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** there can be difficult questions on easy passages, but the bulk of "hard" questions will coincide with difficult passages
** there can be difficult questions on easy passages, but the bulk of "hard" questions will coincide with difficult passages


== Strategies & Techniques ==
=== Big Ideas ===
* SAT Reading is "evidence-based" = the answer is in the text
** = also that the WRONG answers are also in or not in the text
* "perspective shift"
** = identifying the perspective of character, person, or idea as opposed or in contrast to another
*** the more difficult SAT Reading questions regard "perspective shift"
 
== Strategies & techniques for Reading passages ==


* The test "Directions" instruct students, "After reading each passage or pair, choose the best answer to each question"
* The test "Directions" instruct students, "After reading each passage or pair, choose the best answer to each question"
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# author approach and testing of the topic  
# author approach and testing of the topic  
# draw a conclusion, call to action or summary of topic
# draw a conclusion, call to action or summary of topic
== Strategies & techniques for answering Reading section questions ==
=== Question type, purpose & information ===
* identify if questions are seeking textual (stated) or inferred evidence, or both
* read every word in the question and identify key words, qualifiers & question expectations
** ex.: “most completely” “nearly” “best” etc.
** possible wrong answers may address the question or passage but contain the error that they do not “most” or “best” meet the question’s premise
* identify question perspective (super important):
** is it asking to employ the author’s argument, a counterargument (expository), character perspective (fiction), authorities or data (social science/ science)?
** ex.: this question asks what the author might say about what study participants said: “The authors might explain survey respondents’ most frequent choice as…”
* comparison questions inherently require consideration of author perspective, but they frequently ask to infer one author’s views about the other
** identify information contained in the question (every question provides some information)
** restate questions in your own words and/or break them down into parts
* anticipate:
** think of your own answer before reviewing possible answers
** try to answer question without consulting the text (then verify if needed)
=== “Command of evidence” “paired” questions ===
* “paired questions” ask you in a subsequent question to provide evidence for the prior question
** note that the 2nd question frequently appears on the next page, so when you preview questions mark the 1st question to remind you to look at the 2nd first
* there are two approaches to paired questions:
* Strategy 1: answer the second question first
** convert the first question into a statement so as to clarify what evidence to look for
** as you read through the possible sources of evidence, repeating the statement from the1st question so as to stay focused on the question: “what am I looking for?
** if you use this approach do not look at the possible answers in the first question, which will may confuse you
** the evidence must be in the identified lines
** do not use evidence before or after those lines!
*** the only exception is if the evidence source contains a pronoun reference from a prior or subsequent line which may define its accuracy
** once you find the evidence from the 2nd question, now repeat that evidence to yourself while you eliminate the possible answers from the 1st question
** if you cannot eliminate down to one source of evidence in the 2nd question, test each possible source directly against the possible answers
* Strategy 2 (recommended by College Board): answer the first question first, then test the possible evidence from the second question
** you must be confident of the answer here (use aggressive elimination)
* see what works for you: only practice will yield best strategies here
* we recommend Strategy no. 1
=== “Command of evidence” without a paired "evidence" question ===
* usually to find evidence for an excerpt:
** these questions will ask you to consider a specific excerpt (ex., lines 32-34) and identify the evidence for it in the possible questions
** you will not be given possible sources (as in paired questions)
** try to anticipate the evidence before testing the possible answers
* draw evidence from graphs:
** review graph sources and identify if that graph is from the same source as the passage
** identify how graph evidence supports or is related to passages
** some passages may be accompanied by graphs that present dissimilar information to the passage itself, and you may be asked to consider how the author would interpret it
=== Pronouns ===
* when considering evidence or identifying textual sources, give careful consideration to pronouns, and determiners
* pronouns refer to a previously or subsequently stated noun or idea (or series of ideas)
* repeat to yourself the noun or idea instead of the pronoun in order to maintain context
* determiners define a noun or pronoun or a phrase
* articles such as, “each”, “the,” “a”, etc., identify if the noun or pronoun has been previously identified in the text; if so, seek that identification; ex:
* “the professor” or “the idea” imply that the reader has already been introduced to “the professor” or “the idea” has already been stated
* that and which set up additional information about a previously stated subject or object (usually the object)
=== Elimination ===
* eliminate aggressively: there is a definitive error in three answers, make them justify themselves
** remember that the correct answer may not be the best answer, just the one without an error
** when questions contain two qualifiers, or descriptive words, if you can eliminate one then the possible answer is incorrect
** ex.: “Thoreau indicates that some unjust aspects of government are:”
A) superficial and can be fixed easily
** if you can eliminate either “superficial” or “fixed easily” then A is incorrect
=== Skipping ===
* consider skipping “main point” “passage development” questions until completing others first
* you may find that going back to long or confusing answers provides a fresh, more clear view
* reconsider prior answers as you learn from answering subsequent questions, especially “main point” or “development pattern” questions
=== Answering questions while reading ===
* with a solid preview of questions and information in them, you can now go back and read the tesxt with the questions in your mind and your thumb on the questions page
* recognize the questions in the text as you read and go back/forth to the questions
* you will answer questions out of order
=== Vocabulary questions approach ===
* reading section vocabulary possible answers may include antonyms as well as synonyms
* vocabulary is inherently contextual, so be sure to read 1-2 sentences before and after vocab words
* test unfamiliar words for connections:
* identify prefix & root, change/remove suffix and think of similar words or word forms
** try using the word in a sentence of your own
** if the vocab word is either a qualifier or itself being qualified, identify the “type” or “kind” of word it must therefore be, ex.:
* anticipate definitions and then test possible answers (which are designed to be misleading)
* elimination:
** if the word appears twice (i.e., line “4 & 57”) test possible answers in both lines
** select an unfamiliar possible answer only if you can reasonably eliminate other answers
** don’t assume the possible answer is right simply because you don’t know the word
** don’t force words into the sentence:
*** if you feel it isn’t quite right it probably is not
** “high utility” words are still useful (older SAT tests had explicit vocabulary sections)
** vocabulary knowledge will always yield higher results
** vocabulary impacts not only question comprehension but for passages themselves
=== Additional Reading section techniques ===
* substitute the word “something” for words you do not recognize or understand
* pay special attention to parentheses & dashes, as parenthetical phrases are used by authors to explain or add important information for the reader
* pay attention to pronouns, as they refer to specific nouns or ideas
* pay attention to transition words, as they are used to set up new information or clarify previously stated information
* use nicknames to remember characters (fiction) or vocabulary (such as scientific terms). Nicknames will provide better retention, clarification, and recall
** ex.: “Steve the brother” or “chlorophyll the green pigment”
== Reading passages types and purpose
* passages are excerpted from larger texts
* there will always be the following types of readings:
** Fiction
** Expository
** Social Science (academic)
** Scientific (academic)
** Comparison (two expository/ argument passages)
=== Fiction ===
* readings may be from 19th to 21st centuries and setting may be an earlier time period
* students are expected to engage in literary analysis for author purpose, techniques, and overall comprehension of narrative, such as:
** plot and narrative development
** character analysis and author construction of characters and their interactions
** literary techniques and rhetorical devices
* track characters as you read
** try adding a descriptor to the character in order to process more readily
** ex.: instead of just reading, “Carolyn,” read to yourself “Carolyn the artist” so that you maintain passage context when reading about different characters
* focus on character interactions & perspective
** questions may ask you to interpret what one character would think or say about another
* 3rd person narrators will "crawl into the head" of characters
** identify when a narrator is describing the thoughts or ideas of a character
===  Expository
* = argumentative or persuasive essay, such as a newspaper editorial, published essay or political speech
* = often historical essay or speech, late 18th to 21st centuries
*  will not usually state thesis statement in title or opening paragraph
* usually engages specific literary techniques for persuasion and reinforcement of ideas
* techniques:
** identify author purpose and rhetorical techniques, including
*** repetition, alliteration, rhetorical questions (frequent!), imagery, etc.
** identify how the language and argument are related
=== Social science ===
* usually Sociology, Psychology, or Economics
* = academic
** = peer reviewed
* pay attention to passage titles:
** title often contains a “hook” that reinforces passage purpose or thesis
** title almost always contains a statement of the thesis
* Social Sciences attempt to treat human behavior as observable science, which means text will:
** Present a thesis or argument
** provide evidence
** often contain an appeal to authority (an accepted prior work or theory)
** WILL NOT BE JUDGEMENTAL (frequently wrong possible answers use judgmental words, which Social Scientists avoid)
* graphs & tables: identify if the question asks for what is stated or what is implied in the graph or table
=== Physical science ===
* = academic
** = peer reviewed
* won’t require math except for graphs and tables
* thesis usually stated in the title and/or hook
* employs Scientific Method:
** hypothesis, observations
** test hypothesis, analysis, conclusion
** may contain an appeal to authority (an accepted prior work or theory)
* structure will generally follow:
# background & review of topic
# how topic has been viewed by previous researchers
# chronology of experiments and/or theories
# author hypothesis
# author observations and/or experiments/ testing of hypothesis
# conclusions drawn from observations and experiments
* may discuss contrary theories
* often contains graphs/ table
== Comparison passages ===
* two readings comparing differing or opposing views on a topic
* each will present a clear argument for you to identify
* comparison readings are not necessarily directed at the exact same topic
* some comparison selections, or one of the two, may respond to one another
* pay attention to publication dates
* pay attention to titles and introductions
* regardless of topic, comparison passages will always present an argument
== Passage topics & themes ==
* SAT reading selections are usually aimed at the following topics:
** global warming / climate/ environmental sustainability
** social and political change, especially in historical pieces pertaining to social transitions from aristocratic or elitist to modern societies
** rise of middle or professional classes
** democratization & race and gender equality
** industrialization, urbanization, and impact of technological change
** DNA, biodiversity, space technology, animal behavior
** social media and other technological challenges to modern society
** libraries, academics, and information technology
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