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Line 1: − The first question on the SAT I asks you to write an essay in 25 minutes. You are must use a number 2 pencil, and you must write the essay out in longhand on paper provided. You are given a brief statement or a quote about which to write.+ − − As we discussed in our first lecture, the ability to write well is probably the single most important skill you can develop. Good writing is: − − *organized − *logical − *clear − *concise − *uses a rich vocabulary − − You want your 25-minute essay on the SAT I to have all of those characteristics. We'll discuss this further later in this letter. − − Let's look at the registration deadlines for the SAT this spring: Line 29:
Line 17: − Cost is only $45, and you can register online. Fee waivers are available for homeschoolers if they qualify and have some type of counselor send the form in.+ + + + + Line 35:
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Line 138: − 25-minute essay exercise.+ − − Identify errors. − Take sample questions for fill-in-the-blank on the website.+ − <writing exam questions>+
clean up, typos fixed: , → , , over-emphasizing → overemphasizing
Registration deadlines for the [[SAT]] this spring:
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The cost is only $45, and you can register online. Fee waivers are available for homeschoolers if they qualify and have some type of counselor send the form in.
Beginning March 2009, students have the option of "score choice," which enables them to pick and choose which SAT scores to send to which colleges. Under this system, students are better off taking the SAT I as many times as possible. You can simply pick your highest scores and only send those to your colleges. Score choice does not allow students to pick and choose within sections or components of the SAT I (e.g., pick the math score from one test sitting by the critical reading score from another). But most colleges will pick and choose for you. Be sure to select score choice when dealing with the College Board to ensure your best scores are the ones sent to the colleges.
One good strategy is to take the test in March (sign up by Feb. 10th) or May (sign up by Mar. 31st), and then take it again in June.
Let's focus now specific types of questions that are asked.
Let's focus now specific types of questions that are asked.
== Sentence Completion Questions ==
== Sentence Completion Questions ==
18 out of 67 questions -- more than 25% -- of the "critical reading" section ask students to "complete the sentence" by filling in one or two missing words. Let's look at some examples and improve our ability to answer this type of question.
18 out of 67 questions—more than 25% -- of the "critical reading" section ask students to "complete the sentence" by filling in one or two missing words.
Strive to answer at least 16 out of these 18 correctly. All 18 can be figured out with logic and cleverness. When there are two blanks, both words have to fit well and that makes it easier to disqualify the wrong answers. When it is only one blank then the question can be more difficult because you have less to work with, but those can be figured out ... even when you do not know the meaning of some of the words.
Let's look at some examples and improve our ability to answer this type of question.
Example One:
Example One:
It's impossible to complete a jigsaw puzzle until you first understand what the final picture is supposed to look at. The same is true for these sentences. '''Be sure to understand the point of the sentence before trying to fill in the blanks'''. The biggest reason for incorrect answers on this question is because the student did not understand the basic meaning of the sentence before trying to complete it.
It's impossible to complete a jigsaw puzzle until you first understand what the final picture is supposed to look at. The same is true for these sentences. '''Be sure to understand the point of the sentence before trying to fill in the blanks'''. The biggest reason for incorrect answers on this question is because the student did not understand the basic meaning of the sentence before trying to complete it.
In the above example, the point of the sentence is that a Republican won a Senate seat that was long held by the opposite party, the Democrats. The Democrats would not be happy about that, and the contest for the seat could not have been a friendly one. The inherent conflict immediately points the student to answer choice (B), which uses the word "conflict". This is the best fit for the gap in the sentence. The , as a "fit" for the gap in the sentence.
In the above example, the point of the sentence is that a Republican won a Senate seat that was long held by the opposite party, the Democrats. The Democrats would not be happy about that, and the contest for the seat could not have been a friendly one. The inherent conflict immediately points the student to answer choice (B), which uses the word "conflict". This is the best fit for the gap in the sentence. The, as a "fit" for the gap in the sentence.
When there are two blanks in the sentence, the student is expected to check the relation between the two words to make sure they fit the sentence, as a lock fits a key. Often the blanks are set up as opposites, and the student is expected to pick the answer choice that has two antonyms. Consider the following.
When there are two blanks in the sentence, the student is expected to check the relation between the two words to make sure they fit the sentence, as a lock fits a key. Often the blanks are set up as opposites, and the student is expected to pick the answer choice that has two antonyms. Consider the following.
*awkward pairs can typically be eliminated
*awkward pairs can typically be eliminated
*the context should guide you to the first word, and the context should give you clues as to what the second word should be in relation to the first
*the context should guide you to the first word, and the context should give you clues as to what the second word should be in relation to the first
*look for clues in roots when you do not know what a word means
<understanding point of sentence before trying to fill in blanks>
<understanding point of sentence before trying to fill in blanks>
<dealing with words of unknown meaning by using context>
<dealing with words of unknown meaning by using context>
<our homework this week will focus on your skills in answering these questions>
== Essay Section on SAT ==
explain what the test-writer is looking for
== More Fun Words ==
As we mentioned in our first Lecture, it is important to build your vocabulary in order to improve your ability to write. Here are some more fun words:
*lassitude (LA-suh-tude): fatigue, listlessness
*raconteur (RA-kon-tur): someone who is a good storyteller
*evanescent (ev-uh-NESS-unt): something that tends to vanish as vapor does; passing out of sight
To remember a word, it helps to use it in a sentence. The more uses you can find for it, the more likely you will be able to recall its meaning and obtain the maximum value for the word. Let's try some sentences for the above:
"He had great potential as student, but his lassitude kept him from being a hard worker."
"The best raconteur among modern presidents was Ronald Reagan, because he would tell a story that kept the listener's attention and made an important political point."
"Unlike paintings, music is an evanescent form of art."
== Focus on Writing Section ==
== Focus on Writing Section ==
*cramming
*cramming
*scheduling test-taking too late
*scheduling test-taking too late
*not managing time
*not managing time (running out of time has a devastating effect on scores; don't waste too much time on any question)
*under-emphasizing, then over-emphasizing significance of test
*under-emphasizing, then overemphasizing significance of test
*being derailed by the experimental section, which does not count towards your score anyway (each SAT exam has an experimental section that is bizarre and a waste, and doesn't count)
== Homework Assignment ==
== Homework Assignment ==
<read lecture>
<read lecture>
<take the online fill-in-the-blank questions, or write a second essay if you lack internet access>
<correct-a-sentence questions>
[[Category:Writing course]]