Download SAT Introduction

SAT Workbook 2011-2012
For AVID Students
© Study Smart Tutors 2011
0
Chapter I: SAT Introduction
Table of Contents
Section I-SAT Overview
Chapter I: SAT Introduction
1
Section II-SAT Writing
Chapter II: Grammar 1
13
Chapter III: Grammar 2
37
Chapter IV: The Essay
51
Section III-SAT Critical Reading
Chapter V: Sentence Completions
65
Chapter VI: Long Passages
84
Chapter VII: Short Passages and Fiction
104
Section IV-SAT Mathematics
Chapter VIII: Math Fundamentals
109
Chapter IX-Avoiding Algebra
134
Chapter X-Geometry and Grid-Ins
149
© Study Smart Tutors 2011
1
Chapter I: SAT Introduction
Mini Lesson #1-Setting Goals
SAT Course Goal Sheet
Colleges that I want to apply to:
1. ____________________ Average 2009 Freshman SAT Score: ____________________
Math________________Reading___________________Writing___________________
2. ____________________ Average 2009 Freshman SAT Score: ____________________
Math________________Reading___________________Writing___________________
3. ____________________ Average 2009 Freshman SAT Score: ___________________
Math________________Reading___________________Writing___________________
4. ____________________ Average 2009 Freshman SAT Score: ____________________
Math________________Reading___________________Writing___________________
5. ____________________ Average 2009 Freshman SAT Score: ___________________
Math________________Reading___________________Writing___________________
Math Raw Score Target:________
Reading Raw Score Target:________
Writing Raw Score Target:________
Why are you preparing for the SAT?
______________________________________________________________________________
______________________________________________________________________________
Goals for SAT Prep
1._____________________________________________________________________________
2._____________________________________________________________________________
3. ____________________________________________________________________________
© Study Smart Tutors 2011
2
Chapter I: SAT Introduction
Scaled vs. Raw
The following table outlines how the SAT converts from “raw scores” in each section to
scaled scores (out of 800). Take note of the scaled scores in each section that you need
to receive to achieve their goals, and then work backwards to figure out the “Raw
Score” equivalents. Circle the approximate Raw Score that you will be striving to achieve
in each section.
Raw Score
67
65
60
55
54
50
49
45
40
35
30
25
20
15
10
5
0
-5
Critical Reading
(67 Questions)
800
740-800
660-760
630-710
620-700
600-660
590-650
560-620
530-590
500-560
470-530
440-500
410-470
380-440
340-400
270-370
200-290
200-210
Math
(54 Questions)
800
690-770
680-740
630-690
580-660
540-620
510-570
470-530
430-490
400-460
340-420
280-380
210-310
200-210
Writing
(49 questions
+ essay)
780-800
700-800
640-740
590-690
540-640
490-590
450-550
400-500
350-450
300-400
240-340
200-230
Definition of Raw Scores:
The SAT is not scored in the same way as most tests. For every question you answer correctly
you will receive 1 raw point. For each question that you answer incorrectly, you will lose ¼ of a
raw point. Every question that you leave blank will not count towards your score. To compute
your raw scores, add the total number of correct answers and subtract a ¼ point for every
incorrect answer.
Example: If my target math score is around 600, then my raw score goal is somewhere between
45 and 50. To get that raw score, I would need to answer about 48 correct and miss 6, assuming
that I leave no questions blanks. (48-(.25(6)) = 46.5. However, depending on the number of
questions that I leave blank, different combinations of correct and incorrect answers can yield
the same raw score.
© Study Smart Tutors 2011
3
Chapter I: SAT Introduction
Mini SAT Lesson #2-SAT Basics
SAT Introduction:
Before we get into any specifics on how to prepare for the SAT, it‘s important to
understand exactly what the SAT is, what material will be tested and so on. Take a few
minutes and try to digest these facts about the SAT, because some of them may be
surprising.
What does the SAT measure?
The SAT features many types of questions including math, writing and vocabulary.
However, you could be the best writer in the world or have received A+‘s on all of your
high school math tests and not do well on the SAT. The SAT claims to measure your
reasoning ability in these subject areas, but really the SAT simply measures your
knowledge of the SAT itself. Sound silly? It is!
What’s on the SAT?
The SAT will be divided into 10 sections and will take a total of 3 hours and 45 minutes.
Only 9 of these 10 sections will be counted to your score - one section will be used as an
experimental section and will be used to collect data for future tests.
The 25-minute essay question will always come first and the 10-minute writing section
always comes last. The other seven sections and the experimental section can come in
any order.
Sections
Writing
Math
Critical Reading
Writing
Math
Time
25 minutes
25 minutes
25 minutes
25 minutes
25 minutes
Experimental
Critical Reading
Math
Critical Reading
Writing
25 minutes
25 minutes
20 minutes
20 minutes
10 minutes
© Study Smart Tutors 2011
Number of Questions
1 essay
20 multiple choice
24 multiple choice
35 multiple choice
8 multiple choice/10 grid
in
???
24 multiple choice
16 multiple choice
19 multiple choice
14 multiple choice
4
Chapter I: SAT Introduction
Who writes the SAT?
You may think that a bunch of college presidents get together each year to write the SAT.
Just because they are the ones who use the test doesn‘t mean that they write it! The SAT
is written by the Educational Testing Service, (ETS) a company that also writes many
other standardized tests.
Why did the SAT change?
In 2005, ETS added an essay, took away analogies and made the exam almost an hour
longer than before, why? The University of California became increasingly concerned
that the SAT did not provide an accurate prediction of a student‘s success in college. The
UC Regents even threatened to remove the SAT from their admission requirements.
Because the SAT is most popular on the west coast where students apply to the UC
system, ETS was forced to accommodate the UC Regents and change the test. Does this
mean that the test is now a perfect predictor of college success? Of course not!
How is the SAT scored?
Each subject area of the test, math, reading and writing, are scored on a scale between
200 and 800. The three sub-scores are then added together for a total score of between
600 and 2400. The SAT is graded on a curve and each section is scaled so that the
average score is approximately 500.
When is the test offered?
The 2011 test dates and registration deadlines can be found by visiting the College
Board‘s website, http://www.collegeboard.com/student/testing/sat/calenfees.html
Make sure to check the schedule so that you do not have to pay an extra fee for late
registration.
© Study Smart Tutors 2011
5
Chapter I: SAT Introduction
Test-Taking Tips
How to think about the SAT:
Here‘s the big secret to learn for standardized tests. They are standardized! This means
that they are basically the same each year and that they always test certain concepts in the
same way. If you can learn and begin to understand the way that ETS expects you to
think, you can begin to outsmart them and spot the traps that will be laid for you.
How is the SAT scored?
The SAT is not scored in the same way as most tests. For every question you answer
correctly you will receive 1 raw point. For each question that you answer incorrectly,
you will lose ¼ of a raw point. Every question that you leave blank will not count
towards your score.
Scaled vs. Raw
The following table outlines how the SAT converts from ―raw scores‖ in each section to
scaled scores (out of 800). Take note of the scaled scores in each section that you need to
receive to achieve your goals, then work backwards to figure out how many questions
you need to get correct in order to achieve your goal!
Raw
Score
Critical
Reading
(67
Questions)
67
65
60
55
54
50
49
45
40
35
30
25
20
15
10
5
0
-5
800
740-800
660-760
630-710
620-700
600-660
590-650
560-620
530-590
500-560
470-530
440-500
410-470
380-440
340-400
270-370
200-290
200-210
Math
(54
Questions)
Writing
(49 questions +
essay)
800
690-770
680-740
630-690
580-660
540-620
510-570
470-530
430-490
400-460
340-420
280-380
210-310
200-210
78-80
70-80
64-74
59-69
54-64
49-59
45-55
40-50
35-45
30-40
24-34
20-23
© Study Smart Tutors 2011
6
Chapter I: SAT Introduction
The Test Booklet:
Your answer sheet will be the only thing that will be graded. Make sure to mark up your
test booklet. Physically cross out wrong answers, draw diagrams, and don‘t be afraid to
show your work. On the reading sections, underline key parts of the passages and make
notes in the margins as you go.
Process of Elimination:
Every multiple choice question on the SAT has four wrong answers and only one correct
answer. By looking for the wrong answers instead of the correct ones, you will often be
left with just a few answer choices from which you can make an educated guess.
The Guessing Penalty:
To compute your raw score on each section, the SAT takes the number of questions that
you get right and subtracts a fourth of a point for each question that you get wrong. This
penalty exists to supposedly prevent blind guessing. Let‘s think a little bit more about
how this penalty actually works.
Think about a new way of playing blackjack. What if every time you win a hand that you
win $1 and that every time you lose a hand, you lose a quarter. If you assume that you
have equal chances of winning and losing each hand, would this be a game that you
would want to play?
This essentially means that if you can eliminate one answer choice that you know is
incorrect, it is always in your best interest to guess.
Try to use process of elimination to solve the following question. Don‘t worry, there
won‘t be any questions like this on the actual SAT.
What is the capital of North Dakota?
(A) Billings
(B) Dallas
(C) Bismarck
(D) Fargo
(E) Boston
Which answers can you eliminate? Probably (B) and (E). If you have no idea from there,
should you guess or leave it blank?
© Study Smart Tutors 2011
7
Chapter I: SAT Introduction
Order of Difficulty:
ETS orders most sections from easy to difficult. Why do they do this? ETS orders the
sections this way partially to give you a false sense of security so that when they start
throwing traps at you, you will already be lulled to sleep.
Also, ETS puts hard questions at the end in hopes that you will run out of time or feel
pressured by the time and make careless errors. Further, they hope that you will rush
through the easy questions to get to the hard ones.
Which Sections have a specific order of difficulty?
Question types with order of difficulty:
1. Sentence completions
2. All math questions
3. Error IDs
4. Improving sentences
Question types with NO order of difficulty:
1. Essay
2. Reading comprehension questions
3. Improving paragraphs
Be quick but don’t hurry:
Famous UCLA basketball coach John Wooden told this to his players on the basketball
court, but it applies to the SAT as well. The SAT isn‘t scored like a typical test where the
hard questions are worth more points than the easy ones. On the SAT, every question is
worth the same amount.
How does this help you? Since all the questions are worth the same amount, don‘t rush
through the easy and medium questions to get to the hard ones. Concentrate on the easy
and medium questions so that you won‘t lose points on questions that you know the
answer to.
Most test-takers hurt their scores by trying to answer every question. The only people
who should make sure to try to answer every question are those looking to score over 700
in each section. Since this is rare, focus your attention on easy and medium questions
and don‘t worry too much about the hard ones.
© Study Smart Tutors 2011
8
Chapter I: SAT Introduction
Mini SAT Lesson #3-John Q. Public
John Q. Public
What number question is
this?
What type of student does the
SAT want to answer this
question correctly?
Where are the trap answers?
Why are the answers that
John will likely pick be
wrong?
John Q. Public
Think about the type of student that ETS, the test writers,
want you to be. In this guide, we will refer to the average
student as John Q. Public. John is the average student in both
test scores and high school grades. He surely isn’t brilliant,
but he isn’t completely dumb either. John is the type of
student who will fall for all of ETS’s traps.
Take a look at the following question. The goal for now is not
to solve this question correctly but to look for the trap
answers.
Ex:
19. Cindy walked to work at an average speed
of 6 miles an hour and biked back along the
same route at 10 miles per hour. If her total
traveling time was 2 hours, how many miles
were in the round trip?
(A) 6
(B) 6.25
(C) 7.5
(D) 8
(E) 10
Remember, John can only do very simple math and he does not
understand difficult math concepts. He trusts his hunch and
chooses the answer that jumps out at him. Are these types of
answers going to be correct on difficult questions?
John Q. Public Summary:
On easy questions, John trusts his hunches, and he gets those problems right.
On medium questions, John trusts his hunches, and they are sometimes right and sometimes
wrong.
On difficult questions, John trusts his hunches and they are never correct!
© Study Smart Tutors 2011
9
Chapter I: SAT Introduction
SAT Intro Summary
Next Steps
Key Intro Section Notes:
My goals for SAT prep
_____________________________________________________________
_____________________________________________________________
What‘s on the SAT?
_____________________________________________________________
_____________________________________________________________
The Guessing Penalty
_____________________________________________________________
___________________________________________________________
Order of Difficulty
_____________________________________________________________
_____________________________________________________________
John Q Public:
_____________________________________________________________
_____________________________________________________________
Summary:
© Study Smart Tutors 2011
10
Chapter I: SAT Introduction
© Study Smart Tutors 2011
11
SAT Writing
© Study Smart Tutors 2011
12
Chapter II: Grammar 1
Mini Writing Lesson #1-Intro to SAT grammar
Introduction to SAT Writing
The SAT Writing Section contains three basic sections:
 The Essay
 Long grammar section (35 questions)
 Short grammar section (14 questions)
There will be one essay question at the beginning of the SAT and two other grammar
sections distributed throughout the test.
Note: there may be one additional grammar section which will be the experimental
section and not count in your score. However, you will not know what section this is.
SAT Grammar:
There will be two grammar sections on the SAT to test your knowledge of grammar, style,
and rules. One will be short and one will be long. Don‘t worry, although there are
thousands of grammar rules, you will only be tested on the main few, most of which you
already know.
What is tested in the Grammar Section?
1. Punctuation
2. Sentence Structure
3. Nouns
4. Verbs
5. Pronouns
6. Prepositions
7. Other Stuff
To Guess or not to Guess?
 If you can eliminate ONE answer, it pays to guess!

You don‘t have to answer every question to get a good score!
Quick facts:
1. Within each grammar section, generally the problems have an order of difficulty.
They start easy and end hard!
2. Remember, they are all worth the same amount so make sure you get the easy
questions correct!
3. Improving Paragraphs sections have NO order of difficulty.
© Study Smart Tutors 2011
13
Chapter II: Grammar 1
Grammar Traps
Many students use the ―sounds good method‖ to solve SAT Grammar sections. ETS
knows this and will try to trick you! They will make things that sound wrong correct and
make things that sound fine to you and me incorrect. Because we often Do not speak
using proper grammar, these are easy traps to fall for.
Thinking about tricks:
ETS is trying to fool you…
Easy questions usually have simple answers - trust your hunches
Double-check hunches on medium questions
POE (Process of Elimination):
Remember, every question will have four WRONG answers and only one
CORRECT answer!
Use Order of Difficulty to eliminate ―trap‖ answers
Don‘t Forget: Easy questions = Easy answers
Hard Questions = Hard Answers
© Study Smart Tutors 2011
14
Chapter II: Grammar 1
Error ID’s
Here is an error ID question that does not
A
B
C
contain an error. No error
D
E
Error ID‘s will give you a sentence that will have four underlined words or phrases with
the letters A-D underneath. At the end of each sentence, a fifth choice (E) No error, will
be given.
Quick Error ID Facts:
 There is never more than one error in a sentence.
 You should always be able to eliminate at least one answer choice as being
correct. Therefore, never leave any of these blank.
 The non-underlined portion of the sentence is always correct.
 Don‘t be afraid to pick choice (E). 20% of error ID‘s will be ―no error.‖
 Error ID questions can usually be answered very quickly. Do these first.
How to Approach These Questions:
How to approach these questions:
1.
________________________________________________________________________
________________________________________________________________________
2.
________________________________________________________________________
________________________________________________________________________
3.
________________________________________________________________________
________________________________________________________________________
Summary:
© Study Smart Tutors 2011
15
Chapter II: Grammar 1
Improving Sentences:
Improving sentence questions ask you not only to spot the error, but also to correct the
sentence and choose between multiple choices that will be grammatically correct.
Improving sentence questions will always have an underlined portion that will be
repeated without change in choice (A).
When you read the underlined portion, if any part looks or feels incorrect, eliminate
choice (A) immediately. Remember that about one in every five questions will be correct
as written, so don‘t fear choice (A).
Things to Remember:
 Improving Sentence Questions test the same grammatical categories as error ID‘s

The non-underlined portion of the sentence will always be correct and can serve as
a guide

There can be MORE THAN ONE error per sentence

Watch out for answer choices that change the meaning of the sentence

Multiple answer choices can be grammatically correct, so choose the ―best‖ answer

If choosing between two correct ways to revise the sentence, remember that
SHORTER IS BETTER
How to approach these questions:
1. ______________________________________________________________________
2. ______________________________________________________________________
3. ______________________________________________________________________
Summary:
© Study Smart Tutors 2011
16
Chapter II: Grammar 1
What if you don’t spot the error right away or if you don’t know is being tested?
Unlike Error ID questions where you actually have to recognize what grammatical error
is being tested, improving sentences questions tell you exactly what concept they test!
Use the answer choices as clues!
Sometimes, you will not spot the error or errors immediately, or you won‘t be sure
exactly what error they might be testing. If this happens, do not panic, because this
happens to everyone.
How do the answer choices tell me what is being tested?
Look down the list of answer choices from (A) to (E) and see where the differences lie.
For example, if the verb tense is different in three of the answers, then that‘s probably
what they are testing.
(A)…has….
(B)….are…
(C)…has had…
(D)…is having…
(E)…have…
Treat these like
your roadmap!
If you look at the sentence and then look at these answer choices, you can probably guess
that they are testing verb tense and subject verb agreement. To find the correct form of
the verb, go back to the sentence and look for the subject to see what verb is correct.
© Study Smart Tutors 2011
17
Chapter II: Grammar 1
Using the answers as clues drill:
Remember, if you don‘t know what grammar issue the question is testing, simply look
down the answers to see where the choices differ. On the following sentences, use the
answer choice differences to ascertain what error(s) are being tested on each question and
what part of the underlined portion you will need to correct to eliminate answer choices
that repeat the errors.
1.
(A) finishing
(B) finished
(C) has finished
(D) having finished
(E) will finish
3.
(A) Joe, because he
(B) Joe, therefore he
(C) Joe, and he
(D) Joe; however he
(E) Joe; he
What error(s) are being tested?
What error(s) are being tested?
2.
(A) meeting as it
(B) meeting as they
(C) meeting, it
(D) meeting will
(E) meeting, even though
4.
(A) night, it was moving
(B) night by moving
(C) night, and it moves
(D) night, for it moves
(E) night because of moving
What error(s) are being tested?
What error(s) are being tested?
© Study Smart Tutors 2011
18
Chapter II: Grammar 1
Best Grammar Tip: Cut out the Fat!
Error ID sentences will often contain unnecessary words or phrases that are meant to
confuse and distract you and cause you to miss the error. As you read the sentence, cross
out any ―fatty‖ or unneeded phrases. These include prepositional phrases, comma
phrases, appositive phrases and anything between two commas. This will help prevent
you from making careless errors, and will allow you to see the important parts of the
sentence more clearly.
For instance, a prepositional phrase is anything that goes in the phrase:
The bird flew
the cloud.
For instance: over, under, across, through, before, of, after, etc…
A comma phrase:
Dr. Phil, an English scholar and author of many books,
went for a run with his new puppy.
The entire phrase between the commas should be crossed out:
Dr. Phil, an English scholar and author of many books,
went for a run with his new puppy.
© Study Smart Tutors 2011
19
Chapter II: Grammar 1
Mini Grammar Lesson #2: Punctuation
Punctuation:
The SAT will test you in numerous ways when it comes to punctuation. Obviously, there
are thousands of punctuation rules, but we‘ll only discuss a few of them here.
Punctuation on the SAT
1.
2.
3.
4.
5.
Commas
Semicolons
Apostrophes
Periods
Colons
Which of these do you think is
the most important for the
purposes of the SAT?
The Period
Periods should be used only at the end of complete sentences. Be careful that there is an
independent clause used before the period
The Comma
Commas are often stylistic, but we will talk about how the SAT tests the use of commas
in the next section.
The Semicolon
A semicolon is used to link two complete sentences without a conjunction such as and or
but. You can also use a period and start a new sentence instead of using a semicolon, but
when your sentences are closely related or continue the same thought, it helps the reader
to have a semicolon.
Example: I‘m going to the grocery store; I need to buy food for the party.
You should also use a semicolon when you link two complete sentences with a
conjunctive adverb such as however, therefore, or nevertheless. Notice that the semicolon
comes before the conjunctive adverb, and a comma follows the conjunctive adverb.
Example: I wanted to go play golf today; however, I have to go to school.
Semicolons can also be used in a list where commas are already present.
Example: My road trip will take me to the following destinations: Istanbul, Turkey;
Rome, Italy; Paris, France; and Berlin, Germany.
© Study Smart Tutors 2011
20
Chapter II: Grammar 1
The Colon
There are two main uses for the colon in everyday writing. Both require an independent
clause, also known as a complete sentence, before the colon. The first use is when
introducing a list, and the second is when introducing an explanation or example.
Example: After four days of deliberation, the jury made its decision: the defendant was
guilty.
Incorrect example: My favorite places to eat are: Burger Pit, Pizza Palace, and my
mom’s house.
This example is wrong because the colon was not preceded by a complete sentence. In
this case, no punctuation is needed. Just write the list.
Colons can also be used to separate a book title from its subtitle (Baseball: A Useful
Guide), as part of a business letter salutation (To Whom It May Concern:), and of course
between the hour and minute in time notation (1:40 a.m.)
The Apostrophe
Apostrophes are used to signify possession or contraction.
Use the apostrophe with contractions. The apostrophe is always placed at the spot where
the letter(s) has been removed.
Example: Don‘t, let‘s, wouldn‘t…etc
Use the apostrophe to signify possession. The apostrophe is placed at the end of the
subject‘s name and then an s is added.
Example: Jeff‘s hat is very ugly. Sarah‘s paper is quite interesting.
© Study Smart Tutors 2011
21
Chapter II: Grammar 1
Sentence Structure:
Sentence structure questions test your knowledge of how sentences and ideas should be
joined, separated, or put together. These errors will typically be tested through clauses.
Clauses
There are two types of clauses that will be tested on the Grammar Section of the SAT:
Independent Clauses (main) - Can stand on their own as sentences, every sentence
must have at least one independent clause
Dependent Clauses (Subordinate) – Cannot stand alone, needs to be joined to an
independent clause
Independent Clause will be tested in two ways:
1. The run-on sentence
The run-on is usually pretty easy to spot because it will be immediately clear that the
sentence is long and confusing. The run-on sentence occurs when independent clauses
are joined without any punctuation.
Tim wanted to go to the mall he wanted to see a movie.
2. The Comma Splice
The comma splice error is incredibly common and also often difficult for students to spot
because it ―sounds‖ fine.
EX:
Tim wanted to go to the mall, he wanted to see a movie.
This is NOT CORRECT. Independent clauses cannot be separated by using a comma.
The corrections:
Tim wanted to go to the mall, and he wanted to see a movie
or
Tim wanted to go to the mall; he wanted to see a movie.
Independent clauses must be joined by a semicolon or a comma with a conjunction.
1. Pollack‘s most intriguing impressionist works have been produced
at his garden in Madrid, he moved there from his native France in the 1890s.
(A) Madrid, he moved there
(B) Madrid; he moved there
(C) Madrid, but he moved there
(D) Madrid and he moved there
(E) Madrid and he moved their
© Study Smart Tutors 2011
22
Chapter II: Grammar 1
Subordinate (Dependent) Clauses:
Subordinate clauses cannot stand on their own because they do not contain both a subject
and verb. Every sentence must have an independent clause, but only some sentences will
have dependent clauses.
Subordinate Clauses will be tested in one way:
The Fragment:
Ex: When the customers entered the store,
much to their confusion, and following the sale.
Fragment errors are usually easy to spot because they usually sound wrong and confusing.
This is a fragment because three subordinate clauses are joined together without an
independent clause.
© Study Smart Tutors 2011
23
Chapter II: Grammar 1
Mini Lesson #3-Noun Agreement
Nouns:
When it comes to nouns, the only thing that you really have to worry about is noun
agreement. Nouns must agree with other nouns and pronouns must agree with the nouns
that they modify. When you see an underlined noun in the error ID section, check to
make sure it agrees with the other nouns in the sentence.
7. Many students suffer from a guilty conscience
immediately after cheating on a difficult final exam.
(A) Many students suffer from a guilty conscience
(B) Many student suffer from a guilty conscience
(C) Many students suffer from guilty conscious‘
(D) Many students suffer from guilty consciences
(E) Many students suffer from guilty conscience‘s
4. High school students who play sports are more likely to become a
successful college student.
(A) are more likely to become a successful college student.
(B) are more likely to become successful college students
(C) is more likely to be a successful college student
(D) is more likely to be successful in college
(E) are more likely to succeed when going to college.
© Study Smart Tutors 2011
24
Chapter II: Grammar 1
Mini Grammar Lesson #4-Subject/Verb Agreement
Subject-Verb Agreement:
Singular subjects must take singular verbs and plural subjects must take plural verbs.
This sounds pretty easy, but ETS makes this difficult by attempting to hide the subject
and verbs in the sentence.
The tests, given by the school, strives to
A
B
examine the knowledge of its students. No error
C
D
E
When you first read this question, does anything pop out at you as wrong? Probably not.
That‘s why it‘s best to CUT THE FAT!
The tests, given by the school, strives to
A
B
examine the knowledge of its students. No error
C
D
E
Now read the sentence again without the unnecessary comma phrase separating the
subject and the verb. Can you spot the error now? Take a look at the subject, ―tests,‖ and
take a look at the verb ―strives.‖ Do those agree? No, tests is plural and strives is singular.
The answer is (B).
It seems like only yesterday that the baseball
A
playoffs finally ended, but the new season has started
B
C
today. No error.
D
E
2. Driver error, rather than engine failure,
A
were responsible for causing the fatal crash.
B
C
D
No error.
E
3. Tom, Chuck and Larry was seriously
A
B
sunburned from not wearing sunscreen all
C
D
day at the beach. No error.
E
© Study Smart Tutors 2011
25
Chapter II: Grammar 1
Singular or Plural:
Sometimes, ETS will try to confuse you about whether a subject should have a singular
or plural verb. These tricky ones are called collective nouns and are always singular.
Collective Nouns
The team is
The family is
The group is
The country is
The jury is
The audience is
Collective Pronouns:
Everyone is
Anyone is
Each is
None is
Either is
Neither is
No one is
© Study Smart Tutors 2011
26
Chapter II: Grammar 1
And vs. Or:
Subjects joined by and are plural: Joe and Mary are going to dinner. However, nouns
that are joined by or can be either singular or plural. If the last noun is singular, it takes a
singular verb. If the last noun is plural, it takes a plural verb.
And/Or Drill:
Which of the following is correct?
1. The cheerleaders or the football team is/are getting off the bus.
2. The football team or the cheerleaders is/are getting off the bus.
Error ID Example:
Julius Erving and Magic Johnson, each
A
of whom is an accomplished basketball
B
player, is still well-known today. No error
C
D
E
First off, let‘s cut some fat and make this sentence easier to understand. That whole
phrase between the commas is fat, let‘s get rid of it. Now read the sentence again.
Julius Erving and Magic Johnson, each
A
of whom is an accomplished basketball
B
player, is still well-known today. No error
C
D
E
We know the subject is plural because we see the word and. That must mean we must
have a plural verb, are, instead of is. The answer is (D).
© Study Smart Tutors 2011
27
Chapter II: Grammar 1
Mini Grammar Lesson #6-Parallel Structure of Verbs
Parallelism simply means that all the verbs in a given sentence must be in the same form.
For example, Chris will attend the university, major in biology and to become a doctor.
This is an incorrect sentence because all the verbs are not in the same form. ―To become‖
is not the same form of verb as ―will…‖
As a pledge in the fraternity, Trevor
A
was required to clean the house, to
B
C
dress in a funny outfit, and never
D
speaking to anyone outside the fraternity. No error.
E
On error ID questions that contain a series of underlined verbs, check to see if they are
parallel in form. In this question Trevor is required to clean, to dress and never speaking.
What‘s the problem? Never speaking should be ―to never speak.‖ (D) is the answer.
6. Pau thought that the coach was not only
A
trying to motivate the players to win, but also
B
C
educating them. No error.
D
E
© Study Smart Tutors 2011
28
Chapter II: Grammar 1
Mini Grammar Lesson #6- Verb Tense:
Verbs come in many different tenses. Fortunately, you will not have to find and identify
the name of the tense that is being used in the sentence. You will simply have to ensure
that the correct tense is being used throughout the sentence.
Often, you will be given clues as to what the proper tense for the sentence should be.
Take a look at some common clues that will tell you the time frame of the sentence.
Time Frame Clues
 In 1978…
 In today‘s world…
 In the future…
 Tomorrow…
 Yesterday…
 In 2013…
 About 5 years ago…
 Nowadays…
In the early 1900‘s many Russian immigrants
A
B
C
travel west to the United States. No error
D
E
Is there a clue in this sentence to tell you what tense you should be using? Yes. That first
phrase ―In the early 1900‘s‖ tells us that past tense is needed. The correct answer is (D).
11. Lewis and Clark, based on their journey
A
across the United States, can be credited with
B
C
mapped much of the territory surrounding the
D
Missouri River. No error.
E
© Study Smart Tutors 2011
29
Chapter II: Grammar 1
Mini Grammar Lesson #7-Pronoun Agreement:
As with many other parts of speech, pronouns must agree with the nouns that they stand
for. Singular subjects must be replaced by singular pronouns, and plural nouns must be
replaced by plural pronouns.
Everyone on the team who played with Audrey
A
B
personally congratulated her on making the
C
all-star team and told her how much they enjoyed
D
being her teammate. No error.
E
First, let‘s trim the fat. Get rid of the phrases ―on the team who played with Audrey,‖
and ―on making the all-star team.‖ Now, where is the underlined pronoun in the
sentence? They. What is they referring to? Everyone, which is a singular noun. This is a
very common error because it ―sounds good.‖ Remember that everyone is a collective
noun. The answer is (D).
Examples:
A sports book earns most of their money from the commission taken on each bet, not on
the bets themselves.
(A) earn most of their money
(B) earn most of it‘s money
(C) earns most of its money
(D) earn more of their money
(E) are earning most of their money
When you first taste halva, a bread made from sesame, one may think one is eating a
completely new food group.
(A) one may think one is
(B) people may think they are
(C) you may think you are
(D) one may be thinking of
(E) you may think that you have been
© Study Smart Tutors 2011
30
Chapter II: Grammar 1
Mini Grammar Lesson #8-Pronoun Ambiguity
When it comes to pronouns, ambiguity refers to cases when you are unsure of what a
pronoun refers to. On the SAT, if you are ever confused about who or what the pronoun
is referring to, it‘s wrong!
Example: After looking over the paint samples, Jim agreed with Cody that his truck
should be painted white.
Whose truck are we talking about? Could it be Jim‘s truck? Could it be Cody‘s truck?
Because the truck could belong to either of them, the pronoun is ambiguous.
Here‘s an Error ID example:
The actor told the director that he was
A
B
an integral part of the show and could
C
not be easily replaced. No error.
D
E
Take a look at answer choice (B). Who is he referring to? He could represent either the
actor or the director, because the pronoun is ambiguous, it is wrong.
© Study Smart Tutors 2011
31
Chapter II: Grammar 1
Mini Grammar Lesson #9-Pronoun Case
Pronouns come in two cases, subject pronouns and object pronouns. Subject pronouns
refer to subjects that perform the action of the sentence. Object pronouns refer to the
person or thing that receives the action. Mostly, you will be able to spot errors in case
because the sentence will appear funny. When in doubt, cut the fat and follow the
guidelines below.
Simply use this guideline to remember which pronouns go where…
Subject Pronouns
Object Pronouns
laughed at
Take a Look at the Subject and Object pronouns below
Subject
Object
Singular
He
She
It
Singular
Him
Her
Whom
Plural
We
They
You
Who
Plural
You
Us
Them
Whom
© Study Smart Tutors 2011
32
Chapter II: Grammar 1
I vs. Me
If you are having trouble remembering when to use I (subject pronoun) or me (object
pronoun) it often helps to cut the fat. In many cases this means removing the other
person from the sentence.
I vs. Me Drill:
The apartment belongs to Lauren and me
The apartment belongs to Lauren and I
Lauren is the fat, get rid of her…
The apartment belongs to (I or me)
Me is the object and apartment is the subject, therefore the correct answer is me.
Try another:
Angie is more athletic than me
Angie is more athletic than I
What are you actually saying in this sentence? You are actually saying that Angie is
more athletic than I am. However, the am is implied. If you in doubt about I or me, add
am to the end to see which is correct.
© Study Smart Tutors 2011
33
Chapter II: Grammar 1
Pronoun Usage Drill:
Circle the correct Pronoun in each sentence; refer back to the previous page if necessary.
1. Alice gave (he/him) advice on what to wear to his big date.
2. To (who/whom) should Jeremy give the leftovers?
3. Together you and (I/me) will rule the school with an iron fist.
4. (We/Us) football players are planning to burn our jerseys if we don‘t win a game soon.
5. Between you and (I/me), the SAT is really boring
6. If Andrew built the website (himself/him), the company could save lots of money.
7. (Our/we) son is (who/whom) we would like to inherit the family business.
8. Helen likes chocolate much more than (me/I)
9. Mariah told (us/we) that her next album will be her best yet.
10. (He/Him) easily solved the mystery of (who/whom) failed to flush the toilet.
11. You can have that disgusting liver and onions; (she/her) doesn‘t want it!
12. Posh is going to find (her/herself) a new hairstyle.
13. Don‘t worry, it‘s (me/I).
14. You can count on LeAnn and (I/me) to save the concert.
15. To (whom/who) should I address the letter?
16. Michael can break-dance better than (he/him)
17. It was (he/him) who tagged the bridge and the overpass with graffiti.
18. Kobe bought the necklace for (him/himself)
© Study Smart Tutors 2011
34
Chapter II: Grammar 1
Mini Grammar Lesson #10-Preposition Use
We talked briefly about prepositions earlier in this text. Remember that prepositions are
any word that fits in the phrase
The bird flew
the cloud.
Sometimes the SAT will trick you and use the wrong preposition. Preposition use is often
dictated by idioms. Most of them you will spot because they will sound wrong, but a few
of them will be more difficult to spot.
Preposition Usage Drill: circle the correct preposition(s)
I am resentful (of/to/for) her
I am happy (about/for) Joe
I am jealous (of/from) my sister
I am worried (for/about) my daughter
The couple had an argument (over/about) the election
You have a responsibility (to/for) take care of your younger brother
My life is not so different (from/of) your life
She is indebted (to/about/for) her husband
I am grateful (of/for/to) you
© Study Smart Tutors 2011
35
Chapter II: Grammar 1
SAT Grammar 1 Summary
Key Grammar I Notes:
The Most Important Grammar Errors Are
_____________________________________________________________
_____________________________________________________________
Grammar questions become tricky because?
_____________________________________________________________
_____________________________________________________________
―Trimming the Fat‖ Notes
_____________________________________________________________
___________________________________________________________
Verbs Questions Notes
_____________________________________________________________
_____________________________________________________________
Pronouns Questions Notes
_____________________________________________________________
_____________________________________________________________
Summary:
© Study Smart Tutors 2011
36
Chapter III: Grammar 2
Mini Grammar Lesson #11-Diction Errors:
ETS will occasionally throw a diction error at you just to throw you off. Diction means
word choice, and diction errors are often difficult to spot because the incorrect word and
the correct word sound exactly the same.
Many vs. Much and Less vs. Fewer:
ETS will occasionally throw errors at you that misuse many, much, less and fewer. Just
remember, if it CAN BE COUNTED you need to use many or fewer. If the amount
CANNOT BE COUNTED, you need to use much or less.
Ex: With many people working, there is much less work.
Two People or Things
Between
Between you and me, Mom is a bad cook.
More
I like chicken more than I like steak
Less
I am less likely to lose than you are
Better
I am a better skateboarder than Kimberly
Three People or Things
Among
Alice is the best athlete among the three of
us.
Most
Of all the dogs I know, Spike is the most
smelly
Least
Of all the people at the table, Sarah is the
least intelligent.
Best
Tony is the best skateboarder that I know.
If you eat fewer buffalo wings, you will use less ranch dressing.
2. Between Phil, Mike and Joe, I think that Joe
A
is best for the coaching job because of his vast
B
C
experience in the field. No error.
D
E
1. Trevor put his half-empty glass of milk besides
A
B
the refrigerator and then left it there, allowing it
C
to sour. No error.
D
E
© Study Smart Tutors 2011
37
Chapter III: Grammar 2
The most common diction errors:
Take a look at the following sets of words. Make sure you know when to use each of the
words within the group.
Common Diction Errors
 To/too/two
 They‘re/there/their
 Your/you‘re
 principal/principle
 Accept/except
 Affect/effect
3. I told my sociology professor that the best part
A
of Macbeth was where the protagonist finally
B
C
triumphed over evil. No error.
D
E
Diction Drill:
Occasionally ETS will throw the wrong word at you, take a look at the pairs of words and
their differing meanings.
Irritated-
Aggravated-
Stationary-
Stationery-
Intelligent-
Intelligible-
Illicit-
Elicit-
Proscribe-
Prescribe-
Imminent-
Eminent-
Allusion-
Illusion-
Perspective-
Prospective-
Conscious-
Conscience-
Elude-
Allude-
Compliment-
Complement-
© Study Smart Tutors 2011
38
Chapter III: Grammar 2
Mini Grammar Lesson #12-The Faulty Comparison
When you are comparing things, make sure that they can actually be compared. This
seems pretty obvious but in conversation this is a very common mistake.
Ex: Marc goes to Quiznos because the sandwiches are better than Subway.
This sounds fine and we know exactly what Marc means. However, this sentence is
incorrect. Take a look at what is actually being compared. This sentence compares
sandwiches to a store. That is a faulty comparison. Sandwiches must be compared to
sandwiches and stores must be compared to stores.
Correctly Written: Marc goes to Quiznos because the sandwiches are better than the
sandwiches at Subway.
The Faulty Comparison:
When you are comparing a number of people or things, the comparison word differs
depending on how many people or things you are talking about.
Kelly was overjoyed because her chili was
far better than Joe.
(A) was far better than Joe
(B) was far better than Joe‘s chili
(C) was far better than the chili of Joe
(D) did seem better to Joe
(E) did far better than Joe
What is being compared in this sentence? Kelly‘s chili should be compared to Joe‘s chili.
But take a look at what the sentence actually compares. It compares Kelly‘s chili to Joe.
Can we compare chili to person? Of course not, so the answer is (B).
5. Scholars have long debated whether it is a more
A
B
difficult task to box for twelve rounds or
C
completing a triathlon. No error.
D
E
6. Jogging develops much better cardiovascular
A
health than bowling, but it can also be very
B
C
boring in nature. No error.
D
E
© Study Smart Tutors 2011
39
Chapter III: Grammar 2
Mini Grammar Lesson #13-Adjectives and Adverbs
ETS will try to trick you by using adjectives when adverbs should be used and vice versa.
Adjectives modify nouns, while adverbs modify verbs, adjectives and other adverbs.
Here‘s an example of how this will be tested:
Although it may not grow at all for a
period of months, fertilizing the plant
will increase its growth enormous.
(A) will increase the its growth enormous
(B) will enormously increase its growth
(C) increase enormous growth of it
(D) enormously cause the growth to increase
(E) increase the growth in an enormous way.
What is the error in the original sentence? Enormous is an adjective and it is attempting
to modify the verb phrase ―will increase.‖ However, only adverbs can modify verbs,
leaving us with just answers (B) and (D). Because (B) uses active voice without
distorting the meaning of the original sentence, it is the correct answer.
11. Phil rummaged frantic through his car
A
B
while he tried to find his misplaced wallet.
C
D
No error.
E
9. The snow fell so quick that the road
A
crews could not do anything to clear the
B
C
D
roads. No error.
E
Adverbs are typically
easy to spot because
they often end in –ly.
© Study Smart Tutors 2011
40
Chapter III: Grammar 2
Mini Grammar Lesson #14-Misplaced and Dangling Modifiers
Modifiers are descriptive words of phrases that are used to add depth or dimension to the
phrase that they modify. Modifiers are misplaced if they do not actually refer to what
they are modifying. Modifiers are dangling if you are unsure of what they modify.
Ex: Because he was tall, Carmelo was a great basketball player.
―Because he was tall‖ is the modifying phrase in the sentence. It gives dimension to the
sentence and tells you why Carmelo was a great basketball player. Modifying phrases
generally must be placed directly next to the phrase it is modifying.
Ex: Every time he urinates on the lawn, Alec praises his new dog by giving him a cookie.
In this sentence, who is urinating on the lawn? Alec is. Of course, we are trying to say
that the dog is urinating on the lawn. This modifying phrase needs to be placed near the
dog in order for the sentence to say what it means.
Watch out for sentences that start with a descriptive phrase, often this question will
contain a misplaced or dangling modifier.
Misplaced Modifiers Examples:
Even though it has been proven to cause skin cancer,
many young people still visit tanning beds.
(A) Even though it has been proven to cause skin cancer,
many young people still visit tanning beds.
(B) Even though it was proving to cause skin cancer, many
young people still visit tanning beds.
(C) Even though it was proven to cause skin cancer, many
young people still visit tanning beds.
(D) Even though the tanning beds are proven to cause skin cancer,
many people still enjoy it.
(E) Even though the tanning beds have been proven to cause cancer,
many young people still enjoy them.
The noun and the modifier need to be closer, which answer choice makes the most sense?
Only (E) corrects the error.
© Study Smart Tutors 2011
41
Chapter III: Grammar 2
Extra Practice
Added to the signing bonus and new record contract,
Marshall demanded a Bentley from his new record label.
(A) Added to the signing bonus and new record contract
(B) In addition to the signing bonus and new record contract,
(C) Not only a signing bonus and new record contract
(D) In adding a signing bonus and new record contract
(E) In addition to the signing bonus and wanting a new record contract
6. When they took in karate, the instructor made them do 10 push-ups
for every minute that they were late.
(A) the instructor made them do 10 push-ups
(B) the instructor made we do 10 push-ups
(C) the instructor made us do push-ups
(D) the kids were forced to do 10 push-ups
(E) the kids, he would make them do push-ups
© Study Smart Tutors 2011
42
Chapter III: Grammar 2
SAT Grammar Lesson #14-Improving Paragraphs
After you complete all of the improving sentences and error ID questions, one grammar
section will also ask you to tackle a poorly written ―first draft‖ of a short essay. Don‘t
worry - these questions are almost always easy or medium difficulty.
You will be asked three types of questions within this section:
1) Revision Questions- These are just like improving sentences questions and ask
you to revise a sentence or a part of a sentence
Ex: How could you revise the following the sentence?
2) Combination Questions- Here you will be asked to combine two or more
sentences to improve the flow and clarity of the paragraph
Ex: How could you revise and combine sentences 5 and 6?
3) Content Questions- These questions will ask you about the passage subject
matter, often by asking you to add a new sentence or paragraph or reorder the
paragraphs.
Ex: Which of the following sentences would be most appropriate to be added at the
end of paragraph three?
Improving Paragraphs Tips:
1. Don’t waste your time by reading the passage!
Go straight to the questions; revision and combination questions will contain the
sentences that you need to correct right there in the question, so there is no need
to go back to the passage!
2. Think about the order that you will answer the questions
Revision Questions FIRST-these can be solved quickly and you will not need the
passage to answer these questions
Combination Questions should be completed SECOND, as many of these also do
not require you to look at the paragraph
Content Questions should be answered LAST because they require you to
actually think about the paragraph and take up the most time
© Study Smart Tutors 2011
43
Chapter III: Grammar 2
Improving Paragraphs - Going Beyond Grammar:
Think about the most logical way to order the author’s thoughts
Many questions will either imply or directly ask about the order of sentences or
paragraphs; you want to be sure that you follow the most logical progression
possible based on the theme, story, character introduction, and basic idea of the
passage.
What is the author’s point?
Because your job is to improve the paragraph, think about the ways in which you
could make the author‘s point clearer or more effective.
Avoid wordiness and remember that shorter is usually better!
The most effective writers get their points across with the most clear and precise words
possible. Remember to think about repetition as you improve this essay.
Questions 1-5 are based on the following passage:
(1) I guess that fixing vintage car engines is not a very common hobby for a
teenage girl, but that has never really bothered me. (2) I have been helping my dad restore
old cars since I was 7 years old, and my dad would let me lie under the car, hand him
tools, and helped change the oil. (3) By the time I was 11, I was sifting through old car
part catalogues to help my dad find spare parts.
(4) A lot of it has to do with experience: how you instinctively begin to know
what‘s wrong with the engine, just by hearing an old car wheezing its way into the shop.
(5) It takes quite a while to really get the hang of fixing vintage cars.
(6) Once one gains an understanding of the basic engine platforms of the Big
Three car makers, you can begin to have the ability to diagnose the problem in any car.
(7) I will readily admit that I have had some spectacular failures, like attempting to fit
some Ford Mustang parts into a Dodge Charger.
(8) Some skills have been easier to acquire than others. (9) However, my father
has been very supportive through the ups and downs of my learning to fix and restore
vintage cars. (10) He has bravely taken the progress with the setbacks. (11) My friends
may laugh at my hobby now, but some day when I open up my own car shop, they‘ll all
wish they knew their way around a car‘s engine like I do.
© Study Smart Tutors 2011
44
Chapter III: Grammar 2
1. Which of the following is the best version of the underlined portion of sentence 2?
(reproduced below)
I have been helping my dad restore old cars since I was 7 years old, and my dad would
let me lie under the car, hand him tools, and helped change the oil.
(A) (as it is now)
(B) lie under the car, hand him tools and change the oil
(C) me to lie under the car, to hand him tools and to help change the oil
(D) me lie under the car, hand him tools, and help change the oil
(E) me lie under the car, hand him tools and helping change the oil.
2. In context, which of the following could best replace ―you‖ in sentence 6?
(A) people
(B) they
(C) I
(D) mechanics
(E) one
3. Which of the following sentences could most easily be omitted from the passage
without changing its meaning?
(A) Sentence 8
(B) Sentence 4
(C) Sentence 9
(D) Sentence 5
(E) Sentence 6
4. Which two sentences, if the order was reversed, would best improve the organization
of the paper?
(A) Sentence 3 and Sentence 4
(B) Sentence 4 and Sentence 5
(C) Sentence 6 and Sentence 7
(D) Sentence 8 and Sentence 9
(E) Sentence 10 and Sentence 11
5. How could the author best revise and combine the underlined portions of sentences 9
and 10? (reproduced below)
However, my father has been very supportive through the ups and downs of my learning
to fix and restore vintage cars. He has bravely taken the progress with the set backs.
(A) cars, taking bravely
(B) cars; having bravely taken
(C) cars, bravely taking
(D) cars: he has been brave and taken
(E) cars and taking bravely
© Study Smart Tutors 2011
45
Chapter III: Grammar 2
Mini SAT Grammar Lesson #15-Error ID Practice Drill
1. Emma soon realized that she and Noah
A
B
were the only people at the school to get over
C
D
2250 on the SAT. No error.
E
7. If you invite Matt to the poker game, you
A
will have no choice but to invite his
B
C
girlfriend as well. No error.
D
E
4. Many new soldiers in the military find it
A
B
very difficult to abide with the rules set forth
C
by their commanding officer. No error.
D
E
8. Trevor is so fond of milk that he drinks
A
B
at least five glasses a day or more. No error.
C
D
E
5. Many young stars in Hollywood feel that
A
the rules of society does not pertain to them.
B
C
D
No error.
E
spectacular for Pam because she now worked
B
C
at the same time as Jim. No error.
E
8. Because Ben did not study for his
A
history test, he knew that he would do
B
C
much worse than Sheldon. No error.
D
E
8. According to the principal spokeswoman
A
for the oil company, there is much oil to be
B
C D
found in the Alaskan wilderness. No error.
E
9. The new schedule worked out
10. The question of whether to break up or
A
B
stay together were difficult for Brad and Jen
C
D
to discuss. No error.
E
12. Because we were so busy with finals, we
A
B
have not barely thought about our upcoming
C
D
cruise. No error.
E
10. Preparing salmon is slightly more difficult
A
B
C
than halibut, but not as difficult as many might
D
think. No error.
E
© Study Smart Tutors 2011
46
Chapter III: Grammar 2
Mini SAT Grammar Lesson #16-Improving Sentences Practice Drill
1. The healthful benefits of drinking
pomegranate juice is being increasing popularized.
(A) is being increasing popularized
(B) is more and more popularized
(C) are being increasingly popularized
(D) are being popularized increasing
(E) has increased in popularity
3. The Los Angeles area, although not famous for its
agriculture, they produce some of the best avocados
in the world.
(A) agriculture, they produce
(B) agriculture, produces
(C) agriculture though producing
(D) agriculture, produce
(E) agriculture, it produces
2. Giants among mere mortals, the sumo wrestlers
head and shoulders above the rest of the crowd.
(A) head and shoulders above
(B) were head and shoulders above
(C) were head and shoulders
(D) towered head and shoulder above
(E) towered head and shoulders above
4. The jury has deliberated for three hours before
convicting an innocent man.
(A) has deliberated for three hours before convicting
(B) deliberated for three hours before it convicted
(C) have deliberated for three hours
before they convicted
(D) deliberated for three hours before convicting
(E) deliberated for three hours before they
convicted
5. My sister and I went to the game, because we want
to see the new players in their first game.
(A) My sister and I went to the game,
(B) My sister and me went to the game
(C) We had gone to the game
(D) We are going to the game
(E) My sister and me are going to the game
5. The teachers that I had in college had a
greater impact on me than any other time of
my life.
(A) any other time of my life
(B) that of any other time of my life
(C) has any other time of my life
(D) those from any other time in my life
(E) any other time of my life has
6. Added to the signing bonus and new record
contract, Marshall demanded a Bentley from
his new record label.
(A) Added to the signing bonus and new
record contract
(B) In addition to the signing bonus and new
record contract,
(C) Not only a signing bonus and new record
contract
(D) In adding a signing bonus and new record
contract
(E) In addition to the signing bonus and
wanting a new record contract
7. In cities throughout New Mexico, one can
taste literally thousands of different salsas,
each with a distinct flavor of their own.
(A) each with a distinct flavor of their own
(B) each with a distinct flavor of its own
(C) each with a distinct flavor of it‘s own
(D) each which has a distinct flavor of its own
(E) they each have their own distinct flavor
8. James has been planning to attend Notre
Dame, but after visiting Indiana during the
winter, he changed his mind.
(A) has been planning to attend
(B) has been planning on attending
(C) would have planned to attend
(D) had planned to attend
(E) was to have planned to attend
The SAT Essay:
© Study Smart Tutors 2011
47
Chapter III: Grammar 2
SAT Grammar II Summary
Key Grammar I Notes:
Diction Notes
_____________________________________________________________
_____________________________________________________________
Faulty Comparison Notes
_____________________________________________________________
_____________________________________________________________
―Misplaced Modifiers Notes
_____________________________________________________________
___________________________________________________________
Improving Paragraphs Notes
_____________________________________________________________
_____________________________________________________________
―Take-Aways‖ From Practice Drills
_____________________________________________________________
_____________________________________________________________
Summary:
© Study Smart Tutors 2011
48
Chapter IV: The Essay
Mini SAT Essay Lesson #1-How to Impress SAT Graders
The SAT essay is not your typical essay that you would expect for your English class.
However, because we know what the scorers want you to do, it‘s very predictable.
You will have 25 minutes to plan and write an essay responding to a very broad question.
The essay will always be the first section of the test so you will get it out of the way
while your mind is still fresh.
How the Essay is Graded
The SAT essay is graded ―holistically‖ - there is no rubric for the graders to follow. SAT
graders do not give you points for your thesis, your examples, or your conclusion.
Instead, they simply read your essay and pull a number out of thin air.
The SAT is graded by two graders on a scale between 1 and 6. These two scores are
added together and combine to a scaled score from 2-12.
© Study Smart Tutors 2011
49
Chapter IV: The Essay
What This Means for You
Because the SAT graders will only be spending about 150 seconds grading your
essay, you don‘t need to focus on being perfect. Instead of worrying about every
little thing, you just need to worry about the BIG THINGS that will make your essay
seem great.
The Big Five Part I:
 ___________________________
 ___________________________
 ___________________________
 ___________________________
 ___________________________
The Big Five Part II:
 ___________________________
 ___________________________
 ___________________________
 ___________________________
 ___________________________
Your essay should
convince the graders of
two things…
1. I AM SMART
2. I CARE ABOUT THE SAT ESSAY
Summary:
© Study Smart Tutors 2011
50
Chapter IV: The Essay
Well Organized:
There is a single BEST way to organize your
SAT Essay.
o Introduction
o Body Paragraph #1
o Body Paragraph #2
o Conclusion
Why did we make this page so big?
No, we did not do this by accident. If you learn nothing else but to follow this structure,
you‘ll already have avoided some of the key SAT essay errors!
If you structure your essay in this way, the graders will think that you are well organized
and that you have taken care in planning your thoughts. We will talk about each of these
paragraphs in detail later, but all your essays should be structured in this fashion.
© Study Smart Tutors 2011
51
Chapter IV: The Essay
SAT Essay Mini Lesson #2- The Introductory and Concluding Paragraphs
The introduction to your essay should be simple and ―hook‖ the reader into your topic.
Because your essay is graded holistically, a strong first impression is very important.
The introduction should contain three simple parts
1. Interest Creating Device (hook) - this will draw the reader into your topic
2. Preview of Coming Attractions
3. Thesis
The three types of hooks:
1. The Rhetorical Question
2. The Anecdote
3. The Quote
Which of these three works best on the SAT essay?
The Fake Quote:
An easy way to add depth to your examples and make your details more vivid is to
employ the fake quote. The fake quote simply means to make some analytic or clichéd
statement and attribute it to whomever you see fit. The fake quote can be used as a great
hook and you can attribute it to your dad, your mom, or someone famous.
The fake quote can also be added to your body paragraph as either from the protagonist
of the book that you are referencing or from the historical figure that you are using.
The fake quote can also be added to your body paragraph as either from the protagonist
of the book that you are referencing or from the historical figure that you are using.
Practice with the Fake Quote:
Example question: “Is creativity necessary for success?”
Your Job: Come up with a fake quote that applies to this question that could be used as
the first sentence of your essay. It should be specific to the question and tell the reader
what side of the issue your essay will take.
My Fake Quote:
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
© Study Smart Tutors 2011
52
Chapter IV: The Essay
The Rest of the intro Paragraph
Preview of Coming Attractions: This should be a few sentences describing your body
paragraphs
Thesis: This should always be the last sentence of your introductory paragraph and in one
sentence illustrate your main point. The thesis should be stated in active voice and must
―take a stand‖ on the posed essay question.
Example Thesis:
Here is a thesis statement that will work regardless of what the question asks. Is it the
greatest thesis statement ever? No. But it clearly states your position in one active voice
sentence, and gives you one less thing to think about!
______(example 1)__________ and _______(example 2)________ demonstrate that….
Your Job: Take the following question above and write a sample thesis to go with it.
The question: “Is creativity necessary for success?
My thesis:
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
Conclusion:
Your conclusion does not have to be long, but you must have one. The ideal concluding
paragraph on the SAT essay summarizes your two examples, relates the two examples
together, and adds a general analytic point.
Note: If you don‘t have a conclusion, the
SAT graders will view you as
disorganized. If you‘re running out of
time, make sure to indent your last
sentence, and there‘s your conclusion!
© Study Smart Tutors 2011
53
Chapter IV: The Essay
SAT Essay Lesson #3- The Two Body Paragraphs
Your two body paragraphs do not need to be long or complicated, but they should use
examples and analysis to prove your thesis statement. Each of your body paragraphs
should prove a slightly different side of your thesis. Avoid repetition.
Address the Prompt:
This simply means answer the question that they ask you! The only to way to get a score
of zero on the SAT Essay is to not answer the question.
Examples:
One of the most important aspects of your essays will be the examples that you choose to
support your thesis. These examples can be taken from history, literature, science, or
current events. Each essay should include two distinct examples preferably in two
separate categories.
Note:
Do not use an event from your own life as an example! It will be difficult to tell a story
and make a clear and coherent point at the same time.
Avoid using any examples that could be deemed ―controversial.‖ You do not want the
grader to take into account personal feelings about an event or person.
The Two Most Important Words to Remember:
 Concrete examples: Your examples must be real. You should be talking about
real books, events, and people. Your examples should not be hypothetical and
should not include the words ―should,‖ ―if,‖ or ―you.‖

Vivid details: Your examples should include names of people and characters,
places and settings, and dates of occurrence. The beauty of supplying vivid
details is…THEY DO NOT HAVE TO BE TRUE! Vivid details are easy to
fudge and they cannot mark you down for it. For instance, if you think that the
story of Paul Revere fits perfectly into your thesis but you can‘t remember the
year and the place that he made his famous ride, just make your best guess and
move on. It‘s better to use wrong VIVID DETAILS THAN NO DETAILS AT
ALL!
© Study Smart Tutors 2011
54
Chapter IV: The Essay
Body Paragraph Structure:
For many students, structuring the body paragraphs most effectively in the
shortest amount of time represents the biggest SAT essay challenge.
Your goal when writing the SAT essay is to make your analytic point in the
simplest and most straightforward manner.
Example SAT Essay Question:
―Does questioning authority make society stronger?
Body Paragraph Structure:
If you can answer the following questions in approximately the order below, your
body paragraph will avoid repetition and specifically answer the question being
asked.
1. Who questioned authority?
__________________________________________________________________
__________________________________________________________________
2. Who was the authority?
__________________________________________________________________
__________________________________________________________________
3. How did this person question?
__________________________________________________________________
__________________________________________________________________
4. What was the result?
__________________________________________________________________
__________________________________________________________________
5. How was society made/not made stronger as a result?
__________________________________________________________________
__________________________________________________________________
The answer to the last question is the most important aspect of your analysis, as
well as the one that most students forget.
Summary:
© Study Smart Tutors 2011
55
Chapter IV: The Essay
SAT Essay Mini Lesson #4- Using Examples
The following list provides common and useful examples from history and literature that
reference thematic situations in everyday life. These examples should serve as a starting
point for your own research and are not for you to quote directly. Remember, if you
don‘t have details to back up your example, you will lose points for failing to develop
your ideas. Note that this list is in no way a complete summary of all important literature
and history; feel free to use your imagination!
Literature:
A Streetcar Named Desire – Tennessee Williams
Living life without love can drive someone to insanity
Grapes of Wrath – John Steinbeck
Friends and family can allow one to endure almost anything
The Jungle – Upton Sinclair
Corruption of the American dream
1984- George Orwell
Technological advances in the hands of government can be dangerous
Animal Farm – George Orwell
Power corrupts and absolute power corrupts absolutely
The Great Gatsby – F. Scott Fitzgerald
The cost of keeping up appearances
The Crucible – Arthur Miller
Mob Mentality inhibits justice and devalues the importance of truth
The Lottery – Shirley Jackson
Winning is not always a good thing
The Catcher in the Rye – J.D. Salinger
The grass is always greener…
Lord of the Flies – William Golding
Absolute freedom often leads to chaos
12 Angry Men – Reginald Rose
One determined individual can alter the way a whole society thinks
To Kill a Mockingbird – Harper Lee
Never judge a book by its cover
© Study Smart Tutors 2011
56
Chapter IV: The Essay
Tell Tale Heart- Edgar Allen Poe
Guilt eventually prevails
The Odyssey – Homer
The cost of returning home, the honor of friendship
A Tale of Two Cities – Charles Dickens
The suppressed will rise
The Adventures of Huckleberry Finn – Mark Twain
A man‘s only true value is his character
Brave New World – Aldus Huxley
Technology impedes man‘s free will
On the Road – Jack Kerouac
Life is a journey
History:
Martin Luther King Jr.
Peaceful protest can lead to great success without violence
Richard Nixon
The cover-up is often worse than the crime
JFK and the Cuban Missile Crisis
Admitting your mistakes can lead to great admiration
Stock Market Crash of 1929
Unregulated capitalism can create chaos
Treaty of Versailles
An incomplete settlement can lead to even more conflict
The Alamo
Determination can often overcome even the longest odds
Lewis and Clark
Exploring and risk-taking can lead to great discoveries
The Constitutional Convention
Freedom and the rights of man above all
The Fall of the Roman Empire
Even the greatest of powers will eventually crumble if ruled ineffectively
© Study Smart Tutors 2011
57
Chapter IV: The Essay
George Washington
Leadership in pressure can make a man a hero
Revolutionary War
Freedom is a cause worth dying for, sometimes the most determined man can win
Shakespeare:
Romeo and Juliet
True love is worth dying for
Hamlet
Fear and uncertainty are the great flaws of human nature
Macbeth
Power corrupts and absolute power corrupts absolutely
Julius Caesar
Your closest friend is often your most dangerous enemy
Othello
Jealousy blurs man‘s morals
© Study Smart Tutors 2011
58
Chapter IV: The Essay
Your Job:
Books I know well (or will know well)
1.
2.
3.
4.
5.
Moments/People/Wars I know:
1.
2.
3.
4.
5.
© Study Smart Tutors 2011
59
Chapter IV: The Essay
SAT Essay Lesson #5-Grammar and Vocabulary
Treat the SAT essay as you would any other…use correct grammar! Just
because you only have 25 minutes does not mean you should get sloppy with
your grammar. Incorrect grammar can make you look like you did not take
time and care while writing your essay and could lead to a lower score.
Vocabulary:
For your essay, try to incorporate the best vocabulary that you are
COMFORTABLE using. Do not simply look up a few big words and include
them randomly in your essay. The graders will know whether or not you
understand the vocabulary that you use. But, that does not mean to use slang.
Vocabulary II:
An easy way to improve your vocabulary on the SAT essay without much
effort is to simply memorize and include a few analytic transitions. Include
these words between your ideas and your writing will become more analytical
with a more formal tone.
These transitions often come in two forms depending on whether your
sentences are moving in the same direction or if they are moving in opposite
directions.
Same Direction
Change of Direction
Summary:
© Study Smart Tutors 2011
60
Chapter IV: The Essay
A Note about Passive Voice:
When learning to write, many of us focus on the adjectives that we use. We often think
these adjectives make us sound smarter and make our writing more advanced.
The truth of the matter is that it is the VERBS that we use that determine our level of
writing. Take a look at any novel lying around and notice the verbs that the author uses.
Specific verbs make writing more concise and allow the reader to see a clear picture of
the scene being described.
The following is a list of passive voice verbs that should be avoided at all costs.
Breaking the habit of these verbs can be difficult, but it is the surest way to improve your
writing.
The List:
1.
13.
2.
14.
3.
15.
4.
16.
5.
17.
6.
18.
7.
19.
8.
20.
9.
21.
10.
22.
11.
23.
12.
© Study Smart Tutors 2011
61
Chapter IV: The Essay
Mini SAT Essay Lesson #6-Identifying Buzzwords in SAT Questions
Example Essay Questions:
1. Is persistence all that is needed to be successful?
2. Does history repeat itself?
3. Should one sacrifice life for liberty?
4. Are people unwise to pursue love even when it will cause them pain?
5. Can the actions of average people have a significant impact in the course of history?
6. Is it more important to understand ideas or facts?
7. Does questioning authority make society stronger?
8. Is the world changing for the better?
9. Do we need other people to understand ourselves?
10. Is creativity necessary for success?
SAT Buzzwords:
Take a look at the essay questions above. They are all from past SAT exams since 2005.
What do you notice about some of the questions?
Certain questions have words in there that are vague and have multiple meanings. These
words are called ―buzzwords,‖ and you must identify and define them if and when they
appear.
For instance, in essay question #1, ―successful‖ is a buzzword because success could
mean happiness, financial success, emotional success, physical success, etc.
It‘s not important HOW you define success, but it is important that YOU BRIEFLY
TELL THE READER WHAT YOU MEAN by success.
Your Job: Circle the “buzzwords” in the above ten real SAT essay questions.
© Study Smart Tutors 2011
62
Chapter IV: The Essay
SAT Essay Summary
SAT Essay Notes:
What do SAT graders look for?
_____________________________________________________________
_____________________________________________________________
What do I need to do to impress the SAT essay graders?
_____________________________________________________________
_____________________________________________________________
How should I structure my essay?
_____________________________________________________________
___________________________________________________________
What should I include in my body paragraphs?
_____________________________________________________________
_____________________________________________________________
What are my ―next steps‖ in order to improve?
_____________________________________________________________
_____________________________________________________________
Summary
© Study Smart Tutors 2011
63
SAT Critical Reading
© Study Smart Tutors 2011
64
Chapter V: Sentence Completions
Mini SAT Reading Lesson #1- Introduction to SAT reading
A note about critical reading sections:
Everybody hates critical reading! The passages vary from boring to so boring you will
want to fall asleep. The critical reading sections take by far the most concentration and
focus and therefore the curve for these sections is often significantly lower than in the
math and writing sections.
Why is this good for you?
Imagine looking around your SAT testing room in a few weeks. Pretend it‘s about 11:00
and everyone is tired, bored and on edge. Now imagine that the section you and many
others around you are completing is a critical reading section. Do you think that most
people are at their best or are their brains slowly melting from exhaustion?
Think about all the people that will be making stupid mistakes at this point in the test?
Imagine how many people will be lazily falling for all of the SAT‘s reading traps. If you
can avoid these errors, just think about how many points you can make up against the
competition. Remember, the SAT is a CURVED TEST!
Critical Reading Questions:
Unlike in the math sections and writing sections, critical reading questions don‘t ask you
to pick the correct answer, but rather they ask you for the ―best‖ answer. This applies to
both questions based on reading passages on sentence completions.
What is being tested in the Critical Reading Sections?
There will be three scored reading sections and possibly an additional experimental
reading section. Each of the reading sections will begin with 6-10 sentence completions
and will be followed by a total of 9 reading passages.
What kinds of reading passages?
There will be 2 short passages of one paragraph in length that have no relationship to
each other, 2 medium-sized passages that are each about 2/3 of a page in length and have
no relationship to each other. Furthermore, there will be 2 short one-paragraph ―paired‖
passages as well as one full-page long passage and 2 long passages that are paired
together. Paired passages, both short and long, typically support two opposing sides of
an argument and ask you to differentiate between the arguments.
© Study Smart Tutors 2011
65
Chapter V: Sentence Completions
Min SAT Reading Lesson #2- Sentence Completion Strategy
Sentence Completions:
Sentence Completions ask you to fill in the correct word or words into the blank spaces in
a given sentence. These questions always go from EASY to DIFFICULT, so it‘s
important to remember that easy questions have easy answers and hard questions have
hard answers.
What ETS wants you to do:
ETS wants you to fall for all their traps on sentence completions. They want you to
quickly read the sentence and then plug each answer choice into the blank and see what
sounds best. This is the WORST strategy for solving sentence completions. Here is the
best strategy for sentence completion questions:
A Better Way:
Step 1. ____________________________________________
 If you don‘t look at the answer choices given to you, you can‘t possibly fall into
the ―sounds good‖ trap.
 Use your hand to physically cover the answers and then read the sentence to get an
idea of its meaning.
Step 2. ____________________________________________
 Once you have a grasp on what the sentence is about, the next step is to use your
brain to choose a word or group of words that fit in the sentence.
 Get in the habit of physically writing your prediction in the blank so that you won‘t
forget it when you start to look at the answer choices.
 Don‘t worry about trying to come up with a $150 word when a $3 word will do.
 Your goal is simply to have the meaning correct.
Step 3. ____________________________________________
 Once you have decided on your word or words, simply uncover the answer choices
and choose the word that is closest in meaning to your prediction.
 Start by eliminating answer choices that are absurd and have nothing to do with
your prediction and narrow the answer down from there.
Summary:
© Study Smart Tutors 2011
66
Chapter V: Sentence Completions
Sentence Completion Practice #1
1. Since Jason had a tendency to lie about everything,
I expected his story to be_______.
Your Word: ________
4. Allie loves hiking so much because she can get away
from the noisy city and relax in the ______ outdoors.
Your Word: ________
4. The rabbi has been officiating Jewish weddings for 25
years and has therefore become very _________.
Your Word: ________
5. Tania hadn‘t slept in 2 nights, which is probably why
she seemed so ______ at school today.
Your Word: ________
© Study Smart Tutors 2011
67
Chapter V: Sentence Completions
Now take a look at the same questions, this time with the answer choices. Match your
words to the correct answer choice.
1. Since Jason had a tendency to lie about everything,
I expected his story to be_______.
(A) a fib
(B) exacerbated
(C) accurate
(D) humorous
(E) true
4. Allie loves hiking so much because she can get away
from the noisy city and relax in the ______ outdoors.
(A) precluded
(B) frightful
(C) tranquil
(D) great
(E) diplomatic
4. The rabbi has been officiating Jewish weddings for 25
years and has therefore become very _________.
(A) pious
(B) proficient
(C) appropriate
(D) famous
(E) religious
5. Tania hadn‘t slept in 2 nights, which is probably why
she seemed so ______ at school today.
(A) energetic
(B) cognizant
(C) angry
(D) lackadaisical
(E) malleable
Note: If your prediction does not fit any of the answer choices, don‘t fear! Simply go
back to the sentence and predict again!
© Study Smart Tutors 2011
68
Chapter V: Sentence Completions
Mini SAT Reading Lesson #3-Finding Clues to Help Make Predictions
Each sentence will have at least one word or words that will ―clue‖ you into what the
correct word should be in the blank. Many times, you will read the sentence and
subconsciously know what the clue is. Other times however, it will not come to you
automatically. Therefore, UNDERLINE THE CLUES!
Take a look at the following question. Where is the clue?
2. The Getty museum has many famous
paintings and sculptures, and therefore
many students studying _______ visit as
part of the class.
(A) science
(B) business
(C) music
(D) art
(E) religion
Your Word: _________
If you change the clue, the meaning of the entire sentence will change.
2. The Vatican museum has many famous church
writings and artifacts, and therefore many
students studying _______ visit as part of the class.
(A) science
(B) business
(C) music
(D) art
(E) religion
Your Word: _________
© Study Smart Tutors 2011
69
Chapter V: Sentence Completions
What if you can’t find the Clue?
If you are struggling to find the clue ask yourself a few simple questions
1. What/who is the subject of the sentence?
2. What is the author saying about this subject, in other words, what info is the
author giving you about the subject?
If you can answer the second question, you have found the clue!
3. Beyonce was so gifted as a singer that her
fans were often amazed by her ______ and failed
to recognize her other talents.
Who is the subject of the sentence? _______________________________
How is the subject being described? _______________________________
The blank must mean? __________________________________________
4. Analysts have characterized Carole‘s coaching staff
as a ________ different personalities, all thrown together
with little thought of a unifying message to the players.
Who is the subject of the sentence? _______________________________
How is the subject being described? _______________________________
The blank must mean? __________________________________________
© Study Smart Tutors 2011
70
Chapter V: Sentence Completions
Mini SAT Lesson #4-Finding Trigger Words to Help Make Predictions
Trigger words exist to tell you whether the blank will agree or disagree with
the clue. Other than clues, trigger words will give you the best idea of what
direction a sentence is going. Although all sentences will have clues, only
some will have triggers. Those that do however, exist for reason! CIRCLE
TRIGGERS!
Trigger words come in two flavors, SAME DIRECTION or CHANGE
DIRECTION
Same Direction
Change Direction
Summary:
© Study Smart Tutors 2011
71
Chapter V: Sentence Completions
Mini SAT Reading Lesson #5-Sentence Completions Practice #2
Since half of the sentences contain trigger words, let‘s practice putting everything we‘ve
learned about sentence completions together. Circle the trigger word, underline the clue
and write your word in the blank.
2. Because Judge Judy is impartial, the
verdicts she delivers on TV are ______.
(A) cynical
(B) equitable
(C) biased
(D) controversial
(E) final
Your Word: _________
4. Although the sculptors works are typically
_______, they have recently become conventional.
(A) complacent
(B) palatial
(C) awful
(D) eccentric
(E) gregarious
Your Word: _________
5. Most of Jenna‘s comments were______; they
moved the discussion away from the topic of
conversation.
(A) obtuse
(B) tangential
(C) pertinent
(D) astute
(E) focused
Your Word: _________
© Study Smart Tutors 2011
72
Chapter V: Sentence Completions
7. After the stock market crash, Leslie became
indigent and ________.
(A) effectual
(B) destitute
(C) edacious
(D) congenial
(E) onerous
Your Word: _________
8. Even though I have a _______ for African
tribal masks, I have never wanted them in my
office.
(A) toleration
(B) penchant
(C) understanding
(D) mediation
(E) glutton
Your Word: _________
9. Despite his attempts to persuade Patti to be
more diffident, Patti proceeded to be _______.
(A) vulnerable
(B) imperative
(C) pompous
(D) humble
(E) indigent
Your Word: _________
© Study Smart Tutors 2011
73
Chapter V: Sentence Completions
Mini SAT Reading Lesson #6-Two-Blank Sentence Completions
Does two blanks mean twice as difficult?
About half of the sentence completion questions will have two blanks for you to solve for
instead of just one. Does this mean that these are more difficult? No. In fact, two-blank
questions are often much easier because we can better eliminate answer choices when there
are two sets of criteria that must be satisfied.
Steps for solving Two Blankers:
Step 1. _____________________________________
Step 2. _____________________________________
This could be either blank, whichever one you feel will be easiest to solve
Step 3. _____________________________________
Look for trigger words and clue words for this blank that will help you find your word
Step 4. _____________________________________
Step 5. _____________________________________
Let‘s take a look at the following examples:
3. The dentist always _________ her
patients with the utmost of care,
which was why she was _______
―dentist of the year.‖
(A) treated….engaged
(B) absolved….awarded
(C) diagnosed….designated
(D) prescribed…nominated
(E) abdicated….chosen
Which blank do you think is easier to solve? Let‘s assume you say the first blank. Where
is the clue word? ―Dentist,‖ so underline it. Now predict. Once you have your prediction,
eliminate answer choices that do not fit with that prediction and don't waste time by
looking at them again. If you predicted correctly for the first blank, you have probably
eliminated answers (B), (D) and (E).
Now all you have left are choices A and C. Even if you have no idea on how to predict for
the second blank, you have a 50% chance of answering this question correctly.
Summary:
© Study Smart Tutors 2011
74
Chapter V: Sentence Completions
Mini SAT Reading Lesson #7-The Tricky Two-Blankers:
On some two-blank questions, the clue for the second blank is the first blank. On these
questions you will have to determine the relationship between the blanks.
4. It would be ________ of any presidential
candidate to ________ such a large group of
voters.
In this question, it‘s pretty clear that the clue word for the second blank is the first blank.
It would be easy to know if the candidates were being smart or not if we knew how the
voters were being treated. As the sentence reads, it could go either way. In questions
like this, the key is finding whether or not the blanks agree with one another.
Think about Positives and Negatives
If you can tell if a blank needs a positive word, predict with a (+). If the blank needs a
negative word, mark it with a (-). If the two blanks must mean close to the same thing,
use = signs in each blank as your prediction. Then look at the answer choices to check
what words meet your criteria.
Remember, trigger words often provide the best indicator of the type of word needed and
the relationship between the blanks.
© Study Smart Tutors 2011
75
Chapter V: Sentence Completions
Positive/Negative Drill
2. The professor‘s lessons were both _______ and
_______, which was probably why the class
was so popular each semester.
First Blank: (+/-) ______
Second Blank (+/-) ______
(A) corrupt…erroneous
(B) obnoxious…arrogant
(C) effective…stimulating
(D) enlightening…superfluous
(E) explicit…efficient
7. The marriage was doomed from the start, as
Charles was ________ and ________, while
Diana was kind and thoughtful.
First Blank: (+/-) ______
Second Blank (+/-) ______
(A) heinous…amiable
(B) perverse…apt
(C) compassionate…diabolical
(D) ruthless…malevolent
(E) sinister…sympathetic
© Study Smart Tutors 2011
76
Chapter V: Sentence Completions
SAT Reading Mini Lesson # 8-Vocabulary Latin Roots
Increasing your vocabulary will improve your score dramatically on the SAT Critical
Reading sections. However, this does not mean you should spend hours and hours
memorizing hundreds of flashcards. It‘s unrealistic to memorize that many words, and
you should use your limited SAT study time for other, more important things.
The following is a list of common word roots and their definitions. Also included are
some common words that contain the root. Remember, it isn‘t important to know the
exact meaning of each word in the group, but rather the meaning of the root, which
should give you the approximate meaning of the word.
1. AB (away, from)
abstract
abhor
absent
abandon
absolve
abstain
abnormal
abstruse
abrogate
abdicate
abstemious
2. CAP/CIP/CEPT/CEIT/CEIV/CEIPT (take)
intercept
precept
accept
emancipate
concept
insipient
except
anticipate
capture
conceit
3. CIRCU/PERI (around)
circumvent
Perimeter
circumference
peripatetic
circus
circumscribe
circular
circle
circumnavigate
4. CLA/CLO/CLU (shut, close)
clap
recluse
clan
preclude
closet
exclusive
enclose
claustrophobia
conclude
disclose
cloister
include
© Study Smart Tutors 2011
77
Chapter V: Sentence Completions
5. CON/CO/COM (together, with)
convent
conjugal
convict
conclave
comment
comply
communicate
congruent
converse
collaborate
cogent
contrition
6. DE (off, down, away)
defense
defile
deter
devoid
deny
deface
deliberate
decry
denounce
deplete
defraud
defame
desecrate
derogatory
7. DIC/DICT/DIT (say)
diction
malediction
ditto
dictionary
dictate
expedition
abdicate
predicament
indict
predict
verdict
dictum
extradite
addict
8. DIS/DIF (not)
differ
distinct
distant
different
dissonance
dissect
distain
dismay
dissuade
diffident
9. DOC/DAC/DUC (teach, lead)
document
seduce
didactic
reduce
abduct
docile
conduct
traduce
reduce
introduction
doctrine
docile
induce
© Study Smart Tutors 2011
78
Chapter V: Sentence Completions
10. FRA/FRAC/FRAG (break)
fragment
refract
fracture
infraction
fraction
fractious
frail
refractory
fragile
infringe
11. GEN (birth)
congenial
genre
progeny
gender
genealogy
engender
genuine
heterogeneous
12. GRAD/GRESS (step)
graduate
gradual
digress
transgress
progress
gradual
regress
retrograde
retrogress
degrade
grade
downgrade
13. LOC/LOG/LOQU (speech. word)
logic
loquacious
logarithm
dialogue
apology
circumlocution
eloquent
philology
prologue
eulogy
14. MAL (bad)
maleficent
malady
malfunction
malign
malcontent
malevolent
malicious
maladroit
malefactor
dismal
15. NAMNOM/NOUN/NOWN/NYM (rule, name, order)
name
astronomy
anonymous
misnomer
economy
nomenclature
renounce
synonym
misnomer
ignominious
antonym
nomination
© Study Smart Tutors 2011
79
Chapter V: Sentence Completions
16. OB (against)
object
obvious
obsolete
oblique
obscure
obstinate
oblivious
obliterate
objective
obsequious
17. PATHY/PAS/PAT (feeling)
apathy
sympathy
passion
compatible
pattern
dispassionate
antipathy
impassive
paste
compassion
apathy
empathy
18. PRO (much, for, a lot)
promote
prolific
produce
prosper
professional
proclivity
product
prodigy
improvise
propensity
profuseprofuse
provide
19. QUE/QUIS (ask, seek out)
question
inquire
inquire
acquire
query
querulous
quest
exquisite
request acquisition
20. SACR/SANCT/SECR (sacred)
sacred
consecrate
sanction
desecrate
sanctuary
sacrament
sanctify
sacrosanct
sacrifice
21. SCRIB/SCRIP (write)
scribble
ascribe
script
inscribe
scripture
postscript
describe
circumscribe
proscribe
scribe
prescribe
© Study Smart Tutors 2011
80
Chapter V: Sentence Completions
22. SEC/SEQU (follow)
second
prosecute
section
consequence
secretary
subsequent
sequel
obsequious
sequence
inconsequential
23. SEN (sense, feel)
sense
sensory
sentence
sentiment
senate
assent
resent
sentinel
sensation
dissent
sensitive
resent
sensual
consensus
sentiment
24. SPEC/SPIC/SPIT (see, look)
spectator
spectacle
suspect
circumspect
speculate
conspicuous
perspective
spectrum
aspect
specimen
respite
perspicacious
25. SUB (under)
subject
subvert
submarine
submissive
sublimate
subtle
subliminal
subsidiary
subjugation
subdue
subversion
subterfuge
subordinate
sublime
26. SUPER/SUM/SUR (above)
superstitious
supersede
supernova
superfluous
summary
summit
survive
superlative
superficial
superimpose
surpass
supercilious
© Study Smart Tutors 2011
81
Chapter V: Sentence Completions
27. TENT/TENS/TEND/TENU (thin, stretched)
tentative
contention
tense
retention
tension
portent
extend
tenuous
tent
distend
tendon
pretend
tendency
attenuate
contend
28. TRANS (across)
transfer
transgress
transcontinental
transsexual
transaction
transparent
transitory
transient
transcendent
transport
transition
intransigent
transform
29. VERS/VERT (turn)
verticalsubvert
versatile
controversy
transverse
aversion
convert
inadvertent
invert
adversary
divert
extrovert
diverse introvert
30. VO/VOC/VOW (call)
vocabulary
avow
vociferous
revoke
vocal
invoke
voice
advocate
vomit
equivocate
vowel
convoke
provoke
vocation
© Study Smart Tutors 2011
82
Chapter V: Sentence Completions
SAT Sentence Completions Summary
Sentence Completions Notes
What strategy will I employ when answering these questions?
_____________________________________________________________
_____________________________________________________________
What are ―clues‖ and how do I identify them?
_____________________________________________________________
_____________________________________________________________
What are ―trigger words‖ and how do I identify them?
_____________________________________________________________
___________________________________________________________
How should I improve my SAT vocabulary?
_____________________________________________________________
_____________________________________________________________
Are ―two-blank‖ questions harder than ―one-blank‖ questions?
_____________________________________________________________
_____________________________________________________________
Summary:
© Study Smart Tutors 2011
83
Chapter VI: Long Passages
Mini Reading Lesson #9- SAT Reading vs. English Class
SAT Reading Comprehension…the part everybody hates!
Reading passages are almost always the most boring and dreaded part of the
SAT. However, with a few simple strategies, you can save lots of time and
avoid key errors.
The first key to understanding SAT reading passages is to know how reading
on the SAT differs from reading for your English class at school.
How long do you need to remember things you read?
English _____________________
SAT ________________________
What’s being graded and how?
English _____________________
SAT ________________________
What happens on a Multiple Choice Test if a student objects to a correct
answer?
English _____________________
SAT ________________________
Summary:
© Study Smart Tutors 2011
84
Chapter VI: Long Passages
How to read SAT passages:
Essentially, there are two ways to read. One of them is how the SAT wants you to read,
the other is how you SHOULD be reading SAT passages. Take a look at the following
chart:
ACTIVE READING
You turn your brain on before reading
Great for: School reading, research, the
SAT/ACT/PSAT/AP Tests
You think critically about the
author/characters while reading
You underline key aspects and make notes
as you read
PASSIVE READING
Brain is off during reading
Great for: Magazines, Harry Potter books,
brochures, etc
You simply read/skim to understand the
main point
You simply lie on the couch and flip the
pages
Remember:
If you underline everything, it
becomes meaningless!
Look for key aspects such as
characters or key arguments
© Study Smart Tutors 2011
85
Chapter VI: Long Passages
SAT Reading Mini Lesson #10-Long Passages Basic Strategy:
Basic Strategy is a term used by blackjack players to describe the decisions a player should
make in all of the possible situations at a blackjack table. By utilizing basic strategy, blackjack
players give themselves the best mathematical chance at winning every hand.
Basic Strategy does not prevent these gamblers from losing, nor will it guarantee that you get
every question correct. However by using basic strategy on the SAT reading passages, who will
prevent careless errors and save time!
Step 1. ________________________________________
Each long passage will be preceded by an italicized blurb about the passage. Read it!
This will give you a general idea about what you are about to read.
Step 2. ________________________________________
This doesn‘t mean read the whole thing! Read the first paragraph and skim the passage
from there. Remember, you get no points for understanding the passage as a whole.
Step 3. ________________________________________
After you have skimmed the passage, head for the questions and start breaking them
down. We will discuss specifically the order in which you should answer the
questions.
Step 4. ________________________________________
You don‘t get extra points for trying to answer the question from memory. All the
answers to the questions are right in front of you. Go back to the passage and find the
required information.
Step 5. ________________________________________
Like they do in other sections of the test, ETS will give you many answers that sound
good to trip you up. To avoid these traps, cover the answer choices and predict in the
same method as you would for sentence completions. Don‘t plug in the answer
choices!
Step 6. ________________________________________
Trust your prediction and look for trap answers. Remember, if you can eliminate one
answer it pays to guess.
Remember, the key to skimming is to learn the
author’s argument…..Find the THESIS!
Summary:
© Study Smart Tutors 2011
86
Chapter VI: Long Passages
SAT Reading Mini Lesson #11-Further Explanation of Long Passage Strategy Steps
1 and 2
Sampling SAT-Style Passages
Spend ONE MINUTE, skim the passage, and Underline the key “thesis” statement in
the passage
Now go back and READ the passage
1. Where are some of the other key arguments, and how do those fit in with the
thesis?
2. What is the author’s tone?
3. What would a different author disagreeing with the author of the actual passage
write about the subject? What would he/she argue? What about an author
agreeing with the author of the actual passage?
4. What kind of literary devices does the author use?
Although you WILL NOT be reading SAT passages in detail on the test, the
goal of this drill is to practice understanding the author’s arguments and to
anticipate the types of questions that you might be asked.
© Study Smart Tutors 2011
87
Chapter VI: Long Passages
Sample “SAT Style” Reading comprehension Passage
The following passage has been Adapted from: Eminent Victorians, Lytton Strachey
(1918)
The name of Florence Nightingale lives in the memory of the world by virtue of the heroic
adventure of the Crimea. Had she died - as she nearly did - upon her return to England, her
reputation would hardly have been different; her legend would have come down to us almost as
we know it today - that gentle vision of female virtue which first took shape before the adoring
eyes of the sick soldiers at Scutari. Yet, as a matter of fact, she lived for more than half a century
after the Crimean War; and during the greater part of that long period all the energy and all the
devotion of her extraordinary nature were working at their highest pitch. What she accomplished
in those years of unknown labor could, indeed, hardly have been more glorious than her Crimean
triumphs; but it was certainly more important. The true history was far stranger even than the
myth. In Miss Nightingale's own eyes the adventure of the Crimea was a mere incident - scarcely
more than a useful stepping-stone in her career. It was the fulcrum with which she hoped to move
the world; but it was only the fulcrum. For more than a generation she was to sit in secret,
working her lever: and her real life began at the very moment when, in popular imagination, it
had ended.
She arrived in England in a shattered state of health. The hardships and the ceaseless efforts of the
last two years had undermined her nervous system; her heart was affected; she suffered constantly
from fainting-fits and terrible attacks of utter physical prostration. The doctors declared that one
thing alone would save her - a complete and prolonged rest. But that was also the one thing with
which she would have nothing to do. She had never been in the habit of resting; why should she
begin now? Now, when her opportunity had come at last; now, when the iron was hot, and it was
time to strike? No; she had work to do; and, come what might, she would do it. The doctors
protested in vain; in vain her family lamented and entreated, in vain her friends pointed out to her
the madness of such a course. Madness? Mad-possessed - perhaps she was. A frenzy had seized
upon her. As she lay upon her sofa, gasping, she devoured blue-books, dictated letters, and, in the
intervals of her palpitations, cracked jokes. For months at a stretch she never left her bed. But she
would not rest. At this rate, the doctors assured her, even if she did not die, she would become an
invalid for life. She could not help that; there was work to be done; and, as for rest, very likely
she might rest ... when she had done it.
Wherever she went, to London or in the country, in the hills of Derbyshire, or among the
rhododendrons at Embley, she was haunted by a ghost. It was the specter of Scutari - the hideous
vision of the organization of a military hospital. She would lay that phantom, or she would perish.
The whole system of the Army Medical Department, the education of the Medical Officer, the
regulations of hospital procedure ... rest? How could she rest while these things were as they were,
while, if the like necessity were to arise again, the like results would follow? And, even in peace
and at home, what was the sanitary condition of the Army? The mortality in the barracks, was,
she found, nearly double the mortality in civil life. 'You might as well take 1, 100 men every year
out upon Salisbury Plain and shoot them,' she said. After inspecting the hospitals at Chatham, she
smiled grimly. 'Yes, this is one more symptom of the system which, in the Crimea, put to death
16,000 men.' Scutari had given her knowledge; and it had given her power too: her enormous
reputation was at her back - an incalculable force. Other work, other duties, might lie before her;
but the most urgent, the most obvious, of all was to look to the health of the Army.
© Study Smart Tutors 2011
88
Chapter VI: Long Passages
SAT Reading Mini Lesson #12-Further Info of Long passage Strategy Step 3
The reading passage questions will not come in a specific order of difficulty. It will be up
to you to decide which questions are easy, medium or difficult. Remember, all the
questions are worth the same amount of points, so spend your time to avoid making
careless mistakes on easy or medium questions.
Essentially, there will be two types of questions to test your knowledge of long passages.
The first type of question will ask you to literally comprehend the meaning of the passage.
The second type of questions can be described as reasoning questions and will ask you to
understand SLIGHTLY beyond the literal meaning of the passage.
Comprehension Questions
Ask about the passage
Usually specific
Can be done quickly (do these 1st)
Questions include “Vocab in context, line
reference, and lead phrase”
Worth one point
Reasoning Questions
Ask about the passage
Usually not specific
Takes a bit more time (do these 2nd)
Questions include “author’s argument,
tone, main point, etc…”
Worth one point
Ordering the Questions
Comprehension Questions
Reasoning Questions
Ask about the passage
Ask about the author’s argument
© Study Smart Tutors 2011
89
Chapter VI: Long Passages
SAT Reading Mini Lesson #13-Comprehension Questions
Facts about Comprehension Questions
 Look to complete literal comprehension questions first!
 These questions will most likely be the easier of the two question types
 These questions often contain line numbers that will tell you exactly where in the
passage that you need to look to find the answer.
 These questions include: line reference questions, lead word questions and
vocabulary in context questions
Line Reference Questions
The best way to spot literal comprehension questions is to look for a specific line
reference within the question.
Examples:
The author uses the quote from Smith‘s book
(line 67) to demonstrate that
In lines 23-24 the main character‘s primary
concern is
According to paragraph 2 (lines 19-24)
archeologists studied the fossils in order to
Many times you will be able to solve these questions just by going to those specific lines.
However, don‘t be fooled - the answers to the questions often lay just a few lines
away from the given lines. These questions are often solved best by going back to the
passage, finding the answer and stating it in your own words.
© Study Smart Tutors 2011
90
Chapter VI: Long Passages
Vocabulary in Context Questions
Some line reference questions will be deemed vocabulary questions. For instance
a question could ask you about the meaning of the word ―spell‖ in line 45. Be
careful because the words that they ask you about will always have multiple
meanings. Therefore, it‘s important to treat these questions in the same way that
you would treat sentence completions. Even if you don‘t know the exact
meaning of the word, you should be able to use the context to get a general idea
of what the word means.
****Because Vocabulary in context questions can most always be solved
quickly, you should always do these questions first!****
Steps to Solve Vocabulary In Context Questions:
Step 1.
_________________________________________________________________
Step 2.
_________________________________________________________________
Step 3.
_________________________________________________________________
Step 4.
_________________________________________________________________
Step 5.
_________________________________________________________________
Summary:
© Study Smart Tutors 2011
91
Chapter VI: Long Passages
Chronological Order and Lead Phrase Questions:
Many specific and literal reading comprehension questions do not contain a line number.
However, this does not mean that these questions are more difficult or any less
straightforward. For instance, if a question asks about the ―Bronze Age‖ you would
naturally go to the passage and look for the words ―Bronze Age.‖ This is the lead phrase
that will help you find the answer to the question.
Circle the lead word/phrase in the following example questions:
The author suggests that mystery writers tend to
According to the passage, which of the following
is unique to Russian literature of the 19th century.
The author of the passage suggests that he was
able to publish his first book because
In the passage, the invention of the wheel is
compared to
In each question above, a lead word is there to tell you where in the passage to look for
the answer. The good news for you is that the questions will come in roughly
chronological order. So, you can often use the line reference questions to help you find
the correct place in the passage to look for the lead word.
Just like with line reference questions, you will usually need to look a few lines before
and after the lead word to understand the full context. Use the same strategies to answer
the question in your own words and then use process of elimination.
© Study Smart Tutors 2011
92
Chapter VI: Long Passages
SAT Reading Mini Lesson #14-Reasoning Questions
Reasoning Questions
 Reasoning questions are simply two-step questions.
 They ask you to find the information in the passage and then figure out how or
why the author uses that information.
 Reasoning questions test what the author says or means while literal
comprehension questions test what the passage says or means.
 These questions are typically harder than literal comprehension questions so it‘s
usually a good idea to save these until the end
 Reasoning questions typically do not ask about the passage itself, but rather the
author‘s views and intent
 Cover the answers and write your own prediction whenever possible
 When using process of elimination, look out for trap answer choices
Extended Reasoning Questions:
Below is a list of the type of difficult extended reasoning questions that you will be asked
following short passages.
1. Strengthen/Weaken Questions
Most short passages that contain an argument of some kind will ask you a question about
how to make the author‘s point better or worse. Make sure you know whether ETS wants
you to help the author by providing more evidence to support his or her point, or if they
want you to provide contradictory information to attack the author‘s position.
Here‘s an example of what a question might look like.
If true, the author‘s argument would be most weakened
by which of the following statements?
The author‘s argument would most likely be strengthened
if it were true that…
Before answering these questions, you must know the main point of the passage and what
side you need to take. Then use process of elimination to find your answer.
© Study Smart Tutors 2011
93
Chapter VI: Long Passages
2. Inference Questions
The definition of an inference is a reasonable conclusion based upon analysis of available
evidence. Police investigators, scientists and engineers all must make inferences in their
jobs each day…but these are not the type of inferences ETS wants from you.
ETS wants you to infer something that MUST be true based on what you have read.
Wrong answers will either be directly stated in the passage or go way beyond the level of
inference ETS is looking for. When you look at the answer choices, try to find the ―onestep inference,‖ something that is just a small step beyond what is directly stated.
Here is an example. Let‘s say the passage stated that…
Ms. Nelson came to class this morning with wet hair.
What can be inferred from the preceding statement?
(A) She ran through the sprinklers
(B) She was sweating from the gym
(C) She showered before class
(D) Her hair is not dry
(E) She likes to style his hair that way
According to ETS (D) would be the answer.
All we can infer is that sometime between when she woke up and when she came to class,
Ms. Nelson‘s hair came into contact with liquid and is therefore not currently dry. Would
a detective infer that Ms. Nelson probably took a shower before coming to work? Of
course, but for the purpose of the SAT, that inference would be wrong.
Remember, these types of questions will be asking you to find the best answer, not the
right answer. Unfortunately, it is often difficult to write in our own prediction on these
types of questions. So be careful and use process of elimination.
© Study Smart Tutors 2011
94
Chapter VI: Long Passages
3. Author Agreement/Response Questions
These questions expect you to think about how the author would respond to a certain
statement. Do they expect you to read the author‘s mind? No, therefore the answers to
these questions lie in your main idea statement. Just like inference questions, take care
not to go too far with your answers.
4. “Except” Questions
―Except‖ questions are very tedious as they are basically many literal comprehension
questions rolled into one. Instead of asking which of the answer choices is supported by
the passage, except questions ask you which is NOT supported by the passage. Therefore,
to answer these questions correctly, you have to go back to the passage and cross out the
four answers that ARE mentioned or that you can find support for.
Because these questions are often very time consuming, it is never a bad idea to save
these questions until the end.
5. Analogous Reasoning Questions
In 2005, when the SAT went through its most major retooling, analogies were removed at
the request of the University of California system, which thought them to be pointless
and unnecessarily difficult.
However, ETS replaced them with something similar rather than eliminating them
entirely. When you take the exam, you will be confronted with questions asking for
analogous reasoning. In these questions, you will be asked to match the relationship
between objects or situations in a given passage with a similar case in the answer choices.
Remember, details of the relationship are not important. Focus on the main point of how
the people or objects are related.
© Study Smart Tutors 2011
95
Chapter VI: Long Passages
6. Literary Device Questions
ETS will occasionally throw in some literary terms that they think you should
know. Don‘t fear, they don‘t usually ask about the fancy literary devices you
learned in 10th grade English class.
Here‘s a quick review of terms they might ask you about:
Simile:________________________________________________________
Examples: He was mad as a bull seeing red. Her blue eyes were like deep blue
pools of tropical ocean water.
Metaphor:____________________________________________________
Examples: She is a card. Standardized tests are a joke.
Personification:____________________________________________
Examples: Cold clawed at my soul with its sharp nails.
Rhetorical Questions: __________ ______________________________
Examples: How much are my SAT scores going to affect my future happiness?
Hyperbole:
_____________________________________________________________
Examples: I‘m so hungry, I could eat a horse. I feel like the SAT took a million
hours.
Irony:
_____________________________________________________________
Examples: I‘m really excited for the drive, it‘s only going to take 6 hours with
all the traffic.
Summary:
© Study Smart Tutors 2011
96
Chapter VI: Long Passages
Big Picture Questions
 Although there are two main question types for long passage reading
comprehension, a third question type also exists.
 These questions can be called general questions because they ask about the
passage as a whole.
 These questions exist to make sure that you understand the gist and the primary
purpose of the passage.
 Because of this, always save these questions for LAST!
 By the time you get around to answering these questions, you will have read the
passage multiple times and hopefully have a very good idea about the general
purpose of the passage.
Examples of general questions include:
―The tone of the author can best be described as…‖
―The main point of the passage is that…‖
The Best way to Predict on Tone Questions:
1.
______________________________________________________________________
______________________________________________________________________
2.
______________________________________________________________________
______________________________________________________________________
Summary:
© Study Smart Tutors 2011
97
Chapter VI: Long Passages
Reading Comprehension Question Type Drill
Take a look at some examples, which of the following are literal questions and which are
reasoning?
1. In line 8, vacuous most nearly means
(L/R)
2. Which of the following best describes how
the author would feel about nuclear power?
(L/R)
3. In lines 13-18, ―scientist argue…facts‖
suggest that Nobel Prize winners
(L/R)
4. Which of the following statements best
describes the author‘s opinion of baseball
at the turn of the 20th century?
(L/R)
5. The discussion in lines 34-41 implies that
the treatment of children in 19th century
Russia
(L/R)
On reasoning questions, remember that ETS will be trying to trick you! While a question
may ask about a particular point in the passage, the reason that the author uses this point
could lie elsewhere in the passage.
© Study Smart Tutors 2011
98
Chapter VI: Long Passages
Reasoning Question Puzzle-Fit
If you‘ve ever practiced SAT reading comprehension passages, you‘ve probably noticed
that the questions seem repetitive. In fact, they are. The SAT uses long passages to test
your ability to identify and comprehend only a FEW key sentences in the passage. Then,
all of the REASONING questions surround these few ideas.
So What?
1. After you‘ve finished answering all the reasoning questions, go back and look at
your answers. The answer choices that you‘ve circled should fit together - they
should all agree with one another. These correct answers should seem
repetitive and fit within the author’s thesis.
2. If they don‘t, go back and see which ones stand out because they don‘t fit in your
puzzle.
3. If you can‘t see a pattern, you‘ve probably misunderstood or failed to identify the
key points of the author‘s argument
© Study Smart Tutors 2011
99
Chapter VI: Long Passages
SAT Reading Mini Lesson #15-Reading Comprehension Traps
The key to answering reading comprehension questions correctly is to not fall into ETS
traps! There are many ways to trick you on reading comprehension, but these traps are
almost always easy to spot if you know what you are looking for.
The Big Six Traps
1. ________________________________________
Often ETS will make answer choices deceptive, meaning that the statement may be true
or may be related to the passage but does not answer the question that is asked.
2. ________________________________________
This trap is often the easiest to spot because extreme words are difficult to miss.
Absolute statements are almost always wrong. If anyone might get offended by an
answer choice, it isn‘t correct. Words like, best, never, must, most, worst, totally, always,
only, cannot, all…etc signal extreme language and are never correct. When you see
these words, eliminate the answer.
Example:
The author mentions his visit to the store (lines 13-19) primarily to show that…
(A) California avocados are better than any other avocado in the world
(B) Markets often do not stock the best produce
(C) Smaller avocadoes are always more flavorful than larger ones
If you narrowed the
answers down to these
three choices, which
would you choose?
3. ________________________________________
This trap really applies to questions that ask about the main idea of the passage.
Oftentimes on these general questions, ETS will throw something at you from just one
part of the passage or they will give you something so broad that it could not possibly be
the main idea.
Example:
What is the main idea of the passage?
Without knowing
anything about the
passage, which of
these look too
specific or too vague?
(A) Cheese is a great food
(B) Different regions are famous for producing
different flavors of cheese
(C) The cheese made in Asiago, Italy is very
expensive
© Study Smart Tutors 2011
100
Chapter VI: Long Passages
4. ________________________________________
ETS loves this one! These are statements that are true or that you could infer from the
passage but are not explicitly stated. ETS hopes these answers will trigger something
you have learned and cause you to pick the wrong answer.
5. ________________________________________
Sometimes, ETS will throw in wrong answers that are the exact opposite of what the
passage says about a given subject. To spot this trap, make sure you read the entire
answer choice.
6. ________________________________________
With this trap, part of the answer will be correct while another part will be wrong. ETS
hopes you will only read the first part, see that it‘s correct and move on. Be sure to read
the entire answer before choosing it
© Study Smart Tutors 2011
101
Chapter VI: Long Passages
SAT Reading Mini Lesson #16-Long Passage Duals
Dual long passages scare almost everybody but they do not require any more work than
any of the long passages that you have already done. Take a look at the following steps to
help you answer these questions most effectively.
Step 1. _________________________________________________________________
Step 2. _________________________________________________________________
Step 3. _________________________________________________________________
Remember to answer specific questions first and general questions last, just like you would
if there was only one passage
Step 4. _________________________________________________________________
Step 5. _________________________________________________________________
Remember to answer specific questions first and general questions last, just like you would
if there was only one passage
Step 6. ________________________________________________________________
By this time, these questions should not be that difficult because you will have spent a lot
of time looking at both passages and recognizing the differences and similarities between
them.
Summary:
© Study Smart Tutors 2011
102
Chapter VI: Long Passages
Long Passages Summary
Long Passages Notes:
How does SAT reading differ than my English class?
_____________________________________________________________
_____________________________________________________________
Where should I be spending my time?
_____________________________________________________________
_____________________________________________________________
What is the first thing I do when I look at a long passage?
_____________________________________________________________
___________________________________________________________
What types of questions will I see? How should I order them?
_____________________________________________________________
_____________________________________________________________
How can I use the ―Cover and Predict‖ method on long passages?
_____________________________________________________________
_____________________________________________________________
What do ―John Q. Public‖ trap answers look like on passage questions?
_____________________________________________________________
_____________________________________________________________
Summary:
© Study Smart Tutors 2011
103
Chapter VII: Short Passages and Fiction
SAT Reading Mini Lesson #17- Short Single Passages
The SAT already tests your reading comprehension skills with long passages, so why do
they do it again with short passages? We think it‘s because they hate you and they like to
waste your time.
ETS claims to test you on both short and long reading passages in order to test your
―extended reasoning‖ abilities. Basically, they want to know what conclusions you can
draw from your reading.
Different Lengths equal different strategies!
Because short passages don‘t take much time to read over, make sure you actually read
them before heading to the questions.
The key when you are reading short passages is underline or write down a MAIN
IDEA STATEMENT for each passage.
Get in the habit of writing down the main idea of the paragraph before you move to the
questions.
© Study Smart Tutors 2011
104
Chapter VII: Short Passages and Fiction
SAT Reading Mini Lesson #18-Short Paired Passages
The SAT will ask you a series of questions based on two short passages that will be
paired together. Unlike long passage duals, these passages will likely not include any
questions that ask about only one of the passages. Expect that all questions will ask
about BOTH passages.
Steps to solving these questions:
Step 1- _________________________________________________________________
_______________________________________________________________________
Step 2- _________________________________________________________________
_______________________________________________________________________
Step 3- _________________________________________________________________
_______________________________________________________________________
Step 4-_________________________________________________________________
_______________________________________________________________________
Step 5- _________________________________________________________________
_______________________________________________________________________
Summary:
© Study Smart Tutors 2011
105
Chapter VII: Short Passages and Fiction
SAT Reading Mini Lesson #19-Fiction Passages
There is still one type of reading question that we have not yet discussed. Fiction passages.
These are not harder than other types of reading passages but you do have to take a slightly
different approach to solving them.
Fiction Passages usually ask about:
1.
2.
3.
4.
______________________
______________________
______________________
______________________
Fiction passages usually have three types of characters:
The Protagonist: _____________________________________________________
The Antagonist: _____________________________________________________
The Foil:____________________________________________________________
*Note: SAT fiction passages almost always have a foil that you will need to identify
Steps to solving questions based on a fiction passage:
Step 1. _________________________________________________________________
Step 2. _________________________________________________________________
Step 3. _________________________________________________________________
Step 4. _________________________________________________________________
Step 5. _________________________________________________________________
Fiction passages will ask you about tone, mood and motivation rather than focusing on literal
comprehension questions.
Summary:
© Study Smart Tutors 2011
106
Chapter VII: Short Passages and Fiction
Short and Fiction Passages Summary
Short and Fiction Passages Notes:
How does the strategy for short ingle passages differ than the strategy for
long single passages?
_____________________________________________________________
_____________________________________________________________
What about the difference between short duals and long duals?
_____________________________________________________________
_____________________________________________________________
How should I skim a fiction passage?
_____________________________________________________________
___________________________________________________________
What types of characters will fiction passages typically include?
_____________________________________________________________
_____________________________________________________________
How can I use the ―Cover and Predict‖ method on short and fiction
passages?
_____________________________________________________________
_____________________________________________________________
Summary:
© Study Smart Tutors 2011
107
SAT Math
© Study Smart Tutors 2011
108
Chapter VIII: Math Fundamentals
SAT Math Mini Lesson #1-SAT Math Intro
General Strategies, Information, and Tips
The Math portion of the SAT Contains Three Sections:
o 18 Questions Multiple Choice/Grid-Ins…25 Minutes
o 20 Questions Multiple Choice…25 Minutes
o 16 Questions Multiple Choice…20 Minutes
The SAT Math sections are composed of:
 Basic Arithmetic (Fundamentals)
 Ratios and proportions
 Percents
 Averages
 Probability
 Permutations
 Other little things
 Algebra I
 Algebra II
 Geometry
 Other Little Things
© Study Smart Tutors 2011
109
Chapter VIII: Math Fundamentals
What about Formulas?
 The formulas that you will need for the SAT Math test are given to you
at the beginning of each section. Do not hesitate to flip back to these
formulas throughout the test.

Students often make silly mistakes on problems that include "special
right triangles" Why are these mistakes silly? Because the formulas for
special right triangles are GIVEN to you!
To Guess or not to Guess?

If you can eliminate ONE answer, it pays to guess!

You don‘t have to answer every question to get a good score!

There is NO PENALTY for guessing on GRID-INS!
Quick facts:
1. _________________________________________________________
_________________________________________________________
_________________________________________________________
2. _________________________________________________________
_________________________________________________________
_________________________________________________________
Summary:
© Study Smart Tutors 2011
110
Chapter VIII: Math Fundamentals
Calculator Quick Facts:
o Make sure to bring a calculator to the test!
o Your calculator doesn‘t need to be fancy. Just make sure that it doesn‘t beep or
have a keyboard.
o Be careful when putting numbers in the calculator. Check each number as you
input it. Always clear your work after you finish a problem or a step.
o Your calculator only does what you tell it. Use the calculator as a tool, not a
crutch.
o Set up the problem on paper first. By doing this, you will prevent confusion
and careless errors.
o Don‘t rely on the memory function on your calculator. Scratch paper is here for a
reason!
o Make sure you are performing equations in the proper order, whether you are
using pencil and paper or a calculator.
o Make sure your calculator has fresh batteries. It‘s always a good idea to bring
extras, just in case.
© Study Smart Tutors 2011
111
Chapter VIII: Math Fundamentals
Things to Know:

There are six arithmetic operations tested on the SAT: addition, subtraction,
multiplication, division, exponents and square roots.

The operations must be performed in PEMDAS order.

Apply the distributive property whenever you can. Often this will take you
directly to the answer.

A fraction is just another way to show division.

Let your calculator help you with fractions. Know how to convert from fractions
to decimals on your calculator.

A ratio can be written as a fraction, but is not a fraction. A ratio compares a
part to a part, while a fraction compares a part to a whole. Always use the
RATIO BOX to solve ratio questions.

Review the differences between direct and indirect variation. (Discussed below)

If a problem asks you to find a series of percentage changes, remember that each
change is a result of the previous one.

To find the average of several values, add them up and divide by the number of
items. Use the Average Pizza (discussed below) to solve average problems
quickly.

The median of a group of numbers is the number in the middle when the group is
arranged from smallest to largest. If there is an even number of numbers, the
median is the average of the two middle numbers.

The mode of a group of numbers is the number that appears most often.

Exponents are a way of writing when a number is multiplied by itself multiple
times.

To multiply exponential expressions with the same base, just ADD the exponents.
To divide, simply SUBTRACT the exponents.

To raise one exponential expression to another power, multiply the exponent
© Study Smart Tutors 2011
112
SAT Math Mini Lesson #2-John Q. Public Math
How can John Q. Public help you on SAT Math questions?
John Q. Public describes the ―typical student.‖ He is neither dumb nor smart and he has
loads of difficulty with SAT Math.
John is who ETS, the test makers, want you to be! YOU DO NOT want to be John!
Just like in other sections, John Q. Public can be used to your advantage. By
understanding John, you will avoid the same simple traps that prevent him from getting a
good score!
ETS is trying to fool you…
Easy questions usually have simple answers, so trust your hunches
Double Check hunches on medium questions
Eliminate the ―John Q. Public‖ answers on hard questions
DON’T THINK LIKE JOHN:
1. John gets easy math questions right, but almost always gets hard questions wrong.
You can get the hard questions right.
2. On hard questions, John is drawn to ―easy‖ answers derived from simple
arithmetic, math operations he understands. Thus, you should eliminate the ―easy‖
answers on tough questions.
3. On difficult problems that ask you to find least or greatest number that satisfies
the conditions in the problem, eliminate the least and greatest answers. (John‘s
favorites!) Those are never correct on difficult questions!
4. On difficult questions, you can almost always eliminate any answer choice that
says ―it cannot be determined from the information given.‖
5. The reason to use John is NOT to find the ONE correct answer, but rather to
improve your odds when you are forced to guess, and get rid of any answers that
will trap you and seem to be correct if you have made a careless mistake.
© Study Smart Tutors 2011
113
Chapter VIII: Math Fundamentals
POE (Process of Elimination):
Remember, every question will have four WRONG answers and only one
CORRECT answer!
Use Order of Difficulty to eliminate ―trap‖ answers
Don‘t Forget: Easy questions = Easy answers
Hard Questions = Hard Answers
Take a look at tough problem…
17. A shirt is selling for $100 after a
20% discount. What is the original price?
(A) $200
(B) $125
(C) $120
(D) $80
(E) $75
Step 1- Identify the difficulty level of the problem. What type of problem is this one?
Step 2-What would John Q. Public do? (Where are the seemingly obvious answers)
Step 3- Are John’s answers “trap” answers?
Step 4- What else can we eliminate? Why?
Step 5- Getting the answer. At this point, you should have eliminated everything except
for the correct answer.
© Study Smart Tutors 2011
114
Chapter VIII: Math Fundamentals
SAT Math Mini Lesson #3-Key Terms in Math
Key Term
Integer
Real number
Rational number
Prime number
Remainder
Absolute Value
Product
Quotient
Sum
Difference
Consecutive
Distinct
Union
Intersection
Rules of zero
Definition
© Study Smart Tutors 2011
Examples
115
Chapter VIII: Math Fundamentals
SAT Math Mini Lesson #4-Ratios
Ratios
A ratio is simply a comparison between two parts of a whole. Ratios can be written in a
few different ways.
 a/b
 the ratio of a to b
 a:b
Fractions vs. Ratios
 Ratio: Part/Part
 Fraction: Part/Whole
Whenever you see a ratio problem, you will always make a RATIO BOX!
PART
PART
WHOLE
RATIO
MULTIPLIER
ACTUAL #
10. A jar contains cardinal and gold jelly beans,
The ratio of gold jelly beans to cardinal jelly beans
Is 5:3. If the jar contains a total of 160 jelly beans,
How many of them are cardinal colored?
(A) 30
(B) 53
(C) 60
(D) 100
(E) 160
Step 1- Set up a Ratio Box
RATIO
MULTIPLIER
ACTUAL #
Step 2: Enter what you know (Ratio and Actual)
Step 3: Use what you know to find what you don’t know (Multiplier). Add it to your
box
Step 4:Use the box to find what the problem is asking. (Actual # of Cardinal)
© Study Smart Tutors 2011
116
Chapter VIII: Math Fundamentals
Ratios Practice
10. A candy jar has yellow, blue, and green candies
in a ratio of 3:2:1 respectively. If the mixture contains
9 yellow candies, how many total candies are in the bowl?
(A) 18
(B) 16
(C) 15
(D) 12
(E) 9
© Study Smart Tutors 2011
117
Chapter VIII: Math Fundamentals
SAT Mini Lesson #5-Proportions
Direct Variation is simply a fancy term for a proportion. As one quantity
goes up, so does the other.
The formula for direct variation is simple: X1/Y1 = X2/Y2
5. If two packages hold a total of 12 bagels,
how many bagels are in five packages?
(A) 12
(B) 24
(C) 30
(D) 36
(E) 60
Set up a Proportion and Cross Multiply:
Summary:
© Study Smart Tutors 2011
118
Chapter VIII: Math Fundamentals
Indirect Variation is the exact opposite of direct variation. As one quantity
goes up, the one other goes down.
The formula is the exact opposite of direct variation… X1Y1 =
X2Y2
15. The amount of time it takes to consume
a buffalo is inversely proportional
to the number of coyotes. If it takes 12 coyotes
3 days to consume a buffalo, how many fewer
hours will it take if there are 4 more coyotes?
(A) ¼
(B) ¾
(C) 18
(D) 24
(E) 54
Step 1- Make sure all terms are in the same units. If they aren’t, convert
them.
Step 2- Plug numbers into indirect variation formula and solve for x.
Step 3- Is x the answer?
Summary:
© Study Smart Tutors 2011
119
Chapter VIII: Math Fundamentals
Proportions Practice
14. A sports agent’s commission varies directly
as the size of the size of the contract the agent’s
player receives. If the player signs for $200,000
the agent receives $14,000. What is the agent’s
commission if the player signs for $150,000?
(A) $7,000
(B) $ 10,500
(C) $14,000
(D) $15,000
(E) $21,000
11. If y varies directly as z2, and y=4
and z=3, then what is the value of y
when z=12?
(A) 8
(B) 16
(C) 36
(D) 48
(E) 64
© Study Smart Tutors 2011
120
Chapter VIII: Math Fundamentals
SAT Math Mini Lesson #6-Exponents
Exponents are just a simple way of writing multiplication.
When in doubt about exponents, use the rules of MADSPM……
Remember
 A negative number raised to an even power
 becomes positive
 A negative number raised to an odd power stays
 negative
 If you square a positive fraction less than one,
MADSPM?
it gets smaller
M_______________
A_______________
Try a few….
D_______________
S_______________
22 x 25=
r6/r2=
P_______________
M______________
7 4
(y ) =
Example:
15. If J6 < J3, which of the following could be a value of J?
(A) 6
(B) 1
(C) 0
(D) 1/3
(E) -1/3
© Study Smart Tutors 2011
121
Chapter VIII: Math Fundamentals
Exponents Practice
4. If the yth term in a sequence is 3x2y,
what is the 10th term in the sequence?
(A) 60
(B) 1,024
(C) 1,536
(D) 3,072
(E) 6,144
18. If 6412 = 4x, x=?
(A) 4
(B) 24
(C) 36
(D) 72
(E) 192
© Study Smart Tutors 2011
122
Chapter VIII: Math Fundamentals
SAT Math Mini Lesson #7-Percents
Solve percent problems the same way that you solve fraction problems. Percent
simply means, ―per 100‖ or ―out of 100.‖
To convert a percentage to a decimal, move the decimal point two places to the
left. To convert the other way, just move the decimal two places to the right.
What Percent of What?
The easy way to solve questions like the one below is to remember this simple
trick:
Is = what %
Of
100
8. If 3/7 of z is 42, what is 5/7 of z?
(A) 10
(B) 18
(C) 45
(D) 70
(E) 98
Step 1- What is the first thing we need to solve for?
Step 2- What is the value of Z?
Step 3- How should we proceed?
Summary:
© Study Smart Tutors 2011
123
Chapter VIII: Math Fundamentals
Percents Practice
11. Jody is picking a movie to watch this evening.
Of the movies in her cabinet, 9 are romantic
comedies. She will pick one movie at random.
If the probability of the selected movie being
a romantic comedy is 25%, how many movies
are on the shelf?
16. A store owner raises the price of a $50
item 20%. After it does not sell, he reduces
the price by 20%. What is the final price of
the item?
(A) $48
(B) $49
(C) $50
(D) $60
(E) $100
8. In 1950, the populations of town X
and town Y were equal. From 1950-1960,
the population of town X increased by 60%
and the population of town Y decreased by
60%. In 1960, the population of town Y
was what % of the population of town X?
(A) 25%
(B) 36%
(C) 40%
(D) 60%
(E) 120%
© Study Smart Tutors 2011
124
Chapter VIII: Math Fundamentals
SAT Math Mini Lesson #8-Averages
For the SAT, the average, also called the arithmetic mean, is simply the sum of a set of n
numbers divided by n.
However, just like with many other things, the SAT makes average problems tricky.
Thankfully, you will know the easy way to solve any average problem that they could
possibly give you.
THE AVERGE PIZZA:
TOTAL
# OF
THINGS
AVERAGE
Take a look at a very difficult problem that can be solved with a few pieces of pizza!
20. If the average (arithmetic mean) of
eight numbers is 20 and the average of
five of those numbers is 14, what is the
average of the other three numbers?
(A) 14
(B) 17
(C) 20
(D) 30
(E) 3
© Study Smart Tutors 2011
125
Chapter VIII: Math Fundamentals
Step 1: Start by making an average pizza for all eight numbers.
____
__
(X)
__
What is the total of those numbers? ________
Step 2-Draw another average pizza for the other five numbers.
__
__
(X)
__
What is the total of those 5 numbers? ________
What else do you need to solve the problem? How do you find it?
Step 3- Draw an average pizza for the final 3 numbers
__
__
(X)
__
The average is ____ and the answer is ____.
© Study Smart Tutors 2011
126
Chapter VIII: Math Fundamentals
Averages Practice
10. Xena earns $600 every month except for June and
February, when she vacations and earns nothing.
What is her average monthly income for the entire year?
(A) $275
(B) 300
(C) 500
(D) 600
(E) 720
10. The average speed (arithmetic mean)
of 10 drivers on the 405 freeway at 6:00pm
is 64 miles per hour. What would the 11th
driver’s speed have to be to bring the
average of all 11 drivers to 65 miles per
hour?
(A) 66
(B) 75
(C) 85
(D) 90
(E) 100
© Study Smart Tutors 2011
127
Chapter VIII: Math Fundamentals
SAT Math Mini Lesson #9-Median and Mode
There will probably be only one question on the SAT that tests your knowledge of
median and mode, but because it‘s an easy concept, it‘s a question that you should get
right.
The MODE of a group of numbers is even easier to find. It‘s simply the number that
appears the most. If two numbers tie for the most appearances, that set of data has two
modes.
The median of a group of numbers is the middle number, just as on the highway, the
median is the divider at the center.
Steps to finding the median:
1. Put the numbers in order from smallest to largest
2. If there is an ODD number of numbers, the middle number is the median
3. If there is an even number of numbers, take the average of the two middle
numbers.
Take a look at the following example:
10. If the students in Ms. Prater’s chemistry class scored
90, 91, 83, 85, and 84 on their midterm exams, what is the
Median of her class on this test?
(A) 90
(B) 88
(C) 86
(D) 85
(E) 84
4. What is the median of the first 5
positive odd integers?
(A) 3
(B) 5
(C) 7
(D) 9
(E) 30
© Study Smart Tutors 2011
128
Chapter VIII: Math Fundamentals
SAT Math Mini Lesson #10-Probability
Probability is the chance that an event will occur. To express the probability of an
event you would just count the number of ―successes‖ and count the number of
total outcomes and express this as a fraction.
Probability of x = __________________________
12. A bag holds 6 baseballs and 12
other toys. If one item is drawn
from the bag at random, what is
the probability that the item is a
baseball?
(A) 1/7
(B) 1/3
(C) 1/2
(D) 2/3
(E) 3/7
Step 1- What is a success in this problem? How many successes are there?
Step 2- What is the total number of possible outcomes?
Step 3- What is the probability of a success? (Hint: set up a fraction)
p = _________
Summary:
© Study Smart Tutors 2011
129
Chapter VIII: Math Fundamentals
Probability Practice
17. A basket contains 6 chocolate and 4 mint candies.
If two candies are drawn at random, what is the probability
that both candies will be chocolate?
(A) 2/3
(B) 3/5
(C) 5/9
(D) 1/3
(E) 2/15
3. A basket contains 58 red eggs, 78
green eggs, and the rest are blue. if
the probability of choosing a blue egg
from this basket at random is 1/5, how
many blue eggs are in the basket?
(A) 34
(B) 56
(C) 78
(D) 102
(E) 152
© Study Smart Tutors 2011
130
Chapter VIII: Math Fundamentals
SAT Math Mini Lesson #11-Permutations
Permutations describe the different ways that items can be arranged in a definite
order. For example, they may ask how many different five-letter combinations of the
word ROCKY can be made or the way six people can be sat at a dinner party.
All permutation questions can be solved quickly using one simple technique. Just
make a ―seat‖ for each spot that you have to fill. a sketch might look something like
this.
In each seat, write how many different ―people‖ can sit down. Remember that people
put into previous seats are unavailable.
17. Kimberly wrote 9 papers for her
psychology class. She wants to put 7
papers in her portfolio and is deciding
on what order to put them in. How
many different ways can Kimberly
arrange her papers?
A) 63
(B) 420
(C) 5,040
(D) 25, 920
(E) 51,840
Step 1- Set up and Fill in Permutation Seats
__ x __ x __ x __ x __ x __ x __
Hint: How many papers can go first? How many papers can go second?...Think
about this for each ‗seat‘
Summary:
© Study Smart Tutors 2011
131
Chapter VIII: Math Fundamentals
Permutations Practice
19. In a three digit number, all of the digits are different
and the units and hundreds digits are prime. How many
possible numbers can be made?
15. There are 5 swimmers in a race. If
the first place finisher wins a gold
medal, the second place finisher wins
a silver medal and the third place finisher
wins a bronze medal, how many different
permutations are possible for the medal
winners?
(A) 5
(B) 12
(C) 20
(D) 50
(E) 60
© Study Smart Tutors 2011
132
Chapter VIII: Math Fundamentals
Math Fundamentals Section Summary
Math Fundamentals Notes:
Why is it said that SAT math is tricky but not difficult?
_____________________________________________________________
_____________________________________________________________
How can the number of the problem help me find the type of answer that the
SAT is looking for?
_____________________________________________________________
_____________________________________________________________
What are the toughest ―fundamentals problems for me to solve?
_____________________________________________________________
___________________________________________________________
How do I use the ratio box and average pizza?
_____________________________________________________________
_____________________________________________________________
What types of problems can the ―chair method‖ help me solve?
_____________________________________________________________
_____________________________________________________________
What do ―John Q. Public‖ trap answers look like math questions?
_____________________________________________________________
_____________________________________________________________
Summary:
© Study Smart Tutors 2011
133
Chapter IX: Avoiding Algebra
SAT Math Mini Lesson # 12-Avoiding Algebra on the SAT (Part I)
THE BEST MATH TACTICS IN THE HISTORY OF
HUMAN CIVILIZATION!
Best Math Tactics #1

Plug In Your Own Number (Plugging In)
What’s So Great about this tactic anyway?
Plugging-In our own number allows us to avoid using ALGEBRA to solve SAT math
problems. Algebra works great when you are in math class and you have to solve each
problem by showing work for each step in order to get full credit.
On the SAT, the only thing Algebra is good for is for confusing us and causing us to
make stupid mistakes! Remember, you DON‘T get extra points on the SAT for doing the
problem ―the right way.‖ As long as you find the answer, the SAT NEVER asks HOW!!
© Study Smart Tutors 2011
134
Chapter IX: Avoiding Algebra
BEST MATH TACTIC EVER #1
PLUGGING IN YOUR OWN NUMBER!
Plugging-In allows us to take complicated Algebra problems and convert them to simple
arithmetic problems.
When do I Plug-In My Number?
Whenever possible! Look for VARIABLES in the PROBLEM and the ANSWER
choices. Look for words such as ―In terms of‖
Steps to Plugging In your own number:
Step 1_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
Step 2_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
Step 3_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
Step 4_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
Summary:
© Study Smart Tutors 2011
135
Chapter IX: Avoiding Algebra
Plugging-In Tips:
1. Watch out for Zero and One:
These numbers often lead to more than one answer seeming correct—we
don‘t recommend plugging in either
2. Don’t use the same number for multiple variables
Again, this leads to multiple answers seeming to be correct
3. Remember to check all your answers before moving on
Because certain numbers can result in multiple correct answers, make sure
to check all answers before moving on. If you find more than one correct
answer, don‘t worry. Choose new numbers and plug in again!
4. Pick “Good” Numbers
Choose numbers that make the problem as easy as possible. For example,
if the problem deals with percents or money, 100 is probably the easiest
number to start with. However if the problem has to do with time,
numbers such as 60 (seconds to minutes or minutes to hours)
5. Mark your test book with the numbers you choose
For example, if you choose 10 for z and 100 for s, cross out the variables
and reread the problem with those numbers. When you find the answer
(your Target), circle it so you don‘t forget it!
© Study Smart Tutors 2011
136
Chapter IX: Avoiding Algebra
Here‘s a moderately difficult problem that becomes very easy when you Plug in:
12. If a store sells a shirt for h dollars,
how much would that shirt cost if
it was marked down by q%
(A) hq
(B) 1/4hq
(C) h(1-(q/100)
(D) q(1-(h/100)
(E) 2hq
Step 1- Plug your own numbers in for h and q
h=
qStep 2- Solve the problem using your numbers.
Target:________
Step 3- Plug your numbers back into the answer choices and find the choice that
matches your target.
Try another:
13. If w hats cost z dollars,
then how many hats could
you buy with $100?
(A) 100/w
(B) 100wz
(C) 100w/z
(D) 100z/w
(E) wz
Follow the same steps that you used on the first problem. What do you do if more than
one answer choice works? Read the next section to find out!
© Study Smart Tutors 2011
137
Chapter IX: Avoiding Algebra
More Practice with Plugging-In:
16. If the sum of three consecutive odd
integers is p, then in terms of p,
what is the greatest of the three integers?
(A) (p-6)/3
(B) (p-3)/3
(C) p/3
(D) (p+3)/3
(E) (p+6)/3
Think about choosing easy numbers so that the math will work out as quickly as possible!
Step 1- Plug your own number in for p
Hint: find three consecutive odd integers first
Step 2- Solve the problem using your numbers.
Target:________
Step 3- Plug your numbers back into the answer choices and find the choice that
matches your target.
© Study Smart Tutors 2011
138
Chapter IX: Avoiding Algebra
Plugging In Our Own Numbers Practice
Again, think about numbers that will make the math on this problem easy…
12. Andrew flies 40 miles in x hours.
If he must fly y miles at the same
speed, in terms of x and y, how
many hours will the trip take?
(A) x/(40y)
(B) 40/(xy)
(C) 40xy
(D) (40y)/x
(E) (xy)/40
16. If g ≠ 0, which of the
following must be true?
I. g^2 > g
II. 5g > g
III. g + 2 >g
(A) I only
(B) II only
(C) III only
(D) I & III only
(E) I, II, III
18. At a large bakery, sacks of flour are filled by
a machine that weighs each sack to be sure
that it holds between 29.75 and 30.25 pounds
of flour. Only then is the pack sealed and shipped.
If a sack holding j pounds of flour is shipped,
which of the following describes all possible
values of j?
(A) │j - 30│> 1/4
(B) │j + 30│= 1/4
(C) │j - 30│ = 1/4
(D) │j + 30│< 1/4
(E) │j - 30│ < 1/4
Hint: What is the easiest number to plug in on this problem?
© Study Smart Tutors 2011
139
Chapter IX: Avoiding Algebra
SAT Math Mini Lesson # 13-Avoiding Algebra on the SAT (Part II)
BEST MATH TACTIC EVER #2
PLUG IN THE ANSWER Choices!
This tactic allows us to work the problem backwards to solve easy questions
quickly and to turn difficult questions into easy ones!
When do I use the Answer Choices to solve the problem
backwards?
When there are numbers in the answer choices or you
feel the strong urge to write out a long algebraic
expression! (Ex: age problems)
Step 1___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
______
Step 2___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
______
Step 3___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
______
Step 4___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
______
Summary:
© Study Smart Tutors 2011
140
Chapter IX: Avoiding Algebra
PRACTICE WITH Plugging in the Answer Choices:
Note: If a question asks for a specific amount, Plug In the Answer Choices!
11. Marc is half as old as
Tony and three times as old
as Ben. If the sum of their
ages is 40, how old is Marc?
(A) 3
(B) 6
(C) 12
(D) 18
(E) 24
Step 1-Label the answer choices: What are the answers telling us?
Step 2-How many columns will we need to label?
Step 3-Where should we start? With (C) of course!
Marc‘s Age:
Sum
(A) 3
(B) 6
(C) 12
(D) 18
(E) 24
Tony‘s Age (marc*__):
___
Ben‘s Age(marc/___)
___
____
Unlike when Plugging-In, when we use PITA we DO NOT need to test all the answers
after we have found one that satisfies all the conditions.
Remember, when you find the CORRECT ANSWER, then STOP and move on!
© Study Smart Tutors 2011
141
Chapter IX: Avoiding Algebra
17. Chef Emeril has equal amounts
flour, sugar and salt. He made pretzels
by mixing 1/3 of the flour, ½ of the sugar
and ¼ of the salt. If he made 52 pounds
of pretzels, how many pounds of sugar
did he have to start?
(A) 45
(B) 48
(C) 50
(D) 52
(E) 56
Step 1- Are there any trap John Q. Public Answers?
Step 2- Label the remaining answer choices
Pounds of Sugar:
(A) 45
(B) 48
(C) 50
(E) 56
Step 3: Start with (C) and work the steps backwards:
© Study Smart Tutors 2011
142
Chapter IX: Avoiding Algebra
More Practice with Plugging in the Answer Choices
6. Serena gives her butler a satin suit and her
driver a diamond necklace. If the suit is worth
one-fifth of what the necklace is worth, and if
the two items together are worth $4800,
how much is the necklace worth?
(A) $800
(B) $960
(C) $3840
(D) $4000
(E) $4250
7. Jason has twice as many baseballs as Matt. If
Jason gives Matt three baseballs, Jason would
have one baseball less than Matt. How many
baseballs does Jason currently have?
(A) 4
(B) 5
(C) 7
(D) 8
(E) 10
12. A private plane pilot flies her plane for two days.
The distance she flew on the first day was 150 km less
than twice the distance she flew on the second day.
If she flew a total of 600 km, what was the distance she
flew, in km that she flew on the second day?
(A) 250
(B) 275
(C) 350
(D) 375
(E) 450
13. If (q-6)(q-6) = 169, then one Possible value of q is?
(A) √7
(B) √13
(C) 7
(D) 19
(E) 49
© Study Smart Tutors 2011
143
Chapter IX: Avoiding Algebra
SAT Math Mini Lesson #15-More Avoiding SAT Algebra Practice
8. If the average (arithmetic mean) of g
an q is 20, then the average of (g+7) and
(q+17) is?
(A) 21
(B) 22
(C) 30
(D) 32
(E) 37
9. A number h, is increased by 5 and
the result is multiplied by 5. The
result is decreased by 5. Finally, that
number is divided by 5. In terms of h,
what is the final result?
(A) h-5
(B) h-1
(C) h
(D) h+4
(E) 5(h+5)
9. If it costs w dollars to buy v tacos,
how much will it cost, in dollars, to
buy g tacos at the same rate?
(A) (wg)/v
(B) g/(wv)
(C) (vg)/w
(D) (wv)/g
(E) wvg
© Study Smart Tutors 2011
144
Chapter IX: Avoiding Algebra
14. A group of travelers are equally
sharing the $30 cost of a taxi to
dinner. If an additional person joins
the party, each person will owe $1
less. How many people are currently
in the group?
(A) 15
(B) 12
(C) 10
(D) 6
(E) 5
7. Let c be an integer greater than 1,
let f= the average (arithmetic mean)
of the integers from 1 to c. Let
g = the average (arithmetic mean)
of the integers from o to c. which
of the following can be true?
I. f = g II. f<g III. f>g
(A) I only
(B) II only
(C) III only
(D) II & III only
(E) I, II & III
12. 160 students went on a trip to
Washington D.C. If there were 28
more girls than boys on the trip, how
many boys went on the trip?
(A) 52
(B) 66
(C) 80
(D) 94
(E) 132
© Study Smart Tutors 2011
145
Chapter IX: Avoiding Algebra
Mini SAT Math Lesson #16-Functions and Weird Symbols
Functions
Treat functions like you‘re reading directions on a map. Follow them, and
you‘ll end up at your destination.
Most function questions will give you a specific value to plug in for x or a
given variable, and ask you the value of the function for the given variable.
6. If f(x) = x2 + 2x -3 f(5)=
(A) 12
(B) 17
(C) 32
(D) 35
(E) 38
12. Leonard’s band charges by
performance. Leonard’s share
H, in dollars, for performance y
is given by the function H(y) =12y-6.
If Leonard earned $42 playing for
the band during the month of
October, how many performances
did the band give?
(A) 3
(B) 4
(C) 5
(D) 6
(E) 7
Summary:
© Study Smart Tutors 2011
146
Chapter IX: Avoiding Algebra
Weird Symbol Problems
If you see a strange symbol on the SAT, such as #,@,$,&, treat the problem
like a regular function.
For instance:
If &y = 2y+2, what is the value of &4?
Simply rewrite this problem as f(y)=2y+2, and plug in 4 for y. Notice that
nothing is difficult about the problem unless you absolutely don‘t know
what to do with the weird symbol.
5. If x @ y = 4x+y, what is the value of 3@4?
(A) 8
(B) 10
(C) 12
(D) 14
(E) 16
Summary:
© Study Smart Tutors 2011
147
Chapter IX: Avoiding Algebra
Avoiding Algebra Summary
Avoiding Algebra Notes:
Why does algebra suck on the SAT?
_____________________________________________________________
_____________________________________________________________
What in the problem tells me I can plug in my own number?
_____________________________________________________________
_____________________________________________________________
What in the problem tells me I can plug in the answer choices?
_____________________________________________________________
___________________________________________________________
What do weird symbols always mean?
_____________________________________________________________
_____________________________________________________________
Summary
© Study Smart Tutors 2011
148
Chapter X: Geometry and Grid-Ins
Mini SAT Math Lesson #17-Geometry Introduction
Geometry Facts Revealed:
o When you find a geometry problem, see if you can solve it with a logical guess before
you actually try to figure it out
o Be familiar with the size of common angles
o Most shapes will be drawn to scale - use your eyes to eliminate illogical answers
o When a diagram is not given or is not drawn to scale, redraw it
o Fill in any missing info in the figure before solving the problem
© Study Smart Tutors 2011
149
Chapter X: Geometry and Grid-Ins
Types of Geometry Problems Include:





___________
___________
___________
___________
___________
Steps to solve ANY GEOMETRY PROBLEM
Step 1`
__________________________________________________________________
__________________________________________________________________
Step 2__________________________________________________________________
__________________________________________________________________
Step 3__________________________________________________________________
__________________________________________________________________
Step 4__________________________________________________________________
__________________________________________________________________
Summary:
© Study Smart Tutors 2011
150
Chapter X: Geometry and Grid-Ins
Mini SAT Math Lesson #18-Triangles
Triangles
 All Triangles are ______ degrees.
 The area of any triangle is equal to 1/2 (______)(_______)
 The height must always form a right angle with the base
 An equilateral triangle has 3 equal sides and three equal angles. The
angles all equal _____ degrees.
 An isosceles triangle has two equal sides and two opposite equal angles.
 Right triangles contain one ninety degree ―right angle‖
 The Pythagorean Theorem states that in any right triangle the square of the
hypotenuse is equal to the sum of the squares of the other two sides.
 Remember popular Pythagorean ―triples‖ such as 3-4-5 or 5-12-13.
 You don‘t need to remember the formulas for ―special right triangles.‖ the
formulas for 45-45-90 and 30-60-90 triangles are printed at the beginning
of each section.
 The length of a side of any triangle must be less than the sum of the other
two sides and greater than their difference
Example:
E
F
Third Side Rule
D
G
13. Figure DEFG is a square. If EG= 4, what is the area of the square?
(A) 4
(B) 4√2
(C) 8
(D) 16
(E) 32
Summary:
© Study Smart Tutors 2011
151
Chapter X: Geometry and Grid-Ins
Triangles Practice
16. An equilateral triangle has a side with a length of 10. What is the area of the
triangle?
(A) 5√2
(B) 25
(C) 25√3
(D) 50√3
(E) 100√2
19. The lengths of two sides of a triangle
are 10 and 14. If the length of the third
side is an integer, what is the least
possible perimeter of the triangle.
(A) 24
(B) 26
(C) 28
(D) 30
(E) 34
© Study Smart Tutors 2011
152
Chapter X: Geometry and Grid-Ins
SAT Math Mini Lesson #19-Circles
Circles
 The circumference of a circle is equal to ____ or _____.
 The area of a circle is equal to ____, where __ is the radius.
 tangent lines touch a circle at exactly one point and form a ninety degree
angle.
 Circles have 360 degrees.
Some Circles Formulas that aren’t given to you!
1. Arc Length=
2. Arc Area=
Cwhole Circle (Degrees of arc/360)
Awhole Circle (Degrees shaded/360)
The SAT feels students can ―logic‖ their way to figuring out these formulas by
simply understanding proportions.
Remember, if the question is talking about arc length, that means that it wants to
know about the distance on the outside of the circle, meaning you need to start with
the circumference formula.
If the problem asks about arc area, that means it wants to know about the size of the
inside of the circle, meaning you need to start with the area formula.
10. Points Y and Z lie on the circle (not pictured) with
center O such that YOZ is equilateral. What is the
probability that a randomly selected point in the circle
lies on minor arc YZ?
(A) 1/360
(B) 1/60
(C) 1/6
(D) 6/10
(E) It cannot be determined from the information given.
Summary:
© Study Smart Tutors 2011
153
Chapter X: Geometry and Grid-Ins
Circles Practice
7. Two spheres, one with radius 14 and one with radius 8,
are tangent to each other. If T is any point on one
sphere and W is any point on the other sphere, what is
the maximum possible length of TW?
(A) 14
(B) 22
(C) 28
(D) 36
(E) 44
10. If the length of a minor arc formed
by two radii in a circle is 1/40 of the
circumference, what is the arc’s
measurement in degrees?
(A) 3
(B) 6
(C) 9
(D) 12
(E) 15
16. If the point (8,6) lies on a circle with
a center at (0,0) what is the area of the circle?
(A) 18 π
(B) 36 π
(C) 48 π
(D) 64 π
(E) 100 π
© Study Smart Tutors 2011
154
Chapter X: Geometry and Grid-Ins
SAT Math Mini Lesson #20-Lines, Degrees, and Angles
Lines, Angles and Degrees:
 The equation for a line is y=mx+b. M is the slope and b is the y-intercept
 Parallel lines always have the same slope, perpendicular lines always have negative
reciprocal slopes
 The slope of any line is equal to (y2-y1)/(x2-x1)
 When you think angles, think about a circle
 Every line is a 180 degree angle
 Four angles are formed when two lines cross. The sum of these four angles measures
360 degrees.
 When third line cuts across two parallel lines, the small angles are all equal and the
large angles are all equal. The sum of a small angle and a big angle is equal to 180
degrees.
7. In an xy-plane, what is the distance from (10,6) to (4,14)?
(A) 6
(B) 8
(C) 10
(D) 12
(E) 14
Remember the distance
formula?
Summary:
© Study Smart Tutors 2011
155
Chapter X: Geometry and Grid-Ins
SAT Math Mini Lesson #21-4-Sided Figures
Four-Sided Shapes
 A square is a rectangle whose sides are equal
 The perimeter of any quadrilateral is simply the sum of its sides.
 The area of a rectangle is equal to the base (x) height
 Remember that any polygon can be divided into triangles
 The volume of a rectangular solid is equal to the length x width x height
 Remember how to plot and locate points on a coordinate plane
B
C
8
A
D
E
4
14. In the figure above, ABCD is a rectangle. If the area
of triangle ABE is 40, what is the area of the rectangle?
(A) 20
(B) 28
(C) 40
(D) 80
(E) 112
4-Sided Figures Practice
14. In square ABCD (not pictured) CD=3,
what is the length of diagonal BD?
(A) 3√2
(B) 3√3
(C) 6
(D) 6√2
(E) 9
© Study Smart Tutors 2011
156
Chapter X: Geometry and Grid-Ins
Geometry Practice:
12. Two lines, q and l, which never
intersect, are both tangent to circle T.
If the smallest distance between any
point on q and any point on l is four
less than triple that distance, what is
the area of circle T?
(A) π
(B) π/4
(C) 2π
(D) 4π
(E) 9π
Step 1- Draw the Figure!
Step 2- Write all other information given:
Step 3- What formulas will I need?
d=?
r=?
A=?
© Study Smart Tutors 2011
157
Chapter X: Geometry and Grid-Ins
SAT Math Mini Lesson #22- Avoiding Algebra Tactics to Solve Geometry Problems
Just because problems include geometry doesn‘t mean that our two avoiding algebra
tactics don‘t work. Both plugging in our own numbers and plugging in the answer
choices work well on with triangles. circles, angles, etc.
Take a look at the following problems and see what avoiding algebra tactic can be used…
20. The base of triangle G is 40%
less than the length of rectangle W.
The height of triangle G is 50% greater
than the width of rectangle W. The
area of triangle G is what percent of
the area of rectangle W?
(A) 10
(B) 45
(C) 90
(D) 100
(E) 125
What strategy can you use to solve this difficult problem?
(Hint: you can use this strategy for any problem that uses percents)
16. If a circle has an area that is half
the circumference, what is its radius?
(A) 1/2
(B) 1
(C) 4
(D) π
(E) 2π
© Study Smart Tutors 2011
158
Chapter X: Geometry and Grid-Ins
SAT Math Mini Lesson #23-Using Logic to Solve Geometry Problems
Has anyone ever tried to setup a geometry problem, written down your formulas, and
labeled your figure, and then gotten stuck?
Remember, when you see a problem that doesn‘t say ―figure is not drawn to scale,‖ the
figure IS drawn to scale. Use the logic side of your brain to eliminate answers that don‘t
meet your ―eyeball test.‖
Q
R
20
P
S
Hint: About
how much of
the figure
looks
shaded?
20. If the figure PQRS above is a square,
what is the area of the shaded region?
(A) 20 π
(B) 40(π -2)
(C) 200 (π -2)
(D) 100 π
(E) 400 π
© Study Smart Tutors 2011
159
Chapter X: Geometry and Grid-Ins
SAT Math Mini Lesson #24-Grid-Ins Made Easy
o One SAT math section will contain a group of ten questions that do not contain
multiple choice answers.
o Although the format is different, Grid-In questions are just like every other SAT
math question. You should use all of the techniques discussed in this study guide.
o WATCH OUT! The Grid-In questions can easily lead to careless errors.
Memorize the instructions and leave a little time to check your work carefully.
o There is NO GUESSING PENALTY on the Grid-In section. Always put
something down, even if you have no idea how to do the problem.
o You should always write in your answer in the boxes so that you don‘t make
careless errors. Remember however, that only what you bubble in will be graded.
o Always grid your answer as far to the left as possible.
o Although a question may contain fractions, there is no need to grid your answer as
a fraction. If you can make the problem easier by using decimals, simply
record your answer as a decimal.
o Similarly, it is perfectly acceptable to grid your answer as a fraction, even if the
question uses decimals.
o Don‘t waste time rounding decimals or reducing fractions. You won‘t get any
extra points and it could cause you to make a mistake.
o The scoring machine will not read a mixed number. Convert mixed numbers to
fractions or decimals before Gridding-In.
o Some Grid-Ins will have multiple correct answers.
o Like other SAT math questions, Grid-Ins are arranged in order of difficulty. The
first third of the ten questions will be easy, the second third medium and the last
third will be difficult.
o Negative signs, % symbols and π cannot be gridded-in.
© Study Smart Tutors 2011
160
Chapter X: Geometry and Grid-Ins
Grid-In Practice
15. Forty Percent of the members of
golf course wore white golf shoes.
Twenty percent wore black golf shoes.
If twenty-five percent of the remaining
members wore brown golf shoes, what
percent of the members of the golf course
did not wear white, black or brown golf
shoes? (Disregard the % when gridding
your answer)
Step 1- Is there a strategy that can help us solve this?
Step 2- What will be the best number to plug in for the total members?
Step 3- How many people are wearing white shoes?
Step 4- How many people are wearing black shoes?
Step 5- How many people are wearing brown shoes?
Step 6- How many people are left?
Step 7- Is this the answer?
© Study Smart Tutors 2011
161
Chapter X: Geometry and Grid-Ins
Grid Ins Practice
10. If a-b=6 and b+4=24, what is
the value of b/a?
16. If the function f is defined as f(t)=t2+5
f(d-2)=2d, what is the value of d?
16. The average of four numbers is 14.
The average (arithmetic mean) of a
different set of six numbers is 42. What
is the average (arithmetic mean) of all
ten numbers?
© Study Smart Tutors 2011
162
Chapter X: Geometry and Grid-Ins
Geometry and Grid-Ins Summary
Geometry and Grid-Ins Notes:
What is the first thing I should do when I look at geometry problems?
_____________________________________________________________
_____________________________________________________________
How can my ―logic brain‖ help me solve geometry problems?
_____________________________________________________________
_____________________________________________________________
Do I need to memorize formulas? If so, which ones?
_____________________________________________________________
___________________________________________________________
What does ―drawn to scale‖ mean? Are SAT problems always ―to scale?‖
_____________________________________________________________
_____________________________________________________________
Are avoiding algebra tactics useless on geometry and grid-in problems?
_____________________________________________________________
_____________________________________________________________
Are ―grid-ins‖ harder than other SAT math questions? What should my
strategy be when solving them?
_____________________________________________________________
_____________________________________________________________
Summary:
© Study Smart Tutors 2011
163