sat critical reading & writing.pdf

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Quiz Time!A B C D E

Answers!A B C D E

Hints!Skill Lesson

SAT Critical Readingand Writing Workbook

Triumph College Admissions

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Quiz Time!A B C D E

Answers!A B C D E

Hints!Skill Lesson

Critical Reading Lesson #1Sentence Completions



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SENTENCE COMPLETION OVERVIEW

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

The skill lessons and accompanying quizzes that follow this overview aredesigned to provide you with strategies, concepts, important signalwords, and practices before you take the SAT.

The review and practice sections that follow this overview contain thefour types of sentence completions found on the SAT: definitional,contrast, cause-effect, and synonym. In each of the four review lessons,you will find important information related to one specific type ofsentence completion. You will also find links to all strategies youshould use for sentence completions and an extensive list of the mostfrequently occurring vocabulary used on the SAT. You can also accessstrategies from the Table of Contents, and be sure to review theall-important SAT vocabulary.

Key Components in Sentence Completion Review Lessons

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

Signal Words Key Words and Phrases Positive and Negative Words Sentence Direction

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

Studyguide for the SAT Skill Review: Sent. Comp.

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The Sentence Completion Structure

Each sentence completion question consists of a single sentence with oneor two blanks in it. This is followed by a group of five possibleanswers. The sentence may be short and grammatically simple or it may belong and complex. Each answer will contain the word or words that youare to plug into the blanks in the sentence. If the sentence containsone blank, possible answers will look like this:

(A) bellicose

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

(A) bellicose...argument

What the Questions Require

Sentence completions are designed to test your knowledge of wordmeanings and your verbal reasoning ability. This means that you musthave a strong vocabulary and that you must understand the logic of asentence.

Strategize to Maximize

Attack each sentence completion in the following way:

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


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

Although this may seem like an extensive list of things to do, withpractice you will be surprised at how quickly you can scan for these. Byusing these procedures, you are strategizing to maximize your success.Your improved scores will please you!

Two-Blank Sentences

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

Now you are ready to dig into the actual lessons and take practicequizzes on the four types of sentence completions.


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DEFINITION SENTENCES

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

Most of the time, the definition for the missing word will be found inkey words within the sentence. The first step in selecting the correctword is to locate the key definition words.

Use Key Words

The following example is a definition sentence.

Gary was confused by the dilemma in which he was caught so he sought hismentor, a man who was wise and experienced in solving such problems. The first step is to locate the key definition words—in this example, aman who was wise and experienced. These key words define a mentor,someone who provides guidance and is wise and experienced.

Examples

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

Example 1

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

Studyguide for the SAT Skill Review: Definitional

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Explanation:

The answer is (B) amended.

(A) Curtail means to curb or rein in. This word does not fit thedefinition because the attorneys are adding.(B) Amended means to change. This word fulfills the definition ofadding, expanding, and altering the contract.(C) Enact means to decree, legislate, or pass a law. This word isrelated to the legal world, but according to the definition within thekey words, you are seeking a word that suggests changing a contract.(D) Voided means to declare something invalid. The attorneys are addingand refashioning, not passing a judgment to cancel the contract.(E) Compressed means to condense, but the key words indicate that theattorneys are adding terms. This answer communicates the opposite ofthe sentence's direction.

Example 2

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

Tip: Sometimes signal words are also used in definition sentences, butthey do not appear with as much frequency as signal words for othertypes of sentence completions. It is, however, important to recognizethem when they do appear. Examples of these signal words are that is, inthat it, in other words, and likewise.

Hint:

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


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Explanation:

The answer is (D) candor.

(A) Reservation suggests reluctance. This choice is the opposite of thekey words openness, honesty, and frankness.(B) Blunder means to make an error. The direction of the sentence isthe opposite.(C) Excitement has nothing to do with being truthful and open, so thereis no logical relationship between this answer choice and the sentence.(D) Candor means truthfulness, honesty, and openness. Thus, the keywords in the opening of the sentence are the definition of candor.(E) Reluctance means hesitance or unwillingness. Someone who isreluctant is unlikely to behave with openness and frankness.

Use the Positive-and-Negative-Word Strategy

Sometimes, it may be difficult to isolate specific key words. In thesetypes of definition sentences, using the Positive-and-Negative-WordStrategy to map the direction of the sentence can provide you with thecorrect answer.

How to Map Sentence Direction

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

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


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

These barbs by the chairman are - - - - and create hurt feelingsin the committee members.

(A) specific(B) caustic(C) generous(D) casual(E) careful

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

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

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

Use Vocabulary Skills

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

Example 3

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

(A) agnostic(B) moralistic(C) monotheistic(D) polytheistic(E) hedonistic


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Hint:

Study the prefixes used in the answer choices. What word uses a prefixthat means "many"?

Explanation:

The prefix poly means many. Because the ancient Greeks and Romansworshipped many gods and goddesses, they are said to be polytheistic.The worship of numerous gods and goddesses is the definition ofpolytheistic.

Before you take a quiz on definition sentences, remember these importantpractices:

*Use key words that define the missing word.*Use the Positive-and-Negative-Word strategy.*Map the direction of the sentence.*Use vocabulary skills.


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CONTRAST SENTENCES

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

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

Contrast Signal Words

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

on the other hand butrather than despite this/theconversely even thoughhowever unlessyet neverthelessinstead of

Studyguide for the SAT Skill Review: Contrast

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Key Words or Phrases

Another important strategy to use for all sentence completion types isto identify the key words or phrases in the sentence. This is veryimportant in contrast sentences. The missing word or words you have toselect will contrast with the key word or words. Because of thiscontrast, you will be able to see a reversal in the direction of thesentence.

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

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

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

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

Did you select choice (D), cursory? Cursory means hastily orquickly. The best contrast to the key words in depth is choice (D).Notice how cursory reverses the direction of the sentence. You canquickly eliminate detailed, careful, and studied as possible answersbecause they mean the same as the key words in depth. It is impossibleto give anything a remedial glance. This choice is not logical.

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

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

The signal word instead establishes the sentence direction, and themissing word will reverse that direction by creating a contrast to thekey words wither and wilt. Consider the answer choices below. What wordis the best contrast to the key words wither and wilt?

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


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Did you select choice (B), flourish? Flourish means to thrive. It isthe best contrast word to the key words wither and wilt. Notice howflourish will also change the direction of the sentence. The otherchoices can be quickly eliminated because we associate them withwithering and wilting. They are not contrasts.

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

Example 1. At first the doctors were - - - - by the patient's symptoms;however, the test results clarified the nature of the illness.

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

Hint:

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

Explanation:

The correct answer is (C) baffled.

(A) Scornful suggests contempt and disdain. Its contrast would beaccepting , not clarified . (B) intrigued suggests interest, attraction,or enchantment. It does not contrast with clarified . (C) Baffled meanspuzzled, confused, or confounded. This contrasts with the key wordclarified, meaning to make clear. (D) Impressed means to be mentally oremotionally moved, stirred, or affected. Impressed does not contrastwith clarified . (E) Harassed means annoyed or bothered. Because thesymptoms are puzzling, the doctors may feel annoyed, but harassed doesnot directly contrast with clarified.


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Example 2.

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

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

Tip: You will not find a signal word in this sentence. Not allsentences have them; instead, you will find words that suggest one ofthe signal words. In this sentence, the words were replaced by take theplace of a signal word.

Hint:

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

Explanation:

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

(A) Tempestuous suggests violence and turbulence. In contrast,something that is temperate is moderate and mild. (B) Turbulent can bedescribed as violent. Thus the two words in this answer choice move inthe same direction. You are looking for words that contrast with eachother. (C) Noisy and boisterous are synonyms. You are looking for wordswith opposite meanings. (D) Irritating and lackluster have little to dowith each other. Irritating means annoying, and lackluster means dullor lacking in brilliance. (E), Languid and sluggish, are synonyms. Youare looking for a contrasting pair of words.


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

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

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


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CAUSE AND EFFECT SENTENCES

Cause and Effect Signal Words

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

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

Examine the sentence below.

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

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

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

Explanation:

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

Studyguide for the SAT Skill Review: Cause and Effect

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It is always important to remember that words carry more than theirdenotation or dictionary definition. They also carry connotations thatare mental associations or suggestions. These associations orsuggestions are either negative or positive.

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

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

By determining if the key words carry a positive or negative denotation orconnotation, you can quickly eliminate some answers.

Degree of Word Intensity

Have you ever wondered why the word you selected fits into the sentencebut another word is considered better? This often happens to studentsand frequently occurs in the Sentence Completion section of the SAT.All words, in addition to having denotation and connotation, also have adegree of intensity. Always select the highest degree if more than oneword appears to be the correct answer.

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


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Double-Blank Sentence Completions

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

Step 1: Determine whether the blanks in the sentence require a positiveor a negative word. Place a + in the blank if you need a positive wordor a - in the blank if you need a negative word. Do this for bothblanks. You now know the direction of the sentence.

Step 2: All you need to do is scan the first word of the pairs in eachanswer. If the first word does not match the direction of the firstblank, eliminate the entire answer. With those answers that remain,quickly scan in order to eliminate choices in which the second wordmoves in a different direction from that of the second blank.

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

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

Here are more examples for additional practice before you take the firstcause and effect quiz.

Remember:

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


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Example 1

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

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

Hint:

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

Explanation: The answer is (B), accuracy.

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


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Example 2

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

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

Hint:

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

Explanation: The answer is (E), polarized.

(A) Something that is controversial may be startling or surprising;however, surprise does not necessarily result in a rift or division.Eliminate this answer. (B) Similarly, a controversial referendum mayembarrass some voters. It may even humiliate them. It does notlogically follow that a rift will develop. (C), gratified is a + word.Eliminate this answer. (D), snubbed means to treat with scorn orcontempt. Individuals may snub others, but things such as referendumsdo not. This answer does not make sense. (E), polarized means toseparate into strongly opposing groups. If a referendum iscontroversial, then voters may become divided on the issue. The likelyresult is a rift.


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Example 3

Although earthquakes are among the most - - - - of naturaldisasters, these shifts in the earth's plates are often difficult to- - - - , either because they are deep beneath the surface orbecause determining when an earthquake will occur is still not a precisescience.

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

Hint:

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

Explanation:

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

(A) Earthquakes are always thought of as extremely negative. Remotedoes not suggest this intensity. Eliminate this answer. (B), ominousmeans threatening or foreboding. It is the most negative word in thelist. (C) Earthquakes are not yet predictable. This word contradictsthe sentence meaning and is not logical. Eliminate this answer. (D) Although earthquakes have occurred since ancient times, there is nonegative value here. Eliminate this answer. (E) Yes, earthquakes areviolent, but we do not disregard their destructive power. Eliminate thisanswer.


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SYNONYM SENTENCES

In a synonym sentence completion, the missing word is a synonym or isthought to be synonymous with a key word or phrase in the sentence. Whenyou select the correct answer to fill the blank(s), the missing wordwill reinforce or emphasize the key word by adding additional synonymoussupport.

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

Use Key Words

In synonym sentence completions, it is critical to identify the key wordbecause the word you are looking for is a synonym or closely relatedword. Read the sentence that follows. The key word is in italics and thesynonym is underlined.

The inexperienced artist so admired the paintings of Thomas More that heattempted to imitate the style; in fact, he mimicked every brushstrokein order to create copies of the original paintings.

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

Studyguide for the SAT Skill Review: Synonym

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

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

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

Hint:

The key word is scolded. What word is the best synonym for thekey word scolded?

Explanation:

Choice (B), reprimanded, is the correct answer. If you reprimand someone, in effect, you scold that person. You canquickly eliminate the words forgave, commended, and appeased becausethey have opposite meanings from the key word scold. Choice (E) cannotbe correct because apprehend means to locate and take someone intocustody. Shanika knew where to find her brother!


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Use Signal Words

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

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

Hint: By far the most frequently used signal word for synonym sentence completions is the word and.

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

Franklin Roosevelt created numerous government programs during the1930's to help reverse and - - - - the Depression.

(A) antagonize (B) ridicule (C) dominate (D) unwind (E) nullify

Hint:

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


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Explanation:

The correct answer is (E), nullify. To nullify means tovoid something. Reversing the Depression would help to nullify it. Bystudying the other answer choices, you will see that the words have nosynonymous relationship to the key word reverse.


Remember that all sentences move in some specified direction. Anotherstrategy to help you select the correct answer in synonym sentencecompletions, especially those answer choices containing challengingvocabulary, is the use of the positive-and-negative-word strategy.

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

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

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

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

Hint:

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


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Explanation:

Did you select choice (D), malevolent , as the correct answer? Malevolent means hateful. Both spiteful and malevolent arenegative words. By using the positive-and-negative-word strategy, youcan see that the other answer choices are all positive and can bequickly eliminated, even if you do not know the meaning of all of them.

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


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Question 1. In time, the settlers all became - - - - : the many gods theyonce worshipped were ultimately replaced by a single deity.

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

Question 2. The newscaster's public - - - - reflect his neurotic need to impressothers and, perhaps, to mask his insecurities.

(A) affectations(B) courtesies(C) flummeries(D) segues(E) banalities

Question 3.

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

(A) timorous...apathy(B) inflexible...blisters(C) resolute...calamity(D) notorious...clemency(E) relentless...acclaim

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

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Question 4.

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

(A) amiable(B) magnanimous(C) worldly(D) lax(E) miserly

Question 5.

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

(A) assassins(B) quacks(C) toadies(D) juntas(E) prospectors

Question 6.

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

(A) solitary(B) despondent(C) perfidious(D) furtive(E) gregarious

Question 7.

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

(A) succinct(B) taciturn(C) despondent(D) apathetic(E) extroverted


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Hint for Question 1:

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


characterizes a behavior an insecure person might show?


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


(Definitional): The key group of words is stunned his office colleaguesby buying them all lunch . This description is offset by the contrastword normally . Using this contrast, the word you are looking for isnegative (-). What word describes a person who normally would not buylunch for anyone?


(Definitional): The key words are phony panaceas. Panacea means cure-all. What word is associated with someone who tries to sell phonymedicine?


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


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


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

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

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

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


Only answer (C) follows the pattern of positive (+) and then negative (-).Although answer (E) may appear correct, the second word choice ispositive instead of negative. To be resolute is a positive attributemeaning to be strongly determined, and a calamity is a very strong wordto characterize some type of disaster. Falling from a sheer granitewall would be described as a calamity.

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

Only two words are negative, lax and miserly. Eliminate the otheranswers. Someone who normally would not buy lunch for anyone must wantto hoard money, the definition of the word miserly. Eliminate lax as afaulty definition.


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Question 5. The answer is (B).Explanation for Question 5:

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


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


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


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Question 1.

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

(A) goodwill(B) expenses(C) publicity(D) revenues(E) commitments

Question 2.

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

(A) begged(B) berated(C) instructed(D) forced(E) enticed

Question 3.

One - - - - issue for a professor employed by a university formore than five years is whether she will be given - - - - , for thisvirtually guarantees her employment for the rest of her career.

(A) important...degrees(B) conflicting...substance(C) inane...benefits(D) redundant...compensation(E) critical...tenure

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

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Question 4.

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

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

Question 5.

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

(A) ouster(B) promotion(C) mitigation(D) commendation(E) eulogizing

Question 6.

According to some - - - - television viewers, the news media haslost touch with what reporting should be: - - - - substantive informationwith stylistically slick, often emotionally charged sound bites thatcommand an audience's attention while requiring little or no thought.

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


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Question 7.

Archeologists excavating the Meadowcroft Rock Shelter in Pennsylvaniahave found numerous - - - - : arrowheads, spear points, andcarving stones used for practical purposes in daily life by prehistoricNative Americans.

(A) tools(B) artifacts(C) objects(D) discoveries(E) layers


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


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


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


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


(Definitional): Notice the key words his successor possessed a superiorrecord of sales. More important, the movement of this sentence isnegative. What word fits this negative movement of the sentence?


(Definitional): Use the positive-and-negative-word strategy for thissentence. The sentence movement is from negative to negative. Whatwords show this type of sentence movement?


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(Definitional): Notice the key words arrowheads, spear points, andcarving stones used for practical purposes in daily life. What word isdefined as things used by people for practical purposes ?


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

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


A faculty handbook is used to provide instructions regarding all aspectsof a school. One of those aspects is what to do in case of a fire.You can also use the strategy of positive and negative words for thisquestion. A teacher would not beg, berate, force, or entice students.These words are all negative. Only choice (C), instructed, is positive.


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


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


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Only choice (A), ouster, is a negative word. All of the other wordchoices are positive and are not logical to the movement of thesentence. By using the key words, it is logical to expect that someonewith a superior record could oust, or take the place of, someone who hasa less than superior record.


Eliminate choices (A), (B), (D), and (E) because the words do not fitthe negative-to-negative movement of the sentence. Only choice (C),disgruntled...supplanting, follows this type of negative-to-negativesentence movement.


Arrowheads, spear points, and carving stones used for practical purposesin daily life define the word artifacts. None of the other choices denote the word artifact.


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Question 1.

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

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

Question 2.

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

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

Question 3.

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

(A) regaled(B) taunted(C) bemused(D) depressed(E) embarrassed

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

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Question 4.

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

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

Question 5.

While he - - - - the thought of daily medication, he realizes thathis ailment is a - - - - problem that will subside in a fewweeks.

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

Question 6.

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

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

Question 7.

After twenty years as director of the research project, he still doesnot - - - - the fact that no definitive - - - - have beenreached.

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


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(Contrast): Notice the signal word but and the key phrase devour anyfood. Which answer choice contains the best set of words to contrastHenry's view of himself with that of his peers?


(Contrast): Notice the signal word although and the key phrases big-city life and secluded mountain valley. What sort of environmentalqualities establish a contrast between big cities and secluded mountainvalleys?


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


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


(Contrast): Notice the signal word while and the key phrases dailymedication and subside in a few weeks. Which answer choice containswords that establish the best contrast between the man's attitude towarddaily medication and his understanding that the ailment will subside in afew weeks?


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


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(Contrast): There is no exact signal word in this question, so use thecontrast established by the key phrases he still does not, the factthat, and no definitive to help make the correct choice. Which answerchoice establishes the best contrast between the director's positionafter twenty years and what he is unwilling to realize?


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Gourmand...glutton. By using the contrast signal word but and the keyphrase devour any food, the best set of contrast words is choice (A),gourmand...glutton. Someone who is a glutton will eat anything andeverything. None of the other choices works in the context of thesentence.


Vibrancy...tranquility. In this question, the best answer will use thesecond word as an antonym for the first. Only choice (E) contains wordsthat establish a perfect contrast between big-city life and a secludedmountain valley. Although choice (D) may appear correct, only the firstword could fit the sentence context. Dullness is not an antonym forcacophony. Choices (A), (B), and (C) do not work in the sentencecontext.


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


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


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Detests...temporary. Only choice (D) establishes the correct contrastbetween attitude and understanding that the ailment will subside in afew weeks. No other set of words comes close to completing the sentencecontext.


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


Acknowledge...conclusions. The end goal of research is to arrive atdefinitive conclusions. Only choice (C) establishes a sense ofcontradiction in the research director's position after twenty years,which is his unwillingness to acknowledge the fact that no definitiveconclusions have been reached. None of the other choices establishes thiscontrast relationship.


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Question 1.

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

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

Question 2.

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

(A) furtive(B) amiable(C) menacing(D) exuberant(E) silky

Question 3.

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

(A) unanticipated(B) accidental(C) predictable(D) costly(E) unhealthy

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

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Question 4.

The importance of the Declaration of Independence is not its- - - - signers, but rather their general belief in democraticprinciples.

(A) stoic(B) specific(C) debatable(D) conservative(E) strict

Question 5.

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

(A) suppressed(B) valued(C) applauded(D) publicized(E) berated

Question 6.

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

(A) beautiful(B) dangerous(C) unremarkable(D) unattractive(E) docile

Question 7.

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

(A) popular(B) quick(C) bold(D) gradual(E) superficial


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(Contrast): This sentence has two blanks, so begin with the second blankfirst. Notice the change in sentence direction created by the signalword even. What set of words shows how the comedian reversed theattitude of even the worst heckler in the crowd?


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


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


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


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


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


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


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


Eliminate choices (A), (B), (D), and (E) because they do not contrastwith the key word docile. Something that looks menacing is in sharpcontrast to the docile behavior of the mantis.


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


Eliminate choices (A), (C), (D), and (E) because they do not contrastwith the key word general. Choice (B), specific, is always the correct contrast word to the word general.


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The best contrast choice is (E), berated. If critics berate or belittlethe music video, you would not expect sales to continue to soar.Eliminate the other choices because they do not contrast with the ideaof sales soaring.


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


Only choice (D), gradual, contrasts with the key word immediate. Theother choices do not establish such a contrast.


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Question 1.

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

(A) appreciated(B) arbitrary(C) invasive(D) stable(E) authorized

Question 2.

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

(A) repeal(B) conceal(C) abide by(D) confide in(E) appeal

Question 3.

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

(A) credible...deceived(B) sworn...amused(C) fallacious...misled(D) antiquated...rebuked(E) symbolic...admonished

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

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Question 4.

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

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

Question 5.

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

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

Question 6.

To - - - - their images as charitable enterprises, many corporationshave initiated - - - - programs to aid victims of natural disasters.

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

Question 7.

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

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

Studyguide for the SATSkill Quiz E: Sent. Comp.

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(Cause-effect): Typically, friends and family of the person about whoma biography is written would endorse the book if the subject had givenpermission to the author to proceed with his work. Notice the signalword therefore and the key phrase could not be endorsed.


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


(Cause-effect): What kind of statement could cause the detective to lookfor clues in all the wrong places? Notice the key words served andintended purpose.


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


(Cause-effect): Even a hotshot flyer sometimes needs to tone it downwhen the odds are against him! Notice the signal word because and thekey phrases poor weather and potential for disaster.


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(Cause-effect): Most corporations are very concerned about the imagethey present to the public. Notice the key word to. When to isfollowed by a verb, as in to sing, to dance, etc., this infinitiveestablishes a cause. Also notice the key phrases such as charitableenterprises and to aid victims.


(Cause-effect): Notice the signal word because and the key wordsdictator, basic freedoms, and revolt. Which answer choice contains aword associated with a dictator's typical behavior and a word toindicate what the populace believed?


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


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


Fallacious...misled. Only a fallacious statement could mislead thedetective and cause him to look for clues in all the wrong places. Noneof the other choices works in the context of the sentence.


Expropriated...leaving. The signal word thereby establishes the cause-effect relationship, and the key word greedy establishes the contextfocus for the first blank in the sentence. Eliminate choices (C), (D),and (E) because they do not work in the context of the sentence.Although choice (B) may appear correct, only the first word in the pairwould be correct. Because the land barons were greedy, theyexpropriated the tenants' land, thereby leaving them without a means tosupport themselves.


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Caution...daring. The signal word because establishes the cause-effectrelationship, and the phrases poor weather and potential for disasterestablish the context requirement for choice (B). Eliminate all otherchoices because they do not work in the context of the sentence.


Bolster...relief. Although choice (B) may seem correct, only the firstword could possibly work in the sentence context. Choices (C), (D), and(E) can be eliminated because they do not work in the sentence context. Bolster means to make stronger or support, and relief programs aidvictims of natural disasters.


Dismissed...recourse. Eliminate choices (A), (D), and (E) because thefirst word in each is not a behavior typical of a dictator. Althoughchoice (B) may appear correct, only the first word would work in thesentence context. Typically, dictators dismiss pleas from citizens,leaving them no recourse or other action but revolt.


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Question 1.

The principal's curriculum review committee had problems coming to aconsensus on what school subjects to delete, because their viewpoints arederived from many - - - - sources.

(A) similar(B) divergent(C) confused(D) precise(E) blunt

Question 2.

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

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

Question 3.

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

(A) eloquence...comprehensible(B) ingenuity...clever(C) ambiguity...vague(D) economy...superfluous(E) arrogance...vain

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

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Question 4.

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

(A) forgot about(B) tired of(C) lied about(D) reneged on(E) delivered on

Question 5.

The Pre-Clovis theory has presented scholars with new ideas on whenNative Americans first reached America because it - - - - significant data that was previously - - - - .

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

Question 6.

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

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

Question 7.

As a result of people continuing their exodus from America's big cities,the amount of farmland continues to - - - -, thereby- - - - agricultural productivity.

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


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(Cause-effect): Notice the signal word because and the key wordsproblems, consensus, and viewpoints. Which choice best explainswhy the curriculum committee could not arrive at a consensus?


(Cause-effect): Notice the signal word because and the key words rarelymade a mistake and without question. Which answer choice contains thebest word for rarely made a mistake ?


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


(Cause-effect): Notice the signal word because and the key words lostconfidence and repeatedly. Using the strategy of positive and negativewords, which answer choice best explains why we lost confidence in theCEO's leadership?


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


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(Cause-effect): Notice the signal word because and the key words newvideo game and prices. If the video game just came out, what mighta store do if the supply were not equal to the demand?


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


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Divergent. Notice how the key words suggest the correct answer:problems, consensus, viewpoints. Only choice (B) is the best word toexplain the cause-effect relationship. The committee had problemsarriving at a consensus because the members had so many divergentviewpoints. The other choices are incorrect because they do notwork with the word consensus .


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


Economy...superfluous. Only choice (D) is correct. Flaubert's style isremarkable for economy of language; he never wrote a superfluousword. Although choices (A) and (B) may seem correct using the firstword, the second word creates a contradiction. Eliminate choices (C) and(E) because the second word will not work in the sentence context.


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Reneged on. Eliminate choice (E) immediately because it is positive andthe entire sentence is negative in tone. The remaining choices may allappear to be correct, but only (D) contains the strongest negativephrase.


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


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


Dwindle...threatening. Only choice (B) is correct. As more and more peopleleave America's big cities for the country, farmland will dwindle,thereby threatening agricultural productivity. Although choice (D) mayappear correct because farmland will shrink but agricultural productivity willnot be shielded. Choice (D) does not make sense in the sentence context.Eliminate the other choices because at least one of the words clearlycontradicts the sentence meaning.


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Question 1.

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

(A) rent(B) discharged(C) muted(D) ameliorated(E) imbued

Question 2.

Tidal waves are caused by sudden, violent shifts in the earth's platesand are frightening examples of the - - - - and dangerous weatherconditions faced by people living in coastal regions.

(A) decorous(B) fragile(C) calm(D) turbulent(E) tranquil

Question 3.

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

(A) frivolous(B) flippant(C) unfettered(D) subdued(E) boisterous

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

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Question 4.

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

(A) praise(B) detail(C) boldness(D) allusion(E) paradox

Question 5.

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

(A) sarcasm(B) incredulity(C) encouragement(D) conformity(E) amity

Question 6.

Farmers have been unable to plant this spring because the continualrainfall has left the ground soggy and - - - - .

(A) arid(B) abundant(C) sodden(D) placid(E) fragile

Question 7.

The Civil War took a terrible toll on the lives of both Southerners andNortherners because it reduced and - - - - their families.

(A) subdued(B) decimated(C) exulted(D) unfettered(E) lauded


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


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


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


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


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


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


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


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


Quickly eliminate choices (A), (C), and (E) because they are oppositesfor dangerous weather conditions. Choice (B) does not make sense.Choice (D), turbulent, is correct because it is synonymous with dangerousweather conditions.


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


Choice (D), allusion, is correct because an allusion in writing isan indirect reference. None of the other choices is a synonym forindirection. Thus, the other choices do not make sense.


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


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


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


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Question 1.

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

(A) affable(B) reclusive(C) solitary(D) belligerent(E) deceptive

Question 2.

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

(A) bland(B) vivacious(C) lethargic(D) merciless(E) erratic

Question 3.

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

(A) erratic(B) exuberant(C) pragmatic(D) apprehensive(E) predatory

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

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Question 4.

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

(A) ridicule(B) derision(C) encouragement(D) sarcasm(E) caricature

Question 5.

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

(A) hedonism(B) self-denial(C) extravagance(D) revenge(E) dominance

Question 6.

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

(A) nontoxic(B) refreshing(C) devastating(D) invigorating(E) healthy

Question 7.

The store manager was fired because he treated many customers in a rudeand - - - - manner.

(A) discourteous(B) efficient(C) gracious(D) verbose(E) entertaining


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


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


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


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


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


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


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(Synonym): Notice the key word and. Was the manager fired for a positive or negitive manner?

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Choice (A) is correct because affable means pleasant and at ease whentalking to others. Quickly eliminate choices (B), (C), and (D) becausethey are the opposite in meaning of outgoing. Choice (E) does not makesense.


Choice (B) is correct because vivacious means full of life. Choices (A)and (C) contrast with the idea of charming. The remaining choices do notmake sense.


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


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


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


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


Eliminate choice (C) immediately because gracious is opposite in meaningto the key word rude. Choice (D), verbose, means someone who uses morewords than necessary. This is not synonymous with rude. Choices (B) and(E) also contrast with rude. Only choice (A) is correct. Discourteous isclearly synonymous with rude.


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Question 1.

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

(A) palatable(B) unsavory(C) brusque(D) elusive(E) unorthodox

Question 2.

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

(A) fragile(B) relevant(C) endangered(D) frantic(E) fugitive

Question 3.

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

(A) proficient(B) inexperienced(C) specious(D) inept(E) practiced

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

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Question 4.

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

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

Question 5.

The multimillionaire was known for being a - - - - whogave generously to support numerous social causes.

(A) hypocrite(B) demagogue(C) philanthropist(D) loiterer(E) miscreant

Question 6.

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

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


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Question 7.

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

(A) miser(B) dolt(C) sage(D) zealot(E) rogue


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


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


Use the key word expert to determine the correct answer.


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


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


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


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


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


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


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


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


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


The signal word because indicates a cause-effect sentence. If you solvefor the second blank first and use the key words abstract symbols, theonly correct choice is the word obscure, and incomprehensible to fitsthe first blank. Although choice (C) may appear correct, obsolete is nota result of using abstract symbols. None of the other choices conveyslogical cause-effect results.


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


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Question 1.

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

(A) supercilious(B) untenable(C) placid(D) specious(E) covert

Question 2.

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

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

Question 3.

Today, many garden vegetables are - - - - , containing genesfrom a variety of similar plants.

(A) hybrids(B) misconceptions(C) toxins(D) frauds(E) convoluted

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

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Question 4.

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

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

Question 5.

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

(A) diffidence(B) affability(C) dissension(D) tenaciousness(E) fraud

Question 6.

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

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


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Question 7.

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

(A) sedate(B) benign(C) gregarious(D) affluent(E) banal


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


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


Use the key word variety to determine the correct answer.


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


Use the key word division to determine the correct answer.


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


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


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The signal word consequently indicates a cause-effect sentence. Becausethe movie contained (B), untenable scenes of violence, the resultwas that it did not qualify for a G rating. None of the other choicescreates a logical cause and effect relationship to the key words.


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


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


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


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The key word division indicates that you are looking for a definition.Only choice (C), dissension, is defined by the key word division. None ofthe other choices forms this definitional relationship.


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


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


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A B C D E

Quiz Time!A B C D E

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Hints!Skill Lesson

Critical Reading Lesson #2Reading



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

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

The Content

Passages are drawn from the following three subject areas:

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

The form of these may be

Narrative...a storytelling modeExpository...an explanationArgumentative....a verbal sparring match on debatable issues

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

Close Reading

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

What's this passage about?What's the author's attitude here?How does the author want me to feel about this issue?What does this detail mean?What are the implications of this piece of information?What's the "big picture"? So what?

Studyguide for the SAT Skill Review: Critical Reading

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In other words you're mentally engaged in the passageon the page. Passive reading is following the words as the author leads youalong the sentences. Passive reading is following the words, lines, sentences,and paragraphs, and ending with a big "HUH?" The problem with passivereading on the SAT is that you're going to be asked questions about whatyou've mentally processed from the passage!

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

If you practice "close reading," then you're prepared to answer the questions.If you read passively, you must reread segments of the passage, try toconnect them to the questions, reread the questions, and then identify thebest answers. You'll eat up the clock.

Annotating the Text

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

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

As you read, mark statements you think reflect the author's attitude,a main idea, or transitional words and phrases that signal themovement of the passage.

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

Practice annotating so that it becomes a mentally automatic process.As you practice, you'll find it easier to focus and concentrate on thepassage.

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


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Key Words Key words are words that can be used to find specific information quickly in a passage. Finding and identifying key words can help you sort through irrelevant information and find answers fast to content questions that are likely to be asked on the SAT. To identify keywords, ask yourself the following questions while reading a passage: * Which words in this passage identify the subject? * Which words are likely to state or support the author's thesis in the passage? * Are there words that give clues to the author's attitude or tone? * What words give clues as to the order in which events happened? * Are there words that indicate a cause-and-effect relationship between events?

Of course, not every student will circle the same words, but you should train yourself to look for any terms that would help you understand the passage better. Print the following passages and annotate them by underlining the main idea and circling potentially useful key words. Jot down brief notes to yourself.

Sample passage 1: Civil War Times When Lincoln was voted President of the United States in 1860, South Carolina seceded from the Union. Then Mississippi, Alabama and Florida did so, and Georgia followed close behind on January 19, 1861. Sadly, by February 1 of that year, Louisiana and Texas joined in. Delegates from these seven states formed the Confederate States of America at a meeting in Montgomery, Alabama on February 4. This Southern Confederacy voted Jefferson Davis as its provisional president, A.H. Stevens as its vice-president, and it then began drafting a constitution.


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Main idea underlined, key words circled, notes in italics

cause/effect?When Lincoln was voted President of the United States in 1860, South Carolina seceded

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

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

Texas joined in. Delegates from these seven states formed the Confederate States of

America at a meeting in Montgomery, Alabama on February 4. This Southern Confederacy

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

and it then began drafting a constitution.

Explanation: "voted President": important event

"South Carolina seceded from the Union": may be a cause of the forming of the Confederate States of America. "Sadly": indicates author's opinion "Delegates from these seven states formed the Confederate States of America": this phrase is underlined because it tells the main idea of the passage. "Southern Confederacy": important name of the newly formed group

Sample Passage 2: T.S. Eliot Interview

Some poets start early. T. S. Eliot, the great early-twentieth-century poet,once told an interviewer that he began writing poetry at the age of fourteen. Hesaid those poems had been influenced by a gloomy poem he had read, and he nevershowed them to anyone. He did, in fact, destroy them. Eliot went on to write poetry in high school and at Harvard, becoming editor of the Harvard Advocate. He also told the interviewer that he had been heavily influenced by both Baudelaire and Laforgue during his years at Harvard.


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opinion Some poets start early. T. S. Eliot, the great early-twentieth-century poet,

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

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

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

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

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

by both Baudelaire and Laforgue during his years at Harvard.

Explanation:

"great": indicates author's opinion

"fourteen": notable because this is a very young age to start writing "gloomy": suggests the reason that he destroyed his poems "heavily influenced by Baudelaire and Laforgue": indicates one of the sources of Eliot's inspiration Sample Passage 3 : Learn to Drive in Your Living Room Driver's education may undergo a radical change in the coming years. Instead of driving around a parking lot, students may learn how to control a vehicle while sitting in a classroom. Once they hit the road, they may have already logged several hours of practice. Virtual-reality computer programs can replicate thousands of a car's characteristics. When combined with a steering wheel and brake and gas pedals, these driving simulators can come so close to the real thing that playing games might someday result in safer drivers.


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

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

Once they hit the road, they may have already logged several hours of practice. Virtual-reality computer programs can replicate thousands of a car's characteristics.

When combined with a steering wheel and brake and gas pedals, these driving simulators main goal

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

drivers.

Explanation:

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

"sitting in the classroom": emphasizes important aspect of the change "Virtual-reality computer programs": key element in the new driver education program "Safer": effect of new program

Using the Passage to Answer Questions

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

Think about how that information aligns with the answer choices.

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


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VOCABULARY IN CONTEXT

These questions are usually the easiest. You're asked to determinethe meaning of a word from the contextual clues surrounding that word.Sometimes the word is abstract, taking on its special shade of meaningfrom the sentences surrounding it. At other times, the word is fairlydifficult—one you may not recognize. You're to infer its meaning fromdefinitional clues placed near the word.

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

Contextual Clues

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

DefinitionsSynonymsAntonymsImplied Definitions

Definitions

In the passage, an unusual word may have its definition nearby.These are often found in passages taken from a specialized fieldwhere the jargon is probably unfamiliar to the audience.

Choose the best answer.

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

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

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All of the choices are definitions of the word "knots," but we knowfrom the definition, nautical miles per hour, that in this context choice (C) is correct.

Synonyms

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


The Great Doctor Magnifico was a complete charlatan, as phony asthey come.

In the above line, the word "charlatan" means(A) a fraud(B) a physician(C) a gentleman(D) a tall person(E) a weakling

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

Antonyms

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

Choose the best answer

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

In the passage above the word "arduous" means:(A) simple(B) burdensome(C) enjoyable(D) lofty(E) important


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

Implied Definitions

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


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

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

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

Another way the test makers might try to test your ability to understand the meaning of words in context is to give definitionsfor similar sounding words.


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

The word "incredulous" in this sentence means(A) unbelievable(B) astonishing(C) disbelieving(D) bored(E) free of guilt


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

In the Middle Ages, merchants and artisans formed groups called guildsin order to protect themselves and their trades. These appeared in theyear 1000, and by the twelfth century, analogous trades, likewool, spice, and silk dealers, had formed their own guilds. By thattime, towns like Florence, Italy boasted as many as 50 merchants'guilds. Apprenticeship became a complex system with the advent of guilds.Apprentices were to be taught certain things and prove they possessedcertain skills, determined by the guild. Each guild decided the lengthof time required for an apprentice to work for a master tradesmanbefore being admitted to the trade.

Practice Exercise

Question 1. As it is used in the passage, the word "advent" means

(A) activity

(B) arrival

(C) discretion

(D) composition

(E) confusion

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


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Question 2. In the passage above, the word "analogous" means

(A) difficult

(B) hectic

(C) detached

(D) obscure

(E) similar

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


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FINDING THE MAIN IDEA

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

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

How Do I Find the Main Idea?

The main idea of a passage is often stated at or near the beginning. Lookfor this statement, sometimes called the thesis statement , and underline itwith your pencil. You will then be able to refer to it later and will alsofix the main idea in your memory. Reading with a pencil in your hand is alwaysa good idea.

Main Ideas of Paragraphs

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

Studyguide for the SAT Skill Review: Finding the Main Idea

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

There has been something crude and heartless and unfeeling in our haste to succeed and be great. Our thought has been "Let every man look out for himself, let every generation look out for itself," while we reared giant machinery which made it impossible that any but those who stood at the levers of control should have a chance to look out for themselves. We had not forgotten our morals. We remembered well enough that we had set up a policy which was meant to serve the humblest as well as the most powerful, with an eye single to the standards of justice and fair play, and remembered it with pride. But we were very heedless and in a hurry to be great.

We have come now to the sober second thought. The scales of heedlessness have fallen from our eyes. We have made up our minds to square every process of our national life again with the standards we so proudly set up at the beginning and have always carried at our hearts. Our work is a work of restoration.

We have itemized with some degree of particularity the things that ought to be altered and here are some of the chief items: A tariff which cuts us off from our proper part in the commerce of the world, violates the just principles of taxation, and makes the Government a facile instrument in the hands of private interest; a banking and currency system based upon the necessity of the Government to sell its bonds fifty years ago and

perfectly adapted to concentrating cash and restricting credits; an industrial system which, taken on all its sides, financial as well as administrative, holds capital in leading strings, restricts the liberties and limits the opportunities of labor, and exploits without renewing or conserving the natural resources of the country; a body of agricultural activities never yet given the efficiency of great business undertakings or served as it should be through the instrumentality of science taken directly to the farm, or afforded the facilities of credit best suited to its practical needs; watercourses undeveloped, waste places unreclaimed, forests untended, fast disappearing...


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

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

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

This question is asking you, in effect, to find and identify the main idea of the passage, even though the words "main idea" do not appear in the question. Look, then, for the topic sentence of the passage, which most often will be located in the first paragraph.

Answer (C) can be eliminated right away because it is the opposite of what the author is discussing. Answer (D) may have been one goal of this author, but it is not specifically mentioned, so it will be eliminated if there is a better answer. Answer (A) was quite possibly a goal of the Progressives but is perhaps too all-encompassing for the topic under discussion. What the author does mention in the first paragraph is "giant machinery," which is a clue that answer (B), which makes direct reference to the Industrial Revolution, is the best possible answer.

The Main Idea in Double Passages

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

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


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In the Middle Ages, merchants and artisans formed groups called guildsin order to protect themselves and their trades. These appeared in theyear 1000, and by the twelfth century, analogous trades, like wool,spice, and silk dealers, had formed their own guilds. By that time,towns like Florence, Italy, boasted as many as 50 merchants' guilds. Apprenticeship became a complex system with the advent of guilds.Apprentices were to be taught certain things and prove they possessedcertain skills, determined by the guild. Each guild decided the lengthof time required for an apprentice to work for a master tradesmanbefore being admitted to the trade.

Practice Exercise

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

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

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

(C) Merchants had to protect themselves from artisans.

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

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

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


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Alaskan sled dogs, known as Huskies, are some of the hardest-workingdogs in the world. These are not your ordinary lap dogs. No way! Thesedogs live in their own spacious quarters, not in the sled driver's—ormusher's—home. They train relentlessly from the time they are quite young. Mushersget these dogs used to their harness and to pulling small things likewooden boards. The dogs have heavy fur coats and padded paws thatprotect them in the cold weather conditions under which they work.Pulling sleds is their passion and their life. These dogs spend their lives pulling sleds, sometimes in very harshconditions, and— according to those involved in sledding—the dogs lovetheir work. These beautiful, smart, strong, and loyal animals considertheir work play.

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

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

(B) Training sled dogs is a difficult task.

(C) Huskies live outside in cold weather.

(D) Sleds are always pulled in harsh weather.

(E) Sled dogs always pull small loads.

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


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RECOGNIZING A PARAPHRASE

What is the relationship between the following phrases?asked the boy questioned the youngsterwalked up the trail ascended the slopeyoung at heart children of all ages

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

Types of Questions for Recognizing a Paraphrase

You may be required to paraphrase the main idea of the passage,or you may have to identify a rewording of the author's opinion. Questions that require you to recognize a paraphrase often havethe forms:

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

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

Example:

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

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

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

In the Middle Ages, merchants and artisans formed groups called guildsin order to protect themselves and their trades. These appeared in theyear 1000, and by the twelfth century, analogous trades, like wool,spice, and silk dealers, had formed their own guilds. By that time,towns like Florence, Italy, boasted as many as 50 merchants' guilds. Apprenticeship became a complex system with the advent of guilds.Apprentices were to be taught certain things and prove they possessedcertain skills, determined by the guild. Each guild decided the lengthof time required for an apprentice to work for a master tradesmanbefore being admitted to the trade.

Practice ExerciseQuestion 1. According to the passage, apprenticeships

(A) allowed merchants to have free labor

(B) existed because there were so many trades

(C) existed because time limits needed to be set

(D) were created in order to train skilled workers

(E) began so that older workers could retire

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


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Question 2. According to the author, trade guilds

(A) kept the secrets of their skills to themselves

(B) only existed for a short amount of time

(C) helped tradesmen profit

(D) were threatened by artisans

(E) had grown in numbers in two centuries

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


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MAKING INFERENCES

Sometimes the answer won't be stated, but there will be one or more hints for you. For example, if the author clearly dislikes modern architecture, you could safely infer or conclude that the author would prefer traditionalwood furniture instead of metal and plastic furniture.

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

To infer means to deduce or conclude something based on facts. For example, if you leave school early on Tuesday looking pale and weak and do not come to school at all on Wednesday, your classmates can infer that you are at home with an illness. They put the facts together and come to a logical conclusion based on those facts. You must do the same when you are reading critically. When reviewing the passage, a good question to ask yourself is, "Whatreasonable assumptions can I make based on this passage?" Something else to keep in mind when looking for inferences is the denotative or connotative meaning of a word. Remember that writers use their words carefully to express exactly what they mean by using very particular words. Knowing this will help you uncover an author's intents.

A denotation is the dictionary definition of a word; it is the thing or idea that the word refers to literally. An example of denotation is found in the following sentence. "He carried a red book to school with him." The word "red" is used here in its literal, denotative form. Sometimes, however, this same word implies anger or, when associated with temperature, heat. Those are the connotative meanings of this word. A connotation is the meaning, association, or emotion often implied by the word. Certain words often bring agreed-upon associations and feelings with them. Use of these words can convey an author's feeling about the topic without stating it outright. Connotation is a tool that writers use skillfully. The strategic use of one word can change the inference within a sentence.

Studyguide for the SAT Skill Review: Making Inferences

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Example:

"She is a very determined young woman" is a way of saying that the young woman does not give up easily, and further implies that that is an admirable and positive trait. "She is a very stubborn young woman" also means that the young woman does not give up easily, but carries a negative connotation.

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

This kind of question is difficult to answer because very often you are looking for something that is not directly stated in the reading passage. Signs that you have encountered this kind of question include code phrases such as

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

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

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

There has been something crude and heartless and unfeeling in our haste to succeed and be great. Our thought has been "Let every man look out for himself, let every generation look out for itself," while we reared giant machinery which made it impossible that any but those who stood at the levers of control should have a chance to look out for themselves. We had not forgotten our morals. We remembered well enough that we had set up a policy which was meant to serve the humblest as well as the most powerful, with an eye single to the standards of justice and fair play, and remembered it with pride. But we were very heedless and in a hurry to be great.


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We have come now to the sober second thought. The scales of heedlessness have fallen from our eyes. We have made up our minds to square every process of our national life again with the standards we so proudly set up at the beginning and have always carried at our hearts. Our work is a work of restoration.

We have itemized with some degree of particularity the things that ought to be altered and here are some of the chief items: A tariff which cuts us off from our proper part in the commerce of the world, violates the just principles of taxation, and makes the Government a facile instrument in the hands of private interest; a banking and currency system based upon the necessity of the Government to sell its bonds fifty years ago and perfectly adapted to concentrating cash and restricting credits; an industrial system which, taken on all its sides, financial as well as administrative, holds capital in leading strings, restricts the liberties and limits the opportunities of labor, and exploits without renewing or conserving the natural resources of the country; a body of agricultural activities never yet given the efficiency of great business undertakings or served as it should be through the instrumentality of science taken directly to the farm, or afforded the facilities of credit best suited to its practical needs; watercourses undeveloped, waste places unreclaimed, forests untended, fast disappearing...

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

Sample:

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

(A) the creation of a new social order based on new principles.

(B) reform of the financial system.(C) the rationalization of agriculture.(D) changes in the tariff structure.


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Searching through the passage, you can find a list of changes thatthe Progressives advocated. However, there is no list of changesthat they did not advocate—these you must infer.Clearly they did support reform of the financial system (B)and changes in the tariff structure (D). You may also inferthat they supported the "rationalization" of agriculture (C)because the author speaks of the desirability of giving farming"the efficiency of great business undertakings." Nowhere, however,is there any expressed desire to remake society according to newprinciples. Answer (A) is correct.

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


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Practice Exercise

Passage 1 Climbing high mountains is an exhilarating adventure; mountaineers continuously attempt to conquer a higher one. Some may find this a ridiculous pursuit. Serious climbers train to ascend. Many of these healthy people attend exercise classes specifically designed to instruct them in mountain climbing. In these classes, the participants perform muscle-strengthening and endurance exercises. They do this without stopping, to simulate the conditions of climbing. When they take a break, it is timed to approximate the estimated time one can climb without a break. Mountain climbing is not for the weekend warrior. It is an activity that requires discipline and skill.

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

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

Ask yourself, "What assumption can I make about the author based on the passage?" The answer is C. In the first sentence the author says that mountain climbing is "exhilarating." He then goes on to explain the discipline and skill involved in training to climb, reinforcing this with the final sentence.

Question 2. The author suggests that

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

Read the second paragraph, which tells how mountaineers train.

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


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Passage 2 Jasmine squinted her eyes at the sun glistening on the surface of the river, adjusted her goggles for the hundredth time, and tried to calm her breathing. It was a good day to do this: though it was only ten o'clock, the temperature was already past eighty, and climbing quickly. May in this part of the country could be unpredictable, with highs ranging from the sixties to the nineties. She told herself that the generously warm outside air would warm the river, making it easier to maintain her body temperature and spend her energy on stroking as quickly as possible toward the finish.

Question 1.

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

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

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

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

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

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

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

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


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Passage 3 Have you ever heard sand sing? All over the world, it celebrates with song. Most people aren't aware of that, unless they've wandered alone along certain beaches or deserts and listened attentively. Musical sand divides into two types: singing and booming. Singing sand is found along shorelines, such as the Hebrides Islands above Scotland. Booming sand is found in desert dunes—in the Sahara Desert, for instance. Singing sands' songs range from a rich and deep sound to a high and squeaky one. These grains of sand don't sing solos, but when someone comes along and grains of sand are sifted through fingers, or stepped on, a note is struck and the celebration begins.

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

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

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

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

Question 2. This passage was probably written in order to

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

Re-read the passage, paying attention to what is said in each paragraph The answer is A. The introduction asks the reader a question about singing sand. Each paragraph speaks of a different aspect of the sand.


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Passage 4 One of the most successful country music singers in the late 1940's and early 1950's was Hank Williams. His remarkable career spanned only about four years, from 1949 until his death at age twenty-nine on January 1, 1953. Williams' songs have been sung by every important country-western — and many pop and rock-and-roll — singers in the United States. The songs talk of soured love and reckless living, elements that eventually became associated with country-western singers.

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

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

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

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

Question 2. The author suggests that

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

Pay attention to the adjectives describing Williams and his songs. The answer is E. Williams is described as "successful," his career as "remarkable, " and "important" country and popular singers have sung his songs. This implies his having been good at what he did.


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Passage 5 In her book The Writing Life, author Annie Dillard describes her daily adventures as a writer. She has had a typewriter erupt and leave burn marks on a table, singeing her shirt in the process. She wrote one of her books by night in a sparsely lit library, where she had to count the library rows by touch in order to find her desk. In this work, she also gives other writers information about the craft, and she does all of this with the light touch of one comfortable writing in image. She uses metaphor flawlessly, yet still manages to report the monotonous day-to-day details a writer often faces.

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

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

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

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

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

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

Pay attention to the challenges she faces and the way she writes. The answer is C. Although Dillard has faced challenges in her writing life (such as writing in the dark and surviving her erupting typewriter), the passage makes it clear that she writes well and probably enjoys it.


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

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

Tone is often described as the way the author feels about both thetopic and the reader. If, for example, a selection is written incolloquial (conversational) language rather than formal language, onemight perceive that the author is "talking down" to the reader. Thisis not necessarily the case, and only a careful reading will give thereader clues as to authorial intent.

The tone in a selection can be formal, casual, sincere, playful,serious, sarcastic, or any other attitude one can imagine. This iswhere it helps to remember connotative and denotative language.Writers use words carefully to create the desired effect.

Look carefully at the author's choice of words. Authors will revealtheir slant on a subject through their choice of negatively orpositively charged words. For example, "slim" and "skinny" both mayhave the same dictionary meaning (denotation), but they have differentsuggested or associated meanings (connotation). "Slim" is a positiveword whereas "skinny" is usually used in a more negative way.

Look carefully at the choice of details. The author has a purpose, andyou must figure this out. This purpose will drive the choice ofdetails and then will reveal an attitude or tone. Is the author'spurpose to arouse anger, evoke sympathy, astonish, or amuse? Theauthor chose those details to serve a purpose. You need to look atthose details to determine that purpose, which then will lead you tounderstanding the author's attitude.

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Typical Attitude, Mood and Tone questions

What is the author's attitude about this subject?

Which description best portrays the author's feelings?

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

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

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

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


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The tone of Passage 1 is critical and disparaging (derogatory). Theauthor puts the word saving in quotation marks to indicate that whileothers call it saving, he does not really believe it. The words"pointless" and "silly" show that he does not approve of theenvironmentalists' efforts. "Tree-hugging" is a negative way ofportraying environmentalists. The author shows his arrogant attitudein the last sentence, when he says, "I call it like I see it, andthat's that."

Passage 1I find all the discussion of "saving" our trees a bitpointless . Those oversized sticks grow again once youchop them down, so why worry? Besides, trees are everywhereyou look. They're a plentiful source of all kinds of energy andmaterials, so it would be silly not to use them. Sure, theyprovide shade in summer and a home for squirrels in the winter. But wehave houses, buildings, and porches for shade, and holes in theground protect all kinds of animals. Look, I'm not an ogre , butI'm not one of those tree-hugging, nothing-to-do-but-complain kindsof people , either. I call it like I see it, and that's that.


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Passage 2I'd never seen a tree so lush and generous. It offered delicateblossoms in the spring and summer, mouth-watering apples late summerinto fall, and a stark contrast to the white all around us in winter.To cut that tree down, to execute such a fine specimen, was a foolishwhim. The scent was enough to convince me of the tree's healing andsoothing powers. Sweet smells of blossoms awakened me on balmy springmornings, and apple scents lingered long past the first turned leaf ofautumn.

The tone of passage 2 is exactly the opposite: it is a tone of respectand admiration. The author's appreciative attitude for the trees isevident in the choice of positive words, such as "delicate," "lush,"and "mouth-watering." The word "execute," a much stronger, moreemotional version of the term "cut down," indicates that the writerhas a protective attitude toward the tree.

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

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

(A) neutral

(B) mocking

(C) fearful

(D) admiring

(E) friendly

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

Passage 1 Developers are trying to buy up all of the forestland at the edge ofour town. Not only will this become an eyesore of more houses,apartments, and shopping centers, but it will also destroy the homesof the beautiful animals that populate this ecosystem. Where will theygo? When we destroy these homes, we can never replace them. Let'sprotect the land for our grandchildren by turning it into a wildernesspreserve.

Passage 2 City taxes keep rising, and our schools are not well funded. Moneyfrom the sale of the forestland will help our community in the form ofa new roof for the high school, higher pay for teachers, and newcomputers in our classrooms. I agree that a park would be lovely. Butunfortunately, we cannot afford it! A vote against the park is a votefor your children's education.


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Question 2.What is the relationship of the writer's attitude in the first passageto the writer's attitude in the second in the second passage?

(A) Both writers both have positive attitudesabout development.

(B) Both writers have negative attitudesabout development.

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

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

(E) Both writers have negative attitudesabout development.

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


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TEXT DEVELOPMENT

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

Common Structures of SAT Passages

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

Contrast or ComparisonMain Idea Plus ExamplesMain Idea Plus Supporting ArgumentsSeveral Different Aspects of One IdeaPro and ConChronological

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

Contrast or Comparison

Comparisons between two scientific theories or between two authors writingabout the same subject are common examples of this structure found on theSAT. A passage with this structure may begin with a paragraph about one theoryand then have a second paragraph devoted to the second theory. Another methodis to compare the two theories point by point throughout the passage.

Main Idea Plus Examples

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

Main Idea Plus Supporting Arguments

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

Studyguide for the SAT Skill Review: Text Development

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Several Different Aspects of One Idea

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

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

Chronological

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

Key Words in Text Development Questions

The following words are often found in questions relating to text development:

serves to the function of relatesin order to reason whythe purpose of

Questions will often take the following forms:

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


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Literary Devices

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

Simile Metaphor Personification

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

Simile

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

Question 1. Which of the following is a simile?

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

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

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

Question 2. Which of the following is a simile?

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

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


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

Metaphor

A metaphor is a comparison of two unlike things in which the author says that one thing is another. The author does not use "like" or "as" in a metaphor. An example is: "My uncle Jimmy is a bear." This comparison gives the reader the image of a man with a large stature and features. That metaphor was direct. Other metaphors might be implied. An example of an implied metaphor occurs in the sentence, "She bloomed gracefully as she aged." This does not actually say she is a flower; rather, it implies it, since we most often think of flowers as blooming.

Practice Exercise

Question 1. Which of the following is a metaphor?

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

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

The answer is A. In this sentence, silence is being compared to a blanket. In Choice B, the flower is not being compared to something else. It is blooming, which is what flowers naturally do.

Question 2.

She rose to face them, a palace among cottages. They watched as she walked away, raising their arms and bidding her farewell. What is the purpose of the metaphor in the paragraph?

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

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


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

Personification

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

Practice Exercise

Question 1.

Which is an example of personification?

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

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

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

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

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


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Question 2. Which sentence contains personification?

(A) The shadow of the seagull seemed as graceful as a dolphin.

(B) The heavy-metal music burst forth angrily from beneath her door.

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

(D) As the foreman shouted at him, he was a tree, rooted to the

ground on which he stood.

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

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Question 1.

The author makes her point by

(A) comparing two things with one another

(B) citing historical and personal experience as examples

(C) appealing to the readers' intelligence

(D) stating a main idea and developing examples

(E) giving a chronological account of the topic

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

Developers are trying to buy up all of the forestland at the edge ofour town. Not only will this become an eyesore of more houses,apartments, and shopping centers, but it will also destroy the homesof the beautiful animals that populate this ecosystem. Where will theygo? When we destroy these homes, we can never replace them. Let'sprotect the land for our children by turning it into a wildernesspreserve.

City taxes keep rising, and our schools are not well funded. Moneyfrom the sale of the forestland will help our community in the form ofa new roof for the high school, higher pay for teachers, and newcomputers in our classrooms. I agree that a park would be lovely. Butunfortunately, we cannot afford it! A vote against the park is a votefor your children's education.


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Question 2.Both paragraphs reference children in order to

(A) argue against the other's points

(B) appeal to the readers' sense of family

(C) appeal to the readers' intelligence

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

(E) vehemently oppose the beliefs of the other

The answer is B. Each appeal mentions children, making the readers aware that thedecision they make with their vote will affect their families, as wellas their community.


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In this passage, the main character, James Thornton, revisits Pinnacle Rock in Peach Bottom, Pennsylvania, where he and his friend Mo spent many summer weekends with high school friends. James, now a college graduate, hasn't been in touch with Mo since Mo joined the Marines. He reflects on the carefree days of his youth with fond memories and a more mature outlook. James sat on Pinnacle Rock staring into space. Thirty feet beneath him the Susquehanna River lapped against the granite rocks surrounding Devil's Hole. Behind him the old railroad tracks cut through the vertically layered strata (5) entering the first of the twin tunnels along the north bank. Each tunnel was about five hundred feet, not long enough to black out the sunlight at either end, but long enough to make the jagged, damp interior seem as black as a coal mine. This is where he and Mo and their friends liked to hang out on(10) weekends in the summer. It was like no other place, this rock. It was a rite of passage, a place to think, a place to lose oneself in the moment. A gray mist fell over the river now, and memories of those carefree days washed across his mind like the half-(15) sunken log being nudged along the river with its makeshift buoy bobbing in and out of the colorless waves. It would reach its end at the Conowingo Dam where debris from storms and riverbanks and Sunday boaters all washed into elbows on either side of the dam. It had no place else to go once it(20) reached the cement walls of the locks. It had no choice but to pile up in the wings like toys tossed in a rubble pile until they were forgotten and rusted and no longer meaningful. James could barely see the toy-sized cars that traveled across the horizontal stretch of highway above the(25) dam. He remembered how on sunny, summer days, Mo would drive his father's nineteen-foot Sea Ray past the sign that read, "Danger: No Boats Past This Point," all the while screaming, "Hold on!" to James as he opened the throttle full speed and whipped him to the outside of the boat at what seemed like(30) ninety miles an hour on skis. Motorists passing along Route One would sometimes wave hello or give them a thumbs up as they gazed down at the sleek, aquamarine pleasure boat streaking through the crystal glare of sun on water. In those moments, James felt like he was on top of the world. Cutting(35) through the waves, his skis casting a spray that formed a perfect rainbow under the sharp, blue sky, he, James, was in control. He had his whole future ahead of him. He was young, he was American, and he could be whatever he wanted to be.

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It seemed like hardly a year had gone by since the(40) last time he and Mo had been here together. In fact it was in late August of 1997, the last time they would be seeing each other before going away to college, Mo to Penn State, and James to the University of Maryland. They took turns diving off the ledge and spotting for others. Some days, there were as(45) many as thirty people there and some of them didn't know that huge rocks and stumps were just beneath the surface on either side of the sixty-foot-deep crevice of water called Devil's Hole. They had to be shown. It was a dangerous dive, but everyone who knew about it, knew what to do. Each dive was(50) a thrill and a challenge. Each dive was survival, closely guarded by friendship. So much had happened since then. Mo had joined the Marines after finishing only one year at Penn State. He said it was the best way to get an education and have Uncle Sam pay(55) for it. Besides, for Mo, being a Marine was a life-defining experience. Each day was a new dive into Devil's Hole, a new chance to be intrepid and steadfast. It seemed that Mo had been preparing all his life to be a Marine. James sat on Pinnacle Rock remembering the days(60) when he and Mo would jog through the tunnels just ahead of the sound of oncoming trains. They were slow freights with flatbeds full of scrap metal and coal cars coming from Pittsburgh or going to West Virginia. Some trains were over seventy-five cars long and slower than a bicycle on the slight(65) grade uphill. Still, it was a dangerous thing to do, running on the tracks through the tunnels just to prove it could be done. They did lots of things without thinking of the consequences. Jumping into Devil's Hole or racing against each other through the narrow, dark tunnels were summer pastimes that(70) filled their days with the thrills of impetuous, audacious youth. Over and over they took risks on the spur of the moment. Weekend after weekend they repeated the same dares, as if by doing it again they would beat bigger odds and be better for it. Never once did they consider their own mortality.(75) The gray sky over the Susquehanna folded into the thickening mist until James could no longer see the dam or the opposite shore. A light rain fell past the bare branches of trees overhanging the precipice, dampening the rocks and adding to the chill in the March breeze. Another half-sunken log(80) bumped along the water close to the rocks and then turned out into the mist and disappeared. James tossed a palm-sized piece of granite into Devil's Hole and watched its impact create an ephemeral pattern of concentric circles, which quickly disappeared into the backwash of waves. Youth was like that,(85) here one day, gone the next.


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Soon it would be spring again and the local kids who knew about Pinnacle Rock would gather here for all the weekends of their summer youth, just like he and Mo. There would be dares and bets and fights and parties and friendships(90) made and broken. Then, one day years from now, they would return to Pinnacle Rock and everything would look the same, only nothing would ever be the same again.


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Question 1. Which of the following titles best summarizes the content of the passage?

(A) Looking Back at Pinnacle Rock

(B) Survival of the Fittest

(C) Rites of Passage on the Susquehanna

(D) Friendships Made at Devil's Hole

(E) Summer Pastimes

Question 2. In line 57, the word "intrepid" most nearly means

(A) bold

(B) craven

(C) brave

(D) derisive

(E) quixotic

Question 3. In line 70, the word "impetuous" most nearly means

(A) sophomoric

(B) intentional

(C) juvenile

(D) immature

(E) impulsive


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Question 4. In the last paragraph, the author uses the word "ephemeral" in line 83 to express

(A) how the weight of the rock was too heavy to leave a strong pattern of circles

(B) how the choppy water splashing against Pinnacle Rock made the circles appear larger and foreboding

(C) how the fleeting circles dissipated and disappeared into the waves

(D) how the impact of the rock on the water created a glittering effect on the concentric circles

(E) how the moment of impact created a supernatural sensation as he watched the concentric circles

Question 5. The author implies that

(A) Mo failed in his freshman year of college

(B) Mo was the instigator and he was the follower

(C) he and Mo dissolved their friendship

(D) he did not meet his goal

(E) Pinnacle Rock is a place where young people took unnecessary risks to prove their courage

Question 6. The passage as a whole suggests that

(A) looking back, the author realizes he took careless, unnecessary risks just to prove himself

(B) the author has mixed feelings about his friendship with Mo

(C) everyone needs to go through a rite of passage into adulthood

(D) memories remain untouched by time(E) the author misses the thrill of diving into Devil's Hole


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Question 7. The author's tone in the passage is best described as

(A) pessimistic(B) nostalgic(C) indifferent(D) ambivalent(E) flippant

Question 8. Which of the following statements concerning the author's awareness canbe inferred from the passage as a whole?

(A) He is obsessed with returning to the carefree and daring days of his youth.

(B) The best days of his youth were spent at Pinnacle Rock, and now he is an unhappy adult who can't go back to the past.

(C) He feels betrayed by Mo because he enlisted in the Marines rather than continuing his college education as they had planned.

(D) He believes that the thrills and dares he and Mo experienced helped them to become better adults.

(E) He realizes that his youthful experiences are part of the past and that he can never look at Pinnacle Rock the same way again.


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Reread lines 1 and 59.


Read the entire sentence. What was Mo trying to prove?


Read the sentences before and after line 70. Search for contextual clues in lines 67 and 71.


Read the last sentence of the paragraph on line 85. Look for the contextual clue.


Think about which statement relates to the overall passage. Do not be distracted by statements that are too narrow.


Reread paragraph 6.


Reread lines 8-12 and 37-38. Note that the author has positive feelings. Eliminate answers with negative connotations.


Reread the last sentence of the last paragraph.


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The answer is (A).

The author refers throughout the passage to his experiences at Pinnacle Rock. Answers (B) and (E) are too vague and do not mention the focal point of the passage. Answer (C) is too broad. Answer (D) is too narrow.


The answer is (C).

The word "intrepid" most nearly means brave or steadfast. This is a positive word. Answers (B), (D), and (E) are all negative. Answer (A) is a distractor that is close in meaning; however, line 57 provides the contextual clue for the most accurate answer, which is "brave" or "steadfast."


The answer is (E).

The author and his friend did things for the thrill of it without thinkingof the consequences. The word that most nearly means impetuous, hasty, orsudden is "impulsive."


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The answer is (C).

In lines 83-85 of the passage, the context clue for the word "ephemeral"is found after the comma: the circles "quickly disappeared." The word"fleeting" contained in answer (C) most nearly means the same as "ephemeral."


The answer is (E).

Evidence in the passage points to the risks they took on Pinnacle Rock.There is no evidence to prove any of the other statements are true.


The answer is (A).

Evidence in the passage points to the author's more mature attituderegarding the thrill-seeking actions of his youth. In Paragraph 6, hestates, "Never once did they consider their own mortality." There is noevidence in the passage to prove any of the other statements are true. Question 7. The answer is (B).Explanation for Question 7:

The answer is (B).

Contextual clues throughout the passage indicate that the author has fond,positive memories of his experiences. The third paragraph is one example.Answers (A) and (D) have negative connotations. Although the author issentimental in some parts, the reading as a whole indicates a nostalgicview of his past, especially his friendship with Mo.


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The answer is (E).

The author states in the last sentence of the passage that nothing wouldever be the same again. He can never go back to being the same daring youthhe was in the past. Answers (A), (B), (C), and (D) are not supported byevidence in the passage. The term "Renaissance" characterizes the period or movement that marks the transition from the medieval to the modern world in Western Europe. During this time, poets, artists, writers, and intellectuals, inspired by the works of antiquity, strove to attain new creative heights. This passage examines the characteristics of that period.


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Scholars have long debated how and when the Renaissance began. One thing, however, that most scholars agree upon is the significance of this historical period as an evolutionary movement toward individualism in art and(5) thought. Although there is no historical consensus on the exact chronological sequence of events leading to the Renaissance, many historians agree that visionaries of the fifteenth century had a sense of belonging to a movement far greater than themselves and so far-reaching as to supersede the artistic and(10) literary forms of the classical era. This phenomenon ultimately produced the Renaissance, a period when art, literature, language, and philosophy found new and extraordinary interpretations in the hands of the Humanists. Humanists believed in the importance of the (15) humanities or "humane letters" rather than "Divine letters," or the study of Scripture, to inspire them. Ultimately, intellectuals of this period became aware of man's inner potential, one that was not bound by the study of scripture as the only means to reach creative potential.(20) The fourteenth century Italian poet Petrarch characterized the early phase of this movement as the New Age. In fact, it was his term, "Rinascita," which comes from the Latin "renasci," to be reborn, that eventually led to the term Renaissance that we use today.(25) Petrarch believed that the destruction of the Roman Empire by barbarian invasions in 476 A.D. marked the end of classical antiquity and the beginning of a thousand years of darkness, which he characterized as "the Dark Ages." The awakening from this period of creative void was a time of (30) rebirth, which he distinguished as the New Age. Petrarch's view limited the Rinascita to the revival of Latin and Greek classics from antiquity based on unadulterated translations of ancient text. Most significant was his conviction that the pagans of antiquity were (35) profoundly inspired by the pursuit of arts and literature in an effort to reach the highest potential of perfection on earth. This perception led to a new sense of individualism and enlightenment that characterized the age of the Renaissance as one that refuted the beliefs of medieval society that man's (40) earthly life was merely a function of the social order. From the fourteenth century through the early seventeenth century, this new individualism grew steadily in Western European culture with a momentum fed by man's desire to define and evaluate the essential values between men of antiquity and the (45) emerging modern man.

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Not only did artists and writers turn to classical culture for inspiration, they set new goals. They explored the relationship between ancient cultures and their own cultures, and by doing so, they discovered a new vision of human life, (50) of man as a glorious creature capable of developing his mind and body to reach his fullest potential toward perfection. They did not merely endeavor to duplicate Graeco-Roman works as a means of recapturing the glory of the ancients; they chose instead to surpass the classics with a new individualism (55) that had no boundaries. No longer would poets and writers, artists and philosophers base their intellectual arguments solely on traditional beliefs, but they would seek new theories and embrace new convictions outside of traditional beliefs, trying all the while to reconcile Christianity with the scholarly (60) views of antiquity. The result was tension, conflicting ideas, exciting debates, prolific creativity, and the birth of Modern Man.


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Question 1. Which of the following statements best represents the major idea of the passage?

(A) Humanists turned to "Divine" letters as a source of creative inspiration.

(B) The pagans of antiquity lived in the Dark Ages.(C) A major goal of Humanists was to duplicate Graeco-Roman

works.(D) The Renaissance marked the beginning of a new

individualism.(E) Medieval writers were not enlightened.

Question 2. In line 31, Petrarch's use of the word "Rinascita" is used to capture the

(A) beginning of a new social order(B) significance of the pursuit of arts and literature(C) awakening of modern man(D) rebirth of the classics from antiquity(E) revival of the individualism of ancient times

Question 3. Which of the following statements concerning Humanism can be inferred from the passage?

(A) Humanists questioned traditional ideologies and beliefs.(B) Humanism was confined to imitating Graeco-Roman art.(C) Humanists were atheists.(D) Humanists inspired the emergence of modern man.(E) Humanism was geographically limited to the Italian

Renaissance.


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Question 4. In line 33, the word "unadulterated" most nearly means

(A) untainted(B) unmolested(C) impure(D) infected(E) untenable

Question 5. The phrase, "humane letters," in line 15 is used to indicate an emphasis on inspiration drawn from

(A) secular sources(B) religious convictions(C) creative notions(D) historical documents(E) arts and letters from antiquity

Question 6. The passage as a whole suggests that

(A) man did not aspire to reach his greatest creative potential prior to the fourteenth century

(B) the Renaissance took place predominantly in Italy(C) humanists, inspired by a new sense of individualism,

aspired to realize their greatest potential(D) the French poet Petrarch best characterized the historical

significance of the Renaissance(E) the Renaissance evolved over a period of two centuries

Question 7. In line 61, "prolific" most nearly means

(A) essential(B) productive(C) diffident(D) sparse(E) energetic


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Read lines 40-45.


Read line 33.


Read lines 49-62.


Answers (C) and (D) are antonyms.


Read lines 14-19. Note the use of "rather than" to indicate opposites.


Read the last paragraph.


The word "prolific" is a positive word. Two of the answers are negatives. Use the remaining three choices in the sentence from line 61.


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The answer is (D).

Answers (A), (B), and (C) contradict the evidence in the passage. Answer (E) is too narrow. The passage is not about medieval writers. Answer (D) is the only answer supported by evidence in the passage.


The answer is (D).

Line 33 indicates that Petrarch's view was based on the rebirth of translations of ancient text. Renascita comes from the Latin "renasci" that means to be reborn, as noted in line 23 in the previous paragraph.


The answer is (D).

Answer (A) is stated implicitly in the passage. It is not inferred, so it does not answer the question. A conclusion that can be drawn from evidence in the passage or "inferred" is that Humanists inspired the emergence of modern man, answer (D). Answers (B), (C), and (E) are refuted in the passage and, therefore, are not true.


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The answer is (A).

"Unadulterated" suggests a positive connotation. Answers (C), (D), and (E) can be discarded because they have negatives. Answer (B) does not make sense when inserted in the sentence from line 33. Answer (A) makes sense and most nearly means unadulterated.


The answer is (A).

The author clearly identifies "humane letters" as the opposite of "Divine letters," which are based on Scripture. The word "secular" means nonreligious.


The answer is (C).

Lines 37-40 and 49-53 repeat the concept that Humanists aspired to realize their greatest potential on earth. Answers (A), (B), and (E) are false, based on evidence in the passage. Answer (D) is too narrow and does not cover the main idea of the passage as a whole. Only Answer (C) focuses on the passage as a whole.


The answer is (B).

(B) "Prolific" is a positive word. Answers (C) and (D) are negative words. Answer (B) is positive and most nearly means the same as prolific.


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The 1988 Supreme Court ruling in the Hazelwood School District v. Kuhlmeier case had a significant impact on the freedom of student press. Before the Hazelwood ruling, the interpretation of the First Amendment doctrine upheld by courts was that students do not shed their constitutional rights at the schoolhouse gates. In the following passage, the author, a former high school journalism instructor and advisor, reacts to the impact of the new ruling on the student press. Until the Supreme Court's landmark decision in the Hazelwood case, student journalists had been entrusted with the inalienable right of free speech; the right to voice their opinions responsibly about issues that affect their lives and the (5) right to investigate the truth and present it in a fair and balanced news story. They modeled their actions on the same codes as professional journalists, and they submitted to the authority of editors and their publication's editorial board as watchdogs of responsible reporting. Now, it had been decided (10) by the highest court in the land that someone else would decide the appropriateness of their work, namely, appointed authorities of the educational institution. On January 14, 1988, in a five-to-three ruling, the Supreme Court justices stated that school officials have the (15) authority to censor school newspapers, plays and other "school-sponsored expressive activities." Under the ruling, students' First Amendment rights stop at the schoolhouse gate, where once inside, they no longer have the right to express themselves freely within the boundaries of the Constitution. (20) Instead, school administrators have the Supreme Court's backing to request prior review of publications and to hold advisors accountable for not censoring stories that may be interpreted as undesirable or inconsistent with the goals of the educational institution.(25) By attributing information to reliable sources, researching and documenting the truth, and balancing points of view, the student reporter embraces the ethical codes of professional journalism. By avoiding the pitfalls of libel, negligence, and invasion of privacy, and by recognizing the (30) difference between inciting disruption and raising awareness, the student reporter exercises the right to free speech within the framework of the Constitution. It is true that without experience and guidance, these criteria are not always discernible to inexperienced reporters; however, strong student (35) editors with sound knowledge of press law, supported by guidance from the advisor, are the watchdogs of sound reporting and ethical behavior on the part of the entire staff. Censorship under these circumstances is unnecessary because responsible reporting is self-directed rather than dictated.

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(40) It is understandable that the high court would question the ability of student journalists to distinguish between the public's right to know and the citizen's right to privacy. Indeed, this seems to be the issue at the heart of the Supreme Court's ruling on the Hazelwood case. Without (45) experience, young reporters often justify their right to publish the truth by claiming the public's right to know and their First Amendment right to speak freely. Less clearly defined is the gray area of invasion of privacy. It is often difficult for professional journalists, let alone students, to discriminate (50) between public and private information. The actions of a public person or a person in a public place are not protected from the public's right to know under the law; whereas the actions of a private person or a person protected within the confines of a private place are protected. Crossing this line (55) can lead to lawsuits that no publication wishes to have delivered to their door. The Constitution protects our privacy just as vehemently as it protects our right to free speech. By censoring articles on teenage pregnancy and family divorce in the student paper at Hazelwood East High (60) School in suburban St. Louis, administrators acted to protect the school from potential lawsuits based on the fear that private information revealed in the stories could be found to be offensive and harmful to minors and their parents. Students argued that their free speech rights were violated and that the (65) stories contained true information from reliable sources about issues that high school journalists had a right to cover. Using common sense about approaches to coverage and the expertise of informed advisors and press law sources, students should be able to resolve conflicts over what is fit to (70) print without the need for censorship. Although it is unfortunate that this case moved all the way to the Supreme Court for a resolution, both students and school officials involved in this historic hearing were intrepid in their pursuit of a clear interpretation of the law. Because of their (75) indefatigable efforts, both professional and student journalists were reminded more than ever that covering the news isn't always as simple as it seems.


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Question 1. The main focus of this passage is on

(A) the codes of good journalism modeled by professional journalists

(B) the responsibilities of the student press(C) protecting student reporters from lawsuits(D) students' inalienable rights under the Constitution(E) the effect of the Supreme Court's ruling on the Hazelwood

case on the student press

Question 2. It can be inferred from this passage that the author

(A) vehemently opposes the Supreme Court ruling(B) sides with the students in the Hazelwood case(C) believes that censorship was necessary under the

circumstances in the Hazelwood case(D) supports the high court's decision that school authorities have

the right to censor student work(E) believes that the Hazelwood decision was regrettable but that

students and school officials involved were valiant in their efforts to get an interpretation of the law

Question 3. The author's reaction toward the Supreme Court's ruling is best described as

(A) disappointment(B) support(C) optimism(D) relief(E) sarcasm


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Question 4. In line 25, the word "attributing" most nearly means

(A) ascribing(B) characterizing(C) explaining(D) providing(E) gathering


(A) advisors have the right to censor student work(B) informed student editors and a knowledgeable advisor are the

first vanguard of the student press(C) school administrators have no right to question students' rights

to express themselves freely(D) the First Amendment protects everyone's right to free speech

under any circumstances(E) the Constitution does not protect the right to privacy as much

as it protects freedom of speech

Question 6. Which of the following headlines best summarizes the content of the passage?

(A) Students React to Censorship(B) Supreme Court Teaches a Lesson(C) Prior Review Favors Schools(D) Hazelwood Ruling Underestimates Student Press(E) Administrators Rejoice Over Hazelwood Ruling

Question 7. The word "discernible" in line 34 most nearly means

(A) amenable(B) apparent(C) avertable(D) preventable(E) arguable


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Question 8. The word "vehemently" in line 58 most nearly means

(A) intentionally(B) apathetically(C) vigorously(D) cravenly(E) thoroughly


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Read the first sentence of the passage.


Read the last sentence of the passage.




Insert each of the answers into the sentence. Which makes the most sense?


Read lines 35-40.


Remember the focus in the first sentence of the passage. Combine that with the point the author makes about the capabilities of student editors.


Answers (A), (C), and (D) are not related. Read the sentence using answer choices in place of the word "discernible."


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Answers (B) and (D) are negative. Look for a positive word that best completes the meaning of the sentence when replacing the word "vehemently."


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The answer is (E).

Answer (E) is the only answer that mentions the Hazelwood case, which is referenced in the first sentence of the first paragraph and is woven throughout the passage as the main topic.


The answer is (E).

Answer (E) is the most accurate and is supported by evidence in the last paragraph. Answer (A) indicates a vigorous opposition to the ruling. There is no evidence to suggest to what degree the author disagrees.


The answer is (A).

Answers (B), (C), and (D) suggest a positive reaction. Answer (E) is unrelated. The only answer that reflects the negative connotation of the word, "unfortunate," in the last paragraph is (A). Question 4. The answer is (A).Explanation for Question 4:

The answer is (A).

Answers (C) and (D) make no sense since a reporter would not explain or provide information to reliable sources based on the context of line 25. Answers (B) and (E) are unrelated. Only answer (A) makes sense when inserted in the sentence.


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The answer is (B).

Answer (B) is in keeping with the author's comments in lines 35-40. Answers (C), (D), and (E) are erroneous. Answer (A) conflicts with the author's point of view that students should be responsible enough to know their rights and the rights of others under the law.


The answer is (D).

Only answer (D) covers the main topic of the passage. All of the other headlines are not related to the overall passage.


The answer is (B).

Only Answer (B) makes sense when inserted in the sentence in place of the word "discernible." Answer (C), "avertable," means avoidable. Answer (A), "amenable," means agreeable. These answers do not fit the context of the stem sentence. Question 8. The answer is (C).Explanation for Question 8:

The answer is (C).

Answers (B) and (D) are negatives. Answer (C) most nearly means the same as "vehemently."

Lighting designers combine technology and art to create the most effective visibility for stage productions. This passage explores the various aspects that designers must consider in order to integrate the dramatic elements of a play with an artistic concept for lighting the stage.


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Lighting the stage is an art that is often underestimated. In real life, the eye sees nuances of color and intensities of light and shadow that create tone and mood; however, on the stage, artificial light must create the illusion (5) of reality. Without subtle highlights and shadows, actors, set pieces, and props would appear dull and uninteresting to the audience; however, through the expressive use of light, the stage becomes a living scene where people and objects appear to exist in natural light that indicates time of day, season, (10) place, and mood. Like a painter, the lighting designer endeavors to sculpt and shape perspective from the audience view. With the stage as the canvass, a lighting designer must artistically combine the elements of form, contrast, harmony, balance, and color. (15) The designer's goal is to paint the stage with light to create selective visibility by using an effective combination of specific and general illumination. Specific illumination is focused lighting with little or no spill effect while general lighting is distributed broadly and spills over without a direct (20) focus. The designer's challenge is to use stage lights to create a balance between highlights, shade, and shadow while supporting the dramatic elements of the stage production. One type of specific illumination is form-revealing light, which separates the actor from the setting and enhances (25) depth perception from the audience view. The art of creating depth perception by aiming light at certain angles and levels and by using variables of intensity and color requires knowledge and experience. Neophyte lighting designers often make two common mistakes in this regard. They may (30) indiscriminately illuminate the entire stage with insufficient contrast, or they may create sharp distinctions between acting areas and background settings, resulting in an artificial, two- dimensional appearance. The result is either a wash of monotonous light evenly distributed over the stage, or a harsh (35) contrast between the intended visible area and the surroundings. Simply put, one of the qualities of an expert lighting designer is the ability to detect what is too much or too little light. Focusing just the right amount of light on the actor reveals form without distorting depth.

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(40) Just as harmony is an important element in artistic design, it is also essential to the relationship an actor has with the setting, and lighting contributes to the harmonious effect of that relationship. With subtle uses of color and intensity, along with angle and direction of light, the designer can(45) highlight the actor with selective visibility while enhancing the mood of the scene. To accomplish this, the designer must first use effective methods of distributing specific illumination from the back, the front, and the sides. Then, general lighting or spilled light can be used to fill in where necessary. Specific (50) lighting on the actor and general lighting on the background is the rule of thumb. Generally, the intensity of background lighting should not exceed one-fourth that of the lighting on the actor, and in most cases much less. In addition to specific illumination, the actor's form (55) can be shaped by the use of side lighting and backlighting. By spotting selectively with intense, specific lighting from the sides, the designer can avoid the use of high levels of general illumination that cause a monotonous evenness in light. The technique of back lighting by aiming specific illumination on (60) the actor's head and shoulders from behind enhances the three-dimensional perspective, keeping the actor in the foreground while diminishing objects in the background. Finally, the amount of light and use of color balance the mood and tone of the scene. For example, a (65) bright, sunny day on the plains in "Oklahoma" can be created with warm ambers, pinks, and tints of yellow, typically used for musical comedy. In contrast, the cold, stark shadows of a dungeon for prisoners of the Spanish Inquisition in "Man of La Mancha" would require a palette of blue-greens to deepen (70) dark corners and amber yellow to suggest candlelight in specific areas. Choosing the most aesthetically pleasing and effective color mediums to light every scene can be an arduous task. Not only are there costumes and makeup (75) considerations, but lighting must also support the dramatic elements of the play without calling attention to itself. With training and experience, the lighting designer can illuminate the acting area with subtle variations of just four colors - amber, daylight blue, lavender, and pink. (80) By using cool and warm variants of color and by artistically choosing the intensity, angle, and level of lighting to create depth perception, the designer can achieve an aesthetically pleasing result that serves to enhance the scene and focus the audience's attention while embellishing the (85) dramatic elements of the play.


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Question 1. Which of the following statements best represents the major idea of the passage?

(A) Color is not as important to artistic lighting as specific illumination.

(B) Harmony is essential to the relationship an actor has with the setting.

(C) Lighting acting areas is generally done from the front.(D) Lighting design is an art that requires expertise to create

aesthetic results without calling attention to itself.(E) Form-revealing light is used to enhance objects in the

background.

Question 2. The author uses the word, "indiscriminately," in line 30 to express this approach to illuminating the stage:

(A) deliberately(B) irresponsibly(C) inaccurately(D) indiscreetly(E) unsystematically

Question 3. In line 5, the word "subtle" most nearly means

(A) subordinated(B) artistic(C) inconspicuous(D) soft(E) artificial


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Question 4. In the third paragraph, the author presents evidence to show that

(A) the art of creating depth perception through lighting requires knowledge and experience

(B) expert lighting designers often make two common mistakes(C) illuminating the entire stage with sufficient contrast results in

monotonous light(D) depth perception is more important than form-revealing light(E) illuminating the stage with specific light can create harsh

contrasts between the actor and the set

Question 5. Which of the following best summarizes the content of the passage?

(A) Specific lighting and general illumination require balance and artistic combination.

(B) Lighting design is an art that requires technical expertise with equipment.

(C) Lighting designers are artists who shape the audience's perspective with expressive use of light that supports the dramatic elements of the play.

(D) Unlike a painter, the lighting designer does not consider the elements of form and color so much as the intensity of light and balance.

(E) Angle and direction are the two most important elements of lighting.


(A) without effective lighting, a stage production is missing an important aesthetic aspect

(B) lighting the stage without careful use of intensity can result in a two-dimensional appearance

(C) most painters could easily become lighting designers(D) there is little need to consider color in lighting design if one

uses a four-color palette(E) most lighting designers do not have experience


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Question 7. In line 28, the word "neophyte" most nearly means

(A) inadequate(B) unskilled(C) seasoned(D) unpretentious(E) novice

Question 8. In line 74, the phrase "arduous task" is used to mean

(A) demanding job(B) artistic requirement(C) collaborative endeavor(D) laborious burden(E) complicated decision


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The main idea covers the scope of the entire passage. Eliminate answers that narrowly apply to only one paragraph.


Answer (A) conveys a positive connotation. Look for a negative word that best means the same as "indiscriminately" when used in the sentence.


Answers (B) and (C) are unrelated.


Read lines 25-28.


Answers (A) and (E) are too narrow.Read lines 10-14.




Answer (C) most nearly means the opposite of "neophyte."It can be immediately eliminated.


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Discard answers with negative phrases. Substitute each answer choice in place of the phrase, "arduous task" in the first sentence of the paragraph on line 74.


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The answer is (D).

Answers (A), (C), and (E) are erroneous. They contradict the content of the passage. Answer (B) is a valid statement that is supported by the passage; however, it is a minor statement in comparison with the major point in answer (D).


The answer is (E).

Answer (A) is a positive word. The context of the sentence indicates a negative word is needed. Both (B) and (C) do not fit the context of the sentence when used in place of the stem word, nor do they mean "indiscriminately." Answer (D) suggests carelessness or recklessness. The author points out that these are mistakes based on inexperience, thus recklessness does not apply. Answer (E), "unsystematically," most nearly means the same as "indiscriminately."


The answer is (C).

The author uses the word "subtle" to suggest use of highlights and shadows that are not exaggerated, but rather "expressive." Read the entire sentence. In this context, the word "subtle" most nearly means "inconspicuous."


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The answer is (A).

Answer (B) is tricky. Note that the first word is "expert," not "inexperienced," lighting designers. Answers (C), (D), and (E) are erroneous and are not supported by the paragraph content. Only answer (A) is supported with evidence in the paragraph to explain how lighting designers without experience can make common mistakes.


The answer is (C).

The first and last paragraphs support answer (C). All other answers are either too narrow or are false statements not supported by the passage.


The answer is (A).

Answer (B) is true; however, it is clearly stated rather than implied in the passage. Answers (C), (D), and (E) are false assumptions not supported by the passage. The only statement implied by the author is answer (A), which is supported in the first and last paragraphs.


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The answer is (E).

Answer (C) is an antonym for "neophyte." Answers (A) and (D) are unrelated to the context of the sentence. Answer (B) is close in meaning; however, the word "novice" fits more appropriately into the sentence in place of "neophyte." Always insert your last choices into the sentence to determine the most accurate meaning.


The answer is (A).

Substituting the word "task" for the second word in the answer choices automatically eliminates answers (D) and (E). Neither a burden nor a decision closely means "task." Answer (C) reads too much into the phrase. By replacing the stem phrase with answer choices (A) and (B), one can determine that choice (A) most nearly means the same as "arduous task."


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These passages discuss the arrival of the first Americans on the North American continent. The author of Passage 1 believes that the Clovis people were the first to arrive. The author of Passage 2 explores recent advances in science to refute the "Clovis First" theory. Passage 1

According to the "Clovis First" theory, the search for the first Native Americans begins roughly c. 11,500 B.C. near the end of the Pleistocene epoch. Around that time, those archaeologists and paleoanthropologists who subscribe to this model for the peopling of the (5) Americas believe that the earliest Paleo-Indian culture found in the Americas, that of the fluted-point hunters, had made their way from Asia across the Bering land bridge known as Beringia. Proponents of this theory believe that these first migratory people arrived on the vast North American continent and found it devoid of any other humans.(10) Support for this arrival date is often based upon the extent of glaciation during the Pleistocene epoch. Either these people had to arrive before 30,000 B.C. or after 11,000 B.C. because between these dates, the ice-free corridor along the Pacific coast was closed during the height of glaciation. (15) Since there is no concrete archaeological evidence to support an arrival before 30,000 B.C., those who believe in the "Clovis First" model state that these Asian migrants crossed the land bridge from Siberia and began moving south some time after 11,000 B.C. along the open Pacific coast, following game and gathering nuts and berries. (20) Further, this theory promotes that the journey to the tip of South America was accomplished by 9000-8500 B.C., this is in light of Clovis people sites discovered there and dated to this period. At the heart of this theory is the belief that what appears to be archaeological evidence of a culture earlier than 11,500 B.C. has been (25) misdated. This includes the discoveries at Meadowcroft Rock Shelter in southwestern Pennsylvania, Saltville and Cactus Hill in Virginia, and the Topper site in South Carolina. The dig at Meadowcroft Rock Shelter revealed human remains dated to 14,500 B.C., but there continues to be strong disagreement within the scientific community as (30) to the validity of the data collected. The "Clovis First" proponents feel certain that the exact date remains in serious question, thus giving credence to their settlement timetable. In addition, the finds in Virginia and South Carolina, believed by some to be as old as 12,000 B.C., are also viewed with a skeptical eye.

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Passage 2 (35) Scientists who continue to give unflagging allegiance to the "Clovis First" theory regarding the earliest Paleo-Indian migration and ensuing cultural development in the Americas may soon find themselves alone in the face of mounting archaeological evidence, as well as other possible suggestions for routes of arrival on the North and (40) South American continents. Accumulating evidence clearly reflects a much earlier migration of the people who would eventually come to be known as the first Native Americans. One has only to study the results of pre-Clovis archaeological digs at Cactus Hill in Virginia, Meadowcroft Rock Shelter in (45) Pennsylvania, and Monte Verde in Chile, to recognize that artifacts and residue from Paleolithic fire pits indicate a far earlier human occupation of the Americas than that of the Clovis people. Radiocarbon dating of bones and plant material found at these sites reveals dates of 12,000 B.C. to as early as 30,000 B.C. Still, despite this (50) mounting evidence, many scientists hold to the theory that dates earlier than 12,000 B.C are subject to question and require further testing and extensive investigation. For many in the scientific community, it seems illogical to assume that those early Asian people who found their way across the (55) land bridge of Beringia found no other people on the two vast continents. In addition, the speed at which they would have had to travel from Alaska to the tip of South America also appears to be highly suspect. If the "Clovis First" theory is to be believed, such a lengthy migration took place in the course of a few hundred years!(60) Now add to this mix of evidence to support a pre-Clovis settlement the possibility of other routes of arrival than just from Asia. Presently, hypotheses exist suggesting an arrival via Europe to eastern North America in boats sailed across the North Atlantic Ocean as well as arrivals on the coast of South America by boats sailed across the (65) Pacific from Polynesia. Perhaps what is needed to resolve the present disagreement over the origins of all Native Americans is a combination of two disparate things: ancient archaeological evidence in the form of human and animal bones yet to be discovered combined with modern scientific (70) understanding of mitochondrial DNA and Y-chromosome family trees. As more evidence is collected by finding additional pre-Clovis sites, and this evidence is subjected to the most up-to-date biological analysis, the existing enigma of who settled the Americas and, more importantly, when they arrived, will be solved.


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Question 1. The author of Passage 1 attributes proof for the "Clovis First" theory primarily to the fact that

(A) the land bridge across the Bering Strait didn't exist after 11,000 B.C.

(B) earlier archaeological evidence has been misdated

(C) settlements have been found in South America(D) analysis of early Native American bones reveals

an Asian connection(E) the fluted point people were game hunters

Question 2. In lines 10-14, the author of Passage 1 primarily stresses

(A) the dates when the ice-free corridor along the Pacific coast was closed

(B) the length of the Pleistocene epoch(C) the extent of glaciation on the North American

continent(D) the lack of evidence to support an arrival prior to

11,000 B.C.(E) the discovery of fluted point spear tips in Virginia

Question 3. In line 7, the word "proponents" most nearly means

(A) arguments against(B) testimony for(C) advocates for(D) detractors of(E) supporters of


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Question 4. As used in line 32, the word "credence" most nearly means

(A) doubt(B) credibility(C) support(D) proof(E) foundation

Question 5. It can be inferred that the primary purpose of the dates cited in Passage 1 was to

(A) refute all pre-Clovis settlement theories(B) support evidence of earlier arrivals in the

Americas(C) prove the existence of Beringia(D) locate early settlements along the Pacific coast(E) support the hunter-gatherer theory

Question 6. In lines 25-27, the sites at Meadowcroft Rock Shelter, Saltville, and Cactus Hill are mentioned mainly as

(A) evidence of settlements that pre-date the Clovis people

(B) major support to disprove the "Clovis First" theory

(C) examples of radiocarbon dating accuracy(D) examples of radiocarbon dating inaccuracy(E) evidence of the use of fire by early people


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Question 7. In Passage 2, the author suggests that supporters of the "Clovis First" theory are

(A) leaders in the discovery of Paleo-Indian artifacts(B) misguided in their disregard for other theories(C) unable to find any earlier evidence of settlements(D) unwilling to support their theory with evidence(E) skeptical of DNA research

Question 8. In line 35, the word "unflagging" is used to mean

(A) tireless(B) loyal(C) stolid(D) stoic(E) unwavering

Question 9. The author of Passage 2 implies that the "Clovis First" theory does not recognize

(A) the authenticity of artifacts found at Meadowcroft Rock Shelter

(B) the importance of radiocarbon dating(C) the possibility of routes other than from Asia(D) the evidence of settlements in South America

after 8,500 B.C.(E) the Y-chromosome research for family trees


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Question 10. Which of the following would the author of Passage 2 most likely say regarding the belief that no other people were found in the Americas when the first Asians crossed the land bridge to Alaska, as suggested in Passage 1?(A) The Clovis people play only a minor role in

the settlement of the Americas.(B) There is no evidence to support a land bridge from Asia to Alaska.(C) No early evidence of boats has been found to

support an Atlantic crossing theory.(D) Samples collected from Mesa Verde have been misdated.(E) Mounting evidence strongly suggests arrivals in

the Americas much earlier than 11,500 B.C.

Question 11. Which of the following statements is most clearly supported by both passages?

(A) We must remain open to many other theories of arrival.

(B) We must retest all available evidence for accurate dates.

(C) We should ignore theories involving Africa.(D) We will discover traces of Paleo-Indians before

30,000 B.C.(E) We must find more evidence at Meadowcroft

Rock Shelter.

Question 12. Both supporters of the "Clovis First" theory and supporters of a pre-Clovis culture would agree that a final resolution of the quest for the first Native Americans will be determined by

(A) locating other types of spear points(B) using a dating system other than radiocarbon dating(C) finding new sites(D) using every modern scientific analysis method

possible(E) DNA analysis only


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Review the passage for the main point of disagreement with pre-Clovis theories.


Reread paragraph 2.


Which choice is the best synonym?


Which choice is the best synonym?


Consider the main point of disagreement with pre-Clovis theories.


Reread the last paragraph.


Consider the tone used in paragraph 1.


Consider the most accurate synonym.


Which choice is the only one "Clovis First" theorists refute?


Which choice is the main idea of Passage 2?


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Which choice is the central point of disagreement between the two passages?


Which choice is fundamental to all scientific investigation?


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The answer is (B).

The author of Passage 1 repeatedly uses the fact that earlier archaeological evidence to support a pre-Clovis settlement is based on dating that is not accurate.


The answer is (A).

By rereading paragraph 2, it is clear that the use of dates is significant evidence to stress that earlier migrations would have been impossible before 30,000 B.C. because of the total extent of glaciation on the North American continent. No Pacific coast corridor would have been open.


The answer is (C).

It is always important to select the most accurate synonym for a word. Subtle shading of meaning will help to determine the correct choice. Although choice (E) is close, the most accurate choice for the meaning of "proponents" is (C).


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The answer is (B).

An analysis of the word "credence" reveals that it comes from the Latin root credere , meaning to trust or to believe; thus credibility is the most accurate synonym.


The answer is (A).

Although many points of disagreement concerning when and where the firstarrivals were made are expressed, the word "accurate," as opposed to"questionable," dates is primarily used to imply that pre-Clovistheories are highly questionable.


The answer is (D).

The last paragraph of Passage 1 includes dates that are earlier than the "Clovis First" theory recognizes. These dates are said to be inaccurate and in need of further testing.


The answer is (B).

The only correct choice according to the author of Passage 2 would have to be (B). The author would agree that proponents of the "Clovis First" theory qualify as leaders in Paleo-Indian research, and the passage does not support any of the other inferences.


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The answer is (E).

The choice of the best synonym is always difficult. The connotative meaning of a word is often more powerful than its simple denotative meaning. Although choice A appears to be correct, the most accurate choice based on the connotation of the word "unflagging" would have to be (E).


The answer is (C).

Proponents of the "Clovis First" theory do recognize all of the choices except (C). They do not question the authenticity of artifacts, only their dates.


The answer is (E).

Because the author of Passage 2 believes that "mounting archaeological evidence as well as other possible suggestions for routes of arrival on the North and South American continents" continue to be found, the correct choice must be (E). This is the main idea of Passage 2 and all details are used to support it.


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The answer is (B).

Because the major point of disagreement between the two passages involves the accuracy of pre-Clovis dates, it can be assumed that both authors would agree that further, more accurate testing must be conducted to authenticate the dates.


The answer is (D).

Fundamental to all scientific investigation is the use of the scientific method, founded on the principle that testing and retesting using all currently available scientific methods is the best way to certify the validity of an original hypothesis. Only choice (D) recognizes the importance of all methods of analysis.


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This passage is taken from an article written to commemoratethe 80th anniversary of the Nobel Prize in Physics.

Planck, like several other scientists, was interested in the subject of black body radiation, which is the name given to the electromagnetic radiation emitted by a perfectly black object when it is heated. (A perfectly black object is defined as one (5) that does not reflect any light, but completely absorbs all light falling on it.) Experimental physicists already had made careful measurements of the radiation emitted by such objects, even before Planck started working on the problem. Planck's first achievement was his discovery of the fairly complicated (10) algebraic formula that correctly describes the black body radiation. This formula, which is frequently used in theoretical physics today, neatly summarized the experimental data. But there was a problem: the accepted laws of physics predicted a quite different formula. (15) Planck pondered deeply on this problem and finally came up with a radically new theory: radiant energy is only emitted in exact multiples of an elementary unit that Planck called the quantum. According to Planck's theory, the magnitude of a quantum of light depends on the frequency of the light (i.e., on (20) its color), and is also proportional to a physical quantity that Planck abbreviated, "h," but that is now called Planck's constant. Planck's hypothesis was quite contrary to the then-prevalent concepts of physics; however, by using it he was able to find an exact theoretical derivation of the correct formula for black (25) body radiation. Planck's hypothesis was so revolutionary that it doubtless would have been dismissed as a crackpot idea had not Planck been well-known as a solid, conservative physicist. Although the hypothesis sounded very strange, in this particular case it (30) did lead to the correct formula. At first, most physicists (including Planck himself) regarded his hypothesis as no more than a convenient mathematical fiction. After a few years, though, it turned out that Planck's concept of the quantum could be applied to (35) various physical phenomena other than black body radiation. Einstein used the concept in 1905 to explain the photoelectric effect, and Niels Bohr used it in 1913 in his theory of atomic structure. By 1918, when Planck was awarded the Nobel Prize, it was clear that his hypothesis was basically correct, and that it (40) was of fundamental importance in physical theory.

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Question 1. Planck's algebraic formula was

(A) similar to accepted laws of physics(B) a provider of erroneous calculations on

black body radiation(C) relatively uncomplicated, yet difficult

to communicate(D) contrary to accepted laws of physics(E) a demonstration of physics and conjecture

working in tandem

Question 2. The best title for the passage is

(A) Hypothesis: The Road to Fact(B) Planck's Contributions to Theoretical Physics(C) Planck's Constant(D) Black Body Radiation(E) A Conservative Physicist Triumphs

Question 3. You can infer from the passage that prior to Planck's hypothesis, the prevalent concepts in physics asserted

(A) essentially the same concepts as Planck's, but without his theoretical derivation

(B) that arithmetic, rather than complicated algebraic formulas, can be used to correctly describe black body radiation

(C) that the then-accepted laws of physics were in complete accord with Planck's formula for black body radiation

(D) that radiant energy is not emitted in exact multiples of any elementary unit

(E) all of the above can be inferred from this passage


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Question 4. Planck's reputation

(A) hindered the acceptance of his hypothesis(B) was that of an ultra conservative inflexible scientist(C) benefitted the acceptance of an otherwise

unconventional idea(D) suffered due to the complexity and fallibility

of his hypothesis(E) was deemed to be mired in questionable

practices early in his career

Question 5. In line 22, the word "prevalent" most nearly means

(A) ideal(B) accepted(C) steady(D) controlling(E) convincing

Question 6. In line 35, the word "phenomena" could best be replaced with

(A) paragons(B) events(C) qualities(D) peculiarities(E) mysteries


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Question 1. The answer is (D). Question 2. The answer is (B). Question 3. The answer is (D). Question 4. The answer is (C). Question 5. The answer is (B). Question 6. The answer is (B).


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These passages were written for art museum newsletters. The authors were commenting on touring exhibitions featured at the museums. Passage 1

The Impressionists were the first generation of painters to treat the eye as an instrument--as an apparatus--and to take its strengths and weaknesses consciously into account. There were two chief results. In the first place, they broke down mixed(5) colors into their primary tones and communicated them in this way to the eye. Thus the eye itself does the mixing, and hence the quite unique freshness of the Impressionists' color effects. (It should be remembered, though, that individual artists handled this technique of color separation in a variety of ways (10) and degrees--no real principle was established until Georges Seurat [1859-91] introduced his Pointillism.) Secondly, in scientific spirit, they considered the eye as an impartial instrument, receptive to colors, lines, and dots, but in no way judging what it sees, either morally or by any other criteria. The (15) Impressionists' aim is to be only an eye, and for them the highest praise was: "Seulement un oeil, mais quel oeil!" ("Only an eye, but what an eye!") In line with these two tenets, the Impressionist artist looked for particular subject matter: it must have potential for (20) exploitation of color and light; and it must be as far as possible neutral and impartial, having nothing to do with the old scale of values, either religious or social. For Claude Monet, for example, an appropriate subject was the Gare St-Lazare, a new building at the time and therefore free of traditional (25) preconceptions, seen as a secular "study of morning." The artist was obviously drawn to the power and splendor of the new form of transport, but he was elated even more by his experience of color, particularly by his exploration of color where previously none would have been expected or noticed. (30) The cloud billowing forth from the locomotive, bluish in the shadow of the station, white in the open light, is the main theme. The purely visual is the basis of this art, possibly precisely because no meaning is implied.

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Passage 2 Auguste Rodin has been called the Moses of sculpture. He (35) led it out of the nineteenth-century wilderness of pretty marble nymphs, solemn allegorical figures and pompous national heroes into a promised land where ordinary human beings could be made heroic without being idealized by the sculptor's hands. Their heroism lies in the unconquerable human spirit that (40) dignifies the mortal flesh. Modeling the human body, he sometimes exaggerated things that were judged ugly by the conventions of his time- wrinkled skin, heavy features, contorted muscles. But it is the spirit, the irresistible life-force, that emerges from his vibrant, (45) often anguished figures. Rodin's technical approach to form derived from the Renaissance, and, in some instances, directly from Michelangelo. But the way he handled his surfaces was new. His aim was not only to convey actual physical movement, but (50) also, by leaving his bronze surface rough so that it caught the play of light and shade, to heighten the illusion of restless vitality. Marble, on the other hand, he hated to scar, so he made the uninterrupted flow of the material suggest its own movement.(55) Living flesh was so important to Rodin as a symbol of life that he hated to clothe it. Besides, he feared that changing fashions might give his work a dated look. In his statue of the great Balzac he found a solution by clothing the writer in the dateless Dominican robe he wore when he worked.(60) But Rodin didn't even need a whole body to project his enormous concern with humanity. He could model just a hand, with tense fingers reaching out into space, and make it a symbol of aspiration, tenderness, or wrath.


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Question 1. Which of the following would be the best title for Passage 1?

(A) The Eye as an Instrument(B) The Foundation of Impressionist Art(C) Two Chief Tenets of Impressionist Art(D) Georges Seurat—Father of Impressionist Art(E) The Scientific Basis for Impressionist Art

Question 2. According to Passage 1, the "two tenets" of Impressionist art are:

(A) The eye should be relied on to mix colors; the artist must not let any moral criteria influence the art.

(B) Scenes to be painted must have dramatic colors and lighting.

(C) The eye is an instrument; the eye does not judge what it sees.

(D) The artist is only an eye; the artist must be receptive to colors, lines, and dots.

(E) The eye is an instrument; its strengths and weaknesses should be compensated for.

Question 3. It can be inferred from Passage 1 that the Gare St-Lazare is

(A) a church(B) a new locomotive train(C) a train station(D) an office building(E) an art museum dedicated to nontraditional art


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Question 4. The author of Passage 1 would most likely agree with which of the following statements?

(A) Claude Monet was more concerned with power and splendor than color.

(B) Implied meaning is the basis of good Impressionist art.

(C) Religion was frequently the subject of Impressionist art.

(D) Natural scenes with subtle color differences would be a suitable subject for an Impressionist artist.

(E) The freshness of color in Impressionist art stems from the artists' careful mixing of colors.

Question 5. In line 25, the word "secular" most nearly means

(A) traditional(B) spiritual(C) colorful(D) worldly(E) artistic

Question 6. The tone of Passage 2 is best described as

(A) heroic(B) complimentary(C) disparaging(D) dated(E) allegorical


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Question 7. It can be inferred from Passage 2 that if you were to compare two statues created by Rodin, one bronze and one marble, an obvious difference would be that

(A) the marble statue would have a rougher texture than the bronze statue

(B) the bronze statue would be much morecolorful than the marble statue

(C) the marble statue would suggest more vitality than the bronze statue

(D) the marble statue would show more contortion than the bronze statue

(E) the bronze statue would have a rougher surface than the marble statue

Question 8. The author of Passage 2 refers to Moses in line 1 primarily to

(A) show how heroic Rodin was(B) compare Rodin and Moses as men(C) indicate that Rodin led an important new movement(D) compare the importance of religion and sculpture(E) indicate that Rodin sculpted nymphs

Question 9. You can infer from Passage 2 that Rodin's statues often

(A) were pretty nymphs (B) depicted the fashions of the day accurately(C) depicted idealized, relaxed hands(D) depicted little, if any, clothing(E) depicted monks and religious leaders


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Question 10. In lines 41-45, the author of Passage 2 suggests that Rodin exaggerated wrinkled skin and contorted muscles primarily to

(A) support the assertion that ordinary people's heroism lies in the unconquerable human spirit

(B) show the age of his subjects(C) indicate that heroes are usually beautiful(D) imply that Rodin himself was ugly(E) indicate the wrinkles in the human spirit

Question 11. A common theme shared by both passages could be expressed by the following:

(A) Great artists attempt to render their subject as accurately as possible.

(B) Great artists generally prefer subjects of great importance, such as religion, kings, or generals.

(C) New techniques are established by great artists.(D) Great artists are not always popular during their lifetime.(E) Most great artists emphasize color.

Question 12. The author of Passage 1 would most likely characterize Rodin as he isdescribed in Passage 2 as

(A) a traditional artist unworthy of study(B) a pompous, egotistical man(C) an artist who was ahead of his time(D) an artist who was a kindred spirit to the

Impressionists described in Passage 1 (E) an artist who did not sufficiently explore the

use of color


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Question 1. The answer is (B). Question 2. The answer is (C). Question 3. The answer is (C). Question 4. The answer is (D). Question 5. The answer is (D). Question 6. The answer is (B). Question 7. The answer is (E). Question 8. The answer is (C). Question 9. The answer is (D). Question 10. The answer is (A). Question 11. The answer is (C). Question 12. The answer is (D).


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These passages were taken from an anthology of commentaries onPlato's philosophy. Passage 1

As far as getting things done is concerned, experience does not seem to differ at all from art; in fact, we observe that those who have experience meet with more success than those who have grasped the principles of the subject without having (5) any experience. The reason for this is that experience is knowledge of individuals, whereas art is knowledge of universals, and all activities and processes have to do with individuals. The doctor does not treat "man" except accidentally; he (10) treats Callias or Socrates, or someone else described in this way, who is accidentally "man." So, if someone has grasped the principles of the subject without having any experience, and thus knows the universal without knowing the individuals contained in it, he will often fail in his treatment; for it is the (15) individual that has standing as belonging more to art than to experience; and we regard those who possess an art as wiser than those who just have experience, on the grounds that in every case wisdom follows on knowledge. We have this attitude because those who possess art know causes, whereas (20) the others do not. Men who have experience know that a thing is so, but not why it is so; those who know why a thing is so also know its cause. This is why we regard the master craftsmen in any field as more deserving of respect, more knowledgeable, and wiser (25) than manual workers: because they know the causes of the things being done; the manual workers are like certain inanimate objects in that they do things without knowing what they are doing--fire, for instance, burns in this way; however, whereas inanimate objects do all of these things somehow by (30) nature, manual workers do them by habit. Thus it is not on the grounds of their greater success in doing things that we judge some people to be wiser than others, but because of their grasp of principles and knowledge of causes. In general, too, what distinguishes the man who has (35) knowledge from the man who does not is the ability to teach, and this is why we regard art as being more truly knowledge than experience: those who possess art teach, those who do not cannot.

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Passage 2

The best form of government, Plato suggests, is an (40) aristocracy. By this he means not an hereditary aristocracy, or a monarchy, but an aristocracy of merit--that is, rule by the best and wisest persons in the state. These persons should be chosen not by a vote of the citizens, but by a process of co-optation. The persons who are already members of the ruling, or guardian (45) class should admit additional persons to their ranks purely on the basis of merit. Plato believed that all persons, both male and female, should be given the chance to demonstrate their fitness to be members of the guardian class. (Plato was the first major (50) philosopher, and for a long time virtually the only one, to suggest the basic equality of the sexes.) To ensure equality of opportunity, Plato advocated the rearing and education of all children by the state. Children should first receive a thorough physical training; but music, mathematics, and other academic (55) disciplines should not be neglected. At several stages, extensive examinations should be given. The less successful persons should be assigned to engage in the economic activity of the community, while the more successful persons should continue to receive further training. This additional education (60) should include not only the normal academic subjects, but also the study of "philosophy," by which Plato means the study of his metaphysical doctrine of ideal forms. At age thirty-five, those persons who have convincingly demonstrated their mastery of theoretical principles are to (65) receive an additional fifteen years of training, which should consist of practical working experience. Only those persons who show that they can apply their book learning to the real world should be admitted into the guardian class. Moreover, only those persons who clearly demonstrate that they are (70) primarily interested in the public welfare are to become guardians. Membership in the guardian class would not appeal to all persons. The guardians are not to be wealthy. They should be permitted only a minimal amount of personal property, and no (75) land or private homes. They are to receive a fixed (and not very large) salary, and may not own either gold or silver. Members of the guardian class should not be permitted to have separate families, but are to eat together, and are to have mates in common. The compensation of these philosopher-kings should (80) not be material wealth, but rather the satisfaction of public service. Such, in brief, was Plato's view of the ideal republic.

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Question 1. Passage 1 indicates that

(A) a person who possesses an art is no wiser than a person who has experience

(B) experience is not knowledge of individuals, but knowledge of processes

(C) inanimate objects possess knowledge(D) a person who knows a subject well does not need

the experience of working, literally, in that subject area(E) a person who knows a subject well still

needs the practical experience of that subject to grasp it fully

Question 2. It can be inferred from Passage 1 that

(A) people who experience an event, feeling, or incident know that it existed as well as why it happened

(B) people who experience an event, feeling, or incident know that it existed, but not necessarily why it happened

(C) people, in general, have little aptitude for knowledge of events

(D) people who are considered wise also are considered to be artists

(E) people who are teachers are not accomplished in an art

Question 3. The author of Passage 1 maintains that

(A) From knowledge comes the benefit of wisdom(B) Based on some people's greater success in

accomplishing goals, we can judge them to be wise(C) The ability to teach is inherent(D) Possessing an art is preferable to all other qualities(E) From wisdom comes the benefit of knowledge


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Question 4. In line 9 of Passage 1, the author uses the word "accidentally"

(A) to refer to an unfortunate experience that leadsa patient to seek medical care

(B) to mean "in principle"(C) to refer to the incidental fact that a specific patient

also happens to be part of mankind(D) to convey the sense that treating "man" is in

the doctor's nature (E) to mean "out of kindness"

Question 5. The author of Passage 2 implies that

(A) theoretical principles were secondary to practical working experience

(B) metaphysics and theology are inextricably combined

(C) simplification of the training process occurs by educating youth

(D) men are, potentially, the backbone of civil service

(E) the training of children as future guardian class members was critical

Question 6. In Passage 2, the author distinguishes Plato as

(A) a sexist(B) an opponent of guardian class equality(C) a proponent of socialization(D) the first philosopher-advocate of equality for

males and females(E) the father of material compensation


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Question 7. According to the author of Passage 2, Plato maintained that

(A) earning a position through hard work and inherent intelligence was just

(B) a vote of the citizens would be the most fair determinant of who rose to leadership

(C) co-optation was a means to limit membership in the guardian class

(D) book learning paled in comparison withreal life experience

(E) guardians needed a measure of wealth to command the respect of the common man

Question 8. In line 57, the word "engage" most nearly means

(A) hire(B) marry(C) entangle(D) secure(E) work

Question 9. Based on Passages 1 and 2, the author of Passage 1 would most likely charaterize one of Plato's Guardians

(A) as a manual worker for the community(B) as someone lacking practical experience and,

therefore, lacking in true knowledge(C) as a person who performs his or her function

out of habit(D) as someone wise enough to teach (E) as someone who is usually unable to get

important things done


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Question 10. The views expressed in Passage 1 and the views of Plato expressed in Passage 2 are most in agreement about

(A) the importance of experience in achieving success(B) the equality of men and women(C) society's need for artists(D) the wisdom of people who teach(E) the importance of the individual


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Question 1. The answer is (E). Question 2. The answer is (B). Question 3. The answer is (A). Question 4. The answer is (C). Question 5. The answer is (E). Question 6. The answer is (D). Question 7. The answer is (A). Question 8. The answer is (E). Question 9. The answer is (D). Question 10. The answer is (A).


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This passage is taken from an article on vitaminswritten by a nutritionist.

Vitamins are certain substances found in food in minute amounts. They are needed for the regulation of chemical processes inside the body, and through this have an important role in growth and development and in protection against illness (5) and disease. The presence of vitamins in the diet is essential; most of them cannot be made by the body. The role of vitamins in nutrition was discovered only in the present century, but there are now known to be about 40, of which 12 or more are essential in the diet. Because of the (10) haphazard process of their discovery, they originally formed a jumbled list of alphabetic names (A, B1, B6, etc.). But now that their chemical structures have been identified, chemical names are often used for many of them. Identification has also meant that they can now be made artificially. (15) Chemically, in fact, they are proving to be an equally mixed bag--sharing only the characteristic of being complex substances needed by the body in tiny amounts. For example, a man needs only an ounce of thiamin in a lifetime--despite the vital importance of that ounce. Above an average day-to-day (20) requirement, increased amounts of a vitamin do no further good, and in some cases are actually harmful. Vitamins in the diet can be divided into two classes: those soluble in fat (vitamins A, D, E, and K), and those soluble in water (vitamins C and the B vitamin complex). (25) VITAMIN A is found in halibut and cod liver oil, milk, butter, and eggs. It is destroyed by cooking and sunlight. It plays a role in the formation of bone and of enamel and dentine in teeth. It is also responsible for the ability to see in dim light. VITAMIN D is found in eggs, milk, butter, and fish liver (30) oils. It is also synthesized in the skin during exposure to sunlight. It plays a part in the digestive absorption of some minerals, such as calcium, and phosphorus. It is also necessary for retaining calcium in bones. VITAMIN E is found in wheat germ, oil, lettuce, (35) spinach, watercress, etc. There is no definite evidence that it is essential to humans, but it does help in the healing of skin wounds, and may also be connected with fertility. VITAMIN K is found mainly in green plants such as spinach, cabbage, and kale. But it is also synthesized in the gut (40) by the action of bacteria. It is a necessary factor in the blood- clotting mechanism, as it is needed for the production of prothrombin.

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VITAMIN C is found in fresh fruit and vegetables, especially lemons, oranges, black currants, tomatoes, and (45) watercress. Human milk also contains vitamin C. This vitamin is easily destroyed by cooking, especially if the food has been chopped up. One of its most important functions in the body is to control the formation of dentine, cartilage, and bone. It also helps the formation of red blood cells, and the correct healing of (50) wounds and broken bones. There is no conclusive evidence that vitamin C prevents colds. VITAMIN B is in fact a complex of fifteen different substances, but they are classed together because they occur together in the same types of food, such as yeast and wheat (55) germ. Unlike the other vitamins, at least some vitamins of the B group are found in all living plants and animals.


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Question 1. According to the passage, the discovery of vitamins

(A) was accidental(B) was conclusive evidence that preventative

medicine was an up-and-coming science(C) was the scientific link to chemical alterations

of the body(D) was not the result of an organized quest(E) none of the above

Question 2. The author implies that vitamins

(A) play a major role in preventing the cold virus from replicating

(B) for the most part, cannot be formed by the body but must be ingested

(C) all are derivatives of the originally discovered Vitamin A

(D) cannot be created artificially(E) are all essential to every human body

Question 3. The author's tone in the passage is

(A) subjective(B) instructional(C) intuitive(D) pedantic(E) precautionary


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Question 4. The author suggests all of the following EXCEPT

(A) the more of a vitamin you consume, the better (B) vitamins can help protect against disease (C) some vitamins are made in the body (D) spinach contains vitamins E and K (E) cooking can destroy some vitamins

Question 5. In line 30, the word "synthesized" most nearly means

(A) organized(B) manufactured(C) destroyed(D) detected(E) organic

Question 6. The best title for this passage is

(A) The Chemical Makeup of Vitamins(B) All Foods Contain Vitamins(C) Vitamin C: Our Most Important Discovery(D) The Sources and Uses of Vitamins(E) How Much of Each Vitamin Do You Need

Question 7. Even if you cannot define "prothrombin" (line 42), you can infer from the passage that it

(A) is produced by certain bacteria(B) is found in blood(C) is found in green plants(D) is the chemical name for vitamin K(E) is found in fresh fruit


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Question 1. The answer is (D). Question 2. The answer is (B). Question 3. The answer is (B). Question 4. The answer is (A). Question 5. The answer is (B). Question 6. The answer is (D). Question 7. The answer is (B).


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Do-it-yourselfers can do a good turn for the environment and their bank accounts by giving useful second lives to some materials that normally go into trash cans. Below are two examples of things that can be recycled for home maintenance (5) or workshop uses. Large plastic soft-drink bottles with reinforced bottoms can be converted to first-rate containers for nails, screws, or small parts. Use a sharp utility knife to cut off the reinforced bottom and discard the top portion. The bowl-like bottoms have (10) smooth, half-sphere interiors that make it easy to scoop out even the tiniest objects. Large plastic bags, including trash bags, make good dropcloths to catch paint drips and spills. Slit open the sides of bags to make large sheets. The thicker the plastic, the better, (15) because it is less prone to blow around in a breeze when used outdoors (one solution is to weight corners with stones or pieces of wood).

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Question 1.Which of the following best expresses the main idea of this passage?

(A) Plastic bottles and bags have several uses(B) People can save money by recycling plastic(C) The environment is helped by recycling plastic(D) People can save money, and help the

environment, by finding good uses for trash(E) Home projects for the do-it-yourselfer

Question 2.You can infer from the passage that the author MOST wants people to

(A) save time(B) save money(C) help the environment(D) build things(E) paint things

Question 3.The most likely reason that the author mentions "bank accounts" in line 2 is

(A) to alert the reader that the article contains some math(B) to give the reader a personal incentive to recycle(C) to promote "do-it-yourselfers"(D) to provoke environmentalists(E) to remind the reader that disposing of garbage is expensive


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Question 4.The word "prone" in line 15 could best be replaced by:

(A) lying(B) likely(C) thin(D) inclined(E) horizontal

Question 5.The tone of this passage is

(A) condescending(B) angry(C) pedantic(D) evangelical(E) informative


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Passage for Questions 6-10

During the twenties, diners appeared in every crossroads town, serving the motorist as the depot restaurant had served the rail traveler of the last century. By the end of the decade, they were firmly established as good, inexpensive places to eat, a (5) reputation that carried on into the thirties, when manufacturers were touting the running of a diner as a "depression-proof business" that could bring a successful operator upwards of $12,000 a year. The look of the diner changed during the late twenties (10) and thirties. Transoms borrowed from a railroad-car design replaced Tierney's barrel roof, and stainless steel took the place of wood. When the railroads introduced streamlining, the diners followed suit. This sort of ingenuous imitation gave rise to the persistent legend that diners were reconditioned railroad (15) cars. The diner went through its final transformation in the years following World War II. At first, it simply grew larger; but eventually the old form was abandoned in favor of Moorish and Mediterranean buildings, made of concrete and surrounded (20) by huge parking lots. This expensive refurbishing meant an increase in the price of the meal. The resulting vacuum was filled by the fast-food franchise chains, which gave those who were comforted by such things as the illusion of having the same cheap food in the same room whether they were eating in (25) Fresno or Bangor. Today the franchisers have swept the field; the diner is being upgraded out of existence. Of course, the diner is one of our humbler traditions. But when the last one gives way to a Mediterranean fantasy with gold-veined mirrors and two-dollar cheeseburgers, something (30) singularly American will have vanished.


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Question 6.The function of the land-based diner was derived from

(A) Moorish traditionalists(B) Mediterranean fundamentalists(C) unused land at crossroads in small towns(D) railway depot restaurants(E) big-city eateries

Question 7.The purpose of this passage is

(A) to enlighten the reader about objectionable architectural practices as applied to diners

(B) to lament the metamorphosis of the diner from folksy affordable tradition to expensively marketed commercialism

(C) to educate people about the benefits of diner cuisine(D) to explain the trend of refurbishing

architecturally archaic edifices(E) to describe the architectural metamorphosis

of the diner

Question 8.You can infer from the passage that the author considers diners

(A) an important American architectural style(B) better than the depot restaurants they replaced(C) an important part of American history(D) as extinct as dinosaurs(E) a small, but unique American tradition

Question 9.In line 21, "resulting vacuum" refers to

(A) the machines used to clean fast-food restaurants(B) the need for cheap, good food(C) the abandonment of old forms of Moorish architecture(D) the expensive decor in the new restaurants(E) the huge, empty parking lots


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Question 10.In line 6, "touting" most nearly means

(A) soliciting(B) informing(C) betting(D) advertising(E) voting


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D is the best answer.

Answer A is close, but the first paragraph indicates a broader focus, with plastic bottles and bags merely being two specific examples. Question 2. The answer is (C). Question 3. The answer is (B).Explanation for Question 3:

The best answer is B. Read the hint if you don't see why.


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Answer A—Although "prone" can mean "lying" (as in the phrase "they found the body prone on the floor") this sentence does not use prone to mean lying. It uses another meaning of prone...

Answer B—"Likely" fits in the sentence, but keep trying each choice to find the best choice.

Answer C—No. Just because the sentence says "The thicker the plastic...because it is less prone " does not imply that prone meansthe opposite of thick.

Answer D—"Inclined" as in "inclined to do something" is a possible answer, but keep checking the choices.

Answer E—No, "horizontal" is a synonym for a different meaning of prone, just as answer choice A is. You can eliminate E.

Okay, how do you choose between B and D?

The difference is subtle, but important. Let's look again at answer D, "inclined." In common English usage, only people can be inclined to do something because "being inclined to do something" implies a conscious choice. Now look again at answer B, "likely." An object (such as theplastic bag) or a person can be "likely" to have something happen to it...in the wind, a plastic bag is likely to blow around. So answer choice B isthe best.


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Answer A—No, the author does not "talk down" to the reader.

Answer B—No, there is no apparent emotion expressed in the passage.

Answer C—No, the passage offer suggestions, not detailed step-by-step lessons, which is what pedantic suggests.

Answer D—Not really. Although we can assume that the author feels strongly that recycling is important, the tone of the passage is not "crusading" or "devout," which are two other words for evangelical.

Answer E—Yes.

Question 6. The answer is (D). Question 7. The answer is (E). Question 8. The answer is (E). Question 9. The answer is (B). Question 10. The answer is (D).


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Hints!Skill Lesson

Critical Reading Lesson #3Vocabulary



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First the bad news: your vocabulary cannot be improved with a simple one-night crash course. The good news: you can boost your vocabulary in the next few weeks, if you follow our student-tested advice.

Every week, for the next three to five weeks (depending upon how much time you have before your SAT) you should do the following:

* Review your flashcards at least once a day. Do a few at a time whenever you have a spare moment, such as on the bus, in line at the cafeteria, when you get to class a minute early, etc.

* After you have mastered the words on your flashcards start taking the vocabulary skill quizzes, to test how well you know each word. When you miss a word, put an asterisk next to the word on your flashcard so you'll be sure to review that word a little harder.

Using Flashcards

Flashcards really do work—in fact, nearly 90 percent of students at top schools like Stanford and MIT use flashcards to help them learn new material.

Another Tip:Sometimes, look at the word and try to guess the definition;sometimes, look at the definition and try to guess the word.Doing it both ways helps the words sink in faster.

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SAT Success "Complete" SAT Vocabulary Lists

Obviously, the only truly "complete" list of words that might appear on theSAT is a very thick dictionary. And who has time to learn 2,000 new words?

However, we HAVE narrowed the list down to * The words that have a 25%-50% chance of appearing

on any given SAT, plus * Common prefixes and roots you should know.

We find that our students benefit dramatically from reviewing these word lists. Don't try to memorize the entire list—but do scan the lists for words you don't know and add at least 50 to 100 additional words to your vocabulary.

The complete vocabulary list is divided into two parts. One part lists the common prefixes, roots, and suffixes you should know. The other lists the words most likely to appear on the SAT.

Even if you don't have time to learn all these words and word parts,you can significantly improve your vocabulary by learning just 40 new prefixes and roots and the most commonly tested words.

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Studyguide for the SAT Vocabulary: 192 Words You Need to Know_______

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The Golden Dozen

1. aesthetic – appealing to the sense of beauty

Some cell phones are designed more for their aesthetic appeal than for their functionality. 2. eclectic – choosing from a variety of sources

A person with eclectic taste in music would like Joss Stone, Alicia Keys, Shania Twain, and Mozart.

3. enigma – a puzzle; a riddle Mona Lisa's enigmatic smile has puzzled art lovers for centuries. 4. anomalous – deviating from a general rule; out of place; incongruous

In the movie Legally Blonde, Elle originally stands out because she is an anomaly among the students enrolled at Harvard Law School.

5. caustic; vitriolic – biting; stinging; cutting; scathing

Simon is famous for his caustic and vitriolic criticism of “American Idol” contestants. 6. paradox – a seemingly contradictory statement that nonetheless expresses a truth

In their song "Tearin' Up My Heart," the boys from *NSYNC express a classic paradox: “It’s tearin' up my heart when I'm with you. But when we are apart, I feel it too.”

7. reprimand; castigate – to scold sharply

In the movie Billy Madison, Ms. Vaughn castigates Billy for making fun of a third- grade student who was having trouble reading.

8. alleviate; mitigate; mollify; assuage – to relieve; to lessen Do you ever take Aleve to alleviate a headache? 9. tirade; diatribe –sharp criticism; bitter speech

In the movie The Nutty Professor, Dean Richmond is livid and launches into a lengthy diatribe at Professor Klump for alienating the college’s wealthy donors.

10. insightful; discerning; perspicacious – very perceptive; astute; penetrating In Star Wars: The Phantom Menace, Yoda is perspicacious when he perceives that young

Anakin Skywalker has a dark side that could transform him into the villainous Darth Vader.

11. laud; extol; acclaim – to praise "Everwood" is lauded by many as one of the top television shows.

12. brusque; curt – blunt in manner or speech, often to the point of being rude On the show “The Apprentice,” Donald Trump is curt and even brusque when he tells

each week’s losing apprentice, “YOU’RE FIRED!”


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You Meet the Most Interesting People on the SAT

13. stalwart – a loyal follower or adherent A stalwart shows great loyalty. The Trojan armies were stalwart supporters of Prince Hector in Troy. But many female viewers preferred to be stalwart supporters of the Greek hero Achilles (Brad Pitt)!

14. connoisseur – an expert; authority In the movie Legally Blonde, Elle is a connoisseur of high fashion. 15. sage – a person who is known for his/her wisdom; a wise person In Star Wars Yoda is a perspicacious sage who is known for his wisdom. 16. anarchist – a person who opposes laws and government

An anarchist therefore opposes order. Sacco and Vanzetti were two very famous anarchists who were executed because of their alleged terrorist acts.

17. prodigy – a person with great talent; a young genius

Prince, Doogie Howser MD and U.S. swimming sensation Michael Phelps are all prodigies. Several of the fifth graders in the School of Rock were musical prodigies.

18. itinerant; vagabond – both are people who wander Do you remember these lyrics from The Lion King? And can you feel the love tonight? It is where we are It’s enough for this wide-eyed wanderer That we got this far And can you feel the love tonight How it’s laid to rest? It’s enough to make kings and vagabonds Believe the very best 19. automaton – a person who is devoid of feeling or acts in a mechanical way Many of the Nazis who committed genocide during the Holocaust behaved like unthinking

automatons. 20. swindler – a person who elicits trust and then betrays that trust; a con man or con woman;

someone who defrauds In the movie Thelma and Louise, Brad Pitt plays the character of swindler J.D., who

befriends the women and then steals their money. 21. mentor – an advisor; teacher; guide

Obi-Wan Kenobi was Luke Skywalker's mentor as Luke became a Jedi knight. In Mean Girls, Regina George was supposedly a mentor who showed Cady how to dress and act like a Plastic.


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22. virtuoso – a person with great artistic talent

A virtuoso is very skilled. Everyone agrees that Michelangelo's Sistine Chapel ceiling is the work of a virtuoso.

23. devotee – an ardent follower, supporter, or enthusiast In School of Rock, Dewey Finn was an ardent, passionate devotee of rock music. 24 boor – a person who is rude and insensitive

A boor lacks refinement and civility. In the movie Animal House Bluto was such a boor that one person described him as a P-I-G pig!

25. recluse – a person who leads a secluded or solitary life; a hermit Shrek was a recluse who preferred to live alone. 26. pragmatist – a person who is practical and thus not given to flights of fancy

A pragmatic senior should always have a “safety school” when applying to college.

27. neophyte; novice; greenhorn – a beginner Cody Banks was a neophyte secret agent. Patch Adams was a neophyte intern when he began using humor as a way to help his patients.

28. skeptic – a person who has doubts

A skeptic asks questions and lacks faith. In the movie Men in Black, Edwards was originally a skeptic, who did not believe that aliens were living in New York City. In the movie Bruce Almighty, Bruce was originally skeptical that the man he met really was God.

29. iconoclast – literally someone who smashes icons or established images An iconoclast opposes tradition. Eminem's fans argue that he is an iconoclast who has made fun of pop icons such as Carson Daly, Britney Spears, and Moby. 30. charlatan – a fake; fraud; cheat

In The Wizard of Oz, the Wizard turns out to be a charlatan, not a real wizard.

31. pundit – an authority who expresses his/her opinions on topics Political pundits are already making their predictions about the next presidential

election.

32. sycophant – a person who tries to win favor by flattery In "The Simpsons" Smithers is a sycophant who uses flattery to gain influence with Mr. Burns.


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“Lack of” Words

33. ambivalent – lacking conviction (strong belief) because of mixed feelings

In the movie Gladiator, Emperor Commodus is ambivalent about giving the order to kill Maximus in the Coliseum. He wants to eliminate a rival, but he also wants to please the crowd.

34. paltry– of little value; trifling, and therefore lacking significance The convicted criminal’s paltry apology did little to lessen his victim’s pain. 35. ambiguous – unclear; not certain The meaning of Juliet’s line “Wherefore art thou Romeo?” is ambiguous to students who

do not know that “wherefore” means “why.” She is asking, “Why are you Romeo?” (enemy of her family), not “Where are you, Romeo?”

36. incoherent – lacking organization

Remember Cher's incoherent speech at the beginning of the movie Clueless? She starts out talking about Haitian immigrants and then abruptly changes the topic to her father’s birthday party.

37. disinterested – neutral and thus lacking a bias

Although Judge Judy often becomes irritated with the guests on her show, she remains disinterested when it comes to looking at the facts and handing down a judgment.

38. merciless; ruthless – cruel and therefore lacking in compassion In the movie Shrek, Lord Farquaad is a merciless tyrant who threatens to eat the Gingerbread Man's gumdrop buttons.

39. callous – lacking sensitivity, concern and solicitude Dennis Hopper plays callous bomber Howard Payne in the movie Speed. 40. lethargic; anemic; languid; slothful – lacking in energy, vitality, and vigor Video games such as Dance Dance Revolution are a good way to get lethargic individuals

off the couch and exercising while having fun at the same time. 41. disdain – lack of respect; contempt Napoleon Dynamite feels disdain for his lazy Uncle Rico and threatens to call the police

to have him arrested. Uncle Rico tells him, “Well then do it! Go on!” Napoleon replies, “Maybe I will. GOSH!”

42. impulsive; impetuous; precipitous – acting in a rash, hasty manner without fully

considering the consequences In the movie Pirates of the Caribbean, Captain Jack Sparrow repeatedly urges Will to stop being so impulsive and wait for the opportune moment. In the movie Finding Nemo, Nemo impulsively swims out into the ocean toward the diving ship.

43. intrepid; dauntless – brave and therefore lacking fear

In Pirates of the Caribbean: the Curse of the Black Pearl, the British ship is named the Dauntless. Spider-Man is intrepid in Spider-Man 2 when he places himself between an out-of-control train and the end of the tracks.


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44. precarious – lacking stability

In the movie Dirty Dancing, Baby balances precariously on a log as she learns how to dance.

45. superficial – shallow and therefore lacking in depth

The movie Shallow Hal could have been called “Superficial Hal” because at first he judged people solely on physical appearance.

46. diffident – lacking self-confidence

Both Alex (Flashdance) and Sarah (Save the Last Dance) were originally diffident about their dancing abilities.

47. sophomoric; callow – immature and therefore lacking maturity or sophistication In the movie Billy Madison, Adam Sandler plays a character who is initially very

sophomoric and callow. And in Mall Rats, Holden’s girlfriend calls him “callow” in a letter breaking their relationship. But Holden thinks "callow" is a compliment until a friend tells him "Dude, callow is not good!"

48. extravagant – excessive and therefore lacking restraint

In Home Alone 2, Kevin’s father thinks Kevin’s $967 hotel room service bill is extravagant.

49. apathetic – showing little or no feeling or emotion; spiritless; lacking emotion In the movie The Wizard of Oz, the apathetic Tin Man joins Dorothy and the Scarecrow

in hopes that the Wizard will give him a heart. 50. erratic - lacking consistency

Be sure to give plenty of space to drivers who are driving erratically and not paying attention to the road.

51. trite, cliché – commonplace; ordinary and therefore lacking originality; humdrum Students should use fresh, original sentences in their writing instead of trite expressions such as “as pretty as a picture.”


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The Mighty Prefix De- (De is going down!)

52. denounce – to put down by condemning or criticizing The student council denounced the decision to close the campus at lunchtime. 53. decry – to criticize; denounce; condemn The mayor decried the deplorable living conditions of the citizens on the outskirts of town. 54. depreciate – to go down in value In a bear market, stocks depreciate. 55. despondent; dejected; depressed – all mean feeling very down and discouraged In the movie The Lion King, Simba is despondent when he is unable to save his father. 56. deleterious – things are going down in the sense of being harmful, hurtful and detrimental Smoking cigarettes is deleterious to your health.

Be- (Really Important Prefix)

57. belittle – to make someone feel really little; to put someone down; to disparage Simon often belittles contestants on “American Idol” if they sing poorly. 58. belie – to lie in the sense of contradicting

In the movie 10 Things I Hate About You, the words in Kat's poem actually belie her true feelings about Patrick.


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Law and Order

59. plausible – believable; credible Although the plot of Jurassic Park may seem unlikely at first, author Michael

Crichton makes the story sound plausible by explaining how dinosaur DNA could be extracted from amber.

60. incorrigible – incapable of being reformed Bart Simpson is an incorrigible rascal. 61. defamation – an abusive attack on a person’s reputation Hollywood stars sue for defamation not as a means of making money but to clear their

names in the press and punish the tabloids that print the incorrect information. 62. innuendo – a veiled hint or insinuation, especially a negative reflection on a person’s character or reputation The gossip column was filled with innuendo about famous actors. 63. travesty – a miscarriage of justice; a distortion of proper procedure When the judge dismissed the case against the obviously guilty defendant, the townspeople called it a travesty. 64. exculpate; exonerate –- both mean to free from blame; to declare innocent In the movie My Cousin Vinny, Marisa Tomei’s character, Lisa, uses her expert automotive knowledge on the witness stand to exonerate the two youths. 65. fabricate – to make up or invent a story Dr. Doolittle’s family thought he had fabricated the story about being able to talk to animals. 66. unprecedented – without previous example Lance Armstrong has won the Tour de France an unprecedented seven times. 67. immaterial – of no importance; irrelevant and therefore lacking significance Her testimony was immaterial and was, therefore, not admitted into evidence. 68. incontrovertible – not open to question; indisputable

The videotape of the robbery provided incontrovertible evidence against the suspect—he was obviously guilty.


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Degree 69. adept – very skillful; adroit Coach Bombay's innovative teaching techniques helped the Mighty Ducks become more adept at playing hockey. 70. arduous – very difficult to accomplish Harry Potter has the arduous task of defeating a dragon in Harry Potter and the Goblet of Fire. 71. empathetic – very compassionate; very sympathetic

In the movie Freaky Friday, Tess and Anna learn to be empathetic when they are forced to walk in one another’s shoes, ultimately gaining respect and understanding for the other's point of view.

72. assiduous – very diligent; very persistent You should assiduously study each word on this list. 73. furtive; clandestine – very secretive; very stealthy On “Survivor,” contestants make clandestine plans to sabotage one another in order to get others voted off the show. 74. contemplative – very thoughtful; meditative; pensive Hamlet is contemplative as he tries to decide if his life is worth living. 75. trepidation – great fear

Dorothy and her friends are filled with trepidation as they approach the Wizard of Oz.

76. destitute – very poor; indigent In the movie Trading Places, Eddie Murphy plays a character who is originally

destitute but becomes wealthy.

77. distraught; inconsolable – very distressed; very worried Marlin is distraught when Nemo is captured by a diver. 78. despicable – vile; very contemptible The Green Goblin is a despicable villain who commits horrible crimes. 79. exasperated – very irritated; very annoyed Avril Lavigne is exasperated with her boyfriend when she demands to know why he is making things so complicated. 80. ecstatic; exuberant; elated; euphoric – feeling great happiness Contestants are usually ecstatic when they see the results of their extreme home makeover. 81. garish – excessively vivid in color Television home makeover shows do an excellent job of turning garish, tacky rooms into tastefully decorated living spaces.


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82. ostentatious – fond of conspicuous display; pompous; pretentious Some ostentatious celebrities try to attract attention with their glittering jewels and flashy cars. 83. vigilant – very watchful The officers aboard the Titanic were not vigilant. 84. prodigious – very large; vast; huge The earthquake triggered a tsunami that sent prodigious waves across the island. 85. munificent – very generous Oprah is known for bestowing munificent gifts on members of her studio audience. 86. parsimonious – very stingy; miserly Microsoft founder Bill Gates and his wife Melinda are NOT parsimonious. They donate

millions of dollars every year in an effort to improve health and education around the world.

87. convivial – fond of social interaction In Renoir’s famous painting Luncheon of the Boating Party, the convivial host and his

guests are enjoying a pleasant afternoon lunch. 88. affable – friendly The hostess was the life of the party because she was so affable. 89. sanguine – very optimistic; hopeful President Reagan was renowned for his sanguine outlook on life. 90. unctuous – too smooth; too suave and thus giving a false sense of earnestness In the movie School of Rock, the unctuous Dewey Finn tries to persuade his principal to

give him permission to take his class on a “field trip.” 91. sanctimonious – making a show of being devout and thus giving a sense of false

piousness A sanctimonious person comes across as being “holier than thou.” In School of Rock,

Patty (Ned’s wife) is a sanctimonious busybody, who reveals Dewey’s true identity. 92. lucrative – very profitable Both the Spider-Man 2 and Shrek 2 franchises are lucrative. 93. scrutinize – to very closely or very carefully examine a person or thing On Oscar night, the press loves to scrutinize outfits of stars such as Nicole Kidman, Halle

Berry, and Jennifer Lopez as they walk the red carpet. 94. irate; livid – showing great anger and rage In the movie Mean Girls, the junior girls at North Shore High School are livid when they

read what the Plastics said about them in the “Burn Book.”


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95. circumspect – very cautious; very careful; prudent A circumspect person looks before leaping.

History and Geography 96. repudiate – to reject; disavow

The Hollywood couple repudiated claims in the press that their marriage was over; however, a month later they filed for divorce.

97. anachronism – a person or event that is chronologically in the wrong time The Back to the Future movies contain a number of amusing anachronisms. 98. accord – an agreement

In the movie Pirates of the Caribbean: The Curse of the Black Pearl, Captain Jack Sparrow and Will reach an accord: Will agrees to free Sparrow and Sparrow will help Will find Elizabeth.

99. capitulate – to surrender; to give up In her defiant song “White Flag,” Dido refuses to capitulate: Well, I will go down with this ship And I won’t put my hands up and surrender There will be no white flag above my door I’m in love and always will be 100. enlighten – to inform; instruct; illuminate and thus remove ignorance

Writers such as Voltaire enlightened European society by urging people to use science and reason instead of blindly following their prejudices.

101. appeasement – giving in to someone’s demands Great Britain and France appeased Hitler at the Munich Conference. 102. stipulate – to specify; set forth The contract with the decorator stipulates the maximum amount he can charge. 103. pretext – an excuse; an alleged reason In Dr. Seuss’ book The Cat in the Hat Comes Back, the Cat talks his way into the children’s house under the pretext that he would like to come in to get out of the snow. 104. watershed – a turning point; an event that is of critical importance

President Truman's decision to drop the atomic bomb was a watershed event in 20th century history.

105. autonomy – self-rule; independence

In the movie Men in Black, the MIB is an autonomous government organization.


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106. manifesto – a public declaration of beliefs

Published in 1848, the Communist Manifesto publicly declared the radical economic beliefs of Karl Marx and Friedrich Engels.

107. dovish – favoring peace

During the Vietnam War, America was divided between Hawks who supported the war and Doves who opposed it.

108. enfranchise – to grant voting rights

The Voting Rights Act of 1965 enfranchised African-Americans.

109. potentate – any powerful ruler; sovereign Hitler was a brutal potentate.

Science

110. astral; celestial – pertaining to the stars The Hubble Telescope enables astronomers to view celestial bodies over 12 billion light

years away. 111. arboreal – pertaining to trees Arbor Day is tree appreciation day. 112. catalyst – an agent that provokes or speeds significant change or action Gasoline can act as a catalyst for spreading fire. 113. osmosis – movement of a solvent through a semipermeable membrane Osmosis is a process of gradual absorption. It would be easy if students could learn SAT

vocabulary words through osmosis instead of diligent studying. 114. synthesis; amalgam; conglomeration – combination or fusion of different elements The scientist synthesized the new medication in the laboratory. 115. hermetic – airtight Be sure to create a hermetic seal when storing food in the freezer. 116. indigenous – native to an area Cardinals are indigenous to the East Coast. The buffalo is indigenous to the Great

Plains. 117. archipelago – a chain of islands Hawaii is an archipelago. 118. rivulet – a small stream Several rivulets feed into the Potomac River.


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Language Arts 119. anthology – a collection of poems and stories Your literature textbook is an anthology. 120. epilogue – a closing section added to a novel or play A writer may use an epilogue to provide additional information about what happens to the characters after the end of the story. 121. prologue – an introductory section added to a poem, novel, or story In the prologue to Romeo and Juliet, the chorus introduces the story of the star- crossed lovers. 122. satire – a literary work that ridicules and derides human vices and weaknesses Authors use satire to make fun of situations they feel are unjust. 123. vignette; anecdote – short story; brief sketch Earl Woods tells an anecdote about the time he unstrapped his ten-month-old son Tiger from his high chair. Tiger then toddled over to a putter, picked it up, and hit a ball into a net. 124. epic – a lengthy story about the heroic deeds of a legendary hero Compared with Homer's epic poem The Iliad, Wolfgang Petersen’s movie Troy seems to

be more like a vignette. 125. farce – a humorous, comical show; a comedy The Monty Python movies are excellent examples of farce because they use satire and

improbable situations.

126. raconteur – a person skilled at telling a story Homer was a blind poet who was a renowned raconteur. 127. memoir – an autobiography; personal journal

Bill Clinton's memoir has had record-breaking sales.


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The Toughest Words on the SAT

128. indefatigable; unflagging – tireless

You must be indefatigable and unflagging as you prepare for the upcoming SAT.

129. indomitable – invincible; incapable of being conquered You must have an indomitable will as you take the SAT. 130. vacillate – to waver; hesitate; swing back and forth; be indecisive

Hamlet vacillates over which course of action to follow: "To be, or not to be.” 131. hubris – exaggerated pride; arrogance In Greek tragedy, hubris is often the hero’s tragic flaw, which causes his downfall. 132. excoriate – to denounce scathingly In the movie The Nutty Professor, Dean Richmond excoriates Professor Klump for

alienating all of the college’s wealthy donors. 133. innocuous – harmless; inoffensive

In The Wizard of Oz we learn that water is innocuous to scarecrows but toxic to wicked witches.

134. capricious; mercurial – very changeable; fickle; constantly shifting moods Marie knew she could not depend on her capricious little sister because she constantly changed her mind. 135. supplant – to take the place of Happy Gilmore supplants Shooter McGavin as the biggest star on the golf tour. 136. laconic; succinct – very brief; concise

In the poem “The Raven” by Edgar Allan Poe, the raven gives a laconic one-word answer, “Nevermore,” to all of the narrator’s questions.

137. ubiquitous – present everywhere at once; omnipresent; prevalent; widespread The popularity of portable digital music has made the iPod ubiquitous.

138. archaic – obsolete; old-fashioned; out-of-date and thus not “in,” “with it,” or contemporary

The students felt that their school’s dress code was archaic and outdated. 139. reciprocal – shared and expressed by both sides; mutual

In the movie Rush Hour, Carter shows Lee how to move with the music. Lee then reciprocates by showing Carter some new karate moves.

140. alacrity – great speed; promptness In the movie The Waterboy, Bobby is eager to help the team and responds with alacrity to the coach’s invitation to play.


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141. implacable – incapable of being appeased In the movie Rocky III, Rocky and Clubber Lang are implacable enemies. 142. grandiloquent – using lofty, pompous language

The Munchkin mayor made a grandiloquent speech when he welcomed Dorothy and thanked her for killing the Wicked Witch.

143. motley – very different; very heterogeneous The variety of outfits worn by the Continental Army soldiers gave them a motley appearance compared with the British soldiers, who dressed uniformly. 144. juxtapose – to place side by side In television makeover shows, before-and-after pictures are juxtaposed to highlight the dramatic changes. 145. arcane – obscure; mysterious; esoteric

Shania Twain sings about being unimpressed with men who bore her with arcane facts. 146. cosmopolitan – very worldly; sophisticated Constantinople was a very cosmopolitan city as a result of its location at the

crossroads of trade.

147. ineffable – incapable of being put into words; indescribable In the movie Jerry McGuire, Rod's feelings are ineffable when he finds out that he has just been offered an $11.2 million contract.

148. inundate – to fill with water; flood The flood waters from Hurricane Katrina inundated many communities. (It can also mean

to overwhelm or saturate.) The visiting astronaut was inundated with speaking invitations. The students were inundated with homework.

149. rudimentary – basic; elementary Harry Potter learns that levitation is one of a wizard's rudimentary skills. 150. atone – to make amends; make up for Patrick atones for hurting Kat in the movie 10 Things I Hate About You by buying her a

guitar. 151. machinations – crafty schemes

In the movie The Lion King, Simba is at first unaware of Scar’s evil machinations to get rid of Mufasa and make himself king.

152. quandary – a dilemma; predicament

Spider-Man finds himself in a quandary: should he save the woman he loves or the tram filled with innocent children?

153. pernicious – very injurious; destructive; deadly Doctors were able to discover the cause of the pernicious disease.


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154. prevaricate – to lie

In the movie Pirates of the Caribbean: The Curse of the Black Pearl, Will thinks Jack is prevaricating when he tells him that Will’s father was a pirate.

155. quagmire – a difficult, precarious position; a predicament

In the movie Orange County, Shaun finds himself in a quagmire when he isn’t accepted at Stanford because his counselor sent in the wrong transcript and he has not applied to any “safety schools.”

156. synergy – the positive energy that results when two different elements are combined There was surprising synergy when Aerosmith and Run DMC combined to perform the song “Walk This Way.”

157. eschew – to abstain from; avoid; engage in abstinence People on the Atkins diet eschew foods high in carbohydrates. 158. scintillating – sparkling; dazzling; brilliant

Melissa Etheridge gave a scintillating rendition of Janis Joplin’s classic “Piece of My Heart” at the Grammy Awards show.

159. pejorative – belittling; disparaging; putting someone down Jay Leno often makes pejorative remarks about politicians in his opening monologue on “The Tonight Show.” 160. maxim – a short, concise wise saying

The maxim “Don’t put off until tomorrow what you can do today” is good advice for those studying for the SAT!

161. consensus – a general agreement After much discussion, the members of the senior class advisory committee reached a consensus on the location of the Senior Ball. 162. contrite; penitent – expressing remorse, regret, sorrow for misdeeds Although Denise said she was sorry, she did not act contrite. 163. heinous – hatefully evil; abominable

In the movie The Patriot, the British officer commits a heinous act when he burns down the church.

164. excise; expurgate – to remove; delete; censure The producer excised three scenes from his movie in order to receive a PG-13 rating. 165. futile – doomed to failure and therefore pointless

In “Star Trek” the Borg always announced, “Resistance is futile” before conquering a new planet.


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166. aplomb – poise; confidence; self-assurance

Kelly, Reuben, and Clay all became American Idols because they had talent and performed with aplomb.

167. paradigm – a model of thought In the geocentric paradigm, the earth is the center of the solar system. But in the heliocentric paradigm, the sun is the center of the solar system. 168. innate – inborn; present at birth

Linguists believe that humans have an innate ability to learn language.

169. penchant – a preference or liking The people of Belgium have a penchant for chocolate. 170. inured – to become accustomed to accept something undesirable The pioneers became inured to the hardships of living on the frontier. 171. venerate; revere – to hold in high esteem; respect; honor In the movie Hitch, Albert venerates Will Smith’s character, Alex, because Alex teaches him how to win the affection of the rich and beautiful Allegra. 172. enthralled – fascinated; spellbound

The audience was enthralled with the special effects in the movie The Lord of the Rings: The Return of the King.

173. subtle – slight; delicate; elusive There is a big difference between a drastic change which most people will oppose and a subtle change which most people will barely notice. 174. sumptuous; ornate – very splendid; luxurious; magnificent Shrek and Fiona eat a sumptuous meal at her parents’ royal palace. The Hall of Mirrors

is the most ornate room in the Versailles Palace. 175. cathartic – emotionally cleansing

In the movie Mean Girls, the teachers encouraged the junior girls to do a cathartic exercise to release their negative feelings toward one another.

176. chicanery; disingenuousness – trickery; fraud; deception Napoleon Dynamite’s dishonest Uncle Rico uses chicanery to sell his defective products.

177. premonition – a forewarning; hunch; feeling ahead of an event In the movie Star Wars, Leia has a premonition that Luke is in danger. 178. provocative – thought provoking The teacher wrote the senator’s provocative statement on the board in order to start a

class discussion. 179. vilify – to denounce; defame; turn into a villain Darth Vader is vilified by the Rebel Alliance in the Star Wars movies.


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180. magisterial – learned and authoritative In the Harry Potter books, Dumbledore serves as the magisterial headmaster of

Hogwarts. 181. oblivious – unaware In the movie Freaky Friday, Ryan is oblivious to the fact that mom Tess and daughter

Anna have switched bodies. 182. obstinate; adamant; obdurate – very stubborn In the movie 10 Things I Hate About You, a remake of Shakespeare’s play The Taming of

the Shrew, Julia Stiles plays the bitter, obstinate Katarina. 183. incessant – constant; continuous; unceasing On road trips young children often drive their parents crazy by incessantly asking, “Are

we there yet?” 184. cajole; coerce – to coax or entice someone into doing something SpongeBob always tries to cajole Squidward into going jellyfishing. 185. pedestrian – commonplace; ordinary Critics blasted the new play, calling it pedestrian and undistinguished. 186. improvised; impromptu – done on the spur of the moment without preparation In the beginning of School of Rock, Dewey’s lessons were all improvised; they lacked preparation. 187. palpable; tangible – capable of being perceived There was a palpable air of excitement as Olympic swimming fans awaited the showdown

between Michael “The Shark” Phelps and the Australian “Thorpedo” Ian Thorpe. 188. vituperation; invective –verbal abuse; a tongue-lashing; severe scolding Her simple mistake hardly merited such vituperation. 189. tenet – an article of faith; a belief Charity is a tenet of many religions. 190. inexorable – relentless; unstoppable Gollum has an inexorable desire to regain the ring in The Lord of the Rings trilogy. 191. equanimity – evenness of mind, especially under stress Driving instructors must handle their jobs with equanimity if they are to survive the stress

of teaching young people to drive. 192. ameliorate – to make better; improve In the movie Remember the Titans, Denzel Washington’s character, Coach Boone, works

hard to ameliorate the poor relationship that exists between the players on his football team.


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PREFIX: The Mighty DE:

debacle a big disaster, things really go down the tubes, a fiasco

decry to criticize, denounce, condemn, to put someone or something down

demolish to tear down, destroy, razedeplete to exhaust, when the supply of something is depleted

it goes downdeplorable wretched, awful, miserable.

The destitute family lived in a deplorable slum.depreciate to go down in value.derogatory to belittle, to say unfavorable things about someonedespondent feeling very down, discourageddevoid to go down in the sense of being empty,

lacking content, as the play was utterly devoid of value and meaning

PREFIX: the Big E

eccentric off center, a bit odd, weird, peculiarelusive out of reach, hard to catch, evasive eminent outstanding, illustrious, very prominent,

notableexorbitant literally out of orbit, hence unreasonableexpound to elaborate, to explain in great detail extricate to get out of an entanglement or difficultyextrovert an outgoing person

PREFIX: MIS (wrong/bad)

misanthrope a person who hates or distrusts mankindmiscreant one who behaves criminally, an evildoer, a malefactormisnomer wrong name

PREFIX: BENE (good/well)

benediction a blessingbenefactor one who has given help, especially financialbenevolent inclined to do good, kindbenign good natured, kindly, favorable, not malignant

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PREFIX: UN (not)

unfazed, calm, not disturbed not easily upset, calmunfettered free from restraints, liberated unflappable calm, not disturbed not easily upset, calmunfounded groundless, without substance, falseunorthodox not following established ways of thinkingunparalleled having no parallel, unequaledunremitting unrelieved, relentless, ceaseless unscathed unhurt, unharmed unsubstantiated, not proven, lacking justificationuntenable not able to be defendedunwarranted not proven, lacking justification

PREFIX: AB (away from/off)

abdicate to give up, resignaberration a departure from what is normal or typicalabhor todislike intensely, loathe, despise amorphous having no form or shape anarchy having no government, chaotic

PREFIX: A (no,not)

anomaly something that does not follow the normatheist aperson who does not believe in God

PREFIX: RE (back,again)

redundant repetitiverefurbish to make new again, renovaterejuvenate to make young again repatriate to return to one's country of originresilient able to bounce back from adversity or changerevitalize to give new life torevoke to take back

PREFIX: AMI (friend)

amicable, amity, pleasant, friendly, peacefulamiable affable


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PREFIX: SUPER (above)

supercilious believing oneself to be above others, arrogant, haughty supersede replace, take the place of

PREFIX: MAL (bad)

malefactor an evildoer or criminalmalediction a cursemalevolent wishing evil or harm to others malicious causing pain, injury, or distress to another malignant having an evil influence, very harmful

PREFIX: IN/IM (not)

inauspicious not favorable incorporeal without material form or substance incorrigible incapable of being reformed indefatigable incapable of being fatigued, having great stamina immutable unchanging impartial unbiased, treating all equally impious lacking reverence, disrespectful insatiable incapable of being satisfied intrepid having no fear, dauntless inviolable secure and thus unable to be violated

Other Common Prefixes

ad- to, toward admit, adjoinante- before antediluvian, antedateanti- against antibiotic, antifreezeaqu- water aquarium, aqueductauto- self autocrat, autographbi- two bisect, bipartisancircum- around circumlocution, circumspectcon- with, together convene, conventioncontra- against contradict, contrabanddis- not, apart discharge, disarmen- in engulf, endanger, enfeeblefin- end, limit final, indefinitegen- birth, kind, origin generation, genderhypo- under, beneath, less than hypodermic, hypocrite


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inter- between interdisciplinary, intercedemono- one monorail, monologueneo- new neoclassic, neolithicnon- not nondescript, nonbelieverpara- beside, beyond parallel, paradoxpoly- many polygon, polysyllabicpost- after, behind postwar, postscriptpre- before preclude, precedentpro- before, forward, progress, pronoun, prognosis

acting forretro- backward retroactive, retrorocketsemi- half, partly semicircle, semiprecioussub- under subhuman, subordinatetrans- across, beyond transcontinental, transporttri- three triathlon, trimesterultra- beyond ultraviolet, ultrasounduni- one unicycle, universe


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Common Suffixes

-able, -ible capable comfortable, edible-al, -ial like, having nature of, refusal, congenial

act of-ance, -ence act, quality subsistence, existence, defiance-ant being attendant, servant

state of being-ary relating to temporary, legendary-ate to cause to become invalidate, sublimate-en little, made of kitten, earthen, golden-er doer, maker batter, logger, complainer-ful full of boastful, cheerful-ic dealing with, caused by, photographic, symphonic, manic, heretic

showing, person or thing

-ion, -tion, act or state of being subtraction, addition, valuation-ation-ity, -ty state or quality of being activity, entity-ive relating to legislative, communicative-less without guiltless, sugarless-ly used to form adverbs abstractly, slowly

from adjectives-ment result, action improvement, pavement-ness quality, preparedness, willingness

condition of being-ous, -ose abounding in voluminous, verbose-y full of, containing soupy, sticky

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ROOT: FID (faith)perfidious treacherous, untrustworthydiffident lacking faith in oneself, lacking confidence fidelity, infidelity faithfulness, unfaithfulness ROOT: FLU (flow)affluent flowing abundantly, wealthyconfluence to flow together, converge superfluous flowing above, hence exceeding what is necessaryROOT: CHRON (time)anachronism something that is not happening in its proper timechronological arranged in the order of occurrencesynchronize to occur at the same time, simultaneousROOT:GREG(group/people)gregarious enjoying the company of groups, affablesegregate to separate into different groupsegregious outside of the group, outstandingly bad

ROOT: LUC (light)elucidate to make clear, clarifylucid clear, readily understoodpellucid very clear, transparenttranslucent permitting the passage of light ROOT: ACRI/ACER(very sharp)acrid unpleasantly pungent in taste or odoracrimonious full of spite, bitter, nastyacuity keenness of perceptionacumen mental sharpnessacute sharp, very keenexacerbate to sharpen or aggravate, inflame

ROOT: PUG (fist, fight)impugn to challenge the accuracy or honesty of somethingpugnacious combative, quick to fightrepugnant offensive, very distasteful, repulsive ROOT:PLAC (calm)placid outwardly calm, composedcomplacent so calm as to be self-satisfied, smugimplacable incapable of being calmed, relentless placate to calm, appeaseROOT:PATHOS(feeling)antipathy feeling against someone or something, dislikeempathy feeling the same thing as someone else

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ROOT: SPEC/SPIC (see)specious seemingly fair or true, but actually not so,

deceptivecircumspect taking a look around, cautious perspicacity keen vision, perceptive, astuteness

Other Common Roots

aud, audit hear auditorium, audiblebrev short, brief brevity, abbreviationcred belief, trust credibility, incredibledem people democracy, demagogueduc to lead induct, conducterr wander, stray erratic, aberrationgram write, writing telegram, grammaticalloc, loqu talk, speech locution, colloquialnov new novel, noviceorth straight, correct orthopedic, orthodoxped foot pedestrian, pedal

phil like, love philanthropy, philosophyphon sound phonograph, telephoneprim first, early primary, primitivescrib write scribble, inscribesecut, sequ follow sequential, persecuteten hold tenacious, tenant, tenuretract draw, pull tractor, distractionver true verify, verisimilitudevita life vital, vitamin

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A B C D E

Quiz Time!A B C D E

Answers!A B C D E

Hints!Skill Lesson

Writing Lesson #1Grammar Usage and Mechanics



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GRAMMAR, USAGE, AND MECHANICS

These are the principal ways the SAT tests to see if you can recognize whensentences are grammatically correct:

Verb TenseSubject-Verb AgreementNoun/Pronoun AgreementPronoun ReferenceAmbiguous ReferenceAdjective/Adverb conventionPossessive FormDouble NegativeDiction

Incorrect Verb Tense

You will see two types of errors in verb tense on the SAT.One type is the incorrect verb tense in a sentence.

Incorrect: The boys were ask to play. (Since the auxiliaryverb "were" is in the past tense, "ask" should also be in the pasttense.) Correct: The boys were asked to play. Incorrect: Construction of a new school was began yesterday. (The past participle of "begin" is "begun," not "began.") Correct: Construction of a new school was begun yesterday.

The other type is a shift in verb tense.

Examples: Incorrect: Sheila constantly loses her keys and thenasked me to drive her home. ("loses" is in the present tense, but"asked" is in the past tense.)Correct: Sheila constantly loses her keys and then asksme to drive her home. (Both verbs are in the present tense.) Incorrect: He came to Las Vegas and plays the slotmachines. ("came" is in the past tense, but "plays" is in the presenttense.) Correct: He came to Las Vegas and played the slotmachines. (Both verbs are in the past tense.)

Studyguide for the SAT Skill Review: Grammar Usage and Mechanics

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Practice Exercise: Choose the correct sentence. Question 1.

(A) I would not have called if I had knew you were sleeping. (B) I would not have called if I had known you were sleeping.

The answer is B. The past participle of "know" is "known."

Question 2.(A) At the end of the play, the entire cast

comes onstage and takes a bow. (B) At the end of the play, the entire cast

comes onstage and will take a bow.

The answer is A. Like "comes," it is in the present tense.

Pronoun Shifts

This type of error occurs when pronouns shift from one form toanother.

Here are some examples:

If you want a good reading score on your SAT, one shouldread more books. (Incorrect)If you want a good reading score on your SAT, you shouldread more books. (Correct)

Senior citizens like the governor's style of campaigning, butyounger voters have no opinion of him. (Incorrect)Senior citizens like the governor's style of campaigning, butyounger voters have no opinion of it. (Correct)

The pronoun "it" refers to the governor's style not the governor.

Subject-Verb Agreement

The verb must agree with the subject in number. The test writers often put a phrase between the subject and the verbto try to throw you off. Example: Incorrect: The dog, along with several cats, werechasing cars. (The subject of the sentence, "dog" is singular andneeds a singular verb.) Correct: The dog, along with several cats, was chasing cars.


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The phrases "in addition to" and "as well as" are often placed betweenthe subject and verb, as "along with" is in the sentences above. Tochoose the correct form of the verb, read the sentence without thephrase. Here's another example: Incorrect: Cancellation of your tickets generate anautomatic refund. (The subject of the sentence, "cancellation," issingular and needs a singular verb.) Correct: Cancellation of your tickets generates anautomatic refund.

Practice Exercise: Choose the correct sentence.

Question 1.(A) Carmen's painting, unlike the other

artworks, was abstract. (B) Carmen's painting, unlike the other

artworks, were abstract.

The answer is A. The subject of the sentence, "painting," is singularand needs a singular verb.

Question 2.(A) My aunts, as well as my mom, are from Spain. (B) My aunts, as well as my mom, is from Spain.

The answer is A. The subject of the sentence, "aunts," is plural andneeds a plural verb.

Noun or Pronoun Agreement

A pronoun must agree in number with its antecedent. The antecedent isthe word, usually a noun, to which the pronoun refers. Examples: Incorrect: Every one of the boys needs to get theirhair cut. (The antecedent "one" is singular and needs a singularpronoun.) Correct: Every one of the boys needs to get his hair cut. Incorrect: The students had lots of good ideas for a fieldtrip, like a trip to the beach, but the teacher ignored it. (Theantecedent "ideas" is plural and needs a plural pronoun.) Correct: The students had lots of good ideas for a fieldtrip, like a trip to the beach, but the teacher ignored them.


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Question 1.(A) The legislature will hold their final

session tomorrow. (B) The legislature will hold its final session

tomorrow.

The answer is B. The antecedent "legislature" is singular and needs asingular pronoun.

Question 2.(A) Each player must buy their own uniform. (B) Each player must buy her own uniform.

The answer is B. The antecedent "player" is singular and needs asingular pronoun.

If a singular noun refers to people of both genders, use "his or her,"never "their." Example: Each player must buy his or her own uniform.

Pronoun Reference

A pronoun must be in the correct case. The most common type of pronouncase error is the use of the subjective case when the objective caseis needed. Examples: Incorrect: Let's keep this between you and I. (The pronounsare objects of the preposition "between," and they should be in theobjective case. However, "I" is in the subjective case.) Correct: Let's keep this between you and me. Incorrect: No one knows about it except you and she. (Thepronouns are objects of the preposition "except," and they should bein the objective case. However, "she" is in the subjective case.) Correct: No one knows about it except you and her.


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Note that the pronoun "you" has the same form in the subjective caseand in the objective case. Sometimes an error will appear as a pronoun in the subjective case infront of a gerund. The pronoun should be in the possessive case. Example: Incorrect: She winning the lottery was a great shock. Correct: Her winning the lottery was a great shock.

Exercise: Choose the correct sentence. Question 1.

(A) The voice on the phone was muffled, but itcould have been he.

(B) The voice on the phone was muffled, but itcould have been him.

The answer is A. In this sentence, the pronoun is a predicativenominative—a noun or a pronoun that follows a linking verb andexplains or identifies the subject of the sentence ("voice"). Apredicate nominative is always in the subjective case.

Question 2.(A) The librarian gave Clem and I a lecture about eating in

the library. (B) The librarian gave Clem and me a lecture about eating in

the library. The answer is B. The pronoun is the indirect object of the verb "gave"and needs to be in the objective case.


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Ambiguous Reference A pronoun must refer clearly to its antecedent. When a pronoun couldrefer to either of two nouns, the meaning of the sentence isambiguous. Examples: Ambiguous: Joe told Bill that he was lucky. (he" could refer toeither Joe or Bill.) Clear: Joe told Bill that Bill was lucky. (the pronoun has beenreplaced by a noun.) Clear: Joe said to Bill, " You are lucky." (The sentence isconstructed as dialogue.) Ambiguous: Sue saw Sally when she was waiting for the bus. ("she"could refer to either Sue or Sally.) Clear: While Sue was waiting for the bus, she saw Sally. (Thepronoun and its antecedent have been moved to make their relationshipclear.)

Practice Exercise: Choose the sentence in which the relationship between the pronoun andits antecedent is clear. Question 1.

(A) Dave missed the game, which caused quite acontroversy.

(B) Dave's absence from the game caused quite acontroversy.

The correct answer is B. In Sentence A, it could be the game itself orthe fact that Dave missed the game that caused the controversy.

Question 2.(A) When the remote-controlled model airplane

hit the window, it broke. (B) The window broke when the remote-

controlled model airplane hit it. The correct answer is B. In Sentence A, it could be the window or theairplane that broke.


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Possevive Pronouns

Possessive pronouns replace possessive nouns. The possessive pronounsare: Singular Plural First Person my, mine our, ours Second Person your, yours your, yours Third Person his, her, hers , its their, theirs

Like other forms of personal pronouns, possessive pronouns must agreewith their antecedent in number and in gender.

Examples: Adela asked Jake to critique her essay. If Troy and Kevin win the contest, the prize will be theirs .

Most possessive pronouns differ in form depending on whether theymodify a noun or stand alone. Examples: Max is my dog. Max is mine. The pronouns in italics above always stand alone. The third-personsingular possessive pronouns his and its are the same whetherthey modify a noun or stand alone.


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Pay particular attention to its and their . These two confuse many students. Its is a possessive pronoun. Do not confuse it with the contraction it's (which means it is). Incorrect: Its a beautiful day today. Correct: It's a beautiful day today. Incorrect: The kitten opened it's eyes. Correct: The kitten opened its eyes.

Their is a possessive pronoun. Do not confuse it with the contraction they're (which means there are) or the adverb there (which shows location). Incorrect: There hoping to move they're offices their. Correct: They're hoping to move their offices there.

Practice Exercise Question 1.

(A) Kaya and Sarah are going to do there homework together.

(B) Kaya and Sarah are going to do their homework together.

The correct answer is B. Use the possessive pronoun "their."

Question 2. (A) The city is celebrating their 100th

anniversary. (B) The city is celebrating its 100th

anniversary.

The correct answer is B. Use a singular possessive pronoun "its" to agree with the singular noun "city."


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Adjective/Adverb Convention

Make sure that you use adjectives and adverbs correctly. An adjectivemodifies a noun or a pronoun. An adverb modifies a verb, an adjective,or another adverb. Examples: Incorrect: We drove cautious because the roads were wet.("drove" is a verb and must be modified by an adverb, while "cautious"is an adjective.) Correct: We drove cautiously because the roads were wet.("cautiously" is an adverb.)

Incorrect: He worked slow and deliberate . ("worked" isa verb and must be modified by adverbs, while "slow" and "deliberate"are adjectives.) Correct: He worked slowly and deliberately . ("slowly"and "deliberately" are adverbs.)

Watch out for "good" and "well." "Good" is an adjective, and "well" isan adverb.

Example: Correct: To get a good grade you must do well on your tests. The adjective "good" modifies the noun "grade," and the adverb "well"modifies the verb "do."


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Practice Exercise:

Choose the correct sentence.

Question 1.(A) Pete pitched outstanding in last night's game. (B) Pete pitched outstandingly in last night's game.

The answer is B. "Pitched" is a verb that must be modified by anadverb.

Question 2.(A) The vet said that the kitten's prospects

for recovery are well. (B) The vet said that the kitten's prospects

for recovery are good.

The answer is B. A word that follows a linking verb (such as "are")and modifies a noun ("prospects") is called a predicate adjective.

Double Negative You probably won't see the double negative "not no" on the SAT. Butyou will see errors using the phrases "hardly no," "barely no,""scarcely no," and "couldn't hardly." Examples: Incorrect: There were scarcely no jobs available.("scarcely no" is a double negative.) Correct: There were scarcely any jobs available. Incorrect: The children couldn't hardly wait to go onvacation. ("couldn't hardly" is a double negative.) Correct: The children could hardly wait to go on vacation.


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When a double negative appears in a sentence improvement section, youmust pay close attention to the intended meaning in order to correctthe sentence. For example, "hardly no" could be corrected by "hardlyany" or by "no." Examples:

Incorrect: The bird population declined because there washardly no food. Correct: The bird population declined because there washardly any food. (the double negative has been corrected to showthe most likely intended meaning. Since some birds stayed, thereprobably was some food.) Incorrect: All the birds left the area because there washardly no food. Correct: All the birds left the area because there was nofood. (The double negative has been corrected to show the most likelyintended meaning. Since all the birds left, there probably was nofood.)

Practice Exercise:

Choose the best word or phrase to replace the underlined portion ofeach sentence. Question 1.

(A) The girl's answers to our questions didn'tmake any sense.

(B) The girl's answers to our questions hardlymade no sense.

The answer is A. "Hardly made no" is a double negative.

Question 2.(A) We don't need but $20 for gas. (B) We need only $20 for gas.

The correct answer is B. "Don't need but" is a double negative.


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DictionThe SAT tests your ability to choose the correct word for a givencontext. Words that are commonly misused and confused will show upseveral times in each SAT.

Examples:accept, except (Accept means “receive.” Except means “exclude”

affect, effect (Affect, meaning to influence or change," is used as a verb. Effect is most commonly used as a noun meaning "result," but it sometimes is used as a verb to mean "bring about" or "cause.”)

allusion, illusion (Allusion means "indirect reference."Illusion means "a false image or idea.")

eminent, imminent (Eminent means "distinguished." Imminentmeans "about to occur.") The arrival of the eminent professor was imminent.

farther, further (Farther denotes physical distance;further denotes distance in time, degree, extent, or quantity.) Arizona is farther from here then I thought.Do you need any further assistance?

former, latter (Former refers to the first of two itemsmentioned; latter refers to the second.)

principal, principle (Principal, as a noun means "person incharge" or "sum of money." As an adjective it means "main" or "mostimportant." Principle means "rule, law, or fundamental truth.") The principal at our high school made sure that we learned theprinciples of good citizenship.

than, then (Than is used in comparisons; then refers totime.)He went to the library rather than the mall and then drove home.

Make sure you know the meanings of these words and how to use themcorrectly.


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or “excluding.”)The local college accepted everyone’s application except his.


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Practice Exercise: Choose the correct sentence. Question 1.

(A) The game had to be postponed because athunderstorm was imminent.

(B) The game had to be postponed because athunderstorm was eminent.

The correct answer is A.

Question 2.(A) The short story makes an illusion to an

event that actually occurred. (B) The short story makes an allusion an event

that actually occurred. The correct answer is B.

Weak Passive Verb

Verbs in the active voice make sentences more effective and emphatic.

My skin was punctured by a nail. (Passive)A nail punctured my skin. (Active)

Global warming is being studied by climatologists. (Passive)Climatologists are studying global warming. (Active)

Three bears were seen by Joe near the lake. (Passive)Joe saw three bears near the lake. (Active)

The movie will be seen by only a few of her fans. (Passive)Only a few of her fans will see the movie. (Active)


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286

Question 1. We've A

collected several items to auction: Rick's watch, Tony's bike, and Ross's B

golf clubs, but most of the merchandise is

C your's D

. No error E

(A) (B) (C) (D) (E)

Question 2. I love to cook Italian dishes

A made from scratch

B, but my specialty are

C pasta dishes

with a variety

D of sauces. No error

E

(A) (B) (C) (D) (E)

Question 3. Danielle stayed late

A and practiced reading Macbeth with Kathy because she

B

wanted to make sure their

C performance would be

D flawless. No error

E

(A) (B) (C) (D) (E)

Studyguide for the SAT Skill Quiz A: Grammar Usage and Mechanics

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Quiz Time!A B C D E

Quiz Time!


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Question 4. My plate A

came with two enchiladas; however B

, I could not eat both, so I had C

the waiter wrap one and took them

D home to eat later. No error

E

(A) (B) (C) (D) (E)

Question 5. The mayor, along with several prominent

A businesses and council members, have

B

given a generous

C contribution to local artists

D. No error

E

(A) (B) (C) (D) (E)

Question 6. Our teacher wants us to conduct interviews with people who wereformerly in the service and wrote the results in narrative form.

(A) wrote the results

(B) will write the results

(C) will have written the results

(D) write the results

(E) can write the results


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Question 7. John, Heather, and Kim got into an inane argument because they did notagree on who is the funniest comedian : Buster Keaton or JerryLewis.

(A) on who is the funniest comedian

(B) on who is the most funniest comedian

(C) about who is the funniest comedian

(D) about who the funniest comedian is

(E) on who is the funnier comedian

Question 8. By the time I wash the car, walk the dog, and drop off my littlebrother at his friend's sleepover party, my friends will havealready left on their camping trip.

(A) will have already left

(B) will already be leaving

(C) will already left

(D) had already left

(E) had already be leaving


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Question 9. The fog was so thick that Monica couldn't hardly see anything;nevertheless, she was driving too quickly and ran into a parkedvehicle.

(A) couldn't hardly see anything; nevertheless,

(B) couldn't hardly see anything; in addition,

(C) could hardly see anything; nevertheless,

(D) couldn't hardly see everything; as a result,

(E) could hardly see nothing; nevertheless,

Question 10. Having been bred and trained as workers and companions forthousands of years, most domesticated dog breeds do not have theskills necessary to survive in the wild.

(A) Having been bred and trained

(B) Despite the fact that they are bred and trained

(C) To have been bred and trained

(D) To be bred and trained

(E) In order to breed and train


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One apostrophe is not needed.


What is the specialty?


Who wants a flawless performance?


How many enchiladas were left?


The mayor is the subject of the sentence.


Look for a shift.


How many people are being compared?


When are the speaker's friends leaving?


How many negative words are in this sentence?


The first half of the sentence modifies "breeds."


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Hints!A B C D E

Hints!


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292


The answer is D. Possessive pronouns do not need apostrophes. Question 2. The answer is (C).Explanation for Question 2:

The answer is C. The verb should agree with the subject: "specialty is." Question 3. The answer is (B).Explanation for Question 3:

The answer is B. "She" could refer to Danielle or Kathy. The pronoun should be replacedwith one of the girls' names. Question 4. The answer is (D).Explanation for Question 4:

The answer is D. Only one enchilada gets wrapped, so the writer took it home. Question 5. The answer is (B).Explanation for Question 5:

The answer is B. A phrase will not change the number of the verb. The mayor has donated money. Question 6. The answer is (D).Explanation for Question 6:

The answer is D. The verb "wrote" should be "write" to keep the verb tense consistentwith "conduct."


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Answers!A B C D E

Answers!


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The answer is E. "Funnier" compares two things, while "funniest" compares three or more. Question 8. The answer is (A).Explanation for Question 8:

The answer is A. The sentence is correct as it is. Question 9. The answer is (C).Explanation for Question 9:

The answer is C. This is a double negative. Try "Monica could hardly see anything" or"Monica couldn't see anything." Question 10. The answer is (A).Explanation for Question 10:

The answer is A. The sentence is correct as it is.


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Question 1. By next semester, all seniors will have been send

A several entrance applications

B

toC

colleges of their choice D

. No error E

(A) (B) (C) (D) (E)

Question 2. Before takeoff, the flight attendant

A asked each passenger to read the brochure

B for

their safety C

in the event of an emergency D

. No error E

(A) (B) (C) (D) (E)

Question 3. After the principal

A announced that several cars in the parking lot had their lights

B

on, Alice told

C the teacher that her car

D lights were still on. No error

E

(A) (B) (C) (D) (E)

Studyguide for the SAT Skill Quiz B: Grammar Usage and Mechanics

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Quiz Time!A B C D E

Quiz Time!


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Question 4. If you are

A in training, energy bars or fruit are

B a great snack that

will keep C

you satisfied D

until your next full meal. No error E

(A) (B) (C) (D) (E)

Question 5. Although the hailstorm A

damaged several metal B

roofs, hardly no C

damage was evident D

on shingled roofs. No error E

(A) (B) (C) (D) (E)

Question 6. Yesterday, my brother learns that he is not required to wear a suit and tie to his job interview next week.

(A) my brother learns that he is not

(B) my brother is learning that he is not

(C) my brother will learn that he will not be

(D) my brother learned that he was not

(E) my brother learned that he is not


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Question 7. Before obtaining your driver's license, you must take driver education, get your learner's permit, and the rules of the road must be learned.

(A) you must take driver education, get your learner's permit, and the rules of the road must be learned.

(B) you must take driver education, get your learner's permit, and learn the

rules of the road.

(C) you must take driver education and get your learner's permit and learn the rules of the road.

(D) you must take driver education, get your learner's permit,

then you must learn the rules of the road.

(E) you must take driver education, get your learner's permit, and learning the rules of the road.

Question 8. The method by which the party control the actions of its members is known as political influence.

(A) control the actions of its members

(B) control the actions of it's members

(C) controls the actions of it's members

(D) controls the actions of its members

(E) control the actions of they're members


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Question 9. I was supposed to take Mandy and Lisa to the beach in my car, but they refused,claiming that I desperately needed to wash it.

(A) claiming that I desperately needed to wash it.

(B) claiming desperately that I needed to wash it.

(C) desperately claiming that I needed to wash it.

(D) claiming that I needed to wash it desperately.

(E) claiming that I needed to desperately wash it.

Question 10. Failing the reach the summit, morale of the hikers was low.

(A) Failing the reach the summit, morale of the hikers was low.

(B) Failing to reach the summer, morale of the hikers is low.

(C) The morale of the hikers was low when they failed to reach the summit.

(D) The hikers' morale was low failing to reach the summit.

(E) When the summit could not reach reached by them, the hiker's morale was low.


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When does the action take place?


Whose safety is at issue?


Who forgot to turn off the car lights?


Check the verbs.


Avoid double negatives.


When did the brother get the information?


Are all the phrases in the same (parallel) form?


Check for subject/verb agreement.


What word in the sentence is modified by the word "desperately"?


Does the first part of the sentence correctly modify the subject?


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Hints!A B C D E

Hints!


299


300


The answer is A. All seniors "will have sent" would be correct. The action will end before the end of the semester. Question 2. The answer is (C).Explanation for Question 2:

The answer is C. The pronoun "their" is plural; "each passenger" is singular. The pronoun should be singular: "his or her safety" is correct. Question 3. The answer is (D).Explanation for Question 3:

The answer is D. It is difficult to know whose car lights are still on—Alice's or the teacher's. Question 4. The answer is (B).Explanation for Question 4:

The answer is B. When a singular and a plural subject are joined by "or," the verb agrees with the subject nearer the verb. Question 5. The answer is (C).Explanation for Question 5:

The answer is C. "Hardly" and "no" are both negative words. "Hardly any damage" corrects this double negative.


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Answers!A B C D E

Answers!


301


The answer is E. The event happened yesterday. The correct verb should be "learned." Question 7. The answer is (B).Explanation for Question 7:

The answer is B. In order to make all three phrases parallel, change the passive "the rules of the road must be learned" to "learn the rules of the road." Answer D makes it parallel, but it contains a comma splice. Question 8. The answer is (D).Explanation for Question 8:

The answer is D. The singular "party" takes the singular verb "controls." Answer D also uses the correct possessive pronoun "its." Question 9. The answer is (A).Explanation for Question 9:

The answer is A. "Desperately" should modify "needed." It should not modify "wash" or "claiming." Question 10. The answer is (C).Explanation for Question 10:

The answer is C. As it is written, "morale" failed to reach the summit. Answer C corrects this dangling modifier.


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302

Question 1.

You A

will arrive latter B

if you C

miss the shortcut

near D

King Street. No error E

(A) (B) (C) (D) (E)

Question 2.

Tell them A

that their B

dinner will be ready when

their C

finished with their D

chores. No error E

(A) (B) (C) (D) (E)

Question 3.

People would be more careful with their money, if they A

knew

its B

the principal C

reason that D

couples

argue. No error E

(A) (B) (C) (D) (E)

Question 4.

They A

told me he B

never excepted C

what happened to his D

daughter. No error E

(A) (B) (C) (D) (E)

Studyguide for the SAT Skill Quiz C: Grammar Usage and Mechanics

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Quiz Time!A B C D E

Quiz Time!


303

Question 5.

He A

didn't seem to be B

effected C

by the loss of his D

job. No error E

(A) (B) (C) (D) (E)

Question 6.

Please be careful with that china, because it could very easily get busted .

(A) could very easily get busted

(B) could very easily get broken

(C) could very easily be broken

(D) is extremely fragile

(E) could get broken very easily

Question 7.

The Senate will be considering a bill to protect the environment.

(A) will be considering a bill

(B) will consider a bill

(C) shall be considering a bill

(D) will be taking under consideration

(E) will themselves be considering a bill


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Question 8.

Bill told Jeff that he should have taken the train.

(A) that he should have taken the train

(B) that the train should have been taken

(C) that he should of taken the train

(D) what he should have done was to take the train

(E) to take the train next time

Question 9.

California suffered substantial economic effects from the winter storms.

(A) suffered substantial economic effects from

(B) suffered substantially, especially economic effects, from

(C) suffered substantial economic affects from

(D) substantially suffered economic effects from

(E) suffered economic effects, substantially from

Question 10.

The bill for the dinner was paid by I.

(A) The bill for the dinner was paid by I

(B) The bill for the dinner were paid by me

(C) I paid the bill for the dinner

(D) The bill for the dinner was paid for by me

(E) The bill was paid by me, for the dinner


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305


306


One of the words is not quite right.


Look for an incorrectly used "their."


The wrong answer? It's a pronoun.


One of the words is not acceptable.


How will you be affected if you miss this one?


Which is the most concise answer?


Avoid passive voice.


Who rode the train?


What affected California's economy?


Avoid passive voice.


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Hints!A B C D E

Hints!


307


308


(B) is the correct choice."Later" is correct. "Latter" means the second of two.


(C) "their" is incorrect.They're is the correct form. Question 3. The answer is (B).Explanation for Question 3:

(B) its is incorrect.It's, a contraction for "it is," is correct. Question 4. The answer is (C).Explanation for Question 4:

(C) is incorrect. "Accepted" would be the correct word. Question 5. The answer is (C).Explanation for Question 5:

(C) is incorrect."Effected" means "caused"; "affected" means "influenced" or "changed." If aperson is affected by an event, that event had an effect on the person. Question 6. The answer is (D).Explanation for Question 6:

(D) is the best answer.It eliminates the wordiness.


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Answers!A B C D E

Answers!


309


(B) avoids using the passive voice. Question 8. The answer is (E).Explanation for Question 8:

Only choice (E) resolves the ambiguity. Question 9. The answer is (A).Explanation for Question 9:

(A) is correct. The economic effects were substantial. Question 10. The answer is (C).Explanation for Question 10:

(C) is the best choice.


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A B C D E

Quiz Time!A B C D E

Answers!A B C D E

Hints!Skill Lesson

Writing Lesson #2Sentence Contruction



311


312

Sentence Construction

The SAT test will test your ability to recognize errors in standardEnglish conventions and sentence construction. These will include:

Parallel StructureMisplaced/Dangling ModifiersSentence FragmentsRun-ons and Comma SplicesIdiomsFaulty ComparisonsWordiness

Parallel Structure

A series of words, phrases, or clauses used in a sentence should haveparallel structure. Non-parallel structure is a sentence constructionerror. Examples: Incorrect: The students read, wrote, and they recited. (Thefirst two items in the series are single words, while the last item isa clause.) Correct: The students read, wrote, and recited. (The threeitems are parallel in their construction.) Incorrect: He was a stickler for spelling, grammar rules, andusing punctuation correctly. (Each item in the series has a differentform.) Correct: He was a stickler for spelling, grammar, andpunctuation. (The three items are parallel in their construction.)

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Practice Exercise:Choose the sentence in each pair that has parallel structure.

Question 1.(A) Activities at the picnic included pitching

horseshoes, riding horses, and softball games. (B) Activities at the picnic included pitching

horseshoes, riding horses, and playing softball.

The answer is B. All three activities are described in the same form,a gerund followed by a direct object.

Question 2.(A) Jessica took classes in karate, tai chi,

and yoga. (B) Jessica took classes in karate, tai chi,

and learned yoga.

The correct answer is A. All three activities are described using onlya noun.

Misplaced/Dangling Modifiers A modifying phrase or clause should be placed as close as possible tothe word it modifies. A misplaced modifier makes the meaning of thesentence unclear. Examples: Unclear: I baked cookies for my friends with nuts in them. (Themodifying phrase "with nuts in them" seems to modify the closest noun,"friends.") Clear: I baked cookies with nuts in them for my friends. (Themodifying phrase has been moved so that it is closest to the noun itmodifies, "cookies.") Unclear: We bought sandwiches in a gas station that must have been twoweeks old. (The modifying clause "that must have been two weeks old"seems to modify the closest noun, "station.") Clear: We bought sandwiches that must have been two weeks old in agas station. (The modifying clause has been moved so that it isclosest to the noun it modifies, "sandwiches.") A dangling modifier does not modify any noun in the sentence.


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Examples:

Incorrect: Though warned of the storm, no action was taken.(The modifier "though warned of the storm" does not refer to any nounin the sentence.) Correct: Though warned of the storm, officials took no action.(The phrase modifies "officials.") Incorrect: To take History 205, History 101 is a prerequisite.(The modifier "to take history 205" does not refer to any noun in thesentence.) Correct: History 101 is a prerequisite for students wishing totake History 205. (The phrase modifies "students.")

Practice Exercise: Choose the sentence in which the modifier is used correctly. Question 1.

(A) I served cake after the graduationceremony that I made myself.

(B) I served cake that I made myself after thegraduation ceremony.

The correct answer is B. The modifier "that I made myself" is closestto the noun it modifies, "cake."

Question 2.(A) After I had waited for weeks, the letter

finally arrived. (B) After waiting for weeks, the letter

finally arrived. The correct answer is A. In Sentence B, the modifier "after waitingfor weeks" does not refer to any noun in the sentence.


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Faulty Comparisons One kind of faulty comparison occurs when the superlative form of anadjective or adverb is substituted for the comparative form. Use thecomparative form, such as "better," "more," or "less," when comparingtwo people or things. Use the superlative form, such as "best,""most," or "least," when comparing three or more. Examples: Incorrect: Of the two candidates, the incumbent was theleast nervous. (The comparative form "less" should be used tocompare two candidates.) Correct: Of the two candidates, the incumbent was lessnervous. Incorrect: I like apples, pears, and oranges, but I like applesbetter . (The superlative form "best" should be used to comparethree fruits.) Correct: I like apples, pears, and oranges, but I like applesbest.

Another kind of faulty comparison occurs when a thought is not quitecompleted.

Examples: Incorrect: The gifts we bought in town were less expensive thanthe mall. (The sentence compares gifts to the mall.) Correct: The gifts we bought in town were less expensive thanthe ones we bought at the mall. (The sentence compares giftsbought at two different places.) Mixed metaphors are a third type of faulty comparison. Examples: Mixed metaphor: Bill was clouded in a sea of confusion. (The idea ofbeing "clouded" is related to the sky, not to the sea.) Better: Bill was drowning in a sea of confusion.


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Question 1.(A) Paulo and Emma sang solos, and Emma's was

better. (B) Paulo and Emma sang solos, and Emma's was

best.

The correct answer is A. The comparative form is used to compare twothings.

Question 2.(A) The population of Arizona is older than

it is in California. (B) The population of Arizona is older than

that of California.

The correct answer is B. The phrase makes clear that two populationsare being compared.

Senetence Fragments A sentence fragment is a group of words that masquerades as asentence. It has capitalization and punctuation but lacks someessential element of a sentence. Remember, a sentence must have both asubject and a predicate, and it must express a complete thought. There are two basic types of fragments. Type 1 fragments are phrases; they lack a subject, a predicate, orboth. Fragment: Like to eat fresh seafood. (This phrase has apredicate but no subject). Sentence: I like to eat fresh seafood. (Asubject was added to make a sentence.)� Fragment: At the beach. (This prepositional phrase has neither asubject nor a predicate.) Sentence: I like to eat fresh seafood at the beach. (Both a subjectand a predicate were added to make a sentence.)


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Type 2 fragments are clauses that have a subject and predicate butthat do not express a complete thought. Such fragments are introducedby a subordinating conjunction or a relative pronoun.

Fragment: When I jog in the morning. Sentence: I jog in the morning. (The subordinating conjunction wasdropped so that the sentence expresses a complete thought.) Sentence: I listen to music when I jog in the morning. (The fragmentwas added to a sentence to make one complete thought.) Fragment: That Jeff brought back from Mexico. Sentence: This is the carving that Jeff brought back from Mexico. (Thefragment was added to a sentence to make one complete thought.)

Practice Exercise: Identify the fragment in each pair.

Question 1.(A) Because of the weather. (B) The weather worsened.

The correct answer is A. The fragment is a phrase that has neither asubject nor a predicate.

Question 2.(A) Left over an hour ago. (B) He has arrived.

The correct answer is A. The fragment has a predicate but not asubject.


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Run-ons and Comma Splices When two sentences are run together without the needed punctuationand/or conjunction, the result is a run-on sentence. Examples: Run-on: The wind died the kite could not fly. (Two sentences have beenjoined with no punctuation or conjunctions.)

Correct: The wind died, so the kite could not fly. (The twoclauses have been joined with a comma and a coordinating conjunction.)

Correct: The wind died; the kite could not fly. (The twoclauses have been joined with a semicolon.)

Correct: When the wind died, the kite could not fly.(Two clauses have been joined by adding a subordinating conjunctionbefore the first clause and a comma after it.)

A comma splice is a type of run-on sentence in which two sentences arejoined with only a comma.

Comma Splice: Sarah invited me to dinner, she made lasagna. Correct: Sarah invited me to dinner, and she made lasagna.(The two sentences are joined with a comma and a coordinatingconjunction.)


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Practice Exercise:

Choose the sentence in each pair that is written correctly.

Question 1.(A) Dark clouds gathered, soon it began to

rain. (B) Dark clouds gathered, and soon it began to

rain.

The correct answer is B. Sentence A is a comma splice.

Question 2.(A) Ty brought his tennis racquet; Jen loaned

us a can of balls. (B) Ty brought his tennis racquet and Jen

loaned us a can of balls.

The correct answer is A. Sentence B needs a comma before theconjunction "and."

Unacceptable Idiom

There are many idiomatic and informal expressions that are consideredunacceptable in academic writing. Here is a short list of someexpressions and constructions that you should avoid.

Incorrect Substitution Examples"of" for "have" would of, could of"on" for "for" a protest on civil rights"being as" for "because" being as I was late "suspicion" for "suspect" I suspicioned he was guilty.


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Non-idiomatic Idiomatic (incorrect) (correct) angry at (a person) angry with authority about authority on capable to capable of compare against compare to or with different than different from doubt if doubt that in accordance to in accordance with independent from independent of intend on intend to plan on plan to prior than prior to similar than similar to superior than superior totry and try to


Question 1.(A) The second semester of chemistry was very

different than the first. (B) The second semester of chemistry was very

different from the first.

The correct answer is B.

Question 2.(A) I plan on going to the party. (B) I plan to go to the party.

The correct answer is B.


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Wordiness Wordiness errors usually show up as incorrect choices in the ImprovingSentences and Improving Paragraphs sections. When a single wordexpresses an idea as well as a phrase, use a single word. Examples:

Wordy Better at the present time now easily broken fragile not very long after that soon the reason being because living in poverty poor


Question 1.(A) The company has no job openings at the

present time. (B) The company has no job openings now.

The answer is B.

Question 2.(A) Classes were held outdoors, the reason

being that the air conditioning was broken. (B) Classes were held outdoors because the

air conditioning was broken. The answer is B.


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Question 1. After the legislators met for a special session, they finally voted on, approved, and passing an important amendment to the law.

(A) they finally voted on, approved, and passing an important amendment to the law.

(B) they finally voted on, approved, and passed an important amendment to the law.

(C) they finally voted, approved on and passed an important amendment to the law.

(D) they finally voted on, approved upon, and passed on an important amendment to the law.

(E) they finally voted and approved and passing on an important amendment to the law.

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Question 2. One of the worst catastrophes in space travel, the science class read about the Space Shuttle explosion.

(A) One of the worst catastrophes in space travel, the science class read about the Space Shuttle explosion.

(B) The science class, one of the worst catastrophes in space travel, read about the Space Shuttle explosion.

(C) The science class read about the Space Shuttle explosion, one

of the worst catastrophes in space travel.

(D) The Space Shuttle explosion was read about by the science class, one of the worst catastrophes in space travel.

(E) One of the worst catastrophes in space travel, the Space Shuttle explosion, the science class read about.

Question 3. Many theatergoers paid a premium for their tickets. A sold-out event.

(A) Many theatergoers paid a premium for their tickets. A sold-out event.

(B) Many theatergoers paid a premium for their tickets: for a sold-out event.

(C) Many theatergoers paid a premium for their tickets, and a sold-out event.

(D) Many theatergoers paid a premium for their tickets; it was a sold-out event.

(E) Many theatergoers paid a premium for their tickets, because a sold-out event.


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Question 4. If I had known that it was going to rain, I would of brought a rain poncho to the game.

(A) I would of brought a rain poncho to the game.

(B) I would had brought a rain poncho to the game.

(C) I would have brought a rain poncho to the game.

(D) I would bring a rain poncho to the game.

(E) I would brought a rain poncho to the game.

Question 5. Most people in Latin America speak Spanish, some also speak a native Indian language.

(A) Most people in Latin America speak Spanish,

(B) Since most people in Latin America speak Spanish,

(C) Astonishingly, most people in Latin America speak Spanish,

(D) Most people in Latin America speak Spanish; however,

(E) Many people, speaking Spanish in Latin America,


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Question 6. It is a well-known fact that my grandfather grows the juiciest tomatoes in all of Greene County.

(A) my grandfather grows the juiciest tomatoes in all of Greene County.

(B) my grandfather grows the most juiciest tomatoes in all of Greene County.

(C) my grandfather grows the most juicy tomatoes in all of Greene County.

(D) my grandfather grows the juicier tomatoes in all of Greene County.

(E) my grandfather grows the juicy tomatoes in all of Greene County.

Question 7. Listening to soft music is recommended for patients recovering from surgery the reason being that it speeds up the healing process.

(A) the reason being that it speeds up the healing process.

(B) the reason is that it speeds up the healing process.

(C) because it speeds up the healing process.

(D) in the event that that it speeds up the healing process.

(E) due to the fact that it speeds up the healing process.


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Question 8. Although many workers ride the commuter train to work and taking buses , the city still has inadequate parking facilities.

(A) Although many workers ride the commuter train to work and taking buses

(B) Although many workers ride the commuter train to work and are taking buses

(C) Although many workers ride the commuter train to work and took buses

(D) Although many workers are riding the commuter train to

work and take buses

(E) Although many workers ride the commuter train to work and take buses

Question 9. We determined how much money we made from the concession sales twenty percent of the proceeds will finance the band trip to Washington D.C.

(A) the concession sales twenty percent of the proceeds will finance

(B) the concession sales: twenty percent of the proceeds will finance

(C) the concession sales, twenty percent of the proceeds will finance

(D) the concession sales; twenty percent of the proceeds will finance

(E) the concession sales. twenty percent of the proceeds will finance


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Question 10. Stuffing them with meat and rice, green peppers can make a complete and tasty meal.

(A) Stuffing them with meat and rice,

(B) If you stuff them with meat and rice,

(C) Because stuffing them with meat and rice,

(D) Having them stuffed with meat and rice,

(E) To stuff them with meat and rice,


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Find the answer choice that has parallel structure.


A phrase should be close to the word or words it is modifying.


Fix that fragment.


Idioms are not acceptable for writing.


How should these two ideas be joined?


How many tomatoes are grown in Greene County?


Strive for clear and concise sentences.


Look for an error in parallel structure.


Correct the run on sentence with punctuation.


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Who is doing the stuffing?


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The answer is B. The verbs "voted," "approved," and "passed" all need to have parallel structure.


The answer is C. It corrects the misplaced modifier by moving it to the end of the sentence. Question 3. The answer is (D).Explanation for Question 3:

The answer is D. Adding subject and verb ("it was") creates a complete sentence,which can then be separated from the first sentence by a semicolon.


The answer is C. People may use idioms in daily speech, but they are not permitted in writing.


The answer is D. By adding a subordinating conjunction and punctuation, the comma splice iscorrected.


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The answer is A. More than two tomatoes are being compared. "Most juicy" in notthe correct superlative of the word "juicy."


The answer is C. It eliminates the wordiness.


The answer is E. "Ride the commuter train" and "take buses" have parallel structure.


The answer is D. A semicolon can be used to separate two complete sentences. Ifyou use a period, as in choice E, the next sentence should begin with a capitalletter.


The answer is B. The dangling modifier is now an introductory clause.


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Question 1. When A

I visited the Grand Canyon, it B

was winter, the canyon C

was

lightly D

dusted with snow. No error. E

(A) (B) (C) (D) (E)

Question 2. Many people who

Asuffer from

Barthritis benefit from

taking pain medication, staying physically D

active, and to receive D

massage

therapy. No error. E

(A) (B) (C) (D) (E)

Question 3. Donna, a A

new worker in the New York office, told B

a

story about C

visiting Italy during her lunch hour. D No error.

E

(A) (B) (C) (D) (E)

Question 4.

Tightened A

security policies in the United States have created

longer B

waiting periods at airports, the wait C

to check in can be over D

one

hour. No error. E

(A) (B) (C) (D) (E)

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Question 5. The coaches, as

Awell as the players, debated

B which sport

is the most C

physically D

demanding, football or soccer. No error. E

(A) (B) (C) (D) (E)

Question 6. After vacationing

Ain Tahiti, she decided

Bshe loved it

C

more than any place D

on earth. No error. E

(A) (B) (C) (D) (E)

Question 7.

Although the sequel to A

the movie was much different than B

what

she had expected C

, she enjoyed it nonetheless D

. No error. E

(A) (B) (C) (D) (E)

Question 8. Thomas and I decided

Athat we

Bwould spend our summer

rock climbing and to take

C a white-water river trip before returning

Dto school in the fall. No error.

E E

(A) (B) (C) (D) (E)

Question 9. In an effort A

to increase cancer awareness as well as B

promote

healthy habits, the C

school sponsored D

a poster contest. No error. E

(A) (B) (C) (D) (E)


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Question 10. The students practiced hard

Aall season, as

Ba result,

their C

hard work paid off, and D

they won the state competition. No error.

E

(A) (B) (C) (D) (E)


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How do you join two independent clauses?


Are all parts of the sentence parallel?


Check for a misplaced modifier.


Check punctuation.


How many things are being compared?


Check the comparison.


Check for correct idiomatic expressions.


Look for an error in parallel structure.


Read the sentence carefully.


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Check punctuation.


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The answer is C. The comma splice is corrected by adding a coordinating conjunction.


The answer is D. To maintain parallel structure, "to receive" should be written as "receiving." All three phrases must be in the same form.


The answer is D. The misplaced modifier "during her lunch hour" should be placed before "Donna." Otherwise, the sentence would mean that she visited Italy during her lunch hour. .z Question 4. The answer is (C).Explanation for Question 4:

The answer is C. This sentence contains a comma splice. You cannot join two complete sentences with only a comma.


The answer is C. When comparing two things, use "better."


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The answer is D. The sentence contains a faulty comparison. It should be "more than any other place." Otherwise, the sentence says that she likes Tahiti better than any place, which includes Tahiti. Question 7. The answer is (B).Explanation for Question 7:

The answer is B. The correct idiomatic expression is "different from," not "different than."


The answer is C. "To take" should be changed to "taking" to be parallel with "climbing."


The answer is E. This sentence contains no error. Don't assume that just because the sentence islong that it contains an error.


The answer is B. This sentence contains a comma splice. You cannot join two complete sentenceswith only a comma.


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Question 1.

To bolster A

their images as charitable enterprises, many B

corporations

have initiated C

relief programs to aid and help D

victims of natural disasters. No error E

(A) (B) (C) (D) (E)

Question 2.

It seems that each one of the ten manufacturers claims A

that it B

has

the better C

quality product on the market D

. No error E

(A) (B) (C) (D) (E)

Question 3.

During the remodeling all offices will be closed, our A

temporary

offices will be open during regular B

business hours with special C

late hours on Thursday

D. No error

E

(A) (B) (C) (D) (E)

Question 4.

The new computer did not improve A

the performance of the graphics

software in any of the ways B

we had expected C

, but it did speed up our

word processing capabilities and increasing D

our memory. No error E

(A) (B) (C) (D) (E)

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Question 5.

Listening carefully, A

the judge instructed B

the jury to deliberate C

carefully D

before reaching a verdict. No error E

(A) (B) (C) (D) (E)

Question 6.

The government is altering its stance on what is acceptable Internet content, web hosting services are taking a closer look at their clients' materials.

(A) The government is altering its stance on what is acceptable Internet content,

(B) The government, altering its stance on what is acceptable Internet

content, (C) The government is altering its stance on what is acceptable

Internet content, as a result

(D) Since the government is altering its stance on what is acceptable Internet content,

(E) The government, having altered its stance on what is

acceptable Internet content,


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Question 7.

Hoping to win the contest, the pie was baked to perfection.

(A) the pie was baked to perfection.

(B) Robert baked the pie to perfection.

(C) the pie had been baked to perfection.

(D) the pie Robert was baking to perfection.

(E) since the pie Robert baked was to perfection.

Question 8.

Most hiring managers are now taking flexible positions on benefits; the reason being to allow them to draw from a wide segment of the working population.

(A) benefits; the reason being to allow them to draw

(B) benefits in order to draw

(C) benefits, the reason is to allow them to draw

(D) benefits and the reason is to allow them to draw

(E) benefits; that was allowing them to draw


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Question 9.

Using them cleverly, screwdrivers can perform many household chores.

(A) Using them cleverly,

(B) If they are used cleverly,

(C) Because of cleverness,

(D) Because of their clever use,

(E) Having used them cleverly,

Question 10.

We collected fewer than 25 shells when we went and drove to the beach last weekend.

(A) fewer than 25 shells when we went and drove

(B) less than 25 shells when we went and drove

(C) less than 25 shells when we were driving

(D) less than 25 shells driving to the beach

(E) fewer than 25 shells when we went


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Look for redundancy.


Which answer would be best?


Where does one idea stop and another begin?


Check for parallel verb structure.


Check for dangling modifiers.


Check punctuation.




Look for a fragment.




Check for redundancy.


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The answer is D. The phrase "aid and help" is redundant; both words mean the same thing.


The answer is C. There are more than two companies; therefore, "best" should be used in place of"better." Question 3. The answer is (A).Explanation for Question 3:

The answer is A. A semicolon between the two independent clauses corrects this comma splice. Question 4. The answer is (D).Explanation for Question 4:

The answer is A. The verb "increasing" should be changed to "increase" to put it in the same form as the verb "speed." Question 5. The answer is (A).Explanation for Question 5:

The answer is A. "Listening carefully" is a dangling modifier. It is meant to modify the jury, who are listening to the judge, but as it is written, it incorrectly says that the judge was listening. Question 6. The answer is (D).Explanation for Question 6:

The answer is D. Only Answer D corrects the comma splice.


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The answer is B. "Hoping to win the contest" is a dangling modifier. It is meant to modify Robert, but as written, it means the pie was hoping to win the contest. Question 8. The answer is (B).Explanation for Question 8:

The answer is B You must have a complete sentence on both sides of a semicolon. The second part of this question is a fragment. The phrase "in order to draw" concisely corrects this error.


The answer is B "Using them correctly" is a dangling modifier. It is meant to modify the implied word "people," but as it is written, it means that the screwdrivers are the ones doing the "using." Question 10. The answer is (E).Explanation for Question 10:

The answer is E. The phrase "went and drove" is redundant. Also note that "fewer" is correct. Use "fewer" with numbers and "less" with amounts (fewer sugar cubes, less sugar ).


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A B C D E

Quiz Time!A B C D E

Answers!A B C D E

Hints!Skill Lesson

Writing Lesson #3Organization and Development



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ORGANIZATION AND DEVELOPMENT

There are two ways the SAT tests whether or not you can recognize thatsentences or paragraphs are logical and consistent:

Faulty Logic or Structure within a Sentence

Lack of Continuity between Sentences and Paragraphs

Faulty Logic or Structure within a Sentence

Coordination and Subordination Coordination and subordination are methods of combining two or moreideas in a single sentence. Examples: Coordination: Ed watered the neighbors' garden, and I fed theirpets. (Two ideas are combined using a coordinating conjunction.) Subordination: Ed watered the neighbors' garden while I fed theirpets. (Two ideas are combined using a subordinating conjunction.) When the link between the combined ideas is not clear, the result isweak subordination or coordination.

Examples: Weak Coordination: John had a fender-bender in the parking lot, andhe failed the English test. (The two ideas do not seem to be related.)

Stronger Coordination: John had a terrible day: not only did he have afender-bender in the parking lot, but he also failed his test. (Theadded clause links the two ideas.) Two ideas also can be combined using correlative conjunctions, whichare always used in pairs. Examples: Either we will practice today, or we will practice Saturday. Dala's essay was neither as long as mine nor as well written as Jenna's.

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Practice Exercise: Choose the sentence in each pair that best combines two ideas. Question 1.

(A) The Civil War began and Kansas attained statehood. (B) In 1861, the Civil War began and Kansas attained statehood.

The correct answer is B. The introductory phrase links the two ideas.

Question 2.(A) There is only one hose, so either Scott

will mow the lawn, and I will wash the car. (B) There is only one hose, so either Scott

will mow the lawn, or I will wash the car.

The correct answer is B. Correlative conjunctions such as "either/or"are always used in pairs.

Unity and Coherence Occasionally in the Improving Paragraphs section you will be asked toinsert a sentence to improve the unity and coherence of the paragraph.Such a sentence is sometimes called a transition. In the paragraph below, Sentence 2 creates coherence by providing atransition between the sentence that comes before it and the ones thatfollow. Try reading the paragraph both with and without Sentence 2. (1) Growing up near the Florida Everglades, my friends and I loved tofrighten one another with tales of huge, slimy swamp creatures. (2)But that is hardly surprising, since every region seems to have itslarger-than-life mythical beasts. (3) In Washington State, people havelong told stories of bands of giant ape-like monsters that live in theshadow of Mount Saint Helens. (4) Farther north one risks running intothe Abominable Snowman, and across the sea in Scotland, it's the LochNess Monster.


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Practice Exercise: Choose the sentence below that should be inserted to provide atransition between Sentence 1 and Sentence 2. (1) The role of vitamins in nutrition was only discovered in thiscentury, but there are now known to be about 40, of which 12 or moreare essential in the diet. (2) But now that their chemical structureshave been identified, chemical names are often used for many of them.

(A) Because of the haphazard process of their

discovery, they originally formed a jumbled list of alphabetic names.

(B) Most of the chemical elements had alreadybeen discovered.

The correct answer is A. Sentence A links the discovery of vitamins with the current naming convention.

Elaboration "Elaboration" means adding details to writing to make it morecomplete, clear, and interesting. Here are some kinds of details thatwriters use to elaborate their ideas. • facts and statistics (who, what, when, where, why, how, how many, etc.) • sensory details (sights, sounds, smells, etc.) • examples and anecdotes • definitions • quotations • reasons and explanations • analyses (comparisons, contrasts, causes, effects, etc.) Writers choose the kinds of details that best clarify and support their ideas.


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Examples: Humans are taking a toll on the environment. When I was a child, myfamily and I would go to the beach and find clean, white sand as faras the eye could see; the water and beaches were clear and pristine. Ivisited the same beach last year to find soda cans, candy wrappers andcigarette butts half buried in the sand, and the water had thetelltale swirling rainbows of petroleum floating on it. The airsmelled heavy and congested. (Sensory details elaborate the ideastated in the first sentence.)

Overcrowding in our schools is becoming a major problem. So many newstudents are moving into our district that schools are bursting at theseams. District-wide, the student population grew by 624—more than 7percent—last year alone. Every elementary school holds some of itsclasses in portable classrooms, and 29 more portables will be builtthis summer. (Facts and statistics support the idea stated in thefirst sentence.)

Practice Exercise: correct answer.

Question 1.

Idea: When the New York Yankees have a losing streak, many fans of other teams are guilty of schadenfreude .

(A) The Yankees may be both the most lovedand the most hated team in all of baseball.

(B) In fact, it may have been the Yankees whodrove English-speakers to borrow the German word meaning "pleasuretaken from the misfortunes of others."

The correct answer is B. Since schadenfreude is a seldom-used loanword from another language, many readers will need a definition.


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Question 2. Idea: My father says his old hound dog can eat anything without ill effect.

(A) I personally have seen Muppett devour aplate of spaghetti marinara, an entire pumpkin pie, a cantaloupe(rind and all), and a stick of butter—though not all at one time.

(B) Muppett is 11 years old, weighs 87pounds, and wakes my father promptly at 6:30 every morning for hiswalk.

The correct answer is A. The idea is best supported with examples ofwhat the dog ate rather than general statistics.


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(1)The Impressionists were the first generation of painters to treat the eye as an instrument—as an apparatus—and to take its strengths and weaknesses consciously into account. (2) There were two chief results. (3) They broke down mixed colors into their primary tones and communicated them in this way to the eye.(4) Thus the eye itself does the mixing, and hence the quite unique freshness of the Impressionists' color effects. (5)(It should be remembered, though, that individual artists handled this technique of color separation in a variety of ways and degrees—no real principle was established until Georges Seurat [1859-91] introduced his Pointillism.) (6) Many paintingsby Impressionists are in museums in Paris. (7) Secondly, in scientific spirit, they considered the eye as an instrument, receptive to colors, lines, and dots, but in no way judging what it sees, either morally or by any other criteria.

Question 1.

Which of the following improves sentence 3?

They broke down mixed colors into their primary tones andcommunicated them in this way to the eye.

(A) They broke down mixed colors(B) In the first place, they broke down mixed colors(C) Firstly, they broke down mixed colors(D) The mixed colors were broke down first(E) Each and every one of them broke down mixed colors

Studyguide for the SAT Skill Quiz A: Organization and Development

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Question 2.

Which of the following improves the underlined portionof sentence 7?

Secondly, in scientific spirit, they considered the eye as aninstrument , receptive to colors, lines, and dots, but in no way judging what it sees, either morally or by any other criteria.

(A) they considered the eye as an instrument(B) they considered the eye as an impartial instrument(C) they considered the eye like an instrument(D) they considered the eye as being an instrument(E) they considered that the eye was an instrument

Question 3.

Which of the following is the best revision of sentence 4 ?

Thus the eye itself does the mixing , and hence the quite unique freshness of the Impressionists' color effects.

(A) Thus the eye itself does the mixing(B) Thus the eye its ownself does the mixing(C) Thus the eye all by itself does the mixing(D) The mixing, done by the eye itself(E) The mixture is done with the eye thusly

Question 4.

Which of the following should be deleted to improve thecoherence of the paragraph?

(A) Sentence 2(B) Sentence 3(C) Sentence 4(D) Sentence 5(E) Sentence 6


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Question 5.

Which of the following provides the best conclusion to the paragraph ?

(A) Ironically, several Impressionist painters were colorblind.

(B) Combine sentences 6 and 7.(C) The eye mixes colors by combining impulses from the

retina in the brain.(D) The Impressionists' aim is to be only an eye, and

for them the highest praise was "Seulement un oeil, mais quel oeil!" ("Only an eye, but what an eye!").

(E) No change.


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Line 7 should give you a clue.


What is another word for "not judging"?


How does your choice improve the sentence?


Which sentence does not belong in this passage?


Which sentence sums up the main idea of the paragraph?


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Since line 7 uses the word "secondly," choice (B)with its use of the words "In the first place" fits best.(A) is okay but it does not reflect the order of first then second.(C) "Firstly" is not a good word.(D) "were broke" should be "were broken."(E) "Each and every one" is too wordy. Question 2. The answer is (B).Explanation for Question 2:

(B) is the best choice; the word impartial means "not judging." Question 3. The answer is (A).Explanation for Question 3:

(A) is the correct answer.(B) "its ownself" is not standard English.Choices (C) and (D) confuse the meaning of the sentence.(E) is an awkward construction. Question 4. The answer is (E).Explanation for Question 4:

Sentence 6 does not fit with the discussion of the eye and the Impressionists. Question 5. The answer is (D).Explanation for Question 5:

Choice (D) reiterates the main themes of the passage.(A) and (B) have little to do with rest of the passage.(C) Sentence 6 should be deleted.


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(1) Submarine technology entered the global conscience during World War I, but by then, submarines had already existed for several hundred years. (2) The first recorded successful test of an underwater vessel occurred in England in 1620. (3) A submarine was used successfully in combat during the American Civil War, and the Confederate submarine Hunley sank the Union ship Housatonic . (4) By the beginning of World War I, submarine technology had undergone vast improvements, making the machines sleeker, faster, quieter, and much more effective, taking international warfare beneath the ocean's surface. (5) Sunken submarines can be found in almost all of the world's oceans today.

Question 1. Which of the following would be most suitable to insert between sentences 2 and 3?

(A) During the 1700's, 14 patents for submarine designs were granted.

(B) The German government's interest in submarines grew in the mid-1800's, spurred on by a builder named Sebastian Bauer.

(C) In that year, a Dutch inventor named Cornelis Drebbel

navigated a craft beneath the surface of the Thames River.

(D) Submarine technology has made an enormous impact on global events.

(E) The first underwater vessel to be used in the United States Navy was the Plunger , in 1900.

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Question 2. Which of the following best improves the underlined portion of sentence 3? A submarine was used successfully in combat during the American Civil War, and the Confederate submarine Hunley sank the Union ship Housatonic.

(A) A submarine was used successfully in combat during the

American Civil War, and

(B) Submarines were first used successfully in combat during the American Civil War when

(C) Because submarines were first used successfully in combat

during the American Civil War, then

(D) Despite the fact that a submarine was used successfully in combat during the American Civil War,

(E) It so happens that submarines were successfully used in

combat during the American Civil War because

Question 3. Which of the following sentences should be deleted to improve the focus of theparagraph?

(A) Sentence 1

(B) Sentence 2

(C) Sentence 3

(D) Sentence 4

(E) Sentence 5


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Question 4. Which of the following sentences would be most suitable to insert betweensentences 4 and 5?

(A) Some experts say that the submarines used in World Wars I and II altered the courses of both wars.

(B) Periscopes enabled submarines to see across the surface of

the water while remaining hidden.

(C) Submarines submerge by filling giant onboard tanks with water.

(D) The Hunley had to get so close to Housatonic to fire its torpedo that it also sank in the ensuing explosion.

(E) When World War I began, Germany had fewer submarines

than any of the world powers.

Question 5. Which of the following would be a logical elaboration of the statement, "submarine technology had undergone vast improvements"?

(A) Scientists have used underwater vessels to conduct deep-sea research.

(B) Several hundred years passed between the submarine's

invention and its use in warfare.

(C) Submarines were used very effectively to break blockades constructed by opposing forces.

(D) Developments in electric and diesel motors enabled speeds of

up to 8.7 knots submerged.

(E) Engineers and builders used scientific principles to make submarines one of the greatest weapons of the 20th century.


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Which sentence provides details about the information presented in sentence 2?


What is the relationship between the two thoughts in the sentence?


Which sentence doesn't belong in this passage?


Look for an answer that makes a transition from the specific information mentioned in sentence 4 to the general information mentioned in sentence 5.


Look for an answer that includes examples of "vast improvements."


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The answer is C. This sentence elaborates on the previous sentence, providing more details about the test in England. Question 2. The answer is (B).Explanation for Question 2:

The answer is B. The second part of the sentence is added information to the main idea; therefore the second part makes more sense as a subordinate clause. The word when in answer B shows the correct relationship. Question 3. The answer is (E).Explanation for Question 3:

The correct answer is E. This sentence discusses the locations of submarines today while the rest of the paragraph is about the history of submarines. Question 4. The answer is (A).Explanation for Question 4:

The correct answer is A. Only answer A is general enough to make a smooth transition between the two sentences. All of the other options discuss very specific information.


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The answer is D. This detail supports the idea that technological advancements made submarines faster.


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(1) Brandon elbowed me sharply in the ribs. (2) "Can you believe we're actually here?" he whispered hoarsely, grinning and gazing up starry-eyed at the rows of seats that towered above our heads. (3) I conceded that it was an incredible experience: after spending so much time in English class toiling over Shakespeare's plays, seeing a play at the Globe Theatre in London seemed like a dream fulfilled. (4) I had enjoyed reading All's Well That Ends Well the best. (5) We stood there like that for some time, looking up at the Gallery(a series of wooden, bleacher-like benches that rose up to our sides and behind us and faced the still-empty stage. (6) We had decided to save our money and buy passes to the Groundling area. (7) As Groundlings, we were located on the ground between the stage and the Gallery. (8) The tickets were cheap and the view was great, we'd have to remain standing for the entire three-hour performance.

Question 1. Which of the following best improves the underlined portion of sentence 3? I conceded that it was an incredible experience: after spending so much time in English class toiling over Shakespeare's plays, seeing a play at the Globe Theatre in London seemed like a dream fulfilled.

(A) Leave it as it is.

(B) incredible experience, after spending so much time

(C) incredible experience since after spending so much time

(D) incredible experience because after spending so much time

(E) incredible experience after having spent so much time

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Question 2. Which of the following should be deleted to improve the unity of the paragraph?

(A) Sentence 1

(B) Sentence 2

(C) Sentence 4

(D) Sentence 6

(E) Sentence 8 �

Question 3. What would be the best place to insert the following sentence? "In Shakespeare's time, only the nobility could afford tickets to the Gallery; even hard, wooden benches were considered a luxury in those days."

(A) Between sentences 3 and 4

(B) Before sentence 5

(C) Between sentences 5 and 6

(D) Between sentences 6 and 7

(E) After sentence 8


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Question 4. Which is the best way to combine sentences 6 and 7? We had decided to save our money and buy passes to the Groundling area. As Groundlings, we were located on the ground between the stage and the Gallery.

(A) Leave it as it is.

(B) We had decided to save our money and buy passes to the Groundling area. We were located on the ground between the stage and the Gallery.

(C) We had decided to save our money and buy passes to the Groundling area,

and as Groundlings, we were located on the ground between the stage and the Gallery.

(D) We had decided to save our money and buy passes to the Groundling area, a spot located on the ground between the stage and the Gallery.

(E) We had decided to save our money and buy passes to the Groundling area, as Groundlings, we were located on the ground between the stage and the Gallery.

Question 5. Which of the following best improves the underlined portion of sentence 8? The tickets were cheap and the view was great, we'd have to remain standing for the entire 3-hour performance.

(A) the view was great, we'd have to remain standing

(B) the view was great, and we'd have to remain standing

(C) the view was great; moreover, we'd have to remain standing

(D) the view was great, because we'd have to remain standing

(E) the view was great, but we'd have to remain standing


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How are the thoughts in the sentence related?


Which sentence doesn't contribute to the excited tone in this passage?


Which sentences discuss seating options?


Look for the most concise way to combine these two sentences.


What is the relationship between the two parts of the sentence?


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The answer is A. The original sentence correctly separates the general idea from its explanationby using a colon.


The correct answer is C. This sentence names the narrator's favorite play but does not particularlycontribute to the excited tone in the passage. Question 3. The answer is (C).Explanation for Question 3:

The answer is C. This sentence elaborates on the previous sentence about the Gallery and sets upthe next sentence about opting for cheaper tickets. Question 4. The answer is (D).Explanation for Question 4:

The answer is D. Answer D effectively combines these two sentences by deleting unnecessary words. Answer B is choppy, answer C is wordy, and answer E contains a comma splice.


The answer is E. The first part of the sentence lays out the good part of beinga Groundling, and the second part states the big drawback. That contrast is bestrepresented with "but."


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Writing Lesson #4Essay Overview



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OVERVIEW OF THE NEW SAT ESSAY

The Importance of Writing

Have you ever heard the expression "reading, writing, andarithmetic"? Writing is one of the famous three R's because it is acore skill. Writing and speaking are the primary ways we express ourthoughts, feelings, and ideas. It would be impossible for the SAT totest speaking skills, but it can test writing skills by requiring youto compose an essay. The College Board strongly believes that writingis needed for success in both college and the workplace. They alsobelieve that writing correlates to how well you will perform incollege. Because the SAT is first and foremost a college admissiontest, it now includes an essay.

The SAT Essay Question

When your teachers give you written work, they probably call it anassignment. The SAT test writers are also going to give you a writingassignment. They will begin with what the test writers call a"prompt," which introduces the topic you will be asked to write about.For example, you may be given two quotes on the importance of secrecy.One author believes that some secrecy is necessary while the secondauthor believes that secrecy and a free society are incompatible. Thequotes are then followed by your actual assignment—for example,"Should we always keep secrets or is keeping secrets harmful?" You arethen asked to take a point of view on this issue. You are free tosupport your position with examples from your reading, studies,experience, or observations.

Is this discussion of prompts and assignments starting to worry you?Don't let it. Like all SAT essay topics, secrecy is a very general subject.College Board readers don't care what position you take as long as you havea point of view that is supported by examples.

Studyguide for the SAT Skill Review: Essays

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The Scoring Guide

Two trained readers will score your essay. Readers includeboth high school teachers and college professors. The readers will usea detailed scoring guide to evaluate your essay. This guide uses a6-point scale, with 1 being the lowest and 6 being the highest. Thescores from your two readers are then combined for a total score of 2-12.

The College Board scoring guide is designed for its professionalreaders. What do phrases such as "insightfully develops a point ofview" and "facility in the use of language" really mean?

Score of 6

The essay effectively and insightfully develops a position on the subjectthat is supported by clearly relevant examples, evidence, and logic. Thewriter uses excellent critical thinking, and the central idea is clearlydefined and developed.

The essay is well-organized and stays focused on the topic. Ideas arelogically and clearly developed, and paragraphs are carefully constructedand organized. The essay is a unified presentation of the theses and has aclear introduction, body and conclusion.

The writer has versatility and mastery in use of the language and acomprehensive vocabulary. Words are well chosen, and transitional devicescreate a smooth flow from sentence to sentence.

The writer uses variety in sentence structure to enhance communication.

The essay has no serious errors in grammar, usage, and mechanics. Acceptedconventions are followed.


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Score of 5

The essay effectively develops a position on the subject that issupported by good and appropriate examples, evidence and reasons. The essaydemonstrates strong critical thinking, and the central idea is well-developed.

The essay is well-organized and focused. Ideas are logically developed.Paragraphs are well-developed and unified. The essay has good developmentand closure.

The essay demonstrates ease and comfort using language, with theappropriate vocabulary.

The essay has a good variety of sentence structure.

The essay has only a few minor errors in grammar and punctuation. Acceptedconventions are followed.

Score of 4

The essay develops a position on the issue, and competent critical thinkingis used. The writer uses generally appropriate examples, evidence andreasoning. The central idea is developed adequately but may be toogeneral.

The essay is generally coherent, organized and focused. Some ideas in theessay may not entirely relate to the subject. The structure of the essaymay be somewhat incomplete.

The use of language in the essay is adequate but inconsistent; the writingmay be occasionally vague or unidiomatic. Generally appropriate vocabularyis used.

The essay contains some variety in sentence structure, but can beoccasionally repetitive or awkward.

There are occasional minor errors in grammar, usage and mechanics.


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Score of 3

The essay develops a position on the subject and shows criticalthinking skills, but may be inconsistent in logic or lack adequateexamples, reasons and details. The central idea is developed too generallyor vaguely.

The essay may be somewhat arbitrarily organized or lack focus. Some ideasmay be irrelevant or not adequately developed.

The essay shows a growing understanding of the use of language, but mayindicate a weak vocabulary. Word choice may be inappropriate.

There are some problems with sentence structure, and only a limited varietyin sentence structure is used.

The essay contains some serious errors in grammar or punctuation and anumber of less serious errors.

Score of 2

The essay’s position is unclear or limited. The critical thinking in theessay is weak and not supported by sufficient or relevant examples anddetails. The central idea is poorly defined.

The essay is poorly organized and focused. Extraneous information may beincluded; the essay lacks coherence. Ideas are not well developed.

The essay shows little command of the language. The vocabulary is limited,and the word choice is often incorrect.

Sentence structure is frequently problematic.

The essay contains enough serious errors in grammar, usage and mechanics tomake some parts of the essay unclear.


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Score of 1 There is either no sustainable position on the subject or a lack ofexamples or reasoning to support the position.

The essay is unfocused, arbitrarily organized, and lacks continuity. Ideaspresented in the essay are often not related or developed.

The essay contains serious errors in word usage. Word choice is generallyincorrect or unidiomatic.

There are fundamental flaws in sentence structure.

The essay contains numerous mistakes in grammar, usage, or mechanics thatoften interfere with meaning.

The All-Important Point of View

The scoring guide gives the impression that readers will carefullystudy and debate your essay. They won't. Believe it or not, readerswill spend no more than two minutes on your essay. In fact, they arespecifically instructed not to reread or analyze an essay.

When College Board readers evaluate your essay, the first and mostimportant element they will look for is your point of view. Readersdon't care what point of view you take as long as you have one. Yourpoint of view will then guide your selection of examples.

Essay Length Counts

We've analyzed a large number of essays and have found that the lengthof your essay does matter. Your essay sheet will contain 46 lines, 22on the front and 24 on the back. Students who write 22 lines or lesswill most likely receive scores of 1 to 3. In contrast, students whowrite 35-46 lines will most likely receive scores of 4-6. There is agood reason for this: the College Board readers reward your ability todevelop your point of view. A well-developed essay will be given ahigh score, while a poorly developed essay will be penalized.


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Pause, Think, and Outline

You will have 25 minutes to write your essay. It will take less than aminute to read the prompt and the assignment. You should then devote2-3 minutes to planning your essay. Here is a list of questions thatwill help guide your planning:

1. What is my point of view on the topic?2. Have I read a novel or short story that I can use to develop my

point of view?3. Is there a historic or current event I can use to develop my point

of view?4. Do I have a personal experience that I can use to develop my point

of view?

Once you have answered these questions, jot down a brief outline toguide your writing. The importance of a brief outline cannot beoveremphasized. Students who fail to do this often lose their focusand digress from their point of view. A lack of focus is one of theleading reasons essays receive scores of 1, 2, or 3.

Sample Essays with Commentary

This section of our program provides you with carefully selectedexamples of essays at each of the six levels. Each essay isaccompanied by a detailed commentary. Taken together, these essaysand commentaries should give you a good idea of what to do and,equally important, what to avoid.

Level 6 EssayTopic: Good choices can be costly.Essay: "Promise, promise me that you won't tell anyone!" Amanda's pleapounded on my conscience. "I knew what I did was wrong," Amandacontinued. "But the exam was right there on the teacher's desk. I needa good grade. I made a copy and then returned it. No one knows." Myhands gripped the quilt on my bed as I listened intently to Amandaimploring for my support and for my silence. What could I do? Whatshould I do? Somehow I managed to be calm and composed, even as sheplaced our friendship in jeopardy, even as she asked me to compromisemy integrity, even as I wanted to reach across my bed and shake her,screaming "Why did you do it?"


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I was a junior in high school and a member of our school's HonorCouncil. Elected by the student body, the Honor Council is responsiblefor enforcing our school's honor code. Amanda was a friend, but shewas also a student. Her confession placed me in a terriblepredicament. Sitting on my bed looking at her tear-streaked face Icould feel my conflicting responsibilities bearing down on my chest,heavy and oppressive. My mind vacillated. I did not know what to do. Idesperately wanted to protect my friend. After all she returned theexam. No one else knew. No one else would be hurt. But, I was electedto the Honor Council and I had given my word to enforce our school'scode of ethics.

Finally, after what seemed like an eternity, Amanda left. I promisedwe would talk again tomorrow. I spent a long sleepless night thinkingabout the importance of friendship and also thinking about theimportance of my responsibility to the Honor Council. What would theother students think of me? How could I face the other members of theHonor Council? How could I look at my teachers, at my family? Ifinally decided that I had to report Amanda even if it meant losing afriend, even if it meant being seen as a traitor. So I reported her."I hate you!" Amanda screamed at me. "They're giving me a zero on theexam. I'll fail the course. What college will accept me now? You'veruined my life!" Amanda's words hurt; they hurt deeply. But I had tomake a choice. I made what I felt was a good choice. But, good choicescan be costly. I lost a friend.


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Level 6 Commentary

1. Point of view on the issue

Fully developed: This essay presents a fully developed discussion on agood but costly choice. Note that the author never digresses from hertopic. Each detail contributes to the overall narration.

Insightful: Insight is one of the hallmarks of a Level 6 essay. Insightmeans more than just presenting a story. Demonstrating insight meansclearly presenting different viewpoints. The author of this passage does asuperb job of taking us inside her mind as she grapples with a harddecision. As readers we clearly understand the conflict she facesbetween her loyalty to a friend and her responsibility to uphold theschool's honor code. Outstanding insight also means recognizing theconsequences of taking a stand on a difficult issue. In the final paragraph,the author does a particularly effective job of showing us that sheunderstands the consequences of her decision and that she will grow fromthis experience.

2. Organization

The essay is well organized, clearly focused and provides the reader with asmooth progression of ideas. Paragraphs 1 and 2 grab the reader's attention.The author has a difficult problem. What will she do? In paragraphs 3 and 4the author goes back and fills in the gaps in her story. We learn detailsabout the author that help us understand why she is so conflicted. Inparagraph 5 the author reaches a final, irrevocable decision. And finally, inparagraph 6 the author describes the consequences of her decision.


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3. LanguageA. Skillful use of language1. Quotes: The author does an outstanding job of integrating quotesinto her essay. The essay begins with a vivid, attention-grabbingquote. In the final paragraph, the author once again uses a quote to start aparagraph, and once again it is appropriate and effective.

2. Parallel structure: The author does a particularly outstanding jobof using parallel structure. In paragraph 2, sentence 4 she vividly conveys hergrowing sense of urgency by using a series of phrases all starting with the word"even."

3. Placement of modifiers: Look closely at sentence 5 in paragraph 3. In the lastthree words of the sentence ("heavy and oppressive") the author once againdisplays sophistication in the use of language by placing her modifiers after theword they are modifying. The placement of "heavy and oppressive" helps topaint an image for the reader that conveys her conflicting emotions.

B. Varied, accurate and apt vocabulary

1. Implore: In the first sentence of the second paragraph, the author"listened intently to Amanda imploring for my support and for my silence."Implore means to beg or plead with. The use of the word "implore" perfectlyconveys Amanda's urgent plea for help.

2. Predicament: A predicament is a trying situation, a dilemma. Theuse of this word in paragraph 3, sentence 4 accurately conveys the author'sdilemma. While dilemma would work, predicament is a much stronger and moreapt word.

3. Vacillate: The author opens paragraph 4 by saying, "My mindvacillated." Vacillate means to waver. The author's use of the word "vacillate"aptly and succinctly conveys the back and forth questioning that is taking place inher mind.


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4. Meaningful variety in sentence structure

The author does a truly outstanding job of employing a meaningfulvariety in her sentence structure. This is particularly evident in her useof questions and short powerful sentences.

1. Use of questions: Paragraphs 2 and 5 contain excellent examples ofhow the author uses questions as a tool to vary her sentence structure and conveythe ongoing mental debate that is at the heart of the essay.

2. Short powerful sentences: Sentences do not all have to be long.Short sentences can be very effective. For example, reread paragraph 5. The fourwordsentence that ends the paragraph packs a powerful punch. The author'smental debate is over; she has reached a decision.

5. Grammar, usage and mechanics

An essay does not have to be perfect to receive a 6. There can be a few minorerrors. For example, the author uses the conjunction "but" to start two ofthe final three sentences in paragraph 6. Although this is a minorgrammatical error, it does not take away from the author's powerfulinsights.

Level 5 Essay

Topic: True wisdom means _____.Essay: True wisdom means learning from mistakes. I learned this lesson thehard way. It all started when I was a young girl. My best friend Jenlived just down the street. We did everything together. We playedtogether, danced together, and our families even vacationed together. As we grew older Jen and I became closer or so I thought. High Schoolmeant noticing and being noticed by boys. I had my first boyfriendwhen I was a sophomore. I was so happy. I shared everything with Jen.I told her all about Scott and all about the good times we had. Andwhen we had our first quarrels of course I told Jen. She kneweverything. I trusted her.


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I thought my life was perfect. Scott was my boyfriend and Jen was mybest girlfriend. But I was mistaken. Scott suddenly broke up with me.I was devastated. But the worst was yet to come. Heartbroken, I shared my pain with Jen. At first she seemedempathetic. I cried and she listened. Yet somehow I sensed somethingwas not quite right. One day I went to the mall. Imagine my shock whenI saw Jen hanging out with Scott. I felt hurt and even worse I feltbetrayed. When I confronted her, Jen said that their relationship"just happened." She thought it would be alright for her to go outwith Scott. After all Scott and I were no longer a couple. But, itwasn't alright. It was all wrong!

This painful experience taught me a valuable lesson about wisdom. Ihad been naïve and was thus easily duped. Wisdom is all about learningfrom mistakes. My mistake was thinking that friendship is forever. Itisn't. People can be duplicitous. I leaned this lesson the hard way.

Level 5 Commentary

1. Point of view on the issue

A. Effectively developed versus Fully developed: This essay presentsan effectively developed discussion on the author's belief that"wisdom means learning from mistakes." Like the Level 6 essay. Theauthor never digresses from her topic. Each detail contributes to theoverall narration. While the passage is "effectively developed," it isnot fully developed. For example, additional details about herconfrontation with Jen would have strengthened the essay by helping usunderstand the basis for her conclusion.


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B. Strong Critical Thinking versus Insight: The authordemonstrates strong Critical Thinking skills. In her opening sentenceshe states that "true wisdom means learning from mistakes." She thenprovides an appropriate example that concretely and effectivelyillustrates her point. The author then clearly states the conclusionshe reaches from her mistake: "My mistake was thinking that friendshipis forever." Compare this level of critical thinking with the insightshown in the Level 6 passage. The author of the Level 6 essay takes usinside her mind as she grapples with a difficult decision. This mentaldebate is missing in the Level 5 passage. The author could have addeda mental debate by providing a more insightful discussion of whyseeing Jen with Scott was "all wrong!"

2. Organization

The essay is well organized, focused, and demonstrates coherence andprogression of ideas. Paragraph 1 clearly states the author'sviewpoint and introduces Jen. Paragraph 2 deepens the relationshipbetween the author and Jen and introduces Scott. Paragraph 3 describesthe breakup between the author and Scott while also foreshadowingtrouble between the author and Jen. Paragraph 4 describes the author'sreaction to her breakup with Scott and to Jen's betrayal. And finally,paragraph 5 exp lains the author's mistake and what she learned fromit.

3. Language

A. Facility in the use of languageThe author does an effective job of using parallel structure. Forexample, in the last sentence of paragraph 1 she writes that, "Weplayed together, danced together, and our families even vacationedtogether." She also does an effective job of conveying her emotionswhen she writes (paragraph 4): "I felt hurt and even worse I feltbetrayed."


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B. Appropriate vocabulary1. Naïve and duped: "Naïve" means innocent and "duped" means easilyfooled. In the second sentence of her concluding paragraph, theauthor does a very nice job of correctly using both words to describeher mistake.

2. Duplicitous: "Duplicitous " means to be dishonest, deceitful.Using this excellent descriptive word strengthens the author's linkbetween her view of people and her conclusion about the nature offriendship.

4. Variety in sentence structure

The author does an excellent job of punctuating her essay with shortdeclarative sentences. For example, she concludes paragraph 2 bywriting, "I trusted her." And in her concluding paragraph the two wordsentence, "It isn't," provides a particularly emphatic way ofexplaining her mistake and introducing her conclusion, "People can beduplicitous."

5. Grammar, usage and mechanics

This essay is free of errors in grammar, usage and mechanics.


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Level 4 Essay

Topic: The wisest person is someone who _________.Essay: There are many people in the world who are wise. However, to me the wisest person is someone who is always prepared. People have todeal with everyday situations a lot, and yet often find themselvesunprepared – unprepared for school, for sports, almost anything. Awise person to me is someone who is always prepared for something, andif they aren't they can make a quick adjustment to their plans. A prepared student is a wise student. If you study for a test, then you don't have to worry as much if you're going to pass it ornot, or if you do your homework and are prepared for class then you'llget a good grade. Sometimes, though, people forget things, as everyonemakes mistakes, but often times the student can work themselves out ofthe problem. For example, once I forgot to do my history homework anddidn't have my book – so I borrowed a book from a friend and did myhomework at lunch, It was a wise choice because our homework waschecked that day, and I was glad I was prepared.

Preparation is also wise in sports. A manager of a baseball team has to prepare before a game each day. They have to look at who theopposing team's pitcher is and which of their own athletes is bestagainst them. They also look at how their team is hitting so they candecide batting order, and they take into account who's injured orwho's playing well. If a manager didn't really prepare for a game heor she would send out their players in any order, not caring, and itcould turn out for the worst. Also managers continue to prepare forpitching changes, and occasionally send in pinch hitters if a batteris very good against a pitcher. Not being prepared wouldn't be wise asit could lead to the team losing the game.


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People need to be prepared in everyday life for little things too. One time I was going to bake a cake, only to find out we only had oneegg and I needed two. It would have been wiser if I had looked to seeif we had what I needed before hand so I could have gotten what Ididn't have, but forgot and couldn't go out and buy more. So instead Iadjusted my plans and made brownies instead because I only needed oneegg for those. To me the wisest person is the person who is always prepared. From being prepared for schoolwork, or a baseball game or cooking thewisest thing you can do is be prepared for anything. It also helps tobe flexible and be able to change your plans slightly if things don'tgo the exact way they're supposed to. Being wise is being prepared.

Level 4 Commentary

1. Point of View

A. Develops a point of view versus Effectively develops a point of viewThis essay argues that "the wisest person is someone who is alwaysprepared." The author develops this point of view by presenting threeexamples. However, at the same time, the author also notes that if awise person is not prepared then he/she should demonstrate the abilityto "make a quick adjustment to their plans." This exception detractsfrom the author's primary thesis and prevents him from fully oreffectively developing a point of view.

B. Competent critical thinking versus Strong critical thinkingThe author demonstrates competent critical thinking by presenting athesis and then supporting it with adequate examples. While theexamples are adequate, they are overly generalized. Compare theseexamples with the focused example in the Level 5 essay and theinsightful examples in the Level 6 essay.


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2. Organization

This essay is generally well organized. The first paragraph states theauthor's thesis. The author then provides three examples to illustratehis thesis. The final paragraph restates the author's position andsummarizes the supporting examples. Although this organization iscompetent, it is flawed by examples in paragraphs 2 and 4 ofimprovised work. This prevents a smooth and therefore effectiveprogression of ideas.

3. Language

The author exhibits adequate but inconsistent facility in the use oflanguage. Although the author's vocabulary is appropriate, he does notdemonstrate facility in the use of language. For example, the authorcould have strengthened the second sentence in paragraph 3 by writing,"The manager of a baseball team must meticulously prepare for eachgame." "Meticulous " is a strong descriptive word that aptly describesthe precision needed by managers as they prepare for each game.

4. Some variety in sentence structure

The author does demonstrate some variety in sentence structure. Forexample, the third sentence in paragraph 1 utilizes some parallelstructure. However, unlike the Level 5 and Level 6 essays the authorfails to punctuate her essay with short declarative sentences.

5. Some errors in grammar, usage, and mechanics

The passage contains some grammatical errors. For example, in thethird sentence of paragraph 3 the author uses the plural pronoun"they" to refer to the singular noun "manager" in the precedingsentence. In addition, the author uses a number of lengthy, wordysentences. For example, in paragraph 4 the author states, "It wouldhave been wiser if I had looked to see if we had what I needed beforehand so I could have gotten what I didn't have, but forgot andcouldn't go out and buy more." A more succinct statement would be, "Itwould have been wiser if I had checked out our supply of eggs beforedeciding to bake a cake."


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Level 3 Essay

Topic: Good choices can be costly.Essay: Every human being has their own history filled with choices of all sorts. The outcome of their decision may better them or hurt them.Not every choice is easy to make, and many of the most important onesare costly. We can see this in history during the Civil War and manytimes we see it in our own lives. Robert E. Lee's decision to attack the North on its own soil and seize Harrisburg was brilliant in theory and with the South dominatingthe Eastern theater of the war he expected a decisive victory and anend to the war. He couldn't have been more wrong. His forces metGeneral Meade's forces at Gettysburg and defeated his army soundly ina battle that changed the tide of the war. With heavy casualtiessustained to his already thin ranks he was forced to fight a defensivewar the rest of the way. Lee's decision worked on paper, but ended uphaving costly consequences for the Southern effort.

Personally I've seen the downfall of a good choice. One day, one of my friends asked if I wanted to cheat on a project with them. Beinga rather assiduous student I declined. This friend took the decliningas a sign that I was insinuating that he was a bad person with nomoral judgment and did not speak to me for a while after that. Mydecision not to cheat, which was made with good intentions, resultedin my ending an important friendship in my life with someone with whomI was close. Whether it be in history or in the present day, making decisions is always difficult and some decisions made with good intentions cansometimes end up causing more harm than good.


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Level 3 Commentary

1. Point of View

A. Weak developmentThe author begins by stating that every human being makes choices thatmay be costly. While this point of view is on topic, it is verygeneral. This lack of focus results in an inadequate level of

development.B. Weak examplesThe author presents two very different examples to support his thesis.Taken separately each example is interesting and capable of beingexpanded. However, the two examples are completely unrelated. Thiscreates a lack of focus and coherence that weakens the essay.

2. Limited organization

The organization of this essay is limited. The first paragraphpresents a very general thesis. The author then presents two unrelatedexamples. The concluding paragraph briefly restates the author'sthesis. This limited organization prevents a smooth and coherentpresentation of ideas that is one of the key characteristics of level4, 5, and 6 essays.

3. LanguageThe essay displays weak vocabulary and inappropriate word choice. Forexample, in paragraph 2, the author states that Lee's defeat had"costly consequences" for the South. A stronger choice and more aptchoice of words would be to write that Lee's defeat had disastrousconsequences for the South. The author also displays inappropriateword choice in the third paragraph when he writes: "Being a ratherassiduous student I declined." Assiduous means hardworking, diligent."Rather" is a poor choice because it weakens the meaning of assiduous.A more forceful statement would be: "Since I take pride in being anassiduous student, I firmly declined."


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4. Problems in sentence structure

The author fails to use variety in sentence structure. In addition, heuses a number of lengthy, awkward sentences. For example, the openingsentence in the second paragraph could be split into the followingthree sentences: "Robert E. Lee boldly decided to invade the North andseize Harrisburg. Although a gamble, the strategy could work. Sincethe South was dominating the Eastern theatre a decisive victory onUnion soil could end the war."

5. Accumulation of grammatical errors

The passage contains a number of grammatical errors. For example, theauthor uses a confusing sequence of pronouns in the second and thirdsentences of paragraph 2 when he writes: "He couldn't have been morewrong. His forces met General Meade's forces at Gettysburg and defeatedhis army soundly in a battle that changed the tide of the war." As it iscurrently written it sounds as if General Lee defeated his own army. Ajudgment. His army clashed with General Meade's forces at Gettysburg.Meade won a pivotal victory that forever changed the war."

Level 2 Essay

Topic: Good choices can be costly.Essay: Decisions aren't always hard to make. I disagree that decisions are never easy because it is just common sense. Some decisions haveobvious answers, like choosing your favorite ice cream or decidingwhether or not you like baseball. Not all decisions are easy becausethere are some that are difficult to make. There are many examples of this. For example, choosing not to smoke may lose you friends, but at the same time it will keep you healthy.This decision cost you friends in exchange for health. Another exampleof a good decision being costly is when America rebelled against GreatBritain in the 1700's. This good decision led to America's greatindependence. But it cost many lives in order to get there. Good decisions don't always have to be costly. This is just common sense as well. Decisions aren't always hard and good decisions cansometimes be costly. It just depends on the circumstance.


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Level 2 Commentary

1. Vague point of view

Reread the first and the last paragraphs in the essay. What do youthink the topic is? Is the topic, "decisions aren't always hard tomake?" Or is the topic, "Not all decisions are easy?" In reality thetopic of this essay is supposed to be: "Good choices can be costly."The author's failure to stick to the topic results in a vague point ofview and thus a seriously limited essay.

2. Poor organization

The essay begins with a vague introduction. The author then presentstwo examples that are poorly developed. There is little coherence andno progression of ideas. The conclusion, like the introduction, isvague and lacks focus.

3. Little facility in the use of language

The author displays very little facility in the use of language. Sentencesfollow sentences in a disordered parade of ideas. There are no descriptiveadjectives or interesting word choices.

4. Problems in sentence structure

The author uses weak, choppy sentences at the end of the thirdparagraph. A better sentence structure would be, "This good decisionled to American independence; however, freedom is neither easy norinexpensive. The colonists paid a heavy price in lives for theirindependence."

5. Serious errors in grammar

Look at the last sentence in the second paragraph. Can you spot thegrammatical error? The subject and verb must agree. The sentenceshould read: "This decision costs (not cost) you friends...."


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Level 1 Essay

Topic: Good choices can be costly.Essay:I decided to bring a puzzle up here to school one day to let my fellowclassmates try and solve it. It was a good idea because its funnywatching them try and solve it and fail. But it was also bad becausepeople did not wish to part with it and would try anything to keep itlonger. Also some teacher got upset when they saw students trying sohard to solve it and not on the class,

Level 1 Commentary

1. No viable point of view

This one-paragraph essay lacks a viable point of view. Short, one-paragraph essays almost always receive a score of 1. The reasons areobvious. It is impossible to state a point of view, illustrate it anddraw conclusions in one short paragraph.

2. Absence of organization

The essay is unfocused. There is no introduction or conclusion. The authorsimply provides a brief vignette.

3. Absence of vocabulary

The passage lacks descriptive vocabulary. For example, the author tells usthat "some teachers got upset." Upset is a vague descriptive word. Otherword choices that would better describe the teacher's reaction could include"frustrated," "aggravated", and "exasperated."


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4. Severe flaws in sentence structure

The essay contains four declarative sentences. As a result, there is novariety in sentence structure.

5. Errors in grammar

Can you spot the grammatical errors in the final sentence? First, the authoruses the plural pronoun they to refer to the singular subject teacher. Thispart of the sentence should read, "In addition, some teachers got upset when theysaw..." The same sentence contains a second serious error. The phrase "andnot on the class" is too vague. It should read: "when they should have beenpaying attention to the lesson."


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A B C D E

Quiz Time!A B C D E

Answers!A B C D E

Hints!Skill Lesson

Writing Lesson #5Point of View



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Point of View and Critical Thinking Point of View A point of view is a standpoint on an issue or problem. Your point ofview is your own opinion. Consider these sentences.

"Michelangelo's paintings and sculptures had a profound impact on Renaissance art."

"Donatello created sculptures during the Renaissance period of art." Both sentences above discuss Renaissance-period artists. Thedifference between them, however, is that the first sentence statesthe author's point of view, while the second sentence merely states awell-known fact that has been known for centuries.

A clearly stated point of view tells the reader exactly what you think about an issue. Your point of view cannot be right or wrong—it isyour own opinion. To create a point of view, you must have strong convictions about yourstatement. By truly believing in what you have written, your statementis much easier to write about and your argument will be much moreconvincing. The key to writing a good point of view essay for the SATis to support your statement with examples from:

Personal experience Literature Historical events

These sources help provide insight into the topic you are writingabout. By providing insightful examples, you are strengthening yourargument and making your point of view seem more convincing.

Studyguide for the SAT Essay Point of View

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The Personal Essay

To write a personal essay, you will tie your own experience to theprompt in order to prove why your point of view is correct. Personalexperience can be taken from relationships with your family and peers,school, work, camp, or anything else that you have encountered in yourlife. As long as your experience relates to the topic and providesinsight into how you view the issue, you can use it.

Tying in Literature

When writing your essay, you can use examples from literature tosupport your point of view. To do this, you will explain thesignificance of a piece of work in relation to the essay prompt. It isimportant to establish a clearly stated point of view in response tothe prompt, and then use specific examples from literature to explainhow your point of view is correct.

Historical Events

In response to an essay prompt, you may provide an example of ahistorical event that directly correlates with your point of view onthe issue. You may use a specific part of an event, the relationshipsbetween key players in the event, or the entire event as an example tosupport any claims you made.

Writing the Essay

Whichever type of example you decide to use, you must continuouslystick to your point of view(even if you change your mind halfwaythrough. Your grade will be based on how well you can defend a clearlyestablished point of view.


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Sample Prompts

1. Carefully consider your point of view in response to thequotation and assignment below: "Although the world is full of suffering, it is full also of theovercoming of it." —Helen Keller

Assignment:Can people overcome suffering to choose their own destiny? Write anddevelop an essay in which your point of view on this issue is clearlydefined. Support your point of view with examples and reasoning takenfrom your studies, personal experience, or observations.

What is your point of view on this issue?

Sample:Our destiny is not something that happens to us despite our actionsand attitudes. Everything we do(the way we interact with people, theway we view obligations to family, friends, work, and ourselves, andthe way we react to adversity and obstacles thrown in our path iswithin our ability to change. If we take the time to look around us,we see that people can and do overcome suffering to choose their owndestiny. Note: This sample response is NOT an introduction. It is simply anexample of the "mental conversation" taking place in the writer's headwhile attempting to choose a point of view on the subject.


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2. Carefully consider your point of view in response to thequotation and assignment below: "A slip of the foot you may soon recover, but a slip of the tongue youmay never get over." —Benjamin Franklin

"A lie can travel halfway around the world while the truth is puttingon its shoes." —Mark Twain

Assignment:Is slander (lie intended to damage a person's reputation) everjustified? Write and develop an essay in which your point of view onthis issue is clearly defined. Support your point of view withexamples and reasoning taken from your studies, personal experience,and observations.


Sample:Slander is an action that, more often than not, comes back to hurt itsoriginator more than it hurts its intended target. Slander can ruincareers, reputations, and even entire lives. The cost of such anaction is far greater than anything that can be gained from it; peoplewho use slander to attack another person have no justification fordoing so.


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3. Carefully consider your point of view in response to thequotation and assignment below:

"Forget injuries; never forget kindnesses." —Confucius

Assignment:Should wrongdoings always be forgiven? Write and develop an essay inwhich your point of view on this issue is clearly defined. Supportyour point of view with examples and reasoning taken from yourstudies, personal experience, and observations


Sample:Life is far too short for every person to dwell on the mistakes andmisdeeds of the people they interact with. If everybody carried aroundall of the anger and resentment they've ever felt, they wouldn't beable to forge new relationships and make old ones continue to work.People make mistakes and do others wrong; it is up to each individualto forgive and forget.


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4. Carefully consider your point of view in response to thequotation and assignment below: "Imagination is more important than knowledge..." —Albert Einstein

Assignment:Can books teach you everything you need to know? Write and develop anessay in which your point of view on this issue is clearly defined.Support your point of view with examples and reasoning taken from yourstudies, personal experience, and observations.


Sample:Books can teach us many things and are a useful tool in disseminating information to many people across many generations. However, books are no substitute for experience, emotion, and imagination. Without these things, humankind would never have reached the point we are at today. Books only provide us with a very limited view of our world.


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5. Carefully consider your point of view in response to thequotation and assignment below: "It is a mistake to try to look too far ahead. The chain of destinycan only be grasped one link at a time." —Sir Winston Churchill

Assignment:Is patience the greatest human virtue? Write and develop an essay inwhich your point of view on this issue is clearly defined. Supportyour point of view with examples and reasoning taken from yourstudies, personal experience, and observations.


Sample:While patience is indeed a great virtue, it is not the greatest.Patience is essentially a passive act — in order to be patient, aperson must sit still without acting. Far greater virtues are theability to use foresight to predict the future and motivation tomanipulate the future.


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Choosing Thesis Statements

The thesis statement is the sentence that states your point of view onan issue. A thesis statement should be one complete sentence. It isusually found near the beginning of your essay. It's important to putthe thesis near the beginning of your essay so that your point of viewdoes not get lost in the middle of your other ideas.

For each of the following sample prompts, choose the thesis statementthat works best:

"Although the world is full of suffering, it is full also of theovercoming of it." —Helen Keller


Which thesis statement would work best in stating a point of view?

(A) Most people cannot overcome suffering, but sometimes veryremarkable people do.

(B) Fiction is full of people who make choices about where

they're going.

(C) Suffering strengthens character and gives people themotivation to shape their own future.

The correct answer is C. The third thesis statement relates directlyto the issue at hand. The point of view of the author is clearlyindicated in this statement. Based upon this statement, which is onecomplete sentence, the author can write a full essay. The thesisstatement tells the reader that people can shape their own future,that they can "triumph over adversity," to which the original issuerefers. Answer A takes both sides of the issue; it does not decide on just onepoint of view. Answer B is totally unrelated to the issue and does notdiscuss suffering or destiny in any form; it indirectly refers to ageographic or philosophical direction.


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"A slip of the foot you may soon recover, but a slip of the tongue youmay never get over." —Benjamin Franklin




(A) While lying to protect a friend can haveits place in time, slandering a friend is never the right thing to do.

(B) Politicians often use slander againsttheir opponents, which can be productive. However, slander itself isbad and should not be used.

(C) Slander is very common in every aspect of

American social and political life. The correct answer is A. The first statement is one complete thought.The statement relates to the topic(slander(and clearly provides theauthor's point of view on the topic. In addition, the statement leavesroom for the author to relate the virtues of friendship in the absenceof slander back to the quotes by Benjamin Franklin and Mark Twain.

Statement B takes both sides of the issue. A thesis statement needs togive the author's opinion one way or another, not both. Answer C doesnot state the author's opinion regarding the justification of slanderat all. It does state that slander is common, but it doesn't statewhether slander is a justifiable action.


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(A) Forgiving a person is one thing;forgetting a wrongdoing is another.

(B) There are always ways to forgive a person

for something he or she has done wrong.

(C) Sometimes you can forgive a person, butsometimes a person cannot be forgiven.

The correct answer is B. Answer B provides a thesis statement thatclearly states that people should be forgiven for their wrongdoings.The sentence parallels the structure of the prompt by using the adverb"always." The thesis leaves room to relate back to the quote andprovide personal, historical, or literary support.

Choice A does not answer the question asked in the prompt. Choice Ctakes both sides of the issue(a big mistake in SAT essay writing.


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"Imagination is more important than knowledge..." —Albert Einstein



(A) Learning is best achieved through avariety of sources(print media, listening, and hands-on experience;books are not enough.

(B) Newspapers and books can provide people

with a supportive learning environment.

(C) Daily use of books will teach youeverything you need to know, but you need to learn some things fromhands-on experience as well.

The correct answer is A. The first statement takes a stand on theissue presented. The thesis statement tells the reader that the authorbelieves that books are not the only source people need to find outeverything they need to know. The second statement, choice B, does not relate back to the issue,even though it contains the word "books." The issue presenteddiscusses whether or not books can teach you everything, not whetherbooks provide you with a supportive learning environment. While answerC is one that most people would probably agree with, it takes bothsides of the issue and is therefore bad for the purposes of thisexercise.


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"It is a mistake to try to look too far ahead. The chain of destinycan only be grasped one link at a time." —Sir Winston Churchill



(A) Patience is humankind's greatest virtue,as is sympathy.

(B) Only when faced with a dilemma do humans

make good decisions.

(C) Empathy is a human's greatest virtue.

The correct answer is C. It directly relates to the issue beingdiscussed. While the answer does not include the virtue of "patience,"the author shows through his or her thesis statement that patience isnot the greatest human virtue.

Answer A is a little tricky. The author takes two points of view inthis statement: If patience is humankind's greatest virtue, thensympathy cannot be the greatest virtue as well. Answer B iscompletely unrelated to the topic. A dilemma and making good decisionshave nothing to do with patience in this context.


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Choosing Insightful Examples

When you create your own point of view and thesis statement concerningan issue, you have to provide examples to back up your point of view.Examples strengthen your argument and enable the reader to see whyyour point of view is correct. To persuade readers to consider yourviewpoint, you most prove your point of view.

Examples can be taken from personal experience, literature, orhistorical events. The primary role of examples in your essay is toshow that you are able to think critically about the issue presentedand relate the issue to different sources of information.

You demonstrate critical thinking and insight in your essay by showingthat you have a deep, clear understanding of the topic and havereflected on it from different perspectives in developing your ownpoint of view. When choosing your examples, try to be as fresh andoriginal as you can. Remember, the readers are scoring hundreds ofessays, and you want yours to stand out (in a good way!).


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Look at the following prompts and examples. Choose the example that shows the best use of critical thinking and insight.

"Although the world is full of suffering, it is full also of theovercoming of it." —Helen Keller


Which of the following examples shows the best use of criticalthinking and insight?

(A) Abraham Lincoln grew up in a very poorfamily. Through hard work and dedication, Lincoln learned to read andwrite, doing all he could to educate himself. After several politicallosses, he won the race for President of the U.S. in 1860.

(B) In the play by Shakespeare, Prince Hamlet

struggles with his anger over his uncle Claudius' murder of Hamlet'sfather, and Claudius' quick marriage to Hamlet's mother. Hamlet slipsdeeper and deeper into insanity and finally resolves to kill Claudiusin revenge.

(C) People blame their parents for everything,

which is why parents should not be responsible for how their childrenturn out.

The correct answer is A. This example explains how Abraham Lincolnsuffered in poverty as a child but was able to overcome circumstancesthrough his own perseverance. This directly relates to the issue ofsuffering and choosing one's own destiny, which shows insight into thetopic.

Choice B is not an example of a person overcoming suffering. Rather,Hamlet's grief and anger consume him and eventually drive him crazy.His resolution to seek revenge by murdering Claudius results in achain of events that ends in tragedy.

Choice C does not talk about the individual at all. Instead it focuseson the parents and their role in a child's development. If the authorhas an idea of how this example relates to the thesis, it is not clearhere.


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"A slip of the foot you may soon recover, but a slip of the tongue youmay never get over." —Benjamin Franklin




(A) Once in a while it is okay to talk badlyabout someone.

(B) My friend Linda did not make thesoftball team because the coach thought that she was a terribleplayer. Linda then thought it was okay to talk badly about the coach,since he passed her over for the team.

(C) When my ball bounced into the street, I

ran after it. A driver swerved to avoid hitting me, and yelled out thewindow, "Get out of the way!"

The correct answer is B. Slander means damaging a person's reputationby lying or talking badly about them, which is what example Baddresses. Notice that the example is very specific, not onlymentioning a person's name, but also including a location anddescription of the event. When creating your own example, make surethat you provide the reader with enough information to understand thewhole situation you are using as an example. Answer A is a thesis, not an example. Remember: Examples support apoint of view, not state it. While it may be an example for anotherissue, answer C has nothing to do with slander. The driver was yellingangrily, but he was not lying about the other person.


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(A) My father left when I was two. For yearsafter that, my mother told me that he had to work in a different town.By the time I turned eight, it was obvious that my father was notcoming back. I knew my mom was only trying to protect me and keep mefrom feeling abandoned, so I forgave her for her lie. Forgiving myfather for leaving, however, was not possible.

(B) Sometimes people do really bad things in

the hopes that they will someday be better off. Napoleon Bonapartekilled many people in his efforts to conquer other lands. The worldhas not forgotten his actions, which affected much of modern-dayEurope.

(C) I try not to do anything wrong. In fact, I

don't even step on ants when they are in the house. I bring themoutside so that they can live where they want. By not doing any harmto others, hopefully I can avoid having to be forgiven for anything.

The correct answer is A. This provides a clear example that isspecific to the issue at hand. The example defends the point of viewthat wrongdoings should not always be forgiven. Answer choice B relates somewhat to the thesis statement but does notprovide a concrete example to defend the author's point of view. Theworld may not have forgotten Napoleon, but this still does not showhow wrongdoings have or have not been forgiven in this instance.Answer C is not relevant to the issue. The author does not address thequestion.


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"Imagination is more important than knowledge..." —Albert Einstein



(A) Books taught me how to read, write, andeven how to play the piano. There are books available to teachalmost every skill we need to accomplish things in our day-to-daylives.

(B) My favorite book is Camille by

Alexander Dumas. Many elements in Camille are things that wesee and experience regularly in everyday life.

(C) In To Kill a Mockingbird by Harper

Lee, Scout and Jem learn an important lesson about racism andintegrity through their father Atticus Finch's actions. Only byexperiencing the trial do Scout and Jem learn how destructive racistattitudes can be and how difficult and rewarding it can be to do theright thing.

The correct answer is C. The author gives specific examples of thingsScout and Jem could not learn in a book. Just by reading this example,we can tell that the author feels that books are insufficient toconvey all knowledge. Choice A includes things that the author has learned from books, butit does not encompass everything, nor does it provide a response to apoint of view on the issue. Answer choice B does not provide anexample in relation to the issue. This choice is simply stating whatthe author's favorite book is, not relating back to the thesisstatement.


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"It is a mistake to try to look too far ahead. The chain of destinycan only be grasped one link at a time." —Sir Winston Churchill



(A) The greatest gift to humankind is theinvention of the Internet. This amazing tool puts incredible powerat our fingertips, giving us access to an infinite number of valuableresources from around the world.

(B) My sister Laurie is four years older than

I am. Growing up, Laurie always had freedoms that I didn't. She couldstay up later, received more allowance, and wasn't limited to PG-ratedmovies. Sometimes I wanted to scream that it was unfair, but I knewthat she had those advantages because she was older and more mature.It wouldn't help to throw a tantrum; instead, I decided to wait untilI was old enough to enjoy the freedoms Laurie had earned.

(C) Our society has evolved so that we rarely

have to wait for anything anymore. We have one-hour photo developingand laundry services, we can research information and purchase itemswithout leaving the house. Because of this immediate access to things,we have become less patient.

The correct answer is B. The author uses experience with an oldersibling to illustrate the idea that deciding to be patient and seeingthat decision through was a difficult, yet necessary step in thematuring process. This is a good example because nothing the writercould have done would have won him or her the freedoms Laurie had. Answer A is completely unrelated to the issue. The author indicatesthat the Internet is the greatest gift to humankind. This is amaterial thing, not a virtue. In answer C, patience is discussed, butthe example does not illustrate whether the author believes thatpatience is our greatest virtue.


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A B C D E

Quiz Time!A B C D E

Answers!A B C D E

Hints!Skill Lesson

Writing Lesson #6Organization and Focus



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Organization and Focus

Having a well-organized essay is crucial in order to get a good scoreon the SAT writing section. A succinct and effective essay requiresgood planning. You will have only 25 minutes to read the essay prompt,plan what you want to write, write the essay, and edit your work.

Managing Your Time It's getting down to the last couple minutes of the SAT essay, andyou've only written two paragraphs. Your heart is racing, and yourhand is cramped from scribbling down a confusing mess of words. "Icould have avoided this, if only I'd practiced managing my timebetter," you think. Managing time is as important as writing an organized essay. You canhave the best ideas in the world, but if you can't transfer thoseideas to paper, you won't score well on the SAT essay. The good newsis that you can learn to manage your time wisely. There are three maincategories to managing your time wisely: preparing to write, writingthe essay, and editing your work.

Preparing to Write (5 minutes maximum) Preparing to write should take no more than 5 minutes. Planning yourtime can be broken down into the following steps: 1. Circle the topic that is presented in the prompt.

This will be a question. 2. Decide what stance you will take on the topic.

You must choose a viewpoint and stick to it! Even if you change yourmind halfway through writing, stay with your original thought. Scoresfor the essay will be based on how well you defend your point of view,not whether or not your opinion agrees with that of the scorer.

3. Write down your thesis statement. Your thesis statement should be one complete sentence that clearlystates your position on the topic.

4. Jot down a few examples you can use to support your thesis.Examples can be from literature, history, personal experience, orpersonal observations. They must always be relevant and support yourthesis statement. Stay focused on the reason you are using thatexample: to prove why your thesis statement is valid.

Studyguide for the SAT Essay Organization and Focus

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Writing the Essay (15–18 minutes)

Writing the essay should take no more than 15–18 minutes. This willleave you a few minutes to edit your essay. By allowing a few minutesat the end of the time period, you will feel less frazzled whenwriting. Introductory Paragraph

The essay should start with an introductory paragraph that willcontain your thesis statement. It does not have to start with yourthesis statement, however. You could start with a relevant anecdote,quotation, analogy, or dialogue. By starting your essay in a creativeway, you draw the reader in and make him or her want to read more.Keep your introductory paragraph short(three to four sentences. Makesure it contains your single point of view(never defend both sides ofthe issue(on the prompt presented.

Body Paragraphs: Structure Each paragraph of the essay should be indented and clearly organized.Good internal organization means each paragraph contains a topicsentence, supporting details, and a transition to the next paragraph.We will go over transitions later in the lesson. Body Paragraphs: Sentence Structure Vary your sentence structure within paragraphs. Use sentences ofdifferent lengths and complexity to engage the reader; give yourwriting muscle by using strong verbs and the active voice. Make surethat details and examples are specific and that they support yourthesis statement. Using a diverse and sophisticated vocabulary willhelp you only if all words are used correctly. If you aren'tcompletely sure of a word's meaning, it's best not to use it. Stick towhat you know. Concluding Paragraph The essay should have a definite conclusion, leaving your readers tothink about the stance you have presented or eager to research thetopic further.


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General Essay Tips

Essays of 30 lines or longer generally get better scores than shorteressays do, since it usually takes that much time and space to stateand sufficiently prove a thesis. Make sure your writing is legible: ifyou are better at printing, print. If your cursive is clearer, writein cursive. No matter how brilliant your thesis, examples, andorganization, scorers will give you a zero if they cannot decipheryour writing. Editing Your Work (2–5 minutes) The last two to five minutes of the test should be reserved forediting your work. By going back and proofreading what you havewritten, you may catch errors in grammar that could affect your score.If you have time, go back and strengthen your vocabulary and sentencestructure throughout the essay.

The Writing Process

Don't feel intimidated. Many students are convinced that they cannotthink through and write a well-organized essay in so short a time. Thegood news is that essay writing is a skill that can be learned withpractice. Consider the following sample quotation and assignment:

"Better to remain silent and be thought a fool than to speak out andremove all doubt." Abraham Lincoln

Assignment:What is your view on the idea that people should speak their mind,even if they look foolish to others? Write and develop an essay inwhich your point of view on this issue is clearly defined. Supportyour point of view with examples and reasoning taken from yourstudies, personal experience, or observations.


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Before you answer the prompt, practice planning your essay. Thisshould take no longer than five minutes. There are two parts to theplanning phase: reading/thinking and plan development.Reading/thinking should take less than two minutes. Plan developmentshould take up to 3 minutes. During the reading/thinking phase, you will:

1. Read the prompt twice. Don't worry if you do not completelyunderstand the quote. It's just there to help you generate ideas.Focus on the assignment itself.

2. Circle the topic you will write about. In this case, "What is yourview on the idea that people should speak their mind, even if theylook foolish to others?" is the assigned topic.

3. Take a stance on the issue presented. Take one side or the other;don't discuss the virtues of both sides of the issue. Depending on theprompt, you will either agree or disagree, support or oppose the topicpresented. 4. Decide what sources you will use as examples to prove your point.Sources may include literary works, current or historical events,personal experience, or personal observations.

5. Decide what areas of society the issue may affect. This can includecultural, economic, social, physical, emotional, educational, andmental factors. By thinking about how the topic may affect differentaspects of our world, you can think of more powerful supportingpoints.

The plan development phase is for planning the body paragraphs of youressay. The essay does not have to be the standard five paragraphs, butit should contain paragraphs with two or three supporting points forthe thesis. During the plan development phase, you should: 1. Write a strong, one-sided thesis statement in response to the essayprompt. For the example above, you may write: "People should voicetheir own opinion, regardless of what others think." Make sure thethesis statement is one complete sentence.

2. Write down your ideas for two or three paragraphs. For example, youmay talk about the ethical implications of speaking your own mind. Youmay use an example from literature that illustrates how a characterspoke his or her mind and affected a future event positively.


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3. Jot down a topic sentence for each paragraph. A topic sentence forthe thesis above could be: "Individuals who voiced unpopular opinionsbrought about equal rights for African Americans."

4. Write transition words that you can use to connect your topicsentence to the example in the paragraph. See the lesson ontransitions.

5. Right after your transition comes an example. The above exercise may initially take you 10–15 minutes, but once youget the hang of it, you should be able to complete the thesisstatement and supporting examples within 3 minutes. Practice thisexercise well before the SAT testing date.


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Creating an Outline Outlining can be a quick and effective way to organize your essay.Writing an outline before you write your essay will tell you whatinformation each paragraph will contain. Since you have only a short amount of time to create your outline, youwill not be making a formal one with Roman numbers and capitalletters. Instead, yours needs to be a short sentence or phrase foreach of your topic sentences with phrases indented under each one forthe examples.

Use any blank space on the essay prompt page to jot down a briefoutline and refer to it to help you stay focused on your point of In the following examples, you will see formal outlines to give youpractice in organizing your information. To create an outline, startwith the topic of the essay and then create sub-points. Those sub-points are further divided into supporting details. The following is a good outline for the "voicing your own opinion" topic: I. People should voice their own opinion

A. Martin Luther King, Jr. 1. The Civil Rights Movement 2. Created controversy, but helped bring about lasting change

B. The Women's Suffrage Movement 1. United and empowered women nationwide 2. Led to women's right to vote, a freedom previously unavailable

C. In my life—protesting overpriced school lunches 1. Led to action on the part of the school board 2. Helped demonstrate that students have a voice too 3. Set an example for other students to take action on issues theyare concerned about

In the outline, there would be three main points and seven supporting points of one or two sentences each. Your outline should contain at least three main points to support the thesis of the essay. Remember: While you should always write your essay in complete sentences, your outline need only consist of phrases that remind you what to write about.

Studyguide for the SAT Creating an Outline

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Practice Exercise

Consider the following essay prompts, thesis statements, and the outlines that follow. Choose the best outline for the thesis statement that is presented.

Question 1. "Be great in act, as you have been in thought." William Shakespeare

Assignment:Are people's actions more important than their words or thoughts? Write anddevelop an essay in which your point of view on this issue is clearly defined.Support your point of view with examples and reasoning taken from your studies,personal experience, and observations.

Thesis: A person's value is defined by his or her actions, not by thoughts or words.

Which outline would work best with this topic?

(A) I. A person's value is defined by his or her actions, not by thoughts or words

A. I have always wanted to visit Japan 1. I am interested in Japanese art and music 2. I would like to learn more about Buddhism

B. Focusing on goals is extremely important 1. My mother wants to paint more but lacks the time 2. My brother plays trombone and hopes to make all-state in the band competition

(B) I. A person's value is defined by his or her actions, not by thoughts or words

A. Montgolfier brothers 1. Dreamed of flying 2. Through trial error, invented hot air balloon 3. Still credited with first flight today

B. President Washington 1. Knew where he wanted to take this country 2. Took action to fight the British 3. Known for becoming the first leader of this country

C. Me 1. My lifelong ambition to attend State University 2. Study hard to get good grades 3. Practicing to do well on SAT


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(C) I. A person's value is defined by his or her actions, not by thoughts or words

A. I auditioned and was cast in the school musical1. To get there, I had to work hard on my audition piece2. My range isn't great, but I did lots of other things to be worthy of the part

a. Took voice lessonsb. Worked on facial expressionsc. Learned lines thoroughlyd. Researched the characters

B. My trip to Bermuda 1. Did biological research on sea urchins 2. Learned a lot about the flora and fauna of the island 3. Went with 5 other students in honors biology

Outline B is the best. It starts with the essay thesis and then drawsmain points from historical figures and from personal experience. Eachmain point has relevant supporting details, which helps create a solidessay. The first outline is too general. The author plans to discussdifferent people's aspirations, but doesn't relate it back to thethesis statement or main idea of the essay. The third outline is toospecific. It focuses only on the author's experiences, and does notdraw in multiple sources to support the main point of the essay.


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Question 2. "I am still determined to be cheerful and happy, in whatever situation I may be;for I have also learned from experience that the greater part of our happinessor misery depends upon our dispositions, and not upon our circumstances." Martha Washington

Assignment:Can people choose to be happy regardless of their circumstances? Write anddevelop an essay in which your point of view on this issue is clearly defined.Support your point of view with examples and reasoning taken from your studies,personal experience, and observations.

Thesis: Even in the direst of circumstances, people can choose how they feel about their current situation. Which outline would work best with this topic?

(A) I. Even in the direst of circumstances, people can choose how they feel about their

current situation. A. War veterans

1. Some are never able to regain life after war 2. Others come home and move on to other things

B. My friend with a terminal cancer 1. Happiest person I've ever met 2. Focuses on acceptance and a sense of humor 3. Is happy for each day she is granted(chooses to focus on the small things

C. The Secret Life of Bees 1. Lily grew up in bad family situation, but she had hope 2. Never gave up on the possibilities(imagination

(B) I. Feelings about a situation

A. Can get over a bad situation at some point B. Acceptance of a situation

1. Accepting something you can't change helps 2. Sometimes acceptance and hope can go together

C. Learning to deal with things is an important lesson of life


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(C) I. People can choose how they feel about their current situation

A. The Diary of Anne Frank 1. Jewish girl during Holocaust 2. She was hidden from the Nazis in a family's attic 3. In order to pass the time and keep a record of her life, Anne wrote in a diary

a. Diary is still read worldwide b. She is a symbol of strength and courage during a trying time c. Diary gives insight into the strength and character of a Jewish girl during the Holocaustd. Anne was eventually found

The best choice is A. The outline shows main points to support thethesis, from history, literature, and the student's personalexperience. The main points are supported with details, creating awell-supported thesis statement. The second outline shows only the author's personal experience. Inorder to have a strong essay, you need to have supporting points fromat least two outside sources. The third outline is too specific. Itfocuses just on The Diary of Anne Frank , and does not provideother examples to support the thesis. While The Diary of AnneFrank is a good source to use, it should not be the only evidenceused to support the thesis statement.


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Question 3.

"Only the educated are free." Epictetus, Discourses

Assignment:Is education the key to freedom? Write and develop an essay in which your pointof view on this issue is clearly defined. Support your point of view withexamples and reasoning taken from your studies, personal experience, andobservations.

Thesis: Well-educated people have more freedoms than non-educated people. Which outline would work best with this topic?

(A) I. Well-educated people have more freedoms than non-educated people

A. Don't have to work for minimum wage 1. Fast food 2. Waiting tables 3. Picking fruit 4. Can work in a field you enjoy

a. Electrician b. Librarian c. Teacher

(B) I. Well-educated people have more freedoms than non-educated people

A. Going to college is a positive thing B. Getting a college degree can boost earning power C. People without college degrees have fewer options

1. Working for minimum wage 2. Can afford fewer things


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(C)

I. Well-educated people have more freedoms than non-educated people A. Less educated have fewer job choices

1. My older brother, a 10-year firefighter, lacks a college degree 2. A guy who came in after him was offered a senior position first because of his college degree 3. He rejected the promotion because he liked what he was doing

B. General perception of educated is favorable 1. My mother has always been gifted advertising writer 2. Had difficult time finding work without college degree 3. Got a degree, now has lots of job offers 4. Same skills, but diploma is more impressive

C. Education leads to higher pay, which enables more freedoms 1. Person with college degree makes about 30% more than person without degree in same job 2. People with money take more vacation, retire earlier, live longer

The best outline for this thesis is C. Examples are taken from thestudent's observations of his or her family. The student also citesstatistics that enable solid support of the thesis.

Outline A is too general, and focuses on different types of jobs, ofwhich there is a wide range. The second outline is too specific,because it focuses only on the benefits that college offers, not onthe freedom of the individual to choose a job that they enjoy.


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Question 4. "Envy is the ulcer of the soul." Socrates

Assignment:Is there ever justification for feeling envious of another person? Write anddevelop an essay in which your point of view on this issue is clearly defined.Support your point of view with examples and reasoning taken from your studies,personal experience, and observations.

Thesis: There are times when feelings of envy can yield positive results. Which outline would work best with this topic?

(A) I. There are times when feelings of envy can yield positive results

A. Jacob Have I Loved 1. Two sisters: Caroline pretty and musically gifted, Louise plainer and envious of sister 2. Louise finds talent as doctor to escape sister's shadow 3. Envy caused Louise to strive for greatness

B. Scientific competition 1. Scientists who are close to a discovery compete to be the first 2. They want to be remembered 3. Result is scientific advancements

C. Basketball team tryouts 1. My twin brother made the varsity basketball team and I was still on junior varsity 2. Began jogging and practicing more 3. I made the varsity team in the middle of last year

(B) I. There are times when feelings of envy can yield positive results.

A. My brother and I compete constantly 1. Sports 2. Grades 3. End result: We do better in school and on sports teams

B. Competing for attention from parents 1. Do more chores for higher allowance 2. Time spent volunteering in mom's office 3. Time spent with dad mowing lawn 4. End result: better relationship with parents

C. Competing for more freedoms 1. Better behavior, good grades mean later curfew


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(C) I. There are times when feelings of envy can yield positive results.

A. Envy leads to feelings of insecurity 1. Insecurity can make a person work harder to be accepted 2. A person who works harder can accomplish more

B. Feeling envious can affect a person's social life 1. Can make a person more self-aware 2. Can make a person work harder to make and keep friends

C. Feeling envious can cause tension in relationships 1. Envy may initially cause problems 2. A smart person learns from those problems and works to change 3. End result: Better person who has learned from his or her mistakes

Outline A has sources taken from history, literature, and personalexperience. These sources help to prove that the thesis statement forthe essay is valid. The outline is not overly specific, nor is it toogeneral. Outline B is too specific. It focuses just on envy within the familystructure, and does not bring in any outside sources. When creating anessay for the SAT, you should make sure to include at least two tothree outside sources to support your thesis statement. Outline C istoo general. It discusses envy in general, and does not providespecific examples in relation to the thesis statement.


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Question 5. "Nearly all men can stand adversity, but if you want to test a man's character,give him power." Abraham Lincoln

Assignment:Does power change people fundamentally? Write and develop an essay in which yourpoint of view on this issue is clearly defined. Support your point of view withexamples and reasoning taken from your studies, personal experience, andobservations.

Thesis: Anyone who is given too much power can become a danger to others.

Which outline would work best with this topic?

(A) I. Anyone who is given too much power can become a danger to others

A. Power causes people to feel superior to others 1. They begin making rules without regard for other people 2. They begin to judge people based on their personal preferences

B. People forget their family and friends 1. They put their own needs before those of others 2. They imagine that their success was achieved without any help or support

C. People are never satisfied with the amount of power they have 1. Power makes people feel entitled 2. There is never enough power for people who crave it

(B) I. Anyone who is given too much power can become a danger to others

A. Joseph Stalin 1. Executed thousands of his citizens 2. Caused thousands of people to starve 3. Kept his citizens under Communist rule

B. Communist rule led to uniformity of thought 1. No room for individuality 2. People who did not follow government rule were executed


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(C) I. Anyone who is given too much power can become a danger to others

A. Napoleon Bonaparte 1. Took over many countries as his craving for power expanded 2. Ruled Europe with unlimited power as he spread east to Russia 3. Armies only stopped by the Russian winter

B. Lord of the Flies by William Golding 1. Boys living on island with no rules or laws 2. Gradually become more savage and violent 3. Human nature is base; those with power don't have to obey rules that keep that nature in check

C. My junior-high gymnastics instructor 1. Thought only about his own reputation, not what was best for the health of his athletes 2. Led to athletes getting hurt 3. Lasting damage to his athletes' careers and his own

Outline C is the best option. It shows specific examples of how powerhas led to corruption through a historical figure, literary figuresand figure in the athletic community.

Outline A focuses on power in general, and does not give specificexamples of how too much power results in dangerous behavior andcorruption. Outline B talks specifically about Joseph Stalin andCommunism, but does not give other examples in relation to the thesisstatement.


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Starting Your Essay An introduction should draw the reader into the essay and make him orher want to read more. It should also contain your thesis statement.The introduction should be brief—one short paragraph. It can startwith a quotation, anecdote, question, or analogy. However you startyour essay, it should always lead up to the essay's thesis statement.The thesis statement should be visible and easy for the reader tofind.

Practice Exercise Read the following prompts and sample introductions. Choose the bestintroduction out of the three choices.


Assignment:Are people's actions more important than their words or thoughts? Write anddevelop an essay in which your point of view on this issue is clearly defined.Support your point of view with examples and reasoning taken from your studies,personal experience, and observations.

Which introduction would be most effective?

(A) I was backing slowly away from the dog, whose teeth werebared in anger. My friend Manny and I were delivering the newspaperto Mrs. Waterhouse, who had left my weekly check on her back porch.The dog lunged at me and bit down on my forearm. In a moment, Mannywas wrestling the dog to the ground and seconds later, the dog had runaway. To say that courage is important is one thing; to face dangercourageously is another. This is an example of how actions are moreimportant than words or thoughts.

Studyguide for the SAT Starting Your Essay

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(B) Actions do speak louder than words. Every day, people arefaced with certain decisions they must make, whether to take action orjust talk about what they want to do. What people actually accomplishmatters more than what they want to accomplish.

(C) I once went to the beach and got caught in the tide. Iwas carried a half mile out to sea, where the current moved meswiftly farther and farther from my family. I tried to remembereverything I had ever heard about situations like this, but all Icould manage was to keep my head above water. That was the scariestevent I ever experienced.

Introduction A is the best choice. It draws the reader in by providingan anecdote that relates to the thesis statement. Notice that thestory is a few sentences long and that the thesis statement sums upthe story nicely.

Introduction B is boring. It starts with a clear thesis statement, butdoes not effectively draw the reader in to the essay. It speaks invery broad terms, without creating a single picture or idea thatreaders can keep in their minds. Introduction C is interesting, butnever gets to a thesis statement. At the end of it, the reader stillcannot tell whether the writer things thoughts or actions are moreimportant. Maintain focus in your essay, without going off on atangent. Provide an immediate and specific response to the essayprompt.


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(A) For me, the carnival is the happiest place in the world.When I go to the town carnival each October, I feel a sense of joywhen riding the Ferris wheel, eating candied apples, and seeing allof the animals at the 4H center. I have attended the carnival everyyear since I was five years old, and plan to continue attending it foras long as I can. The carnival has the unique ability to make me feelas wondrous and excited as a five-year-old again.

(B) People can choose to be happy, no matter what theircircumstances. Many people, when faced with adversity, succumb todepression or a feeling of helplessness. There are many people,however, who live in dire circumstances but find a way to get by.Happiness is a choice, not something that requires money or a goodsituation to create.

(C) My grandmother took pride in being a tailor for fourdecades. She worked until crippling arthritis in her hands forcedher to retire. We worried that she would become depressed, butGrandmother immediately started volunteering at a local homelessshelter. She says that keeps her busy and gives her all the pride sheneeds. My grandmother's shift in attitude demonstrates that people canchoose to be happy, regardless of what is happening in their lives.


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Introduction C is the best choice. It starts with a short story thatrelates directly to the question presented in the prompt. The writerbuilds up to the definitive thesis statement, preparing the reader fora concise and deliberately stated opinion.

The first introduction is unrelated to the prompt. The writer may feelhappy when he or she attends a carnival, but the prompt refers tohappiness during difficult times. This anecdote has nothing to do withtrying circumstances. Option B is mundane, starting with a regularthesis statement but not intriguing the reader. SAT Essay scorers liketo see creativity in an essay, starting with the essay's introduction.


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Question 3.




(A) Education has been regarded as a priority for humankind forcenturies. Education has opened up opportunities for countries and thepeople who reside in them. Education has enabled people to becomeself-sufficient and to bring their living standards up to those ofthose in other nations. Education has enabled the freedom of manypeople throughout the world.

(B) "Are you finished with your application yet? The deadline is intwo weeks." My father has been hounding me about going to college,saying that it would give me more control over my life as an adult. Iusually ignore my father's "life advice," but looking at theemployment section of the newspaper changed my mind. Every job thatsounded interesting required at least a B.A.; those that didn't tendedto pay much lower. With an education, I'll have a lot more choices andopportunities(a lot more freedom.

(C) Plato, a student of Socrates thousands of years ago was animportant philosopher and man of letters. His ideas permeatedimportant circles of thought at the time, and are still taught andstudied to this day. Since his time, philosophers have built onPlato's ideas and used them as a model, to shape society.

Option B is the best, starting with a short glimpse into the author'slife. Dialogue is one creative way to open up the essay and lead tothe thesis statement. Option A, while not disastrous, could stand improvement. It discusseseducation in general, but is not specific enough in depicting howeducation has led to greater freedoms in different parts of the world.Option C is not directly related to the topic. Plato was a student ofSocrates, but the introduction does not create a relationship betweeneducation and freedom.


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(A) It's easy to feel envious of people who have things wedon't have. The gap between the very wealthy and very poor in oursociety is huge, and evidence of that gap is everywhere: inadvertisements, in popular culture, and driving down the street inexpensive cars. While reminders of our limitations can spur us on toachieve more, envy is usually a useless emotion.

(B) People do amazing things every day. From doctors topianists to diplomats, people accomplish feats(creating beautifulmusic or saving a life or working for peace between nations(that aretruly unique and that benefit our world. Whether they have theadmiration of others is immaterial: they do what they do because theylove it, and it fulfills them.

(C) My closest friend growing up was slightly better than Iwas at everything. Neil was always a half-inch taller, a fasterrunner, a better art student. As we grew older, I envied Neil more andmore. My family moved away and I visited him two years later. In thoseyears when we were apart, I had found my self-confidence and learnedto appreciate my own strengths without comparing them to anyoneelse's. Envy is an unjustifiable emotion that keeps people fromachieving their full potential.


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Introduction C is the most effective. It starts with a concise, yetheartfelt anecdote of the author's previous insecurity, and then tiesthe story into the author's conclusion: that envy is unjustifiable anddestructive.

Option A falls short of the kind of introduction you should strivefor. It isn't exactly riveting, since it lacks an image or idea thatstrikes the reader. Its biggest weakness, however, is the thesisstatement, which fails to answer the question, instead wavering onboth sides of the issue. It is unclear how option B addresses theprompt at all. It starts off with examples of people who contribute tosociety, but then only weakly ties in the idea of envy.


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Assignment:Does power change people fundamentally? Write and develop an essay in which yourpoint of view on this issue is clearly defined. Support your point of view withexamples and reasoning taken from your studies, personal experience, andobservations. Which introduction would be most effective?

(A) "Power corrupts. Absolute power corrupts absolutely."Lord Acton is famous for that quote. His feelings about therelationship between power and character are clear. I disagree.Character is the most basic part of a person, something that staysconstant throughout our lives. Whether power corrupts us depends onwhether we let it corrupt us. Power does not change peoplefundamentally; it just shows us more clearly what kind of characterlies beneath our words and actions.

(B) Power changes people by making them feel that they canget away with anything. Not only does power give a person authorityover other people's lives, but it gives a person the ability to changethe quality of life that many people lead. Many people who have thatkind of power find that they lack the judgment to handle it. Theybegin to lose perspective and forget that they are human, with ahuman's limitations and foibles.

(C) The most powerful person in the world is nothing withouther or his cabinet. The support staff of a powerful person is whatdefines how well a person does in office. Without a support staff, notmuch can get accomplished on a daily basis. So a single person reallydoesn't have that much power, but surrounds him or herself with peoplewhose job it is to help them make the best decisions.

The best choice is option A. It starts with a well-known quote thatrelates directly to the topic in the prompt. The writer then evaluatesthat quote and proceeds to explain why he or she disagrees with it.The paragraph culminates in a clear thesis statement that states thewriter's opinion about the question asked. Option B begins with the idea that power corrupts people, but it endsmaking the same people sound like victims of power. In between thosetwo extremes, it tends to ramble about changing people's lives. Thisparagraph lacks a clear direction. Option C is not directly related tothe topic, since it discusses the importance of a support staff, nothow power changes or does not change people.


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Transitions

Transitions move the reader from one idea to the next between orwithin paragraphs. They show how ideas are related to one another.These words indicate relationships between ideas in terms ofchronology, order of importance, and development. Transitions thatshow order of importance include:

least important least significantly more important more significantlymost important more significantlyfinally most significantlyalso for one reasoneven greater next greatest even more great last

Transitions that show chronological order include:

after in the course ofafterward whileas soon as in the meantimeat that momentbefore lastearlier laterduring long agonow meanwhileeventually moments laterfinally nextformerly presentlygradually sinceimmediately sooninitially untilthen whenwhenever

Studyguide for the SAT Transitions

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Transitions that show developmental order include:

accordingly for this reasonalong with furthermorealso in additionand in factanother indeedas a result moreoveras an illustration namelyas well nextbecause on account ofbesides on the other handconsequently sofinally thenfor example thereforefor instance thusin like manner too in the same way in contrast

Transition words are used as part of a sentence, both between andwithin paragraphs. To make a smooth connection between paragraphs,include a transition in the first sentence of the second paragraph tolink back to the first paragraph. The following example shows transitions both within and between paragraphs: Computers insinuate themselves into virtually every aspect of our lives. Not only do we write, play games, and communicate using computers, but we also interact with them in ways we aren't always aware of. Computers control the programs that air on our televisions, the commercials that come on between songs on the radio, the stoplights at busy intersections, as well as the power supplies to our homes, schools and businesses. As computers establish their prominence in everyday tasks , scientists are increasingly becoming aware of their immense learning potential.In the 1950's, Alan Turing created a computer that could play a gameof chess against a human. Over the years, computers improved at thegame and eventually, computer programs were just as adept at chess asmost people were.


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In the example, transitions within the paragraph include "notonly...but also" and "as well as." The transition between theparagraphs is underlined in green in the first sentence of the secondparagraph. The phrase "establish their prominence in everyday tasks"links back to the topic in the first paragraph of computers being in"every aspect of our lives."

As demonstrated in the sample, transitions can be used within asentence to indicate order or between paragraphs to move from onethought to the next. Transitions help with the flow of the essay.Without transitions from one idea to the next, the essay will seemchoppy and ideas will lack connection.


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Practice Exercise

Read the following sample prompts and paragraphs that require atransition sentence to link them. Decide what sentence should befilled in, and write it in the box.


Assignment:Are people's actions more important than their words or thoughts? Write anddevelop an essay in which your point of view on this issue is clearly defined.Support your point of view with examples and reasoning taken from your studies,personal experience, and observations. Dr. Martin Luther King, Jr. is indeed famous for his actions. For mostof his life, he took part in rallies for Civil Rights across theSouth. He marched and picketed and demonstrated with thousands ofothers to make his visions for America known. Many people still live today who heard Dr. King speak and who rememberclearly the strength of his words and the conviction with which hedelivered them. His "I Have a Dream" speech is still held up as anexample of brilliant oratory that drives home a powerful message.

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A sample transition sentence is shown underlined below: However, Dr. King's words had just as great an impact on Americansociety as his actions did. Many people still live today whoheard Dr. King speak and who remember clearly the strength of hiswords and the conviction with which he delivered them. His "I Have aDream" speech is still held up as an example of brilliant oratory thatdrives home a powerful message.


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Sometimes it's simply impossible to maintain one's happiness in theface of extreme adversity. Life is often full of pain that, as humansliving in human societies, we must bear. When I was in the eighthgrade, a classmate of mine lost his older brother, a senior in highschool, to meningitis, a fierce disease that can kill a seeminglyhealthy person in 12 hours. Could I have gone to my classmate andsaid, "You're choosing to be sad right now. All you have to do is makeup your mind to be happy and you will be"? Of course not! His griefconsumed him, which is natural. The book of Job is the story of a good man who God decides to test byslowly taking away everything that is important to him, includingwealth and then family. Job responds by grieving and complainingbitterly that he is a good person and does not deserve to suffer insuch a way. ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

A sample transition sentence is shown underlined below: The link between circumstance and sadness is also the subject of oneof the best-known biblical stories. The book of Job is the storyof a good man who God decides to test by slowly taking away everythingthat is important to him, including wealth and then family. Jobresponds by grieving and complaining bitterly that he is a good personand does not deserve to suffer in such a way.


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Question 3.



Mobabai lived in a small village in Nigeria. No one in his village hadever traveled more than thirty miles outside of the village. Mobabaiwas the first from his village to attend a university. Upongraduating, Mobabai returned to find that wealthy poachers werekilling valuable livestock that belonged to the villagers. The government banned the poachers from entering village lands. This illustrates how education led to freedom from great poverty for the people of a small Nigerian village. ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

A sample transition sentence is shown underlined below:: Since Mobabai had gone to a university and had experience workingwith the law in his classes at the university, he was able to enlistthe help of the Nigerian government to stop the poachers. Thegovernment banned the poachers from entering village lands. Thisillustrates how education led to freedom from great poverty for thepeople of a small Nigerian village.


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Envy is a useless emotion that causes people to lose sight of theirgoals. Envy is all too common among adolescents and teens in ourschools. There is often so much focus on the latest fashions andtechnology that students sometimes forget the greater goal of gettinga quality education. Unfortunately, kids tend to accept or rejectothers based on their material possessions, creating a culture ofhaves and have-nots and creating the impression that a person's valueis based on the t-shirt they're wearing to school. Rather thanfocusing on upcoming tests, students instead obsess over whether theirjeans are "too blue" or if they're faded just right.

Shakespeare's play Julius Caesar illustrates excellently how envy canlead to chaos. Declaring that Caesar is "too ambitious," Antony,Brutus and Cassius conspire to kill the leader because they envy hisimmense popularity. Their actions lead not just to Caesar's death, buthundreds of others as well, including those of Brutus and Cassius.

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A sample transition sentence is shown underlined below:

Just as envy is a common emotion that students wrestle with in day-to-day life and relationships, envy is also a topic that appearsfrequently in well-known literature. Shakespeare's play Julius Caesarillustrates excellently how envy can lead to chaos. Declaring thatCaesar is "too ambitious," Antony, Brutus and Cassius conspire to killthe leader because they envy his immense popularity. Their actionslead not just to Caesar's death, but hundreds of others as well,including those of Brutus and Cassius.


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Assignment:Does power change people fundamentally? Write and develop an essay in which yourpoint of view on this issue is clearly defined. Support your point of view withexamples and reasoning taken from your studies, personal experience, andobservations. Power does not make good people bad or make bad people good; rather,power makes a person's goodness or badness much clearer. For example,Eleanor Roosevelt was a powerful first lady with much more influencethan any first lady had ever had in history. She used that influencestrategically to make people's lives better. She pursued women'srights by helping female journalists get stories published at a timewhen women were at a severe disadvantage in the field. She broughtattention to the issues of Civil Rights, joblessness, and poverty.

Last week, my sister and I were walking our dog in the park and founda car with the rear door left open. It looked like the owner hadforgotten to close it. Inside, clearly visible, were some CDs andother things. It would have been the easiest thing to reach in andtake something and nobody would have caught us, but instead, my sisterwalked straight to the car, pushed the lock on the inside down, andslammed the door shut.

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A sample transition sentence is shown underlined below: But the term "power" doesn't necessarily have to mean power over a lotof people; it could be the opportunity, or power, to do something badwithout the risk of being caught.


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Wrapping It Up You're almost there! A conclusion should wrap up the essay and make thereader want to read more. An effective conclusion will leave the readerthinking about your ideas and deciding that your thesis was correct andwell defended. The conclusion should summarize the main idea of theessay, and can point the reader to further resources for moreinformation. There are two ways to write an effective conclusion. The first way is toremind the reader of the main idea of your essay (your point of view),and to review what you covered in the essay, all of which can be done inone short paragraph. The second effective method is to create an insightparagraph that states what you learned from a personal or observationalexperience. This type of concluding paragraph can receive a higher scoreif it shows depth of understanding on your part.

Studyguide for the SAT Wrapping It Up

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Practice Exercise

Choose the best conclusion for each of the five prompts.

Question 1. "Be great in act, as you have been in thought." William ShakespeareAssignment:Are people's actions more important than their words or thoughts? Write anddevelop an essay in which your point of view on this issue is clearly defined.Support your point of view with examples and reasoning taken from your studies,personal experience, and observations.

Which conclusion would be most effective?

(A) The motorboat incident taught me that safety is imperativein water sports. I used to tell my mother I'd be safe just so that she'dstop nagging me, but I've now learned that I have to put that thoughtinto action in order for it to be effective.

(B) In conclusion, any person with good intentions must takeaction to make it count. A person can talk about doing the right thing,but until they put their actions behind it, it is of limited value.

(C) People can learn to change. Change is not just limited tothose who put their mind to it, but anyone can take small steps towardslasting change each day.

Conclusion A is the best choice. It provides insight about what theauthor learned in relation to the incident they presented in previousparagraphs. This shows that the author has a deep understanding of thetopic presented in the essay. Conclusion B is a little bit weak. It restates the thesis well, but doesnot provide additional insight into the information presented in theessay. Option C is off-topic. The essay is not about creating change; itis about whether actions or thoughts are more important.


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(A) Once I was able to accept that I could not force theadmissions committee to admit me to the university, I felt a sense ofcalm and happiness about my circumstances. This caused all my worries todisappear.

(B) Happiness is therefore something that people can choose tofeel, not something that is based on circumstance. Even though theOlivers in the above example were very poor, they bonded together as afamily and showed that happiness could be achieved through consciouseffort.

(C) The last time Daniel felt happy was when he lived in Ohio.In Ohio, all of his family lived in the same house, and he did not feela sense of separation from the core of his life.

Conclusion B is the best choice, since it relates directly back to anexample in the essay. It also reviews the thesis statement, whichreminds the reader what the main point of the essay was. Option A is too weak. It ends abruptly, without reviewing the thesis orproviding insight into an experience presented in the essay. Option Cstrays from the type of content a conclusion should contain. Althoughthe character of "Daniel" may have felt happy in Ohio, these sentencesdo not belong at the end of the essay. This segment of writing belongstoward the beginning or middle of the essay, when an example ispresented that is directly related to the thesis statement.


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Question 3.




(A) The educated in Southeast Asia are therefore better offthan their less-educated countrymen.

(B) From these experiences, I learned that an education canopen up more opportunities for people than they otherwise would have.Education is crucial to having the freedom of choice, so I plan tocontinue my education. As a result, I will be able to choose aninteresting and challenging field and not be forced to do work Idislike.

(C) Freedom rang in Liberty Square. The Declaration ofIndependence had just been signed, and the new Americans could feel thatenormous, history-making change was occurring at that very moment. Choice B is the best. This concluding paragraph shows that the authorlearned a lesson from an experience. The lesson relates directly tothe main point of the essay, which is important to reiterate forreaders when concluding the essay. Choice A doesn't sum up the essayeffectively. While an example concerning Southeast Asia may have beenused in the essay, the writer ends the essay too abruptly with thisconclusion. A good strategy would have been to tie the example ofSoutheast Asia back in to the thesis and to end the essay moregradually. Conclusion C gets off topic and, while it creates a niceimage, it does not clearly relate to the thesis or sum up the writer'spoint of view.


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(A) The argument with Carla taught me that envy itself isn'tnecessarily bad, but what a person does with it can be bad or good. Myenvy of Carla's position on the soccer team drove me to look closer atmyself and decide whether I really wanted to play soccer. Carla and Italked it out and our friendship survived, but it was tough facing myown envy head-on.

(B) In addition to envy, I also feel that rage is adestructive emotion that can destroy relationships. Envy and anger arenatural emotions and are unavoidable in a society in which individualsconstantly relate to one another. However, they are also emotions thathave a lot of power and are often not worth the consequences.

(C) In conclusion, a sense of envy is something that everyonefeels at one time or another. I think that by expressing what a personfeels, they can get their feelings out in the open before thosefeelings turn into a deep resentment that can change the nature of therelationship.

Conclusion A is the best option. The author relates back to an examplefrom the essay and provides insight into what they learned from theexperience. Conclusion B goes into a discussion of a differentemotion, without focusing solely on the main point of the essay.Option C is only vaguely related to the topic and does not clearlyrestate the thesis, answering the question, "Is envy ever justified?"Most people would agree with the writer's last words on the subject,but they don't really have much to do with envy.


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Assignment:Does power change people fundamentally? Write and develop an essay in which yourpoint of view on this issue is clearly defined. Support your point of view withexamples and reasoning taken from your studies, personal experience, andobservations.


(A) All people are, therefore, affected by power. It takes acertain type of personality to be overcome by power.

(B) Power can be found from the corporate ladder to theeducational system. I've learned that people can be sneaky sometimes, soI keep an eye out for that when I tutor kids at the elementary school.

(C) Even the people with the best intentions can therefore beovercome by responsibility and an ego can grow when the person is placedin a position of authority. Power changes people, but not always for thebetter.

The best choice is the option C. The author has just presented anexample and wrapped it up with an allusion to what has already beenwritten. The first sentence summarizes the point of the essay. In thelast sentence, the author restates the thesis statement. This leavesthe reader thinking about the main idea presented in the essay. ChoiceA is too weak, referring to power and an individual's personality, butnot relating directly to a thesis statement. These sentences would notform an effective conclusion, since the second sentence would fallsomewhere in the middle of the essay. Choice B is off-topic. Itdiscusses the author's personal experience but does not restate in anyway the main point of the essay.


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Hints!Skill Lesson

Writing Lesson #7Use of Language



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USE OF LANGUAGE AND VOCABULARY

College Board essay readers are trained to reward students who use a"varied, accurate, and apt vocabulary." With so many words to choosefrom, which are the best? In theory your vocabulary choices are almostlimitless. In practice, however, there is a relatively small group ofwords that lend themselves to the type of essay you will be writingfor the SAT. Because these words are descriptive and precise, theywill help make your writing clear and authoritative. It is important,though, to use such words correctly. Essay readers will not beimpressed by essays sprinkled with sophisticated words that are usedincorrectly. Learn their exact meanings, and use them correctly inyour essay.

Here is a list of descriptive words that can helpraise your score.

Words to describe personality types

1. EGOTIST — a self-centered person who is devoted to his or her own interests2. ALTRUIST — a generous person who is devoted to helping others3. INTROVERT — a shy, private person4. EXTROVERT — an outgoing, sociable person5. PRAGMATIST — a practical person

Words to describe people who are honest or dishonest

6. VIRTUOUS — very moral, righteous7. CANDID — very open and honest8. VENAL — very corrupt, willing to accept bribes9. UNSCRUPULOUS — very immoral, unprincipled

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Words to describe people who are mature or immature

10. LEVEL-HEADED — sensible, poised11. PRUDENT — showing good judgment, thoughtful12. SOPHOMORIC — juvenile, childish13. CALLOW — infantile, very immature

Words to describe people who are brave or cowardly

14. TIMOROUS — very shy15. CRAVEN — very cowardly16. INTREPID — very brave17. AUDACIOUS — very bold

Words to describe people who can and cannot make up their minds

18. DECISIVE — able to reach a firm decision19. RESOLUTE — very determined20. VACILLATE — to waver back and forth21. AMBIVALENT — to have mixed feelings

Words to describe the thrill of victory and the agony of defeat

22. ELATED — very happy23. ECSTATIC — delirious with joy24. DEJECTED — downcast and gloomy25. DESPONDENT — feeling that all hope is lost

Words to describe situations involving deception

26. CLANDESTINE — secret, hidden27. NEFARIOUS — extremely wicked, villainous28. PERFIDIOUS — disloyal, treacherous29. STRATAGEM — a clever scheme or trick designed to attain a goal

Words to describe people who are fun to be with

30. AFFABLE — very friendly, pleasant31. VIVACIOUS — filled with life, fun-loving32. GREGARIOUS — very sociable, outgoing33. OPTIMISTIC — having a hopeful outlook on life, seeing only good things


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Words to describe people who aren't fun to be with

34. PESSIMISTIC — having a gloomy outlook on life, seeing only bad things35. EXASPERATING — very irritating, annoying36. SUPERCILIOUS — very arrogant, haughty, stuck-up37. CANTANKEROUS — very grouchy, cranky

Words to describe feelings

38. DISTRAUGHT — filled with anxiety, very worried39. APATHETIC — uninterested, unfeeling40. ZEALOUS — very passionate, fervent41. ANIMOSITY — great dislike, ill will42. EMPATHY — great compassion, sympathy

Words to describe good and bad speakers

43. ELOQUENT — very articulate, vividly expressive44. LUCID — very clear, easy to follow45. LOQUACIOUS — very talkative46. PERSUASIVE — very convincing, compelling47. CONVOLUTED — very intricate, twisted, difficult to follow

Words to describe people who have energy or lack energy

48. VIGOROUS — very active, energetic49. ARDENT — filled with passion, great fervor50. LETHARGIC — lazy, drowsy


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Question 1 Which of the following words means uninterested or unfeeling ?

(A) apathetic

(B) affable

(C) clandestine

(D) despondent

Question 2 Which of the following words means disloyal or treacherous ?

(A) lethargic

(B) pessimistic

(C) perfidious

(D) supercilious

Question 3 Which of the following words means very talkative?

(A) persuasive

(B) audacious

(C) ecstatic

(D) loquacious

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Question 4 Which of the following words means feeling that all hope is lost ?

(A) ambivalent

(B) resolute

(C) intrepid

(D) despondent

Question 5 Which of the following words means a self-centered person ?

(A) altruist

(B) egotist

(C) extrovert

(D) introvert

Question 6 Which of the following words means delirious with joy ?

(A) ecstatic

(B) vivacious

(C) zealous

(D) lucid


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Question 7 Which of the following words means lazy or drowsy?

(A) ardent

(B) venal

(C) lethargic

(D) lucid

Question 8 Which of the following words means very moral or righteous ?

(A) venal

(B) virtuous

(C) prudent

(D) intrepid

Question 9 Choose the word that best completes this sentence: Harry tried to coax the ______ kitten out of its hiding place.

(A) gregarious

(B) timorous

(C) nefarious

(D) zealous


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Question 10 Choose the word that best completes this sentence: Sarah is too much of an ______ to come to the party.

(A) intrepid

(B) egotist

(C) ardent

(D) introvert


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"Apathetic" means "uninterested or unfeeling." "Affable" means "very friendly and pleasant." "Clandestine" means "secret or hidden." "Despondent" means "feeling that all hope is lost." The answer is A.


"Perfidious" means "disloyal or treacherous." "Lethargic" means "lazy or drowsy." "Pessimistic" means "having a gloomy outlook on life." "Supercilious" means "very arrogant or stuck-up."

The answer is C. Question 3. The answer is (D).Explanation for Question 3:

"Loquacious" means "very talkative." "Persuasive" means "very convincing or compelling." "Audacious" means "very bold." "Ecstatic" means "delirious with joy." The answer is D.


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"Despondent" means "feeling that all hope is lost." "Ambivalent" means "having mixed feelings." "Resolute" means "very determined." "Intrepid" means "very brave." The answer is D. Question 5. The answer is (B).Explanation for Question 5:

An "egotist" is a self-centered person. An "altruist" is a generous person who is devoted to helping others. An "extrovert" is an outgoing, sociable person. An "introvert" is a shy, private person. The answer is B. Question 6. The answer is (A).Explanation for Question 6:

"Ecstatic" means "delirious with joy." "Vivacious" means "fun-loving and filled with life." "Zealous" means "very passionate or fervent." "Lucid" means "very clear and easy to follow."

The answer is A. Question 7. The answer is (C).Explanation for Question 7:

"Lethargic" means "lazy or drowsy." "Ardent" means "filled with passion or great fervor." "Venal" means "very corrupt and willing to accept bribes." "Lucid" means "very clear and easy to follow." The answer is C.


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"Virtuous" means "very moral or righteous." "Venal" means "very corrupt and willing to accept bribes." "Prudent" means "showing good judgment, or thoughtful." "Intrepid" means "very brave."

The answer is B. Question 9. The answer is (B).Explanation for Question 9:

"Timorous" means "very shy." "Gregarious" means "very sociable and outgoing." "Nefarious" means "extremely wicked or villainous." "Zealous" means "very passionate or fervent." The answer is B. Question 10. The answer is (D).Explanation for Question 10:

An "introvert" is a shy, private person. "Intrepid" means "very brave." An "egotist" is a self-centered person. "Ardent" means "filled with passion or great fervor." The answer is D.


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Question 1 Which of the following words means able to make a firm choice ?

(A) ambivalent

(B) decisive

(C) optimistic

(D) prudent

Question 2 Which of the following words means very friendly and pleasant?

(A) supercilious

(B) apathetic

(C) callow

(D) affable

Question 3 Which of the following words means a practical person ?

(A) pragmatist

(B) extrovert

(C) altruist

(D) stratagem

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Question 4 Which of the following words means very sociable and outgoing ?

(A) gregarious

(B) nefarious (C) ecstatic

(D) eloquent

Question 5 Which of the following words means showing good judgment, or thoughtful ?

(A) callow

(B) prudent

(C) intrepid

(D) resolute

Question 6 Which of the following words means to waver back and forth?

(A) resolute

(B) clandestine

(C) exasperating

(D) vacillate


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Question 7 Which of the following words means very arrogant or stuck-up?

(A) supercilious

(B) cantankerous

(C) convoluted

(D) loquacious

Question 8 Which of the following words means filled with passion or great fervor ?

(A) lucid

(B) affable

(C) ardent

(D) optimistic

Question 9 Choose the word that best completes this sentence: The puppy was ______ and playful.

(A) lucid

(B) zealous

(C) lethargic

(D) vigorous


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Question 10 Choose the word that best completes this sentence: Michelle felt ______ after she lost her job.

(A) nefarious

(B) venal

(C) dejected

(D) unscrupulous


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"Decisive" means "able to make a firm choice." "Ambivalent" means "having mixed feelings." "Optimistic" means "having a hopeful outlook on life." "Prudent" means "showing good judgment, or thoughtful."

The answer is B. Question 2. The answer is (D).Explanation for Question 2:

"Affable" means "very friendly and pleasant." "Supercilious" means "very arrogant or stuck-up." "Apathetic" means "uninterested or unfeeling." "Callow" means "very immature." The answer is D.


A "pragmatist" is a practical person. An "extrovert" is an outgoing, sociable person. An "altruist" is a generous person who is devoted to helping others. A "stratagem" is "a clever scheme designed to attain a goal."

The answer is A.


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"Gregarious" means "very sociable and outgoing." "Nefarious" means "extremely wicked or villainous." "Ecstatic" means "delirious with joy." "Eloquent" means "very articulate or vividly expressive." The answer is A. Question 5. The answer is (B).Explanation for Question 5:

"Prudent" means "showing good judgment, or thoughtful." "Callow" means "very immature." "Intrepid" means "very brave." "Resolute" means "very determined." The answer is B. Question 6. The answer is (D).Explanation for Question 6:

"Vacillate" means "to waver back and forth." "Resolute" means "very determined." "Clandestine" means "secret or hidden." "Exasperating" means "very irritating or annoying." The answer is D. Question 7. The answer is (A).Explanation for Question 7:

"Supercilious" means "very arrogant or stuck-up." "Cantankerous" means "very grouchy or cranky." "Convoluted" means "very intricate and difficult to follow." "Loquacious" means "very talkative." The answer is A.


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"Ardent" means "filled with passion or great fervor." "Lucid" means "very clear and easy to follow." "Affable" means "very friendly and pleasant." "Optimistic" means "having a hopeful outlook on life."


"Vigorous" means "very active and energetic." "Lucid" means "very clear and easy to follow." "Zealous" means "very passionate or fervent." "Lethargic" means "lazy or drowsy."

The answer is D. Question 10. The answer is (C).Explanation for Question 10:

"Dejected" means "downcast and gloomy." "Nefarious" means "extremely wicked or villainous." "Venal" means "very corrupt and willing to accept bribes." "Unscrupulous" means "very immoral and unprincipled." The answer is C.


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Question 1 Which of the following words means a generous person who is devoted to helping others ?

(A) extrovert

(B) altruist

(C) egotist

(D) candid

Question 2 Which of the following words means very immoral and unprincipled ?

(A) callow

(B) craven

(C) unscrupulous

(D) sophomoric

Question 3 Which of the following words means very brave?

(A) craven

(B) candid

(C) ardent

(D) intrepid

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Question 4 Which of the following words means very articulate or vividly expressive ?

(A) lucid

(B) eloquent

(C) vivacious

(D) loquacious

Question 5 Which of the following words means great dislike or ill will ?

(A) animosity

(B) empathy

(C) callow

(D) stratagem

Question 6 Which of the following words means sensible and poised ?

(A) sophomoric

(B) level-headed

(C) candid

(D) resolute


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Question 7 Which of the following words means extremely wicked or villainous ?

(A) nefarious

(B) timorous

(C) audacious

(D) ambivalent

Question 8 Which of the following words means very open and honest?

(A) callow

(B) candid

(C) venal

(D) lucid

Question 9 Choose the word that best completes this sentence: Gary's ______ uncle complained throughout the meal.

(A) cantankerous

(B) apathetic

(C) vivacious

(D) lethargic


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Question 10 Choose the word that best completes this sentence: No one could follow the movie's ______ plot.

(A) loquacious

(B) ambivalent

(C) convoluted

(D) decisive


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An "altruist" is a generous person who is devoted to helping others. An "extrovert" is an outgoing, sociable person. An "egotist" is a self-centered person. "Candid" means "very open and honest." The answer is B. Question 2. The answer is (C).Explanation for Question 2:

"Unscrupulous" means "very immoral and unprincipled." "Callow" means "very immature." "Craven" means "very cowardly." "Sophomoric" means "juvenile or childish."


"Intrepid" means "very brave." "Craven" means "very cowardly." "Candid" means "very open and honest." "Ardent" means "filled with passion or great fervor." The answer is D.


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"Eloquent" means "very articulate or vividly expressive." "Lucid" means "very clear and easy to follow." "Vivacious" means "fun-loving and filled with life." "Loquacious" means "very talkative." The answer is B. Question 5. The answer is (A).Explanation for Question 5:

"Animosity" means "great dislike or ill will." "Empathy" means "great compassion." "Callow" means "very immature." A "stratagem" is "a clever scheme designed to attain a goal." The answer is A. Question 6. The answer is (B).Explanation for Question 6:

"Level-headed" means "sensible and poised." "Sophomoric" means "juvenile or childish." "Candid" means "very open and honest." "Resolute" means "very determined." The answer is B. Question 7. The answer is (A).Explanation for Question 7:

"Nefarious" means "extremely wicked or villainous." "Timorous" means "very shy." "Audacious" means "very bold." "Ambivalent" means "having mixed feelings." The answer is A.


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"Candid" means "very open and honest." "Callow" means "very immature." "Venal" means "very corrupt and willing to accept bribes." "Lucid" means "very clear and easy to follow." The answer is B. Question 9. The answer is (A).Explanation for Question 9:

"Cantankerous" means "very grouchy or cranky." "Apathetic" means "uninterested or unfeeling." "Vivacious" means "fun-loving and filled with life." "Lethargic" means "lazy or drowsy." The answer is A. Question 10. The answer is (C).Explanation for Question 10:

"Convoluted" means "very intricate and difficult to follow." "Loquacious" means "very talkative." "Ambivalent" means "having mixed feelings." "Decisive" means "able to make a firm choice." The answer is C.


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Question 1 Which of the following words means juvenile or childish ?

(A) prudent

(B) sophomoric

(C) optimistic

(D) craven

Question 2 Which of the following words means very bold?

(A) audacious

(B) timorous

(C) vigorous

(D) virtuous

Question 3 Which of the following words means very determined ?

(A) ambivalent

(B) pessimistic

(C) resolute

(D) apathetic

Studyguide for the SAT Skill Quiz D: Use of Language

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Question 4 Which of the following words means secret or hidden ?

(A) candid

(B) callow

(C) convoluted

(D) clandestine

Question 5 Which of the following words means filled with anxiety or very worried ?

(A) apathetic

(B) distraught

(C) perfidious

(D) ambivalent

Question 6 Which of the following words means having a hopeful outlook on life ?

(A) optimistic

(B) elated

(C) ecstatic

(D) vivacious


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Question 7 Which of the following words means very irritating or annoying ?

(A) timorous

(B) intrepid

(C) exasperating

(D) affable

Question 8 Which of the following words means an outgoing, sociable person ?

(A) extrovert

(B) egotist

(C) altruist

(D) stratagem

Question 9 Choose the word that best completes this sentence: Maria was ______ when she won a car in the contest.

(A) craven

(B) dejected

(C) elated

(D) venal


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Question 10 Choose the word that best completes this sentence: I agreed with Sanjay because his argument was very ______.

(A) unscrupulous

(B) sophomoric

(C) affable

(D) persuasive


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"Sophomoric" means "juvenile or childish." "Prudent" means "showing good judgment, or thoughtful." "Optimistic" means "having a hopeful outlook on life." "Craven" means "very cowardly." The answer is B. Question 2. The answer is (A).Explanation for Question 2:

"Audacious" means "very bold." "Timorous" means "very shy." "Vigorous" means "very active and energetic." "Virtuous" means "very moral or righteous." The answer is A. Question 3. The answer is (C).Explanation for Question 3:

"Resolute" means "very determined." "Ambivalent" means "having mixed feelings." "Pessimistic" means "having a gloomy outlook on life." "Apathetic" means "uninterested or unfeeling." The answer is C.


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"Clandestine" means "secret or hidden." "Candid" means "very open and honest." "Callow" means "very immature." "Convoluted" means "very intricate and difficult to follow." The answer is D. Question 5. The answer is (B).Explanation for Question 5:

"Distraught" means "filled with anxiety or very worried." "Apathetic" means "uninterested or unfeeling." "Perfidious" means "disloyal or treacherous." "Ambivalent" means "having mixed feelings." The answer is B. Question 6. The answer is (A).Explanation for Question 6:

"Optimistic" means "having a hopeful outlook on life." "Elated" means "very happy." "Ecstatic" means "delirious with joy." "Vivacious" means "fun-loving and filled with life." The answer is A. Question 7. The answer is (C).Explanation for Question 7:

"Exasperating" means "very irritating or annoying." "Timorous" means "very shy." "Intrepid" means "very brave." "Affable" means "very friendly and pleasant." The answer is C.


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An "extrovert" is an outgoing, sociable person. An "egotist" is a self-centered person. An "altruist" is a generous person who is devoted to helping others. A "stratagem" is "a clever scheme designed to attain a goal."


"Elated" means "very happy." "Craven" means "very cowardly." "Dejected" means "downcast and gloomy." "Venal" means "very corrupt and willing to accept bribes." The answer is C. Question 10. The answer is (D).Explanation for Question 10:

"Persuasive" means "very convincing or compelling." "Unscrupulous" means "very immoral and unprincipled." "Sophomoric" means "juvenile or childish." "Affable" means "very friendly and pleasant." The answer is D.


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Question 1 Which of the following words means very clear and easy to follow ?

(A) eloquent

(B) lucid

(C) ardent

(D) decisive

Question 2 Which of the following words means very immature ?

(A) candid

(B) elated

(C) callow

(D) zealous

Question 3 Which of the following words means great compassion ?

(A) clandestine

(B) stratagem

(C) animosity

(D) empathy

Studyguide for the SAT Skill Quiz E: Use of Language

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Question 4 Which of the following words means very passionate or fervent ?

(A) zealous

(B) vivacious

(C) supercilious

(D) cantankerous

Question 5 Which of the following words means having mixed feelings ?

(A) resolute

(B) distraught

(C) ambivalent

(D) timorous

Question 6 Which of the following words means very cowardly?

(A) callow

(B) craven

(C) venal

(D) affable


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Question 7 Which of the following words means having a gloomy outlook on life ?

(A) apathetic

(B) resolute

(C) pessimistic

(D) cantankerous

Question 8 Which of the following words means fun-loving and filled with life ?

(A) vivacious

(B) gregarious

(C) loquacious

(D) virtuous

Question 9 Choose the word that best completes this sentence: The police officer was sure that the ______ mayor would accept a bribe.

(A) venal

(B) persuasive

(C) convoluted

(D) prudent


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Question 10 Choose the word that best completes this sentence: We carefully developed a ______ to trick our opponents.

(A) lucid

(B) pragmatist

(C) stratagem

(D) clandestine


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"Lucid" means "very clear and easy to follow." "Eloquent" means "very articulate or vividly expressive." "Ardent" means "filled with passion or great fervor." "Decisive" means "able to make a firm choice." The answer is B. Question 2. The answer is (C).Explanation for Question 2:

"Callow" means "very immature." "Candid" means "very open and honest." "Elated" means "very happy." "Zealous" means "very passionate or fervent." The answer is C. Question 3. The answer is (D).Explanation for Question 3:

"Empathy" means "great compassion." "Clandestine" means "secret or hidden." A "stratagem" is "a clever scheme designed to attain a goal." "Animosity" means "great dislike or ill will." The answer is D.


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"Zealous" means "very passionate or fervent." "Vivacious" means "fun-loving and filled with life." "Supercilious" means "very arrogant or stuck-up." "Cantankerous" means "very grouchy or cranky." The answer is A. Question 5. The answer is (C).Explanation for Question 5:

"Ambivalent" means "having mixed feelings." "Resolute" means "very determined." "Distraught" means "filled with anxiety or very worried." "Timorous" means "very shy." The answer is C. Question 6. The answer is (B).Explanation for Question 6:

"Craven" means "very cowardly." "Callow" means "very immature." "Venal" means "very corrupt and willing to accept bribes." "Affable" means "very friendly and pleasant." The answer is B. Question 7. The answer is (C).Explanation for Question 7:

"Pessimistic" means "having a gloomy outlook on life." "Apathetic" means "uninterested or unfeeling." "Resolute" means "very determined." "Cantankerous" means "very grouchy or cranky." The answer is C.


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"Vivacious" means "fun-loving and filled with life." "Gregarious" means "very sociable and outgoing." "Loquacious" means "very talkative." "Virtuous" means "very moral or righteous." The answer is A. Question 9. The answer is (A).Explanation for Question 9:

"Venal" means "very corrupt and willing to accept bribes." "Persuasive" means "very convincing or compelling." "Convoluted" means "very intricate and difficult to follow." "Prudent" means "showing good judgment, or thoughtful."


A "stratagem" is "a clever scheme designed to attain a goal." "Lucid" means "very clear and easy to follow." A "pragmatist" is a practical person. "Clandestine" means "secret or hidden."

The answer is C.


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Writing Lesson #8Sentence Structure



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SENTENCE STRUCTURE VARIETY

Your essay for the New SAT will be judged on much more than your useof vocabulary, of course. The sentence structure you use must be asvaried and as interesting as your vocabulary.

The four sentence structures are:

1. Simple: 1 independent clause (contains 1 subject, which can becompound, and 1 predicate, which can be compound) Example: I went to the store.

2. Compound: 2 or more independent clauses, usually joined by acoordinating conjunction Example: Bob went to the mall, and Alice went to the drycleaners.

3. Complex: 1 independent clause and at least 1 dependent clause (agroup of words that has both a subject and predicate but that can'tstand on its own) Example: Although I love the movies, I passed up a trip to thetheater this afternoon.

4. Compound-Complex: 2 or more independent clauses, usually joined bya coordinating conjunction, and at least 1 dependent clause Example: When I go to school each day, I drive the car that myparents bought me, but in return, I must drive my younger brother.

You should use all of these sentence structures to give your writingvariety and clarity.

Exercise:

In the box provided, rewrite the following sentences as instructed.answer.

Question 1 Combine these two simple sentences to make a compound sentence: Land use is a controversial issue. Even farmers have differingopinions about it.

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Land use is a controversial issue, and even farmers have differingopinions about it.

Question 2 Combine these two simple sentences to make a complex sentence: Some farmers are eager to sell their land to developers. Others wantto preserve their farms and ranches.

While some farmers are eager to sell their land to developers, otherswant to preserve their farms and ranches.

Question 3 Combine these three simple sentences to make a compound-complexsentence: My grandfather has been a farmer for more than 50 years. He believesthat farming is a good way of life. He hopes that his land will alwaysbe farmed.

My grandfather has been a farmer for more than 50 years, and becausehe believes that farming is a good way of life, he hopes that his landwill always be farmed.

Question 4 Combine these sentences to make one compound, complex, or compound- complex sentence: A growing population drives up demand for land. Increased demand leadsto increased prices.


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A growing population drives up demand for land, causing prices toincrease. (compound)

Question 5 Combine these sentences to make one compound, complex, or compound- complex sentence: Some farmers choose to sell their land in spite of regrets. They canbecome wealthy by selling their land. They cannot become wealthy byfarming it.

Despite regrets, some farmers choose to sell their land to becomewealthy, because they cannot become wealthy by farming it. (compound-complex)


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Question 1 Which of the following combines these sentences to make a complex sentence? The American bison is a member of the bovid family. This family also includes cattle, sheep, and goats.

(A) The American bison is a member of the bovid family, which also includes cattle, sheep, and goats.

(B) The American bison is a member of the bovid family, and this family also includes cattle, sheep, and goats.

Question 2 Which of the following combines these sentences to make a compound sentence?

The bison is the largest land animal in North America. Females are considerably smaller than males.

(A) The bison is the largest land animal in North America, but females are considerably smaller than males.

(B) The bison is the largest land animal in North America even though females are considerably smaller than males.

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Question 3 Which of the following combines these sentences to make a complex sentence?

One large, free-ranging herd of bison lives in Yellowstone National Park. Visitors can see them grazing on the open plains.

(A) One large, free-ranging herd of bison lives in Yellowstone National Park; visitors can see them grazing on the open plains.

(B) One large, free-ranging herd of bison lives in Yellowstone National Park, where visitors can see them grazing on the open plains.

Question 4 Which of the following combines these sentences to make a compound sentence? A bison's horns are permanent, bony growths, unlike a deer's antlers. Both male and female bison have them.

(A) A bison's horns are permanent, bony growths, unlike a deer's antlers, and both male and female bison have them.

(B) A bison's horns are permanent, bony growths, unlike a deer's antlers: both male and female bison have them.


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Question 5 Which of the following combines these sentences to make a compound-complex sentence? The bison was nearly extinct at one time. They are no longer endangered. Today most bison live in national parks or on privately owned land.

(A) The bison was nearly extinct at one time, they are no longer endangered, today most bison live in national parks or on privately owned

land.

(B) Although the bison was nearly extinct at one time, it is no longer endangered, and today it lives mainly in national parks or on

privately owned land.

Question 6 Which of the following combines these sentences to make a complex sentence? Privately owned bison herds are found in nearly every state. Historically, their natural range was more limited.

(A) Privately owned bison herds are found in nearly every state although, historically, their natural range was more limited.

(B) Privately owned bison herds are found in nearly every state, and, historically, their natural range was more limited.


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Question 7 Which of the following most effectively combines these sentences? A female bison usually has just one calf at a time. Occasionally two calves are born at the same time.

(A) A female bison usually has just one calf at a time, and occasionally two calves are born at the same time.

(B) A female bison usually has just one calf at a time; however, occasionally two calves are born at the same time.

Question 8 Which of the following most effectively combines these sentences? Bison are massive and heavy. They are excellent swimmers. They are very buoyant.

(A) Bison are massive and heavy, and they are excellent swimmers, and they are very buoyant.

(B) Bison are massive and heavy, yet they are excellent swimmers because they are very buoyant.

Question 9 Which of the following most effectively combines these sentences? Bison can survive in snowy conditions. They use their hooves and heads to scrape snow off of vegetation.

(A) Bison can survive in snowy conditions, and they use their hooves and heads to scrape snow off of vegetation.

(B) Bison can survive in snowy conditions since they use their hooves and heads to scrape snow off of vegetation.


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Question 10 Which of the following most effectively combines these sentences? Bison most often live on plains. They sometimes live in wooded areas. One sign of their presence is tree bark worn smooth by a bison's rubbing.

(A) Bison most often live on plains, but they sometimes live in wooded areas, where they wear the tree bark smooth by rubbing it.

(B) Although, bison most often live on plains, they sometimes live in wooded areas, and it is here that they wear the tree bark smooth by rubbing it.


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What word could you use to make the second sentence a dependent clause?


What subordinating conjunction could be used to join the two sentences?




Which coordinating conjunction could best join these two sentences?


Which sentence could best be made into a dependent clause?




What kind of conjunction could best be used to join the two sentences?




What kind of conjunction could best be used to join the two sentences?


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The answer is A. The American bison is a member of the bovid family, which also includes cattle, sheep, and goats. Question 2. The answer is (A).Explanation for Question 2:

The answer is A. The bison is the largest land animal in North America, but females are considerably smaller than males. Question 3. The answer is (B).Explanation for Question 3:

The answer is B. One large, free-ranging herd of bison lives in Yellowstone National Park, where visitors can see them grazing on the open plains. Question 4. The answer is (A).Explanation for Question 4:

The answer is A. A bison's horns are permanent, bony growths, unlike a deer's antlers, and both male and female bison have them. Question 5. The answer is (B).Explanation for Question 5:

The answer is B. The bison was nearly extinct at one time, and while they are no longer endangered, today most bison live in national parks or on privately owned land.


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The answer is A. Privately owned bison herds are found in nearly every state, although historically, their natural range was more limited. Question 7. The answer is (B).Explanation for Question 7:

The answer is B. A female bison usually has just one calf at a time, but occasionally two calves are born at the same time. (coordinating conjunction; compound sentence) Question 8. The answer is (B).Explanation for Question 8:

The answer is B. Bison are massive and heavy, yet they are excellent swimmers because they are very buoyant. (1 dependent and 2 independent clauses; compound-complex sentence) Question 9. The answer is (B).Explanation for Question 9:

The answer is B. Bison can survive in snowy conditions, since they use their hooves and heads to scrape snow off of vegetation. (subordinating conjunction; complex sentence) Question 10. The answer is (A).Explanation for Question 10:

The answer is A. Bison most often live on plains, but they sometimes live in wooded areas, where one sign of them is tree bark worn smooth by a bison's rubbing. (1 dependent and 2 independent clauses; compound-complex sentence)


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Question 1 Which of the following combines these sentences to make a compound sentence? Riding the subway is fast and inexpensive. It is not always pleasant.

(A) Although, riding the subway is fast and inexpensive, it is not always pleasant.

(B) Riding the subway is fast and inexpensive, but it is not always pleasant.


I take the subway to school. There is a stop right across the street.

(A) I take the subway to school since there is a stop right across the street.

(B) I take the subway to school, and there is a stop right across the street.


Sometimes I stay after school. I take a cab or a bus home.

(A) If I stay after school, I take a cab, or sometimes I take a bus home.

(B) If I stay after school, I take a cab or a bus home.

Studyguide for the SAT Skill Quiz B: Sentence Variety

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Question 4 Which of the following combines these sentences to make a compound sentence?

Yesterday it was raining hard. My friend's dad drove us both to school.

(A) Yesterday it was raining hard, so my friend's dad drove us both to school.

(B) Because it was raining hard yesterday, my friend's dad drove us both to school.

Question 5 Which of the following combines these sentences to make a compound-complex sentence?

Next year I hope to get my driver's license. I plan to take driver's education first. It will lower my insurance rate.

(A) Next year I hope to get my driver's license, and I plan to take driver's education first to lower my insurance rate.

(B) Next year I hope to get my driver's license, and I plan to take driver's education first because it will lower my insurance rate.


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Question 6 Which of the following combines these sentences to make a compound-complex sentence? I have to pass driver's education. Then my mom will let me use her car. My dad will pay for my insurance.

(A) I have to pass driver's education for my mom will let me use her car and my dad to pay for my insurance.

(B) If I pass driver's education, my mom will let me use her car, and my dad will pay for my insurance.

Question 7 Which of the following most effectively combines these sentences? I hope to go to the University of Chicago. My mom went there. She loved it.

(A) I hope to go to the University of Chicago because my mom went there, where she loved it.

(B) I hope to go to the University of Chicago because my mom went there and loved it.


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Question 8 Which of the following most effectively combines these sentences? I may major in political science. I may pursue a double major in political science and business.

(A) I may major in political science, or I may pursue a double major in political science and business.

(B) I may major in political science, and I may pursue a double major in political science and business.

Question 9 Which of the following most effectively combines these sentences? I was a volunteer for a political campaign last year. That experience will strengthen my application.

(A) I was a volunteer for a political campaign last year, an experience which will strengthen my application.

(B) I was a volunteer for a political campaign last year, and this was an experience which will strengthen my application.


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Question 10 Which of the following most effectively combines these sentences? Last week I met a business school graduate. He told me that he had four job offers.

(A) When I met a business school graduate last summer, I was told that he had four job offers.

(B) Last summer I met a business school graduate, who told me that he had four job offers.


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Which subordinating conjunction could best join these two sentences?












What word could be used to combine the two sentences?




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The answer is B. Riding the subway is fast and inexpensive, but it is not always pleasant. Question 2. The answer is (A).Explanation for Question 2:

The answer is A. I take the subway to school since there is a stop right across the street. Question 3. The answer is (B).Explanation for Question 3:

The answer is B. If I stay after school, I take a cab or a bus home. Question 4. The answer is (A).Explanation for Question 4:

The answer is A. Yesterday it was raining hard, so my friend's dad drove us both to school. Question 5. The answer is (B).Explanation for Question 5:

The answer is B. Next year I hope to get my driver's license, and I plan to take driver's education first because it will lower my insurance rate.


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The answer is B. If I pass driver's education, my mom will let me use her car, and my dad will pay for my insurance. Question 7. The answer is (B).Explanation for Question 7:

The answer is B. I hope to go to the University of Chicago because my mom went there loved it. (1 dependent and 2 independent clauses; compound-complex sentence) Question 8. The answer is (A).Explanation for Question 8:

The answer is A. I may major in political science, or I may pursue a double major in political science and business. (coordinating conjunction; compound sentence) Question 9. The answer is (A).Explanation for Question 9:

The answer is A. I was a volunteer for a political campaign last year, an experience which will strengthen my application. (relative pronoun; complex sentence) Question 10. The answer is (B).Explanation for Question 10:

The answer is B. Last summer I met a business school graduate, who told me that he had four job offers. (relative pronoun; complex sentence)


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Last summer I worked at a stadium. I learned about security procedures.

(A) Last summer I worked at a stadium, where I learned about security procedures.

(B) Last summer I worked at a stadium, and I learned about security procedures.

Question 2 Which of the following combines these sentences to make a compound sentence? A security consultant gave a seminar for employees. I was allowed to attend.

(A) A security consultant gave a seminar for employees, and I was allowed to attend.

(B) A security consultant gave a seminar for employees, which I was allowed to attend.

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Question 3 Which of the following combines these sentences to make a complex sentence? In the spring, I attended a game at the stadium. Then I applied for the job.

(A) I applied for the job after I attended a game at the stadium in the spring.

(B) I applied for the job and then attended a game at the stadium in the spring.

Question 4 Which of the following combines these sentences to make a compound-complex sentence?

Sometimes there was nothing for me to do. I watched security officers monitor the cameras. I learned the codes for security alerts.

(A) There was nothing for me to do, so I watched security officers monitor the cameras and I learned the codes for security alerts.

(B) When there was nothing for me to do, I watched security officers monitor the cameras, and I learned the codes for security alerts.

Question 5 Which of the following combines these sentences to make a complex sentence? I plan to major in law enforcement. I will write about the job in my college application essay.

(A) I plan to major in law enforcement; I will write about the job in my college application essay.

(B) Since I plan to major in law enforcement, I will write about the job in my college application essay.


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Question 6 Which of the following combines these sentences to make a compound sentence? I may specialize in electronic security. I may discover a different area that interests me even more.

(A) I may specialize in electronic security, or I may discover a different area that interests me even more.

(B) I may specialize in electronic security if I don't discover a different area that interests me even more.

Question 7 Which of the following most effectively combines these sentences? My uncle works for the FBI. My mom is a sheriff's deputy.

(A) My uncle works for the FBI, and my mom is a sheriff's deputy.

(B) My uncle works for the FBI although my mom is a sheriff's deputy.


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Question 8 Which of the following most effectively combines these sentences? I hope to do internships before graduation. Experience is a big help in getting a job.

(A) I hope to do internships before graduation because experience is a big help in getting a job.

(B) I hope to do internships before graduation, and experience is a big help in getting a job.

Question 9 Which of the following most effectively combines these sentences?

Law enforcement depends on technology. Technology is changing rapidly. I will continue to learn throughout my career.

(A) Law enforcement depends on technology, which is changing rapidly, so I will continue to learn throughout my career.

(B) Because law enforcement depends on technology, which is changing rapidly, so I will continue to learn throughout my career.


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Question 10 Which of the following most effectively combines these sentences? My parents support my plans to enter law enforcement. They are concerned about my safety.

(A) My parents support my plans to enter law enforcement although they are concerned about my safety.

(B) My parents support my plans to enter law enforcement; they are concerned about my safety.


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What subordinating conjunction could be used to combine the sentences?


What coordinating conjunction could be used to combine the sentences?








What coordinating conjunction could be used to combine the sentences?


What word could best be used to combine the sentences?






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The answer is A. Last summer I worked at a stadium, where I learned about security procedures. Question 2. The answer is (A).Explanation for Question 2:

The answer is A. A security consultant gave a seminar for employees, and I was allowed to attend. Question 3. The answer is (A).Explanation for Question 3:

The answer is A. I applied for the job after I attended a game at the stadium in the spring. Question 4. The answer is (B).Explanation for Question 4:

The answer is B. When there was nothing for me to do, I watched security officers monitor the cameras, and I learned the codes for security alerts. Question 5. The answer is (B).Explanation for Question 5:

The answer is B. Since I plan to major in law enforcement, I will write about the job in my college application essay.


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The answer is A. I may specialize in electronic security, or I may discover a different area that interests me even more. Question 7. The answer is (A).Explanation for Question 7:

The answer is A. My uncle works for the FBI, and my mom is a sheriff's deputy. (coordinating conjunction; compound sentence) Question 8. The answer is (A).Explanation for Question 8:

The answer is A. I hope to do internships before graduation, because experience is a big help in getting a job. (subordinating conjunction; complex sentence) Question 9. The answer is (A).Explanation for Question 9:

The answer is A. Law enforcement depends on technology, which is changing rapidly, so I will continue to learn throughout my career. (1 dependent and 2 independent clauses; compound-complex sentence) Question 10. The answer is (A).Explanation for Question 10:

The answer is A. My parents support my plans to enter law enforcement, although they are concerned about my safety. (subordinating conjunction; complex sentence)


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Writing Lesson #9Grammar, Usage and Mechanics



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Because your SAT essay will be a draft, it will probably not becompletely free of errors in grammar, usage, and mechanics. Youshould, however, try to avoid the types of errors that can make yourwriting less clear and lower your score. These include the following: Sentence fragments Incorrect example: They began to flee. Running away as fast as they could. (The second phrase is a fragment since it has no subject.) Correct example: They began to flee, running away as fast as they could. (Combining the sentences eliminates the fragment, making "they" the subject.)

Run-on sentences, including comma splices Incorrect example: I walked the dog, Kevin washed the car. (Each of these sentences can stand alone, with its own subject and verb. Separating them with only a comma creates a comma splice. Correct example: I walked the dog while Kevin washed the car. (Combining the sentences with a conjunction eliminates the comma splice.)

Agreement errors A subject and verb must agree in number. If your subject is plural, the verb that goes with it must reflect that. A pronoun must agree with its antecedent in number and in gender.

Incorrect example: Several people in the room thinks that Jody should be elected president.

Correct example: Several people in the room think that Jody should be elected president. (The subject is "people," which is plural, so its verb is "think.")

Incorrect example: One of the people think that Mackenzie should run for vice president.

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Correct example ; One of the people thinks that Mackenzie should run for vice president. (The subject is not "people," but "one," which is singular. Therefore, its verb should be "thinks."

Incorrect example: If Joel is to run against Jody, she'll have to win over a lot of her supporters. (This doesn't make sense. Jody would not have to win over her own supporters; Joel would have to win them over.)

Correct example: If Joel is to run against Jody, he'll have to win over a lot of her supporters.

Incorrect example: If someone decides to run for a position on the board, they must first be nominated.

Correct example: If someone decides to run for a position on the board, he or she must first be nominated. ("Someone" is singular, but the pronoun "they" is plural. "He or she" is the correct pronoun to use with "someone" whose gender is not specific.) You should refer to the Multiple Choice Writing Section for more instructionon this subject.

Studyguide for the SAT Essay Grammar, Usage and Mechanics

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