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SAT Writing section techniques, strategies & approaches: Difference between revisions

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SAT Writing section techniques, strategies & approaches (view source)

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** avoid unnecessary breaks in clauses (using "gap commas" see [[https://school4schools.com/wiki/index.php?title=Punctuation#for_separating_ideas_or_gaps]]
** avoid unnecessary breaks in clauses (using "gap commas" see [[https://school4schools.com/wiki/index.php?title=Punctuation#for_separating_ideas_or_gaps]]


=== Emphasis shift===
=== Modifiers usage ===
* modifiers = words or phrases that change the meaning of other words or phrases
** see [[Grammar#Modifiers.2C_qualifiers_.26_intensifiers]]
* includes adjectives and adverbs (“very”, “-ly” words)
* modifiers do not impact the core sentences structure (i.e. can be removed)
* correct modifiers are placed next to the word or phrases being modified
* “dangling modifier” = ambiguous or missing connection between modifier and its target
**  ex.: “Being late, my teacher gave me an F” (confuses “being late” w/ “teacher”)
* “misplaced modifier” = incorrectly placed modifiers
** ex. “Steve badly ripped his shirt” (instead of “Steve ripped his shirt badly”)
 
=== Homophones ===
* homophones = sound alike, different spelling & meaning
** their v. they’re, it’s v. its
** affect v effect
*** affect = a verb meaning "to impact, influence, alter or make a difference"
*** effect = a noun meaning "the result" of something
* note: effect can also be a verb meaning, "to produce a result" BUT
** for the SAT use ''affect'' as a verb, and ''effect''' as a noun
* homonyms = same spelling, different meaning
** ex." dogs bark, trees have bark
** not generally included on the SAT
 
=== Idiomatic words ===
* "idiomatic" = words, phrases or expresses that have no set rule and exist from common usage
** idiomatic is different from "informal" or colloquial (local, common) language
* By definition idiomatic words have no set rule
* HOWEVER, on the SAT Writing section, students can use elimination techniques to eliminate down to the correct idiomatic expression
* see this video for demonstration of [[https://www.youtube.com/watch?v=PV7QK_ex0jQ&list=PLyC6Fj2OdXlpDypu0__dsv5y6EZS5NpmH&index=1&t=4s on elimination techniques with idiomatic & vocabulary questions (by Michael Bromley)]]
 
=== Synonyms ===
* use for elimination
* if two possible answers do or mean the same thing (i.e., are synonymous)...
** since they can't both be right, they are both wrong
 
== Emphasis shift==
* SAT measures focused writing
* SAT measures focused writing
* "emphasis shift" = losing focus, straying from the idea, or emphasizing the wrong clause
* "emphasis shift" = losing focus, straying from the idea, or emphasizing the wrong clause
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*** vs. the more direct: “I found a unique vase in the back of the cluttered store"
*** vs. the more direct: “I found a unique vase in the back of the cluttered store"


=== Combining sentences ===
== Combining sentences ==
* use relative pronouns (that, which, who, whose, etc.)
* generally speaking, combining sentences questions measure:
* add commas prior to conjunctions ( “, and …”)
** unnecessary repetition of nouns and subject-verb combinations
* consider combining subjects and verbs
** unclear pronoun references
* avoid repetition and unnecessary pronouns
** shifting emphasis:
* avoid [[#Emphasis shift]] errors
*** does the new sentence focus on the main idea?
*** avoid passive voice & subject -verb inversion (placing the subject after the verb)
** grammar and punctuation errors


=== "Command of Evidence” questions: adding or deleting text ===
* asks to improve a passage by adding or deleting text or a sentence
* correct answer will improve and clarify passage or paragraph focus and purpose
* the point of these questions is to identify textual focus
* incorrect answers will dilute or distract from passage or paragraph focus and purpose
* use titles for context and consistency with main point
* be careful to read "delete" or "add"
** SAT purposefully mixes up the wording to be confusing
* try to eliminate first by stated reason for adding or deleting
** then decide between "yes" or "no"


=== Modifiers usage ===
=== Modifiers usage ===
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* see this video for demonstration of [[https://www.youtube.com/watch?v=PV7QK_ex0jQ&list=PLyC6Fj2OdXlpDypu0__dsv5y6EZS5NpmH&index=1&t=4s on elimination techniques with idiomatic & vocabulary questions (by Michael Bromley)]]
* see this video for demonstration of [[https://www.youtube.com/watch?v=PV7QK_ex0jQ&list=PLyC6Fj2OdXlpDypu0__dsv5y6EZS5NpmH&index=1&t=4s on elimination techniques with idiomatic & vocabulary questions (by Michael Bromley)]]


=== Synonyms ===
=== Synonyms & synonymous sentences ===
* use for elimination
* use for elimination:
* if two possible answers do or mean the same thing (i.e., are synonymous)...
** if two words, phrases, or sentences are synonymous they both can't be correct, so eliminate
** since they can't both be right, they are both wrong
click EXPAND for an example of using this elimination from CB Writing practice test 8, question 35:
<div class="mw-collapsible mw-collapsed">
<pre>
A group of engineering students from the University
of California at San Diego (UCSD), for example, [35] [tried
to find a method to make their biofuel combustion study]
(fuels derived from once-living material) free of the
drawbacks researchers face on Earth
 
A) tried to find a method to make their biofuel combustion study [NO CHANGE]
B) strove for a method to make their study of biofuel combustion
C) looked for a method to study biofuel combustion
D) sought a method to study combustion of biofuels
</pre>
* each possible answer is grammatically correct
* each possible answers says the same thing:
** "tried to find" = "strove for" = "looked for" = "sought"
** although A) and B) use "to make" which may be awkward or less academic, so eliminate
* which leaves C) and D) which express the same idea and with the same concision (direct and no wasted words)
* perhaps A) and B) are more wordy
** but each possible answer expresses the idea (are essentially synonymous)
*** therefore usage is not the measurement here
*** something else distinguishes the correct from the wrong answers:
click EXPAND for the correct answer:
<div class="mw-collapsible mw-collapsed">
* instead, this question is measuring context
** the correct answer is the one that effectively sets up the subsequent parenthetical phrase:
<pre>(fuels derived from once-living material)</pre>
* that parenthetical phrase defines the word the precedes it
** therefore D) sought a method to study combustion of '''biofuels''' is the correct answer
*** as "(fuels derived from once-living material)" defines what are "biofuels"
</div>
</div>
 
=== emphasis shift ===
=== grammatical and punctuation rules ===
* use relative pronouns (that, which, who, whose, etc.)
* add commas prior to conjunctions ( “, and …”)
* consider combining subjects and verbs
* avoid repetition and unnecessary pronouns
* avoid [[#Emphasis shift]] errors
 
== "Command of Evidence” questions: adding or deleting text ==
* asks to improve a passage by adding or deleting text or a sentence
* correct answer will improve and clarify passage or paragraph focus and purpose
* the point of these questions is to identify textual focus
* incorrect answers will dilute or distract from passage or paragraph focus and purpose
* use titles for context and consistency with main point
* be careful to read "delete" or "add"
** SAT purposefully mixes up the wording to be confusing
* try to eliminate first by stated reason for adding or deleting
** then decide between "yes" or "no"


== Vocabulary ==
== Vocabulary ==
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