SAT PREP: STRATEGIES. PARTS OF THE VERBAL TEST CRITICAL READING Sentence Completion Critical reading— short and long passages WRITING Identifying Errors

SAT PREP: STRATEGIES

PARTS OF THE VERBAL TEST

CRITICAL READING

• Sentence Completion

• Critical reading—short and long passages

WRITING

• Identifying Errors

• Improving Sentences

• Improving Paragraphs

• Student-Written Essay

SENTENCE COMPLETION: STRATEGIES #1 AND #2

PAGES 120-123

STRATEGY #1FOR A SENTENCE WITH

ONE BLANK, FILL IN THE BLANK WITH EACH CHOICE TO FIND THE

BEST FIT

STRATEGY #2FOR SENTENCES WITH

TWO BLANKS, ELIMINATE INITIAL

WORDS THAT DON’T MAKE SENSE

PRACTICE WITH SENTENCE COMPLETION STRATEGIES #1 AND #2

•On pp 674-675, do problems #1-8

•On p 702, do problems #1-6

ANSWERS

pp 674-675 #1-8

1. E2. D3. D4. D5. C6. E7. B8. D

p 702 #1-6

1. E2. A3. D4. D5. B6. C

CRITICAL READING INFORMATION

PAGES 127-133

READING COMPREHENSION QUESTIONS

•Four Question Types:1. MAIN IDEA/ PURPOSE2. KEY DETAILS/ SPECIFIC

INFORMATION3. IMPLIED INFORMATION 4. TONE OR MOOD

TIPS

• Get involved with the passage!• Annotate (underline, write in margin, circle, etc.)

• Keep in mind the four question types (see previous slide) when reading the passages• Take note of the organization of the information• Read the question and then each answer option. If an answer option doesn’t feel right, move to the next one without trying to make it fit.

MORE TIPS

•Don’t get bogged down on a question. If none look correct, skip it and move on (you can come back to it later in that section if you need).

• Look at information not related to the passage—there will probably be a question on that material

READING COMPREHENSION: STRATEGY 1

PAGES 135-137

STRATEGY #1 AS YOU READ EACH QUESTION,

DETERMINE THE QUESTION TYPE:

1) MAIN IDEA2) DETAILS3) INFERENCE4) TONE/MOOD

EXERCISE #1

Go to pp 676-679 #9-24 and label each question by its type

**Don’t read the passages or answer the questions yet


PAGES 138-139

STRATEGY #2: UNDERLINE THE KEY PARTS OF THE

READING PASSAGES

EXERCISE #2

Read the passages on pp 676-679 #9-24 and underline key parts (info addressing the question

types)


PAGE 140

STRATEGY #3: LOOK BACK AT THE PASSAGE WHEN IN

DOUBT

EXERCISE #3

ANSWER THE QUESTIONS NOW, LOOKING BACK TO

THE UNDERLINED PORTIONS OF THE

PASSAGES AS NEEDED

ANSWERS PP 676-679

9. E10.C11.B12.E13.D14.B15.A16.C

17.B18.E19.D20.E21.C22.E23.E24.B

EXTRA PRACTICEPAGES 693-694 #10-15

ANSWERS PP 693-694

10.D11.C12.E13.C14.D15.D

VOCABULARY LIST #1PARTS OF SPEECH AND DEFINIT IONS

1. Acquiesce:Part of Speech: VerbDefinition: Agree; consent

2. Admonish:Part of Speech: VerbDefinition: To caution; to scold; to urge to a duty

3. Aesthetic:

Part of Speech: AdjectiveDefinition: Having a sense of the beautiful; concerned

with emotion/imagination and not purely intellect 4. Allude:

Part of Speech: VerbDefinition: To refer casually or indirectly; make an

allusion 5. Ambivalence:

Part of Speech: NounDefinition: Uncertainty, especially caused by the inability

to make a choice or by a desire to do opposite or conflicting things

6. Anecdote:Part of Speech: NounDefinition: A short account of an event, usually of an

interesting or amusing nature 7. Antecedent:

Part of Speech: NounDefinition: A preceding circumstance, event, object, style,

etc. 8. Apathy:

Part of Speech: NounDefinition: Absence of passion, emotion, or excitement;

lack of interest in or concern for things that others find moving/ exciting 9. Ardent:

Part of Speech: AdjectiveDefinition: Fierce; intensely devoted

10. Articulate:

Part of Speech: Adjective/ VerbDefinition: Capable of speech, using language easily

(adjective); To utter clearly and distinctly (verb)

11.Ascertain:Part of Speech: VerbDefinition: To find out definitely; learn with certainty/

assurance 12. Assimilate:

Part of Speech: VerbDefinition: To take in and incorporate as one’s own;

absorb; to bring into conformity; to cause to resemble 13. Banal:

Part of Speech: AdjectiveDefinition: Devoid of freshness/ originality; trite

14. Begrudge:

Part of Speech: VerbDefinition: To envy or resent the pleasure or good

fortune of (someone); to be reluctant to allow 15. Belligerent:

Part of Speech: AdjectiveDefinition: Warlike; given to waging war; aggressively

hostile

QUIZ ON FRIDAY!

R U B R I C P 5 2 2

WRITING: ESSAY

RUBRIC CATEGORIES

• Stance/ Support & Development/ Thinking•Organization/Focus & Progression of Ideas•Use of Language: Precise Vocabulary• Varied Sentence Structure• Follows Conventional English (Grammar)

I N F O R M AT I O N A N D T I P S

WRITING: ESSAY

INFO & TIPS P 521

• 25 minutes-- ~5 minutes/ paragraph (4) + 5 min prewriting• Try to engross the reader—make him/her think• TAKE A POSITION• Be specific in examples/support—avoid general

statements without concrete details and/or ambiguity• If you can (if it makes sense), incorporate

theme/plot/characters, etc. from a book you have read• Sketch a brief outline before beginning to make

sure your writing has a purposeful path

O R G A N I Z AT I O N

WRITING: ESSAY

BASIC INFORMATION

• Graders know this is a rough draft, so they are looking for what you can produce in “pressure situations” AKA 25 minutes

• Essay needs 4-5 paragraphs: introduction, body (2-3), conclusion

• Your thinking/reasoning is MOST important in the essay, but how you convey your ideas is also significant. • Use precise diction (word choice)—but not words you don’t

know how to use properly• Vary your syntax (sentence structure) to promote smooth flow• Demonstrate control over the conventions of grammar (at the

rough draft level—they don’t expect the essay to be perfect grammatically)

ORGANIZATION

• INTRODUCTION– Take a position and indicate topics you will address (thesis)—first person is okay• BODY– Bring in SUPPORT for your claims—This

should be from observations, popular culture, literature/film, etc. The more specific the information, the better your essay will be.• Organize body paragraphs from strongest to weakest• Include strong topic sentences

• CONCLUSION—Reiterate your stand/supporting details and include a “golden nugget”– a quotation/maxim, another connection to life/the world, etc. Something to leave your reader with a smile.

EXERCISE

Create an outline for the essay portion of practice test on page

564—go paragraph by paragraph and include your thesis in the

intro, the evidence you will use in the body paragraphs, and a

possible “golden nugget” for the conclusion.

SENTENCE COMPLETION: STRATEGIES 3 & 4

PP 123-126

STRATEGY #3TRY TO COMPLETE THE

SENTENCE IN YOUR OWN WORDS BEFORE

LOOKING AT THE CHOICES

STRATEGY #4PAY CLOSE ATTENTION TO THE KEY WORDS IN THE

SENTENCE

I.E. WORDS INDICATING OPPOSITION, SUPPORT, OR

RESULT

EXERCISE

•Using strategies 3 and 4, complete the following practice problems:•Page 691 #1-5•Page 774 #1-8•Page 790 #1-5

EXERCISE ANSWERS

Page 6911. C2. D3. C4. E5. A

Page 7741. C2. A3. E4. B5. D6. A7. A8. A

Page 7901. D2. B3. C4. B5. C

VOCABULARY LIST 2

• Benevolent- ADJ- characterized by or given to doing good• Bourgeoisie- NOUN- middle class• Brevity- NOUN- Quality or state of brief duration• Cacophony—NOUN—jarring, discordant noise• Caste—NOUN—hereditary social class• Cathartic—ADJ—purgative; inducing catharsis• Cessation—NOUN—bringing or coming to an end

VOCABULARY LIST 2 (CONTINUED)

• Clandestine—ADJ—kept or done in secret• Cognizant—ADJ—fully informed• Coherent—ADJ—sticking together; fully

understandable• Cohesive—ADJ—act or process of cohering/

sticking together• Condone—VERB—to overlook, forgive,

endorse• Countenance—NOUN—expression of face• Credible—ADJ—believable • Cumulative—ADJ—all together

READING COMPREHENSION: STRATEGIES #4 AND 5

PAGE 141-143

STRATEGY #4 BEFORE YOU START

ANSWERING THE QUESTIONS, READ THE PASSAGE CAREFULLY

STRATEGY #5 GET THE MEANINGS OF

“TOUGH” WORDS BY USING THE CONTEXT

METHOD

EXERCISE

•Using strategies 4 and 5, complete the following:•p 792 #10-15•pp 893-894 #16-24

EXERCISE ANSWERS

Page 79210.B11.D12.B13.C14.E15.E

Pages 893-89416.A17.E18.D19.D20.A21.C22.B23.A24.D

IMPROVING SENTENCESAKA “GRAMMAR/STYLE ASSESSMENT”

COMMON ERRORS

•Passive v. Active Voice•Run-on Sentences•Comma Splices•Sentence Fragments

ACTIVE V. PASSIVE VOICE

Active voice p 493

• SUBJECT PERFORMS ACTION• He hit the ball.• She knocked over

the vase.

The SUBJECT is emphasized

Passive voice p 493

•SOMETHING DONE TO SUBJECT• The ball was hit.• The vase was

knocked over.

The ACTION is emphasized

WHICH IS BETTER?

Active voice is preferred, except when the actor is unknown

SENTENCE FRAGMENT P 463

• SENTENCE= Group of words with subject, verb, and complete thought

• FRAGMENT= Cannot stand by itself (does not include an independent clause)

• EXAMPLES=• Even though he had the better arguments and was by far the

more powerful speaker.

• Some of the students working in Professor Espinoza's laboratory last semester.

• Working far into the night in an effort to salvage her little boat.

COMMA SPLICE

• Incorrectly connect independent clauses• Two or more clauses are incorrectly connected

with ONLY a comma

• THREE ways to easily correct comma splices:• 1. Two different sentences• 2. Comma + Coordinating Conjunction• 3. Semicolon

COMMA SPLICE CORRECTION #1

1. Two separate sentences

• Comma Splice: My family bakes together nearly every night, we then get to enjoy everything we make together.

• Correction 1: My family bakes together nearly every night. We then get to enjoy everything we make together.

• Source: Purdue OWL Engagement

http://owl.english.purdue.edu/engagement/index.php?category_id=2&sub_category_id=1&article_id=34


2. Comma and Coordinating Conjunction


• Correction 2: My family bakes together nearly every night, and we then get to enjoy everything we make together.




2. Semi-colon


• Correction 3: My family bakes together nearly every night; we then get to enjoy everything we make together.



COMMA SPLICE PRACTICE

1. I didn’t like the movie, it was way too long.

2. She and Jerry are getting married in the fall, they didn’t want a summer wedding.

3. My favorite bands are all really loud, playing loud music is good for stress relief.



RUN-ON SENTENCE

• Also incorrectly connect independent clauses• Two or more independent clauses are

connected without proper punctuation

• Example: The grocery store was really packed with people there must have been a big sale today.

• We correct these sentences in mostly the same way as comma splices– make sure independent clauses are connected properly.

RUN-ON SENTENCE PRACTICE

1. Andrea loves to roller-blade she hates to ride her bike.

2. Jeremy loved going to Ohio he thought Florida was too hot.

3. The girls played basketball the boys played tennis.

4. My car broke down I need to buy a new one.5. Americans shake hands when they meet the

Japenese bow.

WRITING: COMMON ERRORSPRONOUNS

WHAT ARE PRONOUNS? P 473

• Pronouns are words that replace nouns

PRONOUN ERRORS

•Agreement (gender, number, person)

•Case (subjective, objective, possessive)

•Ambiguous

PRONOUN AGREEMENT

• Pronouns must agree with antecedents in • Gender (The boy washed his bike) *not on SAT

• Number (The girl mailed her application; The girls mailed their applications)

• Person (Once we graduate from school, we should have 120 credits). –SHIFTS occur when pronoun reference changes person (ex: Once we graduate from school, you should have 120 credits).

NUMBER DISAGREEMENT

**Expect the pronoun and its antecedent to be far from each other.

While the definition of Generation X is hotly debated concerning the age ranges of its members, culturists generally agree that they describe a group of self-focused adults. (A) is hotly debated concerning the age ranges of its

members, culturists generally agree that they describe (B) is hotly debated concerning the age ranges of its

members, culturists generally agree that it describe(C) is hotly debated concerning the age ranges of its

members, culturists generally agree that it describes (D)are hotly debated concerning the age ranges of their

members, culturists generally agree that they describe(E) is hotly debated concerning the age ranges of their

members, culturists generally agree that they will be describing

ANSWER

C

TRICKY SINGULAR PRONOUNS

• Anyone• Anybody• Each• Everyone• Everybody• One• Someone• Somebody• No one• Nobody

INDEFINITE PRONOUN AGREEMENT

Every one of the soldiers reported that they (A) had completed (B) the training exercise prior to the incident, although the lieutenant claimed several members of the (C) squadron were (D) not present. No error (E)

ANSWER

A

PERSON DISAGREEMENT

PERSON AGREEMENT

PERSON AGREEMENT EXAMPLES

• When a person drives, you should not use your cell phone. [Incorrect]

• When you drive, you should not use your cell phone. [Correct] • When a person drives, she should not use her cell phone.

[Correct]

• One must become a citizen before you can vote. [Incorrect] • One must become a citizen before they can vote. [Incorrect] • One must become a citizen before one can vote. [Correct] • One must become a citizen before he can vote. [Correct] • You must become a citizen before you can vote. [Correct]

SAT EXAMPLE

Although (A) you (B) might choose to research symptoms on the internet, one should really see a doctor if he (C) believes he has been exposed (D)to the foreign virus. No error(E)

ANSWER

B

PRONOUN CASE

PRONOUN CASES

Pronouns as Subjects Pronouns as Objects Pronouns that show Possession

I me my (mine)you you your (yours)he, she, it him, her, it his, her (hers), it (its)we us our (ours)they them their (theirs)who whom whose

Subjective Case: pronouns used as subjectObjective Case: pronouns used as objects of verbs or prepositionsPossessive Case: pronouns which express ownership

CASE STRATEGIES

1. In compound structures, where there are two pronouns or a noun and a pronoun, drop the other noun for a moment. Then you can see which case you want.• Not: Bob and me travel a good deal.

(Would you say, "me travel"?)• Not: He gave the flowers to Jane and I.

(Would you say, "he gave the flowers to I"?)• Not: Us men like the coach.

(Would you say, "us like the coach"?)

• Source: OWL Purdue

http://owl.english.purdue.edu/owl/resource/595/02/

CASE STRATEGIES

2. In comparisons. Comparisons usually follow than or as:• He is taller than I (am tall).• This helps you as much as (it helps) me.• She is as noisy as I (am).• Comparisons are really shorthand sentences which

usually omit words, such as those in the parentheses in the sentences above. If you complete the comparison in your head, you can choose the correct case for the pronoun.• Not: He is taller than me.

(Would you say, "than me am tall"?)• Source: OWL Purdue


CASE STRATEGIES

• 3. In formal and semiformal writing:•Use the subjective form after a form of the verb to be.Formal: It is I.Informal: It is me.•Use whom in the objective case.Formal: To whom am I talking?Informal: Who am I talking to?

• Source: OWL Purdue


SAT EXAMPLE

During my acceptance speech, I thanked (A)my brother, Brett, without who (B) I would have (C)never been able to build the model rocket that helped me (D)win the science award. No error (E)

ANSWER

B

PRACTICE

•Complete the pronoun mastery handout (front and back)•When finished, work on workbook #7, 9, 12, 14, 20, 23, 28 on pages 879-882

VOCAB LIST 3

Cursory—adj—going rapidly over something, without noticing details; superficial

Deduce—verb—to derive as a conclusion from something known or assumed; infer

Deference—noun—respectful submission or yielding to the judgment, opinion, will, etc. of another

Definitive—adjective—most reliable or complete, as of a text, author, criticism, etc.; serving to define, fix, or specify definitely

Deleterious—adjective—injurious to health; harmful

Derogatory—adjective—tending to lessen the merit or reputation of a person or thing; disparaging

Dichotomy—noun—division into two parts; division into mutually exclusive, opposed, or contradictory groups

Didactic—adj—intended for instruction; inclined to teach or lecture others too much; tending to teach a moral lessonDiscourse—noun—communication or thoughts by words; talk; a formal discussion of a subject in speech or writing

Disparage—verb—to speak of or treat slightingly; belittle; to bring discredit uponDivergent—adj—differing; deviatingDrudgery—noun—menial, distasteful, dull, or hard workDubious—adj—doubtful; questionable; of uncertain outcome; inclined to doubtEchelon—noun—a level of command, authority, or rank; a level of worthiness, achievement, or reputationEdifice—noun—a building, especially one of large size or imposing appearance

PRACTICE: SENTENCE COMPLETION

SENTENCE COMPLETION PRACTICE

•p 801 #1-6

•pp 873-874 #1-8

SENTENCE COMPLETION ANSWERS

P 801

1.E2.B3.D4.E5.A6.E

P 873

1. D2. C3. D4. D5. B6. A7. C8. B

READING COMPREHENSION PRACTICE

•p 891 #10-15

•p 875 #9-12

SENTENCE COMPLETION ANSWERS

P 891

10. D11. A12. D13. B14. E15. C

P 875

9. E10. C11. B12. B

VOCAB WORD BANK LIST 3

Cursory EdificeDisparageDeduce Echelon DiscourseDeference Dubious DidacticDefinitive Drudgery DichotomyDeleterious Divergent Derogatory

Cursory—adj—going rapidly over something, without noticing details; superficial

Deduce—verb—to derive as a conclusion from something known or assumed; infer

Deference—noun—respectful submission or yielding to the judgment, opinion, will, etc. of another

Definitive—adjective—most reliable or complete, as of a text, author, criticism, etc.; serving to define, fix, or specify definitely

Deleterious—adjective—injurious to health; harmful

Derogatory—adjective—tending to lessen the merit or reputation of a person or thing; disparaging

Dichotomy—noun—division into two parts; division into mutually exclusive, opposed, or contradictory groups

Didactic—adj—intended for instruction; inclined to teach or lecture others too much; tending to teach a moral lessonDiscourse—noun—communication or thoughts by words; talk; a formal discussion of a subject in speech or writing

Disparage—verb—to speak of or treat slightingly; belittle; to bring discredit uponDivergent—adj—differing; deviatingDrudgery—noun—menial, distasteful, dull, or hard workDubious—adj—doubtful; questionable; of uncertain outcome; inclined to doubtEchelon—noun—a level of command, authority, or rank; a level of worthiness, achievement, or reputationEdifice—noun—a building, especially one of large size or imposing appearance

WRITING: COMMON ERRORSSUBJECTS AND VERBS

COMMON ERRORS

•Subject-verb agreement•Subject after verb•Subject and verb separated•Neither/Nor; Either/Or•Singular subject that seems plural

REMEMBER

Singular subjects need singular verbs; plural subjects need plural

verbs

SUBJECT AFTER VERB

Even though Esther created a petition to protest the crowning

A B

of a Prom Queen, there is many people who refused to sign,

C

saying they support the 1950s-era tradition. No error

D E

SUBJECT AFTER VERB

Atop my sundae, a mass of whipped and sprinkles, sits two

A B C D

maraschino cherries. No error

COMMON ERRORS


SUBJECT AND VERB SEPARATED

Sundaes with whipped cream and cherries, while good if consumed

A B

in moderation, is sickening if eaten for breakfast, lunch,

C D

and dinner. No error

E

COMMON ERRORS


NEITHER/ NOR; EITHER/OR

• SINGULAR!

Neither rummy nor solitaire measure up to hearts . No error

A B C D E

COMMON ERRORS


SINGULAR SUBJECT THAT SEEMS PLURAL

Anybody Either

Anyone Group

America Number

Amount Neither

Audience Nobody

Each None

Everybody No one

Everyone One

SINGULAR SUBJECT

In this sentence, for example, the subject looks plural:

Nobody , not even me , are excited about the weekend . No error

A B C D E

SINGULAR SUBJECT

The leadoff hitter, as well as the cleanup hitter, are getting

A B

some good hacks tonight . No error

C D E

PRACTICE

•Writing: Identifying Errors pp 682-683 #21-29

•Writing: Sentence Correction: pp 680-681 #1-11

PRACTICE ANSWERS

pp 682-683

21. E 22. A23. C24. C25. A26. B27. C28. D29. D

pp 680-681

1. B2. E3. D4. B5. E6. C7. C8. A9. E10. E11. C

Elicit—verb—to draw or bring out or forth; evokeElusive—adj—eluding clear perception or complete grasp; evasiveEnigma—noun—a puzzling or inexplicable person, occurrence, picture, question, riddle, etc.Equitable—adj—characterized by equity or fairnessErroneous—adj—containing error; mistaken; straying from what is moral, decent, or properEschew—verb—to abstain or keep away from ; shun; avoidEuphemism—noun—the substitution of a mild, indirect, or vague expression for one thought to be offensive, harsh, or blunt

Exhort—verb—to urge, advise, or caution earnestlyExorbitant—adj—exceeding the bounds or custom, propriety, or reason, especially in amount or extent; highly excessiveExplicate—verb—to make plain or clear; explain; to develop (a principle, theory, etc.)Facet—noun—aspect or phaseFallible—adj—liable to err, especially in being deceived or mistaken; liable to be erroneous or falseForeboding—adj—a prediction; a strong inner feeling or notion of a future misfortuneHapless—adj—unlucky; luckless; unfortunateHubris –noun—excessive pride or self-confidence; arrogance

PRACTICE TEST: SENTENCE COMPLETION

SENTENCE COMPLETION PRACTICE TEST

20 pts•pp 577-578 #1-8•p 592 #1-5 •p 603 #1-6

PRACTICE TEST ANSWERS

pp 577-578 #1-8

1. D2. A3. E4. D5. B6. E7. B8. D

p 592 #1-5; p 603 #1-6

p 5921. E2. A3. A4. B5. D

p 6031. E2. A3. B4. B5. B6. D

I R R E G U L A R , T E N S E S H I FT S , C O N D I T I O N A L

WRITING: VERB ERRORS

IRREGULAR VERBS

•Check out the list of irregular/ difficult verb conjugations.

•Highlight and remember any that seem foreign to you…you may want to keep this list for reference.

VERB TENSES

• Present Jump(s)• Past Jumped• Present Progressive am/is/are jumping• Past Perfect had jumped

TIP

• Make sure that verb tense shifts are LOGICAL, meaning the context of the sentence necessitates a change in tense.

At swimming pools last summer, the heat will have brought

A B

hundreds and even thousands of people to bathe in tepid

C D

chlorine. No error

E

CONDITIONAL

The conditional is the verb form we use to describe something uncertain, something that’s conditional on something else. You can memorize the conditional formula. It goes, “If . . . were . . . would.” Look at this sentence:

If I was queen, I would never have to study for a standardized

A B C D

test. No error

E

PRACTICE

•p 782 #12-29•p 706 #1-14

PRACTICE ANSWERS

p 782 #12-29

12. D13. E14. A15. C16. D17. E18. C19. B20. D

p 706 #1-14

1. E2. B3. B4. E5. A6. C7. D

21.A22.B23.A24.C25.E26.A27.A28.C29.C

8. D9. D10. D11. E12. C13. B14. D

E S S AY ; I M P R OV I N G S E N T E N C E S / PA RA RA P H S

WRITING

USING EVIDENCE

• Remember to support your claims/ position in your argument with EVIDENCE from your reading, studies, experiences, or observation

• PRACTICE: With your partner/ group of 3, brainstorm some evidence you would use for the following prompts:• Is it possible for a society to be fair to everyone? • Can the study of popular culture be as valuable as

the study of traditional literary and historical subjects?• Is strong moral character the most important

qualification for a leader?

INDIVIDUAL PRACTICE

Essay p 761– take a position and support it with

evidence

IMPROVING SENTENCES: MISPLACED MODIFIERS P 499, 10STU

• Be sure that your modifier is as close as possible to the word it modifies• Example:• Incorrect: Mrs. Kent was injured while

preparing her husband’s dinner in a horrible manner.• Correct: Mrs. Kent was injured in a horrible manner while preparing her husband’s dinner.

PRACTICE—IF TIME

Page 607 #1-14

ANSWERS P 607

1.D2.B3.D4.C5.D6.E7.C

8.D9.A10.C11.E12.C13.D14.C

COLLEGE RESEARCH ACTIVITY

INSTRUCTIONS

• Research three colleges you are interested in, and figure out the following:• Required SAT scores• GPA• Tuition• Other admissions requirements

• Create a PPT with facts (and pictures if possible) and source URL and email to Ms. Sho—[email protected]

PRACTICE—IMPROVING SENTENCES

pp 582-583 #1-11

PRACTICE—ANSWERS

1. A 2. A3. D4. D5. C

6. C7. B8. E9. D10. D11. A

PARALLELISM/ DOUBLE NEGATIVES

Idiosyncrasy—noun—a characteristic, habit, or mannerism that is peculiar to an individualIdyllic—adj—charmingly simple or rustic; pertaining to an idyll (a poem or scene of charm—usually pastoral scenes)Imminent—adj—likely to occur at any moment; impending; projecting or leaning forwardImpede—verb—to obstruct in movement or progress by means of obstacles or hindrances; hinderImperative—noun—a command; an obligation/ necessity; adjective—absolutely necessary or required; unavoidable; expressing a commandImpertinent—adj—intrusive or presumptuous; rude; uncivilIncredulous—adj—skeptical; showing unbelief

Indicative—adj—showing, signifying, or point out; suggestive (usually followed by of)Insolent—adj—boldly rude or disrespectful; contemptuously impertinent; insultingIntrinsic—adj—belonging to a thing by its very natureIrreconcilable—adj—incapable of being brought into harmony; incapable of being made to acquiesce or compromise; opposed; noun—an irreconcilable personJuxtapose—verb—to place close together or side by side, especially for comparison or contrastLax—adj—not strict or severe; careless or negligent; loose or slack; not rigidly exact (vague)Loathe—verb—to feel disgust or intense aversion for; abhorMalign—verb—to speak harmful untruths about; speak evil of; slander; defame; adjective—evil in effect; injurious; malicious

PARALLELISM

•Make sure the different components of a sentence start, continue, and end in the same way

• Example: Porter never liked drinking wine (A), eating cheese (B), or to go (C)to cocktail parties(D). No error(E)

PRACTICE

Make these parallel:

• “Lifelong interest and enthusiasm for science is instilled through science literacy.”

• “They’re noisy, they’re tiny, weigh fifty pounds, and can be souped up from a speed of thirty-five miles per hour.”

• “They run farther, longer, and never get fat.”

DOUBLE NEGATIVES

• A double negative is a phrase that uses two negative words instead of one.• The SAT will try to trick you into missing a double

negative by using words that are negative but don’t sound it, like hardly, barely, or scarcely.

• Example:• Jillian can’t scarcely stand to wear her leotard when

she’s not doing gymnastics.• I don't hardly know where he goes.• She is not barely old enough to drive.

PRACTICE

Write answers on a piece of paper.• Improving Sentences p 780-781 #1-11•Reading Comprehension p 703 #7-19•Reading Comprehension pp 695-696 #16-24

IMPROVING SENTENCES P 780-781 #1-11

1.C 2. B3. C4. D5. A

6. D7. D8. A9. E10. B11. A

READING COMPREHENSION P 703 #7-19

7. D8. B9. A10. E11. C12. D

13. C14. A15. A16. B17. C18. C19. A

READING COMPREHENSION PP 695-696 #16-24

16. B 17. C18. D19. A20. D21. D22. C23. E24. E

ADVERBS AND ADJECTIVES

IMPROVING SENTENCES P 780-781 #1-11

1.C 2. B3. C4. D5. A

6. D7. D8. A9. E10. B11. A

READING COMPREHENSION P 703 #7-19

7. D8. B9. A10. E11. C12. D

13. C14. A15. A16. B17. C18. C19. A

READING COMPREHENSION PP 695-696 #16-24

16. B 17. C18. D19. A20. D21. D22. C23. E24. E

ADVERBS V ADJECTIVES

•Adverbs: describe/modify verbs, adjectives, other adverbs

•Adjectives: describe nouns and pronouns

WELL VERSUS GOOD

• Well= Adverb• Good= Adjective

This paper is going pretty __________; I should be finished tonight.

How are you? I am ________.

I am a __________ basketball player.

ADVERB/ADJECTIVE CONFUSION

No matter how careful kites are flown, they often get tangled in trees.

The TV special shows how quick the hungry lion can devour her prey.

ADJECTIVES IN COMPARISONS

Of my two cars, I like my Civic the best.

After skydiving, hula-dancing, and bungee jumping, I decided I liked hula-dancing less.

PRACTICE

• Identifying Errors p 881 #12-29

•Reading Comprehension pp 776-779 #9-24

PRACTICE ANSWERS

p 881 #12-29

12.D13.A14.B15.C16.E17.A18.C19.D20.A

pp 776-779 #9-24

9. A10.D11.B12.A13.C14.A15.E16.C17.B

21.B22.D23.D24.B25.C26.A27.E28.B29.E

18.C19.D20.B21.A22.E23.A24.B

VOCABULARY REVIEW

•Write a sentence for each vocabulary word, using it correctly.

•When finished, you are free to move on to work for other classes.

READING COMP. PRACTICE

PRACTICE

•p 791 #6-9•pp 794-795 #16-24•pp 802-803 #7-19

PRACTICE ANSWERS

Page 791 #6-9

6. D 7. A8. B9. C

pp 794-795 #16-24

16. E17. D18. B19. C20. E21. E22. C23. B24. A

ANSWERS PAGES 802-803 #7-19

7. A8. E9. B10. D11. C12. A

13. C14. E15. B16. D17. A18. E19. B

COMPLETE PARALLELISM PRACTICE

SHEET

GERUND AND IDIOM ERRORS

READING COMPREHENSION PRACTICE TEST ANSWERS

p 579 #9-24

9. E10. D11. E12. E13. B14. E15. E16. A

p 593 # 6-24

6. B7. A8. A9. D10. A11. D12. E13. E14. C

17. C 18. B19. B20. D21. A22. C23. B24. C

15. D 16. C17. A18. D19. B20. B21. C22. E23. C24. A

READING COMPREHENSION PRACTICE TEST ANSWERS P 604 #7-19

7. D8. A9. B10. C11. E12. D

13. A14. B15. A16. B17. C18. A19. E

GERUND ERRORS

A gerund is a word that ends in –ing, such as prancing, divulging, stuffing, etc.

The infinitive form of a verb is the verb in its unconjugated form: to prance, to divulge, to stuff, etc.

Your understanding of gerunds will usually be tested by questions that use the infinitive when they should use gerunds.

GERUND ERROR EXAMPLE

In my family , Scrabble usually causes two or more family

A

members to engage in a screaming match, thus preventing

B C

the game to be completed . No error

D E

This phrase should read thus preventing the game from being completed, changing the infinitive to be to the conjugated form, being.

IDIOM ERRORS

• These errors SOUND WRONG (yes! finally!)• Usually is a preposition used in the wrong way

Melissa recently moved to a brand-new apartment in 108th

A B C

street . No error

D E

SOME EXAMPLES OF PROPER PHRASES

• Abide by• Accuse me• Agreed to• Apologized for• Applied for• Approve of• Argued with• Arrived at• Succeed in

• Believe in• Care about• Escape from• Differ from• Consists of• Hope for• Insist upon• Provide me with• Stared at

SENTENCE CORRECTION PRACTICE

p 804 #1-14

SENTENCE CORRECTION ANSWERS

8. C9. B10. C11. D12. E13. C14. E

1.A 2. B3. E4. B5. A6. C7. C

Documents

SAT PREP: STRATEGIES. PARTS OF THE VERBAL TEST CRITICAL READING Sentence Completion Critical reading— short and long passages WRITING Identifying Errors