Critical Reading Practice - KGZ

SAT Critical Reading
and Writing Workbook
Triumph College Admissions

do e/, e•
kill Lesson Quiz Time! Hints! Answers!
®0000 000,0 00©11ab
*Throughout this documentation, and the software: "College Board" and "SAT" are registered trademarks of the College Entrance Examination Board.
"PSAT/NMSQT" is a trademark of the College Entrance Examination Board and National Merit Scholarship Corporation. "ACT" is a trademark of ACT, Inc. None of
these entities are affiliated with the production of, nor endorse these materials.
Copyright 2009, TCA, LLC. 1

Triumph College AdmissionsTm License Agreement
Any student, teacher, or employee of a school that has licensed this copy of the Skills Workbook from
Triumph College Admissions may make a copy of this workbook for direct personal use.
Any copies made of the workbook or portions of this workbook MUST CONTAIN THIS PAGE.
This workbook is protected by both U. S. copyright law and international treaty provisions. Providing
copies to persons not affiliated with the school licensed to use this material is expressly forbidden.
This license is not assignable and is non-transferable, except according to the provisions provided for above.
Warranty
Except as provided for above, Triumph College Admissions specifically disclaims all warranties, expressed or
implied, of merchantability and fitness for a particular purpose with respect to defects in these materials, and
the license granted herein in particular, and without regarding limitation use of the workbook license with respect
to any particular application, use, or purpose. In no event will Triumph College Admissions be liable for
damages resulting from use of this product, including (but not limited to) loss of profit and special, incidental,
consequential, or other similar claims or damages. This statement shall be construed, interpreted, and
governed by the laws of the State of Virginia.
Copyright and Trademark Notices
Copyright © 2007 by TCA, LLC, dba Triumph College Admissions (800) 233-4728
All rights reserved. Except as noted in the License Agreement above, no part of this publication may be
reproduced, stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical,
photocopying, recorded, or otherwise without prior written permission of TCA, LLC. Printed in the
United States of America. Portions of math sections are copyright © Julie Chedester, Arizona. Portions of
reading sections are copyright © Elizabeth S. Carson, Arizona. Some source material used under license of
Harcourt Brace & Company. The reading passages have been edited for suitability for testing purposes.
Triumph Coach is a trademark of Triumph Learning, used under license agreement. Triumph College Admissions
is not affiliated with Triumph Learning.
Throughout this documentation and the software "College Board" and "SAT" are registered trademarks of the
College Entrance Examination Board. "PSAT/NMSQT" is a trademark of the College Entrance Examination
Board and National Merit Scholarship Corporation. "ACT" is a trademark of ACT, Inc. None of these entities are
affiliated with the production of, nor endorse, these materials.
Triumph College Admissions Policy Concerning Workbook Errors

It is our policy to produce error-free documentation and products. If you fmd an error, please report it to Customer
Support at(800) 233-4728, extension 5. We will attempt to correct reported errors and make such corrections
available at little or no cost to current registered customers.

Critical Reading Lesson #1
Sentence Completions

do e/, e•
®0000 000,0 00©11ab

Review Time
SENTENCE COMPLETION OVERVIEW
You must use reasoning to determine the relationship between sentence parts
in the Sentence Completion subsections.
The skill lessons and accompanying quizzes that follow this overview are
designed to provide you with strategies, concepts, important signal
words, and practices before you take the SAT.
The review and practice sections that follow this overview contain the
four types of sentence completions found on the SAT: defmitional,
contrast, cause-effect, and synonym. In each of the four review lessons,
you will fmd important information related to one specific type of
sentence completion. You will also fmd links to all strategies you
should use for sentence completions and an extensive list of the most
frequently occurring vocabulary used on the SAT. You can also access
strategies from the Table of Contents, and be sure to review the all-
important SAT vocabulary.
Key Components in Sentence Completion Review Lessons
Each sentence completion review lesson takes you through the following
strategies for success:
Signal Words
Key Words and Phrases
Positive and Negative Words
Sentence Direction
In addition, each lesson contains tips, hints, and explanations to

increase your understanding of the sentence completion type before you
take the quizzes.
Studyguide for the SATSkiII Review: Sent. Comp.
The Sentence Completion Structure
Each sentence completion question consists of a single sentence with

one or two blanks in it. This is followed by a group of five possible
answers. The sentence may be short and grammatically simple or it may
be long and complex. Each answer will contain the word or words
that you are to plug into the blanks in the sentence. If the sentence
contains
one 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 word

meanings and your verbal reasoning ability. This means that you
must have a strong vocabulary and that you must understand the
logic of a sentence.
Strategize to Maximize
Attack each sentence completion in the following way:
1. Read the sentence carefully.

2. Locate the signal word or words.
3. Locate the key words or phrases.
4. Map the direction of the sentence.
5. Use the positive-and-negative-word strategy.
6. Recall vocabulary skills, especially regarding prefixes, suffixes, and roots.
© Copyright 2009, TCA, LLC. 2

Studyguide for the SATSkiII Review: Sent. Comp.
These practices and strategies will be developed in greater detail in

each sentence completion lesson that follows this general overview.
Although this may seem like an extensive list of things to do, with
practice you will be surprised at how quickly you can scan for these.
By using 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 the
words in the same order as they appear in the answer; the first word
goes 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 practice
quizzes on the four types of sentence completions.

Studyguide for the SAT Skill Review: Definitional
Review Time
DEFINITION SENTENCES
In a defmition sentence, a part of the sentence defines the meaning of

the missing word. Your task is to find the definition tucked within the
sentence and choose a word that matches that definition.
Most of the time, the definition for the missing word will be found in
key words within the sentence. The first step in selecting the correct
word is to locate the key definition words.
Use Key Words
The following example is a definition sentence.
Gary was confused by the dilemma in which he was caught so he sought his
mentor, a man who was wise and experienced in solving such problems.
The first step is to locate the key definition words—in this example, a
man who was wise and experienced. These key words define a mentor,
someone who provides guidance and is wise and experienced.
Examples
Here are two more examples of defmition sentences that contain key
words to guide you to the correct answer. Before you look at the
solutions, try to fill in the blank with your own word choice.
Example 1
The attorneys - - - - the contract, adding to the terms, expanding the

permits, and altering some of the language.
(A) curtailed
(B) amended
(C) enacted
(D) voided
(E) compressed

Explanation:
The answer is (B) amended.
(A) Curtail means to curb or rein in. This word does not fit the
definition because the attorneys are adding.
(B) Amended means to change. This word fulfills the definition of
adding, expanding, and altering the contract.
(C) Enact means to decree, legislate, or pass a law. This word is
related to the legal world, but according to the definition within
the key words, you are seeking a word that suggests changing a
contract.
(D) Voided means to declare something invalid. The attorneys are
adding and refashioning, not passing a judgment to cancel the contract
(E) Compressed means to condense, but the key words indicate that the
attorneys are adding terms. This answer communicates the opposite
of the sentence's direction.
Example 2
She was honest, open, and frank during her testimony, so much so
that her - - - - helped solve the mystery.
(A) reservation
(B) blunder
(C) excitement
(D) candor
(E) reluctance
Tip: Sometimes signal words are also used in definition sentences,

but they do not appear with as much frequency as signal words for
other types of sentence completions. It is, however, important to
recognize them when they do appear. Examples of these signal words
are that is, in that it, in other words, and likewise.
Hint:
The key words that define the missing word are honest, open, and frank.
What word is defined by these key words?

Explanation:
The answer is (D) candor.
(A) Reservation suggests reluctance. This choice is the opposite of

the key words openness, honesty, andfrankness.
(B) Blunder means to make an error. The direction of the sentence
is the opposite.
(C) Excitement has nothing to do with being truthful and open, so
there is no logical relationship between this answer choice and the
sentence.
(D) Candor means truthfulness, honesty, and openness. Thus, the key
words in the opening of the sentence are the definition of candor.
(E) Reluctance means hesitance or unwillingness. Someone who is
reluctant is unlikely to behave with openness and frankness.
Use the Positive-and-Negative-Word Strategy
Sometimes, it may be difficult to isolate specific key words. In

these types of definition sentences, using the Positive-and-Negative-
Word Strategy to map the direction of the sentence can provide you
with the correct answer.
How to Map Sentence Direction
If you are not familiar with the idea of mapping the direction of a
sentence, read the following information carefully.
When you map the direction of a sentence, what you are looking for is an
order 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
move from negative (-) to positive (+). In other words, + to - means that
the sentence opens with a positive idea then shifts to a negative one.

If the sentence completion has only one blank and the direction of the
sentence is positive, look for a + word in the answer choices and
quickly eliminate any - words. For example:
These barbs by the chairman are - - - - and create hurt

feelings in 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 a

negative word. Only answer (B), caustic, is negative. Eliminate the
other answers quickly.
Use the same strategy if the sentence completion has two blanks.
Tip: When taking the SAT sentence completion section, it is a good

strategy to map the direction of the sentence first. Simply place a
+ or - in the blank or blanks in your test booklet, then proceed with
your answer choice.
Use Vocabulary Skills
Some definition sentence completions contain challenging vocabulary.

Remember to use the skills you learned in vocabulary lessons to help
select the correct answer. Knowledge of prefixes, suffixes, and
roots
can provide the required boost needed to make the correct choice.
Study the following example. Before you look at the solution, try to
make your own answer choice.
Example 3
The ancient Greeks and Romans were - - - - , worshipping any

number of gods and goddesses.
(A) agnostic
(B) moralistic
(C) monotheistic
(D) polytheistic
(E) hedonistic

Hint:
Study the prefixes used in the answer choices. What word uses a
prefix that means "many"?
Explanation:
The prefix poly means many. Because the ancient Greeks and Romans
worshipped many gods and goddesses, they are said to be
polytheistic. The worship of numerous gods and goddesses is the
definition of polytheistic.
Before you take a quiz on definition sentences, remember these important

practices:
*Use key words that define the missing

word. *Use the Positive-and-Negative-Word
strategy. *Map the direction of the sentence.
*Use vocabulary skills.
Studyguide for the SAT Skill Review: Contrast
Review Time
CONTRAST SENTENCES
In a contrast sentence, one part of the sentence contrasts with

another sentence part. Because all sentences move in some type of
direction, in contrast sentences it is very important to identify this
direction.
The most important concept that you should recognize when working with a
contrast sentence is that one sentence part REVERSES another sentence
part. Two other words associated with this concept are CONTRADICTS and
OPPOSES.
Contrast Signal Words
A good strategy to use for all sentence completion types is to begin by

locating the key signal words. Notice how signal words for contrast
sentences not only indicate a contrast, but also establish the direction
of the sentence. The most common signal words for contrast sentences are
the following:
on the other hand but

rather than despite this/the
conversely even though
however unless
yet nevertheless
instead of

Key Words or Phrases
Another important strategy to use for all sentence completion types

is to identify the key words or phrases in the sentence. This is very
important in contrast sentences. The missing word or words you have to
select will contrast with the key word or words. Because of this
contrast, you will be able to see a reversal in the direction of the
sentence.
Study the following example of a contrast sentence. The signal word is

underlined, 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 the
missing word will reverse that direction by creating a contrast to the
key words in depth. Consider the answer choices below. What word is
the best contrast for the key words in depth?
(A) detailed (B) careful (C) studied (D) cursory (E) remedial
Did you select choice (D), cursory? Cursory means hastily or

quickly. The best contrast to the key words in depth is choice (D).
Notice how cursory reverses the direction of the sentence. You can
quickly eliminate detailed, careful, and studied as possible
answers
because they mean the same as the key words in depth. It is
impossible to give anything a remedial glance. This choice is not
logical.
Here is another example of a contrast sentence. The signal word is

underlined and the key word is in italics.
The scientists had expected the plants to - - - - with the new

fertilizer; instead, the leaves began to wither and the stem to
wilt.
The signal word instead establishes the sentence direction, and the
missing word will reverse that direction by creating a contrast to
the
key words wither and wilt. Consider the answer choices below. What
word is the best contrast to the key words wither and wilt?
(A) die (B) flourish (C) desiccate (D) terminate (E) resist

Did you select choice (B), flourish? Flourish means to thrive. It

is the best contrast word to the key words wither and wilt. Notice
how flourish will also change the direction of the sentence. The
other choices can be quickly eliminated because we associate
them with withering and wilting. They are not contrasts.
Now you try it. Read the following two contrast sentences. Look for the
signal words, sentence direction, and key words to aid in selecting the
correct answer.
Example 1.
At first the doctors were - - - - by the patient's symptoms;

however, the test results clarified the nature of the illness.
(A) scornful
(B) intrigued
(C) baffled
(D) impressed
(E) harassed
Hint:
Notice the signal word however and the key word clarified. What
word will change the direction of the sentence and contrast with the key
word clarified ?
Explanation:
The correct answer is (C) baffled.
(A) Scornful suggests contempt and disdain. Its contrast would be

accepting , not clarified . (B) intrigued suggests interest,
attraction,
or enchantment. It does not contrast with clarified . (C) Baffled means
puzzled, confused, or confounded. This contrasts with the key word
clarified, meaning to make clear. (D) Impressed means to be mentally or
emotionally moved, stirred, or affected. Impressed does not contrast
with clarified . (E) Harassed means annoyed or bothered. Because the
symptoms are puzzling, the doctors may feel annoyed, but harassed
does not directly contrast with clarified.

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 all
sentences have them; instead, you will find words that suggest one
of
the signal words. In this sentence, the words were replaced by take the
place of a signal word.
Hint:
The key words are storms, raged, warm, and cool. What set of
words best contrasts with these key words?
Explanation:
The correct answer is (A), tempestuous...temperate.
(A) Tempestuous suggests violence and turbulence. In contrast,

something that is temperate is moderate and mild. (B) Turbulent can be
described as violent. Thus the two words in this answer choice move
in the same direction. You are looking for words that contrast with
each other. (C) Noisy and boisterous are synonyms. You are looking for
words with opposite meanings. (D) Irritating and lackluster have
little to do with each other. Irritating means annoying, and lackluster
means dull
or lacking in brilliance. (E), Languid and sluggish, are synonyms.
You are looking for a contrasting pair of words.

Before you take the first quiz on contrast sentences, remember the
important strategies we have reviewed:
Locate the signal words. Identify the direction in which the sentence is
moving. Locate the key word or words.
Now you should be ready to take the first quiz and be successful in
practicing your skills at selecting the correct answer for contrast
sentences.

Studyguide for the SAT Skill Review: Cause and Effect
Review Time
CAUSE AND EFFECT SENTENCES
Cause and Effect Signal Words
Always begin by looking for the signal word that helps to identify the
type of sentence completion. The list below contains the most common
signal words for cause and effect sentences.
because as a result hence in order to
since thus therefore so
consequently 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 machines
andfor tuning engines effectively. What is the answer that best fits
the logic of the sentence?
Explanation:
The signal word because points to the cause, and the second part of the
sentence states the effect. She is adept, or skillful, so this results
in her earning a good reputation.

It is always important to remember that words carry more than their

denotation or dictionary definition. They also carry connotations
that are mental associations or suggestions. These associations or
suggestions are either negative or positive.
For example, the word malignant has a very negative denotation.

Likewise, the words war, infuriate, ornery, miserly, forlorn, and
careless have negative connotations.
On the other hand, we associate positive thoughts with such words as

lively, charitable, supportive, applaud, and generosity. In other
words, they have positive connotations.
By determining if the key words carry a positive or negative denotation or

connotation, you can quickly eliminate some answers.
Degree of Word Intensity
Have you ever wondered why the word you selected fits into the
sentence but another word is considered better? This often happens
to students and frequently occurs in the Sentence Completion section
of the SAT.
All words, in addition to having denotation and connotation, also have a
degree of intensity. Always select the highest degree if more than
one word appears to be the correct answer.
For example, in the answer choices supplied for the first sentence we
examined, the words capable, adept, and skillful are all positive and
appear to be correct, but of the three, only adept has the highest
degree of intensity for the general concept involving ability. Adept
means
clever or expert and has a higher degree of intensity than being just capable or
skillful .

Double-Blank Sentence Completions
Because cause and effect sentence completions frequently use two blanks,
it is important to know a strategy that can help you eliminate incorrect
answers. Once again, the positive-and-negative-words strategy
comes to the rescue.
Step 1: Determine whether the blanks in the sentence require a

positive or a negative word. Place a + in the blank if you need a
positive word or a - in the blank if you need a negative word. Do
this for both
blanks. You now know the direction of the sentence.
Step 2: All you need to do is scan the first word of the pairs in each
answer. If the first word does not match the direction of the first
blank, eliminate the entire answer. With those answers that remain,
quickly scan in order to eliminate choices in which the second word
moves in a different direction from that of the second blank.
Result: You should be able to eliminate at least two answers very

quickly through simple connotations of + or -. In fact, you don't even
need to have a complete understanding of each word's meaning! Learn
to rely on your general feeling as to whether a word seems positive or
negative. 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
first cause and effect quiz.
Remember:
1. Determine the signal word.

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

Example 1
Because the investigators can rely on the - - - - of the

witnesses' testimony, the case will be solved quickly.
(A) summary
(B) accuracy
(C) graciousness
(D) gallantry
(E) sparseness
Hint:
Notice the major signal word because and the key words can rely on,
witnesses' testimony, andsolved quickly. The blank also requires a +
word.
Explanation:
The answer is (B), accuracy.
(A) A summary will be brief and condensed. Logically, it does not

follow that because a testimony is brief it will help quickly solve
a case. Eliminate this answer. (B), accuracy, means exactness and
correctness. It is logical that accurate testimony will result in a
case being solved quickly. (C), graciousness, suggests kindness or
courtesy. Such testimony may be delivered politely, but it does
not
follow logically that it will help solve a case. Eliminate this answer.
(D), gallantry, suggests bravery and heroism; however, gallantry will not
result in a solution. Again, eliminate this answer. (E), sparseness
suggests sketchiness and meagerness. This answer choice moves in the
opposite direction from the desired effect. It is negative (-).
Eliminate this answer.

Example 2
The referendum was so controversial that it - - - - the voters,

creating a rift that divided the city.
(A) startled
(B) humiliated
(C) gratified
(D) snubbed
(E) polarized
Hint:
Notice the signal word so and the key words controversial, rift, and
divided. 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 may
embarrass some voters. It may even humiliate them. It does not
logically follow that a rift will develop. (C), gratified is a + word.
Eliminate this answer. (D), snubbed means to treat with scorn or
contempt. Individuals may snub others, but things such as
referendums do not. This answer does not make sense. (E),
polarized means to separate into strongly opposing groups. If a
referendum is controversial, then voters may become divided on the
issue. The likely result is a rift.

Example 3
Although earthquakes are among the most - - - - of natural

disasters, these shifts in the earth's plates are often difficult
to - - - - , either because they are deep beneath the surface
or
because determining when an earthquake will occur is still not a precise
science.
(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. Also

notice the key words disasters and difficult. The first blank requires a
negative (-) 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. Remote

does not suggest this intensity. Eliminate this answer. (B), ominous
means threatening or foreboding. It is the most negative word in
the list. (C) Earthquakes are not yet predictable. This word
contradicts the sentence meaning and is not logical. Eliminate this
answer.
(D) Although earthquakes have occurred since ancient times, there is no
negative value here. Eliminate this answer. (E) Yes, earthquakes are
violent, but we do not disregard their destructive power. Eliminate this
answer.

Studyguide for the SATSkiII Review: Synonym
Review Time
SYNONYM SENTENCES
In a synonym sentence completion, the missing word is a synonym or is

thought to be synonymous with a key word or phrase in the sentence.
When you select the correct answer to fill the blank(s), the missing word
will reinforce or emphasize the key word by adding additional synonymous
support.
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 word

because the word you are looking for is a synonym or closely related
word. Read the sentence that follows. The key word is in italics and the
synonym is underlined.
The inexperienced artist so admired the paintings of Thomas More that he

attempted to imitate the style; in fact, he mimicked every brushstroke
in order to create copies of the original paintings.
Because the artist attempted to imitate More's style, he mimicked every

brushstroke. Mimic means to imitate something closely. You can see
how this word reinforces and continues to emphasize the key word
imitate.

Now you try it. Read the sentence that follows. Locate the key
word first, then review the answer choices to determine which
word is the best synonym or a word closely related to the key
word.
Shanika scolded her brother for damaging her CD's; furthermore,

she - - - - him for not asking permission to borrow them in the
first place.
(A) forgave
(B) reprimanded
(C) commended
(D) appeased
(E) apprehended
Hint:
The key word is scolded. What word is the best synonym for
the key word scolded?
Explanation:
Choice (B), reprimanded, is the correct answer.

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

Use Signal Words
Locating the signal words for synonym sentence completions is an

important strategy. The most common signal words for synonym
sentences are listed below.
and additionally
also as well as
furthermore moreover
beyond this indeed
in fact in a like manner
in 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 will

follow the key word closely. The important signal word and will
be used to join the key word and the answer. Study the following sentence. What
word is the best synonym for the key word reverse?
Franklin Roosevelt created numerous government programs during

the 1930's to help reverse and - - - - the Depression.
(A) antagonize
(B) ridicule
(C) dominate
(D) unwind
(E) n u l l i fy
Hint:
Notice the signal word and along with the key word reverse.
What word is closely related to the key word reverse?

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

void something. Reversing the Depression would help to nullify it. By
studying the other answer choices, you will see that the words have no
synonymous relationship to the key word reverse.
Remember that all sentences move in some specified direction. Another

strategy to help you select the correct answer in synonym sentence
completions, especially those answer choices containing challenging
vocabulary, is the use of the positive-and-negative-word strategy.
In a synonym sentence completion question, the nature of the

missing word will match the key word. If the key word is negative,
the missing word will be negative. If the key word is positive, the
missing word will be positive.
Study the following sentence and try using the positive-and-

negative-word strategy to identify the correct answer.
The angry old hermit was notorious in his town for being spiteful and
(A) benevolent
(B) benign
(C) amicable
(D) malevolent
(E) gregarious
Hint:
The key word spiteful is a negative (-) word. What word is

synonymous with spiteful and is also a negative word?

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

Malevolent means hateful. Both spiteful and malevolent
are
negative words. By using the positive-and-negative-word strategy,
you can see that the other answer choices are all positive and can
be quickly 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 the

concept of a synonymous or similar idea.

Studyguide for the SAT Skill Quiz A: Sent. Comp.
iz Time!
c000fo
Question 1.
In time, the settlers all became - - - - : the many gods they

once 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 impress

others 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

Question 4.
The normally - - - - Mr. Gonzalez stunned his office

colleagues 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 - - - - who

came 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 herds

rather 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 - - - - when

confronted by strangers.
(A) succinct
(B) taciturn
(C) despondent
(D) apathetic
(E) extroverted

Hint for Question 1:
(Definitional): The key group of words is a single deity. Which word

describes people who believe in one god?
characterizes a behavior an insecure person might show?
(Definitional): Use the positive-and-negative-word strategy to

determine the correct answer. The direction of this sentence is
positive (+) moving to negative (-). Which set of words follows such a
pattern?
(Definitional): The key group of words is stunned his office

colleagues by buying them all lunch . This description is offset by
the contrast word normally . Using this contrast, the word you are
looking for is negative (-). What word describes a person who normally
would not buy lunch for anyone?
(Definitional): The key words are phony panaceas. Panacea means

cure- all. What word is associated with someone who tries to sell
phony medicine?
(Definitional): The key words are preferring to remain in herds. What

word describes animals that prefer to stay together?

(Definitional): The key words are withdrawn and shy. What word
describes a shy person confronted by strangers?
Studyguide for the SAT Skill Quiz B: Sent. Comp.
0 
Answers!
°©o®©
Question 1.
The answer is (C).
Explanation for Question 1:
People who believe in one god are called monotheists. Remember from
vocabulary study that mono means one.
Question 2.
The answer is (A).
An insecure person may show affectations in an attempt to impress

others. Remember from vocabulary study to look for root words; in
this case, the word affect means to make an impression on.
Question 3.
The answer is (C).
Only answer (C) follows the pattern of positive (+) and then negative (-).
Although answer (E) may appear correct, the second word choice is
positive instead of negative. To be resolute is a positive attribute
meaning to be strongly determined, and a calamity is a very strong
word to characterize some type of disaster. Falling from a sheer
granite
wall would be described as a calamity.
Question 4.
The answer is (E).
Only two words are negative, lax and miserly. Eliminate the other
answers. Someone who normally would not buy lunch for anyone must
want to hoard money, the definition of the word miserly. Eliminate lax
as a faulty definition.

Question 5.
The answer is (B).
This question contains challenging vocabulary. By process of

elimination, assassins, toadies, juntas, and prospectors are not
associated with medicine. This leaves only answer (B), quacks. This
negative term was given to people who tried to sell phony panaceas
in rural America.
Question 6.
The answer is (E).
Gregarious means to prefer the company of one's kind. Because cows

prefer to remain in herds, they are said to be gregarious animals.
Question 7.
The answer is (B).
Taciturn means not inclined to talk. Someone who is normally

withdrawn and shy would also be taciturn when confronted by strangers.

iz Time!
c000fo
Question 1.
The - - - - generated by the benefit concert will be applied to the

charitable organization's operating costs.
(A) goodwill
(B) expenses
(C) publicity
(D) revenues
(E) c ommitme nts
Question 2.
When the fire bell rang, the new teacher followed the directions
specified 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 for

more than five years is whether she will be given - - - - , for this
virtually guarantees her employment for the rest of her career.
(A) important...degrees
(B) conflicting... substance
(C) inane...benefits
(D) redundant... compensation
(E) critical...tenure

Question 4.
Noise performs a - - - - in nature; it may - - - - as a

warning or a means of identification.
(A) deterrent... suffice

(B) disservice... operate
(C) function...serve
(D) process...decry
(E) job...officiate
Question 5.
The - - - - of the chairperson was predictable; his successor

possessed 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 has

lost touch with what reporting should be: - - - - substantive
information with stylistically slick, often emotionally charged sound
bites that command 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

Question 7.
Archeologists excavating the Meadowcroft Rock Shelter in

Pennsylvania have found numerous - - - - : arrowheads, spear points,
and
carving stones used for practical purposes in daily life by prehistoric
Native Americans.
(A) tools
(B) artifacts
(C) objects
(D) discoveries
(E) layers
Hints!
000do
(Definitional): Notice the key words operating costs. What can a

concert produce that would pay the organization's bills?
(Definitional): Notice the key words faculty handbook. Why do school

administrators give faculty handbooks to all teachers?
(Definitional): Notice the key words issue for a professor employed by

a university for more than five years and virtually guarantees her
employment for the rest of her career. What word is defined by a reward
for five years of successful teaching?
(Definitional): Notice the key word performs. What word indicates the
correct movement of the sentence?
(Definitional): Notice the key words his successor possessed a superior

record of sales. More important, the movement of this sentence is
negative. What word fits this negative movement of the sentence?
(Definitional): Use the positive-and-negative-word strategy for this

sentence. The sentence movement is from negative to negative. What
words show this type of sentence movement?
(Definitional): Notice the key words arrowheads, spear points, and

carving stones used for practical purposes in daily life. What word is
defined as things used by people for practical purposes ?
0 
Answers!
°©o®©
Question 1.
The answer is (D).
Using the key words operating costs, only choice (D), revenues, is
correct. All other choices have nothing to do with paying bills.
Question 2.
The answer is (C).
A faculty handbook is used to provide instructions regarding all

aspects of 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 this
question. A teacher would not beg, berate, force, or entice students.
These words are all negative. Only choice (C), instructed, is
positive.
Question 3.
The answer is (E).
Only the word tenure in choice (E) is defined as a guarantee of

employment for successful professors or teachers. None of the other
answers is defined in this way.
Question 4.
The answer is (C).
By using the key word performs, you will see that the only words that
will fit the sentence movement are those in choice (C), function...serve. The
sentence movement is from positive to positive. You cannot perform a
deterrent or a process. The word disservice is negative, so eliminate it.
Noise can perform a job, but it cannot officiate, so eliminate this
answer as well.
Question 5.
The answer is (A).
Only choice (A), ouster, is a negative word. All of the other

word choices are positive and are not logical to the movement of
the sentence. By using the key words, it is logical to expect that
someone
with a superior record could oust, or take the place of, someone who
has a less than superior record.
Question 6.
The answer is (C).
Eliminate choices (A), (B), (D), and (E) because the words do not
fit the negative-to-negative movement of the sentence. Only choice
(C), disgruntled... supplanting, follows this type of negative-to-
negative sentence movement.
Question 7.
The answer is (B).
Arrowheads, spear points, and carving stones used for practical

purposes in daily life define the word artifacts. None of the other
choices
denote the word artifact.
Studyguide for the SAT Skill Quiz C: Sent. Comp.
iz Time!
c000fo
Question 1.
Henry thought of himself as a - - - - , but those who had

watched him devour any food set before him thought of 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 the

prisoner's calm demeanor never wavered as the sheriff marched her
through the village.
(A) regaled
(B) taunted
(C) bemused
(D) depressed
(E) embarrassed

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

that his ailment is a - - - - problem that will subside in a
few weeks.
(A) appreciates...permanent
(B) opposes...irrevocable
(C) comprehends...transitional
(D) detests...temporary
(E) relishes...transient
Question 6.
Unlike Senator Bartlett, who - - - - the new trade agreement as an

economic boon for both countries, Representative Oldakowski rarely
misses 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

does not - - - - the fact that no definitive - - - - have been
reached.
(A) condone...questions
(B) believe...obstacles
(C) acknowledge...conclusions
(D) comprehend... enigmas
(E) deny...postulates

Hints!
000do
(Contrast): Notice the signal word but and the key phrase devour
any food. Which answer choice contains the best set of words to
contrast Henry'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
environmental qualities establish a contrast between big cities and
secluded mountain valleys?
(Contrast): Notice the signal word but and the key phrases shouted
barbs and prisoner's calm demeanor. Which word choice creates the best
contrast between the shouted barbs and the surprisingly calm demeanor
of the prisoner?
(Contrast): Notice the signal words even though. Which words best
establish a contrast between negative and positive?
(Contrast): Notice the signal word while and the key phrases daily
medication andsubside in a few weeks. Which answer choice contains
words that establish the best contrast between the man's attitude toward
daily medication and his understanding that the ailment will subside in
a few weeks?
(Contrast): Notice the signal word unlike. Which set of words

establishes the best contrast between Bartlett's and Oldakowski's
positions?

(Contrast): There is no exact signal word in this question, so use the

contrast established by the key phrases he still does not, the fact
that, and no definitive to help make the correct choice. Which
answer choice establishes the best contrast between the director's
position after twenty years and what he is unwilling to realize?
Studyguide for the SAT Skill Quiz D: Sent. Comp.
0 
Answers!
°©o®©
Question 1.
The answer is (B).
Gourmand...glutton. By using the contrast signal word but and the key
phrase devour any food, the best set of contrast words is choice (A),
gourmand...glutton. Someone who is a glutton will eat anything and
everything. None of the other choices works in the context of the
sentence.
Question 2.
The answer is (E).
Vibrancy...tranquility. In this question, the best answer will use the

second word as an antonym for the first. Only choice (E) contains
words that establish a perfect contrast between big-city life and a
secluded mountain valley. Although choice (D) may appear correct,
only the first word could fit the sentence context. Dullness is not an
antonym for cacophony. Choices (A), (B), and (C) do not work in
the sentence context.
Question 3.
The answer is (B).
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.
Question 4.
The answer is (C).
(Contrast): Only choice (C) uses words that create an accurate

negative then positive position regarding the editorial.
Question 5.
The answer is (D).
Detests... temporary. Only choice (D) establishes the correct contrast

between attitude and understanding that the ailment will subside in
a
few weeks. No other set of words comes close to completing the sentence
context.
Question 6.
The answer is (B).
Lauds...decry. Only choice (B) contains words that clearly establish a

precise contrast in two different positions. Again, this question asks
the test taker to use the concept of antonyms to select the correct words.
Only decry is the accurate antonym for lauds .
Question 7.
The answer is (C).
Acknowledge...conclusions. The end goal of research is to arrive at

definitive conclusions. Only choice (C) establishes a sense of
contradiction in the research director's position after twenty
years, which is his unwillingness to acknowledge the fact that no
definitive
conclusions have been reached. None of the other choices establishes this
contrast relationship.

iz Time!
c000fo
Question 1.
The comedian's brilliant - - - - brought a smile to the face

of even the most - - - - heckler in the audience.
(A) joke...tolerant
(B) repartee... churlish
(C) discussion...reticent
(D) treatise...loathsome
(E) expression...difficult
Question 2.
Although a praying mantis looks - - - - , it is, in fact, a docile

insect that is beautifully colored and beneficial to plants because
it eats harmful insects.
(A) furtive
(B) amiable
(C) menacing
(D) exuberant
(E) silky
Question 3.
Scientists warned that global warming would create new

problems on earth, some of them - - - - but others very
unexpected.
(A) u n a n t ic i pa t e d
(B) accidental
(C) predictable
(D) costly
(E) unhealthy

Question 4.
The importance of the Declaration of Independence is

not its - - - - signers, but rather their general belief in
democratic principles.
(A) stoic
(B) specific
(C) debatable
(D) conservative
(E) strict
Question 5.
Although music video critics - - - - the new release as

uninspired and weak in lyrics and visual imagery, sales
soared in 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) u n r e m a r ka b le
(D) unattractive
(E) docile
Question 7.
Native Americans did not immediately become voting citizens of the United
States; 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

Hints!
000do
(Contrast): This sentence has two blanks, so begin with the second
blank first. Notice the change in sentence direction created by the
signal
word even. What set of words shows how the comedian reversed the
attitude of even the worst heckler in the crowd?
(Contrast): Notice the signal word although. What word creates the best
contrast to the key word docile ?
(Contrast): Notice the signal word but. What word creates the best
contrast to the key word unexpected ?
(Contrast): Notice the signal word but. What word creates the best
contrast to the key word general ?
(Contrast): Notice the signal word although. What word best

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

contrasts with the key words exceedingly ugly ?

(Contrast): Notice the signal words on the contrary. What word best
contrasts with the key word immediately ?
0 
Answers!
°©o®©
Question 1.
The answer is (B).
Eliminate choices (A) and (C) because the second word does not
characterize a heckler. Eliminate choice (D) because the first word
is
not what comedians perform. Eliminate choice (E) because the words
are too vague. Choice (B) is correct because the brilliant repartee,
or
a quick and witty reply, was able to amuse even the most
churlish, or rude, heckler.
Question 2.
The answer is (C).
Eliminate choices (A), (B), (D), and (E) because they do not
contrast with the key word docile. Something that looks menacing is
in sharp contrast to the docile behavior of the mantis.
Question 3.
The answer is (C).
The best contrast to the key word unexpected is choice (C), predictable.
Eliminate the other choices because they do not create the required
contrast.
Question 4.
The answer is (B).
Eliminate choices (A), (C), (D), and (E) because they do not
contrast with the key word general. Choice (B), specific, is
always
the correct contrast word to the word general.
Studyguide for the SATSkiII Quiz E: Sent. Comp.
Question 5.
The answer is (E).
The best contrast choice is (E), berated. If critics berate or

belittle the music video, you would not expect sales to continue to
soar. Eliminate the other choices because they do not contrast with
the idea of sales soaring.
Question 6.
The answer is (A).
Only choice (A), beautiful, contrasts with the key words exceedingly
ugly. The other choices do not establish such a clear reversal of the
sentence idea.
Question 7.
The answer is (D).
Only choice (D), gradual, contrasts with the key word immediate.
The other choices do not establish such a contrast.

iz Time!
c000fo
Question 1.
The recently published biography was not - - - - ;

therefore, it could not be endorsed by those closest to the
subject.
(A) appreciated
(B) arbitrary
(C) invasive
(D) stable
(E) authorized
Question 2.
The attorney for the defense will - - - - the decision and will
await 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 its

intended purpose: it - - - - the investigator and sent him
off on a wild goose chase.
(A) credible... deceived

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

Question 4.
The greedy land barons - - - - parcels of property, thereby

- - - - the tenant farmers without a means to support themselves.
(A) expropriated...leaving
(B) stole...presenting
(C) culled...rewarding
(D) donated...rendering
(E) acquired... entertaining
Question 5.
Because poor weather had greatly increased the potential for

disaster, the stunt pilot opted for - - - - over - - - - in planning his
maneuvers for the air show.
(A) tradition...custom
(B) caution...daring
(C) luck...logic
(D) legerdemain skill
(E) nuance...strategy
Question 6.
To - - - - their images as charitable enterprises, many

corporations have 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 basic

freedoms, the populace believed it had no - - - - but to
revolt against the tyrant.
(A) heard...answer
(B) renounced... incursion
(C) dismissed...recourse
(D) applauded... obligation
(E) contemplated...response

Hints!
000do
(Cause-effect): Typically, friends and family of the person about

whom a biography is written would endorse the book if the subject had
given permission to the author to proceed with his work. Notice the
signal word therefore and the key phrase could not be endorsed.
(Implied cause-effect): Can a lawyer repeal, conceal, or confide in

a jury's decision?
(Cause-effect): What kind of statement could cause the detective to

look for clues in all the wrong places? Notice the key words served
and intended purpose.
(Cause-effect): If land barons took away land previously used by tenant

farmers, could those farmers continue to support themselves? Notice
the key word greedy and the signal word thereby.
(Cause-effect): Even a hotshot flyer sometimes needs to tone it down

when the odds are against him! Notice the signal word because and
the key phrases poor weather andpotential for disaster.

(Cause-effect): Most corporations are very concerned about the

image they present to the public. Notice the key word to. When
to is followed by a verb, as in to sing, to dance, etc., this
infinitive establishes a cause. Also notice the key phrases such as
charitable enterprises and to aid victims.
(Cause-effect): Notice the signal word because and the key words
dictator, basic freedoms, and revolt. Which answer choice contains
a word associated with a dictator's typical behavior and a word to
indicate what the populace believed?
0 
Answers!
°©o®©
Question 1.
The answer is (E).
Authorized. The signal word therefore establishes a cause-effect

relationship, and the key phrase could not be endorsed requires the word
authorized for the correct cause-effect relationship. The other choices
do not work in the context of the sentence.
Question 2.
The answer is (C).
Abide by. A lawyer cannot repeal, conceal, or confide in a jury's

decision. Although answer (E) may appear correct, a lawyer cannot
appeal a decision until sentencing is pronounced. Only choice (C) is
correct. Until sentencing, the lawyer must abide by the jury's
decision.
Question 3.
The answer is (C).
Fallacious...misled. Only a fallacious statement could mislead the

detective and cause him to look for clues in all the wrong places.
None of the other choices works in the context of the sentence.
Question 4.
The answer is (A).
Expropriated...leaving. The signal word thereby establishes the

cause- effect relationship, and the key word greedy establishes the
context focus for the first blank in the sentence. Eliminate choices
(C), (D),
and (E) because they do not work in the context of the sentence.
Although choice (B) may appear correct, only the first word in the pair
would be correct. Because the land barons were greedy, they
expropriated the tenants' land, thereby leaving them without a means to

support themselves.
Question 5.
The answer is (B).
Caution...daring. The signal word because establishes the cause-effect

relationship, and the phrases poor weather andpotential for disaster
establish the context requirement for choice (B). Eliminate all other
choices because they do not work in the context of the sentence.
Question 6.
The answer is (A).
Bolster...relief Although choice (B) may seem correct, only the first
word could possibly work in the sentence context. Choices (C), (D),
and (E) can be eliminated because they do not work in the sentence
context. Bolster means to make stronger or support, and relief
programs aid victims of natural disasters.
Question 7.
The answer is (C).
Dismissed...recourse. Eliminate choices (A), (D), and (E) because

the first word in each is not a behavior typical of a dictator.
Although choice (B) may appear correct, only the first word would
work in the sentence context. Typically, dictators dismiss pleas
from citizens, leaving them no recourse or other action but revolt.
Studyguide for the SAT Skill Quiz F: Sent. Comp.
el
iz Time!
c000fo
Question 1.
The principal's curriculum review committee had problems coming to

a consensus on what school subjects to delete, because their viewpoints
are derived 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 - - - - of

language; 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.
Question 4.
We lost confidence in the CEO's leadership because he

repeatedly - - - - the statements he made.
(A) f o r g o t a b ou t
(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 when
Native 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 began

selling it at - - - - prices.
(A) dearth...reasonable
(B) surplus...excessive
(C) popularity...fair
(D) obscurity...extravagant
(E) scarcity... exorbitant
Question 7.
As a result of people continuing their exodus from America's big

cities, the amount of farmland continues to - - - -, thereby
- - - - agricultural productivity.
(A) diminish...protecting
(B) dwindle... threatening
(C) expand...exposing
(D) shrink... shielding
(E) flourish...endangering

Hints!
000do
problems, consensus, and viewpoints. Which choice best
explains why the curriculum committee could not arrive at a
consensus?
rarely made a mistake and without question. Which answer choice
contains the best word for rarely made a mistake ?
(Cause-effect): Notice the key words

language and he never wrote. Which answer choice contains antonyms
that that best demonstrate cause and effect?
(Cause-effect): Notice the signal word because and the key words lost
confidence and repeatedly. Using the strategy of positive and negative
words, which answer choice best explains why we lost confidence in the
CEO's leadership?
(Cause-effect): Notice the signal word because and the key words new
ideas and significant data. What was the effect on scholars of
new ideas concerning when Native Americans first reached America?
new video game andprices. If the video game just came out, what
might
a store do if the supply were not equal to the demand?
(Cause-effect): Notice the signal words as a result of and the key

words exodus from America's big cities andfarmland. As more and more
people leave America's big cities for the country, what effect will that
exodus have on available farmland?
0 
Answers!
°©o®©
Question 1.
The answer is (B).
Divergent. Notice how the key words suggest the correct answer:
problems, consensus, viewpoints. Only choice (B) is the best word to
explain the cause-effect relationship. The committee had problems
arriving at a consensus because the members had so many divergent
viewpoints. The other choices are incorrect because they do not
work with the word consensus .
Question 2.
The answer is (C).
Infallible...follow. If something rarely makes a mistake, people often

believe it to be infallible and follow it without question. Although
the first words in choices (A) and (B) may seem the same in meaning,
the second word contradicts the first. Eliminate choices (D) and (E)
immediately because the first words are opposite in meaning to the
phrase rarely made a mistake.
Question 3.
The answer is (D).
Economy...superfluous. Only choice (D) is correct. Flaubert's style is

remarkable for economy of language; he never wrote a superfluous
word. Although choices (A) and (B) may seem correct using the first
word, the second word creates a contradiction. Eliminate choices (C)
and (E) because the second word will not work in the sentence context.
Studyguide for the SAT Skill Quiz G: Sent. Comp.
Question 4.
The answer is (D).
Reneged on. Eliminate choice (E) immediately because it is positive

and the entire sentence is negative in tone. The remaining choices
may all appear to be correct, but only (D) contains the strongest
negative
phrase.
Question 5.
The answer is (C).
Examines...neglected. Only choice (C) is correct because the word

choices create the most logical cause and effect. The other choices all
contain at least one word that will not establish a logical cause and
effect.
Question 6.
The answer is (E).
Scarcity...exorbitant. Only choice (E) is correct because the word pair

explains why with a scarcity of new games a store might try to charge
exorbitant prices. Although choice (B) may appear correct, with a
surplus of games a store could not charge exorbitant prices. The
remaining choices contain at least one word in the pair that
contradicts the sentence context.
Question 7.
The answer is (B).
Dwindle...threatening. Only choice (B) is correct. As more and more people

leave America's big cities for the country, farmland will dwindle,
thereby threatening agricultural productivity. Although choice (D) may
appear correct because farmland will shrink but agricultural productivity
will not be shielded. Choice (D) does not make sense in the sentence
context. Eliminate the other choices because at least one of the words
clearly contradicts the sentence meaning.

Studyguide for the SAT Skill Quiz G: Sent. Comp.
iz Time!
c000fo
Question 1.
The earthquake - - - - the valley floor and left an enormous

fissure 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

plates and are frightening examples of the - - - - and dangerous
weather conditions 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

know her realize that Tamika is actually serious and - - - - by
nature.
(A) frivolous
(B) flippant
(C) unfettered
(D) subdued
(E) boisterous

Question 4.
Indirection and - - - - are significant characteristics of the

poetry 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's
temperature and weather patterns has been met with skepticism
and - - - - on the part of some politicians.
(A) sarcasm
(B) incredulity
(C) encouragement
(D) conformity
(E) a
mity Question 6.
Farmers have been unable to plant this spring because the continual
rainfall 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 and
Northerners because it reduced and - - - - their families.
(A) subdued
(B) decimated
(C) exulted
(D) unfettered
(E) lauded
Hints!
000do
(Synonym): Notice the signal word and along with the key word fissure.
What word is the best synonym for fissure?
(Synonym): Notice the signal word and along with the key words
dangerous weather conditions. What word is synonymous with dangerous
weather conditions?
(Synonym): Notice the signal word and along with the key word serious.
What answer is the synonym for serious?
(Synonym): Notice the signal word and along with the key word
indirection. What word is a synonym for indirection?
skepticism. What word is a synonym for skepticism?
soggy. What word is the best synonym for soggy?
reduced. What word is a synonym for reduced?
0 
Answers!
°©o®©
Question 1.
The answer is (A).
The correct answer is choice (A). A fissure is a tear in the earth's

surface and rent means some type of split. Earthquakes tear apart the
earth's crust. None of the other answer choices are synonyms for
fissure.
Question 2.
The answer is (D).
Quickly eliminate choices (A), (C), and (E) because they are
opposites for dangerous weather conditions. Choice (B) does not
make sense.
Choice (D), turbulent, is correct because it is synonymous with dangerous
weather conditions.
Question 3.
The answer is (D).
Only choice (D), subdued, is correct. Serious people behave in a

subdued manner The other choices are incorrect because they are the
opposite of serious.
Question 4.
The answer is (D).
Choice (D), allusion, is correct because an allusion in

writing is an indirect reference. None of the other choices is a
synonym for indirection. Thus, the other choices do not make
sense.
Studyguide for the SAT Skill Quiz H: Sent. Comp.
Question 5.
The answer is (B).
Choice (B), incredulity, is correct. Incredulity means not willing to

accept what is offered as true. Someone who reacts with incredulity
would obviously be skeptical. Although choice (A) sarcasm may seem
correct, it is not synonymous with skepticism Choices (C) and (E)
are the opposite of skepticism. Eliminate choice (D) because a skeptic
would not be willing to conform.
Question 6.
The answer is (C).
Choice (C), sodden, is correct because sodden means filled or saturated

with water. Choice (A) is the opposite of soggy, and none of the other
choices makes sense.
Question 7.
The answer is (B).
Choice (B), decimated, is correct because if something is decimated, it is

drastically reduced. Since the other choices are not synonymous with
reduced, they do not make sense.

iz Time!
c000fo
Question 1.
Always outgoing and - - - - , Julio demonstrated even more

gregarious 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
well as - - - - .
(A) bland
(B) vivacious
(C) lethargic
(D) merciless
(E) erratic
Question 3.
Until recently, the dinosaur we call T Rex was considered

carnivorous and - - - - in nature, but current theory holds that it was
really not this way at all.
(A) erratic
(B) exuberant
(C) pragmatic
(D) apprehensive
(E) predatory

Question 4.
Oprah Winfrey is known for her praise and - - - - of gifted

American 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

values of sanctity and - - - - .
(A) hedonism
(B) self-denial
(C) extravagance
(D) revenge
(E) dominance
Question 6.
Pharmaceutical research clearly proved that the new drug produced

harmful 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

rude and - - - - manner.
(A) discourteous
(B) efficient
(C) gracious
(D) verbose
(E) entertaining

Hints!
000050
(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 word
charming. What word is synonymous with charming?
carnivorous. 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?
sanctity. What word is synonymous with sanctity?
(Synonym): Notice the signal word indeed along with the key word
harmful. What word is the best synonym for harmful?
(Synonym): Notice the key word and. Was the manager fired for a
positive or negitive manner?

.
Answers!
0000b
Question 1.
The answer is (A).
Choice (A) is correct because affable means pleasant and at ease when
talking to others. Quickly eliminate choices (B), (C), and (D)
because they are the opposite in meaning of outgoing. Choice (E) does
not make sense.
Question 2.
The answer is (B).
Choice (B) is correct because vivacious means full of life. Choices

(A) and (C) contrast with the idea of charming. The remaining choices
do not make sense.
Question 3.
The answer is (E).
Choice (E) is correct because predatory means something that preys on

others. None of the other choices make sense.
Question 4.
The answer is (C).
By a quick process of elimination, choices (A), (B), (D), and (E) are
found to be opposite in meaning to the key wordpraise. Only choice
(C) can
be correct.
@Copyright 2009, TCA, LLC. 78

Studyguide for the SAT Skill Quiz I: Sent. Comp.
Question 5.
The answer is (B).
Similar to question 4, because no choice except (B),self-denial is

synonymous with sanctity, so you can quickly arrive at the correct
answer.
Question 6.
The answer is (C).
Choice (C), devastating, is synonymous with the key word harmful. All
of the other choices are opposite in meaning to harmful.
Question 7.
The answer is (A).
Eliminate choice (C) immediately because gracious is opposite in

meaning to the key word rude. Choice (D), verbose, means someone who
uses more words than necessary. This is not synonymous with rude.
Choices (B) and (E) also contrast with rude. Only choice (A) is correct.
Discourteous is clearly synonymous with rude.

el
iz Time!
c000fo
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 verbal

skills required for success on the SAT.
(A) proficient
(B) inexperienced
(C) specious
(D) inept
(E) practiced

Question 4.
In theory, the new president's policy appeared unique and

- - - - , but the proposals he suggested were actually
routine and - - - - .
(A) daring...novel
(B) innovative...repetitive
(C) unique...special
(D) commonplace...unusual
(E) mundane...predictable
Question 5.
The multimillionaire was known for being a - - - -

who gave generously to support numerous social
causes.
(A) hypocrite
(B) demagogue
(C) philanthropist
(D) loiterer
(E) miscreant
Question 6.
The paintings of Salvador Dali are often - - - - most people

because he used abstract symbols that are purposely - - - -
.
(A) incomprehensible to...obscure

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

Question 7.
In his comedy routines, Jack Benny often pretended to be a

real - - - - , a penny-pincher who never gave out money.
(A) miser
(B) dolt
(C) sage
(D) zealot
(E) rogue

Hints!
000do
Use the signal word although and the key words very tasty to determine
the correct answer.
Use the signal words as a result of and the key words conservation efforts
to 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 to
determine the correct answer.
Use the key words gave generously to support numerous social causes to
determine the correct answer. Also use the strategy of positive and
negative words.
Use the signal word because and the key words abstract symbols to
determine the correct answer. Try to fill the second blank first.
Use the key word penny-pincher to determine the correct answer.

Question 1.
The answer is (B).
The signal word although indicates a contrast sentence. The correct answer
must be a contrast to the key words very tasty. Only choice (B) is a
contrast word for tasty.
Question 2.
The answer is (C).
The signal words as a result indicate a cause-effect sentence. The

correct answer must be the result of the key words conservation efforts.
Only choice (C) is the correct word to show the effect of the
conservation efforts to protect the otters. None of the other choices
creates this logical relationship.
Question 3.
The answer is (A).
The key word expert indicates that you are looking for a definition. An
expert is someone who is proficient in a certain area. Only choice (A)
is correct. None of the other choices offers a correct definition.
Question 4.
The answer is (B).
The signal word and indicates a synonym sentence. You are looking for
synonyms for the key words unique and routine. Only choice (B) contains
correct synonyms for these key words.
Studyguide for the SAT Skill Quiz J: Sent. Comp.
Question 5.
The answer is (C).
The key words gave generously to support numerous social causes define
someone who is a philanthropist. In addition, these are positive words,
so the correct choice must also be a positive word. Only choice (C) is
correct. All of the other choices are negative words.
Question 6.
The answer is (A).
The signal word because indicates a cause-effect sentence. If you

solve for the second blank first and use the key words abstract
symbols, the only correct choice is the word obscure, and
incomprehensible to fits the first blank. Although choice (C) may
appear correct, obsolete is not a result of using abstract symbols.
None of the other choices conveys logical cause-effect results.
Question 7.
The answer is (A).
The key wordpenny-pincher defines a miser. Only choice (A) is correct.

None of the other choices offers a correct definition for the key word.

el
iz Time!
c000fo
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

genes from a variety of similar plants.
(A) hybrids
(B) misconceptions
(C) toxins
(D) frauds
(E) convoluted

Question 4.
Because the CEO expected - - - - at all of his board

meetings, 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 developed

into a division between those members who were supportive of the
chairman'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 world

dominated by - - - - billboards and flashing lights.
(A) serenity...garish
(B) extravagance...refined
(C) tranquility... sedate
(D) dignity...elegant
(E) commotion...tawdry

Question 7.
Although he pretended to be affable and - - - - , Simon was actually

extremely shy and preferred to be alone.
(A) sedate
(B) benign
(C) gregarious
(D) affluent
(E) banal

Hints!
0000-0
Use the signal word consequently and the key words could not be given a
G rating to determine the correct answer.
Use the signal word and along with the key word adaptability to
determine the correct answer.
Use the key word variety to determine the correct answer.
Use the signal word because and the key words constantly kept waiting
to determine the correct answer.
Use the key word division to determine the correct answer.
Use the key words oasis andf lashing lights to determine the correct
answer. 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 be
alone to determine the correct answer.

0 
Answers!
°©o®©
Question 1.
The answer is (B).
The signal word consequently indicates a cause-effect sentence. Because

the movie contained (B), untenable scenes of violence, the result
was that it did not qualify for a G rating. None of the other choices
creates a logical cause and effect relationship to the key words.
Question 2.
The answer is (A).
The signal word and indicates that you are looking for a synonym or
synonymous idea. Only choice (A), resilience, is synonymous with
adaptability. The other choices contrast with the key word.
Question 3.
The answer is (A).
The key word variety signals that you are looking for a definition.
Only choice (A), hybrid, is correct. None of the other answer
choices offers a logical definition using the key word variety.
Question 4.
The answer is (D).
The signal word because indicates a contrast sentence. Choice (D),

punctuality, is correct because it indicates why the CEO would be angry
when people were constantly kept waiting. None of the other choices
creates a logical contrast relationship.
Question 5.
The answer is (C).
The key word division indicates that you are looking for a definition.
Only choice (C), dissension, is defined by the key word division. None
of the other choices forms this definitional relationship.
Question 6.
The answer is (A).
Only choice (A) is correct. Flashing lights would be garish in a world

thought to be serene. Also, you need a positive word for the first
blank and a negative word for the second blank. None of the other
choices fits this pattern.
Question 7.
The answer is (C).
The signal word although indicates a contrast sentence. You are

looking for 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 the other choices creates this sharp contrast.
Reading

do e/, e•
®0000 000,0 00©11ab

Studyguide for the SATSkill Review: Critical Reading
Review Time
CRITICAL READING OVERVIEW
This skill lesson provides an overview of the Critical Reading

section of the SAT. Please review this material
before 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

history The Natural Sciences, such as biology, chemistry, and
geology The Social Sciences, such as psychology, technology,
and sociology
The form of these may be
Narrative...a storytelling mode

Expository...an explanation
Argumentative....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
similar to 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?

In other words you're mentally engaged in the passage

on the page. Passive reading is following the words as the author leads you
along the sentences. Passive reading is following the words, lines,
sentences, and paragraphs, and ending with a big "HUH?" The problem
with passive reading on the SAT is that you're going to be asked
questions about what you've mentally processed from the passage!
If you have read passively, then you have NOT mentally processed much and
come 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 to connect them to the questions, reread the questions, and
then identify the best answers. You'll eat up the clock.
Annotating the Text
Annotating is similar to highlighting. It is the process of marking up a

reading 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 the movement of the passage.
Decide for yourself what symbols you wish to use to annotate the text:
underlining, stars, checkmarks, brackets, etc. The purpose of
annotations is to help you fmd information quickly. Your notations
should be made quickly and should highlight only what is most
important to
understanding the main idea and the structure (movement) of the passage,
and key phrases that you may want to return to. Be careful not to spend too
much time marking the passage: annotating is meant to save time in finding
information.
Practice annotating so that it becomes a mentally automatic

process. As you practice, you'll find it easier to focus and
concentrate on the passage.
Becoming engaged will get easier—both mentally and

physically— with that pencil.

Key Words
Key words are words that can be used to fmd specific information quickly in a passage.
Finding and identifying key words can help you sort through irrelevant information
and fmd answers fast to content questions that are likely to be asked on the SAT.
To identify keywords, ask yourself the following questions while reading a passage:
* Which words in this passage identify the subject?

* Which words are likely to state or support the author's thesis in 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.

Main idea underlined, key words circled, notes in italics

cause/effect?
When Lincoln was voted President A 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. 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.

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 ipoem he had read, and he never
showed them to anyone. He did, in fact, destroy them.
Eliot went on to write poetry in high school and at Harvard, becoming editor of the
Harvard Advocate. He also told the interviewer that he had been heavily
influenced by both Baudelaire and Laforgue during his years at Harvard.
Explanation:
"great": indicates author's opinion
"fourteen": notable because this is a very young age to start writing
"gloomy": suggests the reason that he destroyed his poems
"heavily influenced by Baudelaire and Laforgue": indicates one of the sources 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.
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 the
passage to fmd pertinent information that will aid you in
answering the question. (Here's where your annotations will help you
quickly 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.

Studyguide for the SATSkiII Review: Vocabulary in Context
Review Time
VOCABULARY IN CONTEXT
These questions are usually the easiest. You're asked to determine

the meaning of a word from the contextual clues surrounding that word.
Sometimes the word is abstract, taking on its special shade of
meaning from the sentences surrounding it. At other times, the
word is fairly difficult—one you may not recognize. You're to infer its
meaning from definitional clues placed near the word.
The question stem will provide the line number where the word appears;
however, the contextual clues that suggest meaning may be in lines
above or below the given word.
Contextual Clues
There are four types of contextual clues that will help you decipher
vocabulary in context questions:
Definitions
Synonyms
Antonyms
Implied
Definitions
Definitions
In the passage, an unusual word may have its defmition

nearby. These are often found in passages taken from a
specialized field where 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

All of the choices are definitions of the word "knots," but we

know from 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 you

determine the meaning.
The Great Doctor Magnifico was a complete charlatan, as phony

as they come.
In the above line, the word "charlatan" means

(A) a fraud
(B) a physician
( C ) a gentleman
(I)) a tall person
(E) a weakling
Your clue should come from the paraphrase "as phony as they come."
Choice (A) is the correct answer.
Antonyms
By determining what a word does not mean, sometimes you can determine
what the word does mean.
Choose the best answer
My job was easy—all I had to do was rake leaves. On the other hand, my
brother 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

The words "on the other hand" provide a contrast between the two tasks.
Because one task was easy the other must be difficult, or burdensome.
(B) is the correct choice.
Implied Definitions
This can be the most difficult type of vocabulary question. You

will have to tie two pieces of information together to determine the
meaning of the word in question.
As she gazed at the painting, Wendy wondered if the stippled pattern in

front of her would be recognized by a blind person as letters.
In the passage above, the word "stippled" means

(A) made up of different shapes
(B) made up of stripes
(C) made up of dots
(D) made up of different textures
(E) made up of different colors
Blind people are able to read using the Braille alphabet, which is made
up of 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
defmitions for 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
(I)) bored
(E) free of guilt

The word incredulous means disbelieving.

Definitions (A) and (B) are for the word
incredible.
In the Middle Ages, merchants and artisans formed groups called

guilds in order to protect themselves and their trades. These
appeared in the year 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 possessed
certain skills, determined by the guild. Each guild decided the
length of time required for an apprentice to work for a master
tradesman before 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

to the fact that it had recently arrived.

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
fact that they were somewhat alike.

Studyguide for the SATSkiII Review: Finding the Main Idea
Review Time
FINDING THE MAIN IDEA
Some questions ask you to state the main idea. You will not fmd this
stated verbatim in the passage, but that should be okay because you have
read the passage knowing that you would probably have to answer this
question. The main idea is a generalized statement that summarizes the
author's intent and what it is that he or she is trying to communicate
to 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 the
main 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. Look
for this statement, sometimes called the thesis statement , and underline it
with your pencil. You will then be able to refer to it later and will also
fix the main idea in your memory. Reading with a pencil in your hand is
always a good idea.
Main Ideas of Paragraphs
The main ideas of paragraphs are found in the topic sentence, typically
near the beginning of each paragraph. These secondary ideas help
support, explain, or develop the main idea. You might want to underline
these as well.

T
he 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, fmancial 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 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...?"

I
n the Middle Ages, merchants and artisans formed groups called
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.

Practice Exercise
Question 1.
What is the main idea of the passage?
(A) Guilds were formed only for silk, wool, and spice dealers.
(B) Guilds were formed to protect trades and train new workers.
(C) Merchants had to protect themselves from artisans.
(D) Apprenticeship was the first step in forming a trade guild.
(E) Very few towns were allowed to have merchants' guilds.
The answer is B.
The first paragraph discusses the use of guilds to protect trades,
and the second discusses the training of apprentices through
guilds.

A
laskan sled dogs, known as Huskies, are some of the hardest-working
dogs in the world. These are not your ordinary lap dogs. No way! These
dogs live in their own spacious quarters, not in the sled driver's—or
musher's—home.
They train relentlessly from the time they are quite young.
Mushers get these dogs used to their harness and to pulling small
things like wooden boards. The dogs have heavy fur coats and
padded paws that protect them in the cold weather conditions under
which they work. Pulling sleds is their passion and their life.
These dogs spend their lives pulling sleds, sometimes in very harsh
conditions, and— according to those involved in sledding—the dogs
love their work. These beautiful, smart, strong, and loyal animals
consider their work play.
Question 2.
What is the main idea of the passage?
(A) Sled dogs work hard at what they love.
(B) Training sled dogs is a difficult task.
(C) Huskies live outside in cold weather.
(D) Sleds are always pulled in harsh weather.
(E) Sled dogs always pull small loads.
The answer is A.
The passage emphasizes the hard work and the fact that the dogs love it.

Studyguide for the SATSkiII Review: Recognizing a Paraphrase
Review Time
RECOGNIZING A PARAPHRASE
What is the relationship between the following phrases?

asked the boy questioned the youngster
walked up the trail ascended the slope
young 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 paraphases
of 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 have the forms:
According to the author...

To the author...
The ... referred to in line 33 is the
Be sure your answer is in the passage. Don't let your personal

opinion or any previous knowledge influence your choice.
Example:
Henderson's films have great historical exactness, but they

come up 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

"Not entirely accurate" is another way of saying

imprecise. (E) is correct.
In the Middle Ages, merchants and artisans formed groups called

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.

Practice Exercise
Question 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 master
tradesmen tells you that this is training.

Question 2.
According to the author, trade guilds
(A) kept the secrets of their skills to themselves
(B) only existed for a short amount of time
(C) helped tradesmen profit
(I)) were threatened by artisans
(E) had grown in numbers in two centuries
The answer is E.
The passage states that trade guilds began in about 1000 and had
grown in number by 1200.

Studyguide for the SATSkiII Review: Making Inferences
Review Time
MAKING INFERENCES
Sometimes the answer won't be stated, but there will be one or more
hints for you. For example, if the author clearly dislikes modem
architecture, you could safely infer or conclude that the author would
prefer traditional wood furniture instead of metal and plastic furniture.
You have no way of knowing for sure, of course, but you could
logically infer that if you were asked. What you are essentially doing is
"reading between the lines" by making logical, intelligent
inferences about 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, "What
reasonable 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.

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.

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, fmancial 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.
(I)) changes in the tariff structure.

Searching through the passage, you can find a list of changes

that the Progressives advocated. However, there is no list of
changes that they did not advocate—these you must infer.
Clearly they did support reform of the fmancial system
(B) and changes in the tariff structure (D). You may also
infer that 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 new principles.
Answer (A) is correct.
In fact, the contrary is true: the author proclaims that the

work of the Progressives is to bring about a return to the moral
principles and standards upon which they believed American
society
had originally been founded. You may or may not have known about the
philosophical foundations of Progressivism from your classwork or
your own reading. If you did not, however, you could have
inferred this answer from the passage with little difficulty.

Practice
Exercise
Passage 1
Climbing high mountains is an exhilarating adventure; mountaineers continuously

attempt to conquer a higher one. Some may fmd 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 fmal sentence.
Question 2.
The author suggests that
(A) mountain climbing is a fun activity.
(B) one must be serious about climbing to do so.
(C) mountaineers must train twelve months a year.
(D) one must be more than a warrior to climb.
(E) mountain climbing is for everyone.
Read the second paragraph, which tells how mountaineers train.
The answer is B.
The second paragraph details what climbers do to train for climbing mountains. Their
training is rigorous, and therefore requires commitment to prepare for the climb.

Passage 2
Jasmine squinted her eyes at the sun glistening on the surface of the river, adjusted 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 fmish.
Question 1.
Based on this passage, one can assume that Jasmine is getting ready to
(A) watch an event near a river.

(B) compete in a rowing race.
(C) take a ferry across the river.
(D) search for something in the river.
(E) compete in a swimming race.
Look for nouns and verbs that identify the activity Jasmine will take part in.
The answer is E.
The writer mentions adjusting goggles, maintaining body temperature in the water, 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.

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.

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.

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 bum 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 fmd 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.

Copyright 2009, TCA, LLC
Studyguide for the SATSkiII Review: Attitude Mood and Tone
Review Time
Recognizing Attitude, Mood, and Tone
The terms "attitude" and "tone" refer to the author's slant on a
subject, emotions, or feelings. The author's treatment of a subject
often reflects his or her attitude toward the subject. Think "tone of
voice."
Think of how you indicate your feelings with volume, pauses,

pitch, and emphasis of certain words or syllables when you speak.
None of these are useful in writing, so authors instead rely on
their choice
of words to express their feelings.
Tone is often described as the way the author feels about both
the topic and the reader. If, for example, a selection is written in
colloquial (conversational) language rather than formal language,
one might perceive that the author is "talking down" to the reader.
This
is not necessarily the case, and only a careful reading will give the
reader clues as to authorial intent.
The tone in a selection can be formal, casual, sincere, playful,

serious, sarcastic, or any other attitude one can imagine. This is
where it helps to remember connotative and denotative language.
Writers use words carefully to create the desired effect.
Look carefully at the author's choice of words. Authors will

reveal their slant on a subject through their choice of negatively
or
positively charged words. For example, "slim" and "skinny" both
may have the same dictionary meaning (denotation), but they have
different suggested or associated meanings (connotation). "Slim" is
a positive word whereas "skinny" is usually used in a more negative
way.
Look carefully at the choice of details. The author has a purpose,

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

Typical Attitude, Mood and Tone questions
What is the author's attitude about this subject?
Which description best portrays the author's
feelings?
Which of these words adds to the mood (tone/attitude) of the

selection?
What is the author's overall tone in the last paragraph?
Read the following paired passages, noting any specific words that
indicate the authors' attitude, mood, and tone.
Passage 1
I fmd all the discussion of "saving" our trees a bit pointless. Those
oversized sticks grow again once you chop them down, so why worry?
Besides, trees are everywhere you look. They're a plentiful source
of all kinds of energy and materials, so it would be silly not to use
them. Sure, they provide shade in summer and a home for squirrels
in the winter. But we have houses, buildings, and porches for shade,
and holes in the ground protect all kinds of animals. Look, I'm
not an ogre, but I'm not one of those tree-hugging, nothing-to-do-
butcomplain kinds of people, either. I call it like I see it, and that's
that.

The tone of Passage 1 is critical and disparaging (derogatory). The

author puts the word saving in quotation marks to indicate that while
others call it saving, he does not really believe it. The words
"pointless" and "silly" show that he does not approve of the
environmentalists' efforts. "Tree-hugging" is a negative way of
portraying environmentalists. The author shows his arrogant
attitude in the last sentence, when he says, "I call it like I see it,
and
that's that."
Passage 1
I find all the discussion of "saving" our trees a bit
pointless . Those oversized sticks grow again once you
chop them down, so why worry? Besides, trees are
everywhere you look. They're a plentiful source of all kinds
of energy and materials, so it would be silly not to use them.
Sure, they
provide shade in summer and a home for squirrels in the winter. But
we have houses, buildings, and porches for shade, and holes in the
ground protect all kinds of animals. Look, I'm not an ogre, 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's that.

Passage 2
I'd never seen a tree so lush and generous. It offered delicate
blossoms in the spring and summer, mouth-watering apples late
summer into fall, and a stark contrast to the white all around us in
winter.
To cut that tree down, to execute such a fine specimen, was a foolish
whim. The scent was enough to convince me of the tree's healing and
soothing powers. Sweet smells of blossoms awakened me on balmy spring
mornings, and apple scents lingered long past the first turned leaf of
autumn.
The tone of passage 2 is exactly the opposite: it is a tone of

respect and admiration. The author's appreciative attitude for
the trees is evident in the choice of positive words, such as
"delicate," "lush," and "mouth-watering." The word "execute," a
much stronger, more emotional version of the term "cut down,"
indicates that the writer has a protective attitude toward the tree.
Passage 2
I'd never seen a tree so lush and generous . It offered
delicate blossoms in the spring and summer, mouth-watering
apples late summer into fall, and a stark contrast to the white all
around us in winter. To cut that tree down, to execute such a fine
specimen , was foolish whim . The scent was enough to convince
me of the tree's healing and soothing powers. Sweet smells of
blossoms awakened me on balmy spring mornings, and apple scents
lingered long past the first turned leaf of autumn.
Practice Exercise
Alaskan sled dogs, known as Huskies, are some of the hardest-

working dogs in the world. These are not your ordinary lap dogs. No
way! These dogs live in their own spacious quarters, not in the sled
driver's—or musher's—home.

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
of our town. Not only will this become an eyesore of more houses,
apartments, and shopping centers, but it will also destroy the
homes of the beautiful animals that populate this ecosystem.
Where will they go? When we destroy these homes, we can never
replace them. Let's protect the land for our grandchildren by turning
it into a wilderness preserve.
Passage 2
City taxes keep rising, and our schools are not well funded.
Money from the sale of the forestland will help our community in
the form of a new roof for the high school, higher pay for teachers,
and new computers in our classrooms. I agree that a park would be
lovely. But unfortunately, we cannot afford it! A vote against the
park is a vote for your children's education.

Question 2.
What is the relationship of the writer's attitude in the first
passage to the writer's attitude in the second in the second
passage?
(A) Both writers both have positive attitudes

about development.
(B) Both writers have negative attitudes
about development.
(C) The first writer has a positive attitude
about development while the second writer has a negative
attitude.
(D) The first writer has a negative attitude
while the second writer has a positive attitude.
(E) Both writers have negative attitudes
about development.
The answer is D.
The first writer is against developing the site, while the
second feels it is necessary.

Studyguide for the SATSkill Review: Text Development
Review Time
TEXT DEVELOPMENT
These questions are designed to see if you understand the thought 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 SAT
passages. There are six common structures used:
Contrast or Comparison
Main Idea Plus Examples
Main Idea Plus Supporting
Arguments Several Different Aspects
of One Idea Pro and Con
Chronological
By identifying these structures, you will not only be able to answer text
development questions, but also have a better understanding of
the main ideas in the passage.
Contrast or Comparison
Comparisons between two scientific theories or between two authors writing

about the same subject are common examples of this structure found on
the
SAT. A passage with this structure may begin with a paragraph about one
theory and then have a second paragraph devoted to the second theory.
Another method is 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 with
several examples to support and clarify the idea.
Main Idea Plus Supporting Arguments
This type also usually begins with the main idea and then develops
arguments and evidence to support the idea.

Several Different Aspects of One Idea
Passages of this type cover different aspects of a central topic in each

paragraph. For instance, a passage about 18th-century painting might
include a paragraph about the styles, a paragraph about the types of paint,
and a paragraph about the artists' lives.
Pro and Con
This structure is often used for dealing with controversial issues.

One side of an argument is developed, then an alternative viewpoint is
presented. 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 relates
in order to
reason why
the 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....

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 answer

questions about them, and will also have a better understanding of the
author'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 to

clouds. Option A also uses "as," but in a different way. It uses
"as" to relate two events that happen at the same time.
Question 2.
Which of the following is a simile?
(A) She looked like her mother in more ways than one.
(B) The baby's wail sounded like a World War II air-raid siren.

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

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 is

spoken of as if it had human form. The object or idea is spoken of as
if it behaved the way people do. An example of this is "The slow
caress 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.

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).
Practice Exercise
Alaskan sled dogs, known as Huskies, are some of the hardest-

working dogs in the world. These are not your ordinary lap dogs. No
way! These dogs live in their own spacious quarters, not in the sled
driver's—or musher's—home.

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 their
lifestyles, their training, and the conditions under which they work.
Developers are trying to buy up all of the forestland at the edge

of our town. Not only will this become an eyesore of more houses,
apartments, and shopping centers, but it will also destroy the
homes of the beautiful animals that populate this ecosystem.
Where will they go? When we destroy these homes, we can never
replace them. Let's protect the land for our children by turning it
into a wilderness preserve.
City taxes keep rising, and our schools are not well funded.
Money from the sale of the forestland will help our community in
the form of a new roof for the high school, higher pay for teachers,
and new computers in our classrooms. I agree that a park would be
lovely. But unfortunately, we cannot afford it! A vote against the
park is a vote for your children's education.

Question 2.
Both paragraphs reference children in order to
(A) argue against the other's points
(B) appeal to the readers' sense of family
(C) appeal to the readers' intelligence
(D) negate the validity of the other's arguments
(E) vehemently oppose the beliefs of the other
The answer is B.
Each appeal mentions children, making the readers aware that the
decision they make with their vote will affect their families, as
well as their community.

Studyguide for the SATSkill Quiz A: Critical Reading
In this passage, the main character, James Thornton, revisits

Pinnacle Rock in Peach Bottom, Pennsylvania, where 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.

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 fmishing 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-defming
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.

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.

el
iz Time!
c000fo
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

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
)) 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

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
can be 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.

Hints!
0000.0
Hint for Question 1: Reread lines 1 and 59.
Hint for Question 2: Read the entire sentence.
What was Mo trying to prove?
Read the sentences before and after line 70.

Search for contextual clues in lines 67 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.
Hint for Question
6: Reread paragraph
6. Hint for
Question 7:
Reread lines 8-12 and 37-38.

Note that the author has positive feelings.
Eliminate answers with negative
connotations.
Reread the last sentence of the last paragraph.

0 
Answers!
°©o®©
Question 1.
The answer is (A).
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.
Question 2.
The answer is (C).
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."
Question 3.
The answer is (E).
The answer is (E).
The author and his friend did things for the thrill of it without thinking
of the consequences. The word that most nearly means impetuous, hasty, or
sudden is "impulsive."

Question 4.
The answer is (C).
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."
Question 5.
The answer is (E).
The answer is (E).
Evidence in the passage points to the risks they took on Pinnacle Rock.
There is no evidence to prove any of the other statements are true.
Question 6.
The answer is (A).
The answer is (A).
Evidence in the passage points to the author's more mature attitude

regarding the thrill-seeking actions of his youth. In Paragraph 6, he
states, "Never once did they consider their own mortality." There is no
evidence in the passage to prove any of the other statements are
true.
Question 7.
The answer is (B).
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 is
sentimental in some parts, the reading as a whole indicates a
nostalgic view of his past, especially his friendship with Mo.

Question 8.
The answer is (E).
The answer is (E).
The author states in the last sentence of the passage that nothing would
ever be the same again. He can never go back to being the same daring youth
he was in the past. Answers (A), (B), (C), and (D) are not supported by
evidence 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.

Studyguide for the SATSkill Quiz B: Critical Reading
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

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 Modem
Man.
Copyright 2009, TCA, LLC.

163
el
iz Time!
c000fo
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.

164
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

165
Hints!
000do
Hint for Question
1: Read lines 40-45.
Hint for Question
2: Read line 33.
Hint for Question
3: Read lines 49-62.
Answers (C) and (D) are antonyms.
Read lines 14-19. Note the use of "rather than" to indicate opposites.
Read the last
paragraph. Hint for
Question 7:
The word "prolific" is a positive word. Two of the

answers are negatives. Use the remaining three
choices in the sentence from line 61.

166
Studyguide for the SATSkill Quiz C: Critical Reading
0 
Answers!
°©o®©
Question 1.
The answer is (D).
The answer is (D).
Answers (A), (B), and (C) contradict the evidence in the passage. Answer
(E) is too narrow. The passage is not about medieval writers. Answer
(D) is the only answer supported by evidence in the passage.
Question 2.
The answer is (D).
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.
Question 3.
The answer is (D).
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.

Question
4.
The answer is (A).
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.
Question 5.
The answer is (A).
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.
Question 6.
The answer is (C).
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.
Question 7.
The answer is (B).
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.

T
he 1988 Supreme Court ruling in the Hazelwood School
District v. Kuhlmeier case had a significant impact on the
freedom of student press. Before the Hazelwood ruling, 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
Studyguide for the SATSkill Quiz C: Critical Reading g
uidance 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.

(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.

el
iz Time!
c000fo
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

Question
4.
In line 25, the word "attributing" most nearly means
(A) ascribing
(B) characterizing
(C) explaining
(D) providing
(E) gathering
Question 5.
(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

Question
8.
The word "vehemently" in line 58 most nearly means
(A) intentionally
(B) apathetically
(C) vigorously
(D) cravenly
(E) thoroughly

Hints!
000do
Read the first sentence of the passage.
Read the last sentence of the passage.
Read the last
paragraph. Hint for
Question 4:
Insert each of the answers into the sentence.

Which makes the most sense?
Read lines 35-40.
Remember the focus in the first sentence of the passage.

Combine that with the point the author makes about 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."

Answers (B) and (D) are negative.

Look for a positive word that best
completes the meaning of the sentence
when replacing the word "vehemently."

0 
Answers!
°©o®©
Question 1.
The answer is (E).
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.
Question 2.
The answer is (E).
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.
Question 3.
The answer is (A).
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).
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.

Question 5.
The answer is (B).
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.
Question 6.
The answer is (D).
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.
Question 7.
The answer is (B).
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).
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.

Studyguide for the SATSkill Quiz D: Critical Reading
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.

(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.

el
iz Time!
c000fo
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) subordi nat ed

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

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.
Question 6.
(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

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

Hints!
000do
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.
Read the last
paragraph. Hint for
Question 7:
Answer (C) most nearly means the

opposite of "neophyte."
It can be immediately eliminated.

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.

0 
Answers!
°©o®©
Question 1.
The answer is (D).
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).
Question 2.
The answer is (E).
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."
Question 3.
The answer is (C).
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."

Question 4.
The answer is (A).
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.
Question 5.
The answer is (C).
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.
Question 6.
The answer is (A).
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.

Question 7.
The answer is (E).
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.
Question 8.
The answer is (A).
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."

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 fmds in Virginia
and South Carolina, believed by some to be as old as 12,000 B.C., are
also viewed with a skeptical eye.
Studyguide for the SATSkill Quiz E: Critical Reading
Passage 2
(35) Scientists who continue to give unflagging allegiance to the

"Clovis First" theory regarding the earliest Paleo-Indian migration and
ensuing cultural development in the Americas may soon fmd
themselves alone in the face of mounting archaeological evidence,
as well as other possible suggestions for routes of arrival on 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.0 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 fmding 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.

el
iz Time!
c000fo
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

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

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

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 fmal
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) fmding new sites
(D) using every modern scientific analysis method
possible
(E) DNA analysis only

Hints!
0000.0
Review the passage for the main point of disagreement with pre-Clovis
theories.
Hint for Question 2: Reread
paragraph 2. Hint for
Question 3: Which choice is
the best synonym?
Which choice is the best synonym?
Consider the main point of

disagreement with pre-Clovis
theories.
Reread the last
paragraph. Hint for
Question 7:
Consider the tone used in paragraph 1.

Consider the most accurate synonym.
Which choice is the only one

"Clovis First" theorists
refute?

Which choice is the
main idea of Passage 2?
Studyguide for the SATSkill Quiz F: Critical Reading
Which choice is the central point of

disagreement between the two
passages?
Which choice is fundamental to all scientific investigation?

0 
Answers!
°©o®©
Question 1.
The answer is (B).
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.
Question 2.
The answer is (A).
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.
Question 3.
The answer is (C).
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).

Question 4.
The answer is (B).
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.
Question 5.
The answer is (A).
The answer is (A).
Although many points of disagreement concerning when and where the first
arrivals were made are expressed, the word "accurate," as opposed to
"questionable," dates is primarily used to imply that pre-Clovis
theories are highly questionable.
Question 6.
The answer is (D).
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.
Question 7.
The answer is (B).
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.

Question 8.
The answer is (E).
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).
Question 9.
The answer is (C).
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.
Question 10.
The answer is (E).
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.

Question 11.
The answer is (B).
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.
Question 12.
The answer is (D).
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.

This passage is taken from an article written to

commemorate the 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 fmd 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.

el
iz Time!
c000fo
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

209
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) p e c ul i a r i ti e s
(E) mysteries

210
d
Answers!
ocpoob
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).

211
Studyguide for the SATSkill Quiz G: Critical Reading
These passages were written for art museum newsletters.

The authors were commenting on touring exhibitions
featured at the museums.
Passage 1
The Impressionists were the first generation of painters to

treat the eye as an instrument--as an apparatus--and to take 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.

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 fmgers reaching out into space, and make it
a symbol of aspiration, tenderness, or wrath.

el
iz Time!
c000fo
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

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

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
more colorful 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

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 is
described 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

d
Answers!
ocpoob
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).

Studyguide for the SAT
These passages were taken from an anthology of commentaries on

Plato's philosophy.
Passage 1
As far as getting things done is concerned,

experience does not seem to differ at all from art; in fact, 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, bums 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.

Studyguide for the SATSkill Quiz H: Critical Reading
Passage 2
The best form of government, Plato suggests, is an

(40) aristocracy. By this he means not an hereditary aristocracy,
or a monarchy, but an aristocracy of merit--that is, rule by 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.

el
iz Time!
c000fo
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

Question 4.
In line 9 of Passage 1, the author uses the word "accidentally"
(A) to refer to an unfortunate experience that

leads a patient to seek medical care
(B) to mean "in principle"
(C) to refer to the incidental fact that a specific
patient also happens to be part of mankind
(D) to convey the sense that treating "man" is
in the doctor's nature
(E) to mean "out of kindness"
Question 5.
The author of Passage 2 implies that
(A) theoretical principles were 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

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
with real 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

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

d
Answers!
ocpoob
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).

Studyguide for the SATSkill Quiz I: Critical Reading
This passage is taken from an article on vitamins

written 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, Bl, 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.

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.

231
el
iz Time!
c000fo
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) instruc tiona l
(C) intuitive
(D) pedantic
(E ) pre c a utiona ry

232
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) ma nufa c ture d
(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

233
40
Answers!
°©o®©
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).

234
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).

Studyguide for the SATSkill Quiz J: Critical Reading

el
iz Time!
c000fo
Question 1.
Which of the following best expresses the main idea of this passage?
(A) Plastic bottles and bags have several uses

(B) People can save money by recycling plastic
(C) The environment is helped by recycling plastic
(D) People can save money, and help the
environment, by fmding good uses for trash
(E) Home projects for the do-it-yourselfer
Question 2.
You can infer from the passage that the author MOST wants people to
(A) save time

(B) save money
(C) help the environment
(D) build things
(E) paint things
Question 3.
The most likely reason that the author mentions "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

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 ) c onde sc e nding
(B) angry
(C ) pedantic
(D) evangelical
(E ) informative

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 fmal 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.

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

Question 10.
In line 6, "touting" most nearly means
(A) soliciting
(B) informing
(C) betting
(D) advertising
(E) voting

0 
Answers!
°©o®©
Question 1.
The answer is (D).
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).
The best answer is B. Read the hint if you don't see why.

Question 4.
The answer is (B).
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 fmd 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
means the 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 the
plastic 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 is the best.

Question 5.
The answer is (E).
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).

Vocabulary

do e/, e•
®0000 000,0 00©11ab

Studyguide for the SATSkiII Review: Vocabulary
Review Time
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 defmition;
sometimes, look at the definition and try to guess the word.
Doing it both ways helps the words sink in faster.

Studyguide for the SATSkiII Review: Vocabulary
SAT Success "Complete" SAT Vocabulary Lists
Obviously, the only truly "complete" list of words that might appear on
the SAT is a very thick dictionary. And who has time to learn 2,000 new
words?
However, we HAVE narrowed the list down to

* The words that have a 25%-50% chance of
appearing on any given SAT, plus
* Common prefixes and roots you should know.
We find that our students benefit dramatically from reviewing these

word lists. Don't try to memorize the entire list—but do scan the 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.

Studyquide for the SAT Vocabulary: 192 Words You Need to Know
The Golden Dozen

1. aesthetic — appealing to the sense of beauty Some cell phones are designed more
for their aesthetic appeal than for their functionality.
2. eclectic — choosing from a variety of sources

A person with eclectic taste in music would like Joss Stone, Alicia Keys, Shania Twain,
and Mozart.
3. enigma — a puzzle; a riddle Mona Lisa's enigmatic 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!"

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 JD., 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.

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.

"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 Mans gumdrop buttons.
39. callous — lacking sensitivity, concern and solicitude Dennis

Hopper plays callous bomber Howard Payne in the movie Speed.
40. lethargic; anemic; languid; slothful — lacking in energy, vitality, and 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
o
u

t-of-control train and the end of the tracks.
44. precarious — lacking stability

In the movie Dirty Dancing, Baby balances precariously on a log as she learns how 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."

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

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.

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.

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."

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.

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.

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.

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.

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.

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
ll
"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.

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

v
i
l
ified by the Rebel Alliance in the Star Wars movies.
180. magisterial — learned and authoritative

In the Harry Potter books, Dumbledore serves as the magisterial headmaster of
Hogwarts.
181. oblivious — unaware

In the movie Freaky Friday, Ryan is oblivious to the fact that mom Tess and daughter
Anna have switched bodies.
182. obstinate; adamant; obdurate — very stubborn

In the movie 10 Things I Hate About You, a remake of Shakespeare's play The Taming 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.

Studyguide for the SAT Prefixes
PREFIX: The Mighty DE:
a big disaster, things really go down the tubes,

debacle
a fiasco
decry to criticize, denounce, condemn,
to put someone or something down
demolish
to tear down, destroy, raze
deplete
to exhaust, when the supply of something is depleted
deplorable it goes down
wretched, awful, miserable.
depreciate The destitute family lived in a deplorable slum.
derogatory to go down in value.
despondent to belittle, to say unfavorable things about someone
devoid feeling very down, discouraged
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, peculiar

elusive out of reach, hard to catch, evasive
eminent outstanding, illustrious, very prominent,
notable
exorbitant literally out of orbit, hence unreasonable
expound to elaborate, to explain in great detail
extricate to get out of an entanglement or difficulty
extrovert an outgoing person
PREFIX: MIS (wrong/bad)
misanthrope a person who hates or distrusts mankind

miscreant one who behaves criminally, an evildoer, a malefactor
misnomer wrong name
PREFIX: BENE (good/well)
benediction a blessing
benefactor one who has given help, especially financial
benevolent inclined to do good, kind
benign good natured, kindly, favorable, not malignant

PREFIX: UN (not)
unfazed, calm, not disturbed not easily upset, calm

unfettered free from restraints, liberated
unflappable calm, not disturbed not easily upset, calm
unfounded groundless, without substance, false
unorthodox not following established ways of thinking
unparalleled having no parallel, unequaled
unremitting unrelieved, relentless, ceaseless
unscathed unhurt, unharmed
unsubstantiated, not proven, lacking justification
untenable not able to be defended
unwarranted not proven, lacking justification
PREFIX: AB (away from/off)
abdicate to give up, resign

aberration a departure from what is normal or typical
abhor 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 norm

atheist aperson who does not believe in God
PREFIX: RE (back,again)
redundant repetitive
refurbish to make new again, renovate
rejuvenate to make young again
repatriate to return to one's country of origin
resilient able to bounce back from adversity or change
revitalize to give new life to
revoke to take back
PREFIX: AMI (friend)
amicable, amity, pleasant, friendly, peaceful

amiable affable

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 criminal

malediction a curse
malevolent 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, adjoin

ante- before antediluvian, antedate
anti- against antibiotic, antifreeze
aqu- water aquarium, aqueduct
auto- self autocrat, autograph
bi- two bisect, bipartisan
circum- around circumlocution, circumspect
con- with, together convene, convention
contra- against contradict, contraband
dis- discharge, disarm
not, apart
en- in engulf, endanger, enfeeble
fin- final, indefinite
end, limit
gen- birth, kind, origin generation, gender
hypo- under, beneath, less than hypodermic, hypocrite

inter- between interdisciplinary, intercede
mono- one monorail, monologue
neo- new neoclassic, neolithic
non- not nondescript, nonbeliever
para- beside, beyond parallel, paradox
poly- many polygon, polysyllabic
post- after, behind postwar, postscript
pre- before preclude, precedent
pro- before, forward, progress, pronoun, prognosis
acting for
retro- backward retroactive, retrorocket
semi- half, partly semicircle, semiprecious
sub- under subhuman, subordinate
trans- across, beyond transcontinental, transport
td- three triathlon, trimester
ultra- beyond ultraviolet, ultrasound
uni- one unicycle, universe
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 temporary, legendary
relating to
-ate invalidate, sublimate
to cause to become
-en kitten, earthen, golden
little, made of
-er - batter, logger, complainer
ful - doer, maker
full of boastful, cheerful
ic
photographic, symphonic, manic, heretic
dealing with, caused by,
showing, person or thing
-ion, -tion,
-ation act or state of being subtraction, addition, valuation
-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
-ment from adjectives
-ness result, action improvement, pavement
quality, preparedness, willingness
-ous, -ose condition of being
-y abounding in voluminous, verbose
full of, containing soupy, sticky
Studyguide for the SAT Roots
ROOT: FID (faith)

perfidious treacherous, untrustworthy
diffident lacking faith in oneself, lacking confidence
fidelity, infidelity faithfulness, unfaithfulness
ROOT: FLU (flow)
affluent flowing abundantly, wealthy
confluence to flow together, converge
superfluous flowing above, hence exceeding what is necessary
ROOT: CHRON (time)
anachronism something that is not happening in its proper time
chronological arranged in the order of occurrence
synchronize to occur at the same time, simultaneous
ROOT:GREG(group/people)
gregarious enjoying the company of groups, affable
segregate to separate into different groups
egregious outside of the group, outstandingly bad
ROOT: LUC (light)

elucidate to make clear, clarify
lucid clear, readily understood
pellucid very clear, transparent
translucent permitting the passage of light
ROOT: ACRI/ACER(yery sharp)
acrid unpleasantly pungent in taste or odor
acrimonious full of spite, bitter, nasty
acuity keenness of perception
acumen mental sharpness
acute sharp, very keen
exacerbate to sharpen or aggravate, inflame
ROOT: PUG (fist, fight)

impugn to challenge the accuracy or honesty of something
pugnacious combative, quick to fight
repugnant offensive, very distasteful, repulsive
ROOT:PLAC (calm)
placid outwardly calm, composed
complacent so calm as to be self-satisfied, smug
implacable incapable of being calmed, relentless
placate to calm, appease
ROOT:PATHOS(feeling)
antipathy feeling against someone or something, dislike
empathy feeling the same thing as someone else

ROOT: SPEC/SPIC (see)
specious seemingly fair or true, but actually not so,
deceptive
circumspect taking a look around, cautious
perspicacity keen vision, perceptive, astuteness
Other Common Roots
aud, audit hear auditorium, audible

brev short, brief brevity, abbreviation
cred belief, trust credibility, incredible
dem people democracy, demagogue
duc to lead induct, conduct
err wander, stray erratic, aberration
gram write, writing telegram, grammatical
loc, loqu talk, speech locution, colloquial
nov new novel, novice
orth orthopedic, orthodox
straight, correct
ped pedestrian, pedal
foot
phil like, love philanthropy, philosophy
phon sound phonograph, telephone
prim first, early primary, primitive
scrib write scribble, inscribe
secut, sequ follow sequential, persecute
ten hold tenacious, tenant, tenure
tract draw, pull tractor, distraction
ver true verify, verisimilitude
vita life vital, vitamin
Writing Lesson #1
Grammar Usage and Mechanics

do e/, e•
®0000 000,0 00©11ab

Studyguide for the SATSkiII Review: Grammar Usage and Mechanics
Review Time
GRAMMAR, USAGE, AND MECHANICS
These are the principal ways the SAT tests to see if you can recognize when
sentences are grammatically correct:
Verb Tense
Subject-Verb Agreement
Noun/Pronoun Agreement
Pronoun Reference
Ambiguous
Reference
Adjective/Adverb convention
Possessive
Form Double
Negative
Diction
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 auxiliary

verb "were" is in the past tense, "ask" should also be in the past
tense.)
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 then
asked 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
asks me to drive her home. (Both verbs are in the
present tense.)
Incorrect: He came to Las Vegas andplays the slot

machines ("came" is in the past tense, but "plays" is in the
present tense.)
Correct: He came to Las Vegas andpkyzl the slot
machines (Both verbs are in the past tense.)

Practice Exercise:
Choose the correct sentence.
Question 1.
(A) I would not have called if I had knew you were sleeping.
(B) I would not have called if I had known you were sleeping.
The answer is B. The past participle of "know" is "known."
Question 2.
(A) At the end of the play, the entire
cast comes onstage and takes 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 to
another.
Here are some examples:
If you want a good reading score on your SAT, one

should read more books. (Incorrect)
If you want a good reading score on your SAT, you
should read more books. (Correct)
Senior citizens like the governor's style of campaigning, but

younger voters have no opinion of him. (Incorrect)
Senior citizens like the governor's style of campaigning, but
younger voters have no opinion of it. (Correct)
The pronoun "it" refers to the governor's style not the governor.
Subject-Verb Agreement
The verb must agree with the subject in number.

The test writers often put a phrase between the subject and the
verb to try to throw you off.
Example:
Incorrect: The dog, along with several cats, were
chasing cars. (The subject of the sentence, "dog" is singular and
needs a singular verb.)
Correct: The dog, along with several cats, was chasing cars.

The phrases "in addition to" and "as well as" are often placed
between the subject and verb, as "along with" is in the sentences
above. To choose the correct form of the verb, read the sentence
without the phrase.
Here's another example:

Incorrect: Cancellation of your tickets generate an
automatic refund. (The subject of the sentence, "cancellation," is
singular and needs a singular verb.)
Correct: Cancellation of your tickets generates
an automatic refund.
Practice Exercise:
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

singular and 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 and

needs a plural verb.
Noun or Pronoun Agreement
A pronoun must agree in number with its antecedent. The antecedent

is the word, usually a noun, to which the pronoun refers.
Examples:
Incorrect: Every one of the boys needs to get their
hair cut. (The antecedent "one" is singular and needs a singular
pronoun.)
Correct: Every one of the boys needs to get his hair cut.
Incorrect: The students had lots of good ideas for a

field trip, like a trip to the beach, but the teacher ignored it.
(The antecedent "ideas" is plural and needs a plural
pronoun.) Correct: The students had lots of good
ideas for a field trip, like a trip to the beach, but the
teacher ignored them.

Practice Exercise:
Question 1.
(A) The legislature will hold their
fmal session tomorrow.
(B) The legislature will hold its fmal
session tomorrow.
The answer is B. The antecedent "legislature" is singular and needs a

singular 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 a

singular pronoun.
If a singular noun refers to people of both genders, use "his or her,"

never "their."
Example:
Each player must buy his or her own uniform.
Pronoun Reference
A pronoun must be in the correct case. The most common type of

pronoun case error is the use of the subjective case when the objective
case
is needed.
Examples:
Incorrect: Let's keep this between you and I. (The pronouns

are objects of the preposition "between," and they should be in the
objective case. However, "I" is in the subjective case.)
Correct: Let's keep this between you and me.
Incorrect: No one knows about it except you and she. (The

pronouns are objects of the preposition "except," and they should
be in the objective case. However, "she" is in the subjective
case.) Correct: No one knows about it except you and her.

Note that the pronoun "you" has the same form in the subjective
case and in the objective case.
Sometimes an error will appear as a pronoun in the subjective case

in front of a gerund. The pronoun should be in the possessive case.
Example:
Incorrect: She winning the lottery was a great shock.
Correct: Her winning the lottery was a great
shock.
Exercise:
Question 1.
(A) The voice on the phone was muffled, but
it could have been he.
(B) The voice on the phone was muffled, but
it could have been him.
The answer is A. In this sentence, the pronoun is a

predicative nominative—a noun or a pronoun that follows a
linking verb and explains or identifies the subject of the
sentence ("voice"). A predicate 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.

Ambiguous Reference
A pronoun must refer clearly to its antecedent. When a pronoun

could refer to either of two nouns, the meaning of the sentence
is ambiguous.
Examples:
Ambiguous: Joe told Bill that he was lucky. (he" could refer
to either Joe or Bill.)
Clear: Joe told Bill that Bill was lucky. (the pronoun has been
replaced by a noun.)
Clear: Joe said to Bill, "You are lucky." (The sentence is
constructed 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. (The
pronoun and its antecedent have been moved to make their
relationship clear.)
Practice Exercise:
Choose the sentence in which the relationship between the pronoun
and its antecedent is clear.
Question 1.
(A) Dave missed the game, which caused quite a
controversy.
(B) Dave's absence from the game caused quite a
controversy.
The correct answer is B. In Sentence A, it could be the game itself

or the 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 the

airplane that broke.

Possevive Pronouns
Possessive pronouns replace possessive nouns. The possessive

pronouns are:
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

agree with their antecedent in number and in gender.
Examples:
Adela asked Jake to critique her essay.
If Troy and Kevinwin the contest, the prize will be theirs .
Most possessive pronouns differ in form depending on whether they

modify a noun or stand alone.
Examples:
Max is my dog. Max is mine.
The pronouns in italics above always stand alone. The third-person

singular possessive pronouns his and its are the same whether
they modify a noun or stand alone.

Pay particular attention to its and their. These two confuse many
students. Its is a possessive pronoun.
Do not confuse it with the contraction it's (which means it is).
Incorrect: Its a beautiful 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."

Adjective/Adverb Convention
Make sure that you use adjectives and adverbs correctly. An adjective
modifies 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" is

a verb and must be modified by adverbs, while "slow" and
"deliberate" are adjectives.)
Correct: He worked slowly and deliberately . ("slowly"
and "deliberately" are adverbs.)
Watch out for "good" and "well." "Good" is an adjective, and "well"
is an adverb.
Example:
Correct: To get a good grade you must do well on your tests.
The adjective "good" modifies the noun "grade," and the adverb "well"
modifies the verb "do."

Practice Exercise:
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 an

adverb.
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.
But you 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 on

vacation. ("couldn't hardly" is a double negative.)
Correct: The children could hardly wait to go on vacation.

When a double negative appears in a sentence improvement section,

you must pay close attention to the intended meaning in order to
correct
the sentence. For example, "hardly no" could be corrected by
"hardly any" or by "no."
Examples:
Incorrect: The bird population declined because there was

hardly no food.
Correct: The bird population declined because there was
hardly any food. (the double negative has been corrected to
show the most likely intended meaning. Since some birds stayed,
there probably was some food.)
Incorrect: All the birds left the area because there was
hardly no food.
Correct: All the birds left the area because there was no
food. (The double negative has been corrected to show the most likely
intended meaning. Since all the birds left, there probably was no
food.)
Practice Exercise:
Choose the best word or phrase to replace the underlined portion

of each sentence.
Question 1.
(A) The girl's answers to our questions
didn't make any sense.
(B) The girl's answers to our questions
hardly made no sense.
The answer is A. "Hardly made no" is a double negative.
Question 2.
(A) We don't need but $20 for gas.
(B) We need only $20 for gas.
The correct answer is B. "Don't need but" is a double negative.

Diction
The SAT tests your ability to choose the correct word for a given
context. Words that are commonly misused and confused will show up
several times in each SAT.
Examples:
accept, except (Accept means "receive." Except means
"exclude" or "excluding.")
The local college accepted everyone's application except his.
affect, effect (Affect, meaning to influence or change," is used as a

verb. Effect is most commonly used as a noun meaning "result,"
but it sometimes is used as a verb to mean "bring about" or
"cause.")
allusion, illusion (Allusion means "indirect reference."

Illusion means "a false image or idea.")
eminent, imminent (Eminent means "distinguished."Imminent

means "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 items

mentioned; latter refers to the second.)
principal, principle (Principal, as a noun means "person in

charge" or "sum of money." As an adjective it means "main" or "most
important."Principle means "rule, law, or fundamental truth.")
The principal at our high school made sure that we learned the
principles of good citizenship.
than, then (Than is used in comparisons; then refers to

time.)
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 them
correctly.

Practice Exercise:
Question 1.
(A) The game had to be postponed because
a thunderstorm was imminent.
(B) The game had to be postponed because
a thunderstorm was eminent.
The correct answer is A.
Question 2.
(A) The short story makes an illusion to
an event that actually occurred.
(B) The short story makes an allusion an
event that actually occurred.
The correct answer is B.
Weak Passive Verb
Verbs in the active voice make sentences more effective and emphatic.
My skin was punctured by a nail.

(Passive) A nail punctured my skin
(Active)
Global warming is being studied by climatologists. (Passive)

Climatologists are studying global warming. (Active)
Three bears were seen by Joe near the lake.

(Passive) Joe saw three bears near the lake.
(Active)
The movie will be seen by only a few of her fans.

(Passive) Only a few of her fans will see the movie.
(Active)

Studyguide for the SATSkiII Quiz A: Grammar Usage and Mechanics
el
iz Time!
c000fo
Question 1.
We've collected several items to auction: Rick's watch, Tony's bike, and
Ross's A
B
golf clubs, but most of the merchandise is your's . No error
CD E
(A) (B) (C) (D) (E)
Question 2.
I love to cook Italian dishes made from scratch , but my specialty are pasta
dishes A B C
with a variety of sauces. No error
D E
(A) (B) (C) (D) (E)
Question 3.
Danielle stayed late and practiced reading Macbeth with Kathy because
she A B
wanted to make sure their performance would be flawless. No
error C D E
(A) (B) (C) (D) (E)

Question 4.
My plate came with two enchiladas; however , I could not eat both, so I had
the A B C
waiter wrap one and took them home to eat later. No error
D E
(A) (B) (C) (D) (E)
Question 5.
The mayor, along with several prominent businesses and council members, have
A B
given a generous contribution to local artists . No error
C D E
(A) (B) (C) (D) (E)
Question 6.
Our teacher wants us to conduct interviews with people who were

formerly in the service and wrote the results in narrative form.
(A) wrote the results
(B) will write the results
(C) will have written the results
(D) write the results
(E) can write the results

Question 7.
John, Heather, and Kim got into an inane argument because they did
not agree on who is the funniest comedian : Buster Keaton or Jerry
Lewis.
(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 little
brother at his friend's sleepover party, my friends will have
already left on their camping trip.
(A) will have already left
(B) will already be leaving
(C) will already left
(D) had already left
(E) had already be leaving

Question 9.
The fog was so thick that Monica couldn't hardly see anything;
nevertheless, she was driving too quickly and ran into a parked
vehicle.
(A) couldn't hardly see anything; nevertheless,
(B) couldn't hardly see anything; in addition,
(C) could hardly see anything; nevertheless,
(D) couldn't hardly see everything; as a result,
(E) could hardly see nothing;
nevertheless, Question 10.
Having been bred and trained as workers and companions for

thousands of years, most domesticated dog breeds do not have
the skills necessary to survive in the wild.
(A) Having been bred and trained
(B) Despite the fact that they are bred and trained
(C) To have been bred and trained
(D) To be bred and trained
(E) In order to breed and train

Hints!
000do
One apostrophe is not needed.
Hint for Question 2: What is
the specialty? Hint for
Question 3: Who wants a
flawless performance?
How many enchiladas were left?
The mayor is the subject of the sentence.
Hint for Question
6: Look for a shift.
How many people are being compared?
When are the speaker's friends leaving?
How many negative words are in this sentence?
The first half of the sentence modifies "breeds."

Studyguide for the SATSkiII Quiz B: Grammar Usage and Mechanics
0 
Answers!
°©o®©
Question 1.
The answer is (D).
The answer is D.
Possessive pronouns do not need apostrophes.
Question 2.
The answer is (C).
The answer is C.
The verb should agree with the subject: "specialty is."
Question 3.
The answer is (B).
The answer is B.
"She" could refer to Danielle or Kathy. The pronoun should be
replaced with one of the girls' names.
Question 4.
The answer is (D).
The answer is D.
Only one enchilada gets wrapped, so the writer took it home.
Question 5.
The answer is (B).
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).
The answer is D.
The verb "wrote" should be "write" to keep the verb tense

301
consistent with "conduct."

302
Question 7.
The answer is (E).
The answer is E.
"Funnier" compares two things, while "funniest" compares three or more.
Question 8.
The answer is (A).
The answer is A.
The sentence is correct as it is.
Question 9.
The answer is (C).
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).
The answer is A.
The sentence is correct as it is.

303
el
iz Time!
c000fo
Question 1.
By next semester, all seniors will have been send several entrance applications
A B
to colleges of their choice . No error
C D E
(A) (B) (C) (D) (E)
Question 2.
Before takeoff, the flight attendant asked each passenger to read the brochure
for A B
their safety in the event of an emergency . No error
C D E
(A) (B) (C) (D) (E)
Question 3.
After the principal announced that several cars in the parking lot had their
lights A B
on, Alice told the teacher that her car lights were still on. No
error C D E
(A) (B) (C) (D) (E)

304
Question 4.
If you are in training, energy bars or fruit are a great snack

that A B
will keep you satisfied until your next full meal. No error
C D E
(A) (B) (C) (D) (E)
Question 5.
Although the hailstorm damaged several metal roofs, hardly no

damage A B C
was evident on shingled roofs. No error
D 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

305
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

306
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.

307
Hints!
0000.0
When does the action take place?
Hint for Question
2: Whose safety is at
issue? Hint for
Question 3:
Who forgot to turn off the car lights?

Hint for Question
4: Check the verbs.
Hint for Question
5: Avoid double
negatives. Hint for
Question 6:
When did the brother get the information?
Are all the phrases in the same (parallel) form?
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?

308
Studyguide for the SATSkiII Quiz C: Grammar Usage and Mechanics
0 
Answers!
°©o®©
Question 1.
The answer is (A).
The answer is A.
All seniors "will have sent" would be correct. The action will end before the end of the semester.
Question 2.
The answer is (C).
The 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).
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).
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).
The answer is C.
"Hardly" and "no" are both negative words. "Hardly any damage" corrects this double negative.

Question 6.
The answer is (E).
The answer is E.
The event happened yesterday. The correct verb should be "learned."
Question 7.
The answer is (B).
The answer is B.
In order to make all three phrases parallel, change the passive "the rules of the road must be learned" to
"learn the rules of the road." Answer D makes it parallel, but it contains a comma splice.
Question 8.
The answer is (D).
The 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).
The answer is A.
"Desperately" should modify "needed." It should not modify "wash" or "claiming."
Question 10.
The answer is (C).
The answer is C.
As it is written, "morale" failed to reach the summit. Answer C corrects this dangling modifier.

el
iz Time!
c000fo
Question 1.
You will arrive latter if you miss the shortcut

A B C
near King Street. No error
D E
(A) (B) (C) (D) (E)
Question 2.
Tell them that their dinner will be ready

when A B
their fmished with their chores. No error
C D E
(A) (B) (C) (D) (E)
Question 3.
People would be more careful with their money, if they knew

A
its the principal reason that couples
B C D
argue. No error
E
(A) (B) (C) (D) (E)
Question 4.
They told me he never

excepted A B C
what happened to his daughter. No error
D E
(A) (B) (C) (D) (E)

Question 5.
He didn't seem to be
effected A B C
by the loss of his job. No
error
D E
(A) (B) (C) (D) (E)
Question 6.
Please be careful with that china, because it could very easily get busted .
(A) could very easily get busted
(B) could very easily get broken
(C) could very easily be broken
(D) is extremely fragile
(E) could get broken very
easily Question 7.
The Senate will be considering a bill to protect the environment.
(A) will be considering a bill
(B) will consider a bill
(C) shall be considering a bill
(D) will be taking under consideration
(E) will themselves be considering a bill

Question 8.
Bill told Jeff that he should have taken the train.
(A) that he should have taken the train
(B) that the train should have been taken
(C) that he should of taken the train
(D) what he should have done was to take the train
(E) to take the train next time
Question 9.
California suffered substantial economic effects from the winter storms.
(A) suffered substantial economic effects from
(B) suffered substantially, especially economic effects, from
(C) suffered substantial economic affects from
(D) substantially suffered economic effects from
(E) suffered economic effects, substantially
from Question 10.
The bill for the dinner was micll by I.
(A) The bill for the dinner was paid by I
(B) The bill for the dinner were paid by me
(C) I paid the bill for the dinner
(D) The bill for the dinner was paid for by me
(E) The bill was paid by me, for the dinner

Hints!
000do
One of the words is not quite right.
Look for an incorrectly used "their."
The wrong answer? It's a pronoun.
One of the words is not acceptable.
How will you be affected if you miss this one?
Which is the most concise answer?
Hint for Question 7: Avoid
passive voice. Hint for
Question 8: Who rode the train?
Hint for Question 9: What
affected California's economy?
Hint for Question
10: Avoid passive
voice.


0 
Answers!
°©o®©
Question 1.
The answer is (B).
(B) is the correct choice. "Later" is correct.

"Latter" means the second of two.
Question 2.
The answer is (C).
(C) "their" is
incorrect. They're is the
correct form.
Question 3.
The answer is (B).
(B) its is incorrect. It's, a

contraction for "it is," is correct.
Question 4.
The answer is (C).
(C) is incorrect. "Accepted" would be the correct word.
Question 5.
The answer is (C).
(C) is incorrect.
"Effected" means "caused"; "affected" means "influenced" or "changed." If a
person is affected by an event, that event had an effect on the person.
Question 6.
The answer is (D).
(D) is the best

answer. It eliminates

the wordiness.

Question 7.
The answer is (B).
(B) avoids using the passive voice.
Question 8.
The answer is (E).
Only choice (E) resolves the ambiguity.
Question 9.
The answer is (A).
(A) is correct. The economic effects were substantial.
Question 10.
The answer is (C).
(C) is the best choice.

Writing Lesson #2
Sentence Contruction

do e/, e•
®0000 000,0 00©11ab

Studyguide for the SATSkiII Review: Sentence Construction
Review Time
Sentence Construction
The SAT test will test your ability to recognize errors in standard
English conventions and sentence construction. These will include:
Parallel Structure
Misplaced/Dangling Modifiers
Sentence Fragments Run-ons
and Comma Splices
Idioms
Faulty Comparisons
Wordiness
Parallel Structure
A series of words, phrases, or clauses used in a sentence should have

parallel structure. Non-parallel structure is a sentence construction
error.
Examples:
Incorrect: The students read, wrote, and they recited. (The
first two items in the series are single words, while the last item is
a clause.)
Correct: The students read, wrote, and recited. (The three
items are parallel in their construction.)
Incorrect: He was a stickler for spelling, grammar rules, and

using punctuation correctly. (Each item in the series has a different
form.)
Correct: He was a stickler for spelling, grammar, and
punctuation. (The three items are parallel in their construction.)

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

only a noun.
Misplaced/Dangling Modifiers
A modifying phrase or clause should be placed as close as possible

to the word it modifies. A misplaced modifier makes the meaning of
the sentence unclear.
Examples:
Unclear: I baked cookies for my friends with nuts in them. (The
modifying phrase "with nuts in them" seems to modify the closest noun,
"friends.")
Clear: I baked cookies with nuts in them for my friends. (The
modifying phrase has been moved so that it is closest to the noun it
modifies, "cookies.")
Unclear: We bought sandwiches in a gas station that must have been two
weeks 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 a gas station. (The modifying clause has been moved so that it is
closest to the noun it modifies, "sandwiches.")
A dangling modifier does not modify any noun in the sentence.

Examples:
Incorrect: Though warned of the storm, no action was taken.

(The modifier "though warned of the storm" does not refer to any
noun in 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 the
sentence.)
Correct: History 101 is a prerequisite for students wishing
to take History 205. (The phrase modifies "students.")
Practice Exercise:
Choose the sentence in which the modifier is used correctly.
Question 1.
(A) I served cake after the
graduation ceremony that I
made myself.
(B) I served cake that I made myself after
the graduation ceremony.
The correct answer is B. The modifier "that I made myself' is

closest to the noun it modifies, "cake."
Question 2.
(A) After I had waited for weeks, the letter
fmally arrived.
(B) After waiting for weeks, the letter
fmally arrived.
The correct answer is A. In Sentence B, the modifier "after

waiting for weeks" does not refer to any noun in the sentence.

Faulty Comparisons
One kind of faulty comparison occurs when the superlative form of an

adjective or adverb is substituted for the comparative form. Use
the comparative form, such as "better," "more," or "less," when
comparing two people or things. Use the superlative form, such as
"best,"
"most," or "least," when comparing three or more.
Examples:
Incorrect: Of the two candidates, the incumbent was the
least nervous. (The comparative form "less" should be used to
compare two candidates.)
Correct: Of the two candidates, the incumbent was less
nervous.
Incorrect: I like apples, pears, and oranges, but I like apples

better. (The superlative form "best" should be used to
compare three fruits.)
Correct: I like apples, pears, and oranges, but I like
apples best.
Another kind of faulty comparison occurs when a thought is not quite

completed.
Examples:
Incorrect: The gifts we bought in town were less expensive
than the mall. (The sentence compares gifts to the mall.)
Correct: The gifts we bought in town were less expensive
than the ones we bought at the mall. (The sentence
compares N bought at two different places.)
Mixed metaphors are a third type of faulty comparison.
Examples:
Mixed metaphor: Bill was clouded in a sea of confusion. (The idea
of being "clouded" is related to the sky, not to the sea.)
Better: Bill was drowning in a sea of confusion.

Studyguide for the SATSkiII Quiz A: Sentence Construction
Practice Exercise:
Question 1.
(A) Paulo and Emma sang solos, and Emma's
was better.
(B) Paulo and Emma sang solos, and Emma's
was best.
The correct answer is A. The comparative form is used to compare two

things.
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

populations are being compared.
Senetence Fragments
A sentence fragment is a group of words that masquerades as a
sentence. It has capitalization and punctuation but lacks
some
essential element of a sentence. Remember, a sentence must have both a
subject and a predicate, and it must express a complete thought.
There are two basic types of fragments.

Type 1 fragments are phrases; they lack a subject, a predicate,
or both. Fragment: Like to eat fresh seafood. (This phrase has
a predicate but no subject). Sentence: I like to eat fresh seafood.
(A subject was added to make a sentence.) 
Fragment: At the beach. (This prepositional phrase has neither a

subject nor a predicate.)
Sentence: I like to eat fresh seafood at the beach. (Both a
subject and a predicate were added to make a sentence.)

Type 2 fragments are clauses that have a subject and predicate

but that do not express a complete thought. Such fragments are
introduced by a subordinating conjunction or a relative pronoun.
Fragment: When I jog in the morning.

Sentence: I jog in the morning. (The subordinating conjunction was
dropped so that the sentence expresses a complete thought.)
Sentence: I listen to music when I jog in the morning. (The
fragment was added to a sentence to make one complete thought.)
Fragment: That Jeff brought back from Mexico.

Sentence: This is the carving that Jeff brought back from Mexico. (The
fragment 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 a

subject 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 a

subject.

Run-ons and Comma Splices
When two sentences are run together without the needed punctuation
and/or conjunction, the result is a run-on sentence.
Examples:
Run-on: The wind died the kite could not fly. (Two sentences have
been joined with no punctuation or conjunctions.)
Correct: The wind died, so the kite could not fly. (The two
clauses have been joined with a comma and a coordinating conjunction.)
Correct: The wind died; the kite could not fly. (The two
clauses 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 conjunction
before the first clause and a comma after it.)
A comma splice is a type of run-on sentence in which two sentences are

joined with only a comma.
Comma Splice: Sarah invited me to dinner, she made lasagna.

Correct: Sarah invited me to dinner, and she made
lasagna. (The two sentences are joined with a comma and a
coordinating conjunction.)

Practice Exercise:
Choose the sentence in each pair that is written correctly.
Question 1.
(A) Dark clouds gathered, soon it began to
rain.
(B) Dark clouds gathered, and soon it began to
rain.
The correct answer is B. Sentence A is a comma splice.
Question 2.
(A) Ty brought his tennis racquet; Jen
loaned us a can of balls.
(B) Ty brought his tennis racquet and
Jen loaned us a can of balls.
The correct answer is A. Sentence B needs a comma before the

conjunction "and."
Unacceptable Idiom
There are many idiomatic and informal expressions that are considered
unacceptable in academic writing. Here is a short list of some
expressions and constructions that you should avoid.
Incorrect Substitution Examples

"of' for "have" would of, could of
"on" for "for" a protest on civil rights
"being as" for "because" being as I was late
"suspicion" for "suspect" I suspicioned he was guilty.

Non-idiomatic Idiomatic
(incorrect) (correct)
angry at (a person) angry 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 to
try and try to
Practice Exercise:
Question 1.
(A) The second semester of chemistry was
very different than the first.
(B) The second semester of chemistry was
very different from the first.
Question 2.
(A) I plan on going to the party.
(B) I plan to go to the party.

Wordiness
Wordiness errors usually show up as incorrect choices in the Improving
Sentences and Improving Paragraphs sections. When a single word
expresses 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
Practice Exercise:
Question 1.
(A) The company has no job openings at
the present time.
(B) The company has no job openings now.
The answer is B.
Question 2.
(A) Classes were held outdoors, the
reason being that the air conditioning
was broken.
(B) Classes were held outdoors because
the air conditioning was broken.
The answer is B.

el
iz Time!
c000fo
Question 1.
After the legislators met for a special session, they fmally voted on,
approved, and passing an important amendment to the law.
(A) they finally voted on, approved, and passing an important

amendment to the law.
(B) they fmally voted on, approved, and passed an important

(C) they fmally voted, approved on and passed an

important amendment to the law.
(D) they fmally voted on, approved upon, and passed on

an important amendment to the law.
(E) they fmally voted and approved and passing on an important


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.

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,

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.
0)) my grandfather grows the juicier tomatoes in all of Greene County.
(E) my grandfather grows the juicy tomatoes in all of Greene County.
Question 7.
Listening to soft music is recommended for patients recovering from 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.

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

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 stuffmg them with meat and rice,
(D) Having them stuffed with meat and rice,
(E) To stuff them with meat and rice,

Hints!
Find the answer choice that has parallel structure.
A phrase should be close to the word or words it is modifying.
Hint for Question
3: Fix that
fragment.
Idioms are not acceptable for writing.
How should these two ideas be joined?
How many tomatoes are grown in Greene County?
Strive for clear and concise sentences.
Look for an error in parallel structure.
Correct the run on sentence with punctuation.

Studyguide for the SATSkiII Quiz B: Sentence Construction
Who is doing the
stuffing?

0 
Answers!
°©o®©
Question 1.
The answer is (B).
The answer is B.
The verbs "voted," "approved," and "passed" all need to have parallel structure.
Question 2.
The answer is (C).
The answer is C.
It corrects the misplaced modifier by moving it to the end of the sentence.
Question 3.
The answer is (D).
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.
Question 4.
The answer is (C).
The answer is C.
People may use idioms in daily speech, but they are not permitted in writing.
Question 5.
The answer is (D).
The answer is D.
By adding a subordinating conjunction and punctuation, the comma splice is
corrected.

Question 6.
The answer is (A).
The answer is A. More than two tomatoes are being compared. "Most juicy" in
not the correct superlative of the word "juicy."
Question 7.
The answer is (C).
The answer is C.
It eliminates the wordiness.
Question 8.
The answer is (E).
The answer is E.
"Ride the commuter train" and "take buses" have parallel structure.
Question 9.
The answer is (D).
The answer is D. A semicolon can be used to separate two complete sentences.

If you use a period, as in choice E, the next sentence should begin with a
capital letter.
Question 10.
The answer is (B).
The answer is B.
The dangling modifier is now an introductory clause.

el
iz Time!
c000fo
Question 1.
When I visited the Grand Canyon, it was winter, the canyon

was A BC
lightly dusted with snow. No error.
D E
(A) (B) (C) (D) (E)
Question 2.
Many people who suffer from arthritis benefit from

A B
taking pain medication, staying physically active, and to receive massage
D D
therapy. No error.
E
(A) (B) (C) (D) (E)
Question 3.
Donna, a new worker in the New York office, told

aA B
story about visiting Italy during her lunch hour.
C D No error.
E
(A) (B) (C) (D) (E)
Question 4.
Tightened security policies in the United States have created

A
longer waiting periods at airports, the wait to check in can be over one
B C D
hour. No error.
E
(A) (B) (C) (D) (E)

Question 5.
The coaches, as well as the players, debated which sport

A B
is the most physically demanding, football or soccer. No error.
C D E
(A) (B) (C) (D) (E)
Question 6.
After vacationing in Tahiti, she decided she loved it

A B C
more than any place on earth. No error.
D E
(A) (B) (C) (D) (E)
Question 7.
Although the sequel to the movie was much different than what
A B
she had expected , she enjoyed it nonetheless . No error.
C D E
(A) (B) (C) (D) (E)
Question 8.
Thomas and I decided that we would spend our summer

A B
rock climbing and to take a white-water river trip before returning to school in the fall. No
error. C D E
(A) (B) (C) (D) (E)
Question 9.
In an effort to increase cancer awareness as well as promote

A B
healthy habits, the school sponsored a poster contest. No error.
C D E
(A) (B) (C) (D) (E)

Question 10.
The students practiced hard all season, as a result,

A B
their hard work paid off, and
C D
they won the state competition. No error.
E
(A) (B) (C) (D) (E)

Studyguide for the SATSkiII Quiz C: Sentence Construction
Hints!
000do
How do you join two independent clauses?
Are all parts of the sentence parallel?
Check for a misplaced modifier.
Hint for Question
4: Check
punctuation.
How many things are being compared?
Check the
comparison.
Check for correct idiomatic expressions.
Look for an error in parallel structure.

347
Read the sentence carefully.

348
Hint for Question
10: Check
punctuation.

349
0 
Answers!
°©o®©
Question 1.
The answer is (C).
The answer is C.
The comma splice is corrected by adding a coordinating conjunction.
Question 2.
The answer is (D).
The answer is D.
To maintain parallel structure, "to receive" should be written as "receiving." All three
phrases must be in the same form.
Question 3.
The answer is (D).
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).
The answer is C.
This sentence contains a comma splice. You cannot join two complete sentences
with only a comma.
Question 5.
The answer is (C).
The answer is C.
When comparing two things, use "better."

350
Question 6.
The answer is (D).
The answer is D. The sentence contains a faulty comparison. It should be "more than any other place."
Otherwise, the sentence says that she likes Tahiti better than any place, which includes
Tahiti.
Question 7.
The answer is (B).
The answer is B.
The correct idiomatic expression is "different from," not "different than "
Question 8.
The answer is (C).
The answer is C.
"To take" should be changed to "taking" to be parallel with "climbing."
Question 9.
The answer is (E).
The answer is E.
This sentence contains no error. Don't assume that just because the sentence is
long that it contains an error.
Question 10.
The answer is (B).
The answer is B.
This sentence contains a comma splice. You cannot join two complete sentences
with only a comma.

351
el
iz Time!
c000fo
Question 1.
To bolster their images as charitable enterprises, many corporations

A B
have initiated relief programs to aid and help victims of natural disasters. No
error
C D E
(A) (B) (C) (D) (E)
Question 2.
It seems that each one of the ten manufacturers claims that it has
A B
the better quality product on the market . No error
C D E
(A) (B) (C) (D) (E)
Question 3.
During the remodeling all offices will be closed, our temporary

A
offices will be open during regular business hours with special late
B C
hours on Thursday. No error
D E
(A) (B) (C) (D) (E)
Question 4.
The new computer did not improve the performance of the

graphics A
software in any of the ways we had expected , but it did speed up
our B C
word processing capabilities and increasing our memory. No error
D E
(A) (B) (C) (D) (E)

352
Question 5.
Listening carefully, the judge instructed the jury to

deliberate A B C
carefully before reaching a verdict. No
error D 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,

353
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

354
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

355
Hints!
000do
Look for redundancy.

Which answer would be best?
Where does one idea stop and another begin?
Check for parallel verb structure.
Check for dangling modifiers.
Hint for Question
6: Check
punctuation. Hint
for Question 7:
Check for dangling modifiers.
Look for a fragment. Hint
for Question 9: Check for
dangling modifiers.
Check for redundancy.

356
0 
Answers!
°©o®©
Question 1.
The answer is (D).
The answer is D.
The phrase "aid and help" is redundant; both words mean the same thing.
Question 2.
The answer is (C).
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).
The answer is A.
A semicolon between the two independent clauses corrects this comma splice.
Question 4.
The answer is (D).
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).
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).
The answer is D.

Studyguide for the SATSkiII Quiz C: Sentence Construction Only
Answer D corrects the comma splice.

Question 7.
The answer is (B).
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).
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.
Question 9.
The answer is (B).
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).
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 ).

Writing Lesson #3
Organization and Development

do e/, e•
®0000 000,0 00©11ab

Studyguide for the SATSkill Review: Organization and Development
Review Time
ORGANIZATION AND DEVELOPMENT
There are two ways the SAT tests whether or not you can recognize that
sentences 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

more ideas in a single sentence.
Examples:
Coordination: Ed watered the neighbors' garden, and I fed
their pets. (Two ideas are combined using a coordinating
conjunction.) Subordination: Ed watered the neighbors' garden
while I fed their pets. (Two ideas are combined using a
subordinating conjunction.)
When the link between the combined ideas is not clear, the result
is weak subordination or coordination.
Examples:
Weak Coordination: John had a fender-bender in the parking lot,
and he failed the English test. (The two ideas do not seem to be
related.)
Stronger Coordination: John had a terrible day: not only did he have a
fender-bender in the parking lot, but he also failed his test. (The
added clause links the two ideas.)
Two ideas also can be combined using correlative conjunctions,

which are always used in pairs.
Examples:
Either we will practice today, or we will practice Saturday.
Dala's essay was neither as long as mine nor as well written as Jenna's.

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

to insert 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 a

transition between the sentence that comes before it and the ones that
follow. Try reading the paragraph both with and without Sentence
2.
(1) Growing up near the Florida Everglades, my friends and I loved to

frighten one another with tales of huge, slimy swamp creatures.
(2) But that is hardly surprising, since every region seems to have
its larger-than-life mythical beasts. (3) In Washington State, people
have long told stories of bands of giant ape-like monsters that live
in the
shadow of Mount Saint Helens. (4) Farther north one risks running
into the Abominable Snowman, and across the sea in Scotland, it's the
Loch Ness Monster.

Practice Exercise:
Choose the sentence below that should be inserted to provide a
transition between Sentence 1 and Sentence 2.
(1) The role of vitamins in nutrition was only discovered in this

century, but there are now known to be about 40, of which 12 or
more are essential in the diet. (2) But now that their chemical
structures have 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
already been 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 more

complete, clear, and interesting. Here are some kinds of details that
writers use to elaborate their ideas.
 facts and statistics (who, what, when, where, why, how, how many, etc.)
 sensory details (sights, sounds, smells, etc.)
 examples and anecdotes
 definitions
 quotations
 reasons and explanations
 analyses (comparisons, contrasts, causes, effects, etc.)
Writers choose the kinds of details that best clarify and support their ideas.

Examples:
Humans are taking a toll on the environment. When I was a child,

my family and I would go to the beach and fmd clean, white sand
as far as the eye could see; the water and beaches were clear and
pristine. I
visited the same beach last year to fmd soda cans, candy wrappers and
cigarette butts half buried in the sand, and the water had the
telltale swirling rainbows of petroleum floating on it. The air
smelled heavy and congested. (Sensory details elaborate the idea
stated in the first sentence.)
Overcrowding in our schools is becoming a major problem. So many new

students are moving into our district that schools are bursting at the
seams. District-wide, the student population grew by 624—more than 7
percent—last year alone. Every elementary school holds some of its
classes in portable classrooms, and 29 more portables will be built
this summer. (Facts and statistics support the idea stated in
the first 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

loved and the most hated team in all of
baseball.
(B) In fact, it may have been the Yankees who

drove English-speakers to borrow the German word meaning
"pleasure taken from the misfortunes of others."
The correct answer is B. Since schadenfreude is a seldom-used

loan word from another language, many readers will need a
defmition.

Question 2.
Idea: My father says his old hound dog can eat anything without ill effect.
(A) I personally have seen Muppett devour a

plate 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 87

pounds, and wakes my father promptly at 6:30 every morning for
his walk.
The correct answer is A. The idea is best supported with examples

of what the dog ate rather than general statistics.

Studyguide for the SATSkill Quiz A: Organization and Development
el
iz Time!
c000fo
(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 paintings by Impressionists are in museums in Paris.
(7) Secondly, in scientific spirit, they considered the eye as an
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 and
communicated 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

Question 2.
Which of the following improves the underlined

portion of sentence 7?
Secondly, in scientific spirit, they considered the eye as an

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 the

coherence of the paragraph?
(A) Sentence 2
(B) Sentence 3
(C) Sentence 4
(D) Sentence 5
(E) Sentence 6

Question 5.
Which of the following provides the best conclusion to the paragraph ?
(A) Ironically, several Impressionist painters

were colorblind.
(B) Combine sentences 6 and 7.
(C) The eye mixes colors by combining impulses from
the retina in the brain.
(D) The Impressionists' aim is to be only an eye,
and for them the highest praise was
"Seulement un oeil, mais quel oeil!"
("Only an eye, but what an eye!").
(E) No change.

Studyguide for the SATSkill Quiz B: Organization and Development
Hints!
0000.0
Line 7 should give you a clue.
What is another word for "not judging"?
How does your choice improve the sentence?
Which sentence does not belong in this passage?
Which sentence sums up the main idea of the paragraph?


0 
Answers!
°©o®©
Question 1.
The answer is (B).
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).
(B) is the best choice; the word impartial means "not judging."
Question 3.
The answer is (A).
(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).
Sentence 6 does not fit with the discussion of the eye

and the Impressionists.
Question 5.
The answer is (D).
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.

el
iz Time!
c000fo
(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.
)) Submarine technology has made an enormous impact on global events.
(E) The first underwater vessel to be used in the United States

Navy was thePlunger, , in 1900.

Question 2.
following best improves the underlined portion of sentence 3?
was used A submarine ar,
nf
and the Co
successfully in combat during the American Civil W ederate 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 the
paragraph?
(A) Sentence 1
(B) Sentence 2
(C) Sentence 3
(D) Sentence 4
(E) Sentence 5

Question 4.
Which of the following sentences would be most suitable to insert between
sentences 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.
)) 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.

Hints!
000do
Which sentence provides details about the information presented in sentence 2?
What is the relationship between the two thoughts in the sentence?
Which sentence doesn't belong in this passage?
Look for an answer that makes a transition from the specific information mentioned in
sentence 4 to the general information mentioned in sentence 5.
Look for an answer that includes examples of "vast improvements."

0 
Answers!
°©o®©
Question 1.
The answer is (C).
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).
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).
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).
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.

Studyguide for the SATSkill Quiz C: Organization and Development
Question 5.
The answer is (D).
The answer is D.
This detail supports the idea that technological advancements made submarines faster.

iz Time!
c000fo
(1) Brandon elbowed me sharply in the ribs.

(2) "Can you believe we're 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

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

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 ) Le a ve it a s 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

Hints!
000do
How are the thoughts in the sentence related?
Which sentence doesn't contribute to the excited tone in this passage?
Which sentences discuss seating options?
Look for the most concise way to combine these two sentences.
What is the relationship between the two parts of the sentence?

0 
Answers!
°©o®©
Question 1.
The answer is (A).
The answer is A.
The original sentence correctly separates the general idea from its explanation
by using a colon.
Question 2.
The answer is (C).
The correct answer is C.

This sentence names the narrator's favorite play but does not particularly
contribute to the excited tone in the passage.
Question 3.
The answer is (C).
The answer is C.
This sentence elaborates on the previous sentence about the Gallery and sets up
the next sentence about opting for cheaper tickets.
Question 4.
The answer is (D).
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.
Question 5.
The answer is (E).
The answer is E. The first part of the sentence lays out the good part of being
a Groundling, and the second part states the big drawback. That contrast is best
represented with "but."

Writing Lesson #4
Essay Overview

do e/, e•
®0000 000,0 00©11ab

Studyguide for the SATSkiII Review: Essays
Review Time
OVERVIEW OF THE NEW SAT ESSAY
The Importance of Writing
Have you ever heard the expression "reading, writing, and

arithmetic"? Writing is one of the famous three R's because it is a
core skill. Writing and speaking are the primary ways we express our
thoughts, feelings, and ideas. It would be impossible for the SAT to
test speaking skills, but it can test writing skills by requiring you
to compose an essay. The College Board strongly believes that writing
is needed for success in both college and the workplace. They also
believe that writing correlates to how well you will perform in
college. Because the SAT is first and foremost a college admission
test, it now includes an essay.
The SAT Essay Question
When your teachers give you written work, they probably call it an
assignment. The SAT test writers are also going to give you a writing
assignment. 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 second
author believes that secrecy and a free society are incompatible. The
quotes are then followed by your actual assignment—for example,
"Should we always keep secrets or is keeping secrets harmful?" You are
then asked to take a point of view on this issue. You are free to
support your position with examples from your reading, studies,
experience, or observations.
Is this discussion of prompts and assignments starting to worry you?

Don't let it. Like all SAT essay topics, secrecy is a very general subject.
College Board readers don't care what position you take as long as you have
a point of view that is supported by examples.

The Scoring Guide
Two trained readers will score your essay. Readers include

both high school teachers and college professors. The readers will
use a detailed scoring guide to evaluate your essay. This guide
uses a 6-point scale, with 1 being the lowest and 6 being the
highest. The
scores from your two readers are then combined for a total score of 2-12.
The College Board scoring guide is designed for its professional

readers. What do phrases such as "insightfully develops a point
of view" and "facility in the use of language" really mean?
Score of 6
The essay effectively and insightfully develops a position on the

subject that is supported by clearly relevant examples, evidence, and
logic. The writer uses excellent critical thinking, and the central
idea is clearly defined and developed.
The essay is well-organized and stays focused on the topic. Ideas are
logically and clearly developed, and paragraphs are carefully
constructed and organized. The essay is a unified presentation of the
theses and has a clear introduction, body and conclusion.
The writer has versatility and mastery in use of the language and a
comprehensive vocabulary. Words are well chosen, and transitional
devices create a smooth flow from sentence to sentence.
The writer uses variety in sentence structure to enhance communication.
The essay has no serious errors in grammar, usage, and mechanics Accepted
conventions are followed.

Score of 5
The essay effectively develops a position on the subject that is

supported by good and appropriate examples, evidence and reasons. The essay
demonstrates 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
development and closure.
The essay demonstrates ease and comfort using language, with the
appropriate vocabulary.
The essay has a good variety of sentence structure.
The essay has only a few minor errors in grammar and punctuation. Accepted
conventions are followed.
Score of 4
The essay develops a position on the issue, and competent critical

thinking is used. The writer uses generally appropriate examples,
evidence and reasoning. The central idea is developed adequately
but may be too general.
The essay is generally coherent, organized and focused. Some ideas in

the essay may not entirely relate to the subject. The structure of the
essay may be somewhat incomplete.
The use of language in the essay is adequate but inconsistent; the

writing may be occasionally vague or unidiomatic. Generally appropriate
vocabulary is used.
The essay contains some variety in sentence structure, but can be

occasionally repetitive or awkward.
There are occasional minor errors in grammar, usage and mechanics.

Score of 3
The essay develops a position on the subject and shows critical

thinking skills, but may be inconsistent in logic or lack
adequate
examples, reasons and details. The central idea is developed too
generally or vaguely.
The essay may be somewhat arbitrarily organized or lack focus. Some

ideas may be irrelevant or not adequately developed.
The essay shows a growing understanding of the use of language, but may
indicate a weak vocabulary. Word choice may be inappropriate.
There are some problems with sentence structure, and only a limited
variety in sentence structure is used.
The essay contains some serious errors in grammar or punctuation and a

number of less serious errors.
Score of 2
The essay's position is unclear or limited. The critical thinking in

the essay is weak and not supported by sufficient or relevant examples
and details. The central idea is poorly defined.
The essay is poorly organized and focused. Extraneous information may be

included; 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
to make some parts of the essay unclear.

Score of 1
There is either no sustainable position on the subject or a lack of

examples or reasoning to support the position.
The essay is unfocused, arbitrarily organized, and lacks continuity. Ideas

presented in the essay are often not related or developed.
The essay contains serious errors in word usage. Word choice is generally
incorrect or unidiomatic.
There are fundamental flaws in sentence structure.
The essay contains numerous mistakes in grammar, usage, or mechanics

that often interfere with meaning.
The All-Important Point of View
The scoring guide gives the impression that readers will

carefully study and debate your essay. They won't. Believe it or
not, readers will spend no more than two minutes on your essay. In
fact, they are specifically instructed not to reread or analyze an
essay.
When College Board readers evaluate your essay, the first and most
important element they will look for is your point of view.
Readers don't care what point of view you take as long as you have
one. Your point 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
length of your essay does matter. Your essay sheet will contain 46
lines, 22
on the front and 24 on the back. Students who write 22 lines or
less will most likely receive scores of 1 to 3. In contrast, students
who write 35-46 lines will most likely receive scores of 4-6.
There is a good reason for this: the College Board readers reward
your ability to develop your point of view. A well-developed essay
will be given a high score, while a poorly developed essay will be
penalized.

Pause,
Think, and Outline
You will have 25 minutes to write your essay. It will take less than a
minute to read the prompt and the assignment. You should then
devote 2-3 minutes to planning your essay. Here is a list of
questions that
will help guide your planning:
1. What is my point of view on the topic?

2. Have I read a novel or short story that I can use to develop my
point of view?
3. Is there a historic or current event I can use to develop my point
of view?
4. Do I have a personal experience that I can use to develop my point
of view?
Once you have answered these questions, jot down a brief outline
to guide your writing. The importance of a brief outline cannot be
overemphasized. Students who fail to do this often lose their
focus and digress from their point of view. A lack of focus is one
of the leading reasons essays receive scores of 1, 2, or 3.
Sample Essays with Commentary
This section of our program provides you with carefully selected

examples of essays at each of the six levels. Each essay is
accompanied by a detailed commentary. Taken together, these
essays and commentaries should give you a good idea of what to
do and, equally important, what to avoid.
Level 6 Essay
Topic: Good choices can be costly.
Essay:
"Promise, promise me that you won't tell anyone!" Amanda's plea
pounded on my conscience. "I knew what I did was wrong," Amanda
continued. "But the exam was right there on the teacher's desk. I
need a good grade. I made a copy and then returned it. No one
knows." My hands gripped the quilt on my bed as I listened intently
to Amanda imploring for my support and for my silence. What
could I do? What
should I do? Somehow I managed to be calm and composed, even as she
placed our friendship in jeopardy, even as she asked me to
compromise my integrity, even as I wanted to reach across my bed
and shake her, screaming "Why did you do it?"

I was a junior in high school and a member of our school's Honor

Council. Elected by the student body, the Honor Council is
responsible for enforcing our school's honor code. Amanda was a
friend, but she was also a student. Her confession placed me in a
terrible
predicament. Sitting on my bed looking at her tear-streaked face
I could feel my conflicting responsibilities bearing down on my
chest, heavy and oppressive. My mind vacillated. I did not know what
to do. I desperately wanted to protect my friend. After all she
returned the exam. No one else knew. No one else would be hurt.
But, I was elected to the Honor Council and I had given my word to
enforce our school's code of ethics.
Finally, after what seemed like an eternity, Amanda left. I

promised we would talk again tomorrow. I spent a long sleepless
night thinking about the importance of friendship and also thinking
about the importance of my responsibility to the Honor Council.
What would the other students think of me? How could I face the
other members of the Honor Council? How could I look at my
teachers, at my family? I fmally decided that I had to report
Amanda even if it meant losing a friend, 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 the
exam. I'll fail the course. What college will accept me now? You've
ruined my life!" Amanda's words hurt; they hurt deeply. But I had
to make a choice. I made what I felt was a good choice. But, good
choices can be costly. I lost a friend.

Level 6 Commentary
1. Point of view on the issue
Fully developed: This essay presents a fully developed discussion on

a good but costly choice. Note that the author never digresses from
her topic. Each detail contributes to the overall narration.
Insightful: Insight is one of the hallmarks of a Level 6 essay. Insight

means more than just presenting a story. Demonstrating insight
means clearly presenting different viewpoints. The author of this passage
does a superb job of taking us inside her mind as she grapples with a
hard decision. As readers we clearly understand the conflict she faces
between her loyalty to a friend and her responsibility to uphold the
school's honor code. Outstanding insight also means recognizing the
consequences of taking a stand on a difficult issue. In the fmal
paragraph, the author does a particularly effective job of showing us
that she understands the consequences of her decision and that she will
grow from this experience.
2. Organization
The essay is well organized, clearly focused and provides the reader with a
smooth 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 4 the author goes back and fills in the gaps in her
story. We learn details about the author that help us understand why
she is so conflicted. In paragraph 5 the author reaches a final, irrevocable
decision. And fmally, in paragraph 6 the author describes the
consequences of her decision.

3. Language
A. Skillful use of language
1. Quotes: The author does an outstanding job of integrating
quotes into her essay. The essay begins with a vivid, attention-
grabbing quote. In the final paragraph, the author once again uses a quote
to start a paragraph, and once again it is appropriate and effective.
2. Parallel structure: The author does a particularly outstanding job of

using parallel structure. In paragraph 2, sentence 4 she vividly conveys her
growing 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

last three words of the sentence ("heavy and oppressive") the author once
again displays sophistication in the use of language by placing her modifiers
after the word they are modifying. The placement of "heavy and
oppressive" helps to paint 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" perfectly
conveys Amanda's urgent plea for help.
2. Predicament: A predicament is a trying situation, a dilemma. The

use of this word in paragraph 3, sentence 4 accurately conveys the author's
dilemma. While dilemma would work, predicament is a much stronger and
more apt word.
3. Vacillate: The author opens paragraph 4 by saying, "My mind

vacillated." Vacillate means to waver. The author's use of the word
"vacillate" aptly and succinctly conveys the back and forth questioning that is
taking place in her mind.

4.
Meaningful variety in sentence structure
The author does a truly outstanding job of employing a meaningful

variety in her sentence structure. This is particularly evident in her
use of questions and short powerful sentences.
1. Use of questions: Paragraphs 2 and 5 contain excellent examples of

how the author uses questions as a tool to vary her sentence structure and
convey the ongoing mental debate that is at the heart of the essay.
2. Short powerful sentences: Sentences do not all have to be long.

Short sentences can be very effective. For example, reread paragraph 5. The fourword
sentence that ends the paragraph packs a powerful punch. The author's
mental debate is over; she has reached a decision.
5. Grammar, usage and mechanics
An essay does not have to be perfect to receive a 6. There can be a few

minor errors. For example, the author uses the conjunction "but" to start
two of
the fmal three sentences in paragraph 6. Although this is a minor
grammatical error, it does not take away from the author's powerful
insights.
Level 5 Essay
Topic: True wisdom means ____

Essay:
True wisdom means learning from mistakes. I learned this lesson
the hard way. It all started when I was a young girl. My best friend
Jen lived just down the street. We did everything together. We
played together, danced together, and our families even vacationed
together.
As we grew older Jen and I became closer or so I thought. High School
meant noticing and being noticed by boys. I had my first boyfriend
when I was a sophomore. I was so happy. I shared everything with
Jen. I told her all about Scott and all about the good times we had.
And when we had our first quarrels of course I told Jen. She knew
everything. I trusted her.

I thought my life was perfect. Scott was my boyfriend and Jen was
my best 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 seemed
empathetic. I cried and she listened. Yet somehow I sensed
something was not quite right. One day I went to the mall. Imagine
my shock when I saw Jen hanging out with Scott. I felt hurt and
even worse I felt betrayed. When I confronted her, Jen said that
their relationship
"just happened." She thought it would be alright for her to go
out with Scott. After all Scott and I were no longer a couple.
But, it wasn't alright. It was all wrong!
This painful experience taught me a valuable lesson about wisdom.

I had been naïve and was thus easily duped. Wisdom is all about
learning from mistakes. My mistake was thinking that friendship is
forever. It isn'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

presents an effectively developed discussion on the author's belief
that
"wisdom means learning from mistakes." Like the Level 6 essay.
The author never digresses from her topic. Each detail contributes
to the overall narration. While the passage is "effectively
developed," it is not fully developed. For example, additional
details about her
confrontation with Jen would have strengthened the essay by helping us
understand the basis for her conclusion.

B
. Strong Critical Thinking versus Insight: The author
demonstrates strong Critical Thinking skills. In her opening
sentence she states that "true wisdom means learning from mistakes."
She then provides an appropriate example that concretely and
effectively illustrates her point. The author then clearly states the
conclusion
she reaches from her mistake: "My mistake was thinking that
friendship is forever." Compare this level of critical thinking with
the insight shown in the Level 6 passage. The author of the Level 6
essay takes us inside her mind as she grapples with a difficult
decision. This mental debate is missing in the Level 5 passage. The
author could have added a mental debate by providing a more
insightful discussion of why seeing Jen with Scott was "all wrong!"
2. Organization
The essay is well organized, focused, and demonstrates coherence and

progression of ideas. Paragraph 1 clearly states the author's
viewpoint and introduces Jen. Paragraph 2 deepens the relationship
between the author and Jen and introduces Scott. Paragraph 3
describes the breakup between the author and Scott while also
foreshadowing trouble between the author and Jen. Paragraph 4
describes the author's reaction to her breakup with Scott and to Jen's
betrayal. And finally, paragraph 5 exp lairs the author's mistake and
what she learned from it.
3. Language
A. Facility in the use of language

The author does an effective job of using parallel structure. For
example, in the last sentence of paragraph 1 she writes that, "We
played together, danced together, and our families even vacationed
together." She also does an effective job of conveying her
emotions when she writes (paragraph 4): "I felt hurt and even
worse I felt betrayed."

B. Appropriate vocabulary
1. Naïve and duped: "Naïve" means innocent and "duped" means easily
fooled. In the second sentence of her concluding paragraph, the
author does a very nice job of correctly using both words to
describe her mistake.
2. Duplicitous: "Duplicitous " means to be dishonest,

deceitful. Using this excellent descriptive word strengthens the
author's link between her view of people and her conclusion about
the nature of friendship.
4. Variety in sentence structure
The author does an excellent job of punctuating her essay with short
declarative sentences. For example, she concludes paragraph 2 by
writing, "I trusted her." And in her concluding paragraph the two word
sentence, "It isn't," provides a particularly emphatic way of
explaining her mistake and introducing her conclusion, "People can be
duplicitous."
5. Grammar, usage and mechanics This essay is
free of errors in grammar, usage and mechanics

Level 4 Essay
Topic: The wisest person is someone who________

Essay:
There are many people in the world who are wise. However, to
me the wisest person is someone who is always prepared. People
have to deal with everyday situations a lot, and yet often fmd
themselves unprepared — unprepared for school, for sports,
almost anything. A
wise person to me is someone who is always prepared for something,
and if they aren't they can make a quick adjustment to their plans.
A prepared student is a wise student. If you study for a test,
then you don't have to worry as much if you're going to pass it or
not, or if you do your homework and are prepared for class then
you'll get a good grade. Sometimes, though, people forget things, as
everyone makes mistakes, but often times the student can work
themselves out of the problem. For example, once I forgot to do my
history homework and didn't have my book — so I borrowed a book
from a friend and did my homework at lunch, It was a wise choice
because our homework was checked 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 the opposing team's pitcher is and which of their own
athletes is best against them. They also look at how their team is
hitting so they can decide batting order, and they take into
account who's injured or who's playing well. If a manager didn't
really prepare for a game he or she would send out their players
in any order, not caring, and it could turn out for the worst. Also
managers continue to prepare for pitching changes, and
occasionally send in pinch hitters if a batter
is very good against a pitcher. Not being prepared wouldn't be wise
as it could lead to the team losing the game.

People need to be prepared in everyday life for little things

too. One time I was going to bake a cake, only to fmd out we only
had one egg and I needed two. It would have been wiser if I had
looked to see if we had what I needed before hand so I could have
gotten what I didn't have, but forgot and couldn't go out and buy
more. So instead I
adjusted my plans and made brownies instead because I only needed
one egg for those.
To me the wisest person is the person who is always prepared.
From being prepared for schoolwork, or a baseball game or cooking
the wisest thing you can do is be prepared for anything. It also helps
to
be flexible and be able to change your plans slightly if things
don't go the exact way they're supposed to. Being wise is being
prepared.
Level 4
Commentary 1.
Point of View
A.Develops a point of view versus Effectively develops a point of

view This essay argues that "the wisest person is someone who is
always prepared." The author develops this point of view by presenting
three examples. However, at the same time, the author also notes
that if a wise person is not prepared then he/she should demonstrate
the ability to "make a quick adjustment to their plans." This
exception detracts from the author's primary thesis and prevents
him from fully or effectively developing a point of view.
B.Competent critical thinking versus Strong critical

thinking The author demonstrates competent critical thinking by
presenting a thesis and then supporting it with adequate
examples. While the examples are adequate, they are overly
generalized. Compare these examples with the focused example
in the Level 5 essay and the insightful examples in the Level 6
essay.

2.
rganization
This essay is generally well organized. The first paragraph states the
author's thesis. The author then provides three examples to
illustrate his thesis. The final paragraph restates the author's
position and summarizes the supporting examples. Although this
organization is competent, it is flawed by examples in paragraphs
2 and 4 of improvised work. This prevents a smooth and
therefore effective progression of ideas.
3. Language
The author exhibits adequate but inconsistent facility in the use of

language. Although the author's vocabulary is appropriate, he does not
demonstrate facility in the use of language. For example, the author
could have strengthened the second sentence in paragraph 3 by
writing, "The manager of a baseball team must meticulously prepare
for each game." "Meticulous " is a strong descriptive word that
aptly describes the 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. For

example, the third sentence in paragraph 1 utilizes some parallel
structure. However, unlike the Level 5 and Level 6 essays the
author fails 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

the third sentence of paragraph 3 the author uses the plural
pronoun "they" to refer to the singular noun "manager" in the
preceding sentence. In addition, the author uses a number of
lengthy, wordy sentences. For example, in paragraph 4 the author
states, "It would have been wiser if I had looked to see if we had
what I needed before hand so I could have gotten what I didn't
have, but forgot and
couldn't go out and buy more." A more succinct statement would be, "It
would have been wiser if I had checked out our supply of eggs before
deciding to bake a cake."

Level 3 Essay

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 ones are costly. We can see this in history during the
Civil War and many times 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
dominating the Eastern theater of the war he expected a decisive
victory and an end to the war. He couldn't have been more wrong.
His forces met General Meade's forces at Gettysburg and defeated
his army soundly in a battle that changed the tide of the war. With
heavy casualties sustained to his already thin ranks he was forced
to fight a defensive war the rest of the way. Lee's decision worked on
paper, but ended up having 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. Being a rather assiduous student I declined. This friend took
the declining
as a sign that I was insinuating that he was a bad person with no
moral judgment and did not speak to me for a while after that. My
decision not to cheat, which was made with good intentions,
resulted
in my ending an important friendship in my life with someone with
whom I was close.
Whether it be in history or in the present day, making decisions is
always difficult and some decisions made with good intentions can
sometimes end up causing more harm than good.

Level 3
Commentary
1. Point of View
A. Weak development
The author begins by stating that every human being makes choices
that may be costly. While this point of view is on topic, it is very
general. This lack of focus results in an inadequate level of
development.
B. Weak examples
The author presents two very different examples to support his thesis.
Taken separately each example is interesting and capable of being
expanded. However, the two examples are completely unrelated. This
creates a lack of focus and coherence that weakens the essay.
2. Limited organization
The organization of this essay is limited. The first paragraph

presents a very general thesis. The author then presents two unrelated
examples. The concluding paragraph briefly restates the
author's thesis. This limited organization prevents a smooth and
coherent presentation of ideas that is one of the key
characteristics of level
4, 5, and 6 essays.
3. Language
The essay displays weak vocabulary and inappropriate word choice. For
example, in paragraph 2, the author states that Lee's defeat had
"costly consequences" for the South. A stronger choice and more apt
choice of words would be to write that Lee's defeat had disastrous
consequences for the South. The author also displays
inappropriate word choice in the third paragraph when he writes:
"Being a rather assiduous 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 an assiduous student, I firmly declined."

4.
roblems in sentence structure
The author fails to use variety in sentence structure. In addition, he

uses a number of lengthy, awkward sentences. For example, the opening
sentence in the second paragraph could be split into the following
three sentences: "Robert E. Lee boldly decided to invade the North
and seize Harrisburg. Although a gamble, the strategy could work.
Since the South was dominating the Eastern theatre a decisive
victory on Union soil could end the war."
5. Accumulation of grammatical errors
The passage contains a number of grammatical errors. For example, the

author uses a confusing sequence of pronouns in the second and third
sentences of paragraph 2 when he writes: "He couldn't have been more
wrong. His forces met General Meade's forces at Gettysburg and
defeated his army soundly in a battle that changed the tide of the war."
As it is currently written it sounds as if General Lee defeated his own
army. A judgment. His army clashed with General Meade's forces at
Gettysburg. Meade won a pivotal victory that forever changed the
war."
Level 2 Essay

Essay:
Decisions aren't always hard to make. I disagree that
decisions are never easy because it is just common sense. Some
decisions have obvious answers, like choosing your favorite ice
cream or deciding whether or not you like baseball. Not all
decisions are easy because there 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
example of a good decision being costly is when America rebelled
against Great Britain in the 1700's. This good decision led to
America's great independence. 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 can sometimes be costly. It just depends on the
circumstance.

Level 2
Commentary
1. Vague point of view
Reread the first and the last paragraphs in the essay. What do
you think the topic is? Is the topic, "decisions aren't always
hard to make?" Or is the topic, "Not all decisions are easy?" In
reality the topic 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 of view and thus a seriously limited essay.
2. Poor organization
The essay begins with a vague introduction. The author then

presents two examples that are poorly developed. There is little
coherence and no progression of ideas. The conclusion, like the
introduction, is vague and lacks focus.
3. Little facility in the use of language
The author displays very little facility in the use of language.

Sentences follow sentences in a disordered parade of ideas. There are no
descriptive adjectives or interesting word choices.
4. Problems in sentence structure
The author uses weak, choppy sentences at the end of the third
paragraph. A better sentence structure would be, "This good
decision led to American independence; however, freedom is neither
easy nor inexpensive. The colonists paid a heavy price in lives for
their independence."
5. Serious errors in grammar
Look at the last sentence in the second paragraph. Can you spot the
grammatical error? The subject and verb must agree. The sentence
should read: "This decision costs (not cost) you friends...."

Level 1 Essay

Essay:
I decided to bring a puzzle up here to school one day to let my fellow
classmates try and solve it. It was a good idea because its funny
watching them try and solve it and fail. But it was also bad
because people did not wish to part with it and would try anything
to keep it longer. Also some teacher got upset when they saw
students trying so hard to solve it and not on the class,
Level 1 Commentary
1. No viable point of view
This one-paragraph essay lacks a viable point of view. Short, one-

paragraph essays almost always receive a score of 1. The reasons are
obvious. It is impossible to state a point of view, illustrate it
and draw conclusions in one short paragraph.
2. Absence of organization
The essay is unfocused. There is no introduction or conclusion. The author

simply provides a brief vignette.
3. Absence of vocabulary
The passage lacks descriptive vocabulary. For example, the author tells
us that "some teachers got upset." Upset is a vague descriptive word.
Other word choices that would better describe the teacher's reaction could
include "frustrated," "aggravated", and "exasperated."

4. Severe flaws in sentence structure
The essay contains four declarative sentences. As a result, there is no

variety in sentence structure.
5. Errors in grammar
Can you spot the grammatical errors in the final sentence? First, the
author uses the plural pronoun they to refer to the singular subject
teacher. This
part of the sentence should read, "In addition, some teachers got upset when they
saw..." The same sentence contains a second serious error. The phrase "and
not on the class" is too vague. It should read: "when they should have been
paying attention to the lesson."

Writing Lesson #5
Point of View

do e/, e•
®0000 000,0 00©11ab

Studyguide for the SAT Essay Point of View
Review Time
Point of View and Critical Thinking
Point of View
A point of view is a standpoint on an issue or problem. Your point of

view is your own opinion. Consider these sentences.
"Michelangelo's paintings and sculptures had a profound

impact on Renaissance art."
"Donatello created sculptures during the Renaissance period of art."
Both sentences above discuss Renaissance-period artists. The

difference between them, however, is that the first sentence states
the author's point of view, while the second sentence merely states a
well-known fact that has been known for centuries.
A clearly stated point of view tells the reader exactly what you think
about an issue. Your point of view cannot be right or wrong—it is
your own opinion.
To create a point of view, you must have strong convictions about your
statement. By truly believing in what you have written, your statement
is much easier to write about and your argument will be much more
convincing. The key to writing a good point of view essay for the SAT
is to support your statement with examples from:
Personal experience
Literature
Historical events
These sources help provide insight into the topic you are writing
about. By providing insightful examples, you are strengthening your
argument and making your point of view seem more convincing.

The Personal Essay
To write a personal essay, you will tie your own experience to the
prompt in order to prove why your point of view is correct. Personal
experience can be taken from relationships with your family and peers,
school, work, camp, or anything else that you have encountered in
your life. As long as your experience relates to the topic and
provides insight into how you view the issue, you can use it.
Tying in Literature
When writing your essay, you can use examples from literature to
support your point of view. To do this, you will explain the
significance of a piece of work in relation to the essay prompt. It is
important to establish a clearly stated point of view in response
to the prompt, and then use specific examples from literature to
explain how your point of view is correct.
Historical Events
In response to an essay prompt, you may provide an example of a

historical event that directly correlates with your point of view
on the issue. You may use a specific part of an event, the
relationships
between key players in the event, or the entire event as an example to
support any claims you made.
Writing the Essay
Whichever type of example you decide to use, you must

continuously stick to your point of view(even if you change your
mind halfway through. Your grade will be based on how well you can
defend a clearly established point of view.

Sample Prompts
1. Carefully consider your point of view in response to the

quotation and assignment below:
"Although the world is full of suffering, it is full also of the

overcoming of it." —Helen Keller
Assignment:
Can people overcome suffering to choose their own destiny? Write and
develop 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, or observations.
What is your point of view on this issue?
Sample:
Our destiny is not something that happens to us despite our
actions and attitudes. Everything we do(the way we interact with
people, the way we view obligations to family, friends, work, and
ourselves, and the way we react to adversity and obstacles thrown
in our path is within 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 own
destiny.
Note: This sample response is NOT an introduction. It is simply an
example of the "mental conversation" taking place in the writer's
head while attempting to choose a point of view on the subject.


"A slip of the foot you may soon recover, but a slip of the tongue
you may never get over." —Benjamin Franklin
"A lie can travel halfway around the world while the truth is
putting on its shoes." —Mark Twain
Assignment:
Is slander (lie intended to damage a person's reputation) ever
justified? Write and develop 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.
Sample:
Slander is an action that, more often than not, comes back to hurt its
originator more than it hurts its intended target. Slander can ruin
careers, reputations, and even entire lives. The cost of such an
action is far greater than anything that can be gained from it;
people who use slander to attack another person have no
justification for doing so.


"Forget injuries; never forget kindnesses." —Confucius
Assignment:
Should wrongdoings always be forgiven? Write and develop an essay in
which your point of view on this issue is clearly defined. Support
your point of view with examples and reasoning taken from your
studies, personal experience, and observations
Sample:
Life is far too short for every person to dwell on the mistakes and
misdeeds of the people they interact with. If everybody carried
around all of the anger and resentment they've ever felt, they
wouldn't be
able to forge new relationships and make old ones continue to work.
People make mistakes and do others wrong; it is up to each
individual to forgive and forget.


"Imagination is more important than knowledge..." —Albert Einstein
Assignment:
Can books teach you everything you need to know? Write and develop
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.
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.


"It is a mistake to try to look too far ahead. The chain of

destiny can only be grasped one link at a time." —Sir Winston
Churchill
Assignment:
Is patience the greatest human virtue? Write and develop 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.
Sample:
While patience is indeed a great virtue, it is not the greatest.
Patience is essentially a passive act — in order to be patient, a
person must sit still without acting. Far greater virtues are the
ability to use foresight to predict the future and motivation to
manipulate the future.

Choosing Thesis Statements
The thesis statement is the sentence that states your point of view
on an issue. A thesis statement should be one complete sentence.
It is usually found near the beginning of your essay. It's important
to put the thesis near the beginning of your essay so that your point
of view does not get lost in the middle of your other ideas.
For each of the following sample prompts, choose the thesis

statement that works best:

Assignment:
Which thesis statement would work best in stating a point of view?
(A) Most people cannot overcome suffering, but sometimes very

remarkable people do.
(B) Fiction is full of people who make choices about where

they're going.
(C) Suffering strengthens character and gives people the

motivation to shape their own future.
The correct answer is C. The third thesis statement relates

directly to the issue at hand. The point of view of the author is
clearly indicated in this statement. Based upon this statement, which
is one complete sentence, the author can write a full essay. The
thesis statement tells the reader that people can shape their own
future, that they can "triumph over adversity," to which the
original issue refers.
Answer A takes both sides of the issue; it does not decide on just one
point of view. Answer B is totally unrelated to the issue and does not
discuss suffering or destiny in any form; it indirectly refers to a
geographic or philosophical direction.

Assignment:
(A) While lying to protect a friend can have its place in time,
slandering a friend is never the right thing to do.
(B) Politicians often use slander against

their opponents, which can be productive. However, slander itself
is bad and should not be used.
(C) Slander is very common in every aspect of

American social and political life.
The correct answer is A. The first statement is one complete

thought. The statement relates to the topic(slander(and clearly
provides the author's point of view on the topic. In addition, the
statement leaves room for the author to relate the virtues of
friendship in the absence of slander back to the quotes by
Benjamin Franklin and Mark Twain.
Statement B takes both sides of the issue. A thesis statement needs

to give the author's opinion one way or another, not both. Answer C
does not state the author's opinion regarding the justification of
slander
at all. It does state that slander is common, but it doesn't state
whether slander is a justifiable action.

Assignment:
(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, but

sometimes a person cannot be
forgiven.
The correct answer is B. Answer B provides a thesis statement that

clearly 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 and provide personal, historical, or literary support.
Choice A does not answer the question asked in the prompt. Choice C
takes both sides of the issue(a big mistake in SAT essay writing.

Assignment:
(A) Learning is best achieved through a

variety of sources(print media, listening, and hands-on experience;
books are not enough.
(B) Newspapers and books can provide

people with a supportive learning
environment.
(C) Daily use of books will teach you

everything you need to know, but you need to learn some things from
hands-on experience as well.
The correct answer is A. The first statement takes a stand on

the issue presented. The thesis statement tells the reader that the
author believes that books are not the only source people need to
fmd out everything they need to know.
The second statement, choice B, does not relate back to the

issue, even though it contains the word "books." The issue
presented discusses whether or not books can teach you
everything, not whether
books provide you with a supportive learning environment. While
answer C is one that most people would probably agree with, it takes
both
sides of the issue and is therefore bad for the purposes of this
exercise.


Churchill
Assignment:
(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 being

discussed. While the answer does not include the virtue of
"patience," the author shows through his or her thesis statement
that patience is not the greatest human virtue.
Answer A is a little tricky. The author takes two points of view

in this statement: If patience is humankind's greatest virtue,
then sympathy cannot be the greatest virtue as well. Answer B
is
completely unrelated to the topic. A dilemma and making good
decisions have nothing to do with patience in this context.

Choosing Insightful Examples
When you create your own point of view and thesis statement
concerning an issue, you have to provide examples to back up your
point of view. Examples strengthen your argument and enable the
reader to see why your point of view is correct. To persuade readers to
consider your viewpoint, you most prove your point of view.
Examples can be taken from personal experience, literature,

or historical events. The primary role of examples in your essay
is to show that you are able to think critically about the issue
presented and relate the issue to different sources of
information.
You demonstrate critical thinking and insight in your essay by

showing that you have a deep, clear understanding of the topic
and have reflected on it from different perspectives in developing
your own point of view. When choosing your examples, try to be
as fresh and original as you can. Remember, the readers are scoring
hundreds of essays, and you want yours to stand out (in a good
way!).

Look at the following prompts and examples. Choose the example that shows the best
use of critical thinking and insight.

Assignment:
Which of the following examples shows the best use of critical

thinking and insight?
(A) Abraham Lincoln grew up in a very poor

family. Through hard work and dedication, Lincoln learned to read and
write, doing all he could to educate himself. After several political
losses, 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's
father, and Claudius' quick marriage to Hamlet's mother. Hamlet slips
deeper and deeper into insanity and fmally resolves to kill Claudius
in revenge.
(C) People blame their parents for everything,

which is why parents should not be responsible for how their
children turn out.
The correct answer is A. This example explains how Abraham Lincoln

suffered in poverty as a child but was able to overcome circumstances
through his own perseverance. This directly relates to the issue of
suffering and choosing one's own destiny, which shows insight into the
topic.
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 a chain of events that ends in tragedy.
Choice C does not talk about the individual at all. Instead it

focuses on the parents and their role in a child's development. If
the author has an idea of how this example relates to the thesis, it
is not clear here.

Assignment:

(A) Once in a while it is okay to talk badly

about someone.
(B) My friend Linda did not make the

softball team because the coach thought that she was a terrible
player. 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 the
window, "Get out of the way!"
The correct answer is B. Slander means damaging a person's

reputation by lying or talking badly about them, which is what
example B addresses. Notice that the example is very specific,
not only mentioning a person's name, but also including a location
and description of the event. When creating your own example,
make sure that you provide the reader with enough information to
understand the whole situation you are using as an example.
Answer A is a thesis, not an example. Remember: Examples support a

point of view, not state it. While it may be an example for another
issue, answer C has nothing to do with slander. The driver was yelling
angrily, but he was not lying about the other person.

Assignment:

(A) My father left when I was two. For years

after 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
not
coming back. I knew my mom was only trying to protect me and keep me
from feeling abandoned, so I forgave her for her lie. Forgiving my
father for leaving, however, was not possible.
(B) Sometimes people do really bad things in

the hopes that they will someday be better off. Napoleon Bonaparte
killed many people in his efforts to conquer other lands. The
world has not forgotten his actions, which affected much of
modem-day Europe.
(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 them
outside so that they can live where they want. By not doing any
harm to others, hopefully I can avoid having to be forgiven for
anything.
The correct answer is A. This provides a clear example that is

specific to the issue at hand. The example defends the point of
view that wrongdoings should not always be forgiven.
Answer choice B relates somewhat to the thesis statement but does not
provide a concrete example to defend the author's point of view. The
world may not have forgotten Napoleon, but this still does not show
how wrongdoings have or have not been forgiven in this instance.
Answer C is not relevant to the issue. The author does not address the
question.

Assignment:

(A) Books taught me how to read, write, and

even how to play the piano. There are books available to teach
almost every skill we need to accomplish things in our day-to-
day lives.
(B) My favorite book is Camille by

Alexander Dumas. Many elements in Camille are things that
we see and experience regularly in everyday life.
(C) In To Kill a Mockingbird by Harper

Lee, Scout and Jem learn an important lesson about racism and
integrity through their father Atticus Finch's actions. Only by
experiencing the trial do Scout and Jem learn how destructive racist
attitudes can be and how difficult and rewarding it can be to do
the right thing.
The correct answer is C. The author gives specific examples of

things Scout and Jem could not learn in a book. Just by reading this
example, we can tell that the author feels that books are
insufficient to
convey all knowledge.
Choice A includes things that the author has learned from books,
but it does not encompass everything, nor does it provide a
response to a point of view on the issue. Answer choice B does not
provide an example in relation to the issue. This choice is simply
stating what the author's favorite book is, not relating back to
the thesis statement.


Churchill
Assignment:

(A) The greatest gift to humankind is the

invention of the Internet. This amazing tool puts incredible
power at our fmgertips, giving us access to an infinite number of
valuable resources from around the world.
(B) My sister Laurie is four years older than

I am. Growing up, Laurie always had freedoms that I didn't. She
could stay up later, received more allowance, and wasn't limited to
PG-rated movies. Sometimes I wanted to scream that it was unfair,
but I knew that she had those advantages because she was older and
more mature. It wouldn't help to throw a tantrum; instead, I
decided to wait until
I 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
developing and laundry services, we can research information and
purchase items without 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 older

sibling to illustrate the idea that deciding to be patient and
seeing that decision through was a difficult, yet necessary step in
the maturing process. This is a good example because nothing the
writer
could have done would have won him or her the freedoms Laurie had.
Answer A is completely unrelated to the issue. The author

indicates that the Internet is the greatest gift to humankind.
This is a material thing, not a virtue. In answer C, patience is
discussed, but the example does not illustrate whether the
author believes that patience is our greatest virtue.
Writing Lesson #6
Organization and Focus

do e/, e•
®0000 000,0 00©11ab

Studyguide for the SAT Essay Organization and Focus
Review Time
Organization and Focus
Having a well-organized essay is crucial in order to get a good score

on the SAT writing section. A succinct and effective essay requires
good 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, and
you've only written two paragraphs. Your heart is racing, and your
hand is cramped from scribbling down a confusing mess of words. "I
could have avoided this, if only I'd practiced managing my time
better," you think
Managing time is as important as writing an organized essay. You can

have the best ideas in the world, but if you can't transfer those
ideas to paper, you won't score well on the SAT essay. The good news
is that you can learn to manage your time wisely. There are three main
categories to managing your time wisely: preparing to write, writing
the essay, and editing your work.
Preparing to Write (5 minutes maximum)
Preparing to write should take no more than 5 minutes. Planning your

time 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 your
mind halfway through writing, stay with your original thought. Scores
for 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 clearly
states 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, or
personal observations. They must always be relevant and support your
thesis statement. Stay focused on the reason you are using that
example. to prove why your thesis statement is valid.

Writing the Essay (15-18 minutes)
Writing the essay should take no more than 15-18 minutes. This
will leave you a few minutes to edit your essay. By allowing a few
minutes at the end of the time period, you will feel less frazzled
when
writing.
Introductory Paragraph
The essay should start with an introductory paragraph that will

contain your thesis statement. It does not have to start with your
thesis statement, however. You could start with a relevant anecdote,
quotation, analogy, or dialogue. By starting your essay in a
creative way, you draw the reader in and make him or her want to
read more. Keep your introductory paragraph short(three to four
sentences. Make sure it contains your single point of view(never
defend both sides of the 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 topic sentence, 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
of different lengths and complexity to engage the reader; give
your writing muscle by using strong verbs and the active voice.
Make sure that details and examples are specific and that they
support your thesis statement. Using a diverse and sophisticated
vocabulary will help you only if all words are used correctly. If
you aren't
completely sure of a word's meaning, it's best not to use it. Stick
to what you know.
Concluding Paragraph
The essay should have a defmite conclusion, leaving your readers
to think about the stance you have presented or eager to research
the topic further.

General Essay Tips
Essays of 30 lines or longer generally get better scores than

shorter essays do, since it usually takes that much time and
space to state and sufficiently prove a thesis. Make sure your
writing is legible: if you are better at printing, print. If your
cursive is clearer, write
in cursive. No matter how brilliant your thesis, examples, and
organization, scorers will give you a zero if they cannot
decipher your writing.
Editing Your Work (2-5 minutes)
The last two to five minutes of the test should be reserved for
editing your work. By going back and proofreading what you
have
written, you may catch errors in grammar that could affect your
score. If you have time, go back and strengthen your vocabulary and
sentence structure throughout the essay.
The Writing Process
Don't feel intimidated. Many students are convinced that they

cannot think through and write a well-organized essay in so short a
time. The good news is that essay writing is a skill that can be
learned with practice. Consider the following sample quotation
and assignment:
"Better to remain silent and be thought a fool than to speak out and
remove 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 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, or
observations.

Before you answer the prompt, practice planning your essay. This
should take no longer than five minutes. There are two parts to the
planning phase: reading/thinking and plan development.
Reading/thinking should take less than two minutes. Plan development
should take up to 3 minutes.
During the reading/thinking phase, you will:
1. Read the prompt twice. Don't worry if you do not completely

understand 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
your view on the idea that people should speak their mind, even
if they look 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 the prompt, you will either agree or disagree, support or oppose
the topic presented.
4. Decide what sources you will use as examples to prove your point.
Sources may include literary works, current or historical events,
personal experience, or personal observations.
5. Decide what areas of society the issue may affect. This can include
cultural, economic, social, physical, emotional, educational, and
mental factors. By thinking about how the topic may affect different
aspects of our world, you can think of more powerful supporting
points.
The plan development phase is for planning the body paragraphs of

your essay. The essay does not have to be the standard five
paragraphs, but
it should contain paragraphs with two or three supporting points
for the thesis. During the plan development phase, you should:
1. Write a strong, one-sided thesis statement in response to the essay

prompt. For the example above, you may write: "People should
voice their own opinion, regardless of what others think " Make
sure the thesis statement is one complete sentence.
2. Write down your ideas for two or three paragraphs. For example,
you may talk about the ethical implications of speaking your own
mind. You may use an example from literature that illustrates how a
character spoke his or her mind and affected a future event positively.

3. Jot down a topic sentence for each paragraph. A topic sentence

for the thesis above could be: "Individuals who voiced unpopular
opinions brought about equal rights for African Americans."
4. Write transition words that you can use to connect your topic
sentence to the example in the paragraph. See the lesson on
transitions.
5. Right after your transition comes an example.
The above exercise may initially take you 10-15 minutes, but once
you get the hang of it, you should be able to complete the thesis
statement and supporting examples within 3 minutes. Practice this
exercise well before the SAT testing date.

Studyguide for the SATCreating an Outline
Creating an Outline
Outlining can be a quick and effective way to organize your essay.

Writing an outline before you write your essay will tell you what
information each paragraph will contain
Since you have only a short amount of time to create your outline,
you will not be making a formal one with Roman numbers and
capital letters. Instead, yours needs to be a short sentence or
phrase for
each of your topic sentences with phrases indented under each one
for the examples.
Use any blank space on the essay prompt page to jot down a brief
outline and refer to it to help you stay focused on your point
of
In the following examples, you will see formal outlines to give you
practice in organizing your information. To create an outline,
start with the topic of the essay and then create sub-points.
Those sub- points are further divided into supporting details.
The following is a good outline for the "voicing your own opinion" topic:
I. People should voice their own opinion

A. Martin Luther King, Jr.
1. The Civil Rights 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
they are 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.

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 and
develop 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)
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

(C)
A. I auditioned and was cast in the school musical
1. To get there, I had to work hard on my audition piece
2. My range isn't great, but I did lots of other things to be worthy
of the part
a. Took voice lessons
b. Worked on facial expressions
c. Learned lines thoroughly
d. 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
draws main points from historical figures and from personal
experience. Each main point has relevant supporting details, which
helps create a solid essay.
The first outline is too general. The author plans to discuss

different people's aspirations, but doesn't relate it back to the
thesis statement or main idea of the essay. The third outline is too
specific. It focuses only on the author's experiences, and does
not draw in multiple sources to support the main point of the
essay.

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
happiness or misery depends upon our dispositions, and not upon our
circumstances."
Martha Washington
Assignment:
Can people choose to be happy regardless of their circumstances? Write and
Thesis:
Even in the direst of circumstances, people can choose how they feel about their
current situation.
(A)
I. Even in the direst of circumstances, people can choose how they feel about their
current situation.
A. War veterans
1. Some are never able to regain life after 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

(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 Holocaust
d. Anne was eventually found
The best choice is A. The outline shows main points to support the
thesis, from history, literature, and the student's personal
experience. The main points are supported with details, creating
a well-supported thesis statement.
The second outline shows only the author's personal experience.

In order to have a strong essay, you need to have supporting points
from at least two outside sources. The third outline is too
specific. It focuses just on The Diary of Anne Frank, and does
not provide other examples to support the thesis. While The
Diary of Anne Frank is a good source to use, it should not be the
only evidence
used to support the thesis statement.

Question 3.
"Only the educated are free."

Epictetus,Discourses
Assignment:
Is education the key to freedom? Write and develop an essay in which your 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: Well-educated people have more freedoms than non-educated people.
(A)
I. Well-educated people have more freedoms than non-educated people
A. Don't have to work for minimum 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)
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

(C)
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 the
student's observations of his or her family. The student also cites
statistics that enable solid support of the thesis.
Outline A is too general, and focuses on different types of jobs, of

which there is a wide range. The second outline is too specific,
because it focuses only on the benefits that college offers, not
on the freedom of the individual to choose a job that they enjoy.

Question 4.
"Envy is the ulcer of the soul."
Socrates
Assignment:
Is there ever justification for feeling envious of another person? Write and
Thesis: There are times when feelings of envy can yield positive results.
(A)
I. There are times when feelings of envy can yield positive results
A. Jacob Have I Loved
1. Two sisters: Caroline pretty and musically gifted, Louise
plainer and envious of sister
2. Louise fmds 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

(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 personal

experience. These sources help to prove that the thesis statement
for the essay is valid. The outline is not overly specific, nor is it
too general.
Outline B is too specific. It focuses just on envy within the family

structure, and does not bring in any outside sources. When creating
an essay for the SAT, you should make sure to include at least
two to three outside sources to support your thesis statement.
Outline C is too general. It discusses envy in general, and does not
provide
specific examples in relation to the thesis statement.

Question 5.
"Nearly all men can stand adversity, but if you want to test a man's character,
give him power."
Abraham Lincoln
Assignment:
Does power change people fundamentally? Write and develop an essay in which your
point of view on this issue is clearly defined. Support your point of view with
observations.
Thesis: Anyone who is given too much power can become a danger to others.
(A)
I. Anyone who is given too much power can become a danger to others
A. Power causes people to feel superior to 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)
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

(C)
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

power has led to corruption through a historical figure, literary
figures
and figure in the athletic community.
Outline A focuses on power in general, and does not give specific

examples of how too much power results in dangerous behavior and
corruption. Outline B talks specifically about Joseph Stalin and
Communism, but does not give other examples in relation to the thesis
statement.

Studyguide for the SATStarting Your Essay
Starting Your Essay
An introduction should draw the reader into the essay and make him
or her want to read more. It should also contain your thesis
statement. The introduction should be brief—one short paragraph.
It can start with a quotation, anecdote, question, or analogy.
However you start your essay, it should always lead up to the
essay's thesis statement. The thesis statement should be visible and
easy for the reader to
fmd.
Practice Exercise
Read the following prompts and sample introductions. Choose the best
introduction out of the three choices.
Question 1.
William Shakespeare
Assignment:
Which introduction would be most effective?
(A) I was backing slowly away from the dog, whose teeth were
bared in anger. My friend Manny and I were delivering the newspaper
to 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, Manny was wrestling the dog to the ground and seconds later,
the dog had run away. To say that courage is important is one thing;
to face danger courageously is another. This is an example of how
actions are more important than words or thoughts.

(B) Actions do speak louder than words. Every day, people

are faced with certain decisions they must make, whether to take
action or just talk about what they want to do. What people actually
accomplish matters more than what they want to accomplish
(C) I once went to the beach and got caught in the tide.
I was carried a half mile out to sea, where the current moved me
swiftly farther and farther from my family. I tried to remember
everything I had ever heard about situations like this, but all I
could manage was to keep my head above water. That was the
scariest event I ever experienced.
Introduction A is the best choice. It draws the reader in by

providing an anecdote that relates to the thesis statement. Notice
that the
story is a few sentences long and that the thesis statement sums
up the story nicely.
Introduction B is boring. It starts with a clear thesis statement,

but does not effectively draw the reader in to the essay. It
speaks in very broad terms, without creating a single picture or
idea that readers can keep in their minds. Introduction C is
interesting, but never gets to a thesis statement. At the end of
it, the reader still cannot tell whether the writer things thoughts
or actions are more important. Maintain focus in your essay,
without going off on a tangent. Provide an immediate and
specific response to the essay prompt.

Question 2.

circumstances."
Martha Washington
Assignment:
(A) For me, the carnival is the happiest place in the world.
When I go to the town carnival each October, I feel a sense of joy
when riding the Ferris wheel, eating candied apples, and seeing
all of the animals at the 4H center. I have attended the carnival
every year since I was five years old, and plan to continue
attending it for as long as I can. The carnival has the unique
ability to make me feel as wondrous and excited as a five-year-old
again.
(B) People can choose to be happy, no matter what their

circumstances. Many people, when faced with adversity, succumb to
depression or a feeling of helplessness. There are many people,
however, who live in dire circumstances but find a way to get by.
Happiness is a choice, not something that requires money or a good
situation to create.
(C) My grandmother took pride in being a tailor for four

decades. She worked until crippling arthritis in her hands forced
her to retire. We worried that she would become depressed, but
Grandmother immediately started volunteering at a local homeless
shelter. She says that keeps her busy and gives her all the pride she
needs. My grandmother's shift in attitude demonstrates that people can
choose to be happy, regardless of what is happening in their lives.

Introduction C is the best choice. It starts with a short story

that relates directly to the question presented in the prompt. The
writer builds up to the definitive thesis statement, preparing the
reader for a concise and deliberately stated opinion.
The first introduction is unrelated to the prompt. The writer may

feel happy when he or she attends a carnival, but the prompt refers
to happiness during difficult times. This anecdote has nothing to do
with trying circumstances. Option B is mundane, starting with a
regular thesis statement but not intriguing the reader. SAT Essay
scorers like to see creativity in an essay, starting with the essay's
introduction.

Question 3.

Assignment:
observations.
(A) Education has been regarded as a priority for humankind for

centuries. Education has opened up opportunities for countries and the
people who reside in them. Education has enabled people to become
self-sufficient and to bring their living standards up to those of
those in other nations. Education has enabled the freedom of many
people throughout the world.
(B) "Are you fmished with your application yet? The deadline is
in two weeks." My father has been hounding me about going to college,
saying that it would give me more control over my life as an adult. I
usually ignore my father's "life advice," but looking at the employment
section of the newspaper changed my mind. Every job that sounded
interesting required at least a B.A.; those that didn't tended to pay
much lower. With an education, I'll have a lot more choices and
opportunities(a lot more freedom.
(C) Plato, a student of Socrates thousands of years ago was an

important philosopher and man of letters. His ideas permeated
important circles of thought at the time, and are still taught and
studied to this day. Since his time, philosophers have built on
Plato's ideas and used them as a model, to shape society.
Option B is the best, starting with a short glimpse into the

author's life. Dialogue is one creative way to open up the essay
and lead to the thesis statement.
Option A, while not disastrous, could stand improvement. It discusses

education in general, but is not specific enough in depicting how
education has led to greater freedoms in different parts of the world.
Option C is not directly related to the topic. Plato was a student of
Socrates, but the introduction does not create a relationship between
education and freedom.

Question 4.
Socrates
Assignment:
(A) It's easy to feel envious of people who have things

we don't have. The gap between the very wealthy and very poor in
our society is huge, and evidence of that gap is everywhere: in
advertisements, in popular culture, and driving down the street
in expensive cars. While reminders of our limitations can spur us on
to achieve more, envy is usually a useless emotion.
(B) People do amazing things every day. From doctors to

pianists to diplomats, people accomplish feats(creating beautiful
music or saving a life or working for peace between nations(that
are truly unique and that benefit our world. Whether they have the
admiration of others is immaterial: they do what they do because
they love it, and it fulfills them.
(C) My closest friend growing up was slightly better than

I was at everything. Neil was always a half-inch taller, a faster
runner, a better art student. As we grew older, I envied Neil more and
more. My family moved away and I visited him two years later. In
those years when we were apart, I had found my self-confidence
and learned to appreciate my own strengths without comparing
them to anyone else's. Envy is an unjustifiable emotion that keeps
people from achieving their full potential.

Introduction C is the most effective. It starts with a concise, yet

heartfelt anecdote of the author's previous insecurity, and then
ties the story into the author's conclusion: that envy is unjustifiable
and destructive.
Option A falls short of the kind of introduction you should

strive for. It isn't exactly riveting, since it lacks an image or idea
that strikes the reader. Its biggest weakness, however, is the
thesis statement, which fails to answer the question, instead
wavering on both sides of the issue. It is unclear how option B
addresses the
prompt at all. It starts off with examples of people who contribute to
society, but then only weakly ties in the idea of envy.

Question 5.
"Nearly all men can stand adversity, but if you want to test a man's
character, give him power."
Abraham Lincoln
Assignment:
observations.
(A) "Power corrupts. Absolute power corrupts

absolutely." Lord Acton is famous for that quote. His feelings
about the relationship between power and character are clear. I
disagree. Character is the most basic part of a person, something
that stays constant throughout our lives. Whether power corrupts us
depends on whether we let it corrupt us. Power does not change
people fundamentally; it just shows us more clearly what kind of
character lies beneath our words and actions.
(B) Power changes people by making them feel that they

can get away with anything. Not only does power give a person
authority over other people's lives, but it gives a person the ability
to change the quality of life that many people lead. Many people
who have that kind of power find that they lack the judgment to
handle it. They begin to lose perspective and forget that they are
human, with a human's limitations and foibles.
(C) The most powerful person in the world is nothing

without her or his cabinet. The support staff of a powerful person
is what defines how well a person does in office. Without a support
staff, not much can get accomplished on a daily basis. So a single
person really doesn't have that much power, but surrounds him or
herself with people whose job it is to help them make the best
decisions.
The best choice is option A. It starts with a well-known quote that

relates directly to the topic in the prompt. The writer then
evaluates that quote and proceeds to explain why he or she
disagrees with it. The paragraph culminates in a clear thesis
statement that states the writer's opinion about the question
asked.
Option B begins with the idea that power corrupts people, but it ends
making the same people sound like victims of power. In between
those two extremes, it tends to ramble about changing people's
lives. This paragraph lacks a clear direction. Option C is not
directly related to the topic, since it discusses the importance of a
support staff, not
how power changes or does not change people.

Studyguide for the SATTransitions
Transitions
Transitions move the reader from one idea to the next between or
within paragraphs. They show how ideas are related to one another.
These words indicate relationships between ideas in terms of
chronology, order of importance, and development. Transitions that
show order of importance include:
least important least significantly

more important more significantly
most important more significantly
finally most significantly
also for one reason
even greater next
greatest even more
great last
Transitions that show chronological order include:

after in the course of
afterward while
as soon as in the meantime
at that moment
before last
earlier later
during long ago
now meanwhile
eventually moments later
fmally next
formerly presently
gradually since
immediately soon
initially until
then when
whenever

Transitions that show developmental order include:
accordingly for this reason

along with furthermore
also in addition
and in fact
another indeed
as a result moreover
as an illustration namely
as well next
because on account of
besides on the other hand
consequently so
fmally then
for example therefore
for instance thus
in like manner too
in the same way in contrast
Transition words are used as part of a sentence, both between and

within paragraphs. To make a smooth connection between paragraphs,
include a transition in the first sentence of the second paragraph
to link 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 establishtheir eve everyday tasks sks , scientists

are increasingly becoming aware of their immense learning
potential. In the 1950's, Alan Turing created a computer that could
play a game of chess against a human. Over the years, computers
improved at the game and eventually, computer programs were just as
adept at chess as most people were.

In the example, transitions within the paragraph include "not

only...but also" and "as well as." The transition between the
paragraphs is underlined in green in the first sentence of the second
paragraph. 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 a

sentence to indicate order or between paragraphs to move from one
thought to the next. Transitions help with the flow of the essay.
Without transitions from one idea to the next, the essay will seem
choppy and ideas will lack connection.

Practice Exercise
Read the following sample prompts and paragraphs that require a

transition sentence to link them. Decide what sentence should
be filled in, and write it in the box.
Question 1.
"Be great in act, as you have been in
thought." William
Shakespeare
Assignment:
Dr. Martin Luther King, Jr. is indeed famous for his actions. For
most of his life, he took part in rallies for Civil Rights across the
South. He marched and picketed and demonstrated with thousands
of others to make his visions for America known.
Many people still live today who heard Dr. King speak and who remember
clearly the strength of his words and the conviction with which he
delivered them. His "I Have a Dream" speech is still held up as an
example of brilliant oratory that drives home a powerful message.
A sample
transition sentence is shown underlined below:
However, Dr. King's words had just as great an impact on American

society as his actions did. Many people still live today who
heard Dr. King speak and who remember clearly the strength of his
words and the conviction with which he delivered them. His "I Have a
Dream" speech is still held up as an example of brilliant oratory that
drives home a powerful message.

Question 2.

circumstances."
Martha Washington
Assignment:
Sometimes it's simply impossible to maintain one's happiness in

the face of extreme adversity. Life is often full of pain that, as
humans living in human societies, we must bear. When I was in
the eighth grade, a classmate of mine lost his older brother, a
senior in high school, to meningitis, a fierce disease that can kill
a seemingly healthy person in 12 hours. Could I have gone to my
classmate and
said, "You're choosing to be sad right now. All you have to do is
make up your mind to be happy and you will be"? Of course not! His
grief consumed him, which is natural.
The book of Job is the story of a good man who God decides to test by
slowly taking away everything that is important to him, including
wealth and then family. Job responds by grieving and complaining
bitterly that he is a good person and does not deserve to suffer in
such a way.
A sample
The link between circumstance and sadness is also the subject of

one of the best-known biblical stories. The book of Job is the
story
of a good man who God decides to test by slowly taking away
everything that is important to him, including wealth and then family.
Job
responds by grieving and complaining bitterly that he is a good
person and does not deserve to suffer in such a way.

Question 3.

Assignment:
observations.
Mobabai lived in a small village in Nigeria. No one in his village

had ever traveled more than thirty miles outside of the village.
Mobabai was the first from his village to attend a university.
Upon
graduating, Mobabai returned to find that wealthy poachers
were killing valuable livestock that belonged to the villagers.
The government banned the poachers from entering village lands. This illustrates 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

working with the law in his classes at the university, he was able
to enlist
the help of the Nigerian government to stop the poachers. 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.

Question 4.
Socrates
Assignment:
Envy is a useless emotion that causes people to lose sight of their

goals. Envy is all too common among adolescents and teens in our
schools. There is often so much focus on the latest fashions and
technology that students sometimes forget the greater goal of
getting a quality education. Unfortunately, kids tend to accept or
reject others based on their material possessions, creating a
culture of haves and have-nots and creating the impression that a
person's value is based on the t-shirt they're wearing to school.
Rather than
focusing on upcoming tests, students instead obsess over whether their
jeans are "too blue" or if they're faded just right.
Shakespeare's play Julius Caesar illustrates excellently how envy

can lead to chaos. Declaring that Caesar is "too ambitious,"
Antony, Brutus and Cassius conspire to kill the leader because they
envy his immense popularity. Their actions lead not just to Caesar's
death, but hundreds of others as well, including those of Brutus
and Cassius.
A sample transition sentence is shown underlined below:
Just as envy is a common emotion that students wrestle with in

day- to-day life and relationships, envy is also a topic that appears
frequently in well-known literature. Shakespeare's play Julius Caesar
illustrates excellently how envy can lead to chaos. Declaring that
Caesar is "too ambitious," Antony, Brutus and Cassius conspire to
kill the leader because they envy his immense popularity. Their
actions lead not just to Caesar's death, but hundreds of others as
well, including those of Brutus and Cassius.

Question 5.
Abraham Lincoln
Assignment:
observations.
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
influence than any first lady had ever had in history. She used that
influence strategically to make people's lives better. She pursued
women's
rights by helping female journalists get stories published at a
time when women were at a severe disadvantage in the field. She
brought attention to the issues of Civil Rights, joblessness, and
poverty.
Last week, my sister and I were walking our dog in the park and
found a car with the rear door left open. It looked like the owner
had forgotten to close it. Inside, clearly visible, were some CDs
and
other things. It would have been the easiest thing to reach in and
take something and nobody would have caught us, but instead, my sister
walked straight to the car, pushed the lock on the inside down, and
slammed the door shut.
A sample
But the term "power" doesn't necessarily have to mean power over a
lot of people; it could be the opportunity, or power, to do something
bad without the risk of being caught.

Studyguide for the SATWrapping It Up
Wrapping It Up
You're almost there! A conclusion should wrap up the essay and make the
reader want to read more. An effective conclusion will leave the reader
thinking about your ideas and deciding that your thesis was correct
and well defended. The conclusion should summarize the main idea
of the essay, and can point the reader to further resources for more
information.
There are two ways to write an effective conclusion. The first way is to
remind 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 in one short paragraph. The second effective method is to create an
insight paragraph that states what you learned from a personal or
observational experience. This type of concluding paragraph can
receive a higher score if it shows depth of understanding on your part.

Practice Exercise
Choose the best conclusion for each of the five prompts.
Question 1.
William Shakespeare
Assignment:
Which conclusion would be most effective?
(A) The motorboat incident taught me that safety is

imperative in water sports. I used to tell my mother I'd be safe just
so that she'd stop nagging me, but I've now learned that I have to
put that thought into action in order for it to be effective.
(B) In conclusion, any person with good intentions must take

action 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

to those who put their mind to it, but anyone can take small steps
towards lasting change each day.
Conclusion A is the best choice. It provides insight about what

the author learned in relation to the incident they presented in
previous paragraphs. This shows that the author has a deep
understanding of the topic presented in the essay.
Conclusion B is a little bit weak. It restates the thesis well, but

does not provide additional insight into the information presented
in the essay. Option C is off-topic. The essay is not about creating
change; it is about whether actions or thoughts are more important.

Question 2.

circumstances."
Martha Washington
Assignment:
(A) Once I was able to accept that I could not force the
admissions committee to admit me to the university, I felt a sense of
calm and happiness about my circumstances. This caused all my worries to
disappear.
(B) Happiness is therefore something that people can choose

to feel, not something that is based on circumstance. Even though
the Olivers in the above example were very poor, they bonded together
as a family and showed that happiness could be achieved through
conscious effort.
(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 feel a sense of separation from the core of his life.
Conclusion B is the best choice, since it relates directly back to an

example in the essay. It also reviews the thesis statement, which
reminds the reader what the main point of the essay was.
Option A is too weak. It ends abruptly, without reviewing the thesis or

providing insight into an experience presented in the essay. Option C
strays from the type of content a conclusion should contain.
Although the character of "Daniel" may have felt happy in Ohio,
these sentences do not belong at the end of the essay. This segment of
writing belongs toward the beginning or middle of the essay, when
an example is presented that is directly related to the thesis
statement.

Question 3.

Assignment:
observations.
(A) The educated in Southeast Asia are therefore better

off than their less-educated countrymen.
(B) From these experiences, I learned that an education

can open up more opportunities for people than they otherwise would
have. Education is crucial to having the freedom of choice, so I
plan to continue my education. As a result, I will be able to choose
an interesting and challenging field and not be forced to do work
I dislike.
(C) Freedom rang in Liberty Square. The Declaration of

Independence had just been signed, and the new Americans could feel that
enormous, history-making change was occurring at that very moment.
Choice B is the best. This concluding paragraph shows that the author
learned a lesson from an experience. The lesson relates directly to
the main point of the essay, which is important to reiterate for
readers when concluding the essay. Choice A doesn't sum up the essay
effectively. While an example concerning Southeast Asia may have
been used in the essay, the writer ends the essay too abruptly with
this conclusion. A good strategy would have been to tie the example
of Southeast Asia back in to the thesis and to end the essay more
gradually. Conclusion C gets off topic and, while it creates a
nice image, it does not clearly relate to the thesis or sum up the
writer's point of view.

Question 4.
Socrates
Assignment:
(A) The argument with Carla taught me that envy itself isn't
necessarily bad, but what a person does with it can be bad or good. My
envy of Carla's position on the soccer team drove me to look closer at
myself and decide whether I really wanted to play soccer. Carla and I
talked it out and our friendship survived, but it was tough facing my
own envy head-on.
(B) In addition to envy, I also feel that rage is a

destructive emotion that can destroy relationships. Envy and anger are
natural emotions and are unavoidable in a society in which individuals
constantly relate to one another. However, they are also emotions that
have a lot of power and are often not worth the consequences.
(C) In conclusion, a sense of envy is something that everyone

feels at one time or another. I think that by expressing what a person
feels, they can get their feelings out in the open before those
feelings turn into a deep resentment that can change the nature of the
relationship.
Conclusion A is the best option. The author relates back to an example

from the essay and provides insight into what they learned from the
experience. Conclusion B goes into a discussion of a different
emotion, without focusing solely on the main point of the essay.
Option C is only vaguely related to the topic and does not clearly
restate 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.

Question 5.
Abraham Lincoln
Assignment:
observations.
(A) All people are, therefore, affected by power. It takes a

certain type of personality to be overcome by power.
(B) Power can be found from the corporate ladder to the

educational system. I've learned that people can be sneaky sometimes,
so I keep an eye out for that when I tutor kids at the elementary
school.
(C) Even the people with the best intentions can therefore be
overcome by responsibility and an ego can grow when the person is
placed in a position of authority. Power changes people, but not always
for the better.
The best choice is the option C. The author has just presented an
example and wrapped it up with an allusion to what has already been
written. The first sentence summarizes the point of the essay. In
the last sentence, the author restates the thesis statement. This
leaves
the reader thinking about the main idea presented in the essay.
Choice A is too weak, referring to power and an individual's
personality, but not relating directly to a thesis statement. These
sentences would not form an effective conclusion, since the
second sentence would fall somewhere in the middle of the essay.
Choice B is off-topic. It discusses the author's personal experience
but does not restate in any way the main point of the essay.

Writing Lesson #7
Use of Language

do e/, e•
®0000 000,0 00©11ab

Studyguide for the SATSkiII Review: Use Of Language And Vocabulary
Review Time
USE OF LANGUAGE AND VOCABULARY
College Board essay readers are trained to reward students who use a
"varied, accurate, and apt vocabulary." With so many words to choose
from, which are the best? In theory your vocabulary choices are almost
limitless. In practice, however, there is a relatively small group of
words that lend themselves to the type of essay you will be writing
for the SAT. Because these words are descriptive and precise, they
will help make your writing clear and authoritative. It is important,
though, to use such words correctly. Essay readers will not be
impressed by essays sprinkled with sophisticated words that are used
incorrectly. Learn their exact meanings, and use them correctly in
your essay.
Here is a list of descriptive words that can help

raise your score.
Words to describe personality types
1. EGOTIST — a self-centered person who is devoted to his or her own interests

2. ALTRUIST — a generous person who is devoted to helping others
3. INTROVERT — a shy, private person
4. EXTROVERT — an outgoing, sociable person
5. PRAGMATIST — a practical person
Words to describe people who are honest or dishonest
6. VIRTUOUS — very moral, righteous

7. CANDID — very open and honest
8. VENAL — very corrupt, willing to accept bribes
9. UNSCRUPULOUS — very immoral, unprincipled

Words to
describe people who are mature or immature
10. LEVEL-HEADED — sensible, poised

11. PRUDENT — showing good judgment, thoughtful
12. SOPHOMORIC — juvenile, childish
13. CALLOW — infantile, very immature
Words to describe people who are brave or cowardly
14. TIMOROUS — very shy

15. CRAVEN — very cowardly
16. INTREPID — very brave
17. AUDACIOUS — very bold
Words to describe people who can and cannot make up their minds
18. DECISIVE — able to reach a firm decision

19. RESOLUTE — very determined
20. VACILLATE — to waver back and forth
21. AMBIVALENT — to have mixed feelings
Words to describe the thrill of victory and the agony of defeat
22. ELATED — very happy

23. ECSTATIC — delirious with joy
24. DEJECTED — downcast and gloomy
25. DESPONDENT — feeling that all hope is lost
Words to describe situations involving deception
26. CLANDESTINE — secret, hidden

27. NEFARIOUS — extremely wicked, villainous
28. PERFIDIOUS — disloyal, treacherous
29. 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, pleasant

31. VIVACIOUS — filled with life, fun-loving
32. GREGARIOUS — very sociable, outgoing
33. OPTIMISTIC — having a hopeful outlook on life, seeing only good things

Words to describe people who aren't fun to be with
34. PESSIMISTIC — having a gloomy outlook on life, seeing only bad things
35. EXASPERATING — very irritating, annoying
36. SUPERCILIOUS — very arrogant, haughty, stuck-up
37. CANTANKEROUS — very grouchy, cranky
Words to describe feelings
38. DISTRAUGHT — filled with anxiety, very worried

39. APATHETIC — uninterested, unfeeling
40. ZEALOUS — very passionate, fervent
41. ANIMOSITY — great dislike, ill will
42. EMPATHY — great compassion, sympathy
Words to describe good and bad speakers
43. ELOQUENT — very articulate, vividly expressive

44. LUCID — very clear, easy to follow
45. LOQUACIOUS — very talkative
46. PERSUASIVE — very convincing, compelling
47. CONVOLUTED — very intricate, twisted, difficult to follow
Words to describe people who have energy or lack energy
48. VIGOROUS — very active, energetic

49. ARDENT — filled with passion, great fervor
50. LETHARGIC — lazy, drowsy

Studyguide for the SATSkiII Quiz A: Use of Language
el
iz Time!
c000fo
Question 1
Which of the following words
means uninterested or unfeeling
?
(A) apathetic
(B) a f f a b l e
( C ) clandestine
( D ) despondent
Question 2
means disloyal or treacherous ?
(A) lethargic
(B) pessimistic
(C ) perfidious
( D ) s u p e r c i li o u s
Question 3
means very talkative?
(A) persuasive
(B) audacious
(C) e c s t a t i c
(D) loquacious

Question 4
means feeling that all hope is
lost ?
(A) ambivalent
(B) r e so lu t e
(C) i n t re p id
(D) despondent
Question 5
means a self-centered person ?
(A) altruist
(B) egotist
(C ) extrovert
(D) introvert
Question 6
means delirious with joy ?
(A) ecstatic
(B) vivacious
(C) zealous
(D) lucid

Question 7
means lazy or drowsy?
(A) ardent
( B ) venal
( C ) lethargic
( D ) lucid
Question 8
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

Question 10
Choose the word that best completes this
sentence: Sarah is too much of anto come to the party.
(A) intrepid
(B) egotist
(C) a rde n t
(D) introvert

0 
Answers!
°©o®©
Question 1.
The answer is (A).
"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.
Question 2.
The answer is (C).
"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).
"Loquacious" means "very talkative."

"Persuasive" means "very convincing or compelling."
"Audacious" means "very bold."
"Ecstatic" means "delirious with
joy."
The answer is D.

Question 4.
The answer is (D).
"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).
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).
"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).
"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.

Question 8.
The answer is (B).
"Virtuous" means "very moral or righteous."

"Prudent" means "showing good judgment, or thoughtful."
The answer is B.
Question 9.
The answer is (B).
"Timorous" means "very shy."

"Gregarious" means "very sociable and outgoing."
"Nefarious" means "extremely wicked or villainous."
"Zealous" means "very passionate or fervent."
The answer is B.
Question 10.
The answer is (D).
An "introvert" is a shy, private person.

The answer is D.

Studyguide for the SATSkiII Quiz B: Use of Language
el
iz Time!
c000fo
Question 1
means able to make a firm
choice ?
(A) ambivalent
(B) d e c i s i v e
(C) optimistic
(D) p r u d e n t
Question 2
means very friendly and
pleasant?
( A ) s u p e r c i li o u s
(B) a p a t h e t i c
(C) c a l l o w
(D) a f f a b l e
Question 3
means a practical person ?
(A) pragmatist
(B) extrovert
(C) a l t r u i s t
(D) stratagem

Question 4
means very sociable and
outgoing ?
(A) gregarious
(B) nefarious
(C) e c s t a t i c
(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
means to waver back and forth?
(A) resolute
(B) clandestine
(C) exasperati
ng D)
vacillate

Question 7
means very arrogant or stuck-
up?
(A) supercilious
(B) cantankerous
(C) convoluted
(D) loquacious
Question 8
filled with passion or great fervor
?
(A) lucid
( B ) affable
(C ) ardent
( D ) optimistic
Question 9
sentence: The puppy wasand playful.
(A) lucid
( B ) zealous
( C ) lethargic
(D) vigorous

Question 10
Michelle felt ________after she lost her job.
(A) n e f a r i ou s
(B) venal
(C) dejected
(D) unscrupulous

0 
Answers!
°©o®©
Question 1.
The answer is (B).
"Decisive" means "able to make a firm choice."

"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).
"Affable" means "very friendly and pleasant."

"Apathetic" means "uninterested or unfeeling."
"Callow" means "very immature."
The answer is D.
Question 3.
The answer is (A).
A "pragmatist" is a practical person.

An "extrovert" is an outgoing, sociable person.
others. A "stratagem" is "a clever scheme designed to attain a
goal."
The answer is A.

Question 4.
The answer is (A).
"Gregarious" means "very sociable and outgoing."

"Eloquent" means "very articulate or vividly expressive."
The answer is A.
Question 5.
The answer is (B).

The answer is B.
Question 6.
The answer is (D).
"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).

"Cantankerous" means "very grouchy or
cranky.',
"Convoluted" means "very intricate and difficult to follow."
The answer is A.

Question 8.
The answer is (C).

The answer is C.
Question 9.
The answer is (D).
"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).
"Dejected" means "downcast and gloomy."

"Unscrupulous" means "very immoral and
unprincipled."
The answer is C.

Studyguide for the SATSkiII Quiz C: Use of Language
el
iz Time!
c000fo
Question 1

a generous person who is devoted to helping others ?
(A) extrovert
(B) a l tru i st
(C) e g o t i s t
(D) c a n d i d
Question 2
very immoral and unprincipled ?
(A) callow
(B) craven
( C ) unsc rupulous
( D ) sophomoric
Question 3
means very brave?
(A) craven
(B) candid
(C) ardent
(D) intrepid

Question 4
very articulate or vividly expressive
?
(A) lucid
( B ) eloquent
( C ) vivacious
( D ) loquacious
Question 5
means great dislike or ill will ?
(A) animosity
(B) empathy
(C) c a l l o w
(D) stratagem
Question 6
means sensible and poised ?
(A) sophomoric
( B ) l e ve l - h e a de d
(C) c a n d i d
(D) resolute

Question 7
extremely wicked or villainous ?
(A) nefarious
(B) timorous
(C) audacious
(D) ambivalent
Question 8
means very open and honest?
(A) callow
(B) candid
(C) venal
(D) lucid
Question 9
Gary's ______ uncle complained throughout the meal.
(A ) c a nta nke rous
(B) apathetic
(C ) v i v a c i o u s
(D) l e t h a r g i c

Question 10
sentence: No one could follow the movie'splot.
(A) loquacious
(B) ambivalent
(C) convoluted
(D) d e c i s i v e

Question 1.
The answer is (B).

others. An "extrovert" is an outgoing, sociable person.
"Candid" means "very open and honest."
The answer is B.
Question 2.
The answer is (C).
"Unscrupulous" means "very immoral and unprincipled."

"Craven" means "very cowardly."
"Sophomoric" means "juvenile or childish."
The answer is C.
Question 3.
The answer is (D).

The answer is D.


life." "Loquacious" means "very talkative."
The answer is B.
Question 5.
The answer is (A).
"Animosity" means "great dislike or ill will."

"Empathy" means "great compassion."
A "stratagem" is "a clever scheme designed to attain a goal."
The answer is A.
Question 6.
The answer is (B).
"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).

The answer is A.

Question 8.
The answer is (B).

The answer is B.
Question 9.
The answer is (A).
"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).

The answer is C.

Studyguide for the SATSkiII Quiz D: Use of Language
el
iz Time!
c000fo
Question 1
means juvenile or childish ?
(A) prudent
( B ) sophomoric
( C ) optimistic
(D) craven
Question 2
means very bold?
(A) audacious
(B) timorous
(C) vigorous
(D) virtuous
Question 3
means very determined ?
(A) ambivalent
(B) pessimistic
(C) r e so lu t e
(D) apathetic

Question 4
means secret or hidden ?
(A) candid
(B) callow
( C ) convoluted
( D ) clandestine
Question 5
filled with anxiety or very worried
?
(A) apathetic
(B) distraught
(C) perfidious
(D) ambivalent
Question 6
having a hopeful outlook on life ?
(A) optimistic
(B) e l a t e d
(C) e c s t a t i c
(D) vivacious

Question 7
means very irritating or
annoying ?
(A) timorous
(B) intrepid
( C ) exasperating
(D) a f f a b l e
Question 8
means an outgoing, sociable
person ?
(A) extrovert
(B) e g o t i s t
(C) a ltrui st
(D) stratagem
Question 9
Maria was when she won a car in the contest.
(A) craven
( B ) dejected
(C) elated
(D) venal

Studyguide for the SATSkiII Quiz D: Use of
Language
Question 10
I agreed with Sanjay because his argument was very
(A) unscrupulous
(B) sophomoric
(C) affable
03 ) persuasive

0 
Answers!
°©o®©
Question 1.
The answer is (B).

The answer is B.
Question 2.
The answer is (A).

"Vigorous" means "very active and
energetic." "Virtuous" means "very moral or
righteous."
The answer is A.
Question 3.
The answer is (C).

The answer is C.

Question 4.
The answer is (D).

The answer is D.
Question 5.
The answer is (B).
"Distraught" means "filled with anxiety or very worried."

"Perfidious" means "disloyal or treacherous."
The answer is B.
Question 6.
The answer is (A).

"Elated" means "very happy."
"Vivacious" means "fun-loving and filled with life."
The answer is A.
Question 7.
The answer is (C).
"Exasperating" means "very irritating or annoying."

"Intrepid" means "very brave." "Affable"
means "very friendly and pleasant."
The answer is C.

Question 8.
The answer is (A).
An "extrovert" is an outgoing, sociable person.

others. A "stratagem" is "a clever scheme designed to attain a
goal."
The answer is A.
Question 9.
The answer is (C).
"Elated" means "very happy."

"Dejected" means "downcast and gloomy."
The answer is C.
Question 10.
The answer is (D).

"Unscrupulous" means "very immoral and unprincipled."
The answer is D.

Studyguide for the SATSkiII Quiz E: Use of Language
el
iz Time!
c000fo
Question 1
means very clear and easy to
follow ?
(A) eloquent
(B) l u c i d
(C) a r d e n t
(D) decisive
Question 2
means very immature ?
(A) candid
(B) elated
(C) callow
(D) zealous
Question 3
means great compassion ?
(A) clandestine
(B) stra ta g e m
(C) a nimosity
(D) empathy

Question 4
means very passionate or
fervent ?
(A) zealous
(B) vivacious
(C) supercilio
us D)
cantankerous
Question 5
means having mixed feelings ?
(A) resolute
(B) distraught
( C ) ambivalent
(D) timorous
Question 6
means very cowardly?
(A) callow
(B) craven
(C) venal
(D) affable

Question 7
having a gloomy outlook on life ?
(A) apathetic
(B) resolute
(C) pessimistic
(D) cantankerous
Question 8
means fun-loving and filled with
life ?
(A) vivacious
(B) gregarious
(C) loquacious
(D) virtuous
Question 9
The police officer was sure that the _______ mayor would accept a bribe.
(A) venal
( B ) persuasive
( C ) convoluted
(D) prudent

Question 10
We carefully developed a ______to trick our opponents.
(A) lucid
(B) pragmatist
(C) stratage
m D)
clandestine

0 
Answers!
°©o®©
Question 1.
The answer is (B).

The answer is B.
Question 2.
The answer is (C).

"Candid" means "very open and
honest." "Elated" means "very happy."
The answer is C.
Question 3.
The answer is (D).
"Empathy" means "great compassion."

"Animosity" means "great dislike or ill will."
The answer is D.

Question 4.
The answer is (A).

life." "Supercilious" means "very arrogant or
stuck-up." "Cantankerous" means "very grouchy
or cranky.',
The answer is A.
Question 5.
The answer is (C).

"Distraught" means "filled with anxiety or very worried."
The answer is C.
Question 6.
The answer is (B).

The answer is B.
Question 7.
The answer is (C).

"Cantankerous" means "very grouchy or cranky.',
The answer is C.

Question 8.
The answer is (A).

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).

"Prudent" means "showing good judgment, or
thoughtful."
The answer is A.
Question 10.
The answer is (C).

A "pragmatist" is a practical person.
The answer is C.

Writing Lesson #8
Sentence Structure

do e/, e•
®0000 000,0 00©11ab

Studyguide for the SAT Essay Sentence Structure
Review Time
SENTENCE STRUCTURE VARIETY
Your essay for the New SAT will be judged on much more than your
use of vocabulary, of course. The sentence structure you use must
be as varied and as interesting as your vocabulary.
The four sentence structures are:
1. Simple: 1 independent clause (contains 1 subject, which can be

compound, and 1 predicate, which can be compound)
Example: I went to the store.
2. Compound: 2 or more independent clauses, usually joined by a

coordinating conjunction
Example: Bob went to the mall, and Alice went to the drycleaners.
3. Complex: 1 independent clause and at least 1 dependent clause

(a group of words that has both a subject and predicate but that
can't stand on its own)
Example: Although I love the movies, I passed up a trip to the
theater this afternoon.
4. Compound-Complex: 2 or more independent clauses, usually joined

by a coordinating conjunction, and at least 1 dependent clause
Example: When Igo to school each day, I drive the car that my
parents bought me, but in return, I must drive my younger
brother.
You should use all of these sentence structures to give your writing
variety and clarity.
Exercise:
In the box provided, rewrite the following sentences as instructed.

answer.
Question 1
Combine these two simple sentences to make a compound
sentence: Land use is a controversial issue. Even farmers have
differing opinions about it.

Land use is a controversial issue, and even farmers have differing

opinions 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 want to preserve their farms and ranches.
While some farmers are eager to sell their land to developers,

others want to preserve their farms and ranches.
Question 3
Combine these three simple sentences to make a compound-complex
sentence:
My grandfather has been a farmer for more than 50 years. He
believes that farming is a good way of life. He hopes that his land
will always be farmed.
My grandfather has been a farmer for more than 50 years, and

because he believes that farming is a good way of life, he hopes
that his land will 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
leads to increased prices.

A growing population drives up demand for land, causing prices to

increase. (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
can become wealthy by selling their land. They cannot become
wealthy by farming it.
Despite regrets, some farmers choose to sell their land to become

wealthy, because they cannot become wealthy by farming it. (compound-
complex)

Studyguide for the SATSkiII Quiz A: Sentence Variety
el
iz Time!
c000fo
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.

Question 3
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
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.

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
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.

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
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.

Question 10
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.

Hints!
000do
What word could you use to make the second sentence a dependent clause?
What subordinating conjunction could be used to join the two sentences?
Which coordinating conjunction could best join these two sentences?
Which sentence could best be made into a dependent clause?
What kind of conjunction could best be used to join the two sentences?
What kind of conjunction could best be used to join the two sentences?

0 
Answers!
°©o®©
Question 1.
The answer is (A).
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).
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).
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).
The answer is A.
A bison's horns are permanent, bony growths, unlike a deer's antlers, and both
male and female bison have them.
Question 5.
The answer is (B).
The 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.

Studyguide for the SATSkiII Quiz B: Sentence Variety
Question 6.
The answer is (A).
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).
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).
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).
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).
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)

el
iz Time!
c000fo
Question 1
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.
Question 2
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.
Question 3
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.

Question 4
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
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.

Question 6
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
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.

Question 8
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
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.

Question 10
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.

Hints!
000do
Which subordinating conjunction could best join these two sentences?
What word could be used to combine the two sentences?


0 
Answers!
°©o®©
Question 1.
The answer is (B).
The answer is B.
Riding the subway is fast and inexpensive, but it is not always pleasant.
Question 2.
The answer is (A).
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).
The answer is B.
If I stay after school, I take a cab or a bus home.
Question 4.
The answer is (A).
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).
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.

Question 6.
The answer is (B).
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).
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).
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).
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).
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)
Studyguide for the SATSkiII Quiz C: Sentence Variety
el
iz Time!
c000fo
Question 1
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
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.

Question 3
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
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
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.

Question 6
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
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 sheriffs

deputy.
(B) My uncle works for the FBI although my mom is a sheriffs

deputy.

Question 8
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
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.

Question 10
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.

Hints!
000do
What subordinating conjunction could be used to combine the sentences?
What coordinating conjunction could be used to combine the sentences?
What coordinating conjunction could be used to combine the sentences?
What word could best be used to combine the sentences?


0 
Answers!
°©o®©
Question 1.
The answer is (A).
The answer is A.
Last summer I worked at a stadium, where I learned about security procedures.
Question 2.
The answer is (A).
The answer is A.
A security consultant gave a seminar for employees, and I was allowed to attend.
Question 3.
The answer is (A).
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).
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).
The answer is B.
Since I plan to major in law enforcement, I will write about the job in my college
application essay.

Question 6.
The answer is (A).
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).
The answer is A.
My uncle works for the FBI, and my mom is a sheriffs deputy. (coordinating
conjunction; compound sentence)
Question 8.
The answer is (A).
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).
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).
The answer is A.
My parents support my plans to enter law enforcement, although they are concerned
about my safety. (subordinating conjunction; complex sentence)

Writing Lesson #9
Grammar, Usage and Mechanics

do e/, e•
®0000 000,0 00©11ab

Studyguide for the SAT Essay Grammar, Usage and Mechanics
Review Time
Because your SAT essay will be a draft, it will probably not be
completely free of errors in grammar, usage, and mechanics. You
should, however, try to avoid the types of errors that can make your
writing 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.

Studyguide for the SAT Essay Grammar, Usage and Mechanics
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
instruction on this subject.

Critical Reading Practice - KGZ

Caricato da

Informazioni sul documento

Titolo originale

Copyright

Formati disponibili

Condividi questo documento

Condividi o incorpora il documento

Opzioni di condivisione

Hai trovato utile questo documento?

Questo contenuto è inappropriato?

Copyright:

Formati disponibili

Critical Reading Practice - KGZ

Caricato da

Copyright:

Formati disponibili

SAT Critical Reading

and Writing Workbook

Triumph College Admissions

Copyright 2009, TCA, LLC. 1

Copyright and Trademark Notices

Triumph College Admissions Policy Concerning Workbook Errors

Copyright 2009, TCA, LLC. 2

Triumph College Admissions

Copyright 2009, TCA, LLC. 3

Key Components in Sentence Completion Review Lessons

In addition, each lesson contains tips, hints, and explanations to

The Sentence Completion Structure

Each sentence completion question consists of a single sentence with

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 word

Attack each sentence completion in the following way:

1. Read the sentence carefully.

© Copyright 2009, TCA, LLC. 2

These practices and strategies will be developed in greater detail in

© Copyright 2009, TCA, LLC. 3

In a defmition sentence, a part of the sentence defines the meaning of

Use Key Words

The following example is a definition sentence.

The attorneys - - - - the contract, adding to the terms, expanding the

Copyright 2009, TCA, LLC. 5

The answer is (B) amended.

Tip: Sometimes signal words are also used in definition sentences,

Copyright 2009, TCA, LLC. 6

The answer is (D) candor.

(A) Reservation suggests reluctance. This choice is the opposite of

Use the Positive-and-Negative-Word Strategy

Sometimes, it may be difficult to isolate specific key words. In

How to Map Sentence Direction

Copyright 2009, TCA, LLC. 7

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

The movement of the sentence is negative, so we are looking for a

Tip: When taking the SAT sentence completion section, it is a good

Use Vocabulary Skills

Some definition sentence completions contain challenging vocabulary.

The ancient Greeks and Romans were - - - - , worshipping any

Copyright 2009, TCA, LLC. 8

Before you take a quiz on definition sentences, remember these important

*Use key words that define the missing

In a contrast sentence, one part of the sentence contrasts with

Contrast Signal Words

A good strategy to use for all sentence completion types is to begin by

on the other hand but

Copyright 2009, TCA, LLC. 11

Key Words or Phrases

Another important strategy to use for all sentence completion types

Study the following example of a contrast sentence. The signal word is

Rather than study the material in depth, Juanita gave the

Did you select choice (D), cursory? Cursory means hastily or

Here is another example of a contrast sentence. The signal word is

The scientists had expected the plants to - - - - with the new

Copyright 2009, TCA, LLC. 12

Did you select choice (B), flourish? Flourish means to thrive. It

At first the doctors were - - - - by the patient's symptoms;

The correct answer is (C) baffled.

(A) Scornful suggests contempt and disdain. Its contrast would be

Copyright 2009, TCA, LLC. 13