SAT PREP: STRATEGIES

PARTS OF THE VERBAL TEST CRITICAL READING Sentence Completion Critical reading— short and long passages WRITING Identifying Errors Improving Sentences Improving Paragraphs Student-Written Essay

SENTENCE COMPLETION: STRATEGIES #1 AND #2 PAGES

STRATEGY #1 FOR A SENTENCE WITH ONE BLANK, FILL IN THE BLANK WITH EACH CHOICE TO FIND THE BEST FIT

STRATEGY #2 FOR SENTENCES WITH TWO BLANKS, ELIMINATE INITIAL WORDS THAT DON’T MAKE SENSE

PRACTICE WITH SENTENCE COMPLETION STRATEGIES #1 AND #2 On pp , do problems #1-8 On p 702, do problems #1-6

ANSWERS pp #1-8 1.E 2.D 3.D 4.D 5.C 6.E 7.B 8.D p 702 #1-6 1.E 2.A 3.D 4.D 5.B 6.C

CRITICAL READING INFORMATION PAGES

READING COMPREHENSION QUESTIONS Four Question Types: 1.MAIN IDEA/ PURPOSE 2.KEY DETAILS/ SPECIFIC INFORMATION 3.IMPLIED INFORMATION 4.TONE OR MOOD

TIPS Get involved with the passage! Annotate (underline, write in margin, circle, etc.) Keep in mind the four question types (see previous slide) when reading the passages Take note of the organization of the information Read the question and then each answer option. If an answer option doesn’t feel right, move to the next one without trying to make it fit.

MORE TIPS Don’t get bogged down on a question. If none look correct, skip it and move on (you can come back to it later in that section if you need). Look at information not related to the passage—there will probably be a question on that material

READING COMPREHENSION: STRATEGY 1 PAGES

STRATEGY #1 AS YOU READ EACH QUESTION, DETERMINE THE QUESTION TYPE: 1)MAIN IDEA 2)DETAILS 3)INFERENCE 4)TONE/MOOD

EXERCISE #1 Go to pp #9-24 and label each question by its type ** Don’t read the passages or answer the questions yet

READING COMPREHENSION: STRATEGY 2 PAGES

STRATEGY #2: UNDERLINE THE KEY PARTS OF THE READING PASSAGES

EXERCISE #2 Read the passages on pp #9-24 and underline key parts (info addressing the question types)

READING COMPREHENSION: STRATEGY 3 PAGE 140

STRATEGY #3: LOOK BACK AT THE PASSAGE WHEN IN DOUBT

EXERCISE #3 ANSWER THE QUESTIONS NOW, LOOKING BACK TO THE UNDERLINED PORTIONS OF THE PASSAGES AS NEEDED

ANSWERS PP E 10.C 11.B 12.E 13.D 14.B 15.A 16.C 17.B 18.E 19.D 20.E 21.C 22.E 23.E 24.B

EXTRA PRACTICE PAGES #10-15

ANSWERS PP D 11.C 12.E 13.C 14.D 15.D

VOCABULARY LIST #1 PARTS OF SPEECH AND DEFINITIONS

1. Acquiesce: Part of Speech: Verb Definition: Agree; consent 2. Admonish: Part of Speech: Verb Definition: To caution; to scold; to urge to a duty 3. Aesthetic: Part of Speech: Adjective Definition: Having a sense of the beautiful; concerned with emotion/imagination and not purely intellect 4. Allude: Part of Speech: Verb Definition: To refer casually or indirectly; make an allusion 5. Ambivalence: Part of Speech: Noun Definition: Uncertainty, especially caused by the inability to make a choice or by a desire to do opposite or conflicting things

6. Anecdote: Part of Speech: Noun Definition: A short account of an event, usually of an interesting or amusing nature 7. Antecedent: Part of Speech: Noun Definition: A preceding circumstance, event, object, style, etc. 8. Apathy: Part of Speech: Noun Definition: Absence of passion, emotion, or excitement; lack of interest in or concern for things that others find moving/ exciting 9. Ardent: Part of Speech: Adjective Definition: Fierce; intensely devoted 10. Articulate: Part of Speech: Adjective/ Verb Definition: Capable of speech, using language easily (adjective); To utter clearly and distinctly (verb)

11.Ascertain: Part of Speech: Verb Definition: To find out definitely; learn with certainty/ assurance 12. Assimilate: Part of Speech: Verb Definition: To take in and incorporate as one’s own; absorb; to bring into conformity; to cause to resemble 13. Banal: Part of Speech: Adjective Definition: Devoid of freshness/ originality; trite 14. Begrudge: Part of Speech: Verb Definition: To envy or resent the pleasure or good fortune of (someone); to be reluctant to allow 15. Belligerent: Part of Speech: Adjective Definition: Warlike; given to waging war; aggressively hostile

QUIZ ON FRIDAY!

RUBRIC P 522 WRITING: ESSAY

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

INFORMATION AND TIPS WRITING: ESSAY

INFO & TIPS P minutes-- ~5 minutes/ paragraph (4) + 5 min prewriting Try to engross the reader—make him/her think TAKE A POSITION Be specific in examples/support—avoid general statements without concrete details and/or ambiguity If you can (if it makes sense), incorporate theme/plot/characters, etc. from a book you have read Sketch a brief outline before beginning to make sure your writing has a purposeful path

ORGANIZATION WRITING: ESSAY

BASIC INFORMATION Graders know this is a rough draft, so they are looking for what you can produce in “pressure situations” AKA 25 minutes Essay needs 4-5 paragraphs: introduction, body (2-3), conclusion Your thinking/reasoning is MOST important in the essay, but how you convey your ideas is also significant. Use precise diction (word choice)—but not words you don’t know how to use properly Vary your syntax (sentence structure) to promote smooth flow Demonstrate control over the conventions of grammar (at the rough draft level—they don’t expect the essay to be perfect grammatically)

ORGANIZATION INTRODUCTION – Take a position and indicate topics you will address (thesis)—first person is okay BODY – Bring in SUPPORT for your claims—This should be from observations, popular culture, literature/film, etc. The more specific the information, the better your essay will be. Organize body paragraphs from strongest to weakest Include strong topic sentences CONCLUSION—Reiterate your stand/supporting details and include a “ golden nugget ”– a quotation/maxim, another connection to life/the world, etc. Something to leave your reader with a smile.

EXERCISE Create an outline for the essay portion of practice test on page 564—go paragraph by paragraph and include your thesis in the intro, the evidence you will use in the body paragraphs, and a possible “golden nugget” for the conclusion.

SENTENCE COMPLETION: STRATEGIES 3 & 4 PP

STRATEGY #3 TRY TO COMPLETE THE SENTENCE IN YOUR OWN WORDS BEFORE LOOKING AT THE CHOICES

STRATEGY #4 PAY CLOSE ATTENTION TO THE KEY WORDS IN THE SENTENCE I.E. WORDS INDICATING OPPOSITION, SUPPORT, OR RESULT

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

EXERCISE ANSWERS Page C 2.D 3.C 4.E 5.A Page C 2.A 3.E 4.B 5.D 6.A 7.A 8.A Page D 2.B 3.C 4.B 5.C

VOCABULARY LIST 2 Benevolent- ADJ- characterized by or given to doing good Bourgeoisie- NOUN- middle class Brevity- NOUN- Quality or state of brief duration Cacophony —NOUN—jarring, discordant noise Caste —NOUN—hereditary social class Cathartic —ADJ—purgative; inducing catharsis Cessation —NOUN—bringing or coming to an end

VOCABULARY LIST 2 (CONTINUED) Clandestine —ADJ—kept or done in secret Cognizant —ADJ—fully informed Coherent —ADJ—sticking together; fully understandable Cohesive —ADJ—act or process of cohering/ sticking together Condone —VERB—to overlook, forgive, endorse Countenance —NOUN—expression of face Credible —ADJ—believable Cumulative —ADJ—all together

READING COMPREHENSION: STRATEGIES #4 AND 5 PAGE

STRATEGY #4 BEFORE YOU START ANSWERING THE QUESTIONS, READ THE PASSAGE CAREFULLY

STRATEGY #5 GET THE MEANINGS OF “TOUGH” WORDS BY USING THE CONTEXT METHOD

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

EXERCISE ANSWERS Page B 11.D 12.B 13.C 14.E 15.E Pages A 17.E 18.D 19.D 20.A 21.C 22.B 23.A 24.D

IMPROVING SENTENCES AKA “GRAMMAR/STYLE ASSESSMENT”

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

ACTIVE V. PASSIVE VOICE Active voice p 493 SUBJECT PERFORMS ACTION He hit the ball. She knocked over the vase. The SUBJECT is emphasized Passive voice p 493 SOMETHING DONE TO SUBJECT The ball was hit. The vase was knocked over. The ACTION is emphasized

WHICH IS BETTER? Active voice is preferred, except when the actor is unknown

SENTENCE FRAGMENT P 463 SENTENCE = Group of words with subject, verb, and complete thought FRAGMENT = Cannot stand by itself (does not include an independent clause) EXAMPLES= Even though he had the better arguments and was by far the more powerful speaker. Some of the students working in Professor Espinoza's laboratory last semester. Working far into the night in an effort to salvage her little boat.

COMMA SPLICE Incorrectly connect independent clauses Two or more clauses are incorrectly connected with ONLY a comma THREE ways to easily correct comma splices: 1. Two different sentences 2. Comma + Coordinating Conjunction 3. Semicolon

COMMA SPLICE CORRECTION #1 1.Two separate sentences Comma Splice: My family bakes together nearly every night, we then get to enjoy everything we make together. Correction 1: My family bakes together nearly every night. We then get to enjoy everything we make together. Source: Purdue OWL EngagementPurdue OWL Engagement

COMMA SPLICE CORRECTION #2 2.Comma and Coordinating Conjunction Comma Splice: My family bakes together nearly every night, we then get to enjoy everything we make together. Correction 2: My family bakes together nearly every night, and we then get to enjoy everything we make together. Source: Purdue OWL EngagementPurdue OWL Engagement

COMMA SPLICE CORRECTION #3 2.Semi-colon Comma Splice: My family bakes together nearly every night, we then get to enjoy everything we make together. Correction 3: My family bakes together nearly every night; we then get to enjoy everything we make together. Source: Purdue OWL EngagementPurdue OWL Engagement

COMMA SPLICE PRACTICE 1.I didn’t like the movie, it was way too long. 2.She and Jerry are getting married in the fall, they didn’t want a summer wedding. 3.My favorite bands are all really loud, playing loud music is good for stress relief. Source: Purdue OWL EngagementPurdue OWL Engagement

RUN-ON SENTENCE Also incorrectly connect independent clauses Two or more independent clauses are connected without proper punctuation Example: The grocery store was really packed with people there must have been a big sale today. We correct these sentences in mostly the same way as comma splices– make sure independent clauses are connected properly.

RUN-ON SENTENCE PRACTICE 1.Andrea loves to roller-blade she hates to ride her bike. 2.Jeremy loved going to Ohio he thought Florida was too hot. 3.The girls played basketball the boys played tennis. 4.My car broke down I need to buy a new one. 5.Americans shake hands when they meet the Japenese bow.