SAT Writing section techniques, strategies & approaches: Difference between revisions
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'''SAT Writing | '''SAT Writing Section Techniques, Strategies & Approaches''' | ||
== Overview == | |||
* 4 passages, 35 minutes | |||
** = 8.75 minutes per passage | |||
* 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 | |||
== General approach == | == General approach == | ||
* always practice on paper using booklet form | |||
* unlike on the Reading section, for the Writing section, students are advised to review possible answers before reading the text | * unlike on the Reading section, for the Writing section, students are advised to review possible answers before reading the text | ||
* | * | ||
=== Formatting === | |||
* you will note that the Writing test will use page space in order to separate sentences or paragraphs across pages | |||
Line 19: | Line 26: | ||
=== Elimination strategies === | === Elimination strategies === | ||
* | * | ||
== Parts of Speech == | |||
* identifying parts of speech will yield higher scores | |||
* see this article for [[Parts of speech]] | |||
== Pronouns == | == Pronouns == | ||
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** IC contains SUBJECT VERB | ** IC contains SUBJECT VERB | ||
** IC usually contains SUBJECT VERB OBJECT | ** IC usually contains SUBJECT VERB OBJECT | ||
** | ** since SUBJECT VERB OBJECT form the core of a sentence there is no punctuation separating them, with the following exceptions: | ||
*** parenthetical information (commas, dashes and parentheses) | |||
* click EXPAND for examples | |||
<div class="mw-collapsible mw-collapsed"> | |||
* ex. Alex, an experienced pilot, landed the plane expertly. | |||
*** S= Alex V= landed O= plane | |||
** other parenthetical punctuation: | |||
** Alex (an experienced pilot) landed the plane expertly. | |||
*** Alex -- an experienced pilot -- landed the plane expertly. | |||
** two commas, two dashes or two parentheses = parenthetical phrase | |||
*** ex. Alex, and experienced pilot, landed, for the second time that day, the plane expertly. | |||
***** this is an awkward sentence but using it here to demonstrate how commas can separate a SUBJECT VERB OBJECT if used parenthetically | |||
</div> | |||
*** lists of subjects, verbs or objects | |||
**** however the commas that separate a subject, verb, and/or object list must not separate the final word in the list from the subject, verb or object | |||
* click EXPAND for examples | |||
<div class="mw-collapsible mw-collapsed"> | |||
* ex. | |||
</div> | |||
*** | |||
=== Dependent clause === | === Dependent clause === |
Revision as of 15:56, 19 March 2021
SAT Writing Section Techniques, Strategies & Approaches
Overview[edit | edit source]
- 4 passages, 35 minutes
- = 8.75 minutes per passage
- 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
General approach[edit | edit source]
- always practice on paper using booklet form
- unlike on the Reading section, for the Writing section, students are advised to review possible answers before reading the text
Formatting[edit | edit source]
- you will note that the Writing test will use page space in order to separate sentences or paragraphs across pages
Identify & apply rules[edit | edit source]
- every question measures some skill, rule or logic
- by identifying the rule, students may eliminate more accurately
- rules for punctuation
- rules for usage
- rules for logic & chronology
Elimination strategies[edit | edit source]
Parts of Speech[edit | edit source]
- identifying parts of speech will yield higher scores
- see this article for Parts of speech
Pronouns[edit | edit source]
Punctuation[edit | edit source]
- the purpose of punctuation is to mimic on paper verbal, or spoken, language
- ex., periods and commas mark spoken pauses between sentences and sentence parts
- however, for written language, punctuation provides additional guidance to a reader that does not exist in spoken language
- ex., semicolons are not differentiated from other forms of pause in spoken language
- ex., periods and commas mark spoken pauses between sentences and sentence parts
periods[edit | edit source]
- periods mark a full stop between complete sentences
- see Independent clause (IC) below for what constitutes a complete sentence
- eliminate periods in possible answers when there is not an IC on both sides of the period.
- the SAT will not ask to distinguish between use of other punctuation that separates independent clauses
- such as semicolons and commas (+ conjunction)
- periods separate complete sentences from each other as distinct thoughts
- i.e., IC << . >> IC
- semicolons juxtapose sentences for comparison
- i.e., IC >> ; << IC
- commas + conjunction combine sentences and ideas into a single thought, with each IC weighed equally
- i.e., IC <=> , + <=> IC
- periods separate complete sentences from each other as distinct thoughts
- such as semicolons and commas (+ conjunction)
semicolons[edit | edit source]
commas[edit | edit source]
Sentence structure[edit | edit source]
Independent clause[edit | edit source]
- "Independent Clause" (IC) is a complete sentence and thought
- IC contains SUBJECT VERB
- IC usually contains SUBJECT VERB OBJECT
- since SUBJECT VERB OBJECT form the core of a sentence there is no punctuation separating them, with the following exceptions:
- parenthetical information (commas, dashes and parentheses)
- click EXPAND for examples
- ex. Alex, an experienced pilot, landed the plane expertly.
- S= Alex V= landed O= plane
- other parenthetical punctuation:
- Alex (an experienced pilot) landed the plane expertly.
- Alex -- an experienced pilot -- landed the plane expertly.
- two commas, two dashes or two parentheses = parenthetical phrase
- ex. Alex, and experienced pilot, landed, for the second time that day, the plane expertly.
- this is an awkward sentence but using it here to demonstrate how commas can separate a SUBJECT VERB OBJECT if used parenthetically
- ex. Alex, and experienced pilot, landed, for the second time that day, the plane expertly.
- lists of subjects, verbs or objects
- however the commas that separate a subject, verb, and/or object list must not separate the final word in the list from the subject, verb or object
- lists of subjects, verbs or objects
- click EXPAND for examples
- ex.
Dependent clause[edit | edit source]
- "Dependent Clause" (DC) is not complete sentence and thought
- also called "subordinate clause"
=== Subordinating conjunctions
Sentence placement[edit | edit source]
Transition words[edit | edit source]
- ignore the transition word in the passage and re-write it next to A) NO CHANGE
- translate the transition words into your own language
- see Transition words translations
- ex., "nevertheless" = "yeah, but" or "anyway"
- identify if any two transition words are synonymous
- if both mean the same thing (are synonymous), they can't both be right, so eliminate
- ex., "However" and "Yet" = synonymous, so eliminate
- identify if the transition word is generally positive or negative, i.e,
- click EXPAND to see table
POSITIVE | NEGATIVE |
expands | contrasts |
explains | contradicts |
restates | states an opposite |
adds information | offers alternative |
gives example | Says "yes... but" |
compares | |
draws a conclusion from | |
follows chronologically or creates a sequence |
- see also Transition words translations
- NOW read the sentences
- don't summarize, simplify (to avoid misconstruing the meanings)
- ex. College Board practice test 6, Writing question 8
- click EXPAND to see transition sentences example from Test 6
"The research demonstrated a clear correlation between introducing phosphates and the growth of blue-green algae. [9] For example, legislators in Canada passed laws banning phosphates in laundry detergents, which had been entering the water supply"
- re-read as:
- Sentence 1: "The research demonstrated correlation between phosphates and blue-green algae."
- Sentence 2: "[____ ] legislators passed laws banning phosphates"
- re-read as:
- NOW assess the relationship between the two sentences WITHOUT LOOKING AT THE POSSIBLE ANSWERS
- Does sentence 2 support/expand, etc. (POSITIVE) or contrast/contradict, etc. (NEGATIVE) sentence 2?
- NOW anticipate the correct answer IN YOUR OWN WORDS
- eliminate
- click on EXPAND to see the anticipation
- Sentence 2: "[____ ] legislators passed laws banning phosphates"
- does what to:
- Sentence 1: "The research demonstrated correlation between phosphates and blue-green algae."
POSITIVE | NEGATIVE |
expands NO | contrasts NO |
explains NO | contradictsNO |
restates NO | states an oppositeNO |
adds information MAYBE | offers alternative DOES NOT CONTRADICT |
gives example NO | Says "yes... but" NO |
compares NO | |
draws a conclusion from NO | |
follows chronologically or creates a sequence MAYBE |
- NOW eliminate
- A) For example, << NO bc Sentence 2 does not give an example of Sentence 1
- B) Similarly, << NO bc Sentence 2 does not make a comparison to Sentence 1
- C) However, << NO bc Sentence 2 does not draw an opposite
- D) Subsequently, << YES bc Sentence logically follows chronologically Sentence 1
- NOW eliminate
Idiomatic words & usage[edit | edit source]
- "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 identify the correct idiomatic expression