sat prep: strategies
DESCRIPTION
Sat prep: stratEgies. Parts of the Verbal Test. CRITICAL READING. WRITING. Identifying Errors Improving Sentences Improving Paragraphs Student-Written Essay. Sentence Completion Critical reading—short and long passages. Sentence completion: strategies #1 and #2. Pages 120-123. - PowerPoint PPT PresentationTRANSCRIPT
SAT PREP: STRATEGIES
PARTS OF THE VERBAL TEST
CRITICAL READING• Sentence
Completion
• Critical reading—short and long passages
WRITING• Identifying Errors• Improving
Sentences• Improving
Paragraphs• Student-Written
Essay
SENTENCE COMPLETION: STRATEGIES #1 AND #2
PAGES 120-123
STRATEGY #1FOR A SENTENCE WITH
ONE BLANK, FILL IN THE BLANK WITH EACH CHOICE TO FIND THE
BEST FIT
STRATEGY #2FOR SENTENCES WITH
TWO BLANKS, ELIMINATE INITIAL
WORDS THAT DON’T MAKE SENSE
PRACTICE WITH SENTENCE COMPLETION STRATEGIES #1 AND #2
•On pp 674-675, do problems #1-8
•On p 702, do problems #1-6
ANSWERS
pp 674-675 #1-81. E2. D3. D4. D5. C6. E7. B8. D
p 702 #1-6 1. E2. A3. D4. D5. B6. C
CRITICAL READING INFORMATION
PAGES 127-133
READING COMPREHENSION QUESTIONS
•Four Question Types:1. MAIN IDEA/ PURPOSE2. KEY DETAILS/ SPECIFIC
INFORMATION3. IMPLIED INFORMATION 4. TONE OR MOOD
TIPS
• Get involved with the passage!• Annotate (underline, write in margin, circle,
etc.)• Keep in mind the four question types (see previous slide) when reading the passages• Take note of the organization of the information• Read the question and then each answer option. If an answer option doesn’t feel right, move to the next one without trying to make it fit.
MORE TIPS
•Don’t get bogged down on a question. If none look correct, skip it and move on (you can come back to it later in that section if you need).
• Look at information not related to the passage—there will probably be a question on that material
READING COMPREHENSION: STRATEGY 1
PAGES 135-137
STRATEGY #1 AS YOU READ EACH QUESTION,
DETERMINE THE QUESTION TYPE:
1) MAIN IDEA2) DETAILS3) INFERENCE4) TONE/MOOD
EXERCISE #1
Go to pp 676-679 #9-24 and label each question by its type
**Don’t read the passages or answer the questions yet
READING COMPREHENSION: STRATEGY 2
PAGES 138-139
STRATEGY #2: UNDERLINE THE KEY PARTS OF THE
READING PASSAGES
EXERCISE #2
Read the passages on pp 676-679 #9-24 and underline key parts (info addressing the question
types)
READING COMPREHENSION: STRATEGY 3
PAGE 140
STRATEGY #3: LOOK BACK AT THE PASSAGE WHEN IN
DOUBT
EXERCISE #3
ANSWER THE QUESTIONS NOW, LOOKING BACK TO
THE UNDERLINED PORTIONS OF THE
PASSAGES AS NEEDED
ANSWERS PP 676-679
9. E10.C11.B12.E13.D14.B15.A16.C
17.B18.E19.D20.E21.C22.E23.E24.B
EXTRA PRACTICEPAGES 693-694 #10-15
ANSWERS PP 693-694
10.D11.C12.E13.C14.D15.D
VOCABULARY LIST #1PARTS OF SPEECH AND DEFINIT IONS
1. Acquiesce:Part of Speech: VerbDefinition: Agree; consent
2. Admonish:Part of Speech: VerbDefinition: To caution; to scold; to urge to a duty
3. Aesthetic:
Part of Speech: AdjectiveDefinition: Having a sense of the beautiful; concerned
with emotion/imagination and not purely intellect 4. Allude:
Part of Speech: VerbDefinition: To refer casually or indirectly; make an
allusion 5. Ambivalence:
Part of Speech: NounDefinition: Uncertainty, especially caused by the inability
to make a choice or by a desire to do opposite or conflicting things
6. Anecdote:Part of Speech: NounDefinition: A short account of an event, usually of an
interesting or amusing nature 7. Antecedent:
Part of Speech: NounDefinition: A preceding circumstance, event, object, style,
etc. 8. Apathy:
Part of Speech: NounDefinition: Absence of passion, emotion, or excitement;
lack of interest in or concern for things that others find moving/ exciting 9. Ardent:
Part of Speech: AdjectiveDefinition: Fierce; intensely devoted
10. Articulate:
Part of Speech: Adjective/ VerbDefinition: Capable of speech, using language easily
(adjective); To utter clearly and distinctly (verb)
11.Ascertain:Part of Speech: VerbDefinition: To find out definitely; learn with certainty/
assurance 12. Assimilate:
Part of Speech: VerbDefinition: To take in and incorporate as one’s own;
absorb; to bring into conformity; to cause to resemble 13. Banal:
Part of Speech: AdjectiveDefinition: Devoid of freshness/ originality; trite
14. Begrudge:
Part of Speech: VerbDefinition: To envy or resent the pleasure or good
fortune of (someone); to be reluctant to allow 15. Belligerent:
Part of Speech: AdjectiveDefinition: Warlike; given to waging war; aggressively
hostile
QUIZ ON FRIDAY!
R U B R I C P 5 2 2
WRITING: ESSAY
RUBRIC CATEGORIES
• Stance/ Support & Development/ Thinking•Organization/Focus & Progression of Ideas•Use of Language: Precise Vocabulary• Varied Sentence Structure• Follows Conventional English (Grammar)
I N F O R M AT I O N A N D T I P S
WRITING: ESSAY
INFO & TIPS P 521
• 25 minutes-- ~5 minutes/ paragraph (4) + 5 min prewriting• Try to engross the reader—make him/her think• TAKE A POSITION• Be specific in examples/support—avoid general
statements without concrete details and/or ambiguity• If you can (if it makes sense), incorporate
theme/plot/characters, etc. from a book you have read• Sketch a brief outline before beginning to make
sure your writing has a purposeful path
O R G A N I Z AT I O N
WRITING: ESSAY
BASIC INFORMATION
• Graders know this is a rough draft, so they are looking for what you can produce in “pressure situations” AKA 25 minutes
• Essay needs 4-5 paragraphs: introduction, body (2-3), conclusion
• Your thinking/reasoning is MOST important in the essay, but how you convey your ideas is also significant. • Use precise diction (word choice)—but not words you don’t know
how to use properly• Vary your syntax (sentence structure) to promote smooth flow• Demonstrate control over the conventions of grammar (at the
rough draft level—they don’t expect the essay to be perfect grammatically)
ORGANIZATION• INTRODUCTION– Take a position and indicate
topics you will address (thesis)—first person is okay• BODY– Bring in SUPPORT for your claims—This
should be from observations, popular culture, literature/film, etc. The more specific the information, the better your essay will be.• Organize body paragraphs from strongest to weakest• Include strong topic sentences
• CONCLUSION—Reiterate your stand/supporting details and include a “golden nugget”– a quotation/maxim, another connection to life/the world, etc. Something to leave your reader with a smile.
EXERCISE
Create an outline for the essay portion of practice test on page
564—go paragraph by paragraph and include your thesis in the
intro, the evidence you will use in the body paragraphs, and a
possible “golden nugget” for the conclusion.
SENTENCE COMPLETION: STRATEGIES 3 & 4
PP 123-126
STRATEGY #3TRY TO COMPLETE THE
SENTENCE IN YOUR OWN WORDS BEFORE
LOOKING AT THE CHOICES
STRATEGY #4PAY CLOSE ATTENTION TO THE KEY WORDS IN THE
SENTENCE
I.E. WORDS INDICATING OPPOSITION, SUPPORT, OR
RESULT
EXERCISE
•Using strategies 3 and 4, complete the following practice problems:•Page 691 #1-5•Page 774 #1-8•Page 790 #1-5
EXERCISE ANSWERS
Page 6911. C2. D3. C4. E5. A
Page 7741. C2. A3. E4. B5. D6. A7. A8. A
Page 7901. D2. B3. C4. B5. C
VOCABULARY LIST 2
• Benevolent- ADJ- characterized by or given to doing good• Bourgeoisie- NOUN- middle class• Brevity- NOUN- Quality or state of brief duration• Cacophony—NOUN—jarring, discordant noise• Caste—NOUN—hereditary social class• Cathartic—ADJ—purgative; inducing catharsis• Cessation—NOUN—bringing or coming to an end
VOCABULARY LIST 2 (CONTINUED)
• Clandestine—ADJ—kept or done in secret• Cognizant—ADJ—fully informed• Coherent—ADJ—sticking together; fully
understandable• Cohesive—ADJ—act or process of cohering/
sticking together• Condone—VERB—to overlook, forgive, endorse• Countenance—NOUN—expression of face• Credible—ADJ—believable • Cumulative—ADJ—all together
READING COMPREHENSION: STRATEGIES #4 AND 5
PAGE 141-143
STRATEGY #4 BEFORE YOU START
ANSWERING THE QUESTIONS, READ THE PASSAGE CAREFULLY
STRATEGY #5 GET THE MEANINGS OF
“TOUGH” WORDS BY USING THE CONTEXT
METHOD
EXERCISE
•Using strategies 4 and 5, complete the following:•p 792 #10-15•pp 893-894 #16-24
EXERCISE ANSWERS
Page 79210.B11.D12.B13.C14.E15.E
Pages 893-89416.A17.E18.D19.D20.A21.C22.B23.A24.D
IMPROVING SENTENCESAKA “GRAMMAR/STYLE ASSESSMENT”
COMMON ERRORS
•Passive v. Active Voice•Run-on Sentences•Comma Splices•Sentence Fragments
ACTIVE V. PASSIVE VOICE
Active voice p 493
• SUBJECT PERFORMS ACTION• He hit the ball.• She knocked over
the vase.The SUBJECT is
emphasized
Passive voice p 493
•SOMETHING DONE TO SUBJECT• The ball was hit.• The vase was
knocked over.The ACTION is emphasized
WHICH IS BETTER?
Active voice is preferred, except when the actor is unknown
SENTENCE FRAGMENT P 463
• SENTENCE= Group of words with subject, verb, and complete thought• FRAGMENT= Cannot stand by itself (does not
include an independent clause)• EXAMPLES=• Even though he had the better arguments and was by far the
more powerful speaker.
• Some of the students working in Professor Espinoza's laboratory last semester.
• Working far into the night in an effort to salvage her little boat.
COMMA SPLICE
• Incorrectly connect independent clauses• Two or more clauses are incorrectly connected
with ONLY a comma
• THREE ways to easily correct comma splices:• 1. Two different sentences• 2. Comma + Coordinating Conjunction• 3. Semicolon
COMMA SPLICE CORRECTION #1
1. Two separate sentences
• Comma Splice: My family bakes together nearly every night, we then get to enjoy everything we make together.
• Correction 1: My family bakes together nearly every night. We then get to enjoy everything we make together.
• Source: Purdue OWL Engagement
COMMA SPLICE CORRECTION #2
2. Comma and Coordinating Conjunction
• Comma Splice: My family bakes together nearly every night, we then get to enjoy everything we make together.
• Correction 2: My family bakes together nearly every night, and we then get to enjoy everything we make together.
• Source: Purdue OWL Engagement
COMMA SPLICE CORRECTION #3
2. Semi-colon
• Comma Splice: My family bakes together nearly every night, we then get to enjoy everything we make together.
• Correction 3: My family bakes together nearly every night; we then get to enjoy everything we make together.
• Source: Purdue OWL Engagement
COMMA SPLICE PRACTICE
1. I didn’t like the movie, it was way too long.
2. She and Jerry are getting married in the fall, they didn’t want a summer wedding.
3. My favorite bands are all really loud, playing loud music is good for stress relief.
• Source: Purdue OWL Engagement
RUN-ON SENTENCE
• Also incorrectly connect independent clauses• Two or more independent clauses are
connected without proper punctuation
• Example: The grocery store was really packed with people there must have been a big sale today.
• We correct these sentences in mostly the same way as comma splices– make sure independent clauses are connected properly.
RUN-ON SENTENCE PRACTICE
1. Andrea loves to roller-blade she hates to ride her bike.
2. Jeremy loved going to Ohio he thought Florida was too hot.
3. The girls played basketball the boys played tennis.
4. My car broke down I need to buy a new one.5. Americans shake hands when they meet the
Japenese bow.
WRITING: COMMON ERRORSPRONOUNS
WHAT ARE PRONOUNS? P 473• Pronouns are words that replace nouns
PRONOUN ERRORS
•Agreement (gender, number, person)•Case (subjective, objective, possessive)•Ambiguous
PRONOUN AGREEMENT
• Pronouns must agree with antecedents in • Gender (The boy washed his bike) *not on SAT• Number (The girl mailed her application; The girls
mailed their applications)• Person (Once we graduate from school, we
should have 120 credits). –SHIFTS occur when pronoun reference changes person (ex: Once we graduate from school, you should have 120 credits).
NUMBER DISAGREEMENT
**Expect the pronoun and its antecedent to be far from each other.
While the definition of Generation X is hotly debated concerning the age ranges of its members, culturists generally agree that they describe a group of self-focused adults. (A) is hotly debated concerning the age ranges of its
members, culturists generally agree that they describe (B) is hotly debated concerning the age ranges of its
members, culturists generally agree that it describe(C) is hotly debated concerning the age ranges of its
members, culturists generally agree that it describes (D)are hotly debated concerning the age ranges of their
members, culturists generally agree that they describe(E) is hotly debated concerning the age ranges of their
members, culturists generally agree that they will be describing
ANSWER
C
TRICKY SINGULAR PRONOUNS• Anyone• Anybody• Each• Everyone• Everybody• One• Someone• Somebody• No one• Nobody
INDEFINITE PRONOUN AGREEMENT
Every one of the soldiers reported that they (A) had completed (B) the training exercise prior to the incident, although the lieutenant claimed several members of the (C) squadron were (D) not present. No error (E)
ANSWER
A
PERSON DISAGREEMENT
PERSON AGREEMENT
PERSON AGREEMENT EXAMPLES• When a person drives, you should not use your cell phone.
[Incorrect] • When you drive, you should not use your cell phone. [Correct] • When a person drives, she should not use her cell phone.
[Correct]
• One must become a citizen before you can vote. [Incorrect] • One must become a citizen before they can vote. [Incorrect] • One must become a citizen before one can vote. [Correct] • One must become a citizen before he can vote. [Correct] • You must become a citizen before you can vote. [Correct]
SAT EXAMPLE
Although (A) you (B) might choose to research symptoms on the internet, one should really see a doctor if he (C) believes he has been exposed (D)to the foreign virus. No error(E)
ANSWER
B
PRONOUN CASE
PRONOUN CASES
Pronouns as Subjects Pronouns as Objects Pronouns that show Possession
I me my (mine)you you your (yours)he, she, it him, her, it his, her (hers), it (its)we us our (ours)they them their (theirs)who whom whose
Subjective Case: pronouns used as subjectObjective Case: pronouns used as objects of verbs or prepositionsPossessive Case: pronouns which express ownership
CASE STRATEGIES
1. In compound structures, where there are two pronouns or a noun and a pronoun, drop the other noun for a moment. Then you can see which case you want.• Not: Bob and me travel a good deal.
(Would you say, "me travel"?)• Not: He gave the flowers to Jane and I.
(Would you say, "he gave the flowers to I"?)• Not: Us men like the coach.
(Would you say, "us like the coach"?)
• Source: OWL Purdue
CASE STRATEGIES2. In comparisons. Comparisons usually follow than or as:• He is taller than I (am tall).• This helps you as much as (it helps) me.• She is as noisy as I (am).• Comparisons are really shorthand sentences which
usually omit words, such as those in the parentheses in the sentences above. If you complete the comparison in your head, you can choose the correct case for the pronoun.• Not: He is taller than me.
(Would you say, "than me am tall"?)• Source: OWL Purdue
CASE STRATEGIES• 3. In formal and semiformal writing:•Use the subjective form after a form of the verb to be.Formal: It is I.Informal: It is me.•Use whom in the objective case.Formal: To whom am I talking?Informal: Who am I talking to?• Source: OWL Purdue
SAT EXAMPLE
During my acceptance speech, I thanked (A)my brother, Brett, without who (B) I would have (C)never been able to build the model rocket that helped me (D)win the science award. No error (E)
ANSWER
B
PRACTICE
•Complete the pronoun mastery handout (front and back)•When finished, work on workbook #7, 9, 12, 14, 20, 23, 28 on pages 879-882
VOCAB LIST 3
Cursory—adj—going rapidly over something, without noticing details; superficialDeduce—verb—to derive as a conclusion from something known or assumed; inferDeference—noun—respectful submission or yielding to the judgment, opinion, will, etc. of anotherDefinitive—adjective—most reliable or complete, as of a text, author, criticism, etc.; serving to define, fix, or specify definitelyDeleterious—adjective—injurious to health; harmfulDerogatory—adjective—tending to lessen the merit or reputation of a person or thing; disparagingDichotomy—noun—division into two parts; division into mutually exclusive, opposed, or contradictory groups
Didactic—adj—intended for instruction; inclined to teach or lecture others too much; tending to teach a moral lessonDiscourse—noun—communication or thoughts by words; talk; a formal discussion of a subject in speech or writingDisparage—verb—to speak of or treat slightingly; belittle; to bring discredit uponDivergent—adj—differing; deviatingDrudgery—noun—menial, distasteful, dull, or hard workDubious—adj—doubtful; questionable; of uncertain outcome; inclined to doubtEchelon—noun—a level of command, authority, or rank; a level of worthiness, achievement, or reputationEdifice—noun—a building, especially one of large size or imposing appearance
PRACTICE: SENTENCE COMPLETION
SENTENCE COMPLETION PRACTICE
•p 801 #1-6
•pp 873-874 #1-8
SENTENCE COMPLETION ANSWERS
P 801
1.E2.B3.D4.E5.A6.E
P 873
1. D2. C3. D4. D5. B6. A7. C8. B
READING COMPREHENSION PRACTICE
•p 891 #10-15
•p 875 #9-12
SENTENCE COMPLETION ANSWERS
P 891
10. D11. A12. D13. B14. E15. C
P 875
9. E10. C11. B12. B