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 After the workshop, take our
online survey
tinyurl.com/CalSOAPTestPrepSurvey
Presenter Contact Information:

Karla Whitaker
Cal-SOAP
kkwhitaker@ucsd.edu
*email me to request this
presentation
 Typical SAT Saturday
• 7:45am-8:00am. Check in w/ admission ticket and photo ID
• Section 1 (Reading: 65 minutes)
– 5-minute break
• Sections 2+3 (Writing & Language: 35 minutes; Math no
calculator: 25 minutes)
– 5-minute break
• Section 4 (Math with Calculator: 55 minutes)
– 5-minute break
• Possible 20-minute experimental section
• Essay (50 minutes)
 SAT vs. ACT
SAT ACT

400-1600 1-36

6
 QUIZ
•1.
•2.
•3.
 Leave a paper trail in the
test booklet
• Create a “code” for yourself

✓ or X out question numbers you are confident

you answered correctly.
• O Circle question numbers you leave blank. Go
back and guess before time is called on that
section.
• □ Square question numbers on which you
guessed.
 Should I guess? YES
• Correct Answer = + 1 raw point
• Wrong Answer = 0 raw points
• No Answer = GUARANTEED 0
• Strategy: Before time is called for
each section, go back and bubble any
questions you initially left blank. DO
NOT LEAVE ANY QUESTION
UNANSWERED.
 Keep track of time

• You are not allowed to go back to

a previous section once time is
called, or go forward to a future
section.
• Soooo before time is called for
the end of each section, students
should be like…. 10
each section
 Objective is NOT to read every question

• Take your time. Answer as many as

possible with CONFIDENCE that they
are correct.
• There might be some you will answer
by guessing. That’s OK.
12
 Pro Tip
Be aware of time,
but not obsessed
with it.
14
 1. A B C D
2. A B C D
3. A B C D
4. A B C D
5. A B C D
6. A B C D
7. A B C D
8. A B C D
9. A B C D
10. A B C D
 Say you have 30 seconds remaining on a section.
Blind Guess Bubble Strategy: choose the same
letter every single time.

1. A B C D
2. A B C D
3. A B C D
4. A B C D
5. A B C D
6. A B C D
7. A B C D
8. A B C D
9. A B C D
10. A B C D

16 Why???
 For each section:
Before time is called…

▪ Finish early? Go back and double-

check your work.
▪ Running out of time? Choose your
favorite letter and guess!!

17
 Top Tips
1. BUILD YOUR MENTAL STAMINA (4 HOURS)
2. READ CONSTANTLY (BEFORE THE TEST.)
3. UNDERLINE WHAT EVERY QUESTION IS
ASKING.
4. ANSWER IN YOUR PREFERRED ORDER.
5. BEFORE TIME IS CALLED, BUBBLE AN
ANSWER TO EVERY QUESTION, EVEN IF
GUESSING.
 Study such texts as….
• Declaration of
Independence
• Articles of Confederation
• Constitution
• Bill of Rights
• Washington’s Farewell
Address
• Lincoln’s Gettysburg
Address
• Lincoln’s second Inaugural
Address
• Wilson’s 14 Points
• Roosevelt’s Four Freedoms
speech
• King’s “I Have a Dream”
speech and “Letter from
Birmingham Jail”
• Universal Declaration of the
Rights of Man
• Authors such as Edmund
Burke, Mary Wollstonecraft,
Nelson Mandela, and
Mohandas Gandhi
 READING:
SAT Section 1 (pg. 2-16)
ACT Section 3 (Pg. 23-29)
 SAT Reading
• 52 Questions
• 65 Minutes
• 13 minutes per passage
• Five “Passages”
– Four single passages
– One “pair” (compare/contrast)
• 10-11 questions per passage
• 1-2 graphics per test
 ACT Reading
• 40 questions
• 35 minutes
• 8 minutes, 45 seconds per passage
• Four passages
• 10 questions per passage (40 total.)
One might be a double passage.
• No graphics
SAT vs. ACT Difference
You must go at a faster pace on
the ACT Reading
SAT has more Reading passages
and more questions
ACT passages always in the
same order. Genre is stated.
 SAT Reading Passage Contents
Passage Type (not Number of Passages Number of
in this order) Questions
US and World 10-11 per passage
Literature 1
History/Social 10-11 per passage
Science 2
Science 10-11 per passage
2
 SAT Reading: Pacing
Total Minutes Minutes Spent Minutes Spent
Per Passage Reading Answering
Questions
13 4 9
13 5 8
13 6 7
13 7 6
13 8 5
 ACT Reading: Pacing
Total Minutes Minutes Spent Minutes Spent
Per Passage Reading Answering
(8 min, 45 sec) Questions
8.75 minutes 4-5 4-5
8.75 minutes 4-5 4-5
8.75 minutes 4-5 4-5
8.75 minutes 4-5 4-5
 Which option below works for YOU
in a timed situation?
• Option 1: Read passage. Answer
questions.
• Option 2: Read questions. Read
or skim passage. Answer
questions.
• Option 3: Read passage and
answer questions as you go.
 Find the “double passage”
• Write the word LAST at the top of
the page.
• Read/answer the double passage
LAST, after you’ve worked on the
other passages.
SAT Packet, pages. 2-16
 SAT Pre-reading
• Read introduction blurbs and decide how to
classify each passage.
• Rank your favorite type of reading:
– Literature
– Social Science/History
– Science
• Read your favorite kind of passage(s) first, and
read your least favorite, later.
 SAT Pre-reading: pg. 2

This passage is from Lydia Minatoya, The Strangeness of

Beauty. ©1999 by Lydia Minatoya. The setting is Japan in
1920. Chie and her daughter Naomi are members of the
House of Fuji, a noble family.

Literature
 Pre-reading: pg. 5

This passage is adapted from Francis J. Flynn and

Gabrielle S. Adams, "Money Can't Buy Love:
Asymmetric Beliefs about Gift Price and Feelings of
Appreciation." ©2008 by Elsevier Inc.

Social Science
 Pre-reading: pg. 8
This passage is adapted from J. D. Watson and F. H. C. Crick,
“Genetical Implications of the Structure of Deoxyribonucleic
Acid.” ©1953 by Nature Publishing Group. Watson and Crick
deduced the structure of DNA using evidence from Rosalind
Franklin and R. G. Gosling’s X-ray crystallography diagrams of
DNA and from Erwin Chargaff’s data on the base composition of
DNA.

Science
 Pre-reading: pg. 11

This passage is adapted from Virginia Woolf, Three

Guineas. ©1938 by Harcourt, Inc. Here, Woolf
considers the situation of women in English society.

Social Science
 Pre-reading: pg. 14

Passage 1 is adapted from Michael Slezak, “Space

Mining: the Next Gold Rush?” ©2013 by New Scientist.
Passage 2 is from the editors of New Scientist, “Taming
the Final Frontier.” ©2013 by New Scientist.

Science
Example of creating an order
• Passage 1: Fourth (Least Favorite)
• Passage 2: Second
• Passage 3: First (Favorite)
• Passage 4: Third
• Passage 5: Last (*double)
 ACT Passage Order
• Passage 1, pg. 32: Literary Narrative/Prose
Fiction
• Passage 2, pg. 34: Social Science
• Passage 3, pg. 36: Humanities
• Passage 4, pg. 38: Natural Science

• ACT always uses this order.

• ACT specifies which genre. You don’t have to
“figure it out” as you do with the SAT.
 Reading Passages
• You do not need to have any prior
knowledge of the passage
content.
• You have to know how to read
and comprehend. That includes
knowing some vocabulary.
 Tip: cover the answer choices
• Cover the four answer choices
with one hand.
• Come up with YOUR OWN
ANSWER.
• What words/phrases led you
to the answer you chose?
 Pro Tip
• Don’t try to “pronounce” or
“sound out” tough words and
names in your head. Waste of
time. Rename with a letter.
 Reading Passage Questions
• Questions are not
in order by level of
difficulty, so where
should you start?
INCONCEIVABLE!
First: Answer Vocabulary Questions

Skim questions for

vocabulary questions.
In line # the word
“blank” most nearly
means….
 Pg. 6-7
• If there is a
V
vocabulary
question, it is
usually the
easiest;
answer it first.
Mark it “V.”
V
ACT, Pg. 35
• If there is a V
vocabulary
question, answer
it first, before
reading the V
passage.

• Pg. 35, #16

What if I don’t know the meaning
of a word?

1. Ask, “Do I need to know the meaning of

this word to answer the question?”
2. Context clues in the sentence
3. What does it sound like or remind you
of?
4. Roots/prefixes/suffixes
 Roots, Prefixes, Suffixes
Word Meaning Examples
A Not Atypical
Ambi Both Ambidextrous, Ambivalent
Ante Before, In front of Antecedent
Anti Against, Opposite Antifreeze
Mis Error, Lack, Wrongness Mistake, Misunderstand
Mal Bad, Badly, Wrong Malfunction, Maleficent
Trans Across, Beyond Transform, Transmit
Able (ible) Capable of Being Deductible, Usable
Bene Good, Well Benevolent, Benefit
Dominous Master Domineering, Dominate
Spect Look Inspect, Spectacle
Mors Death Mortal, Morbid
 Where to study vocabulary
• Book: SAT Vocab Capacity
• Cell Phone: Search free SAT Vocabulary apps
• Websites:
– www.freerice.com
– www.majortests.com (SAT Word List)
– www.vocabulary.com (SAT Word List)
– www.freevocabulary.com
• Flash Cards: create your own. *Companies sell
pre-made ones if you prefer.
 SAT Only, Pg. 6
• SAT Reading might have 1-2
Graphics per test
• ACT Reading will not
include graphics
If passage has a GRAPHIC (pg. 6-7)
1. Answer any vocabulary questions
2. Identify question(s) about the graphic (# 20,
21)
3. If the question is about the graphic only,
tackle it before reading the passage. (# 20)
4. If the question requires you to analyze both
the graphic and the passage, answer it after
you read. (# 21)
 Graphics: what to look for
• What is the title?
• What are the axes?
• What are the units?
• Is there a legend or
key?
 Remember:
• It’s not about understanding
the passage inside out.
• It’s about getting the correct
answers.
Reading Strategies
•Introduction blurb.
•Number each paragraph.
• Underline what each question is asking.
• Central idea or main purpose question?
• Tone question?
• Take notes as you read. (AKA annotate)
 Tip on “Main Idea” questions

• Sometimes more than one

answer can be TRUE, such as a
fact stated in the passage.
• But only one answer describes
the OVERALL main idea/purpose
of the entire passage. Example:
SAT, Pg. 2, # 1
 Tip on “Main Idea” questions

• Don’t confuse main idea or

purpose of the entire passage
with main idea or purpose of
specific lines or paragraphs.
Examples: SAT Page 4,
# 7 (only about first paragraph)
 Tone (attitude) words
• Amused • Objective
• Angry • Provocative
• Apathetic • Reflective
• Bitter • Sad
• Cynical • Sarcastic
• Detached • Serious
• Frivolous • Skeptical
• Impartial • Tongue-in-cheek
• Nostalgic • Wistful
 Mark up the passage pre-reading

• Underline or bracket all words/lines

referred to in the questions before
reading the passage(s). Write the
matching question # to the left of
what you underlined.

•SAT Pg. 5
Underlining Questions
• Underline what each
question is asking.
• Underline one word
minimum, six words
maximum.
• SAT Page 3
 SAT Only, Pg. 6
• SAT Reading will have
Command of Evidence
questions
• ACT Reading will not
 “Which choice provides the best evidence
for the answer to the previous question?”
• “Command of Evidence.” • Mark these with a “CE.”
Pg. 6-7. Circle. Answer last.
• When you answer the • # 13+14 and # 16+17.
first question, ask
yourself, where did I look
for the answer to this
question?
• Tip: If the answer to the
first question is “A” it
doesn’t necessarily mean
the answer to the CE
question is also “A.”
SAT Double Passage Method: pg. 14-16
*Save the double passage to answer last
• Mark each question “P1”, “P2”, or “P1+P2”

• Read P1 (Passage 1) and answer P1 questions only

• If you have time, read P2 (Passage 2) and answer

remaining questions
 ACT Double Passage Method:
ACT packet pg. 34-35
• First, attempt any Vocabulary questions
(# 16)
• Read Passage A. Answer “Passage A”
questions. (# 11-13)
• Read Passage B. Answer “Passage B”
questions (# 14-17)
• Save questions about both passages for
last (# 18-20)
Reading Strategies Summary
• Read passages in your favorite order. Mark double
passage LAST and read it after reading the others.
• Underline what each question is asking (1-6 words.)
• Mark vocab questions with a “V.” Answer them first.
• Number each paragraph (1, 2, 3…) Read/take notes.
• Double passage: read Passage 1 or Passage A,
Answer Passage 1/A questions. Then, Read Passage 2
or Passage B and answer the remaining questions.
Tackle the double passage last. Questions about both
passages, usually the last 3-4 questions, are the most
difficult.
Reading Strategies SAT Only
• Rank Literature, Science and Social Science.
Determine which passages are which genre.
Read your favorites first, your least
favorites later.
• Graphic only questions: answer first.
Graphic + text: wait and answer after
reading passage.
• Mark “Command of Evidence” questions
CE. Circle CE question numbers; possibly
save to answer last.
 SAT Practice: Pg. 2-4. 13 minutes
• Identify any vocabulary questions. Mark with a V.
Answer those first. # 3, # 8.
• Identify “Command of Evidence” questions. Write
“CE” next to them. Circle and save for last, before
moving on to next passage. Should be 4+5, 9+10
• Read introductory blurb. Annotate in test booklet as
you read. The Strangeness of Beauty, set in 1920.
• Underline what each question is asking. Answer 1-
10. Guess if necessary. Transfer answers to answer
sheet.
 ACT Practice

Pg. 32-33, # 1-10

8 minutes, 45 seconds
SAT: SECTION 2
ACT: SECTION 1
SAT Writing & Language vs ACT English
SAT Writing & Language
4 answer choices per question
Will be Section 2 on the SAT
Four passages, 11 questions each (more
time per question)
8 minutes, 45 seconds per passage
Score is part of the SAT “Evidence-Based
Reading & Writing” out of 800
Will include some graphics
Tests on punctuation, grammar, usage,
sentence structure, strategy, organization
and style.
Mistakes/weak grammar are only possible
in underlined portions. Underlined
portions might have a mistake, or might
be correct as is and need NO CHANGE.
ACT English (1-36)
4 answer choices per question
Will be Section 1 on the ACT
Five passages, 15 questions each (less
time per question
9 minutes per passage
Will have its own score on a 1-36 scale
No graphics
Tests on punctuation, grammar, usage,
sentence structure, strategy, organization
and style.
Mistakes/weak grammar are only possible
in underlined portions. Underlined
portions might have a mistake, or might
be correct as is and need NO CHANGE.
 SAT vs. ACT: Grammar
• They are both passage-based
• ACT has one more grammar passage
than SAT has.
• ACT has more questions per
grammar passage. (Faster pace)
• ACT has no graphics in this section
SAT Timing: 35 minutes total
•Four passages, 11
questions per passage
•8 minutes, 45 seconds
per passage
ACT Timing: 45 minutes total
•Five passages, 15
questions per passage
•9 minutes per passage
 Grammar Passages
• Underlined portions might have a
mistake and need correction. If
correction is needed, choose B,
C, or D.
• If no correction needed, choose
A. NO CHANGE. (F. NO CHANGE
is possible on ACT)
 Numbering, SAT pg. 19
• Sentence numbers are in brackets. [4]
• Question numbers are in darkened squares.
 Circle the hard ones; save for last
More difficult, time-consuming questions:
– Ask where certain sentences or paragraphs
should logically be placed, or if they should
be added or deleted. *most difficult
– Require you to read an entire paragraph or
the entire passage.
– Ask about an introductory word/phrase.
– Sometimes do not have “NO CHANGE.”
– Are about a graph (SAT only)
When being tested on an introductory word or
phrase, read the previous sentence as well as
the sentence the word/phrase is in
• SAT Pg. 20, # 9
 SAT & ACT Grammar Passages
• About 8-12 questions per passage
will be correcting mistakes, and
finding the best grammar,
punctuation, word choice. Easy
• About 3 questions per passage will
be about style, organization, tone,
command of evidence and graphic
interpretation. Difficult
 Choose and circle 3 difficult
questions for each SAT passage

• Pages 18-21: 2, 5, 6, 9
• Pages 22-25: 12, 14, 20, 22
• Pages 26-28: 27, 28, 29, 31
• Pages 29-31: 34, 37, 38, 42
Three possible
strategies…
 Strategy # 1
•Read each passage;
answer all questions.
•Good for fast readers
who have no issue with
time limit.
 Strategy # 2
• Go immediately to the questions without
reading the passage. Answer all the easy
questions you can for the entire section,
skipping the difficult questions.
• When you reach the end of the section,
go back and work on (or guess on) all the
questions you haven’t answered.
 Strategy # 3
• Go immediately to the questions without
reading the passage. Answer all the easy
questions you can. Per passage.

– Passage 1: answer easy, read, answer hard

– Passage 2: answer easy, read, answer hard
– Passage 3: answer easy, read, answer hard
– Passage 4: answer easy, read, answer hard
– Passage 5 (ACT only): answer easy, read, answer
hard
 No unnecessary words
The most simple, clear, concise answers are
often correct.
 Grammar Tip

If it seems TOO LONG,

it’s probably WRONG!
 Shorter is often better
• Plug in the shortest answer
choice first.
• Then the next shortest, etc.
• Plug the longest answer in last.
• Notice that shorter is often
better.
 Circle NOT and LEAST ACCEPTABLE
• If you see the word “NOT” or “LEAST
acceptable” in the question, it means three
answers are correct grammar. The wrong
grammar is the answer you choose.
 PUNCTUATION = PAUSE
• Comma = brief pause
• Semi-colon = almost exactly like a period
• Period = complete stop
• Colon = equal sign
Complete Stop. Complete Idea Partial Stop. Must have a Move Along.
BEFORE and AFTER. complete idea BEFORE it.
Period Colon Comma
Semi-colon Single Long Dash No punctuation
Question mark
Exclamation mark
Comma + FANBOYS
(For, And, Nor, But, Or, Yet, So)
Semi-Colon
 Semi-colon
;=.
It separates two independent clauses
which could stand on their own
grammatically.

Example: Semi-colons are very

popular; they let a writer separate
two sentences that have related
thoughts.
On rare occasions, the semi-colon
is used as a “super comma”
Colon
 Colon

:==
 Colon
:==
• What is before it = what is after it.
• I’ll bring the following things to the
test: pencils, erasers and a snack.
• Put a colon before something you
want to emphasize or explain.
• Her piercing gaze was aimed at one
place only: my heart.
The important thing is: THIS, Ta-da!
SAT pg. 19, pg. 23
 Commas
Fewer is often better
 ACT Example of fewer commas:
often better

Example: ACT pg. 13, # 4

Dash
 How to use an em-dash
• Used to indicate a break in thought or sentence
structure
• To introduce a phrase added for emphasis, definition,
or explanation
• To separate two clauses
• Can be a single dash used once. Of course I’ll do it—
as long as it’s in my favor!
• Or two separate dashes to isolate a phrase. The
share of library materials that is in nonprint
formats—e-books, audio and video materials,
and online journals—is increasing steadily.
 The Dash(es)
1. Asides. The kid looks up—this might be my favorite part—
and says…
2. Appositives (like a comma.) The Incredibles—a short 148
pages based on spy stories—was written by…
3. Collect a list of things at the beginning of a sentence.
Unbridled strength, big explosions, evil robots—The
Incredibles has everything…
4. For dramatic contrast. Being incredible isn’t easy—even if
you are a superhero.
5. For examples of definitions. Syndrome—the superhero that
Buddy becomes…
6. Like a colon. Pixar released five other films—Toy Story, A
Bug’s Life, Toy Story 2, Monsters Inc, and Finding Nemo.
ACT Use of Dash, Page 14, # 17
Apostrophes
 Apostrophes
• Apostrophes are used to indicate:
– possessive (the dog’s water) = water of one dog
– a missing letter (don’t instead of do not).
• Plural AND Possessive: Dogs’ water = water of
more than one dog

ACT
Pg. 13, #5
 Apostrophes have only two
purposes:
• Apostrophes can show POSSESSION.
– Felix’s homework, Enrique’s cup, the park’s bike
path, the cat’s food, Sarah’s backpack, the movie’s
ending scene, the student’s graduation or the
students’ graduation.
• Apostrophes can REPLACE A MISSING LETTER
or NUMBER
– It’s wonderful, Sarah’s doing great, that’s weird,
don’t bother, who’s going to be president, during
the ‘70s.
 Do NOT use
apostrophes in
every word that
happens to end in S.
No apostrophes in plural pronouns

Their’s
Her’s
Our’s
Your’s
ALWAYS WRONG
“Its” and “whose” are the
ONLY possessives that do
not have an apostrophe.
 It’s vs. Its (ACT)

–It’s = “it is” or “it has”

–Its = possessive
ACT Pg. 19, # 46
Apostrophes Meaning In a sentence
Dog’s water Water of one dog Fill the dog’s water bowl.
Dogs’ water Water of multiple dogs Fill the dogs’ water bowls.
Baby’s laughter Laughter of one baby The baby’s laughter filled me with
happiness. He was so happy!
Babies’ laughter Laughter of multiple babies The babies’ laughter was sweet; they
all laughed at the same time!
It’s “It is” or “It has” It’s (It is) OK to cry. It’s (It has) been a
long time.
Its Belonging to it The schools encouraged its students
to join clubs.
Who’s “Who is” or “who has” Who’s (Who is) the person in charge?
Whose Belonging to whom Whose socks are these?
Men’s Belonging to men The men’s football team
Women’s Belonging to women The women’s basketball team
Children’s Belonging to children The children’s play time was over.
People’s Belonging to people It’s the people’s choice whom to elect
 Words ending in “s” or “z”
Jones, Mr. Jones One Jones The Jones family lives next
door. I’m a friend of Mr. Jones.
Jones’s (AP Style) Belonging to one Jones Mr. Jones’s car or Mr. Jones’
or car. Both are correct; it’s a
Jones’ (Chicago) stylistic choice.
The Joneses The Jones family, or more than My neighbors are the Joneses.
one person named Jones
The Joneses’s or Belonging to the Jones family The Joneses’ decorations are
Joneses’ awesome! Or Joneses’s
Boss One boss Linda is my boss.
Boss’s or boss’ Belonging to one boss It’s the boss’s rule.
Bosses Multiple bosses I’ve had many bosses in my
life.
Bosses’ or bosses’s Belonging to multiple bosses Many people don’t like their
bosses’ rules.
Contraction Meaning In a sentence
It’s It is or it has It’s (it is) your fault! It’s (it has) been here forever.
Who’s Who is I do not care who’s going to pick me up.
Don’t Do not I don’t like peas and carrots.
Didn’t Did not They didn’t know the answers.
Can’t Can not I can’t wait for the new Marvel Comics movie.
Won’t Will not He won’t get in to college if he spells it “collage.”
Hasn’t Has not It hasn’t rained in months.
Haven’t Have not We haven’t gone to any dances yet.
Hadn’t Had not She hadn’t run track since middle school.
Couldn’t Could not They couldn’t understand a word I said.
Shouldn’t Should not You shouldn’t believe anything he says.
Wouldn’t Would not I wouldn’t do that if I were you.
Could’ve Could have It could’ve been a good game, but it was awful.
Should’ve Should have I should’ve studied more for the SAT.
Would’ve Would have You would’ve loved her outfit!
Ma’am Madam Can I take your coat, ma’am?
Could of, would
of, should of,
might of, may of
DO NOT EXIST.
 Apostrophes: SAT
• Pg. 19, # 3
• Pg. 24, # 19
• Pg. 31, # 41
Pronouns
Pronoun Strategy: When you see a
pronoun, TEST IT

Pronouns
I Me
You You
He/She Him/Her
We Us
They Them
It/Its It/Its
Pronoun Strategy: Eliminate the Extra Noun
Me and Hector ate all the
doughnuts
Eliminate Vs.
Hector and I ate all the

the extra doughnuts.

noun. That cake is for Alex and

me.
Vs.
That cake is for Alex and I.
 Pronouns
Be sure pronouns match antecedents in
gender and number.
• Everyone should mind his/her own
business.
• One should mind one’s own business.
• People should mind their own business.
• You should mind your own business.
 Pronouns: They? Or He/She/It?
• SAT Pg. 24, # 19
ACT Pronoun Example: Pg. 13, # 11
Precise and
Concise
Language Use: Precise and Concise
• Meaning should be EXACT.
• Keep phrases as SHORT as possible.
• SAT Pg. 19, # 1
 Parallel
Structure
 Parallel Structure
• Be consistent. Running,
skating, and to surf
surfing.
• SAT Pg. 20, # 8
Verb Tense
Verb Tense, SAT pg. 24
Verbs Tense: ACT Pg. 15, #25
Subject-Verb
Agreement
Subject-Verb Agreement, SAT pg. 31
 Subject-Verb Agreement

•ACT Pg. 13, # 9

Redundancy
No Redundant or Repetitive Wording
SAT Pg. 25, # 21
Avoid repetition/redundancy

ACT: Pg. 13 #12

 In “SAT Writing & Language” and
“ACT English” be suspicious of…
• DO IT • BEING
• WRONG: People who
become vegetarians
often do it because
they believe strongly in
animal rights.
• RIGHT: People who
become vegetarians
often do so because
they believe strongly in
animal rights.
ACT Example, Pg. 22 # 69
Active Voice/
Passive Voice
 Passive Voice…..by zombies
SAT Pg. 26, # 24
• It was determined…
• Secrets are shared…
• The initiative will be opposed…
• The decorations were replaced…
• The papers were passed back…
• The team list was posted…
• # 24, Answer C: Ideas couldn’t be shared…

152
 Who vs. Whom
• Who =He/She Whom = Him/Them
• Who/Whom do you love?
– You love “he” OR You love “him”?
– You love “him” so use WHOM.

• Who/Whom stepped on Bob?

– “He” stepped on Bob OR “Him” stepped on Bob?
– “He” stepped on Bob so use WHO.
Who vs. Whom: SAT Pg. 28, # 30
 Which vs. That
• “Which” usually takes a comma before it
(unless it’s “in which” “of which” “during
which” etc.)
• “That” usually does NOT take a comma
• Enrique gave Maria a study guide for material
that was going to be on the test.
• Enrique gave Maria notes from chapters 3-7,
which were going to be on the test.
Which vs. That: ACT pg. 15, # 28
 Grammar Strategies Summary
• Skim questions. Circle difficult questions.
• Answer easier questions first. Decide if you’ll go
through all passages or one at a time.
• Shorter is often better. Plug in shortest answer first.
Fewer commas: better. Be precise and concise.
• No redundancy or repetition.
• No passive voice. Use active voice.
• Be suspicious of “being” and “do it”
• Semi-colon = period
• Colon = “equals sign” or “drum roll”
• Who = He/She. Whom = Him/Them.
 SAT Practice
• Pg. 26-29, Answer # 23-33
• Time: 8 minutes, 45 seconds
• Strategy 1: Read entire passage and
then answer all questions.
• Strategy 2: Answer easy questions.
Then read what you need to answer
difficult questions.
 ACT Practice
• Pg. 16-18, Answer # 31-45
• Time: 9 minutes
• Strategy 1: Read entire passage and
then answer all questions.
• Strategy 2: Answer easy questions.
Then read what you need to answer
difficult questions.
Mathematics
 ACT Math: Section 2
SAT Math: Sections 3 and 4
 SAT Math
Non-Calculator Section: Calculator Section:
Section 3 Section 4
• 25 minutes • 55 minutes
• 20 questions • 38 questions
– 15 Multiple Choice – 30 Multiple Choice
– 5 Grid-Ins – 8 Grid-Ins
• 1 minute, 15 seconds • 1 minute, 30 seconds
per question per question
 ACT Math Content
• 24 Questions: Pre-
Algebra/Elementary Algebra
• 18 Questions: Intermediate
Algebra/Coordinate Geometry
• 18 Questions: Plane Geometry
and Trigonometry
• 60 questions in 60 minutes
 Calculators
• Look at list of
approved
calculators.
Scientific or
graphing is
OK.
 SAT Allowable Calculators
• Casio
• FX-6000 series
• FX-6200 series
• FX-6300 series
• FX-6500 series
• FX-7000 series
• FX-7300 series
• FX-7400 series
• FX-7500 series
• FX-7700 series
• FX-7800 series
• FX-8000 series
• FX-8500 series
• FX-8700 series
• FX-8800 series
• FX-9700 series
• FX-9750 series
• FX-9860 series
• CFX-9800 series
• CFX-9850 series
• CFX-9950 series
• CFX-9970 series
• FX 1.0 series
• Algebra FX 2.0 series
• FX-CG-10 (PRIZM)
• FX-CG-20
• Hewlett-Packard
• HP-9G
• HP-28 series
• HP-38G
• HP-39 series
• HP-40 series
• HP-48 series
• HP-49 series
• HP-50 series
• HP Prime
• Radio Shack
• EC-4033
• EC-4034
• EC-4037
• Sharp
• EL-5200
• EL-9200 series
• EL-9300 series
• EL-9600 series*
• EL-9900 series
• *The use of the stylus is not permitted.
• Texas Instruments
• TI-73
• TI-80
• TI-81
• TI-82
• TI-83/TI-83 Plus
• TI-83 Plus Silver
• TI-84 Plus
• TI-84 Plus CE
• TI-84 Plus Silver
• TI-84 Plus C Silver
• TI-85
• TI-86
• TI-89
• TI-89 Titanium
• TI-Nspire/TI-Nspire CX
• TI-Nspire CAS/TI-Nspire CX CAS
• TI-Nspire CM-C/TI-Nspire CM-C CAS
• TI-Nspire CX-C CAS
• Other Calculators
• Datexx DS-883
• Micronta
• Smart2
Beware the TI-89
•Allowed on SAT,
but NOT on ACT!
The following types of calculators are
prohibited on ACT:
– Texas Instruments: All model numbers that
begin with TI-89 or TI-92 and the TI-Nspire
CAS—Note: The TI-Nspire (non-CAS) is
permitted.
– Hewlett-Packard: HP 48GII and all model
numbers that begin with HP 40G, HP 49G,
or HP 50G
– Casio: Algebra fx 2.0, ClassPad 300 and
ClassPad 330, and all model numbers that
begin with CFX-9970G
 Calculators NOT allowed
• Laptops or other computers, • In addition, the use of
tablets, mobile devices such hardware peripherals such
as cell phone or smart watch as a stylus with an
• Models that can access the approved calculator is not
Internet, have wireless, permitted. Some models
Bluetooth, cellular, with touch-screen capability
audio/video recording and are not permitted (e.g.,
playing, camera, or any other Casio ClassPad).
smart phone type feature
• Models that have typewriter-
like keypad, pen-input, or
stylus
• Models that use electrical
outlets, make noise, or have
a paper tape
 SAT Pg. 34 Reference Information
*not included on ACT 79: Reference
 On the SAT…
•Figures are drawn to
scale unless it states
“Figure not drawn
to scale”
 On the ACT…
• Illustrative figures are NOT necessarily drawn
to scale.
 SAT Math vs. ACT Math
SAT Math Advantages ACT Math Advantages
• More time per question • Only one section of
• Only four answer math instead of two
choices per question • Can use a calculator on
instead of five the entire math section
• Reference information • All multiple-choice; no
at the beginning of the grid-ins
math sections
 SAT Math vs ACT Math
SAT Math ACT Math
1 min, 15 seconds-1 minutes, 30 seconds 1 minute per question (but more
per question straightforward questions.)
Multiple-choice math questions have four Multiple-choice math questions have five
answer choices. answer choices.
Has a short “cheat sheet” of formulas at Has no such “cheat sheet.”
the beginning of each math section
Two Sections of Math-80 minutes One 60-minute Section of Math. It will be
combined Section 2 (of 4 Sections)
Section 3: Calculator Not Allowed. Calculator allowed the entire 60 minutes.
Section 4: Calculator Allowed.
45 multiple-choice questions and 60 Multiple-choice only
13 student-produced responses (grid-ins)
Tests skills from Heart of Algebra, Problem Includes content from pre-algebra,
Solving and Data Analysis, Passport to elementary algebra, intermediate algebra,
Advanced Math and Additional Topics in coordinate geometry, plane geometry and
Math (Pythagorean theorem, etc.) trigonometry
Approximately how many do I need
to get right on SAT Math?
% of correct math Scaled Score (200-800)
answers (58 questions)
(50%-61%) 550
(62%-72%) 600
(73%-83%) 650
(84%-92%) 700
(93%-95%) 750
(100%) 800
Approximately how many do I need
to get right on ACT Math?
% of correct math Scaled Score (1-36)
answers (60 questions)
About 50% 22
60%-64% 25
75%-77% 28
80%-84% 30
90%-92% 33
98%-100% 36
Multiple choice approach
1.Read the question.
2.Underline what the
question is asking.
3.Look at the answer choices
for hints.
 Take Notes
on each strategy
 Math Strategy # 1
• Do you like the look of the question?
▪ No? Circle it and go immediately to
another question. DO NOT DWELL!

▪Yes? Work on answering the question.

 Math Strategy # 1 continued:
• Write PAIR or TRIPLE next to pairs and triples.
Save and answer last.
• Pg. 46, # 9 and # 10
• Pg. 48, # 15 and # 16
• Pg. 51, # 22 and # 23
• Pg. 56, # 37 and # 38
ACT Example: pg. 27, # 32-24
Word Problems
 Math Strategy # 2:
Underline what the question is asking
• Circle numbers and important terms.
• SAT Pg. 50, # 20
 Answer D
• x = original price, .8x = discounted price
• P = .8x + .8x(.08) added sales tax
• P = .8(1x + .08x); P = .8(1.08x); P = (.8)(1.08)(x)
• x = p/(0.8)(1.08)
ACT Example: Page 24, # 2
 Pg. 24, # 2
• 35-3 = 32 members
• Hiroko = 1 member, so 1÷ 32 = 1∕32
• Answer K
Math Strategy # 3: Estimate
SAT Pg. 40, # 17
• Figures drawn to
scale unless
indicated
otherwise.
• What’s a good
estimate?
What’s a good estimate between
1800 and 1400?

1600
 Math Strategy # 4: Eliminate
*Multiple choice only
Eliminate unlikely answers; SAT pg. 43 # 3
ACT Example of Elimination:
Page 27, # 29
 Show your work. Write it out
• Do NOT just do the math in your head.
Math Strategy # 5: Show Your Work
SAT Pg. 51, # 23
 SAT Math Strategy # 5: Show Your Work

• HR = 4,051,040/5,921,379 = .68
• Ag = 373,904/488,106 = .77
• Ed = 2,164,607/3,008,036 = .72
• H/T = 1,468,482/1,773,893 = .83
• PS = 263,463/464,233 = .57
 Strategy # 6

• Know math terms and definitions

• Examples: Sin, Cos, Tan, Integer, Consecutive,
Rational Number, Irrational Number,
Imaginary Number, Real Number, Prime,
Factors, Multiples, Divisor, Numerator,
Denominator, Product, Sum, Coefficient,
Variable, Perimeter, Function, Parallel,
Quadratic, Area, Parabola, Slope, Mean,
Median, Mode, Radian, Volume, Quadratic…
 Words and Symbols
Word Symbol

Is; the result is

Of, percent off, times, product (multiply)

What (or any unknown value) Any letter (x, y, a)

More, more than, sum

Less, less than, difference, off

Ratio, quotient, probability

199
200
Imaginary Numbers/Powers
= −1
SAT Math Strategy # 6:
Know Math Terms
• Pg. 40, # 19

90-x

x
 Positive/Negative Correlation
*like positive/negative slope; Pg. 44, # 5
Negative: when one increases,
Positive: both axes increase the other decreases
ACT Example: Pg. 28, # 29
 PE(MD)(AS)
Please Excuse My Dear Aunt Sally
Exponent Rules
 Exponents with same base:
MADSPM
• Multiply = Add
• Divide = Subtract
• Power = Multiply
 ACT Example: Pg. 26, # 25
• Divide = Subtract. -7 –(-11) = -7 + 11 = 4
Probability: AMOA
• If a question mentions
“probability” see if you can apply
AMOA.
• AND = MULTIPLY
• OR = ADD
• ACT Example: Page 28, # 37
• 20% = 1∕5 probability
• Both days = 1∕5 x 1∕5 = .2 x .2 = .04
Which unit conversions must you
memorize?
 Conversions you must memorize
• 60 seconds/1 minute
• 60 minutes/1 hour
• 24 hours/1 day
• 7 days/1 week
• 12 inches/ 1 foot
• 3 feet/ 1 yard
• 100 centimeter/1 meter
ACT Example: Pg. 29, # 47
 Units conversion
SAT Pg. 44, # 6 Make All Units The Same
• 1 decagram = 10 grams
• 1,000 milligrams = 1 gram
• 10,000 mg = 10 grams = 1dc
• Therefore 2 decagrams =
20,000 milligrams
 Math Strategy # 7
Pick Simple Numbers for Variables
• e.g. (1, -1, 0, ½, 50)
SAT Pg. 56, # 36
*Note, because this is a
grid-in, answer (x) must be
positive.
mad.

223
# 8: Beware of Tricks; Read Carefully!
(SAT Pg. 43, # 4)

Many people solve for the x, but forget to

then solve for 8x.
224
Strategy # 9: Draw a Picture
(ACT Pg. 26, #22)
 Answer: F

x+5
x+x+x+x+5+5=40. 4x+10=40. 4x=30. x = 7.5
Strategy # 10: Look at the Answers
for Hints. ACT Pg. 28 # 40
STRATEGIES
FOR
SAT ONLY
 Student-Produced Responses
aka Grid-ins
• Have no multiple-choice answers.
• Student must come up with an
answer and “grid” it in to provided
columns.
• Will appear at the end of each math
section, both non-calculator and
calculator.
Section 3, non-calculator: 5 grid-ins
Section 4, calculator: 8 grid-ins
 Helpful Tip
• The first few grid-ins in each section will
often be EASIER than the last few
multiple-choice.
• For Section 3, SAT Pages 38-40:
–Try # 16 and # 17 before # 13, 14, 15
• For Section 4, SAT Pages 53-55:
–Try # 31 and # 32 before # 28, 29, 30
 SAT Grid-In Strategies
• The first few grid-ins are often easier than the last
few multiple-choice questions
• If you don’t know the answer, make a reasonable
guess.
• There might be multiple correct answers. If so,
choose any one; it does not matter which one.
• You cannot grid a mixed fraction; convert to
improper or decimal( 3 ½ = 3.5 or 7/2, NOT 31/2)
• The answer must be positive. Unless the question
asks for “absolute value” of a number.
• They only score what you bubble. Writing in the
boxes at the top of each column is not required.
 How to Fill in the Grids

$1.75 2⅓ 0.444… 20%

1 . 7 5 7 / 3 . 4 4 4 . 2
STRATEGIES
FOR
ACT ONLY
 ACT Math Strategy: If Plugging in
Answers, Start with “C” or “H”
• Answer choices go in order from least to
greatest. “C” or “H” will be in the middle.
• Pg. 26, # 24. Try “H.” If 12 is too low, try 13. If
12 were too high, you could try 9.
 Summary: Math Strategies
1. Answer easy questions first. Circle ones you skip
and go back to them later. Save pairs and triples for
later. Be strategic. You are in control.
2. Underline what every question is asking.
3. Estimate.
4. Eliminate wrong and unlikely answers.
5. Show your work. Write it out.
6. Know your math terms and definitions.
7. Use simple numbers for variables (1, -1, 0 ½)
8. Beware of tricks. Read carefully.
9. Draw a picture if helpful.
10. Look at your answer choices for hints.
 SAT Specific Strategies
• Be comfortable both with and without a calculator
• If you don’t know the answer on a grid-in, make a
reasonable guess. Do not leave it blank. There might
be multiple correct answers. If that is the case,
choose any one of them.
• You cannot grid a mixed fraction; convert it to an
improper fraction or a decimal.
• Grid-in answers must be positive.
• The first few grid-ins on each section are often easier
than the last few multiple-choice questions on each
section.
 ACT Specific Strategies
• If plugging in your answer choices
one at a time, plug in the middle
answer (C or H) first and go from
there.
• Concentrate on answering the first
50 math questions correctly. The last
10 often include some of the hardest
questions on the entire test.
 SAT Practice
Pg. 38-40, # 13-20.
10 minutes.
*No Calculator
 SAT Practice
Pg. 53-55, # 28-34.
10 minutes, 30
seconds.
*Calculator allowed
 ACT Practice
Pg. 27-28, # 31-40.
10 minutes
*Calculator allowed
ACT Science: Section 4
Types of Science: Biology, Chemistry,
Physics, Earth/Space Science
 35 Minutes for 40 Questions
• The hard part? Finishing on time!
• Most students can handle the level of
difficulty, but have trouble with the time limit.
• Read the first sentence of the passage, then
go directly to the questions. If you feel you
MUST read the passage first, take maximum 2
minutes to read passage.
• Order and answer passages by level of
difficulty (your personal preference.)
Breakdown of Section 4
•6-7 Science passages
•6-7 questions/passage
 Three Types of Science Passages
• Charts and Graphs (6 questions)
• Dueling Scientists/Conflicting Viewpoints
• Experiments/Research Summaries
 Three Types of Science Passages
I. Pg. 40-41: Charts and Graphs *
II. Pg. 42-43: Dueling Scientists/Conflicting
Viewpoints (7 questions, 4 Students)
III. Pg. 44-45: Experiments/Research Summaries
IV. Pg. 46-47: Charts and Graphs *
V. Pg. 48-49: Experiments/Research Summaries
VI. Pg. 50-51: Experiments/Research Summaries

* Charts and Graphs are easiest; tackle these first

Best use of time: only 5-6 minutes!
• Do NOT painstakingly read the entire
experiment, tables and figures
beforehand, although you may skim.
• Read the first sentence of the passage.
• Which data or explanations must you
read to answer each question?
• Certain questions do NOT require the
passage at all.
 What if I get many questions
wrong, even with unlimited time?

• In that case, choose and answer the

3-4 easiest questions on every
passage.
• At the end of Section 4, go back and
guess on all the difficult questions
you skipped.
 Target short questions

• Answer shorter/easier questions

first.
 How to Read Graphics/Figures
• Pg. 46, Figure 2
• On a graph, what are
the axes?
• What are the units?
• What is the range?
• Is there a legend or
key?
 Grouping Questions
• Work on questions that all refer to the same
Figure(s) or Table(s) together.
• Example: pg. 46-47
• # 21, 25 refer to Figure 2, so work on those
together.
• # 22 refers to Figure 3
• # 23, 24, 26 refer to Figures 2 and 3.
 Pg. 44-45, Passage III
• Begin by grouping/clumping questions
– # 20: Experiment 1
– # 18: Experiment 2
– # 14-17 are about Experiments 1 and 2
– # 19: Chemical Equation

• Look for any numbers, values, titles like

“Figure 1” or “Table 2”, and other important
terms. Circle or underline them.
 Circle numbers, values, etc.
• Circle or underline
numbers, values or
important info. Pg. 45,
#20
Extend Beyond the Figure: Pg. 45, # 18
 Extend beyond the figure
• Think “outside the
box”
• Extend lines or
plot points
• Pg. 45, # 18
Think VISUAL, pg. 45, # 15
 Sometimes prior knowledge is required

• Pg. 45, # 19
• You have to have the prior knowledge of
balancing chemical equations.
 General Tips
• Look ONLY for the pertinent information you
need to answer the question. Some questions
might include data you don’t need
• Stuck? Read your answer choices. They might
contain hints.
 Summary: Science Strategies
• Respond to “Charts and Graphs” passages
first.
• Clump together questions about the same
figure/table/study. Work on those together.
• Go immediately to the questions. If you skim
the passage, take 2 minutes maximum.
• Underline numbers, values, important info.
• Stuck? Look at the answer choices for hints.
• Think VISUAL. Know how to read a graphic.
• Know how to Extend Beyond a Figure.
Practice Time
Pg. 40-41, # 1-6
5 minutes
Clump Technique
# 1, 2, 4, 5: Figure 1
# 6: Table 1
# 3: Table 1/Figure 1
200 mg
 ACT Answer Key
•ACT answer key: pages
57-59
•SAT Answer Key: Google
“SAT Practice Test # 1
Answer Key”
Both SAT and ACT have optional essays

• But it’s only required by certain

colleges
• Better to have it and not need it than
to need it and not have it.
 Essay Required
• City University of London (UK)
• Martin Luther College (MN)
• Soka University of America (CA)
• United States Military Academy (NY)
• All 9 University of California campuses (UC)
• University of Montana Western (MT)

• Check with your college of choice as policies

can change
 Essay Recommended
• Abilene Christian University
• Amherst College
• Austin College
• Berry College
• Binghamton University, SUNY
• Chapman University
• Concordia College, Moorhead
• Duke University
• Georgia Institute of Technology
• Manhattan College
• Michigan State University
• Morehouse College
• Occidental College
• Oregon State University
• Rutgers, The State University of
New Jersey
• Simmons College
• Stanford University
• Stony Brook University, SUNY
• Taylor University
• University at Buffalo, SUNY
• University of Massachusetts,
Amherst
• University of Miami
• University of Minnesota, Twin
Cities…and many more
No essay requirement

Everywhere else,
including all 23 CSU
campuses
 ACT vs. SAT essay
ACT Essay SAT Essay
• Analyze three • Read a text
perspectives on • Analyze the
a current issue author’s
• Persuade the argument
reader why your • Describe which
perspective is techniques the
strongest author uses.
 ACT Essay: 40 Minutes, Section 5
• Analyze/evaluate three
perspectives on an
issue; develop and
defend your own
perspective on the
issue; explain the
relationship between
your perspective and
those given
 SAT Essay: 50 Minutes, Section 5
• Prompt will always be the same:
• Write an essay in which you explain how the author
builds an argument to persuade his/her audience.
Analyze how he/she uses evidence, such as facts or
examples, to support claims; reasoning to develop
ideas and to connect claims and evidence; stylistic or
persuasive elements, such as word choice or appeals
to emotion, to add power to the ideas expressed.
• Every test date will have a different TEXT to analyze.
Students won’t know the text in advance.
For both SAT
and ACT
Essays…
Organization: both SAT and ACT
• Brief introduction paragraph
• 2-3 body paragraphs
• Brief conclusion paragraph
 Transitions
• You do not need a transition to begin your
introduction paragraph.
• To begin the first body paragraph: First, To
begin, To start, One technique, One reason…
• Use “Finally” or “Lastly” for the last body
paragraph, not for the conclusion paragraph.
• To begin the conclusion paragraph: In
conclusion, In brief, To sum up, In short, All
things considered, Overall…
How to vary sentence structure
This sentence has five
words. Here are five more
words. Five-word sentences
are fine. But several
together become
monotonous. Listen to what
is happening. The writing is
getting boring. The sound of
it drones. It’s like a stuck
record. The ear demands
some variety.
Now listen. I vary the sentence
length and I create music. Music.
The writing sings. It has a
pleasant rhythm, a lilt, a
harmony. I use short sentences.
And I use sentences of medium
length. And sometimes, when I
am certain the reader has rested,
I will engage him with a sentence
of considerable length, a
sentence that burns with energy
and builds with all the emphasis
of a crescendo, the roll of the
drums, the crash of the
cymbals—sounds that say listen
to this; it is important. 277
 Add variety to your writing
Good Word Another option

Many Myriad, Numerous

Very, Really Highly, Extremely, Completely
Maybe Perhaps
Probably Presumably
Mainly Principally; Primarily
Avoid Absolutes
Instead of Use
Always Usually, Often
Never Seldom
Everyone Most people
No one Few People
279
Yes, spelling counts. But just a bit.
 Do they score based on handwriting?
• NO. You are not scored on how beautiful or
messy your writing is.
• HOWEVER, it must be legible enough for the
reader to read it.
• Cursive or print: doesn’t matter.
Words, words, words
 Words, words, words
• Avoid slang
• Use sophisticated, varied, precise, and
appropriate vocabulary.
• No “stuff”
• Do not begin a sentence with, “Well…”
 Use of First Person
ACT Essay: YES SAT Essay: NO
• Avoid first person. Avoid
• First person is
– I think
allowed, and – I feel
even might be – It seems to me
necessary for – In my opinion
• Focus on the methods
personal used in the passage itself,
examples. NOT your opinion of the
subject being written
about.
SAT Essay
What’s up, Essay?
SAT Prompt: last few
pages of packet, right
after page 56
Sample Text and Essays
• End of packet: Text by Paul Bogard.
“Let There Be Dark.”
• Sample Essay 1, (2/1/1)
• Sample Essay 2, (2/2/2)
• Sample Essay 3, (3/3/3)
• Sample Essay 4, (4/1/3)
• Sample Essay 5, (4/4/4)
 SAT Essay
•HOW
•HOW does the author
convince us?
290
 How should I spend 50 minutes?

• 20-25 minutes to read and

annotate the text and plan
your essay (pre-write,
brainstorm, outline, whatever
technique you prefer.)
• 25-30 minutes to write the
essay
 Overall SAT Essay Strategies
1. Read and annotate the passage.
2. Choose three techniques the author uses.
3. Two-sentence Introduction Paragraph.
4. Body paragraphs should be a mix of details
(paraphrase and quote text) and analysis
(explain why/how the technique is effective.)
5. Two-sentence Conclusion Paragraph.
Author Techniques
• The author might use
numerous different
techniques.
• You should only focus on
your favorite 2-3.
 Read and Annotate the Text
• Paragraphs will already be numbered.
• Write a brief description of each paragraph.
• Pathos/Ethos/Logos
• Take notes on: DIDLS
– Diction
– Imagery
– Details/Facts
– Language
– Syntax/Sentence Structure
 Diction: Word Choice
• What word(s) did the author choose?
• Why did the author choose those words? Why
choose those words rather than other words?
• What is the connotation (suggested meaning)
of the words?
• How does the author’s word choice affect the
reader’s viewpoint?
• How does the author want the reader to feel
and react?
 Considering Diction: Word Choice
• Laugh: guffaw, chuckle, giggle, snicker, cackle,
roar
• Self-Confident: proud, conceited, egotistical,
stuck-up, haughty, smug, condescending
• House: home, hut, shack, mansion, cabin,
residence
• Old: mature, experienced, antique, relic,
ancient, senior
• Fat: obese, plump, corpulent, overweight,
husky, full-figured, portly
 Imagery: concrete, vivid, 5 senses
• Choose an image from the text. Why did
the author choose this particular image?
• Is it: Vibrant? Prominent? Plain?
• What reaction will the reader have?
• Consider: metaphors, similes,
personification
Appeal to Sensory Experiences
 Examples of Imagery
• “I knew night skies in which meteors left
smoky trails across sugary spreads of stars.”
(wants reader to feel in awe of beauty)
• “Ecological pollution is like the bulldozer of
the night, wrecking habitat and disrupting
ecosystems.” (simile that elicits shock)
• “Blanket of light” (metaphor that conjures
feelings of being smothered by light)
 Details: Facts
• Different than imagery in that they don’t have
as strong a sensory appeal.
• Could include numbers, percentages,
statistics, data, evidence, expert opinions, etc.
• What details does the author include?
• What effect do these details have on the
reader? Are they effective in convincing us?
• Example: “The World Health Organization
classifies working the night shift as a probable
human carcinogen…”
 Language: Entire Body of Words
• Diction describes isolated examples of words.
Language is the overall use of words.
• What is the overall impression of the language
the author uses? Does it reflect education? A
particular profession? Intelligence?
• Language might be: ornate, simple, clear,
logical, figurative, poetic, convincing,
pedantic, clinical, scientific, formal, informal,
conversational, jargon, slang, colloquial…
 Analysis of Language
• The language used in this passage is
conversational and almost colloquial. By using
words like “katydids” and phrases like “wound
up,” Kidd creates a comfortable, rural
atmosphere. The words in this passage are not
formal or highfalutin; rather, they are informal
and commonplace.
 Syntax = Sentence Structure
• How are the sentences crafted?
• Are they simple with one or two clauses, or
long and complex? Why are some sentences
long? Why are others short?
• Do they have multiple phrases?
• Are they choppy? Flowing? Sinuous like a
snake?
• What emotional impression do they leave?
• What purpose does the structure serve?
 Syntax: Sentence Structure
• Parallel Construction (similarly styled phrases
and sentences) = interconnected emotions,
feelings and ideas. “I came, I saw, I
conquered.”
• Sound devices: alliteration, rhyme, repetition
• Short sentences = intense, emphatic,
passionate, flippant, punchy
• Long sentences = distancing, reflective, more
abstract, greater thought
 Interpretation of Syntax
Frederick Douglass uses these key elements to distinguish the
third paragraph from the rest of the passage, as well as
reinforce his rhetorical purpose, which is to persuade against
slavery. First, Douglass uses syntax throughout the third
paragraph mainly to emphasize thoughts, such as the
repetition of the word "O". The use of repetition emphasizes
the words following "O", for example, "O that I were free."
This emphasis on the words " that I were free" are used to
persuade against slavery. Also, Douglass uses such things as
short sentences, exclamation marks, and semicolons to put the
emphasis on such thoughts as, "God, deliver me! Let me be
free!" This use of punctuation expresses Douglass's voice. As
for the sentence length, Douglass uses long sentences in the
first two paragraphs only to put emphasis on the shorter
sentences in the third paragraph.
 Organize Your SAT Essay
• Brief introduction paragraph (2 sentences)
– Include name of author, text, author’s main argument
– Include thesis (2-3 techniques the author uses)
• 2-3 body paragraphs
– Could be organized by themes, techniques, order of text,
or author’s argument…it’s up to you
• Brief conclusion paragraph (2 sentences)
– Restate your purpose in an original way
– Show how you have proven the arguments of your thesis
 Tips
• Use ample textual evidence.
• Analyze the author’s techniques.
• The author doesn’t “talk about.”
He/she argues, points out,
supports, writes, claims, proves,
etc.
 Body Paragraphs: the author’s three
most effective techniques are…
Student 1 Student 2
• Appeal to the reader’s • Use of diction to
emotions convince the reader
• Use of vivid, graphic • Use of syntax (many
imagery short sentences to
• Citing reliable evidence show passion and give it
from authorities punch)
• Appeal to the reader’s
logic and self-interest
 Body Paragraphs: Example and Analysis

• Use ample examples from the text.

• Use both direct quotes and paraphrasing.
–Direct quotes: use quotation marks
–Paraphrasing: re-phrase in your own
words.
• Pretend your reader has not read the
text. You have to describe the examples.
 Body Paragraphs: Example and Analysis

• Analyze each example.

• What technique did this example showcase?
• Why did the author use this technique?
• What was the result/effect of using this
technique? Is the reader shocked? Saddened?
Convinced? Empathetic?
• Does the reader relate to the example and
agree with the author’s argument?
 Developing Your Ideas
What to do Example
Quote/Paraphrase from text “In a world awash with electric
light…how would Van Gogh
have given the world his Starry
Night?”
What was the author’s Pathos
technique?
What is the result of the Tugs at the reader’s
technique? heartstrings
Why is it effective? Most people have an emotional
attachment to art, inspiration
and a “soulful life.”
 Examples of transitions between
SAT Essay body paragraphs

• However, the author does not rely on personal

experience alone.
• The author also builds her argument by using
scientific evidence.
• Furthermore, the author uses vivid language
to appeal to her readers’ emotions as well as
their intellect.
Use key words to signal location in text
• In the opening paragraph…
• In Paragraph _____ (Paragraph 2, 6, 9…)
• Toward the beginning of the article/essay…
• In the middle of the article/essay…
• Toward the end of the article/essay…
• In the last paragraph…
• Throughout the piece….
 Author is singular
• Use he/she, his/her, not their or they.
– The author proves their argument by…
• Use the gender indicated in the prompt. If the
prompt doesn’t specify, then you can use
they/their.
 SAT Essay: Avoid 1st Person
• We strongly recommend that you avoid first
person. Avoid
– I think
– I feel
– It seems to me
– In my opinion
• Focus on the methods used in the passage
itself, NOT your opinion of the subject being
written about.
 Use present tense throughout
• In the essay, Bogard…
A. was building
B. built
C. builds
D. is building
 Use the author’s last name
• Don’t refer to
Jimmy Carter as
“Jimmy” or
Martin Luther
King Jr. as
“Martin.”
 Essay Checklist
•Did I show that I understand the passage’s
Reading argument?
•Did I connect important details to the main idea?
1-4 •Did I use evidence from the text to support my
claims?
•Is my essay about the passage, not about the topic of
Analysis the passage?
•Did I analyze the author’s use of evidence, reasoning,
1-4 and style, using specific examples from the text?
•Did I explain how my examples were relevant to my
argument?
•Do I have a clear thesis statement?
Writing •Do my paragraphs have topic sentences and
1-4 transitions?
•Are my sentences grammatically correct?
Sample Score Report
 Practice!
Search sample prompts online.
Write 50-minute timed essays at
home. The only way to develop
this skill is to practice.
 SAT Essay Suggestions
• How does the author convince the
reader? Choose 2-3 techniques.
• Use direct quotations from the text
and paraphrasing.
• Avoid I, me, my, mine
• 2-sentence introduction paragraph
• 2-3 body paragraphs (about 7 sentences each)
• 2-sentence conclusion paragraph
ACT WRITING
PAGE 54
ACT
Essay
 ACT Essay
• Presents conversations around contemporary
issues
• Offers three diverse perspectives that
encourage critical engagement with the issue
• Asks students to develop an argument that
puts their own perspective in dialogue with
others
• 40 minutes to read prompt, plan and compose
ACT Essay Scoring, pg. 61-62

•Writing scaled
score range: 2-12
• Writing score does NOT affect your
composite score
 Essay Score: Raw and Scaled
Subject Level Writing Scaled Score
*Based on essay ONLY 2-12
Individual Domain Scores (Raw) Reader 1 Reader 2 Total Raw
•Ideas and Analysis 1-6 1-6 2-12
•Development and Support 1-6 1-6 2-12
•Organization 1-6 1-6 2-12
•Language Use and Conventions 1-6 1-6 2-12
8-48 total
Divide by 4 to
get a score out
of 12
ELA (English Language Arts) Scaled 1-36
Score: an average of English, Reading
and Writing tests
 How to Utilize 40 Minutes

• First 10 minutes: Read prompt.

Brainstorm. Pre-write or outline.
• Next 30 minutes: Write the essay
legibly. Proofread and correct
mistakes if time permits.
ACT Essay: Suggested Organization
• Ideas should be logically sequenced.
• Suggestion: 4 paragraphs
 ACT Sample Paragraph Structure
• Brief introduction paragraph (2 sentences)
– Demonstrate you understand the topic
– Include thesis (which Perspective you most strongly agree with)
• Body Paragraph 1:
– Explain which Perspective(s) you agree with and why
– Real-life stories that are support for your point of view
• Body Paragraph 2:
– Explain which Perspective(s) you disagree with and why
– Real-life stories that are support for this point of view. You can
acknowledge that the other perspectives have validity. But ultimately,
state why your point of view is the strongest.
• Brief conclusion paragraph (1-2 sentences)
– Restate your thesis in an original way
– Show how you have proven the arguments of your thesis
 ACT Sample Transitions
• Use transitions between ideas or paragraphs
– Paragraph about the advantages of
industrialization…
– Sample transition sentence: “Although there are
clearly many advantages to industrialization, there
are also some heavy drawbacks.”
– …followed by paragraph about the drawbacks of
industrialization
First and Last Paragraphs can be as
important as the bodies
• Quality over quantity!
• Reader thinks: “If intro/conclusion
are well-written and logical, chances
are good that the rest is, too.”
• Is there a thesis? Does it answer the
prompt?
 ACT Introduction and Conclusion
• Sample introduction paragraph (6 out of 6)
– As technology improves, and more and more tasks are
completed by machines instead of humans, the question is
no longer about what we can do with machines, but rather
what we should. Although the usage of machines increases
efficiency and our standard of living, it detracts from the
value of human life.
• Sample conclusion paragraph (6 out of 6)
– Due to the risks of dehumanization, the material benefits
of machines are not enough to justify their increasing
presence.
 Developing the essay
• Analyze and evaluate the three perspectives
given. Strengths and Insights, Weaknesses and
Failures, Persuasiveness?
• State and develop your own perspective.
Could be in full agreement with a given
perspective, or partial agreement, or wholly
different than the given perspectives.
• Develop examples (real-life situations you
have observed) that support the perspectives,
especially YOURS.
 Tips
• You can use first person (I, me).
• You can use your life and your
observations as examples.
• They don’t have time to “fact-
check” you.
 How long?
• Try to write a page and a half.
Using Examples: Be Specific!
• Support your thesis with
detailed, real-life examples
 Develop Ideas!
• Development of ideas should
be ample, specific and logical.
Fully elaborate on ideas.
*Enough for 1 ½ pages
 No Tangents!
• Maintain a clear focus on the
specific issue in the prompt
throughout your essay.
• Do not stray from the topic.
 Write about all three perspectives

• Examine different perspectives or

complications of the issue. Refute
perspectives you disagree with.
What’s in a body paragraph?
• Each body paragraph should
include both concrete details
(examples) and analysis.
 Analysis and Support
• Analysis: “Technology • Supporting Real-Life
robs us of our Situation: “I was trying
humanity.” to share a serious
• Analysis tells the reader problem with my
which perspective you friends, but phones kept
agree with or what your vibrating and pinging
personal perspective is with constant texts and
on the issue. It should updates. My friends
PERSUADE the reader were distracted. I felt
that you have a strong lonely and lost.”
and valid point.
 Addressing contrary perspectives
• Briefly acknowledge • The example is true,
perspectives different but…
than yours, but quickly • The example is true, but
refute them with a solid not as important as…
reason. • The example is flawed
because…
 Ideas & Analysis
• Make it very, very clear what your
perspective is.
• Analyze how your perspective relates
to at least one of the three
perspectives given.
• Make it obvious which side/position
you’re arguing for.
 Development & Support
• Fully explain your thinking and
reasoning.
• Use specific real-life situations and
examples to illustrate your points.
 Organization
• Two-sentence introduction
• 2-3 Body Paragraphs. Each body
paragraph = Mix of analysis (opinion)
and support (examples.)
• One to two-sentence conclusion
• Use transitions between and within
paragraphs. “My first reason…”
“Secondly…”
 Language Use
• Make sure your sentences are clear.
• Vary sentences in structure and
length.
• Use sophisticated, varied, precise,
and appropriate vocabulary.
• Do your best on spelling, grammar,
punctuation, etc.
Sample ACT Essay Prompt. Pg. 54
 Recent ACT Essay Prompts
• Public Health vs. Individual Freedom
– Perspective One: Our society should strive to achieve the greatest good for the
greatest number of people. When the freedom of the individual interferes
with that principle, freedom must be restricted.
– Perspective Two: Nothing in society is more valuable than freedom. Perhaps
physical health is sometimes improved by restricting freedom, but the cost to
the health of our free society is far too great to justify it.
– Perspective Three: The right to avoid health risks is a freedom, too. When we
allow individual behavior to endanger others, we’ve damaged both freedom
and health.

• Intelligent Machines
– Perspective One: Machines = sacrifice of humanity. We no longer have
courtesy, respect and tolerance for others.
– Perspective Two: Machines = efficiency = more prosperous and progressive
world.
– Perspective Three: Machines are good because they push us to new,
unimagined possibilities.
 Practice!

Write 40-minute, timed essays at

home. The only way to develop
this skill is to practice.
 Essay Strategies: Summary
• Develop a crystal-clear thesis.
• Decide I agree with Perspective X.
• I disagree with Perspective(s) Y and Z.
• Analyze WHY and give example of support (real-life
situations.) Try to write 1 ½ pages.
• Short intro paragraph, about two body paragraphs,
short conclusion paragraph. 4 paragraphs total.
• Use transitions (first, also, in addition, therefore,
however, to sum up, etc.)
• Use sophisticated vocabulary, varied sentence
structure, correct spelling and grammar.
You don’t want to feel like this
after the test…
You want to feel like this…
What’s next for SAT?
• Practice SAT free on Khan Academy:
www.khanacademy.org.
• Link your College Board account to
your Khan Academy account.
• Are you registered for the SAT??
• Like Studying with Books?: College
Board, Princeton Review, Barron’s,
Ivy Global, Kaplan, etc.
What’s next for ACT?
•ACT Academy: free to all
• ACT Rapid Review ($25-$99,
free with fee waiver)
• ACT Online Prep ($39.95 for six
months, free with ACT fee
waiver)
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kkwhitaker@ucsd.edu
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