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The SAT Black Book is a combination of previous two books of College Board. The book is written by ‘Princeton Review’ for its partnership with the College board. The formulas and the 29/07/ · The SAT Black Ebook supplies a specific, systematic, quick-to-abide by walkthrough of each individual concern in 4 of the Higher education Board’s official SAT 17/06/ · 1barrett Mike The Sat Prep Black Book Second Edition For The: Free Download, Borrow, and Streaming: Internet Archive Loading viewer 1barrett Mike The Sat "In addition to extensive and effective training on every aspect of the SAT, the SAT Black Book gives you detailed, systematic, easy-to-follow walkthroughs for every question in 4 of the The fully up-to-date SAT Prep Black Book, Second Edition gives you unique, effective SAT strategies from Mike Barrett, an SAT tutor with clients all over the globe who pay him ... read more
The Black Book is a must-have resource for any student getting ready for the SAT. The ebook gives comprehensive protection of every single subject in the SAT, together with methods for dealing with precise varieties of inquiries. It also features assistance that is personalized to the composition of the SAT alone, enabling you to acquire gain of its inherent flaws. A demanding and detailed SAT research guide. It points out exactly how. just about every SAT problem works and offers a demanding established of follow exercise routines to support you grasp just about every crucial strategy. Your email address will not be published. Save my name, email, and website in this browser for the next time I comment. Skip to content. It incorporates: A description of each and every section of the test so that you can master what to count on through examination day.
An clarification of how just about every problem sort will work and an case in point of each sort. A list of typical issues that have appeared on preceding examinations. The first clause begins with "Although," the second clause begins with "the film. The two parts have contrasting or conflicting meanings. Because one of the clauses begins with "Although. The answer is "tasteless.. Start out by reading the entire sentence, saying "blank"for the blank s}, This gives you an overall sense of the meaning of the sentence and helps you figure out how the parts of the sentence relate to each other. To answer sentence completion questions, you usually don't have to know a nonstandard meaning of a word.
Keep in mind that introductory and transitional words are extremely important. They can be the key to figuring out the logic of a sentence. They tell you how the parts of the sentence relate to each other. For example, look at the following common introductory and transitional words:. There are many other introductory and transitional words that you should watch for when working on sentence completion questions. Always read the sentences carefully, and don't ignore any of the details. Negatives in two clauses of a sentence can be even more of a challenge, as in this example: According to Burgess, a novelist should not preach, for sermon izing has no place in good fiction.
A negative appears in each clause of this sentence. The transitional word for indicates that the second part of the sentence will explain the first. Other times, a close synonym for your word will be one of the choices. The transit ional word therefore indicates that the informat ion in the second part of the sentence is a direct, logical result of the informat ion in theftrst part. What words might fit in the blank? The second pa rt of the sentence includes a negative " he did not live up to her picture Words li ke perfect, sweet, respectful, devoted-all could fit in the blank. Now, look at the actual choices: A. misunderstood B elusive C destructive 0 persuasive E dutiful Choice E dutiful is the on ly choice that is even close to the ones suggested.
Therefore, E is the correct answer. You can also try this technique with two-blank questions. You are less likely to come up with as close a word match, but it will help you get a feel for the meaning and logic of the sentence. If one word in an answer doesn't make sense in the sentence, then you can reject the entire choice. Eliminate any choices in which the word doesn't make sense. Eliminate any choices in which that word doesn't make sense. If only one choice is left. that is the correct answer. If more than one choice remains, go to the next step. words in place to make sure your choice makes sense. estions shows how this approach works. Here it is again: Although its publicity has been , thefilm itselfis intelligent, well-acted, handsomely produced, and allogether , A tasteless.. respectable B extensive.. moderate ee sophisticated.. spectacular As you can see, the first blank is not tightly controlled by the words immediately around it. The firs t word depends on the word in the second blank.
So start with the second blank. and altogether spectacular Amateur and crude are defin itely not complimentary. No matter what the rest of the sentence says, neither of these words makes sense in the second blank. So you can eliminate the answers that contain amateur and crude. With two choices eliminated, the question becomes much easier to deal with. One choice may seem to make sense, but it still might not be the best of the five choices. Unless you read all the choices, you may select only the second best and thus answer incorrectly. This step is extremely important, especially if you have eli minated choices while working through the question.
For example, choice A in Example 2 is correct because the words respectable and tasteless contrast with each other. Such a contrast is logically consistent because of the although construction of the sentence. Choose the word or set of words that, when inserted in the sentence, httt fits the meaning of the sentence as a whole. acceptable ®®©. A judgment made before all the facts are known must be called A harsh B deliberate C sensible D premature E fair 2. Despite their A monumental.. accessible 8 focused.. prolonged C vast.. ancient D realistic.. extraneous E narrow.. overwhelming 3. The research is so that it leaves no part of the issue unexamined. A comprehensive B rewarding C sporadic D economical E problematic 4.
A dictatorship its citizens to be docile and finds it expedient to make outcasts ofthose who do not A forces.. rebel 8 expects.. disobey C requires.. conform D allows.. withdraw {El forbids.. agree S. Alice Walker's prize-winning novel exemplifies the strength of first-person narratives; the protagonist tells her own story so effectively that any additional commentary would be A subjective B eloquent e superfluous D incontrovertible E impervious 37 THE CRITICAL READING SECTION 6. The Supreme Court's reversal ofits previous ruling on the issue of states' rights.. A sustained.. infallibility 8 compromised.. consistency e bolstered.. doggedness D aggravated.. inflexibility E dispelled..
vacillation 38 Sentence Completion Answers and Explanations I. A harsh 8 deliberate e sensible D premature E fair Answer: The correct answer is D. Explanation; Getting the correct answer to this question depends almost entirely on knowing the definitions of the five words you must choose from. Which of the choices describes a judgment made before "all the facts are known"? Such a judgment, by definition, is not "deliberate," and the sentence doesn't tell us whether the judgmen~ was "ha rsh:' or lenient. Premature means hasty or early; therefore, it fits the blank perfectly. This is the kind of one-blank vocabula ry question for which you might be able to predict the answer based on the information given Know your vocabulary. Think in the sentence. You might have thought of other words that could carefully about the meanings have completed the sentence satisfactorily- for instance, rash, hasty of the words in the answer choices.
or risky-but none of them nor any synonyms for them appear among the choices. When you see the choices, you should recognize that premature has connotations similar to the words you thought of. Despite their proportions, the murals of Diego Rivera give his Mexican compatriots the sense that their history is -- and human in scale, not remote and larger than life. accessible B focused.. prolonged e vast.. overwhelming Answer: The correct answer is A. Explanation: The keys to this sentence are the word "Despite," the words "human in scale," and the words "not remote and larger than li fe.
The word filling the second blank has to fit wilh "human in scale," which A accessible does. If you focus on only one of the two blanks, you will be able to eliminate several choices before you even think about the other bla nk, as in this case, where it is possible to eliminate answers B , D and E almost immediately. Then try answering two-blank questions one blank at a time. If you can eliminate one word in a choice, the entire choice can be ruled out. The research is so that it leaves no pari of the issue unexamined. AI comprehensive BI reward ing CI sporadic DI economical EI problematic ~epinMind A nswer: The correct answer is A. Explanation: Try filling in the blank without read ing the answer choices. What kind of words would fit? Words like complete, thorough or extensive could all fit. Now look at the a nswer choices. Choice A comprehensive is very si m ilar to the words suggested , and none of the other choices fi t at all.
If no possible answer occurs to you before you look at the choices. Think about the logic of the sentence without looking at the choices. Then look for the choice that has 8 s imilar meaning to the words you thought of. try to relate each choice to the details of the sentence. In this case you are looki ng for a word that would match the detail "it leaves no part of the issue unexamined. A dictatorship its citizens to be docile and finds it expedient to make outcasts of those who do not rebel 8 C 0 E expects.. disobey requi res.. conform allows.. withdraw fo rbids.. agree Answer: The correct answer is C. ep in Mind Think carefully about the standard dictionary definitions of the important words in the sentence. Small words such as not can make a big difference. When you choose your answ er, read the entire sentence with the blank s filled in to be sure that it makes sense. Explanation: Answering this question depends in part on your k nowledge of vocabulary.
You have to k now what the words dictatorship, docile and expedient mean. You also have to watch out for key words such as not. The fi rst word in each of the five choices is an action a d ictatorship might take, so you are more likely to find the correct answer by first examining the second word. Recognizing that the second word refers to what happens to "outcasts," and observing the cr ucial word not, you can elim inate rebel and disobey. That leaves conform, withdraw and agree as behaviors a dictatorship m ight wa nt to see d isplayed in its people.
Conformity and agreement a re certainly qualities a dictator would want in the people. The tendency to withdraw is less likely, because people who are out of sight might also be out of the dictator's control; also, it is illogica l to make outcasts of everyone who does not withdraw. So choice D can be eliminated. If a dictator wants the people to conform, requiring them to be docile would help, so choice C looks good. In choice E , if the dic tator is going to cast out those who do not agree, 40 Sentence Completion which is a very possible political reality, the first part of the sentence is illogical: dictatorships do not forbid people to be docile gentle.
Choice C is clearly the most logical and meaningful of the choices. Alice Walker's prize-winning novel exemplifies the strength of first-person narra- tives; the protagonist tells her own story so effectively that any additional commentary would be subjective eloquent C superfluous D incontrovertible E impervious A B Answer: The correct answer is C. Therefore, sentence before you look at the would "add itional commentary" be necessary or unnecessary? Once choices. Get a sense of what you're looking for before you you've figured out that it is unnecessary, you can look for an answer start looking.
with a similar meaning, which is choice C superfluous. That way, you may be able to answer the question more quickly because you won't have to plug in each choice one by one to see if it makes any sense. This is another single-blank vocabulary question that is best approached by trying to supply a satisfactory completion before you read the answer choices. The Supreme Court's reversal of its previous ruling on the issue of states' rights its reputation for infallibility B compromised.. consistency Cl bolstered.. doggedness 0 aggravated.. inflexibility El dispelled.. vacillation Answer: The correct answer is 8. Explanation: Getting the correct answer to this question depends mainly on your knowledge of the meanings of the word choices. You have to know the definitions of the words before you can try the choices one by one to arrive at the correct pair. You also need to think about the central idea in the sentence: the Court's "reversal" does what to its "reputation" for what?
The logic is complicated, and the vocabulary in the choices is difficult. You have to think for a moment about the attitude the sentence is probably trying to communicate. Most people would agree that the Supreme Court members think long and hard before they make a ruling. Reversing one of those rulings is probably an unusual and undesirable event. In each choice, the second word suggests a "reputation" the Court might have. Which of those 41 THE CRITICAL READING SECTION Ge p In MInd words most probably names a reputation we most usually expect of the Supreme Court? When you read the sentence to you rself, s ubstitute the word blank for each blank. saying before you start plugging in the choices. in choice E , is something we do not want to see in the Court at all. Look more closely at A and 8. If we choose A , the sentence says that the reversal of the previous ruling sustained the Court's reputation for infallibility. That is contradic tory, so it ca nnot be the right answer.
If we choose B , the sentence means that the reversal of its ruling compromised or imperiled or jeopardized one of its most valued qualities, its consistency. That sounds like a meaningful sentence, and it is in fact the correct answer. Be familiar with the directions before test day. Answer as many easy questions as you can before spending time on the harder ones. Read the sentence, substituting the word blank for each blank, to give you an overall sense of the meaning of the sentence. Always begin by trying to determine the standard dictionary definitions of the key words in the sentence and the answer choices. Know your vocabulary: think carefully about the meanings of the words in the answer choices. Watch for key introductory and transitional words e. These determine how the parts of the sentence relate. Also watch carefully for negatives. Try figuring out words to fill in the blank or blanks without looking at the answer choices. Then look for the choice that is similar to the one you thought of.
Try answering two-blank questions one blank at a time. If you can eliminate one word in an answer, the ent ire choice can be eliminated. Always check all the answer choices before making a final decision. A choice may seem okay, but it may still not be the best answer. Make sure that the answer you select is the best choice. Check' your answer to make sure it makes sense by reading the entire sentence with your choice in place. Eliminate answers that you know are wrong, and make an educated guess from those remaining. each blank indicating that something has been omitted. Beneath the senlence are five words or sets of words labeled A through E. Choose the word or set of words that, when inserted in the sentence, ~ fits the meaning of the sentence as a whole.
Exam ple: Hoping to the dispute, negotiators proposed a compromise that they fell would be to both labor and management. useful 8 end.. divisive {el overcome.. unattractive 0 extend. In many cases, the formerly origins of diseases have now been identified through modern scientific techniques. A insightful B mysterious C cruel 0 notable El useful 2. Freeing embedded fossils from rock has become less CAl exploratory 8 conclusive C tedious D respected El demeaning 3. Many people find Stanley Jordan's music not only entertaining but also Al soothing.. heighten B therapeutic.. alleviate el sweet.. underscore D exhausting.. relieve E interesting.. activate 4. Marine biologist Sylvia Earle makes a career of expanding the limits of deep·sea mobility, making hitherto-impossible tasks through the new technology deSigned by her company.
A 8 C D E 44 famous feasible fantastic controversial captivating Sent ence Completion 5. A aspiring.. generous 8 mercenary.. impartial C impulsive.. resolute D persistent.. reserved E humble.. compassionate 6. In many parts or East Africa at that lime, wild animals were so A rare B large C wary D numerous E unsightly 7. by his fans, who believe thai everything he performs is a triumph of artistic """'. A dismissed.. creativity 8 hailed.. responsibility e suppressed.. self·promotion D accepted.. genius E regretted.. pretension 8. The board members, accustomed to the luxury of being chauffeured to corporate meetings in company limousines, were predictably A satisfied.. annulled 8 C D E stymied.. extended displeased.. upheld disgruntled.. suspended concerned.. provided 9. Misrepresentative graphs and drawings the real data and encourage readers to accept A 8 C D E obscure.. legitimate distort.. spurious illustrate.. controversial complement.. unresolved replace..
esteemed Conservative historians who represent a traditional account as because of its age may be gUilty of taking on trust what they should have in a conscientious fashion. A ancient.. established 8 false.. reiterated C , mythical.. fabricated D accurate.. examined E suspicious.. challenged 45 THE CRITICAL READING SECTION II. The art of Mile! Andrejevic often presents us with an idyllic vision that is subtly by more sinister elements, as if suggesting the beauty of OUf surroundi ngs. A enhanced.. pristine B invaded.. flawed C altered.. unmarred D redeemed.. hallowed El devastated.. bland State commissioner Ming Hsu expected that her Commission on international Trade would not merely the future effects of foreign competition on local businesses but would also offer practical st rategies fo r successfully resisting such competition.
Al counteract B intensify C imagine D forecast El excuse Since many teachers today draw on material from a variety of sources, disciplines, and ideologies for their lessons, their approach could best be called A B C D E eclectic simplislic invidious impromptu dogmatic Unprecedented turmoil in the usually thriving nation has made the formerly. A pessimistic B cautious C clandestine D reticent E sanguine Despite its apparent A liberality.. doctrinaire B independence.. autonomous C intransigence.. authoritative D fundamentalism.. arrogant E legitimacy.. ambiguous 46 THE CRITICAL READING SECTION Answer Key I. A Additional practice questions can be found in The Official SAT Online Course at www. Like much of the reading you'll be doing in college, the passages will present important issues, ideas or events to think about.
Types of Passages Here's what to expect from the passages. For each pair, one of the passages supports, opposes or complements the other's point of view. They include narraJive, persuasive, expository andlor literary elements. Approaches to Reading the Passages Mark the passages or make short notes. Be careful that' you don't mark too much. The idea of marking the passage is to help you find information quickly. Nothing will stand out if you underline or mark most of the passage. Some students scribble a short note in the margin - a few words at most - that summarizes what a paragraph or key sentence is about. But don't spend 49 THE CRITICAL READING SECTION ~ePlnMlnd more time marking the passage than you will save.
The idea is to answer the q uest ions, not just mark your test booklet. All passages have numbered lines. When a question refers to a particular line or lines in the passage, it may be helpful to go back and read the matching! ine s! before answering the question. No matter what you know or what you believe. you cannot change what the writer h~s sa id or suggested. You must distinguish between what you th ink the writer should have said or what you would like t he writer to believe and what the writer's words actually say or imply. may find that asking you rself questions about the passage will help you stay more engaged and absorb more information. Here are some YOll questions you can ask yourself: Is the passage a factual account of an event? What is the purpose of the passage? Is the writer trying to in fo rm you, amuse you, influence you or what? read the questions before you finish the passage. This will give you a sense of what to look for. Looking at the questions first, though.
might be a waste of time if you don't know what the passage is about. You may want to try both methods when working through practice questions. Types of Questions Three types of questions may be asked about a passage: extended reasoning, vocabulary in context and literal comprehension. You will be asked questions involving single passages, paired long passages and paired paragraphs. Extended Reasoning Questions Extended reason ing questions ask you to draw conclusions from or evaluate the information in the passage. The answers to these questions may not be directly stated in the passage but can be inferred from it. Extended reasoning questions also ask about the overall theme or meaning of the passage, the author's purpose or attitude. or the tone of the passage. You should be able to follow the logic of the passage and to recogn ize points that would strengthen or weaken the writer's argument. Infer what purpose it serves rather than what it means.
Facts: Statements known to be true and that can be shown to be true are called facts. Here are some examples. Assumptions: These are suppositions o r propositions that writers make to reach their conclusions. Sometimes, the assumptions that writers make may not be stated within the passage. To read critically, you must be able to recognize these unstated assumptions. These assumptions may be accurate or inaccurate - at least from your point of view. For example, think about some of the underlying assumptions in the following three statements. Inferences: These are concl usions you reach based on what has been said in a passage. To infer is to arrive at a conclusion through reasoning. In the paragraph that follows, for example, it can be inferred that all 'the examples are taken from the author's own life.
Phrases such as "I've counted my mailbox," "promised me prizes" and "I wrote this con artist" show that the author's opinions are based on personal experience. though this is not stated outright. The problem of junk mail has grown to epidemic proportions. I've counted no fewer than pieces of junk mail in my mailbox in a given month! Not only is the sheer magnitude appalling, but the antics of these "post office pirates" are equally disturbing. For example, one enterprising sa lesman promised me prizes ranging from a car to a transistor radio if I would drive miles to look at a piece of property. I wrote this con art ist and told him I'd come ifhe paid for the gas, but I never heard from him.
LOGIC, STYLE AND TONE Many extended reasoning questions will ask you about the way the author develops and presents the ideas in the passage. Some questions will ask you to consider the tone or attitude of the author. They may also ask you to think about how a reader may react. In well-w ritten material, the writer uses both style and tone to express what he or she has to say and to try to influence the reader. Recognizing the author's purpose - whether it is to tell an exciting story, to express enjoyment or to sta rt a revolution - is an important part of reading. Vocabulary-in-Context Questions Some passage-based reading questions ask about the meaning of a word as it is used in the passage. Even if you don't know the word, you can sometimes figure it out from the passage and the answer choices.
The context - that is, the particular situation in which the word is used, including information given in neighboring sentences - helps determine its meaning. For example, you are likely to know that the word smart has several meanings. It can mean "intell igent," "stylish" and "sassy. Chances are, neither of those will get someone into a lot of trouble. The context, or the association between the words smart and trouble. tells us that the meaning intended here is "sassy. But sometimes you may also have to read the sentence that comes before or after it.
When a word has several meanings, a vocabulary-in-context question won't necessarily use the most common meaning. The answer choices will often include several different meanings of the word. Be sure to read enough of the context to thoroughly understand the meaning of the word. Literal Comprehension Questions For th is type of question, you need to understand information that is d irectly presented in the passage. These questions measure a skill you'll be using a lot in college: how well you read to acquire information. Reread enough of the text to find the answer. Even if you know something about the subject of the passage, remember to answer the question based on what is actually stated in the passage. Somet imes the description of the fact or idea in the question is different from the wording in the passage. you may write anywhere in your test booklet. Questions Involving Paired Passages and Paragraphs At least one long and one paragraph reading selection will involve a pair of passages.
The pair of passages will have a common theme or subject. One of the passages will oppose, support or in some way relate to the other. When you see this Remember that Naccording to the Naccording to the You must answer the question in terms of the statements, assumptions, or inferences that the writer is making, even jf you disagree with w hat the writer has said. The Question is meant to see if you understand what the wri t er has written. passage author~ H This is an important word in test questions because it usually asks you to find the most suitable or most acceptable of the answer choices. This m eans that even though you may find a response t hat seems to fit, you still need to look at the rest of the responses in order to be sure that you have selected the best one.
Sometimes you may think none of the answers are particularly good, but you must pick the one that is best. Make sure that your inference is indeed based on the material in the passage and not only on your own ideas or opinions. Opposite of most. Most important, or chiefly. Frequently used as a qualifier, as in most likely, most frequently, most reasonable. A qualifier recognizes that there are exceptions to most situations and tries to allow for those except ions. Only means "just the one. for me. Passage-based Reading When a question asks you to compare two passages, don't try to remember everything from both passages. take one choice at a time. Review the relevant parts of each passage before you select your answer. Table 6. Suppose a question asks you to identify something that is true in both passages.
It is often easier to start by eliminating choices that are not true for one of the passages. Don't be fooled by a choice that is true for one passage but not for the other. Approaches to Passage-based Reading Questions. Keep in mind that the answers corne from the passage. Every single answer to these questions can be found in or directly inferred from the passage. Read the passages carefully. Remember, every word counts. Be aware of words describing people, events and things. If someone's face is described as "handsome" or "scarred," if an event is "surprising" or if a word is "whispered" or "spoken with a smile," pay attention. Details like these are mentioned to give you an understanding of what the author wants you to feel or think.
Read the questions and answers carefully. With most passage-based reading questions. you have to: 1. think about what the question is asking 2. look back at the passage for information that will help you with the question 3. think again about how you can use the information to answer the question correctly. Don't forget that an answer choice can be both true and wrong. The correct choice is the one that best answers the question, not any choice that makes a true statement. To keep from selecting a choice that is true but wrong. carefully read the passage. the questions and the answer choices. Make sure the reading passage supports your answer. There should always be information and details in the passage that provide support for your answer.
Look for specific words, phrases and sentences that help to prove your choice is correct. Even with the inference, tone and attitude question s - the ones in which you have to read between the lines - you can find evidence in the passage to support the correct choice. Try eliminating choices. Compare each choice to the passage and you'll find that some choices can be eliminated as definitely wrong. Then it should be easier to choose the correct answer from the remaining choices. When you have made your choice, qUickly read the other choices again to make sure there isn't a better answer.
You will spend a lot of time reading some of the passages before you're ready to a nswer even one question. If you return to the passage later, you'll probably have to read it again. When you've gone through all the questions about a passage, review any you left out or weren't sure of. Sometimes information you picked up while thinking about one question will help you answer another. Answer the questions on the basis of what is ~ or imJ;! itd in the passages and in any introductory material that may be provided. Questions are based on the following passage. Art forgery is a peculiar curse. Reliant on camouflage and deception, on the rhetoric of the believable lie, it is an act both audacious and self-effacing. For the imitation Linll to succeed in fooling us, it must resemble one or more 5 works that we have been led to believe are undoctored originals.
Without something to mimic, the fake could not exist. And the forger of old masters' drawings. like the forger of twenty-dollar bills or United States' passports, must be skilled enough to fool eyes that by now 10 are practiced at uncovering deceit. The primary purpose of the passage is to A describe the motivations of art forgers 8 indicate the artistic merit of particular forgeries C discuss the challenges facing art forgers 0 catalogue the skills of a successful art forger E illustrate the public's ignorance about art forgery 2. The author refers to art forgery as an act that is Kself-effaci ng» line 3 because it reqUires that the forger A B C 0 E undergo an arduous apprenticeship work in the style of another artist forgo many opportunities for financial gain never take his or her work too seriously regard original artworks with reverence Questions are based on the following passage. A cousin of the tenacious Asian longhorned beetlewhich since its initial discovery in in New York City has caused tens of millions of dollars in damage annually Unll -the citrus longhorned beetle was discovered on a juniper 5 bush in August in Tukwila, Washington.
Exotic pests such as the longhorned beetle are a growing problem-an unintended side effect of human travel and commerce that can cause large-scale mayhem to local ecosystems. To stop the citrus beetle, healthy trees were destroyed 10 even though there was no visible evidence of infestation, and normal environmental regulations were suspended so that a rapid response could be mounted. Which best describes the function oflhe opening sentence "A cousin.. A It underscores how frequently pests are lransfer~d from one geographical region to another. B It suggests the potential harm the citrus longhorned beetle could cause in the United States. C It illustrates how the Asian longhorned beetle was introduced into the United States. D It describes how the citrus longhorned beetle was first discovered.
E It compares the destructiveness of the Asian longhorned beetle to that of the citrus beetle. The passage suggests that the actions undertaken in lines are best characterized as A tested and reliable B deliberate and effective e costly and unpopular D preemptive and aggreSSive E unprecedented and unfounded Questions are based on the following passages. Passage 1 Today any accessible, fast-mOVing story written in unaffected prose is deemed to be "genre fiction n -at best an excellem "read- or a "page turner" but never literature lin. with a capital L.
Everything written in self-conscious, 5 writerly prose, on the other hand. is now considered to be "literary fiction" -not necessarily good literary fiction, mind you, but always worthier of respectful attention than even the best-written thriller or romance. It is these works that receive full -page critiques, often one in the Sunday 10 book-review section and another in the same newspaper during the week. II is these works, and these works only, that make the anllual short lists of award comm ittees. Passage 2 One reason why most literary novels don't appeal to the ordinary reader looking for a "good story" is that 15 they aren't intended to. Just as nuclear physicists strive to impress other nuclear physicists and dog breeders value the admiration of fellow dog breeders over that of the uninitiated masses, so people who write serious fiction seek the high opinion of other literary novelists.
of creative 20 writing teachers, and of reviewers and critics. They want very badly to be "literary," and for many of them this means avoiding techniques associated with commercial and genre fiction-specifically too much emphasis on plot. Who, after all, wants to be accused of writing "action 25 movies in book form"? The author of Passage I implies that "literature with a capital L" lines 3·4 is fiction that is A B e D E 58 considered classic by scholars ofEngJish literature written in a mannered and pretentious style unafraid to address highbrow themes and weighty issues successful both critically and financially unfairly ignored by the book-buyi ng public Passage-based Readin g 6.
The author of Passage 2 suggests that authors who write ~self-conscious, writerly prose~ lines 4·5, Passage 1 are A unlikely ever to produce great work B trying to improve their chances of popular success e more talented than writers of mainstream fiction D seeking the approval of like-minded writers E not capable of depicting a realistic fictional world 7. In the two passages, quotation marks are primarily used to A B Cl D call attention to some common ways of categoriz. ing fiction suggest that some literary terms are meaningless note labels to which writers typically object ridicule the modes of writing most popular with the public IE 'mph"'" th' 'mpo,,,n,, of, ,h",d ",m'no[ogy 8.
Which of the following best describes the relationship between the two passages? A B Cl D E Passage 2 presents evidence that rebuts the argument made in Passage l. Passage 2 explicitly defines terms that Passage I assumes are well·known. Passage 2 supplies an explanation for a state of affairs described in Passage I. In Passage I, the author presents his view of the early years of the silent film industry. In Passage 2. the atahor draws on her experiences QS a mime to generalize about her art. A mime is II performer who, without speak;'lg, entertains through gesture,facial expression, and movement. Passage I Talk to those people who first saw films when they were silent, and they will tell you the experience was magic.
The silent film had extraordinary powers to draw 50 members of an audience into the story, and an equally 5 potent capacity to make their imaginations work. It required the audience 10 become engaged-to supply Line voices and sound effects. The finest films of the silent era depended on two clements that we can seldom provide today-a large and receptive audience and a well-orchestrated score. For the audience, the fusion of picture and live music added up to more than the sum of the respective parts. The one word that sums up the attitude of the silent filmm akers is elJthusiasm, conveyed most strongly before formulas took shape and when there was more room for experimentation.
This enthusiastic uncertainty often resulted in such accidental discoveries as new camera or editing techniques. Some films experimented with players; the 19l5 film Regeneration, for example, by using real gangsters and streetwalkers, provided startling local color. Other fi lms, particularly those of Thomas Ince, provided tragiC endings as often as films by other companies supplied happy ones. Unfortunately, the vast majority of silent films survive today in inferior prints that no longer reflect the care that the Original technicians put into them. The modem yersions of silent films may appea r jerky and flickery, but the vast picture palaces did not attract four to six thousand people a night by giving them eyestrain.
A silent film depended on its visuals; as soon as you degrade those, you lose elements that go far beyond the image on the surface. The acting in silentswas often very subtle, very restrained, despite legends to the contrary. Passage 2 35 Mime opens up a new world to the beholder, but it does so insidiously, not by pu rposely injecting points of interest in the manner of a tour guide. Audiences are not unlike visitors to a foreign land who discover that the modes, manners, and thoughts of its inhabitants are not 40 meaningless oddities, but are sensible in context. I remember once when an audience seemed perplexed at what I was doing. At first, I tried to gain a more immediate response by using slight exaggerations. I soon realized that these actions had nothing to do with the 45 audience's understanding oflhe character.
What J had believed to be a failure of the audience to respond in the 60 55 60 65 70 manner I expected was, in fact, only their concentration on what I was doing; they were enjoying a gradual awakening-a slow transference of their understanding from their own lime and place to one that appeared so unexpectedly before their eyes. This was evidenced by their growing response to succeeding numbers. Mime is an elusive art, as its expression is entirely dependent on the ability of the performer to imagine a character and to re-create that character for each performance. As a mime.
Tam a physical medium, the instrument upon which the figu res of my imagination play their dance of life. The individuals in my audience also have responSibilities-they must be alert collaborators. They cannot sit back, mindlessly complacent, and wait to have their emotions titillated by mesmeric m usical sounds or yisual rhythms or acrobat ic feats, or by words that tell them what to think. Mime is an art that, paradoxically, appeals both to those who respond instinctively to entertainment and to those whose appreciation is more analytical and complex.
Between these extremes lie those audiences conditioned to resist any collaboration with what is played before them, and these the mime must seduce despite themselves. There is only one way to attack those reluctant minds-take them unaware! They will be delighted at an unexpected pleasure. Both passages are primarily concerned with the subject of A B e D E shocking special effects varied dramatic styles visual elements in dramatic performances audience resistance to theatrical performances nostalgia for earlier fo rms of entertainment The author of Passage I uses the phrase "enthusiastic uncertai nt y" in line 17to suggest that the filmmakers were A excited to be experimenting in a new field B delighted at the opportunity to study new technology C opti mistic in spite of the obstacles that faced them D eager to challenge existing conventions E eager to please but unsure of what the publiC wanted Passage-based Reading In tines , Regeneration and the films of Thomas Ince are presented as examples of A formulaic and uninspired silent films 8 profitable successes of a flourishing industry C suspenseful action films drawing large audiences D daring applications of an artistic philosophy E unusual products of a readiness to experiment In context, the reference to "eyestrain" line 30 conveys a sense of A irony regarding the incompetence of silent film technicians.
B regret that modern viewers are unable to see h igh quality prints of silent films e resentment that Ihe popularity of picture palaces has waned in recent years D pleasure in remembering a grandeur that has passed E amalement at the superior quality of modern film technology In line 34, "legends" most nearly means A ancient folklore B obscure symbols C history lessons D famous people E common misconceptions The author of Passage 2 most likely considers the contrast of mime artist and tour guide appropriate because both A are concerned with conveying factual information B employ artistic techniques to communicate their knowledge e determ ine whether others enter a strange place D shape the way others perceive a new situation E explore new means of self-expression The incident described in lines shows the author of Passage 2 to be similar to the silent filmmakers of Passage 1 in the way she In lines , the author most likely describes a specific experience in order to A dispel some misconceptions about what a mime is like B show how challenging the career of a mime can b, C portray the intensity reqUired to see the audience's point of view D explain how unpredictable mime performances can be E indicate the adjustments an audience must make in watching mime In Jines , the author's description of techniques used in the types of performances is A disparaging 8 astonished C sorrowful D indulgent E sentimental What additional information would reduce the apparent Similarity between these two art forms?
Al Silent film audiences were also accustomed to vaudeville and theatrical presentations. B Silent films could show newsworthy events as well as dramatic entertainment. e Dialogue in the form of captions was integrated into silent films. D Theaters running silent films gave many musicians steady jobs. El Individual characters created for silent fi lms became famous in their own right. Both passages mention which of the following as being important to the artistic success of the dramatic forms they describe? A Effective fusion of disparate dramatic elements B Slightly exaggerated characterization C Incorporation of realistic details D Large audiences El Audience involvement A required very few props 8 used subtle technical skills to convey universal truths e learned through trial and error D combined narration with visual effects E earned a loyal audience of followers 61 THE CRITICAL READING SECTION Answers and Explanations I.
The primary purpose of the passage is to A describe the motivations of art forgers B indicate the artistic merit of particular forgeries C discuss the challenges facing art forgers D catalogue the skills of a successful art fo rger E illustrate the public's ignorance about art forgery ~eplnMlnd Answer: The correct answer is C. Don't be misled by an answer that looks correct but is not supported by the actual text. Choice 0 is attractive. but it's not as accurate as choice Ie. Explanatiml: The passage primarily calls attention to the difficulties inherent in art forgery.
Choice C is correct because the passage primarily discusses several ch allenges inherent in art forgery. Although the passage indicates that forgers need to be skilled enough to fool people who are experienced at detecting forgeries, it does not list or discuss the particular skills that make art forgers successful. The passage does not discuss the public's lack ofknowledge about art forgery. The author refers to art forgery as an act that is requires that the forger Al 8 C D El ~setf-effacing" line 3 because it undergo an arduous apprenticeship work in the style of another artist forgo many opportunities for financial gain never take his or her work too seriously regard original artworks with reverence Answer: The correct answer is 8.
Explanation: The reference to "self-effacing" in line 3 suggests that a successful art forgery cannot ca ll attention to the forger. It must appear to be a creation of the original artist. Choice 8 is correct because forgery involves employing the style of another artist rather than working in one'S own style. It requires removing oneself from one's work. if forgers did undertake arduous apprenticeships. the experience would not necessarily be self-effacing. A key word in the question may be the clue you need to arrive at the best answer. Pay attention to the words that carry the meaning of the sentence.
Home Add Document Sign In Register. The Official SAT Study Guide 2nd Edition Home The Official SAT Study Guide 2nd Edition. UOllegeBOard The Official Second Edition Study Guide- College Board, NewYork This publication was written and edited by the College Board, with archiv Download PDF. UOllegeBOard The Official Second Edition Study Guide- College Board, New York This publication was written and edited by the College Board, with archival material from Educational Testing Service. Cover Design: Beth Olh·er. Assistant Director: Arthur Sprogis. Assessment Managers: James Daubs, Ed Hardin, Joel Harris.
Senior Director, Mathematics: Robin O'Caliaghan. Senior Assessment Specialists: Elizabeth Daniel, Beth Hart, Colleen McDermott. The College Board The College Board is a not-for-profit membership association whose mission is to connect students to college success and opportunity. Founded in , the College Board is composed of more than 5, schools, colleges, universities and other educational organizations. Each year, the College Board serves seven million students and their parents, 23, high schools, and 3, colleges through major programs and services in college readiness, college admissions, guidance, assessment, financial aid, enrollment, and teaching and learning. The College Board is committed to the principles of excellence and equity and that commitment is embodied in all of its programs, services, activities and concerns. Copies of this book item are available from your bookseller or may be ordered from Colleg. e Board Publications, P. Box , Plano, TX teL Editorial inquiries concerning this book should be addressed to the College Board, 45 Columbus Avenue, New York, NY Cl The College Board and Educational Testing Service.
All rights reserved. inspiring minds, MyRoad, SAT Preparation Center, SAT Readiness Program, SAT Subject Tests, Score Choice, Skills InSight, The Official SAT Online Course, The Official SAT Question of the Day and The Official SAT Study Guide are trademarks owned by the College Board. All other products and services may be trademarks of their respective owners. Visit the College Board on the Web; www. ISBN ISBN- I 2 3 4 5 6 7 8 9 II Distributed by Macmillan Dear Student: Choosing a college is likely to be one of your first major decisions in life. At the College Board, our mission is to connect students to college success. Through our various programs and services, including the SAT-, we want to help you find the best college for you - and do well when you get there. It's important to remember, however, that SAT scores are only one of many factors that colleges use in admissions decisions. The best way to get ready for the SAT, and for college, is to take challenging courses, write as often as possible and read challenging books and art icles.
As you do the important work of preparing for college, please continue to look to us as a resource. I encourage you to visit collegeboard. com where you can access College Search, the Web's most extensive database of colleges and universities. You will also find the latest information about the SAT and our other programs, including the Advanced Placement Program-, and valuable information about financial aid and scholarships. For more than years, the College Board has been working to help high school students make a successful transition to higher education. The United States has the greatest higher education system in the world, and there is a good college for everyone who wants to attend. In pursuing a college education, you have a wonderful and exciting opportunity ahead of you.
Sincerely, Gaston Caperton President, The College Board CONTENTS vii Preface PART I Getting Started 1 Chapter 1 Introducing the SA~ 3 Chapter 2 How to Do Your Best on the SAT 9 Chapter 3 About the PSATINMSQ"! The Essay Chapter 10 Improving Sentences Chapter 11 Identifying Sentence Errors Chapter 12 Improving Paragraphs Chapter 13 Practice for the Writing Section PART IV The Mathematics Section Chapter 14 About the Mathematics Section Chapter 15 Number and Operations Review Algebra and Functions Review Chapter 17 Geometry and Measurement Review Chapter 18 Data Analysis, Statistics and Probability Review Chapter 19 Multiple-Choice Questions Chapter 16 v Contents vi Chapter 20 Student-Produced Response Questions Chapter 21 Practice for the Mathematics Section PART V 10 Official Practice Tests with Answer Keys SAT Practice Test 1 SAT Practice Test 2 SAT Practice Test 3 SAT Practice Test 4 SAT Practice Test 5 SAT Practice Test 6 SAT Practice Test 7 SAT Practice Test 8 SAT Practice Test 9 SAT Practice Test 10 PREFACE The best way to prepare for the SAr is to take challenging high school classes, read extensively and write as often as possible.
For more immediate help, you should review the concepts covered and practice problems similar to those you will see on the SAT. This guide from the College Board - the test maker - is the only place you'll fin d questions written to the SAT test specifications and actual SAT tests. As you read through and practice with The Official SAT Study Guide'": Second Edition, you will gain confidence in your abilities and will be more prepared to succeed. This icon appears next to the "Keep in Mind" boxes. which are located in the margins to remind you of approaches and other points that will help you prepare for the test. Plus, for every chapter that describes specific sections of the test, you'll find a "Recap" section for review. appears next to info rmation you can find online A computer icon at www. You can even enter your test answers online and receive personalized feedback for each of this guide's 10 full -length practice tests.
This feedback makes it easy for you to focus on the areas you need to study further. As a book owner, you can review explanations to the questions in this gUide's 10 official practice tests. Subscribers to The Official SAT Online Course- have access to interactive instruction. additional sets of practice quest ions. practice essay Q vii Preface questions and six additional official practice tests, and have responses to essays in this book and in The Official SAT Online Course scored automatically. How The Official SAT Study Edition Is Organized Guide~: Second The first three chapters introduce the SAT and offer helpful approaches to test taking.
Chapters address the SAT's critical reading, writ ing and mathematics sections. Each chapter has in-depth descript ions of the types of questions on the test and several approaches to answering them. The solutions to sample questions will help you better understand the concepts underlying similar problems on the test. As you work through this gUide. you'll become familiar with the instructions, questions and types of answers that are on the SAT. Some questions, such as the student-produced response questions in Chapter 20, have answers that must be given in specific formats. You'll find additional practice for each type of question in Chapter 7 Critical Reading , Chapter 13 Writing and Chapter 21 Mathematics. Chapters detail the mathematics concepts and operations that will appear on the SAT. Chapter 9 includes an example of an essay topic with sample scored essays. You will also learn about holistic scoring and the SAT Scoring Guide.
To help you prepare for the essay portion of the SAT, this guide includes essay questions like the ones you'll see on test day. To help you understand how the essays are scored, each essay question is accompanied by sample essays written by students. Corresponding essay samples are actual student responses to previously administered SAT Subject Tests in Writ ing, which are no longer given. Part V provides 10 official practice tests to help you become familiar with the test and practice under timed condit ions. You don't have to practice on all of them. You may wish to review questions on the practice tests that you fi nd particularly challenging. If you'd like more practice in critical reading, for example, you could foc us on that section of the test or the critical readingsample and practice questions. It's a good idea to take at least one official practice test, under timed conditions, to get an idea of the concentration and pacing needed to complete the test.
There are two types of practice tests in this gUide. The first three practice tests are recently administered SAT tests from and As for the other official practice tests, the vast majority of questions have appeared in SAT tests before March All of the questions in this book are written by ou r test development experts and comply with the College Board 's SAT specifications. viii Preface , We're Here to Help The College Board hopes that you find this guide helpful and easy to use; please visit www. com for the most up-to-date information on the SAT. We wish you well as you work through the admissions process.
ix PART I Getting Started 1 CHAPTER 1 Introducing the SAT® About the SAT' Are you thinking about going to college? If you are, there's probably an SAr in your future. Taking the SAT is the first step in find ing the right college for you - one where you'll best succeed in d iscovering the tools necessary to pursue your passions. The SAT helps colleges get to know you better by giving them insight into how you thin k, solve problems and communicate. The SAT measures what you've learned in the classroom - basic skills such as reading, writing and mathematics - and how well you apply that knowledge. Your SAT score is just one of ma ny factors that colleges look at when they consider your application.
They also look at your academic record, you r involvement in school activities, your application essay and your letters of recommendation. The SAT is taken by more than two million students every year at thousands of testing centers usually high schools around the world. Many high school students take the SAT twice - once in the spring of their junior year and again in the fall of their senior year. Who Is Responsible for the SAT? The SAT is a program of the College Board, a not-for-profit membership association to which more than 5, schools, colleges and universities belong. The College Board, whose mission is to connect students to college success and opportun ity, was founded more than years ago.
Every yea r, the College Boa rd serves seven million students and their parents, 23, high schools, and 3, colleges through major programs and services in college ad missions, gu idance, assessment, fi nancial aid, enrollment, and teaching and learning. The SAT Test Development Committees, made up of college professors and high school teachers who are experts in their fie lds, oversee all aspects of test development to ensure that the SAT is carefully designed to be a fair test for all students. All questions undergo a very thorough review process. In fact, each question is pretested before it is placed on the scored sections of the test. The goal is to make the questions dear, appropriately chal lenging and fair for all students regardless of gender or ethnicity. How do the SAT Test Development Committees know which skills should be measured?
They do their homework! The College Board meets with college faculty. high school teachers and experts in different subjects from across the country and surveys educators about their reading, writi ng and mathematics curricula. The College Board also reviews research on what skills are necessary for success in college.
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Explanation: Getting the correct answer to this question depends mainly on your knowledge of the meanings of the word choices. Actual test questions are not included. Some questions will ask you to consider the tone or attitude of the author. SAS is available for all test dates for which QAS is not available. In the paragraph that follows, for example, it can be inferred that all 'the examples are taken from the author's own life. But your results can also reflect how you feel on the day you take the test.
The benefit you get by reading this book is actually information inside this reserve incredible fresh, you will get information which is getting deeper an individual read a lot of information you will get. steady pace. For example, look at the following common introductory and transitional words:. The pair of passages will have a common theme or subject. extended displeased.
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