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'''SAT Reading section techniques and strategies'''
'''SAT Reading section techniques and strategies'''


[[Category:SAT Verbal]]
{{New SAT test disclaimer}}
[[Category:SAT Prep]]


* see also:
* see also:
** [[SAT Reading section historical timeline & themes]]
** [[SAT Reading section historical timeline & themes]]
** [[SAT Writing section techniques, strategies & approaches]]
** [[Rhetorical analysis]] (t.b.d)
** [[Rhetorical analysis]] (t.b.d)
** [[SAT Writing]]


* here for videos [https://www.youtube.com/playlist?list=PLyC6Fj2OdXlrS_2vRYBHtzPwu2WOLSCVQ modeling some of these techniques and correcting student errors on SAT Reading section practice tests (by Michael Bromley)]
* here for videos [https://www.youtube.com/playlist?list=PLyC6Fj2OdXlrS_2vRYBHtzPwu2WOLSCVQ modeling some of these techniques and correcting student errors on SAT Reading section practice tests (by Michael Bromley)]


== Reading Practice ==


* SAT reading section engages students in difficult and unfamiliar text
** in science, social studies, fiction, and journalism
* many teachers and prep tutors recommend that students engage in general reading in preparation
** this is fine advice, but it's too general to be useful
* instead, we recommend that students become constant readers of fiction and non-fiction across multiple disciplines
* more specifically, since the SAT Reading section uses excerpts,
** identify the sources of released and practice tests
** search titles or text extracts on academic databases (J-STOR, etc.)
** engage difficult short stories from
*** Sake, Virginia Woolf, James Joyce or Henry James
*** learn the historical context of these stories as well<br />
== Overview ==
== Overview ==
* SAT Reading Section Test Directions:
* SAT Reading Section Test Directions:
** Students are to answer questions based upon:
** Students are to answer questions based upon:
*** what is stated" in the text or graphs (explicit meanings, textual and direct comprehension)
*** what is "stated" in the text or graphs (explicit meanings, textual and direct comprehension)
*** what is "implied" in the text or graphs (implicit meanings, inference, deduction, identification of author purpose and techniques)
*** what is "implied" in the text or graphs (implicit meanings, inference, deduction, identification of author purpose and techniques)
* SAT Reading Test Structure
* SAT Reading Test Structure
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*** = average 13:00 min per reading passage
*** = average 13:00 min per reading passage
*** note: two readings contain 11 questions so may take longer
*** note: two readings contain 11 questions so may take longer
==Quick start guide for Reading Section Strategies & Approaches==
* Reading section is EVIDENCE based
** = stick to the text and don't "over-infer"
** many wrong possible answers are built upon incorrect assumptions or inferences that go beyond the textual evidence
* '''read titles''' & Introductory information!
** for academic passages the title usually states the thesis
* carefully read the '''final''' paragraph or final sentences
** that's where the authors present a thesis, conclusion, summary or statement of purpose/relevancy
** especially for main point questions, but focusing on final sentences can be useful for other questions, as well
** first few paragraphs build the article, middle paragraphs develop ideas, and the final paragraph draws a conclusion
* 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
** unless you see the correct answer directly in the text!
** maintain an adversarial relationship w/ the possible answers:
*** three of them are there to fool you -- DON'T TRUST THEM! ('''i.e. eliminate for errors''')
* while reading passages pay attention to:
** transition words (especially sentences starting with "But..."
** parenthetical information or info set aside by dashes or colons
** pronoun or definite article references (such as "that idea..." or "the scientist..."
* focus on "'''perspective shifts'''":
** in fiction: what does character A think character B thinks about character A or C?
** in science or academic: what does observation or experiment B tell us about experiment/observation A and how does that inform experiment/observation C.. etc.
* in expository / comparison passages:
** pay attention to rhetorical questions
** look for straw man arguments (statements that put words in the mouths of opponents


== BIG IDEAS ==
== BIG IDEAS ==
* read "actively"
* get past "boring"
** engage the text: think, repeat, go back, verify
** react to the text: "b.s.!", "oh yea!", that!", "no!!!", "yessss!"
** identify things you know about each passage
*** "find yourself" in the passage: apply prior knowledge, experiences or agreement/ disagreement with the author
**** if you disagree with the author's perspective, fight back, as it will make you a more active reader
** try to learn from the passage, it will therefore be more interesting and will increase comprehension
* the SAT Reading test questions are designed to trick you
* the SAT Reading test questions are designed to trick you
** 3 of the 4 possible answers contain an error
** 3 of the 4 possible answers contain an error
Line 53: Line 110:
* types of errors include:
* types of errors include:
** textual evidence that is unrelated to the question
** textual evidence that is unrelated to the question
** or, an incorrect association with a word in the passage
** an incorrect association with a word in the passage (which is designed to fool you)
**  
** for "main point" or author purpose questions, the error could be of:
*** ''generality'', i.e., the error goes beyond the main point), or
*** ''specificity'', i.e., the error is that the evidence is too specific, narrow, or a minor and not the main point (this is more common)
** errors of perspective, i.e., the error is that the perspective is, in fiction, inconsistent with the character, or, in other types, inconsistent with author purpose or other comparison
** in historical passages, the error could be one of historical context, such as a passage written in 1802 would not be concerned with an issue that was important in 1923 or today
** particular syntax (word choice) designed to fool students by using a negative construct ("author does not" or "author would be skeptical of") and then presenting possible answer that corresponds to the positive construct
** errors of precise textual evidence when the answer must be ''inferred'' (especially on comparison passages and charts/tables questions)


=== Perspective shift ===
=== Perspective shift ===
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*** how the text relates to a table or chart
*** how the text relates to a table or chart
*** how table 1 compares to table 2
*** how table 1 compares to table 2
=== Simplifying text ===
* replace an unfamiliar word with "something" and read around it
* simplify instead of summarizing
** summarizing means understanding everything you read
** simplifying means isolating the core elements of a sentence or paragraph
* simplify by eliminating unnecessary sentence parts and modifiers and modifying phrases
>> 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 215: Line 305:
** note that the 2nd question frequently appears on the next page, so when you preview questions mark the 1st question to remind you to look at the 2nd first
** note that the 2nd question frequently appears on the next page, so when you preview questions mark the 1st question to remind you to look at the 2nd first
* there are two approaches to paired questions:
* there are two approaches to paired questions:
* Strategy 1: answer the second question first
# '''Strategy 1''': assess and test out the evidence in the second question first
** convert the first question into a statement so as to clarify what evidence to look for  
#* start by converting the question in the first question into a statement so as to clarify what evidence to look for  
** as you read through the possible sources of evidence, repeating the statement from the1st question so as to stay focused on the question: “what am I looking for?
#** as you read through the possible sources of evidence, repeat the statement from the 1st question so as to stay focused on the question:  
** if you use this approach do not look at the possible answers in the first question, which will may confuse you
#*** that is, “what am I looking for?"
** the evidence must be in the identified lines
#*** do not look at the possible answers in the first question, which will may confuse you
** do not use evidence before or after those lines!
#** the evidence must be in the identified lines
*** the only exception is if the evidence source contains a pronoun reference from a prior or subsequent line which may define its accuracy  
#** do not use evidence before or after those lines!
** once you find the evidence from the 2nd question, now repeat that evidence to yourself while you eliminate the possible answers from the 1st question
#*** the only exception is if the evidence source contains a pronoun reference from a prior or subsequent line which may define its accuracy  
** if you cannot eliminate down to one source of evidence in the 2nd question, test each possible source directly against the possible answers  
#* eliminate any evidence lines that DO NOT ADDRESS the prior question itself
* Strategy 2 (recommended by College Board): answer the first question first, then test the possible evidence from the second question
#** this way you don't have to waste time testing a wrong answer and risk getting fooled by the wrong answer mis-match that the questions are designed to fool you with
** you must be confident of the answer here (use aggressive elimination)
#** the strategy will usually help to eliminate 1-2 (sometimes 3) possible evidence sources, so it saves time
#** it may not work on all paired evidence questions, however
#*** especially ones in which the 1st question is open-ended
#**** (thus leaving us no information with which to eliminate the evidence).
#* once you find the evidence from the 2nd question, now repeat that evidence to yourself while you eliminate the possible answers from the 1st question
#* if you cannot eliminate down to one source of evidence in the 2nd question, test each possible source directly against the possible answers  
# '''Strategy 2''' (recommended by College Board): answer the first question first, then test the possible evidence from the second question
#* you must be confident of the answer here (use aggressive elimination)
* see what works for you: only practice will yield best strategies here
* see what works for you: only practice will yield best strategies here
* we recommend Strategy no. 1  
* we recommend Strategy no. 1
click EXPAND to see an example of Strategy no. 1 applied to College Board Practice Test 10, Reading section, questions 27-27
<div class="mw-collapsible mw-collapsed">
<pre>Q 26) Which conclusion is best supported by the findings of Olausson's 1993 experiment?
 
Q 27)
A) lines 22-26
B) lines 26-28
C) Lines 28-30
D) Lines 37-38</pre>
# test if the evidence matches the question itself from 26
#* here we see in the text that Q27 evidence lines A, B, & C do address the 1993 experiment, so we cannot eliminate yet
#* we do see that Q27 evidence D) lines 37-38 do not regard the 1993 experiment (it regards a 1999 experiment), so we eliminate D)
#* now we read the evidence lines 22-30 more closely
#** Q27 A) Lines 22-26 describe the techniques of the experiment but do not offer a "conclusion" to draw from it
#*** so we eliminate A) without even testing out the possible answers to Q 26.
#* Now we consider B & C, lines 26-30, and decide which of those two support Q 26 and "a conclusion" from the 1993 experiment.
#** since both do address the 1993 experiment and we might be able to draw a "conclusion" from them, we have to test them against the possible answers to Q26
#* write B) and C) on either side of Q26 and eliminate separately
#** we then see that the Q27 C) does not support any of the possible answers
#** and Q27 B) does not support 3 possible answers, but it does support the correct answer Q26 C).
</div>
 
=== “Command of evidence” without a paired "evidence" question ===
=== “Command of evidence” without a paired "evidence" question ===
* usually to find evidence for an excerpt:
* usually to find evidence for an excerpt:
Line 265: Line 384:
* if you do not know what "disparagement means," but the text does not have evidence for "amusement," then C) is wrong
* if you do not know what "disparagement means," but the text does not have evidence for "amusement," then C) is wrong
* if you do not know what "deference" means, but the text shows evidence for "respect" then you cannot eliminate
* if you do not know what "deference" means, but the text shows evidence for "respect" then you cannot eliminate
</div>


=== Skipping ===  
=== Skipping ===  
Line 326: Line 444:
* there will always be the following types of readings:
* there will always be the following types of readings:
** Fiction
** Fiction
** Expository
** Expository/Persuasive
** Social Science (academic)
** Social Science (academic or journalistic)
** Scientific (academic)
** Scientific (academic or journalistic)
** Comparison (two expository/ argument passages)
** Comparison
*** historical primary source
*** journalistic or editorial
*** persuasive


=== Fiction ===
=== Fiction ===
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* students are expected to engage in literary analysis for author purpose, techniques, and overall comprehension of narrative, such as:
* students are expected to engage in literary analysis for author purpose, techniques, and overall comprehension of narrative, such as:
** plot and narrative development
** plot and narrative development
** narrator voice
** character analysis and author construction of characters and their interactions
** character analysis and author construction of characters and their interactions
** literary techniques and rhetorical devices
** literary techniques and rhetorical devices
Line 345: Line 467:
** identify when a narrator is describing the thoughts or ideas of a character
** identify when a narrator is describing the thoughts or ideas of a character


=== Expository ===
=== Expository or Persuasive ===
* = argumentative or persuasive essay, such as a newspaper editorial, published essay or political speech  
* expository = descriptive, explanatory or otherwise reasoned but not purely academic
* = often historical essay or speech, late 18th to 21st centuries
** may not have the hypothesis/thesis/observation pattern of an academic passage
* will not usually state thesis statement in title or opening paragraph
* persuasive = argumentative, opinionated, judgmental, or takes a position
* usually engages specific literary techniques for persuasion and reinforcement of ideas
* expository/persuasive essays may come in the form of:
** editorial, essay, political speech, private letter
** are often an historical essay, letter or speech, late 18th to 21st centuries
** may also be journalist in terms of describing some topic or event
** will not usually state thesis statement in title or opening paragraph
** usually engages specific literary techniques for persuasion and reinforcement of ideas
* techniques:  
* techniques:  
** identify author purpose and rhetorical techniques, including
** identify author purpose and rhetorical techniques, including
Line 407: Line 534:
** social media and other technological challenges to modern society
** social media and other technological challenges to modern society
** libraries, academics, and information technology
** libraries, academics, and information technology
== Vocabulary ==
* SAT Reading measures contextual vocabulary not strict vocabulary knowledge
=== Contextual vocabulary approach & strategy ===
* read the surrounding paragraph/s for context
** read more than just the immediate sentence
** frequently, an answer is clarified by prior or subsequent sentences
** see Practice Test 1, Reading question no. 12
*** to answer this question, the student must read two sentences ahead
*** to identify the contextual meaning of "ambivalent," the student must identify that the "ambivalent feelings" result from both that "Many relish the opportunity" and ... "many dread the thought"
**** notice, also, the transitional phrase, "At the same time":
<pre>
This frequent experience of gift-giving can engender [ambivalent] feelings in gift-givers. Many relish the opportunity to buy presents because gift-giving offers a powerful means to build stronger bonds with one’s closest peers. At the same time, many dread the thought of buying gifts; they worry that their purchases will disappoint rather than delight the intended recipients.
</pre>
* identify the part of speech of the vocabulary word
** usually it is a noun, adjective, or verb
* identify how that word interacts grammatically with the surrounding word/s:
{| class="wikitable"
|+
!If it is a...
!
!
!
|-
|noun
|is it modified by an adjective?
|is it the subject or object of a verb?
is it the object of a non-finite verb (i.e., is it part of a participle or prepositional phrase)?
|
|-
|verb
|is it modified by an adverb?
|what is its subject and object or other complement (i.e. what is the full predicate)?
|
|-
|adjective
|what is the noun it modifies?
|
|
|}
* if there is a similar word type in the sentence, use it to identify a parallel meaning
** ex. from Test 9, Reading question no. 10
** the vocabular term "clean" must be similar in use to "pure"
** both adjectives describe a "sound" that the narrator heard
<pre>
"And listen to this.” And I heard a sound as [clean] and pure as a small silver bell. “The high-pitched tone tells you that the soot is very fine, as smooth as the sliding banks of old rivers."
A) complete.
B) skillful.
C) distinct.
D) upright.
</pre><blockquote>A) complete does not match "pure"; also, sounds are not "completed"
B) skillful < sounds may be skillfully created, but the sound itself cannot be skillful
C) distinct > correctly matches "pure"
D) upright < sounds cannot be "upright"</blockquote>
* next, identify the "type" or characteristic of the word:
* is it used for...
** people
** ideas/ concepts
** things
** animals or plants
* eliminate according to that "type" that it is (noun), does (verb) or is like (adjective)
=== 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 ==
=== reading skills practice ===
* break down complex sentences
** identify main clause (subject- verb)
** identify modifiers (relative clauses, prepositional phrases, etc.
** identify parenthetical phrases
** work on connecting multiple independent clauses and identifying the overall meaning of the sentence
* identify perspective shifts:
** when the author speaks for someone oneself
*** to set up an opposing argument for refutation
*** or to characterize an opponent's position
* identify and practice building context around transition words
** rhetorical questions
*** author speaking to the audience
*** challenging an opposite perspective/ claim/s
*** supporting author claim/s
* transition words
** for contrast
** for introduction of ideas
** for drawing conclusion
== Comprehending long or complex sentences ==
* long and complex sentences may intimidate or confuse students
* key to comprehension of difficult text is to isolate sentence parts
* once the student recognizes the distinct sentence parts, the difficulty of the sentence is reduced
* of course, vocabulary may still present a challenge, but we can get around unknown words, as well
=== identifying & isolating sentence elements ===
** every sentence has a core of a subject-verb main clause (or clauses)
** additional information is added to the subject-verb core with
** modifying elements that add to or qualify the main clause, including:
*** subordinate or dependent clauses:
**** "''If I study in the library'', I can stay focused"
*** relative or adjective clauses:
**** "I study in the library, ''which helps me stay focused''"
*** prepositional phrases:
**** "I study ''in the library'', ''which helps me stay focused''"
**** "I stay focused ''by studying in the library''"
*** parenthetical phrases
**** "I study in the library ''(the one near my house)'', so I can stay focused"
* see this Video by Michael Bromley on breaking down a complex sentence from College Board
=== steps for sentence comprehension ===
# isolate modifying elements
#* especially prepositional phrases (starting w/ "in, of, about", etc.)
#* and relative clauses (usually being with "that" or "which")
#identify main and any dependent clauses
#* clauses contain a subject and verb
#* subordinate clauses begin with a subordinating conjunction such as "if," "because", "since", etc.
# identify pronoun references
#* replace unfamiliar words with "something" in order to get past them
# re-arrange the sentence by adding the modifying elements
#* and you don't have to add them back in the original order: just make sense of them
* click EXPAND for an example of this technique from an actual SAT test:
<div class="mw-collapsible mw-collapsed">
here for a complex sentence from a random College Board practice test on Khan Academy:
<pre>The latter shows that while the conglomeration of “Plains culture” may have been a product of merging new ideas with old, combined with cultural interchange between groups, the details of what was accepted, rejected or elaborated in each case reflected pre- existing ideological biases.</pre>
#. isolate modifying elements:
#* "'''''The latter shows''' <strike>that while the conglomeration of “Plains culture” may have been a product of merging new ideas with old, combined with cultural interchange between groups,</strike> '''the details of what was accepted, rejected or elaborated''' <strike>in each case reflected pre- existing ideological biases.</strike>''"
#. which helps to identify the main clause:
#* "''The latter shows the details of what was accepted, rejected or elaborated''"
# identify pronoun references:
#* "''The latter'' = the second of two prior references
#** as opposed to "the former" which is the first of two prior references
#* in thise case, "''the latter''" = "moccasin decorations"
#* so we have
#** "''The latter [moccasin decorations] shows the details of what was accepted, rejected or elaborated''"
# add back in modifying elements:
#* "''while the conglomerate [something] of "Plains culture" may have been a product of new ideas with old''"
#* "''combined with cultural interchange between groups''"
#** and "''in each case [the details] reflected pre-existing ideological [something] biases''"
#* now simplify and combine:
#**# "''while the "Plains culture" may have been a product of new ideas with old''"
#**# and "''combined with cultural interchange between groups''"
#**# then "''The [moccasin decorations] show<strike>s</strike> the details of what was accepted, rejected or elaborated''"
#**# and "''in each case [the details] reflected pre-existing ideological [something] biases''"
</div>
* 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]
[[Category:SAT verbal]]
[[Category:SAT Reading]]
[[Category:SAT exam prep]]
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