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SAT Writing section techniques, strategies & approaches: Difference between revisions
SAT Writing section techniques, strategies & approaches (view source)
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** test has four readings passages with 11 questions each | ** test has four readings passages with 11 questions each | ||
*** = average of 8:45 min per passage | *** = average of 8:45 min per passage | ||
== Quick start Writing Section strategies & approaches == | |||
* Writing section is RULES based: eliminate using logic and grammar/punctuation/ syntax rules | |||
* PAY ATTENTION TO PASSAGE TITLE | |||
** these will help answer "passage" and "conclusion" questions | |||
* the word "being" as a possible answer is 100% of the time wrong | |||
* the shortest answer is usually correct | |||
** but make sure it is grammatically correct | |||
** often the shortest answer is the wrong answer in comparison questions | |||
* if two answers are synonymous, they both are wrong | |||
** be careful w/ this one!! | |||
** but it helps to eliminate such things as | |||
** examples | |||
*** synonymous transition words such as "however" and "but" or "therefore" and "consequently" | |||
*** punctuation that does the same thing such as a period and a semicolon, or a dash and a colon | |||
**** make sure they are doing the same thing and if so eliminate (they don't always do the same thing) | |||
* identify core subject - verb - object and see how the sentence builds from them | |||
* nouns in prepositional phrases are NEVER the subject | |||
** i.e, "Books about sailing is/ are fun" | |||
*** "about sailing" is a preposition phrase, so the subject-verb matching is "books" and the plural "are" | |||
* identifying prepositional phrases is generally helpful on this test! | |||
* the word "that" does a number of things, but when it introduces "necessary" or "requisite" information, it should not be separated by a comma or other punctuation | |||
** ex.: "The satellite ran out of fuel that it depended on to stay in orbit" | |||
*** = no punctuation or pauses because all the information is required for the sentence to make sense | |||
* affect/ effect | |||
** effect = noun | |||
** affect = verb | |||
* expand contractions to eliminate | |||
** i.e. read "it's" as "it is" and "they're" as "they are" | |||
* possessives: | |||
** nouns can only possess nouns, so if a noun possesses a verb or a preposition, it is wrong | |||
** note that some possible answers w/ possessives nouns are actually indirect and direct objects | |||
*** i.e., "She gave her brother's presents" = she gave away the presents that belonged to her brother, as opposed to | |||
*** "She gave her brother presents" = she gave presents to her brother | |||
* be comfortable w/ what constitutes an independent or dependent clause: | |||
** independent clause: a sentence part that has a subject + verb AND stands as a complete thought (i.e. could be a sentence by itself) | |||
** dependent clause (or subordinate clause): a sentence part that has a subject + verb BUT does make a complete thought | |||
** such as "Since it's raining..." = has subject + verb but is an incomplete thought | |||
== Quick start guides for punctuation & some grammar rules == | == Quick start guides for punctuation & some grammar rules == | ||