<p>MODERATOR'S NOTE:</p>
<p>Facebook links are not allowed on CC.</p>
<p>I have seen so much advice on the SAT Critical Reading section that I have decided to begin posting how to improve your CR score without paying for private tutoring or buying overpriced test prep material.</p>
<p>First things first. This post will primarily be for current high school juniors planning to take the SAT in March or May of 2013. Of course, younger students will also benefit greatly from the content of these postings.</p>
<p>Before we even being to look at the critical reading section, I would like to start by reminding everyone that according to researchers, private tutoring will on average improve your score 20 points on any given section. Some tutors and tutoring centers claim to raise scores by hundreds of points. I make no such claim. In fact, I posit that after reading this blog your score may actually go down. However, these techniques have a proven track record as long as you are willing to practice what I have written. There are no quick fix solutions to the SAT CR section. If there were, you wouldn’t be reading this.</p>
<p>Let’s begin by understanding how to improve your score in general. When you take practice tests (the link above will allow you to have access to many practice tests) and you miss a question, you should ask yourself two very simple questions. (1) Why did I miss this question (this type of question) on the test? (2) How do I get this type of question correct in the future? </p>
<p>Notice that you are not overly concerned about the correct answers. Analysis of your mistakes is only crucial insofar as it improves your future performance. Although this exercise of solving a missed question is helpful in a pedagogical sense, it most certainly should not be the focus of your studies. Here’s why: You will never see that exact question again on the SAT exam. Therefore studying and focusing on strategies is much more important than test review (finding out what the correct answers are on any test). This is where the major publications, tutoring centers, test prep companies, and private tutors fail. They simply tell why answer choice A is correct and explain why B through E are incorrect. What I want you to focus on is why A is correct, but why I missed this question and how I can solve this type of question in the future.</p>
<p>With that being said, I will introduce many strategies in the days, weeks, and months to come.</p>
<p>Lesson 1: Sentence Completion Questions</p>
<p>According to the CollegeBoard’s Official SAT Study Guide (OSSG), there are basically two types of sentence completion (SC) questions: vocabulary-in-context (VIC) questions and logic-based (LB) questions.</p>
<p>VIC: “To answer this type of question, you need to know how the words are used in the context of the sentence. If you know the definitions of the words involved, you have a better chance of selecting the correct answer.”</p>
<p>LB: “[These] questions require you to know the meanings of the words, know how the words are used in context and understand the logic of a rather complicated sentence”</p>
<p>Both of these quotes are taken from the OSSG. It goes without saying that both the VIC and LB questions are comprised of one-blank and two-black SC questions.</p>
<p>Now, I will walk you through a step-by-step procedure of how to solve SC questions, regardless if the question is one-blank or two-blank. </p>
<p>STEP 0: Cover the Answer Choices
Do not look at the answer choices. Only after completing the next steps should you look at the answer choices. There are 4 wrong answer choices designed to confuse you. So avoid falling into this trap.</p>
<p>STEP 1: Identify Clue Words
Generally speaking, in the English language there are two types of words:
(1) content words (vocab-list words)<br>
(2) context words (function words)
Content words are words that have meaning on their own. These words are used in sentences to describe and provide the material meaning. You will become familiar with content words, as you will study these words as a part of your vocabulary buildup. All vocabulary word lists designed for SAT preparation (any test preparation) focus on developing a students descriptive and analytic capabilities. In short, words that provide description and meaning, are content words.
In contrast to content words, context words are words that only have meaning in context, that is, in relation to other words. Context words are used to glue the phrases and clauses of a sentence together, and direct the overall logical flow of the sentence. Context words function by giving meaning to a sentence by directing and redirecting ideas; that is, context words do not directly provide meaning in and of themselves, but indirectly provide logical meaning by organizing the ideas found in the sentence. We will discuss context words (function words) in detail later.
The most important thing to realize is that both (1) content words and (2) context words are clue words, because they provide the meaning and direction of the sentence.</p>
<p>Step 2: Structure & Punctuation
Structure refers to the grammatical structure of the sentence (i.e. simple vs. compound vs. complex, etc.) and is best understood in the context of a grammar review. Understanding the difference between a phrase and a clause, subject/predicate, parts of speech, etc. is extremely important in solving SC questions. Identifying structure is similar to diagramming a sentence, and if you don’t know how to diagram a sentence please ask your English teacher.
Punctuation markers provides a lot of clues. Here are a few that frequently provide clues:
(1) comma (2) semi-colon (3) colon (4) dash (5) parentheses, etc.
Commas ( , )
In sentence completions, commas usually serve as an indicator for a definition of a word.
[Word] , definition
Commas can also:
- Separate two ideas in a sentence. The two ideas are so closely related that they can not stand alone.
- Separate multiple adjectives that are describing the same thing.
- Separate lists of three or more.
Colons ( : )
Colons are usually used to indicate examples of a prior term.
[Word] : examples
Colons can also: - Introduce a list
- Introduce a restatement of the previous clause
- Introduce an elaboration on the previous clause
Semi-colon ( ; )
Semi-colons are usually used to indicate an explanation of a prior term.
[Word] ; explanation
Dashes ( )
Dashes are basically strong commas which are used to draw attention to the last item in a list or statement.</p>
<p>Step 3: Connotation
Generally speaking, many words in the English language have some underlying meaning:
(1) positive connotation (good/light)<br>
(2) negative connotation (bad/dark)
(3) no connotation
Connotations generally give content words a charge. Certain words have a positive (+) word charge, and convey a sense of something good. On the other hand, certain words have a negative ( ) word charge, and convey a sense of something bad. Of course, good and bad are relative and vague. Other words are neutral ( o ), effectively having no word charge.
Word charge is important on the sentence completion for two reasons:
(1) The word charge of the blank and the word that fills the blank must be the same. For example, a negative answer choice can never fill a blank that needs a positive word
(2) Even when you dont know the exact meaning of a word, youll often have a sense of its charge.
These two reasons add up to one great big fact: You can use word charge to sort through the sentence completion questions which contain tough vocabulary even if you dont know the exact meaning of the words.</p>
<p>Step 4: Anticipate An Answer
Notice from Step 0 that we have not looked at any of the answer choices. This has been done on purpose. We are trying to avoiding any confusion that might arise from focusing too closely on the answer choices. Remember, you dont have to know all the words that appear as answers, only the one that best fits the sentence. Thus to anticipate an answer, we must:
(1) identify part of speech (adjective/noun or adverb/verb)<br>
(2) make a prediction (physical/abstract) (human/inanimate)
It is good practice not to look at the answer choices when you are doing sentence completion. It is very easy to be tricked by the answer choices when you are doing the sentence completions, and you can anticipate the answer choices before you even look at the answer choices.
(i) Identifying Part of Speech
Identifying the part of speech of the blanks is simple enough, and something you can do without practice. In fact, you have been doing this since the first time you started learning how to read.
(ii) Word Analysis
- Prefixes: Positive ( + ) or Negative ( )
- Roots: Word definitions
- Suffixes: Sentence Types
(iii) Make a Prediction - Physical (related to the five senses) vs.
Abstract (something intangible, an idea, a sense of, etc.) - Human characteristic (feeling, emotion, behavior) vs.
Inanimate characteristic (lacking human characteristics) </p>
<p>Step 5: Process of Elimination
Use Process of Elimination to determine the best answer choice.
After determining the correct answer, plug your answer choice back into the original sentence and reread to make sure the word(s) matches the original prediction. Thus:
(1) Insert answer selection into the original sentence and reread.
(2) Match answer patterns with original blank predictions
Make you eliminate all other answer choices, because the test asks for the best answer choice!
I really cannot help you become better at the process of elimination. This requires more and more practice. </p>
<p>THAT’S IT! Sentence Completion 101 in a nutshell. Now I will focus on each individual step to provide the details, since what I have provided above is a broad overview.</p>
<p>Back to Step 1: Identify Clue Words
If you read the last post, you will understand the difference between content words and context words. But what are some context words?</p>
<p>(i) Coordinating Conjunctions: FANBOYS
These are great words that have no meaning on their own. Can you define “so” for me? Does an image pop into your head when you hear “nor”? How about “and” “or” “but”? These words indicate the direction/flow of a sentence.
Examples:
For - Explains reason or purpose (just like “because”) I go to the park every Sunday, for I love to watch the ducks on the lake.
And - Adds one thing to another I go to the park every Sunday to watch the ducks on the lake and the shirtless men playing soccer.
Nor - Used to present an alternative negative idea to an already stated negative idea I don’t go for the fresh air nor really for the ducks. Honestly, I just like the soccer.
But - Shows contrast The soccer in the park is entertaining in the winter, but it’s better in the heat of summer.
Or - Presents an alternative or a choice The men play on teams: shirts or skins.
Yet - Introduces a contrasting idea that follows the preceding idea logically (similar to “but”) I always take a book to read, yet I never seem to turn a single page.
So - Indicates effect, result or consequence I’ve started dating one of the soccer players, so now I have an excuse to watch the game each week.
([Coordinating</a> Conjunctions](<a href=“http://grammar.yourdictionary.com/parts-of-speech/conjunctions/coordinating-conjunctions.html]Coordinating”>Coordinating Conjunctions: Essential Joining Words | YourDictionary))</p>
<p>(ii) Subordinating Conjunctions
These words “subordinate” a clause (take any grammar review class).
“A subordinating conjunction is a word that connects a main clause to a subordinate clause. What do these terms mean you ask? Well, a main clause is an independent clause that can stand alone by itself as a sentence. In other words, a main clause does not need any additional information to operate as a sentence. For example, the sentence “The student failed the test” is an example of a main clause.
A subordinate clause is a dependent clause that adds some extra information to the main clause. These phrases cannot stand by themselves, and their meaning is dependent upon that of the independent clause. They are not sentences! For example, “because she didn’t study” is not a complete idea worthy of being defined as a sentence. However, combine the two clauses, and we have “The student failed the test because she didn’t study.” A complete idea has been expressed, and enough information has been presented in order to fully explain the thought.” ([List</a> of Subordinating Conjunctions](<a href=“http://grammar.yourdictionary.com/parts-of-speech/conjunctions/list-of-subordinating-conjunctions.html]List”>http://grammar.yourdictionary.com/parts-of-speech/conjunctions/list-of-subordinating-conjunctions.html))
List of Subordinating Conjunctions:
What follows is a list of common subordinating conjunctions used in the English language:
after, although, as, as if, as long as, as much as, as soon as, as though, because, before, even, even if, even though, if, if only, if when, if then, inasmuch, in order that, just as, lest, now, now since, now that, now when, once, provided, provided that, rather than, since, so that, supposing, than, that, though, til, unless, until, when, whenever, where, whereas, where if, wherever, whether, which, while, who, whoever, why
There are much much more!</p>
<p>(iii) Correlative Conjunctions
Correlative conjunctions are sort of like tag-team conjunctions. They come in pairs, and you have to use both of them in different places in a sentence to make them work. They get their name from the fact that they work together (co-) and relate one sentence element to another. Correlative conjunctions include pairs like “both/and,” “whether/or,” “either/or,” “neither/nor,” “not/but” and “not only/but also.”
([Correlative</a> Conjunctions](<a href=“http://grammar.yourdictionary.com/parts-of-speech/conjunctions/correlative-conjunctions.html]Correlative”>Correlative Conjunctions | YourDictionary))</p>
<p>All of these conjunctions determine the flow and direction of a sentence. One important idea to understand is the idea of contrast, and how to identify contrast indicators. These are clue words which indicate contrast within a sentence. Words like although, however, but etc. clearly indicate some change in the direction of the sentence.</p>
<p>@strategictutor. Hey Im finding many of your tips beneficial and I notice that you have some CR SAT sections on your fb site. Is it possible that you post the answers to these sections on the fb site, so we can check? Really appreciate all this!</p>
<p>Yes! I will post answers as soon as I figure out how to arrange and organize everything…</p>
<p>Step 2: Structure and Punctuation</p>
<p>The next step is to identify structure and punctuation. However, by identifying the clue words in a sentence, particularly the context words, we can see that clue words will direct us to a certain sentence structure. In other words step 1 and step 2 are actually opposite sides of the same coin, and eventually (through practice) the two distinct steps will actually merge together.</p>
<p>Compound Sentences vs. Complex Sentences (+ Compound-Complex Sentences)</p>
<p>What is a Compound Sentence?
A compound sentence contains two or more main (independent) clauses joined by a coordinating conjunction. It is distinct from a complex sentence (more below).
There are 7 coordinating conjunctions in the English Language. (Remember the acronym FANBOYS).
When you have 2 independent clauses joined by one of these coordinators, that is a compound sentence. Usually a comma is required, before the coordinator.
Examples of Compound Sentences ([Compound</a> Sentences](<a href=“http://grammar.yourdictionary.com/sentences/compound-sentences.html]Compound”>Compound Sentences | YourDictionary))</p>
<p>What is a complex sentence?
A complex sentence is the joining of a main (independent) clause and one or more subordinate (dependent) clauses. Remember the subordinating conjunctions?
([Complex</a> sentence | Easy to understand definition of complex sentence by Your Dictionary](<a href=“http://www.yourdictionary.com/complex-sentence]Complex”>Complex Sentence Definition & Meaning | YourDictionary))</p>
<p>Combining the two concepts above, you can create a compound-complex sentence. ([compound-complex</a> sentence - Definition of compound-complex sentence](<a href=“http://www.yourdictionary.com/compound-complex-sentence]compound-complex”>Compound-complex Sentence Definition & Meaning | YourDictionary))</p>
<p>This post may seem like a grammar review, and in many ways it is. However, understanding the structure of a sentence truly gives you an advantage in solving CR questions (not only for the SC questions but also for passage based questions).</p>
<p>Going hand in hand with structure is punctuation (you can’t have a discussion of one without the other). Punctuation clues have already been mentioned, and there is no reason to rehash what has already been stated in previous posts.</p>
<p>Now that we have covered Step 1: Identifying Clue Words & Step 2: Structure and Punctuation, we should address a few concepts regarding content words. Up to this point, our focus has been mainly on context words, words that have no meaning on their own. Shifting our attention, we should not that certain content words establish (i) expectations (both based on past performance or ideas about the future), (ii) degree (the world is not always black and white but a gradient of shades of gray–this will be a good introduction ahead of Step 3: Connotations). </p>
<p>Expectations: word like “typically”, “likely”, “usually”, establish some experience in the past and this past behavior is a good indicator of future actions. However, not everything goes according to our expectations. Case in point, you may be reading this post because your SAT score is not as high as you expected (or as high as you expected but you would like to score higher). If something goes contrary to expectation, we feel surprised, dismayed, shocked–depending how much we believed our expectation to come true. </p>
<p>Other words establish expectations as well: “hardly” “barely” “seldom” “probably” “possibly”. But these qualifiers ([Qualifiers</a> - The Writing Center](<a href=“http://writingcenter.unc.edu/handouts/qualifiers/]Qualifiers”>Qualifiers – The Writing Center • University of North Carolina at Chapel Hill)) and others, also establish degree patterns. Click on the link and look at the difference between absolutes and qualifiers. Thus all words that end in -ly or -y should raise red flags in a SC question!</p>
<p>What score did you get on CR?</p>
<p>@ Billy17: GRE 790, SAT 800</p>
<p>that’s a great way to help every one out. I simply like the way you detail us with the in depth approach to CR components. :)</p>
<p>Next Lesson Tomorrow</p>
<p>Happy Thanksgiving…
Step 3: Connotation</p>
<p>This refers to the figurative meaning of a word, rather than its literal meaning.</p>
<p>Please PM me the Facebook link for practice tests. The moderator had deleted it.</p>
<p>yes me too !!</p>
<p>great jop on this issue ;)</p>
<p>Sent from my A20 using CC</p>
<p>Wow this was really helpful! Thanks!.. When are the next posts?</p>