Sat
Writing Section Outline 1. Correctness Grammar and Usage a. Modifiers b. Pronouns c. Verb Tense d. Subject-Verb Agreement e. Punctuation f. Many More.. 2. Clarity a. svo b. Active vs Passive u c. Illogical Comparisons d. Parallel Structure 3. Concision a. Redundancy b. Reduction of: i. Phrases/Clauses i. Unnecessary Words Our goal will be to learn all of the major topics and question types. Ultimately, we will have a master list of question types, which you will use to identify the questions in the writing section. Intimate familiarity of all the question types and topics is critical to completing the writing section quickly and without hesitation.
1. Correctness - Grammar and Usage a. Modifiers b. Pronouns c. Verb Tense d. Subject-Verb Agreement e. Punctuation f. Many More.. 2. Clarity a. svo b. Active vs Passive c. Illogical Comparisons d. Parallel Structure 3. Concision a. Redundancy - b. Reduction of: i. Phrases/Clauses i. Unnecessary Words
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Common SAT Modifier Mistakes 1. Incorrect Modification- Modifying phrases must modify the correct word exactly. Having bought many tickets, lake's chance of winning the raffle was high. The sentence above is incorrectly modified because it is technically describing "chance". Obviously, "chance" did not buy the tickets, so this sentence must be restructured so that the modifying phrase is correctly modifying "Jake". A correct example is below: Having bought many tickets, Jake had a high chance of winning the raffle. 2. Misplaced Modifier - Modifying phrases must be located directly adjacent to the word being modified. Luke was tired from walking all day, like the rest of the tour group. The sentence above is incorrect because the word being modified ("Luke") is not next to the modifying phrase. Rather, this modifying phrase is constructed to describe "day", which is obviously wrong. To correct this, the modifying phrase must be moved, Two equally correct examples are below: Luke, like the rest of the tour group, was tired from walking all day. Like the rest of the tour group, Luke was tired from walking all day. 3. Adverb vs Adjective - Make sure to use the adjective for of the word when modifying nouns and the adverbial form when modifying verbs, adjectives, and other adverbs. Adverbs often end in "Hy)
SAT Structure It is importance to be intimately familiar with the SAT structure and format. Though it may not seem to directly help you, it can guide how you study and practice, which can affect your pacing on test day. Familiarity will also affect your score by decreasing anxiety and improving confidence, awareness, and predictability. Section 1 (Reading) 65 minutes, 52 questions 5 passages Section 2 (Writing) 35 minutes, 44 questions 4 passages (11 questions each) Section 3 (Math- No Calculator) 25 minutes, 20 questions (15 MC, 5 GI) Difficulty generally increases within the MC portion and within the Gl portion o How can this affect strategy on test day? Section 4 (Math - Calculator) 55 minutes, 38 questions (30 MC, 8 GI) Difficulty generally increases within the MC portion and within the Gl portion o How can this affect strategy on test day?
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VI prefer Beethoven's music to Mozart's. This may seem easy, but it can be tricky, Try this one, a real SAT question: Norwegian writer Sigrid Undset is like the novelist Sir Walter unlike his books, spe dwells on the psychological aspects of her characters. Scott in her use of historical backgrounds, but her book Writing Topic 4- Parallel Structure If there are multiple parts of a sentence that serve a similar function, then they must be written in a similar construction, Examples of "multiple parts of a sentence that serve a similar function" can be (1) multiple descriptions of one subject, (2) multiple actions performed by one subject, etc. odi, n. yerb Garrett is a loyal friend, responsible student, and plays baseball really well. In the sentence above, Garrett is described in multiple ways. As such, all descriptions should be in a similar construction. In the way the sentence is currently constructed, Garrett is described by two pairs of adjective/nouns and by a third description that starts off with a verb. This is not parallel. In order to improve this sentence, consider the following: Garrett is a loyal friend, responsible student, and great baseball player. Now the sentence is in parallel structure! क Try these two examples: biking I like swimming, running, and to ride my bicycte. The movie was boring because of its plot, but the characters made it enjoyable.
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Writing Topic 1-svo svO (Subject-Verb-Object) is one of the most important and powerful techniques for analyzing complex sentences on the SAT. In general, the following guidelines should be considered: 1. Sentences should always be ordered S-V-O The barn is over the hill. The sentence above is considered to be in SVO construction because the order is Subject-Verb-Object. Over the hill is the barn. The sentence above has the verb before the subject - this type of sentence is called ah inverted sentence. (note that the subject of this sentence not "hill", but "barn". In order to correctly identify the subject, it is recommended that you always identify the verb first and then determine the subject in relationship to the verb). On the SAT, SVo sentences are always preferred over inverted sentences! 2. Sentences that are simple, one SVO clauses are always preferred over long, complex sentences with multiple SVO clauses.
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Writing Topic 2- Active vs Passive Billy sits on the chair. The sentence above is considered active because the verb is being done by the subject. The chair is being sat on by Billy. The sentence above is considered passive because the verb is being done onto the subject. On the SAT, active sentences are always preferred over passive sentences! Writing Topic 3 - Illogical Comparisons When two objects are being compared, they must be of similar type. I prefer Beethoven's music to Mozart. The sentence above is an illogical comparison because it is comparing music to a person. In order to correct this comparison, three equally correct examples are shown below: I prefer Beethoven's music to Mozart's music. I prefer Beethoven's music to that of Mozart.
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Writing Topic 5- Modifiers • Modifiers change or "modify" other words. • Types of modifiers: o Adjectives - Modify nouns O Adverbs - Modify adjectives, verbs, or other adverbs Modifying Phrases Phrase, separated by commas, that modifies another word Erica, who loves desserts, quickly ate the sweet cake. Sentences should stay intact and logical with all modifiers removed Erica ate the cake. • As a general rule of thumb, whenever you see a phrase isolated by commas on the SAT, always check for modifying phrases.
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Writing Topic 6- Pronouns Pronouns are used to replace nouns. The noun being replaced in called the antecedent. Sentences should stay intact and logical with all pronouns replaced by their antecedent. Types of pronouns: o Subject Pronouns - Used when antecedent is the subject (he, she, it, they) o Object Pronouns - Used when antecedent is the object (him, her, it, them) o Possessive Pronouns - Used to show possession (his, hers, its) Reflexive Pronouns - Used when the antecedent is both the subject and object (himself, herself, itself, themselves) As a general rule of thumb, whenever you see a pronoun on the SAT, always check for the antecedent.
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Writing Topic 7- Verbs Whenever you see a verb on the SAT, you must always consider the following two questions: 1. Does the verb match the plurality of the subject? a. The verb should always match the plurality of the subject - no exceptions b. Examples: Sin'e i. The list of many requirements indicate that much preparation is needed to apply for the SAT job. The sentence above is incorrect because the verb ("indicate") is a plural verb that is matched with singular subject ("list" - note that the subject is not "requirements"!). sing. plura) ii. The class of students are going on a field trip. The sentence above is incorrect because the verb is plural ("are"), but the subject ("class") is singular. This is a special type of noun called a collective noun. Collective nouns are those that refer to multiple people but are considered singular. Other examples include: plu company, army, team, organization, etc. Sing. iii. Baking cakes and making cookies is fun. Bakmy cates coukres The sentence above is incorrect because the subjects are the two gerunds "making"), which calls for a plural verb. 2. Does the verb match theverb tense of the sentence and/or paragraph? a. The verb should always match the tense of other verbs in the sentence and/or paragraph. b. The only exception is if there is a contextual justification for the difference în verb tense. c. Example: i. If the test was administered on Tuesday, then the grades are now in the teacher's office. In the above sentence, the verb tense switches from past to present. However, the tense switch is appropriate because it is clear that the grades are currently in the office ("now") and that the test was administered in the past ("Tuesday")
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common Pronoun Modifier Mistakes 1. Plurality - The pronoun must match the plurality of the antecedent. plurel All travelers must show his of her boarding pass before getting on the plane. The sentence above is incorrect because it pairs a singular pronoun ("his or her") to a plural antecedent ("travelers"). In order to correct this, the pronoun should be replaced with a singular one to match the antecedent. Sing plural Each traveler must show their boarding pass before getting on the plane. The sentence above is incorrect because pairs a plural pronoun ("their") to a singular antecedent ("each traveler"). In this case, the pronoun should be replaced with a singular one to match the antecedent. 2. Ambiguous Antecedent - The antecedent must be clear. ママ Susan and Sarah went to the mall and she bought new shoes. The sentence above is incorrect because the pronoun ("she") has two possible antecedents. Therefore, it is inappropriate to use the pronoun here. Rather, the person should be explicitly referred to without the use of a pronoun Missing Antecedent - The antecedent must exist. In the SAT, the antecedent must be present in the same sentence as the pronoun. Exceptions only exist for pronouns such ás "I", "you", etc. If the antecedent is missing, it is inappropriate to use a pronoun. 4. Wrong Type of Pronoun - Refers to the "Types of Pronouns" in the introduction. Having painted them last night, the walls should be dry by now. The sentence above is incorrect because the pronoun ("them") is an object pronoun that is paired with ("they") to match the part of speech of the antecedent. However, you cannot simply replace "them" an antecedent that is a subject ("walls"). In order to correct this, we need to use the subject pronoun with "they". In order to correct this, you need to restructure the sentence. An example shown below: Since they were painted last night, the walls should be dry by now.
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ea Topic 8 - Punctuationnnaauo hW.nommo a SAT focuses on three types of punctuation: the semicolon, the colon, and the comma. 1. Semicolon (;) a. The semicolon is used to combine way to see if the semicolon two independent clauses that could stand is used correctly is two read the part before the semicolon and alone. A simple the part after the semicolon, If both parts can be their own sentences, then the semicolon is used correctly. b. Students often wonder why authors use semicolons if they just combine two independent clauses. Why not just write two separate sentences? Usually, the author will include a semicolon to indicate to the reader that two independent clauses (sentences) are related and should be read together. 2. Colon (:) before culen mst be cadepenclant a. A colon is used when the author wishes to tack on something to the end of a sentence that i s relevant. The piece before the colon must be independent. This piece that is tacked on could be a phrase, a clause, or even just a word. Common things that are connected by colons are lists, examples, and details. 3. Comma (,) a. Commas are often used very liberally and they can be utilized stylistically in writing. However, on the SAT, if a comma is part of a sentence that you are asked to evaluate or change, there MUST be a technical reason for the comma. b. Some uses of commas are: 1. To separate modifying phrases 2. To separate any number of phrases such as prepositional phrases, introductory phrases, transitional phrases, etc. 3. Most generally: To combine a dependent phrase/clause with an independent clause. C. Whenever you see a comma on the SAT that separates a sentence into two parts, you should evaluate whether or not the parts connected with the comma are independent or dependent. If both parts are independent, then you know the comma is misused.