to. When

to is followed by a verb, as in to sing, to dance, etc., thisinfinitive establishes a cause. Also notice the key phrases such ascharitable enterprises and to aid victims.


(Cause-effect): Notice the signal word because and the key wordsdictator, basic freedoms, and revolt. Which answer choice containsa word associated with a dictator's typical behavior and a word to

indicate what the populace believed?





0

Answers!°©o®©



Authorized. The signal word therefore establishes a cause-effectrelationship, and the key phrase could not be endorsed requires the wordauthorized for the correct cause-effect relationship. The other choicesdo not work in the context of the sentence.



Abide by. A lawyer cannot repeal, conceal, or confide in a jury'sdecision. Although answer (E) may appear correct, a lawyer cannotappeal a decision until sentencing is pronounced. Only choice (C) iscorrect. Until sentencing, the lawyer must abide by the jury'sdecision.



Fallacious...misled. Only a fallacious statement could mislead thedetective and cause him to look for clues in all the wrong places.None of the other choices works in the context of the sentence.



Expropriated...leaving. The signal word thereby establishes thecause- effect relationship, and the key word greedy establishes thecontext focus for the first blank in the sentence. Eliminate choices(C),(D),and (E) because they do not work in the context of the sentence.

Although choice (B) may appear correct, only the first word in the pair would be correct. Because the land barons were greedy, theyexpropriated the tenants' land, thereby leaving them without a means to



support themselves.





Caution...daring. The signal word because establishes the cause-effect

relationship, and the phrases poor weather andpotential for disasterestablish the context requirement for choice (B). Eliminate all otherchoices because they do not work in the context of the sentence.



Bolster...relief Although choice (B) may seem correct, only the first word could possibly work in the sentence context. Choices (C), (D),

and (E) can be eliminated because they do not work in the sentencecontext. Bolster means to make stronger or support, and reliefprograms aid victims of natural disasters.



Dismissed...recourse. Eliminate choices (A),(D), and (E) becausethe first word in each is not a behavior typical of a dictator.

Although choice (B) may appear correct, only the first word would work in the sentence context. Typically, dictators dismiss pleasfrom citizens, leaving them no recourse or other action but revolt.



Studyguide for the SAT Skill Quiz F: Sent. Comp.


Question 1.

The principal's curriculum review committee had problems coming toa consensus on what school subjects to delete, because their viewpointsare derived from many - - - - sources.

( A ) s i m i l a r(B) divergent( C ) c o n f u s e d( D ) precise(E) b l u n t

Question 2.

Because the old almanac rarely made a mistake predicting the weather, many farmers came to believe that it was - - - - and beganto- - - - its prognostications without question.

(A) perfect...ignore(B) foolproof...shun(C) infallible...follow(D) undependable... accept(E) unreliable... imitate

Question 3.

Gustav Flaubert's style is characterized by an - - - - oflanguage; he never wrote a - - - - word.

(A) eloquence...comprehensible(B) ingenuity...clever

(C)

ambiguity...vague(D) economy... superfluous(E) arrogance...vain

iz Time!c000fo

el



Studyguide for the SAT Skill Quiz F: Sent. Comp.


Question 4.

We lost confidence in the CEO's leadership because herepeatedly - - - - the statements he made.

(A) fo rgo t abou t(B) tired of(C) l i e d a b o u t(D) reneged on( E ) d e l i v e r e d o n

Question 5.

The Pre-Clovis theory has presented scholars with new ideas on whenNative Americans first reached America because it - - - -

significant data that was previously - - - - .

(A) explores...noticed(B) ignores... considered(C) examines...neglected(D) mocks...ridiculed(E) tolerates... supported

Question 6.

Because of the - - - - of the new video game, one store beganselling it at - - - - prices.

(A) dearth...reasonable(B) surplus...excessive(C) popularity...fair(D) obscurity...extravagant(E) scarcity... exorbitant

Question 7.

As a result of people continuing their exodus from America's big

cities, the amount of farmland continues to - - - -, thereby- - - - agricultural productivity.

(A) diminish...protecting(B) dwindle... threatening(C) expand...exposing(D) shrink... shielding(E) flourish...endangering



Hints!000do


(Cause-effect): Notice the signal word because and the key words problems, consensus, and viewpoints. Which choice bestexplains why the curriculum committee could not arrive at aconsensus?


(Cause-effect): Notice the signal word because and the key wordsrarely made a mistake and without question. Which answer choicecontains the best word for rarely made a mistake ?


(Cause-effect): Notice the key wordslanguage and he never wrote. Which answer choice contains antonymsthat that best demonstrate cause and effect?


(Cause-effect): Notice the signal word because and the key words lostconfidence and repeatedly. Using the strategy of positive and negative

words, which answer choice best explains why we lost confidence in theCEO's leadership?


(Cause-effect): Notice the signal word because and the key words newideas and significant data. What was the effect on scholars ofnew ideas concerning when Native Americans first reached America?




(Cause-effect): Notice the signal word because and the key wordsnew video game andprices. If the video game just came out, what

mighta store do if the supply were not equal to the demand?


(Cause-effect): Notice the signal words as a result of and the key words exodus from America's big cities andfarmland. As more and morepeople leave America's big cities for the country, what effect will thatexodus have on available farmland?



0

Answers!°©o®©



Divergent. Notice how the key words suggest the correct answer: problems, consensus, viewpoints. Only choice (B) is the best word toexplain the cause-effect relationship. The committee had problemsarriving at a consensus because the members had so many divergent

viewpoints. The other choices are incorrect because they do not work with the word consensus .



Infallible...follow. If something rarely makes a mistake, people oftenbelieve it to be infallible and follow it without question. Althoughthe first words in choices (A) and (B) may seem the same in meaning,the second word contradicts the first. Eliminate choices (D) and (E)immediately because the first words are opposite in meaning to the

phrase rarely made a mistake.



Economy...superfluous. Only choice (D) is correct. Flaubert's style isremarkable for economy of language; he never wrote a superfluous

word. Although choices (A) and (B) may seem correct using the first

word, the second word creates a contradiction. Eliminate choices (C)and (E) because the second word will not work in the sentence context.



Studyguide for the SAT Skill Quiz G: Sent. Comp.




Reneged on. Eliminate choice (E) immediately because it is positiveand the entire sentence is negative in tone. The remaining choicesmay all appear to be correct, but only (D) contains the strongestnegativephrase.



Examines...neglected. Only choice (C) is correct because the wordchoices create the most logical cause and effect. The other choices allcontain at least one word that will not establish a logical cause andeffect.



Scarcity...exorbitant. Only choice (E) is correct because the word pairexplains why with a scarcity of new games a store might try to chargeexorbitant prices. Although choice (B) may appear correct, with asurplus of games a store could not charge exorbitant prices. Theremaining choices contain at least one word in the pair thatcontradicts the sentence context.

Question 7.

The answer is (B).Explanation for Question 7:

Dwindle...threatening. Only choice (B) is correct. As more and more peopleleave America's big cities for the country, farmland will dwindle,thereby threatening agricultural productivity. Although choice (D) mayappear correct because farmland will shrink but agricultural productivity

will not be shielded. Choice (D) does not make sense in the sentencecontext. Eliminate the other choices because at least one of the wordsclearly contradicts the sentence meaning.



Studyguide for the SAT Skill Quiz G: Sent. Comp.


iz Time!c000fo

Question 1.

The earthquake - - - - the valley floor and left an enormousfissure running through it.

( A ) r e n t(B) discharged( C ) m u t e d( D ) ameliorated( E ) i m b u e d

Question 2.

Tidal waves are caused by sudden, violent shifts in the earth'splates and are frightening examples of the - - - - and dangerous

weather conditions faced by people living in coastal regions.

( A ) d e c o r o u s(B) fragile( C ) c a l m

( D )

turbulent( E ) t r a n q u i l

Question 3.

Though her behavior appears to be outgoing in public, people whoknow her realize that Tamika is actually serious and - - - - bynature.

( A ) f r i v o l o u s(B) flippant

( C ) u n f e t t e r e d( D ) subdued( E ) b o i s t e r o u s



Question 4.

Indirection and - - - - are significant characteristics of thepoetry of Ezra Pound.

( A )

p r a i s e(B) detail( C ) b o l d n e s s(D) allusion( E ) p a r a d o x

Question 5.

The theory that the Greenhouse Effect will radically alter earth'stemperature and weather patterns has been met with skepticismand - - - - on the part of some politicians.

( A ) s a r c a s m(B) incredulity( C ) encouragement( D ) conformity( E ) a

mityQuestion 6.

Farmers have been unable to plant this spring because the continual

rainfall has left the ground soggy and - - - - .( A ) a r i d( B ) abundant( C ) s o d d e n( D ) placid( E ) f r a g i l e

Question 7.

The Civil War took a terrible toll on the lives of both Southerners and

Northerners because it reduced and - - - - their families.

( A ) s u b d u e d( B ) decimated( C ) e x u l t e d( D ) unfettered( E ) l a u d e d



Hints!000do


(Synonym): Notice the signal word and along with the key word fissure. What word is the best synonym for fissure?


(Synonym): Notice the signal word and along with the key wordsdangerous weather conditions. What word is synonymous with dangerous

weather conditions?


(Synonym): Notice the signal word and along with the key word serious. What answer is the synonym for serious?


(Synonym): Notice the signal wordand along with the key wordindirection. What word is a synonym for indirection?


(Synonym): Notice the signal wordand along with the key word skepticism. What word is a synonym for skepticism?


(Synonym): Notice the signal word and along with the key word soggy. What word is the best synonym for soggy?




(Synonym): Notice the signal word and along with the key wordreduced. What word is a synonym for reduced?



0

Answers!°©o®©



The correct answer is choice (A). A fissure is a tear in the earth'ssurface and rent means some type of split. Earthquakes tear apart theearth's crust. None of the other answer choices are synonyms forfissure.



Quickly eliminate choices (A), (C), and (E) because they areopposites for dangerous weather conditions. Choice (B) does notmake sense.Choice (D), turbulent, is correct because it is synonymous with dangerous

weather conditions.



Only choice (D), subdued, is correct. Serious people behave in asubdued manner The other choices are incorrect because they are theopposite of serious.

Question 4.

The answer is (D).Explanation for Question 4:

Choice (D), allusion, is correct because an allusion in writing is an indirect reference. None of the other choices is asynonym for indirection. Thus, the other choices do not makesense.



Studyguide for the SAT Skill Quiz H: Sent. Comp.




Choice (B), incredulity, is correct. Incredulity means not willing toaccept what is offered as true. Someone who reacts with incredulity would obviously be skeptical. Although choice (A) sarcasm may seemcorrect, it is not synonymous with skepticism Choices (C) and (E)are the opposite of skepticism. Eliminate choice (D) because a skeptic

would not be willing to conform.



Choice (C), sodden, is correct because sodden means filled or saturated with water. Choice (A) is the opposite of soggy, and none of the otherchoices makes sense.



Choice (B), decimated, is correct because if something is decimated, it isdrastically reduced. Since the other choices are not synonymous withreduced, they do not make sense.





iz Time!c000fo

Question 1.

Always outgoing and - - - - , Julio demonstrated even moregregarious behavior at the school dance.

( A ) a f f a b l e(B) reclusive( C ) s o l i t a r y( D ) belligerent( E ) d e c e p t i v e

Question 2.

Neil Simon's plays are packed with characters who are charming as well as - - - - .

( A ) b l a n d(B) vivacious( C ) l e t h a r g i c( D ) merciless

( E )

e r r a t i cQuestion 3.

Until recently, the dinosaur we call T Rex was consideredcarnivorous and - - - - in nature, but current theory holds that it wasreally not this way at all.

( A ) e r r a t i c(B) exuberant(C) p r a g m a t i c

(D)

apprehensive( E ) p r e d a t o r y





Question 4.

Oprah Winfrey is known for her praise and - - - - of gifted American authors.

( A )

r i d i c u l e( B ) derision(C) encouragement(D) sarcasm( E ) c a r i c a t u r e

Question 5.

St. Francis led an ascetic life because he was committed to the values of sanctity and - - - - .

( A ) h e d o n i s m(B) self-denial( C ) e x t r a v a g a n c e( D ) revenge( E ) d o m i n a n c e

Question 6.

Pharmaceutical research clearly proved that the new drug producedharmful and - - - - results on the nervous systems of rats.

( A ) n o n t o x i c(B) refreshing( C ) d e v a s t a t i n g( D ) invigorating(E) h e a l t h y

Question 7.

The store manager was fired because he treated many customers in arude and - - - - manner.

(A) d i scour teous(B) efficient(C ) g r a c i o u s(D) verbose(E) en te r t a in ing





Hints!000050


(Synonym): Notice the signal wordand along with the key word outgoing. What word is the best synonym for outgoing?


(Synonym): Notice the signal wordsas well as along with the key wordcharming. What word is synonymous with charming?


(Synonym): Notice the signal wordand along with the key wordcarnivorous. What word is the best synonym for carnivorous?


(Synonym): Notice the signal wordand along with the key word praise. What word is synonymous with praise?


(Synonym): Notice the signal wordand along with the key wordsanctity. What word is synonymous with sanctity?


(Synonym): Notice the signal wordindeed along with the key wordharmful. What word is the best synonym for harmful?


(Synonym): Notice the key wordand. Was the manager fired for apositive or negitive manner?



@ Copyright 2009, TCA, LLC. 78


.

Answers!0 0 0 0 b

Question 1.The answer is (A).


Choice (A) is correct because affable means pleasant and at ease whentalking to others. Quickly eliminate choices (B), (C), and (D)because they are the opposite in meaning of outgoing. Choice (E) doesnot make sense.

Question 2.The answer is (B).


Choice (B) is correct because vivacious means full of life. Choices(A) and (C) contrast with the idea of charming. The remaining choicesdo not make sense.

Question 3.The answer is (E).


Choice (E) is correct because predatory means something that preys onothers. None of the other choices make sense.

Question 4.


By a quick process of elimination, choices (A), (B), (D), and (E) arefound to be opposite in meaning to the key wordpraise. Only choice(C) canbe correct.



Studyguide for the SAT Skill Quiz I: Sent. Comp.




Similar to question 4, because no choice except (B),self-denial issynonymous with sanctity, so you can quickly arrive at the correctanswer.

Question 6.


Choice (C), devastating, is synonymous with the key word harmful. Allof the other choices are opposite in meaning to harmful.



Eliminate choice (C) immediately because gracious is opposite in

meaning to the key wordrude.

Choice (D),verbose,

means someone whouses more words than necessary. This is not synonymous with rude.Choices (B) and (E) also contrast with rude. Only choice (A) is correct.

Discourteous is clearly synonymous with rude.








Question 1.

Although the recipe looked very tasty, the actual cake was very

( A ) p a l a t a b l e( B ) unsavory( C ) b r u s q u e( D ) elusive( E ) unor thodox

Question 2.

As a result of conservation efforts by biologists and wildlife experts,the river otters of Ohio are no longer - - - - .

( A ) f r a g i l e(B) relevant( C ) e n d a n g e r e d( D ) frantic( E ) f u g i t i v e

Question 3.

Like a real expert, Sandra was - - - - in all of the verbalskills required for success on the SAT.

( A ) p r o f i c i e n t(B) inexperienced(C) s p e c i o u s

( D )

inept(E) p r a c t i c e d

iz Time!c 0 0 0 f o

el





Question 4.

In theory, the new president's policy appeared unique and- - - - , but the proposals he suggested were actuallyroutine and - - - - .

(A) daring...novel(B) innovative...repetitive(C) unique...special(D) commonplace...unusual(E) mundane...predictable

Question 5.

The multimillionaire was known for being a - - - - who gave generously to support numerous socialcauses.

( A ) h y p o c r i t e( B ) demagogue( C ) philanthropist(D) loiterer( E ) m i s c r e a n t

Question 6.

The paintings of Salvador Dali are often - - - - most peoplebecause he used abstract symbols that are purposely - - - -.

(A) incomprehensible to...obscure(B) insensitive to...obstinate(C) objectionable to...obsolete(D) supported by...obscene(E) denounced by...obvious





Question 7.

In his comedy routines, Jack Benny often pretended to be areal - - - - , a penny-pincher who never gave out money.

( A ) m i s e r(B) dolt( C ) s a g e( D ) zealot( E ) r o g u e






Stud uide for the SAT Skill uiz I: Sent. Com .

Hints!000do


Use the signal word although and the key words very tasty to determinethe correct answer.


Use the signal words as a result of and the key words conservation effortsto determine the correct answer.


Use the key word expert to determine the correct answer.


Use the signal word and along with the key words unique and routine todetermine the correct answer.


Use the key words gave generously to support numerous social causes todetermine the correct answer. Also use the strategy of positive andnegative words.


Use the signal word because and the key words abstract symbols todetermine the correct answer. Try to fill the second blank first.


Use the key word penny-pincher to determine the correct answer.






Question 1. The answer is (B).Explanation for Question 1:

The signal word although indicates a contrast sentence. The correct answermust be a contrast to the key words very tasty. Only choice (B) is acontrast word for tasty.

Question 2. The answer is (C).Explanation for Question 2:

The signal words as a result indicate a cause-effect sentence. Thecorrect answer must be the result of the key words conservation efforts.Only choice (C) is the correct word to show the effect of theconservation efforts to protect the otters. None of the other choicescreates this logical relationship.

Question 3. The answer is (A).Explanation for Question 3:

The key word expert indicates that you are looking for a definition. Anexpert is someone who is proficient in a certain area. Only choice (A)is correct. None of the other choices offers a correct definition.

Question 4.


The signal word and indicates a synonym sentence. You are looking forsynonyms for the key words unique and routine. Only choice (B) containscorrect synonyms for these key words.



Studyguide for the SAT Skill Quiz J: Sent. Comp.




The key words gave generously to support numerous social causes definesomeone who is a philanthropist. In addition, these are positive words,so the correct choice must also be a positive word. Only choice (C) iscorrect. All of the other choices are negative words.



The signal word because indicates a cause-effect sentence. If yousolve for the second blank first and use the key words abstract

symbols, the only correct choice is the word obscure, andincomprehensible to fits the first blank. Although choice (C) mayappear correct, obsolete is not a result of using abstract symbols.None of the other choices conveys logical cause-effect results.



The key wordpenny-pincher defines a miser. Only choice (A) is correct.None of the other choices offers a correct definition for the key word.





Question 1.

The recently released movie was filled with scenes of - - - - violence; consequently, it could not be given a G rating.

( A ) s u p e r c i l i o u s(B) untenable(C) p l a c i d(D) specious( E ) c o v e r t

Question 2.

Darcell's most unique trait is his quick adaptability and - - - - .

(A) resilience(B) diffidence(C) ambivalence(D) impulsiveness(E) deviousness

Question 3.

Today, many garden vegetables are - - - - , containinggenes from a variety of similar plants.

( A ) h y b r i d s( B ) misconceptions( C ) t o x i n s( D ) frauds( E ) c o n v o l u t e d

iz Time!c000fo

el





Question 4.

Because the CEO expected - - - - at all of his boardmeetings, he was angry when so many people were constantly kept waiting.

(A) irregularity(B) animation(C) speculation(D) punctuality(E) empathy

Question 5.

Constant - - - - at the monthly committee meetings developedinto a division between those members who were supportive of thechairman's requests and those who were against them.

( A ) d i f f i d e n c e(B) affability( C ) d i s s e n s i o n( D ) tenaciousness(E) fraud

Question 6.

The tropical island was a rare oasis of - - - - in a worlddominated by - - - - billboards and flashing lights.

(A) serenity...garish(B) extravagance...refined(C) tranquility... sedate(D) dignity...elegant(E) commotion...tawdry





Question 7.

Although he pretended to be affable and - - - - , Simon was actuallyextremely shy and preferred to be alone.

( A ) s e d a t e( B ) benign( C ) g r e g a r i o u s( D ) affluent( E ) b a n a l






Stud uide for the SAT Skill uiz J: Sent. Com .

Hints!0000 - 0


Use the signal word consequently and the key words could not be given aG rating to determine the correct answer.


Use the signal word and along with the key word adaptability todetermine the correct answer.


Use the key word variety to determine the correct answer.


Use the signal word because and the key words constantly kept waitingto determine the correct answer.


Use the key word division to determine the correct answer.


Use the key words oasis andf lashing lights to determine the correctanswer. Try to fill the second blank first by using the positive-and-negative-word strategy.


Use the signal word although and the key words shy and preferred to bealone to determine the correct answer.








0

Answers!°©o®©



The signal word consequently indicates a cause-effect sentence. Becausethe movie contained (B), untenable scenes of violence, the result

was that it did not qualify for a G rating. None of the other choicescreates a logical cause and effect relationship to the key words.



The signal word and indicates that you are looking for a synonym orsynonymous idea. Only choice (A), resilience, is synonymous withadaptability. The other choices contrast with the key word.



The key word variety signals that you are looking for a definition.Only choice (A), hybrid, is correct. None of the other answerchoices offers a logical definition using the key word variety.



The signal word because indicates a contrast sentence. Choice (D), punctuality, is correct because it indicates why the CEO would be angry when people were constantly kept waiting. None of the other choicescreates a logical contrast relationship.





The key word division indicates that you are looking for a definition.Only choice (C), dissension, is defined by the key word division. Noneof the other choices forms this definitional relationship.



Only choice (A) is correct. Flashing lights would be garish in a worldthought to be serene. Also, you need a positive word for the firstblank and a negative word for the second blank. None of the otherchoices fits this pattern.



The signal word although indicates a contrast sentence. You arelooking for a word to contrast to the key words shy and preferred tobe alone. Only choice (C), gregarious, contrasts with the key words.None of the other choices creates this sharp contrast.




Critical Reading Lesson #2Reading


kill Lesson Quiz Time! Hints! Answers!®0000 0 0 0 0 00©11a b







Studyguide for the SATSkill Review: Critical Reading


Review Time

CRITICAL READING OVERVIEW

This skill lesson provides an overview of the Critical Readingsection of the SAT. Please review this materialbefore working on the eight specific skill lessons.

If you have already reviewed this skill lesson, you may jump to thelast page and work on the specific skill lessons or take the skill quizzes

The Content

Passages are drawn from the following three subject areas:

The Humanities, such as art, literature, philosophy, andhistory The Natural Sciences, such as biology, chemistry, andgeology The Social Sciences, such as psychology, technology,and sociology

The form of these may be

Narrative...a storytelling modeExpository...an explanation

Argumentative....a verbal sparring match on debatable issues

TIP: Knowing the form of the passage may provide valuablehints as to the author's purpose.

Close Reading

What's "close reading"? Close reading is involved reading. As you read,you're analyzing. As you read, you're asking yourself questionssimilar to the following:

What's this passage about? What's the author's attitude here?How does the author want me to feel about thisissue? What does this detail mean?

What are the implications of this piece of information? What's the "big picture"? So what?





In other words you're mentally engaged in the passageon the page. Passive reading is following the words as the author leads youalong the sentences. Passive reading is following the words, lines,sentences, and paragraphs, and ending with a big "HUH?" The problem

with passive reading on the SAT is that you're going to be askedquestions about what you've mentally processed from the passage!

If you have read passively, then you have NOT mentally processed much andcome empty-handed (-brained?) to the set of questions.

If you practice "close reading," then you're prepared to answer thequestions. If you read passively, you must reread segments of thepassage, try to connect them to the questions, reread the questions, andthen identify the best answers. You'll eat up the clock.

Annotating the Text

Annotating is similar to highlighting. It is the process of marking up areading passage by:

* making notes in the margin of the text,* underlining words and sentences,* adding symbols that remind you that there's somethingimportant to return to

As you read, mark statements you think reflect the author'sattitude, a main idea, or transitional words and phrases thatsignal the movement of the passage.

Decide for yourself what symbols you wish to use to annotate the text:underlining, stars, checkmarks, brackets, etc. The purpose ofannotations is to help you fmd information quickly. Your notationsshould be made quickly and should highlight only what is mostimportant tounderstanding the main idea and the structure (movement) of the passage,and key phrases that you may want to return to. Be careful not to spend toomuch time marking the passage:annotating is meant to save time in findinginformation.

Practice annotating so that it becomes a mentally automaticprocess. As you practice, you'll find it easier to focus andconcentrate on the passage.

Becoming engaged will get easier — both mentally andphysically — with that pencil.





Key Words

Key words are words that can be used to fmd specific information quickly in a passage.Finding and identifying key words can help you sort through irrelevant informationand fmd answers fast to content questions that are likely to be asked on the SAT.

To identify keywords, ask yourself the following questions while reading a passage:

* Which words in this passage identify the subject?* Which words are likely to state or support the author's thesis in thepassage? * Are there words that give clues to the author's attitude or tone?* What words give clues as to the order in which events happened?* Are there words that indicate a cause-and-effect relationship between events?

Of course, not every student will circle the same words, but you should train yourselfto look for any terms that would help you understand the passage better.

Print the following passages and annotate them by underlining the main idea and circlingpotentially useful key words. Jot down brief notes to yourself.

Sample passage 1: Civil War Times

When Lincoln was voted President of the United States in 1860, South Carolinaseceded from the Union. Then Mississippi, Alabama and Florida did so, andGeorgia followed close behind on January 19, 1861. Sadly, by February 1 of thatyear, Louisiana and Texas joined in. Delegates from these seven states formed the

Confederate States of America at a meeting in Montgomery, Alabama on February4. This SouthernConfederacy voted Jefferson Davis as its provisional president, A.H. Stevens as its vice-president, and it then began drafting a constitution.





Main idea underlined, key words circled, notes in italics

from the Union. Then Mississippi, Alabama and Florida did so, and Georgia followed

close behind on January 19, 1861. Sadly , by February 1 of that year, Louisiana and

Texas joined in. Delegates from these seven states formed the Confederate States of America at a meeting in Montgomery, Alabama on February 4. This Southern Confederacy

voted Jefferson Davis as its provisional president, A.H. Stevens as its vice-

president, and it then began drafting a constitution.

Explanation:

"voted President": important event

"South Carolina seceded from the Union": may be a cause of the forming of theConfederate States of America.

"Sadly": indicates author's opinion

"Delegates from these seven states formed the Confederate States of America": thisphrase is underlined because it tells the main idea of the passage.

"Southern Confederacy": important name of the newly formed group

Sample Passage 2: T.S. Eliot Interview

Some poets start early. T. S. Eliot, the great early-twentieth-century poet,once told an interviewer that he began writing poetry at the age of fourteen. Hesaid those poems had been influenced by a gloomy poem he had read, and he nevershowed them to anyone. He did, in fact, destroy them.

Eliot went on to write poetry in high school and at Harvard, becoming editor of the Harvard Advocate. He also told the interviewer that he had been heavilyinfluenced by both Baudelaire and Laforgue during his years at Harvard.

When Lincoln was voted Presidentcause/effect?

A the United States in 1860, South Carolina seceded





said those poems had been influenced by a gloomy ipoem he had read, and he never

showed them to anyone. He did, in fact, destroy them.

Eliot went on to write poetry in high school and at Harvard, becoming editor of the

Harvard Advocate. He also told the interviewer that he had been heavily

influenced by both Baudelaire and Laforgue during his years at Harvard.

Explanation:

"great": indicates author's opinion

"fourteen": notable because this is a very young age to start writing

"gloomy": suggests the reason that he destroyed his poems

"heavily influenced by Baudelaire and Laforgue": indicates one of the sources ofEliot's inspiration

Sample Passage 3 : Learn to Drive in Your Living Room

Driver's education may undergo a radical change in the coming years. Instead of drivingaround a parking lot, students may learn how to control a vehicle while sitting in aclassroom. Once they hit the road, they may have already logged several hours ofpractice.

Virtual-reality computer programs can replicate thousands of a car's characteristics. When combined with a steering wheel and brake and gas pedals, these drivingsimulators can come so close to the real thing that playing games might somedayresult in safer drivers.

o inionSome oets start early. T. S. Eliot, the reat early-twentieth-century poet,

once told an interviewer that he began writing poetry at the age of fourteen He






Driver's education may undergo a radical change in the coming years. Instead of driving

around a parking lot, students may learn how to control a vehicle while sitting in a

classroom. Once they hit the road, they may have already logged several hours of practice.

Virtual-reality computer programs can replicate thousands of a characteristics.

When combined with a steering wheel and brake and gas pedalsdriving simulators

main goalcan come so close to the real thing that playing games might someday result in safer

drivers.

Explanation:

"Driver's education may undergo a radical change in the coming years.": This is the main idea of the passage.

"sitting in the classroom": emphasizes important aspect of the change

"Virtual-reality computer programs": key element in the new driver educationprogram

"Safer": effect of new program

Using the Passage to Answer Questions

Read the question and all of the answers carefully. Look back at thepassage to fmd pertinent information that will aid you inanswering the question. (Here's where your annotations will help youquickly locate the information.)

Think about how that information aligns with the answer choices.

Eliminate those answers that do not fit. Select the bestanswer, the one that can be supported by information fromthe passage.Remember, the passage will always provide support for the bestanswer, so use the passage to verify your answer choice.



Studyguide for the SATSkiII Review: Vocabulary in Context


Review Time

VOCABULARY IN CONTEXT

These questions are usually the easiest. You're asked to determinethe meaning of a word from the contextual clues surrounding that word.Sometimes the word is abstract, taking on its special shade ofmeaning from the sentences surrounding it. At other times, the

word is fairly difficult — one you may not recognize. You're to infer itsmeaning from definitional clues placed near the word.

The question stem will provide the line number where the word appears;however, the contextual clues that suggest meaning may be in linesabove or below the given word.

Contextual Clues

There are four types of contextual clues that will help you decipher vocabulary in context questions:

DefinitionsSynonyms

Antonyms

ImpliedDefinitions

Definitions

In the passage, an unusual word may have its defmitionnearby. These are often found in passages taken from aspecialized field where the jargon is probably unfamiliar to theaudience.

Choose the best answer.

A hurricane has wind speeds in excess of 64 knots (nautical miles per hour).

In the above line, the word "knots" means(A) difficulties(B) tight groups(C) a measure of speed(D) dark spots in wood(E) interlaced strings





All of the choices are definitions of the word "knots," but weknow from the definition, nautical miles per hour, that in thiscontext choice (C) is correct.

Synonyms

An unusual word may have a synonym or a paraphrase to help youdetermine the meaning.


The Great Doctor Magnifico was a complete charlatan, as phonyas they come.

In the above line, the word "charlatan" means

( A ) a f r a u d(B) a physician( C ) a g e n t l e m a n

(I)) a tall person(E) a weakling

Your clue should come from the paraphrase "as phony as they come."Choice (A) is the correct answer.

Antonyms

By determining what a word does not mean, sometimes you can determine what the word does mean.

Choose the best answer

My job was easy — all I had to do was rake leaves. On the other hand, mybrother had the arduous task of mowing our three-acre lawn.

In the passage above the word "arduous" means:( A ) s i m p l e( B ) burdensome( C ) enjoyable( D ) lofty(E) important





The words "on the other hand" provide a contrast between the two tasks.Because one task was easy the other must be difficult, or burdensome.(B) is the correct choice.

Implied Definitions

This can be the most difficult type of vocabulary question. You will have to tie two pieces of information together to determine themeaning of the word in question.


As she gazed at the painting, Wendy wondered if the stippled pattern infront of her would be recognized by a blind person as letters.

In the passage above, the word "stippled" means(A) made up of different shapes(B) made up of stripes(C) made up of dots(D) made up of different textures(E) made up of different colors

Blind people are able to read using the Braille alphabet, which is madeup of patterns of dots to represent letters. Stippled means made up ofdots.(C) is the correct answer.

Another way the test makers might try to test your ability tounderstand the meaning of words in context is to givedefmitions for similar sounding words.


Because she had lied so often before, I was incredulous when Iheard she had won the lottery.

The word "incredulous" in this sentence means(A) unbelievable(B) astonishing(C) disbelieving

(I)) bored(E) free of guilt





The word incredulous means disbelieving.Definitions (A) and (B) are for the wordincredible.

In the Middle Ages, merchants and artisans formed groups calledguilds in order to protect themselves and their trades. Theseappeared in the year 1000, and by the twelfth century, analogoustrades, like

wool, spice, and silk dealers, had formed their own guilds. Bythat time, towns like Florence, Italy boasted as many as 50merchants' guilds.

Apprenticeship became a complex system with the advent of guilds.

Apprentices were to be taught certain things and prove they possessedcertain skills, determined by the guild. Each guild decided thelength of time required for an apprentice to work for a mastertradesman before being admitted to the trade.

Practice Exercise

Question 1.

As it is used in the passage, the word "advent" means

( A ) a c t i v i t y

( B ) arrival

( C ) d i s c r e t i o n

( D ) composition

( E ) c o n f u s i o n

The answer is B. That it "became" a complex system should clue you into the fact that it had recently arrived.





Question 2.

In the passage above, the word "analogous" means

( A ) d i f f i c u l t

( B ) hectic

( C ) d e t a c h e d

( D ) obscure

( E ) s i m i l a r

The answer is E. The fact that all three are "dealers" should clue you in to thefact that they were somewhat alike.






Studyguide for the SATSkiII Review: Finding the Main Idea


Review Time

FINDING THE MAIN IDEA

Some questions ask you to state the main idea. You will not fmd thisstated verbatim in the passage, but that should be okay because you haveread the passage knowing that you would probably have to answer thisquestion. The main idea is a generalized statement that summarizes theauthor's intent and what it is that he or she is trying to communicateto you.

The main idea of a passage ties together most or all of its content.Everything in the passage should relate in some way to the main idea.If large sections of the passage don't relate to what you think is themain idea, you have probably misunderstood something.

How Do I Find the Main Idea?

The main idea of a passage is often stated at or near the beginning. Lookfor this statement, sometimes called the thesis statement , and underline it

with your pencil. You will then be able to refer to it later and will alsofix the main idea in your memory. Reading with a pencil in your hand isalways a good idea.

Main Ideas of Paragraphs

The main ideas of paragraphs are found in the topic sentence, typicallynear the beginning of each paragraph. These secondary ideas helpsupport, explain, or develop the main idea. You might want to underlinethese as well.





The following is from a speech by a noted member of the Progressivemovement, a political movement that was most active in theUnited States in the period before World War I.

There has been something crude and heartless and unfeeling inour haste to succeed and be great. Our thought has been "Let everyman look out for himself, let every generation look out for itself,"

while we reared giant machinery which made it impossible that anybut those who stood at the levers of control should have a chance tolook out for themselves. We had not forgotten our morals.

We remembered well enough that we had set up a policy which wasmeant to serve the humblest as well as the most powerful, with an eyesingle

to the standards of justice and fair play, and remembered it withpride. But we were very heedless and in a hurry to be great.

We have come now to the sober second thought. The scales of heedlessnesshave fallen from our eyes. We have made up our minds to square everyprocess of our national life again with the standards we so proudlyset up at the beginning and have always carried at our hearts. Our

work is a work of restoration.

We have itemized with some degree of particularity the things thatought to be altered and here are some of the chief items: A tariff whichcutsus off from our proper part in the commerce of the world, violates thejust principles of taxation, and makes the Government a facileinstrument in the hands of private interest; a banking and currencysystem based upon the necessity of the Government to sell its bondsfifty years ago and

perfectly adapted to concentrating cash and restricting credits; anindustrial system which, taken on all its sides, fmancial as well asadministrative, holds capital in leading strings, restricts theliberties and limits the opportunities of labor, and exploits withoutrenewing or conserving the natural resources of the country; a body ofagricultural activities never yet given the efficiency of great businessundertakings or served as it should be through the instrumentality ofscience taken directly to the farm, or afforded the facilities of creditbest suited toits practical needs; watercourses undeveloped, waste places unreclaimed,forests untended, fast disappearing...





Hequestion of this kind based on the sample reading passage.

Sample: This passage shows that the Progressives were motivated by a desire to

(A) alleviate all human suffering(B) humanize the Industrial Revolution(C) clear the way for greater power to the industrialists(D) eliminate rural poverty

This question is asking you, in effect, to find and identify themain idea of the passage, even though the words "main idea" do not

appear in the question. Look, then, for the topic sentence of thepassage, which most often will be located in the first paragraph.

Answer (C) can be eliminated right away because it is the oppositeof what the author is discussing. Answer (D) may have been onegoal of this author, but it is not specifically mentioned, so it willbe eliminated if there is a better answer.

Answer (A) was quite possibly a goal of the Progressivesbut is perhaps too all-encompassing for the topic underdiscussion.

What the author does mention in the first paragraph is "giant

machinery," which is a clue that answer (B), which makes directreference to the Industrial Revolution, is the best possible answer.

The Main Idea in Double Passages

Questions that ask you to examine the interrelationships between twotheories or concepts are related to main-idea questions because you haveto identify the main idea of a passage before you can see how it relates tosomething else.

Code phrases that often introduce this kind of question include"The main difference between (or similarity to)..." and "What roledid these ideas play in...?"





In the Middle Ages, merchants and artisans formed groups calledguilds in order to protect themselves and their trades. Theseappeared in the year 1000, and by the twelfth century, analogoustrades, like wool, spice, and silk dealers, had formed their ownguilds. By that time, towns like Florence, Italy, boasted as many as50 merchants' guilds.

Apprenticeship became a complex system with the advent of guilds. Apprentices were to be taught certain things and prove they possessedcertain skills, determined by the guild. Each guild decided thelength of time required for an apprentice to work for a mastertradesman before being admitted to the trade.

Practice Exercise

Question 1. What is the main idea of the passage?

(A) Guilds were formed only for silk, wool, and spice dealers.

(B) Guilds were formed to protect trades and train new workers.

(C) Merchants had to protect themselves from artisans.

(D) Apprenticeship was the first step in forming a trade guild.

(E) Very few towns were allowed to have merchants' guilds.

The answer is B. The first paragraph discusses the use of guilds to protect trades,and the second discusses the training of apprentices throughguilds.





Alaskan sled dogs, known as Huskies, are some of the hardest-workingdogs in the world. These are not your ordinary lap dogs. No way! Thesedogs live in their own spacious quarters, not in the sled driver's — ormusher's — home.

They train relentlessly from the time they are quite young.Mushers get these dogs used to their harness and to pulling smallthings like wooden boards. The dogs have heavy fur coats andpadded paws that protect them in the cold weather conditions under

which they work. Pulling sleds is their passion and their life.

These dogs spend their lives pulling sleds, sometimes in very harshconditions, and — according to those involved in sledding — the dogslove their work. These beautiful, smart, strong, and loyal animals

consider their work play.

Question 2. What is the main idea of the passage?

(A) Sled dogs work hard at what they love.

(B) Training sled dogs is a difficult task.

(C) Huskies live outside in cold weather.

(D) Sleds are always pulled in harsh weather.

(E) Sled dogs always pull small loads.

The answer is A. The passage emphasizes the hard work and the fact that the dogs love it.





Studyguide for the SATSkiII Review: Recognizing a Paraphrase


Review Time

RECOGNIZING A PARAPHRASE

What is the relationship between the following phrases?asked the boy questioned the youngster

walked up the trail ascended the slopeyoung at heart children of all ages

The phrase in the second column is a rewording or paraphrase of thefirst. The answers to SAT reading questions are often paraphasesof material in the passage.

Types of Questions for Recognizing a Paraphrase

You may be required to paraphrase the main idea of thepassage, or you may have to identify a rewording of the author'sopinion. Questions that require you to recognize a paraphraseoften have the forms:

According to the author... To the author... The ... referred to in line 33 is the

Be sure your answer is in the passage. Don't let your personalopinion or any previous knowledge influence your choice.

Example:

Henderson's films have great historical exactness, but theycome up short on entertainment value. On the other hand,Oliver Stone'shistorical movies are entertaining even if they are not entirely accurate.

To the author, Oliver Stone's historical movies are(A) bor ing(B)serious(C) comical(D) redundant(E) imprecise





"Not entirely accurate" is another way of sayingimprecise. (E) is correct.

In the Middle Ages, merchants and artisans formed groups calledguilds in order to protect themselves and their trades. Theseappeared in the year 1000, and by the twelfth century, analogoustrades, like wool, spice, and silk dealers, had formed their ownguilds. By that time, towns like Florence, Italy, boasted as many as50 merchants' guilds.

Apprenticeship became a complex system with the advent of guilds. Apprentices were to be taught certain things and prove they possessedcertain skills, determined by the guild. Each guild decided thelength of time required for an apprentice to work for a master

tradesman before being admitted to the trade.

Practice ExerciseQuestion 1. According to the passage, apprenticeships

(A) allowed merchants to have free labor

(B) existed because there were so many trades

(C) existed because time limits needed to be set

(D) were created in order to train skilled workers

(E) began so that older workers could retire

The answer is D. The fact that the apprentices learned skills and worked with mastertradesmen tells you that this is training.





Question 2. According to the author, trade guilds

(A) kept the secrets of their skills to themselves

(B) only existed for a short amount of time

(C) helped tradesmen profit

(I)) were threatened by artisans

(E) had grown in numbers in two centuries

The answer is E. The passage states that trade guilds began in about 1000 and hadgrown in number by 1200.






Studyguide for the SATSkiII Review: Making Inferences


Review Time

MAKING INFERENCES

Sometimes the answer won't be stated, but there will be one or morehints for you. For example, if the author clearly dislikes modemarchitecture, you could safely infer or conclude that the author wouldprefer traditional wood furniture instead of metal and plastic furniture.

You have no way of knowing for sure, of course, but you couldlogically infer that if you were asked. What you are essentially doing is"reading between the lines" by making logical, intelligentinferences about the author's preferences.

To infer means to deduce or conclude something based on facts. For example, if youleave school early on Tuesday looking pale and weak and do not come to school at all on

Wednesday, your classmates can infer that you are at home with an illness. They putthe facts together and come to a logical conclusion based on those facts. You mustdo the same when you are reading critically.

When reviewing the passage, a good question to ask yourself is, "Whatreasonable assumptions can I make based on this passage?"

Something else to keep in mind when looking for inferences is the denotative or

connotative meaning of a word. Remember that writers use their words carefullytoexpress exactly what they mean by using very particular words. Knowing this willhelp you uncover an author's intents.

A denotation is the dictionary definition of a word; it is the thing or idea thatthe word refers to literally. An example of denotation is found in the followingsentence.

"He carried a red book to school with him." The word "red" is used here in its literal,denotative form. Sometimes, however, this same word implies anger or, when

associated with temperature, heat. Those are the connotative meanings of this word.

A connotation is the meaning, association, or emotion often implied by the word.Certain words often bring agreed-upon associations and feelings with them. Use of these

words can convey an author's feeling about the topic without stating it outright.Connotation is a tool that writers use skillfully. The strategic use of one word canchange the inference within a sentence.





Example:

"She is a very determined young woman" is a way of saying that the young woman does not give up easily, and further implies that that is an admirable andpositive trait."She is a verystubborn young woman" also means that the young

woman does not give up easily, but carries a negative connotation.

In this example, the young woman is seen in a different light with the use of the word"stubborn," which connotes an illogical or disrespectful refusal to do something.If you remain aware of the fact that words can be used both connotatively anddenotatively, you will be on the road to a better understanding of inference. You willprepare yourself better for inference.

This kind of question is difficult to answer because very often you arelooking for something that is not directly stated in the reading passage.

Signs that you have encountered this kind of question include code phrasessuch as

"This passage was probably written in order to...""This passage most resembles...""Based on this passage, one can infer that...""The author suggests that . . .""Based on this passage, one can conclude that . . ." "Inthe final paragraph, the author implies that . . ." "Based onthis passage, a (person/animal) would most likely . ."Based on the passage, one can conclude that . . ."

Questions asking you to tell when a passage was written or to speculateabout who wrote it frequently are inference questions. So too are mostquestionsthat contain the word "because" — for example, "The author supports (oropposes) idea X because..."

The following is from a speech by a noted member of the Progressivemovement, a political movement that was most active in theUnited States in the period before World War I.

There has been something crude and heartless and unfeeling inour haste to succeed and be great. Our thought has been "Let everyman look out for himself, let every generation look out for itself,"

while we reared giant machinery which made it impossible that anybut those who stood at the levers of control should have a chance tolook out for themselves. We had not forgotten our morals.

We remembered well enough that we had set up a policy which wasmeant to serve the humblest as well as the most powerful, with an eyesingleto the standards of justice and fair play, and remembered it with





pride. But we were very heedless and in a hurry to be great.





We have come now to the sober second thought. The scales of heedlessnesshave fallen from our eyes. We have made up our minds to square everyprocess of our national life again with the standards we so proudlyset up at the beginning and have always carried at our hearts. Our

work is a work of restoration.

We have itemized with some degree of particularity the things thatought to be altered and here are some of the chief items: A tariff

which cutsus off from our proper part in the commerce of the world, violates thejust principles of taxation, and makes the Government a facileinstrumentin the hands of private interest; a banking and currency system basedupon the necessity of the Government to sell its bonds fifty years agoand perfectly adapted to concentrating cash and restricting credits;an industrial system which, taken on all its sides, fmancial as well as

administrative, holds capital in leading strings, restricts the libertiesand limits the opportunities of labor, and exploits without renewing orconserving the natural resources of the country; a body of agriculturalactivities never yet given the efficiency of great businessundertakings or served as it should be through the instrumentalityof science takendirectly to the farm, or afforded the facilities of credit best suited toits practical needs; watercourses undeveloped, waste places unreclaimed,forests untended, fast disappearing...

Here is a question of this kind based on the reading passage:

Sample:

Based on this passage, one can infer that one change theProgressives did not advocate was

(A) the creation of a new socialorder based on newprinciples.

(B) reform of the financial system.(C) the rationalization of agriculture.

(I)) changes in the tariff structure.





Searching through the passage, you can find a list of changesthat the Progressives advocated. However, there is no list ofchanges that they did not advocate — these you must infer.Clearly they did support reform of the fmancial system

(B) and changes in the tariff structure (D). You may alsoinfer that they supported the "rationalization" of agriculture(C) because the author speaks of the desirability of givingfarming"the efficiency of great business undertakings." Nowhere,however, is there any expressed desire to remake societyaccording to new principles.

Answer (A) is correct.

In fact, the contrary is true: the author proclaims that the work of the Progressives is to bring about a return to the moralprinciples and standards upon which they believed Americansocietyhad originally been founded. You may or may not have known about thephilosophical foundations of Progressivism from your classwork oryour own reading. If you did not, however, you could haveinferred this answer from the passage with little difficulty.





Practice

Exercise

Passage 1

Climbing high mountains is an exhilarating adventure; mountaineers continuouslyattempt to conquer a higher one. Some may fmd this a ridiculous pursuit. Seriousclimbers train to ascend. Many of these healthy people attend exercise classesspecifically designed to instruct them in mountain climbing. In these classes, theparticipants perform muscle-strengthening and endurance exercises. They do this

withoutstopping, to simulate the conditions of climbing. When they take a break, it is timed toapproximate the estimated time one can climb without a break. Mountain climbing isnot for the weekend warrior. It is an activity that requires discipline and skill.

Question 1.From the passage, one can conclude that the author

(A) is an experienced climber.(B) thinks mountaineers are foolish.(C) admires mountaineers.(D) enjoys climbing.(E) is physically fit.

Ask yourself, "What assumption can I make about the author based on the passage?"

The answer is C.In the first sentence the author says that mountain climbing is "exhilarating." He thengoes on to explain the discipline and skill involved in training to climb, reinforcingthis with the fmal sentence.

Question 2. The author suggests that

(A) mountain climbing is a fun activity.(B) one must be serious about climbing to do so.(C) mountaineers must train twelve months a year.(D) one must be more than a warrior to climb.(E) mountain climbing is for everyone.

Read the second paragraph, which tells how mountaineers train.

The answer is B. The second paragraph details what climbers do to train for climbing mountains. Theirtraining is rigorous, and therefore requires commitment to prepare for the climb.





Passage 2

Jasmine squinted her eyes at the sun glistening on the surface of the river, adjusted hergoggles for the hundredth time, and tried to calm her breathing. It was a good day todo this: though it was only ten o'clock, the temperature was already past eighty,and climbing quickly. May in this part of the country could be unpredictable, withhighs ranging from the sixties to the nineties. She told herself that the generously

warm outsideair would warm the river, making it easier to maintain her body temperature andspend her energy on stroking as quickly as possible toward the fmish.

Question 1.

Based on this passage, one can assume that Jasmine is getting ready to

(A)

watch an event near a river.(B) compete in a rowing race.(C) take a ferry across the river.(D) search for something in the river.(E) compete in a swimming race.

Look for nouns and verbs that identify the activity Jasmine will take part in.

The answer is E. The writer mentions adjusting goggles, maintaining body temperature in the water, andstroking quickly toward the finish, all of which combined imply that Jasmine will becompeting in a swimming race.

Question 2.Based on information from the passage, how does Jasmine feel?

(A) frightened, jumpy(B) nervous, tense(C) strong, confident(D) detached, neutral(E) calm, relaxed

Look adjectives describing Jasmine: her behavior, attire, what she says and how shesays it.

The answer is B. Jasmine adjusts her goggles for the hundredth time, calms her breathing, and tries toconvince herself that the water will be warm and that she will do well. These detailsconvey nervousness, but not fright or a desire to run away.





Passage 3

Have you ever heard sand sing? All over the world, it celebrates with song. Mostpeople aren't aware of that, unless they've wandered alone along certain beaches ordeserts and listened attentively.

Musical sand divides into two types: singing and booming. Singing sand is found alongshorelines, such as the Hebrides Islands above Scotland. Booming sand is found in desertdunes — in the Sahara Desert, for instance.

Singing sands' songs range from a rich and deep sound to a high and squeaky one. Thesegrains of sand don't sing solos, but when someone comes along and grains of sandare sifted through fingers, or stepped on, a note is struck and the celebration begins.

Question 1.From the passage, one can conclude that the author

(A) has never heard singing sand(B) prefers the "rich and deep sound" the sand produces(C) enjoys hearing singing sand(D) would like to hear a grain of sand sing a solo(E) loves visiting Scotland

Pay attention to the verb "celebrates" and the noun "celebration."

The answer is C.In the first paragraph, the author refers to the sand as something that celebrates, and inthe last sentence of the passage, songs of the sand are referred to as a "celebration."Both words connote pleasure and enjoyment at the sound of sand singing.

Question 2. This passage was probably written in order to

(A) introduce readers to the existence of singing sand(B) tell readers that there are two kinds of singing sand(C) encourage readers to take a vacation in the Sahara Desert(D) explain to readers what the Hebrides are like(E) tell readers about many different uses of sand

Re-read the passage, paying attention to what is said in each paragraph

The answer is A. The introduction asks the reader a question about singingsand. Each paragraph speaks of a different aspect of the

sand.





Passage 4

One of the most successful country music singers in the late 1940's and early 1950's was Hank Williams. His remarkable career spanned only about four years, from 1949until his death at age twenty-nine on January 1, 1953.

Williams' songs have been sung by every important country-western — and manypop and rock-and-roll — singers in the United States. The songs talk of souredlove andreckless living, elements that eventually became associated with country-western singers.

Question 1.Based on this passage, one can infer that Hank Williams

(A) died young because of his lifestyle(B) sang love songs most of the time(C) was only famous for four years(D) sang songs about life when he felt sad(E) spent his time teaching songs to other singers

As you look at the passage, search for clues as to Williams' character and actions.

The answer is A. That he died young because of his lifestyle is implied in the mention of "his death atage twenty-nine," and his songs of "reckless living."

Question 2. The author suggests that

(A) Hank Williams was the best singer this country has ever had.(B) no other country singer has been as successful as Williams.(C) Hank Williams' music is old-fashioned.(D) all of the songs written by Williams are depressing.(E) Hank Williams was very good at what he did.

Pay attention to the adjectives describing Williams and his songs.

The answer is E. Williams is described as "successful," his career as "remarkable, " and"important" country and popular singers have sung his songs. This implies hishaving been good at what he did.





Passage 5

In her book The Writing Life, author Annie Dillard describes her daily adventures asa writer. She has had a typewriter erupt and leave bum marks on a table, singeing hershirt in the process. She wrote one of her books by night in a sparsely lit library, whereshe had to count the library rows by touch in order to fmd her desk.

In this work, she also gives other writers information about the craft, and she does allof this with the light touch of one comfortable writing in image. She uses metaphorflawlessly, yet still manages to report the monotonous day-to-day details a writeroften faces.

Question 1.Based on this passage, one can infer that the author

(A) has carefully studied the work of Annie Dillard

(B)

admires Annie Dillard's writing skills(C) thinks the life of a writer is a boring one(D) wishes to live an adventurous life(E) thinks metaphors are important in all writing

As you look at the passage, pay attention to all of the ways the author describes Dillard.

The answer is B. Although some silliness is reported, it is clear in the second paragraph that the authorconsiders Dillard a good writer.

Question 2.Based on this passage, one can infer that Annie Dillard

(A) often places herself in dangerous situations(B) writes poetry, using metaphors constantly(C) loves her work in spite of occasional challenges(D) doesn't like writing in libraries(E) is a teacher of writing

Pay attention to the challenges she faces and the way she writes.

The answer is C. Although Dillard has faced challenges in her writing life (such as writing in the dark andsurviving her erupting typewriter), the passage makes it clear that she writes well andprobably enjoys it.



Copyright 2009, T



Studyguide for the SATSkiII Review: Attitude Mood and Tone


Review Time

Recognizing Attitude, Mood, and Tone The terms "attitude" and "tone" refer to the author's slant on asubject, emotions, or feelings. The author's treatment of a subjectoften reflects his or her attitude toward the subject. Think "tone of

voice."

Think of how you indicate your feelings with volume, pauses,pitch, and emphasis of certain words or syllables when you speak.None of these are useful in writing, so authors instead rely ontheir choiceof words to express their feelings.

Tone is often described as the way the author feels about boththe topic and the reader. If, for example, a selection is written incolloquial (conversational) language rather than formal language,one might perceive that the author is "talking down" to the reader.

Thisis not necessarily the case, and only a careful reading will give thereader clues as to authorial intent.

The tone in a selection can be formal, casual, sincere, playful,serious, sarcastic, or any other attitude one can imagine. This is

where it helps to remember connotative and denotative language.

Writers use words carefully to create the desired effect.

Look carefully at the author's choice of words. Authors willreveal their slant on a subject through their choice of negativelyorpositively charged words. For example, "slim" and "skinny" bothmay have the same dictionary meaning (denotation), but they havedifferent suggested or associated meanings (connotation). "Slim" isa positive word whereas "skinny" is usually used in a more negative

way.

Look carefully at the choice of details. The author has a purpose,and you must figure this out. This purpose will drive thechoice of details and then will reveal an attitude or tone. Is theauthor's purpose to arouse anger, evoke sympathy, astonish, oramuse? The author chose those details to serve a purpose. Youneed to look at those details to determine that purpose, which then

will lead you to understanding the author's attitude.





Typical Attitude, Mood and Tone questions

What is the author's attitude about this subject?

Which description best portrays the author's

feelings?

Which of these words adds to the mood (tone/attitude) of theselection?

What is the author's overall tone in the last paragraph?

Read the following paired passages, noting any specific words thatindicate the authors' attitude, mood, and tone.

Passage 1I fmd all the discussion of "saving" our trees a bit pointless. Thoseoversized sticks grow again once you chop them down, so why worry?Besides, trees are everywhere you look. They're a plentiful sourceof all kinds of energy and materials, so it would be silly not to usethem. Sure, they provide shade in summer and a home for squirrelsin the winter. But we have houses, buildings, and porches for shade,and holes in the ground protect all kinds of animals. Look, I'mnot an ogre, but I'm not one of those tree-hugging, nothing-to-do-butcomplain kinds of people, either. I call it like I see it, and that's

that.





The tone of Passage 1 is critical and disparaging (derogatory). Theauthor puts the word saving in quotation marks to indicate that whileothers call it saving, he does not really believe it. The words"pointless" and "silly" show that he does not approve of the

environmentalists' efforts. "Tree-hugging" is a negative way ofportraying environmentalists. The author shows his arrogantattitude in the last sentence, when he says, "I call it like I see it,andthat's that."

Passage 1I find all the discussion of "saving" our trees a bitpointless . Those oversized sticks grow again once youchop them down, so why worry? Besides, trees areeverywhere you look. They're a plentiful source of all kinds

of energy and materials, so it would be silly not to use them.Sure, theyprovide shade in summer and a home for squirrels in the winter. Butwe have houses, buildings, and porches for shade, and holes in theground protect all kinds of animals. Look, I'm not an ogre, butI'm not one of those tree-hugging, nothing-to-do-but-complainkinds of people, either. I call it like I see it, and that's that.





Passage 2I'd never seen a tree so lush and generous. It offered delicateblossoms in the spring and summer, mouth-watering apples latesummer into fall, and a stark contrast to the white all around us in

winter. To cut that tree down, to execute such a fine specimen, was a foolish whim. The scent was enough to convince me of the tree's healing andsoothing powers. Sweet smells of blossoms awakened me on balmy springmornings, and apple scents lingered long past the first turned leaf ofautumn.

The tone of passage 2 is exactly the opposite: it is a tone ofrespect and admiration. The author's appreciative attitude forthe trees is evident in the choice of positive words, such as"delicate," "lush," and "mouth-watering." The word "execute," a

much stronger, more emotional version of the term "cut down,"indicates that the writer has a protective attitude toward the tree.

Passage 2I'd never seen a tree so lush and generous . It offereddelicate blossoms in the spring and summer, mouth-wateringapples late summer into fall, and a stark contrast to the white allaround us in winter. To cut that tree down, to execute such a finespecimen , was foolish whim . The scent was enough to convinceme of the tree's healing and soothing powers. Sweet smells ofblossoms awakened me on balmy spring mornings, and apple scents

lingered long past the first turned leaf of autumn.

Practice Exercise

Alaskan sled dogs, known as Huskies, are some of the hardest- working dogs in the world. These are not your ordinary lap dogs. No way! These dogs live in their own spacious quarters, not in the sleddriver's — or musher's — home.



These dogs spend their lives pulling sleds, sometimes in very harshconditions, and — according to those involved in sledding — the dogslove their work. These beautiful, smart, strong, and loyal animalsconsider their work play.





Question 1. The author's attitude toward sled dogs is generally

( A )

n e u t r a l( B ) mocking

( C ) fearful

( D ) admiring

( E ) f r i e n d l y

The answer is D. These dogs are described as "beautiful, smart, strong, and loyal,"implying that the author admires the dogs' many positivetraits.

Passage 1Developers are trying to buy up all of the forestland at the edgeof our town. Not only will this become an eyesore of more houses,apartments, and shopping centers, but it will also destroy the

homes of the beautiful animals that populate this ecosystem. Where will they go? When we destroy these homes, we can neverreplace them. Let's protect the land for our grandchildren by turningit into a wilderness preserve.

Passage 2City taxes keep rising, and our schools are not well funded.Money from the sale of the forestland will help our community inthe form of a new roof for the high school, higher pay for teachers,and new computers in our classrooms. I agree that a park would belovely. But unfortunately, we cannot afford it! A vote against thepark is a vote for your children's education.





Question 2. What is the relationship of the writer's attitude in the firstpassage to the writer's attitude in the second in the secondpassage?

(A) Both writers both have positive attitudesabout development.

(B) Both writers have negative attitudesabout development.

(C) The first writer has a positive attitudeabout development while the second writer has a negativeattitude.

(D) The first writer has a negative attitude while the second writer has a positive attitude.

(E) Both writers have negative attitudes

about development.

The answer is D. The first writer is against developing the site, while thesecond feels it is necessary.



Studyguide for the SATSkill Review: Text Development


Review Time

TEXT DEVELOPMENT

These questions are designed to see if you understand the thought processand techniques used by the writer. You will be asked to determine thepurpose or function of a portion of a passage, or you will need to determinethe relationship of one part of the passage to another.

Common Structures of SAT Passages

It will help you to be familiar with the types of structures used in SATpassages. There are six common structures used:

Contrast or ComparisonMain Idea Plus ExamplesMain Idea Plus SupportingArguments Several Different Aspectsof One Idea Pro and Con

Chronological

By identifying these structures, you will not only be able to answer textdevelopment questions, but also have a better understanding ofthe main ideas in the passage.

Contrast or Comparison

Comparisons between two scientific theories or between two authors writingabout the same subject are common examples of this structure found ontheSAT. A passage with this structure may begin with a paragraph about onetheory and then have a second paragraph devoted to the second theory.

Another method is to compare the two theories point by point throughout thepassage.

Main Idea Plus Examples

This type of passage usually starts with a main idea and then follows withseveral examples to support and clarify the idea.

Main Idea Plus Supporting Arguments

This type also usually begins with the main idea and then developsarguments and evidence to support the idea.





Several Different Aspects of One Idea

Passages of this type cover different aspects of a central topic in eachparagraph. For instance, a passage about 18th-century painting mightinclude a paragraph about the styles, a paragraph about the types of paint,and a paragraph about the artists' lives.

Pro and Con

This structure is often used for dealing with controversial issues.One side of an argument is developed, then an alternative viewpoint ispresented. Be aware at all times of whose point of view is beingpresented.

Chronological

In this type of passage, events are presented in the order in which they occurred.Narrative and historical passages often fit into this structure.

Key Words in Text Development Questions

The following words are often found in questions relatingto text development:

serves tothe function

of relatesin order toreason whythe purpose of

Questions will often take the following forms:

The relationship between the first and second paragraphsis.... Lines 23-28 serve primarily to develop.... The author makes his point by....





Literary Devices

Writers use literary devices to enhance the imagery in their writing. These toolshelp make the details in what they've written seem more vivid. Several commonlyused literary devices are:

SimileMetaphorPersonification

By identifying these literary devices, you will be able to answerquestions about them, and will also have a better understanding of theauthor's intent.

Simile

A simile is a comparison of unlike things, but this comparison uses words such as"like," "as," "resembles," or "than" when making the comparison. An example is thefamiliar "My love is like a red, red rose."

Practice Exercise

Question 1.

Which of the following is a simile?

(A) The day grew darker as the sun disappeared.

(B) His normally blue eyes were as dark as thunderheads.

The answer is B. It uses "as as" to compare a person's eyes toclouds. Option A also uses "as," but in a different way. It uses"as" to relate two events that happen at the same time.

Question 2.

Which of the following is a simile?

(A) She looked like her mother in more ways than one.

(B) The baby's wail sounded like a World War II air-raid siren.





The answer is B. This is a comparison of unlike things (a baby's cry and a siren) using the word "like."Choice A uses "like" to compare two similar things. This is not a simile.

Metaphor

A metaphor is a comparison of two unlike things in which the author says that onething is another. The author does not use "like" or "as" in a metaphor. An exampleis: "My uncle Jimmy is a bear." This comparison gives the reader the image of aman with a large stature and features.

That metaphor was direct. Other metaphors might be implied. An example of animplied metaphor occurs in the sentence, "She bloomed gracefully as she aged."

This does not actually say she is a flower; rather, it implies it, since we most often

think of flowers as blooming.

Practice Exercise

Question 1.

Which of the following is a metaphor?

(A) A heavy blanket of silence covered the room after the concert.

(B) The flower waited until the first warm day to bloom.

The answer is A.In this sentence, silence is being compared to a blanket. In Choice B, the flower is notbeing compared to something else. It is blooming, which is what flowers naturally do.

Question 2.

She rose to face them, a palace among cottages. They watched as she walked away,raising their arms and bidding her farewell.

What is the purpose of the metaphor in the paragraph?

(A) It makes a farewell appear grander than it usually is.

(B) It emphasizes how the woman is different from the others.





The answer is B. In this paragraph, the woman is compared to a palace, while the others are compared tocottages. This emphasizes their differences in both stature and elegance.

Personification

Personification is a figure of speech in which a nonhuman thing isspoken of as if it had human form. The object or idea is spoken of asif it behaved the way people do. An example of this is "The slowcaress of the wind rocked the cradle back and forth." In this case,the wind is caressing the cradle as if it were human.

Practice Exercise

Question 1.

Which is an example of personification?

(A) Rising fuel costs are eating my money faster than I can make it.

(B) Her hair was arranged to look like a beehive.

(C) Looking for the answer was like trying to find a needle in a haystack.

(D) As I tried to comprehend the ramifications, my mind felt like aclosed notebook.

The answer is A. Answer A is the only sentence in which an idea (object) is treated as displaying humancharacteristics. It "eats" money. The other choices are either similes or not figures ofspeech.





Question 2.

Which sentence contains personification?

(A)

The shadow of the seagull seemed as graceful as a dolphin.(B) The heavy-metal music burst forth angrily from beneath her door.

(C) He zoomed into the room, sounding like a classroom ofquarreling children.

(D) As the foreman shouted at him, he was a tree, rooted to theground on which he stood.

The answer is B.In this sentence, music takes on the human characteristics of anger. The other choicesare either similes (A, C) or metaphors (D).

Practice Exercise

Alaskan sled dogs, known as Huskies, are some of the hardest- working dogs in the world. These are not your ordinary lap dogs. No way! These dogs live in their own spacious quarters, not in the sleddriver's — or musher's — home.



These dogs spend their lives pulling sleds, sometimes in very harshconditions, and — according to those involved in sledding — the dogslove their work. These beautiful, smart, strong, and loyal animalsconsider their work play.





Question 1.

The author makes her point by

(A) comparing two things with one another

(B) citing historical and personal experience as examples

(C) appealing to the readers' intelligence

(D) stating a main idea and developing examples

(E) giving a chronological account of the topic

The answer is D. The main idea that the dogs are hard working is supported by theirlifestyles, their training, and the conditions under which they work.

Developers are trying to buy up all of the forestland at the edgeof our town. Not only will this become an eyesore of more houses,apartments, and shopping centers, but it will also destroy thehomes of the beautiful animals that populate this ecosystem.

Where will they go? When we destroy these homes, we can never

replace them. Let's protect the land for our children by turning itinto a wilderness preserve.

City taxes keep rising, and our schools are not well funded.Money from the sale of the forestland will help our community inthe form of a new roof for the high school, higher pay for teachers,and new computers in our classrooms. I agree that a park would belovely. But unfortunately, we cannot afford it! A vote against thepark is a vote for your children's education.





Question 2.Both paragraphs reference children in order to

(A) argue against the other's points

(B)

appeal to the readers' sense of family(C) appeal to the readers' intelligence

(D) negate the validity of the other's arguments

(E) vehemently oppose the beliefs of the other

The answer is B.

Each appeal mentions children, making the readers aware that thedecision they make with their vote will affect their families, as

well as their community.



Studyguide for the SATSkill Quiz A: Critical Reading


In this passage, the main character, James Thornton, revisits Pinnacle Rock in Peach Bottom, Pennsylvania, where heand his friend Mo spent many summer weekends with high

school friends. James, now a college graduate, hasn't beenin touch with Mo since Mo joined the Marines. He reflectson the

carefree days of his youth with fond memories and a moremature outlook.

James sat on Pinnacle Rock staring into space. Thirty feet beneath him the Susquehanna River lappedagainst the granite rocks surrounding Devil's Hole. Behindhim the old railroad tracks cut through the verticallylayered strata

(5) entering the first of the twin tunnels along the northbank. Each tunnel was about five hundred feet, not longenough to black out the sunlight at either end, but longenough to make the jagged, damp interior seem as black

as a coal mine. This is where he and Mo and their friendsliked to hang out on(10) weekends in the summer. It was like no other place, this

rock. It was a rite of passage, a place to think, a place to loseoneself in the moment.

A gray mist fell over the river now, and memoriesof those carefree days washed across his mind like the half-

(15) sunken log being nudged along the river with its makeshiftbuoy bobbing in and out of the colorless waves. It wouldreach its end at the Conowingo Dam where debris fromstorms and riverbanks and Sunday boaters all washed into

elbows on either side of the dam. It had no place else to goonce it(20) reached the cement walls of the locks. It had no choice but

to pile up in the wings like toys tossed in a rubble pile untilthey were forgotten and rusted and no longer meaningful.

James could barely see the toy-sized cars thattraveled across the horizontal stretch of highway above the

(25) dam. He remembered how on sunny, summer days, Mo woulddrive his father's nineteen-foot Sea Ray past the sign that read,"Danger: No Boats Past This Point," all the while screaming,"Hold on!" to James as he opened the throttle full speed and

whipped him to the outside of the boat at what seemed like(30) ninety miles an hour on skis. Motorists passing along

Route One would sometimes wave hello or give them athumbs up as they gazed down at the sleek, aquamarinepleasure boat streaking through the crystal glare of sun on

water. In those moments, James felt like he was on top ofthe world. Cutting

(35) through the waves, his skis casting a spray that formed aperfect rainbow under the sharp, blue sky, he, James, was incontrol. He had his whole future ahead of him. He wasyoung, he was American, and he could be whatever he





wanted to be.





It seemed like hardly a year had gone by since the(40) last time he and Mo had been here together. In fact it was in

late August of 1997, the last time they would be seeing eachother before going away to college, Mo to Penn State, and

James to the University of Maryland. They took turns divingoff the ledge and spotting for others. Some days, there were as

(45) many as thirty people there and some of them didn't knowthat huge rocks and stumps were just beneath the surface oneither side of the sixty-foot-deep crevice of water calledDevil'sHole. They had to be shown. It was a dangerous dive, buteveryone who knew about it, knew what to do. Each dive

was(50) a thrill and a challenge. Each dive was survival, closely

guarded by friendship.So much had happened since then. Mo had joined the

Marines after fmishing only one year at Penn State. He saidit was the best way to get an education and have Uncle Sampay

(55) for it. Besides, for Mo, being a Marine was a life-defmingexperience. Each day was a new dive into Devil's Hole, a newchance to be intrepid and steadfast. It seemed that Mohad been preparing all his life to be a Marine.

James sat on Pinnacle Rock remembering the days(60) when he and Mo would jog through the tunnels just ahead

of the sound of oncoming trains. They were slow freights with flatbeds full of scrap metal and coal cars coming from

Pittsburgh or going to West Virginia. Some trains were overseventy-five cars long and slower than a bicycle on theslight

(65) grade uphill. Still, it was a dangerous thing to do, runningon the tracks through the tunnels just to prove it could bedone. They did lots of things without thinking of theconsequences. Jumping into Devil's Hole or racingagainst each other through the narrow, dark tunnels weresummer pastimes that

(70) filled their days with the thrills of impetuous, audaciousyouth. Over and over they took risks on the spur of themoment. Weekend after weekend they repeated the samedares, as if by doing it again they would beat bigger odds andbe better for it. Never once did they consider their ownmortality.

(75) The gray sky over the Susquehanna folded into thethickening mist until James could no longer see the dam or theopposite shore. A light rain fell past the bare branches of treesoverhanging the precipice, dampening the rocks and addingto the chill in the March breeze. Another half-sunken log

(80) bumped along the water close to the rocks and then turnedout into the mist and disappeared. James tossed a palm-sized piece of granite into Devil's Hole and watched its





impact create an ephemeral pattern of concentric circles, which quickly disappeared into the backwash of waves. Youth was like that,

(85) here one day, gone the next.





Soon it would be spring again and the local kids whoknew about Pinnacle Rock would gather here for all the

weekends of their summer youth, just like he and Mo. There would be dares and bets and fights and parties and friendships

(90) made and broken. Then, one day years from now, they wouldreturn to Pinnacle Rock and everything would look thesame, only nothing would ever be the same again.








Question 1. Which of the following titles best summarizes thecontent of the passage?

(A) Looking Back at Pinnacle Rock

(B) Survival of the Fittest

(C) Rites of Passage on the Susquehanna

(D) Friendships Made at Devil's Hole

(E) Summer Pastimes

Question 2.In line 57, the word "intrepid" most nearly means

( A ) b o l d

( B ) c r a v e n

( C ) b r a v e

( D ) d e r i s i v e

( E ) q u i x o t i c

Question 3.In line 70, the word "impetuous" most nearly means

(A) sophomoric

(B) intentional

(C) juvenile

(D) immature

(E) impulsive

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Question 4.In the last paragraph, the author uses the word "ephemeral" in line 83 to express

(A) how the weight of the rock was too heavy toleave a strong pattern of circles

(B) how the choppy water splashing against PinnacleRock made the circles appear larger andforeboding

(C) how the fleeting circles dissipated and disappeared into the waves

))how the impact of the rock on the water created aglittering effect on the concentric circles

(E) how the moment of impact created a supernaturalsensation as he watched the concentric circles

Question 5. The author implies that

(A) Mo failed in his freshman year of college

(B) Mo was the instigator and he was the follower

(C) he and Mo dissolved their friendship

(D) he did not meet his goal

(E) Pinnacle Rock is a place where young people tookunnecessary risks to prove their courage

Question 6. The passage as a whole suggests that

(A) looking back, the author realizes he took careless,unnecessary risks just to prove himself

(B) the author has mixed feelings about hisfriendship with Mo

(C) everyone needs to go through a rite of passage intoadulthood

(D) memories remain untouched by time(E) the author misses the thrill of diving into Devil's Hole





Question 7. The author's tone in the passage is best described as

(A) pessimistic(B) nostalgic

(C)

indifferent(D) ambivalent(E) flippant

Question 8. Which of the following statements concerning the author's awarenesscan be inferred from the passage as a whole?

(A) He is obsessed with returning to the carefreeand daring days of his youth.

(B) The best days of his youth were spent at Pinnacle

Rock, and now he is an unhappy adult who can't go back tothe past.(C) He feels betrayed by Mo because he enlisted in the Marines

rather than continuing his college education as they hadplanned.

(D) He believes that the thrills and dares he and Moexperienced helped them to become better adults.

(E) He realizes that his youthful experiences are part of thepast and that he can never look at Pinnacle Rock the same

way again.







Hints!0 0 0 0 . 0

Hint for Question 1: Reread lines 1 and 59.

Hint for Question 2: Read the entire sentence.

What was Mo trying to prove?


Read the sentences before and after line 70.Search for contextual clues in lines 67 and71.


Read the last sentence of the paragraph on line 85.Look for the contextual clue.


Think about which statement relates to the overallpassage. Do not be distracted by statements that are toonarrow.

Hint for Question

6: Reread paragraph

6. Hint for

Question 7:

Reread lines 8-12 and 37-38.Note that the author has positive feelings.Eliminate answers with negativeconnotations.


Reread the last sentence of the last paragraph.








0

Answers!°©o®©



The answer is (A).

The author refers throughout the passage to hisexperiences at Pinnacle Rock. Answers (B) and (E)are too vague and do not mention the focal point ofthe passage. Answer (C) is too broad. Answer (D)is too narrow.

Question 2.The answer is (C).


The answer is (C).

The word "intrepid" most nearly means brave orsteadfast. This is a positive word. Answers (B), (D), and(E) are

all negative. Answer (A) is a distractor that is closein meaning; however, line 57 provides the contextual cluefor the most accurate answer, which is "brave" or "steadfast."



The answer is (E).

The author and his friend did things for the thrill of it without thinkingof the consequences. The word that most nearly means impetuous, hasty, orsudden is "impulsive."



Studyg uide for the SATSkill Quiz A: Crit ical Reading


Question 4.


The answer is (C).

In lines 83-85 of the passage, the context clue for the word"ephemeral" is found after the comma: the circles "quicklydisappeared." The word"fleeting" contained in answer (C) most nearly means the same as "ephemeral."



The answer is (E).

Evidence in the passage points to the risks they took on Pinnacle Rock. There is no evidence to prove any of the other statements are true.

Question 6.

The answer is (A).Explanation for Question 6:

The answer is (A).

Evidence in the passage points to the author's more mature attituderegarding the thrill-seeking actions of his youth. In Paragraph 6, hestates, "Never once did they consider their own mortality." There is noevidence in the passage to prove any of the other statements aretrue.

Question 7.


The answer is (B).

Contextual clues throughout the passage indicate that the author has fond,positive memories of his experiences. The third paragraph is one example.

Answers (A) and (D) have negative connotations. Although the author issentimental in some parts, the reading as a whole indicates anostalgic view of his past, especially his friendship with Mo.



Studyg uide for the SATSkill Quiz A: Crit ical Reading




The answer is (E).

The author states in the last sentence of the passage that nothing wouldever be the same again. He can never go back to being the same daring youthhe was in the past. Answers (A), (B), (C), and (D) are not supported byevidence in the passage.The term 'Renaissance" characterizes the period ormovement that marks the transition from the medieval to themodern world in Western Europe. During this time, poets,artists, writers, and intellectuals, inspired by the works ofantiquity, strove to attain new creative heights. This

passage examines the characteristics of that period.







Studyguide for the SATSkill Quiz B: Critical Reading

Scholars have long debated how and when theRenaissance began. One thing, however, that most scholarsagree upon is the significance of this historical period as anevolutionary movement toward individualism in art and

(5) thought. Although there is no historical consensus on the exactchronological sequence of events leading to the Renaissance,many historians agree that visionaries of the fifteenthcentury had a sense of belonging to a movement far greaterthan themselves and so far-reaching as to supersede theartistic and

(10) literary forms of the classical era. This phenomenonultimately produced the Renaissance, a period when art,literature, language, and philosophy found new andextraordinary interpretations in the hands of the Humanists.Humanists believed in the importance of the

(15) humanities or "humane letters" rather than "Divine letters,"

or the study of Scripture, to inspire them. Ultimately,intellectuals of this period became aware of man's innerpotential, one that was not bound by the study of scriptureas the only means to reach creative potential.

(20) The fourteenth century Italian poet Petrarchcharacterized the early phase of this movement as theNew Age. In fact, it was his term, "Rinascita," whichcomes from the Latin "renasci," to be reborn, thateventually led to the term Renaissance that we use today.

(25) Petrarch believed that the destruction of the RomanEmpire by barbarian invasions in 476 A.D. marked the end ofclassical antiquity and the beginning of a thousand years ofdarkness, which he characterized as "the Dark Ages." Theawakening from this period of creative void was a time of

(30) rebirth, which he distinguished as the New Age.Petrarch's view limited the Rinascita to the revivalof Latin and Greek classics from antiquity basedonunadulterated translations of ancient text. Mostsignificant was his conviction that the pagans of antiquity

were(35) profoundly inspired by the pursuit of arts and literature in an

effort to reach the highest potential of perfection on earth. Thisperception led to a new sense of individualism andenlightenment that characterized the age of the Renaissanceas one that refuted the beliefs of medieval society that man's

(40) earthly life was merely a function of the social order. From thefourteenth century through the early seventeenth century,this new individualism grew steadily in Western Europeanculture with a momentum fed by man's desire to defineand evaluate the essential values between men of antiquityand the

(45) emerging modern man




Copyright 2009, TCA, LL

Not only did artists and writers turn to classicalculture for inspiration, they set new goals. They explored therelationship between ancient cultures and their owncultures, and by doing so, they discovered a new vision ofhuman life,

(50) of man as a glorious creature capable of developing hismind and body to reach his fullest potential towardperfection. They did not merely endeavor to duplicateGraeco-Roman works as a means of recapturing the glory ofthe ancients; they chose instead to surpass the classics with anew individualism

(55) that had no boundaries. No longer would poets and writers,artists and philosophers base their intellectual argumentssolely on traditional beliefs, but they would seek newtheories and embrace new convictions outside oftraditional beliefs, trying all the while to reconcileChristianity with the scholarly

(60) views of antiquity. The result was tension, conflicting ideas,exciting debates, prolific creativity, and the birth of ModemMan.





Question 1. Which of the following statements bestrepresents the major idea of the passage?

(A) Humanists turned to "Divine" letters as a source of creativeinspiration.

(B) The pagans of antiquity lived in the Dark Ages.(C) A major goal of Humanists was to duplicate Graeco-Roman

works.(D) The Renaissance marked the beginning of a new

individualism.(E) Medieval writers were not enlightened.

Question 2.In line 31, Petrarch's use of the word"Rinascita" is used to capture the

(A) beginning of a new social order(B) significance of the pursuit of arts and literature(C) awakening of modern man(D) rebirth of the classics from antiquity(E) revival of the individualism of ancient times

Question 3. Which of the following statements concerning Humanism can beinferred from the passage?

(A) Humanists questioned traditional ideologies and beliefs.(B) Humanism was confined to imitating Graeco-Roman art.(C) Humanists were atheists.(D) Humanists inspired the emergence of modern man(E) Humanism was geographically limited to the Italian

Renaissance.

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Question 4.In line 33, the word "unadulterated" most nearly means

(A) untainted

(B)

unmolested(C) impure(D) infected(E) untenable

Question 5. The phrase, "humane letters," in line 15 is used toindicate an emphasis on inspiration drawn from

(A) secular sources

(B) religious convictions(C) creative notions(D) historical documents(E) arts and letters from antiquity

Question 6. The passage as a whole suggests that

(A) man did not aspire to reach his greatest creativepotential prior to the fourteenth century

(B) the Renaissance took place predominantly in Italy(C) humanists, inspired by a new sense of individualism,

aspired to realize their greatest potential(D) the French poet Petrarch best characterized the historical

significance of the Renaissance(E) the Renaissance evolved over a period of two centuries

Question 7.In line 61, "prolific" most nearly means

( A ) e s s e n t i a l( B ) p r o d u c t i v e( C ) d i f f i d e n t( D ) s p a r s e( E ) e n e r g e t i c




Copyright 2009, TCA, LLC

Hints!000do

Hint for Question

1:Read lines 40-45.

Hint for Question

2:Read line 33.

Hint for Question

3:Read lines 49-62.


Answers (C) and (D) are antonyms.


Read lines 14-19. Note the use of "rather than" to indicate opposites.


Read the lastparagraph. Hint for

Question 7:

The word "prolific" is a positive word. Two of theanswers are negatives. Use the remaining threechoices in the sentence from line 61.






Studyguide for the SATSkill Quiz C: Critical Reading


0

Answers!°©o®©

Question 1.The answer is (D).


The answer is (D).

Answers (A), (B), and (C) contradict the evidence in the passage. Answer(E) is too narrow. The passage is not about medieval writers. Answer(D) is the only answer supported by evidence in the passage.



The answer is (D).

Line 33 indicates that Petrarch's view was based on therebirth of translations of ancient text. Renascita comesfrom the Latin "renasci" that means to be reborn, asnoted in line 23 in the previous paragraph.



The answer is (D).

Answer (A) is stated implicitly in the passage. It is not inferred, so it doesnot answer the question. A conclusion that can be drawn from evidence inthe passage or "inferred" is that Humanists inspired the emergence ofmodern man, answer (D). Answers (B), (C), and (E) are refuted in thepassage and, therefore, are not true.





Qu4.


The answer is (A).

"Unadulterated" suggests a positive connotation. Answers (C), (D),and (E) can be discarded because they have negatives. Answer (B)does not make sense when inserted in the sentence from line 33.

Answer (A) makes sense and most nearly means unadulterated.



The answer is (A).

The author clearly identifies "humane letters" as theopposite of "Divine letters," which are based on Scripture.

The word "secular" means nonreligious.



The answer is (C).

Lines 37-40 and 49-53 repeat the concept that Humanists aspired torealize their greatest potential on earth. Answers (A), (B), and (E)are false, based on evidence in the passage. Answer (D) is too narrowand does not cover the main idea of the passage as a whole. Only Answer(C) focuses on the passage as a whole.



The answer is (B).

(B) "Prolific" is a positive word. Answers (C) and (D) are negative words. Answer (B) is positive and most nearly means the same asprolific.





T he 1988 Supreme Court ruling in the Hazelwood School

District v. Kuhlmeier case had a significant impact on the freedom of student press. Before the Hazelwood ruling, theinterpretation of the First Amendment doctrine upheld bycourts was that students do not shed their constitutionalrights at the schoolhouse gates. In the following passage,theauthor, a former high school journalism instructor andadvisor, reacts to the impact of the new ruling on the student

press.Until the Supreme Court's landmark decision in the

Hazelwood case, student journalists had been entrusted with the inalienable right of free speech; the right to voicetheir opinions responsibly about issues that affect their livesand the

(5) right to investigate the truth and present it in a fair and

balanced news story. They modeled their actions on the samecodes as professional journalists, and they submitted to theauthority of editors and their publication's editorial boardas watchdogs of responsible reporting. Now, it had beendecided

(10) by the highest court in the land that someone else woulddecide the appropriateness of their work, namely, appointedauthorities of the educational institution.

On January 14, 1988, in a five-to-three ruling, theSupreme Court justices stated that school officials have the

(15) authority to censor school newspapers, plays and other

"school-sponsored expressive activities." Under the ruling,students' First Amendment rights stop at the schoolhouse gate,

where once inside, they no longer have the right to expressthemselves freely within the boundaries of the Constitution.

(20) Instead, school administrators have the Supreme Court'sbacking to request prior review of publications and to holdadvisors accountable for not censoring stories that may beinterpreted as undesirable or inconsistent with the goals of theeducational institution.

(25) By attributing information to reliable sources,researching and documenting the truth, and balancingpoints of view, the student reporter embraces the ethicalcodes of professional journalism. By avoiding thepitfalls of libel, negligence, and invasion of privacy, andby recognizing the

(30) difference between inciting disruption and raisingawareness, the student reporter exercises the right to freespeech within the framework of the Constitution. It is truethat without experience and guidance, these criteria are notalways discernible to inexperienced reporters; however,strong student

(35) editors with sound knowledge of press law, supported by





g uidance from the advisor, are the watchdogs of soundreporting and ethical behavior on the part of the entire staff.Censorship under these circumstances is unnecessary becauseresponsible reporting is self-directed rather than dictated.





(40) It is understandable that the high court wouldquestion the ability of student journalists to distinguishbetween the public's right to know and the citizen's right toprivacy. Indeed, this seems to be the issue at the heart of theSupreme Court's ruling on the Hazelwood case. Without

(45) experience, young reporters often justify their right topublish the truth by claiming the public's right to know andtheir First Amendment right to speak freely. Less clearlydefined is the gray area of invasion of privacy. It is oftendifficult for professional journalists, let alone students, todiscriminate

(50) between public and private information. The actions of apublic person or a person in a public place are notprotected from the public's right to know under the law;

whereas the actions of a private person or a personprotected within the confines of a private place are

protected. Crossing this line(55) can lead to lawsuits that no publication wishes to havedelivered to their door. The Constitution protects ourprivacy just as vehemently as it protects our right to freespeech.By censoring articles on teenage pregnancy andfamily divorce in the student paper at Hazelwood East High

(60) School in suburban St. Louis, administrators acted toprotect the school from potential lawsuits based on thefear that private information revealed in the stories couldbe found to be offensive and harmful to minors and their

parents. Students argued that their free speech rights were violated and that the(65) stories contained true information from reliable sources about

issues that high school journalists had a right to cover.Using common sense about approaches to coverageand the expertise of informed advisors and press law sources,students should be able to resolve conflicts over what is fitto

(70) print without the need for censorship. Although it isunfortunate that this case moved all the way to theSupreme Court for a resolution, both students and schoolofficials involved in this historic hearing were intrepid intheir pursuit of a clear interpretation of the law. Becauseof their

(75) indefatigable efforts, both professional and studentjournalists were reminded more than ever that covering thenews isn't always as simple as it seems.





Question 1. The main focus of this passage is on

(A) the codes of good journalism modeled by professionaljournalists

(B) the responsibilities of the student press(C) protecting student reporters from lawsuits(D) students' inalienable rights under the Constitution(E) the effect of the Supreme Court's ruling on the

Hazelwood case on the student press

Question 2.It can be inferred from this passage that the author

(A) vehemently opposes the Supreme Court ruling(B) sides with the students in the Hazelwood case(C) believes that censorship was necessary under the

circumstances in the Hazelwood case(D) supports the high court's decision that school authorities

have the right to censor student work(E) believes that the Hazelwood decision was regrettable but that

students and school officials involved were valiant in theirefforts to get an interpretation of the law

Question 3. The author's reaction toward the Supreme Court's ruling is bestdescribed as

(A) disappointment(B) s u p p o r t(C) o p t i m i s m(D) r e l i e f( E ) s a r c a s m

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Qu4.In line 25, the word "attributing" most nearly means

( A ) a s c r i b i n g( B ) characterizing( C ) e x p l a i n i n g( D ) p r o v i d i n g( E ) g a t h e r i n g


(A) advisors have the right to censor student work

(B)

informed student editors and a knowledgeable advisor arethe first vanguard of the student press(C) school administrators have no right to question students'

rights to express themselves freely(D) the First Amendment protects everyone's right to free

speech under any circumstances(E) the Constitution does not protect the right to privacy as

much as it protects freedom of speech

Question 6.

Which of the following headlines best summarizes the contentof the passage?

(A) Students React to Censorship(B) Supreme Court Teaches a Lesson(C) Prior Review Favors Schools(D) Hazelwood Ruling Underestimates Student Press(E) Administrators Rejoice Over Hazelwood Ruling

Question 7. The word "discernible" in line 34 most nearly means

( A ) a m e n a b l e( B ) a p p a r e n t( C ) a v e r t a b l e( D ) preven tab le( E ) a r g u a b l e





Qu8.

The word "vehemently" in line 58 most nearly means

(A) intentionally(B) apathetically(C) vigorously(D) cravenly(E) thoroughly






Stud yg uid e for the SATSkill Quiz C: Critical Reading


Hints!000do


Read the first sentence of the passage.


Read the last sentence of the passage.


Read the lastparagraph. Hint for

Question 4:

Insert each of the answers into the sentence. Which makes the most sense?


Read lines 35-40.


Remember the focus in the first sentence of the passage.Combine that with the point the author makes about thecapabilities of student editors.


Answers (A), (C), and (D) are not related.Read the sentence using answer choices inplace of the word "discernible."






Answers (B) and (D) are negative.Look for a positive word that bestcompletes the meaning of the sentence

when replacing the word "vehemently."





0

Answers!°©o®©



The answer is (E).

Answer (E) is the only answer that mentions the Hazelwood case, which is referenced in the first sentence of the first paragraph and is woven throughout the passage as the main topic.



The answer is (E).

Answer (E) is the most accurate and is supported by evidence in the lastparagraph. Answer (A) indicates a vigorous opposition to the ruling.

There is no evidence to suggest to what degree the author disagrees.

Question 3.


The answer is (A).

Answers (B), (C), and (D) suggest a positive reaction. Answer (E) isunrelated. The only answer that reflects the negative connotation ofthe word, "unfortunate," in the last paragraph is (A).

Question 4.


The answer is (A).

Answers (C) and (D) make no sense since a reporter would not explain orprovide information to reliable sources based on the context of line 25.

Answers (B) and (E) are unrelated. Only answer (A) makes sense wheninserted in the sentence.






Studyguide for the SATSkill Quiz D: Critical Reading

Lighting the stage is an art that is oftenunderestimated. In real life, the eye sees nuances of color andintensities of light and shadow that create tone and mood;however, on the stage, artificial light must create theillusion

(5) of reality. Without subtle highlights and shadows, actors, setpieces, and props would appear dull and uninteresting to theaudience; however, through the expressive use of light, thestage becomes a living scene where people and objectsappear to exist in natural light that indicates time of day,season,

(10) place, and mood. Like a painter, the lighting designerendeavors to sculpt and shape perspective from the audience

view. With the stage as the canvass, a lightingdesigner must artistically combine the elements of form,contrast, harmony, balance, and color.

(15) The designer's goal is to paint the stage with light tocreate selective visibility by using an effective combination ofspecific and general illumination. Specific illumination isfocused lighting with little or no spill effect while generallighting is distributed broadly and spills over without adirect

(20) focus. The designer's challenge is to use stage lights tocreate a balance between highlights, shade, and shadow

while supporting the dramatic elements of the stageproduction.

One type of specific illumination is form-revealing

light, which separates the actor from the setting and enhances(25) depth perception from the audience view. The art of creatingdepth perception by aiming light at certain angles andlevels and by using variables of intensity and colorrequires knowledge and experience. Neophyte lightingdesigners often make two common mistakes in this regard.

They may(30) indiscriminately illuminate the entire stage with insufficient

contrast, or they may create sharp distinctions betweenacting areas and background settings, resulting in anartificial, two- dimensional appearance. The result is either

a wash of monotonous light evenly distributed over thestage, or a harsh(35) contrast between the intended visible area and the

surroundings. Simply put, one of the qualities of an expertlighting designer is the ability to detect what is too muchor too little light. Focusing just the right amount of light onthe actor reveals form without distorting depth.





(40) Just as harmony is an important element in artisticdesign, it is also essential to the relationship an actor has

with the setting, and lighting contributes to theharmonious effect of that relationship. With subtle uses ofcolor and intensity, along with angle and direction of light,the designer can

(45) highlight the actor with selective visibility whileenhancing the mood of the scene. To accomplish this, thedesigner must first use effective methods of distributingspecific illumination from the back, the front, and the sides.

Then, general lighting or spilled light can be used to fill in where necessary. Specific

(50) lighting on the actor and general lighting on the backgroundis the rule of thumb. Generally, the intensity ofbackground lighting should not exceed one-fourth that ofthe lighting on the actor, and in most cases much less.

In addition to specific illumination, the actor's form(55) can be shaped by the use of side lighting and backlighting. Byspotting selectively with intense, specific lighting fromthe sides, the designer can avoid the use of high levels ofgeneral illumination that cause a monotonous evenness inlight. The technique of back lighting by aiming specificillumination on

(60) the actor's head and shoulders from behind enhancesthe three-dimensional perspective, keeping the actor inthe foreground while diminishing objects in thebackground. Finally, the amount of light and use of

colorbalance the mood and tone of the scene. For example, a

(65) bright, sunny day on the plains in "Oklahoma" can becreated with warm ambers, pinks, and tints of yellow,typically used for musical comedy. In contrast, the cold,stark shadows of a dungeon for prisoners of the SpanishInquisition in "Man of La Mancha" would require a paletteof blue-greens to deepen

(70) dark corners and amber yellow to suggest candlelight inspecific areas.

Choosing the most aesthetically pleasing andeffective color mediums to light every scene can be anarduous task. Not only are there costumes andmakeup

(75) considerations, but lighting must also support the dramaticelements of the play without calling attention to itself. Withtraining and experience, the lighting designer canilluminate the acting area with subtle variations of justfour colors -amber, daylight blue, lavender, and pink.

(80) By using cool and warm variants of color and byartistically choosing the intensity, angle, and level oflighting to create depth perception, the designer can





achieve an aesthetically pleasing result that serves toenhance the scene and focus the audience's attention whileembellishing the

(85) dramatic elements of the play.





Question 1.Which of the following statements best represents the major idea ofthe passage?

(A) Color is not as important to artisticlighting as specific illumination.

(B) Harmony is essential to the relationshipan actor has with the setting.

(C) Lighting acting areas is generally done from the front.(D) Lighting design is an art that requires expertise to create

aesthetic results without calling attention to itself.(E) Form-revealing light is used to enhance objects in the

background.

Question 2.The author uses the word, "indiscriminately," in line 30 toexpress this approach to illuminating the stage:

(A) deliberately(B) irresponsibly(C) inaccurately(D) indiscreetly(E) unsystematically

Question 3.In line 5, the word "subtle" most nearly means

(A) subord ina ted(B ) a r t i s t i c(C ) inconspicuous(D) s o f t( E ) a r t i f i c i a l

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Question 4.In the third paragraph, the author presents evidence to show that

(A) the art of creating depth perception through lighting requiresknowledge and experience

(B) expert lighting designers often make two common mistakes(C) illuminating the entire stage with sufficient contrast results in

monotonous light(D) depth perception is more important than form-revealing light(E) illuminating the stage with specific light can create harsh

contrasts between the actor and the set

Question 5. Which of the following best summarizes the content of the passage?

(A) Specific lighting and general illumination require balance andartistic combination.

(B) Lighting design is an art that requires technical expertise withequipment.

(C) Lighting designers are artists who shape the audience'sperspective with expressive use of light that supports thedramatic elements of the play.

(D) Unlike a painter, the lighting designer does not consider theelements of form and color so much as the intensity of light andbalance.

(E) Angle and direction are the two most important elements oflighting.


(A) without effective lighting, a stage production is missing animportant aesthetic aspect

(B) lighting the stage without careful use of intensity can resultin a two-dimensional appearance

(C) most painters could easily become lighting designers(D) there is little need to consider color in lighting design if

one uses a four-color palette(E) most lighting designers do not have experience





Question 7.In line 28, the word "neophyte" most nearly means

( A ) i n a d e q u a t e

( B )

u n s k i l l e d( C ) s e a s o n e d( D ) unpretentious( E ) n o v i c e

Question 8.In line 74, the phrase "arduous task" is used to mean

(A) demanding job(B) artistic requirement

(C) collaborative endeavor(D) laborious burden(E) complicated decision








Hints!000do


The main idea covers the scope of the entire passage.Eliminate answers that narrowly apply to only oneparagraph.


Answer (A) conveys a positive connotation.Look for a negative word that bestmeans the same as "indiscriminately"

when used in the sentence.


Answers (B) and (C) are unrelated.


Read lines 25-28.


Answers (A) and (E) are too narrow.Read lines 10-14.


Read the last

paragraph. Hint for

Question 7:

Answer (C) most nearly means theopposite of "neophyte."It can be immediately eliminated.






Discard answers with negative phrases.Substitute each answer choice in place ofthe phrase, "arduous task" in the firstsentence of the paragraph on line 74.





0

Answers!°©o®©



The answer is (D).

Answers (A), (C), and (E) are erroneous. They contradict the contentof the passage. Answer (B) is a valid statement that is supported bythe passage; however, it is a minor statement in comparison with themajor point in answer (D).



The answer is (E).

Answer (A) is a positive word. The context of the sentence indicates anegative word is needed. Both (B) and (C) do not fit the context of thesentence when used in place of the stem word, nor do they mean"indiscriminately." Answer (D) suggests carelessness orrecklessness. The author points out that these are mistakes basedon inexperience, thus recklessness does not apply. Answer (E),"unsystematically," most nearly means the same as "indiscriminately."

Question 3.


The answer is (C).

The author uses the word "subtle" to suggest use of highlights and

shadows that are not exaggerated, but rather "expressive." Read the entiresentence. In this context, the word "subtle" most nearly means"inconspicuous."







The answer is (A).

Answer (B) is tricky. Note that the first word is "expert," not"inexperienced," lighting designers. Answers (C), (D), and (E) areerroneous and are not supported by the paragraph content. Onlyanswer (A) is supported with evidence in the paragraph to explain howlighting designers without experience can make common mistakes.



The answer is (C).

The first and last paragraphs support answer (C). All other answersare either too narrow or are false statements not supported by thepassage.



The answer is (A).

Answer (B) is true; however, it is clearly stated rather than implied in thepassage. Answers (C), (D), and (E) are false assumptions notsupported by the passage. The only statement implied by the author isanswer (A), which is supported in the first and last paragraphs.







The answer is (E). Answer (C) is an antonym for "neophyte." Answers (A) and (D) areunrelated to the context of the sentence. Answer (B) is close in meaning;however, the word "novice" fits more appropriately into the sentence inplace of "neophyte." Always insert your last choices into the sentence todetermine the most accurate meaning.



The answer is (A).

Substituting the word "task" for the second word in the answer choicesautomatically eliminates answers (D) and (E). Neither a burden nor adecision closely means "task." Answer (C) reads too much into thephrase. By replacing the stem phrase with answer choices (A) and(B), one can determine that choice (A) most nearly means the sameas "arduous task."






These passages discuss the arrival of the first Americans on the North American continent. The author of Passage 1 believes that theClovis people were the first to arrive. The author of Passage 2explores recent advances in science to refute the "Clovis First" theory.

Passage 1

According to the "Clovis First" theory, the search for the firstNative Americans begins roughly c. 11,500 B.C. near the end of thePleistocene epoch. Around that time, those archaeologists andpaleoanthropologists who subscribe to this model for the peopling of the

(5) Americas believe that the earliest Paleo-Indian culture found in the Americas, that of the fluted-point hunters, had made their way from Asia across the Bering land bridge known as Beringia. Proponents ofthis theory believe that these first migratory people arrived on the vastNorth American continent and found it devoid of any other humans.

(10) Support for this arrival date is often based upon the extent ofglaciation during the Pleistocene epoch. Either these people had toarrive before 30,000 B.C. or after 11,000 B.C. because between thesedates, the ice-free corridor along the Pacific coast was closed during theheight of glaciation.

(15) Since there is no concrete archaeological evidence to supportan arrival before 30,000 B.C., those who believe in the "Clovis First"model state that these Asian migrants crossed the land bridge fromSiberia and began moving south some time after 11,000 B.C. along theopen Pacific coast, following game and gathering nuts and berries.

(20) Further, this theory promotes that the journey to the tip of South America was accomplished by 9000-8500 B.C., this is in light of Clovispeople sites discovered there and dated to this period.

At the heart of this theory is the belief that what appears to bearchaeological evidence of a culture earlier than 11,500 B.C. has been

(25) misdated. This includes the discoveries at Meadowcroft Rock Shelter insouthwestern Pennsylvania, Saltville and Cactus Hill in Virginia, andthe Topper site in South Carolina. The dig at Meadowcroft RockShelter revealed human remains dated to 14,500 B.C., but therecontinues to be strong disagreement within the scientific community as

(30) to the validity of the data collected. The "Clovis First" proponents feelcertain that the exact date remains in serious question, thus givingcredence to their settlement timetable. In addition, the fmds in Virginia

and South Carolina, believed by some to be as old as 12,000 B.C., arealso viewed with a skeptical eye.



Studyguide for the SATSkill Quiz E: Critical Reading


Passage 2

(35) Scientists who continue to give unflagging allegiance to the"Clovis First" theory regarding the earliest Paleo-Indian migration andensuing cultural development in the Americas may soon fmd

themselves alone in the face of mounting archaeological evidence,as well as other possible suggestions for routes of arrival on theNorth and

(40) South American continents. Accumulating evidence clearly reflectsa much earlier migration of the people who would eventually come tobe known as the first Native Americans.

One has only to study the results of pre-Clovisarchaeological digs at Cactus Hill in Virginia, MeadowcroftRock Shelter in

(45) Pennsylvania, and Monte Verde in Chile, to recognize that artifacts andresidue from Paleolithic fire pits indicate a far earlier human

occupation of the Americas than that of the Clovis people.Radiocarbon dating of bones and plant material found at these sitesreveals dates of 12,000 B.C. to as early as 30,000 B.C. Still, despitethis

(50) mounting evidence, many scientists hold to the theory that datesearlier than 12,000 B.0 are subject to question and require furthertesting and extensive investigation.

For many in the scientific community, it seems illogical toassume that those early Asian people who found their way across the

(55) land bridge of Beringia found no other people on the two vastcontinents. In addition, the speed at which they would have had totravel from Alaska to the tip of South America also appears to behighly suspect. If the "Clovis First" theory is to be believed, such alengthy migration took place in the course of a few hundredyears!

(60) Now add to this mix of evidence to support a pre-Clovissettlement the possibility of other routes of arrival than just from Asia.Presently, hypotheses exist suggesting an arrival via Europe to easternNorth America in boats sailed across the North Atlantic Ocean as

well as arrivals on the coast of South America by boats sailed acrossthe

(65) Pacific from Polynesia.Perhaps what is needed to resolve the present

disagreement over the origins of all Native Americans is acombination of twodisparate things: ancient archaeological evidence in the form ofhuman and animal bones yet to be discovered combined with modernscientific

(70) understanding of mitochondrial DNA and Y-chromosome familytrees. As more evidence is collected by fmding additional pre-Clovissites, and this evidence is subjected to the most up-to-date biologicalanalysis, the existing enigma of who settled the Americas and, moreimportantly, when they arrived, will be solved.





Question 1. The author of Passage 1 attributes proof for the "ClovisFirst" theory primarily to the fact that

(A) the land bridge across the Bering Straitdidn't exist after 11,000 B.C.

(B) earlier archaeological evidence hasbeen misdated

(C) settlements have been found in South America(D) analysis of early Native American bones

reveals an Asian connection(E) the fluted point people were game hunters

Question 2.In lines 10-14, the author of Passage 1 primarily stresses

(A) the dates when the ice-free corridor along thePacific coast was closed

(B) the length of the Pleistocene epoch(C) the extent of glaciation on the North

American continent(D) the lack of evidence to support an arrival prior to

11,000 B.C.(E) the discovery of fluted point spear tips in Virginia

Question 3.In line 7, the word "proponents" most nearly means

(A)

arguments against(B) testimony for(C) advocates for(D) detractors of(E) supporters of

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Question 4. As used in line 32, the word "credence" most nearly means

( A ) d o u b t

( B ) credibility( C ) s u p p o r t( D ) p r o o f( E ) founda t ion

Question 5.It can be inferred that the primary purpose of the datescited in Passage 1 was to

(A) refute all pre-Clovis settlement theories(B) support evidence of earlier arrivals in

the Americas(C) prove the existence of Beringia(D) locate early settlements along the Pacific coast(E) support the hunter-gatherer theory

Question 6.In lines 25-27, the sites at Meadowcroft Rock Shelter,Saltville, and Cactus Hill are mentioned mainly as

(A) evidence of settlements that pre-date the Clovispeople

(B) major support to disprove the "Clovis First"theory

(C) examples of radiocarbon dating accuracy(D) examples of radiocarbon dating inaccuracy(E) evidence of the use of fire by early people





Question 7.In Passage 2, the author suggests that supporters of the"Clovis First" theory are

(A) leaders in the discovery of Paleo-Indian artifacts(B) misguided in their disregard for other theories(C) unable to find any earlier evidence of settlements(D) unwilling to support their theory with evidence(E) skeptical of DNA research

Question 8.In line 35, the word "unflagging" is used to mean

( A ) t i r e l e s s( B ) l o y a l( C ) s t o l i d( D ) s t o i c( E ) u n w a v e r i n g

Question 9. The author of Passage 2 implies that the "Clovis First"theory does not recognize

(A) the authenticity of artifacts found atMeadowcroft Rock Shelter

(B) the importance of radiocarbon dating(C) the possibility of routes other than from Asia(D) the evidence of settlements in South

America after 8,500 B.C.(E) the Y-chromosome research for family trees





Question 10. Which of the following would the author of Passage 2 most

likely say regarding the belief that no other people werefound in the Americas when the first Asians crossed the

land bridge to Alaska, as suggested in Passage 1?(A) The Clovis people play only a minor role in

the settlement of the Americas.(B) There is no evidence to support a land bridge from Asia to Alaska.(C) No early evidence of boats has been found to

support an Atlantic crossing theory.(D) Samples collected from Mesa Verde have been misdated.(E) Mounting evidence strongly suggests arrivals in

the Americas much earlier than 11,500 B.C.

Question 11. Which of the following statements is most clearlysupported by both passages?

(A) We must remain open to many other theories ofarrival.

(B) We must retest all available evidence for accuratedates.

(C) We should ignore theories involving Africa.

(D)

We will discover traces of Paleo-Indians before30,000 B.C.(E) We must find more evidence at

Meadowcroft Rock Shelter.

Question 12.Both supporters of the "Clovis First" theory andsupporters of a pre-Clovis culture would agree that a fmalresolution of the quest for the first Native Americans will

be determined by

(A) locating other types of spear points(B) using a dating system other than radiocarbon dating(C) fmding new sites(D) using every modern scientific analysis method

possible(E) DNA analysis only



Hints!0 0 0 0 . 0


Review the passage for the main point of disagreement with pre-Clovistheories.

Hint for Question 2: Reread

paragraph 2. Hint for

Question 3: Which choice is

the best synonym?


Which choice is the best synonym?


Consider the main point ofdisagreement with pre-Clovistheories.


Reread the last

paragraph. Hint for

Question 7:

Consider the tone used in paragraph 1.


Consider the most accurate synonym.


Which choice is the only one"Clovis First" theoristsrefute?




Which choice is themain idea of Passage 2?



Studyguide for the SATSkill Quiz F: Critical Reading



Which choice is the central point ofdisagreement between the twopassages?


Which choice is fundamental to all scientific investigation?





0

Answers!°©o®©

Question 1.


The answer is (B).

The author of Passage 1 repeatedly uses the fact that earlierarchaeological evidence to support a pre-Clovis settlement is based ondating that is not accurate.

Question 2.


The answer is (A).

By rereading paragraph 2, it is clear that the use of dates issignificant evidence to stress that earlier migrations would have beenimpossible before 30,000 B.C. because of the total extent of glaciation on theNorth American continent. No Pacific coast corridor would havebeen open.



The answer is (C).

It is always important to select the most accurate synonym for a word. Subtle shading of meaning will help to determine the correctchoice. Although choice (E) is close, the most accurate choice for themeaning of "proponents" is (C).







The answer is (B).

An analysis of the word "credence" reveals that it comes from theLatin root credere, meaning to trust or to believe;thus credibility is the most accurate synonym.



The answer is (A).

Although many points of disagreement concerning when and where the firstarrivals were made are expressed, the word "accurate," as opposed to"questionable," dates is primarily used to imply that pre-Clovistheories are highly questionable.



The answer is (D).

The last paragraph of Passage 1 includes dates that are earlierthan the "Clovis First" theory recognizes. These dates are said to beinaccurate and in need of further testing.

Question 7.


The answer is (B).

The only correct choice according to the author of Passage 2 would have to be (B). The author would agree that proponentsof the "Clovis First" theory qualify as leaders in Paleo-Indianresearch, and the passage does not support any of the otherinferences.







The answer is (E).

The choice of the best synonym is always difficult. Theconnotative meaning of a word is often more powerful than itssimple denotative meaning. Although choice A appears to becorrect, the most accurate choice based on the connotation of the

word "unflagging" would have to be (E).



The answer is (C).

Proponents of the "Clovis First" theory do recognize all of thechoices except (C). They do not question the authenticity ofartifacts, only their dates.



The answer is (E).

Because the author of Passage 2 believes that "mountingarchaeological evidence as well as other possible suggestions forroutes of arrival on the North and South American continents"continue to be found, the correct choice must be (E). This isthe main idea of Passage 2 and all details are used to supportit.







The answer is (B).

Because the major point of disagreement between the two passagesinvolves the accuracy of pre-Clovis dates, it can be assumed that bothauthors would agree that further, more accurate testing must beconducted to authenticate the dates.



The answer is (D).

Fundamental to all scientific investigation is the use of thescientific method, founded on the principle that testing andretesting using all currently available scientific methods is the best

way to certify the validity of an original hypothesis. Only choice (D)recognizes the importance of all methods of analysis.





This passage is taken from an article written tocommemorate the 80th anniversary of the Nobel Prize in

Physics.

Planck, like several other scientists, was interested in thesubject of black body radiation, which is the name given to theelectromagnetic radiation emitted by a perfectly black object

when it is heated. (A perfectly black object is defined asone

(5) that does not reflect any light, but completely absorbs all lightfalling on it.) Experimental physicists already had made carefulmeasurements of the radiation emitted by such objects, evenbefore Planck started working on the problem. Planck's firstachievement was his discovery of the fairly complicated

(10) algebraic formula that correctly describes the black bodyradiation. This formula, which is frequently used in theoreticalphysics today, neatly summarized the experimental data.

But there was a problem: the accepted laws of physicspredicted a quite different formula.(15) Planck pondered deeply on this problem and finally came

up with a radically new theory: radiant energy is only emittedin exact multiples of an elementary unit that Planck called thequantum. According to Planck's theory, the magnitude of aquantum of light depends on the frequency of the light (i.e.,on

(20) its color), and is also proportional to a physical quantity thatPlanck abbreviated, "h," but that is now called Planck's constant.Planck's hypothesis was quite contrary to the then-prevalentconcepts of physics; however, by using it he was able to fmd anexact theoretical derivation of the correct formula for black

(25) body radiation.Planck's hypothesis was so revolutionary that it doubtless

would have been dismissed as a crackpot idea had notPlanck been well-known as a solid, conservative physicist.

Although the hypothesis sounded very strange, in thisparticular case it

(30) did lead to the correct formula. At first, most physicists (including Planck himself)

regarded his hypothesis as no more than a convenientmathematical fiction. After a few years, though, it turnedout that Planck's concept of the quantum could be appliedto

(35) various physical phenomena other than black body radiation.Einstein used the concept in 1905 to explain thephotoelectric effect, and Niels Bohr used it in 1913 in histheory of atomic structure. By 1918, when Planck wasawarded the Nobel Prize, it was clear that his hypothesis wasbasically correct, and that it

(40) was of fundamental importance in physical theory.








Question 1.Planck's algebraic formula was

(A) similar to accepted laws of physics(B) a provider of erroneous calculations

on black body radiation(C) relatively uncomplicated, yet

difficult to communicate(D) contrary to accepted laws of physics

(E) a demonstration of physics andconjecture working in tandem

Question 2. The best title for the passage is

(A) Hypothesis: The Road to Fact(B) Planck's Contributions to Theoretical Physics(C) Planck's Constant(D) Black Body Radiation(E) A Conservative Physicist Triumphs

Question 3. You can infer from the passage that prior to Planck'shypothesis, the prevalent concepts in physics asserted

(A) essentially the same concepts as Planck's,but without his theoretical derivation

(B) that arithmetic, rather than complicated algebraic

formulas, can be used to correctly describe black bodyradiation(C) that the then-accepted laws of physics were in complete

accord with Planck's formula for black body radiation(D) that radiant energy is not emitted in

exact multiples of any elementary unit(E) all of the above can be inferred from this passage

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Question 4.Planck'sreputation

(A) hindered the acceptance of his hypothesis(B) was that of an ultra conservative inflexible scientist(C) benefitted the acceptance of an otherwise

unconventional idea(D) suffered due to the complexity and

fallibility of his hypothesis(E) was deemed to be mired in questionable

practices early in his career

Question 5.In line 22, the word "prevalent" most nearly means

( A ) i d e a l( B ) a c c e p t e d( C ) s t e a d y( D ) c o n t r o l l i n g( E ) c o n v i n c i n g

Question 6.In line 35, the word "phenomena" could best be replaced with

( A ) p a r a g o n s( B ) e v e n t s( C ) q u a l i t i e s( D ) pecu l i a r i t i e s( E ) m y s t e r i e s





d

Answers!ocpoob


Question 2.

The answer is (B).

Question 3.

The answer is (D).









Studyguide for the SATSkill Quiz G: Critical Reading


These passages were written for art museum newsletters.The authors were commenting on touring exhibitions

featured at the museums.Passage 1

The Impressionists were the first generation of painters to

treat the eye as an instrument--as an apparatus--and to take itsstrengths and weaknesses consciously into account. There weretwo chief results. In the first place, they broke down mixed

(5) colors into their primary tones and communicated them in this way to the eye. Thus the eye itself does the mixing, and hencethe quite unique freshness of the Impressionists' color effects.(It should be remembered, though, that individual artistshandled this technique of color separation in a variety of ways

(10) and degrees--no real principle was established until GeorgesSeurat [1859-91] introduced his Pointillism.) Secondly, inscientific spirit, they considered the eye as an impartial

instrument, receptive to colors, lines, and dots, but in no wayjudging what it sees, either morally or by any other criteria. The(15) Impressionists' aim is to be only an eye, and for them the

highest praise was: "Seulement un oeil, mais quel oeil!" ("Onlyan eye, but what an eye!")

In line with these two tenets, the Impressionist artistlooked for particular subject matter: it must have potential for

(20) exploitation of color and light; and it must be as far as possibleneutral and impartial, having nothing to do with the old scale of

values, either religious or social. For Claude Monet, forexample, an appropriate subject was the Gare St-Lazare, a new

building at the time and therefore free of traditional(25) preconceptions, seen as a secular "study of morning." The artist

was obviously drawn to the power and splendor of the newform of transport, but he was elated even more by hisexperience of color, particularly by his exploration of color

where previously none would have been expected or noticed.(30) The cloud billowing forth from the locomotive, bluish in the

shadow of the station, white in the open light, is the maintheme. The purely visual is the basis of this art, possiblyprecisely because no meaning is implied.





Passage 2

Auguste Rodin has been called the Moses of sculpture. He(35) led it out of the nineteenth-century wilderness of pretty marble

nymphs, solemn allegorical figures and pompous nationalheroes into a promised land where ordinary human beingscould be made heroic without being idealized by thesculptor's hands. Their heroism lies in the unconquerablehuman spirit that

(40) dignifies the mortal flesh.Modeling the human body, he sometimes exaggerated

things that were judged ugly by the conventions of his time- wrinkled skin, heavy features, contorted muscles. But it is thespirit, the irresistible life-force, that emerges from his

vibrant,(45) often anguished figures.

Rodin's technical approach to form derived from theRenaissance, and, in some instances, directly fromMichelangelo. But the way he handled his surfaces wasnew. His aim was not only to convey actual physicalmovement, but

(50) also, by leaving his bronze surface rough so that it caughtthe play of light and shade, to heighten the illusion ofrestless vitality. Marble, on the other hand, he hated to scar,so he made the uninterrupted flow of the material suggestits own movement.

(55) Living flesh was so important to Rodin as a symbol of lifethat he hated to clothe it. Besides, he feared that changingfashions might give his work a dated look. In his statue ofthe great Balzac he found a solution by clothing the writer inthe dateless Dominican robe he wore when he worked.

(60) But Rodin didn't even need a whole body to project hisenormous concern with humanity. He could model just ahand, with tense fmgers reaching out into space, and make ita symbol of aspiration, tenderness, or wrath.







Question 4.The author of Passage 1 would most likely agree with

which of the following statements?

(A) Claude Monet was more concernedwith power and splendor than color.

(B) Implied meaning is the basis of goodImpressionist art.

(C) Religion was frequently the subject ofImpressionist art.

(D) Natural scenes with subtle color differenceswould be a suitable subject for anImpressionist artist.

(E) The freshness of color in Impressionist art

stems from the artists' careful mixing ofcolors.

Question 5.In line 25, the word "secular" most nearly means

( A ) t r a d i t i o n a l( B ) s p i r i t u a l( C ) c o l o r f u l( D ) w o r l d l y( E ) a r t i s t i c

Question 6.The tone of Passage 2 is best described as

( A ) h e r o i c( B ) complimentary( C ) d i s p a r a g i n g( D ) d a t e d( E ) a l l e g o r i c a l





Qu7.

It can be inferred from Passage 2 that if you were tocompare two statues created by Rodin, one bronze and onemarble,an obvious difference would be that

(A) the marble statue would have arougher texture than the bronze statue

(B) the bronze statue would be muchmore colorful than the marble statue

(C) the marble statue would suggestmore vitality than the bronzestatue

(D)

the marble statue would showmore contortion than the bronzestatue

(E) the bronze statue would have arougher surface than the marblestatue

Question 8. The author of Passage 2 refers to Moses in line 1 primarily to

(A) show how heroic Rodin was(B) compare Rodin and Moses as men(C) indicate that Rodin led an important new movement(D) compare the importance of religion and sculpture(E) indicate that Rodin sculpted nymphs

Question 9. You can infer from Passage 2 that Rodin's statues often

(A) were pretty nymphs(B) depicted the fashions of the day accurately(C) depicted idealized, relaxed hands(D) depicted little, if any, clothing(E) depicted monks and religious leaders





Qu10.

In lines 41-45, the author of Passage 2 suggests that Rodinexaggerated wrinkled skin and contorted muscles primarilyto

(A) support the assertion that ordinary people'sheroism lies in the unconquerable human spirit

(B) show the age of his subjects(C) indicate that heroes are usually beautiful(D) imply that Rodin himself was ugly(E) indicate the wrinkles in the human spirit

Question 11. A common theme shared by both passages could be expressed by the following:

(A) Great artists attempt to render their subject asaccurately as possible.

(B) Great artists generally prefer subjects ofgreat importance, such as religion, kings, or generals.

(C) New techniques are established by great artists.(D) Great artists are not always popular during their lifetime.(E) Most great artists emphasize color.

Question 12. The author of Passage 1 would most likely characterize Rodin as he isdescribed in Passage 2 as

(A) a traditional artist unworthy of study(B) a pompous, egotistical man(C) an artist who was ahead of his time(D) an artist who was a kindred spirit to

the Impressionists described inPassage 1

(E) an artist who did not sufficiently explorethe use of color





d

Answers!ocpoob

Question 1.

The answer is (B).

Question 2.

The answer is (C).

Question 3.

The answer is (C).







Question 10.

The answer is (A).

Question 11.

The answer is (C).








Studyguide for the SAT

These passages were taken from an anthology of commentaries on Plato's philosophy.

Passage 1

As far as getting things done is concerned,experience does not seem to differ at all from art; in fact, weobserve that those who have experience meet with moresuccess than those who have grasped the principles of thesubject without having

(5) any experience. The reason for this is that experience isknowledge of individuals, whereas art is knowledge ofuniversals, and all activities and processes have to do withindividuals.

The doctor does not treat "man" except accidentally; he(10) treats Callias or Socrates, or someone else described in this

way, who is accidentally "man " So, if someone has

grasped the principles of the subject without having anyexperience, and thus knows the universal without knowingthe individuals contained in it, he will often fail in histreatment; for it is the

(15) individual that has standing as belonging more to art than toexperience; and we regard those who possess an art as

wiser than those who just have experience, on the groundsthat in every case wisdom follows on knowledge. Wehave this attitude because those who possess art knowcauses, whereas

(20) the others do not. Men who have experience know that athing is so, but not why it is so; those who know why athing is so also know its cause.

This is why we regard the master craftsmen in anyfield as more deserving of respect, more knowledgeable,and wiser

(25) than manual workers: because they know the causes ofthe things being done; the manual workers are like certaininanimate objects in that they do things without knowing

what they are doing--fire, for instance, bums in this way;however, whereas inanimate objects do all of these thingssomehow by

(30) nature, manual workers do them by habit. Thus it is not on thegrounds of their greater success in doing things that wejudge some people to be wiser than others, but because oftheir grasp of principles and knowledge of causes.

In general, too, what distinguishes the man who has(35) knowledge from the man who does not is the ability to

teach, and this is why we regard art as being more trulyknowledge than experience: those who possess art teach, those

who do not cannot.



Studyguide for the SATSkill Quiz H: Critical Reading


Passage 2

The best form of government, Plato suggests, is an(40) aristocracy. By this he means not an hereditary aristocracy,

or a monarchy, but an aristocracy of merit--that is, rule by thebest and wisest persons in the state. These persons should bechosen not by a vote of the citizens, but by a process of co-optation.

The persons who are already members of the ruling, or guardian(45) class should admit additional persons to their ranks purely

on the basis of merit.Plato believed that all persons, both male and

female, should be given the chance to demonstrate theirfitness to be members of the guardian class. (Plato wasthe first major

(50) philosopher, and for a long time virtually the only one, to

suggest the basic equality of the sexes.) To ensure equality ofopportunity, Plato advocated the rearing and education of allchildren by the state. Children should first receive a thoroughphysical training; but music, mathematics, and otheracademic

(55) disciplines should not be neglected. At several stages,extensive examinations should be given. The less successfulpersons should be assigned to engage in the economicactivity of the community, while the more successful personsshould continue to receive further training. This additionaleducation

(60) should include not only the normal academic subjects, butalso the study of "philosophy," by which Plato means thestudy of his metaphysical doctrine of ideal forms.

At age thirty-five, those persons who have convincinglydemonstrated their mastery of theoretical principles are to

(65) receive an additional fifteen years of training, which shouldconsist of practical working experience. Only thosepersons who show that they can apply their book learningto the real world should be admitted into the guardian class.Moreover, only those persons who clearly demonstratethat they are

(70) primarily interested in the public welfare are to becomeguardians.

Membership in the guardian class would not appeal to allpersons. The guardians are not to be wealthy. They should bepermitted only a minimal amount of personal property, andno

(75) land or private homes. They are to receive a fixed (and not very large) salary, and may not own either gold or silver.Members of the guardian class should not be permitted tohave separate families, but are to eat together, and are tohave mates in common The compensation of thesephilosopher-kings should





(80) not be material wealth, but rather the satisfaction of publicservice. Such, in brief, was Plato's view of the idealrepublic.





Question 1.Passage 1 indicates that

(A) a person who possesses an art is no wiserthan a person who has experience

(B) experience is not knowledge of individuals, butknowledge of processes

(C) inanimate objects possess knowledge(D) a person who knows a subject well does not need

the experience of working, literally, in that subject area(E) a person who knows a subject well still

needs the practical experience of that subject to grasp it fully

Question 2.It can be inferred from Passage 1 that

(A) people who experience an event, feeling, or incidentknow that it existed as well as why it happened

(B) people who experience an event, feeling, or incidentknow that it existed, but not necessarily why ithappened

(C) people, in general, have little aptitude forknowledge of events

(D) people who are considered wise also areconsidered to be artists

(E) people who are teachers are notaccomplished in an art

Question 3.The author of Passage 1 maintains that

(A) From knowledge comes the benefit of wisdom(B) Based on some people's greater success in

accomplishing goals, we can judge them to bewise

(C) The ability to teach is inherent(D) Possessing an art is preferable to all other qualities

(E) From wisdom comes the benefit of knowledge

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Question 4.In line 9 of Passage 1, the author uses the word "accidentally"

(A)

to refer to an unfortunate experience thatleads a patient to seek medical care(B) to mean "in principle"(C) to refer to the incidental fact that a specific

patient also happens to be part of mankind(D) to convey the sense that treating "man" is

in the doctor's nature(E) to mean "out of kindness"

Question 5. The author of Passage 2 implies that

(A) theoretical principles were secondaryto practical working experience

(B) metaphysics and theology areinextricably combined

(C) simplification of the training processoccurs by educating youth

(D) men are, potentially, the backboneof civil service

(E) the training of children as futureguardian class members was critical

Question 6.In Passage 2, the author distinguishes Plato as

(A) a sexist(B) an opponent of guardian class equality(C) a proponent of socialization(D) the first philosopher-advocate of equality for

males and females(E) the father of material compensation





Question 7. According to the author of Passage 2, Plato maintained that

(A) earning a position through hard workand inherent intelligence was just

(B) a vote of the citizens would be the most fairdeterminant of who rose to leadership

(C) co-optation was a means to limitmembership in the guardian class

(D) book learning paled in comparison with real life experience

(E) guardians needed a measure of wealthto command the respect of the commonman

Question 8.In line 57, the word "engage" most nearly means

( A ) h i r e( B ) m a r r y( C ) e n t a n g l e( D ) s e c u r e( E ) w o r k

Question 9.Based on Passages 1 and 2, the author of Passage 1 would most likelycharaterize one of Plato's Guardians

(A) as a manual worker for the community(B) as someone lacking practical experience

and, therefore, lacking in true knowledge(C) as a person who performs his or her

function out of habit(D) as someone wise enough to teach(E) as someone who is usually unable to

get important things done





Question 10. The views expressed in Passage 1 and the views of Platoexpressed in Passage 2 are most in agreement about

(A) the importance of experience in achieving success(B) the equality of men and women(C) society's need for artists(D) the wisdom of people who teach(E) the importance of the individual





d

Answers!ocpoob

Question 1.

The answer is (E).

Question 2.

The answer is (B).

Question 3.

The answer is (A).







Question 10.

The answer is (A).







Studyguide for the SATSkill Quiz I: Critical Reading

This passage is taken from an article on vitaminswritten by a nutritionist.

Vitamins are certain substances found in food in minuteamounts. They are needed for the regulation of chemicalprocesses inside the body, and through this have animportant role in growth and development and in protectionagainst illness

(5) and disease. The presence of vitamins in the diet isessential; most of them cannot be made by the body.

The role of vitamins in nutrition was discovered onlyin the present century, but there are now known to be about 40,of which 12 or more are essential in the diet. Because of the

(10) haphazard process of their discovery, they originally formed ajumbled list of alphabetic names (A, Bl, B6, etc.). But nowthat their chemical structures have been identified, chemical

names are often used for many of them. Identification hasalso meant that they can now be made artificially.(15) Chemically, in fact, they are proving to be an equally

mixed bag--sharing only the characteristic of being complexsubstances needed by the body in tiny amounts. For example,a man needs only an ounce of thiamin in a lifetime--despitethe vital importance of that ounce. Above an average day-to-day

(20) requirement, increased amounts of a vitamin do no furthergood, and in some cases are actually harmful.

Vitamins in the diet can be divided into two classes:

those soluble in fat (vitamins A, D, E, and K), and thosesoluble in water (vitamins C and the B vitamin complex).

(25) VITAMIN A is found in halibut and cod liver oil, milk,butter, and eggs. It is destroyed by cooking and sunlight.It plays a role in the formation of bone and of enamel anddentine in teeth. It is also responsible for the ability to see indim light.

VITAMIN D is found in eggs, milk, butter, and fish liver(30) oils. It is also synthesized in the skin during exposure to

sunlight. It plays a part in the digestive absorption of someminerals, such as calcium, and phosphorus. It is alsonecessary for retaining calcium in bones.

VITAMIN E is found in wheat germ, oil, lettuce,(35) spinach, watercress, etc. There is no definite evidence that it is

essential to humans, but it does help in the healing of skin wounds, and may also be connected with fertility.

VITAMIN K is found mainly in green plants such asspinach, cabbage, and kale. But it is also synthesized in the gut

(40) by the action of bacteria. It is a necessary factor in the blood-clotting mechanism, as it is needed for the production ofprothrombin.





VITAMIN C is found in fresh fruit and vegetables,especially lemons, oranges, black currants, tomatoes,and

(45) watercress. Human milk also contains vitamin C. This vitamin is easily destroyed by cooking, especially if the foodhas been chopped up. One of its most important functions inthe body is to control the formation of dentine, cartilage, andbone. It also helps the formation of red blood cells, and thecorrect healing of

(50) wounds and broken bones. There is no conclusive evidence that vitamin C prevents colds.

VITAMIN B is in fact a complex of fifteendifferent substances, but they are classed together becausethey occur together in the same types of food, such asyeast and wheat

(55) germ. Unlike the other vitamins, at least some vitamins ofthe B group are found in all living plants and animals.





Question 1. According to the passage, the discovery of vitamins

(A) was accidental(B) was conclusive evidence that preventative

medicine was an up-and-comingscience

(C) was the scientific link to chemicalalterations of the body

(D) was not the result of an organized quest(E) none of the above

Question 2. The author implies that vitamins

(A) play a major role in preventing the cold virusfrom replicating

(B) for the most part, cannot be formed by thebody but must be ingested

(C) all are derivatives of the originallydiscovered Vitamin A

(D) cannot be created artificially(E) are all essential to every human body

Question 3. The author's tone in the passage is

( A ) s u b j e c t i v e( B ) ins t ruct ional( C ) i n t u i t i v e( D ) p e d a n t i c(E) precaut ionary

iz Time!c000fo

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Question 4. The author suggests all of the following EXCEPT

(A)

the more of a vitamin you consume, the better(B) vitamins can help protect against disease(C) some vitamins are made in the body(D) spinach contains vitamins E and K(E) cooking can destroy some vitamins

Question 5.In line 30, the word "synthesized" most nearly means

( A ) o r g a n i z e d( B ) manufactured( C ) d e s t r o y e d( D ) d e t e c t e d( E ) o r g a n i c

Question 6. The best title for this passage is

(A) The Chemical Makeup of Vitamins(B) All Foods Contain Vitamins(C) Vitamin C: Our Most Important Discovery(D) The Sources and Uses of Vitamins(E) How Much of Each Vitamin Do You Need

Question 7.Even if you cannot define "prothrombin" (line 42), youcan infer from the passage that it

(A) is produced by certain bacteria(B) is found in blood(C) is found in green plants(D) is the chemical name for vitamin K(E) is found in fresh fruit





4 0

Answers!°©o®©

Question 1.

The answer is (D).

Question 2.

The answer is (B).

Question 3.

The answer is (B).











Do-it-yourselfers can do a good turn for the environmentand their bank accounts by giving useful second lives to somematerials that normally go into trash cans. Below are twoexamples of things that can be recycled for home maintenance

(5) or workshop uses.Large plastic soft-drink bottles with reinforced bottoms

can be converted to first-rate containers for nails, screws, orsmall parts. Use a sharp utility knife to cut off the reinforcedbottom and discard the top portion. The bowl-like bottoms have

(10) smooth, half-sphere interiors that make it easy to scoop outeven the tiniest objects.

Large plastic bags, including trash bags, make gooddropcloths to catch paint drips and spills. Slit open the sides ofbags to make large sheets. The thicker the plastic, the better,

(15) because it is less prone to blow around in a breeze when usedoutdoors (one solution is to weight corners with stones or piecesof wood).



Studyguide for the SATSkill Quiz J: Critical Reading





Question 1. Which of the following best expresses the main idea of this passage?

(A) Plastic bottles and bags have several uses(B) People can save money by recycling plastic(C) The environment is helped by recycling plastic(D) People can save money, and help the

environment, by fmding good uses for trash(E) Home projects for the do-it-yourselfer

Question 2. You can infer from the passage that the author MOST wants people to

(A) save time(B) save money(C) help the environment(D) build things(E) paint things

Question 3. The most likely reason that the author mentions "bankaccounts" in line 2 is

(A) to alert the reader that the article contains some math(B) to give the reader a personal incentive to recycle(C) to promote "do-it-yourselfers"(D) to provoke environmentalists(E) to remind the reader that disposing of garbage is expensive

iz Time!c 0 0 0 f o

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Question 4. The word "prone" in line 15 could best be replaced by:

( A ) l y i n g( B ) l i k e l y( C ) t h i n( D ) i n c l i n e d( E ) h o r i z o n t a l

Question 5. The tone of this passage is

(A) condescending(B) a n g r y(C) p e d a n t i c(D) e v a n g e l i c a l(E) i n f o r m a t i v e





Passage for Questions 6-10

During the twenties, diners appeared in every crossroadstown, serving the motorist as the depot restaurant had servedthe rail traveler of the last century. By the end of the decade,they were firmly established as good, inexpensive places toeat, a

(5) reputation that carried on into the thirties, whenmanufacturers were touting the running of a diner as a"depression-proof business" that could bring a successfuloperator upwards of $12,000 a year.

The look of the diner changed during the late twenties(10) and thirties. Transoms borrowed from a railroad-car design

replaced Tierney's barrel roof, and stainless steel took theplace of wood. When the railroads introducedstreamlining, the diners followed suit. This sort of

ingenuous imitation gave rise to the persistent legend thatdiners were reconditioned railroad(15) cars.

The diner went through its fmal transformation in theyears following World War II. At first, it simply grew larger;

but eventually the old form was abandoned in favor ofMoorish and Mediterranean buildings, made of concrete andsurrounded

(20) by huge parking lots. This expensive refurbishing meant anincrease in the price of the meal. The resulting vacuum

was filled by the fast-food franchise chains, which gave

those who were comforted by such things as the illusion ofhaving the same cheap food in the same room whether they were eating in

(25) Fresno or Bangor. Today the franchisers have swept thefield; the diner is being upgraded out of existence.

Of course, the diner is one of our humbler traditions. But when the last one gives way to a Mediterranean fantasy withgold-veined mirrors and two-dollar cheeseburgers,something

(30) singularly American will have vanished.







(E) the huge, empty parking lots





Question 10.In line 6, "touting" most nearly means

( A ) s o l i c i t i n g( B ) i n f o r m i n g( C ) b e t t i n g( D ) a d v e r t i s i n g( E ) v o t i n g







0

Answers!°©o®©



D is the best answer.

Answer A is close, but the first paragraph indicates a broader focus, withplastic bottles and bags merely being two specific examples.




The best answer is B. Read the hint if you don't see why.







Answer A —

Although "prone"can

mean "lying" (as in the phrase"they found the body prone on the floor") this sentence does not useprone to mean lying. It uses another meaning of prone...

Answer B — "Likely" fits in the sentence, but keep trying each choiceto fmd the best choice.

Answer C — No. Just because the sentence says "The thicker theplastic...because it isless prone " does not imply that pronemeans the opposite of thick.

Answer D — "Inclined" as in "inclined to do something" is a possibleanswer, but keep checking the choices.

Answer E — No, "horizontal" is a synonym for a different meaning ofprone, just as answer choice A is. You can eliminate E.

Okay, how do you choose between B and D?

The difference is subtle, but important. Let's look again at answer D,"inclined." In common English usage, only people can be inclined to dosomething because "being inclined to do something" implies a consciouschoice. Now look again at answer B, "likely." An object (such as theplastic bag) or a person can be "likely" to have something happen toit... in the wind, a plastic bag is likely to blow around. So answerchoice B is the best.







Answer A —

No, the author does not "talk down" to the reader. Answer B — No, there is no apparent emotion expressed in the passage.

Answer C — No, the passage offer suggestions, not detailed step-by-steplessons, which is what pedantic suggests.

Answer D — Not really. Although we can assume that the author feelsstrongly that recycling is important, the tone of the passage is not"crusading" or "devout," which are two other words forevangelical.

Answer E — Yes.



Question 8.

The answer is (E).













Stud uide for the SATSkiII Review: Vocabular


Review Time

First the bad news: your vocabulary cannot be improved with a simpleone-night crash course. The good news: you can boost your vocabularyin the next few weeks, if you follow our student-tested advice.

Every week, for the next three to five weeks (depending upon how much time youhave before your SAT) you should do the following:

* Review your flashcards at least once a day. Do a few at atime whenever you have a spare moment, such as on the bus, in line atthe cafeteria, when you get to class a minute early, etc.

* After you have mastered the words on your flashcards start taking the vocabulary skill quizzes, to test how well you know each word.

When you miss a word, put an asterisk next to the word on your flashcard soyou'll be sure to review that word a little harder.

Using Flashcards

Flashcards really do work — in fact, nearly 90 percentof students at top schools

like Stanford and MIT use flashcards to help them learn new material.

Another Tip:Sometimes, look at the word and try to guess the defmition;sometimes, look at the definition and try to guess the word.Doing it both ways helps the words sink in faster.



Stud uide for the SATSkiII Review: Vocabular


SAT Success "Complete" SAT Vocabulary Lists

Obviously, the only truly "complete" list of words that might appear onthe SAT is a very thick dictionary. And who has time to learn 2,000 new

words?

However, we HAVE narrowed the list down to* The words that have a 25%-50% chance of

appearing on any given SAT, plus* Common prefixes and roots you should know.

We find that our students benefit dramatically from reviewing these word lists. Don't try to memorize the entire list — but do scan the listsfor words you don't know and add at least 50 to 100 additional wordsto your vocabulary.

The complete vocabulary list is divided into two parts. One part lists thecommon prefixes, roots, and suffixes you should know. The other lists the

words most likely to appear on the SAT.

Even if you don't have time to learn all these words and wordparts, you can significantly improve your vocabulary by learning just40 new prefixes and roots and the most commonly tested words.




Studyquide for the SAT Vocabulary: 192 Words You Need to Know

The Golden Dozen

1. aesthetic — appealing to the sense of beauty Some cell phones are designed more for their aesthetic appeal than for their functionality.

2. eclectic — choosing from a variety of sources

A person with eclectic taste in music would like Joss Stone, Alicia Keys, Shania Twain,and Mozart.

3. enigma — a puzzle; a riddle Mona Lisa's enigmatic smilehas puzzled art lovers for centuries.

4. anomalous — deviating from a general rule; out of place; incongruous In the movie Legally Blonde, Elle originally stands out because she is an anomaly amongthe students enrolled at Harvard Law School.

5. caustic; vitriolic — biting; stinging; cutting; scathing Simon is famous for hiscaustic and vitriolic criticism of "American Idol" contestants.

6. paradox — a seemingly contradictory statement that nonethelessexpresses a truth In their song "Tearin' Up My Heart," the boys from *NSYNC express a classic paradox:"It's tearin' up my heart when I'm with you. But when we are apart, I feel it too."

7. reprimand; castigate — to scold sharply In the movie Billy Madison, Ms. Vaughncastigates Billy for making fun of a third- grade student who was having trouble reading.

8. alleviate; mitigate; mollify; assuage — to relieve; to lessen Do you ever take Aleve to alleviate a headache?

9. tirade; diatribe — sharp criticism; bitter speech In the movie The Nutty Professor, Dean Richmond is livid and launches into a lengthydiatribe at Professor Klump for alienating the college's wealthy donors.

10. insightful; discerning; perspicacious — very perceptive; astute; penetrating InStar Wars: The Phantom Menace, Yoda is perspicacious when he perceives that young

Anakin Skywalker has a dark side that could transform him into the villainous DarthVader.

11. laud; extol; acclaim — to praise "Everwood" is lauded bymany as one of the top television shows.

12. brusque; curt — blunt in manner or speech, often to the point of being rude On the show "The Apprentice," Donald Trump is curt and even brusque when he tells eachweek's losing apprentice, "YOU'RE FIRED!"



Stud uide for the SAT Vocabular : 192 Words You Need to Know


You Meet the Most Interesting People on the SAT

13. stalwart — a loyal follower or adherent A stalwart shows great loyalty. The Trojan armies were stalwart supporters of Prince Hector in Troy. But many female viewers preferred to be stalwart supporters of the Greek

hero Achilles (Brad Pitt)!14. connoisseur — an expert; authority In the movie Legally

Blonde, Elle is a connoisseur of high fashion.

15. sage — a person who is known for his/her wisdom; a wise person InStar Wars Yoda is a perspicacious sage who is known for his wisdom.

16. anarchist — a person who opposes laws and government An anarchist therefore opposes order. Sacco and Vanzetti were two very famousanarchists who were executed because of their alleged terrorist acts.

17. prodigy — a person with great talent; a young genius Prince, Doogie Howser MD and U.S. swimming sensation Michael Phelps are allprodigies. Several of the fifth graders in the School of Rock were musical prodigies.

18. itinerant; vagabond — both are people who wander Do you remember these lyrics from The Lion King?

And can you feel the love tonight? It is where we are It's enough for this wide-eyed wandererThat we got this far

And can you feel the love tonight How it's laid to rest? It's enough to make kings and vagabonds Believe the very best

19. automaton — a person who is devoid of feeling or acts in a mechanical way Many ofthe Nazis who committed genocide during the Holocaust behaved like unthinkingautomatons.

20. swindler — a person who elicits trust and then betrays that trust; a con man or con woman;someone who defrauds

In the movie Thelma and Louise, Brad Pitt plays the character of swindler JD., whobefriends the women and then steals their money.

21. mentor — an advisor; teacher; guideObi-Wan Kenobi was Luke Skywalker's mentor as Luke became a Jedi knight. In MeanGirls, Regina George was supposedly a mentor who showed Cady how to dress and actlike a Plastic.





22. virtuoso — a person with great artistic talent A virtuoso is very skilled. Everyone agrees that Michelangelo's Sistine Chapel ceiling isthe work of a virtuoso.

23. devotee — an ardent follower, supporter, or enthusiast In School of Rock, Dewey Finn was an ardent, passionate devotee of rock music.

24 boor — a person who is rude and insensitive A boor lacks refinement and civility. In the movie Animal House Bluto was such a boorthat one person described him as a P-I-G pig!

25. recluse — a person who leads a secluded or solitary life; a hermitShrek was a recluse who preferred to live alone.

26. pragmatist — a person who is practical and thus not given to flights of fancy Apragmatic senior should always have a "safety school" when applying to college.

27. neophyte; novice; greenhorn — a beginnerCody Banks was a neophyte secret agent. Patch Adams was a neophyte intern when he

began using humor as a way to help his patients.

28. skeptic — a person who has doubts A skeptic asks questions and lacks faith. In the movie Men in Black, Edwards wasoriginally a skeptic, who did not believe that aliens were living in New York City. In themovie Bruce Almighty, Bruce was originally skeptical that the man he met really wasGod.

29. iconoclast — literally someone who smashes icons or established images An iconoclast opposes tradition. Eminem's fans argue that he is an iconoclastwho has made fun of pop icons such as Carson Daly, Britney Spears, and

Moby.

30. charlatan — a fake; fraud; cheat In The Wizard of Oz, the Wizard turnsout to be a charlatan, not a real wizard.

31. pundit — an authority who expresses his/her opinions on topics Political pundits are already making their predictions about the next presidentialelection.

32. sycophant — a person who tries to win favor by flattery In"The Simpsons" Smithers is a sycophant who uses flattery to

gain influence with Mr. Burns.





"Lack of Words

33. ambivalent — lacking conviction (strong belief) because of mixed feelings In themovie Gladiator, Emperor Commodus is ambivalent about giving the order to kill Maximusin the Coliseum. He wants to eliminate a rival, but he also wants to please the crowd.

34. paltry —

of little value; trifling, and therefore lacking significance Theconvicted criminal's paltry apology did little to lessen his victim's pain.

35. ambiguous — unclear; not certainThe meaning of Juliet's line "Wherefore art thou Romeo?" is ambiguous to students whodo not know that "wherefore" means "why." She is asking, "Why are you Romeo?"(enemy of her family), not "Where are you, Romeo?"

36. incoherent — lacking organization Remember Cher's incoherent speech at the beginning of the movie Clueless? She startsout talking about Haitian immigrants and then abruptly changes the topic to her father'sbirthday party.

37. disinterested — neutral and thus lacking a bias Although Judge Judy often becomes irritated with the guests on her show, she remainsdisin terested when it comes to looking at the facts and handing down a judgment.

38. merciless; ruthless — cruel and therefore lacking in compassion In the movie Shrek, Lord Farquaad is a merciless tyrant who threatens to eat theGingerbread Mans gumdrop buttons.

39. callous — lacking sensitivity, concern and solicitude Dennis Hopper plays callous bomber Howard Payne in the movie Speed.

40. lethargic; anemic; languid; slothful — lacking in energy, vitality, and vigorVideo games such as Dance Dance Revolution are a good way to get lethargic individualsoff the couch and exercising while having fun at the same time.

41. disdain — lack of respect; contempt Napoleon Dynamite feels disdain for his lazy Uncle Rico and threatens to call the policeto have him arrested. Uncle Rico tells him, "Well then do it! Go on!" Napoleon replies,"Maybe I will. GOSH!"

42. impulsive; impetuous; precipitous — acting in a rash, hasty manner without fullyconsidering the consequences

In the movie Pirates of the Caribbean, Captain Jack Sparrow repeatedly urges Will to stopbeing so impulsive and wait for the opportune moment. In the movie Finding Nemo, Nemoimpulsively swims out into the ocean toward the diving ship.

43. intrepid; dauntless — brave and therefore lacking fear In Pirates of the Caribbean: the Curse of the Black Pearl, the British ship is named theDauntless. Spider-Man is intrepid in Spider-Man 2 when he places himself between anou



t-of-control train and the end of the tracks.





44. precarious — lacking stability In the movie Dirty Dancing, Baby balances precariously on a log as she learns how todance.

45. superficial — shallow and therefore lacking in depthThe movie Shallow Hal could have been called " Superf icial Hal" because at first he

judged people solely on physical appearance.46. diffident — lacking self-confidence

Both Alex (Flashdance) and Sarah (Save the Last Dance) were originally diffident abouttheir dancing abilities.

47. sophomoric; callow — immature and therefore lacking maturity or sophistication In the movie Billy Madison, Adam Sandler plays a character who is initially verysophomoric and callow. And in Mall Rats, Holden's girlfriend calls him " callow" in aletter breaking their relationship. But Holden thinks " callow" is a compliment until a

friend tells him "Dude, callow is not good!"

48. extravagant — excessive and therefore lacking restraint In Home Alone 2, Kevin's father thinks Kevin's $967 hotel room service bill isextravagant

49. apathetic — showing little or no feeling or emotion; spiritless; lacking emotion Inthe movie The Wizard of Oz, the apathetic Tin Man joins Dorothy and the Scarecrow inhopes that the Wizard will give him a heart.

50. erratic - lacking consistency Be sure to give plenty of space to drivers who are driving erratically and not payingattention to the road.

51. trite, cliché — commonplace; ordinary and therefore lacking originality; humdrumStudents should use fresh, original sentences in their writing instead of triteexpressions such as "as pretty as a picture."





The Mighty Prefix De- (De is going down!)

52. denounce — to put down by condemning or criticizing The student councildenounced the decision to close the campus at lunchtime.

53. decry — to criticize; denounce; condemnThe mayor decried the deplorable living conditions of the citizens on theoutskirts of town.

54. depreciate — to go down in value In a bear market, stocks depreciate.

55. despondent; dejected; depressed — all mean feeling very down and discouraged In the movie The Lion King Simba is despondent when he is unable to save his father.

56. deleterious — things are going down in the sense of being harmful, hurtful and detrimentalSmoking cigarettes is deleterious to your health.

Be- (Really Important Prefix)

57. belittle — to make someone feel really little; to put someone down; to disparageSimon often belittles contestants on "American Idol" if they sing poorly.

58. belie — to lie in the sense of contradicting In the movie 10 Things I Hate About You, the words in Kat's poem actually belie her true feelings about Patrick





Law and Order

59. plausible — believable; credible Although the plot of Jurassic Park may seem unlikely at first, author MichaelCrichton makes the story sound plausible by explaining how dinosaur DNA could beextracted from amber.

60. incorrigible — incapable of being reformed Bart Simpson is an incorrigible rascal.

61. defamation — an abusive attack on a person's reputation Hollywood stars sue for defamation not as a means of making money but to clear theirnames in the press and punish the tabloids that print the incorrect information.

62. innuendo — a veiled hint or insinuation, especially a negative reflection on a person's character or reputationThe gossip column was filled with innuendo about famous actors.

63. travesty — a miscarriage of justice; a distortion of proper procedureWhen the judge dismissed the case against the obviously guilty defendant, thetownspeople called it a travesty.

64. exculpate; exonerate -- both mean to free from blame; to declare innocent Inthe movie My Cousin Vinny, Marisa Tomei's character, Lisa, uses her expertautomotive knowledge on the witness stand to exonerate the two youths.

65. fabricate — to make up or invent a story Dr. Doolittle's family thought he had fabricated the story about being able to talkto animals.

66. unprecedented — without previous example Lance Armstrong has wonthe Tour de France an unprecedented seven times.

67. immaterial — of no importance; irrelevant and therefore lacking significance Her testimony was immaterial and was, therefore, not admitted into evidence.

68. incontrovertible — not open to question; indisputableThe videotape of the robbery provided incontrovertible evidence against the suspect — hewas obviously guilty.





Degree

69. adept — very skillful; adroitCoach Bombay's innovative teaching techniques helped the Mighty Ducksbecome more adept at playing hockey.

70. arduous — very difficult to accomplish Harry Potter has the arduous task of defeating a dragon in Harry Potter and theGoblet of Fire.

71. empathetic — very compassionate; very sympathetic In the movie Freaky Friday, Tess and Anna learn to be empathetic when they are forced towalk in one another's shoes, ultimately gaining respect and understanding for the other's

point of view.

72. assiduous — very diligent; very persistent You

should assiduously study each word on this list.73. furtive; clandestine — very secretive; very stealthy

On "Survivor," contestants make clandestine plans to sabotage oneanother in order to get others voted off the show.

74. contemplative — very thoughtful; meditative; pensive Hamletis contemplative as he tries to decide if his life is worth living.

75. trepidation — great fear Dorothy and her friends are filled with trepidation as theyapproach the Wizard of Oz.

76. destitute — very poor; indigent In the movie Trading Places, Eddie Murphy plays a character who is originallydestitute but becomes wealthy.

77. distraught; inconsolable — very distressed; very worried Marlin is distraught when Nemo is captured by a diver.

78. despicable — vile; very contemptible The Green Goblin is adespicable villain who commits horrible crimes.

79. exasperated — very irritated; very annoyed Avril Lavigne is exasperated with her boyfriend when she demands to know whyhe is making things so complicated.

80. ecstatic; exuberant; elated; euphoric — feeling great happiness Contestantsare usually ecstatic when they see the results of their extreme home makeover.

81. garish — excessively vivid in colorTelevision home makeover shows do an excellent job of turning garish, tackyrooms into tastefully decorated living spaces.





82. ostentatious — fond of conspicuous display; pompous; pretentious Someostentatious celebrities try to attract attention with their glittering jewels and

flashy cars.

83. vigilant — very watchful The officers aboardthe Titanic were not vigilant

84. prodigious — very large; vast; hugeThe earthquake triggered a tsunami that sent prodigious waves across theisland.

85. munificent — very generous Oprah is known for bestowing munificent gifts onmembers of her studio audience.

86. parsimonious — very stingy; miserly Microsoft founder Bill Gates and his wife Melinda are NOT parsimonious. They donatemillions of dollars every year in an effort to improve health and education around the

world.

87. convivial — fond of social interaction In Renoir's famous painting Luncheon of the Boating Party, the convivial host and his guests are enjoying a pleasant afternoon lunch.

88. affable — friendly The hostess was the life of the partybecause she was so affable.

89. sanguine — very optimistic; hopeful President Reagan wasrenowned for his sanguine outlook on life.

90. unctuous — too smooth; too suave and thus giving a false sense of earnestness Inthe movie School of Rock, the unctuous Dewey Finn tries to persuade his principal to

give him permission to take his class on a 'field trip."

91. sanctimonious — making a show of being devout and thus giving a sense of falsepiousness

A sanctimonious person comes across as being "holier than thou." In School of Rock, Patty (Ned's wife) is a sanctimonious busybody, who reveals Dewey's true identity.

92. lucrative — very profitable Both the Spider-Man 2 and

Shrek 2 franchises are lucrative.

93. scrutinize — to very closely or very carefully examine a person or thingOn Oscar night, the press loves to scrutinize outfits of stars such as Nicole Kidman, Halle

Berry, and Jennifer Lopez as they walk the red carpet.

94. irate; livid — showing great anger and rage In the movie Mean Girls, the junior girls at North Shore High School are livid when theyread what the Plastics said about them in the "Burn Book."





95. circumspect — very cautious; very careful; prudent A circumspect person looks before leaping.

History and Geography

96. repudiate —

to reject; disavowThe Hollywood couple repudiated claims in the press that their marriage was over;however, a month later they filed for divorce.

97. anachronism — a person or event that is chronologically in the wrong timeThe Back to the Future movies contain a number of amusing anachronisms.

98. accord — an agreement In the movie Pirates of the Caribbean: The Curse of the Black Pearl, Captain JackSparrow and Will reach an accord: Will agrees to free Sparrow and Sparrow will helpWill find Elizabeth.

99. capitulate — to surrender; to give up In her defiant song"White Flag," Dido refuses to capitulate:

Well, I will go down with this ship And I won't put my hands up and surrenderThere will be no white flag above my door

I'm in love and always will be

100. enlighten — to inform; instruct; illuminate and thus remove ignoranceWriters such as Voltaire enlightened European society by urging people to use scienceand reason instead of blindly following their prejudices.

101. appeasement — giving in to someone's demands Great Britainand France appeased Hitler at the Munich Conference.

102. stipulate — to specify; set forth The contract with the decorator stipulatesthe maximum amount he can charge.

103. pretext — an excuse; an alleged reason In Dr. Seuss' book The Cat in the Hat Comes Back, the Cat talks his way into thechildren's house under the pretext that he would like to come in to get out of the

snow.

104. watershed — a turning point; an event that is of critical importance President Truman's decision to drop the atomic bomb was a watershed event in 20thcentury history.

105. autonomy — self-rule; independence In the movie Men in Black, the MIB isan autonomous government organization.





106. manifesto — a public declaration of beliefs Published in 1848, the Communist Manifesto publicly declared the radical economicbeliefs of Karl Marx and Friedrich Engels.

107. dovish — favoring peace

During the Vietnam War, America was divided between Hawks who supported the warand Doves who opposed it.

108. enfranchise — to grant voting rights The Voting Rights Actof 1965 enfranchised African-Americans.

109. potentate — any powerful ruler; sovereign Hitler was a brutal potentate.

Science

110. astral; celestial — pertaining to the starsThe Hubble Telescope enables astronomers to view celestial bodies over 12 billion light

years away.

111. arboreal — pertaining to treesArbor Day is tree appreciation day.

112. catalyst — an agent that provokes or speeds significant change or actionGasoline can act as a catalyst for spreading fire.

113. osmosis —

movement of a solvent through a semipermeable membraneOsmosis is a process of gradual absorption. It would be easy if students could learn SATvocabulary words through osmosis instead of diligent studying.

114. synthesis; amalgam; conglomeration — combination or fusion of different elementsThe scientist synthesized the new medication in the laboratory.

115. hermet ic — a i r t ight Be sure to create a hermetic sealwhen storing food in the freezer.

116. indigenous — native to an area

Cardinals are indigenous to the East Coast. The buffalo is indigenous to the Great Plains.

117. archipelago — a chain of islands Hawaii is an archipelago.

118. rivulet — a small stream Several rivulets feed into the Potomac River.





Language Arts

119. anthology — a collection of poems and storiesYour literature textbook is an anthology.

120.

epilogue —

a closing section added to a novel or play

A writer may use an epilogue to provide additional information about whathappens to the characters after the end of the story.

121. prologue — an introductory section added to a poem, novel, or story In theprologue to Romeo and Juliet, the chorus introduces the story of the star- crossedlovers.

122. satire — a literary work that ridicules and derides human vices and weaknesses Authors use satire to make fun of situations they feel are unjust.

123. vignette; anecdote

— short story; brief sketch

Earl Woods tells an anecdote about the time he unstrapped his ten-month-old son Tiger from his high chair. Tiger then toddled over to a putter, picked it up, andhit a ball into a net.

124. epic — a lengthy story about the heroic deeds of a legendary heroCompared with Homer's epic poem The Iliad, Wolfgang Petersen's movie Troy seems tobe more like a vignette.

125. farce — a humorous, comical show; a comedyThe Monty Python movies are excellent examples of farce because they use satire andimprobable situations.

126. raconteur — a person skilled at telling a story Homerwas a blind poet who was a renowned raconteur.

127. memoir — an autobiography; personal journal BillClinton's memoir has had record-breaking sales.





The Toughest Words on the SAT

128. indefatigable; unflagging — tireless You must be indefatigable andunflagging as you prepare for the upcoming SAT.

129. indomitable — invincible; incapable of being conquered

You must have an indomitable will as you take the SAT.

130. vacillate — to waver; hesitate; swing back and forth; be indecisive Hamletvacillates over which course of action to follow: "To be, or not to be."

131. hubris — exaggerated pride; arrogance In Greek tragedy, hubris is often the hero's tragic flaw, which causes hisdownfall.

132. excoriate — to denounce scathingly In the movie The Nutty Professor, Dean Richmond excoriates Professor Klump foralienating all of the college's wealthy donors.

133. innocuous — harmless; inoffensive In The Wizard of Oz we learn that water is innocuous to scarecrows but toxic to wickedwitches.

134. capricious; mercurial — very changeable; fickle; constantly shifting moods Marie knew she could not depend on her capricious little sister because sheconstantly changed her mind.

135. supplant — to take the place of Happy Gilmore supplants Shooter McGavinas the biggest star on the golf tour.

136. laconic; succinct — very brief; concise In the poem "The Raven" by Edgar Allan Poe, the raven gives a laconic one-wordanswer, "Nevermore," to all of the narrator's questions.

137. ubiquitous — present everywhere at once; omnipresent; prevalent; widespreadThe popularity of portable digital music has made the iPod ubiquitous.

138. archaic — obsolete; old-fashioned; out-of-date and thus not "in," "with it," orcontemporary

The students felt that their school's dress code was archaic and outdated.

139. reciprocal — shared and expressed by both sides; mutual In the movie Rush Hour, Carter shows Lee how to move with the music. Lee thenreciprocates by showing Carter some new karate moves.

140. alacrity — great speed; promptness In the movie The Waterboy, Bobby is eager to help the team and responds withalacrity to the coach's invitation to play.





141. implacable — incapable of being appeased In the movie Rocky III, Rocky and Clubber Lang are implacable enemies.

142. grandiloquent — using lofty, pompous languageThe Munchkin mayor made a grandiloquent speech when he welcomed Dorothy andthanked her for killing the Wicked Witch.

143. motley — very different; very heterogeneousThe variety of outfits worn by the Continental Army soldiers gave them a motleyappearance compared with the British soldiers, who dressed uniformly.

144. juxtapose — to place side by side In television makeover shows, before-and-after pictures are juxtaposed tohighlight the dramatic changes.

145. arcane — obscure; mysterious; esoteric Shania Twain sings about beingunimpressed with men who bore her with arcane facts.

146. cosmopolitan — very worldly; sophisticatedConstantinople was a very cosmopolitan city as a result of its location at thecrossroads of trade.

147. ineffable — incapable of being put into words; indescribable In the movie Jerry McGuire, Rod's feelings are ineffable when he finds out that he has justbeen offered an $11.2 million contract.

148. inundate — to fill with water; floodThe flood waters from Hurricane Katrina inundated many communities. (It can also meanto overwhelm or saturate.) The visiting astronaut was inundated with speakinginvitations. The students were inundated with homework

149. rudimentary — basic; elementary Harry Potter learns that levitationis one of a wizard's rudimentary skills.

150. atone — to make amends; make up for Patrick atones for hurting Kat in the movie 10 Things I Hate About You by buying her a guitar.

151. machinations — crafty schemes In the movie The Lion King Simba is at first unaware of Scar's evil machinations to getrid of Mufasa and make himself king.

152. quandary — a dilemma; predicamentSpider-Man finds himself in a quandary: should he save the woman he loves or the tram

filled with innocent children?

153. pernicious — very injurious; destructive; deadly Doctorswere able to discover the cause of the pernicious disease.





154. prevaricate — to lie In the movie Pirates of the Caribbean: The Curse of the Black Pearl, Will thinks Jack isprevaricating when he tells him that Will's father was a pirate.

155. quagmire — a difficult, precarious position; a predicament In the movie Orange County, Shaun finds himself in a quagmire when he isn't accepted at

Stanford because his counselor sent in the wrong transcript and he has not applied to any"safety schools.

156. synergy — the positive energy that results when two different elements arecombined

There was surprising synergy when Aerosmith and Run DMC combined to perform the song "Walk This Way."

157. eschew — to abstain from; avoid; engage in abstinence People onthe Atkins diet eschew foods high in carbohydrates.

158. scintillating — sparkling; dazzling; brilliant Melissa Etheridge gave a scintillating rendition of Janis Joplin's classic "Piece of My Heart" at the Grammy Awards show.

159. pejorative — belittling; disparaging; putting someone down Jay Leno often makes pejorative remarks about politicians in his openingmonologue on "The Tonight Show."

160. maxim — a short, concise wise sayingThe maxim "Don't put off until tomorrow what you can do today" is good advice forthose studying for the SAT!

161. consensus — a general agreement After much discussion, the members of the senior class advisory committeereached a consensus on the location of the Senior Ball.

162. contrite; penitent — expressing remorse, regret, sorrow for misdeeds Although Denise said she was sorry, she did not act contrite.

163. heinous — hatefully evil; abominable In the movie The Patriot, the British officer commits a heinous act when he burns downthe church.

164. excise; expurgate — to remove; delete; censureThe producer excised three scenes from his movie in order to receive a PG-13rating.

165. futile — doomed to failure and therefore pointless In "Star Trek" the Borg always announced, "Resistance is futile" before conquering anew planet.

ll





166. aplomb — poise; confidence; self-assurance Kelly, Reuben, and Clay all became American Idols because they had talent and performed with aplomb.

167. paradigm — a model of thought In the geocentric paradigm, the earth is the center of the solar system. But in the

heliocentric paradigm, the sun is the center of the solar system.

168. innate — inborn; present at birth Linguists believe that humanshave an innate ability to learn language.

169. penchant — a preference or liking The people of Belgium have a penchant for chocolate.

170. inured — to become accustomed to accept something undesirableThe pioneers became inured to the hardships of living on the frontier.

171. venerate; revere — to hold in high esteem; respect; honor In the movie Hitch, Albert venerates Will Smith's character, Alex, because Alexteaches him how to win the affection of the rich and beautiful Allegra.

172. enthralled — fascinated; spellboundThe audience was enthralled with the special effects in the movie The Lord of the Rings:The Return of the King.

173. subtle — slight; delicate; elusiveThere is a big difference between a drastic change which most people willoppose and a subtle change which most people will barely notice.

174. sumptuous; ornate — very splendid; luxurious; magnificentShrek and Fiona eat a sumptuous meal at her parents' royal palace. The Hall of Mirrorsis the most ornate room in the Versailles Palace.

175. cathartic — emotionally cleansing In the movie Mean Girls, the teachers encouraged the junior girls to do a catharticexercise to release their negative feelings toward one another.

176. chicanery; disingenuousness — trickery; fraud; deception Napoleon Dynamite's dishonest Uncle Rico uses chicanery to sell his defective products.

177. premonition — a forewarning; hunch; feeling ahead of an event Inthe movie Star Wars, Leia has a premonition that Luke is in danger.

178. provocative — thought provokingThe teacher wrote the senator's provocative statement on the board in order to start aclass discussion.

179. vilify — to denounce; defame; turn into a villain Darth Vader isv i

l





ified by the Rebel Alliance in the Star Wars movies.

180. magisterial — learned and authoritative In the Harry Potter books, Dumbledore serves as the magisterial headmaster of Hogwarts.

181. oblivious —

unaware In the movie Freaky Friday, Ryan is oblivious to the fact that mom Tess and daughter Anna have switched bodies.

182. obstinate; adamant; obdurate — very stubborn In the movie 10 Things I Hate About You, a remake of Shakespeare's play The Taming ofthe Shrew, Julia Stiles plays the bitter, obstinate Katarina.

183. incessant — constant; continuous; unceasingOn road trips young children often drive their parents crazy by incessantly asking, "Arewe there yet?"

184. cajole; coerce — to coax or entice someone into doing somethingSpongeBob always tries to cajole Squidward into going jellyfishing.

185. pedestrian — commonplace; ordinary Critics blasted the new play,calling it pedestrian and undistinguished.

186. improvised; impromptu — done on the spur of the moment without preparation In the beginning of School of Rock, Dewey's lessons were all improvised; theylacked preparation.

187.

palpable; tangible —

capable of being perceivedThere was a palpable air of excitement as Olympic swimming fans awaited the showdownbetween Michael "The Shark" Phelps and the Australian "Thorpedo" Ian Thorpe.

188. vituperation; invective — verbal abuse; a tongue-lashing; severe scolding Her simple mistake hardly merited such vituperation.

189. tenet — an article of faith; a beliefCharity is a tenet of many religions.

190. inexorable — relentless; unstoppable Gollum has an inexorable desire to regain

the ring in The Lord of the Rings trilogy.191. equanimity — evenness of mind, especially under stress

Driving instructors must handle their jobs with equanimity if they are to survive the stressof teaching young people to drive.

192. ameliorate — to make better; improve In the movie Remember the Titans, Denzel Washington's character, Coach Boone, workshard to ameliorate the poor relationship that exists between the players on his footballteam.



Stud uide for the SAT Prefixes


PREFIX: The Mighty DE:

a big disaster, things really go down the tubes,a fiascoto criticize, denounce, condemn,

to put someone or something downto tear down, destroy, razeto exhaust, when the supply of something is depletedit goes down

wretched, awful, miserable. The destitute family lived in a deplorable slum.to go down in value.to belittle, to say unfavorable things about someonefeeling very down, discouragedto go down in the sense of being empty,lacking content, as the play was utterly devoid

of value and meaning

PREFIX: the Big E

eccentricelusiveeminent

exorbitantexpoundextricateextrovert

off center, a bit odd, weird, peculiarout of reach, hard to catch, evasiveoutstanding, illustrious, very prominent,notableliterally out of orbit, hence unreasonableto elaborate, to explain in great detailto get out of an entanglement or difficulty

an outgoing personPREFIX: MIS (wrong/bad)

misanthrope a person who hates or distrusts mankindmiscreant one who behaves criminally, an evildoer, a malefactormisnomer wrong name

PREFIX: BENE (good/well)

benediction a blessingbenefactor

one who has given help, especially financialbenevolent inclined to do good, kindbenign good natured, kindly, favorable, not malignant

debacle

decry

demolishdeplete

deplorable

depreciatederogatorydespondentdevoid





PREFIX: UN (not)

unfazed,unfetteredunflappable

unfoundedunorthodoxunparalleledunremittingunscathedunsubstantiated,untenableunwarranted

calm, not disturbed not easily upset, calmfree from restraints, liberatedcalm, not disturbed not easily upset, calm

groundless, without substance, falsenot following established ways of thinkinghaving no parallel, unequaledunrelieved, relentless, ceaselessunhurt, unharmednot proven, lacking justificationnot able to be defendednot proven, lacking justification

PREFIX: AB (away from/off)

abdicateaberrationabhoramorphousanarchy

to give up, resigna departure from what is normal or typicaltodislike intensely, loathe, despisehaving no form or shapehaving no government, chaotic

PREFIX: A (no,not)

anomaly something that does not follow the normatheist aperson who does not believe in God

PREFIX: RE (back,again)

redundantrefurbishrejuvenaterepatriateresilientrevitalizerevoke

repetitiveto make new again, renovateto make young againto return to one's country of originable to bounce back from adversity or changeto give new life toto take back

PREFIX: AMI (friend)

amicable, amity, pleasant, friendly, peacefulamiable affable





PREFIX: SUPER (above)

supercilious believing oneself to be above others, arrogant, haughtysupersede replace, take the place of

PREFIX: MAL (bad)

malefactormaledictionmalevolentmaliciousmalignant

an evildoer or criminala curse

wishing evil or harm to otherscausing pain, injury, or distress to anotherhaving an evil influence, very harmful

PREFIX: IN/IM (not)

inauspiciousincorporealincorrigibleindefatigableimmutableimpartialimpiousinsatiableintrepidinviolable

not favorable without material form or substanceincapable of being reformedincapable of being fatigued, having great staminaunchangingunbiased, treating all equallylacking reverence, disrespectfulincapable of being satisfiedhaving no fear, dauntlesssecure and thus unable to be violated

Other Common Prefixes

ad-ante-anti-aqu-auto-bi-circum-con-

contra-dis-en-fin-gen-hypo-

to, towardbeforeagainst

waterselftwoaround

with, togetheragainstnot, apartinend, limitbirth, kind, originunder, beneath, less than

admit, adjoinantediluvian, antedateantibiotic, antifreezeaquarium, aqueductautocrat, autographbisect, bipartisancircumlocution, circumspectconvene, convention

contradict, contrabanddischarge, disarmengulf, endanger, enfeeblefinal, indefinitegeneration, genderhypodermic, hypocrite



inter- between interdisciplinary, intercedemono- one monorail, monologueneo- new neoclassic, neolithicnon- not nondescript, nonbeliever

para- beside, beyond parallel, paradox

poly- many polygon, polysyllabic post- after, behind postwar, postscript pre- before preclude, precedent pro- before, forward, progress, pronoun, prognosis

acting forretro- backward retroactive, retrorocketsemi- half, partly semicircle, semiprecioussub- under subhuman, subordinatetrans- across, beyond transcontinental, transporttd- three triathlon, trimesterultra- beyond ultraviolet, ultrasound

uni- one unicycle, universe



Common Suffixes

-able, -ible-al, -ial

-ance, -ence-ant

-ary-ate-en-er -ful -ic

-ion, -tion,

-ation-ity, -ty-ive-less-ly

-ment-ness

-ous, -ose- y

capablelike, having nature of,act of

act, qualitybeingstate of beingrelating toto cause to becomelittle, made ofdoer, makerfull ofdealing with, caused by,showing, person or thing

act or state of being

state or quality of beingrelating to

withoutused to form adverbsfrom adjectivesresult, actionquality,condition of beingabounding infull of, containing

comfortable, ediblerefusal, congenial

subsistence, existence, defianceattendant, servant

temporary, legendaryinvalidate, sublimatekitten, earthen, goldenbatter, logger, complainerboastful, cheerfulphotographic, symphonic, manic, heretic

subtraction, addition, valuation

activity, entitylegislative, communicativeguiltless, sugarlessabstractly, slowly

improvement, pavementpreparedness, willingness

voluminous, verbose

soupy, sticky



Studyguide for the SAT Roots


ROOT: FID (faith) perfidious treacherous, untrustworthydiffident lacking faith in oneself, lacking confidencefidelity, infidelity faithfulness, unfaithfulnessROOT: FLU (flow)

affluent flowing abundantly, wealthyconfluence to flow together, convergesuperfluous flowing above, hence exceeding what is necessaryROOT: CHRON (time)anachronism something that is not happening in its proper timechronological arranged in the order of occurrencesynchronize to occur at the same time, simultaneousROOT:GREG(group/people)gregarious enjoying the company of groups, affablesegregate to separate into different groupsegregious outside of the group, outstandingly bad

ROOT: LUC (light)

elucidate to make clear, clarifylucid clear, readily understood

pellucid very clear, transparenttranslucent permitting the passage of lightROOT: ACRI/ACER(yery sharp)acrid unpleasantly pungent in taste or odoracrimonious full of spite, bitter, nastyacuity keenness of perceptionacumen mental sharpnessacute sharp, very keenexacerbate to sharpen or aggravate, inflame

ROOT: PUG (fist, fight)impugn to challenge the accuracy or honesty of something

pugnacious combative, quick to fightrepugnant offensive, very distasteful, repulsiveROOT:PLAC (calm)

placid outwardly calm, composedcomplacent so calm as to be self-satisfied, smug

implacable incapable of being calmed, relentless placate to calm, appeaseROOT:PATHOS(feeling)antipathy feeling against someone or something, dislikeempathy feeling the same thing as someone else



ROOT: SPEC/SPIC (see)specious seemingly fair or true, but actually not so,

deceptivecircumspect taking a look around, cautious

perspicacity keen vision, perceptive, astuteness

Other Common Roots

aud, auditbrevcreddemducerrgram

loc, loqunovorth

ped

phil phon primscribsecut, sequten

tract ver

vita

hearshort, briefbelief, trustpeopleto lead

wander, stray write, writing

talk, speechnew

straight, correctfoot

like, lovesoundfirst, early

writefollowhold

draw, pulltruelife

auditorium, audiblebrevity, abbreviationcredibility, incredibledemocracy, demagogueinduct, conducterratic, aberrationtelegram, grammatical

locution, colloquialnovel, noviceorthopedic, orthodoxpedestrian, pedal

philanthropy, philosophyphonograph, telephoneprimary, primitivescribble, inscribesequential, persecutetenacious, tenant, tenuretractor, distraction

verify, verisimilitude vital, vitamin




Wr iting L esson #1Grammar Usage and M echanics









Studyguide for the SATSkiII Review: Grammar Usage and Mechanics


GRAMMAR, USAGE, AND MECHANICS

These are the principal ways the SAT tests to see if you can recognize whensentences are grammatically correct:

Verb TenseSubject-Verb AgreementNoun/Pronoun AgreementPronoun Reference

AmbiguousReference

Adjective/Adverb conventionPossessiveForm DoubleNegativeDiction

Incorrect Verb Tense

You will see two types of errors in verb tense on theSAT. One type is the incorrect verb tense in a sentence.

Incorrect: The boys were ask to play. (Since the auxiliary verb "were" is in the past tense, "ask" should also be in the pasttense.)Correct: The boys were asked to play.

Incorrect: Construction of a new school was began yesterday. (The pastparticiple of "begin" is "begun," not "began.")Correct: Construction of a new school was begun yesterday.

The other type is a shift in verb tense.

Examples:Incorrect: Sheila constantly loses her keys and thenasked me to drive her home. ("loses" is in the present tense, but"asked" is in the past tense.)Correct: Sheila constantly loses her keys and thenasks me to drive her home. (Both verbs are in thepresent tense.)

Incorrect: He came to Las Vegas andplays the slotmachines ("came" is in the past tense, but "plays" is in thepresent tense.)Correct: He came to Las Vegas andpkyzl the slot

Review Time





machines (Both verbs are in the past tense.)





Practice Exercise:Choose the correct sentence.

Question 1.(A) I would not have called if I had knew you were sleeping.(B) I would not have called if I had known you were sleeping.

The answer is B. The past participle of "know" is "known."

Question 2.(A) At the end of the play, the entire

cast comes onstage and takes abow.

(B) At the end of the play, the entirecast comes onstage and will take abow.

The answer is A. Like "comes," it is in the present tense.

Pronoun Shifts

This type of error occurs when pronouns shift from one form toanother.

Here are some examples:

If you want a good reading score on your SAT, one

should read more books. (Incorrect)If you want a good reading score on your SAT, youshould read more books. (Correct)

Senior citizens like the governor's style of campaigning, butyounger voters have no opinion of him. (Incorrect)Senior citizens like the governor's style of campaigning, butyounger voters have no opinion of it. (Correct)

The pronoun "it" refers to the governor's style not the governor.

Subject-Verb Agreement

The verb must agree with the subject in number. The test writers often put a phrase between the subject and the verb to try to throw you off.

Example:Incorrect: The dog, along with several cats, werechasing cars. (The subject of the sentence, "dog" is singular andneeds a singular verb.)

Correct: The dog, along with several cats, was chasing cars.








Question 1.(A) The legislature will hold their

fmal session tomorrow.

(B) The legislature will hold its fmalsession tomorrow.

The answer is B. The antecedent "legislature" is singular and needs asingular pronoun.

Question 2.(A) Each player must buy their own uniform.(B) Each player must buy her own uniform.

The answer is B. The antecedent "player" is singular and needs asingular pronoun.

If a singular noun refers to people of both genders, use "his or her,"never "their."

Example:Each player must buy his or her own uniform.

Pronoun Reference

A pronoun must be in the correct case. The most common type of

pronoun case error is the use of the subjective case when the objectivecaseis needed.

Examples:

Incorrect: Let's keep this between you and I. (The pronounsare objects of the preposition "between," and they should be in theobjective case. However, "I" is in the subjective case.)Correct: Let's keep this between you and me.

Incorrect: No one knows about it except you and she. (The pronouns are objects of the preposition "except," and they should be in the objective case. However, "she" is in the subjectivecase.) Correct: No one knows about it except you and her.





Note that the pronoun "you" has the same form in the subjectivecase and in the objective case.

Sometimes an error will appear as a pronoun in the subjective casein front of a gerund. The pronoun should be in the possessive case.

Example:Incorrect: She winning the lottery was a great shock.Correct: Her winning the lottery was a greatshock.

Exercise:Choose the correct sentence.

Question 1.(A) The voice on the phone was muffled, but

it could have been he.(B) The voice on the phone was muffled, but

it could have been him.

The answer is A. In this sentence, the pronoun is a predicative nominative — a noun or a pronoun that follows alinking verb and explains or identifies the subject of thesentence ("voice"). A predicate nominative is always in thesubjective case.

Question 2.(A) The librarian gave Clem and I a lecture about eating in

the library.(B) The librarian gave Clem and me a lecture about eating in

the library.

The answer is B. The pronoun is the indirect object of the verb"gave" and needs to be in the objective case.





Ambiguous Reference

A pronoun must refer clearly to its antecedent. When a pronouncould refer to either of two nouns, the meaning of the sentenceis ambiguous.

Examples:

Ambiguous: Joe told Bill that he was lucky. (he" could referto either Joe or Bill.)Clear: Joe told Bill thatBill was lucky. (the pronoun has beenreplaced by a noun.)Clear: Joe said to Bill,"You are lucky." (The sentence isconstructed as dialogue.)

Ambiguous: Sue saw Sally whenshe was waiting for the bus.

("she" could refer to either Sue or Sally.)Clear: While Sue was waiting for the bus,she saw Sally. (Thepronoun and its antecedent have been moved to make theirrelationship clear.)

Practice Exercise:

Choose the sentence in which the relationship between the pronounand its antecedent is clear.

Question 1.(A) Dave missed the game, which caused quite a

controversy.(B) Dave's absence from the game caused quite a

controversy.

The correct answer is B. In Sentence A, it could be the game itselfor the fact that Dave missed the game that caused thecontroversy.

Question 2.

(A) When the remote-controlled modelairplane hit the window, it broke.

(B) The window broke when theremote- controlled modelairplane hit it.

The correct answer is B. In Sentence A, it could be the window or theairplane that broke.





Possevive Pronouns

Possessive pronouns replace possessive nouns. The possessivepronouns are:

Singular PluralFirst Person my, mine our, oursSecond Person your, yours your, yours

Third Person his, her, hers, its their, theirs

Like other forms of personal pronouns, possessive pronouns mustagree with their antecedent in number and in gender.

Examples:Adela asked Jake to critique her essay.If Troy and Kevinwin the contest, the prize will be theirs .

Most possessive pronouns differ in form depending on whether theymodify a noun or stand alone.

Examples:Max ismy dog. Max ismine.

The pronouns in italics above always stand alone. The third-personsingular possessive pronouns his and its are the same whetherthey modify a noun or stand alone.





Pay particular attention to its and their. These two confuse many

students. Its is a possessive pronoun.

Do not confuse it with the contraction it's (which means it is).

Incorrect: Its a beautiful daytoday. Correct: It's a beautifulday today.

Incorrect: The kitten opened it'seyes. Correct: The kitten openedits eyes.

Their is a possessive pronoun.

Do not confuse it with the contraction they're (which means there are) or theadverb there (which shows location).

Incorrect: There hoping to move they're offices their.Correct: They're hoping to move their officesthere.

Practice Exercise

Question 1.(A) Kaya and Sarah are going to do

there homework together.(B) Kaya and Sarah are going to do

their homework together.

The correct answer is B. Use the possessive pronoun "their."

Question 2.

(A) The city is celebrating their 100thanniversary.

(B) The city is celebrating its 100thanniversary.

The correct answer is B. Use a singular possessive pronoun "its" to agree with thesingular noun "city."





Adjective/Adverb Convention

Make sure that you use adjectives and adverbs correctly. An adjectivemodifies a noun or a pronoun. An adverb modifies a verb, anadjective, or another adverb.

Examples:

Incorrect: We drove cautious because the roads were wet.

("drove" is a verb and must be modified by an adverb, while"cautious" is an adjective.)Correct: We drove cautiously because the roads were wet.("cautiously" is an adverb.)

Incorrect: He worked slow and deliberate . ("worked" is

a verb and must be modified by adverbs, while "slow" and"deliberate" are adjectives.)Correct: He worked slowly and deliberately . ("slowly"and "deliberately" are adverbs.)

Watch out for "good" and "well." "Good" is an adjective, and "well"is an adverb.

Example:Correct: To get a good grade you must do well on your tests.

The adjective "good" modifies the noun "grade," and the adverb "well"

modifies the verb "do."





Practice Exercise:

Choose the correct sentence.

Question 1.

(A)

Pete pitched outstanding in last night's game.(B) Pete pitched outstandingly in last night's game.

The answer is B. "Pitched" is a verb that must be modified by anadverb.

Question 2.(A) The vet said that the kitten's

prospects for recovery are well.(B) The vet said that the kitten's

prospects for recovery are good.

The answer is B. A word that follows a linking verb (such as"are") and modifies a noun ("prospects") is called a predicateadjective.

Double Negative You probably won't see the double negative "not no" on the SAT.But you will see errors using the phrases "hardly no," "barelyno," "scarcely no," and "couldn't hardly."

Examples:Incorrect: There were scarcely no jobsavailable. ("scarcely no" is a double negative.)Correct: There were scarcely any jobs available.

Incorrect: The children couldn't hardly wait to go on vacation. ("couldn't hardly" is a double negative.)Correct: The children could hardly wait to go on vacation.





When a double negative appears in a sentence improvement section,you must pay close attention to the intended meaning in order tocorrectthe sentence. For example, "hardly no" could be corrected by"hardly any" or by "no."

Examples:

Incorrect: The bird population declined because there washardly no food.Correct: The bird population declined because there washardly any food. (the double negative has been corrected toshow the most likely intended meaning. Since some birds stayed,there probably was some food.)

Incorrect: All the birds left the area because there was

hardly no food.Correct: All the birds left the area because there was nofood. (The double negative has been corrected to show the most likelyintended meaning. Since all the birds left, there probably was nofood.)

Practice Exercise:

Choose the best word or phrase to replace the underlined portionof each sentence.

Question 1.(A) The girl's answers to our questions

didn't make any sense.(B) The girl's answers to our questions

hardly made no sense.

The answer is A. "Hardly made no" is a double negative.

Question 2.(A) We don't need but $20 for gas.(B) We need only $20 for gas.

The correct answer is B. "Don't need but" is a double negative.





Diction

The SAT tests your ability to choose the correct word for a givencontext. Words that are commonly misused and confused will show upseveral times in each SAT.

Examples:accept, except (Accept means "receive." Except means"exclude" or "excluding.")The local college accepted everyone's application except his.

affect, effect (Affect, meaning to influence or change," is used as a verb. Effect is most commonly used as a noun meaning "result,"but it sometimes is used as a verb to mean "bring about" or"cause.")

allusion, illusion (Allusion means "indirect reference." Illusion means "a false image or idea.")

eminent, imminent (Eminent means "distinguished."Imminentmeans "about to occur.")The arrival of the eminent professor was imminent.

farther, further (Farther denotes physical distance; further denotes distance in time, degree, extent, or quantity.) Arizona is farther from here then I thought. Do you need any further assistance?

former, latter (Former refers to the first of two itemsmentioned; latter refers to the second.)

principal, principle (Principal, as a noun means "person incharge" or "sum of money." As an adjective it means "main" or "mostimportant."Principle means "rule, law, or fundamental truth.")The principal at our high school made sure that we learned the

principles of good citizenship.

than, then (Than is used in comparisons; then refers totime.)

He went to the library rather than the mall and then drove home.

Make sure you know the meanings of these words and how to use themcorrectly.






Question 1.(A) The game had to be postponed because

a thunderstorm was imminent.(B) The game had to be postponed because

a thunderstorm was eminent.

The correct answer is A.

Question 2.(A) The short story makes an illusion to

an event that actually occurred.(B) The short story makes an allusion an

event that actually occurred.

The correct answer is B.

Weak Passive Verb

Verbs in the active voice make sentences more effective and emphatic.

My skin was punctured by a nail.(Passive) A nail punctured my skin(Active)

Global warming is being studied by climatologists. (Passive)Climatologists are studying global warming. (Active)

Three bears were seen by Joe near the lake.(Passive) Joe saw three bears near the lake.(Active)

The movie will be seen by only a few of her fans.(Passive) Only a few of her fans will see the movie.(Active)






Studyguide for the SATSkiII Quiz A: Grammar Usage and Mechanics


Question 1.

We've collected several items to auction: Rick's watch, Tony's bike, andRoss's A Bgolf clubs, but most of the merchandise is your's . No error

C D E

(A) (B) (C) (D) (E)

Question 2.

I love to cook Italian dishes made from scratch , but my specialty are pastadishes A B C

with a variety of sauces. No errorD E

(A) (B) (C) (D) (E)

Question 3.

Danielle stayed late and practiced reading Macbeth with Kathy becauseshe A B

wanted to make sure their performance would be flawless. Noerror C D E

(A) (B) (C) (D) (E)

iz Time!c 0 0 0 f o

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Question 4.

My plate came with two enchiladas; however , I could not eat both, so I hadthe A B C

waiter wrap one and took them home to eat later. No errorD E

(A) (B) (C) (D) (E)

Question 5.

The mayor, along with several prominent businesses and council members, have A B

given a generous contribution to local artists . No errorC D E

(A) (B) (C) (D) (E)

Question 6.

Our teacher wants us to conduct interviews with people who wereformerly in the service and wrote the results in narrative form.

(A) wrote the results

(B) will write the results

(C) will have written the results

(D) write the results

(E) can write the results





Question 7.

John, Heather, and Kim got into an inane argument because they didnot agree on who is the funniest comedian : Buster Keaton or JerryLewis.

(A) on who is the funniest comedian

(B) on who is the most funniest comedian

(C) about who is the funniest comedian

(D) about who the funniest comedian is

(E) on who is the funnier

comedian Question 8.

By the time I wash the car, walk the dog, and drop off my littlebrother at his friend's sleepover party, my friends will havealready left on their camping trip.

(A) will have already left

(B) will already be leaving

(C) will already left

(D) had already left

(E)

had already be leaving





Question 9.

The fog was so thick that Monica couldn't hardly see anything;nevertheless, she was driving too quickly and ran into a parked

vehicle.

(A) couldn't hardly see anything; nevertheless,

(B) couldn't hardly see anything; in addition,

(C) could hardly see anything; nevertheless,

(D) couldn't hardly see everything; as a result,

(E) could hardly see nothing;

nevertheless,Question 10.

Having been bred and trained as workers and companions forthousands of years, most domesticated dog breeds do not have

the skills necessary to survive in the wild.

(A) Having been bred and trained

(B) Despite the fact that they are bred and trained

(C) To have been bred and trained

(D) To be bred and trained

(E) In order to breed and train





Hints!000do


One apostrophe is not needed.

Hint for Question 2: What is

the specialty? Hint for

Question 3: Who wants a

flawless performance?


How many enchiladas were left?


The mayor is the subject of the sentence.

Hint for Question

6:Look for a shift.


How many people are being compared?


When are the speaker's friends leaving?


How many negative words are in this sentence?


The first half of the sentence modifies "breeds."





Studyguide for the SATSkiII Quiz B: Grammar Usage and Mechanics


0

Answers!°©o®©



The answer is D.Possessive pronouns do not need apostrophes.



The answer is C. The verb should agree with the subject: "specialty is."

Question 3.


The answer is B."She" could refer to Danielle or Kathy. The pronoun should bereplaced with one of the girls' names.

Question 4.


The answer is D.Only one enchilada gets wrapped, so the writer took it home.



The answer is B.

A phrase will not change the number of the verb. The mayor has donated money.



The answer is D. The verb "wrote" should be "write" to keep the verb tense





consistent with "conduct."







The answer is E.

"Funnier" compares two things, while "funniest" compares three or more.Question 8.The answer is (A).


The answer is A. The sentence is correct as it is.



The answer is C. This is a double negative. Try "Monica could hardly see anything" or"Monica couldn't see anything."



The answer is A. The sentence is correct as it is.





Question 1.

By next semester, all seniors will have been send several entrance applications A B

to colleges of their choice . No errorC D E

(A) (B) (C) (D) (E)

Question 2.

Before takeoff, the flight attendant asked each passenger to read the brochurefor A B

their safety in the event of an emergency . No errorC D E

(A) (B) (C) (D) (E)

Question 3.

After the principal announced that several cars in the parking lot had theirlights A B

on, Alice told the teacher that her car lights were still on. Noerror C D E

(A) (B) (C) (D) (E)

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Question 4.

If you are in training, energy bars or fruit are a great snackthat A B

will keep you satisfied until your next full meal. No errorC D E

(A) (B) (C) (D) (E)

Question 5.

Although the hailstorm damaged several metal roofs, hardly nodamage A B C

was evident on shingled roofs. No errorD E

(A) (B) (C) (D) (E)

Question 6.

Yesterday, my brother learns that he is not required to wear a suit and tie tohis job interview next week.

(A) my brother learns that he is not

(B) my brother is learning that he is not

(C) my brother will learn that he will not be

(D) my brother learned that he was not

(E) my brother learned that he is not





Question 7.

Before obtaining your driver's license, you must take driver education, get yourlearner's permit, and the rules of the road must be learned.

(A) you must take driver education, get your learner's permit, and the rulesof the road must be learned.

(B) you must take driver education, get your learner's permit, and learnthe rules of the road.

(C) you must take driver education and get your learner'spermit and learn the rules of the road.

(D) you must take driver education, get your learner'spermit, then you must learn the rules of the road.

(E) you must take driver education, get your learner's permit, andlearning the rules of the road.

Question 8. The method by which the party control the actions of its members is known aspolitical influence.

(A) control the actions of its members

(B) control the actions of it's members

(C) controls the actions of it's members

(D) controls the actions of its members

(E) control the actions of they're members





Question 9.I was supposed to take Mandy and Lisa to the beach in my car, but they refused,claiming that I desperately needed to wash it.

(A) claiming that I desperately needed to wash it.

(B) claiming desperately that I needed to wash it.

(C) desperately claiming that I needed to wash it.

(D) claiming that I needed to wash it desperately.

(E) claiming that I needed to desperately wash

it. Question 10.

Failing the reach the summit, morale of the hikers was low.

(A) Failing the reach the summit, morale of the hikers was low.

(B) Failing to reach the summer, morale of the hikers is low.

(C) The morale of the hikers was low when they failed to reach the summit.

(D) The hikers' morale was low failing to reach the summit.

(E) When the summit could not reach reached by them, the hiker's morale was low.





Hints!0 0 0 0 . 0


When does the action take place?

Hint for Question

2: Whose safety is at

issue?Hint for

Question 3:

Who forgot to turn off the car lights?Hint for Question

4: Check the verbs.

Hint for Question

5: Avoid double

negatives.Hint for

Question 6:

When did the brother get the information?


Are all the phrases in the same (parallel) form?

Hint for Question 8:Check for subject/verb agreement.


What word in the sentence is modified by the word "desperately"?


Does the first part of the sentence correctly modify the subject?






Studyguide for the SATSkiII Quiz C: Grammar Usage and Mechanics


0

Answers!°©o®©



The answer is A.All seniors "will have sent" would be correct. The action will end before the end of the semester.

Question 2.


The answer is C.The pronoun "their" is plural; "each passenger" is singular. The pronoun should be singular: "his or hersafety" is correct.



The answer is D.It is difficult to know whose car lights are still on — Alice's or the teacher's.



The answer is B.When a singular and a plural subject are joined by "or," the verb agrees with the subject nearer the verb.



The answer is C."Hardly" and "no" are both negative words. "Hardly any damage" corrects this double negative.







The answer is E.

The event happened yesterday. The correct verb should be "learned."Question 7.The answer is (B).


The answer is B.In order to make all three phrases parallel, change the passive "the rules of the road must be learned" to"learn the rules of the road." Answer D makes it parallel, but it contains a comma splice.

Question 8.


The answer is D. The singular "party" takes the singular verb "controls." Answer D also uses the correct possessivepronoun "its."



The answer is A."Desperately" should modify "needed." It should not modify "wash" or "claiming."



The answer is C. As it is written, "morale" failed to reach the summit. Answer C corrects this dangling modifier.





Question 1.

You will arrive latter if you miss the shortcutA B C

near King Street. No errorD E

(A) (B) (C) (D) (E)

Question 2.

Tell them that their dinner will be readywhen A B

their fmished with their chores. No errorC D E

(A) (B) (C) (D) (E)

Question 3.

People would be more careful with their money, if they knewA

its the principal reason that couplesB C D

argue. No errorE

(A) (B) (C) (D) (E)

Question 4.

They told me he neverexcepted A B C

what happened to his daughter. No errorD E

(A) (B) (C) (D) (E)

iz Time!c000fo

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Question 5.

He didn't seem to beeffected A B Cby the loss of his job. Noerror

D E

(A) (B) (C) (D) (E)

Question 6.

Please be careful with that china, because it could very easily get busted .

(A) could very easily get busted

(B) could very easily get broken

(C) could very easily be broken

(D) is extremely fragile

(E) could get broken very

easily Question 7.

The Senate will be considering a bill to protect the environment.

(A) will be considering a bill

(B) will consider a bill

(C) shall be considering a bill

(D) will be taking under consideration

(E) will themselves be considering a bill





Question 8.

Bill told Jeff that he should have taken the train.

(A) that he should have taken the train

(B) that the train should have been taken

(C) that he should of taken the train

(D) what he should have done was to take the train

(E) to take the train next time

Question 9.

California suffered substantial economic effects from the winter storms.

(A) suffered substantial economic effects from

(B) suffered substantially, especially economic effects, from

(C) suffered substantial economic affects from

(D) substantially suffered economic effects from

(E) suffered economic effects, substantially

from Question 10.

The bill for the dinner was micll by I.

(A) The bill for the dinner was paid by I

(B) The bill for the dinner were paid by me

(C) I paid the bill for the dinner

(D) The bill for the dinner was paid for by me

(E) The bill was paid by me, for the dinner








Hints!000do


One of the words is not quite right.


Look for an incorrectly used "their."


The wrong answer? It's a pronoun.


One of the words is not acceptable.


How will you be affected if you miss this one?


Which is the most concise answer?

Hint for Question 7: Avoid

passive voice. Hint for

Question 8: Who rode the train?

Hint for Question 9: What

affected California's economy?

Hint for Question

10: Avoid passive

voice.






0

Answers!°©o®©



(B) is the correct choice. "Later" is correct."Latter" means the second of two.



(C) "their" isincorrect. They're is thecorrect form.

Question 3.


(B) its is incorrect. It's, acontraction for "it is," is correct.



(C) is incorrect. "Accepted" would be the correct word.



(C) is incorrect."Effected" means "caused"; "affected" means "influenced" or "changed." If aperson is affected by an event, that event had an effect on the person.



(D) is the bestanswer. It eliminates





the wordiness.





(B) avoids using the passive voice.



Only choice (E) resolves the ambiguity.



(A) is correct. The economic effects were substantial.



(C) is the best choice.




Writing Lesson #2Sentence Contruction









Studyguide for the SATSkiII Review: Sentence Construction


Review TimeSentence Construction

The SAT test will test your ability to recognize errors in standardEnglish conventions and sentence construction. These will include:

Parallel StructureMisplaced/Dangling ModifiersSentence Fragments Run-onsand Comma SplicesIdiomsFaulty Comparisons

Wordiness

Parallel Structure

A series of words, phrases, or clauses used in a sentence should haveparallel structure. Non-parallel structure is a sentence constructionerror.

Examples:Incorrect: The students read, wrote, and they recited. (Thefirst two items in the series are single words, while the last item isa clause.)

Correct: The students read, wrote, and recited. (The threeitems are parallel in their construction.)

Incorrect: He was a stickler for spelling, grammar rules, andusing punctuation correctly. (Each item in the series has a differentform.)Correct: He was a stickler for spelling, grammar, andpunctuation. (The three items are parallel in their construction.)





PraExercise:

Choose the sentence in each pair that has parallel structure.

Question 1.(A) Activities at the picnic included pitching

horseshoes, riding horses, and softballgames.

(B) Activities at the picnic included pitchinghorseshoes, riding horses, and playingsoftball.

The answer is B. All three activities are described in the sameform, a gerund followed by a direct object.

Question 2.(A) Jessica took classes in karate, tai

chi, and yoga.(B) Jessica took classes in karate, tai

chi, and learned yoga.

The correct answer is A. All three activities are described usingonly a noun.

Misplaced/Dangling Modifiers

A modifying phrase or clause should be placed as close as possible

to the word it modifies. A misplaced modifier makes the meaning ofthe sentence unclear.

Examples:Unclear: I baked cookies for my friends with nuts in them. (Themodifying phrase "with nuts in them" seems to modify the closest noun,"friends.")Clear: I baked cookies with nuts in them for my friends. (Themodifying phrase has been moved so that it is closest to the noun itmodifies, "cookies.")

Unclear: We bought sandwiches in a gas station that must have been two weeks old. (The modifying clause "that must have been two weeksold" seems to modify the closest noun, "station.")Clear: We bought sandwiches that must have been two weeks oldin a gas station. (The modifying clause has been moved so that it isclosest to the noun it modifies, "sandwiches.")

A dangling modifier does not modify any noun in the sentence.





Examples:

Incorrect: Though warned of the storm, no action was taken.(The modifier "though warned of the storm" does not refer to anynoun in the sentence.)

Correct: Though warned of the storm, officials took noaction. (The phrase modifies "officials.")

Incorrect: To take History 205, History 101 is a prerequisite.(The modifier "to take history 205" does not refer to any noun in thesentence.)Correct: History 101 is a prerequisite for students wishingto take History 205. (The phrase modifies "students.")

Practice Exercise:

Choose the sentence in which the modifier is used correctly.

Question 1.(A) I served cake after the

graduation ceremony that Imade myself.

(B) I served cake that I made myself afterthe graduation ceremony.

The correct answer is B. The modifier "that I made myself' isclosest to the noun it modifies, "cake."

Question 2.(A) After I had waited for weeks, the letter

fmally arrived.(B) After waiting for weeks, the letter

fmally arrived.

The correct answer is A. In Sentence B, the modifier "after waiting for weeks" does not refer to any noun in the sentence.





Faulty Comparisons

One kind of faulty comparison occurs when the superlative form of anadjective or adverb is substituted for the comparative form. Usethe comparative form, such as "better," "more," or "less," whencomparing two people or things. Use the superlative form, such as"best,""most," or "least," when comparing three or more.

Examples:Incorrect: Of the two candidates, the incumbent was theleast nervous. (The comparative form "less" should be used tocompare two candidates.)Correct: Of the two candidates, the incumbent was lessnervous.

Incorrect: I like apples, pears, and oranges, but I like applesbetter. (The superlative form "best" should be used tocompare three fruits.)Correct: I like apples, pears, and oranges, but I likeapples best.

Another kind of faulty comparison occurs when a thought is not quitecompleted.

Examples:Incorrect: The gifts we bought in town were less expensive

than the mall. (The sentence compares gifts to the mall.)Correct: The gifts we bought in town were less expensivethan the ones we bought at the mall. (The sentencecompares N bought at two different places.)

Mixed metaphors are a third type of faulty comparison.

Examples:Mixed metaphor: Bill was clouded in a sea of confusion. (The ideaof being "clouded" is related to the sky, not to the sea.)Better: Bill was drowning in a sea of confusion.



Studyguide for the SATSkiII Quiz A: Sentence Construction


Practice Exercise:


Question 1.

(A)

Paulo and Emma sang solos, and Emma's was better.(B) Paulo and Emma sang solos, and Emma's

was best.

The correct answer is A. The comparative form is used to compare twothings.

Question 2.(A) The population of Arizona is older

than it is in California.

(B) The population of Arizona is olderthan that of California.

The correct answer is B. The phrase makes clear that twopopulations are being compared.

Senetence Fragments A sentence fragment is a group of words that masquerades as asentence. It has capitalization and punctuation but lackssomeessential element of a sentence. Remember, a sentence must have both asubject and a predicate, and it must express a complete thought.

There are two basic types of fragments. Type 1 fragments are phrases; they lack a subject, a predicate,or both. Fragment: Like to eat fresh seafood. (This phrase hasa predicate but no subject). Sentence: I like to eat fresh seafood.(A subject was added to make a sentence.)

Fragment: At the beach. (This prepositional phrase has neither asubject nor a predicate.)Sentence: I like to eat fresh seafood at the beach. (Both asubject and a predicate were added to make a sentence.)





Type 2 fragments are clauses that have a subject and predicate but that do not express a complete thought. Such fragments areintroduced by a subordinating conjunction or a relative pronoun.

Fragment: When I jog in the morning.

Sentence: I jog in the morning. (The subordinating conjunction wasdropped so that the sentence expresses a complete thought.)Sentence: I listen to music when I jog in the morning. (Thefragment was added to a sentence to make one complete thought.)

Fragment: That Jeff brought back from Mexico.Sentence: This is the carving that Jeff brought back from Mexico. (Thefragment was added to a sentence to make one complete thought.)

Practice Exercise:

Identify the fragment in each pair.

Question 1.(A) Because of the weather.(B) The weather worsened.

The correct answer is A. The fragment is a phrase that has neither asubject nor a predicate.

Question 2.(A) Left over an hour ago.(B) He has arrived.

The correct answer is A. The fragment has a predicate but not asubject.





Run-ons and Comma Splices

When two sentences are run together without the needed punctuationand/or conjunction, the result is a run-on sentence.

Examples:Run-on: The wind died the kite could not fly. (Two sentences havebeen joined with no punctuation or conjunctions.)

Correct: The wind died, so the kite could not fly. (The twoclauses have been joined with a comma and a coordinating conjunction.)

Correct: The wind died; the kite could not fly. (The twoclauses have been joined with a semicolon.)

Correct: When the wind died, the kite could not fly.

(Two clauses have been joined by adding a subordinating conjunctionbefore the first clause and a comma after it.)

A comma splice is a type of run-on sentence in which two sentences are joined with only a comma.

Comma Splice: Sarah invited me to dinner, she made lasagna.Correct: Sarah invited me to dinner, and she madelasagna. (The two sentences are joined with a comma and acoordinating conjunction.)





Practice Exercise:

Choose the sentence in each pair that is written correctly.

Question 1.(A) Dark clouds gathered, soon it began to

rain.(B) Dark clouds gathered, and soon it began to

rain.

The correct answer is B. Sentence A is a comma splice.

Question 2.(A) Ty brought his tennis racquet; Jen

loaned us a can of balls.

(B) Ty brought his tennis racquet and Jen loaned us a can of balls.

The correct answer is A. Sentence B needs a comma before theconjunction "and."

Unacceptable Idiom

There are many idiomatic and informal expressions that are consideredunacceptable in academic writing. Here is a short list of someexpressions and constructions that you should avoid.

Incorrect Substitution Examples"of' for "have" would of, could of"on" for "for" a protest on civil rights"being as" for "because" being as I was late"suspicion" for "suspect" I suspicioned he was guilty.





Non-idiomatic Idiomatic(incorrect) (correct)angry at (a person) angry withauthority about authority on

capable to capable ofcompare against compare to or withdifferent than different fromdoubt if doubt thatin accordance to in accordance withindependent from independent ofintend on intend toplan on plan toprior than prior tosimilar than similar tosuperior than superior totry and try to

Practice Exercise:


Question 1.(A) The second semester of chemistry was

very different than the first.(B) The second semester of chemistry was

very different from the first.


Question 2.(A) I plan on going to the party.(B) I plan to go to the party.






Wordiness

Wordiness errors usually show up as incorrect choices in the ImprovingSentences and Improving Paragraphs sections. When a single wordexpresses an idea as well as a phrase, use a single word.

Examples:

Wordy Betterat the present time noweasily broken fragilenot very long after that soonthe reason being becauseliving in poverty poor

Practice Exercise:


Question 1.(A) The company has no job openings at

the present time.(B) The company has no job openings now.

The answer is B.

Question 2.

(A) Classes were held outdoors, thereason being that the air conditioning

was broken.(B) Classes were held outdoors because

the air conditioning was broken.

The answer is B.





Question 1.

After the legislators met for a special session, they fmally voted on,approved, and passing an important amendment to the law.

(A) they finally voted on, approved, and passing an importantamendment to the law.

(B) they fmally voted on, approved, and passed an importantamendment to the law.

(C) they fmally voted, approved on and passed animportant amendment to the law.

(D) they fmally voted on, approved upon, and passed onan important amendment to the law.

(E) they fmally voted and approved and passing on an importantamendment to the law.

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Question 2.

One of the worst catastrophes in space travel, the science class read aboutthe Space Shuttle explosion.

(A) One of the worst catastrophes in space travel, thescience class read about the Space Shuttle explosion.

(B) The science class, one of the worst catastrophes in spacetravel, read about the Space Shuttle explosion.

(C) The science class read about the Space Shuttle explosion,one of the worst catastrophes in space travel.

(D) The Space Shuttle explosion was read about by thescience class, one of the worst catastrophes in space

travel.

(E) One of the worst catastrophes in space travel, the SpaceShuttle explosion, the science class read about.

Question 3.

Many theatergoers paid a premium for their tickets. A sold-out event.

(A) Many theatergoers paid a premium for their tickets. Asold- out event.

(B) Many theatergoers paid a premium for their tickets: fora sold-out event.

(C) Many theatergoers paid a premium for their tickets, anda sold-out event.

(D) Many theatergoers paid a premium for their tickets; it wasa sold-out event.

(E) Many theatergoers paid a premium for their tickets, becausea sold-out event.





Question 4.

If I had known that it was going to rain,I would of brought a rain poncho to thegame.

(A) I would of brought a rain poncho to the game.

(B) I would had brought a rain poncho to the game.

(C) I would have brought a rain poncho to the game.

(D) I would bring a rain poncho to the game.

(E) I would brought a rain poncho to the

game. Question 5.

Most people in Latin A merica speak Spanish, some also speak a native Indianlanguage.

(A) Most people in Latin America speak Spanish,

(B) Since most people in Latin America speak Spanish,

(C) Astonishingly, most people in Latin America speak Spanish,(D) Most people in Latin America speak Spanish; however,

(E) Many people, speaking Spanish in Latin America,





Question 6.

It is a well-known fact that my grandfather grows the juiciest tomatoes in all ofGreene County.

(A) my grandfather grows the juiciest tomatoes in all of Greene County.

(B) my grandfather grows the most juiciest tomatoes in all of GreeneCounty.

(C) my grandfather grows the most juicy tomatoes in all of GreeneCounty.

0)) my grandfather grows the juicier tomatoes in all of Greene County.

(E) my grandfather grows the juicy tomatoes in all of Greene County.

Question 7.

Listening to soft music is recommended for patients recovering from surgerythe reason being that it speeds up the healing process.

(A) the reason being that it speeds up the healing process.

(B) the reason is that it speeds up the healing process.

(C) because it speeds up the healing process.

(D) in the event that that it speeds up the healing process.

(E) due to the fact that it speeds up the healing process.





Question 8.

Although many workers ride the commuter train to work and taking buses ,the city still has inadequate parking facilities.

(A) Although many workers ride the commuter train to work andtaking buses

(B) Although many workers ride the commuter train to workand are taking buses

(C) Although many workers ride the commuter train to workand took buses

(D) Although many workers are riding the commuter trainto work and take buses

(E) Although many workers ride the commuter train to workand take buses

Question 9.

We determined how much money we made from the concession sales twentypercent of the proceeds will finance the band trip to Washington D.C.

(A) the concession sales twenty percent of the proceeds will

finance

(B) the concession sales: twenty percent of the proceeds willfinance

(C) the concession sales, twenty percent of the proceeds willfinance

(D) the concession sales; twenty percent of the proceeds willfinance

(E) the concession sales. twenty percent of the proceeds will finance





Question 10.

Stuffing them with meat and rice, green peppers can make a completeand tasty meal.

(A) Stuffing them with meat and rice,

(B) If you stuff them with meat and rice,

(C) Because stuffmg them with meat and rice,

(D) Having them stuffed with meat and rice,

(E) To stuff them with meat and rice,





Hints!


Find the answer choice that has parallel structure.


A phrase should be close to the word or words it is modifying.

Hint for Question

3:Fix that

fragment.


Idioms are not acceptable for writing.


How should these two ideas be joined?


How many tomatoes are grown in Greene County?


Strive for clear and concise sentences.


Look for an error in parallel structure.


Correct the run on sentence with punctuation.





Studyguide for the SATSkiII Quiz B: Sentence Construction


0

Answers!°©o®©



The answer is B. The verbs "voted," "approved," and "passed" all need to have parallel structure.

Question 2.


The answer is C.

It corrects the misplaced modifier by moving it to the end of the sentence.



The answer is D. Adding subject and verb ("it was") creates a completesentence, which can then be separated from the first sentence by a semicolon.



The answer is C.People may use idioms in daily speech, but they are not permitted in writing.



The answer is D.By adding a subordinating conjunction and punctuation, the comma splice iscorrected.







The answer is A. More than two tomatoes are being compared. "Most juicy" in

not the correct superlative of the word "juicy."

Question 7.


The answer is C.It eliminates the wordiness.



The answer is E."Ride the commuter train" and "take buses" have parallel structure.



The answer is D. A semicolon can be used to separate two complete sentences.If you use a period, as in choice E, the next sentence should begin with acapital letter.



The answer is B. The dangling modifier is now an introductory clause.





Question 1.

When I visited the Grand Canyon, it was winter, the canyon was A B C

lightly dusted with snow. No error.D E

(A) (B) (C) (D) (E)

Question 2.

Many people who suffer from arthritis benefit from A B

taking pain medication, stayingphysicallyactive, and to receive massageD D

therapy. No error.E

(A) (B) (C) (D) (E)

Question 3.

Donna, a new worker in the New York office, tolda A Bstory about visiting Italy during her lunch hour.

C D No error.E

(A) (B) (C) (D) (E)

Question 4.

Tightened security policies in the United States have created A

longer waiting periods at airports, the wait to check in can be over oneB C D

hour. No error.E

(A) (B) (C) (D) (E)

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Question 5.

The coaches, as well as the players, debated which sport A B

is the most physicallydemanding, football or soccer. No error.

C D E(A) (B) (C) (D) (E)

Question 6.

After vacationing in Tahiti, she decided she loved it A B C

more than any place on earth. No error.D E

(A) (B) (C) (D) (E)

Question 7.

Although the sequel to the movie was much different than what A B

she had expected , she enjoyed it nonetheless . No error.C D E

(A) (B) (C) (D) (E)

Question 8.

Thomas and I decided that we would spend our summer A B

rock climbing and to take a white-water river trip before returning to school in the fall. Noerror. C D E

(A) (B) (C) (D) (E)

Question 9.

In an effort to increase cancer awareness as well as promote A B

healthy habits, the school sponsored a poster contest. No error.C D E

(A) (B) (C) (D) (E)





Question 10.

The students practiced hard all season, as a result, A B

their hard work paid off, and

C Dthey won the state competition. No error.

E

(A) (B) (C) (D) (E)






Studyguide for the SATSkiII Quiz C: Sentence Construction


Hints!000do


How do you join two independent clauses?


Are all parts of the sentence parallel?


Check for a misplaced modifier.

Hint for Question

4:Check

punctuation.


How many things are being compared?


Check the

comparison.


Check for correct idiomatic expressions.


Look for an error in parallel structure.






Read the sentence carefully.





Hint for Question

10: Check

punctuation.




Copyright 2009, TCA, L

0

Answers!°©o®©



The answer is C. The comma splice is corrected by adding a coordinating conjunction.

Question 2.


The answer is D. To maintain parallel structure, "to receive" should be written as "receiving." All threephrases must be in the same form.



The answer is D. The misplaced modifier "during her lunch hour" should be placed before "Donna."

Otherwise, the sentence would mean that she visited Italy during her lunch hour. .zQuestion 4.The answer is (C).


The answer is C. This sentence contains a comma splice. You cannot join two complete sentences with only a comma.



The answer is C. When comparing two things, use "better."





Question 6.


The answer is D. The sentence contains a faulty comparison. It should be "more than any other place."Otherwise, the sentence says that she likes Tahiti better than any place, which includes

Tahiti.

Question 7.


The answer is B. The correct idiomatic expression is "different from," not "different than "



The answer is C."To take" should be changed to "taking" to be parallel with "climbing."



The answer is E. This sentence contains no error. Don't assume that just because the sentence islong that it contains an error.



The answer is B. This sentence contains a comma splice. You cannot join two complete sentences with only a comma.





Question 1.

To bolster their images as charitable enterprises, many corporations A B

have initiated relief programs to aid and help victims of natural disasters. NoerrorC D E

(A) (B) (C) (D) (E)

Question 2.

It seems that each one of the ten manufacturers claims that it has A B

the better quality product on the market . No errorC D E

(A) (B) (C) (D) (E)

Question 3.

During the remodeling all offices will be closed, our temporary A

offices will be open during regular business hours with special lateB C

hours on Thursday. No errorD E

(A) (B) (C) (D) (E)

Question 4.

The new computer did not improve the performance of thegraphics A

software in any of the ways we had expected , but it did speed upour B C

word processing capabilities and increasing our memory. No errorD E

(A) (B) (C) (D) (E)

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Question 5.

Listening carefully, the judge instructed the jury todeliberate A B C

carefully before reaching a verdict. Noerror D E

(A) (B) (C) (D) (E)

Question 6.

The government is altering its stance on what is acceptable Internetcontent, web hosting services are taking a closer look at their clients'materials.

(A) The government is altering its stance on what is acceptableInternet content,

(B) The government, altering its stance on what is acceptable Internetcontent,

(C) The government is altering its stance on what is acceptableInternet content, as a result

(D) Since the government is altering its stance on whatis acceptable Internet content,

(E) The government, having altered its stance on what isacceptable Internet content,





Question 7.

Hoping to win the contest, the pie was baked to perfection.

(A) the pie was baked to perfection.

(B) Robert baked the pie to perfection.

(C) the pie had been baked to perfection.

(D) the pie Robert was baking to perfection.

(E) since the pie Robert baked was to perfection.

Question 8.

Most hiring managers are now taking flexible positions on benefits; the reasonbeing to allow them to draw from a wide segment of the workingpopulation.

(A) benefits; the reason being to allow them to draw

(B) benefits in order to draw

(C) benefits, the reason is to allow them to draw

(D) benefits and the reason is to allow them to draw

(E) benefits; that was allowing them to draw





Question 9.

Using them cleverly, screwdrivers can perform many household chores.

(A) Using them cleverly,

(B) If they are used cleverly,

(C) Because of cleverness,

(D) Because of their clever use,

(E) Having used them cleverly,

Question 10.

We collected fewer than 25 shells when we went and drove to thebeach last weekend.

(A) fewer than 25 shells when we went and drove

(B) less than 25 shells when we went and drove

(C) less than 25 shells when we were driving

(D) less than 25 shells driving to the beach

(E) fewer than 25 shells when we went





Hints!000do


Look for redundancy.


Which answer would be best?


Where does one idea stop and another begin?


Check for parallel verb structure.


Check for dangling modifiers.

Hint for Question

6:Check

punctuation. Hint

for Question 7:

Check for dangling modifiers.


Look for a fragment. Hint

for Question 9: Check for

dangling modifiers.


Check for redundancy.








Answers!°©o®©



The answer is D. The phrase "aid and help" is redundant; both words mean the same thing.

Question 2.


The answer is C.

There are more than two companies; therefore, "best" should be used in place of"better."



The answer is A. A semicolon between the two independent clauses corrects this comma splice.

Question 4.


The answer is A. The verb "increasing" should be changed to "increase" to put it in the same form asthe verb "speed."



The answer is A."Listening carefully" is a dangling modifier. It is meant to modify the jury, who arelistening to the judge, but as it is written, it incorrectly says that the judge was listening.



The answer is D.





Answer D corrects the comma splice.







The answer is B.

"Hoping to win the contest" is a dangling modifier. It is meant to modify Robert, but as written, it means the pie was hoping to win the contest.



The answer is B You must have a complete sentence on both sides of a semicolon. The second part of thisquestion is a fragment. The phrase "in order to draw" concisely corrects this error.



The answer is B"Using them correctly" is a dangling modifier. It is meant to modify the implied word"people," but as it is written, it means that the screwdrivers are the ones doing the"using."



The answer is E. The phrase "went and drove" is redundant. Also note that "fewer" is correct. Use "fewer" with numbers and "less" with amounts fewer sugar cubes, less sugar ).




Wr iting Lesson #3Organization and Development









Studyguide for the SATSkill Review: Organization and Development


ORGANIZATION AND DEVELOPMENT

There are two ways the SAT tests whether or not you can recognize thatsentences or paragraphs are logical and consistent:

Faulty Logic or Structure within a Sentence

Lack of Continuity between Sentences and Paragraphs

Faulty Logic or Structure within a Sentence

Coordination and Subordination

Coordination and subordination are methods of combining two ormore ideas in a single sentence.

Examples:Coordination: Ed watered the neighbors' garden, and I fedtheir pets. (Two ideas are combined using a coordinatingconjunction.) Subordination: Ed watered the neighbors' garden

while I fed their pets. (Two ideas are combined using asubordinating conjunction.)

When the link between the combined ideas is not clear, the resultis weak subordination or coordination.

Examples: Weak Coordination: John had a fender-bender in the parking lot,and he failed the English test. (The two ideas do not seem to berelated.)

Stronger Coordination: John had a terrible day: not only did he have afender-bender in the parking lot, but he also failed his test. (The

added clause links the two ideas.)

Two ideas also can be combined using correlative conjunctions, which are always used in pairs.

Examples:Either we will practice today, or we will practice Saturday.Dala's essay was neither as long as mine nor as well written as Jenna's.

Review Time





Practice Exercise:

Choose the sentence in each pair that best combines two ideas.

Question 1.(A) The Civil War began and Kansas attained statehood.

(B)

In 1861, the Civil War began and Kansas attained statehood. The correct answer is B. The introductory phrase links the two ideas.

Question 2.(A) There is only one hose, so either

Scott will mow the lawn, and I will wash the car.

(B) There is only one hose, so eitherScott will mow the lawn, or I will

wash the car.

The correct answer is B. Correlative conjunctions such as"either/or" are always used in pairs.

Unity and Coherence

Occasionally in the Improving Paragraphs section you will be askedto insert a sentence to improve the unity and coherence of theparagraph. Such a sentence is sometimes called a transition.

In the paragraph below, Sentence 2 creates coherence by providing a

transition between the sentence that comes before it and the ones thatfollow. Try reading the paragraph both with and without Sentence2.

(1) Growing up near the Florida Everglades, my friends and I loved tofrighten one another with tales of huge, slimy swamp creatures.(2) But that is hardly surprising, since every region seems to haveits larger-than-life mythical beasts. (3) In Washington State, peoplehave long told stories of bands of giant ape-like monsters that livein theshadow of Mount Saint Helens. (4) Farther north one risks runninginto the Abominable Snowman, and across the sea in Scotland, it's theLoch Ness Monster.





Practice Exercise:Choose the sentence below that should be inserted to provide atransition between Sentence 1 and Sentence 2.

(1) The role of vitamins in nutrition was only discovered in this

century, but there are now known to be about 40, of which 12 ormore are essential in the diet. (2) But now that their chemicalstructures have been identified, chemical names are often used formany of them.

(A) Because of the haphazard process of theirdiscovery, they originally formed a jumbled list ofalphabetic names

(B) Most of the chemical elements hadalready been discovered.

The correct answer is A. Sentence A links the discovery of vitamins with the currentnaming convention.

Elaboration

"Elaboration" means adding details to writing to make it morecomplete, clear, and interesting. Here are some kinds of details that

writers use to elaborate their ideas.

facts and statistics (who, what, when, where, why, how, how many, etc.) sensory details (sights, sounds, smells, etc.) examples and anecdotes definitions quotations reasons and explanations analyses (comparisons, contrasts, causes, effects, etc.)

Writers choose the kinds of details that best clarify and support their ideas.





Examples:

Humans are taking a toll on the environment. When I was a child,my family and I would go to the beach and fmd clean, white sandas far as the eye could see; the water and beaches were clear andpristine. I

visited the same beach last year to fmd soda cans, candy wrappers andcigarette butts half buried in the sand, and the water had thetelltale swirling rainbows of petroleum floating on it. The airsmelled heavy and congested. (Sensory details elaborate the ideastated in the first sentence.)

Overcrowding in our schools is becoming a major problem. So many newstudents are moving into our district that schools are bursting at theseams. District-wide, the student population grew by 624 — more than 7percent — last year alone. Every elementary school holds some of its

classes in portable classrooms, and 29 more portables will be builtthis summer. (Facts and statistics support the idea stated inthe first sentence.)

Practice

Exercise: correct

answer.

Question 1.

Idea: When the New York Yankees have a losing streak, many fans of otherteams are guilty of schadenfreude .

(A) The Yankees may be both the mostloved and the most hated team in all ofbaseball.

(B) In fact, it may have been the Yankees whodrove English-speakers to borrow the German word meaning

"pleasure taken from the misfortunes of others."

The correct answer is B. Since schadenfreude is a seldom-usedloan word from another language, many readers will need adefmition.





Question 2.Idea: My father says his old hound dog can eat anything without ill effect.

(A) I personally have seen Muppett devour aplate of spaghetti marinara, an entire pumpkin pie, acantaloupe (rind and all), and a stick of butter — though not allat one time.

(B) Muppett is 11 years old, weighs 87pounds, and wakes my father promptly at 6:30 every morning forhis walk.

The correct answer is A. The idea is best supported with examplesof what the dog ate rather than general statistics.






Studyguide for the SATSkill Quiz A: Organization and Development


(1)The Impressionists were the first generation of paintersto treat the eye as an instrument — as an apparatus — and to takeits strengths and weaknesses consciously into account. (2) There

were two chief results. (3) They broke down mixedcolors into their primary tones and communicated them inthis way to the eye. (4) Thus the eye itself does the mixing, andhence the quite unique freshness of the Impressionists' coloreffects. (5)(It should be remembered, though, that individualartists handled this technique of color separation in a varietyof ways and degrees — no real principle was established until

Georges Seurat [1859-91] introduced his Pointillism.) (6)Many paintings by Impressionists are in museums in Paris.(7) Secondly, in scientific spirit, they considered the eye as an

instrument, receptive to colors, lines, and dots, but in no wayjudging what it sees, either morally or by any othercriteria.

Question 1.

Which of the following improves sentence 3?

They broke down mixed colors into their primary tones andcommunicated them in this way to the eye.

(A) They broke down mixed colors(B) In the first place, they broke down mixed colors(C) Firstly, they broke down mixed colors(D) The mixed colors were broke down first(E) Each and every one of them broke down mixed colors

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Question 2.

Which of the following improves the underlinedportion of sentence 7?

Secondly, in scientific spirit, they considered the eye as aninstrument, receptive to colors, lines, and dots, but in no wayjudging what it sees, either morally or by any othercriteria.

(A) they considered the eye as an instrument(B) they considered the eye as an impartial instrument(C) they considered the eye like an instrument(D) they considered the eye as being an instrument(E) they considered that the eye was an instrument

Question 3.

Which of the following is the best revision of sentence 4 ?

Thus the eye itself does the mixing , and hencethe quite unique freshness of the Impressionists' color effects.

(A) Thus the eye itself does the mixing(B) Thus the eye its ownself does the mixing(C) Thus the eye all by itself does the mixing(D) The mixing, done by the eye itself(E) The mixture is done with the eye thusly

Question 4.

Which of the following should be deleted to improve thecoherence of the paragraph?

(A) Sentence 2(B) Sentence 3(C) Sentence 4(D) Sentence 5(E) Sentence 6





Question 5.

Which of the following provides the best conclusion to the paragraph ?

(A) Ironically, several Impressionist painters were colorblind.

(B) Combine sentences 6 and 7.(C) The eye mixes colors by combining impulses from

the retina in the brain.(D) The Impressionists' aim is to be only an eye,

and for them the highest praise was"Seulement un oeil, mais quel oeil!"("Only an eye, but what an eye!").

(E) N o c h a n g e .






Studyguide for the SATSkill Quiz B: Organization and Development


Hints!0 0 0 0 . 0


Line 7 should give you a clue.


What is another word for "not judging"?


How does your choice improve the sentence?


Which sentence does not belong in this passage?


Which sentence sums up the main idea of the paragraph?









0

Answers!°©o®©



Since line 7 uses the word "secondly," choice (B) with its use of the words "In the first place" fits best.(A) is okay but it does not reflect the order of first then second.(C) "Firstly" is not a good word.(D) "were broke" should be "were broken."(E) "Each and every one" is too wordy.



(B) is the best choice; the word impartial means "not judging."



(A) is the correct answer.(B) "its ownself' is not standard English.

Choices (C) and (D) confuse the meaning of thesentence. (E) is an awkward construction.



Sentence 6 does not fit with the discussion of the eyeand the Impressionists.

Question 5.


Choice (D) reiterates the main themes of thepassage. (A) and (B) have little to do with rest ofthe passage.(C) Sentence 6 should be deleted.







(1) Submarine technology entered the globalconscience during World War I, but by then,submarines had already existed for several hundredyears. (2) The first recorded successful test of anunderwater vessel occurred in England in 1620.(3) A submarine was used successfully incombat during the American Civil War, and theConfederate submarine Hunley sank theUnion ship Housatonic. (4) By thebeginning of

World War I, submarine technology hadundergone vast improvements, making themachines sleeker, faster, quieter, and much moreeffective, taking international warfare beneath theocean's surface. (5) Sunken submarines can befound in almost all of the world's oceanstoday.

Question 1. Which of the following would be most suitable to insert between sentences 2 and 3?

(A) During the 1700's, 14 patents for submarine designs were granted.

(B) The German government's interest in submarines grew inthe mid-1800's, spurred on by a builder named SebastianBauer.

(C) In that year, a Dutch inventor named Cornelis Drebbelnavigated a craft beneath the surface of the ThamesRiver.

))Submarine technology has made an enormous impact on global events.

(E) The first underwater vessel to be used in the United StatesNavy was thePlunger, , in 1900.

iz Time!c 0 0 0 f o

el





Question 2.following best improves the underlined portion of sentence 3?

was used

successfully in combat during the American Civil W ederate submarine Hunley sank the Uship Housatonic.

(A) A submarine was used successfully in combat during the American Civil War, and

(B) Submarines were first used successfully in combat during the American Civil War when

(C) Because submarines were first used successfully in combatduring the American Civil War, then

(D) Despite the fact that a submarine was used successfully incombat during the American Civil War,

(E) It so happens that submarines were successfully used incombat during the American Civil War because

Question 3. Which of the following sentences should be deleted to improve the focus of the

paragraph?

(A ) Sen tence 1

(B ) S e n t e n c e 2

(C ) S e n t e n c e 3

(D ) S e n t e n c e 4

(E )

S e n t e n c e 5

A submarine

and the Coar





Question 4. Which of the following sentences would be most suitable to insert betweensentences 4 and 5?

(A)

Some experts say that the submarines used in World WarsI and II altered the courses of both wars.

(B) Periscopes enabled submarines to see across the surfaceof the water while remaining hidden

(C) Submarines submerge by filling giant onboard tanks with water.

)) The Hunley had to get so close to Housatonic to fire its torpedo that it also sank in the ensuingexplosion.

(E) When World War I began, Germany had fewersubmarines than any of the world powers.

Question 5. Which of the following would be a logical elaboration of the statement, "submarinetechnology had undergone vast improvements"?

(A) Scientists have used underwater vessels to conduct deep-searesearch.

(B) Several hundred years passed between the submarine'sinvention and its use in warfare.

(C) Submarines were used very effectively to break blockadesconstructed by opposing forces.

(D) Developments in electric and diesel motors enabled speedsof up to 8.7 knots submerged.

(E) Engineers and builders used scientific principles to makesubmarines one of the greatest weapons of the 20thcentury.








Hints!000do


Which sentence provides details about the information presented in sentence 2?


What is the relationship between the two thoughts in the sentence?


Which sentence doesn't belong in this passage?


Look for an answer that makes a transition from the specific information mentioned insentence 4 to the general information mentioned in sentence 5.


Look for an answer that includes examples of "vast improvements."








0

Answers!°©o®©



The answer is C. This sentence elaborates on the previous sentence, providing more details about thetest in England.



The answer is B. The second part of the sentence is added information to the main idea; thereforethe second part makes more sense as a subordinate clause. The word when inanswer B shows the correct relationship.



The correct answer is E. This sentence discusses the locations of submarines today while the rest of theparagraph is about the history of submarines.



The correct answer is A.Only answer A is general enough to make a smooth transition between the twosentences. All of the other options discuss very specific information.



Studyguide for the SATSkill Quiz C: Organization and Development




The answer is D.

This detail supports the idea that technological advancements made submarines faster.





iz Time!c000fo

(1) Brandon elbowed me sharply in the ribs.(2) "Can you believe we're actuallyhere?" he

whispered hoarsely, grinning and gazing upstarry- eyed at the rows of seats that toweredabove our heads. (3) I conceded that it was anincredible experience: after spending so muchtime in English class toiling over Shakespeare'splays, seeing a play at the Globe Theatre inLondon seemed like a dream fulfilled. (4) I had

enjoyed reading All's Well That Ends Well thebest.(5) We stood there like that for sometime, looking up at the Gallery(a series of

wooden,bleacher-like benches that rose up to our sides andbehind us and faced the still-empty stage. (6)

We had decided to save our money and buypasses to the Groundling area. (7) AsGroundlings, we were located on the groundbetween the stage and the Gallery. (8) The

tickets were cheap and the view was great, we'dhave to remain standing for the entire three-hour performance.

Question 1. Which of the following best improves the underlined portion of sentence 3?

I conceded that it was an incredible experience: after spending so muchtime in English class toiling over Shakespeare's plays, seeing a play at theGlobe Theatre in London seemed like a dream fulfilled.

(A) Leave it as it is.

(B) incredible experience, after spending so much time

(C) incredible experience since after spending so much time

(D) incredible experience because after spending so much time

(E) incredible experience after having spent so much time





Question 2. Which of the following should be deleted to improve the unity of the paragraph?

(A ) Sen tence 1

(B ) S e n t e n c e 2

(C ) S e n t e n c e 4

(D ) S e n t e n c e 6

(E ) S e n t e n c e 8

Question 3.

What would be the best place to insert the following sentence?

"In Shakespeare's time, only the nobility could afford tickets tothe Gallery; even hard, wooden benches were considered a luxury inthose days."

(A) Between sentences 3 and 4

(B) Before sentence 5

(C) Between sentences 5 and 6

(D) Between sentences 6 and 7

(E) After sentence 8





Question 4. Which is the best way to combine sentences 6 and 7?

We had decided to save our money and buy passes to the Groundling area. AsGroundlings, we were located on the ground between the stage and the Gallery.

(A) Leave i t as i t i s .

(B) We had decided to save our money and buy passes to the Groundling area. We were located on the ground between the stage and the Gallery.

(C) We had decided to save our money and buy passes to the Groundling area,and as Groundlings, we were located on the ground between the stage and theGallery.

(D) We had decided to save our money and buy passes to theGroundling area, a spot located on the ground between the stage and theGallery.

(E) We had decided to save our money and buy passes to the Groundling area, asGroundlings, we were located on the ground between the stage and theGallery.

Question 5. Which of the following best improves the underlined portion of sentence 8?

The tickets were cheap and the view was great, we'd have to remain standing for the entire 3-hour performance.

(A) the view was great, we'd have to remain standing

(B) the view was great, and we'd have to remain standing

(C) the view was great; moreover, we'd have to remain standing

(D) the view was great, because we'd have to remain standing

(E) the view was great, but we'd have to remain standing








Hints!000do


How are the thoughts in the sentence related?


Which sentence doesn't contribute to the excited tone in this passage?


Which sentences discuss seating options?


Look for the most concise way to combine these two sentences.


What is the relationship between the two parts of the sentence?








0

Answers!°©o®©



The answer is A. The original sentence correctly separates the general idea from its explanationby using a colon.



The correct answer is C. This sentence names the narrator's favorite play but does not particularlycontribute to the excited tone in the passage.



The answer is C. This sentence elaborates on the previous sentence about the Gallery and sets upthe next sentence about opting for cheaper tickets.

Question 4.


The answer is D. Answer D effectively combines these two sentences by deleting unnecessary words. Answer B is choppy, answer C is wordy, and answer E contains a comma splice.



The answer is E. The first part of the sentence lays out the good part of beinga Groundling, and the second part states the big drawback. That contrast is bestrepresented with "but."







Writing Lesson #4Essay Over view









Studyguide for the SATSkiII Review: Essays


Review TimeOVERVIEW OF THE NEW SAT ESSAY

The Importance of Writing

Have you ever heard the expression "reading, writing, andarithmetic"? Writing is one of the famous three R's because it is acore skill. Writing and speaking are the primary ways we express ourthoughts, feelings, and ideas. It would be impossible for the SAT totest speaking skills, but it can test writing skills by requiring youto compose an essay. The College Board strongly believes that writingis needed for success in both college and the workplace. They alsobelieve that writing correlates to how well you will perform incollege. Because the SAT is first and foremost a college admissiontest, it now includes an essay.

The SAT Essay Question

When your teachers give you written work, they probably call it anassignment. The SAT test writers are also going to give you a writingassignment. They will begin with what the test writers call a"prompt," which introduces the topic you will be asked to write about.For example, you may be given two quotes on the importance of secrecy.One author believes that some secrecy is necessary while the secondauthor believes that secrecy and a free society are incompatible. The

quotes are then followed by your actual assignment —

for example,"Should we always keep secrets or is keeping secrets harmful?" You arethen asked to take a point of view on this issue. You are free to

support your position with examples from your reading, studies,experience, or observations.

Is this discussion of prompts and assignments starting to worry you?Don't let it. Like all SAT essay topics, secrecy is a very general subject.College Board readers don't care what position you take as long as you havea point of view that is supported by examples.





The Scoring Guide

Two trained readers will score your essay. Readers includeboth high school teachers and college professors. The readers willuse a detailed scoring guide to evaluate your essay. This guideuses a 6-point scale, with 1 being the lowest and 6 being thehighest. Thescores from your two readers are then combined for a total score of 2-12.

The College Board scoring guide is designed for its professionalreaders. What do phrases such as "insightfully develops a pointof view" and "facility in the use of language" really mean?

Score of 6

The essay effectively and insightfully develops a position on thesubject that is supported by clearly relevant examples, evidence, andlogic. The writer uses excellent critical thinking, and the centralidea is clearly defined and developed.

The essay is well-organized and stays focused on the topic. Ideas arelogically and clearly developed, and paragraphs are carefullyconstructed and organized. The essay is a unified presentation of thetheses and has a clear introduction, body and conclusion.

The writer has versatility and mastery in use of the language and acomprehensive vocabulary. Words are well chosen, and transitionaldevices create a smooth flow from sentence to sentence.

The writer uses variety in sentence structure to enhance communication.

The essay has no serious errors in grammar, usage, and mechanics Acceptedconventions are followed.





Sco

The essay effectively develops a position on the subject that issupported by good and appropriate examples, evidence and reasons. The essaydemonstrates strong critical thinking, and the central idea is well-developed.

The essay is well-organized and focused. Ideas are logically developed.Paragraphs are well-developed and unified. The essay has gooddevelopment and closure.

The essay demonstrates ease and comfort using language, with theappropriate vocabulary.

The essay has a good variety of sentence structure.

The essay has only a few minor errors in grammar and punctuation. Acceptedconventions are followed.

Score of 4

The essay develops a position on the issue, and competent criticalthinking is used. The writer uses generally appropriate examples,

evidence and reasoning. The central idea is developed adequatelybut may be too general.

The essay is generally coherent, organized and focused. Some ideas inthe essay may not entirely relate to the subject. The structure of theessay may be somewhat incomplete.

The use of language in the essay is adequate but inconsistent; the writing may be occasionally vague or unidiomatic. Generally appropriate vocabulary is used.

The essay contains some variety in sentence structure, but can beoccasionally repetitive or awkward.

There are occasional minor errors in grammar, usage and mechanics.





Score of 3

The essay develops a position on the subject and shows criticalthinking skills, but may be inconsistent in logic or lackadequateexamples, reasons and details. The central idea is developed toogenerally or vaguely.

The essay may be somewhat arbitrarily organized or lack focus. Someideas may be irrelevant or not adequately developed.

The essay shows a growing understanding of the use of language, but mayindicate a weak vocabulary. Word choice may be inappropriate.

There are some problems with sentence structure, and only a limited variety in sentence structure is used.

The essay contains some serious errors in grammar or punctuation and anumber of less serious errors.

Score of 2

The essay's position is unclear or limited. The critical thinking inthe essay is weak and not supported by sufficient or relevant examplesand details. The central idea is poorly defined.

The essay is poorly organized and focused. Extraneous information may beincluded; the essay lacks coherence. Ideas are not well developed.

The essay shows little command of the language. The vocabulary islimited, and the word choice is often incorrect.

Sentence structure is frequently problematic.

The essay contains enough serious errors in grammar, usage and mechanicsto make some parts of the essay unclear.





Sco

There is either no sustainable position on the subject or a lack ofexamples or reasoning to support the position.

The essay is unfocused, arbitrarily organized, and lacks continuity. Ideaspresented in the essay are often not related or developed.

The essay contains serious errors in word usage. Word choice is generallyincorrect or unidiomatic.

There are fundamental flaws in sentence structure.

The essay contains numerous mistakes in grammar, usage, or mechanicsthat often interfere with meaning.

The All-Important Point of View

The scoring guide gives the impression that readers willcarefully study and debate your essay. They won't. Believe it ornot, readers will spend no more than two minutes on your essay. Infact, they are specifically instructed not to reread or analyze anessay.

When College Board readers evaluate your essay, the first and mostimportant element they will look for is your point of view.Readers don't care what point of view you take as long as you haveone. Your point of view will then guide your selection ofexamples.

Essay Length Counts

We've analyzed a large number of essays and have found that thelength of your essay does matter. Your essay sheet will contain 46lines, 22on the front and 24 on the back. Students who write 22 lines orless will most likely receive scores of 1 to 3. In contrast, students

who write 35-46 lines will most likely receive scores of 4-6. There is a good reason for this: the College Board readers rewardyour ability to develop your point of view. A well-developed essay

will be given a high score, while a poorly developed essay will bepenalized.





Pau Think, and Outline

You will have 25 minutes to write your essay. It will take less than aminute to read the prompt and the assignment. You should thendevote 2-3 minutes to planning your essay. Here is a list ofquestions that

will help guide your planning:

1. What is my point of view on the topic?2. Have I read a novel or short story that I can use to develop my

point of view?3. Is there a historic or current event I can use to develop my point

of view?4. Do I have a personal experience that I can use to develop my point

of view?

Once you have answered these questions, jot down a brief outlineto guide your writing. The importance of a brief outline cannot beoveremphasized. Students who fail to do this often lose theirfocus and digress from their point of view. A lack of focus is oneof the leading reasons essays receive scores of 1, 2, or 3.

Sample Essays with Commentary

This section of our program provides you with carefully selectedexamples of essays at each of the six levels. Each essay is

accompanied by a detailed commentary. Taken together, theseessays and commentaries should give you a good idea of what todo and, equally important, what to avoid.

Level 6 Essay Topic: Good choices can be costly.Essay:

"Promise, promise me that you won't tell anyone!" Amanda's pleapounded on my conscience. "I knew what I did was wrong," Amandacontinued. "But the exam was right there on the teacher's desk. Ineed a good grade. I made a copy and then returned it. No oneknows." My hands gripped the quilt on my bed as I listened intentlyto Amanda imploring for my support and for my silence. Whatcould I do? What

should I do? Somehow I managed to be calm and composed, even as sheplaced our friendship in jeopardy, even as she asked me tocompromise my integrity, even as I wanted to reach across my bedand shake her, screaming "Why did you do it?"





I was a junior in high school and a member of our school's HonorCouncil. Elected by the student body, the Honor Council isresponsible for enforcing our school's honor code. Amanda was afriend, but she was also a student. Her confession placed me in a

terriblepredicament. Sitting on my bed looking at her tear-streaked faceI could feel my conflicting responsibilities bearing down on mychest, heavy and oppressive. My mind vacillated. I did not know whatto do. I desperately wanted to protect my friend. After all shereturned the exam. No one else knew. No one else would be hurt.But, I was elected to the Honor Council and I had given my word toenforce our school's code of ethics.

Finally, after what seemed like an eternity, Amanda left. I

promised we would talk again tomorrow. I spent a long sleeplessnight thinking about the importance of friendship and also thinkingabout the importance of my responsibility to the Honor Council.

What would the other students think of me? How could I face theother members of the Honor Council? How could I look at myteachers, at my family? I fmally decided that I had to report

Amanda even if it meant losing a friend, even if it meant being seenas a traitor. So I reported her.

"I hate you!" Amanda screamed at me. "They're giving me a zero on theexam. I'll fail the course. What college will accept me now? You'veruined my life!" Amanda's words hurt; they hurt deeply. But I hadto make a choice. I made what I felt was a good choice. But, goodchoices can be costly. I lost a friend.





Level 6 Commentary

1. Point of view on the issue

Fully developed: This essay presents a fully developed discussion ona good but costly choice. Note that the author never digresses fromher topic. Each detail contributes to the overall narration.

Insightful: Insight is one of the hallmarks of a Level 6 essay. Insightmeans more than just presenting a story. Demonstrating insightmeans clearly presenting different viewpoints. The author of this passagedoes a superb job of taking us inside her mind as she grapples with ahard decision. As readers we clearly understand the conflict she facesbetween her loyalty to a friend and her responsibility to uphold the

school's honor code. Outstanding insight also means recognizing theconsequences of taking a stand on a difficult issue. In the fmalparagraph, the author does a particularly effective job of showing usthat she understands the consequences of her decision and that she willgrow from this experience.

2. Organization

The essay is well organized, clearly focused and provides the reader with asmooth progression of ideas. Paragraphs 1 and 2 grab the reader'sattention. The author has a difficult problem. What will she do? Inparagraphs 3 and 4 the author goes back and fills in the gaps in herstory. We learn details about the author that help us understand whyshe is so conflicted. In paragraph 5 the author reaches a final, irrevocabledecision. And fmally, in paragraph 6 the author describes theconsequences of her decision.





3. Language A. Skillful use of language

1. Quotes: The author does an outstanding job of integratingquotes into her essay. The essay begins with a vivid, attention-

grabbing quote. In the final paragraph, the author once again uses a quoteto start a paragraph, and once again it is appropriate and effective.

2. Parallel structure: The author does a particularly outstanding job ofusing parallel structure. In paragraph 2, sentence 4 she vividly conveys hergrowing sense of urgency by using a series of phrases all starting with the word"even."

3. Placement of modifiers: Look closely at sentence 5 in paragraph 3. In thelast three words of the sentence ("heavy and oppressive") the author onceagain displays sophistication in the use of language by placing her modifiers

after the word they are modifying. The placement of "heavy andoppressive" helps to paint an image for the reader that conveys herconflicting emotions.

B. Varied, accurate and apt vocabulary

1. Implore: In the first sentence of the second paragraph, the author"listened intently to Amanda imploring for my support and for my silence."Implore means to beg or plead with. The use of the word "implore" perfectly

conveys Amanda's urgent plea for help.

2. Predicament: A predicament is a trying situation, a dilemma. Theuse of this word in paragraph 3, sentence 4 accurately conveys the author'sdilemma. While dilemma would work, predicament is a much stronger andmore apt word.

3. Vacillate: The author opens paragraph 4 by saying, "My mind vacillated." Vacillate means to waver. The author's use of the word"vacillate" aptly and succinctly conveys the back and forth questioning that istaking place in her mind.





4.Meaningful variety in sentence structure

The author does a truly outstanding job of employing a meaningful variety in her sentence structure. This is particularly evident in heruse of questions and short powerful sentences.

1. Use of questions: Paragraphs 2 and 5 contain excellent examples ofhow the author uses questions as a tool to vary her sentence structure andconvey the ongoing mental debate that is at the heart of the essay.

2. Short powerful sentences: Sentences do not all have to be long.Short sentences can be very effective. For example, reread paragraph 5. The fourwordsentence that ends the paragraph packs a powerful punch. The author's

mental debate is over; she has reached a decision.

5. Grammar, usage and mechanics

An essay does not have to be perfect to receive a 6. There can be a fewminor errors. For example, the author uses the conjunction "but" to starttwo ofthe fmal three sentences in paragraph 6. Although this is a minorgrammatical error, it does not take away from the author's powerful

insights.

Level 5 Essay

Topic: True wisdom means ____Essay:

True wisdom means learning from mistakes. I learned this lessonthe hard way. It all started when I was a young girl. My best friend

Jen lived just down the street. We did everything together. We

played together, danced together, and our families even vacationedtogether.

As we grew older Jen and I became closer or so I thought. High Schoolmeant noticing and being noticed by boys. I had my first boyfriend

when I was a sophomore. I was so happy. I shared everything with Jen. I told her all about Scott and all about the good times we had. And when we had our first quarrels of course I told Jen. She kneweverything. I trusted her.





I thought my life was perfect. Scott was my boyfriend and Jen wasmy best girlfriend. But I was mistaken. Scott suddenly broke up withme.I was devastated. But the worst was yet to come.

Heartbroken, I shared my pain with Jen. At first she seemedempathetic. I cried and she listened. Yet somehow I sensedsomething was not quite right. One day I went to the mall. Imaginemy shock when I saw Jen hanging out with Scott. I felt hurt andeven worse I felt betrayed. When I confronted her, Jen said thattheir relationship"just happened." She thought it would be alright for her to goout with Scott. After all Scott and I were no longer a couple.But, it wasn't alright. It was all wrong!

This painful experience taught me a valuable lesson about wisdom.I had been naïve and was thus easily duped. Wisdom is all aboutlearning from mistakes. My mistake was thinking that friendship isforever. It isn't. People can be duplicitous. I leaned this lesson thehard way.

Level 5 Commentary

1. Point of view on the issue

A. Effectively developed versus Fully developed: This essaypresents an effectively developed discussion on the author's beliefthat"wisdom means learning from mistakes." Like the Level 6 essay.

The author never digresses from her topic. Each detail contributesto the overall narration. While the passage is "effectivelydeveloped," it is not fully developed. For example, additionaldetails about herconfrontation with Jen would have strengthened the essay by helping usunderstand the basis for her conclusion.





B

. Strong Critical Thinking versus Insight: The authordemonstrates strong Critical Thinking skills. In her openingsentence she states that "true wisdom means learning from mistakes."She then provides an appropriate example that concretely andeffectively illustrates her point. The author then clearly states theconclusionshe reaches from her mistake: "My mistake was thinking thatfriendship is forever." Compare this level of critical thinking withthe insight shown in the Level 6 passage. The author of the Level 6essay takes us inside her mind as she grapples with a difficultdecision. This mental debate is missing in the Level 5 passage. Theauthor could have added a mental debate by providing a moreinsightful discussion of why seeing Jen with Scott was "all wrong!"

2. Organization

The essay is well organized, focused, and demonstrates coherence andprogression of ideas. Paragraph 1 clearly states the author's

viewpoint and introduces Jen. Paragraph 2 deepens the relationshipbetween the author and Jen and introduces Scott. Paragraph 3describes the breakup between the author and Scott while alsoforeshadowing trouble between the author and Jen. Paragraph 4

describes the author's reaction to her breakup with Scott and to Jen'sbetrayal. And finally, paragraph 5 exp lairs the author's mistake and what she learned from it.

3. Language

A. Facility in the use of language The author does an effective job of using parallel structure. Forexample, in the last sentence of paragraph 1 she writes that, "Weplayed together, danced together, and our families even vacationedtogether." She also does an effective job of conveying heremotions when she writes (paragraph 4): "I felt hurt and even

worse I felt betrayed."





B. Appropriate vocabulary1. Naïve and duped: "Naïve" means innocent and "duped" means easily

fooled. In the second sentence of her concluding paragraph, the

author does a very nice job of correctly using both words todescribe her mistake.

2. Duplicitous: "Duplicitous " means to be dishonest,deceitful. Using this excellent descriptive word strengthens theauthor's link between her view of people and her conclusion aboutthe nature of friendship.

4. Variety in sentence structure

The author does an excellent job of punctuating her essay with shortdeclarative sentences. For example, she concludes paragraph 2 by

writing, "I trusted her." And in her concluding paragraph the two wordsentence, "It isn't," provides a particularly emphatic way ofexplaining her mistake and introducing her conclusion, "People can beduplicitous."

5. Grammar, usage and mechanics This essay is

free of errors in grammar, usage and mechanics





Level 4 Essay

Topic: The wisest person is someone who ________

Essay: There are many people in the world who are wise. However, tome the wisest person is someone who is always prepared. Peoplehave to deal with everyday situations a lot, and yet often fmdthemselves unprepared — unprepared for school, for sports,almost anything. A

wise person to me is someone who is always prepared for something,and if they aren't they can make a quick adjustment to their plans.

A prepared student is a wise student. If you study for a test,then you don't have to worry as much if you're going to pass it or

not, or if you do your homework and are prepared for class then

you'll get a good grade. Sometimes, though, people forget things, aseveryone makes mistakes, but often times the student can workthemselves out of the problem. For example, once I forgot to do myhistory homework and didn't have my book — so I borrowed a bookfrom a friend and did my homework at lunch, It was a wise choicebecause our homework was checked that day, and I was glad I wasprepared.

Preparation is also wise in sports. A manager of a baseballteam has to prepare before a game each day. They have to look at

who the opposing team's pitcher is and which of their ownathletes is best against them. They also look at how their team ishitting so they can decide batting order, and they take intoaccount who's injured or who's playing well. If a manager didn'treally prepare for a game he or she would send out their playersin any order, not caring, and it could turn out for the worst. Alsomanagers continue to prepare for pitching changes, andoccasionally send in pinch hitters if a batter

is very good against a pitcher. Not being prepared wouldn't be wiseas it could lead to the team losing the game.





People need to be prepared in everyday life for little thingstoo. One time I was going to bake a cake, only to fmd out we onlyhad one egg and I needed two. It would have been wiser if I had

looked to see if we had what I needed before hand so I could havegotten what I didn't have, but forgot and couldn't go out and buymore. So instead Iadjusted my plans and made brownies instead because I only neededone egg for those.

To me the wisest person is the person who is always prepared.From being prepared for schoolwork, or a baseball game or cookingthe wisest thing you can do is be prepared for anything. It also helpstobe flexible and be able to change your plans slightly if thingsdon't go the exact way they're supposed to. Being wise is being

prepared.

Level 4

Commentary 1.

Point of View

A. Develops a point of view versus Effectively develops a point of view This essay argues that "the wisest person is someone who isalways prepared." The author develops this point of view by presentingthree examples. However, at the same time, the author also notesthat if a wise person is not prepared then he/she should demonstratethe ability to "make a quick adjustment to their plans." Thisexception detracts from the author's primary thesis and preventshim from fully or effectively developing a point of view.

B. Competent critical thinking versus Strong criticalthinking The author demonstrates competent critical thinking bypresenting a thesis and then supporting it with adequateexamples. While the examples are adequate, they are overlygeneralized. Compare these examples with the focused examplein the Level 5 essay and the insightful examples in the Level 6essay.





2. rganization

This essay is generally well organized. The first paragraph states theauthor's thesis. The author then provides three examples toillustrate his thesis. The final paragraph restates the author'sposition and summarizes the supporting examples. Although thisorganization is competent, it is flawed by examples in paragraphs2 and 4 of improvised work. This prevents a smooth andtherefore effective progression of ideas.

3. Language

The author exhibits adequate but inconsistent facility in the use of

language. Although the author's vocabulary is appropriate, he does notdemonstrate facility in the use of language. For example, the authorcould have strengthened the second sentence in paragraph 3 by

writing, "The manager of a baseball team must meticulously preparefor each game." "Meticulous " is a strong descriptive word thataptly describes the precision needed by managers as they preparefor each game.

4. Some variety in sentence structure

The author does demonstrate some variety in sentence structure. Forexample, the third sentence in paragraph 1 utilizes some parallelstructure. However, unlike the Level 5 and Level 6 essays theauthor fails to punctuate her essay with short declarativesentences.

5. Some errors in grammar, usage, and mechanics

The passage contains some grammatical errors. For example, inthe third sentence of paragraph 3 the author uses the pluralpronoun "they" to refer to the singular noun "manager" in thepreceding sentence. In addition, the author uses a number oflengthy, wordy sentences. For example, in paragraph 4 the authorstates, "It would have been wiser if I had looked to see if we had

what I needed before hand so I could have gotten what I didn'thave, but forgot andcouldn't go out and buy more." A more succinct statement would be, "It

would have been wiser if I had checked out our supply of eggs beforedeciding to bake a cake."





Level 3 Essay

Topic: Good choices can be costly.

Essay:Every human being has their own history filled with choices ofall sorts. The outcome of their decision may better them or hurtthem. Not every choice is easy to make, and many of the mostimportant ones are costly. We can see this in history during theCivil War and many times we see it in our own lives.

Robert E. Lee's decision to attack the North on its own soil andseize Harrisburg was brilliant in theory and with the Southdominating the Eastern theater of the war he expected a decisive

victory and an end to the war. He couldn't have been more wrong.His forces met General Meade's forces at Gettysburg and defeated

his army soundly in a battle that changed the tide of the war. Withheavy casualties sustained to his already thin ranks he was forcedto fight a defensive war the rest of the way. Lee's decision worked onpaper, but ended up having costly consequences for the Southerneffort.

Personally I've seen the downfall of a good choice. One day,one of my friends asked if I wanted to cheat on a project withthem. Being a rather assiduous student I declined. This friend tookthe declining

as a sign that I was insinuating that he was a bad person with nomoral judgment and did not speak to me for a while after that. Mydecision not to cheat, which was made with good intentions,resultedin my ending an important friendship in my life with someone with

whom I was close. Whether it be in history or in the present day, making decisions is

always difficult and some decisions made with good intentions cansometimes end up causing more harm than good.





LevCommentary

1. Point of View

A. Weak development The author begins by stating that every human being makes choicesthat may be costly. While this point of view is on topic, it is verygeneral. This lack of focus results in an inadequate level of

development.B. Weak examples

The author presents two very different examples to support his thesis. Taken separately each example is interesting and capable of being

expanded. However, the two examples are completely unrelated. Thiscreates a lack of focus and coherence that weakens the essay.

2. Limited organization

The organization of this essay is limited. The first paragraphpresents a very general thesis. The author then presents two unrelatedexamples. The concluding paragraph briefly restates theauthor's thesis. This limited organization prevents a smooth and

coherent presentation of ideas that is one of the keycharacteristics of level4, 5, and 6 essays.

3. Language The essay displays weak vocabulary and inappropriate word choice. Forexample, in paragraph 2, the author states that Lee's defeat had

"costly consequences" for the South. A stronger choice and more aptchoice of words would be to write that Lee's defeat had disastrousconsequences for the South. The author also displaysinappropriate word choice in the third paragraph when he writes:"Being a rather assiduous student I declined." Assiduous meanshardworking, diligent. "Rather" is a poor choice because it weakensthe meaning of assiduous. A more forceful statement would be:"Since I take pride in being an assiduous student, I firmly declined."





4. roblems in sentence structure

The author fails to use variety in sentence structure. In addition, heuses a number of lengthy, awkward sentences. For example, the openingsentence in the second paragraph could be split into the followingthree sentences: "Robert E. Lee boldly decided to invade the Northand seize Harrisburg. Although a gamble, the strategy could work.Since the South was dominating the Eastern theatre a decisive

victory on Union soil could end the war."

5. Accumulation of grammatical errors

The passage contains a number of grammatical errors. For example, theauthor uses a confusing sequence of pronouns in the second and thirdsentences of paragraph 2 when he writes: "He couldn't have been more

wrong. His forces met General Meade's forces at Gettysburg anddefeated his army soundly in a battle that changed the tide of the war."

As it is currently written it sounds as if General Lee defeated his ownarmy. A judgment. His army clashed with General Meade's forces atGettysburg. Meade won a pivotal victory that forever changed the

war."

Level 2 Essay

Topic: Good choices can be costly.Essay:

Decisions aren't always hard to make. I disagree thatdecisions are never easy because it is just common sense. Somedecisions have obvious answers, like choosing your favorite icecream or deciding whether or not you like baseball. Not alldecisions are easy because there are some that are difficult tomake.

There are many examples of this. For example, choosing not to

smoke may lose you friends, but at the same time it will keep youhealthy.

This decision cost you friends in exchange for health. Anotherexample of a good decision being costly is when America rebelledagainst Great Britain in the 1700's. This good decision led to

America's great independence. But it cost many lives in order to getthere.

Good decisions don't always have to be costly. This is justcommon sense as well. Decisions aren't always hard and gooddecisions can sometimes be costly. It just depends on thecircumstance.





LevCommentary

1. Vague point of view

Reread the first and the last paragraphs in the essay. What doyou think the topic is? Is the topic, "decisions aren't alwayshard to make?" Or is the topic, "Not all decisions are easy?" Inreality the topic of this essay is supposed to be: "Good choicescan be costly." The author's failure to stick to the topic results in a

vague point of view and thus a seriously limited essay.

2. Poor organization

The essay begins with a vague introduction. The author thenpresents two examples that are poorly developed. There is littlecoherence and no progression of ideas. The conclusion, like theintroduction, is vague and lacks focus.

3. Little facility in the use of language

The author displays very little facility in the use of language.Sentences follow sentences in a disordered parade of ideas. There are no

descriptive adjectives or interesting word choices.

4. Problems in sentence structure

The author uses weak, choppy sentences at the end of the thirdparagraph. A better sentence structure would be, "This gooddecision led to American independence; however, freedom is neithereasy nor inexpensive. The colonists paid a heavy price in lives fortheir independence."

5. Serious errors in grammar

Look at the last sentence in the second paragraph. Can you spot thegrammatical error? The subject and verb must agree. The sentenceshould read: "This decision costs (not cost) you friends...."





Level 1 Essay

Topic: Good choices can be costly.

Essay:I decided to bring a puzzle up here to school one day to let my fellowclassmates try and solve it. It was a good idea because its funny

watching them try and solve it and fail. But it was also badbecause people did not wish to part with it and would try anythingto keep it longer. Also some teacher got upset when they sawstudents trying so hard to solve it and not on the class,

Level 1 Commentary

1. No viable point of view

This one-paragraph essay lacks a viable point of view. Short, one-paragraph essays almost always receive a score of 1. The reasons areobvious. It is impossible to state a point of view, illustrate itand draw conclusions in one short paragraph.

2. Absence of organization

The essay is unfocused. There is no introduction or conclusion. The authorsimply provides a brief vignette.

3. Absence of vocabulary

The passage lacks descriptive vocabulary. For example, the author tellsus that "some teachers got upset." Upset is a vague descriptive word.Other word choices that would better describe the teacher's reaction couldinclude "frustrated," "aggravated", and "exasperated."





4. Severe flaws in sentence structure

The essay contains four declarative sentences. As a result, there is no variety in sentence structure.

5. Errors in grammar

Can you spot the grammatical errors in the final sentence? First, theauthor uses the plural pronoun they to refer to the singular subjectteacher. Thispart of the sentence should read, "In addition, some teachers got upset when theysaw..." The same sentence contains a second serious error. The phrase "andnot on the class" is too vague. It should read: "when they should have beenpaying attention to the lesson."




Writing Lesson #5Point o f View









Studyguide for the SAT Essay Point of View


Review Time

Point of View and Critical Thinking

Point of View

A point of view is a standpoint on an issue or problem. Your point of view is your own opinion. Consider these sentences.

"Michelangelo's paintings and sculptures had a profoundimpact on Renaissance art."

"Donatello created sculptures during the Renaissance period of art."

Both sentences above discuss Renaissance-period artists. Thedifference between them, however, is that the first sentence statesthe author's point of view, while the second sentence merely states a

well-known fact that has been known for centuries.

A clearly stated point of view tells the reader exactlywhat you thinkabout an issue. Your point of view cannot be right or wrong — it isyour own opinion.

To create a point of view, you must have strong convictions about yourstatement. By truly believing in what you have written, your statement

is much easier to write about and your argument will be much moreconvincing. The key to writing a good point of view essay for the SATis to support your statement with examples from:

Personal experienceLiteratureHistorical events

These sources help provide insight into the topic you are writingabout. By providing insightful examples, you are strengthening yourargument and making your point of view seem more convincing.





The Personal Essay

To write a personal essay, you will tie your own experience to theprompt in order to prove why your point of view is correct. Personalexperience can be taken from relationships with your family and peers,school, work, camp, or anything else that you have encountered inyour life. As long as your experience relates to the topic andprovides insight into how you view the issue, you can use it.

Tying in Literature

When writing your essay, you can use examples from literature tosupport your point of view. To do this, you will explain thesignificance of a piece of work in relation to the essay prompt. It isimportant to establish a clearly stated point of view in responseto the prompt, and then use specific examples from literature to

explain how your point of view is correct.

Historical Events

In response to an essay prompt, you may provide an example of ahistorical event that directly correlates with your point of viewon the issue. You may use a specific part of an event, therelationshipsbetween key players in the event, or the entire event as an example tosupport any claims you made.

Writing the Essay

Whichever type of example you decide to use, you mustcontinuously stick to your point of view(even if you change yourmind halfway through. Your grade will be based on how well you candefend a clearly established point of view.





Sample Prompts

1.Carefully consider your point of view in response to thequotation and assignment below:

"Although the world is full of suffering, it is full also of theovercoming of it." — Helen Keller

Assignment:Can people overcome suffering to choose their own destiny? Write anddevelop an essay in which your point of view on this issue is clearlydefined. Support your point of view with examples and reasoningtaken from your studies, personal experience, or observations.

What is your point of view on this issue?

Sample:Our destiny is not something that happens to us despite ouractions and attitudes. Everything we do(the way we interact withpeople, the way we view obligations to family, friends, work, andourselves, and the way we react to adversity and obstacles thrownin our path is within our ability to change. If we take the time tolook around us,

we see that people can and do overcome suffering to choose their owndestiny.Note: This sample response is NOT an introduction. It is simply anexample of the "mental conversation" taking place in the writer'shead while attempting to choose a point of view on the subject.






"A slip of the foot you may soon recover, but a slip of the tongue

you may never get over." —

Benjamin Franklin

"A lie can travel halfway around the world while the truth is putting on its shoes." — Mark Twain

Assignment:Is slander (lie intended to damage a person's reputation) everjustified? Write and develop an essay in which your point of viewon this issue is clearly defined. Support your point of view withexamples and reasoning taken from your studies, personalexperience, and observations.


Sample:Slander is an action that, more often than not, comes back to hurt itsoriginator more than it hurts its intended target. Slander can ruincareers, reputations, and even entire lives. The cost of such anaction is far greater than anything that can be gained from it;people who use slander to attack another person have nojustification for doing so.






"Forget injuries; never forget kindnesses." — Confucius

Assignment:Should wrongdoings always be forgiven? Write and develop an essay in

which your point of view on this issue is clearly defined. Supportyour point of view with examples and reasoning taken from yourstudies, personal experience, and observations


Sample:Life is far too short for every person to dwell on the mistakes andmisdeeds of the people they interact with. If everybody carriedaround all of the anger and resentment they've ever felt, they

wouldn't beable to forge new relationships and make old ones continue to work.People make mistakes and do others wrong; it is up to eachindividual to forgive and forget.






"Imagination is more important than knowledge..." — Albert Einstein

Assignment:Can books teach you everything you need to know? Write and developan essay in which your point of view on this issue is clearly defined.Support your point of view with examples and reasoning taken from yourstudies, personal experience, and observations.


Sample:Books can teach us many things and are a useful tool in disseminatinginformation to many people across many generations. However, books are nosubstitute for experience, emotion, and imagination. Without these things,humankind would never have reached the point we are at today. Books onlyprovide us with a very limited view of our world.






"It is a mistake to try to look too far ahead. The chain ofdestiny can only be grasped one link at a time." — Sir WinstonChurchill

Assignment:Is patience the greatest human virtue? Write and develop an essayin which your point of view on this issue is clearly defined.Support your point of view with examples and reasoning takenfrom your studies, personal experience, and observations.


Sample: While patience is indeed a great virtue, it is not the greatest.Patience is essentially a passive act — in order to be patient, aperson must sit still without acting. Far greater virtues are theability to use foresight to predict the future and motivation tomanipulate the future.





Choosing Thesis Statements

The thesis statement is the sentence that states your point of viewon an issue. A thesis statement should be one complete sentence.It is usually found near the beginning of your essay. It's importantto put the thesis near the beginning of your essay so that your pointof view does not get lost in the middle of your other ideas.

For each of the following sample prompts, choose the thesisstatement that works best:


Assignment:

Can people overcome suffering to choose their own destiny? Write anddevelop an essay in which your point of view on this issue is clearlydefined. Support your point of view with examples and reasoningtaken from your studies, personal experience, or observations.

Which thesis statement would work best in stating a point of view?

(A) Most people cannot overcome suffering, but sometimes veryremarkable people do.

(B) Fiction is full of people who make choices about wherethey're going.

(C) Suffering strengthens character and gives people themotivation to shape their own future.

The correct answer is C. The third thesis statement relatesdirectly to the issue at hand. The point of view of the author isclearly indicated in this statement. Based upon this statement, whichis one complete sentence, the author can write a full essay. Thethesis statement tells the reader that people can shape their ownfuture, that they can "triumph over adversity," to which theoriginal issue refers.

Answer A takes both sides of the issue; it does not decide on just onepoint of view. Answer B is totally unrelated to the issue and does notdiscuss suffering or destiny in any form; it indirectly refers to ageographic or philosophical direction.





"A slip of the foot you may soon recover, but a slip of the tongue you may never get over." — Benjamin Franklin




(A) While lying to protect a friend can have its place in time,slandering a friend is never the right thing to do.

(B) Politicians often use slander againsttheir opponents, which can be productive. However, slander itselfis bad and should not be used.

(C) Slander is very common in every aspect of American social and political life.

The correct answer is A. The first statement is one completethought. The statement relates to the topic(slander(and clearlyprovides the author's point of view on the topic. In addition, thestatement leaves room for the author to relate the virtues offriendship in the absence of slander back to the quotes byBenjamin Franklin and Mark Twain.

Statement B takes both sides of the issue. A thesis statement needsto give the author's opinion one way or another, not both. Answer Cdoes not state the author's opinion regarding the justification ofslanderat all. It does state that slander is common, but it doesn't state

whether slander is a justifiable action.









(A) Forgiving a person is onething; forgetting a wrongdoing isanother.

(B) There are always ways to forgive aperson for something he or she hasdone wrong.

(C) Sometimes you can forgive a person, butsometimes a person cannot beforgiven.

The correct answer is B. Answer B provides a thesis statement thatclearly states that people should be forgiven for their

wrongdoings. The sentence parallels the structure of the prompt byusing the adverb "always." The thesis leaves room to relate back tothe quote and provide personal, historical, or literary support.

Choice A does not answer the question asked in the prompt. Choice Ctakes both sides of the issue(a big mistake in SAT essay writing.






Assignment:Can books teach you everything you need to know? Write and developan essay in which your point of view on this issue is clearly defined.Support your point of view with examples and reasoning taken from yourstudies, personal experience, and observations.


(A) Learning is best achieved through a variety of sources(print media, listening, and hands-on experience;books are not enough.

(B) Newspapers and books can provide

people with a supportive learningenvironment.

(C) Daily use of books will teach youeverything you need to know, but you need to learn some things fromhands-on experience as well.

The correct answer is A. The first statement takes a stand onthe issue presented. The thesis statement tells the reader that theauthor believes that books are not the only source people need to

fmd out everything they need to know.

The second statement, choice B, does not relate back to theissue, even though it contains the word "books." The issuepresented discusses whether or not books can teach youeverything, not whetherbooks provide you with a supportive learning environment. Whileanswer C is one that most people would probably agree with, it takesbothsides of the issue and is therefore bad for the purposes of thisexercise.






Assignment:

Is patience the greatest human virtue? Write and develop an essayin which your point of view on this issue is clearly defined.Support your point of view with examples and reasoning takenfrom your studies, personal experience, and observations.


(A) Patience is humankind's greatest

virtue, as is sympathy.

(B) Only when faced with a dilemma dohumans make good decisions.

(C) Empathy is a human's greatest virtue.

The correct answer is C. It directly relates to the issue beingdiscussed. While the answer does not include the virtue of"patience," the author shows through his or her thesis statementthat patience is not the greatest human virtue.

Answer A is a little tricky. The author takes two points of viewin this statement: If patience is humankind's greatest virtue,then sympathy cannot be the greatest virtue as well. Answer Biscompletely unrelated to the topic. A dilemma and making gooddecisions have nothing to do with patience in this context.





Choosing Insightful Examples

When you create your own point of view and thesis statementconcerning an issue, you have to provide examples to back up yourpoint of view. Examples strengthen your argument and enable thereader to see why your point of view is correct. To persuade readers toconsider your viewpoint, you most prove your point of view.

Examples can be taken from personal experience, literature,or historical events. The primary role of examples in your essayis to show that you are able to think critically about the issuepresented and relate the issue to different sources ofinformation.

You demonstrate critical thinking and insight in your essay by

showing that you have a deep, clear understanding of the topicand have reflected on it from different perspectives in developingyour own point of view. When choosing your examples, try to beas fresh and original as you can. Remember, the readers are scoringhundreds of essays, and you want yours to stand out (in a good

way!).





Look at the following prompts and examples. Choose the example that shows the bestuse of critical thinking and insight.


Assignment:Can people overcome suffering to choose their own destiny? Write anddevelop an essay in which your point of view on this issue is clearlydefined. Support your point of view with examples and reasoningtaken from your studies, personal experience, or observations.

Which of the following examples shows the best use of criticalthinking and insight?

(A) Abraham Lincoln grew up in a very poorfamily. Through hard work and dedication, Lincoln learned to read and write, doing all he could to educate himself. After several politicallosses, he won the race for President of the U.S. in 1860.

(B) In the play by Shakespeare, Prince Hamletstruggles with his anger over his uncle Claudius' murder of Hamlet'sfather, and Claudius' quick marriage to Hamlet's mother. Hamlet slipsdeeper and deeper into insanity and fmally resolves to kill Claudiusin revenge.

(C) People blame their parents for everything, which is why parents should not be responsible for how theirchildren turn out.

The correct answer is A. This example explains how Abraham Lincolnsuffered in poverty as a child but was able to overcome circumstancesthrough his own perseverance. This directly relates to the issue ofsuffering and choosing one's own destiny, which shows insight into thetopic.

Choice B is not an example of a person overcoming suffering. Rather,Hamlet's grief and anger consume him and eventually drive himcrazy. His resolution to seek revenge by murdering Claudiusresults in a chain of events that ends in tragedy.

Choice C does not talk about the individual at all. Instead itfocuses on the parents and their role in a child's development. Ifthe author has an idea of how this example relates to the thesis, itis not clear here.





"A slip of the foot you may soon recover, but a slip of the tongue you may never get over." — Benjamin Franklin




(A) Once in a while it is okay to talk badlyabout someone.

(B) My friend Linda did not make thesoftball team because the coach thought that she was a terribleplayer. Linda then thought it was okay to talk badly about thecoach, since he passed her over for the team.

(C) When my ball bounced into the street, Iran after it. A driver swerved to avoid hitting me, and yelled out the

window, "Get out of the way!"

The correct answer is B. Slander means damaging a person'sreputation by lying or talking badly about them, which is whatexample B addresses. Notice that the example is very specific,not only mentioning a person's name, but also including a locationand description of the event. When creating your own example,make sure that you provide the reader with enough information tounderstand the whole situation you are using as an example.

Answer A is a thesis, not an example. Remember: Examples support apoint of view, not state it. While it may be an example for anotherissue, answer C has nothing to do with slander. The driver was yellingangrily, but he was not lying about the other person.









(A) My father left when I was two. For yearsafter that, my mother told me that he had to work in a differenttown. By the time I turned eight, it was obvious that my father wasnot

coming back. I knew my mom was only trying to protect me and keep mefrom feeling abandoned, so I forgave her for her lie. Forgiving myfather for leaving, however, was not possible.

(B) Sometimes people do really bad things inthe hopes that they will someday be better off. Napoleon Bonapartekilled many people in his efforts to conquer other lands. The

world has not forgotten his actions, which affected much ofmodem-day Europe.

(C) I try not to do anything wrong. In fact, Idon't even step on ants when they are in the house. I bring themoutside so that they can live where they want. By not doing anyharm to others, hopefully I can avoid having to be forgiven foranything.

The correct answer is A. This provides a clear example that isspecific to the issue at hand. The example defends the point of

view that wrongdoings should not always be forgiven.

Answer choice B relates somewhat to the thesis statement but does notprovide a concrete example to defend the author's point of view. The

world may not have forgotten Napoleon, but this still does not showhow wrongdoings have or have not been forgiven in this instance.

Answer C is not relevant to the issue. The author does not address thequestion.






Assignment:Can books teach you everything you need to know? Write and developan essay in which your point of view on this issue is clearly defined.

Support your point of view with examples and reasoning taken from yourstudies, personal experience, and observations.


(A) Books taught me how to read, write, andeven how to play the piano. There are books available to teachalmost every skill we need to accomplish things in our day-to-day lives.

(B) My favorite book is Camille by Alexander Dumas. Many elements in Camille are things that we see and experience regularly in everyday life.

(C) In To Kill a Mockingbird by HarperLee, Scout and Jem learn an important lesson about racism andintegrity through their father Atticus Finch's actions. Only byexperiencing the trial do Scout and Jem learn how destructive racistattitudes can be and how difficult and rewarding it can be to dothe right thing.

The correct answer is C. The author gives specific examples ofthings Scout and Jem could not learn in a book. Just by reading thisexample, we can tell that the author feels that books areinsufficient to

convey all knowledge.

Choice A includes things that the author has learned from books,but it does not encompass everything, nor does it provide aresponse to a point of view on the issue. Answer choice B does notprovide an example in relation to the issue. This choice is simplystating what the author's favorite book is, not relating back tothe thesis statement.






Assignment:

Is patience the greatest human virtue? Write and develop an essayin which your point of view on this issue is clearly defined.Support your point of view with examples and reasoning takenfrom your studies, personal experience, and observations.


(A) The greatest gift to humankind is theinvention of the Internet. This amazing tool puts incrediblepower at our fmgertips, giving us access to an infinite number of

valuable resources from around the world.

(B) My sister Laurie is four years older thanI am. Growing up, Laurie always had freedoms that I didn't. Shecould stay up later, received more allowance, and wasn't limited toPG-rated movies. Sometimes I wanted to scream that it was unfair,but I knew that she had those advantages because she was older andmore mature. It wouldn't help to throw a tantrum; instead, Idecided to wait untilI was old enough to enjoy the freedoms Laurie had earned.

(C) Our society has evolved so that we rarelyhave to wait for anything anymore. We have one-hour photodeveloping and laundry services, we can research information andpurchase items without leaving the house. Because of thisimmediate access to things, we have become less patient.

The correct answer is B. The author uses experience with an oldersibling to illustrate the idea that deciding to be patient andseeing that decision through was a difficult, yet necessary step inthe maturing process. This is a good example because nothing the

writercould have done would have won him or her the freedoms Laurie had.

Answer A is completely unrelated to the issue. The authorindicates that the Internet is the greatest gift to humankind.

This is a material thing, not a virtue. In answer C, patience isdiscussed, but the example does not illustrate whether the

author believes that patience is our greatest virtue.




Writing Lesson #6Organization and Focus

Tr iumph College Admissionsdo e/ , e• kill Lesson Quiz Time! Hints! Answers!®0000 0 0 0 0 00©11ab







Stud uide for the SAT Essa Or anization and Focus


Review TimeOrganization and Focus

Having a well-organized essay is crucial in order to get a good scoreon the SAT writing section. A succinct and effective essay requiresgood planning. You will have only 25 minutes to read the essay prompt,plan what you want to write, write the essay, and edit your work.

Managing Your Time

It's getting down to the last couple minutes of the SAT essay, andyou've only written two paragraphs. Your heart is racing, and yourhand is cramped from scribbling down a confusing mess of words. "Icould have avoided this, if only I'd practiced managing my timebetter," you think

Managing time is as important as writing an organized essay. You canhave the best ideas in the world, but if you can't transfer thoseideas to paper, you won't score well on the SAT essay. The good newsis that you can learn to manage your time wisely. There are three maincategories to managing your time wisely: preparing to write, writingthe essay, and editing your work.

Preparing to Write (5 minutes maximum)

Preparing to write should take no more than 5 minutes. Planning yourtime can be broken down into the following steps:

1. Circle the topic that is presented in the prompt. This will be a question.

2. Decide what stance you will take on the topic. You must choose a viewpoint and stick to it! Even if you change yourmind halfway through writing, stay with your original thought. Scoresfor the essay will be based on how well you defend your point of view,not whether or not your opinion agrees with that of the scorer.

3. Write down your thesis statement. Your thesis statement should be one complete sentence that clearlystates your position on the topic.

4. Jot down a few examples you can use to support your thesis.Examples can be from literature, history, personal experience, orpersonal observations. They must always be relevant and support yourthesis statement. Stay focused on the reason you are using thatexample. to prove why your thesis statement is valid.





Writing the Essay (15-18 minutes)

Writing the essay should take no more than 15-18 minutes. This will leave you a few minutes to edit your essay. By allowing a fewminutes at the end of the time period, you will feel less frazzled

when writing.

Introductory Paragraph

The essay should start with an introductory paragraph that willcontain your thesis statement. It does not have to start with yourthesis statement, however. You could start with a relevant anecdote,quotation, analogy, or dialogue. By starting your essay in acreative way, you draw the reader in and make him or her want toread more. Keep your introductory paragraph short(three to four

sentences. Make sure it contains your single point of view(neverdefend both sides of the issue(on the prompt presented.

Body Paragraphs. StructureEach paragraph of the essay should be indented and clearlyorganized. Good internal organization means each paragraphcontains a topic sentence, supporting details, and a transition tothe next paragraph. We will go over transitions later in the lesson.

Body Paragraphs. Sentence Structure Vary your sentence structure within paragraphs. Use sentencesof different lengths and complexity to engage the reader; giveyour writing muscle by using strong verbs and the active voice.Make sure that details and examples are specific and that theysupport your thesis statement. Using a diverse and sophisticated

vocabulary will help you only if all words are used correctly. Ifyou aren't

completely sure of a word's meaning, it's best not to use it. Stickto what you know.

Concluding Paragraph

The essay should have a defmite conclusion, leaving your readersto think about the stance you have presented or eager to researchthe topic further.





General Essay Tips

Essays of 30 lines or longer generally get better scores thanshorter essays do, since it usually takes that much time andspace to state and sufficiently prove a thesis. Make sure your

writing is legible: if you are better at printing, print. If yourcursive is clearer, writein cursive. No matter how brilliant your thesis, examples, andorganization, scorers will give you a zero if they cannotdecipher your writing.

Editing Your Work (2-5 minutes)

The last two to five minutes of the test should be reserved forediting your work. By going back and proofreading what youhave

written, you may catch errors in grammar that could affect yourscore. If you have time, go back and strengthen your vocabulary andsentence structure throughout the essay.

The Writing Process

Don't feel intimidated. Many students are convinced that theycannot think through and write a well-organized essay in so short atime. The good news is that essay writing is a skill that can belearned with practice. Consider the following sample quotationand assignment:

"Better to remain silent and be thought a fool than to speak out andremove all doubt."

Abraham Lincoln

Assignment: What is your view on the idea that people should speak theirmind, even if they look foolish to others? Write and develop anessay in which your point of view on this issue is clearlydefined. Support your point of view with examples andreasoning taken from your studies, personal experience, orobservations.





Before you answer the prompt, practice planning your essay. Thisshould take no longer than five minutes. There are two parts to theplanning phase: reading/thinking and plan development.Reading/thinking should take less than two minutes. Plan developmentshould take up to 3 minutes.

During the reading/thinking phase, you will:

1. Read the prompt twice. Don't worry if you do not completelyunderstand the quote. It's just there to help you generateideas. Focus on the assignment itself.

2. Circle the topic you will write about. In this case, "What isyour view on the idea that people should speak their mind, evenif they look foolish to others?" is the assigned topic.

3. Take a stance on the issue presented. Take one side or theother; don't discuss the virtues of both sides of the issue. Dependingon the prompt, you will either agree or disagree, support or opposethe topic presented.

4. Decide what sources you will use as examples to prove your point.Sources may include literary works, current or historical events,personal experience, or personal observations.

5. Decide what areas of society the issue may affect. This can includecultural, economic, social, physical, emotional, educational, andmental factors. By thinking about how the topic may affect differentaspects of our world, you can think of more powerful supportingpoints.

The plan development phase is for planning the body paragraphs ofyour essay. The essay does not have to be the standard fiveparagraphs, butit should contain paragraphs with two or three supporting pointsfor the thesis. During the plan development phase, you should:

1. Write a strong, one-sided thesis statement in response to the essay prompt. For the example above, you may write: "People should

voice their own opinion, regardless of what others think " Makesure the thesis statement is one complete sentence.

2. Write down your ideas for two or three paragraphs. For example,you may talk about the ethical implications of speaking your ownmind. You may use an example from literature that illustrates how acharacter spoke his or her mind and affected a future event positively.





3. Jot down a topic sentence for each paragraph. A topic sentencefor the thesis above could be: "Individuals who voiced unpopularopinions brought about equal rights for African Americans."

4. Write transition words that you can use to connect your topic

sentence to the example in the paragraph. See the lesson ontransitions.

5. Right after your transition comes an example.

The above exercise may initially take you 10-15 minutes, but onceyou get the hang of it, you should be able to complete the thesisstatement and supporting examples within 3 minutes. Practice thisexercise well before the SAT testing date.



Studyguide for the SATCreating an Outline


Creating an Outline

Outlining can be a quick and effective way to organize your essay. Writing an outline before you write your essay will tell you whatinformation each paragraph will contain

Since you have only a short amount of time to create your outline,you will not be making a formal one with Roman numbers andcapital letters. Instead, yours needs to be a short sentence orphrase foreach of your topic sentences with phrases indented under each onefor the examples.

Use any blank space on the essay prompt page to jot down a briefoutline and refer to it to help you stay focused on your pointof

In the following examples, you will see formal outlines to give youpractice in organizing your information. To create an outline,start with the topic of the essay and then create sub-points.

Those sub- points are further divided into supporting details. The following is a good outline for the "voicing your own opinion" topic:

I. People should voice their own opinion A. Martin Luther King, Jr.

1. The Civil Rights Movement2. Created controversy, but helped bring about lasting change

B. The Women's Suffrage Movement1. United and empowered women nationwide2. Led to women's right to vote, a freedom previously unavailable

C. In my life — protesting overpriced school lunches1. Led to action on the part of the school board2. Helped demonstrate that students have a voice too3. Set an example for other students to take action on issues

they are concerned about

In the outline, there would be three main points and seven supporting points of oneor two sentences each. Your outline should contain at least three main points tosupport the thesis of the essay. Remember: While you should always write youressay in complete sentences, your outline need only consist of phrases that remindyou what to write about.





Practice Exercise

Consider the following essay prompts, thesis statements, and the outlines that follow.Choose the best outline for the thesis statement that is presented.

Question 1."Be great in act, as you have been in thought." William Shakespeare

Assignment: Are people's actions more important than their words or thoughts? Write anddevelop an essay in which your point of view on this issue is clearly defined.Support your point of view with examples and reasoning taken from your studies,personal experience, and observations.

Thesis: A person's value is defined by his or her actions, not by thoughts or words.

Which outline would work best with this topic?

(A)I. A person's value is defined by his or her actions, not by thoughts or words

A. I have always wanted to visit Japan1. I am interested in Japanese art and music2. I would like to learn more about Buddhism

B. Focusing on goals is extremely important1. My mother wants to paint more but lacks the time2. My brother plays trombone and hopes to make all-state in the band

competition

(B)I. A person's value is defined by his or her actions, not by thoughts or words

A. Montgolfier brothers1. Dreamed of flying2. Through trial error, invented hot air balloon3. Still credited with first flight today

B. President Washington1. Knew where he wanted to take this country2. Took action to fight the British3. Known for becoming the first leader of this country

C. Me1. My lifelong ambition to attend State University2. Study hard to get good grades3. Practicing to do well on SAT





(C)I. A person's value is defined by his or her actions, not by thoughts or words

A. I auditioned and was cast in the school musical1. To get there, I had to work hard on my audition piece2. My range isn't great, but I did lots of other things to be worthy

of the parta. Took voice lessonsb. Worked on facial expressionsc. Learned lines thoroughlyd. Researched the characters

B. My trip to Bermuda1. Did biological research on sea urchins2. Learned a lot about the flora and fauna of the island3. Went with 5 other students in honors biology

Outline B is the best. It starts with the essay thesis and thendraws main points from historical figures and from personalexperience. Each main point has relevant supporting details, whichhelps create a solid essay.

The first outline is too general. The author plans to discussdifferent people's aspirations, but doesn't relate it back to thethesis statement or main idea of the essay. The third outline is toospecific. It focuses only on the author's experiences, and doesnot draw in multiple sources to support the main point of theessay.





Question 2.

"I am still determined to be cheerful and happy, in whatever situation I maybe; for I have also learned from experience that the greater part of ourhappiness or misery depends upon our dispositions, and not upon ourcircumstances."

Martha Washington

Assignment:Can people choose to be happy regardless of their circumstances? Write anddevelop an essay in which your point of view on this issue is clearly defined.Support your point of view with examples and reasoning taken from your studies,personal experience, and observations.

Thesis:

Even in the direst of circumstances, people can choose how they feel about theircurrent situation.


(A)I. Even in the direst of circumstances, people can choose how they feel about their

current situation. A. War veterans

1. Some are never able to regain life after war2. Others come home and move on to other things

B. My friend with a terminal cancer1. Happiest person I've ever met2. Focuses on acceptance and a sense of humor3. Is happy for each day she is granted(chooses to focus on the

small thingsC. The Secret Life of Bees

1. Lily grew up in bad family situation, but she had hope2. Never gave up on the possibilities(imagination

(B)I. Feelings about a situation

A. Can get over a bad situation at some pointB. Acceptance of a situation

1. Accepting something you can't change helps2. Sometimes acceptance and hope can go together

C. Learning to deal with things is an important lesson of life





(C)I. People can choose how they feel about their current situation

A. The Diary of Anne Frank1. Jewish girl during Holocaust2. She was hidden from the Nazis in a family's attic

3.

In order to pass the time and keep a record of her life, Anne wrote in a diarya. Diary is still read worldwideb. She is a symbol of strength and courage during a

trying timec. Diary gives insight into the strength and character of a

Jewish girl during the Holocaustd. Anne was eventually found

The best choice is A. The outline shows main points to support thethesis, from history, literature, and the student's personal

experience. The main points are supported with details, creatinga well-supported thesis statement.

The second outline shows only the author's personal experience.In order to have a strong essay, you need to have supporting pointsfrom at least two outside sources. The third outline is toospecific. It focuses just on The Diary of Anne Frank, and doesnot provide other examples to support the thesis. While The

Diary of Anne Frank is a good source to use, it should not be theonly evidenceused to support the thesis statement.





Question 3.

"Only the educated are free." Epictetus,Discourses

Assignment:Is education the key to freedom? Write and develop an essay in which your pointof view on this issue is clearly defined. Support your point of view withexamples and reasoning taken from your studies, personal experience, andobservations.

Thesis: Well-educated people have more freedoms than non-educated people.


(A)

I. Well-educated people have more freedoms than non-educated people A. Don't have to work for minimum wage1. Fast food2. Wai ting tables3. Picking fruit4. Can work in a field you enjoy

a. Electricianb. Librarianc. Teacher

(B)I. Well-educated people have more freedoms than non-educated people

A. Going to college is a positive thingB. Getting a college degree can boost earning powerC. People without college degrees have fewer options

1. Working for minimum wage2. Can afford fewer things





(C)I. Well-educated people have more freedoms than non-educated people

A. Less educated have fewer job choices1. My older brother, a 10-year firefighter, lacks a college degree2. A guy who came in after him was offered a senior position first

because of his college degree3. He rejected the promotion because he liked what he was doing

B. General perception of educated is favorable1. My mother has always been gifted advertising writer2. Had difficult time finding work without college degree3. Got a degree, now has lots of job offers4. Same skills, but diploma is more impressive

C. Education leads to higher pay, which enables more freedoms1. Person with college degree makes about 30% more than person

without degree in same job

2. People with money take more vacation, retire earlier, live longer

The best outline for this thesis is C. Examples are taken from thestudent's observations of his or her family. The student also citesstatistics that enable solid support of the thesis.

Outline A is too general, and focuses on different types of jobs, ofwhich there is a wide range. The second outline is too specific,

because it focuses only on the benefits that college offers, noton the freedom of the individual to choose a job that they enjoy.





Question 4."Envy is the ulcer of the soul."

Socrates

Assignment:

Is there ever justification for feeling envious of another person? Write anddevelop an essay in which your point of view on this issue is clearly defined.Support your point of view with examples and reasoning taken from your studies,personal experience, and observations.

Thesis: There are times when feelings of envy can yield positive results.


(A) I. There are times when feelings of envy can yield positive results A. Jacob Have I Loved

1. Two sisters: Caroline pretty and musically gifted, Louiseplainer and envious of sister

2. Louise fmds talent as doctor to escape sister's shadow3. Envy caused Louise to strive for greatness

B. Scientific competition1. Scientists who are close to a discovery compete to be the first2. They want to be remembered3. Result is scientific advancements

C. Basketball team tryouts1. My twin brother made the varsity basketball team and I was

still on junior varsity2. Began jogging and practicing more3. I made the varsity team in the middle of last year

(B)I. There are times when feelings of envy can yield positive results.

A. My brother and I compete constantly1. Sports2. Grades3. End result: We do better in school and on sports teams

B. Competing for attention from parents1. Do more chores for higher allowance2. Time spent volunteering in mom's office3. Time spent with dad mowing lawn4. End result: better relationship with parents

C. Competing for more freedoms





1. Better behavior, good grades mean later curfew





(C)I. There are times when feelings of envy can yield positive results.

A. Envy leads to feelings of insecurity1. Insecurity can make a person work harder to be accepted2. A person who works harder can accomplish more

B. Feeling envious can affect a person's social life1. Can make a person more self-aware2. Can make a person work harder to make and keep friends

C. Feeling envious can cause tension in relationships1. Envy may initially cause problems2. A smart person learns from those problems and works to change3. End result: Better person who has learned from his or her

mistakes

Outline A has sources taken from history, literature, and personal

experience. These sources help to prove that the thesis statementfor the essay is valid. The outline is not overly specific, nor is ittoo general.

Outline B is too specific. It focuses just on envy within the familystructure, and does not bring in any outside sources. When creatingan essay for the SAT, you should make sure to include at leasttwo to three outside sources to support your thesis statement.Outline C is too general. It discusses envy in general, and does notprovidespecific examples in relation to the thesis statement.





Question 5."Nearly all men can stand adversity, but if you want to test a man's character,give him power."

Abraham Lincoln

Assignment:Does power change people fundamentally? Write and develop an essay in which yourpoint of view on this issue is clearly defined. Support your point of view withexamples and reasoning taken from your studies, personal experience, andobservations.

Thesis: Anyone who is given too much power can become a danger to others.


(A)I. Anyone who is given too much power can become a danger to others

A. Power causes people to feel superior to others1. They begin making rules without regard for other people2. They begin to judge people based on their personal preferences

B. People forget their family and friends1. They put their own needs before those of others2. They imagine that their success was achieved without any help or

supportC. People are never satisfied with the amount of power they have

1. Power makes people feel entitled2. There is never enough power for people who crave it

(B)I. Anyone who is given too much power can become a danger to others

A. Joseph Stalin1. Executed thousands of his citizens2. Caused thousands of people to starve3. Kept his citizens under Communist rule

B. Communist rule led to uniformity of thought1. No room for individuality2. People who did not follow government rule were executed





(C)I. Anyone who is given too much power can become a danger to others

A. Napoleon Bonaparte1. Took over many countries as his craving for power expanded2. Ruled Europe with unlimited power as he spread east to Russia

3. Armies only stopped by the Russian winterB. Lord of the Flies by William Golding

1. Boys living on island with no rules or laws2. Gradually become more savage and violent3. Human nature is base; those with power don't have to obey rules

that keep that nature in checkC. My junior-high gymnastics instructor

1. Thought only about his own reputation, not what was best for thehealth of his athletes

2. Led to athletes getting hurt3. Lasting damage to his athletes' careers and his own

Outline C is the best option. It shows specific examples of howpower has led to corruption through a historical figure, literaryfiguresand figure in the athletic community.

Outline A focuses on power in general, and does not give specificexamples of how too much power results in dangerous behavior andcorruption. Outline B talks specifically about Joseph Stalin andCommunism, but does not give other examples in relation to the thesisstatement.



Studyguide for the SATStarting Your Essay


Starting Your Essay

An introduction should draw the reader into the essay and make himor her want to read more. It should also contain your thesisstatement. The introduction should be brief — one short paragraph.It can start with a quotation, anecdote, question, or analogy.However you start your essay, it should always lead up to theessay's thesis statement. The thesis statement should be visible andeasy for the reader to

fmd.

Practice Exercise

Read the following prompts and sample introductions. Choose the bestintroduction out of the three choices.

Question 1."Be great in act, as you have been in thought."

William Shakespeare


Which introduction would be most effective?

(A) I was backing slowly away from the dog, whose teeth werebared in anger. My friend Manny and I were delivering the newspaperto Mrs. Waterhouse, who had left my weekly check on her backporch. The dog lunged at me and bit down on my forearm. In amoment, Manny was wrestling the dog to the ground and seconds later,the dog had run away. To say that courage is important is one thing;to face danger courageously is another. This is an example of howactions are more important than words or thoughts.





(B) Actions do speak louder than words. Every day, peopleare faced with certain decisions they must make, whether to takeaction or just talk about what they want to do. What people actuallyaccomplish matters more than what they want to accomplish

(C)

I once went to the beach and got caught in the tide.I was carried a half mile out to sea, where the current moved meswiftly farther and farther from my family. I tried to remembereverything I had ever heard about situations like this, but all Icould manage was to keep my head above water. That was thescariest event I ever experienced.

Introduction A is the best choice. It draws the reader in byproviding an anecdote that relates to the thesis statement. Noticethat thestory is a few sentences long and that the thesis statement sums

up the story nicely.

Introduction B is boring. It starts with a clear thesis statement,but does not effectively draw the reader in to the essay. Itspeaks in very broad terms, without creating a single picture oridea that readers can keep in their minds. Introduction C isinteresting, but never gets to a thesis statement. At the end ofit, the reader still cannot tell whether the writer things thoughtsor actions are more important. Maintain focus in your essay,

without going off on a tangent. Provide an immediate andspecific response to the essay prompt.





Question 2.


Martha Washington



(A) For me, the carnival is the happiest place in the world. When I go to the town carnival each October, I feel a sense of joy when riding the Ferris wheel, eating candied apples, and seeingall of the animals at the 4H center. I have attended the carnivalevery year since I was five years old, and plan to continueattending it for as long as I can. The carnival has the uniqueability to make me feel as wondrous and excited as a five-year-oldagain.

(B) People can choose to be happy, no matter what theircircumstances. Many people, when faced with adversity, succumb to

depression or a feeling of helplessness. There are many people,however, who live in dire circumstances but find a way to get by.Happiness is a choice, not something that requires money or a goodsituation to create.

(C) My grandmother took pride in being a tailor for fourdecades. She worked until crippling arthritis in her hands forcedher to retire. We worried that she would become depressed, butGrandmother immediately started volunteering at a local homelessshelter. She says that keeps her busy and gives her all the pride sheneeds. My grandmother's shift in attitude demonstrates that people can

choose to be happy, regardless of what is happening in their lives.





Introduction C is the best choice. It starts with a short storythat relates directly to the question presented in the prompt. The

writer builds up to the definitive thesis statement, preparing thereader for a concise and deliberately stated opinion.

The first introduction is unrelated to the prompt. The writer mayfeel happy when he or she attends a carnival, but the prompt refersto happiness during difficult times. This anecdote has nothing to do

with trying circumstances. Option B is mundane, starting with aregular thesis statement but not intriguing the reader. SAT Essayscorers like to see creativity in an essay, starting with the essay'sintroduction.





Question 3.




(A) Education has been regarded as a priority for humankind forcenturies. Education has opened up opportunities for countries and thepeople who reside in them. Education has enabled people to become

self-sufficient and to bring their living standards up to those ofthose in other nations. Education has enabled the freedom of manypeople throughout the world.

(B) "Are you fmished with your application yet? The deadline isin two weeks." My father has been hounding me about going to college,saying that it would give me more control over my life as an adult. Iusually ignore my father's "life advice," but looking at the employmentsection of the newspaper changed my mind. Every job that soundedinteresting required at least a B.A.; those that didn't tended to paymuch lower. With an education, I'll have a lot more choices and

opportunities(a lot more freedom.

(C) Plato, a student of Socrates thousands of years ago was animportant philosopher and man of letters. His ideas permeatedimportant circles of thought at the time, and are still taught andstudied to this day. Since his time, philosophers have built onPlato's ideas and used them as a model, to shape society.

Option B is the best, starting with a short glimpse into theauthor's life. Dialogue is one creative way to open up the essayand lead to the thesis statement.

Option A, while not disastrous, could stand improvement. It discusseseducation in general, but is not specific enough in depicting howeducation has led to greater freedoms in different parts of the world.Option C is not directly related to the topic. Plato was a student ofSocrates, but the introduction does not create a relationship betweeneducation and freedom.






Socrates

Assignment:



(A) It's easy to feel envious of people who have things we don't have. The gap between the very wealthy and very poor inour society is huge, and evidence of that gap is everywhere: in

advertisements, in popular culture, and driving down the streetin expensive cars. While reminders of our limitations can spur us onto achieve more, envy is usually a useless emotion.

(B) People do amazing things every day. From doctors topianists to diplomats, people accomplish feats(creating beautifulmusic or saving a life or working for peace between nations(thatare truly unique and that benefit our world. Whether they have theadmiration of others is immaterial: they do what they do becausethey love it, and it fulfills them.

(C) My closest friend growing up was slightly better thanI was at everything. Neil was always a half-inch taller, a fasterrunner, a better art student. As we grew older, I envied Neil more andmore. My family moved away and I visited him two years later. Inthose years when we were apart, I had found my self-confidenceand learned to appreciate my own strengths without comparingthem to anyone else's. Envy is an unjustifiable emotion that keepspeople from achieving their full potential.





Introduction C is the most effective. It starts with a concise, yetheartfelt anecdote of the author's previous insecurity, and thenties the story into the author's conclusion: that envy is unjustifiableand destructive.

Option A falls short of the kind of introduction you should

strive for. It isn't exactly riveting, since it lacks an image or ideathat strikes the reader. Its biggest weakness, however, is thethesis statement, which fails to answer the question, instead

wavering on both sides of the issue. It is unclear how option Baddresses theprompt at all. It starts off with examples of people who contribute tosociety, but then only weakly ties in the idea of envy.





Question 5."Nearly all men can stand adversity, but if you want to test a man'scharacter, give him power."

Abraham Lincoln



(A) "Power corrupts. Absolute power corruptsabsolutely." Lord Acton is famous for that quote. His feelingsabout the relationship between power and character are clear. I

disagree. Character is the most basic part of a person, somethingthat stays constant throughout our lives. Whether power corrupts usdepends on whether we let it corrupt us. Power does not changepeople fundamentally; it just shows us more clearly what kind ofcharacter lies beneath our words and actions.

(B) Power changes people by making them feel that theycan get away with anything. Not only does power give a personauthority over other people's lives, but it gives a person the abilityto change the quality of life that many people lead. Many people

who have that kind of power find that they lack the judgment to

handle it. They begin to lose perspective and forget that they arehuman, with a human's limitations and foibles.

(C) The most powerful person in the world is nothing without her or his cabinet. The support staff of a powerful personis what defines how well a person does in office. Without a supportstaff, not much can get accomplished on a daily basis. So a singleperson really doesn't have that much power, but surrounds him orherself with people whose job it is to help them make the bestdecisions.

The best choice is option A. It starts with a well-known quote thatrelates directly to the topic in the prompt. The writer thenevaluates that quote and proceeds to explain why he or shedisagrees with it. The paragraph culminates in a clear thesisstatement that states the writer's opinion about the questionasked.

Option B begins with the idea that power corrupts people, but it endsmaking the same people sound like victims of power. In betweenthose two extremes, it tends to ramble about changing people's

lives. This paragraph lacks a clear direction. Option C is notdirectly related to the topic, since it discusses the importance of a





support staff, nothow power changes or does not change people.



Studyguide for the SATTransitions


Transitions

Transitions move the reader from one idea to the next between or within paragraphs. They show how ideas are related to one another. These words indicate relationships between ideas in terms ofchronology, order of importance, and development. Transitions thatshow order of importance include:

least important least significantlymore important more significantlymost important more significantlyfinally most significantlyalso for one reasoneven greater nextgreatest even moregreat last

Transitions that show chronological order include:

after in the course ofafterward whileas soon as in the meantimeat that momentbefore lastearlier laterduring long agonow meanwhile

eventually moments laterfmally nextformerly presentlygradually sinceimmediately sooninitially untilthen when

whenever





Transitions that show developmental order include:

accordingly for this reasonalong with furthermorealso in additionand in factanother indeedas a result moreoveras an illustration namelyas well nextbecause on account ofbesides on the other handconsequently sofmally thenfor example thereforefor instance thus

in like manner tooin the same way in contrast

Transition words are used as part of a sentence, both between and within paragraphs. To make a smooth connection between paragraphs,include a transition in the first sentence of the second paragraphto link back to the first paragraph.

The following example shows transitions both within and between paragraphs.

Computers insinuate themselves into virtually every aspect of ourlives.Not only do we write, play games, and communicate usingcomputers, but we also interact with them in ways we aren't alwaysaware of. Computerscontrol the programs that air on our televisions, the commercials that come onbetween songs on the radio, the stoplights at busy intersections, as well as thepower supplies to our homes, schools and businesses.

As computers establishtheir eve everyday tasks sks , scientistsare increasingly becoming aware of their immense learningpotential. In the 1950's, Alan Turing created a computer that couldplay a game of chess against a human. Over the years, computersimproved at the game and eventually, computer programs were just asadept at chess as most people were.





In the example, transitions within the paragraph include "notonly...but also" and "as well as." The transition between theparagraphs is underlined in green in the first sentence of the secondparagraph. The phrase "establish their prominence in everydaytasks" links back to the topic in the first paragraph of computersbeing in "every aspect of our lives."

As demonstrated in the sample, transitions can be used within asentence to indicate order or between paragraphs to move from onethought to the next. Transitions help with the flow of the essay.

Without transitions from one idea to the next, the essay will seemchoppy and ideas will lack connection.





Practice Exercise

Read the following sample prompts and paragraphs that require atransition sentence to link them. Decide what sentence shouldbe filled in, and write it in the box.

Question 1."Be great in act, as you have been in

thought." WilliamShakespeare


Dr. Martin Luther King, Jr. is indeed famous for his actions. Formost of his life, he took part in rallies for Civil Rights across theSouth. He marched and picketed and demonstrated with thousandsof others to make his visions for America known.

Many people still live today who heard Dr. King speak and who rememberclearly the strength of his words and the conviction with which hedelivered them. His "I Have a Dream" speech is still held up as anexample of brilliant oratory that drives home a powerful message.

A samtransition sentence is shown underlined below:

However, Dr. King's words had just as great an impact on Americansociety ashis actions did. Many people still live today whoheard Dr. King speak and who remember clearly the strength of his

words and the conviction with which he delivered them. His "I Have aDream" speech is still held up as an example of brilliant oratory thatdrives home a powerful message.





Question 2.


Martha Washington


Sometimes it's simply impossible to maintain one's happiness in

the face of extreme adversity. Life is often full of pain that, ashumans living in human societies, we must bear. When I was inthe eighth grade, a classmate of mine lost his older brother, asenior in high school, to meningitis, a fierce disease that can killa seemingly healthy person in 12 hours. Could I have gone to myclassmate and

said, "You're choosing to be sad right now. All you have to do ismake up your mind to be happy and you will be"? Of course not! Hisgrief consumed him, which is natural.

The book of Job is the story of a good man who God decides to test byslowly taking away everything that is important to him, including

wealth and then family. Job responds by grieving and complainingbitterly that he is a good person and does not deserve to suffer in

such a

A samptransition sentence is shown underlined below:

The link between circumstance and sadness is also the subject ofone of the best-known biblical stories. The book of Job is thestoryof a good man who God decides to test by slowly taking awayeverything that is important to him, including wealth and then family.

Jobresponds by grieving and complaining bitterly that he is a goodperson and does not deserve to suffer in such a way.





Question 3.



Mobabai lived in a small village in Nigeria. No one in his villagehad ever traveled more than thirty miles outside of the village.Mobabai was the first from his village to attend a university.Upongraduating, Mobabai returned to find that wealthy poachers

were killing valuable livestock that belonged to the villagers.

The government banned the poachers from entering village lands. This illustrates howeducation led to freedo

great poverty for the peopsmall Nigerian village.

A samtransition sentence is shown underlined below::

Since Mobabai had gone to a university and had experience working with the law in his classes at the university, he was ableto enlistthe help of the Nigerian government to stop the poachers. Thegovernment banned the poachers from entering village lands. Thisillustrates how education led to freedom from great poverty forthe people of a small Nigerian village.






Socrates

Assignment:


Envy is a useless emotion that causes people to lose sight of theirgoals. Envy is all too common among adolescents and teens in ourschools. There is often so much focus on the latest fashions andtechnology that students sometimes forget the greater goal ofgetting a quality education. Unfortunately, kids tend to accept orreject others based on their material possessions, creating a

culture of haves and have-nots and creating the impression that aperson's value is based on the t-shirt they're wearing to school.Rather than

focusing on upcoming tests, students instead obsess over whether theirjeans are "too blue" or if they're faded just right.

Shakespeare's play Julius Caesar illustrates excellently how envycan lead to chaos. Declaring that Caesar is "too ambitious,"

Antony, Brutus and Cassius conspire to kill the leader because theyenvy his immense popularity. Their actions lead not just to Caesar's

death, but hundreds of others as well, including those of Brutus

and Cassius.

A sample transition sentence is shown underlined below:

Just as envy is a common emotion that students wrestle with inday- to-day life and relationships, envy is also a topic that appearsfrequently in well-known literature. Shakespeare's play Julius Caesarillustrates excellently how envy can lead to chaos. Declaring thatCaesar is "too ambitious," Antony, Brutus and Cassius conspire tokill the leader because they envy his immense popularity. Theiractions lead not just to Caesar's death, but hundreds of others as





well, including those of Brutus and Cassius.






Abraham Lincoln


Power does not make good people bad or make bad people good; rather,power makes a person's goodness or badness much clearer. For example,Eleanor Roosevelt was a powerful first lady with much moreinfluence than any first lady had ever had in history. She used thatinfluence strategically to make people's lives better. She pursued

women'srights by helping female journalists get stories published at atime when women were at a severe disadvantage in the field. Shebrought attention to the issues of Civil Rights, joblessness, andpoverty.

Last week, my sister and I were walking our dog in the park andfound a car with the rear door left open. It looked like the ownerhad forgotten to close it. Inside, clearly visible, were some CDsandother things. It would have been the easiest thing to reach in and

take something and nobody would have caught us, but instead, my sister walked straight to the car, pushed the lock on the inside down, andslammed the door shut.

A samtransition sentence is shown underlined below:

But the term "power" doesn't necessarily have to mean power over a

lot of people; it could be the opportunity, or pow er, to do somethingbad without the risk of being caught.



Studyguide for the SATWrapping It Up


Wrapping It Up

You're almost there! A conclusion should wrap up the essay and make thereader want to read more. An effective conclusion will leave the readerthinking about your ideas and deciding that your thesis was correctand well defended. The conclusion should summarize the main ideaof the essay, and can point the reader to further resources for moreinformation.

There are two ways to write an effective conclusion. The first way is toremind the reader of the main idea of your essay (your point of

view), and to review what you covered in the essay, all of which can bedone in one short paragraph. The second effective method is to create aninsight paragraph that states what you learned from a personal orobservational experience. This type of concluding paragraph canreceive a higher score if it shows depth of understanding on your part.





Practice Exercise

Choose the best conclusion for each of the five prompts.

Question 1."Be great in act, as you have been in thought."

William ShakespeareAssignment:

Are people's actions more important than their words or thoughts? Write anddevelop an essay in which your point of view on this issue is clearly defined.Support your point of view with examples and reasoning taken from your studies,personal experience, and observations.

Which conclusion would be most effective?

(A) The motorboat incident taught me that safety is

imperative in water sports. I used to tell my mother I'd be safe justso that she'd stop nagging me, but I've now learned that I have toput that thought into action in order for it to be effective.

(B) In conclusion, any person with good intentions must takeaction to make it count. A person can talk about doing the rightthing, but until they put their actions behind it, it is of limited value.

(C) People can learn to change. Change is not just limitedto those who put their mind to it, but anyone can take small stepstowards lasting change each day.

Conclusion A is the best choice. It provides insight about whatthe author learned in relation to the incident they presented inprevious paragraphs. This shows that the author has a deepunderstanding of the topic presented in the essay.

Conclusion B is a little bit weak. It restates the thesis well, butdoes not provide additional insight into the information presentedin the essay. Option C is off-topic. The essay is not about creatingchange; it is about whether actions or thoughts are more important.





Question 2.


Martha Washington



(A) Once I was able to accept that I could not force theadmissions committee to admit me to the university, I felt a sense ofcalm and happiness about my circumstances. This caused all my worries todisappear.

(B) Happiness is therefore something that people can chooseto feel, not something that is based on circumstance. Even thoughthe Olivers in the above example were very poor, they bonded togetheras a family and showed that happiness could be achieved through

conscious effort.

(C) The last time Daniel felt happy was when he lived inOhio. In Ohio, all of his family lived in the same house, and he didnot feel a sense of separation from the core of his life.

Conclusion B is the best choice, since it relates directly back to anexample in the essay. It also reviews the thesis statement, whichreminds the reader what the main point of the essay was.

Option A is too weak. It ends abruptly, without reviewing the thesis orproviding insight into an experience presented in the essay. Option Cstrays from the type of content a conclusion should contain.

Although the character of "Daniel" may have felt happy in Ohio,these sentences do not belong at the end of the essay. This segment of

writing belongs toward the beginning or middle of the essay, whenan example is presented that is directly related to the thesisstatement.





Question 3.




(A) The educated in Southeast Asia are therefore betteroff than their less-educated countrymen.

(B) From these experiences, I learned that an educationcan open up more opportunities for people than they otherwise wouldhave. Education is crucial to having the freedom of choice, so Iplan to continue my education. As a result, I will be able to choosean interesting and challenging field and not be forced to do workI dislike.

(C) Freedom rang in Liberty Square. The Declaration ofIndependence had just been signed, and the new Americans could feel thatenormous, history-making change was occurring at that very moment.

Choice B is the best. This concluding paragraph shows that the authorlearned a lesson from an experience. The lesson relates directly tothe main point of the essay, which is important to reiterate forreaders when concluding the essay. Choice A doesn't sum up the essayeffectively. While an example concerning Southeast Asia may havebeen used in the essay, the writer ends the essay too abruptly withthis conclusion. A good strategy would have been to tie the exampleof Southeast Asia back in to the thesis and to end the essay moregradually. Conclusion C gets off topic and, while it creates anice image, it does not clearly relate to the thesis or sum up the

writer's point of view.






Socrates

Assignment:



(A) The argument with Carla taught me that envy itself isn'tnecessarily bad, but what a person does with it can be bad or good. Myenvy of Carla's position on the soccer team drove me to look closer at

myself and decide whether I really wanted to play soccer. Carla and Italked it out and our friendship survived, but it was tough facing myown envy head-on.

(B) In addition to envy, I also feel that rage is adestructive emotion that can destroy relationships. Envy and anger arenatural emotions and are unavoidable in a society in which individualsconstantly relate to one another. However, they are also emotions thathave a lot of power and are often not worth the consequences.

(C) In conclusion, a sense of envy is something that everyonefeels at one time or another. I think that by expressing what a personfeels, they can get their feelings out in the open before thosefeelings turn into a deep resentment that can change the nature of therelationship.

Conclusion A is the best option. The author relates back to an examplefrom the essay and provides insight into what they learned from theexperience. Conclusion B goes into a discussion of a differentemotion, without focusing solely on the main point of the essay.Option C is only vaguely related to the topic and does not clearlyrestate the thesis, answering the question, "Is envy ever justified?"Most people would agree with the writer's last words on thesubject, but they don't really have much to do with envy.






Abraham Lincoln



(A) All people are, therefore, affected by power. It takes acertain type of personality to be overcome by power.

(B) Power can be found from the corporate ladder to theeducational system. I've learned that people can be sneaky sometimes,so I keep an eye out for that when I tutor kids at the elementaryschool.

(C) Even the people with the best intentions can therefore beovercome by responsibility and an ego can grow when the person isplaced in a position of authority. Power changes people, but not alwaysfor the better.

The best choice is the option C. The author has just presented anexample and wrapped it up with an allusion to what has already been

written. The first sentence summarizes the point of the essay. Inthe last sentence, the author restates the thesis statement. Thisleaves

the reader thinking about the main idea presented in the essay.Choice A is too weak, referring to power and an individual'spersonality, but not relating directly to a thesis statement. Thesesentences would not form an effective conclusion, since thesecond sentence would fall somewhere in the middle of the essay.Choice B is off-topic. It discusses the author's personal experiencebut does not restate in any way the main point of the essay.




Writing Lesson #7Use of Language









Studyguide for the SATSkiII Review: Use Of Language And Vocabulary


Review Time

USE OF LANGUAGE AND VOCABULARY

College Board essay readers are trained to reward students who use a"varied, accurate, and apt vocabulary." With so many words to choosefrom, which are the best? In theory your vocabulary choices are almostlimitless. In practice, however, there is a relatively small group of

words that lend themselves to the type of essay you will be writingfor the SAT. Because these words are descriptive and precise, they

will help make your writing clear and authoritative. It is important,though, to use such words correctly. Essay readers will not beimpressed by essays sprinkled with sophisticated words that are usedincorrectly. Learn their exact meanings, and use them correctly inyour essay.

Here is a list of descriptive words that can helpraise your score.

Words to describe personality types

1. EGOTIST — a self-centered person who is devoted to his or her own interests

2. ALTRUIST — a generous person who is devoted to helping others3. INTROVERT — a shy, private person4. EXTROVERT — an outgoing, sociable person5. PRAGMATIST — a practical person

Words to describe people who are honest or dishonest

6. VIRTUOUS — very moral, righteous7. CANDID — very open and honest8. VENAL — very corrupt, willing to accept bribes9. UNSCRUPULOUS — very immoral, unprincipled





Wodescribe people who are mature or immature

10. LEVEL-HEADED — sensible, poised11. PRUDENT — showing good judgment, thoughtful12. SOPHOMORIC — juvenile, childish13. CALLOW — infantile, very immature

Words to describe people who are brave or cowardly

14. TIMOROUS — very shy15. CRAVEN — very cowardly16. INTREPID — very brave17. AUDACIOUS — very bold

Words to describe people who can and cannot make up their minds

18. DECISIVE — able to reach a firm decision19. RESOLUTE — very determined20. VACILLATE — to waver back and forth21. AMBIVALENT — to have mixed feelings

Words to describe the thrill of victory and the agony of defeat

22. ELATED — very happy

23. ECSTATIC — delirious with joy24. DEJECTED — downcast and gloomy25. DESPONDENT — feeling that all hope is lost

Words to describe situations involving deception

26. CLANDESTINE — secret, hidden27. NEFARIOUS — extremely wicked, villainous28. PERFIDIOUS — disloyal, treacherous29. STRATAGEM — a clever scheme or trick designed to attain a goal

Words to describe people who are fun to be with

30. AFFABLE — very friendly, pleasant31. VIVACIOUS — filled with life, fun-loving32. GREGARIOUS — very sociable, outgoing33. OPTIMISTIC — having a hopeful outlook on life, seeing only good things





Words to describe people who aren't fun to be with

34. PESSIMISTIC — having a gloomy outlook on life, seeing only bad things35. EXASPERATING — very irritating, annoying36. SUPERCILIOUS — very arrogant, haughty, stuck-up

37. CANTANKEROUS

— very grouchy, cranky

Words to describe feelings

38. DISTRAUGHT — filled with anxiety, very worried39. APATHETIC — uninterested, unfeeling40. ZEALOUS — very passionate, fervent41. ANIMOSITY — great dislike, ill will42. EMPATHY — great compassion, sympathy

Words to describe good and bad speakers

43. ELOQUENT — very articulate, vividly expressive44. LUCID — very clear, easy to follow45. LOQUACIOUS — very talkative46. PERSUASIVE — very convincing, compelling47. CONVOLUTED — very intricate, twisted, difficult to follow

Words to describe people who have energy or lack energy

48. VIGOROUS — very active, energetic49. ARDENT — filled with passion, great fervor50. LETHARGIC — lazy, drowsy










Studyguide for the SATSkiII Quiz A: Use of Language


Question 7 Which of the following wordsmeans lazy or drowsy?

( A )

a r d e n t( B ) venal

( C ) l e t h a r g i c

( D ) lucid

Question 8 Which of the following words

means very moral or righteous ?

( A ) v e n a l

( B ) v i r t u o u s

( C ) p r u d e n t

( D ) i n t r e p i d

Question 9Choose the word that best completes this sentence:Harry tried to coax the _______ kitten out of its hiding place.

(A) gregarious

(B) timorous

(C) nefarious

(D) zealous





Question 10Choose the word that best completes thissentence: Sarah is too much of anto come to the party.

( A )

i n t r e p i d( B ) e g o t i s t

( C ) a r d e n t

( D ) i n t r o v e r t





0

Answers!°©o®©



"Apathetic" means "uninterested orunfeeling." "Affable" means "very friendlyand pleasant." "Clandestine" means "secretor hidden.""Despondent" means "feeling that all hope islost." The answer is A.



"Perfidious" means "disloyal or treacherous.""Lethargic" means "lazy or drowsy.""Pessimistic" means "having a gloomy outlook on life.""Supercilious" means "very arrogant or stuck-up."

The answer is C.

Question 3.


"Loquacious" means "very talkative.""Persuasive" means "very convincing or compelling.""Audacious" means "very bold.""Ecstatic" means "delirious with

joy." The answer is D.





Question 4.


"Despondent" means "feeling that all hope is lost.""Ambivalent" means "having mixed feelings.""Resolute" means "very determined.""Intrepid" means "very brave."

The answer is D.



An "egotist" is a self-centered person. An "altruist" is a generous person who is devoted to helpingothers. An "extrovert" is an outgoing, sociable person.

An "introvert" is a shy, private person.

The answer is B.



"Ecstatic" means "delirious with joy.""Vivacious" means "fun-loving and filled withlife." "Zealous" means "very passionate orfervent." "Lucid" means "very clear and easy tofollow."

The answer is A.



"Lethargic" means "lazy or drowsy.""Ardent" means "filled with passion or great fervor.""Venal" means "very corrupt and willing to accept bribes.""Lucid" means "very clear and easy to follow."

The answer is C.







"Virtuous" means "very moral or righteous.""Venal" means "very corrupt and willing to accept bribes.""Prudent" means "showing good judgment, or thoughtful.""Intrepid" means "very brave."

The answer is B.



"Timorous" means "very shy.""Gregarious" means "very sociable and outgoing.""Nefarious" means "extremely wicked or villainous.""Zealous" means "very passionate or fervent."

The answer is B.

Question 10.


An "introvert" is a shy, private person."Intrepid" means "very brave."

An "egotist" is a self-centered person."Ardent" means "filled with passion or great fervor."

The answer is D.






Studyguide for the SATSkiII Quiz B: Use of Language


Question 1 Which of the following wordsmeans able to make a firmchoice ?

( A ) a m b i v a l e n t

( B ) d e c i s i v e

( C ) o p t i m i s t i c

( D ) p r u d e n t

Question 2 Which of the following wordsmeans very friendly and

pleasant?

(A) superc i l ious

(B) a p a t h e t i c

(C) c a l l o w

(D) a f f a b l e

Question 3 Which of the following wordsmeans a practical person ?

( A ) p r a g m a t i s t

( B ) e x t r o v e r t

( C ) a l t r u i s t

( D ) s t r a t a g e m

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Question 4 Which of the following wordsmeans very sociable andoutgoing ?

( A ) g r e g a r i o u s

( B ) n e f a r i o u s( C ) e c s t a t i c

( D ) e l o q u e n t

Question 5 Which of the following words means

showing good judgment, or thoughtful?

( A ) c a l l o w

( B ) p r u d e n t

( C ) i n t r e p i d

( D ) r e s o l u t e

Question 6 Which of the following wordsmeans to waver back and forth?

(A) resolute

(B) clandestine

(C) exasperati

ng D)

vacillate





Question 7 Which of the following wordsmeans very arrogant or stuck-up?

(A) supercilious

(B) cantankerous

(C) convoluted

(D) loquacious

Question 8

Which of the following words meansfilled with passion or great fervor?

( A ) l u c i d

( B ) a f f a b l e

( C ) a r d e n t

( D ) o p t i m i s t i c

Question 9Choose the word that best completes thissentence: The puppy wasand playful.

( A ) l u c i d

( B ) z e a l o u s

( C ) l e t h a r g i c

( D ) v i g o r o u s





Question 10Choose the word that best completes this sentence:Michelle felt ________ after she lost her job.

(A) nefar ious

(B) v e n a l

(C) d e j e c t e d

(D) unscrupulous





0

Answers!°©o®©



"Decisive" means "able to make a firm choice.""Ambivalent" means "having mixed feelings.""Optimistic" means "having a hopeful outlook on life.""Prudent" means "showing good judgment, orthoughtful."

The answer is B.



"Affable" means "very friendly and pleasant.""Supercilious" means "very arrogant or stuck-up.""Apathetic" means "uninterested or unfeeling.""Callow" means "very immature."

The answer is D.



A "pragmatist" is a practical person. An "extrovert" is an outgoing, sociable person. An "altruist" is a generous person who is devoted to helping

others. A "stratagem" is "a clever scheme designed to attain agoal."

The answer is A.









"Ardent" means "filled with passion or great fervor.""Lucid" means "very clear and easy to follow.""Affable" means "very friendly and pleasant.""Optimistic" means "having a hopeful outlook on life."

The answer is C.



"Vigorous" means "very active andenergetic." "Lucid" means "very clear andeasy to follow." "Zealous" means "verypassionate or fervent." "Lethargic" means"lazy or drowsy."

The answer is D.

Question 10.


"Dejected" means "downcast and gloomy.""Nefarious" means "extremely wicked or villainous.""Venal" means "very corrupt and willing to accept bribes.""Unscrupulous" means "very immoral andunprincipled."

The answer is C.






Studyguide for the SATSkiII Quiz C: Use of Language


Question 1

Which of the following words meansa generous person who is devoted to helping others ?

( A ) e x t r o v e r t

( B ) a l t r u i s t

( C ) e g o t i s t

( D ) c a n d i d


very immoral and unprincipled ?

( A ) c a l l o w

( B ) c r a v e n

( C ) unscrupulous

( D ) sophomor ic

Question 3 Which of the following wordsmeans very brave?

( A ) c r a v e n

( B ) c a n d i d

( C ) a r d e n t

( D ) i n t r e p i d

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Question 4 Which of the following words meansvery articulate or vividly expressive?

( A ) l u c i d

( B ) e l o q u e n t

( C ) v i v a c i o u s

( D ) l o q u a c i o u s

Question 5

Which of the following wordsmeans great dislike or ill will ?

( A ) a n i m o s i t y

( B ) e m p a t h y

( C ) c a l l o w


Question 6 Which of the following wordsmeans sensible and poised ?

(A) sophomor ic

(B) l eve l -headed

(C) c a n d i d

( D ) r e s o l u t e






extremely wicked or villainous ?

( A )

n e f a r i o u s( B ) t i m o r o u s

( C ) a u d a c i o u s

( D ) a m b i v a l e n t


means very open and honest?

( A ) c a l l o w

( B ) c a n d i d

( C ) v e n a l

( D ) l u c i d

Question 9Choose the word that best completes this sentence:Gary's ______ uncle complained throughout the meal.

(A) cantankerous

(B) a p a t h e t i c

(C) v i v a c i o u s

(D) l e t h a r g i c





Question 10Choose the word that best completes thissentence: No one could follow the movie's plot.

( A )

l o q u a c i o u s( B ) a m b i v a l e n t

( C ) convo lu ted

( D ) d e c i s i v e





Question 1.


An "altruist" is a generous person who is devoted to helpingothers. An "extrovert" is an outgoing, sociable person.

An "egotist" is a self-centered person."Candid" means "very open and honest."

The answer is B.

Question 2.The answer is (C).Explanation for Question 2:

"Unscrupulous" means "very immoral and unprincipled.""Callow" means "very immature.""Craven" means "very cowardly.""Sophomoric" means "juvenile or childish."

The answer is C.



"Intrepid" means "very brave.""Craven" means "very cowardly.""Candid" means "very open and honest.""Ardent" means "filled with passion or great fervor."

The answer is D.





"Eloquent" means "very articulate or vividly expressive.""Lucid" means "very clear and easy to follow.""Vivacious" means "fun-loving and filled withlife." "Loquacious" means "very talkative."

The answer is B.



"Animosity" means "great dislike or ill will.""Empathy" means "great compassion.""Callow" means "very immature."

A "stratagem" is "a clever scheme designed to attain a goal."

The answer is A.

Question 6.


"Level-headed" means "sensible andpoised." "Sophomoric" means "juvenile orchildish." "Candid" means "very open andhonest." "Resolute" means "verydetermined."

The answer is B.



"Nefarious" means "extremely wicked or villainous.""Timorous" means "very shy.""Audacious" means "very bold.""Ambivalent" means "having mixed feelings."

The answer is A.







"Candid" means "very open and honest.""Callow" means "very immature.""Venal" means "very corrupt and willing to accept bribes.""Lucid" means "very clear and easy to follow."

The answer is B.



"Cantankerous" means "very grouchy orcranky." "Apathetic" means "uninterested orunfeeling." "Vivacious" means "fun-loving andfilled with life." "Lethargic" means "lazy ordrowsy."

The answer is A.

Question 10.


"Convoluted" means "very intricate and difficult to follow.""Loquacious" means "very talkative.""Ambivalent" means "having mixed feelings.""Decisive" means "able to make a firm choice."

The answer is C.






Studyguide for the SATSkiII Quiz D: Use of Language


Question 1 Which of the following wordsmeans juvenile or childish ?

( A ) p r u d e n t

( B ) sophomor ic

( C ) o p t i m i s t i c

( D ) c r a v e n

Question 2 Which of the following wordsmeans very bold?

( A ) a u d a c i o u s

( B ) t i m o r o u s

( C ) v i g o r o u s

( D ) v i r t u o u s

Question 3 Which of the following wordsmeans very determined ?

( A ) a m b i v a l e n t

( B ) p e s s i m i s t i c

( C ) r e s o l u t e

( D ) a p a t h e t i c

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Question 4 Which of the following wordsmeans secret or hidden ?

( A ) c a n d i d

( B ) c a l l o w

( C ) convo lu ted

( D ) c landes t ine


filled with anxiety or very worried?

(A) apathetic

(B) distraught

(C) perfidious

(D) ambivalent

Question 6 Which of the following words meanshaving a hopeful outlook on life ?

( A ) o p t i m i s t i c

( B ) e l a t e d

( C ) e c s t a t i c

( D ) v i v a c i o u s





Question 7 Which of the following wordsmeans very irritating orannoying ?

( A ) t i m o r o u s

( B ) i n t r e p i d

( C ) exaspera t ing

( D ) a f f a b l e

Question 8

Which of the following wordsmeans an outgoing, sociableperson ?

( A ) e x t r o v e r t

( B ) e g o t i s t

( C ) a l t r u i s t


Question 9Choose the word that best completes this sentence:Maria was when she won a car in the contest.

( A ) c r a v e n

( B ) d e j e c t e d

( C ) e l a t e d

( D ) v e n a l









Question 4.


"Clandestine" means "secret or hidden.""Candid" means "very open and honest.""Callow" means "very immature.""Convoluted" means "very intricate and difficult to follow."

The answer is D.



"Distraught" means "filled with anxiety or very worried.""Apathetic" means "uninterested or unfeeling.""Perfidious" means "disloyal or treacherous.""Ambivalent" means "having mixed feelings."

The answer is B.



"Optimistic" means "having a hopeful outlook on life.""Elated" means "very happy.""Ecstatic" means "delirious with joy.""Vivacious" means "fun-loving and filled with life."

The answer is A.



"Exasperating" means "very irritating or annoying.""Timorous" means "very shy.""Intrepid" means "very brave." "Affable"means "very friendly and pleasant."

The answer is C.







An "extrovert" is an outgoing, sociable person. An "egotist" is a self-centered person. An "altruist" is a generous person who is devoted to helpingothers. A "stratagem" is "a clever scheme designed to attain agoal."

The answer is A.



"Elated" means "very happy.""Craven" means "very cowardly.""Dejected" means "downcast and gloomy.""Venal" means "very corrupt and willing to accept bribes."

The answer is C.

Question 10.


"Persuasive" means "very convincing or compelling.""Unscrupulous" means "very immoral and unprincipled.""Sophomoric" means "juvenile or childish.""Affable" means "very friendly and pleasant."

The answer is D.






Studyguide for the SATSkiII Quiz E: Use of Language


Question 1 Which of the following wordsmeans very clear and easy tofollow ?

( A ) e l o q u e n t

( B ) l u c i d

( C ) a r d e n t

( D ) d e c i s i v e

Question 2 Which of the following wordsmeans very immature ?

( A ) c a n d i d

( B ) e l a t e d

( C ) c a l l o w

( D ) z e a l o u s

Question 3 Which of the following wordsmeans great compassion ?

(A ) c landes t ine

(B ) s t r a t a g e m

(C ) a n i m o s i t y

( D ) e m p a t h y

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Question 4 Which of the following wordsmeans very passionate orfervent ?

(A) zealous

(B) vivacious

(C) supercilio

us D)

cantankerous

Question 5 Which of the following wordsmeans having mixed feelings ?

( A ) r e s o l u t e

( B ) d i s t r a u g h t

( C ) a m b i v a l e n t

( D ) t i m o r o u s

Question 6 Which of the following wordsmeans very cowardly?

( A ) c a l l o w

( B ) c r a v e n

( C ) v e n a l

( D ) a f f a b l e






having a gloomy outlook on life ?

(A) apathetic

(B) resolute

(C) pessimistic

(D) cantankerous


means fun-loving and filled withlife ?

( A ) v i v a c i o u s

( B ) g r e g a r i o u s

( C ) l o q u a c i o u s

( D ) v i r t u o u s

Question 9Choose the word that best completes this sentence:

The police officer was sure that the _______ mayor would accept a bribe.

( A ) v e n a l

( B ) p e r s u a s i v e

( C ) convo lu ted

( D ) p r u d e n t





Question 10Choose the word that best completes this sentence: We carefully developed a ______ to trick our opponents.

(A) lucid

(B) pragmatist

(C) stratage

m D)

clandestine





0

Answers!°©o®©



"Lucid" means "very clear and easy to follow.""Eloquent" means "very articulate or vividly expressive.""Ardent" means "filled with passion or great fervor.""Decisive" means "able to make a firm choice."

The answer is B.

Question 2.


"Callow" means "very immature.""Candid" means "very open andhonest." "Elated" means "very happy.""Zealous" means "very passionate or fervent."

The answer is C.



"Empathy" means "great compassion.""Clandestine" means "secret or hidden."

A "stratagem" is "a clever scheme designed to attain a goal.""Animosity" means "great dislike or ill will."

The answer is D.





Question 4.


"Zealous" means "very passionate or fervent.""Vivacious" means "fun-loving and filled withlife." "Supercilious" means "very arrogant orstuck-up." "Cantankerous" means "very grouchyor cranky.',

The answer is A.



"Ambivalent" means "having mixed feelings.""Resolute" means "very determined.""Distraught" means "filled with anxiety or very worried.""Timorous" means "very shy."

The answer is C.



"Craven" means "very cowardly.""Callow" means "very immature.""Venal" means "very corrupt and willing to accept bribes.""Affable" means "very friendly and pleasant."

The answer is B.



"Pessimistic" means "having a gloomy outlook on life.""Apathetic" means "uninterested or unfeeling.""Resolute" means "very determined.""Cantankerous" means "very grouchy or cranky.' ,

The answer is C.







"Vivacious" means "fun-loving and filled withlife." "Gregarious" means "very sociable andoutgoing." "Loquacious" means "very talkative.""Virtuous" means "very moral or righteous."

The answer is A.



"Venal" means "very corrupt and willing to accept bribes.""Persuasive" means "very convincing or compelling.""Convoluted" means "very intricate and difficult to follow.""Prudent" means "showing good judgment, orthoughtful."

The answer is A.

Question 10.


A "stratagem" is "a clever scheme designed to attain a goal.""Lucid" means "very clear and easy to follow."

A "pragmatist" is a practical person."Clandestine" means "secret or hidden."

The answer is C.







Writing Lesson #8Sentence Structure









Studyguide for the SAT Essay Sentence Structure


SENTENCE STRUCTURE VARIETY

Your essay for the New SAT will be judged on much more than youruse of vocabulary, of course. The sentence structure you use mustbe as varied and as interesting as your vocabulary.

The four sentence structures are:

1. Simple: 1 independent clause (contains 1 subject, which can becompound, and 1 predicate, which can be compound)Example: I went to the store.

2. Compound: 2 or more independent clauses, usually joined by acoordinating conjunction

Example: Bob went to the mall, and Alice went to the drycleaners.

3. Complex: 1 independent clause and at least 1 dependent clause(a group of words that has both a subject and predicate but thatcan't stand on its own)Example: Although I love the movies, I passed up a trip to thetheater this afternoon.

4. Compound-Complex: 2 or more independent clauses, usually joinedby a coordinating conjunction, and at least 1 dependent clause

Example: When Igo to school each day, I drive the car that my parents bought me, but in return, I must drive my youngerbrother.

You should use all of these sentence structures to give your writing variety and clarity.

Exercise:

In the box provided, rewrite the following sentences as instructed.answer.

Question 1Combine these two simple sentences to make a compoundsentence: Land use is a controversial issue. Even farmers havediffering opinions about it.

Review Time





Land use is a controversial issue, and even farmers have differingopinions about it.

Question 2Combine these two simple sentences to make a complexsentence: Some farmers are eager to sell their land to developers.Others want to preserve their farms and ranches.

While some farmers are eager to sell their land to developers,others want to preserve their farms and ranches.

Question 3Combine these three simple sentences to make a compound-complexsentence:My grandfather has been a farmer for more than 50 years. Hebelieves that farming is a good way of life. He hopes that his land

will always be farmed.

My grandfather has been a farmer for more than 50 years, andbecause he believes that farming is a good way of life, he hopesthat his land will always be farmed.

Question 4Combine these sentences to make one compound, complex, or compound-complex sentence:

A growing population drives up demand for land. Increased demandleads to increased prices.





A growing population drives up demand for land, causing prices toincrease. (compound)

Question 5Combine these sentences to make one compound, complex, or compound-complex sentence:Some farmers choose to sell their land in spite of regrets. Theycan become wealthy by selling their land. They cannot become

wealthy by farming it.

Despite regrets, some farmers choose to sell their land to become wealthy, because they cannot become wealthy by farming it. (compound-complex)






Stud uide for the SATSkiII Quiz A: Sentence Variet


Question 1 Which of the following combines these sentences to make a complex sentence?

The American bison is a member of the bovid family. This family also includescattle, sheep, and goats.

(A) The American bison is a member of the bovid family, whichalso includes cattle, sheep, and goats.

(B) The American bison is a member of the bovid family, andthis family also includes cattle, sheep, and goats.

Question 2 Which of the following combines these sentences to make a compound sentence?

The bison is the largest land animal in North America. Females areconsiderably smaller than males.

(A) The bison is the largest land animal in North America, butfemales are considerably smaller than males.

(B) The bison is the largest land animal in North America eventhough females are considerably smaller than males.

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One large, free-ranging herd of bison lives in Yellowstone National Park.

Visitors can see them grazing on the open plains.

(A) One large, free-ranging herd of bison lives in YellowstoneNational Park; visitors can see them grazing on the openplains.

(B) One large, free-ranging herd of bison lives in YellowstoneNational Park, where visitors can see them grazing on the openplains.


A bison's horns are permanent, bony growths, unlike a deer's antlers. Both male and female bison have them.

(A) A bison's horns are permanent, bony growths, unlike a deer'santlers, and both male and female bison have them.

(B) A bison's horns are permanent, bony growths, unlike a deer'santlers: both male and female bison have them.





Question 5

Which of the following combines these sentences to make a compound-complexsentence?

The bison was nearly extinct at one time. They are no longer endangered.Today most bison live in national parks or on privately owned land.

(A) The bison was nearly extinct at one time, they are no longerendangered, today most bison live in national parks or on privately owned

land.

(B) Although the bison was nearly extinct at one time, it is nolonger endangered, and today it lives mainly in national parks or onprivately owned land.


Privately owned bison herds are found in nearly every state. Historically, theirnatural range was more limited.

(A) Privately owned bison herds are found in nearly every statealthough, historically, their natural range was morelimited.

(B) Privately owned bison herds are found in nearly everystate, and, historically, their natural range was morelimited.





Question 7 Which of the following most effectively combines these sentences?

A female bison usually has just one calf at a time. Occasionally two calves

are born at the same time.

(A) A female bison usually has just one calf at a time, andoccasionally two calves are born at the same time.

(B) A female bison usually has just one calf at a time; however,occasionally two calves are born at the same time.


Bison are massive and heavy. They are excellent swimmers. They are verybuoyant.

(A) Bison are massive and heavy, and they are excellentswimmers, and they are very buoyant.

(B) Bison are massive and heavy, yet they are excellentswimmers because they are very buoyant.


Bison can survive in snowy conditions. They use their hooves and heads to

scrape snow off of vegetation.

(A) Bison can survive in snowy conditions, and they use theirhooves and heads to scrape snow off of vegetation.

(B) Bison can survive in snowy conditions since they use theirhooves and heads to scrape snow off of vegetation.






Bison most often live on plains. They sometimes live in wooded areas. One

sign of their presence is tree bark worn smooth by a bison's rubbing.

(A) Bison most often live on plains, but they sometimes live in wooded areas, where they wear the tree bark smooth byrubbing it.

(B) Although, bison most often live on plains, they sometimes live in woodedareas, and it is here that they wear the tree bark smooth by

rubbing it.






Hints!000do


What word could you use to make the second sentence a dependent clause?


What subordinating conjunction could be used to join the two sentences?




Which coordinating conjunction could best join these two sentences?


Which sentence could best be made into a dependent clause?




What kind of conjunction could best be used to join the two sentences?




What kind of conjunction could best be used to join the two sentences?








Studyguide for the SATSkiII Quiz A: Sentence Variety

0

Answers!°©o®©



The answer is A. The American bison is a member of the bovid family, which also includes cattle,sheep, and goats.



The answer is A. The bison is the largest land animal in North America, but females are considerablysmaller than males.



The answer is B.One large, free-ranging herd of bison lives in Yellowstone National Park, where

visitors can see them grazing on the open plains.

Question 4.


The answer is A. A bison's horns are permanent, bony growths, unlike a deer's antlers, and both

male and female bison have them.

Question 5.


The answer is B. The bison was nearly extinct at one time, and while they are no longerendangered, today most bison live in national parks or on privately owned land.



Studyguide for the SATSkiII Quiz B: Sentence Variety




The answer is A.

Privately owned bison herds are found in nearly every state, althoughhistorically, their natural range was more limited.



The answer is B. A female bison usually has just one calf at a time, but occasionally two calvesare born at the same time. (coordinating conjunction; compound sentence)

Question 8.


The answer is B.Bison are massive and heavy, yet they are excellent swimmers because they are verybuoyant. (1 dependent and 2 independent clauses; compound-complex sentence)



The answer is B.Bison can survive in snowy conditions, since they use their hooves and heads toscrape snow off of vegetation. (subordinating conjunction; complexsentence)

Question 10.


The answer is A.Bison most often live on plains, but they sometimes live in wooded areas, whereone sign of them is tree bark worn smooth by a bison's rubbing. (1 dependent and2 independent clauses; compound-complex sentence)






Riding the subway is fast and inexpensive. It is not always pleasant.

(A) Although, riding the subway is fast and inexpensive, it is notalways pleasant.

(B) Riding the subway is fast and inexpensive, but it is not always pleasant.


I take the subway to school. There is a stop right across the street.

(A) I take the subway to school since there is a stop right across the street.

(B) I take the subway to school, and there is a stop right across the street.


Sometimes I stay after school. I take a cab or a bus home.

(A) If I stay after school, I take a cab, or sometimes I take a bus home.

(B) If I stay after school, I take a cab or a bus home.

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Yesterday it was raining hard. My friend's dad drove us both to school.

(A) Yesterday it was raining hard, so my friend's dad drove us both to school.

(B) Because it was raining hard yesterday, my friend's daddrove us both to school.

Question 5

Which of the following combines these sentences to make a compound-complexsentence?

Next year I hope to get my driver's license. I plan to take driver'seducation first. It will lower my insurance rate.

(A) Next year I hope to get my driver's license, and I plan to takedriver's education first to lower my insurance rate.

(B) Next year I hope to get my driver's license, and I plan to takedriver's education first because it will lower my insurancerate.





Question 6 Which of the following combines these sentences to make a compound-complexsentence?

I have to pass driver's education. Then my mom will let me use her car. Mydad will pay for my insurance.

(A) I have to pass driver's education for my mom will let meuse her car and my dad to pay for my insurance.

(B) If I pass driver's education, my mom will let me use hercar, and my dad will pay for my insurance.


I hope to go to the University of Chicago. My mom went there. She loved it.

(A) I hope to go to the University of Chicago because mymom went there, where she loved it.

(B) I hope to go to the University of Chicago because mymom went there and loved it.





Question 8Which of the following most effectively combines these sentences?

I may major in political science. I may pursue a double major in political

science and business.

(A) I may major in political science, or I may pursue a doublemajor in political science and business.

(B) I may major in political science, and I may pursue a doublemajor in political science and business.

Question 9Which of the following most effectively combines these sentences?

I was a volunteer for a political campaign last year. That experience will strengthen my application.

(A) I was a volunteer for a political campaign last year, anexperience which will strengthen my application.

(B) I was a volunteer for a political campaign last year, andthis was an experience which will strengthen myapplication.






Last week I met a business school graduate. He told me that he had four

job offers.

(A) When I met a business school graduate last summer, I was told that he had four job offers.

(B) Last summer I met a business school graduate, who toldme that he had four job offers.






Hints!000do




Which subordinating conjunction could best join these two sentences?












What word could be used to combine the two sentences?













0

Answers!°©o®©

Question 1.


The answer is B.Riding the subway is fast and inexpensive, but it is not always pleasant.

Question 2.


The answer is A.I take the subway to school since there is a stop right across the street.



The answer is B.If I stay after school, I take a cab or a bus home.



The answer is A. Yesterday it was raining hard, so my friend's dad drove us both to school.



The answer is B.Next year I hope to get my driver's license, and I plan to take driver's education firstbecause it will lower my insurance rate.





The answer is B.

If I pass driver's education, my mom will let me use her car, and my dad will payfor my insurance.



The answer is B.

I hope to go to the University of Chicago because my mom went there loved it. (1dependent and 2 independent clauses; compound-complex sentence)



The answer is A.I may major in political science, or I may pursue a double major in politicalscience and business. (coordinating conjunction; compound sentence)



The answer is A.I was a volunteer for a political campaign last year, an experience which willstrengthen my application. (relative pronoun; complex sentence)



The answer is B.

Last summer I met a business school graduate, who told me that he had four joboffers. (relative pronoun; complex sentence)



Studyguide for the SATSkiII Quiz C: Sentence Variety



Last summer I worked at a stadium. I learned about security procedures.

(A) Last summer I worked at a stadium, where I learned aboutsecurity procedures.

(B) Last summer I worked at a stadium, and I learned aboutsecurity procedures.


A security consultant gave a seminar for employees. I was allowed to attend.

(A) A security consultant gave a seminar for employees, andI was allowed to attend.

(B) A security consultant gave a seminar for employees, whichI was allowed to attend.

iz Time!c 0 0 0 f o

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Question 3Which of the following combines these sentences to make a complex sentence?

In the spring, I attended a game at the stadium. Then I applied for the job.

(A) I applied for the job after I attended a game at the stadium in the spring.

(B) I applied for the job and then attended a game at the stadium in the spring.

Question 4Which of the following combines these sentences to make a compound-complexsentence?

Sometimes there was nothing for me to do. I watched security officersmonitor the cameras. I learned the codes for security alerts.

(A) There was nothing for me to do, so I watched securityofficers monitor the cameras and I learned the codes for securityalerts.

(B) When there was nothing for me to do, I watched securityofficers monitor the cameras, and I learned the codes for securityalerts.

Question 5Which of the following combines these sentences to make a complex sentence?

I plan to major in law enforcement. I will write about the job in my collegeapplication essay.

(A) I plan to major in law enforcement; I will write about the job in my college application essay.

(B) Since I plan to major in law enforcement, I will write





about the job in my college application essay.






I may specialize in electronic security. I may discover a different area that

interests me even more.

(A) I may specialize in electronic security, or I may discover adifferent area that interests me even more.

(B) I may specialize in electronic security if I don't discover adifferent area that interests me even more.


My uncle works for the FBI. My mom is a sheriff's deputy.

(A) My uncle works for the FBI, and my mom is a sheriffsdeputy.

(B) My uncle works for the FBI although my mom is a sheriffsdeputy.






I hope to do internships before graduation. Experience is a big help in getting

a job.

(A) I hope to do internships before graduation becauseexperience is a big help in getting a job.

(B) I hope to do internships before graduation, andexperience is a big help in getting a job.


Law enforcement depends on technology. Technology is changing rapidly. I willcontinue to learn throughout my career.

(A) Law enforcement depends on technology, which is changingrapidly, so I will continue to learn throughout my career.

(B) Because law enforcement depends on technology, which ischanging rapidly, so I will continue to learn throughout mycareer.








Hints!000do


What subordinating conjunction could be used to combine the sentences?


What coordinating conjunction could be used to combine the sentences?








What coordinating conjunction could be used to combine the sentences?


What word could best be used to combine the sentences?


What word could best be used to combine the sentences?









0

Answers!°©o®©



The answer is A.Last summer I worked at a stadium, where I learned about security procedures.

Question 2.


The answer is A. A security consultant gave a seminar for employees, and I was allowed to attend.



The answer is A.I applied for the job after I attended a game at the stadium in the spring.



The answer is B. When there was nothing for me to do, I watched security officers monitor thecameras, and I learned the codes for security alerts.

Question 5.

The answer is (B).


The answer is B.Since I plan to major in law enforcement, I will write about the job in my collegeapplication essay.







The answer is A.

I may specialize in electronic security, or I may discover a different area thatinterests me even more.



The answer is A.My uncle works for the FBI, and my mom is a sheriffs deputy. (coordinatingconjunction; compound sentence)



The answer is A.I hope to do internships before graduation, because experience is a big help ingetting a job. (subordinating conjunction; complex sentence)

Question 9.


The answer is A.Law enforcement depends on technology, which is changing rapidly, so I willcontinue to learn throughout my career. (1 dependent and 2 independent clauses;compound-complex sentence)

Question 10.


The answer is A.My parents support my plans to enter law enforcement, although they are concernedabout my safety. (subordinating conjunction; complex sentence)




Writing Lesson #9Grammar, Usage and M echanics









Studyguide for the SAT Essay Grammar, Usage and Mechanics

Review Time

Because your SAT essay will be a draft, it will probably not becompletely free of errors in grammar, usage, and mechanics. You

should, however, try to avoid the types of errors that can make yourwriting less clear and lower your score. These include the following:

Documents

Critical Reading Practice