TE SAT Course Workbook - 060315

Course Workbook for the
SAT ®
®
& PSAT
Version 1.0
© 2015 by TPR Education IP Holdings, LLC. All Rights Reserved.
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Contributors
Very special thanks to the primary instructional authors of this book: Brian Becker,
Amy Minster, and Elizabeth Owens.
Special thanks to Deborah A. Silvestrini for her work in producing this edition.
Special thanks also to Aaron Lindh, Bobby Hood, and Erik Kolb for their
contributions.
Thank you also to the following individuals who contributed to this edition: Ken
Brenner, Joelle Cotham, Jonathan Edwards, Zoe Gannon, Melissa Hendrix, John
Moscatiello, Garrison Pierzynski, Rebecca Scott, David Stoll, and Steve Voigt.
—Jonathan Chiu
National Content Director
High School Programs
Contents
SAT: What You Need to Know..................................................... 1
Reading..................................................................................... 11
What’s Cooking.................................................................................... 13
Basic Approach.................................................................................... 19
Mastering POE..................................................................................... 39
Identifying the Question Types.............................................................. 53
Writing and Language................................................................ 83

Introduction......................................................................................... 85
Punctuation......................................................................................... 95
Words.............................................................................................................. 111
Questions........................................................................................................ 125
Math.......................................................................................... 141
Global Techniques................................................................................ 143
Plugging In........................................................................................... 153
Fundamentals...................................................................................... 165
Charts and Data................................................................................... 185
Arithmetic........................................................................................... 203
Functions and Graphs........................................................................... 225
Advanced Functions and Graphs............................................................ 241
Additional Topics.................................................................................. 257
Essay......................................................................................... 279
Introduction......................................................................................... 281
Reading........................................................................................................... 295
Analysis........................................................................................................... 305
Writing............................................................................................................ 313
Homework Planner..................................................................... 317
Flashcards................................................................................. 321
SAT:
WHAT YOU
NEED TO
KNOW
1
COURSE WORKBOOK FOR THE SAT & PSAT
This is your opportunity to sell to the students how they will
beat this test by understanding what’s on it. TPR strategies
& content knowledge = great score improvements
INTRODUCTION: THE SAT AND HOW IMPORTANT

IS IT, REALLY?
What DOES it all mean, anyway?
S ______________________ be creative!
A ______________________ Old school: Stupid
Ass
T ______________________ Test
How important is it?
Per
so
SAT Q: Why is “SAT”
nal
SAT that much more
Personal
important?
GPA GPA
A: Admissions
offices at those
Small Liberal types of schools
Large State
Arts Colleges Universities don’t have time to
review everything
about a student,
so they need
numerical metrics.
What’s on the test?

Passage-based Reading & Passage-
based Grammar
Evidence-based Reading and Writing:________________________________
Algebra I & II, Advanced Math, Trigonometry, Geometry

Math:_________________________________________________________
“Optional” Essay: Passage & Analysis

________________________________________________
2 | © TPR Education IP Holdings, LLC

WHAT YOU NEED TO KNOW
The SAT and YOU!

V-E-R-Y
How beatable is the SAT? _________________________________________
Jan/Mar/May/June/Oct/Nov/Dec
When is the SAT administered?_____________________________________
as many times as you’d like, but dd you really want to take it
How many times can you take the SAT? ______________________________
more than 2 or 3 times
when you’re ready (after this course!)
When will YOU take the SAT? _____________________________________
Knowing the structure and scoring of the SAT will help you use the
techniques and strategies you will learn in this course.
STRUCTURE OF THE SAT
Evidence-based Reading and Writing

Passages Questions Time
Reading 5 52 65 So long
Writing & Language 4 44 35
Math
Multiple- Grid-In Extended Time
Choice Thinking (min)
No Calculator 15 5 – 25
Calculator 30 8 2 (of the 55
Many students 8 GI)
will be
concerned
about this, Essay
but “HAVE NO
Passage-based 50 min
FEAR!” We will Topic: _______________________________ Time: ______________________
provide them
with all the
tools that
they need to
succeed.
© TPR Education IP Holdings, LLC | 3

Notes:
• Total time: 3 hours 50 minutes (with Essay).

• Multiple-choice questions have four answer choices.
• There is no penalty for wrong answers, so don’t leave any questions
blank.
• Questions are Easy, Medium, or Hard and are each worth 1 point.
• Questions in Math are in a rough order of difficulty.
• Questions in Reading and Writing are NOT in order of difficulty.
aka “Verbal”
How is the SAT scored?
400 - 1600
Composite: ____________________________________________________
200 - 800 (Math & Evidenced-based Reading & Writing

Two Area scores: ________________________________________________
Three Test scores: __10 - 40 (Reading, W&L, Math)

______________________________________________
10 - 40 (Analysis in Science/Analysis in History/Social Studies)

Two Cross-Test scores: ____________________________________________
1) Expression of Ideas 2) Standard English Corrections

Seven subscores: ________________________________________________
3) Words in Context 4) Command of Evidence
5) Heart of Algebra 6) Passport to Advanced Math
7) Problem Solving and Data Analysis
What’s a good score?
A good score gets you admitted to the school of your dreams.

A GREAT score gets the admissions people calling you, begging YOU to
come to THEIR school!
Punch this

SAT STRATEGIES
We’re going to teach you how to nail every part of the SAT. Each section will have
its own approaches and techniques to master. However, there are some strategies
that apply across the SAT.
ersonal
P _________________________ rocess
P _________________________
rder
O ________________________ f
O _________________________
f
O ________________________ limination
E _________________________
ifficulty
D ________________________
Pacing
Fact: Sections will be LONG.
11 12 1
Fact: Mental endurance will 10 2
be key.
9 3
Executing our strategies 8 4
to effectively and efficiently
7 6 5
get the right answers will be
crucial.
Guessing
?
Why is it better to
use LOTD instead of
randomizing guesses?
etter
L _____________
f
O _____________
he
T _____________
ay
D _____________

HOW TO USE THIS COURSE TO NAIL THE SAT

Please keep some things in mind as we go through this course:
•
This isn’t school. We don’t give you a grade, but we do expect you to
realize that YOUR score improvement reflects the amount of work
YOU put into the course.
• The homework assigned is, therefore, for YOUR benefit.
• Try to do at least a half an hour of SAT each day. Like playing an
Punch going to the instrument or a sport, preparing for the SAT will be easier (and you
student portals for will improve faster) if you do at least some work each day. Cramming
additional online three hours of SAT practice the night before class won’t give you the
content improvement you can enjoy. Consistent daily practice is the best way
to ensure success.
• You must try the techniques. Many will seem strange at first. You will
get used to them, but only if you practice them.
• Use a pencil! And not only on the bubble sheet: Write all over the test.
Seriously. Think on the page, not just in your head.
Setting Goals
Of course, everyone wants to increase his or her score. A big difference between
those who succeed and those who don’t is whether they set realistic goals and pur-
sue them systematically. Also keep in mind that learning doesn’t always happen
in a linear fashion or overnight; sometimes it takes a step backwards to take two
steps forwards. Don’t be discouraged! Keep working in consult with your instruc-
tor, and you will enjoy success in the long run.
If you are serious about increasing your scores significantly, then

you MUST:
1. Come to ALL the classes.
2. Complete ALL the homework.
3. Come to ALL the diagnostic exams.
4. Use the techniques in class, on the homework, on the diag-
nostic exams, and on the real SAT.

Your present score:
Math _________ Reading and Writing _________ Essay _________
Your target score:
Math _________ Reading and Writing _________ Essay _________
What are my biggest strengths from the first diagnostic exam?
_____________________________________________________________
What are my biggest areas of improvement from the first diagnostic exam?
_____________________________________________________________
By the end of this course, I will have accomplished the following (feel free to add
more!):
1. ______________________________ Students will be a

asked one question,
2. ______________________________ at the end of every
chapter through-
3. ______________________________
out this workbook,
about how many
goals they have
accomplished.

What is the PSAT?
P ______________________ be creative!
S ______________________ Old school: Preliminary
Stupid
A ______________________ Ass
Test
T ______________________
How Important Is the PSAT?
Completely unimportant for college admissions.
The PSAT is used for the National Merit Scholarship competition.
What Is a National Merit Scholarship?
Scholarship given to very high scorers. Less than 1% of PSAT,
scholarship-eligible test takers (11th graders) get the NMS.
When Is the PSAT Given?
October of Junior year

STRUCTURE OF THE PSAT
Evidence-based Reading and Writing

Passages Questions Time
Reading 5 47 60
Writing & Language 4 44 35
Math
Multiple- Grid-In Extended Time
Choice Thinking
No Calculator 13 4 – 25
Calculator 27 4 2 (of the 4 GI) 45
So what’s the difference between the PSAT

and the SAT?
only 5 fewer questions. Seriously.

Reading: _______________________________________________________
______________________________________________________________
Believe It
The PSAT is now going
to be virtually the same
the SAME
Writing & Language:______________________________________________ in length, structure, and
content as the SAT.
______________________________________________________________
Only 10 fewer questions. Seriously.

Math: _________________________________________________________
______________________________________________________________

READING
WHAT’S
COOKING
“A reader lives a thousand lives before he dies…

The man who never reads lives only one.”
—George R. R. Martin
13
*There is a lot of text here.
Don’t just read straight
through. Teach the information
organically and remind students
READING
Goals Review the info is here for them to use

At the conclusion of this chapter, you will know: as a reference.
• The structure of the SAT Reading Test
• Global strategies to earn a higher score
WRITING AND
LANGUAGE
A Variety of Cuisines
IMPORTANT POINT The SAT contains one 65-minute Reading Test, composed of 52 multiple-choice
HERE: Time is Tight questions across five passages, one of which is a dual-passage set. Each passage
has 10-11 questions and is 500-750 words in length, and each question has four
answer choices. What will the passages be about? Unfortunately, if you’re hoping
to delve into excerpts from the latest vampire novel or the most recent stats on
MATH
your favorite football hero, you may be slightly disappointed. Instead, you will see
the following:
• One U.S./World Literature passage

• Two History/Social Studies passages
• Two Science passages
ESSAY
Furthermore, some of the passages—specifically one or two of the history or social

studies passages, and one of the science passages—will contain charts or graphs.
The Challenges of the Kitchen

Not surprisingly, one of the biggest complaints that students make about the
Reading Test is that staying focused on the passages is often difficult. Even if you
enjoy reading, perusing a passage on the eating habits of Japanese mice or on the
best way to translate the word “taste” from Farsi to English may cause your eyelids
to begin to droop. The fact that the 65-minute Reading Test will be the first sec-
tion of the SAT—when many students are still sleepy-eyed in the early morning—
will also be a tremendous challenge. So what can you do?
*Stress this. It’ll
Keep in mind that your purpose when you read on the SAT is very different from
come up A LOT
your purpose when you read in school. When you read in school, you’re hoping to
learn something. You know that you will probably be tested on the information
at some later date, and, therefore, you will need to remember something about
the book, paper, or journal that you’re reading. When you read during the SAT,
however, you’re not trying to actually discover new information. You’re unlikely,
for example, to walk out of the SAT thinking, “Wow, I never knew that about
phosphorescent fish!” Instead, you’re merely reading so that you can answer ques-
tions about the passage, and since the SAT is an open-book test, you can always
How they will approach go back to the passage if you missed something. Therefore, rather than reading the
these passages is very whole passage before you start working the questions, go straight to the questions
different from how they’d and read only what you need. This way, you’re less likely to drift off mid-paragraph.
do it in English class.

WHAT’S COOKING
READING
Planning the Menu
Not all passages are created equal, and based on your POOD, you might opt to
do them in a different order than that in which they are presented. Consider the
following: POOD isn’t just about individual questions!
1. Type of passage—You may find it easier to focus on a prose fiction
WRITING AND
passage about a detective than on a science passage about causes of
LANGUAGE
drought near the Colorado River, for example.
2. Type of question—Line references that tell you exactly where to find
the answer in the passage are often easier than those that simply refer
to the passage in general, so a passage that includes many line refer-
ence questions may be easier than a passage that does not.
Your goal is to make a quick decision about which of the passages would be the The SAT gives you all
MATH
best place for you to start. Find that passage, and do it first. As you move through the reading passages at
the Reading Test, save the most challenging passages for last, regardless of where once, so use that to your
they come in the test. advantage!
LOTD on questions they don’t know or don’t have
time to answer!
Gathering Your Supplies
ESSAY
Knowing how SAT Reading passages and questions are structured can help you
understand how to approach the test as well. The SAT provides you with the fol-
lowing three key items that can help:
Line references: The majority of your SAT Reading questions will

•
refer you to a specific line or set of lines. It’s important to note, how-
ever, that you’ll need to read more than just the lines referenced; to
get a solid understanding of the context, read a window of about five
lines above and five lines below each line reference.
• Chronology: While the first few questions in each passage set may
refer to the passage as a whole, the specific questions that follow will
appear in loose chronological order through the passage. Therefore, if
you find the answer to question 6 in lines 20-25, and the answer to
question 8 in lines 38-42, then you should find the answer to ques-
tion 7 approximately somewhere in the middle, that is, somewhere
between lines 25-38. Take advantage of this chronological order to
more quickly find the windows to answer questions that don’t contain
line references.
• Lead words: Lead words are words that are easy to find in the pas-
sage. These may be words that are italicized, in quotes, or have capital
letters. If you’re working a question that doesn’t have a line reference,
look for a lead word that you’ll be able to easily spot in the passage.

READING
Selecting the Best Ingredients

With a standardized test, all the right answers are in front of you. The SAT is an
open-book test, so ETS will make wrong answers look attractive and right an-
swers seem like they aren’t quite what you want. Your job is to use the text to
make a decision about keeping or eliminating answer choices. Read through
each answer and see what you can eliminate because you know for sure it is not
It’s all about the
WRITING AND
supported by the text. If you aren’t sure, put an “~” for maybe beside the answer. If
LANGUAGE
text! you like the answer, give it a check mark.
A) A) 4A) ~ A)
4 B) B) B) ~ B)
~ C) ~ C) 4 C) C)
D) ~ D) D) ~ D)
MATH
Choose B! Guess! Reread! LOTD!

(unless LOTD is C!)
Follow Each Recipe Step

In the Math test, you write out all your steps, don’t do work in your head, and
track your thinking. You must do the same thing on the Reading test! Mark your
windows, underline relevant lines, and physically mark out answers when you’re
ESSAY
going through POE. If your pencil has stopped moving, you might be stuck.
When you get stuck, use your LOTD and move on to the next question.
* Math has 1 right answer, based on numbers & operations
* Reading also has 1 right answer, based on text of passage

*Don’t teach this! Jut make the point that this student was MASTERING POE
actively engaged with this text, which is GREAT for score

improvements.
READING
WRITING AND
LANGUAGE
MATH
ESSAY

Summary
• The topics of the passages will include:
US/World Literature
________________________________________
History/Social Studies
________________________________________
Science
________________________________________
• What three things can help you find the location

of the relevant text for a question?
Line Reference
1. ______________________________________
2. Chronology
______________________________________
Lead words
3. ______________________________________
• Make sure your pencil is
Always moving!
________________________________________
________________________________________
• I have accomplished _________ of the ________

goals stated in the Introduction chapter.
(variable)

BASIC
APPROACH
“If you have enough book space, I don’t want to talk to you.”
—Terry Pratchett
19
*Again—lots of text, know it, teach it organically,
Have a discussion and remind students info is here.
about this! Brief,
but do talk about.
READING
Quick Think
Think about the last time you used a cookbook or recipe to make something to
eat. Did you read the entire recipe from start to finish, then set the book aside and
start cooking, or did you go back and forth as you worked through the instruc-
tions? Why are recipes written in steps instead of one big paragraph?
Same idea with reading—no need to read & learn
WRITING AND
LANGUAGE
entire passage when we can go back & forth,

Goals Review focusing on what we need.
At the conclusion of this chapter, you will have mastered the following:
• Know the five steps of the SAT Reading Basic Approach

• Apply each of the five steps in order to accurately answer questions
• Understand how to use the text to effectively work through answers
MATH
SAT READING: BASIC APPROACH

With only 65 minutes to answer 52 questions spread out over five passages, you
have to maximize the use of your time. While the inclination might be to thor-
ESSAY
oughly read the passage and become an expert on the topic, you will end up wast-
ing time on parts of the passage that you don’t even need. There are only 10 or 11
You get points for
questions per passage, so it’s a much better use of your time to use the questions to
answering questions, not help you focus on the parts of the passage the test writers think are important.
for reading the passage!
Once you have established the order of your passages, use the following approach
for each passage:
Write these steps on the board as

So let’s focus on 1. Read the Blurb you teach them, and leave them
the questions! there.
2. Select and Understand a Question
3. Read What You Need
4. Predict the Correct Answer
5. P.O.E.

BASIC APPROACH
READING
Step 1: Read the Blurb
That italicized bit at the beginning of each passage may not contain a lot of infor-
mation, but it will give you a frame of reference for the content of the passage.
y
Read the following blurb: y l e ngth ll
r i
i s a ve lurbs w c
s b i
*Thi . Some iograph
WRITING AND
This passage is an excerpt adapted from a book published in 1922 and written by
b l
LANGUAGE
American lawyer and civil libertarian Clarence Darrow. In the passage, Darrow discusses blur only bib
the difficulties involved in defining the words “crime” and “criminal,” and the ways in have ation.
rm
which these words can be interpreted. info
Is this passage from US/World Literature, History/Social Studies, or Science? What Don’t try to analyze the
is the general topic of the passage? blurb or read too much
into it.
MATH
Here is the text of the passage, but we’re not going to read it yet. Move on to
Step 2: Select and Understand a Question.
Identify the passage

type and move on
ESSAY

There can be no sane discussion of “crime” and whether an act is right or wrong is to be settled by a
READING
“criminals” without an investigation of the meaning religious doctrine; but the difficulties are still greater
of the words. A large majority of men, even among in this direction. First of all, this involves a thorough
Line the educated, speak of a “criminal” as if the word and judicial inquiry into the merits of many, if not
5 had a clearly defined meaning and as if men were 55 all, forms of religion, an investigation which has
divided by a plain and distinct line into the criminal never been made, and from the nature of things
and the virtuous. As a matter of fact, there is no such cannot be made. The fact is, that one’s religious
WRITING AND
division, and from the nature of things, there never opinions are settled long before he begins to
LANGUAGE
can be such a line. investigate and quite by other processes than reason.
10 Strictly speaking, a crime is an act forbidden by 60 Then, too, all religious precepts rest on interpretation,
the law of the land, and one which is considered and even the things that seem the plainest have ever
sufficiently serious to warrant providing penalties been subject to manifold and sometimes conflicting Q8
for its commission. It does not necessarily follow construction. Few if any religious commands
Q9
that this act is either good or bad; the punishment can be, or ever were, implicitly relied on without
15 follows for the violation of the law and not 65 interpretation. The command, “Thou shalt not kill,”
MATH
necessarily for any moral transgression. No doubt seems plain, but does even this furnish an infallible
most of the things forbidden by the penal code are rule of conduct?
such as are injurious to the organized society of the Of course this commandment could not be
time and place, and are usually of such a character meant to forbid killing animals. Yet there are many
20 as for a long period of time, and in most countries, 70 people who believe that it does, or at least should.
have been classed as criminal. But even then it does No Christian state makes it apply to men killing in
not always follow that the violator of the law is not war. Neither can it be held to apply to accidental
ESSAY
a person of higher type than the majority who are killings, or killings in self-defense, or in defense of
directly and indirectly responsible for the law. property or family. Laws, too, provide all grades of
25 It is apparent that a thing is not necessarily bad 75 punishment for different kinds of killing, from very
because it is forbidden by the law. Legislators are light penalties up to death. Manifestly, then, the
forever repealing and abolishing criminal statutes, commandment must be interpreted, “Thou shalt
and organized society is constantly ignoring laws, not kill when it is wrong to kill,” and therefore it
until they fall into disuse and die. The laws against furnishes no guide to conduct. As well say: “Thou
30 witchcraft, the long line of “blue laws,” the laws shalt do nothing that is wrong.”
affecting religious beliefs and many social customs, 4
are well-known examples of legal and innocent
acts which legislatures and courts have once made This has been bracketed for an
criminal. Not only are criminal statutes always dying upcoming question
35 by repeal or repeated violation, but every time a
legislature meets, it changes penalties for existing
crimes and makes criminal certain acts that were not
forbidden before.
Judging from the kind of men sent to the State
40 legislatures and to Congress, the fact that certain
things are forbidden does not mean that these
things are necessarily evil; but rather, that politicians
believe there is a demand for such legislation from
P5 the class of society that is most powerful in political
45 action. No one who examines the question can be
satisfied that a thing is intrinsically wrong because it
is forbidden by a legislative body.
Other more or less popular opinions of the way
to determine right or wrong are found to be no
Q6 50 more satisfactory. Many believe that the question of

BASIC APPROACH
You won’t preview, read, or otherwise teach these
questions here. Just talk about how they’re arranged:
general first, followed by specific in chronological order..
READING
Step 2: Select and Understand a Question
The first few questions in each question set will often relate to the passage as a whole, while later questions will
focus on specific parts of the passage. Start with the specific questions first, and save the general questions for later.
The specific questions will be arranged generally in chronological order.
WRITING AND
LANGUAGE
1. The position that Darrow takes is primarily that of 6. The author’s attitude toward the views of the “many”
mentioned in lines 50-52 can be described as
General question, so don’t do it first!
MATH
2. In the passage, Darrow draws a distinction between
7. As used in line 60, “rest” most nearly means
ESSAY
3. Which of the following provides the most support
for the answer to the previous question? 8. Darrow mentions the command “Thou shalt not
kill” (line 65) primarily in order to
4. In lines 29-34, Darrow mentions the “laws against

witchcraft” and the “blue laws” primarily in order 9. Which of the following line references most
to supports the answer to the previous question?
5. Lines 39-45 suggest that laws are often created 10. As used in line 66, “furnish” most nearly
means

READING
Though Question 1 is the first question in the set, when will you do it? Why?
Last. It asks about the passage as a whole.

WRITING AND
LANGUAGE
Before line 29 chronological order
Once you’ve chosen a question, take the time to understand what it’s asking. SAT
Reading questions are often not in question format. Instead, they might make
MATH
statements such as, “The author’s primary reason for mentioning the gadfly is to,”
and then the answer choices will follow. Make sure that you understand the ques-
tion by turning it back into a question—that is, back into a sentence that actually
ends with a question mark.
4. In lines 29-34, Darrow mentions the “laws against witchcraft” and the “blue
ESSAY
laws” primarily in order to
How can you rephrase this into a “what” or “why” question?
Why does Darrow mention... blue laws?

BASIC APPROACH
READING
Step 3: Read Only What You Need
Many questions will refer you to a specific set of lines or to a particular paragraph,
so you won’t need to read the entire passage to answer those questions. If you read
*Don’t let
about five lines above and five lines below each line reference, you should have
students get away
the necessary information. If you read only the lines from the line reference, you
will very likely not find the information you need to answer the question. Read with reading too
short a window.
WRITING AND
carefully! You should be able to put your finger on the particular phrase, sentence,
LANGUAGE
or set of lines that answers your question. If you save the general questions that
relate to the passage as a whole for last, then by the time you begin those questions,
you’ll have a greater understanding of the passage even if you haven’t read it from
beginning to end.
MATH
Read a window of about 5 lines above and 5 lines below
your line reference to get the context for the question.
ESSAY
Where in the text will you find the answer to this question?
Lines 24–39ish (Third paragraph is already bracketed for this question)

ALWAYS, ALWAYS, ALWAYS....

READING
Step 4: Predict the Correct Answer

SAT test writers do their best to distract you by creating tempting but neverthe-
less wrong answers. However, if you know what you’re looking for before you look
at the answer choices, you’re less likely to fall for a trap answer. Before you even
glance at the answer choices, take the time to think about what specific, stated in-
formation in your window supplies the answer to the question. Whenever possible,
WRITING AND
underline your prediction in the text.

LANGUAGE
Your prediction should Based on the text, explain why the author mentions the “laws against witchcraft”
come straight from and the “blue laws.”
MATH
the text. It is not your

opinion or your analysis!
He mentions them in order to provide examples

of laws that have fallen into disuse. Have students
Don’t lead students underline “examples of legal and innocent acts which
away from text. Avoid legislatures and courts have once made criminal” in
ESSAY
“AP English” mode. lines 32-34

BASIC APPROACH
READING
Step 5: Use Process of Elimination
Each question has three incorrect answers, and only one correct answer, so it’s
much easier to find an incorrect answer than it is to find a correct answer. If you
can eliminate the wrong answers, then whatever is left must be the correct answer.
Physically cross off wrong answers.
WRITING AND
LANGUAGE
Most importantly, eliminate answers that are not
consistent with your prediction.
This comes first!
MATH
The purpose of predicting is to help you realize that what might otherwise be an
appealing answer is wrong because it is not what you are looking for. Avoid the
temptation to reconsider your prediction based on an answer choice. The answer
choice screaming “pick me!” is likely wrong if it does not match your prediction.
ESSAY
A) assert that penalties for certain actions
should not be altered. _____ Yes, no, or maybe? Why? No. Nothing about example of laws
B) provide illustrations of a previous in our prediction
statement. _____ Yes, no, or maybe? Why? Yes!
C) hint at the value of laws long since
repealed. _____ Yes, no, or maybe? Why? No judgement in our prediction
D) qualify a position by conceding
exceptions to a rule. _____ Yes, no, or maybe? Why? Nothing in our prediction about
exceptions
Once you have eliminated all the answers that don’t match your prediction, you
may still be left with more than one choice. At that point, consider some common
wrong answers ETS is likely to give. (We’ll look at these in more detail in the next
chapter.) Incorrect answers frequently contain the following: mention these after Q4 but don’t
go into much detail
• Could Be True Use your prediction to
eliminate what you can
• Mostly Right/Slightly Wrong—it takes only one word or phrase not
first, and then come back
mentioned in the passage to doom an answer choice to common traps when
• Deceptive Language you’re down to two or
three choices.
Add these to the basic approach.
You’ll go into much more detail in
the next chapter

READING
THE IMPORTANCE OF THE TEXT

Remember, this is not a test in your English class at school. While your English
teacher may care about how you use the text to support your opinion, ETS doesn’t
Avoid, “What do you care about your opinion. The test writers only care that you can read a text and
think” with students, use what’s written to support a concrete answer. As you go through POE, you
because we really should be asking yourself, “Why?” over and over. “Why keep this? Why get rid of
WRITING AND
this? Why can I make that choice based on the text? Is that necessarily true?”
LANGUAGE
care about, “What’s

supported by the
text?”
Make sure that when you predict the answer, you are using what’s actu-
ally written, not just what makes sense based on what you read.
MATH
5. Lines 39-45 suggest that laws are often created
What is this question asking?

ESSAY
Why are laws created?
Where in the text will you find the answer?
Lines 39–47 (Teacher Note: If the paragraph were any shorter, students
would need to expand window into other paragraphs.)
What exactly does the text say about the creation of laws?
Created by politicians to make social class with political power happy.

BASIC APPROACH
READING
Which answer choices can you eliminate?
A) to prevent wicked actions.

B) to satisfy the demands of crime victims. Don’t match prediction.
C) by men who are morally weak.
D) to appease prevailing political powers. Yup
WRITING AND
LANGUAGE
Another way your comprehension of context will be tested is with Vocabulary in
Context questions. Although the SAT no longer tests your knowledge of obscure
four-syllable words, ETS still cares that you can figure out what words mean.
Rather than testing your recall of esoteric definitions, the SAT will now test your “SAT Words” are a
ability to figure out secondary meanings of words based on the context in which thing of the past! VIC
they are used in the text. questions will test
familiar words in less-
MATH
familiar contexts.
7. As used in line 60, “rest” most nearly means
When you hear the word “rest,” you might think of a soft couch, a fluffy pillow,
and a warm blanket. This question is not simply asking you what the word “rest”
means, however. It’s asking what the word means in line 60. You must go back to
the text and see how the word is used in context.
ESSAY
Where is the word “rest”?
Line 60
For most Vocab-in context, the sentence is enough for context.

If that’s not enough for a prediction, students should read
more.
Mark out the word. Based on the sentence, what other word could you put into
the sentence?
are based on
build on
Which answer choices can you eliminate, based on your prediction of the correct
answer? (Teacher note: More than one of these is an
actual definition of “rest.” Context matters!)
A) recline.
B) depend.
C) pause.
D) conceal.

READING
Paired Questions
Reading the full window carefully is also very important because there will be
questions that ask you to cite specific evidence for your answers. These questions
will appear in pairs, with the original question first, followed by a question that
asks about the specific text to support the answer to the previous question. If you
are in the habit of asking yourself, “Why?” during the Predicting and POE steps
WRITING AND
of the Basic Approach, these questions will simply reinforce what you are already
LANGUAGE
doing.
8. Darrow mentions the command “Thou shalt not kill” (line 65) primarily in
order to
MATH
What is this question asking?
Why does Darrow mention “Thou shalt not kill?”

ESSAY
Where in the text will you find the answer?
Lines 57-67
What exactly does the text say about why Darrow mentions the command?
Example of a religious command that can’t be relied on without

interpretation. As always, remind students to underline the relevant
text!

BASIC APPROACH
READING
What answer choices can you eliminate?
A) Argue that even accidental killing or killing in self-defense should be

A/C don’t match
made punishable by law.
B) Demonstrate that even some seemingly straightforward laws may be
prediction
understood in multiple ways.
WRITING AND
C) Provide evidence to show that laws do not punish all types of killings
LANGUAGE
with equal severity.
D) indicate the importance of investigating the religious opinions of
those conducting judicial inquiries. Nope
Once you have determined your answer, the next question just asks for the textual
evidence you used to reach that answer. Consider what it was in the text that an-
swered your, “Why?” question.
MATH
9. Which choice provides the best evidence for the answer to the previous
question? Our prediction is underlined: lines 63-65
A) Lines 34-38 (“Not only . . . before”)
B) Lines 53-59 (“First of all . . . reason”)
ESSAY
C) Lines 60-65 (“Then . . . interpretation”) We already have it underlined!
D) Lines 74-76 (“Laws . . . up to death”)

*Teacher note: ETS has said the

general questions will often be first
READING
General Questions
The general and main idea questions that may seem a bit overwhelming at the be-
ginning of a passage become much more approachable once you’ve completed the
specific questions. You have read and considered the parts of the passage ETS con-
siders to be important. POE will be much more straightforward. Your prediction
will be based on your knowledge of the passage as a whole as well as those answers
WRITING AND
you have already selected.

LANGUAGE
1. The position that Darrow takes is primarily that of What is Darrow’s position?
A) an authority arguing a particular point of view.
Looks good based on what we’ve seen
B) a critic discounting the opinion of an uninformed adversary. No adversary
C) a jurist advocating the right of citizens to defend themselves. Nope
MATH
D) an intellectual presenting a historical overview.

Not there
Parallel POE for General Paired Questions
Some of the general questions will be paired questions that have text support from
all over the passage. These can be very time-consuming, but there are a few strate-
gies you can use to make them much more approachable and efficient. Consider
the question and the textual evidence at the same time. Remember, the citation
ESSAY
must support the correct answer, so if there are no clear connections between the
answer for the question and the line given in the next question, both answers can
be eliminated. Consider questions 2 and 3 side-by-side:
2. In the passage, Darrow draws a 3. Which choice provides the best

distinction between evidence for the answer to the
*These questions previous question?
are arranged side- A) Lines 3-7 (“A large . . . virtuous”)
A) actions that are illegal and
by-side to show actions that are morally
the logic of the wrong.
strategy. Model for B) the opinions of legislators B) Lines 26-29 (“Legislators . . . and
students how to and the rituals of organized die”)
set up their work society.
similarly on the C) criminals and individuals C) Lines 39-42 (“Judging from . . .
page. who are inherently virtuous. evil”)
D) personal responsibility and D) Lines 60-63 (“Then, too . . .
responsibility imposed by construction”)
religious doctrine.

BASIC APPROACH
READING
Consider the answers in the second column. Do any of the citations in the second
column support any of the answers in the first column? If not, eliminate them.
• Q3 (A) = criminal vs. virtuous

*supports Q2 (C) Draw line to connect
WRITING AND
• Q3 (B) = no real distinction
LANGUAGE
* eliminate
• Q3 (C) = things that are forbidden vs. things that are evil
*supports Q2 (A) Draw line to connect
• Q3 (D) = things that seem plain vs. things that require

interpretation
MATH
*doesn’t support anything eliminate
Go back to the text and compare (A) and (C) from the first column based on what
Darrow actually says. What distinction is he, the author, making? What’s the best
answer? (A) & (C)
ESSAY
Darrow makes distinctions in lines 39-42
Try these two on your own.
6. The author’s attitude toward the views of the “many” mentioned in lines 50-52
can be described as Not convinced
A) apathetic. “Many believe right/wrong
B) curious. is settled...but difficulties
C) puzzled.
are greater in this
direction?”
D) skeptical.
10. As used in line 66, “furnish” most nearly means

A) clothe. Give, provide
B) decorate.
C) provide.
D) complicate.

READING
DRILL
(11 minutes)
The following passage is excerpted from an auto- “I’ll accept no excuse if you return a book to
biographical novel by Maya Angelou and describes an me that has been badly handled.” My imagination
incident from her youth. 45 boggled at the punishment I would deserve if in fact
Q4
WRITING AND
LANGUAGE
I did abuse a book of Mrs. Flowers’s. Death would be

One summer afternoon, sweet-milk fresh in my
too kind and brief.
memory, Mrs. Flowers stopped at the Store to buy
The odors in the house surprised me. Somehow
provisions. Another Negro woman of her health and
I had never connected Mrs. Flowers with food or
Line age would have been expected to carry the paper
50 eating or any other common experience of common
5 sacks home in one hand, but Momma said, “Sister
people. There must have been an outhouse, too, but
Flowers, I’ll send Bailey up to your house with these
my mind never recorded it.
things.”
The sweet scent of vanilla had met us as she
MATH
She smiled that slow dragging smile. “Thank

opened the door.
you, Mrs. Henderson. I’d prefer Marguerite, though.”
55 “I made tea cookies this morning. You see, I had
10 They gave each other age-group looks.
planned to invite you for cookies and lemonade so
Momma said, “Well, that’s all right then. Sister, go
we could have this little chat.”
and change your dress. You going to Sister Flowers’s.”
They were flat round wafers, slightly browned on
There was a little path beside the rocky road, and
the edges and butter-yellow in the center. With the
Mrs. Flowers walked in front swinging her arms and
60 cold lemonade they were sufficient for childhood’s
ESSAY
15 picking her way over the stones.

lifelong diet. Remembering my manners, I took nice
She said, without turning her head, to me, “I hear
little lady-like bites off the edges. She said she had
you’re doing very good school work, Marguerite,
made them expressly for me. So I jammed one whole
but that it’s all written. The teachers report that they
cake in my mouth and the rough crumbs scratched
have trouble getting you to talk in class.” We passed
65 the insides of my jaws, and if I hadn’t had to swallow,
20 the triangular farm on our left and the path widened
it would have been a dream come true.
to allow us to walk together. I hung back in the
As I ate she began the first of what we later called
separate unasked and unanswerable questions.
“my lessons in living.” She said that I must always
“Come and walk along with me, Marguerite.” I
be intolerant of ignorance but understanding of
Q2 couldn’t have refused even if I wanted to. She
70 illiteracy. That some people, unable to go to school, Q5/
25 pronounced my name so nicely. Or more correctly,
were more educated and even more intelligent than Q6
she spoke each word with such clarity that I was
college professors. She encouraged me to listen
certain a foreigner who didn’t understand English
carefully to what country people called mother wit.
could have understood her.
When I finished the cookies she brushed off
“Now no one is going to make you talk—possibly
75 the table and brought a thick, small book from
30 no one can. But bear in mind, language is man’s
the bookcase. I had read A Tale of Two Cities and Q7
way of communicating with his fellow man and it is
found it up to my standards as a romantic novel. She
language alone which separates him from the lower
opened the first page and I heard poetry for the first
animals.” That was a totally new idea to me, and I
time in my life.
would need time to think about it.
80 “It was the best of times and the worst of times . . .”
35 “Your grandmother says you read a lot. Every
Her voice slid in and curved down through and
chance you get. That’s good, but not good enough.
Q3 over the words. She was nearly singing. I wanted to
Words mean more than what is set down on paper.
look at the pages. Were they the same that I had read? Q8
It takes the human voice to infuse them with the
Or were there notes, music, lined on the pages, as in a
shades of deeper meaning.”
85 hymn book?
40 She said she was going to give me some books
“How do you like that?”
and that I not only must read them, I must read
It occurred to me that she expected a response.
them aloud.

BASIC APPROACH
The sweet vanilla flavor was still on my tongue 4
READING
and her reading was a wonder in my ears. I had to In the context of the passage, Marguerite’s
Q9 90 speak. statement “My imagination boggled at the
I said, “Yes ma’am.” It was the least I could do, but punishment I would deserve if in fact I did abuse
it was the most also. a book of Mrs. Flowers’s” (lines 43-47) is primarily
On that first day, I ran down the hill and into the meant to convey the idea that M believes harming a
road (few cars ever came along it). I was liked, and book = punishment
A) Mrs. Flowers is known for her strict and
WRITING AND
95 what a difference it made. I was respected not as Mrs.
LANGUAGE
unforgiving nature.
Henderson’s grandchild or Bailey’s sister but for just
being Marguerite Johnson. Mrs. F. B) Mrs. Flowers is overly concerned with the
isn’t in importance of books.
General - do at end
prediction C) Marguerite would fear for her life if she harmed
1 one of Mrs. Flowers’s books. She’s going to die?
The narrative point of view of the passage is that of D) Marguerite is unlikely to mistreat one of Mrs.
“woman telling her story”
A) a woman explaining the importance of reading. Flowers’s books.
MATH
- not narrator
B) a child presenting her opinions on a particular
novel. - not the whole focus of the passage
5
C) an adult recounting a memorable childhood
experience. According to Mrs. Flowers, which of the following
D) a writer describing why she chose to write. is a “lesson in living”? Some are more intelligent than
college professors
Nope A) Intelligence is not dependent on formal
ESSAY
education. lines 70-72
2 B) Intellectuals are not as clever as many people
In the context of the passage, lines 23-28 suppose.
(“I couldn’t . . . her) are primarily meant to C) Well-educated people lack common sense. Maybe,
A) recount an anecdote. Show how M. D) Impoverished people are deserving of but not in text
B) describe a theory. feels about her compassion.
Sure, but it’s not supported
C) present an example. voice.
D) note an impression. 6
Which choice provides the best evidence for the
answer to the previous question?
3
A) Lines 40-42 (“She said . . . aloud”)
As used in line 39, “shades” most nearly means
B) Lines 61-62 (“Remembering my . . . edges”)
A) shadows.
Rank, degree C) Lines 68-70 (“She said . . . illiteracy”)
B) reflections.
D) Lines 70-72 (“That some . . . professors”)
C) levels.
M D) insights.
7
Marguerite’s statement in lines 76-77 (“I had . . .
novel”) suggests that she initially viewed A Tale of
Two Cities as “up to her standards,”
A) original. rather than “her
B) sentimental. reading was a wonder in
C) satisfactory. my ears.”
D) stunning.

8 10
READING
In the context of the passage, Marguerite’s question Mrs. Flowers’s main objective in inviting
in lines 83-85 (“Were they . . . book”) primarily Marguerite to her house was to
serves to her reading was a wonder in my ears A) help Marguerite to appreciate the importance of
(line 89)
A) imply that Marguerite was bewildered by Mrs. the spoken word.
Flowers’s unusual speech patterns. B) urge Marguerite to spend less time reading and
B) show the religious fervor that Mrs. Flowers
WRITING AND
more time living.

LANGUAGE
brought to her reading. C) expose Marguerite to a wide variety of literary

C) indicate that Mrs. Flowers had set the words of influences.
the book to music. Too literal D) convince Marguerite to put more effort into her
D) convey Marguerite’s admiration for the schoolwork.
eloquence of Mrs. Flowers’s reading. Students may also stack
Q10 answers to the left
11 of Q11 answers to do PP.
MATH
9
Marguerite’s attitude toward Mrs. Flowers in lines answer to the previous question?
87-92 (“It occurred . . . also”) is best described as A) Lines 16-19 (“I hear . . . class”)
one of Positive
B) Lines 35-39 (“Your grandmother . . . meaning.”
A) respectful awe. “Yes, ma’am”
“It was the most C) Lines 62-66 (“She said . . . true”)
B) grudging acceptance.
ESSAY
I could do..l” D) Lines 93-95 (“On that . . . made”)

C) relaxed affection.
D) guarded fear.

BASIC APPROACH
Summary
• The five steps of the Reading Basic Approach
are:
Read the blurb

1. _______________________________________
Select and understand a question

2. _______________________________________
Read what you need

3. _______________________________________
Predict
4. _______________________________________
POE
5. _______________________________________
• How much of the passage do you need to read

to find the answer to a specific question?
10-12 lines
________________________________________
________________________________________
• What’s generally true about the order of the

questions?
Arranged chronologically
________________________________________
• How can correct answers on the SAT Reading

Test differ from correct answers in an English
class?
Your opinion/analysis is
________________________________________
irrelevant on SAT
________________________________________
• What is the most important thing to remember

in the Reading Test?
It’s All in the Text!

________________________________________
________________________________________


MASTERING
POE
“There is more treasure in books than in all the

pirate’s loot on Treasure Island.”
—Walt Disney
39
READING
Quick Think
*Have this discussion! Have you ever really, thoroughly cleaned out your closet? Your car? Your room?
How do you sort? How How do you decide what to keep? What to get rid of? Did you have a process?
What was it?
do you decide what’s *Teacher note: This quick think leads into the idea
trash? of deciding which answers to keep/eliminate
WRITING AND
LANGUAGE
Goals Review
By the end of this chapter, you will be able to:
• Recognize the trap answers ETS gives on Reading questions

• Use Process of Elimination to effectively eliminate wrong answers
• Recognize and identify the major types of Reading questions
MATH
MASTER THE POE

Picking up points on the Reading test isn’t always about finding the answer that
you love the most, but rather about eliminating answers that aren’t supported by
the text. If you’re reading through the answer choices trying to find the best one
ESSAY
that answers the question the exact way you would, you might find yourself read-
ing and rereading the answers over and over as your time ticks away.
Instead, retrain yourself to look for the wrong answers. By eliminating wrong
answers, you leave yourself with the answer that must be right, even if you aren’t
completely in love with it.
Look for wrong answers instead of right answers.

MASTERING POE
READING
The best ETS answers:
• Are supported by the text of the passage

• Agree with the main idea of the passage
• Answer the question that’s asked
WRITING AND
You must read the answer choices carefully. ETS is very good at creating answers
LANGUAGE
that look good with a cursory skim, so make sure you’re reading for content. Don’t
simply match words from the text.
Mark every answer choice as you work through them. Give it a  if you like it,
cross it off if you know it’s wrong, or give it a ~ if you aren’t sure. This gives your
brain a visual indicator of where you are in the process of answering the question.
If there are no marks, you will continue to reread the answers. Marking them al-
MATH
lows you to focus on what’s relevant. * Go through POE
again. Give students
A) A) A) A)
different options for
B) B) B) B)
each answer set.
C) C) C) C)
D) D) D) D)
ESSAY
It’s quite common, actually.
It’s not uncommon to get down to two answers and then feel stuck. Or feel like
you always pick the wrong answer. Often, both answers will seem like they could
be correct. This is by design. ETS is very good at creating answers that would Remember: just because
make sense in an English class when you can explain your opinion. Remember, it could be right in an
though, the SAT Reading Test isn’t testing your ability to justify your opinion. It’s English class doesn’t
testing your ability to read thoroughly and justify a correct answer using support mean it will be right on
from the text. the SAT!

READING
Down to Two:
Let’s take a look at a few pairs of answers. No passages or questions. Which of the
following is more likely to be a “best” ETS answer?
A) All of them? ALL OF THEM?? Too extreme
B) Suggest that all animal species have consistent migration patterns
WRITING AND
LANGUAGE
C) Provide examples of the various avian migration patterns

D)
A) The college considers the Communication students less valuable than the
Pre-med students. Ouch. Nothing offensive
B) More students who complete Pre-med programs go on to further
MATH
education than students who complete Communication programs.

C)
D)
ESSAY
A)
B) To suggest that current habits are likely to push the blue whale’s status to
“critically endangered”
C) To argue that the blue whale is destined for extinction
D) A right answer can’t predict the future.

MASTERING POE
* These won’t necessarily show up in

all sets of answers. Emphasize for
students that these are used for the
READING
Common Trap Answers second pass, after students have
eliminated answers inconsistent with
their predictions.
Mostly Right/Slightly Wrong
• ETS is likely to give you a trap answer that mostly looks perfect.
Even if 99% of the answer choice is exactly what you’re looking for, if
WRITING AND
there’s one wrong word, you can eliminate that answer choice. The
LANGUAGE
entire answer must be supported by the text.
Could Be True
• You will find that when you get down to two that both seem logi-
cal, if you can put your finger on actual words in the text to support
keeping or eliminating an answer, you’ll be more accurate. If you’re
MATH
justifying your answer in your head, without using the text, you’re
likely talking yourself into a trap.
Deceptive Language
• If you aren’t reading thoroughly (question, answers, and text), and
instead are simply matching words, you may find your accuracy
ESSAY
negatively affected. ETS will give you answer choices that look really
familiar, but don’t always say what you want them to say or answer
the question that was asked. This could also include answers that are
too literal.
Now let’s take a look at what to do when you’re “Down to Two” on a real passage.

This passage is adapted from Robert M. Yerkes, Ph.D., The Since 1903 I have had under observation
READING
Dancing Mouse: A Study in Animal Behavior. © 1907 by constantly from two to one hundred dancing mice.
Macmillan. 50 The original pair was presented to the Harvard
Psychological Laboratory by Doctor A.G. Cleghorn
The variety of mouse which is known as the
of Cambridge. I have obtained specimens, all
Japanese dancing or waltzing mouse has been
strikingly alike in markings, size, and general
of special interest to biologists and to lovers of
behavior, from animal dealers in Washington,
Line pets because of its curious movements. Haacke,
WRITING AND
55 Philadelphia, and Boston. Almost all of the dancers

LANGUAGE
5 in Brehm’s “Life of Animals,” writes as follows

which I have had, and they now number about
concerning certain mice which were brought to
four hundred, were white with patches, streaks, or
Europe from China and Japan: “From time to time
spots of black. The black markings occurred most
a Hamburg dealer in animals sends me two breeds
frequently on the neck, ears, face, thighs, hind legs,
of common mice, which he calls Chinese climbing
60 about the root of the tail, and occasionally on the
10 mice and Japanese dancing mice. It is true that the
tail itself. In only one instance were the ears white,
first are distinguished only by their different colors,
and that in the case of one of the offspring of a male
for their climbing accomplishments are not greater
MATH
which was distinguished from most of his fellows

than those of other mice. The color, however, is
by the possession of one white ear. I have had a few
subject to many variations. Besides individuals of
65 individuals whose markings were white and gray
15 uniform gray, light yellow, and white color, I have
instead of white and black.
had specimens mottled with gray and white, and
All of my dancers had black eyes and were
blue and white. Tricolored mice seem to be very
smaller as well as weaker than the albino mouse
rare. It is a known fact that we also have white,
and the gray house mouse. The weakness indicated
black, and yellow mice and occasionally pied ones,
ESSAY
70 by their inability to hold up their own weight or

20 and the Chinese have profited by these variations
to cling to an object curiously enough does not
of the common mouse also, to satisfy their fancy
manifest itself in their dancing; in this they are
in breeding animals. The Japanese, however, who
indefatigable. Frequently they run in circles or whirl
are no less enthusiastic on this point, know how
about with astonishing rapidity for several minutes
to transform the common mouse into a really
75 at a time. Zoth, who measured the strength of the
25 admirable animal. The Japanese dancing mice,
dancer in comparison with that of the common
which perfectly justify their appellation, also occur
mouse, found that it can hold up only about 2.8
in all the described colors. But what distinguishes
times its own weight, whereas the common white
them most is their innate habit of running around,
mouse can hold up 4.4 times its weight. No other
describing greater or smaller circles or more
80 accurate measurements of the strength, endurance,
30 frequently whirling around on the same spot with
or hardiness of the dancer are available. They are
incredible rapidity. Sometimes two or, more rarely,
usually supposed to be weak and delicate, but my
three mice join in such a dance, which usually
own observations cause me to regard them as
begins at dusk and is at intervals resumed during
exceptionally strong in certain respects and weak in
the night, but it is usually executed by a single
85 others.
35 individual.”
As a rule the dancing mouse is considerably
smaller than the common mouse, and observers
agree that there are also certain characteristic
peculiarities in the shape of the head. One of the
40 earliest accounts of the animal which I have found,
that of Landois, states, however, that the peculiarities
of external form are not remarkable. Landois further
remarks, with reason, that the name dancing mouse
is ill chosen, since the human dance movement is
45 rather a rhythmic hopping motion than regular
movement in a circle. As he suggests, they might
more appropriately be called “circus course mice”.

MASTERING POE
READING
Number of Twirls per Five-Minute Interval
120
90
WRITING AND
LANGUAGE
60
30
0
9 a.m. 11 a.m. 2 p.m. 4 p.m. 6 p.m. 8 p.m.
Twirls to the Right
MATH
Twirls to the Left
Adapted from data collected by Robert M. Yerkes, Ph.D., and pub-

lished in The Dancing Mouse: A Study in Animal Behavior. © 1907 by
Macmillan.
Yerkes collected data for ten mice at 9 a.m.,

11 a.m., 2 p.m., 4 p.m., 6 p.m., and 8 p.m. on a given
ESSAY
day. He counted the number of twirls to the left and
twirls to the right that the mice made during five
90 minute intervals, and then averaged the number
of twirls in each direction. The results are graphed
above.
*Teaching note: Q2 on next page has line references for this question
(specific paired set)
1. The passage suggests that which of the following Deceptive Language
common assumptions about Japanese dancing mice
may be incorrect? important word Which answer is the trap answer?
A) D
B) Dancing mice are generally weak and feeble.
C) Why?
You see those words right in the
D) Dancing mice occasionally perform in small passage (lines 31-35)
groups, but they more often dance alone.
Which answer is the right answer?
B
Why?
Asks which is incorrect and lines 83-
85 show the mouse is not “generally”
weak

2. Which choice provides the best evidence for the Deceptive Language
READING

A) Lines 31-35 (“Sometimes two . . . individual”) Which answer is the trap answer?
B) Lines 42-46 (“Landois further . . . circle”) A
C) Lines 52-55 (“I have . . . Boston”)
Why?
D) Lines 81-85 (“They are . . . others”)
Support for (D) from Q1
WRITING AND
LANGUAGE

D
Why?
Support for (B) from Q1
MATH
9. The author mentions the albino mouse and the gray Mostly Right/Slightly Wrong
house mouse (lines 67-69) primarily in order to
A) Which answer is the trap answer?
ESSAY
B) indicate that most types of rodents possess B

relatively little physical strength.
C) Why?
Passage discusses relative strength of
D) contrast the dancing mouse’s strength with that
of other species of rodents.
“dancers”, not “most types...”
D
Why?
Passage contrasts dancers and albino/
gray

MASTERING POE
READING
WRITING AND
LANGUAGE
MATH
THIS PAGE IS LEFT INTENTIONALLY BLANK.
ESSAY

The following passage is adapted from a speech given nothing to be argued. What point in the anti-slavery
READING
on July 5, 1852, by Frederick Douglass, fugitive slave and creed would you have me argue? On what branch of
Abolitionist. 50 the subject do the people of this country need light?
Must I undertake to prove that the slave is
Pardon me, and allow me to ask, why am I
a man? That point is conceded already. Nobody
called to speak here today? What have I or those I
doubts it. Would you have me argue that man is
represent to do with your national independence?
entitled to liberty? That he is the rightful owner of
Line Are the great principles of political freedom and
WRITING AND
55 his own body? You have already declared it. Must I

LANGUAGE
5 natural justice, embodied in that Declaration of

argue the wrongfulness of slavery? Is that a question
Independence, extended to us? And am I, therefore,
for republicans? How should I look today in the
called upon to bring our humble offering to the
presence of Americans to show that men have a
national altar, and to confess the benefits, and
natural right to freedom, speaking of it relatively
express devout gratitude for the blessings resulting
60 and positively, negatively and affirmatively? To do so
10 from your independence to us?
makes me ridiculous and would offer an insult your
I say it with a sad sense of disparity between
understanding.
us. Your high independence only reveals the
MATH
Am I to argue that it is wrong to make men

immeasurable distance between us. The rich
brutes, to rob them of their liberty, to work them
inheritance of justice, liberty, prosperity, and
65 without wages, to keep them ignorant of their
15 independence bequeathed by your fathers is shared
relations to their fellow men, to beat them with
by you, not by me. The sunlight that brought life
sticks, to flay their flesh with the last, to load their
and healing to you has brought stripes and death to
limbs with irons, to hunt them with dogs, to sell
me. This Fourth of July is yours, not mine. You may
them at auction, to sunder their families, to knock
rejoice, I must mourn. Do you mean, citizens, to
ESSAY
70 out their teeth, to burn their flesh, to starve them

20 mock me, by asking me to speak today?
into obedience and submission to their masters?
Fellow citizens, above your national, tumultuous
Must I argue that a system thus marked with blood
joy, I hear the mournful wail of millions, whose
and stained with pollution is wrong? No; I will not.
chains, heavy and grievous yesterday, are today
I have better employment for my time and strength
rendered more intolerable by the jubilant shouts
75 than such arguments would imply.
25 that reach them. If I do forget, if I do not remember
At a time like this, scorching irony, not
those bleeding children of sorrow this day, “may my
convincing argument, is needed. What, to the
right hand forget her cunning, and may my tongue
American slave, is your Fourth of July? I answer: a
cleave to the roof of my mouth!” To forget them,
day that reveals to him more than all other days of
to pass lightly over their wrongs, and to chime in
80 the year, the gross injustice and cruelty to which he
30 with the popular theme, would be treason most
is the constant victim. To him your celebration is a
scandalous and shocking, and would make me a
sham; your denunciation of tyrants, brass-fronted
reproach before God and the world.
impudence; your shouts of liberty and equality,
My subject, then, fellow citizens, is American
hollow mockery; your prayers and hymns are to him
Slavery. I shall see this day and its popular
85 mere bombast, deception, impiety, and hypocrisy’s
35 characteristics from the slave’s point of view. In the
thin veil to cover up crimes which would disgrace a
name of humanity, which is outraged, in the name
nation of savages. There is not a nation of the earth
of liberty, which is fettered, in the name of the
guilty of practices more shocking and bloody than
Constitution and the Bible, which are disregarded
are the people of these United States at this very
and trampled upon, I will dare to denounce
90 hour.
40 everything that serves to perpetuate slavery.
But I fancy I hear some of my audience say it is
just in this circumstance that you and your brother
Abolitionists fail to make a favorable impression
on the public mind. Would you argue more and
45 denounce less, would you persuade more and
rebuke less, your cause would be much more likely
to succeed. But, I submit, where all is plain there is

MASTERING POE
5. As used in line 57, “republicans” most nearly means Could Be True
READING
A) a person who is socially conservative.
B) a person living in a democracy. Which answer is the trap answer?
C) A
D) Why?
That could be true, definitely arguable in English
WRITING AND
class, but isn’t supported by text
LANGUAGE
B
Why?
Passage (window) mentions “liberty,” “freedom,”
and “rightful owner of body” as beliefs of
MATH
“republicans.”
6. Douglass asks his audience, “Am I to argue . . . ” Too Literal
(lines 63-71) in order to
A) draw attention to the absurdity of the Which answer is the trap answer?
arguments in question.
B
B) ask his audience for assistance in determining
the right subject for the speech. Why?
ESSAY
C) He isn’t actually asking them what he
D)
should argue
A
Why?
He asks the question to answer it himself: It’s
not worth his time (lines 73-75)
8. In lines 81-87, Douglass draws a distinction Mostly Right/Slightly Wrong

between
A) the practices of Americans and savages. Which answer is the trap answer?
B) A
C)
Why?
D) the ideals and practices of Americans. He discusses Americans & mentions savages,
but does not draw a distinction
D
Why?
“Your denunciation of tyrants...shouts of liberty & equality...
Hypocrisy’s thin veil to cover crimes that
Remember to focus on what the
text actually says. would shock savages...” (lines 81-87)

The passage that follows is adapted from a 1910 short story 45 But how was he to find him? On this the great
READING
that follows the actions of Aristide Valentin, head of the Valentin’s ideas were still in process of settlement.
Paris police, as he tracks the world’s most famous criminal, There was one thing which Flambeau, with all
a clever crook named Flambeau who is a master of disguise. his dexterity of disguise, could not cover, and that
was his singular height. If Valentin’s quick eye had
Flambeau was in England. Probably he would
50 caught a tall apple-woman, a tall grenadier, or even
travel as some minor clerk or secretary connected
a tolerably tall duchess, he might have arrested them
with it; but, of course, Valentin could not be certain.
WRITING AND
on the spot. But all along his train there was nobody
LANGUAGE
Line Nobody could be certain about Flambeau.

that could be a disguised Flambeau, any more than
5 It is many years now since this colossus of
a cat could be a disguised giraffe. About the people
crime suddenly ceased keeping the world in a
55 on the boat he had already satisfied himself; and
turmoil; and when he ceased, as they said after the
the people picked up at Harwich or on the journey
death of Roland, there was a great quiet upon the
limited themselves with certainty to six. There was
earth. But in his best days (I mean, of course, his
a short railway official travelling up to the terminus,
10 worst) Flambeau was a figure as statuesque and
three fairly short market gardeners picked up two
international as the Kaiser. Almost every morning
MATH
60 stations afterwards, one very short widow lady going

the daily paper announced that he had escaped
up from a small Essex town, and a very short Roman
the consequences of one extraordinary crime by
Catholic priest going up from a small Essex village.
committing another. He was a Gascon of gigantic
When it came to the last case, Valentin gave it up and
15 stature and bodily daring; and the wildest tales were
almost laughed. The little priest was so much the
told of his outbursts of athletic humour; how he
65 essence of those Eastern flats; he had a face as round
turned the juge d’instruction upside down and stood
and dull as a Norfolk dumpling; he had eyes as
him on his head, “to clear his mind”; how he ran
ESSAY
empty as the North Sea; he had several brown paper

down the rue de Rivoli with a policeman under each
parcels, which he was quite incapable of collecting.
20 arm. Each of his thefts was almost a new sin, and
The Eucharistic Congress had doubtless sucked out
would make a story by itself. It was he who ran the
70 of their local stagnation many such creatures, blind
great Tyrolean Dairy Company in London, with no
and helpless, like moles disinterred. Valentin was a
dairies, no cows, no carts, no milk, but with some
sceptic in the severe style of France, and could have
thousand subscribers. These he served by the simple
no love for priests. But he could have pity for them,
25 operation of moving the little milk cans outside
and this one might have provoked pity in anybody.
people’s doors to the doors of his own customers.
75 He had a large, shabby umbrella, which constantly
It was he who had kept up an unaccountable
fell on the floor. He did not seem to know which was
and close correspondence with a young lady
the right end of his return ticket. He explained with
whose whole letter-bag was intercepted, by the
a moon-calf simplicity to everybody in the carriage
30 extraordinary trick of photographing his messages
that he had to be careful, because he had something
infinitesimally small upon the slides of a microscope.
80 made of real silver “with blue stones” in one of his
A sweeping simplicity, however, marked many of his
brown-paper parcels. His quaint blending of Essex
experiments. It is said that he once repainted all the
flatness with saintly simplicity continuously amused
numbers in a street in the dead of night merely to
the Frenchman till the priest arrived (somehow) at
35 divert one traveler into a trap. It is quite certain that
Tottenham with all his parcels, and came back for his
he invented a portable mailbox, which he put up at
85 umbrella. When he did the last, Valentin even had
corners in quiet suburbs on the chance of strangers
the good nature to warn him not to take care of the
dropping postal orders into it. Lastly, he was known
silver by telling everybody about it. But to whomever
to be a startling acrobat. Despite his huge figure, he
he talked, Valentin kept his eye open for someone
40 could leap like a grasshopper and melt into the tree-
else.
tops like a monkey. Hence the great Valentin, when
he set out to find Flambeau, was perfectly aware that
his adventures would not end when he had found
him.

MASTERING POE
Lead word
1. According to the information in the passage, the Could Be True
READING
Roman Catholic priest can best be described as
A) burdened and exhausted. Which answer is the trap answer?
B) confused and naïve. A
C)
Why?
D) Text states he has several paper parcels and an
WRITING AND
LANGUAGE
umbrella, so he could be burdened
B
Why?
LInes 76-78
MATH
*Teacher note: This is not a
2. Which choice provides the best evidence for the Could Be True particularly hard trap answer.
A) Lines 57-64 (“There was . . . laughed”) Which answer is the trap answer?
ESSAY
B) Lines 71-74 (“Valentin was. . . anybody”) D
C) Lines 75-81 (“He had. . . parcels”)
Why?
D) Lines 85-89 (“When he. . . else”) Loosely connects to “naive” but doesn’t
really support Q1
C
Why?
It’s exactly what we used to answer Q1

Summary
• What three markings should you use as you
work through POE?
________________________________________
4 ~ 7
• As you work through the answer choices, you
wrong answers
should be looking for ______________________.
• With Reading, it’s important to remember that

the correct answers are always
Supported by what’s in the

________________________________________
text, not necessarily what’s

________________________________________
in our heads
________________________________________.
• What are three common trap answers you’ll see

on the SAT?
Deceptive language
________________________________________
Could be true
________________________________________
Mostly right/slightly wrong

________________________________________


IDENTIFYING
THE
QUESTION
TYPES
“I have always imagined that Paradise will be a kind of library.”
— Jorge Luis Borges
53
COURSE WORKBOOK FOR THE SAT & PSAT *DO NOT read this aloud (or have students read
it). Know it, teach it, and remind students this is
here for reference.
READING
Quick Think
*Have this discussion, You’re sitting at a table in the school library. A person sits down next to you. How
are your interactions with that person different if she’s your best friend rather than
then segue into the
the principal of the school? A teacher whose class you love? A teacher whose class
lesson.
you’re failing? Why do we act differently around different people?
*Knowing different question types allows you to
WRITING AND
LANGUAGE
approach the questions more efficiently.

Goals Review
By the end of this chapter you will be able to
These are the • Identify questions from each category

categories provided • Understand specific approaches for each question type
by ETS.
MATH
Question Types
All the Reading questions on the SAT fit into one of four categories. Each category
requires different tasks, ranging from retrieving details explicitly stated in the text
to analyzing an author’s point of view to synthesizing information from the text
with information in a chart or graph. Recognizing the question types and know-
ESSAY
ing how to approach each one will help you move through the test more accurately
and more efficiently.
Question Categories
• Information and Ideas
• Summarizing
• Rhetoric
• Synthesis
Information and Ideas

The Information and Ideas questions focus on the informational content of the
text. Information and Ideas questions will ask you to:
• Identify information and draw reasonable conclusions from the text

• Use given textual support to prove answers
As you work through these questions, make sure you can physically put your pen-
cil on evidence in the text that supports keeping or eliminating certain answers.

IDENTIFYING THE QUESTION TYPES
READING
Summarizing
The Summarizing questions will ask you to identify a reasonable summary of a
section or a summary of the key ideas. These questions will ask you to do two pos-
sible things:
• Identify or determine relationships (cause/effect, compare/contrast,
WRITING AND
sequence…)
LANGUAGE
• Determine the meaning of words/phrases from context
Use the text to come up with your own answer before you consider the given an-
swers. This will help you match content rather than simply match words.
Rhetoric
MATH
The Rhetoric questions focus on analyzing the rhetorical content of the text. This
content may include:
• Word choice
• Text structure
• Point of view
• Purpose
ESSAY
• Arguments
With these questions, you are dealing with the purpose of a piece of text, not just
what it says. These questions will not just ask what did the author say? but instead
will ask why did the author say this? Of course, the text itself will still supply the
answer to the question, but you will search for the author’s stated point rather
than the details that support the point.
These questions could ask about single words, phrases, larger chunks of text, or the
passage as a whole. Read the question carefully to determine whether it would be
more efficient to do the question in order with the other questions, or save it until
the end of the question sequence.

*Teacher note: The markings on this passage are from the
questions we did in the previous chapter. This is so students can
see that they should be marking text, and it’s also to give them
markers for chronology,
This passage is adapted from Robert M. Yerkes, Ph.D., The
READING
Dancing Mouse: A Study in Animal Behavior. © 1907 by

Macmillan.
WRITING AND
LANGUAGE
MATH
ESSAY

READING
120
90
60
WRITING AND
LANGUAGE
30
0
9 a.m. 11 a.m. 2 p.m. 4 p.m. 6 p.m. 8 p.m.
Twirls to the Right
Twirls to the Left
MATH
Adapted from data collected by Robert M. Yerkes, Ph.D., and pub-
lished in The Dancing Mouse: A Study in Animal Behavior. © 1907 by
Macmillan.
Yerkes collected data for ten mice at 9 a.m.,

11 a.m., 2 p.m., 4 p.m., 6 p.m., and 8 p.m. on a given
day. He counted the number of twirls to the left and
ESSAY
80 twirls to the right that the mice made during five
minute intervals, and then averaged the number
of twirls in each direction. The results are graphed
above.
4. The passage most strongly suggests that Chinese Information & Ideas—sometimes, the answer is
climbing mice are most remarkable for which of the stated almost directly in the text.
following characteristics?
A) their agility. Where in the passage will you find this answer?
B) their lack of strength. It’s a general paired set, so go straight to Q5.
C) their rhythmic movements.
What does the text actually say?
D) their diverse colors.
“Chinese mice are distinguished only by their different
colors”
5. Which choice provides the best evidence for the What is the answer to Question 5?
B
A) Lines 7-10 (“From time . . . mice”)
B) Lines 10-13 (“It is true . . . mice”)
C) Lines 27-31 (“But what . . . rapidity”) These are
D) Lines 75-79 (“Zoth . . . its weight”) about Japanese mice
Even if the answer isn’t directly stated,

it will still be supported by the text.

6. As used in line 29, “describing” most nearly means Information & Ideas
READING
A) explaining.
B) twisting. What word of your own could you use instead of
“describing”?
C) classifying.
D) outlining.
Drawing, tracing
WRITING AND
LANGUAGE
See the phrase “in order to”? Remember to answer the why question instead of the what question!
MATH
*Teacher note: This point goes with the next question

ESSAY

7. In lines 39-42, the author initially mentions Rhetoric
READING
Landois primarily in order to
4 A) present an authority who disagreed with the What does the author say about Landois?
prevailing view. Landois says peculiarities are not remarkable
B) argue that Japanese dancing mice have no
remarkable characteristics. Why does the author mention him?
C) demonstrate the differences between two The “However,” in line 41 shows his ideas
WRITING AND
LANGUAGE
different types of rodents. contrast “the rule” in line 36
D) illustrate the process by which one creature
received its name.
MATH
8. According to the information in the passage, the Rhetoric
author’s attitude toward Landois’ claim in lines 43-
44 (“the name . . . ill chosen”) can best be described Is the attitude positive, neutral, or negative?
as one of
positive (he agrees)
A) skepticism.
ESSAY
4 B) approval. What can you eliminate?
C) bewilderment. A, C
D) indifference.
What evidence points you to the best answer?
“with reason” in line 43

questions we did in the previous chapter. This is to remind
students they should be marking the passage and to
establish question markers for chronology.
READING
WRITING AND
LANGUAGE
MATH
ESSAY

3. Based on the information in the passage, it can be Information & Ideas
READING
inferred that Valentin believes that he is most likely
to recognize Flambeau through his What exactly does the text say about Flambeau’s
A) athleticism. most recognizable feature?
4 B) stature. His “singular height”
C) simplicity.
What does this mean?
WRITING AND
D) gender.
LANGUAGE
He could disguise everything but his height
4. Which choice provides the best evidence for the Which lines did you use to figure this out?
Lines 47-49
A) Lines 32-33 (“A sweeping . . . experiments”)
B) Lines 38-39 (“Lastly . . . acrobat”)
C) Lines 47-49 (“There was . . . height”)
MATH
D) Lines 52-54 (“But all . . . giraffe”)
8. Lines 45-46 provide evidence that Valentin is Information & Ideas

A) determined.
ESSAY
B) amused. What exactly does the text say about Valentin’s
attitude?
4 C) uncertain.
“On this...Valentin’s ideas...still in process of
D) merciless.
settlement...”
What does this mean?
He hadn’t yet decided on how to find F.
7. As used in line 40, “melt” most nearly means Summarizing

A) thaw.
4 B) vanish. What word of your own could you use instead of “melt”?
C) flow. Disappear
D) disintegrate.
6. The information in lines 14-41 primarily serves to Rhetoric—Detail

4 A) illustrate the ingenious and adventuresome
nature of a criminal. This question has the phrase “serves to.” That
B) outline the type of corruption common in large Why
means you’ll be answering the ___________ ques-
cities. What
tion instead of the ___________ question.
No
C) reveal the motivations behind one man’s
mischievous pranks.
No What does the author say in those lines?
D) evaluate the morality of a crook’s actions in light
of circumstances. He describes F’s acts
Why does the author give you that information?

To show that F. is clever and enjoys causing
trouble
questions we did in the previous chapter. This is to remind
students they should be marking the passage and to
establish question markers for chronology.
The following passage is adapted from a speech given
READING
on July 5, 1852, by Frederick Douglass, fugitive slave and

Abolitionist.
WRITING AND
LANGUAGE
MATH
ESSAY

4. As used in line 50, “light” most nearly means Summarizing
READING
A) brilliance.
B) deftness. What word of your own could you use instead of
“light”?
4 C) enlightenment. Information
D) buoyancy.
WRITING AND
LANGUAGE
2. The principal rhetorical effect of the second Rhetoric—Passage Based
paragraph is to
A) suggest that Douglass thinks the audience has What does Douglass say in the second paragraph?
played an elaborate trick on him. Too literal “This July 4th is yours, not mine...do you mock
B) explain the difference between being a slave and me by asking me to speak?”
being a free citizen. What is he trying to do?
C) demonstrate how upset Douglass is about the Show that he is not a good fit for event
MATH
speech he is about to give. because he isn’t a part of the independence
4 D) highlight the irony of asking a slave to speak
about a holiday whose theme is liberty.
3. The primary purpose of lines 44-47 (“Would you . . . Rhetoric—Passage Based

succeed”) as they relate to the rest of the passage as
ESSAY
a whole is to What does Douglass say in the indicated lines?
A) discuss criticisms of Abolitionism which Some of his audience might say he should ar-
Douglass finds legitimate. gue more & denouce less
B) explain how the rest of this speech will proceed. Does that message agree or disagree with what he
4 C) introduce a perspective which Douglass later says in the rest of the passage?
refutes. Disagree
D) demonstrate how necessary it is for a speaker to
flatter an audience.
7. Based on lines 76-90, Douglass’s opinion of the Rhetoric—Passage Based

Fourth of July celebration at that time was one of
A) excitement. Did Douglass feel more positive or more negative
4 B) disappointment. about the celebration?
C) liberation. Negative
D) pride. What can you eliminate?
All but B!
11. Douglass’s primary rhetorical strategy in this
passage is to
A) persuade his audience by complimenting their
morals.
4 B) mention a series of arguments and then refuse
to make them.
C) quote legal precedent against the legality of
slavery.
D) offer personal anecdotes as proof of slavery’s
evils.
READING
Synthesis
The synthesis questions will ask you to combine information from multiple
sources. These questions will appear in two different formats:
• Paired texts—one of the passages on the Reading test will be a pair

of passages that approach the same topic from different perspectives
WRITING AND
(general-specific, historical-contemporary, pro-con, etc…)

LANGUAGE
• Quantitative information—in the history and/or science passage(s),

you may see tables, charts, or graphs that relate to the passage. You
will be asked to analyze the information in the graph, either on its
own or in relation to the content of the passage.

Choice A = no!
MATH
120
90
60 Choice B = Yes!
Choice C = no!
ESSAY
30
0
9 a.m. 11 a.m. 2 p.m. 4 p.m. 6 p.m. 8 p.m.
Be sure to look
Twirls to the Left
Twirls to the Right at the correct
line!
*Teacher note: Have Adapted from data collected by Robert M. Yerkes, Ph.D., and published in The Dancing Mouse: A Study
students put their in Animal Behavior. © 1907 by Macmillan.
pencils on the point(s)
they need to keep/
eliminate. Yerkes collected data for ten mice at 9 a.m., 11 a.m., 2 p.m., 4 p.m., 6 p.m., and
8 p.m. on a given day. He counted the number of twirls to the left and twirls to
the right that the mice made during five minute intervals, and then averaged
*Pay attention to
the number of twirls in each direction. The results are graphed above.
labels
10. Which claim about the dancing mice studied by Yerkes is supported by
the graph?
A) During each interval, the dancing mice twirled more often to the right
than to the left.
B) At 4 p.m., the mice twirled an equal amount to the right and the left on
average.
C) At 9 a.m., the mice twirled more often to the left on average than to the
right.
D) As the day progressed, the number of average twirls to the right that the
mice made always increased. not 2 p.m. - 4 p.m.

Choice A = no!
READING
Choice B = Yes!
U.S. Federal Budget Surplus/Deficit (FY) 1930—2000
150
100
50
0
(bil $) –50
–100
–150
WRITING AND
LANGUAGE
–200
–250
–300 Choice C = no!
–350
1930 1940 1950 1960 1970 1980 1990 2000
Year
Any number above 0 on the y-axis indicates a surplus, while any number below it indicates a deficit.
MATH
11. When President Nixon gave his State of the Union address in 1970, he
discussed his plan for presenting a balanced budget. Based on the graph, what
can you infer about his plan?
A) By cutting more than $7 billion in spending, the Nixon administration was
able to produce a surplus for the first time since 1930.
ESSAY
4 B) Despite the plans he outlined in this speech, Nixon was unable to balance
the U.S. budget in 1970.
C) Nixon’s spending strategy ensured that the U.S. never again had a budget
*Teacher note: “Not on
deficit. graph” isn’t automatic
reason to eliminate.
D) Increasing the budget for local law enforcement had long-term negative
impacts on the U.S. budget. Not on graph Some graphs require
students to also look
at text. Because
question just says
Dual Passages “based on graph,” we
One of the History/Social Studies or Science Reading passages will be dual pas- can eliminate (D).
sages, with two shorter passages about one topic. When you come to do the Dual
Passages, focus on each passage individually before you worry about the passages
together. Before you Select a Question, label all the questions: label with a “1” if
the question is about the first passage, a “2” if it’s about the second passage, or a
“1/2” if it’s about both passages.
1. Do all the questions that deal with Passage 1 first.

2. Do all the questions that deal with Passage 2 second.
3. Finally, do the remaining questions that ask about both
passages together.

This passage is an excerpt from Charles Darwin’s On the innovation. But why this should be a law of nature
READING
Origin of the Species, 5th Edition. if each species had been independently created, no
50 man can explain.
Passage 1
As each species tends by its geometrical ratio of
This passage is an excerpt from William Paley’s Natural
reproduction to increase inordinately in number;
Theology, 12th Edition.
and as the modified descendants of each species
Line will be enabled to increase by so much the more Passage 2
WRITING AND
LANGUAGE
5 as they become diversified in habits and structure, Were there no example in the world, of
Q1 so as to be enabled to seize on many and widely contrivance, except that of the eye, it would be alone
different places in the economy of nature, there sufficient to support the conclusion which we draw
will be a constant tendency in natural selection to from it, as to the necessity of an intelligent Creator.
preserve the most divergent offspring of any one 55 It could never be got rid of; because it could not
10 species. Hence, during a long-continued course of be accounted for by any other supposition, which
modification, the slight differences, characteristic of did not contradict all the principles we possess
varieties of the same species, tend to be augmented of knowledge; the principles, according to which,
MATH
into the greater differences characteristic of the things do, as often as they can be brought to the
species of the same genus. New and improved 60 test of experience, turn out to be true or false. Its
15 varieties will inevitably supplant and exterminate the coats and humours, constructed, as the lenses of a Q6
older, less improved and intermediate varieties; and telescope are constructed, for the refraction of rays
thus species are rendered to a large extent defined of light to a point, which forms the proper action
needed. It’s a great place to make the “read only what you need”
and distinct objects. Dominant species belonging of the organ; the provision in its muscular tendons
*Teaching point: the text here is wordy and confusing, and not
to the larger groups within each class tend to give
ESSAY
65 for turning its pupil to the object, similar to that

20 birth to new and dominant forms; so that each large which is given to the telescope by screws, and upon
group tends to become still larger, and at the same which power of direction in the eye, the exercise
time more divergent in character. But as all groups of its office as an optical instrument depends; the
cannot thus succeed in increasing in size, for the further provision for its defence, for its constant
world would not hold them, the more dominant 70 lubricity and moisture, which we see in its socket
25 groups beat the less dominant. This tendency in and its lids, in its gland for the secretion of the
the large groups to go on increasing in size and matter of tears, its outlet or communication with
diverging in character, together with the almost the nose for carrying off the liquid after the eye is
inevitable contingency of much extinction, explains washed with it; these provisions compose altogether
the arrangement of all the forms of life, in groups 75 an apparatus, a system of parts, a preparation of
30 subordinate to groups, all within a few great classes, means, so manifest in their design, so exquisite in
which has prevailed throughout all time. This grand their contrivance, so successful in their issue, so
fact of the grouping of all organic beings under what precious, and so infinitely beneficial in their use, as,
is called the Natural System, is utterly inexplicable in my opinion, to bear down all doubt that can be
on the theory of creation. 80 raised upon the subject. And what I wish, under the
35 As natural selection acts solely by accumulating title of the present chapter, to observe is, that if other
point.
slight, successive, favourable variations, it can parts of nature were inaccessible to our inquiries, or
produce no great or sudden modification; it can even if other parts of nature presented nothing to
act only by short and slow steps. Hence the canon our examination but disorder and confusion, the Q7
Q4 of “Natura non facit saltum,” which every fresh 85 validity of this example would remain the same. If
40 addition to our knowledge tends to make truer, is on there were but one watch in the world, it would not
this theory intelligible. We can see why throughout be less certain that it had a maker. If we had never in
nature the same general end is gained by an almost our lives seen any but one single kind of hydraulic
infinite diversity of means; for every peculiarity machine, yet, if of that one kind we understood
when once acquired is long inherited, and structures 90 the mechanism and use, we should be as perfectly
45 already diversified in many ways have to be adapted assured that it proceeded from the hand, and
for the same general purpose. We can, in short, see thought, and skill of a workman, as if we visited a
why nature is prodigal in variety, though [stingy] in

museum of the arts, and saw collected there twenty 1 4. As used in line 39, “Natura non facit saltum” refers
READING
different kinds of machines for drawing water, or to short, slow modifications
95 a thousand different kinds for other purposes. Of A) our increasing awareness of natural selection.
this point, each machine is a proof, independently
B) sudden modifications in variation.
of all the rest. So it is with the evidences of a Divine
agency. The proof is not a conclusion which lies C) the infinite diversity of acquired structures.
at the end of a chain of reasoning, of which chain 4 D) gradual changes within living species.
WRITING AND
100 each instance of contrivance is only a link, and of
LANGUAGE
which, if one link fail, the whole falls; but it is an
argument separately supplied by every separate
1 5. Based on the information in Passage 1 it can be
reasonably inferred that
example. An error in stating an example, affects only
that example. The argument is cumulative, in the 4 A) living species are too similar to be unrelated.
105 fullest sense of that term. The eye proves it without B) the theory of creation may be able to explain the
Q8 the ear; the ear without the eye. The proof in each Natural System. opposite of lines 31-34
example is complete; for when the design of the part, C) some improved varieties fail to overtake older
MATH
and the conduciveness of its structure to that design varieties. line 15 - “inevitably overtake”
is shown, the mind may set itself at rest; no future
D) living species do not demonstrate much variety.
110 consideration can detract any thing from the force of
Nope
the example.
2 6. Paley’s reference to the “coats and humours” in line
61 primarily serves to comparable to telescope lens
A) inform the reader about the way in which the
1 1. As used in line 6, “seize” most nearly means
ESSAY
eye functions. Not primary purpose
A) grab hold of. move into
B) draw attention to the importance of visual
4 B) take advantage of. observation.
C) shake violently. 4 C) make an analogy between eyes and telescopes.
D) blockade. D) demonstrate how the eye does not require the
ear.
1 2. In discussing the number and variety of living
species, the author of Passage 1 suggests that 2 7. As used in line 84, “confusion” most nearly means
A) their diversity is totally explained by the theory A) bewilderment. Disorder
of creation.
4 B) disorganization.
B) they have been produced through sudden
C) uncertainty.
modification.
D) ignorance.
4 C) they are limited by the resources available in
nature.
2 8. Paley mentions “the ear” (line 106) primarily in
point.
D) their numbers increase infinitely over time.

order to “The proof in each example is complete.”
m A) demonstrate how the ear functions
1 3. Which choice provides the best evidence for the
independently from the eye.
B) show how easily his theory might be objected to.
4 A) Lines 22-25 (“But as . . . dominant”)
C) suggest a possible avenue for future research.
B) Lines 31-34 (“This grand . . . creation”)
4 D) illustrate how any single example acts as proof
C) Lines 35-38 (“As natural . . . steps”)
of his argument.
D) Lines 48-50 (“But why . . . explain”)

1/2 9. The authors of both passages would most likely 1/2 11. The tone of both passages is best described as
READING
agree with which of the following? A) biased.

A) Individual biological systems are extremely
Knowledgeable
4 B) certain. informed
complex and intricately designed. P2 only
C) inspired.
B) Dominant groups compete with and displace
less dominant groups within the system of D) belligerent.
nature. P1 only
WRITING AND
LANGUAGE
4 C) When we observe nature what we see primarily

is organization. P1: natural groupings
P2: intricately ordered systems
D) All the variety in nature can be explained by
sudden and dramatic changes. opposite of P1
1/2 10. The passages differ in that Passage 2

A) considers the hypothesis that species were
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created by an intelligent designer, while Passage

1 does not. It does consider but then rejects
B) describes the variation in nature, while Passage
1 focuses primarily on uniformity.
4 C) offers a specific example as proof of its claim,
while Passage 1 treats the topic in general terms.
ESSAY
D) is concerned only with the biological

development of humans, while Passage 1 is
concerned with all species.

READING
WRITING AND
LANGUAGE
MATH
ESSAY

READING
DRILL 1
Time: 12 minutes
This passage is adapted from “Beauty the New Business of human existence and that there was nothing
Tool” by Earnest Elmo Calkins. Copyright Aug 1, 1927, more to be done. About this time Mr. Ford was
WRITING AND
LANGUAGE
The Atlantic. waited upon by the research expert retained by a

45 publication to study the changing habits of people
Some years ago Thomas A. Edison went to
and their effect on markets for goods. The expert
Europe. He came to that exquisite gothic jewel,
had just completed an exhaustive survey of the
the Chapel of Saint Hubert, which hangs so
trends in the motorcar market and had gone to
Line entrancingly on the castle wall of Amboise, and
Detroit to lay his findings before Henry Ford. The
5 which everyone knows is the tomb of Leonardo da
50 survey included two important conclusions: women
Vinci. Here Mr. Edison gave out an interview to the
would be an increasingly important influence in the
gaping newspaper correspondents to the effect that
MATH
Q3 purchase of cars; beauty in line and color would be

Leonardo was the ‘outstanding mechanical genius of
the determining factor in selling cars. Mr. Ford’s
his time.’ He did not mention that Leonardo was also
comment was that none of this concerned the Ford
10 an artist on the side, either because he did not know
55 Motor Company, and he continued serenely on Q7
or because he did not consider it important. The
his way, producing his marvelously efficient car in
newspapers commented on the omission, and when
increasing numbers and selling his product without
an interviewer asked Edison’s chum Henry Ford
difficulty.
ESSAY
about the comment, Ford remarked that he “would

Meanwhile the making of motor cars passed into
15 not give five cents for all the art the world had
60 its second phase and came under the sway of the cult
produced.” Henry Ford’s frank and blunt statement
of beauty. Mechanical improvement had reached
expressed the opinion held by most manufacturers
its perihelion; the lower-priced cars were becoming
at the beginning of the era of mass production and
dangerously efficient, and it was necessary to do
efficiency, though few were so honest. Those with
something to justify the price asked for the more
20 a weakness for beauty were tempted to conceal it,
65 costly ones. The big cars were made more sightly.
lest they be suspected of unfitness to have a place
And we had large gorgeously appareled cars at high
in the practical, hard-headed, efficient world. New
prices, and small ugly useful cars at low prices. Then
inventions and discoveries were transforming
Walter Chrysler showed that it was possible to make
our industrial system, but when a manufacturer
a small car beautiful, and motor manufacturers
25 produced a machine that worked he stopped. It
70 realized that people did not demand big cars,
never occurred to him to go on and make his device
Q4 but merely cars in which they could take pride.
pleasant to look at as well as efficient, managing in
Manufacturers began experimenting with small
those days to reverse William Morris’s dictum; they
cars of better appearance. Inspired by this tendency,
seldom found it necessary to make a thing beautiful
the Chevrolet Company added design and color to
30 in order to make it useful.
75 mechanical efficiency, and then for the first time in
It was in those days that Henry Ford began
the history of the motor car the output of the Ford
making his famous car. It was an honest piece
Company was exceeded by a rival manufacturer.
of work—a motor car that functioned, at an
The business of making and selling things must Q10
unbelievably low cost— though it did violence to
add a new facet to its polyhedron. By the irony of
35 three senses: assaulted sight, jangled hearing, and
Q5 80 circumstances the type which the manufacturer
affronted smell. However, people in those days
must now emulate is old Leonardo da Vinci himself,
embraced their wonder at the thing and ignored
who combined to a rare degree the practical and
the intrusion of more ugliness into a world that
the imaginative qualities, and whose achievements
was losing peace and silence and the beauty that
ranged from the wheelbarrow and the double-spiral
40 inheres in old things. Mr. Ford rested secure in his
85 staircase at Blois to the Mona Lisa and The Last
Q6 belief that he had solved one of the major problems
Supper.

Allow reader to associate w/

negative sensory experience
1 5
READING
Which of the following best expresses the author’s The rhetorical impact of listing the words in lines
purpose in writing the passage? 35-36 (“sight, hearing, and smell”) is
A) To criticize an overly broad view m A) to intermittently evoke in the reader an
B) To argue the necessity of a shift in perspective expectedly familiar association between each
word and a regrettable experience.
C) To defend a successful position
B) to ineffectively remind the reader of the
WRITING AND
LANGUAGE
D) To praise a historic figure primary senses which are violently assaulted by
dishonest manufacturing practices.
m C) to list a variety of ways in which Henry Ford’s
2
famous car is unpleasant, despite its economic
Which choice provides the best evidence for the and functional merits. This is the “what” answer
answer to the previous question? D) to overwhelm the reader with the number of
A) Lines 25-30 (“It never occurred . . . useful”) ways in which a product of the Ford Motor
MATH
B) Lines 59-61 (“Meanwhile . . . beauty”) Company is unappealing.
C) Lines 73-77 (“Inspired by this . . . manufacturer”)
No “necessity”
D) Lines 78-79 (“The business of . . . polyhedron”) 6
The statement that Ford believed he had “solved one
of the major problems of human existence” (lines
3
ESSAY
41-42) most strongly suggests that Ford
As used in line 8, “outstanding” most nearly means A) believed the quality of his vehicles was
A) unbelievable. unsurpassable. Solved a problem, but did not
Set apart from group create a perfect car
B) fantastic. 4 B) found the dearth of personal motorized travel
“standing out” onerous.
4 C) distinguished.
D) laudatory. C) had no further work to do once he’d invented his
car. He didn’t retire! Too literal.
D) had provided a vital necessity.
4
It can be most clearly inferred from the passage that
“William Morris’s dictum” (lines 26-28) 7
Beautiful goes with useful The author uses the word “serenely” (line 55)
A) necessitated that a thing be useful in order to be
beautiful. primarily in order to indicate that The survey didn’t bother
him.
B) suggested that a weakness for beauty need not 4 A) Ford found it easy to dismiss expert findings.
be concealed. B) Ford was scornful of women’s growing role in
4 C) required a creation to often pair functionality the economy.
with aesthetic appeal. C) Ford’s success gave him understandable
D) is outdated and unnecessary. confidence.
D) Ford was strongly entrenched as the peak of his
industry.

8 10
READING
Which choice provides the best evidence for the In the context of the passage, “polyhedron” (line 79)
answer to the previous question? most nearly means business plan
A) Lines 16-19 (“Henry Ford’s . . . honest”) A) a solid formed by intersecting planes.
B) Lines 40-43 (“Mr. Ford . . . done”) B) market share.
C) Lines 53-58 (“Mr. Ford’s . . . difficulty”) 4 C) a geometric solid.
WRITING AND
LANGUAGE
D) Lines 66-67 (“And then we . . . prices”) D) holistic collection of elements.
9 11
The actions of the Chevrolet Company most clearly The passage as a whole flows from
indicate an awareness of 4 A) established philosophy to paradigm shift.
m A) the research expert’s study on trends in the B) personal opinion to corporate consensus.
MATH
motor car market. study brought to Ford

C) media controversy to artistic license.
B) the need to surpass the Ford Motor Company in
order to dominate the automobile industry. D) contested theory to inarguable practice.
4 C) changing values among rising demographics of

consumers.
D) mechanical efficiency and beautiful designs and
ESSAY
colors.

READING
WRITING AND
LANGUAGE
MATH
ESSAY

READING
DRILL 2
Time: 12 minutes
This passage is adapted from “The Future of Aerial and development of an engine of light weight per
Transport.” Copyright Jan 1928, The Atlantic. 45 horsepower,—the internal-combustion engine, —
WRITING AND
and that this engine, continuously improved and

LANGUAGE
The effect of favorable air currents in successful

developed during the last thirty-five years, has now
Q2 flights, the value of dead reckoning while the
Q4
in all vital respects reached its limit of perfection.
wind remains constant in direction, the ceaseless
All engineering knowledge accumulated since the
Line dread that an unknown and therefore incalculable
50 dawn of the mechanical age has gone generally to
5 variation of current may occur, the fear of being
the design and construction of the aeroplane as it
carried away and lost in the air from drift, the race
is to-day; twenty-five years have been devoted to
against time and fuel supply, the discomfort and
this specialized branch of engineering—mechanical
danger of flying in fog or at freezing heights, the
MATH
flight. Engineers and experts are agreed on the point

fickleness of wireless, the uncertainty of the ‘landfall’
55 that the aeroplane has long passed its experimental Q5
10 in ocean flights, the obstacles to the recognition
stage. The maximum weight that an aero-engine
and choice of landing places—all these and other
can lift and carry is practically fixed. The engine
navigational hazards have been demonstrated in
itself is light; the big factor, apart from the weight
turn in all long-distance flights, which are and must
of the plane itself, is the fuel it requires. In a long,
remain ‘hops for heroes only.’ During 1927 the North
60 spectacular flight all the available load must be
ESSAY
15 Atlantic has been crossed four times in nonstop

taken in fuel to cover the distance; no freight can
flights; twice only, did the pilots, Charles Lindbergh
be carried; all but the barest necessities must be left
one of them, arrive and land safely at the intended
behind. Paying freight can only be taken when the
destination and without mishap, and twelve lives
distance is strictly limited: the shorter the distance,
were lost in disastrous ventures, showing only how
65 the less fuel required, and the more weight left for
20 much weather and wind and sheer luck were the
freight. This at once shows that the aeroplane, for Q6
determining factors of triumph or disaster. The
any practical purpose, is a short-distance vehicle of
efficiency of the machines in the successful flights
transport.
and the testimony of pilots show the perfection to
Leaving profit out of the question, how is
which the internal-combustion engine has attained,
70 commercial success to be achieved for aviation? It is
25 but in the air a trifling mechanical defect may lead to
not by further development of the aero-engine, for
precipitate disaster, for an aeroplane, to keep in the
that has practically, if not quite, reached its limit;
air, must keep going…
not by increasing the size of the planes, for no real
The aeroplane had demonstrated its deficiencies
saving is thus effected, except in pilots. Engines are
and its inherent limitations. Any criticism, however,
75 as reliable and aeroplanes nearly as perfect as they
30 of the shortcomings of aircraft or any statement of
can well be; external aids are now supplied in plenty,
Q3 their inherent limitations is met at once by the retort
and aerial pilots are expert, ready, and resourceful.
that ‘aeroplanes are in their infancy’; that, given time
Though small improvements will undoubtedly
and money for experiment and research, difficulties
take place, there can be no specific increase in
will be overcome, ‘the air will be conquered.’
80 performance. For any spectacular improvement we
35 Repeated disappointment and dreadful tragedy
must await some quite new discovery—some new
are met by the plea that aeroplanes are not yet
phenomenon, upon the nature of which it is idle to Q8
properly developed, the study of aerodynamics is not
speculate. It involves a new source of motive energy,
sufficiently advanced—and the public is persistently
any energy which implies little or no weight, but the
led to expect great improvement in aeroplanes and
85 force of gravity ever pulling the plane and its load
40 much practical advance in the art of mechanical
to earth, will ever set a limit to the achievements
flight.
of aircraft and be the insurmountable barrier to
But consideration of the matter will show that
commercial success in the air.
flight became possible only after the introduction

Passengers on Imperial Airways empire services 4
READING
12,500
As used in line 48, “vital” most nearly means
10,000 A) alive. major
7,500 B) proper.
5000 4 C) important.
2,500 D) known.
WRITING AND
LANGUAGE
0
1930– 1931– 1932– 1933– 1934– 1935– 1936– 1937–
1931 1932 1933 1934 1935 1936 1937 1938
No. of Passengers 5
Data obtained from Annual reports of Imperial Airways directors, The main reason given that the aeroplane has long
1931-1938. “Passenger traffic in the 1930s on British imperial air
routes.” Pirie, Gordon. http://www.academia.edu/193274/Passen- passed its experimental stage is
ger_traffic_in_the_1930s_on_British_imperial_air_routes_refine-
ment_and_revision
A) the weight of a plane is practically fixed.
4 B) the amount of fuel a plane requires is limiting. line 59
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C) engine improvements have reached their limit.
1 D) the number of years devoted to improving
The main idea of the passage is that planes makes further development impractical.
4 A) the notion of successful long-distance air travel

is overwhelmingly impractical.
6
ESSAY
B) some minor improvements are necessary before
reliable long-distance air travel is plausible. The phrase “for any practical purpose” (lines 66-67)
serves primarily to Show no practical purpose
C) all who believe reliable long-distance air travel for long distance flight
will ever be conceivable should be strongly 4 A) dismiss a commercial suggestion.
chastised. B) limit the author’s argument.
D) many regrettable mistakes in the pursuit of C) acknowledge important exceptions.
reliable long-distance air travel could have been D) provide a technical disclaimer.
avoided.
7
2
As used in line 2, “dead” most nearly means answer to the previous question?
A) deceased. A) Lines 1-14 (“The effect of . . . only”)
Exact
B) fearful. accurate B) Lines 49-54 (“All engineering . . . flight)
4 C) exact. C) Lines 57-59 (“The engine . . . requires”)
D) unavoidable. 4 D) Lines 63-66 (“Paying . . . freight.”)
3 8
The primary purpose of the “retort” (line 31) is to The phrase “upon the nature of which it is idle to
To argue against complaints
A) demonstrate flawed thinking. speculate” (lines 82-83) suggests No use trying
4 B) engage those with a contrary view. A) a plea for innovation. to even imagine
C) promote common interpretations. 4 B) a daydream that is best avoided.
D) alienate critics. C) a pleasant distraction.
D) an imminent discovery.

9 10
READING
In arriving at a conclusion, the author assumes that It can reasonably be inferred from the passage and
A) the opinions of all experts in the field have been graphic that the development of the radio as an
taken into account. airline navigational tool in the early 1930s
B) gravity prevents researchers from finding a new A) could not combat travelers’ concern about
energy source. Really? airline safety issues.
4 B) was a significant factor in advancing the goal of
WRITING AND
4 C) no major innovation will dramatically change

LANGUAGE
the nature of flight. commercial air travel.

D) there will not be a short series of successful C) caused a mid-air collision in 1936.
long-distance flights in the next months. D) allowed Charles Lindbergh to safely complete
his trans-Atlantic flight.
MATH
ESSAY

READING
WRITING AND
LANGUAGE
MATH
ESSAY

READING
DRILL 3
Time: 12 minutes
The following passage is adapted from a novel set in the with her without trying to find a reason for what she
early twentieth century. Lily Bart, a New York socialite, is was doing, and as she replaced his first edition of
WRITING AND
LANGUAGE
speaking with her friend Lawrence Selden about some of La Bruyère and turned away from the bookcases, he
the differences between the lives led by women and men. began to ask himself what she had been driving at.
45 Her next question was not of a nature to enlighten
Lily sank with a sigh into one of the shabby
him. She paused before him with a smile which
leather chairs.
seemed at once designed to admit him to her
“How delicious to have a place like this all to one’s
familiarity, and to remind him of the restrictions it
Line self! What a miserable thing it is to be a woman.”
imposed.
5 She leaned back in a luxury of discontent.
50 “Don’t you ever mind,” she asked suddenly, “not
Selden was rummaging in a cupboard for the
MATH
being rich enough to buy all the books you want?”

cake.
He followed her glance about the room, with its
“Even women,” he said, “have been known to
worn furniture and shabby walls.
enjoy the privileges of a flat.”
“Don’t I just? Do you take me for a saint on a
10 “Oh, governesses—or widows. But not girls—not
55 pillar?”
Q12 poor, miserable, marriageable girls!”
“And having to work—do you mind that?”
“I even know a girl who lives in a flat.”
“Oh, the work itself is not so bad—I’m rather fond
ESSAY
She sat up in surprise. “You do?”

of the law.”
“I do,” he assured her, emerging from the
“No; but the being tied down: the routine—don’t
15 cupboard with the sought-for cake.
60 you ever want to get away, to see new places and
“Oh, I know—you mean Gerty Farish.” She
people?”
smiled a little unkindly. “But I said marriageable—
“Horribly—especially when I see all my friends
Q3 and besides, she has a horrid little place, and no
rushing to the steamer.”
maid, and such odd things to eat. Her cook does the
She drew a sympathetic breath. “But do you
20 washing and the food tastes of soap. I should hate
65 mind enough—to marry to get out of it?”
that, you know.”
Selden broke into a laugh. “God forbid!” he
She began to saunter about the room, examining
declared.
the bookshelves. Suddenly her expression changed
She rose with a sigh.
from desultory enjoyment to active conjecture, and
“Ah, there’s the difference—a girl must, a man
25 she turned to Selden with a question. “You collect,
70 may if he chooses.” She surveyed him critically.
don’t you—you know about first editions and
“Your coat’s a little shabby—but who cares? It doesn’t Q18
things?”
keep people from asking you to dine. If I were
He had seated himself on an arm of the chair
shabby no one would have me: a woman is asked out
near which she was standing, and she continued to
as much for her clothes as for herself. The clothes
30 question him, asking which were the rarest volumes,
75 are the background, the frame, if you like: they don’t
whether the Jefferson Gryce collection was really
make success, but they are a part of it. Who wants
considered the finest in the world, and what was the
a dingy woman? We are expected to be pretty and
largest price ever fetched by a single volume.
well-dressed till we drop—and if we can’t keep it up
It was so pleasant to sit there looking up at her,
alone, we have to go into partnership.”
35 as she lifted now one book and then another from
80 Selden glanced at her with amusement: it was
the shelves, fluttering the pages between her fingers,
impossible, even with her lovely eyes imploring him,
while her drooping profile was outlined against the
to take a sentimental view of her case.
warm background of old bindings, that he talked on
“Ah, well, there must be plenty of capital on the
without pausing to wonder at her sudden interest in
look-out for such an investment. Perhaps you’ll meet
40 so unsuggestive a subject. But he could never be long
85 your fate tonight at the Trenors’.”

12 16
READING
In the context of the passage, Lily’s comment in line As used in line 47, “designed” most nearly means
10 (“Oh, governesses . . . girls”) is primarily meant 4 A) intended. Planned
to Contrast w/a previous statement
B) allowed.
A) express anger about a change in social status.
C) created.
B) list situations in which women could find
themselves. D) sketched.
WRITING AND
LANGUAGE
C) call attention to a person’s arrogant behavior.
4 D) indicate exceptions to a perceived rule. 17
Seldon’s response to Lily in lines 54-55 (“Don’t I…
pillar”) most directly suggests that he Does mind not
13 being rich
A) resents not having the time to read any more.
Lily’s remarks in lines 16-21 (“Oh . . . you know”)
B) wishes to be seen as devoutly religious.
MATH
help to convey her Doesn’t like how Gerty lives
A) dislike of a former flatmate. 4 C) agrees that wealth has certain advantages.
4 B) distaste for a certain lifestyle. D) hopes to move to less shabby apartment soon.
C) fear of an uncertain future.

D) contempt for the lower class. 18
ESSAY
Lily’s observations in line 71 (“Your coat’s . . .
cares”) serves primarily to Contrast expectations
14
A) ridicule a character. for men & women
The description of Seldon’s conversation with Lily
indicates that Seldon is most likely 4 B) highlight a discrepancy.
A) irritated by Lily’s childish questions about C) voice a concern.
literature. D) issue a warning.
B) uncomfortable with her fascination with
financial matters. Not really
19
C) agitated by Lily’s casual treatment of his book
collection. Lily’s remarks about men and women throughout
D) uncertain about the motivation for Lily’s actions. the passage primarily indicate that she views
marriage as a Partnership/Business
specific paired set! After Q14 is
answered, Q15 will already be done! A) natural result of a prolonged courtship.
15 B) way to learn things that she wouldn’t otherwise
Which choice provides the best evidence for the know.
answer to the previous question? C) romantic delusion that complicates business.
A) Lines 22-23 (“She . . . bookshelves”) 4 D) practical necessity for a young woman.
B) Lines 27-33 (“He had . . . volume”)
C) Lines 40-44 (“But he . . . at”)
D) Lines 52-53 (“He followed . . . walls”)

20 marriage = practice necessity 21

READING
Which choice provides the best evidence for the In line 85, Seldon’s use of “fate” refers to the
Lily finds
answer to the previous question? a man
4 A) possibility that Lily will meet a potential suitor.
A) Lines 10-11 (“Oh, governesses . . . girls!”) B) likelihood that Lily will be forced to remain
B) Lines 25-27 (“You collect . . . things?”) single.
4 C) Lines 69-70 (“Ah, there’s . . . chooses.”) C) probability that a business venture will be
WRITING AND
profitable.
LANGUAGE
D) Lines 74-76 (“The clothes . . . it.”)

D) belief that Lily faces an unpleasant situation.
MATH
ESSAY

Summary
• Information & Ideas Questions often ask
content
about the __________________ in the passage.
• Summarizing questions may ask you to identify

Cause/effect
relationships such as _____________________.
Compare/contrast
________________________________________
Sequence
________________________________________
Why
• Rhetoric questions ask about the ____________
What
rather than the _____________.
• When faced with Dual Passages, approach

the passage as you normally would (preview
the questions, work the passage, etc) but go
through the passages and questions in a more
specific order:
All P1 questions (specific Ô general)

________________________________________
All P2 questions (specific Ô general)

________________________________________
All questions about both passages

________________________________________


WRITING
AND
LANGUAGE
INTRODUCTION
85
READING
FUN FACTS ABOUT THE WRITING AND LANGUAGE

TEST
The Writing and Language Test gives 35 minutes to answer 44 questions.
• There are four passages with 11 questions each.

• The questions cover a wide range of topics (nearly 40) on both gram-
WRITING AND
LANGUAGE
mar and style.

• There is no order of difficulty in the placement of the passages or of
the questions.
• Passages are broken into four topic categories: Careers, History/Social
Studies, Humanities, and Science. History & Science contribute to the test-wide
• One or more of the passages may feature a figure (chart, graph, etc.). subscore
MATH
WRITING AND LANGUAGE: A PROOFREADER AND

AN EDITOR
ETS has a number of subcategories and subscores for its test, but those don’t mean
much. Most of the questions you see on the SAT will fall into one of two catego-
ESSAY
ries: Expression of Ideas and Standard English Conventions.
But we call things like we see them. Essentially, on the Writing and Language test,
you’ve got two responsibilities: you need to be a Proofreader and an Editor.
A proofreader looks for errors. On the SAT, a proofreader should look for
mistakes in grammar, punctuation, and English usage.
An editor reviews and improves the writing. On the SAT, an editor
should look for ways to improve the continuity and precision of the
writing.
Proofreader questions
no questions, just answer choices
ALL attacked with “what’s changing in the answer choices?”
Editor qusstions
Specific questions, usually long
“What’s changing?” is still important but secondary to the
actual questions

INTRODUCTION
READING
THE ANSWERS HOLD THE ANSWER
The vast majority of questions that you see on the SAT will be proofreader ques-
tions. More often than not, these will be questions with no questions at all, just a
sentence with an underlined portion and a list of answer choices.
You’ve written a 1 book, now it’s almost 1. A) NO CHANGE WHAT’S CHANGING?
WRITING AND
LANGUAGE
ready for publication. B) book, and now Comma placement
C) book and now
THEREFORE
D) book, and, now The implied question
in #1 is “where do the
You may not realize it, but there is a question here. Look at the different answer commas go, and how
choices. What’s similar among them? What’s different? The answer to these ques- many does the
MATH
tions will tell you what the question is testing. sentence need?
“What’s changing in the answer choices?” is the foundational question for

all proofreader questions. Ask this question every time you’re faced with
a list of answer choices.
ESSAY
Note: This is the first question in all the W&L chapters because it intro-
duces the central concept in the broader W&L approach.
- “What’s changing in the answer choices?” is the
core strategy for the Writing & Language test.
That is why there is more practice on the next page. Ô

Let’s try a few more. There’s no passage for these, just the answer choices. What is each one testing?
READING
A) NO CHANGE What’s changing in the answer choices?

B) to run, to jump, and standing still words/verbs
____________________________________________
C) running, having jumped, and standing there still
WRITING AND
D) running, jumping, and standing still What is this question testing?

LANGUAGE
Consistency (or parallelism)

____________________________________________

B) allusion words/spelling
____________________________________________
MATH
C) illusion
D) elision What is this question testing?
Notice that
these two look Frequently confused words (diction)
____________________________________________
pretty different
but are testing
ESSAY
the same thing

B) could of words (could/would, of/have)
____________________________________________
C) could have
D) would of What is this question testing?
Frequently confused words
____________________________________________

B) books on a variety of subjects including Punctuation (commas)
____________________________________________
C) books, on a variety, of subjects, including
D) books, on a variety of subjects, including What is this question testing?
How many commas and where they go
____________________________________________

B) valauble and having lots of worth words (how many there are)
____________________________________________
C) valuable for being worth so much
D) valuable What is this question testing?
Concision
____________________________________________
This last question can be a kind of reward question in that you can get the answer
without the sentence. When you see that the question is testing concision, you
know the answer is D.
The point of this page is to show how what changes in the answer choices can INTRODUCTION
reveal mistakes that the ear can’t pick up. That is the point. Don’t get bogged
down in the actual grammar. It’s coming in later chapters.
READING
YOUR EARS CAN’T HEAR IT ALL
Your ear is a valuable tool. You don’t need to be a grammarian to hear that some things are incorrect. Still, trusting
your ear exclusively won’t be able to get you all the points that you want.
Make sure to check what’s changing in the answer choices. Doing so can reveal mistakes that you might not have
otherwise seen or heard.
singular
WRITING AND
LANGUAGE
You wrote the material, but you’re not done. Every author 2. A) NO CHANGE Students may ask,
still has to make a few more choices about 2 their
“will they ever make
B) their books.
you choose between
book. C) his or her book. “him” and “her”?”
D) your book. Answer - not that
we’ve seen.
MATH
Teachers: overemphasize the fact that this
sounds fine. Then, let the changes in the What’s changing in the answer choices?
answer choices reveal the mistake. Pronouns, book/books
____________________________________________
What is this question testing?

Consistency among pronouns.
ESSAY
____________________________________________
not necessary
7 see
One big question is, What will 3 your reader’s 3. A) NO CHANGE
first? 7 readers
B) you’re
7 reader’s
C) you’re 7
Same approach as above. D) your readers
What’s changing in the answer choices?

Apostrophes
____________________________________________

Apostrophes necessary? where? how many?
____________________________________________
Written and spoken English are similar, but they’re not the same! SAT is testing
your knowledge of written English, so make sure that you learn the rules.

Ensure that this page builds on the previous two. “What’s changing in
the answer choices?” is the core of the approach.
READING
POE SAVES THE DAY

Now that you’re letting the differences among the answer choices ground your approach to each question, you can
work with multiple errors within a single sentence. Determine the substance of each error and use POE to get to the
correct answer.
WRITING AND
You want to introduce your material 4 somehow. 4. A) NO CHANGE

LANGUAGE
However, that’s a complex issue than it may seem. B) somehow. However, that’s a more complex issue
C) somehow, however, there’s a more complex issue
D) somehow. However, there’s a complex issue
Start wherever students want to
- words are usually easier: What’s changing in the answer choices?
- “issue” needs “that’s”
MATH
Punctuation; more/[nothing]; that’s/the

____________________________________________
- Eliminate C, D
- “than” implies/
needs “more” What is this question testing?
- Eliminate A A lot!
____________________________________________
ESSAY

INTRODUCTION
You might want to have a Prologue, 5 a Preface, and a 5. A) NO CHANGE
READING
Foreword instead. B) a Preface, or a Foreword
C) a Preface or a Foreward
D) a Preface, and a Foreword
Students may not know the diction part,
so start with the easy stuff:
WRITING AND
LANGUAGE
- This is a list of options, so “or” is better What’s changing in the answer choices?
than “and.” or/and, foreword/foreward, commas
____________________________________________
- Eliminate A, D
- Comma after evey item in a list
- Eliminate C What is this question testing?
A lot!
____________________________________________
MATH
Note: In both questions, POE allowed us to avoid the
ESSAY
difficult parts of the questions altogether.

READING
THE MORE THINGS CHANGE…
Most of us probably use these words 6 6. A) NO CHANGE

interchangeably, but as always, there are differences. B) interchangeable, but as always, there
WRITING AND
C) interchangeably. But as always, they’re

LANGUAGE
D) interchangeably, but as always, they’re

Use the same technique from the POE
page, but the end goal this time is that
“NO CHANGE” is correct sometimes. What’s changing in the answer choices?
interchangeable/interchangeably; punctuation,
____________________________________________
there/they’re
MATH

A lot!
____________________________________________
In most of the Proofreader questions, “NO CHANGE” is the first answer choice. Some people pick it too much.
Some don’t pick it enough. Avoid either fate by following the approach: check what’s changing in the answer choices,
ESSAY
identify the error, and use POE. Many times, the weirdest sentences are the correct ones. Don’t fall for the traps!
NO CHANGE is correct about a fourth of the time it appears.

If you’ve eliminated the other three answer choices, pick
NO CHANGE and move on. Don’t force yourself to find
errors where there aren’t any!

INTRODUCTION
READING
PACING
Finish the test

Answer all 44 questions, but don’t spend time working all of them. If a question
WRITING AND
seems time-consuming, guess and move on!
LANGUAGE
Make the obvious POOD choice
On the Writing and Language test, more words usually means more work. The
time differential among questions is huge on this test: some questions take 30 sec-
onds while some can take 2 or 3 minutes. The long ones are easy to spot! They usu-
MATH
ally include long questions followed by wordy answer choices. If you feel pressed
for time, skip these questions and move on to the ones you can do more quickly.
Scoring and Pacing

You only have 35 minutes for this section. Get the most points that you can!
ESSAY
Whatever your scoring goals, finish the Writing and Language Test.
You may not work every question, but you should answer all of them.
Don’t get bogged down in wordy questions!
There is probably an easier point later on!

PUNCTUATION
“I’m tired of wasting letters where punctuation will do, period.”
—Steve Martin
95
READING
Goals Review
• Apply the basic approach to questions dealing with punctuation.

• Know the difference between Stop, Half-Stop, and Go punctuation.
• Know the four situations in which to use a comma.
WRITING AND
• Know the two situations in which to use an apostrophe.

LANGUAGE
STOPS, GOS, PAUSES, AND POSSESSIONS

The list of punctuation errors that SAT will test is actually relatively short. In this
chapter, we’ll look at punctuation in three main categories. Learn the rules, and
MATH
these problems will be an absolute snap.
In the meantime, don’t forget what we discussed in the Introduction.
Do this on every question! Check what changes in the answer choices,

ESSAY
and use POE to get to the correct answer.
This category is implied in the

ACT materials, but it is an
STOP AND GO explicit category to have.
When you are linking ideas,
FANBOYS stands STOP HALF-STOP GO

for For, And, • Period • Colon • Comma
Nor, But, Or, Yet, • Semicolon • Long dash • No punctuation
and So. • Comma +
FANBOYS
• Question mark
• Exclamation Mark
STOP punctuation can link ONLY complete ideas.

HALF-STOP punctuation must be preceded by a complete idea.
GO punctuation can link anything EXCEPT two complete ideas.
Notice that
STOP: HALF-STOP: there is overlap
Complete: Complete Complete: Complete with Stop and
Complete: Incomplete Go.
GO:
Incomplete: Complete
96 | © TPR Education IP Holdings, LLC Complete: Incomplete
Incomplete: Incomplete
days true PUNCTUATION
Complete Complete
STOP
The rules of punctuation may be a bit of a hassle these 1. A) NO CHANGE Go
READING
1 days, there are too many marks and rules to learn. B) days, there are, Go
C) days. There are Stop
D) days there are Go
WRITING AND
LANGUAGE
Stop/Go punctuation
____________________________________________

Stop or Go?
____________________________________________
MATH
Vertical Line Test
Whenever there is Stop or Half-Stop punctuation changing in the answer choices, use the Vertical Line test.
• Draw a vertical line at the proposed punctuation in the question or in the answer choices.
• Determine when you have two complete ideas, a complete and an incomplete idea, or two incomplete
ESSAY
ideas.
What comes before, a complete or an incomplete idea?
________________________________________________________________________________________________
What comes after, a complete or an incomplete idea?
________________________________________________________________________________________________
What CANNOT link these ideas?
________________________________________________________________________________________________
This is here as a guide for teachers and students. The

ideal, however, is to model these steps through the
problems rather than to do this exercise explicity.

There must be a better 2 way, when, we look at the Go

READING
2. A) NO CHANGE
history of punctuation, however, we become newly B) way when we look Go
appreciative of our punctuation marks. C) way, when we look Go
D) way: when we look Half-Stop
WRITING AND
LANGUAGE

way when
Complete Complete Punctuation
____________________________________________
STOP or HALF-STOP
-“when” can make ideas in Stop/Half-Stop/Go
____________________________________________
complete, but read to the
MATH
end of the sentence! Does the Vertical Line test apply?

Yes, because of the particular punctuation
____________________________________________
changing in the answers.
ESSAY
Before the invention of the printing press in 3 the 3. A) NO CHANGE Go

1400s, books were read only by the educated and wealthy. B) the 1400s—books were Half-Stop
C) the 1400s; books were Stop
D) the 1400s. Books were Stop

Punctuation
____________________________________________
1400s books What is this question testing?

Incomplete Complete Stop/Half-Stop/Go
____________________________________________
GO
Does the Vertical Line test apply?

Yes
____________________________________________

PUNCTUATION
These volumes had to be transcribed 4 by hand, paper 4. A) NO CHANGE Go
READING
was very expensive. B) by hand, and paper Stop
C) by hand and paper Go
D) by hand, and,7paper Go
hand and paper unnecessary comma
Complete Complete
WRITING AND
LANGUAGE
STOP What’s changing in the answer choices?
Commas and “and”
____________________________________________

Stop/Go (FANBOYS)
____________________________________________
MATH
Does the Vertical Line test apply?
Yes
____________________________________________
ESSAY
Whenever you see FANBOYS underlined,
draw two vertical lines, one on either side.
Comma + FANBOYS is not as obvious as the

STOP or HALF-STOP forms, but the changes in
the answers can help to show it.
This is the one time commas can be used as

STOP punctuation. The next page shows some of
the other places SAT will want to see a comma.

READING
COMMAS
On the last few pages, you saw two reasons to use a comma: link anything except two complete ideas and FAN-
BOYS. SAT will test two other specific uses of the comma, which we will see here.
Know the four reasons to use a comma.

WRITING AND
LANGUAGE
If you can’t cite one of them, leave the comma out.
The first two reasons are

1) STOP (with FANBOYS)
2) GO
MATH
3) After Every Item in a List

As a result, most books prior to the 1400s were written 5. A) NO CHANGE
in scriptura continua, which had no spaces, no 5 B) capitalization, no punctuation
capitalization and no punctuation marks. C) capitalization, and no punctuation
ESSAY
D) capitalization, and, no punctuation

Use some version of this old chestnut
to drive home the point: What’s changing in the answer choices?
This book is dedicated to my parents,
Kim Kardashian and God. Commas
____________________________________________

Where do commas go?
____________________________________________
4) Before and After Unnecessary

Information
This is 6 not to say however, that there was no 6. A) NO CHANGE
punctuation before this time. B) say however that there was
C) say, however that there was
Take out “however” and see if the
D) say, however, that there was
meaning has changed.
The meaning does not change, so What’s changing in the answer choices?
“however” is unnecessary. Commas around “however”
____________________________________________

Is “however” necessary to the meaning
____________________________________________
of the sentence?
100 | © TPR Education IP Holdings, LLC Note: This is a tough concept, so there is another on the next page.
PUNCTUATION
As early as the 5th century bce, the Greeks were 7. A) NO CHANGE
READING
sometimes using punctuation marks, called “dicolons” B) number, of vertically-arranged dots, told
and “tricolons,” to help with the oral transmission of speakers
their texts. The 7 number of vertically-arranged dots C) number, of vertically-arranged dots told
speakers
told speakers the appropriate length of pauses.
D) number of vertically-arranged dots, told
WRITING AND
speakers
LANGUAGE
The meaning does change without the
phrase, so no commas here. What’s changing in the answer choices?
commas around “of ... dots”
____________________________________________
MATH
Necessary/unnecessary information
____________________________________________
Don’t Comma Round Here No More
Some other languages, like early Chinese and Mayan, 8. A) NO CHANGE
worked in pictograms or 8 syllables rather than B) syllables, rather than individual letters and thus,
individual letters, and thus, had no need for punctuation, had no need, for punctuation, at all.
C) syllables rather than, individual letters and, thus,
ESSAY
at all.
had no need for punctuation, at all.
D) syllables rather than individual letters and thus
had no need for punctuation at all.
Because some questions will test the What’s changing in the answer choices?
use and abuse of commas. If you can’t Commas
____________________________________________
cite a reason to use one, don’t!

Number + placement of commas
____________________________________________
Which of the four reasons can you cite to use a

comma?
None of them!
____________________________________________
There are four reasons to use commas on the SAT:

• Stop punctuation with one of the FANBOYS
• Go punctuation
• After every item in a list
• Before and after unnecessary information
If you can’t cite one of these reasons, don’t use a comma!
Note: There are other reasons, but SAT doesn’t test them, so we
don’t care!
READING
APOSTROPHES
Apostrophes are some of the trickiest punctuation marks in the English language. Look on any billboard, storefront,
or (heaven forefend) social media post, and you’re likely to find an apostrophe mistake.
Apostrophes are tough because you can’t hear them.
Apostrophes are used for possession and contraction. As with commas,

WRITING AND
LANGUAGE
if you can’t cite a reason to use an apostrophe, don’t use one.
Note the similarities between the comma

approach and the apostrophe approach.
MATH
With the introduction of the printing press, 9 author’s 9. A) NO CHANGE

and printer’s began to standardize the conventions of B) authors and printers began to standardize the
written English in they’re texts. convention of written English in their texts.
C) author’s and printer’s began to standardize the
convention of written English in their texts.
ESSAY
D) authors and printers began to standardize the

convention of written English in they’re texts.

Apostrophes
____________________________________________

Number and necessity of apostrophes
____________________________________________
Which of the two reasons can you cite to use an

apostrophe?
Neither!
____________________________________________
Note the continuity with #8 on the

previous page.
If you are dealing with nouns (not including pronouns),

use an apostrophe to show possession.

PUNCTUATION
Rewrite the following phrases using apostrophes.
READING
i. essay’s
The theme of the essay Ô the _____________________________________________________________ theme
ii. Sara’s
The main point Sara is making Ô _____________________________________________________ main point
iii. The findings of the authors Ô the authors’
_______________________________________________________ findings
iv. people’s
The favorite writer of the people Ô the ______________________________________________ favorite writer
WRITING AND
LANGUAGE
With the Bible in particular, 10 the printers’ intentions 10. A) NO CHANGE
were clear: these texts were meant to be preached, so B) the printers intentions
the preachers would need clear indications of where to C) the printer’s intentions’
MATH
pause and how long to do so. D) the printers’ intention’s

Note the ambiguity here between printer’s Apostrophes
____________________________________________
and printers!
- Effective POE makes this ambiguity moot!
ESSAY
- You know “intentions” doesn’t need an What is this question testing?
apostrophe Placement and number of apostrophes
____________________________________________
- Eliminate C, D
- You know “printer” or “printers” does.
- Eliminate B Which of the two reasons can you cite to use an
apostrophe?
Possession
____________________________________________
When you are using pronouns

• Possessives take NO apostrophes
• Contractions take apostrophes

Make the point:
No apostrophe on “his,” so none in “its,”
“their,” or “whose.”
READING
Possessive Pronouns Pronoun Contractions

• My • I’m (I am)
• His • He’s (He is/He has)
• Her • She’s (She is/She has)
• Their • They’re (They are)
• Its • It’s (It is/It has)
WRITING AND
• Whose • Who’s (Who is/Who has)

LANGUAGE
Rewrite the following examples as indicated using either possessive pronouns or contractions.
i. his
The thesis statement belongs to him. Ô The thesis statement is ____________________________________.
ii. ours
The rights to the movie belong to us. Ô The movie rights are ___________________________+__________.
MATH
iii. Its
The essay’s grammar is a mess. Ô ________________________________ grammar is a mess.
The editors are going to need some extra time. Ô _They’re
iv. ________________________________ going to need
o a p o s trophes some extra time.

N t h
v. e The credit for the idea all belongs to her. Ô It’s
_
_______________________________ all
tice
here. No with hers
________________________________.
it y
continu point.
ve
the abo
ESSAY
These indicators eventually became the punctuation 11. A) NO CHANGE

marks that we use today, and 11 it’s because of these 7
B) i ts because of these little squiggles that writer’s
little squiggles that writers can share their words with can share there words not needed
7 that writers
C) it’s because of these little squiggle’s
such a vast group of readers.
can share they’re words
D) it’s because of these little squiggles that writers
can share they’re words

its/it’s, their/they’re/there
____________________________________________

Apostrophes
____________________________________________
Which of the two reasons can you cite to use an

apostrophe?
Pronoun contraction!
____________________________________________

PUNCTUATION
READING
WRITING AND
LANGUAGE
MATH
ESSAY

READING
DRILL
Time: 6 minutes
Period History, Comma Get Some Knowledge,

A 1
Part II A) NO CHANGE Changing: Comma + FANBOYS
STOP/GO
Punctuation had gained traction throughout the
WRITING AND
B) Ages, but it
LANGUAGE
Ages but it
Middle 1 Ages, it was mainly elocutionary (for oral C) Ages but it C C
speech) rather than syntactical (for written speech). D) Ages. But it STOP
Ben Jonson’s English 2 Grammar, written in 1617 but
period + FANBOYS is overkill
published in 1640, was among the first works to propose
2
standard syntactical punctuation. The idea caught on
A) NO CHANGE Necessary/Unnecessary
3 quickly, probably, because readers appreciated the
MATH
B) Grammar written in 1617 but published in 1640

new clarification that came with it. By the 1800s, though,
C) Grammar, written in 1617, but published in
the pendulum had swung too far the other way, and 1640,
some 4 style manual’s advised a comma usage that we D) Grammar written in 1617 but published in 1640,
would find distractingly overblown today.
ESSAY
3 A contains unnecessary comma

A) NO CHANGE Changing: STOP/GO
B) quickly; probably
quickly probably
C) quickly. Probably,
C IC
D) quickly, probably GO!
4
A) NO CHANGE
B) style manuals’ advised Changing:
C) style manual’s were advising Apostrophe
D) style manuals advised None needed!

PUNCTUATION
Apostrophes:
Needed on possessive
noun, not on
Punctuation as we use it today part of a movement 5
possessive pronouns
READING
that began in Britain in 1906, when the Fowler A) NO CHANGE
brothers, Henry Watson and Francis George, published B) they’re guide to The King’s English,
5 they’re guide to The Kings English, which advised C) their guide to The King’s English,

light punctuation. By that point, commas, semi-colons, D) there guide to The Kings English,
6 apostrophes, and colons had become so arcane
WRITING AND
LANGUAGE
that many of the newcomers to 7 literacy, such as
6
those in the growing middle class, were intimidated
A) NO CHANGE
and confused. It is because of the Fowlers that we
B) apostrophes and colons Every item in a list!
now use punctuation only when we have a very good
C) apostrophes, colons
reason to do so, in a very limited and specific number
D) apostrophes; and colons
of 8 instances. The fact that the period is much better
MATH

known today than the semi-colon is the result, along
ssary
with the near death of “whom” and the subjunctive 7 Unnece n
tio
informa
mood, is thanks to 9 the Fowler brothers handiwork. A) NO CHANGE ing but
- Interest does
B) literacy such as those in the growing middle ving it
remo
class were intimidated and confused. ke the
not ma
ESSAY
C) literacy such as those in the growing middle tence
sen
class, were intimidated, and confused. te or
incomple e
D) literacy, such as those in the growing middle ange th
ch
class, were intimidated, and confused.
meaning
8
Note the question! Which of the following alternatives to the
It’s the first in the underlined portion would NOT be acceptable?
chapter. A) instances; the fact STOP/GO/HALF-STOP
B) instances: the fact instances the fact
C) instances, the fact Complete Complete
D) instances—the fact STOP/HALF-STOP
9
A) NO CHANGE
B) the Fowler brothers’ handiwork. Apostrophes
C) the Fowler brother’s handiwork. - Possession here so
D) the Fowler brothers’s handiwork.
eliminate A
- Brothers plural so
eliminate C
- D doesn’t exist

American English has followed much the same 10

READING
course as British 10 English. Though the strictest A) NO CHANGE STOP/GO

grammar treatises tend to come from American sources. B) English; though English though
Such grammatical precision (what many would call C) English, but though, Complete incomplete
HALF-STOP or GO
pedantry) is nowhere more on display than in the D) English though
makeup of the college-admissions standardized tests,
WRITING AND
LANGUAGE
each of which measures 11 it’s many test-takers

11
abilities to follow such rules.
A) NO CHANGE
Apostrophes
B) it’s many test-takers’
- Noun possession
C) their many test-takers’ “test-takers” abilities
D) its many test-takers’
MATH
ESSAY

PUNCTUATION
Summary
• How can the answer choices tell you what a
question is testing?
The differences reveal what

_________________________________________
is being tested.
_________________________________________
• What kinds of punctuation can come between

two ideas?
Stop, Half-Stop, Go
_________________________________________
_________________________________________
• Why are the colon and the long-dash referred

to as “Half-Stop” punctuation?
Complete idea before,

_________________________________________
Anything afterward
_________________________________________
• What are the four reasons to use a comma on

the SAT?
STOP (with FANBOYS)

_________________________________________
GO
_________________________________________
Every item on a list

_________________________________________
Unnecessary information
_________________________________________
• What should you do if you can’t cite a reason to

use a comma or an apostrophe?
Don’t use one!

_________________________________________
_________________________________________
• 4
I have accomplished _________ 4
of the ________

WORDS
“The difference between the almost-right word and

the right word is really a large matter—
it’s the difference between the lightning-bug and the lightning.”
—Mark Twain
111
READING
Goals Review
• Apply the basic approach to questions dealing with words.

• Know how to keep verbs consistent with other verbs within a passage.
• Make nouns and pronouns consistent with one another and as precise
WRITING AND
as possible.
LANGUAGE
• Recognize and select the most concise answers.
CONSISTENCY, PRECISION, AND CONCISION

With 44 questions, the SAT could test any number of grammar concepts, from
MATH
the universally known to the completely obscure. We’ll talk about some of SAT’s
favorites here, but we’ll do so under three particular headings.
• The correct choice is Consistent with the rest of the sentence and
passage.
• The correct choice features words and phrases that are as Precise as
possible.
ESSAY
• The correct choice, free of any errors, will be the most Concise.
In this chapter, we’ll focus on how these three rules apply to different words,
especially nouns, pronouns, and verbs. In general, however, just remember this:
Once you’ve checked the answers, name the mistakes and use POE.

WORDS
READING
CONSISTENCY IS KEY
The history of the English language is a curious 1. A) NO CHANGE Singular
one. Historians of the language 1 identifies three B) is identified Singular
categories: Old English (450-1100), Middle English C) identify
(1100-1500), and Modern English (1500-present). D) are identified
WRITING AND
LANGUAGE
Keep the verb consistent with the
words/verbs
____________________________________________
subject.
MATH
verb forms
____________________________________________
By this point, Old and Middle English are essentially 2. A) NO CHANGE
ESSAY
dead languages, and the great texts of those eras, such B) are translated
as Beowulf or The Canterbury Tales, 2 were translated C) translated
into Modern English. D) has been translated

verbs
____________________________________________
It may seem like this should be “have
been translated,” but that’s not an
option! What is this question testing?
- Keep the verbs consistent with each verb tense
____________________________________________
other.
Let the non-underlined portions guide your choice of verbs. Verbs need to be consis-
tent in number with their subjects and consistent in tense and form with other verbs.

Singular subject, eliminate A & B
Looking at these transformations 3 show that every 3. A) NO CHANGE

READING
time we read or speak English, we are giving voice to B) show that every time we read or speak the
over 1,500 years of history. English language, we are giving voice
C) shows that every time we read or spoke the
English language, we have been giving voice
Later verbs are D) shows that every time we read or speak English,
WRITING AND
LANGUAGE
we read we give voice

we speak
we give, choice D
verbs (show/shows, verb after “we”)
____________________________________________

MATH
verb forms!
____________________________________________
plural
Now among the 360 million native speakers of English, 4. A) NO CHANGE
the differences in 4 our dialect and country of origin B) our dialects and countries of origin show
ces
ESSAY
show the living history. singular C) our dialects and countries of origin shows ifferen
d w
D) our dialect’s and country’s of origin show sho
no apostrophe
This question switches to nouns, but
the change is not signposted because What’s changing in the answer choices?
the principle of CONSISTENCY is the dialect/dialects, country/countries,
____________________________________________
same. show/shows
singular and plural nouns
____________________________________________
When Julius Caesar’s army landed on British shores 5. A) NO CHANGE

in 55 bce, neither his language 5 nor the local B) nor those, of the local inhabitants no comma
inhabitants bore any relation to what would eventually needed
C) nor that of the local inhabitants
become English. D) nor the inhabitants language need an apostrophe
The things being compared (“his language,”

“the local inhabitants”) are not consistent What’s changing in the answer choices?
with each other and can’t be compared! Those, that, language
____________________________________________

whether “language” or some pronoun is
____________________________________________
neccessary

WORDS
READING
Like Verbs, Nouns and Pronouns must be consistent with
the non-underlined portions of the sentence.
You have already made
these two points!
Find the partner!
WRITING AND
• For Verbs, find the subject and the other verbs.
LANGUAGE
• For Nouns, find the other nouns.
• For Pronouns, find the other pronouns and nouns.
SAT has lots of names for these different concepts: verb tense and mood, noun agreement, parallel structure, logical
* comparison, and pronoun agreement. What do all of these names have in common? Consistency! *
MATH
This box is starred as a reminder for you the teacher. Knowing the names of these grammar
forms does not mean that you have to say them in class. The simpler the language, the more
your students learn.
wrong one!
Caesar’s Roman armies spoke Latin, and the British 6. A) NO CHANGE
natives spoke Celtish, a variety of which is now present B) the Germanic tribes and they’re languages
ESSAY
in Irish Gaelic. “Old English” came instead with 6 the C) the Germanic tribes and their languages

Germanic tribes and its languages during the tribes’ D) tribes and their languages
invasion in the 5 century.
th

not with tribes!
its/their/they’re, Germanic or no
____________________________________________

Pronouns and precision
____________________________________________

READING
PRECISION IS BETTER THAN, LIKE, WHATEVER

not precise
In fact, 7 it comes from one of them, the Angles, from 7. A) NO CHANGE
modern-day Denmark, whose “Angle Land” became B) the name “English” comes from one of those
“Engel Land” and “England.” tribes,
WRITING AND
LANGUAGE
C) “English” as a name comes from one of them, “them”

D) the name “English” is a gift given by one of who?
them,
Given a choice between a pronoun and
something specific, you’re usually
better off with the specific thing. What’s changing in the answer choices?
it/the name/“English,” them/those
____________________________________________
MATH

Pronouns and precision
____________________________________________
ESSAY
Once you are sure that a word or phrase is consistent with the non-
underlined portions, make that word or phrase as precise as you can.

WORDS
READING
A Pro Now at Pronouns
Pronouns are some of the most misused parts of speech in the English language. In the exercise below, make sure the
pronouns are consistent with the non-underlined portions, and if the pronouns are not precise enough, replace them
with something better.
who? the tribes?
i. The main Germanic invaders of Britain were the Angles, Saxons, and Jutes.
WRITING AND
“Anglo-Saxon” is a term many people know, but they are mostly forgotten.
LANGUAGE
ii. Every English speaker can understand a little bit of German because of their whose similarity?
similarity.
iii. Refined diction and near-perfect grammar can be learned, but it’s also very easy
to forget. what is easy to forget?
iv. Each of us uses some Germanic words in their everyday speech. each is singular!
v. The Internet, Twitter, Facebook: it may be as influential on the history and the
language as the Norman Conquest was on it in 1066.
MATH
Do those refer to the same thing?
What is it?
According to one study, approximately 8 26% come 8. A) NO CHANGE
from this Germanic influence. B) 26% of modern English
26% of what? C) 26% of modern English words wouldn’t
ESSAY
D) twenty-six percent agree with
the verbs

26% vs. 26% of ... stuff
____________________________________________

Precision
____________________________________________
Still, Old English is a foreign language, and those who 9. A) NO CHANGE

want to read Beowulf in the original must learn Old B) contemporary knowledge comes to us through
English as they would any other foreign language. In fact, Latin of Old English
our 9 contemporary knowledge comes to us of Old C) contemporary English knowledge of Old comes
to us through Latin
English through Latin and the scribbled translations of
D) contemporary knowledge of Old English comes
scholars and monks who were fluent in both languages.
to us through Latin
In questions like this, choose the option

with the most precise meaning.
The order of all things
____________________________________________
Notice that this is really a question about
pairing modifiers with their nouns. What is this question testing?
Thus the exercise on the next page.
Which order the words go in
____________________________________________

READING
Modifier Modifications
Underline the misplaced modifiers in each of these sentences. Move the modifier or rewrite the sentences as necessary.
i. Studying for six weeks, a reading knowledge of Old English can be

acquired. The knowledge is studying?
ii. Once acquired, you can read Beowulf and other texts with the aid of a
WRITING AND
dictionary. You’re acquired?

LANGUAGE
iii. If you’d rather not learn a new language, there are some wonderful The translators are
versions of old texts by accomplished translators in Modern English. in Modern English?
iv. I first saw Seamus Heaney’s translation of Beowulf with a friend in
college at a bookstore Who was in college? How can the fit an entire college in a
v. Obsolete and frankly a bookstore?
little dull, I opted out of the Old English class.
Bummer
MATH
MAKING THE FINAL CONCISIONS
Once you’ve eliminated all the grammatical errors,

ESSAY
pick the shortest remaining answer.
Middle English is a different story, as it bears a 10. A) NO CHANGE

10 closer resemblance to the language that you are B) very much closer

reading right now. C) altogether closer and nearer
D) much more close
Keep it short! What’s changing in the answer choices?

The number of words
____________________________________________

Concision!
____________________________________________

WORDS
Modern English may be 26% Germanic, but a much 11. A) NO CHANGE
READING
larger portion of it comes from the 11 Normans, who B) Normans, who did their own fair share of
were also major contributors. contributing.
C) Normans, who were no slouches in the
contribution department.
D) Normans.
WRITING AND
LANGUAGE
The stuff after “Normans”
____________________________________________

Whether you need the stuff
____________________________________________
MATH
(Hint: you don’t)
When SAT is testing words, make sure that those words are
• Consistent. Verbs, nouns, and pronouns should agree within sentences
ESSAY
and passages.
• Precise. Make sure the writing communicates specific ideas and events.
• Concise. Pick the answer that does the most work in the fewest words.

READING
DRILL
Time: 8 minutes
The Story of English, as told by… English 1

The Norman Conquest took place in 1066 and A) NO CHANGE Verb consistency
Past, Singular
WRITING AND
1 is led by William the Conqueror of Normandy, part B) is leading

LANGUAGE

of modern-day France. With the Norman Conquest C) was led
came an influx of a new language, French. At first, D) were led
Norman French was the language of only the royal
court and upper classes, but by 1362 2 it had been 2
established as the language of law, as it was the language A) NO CHANGE Precision! Pronouns vs.
MATH
used to conduct parliamentary debates. Only fifteen B) English had specific nouns
years earlier, English had replaced Latin as the primary C) it was
language of 3 instruction. By the end of the 14th D) they had
century, Geoffrey Chaucer would begin to write his
Canterbury Tales, still the gold standard of Middle-
3
English works of literature. Such a work might still be
ESSAY
A) NO CHANGE Concision!
difficult for modern readers, but it is not the illegible text
B) instruction, to the detriment of Latin.
that 4 Old English would be.
C) instruction, having replaced the Latin language.
D) instruction, instead of Latin.
4
Consistent comparison
A) NO CHANGE
Something to compare
B) the Old English
to “such a work”
C) a comparable work in Old English
D) the language of Old English

WORDS
Although English was spoken all over the 5
READING
British Isles, Middle English had never become a fully A) NO CHANGE Verb consistency
standardized written language. Such standardization B) had come keep it past
5 comes after a technological innovation, the printing C) will have come
press, meant that readers far and wide could read the D) would come
same texts. Now that readers were looking 6 all over
WRITING AND
LANGUAGE
England at the same texts, the regional dialects that
6
dispersed Middle English could no longer stand. Since
The best placement for the underlined portion
London was the center of population and intellectual life, would be Modifier precision
7 their dialect became the closest thing the English A) where it is now. Who or what is “all over
had to an “official” language, and its speakers, those B) after the word readers. England”
such as William Shakespeare, Ben Jonson, and later John C) after the word regional.
MATH
Milton, 8 was read so far and wide that enjoying their D) after the word stand (and before the period).
works, or reaching a broad audience of one’s own, meant
working in that particular dialect of English.
7
A) NO CHANGE Pronoun consistency
with “London”
ESSAY
B) there
C) it’s
D) its
8
A) NO CHANGE Verb consistency with
B) was reading “speakers”
C) were reading
D) were read

The attempts to standardize English spelling and 9

READING
grammar intensified during the 17 and 18 centuries,

th th
A) NO CHANGE CONSISTENCY
culminating in the three major dictionaries of the B) Noah Webster’s American Dictionary of the
eighteenth and nineteenth centuries: Samuel Johnson’s English Language, first published in 1828;
Dictionary of the English Language, first published C) the American Dictionary of the English Language
(1828), conceived by Noah Webster,
in 1755; 9 Noah Webster’s work in the American
WRITING AND
D) Noah Webster’s 1828 first edition of the

LANGUAGE
Dictionary of the English Language, first published in American Dictionary of the English Language;
1828, and The Philological Society of London’s Oxford
English Dictionary, first published in 1884.
10
Still, however authoritative these works may be, A) NO CHANGE CONCISION
English continues to evolve. American English, for B) India
MATH
instance, has been influenced by its contact with Spanish C) also establishing them in India
colonists and Native Americans. British English has D) India, too,
been influenced by its proximity to Europe and by its
history as a major colonial empire. Establishing English
11
footholds in South Africa and 10 setting them up in
A) NO CHANGE
India may have forced English on the colonized peoples,
ESSAY
PRECISION
B) it.
but the English language could not be unaffected. pronoun vs. specific
C) them. thing
English is a living language, and its history is living
D) us.
history, regardless of any attempts to halt 11 such
constant transformation.

WORDS
Summary
• If verbs are changing in the answer choices,
keep those verbs consistent with…
the subject and other verbs

_________________________________________
_________________________________________
• If nouns are changing in the answer choices,

keep those nouns consistent with…
other nouns
_________________________________________
_________________________________________
• If pronouns are changing in the answer choices,

keep those pronouns consistent with…
the nouns they are replacing

_________________________________________
and other pronouns

_________________________________________
• On the SAT, a specific noun is often better than

a pronoun because the specific noun is more…
Precise!
_________________________________________
_________________________________________
• When all grammatical errors are eliminated,

choose the _________ answer.
Shortest/most concise!
_________________________________________
_________________________________________
• 4
of the ________

QUESTIONS
REVIEW EXERCISE
The form of English continues to change 1. A) NO CHANGE
Needs a transition word,
before our very eyes. 1 The history of the B) However, the
C) Because the
because current punctuation
language seems to be that of the incorporation
D) Although the is insufficient.
of various foreign languages, today 2 it is a
much more local one. Now 3 the words of 2. A) NO CHANGE
business and technological slang are becoming the B) the change Concision and PRECISION
common currency of the English language. The C) one
D) DELETE the underlined
writers of the SAT, for instance, have discarded
portion.
the obscure vocabulary words of literature and
history in favor of a more practical set, those 3. A) NO CHANGE Commas
that a student 4 was likely to hear in 5 the B) the words, of business
and technological slang, are
“real world” of employment, which is to say, the
C) the word’s of business
workforce. and technological slang, are
D) the words, of business,
and technological, slang, are
4. A) NO CHANGE
B) were Verb consistency
C) had been
D) might be
5. A) NO CHANGE
B) the “real world” of work,
C) the “real world” of a 9-to-5er,
maybe, Concision
D) the “real world,”
SAT makes a big deal about the separation between Expression of Ideas and Standard
English Conventions. Three of the questions above fit into one category and two fit into
the other. Is there really such a difference? We don’t think so.
There are some questions that do require a bit of a different approach, however, and
we’re going to look at those in this chapter. 125
READING
Goals Review
• Adapt the basic approach to problems that ask specific questions.

• Learn the types of questions that will be asked in the W&L section.
• Answer questions as literally and precisely as possible.
WRITING AND
• Find answers and information that are consistent with other parts of
LANGUAGE
the passage.
QUESTIONS
Nearly all of the questions we’ve seen so far have been Proofreader questions, or
MATH
those that fix particular errors within a passage. In this chapter, we’ll look at the
other type, Editor questions, which ask for some different things. The biggest dif-
ference between these two types of questions is that Editor questions actually ask.
Make sure you read the questions they ask carefully!
ESSAY
The most important thing about questions on the

Writing and Language Test is to notice them.
Writing and Language is not Reading

Comprehension. There must be very
literal answers to the questions.

QUESTIONS
Emphasize the continuity with earlier chapters!
READING
WORDS AND PUNCTUATION WITH A CATCH
Some of the Editor questions on the SAT will test the same concepts we saw in earlier chapters. Make sure to read
these questions carefully so as not to fall into one of SAT’s traps.
Cross out EXCEPT/LEAST/NOT and ask “What’s changing?”
Education provides the answers. This idea is so obvious 1. Which of the following alternatives to the
WRITING AND
underlined portion would NOT7 be acceptable?
LANGUAGE
that it seemingly doesn’t require any 1 explanation,
and current educational trends toward math and A) explanation; current OK
sciences would seem to bear it out. B) explanation, as current “as” makes it OK

C) explanation, current Bad
D) explanation—current OK
MATH
explanation current What’s changing in the answer choices?
C C
Punctuation
____________________________________________

Stop/Go
____________________________________________
ESSAY
What technique can you use?
Vertical line test
____________________________________________
We would not be wrong to 2 wonder, however, 2. All of the following alternatives to the underlined
whether this emphasis on answers has made good on its
7
portion would be acceptable EXCEPT
A) awe 7
promise.
B) question 4
C) ponder 4
D) weigh 4
Which of these words is consistent with the mean-

ing given in the original sentence?
Question, ponder, weigh
____________________________________________
What word is left? That’s your answer.

Awe
____________________________________________
On EXCEPT/LEAST/NOT questions, the sentence is correct as written. Use the correct sentence to single
out the incorrect answer choice.

Look for the shortest!

More people than ever are attending colleges and 3. Which of the following gives the best way to
READING
universities. The fact that there are more people combine these two sentences?
attending colleges and universities lets us ask, what do A) More people than ever are attending colleges
and universities; the fact that there are more
people learn there? 3 people attending colleges and universities lets us
ask, what do people learn there?
B) More people than ever are attending colleges
WRITING AND
LANGUAGE
and universities, which begs the question, what

do people learn there?
C) More people than ever are attending colleges
and universities: this fact of more attendance
asks a question, what do people learn there?
D) More people than ever are attending colleges
and universities. What do people learn there?
MATH
Which is the most concise?

Choice D
____________________________________________
Does it fit the parameters of the question?

ESSAY
No! It doesn’t combine.

____________________________________________
Make sure to answer the question!

QUESTIONS
READING
PRECISE QUESTIONS
As we discussed in the last chapter, the best answers on the SAT are often the most precise. That is just as true for the
Editor questions as it is for the Proofreader questions.
WRITING AND
LANGUAGE
Answer the question in the most precise way possible.
Read literally!
MATH
This question is too big to answer in this short essay, but 4. The writer is considering deleting the phrase in
the fact that we cannot answer it here should encourage this short essay from the preceding sentence and
adjusting the punctuation accordingly. Should this
us. 4 phrase be kept or deleted?
A) Kept, because removing it would change the
ESSAY
meaning of this part of the sentence.
Removing the portion
changes the meaning of the B) Kept, because it reminds the reader of the
sentence, so keep it! length of this particular text.
C) Deleted, because it wrongly implies that the
question could be answered in a longer text.
D) Deleted, because it gives information that has
no bearing on this particular text.
Perhaps the answers are less important in university 5. At this point, the writer is considering adding the
education than are the questions. 5 After all, if a following true statement:
Questions are typically punctuated
student enters and leaves college with the same amount
with the mark ?, much like the one at
of certainty, why go to school at all? the end of the next sentence.
Should the writer make this addition here?
A) Yes, because it clarifies the grammatical
structure of the passage as a whole.
Make sure there is a very B) Yes, because it shows that the writer has
good reason to add the authority on what is being described.
sentence and/or phrase to C) No, because it does not contribute in a
the passage. significant way to the main point of the
paragraph.
D) No, because questions are often implied without
the help of question marks.

READING
On “proposition” questions, make sure the word or phrase has some precise
and definable role within the sentence or passage.
The paragraph is about how professors

WRITING AND
LANGUAGE
should generate questions.

6 There is no question that e-books may replace 6. Which of the following would best introduce the
paper books altogether in a few years. All the books main subject of this paragraph?
one reads in college are available to non-students, so A) NO CHANGE
it should be the role of universities and professors to B) Questions give students the material to think
beyond the classroom and beyond their own
show students the larger implications of those books and
lives.
MATH
ideas. The questions generated by the big ideas can help C) The number of majors in the humanities has
to clarify the purpose of students’ own lives. Students declined sharply since the 1960s.
can discover their passions and articulate the reasons D) I mean, seriously, here’s a question: who reads a
that those passions might matter to the world. Students book anymore?
can overcome their prejudices and presuppositions by
7. The writer wants to insert an idea that will support
ESSAY
wondering how they came to have those prejudices in

the idea given in the previous sentence (“Students…
the first place. 7 place”). Which of the following true statements
would offer that support?
A) The United States has made leaps and bounds in
eradicating prejudice, but there is still work to
Something about how be done.
a student can “over- B) Prejudice has many sources, and all of them
come ... prejudices should be overcome in college.
and presuppositions.” C) Racial and gender prejudice can never be fully
eliminated, as evidenced by some unfortunate
contemporary events. like a student!
D) It is difficult to imagine someone holding on
to an outdated racism after reading Frederick
Douglass’s beautiful and tragic narrative of his
life as a slave.

QUESTIONS
READING
CONSISTENCY QUESTIONS
As you may have noticed, Precision and Consistency are often intertwined. A major part of ensuring the precision
and relevance of ideas has to do with how consistent those ideas are with what is being discussed.
Writing and Language passages should be judged on what they do say, not only what they could say.
WRITING AND
LANGUAGE
When dealing with Style, Tone, and Focus, make sure to work with the words and phrases the
passage has already used.
MATH
[1] As any philosophy professor will tell you, the great 8. The best placement for Sentence 2 would be
legacy of “the question” is that of the Greek philosopher A) where it is now.
Socrates, particularly as he has been related to us in the B) after sentence 3.
writings of Plato. [2] Plato’s famous work, The Republic, C) after sentence 4.
is a collection of such dialogues. [3] When Alfred North D) after sentence 5.
ESSAY
Whitehead declares that “all philosophy is a footnote
to Plato,” he refers to exactly this legacy of questioning. Match “dialogues” in 2 to “dialogues”
[4] Socrates began with the idea that his knowledge in 5.
told him only that he knew nothing. [5] His intense
questioning is captured in a series of dialogues with
fellow Athenians. 8

What Socrates showed to everyone with whom he spoke, 9. Which of the following choices would best contrast
READING
and to everyone who now reads his conversations, was with the idea presented in the sentence?
A) NO CHANGE A, B, and D are off topic.
that everything is an open question. Such an approach
can help with the big abstract questions of all lives, 9 B) though many philosophers have given more
pragmatic approaches to living.
but people who don’t care about the big questions don’t
C) but it applies just as much to the smaller
really need to read it. As a result, the quality of university questions of a single life.
WRITING AND
LANGUAGE
life is much higher when Socrates is placed rightfully D) although this persistent line of questioning can
at the center of it. It is well known that the 10 early become very frustrating.
1930s was a moment of crisis or war in the American
universities, and we cannot help but notice an attendant 10. Which choice gives information consistent with the
graph? Look for the dips in Socrates.
reduction in mentions of Socrates there. In the end, it
A) NO CHANGE
seems that the soul of inquisitive and self-conscious
MATH
B) 1910s and 1970s were moments

life is Socrates. So what was it about him that made his
C) late 1920s was a moment
influence so powerful and all-encompassing? 11 Well,
D) 1930s and 1950s were moments
as Socrates himself might say, that’s a good question.
11. Which of the following would best conclude the

essay by preserving its style and tone? Something
ESSAY
A) NO CHANGE about
questions.
B) It was probably Plato’s eloquent retelling of
Socrates’s life.
C) Stodgy philosophy professors seriously make
you read so much boring stuff.
D) It’s odd given that Aristotle’s range of topics was
so much broader.
0.00280%
0.00260%
0.00240%
0.00220%
0.00200%
0.00180%
Aristotle
0.00160%
0.00140%
Aristotle
Plato
0.00120%
0.00100% Socrates
Plato
0.00080%
0.00060%
Socrates
0.00040%
0.00020%
0.00000%
1900 1910 1920 1930 1940 1950 1960 1970 1980 1990 2000

The big point to make here is that Charts QUESTIONS
& Graphs are not complex on W&L. Answer
questions as literally as possible!
READING
CHARTS AND GRAPHS
It may seem a little odd to have charts attached to Writing and Language passages,
but don’t worry. The task for these is the same as it is for anything else on this sec-
tion: keep your answers consistent with the graphs and as precise as possible. Often-
times, you don’t even need the passage to answer these questions.
WRITING AND
LANGUAGE
Deployment and Cost for LED Lights Installed
2008–2012
200 20
U.S. LED Lighting, A-Type Lamp $/Kilolumen
U.S. LED Lighting, LED A-Type Lamps Installed
15
Cumulative LED Lights

150
LED Lighting Cost
Installed (millions)
($/Kilolumen)
MATH
100 10
50 5
09
12
08
10
11
ESSAY
20
20
20
20
20
i. Which of the following gives information consistent with the graph?

A) the price of lighting the average home has skyrocketed since 2008. The number of lamps has gone up
B) LED bulbs are proven to be better for the environment. Not in the graph!
C) an increase in LED bulb usage has led to a significant reduction in cost. Seems good
D) certain types of bulbs have become much more expensive while some have
become cheaper. Not in the graph!
Make sure to note that the topic of the

passage is irrelevant.
Choice C cannot be proven by the graph, but

the information in C is consistent with the
graph. The passage would presumably prove
this relationship.

READING
Annual Greenhouse Gas Emissions by Sector
Industrial Power
processes stations
17.2% 21.3%
Waste disposal
Transportation and treatment
fuels 3.4%
WRITING AND
14.0%
LANGUAGE
Land mass and

biomass burning
10.0%
Agricultural
byproducts Residential, commercial,
12.5% and other sources
Fossil fuel retrieval, 10.3%
processing and distribution
11.3%
MATH
29.5% 40.0% 62.0%

20.6%
1.1%
19.2% 8.4% 29.6% 4.8% 1.3%
2.3%
18.1% 6.6% 26.0% 5.9%
12.9% 9.1%
Carbon Dioxide Methane Nitrous Oxide
(72% of total) (18% of total) (9% of total)
ESSAY
ii. Which of the following gives information consistent with the chart?
A) Power stations are accountable for nearly half of all greenhouse gas
emissions. Nope. Only 21%
B) Agricultural byproducts make up less than a tenth of all greenhouse gas
emissions. Nope. 12.5%
C) Greenhouse-gas emissions from waste disposal are greater than those from
industrial processes. No way!
D) Transportation fuels and industrial processes together account for more
than a quarter of all greenhouse-gas emissions.
Check the answer choices against the graphs. Make sure that
information is consistent with both the passage and the figure.

QUESTIONS
READING
DRILL
Time: 10 minutes
The Socratic Problem to the Socratic Method 1

1 Teacher of Crito and Alcibiades, Socrates Which of the following choices would best
introduce the essay by contrasting Socrates’s
WRITING AND
the man has been elusive to modern historians. The
LANGUAGE
intellectual legacy with the other topics discussed
“Socratic problem,” as it is known, has 2 challenged in this paragraph?
historians and philosophers for many centuries. Socrates A) NO CHANGE Historical
himself wrote nothing that survives, and his biographical B) An Athenian born amid historical
details are sparse in detail when even the most transformation, Historical
Intellectual
prominent citizen’s deeds were recorded on a loose time C) Despite his central role in modern thought,
legacy
MATH
scale. 3 All that we know about Socrates comes from D) Although his name is often mispronounced,
only in Bill & Ted
three sources: the philosophical writings of Plato and
Xenophon and the plays of Aristophanes. All three agree 2
that there was a philosophizing man of such a name, but Which of the following alternatives to the
they agree on little else. 7 acceptable?
underlined portion would be LEAST
A) baffled OK
ESSAY
B) confounded OK
C) perplexed OK
D) battled Bad
3
The writer is considering deleting the phrase on Changes the
a loose time scale from the preceding sentence, meaning.
placing the period after the word recorded. Should Don’t do it!
the phrase be kept or deleted?
A) Kept, because it reminds readers that even
historians are imperfect people.
B) Kept, because the sentence contains the
opposite meaning without this phrase.
C) Deleted, because sentences should be made
more concise whenever possible.
D) Deleted, because it contains information already
given elsewhere in the passage.

[1] It is generally agreed that Socrates was born 4

READING
in Athens in 470 or 469 BCE, 4 approximately 400 Which of the following choices gives information
years before the birth of the Roman emperor Caesar consistent with the figure?
Augustus. [2] His father was a sculptor, and his mother A) NO CHANGE
was a midwife. Socrates eventually married Xanthippe, B) after Aristotle’s great philosophical discoveries. rlier
ea
with whom he had three sons. Socrates’s father cut C) amid the era of Greek domination. earlier
WRITING AND
LANGUAGE
stone for the 5 Parthenon, and Socrates, having D) around the time the Jewish Book of Enoch was
written. way earlier
learned his father’s trade, initially earned his living as a
stonecutter. [3] After his retirement from stonecutting,
however, Socrates began his life’s great work. [4] His life’s 5
great work consisted of discussing philosophy. 6 [5] Which of the following alternatives to the
Regardless of whether he was paid or not, this teaching, underlined portion would NOT7 be acceptable?
MATH
A) Parthenon, then, Socrates, Bad

and its supposed “corruption of the young,” ultimately
B) Parthenon. Then, Socrates, OK
contributed to the philosopher’s death sentence by an
C) Parthenon; Socrates, OK
Athenian court. [6] The plays of Aristophanes suggest
D) Parthenon; thus, Socrates, OK
that Socrates was paid for his philosophical teaching Parthenon Socrates
of the young, though Plato’s account of Socrates’s final C C
ESSAY
words disagrees with such an idea. 7 6 STOP!
Which of the following gives the most effective way

to combine sentences 3 and 4, reproduced below?
500 BC 400 BC 300 BC 200 BC 100 BC
After his retirement from stonecutting,
Alexander
the Great
Scipio (Elder)
Julius Caesar however, Socrates began his life’s great
356–323
Plato
236–184 100–44
work. His life’s great work consisted of
427–327 Augustus
Socrates
470–399
Aristotle
384–322
Caesar
63bc–14 ad
discussing philosophy.
Zeno Cicero
335–263
The Nation of Israel
106–43
A) (keep the sentences as they are) (not combined)
Persian Domination Greek Domination Maccabean Rule Rome
Ezra
458–390 Book of Enoch Philo
B) After his retirement from stonecutting, however,
Book of Daniel 20bc–50ad
I Maccabees
Socrates began his life’s great work; that great
work consisted of discussing philosophy.
C) After his retirement from stonecutting, however
Socrates began his life’s great work: discussing
philosophy. The shortest one!
D) After the stonecutting retirement, Socrates,
however, began his life’s great work, which
consisted of the discussion of philosophy. Huh?
7
The best placement for sentence 6 would be
A) where it is now.
Match “paid” with
B) before sentence 1.
“paid”
C) before sentence 2.
D) before sentence 5.

QUESTIONS
Socrates makes a few appearances in the military 8
READING
and political history of his era. 8 He was a soldier in At this point, the author is considering adding the
the Athenian army during three notable campaigns, and following true statement Does the
he eventually played a role in government, most notably Thucydides’s classic work, A History of new idea
the Peloponnesian War, is an excellent have to be
in the defense of Athenian generals who abandoned their source on this era’s military history.
there?
dead in the water in order to continue to pursue the
WRITING AND
Should the writer make the addition here?
LANGUAGE
Spartan navy. Political life at this time was in transition. A) Yes, because it adds weight to an essay that lacks
9 Socrates clashed with Athenian authorities over historical validity.
how the defeated province should govern itself. B) Yes, because it names one of the greatest works
of the man being discussed.
C) No, because it strays from the paragraph’s focus
on the life of Socrates.
MATH
D) No, because it cites a text that is too old to be
considered historically reliable.
9 Describe the “transition.”

The writer wants to insert an idea that will support
the idea given in the previous sentence (“Political…
ESSAY
transition”). Which of the following statements
would offer that support?
A) Governments frequently go through such
transitions, though they are not always so
intolerant of dissent.
B) That doesn’t excuse the fact that the Athenians
executed such a great man.
C) The powerful Athenians had recently been
defeated by the Spartans in the Peloponnesian
War.
D) Athens is known fondly as the “school of
Greece,” because it produced so many great
minds.

10
10 For most of his life, Socrates was an average, if
READING
Which of the following choices would offer the most

at times controversial, citizen. His greatest contributions
effective transition between the previous paragraph
came late in life as a philosopher. His great contribution and the current one? Something about his life.
to the future of philosophy and instruction, particularly A) NO CHANGE
by some of the most adept test-preparation teachers in B) His political views rarely won the day, and they
sometimes got him in trouble. Too narrow
WRITING AND
the world, was that of the Socratic method. The method

LANGUAGE
broke any problem down into a series of questions, or C) Socrates has a wonderful cameo in the movie
Bill and Ted’s Excellent Adventure. True!
testable hypotheses. Those discussing the topic would
D) No one’s really sure whether The Republic is
question it tirelessly, discarding hypotheses that could filled with Plato’s ideas or Socrates’s ideas. So?
not stand up to reasonable questioning. It was from
this method that Plato and Xenophon built their own Changes the meaning. Sounds like it’s
11 about zombies with the substitution.
MATH
philosophies, using Socrates as the mouthpiece. Even

more, however, it was from this method that the system The writer is considering replacing the word
knowledge in the preceding sentence with the word
of Western knowledge production was built, and why, brains. Should the writer make the change or keep
for everything from the sciences to the humanities, the sentence as it is?
the history of knowledge in the West is one of thesis, A) Make the change, because it identifies the part
antithesis, and synthesis. 11 of the body being discussed.
ESSAY
B) Make the change, because it creates a surreal

image of brains literally speaking to one another.
C) Keep the sentence as it is, because the original
sentence uses a more sophisticated-sounding
word to describe the same thing. Different things
D) Keep the sentence as it is, because the original
sentence features a more precise word in
keeping with the rest of the paragraph.

QUESTIONS
Summary
• The most important thing about questions on
the W&L section is
notice them
_________________________________________.
• When you see EXCEPT, LEAST, or NOT in a

question, you should
cross out the word and use POE

_________________________________________.
• When adding information to a passage,

you should make sure that information is
as ___________
consistent with other information from the
precise as possible.
passage and as __________
• The Writing and Language Test is different

from the Reading Test in that
W&L answers are

_________________________________________
more literal
_________________________________________.
• 4
of the _________
goals stated at the beginning of this chapter.

MATH
Yes Calculator
1
2
3
4
5
6
7
8
9
10
11
12
13
No Calculator 14
15
1 16
Two sections: 2 17
3 18
The first does not permit 4 19
use of a calculator; the 5 20
second one does. 6 21
22
7
23
Both sections end with 8 24
Grid-In questions. 9 25
10 26
There is a loose order of 11 27
28
dificulty in each section. 12
29
13
30
14 31
Grid-In
15 32
Grid-In 16 33
17 34
18 35
36
19
37
20 38
20 Questions / 38 Questions /
25 minutes 55 minutes
GLOBAL
TECHNIQUES
“Not everything that counts can be counted.

Not everything that can be counted counts.”
–William Bruce Cameron
143
READING
Attacking a Project
When you have a large project for school, say a 10-page paper or a 10-minute
speech, you can’t simply sit down and do everything from start to finish. Instead,
All lessons start
you have to break down the project and determine how to go about attacking the
with a scenario and project. What sorts of ways have you broken up projects in the past, and how do
a question. Have you decide where to start? Connection to lesson—in math you
someone read the
WRITING AND
LANGUAGE
also need to break down problems and

scenario and the
figure out where to start.
discuss the
question. The Goals Review
discussion does not At the conclusion of this chapter, you will be able to accomplish the following:
need to be math
related. At the end • Understand how to decide which questions to do in the Math sections
of the discussion, • Understand how and when to eliminate answers and to guess
MATH
• Understand how to slow down to improve accuracy

make the connection
• Understand how to use your calculator wisely
between the
scenario and the
lesson.
All lessons start with the goals of the
The preview lesson. Briefly go over these before you
ESSAY
activity should start the lesson.

only take about
3 minutes.

GLOBAL TECHNIQUES
No pacing chart because we are not yet
completely sure how scoring will work.
READING
SCORING
Believe it or not, there are things you can do right now before learning anything
else about math that can improve your score. Small changes to the number and
type of questions you attempt can have a huge impact on your score. The follow-
ing strategies will help you throughout the test. The best place to start is with a
score improvement goal.
WRITING AND
LANGUAGE
Practice Test B GOALS
Practice Test A Math score: _______________________________ Goal = Prior Test Score + 20 points*
Practice Test B Math goal: ________________________________ *Note this may change as we learn more.
Aim for 20 points above your Test A Math score. Refer back to your goals after
MATH
each diagnostic test; as your score goes up, increase your goal score as well. Unless
you are already scoring a 750 or higher, don’t do every question!
Don’t give away points

Slow down. Choose questions wisely, and spend
ESSAY
by making careless
enough time on them to get them right. errors.
Slow down - score more!
on board POOD = Personal Order of Difficulty

So how do you know which questions to do and which ones to skip? Make sure to
“POOD” follow your POOD, and focus on these two ideas. Skip questions you
Important because the test can’t answer quickly –
does not have a strict order you can always come
of difficulty back to them.
Do questions that can be answered quickly and accurately.
Do questions that can be made easier using TPR strategies.

So far, OOD seems

READING
pretty loose, so no
LEVELS OF DIFFICULTY
Throughout the first 3 chapters of this book, levels of difficulty are indicated in the
need to really hit margin next to each question. These reflect the difficulty of the question as ETS
levels of difficulty sees it, not how easy it will be for each student. First and foremost, make sure to
every single time. tackle questions in your POOD. To force you to do that, the Levels of Difficulty
Just use it to give indicators will not appear in the last 4 math chapters. It’s up to you to decide
WRITING AND
a rough idea of how which questions to do and which to skip.

LANGUAGE
difficult ETS might

think a question is,
as needed.
on board
POE
POE provides a Throughout this intro, and throughout the Math sections, look for opportunities
“POE”
shortcut and to use POE. There are more wrong answers than right ones. When you find a
MATH
increases odds of wrong answer, cross it off!

getting a question
right.
No guessing GUESSING AND PACING

penalty—put down Remember to guess on any questions that you don’t get to legitimately complete.
ESSAY
an answer for all There is no penalty for wrong answers, so try to get some of the questions right by “LOTD”
questions. guessing. Just make sure to always guess the same letter, your Letter of the Day
(LOTD), to increase the odds of getting some of them right!
LOTD for those you
don’t get to.
R.T.F.Q. = Read the Full Question

ETS will often ask for something unexpected in a question and will, of course,
have trap answers that would result from misreading or miscalculating. Read the “RTFQ”
full question carefully, and underline the key words before doing any calculations.
What would you do if your Math teacher asked you to solve these questions?
3 You might be
If – < 2 x − 5 < −1, then ____________________?
2 tempted to solve for
x. But until you read
the full question,
51 you don’t know if x is
If x = , then ____________________?
x + 14 what the question
is asking for. Always
read the full
question.

GLOBAL TECHNIQUES
Teacher note: These two questions are to illustrate RTFQ, NOT to
teach kids how to solve them. Gloss over solution and hit weird
things ETS asks for. Solutions here so you know how to solve these.
READING
Now look at these SAT questions.
3 Difficulty: Medium
34. If – < 2 x − 5 < −1, what is one possible value of –4x + 10 ?
2
R.T.F.Q. - Don’t solve for x.
WRITING AND
LANGUAGE
How do we go from 2x – 5
to –4x + 10? Multiply thru
by –2, flip signs, get any
value between 2 and 3.
MATH
51
8. If x = , which of the following could be the value of x2 + 5 ? Difficulty: Medium
ESSAY
x + 14
A) 3 x
B) 19 We aren’t solving for anything like x. If we Teacher note:
C) 56 were, we’d get A, so make sure to RTFQ to to solve x(x + 14) = 51
D) 294 avoid traps. Solving involves some Algebraic x2 + 14x – 51 = 0
manipulation, which we’ll cover later. (x – 3)(x + 17) = 0
Correct answer is D. x=3 or x = – 17
Always make sure to x2 + 5 = 32 + 5 = 9 + 5 = 14

or (–17)2 + 5 = 289 + 5 = 294
ead
R_______________
he
T_______________
ull
F________________
uestion
Q_______________

READING
Unnecessary
information may appear
BITE-SIZED PIECES
Don’t be overwhelmed by long, seemingly complicated problems. Look for ways
in the question. Focus
only on what you need to
to take shortcuts on complicated plug-and-chug questions. For wordy word prob-
get the answer as lems, read carefully, and attack them one step at a time. Either jot down notes as
efficiently as possible. you read or solve as you go, so you don’t have to keep track of too much in your
head.
WRITING AND
LANGUAGE
Look for shortcuts.

Don’t do the entire
problem if you Work questions one small step at a time. Start with whatever piece
don’t have to. makes the most sense to you. Look for opportunities to use POE.
MATH
8n3 + 21n3 = 29n3, POE A, B
Difficulty: Medium 6. 2(4n3 – 2n2 + n + 8) – 3(−7n3 + 2n2 − 5n + 9) =

What’s 8n3 + 21n3 ? A) –13n3 + 10n2 – 17n + 11
How does knowing the Next look at n2 terms:
answer help with POE? B) –13n3 – 10n2 + 17n – 11
–4n2 – 6n2 = –10n2 POE C
(these give 1 place
ESSAY
C) 29n3 + 10n2 – 17n + 11

to start) D) 29n3 – 10n2 + 17n – 11
3
 2 
Difficulty: Medium 18.  8 3 x 4 y 7 z 2  can be simplified to which of the following expressions?
 
 
2 3
What’s ( )
83 ? A) 16x7y10z5
 32 
3
B) 16x12y21z6
 8  = 8 = 64 POE A, B
2
How does knowing the
C) 64x7y10z5
answer help with POE?
D) 64x12y21z6 (x )
4 3
= x12 POE C
Don’t know
fractional
exponents?
We’ll get to that.
How about (z2)3? You may use a calculator on these
questions. If you don’t see the
calculator symbol, it is a question from
the no-calculator section. Make sure
students only grab their calculator when
allowed.

GLOBAL TECHNIQUES
On word problems, find and underline one BSP and use it to

POE as you go.
9. Chinua is selling lemonade at a stand in front of his home. Each day, Chinua’s Difficulty: Medium
READING
net profit or loss on sales of lemonade after deducting the cost of supplies and What’s the best place
Determine ingredients is equal to $0.50g – $15, where g represents the number of glasses to start—finding the
net profit for Monday or
where to start. of lemonade sold that day. If Chinua sold 50 glasses of lemonade on Monday,
finding the total number
It’s easier to 20 glasses of lemonade on Tuesday, and 60 glasses of lemonade on Wednesday, of glasses sold?
find the total which of the following expresses Chinua’s total net profit, in dollars, over all
three days? Total # of
# of glasses
WRITING AND
LANGUAGE
A) 20 50 + 20 + 60 = 130 glasses glasses sold
and do 1
calculation. B) 30 0.50(130) – 3(15) = 65 – 45 = 20
}
C) 40
remember, the 15 is per day
D) 50
MATH
10. Natalia is joining an online music service that charges a monthly membership Difficulty: Medium
fee of $5.95. A tax of 9% is applied to the monthly membership fee, and an When does the $15 fee
additional one-time initiation fee of $15 is charged at the beginning of the come into play? How
membership. Which of the following represents Natalia’s total charge, in does that help with POE?
dollars, for a membership lasting m months?
A) 1.09(5.95m + 15) The $15 fee is charged only once and
ESSAY
B) 1.09(5.95m) + 15 no tax is applied to it. Eliminate (A)
C) 1.09m(5.95 + 15) and (C). From there you have a 50-50
D) 0.09m(5.95) + 15 chance. It’s B. We’ll talk about
translation more in a later lesson.
POE POINT—By using POE each step of the way, you can sometimes
get to the correct answer without completely solving the problem!
Teacher note: Different kids will identify

different information as the piece that
makes the most sense so be flexible with
what they give you. Make sure you know
these questions inside and out, so you
aren’t thrown off by anything they give
you.

READING
CALCULATOR USE
Some of the preceding questions were accompanied by a calculator symbol, and
some were not. ETS has decided to see how students will fare if they are not
allowed to use their calculators on one section. Crikey! The questions in this
section can still be in your POOD, and TPR techniques will make many of them
fairly straight-forward.
WRITING AND
LANGUAGE
Whether calculator use is allowed or not, always make sure to
1. Read the question.

2. Set up the problem.
R.T.F.Q.
MATH
before you pick up

your calculator Only pick up your calculator after you’ve made sure to
RTFQ and set the problem up on paper.
ESSAY
Be careful with the parentheses.
Difficulty: Medium 33. If f(x) = 14x + 5[6 – (2x + 3)]2, what is the value of f(–2) ?
When using a calculator, Teacher note: again don’t teach all this.
follow the rules of
PEMDAS! 2 1 7 Solution here for your benefit. Just say
“You’d do all that on paper or on calculator
()
P _______________ and get 217.”
xponents
E _______________
ultiply
M _______________ f(–2) = 14(–2) + 5[6 – (2(–2) + 3)]2
ivide
D _______________
–28 + 5[6 – (–4 + 3)]2
dd
A _______________
ubtract
S _______________ –28 + 5[6 + 1]2
–28 + 5(49)
–28 + 245 = 217
Even the questions that allow calculator usage are often written so that
using it may actually end up being less effective or efficient.
Writing out #33 is probably easier
than entering all the parentheses
needed on a calculator.

GLOBAL TECHNIQUES
READING
BALLPARKING AND ESTIMATING
By determining what size answer you need before you begin calculating, you may
be able to eliminate one or more answer choices. It will help you avoid falling into
traps and improve your odds if you end up needing to guess. In particular, POE
by Ballparking or Estimating is even more important when calculator use is not
allowed.
WRITING AND
LANGUAGE
Ballparking is
particularly If possible, eliminate answer choices that can’t
helpful in the no possibly be correct before calculating anything.
calc section.
MATH
x2 + y2 = 125
y = –2x
11. If (x, y) is a solution to the system of equations above, what is the positive Difficulty: Medium
ESSAY
value of x ?
Start with eliminating what which answer must be wrong? – A
A) –5 RTFQ
can’t work. We’ll look at solving
B) 5 systems of equations later. Teacher note: To solve:
C) 10 Correct answer is B. x2 + (–2x)2 = 125
D) 25 too big
x2 + 4x2 = 125
5x2 = 125
x2 = 25
x = ±5
Rounding the numbers in the question to estimate your answer can also help save
time. Don’t multiply out awkward numbers on paper if you can use estimation.
x 2 Difficulty: Easy
2. If + = 31, then what is the value of x + 2 ?
Spread- 9 9 Round awkward
To clear out the fractions, you’d multiply numbers to a close
apart A) 31
by 9, but 9 x 31 is awkward w/o calculator. value that is easier to
answers B) 93 work with.
Round 9 to 10 or 31 to 30. Either way,
are good C) 279 answer is around 300 and only C can
sign to
D) 648 work.
ballpark.
The word ‘approximately’ in a question can

also be a hint to try Ballparking.

Summary
score more
• By slowing down, I can ______________________.
• What questions should you focus on in the Math

sections?
Those that can be answered quickly & accurately

________________________________________
Those that can be made easier with TPR strategies
________________________________________
• When should you guess on a Math question?
Any question you can’t figure out.

________________________________________
• What does R.T.F.Q. stand for?
Read the full question

________________________________________
• What does that mean?
________________________________________
Read the question carefully, underline key words
• What does it mean to take Bite-Sized Pieces?
POE as you go
________________________________________
• When do you use Bite-Sized Pieces?
Complicated, wordy questions

________________________________________
• What is important to keep in mind about
calculator use?
RTFQ and setup the problem before you pick up calc.

________________________________________
PEMDAS
________________________________________
• What are Ballparking and Estimation?
Eliminate answers that are too big or small.

________________________________________
Round numbers
________________________________________
• What are two reasons to use POE?
Can provide a shortcut

________________________________________
Increase your odds of getting question right.
________________________________________
• * I have accomplished ______ of the ______ goals
stated in the Introduction chapter.
*Teacher note: In intro, students set specific goals. In
summary they will check in to see if they hit any of them.
So if they wanted to know which questions to focus on or
how to best use the calculator, they’ve hit that now.
PLUGGING IN
“Algebraic symbols are used when you do not know

what you are talking about.”
–Philippe Schnoebelen
French mathematician
153
READING
WRITING AND
LANGUAGE
MATH
ESSAY
Goals Review
At the conclusion of this chapter, you will be able to accomplish the following:
• Understand when to Plug In or PITA

• Understand how to Plug In or PITA
• Understand why Plugging In and PITA are such powerful techniques
Tell the candy store story:
• Y ou go into a candy store and buy 2 pieces of candy for 25¢ a

piece, give the clerk $1, what’s your change?
• You go into a candy store and buy 6 pieces of candy for 25¢ a
piece, give the clerk $5, what’s your change?
• You go into a candy store and buy p pieces of candy for c
cents a piece and give the clerk d dollars, what’s your change?

PLUGGING IN
READING
PLUGGING IN
ETS makes a big deal about the differences between Heart of Algebra questions
and Passport to Advanced Math questions. However, those differences don’t mat-
ter too much to us. If there are variables in a question, turn it into an arithmetic
question by Plugging In numbers.
cross out “in terms of”
WRITING AND
LANGUAGE
1
7. If 2b + b + b = a , what is the value of b – a, in terms of a ? Difficulty: Easy
2
5 −5 −35 b=2
A) – a = (7 ) =
2 2 2 1
2(2) + 2 + (2) = a
5 −5 2
B) – a = (7 ) = − 5 4+2+1=a
7 7
MATH
5 5 7=a
C) a = (7 ) = 5
7 7
b – a = 2 – 7 = –5
D)
5 5 35
a = (7 ) =
2 2 2
ESSAY
PLUGGING IN BASIC APPROACH
1. Identify the variable(s).
2. Plug in a number for the variable(s).
3. Work the steps of the problem.
4. Circle the Target Number.
5. Use POE until only one answer choice is left.
6x 2 24 Difficulty: Hard
23. If the expression is written in the equivalent form + N,
3x − 6 3x − 6 Don’t plug in for the
x=3
what is N, in terms of x ? lonely variable – N.
6(32 ) 6(9) 54 Plug in for x.
A) 2x – 4 = 2(3) – 4 = 2 = = = 18
3(3) − 6 9 − 6 3
B) 2x – 2 = 2(3) – 2 = 4
C) 2x + 2 = 2(3) + 2 = 8 24
+ N = 18
D) 2x + 4 = 2(3) + 4 = 10 3(3) − 6
24
+ N = 18
9−6
24
+ N = 18
3
8 + N = 18
N = 10

READING
WHAT TO PLUG IN
What happens if x = 2 in that last problem? Why would it be a bad idea to plug in
b = 37 for the first problem? Choose numbers that make the arithmetic as straight-
forward as possible.
b x +1
b=2
8. If , what is x, in terms of b ?
WRITING AND
Difficulty: Medium = Teacher note: Yes

LANGUAGE
What’s a good number 6 3 2 x +1

= it’s possible to PI
to plug in for b ? 3(2) − 1
5 6 3
3b − 1 = = for x here. Steer
A) 1 x +1
6 6 6 = them to PI for b,
b = 2 is a good # 3 3
b−6 = 2 − 6 −4 though, to spark
b = 37 would not be B) = = −2 x +1=1
2 2 2 conversation of
a good #
b−2 2 − 2 0 x =0 good # choices.
The number you plug C) = = = 0
MATH
in should make the 2 2 2

math more straight- D) 2b – 1 = 2(2) – 1 = 3
forward
Plugging In Tips
ESSAY
• Try numbers that make the math as straightforward

as possible, especially when calculator use is not allowed.
Numbers like 2, 3, 5, and 10 work great, and 100 is good for
percent questions.
Go over • As long as your numbers fit the requirements of the
Plugging In Tips problem, your numbers will be good, viable numbers to use.
Even a weird target number will probably only match one
answer choice.
• Avoid using 0 and 1 whenever possible.
• If the question is about a relationship between numbers, (i.e. value
plug in! The question may contain variables, fractions, or the of one #
phrase “in terms of.” affects
value of
• Check all four answer choices if they have variables. If
other #)
two work, plug in again!

PLUGGING IN
READING
Let’s try one more that could be tricky with algebra, but is much more straight-
forward with actual numbers.
x = 2 18(92) = 1458
20. Which of the following represents the expression 18(9x) rewritten in Difficulty: Medium
WRITING AND
LANGUAGE
the form F ´ G(2x + 2) ?
Teacher note: A) 2 ´ 22x + 2 = 2 x 26 = 2 x 64 = 128 x’s all over the place,
If kids see they B) 3 ´ 22x + 2 = 3 x 26 = 3 x 64 = 192 so plug in for x and
need a 2 & a 3, C) 2 ´ 32x + 2 = 2 x 36 = 2 x 729 = 1458 don’t worry about F
acknowledge that and G.
D) 3 ´ 32x + 2 = 3 x 36 = 3 x 729 = too big
but DO NOT teach
this with factoring!
MATH
The previous questions all had variables in the answer choices—a good sign that
Plugging In is an option. The technique can work in most questions involving
the relationship between numbers. Be on the lookout for hidden plug-ins. Instead
of trying to imagine how the numbers behave, plug in numbers, and see what
happens.
ESSAY
Hidden plug-in. Try

g
9. In the equation f = 81, where f and g are positive integers, how many Difficulty: Medium
different values of f are possible? Plug-and-Play!
If g = 1, what is f ?
A) Two g = 1, f1 = 81, f = 81 If g = 2, what is f ?
B) Three g = 2, f2 = 81, f = 9 What else will work?
C) Four
g = 3, f3 = 81, f = 3 81 ¹ integer
D) Five
g = 4, f4 = 81, f = 3

READING
Plugging In can also be a useful technique on geometry questions that involve

You can plug in on variables or unknown quantities. Just make sure to follow the rules of geometry
geometry questions when plugging in for lengths or angles.
as long as you stay
true to the rules of
geometry.
WRITING AND
L M
LANGUAGE
N O
Difficulty: Medium 11. The semicircle above has a radius r ≥ 2. If chord LM is parallel to
MATH
diameter NO, which of the following could be the length of LM ?
3 3 9
(A) only answer < 6 A) r = (3) =
2 2 2 r=3
B) r2 = 32 = 9
NO = 6
5 5 15 LM < 6
ESSAY
C) r = (3) = = 7.5
2 2 2
D) 5r = 5 (3) which is > 6
Plugging In can be a great tool for word problems too.
Difficulty: Medium 17. The cost to ship a package with a certain shipping company is $13
Are there variables? when the package weighs 20 pounds. With a weight of 30 pounds, the
Plug in! package costs $17 dollars to ship. If the cost increases at a constant rate
as the weight of the package increases, which of the following linear
models best describes the cost c in dollars to ship a package weighing p
pounds?
p = 20, c = 13
Word problem with 1 1
variables A) c = p + 6. 5 13 = (20) + 6.5 13 = 5 + 6.5 13 = 11.5
4 4
® Plug in!
2 2
B) c = p 13 = (20) 13 = 8
5 5
2 2
C) c = p +5 13 = (20) + 5 13 = 8 + 5 13 = 13 4
5 5
5 5
D) c = p +5 13 = (20) + 5 13 = 50 + 5 13 = 55
2 2

PLUGGING IN
READING
PLUGGING IN THE ANSWERS (PITA)
In the last problem, ETS gave you the numbers to Plug In within the question.
Wouldn’t it be nice if they always did that? It actually happens quite a bit! When
the question asks for a specific amount and the answer choices are presented in
numerical order, Plug In the Answers.
WRITING AND
LANGUAGE
PITA BASIC APPROACH Teacher note:
1. Label the answer choices. With 4 A.C.’s, we
2. If the question asks for the greatest or smallest value, start can’t say “middle #,”
there. Otherwise, start with one of the answers in the middle. so see if they feel
they need smaller #
3. Work the steps, using Bite-Sized Pieces.
in B or bigger # in C.
MATH
4. Eliminate answers that are too big or small. If they have no idea,
5. When one of the answers works—STOP. start with (B).
10. Which of the following is a possible solution to the equation Difficulty: Medium
20 18
ESSAY
− =2?
a −1 a +1
a
A) 4
B) 5 ® 20 18 20 18
− = − =5−3=2
C) 6 5 − 1 5 +1 4 6
D) 7
This is harder to factor, so try to PITA.

16. If 8x – 14x – 15 = 0, then which of the following is the least value of x ?
2
Difficulty: Medium
Watch those parentheses
5  −5 
2
 −5  when using your
A) − 8   − 14   − 15 = 8 (6.25) + 35 − 15 = 70 calculator!
2  2   2 
2
3  −3   −3 
B ) − 8   − 14   − 15 = 8 (0.5625) + 10.5 − 15 = 0 Start with the least
4  4   4  value which is (A).
3
C)
4
5
D)
2

What can you POE?

READING
2
x − 7x (A) because if
Difficulty: Medium 21. If = 10 and x > 0, what is the value of x + 8 ?
x + 8 = –5 then x
Why can you eliminate x + 68 x would be negative!
(A) immediately? A) –5
(B) for the same
B) 3 reason. Start with
C) 13 5 52 − 7(5) −10 too small
WRITING AND
= (C).
LANGUAGE
6 6
D) 20 12
122 − 7(12) 60
= = 10
6 6
Plug In the Answers when:

MATH
• the question asks for a specific amount—“How much,”

“How many,” or “What is the value of…?”
• you are tempted to write your own equation
• there are numbers in the answer choices
ESSAY
PITA often works for word problems too!
Difficulty: Medium 13. Nathan wants to give one noisemaker and one horn to each guest at his
When the question asks New Year’s Eve party. If noisemakers cost 40 cents each and horns cost
for the greatest number 35 cents each, and Nathan has only $20 to spend in total on
or the maximum value, noisemakers and horns, what is the maximum number of guests
plug in that answer Nathan can have at his party?
choice first. guests start with the biggest #
A) 23
B) 24
C) 25
D) 26 26(.4) + 26(.35) = 10. 4 + 9.1 = $19.50
Difficulty: Medium 18. A car begins at rest 200 meters from the finish line of a straight
segment of track. If the car accelerates from rest at a constant rate of
4 meters per second each second, its distance from the finish line, x, is
given by the equation x = 200 – 2t2, where 0 £ t £ 10. After how many
seconds, t, has the car travelled 50 meters? the car is 200 – 50 =
t
A) 2 150 from finish line
B) 5 200 – 2(52) = 200 – 2(25) = 200 – 50 = 150
C) 9
D) 12

*All drill questions are in loose order of difficulty to allow students to experience what a test PLUGGING IN
section might look like.
*Calculator and non-calculator questions are mixed together on most drills. Make sure students
are only using a calculator when they are allowed to. Walk around during drill to check as needed.
READING
PLUGGING IN DRILL
Time: 10 minutes
Unless you are aiming for a top score, don’t try all the questions! Use your POOD to choose the best ones for you.
5 7
WRITING AND
LANGUAGE

a° 60 80 b° M At a grain packaging company, sacks of grain
120 100
are filled by a machine that weighs each
40 3
c° sack to be sure that it holds between 24
m 4
1
and 25 pounds of grain. Only then will a
4
E In the figure above, if m , what is the value
MATH
of a + b in terms of c ? a+ b = 100 + 120 = 220 sack be sealed and shipped. If a sack holding
A) 360 – 2c 360 – 2(40) = 280 b pounds of grain is shipped, which of the
B) 180 + 2c 180 + 2(40) = 260 following describes all possible values of b ?
C) 180 + c 180 + 40 = 220 25 Plug in b = 25
1
D) 180 – c 180 – 40 = 140 A) b − 25 >
4
25
ESSAY
1
B) b + 25 =
4
25 1
C) b − 25 =
4
25 1 1
D) b − 25 < 0 <
4 4 4
E If the expression n2 – 2n – 8 represents the

net profit on the sale of n units of a product,
which of the following values represents the
PITA number of units sold for which the net profit
equals 0 dollars? 12
A) 2
B) 4 42 – 2(4) – 8 = 16 – 8 – 8 = 0 M Meg purchased a new computer for $2,800 that
depreciates in value by 5% every month
C) 6
that she owns it. Which of the following
D) 8 expressions, f(m), represents how much the
computer is valued after m months?
2
A) f(m) = 2800 – 0.05m= 2800 – .1 = 2799
2
B) f(m) = 2800 – 0.05m= 2800 –.0025 = 2799.9975
2
C) f(m) = 2800 × (1 – 0.05)m= 2800 x .95(2) = 5320
2
D) f(m) = 2800 × (1 – 0.05)m= 2800 x (.95)2 = 2527
m=2
1st month 2800 x .05 = 140
2800 – 140 = 2660
2nd month 2660 x .05 = 133
2660 – 133 = 2527

15 14
READING
3
M If − 13 = 10 x , then x could equal which of H If g and q are positive integers, such that
x
6 q2
the following? g =   x and x = , what is the LEAST ith
x w
rt st #
3 5
  4
A) 0.2 (B) – 13 = 10(0.5) a
0.5 q value of q ? 2
possible St alle
WRITING AND
18
LANGUAGE
PITA
B) 0.5 6 – 13 = 5 A) 18 (A) x = = 81 sm
C) 0.6 –7 = 5 4
B) 24 6
D) 1.5 g = (81) — not an integer
3 C) 30 5
(A) – 13 = 10(0.2)
0.2 D) 36 24 2
15 – 13 = 2 (B) x = = 144
4
6
2=2 302 g = (144) — not an integer
MATH
(C) x = = 225 5
4
6
27 g= (225) = 270
5
x=3
H Which of the following is equivalent to
51(33 ) − 24(32 ) + 27(3) − 21 1377 − 216 + 81 − 21
3 2
51x − 24 x + 27 x − 21 = = 407
3(3) − 6
ESSAY
? 3
3x − 6
579 579
A) 17 x 2 − 42 x + 93 − = 17(9) – 42(3) + 93 – = 153 – 126 + 93 – 193 = –73
3x − 6 3(3) − 6
450 450
B) 17 x 2 − 42 x + 75 + = 17(9) – 42(3) + 75 + = 153 – 126 + 75 + 150 = 252
3x − 6 3(3) − 6
345 345
C) 17 x 2 + 26 x + 61 + = 17(9) + 26(3) + 61 + = 153 + 78 + 61 + 115 = 407
3x − 6 3(3) − 6
279
279
D) 17 x 2 + 26 x − 43 − = 17(9) + 26(3) – 43 – = 153 + 78 – 43 – 93 = 95
3x − 6 3(3) − 6

PLUGGING IN
Summary
• What are the advantages of Plugging In?
often faster
______________________________________
______________________________________
helps avoid algebra errors
• What are some clues that you can Plug In?
variables in the question

______________________________________
variables in the answers

______________________________________
problem about relationship between numbers

______________________________________
geometry questions that involve variables or unknown numbers

______________________________________
• What are the steps for Plugging In?
(1) ID the variables

______________________________________
(2) Plug in # for the variables

______________________________________
(3) Work the steps of the problem

______________________________________
(4) Circle the target #

______________________________________
(5) POE until only 1 answer is left

______________________________________
• What are some good numbers to use when

Plugging In to make the math more conve-
nient?
2, 3, 5, 10, 100
______________________________________
• What are some clues that you can PITA?
The questions asks for a specific amt.

_____________________________________
“How much,” “How many,” “What is the value of...”

______________________________________
You are tempted to write an equation

______________________________________
There are #s in the answers

______________________________________

• What are the steps for PITA?
(1) Label the answer choices

______________________________________
(2) Start with middle #

______________________________________
(3) Work the steps

______________________________________
(4) When 1 of the answers works—stop

______________________________________
• I have accomplished ______ of the ______


FUNDAMENTALS
This lesson is about what you do when you could

potentially plug in but plugging in would be difficult or
when you can’t plug in at all and need algebra.
“The essence of mathematics is not to make simple things complicated,

but to make complicated things simple.”
–Stan Gudder
mathematician
165
READING
Making It Up
Connection to lesson: You may have “that friend,” the one who never studies for anything at all and still
gets good grades, at least when the exam is an essay. She or he sounds really smart
You do need some in the essay, even if she or he doesn’t say anything of substance. What might be
some drawbacks to this approach?
algebra skills to do
well on the test. You
WRITING AND
LANGUAGE
can’t fake those

skills. This lesson Goals Review
will give you the At the conclusion of this chapter, you will be to accomplish the following:
foundational skills
you need. • Understand when to solve for a variable or variables
• Understand how to solve for a variable or variables
• Understand how to solve simultaneous equations
MATH
• Understand how to translate word problems into math problems

ESSAY

FUNDAMENTALS
READING
Beyond Plugging In
Plugging In and Plugging In the Answers are great tools for a wide variety of ques-
tions, as seen in the last chapter. But what do you do when PITA isn’t an option or
Plugging In seems too complicated or time-consuming? Two other essential skills
for the SAT Math sections include Solving and Translating. Let’s see how they can
help you score more.
WRITING AND
LANGUAGE
SOLVING
Sometimes, ETS wants students to solve equations by manipulating them. If you 1. Did you RTFQ? What
can’t use Plugging In or PITA and need to solve for a variable, you need to isolate are you solving for?
that variable. Operations done to one side of the equation need to also be 2. Can you use Plugging
MATH
performed on the other side of the equation. You have probably done this a lot in In or PITA?
Math class, so we will focus on some of the strange ways ETS might present
solving questions.
ESSAY
Isolate the variable. Do the same thing to both sides of the equation.
Plugging in would be difficult For

“isolate the variable” questions, it
is easier to just do the algebra.
6. Gibbs free energy, G, is a thermodynamic quantity that is equal to the Difficulty: Medium
enthalpy of a system minus the product of the entropy and the absolute Don’t panic when you
temperature. The equation G = U + PV – TS illustrates how internal energy see all these variables
(U), pressure (P), volume (V), temperature (T), and entropy (S) are all used to and this long, long
determine Gibbs free energy. Which of the following expressions best question! Just solve
describes how to find the absolute temperature, T, that is necessary for a given the equation for T.
system?
G − U + PV Solve for T:
A) T =
S
G − U − PV G – U – PV = –TS
B) T =
S –G + U + PV = TS
−G + U + PV
U − PV − G =T
C) T = S
S
U + PV − G
D) T =
S

READING
Inequalities
Solving inequalities in one variable is a lot like solving equations. Whatever you
do to one side of the inequality must also be done to the other side. The only dif-
ference, and it is an important one, is that you must flip the inequality sign when
you multiply or divide by a negative number.
WRITING AND
LANGUAGE
When solving an inequality, remember to flip the sign if you multiply or

divide by a negative number.
MATH
Difficulty: Medium 8.
If 13 ≤ 31 – 2x ≤ 39, which of the following represents all possible
values of x ?
A) –9 ≤ x ≤ 4 Subtract 31 from all 3 parts of inequality.
B) –4 ≤ x ≤ 9 –18 £ –2x £ 8
When you divide by a negative #
ESSAY
C) 9 ≤ x ≤ 22
remember to flip the sign
D) 22 ≤ x ≤ 35
9 ³ x ³ –4
A more difficult inequality question may ask you to combine the ranges of two
variables. Just remember to try all the possible combinations.
Difficulty: Hard 23. Which of the following accurately defines all possible values of p – q if
Did you try all 4 15 ≤ p ≤ 30 and 7 ≤ q ≤ 19 ?
combinations of p – q ? Try all 4 combinations
A) –4 ≤ (p – q) ≤ 23
B) –4 ≤ (p – q) ≤ 30
P Q P–Q
C) 8 ≤ (p – q) ≤ 11
15 7 15 – 7 = 8
D) 15 ≤ (p – q) ≤ 23 15 19 15 – 19 = –4
30 7 30 – 7 = 23
30 19 30 – 19 = 11

FUNDAMENTALS
READING
Quadratics
Questions that ask for the specific factors, zeroes, solutions, or roots of quadratics
can often be solved with Plugging In and PITA. Harder questions may ask about
some mathematical operation such as the sum or product of those roots.
11.
What is the sum of the distinct possible values of x for the equation Difficulty: Medium
WRITING AND
LANGUAGE
x2 + 3x – 10 = 0 ? When a quadratic is in
−b
A) –3 Note: sum of roots = the form ax2 + bx + c = 0:
(x + 5)(x – 2) = 0 a
B) –2 −b −3 The sum of the roots
x+5=0 x–2=0 = = −3 b
C) 3 x = –5 x=2 a 1 equals - .
a
D) 5 –5 + 2 = –3 The product of the roots
c
equals .
MATH
a
If you need to multiply
the factors of a quadratic,
Try to use Plugging In or PITA on quadratics. When a quadratic is difficult
to factor, remember the quadratic formula: use FOIL.
Most quadratic
-b ± b 2 - 4ac equations on the SAT
x=
ESSAY
2a are easy to factor.
Use the quadratic
formula when that is
not the case.
Rational Equations
2m m + 3 Difficulty: Easy
8. If = , what is the value of m ?
5 12 Which is faster here—
PITA or cross-multiplying
3
A) 2m(12) = 5(m + 3) and solving?
19
1
24m = 5m + 15
B) answers are
3 19m = 15 fractions—
15 15 cross-multiplying and
C) m=
19 19 solving is faster then
PITA
D) 5
Solving on paper with a pencil can sometimes be faster and

more accurate than using a calculator.

READING
Another way ETS may present solving with fractions may look like the one below.
To solve this one, first find a common denominator for the two fractions using the
Bowtie Method. Teacher note: Kids
3 1 may want to add to

Difficulty: Medium 18. If − = 2 , what is the value of x ?
2x 4 1
Bowtie! both sides. Tell
WRITING AND
LANGUAGE
12 2x 4
2 / 3 3 1 12 − 2x them we are using
− =
2x 4 8x
Bowtie so they see
12 − 2x
=2
8x how to use it, in case
12 – 2x = 16x
they get one like #10
MATH
12 = 18x
on page 159 as a
12
=x
18 grid-in, which is
2 definitely possible.
x=
3
ESSAY
Bowtie method
1. Multiply diagonally up (opposing denominators and
numerators).
12 2x
3 - 1
2x 4
2. Carry up the addition or subtraction sign.
12 - 2x
3 - 1
2x 4
3. Add or subtract across the top.
12 - 2x
3 - 1 12 - 2x
=
2x 4
4. Multiply across the bottom.
12 - 2x
3 1 12 - 2x
- =
2x 4 8x
Now set that equal to 2, and solve for x !

FUNDAMENTALS
READING
Exponents and Roots
Many questions about exponents and roots can be solved with Plugging In and
PITA. When things get tricky to solve, it is sometimes best to plug in, and let your
calculator do the hard work for you. However, sometimes that is not an option, as
in the following question.
WRITING AND
LANGUAGE
2
17. If x + 6 x + 9 = 7, what is the positive value of x ? Difficulty: Medium
4
Square both sides:
x2 + 6x + 9 = 49
MATH
x2 + 6x – 40 = 0
(x + 10)(x –4) = 0
x + 10 = 0 x–4=0
x = –10 x=4
ESSAY
Sometimes, solving rational and roots questions makes the math do funny things.
You may solve an equation and get answers that won’t work when plugged back
into the original equation. These are referred to as “extraneous solutions.” The
good news is that using PITA can be a great way to avoid these traps. Let’s look at
one on which PITA won’t work and solving is necessary.
extraneous solution = the solution you
get doing the algebra that does not
a −3=2 a
work when plugged back in
10. Which of the following is the extraneous solution for a in the equation above? Difficulty: Medium
Why can’t you just use
A) 1
Square both sides: PITA?
B) 2 (a – 3)2 = 4a
C) 6 a2 – 6a + 9 = 4a PITA does not work
D) 9 real solution a2 – 10a + 9 = 0 on extraneous
(a – 9)(a – 1) = 0 solution questions
a=9 a=1 POE (B) and (C) because you are
looking for the
answer that does
Extraneous solutions don’t work because they make a denominator of a not work.
rational expression equal to zero, lead to the calculation of a square root
of a negative number, or give a negative value for a square root.
Plug 1 back into the equation:
1–3=2 1
– 2 = 2(1) not true

READING
Teach MADSPM ETS also likes to test some weirder concepts about roots and exponents, like frac-
tional or negative ones. Let’s start with a question that only has one variable to
deal with.
1 2
 3 2
x 
12 3
2 1 9 1
  = x 3 −
Difficulty: Easy 5. = x=
36
x 18 = x 2
WRITING AND
1 1
LANGUAGE
x6 x6
Remember MADSPM!
ultiply
M ______________ 1
dd
A ______________ A) x 3 explain what a fractional
1
ivide
D ______________ exponent means
S ubtract
______________ B) x 2
2
ower
P ______________ C) x 3
ultiply
M ______________ 13
MATH
D) x 6
With fractional exponents, the numerator is the exponent, and the

denominator is the root. Think of it as “Power over Root.” For negative
ESSAY
exponents, calculate the positive exponent, then take the reciprocal.
1 1 explain
Difficulty: Medium 9. Which of the following is NOT equivalent to ? = a −2
a2 a 2 negative
exponents
(a−10 )(a−4 )
−2
A) (a–10)(a–4)–2 = a–10(a8) = a–2
a −4 a–4 – (–2) = a–2
B) −2
a
( a2 )
−1
C) a–2
 1 
2
1 1
D)  −1  = = a2
a  a −2 1
a2

FUNDAMENTALS
READING
Two (or More) Variables
So far, we’ve mostly looked at equations and expressions with one variable. ETS
will increase the difficulty of some questions by bringing in more variables or
another equation. Don’t panic, though! TPR strategies can make these situations
more manageable.
WRITING AND
LANGUAGE
22. If x ¹ 0 and y ¹ 0, which of the following expressions is equivalent to Difficulty: Medium
−
1
1 1 Don’t forget about Bite-
 36 x 3 y 2  2 36
−
64 8 4
   2   2
Solve in Bite- 7 4   ?   =  = = Sized Pieces! What
 64 x y   64   36  6 3
Sized Pieces
3x 2 y Eliminate (A), (B), and (D) happens when you calcu-
A) -
1
4  36  2
late   ? How does
MATH
 64 
3
B) knowing the answer help
4x2 y
you use POE?
4x2 y
C)
3
ESSAY
3
D) −
4x2 y
For questions with weird exponents and roots, try to plug in,
and remember MADSPM.

READING
Difficulty: Medium 21. If x ¹ 0 and y ¹ 0, which of the following expressions is equivalent to

What happens when
x 2 y −3 Use Bite-Sied Pieces
x2 3 ?
you simplify 3 ? x −4 y 6 x2
x -4 3 = =
3 6
x x2
How does knowing the 1 x −4
A)
WRITING AND
LANGUAGE
3
x2 ( y) Eliminate (A), (B), and (D)
answer help with POE?
x3
B)
y9
x2
C)
y3
MATH
1  x6 
D)  
3  y 9 
Besides seeing two variables in exponent questions, you may also come across a
two-variable equation like the one below. There are no answer choices to PITA, so
ESSAY
solve it!
2 3
Difficulty: Medium 18. If a + b = 14 , what is the value of 8a + 9b ?
How can you get rid 3 4
of the fractions in the
equation? 1 6 8
Multiply entire equation by 12 to clear out

the fractions.
8a + 9b = 168 R.T.F.Q.
You could also use the bowtie to get a

common denominator on your fractions if you
can’t tell what to multiply the equation by.
Remember to RTFQ. Be sure of what the question asks,

and find the most straightforward way to get there.

FUNDAMENTALS
READING
Simultaneous Equations
When given two equations with two variables, there are a number of approaches
to take. Start by making sure to RTFQ—in some cases, you don’t even need to
solve for the variables. If you are very skilled with a graphing calculator, graphing
the two equations and finding the point or points of intersection can be the most
efficient way to solve the problem. If navigating a calculator would slow you down
WRITING AND
too much or if your calculator crashes on test day (yikes!), solving by elimination
LANGUAGE
or substitution can be very efficient and effective as well. The way the equations
are written will determine whether you use elimination or substitution to solve.
3.
If 4x − 5y = 15 and 2x − y = 9, then 6x − 6y = Difficulty: Easy
2 equations A) 9 Make sure to RTFQ!
4x – 5y = 15
2 variables
B) 15 + (2x – y = 9)
MATH
think
C) 24 6x – 6y = 24 R.T.F.Q.
simultaneous
equations D) 30
15. If 2a + 3c – 5b = 7 and 13b – a – 6c = 10, which of the following is the Difficulty: Medium
value of a + b ? 1) Rewrite both equations so they are in the same The final question doesn’t
order. ask about c, so try to
ESSAY
A) 7
make it disappear.
B) 8 2a – 5b + 3c = 7
–a + 13b – 6c = 10
C) 9
2) Multiply 1st equation by 2
D) 10
4a – 10b + 6c = 14
+ (–a + 13b – 6c = 10)
3a + 3b = 24 a+b=8
Stack the equations up, then add or subtract. If you need to solve for
one variable, try to make the other one disappear! Sometimes, you may
need to manipulate one of the equations first.
2y = 1 – 3x both equations = 2y
–5 – x = 2y so set the equations equal to each other
19. Based on the system of equations above, what is the value of x – y ? Difficulty: Medium
A) –4 Plug 3 into the 1st equation: Is elimination still the
1 – 3x = –5 – x best way to solve this
B) –1 1 – 2x = – 5 2y = 1 –3(3)
system?
–2x = –6 2y = 1 – 9
C) 3 No, because the
x=3 2y = –8
D) 7 equations are
y = –4
equal to the same
x – y = 3 – (–4) = 7 value
If the two equations in a system are already set equal to the same
quantity, set them equal to each other and solve.

COURSE WORKBOOK FOR THE SAT & PSAT Teacher note: 2 forms of a line: y = mx + b and Ax + By = C. Either is valid and
helps us see slope. Be flexible with direction class wants to take. If possible
show 1Q with y = mx + b and 1 with Ax + By = C, as below. In Ax + By = C form,
A
slope = −
B
READING
One final way ETS may test systems of equations is by asking for the number
of solutions the system has. All the previous systems only had one solution, but
sometimes two lines have no solutions (because they are parallel) or infinitely
many solutions (because they are exactly the same line).
y −3 Write these equations side-by-

WRITING AND
=x side, not stacked, on the board

LANGUAGE
2
so you have room to show the
ax – 2y = –6 manipulations under each one.
Difficulty: Medium 7. If the system of equations above has infinitely many solutions, what is the
value of a ? [Ax + BY = C example]
A) –4
infinitely many
solutions means B) –2 y −3
=x y – 3 = 2x 2x – y = –3
MATH
the two equations C) 2 2

are the same D) 4 Multiply equation by 2
4x – 2y = –6
therefore, a = 4
ESSAY
When dealing with linear equations, a system with infinitely many

solutions means the two equations represent the same line. A system
with no solutions means the lines are parallel. In either case, both lines
have the same slope.
1 5 Write these equations side-by-

x− y=4 side, not stacked, on the board
3 6
so you have room to show the
rx – 10y = 24 manipulations under each one.
Difficulty: Medium 10. Consider the linear system of equations above, in which r is a constant. If the
system has no solution, what is the value of r ? [y = mx + b example]
When a line is A) 8 Clear out the fractions in the 1st equation
in the standard form
2x – 5y = 24 rewrite in y = mx + b format
Ax + By = C,
B) 4 –5y = –2x + 24
A
the slope = – and
B 5 2 24 2
C) y= x– slope =
C
y-intercept = . 2 5 5 5
B 2
D)
5 –10y = –rx + 24
−r 24
y= −
−10 10
r 2
= 5r = 20 r=4
10 5

FUNDAMENTALS
READING
TRANSLATING ENGLISH TO MATH
Sometimes, the question doesn’t even give an equation, just a description of the
situation. Translate the words in the question into an equation, using Bite-Sized
Pieces.
4. Aimee’s mobile phone service allows her phone to serve as a Wi-Fi
WRITING AND
Difficulty: Easy
LANGUAGE
hotspot. The service charges a flat monthly fee of $4 plus 3 cents per Remember to use POE
gigabyte (GB) of data usage. Aimee wants to spend less than $15 on the after each Bite-Sized
Use Bite-Sized hotspot service this month. If g represents the number of GB of data Piece!
Pieces usage, which of the following inequalities correctly describes the
situation? Make sure you are
4 plus = 4+ Eliminate (A) being flexible and
A) 0.03g < 15
3 cents = 0.03 Eliminate (C) working with what-
B) 4 + 0.03g < 15 ever pieces of info
MATH
Per gigabyte = 0.03g Eliminate (D)
C) 4 + 3g < 15 students give you
as the first piece.
D) g(4 + 0.03) < 15 Use POE after
each step!
English Math Equivalents
ESSAY
% (percent) /100
of •
what c
is, are, were, did, does =
out of /
per /
less than <
less than or equal to £
greater than >
greater than or equal to ³
at least ³
no more than £

READING
Sometimes ETS asks for the system of equations that could be solved to find a
quantity in a given situation. Translate the most straightforward piece of informa-
tion first, and use POE.
3 visits = extraneous info.
Difficulty: Medium 12. A used bookstore sells paperback books for $3.50 and hardback books Teacher note:
What piece of for $5.25. Karina made three visits to the bookstore, and in total over Have
WRITING AND
LANGUAGE
information makes the the three visits, Karina bought 13 books for a total cost of $56. Solving students
most sense to you? which of the following systems of equations yields the number of
Start there! create
paperback books, x, and the number of hardback books, y, that Karina
equations
bought at the used bookstore over the three visits?
A) x + y = 56 Start with the most straight
3.5x + 5.25y = 13 forward piece of information:
1) Katrinia bought 13 books
MATH
B) x + y = 13 x + y = 13 Eliminate (A)
3.5x + 5.25y = 56 ´ 3
2) The total cost of the books
C) x + y = 13 $56. Eliminate (B) and (C).
56
3.5x + 5.25y = (By comparing A.C.’s after first
3
ESSAY
POE, you can make this very

D) x + y = 13 efficient.)
3.5x + 5.25y = 56
On a hard translation question, start with the most straightforward

piece of information, and use Bite-Sized Pieces.
Teacher note:
Have
students
Difficulty: Medium 18. Kristine needs to purchase both T-shirts and pairs of shorts for a create
What do you need to vacation she is taking to Hawaii. After contacting the local clothing equations
solve this question? store, she knows that five T-shirts and three pairs of shorts will cost her
7t + 9s $30.50 and that two T-shirts and six pairs of shorts will cost her $41.00.
not s or t Based on this information, what is the cost of the seven T-shirts and
individually nine pairs of shorts that Kristine will need for her trip, if all shirts cost
the same price and all shorts cost the same price?
A) $8.50
2) POE A/B
Let t = t-shirts, s = shorts too small
B) $17.50 1) 5t + 3s = 30.50
C) $59.50 3) + (2t + 6s = 41.00)
D) $71.50 4) 7t + 9s = 71.50 R.T.F.Q.
(Set up board to make stack and add easy to see.)

Teacher note: Use this only with classes and students that need it. FUNDAMENTALS
Can assign for HW. Not necessary to teach whole chart with every
class!
READING
Term Definition Examples
Number Fractions, integer, decimals 1, 1/2, 3, 0.2

Integer No fractions –3, 0, 2
0 is neither Negative Less than 0 –2,, –1/2
negative or Positive More than 0 1
/2 2, 1.5
positive. Even Divisible by 2 0, 2, –4
WRITING AND
LANGUAGE
0 is even. Odd Not divisible by 2 –3, 1, 5
Difference Result of subtracting 4–2=2
Sum Result of adding 4+2=6
Product Result of multiplying 2x3=6
Quotient Result of dividing 6¸3=2
Ratio Relation between 2’s 1:3, 1 to 3, 1/3
1 is not Prime Divisible only by 1 and itself 3, 5, 7, 11
MATH
prime. Factor/Divisor # another # can be divided by 2 is a factor of 6
Prime factor Prime # that divides into # Prime factors of 12 = 2 x 2 = 3
Multiple # that can be divided by other # 15 is a multiple of 5
Remainder Stuff left over from dividing 7 ¸ 2 = 3 remainder 1
Distinct Different 3 and 5 are distinct integers
Consecutive In order 1, 2, 3 are 3 consecutive integers
ESSAY
Absolute Value Distance from 0 |–2| = 2, |2| = 2
The square of... x 2
square of 3 = 32 = 9
The square root of... x 16 =4
Mean Average
mean of 2 and 4 = 4 + 2 = 3
2
Median middle # of an ordered group of #’s 1, 3, 5 median = 3
Mode Most frequent # 1, 2, 2, 3, mode = 2
Percent /100 15% = 15/100
Inclusive Include all #’s between 2 and 5 inclusive, include
2 and 5
Range Largest # – smallest # 1, 3, 5 range = 5 – 1 = 4
Reciprocal Lower the number 4 and are reciprocals
Rational #that can be written as a ratio 2
/ 3 , 1 /2
Radical Expression that has a root 16 3
8
Extraneous Solution Solution you get when doing the algebra that does not work.
See p. 171 #10
Linear Equation y = mx + b y = 2x + 3
Quadratic Equation ax + bx + c = 0
2
2x2 + 3x + 4 = 0
Quadratic Formula
x = − b ± b 2 − 4 ac
2a

READING
FUNDAMENTALS DRILL
Time: 10 minutes
4 11
WRITING AND
LANGUAGE
Start with easiest equation first.

x 1
E If − 4 = 2 + , then which of the M During a sale at an electronics store, all video
y y games normally priced at $50 are 30% off,
following is equivalent to x, in terms of y ? and all DVDs normally priced at $20 are 25%
off. Marcela has up to $200 to spend on video
A) x = y + 6 games and DVDs during the sale, and she
Multiply through by y
wants the number of DVDs she buys to be at
6 x – 4y = 2y + 1
B) x = least twice the number of games she buys. If
MATH
y x = 6y + 1 a tax of 8% is applied to her total purchase,

C) x = 6y + 1 which of the following systems of inequalities
can be solved for the number of video games,
1 g, and the number of DVDs, d, that Marcela
D) x = y –
6 can buy?
A) 0.92(37.5g + 14d) ≤ 200

ESSAY
d ≥ 2g
B) 1.08(35g + 15d) ≤ 200
d ≥ 2g
5 C) 1.08(35g + 15d) ≥ 200

2g ≥ d
−5 2
= D) 35g + 15d ≤ (1.08)(200)
3x + 2 4 − 5x
d ≤ 2g
E In the equation above, what is the value of x ?
# of DVDs at least twice # of games
24 d ³ 2g Eliminate (C) and (D)
A) – –5(4 – 5x) = 2(3x + 2)
19
–20 + 25x = 6x + 4 games are 30% off:
16 30
B) – –20 + 19x = 4 50 x = 15 50 – 15 = 35 Eliminate (A)
19
19x = 24 100
13
16 24
C) x=
31 19 M If x 2 − 6 x − 66 = 5 , then what are the roots
24
D) of the equation? If x = 7
19 49 − 42 − 66 = 59
A) x = –7; x = 13
PITA B) x = 7; x = –13 Eliminate (B) and (D)
C) x = –7; x = –13
If x = 13
D) x = 7; x = 13
169 − 78 −=
66 =
25 5
Eliminate (C)

FUNDAMENTALS
20 35
READING
M Which of the following expressions is H Company G charges its customers a flat fee
1 of 5 dollars to stream their first 8 movies
 64 x 9 y 27  3 per month and 75 cents for each additional
equivalent to  ?
 27 z 3  movie streamed within the same one-month
 
period. Company H charges its customers
WRITING AND
3 9 1
a flat fee of 7 dollars to stream their first 10
LANGUAGE
A) 4 x y  64  3 4
Use Bite- 3z   = movies per month and 60 cents for each
27  3 additional movie streamed within the same
Sized
4x3 y9 one-month period. What is the maximum
Pieces B)
27 z 3 Eliminate (B), (C), and number of movies a customer could stream
(D) in a one-month period and save money using
3 9
C) 64 x y Company G instead of Company H?
27 z
MATH
192 x 9 y 27 1 3
D)
81z 3
Let x = total
number of movies.
ESSAY
19
H If m percent of 50 is equal to 20 percent of n,

m
then what is the value of ?
n
2 / 5 m 20
⋅ 50 = ⋅n ($5 covers 1st 8)
100 100 G: 5 + 0.75(x – 8)
m n H: 7 + 0.6(x – 10) ($7 covers 1st 10)
=
2 5
5 + 0.75(x – 8) < 7 + 0.6(x – 10)
5m = 2n 5 + 0.75x – 6 < 7 + 0.6x – 6
Plug in –1 + 0.75x < 1 + 0.6x
m = 2, n = 5 0.75x < 2 + 0.6x
m 2 0.15x < 2
=
n 5 x < 13.3

Summary
• What are two essential math strategies you
can use when Plugging In and PITA are not
effective options?
Solve the problem

______________________________________
Translate the problem

______________________________________
• What is the ultimate goal when solving for a

variable?
Isolate the variable

______________________________________
• When solving an inequality, what must you

remember to do when you multiply or divide by
a negative number?
Flip the sign

______________________________________
• When do you use the Bowtie Method?
Adding or subtracting fractions

______________________________________
• What is the standard form of a quadratic

equation?
ax2 + bx + c = 0
______________________________________
• When multiplying binomials, remember to use

FOIL.
irst
F______________________________________
uter
O _____________________________________
nner
I ______________________________________
ast
L______________________________________
• When solving an equation, what situations

could lead to extraneous solutions?
Solution leads to a denominator that equals 0

______________________________________
the square root of a negative #

______________________________________
a negative value for a square root

______________________________________

FUNDAMENTALS
• What are the basic rules for manipulating

exponents?
ultiply
M______________________________________
dd
A ______________________________________
ivide
D______________________________________
ubtract
S ______________________________________
ower
P ______________________________________
ultiply
M______________________________________
• What do the numerator and denominator rep-

resent in fractional exponents?
numerator = exponent, denominator = root

______________________________________
• What do you do to manipulate negative

exponents?
Calculate the positive exponent and take the reciprocal

______________________________________
• What are two ways to solve simultaneous

equations without using a calculator?
Elimination
______________________________________
Substitution
______________________________________


CHARTS
AND DATA
“It is a capital mistake to theorize before one has data.”
–Sir Arthur Conan Doyle
For questions with charts and tables, try to get at

least a quick sketch of the figure on the board as
students read it. Talk about the axes and units, so
you can label them when necessary. If nothing else, at
least get on the board a few words from the question
that you’d have them underline, and a few words from
each answer as you do POE, so the kid who spaces
out can see what’s happening when he comes back to
Earth.
185
READING
Giving Presentations
You may have had to give a presentation in class before. Maybe you had a
Connection to Physics lab where you had to present data to the class, or a History slideshow
lesson: about some event. There is a lot of information, and it’d be boring to just read
Charts and graphs off a set of data. What were some ways you were able to present information that
provide a way to weren’t just words?
WRITING AND
organize informa-
LANGUAGE
tion when you have a

lot of data. Note, we
purposefully picked Goals Review
physics and history At the conclusion of this chapter, you will be able to accomplish the following:
because analysis in
• Understand how to read figures, graphs, and tables
history and science
• Understand how to use graphics to find values and make predictions
are SAT subscores.
MATH
and inferences
• Understand how to draw a figure based on a description of a context
• Determine whether data collection methods and conclusions are
appropriate
ESSAY

CHARTS AND DATA
READING
What’s Up With All These Charts?
In an attempt to make the SAT a test that will better reflect what students learn
in school and need to understand in the real world, ETS uses Charts and Tables Charts, Data, Tables
to present data for students to analyze. The situations will typically include real- show up in the
life applications, such as finance and business situations, social science issues, and Reading and Writing
scientific matter. Graphics will even show up in some Reading and Writing ques- sections as well.
WRITING AND
tions! This chapter will focus on how to read these graphics and do the statistical
LANGUAGE
analysis ETS requires. All of these questions will fall in the section in which
calculator use is allowed, so use your calculator wisely.
HOW TO READ A SCATTERPLOT GRAPH
MATH
Graphs can present data in a variety of ways. In the scatterplot graph on the
following page, each dot represents one data point. Sometimes, a line or curve
“of best fit” will be drawn to represent the equation that most closely matches
the data. The term scatterplot isn’t important, but the text on the graph is very
important. Read the titles of all graphs, look for a key if there is one, and notice
the units before answering any questions.
ESSAY
When working with graphs, always read the title, key or legend,
variables, and units before working any questions.

q
READING
Read titles and units. Questions 10 and 11 refer to the following information.
The scatterplot below shows the income data for 24 selected part-time
employees at Coffee Planet during a one-week period in March of 2014.
WRITING AND
LANGUAGE
Income Data for Selected Part-Time Employees at Coffee Planet
340 u Line of best

320 u fit.
Paycheck Amount ($)
u
300 u
u u u
MATH
280 u
u u u Likely range
260 u u u for #11.
u u
240 u u
u
220u u u
u
200u
ESSAY
20 21 22 23 24 25 26 27
Number of Hours Worked
Difficulty: Easy 10. According to the scatterplot above, which of the following is closest to
Look It Up! the average paycheck amount for the three part-time employees who
worked 26 hours during the one-week period in question?
A) $280 Look up value.
Look it up?
B) $290
C) $300 280 + 290 + 300
= 290
D) $310 3
For Look It Up questions, read the graph or chart carefully,

and use the scantron as a ruler if necessary.
Don’t give away points with careless errors.

CHARTS AND DATA
READING
11. If the trend in the relationship between the number of hours worked Difficulty: Medium
and paycheck amount remains consistent with the data above for Find the Trend!
part-time employees who worked more than 27 hours during the week
in question, then which of the following would most likely be the
Find the paycheck amount earned by an employee who worked 28 hours during
WRITING AND
that week?
LANGUAGE
trend? What would happen if the scatterplot contin-
A) $290
ued? Use scantron as straight edge to draw
B) $300 line of best fit through most data would hit 28
C) $330 hours around $330. (Note: data for 27 hour
D) $380 employee is a bit higher than others on graph,
so use line for all data, not just values above $
for 27 hours.)
MATH
p
For Find the Trend questions, continue the line of best fit off the edge of
ESSAY
the graph, and see what the value would be at the given point.
Those last two questions were straightforward Look It Up questions. Sometimes,

the questions will require “inferences” to be made. Don’t worry, just look up the
numbers to which each answer refers, and use POE!

READING
y
60
50
Population 2
WRITING AND
LANGUAGE
40
Area (sq in)

30 Population 1
20
MATH
10
0 x
0 10 20 30 40 50 60
Time (d)
ESSAY
Difficulty: Medium 13. A scientist has two groups of mice in two wire cages that each have a
base area of 60 square inches. After the initial groups of mice are
added to each wire cage on Day 0, the researcher observes and records
the area of the base of the cage covered by the total mice every 10 days.
The results for each cage were modeled with the line or curve of best fit
in the graph shown above, which relates the area of the base of the wire
cage covered by mice as a function of time, in days. Which of the
following inferences is NOT supported by the graph?
Look up each T A) At Day = 0, Population 1 covered approximatelyDay
100% more of the
answer choice 0 Þ Pop 2 » 11
area of the base of the cage than Population 2.
on the graph Pop 1 » 21
T B) At Day = 30, Population 1 and 2 both covered the same area of the
and mark it as bases of their respective cages. lines cross at day 30
True or False, F C) At Day = 60, the mice of both Population 1 and Population 2
then look for covered less than 50% of the area of the base of their respective
the one that’s cages. Pop 2 = 60, Pop 1 > 30
not like the T D) Population 1 models linear growth, while Population 2 models
others. exponential growth. linear = straight line
exponential growth = curved lne
Even if class wants to stop at

C, talk about what D means—a
picture like this—as it will come
up on the test.

CHARTS AND DATA
Bar graph or
READING
HOW TO READ A BAR GRAPH Histogram?
A bar graph is another way to represent data. Rather than giving points, each If the bars in a graph
value for the variable at the bottom of the graph is represented by a bar. The height represent ranges of
of the bar corresponds to a value on the left side of the graph. As always, read care- data, rather than distinct
fully, watch the units, and use POE! categories, ETS may use
the term “histogram” to
describe the figure. Just
WRITING AND
LANGUAGE
know that the same
When working with bar graphs, always read the title, key or legend, skills are used to answer
variables, and units before working any questions. Don’t forget to use the questions, no matter
POE on the answer choices! what the graph is called.
MATH
United States Unemployment Rate
Read titles 12
and units.
10
% Unemployment
ESSAY
6
0
2006 2007 2008 2009 2010 2011
Year

8. The graph above shows the approximate national unemployment rate Difficulty: Easy
in the United States from 2006 to 2011. Based on the data presented in The word “except” in
the graph, each of the following inferences would be justified EXCEPT: the question means to
use POE to eliminate
T A) The unemployment rate in 2010 was higher than that of any other answers that are true.
Look up year listed. highest bar
the values F B) For each of the years listed, the unemployment rate increased. decreased from 2006
on the T C) The period from 2010 to 2011 experienced the highest to 2007
graph and unemployment rate of any two-year period listed. highest bar
use POE. T D) The unemployment rate in 2007 was lower than that of any other
year listed. lowest bar
Remember to RTFQ. Little words like “except” and “not”

are really important!
ETS is NOT being consistent about capitalizing
or underlining EXCEPT, NOT, or LEAST, so make
sure your students are ALWAYS on the lookout
for these words! © TPR Education IP Holdings, LLC | 191
READING
HOW TO READ A TWO-WAY TABLE

Two-way tables give counts for data according to two variables. Much like how the
previous graphics had one variable along the x-axis and one along the y-axis, two-
way tables have categories listed across the top and down the left side of the table.
Again, before answering any questions, read the headings, and note the units.
WRITING AND
LANGUAGE
When working with two-way tables, always read the title, key or legend,
variables, and units before working any questions. Don’t forget to use
POE on the answer choices!
MATH
Preferred Beverage by Gender
Coffee Tea Hot Chocolate Total

Men 923 254 89 1,266
ESSAY
Women 655 362 193 1,210

Total 1,578 616 282 2,476
Difficulty: Easy 7. The student union at a local college sent a survey to all the members of
Look up the sophomore class in order to learn more about students’ preferences
the numbers for each regarding hot drinks. The students were asked to choose their top
answer choice and choice among three different beverage options: coffee, tea, and hot
use POE.
chocolate. The respondents’ answers were counted and are shown in
the two-way table above. Which of the following conclusions is best
supported by the information in the table?
A) The number of women who prefer coffee is greater than the total
number of people who prefer tea.
B) The number of men who prefer hot chocolate is greater than the
number of women who prefer hot chocolate.
C) The number of men who prefer tea is greater than the total number
of people who prefer hot chocolate.
D) The number of women who prefer tea or hot chocolate is greater
than the number of women who prefer coffee.
(A) # of women who prefer coffee = 655, # of people who prefer tea = 616
(B) # of men who prefer hot choc = 89, # of women who prefer hot choc = 193
(C) # of men who prefer tea = 254, total # who prefer hot choc = 282
(D) # of women who prefer tea or hot choc = 352 + 193 = 555, # of women
who prefer coffee = 655

CHARTS AND DATA
READING
Now let’s move past the Look It Up questions on two-way tables to an Inference
question. Just as with inference questions about charts, look up the numbers to
which each answer refers and use POE!
Average Temperature by Month in Four Cities
WRITING AND
LANGUAGE
City May June July August September
Cairo 77 81 82 83 79
Istanbul 61 71 71 74 69
Stockholm 52 61 64 63 54
Tokyo 64 70 77 79 73
MATH
12. The average monthly temperatures, in degrees Fahrenheit, over a Difficulty: Medium
five-month period for four select cities are shown in the table above. A If an answer includes a
travel agent has advised a client that the warmest month in all four statement that isn’t true,
cities—Cairo, Istanbul, Stockholm, and Tokyo—is August. Based on eliminate it!
the information in the table, is the travel agent’s assessment accurate?
A) Yes, because the highest temperature listed for each of the four cities
ESSAY
is in August.
B) Yes, because the lowest temperature listed for each of the four cities
is July.
C) No, because the temperature listed for one of the cities is highest in
July.
D) No, because the temperature listed for one of the cities is lowest in
August.
Assessment is incorrect for Stockholm
Eliminate (A) and (B)
Is (C) true for Stockholm? Yes

READING
TRANSLATING FIGURES
Remember Translating from the Fundamentals chapter? That skill also comes into
play on some data questions that ask for the graph that best fits a given situation.
Just translate the English in Bite-Sized Pieces, and use Process of Elimination on
the answers at each step.
WRITING AND
LANGUAGE
Difficulty: Medium 15. Everett lives ten miles from school. He was driving home after class on
Right after school, how a typical weekday afternoon when he suddenly realized that he had
far is Everett from his forgotten his calculator in his locker. He decided to return back to
house? What answers school and spent some time there talking to his Pre-Calculus teacher,
can be eliminated at whom he met in the hallway. After about twenty minutes at school,
that point?
Everett got back into his car and drove straight home. Which of the
following graphs best represents Everett’s afterschool activity?
MATH
A) 15 B) 15
Distance from home

Distance from home
10 10
(miles)
(miles)
Use Bite-Sized 5 5
Pieces 0 0
0 20 40 60 80 100 0 20 40 60 80 100
Time Time
ESSAY
(minutes) (minutes)

C) 15 D) 15
Distance from home

Distance from home
10 10
(miles)
(miles)
5 5
0 0
0 20 40 60 80 100 0 20 40 60 80 100
Time Time
(minutes) (minutes)

He starts at school which is 10 miles from

home—Eliminate (B) and (D)
He drives back to school and then spends

time at school. Only (A) shows that.

CHARTS AND DATA
READING
DATA COLLECTION METHODS
Occasionally, ETS will describe how a study was completed or an experiment was
conducted and then require conclusions to be drawn from the description. These
will appear as long, clunky word problems. Read very carefully, underlining key
words in the question, and use Process of Elimination. Once you determine the
variables being tested, try to determine whether the conclusion that is made can
WRITING AND
be directly drawn from the experimental or study design.
LANGUAGE
Survey samples
should be large,
random, and
Use your pencil to underline key words and determine the variables being representative
tested. Think about what would make for a good study with reasonable
conclusions. Typically, the larger the number of unbiased individuals, the
MATH
more accurate the results.
19. A candy company decided to conduct some product testing at a local Difficulty: Medium
college to determine whether there was a market for their new line of That’s a lot of words!
gummy bears. The market representatives set up a couple of tables What does your POOD
ESSAY
inside the entrance to the college’s student union building and handed tell you to do with this
out free samples of the gummy bears to passing students. Some of the question?
students took the free samples, while others did not. Those who did
take the free samples were asked to answer a brief survey about their
opinion of the gummy bears. 70% of students who answered the survey College kids
stated that they would probably purchase the gummy bears should the
company decide to market them on campus. Based on the survey
s ome free
results and the method of data collection described above, would the
candy company executives be justified in claiming that a majority of
samples
students at this particular college would likely purchase the new line of
gummy bears? s ome took
A) Yes, because the majority of students who answered the survey survey
indicated that they would probably purchase the gummy bears
B) Yes, because the 70% of students who stated that they would probably 7 0% said
purchase the gummy bears came from a non-representative sample they would
means that the data collection methodology was flawed buy
C) No, because the 70% of students who stated that they would probably
purchase the gummy bears came from a non-representative sample n ot a majority
means that the data collection methodology was flawed of all students
D) No, because the majority of students who answered the survey
indicated that they would probably not purchase the gummy bears Eliminate (A) and
Not true: 70% said they would buy (B)
On questions about justifying conclusions, eliminate answers that aren’t

supported by the data. Be careful not to make assumptions or extend
the conclusion too far. Then use POE to get rid of answers that don’t
make sense to you, or just guess and go!

READING
Difficulty: Medium 17. Ryan is curious to know whether there is a connection between video
gaming and reading for his fellow high school students in the town of
Port Harbor, Washington. He polls a random group of 100 high school
students from Port Harbor and finds definitive proof of an inverse
relationship between time spent video gaming and time spent reading.
WRITING AND
The data does not Which of the following statements is best supported by the data?
LANGUAGE
allow us to establish a A) Using video gaming and reading as defined by Ryan’s poll, a decrease
causal connection. in reading is caused by an increase in video gaming for high school
Eliminate (A) and (B). students in the (state of Washington.) This piece also not supported
and a fine reason to POE if
If students don’t B) Using video gaming and reading as defined
by Ryan’s poll, a students
understand cause, decrease in reading is caused by an increase
in video gaming for see it.
high school students in the town of Port Harbor.
give an example.
C) There is an inverse relationship between time spent video gaming
MATH
‘During the year, sales

and time spent reading for high school students in the state of
of frappuccinos and
Washington. Only know about Port Harbor high school.
sales of hot chocolate
are inversely related. D) There is an inverse relationship between time spent video gaming
and time spent reading for high school students in Port Harbor.
Does one cause the
other? No, it is a third
ESSAY
thing - the weather!
CONFIDENCE INTERVALS AND MARGINS OF ERROR

When surveys are used to collect data, researchers want to make sure that they use
a sample population that is representative of the general population to extrapolate
their results. Two measures are used to determine this—confidence intervals and
margins of error. For example, if a survey with a confidence level of 95% and a
margin of error of ±3 were repeated 100 times, the results should be within 3 per-
centage points of the sample results 95 of the 100 times.
Difficulty: Medium 20. A prominent statistical organization conducted a random survey of

1,500 high school students from around the United States. The
questionnaire asked students whether they like to listen to music while
3% margin of they do their homework. 570 students answered “yes” to this question.
error means If the organization determines that its random survey results have a
±3% margin of error of 3%, which of the following best represents the
approximate range for the percentage of students nationwide who
likely enjoy listening to music while they do their homework?
A) 32–35% x
B) 35–41% 570 = ⋅ 1500
100
C) 41–47% 570 = 15x
D) 47–53% x = 38%
38 – 3 = 35%
38 + 3 = 41%
*ETS may also ask you to take one step further and apply % to
general population—how many people enjoy listening to music?
CHARTS AND DATA
READING
CHARTS AND DATA DRILL
Time: 10 minutes
Note: Calculator permitted on all questions.
3 32
WRITING AND
LANGUAGE
AGE AND PRICE
HANDEDNESS AMONG SEVENTH-GRADE
12 BOYS AND GIRLS
10 •
Price (thousands of dollars)
• Boys Girls
• Left-handed 23 19
8 •
•
Right-handed 169 192
MATH
•
6 Total 192 211
•
4
E The table above shows the number of seventh
2 • graders who are left-handed or right-handed
•
•
by gender in a certain middle school. What
percent of all seventh graders in this school,
ESSAY
5 10 15 20 25
rounded to the nearest percent, are right-
Age (years)
handed boys? (Disregard the percent sign
when gridding your answer.)
E The graph above shows the price and age for
each of 10 cars of a certain model made by 4 2
the Drive-o-Matic company. Which of the
following is the best approximation for the Right-handed boys = 169
price of a car that is 12 years old? Total # of 7th graders =
192 + 211 = 403
A) $2,100 10 yrs old » $4,200
B) $3,400 15 yrs old » $2,100 x
Choice (B) is in between 169 = ⋅ 403
C) $4,200 100
D) $5,500 x » 42%

14 18
READING
AVERAGE ANNUAL TOTAL CHARGES FOR PROGRAM FEES

POPULATION IN COUNTRY A AND COUNTRY B
AT AMERICAN OVERNIGHT CAMPS 1995–2003
$2,600
$2,400
16 • $2,200
• • • •
WRITING AND
•
Population (in Millions)
• • • • • •
LANGUAGE
14 $2,000
12 $1,800
$1,600
Urban
10
$1,400
8
$1,200
6
$1,000
4 $800
2 $600
Rural
$400
$200
2
3
4
5
6
7
8
9
0
1
2
3
MATH
199
199
199
199
199
199
199
199
200
200
200
200
Year 1995 1996 1997 1998 1999 2000 2001 2002 2003
Year
• Country A
Room & Board
Country B
Program Fee
ESSAY
M According to the data in the graph above, M The graph above shows the financial data for
approximately how many more people lived American overnight camps from 1995-2003.
in Country A than lived in Country B in For the program year in which charges
1998 ? for room and board at rural camps was
most nearly equal to $1,100, what was the
A) 3,200
approximate charge for the program fee at
B) 14,200 urban camps?
C) 3,200,000
A) $980
D) 14,200,000 2600 – 800 = 1800
B) $1,025
C) $1,800
1998: Country A 14.2 million
Country B 11 million D) $2,600
14.2 – 11 = 3.2 million

CHARTS AND DATA
21 24
READING
ENROLLMENT LAST YEAR AT
ROUND-TRIP AIRFARE COSTS FROM NEW YORK GROVETON HIGH SCHOOL
1,400
Economy Class Total Number Number of
1,200 Business of Students Students Who
First Class in Class Passed Chemistry
WRITING AND
LANGUAGE
1,000 Junior 80 42
Senior 70 30
Price in Dollars
800
600
H All of the students who took chemistry at
400
Groveton High School last year were juniors
or seniors, as shown in the table above. If
200 80% of the students who took chemistry
MATH
passed, then what fraction of the students in
0 the combined junior and senior classes took
Washington, D.C. San Antonio Seattle Chicago
chemistry?
City
42 + 30 = 72 passed
A) 48
125
80
M The bar graph above shows the round-trip 72 = (total)
ESSAY
airfare costs from New York City to four 12 100
B)
other cities in the United States. Which of 25
total = 90 took chem
the following is the closest approximation of
the average cost for a business class ticket to 1
C) total junior + senior
each of these four cities? 2
= 80 + 70 = 150
A) $580 Washington DC = 300 3
D) 90 3
B) $645 San Antonio = 600 5 =
C) $715 Seattle = 1000 150 5
Chicago = 420
D) $920
Total 2320
2320
= 580
4

27
READING
H In a poll conducted several weeks before

a local election for town sheriff, 49% of
respondents stated that they intended to vote
for Candidate A, while 51% of respondents
stated that they intended to vote for
WRITING AND
Candidate B. Since the sample size of this

LANGUAGE
poll was 1,200 town residents, the margin of

error was estimated to be ± 3. If Candidate
A actually won the election with 51% of
all votes cast, then which of the following
conclusions is most supported by the data?
A) The poll numbers accurately predicted

the outcome of the election. outcome predicted win for B, but A won
MATH
B) The poll numbers were too close to

make an accurate prediction about the
outcome of the election. the results were within the margin of error
C) The poll numbers incorrectly predicted
the outcome of the election.
ESSAY
D) No conclusions can be made using the

poll numbers. too strong

CHARTS AND DATA
Summary
• When working with any type of graphic,
what four items should you always look at
before working through the questions?
Title
______________________________________
Key or legend
______________________________________
Variables
______________________________________
Units
______________________________________
• What is the best way to deal with “Look It Up”

questions that ask for a data point shown on
the graph?
Read the graph carefully, use scantron as a ruler

______________________________________
• What is the best way to deal with “Find the

Trend” questions that ask for a data point not
shown on the graph?
Continue the line of best fit of the graph

______________________________________
• What is the best way to deal with “Inference”

questions about charts and figures?
Read the graph carefully, use POE

______________________________________
• What factors are important to think about

when a question asks about the validity of data
collection methods and samples?
Large sample size, unbiased, representative

______________________________________
• What are two measures researchers use to

describe the accuracy of survey data?
Confidence intervals
______________________________________
Margin of error
______________________________________


ARITHMETIC
“If a hen and a half can lay an egg and a half in a day and a half,
how long does it take a monkey with a wooden leg
to kick the seeds out of a dill pickle?”
–Tom Robbins
203
READING
Numbers = Facts?
You may have heard the old joke “87% of statistics are made up.” Yet, there are
Connection to lesson: numbers all around you. The probability of rain tomorrow, the number of points
This lesson is all your favorite sports team scored last night, the number of Twitter followers you
about data analysis have, even your SAT score and GPA are numbers that affect your life. What sort
including percents of things do numbers mean, and what do they NOT tell you about a situation?
WRITING AND
LANGUAGE
and probability. And

oh yeah don’t let your
SAT scores and GPA
Goals Review
define your life. At the conclusion of this chapter, you will be able to accomplish the following:
• Understand how to stay organized to solve Data Analysis questions

• Understand how to stay organized to solve Problem-Solving questions
MATH
• Understand when and how to tackle Extended Thinking questions

ESSAY

ARITHMETIC
READING
DATA ANALYSIS
Several questions on the SAT will ask for information about a set of numbers,
either from a table or graphic or in the context of a word problem. This section
will deal with the tools to keep you organized on the Data Analysis questions.
Calculators will be allowed on all of the questions in this chapter.
WRITING AND
LANGUAGE
Mean = Average
SAT questions that ask for the average or mean of a set of numbers can often con-
tain tricky language or a lot of information. Take the question in Bite-Sized Pieces,
and use an Average Pie to organize the numbers.
MATH
Students not using Average pie
consisently and correctly?
Total You can also teach them
T = AN (total = average x # of things)
¸ ¸
ESSAY
# of
things ´ Average
14. At a certain chess competition, the mean years of experience of all See the word “average”
expert players is 14 years, and the mean years of experience of all or “mean”? Draw a pie.
novice players is 6 years. Which of the following must be true about See a variable? Plug in!
the mean age, x, of all chess players, both expert and novice, at the
competition? Note, there are no level
Plug in
A) x = 10 of difficulty indicators
2 experts and 3 novices
B) x > 10 from here on. Ask
C) x < 10
28 18 46 students what level
+ = they think this is.
D) 6 < x < 14 2 14 3 6 5 9.2
Check in with
them periodically,
Eliminate (A) and (B) especially when you
want to make a POOD
10 experts and 1 novice point.
140 6 146
10 14
+ 1 6
= 11 13.3
Eliminate (C)

READING
Median = Middle
* The median is the middle number of an ordered group of numbers. If there are an
even number of elements in the set, the median is the average of the two numbers
in the middle.
Average Temperature by Month in Four Cities

WRITING AND
LANGUAGE
City May June July August September

Cairo 77 81 82 83 79
Istanbul 61 71 71 74 69
Stockholm 52 61 64 63 54
Tokyo 64 70 77 79 73
MATH
Which numbers do you 11. The average monthly temperatures, in degrees Fahrenheit, over a
need from the chart? five-month period for four select cities are shown in the table above.
What do you do with According to the data in the table, the median May-September
them? temperature in Stockholm is how much less than the median May-
September temperature in Cairo?
Stockholm & Cairo A) 6°F
ESSAY
List them in B) 10°F

numerical order C) 12°F
and find the D) 20°F
middle #
Cairo: 77, 79, 81, 82, 83 median = 81

Stockholm: 52, 54, 61, 63, 64 median = 61
81 – 61 = 20

ARITHMETIC
READING
Mode = Most
The mode is the number that appears the most often in a group of numbers.
q
Questions 21 and 22 refer to the following information.
WRITING AND
LANGUAGE
The scores on the 100-point midterm exam recently taken by the 10
students enrolled in AP Art History at Yorktown High School are
shown in list A below. The scores on the 100-point midterm exam
recently taken by the 12 students enrolled in AP Psychology are shown
in list B below.
MATH
AP
Art Hist. A: {61, 64, 75, 75, 78, 83, 86, 88, 92, 96}
AP Psych B: {65, 71, 71, 71, 74, 74, 81, 83, 85, 88, 94, 95}
21. Which of the following conclusions is best supported by the data Look It Up!
provided above?
A) The mode of midterm exam scores in AP Art History was lower
ESSAY
than the mode of midterm exam scores in AP Psychology.
B) The mean of midterm exam scores in AP Art History was equal to
the mean of midterm exam scores in AP Psychology. Mode A = 75
C) The mean of midterm exam scores in AP Art History was lower Mode B = 71
than the mean of midterm exam scores in AP Psychology. 798
Mean A =
D) The mean of midterm exam scores in AP Art History was higher 10
than the mean of midterm exam scores in AP Psychology.
= 79.8
952
Mean B =
12
Range = Greatest – Least = 79.3
Range is the positive difference between the greatest number on the list and the
least number on the list. Another way to think of it is the distance between these
two numbers on a number line.
22. According to the data provided, the range of student scores on the Look It Up!
midterm exam in AP Art History at Yorktown High School was how
many points greater than the range of student scores on the midterm
exam in AP Psychology?
A) 0
Range A = 96 – 61 = 35
B) 2
Range B = 95 – 65 = 30
C) 3 35 – 30 = 5
D) 5

Students will need to know the definition of

standard deviation but not how to calculate it.
READING
Standard deviation Standard Deviation

= a measure of the Standard deviation is a measure of the spread of the numbers on a list or how
spread of data much some of the numbers deviate from the average. If the numbers are close
together, there is a small standard deviation, and if the numbers are far apart, there
is a large standard deviation. ETS does not expect students to calculate standard
deviation, but knowing the term is important.
WRITING AND
LANGUAGE
Use POE! 4. Which of the following lists of numbers has the smallest standard
deviation?
A) {1, 3, 4, 5, 7} Which #s are closest together?
B) {14, 15, 15, 15, 16}
C) {10, 20, 30, 40, 100}
MATH
D) {–100, 0, 5, 200}
PROBLEM-SOLVING
The other part of the Problem Solving and Data Analysis sub-score comes from
ESSAY
answering questions about such things as probability, rates, and proportions.

Again, attacking the questions in Bite-Sized Pieces and keeping the information
organized are the keys to success. Calculator use is allowed on these as well, so use
it wisely!
Probability
Probability is the likelihood that something will happen. It is always expressed as a
fraction or a decimal between 0 and 1, inclusive. A probability of 0 means that the
event will never happen, and a probability of 1 means that the event will definitely
happen.
# of outcomes that fit the requirements

Probability =
total # of possible outcomes

ARITHMETIC
Preferred Beverage by Gender
READING
Coffee Tea Hot Chocolate Total
Men 923 254 89 1,266
Women 655 362 193 1,210
Total 1,578 616 282 2,476
WRITING AND
LANGUAGE
12. The student union at a local college sent a survey to all the members of Which numbers do you
the sophomore class in order to learn more about students’ preferences need from the chart?
regarding hot drinks. The students were asked to choose their top What do you do with
choice among three different beverage options: coffee, tea, and hot them?
chocolate. The respondents’ answers were counted and are shown in
the two-way table above. According to the data in the table, if a
MATH
sophomore from among these respondents were to be chosen at
random, what is the probability that he is a man who does NOT prefer
tea?
506 Total men = 1266

A)
633 Men who prefer tea = 254
Men who do not prefer tea:
ESSAY
127
B) 1266 – 254 = 1012
633 1012 506 253
= =
127 2476 1238 619
C)
1, 238
253
D)
619

READING
Rates and Unit Conversion

Rate questions are similar to average questions—they may ask about the average
speed, the distance traveled, or how long a job took. All rate questions involve
dividing the amount of work done, or the distance, by time. Use a Rate Pie to
organize the information on questions like these.
WRITING AND
LANGUAGE
You can also teach

them Amount Distance Students
A=RxT may also
¸ ¸ ¸ ¸ know this
(amounts = rate x
time) Rate ´ Time Rate ´ Time
as D = R x T
MATH
Make sure to use 13. Claudia’s computer can download a 6-megabyte file in one second. If
consistent units. Claudia is shopping in an online music store and decides to purchase
and download sixteen full-length music albums averaging 110
ESSAY
ETS will NOT megabytes each, approximately how long, in minutes, would the
always underline download process take?
to units as they A) 1 6 MB 1760 MB 1 min x
= =
have here.. B) 5
1760 1 sec x 60 sec 293.3
C) 50 16 110
6x = 1760 60x = 293.3
R.T.F.Q. D) 300 x = 293.3 seconds x = 4.8
Solving rate questions can often be made more difficult when the question pro-
vides information in inconsistent units—seconds and minutes, feet and miles, and
so on. Always check the units, just as with table and chart questions, and convert
them when necessary.
15. Annalee bicycles down a long, straight road at a constant rate of

22 feet per second. How long will it take Annalee to ride her bicycle for
30 miles at this rate? 1) Convert miles to feet:
(5,280 feet = 1 mile) 1 mile 30
Watch the units. A) 0.5 hours =
5280 feet x
B) 1 hour
x = 158,400 feet
C) 1.5 hours
2) Figure out how long it takes Annalee
D) 2 hours 158,400 ¸ 22 = 7,200 seconds
3) Convert seconds to hours
1 hour x hours
=
60 × 60 sec 7200 sec
3600x = 7,200
x=2
ARITHMETIC
READING
Proportions and Variation
Unit conversion relates to proportional relationships—there are 12 inches in every
foot, 60 seconds in every minute. Other types of proportional relationships on the
test may include converting measurements on a scale drawing to real-world mea-
surements or finding the relationship between two quantities that vary directly or
inversely.
WRITING AND
Use Pythagorean Theorem
LANGUAGE
a2 + b2 = c2
152 + b2 = 252
225 + b2 = 625
25
inc b2 = 400
20 inches he
s b = 20
MATH
15 inches
7. Jamie works as a stunt coordinator for famous motorcycle legend the
ESSAY
Great Mazzini. She needs to construct a ramp for a jump the Great
Mazzini will make over a number of empty school buses. She sketches
out the triangular side of the ramp she will need on graph paper and
uses the scale that 1 inch on the sketch will equal 2 yards on the actual
ramp. What is the height of the triangular side of the ramp, in yards,
that Jamie and her team will build?
A) 20
B) 40 1 inch 20 inches
=
C) 60 2 yards x yards
D) 80 x = 2(20) = 40
x1 x 2
When x and y vary directly, y = kx or = .
y1 y2

READING
18. In 1976, Elvis consumed three times his body weight in peanut butter
and banana sandwiches. If Elvis’s body weight in 1976 was 250 pounds,
and if a peanut butter and banana sandwich weighs four ounces, then
how many such sandwiches did Elvis consume during 1976 ?
(1 pound = 16 ounces) 3 x 250 = 750 lbs
WRITING AND
A) 1,000 1 lb 750 lbs

LANGUAGE
=
B) 1,500 16 oz x
C) 3,000 x = 16(750) = 12,000 oz.
D) 4,000 1 sandwich x sandwiches
=
4 oz 12, 000 oz
4x = 12,000 x = 3,000
MATH
k
When x and y vary inversely, y = or x1y1 = x2y2.
x
ESSAY
32. The volume of hydrogen in a balloon varies inversely with the applied
pressure. At an applied pressure of 200 torrs, the volume of hydrogen
in the balloon is 3 cubic feet. What is the applied pressure, in torrs,
when the volume of hydrogen in the balloon is 40 cubic feet?
1 5
x1y1 = x2y2
200(3) = x(40)
600 = 40x
x = 15

ARITHMETIC
(seque from last page)
READING
Ratios Never fear!
Ratios are another way to show the relationship between two quantities. Ratios
The ratio box is still
can be expressed in a variety of forms, such as “one cup of soda for every three in the math workbook
1
cups of juice,” “a ratio of 1 to 3,” or mathematically as 1:3 or
3
. This last form, if you want it. It just
although it looks like a fraction, relates one part to another part, not the part to didn’t make sense
WRITING AND
here.
LANGUAGE
the whole.
MATH
The movie-watching preferences of a randomly selected group of
Americans aged 15–70 are represented in the table below. Survey
participants were asked to choose their favorite genre of movie among
the following categories: Action, Comedy, Drama, Romance, and
Thriller.
Reported favorite movie genre by age group (in thousands)
ESSAY
Age Action Comedy Drama Romance Thriller
15–25 30,432 18,835 6,984 5,395 9,926
26–35 35,967 16,923 34,451 20,916 20,510
36 –50 8,123 12,531 30,792 25,520 11,647
51–70 5,291 15,515 22,591 17,043 4,750
16. For marketing purposes, the surveyors wish to determine the Which numbers do you
relative preferences of Americans in different age brackets for each need from the chart?
genre of movie in question. According to the data in the table above, What do you do with
the ratio of moviegoers who prefer Action to those who prefer them?
Romance is greatest for which of the following age categories?
A) 15–25
30432
B) 26–35 (A) » 5.64
5395
C) 36–50
35967
D) 51–70 (B) » 1.72
20916
}
8123 can also ballpark (C)
(C) » 0.32
25120 and (D) —more like
5291 Romance, so values
(D) » 0.31 will be less than 1.
17043

READING
Percents
Unlike ratios, percent questions do relate the part to the whole. Specifically,
percent means “out of 100.” Translating the English in the question into a
mathematical expression is the key to solving percent questions.
WRITING AND
English Math Equivalents

LANGUAGE
% (percent)
of
what
is, are, were, did, does
out of
MATH
What does your 17. Hearing about this survey before it was undertaken, an executive from
POOD tell you to do a prominent Hollywood movie studio speculated that a minimum of
with this question? 15% of moviegoers in all age categories would probably choose Drama
as their favorite genre of movie. According to the data in the table, was
ESSAY
the movie executive correct in her prediction?

What does your A) Yes, because more than 15% of moviegoers in all age categories
POOD tell you? chose Drama.
B) Yes, because less than 15% of moviegoers in all age categories chose
Drama.
C) No, because there is one age group for which less than 15% of
moviegoers chose Drama.
D) No, because there are three age groups for which less than 15% of
moviegoers chose Drama. Total 15–25 year olds = 71,572
698.4
» 9.7%
p 71572
Eliminate (A) and (B)
Sometimes, a percent question will call for extrapolating from a sample in a study
to the population at large. In this case, find the percent that fits the requirement in
the sample, and take that percent of the larger population to see how many would
fit the same requirement.
34 , 451
Total 26–35 year olds = 128,767 » 27%
128, 767
30, 792
Total 36–50 year olds = 88,613 » 35%
88, 613
22591
Total 51–70 year olds = 65,190 » 35%
65190

ARITHMETIC
(seque to this page is on bottom of previous page)
READING
20. The Norwegian government recently conducted a poll among a Try Ballparking!
randomly selected group of likely voters in order to determine the
Teacher note: popularity of a certain proposal regarding national energy policy. Of 2,000 people
In polling, “does the 2,000 people polled, 802 stated that they did not support the
not support” = proposal in question. The government then conducted a follow-up poll
neutral people and among the likely voters who had stated that they do support the energy 800 no 1200 yes
WRITING AND
those against. So proposal. 567 of those who were polled a second time stated that they
LANGUAGE
were very likely to vote for the policy in question, while the rest
we can assume 570 630
reported that they were somewhat likely to vote for the policy. Based on
that the remain- this data, approximately what percent of likely voters in Norway are very some-
ing 1200 people somewhat likely to vote for the government’s energy proposal? likely what
DO support the A) 32%
proposal. You Ballpark (C) and (D)-
B) 40%
don’t have to ex- too big
MATH
plain that, though, C) 60%
unless some kid D) 79% 630 1
» ® (A)
questions the yes/ 2000 3
no nature of the
first poll.
Percent Increase/Decrease
Percent change is a measure of how much something has increased or decreased rela-
ESSAY
tive to its original size. Use the formula below to calculate it. For percent increase, the
smaller number is the original; for percent decrease, the larger number is the original.
Percent Change = Difference × 100

Original
31. In the 1990s, the park rangers at Yellowstone National Park implemented
a program aimed at increasing the dwindling coyote population in
Montana. If there were 20 coyotes in the park in 1995 and 70 in 1997,
by what percent did the coyote population increase in that time span?
(Disregard the percent sign when gridding your answer.)
2 5 0
70 - 20 50
= × 100 = × 100 250
20 20


READING
GROWTH AND DECAY

Another type of question related to changes in populations over time may ask
about the growth or decay of a population or group. If something is increasing or
decreasing by a constant percent or multiplier over a set period of time, use the
growth/decay formula. 1) teach them the parts of the
formula using the box
WRITING AND
LANGUAGE
The formula for exponential growth or decay is

final amount = original amount (1 ± rate)number of changes
when the growth is a percent of the total population or
final amount = original amount (multiplier)number of changes
MATH
when the growth is a multiple of the total population
3) Knowing the formula 13. Ruwanthi paid $5,000 for her car when she bought it. Over the next
ESSAY
will help you use POE. several years, the car’s value decreased by 10 percent per year. Which
2) POE
If calculator use were of the following functions gives the value, v, in dollars, of the car after
allowed, what other n years at this rate?
strategy could you use?
A) v(n) = 5, 000 − 0.9n linear
Yes, plugging in can B) v(n) = 5, 000(0.9)n
totally work here. compare rates: (1 – 0.1) = (0.9)
But this is no- C) v(n) = 5, 000(0.1)n
calculator, and D) v(n) = 5, 000(1.1)n increase, not decrease
POE is much
faster. PI is a
good back-up tool
if you forget the
formulas, or if you
want to check (B)
to make sure it’s
right.

ARITHMETIC
READING
SEQUENCES
Sequences are another way numbers increase or decrease in a set pattern.
In an arithmetic sequence, the difference between consecutive

terms is constant. So keep adding or subtracting the same
WRITING AND
LANGUAGE
number to get the next term.
In a geometric sequence, the ratio between consecutive
terms is constant. So keep multiplying or dividing by the same
number to get the next term.
geometric
sequence
MATH
18. The following set represents the first four terms in a sequence: {16; 256; Look for ways to plug in
4,096; 65,536}. Which of the following expressions does NOT correctly on sequence questions.
represent the terms in this sequence? 256 ¸ 16 = 16
A) 42x
B) 8x Multiplier = 16
C) 2 4x
Only (B) does not provide a multiple of 16
ESSAY
D) 16x
or Plugging In
x = 1 x=2
A) 42 = 16 44 = 256
B) 81 = 8 82 = 64
C) 24 = 16 28 = 256
D) 161 = 16 162 = 256
so x must be the number of the term, and (B) doesn’t

work

COURSE WORKBOOK FOR THE SAT & PSAT This is here because this
one is more arithmetic-y,
but they could be about
functions or something else.
READING
EXTENDED THINKING
One fun trick ETS has decided to pull is the Extended Thinking question. It will
appear as a pair of grid-ins based on the same information, and it can cover a wide
variety of math concepts. The good news is that each question is scored separately,
and one question is sometimes easier than the other. You might give that one a try.
Unless you are shooting for a top score, though, the harder Extended Thinking
WRITING AND
questions are likely not in your POOD. Instead, spend your time on questions
LANGUAGE
you have a better shot at getting right.

MATH
Sheltingsby, GA, is a close-knit farming community with relatively little

population growth, as many younger people depart each year to live in bigger
cities. At the beginning of 2014, the population of Sheltingsby was 17,140, with
65% of all residents working in the agricultural industry. An additional 10%
work in the next most popular industry, retail.
25
#37 65 + 10 = 75 ag + ret. so 25% NOT ag or ret. ⋅ 17 , 140 = 4285
100
ESSAY
37. Based on the above information, at the beginning of 2014, what was the
total number of Sheltingsby residents who do NOT work in either the
Which of these
agricultural or retail industries?
questions might be in
your POOD?
#37 38. In an unexpected move, the government of Georgia announced that

1,000 acres of prime agricultural land will be released and made
available for private purchase and use. Prior to this announcement, the
#38 expected population growth of Sheltinsgby, y, could be modeled by the
2020 – 2014 = 6, equation y = 100x + 17,140, where x is the number of years after 2014.
so x = 6 Due to this announcement, however, the new expected population
growth can be modeled as y = 375x2 – 150x + 17,140. In what year
new model 2020 would the old population model have predicted as many residents as
y = 375(6 ) – 150(6) + 17,140
2 the new model is expected to have by 2020 ?
= 13,500 – 900 + 17,140
= 29,740 37. 38.
4 2 8 5 2 1 4 0
old model 29,740 Teacher note:
29,740 = 100x + 17,140 Try to use #38 to
12,600 = 100x make a POOD point
x = 126 – it’s only worth 1
point. Not worth
years after 2014 the time!
so 2014 + 126 = 2,140


ARITHMETIC
READING
ARITHMETIC DRILL
Time: 10 minutes
Note: Calculator permitted on all questions.
q 6
WRITING AND
LANGUAGE
The 2009 per capita income of a fifth country, New
Questions 5 and 6 refer to the information below: Zealand, was $27,562. If this data is combined
with the data in the table, what was the average
The table below shows the per capita income in U.S. (arithmetic mean) per capita income of all five
dollars of four countries in select years, based on countries in 2009, rounded to the nearest whole
data from the World Bank. dollar?
A) $18,389
MATH
Country 2007 2009 2011 2013 B) $22,986
Afghanistan $374 $451 $614 $665 C) $64,382
Colombia $4,664 $5,105 $7,125 $7,831 D) $91,944
Denmark $58,501 $57,896 $61,304 $59,382
Kenya $847 $930 $998 $1,246 p
ESSAY
451 + 5105 + 57896 + 930 + 27562
5 5
According to the data in the table above, the range 91, 944
of Kenya’s per capita income from 2007 to 2013 was = » 18, 389
5
how much less than the range of Colombia’s per
capita income from the same time period?
A) $399
B) $2,768
C) $3,167
D) $6,585
Range Kenya: 1246 – 847 = 399

Range Columbia: 7831 – 4664 = 3167
3167 – 399 = 2768

q 11
READING
The revenue from the sales of DVDs was

Questions 10 and 11 refer to the following approximately what percent greater than the
information: revenue from the sales of music at the electronics
store in the month of January?
The January sales figures for a certain electronics A) 1%
store are represented in the pie graph below. 7−6 1
× 100 = × 100 ≈ 17%
WRITING AND
B) 13% 6 6
LANGUAGE
C) 14%
Percentage of January Sales Revenue
(Total = $243,067) D) 17%
Cell p
Phones
10%
MATH
Televisions
37%
Computers 19
and Tablets
A scientist discovers that the number of a certain
40%
type of bacteria placed in a petri dish triples every
hour. If the starting number of bacteria is 100, then
DVDs
ESSAY
how many bacteria can the scientist expect to find

Music 7%
after 7 hours?
6%
A) 2,700
B) 24,300
C) 72,900
10 D) 218,700
According to the data above, what was the
approximate ratio of cell phone sales revenue to
music sales revenue at the electronics store in Final amt = original amt(multiplier)n
January? = 100(3)7 = 100 x 2187
A) 10 : 7 = 218,700
B) 7:6 10:6 = 5:3
C) 5 : 3
D) 4 : 1

ARITHMETIC
35 36
READING
Lindsey and Stephen work at a factory. Lindsey can The first three terms in a sequence are 13, 169, and
complete one full job in 3 hours, and Stephen can 2,197. What is the units digit of the 7th term of the
complete the same job in 5 hours. If Lindsey and sequence?
Stephen work together on the job for 1 hour, then
how long, in minutes, will it take Stephen to finish geometric sequence
the job by himself? 7
each term after the first
WRITING AND
LANGUAGE
is multiplied by 13. Focus
1 4 0 on the units digit.
MATH
4th term = 2197 x 13 = . . . 1
5th term = . . . 1 x 13 = . . . 3
6th term = . . . 3 x 13 = . . . 9
In 1 hour:
ESSAY
7th term = . . . 9 x 13 = . . . 7
1
Lindsey completes of job
3
1
Stephen completes of job
5
Together
5 3
1 1 8
+= of job completed
3 5 15
8 7
1- = job left to be done
15 15
A = rt
A 7 7 5 7
t = = 51 = ⋅ = hours
r 5 5 1 3
7
(60) = 140 minutes
3

Summary
• What are the definitions of average, median,
and mode?
Mean = Average
______________________________________
Median = Middle #
______________________________________
Mode = Most frequent #

______________________________________
• What tool can you use to organize your infor-

mation on average questions?
Average Pie
______________________________________
• What is the definition of range?
Greatest # – Least #
______________________________________
• What is the definition of standard deviation?
Measure of the spread of the data

______________________________________
• What is the formula for probability?

# of outcomes that fit criteria
______________________________________
total # of possible outcomes
• What tool can you use to organize your infor-
mation on rate questions?
Rate pie
______________________________________
• What are the formulas for direct and inverse

variation?
x1 x2
direct: y = kx y = y
______________________________________
1 2
k
indirect: y = x1y1 = x2y2
______________________________________
x
• What does a ratio represent?
Relationship between 2 quantities

______________________________________
• What is the formula for percent change?

difference
´ 100
______________________________________
original
• What are the two formulas for exponential

growth or decay?
final amt = original amt(1 ± rate)n

______________________________________
final amt = original amt(multiplier)n

______________________________________
where n = # of changes

ARITHMETIC
• In an arithmetic sequence, keep

add or subtract
________________________ to get the next term.
• In a geometric sequence, keep

multiply or divide
________________________ to get the next term.


FUNCTIONS
AND
GRAPHS
“11:15 Restate my assumptions:

1. Mathematics is the language of nature.
2. Everything around us can be represented
and understood through numbers.
3. If you graph these numbers, patterns emerge.
Therefore: There are patterns everywhere in nature.”
–Max Cohen in the film Pi
225
READING
Rise of the Machines

Some of you may be fluent in technology. You’re the person your family goes to
Connection to when the computer starts acting up again. Others of you might be not so comfort-
lesson: able. You’re happy when your phone is working, and it’s time for a trip to the store
Most students are when it’s not. What are some ways we interact with computers and other sorts of
familiar with the machines in our everyday lives?
WRITING AND
LANGUAGE
function is like a
machine analogy.
You put something
in the function
Goals Review
machine and get
something out of • Understand how to interpret function notation
the function • Understand how to interpret graphs and their values and roots in the
MATH
machine. This xy-plane

lesson is all about • Understand how to solve coordinate geometry questions in the
the function xy-plane
machine.
ESSAY

FUNCTIONS AND GRAPHS
READING
FUNCTION BASICS
A function is a machine for producing ordered pairs. An x-value is put into the
function, and the corresponding y-value comes out. This y-value is usually referred
to as f(x). The f in f(x) is not a variable; it’s just the name of the function.
1.
If f (x) = x2 + 8x + 2, then f (3) =
WRITING AND
LANGUAGE
A) 29 32 + 8(3) + 2 = 9 + 24 + 2 = 35
B) 33
C) 35
D) 53
15. The function w is defined by w(x) = 6 + 3x . If 4 • w(z) = 96, what is the
MATH
value of z ?
96 Note: Could PITA here,
A) 3 w(z) = = 24 but teach this way to
4
B) 6 help emphasize the
24 = 6 + 3z
C) 10 options on functions
18 = 3z
D) 78 questions
z=6
ESSAY
The x goes in the function machine, and the y comes out, so f(x) = y.
ETS could also ask for the x-value that must be put into the function to get a
certain y-value out.
3
1
12. If f (x) =   , what is one possible value of x for which What should you do
x when you see numbers
1 1 in the answer choices?
< f (x) < ?
216 64 PITA
A) 3
( 41 ) = 641 too small
3
PITA B) 4 f(4) =
f(5) = ( 51 ) = 1251
3
C) 5
D) 6

READING
FUNCTIONS IRL in real life

Functions may show up in the form of wordy word problems as well. As always,
read carefully, underline key words with your pencil, and take it in Bite-Sized
Pieces. Look for ways to Ballpark, Plug In, or PITA.
3.
Jack’s band charges by the performance. Jack’s share P, in dollars,
WRITING AND
LANGUAGE
for x performances is given by the function P(x) = 1,200x – 60. If

Jack earned $4,740 one month playing with his band, how many
performances did the band give?
A) 3 OR
4740 = 1200x – 60
PITA B) 4 1200(4) – 60 = 4800 – 60 = 4740
1200x = 4800
C) 5
x=4
MATH
D) 6
14. Catherine is filling her swimming pool. The water is currently at a level
of c inches, and the level of the water rises by i inches every r minutes.
ESSAY
Which of the following functions represents the water level, in inches,

after Catherine fills the pool for an additional m minutes?
i 2
A) f (m) = c + m   10 + 6  3  = 10 + 4 = 14
r
Plug in r 3

B) f (m) = c + m   10 + 6   = 10 + 9 = 19
c = 10 i 2
i=2
3
f (m) = c + i   10 + 2   = 10 + 1 = 11
r=3 r 
C)
m=6 m 6
10 + 2(2) = 14 D) f(m) = c + imr 10 + 2(3)(6) = 10 + 36 = 46
For word problems containing functions, read carefully for

key words, and look for ways to Plug In or PITA.

READING
Because functions yield ordered pairs in the xy-plane, many function questions
will involve graphing. Let’s start with the basics of points in the xy-plane.
WRITING AND
LANGUAGE
3
1
O
x
–5 –3 –1 –1 1 3 5
–3
MATH
2. The figure above shows the graph of the function f. Which of the following is
closest to f (–3) ?
A) –2
ESSAY
y = f(x)
B) –1 you are given x, find the corresponding
C) 1 y-value
D) 2
If the question gives a number inside the f(x) parentheses, such as f(3), it
means x = 3. From there, see what y-value intersects the line at x = 3.

READING
1
WRITING AND
O x
LANGUAGE
–3 –2 –1 –1 1 2 3
–2
–3
Remember: y = f(x) 4. The graph of y = h (x) is shown above. If h (x) = –1, which of the following is a
MATH
possible value of x ?
A) –2
Given the y-value, find the corresponding
B) –0.5
x-value
C) 0.5 x is between 0 and 1.5
D) 2
ESSAY
If the question gives a value for f(x), such as f(x) = 3, it means y = 3.

From there, see what x-value intersects the line y = 3.

READING
GET THE FUNC OUT
So far, we’ve looked at questions in which ETS described the situation or the graph
and asked for some information about it. ETS will also provide the graph and ask
questions about the equation it represents or specific values from the graph.
WRITING AND
LANGUAGE
•
(0, 4)
• (1, 5)
O x
MATH
Plug in points
11. If the figure above is the graph of y = f (x), which of the following could Try plugging in points
be the equation of f (x) ? from the graph into the
(0, 4) (1, 5) function.
A) f (x) = (x + 2)2 f(0) = (0 + 2)2 = 4 f(1) = (1 + 2)2 = 9
B) f (x) = (x – 2)2 f(0) = (0 – 2)2 = 4 f(1) = (1 –2)2 = 1
If your students
ESSAY
C) f (x) = (x + 4)2 f(0) = (0 + 4)2 = 16
want to use graph
D) f (x) = x2 + 4 f(0) = 02 + 4 = 4 f(1) = 12 + 4 = 5
transformations to
solve, tell them we
y y = f(x) will cover that in the
Advanced Functions
• •
lesson.
1
• x
O 1
x 
17. If g (x) = f  − 1  and the graph of f (x) is shown in the figure above,
3 
then what is the value of g (6) ?
7
6 
g(6) = f  - 1 = f(1)
3
Look up the corresponding y-value.

y
READING
y = f(x)
(3, 4)
WRITING AND
x
LANGUAGE
f(x) = y
14. The figure above shows the graph of the quadratic function f (x) = p (x – 5)2 + q,
where p and q are constants. Which of the following number lines represents
the range of all values of x that satisfy the equation p (x – 5)2 + q £ 4 ?
MATH
A) For what values of x is y less

3 7 than or equal to 4?
B) When x = 3, y = 4
5 8
Eliminate (B)
C)
3 7
D)
ESSAY
5 7
From the graph it is obvious that y < 4
for some values greater than 3 up to some unknown value. Eliminate (A)
and (D).
Different names ROOTS, SOLUTIONS, ZEROS, AND X-INTERCEPTS
for the same thing—all Believe it or not, all those are the exact same thing! We covered roots or solutions
are places where y = 0 in the lesson on solving quadratics, but roots and x-intercepts also come into play
2
on many functions and graphs questions. All answers have slope = -
7
2
10. If a linear function in the xy-plane has a slope of − and an x-intercept of 19,
7
which if the following could be the equation of the function? Plug (19, 0) into
the answers.
2 38 2 38 -38 38
A) y = − x + 0 = - (19) + 0= +
7 7 7 7 7 7
2 46
B) y = − x +
7 7
2
C) y = − x + 19 Trap ® y-intercept ¹ 19 RTFQ ® x-intercept = 19
7
2
D) y = − x + 23
7
Whether they are called roots, solutions, zeros,

or x-intercepts of the function, they are the x-values when y = 0.
Look for opportunities to plug in or PITA.

READING
23. The function f is defined by f(x) = 2x3 – x2 + kx – 6, where k is a What to do with all
those points?
constant. In the xy-plane, the graph of f intersects the x-axis at the
1
three points (3, 0), (– , 0), and (q, 0). What is the value of k ?
2 You only need
A) –13
Plug in (3, 0) 1 point to solve. The
WRITING AND
B) –2
LANGUAGE
2(33) – 32 + k(3) – 6 = 0 rest is extraneous
C) 2 2(27) – 9 + 3k – 6 = 0 information.
D) 13 54 – 9 + 3k – 6 = 0
39 + 3k = 0
3k = – 39
k = –13
MATH
Since roots are the values for x that make y = 0, set the equation equal to 0,
and solve for x. Other options include graphing the equation on your calcula-
tor or making your own sketch of the graph.
ESSAY
6. Which of the following could be the graph of the polynomial Factor that quadratic!
y = (x2 – 4x + 3)(x – 2) ? y = (x – 3)(x – 1)(x – 2)
y y
Teacher note: A) B)
Students may
want to plug The graph crosses the
in x = 0 to find x 0
x
x-axis 3 times at
0
y-intercepts, but x = 1, x = 2, x = 3
that’s not the and only (D) could
point here. You work.
can let them do
that, but do not
teach it that
y y
way. It only C) D)
eliminates (A),
which is elimi-
nated by x x
0 0
(x – 2) = 0 Þ
x = 2 already.

How does finding the 9. In the xy-plane, A and B are different points that have the same
READING
roots help answer this y-coordinate and are on the parabola given by y = x2 – 5x – 14. What is
question? the x-coordinate of the midpoint of AB ?
2 The y-coordinate does not matter.

A)
5 (x + 2)(x – 7) = 0
x+2=0 x–7=0
WRITING AND
B) 1
LANGUAGE
x = –2 x=7
distance = 7 – (–2) = 9
5
C) 9
2 half distance =
2
9
D) start at –2
2
9 5
–2+ =
2 2
MATH
Some questions may ask for the number of solutions to a system of equations. In
this case, “solutions” refers any points shared by all the equations in the system.
y
ESSAY
y – x = 0
x2 + y2 = 1 O x
y = 2x3
32. A system of three equations and their graphs in the xy-plane are shown
in the figure above. How many solutions does this system have?
2 At how many points do all 3

graphs intersect? 2

READING
COORDINATE GEOMETRY
Now that you know all about functions in the xy-plane, let’s cover a few related
topics about coordinate geometry, which deals with lines, functions, and shapes in
the xy-plane.
WRITING AND
LANGUAGE
Slope-Intercept Form Teach slope—
The equation of a line in the xy-plane can be written in slope-intercept form, which
intercept
is y = mx + b, where m is the slope and b is the y-intercept. The x and the y in the
form represent the coordinates of any point on the line. This form is very useful
form
for seeing how the line angles through the xy-plane and where it crosses the y-axis. y = mx + b
MATH
19. If c is a constant less than 0, which of the following could be the graph Plug in a value for c.
of y = 2c(x + y) in the xy-plane?
A) y B) y Plug in c = –1
y = –2(x + y)
x y = –2x – 2y
x 3y = –2x
ESSAY
-2
y= x
3
Eliminate (B)
y y
C) D) because (B) has a
positive slope.
Eliminate (C) and (D)
x
x
because y-intercept
needs to be 0.

Sometimes, it is necessary to calculate the slope of a line.
9. If f (x) is a linear function such that f (0) = 3 and f (1) = 6, what is the
slope of the graph of y = f (x) ? f(x) = y
A) –3 the points are (0, 3) and (1, 6), so
Teach the 1 6-3 3
B) – slope = =
slope 3
1-0 1
formula. 1
C)
3
D) 3
Slope = y 1 -y 2
x1 - x 2
Eliminate graphs that do not have the correct slope or y-intercept.

COURSE WORKBOOK FOR THE SAT & PSAT * As noted in Fundamentals chapter, kids may know standard form:
A
Ax + By = C. If they do, slope = - making these easy to compare.
B,
Be flexible with the approach they want to use.
READING
Parallel and Perpendicular Lines

Knowing the slope of a line is essential in determining if that line is parallel or
perpendicular to a second line. Parallel lines have the same slope and no solutions,
and perpendicular lines have one solution and slopes that are negative reciprocals.
ETS often makes slope harder to see by giving answer choices that are not in
slope-intercept form.
WRITING AND
LANGUAGE
* 8. Which of the following is the equation of a line parallel to the line with
equation 4x − 3y = 12 ? –3y = –4x + 12 y = 4 – 4 slope = 4
Parallel lines A) 12x − 9y = −15 3 3
have equal
B) 4x − 4y = 16
slopes. (A) –9y = –12x – 15
C) 4x + 3y = 12
-12 15
y= x+
MATH
D) 3x + 4y = 15
-9 9
4 5
y= x+
3 3
What does your POOD 27. In the xy-plane, line m passes through the origin and is perpendicular
tell you to do with to the line 8x – 3y = n, where n is a constant. If the two lines intersect at
this question?
ESSAY
the point (r, r – 2), what is the value of r ?
11 –3y = –8x + n
A) –
16 8 n -3
Perpendicular y= x– slope of m =
3 3 3 8
lines have B)
11 m passes through (0, 0) and (r, r – 2)
slopes that
are negative 11 r - 2 - 0 -3
C) =
reciprocals of 16 r -0 8
each other. 16 r - 2 -3
D) =
11 r 8
Parallel lines have the same slope and no solutions.

Perpendicular lines have negative reciprocal slopes and one solution.
–3r = 8(r – 2)
–3r = 8r – 16
–11r = –16
16
r=
11

READING
Distance and Midpoint
Some questions will ask about the distance between two points that line in a plane.
The distance formula can do this, of course, but if you forget it at test time, draw a
right triangle with the points as the ends of the hypotenuse, and use the Pythago-
rean theorem to find the distance between them.
WRITING AND
LANGUAGE
3. In the xy-plane, what is the distance from (5, 3) to (2, 7) ? Look for 3:4:5, 6:8:10,
Draw— A) 3 and 5:12:13 triangles—
(2, 7) ETS loves them! They
Make a
B) 4 3-4-5 x may also use the 7:24:25
right x 4
C ) 5 triangle once in a while.
with the (5, 3)
D) 6 3
points
MATH
16. AB is the diameter of a circle that lies in the xy-plane. If the
coordinates of point A are (5, 9) and those of B are (17, 17), what is the
sum of the x- and y-coordinates of the center of the circle?
Midpoint = A) 11
average of B) 12  5 + 17 9 + 17 
 2 , 2 
ESSAY
the x and y C) 13
coordinates
D) 24  22 26 
 , 
2 2 
(11, 13) 11 + 13 = 24
To find the distance between two points, make a right triangle,

and use Pythagorean theorem.
To find the midpoint between two points, average the x-coordinates,
and average the y-coordinates.

READING
FUNCTIONS AND GRAPHS DRILL

Time: 10 minutes
5 11
WRITING AND
LANGUAGE
On a recent hiking trip in the High Atlas y

Mountains, Mackenzie starts her trek one morning
8
from a basecamp that is 2,000 feet above sea level.
Plug in If she ascends an additional 300 feet from sea level
6
t = 2 every hour, then which of the following functions
accurately describes Mackenzie’s altitude, A, in feet,
4
as a function of her time in hours, t ?
MATH
2
300
A) h(t ) = 2, 000 + = 2000 + 150 = 2150 0
t x
–4 –2 0 2 4
B) h(t) = 2,000 + 300t = 2000 + 600 = 2600 –2
C) h(t) = 300t – 2,000 = 600 – 2000 = –1400 –4

ESSAY
–6
D) h(t) = 2,000t + 300 = 4000 + 300 = 4300
–8
It t = 2, Mackenzie ascended
2(300) = 600
2000 + 600 = 2600
If the graph above describes the equation
7 y + x = k(y – x), what is the value of the constant k ?
A) –3
For all values of x, if the function f(x) is defined as y +x
k =
x 1 y -x
f (x ) = , then which of the following is the value B) –
2 2 Plug in y = –3, x = 1
of f(2a – 4b) ? 2a - 4 b -3 + 1 -2
f(2a – 4b) = 1 1
C) = =
A) a + 2b 2 2 -3 - 1 -4 2
= a – 2b
a−b D) 3
B)
4 OR PI for a and b
OR PITA and get into y = mx + b
C) a – 4b
form to check slope & y-intercept
D) a – 2b

13 25
READING
If f(x) = 3 – 4x, what is the value of the A(x) is a linear function such that A(2) = 11
expression –2f(–2) –3f(–3) ? and A(–4) = –13. If a second linear function,
B(x), is perpendicular to A(x) and has a
A) –67 f(–2) = 3 – 4(–2) = 3 + 8 = 11
y-intercept of –2, then what is the x-intercept
B) –37 f(–3) = 3 – 4(–3) = 3 + 12 = 15 of B(x) ?
WRITING AND
–2(11) –3(15) -13 - 11
LANGUAGE
C) –17 A) (–8, 0)
–22 – 45 = –67 slope A(x) = =4
D) 37 -4 - 2
 3  -1
B)  − , 0 
 4  slope B(x) =
4
C) (0, 3) -1
POE y-value B(x): y = x–2
4
must = 0
MATH
21 D) (0, –2) -1
0= x–2
4
Andrea and Spiros decide to draw a map -1
2= x
of the locations of their respective houses 4
using the rectangular coordinate plane. They x = –8
decide to place their high school at the origin
ESSAY
and north on the positive y-axis. In order 35
to walk to her house from school, Andrea
must walk 1 mile east and 1.5 miles north.
Plug in
In order to walk to his house from school, In the function f(x) = 3x2 + 4x – 7, for how
Spiros must walk 0.75 miles west and 1.75 many integer values of x between –3 and 3 is
miles south. If each integer on the x- and f(x) ≤ 0 ?
y-axes of the coordinate plane represents
one mile, then what are the coordinates of f(–2) = 3(4) – 8 – 7 = –3
the midpoint between Andrea’s and Spiros’ 4 f(–1) = 3(1) – 4 – 7 = –8
houses? N f(0) = 3(0) + 4(0) – 7 = –7
A (1, 1.5) f(1) = 3(1) + 4(1) – 7 = 0
 1 1 f(2) = 3(4) + 4(2) – 7 = 13
A)  − ,  W E
 8 8
or graph and check
1 3 B (–0.75, –1.75)
B)  , 
8 8 S
1 1
C)  , −  the points are (1, 1.5)
8 8
and (–0.75, –1.75).
3 1
D)  ,   1 - 0.75 1.5 - 1.75 
8 8  , 
2 2
at x = –2, f(x) < 0
at x = –1, f(x) < 0
positive negative at x = 0, f(x) < 0
only (C) works at x = 1, f(x) = 0

Summary
• x
Given a function, you put __________ in and
y
get _________ out.
• For word problems containing functions, read

key words
carefully for _____________, and look for ways
ballpark, plug in, or PITA
to ____________________.
• For questions about the graphs of functions,

y
remember that f(x) = ____.
What can you do if the graph contains a
labeled point?
plug in the point
_____________________________________
• What are three other names for the roots of a

function?
solution, zeros, x-intercepts

______________________________________
______________________________________
0
At the root, y = ____.
To find the roots, you can
solve for x
_____________________,
graph on calculator or
_____________________,
make your own sketch of graph
____________________________.
• What is the formula for the slope of a line?

y1 - y2
______________________________________
x1 - x2
Parallel slopes are
equal
______________________________.
Perpendicular slopes are
opposite reciprocals
______________________________
______________________________.
• How do you find the distance between two

points?
graph the points, draw right x, use
____________________________ __________
Pythagorean Theorem
• How do you find the midpoint between two
points?
Find average of x and y-coordinates

______________________________________
• I have accomplished _________ of the

________ goals stated in the Introduction
chapter.

ADVANCED
FUNCTIONS
AND GRAPHS
“Less is only more where more is no good.”
–Frank Lloyd Wright
241
READING
Seeing Things?
Look at the picture below. What do you see?
Connection to
lesson:
WRITING AND
LANGUAGE
There are a number

of different ways to
look at the same
thing. In this
lesson we will look
at various formats
of formulas and
MATH
functions.
How many of you saw a rabbit? How many of you saw a duck? What are some
ESSAY
other times in life in which it may be possible to look at the same situation in
multiple ways?
Goals Review
• Understand how to solve questions about even, odd, and compound

functions
• Understand how to manipulate equations into the most useful form
• Understand how to transform graphs
• Understand how to handle questions about graphs of data
Teacher note: Not all of these topics are appropriate for all
students/classes. For low to medium-scorers, choose which topics,
if any, to cover in this chapter.

ADVANCED FUNCTIONS AND GRAPHS
READING
Advanced Functions and Graphs
In the previous Functions and Graphs chapter, we covered the basics of solving
these questions. Of course, ETS may test some functions and graphing topics
that are more advanced. Things like compound functions and transformation of
graphs are less common, but still important if you are aiming high. This chapter
will give you the skills you need to tackle these questions to get a top score.
WRITING AND
LANGUAGE
ODD OR NOT?
ETS may ask if a function is even or odd. Even functions have symmetry across
the y-axis, because every positive x-value yields the same y-value as the correspond-
ing negative x-value. All functions with only even exponents fit into this category,
MATH
though they are not the only even functions. Similarly, odd functions include
those that contain only odd exponents (and no constants), plus a few others. Odd
functions are symmetrical about the origin.
A function is even if f(–x) = f(x). It has y-axis symmetry.
ESSAY
A function is odd if f(–x) = –f(x). It has origin symmetry.
12. If an even function is one for which f(x) and f(–x) are equal, which of Start plugging in!
the following is an even function? Plug in x = 2, x = –2
A) h(x) = –x h(2) = –2 h(–2) = 2
B) h(x) = –|x| h(2) = –|2| = –2 h(–2) = –|–2| = 2
Plug in x
C) h(x ) =
2
D) h(x) = 3x + 4

READING
COMPOUND FUNCTIONS
A compound function is a combination of two or more functions, in sequence. It’s
basically a function of a function—the output from the first function is the input
for the second function. Start with the innermost part, and work your way out.
Work from the inside out

1
18. If f(x) = 5 – 2x and g (x ) = 2 , what is the value of f(g(–2)) ?
WRITING AND
LANGUAGE
on compound functions. x
1
A)
81 1 1
g(–2) = =
(-2)2 4
B) 1
1 1 1 9
f   = 5 – 2   = 5 – =
9 4 4 2 2
C)
MATH
2
9
D)
5
ESSAY
x2 x
Look for ways to plug in 25. If g (x ) = and f ( g (x )) = , which of the following could be f(x) ?
on compound functions. 4 2
A) = x = 9 3
What does your B) =

2x =
2(9) 18
POOD tell you about
this question? C) x = 9
D) x2 = 92 = 81
Plug in x = 6
6
f(g(6)) = =3
2
62 36
g(6) = = = 9
4 4
x
f(g(x)) = 2 told you that when x is put into g(x) and then
x
that result is put into f(x), you get (working inside-out).
x 2 2
g(x) = gave you the result of g(x) and you’re looking for
4
f(x), so Plug In 9 (your g(6)) into your answer choices and
eliminate what doesn’t give you 3 (because 3 should be the
output when g(6) is inputted into f(x).
OR put the whole g(x) function into the answers, which are
x
possibilities for f(x), to see which one gives you . In (A),
2
x2 = x .
4 2
ETS will ask you to turn one form of an equation into another
form of an equation, or what sort of form would be most
appropriate to accomplish something with an equation.
READING
FORMS OF EQUATIONS
The equation of a parabola can come in many forms. Many questions will give the
equation in the standard form of y = ax 2 + bx + c. Another useful form is the vertex
form. Knowing the vertex of a parabola can help you more easily answer questions
about the minimum or maximum value a parabolic function will reach or the
x-value that results in that minimum or maximum y-value.
WRITING AND
LANGUAGE
The vertex form of a parabola is y = a(x – h)2 + k, where (h, k) is the
vertex.
Discuss the vertex
To convert a parabola equation in the standard form of y = ax + bx + c
2 form of the equation
to the vertex form, complete the square. and how it is useful.
Skip the rest of the
MATH
1. Make y = 0, and move any constants over to the left side of box and go straight
the equation. to the Suzanne
2. If the value of a (the coefficient on the x 2 term) is anything question.
other than 1, factor that value out of the right side of the
equation.
3. Take half the value of b (the coefficient on the x-term, including
ESSAY
the sign), square it, and add the result on the right side of the
equation within the parentheses and the result times a to the
left side of the equation.
4. Convert the right side of the equation to square form: (x – h)2.
5. Move the value on the left side of the equation back over to
the right side. Then, put y back in on the left side.
What if we had
to find the vertex
10. Suzanne sells homemade jewelry online. She finds that if she sets the price
too low or too high, she loses money. Her net profit, in hundreds of dollars, is form to answer the
represented by the equation n(p) = –3p2 + 42p – 120, where p represents the question about her
price at which she sells her jewelry. Which of the following equivalent forms greatest profit? We’d
of this equation would be most useful in determining the price at which follow the steps in
Suzanne could maximize her profit? the box to complete
A) n(p) = –3p2 + 42p – 120 maximum profit will be the vertex the square. Walk
B) n(p) = –3(p2 – 14p + 40) of the parabola. The most helpful students through
would be vertex form and only completing the
C) n(p) = –3(p – 4)(p – 10)
(D) is in that form. square.
D) n(p) = –3(p – 7)2 + 27
p = 7, max profit = 27
0 = –3p2 + 42p – 120
standard form 120 = –3p2 + 42p
to vertex form 120 = –3(p2 + 14p)
120 – 147 = –3(p2 – 14 + 49)
–27 = –3(p –2)2
0 = 3(p– 7)2 + 27
READING
Circle equations in the xy-plane also have a standard form, and ETS likes to ask
questions about circles in non-standard form. Just as with parabolas, knowing the
parts of the standard form and how to manipulate circle equations into different
forms can be useful.
WRITING AND
LANGUAGE
The standard form of a circle is (x – h)2 + (y – k)2 = r 2, where (h, k)

is the center, and r is the radius. If the circle is centered at the
Show the origin, the equation becomes x 2 + y 2 = r 2.
equation and how to To convert a circle equation into the standard form, complete the
find the center and square.
the radius then go
1. Move any constants over to the right side of the equation.
MATH
to question 7.
2. Take half of the coefficient on the x-term (not the x 2 term),
including the sign, square it, and add it to both sides of the
equation.
3. Convert the x 2 term, the x-term, and the constant on the left
to square form: (x – h)2.
ESSAY
4. Repeat steps 2 and 3 with the y-terms.
7. In the xy-plane, if the point (1, 3) is on circle M, and circle M has a

radius of 4, which of the following equations could describe circle M ?
A) (x – 2)2 + (y + 3)2 = 16 1) Circle equation
B) (x – 1)2 + (y + 1)2 = 16 (x – h)2 + (y – k)2 = r2
C) (x – 1)2 + (y – 3)2 = 4 (x – h)2 + (y – k)2 = 16
D) (x – 5)2 + (y – 3)2 = 4 Eliminate (C) and (D)
2) Plug (1, 3) into A:

(1 – 2)2 + (3 + 3)2 = (–1)2 + 62 = 37
Eliminate (A)
20. Which of the following represents the center and the radius, respectively,
of the circle described by the equation x2 + y2 – 8x + 6y = –21 graphed in
Walk students
the xy-plane?
through the rest of 1) Reorder the equation
A) Center: (–4, 3), radius: 2
the information in x2 – 8x + y2 + 6y = –21
the box to complete B) Center: (–4, 3), radius: 4
the square. C) Center: (4, –3), radius: 2 2) Complete the square
D) Center: (4, –3), radius: 4 x – 8x + 16 + y + 6y + 9 = –21 + 16 + 9
2 2
(x – 4)2 + (y + 3)2 = 4
center (4, –3) r2 = 4, r = 2

READING
TRANSFORMATION OF GRAPHS
Occasionally, a question will ask about a transformation of a graph. Although
this may conjure images of Optimus Prime, it is not nearly so exciting. Graph
transformation means the function has been changed in some way, either moved
up, down, or side-to-side, or sometimes flipped over, stretched, or squashed.
WRITING AND
LANGUAGE
In relation to f(x):
• f(x) + c is shifted upward c units in the xy-plane Review these
• f(x) – c is shifted downward c units in the xy-plane
• f(x + c) is shifted to the left c units in the xy-plane May not see
MATH
• f(x – c) is shifted to the right c units in the xy-plane anything more
than the 1st four,
• –f(x) is flipped upside down over the x-axis
the rest are here
• f(–x) is flipped left-right over the y-axis just in case.
• f (x ) is the result of flipping upward all the parts of the graph
that appear below the x-axis
• a·f(x) widens the graph if a < 1 and narrows the graph if a > 1
ESSAY

READING
y
10
8
6
4
2
0 x
WRITING AND
LANGUAGE
–1 0 1 2 3 4 5
Take it one transformation 16. The graph of the function f(x) = (x – 2)2 is shown above. A second
at a time, and use POE. function, g(x), is given by the equation g(x) = –f(x) + 2. Which of the
following best represents the graph of g(x) ?
A) y
MATH
10
8 Negative in front of f(x)
6 means parabola will face
4 downward.
2 Eliminiate (A) and (C)
0 x +2 means parabola shifts
–1 0 1 2 3 4 5
up 2 units
ESSAY
B) y Eliminate (B) because it

4 also shifts the parabola to
2 the left.
0 x
–2
–4
–6
–8

–3 –2 –1 0 1 2 3
C) y
10
8
6
4
2
0 x
0 1 2 3 4 5 6

D) y
4
2
0 x
–2
–4
–6
–8
–1 0 1 2 3 4 5


READING
GRAPHS OF SINE AND COSINE
ETS may ask about the graph of a sine or a cosine wave or about the transforma-
tion of these functions. It is helpful to know what the graphs look like without any
transformations.
y = sin θ y = cos θ We do not know if

this will show up. But
WRITING AND
LANGUAGE
y y just in case, walk
students through
how the graphs
1 1
change when you
play with the
–π 0 π 2π 3π 4π
x
–π 0 π 2π 3π 4π
x
equations.
MATH
–1 –1
ESSAY
The amplitude of the wave, or the number of units the graph goes above
or below the midline, is indicated by the number in front of the function.
1
y = 2sin θ y= cos q
2
y y
2
1 1
x x
–π 0 π 2π 3π 4π –π 0 π 2π 3π 4π
–1 –1
–2

amplitude = 2 1
wave gets taller amplitude =
2
in height
wave gets smaller
in height

READING
The period of the wave, or how far the wave travels before it repeats
itself, is determined by the number in front of the x or θ.
The standard period is 2p.
WRITING AND
LANGUAGE
1
# in front of x or theta =
2
y
sin  12 x  period Þ doubles to 4p
(wave widens)
1
MATH
x
–π 0 π 2π 3π 4π
–1
ESSAY
y
sin(x)
x
–π 0 π 2π 3π 4π
–1
y
2
sin(2x)
# in front of x or theta = 2
1 period Þ halves to p
(wave compresses)
x
–π 0 π 2π 3π 4π
–1
–2
And, of course, these waves can be moved up or down, like any other function, by
adding or subtracting a number outside the parentheses.

READING
GRAPHING AND DATA ANALYSIS
Graphing skills can also help on some Data Analysis questions. Ones that ask for
the line or curve of best fit are really just asking for the slope or the equation of the
function.
WRITING AND
LANGUAGE
80
70 line of best fit
•
60
• ••
••
• •
50
•
•
•
•
•
•
•
40
•
•
•
MATH
•
•
30 •
•
•
20
• •
•
•
•
•
10
•
•
10 20 30 40 50 60
ESSAY
13. Which of the following best approximates the slope of the line that best Plug in points or ballpark.
fits the scatterplot above?
A) –1
Plug in points or draw line of
B) 1
best fit and estimate
C) 2
D) 5

READING
y
10
7
WRITING AND
LANGUAGE
2
MATH
0 x
1 2 3 4
Plug in points! 17. The above graph shows the hourly growth of a certain bacteria. A
ESSAY
scientist noted that at the beginning of the experiment, there were five
bacteria in the petri dish. After one hour, the bacteria had increased to
six. The growth continues to increase exponentially over time. If x
represents the hours since the beginning of the experiments and f(x)
represents the number of bacteria in the petri dish at that given hour,
which of the following graphs could represent the equation of the
Plug in x = 1 bacteria’s growth?
f(x) = 6 A) f(x) = 2x + 4 — linear equation
Eliminate (A)
B) f(x) = 2x2 + 5 2(12) + 5 = 2 + 5 = 7
because equation
is linear C) f(x) = 5(1 + 0.2)x 5(1.2) = 6
D) f(x) = 5(1 + 0.3)x
Draw a rough sketch of each answer
Sketch a graph of 22. Which of the following, if represented graphically, would illustrate a
each answer choice, pattern of linear growth? linear growth = straight line
and use POE.
A) A) In a certain country, each person has an average of two children.
8
population
6 Thirty years later, each of those two children has two children.
4 Thirty years later, each of those four resulting children has two
2
children, and so forth.
30 60 90
time B) A scientist places a bacterial sample in a petri dish and observes
B) C) what happens over time. She observes that the first organism
population
splits into two daughter organisms, which then split to form four
change
4 organisms, which then split to form eight organisms. same as (A)

2
C) A taxicab company that typically transports people back and
time 1 2 3
mile forth from the airport charges customers a base fee of $3 and an
D)
additional $0.25 for each mile of driving. straight line increase
interest
D) Each month, a credit card company charges 2% interest on the amount

that an individual owes, and that interest is added back to the amount
time
252 | © TPR Education IP Holdings, LLC that the individual owes. This process is repeated every month.
READING
ADVANCED FUNCTIONS DRILL
Time: 10 minutes
3 17
WRITING AND
LANGUAGE
y x
If f (x ) = and g(x) = 3f(x) + 2, then what is the
3
value of g(9) ?
y = m(x)
g(9) = 3f(9) + 2
2 1 1
9
f(9) = = 3
3
MATH
x
–2 0 g(9) = 3(3) + 2 = 11
y = n(x)
–2
ESSAY
The complete graphs of the functions m and n
are shown in the xy-plane above. Which of the
following could be equal to n(x) ?
A) m(x + 5)
graph moved down 5 so
B) m(x – 5) need a –5 outside the
C) m(x) + 5 parentheses 12
D) m(x) – 5
If an odd function is one for which
f(–x) = –f(x), which of the following is NOT
an odd function?”
A) f(x) = 3x3
B) f(x) = (x – 2)5
C) f(x) = –4x
D) f(x) = sin x
odd function f(–x) = –f(x)

Plug in x = 2 and x = –2
(A) f(2) = 3(23) = 24 f(–2) = 3(–23) = –24 odd
(B) f(2) = (2 – 2)3 = 0 f(–2) = (–2 – 2)5 = –1024

15 19
READING
180,000
The parabola y = x2 has been shifted so that
its minimum is now located at the point
160,000
(2, 0) on the xy-plane. The equation of the
140,000
shifted parabola can be given by y = M2.
What is the expression for M ?
WRITING AND
LANGUAGE
120,000 A) x2
Shifted 2 units to
Population of Arlandria, n(t)
B) 2x – 2 the right
100,000
C) x – 2 so, y = (x – 2)2
80,000 D) x + 2 m=x–2
60,000 or Plug in (2, 0)
M M2 =0?
MATH
40,000
A) 22 = 4 16 no
B) 4 – 2 = 2 4 no
20,000
C) 2 – 2 = 0 0 yes
D) 2 + 2 = 4 16 no
0
35
0 10 20 30 40 50
Time in years since 1950 (t) If the equation f(x) = x2 + 6x + 12 is

ESSAY
converted into the vertex form,

f(x) = a(x – h)2 + k, then what is the value

The graph above shows the growth in of k ?
population of the city of Arlandria from the
year 1950 to the year 2000. If n(t) represents Complete the square
the number of people living in Arlandria and 3
y = x2 + 6x + 12
t represents the time, in years, since 1950,
Plug in y = x2 + 6x + 9 + 3
then which of the following functions could
t = 20 accurately represent Arlandria’s population y = (x + 3)2 + 3
n(t) = 20,000 growth in the second half of the twentieth k=3
century?
10 10
2 
A) n(t ) = 5, 000   = 5000 
2
  = really small
t
  20 
t
B) n(t ) = 5, 000 ( 2 )10 = 5,000(2)2 = 20,000
C) n(t) = 5,000(2t) graph is not linear
D) n(t) = 5,000(2t2) = 5,000(2(22)) = 40,000

28
READING
Draw the graph, plot the points.
A circle (not shown) has its center at the
point (–3, –2) and is tangent to the y-axis. (A)
Which of the following points lies outside
the circle?
A) (–5, 1) (C)
WRITING AND
(B)
LANGUAGE
B) (–4, –2) (D)
C) (–2, 0)
(–3, –2) radius = 3
D) (0, –2)
MATH
ESSAY

Summary
even and has
• If f(–x) = f(x), the functions is ______
y-axis symmetry.
________
odd and has
• If f(–x) = –f(x), the function is ______
origin symmetry.
________
• On compound function questions, work

inside out
_________________ and look for ways to
plug in
_____________.
• What is the vertex form of a parabola?
y = a(x – h)2 + k vertex = (h, k)

______________________________________
• What is the standard form of a circle?
(x – h)2 + (y – k)2 = r2 center (h,k) r = radius

______________________________________
• How do you get equations into these forms if

necessary?
complete the square

______________________________________
• When a function undergoes more than

one transformation, remember to
take it ____________________________
one transformation at a time and to use
POE
_________.
• Which skills are useful on Data Analysis

questions about graphs of functions?
Plug in points
______________________________________
Graph the equation

______________________________________


ADDITIONAL
TOPICS
We teach geometry last because it doesn’t show up as
much on the SAT. You will only see 6 geometry questions
overall on the test. Not all topics for all scoring levels—
pick and choose what your class needs.
“I guess a sock is also a geometric shape—technically—

but I don’t know what you’d call it. A socktagon?”
–Stephen King
Reference Information
c 2x 60° x s 45° s 2
•
r h b
w 30° 45°
b a x 3 s
A = πr 2 A = w 2
c = a2 + b 2
C = 2 πr A = 1 bh Special Right Triangles
Reference Information
•r h
h r h
h
w r w

4 3
V = wh V = πr h 2
V= 3 πr 1 1
V = 3 π r2h V = 3 wh
The number of degrees of arc in a circle is 360.

The number of radians of arc in a circle is 2p.
The sum of the measures in degrees of the angles of a triangle is 180.
Go over what students can find in

the reference section.
257
READING
Trivia Night!
In what city is the Blue Mosque located? Which American Founding Father
Connection to lesson: founded the University of Virginia? In what year was the first SAT administered?
This lesson is filled You probably have a friend (or maybe it’s you) who is a “trivia geek” and loves to
with math facts remember all of these minute details. However, how important is it to remember
and formulas that all of these random pieces of information?
WRITING AND
LANGUAGE
are relatively rarely

tested—its SAT
math trivia. Goals Review
• Understand how to use the Geometry Basic Approach on all geometry

problems
MATH
• Understand how to solve questions related to lines and angles

• Understand how to solve questions related to triangles and circles
• Understand when and how to tackle advanced math topics
ESSAY

ADDITIONAL TOPICS
READING
What’s an Additional Topic?
This chapter covers some odds and ends, including concepts cleverly named
“Additional Topics” by ETS (geometry and complex numbers) and some weird
things like the meaning of a variable or constant in context. What these all have in
common is that these questions are not in every student’s POOD. There are a lot
of topics covered here, but there are only 6 Additional Topics questions on the test
WRITING AND
—3 in the Calculator section and 3 in the No-Calculator section. Choose wisely
LANGUAGE
which—if any—of these questions to tackle on the test.
GEOMETRY
As with many other questions in the Math sections of the SAT, keeping the informa-
MATH
tion organized and having a plan of attack will help with the geometry questions.
Geometry Basic Approach

1. Draw a figure if one is not provided. Go over
ESSAY
2. Label all information from the question on the figure. basic approach.
3. Write the complete formula on the paper.

4. Ballpark if possible.
Let’s start by practicing the first step—draw your own figure based on the follow-
ing descriptions.
1) Draw your
An equilateral triangle An isosceles right triangle
own figure.
A rectangular solid A line tangent to a circle

go over vocabulary
A chord in a circle A circle inscribed in a square

READING
Now use that last shape to practice applying the Basic Approach to the following
geometry question. variable—so Plug In
1) Draw the figure.
2) Label the figure. 10. If a square has an area of x, then, in terms of x, what is the circumference of
3) Write down the largest circle that can be inscribed in the square?
WRITING AND
formulas.
LANGUAGE
A) p x = p 4 = 2p 2
x=4
2 C = pd = 2p
B) π x = p 4 = p
2 2
C) px2 = p(42) = 16p
D)
π x = p(4) = p
MATH
4 4
Apply the first three steps of the Basic Approach to all geometry problems. How-
ever, if you get STUCK…
ESSAY
GEOMETRY BALLPARKING
As long as the diagram doesn’t say, “Note: Figure not drawn to scale.” below it,
you can Ballpark to eliminate incorrect answers. Answers that don’t agree with the
figure cannot be correct.
Figures are drawn B D

to scale unless
there is a note
that says
otherwise.
75°
E
A F
Ballpark! 6. In the figure above, ÐCAE measures 75°, and AE is parallel to BD. What is the
measure of ÐCDF ?
A) 15°
B) 75° ÐCDF is larger than 90°.
C) 90°
Eliminate (A), (B), (C)
D) 105°

ADDITIONAL TOPICS
READING
LINES AND ANGLES
Many geometry questions about lines will be about parallel or perpendicular lines.
Questions about angles are often about congruent angles, right angles, or two
angles that add up to 90º.
WRITING AND
LANGUAGE
When parallel lines are intersected by the same line, Review parallel
two kinds of angles are created—BIG and small. line rules
BIG ANGLES = BIG ANGLES. small angles = small angles.

BIG + small = 180 degrees.
MATH
1
x
ESSAY
120° big angle
Label all information
from the question on 110° y
the figure
70°
60° z
2
z
small angle
1 || 2
7. In the figure above, x = 120º and y = 110º. What is the measure of z, in Label the information on
degrees? the figure.
A) 10 60 + 70 + z = 180
B) 30 130 + z = 180
C) 50 z = 50
D) 70

READING
TRIANGLES
Triangle questions on the SAT will cover some of these ideas about lines and an-
gles, as well as other topics such as trigonometry and similarity.
WRITING AND
LANGUAGE
TRIGONOMETRY
The SAT—now with Trig! Knowing the basic definitions of sine, cosine, and tan-
gent will be helpful in solving some questions about right triangles.
MATH
SOHCAHTOA
opposite adjacent opposite
sin = cos = tan =

hypotenuse hypotenuse adjacent
ESSAY
43 feet
60°
17. The figure above shows a ladder leaned against a wall so that the top of
the ladder touches the top of the wall. The ladder is placed so that the
base is at a 60° angle to the ground. If the wall is 43 feet tall, what is the
length of the ladder, to the nearest foot?
A) 25 O 43
sin = sin60 =
B) 50 H x
C) 75 x sin60 = 43
D) 85 43
x= » 49.65 » 50
sin 60

ADDITIONAL TOPICS
READING
RADIANS AND DEGREES
Radians and degrees are different ways of measuring angles. Your calculator has
both modes, so make sure to use the right mode when calculating anything.
Sometimes, ETS will ask you to convert degrees to radians or vice versa.
WRITING AND
LANGUAGE
To convert radians to degrees, set up a proportion:
π radians
=
180 degrees
MATH
5π
11. An angle measures − radians. What is the measure of the angle, in
degrees? 8
−5π  −5π 
A) –247.5 xp = 180  
π 8 
B) –125.0 = 8
180 x xp = –112.5p
C) –112.5
x = –112.5
ESSAY
D) 247.5
On the No-Calculator section, ETS may ask about the relationship between sine
and cosine of the complementary angles of a right triangle. Use the formulas
below to solve these.
sine/cosine
π relationship
sin x = cos  π − x  and cos x = sin −x  formulas
2  2 
Use Bowtie
7π 2π
π π 7 π − 2π
π − =
9. Which of the following is equal to sin   ? 2 7 14
7
 5π 
A) sin   π π π
 14  sin  7  = cos  − 
2 7
 5π 
B) cos  
 7 π − 2π 
= cos 
 14   14 
π  5π 
C) − sin   = cos  14 
7
π
D) − cos  
7
READING
PYTHAGOREAN THEOREM
If two sides of a right triangle are given, the third side can be found using the
Pythagorean theorem. ETS loves to use the Pythagorean triples, though, so be on
the lookout for 3:4:5, 6:8:10, 5:12:13, or even 7:24:25 triangles. Knowing them
can save time.
WRITING AND
LANGUAGE
Pythagorean theorem: a2 + b2 = c2, where c is the hypotenuse.

MATH
L
5-12-13 D
13
ESSAY
M 12 N
Note: Figure not drawn to scale.
12
Look for Pythagorean 21. In the figure above, if MN = 6, and tan ÐMLN = , what is the length
triples! 5
of LN ?
A) 6.5 O
tan =
B) 12 A
C) 13 so MN is the 12 side and LM is the 5
D) 26 side. MN is really 6, though, so set up a
proportion to find real length of LN, the
13 side of the 5:12:13 triangle.
6 12
=
x 13
12x = 78
x = 6.5

ADDITIONAL TOPICS
READING
Sometimes, ETS will hide a right triangle in a diagram and ask a trigonometry
question about the given shape. Look for a way to make a right triangle, and use
SOHCAHTOA.
Because angles at the

base are equal, the
WRITING AND
LANGUAGE
height will bisect
et
fe
the base.
15
12
a a
9 18 feet 9
MATH
35. Tom sketches out the above diagram for the sail of a boat he is building. What line can be drawn
What is the value of sin a ? to make this into two
right triangles?
4 / 5 Use Pythagorean theorem
ESSAY
92 + b2 = 152
81 + b2 = 225
b2 = 144
b = 12
O 12 4
sin = = =
H 15 5

READING
SPECIAL RIGHT TRIANGLES

In addition to Pythagorean triples, be on the lookout for special right triangles—
ETS loves 30°:60°:90° and 45°:45°:90° triangles. They include information about
the relationship of the sides of these triangles in the reference box at the start of
each section. Recognizing them and using those relationships can help you skip
the step of using the Pythagorean theorem to find the missing side.
WRITING AND
LANGUAGE
y°
30
2
3
MATH
60
x°
1
How do you know this is π

7. In the figure above, the measure of angle y is equal to radians. Which of
ESSAY
a special right triangle? the following is equal to sin x ? 6
1 Convert radians to degrees:

A)
2 π
π
B) 1 = 6
180 y
C) 2 π
py = 180 
3 6
D)
2 py = 30p
y = 30
It’s a 30-60-90 D
O 3
sin x = =
H 2

ADDITIONAL TOPICS
READING
SIMILAR TRIANGLES
Two triangles are similar if the three angles in the first triangle are the same as the
three angles in the second triangle. Similar means “same shape, different size.”
WRITING AND
LANGUAGE
The corresponding sides of two similar triangles
are proportional in length.
B
similar triangles:
MATH
b° equal angles,
2
1 proportional sides
X
a°
A x°
C
3
ESSAY
w°
W Y
1
8. In the figure above, if sin a = and b = x, what is the value of sin x ?
2
1
A)
2
O 1
3 sin = = , so BC = 1 and AB = 2
B) H 2
2
3
3 sin x = sin b =
C) 2
3
D) 3

READING
CIRCLES
Aside from basic circle questions about circumference and area, ETS may ask
about a slice of a circle (a sector) or a part of the circumference (an arc).
Arcs and sectors are proportional to the central angle of a circle.

WRITING AND
LANGUAGE
part central angle arc length sector area

= = =
whole 360° 2πr πr 2
W X
MATH
O
ESSAY
10. The figure above shows a circle with center O. The central angle described by
 measures π radians. If the circle has a radius of 5, what is the length of
WXY
4

WXY ?
A) 3π After converting radians to

4 degrees, you could use above info
B) p to find fraction of circle and use it
to find fraction of circumference.
But when given central angle in
C) 5π
4 radians:
s = rθ
D) 3π  π  5π
arc = (5)  =
2 4 4
To find an arc length of a circle in radians, use s = r θ
arc = radius θ in radians

It’s a handy trick worth knowing. Of course, using
the proportion will always work and will be neces-
sary to find “parts” other than the arc.
ADDITIONAL TOPICS
READING
DARN THAT ETS!
The following topics are the ones that can be the trickiest on the SAT, though
some questions are easier than others. Use your POOD to decide whether or not
to tackle these advanced concepts, and try to Ballpark or Plug In whenever pos-
sible. Remember to use your LOTD on any questions you skip.
WRITING AND
LANGUAGE
OVERLAPPING SHAPES
When given one shape inside another, use the information given about the first
shape to determine the necessary information about the second shape. Sometimes,
it may be necessary to draw a line that means something to both shapes, such as a
diameter of a circle that is the diagonal of an inscribed square.
MATH
B
OB = OC
because they are 60 2p
radii
ESSAY
60 60
A O C
20. In the figure above, DOBC is inscribed in a semicircle with center O. If

the length of minor arc BC is 2p and the area of the semicircle is 18p,
what is the length of side BC of the triangle?
A) 3
Area of full circle = 2(18p) = 36p
B) 6 A = pr2 pr2 = 36p r = 6
C = 2pr = 2p(6) = 12p
C) 6 3
2π x
=
D) 12 12π 360
12px = 360(2p)
12px = 720p
x = 60
equilateral D so all sides = 6

READING
VOLUME
Try following the Basic Approach on these volume questions.
Variables in the answers? 22. A rectangular solid has a width of x inches, a length of 2x inches, and a
Plug in! height of x2 inches. If a piece with a volume of 4 cubic inches is
removed from the solid, what is the resulting volume of the solid, in
WRITING AND
LANGUAGE
terms of x ?
Plug in
x=3 A) x(3 + x) = 4 3(3 + 3) – 4 = 3(6) – 4 = 14
width = 3 B) 3x2 – 4 = 3(32) – 4 = 3(9) – 4 = 23
length = 6 C) 4(x2 – 1) = 4(32 – 1) = 4(8) = 32
height = 9
V = 3 x 6 x 9 = 162 D) 2(x4 – 2) = 2(34 – 2) = 2(81 – 2) = 2(79) = 158
MATH
162 – 4 = 158
ESSAY
10
1 2
What does your POOD 29. The figure above shows a semicircular plastic cover used to hide an
tell you to do with this electrical cord run along a wall. The plastic cover has a groove cut out
question? of its base in the shape of a rectangular solid. The diameter of the
semicircular plastic cover is 8 cm, while the groove is 1 cm high and
2 cm wide. The cover and the groove cut out of it are both 10 cm in
length. The plastic has a density of 1.25 grams per cubic centimeter.
What is the mass of the plastic cover, with the groove cut out, to the
nearest gram? (Density is mass divided by volume.)
A) 289
B) 315 Volume of cylinder = pr2h
C) 482 Volume = p(42)(10) = 160p
D) 603
1 160π
cylinder = = 80p
2 2
Volume of groove = 1 x 2 x 10 = 20
Volume of plastic cover = 80p – 20 = 231.27
M
1.25 = M = 289
231.27

ADDITIONAL TOPICS
READING
COMPLEX NUMBERS
Occasionally, a mathematical operation will require taking a square root of a
negative number. With real numbers, that isn’t possible—no real number can
be squared to get a negative number. This is where i comes in. The i stands for
“imaginary,” to distinguish it from “real” numbers, and it equals −1 . When i is
WRITING AND
LANGUAGE
squared, the result is –1. “Complex numbers” combine real and imaginary num-
bers in the form a + bi, where a is real, and bi is imaginary.
The imaginary number i = -1.

Treat i just like a variable, except that i 2 = –1.
MATH
a + bi is a complex number, where a is real, and bi is imaginary.
Many calculators have an i button and an a + bi mode.
1 – i + i2 – i3
ESSAY
6. Which of the following is equivalent to the above expression?
−1) i = –i
2
(Note: i =
A) –i
B) –1 i3 = (i2)(i) = (–1)i = –i
so, 1 – i + i2 – i3 = 1 – i – 1 – (–i) =
C) 0
0–i+i=0
D) i
Remember
Sometimes, solving questions with i is as simple as substituting –1 for i . On hard
2 (x + y)(x – y) = x2 – y2
questions, it may be necessary to multiply the denominator’s complex expression Use conjugate to get
by its conjugate to make the i disappear. i out of denominator.
Conjugate of (i – 3)
is (–i – 3).
i+3
i−3
9. Which of the following is equivalent to the above expression? Conjugate of a complex
(Note: i 2 = –1) expression? Switch the
i + 3 −i − 3
⋅ = sign on the imaginary
4 3i i − 3 −i − 3 part.
A) − −
5 5 −i 2 − 6i − 9 −(−1) − 6i − 9
=
4 3i −i 2 + 9 −( − 1) + 9
B) − +
5 5 −8 − 6i 4 3i
= =− −
4 3i 10 5 5
C) −
5 5
4 3i
D) +
5 5
READING
MEANING OF CONSTANT OR VARIABLE IN CONTEXT

Finally, there are some oddball questions ETS has decided to throw in that ask
about the meaning of something in context. First, ask yourself if they should be in
your POOD. If you are shooting for a top score and decide to try these, read the
question carefully, and use this Basic Approach.
WRITING AND
LANGUAGE
Meaning in Context Basic Approach

1) RTFQ: Underline key words, and identify which term the
equation is asking about.
2) Label what you can within the equation provided based on
your Bite-Sized Pieces.
MATH
3) POE what’s inconsistent with your labels and the equation

given.
4) Plug-and-Play: Plug in your own numbers to see if the story
makes sense.
5) Use POE to try to get down to one answer choice, or guess
1) RTFQ looking for and go.
ESSAY
d
piece
c
7. To celebrate a coworker’s retirement, all of the c employees of a company
2) label what you can
cost of gift d d cost of gift planned to contribute equally to the purchase of a retirement gift that cost d
−
employees c − k c total # of
who did NOT employees dollars. Later, k of the employees decided not to contribute. The additional
drop out
3) POE—(A) refers amount, in dollars, that each of the remaining employees had to contribute is
to total cost which d d
given by the expression − . Which of the following best describes what
is d. c−k c
(B) refers to non-ex- d
represents in this expression?
istent amount—the c
k employees are not A) The total amount that all of the c employees originally planned to pay
contributing any- B) The amount that each of the k employees originally planned to pay
thing. C) The amount that each of the k employees will now pay toward the gift
(D) refers to the D) The amount that each employee had to pay after k employees decided not
cost per person of to contribute
those who did NOT 5) POE
dropout, which is Not sure? A) 24
d 4) Plug and Play B) 0
c −k say d = $24 gift, c = 8 employees total C) 3 4
so $3 per person to start, k = 2 people don’t contribute D) 4
24
so 6 left, = $4
6
24 24 24 24
= − = − 4 – 3 = $1 extra per person
8−2 8 6 8
ADDITIONAL TOPICS
READING
2 2
x x 1
 3  + 5  = 3
   
10. Two fungal species of Aspergillus flavus, AF-36 and AF-42, were grown in liquid
WRITING AND
LANGUAGE
cultures at a temperature of 37o C and spun at 60 rotations per minute. The
AF-36 culture grew at a slower rate than did the AF-42 culture, and together
the cultures produced in 3 days the amount of fungus required for experiments.
The equation above represents the experiment described. Which of the

2
x
MATH
following describes what the expression   represents in this equation?
5
A) The average amount of AF-36 fungus that is produced in one day

B) The time, in days, that it takes for AF-36 to produce the total amount of
fungus alone
C) The time, in days, that it takes for AF-42 to produce the total amount of
ESSAY
fungus alone
D) The average amount of AF-42 fungus that is produced in one day
2
x 
1) RTFQ — looking for   piece
5
2) label what you can—be flexible with the piece they give you. Any
of the below labels can help.
faster slower
2 2
x  x  1
   
3 + 5 = 3
1
together 3 = days, so = in one day
a fungus a fungus 3
3) After the first label, see if you can POE. If they give you days, you
2
x 
can POE (B) and (C). If they see that   is slower, it must be AF-
5
36, POE (C) and (D).
4) Plug and Play—If they can’t tell which one is slower, plug in for x.
2 2 2
x  x  x 
If x = 15,   = 25 and   = 9. Therefore,   is contributing
3 5 5
less to the total ® it’s growing slower ® it’s AF-36. POE (D) and
choose (A).

READING
ADDITIONAL TOPICS DRILL

Time: 10 minutes
32 5
WRITING AND
LANGUAGE
parallelogram: opp <s are = Rebekah and Ian live 150 miles apart. Deciding to
sm < + big < = 180 B
meet partway between their respective houses for
C a picnic, they both leave their houses at the same
y 100°
time and drive without stopping until they meet
140 each other. Rebekah drives at an average speed
of 50 miles per hour, and Ian drives at an average
x 40 speed of 80 miles per hour. In the equation
A
MATH
D 50x + 80x = 150, what does 80x represent?

A) The speed at which Rebekah drives 50
B) The speed at which Ian drives 80
Note: Figure not drawn to scale. C) The total distance that Rebekah drives 50x
D) The total distance that Ian drives 80x
In parallelogram ABCD above, x = 40° and
ESSAY
ÐDBC = 100°. What is the value of 2y ?
8 0
y + 100 = 140
8
y = 40
2y = 80
A E H B
I
I
D
G F
C
In the figure above, AB || CD. Which of the

following must be true?
A) ÐAEI = ÐBHI angles off 2 different lines
similar D have = angles B) DEIH ~ DFIG
Because AB || CD
C) EF ^ GH not necessarily
ÐEHI = ÐIGF
and ÐHEI = ÐIFG D) ÐEIG = ÐEIH angles off 2 different lines

ADDITIONAL TOPICS
13 27
READING
In a circle with center P (not shown), points
Q, R, and S lie on the circumference. If
PR = 7 and ÐQPS = 45°, then what is the area A B
of the minor sector PQS ? x x
Q
WRITING AND
49 π D
R
LANGUAGE
A) 120
8 45 S
P
B) 49 π x
4
A = pr2 = p(72) = 49p
C) 14p 45 x
=
360 49π C
D) 49p
MATH
360x = 45(49p)
360x = 2205p
2205π 49π
x= = In the circle with center D shown above,
360 8
DABC is equilateral and is inscribed in the
circle. If AD = x, then which of the following
 , in terms of x ?
represents the length of BC
10
ESSAY
πx 2π
While flying a kite with a string of length A)
6 6
90 feet, Lauren found that the wind kept her
kite in the air at an average angle measure 2πx 2π(2) 4π
B) =
of 60° relative to the ground, but she was 3 3 3
dissatisfied with how high the kite flew. She π x π(2 ) 4 π
2 2
tried a different kite with a string of length C) =

6 6 6
120 feet, and the wind continued to keep
2π x 2 2π(2 ) 8 π
2
her new kite in the air at an average angle
measure of 60° relative to the ground. How D) =
3 3 3
much higher (in vertical feet) did Lauren’s
second kite fly than her first kite flew?
A) 15.00 Plug in x = 2
B) 25.98 90 x C = 2pr = 2p(2) = 4p
120 x
C) 77.94 60 =
x 360 4 π
D) 103.92
sin 60 = 360x = 480p
90
4
x = 90sin 60° » 77.9 x= p
y 3
120 y sin 60 =
120
60
y = 120sin 60° » 103.9
103.9 – 77.9 = 26

14
READING
2 2
 2 5i  2 i 
3 + 3  − 3 + 3
    2 2
 2 5i   2 + 5i 
 +  = 
Which of the following is equivalent to the above 3 3 3 
expression?
WRITING AND
LANGUAGE
(Note: i 2 = –1)
4 + 20i + 25i 2
8 =
A) − 9
3
8 8i 2
2 + i 
2
B) − + 2 i 
 +  = 
3 
3 3
3 3
MATH
8 16i
C) − +
3 9
4 + 4i + i 2
8 16i =
D) − 9
3 9
4 + 20i + 25i 2 4 + 4i + i 2
= −
ESSAY
9 9
4 + 20i + 25i − 4 − 4i − i 2
2
=
9
16i + 24i 2
16i + 24(−1)
= =
9 9
16i − 24 16i 24
= = −
9 9 9
16i 8
= −
9 3

ADDITIONAL TOPICS
Summary
• What four steps should you follow for all
geometry questions?
1) Draw a figure if none is provided

______________________________________
2) Label all info from questions on figure

______________________________________
3) Write down the complete formula

______________________________________
4) Ballpark if possible
______________________________________
• What two kinds of angles are created when two

parallel lines are both intersected by another
line, and how are those angles related?
Big and small

______________________________________
Big + small = 180°

______________________________________
• What are the three key definitions in the

mnemonic SOHCAHTOA?
opposite
sin =
______________________________________
hypotenuse adjacent
cos =
______________________________________
opposite hypotenuse
tan =
______________________________________
adjacent
• What is the formula you need to convert back
and forth between radians and degrees?
π radians
=
______________________________________
180 degrees
• What is the formula that describes the relation-
ship between the sine and cosine of comple-
mentary angles in a right triangle?
 π   π

sinx = cos  − x  cosx = sin  − x 
______________________________________
2  2 
• What are the three Pythagorean triples that
are commonly tested on the SAT?
3:4:5
______________________________________
6:8:10
______________________________________
5:12:13
______________________________________
• In what situation can two triangles be

described as similar?
all of the angles are =

______________________________________

• What formulas can you use to express the

proportional relationship between the
various aspects of a circle?
central ∠ arc length sector
= =
______________________________________
360 2πr πr
2
______________________________________
______________________________________


ESSAY
279
INTRODUCTION
*Teacher note: You are likely to see a large dis-

crepancy in your classes between students who
already do this type of essay in AP English and
students who have never seen this before.
281
COURSE WORKBOOK FOR THE SAT
READING
ESSAY: INTRODUCTION
The final task on the SAT is to write a rhetorical analysis essay. You will have 50
minutes to read a text and write a logical, well-constructed analysis of the author’s
argument.
According to ETS, the essay will show:

WRITING
“Students can demonstrate college and career readiness proficiency in pro-

ducing a cogent and clear written analysis using evidence drawn from
an appropriately challenging source text written for a broad audience.”
This really means:

Essay in a
nutshell Students can read an essay and explain specifics from the essay to show
MATH
how the author builds his/her argument
The prompt will be nearly the same every time, just with a different source text.
The prompt will be something much like this:
ESSAY
As you read the passage below, consider how [the author] 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.
[Source Text Will Appear Here]

Sample
Prompt
Write an essay in which you explain how [the author] builds an Notice this
argument to persuade [his/her] audience that [author’s claim]. does NOT say
In your essay, analyze how [the author] uses one or more of “what is your
the features listed above (or features of your own choice) to opinion of the
strengthen the logic and persuasiveness of [his/her] argument. author’s
Be sure that your analysis focuses on the most relevant aspects of
argument.”
the passage.
Your essay should not explain whether you agree with [the
author’s] claims, but rather explain how the author builds an
argument to persuade [his/her] audience.

INTRODUCTION
READING
The Essay requires you to:
• Carefully read a text
• Understand how an author appeals to a reader’s logic,
emotions, or morals
• Write a logical analysis of an argument
• Explain how style choices can affect an author’s persuasiveness
WRITING
The Essay does NOT require you to: No opinion or
• Give your opinion about a text prior reading
• Memorize examples from history or literature required.
• Have previous experience with the text
MATH
Two graders will read and score the essay on a 1-4 scale in three different catego-
ries (Reading, Analysis, and Writing).
*Tasks are scored

4 = Advanced individually, so a high
score in one does
ESSAY
3 = Proficient
2 = Partial NOT guarantee a high
1 = Inadequate score in another.
Those scores will be combined for a total score of 3-12. The scores will be deter-
mined using the following rubric:

Scoring Rubric
Do not go through this; just point it out.
ETS’s Essay Rubric

READING
Score of 4: Advanced Score of 3: Proficient Score of 2: Partial Score of 1: Inadequate
• Demonstrates thorough com- • Demonstrates effective • Demonstrates some compre- • Demonstrates little or no com-
prehension of the source text. comprehension of the hension of the source text. prehension of the source text.
• Shows an understanding of source text. • Shows an understanding of • Fails to show an understand-
the text’s central idea(s) and • Shows an understanding of the text’s central idea(s) but ing of the text’s central idea(s),
of most important details and the text’s central idea(s) and not of important details. and may include only details
WRITING
how they interrelate, dem- important details. • May contain errors of fact without reference to central
onstrating a comprehensive • Is free of substantive errors and/or interpretation with idea(s).
Reading
understanding of the text. of fact and interpretation regard to the text. • May contain numerous errors
• Is free of errors of fact or with regard to the text. • Makes limited and/or of fact and/or interpretation
interpretation with regard to • Makes appropriate use of haphazard use of textual with regard to the text.
the text. textual evidence (quota- evidence (quotations, para- • Makes little or no use of
• Makes skillful use of textual tions, paraphrases, or both), phrases, or both), demon- textual evidence (quotations,
evidence (quotations, para- demonstrating an under- strating some understanding paraphrases, or both), demon-
phrases, or both), demonstrat- standing of the source text. of the source text. strating little or no under-
MATH
ing a complete understanding standing of the source text.

of the source text.
• Offers an insightful analysis of • Offers an effective analysis • Offers limited analysis of the • Offers little or no analysis
the source text and demon- of the source text and dem- source text and demonstrates or ineffective analysis of the
strates a sophisticated under- onstrates an understanding only partial understanding source text and demonstrates
standing of the analytical task. of the analytical task. of the analytical task. little or no understanding of
• Offers a thorough, well- • Competently evaluates the • Identifies and attempts to the analytic task.
considered evaluation of author’s use of evidence, describe the author’s use of • Identifies without explanation
ESSAY
the author’s use of evidence, reasoning, and/or stylistic evidence, reasoning, and/ some aspects of the author’s
reasoning, and/or stylistic and and persuasive elements, or stylistic and persuasive use of evidence, reasoning,
persuasive elements, and/or and/or feature(s) of the stu- elements, and/or feature(s) of and/or stylistic and persuasive
feature(s) of the student’s own dent’s own choosing. the student’s own choosing, elements, and/or feature(s) of
Analysis
choosing. • Contains relevant and suf- but merely asserts rather the student’s choosing,
• Contains relevant, sufficient, ficient support for claim(s) than explains their impor- • Numerous aspects of the
and strategically chosen sup- or point(s) made. tance, or one or more aspects response’s analysis are unwar-
port for claim(s) or point(s) • Focuses primarily on those of the response’s analysis are ranted based on the text,
made. features of the text that are unwarranted based on the • Contains little or no support
• Focuses consistently on those most relevant to addressing text. for claim(s) or point(s) made,
features of the text that are the task. • Contains little or no support or support is largely irrelevant.
most relevant to addressing for claim(s) or point(s) made. • May not focus on features
the task. • May lack a clear focus on of the text that are relevant
those features of the text that to addressing the task or the
are most relevant to address- response offers no discern-
ing the task. ible analysis (e.g., is largely or
exclusively summary).

INTRODUCTION
• Cohesive and demonstrates a • Mostly cohesive and dem- • Demonstrates little or no • Demonstrates little or no
READING
highly effective use and com- onstrates effective use and cohesion and limited skill cohesion and inadequate
mand of language. control of language. in the use and control of skill in the use and control of
• Includes a precise central • Includes a central claim or language. language.
claim. implicit controlling idea. • May lack a clear central • May lack a clear central claim
• Includes a skillful introduc- • Includes an effective claim or controlling idea or or controlling idea.
tion and conclusion. The introduction and conclu- may deviate from the claim • L acks a recognizable intro-
response demonstrates a delib- sion. The response demon- or idea over the course of the duction and conclusion. The
erate and highly effective pro- strates a clear progression of response. response does not have a dis-
WRITING
gression of ideas both within ideas both within para- • May include an ineffective cernible progression of ideas.
paragraphs and throughout graphs and throughout the introduction and/or conclu- • L acks variety in sentence
the essay. essay. sion. The response may dem- structures; sentence struc-
• Wide variety in sentence • Variety in sentence onstrate some progression of tures may be repetitive. The
structures. The response structures. The response ideas within paragraphs but response demonstrates general
Writing
demonstrates a consistent use demonstrates some precise not throughout the response. and vague word choice; word
of precise word choice. The word choice. The response • Limited variety in sentence choice may be poor or inaccu-
response maintains a formal maintains a formal style structures; sentence struc- rate. The response may lack a
style and objective tone. and objective tone. tures may be repetitive. formal style and objective tone.
MATH
• Shows a strong command of • Shows a good control of the • Demonstrates general or • Shows a weak control of the
the conventions of standard conventions of standard vague word choice; word conventions of standard writ-
written English and is free or written English and is free choice may be repetitive. The ten English and may contain
virtually free of errors. of significant errors that response may deviate notice- numerous errors that under-
detract from the quality of ably from a formal style and mine the quality of writing.
writing. objective tone.
• Shows a limited control of
the conventions of standard
ESSAY
written English and contains
errors that detract from the
quality of writing and may
impede understanding.

This prompt is followed by seven

practice essays.
READING
Let’s take a look at some sample essays.
As you read the passage below, consider how Kennedy uses

WRITING
• 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.
MATH
John F. Kennedy. September 12, 1962. Rice Stadium, Houston, TX
We set sail on this new sea because there is new knowledge to be gained, and new rights to be won, and
they must be won and used for the progress of all people. For space science, like nuclear science and
all technology, has no conscience of its own. Whether it will become a force for good or ill depends on
man, and only if the United States occupies a position of pre-eminence can we help decide whether this
ESSAY
new ocean will be a sea of peace or a new terrifying theater of war. I do not say the we should or will
go unprotected against the hostile misuse of space any more than we go unprotected against the hostile
use of land or sea, but I do say that space can be explored and mastered without feeding the fires of war,
without repeating the mistakes that man has made in extending his writ around this globe of ours.
There is no strife, no prejudice, no national conflict in outer space as yet. Its hazards are hostile to us all.
Its conquest deserves the best of all mankind, and its opportunity for peaceful cooperation many never
come again. But why, some say, the moon? Why choose this as our goal? And they may well ask why
climb the highest mountain? Why, 35 years ago, fly the Atlantic? Why does Rice play Texas?
We choose to go to the moon. We choose to go to the moon in this decade and do the other things, not
because they are easy, but because they are hard, because that goal will serve to organize and measure
the best of our energies and skills, because that challenge is one that we are willing to accept, one we are
unwilling to postpone, and one which we intend to win, and the others, too.
It is for these reasons that I regard the decision last year to shift our efforts in space from low to high
gear as among the most important decisions that will be made during my incumbency in the office of
the Presidency…
To be sure, we are behind, and will be behind for some time in manned flight. But we do not intend to
stay behind, and in this decade, we shall make up and move ahead.
The growth of our science and education will be enriched by new knowledge of our universe and
environment, by new techniques of learning and mapping and observation, by new tools and computers
for industry, medicine, the home as well as the school. Technical institutions, such as Rice, will reap the
harvest of these gains.

INTRODUCTION
And finally, the space effort itself, while still in its infancy, has already created a great number of new
READING
companies, and tens of thousands of new jobs. Space and related industries are generating new demands
in investment and skilled personnel, and this city and this State, and this region, will share greatly in this
growth. What was once the furthest outpost on the old frontier of the West will be the furthest outpost
on the new frontier of science and space. Houston, your City of Houston, with its Manned Spacecraft
Center, will become the heart of a large scientific and engineering community. During the next 5 years
the National Aeronautics and Space Administration expects to double the number of scientists and
engineers in this area, to increase its outlays for salaries and expenses to $60 million a year; to invest
WRITING
some $200 million in plant and laboratory facilities; and to direct or contract for new space efforts over
$1 billion from this Center in this City…
Many years ago the great British explorer George Mallory, who was to die on Mount Everest, was asked
why did he want to climb it. He said, “Because it is there.”
Well, space is there, and we’re going to climb it, and the moon and the planets are there, and new hopes
for knowledge and peace are there. And, therefore, as we set sail we ask God’s blessing on the most
MATH
hazardous and dangerous and greatest adventure on which man has ever embarked.
Thank you.
Write an essay in which you explain how President Kennedy builds an argument to expand and move forward
with the United States’ space program. In your essay, analyze how Kennedy uses one or more of the features
ESSAY
listed above (or features of your own choice) to strengthen the logic and persuasiveness of his argument. Be
sure that your analysis focuses on the most relevant aspects of the passage.
Your essay should not explain whether you agree with Kennedy’s claims, but rather explain how the author
builds an argument to persuade his audience.

READING
Essay #1
In this essay, President Kennedy says that “we choose to go to the moon.” He says that we should go
to the moon “not because they are easy, but because they are hard, because that goal will serve to orga-
nize and measure the best of our energies and skills, because that challenge is one that we are willing to
accept.”
He talks about several reasons why we should go to the moon. He says “there is no strife, no prejudice,
WRITING
no national conflict in outer space as yet. Its hazards are hostile to us all.” I think he means that space
might give us a better place to live because the Earth was getting really violent around this time. There
was a lot of war and I think that Kennedy wanted to give Americans something better to think about. I
think he really wanted to inspire America.
Also, Kennedy states that “the growth of our science and education will be enriched by new knowledge of
our universe and environment, by new techniques of learning and mapping and observation, by new tools
MATH
and computers for industry, medicine, the home as well as the school.” He also says that this would give
us more jobs, and that can help the American people too.
Shows some understanding of the argument, but provides no analysis,
2 1 2
Score: __/__/__ and though thoughts are organized into clear paragraphs, the essay
lacks organizing theme and evidence of more advanced language
control.
ESSAY
Essay #2
I don’t agree with President Kennedy. I don’t think that he should have spent such a large amount of
money on space travel. He could have used that money to help poor Americans struggling to find jobs and
get ahead. I don’t think that space travel has really gotten us anywhere.
My history teacher was talking to us about how the mood landing might have been faked and might never
have happened. If you watch the video the flag waves and I don’t think that’s supposed to happen in space.
LOL
Even if it wasn’t faked, idk why you want to go to space just because its there. That argument doesn’t
make any sense. There are a lot of places I don’t want to go to no matter what, but I know that they’re
there. I think he should have thought about the American people first and not just what he wanted.
Lacks a clear, central idea; no discussion of claims or evidence;
Score: 1__/__/__
1 1 inadequate organization of ideas.

INTRODUCTION
READING
Essay #3
In this essay President Kennedy is clearly trying to convince the American people to agree with his position
on space travel—that it needs to happen within the decade. I think he makes a convincing argument and
provides a lot of good evidence to make his argument solid.
He makes a lot of comparisons to other things that seemed really hard at the time but that we were able
to do. I think that this kind of comparison really helps his argument because if we know that we have over-
WRITING
come really big challenges in the past then we can conquer space too.
Another thing Kennedy does to make his argument really effective is to talk about other benefits to space
travel besides just travelling to space. Not everyone might be interested in travelling to space or visiting
once we go there and set up camp. But if a person who was listening to Kennedy believed that space travel
might benefit them in some way, then they would probably support it even if they didn’t care about space.
I don’t think that it’s helpful to mention that we are behind. No one likes to be told that they are behind
MATH
and possibly not able to do something. Sometimes that works, if you like to be the underdog, but mostly I
think it’s discouraging. This isn’t a big deal, though, because his argument is still really strong.
In conclusion, Kennedy makes a strong argument for us to go into space. He’s very convincing and obvi-
ously it worked because we landed on the moon!
Demonstrates partial comprehension of text but does not cite exam-
2 2 2
Score: __/__/__
ESSAY
ples; generally alludes to argument construction but does not develop
ideas; shows partial mastery of language/writing skills.
Essay #4
In his eloquent speech at Rice Stadium, former-President Kennedy wields a vast array of oratory tools
and constructs a case for investment in space exploration. Throughout his address, Kennedy makes use
of evidence, reasoning, and stylistic elements that together form his argument for the decision that the
United States should become a dominant force in the new field of space exploration, and attempt to reach
the moon.
Kennedy begins his address with an analogy of space exploration as a “new sea”, which he effec- Explains
the
tively continues by referring to the possible future of space as “whether this new ocean will be a sea of
analogy
peace”, and revisits in his final plea for divine blessing “as we set sail”. The ocean is not the only natural
analogy utilized by Kennedy in his speech, for he also makes use of references to mountaineering through
the rhetorical question “why climb the highest mountain”, as well as quoting George Mallory’s stated rea-
son for the expedition up Mount Everest: “Because it is there”, and stating that “space is there, and we’re
going to climb it”. Beyond natural analogies, Kennedy paints with colorful language, such as speaking of
“the fires of war”, “reap the harvest”, the “infancy” of space exploration, and old Houston as “the furthest
outpost on the old frontier”. Kennedy also appeals to the locality in which he speaks by asking “Why does
Rice play Texas?” and referencing “your City of Houston”.
Gives evidence
Kennedy’s address makes use not only of creative language, but also of pieces of evidence. The pri- but doesn’t
mary evidence with which he appeals is a list of beneficial economic results of space exploration. He speci- discuss the
effect of the
fies that the area of Houston will see “double the number of scientists and engineers”, bear an increase evidence
in “salaries and expenses to $60 million a year”, receive investments of “some $200 million in plant and

laboratory facilities”, and be the source of funds “for new space efforts [of] over $1 billion”. In addition to
READING
economic gains, Kennedy mentions a long list of educational boons such as “new knowledge of our universe
and environment,” “new techniques of learning and mapping and observation”, and “new tools and comput-
ers for industry, medicine, the home as well as the school”.
Mixed among the evidential and rhetorical components of Kennedy’s address are threads of rea-
soning which display the thought process by which Kennedy supports his appeal for national movement
towards the exploration of space. Kennedy provides many reasons for the decision, including the universal
WRITING
appeal of “new knowledge to be gained, and new rights to be won”. Some of the other explanations Kennedy
provides for the decision include that “space science...has no conscience of its own”, that the “opportunity
for peaceful cooperation may never come again”, and that space exploration is worth doing “because [it is]
hard”, which – while apparently paradoxical – Kennedy explains as well-reasoned since “that goal will serve
to organize and measure the best of our energies and skills”. He incorporates additional thoughtful ele-
ments as he discusses that while “we are behind,...we do not intend to stay behind, and in this decade we
shall make up and move ahead.
MATH
Through these variable forms of evocative language, supportive evidence, and sound logic, former-
President Kennedy forges an appeal to his audience that is well-rounded and subtly sculpted into an ad-
dress that exemplifies the oratory skill for which he was well known.
*Very impressive summary of argument, but little analysis. This
4 2 4
Score: __/__/__ student can identify the stylistic elements, but does not discuss their
impact on the reader.
ESSAY
Essay #5
The powerful impact of President Kennedy’s speech at Rice Stadium on the controversial decision
to direct the resources of the United States towards building a preeminent space program lies in the elo-
quence and universality with which he weaves his appeal. Through analogies which resonate with both the
citizenry’s common history and everyday lives, as well as acknowledging and addressing the concerns of
those dubious towards the prospect of space exploration, Kennedy crafts a persuasive argument, solidi-
fied by references to prior explorations and details of economic incentives.
Perhaps the most necessary element which distinguishes a well-formulated argument from a mere
exercise of rhetoric is the proper use of supportive evidence, of which President Kennedy’s address incor-
porates several examples. The first example he utilizes is subtle, but powerful. The United States had in-
vested significantly in the development of nuclear technology by the time of Kennedy’s speech in 1962, and
part of the argument for that investment had been that nuclear technology could be used by the United
States for its own benefit and protection, or against the United States by foreign nations which may
intend harm. That argument of a crucial moment in time, having been successfully applied to the nuclear
realm, translates clearly in Kennedy’s words that “Whether [space science becomes] a force for good or
ill depends on man, and only if the United States occupies a position of pre-eminence can we help decide
[the future of space]”. A further piece of evidence, Kennedy uses to support his argument is the example
of flight across the Atlantic. President Kennedy reminds his audience of this event in order to reference a
previous accomplishment that had also once been seen as prohibitively difficult, much as fervent, practical
exploration of space was seen by many in 1962. In his address, Kennedy also utilizes another evidentiary
category, infusing the second half of his speech with a deluge of specific economic benefits the area sur-
Here’s what he does...

INTRODUCTION
...And here’s why...

rounding Houston will reap from the newly bolstered space program as it develops, designed to overwhelm
READING
the listener with this positive side of investment.
Kennedy’s mastery of persuasive rhetoric plays out not only in the evidence to which he refers,
but additionally in the analogies woven through his address, which serve to evoke emotional responses in
his listeners. The initial words of Kennedy’s address provide the first of these analogies. Rooted in the
history of exploration, Kennedy states that “We set sail on this new sea”. A form of evidence in itself, this
analogy serves to recall the listener’s mind to a frontier that was once seen as unfathomably expansive
WRITING
and beyond human mastery. Kennedy continues the sea analogy by saying that space may become “a sea
of peace or a new terrifying theater of war”, calling to the listener’s mind the capricious nature of the sea
itself to be calm or horrifyingly volatile, as he suggests that the position of the United States in space
exploration may decide the nature of this new frontier. Kennedy also reaches further back into the his-
torical commonality of his listeners as he analogously describes Houston as “once the furthest outpost
on the old frontier of the West” in order to call the listener’s mind to the nature of change over time. The
Houston in which Kennedy game this speech looked essentially nothing like the Houston of the old West,
MATH
and this analogy provokes the listener’s imagination to project the possibilities for a new Houston, built
on a strong space program. A third analogy with which Kennedy appeals to his listeners’ emotions is the
reference to their local sports team. As Kennedy asks “Why does Rice play Texas?”, he seeks to raise the
ubiquitous sense of pride many feel for their sports teams of preference, which he hopes may translate to
a sense of national pride for the space program.
As most any well-crafted argument will do, Kennedy also acknowledges the arguments of those
ESSAY
who may hold a counter perspective. By asking “But why, some say, the moon?”, Kennedy introduces a
potential counter-argument that the goal of reaching the moon may be arbitrarily lofty. Rather than dis-
missing this point as irrelevant, Kennedy seeks to disarm it by embracing the lofty nature of reaching the
moon and calling attention to other lofty goals deemed worthwhile, such as to “climb the highest moun-
tain” and “fly the Atlantic”. He continues to acknowledge the nature of this potential objection by saying
that the goal has been chosen “because [it is] hard”, and therefore will “serve to organize and measure the
best of our energies and skills”. Another possible counter-argument Kennedy addresses is that “we are be-
hind...in manned flight”. Again, Kennedy could have easily attempted to dismiss this argument by protest-
ing that the gap is small, but he instead chose again to affirm the objection by stating “we...will be behind
for some time”. Having fully acknowledged the strength of this potential problem, Kennedy then proceeds
to describe the precise means by which the United States “shall make up and move ahead” through “new
knowledge”, “new techniques”, and “new tools”, which Kennedy seamlessly segues into economic benefits, as
described above.
The difficulty of dissecting an address like that of President Kennedy at Rice Stadium is itself a
final example of the persuasiveness of Kennedy’s rhetoric. With each concession and rebuttal, analogous
appeal, and piece of evidence woven tightly adjunct, the power of Kennedy’s address can be seen most
clearly in the interwoven nature of all its elements. Through the marriage of these disparate elements,
Kennedy’s speech encourages, assuages, and inspires.
This student shows a clear understanding of the text and writes a
4 4 4
Score: __/__/__ solid piece analyzing the author’s argument.

READING
Essay #6
In Kennedy’s speach to the people of Rice Stadium, Houston, TX, September 12, 1962 by John F. Kennedy
are easy to see how it was used to convinse people with facts and reasonsn and word chioces. Which the
combining has made clearly to be a better arguement and as shown threw its way of put together in move-
ing peoples feelings and using evidince and explaneing why other people is not saying acurete.
He uses examples, to support claims as showing ways of better “science and education will be en-
WRITING
riched” by “new knowledge and new techniques and new tools and computers for industry and also medicine
and home and school” and says places like Rice will be made better by this. Not just this and how much
money will be given like “$20 million and $60 million and $1 billion”. This examples is good for Rice and maybe
can be seen for more people, showing vareyeity of benufits for everyone. Also using points of why space
is importent are nuclear example that if the United States did not develep nuclear waepons and tecnical
would be bad and dangerus for country so also space must be explored and could be dangerus if it is not
as everyone can understand because of nuclear example. Some also example is pried of nation in “fly the
MATH
Atlantic” and “because they are hard” this also for why others is not right and show this later. Because
exploring space is some say not easy Kennedy helps think with challange to pried and so this example.
Also Kennedy again with explaneing why other people is not saying acurete is with counter threw
“But why, some say, the moon”? and more. Sinse some think to much to try for as far as the moon is
wrong nocean is why Kennedy says this. He could have say this not a very big deal but he deside insted
to show why a very big deal is better. Kennedy says “because they are hard” and use example of “fly the
ESSAY
Atlantic” like before and also to show how everyone knows a good idea in the end. With this and again next
Kennedy explanes with agreing that other people say hard but axshoely good idea because of it and is bet-
ter then to say no. Again as predicshon before is “we are behind and some time in manned flight” and is to
agre with point that other people say by agre but, also with “and will be behind for some time But we do not
intend to stay behind that show even more agre with people but is also axshoely better because we can be
even better with good work. Threw this Kennedy agres with other people is not saying acurete and show
how this makes a better point with it.
Last Kennedy moveing peoples feelings with strong words to feel the people agre with him. Words
like ocean words “We set sail on this new sea” to rememeber that ocean was hard and can “terrifying” like
“war” but can also “sea of peace” and make feel the people agre with him, they agre with feel and know that
he means United States can make it difrent both ways. “Houston once the furthest outpost on the old
frontier of the West will be the furthest outpost on the new frontier of science and space is also to move
peoples feel with how old West was scary and then very difrent now from that and with space again could
be also difrent and exsidid people to agre with Kennedy. “Rice team play Texas” also again to say how
peoples feel agre and exsidid to show because peoples feel for Sports is large and everyone agre with him
to say that.
Threw this things and how Kennedy put it all togather with Rice Stadium, Houston, TX, September
12, 1962 by John F. Kennedy is showing convinse people with examples and why other people is not saying
acurete and moveing to feel the people agre with him and explane his agre also with more powerfull by put
it all togather. When put it all togather speach is powerfull more as seprit is and make people feel the agre
with him more.
Discusses main ideas and details of text with some analysis, but
writing threatens to affect comprehension.
3 3 2
Score: __/__/__

INTRODUCTION
READING
Essay #7
this essay is on that President Kennedy builds an argument to expand and move forward with the United
States’ space program and uses the features listed above to strengthen the logic and persuasiveness of
his argument and focuses on the most relevant aspects of the passage at Rice Stadium. Kennedy says
many things to supourt his words. one is sail on this new sea of knowledge to be gained becus evrione
knows this for the progress of all people. Next is not geting sick becus depends on man, and only if the
United States occupies a position. He didnt say we should or will go unprotected or hav fires.
WRITING
next is with why, some say, the moon? Why choose this as our goal? And they may well ask why climb the
highest mountain? but George Mallory, who was to die on Mount Everest, was asked why did he want to
climb it it was there. He says lots in much muney like 20 million and even biger like 1 billion to get from this
Center in this City…wich is why climb Mount Everest and he hops for peace and set sail and Gods Blessing
and adventure to. last tho National Aeronautics and Space Administration expects to double the num-
ber of scientists and engineers in this area, to increase its outlays for salaries and this essay should not
MATH
explain whether you agree with Kennedy’s claims, but rather explain how the author builds an argument to
persuade his audience.
1 1 1
Score: __/__/__
ESSAY

Summary
• The three tasks for the Essay are:
Reading
1. ______________________________________
Analysis
2. ______________________________________
3. Writing
______________________________________
• 1
The score range for each task is _____- 4
_____.
• True/False: The essay is about your opinion on

a certain topic.
False
______________________________________


TASK 1:
READING
295
READING
ESSAY: READING
According to ETS, the first task of the essay test will ask you to show:
• Comprehension of the source text

• Understanding of central ideas, important details, and their interrela-
tionship
• Accuracy in representation of the source text (i.e., no errors of fact or
WRITING
interpretation introduced)
• Use of textual evidence (quotations, paraphrases, or both) to demon-
strate understanding of the source text
Step 1
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Read the text. As you read, consider the big picture (remember SOAPS!) and what
types of appeals the author/speaker is making to the audience.
SOAPS
Speaker
ESSAY
Who is speaking/writing?
What makes this person credible? What are his/her credentials?
• What gives a doctor the authority to speak about medical issues (be
specific)?
Medical degree, experience, medical school

_________________________________________________________
research, etc.
_________________________________________________________
• What gives a politician the authority to speak about political issues

(be specific)?
Experience, serving in office, education, etc.

_________________________________________________________
_________________________________________________________
• Whom would you rather hear speak about investments: a financial

analyst or an astronomer? Why?
Probably financial analyst! Sound information

_________________________________________________________
based on facts & experience

_________________________________________________________
*Teacher note: This question does say

“astronomer,” not “astrologer.”

TASK 1: READING
Answers may vary.
READING
Occasion
What happened that requires this speech/text?
What is the historical context of this text?
• What type of elements would you expect to hear in a coach’s speech
WRITING
before a big game?
Motivational elements, strategy/plan, etc.

_________________________________________________________
_________________________________________________________
• What type of elements would you expect to hear in politician’s speech
MATH
the day before election day?
Sweeping statements, not a lot of details

_________________________________________________________
“get out and vote,” “participate!” patriotism, etc.

_________________________________________________________
• How might a minister’s message at a wedding differ from her message *Note: This is the
ESSAY
at a funeral? same speaker with
Happy, optimistic vs. comforting, solemn same credentials,
_________________________________________________________
but the occasion has
_________________________________________________________
changed.
Audience
Who is the intended audience? What do you know about them?
What’s the relationship between the speaker/author and the intended audience?
What sort of values or prior ideas might the audience have? How might that affect
their perception of the speaker/author?
• How might a politician’s Election Eve speech to a conservative group

differ from his speech to a liberal group? *Note: same speaker,
same occasion, but
Focus on different issues, perhaps
_________________________________________________________ different audience.
different goals
_________________________________________________________
• How would a principal’s message to a group of new teachers be differ-

ent from a message to a group of experienced teachers?
Information, tone, familiarity

_________________________________________________________
_________________________________________________________

READING
Purpose
What is the author/speaker’s intention? Attack? Defense? Persuasion? Praise?

Blame? Teach? Something else?
Subject
WRITING
What’s the main idea?
What are the main lines of reasoning used?
Appeals
When a speaker or author wants to convince an audience of something, there are
MATH
three main types of rhetorical appeals they will use:
Appeal to Credibility. This is the author’s way of establishing trust with his or her
audience.
1. Ex: A doctor writes an article about health issues. What does she need
to include in order to establish trust from her audience?
ESSAY
Bio about her practice, her experience,

_________________________________________________________
Answers may vary.
her research, her education...
_________________________________________________________
2. Ex: A speaker calls into a talk radio program about military strategy.
What should he mention in order to establish credibility with other
listeners?
Does he have experience? How much?

_________________________________________________________
Doing what?
_________________________________________________________
Appeal to Emotion. This allows an author or speaker to connect with an audi-

ence by using fear, humor, happiness, disgust, etc. Imagery is often a big compo-
nent of pathos.
1. Ex: An article about world hunger runs in a magazine. What

decisions could the magazine editor make to appeal to her readers’
emotions?
Pictures of starving children, infographic about

_________________________________________________________
amounts of food thrown away, etc.

_________________________________________________________

TASK 1: READING
READING
2. Ex: A motivational speaker wants to make an energetic entrance.
What could he do (and why)?
Answers may vary.
Upbeat music, cheering squad, energetic
_________________________________________________________
announcer, balloons falling from ceiling, etc.

_________________________________________________________
WRITING
Appeal to Logic. This connects with an audience’s reason or logic.
1. Ex: Instead of simply saying, “This is a good idea,” an author could

convince her readers of her point by
Providing data, statistics, expert opinions,

_________________________________________________________
MATH
research
_________________________________________________________
2. Ex: A salesman wants a husband and wife to buy a washer/dryer pair

instead of a single appliance. How might he appeal to their logic?
Better deal, didn’t have to replace the other appliance

_________________________________________________________
ESSAY
in the near future, compatible features, etc.
_________________________________________________________
Teacher note: AP English students will know

these appeals by their “real” names (ethos,
pathos, logos). They can use these terms in
their essays, but ETS doesn’t require
students to identify appeals by name.

READING
You try!
In the following speech, Chief Joseph of the Nez Perce Indian tribe speaks be-
fore cabinet members, Congressmen, and diplomats in Washington, D.C. in 1879.
Following his surrender to the US Army two years earlier, Chief Joseph’s people
were exiled from their home in what is now Oregon and forced to relocate to
Oklahoma where many of the tribe became ill and died. In this speech, Chief Jo-
WRITING
seph requests permission to move his people back to the Pacific Northwest.
“I cannot understand how the Government sends a man out to fight us,
as it did General Miles, and then breaks his word. I do not understand
why nothing is done for my people. I have heard talk and talk, but
nothing is done. Words do not pay for my country, now overrun by
white men. They do not protect my father’s grave…
MATH
Good words will not give me back my children. Good words will not
give my people good health and stop them from dying. Good words will
not get my people a home where they can live in peace and take care of
themselves. I am tired of talk that comes to nothing. It makes my heart
sick when I remember all the good words and all the broken promises…
If the white man wants to live in peace with the Indian, he can live in
ESSAY
peace. Treat all men alike. Give them all the same law. Give them all
an even chance to live and grow. All men were made by the same Great
Spirit Chief.
They are all brothers. The earth is the mother of all people, and all
people should have equal rights upon it. You might as well expect the
rivers to run backward as that any man who was born free should be
contented penned up and denied liberty to go where he pleases.
We asked to be recognized as men. We ask that the same law shall work
alike on all men. Let me be a free man—free to travel, free to stop, free
to work, free to trade where I choose, free to choose my own teachers,
free to follow the religion of my fathers, free to think and talk and act
for myself—and I will obey every law, or submit to the penalty…
Whenever the white man treats the Indian as they treat each other then
we shall have no more wars. We shall be all alike—brothers of one father
and mother, with one sky above us and one country around us and one
government for all. Then the Great Spirit Chief who rules above will
smile upon this land and send rain to wash out the bloody spots made
by brothers’ hands upon the face of the earth. For this time the Indian
race is waiting and praying. I hope no more groans of wounded men
and women will ever go to the ear of the Great Spirit Chief above, and
that all people may be one people.
Hin-mah-too-yah-lat-kekht has spoken for his people.”

TASK 1: READING
READING
Speaker
• Who is speaking?
Chief Joseph of Nez Perce Tribe

_________________________________________________________
_________________________________________________________
WRITING
• What credentials does this person have to make his speech believable?
(Appeal to credibility.)
He’s the leader & decision-maker for his people

_________________________________________________________
_________________________________________________________
MATH
Occasion
• What was the reason for Chief Joseph to give this particular speech?
Speaking before Congress to ask permission

_________________________________________________________
ESSAY
to move his people back to their homeland
_________________________________________________________
_________________________________________________________
Audience
• Who is the audience for this speech?
Politicians in the U.S.

_________________________________________________________
_________________________________________________________
• What do you know about them?
They’ve already been against the Indians at least once

_________________________________________________________
(Nez Perce surrendered to U.S. two yrs earlier and were then
_________________________________________________________
exiled from their home.)

READING
• Can you figure anything out about their values based on how Chief
Joseph speaks to them and what he says?
Honor is important (“Good words...”)
_________________________________________________________
_________________________________________________________
_________________________________________________________
WRITING
_________________________________________________________
Purpose
• What is Chief Joseph’s goal?

MATH
To convince U.S. to let Nez Perce return to Pacific NW

_________________________________________________________
from their exile in Oklahoma

_________________________________________________________
Subject
• What is the main idea of the speech?

ESSAY
Men should be equal and live in peace

_________________________________________________________
_________________________________________________________
Appeal to Emotion
• What does Chief Joseph say to appeal to his audience’s emotions?
Ex: “Good words will not give me back...Children...

_________________________________________________________
Good health...”
_________________________________________________________
(Note: answers will vary. Just be sure students can

_________________________________________________________
explain the appeal.)

_________________________________________________________
• These words/phrases would appeal to which emotion(s)?
Guilt, sadness, etc.

_________________________________________________________
_________________________________________________________

TASK 1: READING
READING
Appeal to Logic
• What does Chief Joseph say to appeal to his audience’s logic and
reason?
(Answers will vary)

_________________________________________________________
WRITING
“Whenever white man treats Indians as they
_________________________________________________________
treat each other we shall have

_________________________________________________________
no more wars.”
_________________________________________________________
• How would these words/phrases appeal to logic or reason?
MATH
Appeal to Gvnt’s desire to avoid
_________________________________________________________
more war/fighting/costs both

_________________________________________________________
financial & human

_________________________________________________________
ESSAY
_________________________________________________________
Excellent job. Once you have the main points of the speech, it’s time to start
analyzing.

Summary
• What does the Reading task require you to do?
Understanding main ideas &

______________________________________
details of text
______________________________________
Accurately represent text

______________________________________
Use textual evidence

______________________________________
• SOAPS stands for:
peaker
S ____________________________________
O ccasion
___________________________________
udience
A ____________________________________
urpose
P ____________________________________
ubject
S ____________________________________
• What is the purpose of the appeal to

creditability?
Establish trust of speaker

______________________________________
• What is the purpose of the appeal to logic?
Give audience evidence that makes sense

______________________________________
• What is the purpose of the appeal to emotion?
Affect how an audience feels in order to

______________________________________
draw them into the argument/speech.

TASK 2:
ANALYSIS
305
READING
ESSAY: ANALYSIS
The second task you will be scored on is the analysis of the text. According to ETS,
you will be scored on your ability to:
• Analyze the source text and understand the analytical task

• Evaluate the author’s use of evidence, reasoning, and/or stylistic and
persuasive elements, and/or features chosen by the student
WRITING
• Support claims or points made in the response

• Focus on features of the text most relevant to addressing the task
Step 2
Determine the pieces of evidence, stylistic elements, or logical reasoning the au-
MATH
thor uses to effectively achieve his or her objective.
For the second task, you will need to explain the author’s choice and use of specific
elements in the essay. It’s not enough to say, “The author uses a quote to appeal to
the audience’s reason.” You have to explain how the quote appeals to the audience’s
reason. This task is all about the how and why. Look for facts, evidence, literary
devices, persuasive elements, or other elements the author has used to form his or
ESSAY
her argument.
Here are some common style elements that may show up in the text.
Style Detail Definition Example

Imagery Using language that appeals to our “The woman walked by, trail-
senses. Visual representation of an ing a thick, cloying cloud of
object or idea is a common percep- perfume.”
tion of imagery, but imagery actu- “The percussive thump of the
ally can create ideas that appeal to large drums vibrated in her
all five senses. chest as the band marched by.”
Allusion A brief reference to a person, thing, “Don’t ask him for a donation;
or idea from history, literature, he’s a total Scrooge.”
politics, or something with cultural “Chocolate was her Kryptonite.”
significance.
Tone The attitude of the author/speaker Sarcastic, professional, critical
toward the subject
Syntax How words are put together to An author who wants to
achieve a certain effect. First and convey a message quickly or
last words of an idea can be particu- urgently might choose to use
larly important. short, direct sentences, while
an author who wants to delib-
erately slow down a text may
use longer, more convoluted
sentences.

TASK 2: ANALYSIS
READING
Diction The author’s choice of words. “Skinny” instead of “slender”
sounds less flattering.
Slang or vernacular gives a
text an informal feel, while a
professional vocabulary makes
a text feel more formal.
Comparisons Comparing two distinct things; the “Juliet is the sun.”
author/speaker makes a connection “My love is like a red rose.”
WRITING
between them
Juxtaposition Placing two ideas side-by-side in “It was the best of times, it was
order for the audience to make a the worst of times…”
comparison or contrast
Repetition Deliberate repetition of a letter, “We shall not flag or fail. We
word, or phrase to achieve a specific shall go on to the end. We
effect. shall fight in France, we shall
MATH
fight on the seas and oceans,
we shall fight with grow-
ing confidence and growing
strength in the air…”
Statistics or A writer or speaker may add A quote from the American
quotes credibility to his or her argument Academy of Pediatrics in a
by adding data or quotes from a speech about best practices for
ESSAY
respected/recognized source. carseat use.
Hyperbole Exaggeration not meant to be taken “I’m so hungry I could eat a
literally horse.”
*Note: these devices are deliberately used by the author/speaker for a specific pur-
pose. You will need to know the purposes of the devices and their effects on a text, As with
but you will not need to know the specific names. appeals
Exercise
Read the following pieces of text and identify the rhetorical device used in each.
“...raised herself on one round elbow and looked out on a tiny river like a
gleaming blue snake winding itself around a purple hill. Right below the
house was a field white as snow with daisies, and the shadow of the huge
maple tree that bent over the little house fell lacily across it. Far beyond
it were the white crests of Four Winds Harbour and a long range of sun-
washed dunes and red cliffs.”
—L.M. Montgomery, The Road to Yesterday
• Which of the five senses is appealed to most strongly in Montgomery’s

description of the setting?
vision
_________________________________________________________

READING
_________________________________________________________
Imagery: Author gives detailed descriptions

• How?
alllowing reader to “see” setting

_________________________________________________________
_________________________________________________________
WRITING
• What literary device does Montgomery use to describe the river and
Comparisons:
the field of daisies?Comparing
Explain. the river to a “gleaming blue
snake” and the daisies to a “field white as snow” allows

_________________________________________________________
the reader to connect the images to something already in

_________________________________________________________
MATH
mind to create a more vibrant image

_________________________________________________________
_________________________________________________________
“Well now, one winter it was so cold that all the geese flew backward and
all the fish moved south and even the snow turned blue. Late at night, it
ESSAY
got so frigid that all spoken words froze solid afore they could be heard.
People had to wait until sunup to find out what folks were talking
about the night before.”
• In this excerpt from a tall tale about Paul Bunyan, which literary
Hyperbole
device is used to great effect?
_________________________________________________________
_________________________________________________________
• To communicate
What is the author’sitgoal
wasn’t justthat
for using cold...
particular device?
it was COLD!
_________________________________________________________
_________________________________________________________
Jackson pulled back the curtain to look at the rain. “Better start building
that Ark,” he said over his shoulder.
• It’s raining
What reallymean?
does Jackson hard
_________________________________________________________

TASK 2: ANALYSIS
READING
_________________________________________________________
• Referring
How do you to “the Ark”
know?
Noah and the Great Flood

_________________________________________________________
_________________________________________________________
WRITING
• Allusion
What literary device is this?
_________________________________________________________
_________________________________________________________
MATH
ESSAY
You try! Let’s go back to Chief Joseph’s surrender speech and see what elements we
can find.

COURSE WORKBOOK FOR THE SAT *Teacher note: Use these questions for discussion to help
students see how different elements are used for different
effects. This annotation is much more thorough that what
you should expect your students to do.
READING
Why might Chief Joseph begin his

speech this way? Think about who his
“I cannot understand how the Government sends a man out to fight us, audience is and what the significance of
as it did General Miles, and then breaks his word. I do not understand a “broken word” might be to them.
Honor matters to U.S.
why nothing is done for my people. I have heard talk and talk, but
nothing is done. Words do not pay for my country, now overrun by Why might he mention his father’s
grave, even if his father died long be-
WRITING
white men. They do not protect my father’s grave… fore this conflict?
Emotional hook
Good words will not give me back my children. Good words will not
What is the effect of repeating “good
give my people good health and stop them from dying. Good words will
words” at the beginning of three sen-
not get my people a home where they can live in peace and take care of tences in a row?
Emphasize it
themselves. I am tired of talk that comes to nothing. It makes my heart
MATH
sick when I remember all the good words and all the broken promises… The phrase “good words” comes back at
the end of the paragraph. What mes-
sage is he giving by using those words
If the white man wants to live in peace with the Indian, he can live in
in this context? Show that the
peace. Treat all men alike. Give them all the same law. Give them all words do nothing
an even chance to live and grow. All men were made by the same Great
Spirit Chief.
ESSAY
What is the allusion?

GOD, religion, everybody equal
They are all brothers. The earth is the mother of all people, and all under GOD.
people should have equal rights upon it. You might as well expect the Would rivers actually run backward?
rivers to run backward as that any man who was born free should be Why would Chief Joseph choose this
phrase to make his point? To show
contented penned up and denied liberty to go where he pleases. futility of 2nd part of sentence
We asked to be recognized as men. We ask that the same law shall work How is repetition used here? What
effect does the repetition have?
alike on all men. Let me be a free man—free to travel, free to stop, free “Free” gets in heads of audience;
to work, free to trade where I choose, free to choose my own teachers, is emphasized.
There is a shift in this passage from an
free to follow the religion of my fathers, free to think and talk and act emotional appeal to a logical appeal.
for myself—and I will obey every law, or submit to the penalty… Explain how Chief Joseph appeals to
reason at the end of this paragraph.
“You do this for me...I’ll behave.”
Whenever the white man treats the Indian as they treat each other
then we shall have no more wars. We shall be all alike—brothers of How does he continue his appeal to
reason in the beginning of this para-
one father and mother, with one sky above us and one country around graph?
us and one government for all. Then the Great Spirit Chief who rules “You do right, the wars will stop.”
above will smile upon this land and send rain to wash out the bloody Explain the imagery in this phrase.
spots made by brothers’ hands upon the face of the earth. For this What effect might this description
have on the audience?
time the Indian race is waiting and praying. I hope no more groans of “You’ll do right by us...and GOD.
wounded men and women will ever go to the ear of the Great Spirit What does he mean by “one people” at
Chief above, and that all people may be one people. the end of this speech? Why might he
end the thought that way?
Unite everyone under Christian
Hin-mah-too-yah-lat-kekht has spoken for his people.”
umbrella.
310 | © TPR Education IP Holdings, LLC Answers will vary.
TASK 2: ANALYSIS
READING
Step 3
Make connections between your SOAPS notes and literary devices using the an-
notations you made in Steps 1 and 2. Now that you have identified the parts of
the speech, the appeals, and the literary devices used, you have to figure out how
those come together to create an effective argument.
Consider the following questions as you look over your notes on Chief Joseph’s
WRITING
speech.
1. How did his appeals help make his argument more effective for the
US Government? What would have been motivating for them, and
why?
2. If he had been speaking to a different audience (to his own tribe, per-
haps), would some of these strategies have been less effective? Explain.
MATH
3. What is the tone of the passage? How do you know?
4. What are some specific examples of word choice (diction), that make
his speech convincing? Can you explain why? What word choices
would have meant the same thing, but been less convincing?
5. How does the structure of the speech impact his audience? Does the
order in which the ideas are presented affect the argument? Why or
why not?
ESSAY
6. What would you consider the three most effective parts of this
speech? (These will be the basis for your essay body paragraphs.)
* As with the rest of the chapter, answers will vary. Let students
discuss questions. They will come up with other answers too.
1) Gave them logical ideals (no more war, behaving Indians). They may
have been concerned that granting freedom would equal more trouble.
2) Promising to behave and follow U.S. law might not have been
effective if he was addressing Nez Perce.
3) Conciliatory, sad, disappointed (see marked lines from p. 310)
4) “Brothers” and “Mother Earth” language creates idea of family,
which could be more powerful than just saying “all men.”
5) Starts with problem caused by U.S. Gives a way for U.S. to fix
problem. Gives emotional reason, then logical reason to fix problem.
Make a promise/concession.
6) Answers will vary widely.

Summary
• What does the Analysis task require you to do?
Evaluate author’s use of evidence,

______________________________________
claims, stylistic elements

______________________________________
Support claims made in response

______________________________________
Focus on most relevant features

______________________________________
• What is the function of rhetorical devices?
To appeal to an audience & make

______________________________________
an argument more convincing
• Name four style elements that an author might
use in a piece of writing:
Answers will vary

______________________________________
______________________________________
______________________________________
______________________________________


TASK 3:
WRITING
313
Don’t read these pages; teach them!

Students can always come back to them.
READING
ESSAY: WRITING
The final task of the Essay test is to actually write the essay. According to ETS, this
requires you to:
• Make use of a central claim

• Use effective organization and progression of ideas
• Use varied sentence structures
WRITING
• Employ precise word choice

• Maintain consistent, appropriate style and tone
• Show command of the conventions of standard written English
This is also where you show your grader that you have read, understood, and ana-
lyzed the text.
MATH
Essay Template
Introduction
Your introduction needs to do three things:
ESSAY
1. Describe the text. This is where you’ll bring in the SOAPS points.
This can be done in one sentence.
2. Paraphrase the argument. This is where you’ll show your grader that
you understand the text by concisely summing up the main points
and the overall message of the text. The Reading score comes from
your demonstration of comprehension of the text.
3. Introduce the examples you will be discussing in the body paragraphs.
You will establish a framework in your introduction that you should
then follow for the rest of the essay.
Body Paragraphs
The body paragraphs will focus on different appeals or style elements the author
uses to effectively communicate the argument. Each body paragraph will need to
do the following:
1. Name and explain the rhetorical device or appeal.

a. Where is it in the text?
b. Use short, relevant quotes to show you understand the text and
the rhetorical device, but do not rely on long excerpts from the
passage. In order to get a high score, you need to use your words
to explain what’s going on.
2. Identify the effects of the author’s rhetorical choices.
a. Explain the connection between the rhetorical device/appeal and
the text, and your argument in general. Do not simply quote
chunks of text and then briefly paraphrase. Your goal is to answer
the question, “How does this contribute to the author’s argu-
ment?”
314 | © TPR Education IP Holdings, LLC This is critical to the Analysis score.
TASK 3: WRITING
READING
b. For example:
i. Do not simply say, “This is an example of imagery.”
ii. Explain why the imagery is effective. Perhaps the author’s
descriptions of the beautiful sunset effectively draw in the
reader, creating an emotional connection between the author
and her audience. This connection may make the audience
more sympathetic to the author’s subsequent points because
WRITING
there is an emotional connection now.
c. Explaining how the device or appeal works is how you show your
grader your ability to analyze the text.
Conclusion
1. Restate the goal of the text and briefly paraphrase the elements you
MATH
discussed in your essay.
2. Be concise and accurate.
WRITING TIPS!
ESSAY
• Maintain formal style and objective tone. Avoid “I” and “you.” No
slang.
• Use varied sentence structure.
• Write neatly.
• Use clear transitions.
• Use short, relevant quotes from the text.
• Don’t worry about official terms for things. “Appeal to the emotions”
is fine instead of specifically referencing “pathos,” and “comparison
of two things,” is okay instead of referring to a metaphor. If you do
know the official terms, though, feel free to use them!

Summary
• What does the Writing task require you to do?
Have a main idea

______________________________________
Organize the essay

______________________________________
Use varied sentence structure

______________________________________
Choose words precisely

______________________________________
Maintain style & tone

______________________________________
Show command of english language

______________________________________
• How should you structure your essay?
Intro
______________________________________
Body Paragraphs (3)

______________________________________
Conclusion
______________________________________


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What are the main sections covered in the workbook?

What are the main sections covered in the workbook?

What rhetorical techniques does the passage discuss for writing the essay?

What rhetorical techniques does the passage discuss for writing the essay?

Course Workbook for the

SAT is a registered trademark of the College Board.

Writing and Language................................................................ 83

Homework Planner..................................................................... 317

INTRODUCTION: THE SAT AND HOW IMPORTANT

What DOES it all mean, anyway?

How important is it?

What’s on the test?

Algebra I & II, Advanced Math, Trigonometry, Geometry

“Optional” Essay: Passage & Analysis

2 | © TPR Education IP Holdings, LLC

The SAT and YOU!

STRUCTURE OF THE SAT

Evidence-based Reading and Writing

© TPR Education IP Holdings, LLC | 3

• Total time: 3 hours 50 minutes (with Essay).

200 - 800 (Math & Evidenced-based Reading & Writing

Three Test scores: __10 - 40 (Reading, W&L, Math)

10 - 40 (Analysis in Science/Analysis in History/Social Studies)

1) Expression of Ideas 2) Standard English Corrections

A good score gets you admitted to the school of your dreams.

4 | © TPR Education IP Holdings, LLC

© TPR Education IP Holdings, LLC | 5

HOW TO USE THIS COURSE TO NAIL THE SAT

If you are serious about increasing your scores significantly, then

6 | © TPR Education IP Holdings, LLC

Your present score:

Math _________ Reading and Writing _________ Essay _________

Your target score:

Math _________ Reading and Writing _________ Essay _________

What are my biggest strengths from the first diagnostic exam?

1. ______________________________ Students will be a

© TPR Education IP Holdings, LLC | 7

What is the PSAT?

How Important Is the PSAT?

Completely unimportant for college admissions.

The PSAT is used for the National Merit Scholarship competition.

What Is a National Merit Scholarship?

Scholarship given to very high scorers. Less than 1% of PSAT,

scholarship-eligible test takers (11th graders) get the NMS.

When Is the PSAT Given?

October of Junior year

8 | © TPR Education IP Holdings, LLC

STRUCTURE OF THE PSAT

Evidence-based Reading and Writing

So what’s the difference between the PSAT

only 5 fewer questions. Seriously.

Only 10 fewer questions. Seriously.

© TPR Education IP Holdings, LLC | 9

“A reader lives a thousand lives before he dies…

Goals Review the info is here for them to use

• One U.S./World Literature passage

Furthermore, some of the passages—specifically one or two of the history or social

The Challenges of the Kitchen

14 | © TPR Education IP Holdings, LLC

Math _____ Reading and Writing _ Essay _____

Math _____ Reading and Writing _ Essay _____

• I have accomplished _ of the