INTRODUCTION

INTRODUCTION

Welcome to the verbal portion of your SAT class. This class is intended to teach the strategies you need in order to perform better on the SAT Reasoning Test. The more effort you put into the class, the more you will get out of it.

Good luck!

Be Smart!

THE AVERAGE JOE

The average student is just that… AVERAGE. He is not too bright, but he is not too dumb, either. Due to the fact that he is so average, he is very predictable and we can use THE AVERAGE JOE to help beat ETS at their own game.

Easy Questions: Joe gets over 90% correct.

Medium Questions: Joe gets about 50% correct.

Difficult Questions: Joe gets none correct.

FASCINATING, ISN’T IT?

· There are three types of questions: easy, medium and difficult

· Every question is worth the same amount – 1 point

· Two-thirds of the questions are easy or medium

YOU SHOULD GUESS!!!

YES! You should guess! However, there are rules to guessing.

Correct answers:+1 point

Wrong answers:- ¼ point

Blank answers:0 points

So, what does this mean to you? It means every time you use the process of elimination (POE) and can get rid of an answer choice, the probability of getting an answer correct, goes up!

YOUR PERSONAL ORDER OF DIFFICULTY (POOD)

When you take a test in class, don’t you answer the questions you know, the easy ones, first? Of course! ETS makes things easier for you by placing questions in difficulty order on the sentence completions and the grammar sections of the test. However, you need to figure out your POOD for the reading comprehension portion.

PACE YOURSELF

Each of the 25-minute Critical Reading sections will contain three types of questions: sentence completions, short reading, and critical reading. In general, the reading comprehension questions take longer to do than the sentence completions. If you have a good vocabulary, tackle the sentence completions first and then move on to the reading questions. If vocabulary is not your strong point, spend more time with the reading questions (but be sure to study vocabulary anyway; the better your vocabulary, the better your reading level – and your score). Use whatever time you have left to deal with the sentence completions.

The two Writing sections will contain questions broken down into three types: improving sentences, error identification, and improving paragraphs. The error identification questions generally take the least amount of time and should be done first. After you’ve finished them, move on to the improving sentences questions. Save the improving paragraphs questions for last.

You do not have to answer every question on the test to get a good score; it is okay if you skip questions as you work. However, as you learn the strategies in this book, you will see that on most questions you will be able to eliminate at least one answer. In that case, it pays to be aggressive and guess. The higher you aim to score, the more questions you will need to attempt.

In order to get a 400 you need a raw score of about 14. There are several ways to get a 14. For example, you could answer 14 questions correctly and leave the rest blank. Or you could answer 22 questions, but get 8 wrong. (Don’t forget you lose a ¼ of a point for every wrong answer).

This pacing chart is only an approximate guide. ETS has a way of changing things at the last minute. Don’t worry if there are slightly more or fewer questions in each section when you take the test. Just hold your pacing to your score level, and you will do fine!

To Get (scaled score)

You Need

(raw points)

25-question section

35-question section

15-question section

Total Questions to Attempt

300

5

4

4

1

9

350

8

5

5

2

12

400

14

7

7

4

18

450

19

10

10

6

26

500

27

15

15

7

37

550

34

18

18

9

45

600

41

22

22

11

55

650

49

all

all

all

65

700

54

all

all

all

65

750

59

all

all

all

65

800

65

all

all

all

65

vOCABULARY

WHAT YOU NEED TO KNOW…

· The more words you know, the easier the test will be

· Vocabulary is important for every verbal section of the test

VOCABULARY

1. Vocabulary: Why is it important?

2. THE LIST: Vocabulary words

3. Vocabulary Activities and Study Skills

a) Flash Cards

b) Flash Words

c) Vocabulary Notebooks

d) Vocabulary in Context

4. Understanding root words & prefixes

5. READ

Why is vocabulary important?

Your ability to recognize and use sophisticated vocabulary plays an important role in your success on the SAT. You will require a working knowledge of sophisticated vocabulary on the Sentence Completions section. You should also demonstrate your ability to use vocabulary when writing your essay. Working on vocabulary for the SAT will serve you well in other classes for which you are required to produce thoughtful writing! Impress your English teacher on your next essay, or your social studies teacher on your next DBQ. Actively using your newly acquired vocabulary is a great way to review!

THE LIST: SAT VOCABULARY

The following list represents words commonly used on the SAT. Some letters contain more words than others. While this list is comprehensive, there are many other sources that include other words that make recurring appearances on the SAT. Feel free to supplement this list with others that are readily available online, in bookstores, and in your local library. Take control of your vocabulary!

Abjure (v)

1.

to renounce, repudiate, or retract, esp. with formal solemnity; recant: to abjure one's errors.

2.

to renounce or give up under oath; forswear: to abjure allegiance.

3.

to avoid or shun

Abridge (v)

1.

to shorten by omissions while retaining the basic contents: to abridge a reference book

2.

to reduce or lessen in duration, scope, authority, etc.; diminish; curtail: to abridge a visit; to abridge one's freedom

3.

to deprive; cut off

Abstract (adj)

1.

thought of apart from concrete realities, specific objects, or actual instances: an abstract idea

2.

expressing a quality or characteristic apart from any specific object or instance, as justice, poverty, and speed

3.

theoretical; not applied or practical: abstract science

4.

difficult to understand; abstruse: abstract speculations

Acclaim (v)

1.

to welcome or salute with shouts or sounds of joy and approval; applaud: to acclaim the conquering heroes.

2.

to announce or proclaim with enthusiastic approval: to acclaim the new king.

Adulation (v)

to show excessive admiration or devotion to; flatter or admire

Advocate

(v) to speak or write in favor of; support or urge by argument; recommend publicly: He advocated higher salaries for teachers

(n) a person who speaks or writes in support or defense of a person, cause, etc. (usually fol. by of): an advocate of peace

Adversary (n)

1.

a person, group, or force that opposes or attacks; opponent; enemy; foe

2.

a person, group, etc., that is an opponent in a contest; contestant

Assertion (n)

1.

a positive statement or declaration, often without support or reason: a mere assertion; an unwarranted assertion

2.

an act of asserting

Alliance (n)

1.

a formal agreement or treaty between two or more nations to cooperate for specific purposes.

2.

a merging of efforts or interests by persons, families, states, or organizations: an alliance between church and state.

Acumen (n)

keen insight; shrewdness: remarkable acumen in business matters

Artisan (n)

a person skilled in an applied art; a craftsperson

Astute (adj)

1.

of keen penetration or discernment; sagacious: an astute analysis

2.

clever; cunning; ingenious; shrewd: an astute merchandising program; an astute manipulation of facts

Autonomous (adj)

1.

self-governing; independent; subject to its own laws only

2.

having autonomy; not subject to control from outside; independent: a subsidiary that functioned as an autonomous unit

Aversion (n)

a strong feeling of dislike, opposition, repugnance, or antipathy (usually fol. by to): a strong aversion to snakes and spiders

Ascendancy (n)

the state of being in the ascendant; governing or controlling influence; domination

Aspire (v)

to long, aim, or seek ambitiously; be eagerly desirous, esp. for something great or of high value (usually fol. by to, after, or an infinitive): to aspire after literary immortality; to aspire to be a doctor

Assiduous (adj)

1.

constant; unremitting: assiduous reading

2.

constant in application or effort; working diligently at a task; persevering; industrious; attentive: an assiduous student

Arbitrary (adj)

1.

subject to individual will or judgment without restriction; contingent solely upon one's discretion: an arbitrary decision.

2.

decided by a judge or arbiter rather than by a law or statute.

3.

having unlimited power; uncontrolled or unrestricted by law; despotic; tyrannical: an arbitrary government.

4.

unreasonable; unsupported: an arbitrary demand for payment.

Auspicious (adj)

1.

promising success; propitious; opportune; favorable: an auspicious occasion.

2.

favored by fortune; prosperous; fortunate

Augment (v)

to make larger; enlarge in size, number, strength, or extent; increase

Bellicose (adj)

inclined or eager to fight; aggressively hostile; belligerent; pugnacious.

Benevolent (adj)

1.

characterized by or expressing goodwill or kindly feelings: a benevolent attitude; her benevolent smile.

2.

desiring to help others; charitable: gifts from several benevolent alumni.

Brevity (n)

1.

shortness of time or duration; briefness: the brevity of human life.

2.

the quality of expressing much in few words; terseness: Brevity is the soul of wit.

Bolster (v)

to add to, support, or uphold (sometimes fol. by up): They bolstered their morale by singing. He bolstered up his claim with new evidence.

Belie (v)

1.

to show to be false; contradict: His trembling hands belied his calm voice.

2.

to misrepresent: The newspaper belied the facts.

3.

to act unworthily according to the standards of (a tradition, one's ancestry, one's faith, etc.).

Bestow (v)

1.

to present as a gift; give; confer (usually fol. by on or upon): The trophy was bestowed upon the winner.

2.

to put to some use; apply: Time spent in study is time well bestowed.

Bludgeon (v)

2.

to strike or knock down with a bludgeon.

3.

to force into something; coerce; bully: The boss finally bludgeoned him into accepting responsibility.

Behemoth (n)

1.

an animal, perhaps the hippopotamus, mentioned in Job 40:15–24.

2.

any creature or thing of monstrous size or power: The army's new tank is a behemoth. The cartel is a behemoth small business owners fear.

Banter (n)

an exchange of light, playful, teasing remarks; good-natured raillery.

Bravado (n)

a pretentious, swaggering display of courage.

Cajole (v)

to persuade by flattery or promises; wheedle; coax.

Chicanery (n)

trickery or deception by quibbling or sophistry: He resorted to the worst flattery and chicanery to win the job.

Conflagration (n)

a destructive fire, usually an extensive one

Circumnavigate (v)

1.

to sail or fly around; make the circuit of by navigation: to circumnavigate the earth.

2.

to go or maneuver around: to circumnavigate the heavy downtown traffic.

Cursory (adj)

going rapidly over something, without noticing details; hasty; superficial: a cursory glance at a newspaper article.

Curtail (v)

to cut short; cut off a part of; abridge; reduce; diminish.

Candor (n)

the state or quality of being frank, open, and sincere in speech or expression; candidness: The candor of the speech impressed the audience.

Comprehensive (adj)

1.

of large scope; covering or involving much; inclusive: a comprehensive study of world affairs.

2.

comprehending mentally; having an extensive mental range or grasp.

Condemn (v)

1.

to express an unfavorable or adverse judgment on; indicate strong disapproval of; censure.

2.

to pronounce to be guilty; sentence to punishment: to condemn a murderer to life imprisonment.

Censure (n)

1.

strong or vehement expression of disapproval: The newspapers were unanimous in their censure of the tax proposal.

2.

an official reprimand, as by a legislative body of one of its members.

Concede (v)

to acknowledge as true, just, or proper; admit: He finally conceded that she was right.

Confound (v)

to confuse

Conviction (n)

a fixed or firm belief.

Credulity (n)

willingness to believe or trust too readily, esp. without proper or adequate evidence; gullibility.

Cryptic (adj)

mysterious in meaning; puzzling; ambiguous: a cryptic message.

Compelling (adj)

having a powerful and irresistible effect; requiring acute admiration, attention, or respect: a man of compelling integrity; a compelling drama.

Curtail (v)

to cut short; cut off a part of; abridge; reduce; diminish.

Complacency (n)

a feeling of quiet pleasure or security, often while unaware of some potential danger, defect, or the like; self-satisfaction or smug satisfaction with an existing situation, condition, etc.

Coercion (n)

force or the power to use force in gaining compliance

Dogged (adj)

persistent in effort; stubbornly tenacious: a dogged worker

Decorum (n)

dignified behavior, speech, dress, etc.

Degradation (n)

The state of being humiliated, dishonored, or degraded to

Deprecate (n)

To belittle or express disapproval of

Digress (v)

To move away from a central theme or topic in speech or writing

Discerning (adj)

showing good or outstanding judgment and understanding: a discerning critic of French poetry.

Despondent (adj)

feeling or showing profound hopelessness, dejection, discouragement, or gloom: despondent about failing health.

Disdain (n)

a feeling of contempt for anything regarded as unworthy; haughty contempt; scorn.

Discordant (adj)

disagreeable to the ear; dissonant; harsh.

Deciduous (adj)

1. falling off or shed at a particular season, stage of growth, etc., as leaves, horns, or teeth.

2. not permanent; transitory.

Dogmatic (adj)

asserting opinions in a doctrinaire or arrogant manner; opinionated.

Duplicity (n)

deceitfulness in speech or conduct; speaking or acting in two different ways concerning the same matter with intent to deceive; double-dealing.

Disclose (v)

to make known; reveal or uncover

Disparity (n)

lack of similarity or equality; inequality; difference

Discourse (n)

communication of thought by words; talk

Diligent (adj)

constant in effort to accomplish something; attentive and persistent in doing anything

Doctrine (n)

a particular principle, position, or policy taught or advocated, as of a religion or government

Dubious (adj)

doubtful; marked by or occasioning doubt

Eclectic (adj)

composed of elements drawn from various sources or styles

Emigrate (v)

to leave one's place of residence or country to live elsewhere

Enigma (n)

something hard to understand or explain; a mystery

Equivocal (adj)

subject to two or more interpretations and usually used to mislead or confuse

Erudite (adj)

possessing or displaying learned behavior; one that is very educated

Extricate (v)

to free or remove from an entanglement or difficulty

Extraneous (adj)

not forming an essential or vital part; having no relevance

Exalt (v)

to raise in rank, power, or character

Euphemism (n)

the substitution of an agreeable or inoffensive expression for one that may offend or suggest something unpleasant

Elusive (adj)

tending to evade grasp or pursuit; hard to comprehend or define

Equanimity (n)

evenness of mind especially under stress

Esoteric (adj)

requiring or exhibiting knowledge that is restricted to a small group

Embellish (v)

to make beautiful with ornamentation; to heighten the attractiveness of by adding decorative or fanciful details

Emulate (v)

to strive to equal or excel

Epiphany (n)

an intuitive grasp of reality through something; a sudden discovery or realization

Enervate (adj)

lacking physical, mental, or moral vigor

Evanescent (adj)

tending to vanish like vapor

Exuberance (adj)

the state or quality of being joyful and enthusiastic

Furtive (adj)

done in a sly or shifty manner

Fastidious (adj)

1.

excessively particular, critical, or demanding; hard to please: a fastidious eater.

2.

requiring or characterized by excessive care or delicacy;

Fervor (n)

great warmth and earnestness of feeling

Facetious (adj)

not meant to be taken seriously or literally; amusing, humorous

Frivolous (adj)

characterized by lack of seriousness or sense;self-indulgent, carefree

Frugality (n)

characterize by one who is thrifty and careful with money

Fractious (adj)

readily angered; peevish; irritable; quarrelsome

Feral (adj)

existing in a natural state, as animals or plants; not domesticated or cultivated; wild

Feasible (adj)

capable of being done, effected, or accomplished

Frenetic (adj)

frantic, frenzied

Glutton (n)

1.

a person who eats and drinks excessively or voraciously.

2.

a person with a remarkably great desire or capacity for something: a glutton for work; a glutton for punishment.

Gratuitous (adj)

1.

given, done, bestowed, or obtained without charge or payment; free; voluntary.

2.

being without apparent reason, cause, or justification: a gratuitous insult.

Gregarious (adj)

social, genial, outgoing, convivial, companionable, friendly, extroverted

Gullible (adj)

easily deceived or cheated

Guile (n)

crafty or artful deception; duplicitous in obtaining goals

Hegemony (n)

leadership or predominant influence exercised by one nation over others, as in a confederation.

Haughty (adj)

disdainfully proud; snobbish; scornfully arrogant

Homogeneous

1.

composed of parts or elements that are all of the same kind; not heterogeneous: a homogeneous population.

2.

of the same kind or nature; essentially alike.

Hubris

(adj) overbearing pride or presumption; arrogance

(n) excessive pride or self-confidence; arrogance.

Hackneyed (adj)

made commonplace; stale

Illusory (adj)

causing illusion; deceptive; misleading

Impede (v)

to slow in movement or progress by means of obstacles or hindrances; obstruct; to hinder

Impudent (adj)

characterized by offensive boldness; insolent or impertinent

Intrepid (adj)

resolutely courageous; fearless; brave

Inherent (adj)

existing as an essential constituent or characteristic; intrinsic

Inane (adj)

one that lacks sense or substance

Incorrigible (adj)

incapable of being corrected or reformed; Firmly rooted

Innocuous (adj)

not likely to offend or provoke to strong emotion; insipid

Incontrovertible (adj)

impossible to dispute; unquestionable

Jurisprudence (n)

a division or department of law

Juncture (n)

the act of joining or the condition of being joined

Jaunty (n)

having a buoyant or self-confident air; brisk; crisp and dapper in appearance; stylish

Jostle (v)

to come in rough contact while moving; push and shove

Kindred

(adj) having the same belief, attitude, or feeling

(n) relationship by birth or descent, or sometimes by marriage; kinship

Loquacious (adj)

very talkative

Lugubrious (adj)

mournful, dismal, or gloomy, especially to an exaggerated or ludicrous degree

Levity (n)

lightness of manner or speech, especially when inappropriate

Lament (v)

to express grief for or about; mourn

Lethargic (adj)

of, causing, or characterized by lethargy, sluggishness, inactivity, and apathy

Laud (v)

to praise; extol.

Lofty (adj)

to be grand or great; pompous; elevated in character

Listless (adj)

having or showing little or no interest in anything; languid; spiritless; indifferent

Lexicon (n)

1.

a wordbook or dictionary, esp. of Greek, Latin, or Hebrew.

2.

the vocabulary of a particular language, field, social class, person, etc.

Lavish (adj)

Characterized by or produced with extravagance

Marred (v)

to inflict serious bodily harm on; to detract from the perfection or wholeness of; to spoil

Morose (adj)

having a sullen and gloomy disposition

Mundane (adj)

practical and ordinary

Mitigate (v)

to cause to become less harsh or hostile; to alleviate

Modest (adj)

neither bold nor self-assertive

Melancholy (n)

a state of being sad or depressed

Maverick (n)

an independent individual who does not go along with a group or party

Miserly (adj)

marked by meanness; stingy

Nomenclature (n)

the act or process or an instance of naming; a system or set of terms or symbols especially in a particular science, discipline, or art

Nonchalance (n)

the quality or state of being easy, unconcerned or indifferent

Novelty (n)

something new or unusual

Notoriety (n)

the state of being notorious or well known

Negate (v)

to deny the existence or truth of; to cause or prove to be invalid

Nocturnal (adj)

of, relating to, or occurring in the night

Naïve (adj)

deficient in worldly wisdom or informed judgment; inexperienced

Nefarious (adj)

wicked; evil

Obsequious (adj)

marked by or exhibiting attentiveness

Ominous (adj)

being or exhibiting an omen; foreboding or foreshadowing evil

Obscured (adj)

not clearly seen or easily distinguished

Obstinate (adj)

strongly adhering to an opinion, purpose, or course in spite of reason, arguments, or persuasion

Oblivion (n)

the condition or state of being forgotten or unknown

Orator (n)

one distinguished for skill and power as a public speaker

Opulent (adj)

having a large estate or property

Ostentatious (adj)

marked by vain and sometimes pretentious behavior

Omnipotent (adj)

having virtually unlimited authority or influence

Opportunist (n)

one who seeks out opportunity

Paradigm (n)

an outstandingly clear or typical example or archetype or design

Philanthropist (n)

one who practices active effort to promote human welfare

Piety (n)

the quality or state of being pious: as a: fidelity to natural obligations (as to parents); dutifulness in religion

Pacifist (adj)

strongly and actively opposed to conflict and especially war

Pugnacious (adj)

having a quarrelsome or combative nature

Proliferate (v)

to grow by rapid production of new parts, cells, buds, or offspring; to increase in number

Putrid (adj)

rotten; morally corrupt; totally objectionable

Patronizing (v)

to adopt an air of condescension toward : treat haughtily or coolly

Placate (v)

to soothe or mollify especially by concessions; to appease

Pragmatic (adj)

relating to matters of fact or practical affairs often to the exclusion of intellectual or artistic matters : practical as opposed to idealistic

Quandary (n)

a state of perplexity or doubt

Quintessential (n)

the essence of a thing in its purest and most concentrated form; the perfect example

Quotidian (adj)

occurring every day

Reciprocal (adj)

shared, felt, or shown by both sides

Rancor (n)

bitter deep-seated ill will

Redundant (adj)

repetitious; using more words than is necessary

Remorse (n)

a gnawing distress arising from a sense of guilt for past wrongs

Repel (v)

to drive something or someone away

Repudiate (v)

to refuse to have anything to do with; to disown

Reticence (n)

the quality or state of being restrained or reserved

Reverent (adj)

characterizing one as worshipful

Rhetorical (adj)

asked merely for effect with no answer expected

Sanguine (adj)

relating to blood; cheerfulness, confidence, optimism

Subjugate (v)

to bring under control and governance as a subject; to make submissive

Sage (n)

one (as a profound philosopher) distinguished for wisdom

Supercilious (adj)

coolly and patronizingly haughty or proud

Scrupulous (adj)

having moral integrity : acting in strict regard for what is considered right or proper

Squander (v)

to spend extravagantly or foolishly

Surreptitious (adj)

done, made, or acquired by stealth or in secret

Superfluous (adj)

beyond what is sufficient; unnecessary

Servile (adj)

of or befitting a slave or a menial position; submissive

Taxonomy (n)

the study of the general principles of scientific classification; orderly classification of plants and animals according to their presumed natural relationships.

Tautology (n)

needless repetition of an idea, statement, or word

Tempestuous (adj)

of, relating to, or resembling a tempest: turbulent, stormy

Transient

(n) a person traveling about usually in search of work; one who is in constant transition

(adj) passing especially quickly into and out of existence

Taciturn (adj)

temperamentally disinclined to talk

Terse (adj)

smoothly elegant, polished

Trite (adj)

hackneyed or boring from much use : not fresh or original

Turmoil (n)

a state or condition of extreme confusion, agitation, or commotion

Thrive (v)

to grow vigorously and successfully

Usurp (v)

to seize and hold (as office, place, or powers) in possession by force or without right

Unctuous (adj)

revealing or marked by a smug, ingratiating, and false earnestness or spirituality

Undermine (v)

to weaken or ruin

Uniformity (n)

the state or quality of being uniform; overall sameness, or regularity

Unwarranted (adj)

Having no justification; groundless

Undulate (v)

to move with a sinuous or wavelike motion; display a smooth rising-and-falling or side-to-side alternation of movement

Vehement (adj)

strongly emotional; intense or passionate

Vacuous (adj)

expressing or characterized by a lack of ideas or intelligence; inane; stupid

Vortex (n)

something regarded as drawing into its powerful current everything that surrounds it

Vilify (v)

to speak ill of; defame; slander.

Vocation (n)

a particular occupation, business, or profession; calling.

Verbose (adj)

characterized by the use of many or too many words.

Volatile (adj)

tending or threatening to break out into open violence; explosive

Vacillate (v)

1. to waver in mind or opinion; be indecisive or irresolute

2. to sway unsteadily; waver; totter; stagger.

Venerate (v)

to regard or treat with reverence or respect; revere.

Virtuoso (n)

a person who has special knowledge or skill in a field

Whimsy (n)

anything odd or fanciful; a product of playful or capricious fancy

Wary (adj)

watchful; being on one's guard against danger.

Wily (adj)

full of, marked by, or proceeding from wiles; crafty; cunning.

Wry (adj)

bitterly or disdainfully ironic or amusing

Waver (v)

to feel or show doubt, indecision

Wallow (v)

1.

to roll about or lie in water, snow, mud, dust, or the like, as for refreshment: Goats wallowed in the dust.

2.

to live self-indulgently; luxuriate; revel: to wallow in luxury; to wallow in sentimentality.

3.

to flounder about; move along or proceed clumsily or with difficulty: A gunboat wallowed toward port.

Vocabulary activities and Study Skills

· Flash cards

· Flash words

· Vocabulary notebooks

* * *

STUDY SKILLS

How do you study? Do you have a particular method of studying that helps you to focus and retain information? Most students struggle with identifying a way of studying that works well enough to make them successful in their class work. Having clear systems of studying in place is the first step toward success. Below details some suggested ways of studying vocabulary.

FLASH CARDS

Using flash cards for studying vocabulary works for many students. We all possess different learning styles. For this reason, flash cards is a style of studying that works very well for those of us who are visual learners. Flash cards are also very convenient as they are compact and can be carried around for studying almost anywhere.

Front of CardBack of Card

Suggestions

When studying multiple sets of vocabulary using flash cards, consider using different colors so that you can easily identify the different sets.

You can now purchase sets of index cards that are bound with a spiral ring. This is very convenient since loose flash cards are so easy to lose. Check it out!

FLASH WORDS

The Flash Word study method is very similar to the simple flash card method. As mentioned previously, we all learn in different ways. Some of us are visual learners, while others are tactile learners who learn from actually touching or doing. For this reason, there is the Flash Word study method that appeals to different learning styles.

Let’s take a look at the example below.

Front of Card

Back of Card

Creating Flash Word flash cards can be fun. Don’t become preoccupied with trying to draw the perfect image; it should be simple and clear. You DO NOT have to be an artist to make effective cards.

VOCABULARY NOTEBOOKS

Since we know that effective vocabulary is necessary, not just for the SAT, but for success in all of our classes we should be prepared to work on acquiring a vast set of new words. Yes? Yes! Creating a notebook just for our vocabulary is a great way to focus on this task.

In your vocabulary notebook, each page is dedicated to one word. These pages are very similar to your Flash Word flash cards. Let’s take a look.

Like Flash Word flash cards, keeping a vocabulary notebook can be fun. If you decide to study vocabulary using this tool, consider purchasing a notebook with a fun cover or distinct color that stands out among all of your other books.

ROOT WORDS

All words have origins. They have been derived from other words. Understanding this often makes understanding complex words a little easier. The fundamental, and often most important, part of a word upon which other words can be created are called ROOT WORDS. Studying root words can, and will, help you determine the meaning of unfamiliar words.

Common Root Words

ROOT

MEANING

EXAMPLE

acr

Highest point

Acrobat

act

Do

Actor, reaction

ann/annu/enni

Year

Annual, bicentennial

Aqu

Water

Aquarium, aquatic

Astr, aster

Start

Asteroid, disaster

Aud

Hear

Audition, auditorium

Bene

Good

Beneficial, benefactor

Chron

Time

Chronic, chronological

Cosm

Universe; order

Cosmic, cosmos

Cred

Believe; trust

Credit, credible

Dem/demo

People

Democracy

Derm

Skin

Dermatologist

Dic/dict

Say

Dictate, dictionary

Equ/equi/iqui

Equal

Equitable, iniquity

Fin

End

Finish, infinite

Fort

Strong

Fortify

Hydr

Water

Hydrate

Ign

Fire

Ignite, ignition

Judic

Judgment

Judicial

Liber

Free

Liberate, liberal

Loc

Place

Locate, relocate

Locut/locu

Speak

Elocution, loquacious, colloquial

Mal

Bad

Malicious, malevolent

Man/manu

Hand

Manufacture, manual

Mot

Move

Motor, emotion

Nov

New

Novelty, renovate

Onym

Name

Synonym, antonym

Path

Feel; suffer; disease

Sympathy, pathology

Psych

Mind; soul

Psychology, psychic

Port

Carry

Transport, portable

Reg

Rule

Register, regulate

Rupt

Break

Rupture

Scrib/script

Write

Prescription, describe

Son

Sound

Sonic

Spir

Breathe

Spirit, inspiration

Terr/ter

Earth

Extraterrestrial, terrain

Therm

Heat

Thermal

Top

Place

Topography, topical

Typ

Stamp; model

Type, typical

Ver

Truth

Veracity, verifiable

Vid/vis

See

Visual video

Viv

Alive

Vivacious, vivid

Vol/volv

Turn

Revolve, evolution

There are many root words not included in this list. Seek out the many resources available to acquire more word origins. Here are some suggestions:

www.firstschoolyears.com

www.msu.edu

www.prefixsuffix.com

PREFIXES

Root words can be found in PREFIXES. A prefix is a group of letters which you can add to the beginning of a root word* to change the meaning of the word.  

For example: mis + fortune = misfortune

*A root word can stand on its own as a word but you can make new words from it by adding beginnings (prefixes) and endings (suffixes).

For example: 'comfort' is a root word. By adding the prefix 'dis' and the suffix 'able' you can make new words such as 'discomfort' and 'comfortable'.

Prefix meanings: Every prefix has a meaning;

For example: The prefix 'un' means 'not'The root word 'clear' means 'bright', 'free from difficulty'

un + clear = unclear which means 'not clear' or 'dim', 'difficult to see or understand'

There are no rules to help you remember which prefix you should use, although knowing the meaning of the prefix can help.

Here are some examples of prefixes and their meanings:

Prefix

Meaning

mis

means 'wrong' or 'badly'e.g. 'misspelled' or misspelt means 'wrongly spelled'

sub

means undere.g. 'subway' means 'a way under the ground'

pre

means 'before in time', 'in front of' or 'superior'e.g. 'prepacked' means 'packed before'

un

means not (there are also several other prefixes which mean not)e.g. 'unhurt' means 'not hurt'

Again, understanding how words are created is the start to being able to decode unfamiliar words. Be proactive! Seek out other sources that can provide you with more prefixes and root words.

READ! READ! READ!

A great way to acquire new vocabulary is by READING! You have a wealth of reading material to choose from. Visit your teacher’s bookshelf or the bookstore at the local mall or the local library and select reading material that is of genuine interest to YOU! When you read regularly you are exposing yourself to new vocabulary and using context clues to understand unfamiliar words. Not only is reading a great habit to develop for acquiring new vocabulary, but it is also a great way to explore new and exciting topics for your SAT essay!

Reading suggestions:

Autobiographies – Novels – Magazines – How-to-Books – Newspapers

THE

ESSAY

WHAT YOU NEED TO KNOW…

· You will only need to write one essay

· The essay is always the first section of the SAT

· You will have only 25 minutes to write the essay

The SAT Essay

1. The Format & Scoring Rubric

2. Sample Essays

3. Essay Planning

4. Preparing Your Sources

a. Literature

b. Scientific discovery

c. Historic event

d. Influential figures

e. Current events

f. Personal experience

5. Essay Practice

The Verbal Section of the SAT begins with an essay that is worth 30% of your overall writing score. This essay measures your ability to:

· develop a point of view on an issue presented in an excerpt

· support your point of view using reasoning and examples from your reading, studies, experience, and/or observations

· follow the conventions of standard written English

The essay will be scored by trained high school and college teachers. Each reader will give the essay a score from 1 to 6 (6 is the highest score) based on the overall quality of the essay and your demonstration of writing competence.

THE FORMAT

Each time you practice essay writing in SAT Prep, the format of your task will mirror the SAT essay format.

Think carefully about the issue presented in the following excerpt and assignment below.

Assignment:What is your opinion of the claim that sometimes honesty is not the best policy? In an essay, support your position by discussing examples from literature, the arts, science, technology, history, current events, or your own experience or observation.

Directions

The essay gives you an opportunity to show how effectively you can develop and express ideas. You should, therefore, take care to develop your point of view, present your ideas logically and clearly, and use language precisely.

Your essay must be written on the lines provided on your answer sheet—you will receive no other paper on which to write. You will have enough space if you write on every line, avoid wide margins, and keep your handwriting to a reasonable size. Remember that people who are not familiar with your handwriting will read what you write. Try to write or print so that what you are writing is legible to those readers.

You will have 25 minutes to write your essay.

Important Reminders:

· A pencil is required for the essay. An essay written in ink will receive a score of zero.

· Do not write your essay in your test book. You will receive credit only for what you write on your answer sheet.

· An off-topic essay will receive a score of zero.

· If your essay does not reflect your original and individual work, your test scores may be canceled.

Scoring of the Essay

The essay is scored by experienced and trained high school and college teachers. Each essay is scored by two people who won't know each other's score. They won't know the student's identity or school either. Each reader gives the essay a score from 1 to 6 (6 is the highest score) based on the SAT essay scoring guide. Those two scores are then added to create your final score. The scoring guide is the rubric by which your essay is scored.

Below you will find the essay scoring guide. Familiarizing yourself with the scoring guide and understanding the College Board’s expectations of you will help you produce a great essay!

Scoring Guide

SCORE OF 6

An essay in this category demonstrates clear and consistent mastery, although it may have a few minor errors. A typical essay

· effectively and insightfully develops a point of view on the issue and demonstrates outstanding critical thinking, using clearly appropriate examples, reasons, and other evidence to support its position

· is well organized and clearly focused, demonstrating clear coherence and smooth progression of ideas

· exhibits skillful use of language, using a varied, accurate, and apt vocabulary

· demonstrates meaningful variety in sentence structure

· is free of most errors in grammar, usage, and mechanics

SCORE OF 5

An essay in this category demonstrates reasonably consistent mastery, although it will have occasional errors or lapses in quality. A typical essay

· effectively develops a point of view on the issue and demonstrates strong critical thinking, generally using appropriate examples, reasons, and other evidence to support its position

· is well organized and focused, demonstrating coherence and progression of ideas

· exhibits facility in the use of language, using appropriate vocabulary

· demonstrates variety in sentence structure

· is generally free of most errors in grammar, usage, and mechanics

SCORE OF 4

An essay in this category demonstrates adequate mastery, although it will have lapses in quality. A typical essay

· develops a point of view on the issue and demonstrates competent critical thinking, using adequate examples, reasons, and other evidence to support its position

· is generally organized and focused, demonstrating some coherence and progression of ideas

· exhibits adequate but inconsistent facility in the use of language, using generally appropriate vocabulary

· demonstrates some variety in sentence structure

· has some errors in grammar, usage, and mechanics

SCORE OF 3

An essay in this category demonstrates developing mastery, and is marked by ONE OR MORE of the following weaknesses:

· develops a point of view on the issue, demonstrating some critical thinking, but may do so inconsistently or use inadequate examples, reasons, or other evidence to support its position

· is limited in its organization or focus, or may demonstrate some lapses in coherence or progression of ideas

· displays developing facility in the use of language, but sometimes uses weak vocabulary or inappropriate word choice

· lacks variety or demonstrates problems in sentence structure

· contains an accumulation of errors in grammar, usage, and mechanics

SCORE OF 2

An essay in this category demonstrates little mastery, and is flawed by ONE OR MORE of the following weaknesses:

· develops a point of view on the issue that is vague or seriously limited, and demonstrates weak critical thinking, providing inappropriate or insufficient examples, reasons, or other evidence to support its position

· is poorly organized and/or focused, or demonstrates serious problems with coherence or progression of ideas

· displays very little facility in the use of language, using very limited vocabulary or incorrect word choice

· demonstrates frequent problems in sentence structure

· contains errors in grammar, usage, and mechanics so serious that meaning is somewhat obscured

SCORE OF 1

An essay in this category demonstrates very little or no mastery, and is severely flawed by ONE OR MORE of the following weaknesses:

· develops no viable point of view on the issue, or provides little or no evidence to support its position

· is disorganized or unfocused, resulting in a disjointed or incoherent essay

· displays fundamental errors in vocabulary

· demonstrates severe flaws in sentence structure

· contains pervasive errors in grammar, usage, or mechanics that persistently interfere with meaning

Essays not written on the essay assignment will receive a score of zero.

Strategies for Success on the SAT Essay from the College Board

It seems like everybody has a different opinion about how to do well on the SAT essay. Some people say you should write a strict five-paragraph essay, with an introduction, a conclusion, and three specific examples. Some people say you should read well-known books like The Great Gatsby or The Scarlet Letter and refer to them as often as you can. Some people say that the real key is to write as much as humanly possible. Some say you should do all of these at once!

We want students to know that there are no short cuts to success on the SAT essay. The high school and college teachers who will score your essay have seen it all before. These teachers are not going to give high scores to an essay just because it is long, or has five paragraphs, or uses literary examples. The scorers are experts at identifying truly good writing--essays that insightfully develop a point of view with appropriate reasons and examples and use language skillfully.

So what can you do to write a successful SAT essay? Here are some strategies the College Board would like you to consider:

Read the entire assignment. It's all there to help you. Every essay assignment contains a short paragraph about the issue, usually from a specific author or book. Don't ignore this important information in your rush to answer the question. Imagine that you are talking to the author of the paragraph about the issue. What would you say to him or her? Would you argue or agree? What other ideas or examples would you bring up? Answering these questions will help you develop your own point of view.

Don't oversimplify. Developing your point of view doesn't mean coming up with as many examples as you can. Sometimes students cut a great example short to move on to something else, and end up oversimplifying. Take the time to really explain an example; that's the best way to fully develop your point of view. An essay with one or two thoughtful, well-developed reasons or examples is more likely to get a high score than an essay with three short, simplistic examples.

There's nothing wrong with "I." You are asked to develop your point of view on the issue, not give a straight report of the facts. This is your opinion, so feel free to use "I," and give examples that are meaningful to you, even ones from your personal life or experiences. Of course you need to support your ideas appropriately, and show that you can use language well, but remember: the essay is an opportunity for you to say what you think about an important issue that's relevant to your life. So relax and be yourself, and you will do just fine.

Have a plan! Knowing how much time you have to write your overall essay is a great start, but knowing in advance just how to use that time is crucial. Not completing your essay WILL affect your score. Be sure to consider the suggested plan in this guide.

Whether you choose to follow this guide’s plan or not, have a plan!

ORGANIZING YOUR ESSAY

Good news! All of the hard work that you have invested in English class preparing for the New York State Regents exam is going to come in handy now! Since, as stated previously, the SAT essay will be assessing your ability to interpret an idea by making connections to that idea using a variety of sources, you should have recognized that this format can best be compared to the critical lens essay that you are “oh so” familiar with already! This IS good news!

Here is a breakdown of how your essay should be organized:

SUGGESTED PLAN FOR YOUR ESSAY

Use the following pointers to guide you. You have 25 minutes total.

Writing Your Thesis Statement (1-2 minutes) Let readers know your position.

· Write a single sentence to focus your writing.

· Make sure it clearly and fully states your viewpoint.

Prewriting (3-4 minutes) Plan your essay.

· Reread the statement above to make sure that you understand it.

· Start by narrowing the focus of your response.

· Gather and list your ideas and group those that belong together.

· List any key words you want to make sure to use.

· Choose an organizational plan that will help readers follow your thoughts

easily; it will serve as the outline for your essay.

Writing Your Draft (17-18 minutes) Present your ideas as effectively as you can.

· Write quickly but legibly.

· Hook readers with your first sentence.

· Then use only your best ideas and support them with facts or examples.

· Aim to make your paragraphs unified.

· Use transitional words and phrases to show how ideas relate to one another.

· Make your essay memorable; give it a catchy ending.

Editing and Revising Your Draft (2-3 minutes) Reread your essay and improve it.

· Have you used the right words?

· Have you used precise nouns, vivid verbs, and expressive modifiers?

· Can you make the writing more appealing by inserting sensory details, figurative

language, or colorful idiomatic expressions?

· Have you chosen the most effective transitional words or expressions to make

your writing coherent?

* * *

As you practice your essay writing in this course, refer to this guide to help you produce an effective essay. Commit the timing schedule to memory since it is very important that you complete your essay.

Essay Prompt Example

You have twenty-five minutes to write an essay on the topic assigned below.

Think carefully about the issue presented in the following excerpt and the assignment below.

Assignment: Do memories hinder or help people in their effort to learn from the past and succeed in the present? Plan and write an essay in which you develop your point of view on this issue. Support your position with reasoning and examples taken from your reading, studies, experience, or observations.

Score Essay: Do memories hinder or help people in their effort

to learn from the past and succeed in the present?

Essay

Without our past, our future would be a tortuous path leading to nowhere. In order to move up the ladder of success and achievement we must come to terms with our past and integrate it into our future. Even if in the past we made mistakes, this will only make wiser people out of us and guide us to where we are supposed to be.

This past year, I was auditioning for the fall play, "Cat on a Hot Tin Roof." To my detriment I thought it would be a good idea to watch the movie in order to prepare. For two hours I studied Elizabeth Taylor's mannerisms, attitude, and diction, hoping I could mimic her performance. I auditioned for the part of "Maggie" feeling perfectly confident in my portrayal of Elizabeth Taylor, however, I was unaware that my director saw exactly what I had been thinking. Unfortunately, I didn't get the part, and my director told me that he needed to see "Maggie" from my perspective, not Elizabeth Taylor's.

I learned from this experience, and promised myself I would not try to imitate another actress, in order to create my character. Persevering, I was anxious to audition for the winter play just two months later. The play was Neil Simon's "Rumors," and would get the opportunity to play "Chris," a sarcastic yet witty role, which would be my final performance in high school. In order to develop my character, I planned out her life just as I thought it should be, gave her the voice I thought was right, and the rest of her character unfolded beautifully from there. My director told me after the first show that "Rumors" was the best work he'd ever seen from me, and that he was amazed at how I'd developed such a believable character. Thinking back to my first audition I was grateful for that chance I had to learn and to grow, because without that mistake I might have tried to base "Chris" off of someone I'd known or something I'd seen instead of becoming my own character. I utilized the memory of the Elizabeth Taylor debacle to improve my approach to acting and gave the best performance of my life so far.

Why this Essay Received a Score of 6

This essay effectively and insightfully develops its point of view ("In order to move up the ladder of success and achievement we must come to terms with our past and integrate it into our future") through a clearly appropriate extended example drawing on the writer's experience as an actor. The essay exhibits outstanding critical thinking by presenting a well-organized and clearly focused narrative that aptly illustrates the value of memory. The essay also uses language skillfully, demonstrating meaningful variety in sentence structure ("To my detriment I thought it would be a good idea to watch the movie in order to prepare. For two hours I studied Elizabeth Taylor's mannerisms, attitude, and diction, hoping I could mimic her performance. I auditioned for the part of "Maggie" feeling perfectly confident in my portrayal of Elizabeth Taylor, however, I was unaware that my director…"). Despite minor errors, the essay demonstrates clear and consistent mastery and is scored a 6.

ScoreEssay: Do memories hinder or help people in their effort

to learn from the past and succeed in the present?

Essay

Memories act as both a help and a hindrance to the success of someone. Many people advise you to learn from the past and apply those memories so that you can effectively succeed by avoiding repeating your past mistakes. On the other hand, people who get too caught up with the past are unable to move on to the future.

Elie Wiesel's memoir Night perfectly exemplifies the double nature of memories. Wiesel, a Jewish man, suffered heavily throughout the Holocaust and Night is rife with horrific descriptions of his experience. These memories help to spread the view of what life was like. Through recounting these memories, Wiesel is able to educate world readers about the atrocities committed in hopes that the same blatant violations of human rights are never repeated again. Through reliving the Holocaust through his writing, Wiesel was inspired to become proactive in the battle for civil rights. Some would point to his peaceful actions and the sales of his book and label him a success.

Despite the importance of recounting such memories, Wiesel acknowledges the damage that memories can also cause. Following his liberation from the Auschwitz concentration camp, Wiesel was a bitter, jaded man. He could not even write Night until several years later. The end of the novel describes Wiesel's gradual but absolute loss of faith throughout the experience. His past experiences haunted him for several years, rendering him passive. It was not until he set aside his past that he could even focus on the future. Had he remained so consumed with the pain and damage caused in the past, he may never have achieved the success that he has attained.

Overall, Wiesel's experiences exemplify the importance of the past as a guide. Wiesel's past experiences helped to guide him in later life, but it was not until he pushed them aside that he could move on. To me this means that you should rely on your past without letting it control you. Allow your past to act as a guide, while making sure that you are also living in the present and looking to the future.

Why this Essay Received a Score of 6

This essay exhibits outstanding critical thinking by effectively and insightfully developing its point of view ("you should rely on your past without letting it control you") through the clearly appropriate example of Elie Wiesel's Holocaust memoir, Night. The essay demonstrates clear coherence and smooth progression of ideas, carefully contrasting Wiesel's success in using his memories to gain attention for his cause with the difficulty Wiesel faced in dealing with those same powerful memories. The essay uses language skillfully to convey Wiesel's struggle ("Despite the importance of recounting such memories, Wiesel acknowledges the damage that memories can also cause. Following his liberation from the Auschwitz concentration camp, Wiesel was a bitter, jaded man. He could not even write Night until several years later"). The essay demonstrates clear and consistent mastery and receives a 6.

ScoreEssay: Do memories hinder or help people in their effort

to learn from the past and succeed in the present?

Essay

Memories and past experiences serve as a rail, a guiding support, for people in an effort to succeed in the present. People not only learn from the past, but the very act of going through something provides experience for a person who is to "move up the ladder of success and achievement".

Some view failed experiences as a hinderance to future success. This is very untrue because history has a tendency of repeating itself, and in recognizing past failures, one can learn how to successfully approach similar situations in the future. An example of this is looking back in history to WWI. Sedition acts at this time allowed for the imprisonment of anyone who voiced an opinion against the president, or against the war. America recognized this shady time in its past, and instead of covering it up in a movement towards a more democratic nation, these acts were published in textbooks and taught to students. Americans saw the poor judgement of this situation and later with the war in Iraq, approached "patriotism" differently. With this present war, those adverse to the war are able to voice their opinions without fear of imprisonment or death. In seeing the undemocratic ways of an earlier era, America was able to recognize the bad and try to reform it. If the Sedition Acts had been forgotten then what is to say that they wouldn't come back? Remembering the failed times insures that improvement is possible.

In my personal experience, I have found that the very act of living through something not only matures me, but also provides skills and knowledge. In remembering past events, I am able to use them as reference, and sometimes assurance. A personal example, somewhat juvenile, but also effective, is when my first pet died. I was devastated and wanted to just clear my mind of the event, but I didn't. After time, I recovered, but maintained the memory of this horrible tragedy. Later in life, another pet died. I looked back to that memory as a guide and learned from it that in time I would be fine and to just hang on. In this situation, a memory served as a reference and catalyzed in my personal growth and recovery.

Memories, good or bad, assist people in obtaining success. Whether used as reference for guidance, or lessons on what not to do, past experiences can only offer a gap between the steps on the ladder of success. Forgetting the past can and will only erase experience and knowledge from a person and in affect hinder one in seeking achievement. In looking at historical repeats and personal events, it is clear that old memories can only aid in success.

Why this Essay Received a Score of 5

This essay effectively develops its point of view ("Memories and past experiences serve as a rail, a guiding support, for people in an effort to succeed in the present") through the appropriate examples of dissent during wartime and grieving for a pet, thus demonstrating strong critical thinking. Well organized and focused, the essay demonstrates coherence and progression of ideas ("In seeing the undemocratic ways of an earlier era, America was able to recognize the bad and try to reform it. If the Sedition Acts had been forgotten then what is to say that they wouldn't come back? Remembering the failed times insures that improvement is possible"). The essay also uses appropriate vocabulary and demonstrates effective variety in sentence structure. To earn a 6, this writer needs to achieve smoother progression of ideas by using language more skillfully (the phrase "past experiences can only offer a gap between the steps on the ladder of success" seems to express the opposite of what the writer intends). The essay demonstrates reasonably consistent mastery and receives a 5.

Score Essay: Do memories hinder or help people in their effort

to learn from the past and succeed in the present?

Essay

Interestingly enough, I fall in the middle of these statements. I believe that one should remember the past and learn from those events. However, I also believe that many bad memories harm the present and the future. The only way to continue, many times, is to forget and forgive.

My brother, who is college, has proved to me the importance of getting good grades and actively participating in extracorrecular activities. These two ideas helped him to get into the prestegious college of the University of Notre Dame. His education there will allow him to have a prosperous career as an adult. Reviewing these facts and ideas has led me to believe if I do the same, I will have a similar promising career. Consequently, I have gotten good grades and have seen interest from many prestigious programs.

Through my knowledge, I have learned that in many bad instances, time to forget is very important. Ireland, for example, had been persecuted for many hundreds of years from 1000 AD to 1900 AD. After being granted the Irish Free State, they attacked many parts of Britain for retribution of those many years of being oppressed. Consequently there has been on going hostility between the two peoples. This hostility has cost the lives of many hundreds of people. A quote once said, "Violence begets violence" is the perfect phrase for this warfare. The only way to stop the loss of life is to forget and forgive; start anew.

Different situations require different actions to proceed in a positive manner. Many times, people are required to use both elements. For example, let's forget this part and concentrate on how to bring this positive part into light. Both of the ideas on remembering and forgetting have their reasons for existing and both are positive.

Why this Essay Received a Score of 4

This essay provides adequate reasons and examples to support both aspects of its point of view ("I believe that one should remember the past and learn from those events. However, I also believe that many bad memories harm the present and the future"), thus demonstrating competent critical thinking. The essay is generally organized and focused and features coherence and progression of ideas. Facility in the use of language is adequate, despite some inconsistencies ("Through my knowledge, I have learned that in many bad instances, time to forget is very important"). The essay also has some errors in grammar, usage, and mechanics. To earn a higher score, the writer should provide additional appropriate evidence and use critical thinking to extend the discussion of situations in which "people are required to use both elements." The essay demonstrates adequate mastery and receives a 4.

ScoreEssay: Do memories hinder or help people in their effort

to learn from the past and succeed in the present?

Essay

Memories can be helpful to some and hinder others. I believe that memories from different aspects of ones life have different consequences. One memory may be bad and it may be best forgotten about, when trying to succeed. Though some memories may give on strength to suceed in achieving a higher status in life.

When a person completes a task they have done once before, it trigers a memory and lets the reader reflect on that particular time in life. For example, a sporting team at the local high school makes it to the state championships, but severly loses to their opponent, the next time they get to the state championships they may think about the past and how they lost before, and it may hinder there feelings and they may once again lose. This demonstrates how a memory can ruin a certain activity for ever. On the other hand a memory can also help someone to move up the ladder of success. As an example if a person has cancer and is given treatment then diagnosed in remission they feel like they have beat the cancer.

When the patient in remission is later told that the cancer has grown back, the patient might feel that they can kill the cancer again because when looking at the past they see they have beat it once why not beat it again. This demonstrates how a memory can be helpful to a person. In this case it did not help the person climb the ladder of success though it helped the to continue climbing the ladder of life to the extent that they were able to climb.

Those two short examples just go to demonstrate how memories of the past can both help and hinder a person in their path of not only success but also in the path of life.

Why this Essay Received a Score of 3

This essay develops a point of view ("Memories can be helpful to some and hinder others") and shows some critical thinking by providing examples of the positive and negative effects of memories. However, the examples are limited in focus, featuring some lapses in coherence and progression of ideas, and are thus inadequate to support the position. The essay also demonstrates occasional problems in sentence structure and mechanics. To achieve a higher score, this writer needs to use critical thinking to clarify and expand each example by adding additional focused reasoning and details. The writer also needs to avoid using run-on sentences (". . . when looking at the past they see they have beat it once why not beat it again"). The essay demonstrates developing mastery and earns a 3.

Score Essay: Do memories hinder or help people in their effort

to learn from the past and succeed in the present?

Essay

I think it is wrong to believe that to move up the ladder of success and achievement, that they must forget the past, repress it, and relinquish it. Everything you did and saw in the past helps you to move on. Every single happy moment, every mistake you make is getting a part of you. Your actions become habits which creates your personality and helps you to make your own experience. Therefore memories help people in their effort to learn from the past and succeed in the present. Everything we do has to do with our experiences in the past, the way we get along with people or treat them, the way we turn out to be an adult. If you don't live with making your own decisions, mistakes, and your experience with people and the world or school you won't have any examples to compare or to handle any coming situations in the future. If you get everything told you by someone, you will always wait for other people to make decisions for you and won't have your own point of view. For succeed you have to know what you want, to find that out, you have to have been through some difficult situations in the PAST.

Why this Essay Received a Score of 2

Although it expresses a point of view ("I think it is wrong to believe that to move up the ladder of success and achievement, that they must forget the past, repress it, and relinquish it"), this essay is seriously limited, exhibiting weak critical thinking, insufficient use of evidence, and serious problems with progression of ideas. The essay also demonstrates frequent problems in usage, grammar, and sentence structure. To achieve a higher score, the writer needs to develop the point of view with reasons and specific examples instead of merely repeating the same vague ideas ("Everything you did and saw in the past helps you to move on. . . . Everything we do has to do with our experiences in the past"). The essay demonstrates little mastery and is scored a 2.

ScoreEssay: Do memories hinder or help people in their effort

to learn from the past and succeed in the present?

Essay

My oppion on this topic are oposing memories and favoring them. People do succed with repeating their memories. They might have horrible memories but also succeed because they don't repeat the past. I also think memories should not rule the present. If you let the past overcome the preset you won't get any where. This is why memories should be guidelines, not rules. If you repeat the past it won't come out as well as it did because the world has changed. See the past will never change with the world, but the world will change to overcome the past. So in conclusion don't forget the past or live in it, and the past is only guidelines.

Why this Essay Received a Score of 1

This minimal essay demonstrates very little mastery, offering only a collection of general ideas in support of the writer's point of view ("don't forget the past or live in it, and the past is only guidelines"). The evidence presented is disorganized and unfocused, resulting in a disjointed essay. To earn a higher score, this writer needs to provide additional focused evidence that develops the point of view, including specific examples. The essay demonstrates very little mastery and receives a 1.

Preparing your essay sources

Since you only have 25 minutes with which to write your essay, it is crucial that you prepare your sources in advance. Taking the time to identify and study sources will pay off later as you will provide the well developed examples that will make your essay successful.

On your essay, you will write about two (2) sources. These two sources should be VARIED in subject matter. While you may be able to write an outstanding essay using two works of literature, you weaken a perfect score if you write about two works of literature, or two historic events, etc. Your essay, and your examples, should reflect your ability to connect broad ideas (the assignment) with the ideas that you have learned in school. This is where the SAT essay differs from the NYS Regents Critical Lens essay (where you WILL be writing about two works of literature). Don’t worry! You WILL be prepared.

Here are the steps you will follow:

1. List possible sources

2. Select your sources

3. Detail your sources

LIST POSSIBLE SOURCES

For each essay source category, brainstorm sources of which you are familiar. Do not add a source to the list if you cannot really remember the details. For example, you should not add William Shakespeare to the list if you can’t remember that his first name is William. The idea is to make your life easier by being prepared. Go with what you know!

Once you have created your lists, you will review them in order to select and commit to TWO (2) sources in each category.

Select your sources

Now that you have listed possible sources, you should review them carefully in order to narrow your sources to TWO (2) in each category. Be sure to consider the following:

· Choose unpredictable sources!

· When forced to write an SAT essay, students usually gravitate toward predictable sources like The Tragedy of Romeo and Juliet, The Holocaust, and Martin Luther King, Jr., among others. While these sources are valuable, the person scoring your essay will have probably already read a great number of essays that focus on the SAME sources. Write an essay that demonstrates your ability to retain information from a variety of sources and make sophisticated connections.

· DO NOT choose sources that you can only vaguely remember.

· Can’t remember where the Civil War occurred? Then choose another source! If you can’t remember key details about your source, you will set yourself up for disaster if you try to write about that source. Consider choosing sources that genuinely interest you and about which you are very familiar.

· Go controversial!

· Consider that the sources you choose to discuss show your ability to make connections between other people’s ideas and all that you have learned from your studies and your keen observations of the world! Do not be afraid to choose a source that some might consider controversial. Those scoring the SAT essays seem to very much appreciate these unexpected connections.

ESSAY SOURCES

Commit to your sources by detailing each one using the spaces provided.

Want to be even MORE prepared?

It is suggested that you now take your sources and supplement them with as much detail as possible. This means, in order to ensure that your details are accurate and specific, that you take the time to research each source. Turn the cards on the previous pages into full pages of information. This may seem like a lot of work now, but it will surely pay off when you are writing your essay with details that are flowing freely from your memory. Students who have taken the time to acquire this information often find it extremely beneficial.

Essay Practice 1

Think carefully about the issue presented in the following excerpt and the assignment below.

Assignment: Is paradise something that you think is possible considering your own views on human nature? Plan and write an essay in which you develop your point of view on this issue. Support your position with reasoning and examples taken from your reading, studies, experience, or observations.

Essay Practice 2

Think carefully about the issue presented in the following excerpt and the assignment below.

Assignment: Should friends be honest with each other, even if a truthful comment could be hurtful? Plan and write an essay in which you develop your point of view on this issue. Support your position with reasoning and examples taken from your reading, studies, experience, or observations.

Essay Practice 3

Think carefully about the issue presented in the following excerpt and the assignment below.

Assignment: Do you agree that persistence is the major factor in success, and that talent, genius, and education play, at best, secondary roles? Plan and write an essay in which you develop your point of view on this issue. Support your position with reasoning and examples taken from your reading, studies, experience, or observations.

Essay Practice 4

Think carefully about the issue presented in the following excerpt and the assignment below.

Assignment: Does weird behavior indicate an extraordinary person? Plan and write an essay in which you develop your point of view on this issue. Support your position with reasoning and examples taken from your reading, studies, experience, or observations.

Essay Practice 5

Think carefully about the issue presented in the following excerpt and the assignment below.

Assignment: Is it true that one can always find opportunity, even in trouble? Plan and write an essay in which you develop your point of view on this issue. Support your position with reasoning and examples taken from your reading, studies, experience, or observations.

Essay Practice 6

Think carefully about the issue presented in the following excerpt and the assignment below.

Assignment: Do you believe, like Michelangelo, that it is better to risk failing in the attempt to do something too ambitious, or to succeed at something you were already sure you could do? Plan and write an essay in which you develop your point of view on this issue. Support your position with reasoning and examples taken from your reading, studies, experience, or observations.

SENTENCE

COMPLETIONS

WHAT YOU NEED TO KNOW…

· Three sections of the test will include sentence completions

· Questions are usually arranged in difficulty order

· Sentence completions are all about vocabulary

VOCABULARY

In order to answer Sentence Completion questions, you need to know the meaning of words. Increasing your vocabulary will help boost your score.

· Whenever you read and do not know a word – LOOK IT UP! Nothing is worse than not looking up a word and then seeing it on the next test.

· Make flashcards of the words with their definitions and study them when you have a few minutes.

· Even if you don’t know every __________ in a sentence, you can use the context created by the words you do ___________ in order to understand the ____________ of the word you don’t know.

THE AVERAGE JOE METHOD

Let’s begin by looking at an example of a sentence completion that you will never see on the SAT:

1. Jane __________ the VCR.

(A) installed

(B) dropped

(C) programmed

(D) stole

(E) shot

The Average Joe will read all the answer choices and enter each word into the sentence. He will then choose the answer that “sounds the best.” Try it now. Place each word into the blank. Which answer sounds the best to you? Oh… all of them sound good, right?

The way this sentence is written all of the answer choices could work. This is why this question would never appear on the SAT. Try the next sentence.

2. After trying unsuccessfully to program it for

three hours, Jane __________ the VCR.

(A) installed

(B) dropped

(C) programmed

(D) stole

(E) shot

To make sure that only one answer choice is correct per question, ETS will always provide you with a clue within the sentence itself. The clause “after trying unsuccessfully to program it for three hours…” gives away Jane’s state of mind, and helps us to choose the correct answer. Let’s look at the same sentence written several different ways. See if you can supply the missing word.

3. While trying to lift the VCR, Jane __________ it.

(A) installed

(B) dropped

(C) programmed

(D) stole

(E) shot

4. Because she wanted to tape a show when

she wasn’t home, Jane __________ the VCR.

(A) installed

(B) dropped

(C) programmed

(D) stole

(E) shot

Each of these sentences contained a clue that led you to the correct answer. While the real SAT sentence completion questions are a bit more difficult, the same principle always applies. The way to answer a sentence completion question is to look for the clue that must be there, in order for the question to have one answer that is better than the others.

STRATEGIES

1. Cover the answers

This is always the first step. Really! Take your hand and cover up all the answer choices. If you start by checking out the words ETS gives you, you will be more likely to fall for a trap answer. Instead, read through the sentence carefully to get an idea of what it is about.

2. Speak for yourself

Once you have a feel for the sentence, choose a word (or phrase) for the blank that makes sense based on what you have read. It is a good idea to write your word in the blank. You don’t need to come up with anything fancy. Let ETS do the hard work and come up with difficult vocabulary. As long as you understand the meaning of what should be in the blank, you are in great shape!

3. POE (Process of Elimination)

Once you have spoken for yourself and chosen a word (or phrase) for the blank, uncover the answer choices and compare them to your word. Eliminate any answers that do not come close to the meaning of your word.

1. When the Hubble telescope was first launched into

space, its mirrors were __________and therefore

provided blurred images.

Your word: ________________

(A) efficient

(B) homogenous

(C) augmented

(D) imperfect

(E) enormous

2. Filmmaking is a __________ effort, since the director,

cinematographer, writer, editor, and many others must

work together to produce a movie.

Your word: ________________

(A) creative

(B) lucrative

(C) glamorous

(D) collaborative

(E) concentrated

3. Jazz singer Sarah Vaughan is known chiefly for her

__________ and inventiveness in scat singing, an

improvisational vocal technique.

(A) apprehension

(B) originality

(C) perfection

(D) terseness

(E) conviction

THE CLUE

Take a look at the following two questions.

1. The woman told the man, “You’re

very __________.”

(A) handsome

(B) sick

(C) smart

(D) foolish

(E) good

2. The doctor told the man, “You’re

very __________.”

(A) handsome

(B) sick

(C) smart

(D) foolish

(E) good

Which of these questions actually has only one correct answer, question 1 or 2?

Here’s an example:

1. So ___________ was the young boy’s

behavior that his teachers decided to give

him a gold star.

(A) exemplary

(B) unruly

(C) arrogant

(D) radical

(E) imaginative

Remember to use the strategies you have learned!

WHAT SHOULD YOU DO IF YOU ARE CLUELESS???

If you cannot find the clue, ask yourself:

· Who or what is the sentence about?

· How is the who/what being described?

After the second question has been answered, you have found the clue!!!

Try this strategy on the following examples.

1. By means of her __________ demeanor,

Lucy Ortiz calmly worked her way up to

the position of head salesperson at the

chaotic brokerage house.

Who or what is the sentence about? __________________________________

How is this person or thing being described? ___________________________

The missing word must mean: _______________________________________

2. Large facial features have often been

the mark of successful people; many

of our recent presidents have had

__________ noses.

Who or what is the sentence about? __________________________________

How is this person or thing being described? ___________________________

The missing word must mean: _______________________________________

Now, using the strategies you have learned, choose the best answer choice.

1. Sightings of the tern, a small marsh

bird once considered endangered,

are becoming almost __________.

(A) commonplace

(B) erratic

(C) precarious

(D) virtuous

(E) uniform

2. Glaucoma, a serious eye ailment

that can lead to blindness, is almost

always __________ if it is caught in

its early stages.

(A) fatal

(B) congenital

(C) unethical

(D) verifiable

(E) treatable

3. The consummate opera singer

Kathleen Battle has long had

the reputation for being a difficult,

even ___________, personality.

(A) entertaining

(B) malleable

(C) contentious

(D) deliberate

(E) bland

Now, try finding the clue for the next sentence.

4. Some researchers have described light

as __________ even though it travels

at nearly two hundred thousand miles

per second.

Who or what is the sentence about? __________________________________

How is this person or thing being described? ___________________________

The missing word must mean: _______________________________________

THE TRIGGER

Certain words reveal a lot about the structure of a sentence. We call these words “trigger words.” Trigger words work with the clue to help you figure out the meaning of the word in the blank. Take a look at the following sentence:

You’re beautiful, but you’re …

What kind of word would go in the blank? Something negative, such as “rude” or “unpleasant.” The word “but” in the sentence above tells us all we have to know: Whatever has been expressed in the first half of the sentence is about to be contradicted in the second half. Words like “but” are structural clues to the meaning of the sentence.

TRIGGER WORDS

Same Direction

Change Direction

Because

And

Since

In fact

Colon (:)

Semicolon (;)

However

Although/though

But

In contrast to

Rather

Despite

Yet

TIME TRIGGERS

Some sentences talk about two different time periods, and this in itself is a trigger, as in the following sentence:

Once a sad and lonely soul, Chip is now ___________ and __________.

In this case, the reference to the past (“once”) and the present (“now”) lets you know that the sentence is changing direction or degree.

For the following questions, underline the clue and circle the trigger (if any), then speak for yourself and eliminate any wrong answer choices.

1. Despite government efforts at population

control, the number of people in China

continues to ___________ rapidly.

(A) decline

(B) increase

(C) fluctuate

(D) stabilize

(E) deploy

2. Archeologists believed until recently

that the ancient Mayans lived exclusively

in permanent settlements, but new evidence

suggests that some of the Mayans

made seasonal __________.

(A) migrations

(B) resolutions

(C) renunciations

(D) sanctions

(E) speculations

3. During the height of the civil war,

the diplomatic efforts by Sweden to

enforce a cease-fire were regarded

by both sides not only with

__________ but also with derision.

(A) delight

(B) reverence

(C) scorn

(D) vigor

(E) yearning

4. The museum has many fine paintings

5. Although many people at the

by van Gogh, including his __________

party accepted John’s account

and haunted self-portrait with the bandaged ear. of the evening’s events, Jason

believed it to be __________.

(A) tranquil

(B) haughty

(A) generous

(C) colorful

(B) credible

(D) repetitive

(C) unusual

(E) anguished

(D) inferior

(E) apocryphal

DEGREE OF DIFFICULTY

Because all sentence completions are arranged in order of difficulty, you can frequently learn important things about a missing word simply by the question number, which tells you how hard the question is. The first two or three sentence completions in a group are supposed to be relatively easy. This means that the correct answer to one of these questions should be a relatively easy vocabulary word as well. The middle three or four sentence completions are supposed to be of medium difficulty. The last two or three sentence completions are supposed to be quite difficult. The correct answers to these questions will be quite tough vocabulary words, or medium words that have secondary meanings.

If you didn’t know some of the words in a difficult sentence completion question, you might think that you would have to leave it blank – but that is not necessarily the case. Let’s see how you could use order of difficulty to eliminate answer choices from one of the last three sentence completion questions of an actual SAT question. Based on the fact that tough questions tend to have tough answers, which of these choices are unlikely to be the correct answer?

(A) cosmopolitan

(B) wavering

(C) plucky

(D) vindictive

(E) bellicose

Put it this way: Which of these words would be familiar to just about anyone? “Cosmopolitan” is a fairly common word, as are “wavering” and �