Mystery Tutor SAT Sentence Completion

Free SAT Sentence
Completion
Fast-Start Guide
www.mysterytutor.com
Free Sentence Completion Fast-Start Guide From The Mystery Tutor
See my complete free SAT course at www.mysterytutor.com.
See me answer every question in the College Board’s
SAT guide at www.mysterytutorvault.com.
This is my list of suffixes, roots, and prefixes that I give to my students who ask for it. I’m
happy to share it with you, too. But before we dive into it, I need to explain something very important:
Do not memorize things from this list.
If you want to memorize things, you came to the wrong place. Memorization is not the way
you learn vocabulary. Instead of memorizing, try to absorb what you see here. The goal is not to
cram a few syllables into your head; the goal is to internalize a process that will make use of all the
tens of thousands of syllables that you already know. See the difference? I’m going to show you a
list of useful word parts, but your job is to try and grasp the process that I’m using when I identify and
use these word parts. It’s not just paint-by-numbers. Try to understand the underlying idea.
The first thing you need to understand is that your goal is to get a sense of what a target word
might mean in relation to the sentence, not of what the word does mean by itself, in isolation. Words
never appear on the SAT in isolation. They only appear surrounded by the context of other words.
So our job is not to think in terms of definitions. Our job is to get an impression of what words might
mean relative to the sentences that they’re in.
To do that, we’re going to use every weapon at our disposal.
Step one of the process is always going to be reading the sentence as carefully as you can,
as I discuss in my free online video lessons 5-7, 5-9, and 5-10 on www.mysterytutor.com. You have
to pick up on every single word, because picking up on the words is what’s going to allow you to
understand the context of the sentence. In school, you usually don’t have to read every single word
of every single sentence in a textbook, but on the SAT, if you don’t pay attention to every single word
you’ll miss a question. And don’t just pick up on the words in the sentence; also make sure you pick
up on the words that are in the answer choices. You’ll be comparing things to them as well.
When you’re trying to establish the context surrounding a blank in a Sentence Completion
question, be especially alert to what are commonly called “switchback” words. These are words that
sentences can use to show that two ideas either reinforce each other or are opposite to each other.
Here are some switchback words and phrases that indicate two ideas are reinforcing each
other:
“and” “for example” “reflecting”

“as” “like” “so . . . that”
“because” “made” “that”
“both . . . and” “predictably” “which”
Join Me And Learn To Beat The SAT For Free!
Go to www.mysterytutor.com. Watch my free videos. Sign up for my free fast-start guides.
*SAT, College Board, and any other trademarks or brand names are the
Page 1 properties of their respective owners, and have nothing to do with us.
(out of 13) This fast-start guide © 2008 Mystery Tutor, LLC.
And here are some words and phrases that indicate when two ideas are opposites:
“although” “in the face of” “surprisingly”

“avoiding” “instead” “though”
“but” “nevertheless” “unlike”
“despite” “not” “yet”
“failed to” “only by”
“in spite of” “only to”
Step two is to figure out the part of speech that the answer choices must be. All of the
answer choices for a particular blank will be the same part of speech; you’ll be able to tell something
about what part of speech that should be just from the sentence, but the easiest way to figure out
which part of speech the correct answer must be is to look at all of the answer choices until you can
figure out the part of speech of any one of them. Once you know the part of speech of one of the
answer choices, you know it for all of them, because they all have to be the same part of speech.
(This is just one more reason to make sure that you only use real SAT questions by the
College Board. Fake SAT questions written by other companies often violate this rule about the part
of speech.)
The next thing you want to do is start to take apart the words that you don’t know. (Only if
you need to, of course. If you know enough of the words in the sentence and the answer choices to
know what the correct answer is, then you don’t need to worry about taking other words apart. You’re
only going to go after the words you don’t know if it’s necessary to answer the sentence.)
When you take apart the words you don’t know, always start from the right-hand side of
the word, not the left-hand side. In other words, start from the suffixes of the word. Suffixes are
much easier to identify than anything else, and they will give you reliable information about the
possible role of the word in a sentence.
Here’s a list of some of the more common suffixes you’ll encounter. It’s not an exhaustive list.
Remember, the goal here is not to memorize a whole bunch of stuff. The goal is just to absorb the
process, so you can use it on your own.
• “-able”
This suffix shows us that the word in question has something to do with a verb, and with
whether that verb can be done to something or not. So, for example, if the word is
"forgettable," then the suffix tells us that something can be forgotten.
In sentences where this is going to be the correct answer, you will typically find that the context
has something to do with whether or not something can be done. (That sounds like an obvious
statement, but you’d be surprised how often people overlook it.)
• “-ant”
This suffix shows us that the word in question has something to do with a verb, and with that
verb actively being done by something. It’s basically the equivalent of –ing. So, for example, if
you have a word like "resistant," it’s basically the same thing as the word "resisting."
Words that end with this suffix will tend to be adjectives, but many times, you’ll find that they are
nouns. When a word that ends with this suffix is a noun, then the noun is a word that indicates
a person or thing who does something.
For instance, if you have the word "assistant," that refers to the person who does the
"assisting." If you have the word "disinfectant," that refers to the thing that does the
"disinfecting."
Do you see the difference between this suffix and the suffix "-able? " "-Able" indicates a
passive attitude; when we use that suffix, we're figuring out whether something can be done to
something else.
"-Ant," on the other hand, indicates an active attitude. When we use "-ant," we are showing
that our word does something.
• “-ary”
This suffix indicates either an adjective or a noun. Ordinarily, the suffix will indicate an
adjective, like in the word "temporary." Sometimes, though, it indicates a noun with the feel of
an adjective. For instance, a "mercenary" is a person with mercenary tendencies. So when
you see that a noun has this suffix, you know that the noun may have a strongly descriptive
feeling.
• “-ate”
Ordinarily, this suffix is used to show that a word has been turned into a verb. For instance, the
word "orchestrate" can be thought of as meaning "to arrange meticulously, the way someone
arranges an orchestra."
But be careful. Words that end in "-ate" can also be nouns, like the noun "protectorate." In
these instances, the "-ate" can often be thought of as being similar to "-ed," so that the word
"protectorate" kind of means "protected thing."
Finally, words ending in "-ate" can also be adjectives, like "ornate" or "obstinate."
• “-atic”
This suffix is really just a combination of two other suffixes: "-ate" and "-ic."
• “-ed”
This suffix indicates that some action has been done to some object. Generally speaking, it will
appear either on the end of a verb or on the end of an adjective.
Compare this suffix with the suffixes "-able" and "-ant" that we already talked about.
"-Ed" indicates that an action has been finished. If a wound is "disinfected," then whatever it is
that does the disinfecting has already been done to the wound. It's finished.
But "disinfectant" is the stuff that can always do the disinfecting. The "-ant" suffix indicates sort
of a perpetual state of activity.
And if something were "disinfectable" (which isn't a word, but bear with me), then it would mean
that the thing is capable of becoming disinfected, but had not yet been acted on by a
disinfectant. So the "-able" suffix kind of indicates the potential for something to be done.
• “-ery”
This suffix indicates that we're dealing with a noun. More than that, it often indicates that the
noun is some sort of abstract concept.
For instance, "slavery" is an abstract noun related to the idea of the concrete noun "slave."
"Thievery" is an abstract noun related to the concrete noun "thief."
• “-ible”
This suffix has exactly the same meaning as the suffix "-able," just with a spelling change.
• “-ic”
This suffix usually indicates an adjective. When it indicates a noun, the noun usually has the
feel of an adjective. For instance, the adjective "plastic" is composed of two parts: the root
"plast," which is derived from the Greek verb for "mold," and the suffix "-ic," which tells us we're
looking at an adjective. But "plastic" is also a noun, and it refers to things that have the quality
of being plastic.
• “-ing”
This suffix usually indicates a verb, but it can also indicate an adjective.
When the suffix indicates an adjective, the adjective has the feel of a verb acting in the present
tense. For instance, let's take apart the adjective "debilitating." Now we can recognize right
away the suffixes "-ing" and "-ate."
We know that "-ing" modifies verbs to turn them into adjectives, and tells us that something has
an ongoing power to do something. We know that "-ate" modifies nouns to turn them into
verbs.
As far as the prefix, we can recognize "de-," which is pretty common and usually means that
something is the opposite of something else.
For the root, that leaves "bilit." That's probably not something you're familiar with, but I bet you
know words like "ability" and "rehabilitate," which both seem to have this "bilit" in them, and
both involve the idea of someone being able to do something.
So, if we put all the pieces together, we get this:
[opposite] + [ability, skill] + [verb] + [adjective made out of a verb]
Which gives us a rough idea of the actual meaning of the word debilitating: it tells us that
“debilitating” means “making someone unable to do something.” See how that works?
• “-ist”
On the SAT, this suffix will usually indicate a person who does something. For instance, a
"pianist" is someone who plays the piano, and a "cellist" is someone who plays the cello.
The same suffix can also be used to indicate a person who believes in something. For
instance, a "pragmatist" is someone who practices pragmatism (someone who believes in
practicality). An "optimist" is someone who believes things will work out for the best, someone
who believes in the likelihood of the optimal outcome.
Finally, the suffix can be used to describe a person or a policy that makes decisions based on
one particular issue. For instance, a "sexist" is someone who makes decisions based on a
person's sex, and a "racist" is someone who makes a decision based on a person's race.
This suffix can be used to indicate either a noun or an adjective.
• “-ity”
On the SAT, this suffix is used to indicate a noun; usually, the noun will have something to do
with an abstract idea derived from an adjective.
For instance, the word "equality" is a noun that refers to the state of being equal. The word
"deformity" is a noun that refers to the state of being formed improperly.
• “-ive”
This suffix is typically used to indicate an adjective, usually one derived from a verb. For
instance, the word "oppressive" is an adjective meaning that something has a tendency to
oppress people, and the word "imaginative" indicates that someone is good at imagining.
The suffix can also be used for nouns, to indicate a person or thing with a particular propensity.
For instance, a “detective” is a person with a talent for detecting, or a talent for noticing clues
and putting them together. A “corrective” is a measure that will tend to fix a problem.
• “-ize”
This suffix is used in verbs to indicate that something is actively being done to something else.
If a person is "terrorized," then he is made to feel terror. If salt is "iodized," then it has had
iodine added to it. This suffix is very similar in its meaning to the suffix "-ate."
• “-ment”
This suffix simply indicates a noun. Often, the noun will be formed from some sort of verb:
"enjoyment" and "amusement" are what you feel if you are enjoying something or being
amused, for example. Sometimes, the noun may not seem to be formed from anything
obvious, as with the word "parliament" (though even this word follows the convention: "parl-"
comes from the French word for "speaking," and parliament is a place where people discuss
things).
• “-ness”
Like "-ment," this suffix indicates a noun.
• “-ory”
This suffix is typically used to indicate that an adjective has been formed from a verb. For
instance, the adjective "transitory" refers to a thing that moves or changes, transitioning from
one thing to another.
But the suffix can also be used for nouns. An "offertory" is a hymn sung while an offering is
being made. "Oratory" is the art of speaking well.
• “-ion”
This suffix is typically used to indicate that a word is a noun. Used in this sense, it has much
the same meaning as the suffixes "-ness" and "-ment."
Sometimes, though, the suffix is used as the ending on a verb, like with the words "position"
and "transition." So be alert to both possibilities.
• “-ury”
This suffix is used to show that something is a noun, as in words like "usury" or "penury."
• “-y”
This suffix is typically used with adjectives, and usually shows us that a noun has been turned
into an adjective. For instance, the word “sugary” means that something is related to sugar in
some way, and the word “angry” means that something has “anger.” But sometimes the suffix
can appear on a noun that was formed from an adjective, as in a word like “consistency” or
“democracy.”
By no means are these all the suffixes that you might encounter on the SAT. But this list will
get you very, very far. If you should come across something that looks like a suffix that you don’t
know, try to see if you can think of any other words you’ve ever heard of that end in the same suffix.
See if you can work out what a suffix must mean from those other words. This type of thinking is the
key to advanced testing.
Once you've used the suffix (or suffixes) to tell you something meaningful about the type of
word you're looking at, the next step is to look at the rest of the word, starting with the root and ending
with the prefix, if there is any. (Remember that we're working from right to left, not from left to right.).
Many people try to memorize a list of stems and roots, but this is only slightly better than trying
to memorize a list of vocabulary words in the first place. Instead of memorizing a list of roots, you're
much better off learning how to think about roots in words that you encounter and then comparing
those roots to the roots of words that you already know.
For this part of your solution, remember two very important things:
First, your goal in all of this is not to figure out the exact definition of the word you're working
on. Your goal is only to to get a rough idea of what each unknown word probably means, and then to
see if you can fit that probable meaning into the context of the question and the answer choices.
Never forget that these questions are exercises in context, not exercises in definition!
Second, related roots can take all kinds of forms, and even come from other languages (usually
French, Spanish, or Latin, when we're talking about the kinds of words that you'll find on the SAT).
When you're thinking about roots that might be related to the root you're looking at, remember to
focus on the consonants, and largely ignore the vowels, as I discuss in my free video SAT lesson 5-
10. The vowels can shift over time, but consonants will remain fairly constant. For instance, the word
"censure," which is a word that has appeared on the SAT in the past, has a meaning very similar to
the word "censor." Notice that their consonants are the same (c-n-s-r), even though their vowels are
different.
Once you've tried to come up with some idea of what the root might mean, it's time to combine
that with your understanding of the suffix. Finally, take a look at the left-hand side of the word and
see if you can identify a prefix.
Remember that prefixes are much less trustworthy than suffixes. A single prefix can have
completely opposite meanings when it's placed in front of different words. For instance, the prefix "in"
means "the opposite of" when it appears at the beginning of the word "indistinguishable," but "inside"
doesn't mean "the opposite of side."
So here is a partial list of the prefixes that you might encounter on the SAT, with brief
explanations about their use. But, as with everything else in this document, don't make the mistake of
trying to memorize these things. Instead, your goal is to use these examples as a way to get a feel
for the process of taking words apart.
• “a-”
A negating prefix, like non- or dis- or (in some cases) in- or de-
• “ab-”
"Away from." For instance, "abject" means something like "thrown away from" (compare this to
words like "reject" and "dejected," which have the same root but different prefixes).
• “ad-”
"Towards," as in the word "adduce" (again, compare this to the words "reduce" and "deduce").
• “ambi-”
"Either way"
• “ante-”
"Before" (be careful not to confuse this with “anti-“)
• “anti-”
"Against" (be careful not to confuse this with “ante-“)
• “arch-”
Relating to superiority, as in "hierarchy" or "arch-villain"
• “ben-,” “bon-”
"Good," as in "beneficial." Note that "ben-" and "bon-" have the same consonants, but a
different vowel between them. This is in keeping with what we noted above about word-pairs
like "censure" and "censor."
• “bi-”
"Two"
• “circum-”
"Around"
• “co-”
"Together." Note that this prefix might appear with a variety of consonants after it, as in words
like "community," "correspond," and "collate." The “co-“ part is all that matters in these
situations.
• “con-”
“With,” as in “convivial” or “confidence”.
• “contra-”
"Against"
• “de-”
Usually a negating prefix, but it can also mean "down." For instance, "describing" doesn't mean
"the opposite of scribing," but it has a meaning similar to "writing something down."
• “demi-”
"Half"
• “dis-”
Another negating prefix, like "a-" or "non-."
• “eu-”
"Good"
• “ex-”
This prefix can have a wide variety of meanings, like "outward" or "former," depending on the
context. Be careful.
• “extra-”
"Outside the normal boundaries," as in "extraterrestrial" or "extracurricular."
• “hemi-”
"Half"
• “hyper-”
"Too much"
• “hypo-”
"Not enough"
• “in-”
This prefix can have a variety of meanings and take a variety of forms. It will usually mean
either "the opposite of" or "inside." Depending on the first consonant of the word that it
modifies, this prefix may take forms like "im-" or "il-."
• “inter-”
"Between"
• “intra-”
"Within"
• “mal-”
"Bad"
• “mis-”
"Incorrectly"
• “mon-”
"One"
• “multi-”
"Many"
• “non-”
Another negating prefix like "a-" or "dis-".
• “ob-”
Similar to “ab-.”
• “omni-”
"All"
• “pan-”
"All-encompassing"
• “post-”
"After"
• “pre-”
"Before"
• “pro-”
"For”
• “re-”
"Once more," "back in the original direction"
• “retro-”
"Backwards"
• “semi-”
"Half"
• “sub-”
"Underneath"
• “super-”
"Over"
• “sur-”
"Over"
• “tele-”
"Over a distance"
• “trans-”
"Across"
• “ultra-”
"Beyond the normal limits"
• “uni-”
"One"
Now that you’ve seen some of the things we can learn by breaking down unknown SAT words
into suffixes, roots, and prefixes, let’s take a look at ways that we might work with a couple of words
from a real SAT sentence completion question by using these techniques.
Before we look at these examples, let me make a very, very important point again: you won’t
need to use these techniques in the vast majority of cases. In most sentence completion questions,
you won’t see difficult words in positions that will keep you from answering questions correctly. The
key skill in answering Sentence Completion questions will be the ability to read the sentences closely
and remember the standards that they have to follow. Remember that most of the wrong answers
that most students choose have words that those students know the meanings of.
Now, let’s take a look at solutions to two challenging SAT questions from the College Board’s
Official SAT Study Guide:
Number 8, page 454

In my experience, most students don’t know the meaning of the word that’s the right answer,
which is choice (a). They also tend not to know the meanings of the words in choices (b) and (c).
The first thing you want to do is read the sentence closely and figure out what part of speech
the word in the blank should be. Since the word in the sentence that it should be replacing is
“sentimental,” which is an adjective, and since all the suffixes in the answer choices can be attached
to adjectives, we can tell that the word that goes in the blank will be an adjective.
Since we know that, we can identify that the word “treacly” in choice (a) ends in the suffix –y,
which means that there is probably some kind of noun that looks like “treacl.” It doesn’t look like
there’s any kind of prefix in “treacl,” so now, using the techniques I discussed in video module 5-10 on
the mysterytutor.com site, I try to think of any other words we might know that sound similar to
“treacl.” I don’t know of any good words that go along with this, so it’s on to the next word.
When I look at “cursory,” I can recognize that “-y” is probably a suffix, which means that
“cursor” is a noun; and within “cursor,” I can see that “-or” might also be a suffix, which means that
“curs” could be some sort of verb, with “cursor” being “the thing that curses.” Or maybe not—let’s just
play with those ideas.
I recognize that a “cursor” is the thing on a computer screen that shows you where you’re
typing or clicking. I might also recognize that “curse” is a verb that means you wish something bad on
somebody, and that “cursive” is a type of writing. None of these things seems to have any connection
at all with the word “sentimental,” which is what I’m looking for in the right answer. On to the next
word.
In the word “prosaic,” I recognize that “-ic” or “-aic” is probably a suffix, meaning the root is
some kind of noun like “pros” or “prosa.” From English class, I know that “prose” is a noun that has
something to do with writing that isn’t poetry. Again, this word doesn’t seem likely to be restating the
idea of “sentimental,” which is what I know the right answer will do.
Let me be 100% clear on something: I haven’t figured out what “treacly,” “cursory,” or
“prosaic” actually mean. I don’t care what they mean. I’m just looking at some of the words they
might be related to, to see if any of them look like they might have something to do with the word
“sentimental.” Do you see the difference? I’m just checking out the possibilities. I don’t really care
about the actual meanings. Because the SAT doesn’t care if I know what the words mean. It just
cares if I fill in the right bubble.
Now, with my SAT experience, I know that “treacly” is the right answer to this question. I
know for sure that “meticulous” and “consecrated” aren’t right, because I know what they mean and
they have nothing to do with being sentimental. I’m pretty sure that “cursory” and “prosaic” are also
both wrong, because I can think of a few related ideas for both of them, and none of those ideas has
anything to do with being sentimental. So the question I have to ask myself is this: do I think it’s
possible that “treacly” might mean “too sentimental”? And the answer is: sure, why not? It makes a
lot more sense than any of the other answer choices.
Let’s try another challenging question:
Number 8, page 786

Some students may know the meaning of the correct answer choice, which is (b), but most, in
my experience, do not. If you do know what that word means, and you can tell from reading the
sentence closely that the word in the blank must mean “overweening pride,” then it doesn’t matter
what the other words mean. But let’s assume, for the sake of argument, that we don’t know the
meanings of any of the words in the answer choices, and let’s try to apply our strategies.
First, we can tell that the word in the blank must be a noun. We can tell this for a couple of
reasons. First, the blank is something that can belong to a scientist, and only a noun can belong to
someone. Second, choice (e) ends in “-ness,” which can only appear at the end of a noun; since all
the answer choices must be the same part of speech, if (e) can only be a noun, then they’re all
nouns.
Next, we want to realize that the definition of the word we’re looking for appears after the
comma in the sentence, just as I discuss in my free SAT video module 5-7. So the answer to this
question will be the word that means “the overweening pride that makes someone think he can usurp
nature.”
Now we’ll go through each of the answer choices and see what we can find:
For choice (a), we might recognize that “-acy” or “-y” could be the suffix here, leaving “obstin“
or “obstinac.” If you can recognize the word “obstinate” as a potential cognate, then you can tell that
this isn’t the right answer; “obstinate” means something close to “stubborn and disobedient,” which
has nothing to do with pride. Even if you can’t recognize that cognate, you can recognize that “ob-”
means something like “against,” and it probably doesn’t seem likely that the idea of being “against”
something is a great match with the notion of extreme pride.
For choice (b), you probably won’t recognize any suffixes or prefixes; this is a hard one to
figure out if you don’t already know what it means. But that doesn’t mean we have to lose hope!
Remember that our job is to figure out what’s going on in the entire question as a whole, working with
the sentence and all the answer choices together. An unknown word here or there won’t throw us off.
For choice (c), it looks like there are suffixes like “-ity” and “-uos,” and maybe the prefix “im-.”
If you know the word “impetuous,” you can tell that this one can’t be the right answer, because that
word has to do with being impatient, which has nothing to do with pride. But even if you don’t
recognize that, we know that the prefix “im-” usually indicates that something is the opposite of
something else. For this to be the right answer, then, “petuous” would have to mean something like
“the opposite of proud.” Does that seem likely? Not really.
For choice (d), it looks like we might have a word with strong similarities to words like “valid”
or “value,” neither of which has anything to do with being proud.
And for (e), it looks like our suffixes are “-ness” and “-ous,” leaving “call” as the probable root.
Notice the similarity to the word “callus,” which is a hardened skin growth that results from demanding
physical activity. (Again, note that the consonants in “callous” and “callus” are the same, even though
there are differences in the vowels.) That makes this answer choice very unlikely to be right.
From this, we can tell that the only answer choice that has any possibility of meaning
“overweening pride” must be (b), since we can tell that the other words don’t mean that.
Again, notice that we don’t actually try to figure out what the unknown words must mean. We
only try to work out what they probably mean, and then compare the answer choices to the sentence
(and, where appropriate, to each other). The vast majority of the time, one of the answer choices will
stand out as being much more likely to be correct than the others, and the more you practice this
approach, the more reliably you’ll be able to identify that. (When it turns out that you can’t pick one of
them with certainty, remember not to guess! See my free video lesson on guessing to learn why.)
* * *
This is the type of approach you want to use with Sentence Completion questions that feature
tricky words. Remember to focus on the parts of the words, not on the words themselves, and not to
be put off by things you don’t recognize immediately. It takes a little time to get used to it, but it goes
much faster than trying to memorize 10,000 words, which is what most people do. (And, as I explain
in my free SAT video module 5-12, it can be applied in every situation, not just when you get lucky
and recognize a word you memorized.)
If you’d like to see this type of reasoning applied to every single real SAT Sentence
Completion question in the College Board’s Official SAT Study Guide, you can do that very easily at
my web site, www.mysterytutorvault.com. In addition to those solutions, that web site also has a wide
range of useful tools for anybody trying to get into college. Take a look at it.

Mystery Tutor SAT Sentence Completion

Uploaded by

Document Information

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Mystery Tutor SAT Sentence Completion

Uploaded by

Copyright:

Available Formats

Free SAT Sentence

Do not memorize things from this list.

To do that, we’re going to use every weapon at our disposal.

“and” “for example” “reflecting”

Join Me And Learn To Beat The SAT For Free!

Go to www.mysterytutor.com. Watch my free videos. Sign up for my free fast-start guides.

“although” “in the face of” “surprisingly”

Join Me And Learn To Beat The SAT For Free!

Go to www.mysterytutor.com. Watch my free videos. Sign up for my free fast-start guides.

Join Me And Learn To Beat The SAT For Free!

Go to www.mysterytutor.com. Watch my free videos. Sign up for my free fast-start guides.

So, if we put all the pieces together, we get this:

[opposite] + [ability, skill] + [verb] + [adjective made out of a verb]

Join Me And Learn To Beat The SAT For Free!

Go to www.mysterytutor.com. Watch my free videos. Sign up for my free fast-start guides.

This suffix can be used to indicate either a noun or an adjective.

Join Me And Learn To Beat The SAT For Free!

Go to www.mysterytutor.com. Watch my free videos. Sign up for my free fast-start guides.

Join Me And Learn To Beat The SAT For Free!

Go to www.mysterytutor.com. Watch my free videos. Sign up for my free fast-start guides.

Join Me And Learn To Beat The SAT For Free!

Go to www.mysterytutor.com. Watch my free videos. Sign up for my free fast-start guides.

Join Me And Learn To Beat The SAT For Free!

Go to www.mysterytutor.com. Watch my free videos. Sign up for my free fast-start guides.

Join Me And Learn To Beat The SAT For Free!

Go to www.mysterytutor.com. Watch my free videos. Sign up for my free fast-start guides.

Join Me And Learn To Beat The SAT For Free!

Go to www.mysterytutor.com. Watch my free videos. Sign up for my free fast-start guides.

Number 8, page 454

Let’s try another challenging question:

Join Me And Learn To Beat The SAT For Free!

Go to www.mysterytutor.com. Watch my free videos. Sign up for my free fast-start guides.

Number 8, page 786

Join Me And Learn To Beat The SAT For Free!

Go to www.mysterytutor.com. Watch my free videos. Sign up for my free fast-start guides.

Join Me And Learn To Beat The SAT For Free!

Go to www.mysterytutor.com. Watch my free videos. Sign up for my free fast-start guides.

You might also like