7 skills you need for a perfect SAT Writing/ACT English score

7 skills you need for a perfect SAT Writing/ACT English score

by | Aug 29, 2015 | ACT English/SAT Writing

If you google “perfect score on SAT writing” (or “perfect score on ACT English”) you’ll probably come up with a couple dozen hits that make it seem as if accomplishing that feat is merely a matter of learning a few simple rules.

Now, if you have an outstanding ear and a solid basic knowledge of grammar, that could indeed be the case. And to be sure, the SAT and ACT both test a limited number of concepts (somewhere between 10 and 20, depending on how you count) over and over again, in very predictable ways. Within those 10-20 rules, however, there are many variations, and it’s always possible for rules to be tested or combined in slightly new ways. And rules that initially seem simple and straightforward can have very challenging applications.

Passages frequently mention topics, individuals, and places that most students aren’t particularly familiar with. It can be hard to worry about subject-verb agreement when you’re trying to puzzle through sentences that refer to multi-syllabic chemical compounds.

Given that, I’ve decided to compile a different sort of list. It is not a list of rules tested on the multiple choice grammar portion of the SAT and the English portion of the ACT. You can find those in my complete list of SAT and ACT grammar rules. Rather, it is a list of skills that you must have in order to apply those rules effectively.

 

1) Recognizing prepositions and prepositional phrases 

Prepositions are “location” and “time” words such as to, of, by, for, from, with, and about.

Prepositional phrases are phrases that begin with prepositions and include nouns, pronouns, and adjectives, e.g. on the shelf, by the author, with my father.

Both the SAT and ACT test a couple of errors involving prepositional phrases.

Most frequently, they test the “no comma before or after a preposition” rule — if you can recognize prepositions, this rule is extremely easy to apply. If you can’t, you have to puzzle things out by ear.

Prepositional phrases are also used to distract from subject-verb agreements, e.g. The forests of central Mexico provides an ideal habitat for Monarch butterflies.

In addition to knowing what prepositional phrases are, you must be able to recognize them so securely and consistently that you can remember, under pressure, to cross them out of potentially long and complicated sentences in order to check for disagreements.

 

2) Knowing the definitions of transition words  

This is a big one. You probably don’t have any trouble with however and therefore, but what about less common transitions such as consequently, moreover, and nevertheless?

If you don’t know the literal meanings of these words as well as what sorts of relationships they’re used to indicate, you’ll have difficulty eliminating wrong answers and recognizing right ones. You might also start relying on how they sound (weird), and that’s usually a recipe for disaster.

 

3) Recognizing comma splices involving pronouns

A comma splice is formed when a comma rather than a period or semicolon is placed between two complete sentences. When this error involve two clearly separate sentences, it is generally easy to recognize; however, one very common problem arises when the second sentence begins with a pronoun (he, she, it, they, one) rather than a noun. Because the second sentence does not make sense out of context, many people falsely believe it cannot be a sentence.

Incorrect: The forests of central Mexico are warm and filled with a wide variety of plant life, they provide an ideal habitat for Monarch butterflies.

Correct: The forests of central Mexico are warm and filled with a wide variety of plant life. They provide an ideal habitat for Monarch butterflies.

Correct: The forests of central Mexico are warm and filled with a wide variety of plant life; they provide an ideal habitat for Monarch butterflies.

 

4) Being willing to read both forwards and backwards

One of the most important things to understand about SAT Writing/ACT English is that errors are context-based. As a result, the underlined portion of the sentence may not give you the information you need to answer a given question. Rather, the necessary information may be located elsewhere in the sentence or paragraph.

This skill is key for answering rhetoric questions that ask you to add, delete, or revise information. If you are asked about a topic sentence, for example, you must jump ahead and read the body of the paragraph in order to determine what topic the first sentence of the paragraph should introduce.

For example:

 

The exact elevation of Mt. Everest’s summit has long been a matter of controversy. In July, the warmest time of the year, temperatures average  only about ?2°F on the summit; in January, the coldest month, summit temperatures average ?33 °F and can drop as low as ?76 °F. Storms can come up suddenly, and temperatures can plummet unexpectedly. The peak of Everest is so high that it reaches the lower limit of the jet stream, and it can be buffeted by sustained winds of more than 100 miles per hour. Precipitation falls as snow during the summer monsoon, and the risk of frostbite is extremely high.

 

Which of the following is the most effective introduction to the paragraph?

 

A. NO CHANGE
B. The climate of Mt. Everest is extremely hostile to climbers throughout the year.
C. Glacial action is the primary force behind the erosion of Mt. Everest and surrounding peaks.
D. The valleys below Everest are inhabited by Tibetan-speaking peoples.

 

In order to determine the answer, you must temporarily ignore the first sentence and instead focus on the rest of the paragraph — you cannot know what the topic sentence should be about until you know what sort of information it introduces. In this case, the paragraph discusses the extremely cold temperatures and dangerous weather conditions present on Mt. Everest. That corresponds to the phrase “hostile climate” in (B). Although the other answers refer to Mt. Everest, they are all off-topic. 

 

 

5) Recognizing non-essential clauses

Simply put, a non-essential clause is a clause that can be eliminated from a sentence without affecting its essential structure or meaning. These clauses can be set off with either commas, dashes, or parentheses, but the same type of punctuation must be used at the beginning and end of the clause.

Correct: The peak known as El Capitan, which is considered by the majority of expert climbers to be the epicenter of the rock climbing world, is a vertical expanse stretching higher than the world’s tallest building, the Burj Khalifa in Dubai.

Correct: The peak known as El Capitan – which is considered by the majority of expert climbers to be the epicenter of the rock climbing world – is a vertical expanse stretching higher than the world’s tallest building, the Burj Khalifa in Dubai.

Correct: The peak known as El Capitan (which is considered by the majority of expert climbers to be the epicenter of the rock climbing world) is a vertical expanse stretching higher than the world’s tallest building, the Burj Khalifa in Dubai.

Incorrect answers to questions testing non-essential clauses often omit one or both of the punctuation marks surrounding the clause. They may also “mix and match” — for example, use a dash to end a non-essential clause begun by a comma, or  vice versa.

To identify what type of punctuation should be used and where it should be placed, you must be able to identify where the non-essential clause logically begins and ends.

For example:

 

A mathematician, inventor, and philosopher, Charles Babbage, considered by some to be a “father of the computer” is credited with inventing the first mechanical computer.

A. NO CHANGE
B. computer is credited,
C. computer – is credited
D. computer, is credited

 

To answer this question, you must be able to recognize that the clause considered by some to be a “father of the computer” can be removed from the sentence without affecting its basic structure or meaning (A mathematician, inventor, and philosopher, Charles Babbage…is credited with inventing the first mechanical computer).

 

6) Distinguishing between number and tense 

Number = singular or plural
Tense = past, present, or future

Consider the following sentence:

Incorrect: The relationship between goby fish and striped shrimp are truly symbiotic, for neither can exist without the other.

When asked to correct it, many students will simply change are to were. Not only does that not fix sentence, it misses the entire point of what’s being asked. And that becomes a problem when you encounter questions like this:

 

The relationship between sharks and remora fish are truly symbiotic, for neither can exist without the other.

A. are
B. is
C. have been
D. were

 

If you don’t clue into the fact that the verb must agree with the subject, the singular noun relationship, you have no real way of deciding between the answers.

Note that to answer subject-verb agreement questions, you also need to be able to distinguish between singular and plural verbs.

Singular verbs end in -s (e.g. he talks)
Plural verbs do not end in -s (e.g. they talk).

Many people associate -s with plural forms because, of course, plural nouns end in -s. Making the switch to verbs can be confusing, particularly when sentences are long and complicated, and subjects are separated from verbs. If you have a tendency to forget, write this rule down on the front of your test.

 

7) Recognizing formal vs. informal writing (register)

Questions testing diction, or word choice, appear frequently on both the SAT and the ACT. In some cases you must choose the word or phrase with the most appropriate meaning, while in others you must choose the word or phrase with the most appropriate tone or register — that is, the proper degree of formality or informality.

Passages are almost always written in a straightforward, moderately serious tone. Correct answers to register questions are consistent with the tone, whereas incorrect answers are typically too casual or slangy. They may also be excessively formal, but this is less common.

For example:

 

As a result of variations in snow height, light refraction, and gravity deviation, the exact elevation of Mt. Everest’s summit has long been a topic of debate. Beginning in the 1950s, numerous attempts were made to measure the summit’s true height.

A. NO CHANGE
B. a thing that people fight about.
C. a matter of great disputation.
D. the cause of a bunch of arguments.

 

In the above question, (B) and (D) are both awkward and overly casual, employing “vague,” highly informal words such as thing and bunch, whereas disputation in (C) is excessively formal. (A) is correct because it is consistent with the straightforward, middle-of-the-road tone found in the rest of the passage.

 

 

What parts of speech can be subjects?

by | Aug 29, 2015 | ACT English/SAT Writing, Grammar (SAT & ACT), SAT Grammar (Old Test), Uncategorized

Nouns

Nouns are the most common type of subjects. They include people, places, and things and can be concrete (book, chair, house) or abstract (belief, notion, theory).

Example:  Bats are able to hang upside down for long periods because they possess specialized tendons in their feet.

 

Pronouns

Pronouns are words that replace nouns. Common pronouns include she, he, it, one, you, this, that, and there.

Less common pronouns include what, how, whether, and that, all of which are singular. They are typically used as part of a much longer complete subject (underlined in the second example below).

Example: They are able to hang upside down for long periods because they possess specialized tendons in their feet.

Example: How bats hang upside down for long periods was a mystery until it was discovered that they possess specialized tendons in their feet.

 

Gerunds

Gerunds are formed by adding -ING to the ends of verbs (e.g. read – reading; talk – talking). Although gerunds look like verbs, they act like nouns. They are always singular and take singular verbs.

Example: Hanging upside down for long periods is a skill that both bats and sloths possess.

 

Infinitives 

The infinitive is the “to” form of a verb. Infinitives are always singular when they are used as subjects. They are most commonly used to create the parallel structure “To do x is to do y.”

Example: To hang upside down for a long period of time is to experience the world as a bat or sloth does.

 

Will trumpet players get a leg up in Ivy League admissions?

by | Aug 29, 2015 | Blog, College Admissions

From “Yale Students Campaign for All That Jazz:”

[Yale University Director of Bands Thomas C. Duffy] said he had encountered a shortage of qualified trombone and trumpet students, a situation he observed at other Ivy League schools trying to muster a big band. While he offered to lend music to the collective as it tried to reconstitute the jazz ensemble, he said he would be “stunned” if they could sustain 17 top-flight section players throughout the year.

Hmm… Tuba players have always been in short supply, but maybe the brass players will start getting ranked up there with the fencers and the squash players.

There is no “battle” between skills and knowledge

There is no “battle” between skills and knowledge

by | Aug 28, 2015 | Blog, Issues in Education

But claiming that there is apparently makes for a good headline.

Knowledge and skills are intertwined; unless schools start acknowledging that critical thinking can only result from detailed content knowledge, conversations about what’s ailing American education will continue to be an exercise in nonsense.

The fact that anyone can use the phrase “knowledge-based learning” in a non-ironic way creeps me out to no end.

What’s next? Word-based reading? Number-based math? Language-based speech?

I don’t believe Common Core is really going to change many things here. It’s a set of skills; it does not lay out a coherent, specific body of knowledge. The ELA standards, at least, are so vague and repetitive as to be virtually meaningless, and would be met automatically in any rigorous traditional classroom headed by a knowledgeable, well-trained teacher.

If school districts use CC to implement a more content-rich curriculum, that is their choice. Requiring students to learn any particular set of facts, no matter how anodyne, is so politically contentious that no one would dare attempt such a thing at the national level.

Writing in the New York Times, Natalie Wexler acknowledges that:

…engineering the switch from skills to knowledge will take real effort. Schools will need to develop coherent curriculums and adopt different ways of training teachers and evaluating progress. Because the federal government can’t simply mandate a focus on knowledge, change will need to occur piecemeal, at the state, school district or individual school level.

To believe that such a change could miraculously occur “piecemeal” goes far beyond wishful thinking and into the realm of pure fantasy. And no, the fact that a bunch of people have downloaded a free online curriculum isn’t exactly going to compensate. Poor scores on CC tests are unlikely to simply “incentivize” low-income schools to shift over to a stronger emphasis on subject content, especially if their curriculums are effectively centered around test-prep. Besides, doing things in such a haphazard fashion is a pretty great way to ensure that huge disparities (geographic, economic, etc.) continue to exist.

When you take a crop of teachers indoctrinated by ed schools to believe that lecturing and memorization are forms of child abuse; pair them with administrators who use the threat of poor evaluations to keep less progressive teachers in line; and mix in an obsession with testing and accountability, you end up with a chaotic system driven by quick fixes. (But hey, no worries, the market will sort it out, right?)

In order for the focus to shift more towards teaching content, you need a critical mass of people who believe that subject knowledge is the basis for critical thinking, both in the classroom and in the administrative offices. Right now, those people are in pretty short supply. And with the number of people entering teaching dwindling, the chance of getting highly educated/knowledgeable/competent teachers, who believe even partially in the importance of transmitting knowledge, in front of classrooms on any sort of wide scale in the near future is pretty small.

The Right isn’t exactly helping here either. Rather than embrace what would actually be a conservative concept of education (classical curriculum, back-to-basics, etc.), they’re too busy screaming about school choice and privatizing everything.

It’s a perfect storm of factors, and while everyone is busy setting up false dichotomies and waiting for technology to save the day, the descent into chaos continues.

I think a commenter named Emile from NY said it best:

I don’t know in depth the various pedagogical theories about K-12 education, but from the perspective of a college professor who’s been teaching at a mid-tier university for more than 25 years, K-12 education has been in a steady decline over the past few decades, and [E.D.] Hirsch is absolutely right about the reason for it.

I ask everyone in K-12 education this: What should a college professor who is teaching a course on Enlightenment ideas do in the face of a whole class of intelligent freshmen who don’t know the dates of the Civil War, or the Second World War, or the French Revolution, or know that once upon a time there was a Roman Empire? How, exactly, would you proceed? Or how, exactly, would you proceed in a basic college course in mathematics when faced with a college class of intelligent freshmen that can’t, as a whole, move easily between fractions, decimals and percents? 

People hate the word “memorization,” but I’m here to tell you students love it. People who malign memorization often ask, “Why should anyone memorize dates that they’re bound to forget?” Not every date is remembered over the long haul, but the mind loves inductive reasoning, and has a way of gathering particular dates loosely into centuries, and from there building a kind of organized closet into which more knowledge can be added.

I’m not suggesting that first graders need to be able to able to discourse in detail about ancient Mesopotamia, but seriously, is it that unreasonable for college students to be expected to have a basic understanding of what happened in the past?

No semicolon before “and” or “but”

by | Aug 23, 2015 | ACT English/SAT Writing, Blog, SAT Grammar (Old Test)

Shortcut: semicolon + and/but = wrong 

If you see an answer choice on either the SAT or the ACT that places a semicolon before the word and or but, cross out that answer immediately and move on.

Why? Because a semicolon is grammatically identical to a period, and you shouldn’t start a sentence with and or but.

The slightly longer explanation: In real life, semicolon usage is a little more flexible, and the choice to use when can sometimes be more a matter of clarity/style than one of grammar. It is generally considered acceptable to place a semicolon before and or but in order to break up a very long sentence, especially when there are already multiple commas/clauses.

For example:

Pamela Meyer, a certified fraud examiner, author, and entrepreneur, became interested in the science of deception at business school workshop during which a professor detailed his findings on behaviors associated with lying; and she subsequently worked with a team of researchers to survey and analyze existing research on deception from academics, experts, law enforcement, the military, espionage and psychology.

In the above sentence, either a comma or a semicolon could be used before and. In this case, however, the sentence is so long and contains so many different parts that the semicolon is a logical choice to create stronger break between the parts.

Why not just use a period? Well, because a semicolon implies a stronger connection between the clauses than a period would; it keeps the sentence going rather than marking a full break between thoughts. Again, this is a matter of style, not grammar.

The SAT and the ACT, however, are not interested in these details. Rather, their goal is to check whether you understand the most common version of the rule. Anything beyond that would simply be too ambiguous.