4,620
edits
mNo edit summary |
|||
(8 intermediate revisions by the same user not shown) | |||
Line 1: | Line 1: | ||
'''SAT Reading section techniques and strategies''' | '''SAT Reading section techniques and strategies''' | ||
{{New SAT test disclaimer}} | |||
* see also: | * see also: | ||
Line 50: | Line 48: | ||
* for paired evidence questions, usually 2 of the possible answers from the evidence source question don't address the prior question itself, so eliminate | * for paired evidence questions, usually 2 of the possible answers from the evidence source question don't address the prior question itself, so eliminate | ||
* focus on '''information in questions''' | |||
** every question contains information: identify it! | |||
*** ex. the question, ''Why is the sky blue?'' tells us that the "sky" is "blue" | |||
** identify exactly what the question is asking for | |||
** pay attention to important question qualifiers such as ''most often'', ''usually, some times, generally,'' etc. | |||
** if there are '''two parts''' to a question, possible answers or in comparison questions | |||
*** ''you only need to eliminate ONE of the parts for the answer to be wrong'' | |||
* '''eliminate for errors''' instead of jumping on what you think is the correct answer | * '''eliminate for errors''' instead of jumping on what you think is the correct answer | ||
** unless you see the correct answer directly in the text! | ** unless you see the correct answer directly in the text! | ||
Line 65: | Line 70: | ||
* in expository / comparison passages: | * in expository / comparison passages: | ||
** pay attention to rhetorical questions | ** pay attention to rhetorical questions | ||
** look for straw man arguments (statements that put words in the mouths of opponents | ** look for straw man arguments (statements that put words in the mouths of opponents | ||
== BIG IDEAS == | == BIG IDEAS == | ||
Line 136: | Line 138: | ||
** simplifying means isolating the core elements of a sentence or paragraph | ** simplifying means isolating the core elements of a sentence or paragraph | ||
* simplify by eliminating unnecessary sentence parts and modifiers and modifying phrases | * simplify by eliminating unnecessary sentence parts and modifiers and modifying phrases | ||
>> ex. | >> ex. from Official Practice Test 3, Question 4: | ||
Certain of her | |||
acquaintances were wont to give her plentiful | |||
admonition as to the undesirability of interfering on | |||
behalf of a distressed animal, such interference being | |||
“none of her business.” | |||
* "remove the noise" from the text by ignoring words you do not fully comprehend<br /> | |||
Certain of her | |||
[somebodies] were [something] to give her plentiful | |||
[something] as to the undesirability of interfering on | |||
behalf of a [something] animal, such interference being | |||
“none of her business.” | |||
* simplify to: | |||
Certain [people] give her plentiful [something] about | |||
interfering on behalf of an animal, bc that interference | |||
is “none of her business.” | |||
=== Timed test === | === Timed test === | ||
Line 425: | Line 445: | ||
** Fiction | ** Fiction | ||
** Expository/Persuasive | ** Expository/Persuasive | ||
** Social Science (academic) | ** Social Science (academic or journalistic) | ||
** Scientific (academic) | ** Scientific (academic or journalistic) | ||
** Comparison | ** Comparison | ||
*** historical primary source | |||
*** journalistic or editorial | |||
*** persuasive | |||
=== Fiction === | === Fiction === | ||
Line 586: | Line 609: | ||
* eliminate according to that "type" that it is (noun), does (verb) or is like (adjective) | * eliminate according to that "type" that it is (noun), does (verb) or is like (adjective) | ||
=== Useful vocabulary === | === Useful vocabulary for SAT Reading section comprehension === | ||
* | * Vocabulary terms are essential not just for reading comprehension of passages but also of questions themselves. | ||
** | * Please see these entries on useful and important vocabulary for SAT verbal sections: | ||
** | ** [[SAT verbal sections terms for effective test-taking]] | ||
** | ** [[SAT Reading section historical timeline & themes#Historical%20terminology|SAT Reading section historical timeline & themes]] | ||
** Writing section skills & strategies category for more on | |||
*** [[Transition words translations|transition words]] | |||
*** [[SAT_Writing_section_techniques,_strategies_%26_approaches#Useful_vocabulary_words_for_SAT_Writing_section|Useful vocabulary words for SAT Writing section]] | |||
== Comprehending difficult text == | == Comprehending difficult text == | ||
Line 670: | Line 696: | ||
* see also: | * see also: | ||
** video by Michael Bromley on simplifying a complex sentence from College Board Practice Test 10, Reading Section Question 15: [https://www.youtube.com/watch?v=x3M8G4SulCw&feature=youtu.be SAT Reading Prep breaking down a complex sentence Test 10, Q 15] | ** video by Michael Bromley on simplifying a complex sentence from College Board Practice Test 10, Reading Section Question 15: [https://www.youtube.com/watch?v=x3M8G4SulCw&feature=youtu.be SAT Reading Prep breaking down a complex sentence Test 10, Q 15] | ||
[[Category:SAT verbal]] | |||
[[Category:SAT Reading]] | |||
[[Category:SAT exam prep]] |