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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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*** all practice tests referenced or excerpted here are from the [[https://collegereadiness.collegeboard.org/sat/practice/full-length-practice-tests College Board Official Practice Test Suite]] | *** all practice tests referenced or excerpted here are from the [[https://collegereadiness.collegeboard.org/sat/practice/full-length-practice-tests College Board Official Practice Test Suite]] | ||
[[category:SAT Verbal]] | |||
[[category:SAT Prep]] | |||
== Writing section overview == | == Writing section overview == | ||
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== General approach == | == General approach == | ||
* always practice on paper using booklet form | * 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 | ||
* speak punctuation to yourself while you read | * speak punctuation to yourself while you read | ||
* click EXPAND for an example | * click EXPAND for an example | ||
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*** this help you to identify important punctuation in sentences that you may otherwise miss | *** this help you to identify important punctuation in sentences that you may otherwise miss | ||
</div> | </div> | ||
=== Titles === | |||
* Writing section passages do not have introductions | |||
** therefore, passage titles are the only direct statement of author purpose or thesis | |||
** titles will help answer questions, especially | |||
*** add or delete questions ("focus" questions) | |||
**** is the insertion or deletion consistent w/ the title? | |||
*** final paragraph questions | |||
* titles | |||
=== Reading or skimming === | |||
=== Test booklet formatting === | === Test booklet formatting === | ||
* you will note that the Writing test will use page space in order to separate sentences or paragraphs across pages | * you will note that the Writing test will use page space in order to separate sentences or paragraphs across pages | ||
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*** everything else is additional information | *** everything else is additional information | ||
* for the SAT test, the "dominant clause" is that core idea of a sentence that is the focus of the sentence | * for the SAT test, the "dominant clause" is that core idea of a sentence that is the focus of the sentence | ||
** SAT tests measure [[ | ** SAT tests measure [[#Emphasis shift]] | ||
** emphasis shift measures if the correct form of the sentence "emphasizes" the core or main idea of the sentence | ** emphasis shift measures if the correct form of the sentence "emphasizes" the core or main idea of the sentence | ||
** passive voice de-emphasizes the dominant clause | ** passive voice de-emphasizes the dominant clause | ||
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** So the answer is D) | ** So the answer is D) | ||
== Idiomatic words | == Usage == | ||
* overall, the SAT measures for concise and precise usage | |||
** select for direct voice | |||
** avoid wordiness or overly complex sentence construction | |||
** avoid repetition | |||
*** ex.: “annually, the store has a sale every year” | |||
** avoid unnecessary breaks in clauses (using "gap commas" see [[https://school4schools.com/wiki/index.php?title=Punctuation#for_separating_ideas_or_gaps]] | |||
=== Emphasis shift=== | |||
* SAT measures focused writing | |||
* "emphasis shift" = losing focus, straying from the idea, or emphasizing the wrong clause | |||
** sentence emphasis should be upon the dominant clause | |||
*** i.e.: don't unnecessarily complicate the most important idea in a sentence | |||
* proper sentence construction emphasizes the dominant clause | |||
** while the subordinate clause adds information or details but does not detract from the message of the dominate clause | |||
* emphasis shift when Combining sentences: | |||
** identify the main purpose of the sentence and select that possible answer which most directly states that purpose or includes it in the dominant clause: | |||
*** ex.: “I found a unique vase from the store, which was very cluttered, in the back” | |||
*** vs. the more direct: “I found a unique vase in the back of the cluttered store" | |||
=== Combining sentences === | |||
* 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 | |||
=== 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”) | |||
=== Idiomatic words === | |||
* "idiomatic" = words, phrases or expresses that have no set rule and exist from common usage | * "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 | ** idiomatic is different from "informal" or colloquial (local, common) language | ||
* By definition idiomatic words have no set rule | * 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 | * HOWEVER, on the SAT Writing section, students can use elimination techniques to identify the correct idiomatic expression | ||