VERBAL

WORKSHOP #1101
STRATEGY/CONCEPT REVIEW:
UNDERLINING IN THE ANSWERS
Sometimes, the test asks questions in convoluted ways. Don’t spend much time analyzing the question; instead, spend
the majority of your time analyzing the answer choices. If you are having trouble with a line-directed or paragraph-
directed question, concentrate on answers that most closely match what was discussed in the referenced area of the
passage.

With this in mind, let’s practice with some answer choices and a passage, minus the question. You can often answer
the question without even reading it. Most of you will fare better if you read the questions as you test, but keep this in
mind for the times when the question is tripping you up. Most of the time, the question is far less important than the
answer choices.

A. support for the Food and Drug Administration.
B. information about the use of well water and its
quality.
C. a counterpoint to those who support city water
supplies.
D. a denunciation of water system officials in rural
areas.
Well water is another source for bottled water
companies, but in many cases well water has more
pollutants than municipal water sources. The Environmental
Protection Agency strictly monitors tap water supply in
order to maintain safety and purity, but the Food and Drug
Administration, which has less stringent guidelines, is in
charge of packaged water regulation. Water that might be
deemed unfit for a city’s supply would face less scrutiny
than well water for a bottled water company.

Underlining in the answer choices is an invaluable strategy. It will help you more clearly understand each answer
choice and avoid reading too much into the answer choice beyond what is really there. It is immensely beneficial for
those of you who tend to “overthink.”

If you are not sure what to underline, start by choosing just one word of the answer choice to underline. If you had
to save that answer as a document on the computer and were limited to a one-word file name, what word would you
choose? If you underline too much of the answer, you aren’t helping yourself crystallize its meaning.

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STRATEGY/CONCEPT REVIEW:
DOUBLE PASSAGE
1. Survey the questions before reading either passage.
• Plot the question number in the margin next to the designated area for each line- or paragraph-directed
question.
• Label each question “1” (refers only to Passage 1), “2” (refers only to Passage 2), or “B” (requires information
from both passages).

2. Read the italics carefully. Information about the authors may help you understand the point(s) of
view.

3. Read Passage 1. Chart Main Idea and Tone. You may want to read it in its entirety before answering the “1”
questions rather than answering as you go. The fact that you have plotted the questions will still help you, as this
lets you know where you need to focus your reading most heavily.

4. Answer those questions that specifically refer to Passage 1. The questions may not be in passage order.

5. Eliminate any answer choices on “B” questions that do not work for Passage 1. You will find this
easiest to do on the “B” questions that ask about similarities between the passages.

6. Read Passage 2. Focus on the specific similarities and differences found in the two passages. Chart Main Idea
and Tone.

7. Answer the questions that specifically refer to Passage 2.

8. Complete the “B” questions. Questions about both passages can be difficult. There are three
subtypes of “Both” questions: those that focus on similarities, those that underscore differences, and those that
ask you to answer from a particular point of view.

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 PUT IT ALL TOGETHER
9 QUESTIONS, 11 MINUTES
The authors of these passages debate the extent to
which robots should be programmed with intelligence.
Passage 1
Famous science fiction author Isaac Asimov created
three laws of robotics for robots on the page. In short,
a robot may not harm a human, must obey a human’s
orders, and may not harm itself—in that order. With the
5 advancements in robotics continuing apace, it will not be
long before the robots of science fiction become the new
ordinary. Already, robots can beat humans in complex
strategy games, travel into outer space, and convert into
cars that will drive themselves. Putting a ceiling on robot
10 intelligence is foolish, considering its potential benefit
to humanity; failing to imbue robots with emotional
intelligence, however, would be even more foolish,
considering its potential harm to humanity.
The most cutting edge robots do not feel emotions in
15 the way that humans do (emotions are created by brain
chemistry and that vague element sometimes called a soul),
but they can both read, interpret, and express emotions.
Among the best of these are healthcare companion robots
designed to attend and monitor elderly people. In order to
20 perform their function, healthcare companion robots must
be able to measure both physical and emotional responses
in their patients, including whether an elderly person is
confused or irrational. This would require the robot to make
a quite sophisticated judgment about the patient’s mental
25 wellbeing, as well as to project the right emotion in response
to coax the patient into a safer or more stable frame of mind.
If this scenario seems farfetched, consider that a human
trained in healthcare would do this much better than anyone
without training; then consider that a well-programmed
30 robot can outperform trained humans in many sophisticated
games.
Teaching robots about emotions might sound, in a
doomsday scenario, like giving them the key to humanity’s
destruction. I argue that it is exactly the opposite, that
35 allowing super-intelligent robots not to sense and detect
emotion would be to teach them to drive without giving
them any information about extreme weather conditions. It
could and probably would result in catastrophe for robots
and humans alike.
Passage 2
40 This is the one philosophy that designers of robots
should observe—the intelligence of the robot must be
inversely proportional to its strength. Just as today’s most
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express, written permission of Karen Dillard’s College Prep, LLC. No rights claimed for original works of outside authors.
powerful machines lie inert behind safeguards until their use
is approved, tomorrow’s most powerful robots should not be
45 self-directed. If you build a robot with missiles in its arms, it
shouldn’t also be able to play chess. If you build a robot that
can play chess, it shouldn’t also have missiles in its arms.
To some extent, the ideal robot is neither too strong
nor too smart but has a limited number of functions that it
50 can perform mostly under its own direction but which may
require some oversight. For example, at the annual DARPA
Robotics Challenge, robots had to ascend a staircase
backwards, climb in and out of a vehicle, and navigate an
obstacle course at a distance from operators with patchy
55 communications. These actions that are simple for humans
required years of robot design and programming and were
not always executed successfully. To make a robot that is
both stronger and smarter than a human may seem to be a
worthwhile goal, but it is worth considering what kind of
60 risks this proposal entails. The possibility that robots will
strive to protect humans out of their free will (the plot of
many a genre blockbuster) is only the beginning of all that
might go awry.
Far better to create a self-driving car that cannot choose
65 where to go or a multi-network analytical mind that cannot
access data beyond given parameters. To blend both
physical and mental strength in the same object is more
than ill-advised—it is asking for trouble. To avoid such an
imprudent outcome, laws concerning limitations on robots
70 need to be emplaced now so that future inventors will make
robots that pose no risk to humans but instead support
human goals and further human developments. Robots
should be smart or strong, one or the other, but absolutely
not both.
1
Passage 1 indicates that robots and emotions have what
relationship?
A. Robots are uninterested in human emotions.
B. Robots can detect human emotions.
C. Robots can feel human emotions.
D. Robots might feel robot emotions.
3
 2 6

As used in line 33, “key” most nearly means The main point of both passages is to

A. linchpin A. claim that emotional intelligence is superior to

B. barrier cognitive intelligence.
C. solution B. describe physical limitations that should be placed
D. explanation on robots.
C. argue a perspective about robot intelligence.
3 D. give an opinion about laws regarding the invention
of robots.
The main point of Passage 2 implies that roboticists
7
A. have not considered the implications of creating
machines stronger and smarter than humans. With which of the following statements would the
B. disregard the preferences of robots when deciding authors of both passages disagree?
which robots should be given intelligence.
C. want to create robots that someday will be A. Regulating robot intelligence is unnecessary.
mistaken for humans. B. Robot designers must not make intelligent robots.
D. do not believe that robots can ever be taught to C. Humans should try to avoid making powerful
share in human feelings. robots.
D. Robots should not be programmed to play human
4 games.

As used in line 41, “observe” most nearly means 8

A. watch Which of the following provides the best evidence for

B. notice
C. study
D. practice
5 B. Lines 4-7, Passage 1 (“With the … ordinary”);
The author of Passage 2 refers to the DARPA Robotics
Challenge to give an example of robots that
A. are balanced in ability and intelligence.
B. are overprotective toward humans.
C. are weak.
D. someday will become self-directed.
the answer to the previous question?
A. Lines 2-4, Passage 1 (“In short … order”);
lines 40-42, Passage 2 (“This is … strength”)
lines 55-57, Passage 2 (“These actions …
successfully”)
C. Lines 7-9, Passage 1 (“Already, robots …
themselves”); lines 45-46, Passage 2 (“If you …
chess”)
D. Lines 9-13, Passage 1 (“Putting a … humanity”);
lines 68-72, Passage 2 (“To avoid …
developments”)

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 9

How would the author of Passage 1 respond to the

description of “the ideal robot” (line 48) in Passage 2?

A. by agreeing that a robot’s intelligence should be

proportional to its strength
B. by maintaining that programming robots to be
sensitive to human emotion is advantageous
C. by suggesting robots be built with the chemical
ability to experience emotions
D. by pointing out that healthcare companion robots
are excellent at providing emotional support

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STRATEGY/CONCEPT REVIEW:
FRAGMENTS
A fragment occurs when the sentence or thought is
incomplete.
RUN-ONS AND COMMA SPLICES
Two or more complete thoughts (independent clauses)
become a run-on sentence if there is no proper
punctuation and/or conjunction between the two
complete thoughts. A comma splice error occurs when
a run-on has been “corrected” by adding a comma
between the two complete thoughts.
COMMON METHODS TO CORRECT A
RUN-ON SENTENCE.
I want to score well I need to practice.
1. Separate the run-on into two sentences:
I want to score well. I need to practice.
2. Use a semicolon, either with or without a
conjunctive adverb and a comma. If you use a
semicolon, both clauses must be independent.
SPOT THE ERROR
1. The building was considered an example of
vernacular architecture it was constructed
with locally available resources to address
local needs.
2. Nomadic people, who tend to create shelters
that are lightweight and portable to address
their itinerant lifestyle.
3. Snow is used in the construction of igloos
because it is an insulator, these shelters
contain warmth from the body heat of their
inhabitants.
4. A farce, a comedy that aims to entertain the
audience by means of unlikely situations,
disguise and mistaken identity, and verbal
humor.

I want to score well; I need to practice.

I want to score well; therefore, I need to
practice.
3. Use a coordinating conjunction preceded by a
comma:

I want to score well, so I need to practice.

4. Use a subordinating conjunction:

Because I want to score well, I need to

practice.

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TRY-ITS
Dr. Edward O. Wilson discovered the influence of 1
pheromones on ant 1 behavior, he also elaborated on
A. NO CHANGE
Darwin’s theory of natural selection in applying the theory B. behavior he also
to social groups, in particular ant colonies. C. behavior and
D. behavior, he also,

Gary Dahl came up with the idea of selling pet rocks 2

2 in 1973 he made a significant profit doing so.
A. NO CHANGE
B. in 1973 made
C. in, 1973, and
D. in 1973 and made

On April 8, 1974, Hank Aaron 3 who hit the 715th 3

home run of his career.
A. NO CHANGE
B. hit
C. hitting
D. he hit

Juicy Fruit 4 gum, which was the first product to have

4
a bar code. A. NO CHANGE
B. gum was
C. gum, being
D. gum: which was

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 The 5 wind fresh off the sea, making the pounding of 5
the surf on the beach seem very near as I urged my horse
A. NO CHANGE
from the neat, quiet streets of the town up the rutted lane B. wind was fresh off the sea, made
that led to our old family home. C. wind was fresh off the sea, making
D. wind fresh off the sea, made

The long, brown rows of 6 books lining the walls of 6

the morning room.
A. NO CHANGE
B. books: lining
C. books line
D. books; line

Modern civilization is under constant threat from the 7

catastrophic results of an electromagnetic 7 pulse (EMP),
A. NO CHANGE
an EMP could incapacitate the electronic grid that lights the B. pulse (EMP) an EMP
world. C. pulse, (EMP) it
D. pulse (EMP) that

Sunflowers, I have since learned, happen to be hardy,

8
long-lived 8 plants they grow far taller than I had A. NO CHANGE
anticipated—between five and twelve feet! B. plants that grow
C. plants which, are growing,
D. plants, they grow

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BUILDING YOUR VOCABULARY
FOCUS ON TIER TWO® WORDS

DEFINE EACH WORD.

abate

acrimony

embroil

empathetic

idyllic

nuance

oracle

rampant

rapport

ratify

rescind

spurn

SAT® is a trademark registered and/or owned by the College Board, which was not involved in the production of, and does not endorse, this product.
Tier Two® is a term coined by Isabel Beck and Margaret McKeown.

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2017 © This material is covered by Federal copyright laws that prohibit its reproduction in whole or in part without the
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