by Erica L. Meltzer | May 3, 2011 | SAT Grammar (Old Test)
If “it” is one of the most dangerous words on the Writing section of the SAT, then “do it” is one of the most dangerous phrases. While I’m hesitant to say that any particular word or phrase will be wrong 100% of the time — the College Board can always figure out a new way to test a particular rule — “do it” comes pretty close.
The reason this phrase is so often incorrect is based on the fact that pronouns such as “it” can only refer to nouns or gerunds ( the -ING form a verb), never to any other part of speech such as verbs or adjectives. For example:
Incorrect: People who become vegetarians often do it because they believe strongly in animal rights.
What does the word “it” refer to?
Becoming vegetarians.
But the gerund “becoming” doesn’t actually show up in the sentence, only the verb “become.” And a pronoun can only refer to a noun or a gerund, not a verb.
The pronoun “it” therefore doesn’t actually refer to anything (in grammatical terms, we can say that it lacks an antecedent), and the sentence cannot be correct. To fix it, we must instead say:
Correct: People who become vegetarians often do so because they believe strongly in animal rights.
On the flipside, anytime you see the phrase “do so” underlined, it is almost certainly correct, and there’s a pretty good chance that the answer to the question will be “No error.”
by Erica L. Meltzer | May 2, 2011 | Reading (SAT & ACT)
Warning: while this may look like an awfully long list of things to circle, chances are that only a handful of these words/phrases will show up on any given passage. This is also not intended to be a exercise in memorization; rather, it is to get you thinking about the kinds of ways in which authors indicate to their readers the most important aspects of what they’re trying to say.
Furthermore, the point of looking out for these things is not to turn your reading into a transition hunt at the expense of actually absorbing what you’re reading. Just circling transitions mechanically and not thinking about what role they play in the passage at large will not get you very far and may in fact make things harder for you. However, if you actively consider them in relation to the point of the passage once you’ve established it, they will help you establish a general “map” of the key places in the argument.
Major Transitions:
Supporting:
And
So
For
In fact
Indeed
Of course
Therefore/Thus
Consequently
As a result
In addition
Also
Furthermore
Moreover
Likewise
Similarly
Contradicting:
But
Yet
However
(Al)though/Even though
Despite
While
Whereas
Nevertheless
Rather
Comparison/Contrast:
In comparison
In contrast
Just as…so
Explanations:
Because
Since
Explains
The answer is
Giving you the point:
The point is
The goal/aim is
To sum up
In other words
After all
In the end
The (main) idea
Important Information:
Important
Key
Crucial
Essential
Fundamental
It is true/not true
It is clear/unclear
Strong Language:
Absolutely
Unequivocally
Exceptionally
Extraordinarily
Unquestionably
Definitely
Always
Never
Nothing
Inevitably
Fundamentally
“Unusual” Punctuation:
Question Marks – Indicate rhetorical questions. Questions are prime targets for inference questions because information is often implied but not stated.
Colons – Explanations Dashes – Explanations or supplementary (qualifying) information
Semicolons – Imply a relationship between two thoughts that is not necessarily spelled out — likely spot for inference questions to deal with
Words in quotes – Used figuratively. The answer to at least one question will depend on your understanding of how a word in quotes is being used, even if the question doesn’t ask about it directly. Often indicates skepticism.
Italicized words – Used to emphasize, underscore, call attention to, highlight
