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Some key terms that will show up in test '''questions''' or '''passages''' include: | Some key terms that will show up in test '''questions''' or '''passages''' include: | ||
<div style="column-count:3; column-rule:1px solid black | |||
''' | == Vocabulary and terms for Reading Questions == | ||
* | Effective test-taking requires full comprehension of the questions themselves. | ||
* | |||
*" | Some key terms that will show up in test '''questions''' or '''passages''' include: | ||
* | <div style="column-count:3; column-rule:1px solid black;"> | ||
'''ambiguous''' (adj.) | |||
* unclear, no distinction between things, options or alternatives | |||
* from ''ambi-'' for "both", "two or more", "wandering" | |||
** "ambiguity" is a state of indecision, lack of clarity | |||
'''ambivalence''' (n.) | |||
* unconcern with a situation or choice | |||
* state of not caring between options | |||
'''analysis" (n.) | |||
* detailed examination to determine the features or parts of something or some idea | |||
* analysis separates the whole into the components (parts) | |||
** analysis wants to know "how" something works, etc., whereas, "evaluation" seeks its overall worth or value | |||
'''characterize''' (v.) | '''characterize''' (v.) | ||
*to generalize regarding the distinctive nature or key features of someone/something | * to generalize regarding the distinctive nature or key features of someone/something | ||
*to state in a general sense, categorize according to core features | * to state in a general sense, categorize according to core features | ||
'''control''' (n.) | |||
* an element in an experiment that does not change | |||
* as opposed to the "variable," which does change | |||
** note that in the SAT these words will be used to evaluate experiments or studies | |||
some of which have faults because of faulty "controls" or unclear or multiple "variables" | |||
'''concede''' (v.) | '''concede''' (v.) | ||
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**used on SAT as in "to accept for the sake of the argument" | **used on SAT as in "to accept for the sake of the argument" | ||
'''context, contextual'''(n, adj) | |||
* in relation to a situation or place | |||
* literally "with" (con-) "what is woven together" (text) | |||
* "text" comes from the Latin ''texere'' for "to weave, what is woven" | |||
* words and situations have "context" | |||
'''correlate''' (v.) | |||
* to connect, to relate | |||
** '''correlated''' means "related to but not directly" | |||
* also, '''corollary" (n.) is a parallel or connected proposition or situation | |||
'''critical''' (adj.) | '''critical''' (adj.) | ||
*important, of an emergency situation | *important, of an emergency situation | ||
*analytical, investigated thoughtfully | * analytical, investigated thoughtfully | ||
*also, negative, inclined to judgement | * also, negative, inclined to judgement | ||
'''evaluate''' | |||
* to measure, assess, determine value or significance of | |||
* "evaluate" deals with holistic (overall) understanding, whereas "analysis" deals with detailed, dissected understanding | |||
''' hierarchy, hierarchical''' (n., adv.) | |||
* an organization or system of ranking | |||
* levels of importance, authority or significance | |||
* classification | |||
''' hypothetical, hypothetically''' (n., adv.) | ''' hypothetical, hypothetically''' (n., adv.) | ||
*= an estimate, theory | * = an estimate, theory | ||
*or, an idea or situation that is not real but could be | * or, an idea or situation that is not real but could be | ||
*used to test a "hypothesis" or theoretical prediction or observation that has not been tested in reality | * used to test a "hypothesis" or theoretical prediction or observation that has not been tested in reality | ||
*SAT Reading section uses it frequently for inference questions | * SAT Reading section uses it frequently for inference questions | ||
*i.e., "''Given the hypothetical condition, then...''" = "''if this were true, then...''" | *i.e., "''Given the hypothetical condition, then...''" = "''if this were true, then...''" | ||
''' merely''' (adj.) | |||
* = "only" | |||
* the SAT frequently measures student comprehension of this word | |||
* note that "merely" is different from "a little," "a few" or "few" | |||
''' nevertheless''' (adv.) | ''' nevertheless''' (adv.) | ||
*= "yes, but..." | *= "yes, but..." | ||
*used to accept a prior argument or statement, then deflect, negate, or contradict it. | * used to accept a prior argument or statement, then deflect, negate, or contradict it. | ||
*for Reading section, transition words mark important statements an author wants to make or emphasize | * for Reading section, transition words mark important statements an author wants to make or emphasize | ||
''' novel''' (adj.) | |||
* new, unusual | |||
* different from what is common | |||
* note that as a noun, "a novel" is a popular genre (form) of fiction | |||
* novels are called "novel" because the genre was "novel" (new) when it was introduced in the 19th century) | |||
'''nuance''' (n.) | |||
* small or subtle difference(s); fine distinction | |||
** implies careful, close understanding, as opposed to broad generalizations or unspecific distinctions | |||
* "nuanced" (past participle adjective) means a carefully considered, thoughtful distinction | |||
'''relevant '''</p> | |||
* related, in context to | |||
*related, in context to | * "associated with", "connected to", "important for" | ||
*matters | * "matters" (as in, "what matters" = "what is relevant") | ||
''' skeptical, skeptic''' (adj., noun) | |||
* = doubtful, uncertain of, seeing as unproven | |||
* a "skeptic" is one who doubts or questions the veracity of something | |||
* on the SAT, the word "skeptical" may be used to indicate a perspective of doubt | |||
* ex., if the question asks, "Scholars are skeptical of the idea that people would behave that way" | |||
* = scholars doubt people would behave that way | |||
** i.e., use "backwards thought" or "inversion" to make sense of the question | |||
''' standard''' (n.) | ''' standard''' (n.) | ||
*a baseline measurement | * a baseline measurement | ||
*what is common or commonly accepted | *what is common or commonly accepted | ||
''' structure ''' (n.) | |||
* the arrangement of an organization or object | |||
***esp. in terms of the inter-relationship of its parts and underlying elements | |||
'''tone''' (n.) | '''tone''' (n.) | ||
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**light-hearted, amusing, cheerful | **light-hearted, amusing, cheerful | ||
**narrative (story-telling) | **narrative (story-telling) | ||
**satirical, comedic, ironic | ** satirical, comedic, ironic | ||
</div> | </div> | ||
==Other terms to know== | ==Other terms to know== |