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<p>These aren’t idioms and don’t have to be memorized. I’m not going to elaborate because every time I do, people make the same mistake. But it’s not my loss anyway. You can memorize a list of 1,000,000 idioms and still not see the pattern. Whatever works.</p>
<p>^that’s what my grammar packet called them. idiom errors. and memorizing does help to an extent. I don’t know how else you would characterize them, wrong preposition errors?</p>
<p>A lot of prep material (including those from the College Board) names them “idiom errors,” but that is misleading because that implies that you have to memorize each and every single one of them. An idiom is like “kick the bucket,” which means “to die.” Idioms are sayings/expressions that have no grammatical precedence whatsoever. So-called “idiom errors” like “interested about” simply don’t make grammatical sense. I am not going to explain why because no one seems to learn from such logical thinking. They prefer to just memorize it.</p>
<p>crazybandit uses reason to solve idiom errors, as preposition such as “to be” “as” “for” and such all have definitions. I don’t use his approach, because it is too time consuming, and I don’t trust my own judgement.</p>
<p>But you already know all the definitions because you’ve spoken English all your life (presumably). It’s not like you have to memorize each technical definition in the dictionary. You just have to learn how to use your judgment in that way, meaning that when you study, you don’t just memorize phrases; rather, you test and exercise your judgment. I guess it’s just not possible for some students because they are so conditioned to taking a test one specific way. Whatever works.</p>
<p>I’m going to call them idiom errors no matter how misleading they are, I don’t know what else to call them… </p>
<p>and actually, you’re right, half of the idiom errors are logic. you’re not the only one that uses logical thinking, it’s just beneficial to memorize them as well, or at least the tricky ones, or the ones that don’t appear as often in everyday life. For the more obvious (or common) ones, you don’t necessarily need to memorize them. everybody has different learning approaches and I don’t really trust myself either so I find it better to memorize them.</p>
<p>The problem is that the ones mentioned in this thread aren’t uncommon at all. Think about it. You are interested in a subject. Does that phrase sound familiar to you? It must! The Civil War is a subject. A history professor is proficient in history. An English professor is proficient in the English language. You are interested in the Civil War. “About” is just a trick because it conveys knowledge and information. However, if you used just a LITTLE judgment, you would see the pattern and recognize that it is wrong. Certainly this logic is more reliable than memorizing the specific phrase “interested in,” which you probably already know, and which probably won’t even appear on the real SAT.</p>
<p>Of course, this doesn’t apply if you truly haven’t heard of “interested in.”</p>
<p>well, idk about you but honestly, when i first started studying for the SAT i didn’t even know idiomatic errors existed. Of course, some of the really obvious ones, like “the defendant would not agree [about] the plea bargain” (the correct term is to) i would’ve been able to spot the error. but if you usually read through sentences with idiomatic errors in them, they sound perfectly grammatically fine! and many people (or at least the ones i am around) use idiomatic errors in their speech. like the example i posted, </p>
<p>Although many students [had professed] not to be interested [about the civil War], many were [inspired by] Ken Burns’ documentary [to read further] on the subject </p>
<p>a careful reader who has great reasoning like you might be able to spot it easily but the way I approach the grammar section is I read straight through the questions and if anything sounds wrong I mark it. I wouldn’t have been able to spot it without practice and memorization. Practicing idiomatic errors leads to memorizing them. You’re assuming that I go through each idiomatic error and memorize every single term, but I’ve learned idiomatic errors simply by practicing a bunch of the problems. It’s gradual learning.</p>
<p>so, 3-4 errors and a 10 essay…what score would you say that would be in W?</p>
<p>and with a 10-11 essay what would I need to get 770 in W?</p>
<p>Use sparknotes! It’s great for writing.</p>
<p>so, i got my ‘official’ PR diagnostic test back. this was the first one:
690 M
660 W (12 essay…i have no clue how he gave me a 12…)
630 CR (ouch) </p>
<p>So, yea…math is no problem…got 750 on a recent QAS (got number 1 wrong lmao cause i went to fast, so shoulda got 800 without my 2 dumb errors or at least the 780 without getting num 1 wrong)</p>
<p>Writing and CR though…
Writing…practice makes perfect then?
And CR…i have trouble finishing sections…do you guys do a quick skim, then do the q’s? or straight to the q;s?</p>
<p>Indeed. Just practice and learn from mistakes.</p>
<p>^I have trouble finishign CR sections…how can i speed up my time? i barely finish or just rush to finish the last q’s and sometimes just pick the answer that seems best in an instant instead of taking time to reason it out.</p>
<p>Approximately one-third as many people live in Canada (as in) Mexico.
a) as in
b) as live in
c) instead of in
d) when compared to
e) than</p>
<p>^I know this tests illogical comparison. I’ll tell the answer after people answer…don’t wanna influence people, wanna see what people say beforehand</p>
<p>what would you answer? and i have 1 month until the may SAT. can I go from 690 —> 780? I really need a beast W score…CR i will hope to improve a lot for the JUNE SAT…and get superscored, but I honestly feel like i can nail writing. I dont know, it just seems like I know every q. I get wrong. if you let me the right answer i cna always explain why it’s right and so on…</p>
<p>another W question:</p>
<p>Known as the 'Prince of Mathematics", Carl Friedrich Gauss made many important contributions to science, (like when he invented) the helitrope, a device for measuring distances using reflected sunlight.
a) like when he invented
b) and, for example, when he invents
c) including inventing
d) for example, by inventing
e) as exemplified by when he invents</p>
<p>I put a), but its c). why isn’t a) right?</p>
<p>Approximately one-third as many people live in Canada (as in) Mexico.
a) as in
b) as live in
c) instead of in
d) when compared to
e) than</p>
<p>I’d have to go with B? Not positive.</p>
<p>^yea it’s B. i was unsure too. i ruled out everything except A and B. I don’t know how to explain why A is wrong and why B is right though.</p>
<p>Also, ‘as in live’ sounds too odd. I know you don;t go by sound, but it sounds very wrong.</p>
<p>It sounds extremely awkward, yes. However, it’s grammatically correct. </p>
<p>Definitely a weird one. </p>
<p>I’m one of those people who gets high 700s in writing (even got an 800 on one blue book test!), but I can’t really explain why the answer is right lol.</p>
<p>^yea, I was gonna put B too, but changed my mind last second to put A. could you explain the other W question i posted?^^^</p>
<p>also, help me out on this one please:</p>
<p>Though three-fourths of Kenya is a barren plain, (the highland area, were most people live, is farmed extensively.)
a) original
b) the highland area is where most people lives and it is extensively farmed
c) where most people live is in the highland area, it is extensively farmed
d) where most people live is the highland area, extensively farmed
e) most people live and extensively farm the highland area.</p>
<p>I put e)…but a) is the right answer. is this just because A) is grammatically correct? i thought e) flowed better. it’s not a dangling modifier at the beginning if you use e) right? it isn’t really modifying anything…</p>