SAT Reading section techniques, strategies & approaches: Difference between revisions
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** there can be difficult questions on easy passages, but the bulk of "hard" questions will coincide with difficult passages | ** there can be difficult questions on easy passages, but the bulk of "hard" questions will coincide with difficult passages | ||
== Strategies & | === Big Ideas === | ||
* SAT Reading is "evidence-based" = the answer is in the text | |||
** = also that the WRONG answers are also in or not in the text | |||
* "perspective shift" | |||
** = identifying the perspective of character, person, or idea as opposed or in contrast to another | |||
*** the more difficult SAT Reading questions regard "perspective shift" | |||
== Strategies & techniques for Reading passages == | |||
* The test "Directions" instruct students, "After reading each passage or pair, choose the best answer to each question" | * The test "Directions" instruct students, "After reading each passage or pair, choose the best answer to each question" | ||
Line 121: | Line 128: | ||
# author approach and testing of the topic | # author approach and testing of the topic | ||
# draw a conclusion, call to action or summary of topic | # draw a conclusion, call to action or summary of topic | ||
== Strategies & techniques for answering Reading section questions == | |||
=== Question type, purpose & information === | |||
* identify if questions are seeking textual (stated) or inferred evidence, or both | |||
* read every word in the question and identify key words, qualifiers & question expectations | |||
** ex.: “most completely” “nearly” “best” etc. | |||
** possible wrong answers may address the question or passage but contain the error that they do not “most” or “best” meet the question’s premise | |||
* identify question perspective (super important): | |||
** is it asking to employ the author’s argument, a counterargument (expository), character perspective (fiction), authorities or data (social science/ science)? | |||
** ex.: this question asks what the author might say about what study participants said: “The authors might explain survey respondents’ most frequent choice as…” | |||
* comparison questions inherently require consideration of author perspective, but they frequently ask to infer one author’s views about the other | |||
** identify information contained in the question (every question provides some information) | |||
** restate questions in your own words and/or break them down into parts | |||
* anticipate: | |||
** think of your own answer before reviewing possible answers | |||
** try to answer question without consulting the text (then verify if needed) | |||
=== “Command of evidence” “paired” questions === | |||
* “paired questions” ask you in a subsequent question to provide evidence for the prior question | |||
** 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: | |||
* Strategy 1: answer the second question first | |||
** convert 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? | |||
** if you use this approach do not look at the possible answers in the first question, which will may confuse you | |||
** the evidence must be in the identified lines | |||
** do not use evidence before or after those lines! | |||
*** the only exception is if the evidence source contains a pronoun reference from a prior or subsequent line which may define its accuracy | |||
** 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 | |||
* we recommend Strategy no. 1 | |||
=== “Command of evidence” without a paired "evidence" question === | |||
* usually to find evidence for an excerpt: | |||
** these questions will ask you to consider a specific excerpt (ex., lines 32-34) and identify the evidence for it in the possible questions | |||
** you will not be given possible sources (as in paired questions) | |||
** try to anticipate the evidence before testing the possible answers | |||
* draw evidence from graphs: | |||
** review graph sources and identify if that graph is from the same source as the passage | |||
** identify how graph evidence supports or is related to passages | |||
** some passages may be accompanied by graphs that present dissimilar information to the passage itself, and you may be asked to consider how the author would interpret it | |||
=== Pronouns === | |||
* when considering evidence or identifying textual sources, give careful consideration to pronouns, and determiners | |||
* pronouns refer to a previously or subsequently stated noun or idea (or series of ideas) | |||
* repeat to yourself the noun or idea instead of the pronoun in order to maintain context | |||
* determiners define a noun or pronoun or a phrase | |||
* articles such as, “each”, “the,” “a”, etc., identify if the noun or pronoun has been previously identified in the text; if so, seek that identification; ex: | |||
* “the professor” or “the idea” imply that the reader has already been introduced to “the professor” or “the idea” has already been stated | |||
* that and which set up additional information about a previously stated subject or object (usually the object) | |||
=== Elimination === | |||
* eliminate aggressively: there is a definitive error in three answers, make them justify themselves | |||
** remember that the correct answer may not be the best answer, just the one without an error | |||
** when questions contain two qualifiers, or descriptive words, if you can eliminate one then the possible answer is incorrect | |||
** ex.: “Thoreau indicates that some unjust aspects of government are:” | |||
A) superficial and can be fixed easily | |||
** if you can eliminate either “superficial” or “fixed easily” then A is incorrect | |||
=== Skipping === | |||
* consider skipping “main point” “passage development” questions until completing others first | |||
* you may find that going back to long or confusing answers provides a fresh, more clear view | |||
* reconsider prior answers as you learn from answering subsequent questions, especially “main point” or “development pattern” questions | |||
=== Answering questions while reading === | |||
* with a solid preview of questions and information in them, you can now go back and read the tesxt with the questions in your mind and your thumb on the questions page | |||
* recognize the questions in the text as you read and go back/forth to the questions | |||
* you will answer questions out of order | |||
=== Vocabulary questions approach === | |||
* reading section vocabulary possible answers may include antonyms as well as synonyms | |||
* vocabulary is inherently contextual, so be sure to read 1-2 sentences before and after vocab words | |||
* test unfamiliar words for connections: | |||
* identify prefix & root, change/remove suffix and think of similar words or word forms | |||
** try using the word in a sentence of your own | |||
** if the vocab word is either a qualifier or itself being qualified, identify the “type” or “kind” of word it must therefore be, ex.: | |||
* anticipate definitions and then test possible answers (which are designed to be misleading) | |||
* elimination: | |||
** if the word appears twice (i.e., line “4 & 57”) test possible answers in both lines | |||
** select an unfamiliar possible answer only if you can reasonably eliminate other answers | |||
** don’t assume the possible answer is right simply because you don’t know the word | |||
** don’t force words into the sentence: | |||
*** if you feel it isn’t quite right it probably is not | |||
** “high utility” words are still useful (older SAT tests had explicit vocabulary sections) | |||
** vocabulary knowledge will always yield higher results | |||
** vocabulary impacts not only question comprehension but for passages themselves | |||
=== Additional Reading section techniques === | |||
* substitute the word “something” for words you do not recognize or understand | |||
* pay special attention to parentheses & dashes, as parenthetical phrases are used by authors to explain or add important information for the reader | |||
* pay attention to pronouns, as they refer to specific nouns or ideas | |||
* pay attention to transition words, as they are used to set up new information or clarify previously stated information | |||
* use nicknames to remember characters (fiction) or vocabulary (such as scientific terms). Nicknames will provide better retention, clarification, and recall | |||
** ex.: “Steve the brother” or “chlorophyll the green pigment” | |||
== Reading passages types and purpose | |||
* passages are excerpted from larger texts | |||
* there will always be the following types of readings: | |||
** Fiction | |||
** Expository | |||
** Social Science (academic) | |||
** Scientific (academic) | |||
** Comparison (two expository/ argument passages) | |||
=== Fiction === | |||
* readings may be from 19th to 21st centuries and setting may be an earlier time period | |||
* students are expected to engage in literary analysis for author purpose, techniques, and overall comprehension of narrative, such as: | |||
** plot and narrative development | |||
** character analysis and author construction of characters and their interactions | |||
** literary techniques and rhetorical devices | |||
* track characters as you read | |||
** try adding a descriptor to the character in order to process more readily | |||
** ex.: instead of just reading, “Carolyn,” read to yourself “Carolyn the artist” so that you maintain passage context when reading about different characters | |||
* focus on character interactions & perspective | |||
** questions may ask you to interpret what one character would think or say about another | |||
* 3rd person narrators will "crawl into the head" of characters | |||
** identify when a narrator is describing the thoughts or ideas of a character | |||
=== Expository | |||
* = argumentative or persuasive essay, such as a newspaper editorial, published essay or political speech | |||
* = often historical essay or speech, late 18th to 21st centuries | |||
* will not usually state thesis statement in title or opening paragraph | |||
* usually engages specific literary techniques for persuasion and reinforcement of ideas | |||
* techniques: | |||
** identify author purpose and rhetorical techniques, including | |||
*** repetition, alliteration, rhetorical questions (frequent!), imagery, etc. | |||
** identify how the language and argument are related | |||
=== Social science === | |||
* usually Sociology, Psychology, or Economics | |||
* = academic | |||
** = peer reviewed | |||
* pay attention to passage titles: | |||
** title often contains a “hook” that reinforces passage purpose or thesis | |||
** title almost always contains a statement of the thesis | |||
* Social Sciences attempt to treat human behavior as observable science, which means text will: | |||
** Present a thesis or argument | |||
** provide evidence | |||
** often contain an appeal to authority (an accepted prior work or theory) | |||
** WILL NOT BE JUDGEMENTAL (frequently wrong possible answers use judgmental words, which Social Scientists avoid) | |||
* graphs & tables: identify if the question asks for what is stated or what is implied in the graph or table | |||
=== Physical science === | |||
* = academic | |||
** = peer reviewed | |||
* won’t require math except for graphs and tables | |||
* thesis usually stated in the title and/or hook | |||
* employs Scientific Method: | |||
** hypothesis, observations | |||
** test hypothesis, analysis, conclusion | |||
** may contain an appeal to authority (an accepted prior work or theory) | |||
* structure will generally follow: | |||
# background & review of topic | |||
# how topic has been viewed by previous researchers | |||
# chronology of experiments and/or theories | |||
# author hypothesis | |||
# author observations and/or experiments/ testing of hypothesis | |||
# conclusions drawn from observations and experiments | |||
* may discuss contrary theories | |||
* often contains graphs/ table | |||
== Comparison passages === | |||
* two readings comparing differing or opposing views on a topic | |||
* each will present a clear argument for you to identify | |||
* comparison readings are not necessarily directed at the exact same topic | |||
* some comparison selections, or one of the two, may respond to one another | |||
* pay attention to publication dates | |||
* pay attention to titles and introductions | |||
* regardless of topic, comparison passages will always present an argument | |||
== Passage topics & themes == | |||
* SAT reading selections are usually aimed at the following topics: | |||
** global warming / climate/ environmental sustainability | |||
** social and political change, especially in historical pieces pertaining to social transitions from aristocratic or elitist to modern societies | |||
** rise of middle or professional classes | |||
** democratization & race and gender equality | |||
** industrialization, urbanization, and impact of technological change | |||
** DNA, biodiversity, space technology, animal behavior | |||
** social media and other technological challenges to modern society | |||
** libraries, academics, and information technology |
Revision as of 01:31, 17 April 2021
SAT Reading section
Overview[edit | edit source]
- SAT Reading Section Test Directions:
- Students are to answer questions based upon:
- 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)
- Students are to answer questions based upon:
- SAT Reading Test Structure
- Students have 65 minutes to answer 52 questions
- Reading test has five readings with 10 or 11 questions each
- = average 13:00 min per reading passage
- note: two readings contain 11 questions so may take longer
Difficulty level[edit | edit source]
- difficulty level is based on the passage and not the questions
- there can be difficult questions on easy passages, but the bulk of "hard" questions will coincide with difficult passages
Big Ideas[edit | edit source]
- SAT Reading is "evidence-based" = the answer is in the text
- = also that the WRONG answers are also in or not in the text
- "perspective shift"
- = identifying the perspective of character, person, or idea as opposed or in contrast to another
- the more difficult SAT Reading questions regard "perspective shift"
- = identifying the perspective of character, person, or idea as opposed or in contrast to another
Strategies & techniques for Reading passages[edit | edit source]
- The test "Directions" instruct students, "After reading each passage or pair, choose the best answer to each question"
- Other approaches include:
- read carefully and annotate
- might include summarizing each paragraph
- previewing questions, then reading and/or skimming
- "cherry picking" questions and finding them in the text by skimming
- read carefully and annotate
Preview strategy[edit | edit source]
A+ Club Reading Section General Approach – a Suggested Process
Purpose and theory of preview strategy[edit | edit source]
Purpose
- The Preview strategy is designed to help students:
- to know as much about the passage as possible in advance of reading it;
- to identify what is expected of the student to know about the passage
Background
- all learning of new knowledge is built upon application of prior knowledge
- therefore the more we know about something new to us, the better we will comprehend it
- ex., we learn about and see more in a movie that we watch multiple times than we did the first time we say it
- watching it again, we already know what will happen, so we can focus on details and plot intricacies, as opposed to trying to figure it out
- ex., we learn about and see more in a movie that we watch multiple times than we did the first time we say it
- see Prior Knowledge
- therefore the more we know about something new to us, the better we will comprehend it
- similarly, when taking a test, it is helpful to know what we are expected to know about it in advance
- by previewing questions, we can
- furthermore, all questions have information in them
- ex. "Why is the sky blue" tells us that "the sky is blue"
Quick guide / big ideas[edit | edit source]
- read introductions for context and preview
- skim topic sentences and key words
- read concluding sentences for author summary/ main point
- preview questions and find information in them
- “keep your thumb” on the questions page while you read the text
- go back and forth to remind yourself of information in the questions and what you are looking for
- answer questions as you read (will be out of order)
1. Preview the introduction and apply PRIOR KNOWLEDGE[edit | edit source]
- read introduction carefully, identifying relevant information in:
- title:
- the thesis is often in the title for Social Science or Science passages
- titles usually contain author purpose in comparison passages
- author & publisher
- Elsevier is a common source for academic articles
- Nature is a common source for scientific articles
- Harcourt is a common source for fiction and expository writing
- publication date
- apply your historical prior knowledge for context and themes
- see the A+ Club SAT Verbal Historical Timeline & Themes
2. Skim passage[edit | edit source]
- read first paragraph and identify:
- place, time, theme, thesis, style
- skim rest of text and:
- quickly read topic sentences
- identify recognizable information, such as proper names, repetitive words, author style, etc.
- identify parenthetical information (provides explanations)
- identify transition words and points
- carefully read the last few sentences or paragraph
- conclusions identify author purpose, perspective, or big idea
- skim graphs
- identify source, purpose and content
- read captions for information
3. Review questions[edit | edit source]
- do not look at possible answers, as these are there to confuse you!
- use questions for information:
- identify question expectations and information about the passage
- every question contains some information about the text
- knowing question expectations in advance of careful reading will focus your reading
- if helpful, annotate the passage with question expectations, such as vocabulary, line numbers, etc.
- identify paired questions (i.e., 2nd question is to identify source of evidence for the first)
- identify location of the source information to get an idea of where in the passage the evidence will be
- paired questions are often on separate pages, which previewing questions will identify them in advance
4. Read the passage carefully & “keep your thumb” on the questions[edit | edit source]
- by knowing more about the passage from skimming and preview of questions, you will approach the text more meaningfully and with more direction and awareness of question expectations
- flip back/forth to questions as you read
- annotate, mark and otherwise approach the text with “active reading”
- identifying textual purpose and techniques
- answer questions while you read
- otherwise anticipate answers and textual sources for them
- maintain time-awareness
- read “out loud” to yourself, even mouthing words if it helps your comprehension
5. Now proceed to answer remaining questions, reading them carefully and fully[edit | edit source]
- unless you see the evidene directly in the text eliminate for errors not correctness of possible answers
- each wrong answer contains a specific error(s)
- the correct answer
- summary or “main point” questions are often best left until last, as you will learn more about the passage as you answer other questions
- always refer to the concluding sentences or paragraph when answering main point questions
- maintain time-awareness
Notes[edit | edit source]
- effective preview of text and questions will yield both more accurate and quicker processing of the text
- preview strategy will vary according to passage type
- transitions and chronologies organize a reading: pay attention to them!
- unlike your typical high school essay, SAT passages DO NOT follow the THESIS - EVIDENCE - CONCLUSION structure
- instead, these readings more generally follow (fiction sometimes excepted):
- background & introduction of the subject, problem, or argument
- review origins of the topic
- develop the topic and how it was been understood, studied, or interpreted by others
- author approach and testing of the topic
- draw a conclusion, call to action or summary of topic
Strategies & techniques for answering Reading section questions[edit | edit source]
Question type, purpose & information[edit | edit source]
- identify if questions are seeking textual (stated) or inferred evidence, or both
- read every word in the question and identify key words, qualifiers & question expectations
- ex.: “most completely” “nearly” “best” etc.
- possible wrong answers may address the question or passage but contain the error that they do not “most” or “best” meet the question’s premise
- identify question perspective (super important):
- is it asking to employ the author’s argument, a counterargument (expository), character perspective (fiction), authorities or data (social science/ science)?
- ex.: this question asks what the author might say about what study participants said: “The authors might explain survey respondents’ most frequent choice as…”
- comparison questions inherently require consideration of author perspective, but they frequently ask to infer one author’s views about the other
- identify information contained in the question (every question provides some information)
- restate questions in your own words and/or break them down into parts
- anticipate:
- think of your own answer before reviewing possible answers
- try to answer question without consulting the text (then verify if needed)
“Command of evidence” “paired” questions[edit | edit source]
- “paired questions” ask you in a subsequent question to provide evidence for the prior question
- 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:
- Strategy 1: answer the second question first
- convert 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?
- if you use this approach do not look at the possible answers in the first question, which will may confuse you
- the evidence must be in the identified lines
- do not use evidence before or after those lines!
- the only exception is if the evidence source contains a pronoun reference from a prior or subsequent line which may define its accuracy
- 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
- we recommend Strategy no. 1
“Command of evidence” without a paired "evidence" question[edit | edit source]
- usually to find evidence for an excerpt:
- these questions will ask you to consider a specific excerpt (ex., lines 32-34) and identify the evidence for it in the possible questions
- you will not be given possible sources (as in paired questions)
- try to anticipate the evidence before testing the possible answers
- draw evidence from graphs:
- review graph sources and identify if that graph is from the same source as the passage
- identify how graph evidence supports or is related to passages
- some passages may be accompanied by graphs that present dissimilar information to the passage itself, and you may be asked to consider how the author would interpret it
Pronouns[edit | edit source]
- when considering evidence or identifying textual sources, give careful consideration to pronouns, and determiners
- pronouns refer to a previously or subsequently stated noun or idea (or series of ideas)
- repeat to yourself the noun or idea instead of the pronoun in order to maintain context
- determiners define a noun or pronoun or a phrase
- articles such as, “each”, “the,” “a”, etc., identify if the noun or pronoun has been previously identified in the text; if so, seek that identification; ex:
- “the professor” or “the idea” imply that the reader has already been introduced to “the professor” or “the idea” has already been stated
- that and which set up additional information about a previously stated subject or object (usually the object)
Elimination[edit | edit source]
- eliminate aggressively: there is a definitive error in three answers, make them justify themselves
- remember that the correct answer may not be the best answer, just the one without an error
- when questions contain two qualifiers, or descriptive words, if you can eliminate one then the possible answer is incorrect
- ex.: “Thoreau indicates that some unjust aspects of government are:”
A) superficial and can be fixed easily
- if you can eliminate either “superficial” or “fixed easily” then A is incorrect
Skipping[edit | edit source]
- consider skipping “main point” “passage development” questions until completing others first
- you may find that going back to long or confusing answers provides a fresh, more clear view
- reconsider prior answers as you learn from answering subsequent questions, especially “main point” or “development pattern” questions
Answering questions while reading[edit | edit source]
- with a solid preview of questions and information in them, you can now go back and read the tesxt with the questions in your mind and your thumb on the questions page
- recognize the questions in the text as you read and go back/forth to the questions
- you will answer questions out of order
Vocabulary questions approach[edit | edit source]
- reading section vocabulary possible answers may include antonyms as well as synonyms
- vocabulary is inherently contextual, so be sure to read 1-2 sentences before and after vocab words
- test unfamiliar words for connections:
- identify prefix & root, change/remove suffix and think of similar words or word forms
- try using the word in a sentence of your own
- if the vocab word is either a qualifier or itself being qualified, identify the “type” or “kind” of word it must therefore be, ex.:
- anticipate definitions and then test possible answers (which are designed to be misleading)
- elimination:
- if the word appears twice (i.e., line “4 & 57”) test possible answers in both lines
- select an unfamiliar possible answer only if you can reasonably eliminate other answers
- don’t assume the possible answer is right simply because you don’t know the word
- don’t force words into the sentence:
- if you feel it isn’t quite right it probably is not
- “high utility” words are still useful (older SAT tests had explicit vocabulary sections)
- vocabulary knowledge will always yield higher results
- vocabulary impacts not only question comprehension but for passages themselves
Additional Reading section techniques[edit | edit source]
- substitute the word “something” for words you do not recognize or understand
- pay special attention to parentheses & dashes, as parenthetical phrases are used by authors to explain or add important information for the reader
- pay attention to pronouns, as they refer to specific nouns or ideas
- pay attention to transition words, as they are used to set up new information or clarify previously stated information
- use nicknames to remember characters (fiction) or vocabulary (such as scientific terms). Nicknames will provide better retention, clarification, and recall
- ex.: “Steve the brother” or “chlorophyll the green pigment”
== Reading passages types and purpose
- passages are excerpted from larger texts
- there will always be the following types of readings:
- Fiction
- Expository
- Social Science (academic)
- Scientific (academic)
- Comparison (two expository/ argument passages)
Fiction[edit | edit source]
- readings may be from 19th to 21st centuries and setting may be an earlier time period
- students are expected to engage in literary analysis for author purpose, techniques, and overall comprehension of narrative, such as:
- plot and narrative development
- character analysis and author construction of characters and their interactions
- literary techniques and rhetorical devices
- track characters as you read
- try adding a descriptor to the character in order to process more readily
- ex.: instead of just reading, “Carolyn,” read to yourself “Carolyn the artist” so that you maintain passage context when reading about different characters
- focus on character interactions & perspective
- questions may ask you to interpret what one character would think or say about another
- 3rd person narrators will "crawl into the head" of characters
- identify when a narrator is describing the thoughts or ideas of a character
=== Expository
- = argumentative or persuasive essay, such as a newspaper editorial, published essay or political speech
- = often historical essay or speech, late 18th to 21st centuries
- will not usually state thesis statement in title or opening paragraph
- usually engages specific literary techniques for persuasion and reinforcement of ideas
- techniques:
- identify author purpose and rhetorical techniques, including
- repetition, alliteration, rhetorical questions (frequent!), imagery, etc.
- identify how the language and argument are related
- identify author purpose and rhetorical techniques, including
Social science[edit | edit source]
- usually Sociology, Psychology, or Economics
- = academic
- = peer reviewed
- pay attention to passage titles:
- title often contains a “hook” that reinforces passage purpose or thesis
- title almost always contains a statement of the thesis
- Social Sciences attempt to treat human behavior as observable science, which means text will:
- Present a thesis or argument
- provide evidence
- often contain an appeal to authority (an accepted prior work or theory)
- WILL NOT BE JUDGEMENTAL (frequently wrong possible answers use judgmental words, which Social Scientists avoid)
- graphs & tables: identify if the question asks for what is stated or what is implied in the graph or table
Physical science[edit | edit source]
- = academic
- = peer reviewed
- won’t require math except for graphs and tables
- thesis usually stated in the title and/or hook
- employs Scientific Method:
- hypothesis, observations
- test hypothesis, analysis, conclusion
- may contain an appeal to authority (an accepted prior work or theory)
- structure will generally follow:
- background & review of topic
- how topic has been viewed by previous researchers
- chronology of experiments and/or theories
- author hypothesis
- author observations and/or experiments/ testing of hypothesis
- conclusions drawn from observations and experiments
- may discuss contrary theories
- often contains graphs/ table
Comparison passages =[edit | edit source]
- two readings comparing differing or opposing views on a topic
- each will present a clear argument for you to identify
- comparison readings are not necessarily directed at the exact same topic
- some comparison selections, or one of the two, may respond to one another
- pay attention to publication dates
- pay attention to titles and introductions
- regardless of topic, comparison passages will always present an argument
Passage topics & themes[edit | edit source]
- SAT reading selections are usually aimed at the following topics:
- global warming / climate/ environmental sustainability
- social and political change, especially in historical pieces pertaining to social transitions from aristocratic or elitist to modern societies
- rise of middle or professional classes
- democratization & race and gender equality
- industrialization, urbanization, and impact of technological change
- DNA, biodiversity, space technology, animal behavior
- social media and other technological challenges to modern society
- libraries, academics, and information technology