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com/publishing
Check out our Web site at www.petersons.com/publishing to see if there is any new information
regarding the test and any revisions or corrections to the content of this book. Weve made sure
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have changed since the time of publication.
About Thomson Petersons
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Thomson Learning is a trademark used herein under license.
Acknowledgments:
Head Writer: Drew D. Johnson; Contributing Writers: Maria Hong, Cameron Scott,
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ISBN 0-7689-1431-0
Printed in the United States of America
10 9 8 7 6 5 4 3 2 1 07 06 05
First Edition
Contents
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ABOUT THIS TOOL KIT 1 22
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Your Tools . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . vii
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INTRODUCTION
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About This Book . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1 12
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About the Sidebars in This Book . . . . . . . . . . . . . . . . . . . 4 12
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PART I: UNDERSTANDING THE SAT 1 22
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Chapter 1: Straight from Jersey, Its the
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New SAT! . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 81 2
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Chapter 2: Standard Test-Taking Tools for 1 22
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Standardized Tests . . . . . . . . . . . . . . . . . . . . . . . . 12
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PART II: DIAGNOSING STRENGTHS AND 12
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WEAKNESSES
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Chapter 3: The DiagnosticTest Driving the
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New SAT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24 1 2
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Diagnostic Test . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1 2
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PART III: REVIEWING THE SECTIONS 1 22
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Chapter 4: Critical Reading SectionA Game of 12
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Words You CAN Win . . . . . . . . . . . . . . . . . . . . .
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Take It to the Next Level. . . . . . . . . . . . . . . . . . . 117 1 2 1
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Chapter 5: The Ultimate Word List . . . . . . . . . . . . 147 1 2
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Chapter 6: The SAT Writing SectionWhere
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Grammar Rules Rule . . . . . . . . . . . . . . . . . . . . . . 193 1 2
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Take It to the Next Level. . . . . . . . . . . . . . . . . . . 248 1 2
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Chapter 7: Math SectionEnough Said . . . . . . . . 263 1 2
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Take It to the Next Level. . . . . . . . . . . . . . . . . . . 331 1 2
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PART IV: TAKING THREE PRACTICE TESTS
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Chapter 8: Preface to the Practice Tests . . . . . . . . 370 1 2 1
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Practice Test 1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 373 12
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Answers and Explanations . . . . . . . . . . . . . . . . . 419 1 2
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Practice Test 2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 455 1 2
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Answers and Explanations . . . . . . . . . . . . . . . . . 499 1 2
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Practice Test 3 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 537 1 2 1
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Answers and Explanations . . . . . . . . . . . . . . . . . 576 1 2
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Chapter 9: A Final WordWhew!. . . . . . . . . . . . . 599 1 2 1
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v
About This Tool Kit
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Your Tools 9
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Petersons Ultimate New SAT Tool Kit provides the complete package you 9
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need to score your personal best on the SAT and get into your top-choice 9
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college. Unlike any book previously published, this tool kit contains many 9
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features that used to be available only to those who purchased expensive 9
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test-prep classes. 9
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e-Tutoring 9
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Use the CD to go on line to register for one-on-one math help from a live 9
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expert whenever you need it. Tutoring is offered using an on-line 9
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whiteboard shared by you and the tutor, which allows you to communicate 9
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with one another in real time. However, if you prefer, you can submit your 9
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math question in writing instead and receive a written answer within 24 9
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hours. 9
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The free tutoring offered with this product is limited to 30 minutes, 9
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although you may purchase more time if you need it. A written response to
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a submitted question counts as 20 minutes. The tutoring service is available 9
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for six months from the date you register on line.
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Note: The e-tutoring service offered to purchasers of this 2005 edition will 9
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expire on January 1, 2006.
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This service is available 24 hours a day, seven days a week for most of the 9
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year. During the summer the service is available from 9 a.m. to 1 a.m. 9
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Eastern Standard Time. Due to low demand, the service is not available 9
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during several holiday periods, including Thanksgiving, Christmas, Easter, 9
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Labor Day, and Memorial Day. 9
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vii
About this Tool Kit
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Remember, to register for this service, you will need the CD that 9
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accompanies this book. You will also need to refer to this book to provide 9
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the access code when prompted. 9
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Essay Scoring 9
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The CD that accompanies this book allows you to write 1 practice test essay
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on line and receive a score on it, which approximates your performance on 9
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the essay in the actual SAT. In addition to a score, you will also receive 9
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constructive feedback on your essay, including tips to improve your score. 9
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With this tool kit, you get scoring for 1 practice test essay. If you wish, for a 9
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fee, you may obtain scoring information and feedback for additional 9
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practice essays you write on line. 9
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To register for the essay-scoring service you need the CD that accompanies
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this book. In addition, you will need to refer to this book to provide the 9
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access code when prompted. 9
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Note: The scoring of the 1 essay is offered free to purchasers of this edition 9
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and this offer will expire on December 31, 2005. 9
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The CD 9
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There are 2 full-length practice tests for the SAT on the CD-ROM that 9
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accompanies this book. These tests, along with the 3 full-length practice 9
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tests in this book, provide a total of 5 simulated tests you can incorporate 9
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into your test-prep plan. Since the actual SAT is a paper-and-pencil test, be
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sure to go through at least one of the tests printed in this book. (The CD 9
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version will automatically time your test and compute your score.) 9
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The Flash Cards 9
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Vocabulary flash cards are bound into the back of this book. Separate these 9
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at the perforations to create a deck of 216 SAT vocabulary flashcards to 9
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help you expand your vocabulary. While no questions on the SAT will 9
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specifically ask you to provide definitions of any words, building a better 9
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vocabulary will improve your performance on the SAT, especially the 9
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Critical Reading and the Writing sections. 9
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viii 123456789012345678901234567890121234567890123456789012345678 9
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www.petersons.com
Introduction
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About This Book 9
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Most colleges require applicants to take the SAT, the standardized test thats 9
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been around for decades. If you havent already taken an SAT, you may 9
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have taken the PSAT, which is like the SATs cousin. Both tests are primarily 9
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timed multiple-choice tests that cover math and English skills. Your SAT 9
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score is an ingredient colleges add to the mysterious soup known as the 9
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admissions process. In this respect the SAT is like salt, since almost every 9
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soup uses salt to some degree or another. 9
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Sometimes your SAT score is a big factor in your selection, and sometimes it 9
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isnt. Theres no way to tell one way or the other, but all you really need to 9
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know is that a good SAT score helps your chances
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You might think its unfair that a single standardized test has such an impact 9
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on your chances of getting accepted, and youre not alone. Other people 9
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have questioned why a single exam given one morning could matter as 9
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much as twelve years of schoolwork and grades. The debate about the 9
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merits of the SAT has gone on for decades, but one thing hasnt changed. 9
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The SAT is the only standard measure that colleges can use to compare one
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potential student to another. Every high school is different, so an A in 9
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algebra from Lawrence High School might mean something different than 9
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an A in algebra from Pennington Prep. Even the algebra classes themselves 9
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might cover different topics, so its impossible to say which A student is
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better at algebra. But the SAT is a standardized test, which is supposed to 9
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mean that a math score of 590 equals a score of 590 equals a score of 590 9
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no matter where you come from or when you took the test.
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This is the practical reason that colleges like the SAT. It makes wading 9
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through a mountain of applications much easier. For instance, some public 9
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schools will let students enroll if their SAT scores are over a certain number. 9
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Sometimes the SAT score is combined with GPA to help decide automatic 9
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1
Introduction
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enrollment. At very competitive schools, having a high score gets you into 9
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the pile of applications that is examined first. You still might not get in to 9
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that school, but a high score gives you a better chance than a lower score 9
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would. SAT scores help admissions people slice the mountain of applica-
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tions into smaller piles, and this makes their tough job a little easier. 9
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What Does SAT Stand For? 9
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The SAT is such a well-known test that most people refer to it by its 9
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initials. Theres a reason for this. For most of its life the letters S.A.T.
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stood for Scholastic Aptitude Test, and people referred to the test by 9
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name or initials. Since 1993, however, the College Boardthe 9
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Note
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organization that administers and controls the testhas taken to 9
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referring to the test only as the SAT. The reason for the change lies in 9
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the middle letter A. It used to stand for aptitude, but the College 9
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Board doesnt want the SAT to be thought of as an aptitude test 9
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anymore. (Aptitude tests are supposed to test intelligence or a persons 9
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ability to learn.) The College Board doesnt want to change the name 9
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of its most famous product, either, so the SAT is still the SAT. 9
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This Isnt Your Parents SAT Its Not Even Your 9
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Older Brothers SAT 9
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A new version of the SAT debuts in 2005. All the known details of the new 9
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SAT are covered starting in the next chapter, but here are the main changes: 9
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1. A new section, Writing, will be introduced. Writing will be given its 9
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own 200800 score, so there are now three sections in which 9
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students will get a 200800 score. (Mathematics and Critical 9
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Reading are the other two sections.)
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2. There is an essay, which will be graded by professional readers. 9
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Since readers will be needed, the cost of the SAT is increasing by
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roughly ten dollars, give or take a buck. The essay will count as 30 9
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percent of your Writing score.
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3. Analogy questions will no longer be used on the new SAT. If you 9
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never learned how to do analogies, you dont have to start now. 9
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A new version of any test puts all test-takers at a disadvantage. Previous 9
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versions of a test can often give you a good idea of what to expect. You 9
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dont have that option with the new SAT. Even so, theres no need to freak
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out. Just because the new SAT is different doesnt mean that its harder or 9
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that its been completely created from scratch. Lets use the Writing section
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as an example. Even though this section is new to the SAT, the question 9
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2 123456789012345678901234567890121234567890123456789012345678 9
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www.petersons.com
Introduction
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types are not unique by any means. The same type of multiple-choice 9
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grammar questions that will appear on the new SAT can be found in many 9
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other standardized tests. Similar questions appear on the SAT II: Writing 9
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test, the Stanford Series of standardized tests, as well as some state exams
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like Texass TAKS. Many state exams also require an essay, so for many of 9
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you the idea of a graded essay wont seem like it came from the moon. 9
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NoteBasic elimination strategies can be found in Chapter 2, while
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section-specific strategies (Math, Critical Reading, and Writing) can be 9
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found beginning in Chapter 4. 9
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The new SAT differs from the old one, but in the end its just another 9
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version of a standardized test. As with all standardized tests, the key to
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success is to know what to expect on the exam so that you can prepare for it 9
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ahead of time. The book you have in your hands, Petersons Ultimate New 9
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SAT Tool Kit, can help you do just that. Included in this book are general 9
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test strategies, specific question strategies, and a great deal of the factual 9
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knowledge you will need to get a good score. There are also three sample 9
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tests with explanations, as well as an early diagnostic that will give you an 9
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idea of how you might do if you were to take the new SAT without 9
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preparing. We can give you the vital information, skills, and strategies 9
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necessary to blow the SAT out of the water, new test or not. 9
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The Petersons Approach to the New SAT 9
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Some students only want a decent score on the SAT, while others are 9
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shooting for a great score. This book takes these different goals into
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account. Throughout each of the main three subject-review chapters, there 9
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are Take It to the Next Level sections that cover harder material. People 9
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bucking for a 7001 on all sections will want to pay attention to these 9
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tougher problems. Others might want to focus on the basic knowledge and 9
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not worry about hard topics that may or may not even appear on the new 9
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SAT. The book gives you the flexibility to make this decision for yourself. 9
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This book is divided into three main parts. The first part gives you the 9
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details of the new SAT, the basic strategies needed to master it, and a 9
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diagnostic test to give you an idea of what you need to work on. Chapters 1 9
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and 2 cover general test-taking strategies and give you a Big Picture idea of
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the new SAT. Youll learn what changes were made and why, and get 9
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information that will help you approach the test with the right mental
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framework. 9
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123456789012345678901234567890121234567890123456789012345678 9 3
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Introduction
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After learning about the new SAT, you will take a diagnostic test. This exam 9
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is based on the new SAT, and should give you a rough idea of how you 9
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would fare on the actual exam. You can take the results of your diagnostic 9
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and use them to tailor your approach to the middle chapters of this book.
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Chapters 4 through 7the middle part of the bookcover the Reading, 9
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Writing, and Mathematics portions of the test, respectively. These chapters
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provide you with the basic facts every test-taker should have. More 9
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important, they give you a clear picture of the techniques needed to handle 9
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each question type effectively. 9
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Finally, the last part of the book is devoted to three full-length practice tests 9
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(with explanations). We suggest you hold off on taking these practice exams 9
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until you cover all of the material in the book. The tests will allow you the 9
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chance to try out the techniques and strategies discussed in Chapters 12. 9
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By the time you are finished with all three practice tests, you will have a very 9
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good idea of what taking the new SAT will be like for you. You will also 9
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know what techniques and strategies youll need in each section. 9
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Combining factual knowledge with a sound strategic approach is the best 9
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way to score well on any standardized test, not just the new SAT. This book 9
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will provide you with the facts and strategies you need to succeed. The first 9
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step is to learn about the new SAT, covered in the next chapter. 9
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About the Sidebars in This Book 9
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Throughout this book youll encounter four different iconic symbols. (Flip 9
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through this book, and youll see oodles of each one.) Heres what these 9
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symbols are and what they mean: 9
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Alert!
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This sidebar warns you about a common blunder or testing trap, 9
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trick, or ploy that might trip you up during the test if youre not
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careful. 9
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Note
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This sidebar signals information that, although isnt a need-to- 9
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know fact, you might find interesting and that rounds out your 9
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knowledge of the topic at hand. 9
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4 123456789012345678901234567890121234567890123456789012345678 9
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www.petersons.com
Introduction
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Tip
This sidebar signals a tip, strategy, or fine point related to the
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topic or example at hand. 9
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X-Ref
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This sidebar signals a reference to a concept or other informa- 9
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tion located elsewhere in the book. 9
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PART
I
Understanding the SAT
Chapter 1: Straight from Jersey,
Its the New SAT! 8
Chapter 2: Standard Test-Taking Tools for
Standardized Tests 14
PART I
Chapter
1
Straight from Jersey,
Its the New SAT!
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Whenever SAT scores are released, the following scene happens somewhere
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in America: A student with average grades gets a high score, while a 9
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straight-A student does not do as well as she wanted. Usually the first 9
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student is described as a good test-taker, while the straight-A student 9
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either had a bad test day or didnt test well. What are the differences 9
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between these two test-takers? 9
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Sometimes the only thing that separates a good test-taker from a poor one is 9
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a feeling of confidence. Good test-takers feel confident about their chances, 9
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even if they have no reason to feel that way. Poor test-takers are often 9
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nervous and anxious. Theres a lot of pressure surrounding the SAT, and 9
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feeling that pressure during the test can cause you to rush problems and 9
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make careless mistakes. 9
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So how do you gain confidence and reduce anxiety? For starters, you should 9
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learn everything you can about the format of the new SAT. The more you 9
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know what to expect, the less mysterious the test will be. Once you learn all 9
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about the test, youll realize that the SAT is not really that different from 9
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other standardized tests you have taken. 9
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Format of the New SAT 9
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Total Time: about 3 hours and 45 minutes 9
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Scoring: There will be three scores from 200800 in the areas of 9
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Mathematics, Critical Reading, and Writing. The Writing score will factor 9
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in your essay score, which is graded on a scale of 0 (low) to 6 (high).
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8
Chapter 1: Straight from Jersey, Its the New SAT!
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Sections 9
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Mathematics has three sectionstwo 25-minute sections and one 20- 9
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minute section. Typically, the 25-minute sections contain five-choice 9
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multiple-choice questions, while the 20-minute section requires student- 9
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produced responses. The questions in the Mathematics sections are 9
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short-answer and fill-in-the-blank type problems. Calculators are allowed, 9
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as long as they are not the super-brainy calculators that can surf the Net 9
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and do your laundry for you. Four-function, graphing, and scientific 9
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calculators are the ones to use.
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Critical Reading also has three sections. Two sections are 25 minutes long, 9
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and the other one is 20 minutes. All sections consist of five-choice multiple-
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choice questions. Analogies have been eliminated from the new test, but 9
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Sentence Completion problems will still make an appearance. Reading Com- 9
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prehension passages on the SAT are still long (500800 words), but the new 9
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SAT will have shorter passages as well. These paragraph-length passages 9
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will be around 100 words. Whatever the length, its still about reading a 9
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passage and then answering questions about it. 9
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The Writing portion of the SAT is the big new wrinkle. The total time for 9
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this section is 50 minutes, probably divided into two 25-minute sections. 9
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One section uses multiple-choice questions to test your grammar skills. 9
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There are three different types of multiple-choice grammar questions, and 9
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you will learn more about each type starting on page 14. The other section 9
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contains an essay prompt. This prompt will ask a very broad question like, 9
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What is the importance of education? in order to give you a lot of leeway
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to decide what to write. Your essay score is factored into your overall 9
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200800 score in a way that has not yet been revealed by ETS. 9
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These are the facts about the new SAT at the time this book was 9
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Note
printed. Any new updates about the
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Petersons Web site at: www.petersons.com/testprep. This site will 9
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keep track of any changes that might give you more information about 9
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the new format. 9
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Understanding the basic format of the test should reduce some anxiety. 9
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Many kids show up to take the SAT knowing only that its a timed test that 9
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can mess up their chances of getting into college. As you might expect, these 9
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kids are pretty nervous about the exam and likely to make careless errors 9
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once it starts. You can avoid this pitfall by memorizing the test format you 9
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just read. Sure, the SAT is still important, but at least you know what to 9
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expect in each section and for the whole test in general. 9
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Part I: Understanding the SAT
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The Mysterious Section 9 9
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The new SAT should take: 9
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70 minutes Math 1 70 minutes Critical Reading 1 60 minutes Writing 9
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5 200 minutes. 9
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This works out to three hours, 20 minutes. But earlier, we stated that the 9
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total testing time is about three hours, 45 minutes. Theres a difference of 35 9
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minutes thats unexplained. Before you dash off to the computer and check 9
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out some Web conspiracy sites, you should know that the eight SAT sections
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described in the chart are the eight sections that will count towards your 9
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score. There will be a Section 9, though, containing only sample or 9
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experimental questions. 9
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In one sense, this sample section helps ensure some fairness in future 9
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SATs. In another sense, it is a waste of time that uses you as a guinea pig. It 9
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all depends on your point of view. Educational Testing Servicethe 9
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company that writes the SAT questionsuses the sample section to test 9
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questions for future SATs. The results help ETS to identify and discard 9
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questions that are bad and determine which questions are easy, medium, or 9
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hard. So the sample section does help ensure equanimity between tests from 9
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year to year, decreasing the chance that one SAT will be much harder than 9
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another. That levels the playing field from one SAT to the next. And, thats 9
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a good thing. The sample section also means that you will have to answer a 9
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bunch of questions that will have no impact on your score. Theres no way 9
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to tell which section is the sample section, so you have to approach them all 9
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as if they count. For example, if you have four math sections, then you 9
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know that one of them is the sample section, since only three count toward 9
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your score. But which one? You could guess, but it would be a foolish 9
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maneuver on your part. You need to tackle every section as if the questions 9
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are real. In the back of your mind, though, you know that one of the 9
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sections will not count toward your score. Having to expend mental energy 9
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on problems that do not count is a bad thing, for you at least. 9
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Knowing that there is a sample section wont translate directly into a higher 9
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score, but it does help you understand the SAT testing process better. Place 9
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this in your rapidly growing Knowledge is Power file on the SAT along
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with everything else. Whenever you start to feel anxious about the test, 9
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review the facts in this file until you calm down and realize that the new SAT 9
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is just another test.
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10 123456789012345678901234567890121234567890123456789012345678 9
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www.petersons.com
Chapter 1: Straight from Jersey, Its the New SAT!
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The sample section could be in Math, Critical Reading, or Writing. 9
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Sometimes different standardized tests will have different sample 9
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Note
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sections, so the person next to you might get a sample Math section 9
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while youre stuck with a sample Writing section. This allows ETS to 9
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test a greater number of sample questions. Both of you get the same 9
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eight sections that count, of course.
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At this point, you should have a good idea about how the SAT has changed.
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It will also help your cause if you understand why the SAT has changed. 9
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There are a host of reasons why the SAT changed formats, and some of 9
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them have a direct impact on how the new SAT will look. 9
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Some Reasons the SAT Changed 9
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The SAT Has Always Changed 9
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Like fashion, the field of education has trends and fads. Some educational 9
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ideas get hot while others get pushed to the back of the closet next to the 9
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parachute pants. Classrooms today are very different from the high school 9
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classrooms of America in the 1920s, when the SAT first was introduced. If 9
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the SAT kept the exact same form every year, it would run the risk of 9
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becoming outdated and irrelevant in about a decade. So the test is 9
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constantly being tweaked or modified to remain topical. The next big 9
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change might be to a computerized SAT, since this is already being done 9
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with other standardized tests. 9
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The New SAT Is More about Mastery of Subject Skills than 9
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Aptitude
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The changes to the SAT might allow it to become more than just a college 9
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admissions test. Theoretically, some time in the future the new SAT could be 9
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used to see how well students have mastered a basic curriculum of math and
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English. 9
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As it now stands, many states require high school students to take a state 9
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standardized test in order to graduate. These examssuch as the MCAS in 9
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Massachusetts, TAKS in Texas, and FCAT in Floridaare designed to see 9
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how well students have mastered their states learning objectives. The new 9
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SAT is going to be like these tests, since it will try to accurately gauge how 9
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well students meet some basic learning standards.
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So the new SAT is poised to be more of an achievement test than an aptitude 9
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test. To illustrate this key difference, imagine a high school biology 9
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textbook. A biology aptitude test would ask questions to see how well a 9
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123456789012345678901234567890121234567890123456789012345678 9 11
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Part I: Understanding the SAT
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student could learn biology. In theory, Jill Student would not have to know 9
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biology beforehand. The question would be designed to see how well she 9
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could learn biology. The aptitude test is like an intelligence test. In contrast, 9
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a biology achievement test would test the material in the textbook. Students
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who had read the material would likely do well on this test, while students 9
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who did not know biology would probably score poorly. 9
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Note
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aptitude1. an inherent ability to learn; a talent. 2. quickness in 9
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learning or understanding. 9
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All of this doesnt mean that the new SAT is going to be a radical departure 9
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from the previous version. At the end of the day, the new and old SATs are
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both standardized tests of basic math and English. Fundamentally, the two 9
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tests will be similar, and theres a good reason for this. A balance between 9
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the old and new versions is necessary so that older SAT scores can still be 9
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compared to the new scores. 9
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The new SAT is going to be more of an achievement test, and its true that it 9
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will have some different questions and sections, but its still primarily a test 9
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of high school math and English. That wont change, regardless of the 9
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introduction of paragraph-length reading passages. 9
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The proposed shift from aptitude to achievement does a good job of 9
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explaining why the test has changed the way it has. A writing portion can
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now be added because grammar is an important subject you should have 9
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learned. You cant have a grammar aptitude test, since grammar is not 9
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intuitive. But you can have a grammar achievement test that tracks how 9
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well students know their grammar rules. 9
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Analogy questions were a standard aptitude question, so theyre gone. 9
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Sentence Completion problems are a form of vocabulary question, so they 9
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remain to test your achievement level in vocabulary. New SAT reading 9
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passages might contain questions that ask you about metaphors or similes.
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These are basic literary terms that most high school English students are 9
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required to know. The same holds true for the Math section. Instead of 9
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questions designed to see if you could master algebra, youll be given 9
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straight algebra problems like: 9
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12 123456789012345678901234567890121234567890123456789012345678 9
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www.petersons.com
Chapter 1: Straight from Jersey, Its the New SAT!
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1
3 5 =144, what is the value of x? 9
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If, x
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(A) 4 9
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(B) 12
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(C) 36 9
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(D) 144 9
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(E) 1728 9
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Theres not a lot of aptitude here. Whats needed is a firm knowledge of 9
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how to manipulate variables, radicals, and exponents. These skills are 9
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achieved in a high school algebra class. 9
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The transformation from an aptitude test to an achievement test obviously
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affects the way you should prepare for the new SAT. This book provides you 9
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with three entire practice tests. The CD that accompanies it will provide you 9
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with two additional practice tests. 9
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You should have a pretty good idea of what the new SAT is about by now. 9
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Since the framework for understanding the new SAT is in place, the next 9
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step is to learn some general strategies to help you on the test. 9
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Chapter
2
Standard Test-Taking Tools
for Standardized Tests
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Think of the general test-taking strategies in this chapter as the hammer,
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screwdriver, and pliers of test preparation. They are the basic tools that 9
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every good test-taker should carry in his or her test-prep utility belt. More 9
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specific tools are needed for certain jobs, but you always need the essential 9
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items at some point. Like a good carpenter, a good test-taker comes up with 9
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clever ways to use these tools in order to complete a task well. 9
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Pacing 9
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There are three major ways in which the new SAT can cause anxiety: 9
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1. The mysterious, unknown factor of the exam. 9
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2. The fact that the test effects your college admissions hopes. 9
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3. The timed nature of the test, which means that as you answer each 9
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problem TIME IS RUNNING OUT! 9
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Lets look at the points above. Hopefully, the last chapter has addressed 9
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number 1 and helped reduce your anxiety about the test. Theres nothing 9
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you can do about number 2, so theres no point in worrying about it. That 9
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leaves number 3. This problem can be solved by pacing. 9
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There are circumstances under which extended test-taking time might 9
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be granted. These usually have to do with special conditions regarding 9
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Note
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the test-taker. In order to be eligible to take a test with extended time 9
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periods, a number of conditions must be met. If you feel you might 9
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qualify for one of these exams, visit the College Board Web site at: 9
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http://www.collegeboard.com/disable/students/html/indx000.html. 9
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14
Chapter 2: Standard Test-Taking Tools for Standardized Tests
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Pacing is the deceptively simple idea that you should give yourself an 9
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adequate amount of time to attempt every question. It sounds easy, but in 9
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practice good pacing is harder to accomplish than you might think. The 9
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problem is that most people are stuck with the idea that they must answer
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every question. To achieve this, they rush through the early questions in 9
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order to have more time to answer the harder questions at the end. 9
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There are many pitfalls with this plan. First, rushing through the easy and 9
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medium problems often leads to careless errors. You dont get extra credit 9
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for the harder questions, so if you miss the first question and get the last 9
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question right, youve done yourself little good. You would get the same 9
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score as someone who got the first (easy) question right and missed the 9
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really tough problem at the end. Second, the hard problems are hard for a 9
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reason. You could stare at some of them for three hours and still not come 9
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up with the right answer. This is especially true with some achievement 9
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tests. If the question is testing you on negative exponents, and you dont 9
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know how to handle negative exponents, then its unlikely youll solve this 9
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problem in the regular manner. 9
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You might be wondering what constitutes an easy, medium, or hard test 9
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question. A lot of this depends on you, since everyone has strengths and 9
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weaknesses. If you find a question tough, then its a tough question. 9
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Previous SATs have had questions that progress in order from easiest to 9
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hardest. The first third are easy, the middle third are medium, and the final 9
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third are the toughest problems. This may still be the case on the new SAT, 9
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but it doesnt apply neatly to every section. The Math sections are the best 9
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fit, and you can expect a nice progression from easy to hard. The 9
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multiple-choice Writing section might be different, since there are three 9
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distinct question types. Each group of similar questions might go from easy 9
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to hard, although at this point theres no definitive word from ETS or the 9
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College Board about this. The situation is a little different in the Critical 9
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Reading section as well. The questions dont vary in difficulty, but the
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passages do. There will be some passages that are tougher or longer than 9
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others. For the Critical Reading sections, its a good idea to flip through a 9
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section at the beginning and glance at each of the passages. You might want 9
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to start with the passage thats closest to your interests. You can also start
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with the passage that has the most questions attached to it. Whatever you 9
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do, dont believe that you must start with Question 1 and answer every 9
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question in order. The bottom line is: Whether or not a question is tough
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often boils down to your personal opinion. You should take charge and 9
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answer the questions in a way that works best for you. 9
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Part I: Understanding the SAT
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A standard pacing technique is the two-pass method where you go 9
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through a section twice. On the first pass, the goal is to answer all the 9
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questions that do not pose too much difficulty. On the first pass, you want 9
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to spend at least 20 seconds on every question, since you dont want to cut
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corners and answer something too quickly. However, you dont want to 9
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spend too long on any problem, either, since there might be simpler 9
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problems after it. Therefore, spend a minute on a problem, and if you cant 9
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wrangle an answer in that time, mark it for later and move on. You want to 9
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look for easier problems before spending more time on difficult ones.
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As you might expect, pacing is impossible if you cant tell the time. The 9
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best plan is to use a small, non-beepy digital clock, since theres no 9
Tip
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guarantee that there will be a clock in plain view when you take the 9
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real exam. Make sure, though, that you check the list of approved 9
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timers from The College Board. 9
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The second pass is where you go back and tackle the harder problems that 9
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were giving you grief. You can take extra time on the second pass. Again, 9
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though, theres no point in spending ten minutes on a single question. If you 9
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stare at a problem for two minutes and still cannot get anywhere, take a 9
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qualified guess and move on. Sometimes the extra time on the second pass 9
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will help you solve the problem, but sometimes it wont. 9
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Ideally, you will finish your second pass with about three minutes 9
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remaining. This will give you time to go over the section and check your 9
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answers. Use the opportunity to make sure you didnt fill in the wrong oval 9
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somewhere or make some other simple mistake. 9
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That explains pacing. Many of you probably do it a bit naturally. On every 9
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practice section you take in this book, work on refining your pacing 9
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approach. Use the two-pass system and see how many easy questions you
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answer after you leap over that first hard problem. Students who are good 9
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pacers give themselves the best chance to answer the greatest number of
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questions correctly. 9
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Now, suppose you come to a problem on the second pass and still cant
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figure it out. You dont want to spend any more time on it, but you dont 9
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want to leave it blank either. What should you do? 9
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16 123456789012345678901234567890121234567890123456789012345678 9
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www.petersons.com
Chapter 2: Standard Test-Taking Tools for Standardized Tests
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Process of Elimination 9
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Using the process of elimination (POE) is probably not a new concept to 9
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you. The idea is that you can eliminate some answer choices that you know 9
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are wrong and then take a guess from the remaining choices. You might not 9
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guess correctly on every problem, but you do increase your chances on 9
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scoring higher over the course of the whole test. 9
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There is a guessing penalty for incorrect answers. This often discour- 9
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ages students from being aggressive with their guessing. The guessing 9
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penalty does negate points if you are simply taking a one-in-five stab at 9
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Tip
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a question. But if you can eliminate even a single answer choice and 9
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then guess, the law of averages should translate into more points over 9
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the course of the whole test. So if you can eliminate even a single answer 9
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choice, you should take a guess on that problem.
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Even though people understand POE, that doesnt mean they actually use it 9
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on the test. Once the pressure gets cranked up, POE is one of the first things 9
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to be jettisoned. Part of the problem lies in the one question-one solution 9
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idea that is fixed in peoples minds. Before jumping into an SAT example of 9
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POE, lets first talk about multiple-choice tests and the mistake behind the 9
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one question-one solution concept. 9
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Suppose your history teacher stood in front of the class and asked, Who 9
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won the naval Battle of Tsushima in 1905? Write your answer down on a 9
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sheet of paper. Theres only one answer to this question, and you must
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search through your brain to come up with it. Either you have the right fact 9
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in your head, or you dont. This is a typical one question-one solution 9
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problem, and its what you often experience in school. 9
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Yet six out of eight sections of the SAT consist of multiple-choice problems. 9
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With a multiple-choice test, the correct answer is given to you for every 9
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question. Its already there, every time. The only problem is that it is 9
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surrounded by four incorrect answer choices. Still, since all the answers are 9
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there in front of you, you have ways of getting the correct answer other than 9
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simply pulling the right fact from your head. 9
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Who won the naval Battle of Tsushima in 1905? 9
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(A) The United States 9
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(B) Japan 9
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(C) Russia 9
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(D) Mongolia 9
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(E) China 9
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Part I: Understanding the SAT
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It would be great if you could pull the right fact out of your head, but it is 9
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not the end of the world if you cant. Many students mistakenly get 9
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discouraged at this point, believing that there is only one way to answer it. If 9
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you get nothing else from this section, you should walk away with the
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knowledge that there is always more than one way to tackle an SAT 9
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problem. 9
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If you cant pull the correct fact out of your head, try some POE. The United 9
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States wasnt at war in 1905, so its unlikely that (A) is the answer. You 9
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might not know much about the history of the other four countries, but you 9
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probably know some U.S. history, and a naval battle during a time when our 9
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nation was at peace would stick out a bit. Choice (A) can be crossed out. 9
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Take a guess at this point, or look over the other choices and search for 9
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faults. 9
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If you know geography, youll realize that Mongolia is a landlocked nation. 9
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Its doubtful a landlocked country would have a navy, isnt it? Choice (D) 9
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can be crossed out. Its down to three choices. At this point, you can go a bit 9
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further and say that the word Tsushima does not sound very Russian, so 9
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you can eliminate (C). That leaves two remaining choices, (B) and (E), both 9
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of which are pretty good. Take a qualified guess and move on. 9
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Say you had it down to two choices and picked (B). The person next to you 9
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was named Bill, so he picked (B) because its the first letter of his name. The 9
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girl next to Bill actually knew that the Japanese defeated the Russians at the 9
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Battle of Tsushima, so she picked (B) also. All three of you got the right 9
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answer, but you took different paths to get there. However, the path you 9
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take doesnt matter on a multiple-choice test. All that matters is marking in 9
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the correct oval, and POE can help you do that. 9
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Heres an SAT math question from earlier. The number 24 has been placed 9
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in front of it, but otherwise the question is the same. The question number is 9
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important, since it shows that this is one of the later, and, theoretically, more
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difficult questions in a section. On a tougher question, finding the correct 9
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answer will NOT be as easy as simply looking at the numbers in the 9
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question and picking an answer choice that has the same number. 9
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1
= 9
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24. If x 3 5 144, what is the value of x? 9
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(A) 4 9
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(B) 12 9
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(C) 36 9
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(D) 144 9
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(E) 1728 9
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18 123456789012345678901234567890121234567890123456789012345678 9
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www.petersons.com
Chapter 2: Standard Test-Taking Tools for Standardized Tests
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Lets look at the answer choices. Choice (D) is out, since it just takes the 9
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number 144 from the question itself and places it in the answer choice. Also, 9
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1 9
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if you multiply 3 144 you get 36, choice (C). But the whole problem is 9
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3 9
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filled with exponents and square roots, so the answer will not be found by 9
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simply multiplying the two numbers you do have together. Choice (C) can 9
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be eliminated. 9
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To earn your new SAT merit badge, you must understand why choice 9
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(D) is there. It has been placed there as a trap for students looking for 9
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Alert!
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a quick answer. On easy questions, many times the correct answer can 9
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be found very simply. But on a hard question, the opposite is true. Any 9
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numbers that appear in the question itself are very likely to be 9
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incorrect. If you have to guess, cross these choices out and then pick 9
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from the ones remaining. 9
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Many of you might stop and take a guess right here, which would be fine. 9
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Others might pull out their calculators and figure out what the square root 9
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= = 9
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of 144 ( 144) is. It works out to 144 5 12, which is answer (B). You 9
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could pick (B) if youre willing to forget that freaky exponent above the 9
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variable x. Keep in mind that mathematicians arent allowed to forget 9
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things they dont like, which means that (B) is probably not the right answer 9
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either. Take a guess from the two remaining choices. The answer is (E). 9
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This is just one way you can use POE on a math problem. There are other 9
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POE techniques for the Math, Reading, and Grammar sections, and theyll 9
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be discussed throughout the book. For now, just be sure to move away from
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the one-problem one-solution mindset. Keeping this rigid idea around does 9
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no good. Instead, if you find yourself unsure of how to proceed on a 9
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question, snap down to the answer choices. Your goal is to separate the
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correct answer from the four impostors, so if you can eliminate any choices, 9
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you are on the right path. 9
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Using POE in the Reading section is often about looking for the bland while 9
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eliminating the spicy. In general, correct answers are: 9
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Vaguely positive and upbeat 9
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Vaguely worded
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A nice paraphrase of what was written in the passage 9
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Part I: Understanding the SAT
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The SAT is taken by bazillions of students each year, and the College Board 9
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cant afford to be controversial or edgy in any way. So the reading passages 9
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are on safe, noncontroversial topics, and the answers are similarly bland 9
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and noncontroversial. With this in mind, in many instances you can look
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over the answer choices and eliminate any that are too negative or strongly 9
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worded. 9
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The experiment described in the third paragraph helps the author 9
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prove that 9
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(A) the scientists are unwilling to accept new ideas. 9
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(B) mainstream opinion had little effect on peoples feelings 9
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(C) educators were not interested in the subject. 9
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(D) the old popular belief actually had some basis in fact. 9
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(E) the new theory was wholly original.
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It doesnt matter that you have no idea what the experiment is. All you 9
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need to do is peruse the answer choices and get rid of the answers that are 9
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negative, radical, or controversial. Take choice (A). This statement is not 9
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very pro-education, is it? It claims that scientists, people devoted to learning 9
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new truths, are unwilling to accept new ideas. This radical, anti-education 9
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stance is not going to be the right answer on a national standardized test like 9
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the SAT. You can cross it out. Choice (C) can be crossed out for the same 9
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anti-educational stance. 9
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Choices (E) and (D) provide a good contrast, and they show the difference 9
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between a likely answer and an unlikely one. Choice (E) uses strong
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wording, claiming the theory was wholly original. That means if only one 9
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tiny, tiny part of the theory was NOT original, then answer choice (E) 9
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would be incorrect. Since it would be hard to prove that every single facet of 9
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the theory was wholly original, choice (E) can be eliminated for being too 9
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extreme. In contrast, choice (D) uses the phrase some basis in fact. It
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doesnt say it was totally, completely based in fact. Saying this would make 9
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it hard to prove. However, saying only that it has some basis in fact makes it
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much easier to prove. It means that if you can find a single thing that has 9
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basis in fact, you have some basis in fact. This means choice (D) is a nice, 9
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vaguely worded answer that doesnt say anything too radical or controver- 9
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sial. If you had to choose between (B) and (D), choice (D) would be your 9
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best guess. 9
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Using POE on the Math and Reading portions of the SAT is a 9
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straightforward process. You will find and can eliminate extreme answer 9
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choices on the SAT Reading, and answers that consist of numbers exactly 9
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like those in the question in the SAT Math section. Using POE in the Writing 9
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20 123456789012345678901234567890121234567890123456789012345678 9
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www.petersons.com
Chapter 2: Standard Test-Taking Tools for Standardized Tests
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section is not quite so helpful for two main reasons. One is that half of the 9
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Writing section is an essay, and theres no way to use the process of 9
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elimination on an essay. The second problem deals with the fact that the 9
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Writing portion of the test is very new. This makes it impossible to spot any
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common incorrect choices that appear time and time again. 9
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Yet although POE is not as helpful on the Writing section, it still can be
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used. Many incorrect choices in the multiple-choice portion of the SAT 9
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Writing section are based on the idea that grammar is hard, so the 9
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hard-looking answer must be correct. Very few Americansand this 9
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includes some English teacherstruly believe that they are good at taming 9
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the seven-headed monster known as English Grammar. These individuals 9
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might fall for the very, very complicated answer simply because they believe 9
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grammar is difficult and complicated. However, extremely complicated 9
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answers are often incorrect and should be eliminated using POE. 9
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Remember, most of us are better at grammar than we think, and we use the 9
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right word even when we cant explain exactly why that word is right. So if 9
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you dont know the exact answer to a grammar problem you should always 9
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trust your ear, and it will guide to the right answer more often than not. 9
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We were hoping to catch the opening act of the concert, but car 9
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troubles cause us to be 30 minutes late to the show. 9
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(A) cause us to be 9
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(B) are causing us to have been 9
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(C) caused us to be 9
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(D) will be causing us to be 9
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(E) are having to cause us to be 9
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This is one of the new SAT question types known officially as 9
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improving sentences. You are given a sentence with an underlined 9
Note
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portion that may or may not contain a grammatical error. If you think
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theres no error, you pick choice (A), which is an exact copy of the 9
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original underlined phrase. If you think there is an error, your goal is to 9
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choose the answer that corrects the grammatical mistake. 9
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This sentence probably doesnt sound right to you, so trust your ear and 9
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eliminate choice (A). Choices (B), (D), and (E) are all filled with many small 9
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words and they sound impressive, or at least complicated. But none of them 9
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are the right answer. The tense of the verb cause is incorrect, since cause is 9
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present tense and the troubles happened in the past. All you need to fix the 9
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sentence is the past tense, caused, which is choice (C). The other choices
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Part I: Understanding the SAT
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create complicated verb tenses by using have, having, will, and -ing, but 9
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grammar isnt always that complicated and wordy. 9
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Therefore, if you find yourself struggling on a tough grammar problem, 9
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cross out one or two of the most complicated answer choices, and then take 9
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your best guess. With POE, you wont always get the right answer, but over 9
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the course of the whole SAT you will increase your chances of scoring
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higher. 9
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Now that weve reviewed some of the most basic test-taking strategies and 9
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considered how they apply to the three main sections of the new SAT, youre 9
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ready to take the diagnostic test in Chapter 3. 9
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www.petersons.com
Part
II
Diagnosing Strengths and
Weaknesses
Chapter 3: The DiagnosticTest Driving
the New SAT 24
PART II
Chapter
3
The Diagnostic
Test Driving the New SAT
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At this point, you should have a good general idea about what the new SAT is like.
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You should know the basic format of the test and understand the idea behind 9
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pacing and process of elimination. 9
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Before diving into the subject-review sections, in chapters 47, its a good idea to 9
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take a sample SAT at this point. There are four reasons for this: 9
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1. Youll get a rough idea of how you might do if you were to take the real 9
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new SAT without studying anything. 9
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2. You can determine your SAT strengths and weaknesses. There will be 9
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some sections you ace, and others you have a lot of trouble with. This 9
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knowledge can be used to fine-tune your study plans. 9
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3. No matter how you do on the diagnostic, it doesnt count. 9
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4. Really, it doesnt count. 9
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Points 3 and 4 are there for a reason. Some people take a practice test, dont do as 9
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well as they had hoped, and then freak out. Its just a practice test, nothing more. 9
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The diagnostic is like a photographic snapshot, giving you an idea about your
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relative SAT strengths and weaknesses at this one moment in time. You can then 9
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use this information to help guide your studying. Simply put, you want to 9
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determine your weak points, and then focus on shoring up your knowledge in 9
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these areas. Improving your weaker points will translate to a higher score on the 9
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real test. 9
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24
Chapter 3: The DiagnosticTest Driving the New SAT
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Where Did We Get This New SAT? 9
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We made this practice test up, but that doesnt mean we just took a 9
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wild guess. The College Board has released some morsels of 9
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Note
information about the new SAT, and every morsel was used to create a
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test that closely resembles the real SAT in as many ways as possible. 9
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Information about the relevant SAT II tests was also included in the 9
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creation of this diagnostic, along with decades of experience in the 9
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test-preparation field. The result is a diagnostic exam that will give you 9
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a very goodbut not perfectidea of what it will be like to take the 9
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new SAT. 9
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Quiet on the Set 9
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You should try to take this diagnostic under actual SAT conditions. It would 9
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be nice to get up during a section and chat with your friends on the phone, 9
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but you dont get to do that on the real test. Ideally, you will block out three 9
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hours of time on a weekend morning in a place where you wont be 9
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bothered or interrupted. Then you can take the exam exactly as you will 9
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take the real SAT. This sounds like torture, but you will be amazed at how 9
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much this can help prepare you for the real test. Most students arent used 9
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to getting up early on a Saturday morning and taking a long test, so getting 9
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some practice at doing this really does a great deal of good. 9
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However, while taking the whole test on a Saturday is ideal, many people 9
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have such busy lives that this is impossible. You might not be able to take
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the whole SAT in one shot, but you should still try to take each section 9
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under timed conditions. This will give you an accurate idea of the time you 9
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have to answer the questions in each section. Timing yourself on the 9
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diagnostic gives you a chance to work on your pacing, so remember to use 9
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the two-pass system for every section.
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When you finish the entire diagnostic, turn to page 72 and check 9
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your answers. Use the results to formulate a study plan that best suits 9
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you. Here are some of the kinds of questions you can ask about each 9
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particular section. 9
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Part II: Diagnosing Strengths and Weaknesses
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Questions to Ask Yourself about 9
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Your Critical Reading Diagnostic Score 9
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1. How did I do on the Sentence Completions problems? 9
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a. Did I do better or worse on the two-blank problems? If you did worse 9
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on the two-blank problems, you might be looking at both blanks at the 9
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same time. Looking over the techniques described starting on page 87 9
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will help you correct this approach. 9
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2. How did I do on the Reading passages questions? 9
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a. Did I do better or worse on the longer passages? Suppose you answered 9
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many of the paragraph-length questions right, but missed questions on 9
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the longer passages. This could mean that you are skimming through the 9
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longer passages too quickly and not spending enough time on these 9
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problems. To correct this, you would want to spend more time on these 9
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passages. This might mean you skip reading one passage and just guess 9
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on those questions, but overall it will help you answer more problems 9
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correctly. 9
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b. Which passage did I enjoy reading the most? How well did I answer 9
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those questions? Most people pay more attention to subjects they like, 9
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so they end up answering questions about it correctly. If this is the case 9
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with you, make it a point to go through every subsequent Reading 9
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section and start with the passages you like the most. Of course, there 9
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might not be any passages that you like, but there should be some 9
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subjects that you hate less than others. 9
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3. How many questions did I answer on the first pass? How many of these did
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I get correct? If you missed a lot of questions you thought you answered 9
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correctly, your problem is one of speed. You are probably going too fast and 9
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picking wrong answers that look great but are actually traps meant to snare
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people in a rush. Slow down, take the time to do the work needed (like 9
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looking back in the passage for the right answer), and dont worry so much 9
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about speed.
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4. How much time did I have for the second pass? Did I have enough time to 9
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review the section? 9
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5. How often did I use POE when forced to make an educated guess? If the 9
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answer is never, you should go back and look at the problems you 9
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missed. Think about the answer choices and decide if there were any you 9
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could have eliminated for being too extreme. 9
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6. Was I better at Sentence Completions or the Reading questions? You can 9
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look at being better as either having more correct answers or a greater 9
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percentage of correct answers. There might not be a big difference between 9
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the two question types. If there is a big difference, spend some extra time on 9
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the question type you had trouble with.
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26 123456789012345678901234567890121234567890123456789012345678 9
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www.petersons.com
Chapter 3: The Diagnostic: Test Driving the New SAT
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You should ask similar questions for the other two sections. For Math, look 9
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at where your mistakes occurred. Were your mistakes in the easy, medium, 9
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or hard section? If you have more than two wrong answers in the easy 9
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section, you need to look over those problems. It is likely that you are going
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too fast or not doing enough work on these problems. Remember that the 9
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best way to improve your math score is to eliminate mistakes on the easy 9
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and medium problems, not get more hard questions correct. Your score will 9
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increase if you make no errors on the easy problems, get most of the 9
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medium problems correct, and then attack the hard questions with some
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tough work and a sprinkling of educated guesses. 9
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For Math, you can also look to see if there is any particular 9
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subjectlike geometry or algebrathat you are having trouble with. 9
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Note
Sometimes this is not easy to determine, since there are few SAT
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questions that draw on concepts from only one math area. Solving 9
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most questions requires knowledge of several subjects. Even so, over 9
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three Math sections you should be able to look at the problems you 9
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missed and spot a pattern if there is one. 9
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The Writing section is the hardest one to diagnose. You can always take 9
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your essay and ask someone to review it for you. This person could be a 9
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teacher, a fellow student, or a parent. Just ask nicely and understand that 9
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any criticism you receive will help you to write a better essay for the real 9
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SAT. The multiple-choice Writing section is only approximately 25 9
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questions, so it wont be as easy to determine if theres a pattern to your 9
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mistakes. Look over this section in two ways. First, the section has three 9
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different question types, so look to see how well you did with each question 9
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type. Is there a question type you are strongest at, or one that you have the 9
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most trouble with? Modify your study plans accordingly. Second, look over 9
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your incorrect answers and see if theres a connection. For example, do all 9
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your mistakes concern pronouns, or do you have trouble with verbs? Again, 9
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this information can help you modify your study plans to shore up any 9
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weak areas.
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When youre ready to take the test:
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1. Grab some scratch paper and some Number 2 pencils. 9
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2. Unplug/turn off the phone. 9
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3. Get out your timer. 9
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4. Start the Diagnostic. 9
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123456789012345678901234567890121234567890123456789012345678 9 27
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Answer Sheets
1 A
O B
O C
O D
O E
O 6 A
O B
O C
O D
O E
O 11 A
O B
O C
O D
O E
O 16 A
O B
O C
O D
O E
O
SECTION 2 A
O B
O C
O D
O E
O 7 A
O B
O C
O D
O E
O 12 A
O B
O C
O D
O E
O 17 A
O B
O C
O D
O E
O
1 3
4
5
A
O
A
O
A
O
B
O
B
O
B
O
C
O
C
O
C
O
D
O
D
O
D
O
E
O
E
O
E
O
8
9
10
A
O
A
O
A
O
B
O
B
O
B
O
C
O
C
O
C
O
D
O
D
O
D
O
E
O
E
O
E
O
13
14
15
A
O
A
O
A
O
B
O
B
O
B
O
C
O
C
O
C
O
D
O
D
O
D
O
E
O
E
O
E
O
18
19
20
A
O
A
O
A
O
B
O
B
O
B
O
C
O
C
O
C
O
D
O
D
O
D
O
E
O
E
O
E
O
1 A
O B
O C
O D
O E
O 7 A
O B
O C
O D
O E
O 12 A
O B
O C
O D
O E
O 17 A
O B
O C
O D
O E
O
SECTION 2 A
O B
O C
O D
O E
O 8 A
O B
O C
O D
O E
O 13 A
O B
O C
O D
O E
O 18 A
O B
O C
O D
O E
O
3 A
O B
O C
O D
O E
O 9 A
O B
O C
O D
O E
O 14 A
O B
O C
O D
O E
O 19 A
O B
O C
O D
O E
O
2 4
5
6
A
O
A
O
A
O
B
O
B
O
B
O
C
O
C
O
C
O
D
O
D
O
D
O
E
O
E
O
E
O
10
11
A
O
A
O
B
O
B
O
C
O
C
O
D
O
D
O
E
O
E
O
15
16
A
O
A
O
B
O
B
O
C
O
C
O
D
O
D
O
E
O
E
O
20
21
A
O
A
O
B
O
B
O
C
O
C
O
D
O
D
O
E
O
E
O
1 A
O B
O C
O D
O E
O 9 A
O B
O C
O D
O E
O 17 A
O B
O C
O D
O E
O 24 A
O B
O C
O D
O E
O
2 A
O B
O C
O D
O E
O 10 A
O B
O C
O D
O E
O 18 A
O B
O C
O D
O E
O 25 A
O B
O C
O D
O E
O
SECTION 3 A
O B
O C
O D
O E
O 11 A
O B
O C
O D
O E
O 19 A
O B
O C
O D
O E
O 26 A
O B
O C
O D
O E
O
4 A
O B
O C
O D
O E
O 12 A
O B
O C
O D
O E
O 20 A
O B
O C
O D
O E
O 27 A
O B
O C
O D
O E
O
3 5
6
7
A
O
A
O
A
O
B
O
B
O
C
O
C
O
B
O
D
O
D
O
E
O
E
O
C
O D
O E
O
13
14
15
A
O
A
O
A
O
B
O
B
O
C
O
C
O
B
O
D
O
D
O
E
O
E
O
C
O D
O E
O
21
22
23
A
O
A
O
A
O
B
O
B
O
C
O
C
O
B
O
D
O
D
O
E
O
E
O
C
O D
O E
O
28
29
30
A
O
A
O
A
O
B
O
B
O
B
O
C
O
C
O
C
O
D
O
D
O
D
O
E
O
E
O
E
O
8 A
O B
O C
O D
O E
O 16 A
O B
O C
O D
O E
O
1 A
O B
O C
O D
O E
O 8 A
O B
O C
O D
O E
O 15 A
O B
O C
O D
O E
O 22 A
O B
O C
O D
O E
O
2 A
O B
O C
O D
O E
O 9 A
O B
O C
O D
O E
O 16 A
O B
O C
O D
O E
O 23 A
O B
O C
O D
O E
O
SECTION 3 A
O B
O C
O D
O E
O 10 A
O B
O C
O D
O E
O 17 A
O B
O C
O D
O E
O 24 A
O B
O C
O D
O E
O
4 4
5
6
A
O
A
O
A
O
B
O
B
O
B
O
C
O
C
O
C
O
D
O
D
O
D
O
E
O
E
O
E
O 11
12
13
A
O
A
O
A
O
B
O
B
O
B
O
C
O
C
O
C
O
D
O
D
O
D
O
E
O
E
O
E
O 18
19
20
A
O
A
O
A
O
B
O
B
O
B
O
C
O
C
O
C
O
D
O
D
O
D
O
E
O
E
O
E
O 25
26
27
A
O
A
O
A
O
B
O
B
O
B
O
C
O
C
O
C
O
D
O
D
O
D
O
E
O
E
O
E
O
7 A
O B
O C
O D
O E
O 14 A
O B
O C
O D
O E
O 21 A
O B
O C
O D
O E
O
1 A
O B
O C
O D
O E
O 7 A
O B
O C
O D
O E
O 12 A
O B
O C
O D
O E
O 17 A
O B
O C
O D
O E
O
SECTION 2 A
O B
O C
O D
O E
O 8 A
O B
O C
O D
O E
O 13 A
O B
O C
O D
O E
O 18 A
O B
O C
O D
O E
O
3 A
O B
O C
O D
O E
O 9 A
O B
O C
O D
O E
O 14 A
O B
O C
O D
O E
O 19 A
O B
O C
O D
O E
O
5 4
5
6
A
O
A
O
A
O
B
O
B
O
B
O
C
O
C
O
C
O
D
O
D
O
D
O
E
O
E
O
E
O
10
11
A
O
A
O
B
O
B
O
C
O
C
O
D
O
D
O
E
O
E
O
15
16
A
O
A
O
B
O
B
O
C
O
C
O
D
O
D
O
E
O
E
O
20
21
A
O
A
O
B
O
B
O
C
O
C
O
D
O
D
O
E
O
E
O
28
Answer Sheets
SECTION 1 A
O B
O C
O D
O E
O 5 A
O B
O C
O D
O E
O 9 A
O B
O C
O D
O E
O 13 A
O B
O C
O D
O E
O
2 A
O B
O C
O D
O E
O 6 A
O B
O C
O D
O E
O 10 A
O B
O C
O D
O E
O 14 A
O B
O C
O D
O E
O
6 3
4
A
O
A
O
B
O
B
O
C
O
C
O
D
O
D
O
E
O
E
O
7
8
A
O
A
O
B
O
B
O
C
O
C
O
D
O
D
O
E
O
E
O
11
12
A
O
A
O
B
O
B
O
C
O
C
O
D
O
D
O
E
O
E
O
15
16
A
O
A
O
B
O
B
O
C
O
C
O
D
O
D
O
E
O
E
O
SECTION
For Questions 113:
1
7 Only answers entered in the ovals in each grid area will be scored.
You will not receive credit for anything written in the boxes above the ovals.
2 3 4 5
6 7 8 9 10
11 12 13
29
Diagnostic
Test
Section 1
20 Questions j Time25 Minutes
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12234567890123456789012345678901212345678901234567890123456789012123456 7
1234567890123456789012345678901212345678901234567890123456789012123456 7
1234567890123456789012345678901212345678901234567890123456789012123456 7
1 34567890123456789012345678901212345678901234567890123456789012123456 7
12234567890123456789012345678901212345678901234567890123456789012123456
Directions: Read each of the passages carefully, then answer the questions that come after them. 7
1234567890123456789012345678901212345678901234567890123456789012123456 7
1234567890123456789012345678901212345678901234567890123456789012123456
The answer to each question may be stated overtly or only implied. You will not have to use 7
1234567890123456789012345678901212345678901234567890123456789012123456 7
1234567890123456789012345678901212345678901234567890123456789012123456
outside knowledge to answer the questionsall the material you will need will be in the passage 7
1234567890123456789012345678901212345678901234567890123456789012123456 7
1234567890123456789012345678901212345678901234567890123456789012123456
itself. In some cases, you will be asked to read two related passages and answer questions about 7
1234567890123456789012345678901212345678901234567890123456789012123456 7
1234567890123456789012345678901212345678901234567890123456789012123456
their relationship to one another. Mark the letter of your choice on your answer sheet. 7
1234567890123456789012345678901212345678901234567890123456789012123456 7
1234567890123456789012345678901212345678901234567890123456789012123456 7
1234567890123456789012345678901212345678901234567890123456789012123456 7
1234567890123456789012345678901212345678901234567890123456789012123456 7
34567890123456789012345678901212345678901234567890123456789012123456
12Questions 7
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12 are based on the following 1. The passage makes clear that writers other 7
34567890123456789012345678901212345678901234567890123456789012123456
12passage. 7
1234567890123456789012345678901212345678901234567890123456789012123456 than Homer describe Achilless 7
1234567890123456789012345678901212345678901234567890123456789012123456 7
1234567890123456789012345678901212345678901234567890123456789012123456 (A) childhood as different than Homers 7
34567890123456789012345678901212345678901234567890123456789012123456
12The Iliad, one of the great works of the ancient 7
34567890123456789012345678901212345678901234567890123456789012123456
1Greek description. 7
12234567890123456789012345678901212345678901234567890123456789012123456
poet Homer, relates the story of Achilles. 7
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12As (B) closest friend as not being Patroclus. 7
1 34567890123456789012345678901212345678901234567890123456789012123456
Homer tells it, Achilles was the son of 7
122Peleus,
34567890123456789012345678901212345678901234567890123456789012123456 (C) succession to the Myrmidonian 7
1 34567890123456789012345678901212345678901234567890123456789012123456
king of the Myrmidons of Phthia in 7
122Thessaly.
34567890123456789012345678901212345678901234567890123456789012123456 throne as going unchallenged. 7
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His paternal grandfather Aeacus was,
34567890123456789012345678901212345678901234567890123456789012123456
7
7
1according (D) primary instructors as his mother
12234567890123456789012345678901212345678901234567890123456789012123456
to the legend recounted in the Iliad,
34567890123456789012345678901212345678901234567890123456789012123456
7
7
1the and father and not Phoenix and
1234567890123456789012345678901212345678901234567890123456789012123456
son of Zeus himself. The story of the 7
12childhood
34567890123456789012345678901212345678901234567890123456789012123456 Chiron. 7
12234567890123456789012345678901212345678901234567890123456789012123456
of Achilles in Homer differs from
34567890123456789012345678901212345678901234567890123456789012123456
7
7
1that (E) childhood in more detail than does
12234567890123456789012345678901212345678901234567890123456789012123456
given by later writers. According to
34567890123456789012345678901212345678901234567890123456789012123456
7
7
1Homer, Homer.
12234567890123456789012345678901212345678901234567890123456789012123456
Achilles was brought up by his mother
34567890123456789012345678901212345678901234567890123456789012123456
7
7
12in
1 34567890123456789012345678901212345678901234567890123456789012123456
Phthia with his cousin and intimate friend
According to the passage, Peleuss father was 7
122Patroclus.
345678901234567890123456789012123456789012345678901234567890121234562. 7
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Achilles learned the arts of war and
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7
7
12eloquence (A) Phthia
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from Phoenix, while Chiron (a
34567890123456789012345678901212345678901234567890123456789012123456
7
7
12Centaur) taught him music and medicine. (B) Patroclus
1 34567890123456789012345678901212345678901234567890123456789012123456 7
12234567890123456789012345678901212345678901234567890123456789012123456 (C) Aeacus 7
1 34567890123456789012345678901212345678901234567890123456789012123456 7
12234567890123456789012345678901212345678901234567890123456789012123456 (D) Chiron 7
1 34567890123456789012345678901212345678901234567890123456789012123456 7
12234567890123456789012345678901212345678901234567890123456789012123456 (E) Zeus 7
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30
DIAGNOSTIC
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The Address is an English parliamentary Questions 510 are based on the following 7
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term for the reply to the speech of the sovereign passage. 7
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at the opening of a new parliament or session. In this passage the author, a historian, argues 7
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There are certain formalities that distinguish that the construction of Egypts pyramids is 7
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this stage of parliamentary proceedings. The readily explainable. 7
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12 34567890123456789012345678901212345678901234567890123456789012123456 7
speech of the sovereign, or the kings speech,
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Line Even though thousands of years have 7
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itself is divided into three sections. The first, 7
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passed since their construction, the 7
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addressed to My Lords, touches on foreign 7
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pyramids of Egypts Nile basin still evoke 7
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affairs. The second, to the Gentlemen of the 7
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awe and wonder at their magnitude and 7
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House of Commons, discusses financial issues 7
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(5) majesty. The pyramids prove that the 7
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related to the Treasury. The third, to My
Egyptians of that early day had attained 7
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Lords and Gentlemen, outlines the proposed 7
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a knowledge of practical mechanics 7
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legislation for the session. 7
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which, even from the twentieth-century
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12 34567890123456789012345678901212345678901234567890123456789012123456
point of view, is not to be spoken of 7
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3. According to the passage, The Address 7
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(10) lightly. It is amazing to think that until 7
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is the 7
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the introduction of skyscrapers in the 7
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12 34567890123456789012345678901212345678901234567890123456789012123456 7
(A) sovereign speaking to the Parliament twentieth century, these ancient pyramids
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(B) House of Lords addressing the ranked as some of the tallest manmade 7
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structures ever built. 7
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House of Commons 7
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(15) It has sometimes been suggested that 7
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(C) Parliament replying to a speech of
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these mighty pyramids, built as they are 7
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the sovereign 7
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of great blocks of stone, speak to an 7
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(D) Parliament addressing the English
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public almost miraculous knowledge on the part 7
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(E) House of Commons replying to the of their builders. Theories about extrater- 7
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inquiries of the House of Lords (20) restrial help have been put forth to 7
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12 34567890123456789012345678901212345678901234567890123456789012123456 7
explain the Egyptians accomplishment.
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4. Which of the following might be included These theories make for good storytell- 7
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in the third section of the kings speech? ing, but have absolutely no basis in truth.
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A saner assessment of the conditions can 7
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(A) trade relations with France 7
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(25) be found in the writings of Diodorus. A 7
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(B) foreign debt 7
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Sicilian, Diodorus lived centuries after 7
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(C) the appointment of a new head of
the Great Pyramids were constructed, so 7
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the Treasury 7
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(D) business growth in urban settings
he does not provide an eyewitness 7
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account. Even so, his explanation strikes 7
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(E) a newly proposed bill to readjust 7
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many as being very plausible. 7
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education spending
(30)
7
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written nearly two thousand years ago, 7
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Diodorus explains the building of the 7
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pyramids by suggesting that great 7
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(35) quantities of earth were piled against the 7
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side of the rising structure to form an 7
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inclined plane. The massive blocks of 7
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GO ON TO THE NEXT PAGE
Part II: Diagnosing Strengths and Weaknesses
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stone used to build the pyramids were 5. It is clear from the passage that the author 7
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then dragged up this slanted surface. views the Egyptian pyramids as 7
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122(40)
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Diodorus gives us certain figures, based, 7
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(A) a great feat of engineering. 7
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doubtless, on reports made to him by 7
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(B) easily reproducible with current 7
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Egyptian priests, who in turn drew upon 7
12234567890123456789012345678901212345678901234567890123456789012123456 technologies. 7
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the traditions of their country, perhaps 7
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(C) the supreme expression of the Egyp- 7
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even upon written records no longer
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7
7
1(45) tian exaltation of their pharaohs.
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preserved. He says that as much as 7
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(D) a mechanical failure since they are 7
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120,000 people were employed in the 7
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construction of the largest pyramids, and 7
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(E) a marked advance in the use of sand 7
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that, notwithstanding the size of this host 7
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of workers, such tasks still required
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7
7
1(50)
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twenty or more years to complete. 6. The author uses Diodoruss writings 7
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Of course, we must not place too primarily to 7
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1 34567890123456789012345678901212345678901234567890123456789012123456
much dependence upon such figures as 7
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(A) argue that the Egyptian priests were 7
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these. Ancient historians were not as 7
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fastidious as contemporary historians in instrumental in the construction of 7
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12(55) recording numbers and figures. But this the pyramids. 7
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does not mean Diodorus is not an (B) help date the building of the pyramids. 7
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important source of information on the (C) illustrate the imprecision of ancient 7
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construction of the pyramids. We need historians. 7
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not doubt that he is generally accurate in (D) argue that the building of the 7
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12(60) 7
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his outlines of the methods used to pyramids is explainable in terms of 7
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construct the pyramids. Imagine a host of the technologies available to the 7
1234567890123456789012345678901212345678901234567890123456789012123456 ancient Egyptians. 7
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workers numbering in the tens of 7
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(E) argue that the obelisks were the most 7
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thousands. Their combined weight and
12234567890123456789012345678901212345678901234567890123456789012123456 difficult of the ancient structures to 7
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strength could be applied to the task and
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7
7
1(65) build.
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supplemented with the aid of ropes, 7
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pulleys, rollers, and levers. With the help 7
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7. The word saner line 24, without 7
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of the inclined plane, these workers could 7
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changing the meaning of the sentence, 7
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undoubtedly move, elevate, and place in 7
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could be replaced with 7
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position the largest blocks that were used 7
122(70)
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1 34567890123456789012345678901212345678901234567890123456789012123456 7
to construct the pyramids. Using simple (A) more stable
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human muscle aided by basic tools, these (B) more articulate 7
1 34567890123456789012345678901212345678901234567890123456789012123456 7
12234567890123456789012345678901212345678901234567890123456789012123456
workers could even raise the most (C) more reasonable 7
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gigantic obelisks, without the aid of any (D) hardier 7
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other kind of mechanism or occult (E) more elusive
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7
7
12(75)
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power. These same human hands could, 7
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as Diodorus suggests, remove all trace of 7
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1 34567890123456789012345678901212345678901234567890123456789012123456
the debris of construction and leave the 7
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pyramids and obelisks standing in weird 7
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1 34567890123456789012345678901212345678901234567890123456789012123456 7
isolation, as if sprung into being through
12(80)
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a miracle. 7
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32 1234567890123456789012345678901212345678901234567890123456789012123456 7
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www.petersons.com
DIAGNOSTIC
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8. The authors attitude towards the hypoth- Questions 1120 are based on the following 7
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esis that the construction of the pyramids passage. 7
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is unexplainable is one of 7
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The following excerpts have been adapted from 7
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(A) tentative acceptance an autobiography of Theodore Roosevelt, an 7
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(B) firm denial American president from the early twentieth 7
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(C) mild skepticism century. 7
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(D) stated indecision 7
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Line Sometime around 1644, Klaes Martensen 7
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(E) exclusive allegiance 7
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van Roosevelt came from Holland to 7
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9. All of the following are problems regard-
New Amsterdam, now New York City. 7
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12 34567890123456789012345678901212345678901234567890123456789012123456
ing the credibility of Diodorus that the
For the next seven generations, every one 7
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of us was born on Manhattan Island. On 7
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author of the passage addresses EXCEPT
(5)
7
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October 27, 1858, I was born at No. 28 7
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(A) Diodoruss work took over twenty East Twentieth Street, New York City. 7
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years to complete. My father, Theodore Roosevelt, was 7
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(B) Diodoruss work was written centuries the best man I ever knew. He combined 7
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after the pyramids were constructed. (10) strength and courage with gentleness and 7
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(C) Diodorus does not provide math- great unselfishness. He would not 7
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12 34567890123456789012345678901212345678901234567890123456789012123456 7
ematical detail. tolerate in his children selfishness,
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(D) Diodoruss history was based on the idleness, cowardice, or untruthfulness. As 7
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writing of priests, which was based we grew older he also made us under- 7
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on oral history. (15) stand that the same standard of clean 7
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12 34567890123456789012345678901212345678901234567890123456789012123456 7
(E) Some of Diodoruss descriptions are living was demanded for boys as for girls.
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exaggerated. 7
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With great love and patience, he com- 7
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bined insistence on discipline. He never 7
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10. Based on the authors beliefs about the 7
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physically punished me but once, yet he 7
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construction of the Egyptian pyramids the 7
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(20) was the only man of whom I was ever 7
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author would most likely view the 7
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really afraid. 7
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building of other pyramids by ancient My father worked hard at his 7
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civilizations as business, and he died when he was 7
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forty-six. He was interested in every 7
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(A) explainable by undiscovered
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(25) social reform movement, and he did an 7
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technologies. 7
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immense amount of charitable work 7
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(B) unexplainable since we do not have 7
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direct evidence of their building himself. He was a big, powerful man, 7
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techniques. with his heart filled with gentleness for 7
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(C) mysterious since we know of no com- those who needed help or protection, and 7
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munication between the Egyptians and (30) with the possibility of much wrath 7
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these other ancient civilizations. against a bully or an oppressor. 7
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(D) explainable by use of the technolo- My father was particularly interested 7
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gies we know they possessed. in a lodging house for underprivileged 7
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(E) explainable by reference to the boys and in getting the children off the 7
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governmental systems of these (35) city streets and out on farms in the West.
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At very early ages we children were taken 7
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civilizations. 7
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GO ON TO THE NEXT PAGE
Part II: Diagnosing Strengths and Weaknesses
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with him to help at the lodging house. By the time I left college and entered 7
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When I was President, the Governor of the big world, I owed more than I can 7
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Alaska under me was one of these boys (80) express to the training I had received, 7
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7
7
12(40) who had been sent from New York out especially in my own home. But I still
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West by my father. had much to learn if I were to become 7
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While still a small boy I began to take really fitted to do my part in the work 7
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an interest in natural history. At once, I that lay ahead for my generation of 7
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began to write a natural history. It was (85)
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Americans. I had, consciously or uncon- 7
7
12(45)
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written down in a blank book wholly sciously, been taught that socially and 7
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unscientifically and in simplified spelling. industrially pretty much the whole duty
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After that, my two cousins and I 7
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promptly started what we ambitiously himselfthat he should be honest in his 7
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called the Roosevelt Museum of (90)
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dealings with others and charitable to the 7
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12(50)
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Natural History. The collections were at unfortunate, but that it was no part of 7
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first kept in my room, and later moved his business to join with others in trying
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up to a bookcase in the back hall. My to make things better for the many by 7
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father and mother encouraged me curbing the excessive development of 7
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warmly in this, as they always did in (95) individualism in a few. Now I do not 7
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12(55) anything that could give me wholesome mean that this training was by any means 7
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pleasure or help to develop me. all bad. But such teaching, if not cor- 7
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Quite unknown to myself, I was, rected by other teaching, means acquies- 7
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while a boy, under a hopeless disadvan- cence in a riot of lawless business 7
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tage in studying nature. I was very (100) individualism which would be as 7
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12(60) 7
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near-sighted. I realized it when one day destructive to real civilization as the 7
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my friends read aloud an advertisement lawless military individualism of the 7
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in huge letters on a distant billboard. Not Dark Ages.
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only was I unable to read the sign, but I 7
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could not even see the letters. I spoke of 11. From the sentence beginning He was a
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7
7
1(65)
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this to my father, and soon afterwards big . . . (lines 2728), it can be inferred 7
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got my first pair of spectacles, which that Theodore Roosevelts father 7
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opened an entirely new world to me. I 7
1234567890123456789012345678901212345678901234567890123456789012123456(A) got a thrill from his power 7
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had been a clumsy and awkward little 7
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(B) was physically large, but sweet- 7
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boy, and a good deal of it had been due 7
122(70)
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to the fact that I could not see. The tempered 7
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recollection of this experience gives me a (C) had a great deal of money 7
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keen sympathy for those who are trying (D) was provoked by weakness 7
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in our public schools and elsewhere to (E) could be frightening when he had 7
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remove the physical causes of deficiency
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good reason to be 7
7
12(75)
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in children, who are often unjustly 7
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blamed for being obstinate or unambi- 7
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tious. 7
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www.petersons.com
DIAGNOSTIC
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12. Which of the following best describes 16. It can be inferred from the passage that 7
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Roosevelts tone in the passage? which of the following was a lesson 7
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Roosevelt learned from his father? 7
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(A) genuine 7
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(B) somber (A) It is especially important for men to 7
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(C) adamant have strong morals. 7
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(D) reactionary (B) Society must have safeguards to 7
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(E) self-important protect the poor.
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(C) Individuals have a moral duty to 7
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13. The word ambitiously in line 48, 7
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strive to their highest possible level 7
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paragraph 5 primarily serves to convey 7
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of achievement.
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(A) the strength of Roosevelts desire to (D) Children who struggle in school 7
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become an important man deserve patience and compassion. 7
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(B) the young age at which Roosevelt (E) Intellectual pursuit is more important
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than sport. 7
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planned to found a museum 7
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(C) Roosevelts admiration for his 7
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17. Roosevelts ultimate purpose in the 7
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fathers successes 7
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passage is to 7
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(D) the insignificance of Roosevelts
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collection (A) provide an explanation for having 7
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(E) Roosevelts love of adult vocabulary ideas that might otherwise seem 7
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contradictory
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14. The purpose of paragraph 5 is to show 7
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(B) demonstrate that he is an average 7
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that Roosevelts interest in natural history 7
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American
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(C) celebrate his father 7
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(A) was an outgrowth of his love of 7
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(D) justify his establishment of a school 7
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reading 7
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for underprivileged boys 7
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(B) was unschooled and nave
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(E) explain his shift from natural 7
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(C) was a precursor to his passion for 7
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sciences to politics 7
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politics
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(D) was rigorous from the outset 7
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18. In line 94, paragraph 7, curbing most 7
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(E) was an expression of genius 7
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nearly means
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15. Roosevelt includes the detail about the 7
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(A) supplanting 7
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governor of Alaska in order to emphasize sidetracking 7
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(B)
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(C) curtailing 7
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(A) how successful his fathers program 7
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(D) spurring 7
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was 7
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(E) condemning 7
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(B) how connected his father was
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politically 7
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(C) how far west they sent the boys
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(D) how humble the governors back- 7
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ground was 7
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(E) how generous Roosevelt was as
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president 7
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GO ON TO THE NEXT PAGE
Part II: Diagnosing Strengths and Weaknesses
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7
7
1219. The main idea of paragraph 7 can best be 20. The author includes the phrase con-
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expressed as sciously or unconsciously (lines 8586, 7
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paragraph 7) to emphasize that 7
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(A) Roosevelt would later reject the idea 7
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that all business dealings must be (A) he was still too young to have a 7
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honest. concrete understanding of these 7
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(B) Roosevelt had concluded that opinions 7
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individual enterprise was ruthless. (B) his teachers had been very insistent
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(C) Roosevelt would later conclude that on the value of the individual 7
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individual success was not as (C) his desire to be successful was an 7
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important as his father thought. unconscious attempt to please his 7
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(D) Roosevelt would later decide that father 7
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government has to limit individual (D) he had been taught in a variety of
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profit to protect the poor. ways 7
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(E) Roosevelt had established all of his (E) his mentors were not heartless 7
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important views by the time he 7
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finished college. 7
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STOP
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Do not proceed to the next section until time is up.
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7
7
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36 1234567890123456789012345678901212345678901234567890123456789012123456 7
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www.petersons.com
Section 2
21 Questions j Time25 Minutes
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Directions: Solve the following problems using any available space on the page for scratchwork. 7
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Mark the letter of your choice on the answer sheet that best corresponds to the correct answer.
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Notes: 7
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1. You may use a calculator. All of the numbers used are real numbers. 7
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2. You may use the figures that accompany the problems to help you find the solution. Unless 7
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the instructions say that a figure is not drawn to scale, assume that it has been drawn 7
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accurately. Each figure lies in a plane unless the instructions say otherwise.
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Reference Information
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r 2x
45 2s
7
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w r 60 x s 7
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h h h b c 7
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45
7
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w 7
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A 5 pr 2 b a 3x s 7
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1 7
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C 5 2pr A 5 ,w A 5 bh V 5 ,wh V 5 pr h c 5 a 1 b Special Right Triangles 7
2 2 2 2
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2 7
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The number of degrees of arc in a circle is 360. 7
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The measure in degrees of a straight angle is 180. 7
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The sum of the measures in degrees of the angles of a triangle is 180.
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1. If 3(x 1 y 1 z) 2 y 5 3z 1 2y 1 12 then 2. If a bolt machine makes three bolts every 7
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x5 5 seconds, how many bolts will the 7
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machine make in ten minutes? 7
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(A) 2
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(B) 3 (A) 100 7
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(C) 4 (B) 160
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(D) 5 (C) 240 7
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(E) 6 (D) 360 7
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(E) 600 7
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37 GO ON TO THE NEXT PAGE
Part II: Diagnosing Strengths and Weaknesses
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3. 7. What is the area of a right triangle with 7
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one side of length 6 and a hypotenuse of 7
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length 10? 7
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(A) 20 7
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(B) 24 7
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(C) 30 7
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(D) 36 7
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If the measure of A is 50, what is the 7
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(E) 48 7
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value of y? 7
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8. 7
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(A) 40 7
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(B) 50 7
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(C) 80
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(D) 85 7
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O
7
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(E) 100 7
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4. Which of the following numbers is a 7
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multiple of 3 and 9? 7
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Circle O in the above figure has a diam- 7
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(A) 127 7
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eter of 6. If the central angle formed 7
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(B) 231 7
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measures 60, what is the length of the 7
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(C) 267 7
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intercepted arc? 7
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(D) 684 7
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(E) 775
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p 7
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A. 7
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2 7
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5. What is the distance between P (3, 2) and 7
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B. p 7
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Q (0, 1)? 7
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3p 7
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(A) 2 C. 7
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2 7
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(B) 3 7
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D. 2p 7
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(C) =10 7
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= E. 3p 7
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(D) 11 7
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(E) 4 7
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9. A stocks price went up 25 percent in the 7
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first half of a year and then went down 20 7
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2
6. If f(x) 5 3 2 x then which of the following
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percent in the second half of the year. For 7
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values are outside the range of f(x)? 7
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the entire year, the price 7
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(A) 24
(A) decreased by 10 percent. 7
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(B) 22 7
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(B) decreased by 5 percent. 7
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(C) 0 7
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(C) did not change. 7
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(D) 2 7
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(D) increased by 5 percent. 7
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(E) 4 7
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(E) increased by 10 percent. 7
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38 1234567890123456789012345678901212345678901234567890123456789012123456 7
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www.petersons.com
DIAGNOSTIC
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10. In a certain school there are x halls each 13. 7
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with y classrooms. Each classroom has 7
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z desks. Which of the following correctly 7
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12 34567890123456789012345678901212345678901234567890123456789012123456
expresses the number of desks in 7
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the school? 7
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(A) x 1 yz 7
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(B) y(x 1 z)
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(C) xyz 7
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In the figure above the line is tangent to 7
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(D) x(y 1 z) 7
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the circle. If ma is 45 degrees, and the 7
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(E) x 1 y 7
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radius of the circle is = 5, what is the
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11. The perimeter of a square is 20. What is length of the hypotenuse of the triangle? 7
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the shortest distance between opposite (A) =2 7
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corners? (B) =3 7
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(A) 5 (C) 3 7
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(B) 5=2 (D) =10 7
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12 34567890123456789012345678901212345678901234567890123456789012123456 7
(C) 8 (E) 5
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(D) 5=3
7
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14. 7
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(E) 10
x4 x4 2x 5
7
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12. 7
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In the figure above if AC is 3x 1 7, what 7
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is CD? 7
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(A) 7 7
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(B) 6
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(C) 3 7
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(D) x 1 3
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(E) x 1 6 7
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15. There are three routes from Stuben to 7
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If in the figure above A and B are squares, 7
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Tejanos. There are three routes from 7
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and the area of A is sixteen. What is the 7
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Tejanos to Verona. There are four routes 7
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area of B? 7
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from Verona to Galson. If a driver is to go
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(A) 0.25 from Stuben to Galson, only passing 7
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(B) 1 through Tejanos and Verona once, how
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(C) 2.25 many different possible routes are there? 7
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(D) 4 7
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(A) 10 7
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(E) 9 7
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(B) 12 7
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(C) 16
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(D) 24
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(E) 36 7
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1234567890123456789012345678901212345678901234567890123456789012123456 7 39
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GO ON TO THE NEXT PAGE
Part II: Diagnosing Strengths and Weaknesses
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7
7
12Questions 1618 refer to the following 19. If 3, 6, 12 . . . is a geometric sequence,
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7
7
12definition. what is the 13th term in this sequence?
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122A34567890123456789012345678901212345678901234567890123456789012123456 7
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palindrome is a positive integer that reads the (A) 156
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7
7
12same
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forward as it does backward. For instance, (B) 892
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7
7
12662 is a palindrome but 2626 is not. Also, zero
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(C) 3,024
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7
7
12cannot be the first or last digit of a palindrome.
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(D) 12,288 7
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7
7
1 16. (E) 24,576
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Which of the following is a palindrome? 7
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20. If p, q, and n are distinct digits, how many 7
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(A) 360 7
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different 4-digit numbers that only include 7
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(B) 306 7
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p, q, and n, but always uses all three, 7
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(C) 3636 7
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could they possibly form? 7
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(D) 26336
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(E) 3663 (A) 8 7
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7
7
1217. (B) 30
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If 9A6B9 is a palindrome, and 3A43 is a 7
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(C) 36 7
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palindrome, what is the value of B? 7
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(D) 54 7
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(A) 3 (E) 104 7
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(B) 4 7
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21. If x is the set of positive even integers 0 to 7
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(C) 6 7
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100 inclusive, and y is the set of positive 7
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(D) 9 7
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odd integers 0 to 100 inclusive, and the 7
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(E) It cannot be determined. 7
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elements in y are subtracted from the 7
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1218.
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What is the difference between the next elements in x the total difference is 7
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greatest and next smallest palindrome in 7
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(A) 0 7
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relation to 4554? 7
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(B) 1
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(A) 20 (C) 25 7
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(B) 22 (D) 49 7
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(C) 200 (E) 50 7
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(D) 220 7
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(E) 322
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STOP
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Do not proceed to the next section until time is up.
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7
7
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www.petersons.com
Section 3
30 Questions j Time25 Minutes
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Identifying Sentence Errors 7
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Directions: Mark the letter of your choice on the answer sheet that best corresponds to the 7
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correct answer. 7
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Notes: 7
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1. The following questions test your knowledge of the rules of English grammar, as well as 7
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word usage, word choice, and idioms.
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2. Some sentences are correct, but others contain a single error. No sentence contains more 7
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than one error.
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3. Any errors that occur will be found in the underlined portion of the sentence. Choose the 7
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letter underneath the error to indicate the part of the sentence that must be changed. 7
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4. If there is no error, pick answer choice (E). 7
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5. There will be no change in any parts of the sentence that are not underlined. 7
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1. Mrs. Thompson did not go with Smythe 3. Modern art, though often used as a 7
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A A 7
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and I on the trip because her plane arrived catch-all term for all contemporary art, is 7
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B C B 7
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late, and she missed her connecting flight. generally defined as having a definite 7
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D C 7
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No error. beginning in the early decades of the 7
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E D
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twentieth century. No error. 7
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2. It is likely that the first day of the race, E 7
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4. Thomas had, in the past, stated that Alicia 7
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originally set for September 20, would be 7
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A B C A B 7
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postponed on account of bad weather. was a more natural speaker than him. 7
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D C D 7
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No error. No error. 7
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E E 7
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41 GO ON TO THE NEXT PAGE
Part II: Diagnosing Strengths and Weaknesses
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5. In 1953 Watson and Crick unlocked the 8. Recent, studies on the topic of biodiversity 7
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A A B 7
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structure of the DNA molecule and in aquamarine settings have raised 7
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set into motion the modern study of concerns related to the rising levels of
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B D 7
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genetics, which was currently one of the oxygen in the Pacific Ocean. No error. 7
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C D E 7
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most vibrant fields of scientific research. 7
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9. The report unambiguously stated that 7
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No error. A B 7
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E in respect of the new regulations, the 7
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C 7
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6. Enrique Fermi, one of the great physicists company would not be in compliance. 7
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A D 7
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of the last century, was a good friend of No error. 7
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B E 7
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Albert Einstein; they met after one of his 7
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C D 10. Many of the employees thought that filing 7
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lectures at Princeton. No error .
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the paperwork was more time consuming 7
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E 7
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7. The group, including the speakers, were than the computer entries . No error . 7
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A B D E 7
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ready for the second half of the conference 7
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which was going to be held 7
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C
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in the main amphitheater. No error. 7
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D E 7
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www.petersons.com
DIAGNOSTIC
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Improving Sentences 7
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Directions: 7
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1. The following questions test your knowledge of English grammar, word usage, word 7
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choice, sentence construction, and punctuation.
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2. Every sentence contains a portion that is underlined. 7
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3. Any errors that occur will be found in the underlined portion of the sentence. If you
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believe there is an error, choose the answer choice that corrects the original mistake. 7
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Answer choices (B), (C), (D), and (E) contain alternative phrasings of the underlined
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portion. If the sentence contains an error, one of these alternate phrasings will correct it. 7
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4. Choice (A) repeats the original underlined portion. If you believe the underlined portion 7
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does not contain any errors, select answer choice (A). 7
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5. There will be no change in any parts of the sentence that are not underlined. 7
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13. Philosophy, as an academic discipline, had 7
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11. With all the receipts in hand, it was not 7
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unclear how many people had bought its inception over twenty-four centuries
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tickets. ago in ancient Greece with Platos 7
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(A) was not unclear
Academy. 7
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(B) was clearly (A) as an academic discipline 7
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(C) was clear (B) a discipline which is academic 7
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(D) was not unclearly (C) as a discipline academically 7
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(E) wasnt unclear (D) as a discipline for the academic 7
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(E) as a discipline which is practiced 7
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12. The Cours Mirabeau, a wide thoroughfare academically 7
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planted with double rows of plane-trees
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and bordered by fine houses, divides the 14. As the team of geologists began their 7
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town into two portions. descent into the canyon, it became really 7
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most clear to them that previous dating 7
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(A) planted with double rows of plane- 7
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schemes of the canyon formation were 7
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trees 7
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inaccurate. 7
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(B) which has been planted with double 7
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rows of plane-trees (A) it became really clear
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(C) that was planted in the past with (B) it became really clearer 7
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double rows of plane-trees (C) it had become really clear
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(D) with double-rows of plane-trees (D) it had become clearer 7
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which were planted in the past (E) it became clear
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(E) in the past was planted with a double 7
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row of plane-trees 7
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GO ON TO THE NEXT PAGE
Part II: Diagnosing Strengths and Weaknesses
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7
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1215. The medical establishment under pressure 17. Franklin Delano Roosevelt was an
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from government regulators stopped the important figure in twentieth century 7
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relaxation of standards for earning a America, he was president during the 7
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medical license. Great Depression and the Second World 7
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War. 7
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(A) establishment under pressure from 7
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government regulators stopped the (A) Franklin Delano Roosevelt was an 7
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relaxation important figure in twentieth century
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America, he was president during the 7
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(B) establishment, under pressure from 7
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government regulators, it stopped the Great Depression and the Second 7
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relaxation World War. 7
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(C) establishmentunder pressure from (B) Franklin Delano Roosevelt was an 7
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government regulatorsstopped, the important figure in twentieth century
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relaxation America, and he was president 7
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(D) establishment, under pressure from during the Great Depression, and 7
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government regulators; stopped the also the Second World War. 7
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relaxation (C) Franklin Delano Roosevelt was an 7
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(E) establishment, under pressure from important figure in twentieth century 7
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government regulators, stopped the America. He was president during 7
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relaxation the Great Depression and the Second 7
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World War. 7
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1216. 7
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Large numbers of geese migrate along the (D) Franklin Delano Roosevelt was an 7
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southern route to the milder climates of important figure in twentieth century 7
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Mexico grouping together to form super America: president during the Great 7
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flocks. Depression and the Second World 7
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(A) geese migrate along the southern War. 7
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route to the milder climates of (E) Franklin Delano Roosevelt was an 7
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important figure in twentieth century 7
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Mexico grouping together 7
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(B) goose migrating along the southern America; was president during the 7
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route to the milder climates of Great Depression and the Second 7
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Mexico and grouping together World War. 7
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(C) geese migrate along the southern 7
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18. It is vital for success in college both to 7
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route to the milder climates of 7
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employ good study skills and being a good 7
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Mexico and group together 7
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listener in class lectures. 7
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(D) geese migrate along the southern 7
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route to the mildest climates of (A) being a good listener
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Mexico, grouping together (B) listening well 7
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(E) geese, migrating along the southern (C) to listen good 7
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route to the milder climates of (D) to listen well
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Mexico, and then grouping together (E) being a goodly listener 7
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www.petersons.com
DIAGNOSTIC
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19. To this day, the Yamato clan can trace its 20. Unlike many of his colleagues, Thompson 7
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imperial lineage to the pre-history of did not think that the Houghton space 7
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ancient Japan. Project was going to be a scientifically 7
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fruitful endeavor. 7
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(A) its imperial lineage 7
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(B) its imperial lineage (A) did not think that the Houghton
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(C) their line of imperialism space Project was going 7
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(D) theyre imperial lineage (B) did not think the Houghton Space
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(E) their imperial lineage of the Ya- Project was going 7
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mato clan (C) did not think the Houghton space 7
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project would be going
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(D) did not think that the Houghton 7
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Space Project would be
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(E) did not think that the Houghton 7
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Space Project will be 7
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Improving Paragraphs 7
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Directions: 7
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1. The following questions test your knowledge of paragraph and sentence construction. 7
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2. The following passage is a rough draft of an essay. This rough draft contains various 7
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errors. 7
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3. Read the rough draft and then answer the questions that follow. Some questions will focus 7
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on specific sentences and ask if there are any problems with that sentences word choice, 7
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word usage, or overall structure. Other questions will ask about the paragraph itself. 7
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These questions will focus on paragraph organization and development. 7
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4. Select the answer that best reflects the rules of English grammar and proper essay and 7
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paragraph writing. 7
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Questions 2125 refer to the following passage. nity provide fundamental themes for 7
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The following is the first few paragraphs of an
several of his volumes. 7
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early draft of an essay on Yusuf Komunyakaa, an 7
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African-American poet.
(10) a young man also proved to be a 7
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formative thing to the budding poet. 7
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Line On April 29 1947, Yusef Komunyakaa After graduating from Bogalusas Central 7
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was born in Bogalusa, Louisiana. He is High School in 1965, Komunyakaa 7
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the eldest of five children. Komunyakaa enlisted in the United States Army to 7
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employs his childhood experiences in his (15) begin a tour of duty in Vietnam. While 7
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(5) works: his familial relationships and his there, he started writing, sometime 7
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maturation in a rural Southern commu- between 1969 and 1970. As a correspon- 7
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GO ON TO THE NEXT PAGE
Part II: Diagnosing Strengths and Weaknesses
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dent for and later editor of the military 22. Which of the following sentences would 7
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newspaper, The Southern Cross, Komu- be the best revision of the first sentence in 7
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122(20)
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nyakaa mastered a journalistic style the second paragraph? 7
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which he would later use in poetic efforts 7
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(A) Military service during young 7
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to assess objectively his time spent 7
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adulthood also proves formative for 7
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engaged in warfare. He was awarded the 7
1234567890123456789012345678901212345678901234567890123456789012123456the budding poet. 7
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Bronze Star for his work with the paper.
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7
7
1(25) (B) Military service when as a young
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Komunyakaa enrolled at the Univer- 7
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sity of Colorado and received a B.A. in 7
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1975. While at Colorado, he discovered 7
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(C) Although a young adult, military 7
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his undiscovered abilities as a poet in a 7
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creative writing workshop. The work-
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7
7
1(30) for the budding poet.
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shop, notes the author, was the first 7
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(D) Military service during his youthful- 7
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chance he had to write for himself. Even
ness was really important to his 7
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though he had long been an avid reader
formation as a budding poet. 7
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of poetry and a lover of literature, his
(E) Military service as a young adult also 7
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attempts to write creativelymainly 7
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12(35) short storieshad been unsuccessful. He 7
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had tried numerous times to write short 7
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stories but he had never felt that he had 7
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23. Which of the following is the best 7
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succeeded in this task. 7
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transitional phrase to place in the begin- 7
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ning of the third paragraph? 7
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1221. 7
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What is the best way to revise the first
(A) After leaving the army in the early 7
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sentence of the first paragraph?
1970s, 7
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(A) Omit the comma after 1947 (B) Since he left the army in the early 7
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(B) Omit the comma after Bogalusa 1970s, 7
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(C) Change the comma after 1947 to a (C) While leaving the army in the early 7
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semicolon 1970s, 7
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(D) Insert a comma after 29 (D) Because he left the army in the early 7
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(E) Change the capitalization of the 1970s, 7
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word April to april (E) On account of his leaving the army
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in the early 1970s, 7
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24. Which of the following is the best choice 7
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to replace the word undiscovered in the
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second sentence of the third paragraph? 7
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(A) basic 7
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(B) nascent 7
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(C) complex 7
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(D) unusual 7
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(E) waxing
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www.petersons.com
DIAGNOSTIC
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25. The essay would be stronger if the last mile in length. At each corner stood a 7
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sentence were solid brick pagoda about 100 feet high. 7
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The most remarkable edifice was a 7
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(A) omitted entirely. 7
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celebrated temple, adorned with 250 7
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(B) split into two smaller sentences. 7
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(30) lofty pillars of gilt wood. The remains of 7
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(C) moved so that it became the second 7
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the former palace of the Burmese 7
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sentence of the paragraph. 7
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monarchs still survive in the center of the 7
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(D) revised to, He had tried numerous 7
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town. During the time of its prosperity 7
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times to write short stories but never 7
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Amarapura was defended by a rampart 7
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felt that he succeeded in this task. 7
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(35) and a large square citadel, with a broad 7
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(E) revised to, He had tried numerous 7
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moat, the walls being 7000 feet long and 7
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times to write short stories but had 7
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20 feet high; with a bastion at each 7
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never felt successful at it. 7
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corner. The Burmese now refer to
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Amarapura as Myohaung, the old city. 7
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Questions 2630 refer to the following passage. 7
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(40) It has a station on the Rangoon-
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Mandalay railway, and is the junction for 7
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The following is a short piece on Amarapura, a 7
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the line to Maymyo and the Kunlong 7
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historic Burmese city. 7
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ferry. 7
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12 Line Once in the past the capital of the
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Burmese kingdom, Amarapura is now a 7
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suburb of Mandalay, Burma. The town 26. The opening words of the passage Once 7
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was founded in 1783 to form a new in the past would best be replaced by 7
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(5) capital about six miles to the northeast of 7
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(A) A long time ago
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Ava. It increased rapidly in size and (B) Formerly 7
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population, and in 1810 was estimated (C) Once upon a time 7
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to contain 170,000 inhabitants; but in (D) In the past 7
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that year the town was destroyed by fire, (E) Millenia ago 7
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(10) and this disaster, together with the 7
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removal of the royal court to Ava in 27. The third sentence in the first paragraph
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1823, caused a decline in the prosperity might be revisable because it 7
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of the city. In 1827 its population was 7
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(A) has subject-verb disagreement 7
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estimated at only 30,000. It suffered 7
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(B) does not flow with the previous 7
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(15) severe calamity from an earthquake, 7
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which in 1839 destroyed the greater part
(C) is very long 7
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of the city. It was finally abandoned in
(D) contains too many numbers and 7
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1860, when king Mindon occupied 7
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Mandalay, roughly five miles farther 7
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(E) contains vague pronoun references 7
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(20) north. 7
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Amarapura was also laid out on 7
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much the same plan as Ava. The ruins of 7
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the city wall, now overgrown with 7
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jungle, show it to have been a square 7
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(25) with a side of about three-quarters of a 7
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GO ON TO THE NEXT PAGE
Part II: Diagnosing Strengths and Weaknesses
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7
1228. The entire rough draft suffers from the 30. Which of the following is the best way to 7
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fact that revise the sentence in the second paragraph 7
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shown below? 7
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(A) the town of Ava is repeatedly 7
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mentioned, but its overall impor- During the time of its prosperity Amara- 7
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tance or relationship to Amarapura pura was defended by a rampart and a 7
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is never explained. large square citadel, with a broad moat, 7
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(B) no explanation is given for why the walls being 7000 feet long and 20 feet
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Amarapura waned in importance. high; with a bastion at each corner. 7
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(C) the city of Mandalay is never 7
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(A) Amarapura defended itself with a 7
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described in sufficient detail 7
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rampart and a large square citadel 7
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(D) the rituals of the ancient Burmese
with a broad moat. The walls were 7
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royal court are not delineated
7000 feet long and 20 feet high with 7
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(E) No mention is given to Amarapuras
a bastion at each corner. 7
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current state. 7
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(B) Amarapura was defended by a 7
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12229.
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rampart and a large square citadel 7
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The word edifice in line 28 could most 7
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with a broad moat. The citadel walls 7
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reasonably be replaced with 7
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were 7000 feet long and 20 feet high 7
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(A) structure and had a bastion at each corner. 7
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(B) place (C) Amarapura was defended by a 7
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(C) location rampart and a large square citadel, 7
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(D) construction site with a broad moat, the walls being 7
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(E) architect 7000 feet long and 20 feet high, with 7
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a bastion at each corner. 7
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(D) Amarapura was defended by a 7
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rampart, a large square citadel, a
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broad moat, walls measuring 7000 7
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feet long and 20 feet high with a 7
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bastion at each corner. 7
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(E) Amarapura was defended by a 7
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rampart and a large square citadel 7
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with a broad moat. Amarapura, with 7
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walls being 7000 feet long and 20 7
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feet high, had a bastion at each 7
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corner. 7
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STOP
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Do not proceed to the next section until time is up.
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7
7
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www.petersons.com
Section 4
27 Questions j Time25 Minutes
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Directions: Each sentence below has either one or two blanks in it and is followed by five 7
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12 34567890123456789012345678901212345678901234567890123456789012123456 7
choices, labeled (A) through (E). These choices represent words or phrases that have been left
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out. Choose the word or phrase that, if inserted into the sentence, would best fit the meaning of 7
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the sentence as a whole.
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Example: 7
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Canine massage is a veterinary technique 7
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for calming dogs that are extremely __________.
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(A) inept 7
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(B) disciplined
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(C) controlled 7
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(D) stressed
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(E) restrained 7
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A B C O E 7
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O
O O
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1. Though thought __________, recently a 2. The most __________ factor in the 7
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small number of living lingis terracotis computer revolution was size: the greatly 7
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organisms were discovered. diminished size of more modern comput- 7
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ers has made them far more __________. 7
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(A) defunct 7
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(B) exiled (A) irrelevant. .common
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(C) deserted (B) complex. .unpredictable 7
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(D) extinct (C) salient. .indispensable 7
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(E) overpopulated (D) concrete. .valuable
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(E) essential. .practical 7
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49 GO ON TO THE NEXT PAGE
Part II: Diagnosing Strengths and Weaknesses
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3. Though many traditional forms of 7. Thomas was __________ the business deal 7
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medicine have been practiced for centu- since he had been swindled in a similar 7
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ries, members of the modern medical situation in the past. 7
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establishment still often view these 7
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(A) enthusiastic about 7
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treatments as __________, since many 7
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(B) terrified of 7
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have not been tested scientifically. 7
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(C) prideful of 7
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(A) dubious (D) leery of
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(B) dogmatic (E) nonchalant about 7
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(C) ineffective 7
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8. Maintaining the integrity of the soil 7
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(D) surreptitious 7
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specimens was __________, and ultimately 7
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(E) disingenuous 7
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the scientists were __________ in their 7
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4. The Barbary Pirates __________ the Strait attempts to keep the soil free of for- 7
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of Gibraltar for centuries, attacking eign particles. 7
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passing ships and impeding trade. 7
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(A) straightforward. .triumphant 7
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(A) menaced (B) challenging. .unsuccessful 7
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(B) cultivated (C) laborious. .inundated 7
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(C) arraigned (D) vexing. .victorious 7
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(D) appropriated (E) problematic. .reticent 7
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(E) disclaimed 7
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9. Though considered a traditionalist by 7
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5. The specks of paint were small, nearly many of her critics, the artist saw her 7
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__________ in fact, but they still were work as __________ new techniques 7
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__________ by the inspector. and forms. 7
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(A) minuscule. .ignored (A) undermining
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(B) microcosmic. .upbraided (B) enforcing 7
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(C) infinitesimal. .detected (C) precluding 7
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(D) inestimable. .noticed (D) rejecting 7
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(E) ignominious. .rejected (E) employing 7
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6. The __________ play was __________ 10. Although normally __________, the 7
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even to its author, who later disavowed it. teacher became __________ when the 7
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students expressed frustration with the 7
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(A) bland. .anathema 7
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assignment. 7
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(B) vulgar. .offensive 7
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(C) heinous. .maladroit (A) impassive. .defensive 7
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(D) crafty. .fearsome (B) serene. .irritable 7
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(E) inarticulate. .comprehensible (C) conscientious. .irreverent 7
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(D) impatient. .understanding 7
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(E) volatile. .heated 7
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www.petersons.com
DIAGNOSTIC
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11. The __________ between the politicians 15. Clark Gable, the legendary movie actor, 7
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originated with a deeply __________ piece was famous for his __________ and social 7
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of legislation. savvy, two characteristics with which he 7
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__________ many adoring fans. 7
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(A) rapprochement. .ideological 7
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(B) tension. .meaningful (A) obtuseness. .ingratiated
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(C) rift. .controversial (B) sanctimony. .cultivated 7
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(D) argument. .visceral (C) earnestness. .accosted
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(E) tedium. .complex (D) acumen. .disgusted 7
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(E) panache. .charmed 7
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12. Though the authors prose was natural 7
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and fluid, her speech at the press club was 7
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Questions 1627 refer to the following passage. 7
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halting and __________. 7
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This is an excerpt from Mark Twains speech 7
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(A) condescending entitled Compliments and Degrees, a speech 7
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(B) florid in which he discusses receiving compliments. 7
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(C) stilted Widely considered one of Americas greatest 7
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(D) Intricate novelists, Twain also won great acclaim as a 7
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(E) elegant humorist in his own day. 7
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13. Caught in indecision, the customer Line It is very difficult to take compliments. I 7
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__________ between purchasing the do not care whether you deserve the 7
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laptop or the desktop. compliments or not, it is just as difficult 7
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to take them. The other night I was at the 7
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(A) struggled 7
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(5) Engineers Club, and enjoyed the 7
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(B) determined 7
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sufferings of Mr. Carnegie. They were 7
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(C) vied 7
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complimenting him there; there it was all 7
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(D) vacillated compliments, and none of them deserved. 7
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(E) protracted They say that you cannot live by bread 7
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(10) alone, but I can live on compliments. 7
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The candidates platform __________ 7
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14.
I do not make any pretence that I 7
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greater fiscal responsibility and improve- 7
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dislike compliments. The stronger the 7
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ments in education, but few in the 7
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better, and I can manage to digest them. I 7
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electorate believed the candidate would 7
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think I have lost so much by not making 7
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__________ these goals. 7
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(15) a collection of compliments, to put them 7
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(A) promised. .critique away and take them out again once in a 7
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(B) eschewed. .uphold while. When in England I said that I 7
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(C) advocated. .prioritize would start to collect compliments, and I
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(D) rejected. .abhor began there and I have brought some of 7
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(E) proclaimed. .satirize (20) them along.
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The first one of these liesI wrote 7
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them down and preserved them I think 7
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they are mighty good and extremely just.
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It is one of Hamilton Mabies compli- 7
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ments. He said that La Salle was the first 7
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(25)
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GO ON TO THE NEXT PAGE
Part II: Diagnosing Strengths and Weaknesses
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one to make a voyage of the Mississippi, was that some newspapers said I talked 7
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but Mark Twain was the first to chart, (70) with the Queen of England with my hat 7
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light, and navigate it for the whole on. I dont do that with any woman. I 7
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world. If that had been published at the did not put it on until she asked me to.
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7
7
12(30)
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time that I issued that book Life on the Then she told me to put it on, and its a 7
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Mississippi, it would have been money in command there. I thought I had carried 7
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my pocket. I tell you, it is a talent by (75) my American democracy far enough. So I 7
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itself to pay compliments gracefully and put it on. I have no use for a hat, and 7
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have them ring true. Its an art by itself. never did have.
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7
7
12(35)
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W. D. Howells spoke of me as first of The happiest experience I had in
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Hartford, and ultimately of the solar England was at a dinner given in the 7
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system, not to say of the universe. If it (80) building of the Punch publication, a 7
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can be proved that my fame reaches to humorous paper which is appreciated by 7
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Neptune and Saturn, that will satisfy all Englishmen. It was the greatest
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7
7
12(40)
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even me. You know how modest and privilege ever allowed a foreigner. I
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retiring Howells seems to be, but deep entered the diningroom of the building, 7
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down he is as vain as I am. Mr. Howells where those men get together who have 7
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(85)
7
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had been granted a degree at Oxford, been running the paper for over fifty 7
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whose gown was red. He had been years. We were about to begin dinner 7
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12(45) invited to an exercise at Columbia, and when the toastmaster said: Just a 7
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upon inquiry had been told that it was minute; there ought to be a little cer- 7
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usual to wear the black gown. Later he (90) emony. Then there was that meditating 7
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had found that three other men wore silence for a while, and out of a closet 7
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bright gowns, and he had lamented that there came a beautiful little girl dressed 7
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12(50) 7
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he had been one of the black mass, and in pink, holding in her hand a copy of 7
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not a red torch. the previous weeks paper, which had in
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it my cartoon. It broke me all up. I could 7
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Now here is a gold-miners compli- (95) 7
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ment. It is forty-two years old. It was my not even say Thank you. That was the 7
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introduction to an audience to which I prettiest
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incident of the dinner, the 7
12(55) delight of all that wonderful table. When 7
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lectured in a log schoolhouse. There were 7
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no ladies there. I wasnt famous then. she was about to go, I said, My child,
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They didnt know me. Only the miners (100) you are not going to leave me; I have
7
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were there, with their breeches tucked hardly got acquainted with you. She
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into their boot-tops and with clay all replied, You know Ive got to go; they 7
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122(60)
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over them. They wanted someone to never let me come in here before, and 7
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introduce me, and they selected a miner, they never will again. That is one of the 7
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who protested, saying: I dont know (105) beautiful incidents that I cherish. 7
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anything about this man. Anyhow, I only 7
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know two things about him. One is, he 7
122(65)
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has never been in jail, and the other is, I 7
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dont know why. 7
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Theres one thing I want to say about
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that English trip. One thing that I regret 7
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www.petersons.com
DIAGNOSTIC
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16. The word sufferings in line 6 refers to 19. In lines 3234, the author implies that 7
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(A) the physical illness which ailed Mr. (A) Mr. Mabie made both an eloquent 7
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Carnegie. and well-timed compliment.
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(B) the difficulty of listening to others (B) a truly fine compliment can have 7
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complimented deservedly. monetary value.
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(C) the difficulty of receiving compli- (C) he would pay money to be able to 7
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ments well. make such a fine compliment
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(D) the hardships he had overcome, for himself. 7
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which the engineers complimented (D) if Mr. Mabie had praised the book 7
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him. sooner, more copies would have been
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(E) the difficulty of devising false sold. 7
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compliments. (E) it is distasteful to think of compli-
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ments in economic terms. 7
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17. The passage as a whole indicates that 7
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Twain thinks compliments are 20. Twains response to W. D. Howellss 7
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compliment in paragraph 4 suggests that 7
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(A) always profoundly flattering. 7
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(B) an important social function. (A) Twain thinks the compliment is
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(C) difficult to receive well but easy to excessive. 7
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give well. (B) Twain believes every compliment 7
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(D) easily recorded but remembered only should be met with another.
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(C) Twain thirsts for greater and greater 7
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with difficulty. 7
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(E) often grossly exaggerated. compliments.
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(D) Twain prides himself on the univer- 7
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18. When Twain says of compliments, The sality of his themes. 7
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stronger the better, and I can manage to (E) Twain has little regard for people 7
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digest them, he means to who pay him compliments. 7
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(A) sardonically depict loving compli- 7
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21. The phrase red torch lines 51 is used to 7
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ments as a noble act. 7
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emphasize 7
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(B) adamantly maintain that one can live 7
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off compliments only with difficulty. (A) the importance of the role Mr.
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(C) earnestly encourage the audience to Howells played in the ceremony. 7
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come up with great compliments for (B) the flamboyance of Mr. Howellss
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him. wish. 7
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(D) mournfully compare his present (C) the garish hue of the gown. 7
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successes with his past struggles. (D) the colorfulness of the ceremony. 7
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(E) indignantly insist that he is better at (E) the drabness of the other gowns. 7
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receiving compliments than Mr. 7
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Carnegie. 7
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GO ON TO THE NEXT PAGE
Part II: Diagnosing Strengths and Weaknesses
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7
1222. In line 41 of paragraph 4, retiring most 25. The author includes the little girls remark 7
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closely means in the last paragraph in order to 7
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(A) elderly (A) show how young the girl really was. 7
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(B) humble (B) criticize the hosts for not allowing 7
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(C) aloof her to stay. 7
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(D) lethargic (C) reveal that he can pay pleasant 7
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(E) arrogant compliments in conversation.
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(D) demonstrate that children also enjoy
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7
7
1223. Twain relays the anecdote of the miners
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his work. 7
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introduction lines 6266 to 7
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(E) emphasize what a special occasion it 7
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(A) show how a spontaneous compli- was. 7
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ment can be the best kind. 26. In lines 9596, the author conveys 7
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(B) illustrate what a backhanded that he 7
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compliment is. 7
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(A) couldnt help laughing at the hosts 7
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(C) provide a humorous example of how 7
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surprise. 7
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he was received before he became 7
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(B) was taken completely off guard. 7
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famous. 7
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(C) was too moved by the gesture to 7
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(D) provide a contrast with how the 7
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speak. 7
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Queen of England welcomed him. 7
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(D) was flattered, but forgot to say thank 7
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(E) show the nobility of the miners 7
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you. 7
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intentions. 7
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(E) was flustered that his presentation 7
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1224. 7
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The underlying sentiment in Twains had been interrupted. 7
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remark that I thought I had carried my 7
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27. This speech would best be compared to a 7
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American democracy far enough (lines 7
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speech in which a 7
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7475) is best described as 7
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(A) politician spoke on her platform. 7
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(A) mild affront at having been ordered 7
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(B) comedian performed his routine. 7
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by the Queen.
(C) journalist offered personal reflections 7
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(B) self-satisfaction at having proved a 7
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on her career. 7
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point to the Queen. 7
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(D) novelist spoke on the issues his latest 7
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(C) bashful humility in the Queens 7
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novel addressed. 7
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presence. 7
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(D) bold patriotism in a foreign setting.
(E) writer reflected on the reception of 7
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(E) indifference to what the Queen
her writing. 7
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wanted. 7
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STOP
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Do not proceed to the next section until time is up.
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7
7
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www.petersons.com
Section 5
21 Questions j Time25 Minutes
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Directions: Solve the following problems using any available space on the page for scratchwork. 7
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Mark the letter of your choice on the answer sheet that best corresponds to the correct answer.
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Notes: 7
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1. You may use a calculator. All of the numbers used are real numbers. 7
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2. You may use the figures that accompany the problems to help you find the solution. Unless 7
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the instructions say that a figure is not drawn to scale, assume that it has been drawn 7
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accurately. Each figure lies in a plane unless the instructions say otherwise.
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12 34567890123456789012345678901212345678901234567890123456789012123456 7
Reference Information
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r 2x
45 2s
7
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w r 60 x s 7
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h h h b c 7
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45
7
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w 7
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b a 3x s 7
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2
A 5 pr 1
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C 5 2pr A 5 ,w A 5 bh V 5 ,wh V 5 pr h c 5 a 1 b Special Right Triangles 7
2 2 2 2
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2 7
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The number of degrees of arc in a circle is 360. 7
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The measure in degrees of a straight angle is 180. 7
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The sum of the measures in degrees of the angles of a triangle is 180. 7
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1. If 5=x 1 14 5 20 then x equals 2. A class has x students. Four students join 7
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the class and the class size increases 20%. 7
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6 7
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A. What was the original class size? 7
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5 7
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11 (A) 16 7
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B. 1 (B) 18 7
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25 7
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(C) 20 7
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48 7
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C. (D) 22 7
12 34567890123456789012345678901212345678901234567890123456789012123456
5 7
1234567890123456789012345678901212345678901234567890123456789012123456 7
(E) 24
12 34567890123456789012345678901212345678901234567890123456789012123456
D. 25 7
1234567890123456789012345678901212345678901234567890123456789012123456 7
12 34567890123456789012345678901212345678901234567890123456789012123456 7
1234567890123456789012345678901212345678901234567890123456789012123456
E. 900 7
12 34567890123456789012345678901212345678901234567890123456789012123456 7
1234567890123456789012345678901212345678901234567890123456789012123456 7
1234567890123456789012345678901212345678901234567890123456789012123456 7
12 34567890123456789012345678901212345678901234567890123456789012123456 7
1234567890123456789012345678901212345678901234567890123456789012123456 7
1234567890123456789012345678901212345678901234567890123456789012123456 7
12345678901234567890123456789012123456789012345678901234567890121234567
55 GO ON TO THE NEXT PAGE
Part II: Diagnosing Strengths and Weaknesses
12345678901234567890123456789012123456789012345678901234567890121234567
1234567890123456789012345678901212345678901234567890123456789012123456 7
12234567890123456789012345678901212345678901234567890123456789012123456 7
1234567890123456789012345678901212345678901234567890123456789012123456
3. 6. A bag of marbles contains 6 red marbles, 7
1234567890123456789012345678901212345678901234567890123456789012123456 7
1234567890123456789012345678901212345678901234567890123456789012123456
8 green marbles, and 10 black marbles. 7
1 34567890123456789012345678901212345678901234567890123456789012123456 7
12234567890123456789012345678901212345678901234567890123456789012123456
What is the probability of picking out a 7
1234567890123456789012345678901212345678901234567890123456789012123456 7
1234567890123456789012345678901212345678901234567890123456789012123456
red marble on one random try? 7
1234567890123456789012345678901212345678901234567890123456789012123456 7
1 34567890123456789012345678901212345678901234567890123456789012123456 7
12234567890123456789012345678901212345678901234567890123456789012123456
1 7
1234567890123456789012345678901212345678901234567890123456789012123456
A. 7
1234567890123456789012345678901212345678901234567890123456789012123456
5 7
1234567890123456789012345678901212345678901234567890123456789012123456 7
1 34567890123456789012345678901212345678901234567890123456789012123456
1 7
12234567890123456789012345678901212345678901234567890123456789012123456 7
1234567890123456789012345678901212345678901234567890123456789012123456
B.
4 7
1234567890123456789012345678901212345678901234567890123456789012123456 7
1234567890123456789012345678901212345678901234567890123456789012123456 7
1 34567890123456789012345678901212345678901234567890123456789012123456
1 7
12234567890123456789012345678901212345678901234567890123456789012123456
What is the value of x? C. 7
1234567890123456789012345678901212345678901234567890123456789012123456
3 7
1234567890123456789012345678901212345678901234567890123456789012123456 7
1234567890123456789012345678901212345678901234567890123456789012123456
(A) 2 2 7
1 34567890123456789012345678901212345678901234567890123456789012123456
D. 7
12234567890123456789012345678901212345678901234567890123456789012123456
(B) 3 5 7
1234567890123456789012345678901212345678901234567890123456789012123456 7
1234567890123456789012345678901212345678901234567890123456789012123456
(C) 5 7
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5 7
1 34567890123456789012345678901212345678901234567890123456789012123456
= E. 7
12234567890123456789012345678901212345678901234567890123456789012123456
(D) 5 2 12 7
1234567890123456789012345678901212345678901234567890123456789012123456 7
1234567890123456789012345678901212345678901234567890123456789012123456
(E) 5=3 7. If j is an integer divisible by 2, 3, 6, 9, and 7
1234567890123456789012345678901212345678901234567890123456789012123456 7
1234567890123456789012345678901212345678901234567890123456789012123456 7
1234567890123456789012345678901212345678901234567890123456789012123456
|x
12 what is the next integer divisible by 7
1234567890123456789012345678901212345678901234567890123456789012123456
4. If 2 5| . 3 then which of the following 7
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these numbers? 7
1234567890123456789012345678901212345678901234567890123456789012123456
is true? 7
1234567890123456789012345678901212345678901234567890123456789012123456
(A) j 9 7
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(A) x 8
1 7
1234567890123456789012345678901212345678901234567890123456789012123456
28 . .
(B) j 1 12 7
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(B) 23 . x . 2 7
1234567890123456789012345678901212345678901234567890123456789012123456
(C) j 1 24 7
1234567890123456789012345678901212345678901234567890123456789012123456
(C) 22 . x . 5 7
1234567890123456789012345678901212345678901234567890123456789012123456
(D) j 1 30 7
1234567890123456789012345678901212345678901234567890123456789012123456
(D) 2 . x . 8 7
1234567890123456789012345678901212345678901234567890123456789012123456
(E) j 1 36 7
1234567890123456789012345678901212345678901234567890123456789012123456
(E) 5 . x . 8 7
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1 34567890123456789012345678901212345678901234567890123456789012123456 7
12234567890123456789012345678901212345678901234567890123456789012123456 5 7
1234567890123456789012345678901212345678901234567890123456789012123456
5. If 3x 5 12 then 32 1 x 5 8. For how many integer values of x will 7
1 34567890123456789012345678901212345678901234567890123456789012123456 x 7
12234567890123456789012345678901212345678901234567890123456789012123456
1 1 7
1 34567890123456789012345678901212345678901234567890123456789012123456
(A) 6
be less than but greater than ? 7
12234567890123456789012345678901212345678901234567890123456789012123456
3 5 7
1234567890123456789012345678901212345678901234567890123456789012123456
(B) 12 7
1 34567890123456789012345678901212345678901234567890123456789012123456
(C) 36 7
12234567890123456789012345678901212345678901234567890123456789012123456
(A) 9 7
1 34567890123456789012345678901212345678901234567890123456789012123456
(D) 108 7
1234567890123456789012345678901212345678901234567890123456789012123456 7
(B) 7
1234567890123456789012345678901212345678901234567890123456789012123456
(E) 144 7
12234567890123456789012345678901212345678901234567890123456789012123456
(C) 6 7
1 34567890123456789012345678901212345678901234567890123456789012123456 7
12234567890123456789012345678901212345678901234567890123456789012123456
(D) 4 7
1 34567890123456789012345678901212345678901234567890123456789012123456 7
12234567890123456789012345678901212345678901234567890123456789012123456
(E) an infinite number 7
1234567890123456789012345678901212345678901234567890123456789012123456 7
1 34567890123456789012345678901212345678901234567890123456789012123456 7
12234567890123456789012345678901212345678901234567890123456789012123456 7
1234567890123456789012345678901212345678901234567890123456789012123456 7
1234567890123456789012345678901212345678901234567890123456789012123456 7
1234567890123456789012345678901212345678901234567890123456789012123456 7
1234567890123456789012345678901212345678901234567890123456789012123456 7
1 34567890123456789012345678901212345678901234567890123456789012123456 7
12234567890123456789012345678901212345678901234567890123456789012123456 7
1 34567890123456789012345678901212345678901234567890123456789012123456 7
12234567890123456789012345678901212345678901234567890123456789012123456 7
1 34567890123456789012345678901212345678901234567890123456789012123456 7
12234567890123456789012345678901212345678901234567890123456789012123456 7
1 34567890123456789012345678901212345678901234567890123456789012123456 7
1234567890123456789012345678901212345678901234567890123456789012123456 7
12234567890123456789012345678901212345678901234567890123456789012123456 7
1 34567890123456789012345678901212345678901234567890123456789012123456 7
56 1234567890123456789012345678901212345678901234567890123456789012123456 7
12345678901234567890123456789012123456789012345678901234567890121234567
www.petersons.com
DIAGNOSTIC
12345678901234567890123456789012123456789012345678901234567890121234567
1234567890123456789012345678901212345678901234567890123456789012123456 7
12 34567890123456789012345678901212345678901234567890123456789012123456 7
12 34567890123456789012345678901212345678901234567890123456789012123456
9. 11. If y is a multiple of x by a factor of k, 7
12 34567890123456789012345678901212345678901234567890123456789012123456 7
12 34567890123456789012345678901212345678901234567890123456789012123456
where k is a positive integer, and x , y 7
1234567890123456789012345678901212345678901234567890123456789012123456 7
12 34567890123456789012345678901212345678901234567890123456789012123456
then 7
12 34567890123456789012345678901212345678901234567890123456789012123456 7
12 34567890123456789012345678901212345678901234567890123456789012123456 7
12 34567890123456789012345678901212345678901234567890123456789012123456
y 7
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A. 5k 7
12 34567890123456789012345678901212345678901234567890123456789012123456
x 7
12 34567890123456789012345678901212345678901234567890123456789012123456 7
12 34567890123456789012345678901212345678901234567890123456789012123456
3x 7
12 34567890123456789012345678901212345678901234567890123456789012123456 7
1234567890123456789012345678901212345678901234567890123456789012123456
B. 5 3k 7
12 34567890123456789012345678901212345678901234567890123456789012123456 7
y
12 34567890123456789012345678901212345678901234567890123456789012123456 7
12 34567890123456789012345678901212345678901234567890123456789012123456
C. 2(x 2 y) 5 2k 7
12 34567890123456789012345678901212345678901234567890123456789012123456 7
1234567890123456789012345678901212345678901234567890123456789012123456 7
12 34567890123456789012345678901212345678901234567890123456789012123456
D. (x 2 y)(y 2 x) 5 k 7
12 34567890123456789012345678901212345678901234567890123456789012123456 7
12 34567890123456789012345678901212345678901234567890123456789012123456
~x 2 y! 5 k 7
12 34567890123456789012345678901212345678901234567890123456789012123456 7
1234567890123456789012345678901212345678901234567890123456789012123456
If a best fit line were fitted to the scatter- E.
~y x! 7
12 34567890123456789012345678901212345678901234567890123456789012123456
2 7
12 34567890123456789012345678901212345678901234567890123456789012123456
plot above, its slope would be 7
12 34567890123456789012345678901212345678901234567890123456789012123456
2x 21 7
12 34567890123456789012345678901212345678901234567890123456789012123456
12. If 2 5 (8) then x 5 7
1234567890123456789012345678901212345678901234567890123456789012123456 7
(A) negative
12 34567890123456789012345678901212345678901234567890123456789012123456
(A) 24 7
12 34567890123456789012345678901212345678901234567890123456789012123456
(B) nearly 0 7
12 34567890123456789012345678901212345678901234567890123456789012123456
(B) 23 7
12 34567890123456789012345678901212345678901234567890123456789012123456
(C) 0.05 7
12 34567890123456789012345678901212345678901234567890123456789012123456
(C) 2 7
12 34567890123456789012345678901212345678901234567890123456789012123456 7
(D) 0.50
12 34567890123456789012345678901212345678901234567890123456789012123456
(D) 3 7
12 34567890123456789012345678901212345678901234567890123456789012123456
(E) about 1 7
12 34567890123456789012345678901212345678901234567890123456789012123456
(E) 4 7
12 34567890123456789012345678901212345678901234567890123456789012123456 7
12 34567890123456789012345678901212345678901234567890123456789012123456
10. What is the midpoint between P (4, 2) and 7
12 34567890123456789012345678901212345678901234567890123456789012123456 7
12 34567890123456789012345678901212345678901234567890123456789012123456
Q (0, 8)? 13. Jorge has 6 square tiles that are nine 7
12 34567890123456789012345678901212345678901234567890123456789012123456 7
12 34567890123456789012345678901212345678901234567890123456789012123456
inches square each. If Jorge cuts each tile 7
12 34567890123456789012345678901212345678901234567890123456789012123456
(A) (0, 5) 7
12 34567890123456789012345678901212345678901234567890123456789012123456
into the largest circle possible, what will 7
12 34567890123456789012345678901212345678901234567890123456789012123456
(B) (2, 5) 7
12 34567890123456789012345678901212345678901234567890123456789012123456
the area of the left over tiles be in square 7
12 34567890123456789012345678901212345678901234567890123456789012123456
(C) (2, 6) 7
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inches? 7
12 34567890123456789012345678901212345678901234567890123456789012123456 7
(D) (3, 4)
12 34567890123456789012345678901212345678901234567890123456789012123456
(A) 54 2 7p 7
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(E) (3, 5) 7
12 34567890123456789012345678901212345678901234567890123456789012123456
(B) 6(9 2 p) 7
1234567890123456789012345678901212345678901234567890123456789012123456 7
12 34567890123456789012345678901212345678901234567890123456789012123456
(C) 9(6 2 p) 7
12 34567890123456789012345678901212345678901234567890123456789012123456 7
1234567890123456789012345678901212345678901234567890123456789012123456
(D) 54 2 13.5p 7
12 34567890123456789012345678901212345678901234567890123456789012123456 7
1234567890123456789012345678901212345678901234567890123456789012123456
(E) 12(9 2 p) 7
1234567890123456789012345678901212345678901234567890123456789012123456 7
1234567890123456789012345678901212345678901234567890123456789012123456 7
12 34567890123456789012345678901212345678901234567890123456789012123456
14. In a coordinate plane, if distinct points A 7
1234567890123456789012345678901212345678901234567890123456789012123456 7
12 34567890123456789012345678901212345678901234567890123456789012123456 7
1234567890123456789012345678901212345678901234567890123456789012123456 7
(2, p) and B (p, 2) lie on a line with a
12 34567890123456789012345678901212345678901234567890123456789012123456 7
12 34567890123456789012345678901212345678901234567890123456789012123456
slope of negative one, which of the 7
1234567890123456789012345678901212345678901234567890123456789012123456
following could be values of p? 7
12 34567890123456789012345678901212345678901234567890123456789012123456 7
12 34567890123456789012345678901212345678901234567890123456789012123456 7
12 34567890123456789012345678901212345678901234567890123456789012123456
(A) 1, 2 7
12 34567890123456789012345678901212345678901234567890123456789012123456 7
12 34567890123456789012345678901212345678901234567890123456789012123456
(B) 1, 3 7
1234567890123456789012345678901212345678901234567890123456789012123456 7
12 34567890123456789012345678901212345678901234567890123456789012123456 7
(C) 2, 2
1234567890123456789012345678901212345678901234567890123456789012123456 7
12 34567890123456789012345678901212345678901234567890123456789012123456
(D) 2, 4 7
1234567890123456789012345678901212345678901234567890123456789012123456 7
12 34567890123456789012345678901212345678901234567890123456789012123456 7
(E) 2, 5
1234567890123456789012345678901212345678901234567890123456789012123456 7
1234567890123456789012345678901212345678901234567890123456789012123456 7
12 34567890123456789012345678901212345678901234567890123456789012123456 7
1234567890123456789012345678901212345678901234567890123456789012123456 7
1234567890123456789012345678901212345678901234567890123456789012123456 7 57
12345678901234567890123456789012123456789012345678901234567890121234567
GO ON TO THE NEXT PAGE
Part II: Diagnosing Strengths and Weaknesses
12345678901234567890123456789012123456789012345678901234567890121234567
1234567890123456789012345678901212345678901234567890123456789012123456 7
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34567890123456789012345678901212345678901234567890123456789012123456
7
7
1215. Which of the following numbers is a 18.
1234567890123456789012345678901212345678901234567890123456789012123456 7
1234567890123456789012345678901212345678901234567890123456789012123456
relative prime of 27? 7
1 34567890123456789012345678901212345678901234567890123456789012123456 7
12234567890123456789012345678901212345678901234567890123456789012123456 7
1234567890123456789012345678901212345678901234567890123456789012123456
(A) 24 7
1234567890123456789012345678901212345678901234567890123456789012123456 7
1234567890123456789012345678901212345678901234567890123456789012123456
(B) 35 7
1 34567890123456789012345678901212345678901234567890123456789012123456 7
12234567890123456789012345678901212345678901234567890123456789012123456
(C) 45 7
1234567890123456789012345678901212345678901234567890123456789012123456 7
1234567890123456789012345678901212345678901234567890123456789012123456
(D) 54 7
1234567890123456789012345678901212345678901234567890123456789012123456 7
1 34567890123456789012345678901212345678901234567890123456789012123456 7
(E) 60
12234567890123456789012345678901212345678901234567890123456789012123456 7
1234567890123456789012345678901212345678901234567890123456789012123456
34567890123456789012345678901212345678901234567890123456789012123456
7
7
1216. A rectangular solid has a height and width
1234567890123456789012345678901212345678901234567890123456789012123456 7
1 34567890123456789012345678901212345678901234567890123456789012123456
of 4. If the solid can be cut in half, across 7
12234567890123456789012345678901212345678901234567890123456789012123456 7
1234567890123456789012345678901212345678901234567890123456789012123456
its length, such that two cubes result, what 7
1234567890123456789012345678901212345678901234567890123456789012123456
The above figure is a pyramid with a 7
1234567890123456789012345678901212345678901234567890123456789012123456
is the volume of the original solid? 7
1 34567890123456789012345678901212345678901234567890123456789012123456
square base. If the height of the pyramid is 7
12234567890123456789012345678901212345678901234567890123456789012123456 7
1234567890123456789012345678901212345678901234567890123456789012123456
(A) 64 4, then what is the area of the base of the 7
1234567890123456789012345678901212345678901234567890123456789012123456 7
1234567890123456789012345678901212345678901234567890123456789012123456
(B) 78 pyramid? 7
1 34567890123456789012345678901212345678901234567890123456789012123456 7
12234567890123456789012345678901212345678901234567890123456789012123456
(C) 92 7
1234567890123456789012345678901212345678901234567890123456789012123456
(A) 3=2 7
1234567890123456789012345678901212345678901234567890123456789012123456
(D) 110 7
1234567890123456789012345678901212345678901234567890123456789012123456
(B) 9 7
1234567890123456789012345678901212345678901234567890123456789012123456
(E) 128 7
1234567890123456789012345678901212345678901234567890123456789012123456
(C) 18 7
1234567890123456789012345678901212345678901234567890123456789012123456 7
1234567890123456789012345678901212345678901234567890123456789012123456
2
6x 1 16x 1 10 (D) 25 7
34567890123456789012345678901212345678901234567890123456789012123456
1217. If 0 then x 7
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3 2 5 5 (E) 36 7
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x 2 4x 7
1234567890123456789012345678901212345678901234567890123456789012123456 7
1234567890123456789012345678901212345678901234567890123456789012123456 7
1234567890123456789012345678901212345678901234567890123456789012123456
5 19. 7
1234567890123456789012345678901212345678901234567890123456789012123456
A. 21, 2 7
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3 7
1234567890123456789012345678901212345678901234567890123456789012123456 7
1234567890123456789012345678901212345678901234567890123456789012123456
B. 22, 2 7
1234567890123456789012345678901212345678901234567890123456789012123456 7
1234567890123456789012345678901212345678901234567890123456789012123456 7
1 34567890123456789012345678901212345678901234567890123456789012123456
4 7
12234567890123456789012345678901212345678901234567890123456789012123456
C. 3, 7
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5 7
1 34567890123456789012345678901212345678901234567890123456789012123456 7
12234567890123456789012345678901212345678901234567890123456789012123456
D. 1, 3 7
1 34567890123456789012345678901212345678901234567890123456789012123456 7
12234567890123456789012345678901212345678901234567890123456789012123456 7
1234567890123456789012345678901212345678901234567890123456789012123456
E. 2, 6 7
1 34567890123456789012345678901212345678901234567890123456789012123456 7
12234567890123456789012345678901212345678901234567890123456789012123456 7
1 34567890123456789012345678901212345678901234567890123456789012123456 7
1234567890123456789012345678901212345678901234567890123456789012123456 7
1234567890123456789012345678901212345678901234567890123456789012123456 7
12234567890123456789012345678901212345678901234567890123456789012123456 7
1 34567890123456789012345678901212345678901234567890123456789012123456 7
12234567890123456789012345678901212345678901234567890123456789012123456 7
1 34567890123456789012345678901212345678901234567890123456789012123456 7
12234567890123456789012345678901212345678901234567890123456789012123456 7
1234567890123456789012345678901212345678901234567890123456789012123456 7
1 34567890123456789012345678901212345678901234567890123456789012123456 7
If the area of the sector is 6p, and the
12234567890123456789012345678901212345678901234567890123456789012123456 7
1234567890123456789012345678901212345678901234567890123456789012123456
measure of angle a is 60, what is the 7
1234567890123456789012345678901212345678901234567890123456789012123456 7
1234567890123456789012345678901212345678901234567890123456789012123456
volume of the cylinder? 7
1234567890123456789012345678901212345678901234567890123456789012123456 7
1 34567890123456789012345678901212345678901234567890123456789012123456
(A) 120p 7
12234567890123456789012345678901212345678901234567890123456789012123456 7
1 34567890123456789012345678901212345678901234567890123456789012123456
(B) 140p 7
12234567890123456789012345678901212345678901234567890123456789012123456 7
1 34567890123456789012345678901212345678901234567890123456789012123456
(C) 160p 7
12234567890123456789012345678901212345678901234567890123456789012123456 7
1 34567890123456789012345678901212345678901234567890123456789012123456
(D) 180p 7
1234567890123456789012345678901212345678901234567890123456789012123456 7
12234567890123456789012345678901212345678901234567890123456789012123456
(E) 200p 7
1 34567890123456789012345678901212345678901234567890123456789012123456 7
58 1234567890123456789012345678901212345678901234567890123456789012123456 7
12345678901234567890123456789012123456789012345678901234567890121234567
www.petersons.com
DIAGNOSTIC
12345678901234567890123456789012123456789012345678901234567890121234567
1234567890123456789012345678901212345678901234567890123456789012123456 7
12 34567890123456789012345678901212345678901234567890123456789012123456 7
12 34567890123456789012345678901212345678901234567890123456789012123456
20. A circular dart board is divided into 20 21. 7
12 34567890123456789012345678901212345678901234567890123456789012123456 7
12 34567890123456789012345678901212345678901234567890123456789012123456
equal sectors. One dart is thrown ran- 7
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domly at the board and lands in one of the 7
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sectors. What is the probability that a 7
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second dart, also thrown randomly, will 7
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land in the same sector?
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1 7
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A. 7
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400
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1 7
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B. 7
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380 7
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In the figure above, l1il2, A is at (23, 22), 7
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1 7
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C. 7
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20 B is at (22, 23), and C is at (2, 21).
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1 What is the y-intercept of IlO1? 7
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D. 7
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19 7
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(A) 23
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1 (B) 22 7
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E.
(C) 20.5 7
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10
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(D) 1 7
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(E) 4 7
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12
STOP
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Do not proceed to the next section until time is up.
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7
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Section 6
16 Questions j Time20 Minutes
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Directions: Each passage below is followed by a set of questions. Read each passage, then 7
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answer the accompanying questions, basing your answers on what is stated or implied in the 7
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passage and any introductory material provided. Mark the letter of your choice on the answer 7
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sheet that best corresponds to the correct answer.
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12The 7
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question of whether the ancient Greeks 1. The passage argues that 7
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12borrowed their algebra from the ancient 7
1234567890123456789012345678901212345678901234567890123456789012123456(A) the Greek algebraists were more 7
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12Hindus or vice versa has been the subject of 7
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12much discussion. There is no doubt that there 7
1234567890123456789012345678901212345678901234567890123456789012123456(B) Hindu and Greek algebraists were 7
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12was constant traffic between Greece and India 7
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12beginning over three millennia ago, and it is 7
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12very (C) Hindu algebraists definitely influ- 7
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likely that an exchange of produce would 7
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12be enced the Greeks more than vice versa. 7
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accompanied by a transference of ideas. In
(D) Greek algebraists definitely influenced 7
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12certain 7
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respects it appears that Hindu solutions 7
122to
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some basic algebraic equations were influ-
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7
7
1enced (E) the Hindu algebraists were influ-
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by the Greeks. This is thought to be the
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7
7
1case enced by the Greeks, but attained
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because Greek notation is employed in a
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7
7
12few greater successes.
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ancient texts of Hindu mathematics. Even 7
122so,
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it is certain that the Hindu algebraists were The United States Department of Agriculture 7
12far
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in advance of the Greek algebraists. Hindu dates its rank as an executive department from 7
122algebraists
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solved complex problems involving 1889. It was first established as a department in 7
122negative
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numbers, a feat not attained by the 1862, ranking as a bureau, with a commis- 7
122ancient
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Greeks. sioner in charge. In addition to the commis- 7
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sioner, there was a statistician, a chemist, an 7
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entomologist, and a superintendent of experi- 7
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mental farming. The bureaus scope was 7
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initially somewhat limited, but its work was 7
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gradually enlarged by the appointment of a 7
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botanist in 1868, the creation of a forestry 7
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department in 1877, and the establishment of 7
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60
DIAGNOSTIC
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agricultural experiment stations throughout the The Alder genus of plants comprises a few 7
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country in 1887. In 1889 the department species of shrubs and trees, most of which do 7
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became an executive department, the principal not reach a large size. They are geographically 7
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official being designated Secretary of Agricul- distributed throughout the north temperate 7
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ture, with a seat in the presidents cabinet. zone of South America, which stretches along 7
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the Andes southward to Chile. One of the rare
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exceptions to the small size of the Alder genus 7
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2. The passage describes the United States 7
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is the Tuvian tree. Under favorable circum- 7
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Department of Agriculture as
stances Tuvian trees will grow to a height of 40 7
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(A) becoming more bureaucratic through 7
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or 50 feet, dwarfing the other members of its
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the late nineteenth century. 7
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genus. Other than size, the Tuvian tree pos- 7
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(B) becoming more specialized in 7
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sesses the major characteristics of the Alder 7
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experimental farming through the 7
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genus: the large wedge-shaped leaf, the saplike 7
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late nineteenth century. 7
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secretions at the base of the plant, and the 7
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(C) growing in political clout through 7
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production of large seeds. 7
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the early twentieth century.
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(D) growing in size through the late 7
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4. Which of the following questions is not 7
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nineteenth century. 7
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explicitly answered in the passage? 7
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(E) narrowing its scope of operations in
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(A) What are the characteristics of leaves 7
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the late nineteenth century. 7
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of plants in the Alder genus?
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3. It can be inferred from the passage that (B) Do plants other than the Tuvian tree 7
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the U. S. Department of Agriculture 7
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in the Alder genus produce sap?
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becoming an executive department (C) How large are other plants in the 7
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12 34567890123456789012345678901212345678901234567890123456789012123456Alder genus? 7
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(A) was beneficial for the farmers of the 7
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(D) Where do plants other than the 7
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American Midwest.
12 34567890123456789012345678901212345678901234567890123456789012123456Tuvian tree in the Alder genus grow? 7
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(B) earned the department a seat on the 7
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(E) How large is a Tuvian tree? 7
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presidents cabinet.
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(C) meant the department could hire a 7
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chemist and an entomologist. 7
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(D) was a decision made by the future
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Secretary of Agriculture himself. 7
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(E) made the Department of Agriculture
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a part of a different branch of 7
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government. 7
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GO ON TO THE NEXT PAGE
Part II: Diagnosing Strengths and Weaknesses
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7
7
12Questions 516 refer to the following passage. neural diseases, but also holds the
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7
7
12The possibility of enhancing the abilities of
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following two passages discuss neuroscience, 7
122the
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healthy brains. New neural drug regimes 7
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study of the brain. Specifically, they address
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7
7
12the (40) could increase memory or even heighten
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notion of progress in the field of neuroscience. 7
1 34567890123456789012345678901212345678901234567890123456789012123456our powers of perception, such as sight. 7
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7
7
12Passage These exciting possibilities remain, for
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1 7
1234567890123456789012345678901212345678901234567890123456789012123456the present, shrouded in mystery like
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7
7
1Line When NASA put a man on the moon
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the brain itself, but the exploration of 7
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some four decades ago, a new frontier of 7
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(45) the inner space of our brain has begun 7
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human endeavor began: the exploration 7
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in earnest.
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of outer space. In the last decade,
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7
7
12(5)
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humanity again has entered into a new Passage 2 7
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frontier: the exploration of inner space. 7
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Line The 1990s were the Decade of the 7
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This new frontier is the brain, and its 7
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heroes are not astronauts but neuroscien- 7
1 34567890123456789012345678901212345678901234567890123456789012123456investigations, we were told of the great 7
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tists. Just as outer space holds vast 7
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12(10) promise of neuroscience. The end of 7
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expanses to be explored, so also the 7
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(5) brain ailments from Alzheimers disease 7
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human brain holds great promise for 7
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human exploration and discovery in its 7
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vast uncharted domains. The great strides 7
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made in neuroscience in the last decade 7
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12(15) have not. 7
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and the promise of future discoveries
Depression is a good case study in the 7
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(10) 7
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make neuroscience arguably the most 7
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important scientific field of our time.
progress of neuroscience. The history of 7
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One example of the promise of 7
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neuroscience is the progress already made
Hippocrates, the founder of medicine in 7
1 34567890123456789012345678901212345678901234567890123456789012123456ancient Greece. He prescribed herbal oral 7
122(20)
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with neurogenesis, the growth of new 7
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(15) remedies for depression and theorized 7
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neurons. Neurons are the basic cellular 7
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that depression was the result of imbal- 7
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building blocks of the brain. It had long 7
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anced brain biles. The herbal treat- 7
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been dogma in neuroscience that adult 7
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brains could not grow new neurons, but
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brain biles. His theory might sound crude 7
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recent research has shown that the 7
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(20) to modern ears, but we should not be so 7
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human brain has an incredible ability to 7
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generate all kinds of new brain cells, 7
1 34567890123456789012345678901212345678901234567890123456789012123456and treatment regimes are much in 7
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including neurons. Our increasing 7
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understanding of the processes of 7
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prescribe oral remedies for depression, 7
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neurogenesis augurs an astounding
and like him, we have only a vague sense 7
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(25) 7
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potential for medical application. 7
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Researchers are already setting their 7
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of chemicals in the brain. We have even 7
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sights on the myriad neural diseases, such 7
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as Alzheimers and Parkinsons Disease.
less idea of how or why these remedies 7
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122(35)
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The advancement of neuroscience
work when they do. There are various 7
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does not just anticipate the elimination of
(30) explanations for why oral treatments 7
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from the earlier tricyclics to the iconic 7
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www.petersons.com
DIAGNOSTIC
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1990s medication, Prozacare beneficial 7. In Passage 1, the authors attitude toward 7
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to the depressed patient, but none of the enhancing normal brains is 7
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explanations are ultimately satisfactory. 7
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(A) markedly less enthusiastic than his or 7
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(35) For the most part, neither doctors nor 7
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her response to possible cures for 7
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pharmaceutical researchers have a 7
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diseases. 7
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fundamental grasp of how these medica-
(B) indicative of his or her unconditional 7
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tions work. 7
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embrace of scientific advances. 7
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Before we scientists can declare 7
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(C) clinical and objective. 7
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(40) neuroscience the harbinger of the end of 7
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(D) defensive about the moral value of 7
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mental illness and brain disease, we need 7
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such advances. 7
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to have a better grasp of the whys and 7
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(E) skeptical, in contrast to his or her 7
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wherefores of our discoveries. 7
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general optimism about scientific
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advances. 7
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5. NASA is mentioned in the first paragraph 7
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of Passage 1 to illustrate 8. Neurogenesis is important to the argu- 7
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ment of Passage 1 primarily because it 7
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(A) the spatial dimensions of the brain. 7
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(B) the relation of brain research to (A) provides concrete evidence to
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astronomical research. support the authors claim that 7
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(C) the importance of neuroscience, neuroscience has made important 7
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according to NASA. advances.
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(D) the importance of pursuing more (B) disproves the suggestion in the first 7
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than one kind of scientific inquiry at paragraph that the brain is un-
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once. charted territory. 7
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(E) the comparable importance of (C) provides a contrast to the view that 7
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neuroscience in the present to space neuroscience will enhance our 7
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exploration in the past. perceptions. 7
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(D) demonstrates that neuroscience was 7
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6. The author of Passage 1 believes that relatively undeveloped before the 7
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neuroscience is arguably the most 1990s. 7
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important scientific field of our time (E) poetically extends the metaphor of 7
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because it the brain as the new frontier.
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(A) has important political implications. 7
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(B) seeks to explain something we know
9. The word dogma in line 23 of Passage 1 7
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virtually nothing about.
most closely means 7
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(C) has the potential to improve the (A) strongly held belief. 7
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quality of human life. (B) question of faith rather than intellect. 7
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(D) can tell us more about the origin and (C) anathema. 7
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meaning of life. (D) loosely held tenet. 7
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(E) is the only science primarily devoted (E) tangential consideration. 7
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to understanding how humans work. 7
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GO ON TO THE NEXT PAGE
Part II: Diagnosing Strengths and Weaknesses
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7
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1210. For Passage 2, which of the following best 13. The author probably calls Prozac an
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describe the authors attitude toward iconic 1990s medication primarily to 7
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neuroscience? convey that 7
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(A) hopeful expectation (A) the importance of Prozac, like the 7
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(B) moral opposition other 1990s antidepressants, was 7
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(C) begrudging acceptance more about hype than effectiveness. 7
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(D) moderate anticipation (B) Prozac is indicative of the develop-
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(E) forceful rejection ments of the 1990s. 7
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(C) the author is disinterested in discuss- 7
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11. The author of Passage 2 suggests that real 7
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ing the specifics of the different oral 7
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progress toward curing mental illness and 7
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medications. 7
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brain disease should be characterized by a 7
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(D) Prozac represented a drastic shift in
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(A) firmer notion of what causes various approach from the earlier medica- 7
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tions. 7
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illnesses. 7
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(E) Prozac is particularly overrated as a 7
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(B) decreased reliance on oral medica- 7
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treatment for depression. 7
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tions for brain-related conditions. 7
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(C) deeper consideration of the side 7
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14. The authors of Passages 1 and 2 would be 7
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effects of medical treatments. 7
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most likely to agree that 7
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(D) more methodical understanding of 7
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how current treatments work. (A) the last decade saw breakthrough 7
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(E) greater sense of creativity in ap- developments in neuroscience. 7
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proaching problems. (B) neuroscientists will soon find a cure 7
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for Alzheimers disease. 7
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1212. 7
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The author compares Hippocratess (C) Alzheimers disease is a more 7
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approach to depression with modern important disease than depression. 7
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approaches primarily suggest that (D) the discovery of neurogenesis will 7
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have practical applications. 7
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(A) oral remedies for depression are 7
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(E) neuroscientists are the appropriate 7
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unlikely to work. 7
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people to search for a cure for 7
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(B) doctors suffer from depression as 7
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Alzheimers disease. 7
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much as their patients.
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(C) neuroscience has made no progress 7
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since Hippocratess time.
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(D) modern doctors claim to balance 7
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chemicals they dont understand is 7
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unconvincing. 7
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(E) todays methods are far more 7
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technologically sophisticated than 7
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Hippocratess. 7
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DIAGNOSTIC
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15. Which of the following questions is not 16. The author of the second passage would 7
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answered by either passage? probably describe the author of the first 7
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passage as 7
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(A) How does the discovery of neurogen- 7
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esis promise treatment for brain (A) too simplistic in his or her assump- 7
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diseases? tion that theoretical discoveries and
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(B) Which developments made the 1990s practical applications go hand in 7
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an important decade for neuroscience? hand.
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(C) What recent advances have been (B) overly critical about the state of 7
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made to treat Alzheimers disease? neuroscience prior to the 1990s. 7
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(D) What aspect of brain functioning do (C) unaware of the complete lack of new
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antidepressants affect? neuroscience research. 7
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(E) How is the development of neuro- (D) not attentive enough to the practical
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developments neuroscience research 7
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science likely to affect healthy 7
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people? has already made possible. 7
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(E) too focused on the importance of 7
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Alzheimers and Parkinsons Diseases. 7
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12
STOP
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Do not proceed to the next section until time is up.
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7
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Section 7
13 Questions j Time20 Minutes
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7
7
12Directions for Student Produced Responses
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Notes: 7
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1. All numbers used are real numbers.
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2. All angle measurements can be assumed to be positive unless otherwise noted. 7
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3. All figures lie in the same plane unless otherwise noted. 7
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4. Drawings that accompany questions are intended to provide information useful in 7
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answering the question. The figures are drawn closely to scale unless otherwise noted. 7
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12Enter 7
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your responses to questions 113 in the Answer: 1.4 7
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12special 7
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grids provided on your answer sheet. Either position is correct. 7
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12Input 7
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your answers as indicated in the directions 7
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12below. 7
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7
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/ /
O O /O O/
4 Decimal
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. . .O O O
. .
7
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Answer: or 4/9 point 7
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9 7
0 O 0O 0
O 0O 0O 0O
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O O O 1 1O O O1 1
7
122Write
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O 2O 2O 2O 2O 7
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answer 4 / 9 3 3 3 3 7
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3 3 3
O O O O 3 O O O O
boxes.
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7
4 4 4 4 4 4
O/ Fraction line O O O O O O
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.O .
O O. O.
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Note: You may begin your answer in any col- 7
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O
0
O O O0 0
7
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1 1
O O O1 1
7
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umn, space permitting. Leave blank any columns 7
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2 2
O O O O2 2
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not needed. 7
3 3
O O O O3 3
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Grid in
O O O
4 4 4
7
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5 5
O O O O5 5
Writing your answer in the boxes at the top 7
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result.
7
12234567890123456789012345678901212345678901234567890123456789012123456 of the columns will help you accurately grid 7
6 6
O O O O6 6
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7 7
O O O O7 7
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O OO
8 8
O O O O8 8
your answer, but it is not required. You will 7
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9 9 9
7
1234567890123456789012345678901212345678901234567890123456789012123456 only receive credit for an answer if the ovals 7
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12234567890123456789012345678901212345678901234567890123456789012123456 are filled in properly. 7
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Only fill in one oval in each column. 7
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66
DIAGNOSTIC
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If a problem has several correct answers, Decimal Accuracy 7
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just grid in one of them. 7
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Decimal answers must be gridded as accu- 7
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There are no negative answers. rately as possible. The answer 0.3333 . . . 7
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must be gridded as .333. 7
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Never grid in mixed numbers. The answer
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Less accurate values, such as .33 are not 7
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1 7
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3 must be gridded as 16/5 or 3.2. If 7
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5 acceptable. 7
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is gridded, it will be read 7
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3 1 / 5 1 7
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31 1 Acceptable ways to grid 5 .3333 . . . 7
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/O as , not 3 . 7
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5 5
3 7
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. .
O O O O . .
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0 0 0 7
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O O O
1 / 3 . 3 3 3
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O O O
7
1 1 1
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2 2
O O O O 2 2 O
/ / / O O
7
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3O 3 O 3O . .
O .
O .O O . . .
O O O
7
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4 4 4 4 7
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O O O O 0 0 0 0 0 0
O O O O O O
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O O O
7
5 5 5
O O O
1 1 1 1 1 1 1
O O O O
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2 2 2
O O O O 2 O O O O
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7
3 3 3 3
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4 4 4
O O O O 4 4 4 4 4
O O O O
7
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5 5 5
O O O O 5 5 5 5 5
O O O O 7
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6 6 6
O O O O 6 O O O O
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1. A fair six-sided die has a number on each 5. 7
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side one through six. If the die is cast, 7
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what is the probability of rolling a prime 7
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number? 7
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2. Five lines intersect at one point forming 7
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ten congruent angles. What is the sum of 7
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the measures of two of those angles?
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3. If (3x2 1 6x 1 4)(2x 1 4) 5 ax3 1 bx2 1 7
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cx 1 d, what is the value of b for all 7
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values of x? If the radius of the above circle is= 8, 7
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what is the hypotenuse of the triangle? 7
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4. If f(x) 5 x 1 2x
then f(3) equals
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6. Car sales in County X jumped 10% from 7
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May to June. If in June 220 cars were
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sold, how many were sold in May? 7
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GO ON TO THE NEXT PAGE
Part II: Diagnosing Strengths and Weaknesses
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7. 11. The average (arithmetic mean) of four 7
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distinct positive integers is 45. What is the 7
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greatest possible value of one of those four 7
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(0, b)
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integers? 7
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12. If b4b4b2 5 8 then what does b equal? 7
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(8, 0) (0, 0)
7
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13. 7
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m 7
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In the figure above, lines l and m are 7
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perpendicular and are tangent to the circle. 7
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What is the value of b?
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In the figure above DABD is congruent to 7
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8. If n is an integer whose cube root is an DCBD, and mB 5 60. If AD 5 3, what 7
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2
integer, and 7n . n , what is n? is the perimeter of DABC? 7
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9. If a gallon of paint covers 400 square feet 7
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of wall space and costs $4.50, what is the 7
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cost, in dollars, of the paint required to 7
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paint ten rooms each with 600 square feet 7
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of wall space to be painted? (disregard 7
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dollar sign in gridding in answer) 7
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7
7
1 10.
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The variable a is an integer. If 7
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2a 7
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2a , 2 6 , 23, what is a possible 7
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5 7
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value of a? 7
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STOP
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Do not proceed to the next section until time is up.
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7
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www.petersons.com
Section 8
Essay
Time25 Minutes
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Directions: Think carefully about the statement below and the assignment that follows it. 7
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Consider the following statement. 7
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Because of technological advances, the world is becoming ___________. 7
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Assignment: Write an essay in which you complete the preceding statement. Explain the reasons behind 7
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how you completed the statement. Develop your point of view on this statement and be sure to support
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your stance with sufficient details. 7
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69 GO ON TO THE NEXT PAGE
Part II: Diagnosing Strengths and Weaknesses
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www.petersons.com
DIAGNOSTIC
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STOP When you are finished with your essay put your pencil down until the 7
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time allotted is over. 7
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Part II: Diagnosing Strengths and Weaknesses
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Answer Key
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7
7
7
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Section 1 Section 2 Section 3 Section 4 7
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Critical Reading Math Writing Critical Reading 7
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1. A 11. E 1. C 12. B 1. B 16. C 1. D 15. E 7
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3. C 13. D 3. B 14. A 3. E 18. D 3. A 17. E 7
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4. E 14. B 4. D 7
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15. E 4. D 19. A 4. A 18. A
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13. A 28. A 13. D 27. B 7
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14. E 29. A 14. C 7
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15. E 30. B 7
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Section 5 Section 6 Section 7 7
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Math Critical Writing Math 7
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1. B 12. D 1. E 9. A 1. 0.5 or 1/2 8. 1 7
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2. C 13. D 2. D 10. C 2. 72 9. 67.5
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3. C 14. B 3. B 11. D 3. 24 10. 5, 6, or 7 7
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4. D 15. B 4. C 12. D 4. 11 11. 174 7
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5. D 16. E 5. E 13. B 5. 4 12. 2 7
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6. B 17. A 6. C 14. E 6. 200 13. 18 7
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7. E 18. C 7. B 15. D 7. 4
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8. A 19. D 8. A 16. A 7
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9. E 20. C 7
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10. B 21. C 7
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11. A 7
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Section 8 7
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Essay 7
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As you might expect, answers will vary. If possible, politely ask a teacher, fellow student, or some 7
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1 34567890123456789012345678901212345678901234567890123456789012123456
other person knowledgeable about formal essay writing to review your essay and provide 7
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1 34567890123456789012345678901212345678901234567890123456789012123456
feedback on ways in which your essay is commendable and on areas where it could be improved. 7
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Or, you can go to www.petersons.com/satessayedge for scoring and review of your essay. 7
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www.petersons.com
PART
III
Reviewing the Sections
Chapter 4: Critical Reading Section
A Game of Words You CAN Win 74
Chapter 5: The Ultimate Word List 147
Chapter 6: The SAT Writing Section
Where Grammar Rules Rule 193
Chapter 7: Math SectionEnough Said 263
PART III
Chapter
4
Critical Reading SectionA
Game of Words You CAN Win
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The Critical Reading section on the new SAT was known as the Verbal
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section on the old tests. Although the name has changed, most of the section 9
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remains the same. It is still composed of reading passages (500800 words) 9
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followed by questions. Sentence completion problems are still around but 9
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analogy questions are no longer part of the SAT. To replace the analogy 9
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questions, the College Board added spunky paragraph-length critical 9
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reading passages (approximately 100 words) with corresponding questions. 9
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Think of these passages as Chihuahuas and the 500800 words passages as 9
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Great Danes. Theyre the same animaljust different sizes. 9
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To review, the new Critical Reading (CR) section is made up of the 9
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following three sub-sections: 9
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Sentence Completions 9
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Paragraph-length Critical Reading: Short reading passages (100 9
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words approximately) and corresponding questions 9
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Reading Comprehension: Long reading passages (500800 words) 9
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and corresponding questions
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In this chapter, well take a close look at each of the question types youll see 9
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in the Critical Reading section and offer strategies to use when faced with
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the real thing at test time. Please note, this chapter focuses on reading 9
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comprehension questions as they appear on the new SAT, but it is doubtful 9
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that this will be the last time you ever face a reading comprehension 9
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question. In fact, following the reading guidelines here might just make you 9
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a better reader on the whole, which is something that will help you 9
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throughout the rest of your life. For now, though, the focus remains on 9
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the SAT. 9
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74
Chapter 4: Critical Reading SectionA Game of Words You CAN Win
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A Leg Up on Reading Comprehension 9
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Preparing for the Critical Reading section is similar to preparing for a 9
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marathonwork early, slowly, and consistently to achieve the best results. 9
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How soon you start studying depends on how many other activities you 9
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have going on in your life. The goal is to work through this book on a 9
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consistent basis so, if you are a member of four different charities and three 9
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sports teams, you might want to open this book six months ahead of when 9
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you plan to take the test. The same is true if you have a job that requires you 9
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to work a lot. On the other hand, if you are able to clear your schedule and 9
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focus solely on the new SAT, two months is probably a good amount of 9
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time. It will allow you to cover all the information at a nice pace and then 9
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take the SAT while your preparation is still fresh in your mind. 9
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Figuring out how much time you need to prepare effectively might 9
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Tip
require you to make a schedule. Many people are schedule-phobic, but
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it is very helpful if you can devote a specific number of hours each 9
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week to studying, and then stick to that scheduleplan. 9
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Dont fret if youre just cracking open this book two weeks before you face 9
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the test for real. There are some simple and potentially entertaining 9
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activities you can do to help boost your reading fluency. These are most 9
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helpful when mixed in with the drill-and-practice methods most people 9
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focus on when thinking about test preparation. The drill stuff is necessary, 9
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but it can be mentally tiresome. In contrast, the activities below are not so 9
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dully test-preppy, so they present a nice change of pace if you find 9
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yourself tired of working multiple-choice questions. 9
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Activities to Increase Your Reading Comprehension 9
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1. Read books, Web sites, CD covers, the backs of 9
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cereal boxes . . . 9
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Without a doubt, anything you read makes you a better reader, even if you 9
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read gossip rags and monster truck magazines. Read whatever you want, 9
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but if you want to gain an advantage over your test-mates, reach for 9
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something other than the latest issue of Bubblegum Pop Weekly. Why? The 9
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more experience you have reading about stuff like science, social issues, 9
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humanities, and current events, the more comfortable youll be with the
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kind of subjects youll encounter on the exam. 9
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The newspaper is a great, all-in-one resource for pumping up your reading 9
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prowess. Its like one-stop shopping for readers, providing texts in different 9
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Part III: Reviewing the Sections
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formats, covering different topics, perspectives, and purposes. If you read 9
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an article from each newspaper section on a daily or weekly basis, youll 9
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expose yourself to new information and practice reading different types of 9
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texts similar to those in the CR section. For example, a cover story might be
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informational, an editorial will express an opinion, an article from the 9
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business section may reveal a cause-effect relationship, and a movie review 9
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will analyze a film with a critical eye. All of these types of articles are 9
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reflected in the reading passages youll see on the test. Seeing them often in 9
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different contexts will increase your comfort level and skill for the real thing
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later. 9
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Regardless of what you read, make it a habit. You may need to shift your 9
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schedule and cut out some of your preferred pastimes, like watching 9
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television or shopping with friends, but hey, this is not just any test. If you 9
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cut out television a few weeks before the test, you can also console yourself 9
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with the fact that there are always reruns. 9
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Another way to work reading into your daily schedule is to do it 9
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Tip
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online. Choose a local or national newspaper and make a point to read 9
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one or two articles from it everyday before checking e-mail or surfing 9
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the Internet. 9
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2. Get Classic! 9
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While you read whatever you can get your hands on, dont leave out good 9
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ol literature. Even if you think you read enough novels in your language 9
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arts class, it never hurts to read a book or two on your own. The new SAT 9
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will include literary fiction passages for the first time ever. Of course, there 9
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are hundreds of books the College Board will choose from, but alternating 9
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your reading workout between simple periodical fare and more substantial 9
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novels touches on all of your reading muscles with equal weight. 9
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3. Hey Stripling, Augment Your Lexicon 9
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When it comes to preparing for the CR section, reading comprehension and 9
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vocabulary development go hand in hand. A natural part of improving your 9
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own reading comprehension is also increasing (augmenting) your working
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vocabulary. A working vocabulary is exactly thatit works for you, not 9
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against you. To get your lexicon (stock of words that you know) into shape 9
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for the SAT, incorporate one or more of these verbal activities into your 9
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test-preparation routine. 9
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www.petersons.com
Chapter 4: Critical Reading SectionA Game of Words You CAN Win
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Keeping Track of New Words 9
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To really know a word, experts say you must encounter it and use it in more 9
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than one instance. You have to see it, hear it, and use it all in context. Pause 9
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to look up any unknown words you come across while you read. If you read 9
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online, its easy to open an online dictionary and type in the word. You 9
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could also jot it down to look up later. 9
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However, if you dont want to interrupt your reading flow, try to come up 9
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with a definition of the word on your own by looking at the context and 9
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comparing your definition to the real thing at a later time. You can use this 9
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process to answer sentence completion and reading comprehension 9
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questions.
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Learn Words Directly through Word Study 9
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There are lots of great SAT vocabulary books available if you want to take 9
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the direct approach to vocabulary study. Some titles include Get Wise! 9
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Mastering Vocabulary Skills and Ultimate Word Success, which just happen 9
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to be published by the same company that publishes this book. There is also 9
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the Ultimate Word List (Chapter 5), which does its best to include words 9
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that tend to appear frequently on standardized tests. 9
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But, how do you do it? How do you move a new word from your mental 9
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desktop to your long-term hard drive? Well, you have to activate your 9
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memory by connecting the new with the old. In this case, mentally connect 9
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the new word with stuff you already know or have experienced. A simple 9
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way to accomplish this is by making up sentences using the new vocabulary 9
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words. These sentences should apply to you in some way. For example, 9
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suppose youve just encountered the word lugubrious, and you have a 9
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cousin named Willy whos always sad and depressed. You could write the 9
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sentence: 9
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My cousin is so lugubrious we should call him, Weeping Willy.
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The word lugubrious and its meaning are now attached to something that 9
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already existed in your mind.
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Study the Roots, Suffixes, and Prefixes 9
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Some vocabulary study books emphasize the study of word parts, such as 9
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roots, bases, prefixes and suffixes. Studying word parts is a great way to 9
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maximize your time and effort on vocabulary development. Knowledge of 9
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the root words of Latin, Greek, and French will help you recognize those 9
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word parts in other SAT words and will increase your vocabulary simply by 9
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Part III: Reviewing the Sections
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association. If you know a root word and recognize it in a SAT word, but 9
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arent sure of the exact meaning, you should be able to more easily infer the 9
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meaning than if you had no prior knowledge of the root. For example, if 9
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you come across the word malevolent and recognized the Latin root male,
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which means badly, you can safely guess that malevolent has a negative 9
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meaning. 9
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Word Play 9
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Another way to boost your vocabulary is to do some crossword puzzles. 9
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Youll learn to see words in new contexts and exercise your synonym 9
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replication skills which are handy and necessary for taking the CR section. 9
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Check out the numerous free online sites that offer word games, 9
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vocabulary-building activities and crossword puzzles for other ways to play 9
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with words and build your lexicon. 9
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Youll begin to increase your vocabulary just by reading, even if youre 9
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too lazy to stop and think about words you dont know. The more you 9
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Note
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read, the greater the chance of encountering unknown words. Even if 9
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youve only seen the word once, its better than never, and your recall 9
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of the initial encounter of the word might be enough prior knowledge 9
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to help you answer a question correctly when you see the word again 9
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on the test. 9
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Sentence Completion: More than Meets 9
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the _______ 9
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One of the best tricks to help you be comfortable and save time on the SAT 9
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is to familiarize yourself with the directions for the Sentence Completion 9
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(SC) section before you take the test. The directions will look something like 9
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this: 9
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Directions: Each of the following questions consists of an incomplete 9
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sentence followed by five words or pairs of words. Choose that word
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or pair of words which, when substituted for the blank space or spaces, 9
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best completes the meaning of the sentence as a whole. 9
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Sentence completions are no great mystery. Theyre just a sentence with one 9
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or two missing words followed by five answer choices. In previous years, 9
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the questions in this section were organized from easiest to most difficult 9
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and they appeared in groups of approximately 10 questions. The odds are 9
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78 123456789012345678901234567890121234567890123456789012345678 9
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www.petersons.com
Chapter 4: Critical Reading SectionA Game of Words You CAN Win
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good that the questions in this section will still be ranked from easiest to 9
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difficult on the new exam and that they will also appear in a group. The 9
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probability that the new SAT will have sentence completion questions 9
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sprinkled throughout a section exits, but it is slight. Remember that the new
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test is not, in all sections, a radical departure from the old. Its just a slight 9
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tweaking. 9
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Sentence completion questions focus on two things: 9
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1. Do you know the meaning of words in the sentence and answer 9
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choices? 9
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2. Do you understand the basic logic of the sentence? 9
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Pacing is important on the SAT. Try spending about 1 minute on every 9
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practice SC question on the first pass. If you have a good idea of the 9
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Tip
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sentences meaning and recognize all the words in the answer choices, 9
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you may find you need only 30 seconds to answer. If 1 minute goes by 9
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and youre still looking for the word, skip over that question and come 9
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back to it later. 9
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If you can identify the structure and meaning of each sentence, youll find 9
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the best words to complete it. Vocabulary is an important part of this 9
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section. You may understand all of the words in the sentence but have 9
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trouble with the hard words in the answer choices. On the other hand, you 9
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may know the meaning of all of the answer choices, but not understand the 9
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sentence. Combining points 1 and 2 above will provide you with the best 9
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chance for success. 9
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Sentence logic describes the way the sentence is organizedits building 9
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blocksand the main idea of the sentence. Understanding the sentences 9
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logic means youre looking at both the structure and the meaning. With SC
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questions, the word that does not appear is often critical to the meaning of 9
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the sentence. The words that do appear offer clues to the missing word, and 9
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you must follow these clues to determine the missing word. The missing 9
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words location in the overall structure of the sentence also provides a clue 9
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to the meaning of the missing word. Where a word appears in relation to 9
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other words in a sentence is known as context. Context plays a huge part in 9
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figuring out what word goes where. 9
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SC questions with two blanks compound the task by requiring you to also 9
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determine the relationship between the two words that should be there, but 9
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arent. Before learning more about these double-blank delights, lets first 9
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look at the basic steps you can use to answer an SC question. 9
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Part III: Reviewing the Sections
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Basic Steps for Answering a Sentence Completion 9
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Question 9
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1. Read For the Gist of the Sentence
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Every sentence has a purpose. For example, some sentences state an opinion 9
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or viewpoint, others inform, and still others compare and contrast (to name 9
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just a few types). You must understand the main point, or gist, of a sentence 9
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completion sentence. 9
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In any SC question, use the sentence structure to help spot the type of word 9
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youre looking for. Read the sentence to get a basic understanding of what it 9
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is about. When reading, make note of: 9
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Clue words that tip you off to the structure of the sentence and the 9
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words that will best fit in the blanks. 9
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Punctuation that helps with emphasis and word choice 9
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2. Make Up A Word that Would Fit In Each Blank 9
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Look at the stem sentence and think of the type of word that would best 9
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complete it WITHOUT looking at the choices. Make a prediction based on 9
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what you infer from the stem sentence. You dont have to use a fancy word 9
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to make your prediction, since the goal is to capture the right meaning, not 9
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the exact word. 9
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Read through the sentence again with your own word(s) inserted to get a 9
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basic idea of what the sentence needs to make it logically plausible and 9
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grammatically correct. 9
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3. Compare Your Word with the Answer Choices 9
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Look at all five answer choices and pick one that most closely matches the 9
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word you inserted on your own. Eliminate choices that contrast with your 9
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prediction. Sometimes the right answer will simply be a difficult synonym of
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the word you imagined. For example, suppose you read a sentence, judged 9
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the clues, and decided that the missing word meant sad or something
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along the lines of really depressing. You then look at the answer choices 9
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and spot the word lugubrious, which you know from earlier in this chapter, 9
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is a tough vocabulary word that means extremely sad or depressing. 9
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Theres your answer! It doesnt matter that you didnt come up with the 9
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word lugubrious to start with. Whats important is that you had the right 9
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idea, and you used that correct meaning to find the correct answer. 9
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80 123456789012345678901234567890121234567890123456789012345678 9
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www.petersons.com
Chapter 4: Critical Reading SectionA Game of Words You CAN Win
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Put Things into Perspectiveor Context, Rather 9
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Use clues within a sentence to determine the context of that sentence. If you 9
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miss these subtle clues, then more than one answer choice may seem to 9
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work. This is no unlucky coincidence. The sentences and choices are 9
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deliberately close in meaning in order to make sure you read carefully and 9
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closely. 9
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Every question will have its own context-specific clue words that you can 9
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use to find the right answer. Some sentences may also be written in a way 9
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that allow you to maximize the context of the sentence in order to 9
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determine (or at least begin to determine) the meanings of words that 9
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should go in the blanks.
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The most frequently used context clues for SC questions will come in the 9
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form of: 9
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1. Contrast/antonym clues 9
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2. Definition/explanation clues 9
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3. General/inference clues. 9
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Lets take a closer look at these common SC clues. 9
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All practice questions in this SC section will have a number in front of 9
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them ranging from [1] to [10]. This is done to simulate an actual SAT 9
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Alert!
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Sentence Completion section with ten questions ranging from easiest 9
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to hardest. The question here is number 5, meaning that should be of 9
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about medium difficulty. Looking at the answer choices, you can see 9
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that some of these words are tough, but thats pretty normal for a 9
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one-blank-only medium question.
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Contrast/Antonym Clues 9
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Contrast/antonym clues indicate a change or contrast between one thing 9
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and the other. Heres an example: 9
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[5] Unlike his earlier paintings, which attracted lukewarm response and 9
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were considered ______, his mid-career retrospective has received 9
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praise for its energetic originality and complexity. 9
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In this SC question, your first clue is the first word of the sentence, unlike. 9
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As you read on, you see that the sentence is basically contrasting an artists 9
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earlier work to his later work. Since the artists later work was considered 9
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energetic, original, and complex, your job is to think of the opposite of 9
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Part III: Reviewing the Sections
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those words to fill in the blank. Some contrasting words might be boring, 9
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bland, unoriginal, and simplistic. 9
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With one of these possible words in mind, you can zero in on the best 9
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answer choice can be done by eliminating words that dont match your own 9
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idea. 9
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[5] Unlike his earlier paintings, which attracted lukewarm response and 9
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were considered ______, his mid-career retrospective has received 9
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praise for its energetic originality and complexity. 9
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(A) insipid 9
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(B) laconic
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(C) novel 9
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(D) prudish 9
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(E) profuse 9
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The words boring, bland, or simplistic would seem to fit in the blank, but 9
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are not among the answer choices. So, which of these words is close in 9
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meaning to boring, bland or simplistic? Answer choice (C) is a positive 9
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word that means original or new, so it is the opposite of what youre 9
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looking for. Its there to catch students who didnt get the fact that the word 9
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unlike created a contrast between the artists new work and his old. Choice 9
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(A), insipid, has similar meaning to boring and unoriginal. Its your answer, 9
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and you can feel good about picking it because you anticipated itor 9
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something like itwould be in the answer choices. 9
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Definition/Explanation Clues 9
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Sometimes youll see an SC question that actually defines or explains the 9
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word youre looking for. These often come with helpful punctuation in the 9
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form of colons or semicolons which break the flow of the sentence and 9
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indicate elaboration of some kind, usually on the missing word. The 9
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structure is loosely based on a common dictionary format, which presents 9
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the word followed by a colon and its explanation. 9
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[8] Mrs. Crumb has long been considered a __________; she always 9
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insists that her students follow her classroom procedures without
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exception. 9
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(A) hypocrite 9
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(B) dilettante 9
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(C) martinet 9
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(D) martyr 9
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(E) sycophant 9
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www.petersons.com
Chapter 4: Critical Reading SectionA Game of Words You CAN Win
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In this question, you can see how the semicolon breaks the sentence between 9
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the missing word and its explanation. Looking at this context, the missing 9
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word should be something that indicates strictness and unwavering 9
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attitude, based on the description of Mrs. Crumb as a pretty inflexible
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person. Equipped with this description, you can bet that the answer wont 9
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be martyr, which means, someone who makes sacrifices to further a 9
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cause, since that doesnt make any sense whatsoever given the sentences 9
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setting. You can eliminate choice (D) right off the bat. 9
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Hard SC problems can have some tough words in the answer choices, and 9
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this can be a bit frustrating. You might approach a sentence, decipher the 9
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clues well enough to divine the sentences meaning, and then come up with 9
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a good word. But then you look down at the answer choices and find five 9
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words youve never seen before. This illustrates how your knowledge of 9
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vocabulary plays an important part in your overall reading score. Before 9
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you snap your Number 2 pencil in fury, know that there are still techniques 9
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you can use to answer an SC question even if you dont know what some of 9
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the answer choice words are. These techniques will be covered later in this 9
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chapter. Until then, keep learning vocabulary! 9
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It turns out Mrs. Crumb is a martinet, someone very strict about rules. 9
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Inference/General Context Clues 9
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Another aspect of answering sentence completions involves your ability to 9
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make inferences. Making inferences can be tricky, because the process 9
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involves combining evidence you see in the sentence in combination with 9
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your own experiences and knowledge. Words or phrases will not be 9
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immediately clarified in these SC questions, because its your job to infer 9
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their meanings and relationships to each other and the sentence as a whole.
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Youll have to draw on your prior knowledge of the sentences key words 9
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and how youve seen them used in the past. 9
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In these instances, you have to rely on your own powers of inferencethe 9
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ability to piece together meaning from contextual clues in the sentence and
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what you already know or can deduce. The process is complicated by the 9
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types of words missing. These absent words are often forms of verbs or 9
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adjectives, which can be used in a variety of contexts and arent bound to a 9
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particular subject or topic. Careful reading is key here, and you must also be 9
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aggressive and take a guess or two about the missing word. You might guess 9
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wrong at first, but taking charge of the question will lead you to the right 9
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answer more often than not. 9
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Part III: Reviewing the Sections
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[4] Due to destructive fishing practices, such as bycatch, certain seafood 9
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populations are in __________ decline. 9
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(A) steep 9
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(B) temperate 9
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(C) voluminous 9
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(D) erratic
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(E) halting 9
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With this SC question, you can see how inferring meaning comes from the 9
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clues plus your own prior knowledge. The first word clues are Due to, 9
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which tells you that one thing caused anotherdue to this, that is the result. 9
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The next clue is the phrase destructive practices. This is the actual cause of 9
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something, and it wasnt positive, since the word destructive means 9
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something negative. Having prior knowledge of the fishing term bycatch 9
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could help you here, but you dont need to know what it means. You can 9
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infer that its not a good method, simply from the way its used as an 9
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example of destructive fishing. The last clue comes at the enddecline. 9
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Usually a decline indicates something negative, too. So based on your 9
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knowledge of these words, and the cause/effect pattern of this sentence, the 9
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word youre looking for should be something negative. It might be a word 9
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like dangerous, scary, or depressing, or it might be an adjective that 9
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reinforces the word decline. Answer choice (A), steep, reinforces the severity 9
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of the decline, and its the best answer of the lot. 9
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Clue in to Clue Words 9
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Sentence completion questions will often contain some type of signal or key 9
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word. These words sometimes reinforce the way a sentence is going, like the 9
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word and in the following sentence: 9
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Everyone on the tour was thrilled by the grand and __________ palace. 9
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For such a small sentence, its got a ton of clues. You know that its a grand 9
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palace, and that everyone was thrilled. The word after and is going to keep 9
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up the positive, gushy-gushy nature of this sentence. Think of something 9
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like magnificent or exquisite. They mean roughly the same thing, but 9
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exquisite is the less common word. 9
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Words like and make things easier since they continue the flow of the 9
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sentence. You wont get too many of these on the softball SC questions on 9
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the SAT, but when you do, hit them out of the park. Words that change the 9
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direction of a sentence occur more often than words that continue the flow. 9
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This makes sense, since its a simple way to make a sentence tougher to 9
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decipher. The word Unlike in the previous example on page 82 is one word 9
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84 123456789012345678901234567890121234567890123456789012345678 9
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www.petersons.com
Chapter 4: Critical Reading SectionA Game of Words You CAN Win
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that changes the flow. You saw how the artist started out as insipid, but then 9
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ended up being energetically original. 9
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The following words are all clue words that either continue or change the 9
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flow of a sentence. Review the words and determine for yourself if each 9
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word is likely to change the flow or continue the flow. 9
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but until while 9
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however so unlike 9
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and for before 9
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although because never 9
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despite still even though 9
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unfortunately but therefore 9
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regardless not as a result 9
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actually by contrast due to 9
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after 9
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Look for these words whenever you read and you will see them in action, 9
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changing the context of a sentence faster than a speeding bullet. Once you 9
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start looking for them, youll find them everywhere, including the pages of 9
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this book. (I confess that I am a big fan of however.) If you spend time 9
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learning how they work on non-SAT sentences, it will help you whenever 9
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you encounter them on an SAT sentence completion question. 9
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By now, you should have a fairly good idea of how to approach a SC 9
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problem. Heres a sample question and step-by-step discussion of proper 9
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strategy in case you are a little fuzzy about anything. 9
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[4] Although no bigger than a bottle cap, the coqui frog emits a 9
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________ screech as loud as a vacuum cleaner. 9
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(A) keen 9
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(B) malodorous
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(C) strident 9
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(D) subtle 9
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(E) reticent 9
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Step 1: Decode the Sentence for Meaning 9
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Dont worry about whether youve ever heard of a coqui frog before. All 9
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you need to know about this little fellow is the kind of noise it makes. If you 9
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wanted to restate the sentence in your own words, you could say something 9
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like, The sentence deals with a little frog that makes a noise that sounds 9
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like a household appliance. 9
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Part III: Reviewing the Sections
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Now, focus on any clue words. The clue word although signals a contrast 9
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between the appearance of the frog and what it can do. Even though the 9
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frog is super small, it can be as loud as a vacuum cleaner. Vacuum cleaners 9
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are typically pretty loud. Adding the fact that this tiny creatures call is being
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compared to a vacuum cleaners noise means it cant be pleasant. How 9
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many vacuum cleaners purr like a kitten? Other contextual clue words are 9
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screech as loud as. A screech is an unpleasant sound. Taking all these clues 9
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into account, what youre looking for is a word that shows how loud, and 9
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annoying, this frog can be.
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Step 2: Supply Your Own Word 9
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If you were to supply your own word for the blank, what would it be? Say 9
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the sentence aloud in your mind, including blank for the blank space. 9
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Doing this can help activate your brain into substituting appropriate words 9
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to complete the sentence. The question is asking for an adjective that 9
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describes the quality of the sound the coqui frog makes. Youre looking for 9
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a word that deals with sound, and an unpleasant sound at that. 9
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Some possibilities: 9
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Although no bigger than a bottle cap, the coqui frog emits a harsh, 9
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annoying, noisy, irritating screech as loud as a vacuum cleaner. 9
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Step 3: Compare Your Word(s) to the Answer Choices 9
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Look at the choices to see which word(s) works. Which of these choices best 9
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match your imagined word? 9
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Choice (A) wouldnt work, since keen can mean sharp or sensitive. 9
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Neither definition is what you are looking for. 9
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Choice (B) is out, because the frog isnt stinky, just noisy, and 9
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malodorous basically means bad smelling. 9
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Choice (C), strident, could work, and if you were unsure about its
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meaning, youd have to go on to the other choices before making a final 9
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selection. 9
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Choices (D) and (E) dont work either, because they just plain dont 9
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make sense. Something subtle is something thats hard to notice, and the 9
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frog doesnt seem reticent, or unwilling, to belt out sound, especially 9
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if its compared to a vacuum cleaner. 9
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So, its back to choice (C), strident. Because everything else has been 9
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eliminated for good reason, thats your answer. In this case, you didnt find 9
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the right answer so much as cross out all the wrong answers and pick the 9
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86 123456789012345678901234567890121234567890123456789012345678 9
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www.petersons.com
Chapter 4: Critical Reading SectionA Game of Words You CAN Win
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only answer remaining. Thats good, since it shows how using good 9
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technique can help you get a right answer even if you dont know what a 9
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word means. 9
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Blankity-Blank: Sentence Completions with 9
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Two Words Missing 9
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A sentence completion with two blanks is both a blessing and a curse. Its a 9
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blessing since both words have to work in the sentence, which can make 9
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eliminating some answer choices easy. Its a curse since you have to figure 9
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out the relationship between the two words in the pair before determining 9
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which answer choices will most logically complete the sentence. 9
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With these SC questions, its all about relationship. How do the missing 9
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words relate to each other? Do they compare and contrast? Do they
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establish a cause and effect? Are they synonyms or antonyms? 9
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With two-blank sentences, there are two things to remember: 9
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1. Figure out the relationship between the pair of words. 9
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2. Both words in the answer choices have to work in the blanks. 9
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Although there are two blanks, these are still SC problems. This means you 9
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should follow the same basic steps you did with a one-blank problem. Use 9
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clues in the sentence and try to figure out which words best fit in the blanks. 9
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Sometimes youll find clues in the pair of missing words in the answer 9
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choices rather than in the sentence. To describe this, think of this sentence
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about the weather. 9
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The weather this afternoon was __________ and __________. 9
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There are no clues in the sentence to tell you how the weather is. However, 9
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you do know the relationship between the two missing words. Theyre 9
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related, linked together by the continue-the-flow word and. If your choices
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were: 9
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hot. .cold wet. .muggy dry. .humid 9
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The answer would have to be the words wet and muggy. The other two 9
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choices contain words that are opposite in meaning, and you know from the 9
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word and that the two words have to be similar in meaning. 9
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123456789012345678901234567890121234567890123456789012345678 9 87
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Part III: Reviewing the Sections
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[9] Despite Nikolai Teslas contemporary status as a __________ 9
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scientist, people in the 1800s initially considered his ideas about 9
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wireless communication highly __________. 9
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(A) admirable. .plausible 9
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(B) frivolous. .spurious 9
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(C) laudable. .farcical 9
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(D) loathed. .licentious 9
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(E) talented. .prescient 9
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First read for the gist of the sentence. Basically, the sentence deals with a 9
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change in peoples perception and attitude toward Tesla over time. The clue 9
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words that indicate this transition are despite, contemporary, and people in
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the 1800s initially. Despite signals a contrast between the way people think 9
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of him now (contemporary), and the way people in the 1800s initially 9
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thought of him in his own day. More specifically, peoples attitudes toward 9
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Tesla have changed as a result of technological advances in the wireless 9
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communications industry. In the 1800s, scientists were still working on 9
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getting electricity up and running, and wires were a big part of making this 9
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happen. So wireless communication back then may have seemed as wacky a 9
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concept as sending a man to the moon, which we know is not such an 9
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impossible feat, either. 9
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If you were to predict what words that might fill in the blanks, what would 9
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they be? To do this, use your understanding of the sentences logic and 9
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meaning. The relationship between the two blanks is one of contrast. Both 9
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words will be adjectives describing that contrast, so the words will have
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opposite meanings. Since Teslas status has changed for the better, the first 9
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word should be one indicating a positive attitude about his reputation. The 9
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second blank is negative in connotation, since Teslas own contemporaries 9
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were skeptical about anything so ahead of its time. 9
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Looking at the relationship between these missing words, generate your 9
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own words to fill in the blanks: 9
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Despite Nikolai Teslas contemporary status as a great, smart, 9
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innovative, clever, respected scientist, people in the 1800s initially 9
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considered his ideas about wireless communication highly wacky, 9
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off-base, unbelievable, impossible. 9
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The best way to attack a two-blank SC problem is to go one blank at a time. 9
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Remember, both words need to work in their respective blanks equally well. 9
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If you work one blank at a time, you can use POE to help you eliminate 9
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choices that are half-great, half-bad. All too often, students working a 9
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two-blank SC problem pick an answer that has one word that works great 9
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88 123456789012345678901234567890121234567890123456789012345678 9
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www.petersons.com
Chapter 4: Critical Reading SectionA Game of Words You CAN Win
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even though the second word is not a good fit. They do this because they 9
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dont look at each blank individually. If you do, you will end up with an 9
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answer that has two words that work in the sentence, even if theyre not the 9
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most spectacular pair.
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Note
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Think of these as a pair of shoesboth
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to balance out the sentences logic.
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should fit equally well in order 9
9
9
9
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For this sample question, start with the first blank. (The order is not really 9
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important, and you can start with the second word if you want that to be 9
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your thing.) You want a positive adjective to describe Teslas reputation, 9
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so you are looking for a word along the lines of great, smart, innovative,
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clever, respected. 9
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(A) admirable. .plausible 9
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(B) frivolous. .spurious 9
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(C) laudable. .farcical 9
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(D) loathed. .licentious 9
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(E) talented. .prescient 9
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Choices (B) and (D) are definitely out. Frivolous doesnt make any sense; his 9
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ideas in his heyday may have seemed frivolous, but not now. Also, Tesla 9
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isnt loathed today, hes actually respected. 9
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By using POE and working one blank at a time, you give yourself an
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advantage on every two-blank question. If you had no idea what was in the 9
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second blank of this problem, you would still have a one-in-three chance of 9
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getting it correct now that (B) and (D) are crossed out. If you dont know 9
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any of the vocabulary words in the remaining three answer choices, you 9
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could still take a guess. Odds of one-in-three might not sound great, but on
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a hard problem theyre pretty good. 9
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Guessing aside, choices (A), (C), and (E) require some closer inspection. The 9
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first words of these pairs could all work, since they positively describe 9
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Teslas status. Move on to the second word in each pair and compare them 9
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to your predictions for the second blank. Which word most closely matches 9
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wacky, off-base, unbelievable, or impossible? Plausible is the opposite of 9
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impossible, so choice (A) can be eliminated. Your next choice is farcical, 9
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which means ridiculous, based on the word farce. So choice (C) might 9
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work, since you want a word that is close in meaning to wacky or 9
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unbelievable. Before choosing (C), you have to look at choice (E). Prescient 9
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means to have foresight. Someone who is prescient is someone who is 9
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123456789012345678901234567890121234567890123456789012345678 9 89
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Part III: Reviewing the Sections
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ahead of his time. Tesla was ahead of his time if he was able to come up with 9
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wireless communication, but according to the sentence, people thought 9
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those ideas were ridiculous. So, (E) wouldnt work. The best answer is 9
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choice (C).
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Note
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If you didnt know the meaning of plausible, you may have inferred
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what it means since that word has been used twice already in this 9
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chapter. 9
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As the example shows, two-blank SC problems often contain a high number 9
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of difficult vocabulary words. Thats why working one blank at a time and 9
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using POE is such an important strategy for these problems. If you do this, 9
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you should be able to eliminate some answer choices and then take a good
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guess. 9
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The Positives and Negatives of SC 9
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Thinking in terms of positive and negative can help narrow down answer 9
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choices when youve maxed out other techniques. The positive and negative 9
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meanings of words are based in their denotative and connotative meanings. 9
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For instance, the word thrifty conjures up specific ideas and associations in 9
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comparison with those for the word stingy. If you were to give a positive or 9
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negative sign to these words, chances are thrifty would be positive, and 9
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stingy would be negative, although they are very close in meaning. If you 9
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can determine whether the missing word is supposed to be positive or 9
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negative, you can use the connotative vibe of that word to generate your 9
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own possible synonyms while eliminating those from the answer choices
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that dont make sense. 9
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Connotation and Denotation
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Every word has at least one denotative and connotative meaning. The 9
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easiest way to remember which is which is to connect denotative to a 9
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words dictionary definition, and connotative to the gut reaction 9
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Tip
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response you have to the word. Connotative meanings are more
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emotional and suggestive, whereas a words denotative meaning is 9
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literal. Because of the subjective nature of connotations, they can be 9
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positive or negative. Denotations tend to be more neutral.
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Use the fact that denote and dictionary both start with the letter d to 9
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link those two concepts together in your head. 9
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90 123456789012345678901234567890121234567890123456789012345678 9
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www.petersons.com
Chapter 4: Critical Reading SectionA Game of Words You CAN Win
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To use the plus/minus method, you should have already gone through the 9
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basic steps for answering a SC question, including coming up with your 9
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own answer. Read the sentence again to see whether the blank or blanks 9
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should be filled by a positive or negative word. You can even write a minus
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sign (2) or a plus sign (1) in the blanks to represent the type of word that 9
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should go there. Now, look at the answer choices and eliminate those that 9
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dont match the positive/negative connotations of your projected answer. 9
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Be careful, however, of answer choices that may seem positive or negative, 9
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but also have completely different meanings. If youre looking for a word 9
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that is positive, and there are three answer choices with positive 9
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connotations, you cant safely bet that your choice will be correct. You have 9
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to try some of the other sleuthing methods offered here in this chapter, such 9
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as looking at the roots/word parts while making connections between 9
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words you know and similarities you see in the answer choices. 9
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To be honest, using positive/negative will never be considered the worlds 9
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greatest technique. However, it is yet another tool you have at your 9
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disposal, and can help you get closer to the right answer on certain 9
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SC problems. 9
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Reading Comprehension: So Many Words, So 9
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Little Time 9
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Most of your time on the Critical Reading section will be spent working on 9
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the longer reading passages. These passages take the most time to read, and 9
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they have the most questions attached to them. It makes sense to learn 9
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about these lengthier passages first, and then move on to the morsel-sized 9
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(100-word) reading passages.
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The Long Reading Comprehension Passages 9
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The Reading Comprehension section of the SAT is typical of most 9
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standardized tests. Theres a passage composed of several paragraphs 9
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followed by several multiple-choice questions. You may have one very long 9
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passage, two shorter separate passages, or two paired passages. All of these 9
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variations will then have five to thirteen questions after them. The passages 9
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themselves will range from 500 to 800 words. 9
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Part III: Reviewing the Sections
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This long reading comprehension passages make up a section that is 9
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appropriately named Critical Reading (CR), since you will be tested on how 9
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carefully and keenly you read in a short period of time. Not only must you 9
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understand whats happening in the passage, you also need to:
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Figure out the meanings of words in context. 9
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Isolate and connect details. 9
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Determine the authors perspective. 9
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Understand the point of view. 9
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Determine the main idea. 9
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Those are the main items, but there are others, too. Youll also be asked to 9
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infer meaning based on stated details, which is one of the more complex 9
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tasks of reading. 9
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In a nutshell, the CR section tests your reading fluency. It wants to see how 9
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well you can read for the details, meaning, and message of a text. The 9
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reading passages are designed to measure your ability to identify genre, 9
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relationships among parts of a text, cause and effect, rhetorical devices, and 9
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comparative arguments. They will be crafted to more closely reflect the 9
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types of reading and critical analysis youre already doing as part of your 9
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high school coursework. 9
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The passages themselves will come from a range of fields: 9
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Note
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Natural Sciences 9
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Humanities 9
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Social Sciences 9
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Literary Fictionthis is new! 9
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The questions after each passage are NOT arranged by difficulty. That 9
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means that the first question may be the most challenging to answer, rather 9
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than the last one. Instead, the questions are arranged in rough chronological 9
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order as they relate to the passage. For example, a question that relates to 9
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the first sentence in paragraph 1 will appear first in the set of questions that 9
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follows that passage. Most questions will also include a reference to a 9
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specific paragraph or line number that corresponds to the passage. 9
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www.petersons.com
Chapter 4: Critical Reading SectionA Game of Words You CAN Win
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The directions for this section are quite simple and to the point. They will 9
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look something like this: 9
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Directions: Answer the questions below based on the information in 9
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the accompanying passage. 9
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Getting Into the Act of Active Reading 9
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It would be hard to describe the content of reading passages as exciting or 9
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riveting. It could be done, but probably only on a dare. You might find a 9
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passage about some historical figure or current trend that youre really into, 9
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but its doubtful. Instead, expect to encounter dry writing about bland 9
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topics. Such bland safe writing can be a chore to read, since it can cause 9
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your mind to wander in search of better things to think about. Worse, you 9
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might groan and jump to the questions, randomly choosing answers to put 9
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yourself out of your misery. 9
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The way to avoid this trap is to practice active reading, or reading with a 9
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purpose. The most obvious purpose is to read to answer the questions. To 9
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do this, you first want to actively search for the overall idea of the passage. 9
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Often the main idea is connected to the authors purpose or perspective. 9
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Each paragraph, linked together, forms the whole picture of the passage, 9
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and the individual paragraphs hold the details that support that main idea. 9
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As you read, try to decipher the authors main purpose for writing the text, 9
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and what the overall idea might be. 9
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Every passage will have a brief italicized introduction before it. Dont skip 9
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this! It can offer clues about the authors purpose and possibly the main idea 9
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of the passage. Besides clues, it will often flat out tell you the type of passage 9
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it isan excerpt from a novel, a speech, a journal article, a descriptive essay. 9
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Heres an example passage introduction: 9
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The following passage analyzes one of Eudora Weltys short stories. 9
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You dont need to know who Eudora Welty is, but note the word analyzes, 9
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which is a word you do know. The purpose of this passage is to analyze the 9
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story. This means the author will be critical. Knowing this, ask yourself, 9
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What kind of argument does the author make about this story? This 9
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point, or purpose, is basically the main idea of the passage. You want to 9
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figure out the authors thesis, then look and see what details support this
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controlling ideawhat evidence is there in the passage to back it up. There 9
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Part III: Reviewing the Sections
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will only be one central idea in each passage, with lots of supporting details. 9
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Reading actively will help you trace the development of an argument over 9
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several paragraphs. 9
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There is a great deal of overlap between actively reading a CR passage 9
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and creating your essay for the Writing section of the SAT. For the 9
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reading passages, you are analyzing existing writing to understand 9
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Tip
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how the main idea and supporting details fit together. When you get to 9
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the essay section in Chapter 6, the process will be reversed. You will be
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creating the main idea and supporting details, and the SAT essay 9
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readers will be analyzing your essay the same way you judged the 9
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reading passages. 9
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Using your pencil is another quality of active reading. Make notations or 9
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underline key points as you read. Each paragraph should have its own main 9
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idea, usually conveyed in a topic sentence at the beginning of the paragraph. 9
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Underline these if you see them. This isnt a failsafe method, though, 9
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because some paragraphs make their point at the end or combine several 9
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sentences to get the idea across to the reader. What you can do is come up 9
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with a main idea word, phrase, or sentence for each paragraph and jot it 9
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down in the margin. You can use those notes later when delving back into 9
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the passage to answer specific questions. 9
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Fact vs. Fiction: Types of CR Passages 9
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In the past, the SATs reading passages were strictly expository nonfiction, 9
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which means they were very information-based and fact heavy. The new 9
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SAT will include passages of literary fiction, which is quite different from
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expository writing. Armed with this knowledge, you wont be thrown by an 9
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excerpt from Hemingway, followed by an articles about erosion and the 9
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Grand Canyona juxtaposition (good vocabulary word!) that could
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happen on the new test. 9
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Expository Writing 9
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Expository writing is used to explain, describe, give information or inform. 9
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The basic intent is to expose the reader to new ideas, often with the intent to 9
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persuade or argue. It may include facts, statistics, research findings, or 9
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quotations as evidence to support a view. These passages may also include 9
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more specialized vocabulary. However, any unfamiliar technical words will 9
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be defined in the margins of each passage. 9
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94 123456789012345678901234567890121234567890123456789012345678 9
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www.petersons.com
Chapter 4: Critical Reading SectionA Game of Words You CAN Win
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Textual 9
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Pattern Description Signal Words While Reading . . . 9
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Description Author describes for example, Think about how
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a topic through characteristics are the description 9
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examples, listing supports the main 9
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features or idea 9
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characteristics 9
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Sequence/ Author lists on (date), not long Note how the 9
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Chronology facts, events, after, now, as, sequence connects 9
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concepts in before, after, when, to the authors 9
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chronological or first, second, then, purpose 9
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numerical order finally, during, until 9
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Author discusses despite, only...but Look for opposites/ 9
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Comparison- 9
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Contrast similarities or also, meanwhile, contrasting sides 9
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differences although, however, of the topics 9
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about one or but, as well as, on discussed 9
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more issues, or the other hand, not 9
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aspects of a either...or, while, yet, 9
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topic. unless, nevertheless, 9
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otherwise, similarly, 9
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NOTE: Paired 9
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compared to 9
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passages may 9
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show contrast- 9
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ing views on a 9
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topic. 9
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Cause-Effect Author lists cause, effect, Note the chain 9
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because, since, reaction effect of 9
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therefore, conse- the causes and 9
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quently, as a result, effects. 9
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this led to, so, so
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that, nevertheless, 9
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accordingly, if . . . 9
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then, thus 9
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Problem- Author traces a because, cause, since, Identify the 9
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problem and its therefore, conse- problems first and 9
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Solution 9
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resulting quently, as a result, see what solutions 9
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solution this led to, so, so are offered. 9
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that, nevertheless, 9
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accordingly, if-
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....then, thus 9
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Part III: Reviewing the Sections
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Expository writing from three of the four fieldsnatural sciences, social 9
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sciences, and the humanitieswill usually fall into one of these formats, or 9
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textual patterns, described in the chart on page 95. These patterns will 9
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apply to the passages youll see from three of the four fields: natural
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sciences, social sciences, and the humanities. 9
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Literary Fiction
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A literary fiction passage is like a story. There is a beginning, middle, and an 9
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end, usually in that order unless the author gets all artsy and start things at 9
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the end. The passages could be from a short story or from a novel. Even 9
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though they will be narrative in nature, the passages may be very descriptive or 9
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introspective rather than action-based. Most likely the selected passage will 9
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come from somewhere deep within the source novel or story, with just a simple 9
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italicized blurb before it. The questions will ask you to reflect on and evaluate 9
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some aspect of that passage, such as on a characters decisions or motivations, 9
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just as you would the authors purpose in an expository passage. 9
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Basic Strategy for Tackling all the Long Critical 9
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Reading Passages 9
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You can approach any text in the same way. 9
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1. Read the Italicized Introduction 9
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This can often clue you in to the authors purpose and attitude 9
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toward the subject. Note any words that suggest the type of pas- 9
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sage, the kind of argument the author might make, and the pas- 9
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sages overall main idea. 9
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2. Read the Questions Next 9
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People debate back and forth about whether you should read the 9
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passage first or the questions first. In a perfect world, you would 9
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read the passage at your leisure and respond at length to any 9
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question asked. Since a timed test is not a perfect world, you have 9
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to cut corners wherever you can. Read the questions before diving 9
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into the passage. You can underline key words in the question 9
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stems and keep them in mind as you read. The questions will direct 9
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you to the part of the passage that youll need to help answer them, 9
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usually in the form of line or paragraph references. 9
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If you come across something in a paragraph that connects to a 9
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question, mark it in the passage. Often, a question connects to a 9
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detail or issue in the passage that will change or develop through a 9
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series of paragraphs. If a reference line number is not given, then 9
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you can use your notes to go back to the passage and double-check 9
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what the best possible answer may be. 9
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96 123456789012345678901234567890121234567890123456789012345678 9
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www.petersons.com
Chapter 4: Critical Reading SectionA Game of Words You CAN Win
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3. Skim the Passage, (Keeping Questions In Mind). 9
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Skimming the passage means reading with big but fast eyes 9
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reading as quickly as you can while still understanding the 9
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material. You should have the questions in mind, and keep a
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lookout for details that relate to those questions. At the same time, 9
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youre also reading to get the gist of the passage as a whole. Dont 9
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mull over every little detail, since that will just slow you down, and 9
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might not be relevant to any of the questions. Think of it as 9
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mentally jogging. Youre not sprinting, but not lazily strolling,
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either. 9
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4. Answer the Questions As You Skim the Passage 9
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Skip harder questions and come back to them after answering the 9
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easier ones. If you come across a question that deals with the 9
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general tone or summary of the passage, you may need to answer 9
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the other questions first, simply because the answers to the other 9
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questions can help give you a good idea as to the overall picture of 9
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the text and a better chance at answering the question correctly. 9
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Once you answer all the questions, stop reading. The goal is to 9
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answer questions, not read the passage. Move on to the next 9
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passage and repeat the four steps just described. 9
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2gether 4ever: The Paired Passages 9
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Most reading passages you encounter will be stand-alone essays, but 9
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occasionally two passages will appear together. These are commonly known 9
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as the paired reading passages. Paired passages give you two different views 9
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on a related topic or theme. These views may be related, they may contrast, 9
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or they may connect or support one another. Some questions will pertain to 9
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a specific passage, and others will relate to both passages together. 9
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Imagine two passages praising peanut butter and jelly sandwiches. The 9
Note
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first passage talks about the history of peanut butter, while the second
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passage focuses on how grape jelly is made. Both passages talk about 9
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pb&j sandwiches, but they have different views about the same topic. 9
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Definitely answer all the questions on the first passage first and then answer 9
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all the questions about the second passage. Then move on to the questions 9
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that refer to both passages. Be mindful that since these questions are 9
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arranged chronologically, those on both passages may not necessarily be the 9
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hardest, but answering them last gives you the added advantage of having 9
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Part III: Reviewing the Sections
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thought about the passages more by responding to them individually with 9
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their own questions. 9
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Paired passages may look strange, but you should handle them as you 9
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would any other stand-alone RC passages. The only real difference is the 9
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dual-passage questions. Before tackling these problems it helps to ask 9
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yourself, How are the two passages related to each other? Do they
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contrast viewpoints, or do they agree? Understanding the similarities and 9
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differences between the two passages will help you answer the question 9
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about both passages. 9
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If the dual passage questions seem tough to you, simply save the paired 9
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passages until the end and answer all the other questions in the section first. 9
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You can then answer all the one passage questions first. If you dont have a 9
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great deal of time to spend on the dual passage questions, look them over 9
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and see if you can take an educated guess. These problems typically require 9
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some work to answer, and there are better ways to earn points than 9
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spending large amounts of time answering them. Another way to state this 9
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is to say, Dont rush through easier problems in order to have more time to 9
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work on difficult, involved questions. Every question counts the same. 9
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Critical Reading Question Types: Seeing the Forest 9
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for the Trees 9
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According to the College Board, there are three categories of questions 9
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following the critical reading passages: 9
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Question Description 9
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Vocabulary covers vocabulary used in a specific context in the 9
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in Context passage. 9
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Literal deals with supporting details and ideas, marked by 9
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Comprehension the use of line or paragraph references. 9
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Extended requires you to synthesize and analyze information. 9
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Reasoning These questions include identifying cause and effect, 9
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making inferences, recognizing implications, evaluat-
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ing the authors assumptions and purpose, and follow- 9
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ing the logic of an argument. Most of the questions in 9
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this section will be in this category. 9
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98 123456789012345678901234567890121234567890123456789012345678 9
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www.petersons.com
Chapter 4: Critical Reading SectionA Game of Words You CAN Win
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There are variations of these question types that well break down further. 9
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After learning about each of them, youll get a chance to see them in action 9
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in connection with the sample passage on page 106. 9
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Vocabulary-in-Context Questions 9
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Vocabulary-in-context questions are very direct. They ask you about the 9
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meaning of a vocabulary word within a specific context in the passage. They 9
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include a line reference and five choices. The words usually have more than 9
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one meaning, which can make the questions tricky. Whats important to 9
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remember is that the most obvious definition of the word is not necessarily 9
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the best choice. The key is context, and the test-makers will intentionally 9
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choose a word with shades of meaning that are dependent on the context of 9
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the sentence. 9
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Vocab-in-Context questions will look something like:
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The word trifling in line 5 could best be replaced by 9
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In line 53, the word inculcated means 9
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When faced with a vocabulary question, you can apply techniques similar to 9
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the ones used to answer a sentence completion question: 9
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Reread the line containing the word or phrase, along with the lines 9
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above and below it, especially if the line is the first sentence in a new 9
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paragraph. Another good way to state this is to read the sentence 9
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before the word occurs, the sentence the word occurs in, and then the 9
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sentence after the word occurs. This should give you sufficient
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context to understand the meaning of the word. 9
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Think of your own word or phrase to replace the one in question. 9
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With your substitution in mind, read through the answer choices and 9
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choose the one that best matches your own word choice. 9
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The fact that you use the same strategy on RC vocab questions and SC
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problems illustrates an important point. Most strategies are recyclable. The 9
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more comfortable you get using them, the more opportunities you find to 9
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use them. The process feeds on itself, and this is why its important for you 9
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to try strategies and techniques on all the sample questions you encounter in
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this book. The better acquainted you become with the strategies, the easier 9
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it will be for you to use them on the real SAT. 9
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Part III: Reviewing the Sections
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Phrase/Expression Questions 9
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Chances are good that youll see at least one of these questions. A common 9
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phrase or expression is framed in quotation marks or italicized, and youre 9
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asked to either interpret its meaning or decide how or why it is used by the
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author. In some cases, these questions are similar to vocabulary-in-context 9
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questions, because they ask you to paraphrase the highlighted phrase. In 9
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other situations, you have to first interpret its meaning, and then figure out 9
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what the author meantthe intention behind the expression, so to speak. 9
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Phrase/Expressions questions will look like: 9
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In context, nail-biting experience (line 23) suggests that 9
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The phrase back on his feet (line 49) most nearly means 9
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To solve these questions, apply the same techniques you used to solve the 9
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vocabulary-in-context questions. (Recycling at work again!) The phrase can 9
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be translated into more common words with more obvious connotative 9
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meanings. 9
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Literal Comprehension Questions 9
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Literal comprehension questions can be the most straightforward and 9
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easiest of the types of questions youll see in this section. Some questions 9
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will focus on textual details. Others will involve the technical aspects of the 9
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passage, such as its organization, the authors techniques, and details that 9
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support the main idea. Some of the answers to these are literally located 9
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within the passage, and other answers are paraphrases of actual lines. 9
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Answering other comprehension questions might involve rereading and 9
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understanding the passage, but skimming can be your best tactic with literal 9
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comprehension questions.
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Literal comprehension questions can look like: 9
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In line 5, the animal described is a 9
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All of these factors support the authors point of view except 9
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The authors point about the role of the media is made mainly 9
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through . . . 9
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The last three sentences in the passage provide 9
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To answer these questions, use your notations and any key words in the 9
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question that direct you to a specific part of the passage. The answers can 9
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help with this, too. Use them to fact check against what was actually stated 9
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in the passage. If only part of the answer applies, then it isnt a good choice. 9
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www.petersons.com
Chapter 4: Critical Reading SectionA Game of Words You CAN Win
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Literary Terms Questions 9
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On the new SAT, there will be some questions containing literary 9
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terminology. These should be terms youve seen before in your English or 9
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literature classes, such as simile, personification, and metaphor. The more
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obscure or unusual terms wont be included. Brushing up on the most 9
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popular literary terms is a good idea for two reasonsfamiliarity will make 9
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it easier to deal with these types of questions and can save you time. Use the 9
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following chart as a reference for literary terms, their definitions, and 9
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examples of each.
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Literary Term Definition Example 9
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Simile Comparison of two different Love is like a 9
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things or ideas through the blooming rose. 9
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use of the words like or as
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Metaphor Comparison without the use Love is a rose. 9
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of like or as 9
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Personification A type of metaphor. It gives The rose spoke of 9
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inanimate objects or abstract love. 9
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ideas human characteristics 9
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Hyperbole Extreme, outrageous She wore so much 9
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exaggeration used for effect makeup she had to 9
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Irony Statement that says one The roses lasted 9
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thing but means the opposite much longer than 9
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Symbol An object that stands for The rose represents 9
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something else love. 9
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Tone The attitude created by the The authors tone 9
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author, indicated through can range from 9
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word choice optimistic and joyful 9
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123456789012345678901234567890121234567890123456789012345678 9 to pessimistic and
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Oxymoron Type of paradox that Sweet sorrow, 9
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combines a pair of contrary beautiful disaster. 9
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terms into a single 9
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expression
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Part III: Reviewing the Sections
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Literary Term Definition Example 9
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Mood The atmosphere or tone of a The mood is 9
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literary work connected to
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123456789012345678901234567890121234567890123456789012345678 reader feels when 9
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123456789012345678901234567890121234567890123456789012345678 reading the passage. 9
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Allegory Any writing that has a In Dantes Divine 9
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double meaningthe first Comedy, the
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literal meaning, and a character Beatrice 9
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second more symbolic/ represents both the 9
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conceptual meaning actual woman Dante 9
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123456789012345678901234567890121234567890123456789012345678 knew and his 9
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123456789012345678901234567890121234567890123456789012345678 concept of divine 9
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123456789012345678901234567890121234567890123456789012345678 revelation. 9
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Allusion Reference to a mythological, Standardized tests 9
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literary, historical, or can be a persons 9
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Biblical person, place, or Achilles heel. 9
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thing 9
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Parody A work that mimics the Don Quixote is 9
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manner and characteristics Cervantess parody 9
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of a particular literary work of a medieval 9
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in order to make fun of romance. 9
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those same features. 9
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Paradox Contradictory statement Youth is wasted on 9
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that seems absurd but the young. 9
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reveals a truth 9
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Brushing up on these terms is the best way to arm yourself for literary terms 9
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questions. Simile, metaphor, and personification are easier to recognize than
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some of the others simply because they are so pervasive in speaking and 9
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writing inside and outside of a literature class. If you cant readily come up 9
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with an example for a particular term in the chart, make learning the term a 9
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priority and learn it well so it doesnt become your Achilles heel. (Ah ha! 9
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Allusion!) 9
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Extended Reasoning Questions 9
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A lot of extended-reasoning questions will have the word author in them. 9
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They can be about a variety of thingsthe authors purpose, opinion, tone, 9
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you name it. What theyre really asking is for you to make inferences in 9
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order to answer the question. 9
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102 123456789012345678901234567890121234567890123456789012345678 9
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www.petersons.com
Chapter 4: Critical Reading SectionA Game of Words You CAN Win
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You have to draw a conclusion or make an assumption based on what is 9
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implied in the passage. In other words, you have to infer meaning by 9
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reading between the lines. Answering these questions is very much like 9
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answering SC problems, since once again you have to find clues that will
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lead you to the correct answer. The clues for an extended-response question 9
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are found in the passage sentences. You have to analyze the connotative and 9
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denotative meanings of words, incorporating the other bits and pieces of 9
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information you gleaned while reading, and consider the authors purpose 9
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and attitude.
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One trick when answering these questions is to disregard answer choices 9
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that repeat something that was mentioned explicitly in the passage. Youre 9
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looking for what is not said, rather than what is. Since the range of these 9
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questions is larger in scope than in the other two question categories, the 9
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major question stems youre likely to see are discussed here so you can zone 9
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in on those that are more challenging or sneaky, depending on your level of 9
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preparedness and familiarity. 9
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Following are some variations of extended-reasoning questions: 9
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1. Tone/Attitude Questions 9
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Tone questions will ask you to figure out the authors attitude toward a 9
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subject, a character, or the reader. These questions could also involve a 9
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characters attitude, since literary fiction passages will undoubtedly involve 9
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characters and their motivations or feelings. 9
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Usually when you interpret tone, it involves words said aloud in tandem with
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the word choice. In these situations, youre interpreting the tone of some- 9
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ones voice along with what is said. Unfortunately, in written work you cant 9
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actually hear the author read aloud the passage to figure out how he feels 9
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about it, so all you can do is look carefully at the words the author uses. 9
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For an example of how voice affects tone, consider a science teacher 9
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saying, You did what? Think about how this phrase would sound
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Note
after you told your teacher that you just melted down the lab because
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you were napping. Now think about how those same words would 9
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sound after you told your science teacher you just figured out a way to 9
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travel faster than light. The first statement would have an angry tone, 9
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while the second utterance would have a bewildered, incredulous tone. 9
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Part III: Reviewing the Sections
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Example of tone/attitude questions: 9
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The authors description of the tenement conditions in lines 4753 is . . . 9
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The characters attitude toward the changes in her hometown since the
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hurricane can best be described as one of . . . 9
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Which best describes the authors view of the rights of teenagers? 9
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Being prepared for tone/attitude questions is easier if you think about the 9
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authors attitude as you skim, and try to categorize it as positive, negative, 9
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or neutral. The attitude can be linked to the purpose. If the purpose is very 9
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informational, then the authors attitude may be neutral, especially if you 9
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cant figure out how he feels one way or the other about the topic at hand.
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There are no hard-and-fast correlations between purpose and attitude, but 9
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knowing that one influences the other, can help you identify clues such as 9
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word choice and supportive details to determine whether the authors tone 9
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is critical versus comical, for instance. 9
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Although theres no trick to answering these questions, the right answer is 9
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usually not the most radical or extreme of the choices. Regardless of how 9
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emphatic an author may seem about the topic at hand, the correct answer 9
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will never be extreme or worded so strongly as to make the author sound 9
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too wacky or irrational. If the question refers to a specific sentence or 9
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paragraph, concentrate on the connotative meanings of the words in the 9
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sentence. If the question addresses a larger portion of the passage or the 9
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passage as a whole, keep in mind what the author said that gave you an 9
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impression of how he/she feels about his/her topic. Especially note if the
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tone changes throughout the passage, since thats prime material for a juicy 9
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question. Probably the best tactic for solving these problems is to read the 9
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question and come up with your own answers, just as you would for the 9
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questions about main idea and authors purpose. 9
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2. Authors Purpose or Intent Questions 9
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You might think that you have to be a mind reader to figure out what the 9
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author really means or suggests by saying something. Actually, you just 9
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have to be a careful reader. Authors purpose questions involve asking you 9
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to figure out why the author made the decisions he or she made in writing 9
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something in the passage. 9
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Questions of this type might resemble: 9
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In the third paragraph, the author mentions faded roses in order to 9
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emphasize which point about the main character? 9
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104 123456789012345678901234567890121234567890123456789012345678 9
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www.petersons.com
Chapter 4: Critical Reading SectionA Game of Words You CAN Win
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The information in lines 2731 suggests that the author is very 9
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concerned about 9
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In the second example, the key word is suggests. From this, you can 9
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immediately tell that youre not looking for a specific fact or statement in 9
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the passage. Instead, youre supposed to make an inference about the 9
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authors intentionthe message behind the words.
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With any variation of this type of question, the answers that seem the most 9
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extreme are likely to be wrong. Think about what the author is advocating 9
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overall in the passage, and use that to guide your process of elimination 9
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with the answer choices. Often the italicized introductions to the passages 9
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provide more information than you might think about the authors 9
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perspective, and thus what he or she implies by certain statements 9
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throughout the passage. 9
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3. Main Idea or Focus Questions 9
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If youve been actively reading, then main idea or focus questions are often 9
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ripe for the plucking. Theyll ask you to state the main idea that youve been 9
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searching for while skimming through the passage. These questions may 9
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deal with the main idea of the whole passage, or ask specifically about the 9
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main purpose of a single paragraph. 9
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Main Idea/Focus questions start out like: 9
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The primary focus of this passage is on 9
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The primary purpose of this passage is
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Both passages focus primarily on . . . 9
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The passage as a whole is most concerned with 9
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If you like, you can skip these questions and answer the others first, since 9
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those can help you come to a conclusion about the main idea or theme by
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examining the passages details. On the other hand, if you feel youve done 9
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a good job at determining the main idea of the passage, then go and look at
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the answer choices. If your main idea is stated in some form in the answer 9
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choices, pick that answer and move on. 9
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If a question asks for the main idea of a specific paragraph, look back 9
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Tip
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at the first and last sentences, since those may provide a clearer picture 9
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of how an idea was introduced and then concluded in that particular 9
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paragraph. 9
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123456789012345678901234567890121234567890123456789012345678 9 105
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Part III: Reviewing the Sections
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Watch out for answer choices that are partially correct. These choices 9
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mention smaller ideas or issues from the passage, but are too narrow if you 9
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really step back mentally and think about everything the passage is about. 9
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There will be distractor-like choices which may include an aspect of the
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passages main idea, but just miss the mark a little. So, again, reading 9
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actively while you skim can help keep these diversionary choices out of your 9
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line of vision when concentrating on the big picture of a passage. 9
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Applying the Four-Step Process to Critical 9
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Reading Passages 9
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Now its time to put your skills and strategies to work all at once. Read 9
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through this passage and then answer the questions that follow. After you 9
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take a shot at answering each question, read through the explanations for 9
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them, pinpointing any question types that you need more practice on. 9
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Directions: Answer the questions below based on the information in 9
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the accompanying passage. 9
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The following passage is excerpted from a popular journal of humanities. 9
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Line Initially considered an indulgence for the affluent, the growing 9
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trend in spa vacations in tandem with the burgeoning number of 9
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day spas sprouting up throughout metropolitan areas will soon 9
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make them as ubiquitous as other traditional retreats. Yet, this 9
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(5) trend in relaxation and rejuvenation has its roots in an ancient 9
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and well-perfected form of bathing. The founders of this growth 9
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industry were none other than the Romans, who merged together 9
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their mastery of intricate engineering, their love of cleanliness, 9
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and their desire to dominate and convert conquered subjects to 9
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(10) their favored lifestyle through the establishment of bathing as a
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necessary pastime. 9
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The art of bathing has been practiced for centuries, dating
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back to early Egypt; historians assert that Egyptian palaces 9
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contained bathing rooms, although scant physical remains exist 9
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today. Bathing also played an important role in the lives of the 9
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(15)
9
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Greeks, supported with archaeological evidence of bathing rooms 9
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located in the palace of Knossos, circa 1700 B.C. Yet, it was 9
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during the heyday of the Roman Empire that bathing was 9
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elevated to a level of sophistication and complexity yet to be 9
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(20) replicated in even the most elite and fancy resorts. 9
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106 123456789012345678901234567890121234567890123456789012345678 9
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www.petersons.com
Chapter 4: Critical Reading SectionA Game of Words You CAN Win
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The intricate and systematic ritual of Roman bathing is most 9
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revealing via the architectural structure of the baths, or thermae, 9
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themselves. Beyond each thermaes entrance was usually an open 9
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courtyard, called a palaestra, which could be considered the
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(25) forerunner to a modern gymnasium. In this courtyard, visitors 9
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would exercise to elevate body temperatures and perspire, which 9
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was seen as a prerequisite to entering the baths. While men 9
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engaged in more vigorous forms of exertion, such as lifting 9
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weights or wrestling, women usually swam or tried their hand at
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(30) a more feminine pursuit called Trochus, a game involving rolling 9
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a metal hoop with a hooked stick. Post exercise, the apodyterium 9
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allowed bathers space to change and prepare for bathing, the 9
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equivalent to todays locker rooms. 9
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The most noteworthy feature of the baths involved a series of 9
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(35) rooms with controlled air and water temperatures. The first in 9
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the sequence, the tepidarium, or warm room, was a place for 9
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further bathing preparation; a slave would use a metal instru- 9
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ment called a strigil to scrape dirt, sweat, and oil from the body. 9
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Depilation was also available for those more hirsute bathers, 9
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(40) reflecting the fashionable obsession with hairless bodies. After 9
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having one or more of these spa treatments, bathers would 9
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submerge themselves in tepid, lukewarm water. 9
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The hottest room in the baths labyrinth contained a large 9
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pool approximately three feet in depth. The calidarium served to 9
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(45) create a very steamy atmosphere to open the pores and release
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toxins from the body. The air and water remained a constant 9
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high temperature well above 100 degrees Fahrenheit, heated by 9
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the ingenious under floor heating system called the hypocaust. 9
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Scholars still marvel today at the effectiveness of this brilliantly 9
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(50) efficient furnace system below ground that transported water to 9
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the appropriate pool while drawing hot air underneath the 9
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flooring and through its hollow-brick walls. 9
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The actual order of bathing activities has been a contentious 9
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topic among scholars, since no actual documents remain that 9
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(55) outline the order in which each room was used in the baths. 9
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Other steam rooms, such as the sudatorium or laconicum, may 9
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have diverted bathers on their path to the final destination, the 9
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frigidarium. In this cold room, bathers would commence their
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cleansing practices by immersing themselves in cold water, 9
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(60) closing their pores and leaving refreshed.
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123456789012345678901234567890121234567890123456789012345678 9 107
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Part III: Reviewing the Sections
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The function of Roman baths served much more than to 9
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cleanse the body. Baths were often the nexus of social interaction, 9
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acting as a community center, fitness and health facility, and a 9
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source of public entertainment. The bathing complex often
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(65) included a performance area where local entertainment from 9
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juggling to philosophical oratory was offered as icing on the cake 9
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to the overall experience. Food and drink were available to 9
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purchase, and often whole families would come to socialize and 9
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recreate while attending to their personal hygiene.
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(70) The societal significance of these baths is also mirrored in 9
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their opulent decoration and extensive statuary, many of which 9
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were plundered over time for use in later structures and monu- 9
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ments. The elaborate mosaics and frescoes that adorned the 9
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floors and walls of many bathing rooms stand as further cultural 9
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(75) and architectural evidence of how the baths were revered for 9
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their form and function in ancient Roman society. 9
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1. The word merged in line 7 most nearly means 9
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(A) enhanced. 9
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(B) combined. 9
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(C) separated. 9
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(D) connected. 9
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(E) compressed. 9
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2. In paragraph 2, the authors inclusion of the history of bathing
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primarily serves to 9
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(A) discuss the evolution of an ancient practice. 9
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(B) explain why bathing is an important ritual. 9
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(C) establish a basis/context for the rest of the passage. 9
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(D) compare ancient practices to modern methods. 9
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(E) emphasize other cultures that practiced the ritual. 9
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3. According to paragraph 3, after entering each thermae, bathers 9
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would 9
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(A) change into their bathing clothes. 9
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(B) exercise in the open courtyard. 9
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(C) play games such as Trochus.
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(D) scrape their bodies with a strigil. 9
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(E) elevate their body temperatures. 9
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www.petersons.com
Chapter 4: Critical Reading SectionA Game of Words You CAN Win
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4. In paragraph 5, the authors description of the underground furnace 9
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system is 9
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(A) didactic. 9
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(B) enthusiastic. 9
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(C) pretentious. 9
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(D) admiring.
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(E) colloquial. 9
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5. The information in lines 5660 primarily serves to 9
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(A) illustrate the debate about the bathing sequence. 9
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(B) show the complexity of bathing structures.
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(C) offer other alternatives to the bathing sequence. 9
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(D) refute the bathing sequence outlined by scholars. 9
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(E) explain the importance of the final bathing room. 9
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6. In context, the phrase icing on the cake (line 66) means 9
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(A) extra food. 9
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(B) required activity. 9
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(C) free dessert. 9
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(D) amusing bonus. 9
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(E) open performances. 9
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7. The information in the last paragraph provides 9
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(A) a summary of the points made earlier. 9
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(B) an additional aspect of the main topic. 9
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(C) a reason for the significance of the topic. 9
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(D) an explanation of the topics importance. 9
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(E) a context for why baths were used. 9
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8. The primary focus of this passage is on 9
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(A) the similarities between modern-day spas and ancient baths. 9
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(B) the evolution of bathing over time. 9
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(C) the significance of bathing to the Romans. 9
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(D) the ancient ritualized process of Roman bathing. 9
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(E) the architectural and cultural significance of Roman bathing. 9
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Part III: Reviewing the Sections
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Explanation of Questions and Answers 9
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Question 1: Vocabulary-in-Context 9
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The correct answer is B. This is a perfect example of a vocabulary-in-context 9
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question. To find a synonym for merged that fits the context, go back to the 9
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actual sentence in the paragraph. You can see how merged is used to show 9
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how baths joined together three different elements considered important to
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the Romansengineering, cleanliness, and converting/controlling their sub- 9
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jects. So B is the best replacement word. The Romans combined those con- 9
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cepts, rather than keeping them separate, yet close together. 9
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Choices (A) and (E) dont make sense in this context, because they didnt 9
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improve upon these things or compact them together. Choice (C) is the 9
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antonym of the words meaning, so that can also be eliminated. Choices (B) 9
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and (D) are similar, yet (D) has connotations of three separate things placed 9
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side by side, rather than being blended together. 9
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Question 2: Authors Purpose/Intent; Literal Comprehension 9
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The correct answer is C. This question asks you to determine the purpose of 9
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the historical background about bathing in relation to the passage as a 9
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whole. To see how this connects to the whole passage, you have to think 9
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about what the majority of the passage discusses. The passage is not just 9
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about the history of bathing. Its mostly about the layout and use of the 9
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baths by the Romans. The background information about Egyptians and 9
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Greeks helps establish a context for why the passage details Roman baths 9
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instead of their predecessors versions. So, choice (C) is the best answer. 9
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Choice (A) is true in general about the content of paragraph 2, but its not the 9
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purpose of that paragraph. The paragraph states that bathing was impor- 9
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tant, but it doesnt mention why, so choice (B) is wrong, too. Choice (D) is 9
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irrelevant, since the paragraph doesnt make comparisons between the past 9
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and the present, even though the last sentence makes reference to contem- 9
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porary spa resorts. Choice (E) is partially correct, since the paragraph men- 9
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tions other cultures that also believed bathing was important. However, the 9
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purpose of this information goes back to supporting the rest of the passage, 9
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which is about the development and importance of Roman baths.
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Question 3: Literal Comprehension
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The correct answer is B. This question involves asking you to sequence events 9
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in the order mentioned in the passage. After thinking of the answer on your 9
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own, compare your answer to what happens next in the paragraph. From 9
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lines 2527, you can see that after entering the thermae, visitors would 9
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exercise to elevate body temperatures before changing for the baths. The 9
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correct answer is choice (B). Choices (A), (D), and (E) occur after the initial 9
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exercise, and choice (C) is specific only to women, according to the passage. 9
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www.petersons.com
Chapter 4: Critical Reading SectionA Game of Words You CAN Win
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Question 4: Authors Tone/Attitude 9
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The correct answer is D. This question asks you to determine the authors 9
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tone for a specific paragraph. To answer this, you have to look back at the 9
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words the author uses to describe the furnace. In lines 4850, the adjectives
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ingenious and brilliantly efficient are used to describe the furnace 9
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system, which sounds like the author thinks as highly of this system as the 9
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scholars who marvel at it even today. The authors attitude seems very 9
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complimentary and flattering. Scanning the answer choices, the best match 9
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is choice (D)
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Choices (A) and (E) dont match, since the author is not trying to moralize 9
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nor does he use very informal language. Even if the author seems a little 9
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formal or pretentious in other paragraphs, youre concentrating only on one 9
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part of the passagethe description of the hypocaust, so choice (C) is 9
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incorrect. Although the author is very positive about the furnace system, 9
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choice (B) is not as close to the authors tone as is choice (D), since 9
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enthusiastic has connotations related more to excitement than to admira- 9
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tion and respect, which is the effect created by the adjectives used in lines 9
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4850. 9
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Question 5: Literal Comprehension 9
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The correct answer is A. This question asks you to look at how one sentence 9
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supports or explains another. The first sentence in the paragraph states that 9
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scholars arent exactly sure in what order the ancient Romans used the 9
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bathing rooms. The line referred to in the question is the next sentence in 9
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the paragraph. That sentence mentions other rooms that were a part of the 9
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sequence, but the words may have diverted suggest that the author is not 9
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sure about when bathers used these rooms or not. So, the ideas in this 9
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sentence support the first, offering examples of what is mentioned in the 9
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previous sentence. The correct answer is (A). 9
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In terms of the other choices, B and E are not supported in that specific 9
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paragraph. The complexity of the bathhouses comes from the passage as a 9
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whole, and only the purpose of the final bathing room is discussed. Choice
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(C) is partially accurate, since lines 56-60 point out other bathing rooms, 9
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but dont offer up a different bathing sequence that may have been used. 9
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Choice (D) is the opposite of what you want, since youre looking for an 9
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answer that supports, not negates, the ideas already mentioned in the 9
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paragraphs previous sentence. 9
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Question 6: Phrase/Expression 9
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The correct answer is D. This question is a variation of a vocabulary-in- 9
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context question. To answer this one, look back at the sentence. Read the 9
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Part III: Reviewing the Sections
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sentence with that phrase missing, and substitute your own answer. You 9
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shouldve come up with something like interesting benefit. Looking at the 9
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answer choices, the closest in meaning to the phrase used in context is 9
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choice (D) Choices (A) and (C) dont make sense, since the only reference to
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food is in the next sentence. The juggling and other entertainment discussed 9
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is not mandatory to watch, so choice (B) is wrong. Choice (E) is redundant, 9
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and therefore doesnt make sense if substituted for the phrase in question. 9
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Question 7: Literal Comprehension 9
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The correct answer is B. The last paragraph raises the social importance of 9
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the baths by mentioning the tile work and other art Romans used as 9
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decoration in the baths. This is the first time it is discussed in the passage, so 9
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the best answer is choice (B). The paragraph doesnt summarize any of the 9
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other points made, so choice (A) can be eliminated. Choices (C), (D), and 9
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(E) dont make sense if you think about what they are really saying. 9
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Question 8: Main Idea/Focus 9
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The correct answer is D. To answer this question, you have to think about 9
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what the majority of the passage is about. What does the author focus on 9
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most? The best answer is choice (D). 9
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Bathing is definitely significant to the Romans, but the passage concentrates 9
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more on the layout and use of the bathhouses, and only toward the end 9
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refers to the cultural and social importance of the baths, so you can 9
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eliminate choice (C). Choice (A) is wrong, since modern-day spas are only 9
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mentioned in the first paragraph. The evolution of bathing is referred to 9
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early in the passage, but is not revisited, so choice (B) can also be eliminated. 9
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Choice (E) only includes part of what the passage is about, so thats not a 9
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good choice. 9
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If you look at the passage and simply count up the number of 9
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Note
paragraphs devoted to each answer choice, youll see how the middle
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45 paragraphs discuss the ritualized process of Roman bathing. 9
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Other choices, like (C) and (E), appear in single paragraphs, but they
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are not the larger focus of the passage. 9
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If you had no problems answering any of these questions, you should feel 9
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good about your chances on the long SAT reading passages. Youre 9
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obviously doing things like actively reading and going back to find the 9
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answer in the passage correctly. If you missed some questions, use this 9
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opportunity to learn from your mistakes. Look over the questions you 9
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missed and determine where you made the error. Did you forget to go back 9
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www.petersons.com
Chapter 4: Critical Reading SectionA Game of Words You CAN Win
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to the passage to find the answer? Did you have a clear picture of the main 9
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idea when you finished skimming it? 9
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Learning new techniques can take some time, and everyone is going to miss 9
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a question or two during the learning process. Take the time to practice 9
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these techniques, since they will give you your best shot at a good score on 9
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the real SAT, the only test that matters.
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Paragraph-Length Critical Reading: 9
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Pint-sized but Feisty Passages 9
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The College Board didnt leave you empty-handed when they eliminated the 9
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analogies. Instead, the test now contains snack-sized versions of the 9
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longer critical reading passages. These paragraph-length passages are 9
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approximately 100 words long, followed by two to four multiple-choice
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questions in the same format and style as those for the longer reading 9
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passages. 9
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Although these compact passages are indeed shorter, they arent completely 9
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harmless. Because they are so short, your critical eye as a reader will have 9
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to be all the more aware of the stated and inferred meanings of the content. 9
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The College Board refers to these questions as discrete reading, which 9
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translates as, reading isolated paragraphs closely and carefully. 9
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One thing to remember is that unlike the sentence completions, you dont 9
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have to rely on experiences or knowledge outside of what is stated in the 9
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passages. All you need to know to answer the questions will be within the
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passages themselves. However, you will have to make inferences, since the 9
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directions clearly state that you should answer the questions on the basis of 9
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what is stated or implied in the passage. 9
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Internalize the directions for the short reading passage section to save 9
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Note
time. The directions will look similar to this:
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Directions: The passage below is followed by questions based on its 9
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content. Answer the questions on the basis of what is stated or implied 9
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in the passage. 9
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Types of Questions 9
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Questions here will be similar to those for longer CR questions. Theyll cut 9
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to the chase, specifically asking about the significance of a particular phrase, 9
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the contextual use of a word, the reason behind an authors word choice, as 9
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well as the authors purpose or attitude. For these questions, youll
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Part III: Reviewing the Sections
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definitely make inferences to help pinpoint the answer. Since the passages 9
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are short, the College Board wants to see how well you can make smart 9
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assumptions rather than recall information. 9
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Some potential question stems are: 9
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The author most likely mentions the faded wallpaper in order to... 9
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According to the passage, it can be most reasonably inferred that . . . 9
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According to the passage, Welty aimed to convey through her 9
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writing . . . 9
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The reference to the aging population (line 3) primarily serves to 9
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emphasize . . . 9
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Dealing with the Passages 9
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To answer these questions, apply the same process as that used for the 9
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longer reading passages, EXCEPT for skimming. Skimming will be your 9
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downfall with these questions. Since you have so little to work with in terms 9
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of words, every word will count. Dont memorize the paragraph, but 9
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definitely read it both line by line and for its overarching idea. 9
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Keep in mind the following things when reading these short passages: 9
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9
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Follow the authors reasoning carefully. Notice the style, the authors 9
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attitude, and the tone. 9
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When answering the questions, do so based on what is either stated or 9
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implied in the passage. Just because an answer choice is true on its 9
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own doesnt make it a correct answer. Example: Life is not easy. 9
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Wed all agree that this is a true statement, right? Well, it may be 9
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easier for some, but we wont get into that. Even though you may feel 9
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that this is a true statement, if it is not stated or implied in the passage, 9
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then it is not the right answer.
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Try these. 9
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Passage 1 9
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Line American artist James McNeill Whistler may be best known for 9
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his 1871 painting of his mother seated in a rocking chair, but 9
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very few know of his talents beyond the canvasthat of an 9
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exhibition designer. His monochromatic, spare approach initially 9
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(5) threw stuffy Victorian gallery-goers, who were accustomed to 9
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darkly draperied rooms cluttered with wall-to-wall artwork, into 9
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a tizzy. Dictating the dcor of his exhibitions down to the wall 9
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www.petersons.com
Chapter 4: Critical Reading SectionA Game of Words You CAN Win
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color and flower vases may seem beyond the norm for an artist, 9
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but his nutty micromanaging tendencies actually caused a 9
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(10) constructive ripple effect on exhibition design, which evolved 9
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into standard practice for museums and galleries today.
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1. The use of the phrase threw . . . into a tizzy (lines 57) primarily 9
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serves to 9
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(A) show a contrast between their expectations and the actual 9
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experience. 9
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(B) suggest that Victorians didnt like change. 9
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(C) introduce a controversial form of gallery exhibition. 9
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(D) question a contemporary method of art display. 9
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(E) challenge the way exhibitions were displayed then. 9
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2. The authors tone throughout the passage is 9
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(A) critical. 9
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(B) playful. 9
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(C) mocking. 9
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(D) sentimental. 9
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(E) detached 9
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1. The correct answer is A. The Victorian reaction to Whistlers form of 9
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exhibitions was in stark contrast to what they had previously experienced 9
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and therefore expected when going to see art. Thats Choice (A). Choice B is 9
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incorrect, because it makes too big of an assumption about Victorian
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attitudes. Choices C, D and E are incorrect because they dont make logical 9
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sense. The last three choices all have words in them that relate to the overall 9
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passage, but these words are not used in the proper context. That word 9
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gets around, doesnt it? 9
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2. The correct answer is B. The overall attitude the author conveys is positive 9
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and humorous in tone, through the use of words such as tizzy and 9
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nutty. The author is not critical but complimentary of Whistler, so choice 9
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A is wrong. The author seems involved in the subject, so choice E is out.
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Choices C and D are not supported by the words the author uses to describe 9
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Whistlers impact, so those are also incorrect. 9
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As you can see, its really just like the long reading passages, only (1) the 9
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passages are shorter, and (2) the questions focus on inferences.
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Part III: Reviewing the Sections
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Passage 2 9
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Line For all serious daring starts from within, Eudora Welty stated 9
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in her autobiographys conclusion. A self-proclaimed sheltered 9
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writer, her stories dared to capture a vividly evocative view of 9
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human life via her zealous imagination. Her form of storytelling, 9
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(5) steeped in description paired with the bittersweet truth of human
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nature and experience, continuously caused critics and admirers 9
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alike to query Weltys muse, especially considering her simple, 9
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quiet life in Mississippi. Yet this understated woman ventured 9
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often into settings rich with lifes beauty and pain while docu- 9
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(10) menting the Great Depression in photographs for the WPA 9
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during the 1930s. 9
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3. According to the passage, Welty aimed to convey through her writing
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(A) an appreciation of human nature. 9
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(B) an inventive yet accurate portrait of life. 9
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(C) a readily accessible story. 9
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(D) lifes hardships during the 1930s. 9
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(E) strategies for vivid description. 9
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4. The author mentions Weltys job as a WPA photographer to suggest that 9
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(A) her work influenced her craft. 9
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(B) photography was her first passion. 9
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(C) storytelling is based in the visual realm.
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(D) documenting life is a dual process. 9
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(E) her daring nature grew from photography. 9
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3. The correct answer is B. The passage states that Welty strove to combine her 9
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imagination with the reality of peoples lives. Choice A only contains one 9
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aspect of what Welty strove for in her writing. C and E are incorrect because 9
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the passage doesnt indicate either of these assumptions. D is incorrect 9
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because it is too narrow and specific. Although Welty may have drawn upon 9
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her experiences as a photographer in the 1930s when writing, theres
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nothing in the passage that says her writing reflected only one time period. 9
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4. The correct answer is A. The author asks the reader to make the connection 9
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between how Weltys writing was influenced by her work experience 9
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without coming out and saying so. Choice B is not supported in the passage,
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so it is incorrect. Although choices C, D and E may seem true, they have no 9
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relevance to the question, and should be eliminated as wrong answers. 9
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116 123456789012345678901234567890121234567890123456789012345678 9
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www.petersons.com
Take It to
the Next Level
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What Makes for a Tough Sentence Completion 9
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Question? 9
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Most of the 19 sentence completions youll encounter on the SAT will be 9
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no-brainers for you. One feature that makes
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easy vocabulary. Another feature that makes for a gimmee question is a 9
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short, simple sentencean easily understood statement that doesnt take 9
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too many twists or turns as it goes. Heres an example of the kinds of 9
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straightforward, easy-to-understand sentences and answer choices that 9
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youll find in comparatively easy sentence completion questions: 9
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1. Many stage actors are intimidated by the __________ of drama 9
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critics, whose reviews can determine the fate of a play in a single 9
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night. 9
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(A) tastes 9
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(B) power 9
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(C) expertise 9
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(D) criticism 9
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(E) reviews 9
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The correct answer is (B). Of the five word choices, the one that it makes 9
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most sense to be intimidated by is power. And this word makes perfect sense 9
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in the context of the sentence: The ability to determine the fate of a play in 9
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a single night is a good description of a certain type of power. Just for the 9
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record, heres why none of the four wrong-answer choices can compete 9
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with (B): 9
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(A) It makes no sense to be intimidated by tastes, so you can easily 9
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eliminate (A) without even considering the second part of the 9
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sentence. 9
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117
Part III: Reviewing the Sections
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(C) Although it might make sense to be intimidated by someones 9
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expertise (knowledge or skill gained from experience), this kind 9
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of intimidation doesnt make as much sense as choice (B), when you 9
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consider the second part of the sentence as well.
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(D) It makes no sense to be intimidated by criticism of drama critics, 9
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a phrase that suggests that it is the drama critics who are being
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criticized. 9
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(E) This choice provides a completion that results in the redundant, and 9
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very awkward, use of the word reviews. 9
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No knowledge of rocket science is needed to handle questions like this 9
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Note
one! And, believe it or not, youll find some SAT sentence completions
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to be even easier! Dont worry, we wont waste any more time in this 9
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lesson on no-brainers. From here on, well handle only the tougher 9
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questions. 9
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To crank up the difficulty level of the drama-critic question you just looked 9
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at, the test-makers might: 9
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Use more advanced vocabulary (in the sentence as well as the 9
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answer choices) 9
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Provide runner-up answer choices that require closer 9
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judgment calls 9
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9
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Add a second blank 9
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Heres a souped-up variation on the drama-critic question, made tougher in 9
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all three ways: 9
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2. Friends of the theater have long decried the __________ of big-city 9
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drama critics, whose reviews can determine the __________ of a play 9
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in a single night.
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(A) tactlessness. .popularity 9
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(B) callous indifference. .outcome
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(C) incisive judgment. .attendance 9
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(D) disingenuousness. .success 9
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(E) unfettered sway. .fate 9
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www.petersons.com
Chapter 4: Critical Reading SectionA Game of Words You CAN Win
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The correct answer is (E). To handle this more difficult version of the 9
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question, it helps to know that the word decry means to discredit or 9
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criticize. It wouldnt make much sense for friends of the theater to 9
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discredit or criticize a drama critics incisive judgement. (The word
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incisive in this context means keen or sharp.) So, you can at least 9
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eliminate choice (C), without even considering the second blank. But the 9
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remaining four choices for completing the first blank all make sense as 9
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characteristics of big-city drama critics as seen by friends of the theater. (Of 9
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course, it helps to know that disingenuousness means insincerity and that
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unfettered sway means unconstrained influence or power.) So, youll 9
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need to consider the second blank. 9
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Choice (B) doesnt make sense for the second blank. Its the playwright, not 9
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Take It to the Next Level
the critic, that determines the outcome of a play. Therefore, you can narrow
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your choices to (A), (D), and (E), all of which make sense for completing the 9
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second blank. (A drama critics review can determine a plays popularity, 9
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success, or fate.) But of the three choices, (E) makes the most sense when 9
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you consider the completed sentence. Regardless of which word (popular- 9
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ity, success, or fate) you use to complete the second blank, the second part 9
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of the sentence provides a better description of unfettered sway than either 9
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tactlessness or disingenuousness. In other words, with (E) the sentence as a 9
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whole is more consistent and cohesive. 9
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If you were paying attention to the analysis of the preceding question, you 9
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noticed some pretty subtle distinctions between the best answer choice and 9
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the others. Thats exactly how many of the toughest sentence completion 9
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questions earn their stripes. By tuning-in to these subtleties, youll be ready 9
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for the toughest completions the test-makers can dish out. 9
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Test-makers have another way to boost the difficulty level of sentence 9
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completions: they construct longer, more complex sentences that 9
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Note
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contain signpost words. These words connect the sentences parts
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together to form a cohesive whole that makes sense with the right 9
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completion. Well examine the test-makers four favorite types of 9
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connections, and their signposts, later in this lesson. 9
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Part III: Reviewing the Sections
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Strategies for Sentence Completion Questions 9
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Here youll learn some strategies that you can use for handling sentence 9
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completion questions. But first, attempt each of the following tougher 9
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than average sample questions. Then, carefully read the explanations, 9
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which reveal some of these strategies. 9
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3. Sleep researchers now view sleep as involving degrees of detachment 9
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from the surrounding world, a __________ whose rhythm is as 9
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unique and as consistent as a signature. 9
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(A) realm 9
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(B) progression
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(C) science 9
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(D) restfulness 9
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(E) condition 9
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The correct answer is (B). The sentence as a whole seems to suggest that 9
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sleep is a dynamic process involving a series of different stages defined by 9
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degree of detachment. Notice that the purpose of the second clause is to 9
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describe, or restate, what sleep is. This observation is key in getting to the 9
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correct answer. The missing word refers to sleep, so perhaps a word such 9
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as state or condition might occur to you as a logical completion. Choices (C) 9
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and (D) make no sense as characterizations of sleep, so eliminate them. 9
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Notice also that rhythm is mentioned as a feature or trait of the missing 9
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word (__________ whose rhythm . . .). To describe a realm as having a 9
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rhythm makes no sense, so eliminate (A). Youve narrowed the choices
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down to (B) and (E). Read the sentence with each word in turn. Ask yourself 9
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which word is more appropriate and effective in conveying the thrust of the 9
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sentencethat sleep is a dynamic process involving a series of different 9
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stages. The word progression clearly drives home this notion more 9
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pointedly and effectively than the word condition. 9
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4. African-American legislators today not only __________ their 9
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constituencies but also serve as proxies in the democratic process for 9
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all African Americans; yet the records of some of them __________ 9
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their struggle to extend certain ideals to encompass all citizens.
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(A) serve. .describe 9
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(B) abandon. .affirm 9
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(C) promote. .criticize 9
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(D) represent. .belie 9
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(E) influence. .discredit 9
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www.petersons.com
Chapter 4: Critical Reading SectionA Game of Words You CAN Win
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The correct answer is (D). Notice that the sentence changes direction 9
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midway through. This change is signaled by the key word yet, which 9
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provides a clue that the second part of the sentence sets up a contrast or 9
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contradiction to the first part. The words not only . . . but also are
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important clues that the first blank must complement the phrase serve as 9
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proxies . . . . (Proxy means substitute.) A negatively charged word such 9
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as harm, ignore, or disagree with would make no sense in the first blank; 9
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however, a word such as serve, represent, or aid would fit nicely. The 9
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meaning of the second clause should reflect a contrast to that of the first
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one. Therefore, a word such as ignore, de-emphasize, or trivialize would 9
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make sense here. Heres a good paraphrase of the sentence that shows the 9
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idea that it is probably trying to convey: 9
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Take It to the Next Level
In doing their jobs, these legislators have helped (aided) all African
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Americans, yet the records of some of them dont reflect (they ignore) 9
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the efforts of these legislators as a group. Now analyze each answer 9
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choice to see how effectively it conveys these ideas: 9
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(A) Served fits nicely, but describe fails to establish the necessary 9
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contrast between the two parts of the sentence. Eliminate (A). 9
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(B) Abandoned doesnt fit, because it doesnt complement 9
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served as proxies. . . . You can eliminate (B) even without 9
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considering the second word (affirm). 9
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(C) Promoted and criticize each seem to make sense in context, 9
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and together they set up a sense of contrast between the two 9
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clauses. So (C) is in the running. However, it is the goals or 9
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interests of a constituency, not the constituency itself that an 9
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elected representative promotes. So promoted sets up an
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improper idiomatic expression. Whats more, for the word 9
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criticize to establish a clear contrast, the first clause should at 9
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least suggest the opposing notion of approval, but it doesnt.
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Even though the flavor of criticize is in the right direction, 9
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it is not a perfect fit in the context of the sentence as a whole. 9
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(D) Represented fits nicely. If you dont know what belie means, 9
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perhaps you can guess based on its root lie (falsehood), 9
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which provides the sort of contrast between the two clauses 9
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youre looking for. To belie is to misrepresent or contradict. 9
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For example, a smile belies sadness. Similarly, a biography 9
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can belie the struggle described in the sentence, perhaps by 9
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mis-describing it as an easier effort than it has in fact been. 9
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(D) appears to be a logical answer choice.
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Part III: Reviewing the Sections
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(E) Influenced establishes a different meaning for the first clause 9
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than the one youre inferring. But influenced does make some 9
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sense in the first clause. Discredit makes sense as well and 9
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sets off the necessary contrast between the two clauses.
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However, this version of the sentence inappropriately dis- 9
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credits a struggle, while it makes better sense to discredit the 9
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strugglers. You can eliminate (E) based on this defect alone. 9
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Whats more, although the word influence makes sense in 9
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context, it doesnt establish the close parallel in ideas that the
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correlative phrases not only . . . but also . . . call for. (D) is 9
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better in this respect. 9
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Strategies 9
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If you read the explanations for the preceding two questions, you already 9
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picked up some valuable ideas for gaining a tactical advantage on SAT 9
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sentence completion questions. Here, youll review those ideas, and pick up 9
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some additional ones. These strategies will help you gain insights into 9
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sentence completions so that you can handle them efficiently, while 9
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avoiding the kinds of blunders that average test-takers might make. 9
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1. First try to understand the sentence, paying 9
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particular attention to signpost words 9
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and phrases that connect parts of the 9
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sentence together.
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Initially, read the sentence in its entirety, without worrying about how to fill 9
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in the blanks yet. Try to get a feel for the topic and the thrust of the 9
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sentence. Ask yourself about the point the sentence is trying to make. Pay 9
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particular attention to key, or signpost, words that indicate any of the 9
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following:
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A contrast (pointing out a difference, contradiction, or distinction) 9
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A similarity (pointing out how two things are analogous or otherwise 9
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the same) 9
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A restatement (paraphrasing, describing, or clarifying) An effect 9
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(pointing out a conclusion, consequence, or result of a cause or 9
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influence) 9
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www.petersons.com
Chapter 4: Critical Reading SectionA Game of Words You CAN Win
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Signpost words can tell you where the sentence is going. Is it continuing 9
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along one line of thought? If so, youre looking for a word that supports 9
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that thought. Is it changing direction in midstream? If so, youre looking for 9
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a word that sets up a contrast between the thoughts in the sentence.
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Words that signal blanks that go Words that signal blanks that 9
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with the flow: shift gears: 9
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and but 9
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also yet 9
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consequently although 9
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as a result on the other hand 9
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thus in contrast 9
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Take It to the Next Level
hence however
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so nevertheless 9
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for example 9
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Question 3 9
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The sentence as a whole seems to suggest that sleep is a dynamic process 9
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involving a series of different stages defined by degree of detachment. 9
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Notice that the purpose of the second clause is to describe what sleep is. 9
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This observation is key in getting to the correct answer. 9
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Question 4 9
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In reading this sentence, you should have noticed that it changes direction 9
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midway through. This change is signaled by the keyword yet, which 9
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provides a clue that the second part of the sentence sets up a contrast or 9
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contradiction to the first part. You can bet that this structural clue will be 9
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crucial in determining the best answer.
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2. As a starting point, complete the sentence with 9
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your own words before looking at the answer 9
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choices. 9
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Filling in the blank(s) with your own words first will help get your mental 9
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wheels turning and get you into the question. If you use this approach, 9
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youll have a much easier time spotting sucker bait answer choices (and 9
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youll see plenty of them in sentence completions). If the question includes 9
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two blanks, be sure that your two home-grown words make sense 9
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considered together. 9
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Part III: Reviewing the Sections
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Question 4 9
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The words not only . . . but also provided clues that the first blank must 9
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complement the phrase served as proxies . . . . The word aided fit nicely. 9
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Since the sentences second clause should set up a contrast to the first one, a
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word such as ignore made sense. With these two words, youve made 9
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overall sense of the sentence, and you can eliminate conflicting answer 9
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choices. 9
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3. Dont waste time trying to make sense of answer 9
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choices that dont fit. 9
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For any sentence completion question, youre bound to find at least one or
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two choices that make little or no sense in the context of the sentence. Clear 9
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those away first, so that you can focus your attention on the viable 9
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candidates. If the sentence contains two blanks, you can eliminate any 9
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answer choice in which one of the words considered alone makes no sense. 9
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Question 3 9
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The correct answer must make sense as a characterization of sleep. Choices 9
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(C) and (D) obviously make no sense, so you can easily eliminate them. 9
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Since it makes no sense to describe a realm as having a rhythm, you can 9
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also eliminate choice (A). 9
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Question 4 9
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You can eliminate choice (B) because abandon doesnt make sense in the 9
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first clause. You dont even need to analyze the second word (affirm). 9
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4. Dont stop short of considering each and every 9
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answer choice. 9
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Okay, youve thought up your own answer first, and one of the five choices 9
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looks perfect. Should you select it and move on, without considering the 9
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others? No! Remember: The qualitative difference between the best and 9
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second best answer can be subtle. 9
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Keep in mind that filling in the blanks with your own words is only a 9
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starting point. Dont expect to find your answer verbatim among the 9
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Alert!
choices because most SAT sentence completions are not that easy. For
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example, in question 3, if you were filling in the blank yourself 9
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(without the aid of the answer choices), what word would you use?
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The missing word refers to sleep, so perhaps a word such as state or 9
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condition might occur to you as a logical completion. While choice (E)
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provides the word condition, another choice turned out to be better. 9
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www.petersons.com
Chapter 4: Critical Reading SectionA Game of Words You CAN Win
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Question 3 9
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If choices (B) and (E) were switched, you might have been tempted to select 9
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(B) without considering other choices. But youd have been wrong! 9
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Question 4 9
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Choice (C) seemed to fit okay, but if you selected it and moved on without 9
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considering later choices, youd have missed the best answer, choice (D).
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5. Dont choose an answer to a dual-blank question 9
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just because one of the words is a perfect fit. 9
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As often as not, one word that fits perfectly is paired with another word that 9
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doesnt fit well at all. When it comes to dual-blank questions, this is the 9
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test-makers favorite trap. Dont fall for it! 9
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Take It to the Next Level
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Question 4 9
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The word serve in choice (A) is a perfect fit for the first blank; yet, (A) is not 9
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the correct answer choice. 9
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6. Dont choose an answer just because it contains 9
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a tough word. 9
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Expect to encounter some tough vocabulary words in later sentence 9
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completion questions. But dont choose an answer just because it includes a 9
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difficult word. By the same token, dont rule it out for this reason. Thats 9
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not how the test-makers design sentence completions. Instead, try to take 9
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your best guess as to what the word might mean (perhaps it looks a bit like
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a familiar word). A reasoned guess is better than an unreasoned one, right? 9
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Question 4 9
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The word belie happened to be part of the best answer; but thats just the 9
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way this question turned out. Dont generalize from this single example! 9
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7. Choose between the best choices by checking 9
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for idiom, usage, and awkwardness. 9
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Dont forget that the test-makers are covering not just overall sentence sense 9
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but also word usage (whether a word is used properly) and idiom (how
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ideas are expressed as phrases). If youre having trouble deciding between 9
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choices, check for these two problems, and eliminate any answer choice that 9
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makes any part of the sentence confusing or awkward.
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Question 4 9
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Both (C) and (E) contain subtle usage and idiom problems that distinguish 9
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them from the best answer choice (D). 9
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123456789012345678901234567890121234567890123456789012345678 9 125
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Part III: Reviewing the Sections
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The Test-Makers Favorite Sentence 9
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Connections 9
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Earlier in this lesson, we looked at how advanced vocabulary and subtle 9
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distinctions between best and second-best answer choices can make for 9
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tougher sentence completion questions. Yet another feature that makes for a 9
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tougher question is a sentence with a complex logical structure. In this kind
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of sentence, signpost words are included to connect the sentences parts 9
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together to form a complete idea that makes sense (assuming the right 9
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words are used to fill in the blanks.) For the remainder of this lesson, well 9
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focus on the test-makers four favorite types of connections and the 9
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signpost words used for each type.
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The test-makers are rather predictable when it comes to how they construct 9
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complex sentences that contain signpost words. Once you see enough of 9
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these sentences, youll begin to recognize certain patterns in how parts of 9
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the sentences connect together logically. Here are the types of connections 9
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that youre most likely to encounter, and should learn to recognize: 9
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Contrast 9
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Similarity 9
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Restatement 9
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Cause and effect 9
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Note
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Not every tough sentence completion question will illustrate one of
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these four connections; but most will. 9
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Contrast 9
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In a sentence fitting this pattern, one part of a sentence contains an idea that 9
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contrasts with, or is opposed to, an idea in another part of the sentence. 9
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Heres an example: 9
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5. Whereas Wordsworth wrote his best poetry during __________, Yeats 9
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wrote some of his finest poems when he was over 70-years old. 9
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(A) illness 9
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(B) war 9
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(C) youth 9
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(D) marriage 9
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(E) convalescence 9
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126 123456789012345678901234567890121234567890123456789012345678 9
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www.petersons.com
Chapter 4: Critical Reading SectionA Game of Words You CAN Win
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The correct answer is (C). What is there about the sentence that tells you to 9
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look for a contrast? Its the word Whereas, isnt it? Without this word, 9
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you couldnt make the Contrast connection. If you doubt this, think about 9
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how youd fill in the blank without the word, as in this variation:
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123456789012345678901234567890121234567890123456789012345678
Wordsworth wrote his best poetry during __________, and Yeats wrote 9
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some of his finest poems when he was over 70-years old.
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The single word Whereas makes all the difference. It tells you that a 9
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contrast is coming. In other words, the first part of the sentence tells you 9
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something about Wordsworth that should contrast with what the second 9
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part of the sentence tells you about Yeats. Since the second part says that 9
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Yeats wrote his best poetry when he was old (over 70-years old), 9
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Wordsworth must have written his best poetry when he was young. The 9
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Take It to the Next Level
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only answer choice that provides this contrast is (C). 9
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Here are some other signpost words used to signal a Contrast connection: 9
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although however on the other hand 9
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but nevertheless unlike 9
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by contrast nonetheless yet 9
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despite 9
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123456789012345678901234567890121234567890123456789012345678
For the sentence involving Wordsworth and Yeats, you could use 9
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Note
almost any word from the preceding list instead of whereas to set up
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the same contrast. Some youd use to introduce the first part of the
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123456789012345678901234567890121234567890123456789012345678
sentence; others youd use to introduce the second part of the sentence. 9
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Try each one to see if it fits (and, if so, where). 9
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Similarity 9
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In a sentence fitting this pattern, one part describes something that is similar
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to something described in another part of the sentence. Heres an example: 9
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6. Just as musicians in the 1970s were amazed by the powers of the 9
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electronic synthesizer, musicians during the time of Bach __________ 9
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the organ, the technical wonder of its day. 9
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(A) were reluctant to play 9
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(B) marveled at
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(C) were intimidated by 9
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(D) were anxious to master
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(E) misunderstood 9
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Part III: Reviewing the Sections
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The correct answer is (B). In this sentence, the words Just as tell you that the 9
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two parts of the sentence are describing similar situations. In other words, 9
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musicians during Bachs time reacted to the organ in the same way that mu- 9
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sicians in the 1970s reacted to the synthesizer. Since the sentence indicates that
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musicians of the 1970s were amazed by the synthesizer, the words for the 9
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blank should express something similar about the reaction to the organ. Only 9
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choice (B), marveled at, provides the similarity, so its the best answer choice. 9
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Here are some other words and phrases that act as Similarity signposts: 9
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as like similarly 9
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in the same way likewise 9
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Try redrafting the sentence about synthesizers using each of these signposts 9
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instead of the words just as. Youll notice that some words work only to
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123456789012345678901234567890121234567890123456789012345678
begin the first clause, whereas others work only to begin the second clause. 9
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Restatement 9
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In a sentence fitting this pattern, one part paraphrases, defines or clarifies 9
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123456789012345678901234567890121234567890123456789012345678
what is said in another part of the sentence. Heres an example: 9
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7. Public attitudes toward business __________ are somewhat 9
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__________; most people resent intrusive government rules, yet they 9
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expect government to prevent businesses from defrauding, endanger- 9
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123456789012345678901234567890121234567890123456789012345678
ing, or exploiting the public. 9
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(A) ethics. .divided 9
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(B) investment. .confused 9
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(C) practices. .emotional 9
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(D) regulation. .ambiguous 9
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(E) leaders. .skeptical 9
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123456789012345678901234567890121234567890123456789012345678
The correct answer is (D). As you read the sentence as a whole, you get the 9
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123456789012345678901234567890121234567890123456789012345678
distinct idea that the second part is intended to elucidate (clarify or explain) 9
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the first part. What provides the clue for this connection? In this sentence,
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123456789012345678901234567890121234567890123456789012345678
there are two keys: the semicolon and the syntax. The first part is much 9
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123456789012345678901234567890121234567890123456789012345678
briefer than the second, and there are no connecting words that signal 9
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anything but restatement. 9
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123456789012345678901234567890121234567890123456789012345678 9
Note
Think of the brief phrase as a dictionary entry, and the longer phrase as
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123456789012345678901234567890121234567890123456789012345678
its definition. A dictionary might separate the entry from its definition 9
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123456789012345678901234567890121234567890123456789012345678
with a colon; here a semicolon serves a similar purpose. 9
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128 123456789012345678901234567890121234567890123456789012345678 9
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www.petersons.com
Chapter 4: Critical Reading SectionA Game of Words You CAN Win
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In this sentence, the second part (following the semicolon) describes in some 9
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123456789012345678901234567890121234567890123456789012345678
detail the publics attitude about government rules for business. As you can 9
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123456789012345678901234567890121234567890123456789012345678
see, the attitude described is self-contradictory in that the same person 9
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typically has conflicting expectations when it comes to government rules for
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business. (Notice the keyword yet, which signals the contradiction.) Try 9
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123456789012345678901234567890121234567890123456789012345678
starting with the second blank. Youre looking for a word that accurately 9
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123456789012345678901234567890121234567890123456789012345678
captures the public attitude. Choices (A), (B) and (D) work best; divided, 9
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confused, and ambiguous all convey the general idea that the public 9
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wants two things that dont go together very well. For the first blank, you
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123456789012345678901234567890121234567890123456789012345678
want a word that describes what the second part of the sentence also 9
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describes. Choice (D) appears to be the best fit; the sentence as a whole has 9
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123456789012345678901234567890121234567890123456789012345678
to do with business regulation, that is, the rules laid down by government 9
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123456789012345678901234567890121234567890123456789012345678
for business. Two other choices, (A) and (C), work okay for the first blank. 9
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Take It to the Next Level
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But ethics is a bit too specific, while practices is a bit too vague. (You 9
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123456789012345678901234567890121234567890123456789012345678
already eliminated choice (C) based on the second missing word.) So, the 9
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123456789012345678901234567890121234567890123456789012345678
best answer choice is (D). 9
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123456789012345678901234567890121234567890123456789012345678
As you just saw, the semicolon without a connector word might provide a 9
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123456789012345678901234567890121234567890123456789012345678
wordless warning that a Restatement might be taking place. Also, look for 9
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123456789012345678901234567890121234567890123456789012345678
these keywords and phrases, which often mark Restatement connections: 9
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123456789012345678901234567890121234567890123456789012345678 9
123456789012345678901234567890121234567890123456789012345678 9
123456789012345678901234567890121234567890123456789012345678
in fact in short that is 9
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123456789012345678901234567890121234567890123456789012345678
in other words namely 9
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123456789012345678901234567890121234567890123456789012345678
Three of these markers could easily be inserted into the sentence about 9
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Note
123456789012345678901234567890121234567890123456789012345678
business regulation to strengthen the signal that a Restatement is 9
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123456789012345678901234567890121234567890123456789012345678
taking place. Try redrafting the sentence with the addition of each 9
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123456789012345678901234567890121234567890123456789012345678
marker in turn, and youll find out which three work. 9
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123456789012345678901234567890121234567890123456789012345678 9
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123456789012345678901234567890121234567890123456789012345678 9 129
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Part III: Reviewing the Sections
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123456789012345678901234567890121234567890123456789012345678
Cause and Effect 9
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In a sentence fitting this pattern, one part describes something that causes, 9
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123456789012345678901234567890121234567890123456789012345678
produces, or influences whats described in another part. Heres an 9
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123456789012345678901234567890121234567890123456789012345678
example: 9
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123456789012345678901234567890121234567890123456789012345678
8. When waging election campaigns against challengers, most incum- 9
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bent politicians have significant __________ as a result of the power 9
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123456789012345678901234567890121234567890123456789012345678
and recognition that are typically part and parcel of holding pub- 9
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lic office.
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(A) propensities 9
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(B) expenses 9
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(C) contributions 9
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(D) budgets 9
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(E) advantages 9
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The correct answer is (E). In this sentence, the operative phrase is as a 9
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123456789012345678901234567890121234567890123456789012345678
result. What precedes this phrase describes the effect, or result, of the 9
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123456789012345678901234567890121234567890123456789012345678
power and recognition that goes with holding an official position in the 9
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government. Or, put another way, the power and recognition of public 9
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123456789012345678901234567890121234567890123456789012345678
office causes or influences what the earlier part of the sentence intends to 9
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123456789012345678901234567890121234567890123456789012345678
describe. Logically, what effects would be caused by the power and 9
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recognition of public office? One natural effect would be to make it easier to 9
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run for reelection, if only because the current office holder is already well 9
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known. So, advantages is an apt expression of this natural effect. The 9
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most tempting wrong answer choices are probably (C) and (D). However, 9
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significant contributions or budgets wouldnt necessarily be logical, or 9
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natural, effects of having power and recognition, would they? A candidate 9
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with a lot of power and recognition could perhaps spend as much, or as 9
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little, as he would like. Whats more, the phrase have . . . contributions is 9
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an awkward idiom. (A more effective and clearer phrase is receive 9
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contributions.) So, on this count as well, choice (C) cannot be the best one.
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To understand the preceding sentence, it helps to know that an 9
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incumbent politician is one who is already in office. Even if you 9
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dont know what incumbent means, you can still make an educated
Note
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123456789012345678901234567890121234567890123456789012345678
guess based on the sentence as a whole. Incumbent politicians are 9
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depicted here as running against challengers, and a challenger is 9
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typically a person who goes up against a current title holder. So, it 9
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would be a good guess that an incumbent candidate is the current 9
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office holder. 9
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130 123456789012345678901234567890121234567890123456789012345678 9
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www.petersons.com
Chapter 4: Critical Reading SectionA Game of Words You CAN Win
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123456789012345678901234567890121234567890123456789012345678 9
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In the preceding example, the words as a result marked the Cause-and- 9
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Effect connection. Here are some other signposts that mark this kind of 9
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connection: 9
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123456789012345678901234567890121234567890123456789012345678
because leads to since 9
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hence produces therefore 9
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consequently results in thus 9
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due to 9
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You can redraft the sentence about incumbent candidates using any of these 9
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signposts instead of as a result. Youll find that you can plug in some as 9
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123456789012345678901234567890121234567890123456789012345678
substitutes for as a result, but others require that you restructure the 9
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sentence. 9
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Take It to the Next Level
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Reading Passages 9
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As SAT reading passages go, this next one is not especially difficult to 9
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understand. What youll be focusing on here
123456789012345678901234567890121234567890123456789012345678 are not tough passages, but 9
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rather tough questions. 9
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123456789012345678901234567890121234567890123456789012345678
Francis Bacon was a sixteenth-century philosopher of science. The passage 9
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below explores the link between his thinking and that of the modern-day 9
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scientific establishment. 9
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Line Francis Bacon contributed to the scientific enterprise a prophetic 9
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understanding of how science would one day be put to use in the 9
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service of technology, and how such a symbiosis between the two 9
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would radically impact both man and his surroundings. As 9
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(5) inseparable as they are today, it is hard to imagine science and
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technology as inhabiting separate domains. But in Bacons world 9
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of the sixteenth century, science was not generally viewed as a 9
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practical instrument for improving the physical conditions of life. 9
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Anticipating Jules Verne and H.G. Wells* by three hundred years, 9
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(10) Bacon foresaw not only the extent to which science would 9
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contribute to the enlargement of technology, but also how 9
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technology would come to be seen as the ultimate justification 9
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of science. 9
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There is little doubt that others before Bacon understood that 9
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(15) discovering the mysteries of air, water, fire, and earth could lead 9
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to useful applications. But Bacons systematic elaboration of the 9
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* Nineteenth-century science fiction writers. 9
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123456789012345678901234567890121234567890123456789012345678 9 131
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Part III: Reviewing the Sections
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promise of joining science with technology was a major leap 9
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forward in closing the gap between the two endeavors. He, more 9
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than any before him, stressed the need for collective organiza- 9
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(20) tions for scientific inquiry and applicationthe forerunners of
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our vast government, academic, and corporate-sponsored 9
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research and development departments. Bacon did not ignore the 9
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necessity for creative and dedicated individuals to spur science 9
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onwards. Rather, he declared that such individuals would need 9
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(25) the help of state aid, corporate organization, official conferences
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and publications, and regulated social and pecuniary incentives in 9
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order for their experiments and insights to have the widest 9
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possible application. 9
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The danger that Bacon did not foresee was that corporate 9
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(30) influences could restrict the opportunities of the individual 9
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scientist, and that a time could come when no scientific work 9
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would be possible without corporate support. The most impor- 9
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tant ramification of these new conditions is that the judgment 9
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and moral grounding possible of individual scientists must now 9
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(35) compete with the concerns of industrial collectives. Entangled 9
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within the scientific/technological system, the modern scientist 9
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has jeopardized the qualities once exalted as the very hallmarks 9
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of science: the detachment from worldly gains and the disinter- 9
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ested pursuit of truth. Influenced by political and economic 9
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(40) pressures, scientists have less and less power to enact any 9
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controls over the scientific establishment that pursues the
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Baconian ideals of riches and power over another of his stated 9
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uses for science, the relief of mans estate. Scientists are losing 9
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the power to say No. 9
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(45) No one questions the immense benefits already conferred by 9
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sciences efficient methodology. However, since individual 9
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scientists must now choose between improving standards of 9
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living and obtaining financial support for their research, there is 9
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cause for concern. In light of current circumstances, we must ask 9
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(50) certain questions about science that Bacon, from a sixteenth- 9
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century perspective, could not possibly have put to himself. 9
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132 123456789012345678901234567890121234567890123456789012345678 9
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www.petersons.com
Chapter 4: Critical Reading SectionA Game of Words You CAN Win
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123456789012345678901234567890121234567890123456789012345678 9
123456789012345678901234567890121234567890123456789012345678
Assumption Questions 9
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123456789012345678901234567890121234567890123456789012345678
Assumption questions ask you to fill in gaps in the authors argument or in 9
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123456789012345678901234567890121234567890123456789012345678
a position put forth by some other character in the passage. An assumption 9
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123456789012345678901234567890121234567890123456789012345678
is an unstated yet necessary part of an argument. These questions can be 9
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123456789012345678901234567890121234567890123456789012345678
difficult because, in order to recognize the assumption required to hold the 9
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123456789012345678901234567890121234567890123456789012345678
argument together, you must understand both the conclusion thats drawn 9
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123456789012345678901234567890121234567890123456789012345678
and the evidence offered in support of it. 9
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123456789012345678901234567890121234567890123456789012345678
An SAT assumption question usually contains some form of the word 9
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123456789012345678901234567890121234567890123456789012345678
assumption or assume. Here are a few typical examples: 9
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123456789012345678901234567890121234567890123456789012345678
The authors discussion about . . . assumes that 9
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123456789012345678901234567890121234567890123456789012345678
The authors argument is based on the assumption that 9
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123456789012345678901234567890121234567890123456789012345678 9
Take It to the Next Level
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123456789012345678901234567890121234567890123456789012345678 9
Note
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An assumption in a passage will not necessarily be the authors. It 9
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123456789012345678901234567890121234567890123456789012345678
might instead be an assumption made by a character or other person 9
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123456789012345678901234567890121234567890123456789012345678
discussed in the passage. 9
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123456789012345678901234567890121234567890123456789012345678 9
123456789012345678901234567890121234567890123456789012345678
When you see an assumption question, you should follow these three steps: 9
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123456789012345678901234567890121234567890123456789012345678
1. Focus on the point established (the conclusion) and the evidence 9
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123456789012345678901234567890121234567890123456789012345678
used to support it. 9
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123456789012345678901234567890121234567890123456789012345678
2. Look for a link between the evidence and the conclusion that is 9
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necessary to the logic yet not explicitly stated in the passage. 9
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123456789012345678901234567890121234567890123456789012345678
3. Eliminate choices that are outside the scope of the argument. In 9
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123456789012345678901234567890121234567890123456789012345678
order for something to be necessary to an argument, it must first be 9
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123456789012345678901234567890121234567890123456789012345678
relevant. 9
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123456789012345678901234567890121234567890123456789012345678 9
123456789012345678901234567890121234567890123456789012345678
Now apply these steps to a question that relates to the passage about 9
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123456789012345678901234567890121234567890123456789012345678 9
Francis Bacon. Use the line reference to find the phrase in question, and read
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123456789012345678901234567890121234567890123456789012345678
the entire sentence carefully. As you read it, try to figure out what the author 9
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123456789012345678901234567890121234567890123456789012345678 9
is NOT saying that nevertheless must be true for the argument in that
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123456789012345678901234567890121234567890123456789012345678
sentence to make sense. That unstated premise is the assumption. 9
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123456789012345678901234567890121234567890123456789012345678 9 133
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Part III: Reviewing the Sections
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1. In stating the case for his cause for concern (line 29), the author 9
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assumes that 9
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(A) individual scientists have sacrificed all power of choice with 9
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regard to the direction of their research. 9
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(B) it is not in the financial interest of the scientific establishment to 9
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improve standards of living.
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(C) sciences efficient methodology has led to the solution of most 9
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of societys problems. 9
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(D) no scientists will choose to devote their time to improving 9
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standards of living. 9
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(E) non-scientists are incapable improving their own standard 9
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of living. 9
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The correct answer is (B). The author is concerned that scientists will have 9
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to choose between improving standards of living and getting money from 9
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the scientific establishment for their research. But if scientists receive money 9
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from the establishment for projects that will improve the standards of 9
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living, then this concern is not so well founded. In making his argument, the 9
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author must assume that the scientific establishment does not have an 9
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interest in improving standards of living. If it did, then the authors concern 9
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would make less sense. Lets examine the other four choices to see why none 9
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can compete with choice (B): 9
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Choice (A): The author need not assume that scientists have sacrificed 9
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all control over their work. In fact, the argument in question indicates 9
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that scientists still have a choice regarding what they do. The author is 9
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concerned because it is a choice that may not bode well for society, but 9
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his concern does not rely on the notion in choice (A). 9
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Choice (C): The reference to sciences efficient methodology comes 9
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from the previous sentence and is just there to acknowledge sciences 9
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achievements before the author states his concern. This concern does
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not rely on the notion that science has solved most of societys 9
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problems, so choice (C) is not the assumption were looking for here. 9
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Choice (D): The argument in question indicates that scientists still have 9
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a choice regarding what they do. The authors concern does not rely on 9
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the idea that not one single scientist will choose to improve standards of 9
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living. A handful may, and the author would still be concerned because 9
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the nature of the choice that has arisen in the modern scientific 9
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community does not bode well for society overall. So, choice (D) is not 9
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the necessary assumption we seek. 9
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134 123456789012345678901234567890121234567890123456789012345678 9
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www.petersons.com
Chapter 4: Critical Reading SectionA Game of Words You CAN Win
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Choice (E): This choice is not the assumption youre looking for because 9
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non-scientists are outside the scope. The passage, and the specific 9
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concern thats the focus of this question, concerns only the situation of 9
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scientists.
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Additional Information Questions 9
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Additional Information questions ask you to recognize an additional fact 9
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that would make an argument within the passage either more or less 9
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convincingthat is, stronger or weaker. These two question types are 9
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tougher than average because they require you to challenge the text and to 9
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think for yourself as an active reader rather than passively assimilate whats 9
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on the page. 9
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Take It to the Next Level
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An SAT strengthen question typically contains a word such as support or 9
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strengthen, as in these two question stems: 9
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Which of the following, if true, would provide the most direct support 9
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for the authors assertion that ? 9
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a specific claim made by the author 9
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Which of the following statements, if true, would best strengthen the 9
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contention that ? 9
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a specific point mentioned in the passage 9
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To identify a Weaken question on the SAT, look for a word such as weaken, 9
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undermine, contradict, or refute, as in these two question stems: 9
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Which of the following statements, if true, would contradict most 9
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directly the authors claim that ? 9
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a specific claim made by the author
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Which of the following, if true, would most seriously weaken the 9
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authors argument that ? 9
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a specific conclusion made by the author 9
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To handle a strengthen or weaken question, follow these steps: 9
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1. Make sure youre clear on the argument. You wont have much 9
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luck strengthening or weakening an argument that you dont
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123456789012345678901234567890121234567890123456789012345678
understand. 9
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2. Look for assumptions in the argument. Often, the key to 9
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strengthening or weakening an argument lies in building up or 9
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breaking down an authors central assumption. 9
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Part III: Reviewing the Sections
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3. Beware of choices that are true but that dont have the desired 9
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effect. A choice may perfectly reflect whats in the passage, but if it 9
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doesnt strengthen or weaken the argument (whichever youre 9
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asked to do), then it cannot be correct. Dont select a choice simply
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because it seems true; that may not be good enough. 9
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Apply these steps to the following weaken question about the Francis Bacon
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passage. To handle the question, find the relevant text and reread what the 9
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author says about what Bacon didnt foreseethat is, what Bacon missed in 9
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his analysis. Keep in mind that youre being asked to weaken the authors 9
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point, not any arguments that Bacon himself makes. Therefore, get into the 9
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mindset of challenging the author as you go back to read this part of 9
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the passage. 9
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2. The authors assertion regarding what Bacon did not foresee
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(line 18) would be most seriously weakened if it were determined 9
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that Bacon 9
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(A) outlined the mechanisms of corporate support necessary to 9
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adequately fund scientific research. 9
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(B) stated in his writings that the economic and political require- 9
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ments for a stable society were intertwined with the efficient 9
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functioning of the scientific establishment. 9
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(C) suggested that passionate and creative people were indispens- 9
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able to the advancement of the scientific enterprise. 9
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(D) was generally perceptive regarding most scientific topics. 9
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(E) warned of the dangers to scientific inquiry that would result if col- 9
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lective organization became an integral part of scientific research. 9
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The correct answer is (E). Paraphrasing the text, the author says that Bacon 9
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didnt realize that corporate/institutional support would become so 9
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essential to science that no science would be possible without it. If, however,
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we find that Bacon did in fact warn of the dangers to science of such 9
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corporate control (collective organization), then the authors argument
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here would carry much less weight. Choice (E) is the best weakener of the 9
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bunch. Lets examine the other four choices to see why none can compete 9
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with choice (D): 9
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Choice (A): The author credits Bacon with the idea that corporate 9
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support would be necessary for science to flourish. If it were determined 9
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that somewhere Bacon spells out just what that support would consist 9
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of, that would still do nothing to damage the authors claim that Bacon 9
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missed the point that such corporate control of science could have 9
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negative consequences. 9
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136 123456789012345678901234567890121234567890123456789012345678 9
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www.petersons.com
Chapter 4: Critical Reading SectionA Game of Words You CAN Win
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Choice (B): It wouldnt be surprising to find the claim stated in choice 9
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(B) in Bacons writings, considering what we know about his ideas from 9
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the passage. However, this wouldnt in any way damage the authors 9
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claim that Bacon missed the point that corporate control of science
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could have negative consequences. 9
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Choice (C): The author states that Bacon did not ignore the necessity
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for creative and dedicated individuals to spur science onwards, so it 9
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wouldnt be surprising to find the suggestion described in choice (C) in 9
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Bacons writings. However, this wouldnt in any way damage the 9
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authors claim that Bacon missed the point that corporate control of 9
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science could have negative consequences. 9
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Choice (D): Based on the passage, Bacon seems to be a fairly perceptive 9
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Take It to the Next Level
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fellow, so we wouldnt be surprised to find he was totally up on his 9
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science. However, as with all the other wrong choices here, this in no 9
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way hurts the authors argument that Bacon missed the point that 9
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corporate control of science could have negative consequences. Thats 9
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the claim were trying to weaken, and choice (D) doesnt do it. 9
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123456789012345678901234567890121234567890123456789012345678
Application Questions 9
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Application questions ask you to relate ideas and situations described in the 9
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passage to outside scenarios. In other words, they test whether you can 9
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understand how examples represented in the passage might be applied in a 9
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different context. Application questions are inherently difficult because the 9
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choices involve situations foreign to the topic of the passage, and a leap is 9
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required on your part to connect the correct choice to the relevant idea or 9
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example in the passage. Here is what application questions typically look 9
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like: 9
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As described in the passage, is most 9
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something the author describes
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nearly analogous to which of the following? 9
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Which of the following best exemplifies 9
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123456789012345678901234567890121234567890123456789012345678something mentioned in the 9
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? 9
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passage 9
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Which of the following would the author consider to be most similar to 9
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? 9
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something mentioned in the passage 9
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123456789012345678901234567890121234567890123456789012345678 9 137
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Part III: Reviewing the Sections
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When you see an application question, you should follow these three steps: 9
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1. Go back to the example or idea in question and reread it to make 9
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sure you have a firm grasp of it. 9
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2. Put the example or idea into general terms. This helps because it is 9
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the general logic of the example that will somehow relate to the 9
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correct answer choice. 9
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3. Test the choices to see whether each one matches the example or 9
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idea in question. Beware of choices that distort the meaning of the 9
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123456789012345678901234567890121234567890123456789012345678
example. 9
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Now, try to answer an application question about the Francis Bacon
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passage. Remember that the key to an application question is to generalize a 9
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situation and recognize it in another context. Think about the plight of the 9
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modern scientist and try to put it into general terms. Then, check the choices 9
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to see which one corresponds best to such a scenario. 9
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3. The situation of the modern scientist as described in the passage is 9
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most nearly analogous to that of 9
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(A) a painter who participates in an artistic community in order to 9
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gain exposure for his works. 9
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(B) a doctor who is required to attend a yearly conference in order 9
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to keep up with developments in her field. 9
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(C) a musician who needs to alter her vision for a recording project 9
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in order to maintain the support of her record company.
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(D) an executive who is fired for disobeying company policy. 9
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(E) a union member who organizes a strike to protest against poor 9
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working conditions. 9
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The correct answer is (C). According to the author, the modern scientist 9
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depends on support from a large organization that forces him to conduct his 9
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work according to the demands of the organization. Similarly, the musician 9
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in choice (C) depends on a record company that forces her to change what 9
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she wants to create in order to please the company. Choice (C) offers the
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best analogy to the authors description of the modern scientists plight. 9
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Lets examine the other four choices to see why none can compete with 9
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choice (C): 9
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Choice (A): According to the author, the modern scientist depends for
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support on a large organization that forces him to conduct his work 9
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according to the demands of the organization. This results in a problem 9
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138 123456789012345678901234567890121234567890123456789012345678 9
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www.petersons.com
Chapter 4: Critical Reading SectionA Game of Words You CAN Win
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for the scientist, whereas the painter in choice (A) benefits from his 9
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attachment to the artistic community. 9
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Choice (B): According to the author, the modern scientist depends for 9
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support on a large organization that forces him to conduct his work 9
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according to the demands of the organization. A doctor required to 9
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attend a conference is not in the same situation, since nothing implies
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that the doctor must alter, against her will, the way she goes about 9
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practicing medicine. 9
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Choice (D): According to the author, the modern scientist depends for 9
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support on a large organization that forces him to conduct his work 9
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according to the demands of that organization. A fired executive need 9
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not fit into the same general category. Maybe he deserved to be fired, 9
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Take It to the Next Level
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maybe not, but either way a company has a right to determine how its 9
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employees should behave. However, the scientist, according to the 9
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author, was once independent and needs to be independent for society 9
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to benefit. The predicament of the scientist that the author laments is 9
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therefore not similar to the situation of a fired executive. 9
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Choice (E): According to the author, the modern scientist depends for 9
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support on a large organization that forces him to conduct his work 9
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according to the demands of the organization. Thats the situation we 9
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need to mirror. A union worker organizing a protest doesnt match the 9
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scenario in the question stem. We never hear about scientists fighting 9
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backthe author simply voices his concern regarding their ability to 9
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work independent of corporate influence. 9
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Method Questions 9
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Method questions ask you to recognize what the author is doing in the 9
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passage, or, how the author goes about making her points. Some method 9
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questions ask for the authors overall approach in the passage, while others
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ask about how a specific point is made or about the structure of a particular 9
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paragraph. Method questions can be difficult because the answer choices 9
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are usually stated very generally, and its up to you to connect the general 9
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wording of the choices with whats going on in the passage.
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A Method question can come in many different forms. Here are just a few 9
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examples of what the question stem might look like: 9
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Which of the following best describes the approach of the passage? 9
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In the last paragraph, the author proceeds by . . . 9
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123456789012345678901234567890121234567890123456789012345678 9 139
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Part III: Reviewing the Sections
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How does the fourth paragraph function in relation to the third 9
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paragraph? 9
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Which of the following most accurately describes the organization of 9
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the second paragraph? 9
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Which of the following techniques is used in the last sentence of 9
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paragraph 3? 9
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When you see a method question, you should follow these steps: 9
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1. Let the question guide you to the appropriate area of the passage 9
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and reread that section carefully. 9
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2. Focus on what the author is doingdont get bogged down in 9
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details. Method questions concern how the author makes his/her 9
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points, not what those points are. The latter is the subject of Detail
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and Inference questions. 9
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3. Test the choices rigorously. Every word in the correct choice must 9
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be consistent with whats going on in the passage. Wrong choices 9
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will contain elements that go against the authors approach, or that 9
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are simply not represented in the passage. 9
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Now apply these steps to a Method question about the Francis Bacon 9
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passage. The final paragraph is short enough to skim quickly before 9
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checking out the choices. But read it with a very specific goal in mindto 9
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see what the author is doing in these few lines. Dont get bogged down in 9
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detailsthey really wont help you here. Test the choices, making sure every
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word of the choice you select matches whats going on in this part of 9
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the passage. 9
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4. Which of the following most accurately describes the organization of 9
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the last paragraph of the passage? 9
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(A) An assertion is made and is backed up by evidence. 9
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(B) A viewpoint is expressed and an opposing viewpoint is stated
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and countered. 9
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(C) An admission is offered and is followed by a warning and 9
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recommendation. 9
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(D) Contradictory claims are presented and then reconciled. 9
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(E) A problem is outlined and a solution is proposed and defended. 9
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140 123456789012345678901234567890121234567890123456789012345678 9
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www.petersons.com
Chapter 4: Critical Reading SectionA Game of Words You CAN Win
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The correct answer is C. The notion that no one questions the benefits of 9
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science does qualify as an admission in the context of the paragraph; that is, 9
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the author admits that science has given humankind enormous benefits, but 9
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then goes on to voice his concern regarding the current state of the scientific
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enterprise. Note how the contrast signal word however screams at us that 9
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some kind of change must come after the author admits that science has 9
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conferred immense benefits, and indeed, what comes next is, as choice (C) 9
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puts it, a warning: there is cause for concern. The recommendation that 9
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rounds out choice (C) appears in the final sentence, highlighted by the
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words we must ask certain questions . . . Every element in choice (C) is 9
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present and accounted for, so choice (C) correctly describes the organization 9
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of the paragraph. Lets examine the other four choices to see why none can 9
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compete with choice (C): 9
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Take It to the Next Level
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Choice (A): This choice says that the paragraph begins with an 9
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assertion, and we can surely accept that: the assertion that no one 9
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questions the benefits of science. Is this then backed up by evidence? 9
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No. The contrast signal word however alerts us that some kind of 9
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change is coming, not evidence for the statement in the first sentence. 9
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And indeed, the rest does go off in a different direction. 9
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Choice (B): This choice doesnt reflect whats going on here. It says that 9
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the final paragraph begins with a viewpoint, and we can surely accept 9
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that: the view that no one questions the benefits of science. But does an 9
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opposing viewpoint followthat is, an argument against the benefits of 9
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science? No, the author doesnt go there. He is concerned about the way 9
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science is now conducted. He doesnt mention or counter the position 9
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that tries to downplay what science has already accomplished. 9
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Choice (C): The contrast signal word however offers a promising 9
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start for the organization described in choice (C): it flags some kind of 9
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upcoming change, so it would certainly sound reasonable for an
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opposing viewpoint to enter the story here. But it doesntthe author 9
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goes in a different direction from what is described at the end of
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this choice. 9
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Choice (D): This choice is incorrect because there are no contradictory 9
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claims here. The author admits that science has given humankind 9
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enormous benefits, but then goes on to voice his concern regarding the 9
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current state of the scientific enterprise. These things arent contradic- 9
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tory, and nothing in the paragraph contradicts either of these things, so 9
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choice (D) cant be correct. 9
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Part III: Reviewing the Sections
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Choice (E): Its fair to say that a problem is outlinedthe problem that 9
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securing financial support for scientific work might get in the way of 9
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scientists improving standards of living. But does the author propose a 9
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solution? No. He recommends that serious questions be asked about the
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problem, but offers no solution of his own. Even if you viewed his 9
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recommendation as a solution, youd still have to bog down on the 9
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defended part of choice (E). The passage ends before any kind of 9
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defense of his recommendation is offered. 9
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Six Next Level Techniques for Effective 9
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Reading 9
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Youre a voracious reader whos already developed the kinds of effective 9
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reading habits that will serve you well in SAT critical reading. So, theres 9
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certainly no need here for an ad nauseum discourse on how to read 9
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effectively. But it cant hurt to review the basic reading techniques that apply 9
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most directly to the SAT. 9
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Alert!
Dont expect to just walk into the SAT testing room and apply the
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techniques youll learn about here without practicing them first. Youll 9
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need to try them out first, during your SAT practice testing, until you 9
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become comfortable with them. 9
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Most test-takers approach critical reading passages passively. They give 9
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equal time and attention to every sentence in a passage, reading the passage 9
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from beginning to end without interruption and with very little thought as 9
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to what particular information is most important in order to respond to the
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specific questions. This strategy is actually better characterized as a 9
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non-strategy. Whats the result? The test-taker might remember some 9
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scattered facts and ideas, which will help him/her respond correctly to some 9
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easier questions. 9
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But the passive mind-set wont take the test-taker very far when it comes to 9
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tougher questions. As youre no doubt aware by now, tougher critical 9
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reading questions are tougher because they measure your ability to 9
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understand the ideas in the passage rather than to simply recall information. 9
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In order to understand a passage, you must be able to (1) identify the thesis 9
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(or main idea) and the authors primary purpose and (2) follow the authors
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line of reasoning from paragraph to paragraph. Both tasks require an active 9
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frame of mind in which you constantly interact with the text as you read.
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142 123456789012345678901234567890121234567890123456789012345678 9
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www.petersons.com
Chapter 4: Critical Reading SectionA Game of Words You CAN Win
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1. Mark up the passage. (Thats what your pencil is for!) 9
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Selective annotating (e.g., circling and underlining key words and phrases) 9
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serves three important purposes: 9
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1. It helps you to maintain an active frame of mind since you are 9
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shopping for ideas and information that are sufficiently important 9
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to earmark. 9
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2. It provides a pre-written outline. After you read (and annotate) the 9
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entire passage, reviewing the annotated words and phrases can be
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an effective way to recap the passage for yourself. 9
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3. If you need to refer to the passage as you answer the questions, 9
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effective annotating will help you quickly locate the information 9
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Take It to the Next Level
you need.
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What sort of information should you annotate? If you under-annotate, you 9
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will not be able to effectively recap the passage by reviewing your 9
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annotations. On the other hand, if you over-annotate, your annotations lose 9
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their meaning, and you might as well not have annotated at all. Here are 9
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some suggestions for finding just the right balance: 9
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Mark areas of discussion that you may need to locate again to answer 9
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one or more of the questions. 9
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Instead of underlining complete sentences, select keywords or phrases 9
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that trigger for you the idea or point that is made in this sentence or 9
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this part of the paragraph. 9
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Mark structural connectorskeywords that connect the logical 9
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building blocks of the passage. 9
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In chronological passages, mark historical benchmarks and divisions 9
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centuries, years, decades, or historical periodsthat help to form the 9
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structure of the authors discussion. 9
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Use arrows to physically connect words that signify ideas that are 9
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connected; for example: 9
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To clarify cause and effect in the natural sciences or in the 9
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context of historical events 9
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To indicate who was influenced by whom in literature, music, 9
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psychology, etc.
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To connect names (philosophers, scientists, authors, etc.) with 9
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dates, events, other names, theories, or schools of thought, 9
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works, etc. 9
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Part III: Reviewing the Sections
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To indicate the chronological order in which historical events 9
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occurred 9
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Create your own visual cues to earmark possible thesis statements,
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major supporting points, and points of author disagreement. 9
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2. Make margin notes and (for some passages) 9
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outlines. 9
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In the left-hand margin, make shorthand notes to summarize paragraphs,
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earmark areas of discussion, and otherwise provide signals for yourself so 9
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that you can locate details more quickly and recap the passage more 9
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effectively. Keep your notes as brief as possible; two or three words should 9
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provide a sufficient cue. 9
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Dont bother constructing a formal outline of the passage. This takes more 9
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time than its worth. Instead, rely on your margin notes and annotations to 9
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indicate the flow of the discussion. For certain high-density passages, 9
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however, some organized notesa mini-outlinemay be necessary to 9
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organize information. Shorthand notes at the bottom of the page may help 9
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to keep particular details straight in your mind. The following scenarios 9
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typically call for the mini-outline: 9
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9
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If the passage categorizes or classifies various phenomena, notes may 9
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help clarify which phenomena belong in which categories. 9
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If the passage mentions numerous individual names (e.g., of authors, 9
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artists, political figures, etc.), use notes to link them according to 9
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influence, agreement or disagreement, and so forth. 9
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3. Pay attention to the overall structure of the 9
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passage. 9
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Different types of reading passages are organized in different ways. For
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example: 9
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A passage that traces historical causes or consequences will probably 9
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be organized chronologically. 9
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A passage that critiques a theory will probably describe the theory 9
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first, and then explain its problems, one at a time. 9
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A passage that draws a comparison (pointing out similarities and 9
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differences) between two things might first list similarities, then 9
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differences. 9
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www.petersons.com
Chapter 4: Critical Reading SectionA Game of Words You CAN Win
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A passage that describes a classification system will probably begin by 9
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defining the main class, then branch out to each sub-class level. 9
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Understanding how the passage is organizedin other words, recognizing 9
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its structurewill help you to articulate the passages main idea and 9
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primary purpose, to understand the authors purpose in mentioning various 9
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details, and to distinguish between main points and minor detailsall of
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which will help you answer the questions. 9
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4. Look for structural clues or triggers. 9
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Triggers are key words and phrases that provide clues about the structure and 9
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organization of the passage and the direction in which the discussion is flow- 9
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ing. The lists below contain many common trigger words and phrases. Un- 9
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Take It to the Next Level
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derline or circle trigger words as you read the passage. Review your annota- 9
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tions to help you recap the passage and see its structure and organization. 9
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These words precede an item in a list (e.g., examples, classes, reasons, 9
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or characteristics): 9
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first, second (etc.) 9
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in addition, also, another 9
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These words signal that the author is contrasting two phenomena: 9
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alternatively, by contrast, however, on the other hand, rather 9
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than, while, yet 9
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9
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These words signal a logical conclusion based upon preceding material: 9
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consequently, in conclusion, then, thus, therefore, as a result, 9
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accordingly 9
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These words signal that the author is comparing (identifying 9
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similarities between) two phenomena:
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similarly, in the same way, analogous, parallel, likewise, just as, 9
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also, as 9
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These words signal evidence (factual information) used to support the 9
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authors argument: 9
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because, since, in light of 9
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These words signal an example of a phenomenon:
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for instance, e.g., such as, . . . is an illustration of 9
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Part III: Reviewing the Sections
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5. Dont get bogged down in details as you read. 9
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SAT reading passages are packed with details: lists, statistics and other 9
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numbers, dates, titles, and so forth. If you try to absorb all of the details as 9
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you read, youll not only lose sight of the main points but also lose reading 9
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speed. Dont get bogged down in the details; gloss over them. In the 9
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left-hand margin, note where particular examples, lists, and other details 9
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are located. Then, if a particular question involving those details is included, 9
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you can quickly and easily locate them and read them more carefully. 9
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6. Sum up the passage after you read it. 9
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After reading the entire passage, take a few seconds to recap it. What was
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the authors main point and what were the major supporting points? 9
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Remind yourself about the flow of the discussion without thinking about all 9
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the details. Chances are, youll be able to answer at least one or two of the 9
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questions based just on your recap. 9
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In Conclusion 9
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Many passages have a conclusion, so its only right that our chapter about 9
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passages has one, too. Most of the techniques discussed here are things that 9
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you already do in some form already. This chapter has shown how strategies 9
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such as using context and finding the main idea apply to the reading 9
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section of the SAT. When you work the sample passages in this book, focus 9
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on using the techniques. Cover the answer choices of a sentence completion 9
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problem while you come up with your own word. Jot down quick 9
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summaries of a passage while youre reading it. The techniques are highly 9
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effective, and all you need to do is practice them to the point where they 9
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become second nature. When you get to that level of comfort, you will see 9
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how beneficial they are in answering easy, medium, and hard problems. 9
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www.petersons.com
Chapter
5
The Ultimate Word List
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Use the Words You Learn 9
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Vocabulary as such is not tested on the SAT. But there are plenty of indirect 9
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and hidden vocabulary questions on the SAT: 9
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1. Reading comprehension passages include vocabulary-in-context 9
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questions. These focus on particular words in the passage and ask 9
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you to determine their meaning in the passage. Sometimes the 9
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words chosen are obviously hard words (latent, replete, and 9
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eminent, to name three real examples). More often they are 9
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seemingly easy words that are tricky because they have many 9
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possible meanings (camp, idea, and hard, for example). In both 9
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cases, the broader, more varied, and more
123456789012345678901234567890121234567890123456789012345678 9 accurate your vocabu-
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lary knowledge, the better your chances of answering these 9
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questions quickly and correctly. 9
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2. The better your vocabulary knowledge, the easier youll find it to 9
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understand both critical reading passages and sentence completion 9
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items (which are, in effect, mini-reading passages, each one
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sentence long). Even an occasional math item is made a little more 9
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complicated by the use of a challenging vocabulary word.
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So vocabulary knowledge makes a clear and significant difference in your 9
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performance on the SAT. Fortunately, the kinds of words that regularly
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appear fall into definite patterns. 9
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The SAT is written and edited by bookish people for the benefit of the other 9
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bookish people who run colleges and universities. Theyre designed to test 9
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your ability to handle the kinds of bookish tasks college students usually 9
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have to master: reading textbooks, finding information in reference books, 9
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deciphering scholarly journals, studying research abstracts, and writing
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impressive-sounding term papers. 9
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147
Part III: Reviewing the Sections
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So the hard words on the tests are hard words of a particular sort: bookish 9
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hard words that deal, broadly speaking, with the manipulation and 9
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communication of ideaswords like ambiguous, amplify, arbitrary, and 9
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arcane. The better you master this sort of vocabulary, the better youll do on
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your exam. 9
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Happily, you dont need to find these words on your own. Weve done the
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spadework for you. Weve been able to come up with a list of the words 9
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most commonly used in reading passages and sentence completions, 9
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including both the question stems and the answer choices. This list has 9
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become the Ultimate Word List. It includes about 500 primary words that 9
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are most likely to appear in one form or another on the SAT. It also includes 9
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hundreds of related wordswords that are either variants of the primary 9
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words (ambiguity as a variant of ambiguous, for example) or that share a 9
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common word root (like ample, amplify, and amplitude). Many of these 9
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words have already been covered in this book; some even appear in the 9
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flashcards at the back. By placing them all in a single location, however, we 9
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hope to give you one more tool to enhance your vocabulary study. 9
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Chapter 5: The Ultimate Word List
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A 9
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abbreviate (verb) to make briefer, to shorten. Because time was running 9
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out, the speaker had to abbreviate his remarks. abbreviation (noun). 9
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abrasive (adjective) irritating, grinding, rough. The managers rude, 9
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abrasive way of criticizing the workers was bad for morale. abrasion 9
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(noun). 9
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abridge (verb) to shorten, to reduce. The Bill of Rights is designed to 9
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prevent Congress from abridging the rights of Americans. abridgment 9
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(noun). 9
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absolve (verb) to free from guilt, to exonerate. The criminal jury absolved 9
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O. J. Simpson of the murder of his ex-wife and her friend. absolution 9
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(noun). 9
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abstain (verb) to refrain, to hold back. After his heart attack, he was 9
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warned by the doctor to abstain from smoking, drinking, and 9
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overeating. abstinence (noun), abstemious (adjective). 9
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accentuate (verb) to emphasize, to stress. The overcast skies and chill 9
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winds accentuated our gloomy mood. accentuation (noun). 9
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acrimonious (adjective) biting, harsh, caustic. The election campaign 9
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became acrimonious, as the candidates traded insults and accusations. 9
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acrimony (noun). 9
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adaptable (adjective) able to be changed to be suitable for a new purpose. 9
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Some scientists say that the mammals outlived the dinosaurs because 9
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they were more adaptable to a changing climate. adapt (verb), 9
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adaptation (noun). 9
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adulation (noun) extreme admiration. Few young actors have received 9
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greater adulation than did Marlon Brando after his performance in A
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Streetcar Named Desire. adulate (verb), adulatory (adjective). 9
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adversary (noun) an enemy or opponent. When the former Soviet Union 9
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became an American ally, the United States lost its last major adversary. 9
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adversity (noun) misfortune. Its easy to be patient and generous when 9
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things are going well; a persons true character is revealed under 9
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adversity. adverse (adjective). 9
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aesthetic (adjective) relating to art or beauty. Mapplethorpes photos may 9
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be attacked on moral grounds, but no one questions their aesthetic
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valuethey are beautiful. aestheticism (noun). 9
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affected (adjective) false, artificial. At one time, Japanese women were 9
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taught to speak in an affected high-pitched voice, which was thought 9
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girlishly attractive. affect (verb), affectation (noun). 9
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aggressive (adjective) forceful, energetic, and attacking. A football player 9
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needs a more aggressive style of play than a soccer player. aggression 9
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(noun).
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alacrity (noun) promptness, speed. Thrilled with the job offer, he accepted 9
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with alacrityBefore they can change their minds! he thought. 9
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allege (verb) to state without proof. Some have alleged that Foster was 9
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murdered, but all the evidence points to suicide. allegation (noun). 9
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alleviate (verb) to make lighter or more bearable. Although no cure for 9
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AIDS has been found, doctors are able to alleviate the suffering of those 9
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with the disease. alleviation (noun). 9
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ambiguous (adjective) having two or more possible meanings. The phrase, 9
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Lets table that discussion is ambiguous; some think it means, Lets 9
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discuss it now, while others think it means, Lets save it for later. 9
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ambiguity (noun). 9
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ambivalent (adjective) having two or more contradictory feelings or 9
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attitudes; uncertain. She was ambivalent toward her impending 9
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marriage; at times she was eager to go ahead, while at other times she 9
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wanted to call it off. ambivalence (noun). 9
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amiable (adjective) likable, agreeable, friendly. He was an amiable lab
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partner, always smiling, on time, and ready to work. amiability (verb). 9
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amicable (adjective) friendly, peaceable. Although they agreed to divorce, 9
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their settlement was amicable and they remained friends afterward. 9
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amplify (verb) to enlarge, expand, or increase. Uncertain as to whether 9
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they understood, the students asked the teacher to amplify his
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explanation. amplification (noun). 9
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anachronistic (adjective) out of the proper time. The reference, in 9
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Shakespeares Julius Caesar, to the clock striking twelve is anachro- 9
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nistic, since there were no striking timepieces in ancient Rome. 9
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anachronism (noun). 9
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anarchy (noun) absence of law or order. For several months after the Nazi 9
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government was destroyed, there was no effective government in parts 9
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of Germany, and anarchy ruled. anarchic (adjective). 9
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Chapter 5: The Ultimate Word List
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anomaly (noun) something different or irregular. The tiny planet Pluto, 9
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orbiting next to the giants Jupiter, Saturn, and Neptune, has long 9
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appeared to be an anomaly. anomalous (adjective). 9
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antagonism (noun) hostility, conflict, opposition. As more and more 9
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reporters investigated the Watergate scandal, antagonism between 9
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Nixon and the press increased. antagonistic (adjective), antagonize
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(verb). 9
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antiseptic (adjective) fighting infection; extremely clean. A wound should 9
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be washed with an antiseptic solution. The all-white offices were bare 9
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and almost antiseptic in their starkness. 9
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apathy (noun) lack of interest, concern, or emotion. American voters are 9
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showing increasing apathy over politics; fewer than half voted in the last 9
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election. apathetic (adjective).
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arable (adjective) able to be cultivated for growing crops. Rocky New 9
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England has relatively little arable farmland. 9
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arbiter (noun) someone able to settle dispute; a judge or referee. The 9
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public is the ultimate arbiter of commercial value; it decides what sells 9
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and what doesnt. 9
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arbitrary (adjective) based on random or merely personal preference. 9
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Both computers cost the same and had the same features, so in the end I 9
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made an arbitrary decision about which one to buy. 9
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arcane (adjective) little-known, mysterious, obscure. Eliots Waste Land is
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filled with arcane lore, including quotations in Latin, Greek, French, 9
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German, and Sanskrit. arcana (noun, plural). 9
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ardor (noun) a strong feeling of passion, energy, or zeal. The young 9
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revolutionary proclaimed his convictions with an ardor that excited the 9
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crowd. ardent (adjective). 9
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arid (adjective) very dry; boring and meaningless. The arid climate of 9
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Arizona makes farming difficult. Some find the law a fascinating topic, 9
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but for me it is an arid discipline. aridity (noun). 9
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ascetic (adjective) practicing strict self-discipline for moral or spiritual 9
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reasons. The so-called Desert Fathers were hermits who lived an ascetic 9
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life of fasting, study, and prayer. asceticism (verb). 9
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assiduous (verb) working with care, attention, and diligence. Although 9
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Karen is not a naturally gifted math student, by assiduous study she 9
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managed to earn an A in trigonometry. assiduity (noun). 9
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astute (adjective) observant, intelligent, and shrewd. Safires years of 9
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experience in Washington and his personal acquaintance with many 9
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political insiders make him an astute commentator on politics. 9
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atypical (adjective) not typical; unusual. In The Razors Edge, Bill 9
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Murray, best known as a comic actor, gave an atypical dramatic 9
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performance.
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audacious (adjective) bold, daring, adventurous. Her plan to cross the 9
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Atlantic single-handed in a 12-foot sailboat was audacious, if not 9
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reckless. audacity (noun). 9
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audible (adjective) able to be heard. Although she whispered, her voice 9
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was picked up by the microphone, and her words were audible 9
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throughout the theater. audibility (noun). 9
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auspicious (adjective) promising good fortune; propitious. The news that 9
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a team of British climbers had reached the summit of Everest seemed an 9
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auspicious sign for the reign of newly crowned Queen Elizabeth II. 9
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authoritarian (adjective) favoring or demanding blind obedience to 9
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leaders. Despite Americans belief in democracy, the American govern- 9
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ment has supported authoritarian regimes in other countries. 9
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authoritarianism (noun) 9
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B 9
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belated (adjective) delayed past the proper time. She called her mother on 9
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January 5th to offer her a belated Happy New Year. 9
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belie (verb) to present a false or contradictory appearance. Lena Hornes 9
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youthful appearance belies her long, distinguished career in show 9
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business.
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benevolent (adjective) wishing or doing good. In old age, Carnegie used 9
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his wealth for benevolent purposes, donating large sums to found 9
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libraries and schools. benevolence (noun). 9
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berate (verb) to scold or criticize harshly. The judge angrily berated the 9
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two lawyers for their unprofessional behavior. 9
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bereft (adjective) lacking or deprived of something. Bereft of parental 9
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love, orphans sometimes grow up to be insecure. 9
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Chapter 5: The Ultimate Word List
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bombastic (adjective) inflated or pompous in style. Old-fashioned bom- 9
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bastic political speeches dont work on television, which demands a 9
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more intimate style of communication. bombast (noun). 9
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bourgeois (adjective) middle-class or reflecting middle-class values. The 9
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Dadaists of the 1920s produced art deliberately designed to offend 9
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bourgeois art collectors, with their taste for respectable, refined,
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uncontroversial pictures. bourgeois (noun). 9
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buttress (noun) something that supports or strengthens. The endorsement 9
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of the American Medical Association is a powerful buttress for the 9
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claims made about this new medicine. buttress (verb). 9
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C 9
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camaraderie (noun) a spirit of friendship. Spending long days and nights 9
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together on the road, the members of a traveling theater group develop 9
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a strong sense of camaraderie. 9
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candor (noun) openness, honesty, frankness. In his memoir about the 9
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Vietnam War, former defense secretary McNamara describes his 9
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mistakes with remarkable candor. candid (adjective). 9
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capricious (adjective) unpredictable, whimsical. The pop star Madonna 9
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has changed her image so many times that each new transformation 9
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now appears capricious rather than purposeful. caprice (noun). 9
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carnivorous (adjective) meat-eating. The long, dagger-like teeth of the 9
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Tyrannosaurus make it obvious that this was a carnivorous dinosaur. 9
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carnivore (noun).
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carping (adjective) unfairly or excessively critical; querulous. New York is 9
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famous for its demanding critics, but none is harder to please than the
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carping John Simon, said to have single-handedly destroyed many 9
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acting careers. carp (verb).
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catalytic (adjective) bringing about, causing, or producing some result. 9
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The conditions for revolution existed in America by 1765; the disputes 9
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about taxation that arose later were the catalytic events that sparked the 9
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rebellion. catalyze (verb). 9
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caustic (adjective) burning, corrosive. No one was safe when the satirist
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H. L. Mencken unleashed his caustic wit. 9
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Part III: Reviewing the Sections
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censure (noun) blame, condemnation. The news that Senator Packwood 9
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had harassed several women brought censure from many feminists. 9
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censure (verb). 9
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chaos (noun) disorder, confusion, chance. The first few moments after the 9
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explosion were pure chaos: no one was sure what had happened, and 9
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the area was filled with people running and yelling. chaotic (adjective).
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circuitous (adjective) winding or indirect. We drove to the cottage by a 9
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circuitous route so we could see as much of the surrounding countryside 9
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as possible. 9
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circumlocution (noun) speaking in a roundabout way; wordiness. Legal 9
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documents often contain circumlocutions which make them difficult to 9
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understand. 9
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circumscribe (verb) to define by a limit or boundary. Originally, the role of 9
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the executive branch of government was clearly circumscribed, but that 9
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role has greatly expanded over time. circumscription (noun). 9
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circumvent (verb) to get around. When Jerry was caught speeding, he 9
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tried to circumvent the law by offering the police officer a bribe. 9
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clandestine (adjective) secret, surreptitious. As a member of the under- 9
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ground, Balas took part in clandestine meetings to discuss ways of 9
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sabotaging the Nazi forces. 9
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cloying (adjective) overly sweet or sentimental. The deathbed scenes in the 9
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novels of Dickens are famously cloying: as Oscar Wilde said, One
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would need a heart of stone to read the death of Little Nell without 9
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laughing. 9
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cogent (adjective) forceful and convincing. The committee members were 9
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won over to the project by the cogent arguments of the chairman. 9
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cogency (noun). 9
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cognizant (adjective) aware, mindful. Cognizant of the fact that it was 9
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getting late, the master of ceremonies cut short the last speech. 9
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cognizance (noun). 9
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cohesive (adjective) sticking together, unified. An effective military unit 9
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must be a cohesive team, all its members working together for a 9
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common goal. cohere (verb), cohesion (noun). 9
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collaborate (verb) to work together. To create a truly successful movie, the 9
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director, writers, actors, and many others must collaborate closely. 9
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collaboration (noun), collaborative (adjective). 9
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www.petersons.com
Chapter 5: The Ultimate Word List
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colloquial (adjective) informal in language; conversational. Some expres- 9
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sions from Shakespeare, such as the use of thou and thee, sound formal 9
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today but were colloquial English in Shakespeares time. 9
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competent (adjective) having the skill and knowledge needed for a 9
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particular task; capable. Any competent lawyer can draw up a will. 9
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competence (noun).
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complacent (adjective) smug, self-satisfied. During the 1970s, American 9
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auto makers became complacent, believing that they would continue to 9
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be successful with little effort. complacency (noun). 9
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composure (noun) calm, self-assurance. The president managed to keep 9
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his composure during his speech even when the Teleprompter broke 9
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down, leaving him without a script. composed (adjective). 9
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conciliatory (adjective) seeking agreement, compromise, or reconciliation. 9
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As a conciliatory gesture, the union leaders agreed to postpone a strike 9
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and to continue negotiations with management. conciliate (verb), 9
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conciliation (noun). 9
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concise (adjective) expressed briefly and simply; succinct. Less than a page 9
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long, the Bill of Rights is a concise statement of the freedoms enjoyed by 9
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all Americans. concision (noun). 9
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condescending (adjective) having an attitude of superiority toward 9
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another; patronizing. What a cute little car! she remarked in a 9
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condescending style. I suppose its the nicest one someone like you 9
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could afford! condescension (noun). 9
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condolence (noun) pity for someone elses sorrow or loss; sympathy. After 9
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the sudden death of Princess Diana, thousands of messages of 9
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condolence were sent to her family. condole (verb). 9
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confidant (noun) someone entrusted with anothers secrets. No one knew 9
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about Janees engagement except Sarah, her confidant. confide (verb), 9
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confidential (adjective). 9
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conformity (noun) agreement with or adherence to custom or rule. In my 9
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high school, conformity was the rule: everyone dressed the same, talked
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the same, and listened to the same music. conform (verb), conformist 9
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(adjective). 9
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consensus (noun) general agreement among a group. Among Quakers, 9
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voting traditionally is not used; instead, discussion continues until the 9
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entire group forms a consensus. 9
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consolation (noun) relief or comfort in sorrow or suffering. Although we 9
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miss our dog very much, it is a consolation to know that she died 9
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quickly, without suffering. console (verb). 9
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consternation (noun) shock, amazement, dismay. When a voice in the 9
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back of the church shouted out, I know why they should not be 9
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married! the entire gathering was thrown into consternation.
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consummate (verb) to complete, finish, or perfect. The deal was consum- 9
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mated with a handshake and the payment of the agreed-upon fee. 9
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consummate (adjective), consummation (noun). 9
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contaminate (verb) to make impure. Chemicals dumped in a nearby forest 9
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had seeped into the soil and contaminated the local water supply. 9
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contamination (noun). 9
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contemporary (adjective) modern, current; from the same time. I prefer 9
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old-fashioned furniture rather than contemporary styles. The composer 9
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Vivaldi was roughly contemporary with Bach. contemporary (noun). 9
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contrite (adjective) sorry for past misdeeds. The public is often willing to 9
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forgive celebrities who are involved in some scandal, as long as they 9
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appear contrite. contrition (noun). 9
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conundrum (noun) a riddle, puzzle, or problem. The question of why an 9
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all-powerful, all-loving God allows evil to exist is a conundrum many 9
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philosophers have pondered. 9
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convergence (noun) the act of coming together in unity or similarity. A
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remarkable example of evolutionary convergence can be seen in the 9
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shark and the dolphin, two sea creatures that developed from different 9
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origins to become very similar in form. converge (verb). 9
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convoluted (adjective) twisting, complicated, intricate. Tax law has 9
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become so convoluted that its easy for people to accidentally violate it. 9
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convolute (verb), convolution (noun). 9
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corroborating (adjective) supporting with evidence; confirming. A pass- 9
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erby who had witnessed the crime gave corroborating testimony about 9
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the presence of the accused person. corroborate (verb), corroboration
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(noun). 9
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corrosive (adjective) eating away, gnawing, or destroying. Years of 9
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poverty and hard work had a corrosive effect on her beauty. corrode 9
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(verb), corrosion (noun). 9
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Chapter 5: The Ultimate Word List
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credulity (noun) willingness to believe, even with little evidence. Con 9
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artists fool people by taking advantage of their credulity. credulous 9
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(adjective). 9
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criterion (noun) a standard of measurement or judgment. (The plural is 9
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criteria.) In choosing a design for the new taxicabs, reliability will be 9
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our main criterion.
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critique (noun) a critical evaluation. The editor gave a detailed critique of 9
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the manuscript, explaining its strengths and its weaknesses. critique 9
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(verb). 9
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culpable (adjective) deserving blame, guilty. Although he committed the 9
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crime, because he was mentally ill he should not be considered culpable 9
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for his actions. culpability (noun). 9
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cumulative (adjective) made up of successive additions. Smallpox was 9
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eliminated only through the cumulative efforts of several generations of 9
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doctors and scientists. accumulation (noun), accumulate (verb). 9
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curtail (verb) to shorten. Because of the military emergency, all soldiers on 9
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leave were ordered to curtail their absences and return to duty. 9
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D 9
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debased (adjective) lowered in quality, character, or esteem. The quality of 9
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TV journalism has been debased by the many new tabloid-style talk 9
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shows. debase (verb). 9
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debunk (verb) to expose as false or worthless. Magician James Randi 9
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loves to debunk psychics, mediums, clairvoyants, and others who claim 9
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supernatural powers. 9
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decorous (adjective) having good taste; proper, appropriate. The once
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reserved and decorous style of the British monarchy began to change 9
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when the chic, flamboyant young Diana Spencer joined the family. 9
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decorum (noun). 9
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decry (verb) to criticize or condemn. Cigarette ads aimed at youngsters 9
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have led many to decry the marketing tactics of the tobacco industry. 9
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deduction (noun) a logical conclusion, especially a specific conclusion 9
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based on general principles. Based on what is known about the effects 9
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of greenhouse gases on atmospheric temperature, scientists have made 9
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several deductions about the likelihood of global warming. deduce 9
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(verb). 9
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delegate (verb) to give authority or responsibility. The president delegated 9
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the vice president to represent the administration at the peace talks. 9
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delegate (noun). 9
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deleterious (adjective) harmful. About thirty years ago, scientists proved 9
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that working with asbestos could be deleterious to ones health, 9
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producing cancer and other diseases.
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delineate (verb) to outline or describe. Naturalists had long suspected the 9
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fact of evolution, but Darwin was the first to delineate a process 9
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natural selectionthrough which evolution could occur. 9
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demagogue (noun) a leader who plays dishonestly on the prejudices and 9
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emotions of his followers. Senator Joseph McCarthy was a demagogue 9
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who used the paranoia of the anti-Communist 1950s as a way of seizing 9
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fame and power in Washington. demagoguery (noun).
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demure (adjective) modest or shy. The demure heroines of Victorian 9
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fiction have given way to todays stronger, more opinionated, and more 9
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independent female characters. 9
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denigrate (verb) to criticize or belittle. The firms new president tried to 9
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explain his plans for improving the company without seeming to 9
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denigrate the work of his predecessor. denigration (noun). 9
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depose (verb) to remove from office, especially from a throne. Iran was 9
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formerly ruled by a monarch called the Shah, who was deposed in 1976. 9
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derelict (adjective) neglecting ones duty. The train crash was blamed on a
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switchman who was derelict, having fallen asleep while on duty. 9
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dereliction (noun). 9
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derivative (adjective) taken from a particular source. When a person first 9
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writes poetry, her poems are apt to be derivative of whatever poetry she 9
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most enjoys reading. derivation (noun), derive (verb). 9
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desolate (adjective) empty, lifeless, and deserted; hopeless, gloomy. 9
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Robinson Crusoe was shipwrecked and had to learn to survive alone on 9
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a desolate island. The murder of her husband left Mary Lincoln 9
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desolate. desolation (noun).
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destitute (adjective) very poor. Years of rule by a dictator who stole the 9
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wealth of the country had left the people of the Philippines destitute. 9
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destitution (noun). 9
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deter (verb) to discourage from acting. The best way to deter crime is to 9
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insure that criminals will receive swift and certain punishment. 9
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deterrence (noun), deterrent (adjective). 9
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detractor (noun) someone who belittles or disparages. Neil Diamond has 9
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many detractors who consider his music boring, inane, and sentimental. 9
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detract (verb).
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deviate (verb) to depart from a standard or norm. Having agreed upon a 9
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spending budget for the company, we mustnt deviate from it; if we do, 9
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we may run out of money soon. deviation (noun). 9
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devious (adjective) tricky, deceptive. Milkens devious financial tactics 9
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were designed to enrich his firm while confusing or misleading 9
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government regulators. 9
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didactic (adjective) intended to teach, instructive. The childrens TV show 9
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Sesame Street is designed to be both entertaining and didactic. 9
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diffident (adjective) hesitant, reserved, shy. Someone with a diffident 9
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personality should pursue a career that involves little public contact. 9
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diffidence (noun). 9
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diffuse (verb) to spread out, to scatter. The red dye quickly became 9
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diffused through the water, turning it a very pale pink. diffusion (noun). 9
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digress (verb) to wander from the main path or the main topic. My high 9
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school biology teacher loved to digress from science into personal 9
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anecdotes about his college adventures. digression (noun), digressive
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(adjective). 9
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dilatory (adjective) delaying, procrastinating. The lawyer used various 9
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dilatory tactics, hoping that his opponent would get tired of waiting for 9
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a trial and drop the case. 9
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diligent (adjective) working hard and steadily. Through diligent efforts,
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the townspeople were able to clear away the debris from the flood in a 9
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matter of days. diligence (noun). 9
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diminutive (adjective) unusually small, tiny. Children are fond of Shetland 9
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ponies because their diminutive size makes them easy to ride. 9
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diminution (noun). 9
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discern (verb) to detect, notice, or observe. I could discern the shape of a 9
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whale off the starboard bow, but it was too far away to determine its 9
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size or species. discernment (noun). 9
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Part III: Reviewing the Sections
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disclose (verb) to make known; to reveal. Election laws require candidates 9
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to disclose the names of those who contribute money to their 9
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campaigns. disclosure (noun). 9
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discomfit (verb) to frustrate, thwart, or embarrass. Discomfited by the 9
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interviewers unexpected question, Peter could only stammer in reply. 9
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discomfiture (noun).
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disconcert (verb) to confuse or embarrass. When the hallway bells began 9
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to ring halfway through her lecture, the speaker was disconcerted and 9
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didnt know what to do. 9
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discredit (verb) to cause disbelief in the accuracy of some statement or the 9
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reliability of a person. Although many people still believe in UFOs, 9
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among scientists the reports of alien encounters have been thoroughly 9
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discredited.
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discreet (adjective) showing good judgment in speech and behavior. Be 9
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discreet when discussing confidential business mattersdont talk 9
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among strangers on the elevator, for example. discretion (noun). 9
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discrepancy (noun) a difference or variance between two or more things. 9
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The discrepancies between the two witnesses stories show that one of 9
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them must be lying. discrepant (adjective). 9
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disdain (noun) contempt, scorn. Millionaire Leona Helmsley was disliked 9
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by many people because she treated little people with such disdain. 9
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disdain (verb), disdainful (adjective). 9
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disingenuous (adjective) pretending to be candid, simple, and frank. 9
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When Texas billionaire H. Ross Perot ran for president, many 9
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considered his jest plain folks style disingenuous. 9
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disparage (verb) to speak disrespectfully about, to belittle. Many political 9
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ads today both praise their own candidate and disparage his or her 9
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opponent. disparagement (noun), disparaging (adjective). 9
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disparity (noun) difference in quality or kind. There is often a disparity 9
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between the kind of high-quality television people say they want and the 9
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low-brow programs they actually watch. disparate (adjective).
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disregard (verb) to ignore, to neglect. If you dont write a will, when you 9
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die, your survivors may disregard your wishes about how your property 9
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should be handled. disregard (noun). 9
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www.petersons.com
Chapter 5: The Ultimate Word List
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disruptive (adjective) causing disorder, interrupting. When the senator 9
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spoke at our college, angry demonstrators picketed, heckled, and 9
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engaged in other disruptive activities. disrupt (verb), disruption (noun). 9
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dissemble (verb) to pretend, to simulate. When the police questioned her 9
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about the crime, she dissembled innocence. 9
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dissipate (verb) to spread out or scatter. The windows and doors were 9
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opened, allowing the smoke that had filled the room to dissipate. 9
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dissipation (noun). 9
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dissonance (noun) lack of music harmony; lack of agreement between 9
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ideas. Most modern music is characterized by dissonance, which many 9
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listeners find hard to enjoy. There is a noticeable dissonance between 9
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two common beliefs of most conservatives: their faith in unfettered free 9
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markets and their preference for traditional social values. dissonant
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(adjective). 9
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diverge (verb) to move in different directions. Frosts poem The Road Less 9
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Traveled tells of the choice he made when Two roads diverged in a 9
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yellow wood. divergence (noun), divergent (adjective). 9
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diversion (noun) a distraction or pastime. During the two hours he spent 9
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in the doctors waiting room, his hand-held computer game was a 9
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welcome diversion. divert (verb). 9
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divination (noun) the art of predicting the future. In ancient Greece, 9
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people wanting to know their fate would visit the priests at Delphi, 9
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supposedly skilled at divination. divine (verb). 9
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divisive (adjective) causing disagreement or disunity. Throughout history, 9
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race has been the most divisive issue in American society. 9
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divulge (verb) to reveal. The people who count the votes for the Oscar 9
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awards are under strict orders not to divulge the names of the winners. 9
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dogmatic (adjective) holding firmly to a particular set of beliefs with little 9
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or no basis. Believers in Marxist doctrine tend to be dogmatic, ignoring 9
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evidence that contradicts their beliefs. dogmatism (noun). 9
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dominant (adjective) greatest in importance or power. Turners Frontier 9
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Thesis suggests that the existence of the frontier had a dominant 9
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influence on American culture. dominate (verb), domination (noun). 9
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dubious (adjective) doubtful, uncertain. Despite the chairmans attempts 9
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to convince the committee members that his plan would succeed, most 9
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of them remained dubious. dubiety (noun). 9
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Part III: Reviewing the Sections
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durable (adjective) long lasting. Denim is a popular material for work 9
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clothes because it is strong and durable. 9
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duress (noun) compulsion or restraint. Fearing that the police might beat 9
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him, he confessed to the crime, not willingly but under duress. 9
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E 9
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eclectic (adjective) drawn from many sources; varied, heterogeneous. The
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Mellon family art collection is an eclectic one, including works ranging 9
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from ancient Greek sculptures to modern paintings. eclecticism (noun). 9
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efficacious (adjective) able to produce a desired effect. Though thousands 9
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of people today are taking herbal supplements to treat depression, 9
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researchers have not yet proved them efficacious. efficacy (noun). 9
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effrontery (noun) shameless boldness. The sports world was shocked 9
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when a pro basketball player had the effrontery to choke his head coach 9
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during a practice session. 9
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effusive (adjective) pouring forth ones emotions very freely. Having won 9
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the Oscar for Best Actress, Sally Field gave an effusive acceptance 9
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speech in which she marveled, You like me! You really like me! 9
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effusion (noun). 9
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egoism (noun) excessive concern with oneself; conceit. Roberts egoism 9
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was so great that all he could talk about was the importanceand the 9
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brillianceof his own opinions. egoistic (adjective). 9
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egregious (adjective) obvious, conspicuous, flagrant. Its hard to imagine 9
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how the editor could allow such an egregious error to appear. 9
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elated (adjective) excited and happy; exultant. When the Green Bay 9
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Packers last, desperate pass was dropped, the elated fans of the Denver
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Broncos began to celebrate. elate (verb), elation (noun). 9
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elliptical (adjective) very terse or concise in writing or speech; difficult to 9
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understand. Rather than speak plainly, she hinted at her meaning 9
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through a series of nods, gestures, and elliptical half sentences. 9
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elusive (adjective) hard to capture, grasp, or understand. Though every- 9
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one thinks they know what justice is, when you try to define the 9
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concept precisely, it proves to be quite elusive. 9
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Chapter 5: The Ultimate Word List
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embezzle (verb) to steal money or property that has been entrusted to your 9
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care. The church treasurer was found to have embezzled thousands of 9
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dollars by writing phony checks on the church bank account. 9
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embezzlement (noun).
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emend (verb) to correct. Before the letter is mailed, please emend the two 9
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spelling errors. emendation (noun).
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emigrate (verb) to leave one place or country to settle elsewhere. Millions 9
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of Irish emigrated to the New World in the wake of the great Irish 9
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famines of the 1840s. emigrant (noun), emigration (noun). 9
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eminent (adjective) noteworthy, famous. Vaclav Havel was an eminent 9
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author before being elected president of the Czech Republic. eminence 9
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(noun). 9
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emissary (noun) someone who represents another. In an effort to avoid a 9
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military showdown, Carter was sent as an emissary to Korea to 9
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negotiate a settlement. 9
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emollient (noun) something that softens or soothes. She used a hand 9
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cream as an emollient on her dry, work-roughened hands. emollient 9
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(adjective). 9
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empathy (noun) imaginative sharing of the feelings, thoughts, or experi- 9
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ences of another. Its easy for a parent to have empathy for the sorrow of 9
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another parent whose child has died. empathetic (adjective). 9
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empirical (adjective) based on experience or personal observation. Al-
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though many people believe in ESP, scientists have found no empirical 9
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evidence of its existence. empiricism (noun). 9
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emulate (verb) to imitate or copy. The British band Oasis admitted their 9
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desire to emulate their idols, the Beatles. emulation (noun). 9
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encroach (verb) to go beyond acceptable limits; to trespass. By quietly
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seizing more and more authority, Robert Moses continually encroached 9
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on the powers of other government leaders. encroachment (noun). 9
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enervate (verb) to reduce the energy or strength of someone or something. 9
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The stress of the operation left her feeling enervated for about two 9
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weeks. 9
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engender (verb) to produce, to cause. Countless disagreements over the 9
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proper use of national forests have engendered feelings of hostility 9
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between ranchers and environmentalists. 9
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enhance (verb) to improve in value or quality. New kitchen appliances will 9
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enhance your house and increase the amount of money youll make 9
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when you sell it. enhancement (noun). 9
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enmity (noun) hatred, hostility, ill will. Long-standing enmity, like that 9
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between the Protestants and Catholics in Northern Ireland, is difficult 9
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to overcome.
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enthrall (verb) to enchant or charm. When the Swedish singer Jenny Lind 9
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toured America in the nineteenth century, audiences were enthralled by 9
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her beauty and talent. 9
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ephemeral (adjective) quickly disappearing; transient. Stardom in pop mu- 9
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sic is ephemeral; most of the top acts of ten years ago are forgotten today. 9
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equanimity (noun) calmness of mind, especially under stress. Roosevelt 9
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had the gift of facing the great crises of his presidencythe Depression 9
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and the Second World Warwith equanimity and even humor. 9
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eradicate (verb) to destroy completely. American society has failed to 9
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eradicate racism, although some of its worst effects have been reduced. 9
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espouse (verb) to take up as a cause; to adopt. No politician in American 9
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today will openly espouse racism, although some behave and speak in 9
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racially prejudiced ways. 9
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euphoric (adjective) a feeling of extreme happiness and well-being; 9
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elation. One often feels euphoric during the earliest days of a new love 9
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affair. euphoria (noun).
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evanescent (adjective) vanishing like a vapor; fragile and transient. As she 9
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walked by, the evanescent fragrance of her perfume reached me for just 9
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an instant. 9
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exacerbate (verb) to make worse or more severe. The roads in our town 9
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already have too much traffic; building a new shopping mall will
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exacerbate the problem. 9
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exasperate (verb) to irritate or annoy. Because she was trying to study, 9
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Sharon was exasperated by the yelling of her neighbors children. 9
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exculpate (verb) to free from blame or guilt. When someone else confessed 9
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to the crime, the previous suspect was exculpated. exculpation (noun), 9
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exculpatory (adjective). 9
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exemplary (adjective) worthy to serve as a model. The Baldrige Award is 9
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given to a company with exemplary standards of excellence in products 9
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and service. exemplar (noun), exemplify (verb).
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Chapter 5: The Ultimate Word List
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exonerate (verb) to free from blame. Although Jewell was suspected at 9
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first of being involved in the bombing, later evidence exonerated him. 9
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exoneration (noun), exonerative (adjective). 9
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expansive (adjective) broad and large; speaking openly and freely. The 9
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LBJ Ranch is located on an expansive tract of land in Texas. Over 9
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dinner, she became expansive in describing her dreams for the future.
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expedite (verb) to carry out promptly. As the flood waters rose, the 9
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governor ordered state agencies to expedite their rescue efforts. 9
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expertise (noun) skill, mastery. The software company was eager to hire 9
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new graduates with programming expertise. 9
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expiate (verb) to atone for. The presidents apology to the survivors of the 9
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notorious Tuskegee experiments was his attempt to expiate the nations 9
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guilt over their mistreatment. expiation (noun). 9
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expropriate (verb) to seize ownership of. When the Communists came to 9
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power in China, they expropriated most businesses and turned them 9
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over to government-appointed managers. expropriation (noun). 9
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extant (adjective) currently in existence. Of the seven ancient Wonders of 9
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the World, only the pyramids of Egypt are still extant. 9
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extenuate (verb) to make less serious. Karens guilt is extenuated by the 9
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fact that she was only twelve when she committed the theft. extenuating 9
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(adjective), extenuation (noun). 9
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extol (verb) to greatly praise. At the party convention, speaker after 9
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speaker rose to extol their candidate for the presidency. 9
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extricate (verb) to free from a difficult or complicated situation. Much of 9
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the humor in the TV show I Love Lucy comes in watching Lucy try to 9
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extricate herself from the problems she creates by fibbing or trickery. 9
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extricable (adjective).
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extrinsic (adjective) not an innate part or aspect of something; external. 9
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The high price of old baseball cards is due to extrinsic factors, such as
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the nostalgia felt by baseball fans for the stars of their youth, rather than 9
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the inherent beauty or value of the cards themselves. 9
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exuberant (adjective) wildly joyous and enthusiastic. As the final seconds 9
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of the game ticked away, the fans of the winning team began an 9
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exuberant celebration. exuberance (noun). 9
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F 9
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facile (adjective) easy; shallow or superficial. The one-minute political 9
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commercial favors a candidate with facile opinions rather than serious, 9
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thoughtful solutions. facilitate (verb), facility (noun). 9
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fallacy (noun) an error in fact or logic. Its a fallacy to think that 9
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natural means healthful; after all, the deadly poison arsenic is 9
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completely natural. fallacious (adjective). 9
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felicitous (adjective) pleasing, fortunate, apt. The sudden blossoming of 9
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the dogwood trees on the morning of Matts wedding seemed a 9
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felicitous sign of good luck. felicity (noun). 9
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feral (adjective) wild. The garbage dump was inhabited by a pack of feral 9
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dogs, that had escaped from their owners and become completely wild. 9
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fervent (adjective) full of intense feeling; ardent, zealous. In the days just 9
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after his religious conversion, his piety was at its most fervent. fervid 9
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(adjective), fervor (noun). 9
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flagrant (adjective) obviously wrong; offensive. Nixon was forced to 9
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resign the presidency after a series of flagrant crimes against the U.S. 9
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Constitution. flagrancy (noun). 9
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flamboyant (adjective) very colorful, showy, or elaborate. At Mardi Gras, 9
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partygoers compete to show off the most wild and flamboyant outfits. 9
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florid (adjective) flowery, fancy; reddish. The grand ballroom was 9
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decorated in a florid style. Years of heavy drinking had given him a 9
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florid complexion. 9
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foppish (adjective) describing a man who is foolishly vain about his dress 9
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or appearance. The foppish character of the 1890s wore bright-colored 9
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spats and a top hat; in the 1980s, he wore fancy suspenders and a shirt
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with a contrasting collar. fop (noun). 9
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formidable (adjective) awesome, impressive, or frightening. According to 9
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his plaque in the Baseball Hall of Fame, pitcher Tom Seaver turned the 9
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New York Mets from lovable losers into formidable foes. 9
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fortuitous (adjective) lucky, fortunate. Although the mayor claimed credit 9
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for the falling crime rate, it was really caused by several fortuitous 9
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trends. 9
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Chapter 5: The Ultimate Word List
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fractious (adjective) troublesome, unruly. Members of the British Parlia- 9
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ment are often fractious, shouting insults and sarcastic questions during 9
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debates. 9
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fragility (noun) the quality of being easy to break; delicacy, weakness. 9
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Because of their fragility, few stained glass windows from the early 9
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Middle Ages have survived. fragile (adjective).
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fraternize (verb) to associate with on friendly terms. Although baseball 9
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players arent supposed to fraternize with their opponents, players from 9
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opposing teams often chat before games. fraternization (noun). 9
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frenetic (adjective) chaotic, frantic. The floor of the stock exchange, filled 9
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with traders shouting and gesturing, is a scene of frenetic activity. 9
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frivolity (noun) lack of seriousness; levity. The frivolity of the Mardi Gras 9
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carnival is in contrast to the seriousness of the religious season of Lent 9
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that follows. frivolous (adjective). 9
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frugal (adjective) spending little. With our last few dollars, we bought a 9
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frugal dinner: a loaf of bread and a piece of cheese. frugality (noun). 9
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fugitive (noun) someone trying to escape. When two prisoners broke out 9
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of the local jail, police were warned to keep an eye out for the fugitives. 9
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fugitive (adjective). 9
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G 9
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gargantuan (adjective) huge, colossal. The building of the Great Wall of 9
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China was one of the most gargantuan projects ever undertaken. 9
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genial (adjective) friendly, gracious. A good host welcomes all visitors in a 9
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warm and genial fashion. 9
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grandiose (adjective) overly large, pretentious, or showy. Among Hitlers 9
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grandiose plans for Berlin was a gigantic building with a dome several 9
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times larger than any ever built. grandiosity (noun). 9
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gratuitous (adjective) given freely or without cause. Since her opinion was 9
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not requested, her harsh criticism of his singing seemed a gratuitous 9
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insult. 9
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gregarious (adjective) enjoying the company of others; sociable. Marty is
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naturally gregarious, a popular member of several clubs and a 9
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sought-after lunch companion.
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Part III: Reviewing the Sections
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guileless (adjective) without cunning; innocent. Deborahs guileless per- 9
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sonality and complete honesty make it hard for her to survive in the 9
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harsh world of politics. 9
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gullible (adjective) easily fooled. When the sweepstakes entry form arrived 9
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bearing the message, You may be a winner! my gullible neighbor tried 9
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to claim a prize. gullibility (noun).
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H 9
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hackneyed (adjective) without originality, trite. When someone invented 9
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the phrase, No pain, no gain, it was clever, but now it is so commonly 9
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heard that it seems hackneyed. 9
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haughty (adjective) overly proud. The fashion model strode down the 9
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runway, her hips thrust forward and a haughty expression, like a sneer, 9
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on her face. haughtiness (noun). 9
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hedonist (noun) someone who lives mainly to pursue pleasure. Having 9
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inherited great wealth, he chose to live the life of a hedonist, traveling 9
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the world in luxury. hedonism (noun), hedonistic (adjective). 9
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heinous (adjective) very evil, hateful. The massacre by Pol Pot of more 9
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than a million Cambodians is one of the twentieth centurys most 9
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heinous crimes. 9
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hierarchy (noun) a ranking of people, things, or ideas from highest to 9
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lowest. A cabinet secretary ranks just below the president and vice 9
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president in the hierarchy of the executive branch. hierarchical 9
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(adjective). 9
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hypocrisy (noun) a false pretense of virtue. When the sexual misconduct 9
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of the television preacher was exposed, his followers were shocked at
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his hypocrisy. hypocritical (adjective). 9
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I 9
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iconoclast (noun) someone who attacks traditional beliefs or institutions. 9
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Comedian Dennis Miller enjoys his reputation as an iconoclast, though 9
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people in power often resent his satirical jabs. iconoclasm (noun),
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iconoclastic (adjective). 9
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www.petersons.com
Chapter 5: The Ultimate Word List
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idiosyncratic (adjective) peculiar to an individual; eccentric. Cyndi Lauper 9
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sings pop music in an idiosyncratic style, mingling high-pitched whoops 9
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and squeals with throaty gurgles. idiosyncrasy (noun). 9
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idolatry (noun) the worship of a person, thing, or institution as a god. In 9
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Communist China, Chairman Mao was the subject of idolatry; his 9
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picture was displayed everywhere, and millions of Chinese memorized
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his sayings. idolatrous (adjective). 9
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impartial (adjective) fair, equal, unbiased. If a judge is not impartial, then 9
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all of her rulings are questionable. impartiality (noun). 9
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impeccable (adjective) flawless. The crooks printed impeccable copies of 9
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the Super Bowl tickets, making it impossible to distinguish them from 9
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the real ones. 9
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impetuous (adjective) acting hastily or impulsively. Bens resignation was 9
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an impetuous act; he did it without thinking, and he soon regretted it. 9
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impetuosity (noun). 9
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impinge (verb) to encroach upon, touch, or affect. You have a right to do 9
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whatever you want, so long as your actions dont impinge on the rights 9
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of others. 9
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implicit (adjective) understood without being openly expressed; implied. 9
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Although most clubs had no rules excluding students, many had an 9
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implicit understanding that no students would be allowed to join. 9
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impute (verb) to credit or give responsibility to; to attribute. Although
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Sarahs comments embarrassed me, I dont impute any ill will to her; I 9
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think she didnt realize what she was saying. imputation (noun). 9
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inarticulate (adjective) unable to speak or express oneself clearly and 9
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understandably. A skilled athlete may be an inarticulate public speaker, 9
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as demonstrated by many post-game interviews. 9
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incisive (adjective) expressed clearly and directly. Franklin settled the 9
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debate with a few incisive remarks that summed up the issue perfectly. 9
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incompatible (adjective) unable to exist together; conflicting. Many 9
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people hold seemingly incompatible beliefs: for example, supporting the 9
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death penalty while believing in the sacredness of human life. 9
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incompatibility (noun). 9
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inconsequential (adjective) of little importance. When the stereo was 9
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delivered, it was a different shade of gray than I expected, but the 9
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difference was inconsequential. 9
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incontrovertible (adjective) impossible to question. The fact that Sheilas 9
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fingerprints were the only ones on the murder weapon made her guilt 9
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seem incontrovertible. 9
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incorrigible (adjective) impossible to manage or reform. Lou is an 9
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incorrigible trickster, constantly playing practical jokes no matter how 9
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much his friends complain.
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incremental (adjective) increasing gradually by small amounts. Although 9
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the initial cost of the Medicare program was small, the incremental 9
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expenses have grown to be very large. increment (noun). 9
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incriminate (adjective) to give evidence of guilt. The fifth amendment to 9
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the Constitution says that no one is required to reveal information that 9
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would incriminate him in a crime. incriminating (adjective). 9
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incumbent (noun) someone who occupies an office or position. It is often 9
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difficult for a challenger to win a seat in Congress from the incumbent. 9
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incumbency (noun), incumbent (adjective). 9
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indeterminate (adjective) not definitely known. The college plans to enroll 9
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an indeterminate number of students; the size of the class will depend on 9
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the number of applicants and how many accept offers of admission. 9
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determine (verb). 9
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indifferent (adjective) unconcerned, apathetic. The mayors small pro- 9
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posed budget for education suggests that he is indifferent to the needs of 9
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our schools. indifference (noun). 9
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indistinct (adjective) unclear, uncertain. We could see boats on the water, 9
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but in the thick morning fog their shapes were indistinct. 9
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indomitable (adjective) unable to be conquered or controlled. The world 9
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admired the indomitable spirit of Nelson Mandela; he remained 9
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courageous despite years of imprisonment. 9
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induce (verb) to cause. The doctor prescribed a medicine that was 9
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supposed to induce a lowering of the blood pressure. induction (noun). 9
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ineffable (adjective) difficult to describe or express. He gazed in silence at 9
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the sunrise over the Taj Mahal, his eyes reflecting an ineffable sense of 9
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wonder. 9
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inevitable (adjective) unable to be avoided. Once the Japanese attacked 9
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Pearl Harbor, American involvement in World War II was inevitable. 9
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inevitability (noun). 9
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Chapter 5: The Ultimate Word List
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inexorable (adjective) unable to be deterred; relentless. Its difficult to 9
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imagine how the mythic character of Oedipus could have avoided his 9
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evil destiny; his fate appears inexorable. 9
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ingenious (adjective) showing cleverness and originality. The Post-it note 9
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is an ingenious solution to a common problemhow to mark papers 9
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without spoiling them. ingenuity (noun).
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inherent (adjective) naturally part of something. Compromise is inherent 9
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in democracy, since everyone cannot get his way. inhere (verb), 9
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inherence (noun). 9
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innate (adjective) inborn, native. Not everyone who takes piano lessons 9
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becomes a fine musician, which shows that music requires innate talent 9
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as well as training. 9
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innocuous (adjective) harmless, inoffensive. I was surprised that Andrea 9
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took offense at such an innocuous joke. 9
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inoculate (verb) to prevent a disease by infusing with a disease-causing 9
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organism. Pasteur found he could prevent rabies by inoculating patients 9
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with the virus that causes the disease. inoculation (noun). 9
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insipid (adjective) flavorless, uninteresting. Most TV shows are so insipid 9
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that you can watch them while reading without missing a thing. 9
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insipidity (noun). 9
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insolence (noun) an attitude or behavior that is bold and disrespectful. 9
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Some feel that news reporters who shout questions at the president are
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behaving with insolence. insolent (adjective). 9
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insular (adjective) narrow or isolated in attitude or viewpoint. Americans 9
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are famous for their insular attitudes; they seem to think that nothing 9
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important has ever happened outside of their country. insularity (noun). 9
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insurgency (noun) uprising, rebellion. The angry townspeople had begun
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an insurgency bordering on downright revolution; they were collecting 9
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arms, holding secret meetings, and refusing to pay certain taxes. 9
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insurgent (adjective). 9
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integrity (noun) honesty, uprightness; soundness, completeness. Honest 9
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Abe Lincoln is considered a model of political integrity. Inspectors 9
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examined the buildings support beams and foundation and found no 9
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reason to doubt its structural integrity. 9
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interlocutor (noun) someone taking part in a dialogue or conversation. 9
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Annoyed by the constant questions from someone in the crowd, the 9
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speaker challenged his interlocutor to offer a better plan. interlocutory 9
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(adjective).
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interlude (noun) an interrupting period or performance. The two most 9
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dramatic scenes in King Lear are separated, strangely, by a comic
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interlude starring the kings jester. 9
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interminable (adjective) endless or seemingly endless. Addressing the 9
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United Nations, Castro announced, We will be briefthen delivered 9
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an interminable 4-hour speech. 9
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intransigent (adjective) unwilling to compromise. Despite the mediators 9
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attempts to suggest a fair solution, the two parties were intransigent, 9
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forcing a showdown. intransigence (noun).
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intrepid (adjective) fearless and resolute. Only an intrepid adventurer is 9
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willing to undertake the long and dangerous trip by sled to the South 9
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Pole. intrepidity (noun). 9
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intrusive (adjective) forcing a way in without being welcome. The legal 9
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requirement of a search warrant is supposed to protect Americans from 9
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intrusive searches by the police. intrude (verb), intrusion (noun). 9
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intuitive (adjective) known directly, without apparent thought or effort. 9
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An experienced chess player sometimes has an intuitive sense of the best 9
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move to make, even if she cant explain it. intuit (verb), intuition (noun). 9
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inundate (verb) to flood; to overwhelm. As soon as playoff tickets went on 9
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sale, eager fans inundated the box office with orders. 9
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invariable (adjective) unchanging, constant. When writing a book, it was 9
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her invariable habit to rise at 6 and work at her desk from 7 to 12. 9
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invariability (noun). 9
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inversion (noun) a turning backwards, inside-out, or upside-down; a 9
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reversal. Latin poetry often features inversion of word order; for 9
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example, the first line of Virgils Aeneid: Arms and the man I sing. 9
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invert (verb), inverted (adjective).
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inveterate (adjective) persistent, habitual. Its very difficult for an inveter- 9
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ate gambler to give up the pastime. inveteracy (noun). 9
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invigorate (verb) to give energy to, to stimulate. As her car climbed the 9
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mountain road, Lucinda felt invigorated by the clear air and the cool 9
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breezes. 9
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Chapter 5: The Ultimate Word List
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invincible (adjective) impossible to conquer or overcome. For three years 9
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at the height of his career, boxer Mike Tyson seemed invincible. 9
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inviolable (adjective) impossible to attack or trespass upon. In the 9
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presidents remote hideaway at Camp David, guarded by the Secret 9
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Service, his privacy is, for once, inviolable. 9
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irrational (adjective) unreasonable. Charles knew that his fear of insects 9
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was irrational, but he was unable to overcome it. irrationality (noun). 9
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irresolute (adjective) uncertain how to act, indecisive. When McGovern 9
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first said he supported his vice presidential candidate one thousand 9
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percent, then dropped him from the ticket, it made McGovern appear 9
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irresolute. irresolution (noun). 9
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J 9
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jeopardize (verb) to put in danger. Terrorist attacks jeopardize the fragile 9
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peace in the Middle East. jeopardy (noun). 9
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juxtapose (verb) to put side by side. It was strange to see the old-time 9
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actor Charlton Heston and rock icon Bob Dylan juxtaposed at the 9
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awards ceremony. juxtaposition (noun). 9
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L 9
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languid (adjective) without energy; slow, sluggish, listless. The hot, humid 9
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weather of late August can make anyone feel languid. languish (verb), 9
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languor (noun). 9
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latent (adjective) not currently obvious or active; hidden. Although he had 9
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committed only a single act of violence, the psychiatrist who examined 9
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him said he had probably always had a latent tendency toward violence. 9
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latency (noun). 9
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laudatory (adjective) giving praise. The ads for the movie are filled with 9
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laudatory comments from critics.
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lenient (adjective) mild, soothing, or forgiving. The judge was known for 9
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his lenient disposition; he rarely imposed long jail sentences on 9
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criminals. leniency (noun). 9
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Part III: Reviewing the Sections
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lethargic (adjective) lacking energy; sluggish. Visitors to the zoo are 9
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surprised that the lions appear so lethargic, but, in the wild, lions sleep 9
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up to 18 hours a day. lethargy (noun). 9
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liability (noun) an obligation or debt; a weakness or drawback. The 9
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insurance company had a liability of millions of dollars after the town 9
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was destroyed by a tornado. Slowness afoot is a serious liability in an
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aspiring basketball player. liable (adjective). 9
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lithe (adjective) flexible and graceful. The ballet dancer was almost as 9
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lithe as a cat. 9
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longevity (noun) length of life; durability. The reduction in early deaths 9
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from infectious diseases is responsible for most of the increase in human 9
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longevity over the past two centuries. 9
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lucid (adjective) clear and understandable. Hawkings A Short History of 9
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the Universe is a lucid explanation of modern scientific theories about 9
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the origin of the universe. lucidity (noun). 9
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lurid (adjective) shocking, gruesome. While the serial killer was on the 9
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loose, the newspapers were filled with lurid stories about his crimes. 9
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M 9
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malediction (noun) curse. In the fairy tale Sleeping Beauty, the princess 9
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is trapped in a death-like sleep because of the malediction uttered by an 9
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angry witch. 9
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malevolence (noun) hatred, ill will. Critics say that Iago, the villain in 9
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Shakespeares Othello, seems to exhibit malevolence with no real cause. 9
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malevolent (adjective). 9
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malinger (verb) to pretend incapacity or illness to avoid a duty or work.
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During the labor dispute, hundreds of employees malingered, forcing 9
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the company to slow production and costing it millions in profits. 9
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malleable (adjective) able to be changed, shaped, or formed by outside 9
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pressures. Gold is a very useful metal because it is so malleable. A childs 9
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personality is malleable and deeply influenced by the things her parents 9
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say and do. malleability (noun). 9
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mandate (noun) order, command. The new policy on gays in the military 9
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went into effect as soon as the president issued his mandate about it. 9
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mandate (verb), mandatory (adjective). 9
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www.petersons.com
Chapter 5: The Ultimate Word List
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maturation (noun) the process of becoming fully grown or developed. 9
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Free markets in the former Communist nations are likely to operate 9
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smoothly only after a long period of maturation. mature (adjective and 9
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verb), maturity (noun).
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mediate (verb) to act to reconcile differences between two parties. During 9
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the baseball strike, both the players and the club owners were willing to
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have the president mediate the dispute. mediation (noun). 9
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mediocrity (noun) the state of being middling or poor in quality. The New 9
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York Mets, finished in ninth place in 1968, won the worlds 9
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championship in 1969, going from horrible to great in a single year and 9
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skipping mediocrity. mediocre (adjective). 9
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mercurial (adjective) changing quickly and unpredictably. The mercurial 9
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personality of Robin Williams, with his many voices and styles, made
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him perfect for the role of the ever-changing genie in Aladdin. 9
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meticulous (adjective) very careful with details. Repairing watches calls 9
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for a craftsperson who is patient and meticulous. 9
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mimicry (noun) imitation, aping. The continued popularity of Elvis 9
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Presley has given rise to a class of entertainers who make a living 9
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through mimicry of The King. mimic (noun and verb). 9
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misconception (noun) a mistaken idea. Columbus sailed west with the 9
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misconception that he would reach the shores of Asia. misconceive 9
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(verb). 9
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mitigate (verb) to make less severe; to relieve. Wallace certainly commit- 9
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ted the assault, but the verbal abuse hed received helps to explain his 9
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behavior and somewhat mitigates his guilt. mitigation (noun). 9
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modicum (noun) a small amount. The plan for your new business is well 9
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designed; with a modicum of luck, you should be successful. 9
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mollify (verb) to soothe or calm; to appease. Carla tried to mollify the 9
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angry customer by promising him a full refund. 9
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morose (adjective) gloomy, sullen. After Chucks girlfriend dumped him, 9
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he lay around the house for a couple of days, feeling morose. 9
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mundane (adjective) everyday, ordinary, commonplace. Moviegoers in the 9
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1930s liked the glamorous films of Fred Astaire because they provided 9
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an escape from the mundane problems of life during the Great 9
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Depression. 9
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Part III: Reviewing the Sections
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munificent (adjective) very generous; lavish. Ted Turners billion-dollar 9
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donation to the United Nations is probably the most munificent act of 9
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charity in history. munificence (noun). 9
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mutable (adjective) likely to change. A politicians reputation can be 9
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highly mutable, as seen in the case of Harry Trumanmocked during 9
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his lifetime, revered afterward.
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N 9
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narcissistic (adjective) showing excessive love for oneself; egoistic. Andres 9
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room, decorated with photos of himself and the sports trophies he has 9
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won, suggests a narcissistic personality. narcissism (noun). 9
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nocturnal (adjective) of the night; active at night. Travelers on the 9
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Underground Railroad escaped from slavery to the North by a series of 9
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nocturnal flights. The eyes of nocturnal animals must be sensitive in dim 9
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light. 9
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nonchalant (adjective) appearing to be unconcerned. Unlike the other 9
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players on the football team, who pumped their fists when their names 9
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were announced, John ran on the field with a nonchalant wave. 9
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nonchalance (noun). 9
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nondescript (adjective) without distinctive qualities; drab. The bank 9
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robbers clothes were nondescript; none of the witnesses could 9
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remember their color or style. 9
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notorious (adjective) famous, especially for evil actions or qualities. 9
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Warner Brothers produced a series of movies about notorious gangsters 9
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such as John Dillinger and Al Capone. notoriety (noun). 9
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novice (noun) beginner, tyro. Lifting your head before you finish your 9
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swing is a typical mistake committed by the novice at golf. 9
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nuance (noun) a subtle difference or quality. At first glance, Monets 9
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paintings of water lilies all look much alike, but the more you study 9
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them, the more you appreciate the nuances of color and shading that 9
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distinguish them. 9
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nurture (verb) to nourish or help to grow. The money given by the 9
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National Endowment for the Arts helps nurture local arts organizations
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throughout the country. nurture (noun). 9
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Chapter 5: The Ultimate Word List
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O 9
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obdurate (adjective) unwilling to change; stubborn, inflexible. Despite the 9
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many pleas he received, the governor was obdurate in his refusal to 9
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grant clemency to the convicted murderer. 9
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objective (adjective) dealing with observable facts rather than opinions or 9
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interpretations. When a legal case involves a shocking crime, it may be 9
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hard for a judge to remain objective in his rulings. 9
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oblivious (adjective) unaware, unconscious. Karen practiced her oboe 9
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with complete concentration, oblivious to the noise and activity around 9
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her. oblivion (noun), obliviousness (noun). 9
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obscure (adjective) little known; hard to understand. Mendel was an 9
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obscure monk until decades after his death, when his scientific work 9
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was finally discovered. Most people find the writings of James Joyce 9
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obscure; hence the popularity of books that explain his books. obscure 9
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(verb), obscurity (noun). 9
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obsessive (adjective) haunted or preoccupied by an idea or feeling. His 9
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concern with cleanliness became so obsessive that he washed his hands 9
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twenty times every day. obsess (verb), obsession (noun). 9
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obsolete (adjective) no longer current; old-fashioned. W. H. Auden said 9
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that his ideal landscape would include water wheels, wooden grain 9
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mills, and other forms of obsolete machinery. obsolescence (noun). 9
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obstinate (adjective) stubborn, unyielding. Despite years of effort, the 9
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problem of drug abuse remains obstinate. obstinacy (noun). 9
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obtrusive (adjective) overly prominent. Philip should sing more softly; his 9
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bass is so obtrusive that the other singers can barely be heard. obtrude 9
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(verb), obtrusion (noun).
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ominous (adjective) foretelling evil. Ominous black clouds gathered on 9
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the horizon, for a violent storm was fast approaching. omen (noun). 9
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onerous (adjective) heavy, burdensome. The hero Hercules was ordered to 9
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clean the Augean Stables, one of several onerous tasks known as the 9
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labors of Hercules. onus (noun). 9
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opportunistic (adjective) eagerly seizing chances as they arise. When 9
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Princess Diana died suddenly, opportunistic publishers quickly released 9
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books about her life and death. opportunism (noun). 9
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opulent (adjective) rich, lavish. The mansion of newspaper tycoon Hearst 9
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is famous for its opulent decor. opulence (noun). 9
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ornate (adjective) highly decorated, elaborate. Baroque architecture is 9
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often highly ornate, featuring surfaces covered with carving, sinuous 9
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curves, and painted scenes. 9
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ostentatious (adjective) overly showy, pretentious. To show off his wealth, 9
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the millionaire threw an ostentatious party featuring a full orchestra, a 9
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famous singer, and tens of thousands of dollars worth of food. 9
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ostracize (verb) to exclude from a group. In Biblical times, those who suffered 9
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from the disease of leprosy were ostracized and forced to live alone. 9
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ostracism (noun). 9
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P 9
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pallid (adjective) pale; dull. Working all day in the coal mine had given 9
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him a pallid complexion. The new musical offers only pallid entertain- 9
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ment: the music is lifeless, the acting dull, the story absurd. 9
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parched (adjective) very dry; thirsty. After two months without rain, the 9
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crops were shriveled and parched by the sun. parch (verb). 9
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pariah (noun) outcast. Accused of robbery, he became a pariah; his 9
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neighbors stopped talking to him, and people hed considered friends no 9
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longer called. 9
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partisan (adjective) reflecting strong allegiance to a particular party or 9
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cause. The vote on the presidents budget was strictly partisan: every 9
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member of the presidents party voted yes, and all others voted no. 9
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partisan (noun). 9
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pathology (noun) disease or the study of disease; extreme abnormality.
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Some people believe that high rates of crime are symptoms of an 9
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underlying social pathology. pathological (adjective). 9
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pellucid (adjective) very clear; transparent; easy to understand. The water 9
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in the mountain stream was cold and pellucid. Thanks to the professors 9
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pellucid explanation, I finally understand relativity theory. 9
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penitent (adjective) feeling sorry for past crimes or sins. Having grown 9
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penitent, he wrote a long letter of apology, asking forgiveness. 9
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www.petersons.com
Chapter 5: The Ultimate Word List
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penurious (adjective) extremely frugal; stingy. Haunted by memories of 9
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poverty, he lived in penurious fashion, driving a twelve-year-old car and 9
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wearing only the cheapest clothes. penury (noun). 9
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perceptive (adjective) quick to notice, observant. With his perceptive 9
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intelligence, Holmes was the first to notice the importance of this clue. 9
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perceptible (adjective), perception (noun).
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perfidious (adjective) disloyal, treacherous. Although he was one of the 9
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most talented generals of the American Revolution, Benedict Arnold is 9
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remembered today as a perfidious betrayer of his country. perfidy 9
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(noun). 9
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perfunctory (adjective) unenthusiastic, routine, or mechanical. When the 9
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play opened, the actors sparkled, but by the thousandth night their 9
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performance had become perfunctory.
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permeate (verb) to spread through or penetrate. Little by little, the smell 9
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of gas from the broken pipe permeated the house. 9
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persevere (adjective) to continue despite difficulties. Although several of 9
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her teammates dropped out of the marathon, Laura persevered. 9
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perseverance (noun). 9
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perspicacity (noun) keenness of observation or understanding. Journalist 9
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Murray Kempton was famous for the perspicacity of his comments on 9
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social and political issues. perspicacious (adjective). 9
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peruse (verb) to examine or study. Mary-Jo perused the contract carefully
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before she signed it. perusal (noun). 9
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pervasive (adjective) spreading throughout. As news of the disaster 9
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reached the town, a pervasive sense of gloom could be felt. pervade 9
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(verb). 9
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phlegmatic (adjective) sluggish and unemotional in temperament. It was
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surprising to see Tom, who is normally so phlegmatic, acting excited. 9
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placate (verb) to soothe or appease. The waiter tried to placate the angry 9
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customer with the offer of a free dessert. placatory (adjective). 9
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plastic (adjective) able to be molded or reshaped. Because it is highly 9
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plastic, clay is an easy material for beginning sculptors to use. 9
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plausible (adjective) apparently believable. The idea that a widespread 9
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conspiracy to kill President Kennedy has been kept secret for over thirty 9
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years hardly seems plausible. plausibility (noun). 9
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polarize (adjective) to separate into opposing groups or forces. For years, 9
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the abortion debate polarized the American people, with many people 9
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voicing extreme views and few trying to find a middle ground. 9
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polarization (noun).
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portend (verb) to indicate a future event; to forebode. According to 9
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folklore, a red sky at dawn portends a day of stormy weather.
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potentate (noun) a powerful ruler. Before the Russian Revolution, the 9
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Tsar was one of the last hereditary potentates of Europe. 9
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pragmatism (noun) a belief in approaching problems through practical 9
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rather than theoretical means. Roosevelts approach toward the Great 9
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Depression was based on pragmatism: Try something, he said; If it 9
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doesnt work, try something else. pragmatic (adjective). 9
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preamble (noun) an introductory statement. The preamble to the Consti- 9
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tution begins with the famous words, We the people of the United 9
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States of America . . . 9
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precocious (adjective) mature at an unusually early age. Picasso was so 9
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precocious as an artist that, at nine, he is said to have painted far better 9
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pictures than his teacher. precocity (noun). 9
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predatory (adjective) living by killing and eating other animals; exploiting 9
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others for personal gain. The tiger is the largest predatory animal native 9
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to Asia. Microsoft has been accused of predatory business practices that 9
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prevent other software companies from competing with them. preda- 9
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tion (noun), predator (noun). 9
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predilection (noun) a liking or preference. To relax from his presidential 9
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duties, Kennedy had a predilection for spy novels featuring James Bond. 9
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predominant (adjective) greatest in numbers or influence. Although 9
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hundreds of religions are practiced in India, the predominant faith is 9
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Hinduism. predominance (noun), predominate (verb). 9
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prepossessing (adjective) attractive. Smart, lovely, and talented, she has all 9
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the prepossessing qualities that mark a potential movie star. 9
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presumptuous (adjective) going beyond the limits of courtesy or appropri- 9
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ateness. The senator winced when the presumptuous young staffer 9
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addressed him as Chuck. presume (verb), presumption (noun). 9
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pretentious (adjective) claiming excessive value or importance. For a shoe 9
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salesman to call himself a Personal Foot Apparel Consultant seems 9
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awfully pretentious. pretension (noun). 9
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Chapter 5: The Ultimate Word List
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procrastinate (verb) to put off, to delay. If you habitually procrastinate, 9
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try this technique: never touch a piece of paper without either filing it, 9
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responding to it, or throwing it out. procrastination (noun). 9
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profane (adjective) impure, unholy. It seems inappropriate to have such 9
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profane activities as roller blading and disco dancing in a church. 9
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profane (verb), profanity (noun).
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proficient (adjective) skillful, adept. A proficient artist, Louise quickly 9
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and accurately sketched the scene. proficiency (noun). 9
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proliferate (verb) to increase or multiply. Over the past 15 years, high-tech 9
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companies have proliferated in northern California, Massachusetts, and 9
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other regions. proliferation (noun). 9
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prolific (adjective) producing many offspring or creations. With more than 9
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three hundred books to his credit, Isaac Asimov was one of the most 9
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prolific writers of all time. 9
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prominence (noun) the quality of standing out; fame. Kennedys victory in 9
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the West Virginia primary gave him a position of prominence among the 9
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Democratic candidates for president. prominent (adjective). 9
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promulgate (verb) to make public, to declare. Lincoln signed the 9
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proclamation that freed the slaves in 1862, but he waited several 9
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months to promulgate it. 9
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propagate (verb) to cause to grow; to foster. John Smithsons will left his 9
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fortune for the founding of an institution to propagate knowledge,
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without saying whether that meant a university, a library, or a museum. 9
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propagation (noun). 9
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propriety (noun) appropriateness. Some people had doubts about the 9
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propriety of Clintons discussing his underwear on MTV. 9
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prosaic (adjective) everyday, ordinary, dull. Pauls Case tells the story
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of a boy who longs to escape from the prosaic life of a clerk into a world 9
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of wealth, glamour, and beauty. 9
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protagonist (noun) the main character in a story or play; the main 9
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supporter of an idea. Leopold Bloom is the protagonist of James Joyces 9
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great novel, Ulysses. 9
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provocative (adjective) likely to stimulate emotions, ideas, or controversy. 9
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The demonstrators began chanting obscenities, a provocative act that 9
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they hoped would cause the police to lose control. provoke (verb), 9
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provocation (noun). 9
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Part III: Reviewing the Sections
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proximity (noun) closeness, nearness. Neighborhood residents were angry 9
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over the proximity of the sewage plant to the local school. proximate 9
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(adjective). 9
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prudent (adjective) wise, cautious, and practical. A prudent investor will 9
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avoid putting all of her money into any single investment. prudence 9
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(noun), prudential (adjective).
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pugnacious (adjective) combative, bellicose, truculent; ready to fight. Ty 9
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Cobb, the pugnacious outfielder for the Detroit Tigers, got into more 9
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than his fair share of brawls, both on and off the field. pugnacity (noun). 9
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punctilious (adjective) very concerned about proper forms of behavior 9
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and manners. A punctilious dresser like James would rather skip the 9
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party altogether than wear the wrong color tie. punctilio (noun). 9
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pundit (noun) someone who offers opinions in an authoritative style. The 9
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Sunday afternoon talk shows are filled with pundits, each with his or 9
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her own theory about the weeks political news. 9
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punitive (adjective) inflicting punishment. The jury awarded the plaintiff 9
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one million dollars in punitive damages, hoping to teach the defendant a 9
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lesson. 9
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purify (verb) to make pure, clean, or perfect. The new plant is supposed to 9
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purify the drinking water provided to everyone in the nearby towns. 9
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purification (noun). 9
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Q 9
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quell (verb) to quiet, to suppress. It took a huge number of police to quell 9
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the rioting. 9
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querulous (adjective) complaining, whining. The nursing home attendant
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needed a lot of patience to care for the three querulous, unpleasant 9
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residents on his floor. 9
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R 9
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rancorous (adjective) expressing bitter hostility. Many Americans are 9
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disgusted by recent political campaigns, which seem more rancorous 9
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than ever before. rancor (noun). 9
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www.petersons.com
Chapter 5: The Ultimate Word List
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rationale (noun) an underlying reason or explanation. At first, it seemed 9
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strange that several camera companies would freely share their newest 9
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technology; but their rationale was that offering one new style of film 9
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would benefit them all.
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raze (verb) to completely destroy; demolish. The old Coliseum building 9
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will soon be razed to make room for a new hotel.
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reciprocate (verb) to make a return for something. If youll baby-sit for 9
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my kids tonight, Ill reciprocate by taking care of yours tomorrow. 9
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reciprocity (noun). 9
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reclusive (adjective) withdrawn from society. During the last years of her 9
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life, actress Greta Garbo led a reclusive existence, rarely appearing in 9
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public. recluse (noun). 9
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reconcile (verb) to make consistent or harmonious. Roosevelts greatness 9
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as a leader can be seen in his ability to reconcile the demands and values 9
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of the varied groups that supported him. reconciliation (noun). 9
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recriminate (verb) to accuse, often in response to an accusation. Divorce 9
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proceedings sometimes become bitter, as the two parties recriminate 9
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each other over the causes of the breakup. recrimination (noun), 9
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recriminatory (adjective). 9
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recuperate (verb) to regain health after an illness. Although she left the 9
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hospital two days after her operation, it took her a few weeks to fully 9
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recuperate. recuperation (noun), recuperative (adjective). 9
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redoubtable (adjective) inspiring respect, awe, or fear. Johnsons knowl- 9
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edge, experience, and personal clout made him a redoubtable political 9
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opponent. 9
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refurbish (verb) to fix up; renovate. It took three days work by a team of 9
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carpenters, painters, and decorators to completely refurbish the 9
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apartment. 9
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refute (adjective) to prove false. The company invited reporters to visit 9
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their plant in an effort to refute the charges of unsafe working 9
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conditions. refutation (noun).
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relevance (noun) connection to the matter at hand; pertinence. Testimony 9
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in a criminal trial may be admitted only if it has clear relevance to the 9
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question of guilt or innocence. relevant (adjective). 9
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remedial (adjective) serving to remedy, cure, or correct some condition. 9
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Affirmative action can be justified as a remedial step to help minority 9
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members overcome the effects of past discrimination. remediation 9
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(noun), remedy (verb).
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remorse (noun) a painful sense of guilt over wrongdoing. In Poes story 9
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The Tell-Tale Heart, a murderer is driven insane by remorse over his
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crime. remorseful (adjective). 9
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remuneration (noun) pay. In a civil lawsuit, the attorney often receives 9
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part of the financial settlement as his or her remuneration. remunerate 9
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(verb), remunerative (adjective). 9
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renovate (verb) to renew by repairing or rebuilding. The television 9
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program This Old House shows how skilled craftspeople renovate 9
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houses. renovation (noun).
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renunciation (noun) the act of rejecting or refusing something. King 9
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Edward VIIs renunciation of the British throne was caused by his 9
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desire to marry an American divorcee, something he couldnt do as 9
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king. renounce (verb). 9
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replete (adjective) filled abundantly. Grahams book is replete with 9
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wonderful stories about the famous people she has known. 9
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reprehensible (adjective) deserving criticism or censure. Although Pete 9
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Roses misdeeds were reprehensible, not all fans agree that he deserves 9
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to be excluded from the Baseball Hall of Fame. reprehend (verb), 9
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reprehension (noun). 9
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repudiate (verb) to reject, to renounce. After it became known that Duke 9
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had been a leader of the Ku Klux Klan, most Republican leaders 9
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repudiated him. repudiation (noun). 9
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reputable (adjective) having a good reputation; respected. Find a repu- 9
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table auto mechanic by asking your friends for recommendations based 9
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on their own experiences. reputation (noun), repute (noun). 9
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resilient (adjective) able to recover from difficulty. A pro athlete must be 9
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resilient, able to lose a game one day and come back the next with
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confidence and enthusiasm. resilience (adjective). 9
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resplendent (adjective) glowing, shining. In late December, midtown New 9
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York is resplendent with holiday lights and decorations. resplendence 9
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(noun). 9
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Chapter 5: The Ultimate Word List
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responsive (adjective) reacting quickly and appropriately. The new 9
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director of the Internal Revenue Service has promised to make the 9
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agency more responsive to public complaints. respond (verb), response 9
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(noun).
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restitution (noun) return of something to its original owner; repayment. 9
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Some Native American leaders are demanding that the U.S. government
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make restitution for the lands taken from them by white settlers. 9
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revere (verb) to admire deeply, to honor. Millions of people around the 9
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world revered Mother Teresa for her saintly generosity. reverence 9
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(noun), reverent (adjective). 9
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rhapsodize (verb) to praise in a wildly emotional way. That critic is such a 9
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huge fan of Toni Morrison that she will surely rhapsodize over the 9
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writers next novel. rhapsodic (adjective).
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S 9
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sagacious (adjective) discerning, wise. Only a leader as sagacious as 9
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Nelson Mandela could have united South Africa so successfully and 9
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peacefully. sagacity (noun). 9
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salvage (verb) to save from wreck or ruin. After the earthquake destroyed 9
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her home, she was able to salvage only a few of her belongings. salvage 9
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(noun), salvageable (adjective). 9
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sanctimonious (adjective) showing false or excessive piety. The sanctimo- 9
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nious prayers of the TV preacher were interspersed with requests that 9
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the viewers send him money. sanctimony (noun).
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scapegoat (noun) someone who bears the blame for others acts; someone 9
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hated for no apparent reason. Although Buckners error was only one
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reason the Red Sox lost, many fans made him the scapegoat, booing him 9
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mercilessly.
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scrupulous (adjective) acting with extreme care; painstaking. Disney 9
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theme parks are famous for their scrupulous attention to small details. 9
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scruple (noun). 9
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scrutinize (verb) to study closely. The lawyer scrutinized the contract, search- 9
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ing for any sentence that could pose a risk for her client. scrutiny (noun).
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secrete (verb) to emit; to hide. Glands in the mouth secrete saliva, a liquid 9
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that helps in digestion. The jewel thieves secreted the necklace in a tin 9
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box buried underground. 9
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sedentary (adjective) requiring much sitting. When Officer Samson was 9
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given a desk job, she had trouble getting used to sedentary work after 9
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years on the street. 9
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sequential (adjective) arranged in an order or series. The courses for the 9
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chemistry major are sequential; you must take them in the order, since 9
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each course builds on the previous ones. sequence (noun).
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serendipity (noun) the ability to make lucky accidental discoveries. Great 9
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inventions sometimes come about through deliberate research and hard 9
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work, sometimes through pure serendipity. serendipitous (adjective). 9
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servile (adjective) like a slave or servant; submissive. The tycoon 9
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demanded that his underlings behave in a servile manner, agreeing 9
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quickly with everything he said. servility (noun). 9
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simulated (adjective) imitating something else; artificial. High-quality 9
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simulated gems must be examined under a magnifying glass to be 9
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distinguished from real ones. simulate (verb), simulation (noun). 9
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solace (verb) to comfort or console. There was little the rabbi could say to 9
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solace the husband after his wifes death. solace (noun). 9
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spontaneous (adjective) happening without plan or outside cause. When 9
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the news of Kennedys assassination broke, people everywhere gathered 9
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in a spontaneous effort to share their shock and grief. spontaneity 9
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(noun). 9
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spurious (adjective) false, fake. The so-called Piltdown Man, supposed to
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be the fossil of a primitive human, turned out to be spurious, although 9
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who created the hoax is still uncertain. 9
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squander (verb) to use up carelessly, to waste. Those who had made 9
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donations to the charity were outraged to learn that its director had 9
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squandered millions on fancy dinners and first-class travel. 9
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stagnate (verb) to become stale through lack of movement or change. 9
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Having had no contact with the outside world for generations, Japans 9
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culture gradually stagnated. stagnant (adjective), stagnation (noun). 9
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staid (adjective) sedate, serious, and grave. This college is no party 9
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school; the students all work hard, and the campus has a reputation 9
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for being staid. 9
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stimulus (noun) something that excites a response or provokes an action. 9
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The arrival of merchants and missionaries from the West provided a 9
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stimulus for change in Japanese society. stimulate (verb). 9
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Chapter 5: The Ultimate Word List
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stoic (adjective) showing little feeling, even in response to pain or sorrow. 9
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A soldier must respond to the death of his comrades in stoic fashion, 9
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since the fighting will not stop for his grief. stoicism (noun). 9
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strenuous (adjective) requiring energy and strength. Hiking in the foothills 9
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of the Rockies is fairly easy, but climbing the higher peaks can be 9
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strenuous.
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submissive (adjective) accepting the will of others; humble, compliant. At 9
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the end of Ibsens play A Dolls House, Nora leaves her husband and 9
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abandons the role of submissive housewife. 9
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substantiated (adjective) verified or supported by evidence. The charge 9
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that Nixon had helped to cover up crimes was substantiated by his 9
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comments about it on a series of audio tapes. substantiate (verb), 9
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substantiation (noun).
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sully (verb) to soil, stain, or defile. Nixons misdeeds as president did 9
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much to sully the reputation of the American government. 9
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superficial (adjective) on the surface only; without depth or substance. 9
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Her wound was superficial and required only a light bandage. His 9
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superficial attractiveness hides the fact that his personality is lifeless and 9
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his mind is dull. superficiality (noun). 9
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superfluous (adjective) more than is needed, excessive. Once youve won 9
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the debate, dont keep talking; superfluous arguments will only bore 9
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and annoy the audience. 9
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suppress (verb) to put down or restrain. As soon as the unrest began, 9
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thousands of helmeted police were sent into the streets to suppress the 9
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riots. suppression (noun). 9
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surfeit (noun) an excess. Most American families have a surfeit of food 9
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and drink on Thanksgiving Day. surfeit (verb). 9
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surreptitious (adjective) done in secret. Because Iraq has avoided weapons 9
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inspections, many believe it has a surreptitious weapons development 9
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program. 9
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surrogate (noun) a substitute. When the congressman died in office, his 9
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wife was named to serve the rest of his term as a surrogate. surrogate 9
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(adjective). 9
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sustain (verb) to keep up, to continue; to support. Because of fatigue, he 9
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was unable to sustain the effort needed to finish the marathon. 9
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Part III: Reviewing the Sections
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T 9
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tactile (adjective) relating to the sense of touch. The thick brush strokes 9
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and gobs of color give the paintings of Van Gogh a strongly tactile 9
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quality. tactility (noun). 9
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talisman (noun) an object supposed to have magical effects or qualities. 9
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Superstitious people sometimes carry a rabbits foot, a lucky coin, or 9
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some other talisman. 9
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tangential (adjective) touching lightly; only slightly connected or related. 9
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Having enrolled in a class on African-American history, the students 9
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found the teachers stories about his travels in South America only of 9
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tangential interest. tangent (noun). 9
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tedium (noun) boredom. For most people, watching the Weather Channel 9
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for 24 hours would be sheer tedium. tedious (adjective). 9
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temerity (noun) boldness, rashness, excessive daring. Only someone who 9
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didnt understand the danger would have the temerity to try to climb 9
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Everest without a guide. temerarious (adjective). 9
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temperance (noun) moderation or restraint in feelings and behavior. Most 9
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professional athletes practice temperance in their personal habits; too 9
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much eating or drinking, they know, can harm their performance. 9
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temperate (adjective). 9
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tenacious (adjective) clinging, sticky, or persistent.
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her goal, she applied for the grant unsuccessfully four times before it 9
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was finally approved. tenacity (noun). 9
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tentative (adjective) subject to change; uncertain. A firm schedule has not 9
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been established, but the Super Bowl in 2005 has been given the 9
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tentative date of February 6.
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terminate (verb) to end, to close. The Olympic Games terminate with a 9
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grand ceremony attended by athletes from every participating country. 9
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terminal (noun), termination (noun). 9
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terrestrial (adjective) of the Earth. The movie Close Encounters of the 9
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Third Kind tells the story of the first contact between beings from outer 9
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space and terrestrial humans. 9
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therapeutic (adjective) curing or helping to cure. Hot-water spas were 9
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popular in the nineteenth century among the sickly, who believed that 9
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soaking in the water had therapeutic effects. therapy (noun). 9
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www.petersons.com
Chapter 5: The Ultimate Word List
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timorous (adjective) fearful, timid. The cowardly lion approached the 9
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throne of the wizard with a timorous look on his face. 9
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toady (noun) someone who flatters a superior in hopes of gaining favor; a 9
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sycophant. I cant stand a toady! declared the movie mogul. Give 9
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me someone wholl tell me the trutheven if it costs him his job! toady 9
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(verb).
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tolerant (adjective) accepting, enduring. San Franciscans have a tolerant 9
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attitude about lifestyles: Live and let live seems to be their motto. 9
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tolerate (verb), toleration (noun). 9
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toxin (noun) poison. DDT is a powerful toxin once used to kill insects but 9
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now banned in the U.S. because of the risk it poses to human life. toxic 9
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(adjective). 9
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tranquillity (noun) freedom from disturbance or turmoil; calm. She 9
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moved from New York City to rural Vermont seeking the tranquillity of 9
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country life. tranquil (adjective). 9
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transgress (verb) to go past limits; to violate. If Iraq has developed 9
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biological weapons, then it has transgressed the United Nations rules 9
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against weapons of mass destruction. transgression (noun). 9
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transient (adjective) passing quickly. Long-term visitors to this hotel pay 9
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at a different rate than transient guests who stay for just a day or two. 9
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transience (noun). 9
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transitory (adjective) quickly passing. Public moods tend to be transitory;
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people may be anxious and angry one month, but relatively content and 9
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optimistic the next. transition (noun). 9
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translucent (adjective) letting some light pass through. Blocks of translu- 9
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cent glass let daylight into the room while maintaining privacy. 9
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transmute (verb) to change in form or substance. In the Middle Ages, the
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alchemists tried to discover ways to transmute metals such as iron into 9
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gold. transmutation (noun). 9
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treacherous (adjective) untrustworthy or disloyal; dangerous or unreli- 9
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able. Nazi Germany proved to be a treacherous ally, first signing a peace 9
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pact with the Soviet Union, then invading. Be careful crossing the rope 9
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bridge; parts are badly frayed and treacherous. treachery (noun). 9
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tremulous (adjective) trembling or shaking; timid or fearful. Never having 9
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spoken in public before, he began his speech in a tremulous, hesitant 9
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voice. 9
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Part III: Reviewing the Sections
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trite (adjective) boring because of over-familiarity; hackneyed. Her letters 9
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were filled with trite expressions, like Alls well that ends well and 9
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So far so good. 9
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truculent (adjective) aggressive, hostile, belligerent. Hitlers truculent 9
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behavior in demanding more territory for Germany made it clear that 9
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war was inevitable. truculence (noun).
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truncate (verb) to cut off. The manuscript of the play appeared truncated; 9
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the last page ended in the middle of a scene, halfway through the first 9
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act. 9
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turbulent (adjective) agitated or disturbed. The night before the champi- 9
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onship match, Martina was unable to sleep, her mind turbulent with 9
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fears and hopes. turbulence (noun). 9
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U 9
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unheralded (adjective) little known, unexpected. In a year of big-budget, 9
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much-hyped mega-movies, this unheralded foreign film has surprised 9
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everyone with its popularity. 9
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unpalatable (adjective) distasteful, unpleasant. Although I agree with the 9
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candidate on many issues, I cant vote for her, because I find her 9
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position on capital punishment unpalatable. 9
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unparalleled (adjective) with no equal; unique. Tiger Woodss victory in 9
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the Masters golf tournament by a full twelve strokes was an 9
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unparalleled accomplishment. 9
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unstinting (adjective) giving freely and generously. Eleanor Roosevelt was 9
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much admired for her unstinting efforts on behalf of the poor. 9
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untenable (adjective) impossible to defend. The theory that this painting is
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a genuine Van Gogh became untenable when the artist who actually 9
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painted it came forth. 9
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untimely (adjective) out of the natural or proper time. The untimely death 9
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of a youthful Princess Diana seemed far more tragic than Mother 9
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Teresas death of old age. 9
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unyielding (adjective) firm, resolute, obdurate. Despite criticism, Cuomo 9
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was unyielding in his opposition to capital punishment; he vetoed 9
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several death penalty bills as governor. 9
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www.petersons.com
Chapter 5: The Ultimate Word List
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usurper (noun) someone who takes a place or possession without the right 9
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to do so. Kennedys most devoted followers tended to regard later 9
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presidents as usurpers, holding the office they felt he or his brothers 9
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should have held. usurp (verb), usurpation (noun).
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utilitarian (adjective) purely of practical benefit. The design of the Model 9
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T car was simple and utilitarian, lacking the luxuries found in later
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models. 9
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utopia (noun) an imaginary, perfect society. Those who founded the Oneida 9
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community dreamed that it could be a kind of utopiaa prosperous 9
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state with complete freedom and harmony. utopian (adjective). 9
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V 9
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validate (verb) to officially approve or confirm. The election of the 9
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president is validated when the members of the Electoral College meet 9
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to confirm the choice of the voters. valid (adjective), validity (noun). 9
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variegated (adjective) spotted with different colors. The brilliant, varie- 9
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gated appearance of butterflies makes them popular among collectors. 9
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variegation (noun). 9
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venerate (verb) to admire or honor. In Communist China, Chairman Mao 9
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Zedong was venerated as an almost god-like figure. venerable (adjec- 9
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tive), veneration (noun). 9
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verdant (adjective) green with plant life. Southern England is famous for 9
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its verdant countryside filled with gardens and small farms. verdancy 9
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(noun).
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vestige (noun) a trace or remainder. Todays tiny Sherwood Forest is the 9
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last vestige of a woodland that once covered most of England. vestigial
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(adjective). 9
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vex (verb) to irritate, annoy, or trouble. Unproven for generations, 9
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Fermats last theorem was one of the most famous, and most vexing, of 9
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all mathematical puzzles. vexation (noun). 9
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vicarious (adjective) experienced through someone elses actions by way 9
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of the imagination. Great literature broadens our minds by giving us 9
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vicarious participation in the lives of other people.
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vindicate (verb) to confirm, justify, or defend. Lincolns Gettysburg 9
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Address was intended to vindicate the objectives of the Union in the 9
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Civil War. 9
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123456789012345678901234567890121234567890123456789012345678 9 191
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Part III: Reviewing the Sections
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virtuoso (noun) someone very skilled, especially in an art. Vladimir 9
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Horowitz was one of the great piano virtuosos of the twentieth century. 9
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virtuosity (noun). 9
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vivacious (adjective) lively, sprightly. The role of Maria in The Sound of 9
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Music is usually played by a charming, vivacious young actress. vivacity 9
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(noun).
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volatile (adjective) quickly changing; fleeting, transitory; prone to vio- 9
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lence. Public opinion is notoriously volatile; a politician who is very 9
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popular one month may be voted out of office the next. volatility 9
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(noun). 9
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W 9
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whimsical (adjective) based on a capricious, carefree, or sudden impulse 9
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or idea; fanciful, playful. Dave Barrys Book of Bad Songs is filled with 9
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the kind of goofy jokes that are typical of his whimsical sense of humor. 9
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whim (noun). 9
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Z 9
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zealous (adjective) filled with eagerness, fervor, or passion. A crowd of the 9
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candidates most zealous supporters greeted her at the airport with 9
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banners, signs, and a marching band. zeal (noun), zealot (noun),
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zealotry (noun). 9
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www.petersons.com
Chapter
6
The SAT Writing Section
Where Grammar Rules Rule
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Lucky youyou get to be one the first to take the SATs Writing Test.
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Congratulations! Although the prospect of having to take yet another 9
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section of the test may not be thrilling, you can approach the latest addition 9
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to the SAT with confidence and style. This chapter will tell you what to 9
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expect on the Writing section and help you prepare for each type of question 9
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youll encounter. 9
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Words, Words, Words: Whats in the 9
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Writing Section 9
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As mentioned earlier in the book, the Writing section comes in two parts. 9
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One part is the essay, which will ask you to take a position on an issue of
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general interest and write an essay supporting your viewpoint with 9
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examples. The second part consists of three different types of multiple- 9
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choice questions: 9
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1. Identifying Sentence Errors (ISE) 9
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2. Improving Sentences
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3. Improving Paragraphs 9
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The first three types of questionsidentifying sentence errors, improving 9
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sentences, and improving paragraphsare multiple-choice questions that 9
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test your knowledge of Standard Written English. To answer these 9
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questions, you will have to identify grammatical errors and recognize how 9
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to improve sentences and paragraphs. 9
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Both the multiple-choice questions and the essay, will assess your command 9
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of English grammar, usage, and word choice. If your immediate reaction to 9
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the word grammar is to run away and hide, dont panic. You can take
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193
Part III: Reviewing the Sections
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comfort in the fact that only certain types of errors appear repeatedly 9
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throughout every test and that you wont be expected to know every rule of 9
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grammar in the book. Check out the chart below: 9
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The 13 Deadly Rules of Grammar, Usage, and Word Choice 9
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1. Subject-Verb Agreement 9
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2. Verb Tenses 9
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3. Noun Agreement 9
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4. Pronoun Agreement, Case, and Reference 9
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5. Using Modifiers
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6. Homonyms/Easily Confused Words 9
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7. Logical Comparison and Parallel Structure 9
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8. Double Negatives 9
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9. Coordination and Subordination 9
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10. Run-on Sentences 9
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11. Sentence Fragments 9
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12. Eliminating Wordiness 9
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13. Using Idioms and Correct Diction 9
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The good news is that these 13 rules are by far the ones most frequently 9
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tested, and the even better news is that you will not be required to define any 9
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grammatical rules on the test. You will simply be asked to identify when 9
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errors occur and which of the given choices best fixes the errors. If this still 9
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sounds overwhelming, dont worrythe process will become clearer to you 9
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as we examine each type of question on the test. The truth is, you probably 9
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already know more than you think about how to answer the Writing section 9
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questions. 9
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As with the Math and Critical Reading sections, the Writing section 9
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will be scored on a scale of 200800. Your ultimate score for the 9
Note
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Writing section (between 200 and 800) will be based on two subscores: 9
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one for the multiple-choice section on a scale of 2080 and one for the 9
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essay section based on a scale of 212. Well further discuss how the 9
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essays are scored in the essay section at the end of this chapter. 9
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www.petersons.com
Chapter 6: The SAT Writing SectionWhere Grammar Rules Rule
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Later in this chapter, we will take a closer look at each of the question types 9
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youll see in the Writing section and offer strategies for the real thing during 9
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test time. For example, certain types of grammatical errors appear more 9
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frequently in certain sections of the test, like errors in subject-verb
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agreement in the Identifying Sentence Errors section. To give you a good 9
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grounding in the types of errors that commonly appear in each section of 9
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the test, we will discuss each of the 13 Deadly Rules as we discuss strategies 9
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you can use to tackle specific types of question. A chart highlighting the 9
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rules of grammar, usage, and word choice explained in each section appears
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at the beginning of every section. 9
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However, before scrutinizing (hows that for an SAT word?) each type of 9
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Writing section question, lets quickly review the 13 Deadly Rules. 9
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Although this chapter focuses on strategies, familiarizing yourself with the 9
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commonly tested rules of grammar, usage, and word choice will vastly 9
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improve your scores in the Writing section and will decrease your anxiety 9
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about learning grammar period. Remember, words cant hurt you! 9
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A Quick Overview of the Most Commonly 9
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Tested Rules 9
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Heres a quick run-down of the 13 Deadly Rules of grammar, usage, and 9
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word choice most often found on the Writing test. While 13 rules may 9
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sound like a lot, chances are that you already know most of these rules 9
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already from you own reading and writing. Most people are much better at 9
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grammar than they think they areyoull probably surprise yourself with 9
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your grasp of grammar as you read about the following rules. 9
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1. Subject-Verb Agreement 9
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Subjects and verbs need to agree in number. In other words, singular 9
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subjects take singular verbs and plural subjects take plural verbs. In 9
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general, your ear will tell you when there is disagreement between
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subject and verb as in the following sentence: 9
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She are being stubborn. 9
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In this sentence, the singular subject she requires the singular verb is rather 9
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than the plural verb form are. 9
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Sometimes, its a little tricky to identify errors in subject-verb agreement, 9
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like when the subject and verb are separated by a phrase or when the subject
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appears to be plural but isnt. These special cases are favorites of the SAT 9
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test-makers and will be discussed in detail in the Identifying Sentence
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Errors section. 9
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Part III: Reviewing the Sections
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2. Verb Tenses 9
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In addition to agreeing with their subjects, verbs need to be in the 9
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correct tense. Heres a sentence in which the verb is in the wrong tense: 9
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In response to her rejection of his work, he written her a stinging letter. 9
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The writer of the sentence used the part participle form of the verb to 9
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write, written, instead of using the simple past tense of the verb, wrote. 9
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This substitution of the past participle for the simple past tense is 9
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another favorite error of the crafty test creators, but it is one in which 9
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again, you can trust your ear to pick out the error. You knew that 9
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written sounded wrong in the example sentence above! Sometimes, the 9
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test-makers substitute other tenses for the correct tense, using the 9
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present perfect tense instead of the past perfect tense, for example. 9
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Another favorite maneuver is to shift verb tenses within a sentence. 9
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Well examine these kinds of errors in the ISE section as well. 9
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As you can already see, trusting your ear will often be your best 9
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strategy for identifying errors. Another guessing strategy you can use 9
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throughout the multiple-choice section is to pick the simple past tense 9
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of a verb over the past perfect tense, as in the following sentence: 9
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Tip
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Yesterday, Jo-jo had picked up the pinecone with his paws for the 9
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first time. 9
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The past perfect tense isnt necessary in the above sentence, and the 9
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shorter simple past form picked up works fine. In the Writing section, 9
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choosing the more concise choice will often yield the right answer. 9
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3. Noun Agreement 9
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Nouns need to agree in number within a sentence. The following 9
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sentence contains an error in noun agreement: 9
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Jean and Dean want to be a dancer. 9
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The subject of the sentence is plural: Jean and Dean. However, the noun 9
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that corresponds to the subject is singular: a dancer. To make the nouns 9
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agree in number, a dancer should be changed to dancers. In looking for
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errors in noun agreement, trust your sense of logic and check to see that 9
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nouns that should agree in number do agree. 9
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www.petersons.com
Chapter 6: The SAT Writing SectionWhere Grammar Rules Rule
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4. Pronoun Agreement, Case, and Reference 9
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A pronoun is a word such as me, myself, or I that is used in place of a 9
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noun or nouns. Pronouns pop up in the Writing section in several ways. 9
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You will probably be asked to identify pronouns in the wrong number
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or pronouns that do not agree with the nouns they refer to in number. A 9
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singular noun takes a singular pronoun; a plural noun takes a plural 9
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pronoun. See if you can identify the mistake in the following sentence: 9
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Susan enjoyed eating fish and lifted their fork with glee. 9
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The pronoun their should be changed to the singular her to agree with 9
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the antecedent (noun the pronoun refers to) Susan. 9
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Pronouns also need to be in the correct case, which shows how the 9
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pronoun is used. The test-makers like to throw in errors in pronoun case 9
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in compound noun phrases, as in the following sentence:
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Her and Al brought fifteen different kinds of apples to the gathering. 9
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In the compound subject her and Al, the pronoun is incorrect because it 9
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should be acting as the subject and thus should be in the subjective 9
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case, she. 9
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You will also have to be on the lookout for pronoun shifts, in which the 9
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pronouns switch in number or person within a sentence, as in: 9
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If one is having trouble concentrating, they should try focusing. 9
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You may have noticed that consistency is very important in English 9
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grammar and that the switch from the singular pronoun one to the 9
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plural pronoun they is ungrammatical. 9
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You should also be prepared to encounter vague or ambiguous 9
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pronouns that do not clearly refer to antecedents, as in: 9
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The sales clerk gave the customer a break after his hairpiece fell off. 9
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Whose hairpiece was itthe sales clerks or the customers? This 9
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sentence needs to be rewritten to indicate clearly which person owns 9
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the hairpiece. 9
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As you can see, pronouns are a goldmine for the test creators. If you 9
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Note
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are having difficulty understanding any of the four major pronoun 9
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problems, ask your teacher to help you understand pronoun rules or 9
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practice pronoun problems using a grammar book such as Get Wise! 9
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Mastering Grammar Skills, published by Thomson Petersons. 9
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Part III: Reviewing the Sections
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5. Using Modifiers 9
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Modifiers describe other words. You may be asked to recognize errors 9
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in the use of the one-word modifiers known as adjectives and adverbs. 9
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Adjectives modify nouns, while adverbs modify verbs, adjectives, and
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other adverbs. Look at the next sentence: 9
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The actor read his lines slow. 9
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The word slow is an adjective, but since read, the word being modified, 9
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is a verb, the modifier should be changed to the adverb slowly. In most 9
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errors of this nature, your ear will tell you that the adjective requires the 9
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addition of the -ly ending to become an adverb. 9
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Sometimes, youll be asked to identify errors in the comparison of 9
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modifiers: 9
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Of all the different flavors, Evan likes raspberry better. 9
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The word better is a comparative adverb showing comparison between 9
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only two things, but the sentence requires the superlative adverb best, 9
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since more than two things are being compared. 9
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The sneakiest way in which modifiers appear on the test is when they 9
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are misplaced or dangling. The next sentence shows how misplaced 9
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modifiers may appear on your test: 9
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Gesturing wildly, the pencil flew out of Robertos hand. 9
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The modifying phrase Gesturing wildly should be followed by the 9
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subject it modifies but is instead followed by the pencil. This is wrong
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because the pencil is not gesturing wildly, and if it is, somethings going 9
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on thats much worse than a simple grammatical error! The sentence 9
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should be revised to make more sense grammatically and logically: 9
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Gesturing wildly, Robert let the pencil fly out of his hand. 9
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You may also encounter dangling modifiers that dont clearly modify
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any word or group of words in the sentence, as in: 9
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While slurping loudly, the clock struck midnight. 9
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Who was slurping loudly? In this sentence, the missing information 9
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needs to be supplied: 9
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While slurping loudly, we heard the clock strike midnight. 9
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Misplaced and dangling modifiers will most likely appear in the 9
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Tip
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Improving Sentences section of the test. Be on the lookout for 9
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modifying phrases, which often contain adjectives or adverbs. 9
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198 123456789012345678901234567890121234567890123456789012345678 9
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www.petersons.com
Chapter 6: The SAT Writing SectionWhere Grammar Rules Rule
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6. Homonyms/Easily Confused Words 9
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Be prepared to find a couple ISE questions that contain errors such as 9
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the following: 9
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Orion was under the allusion that Jennifer was obsessed with him. 9
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An allusion is a reference to something. The sentence requires the word 9
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illusion, which is a false idea or conception. Be on the lookout for 9
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similar pairs of easily confused words such as set/sit, emigrate/ 9
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immigrate, accept/except, to name a few. 9
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7. Logical Comparison and Parallel Structure 9
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Sometimes, the test-makers present you with a sentence in which two
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things that cannot be logically compared are compared: 9
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Bethany grew more tomatoes than her neighbors garden.
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The comparison is illogical, because Bethany (a person) is being 9
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compared to her neighbors garden (a thing). To make the comparison 9
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logical, her neighbors garden should be changed to her neighbor did. 9
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Comparisons can also be grammatically faulty. Parallel structure is the 9
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use of the same forms or structures to express equal ideas in a sentence. 9
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The test-makers may present you with an error such as the following: 9
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Anuj likes running, swimming, and to bicycle. 9
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or 9
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Carmela spends her free time at home, at the gym, and the movie 9
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theater. 9
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In both of the above sentences, the third item in the sentence is not in the 9
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same form as the previous items. Remember: Consistency is a key 9
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element of English grammar. The correct sentences should read, Anuj 9
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likes running, swimming, and bicycling and Carmela spends her free
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time at home, at the gym, and in the movie theater. 9
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8. Double Negatives
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Dont fret no more about silly grammar problems! Did you hear the 9
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double negative in the preceding sentence? Using two negatives such as 9
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no, isnt, hardly, without, no one, hardly, barely, or scarcely in one 9
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sentence will cancel the meaning of each negative. Be prepared to 9
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encounter errors involving double negatives in the ISE section. 9
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Part III: Reviewing the Sections
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9. Coordination and Subordination 9
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Sentences containing two or more clauses need to be connected logically 9
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and grammatically. Coordinating conjunctions such as and, if, but, or, 9
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and yet connect independent clauses that each have a subject and verb.
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Errors in coordination occur when the coordinating conjunction that is 9
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used does not connect the ideas in a logical manner, as in: 9
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Harriet was renowned as a star basketball player, and she was best 9
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known as an amazing rock climber. 9
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In this sentence, the conjunction and should be replaced with the 9
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conjunction yet which implies contrast. 9
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Subordinate clauses begin with subordinating conjunctions such as 9
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since, because, although, whenever, after, unless, and until. Errors in 9
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subordination occur in the Writing section when the test-makers present
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you with a bunch of words that contain two subordinate or dependent 9
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clauses, as in: 9
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Although Josh packed his toothbrush the night before, since he left 9
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his suitcase at home. 9
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Every sentence requires at least one independent clause containing a 9
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subject and a verb. In the above sentence, there is no clear subject, since 9
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both clauses are subordinate. To make the second clause independent 9
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and correct the error, you should eliminate the subordinating conjunc- 9
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tion since. 9
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10. Run-On Sentences 9
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A run-on sentence consists of two or more complete sentences (or 9
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independent clauses) run together as one. Sometimes two or more 9
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independent clauses are joined erroneously by a comma, as in: 9
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Famke has an extensive CD collection, she also possesses a lot of old 9
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vinyl records. 9
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Both clauses in the above sentence could stand alone as a sentence. One 9
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way to correct the run-on sentence is to replace the comma with a 9
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semicolon. Another way is to join the clauses with an appropriate
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coordinating or subordinating conjunction: 9
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Famke has an extensive CD collection, and she also possesses a lot 9
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of old vinyl records. 9
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Well explore the different ways to correct run-on sentences in the 9
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Improving Sentences section. 9
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200 123456789012345678901234567890121234567890123456789012345678 9
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www.petersons.com
Chapter 6: The SAT Writing SectionWhere Grammar Rules Rule
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11. Sentence Fragments 9
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Another favorite error in sentence structure is the sentence fragment, in 9
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which there are no independent clauses. This problem can occur when 9
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all the clauses in a sentence are dependent:
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As we strolled obliviously through the forest. 9
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Whats happening in this sentence? You dont know, because there is no 9
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clear verb and the clause begins with a subordinating conjunction. To 9
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correct the sentence, information either needs to be added or deleted. 9
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Check out the following solutions: 9
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As we strolled obliviously through the forest, a storm flattened 9
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our castle. 9
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We strolled obliviously through the forest. 9
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When you see a sentence fragment, a little voice should tell you to either 9
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add something or take something away. 9
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12. Eliminating Wordiness 9
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Look at the wordy sentence below: 9
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Wei is of the opinion that the surrounding community in which she 9
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resides is under threat from various forces. 9
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The ideas in this sentence can be conveyed much more succinctly: 9
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Wei believes that her community is under threat. 9
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Avoiding wordiness or the use of unnecessary language is a good rule to 9
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follow when composing your essay and when choosing among various 9
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multiple-choice choices. Often the shortest, most elegant answer is the
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correction to choose when you are asked to revise and combine 9
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sentences in the Improving Paragraphs section. 9
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Just by reading, youll improve your grasp of grammar, usage, and 9
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diction, whether youre aware of the improvement or not. The more 9
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Note
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you read, the greater the chance of encountering unknown words and 9
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the more finely attuned your ear will be to nuances and peculiarities of 9
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the English language. Reading works that employ Standard Written 9
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English, whether they are novels or newspaper articles, will put you in 9
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position to recognize and correct errors with aplomb. 9
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Part III: Reviewing the Sections
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13. Using Idioms and Correct Diction 9
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Idioms refer to the peculiar expressions in a language. These expressions 9
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do not necessarily follow grammatical rules. Idiomatic expressions are 9
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correct, because people think they are, and theyre defined by custom
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and usage. For example, the phrase, How do you do? is an idiomatic 9
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expression, which may sound peculiar if you start to think about it too 9
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much, but it is accepted in Standard Written English. 9
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The test-makers create questions that test your idiomatic knowledge of 9
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prepositions that follow certain verbs. Notice the incorrect use of the 9
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preposition with in the next sentence: 9
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Bertrand voted with the candidate who won the race. 9
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The correct idiomatic phrase is voted for. 9
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The test-makers may also test your grasp of idioms by switching 9
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gerunds and infinitives in a sentence. A gerund is a verb form ending in 9
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-ing that acts as a noun, as in running or dodging. An infinitive is a verb 9
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form, usually preceded by to, that can be used as a noun, an adjective, or 9
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an adverb, as to go or to be. Notice the confusion of the gerund for the 9
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infinitive in the next sentence: 9
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Ava realized that Sams effort at learning Italian was wearing him 9
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out. 9
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Idiomatically, the phrase should be: effort to learn. With idioms, youll 9
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have to trust your ear to tell you what sounds right. 9
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Diction is another area in which youll have to prick up your ears to 9
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hone in on errors. Diction is word choice, and the test-makers may ask 9
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you to identify the incorrect usage of words as in: 9
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Declan took a circulatory path around the lake. 9
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The word circulatory means relating to the circulation of blood, and
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it should be replaced by the more apt circuitous, which means 9
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indirect. (You could also replace it with the word circular, although 9
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this is not as accurate as circuitous.) In your essay and in the 9
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multiple-choice questions, take care to use correct word choice.
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Rules Are Just Rules: A Few Last Words 9
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Bear in mind that you will not be asked to name any of the 13 Deadly Rules 9
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at any point in the Writing section. The test will never ask you to identify a 9
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subordinating conjunction or a dangling modifier as such. The preceding 9
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202 123456789012345678901234567890121234567890123456789012345678 9
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www.petersons.com
Chapter 6: The SAT Writing SectionWhere Grammar Rules Rule
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discussion of the 13 Deadly Rules should simply help you know what kinds 9
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of grammatical errors to look for in the test. 9
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In the next sections, we will look at the structure of the questions and 9
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exactly how these grammatical issues come up in the test, but before we 9
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move on, heres a final list of suggestions to help you prepare for the Writing 9
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section. As with the other sections, preparing early is always a good idea,
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but even if the test is only weeks (perhaps days!) away, you can use the 9
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following activities to boost your grammatical fluency. 9
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Strengthening Your Grasp of Grammar and Sentence 9
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Structure 9
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1. Ask your English teacher to help you clarify points of grammar, usage, 9
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or word choice about which you are unsure. 9
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Are there particular areas of grammar that confound you? After 9
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reviewing the 13 Deadly Rules, you may want to pinpoint the ones that 9
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give you the most trouble and ask your teacher to clarify those rules 9
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with you. Your teacher can probably direct you to a number of 9
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resources that will give you more practice with these types of 9
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questions. 9
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2. Ask your English teacher or another informed adult to show you 9
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examples of grammar and sentence structure in your essays that could 9
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be improved. 9
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Pull out an old essay or two and ask your teacher to circle and explain 9
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errors you may have made. Try revising the essay by correcting those 9
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errors and then have someone review the essay again. 9
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3. Practice revising your essays on your own. 9
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Keeping in mind the rules of grammar, usage, and word choice, reread 9
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an essay youve written. Identify and correct any errors youve made. 9
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Revising your essays will give you great practice with grammar and
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sentence structure, and the more you do it, the more finely tuned your 9
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ear will be to hearing mistakes.
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Identifying Sentence Errors (ISE): Whats 9
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Wrong with This Sentence? 9
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The first section of the Writing test consists of Identifying Sentence Errors 9
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(ISE) questions. In these multiple-choice questions, youll be asked to 9
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identify underlined errors in sentences. Heres an example of a typical 9
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ISE question: 9
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Part III: Reviewing the Sections
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Example 9
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It is likely that the festivities, previously scheduled for March 1, 9
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A B 9
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would be postponed due to the expectation of poor weather. No error
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C D E 9
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The directions for ISE problems will look something like this: 9
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Directions: Mark the letter of your choice on the answer sheet that 9
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best corresponds to the correct answer.
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Notes: 9
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1. The following questions test your knowledge of the rules of 9
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English grammar, as well as word usage, word choice, and 9
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Note
idioms.
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2. Some sentences are correct, but others contain a single error. 9
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No sentence contains more than one error. 9
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3. Any errors that occur will be found in the underlined portion of 9
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the sentence. Choose the letter underneath the error to indicate 9
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the part of the sentence that must be changed. 9
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4. If there is no error, pick answer choice (E). 9
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5. There will be no change in any parts of the sentence that are not 9
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underlined. 9
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As in the example above, each of the ISE questions will feature a sentence 9
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with four words or phrases underlined, with each of the underlined parts 9
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labeled (A) through (D). One of the underlined parts may contain an error.
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If there is an error in an underlined part, you should mark the 9
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corresponding oval (A), (B), (C), or (D). If there is no error, you should 9
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mark oval (E) for No error.
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Note that the ISE questions ask only that you find the mistakes in each 9
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sentence. You do not have to explain what kind of error was made, as the
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questions never ask you to define grammatical terms. Remember too that 9
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the Writing section only tests your knowledge of grammar, usage, and word 9
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choice. The test does not test spelling or capitalization, and punctuation is 9
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only tested as a secondary matter as it relates to sentence structure. Before 9
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looking at the main types of errors that occur in the ISE section, lets look at 9
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how to approach these questions. 9
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www.petersons.com
Chapter 6: The SAT Writing SectionWhere Grammar Rules Rule
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Pacing for ISE and Beyond 9
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Use the following three facts to give yourself the best chance of succeeding 9
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on the multiple-choice Writing section. 9
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1. A good guess is that the total number of questions will be close to 9
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or equal to the total number of minutes allotted for the section. So 9
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one minute per question is a very good rule of thumb.
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2. Different amounts of reading is required for each of the question 9
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types. ISE questions will go the fastest, while improving para-
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graphs questions will take the most time since they have some 9
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reading associated with them. Never rush through the ISE 9
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questions, because as always, careless errors must be avoided. 9
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However, you will probably get through these questions faster 9
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than the others, which is good, since you can use the extra time 9
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when answering the improving sentences and improving para- 9
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graphs problems. 9
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3. A two-pass system is still a good idea, and you can use it two 9
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different ways. One way is to make two passes within each 9
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question type. In other words, you make one pass through all the 9
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ISE problems, skipping any you cant answer immediately. Then 9
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you do a second pass through the ISE section (guessing when you 9
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have to) before heading on to the next batch of problems. 9
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The advantage to finishing the test section by section is that you 9
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use the same set of techniques to answer all of the questions in a 9
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particular section before moving on-you dont have to switch back 9
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and forth between strategies and question types. The drawback is 9
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that you may spend time working a tough ISE question when you 9
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could have been answering an easy Improving Paragraphs prob- 9
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lem. You can avoid this problem if you do a first and second pass 9
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through the entire section. This means you have to switch back and
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forth between strategies and question types, but you do eliminate 9
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the possibility of spending too much time on a hard ISE question 9
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when you could be answering easier improving sentences or 9
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improving paragraphs questions.
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There are pros and cons with each choice. You should decide what works 9
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best for you, and then follow that plan. Thinking about pacing and making 9
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a choice based on your own inclinations is another way you become a better 9
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test-taker. 9
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Part III: Reviewing the Sections
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Whats My Error? How to Tackle the ISE Questions 9
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The ISE questions require you to pinpoint which, if any, underlined parts of 9
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sentences need to be changed in order to make the sentences correct. The 9
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parts of the sentences that are not underlined are correct and cant be 9
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changed. As with all the multiple-choice questions in the Writing section, 9
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you should trust your ear to tell you where the mistakes lie. You can follow 9
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the steps below to tackle the ISE questions: 9
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How to Tackle the ISE Questions
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1. Read the sentence, trusting your ear to identify the error. 9
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2. Read each of the underlined parts again, looking for possible errors. 9
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3. Use POE to find the error, eliminating choices that are error-free. 9
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4. Choose choice (E), No Error, if there are no mistakes.
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Try following these steps to identify the error in the following sentence: 9
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The scientists, who convened in front of the statue, was excited about 9
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A B C D 9
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the discovery. No error 9
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E 9
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First, read the sentencedoes the error jump out at you? If so, you can 9
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mark the appropriate circle and move on. If not, reread each of the 9
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underlined parts again, listening for the possible error. The word who seems 9
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OK, so choice (A) does not contain the error. What about choice (B)? 9
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Convened also seems to be error-free. Choice (C), however, sounds 9
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funnywas is a singular verb, but its subject scientists is plural. Choice (D), 9
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excited about, seems to be fine. Choice (C) contains the mistake, so you 9
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should mark the oval for C as the answer. 9
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When eliminating choices in the ISE section, you can look for specific types 9
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of mistakes that occur frequently in the section. In the preceding example,
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the error is in subject-verb agreement, a common mistake that youre likely 9
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to encounter. When examining the other choices in the sentence, you could 9
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also check to make sure the verbs agree with their subjects and that theyre 9
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in the correct tenses. (They are and they are.)
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Alert!
Dont hesitate to select choice (E), No Error, in answering the ISE
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questions. Choice (E) will be the correct answer about one-fifth of the
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timethe test-makers are very equitable in their distribution of possible 9
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answers. Dont be tricked into seeing errors where there arent any!
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206 123456789012345678901234567890121234567890123456789012345678 9
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www.petersons.com
Chapter 6: The SAT Writing SectionWhere Grammar Rules Rule
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The same kinds of mistakes occur repeatedly in the ISE section and luckily, 9
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there are only a few of them. Knowing what kinds of errors to look out for 9
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will help you identify the mistakes in the ISE section. The following chart 9
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shows the main types of errors to look for.
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Common Errors in the ISE Section 9
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Regular Errors More Advanced Errors 9
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Subject-Verb Agreement Collective Nouns 9
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Inverted Order 9
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Subject and Verb Separated by a Phrase 9
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Fake Compounds (when the subject 9
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appears to be plural but isnt) 9
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Verb Tenses 9
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Confusion of Past and Past Participle 9
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Sequence of Tenses 9
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Noun Agreement in Number 9
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Pronouns Ambiguous and Vague 9
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Agreement in Number with Antecedents Pronoun Reference 9
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Case in Compound Noun Phrases 9
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Pronoun Shifts 9
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Using Modifiers Comparison of 9
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Adjectives and Adverbs Modifiers
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Logical Comparison Parallel Structure 9
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Double Negatives 9
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Homonyms/Easily Confused Words Using Correct Diction 9
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Idioms Non-idiomatic 9
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Confusion of infinitive and gerund prepositions after 9
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Notice that weve listed the errors as Regular and More Advanced. For 9
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those of you who want to just review the basics, you can stick to the regular 9
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types of errors to look out for. For those of you aiming to score super-high 9
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on the Writing section, you can review it all: the More Advanced category 9
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includes some of the trickier grammatical errors the test-makers will throw 9
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at you. In the rest of this section, we will look closely at how each of the 9
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common errors occurs in the ISE section.
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123456789012345678901234567890121234567890123456789012345678 9 207
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Part III: Reviewing the Sections
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Please Be Agreeable: Subject-Verb Agreement 9
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Subjects and verbs must agree in number. Singular subjects require singular 9
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verbs, and plural subjects require plural verbs. Chances are that in a regular, 9
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everyday sentence, youll readily recognize when there is subject-verb 9
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disagreement, as in: 9
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Sandeep walk to the store to buy a newspaper.
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The word walk probably strikes you as incorrect, since the singular subject 9
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Sandeep requires the singular verb form walks. 9
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However, the pesky test-makers create sentences in which errors in 9
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subject-verb agreement may not be so obvious. One way the test-makers do 9
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this is by inverting the order of the subject and verb. Try to identify the error 9
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in the following sentence: 9
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Although many students believe that carrots taste best raw, there is 9
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A B C 9
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many others who prefer them cooked. No error 9
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D E 9
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The error lies in choice (C), since the plural subject others requires a plural 9
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verb are rather than the singular is. Notice how the verb follows the subject 9
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in the above sentence. Tricky, isnt it? Be on the lookout for errors in 9
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subject-verb agreement when the subject follows the verb, and remember 9
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that all you have to do is identify the subject and whether it takes a singular 9
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or plural verb. 9
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The test creators also like to separate the subject and the verb with a phrase in 9
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ISE items. Look for the error in subject-verb agreement in the next sentence: 9
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The soccer player, a favorite of the teams legions of fans, have a strict 9
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A B C D 9
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workout routine. No error 9
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E
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The error is in choice (D), since the singular subject player should take the 9
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singular verb has rather than the plural have. The phrase that comes 9
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between the subject and the verb, a favorite of the teams legions of fans, has 9
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no affect on the number of the verb. 9
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When verbs are underlined as possible errors, double check to make 9
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sure that they agree in number with their subjects. To identify the 9
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Tip
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subject of the verb, ask who is doing the action stated in the verb and 9
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remember that the subject may appear far, far away from the verb. 9
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Then figure out whether the subject is singular or plural, and make
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sure that the verb agrees in number with the subject. 9
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208 123456789012345678901234567890121234567890123456789012345678 9
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www.petersons.com
Chapter 6: The SAT Writing SectionWhere Grammar Rules Rule
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You may also see sentences in the ISE section in which the subject appears to 9
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be plural but isnt, as in the next sentence: 9
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Either Jeb or Trisha are going to the play with me tonight. 9
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In this sentence there are two separate singular subjects: Jeb and Trisha, and 9
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thus the verb should be in the singular form is. In sentences that use the 9
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constructions either __________ or __________ and neither __________ nor 9
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__________, the nouns and the verbs are singular. 9
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Fake Compound Subjects 9
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When you see the following constructions, be on the lookout for subjects 9
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that look plural but are not:
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either __________ or __________ 9
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neither __________ nor__________ 9
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__________ along with __________ 9
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__________ as well as __________ 9
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__________ in addition to __________ 9
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Together with __________ 9
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That Makes Tense: Getting Verb Tenses Right 9
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Another favorite category for the makers of the Writing section test is verb 9
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tenses. Frequently, the test-makers will confuse the simple past and past 9
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participle forms of a verb, as in the next sentence: 9
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The snow fallen all night long. 9
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Fallen is incorrect, because it is the past participle of the verb to fall, and the 9
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sentence requires the simple past tense form or fell. See if you can pick out 9
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the error in the next sentence: 9
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We grabbed our jackets and run outside to make snow people. 9
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A B C D
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No error 9
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E 9
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If you picked choice (C), you were right! Run is the part participle of the 9
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verb to run, but the sentence requires the simple past tense: ran. 9
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123456789012345678901234567890121234567890123456789012345678 9 209
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Part III: Reviewing the Sections
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The tense of a verb indicates the time of the action or state of being 9
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expressed by the verb. Verbs in English have six tenses: present, past, future, 9
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present perfect, past perfect, and future perfect. The chart below explains 9
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each of the tenses.
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Tense Definition Example 9
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Present existing or happening Mimi has enough 9
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now money. 9
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Present Perfect existing or happening Mimi has worked all 9
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sometime before summer, and now 9
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now she feels rich. 9
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Simple Past existing or happening She saved nickels in her 9
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in the past piggybank. 9
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Past Perfect existing or happening Before she counted her 9
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before a specific bills, Mimi had 9
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time in the past taken them out of 9
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123456789012345678901234567890121234567890123456789012345678 her purse. 9
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Future existing or happening She will decide how 9
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in the future much to spend on a 9
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123456789012345678901234567890121234567890123456789012345678 new notebook. 9
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Future Perfect existing or happening Mimi will have 9
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before a specific considered many 9
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time in the future choices, and she will 9
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123456789012345678901234567890121234567890123456789012345678 make an informed 9
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123456789012345678901234567890121234567890123456789012345678 decision. 9
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When you see more than one verb in a sentence, be on the lookout for the 9
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use of the wrong tense in one of those verbs. Try to identify the error in the
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next sentence: 9
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After she shoveled the sidewalk, Tammie had taken a nap. No error 9
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A B C D E 9
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Does that sentence make sense to you? Of course it doesnt, and if you 9
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picked choice (D) as the culprit, you were dead-on correct. The verb in the 9
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first clause, shoveled, is in the simple past tense, while the verb in the second 9
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clause, had taken, is in the past perfect tense, which implies that the action
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210 123456789012345678901234567890121234567890123456789012345678 9
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www.petersons.com
Chapter 6: The SAT Writing SectionWhere Grammar Rules Rule
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was completed before another action in the past. However, Tammie has 9
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obviously taken her nap after shoveling the sidewalk, so the verb should be 9
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in the simple past as well: took. When dealing with sentences that involve 9
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more than one verb, make sure that the time relation between the verbs
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seems logical. 9
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Lets All Agree: Noun Agreement 9
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The following sentence contains an error in noun agreement. Lets see if you 9
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can spot it: 9
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The rumor spread that Alexandra and Jane want to be an astronaut. 9
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A B C D 9
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No error 9
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E
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The error lies with choice (D), because two people (Alexandra and Jane) 9
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cannot be one astronaut no matter how hard they try. They can, however, 9
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become more than one astronaut. The sentence should read: 9
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The rumor spread that Alexandra and Jane want to be astronauts. 9
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The original incorrect sentence contains an error in noun agreement, 9
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since the nouns do not agree in number. Remember to identify the 9
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subject of the sentence and check to see if the other nouns it relates to 9
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agree in number with it. 9
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Pronoun Problems
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A pronoun is a word used in place of a noun or nouns. Be on the alert when 9
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you see a pronoun underlined, since pronouns are tested in a number of ways. 9
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You will likely encounter a sentence in which the pronoun disagrees with 9
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the noun it refers to in number. Thats right, pronouns need to agree in 9
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number with the nouns they refer to. See if you can spot the error in
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pronoun number in the sentence below: 9
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Students who read the novel thoroughly will be rewarded for her 9
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A B C D 9
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efforts. No error 9
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E 9
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Choice (D) contains the error, since the pronoun her is singular while its 9
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antecedent (the noun referred to) Students is plural. The correct plural 9
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pronoun is their. 9
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Another way in which the test-makers present pronoun errors is by putting 9
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pronouns in the wrong case. Case is the form of a pronoun that shows how 9
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123456789012345678901234567890121234567890123456789012345678 9 211
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Part III: Reviewing the Sections
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the word is used, and pronouns may be in the nominative, objective, and 9
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possessive cases. In the next sentence, I is in the nominative case; me is in the 9
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objective case; and my is in the possessive case: 9
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I forgot to bring my sticker collection with me to the meeting. 9
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Dont worryits not important for you to name exactly which case a 9
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pronoun is in on the test! You just have to be able to recognize when a 9
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pronoun is in the wrong case. In addition, these errors in pronoun case will 9
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occur most often in compound noun phrases, in which the pronoun is 9
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linked with a noun or another pronoun, as in: 9
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Him and Jesses parents traveled for forty days and nights on a tiny ship 9
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called Invincible. 9
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In the compound noun phrase Him and Jesses parents, the pronoun Him is 9
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in the wrong case, because the pronoun should be acting as a subject. Who 9
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traveled? He did. Him cant travel, because him is in the objective not 9
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subjective case. The trick with these questions is to isolate the pronoun and 9
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make sure that it is in the right case. To check the pronouns case, try 9
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reading the phrase without the other part of the compound noun phrase. 9
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Him traveled for forty days . . . just doesnt work. 9
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When you see a pronoun underlined, check to see if it represents an 9
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error in one of the following: 9
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Note
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NumberDoes it match the number of the noun it refers to? 9
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9
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CaseIs it in the right case? 9
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ShiftAre the pronouns consistent in the sentence? 9
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ReferenceDoes it refer clearly to something in the sentence? 9
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A third way in which pronoun errors occur is in pronoun shifts. See if you
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can identify the pronoun shift in the next sentence: 9
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Whenever one is bored, you should sing a little ditty. 9
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If you identified the pronoun you as the incorrect pronoun, you were right 9
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on target. The pronouns in the above sentence refer to the same performer, 9
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so they need to be consistent, and you should be replaced by the pronoun 9
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that was originally used one. The test-makers like to try to confuse you by 9
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creating pronoun shifts with words such as you, one, and they that are often 9
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used interchangeably in everyday speech but should be consistent in 9
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Standard Written English. 9
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212 123456789012345678901234567890121234567890123456789012345678 9
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www.petersons.com
Chapter 6: The SAT Writing SectionWhere Grammar Rules Rule
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The Mod Squad: Using Modifiers Correctly 9
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Adjectives modify or describe nouns or pronouns. Adverbs modify verbs, 9
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adjectives, or other adverbs and frequently end in -ly. When you see an 9
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adjective or adverb underlined in the ISE section, check to see that it is the 9
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correct modifier. Try to identify the error in the next sentence: 9
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Edwins dog Co-Co, who was named for a fashion designer, ran joyful 9
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A B C 9
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through the snow. No error 9
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D E 9
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Cut to the chase and look at choice (C), where the error lies. The word 9
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joyful is an adjective. However, joyful modifies the verb ran and should 9
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therefore be the adverb joyfully. Trust your ear to tell you when theres a 9
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mistake in one-word modifiers. 9
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Advanced Topic: Comparison of Modifiers 9
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The next sentence contains an error in the comparison of modifiers: 9
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This is the better meal I have ever eaten. 9
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Assuming that the speaker has eaten more than two meals in her lifetime, 9
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you can say that she has used the wrong modifier. Since she is comparing 9
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more than two things, she needs to use the superlative form of the modifier, 9
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which is best. Superlative adjectives and adverbs usually end in est and 9
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express comparison among more than two items. The comparative form, 9
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usually ending in er shows comparison between two things only. 9
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Modifiers that have more than two syllables form their comparative and 9
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superlative degrees with more and most: more energetic and most energetic. 9
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Be alert to errors in comparison of modifiers, whenever they are underlined. 9
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Check to see how many items are being compared, and then make sure that 9
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the modifier is correct. 9
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Logical Comparison: Can I Compare Thee? Maybe, Maybe Not 9
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Not all things can be compared with each other logically in a sentence, and
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the sneaky test-makers may well try to slip an illogical comparison into your 9
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test. Read the next sentence: 9
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Vain and determined, Franklin aspired to be more admired than his 9
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co-hosts reputation. 9
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When checking for logical comparison, first see whats being compared. In 9
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this erroneous sentence, Franklin is being compared to his co-hosts 9
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reputation. This comparison doesnt make sense, because you just cant
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Part III: Reviewing the Sections
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compare a person to a reputation. You can, however, compare a person to a 9
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person. The sentence should read: 9
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Vain and determined, Franklin aspired to be more admired than his 9
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co-host. 9
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Sounds better, right? 9
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Double Negatives: Two Wrongs Dont Hardly Make 9
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a Right 9
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A double negative is the use of two negative words when one is enough. In 9
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Standard Written English, you should use only one negative, unless you 9
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intend to cancel out the meanings of both negatives (and you wont want to 9
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do that on the test). See if you can identify the error in the next sentence: 9
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We wanted to splash in the puddles, but there werent none. No error 9
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A B C D E 9
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Choice (D) contains the error, since it contains the second negative word 9
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none. In the sentence above, werent adequately conveys the negative 9
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meaning. 9
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Here is a list of some common negative words: 9
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Common Negative Words 9
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barely nobody nowhere 9
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hardly not (also look for the only
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neither contraction nt) scarcely 9
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no nothing without 9
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Except What I Accept: Homonyms/Easily 9
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Confused Words
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In English, there are homonyms and other word pairs that sound alike but 9
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have completely different meanings. Be prepared to identify errors in the 9
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usage of such words, as in the next sentence: 9
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Accept for never taking out the garbage, Hercules is a great roommate. 9
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The word accept means to take or tolerate something. In this sentence, 9
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the word should be Except, which means, the thing that does not apply to 9
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stated rule. 9
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214 123456789012345678901234567890121234567890123456789012345678 9
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www.petersons.com
Chapter 6: The SAT Writing SectionWhere Grammar Rules Rule
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Heres a list of some other easily confused words that you may encounter on 9
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the test. 9
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Easily Confused Words
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accept/except lead/led 9
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advice/advise
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leave/let
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affect/effect peace/piece 9
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afflict/inflict principle/principal 9
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allusion/illusion raise/rise 9
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break/brake set/sit 9
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compliment/complement stationary/stationery 9
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emigrate/immigrate than/then 9
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formally, formerly there/their/theyre 9
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here/hear to/too/two 9
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lay/lie your/youre 9
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Advanced Topic: Using Correct Diction 9
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Diction refers to word choice, and clearly, you should choose the right 9
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words whenever you write or speak. The tricky test-makers may give you an 9
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ISE question in which they try to confuse you by using incorrect diction. 9
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These errors are along the lines of easily confused words, but they may be 9
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less common, as in the next example: 9
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Barton has translocated the book into five languages. 9
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The word translocated means to move from one location to another. The 9
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sentence calls for the word translated, so the sentence contains an error in 9
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diction. Theres no real way to prepare for these types of errors, except to be 9
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on the alert for them whenever you see a strange word underlined. 9
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Idioms: Weird but True
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Idioms refer to the peculiar expressions in a languageexpressions that do 9
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not necessarily follow grammatical rules. Idiomatic expressions are correct, 9
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because people think they are, and theyre defined by custom and usage. 9
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The ISE section often features a question in which an infinitive or gerund is 9
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used unidiomatically. The infinitive is a verb form, usually preceded by to, 9
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that can be used as a noun, adjective, or an adverb, as in: to sleep, to eat, to 9
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gesticulate. A gerund is a verb form ending in ing that is used as a noun, as 9
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in: climbing, singing, castigating. 9
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123456789012345678901234567890121234567890123456789012345678 9 215
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Part III: Reviewing the Sections
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Look for the error in the following sentence: 9
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In spite of rising early every morning to run five miles, Sasha did not 9
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A B C
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succeed to conquer her opponent. No error 9
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D E 9
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Choice (D) contains the error, because the infinitive to conquer should be 9
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replaced by the gerund in conquering. With idioms, there are no 9
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grammatical rules to guide you. You simply have to let your ear tell you if 9
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something does or doesnt sound right. However, you should be on the 9
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lookout for non-idiomatic phrases whenever you see a gerund or an 9
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infinitive underlined on the test. 9
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Non-Idiomatic Prepositions After Verbs 9
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The test-makers also create questions that test your idiomatic knowledge of 9
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prepositions that follow certain verbs. Notice the incorrect use of the 9
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preposition on in the next sentence: 9
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After considering the situation for four days, Tefi told Moon-Jie that she 9
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had decided to agree on his proposal. 9
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You can agree on many things, but in the sentence above the phrase is used 9
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unidiomatically, and the preposition on should be replaced with to. Thats 9
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the correct idiomatic expression, and with idioms youll have to trust your 9
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ear to tell you when a preposition is being used incorrectly. When you see a 9
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preposition underlined, check to make sure that its being used correctly. 9
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Studying lists of idioms doesnt make a lot of senseyoull just know them 9
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when you see them. Reading works written in standard English will help 9
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you attune your ear to idioms and diction. 9
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ISE Review: Use the Steps to Identify the Error 9
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Congratulations! Youve now synthesized the main types of errors youre 9
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likely to encounter in the ISE section. Before moving on to the Improving
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Sentences section, lets see if you can use the steps outlined at the beginning 9
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of this section to identify the error in the following sentence: 9
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Although no bigger than a thimble, the fiercely insect terrorized the 9
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A B C 9
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group of bird-watchers. No error
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D E 9
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216 123456789012345678901234567890121234567890123456789012345678 9
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www.petersons.com
Chapter 6: The SAT Writing SectionWhere Grammar Rules Rule
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Step 1: Listen for mistakes. If you hear the mistake right away, mark the 9
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oval, and move on. If not, go on to Step 2. 9
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Step 2: Reread each underlined part, listening for the error. Choice 9
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(A) than appears to be fine. Choice (B), however, sounds funnya fiercely 9
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insect? Knowing that youll be tested on the use of adjectives and adverbs, 9
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choice (B) should come under some scrutiny. You might recognize that since
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the word in choice (B) modifies a noun, it should be an adjective, not an 9
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adverb. It should be a fierce insect, since dropping the ly changes the word 9
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from an adverb to an adjective. Or you might just realize that it sounds 9
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wrong and move on to the next question. 9
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Step 3: If none of the choices sounds funny to you, try the 9
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process of elimination. Does choice (C) seem correct? The verb terrorized 9
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seems to be in the correct tense and it agrees with its subject insect. You 9
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should probably eliminate choice (C) as a possible error. Complete the same 9
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steps with the other choices, then make an educated guess. If the answer 9
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isnt obvious to you, dont forget that choice (E), No error, is always a 9
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viable choice. 9
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Tip
Educated guessing can and should be
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Writing section, regardless of the question type. 9
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Improving Sentences: Finding the Correct 9
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Corrections 9
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The second section of the Writing test consists of improving sentences 9
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questions, which are a bit more elaborate than the ISE questions. Like the
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ISE questions, the improving sentences questions test your knowledge of 9
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basic grammar, usage, and word choice. However, for these problems there 9
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will be an emphasis on issues concerning sentence structure. Again, you will
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not be tested on spelling or capitalization, and punctuation will only be 9
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tested as it relates to sentence structure. 9
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As with the ISE questions, you wont have to name grammatical terms or 9
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identify exactly what the nature of the error is. You will simply need to 9
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recognize when a sentence contains an error and identify the best 9
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correction among four given choices. You will not be asked to provide the 9
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correction itself.
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Part III: Reviewing the Sections
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The directions for Improving Sentences will look something like this: 9
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Directions: 9
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1. The following questions test your knowledge of English 9
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grammar, word usage, word choice, sentence construction, and 9
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punctuation. 9
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2. Every sentence contains a portion that is underlined. 9
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3. Any errors that occur will be found in the underlined portion of 9
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Note
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the sentence. If you believe there is an error, choose the answer 9
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choice that corrects the original mistake. Answer choices (B), 9
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(C), (D), and (E) contain alternative phrasings of the underlined
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portion. If the sentence contains an error, one of these alternate 9
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phrasings will correct it. 9
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4. Choice (A) repeats the original underlined portion. If you 9
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believe the underlined portion does not contain any errors, 9
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select answer choice (A). 9
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5. There will be no change in any parts of the sentence that are not 9
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underlined. 9
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Tackling the Improving Sentences Questions 9
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Lets look at a typical improving sentences question: 9
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Although several players were opposed to riding the bus to the field, 9
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other players were as equal in their support of the idea. 9
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(A) were as equal in their support of 9
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(B) held equal support of 9
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(C) were equally supportive of 9
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(D) had supported equally 9
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(E) held support equally of
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Look at the underlined portion of the sentence. You will be asked whether 9
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that underlined part contains an error, and if so, which of the choices best
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corrects that part of the sentence. 9
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Notice that choice (A) repeats the underlined portion of the sentence. If you 9
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think the underlined portion is fine as it is, you should choose choice (A), 9
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which indicates No correction. 9
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218 123456789012345678901234567890121234567890123456789012345678 9
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www.petersons.com
Chapter 6: The SAT Writing SectionWhere Grammar Rules Rule
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Dont waste your time rereading choice (A), as it always repeats the 9
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underlined portion exactly. Dont be afraid to choose it as the answer 9
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Tip
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either. Since the test-makers distribute the possible answer choices 9
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evenly, choice (A) (and all the other choices) will be the right answer 9
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about one-fifth of the time. 9
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If, however, you think the underlined part sounds wrong, consider choices 9
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(B) through (E) as the possible correction. The correction should produce a
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sentence that is grammatically correct, as well as clear and concise. You can 9
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follow these simple steps to tackling improving sentences questions: 9
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1. Read the sentence, listening for an error. 9
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2. If the sentence sounds funny, read choices (B) through (E), 9
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mentally plugging in the choices into the sentence. 9
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3. Use POE to eliminate obviously wrong answers. 9
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4. Dont hesitate to select choice A if the sentence sounds right. 9
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Lets try using the steps to find the answer to the example above. Reread the 9
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sentence. Something should sound a little odd to you. The phrase were as 9
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equal . . . is awkward, and its form does not mirror the structure of the first 9
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part of the sentence were opposed to. Since the sentence sounds funny, try 9
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mentally plugging each choice into the sentence, to see if it works. When we 9
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plug in choice (B), the sentence reads: 9
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Although several players were opposed to riding the bus to the field, 9
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other players held equal support of the idea. 9
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That phrasing still sounds odd. When we plug in choice (C), we get: 9
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Although several players were opposed to riding the bus to the field, 9
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other players were equally supportive of the idea. 9
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That sentence sounds good, and in fact, choice (C) provides the correct 9
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answer, because it expresses the second part of the sentence in a way that is 9
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parallel, or in equal form, to the first part. You can quickly check the other 9
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choices to see if they work better than this one. Choice (D) gives us:
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Although several players were opposed to riding the bus to the field, 9
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other players had supported equally the idea. 9
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Part III: Reviewing the Sections
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Choice (D) creates a sentence in which the two verbs are in different 9
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formswere is a linking verb and had supported is in the past perfect 9
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tenseso that choice can be eliminated as incorrect. Choice (E) also yields a 9
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sentence that sounds awkward:
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Although several players were opposed to riding the bus to the field, 9
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other players held support equally of the idea.
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Thus, choice (C) is the best answer. You can double check your answer by 9
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plugging it into the sentence again to see if it sounds the best. Since choice 9
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(C) provides the best correction, you would mark oval C on the test. 9
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In this sentence, two groups are being compared: players who were opposed 9
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to riding the bus and players who were supportive of the idea. Choice (C) 9
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creates two phrases that have the same grammatical form. This question 9
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tests your knowledge of parallel structurea common error in the
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Improving Sentences section. Luckily, the section tests only a few 9
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grammatical rules, and by becoming familiar with these rules, youll be able 9
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to rule the Improving Sentences section. Heres a chart showing the 9
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grammatical problems well cover in this section: 9
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Common Errors in Improving Sentences Questions 9
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Regular More Advanced 9
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Parallel Structure 9
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With Connective Words 9
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In a Series
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Coordination and Subordinate Clauses: Choosing 9
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Subordination the Most Concise Choice
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Using the Correct 9
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Conjunction 9
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Two Subordinate Clauses
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Sentence Fragments 9
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Creating Independent Clauses
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Run-On Sentences Creating Compound Predicates
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Using Semicolons Using Appositive Phrases 9
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Creating Subordinate Clauses 9
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Using Modifiers 9
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Misplaced and Dangling 9
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Modifiers 9
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220 123456789012345678901234567890121234567890123456789012345678 9
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www.petersons.com
Chapter 6: The SAT Writing SectionWhere Grammar Rules Rule
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Notice that weve presented Regular and More Advanced topics. The 9
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More Advanced issues are included for those of you who want to ace the 9
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test. Those of you who are aiming for a good but not outstanding score can 9
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focus on mastering the regular topics.
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Since youre a sharpie, you probably also noticed that there are fewer topics 9
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to cover in this section than there were in the ISE section. Some of the same
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grammatical concepts that cropped up in the ISE section will occur in the 9
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Improving Sentences section, but the Improving Sentences section is really 9
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about the correct flow of sentence. 9
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You already have a good grasp of the basics of grammar, usage, and word 9
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choice, and youll probably be surprised at how good you are at pinpointing 9
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issues of sentence structure. Remember, you wont have to use or name 9
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grammatical terms on the test. However, knowing what issues to look for 9
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will help you know when there is an error and eliminate incorrect choices. 9
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Lets look at the issues. 9
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Equal Ideas in Equal Forms: Parallel Structure 9
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The example question provides a typical improving sentences question 9
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involving parallel structure. Whenever items are compared, be sure that 9
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they are expressed in the same grammatical forms, using the same verb 9
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tenses and types of modifiers. 9
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The test-makers particularly like to create errors in parallel structure in 9
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sentences that use pairs of connective words. Notice the connective words in 9
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the following sentence: 9
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The more Carolyn advocated for the color green, the more Meg argued for 9
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the use of blue. 9
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The connective words, the more . . . the more, require you to use parallel 9
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structure with what follows them, since the connective words imply
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comparison. The above sentence uses parallel structure effectively, since in 9
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both parts of the sentence, there is a noun (Carolyn/Meg) followed by a past 9
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tense verb (advocated/argued) followed by a preposition (for/for). 9
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Connective Words Requiring Parallel Structure 9
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Neither/nor 9
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Either/or 9
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Both/and 9
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Whether/or 9
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The better/the better 9
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Part III: Reviewing the Sections
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Not only/but also 9
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The more/ the more 9
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Another way in which the test creators like to test parallelism is in lists of 9
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items. Lists require that all the items be in the same form, as in: 9
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Charles painted the house, cleaned the bathroom, and swept the 9
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front steps. 9
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Notice that all three items in the list are in the same form, as they all employ 9
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verbs in the same tense (simple past). 9
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Now, see if you can answer the next question. (Guess what? There may be a 9
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problem involving parallel structure): 9
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After working all day, Aditi likes to relax by listening to music, 9
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lighting candles, and read poetry. 9
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(A) and read poetry 9
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(B) and reading poetry 9
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(C) and be read poetry 9
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(D) and finally in reading poetry 9
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(E) as well as read poetry 9
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Trying the steps to answering improving sentences questions, first read the 9
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sentence. The underlined part should sound awkward to you. Since youre a 9
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smartie, you probably recognized that the underlined part was not parallel 9
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to the other two items in the list. Identifying the error as faulty parallelism 9
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will enable you to speed through the next step. As you mentally plug in the 9
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other choices to see which one works best, you can look for words ending in 9
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ing, which will make the last item parallel. (See how knowing just one
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grammar rule speeds up the process of elimination!) Choices (B) and (D) 9
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contain that construction, but choice (D) also contains the extraneous word 9
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finally in, which keep the third item from being like the others. Choice (B) is 9
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the correct answer. 9
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When you see part of a list underlined, look to see if that item is like the others. 9
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Joined at the Middle: Coordination and 9
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Subordination 9
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You may recall that sentences containing two or more clauses need to be 9
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connected logically and grammatically. Coordinating conjunctions such as 9
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and, if, but, or, and yet connect independent clauses. An independent clause 9
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has a subject and verb and can stand alone as a sentence. Errors in 9
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coordination occur when the coordinating conjunction that is used does not 9
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222 123456789012345678901234567890121234567890123456789012345678 9
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www.petersons.com
Chapter 6: The SAT Writing SectionWhere Grammar Rules Rule
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connect the ideas in a logical manner. See if you can pick the correct answer 9
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to the next improving sentences example: 9
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Samantha liked to think of herself as a tough cookie, yet she bravely 9
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ventured forth into the tigers cage. 9
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(A) cookie, yet she bravely ventured 9
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(B) cookie; yet, she bravely ventured 9
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(C) cookie; however, she bravely ventured 9
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(D) cookie, so she bravely ventured
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(E) cookie only while bravely venture 9
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Does the sentence sound correct to you? Samantha thinks of herself as
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brave, yet she does a brave thing. That does not make sense, so start looking 9
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at choices (B) through (E). You may have surmised that the problem lies 9
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with the coordinating conjunction. Yet does not logically express the 9
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relationship between the two clauses in the sentence, so you should look for 9
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an choice that contains a conjunction that does. 9
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Choice (B) merely changes the punctuation of the sentence, so you can 9
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eliminate that choice right away. Choice (C) seems to be punctuated 9
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correctly, but the connector however also does not express the correct 9
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relationship between the ideas, so you can cross that choice out. Choice (D), 9
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on the other hand, does express a logical relationship, since the conjunction 9
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so is synonymous with therefore, and it makes sense that Samantha would 9
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venture into a tigers cage if she considered herself brave. Choice (E) gives us 9
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a verb that is in the wrong tense as well as a mystifying connector. Choice
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(D) is the correct answer. 9
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Common Subordinating Conjunctions 9
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although if until 9
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as in order that when 9
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as if once whenever 9
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as long as since where 9
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because so that wherever 9
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before than whether 9
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even though unless while 9
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Quite sensibly, subordinating conjunctionslike those in the preceding 9
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chartintroduce subordinate clauses. Subordinate clauses cannot stand 9
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alone as a sentence, since every sentence needs a subject and a verb. Be alert 9
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Part III: Reviewing the Sections
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to faulty subordination in which the only two clauses in a sentence are both 9
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subordinate, as in: 9
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While Grace was brushing her teeth, when Janek ran outside. 9
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The subordinating conjunctions at the beginning of each clause will be a big 9
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tip-off that something is wrong, and you should look for the correction that 9
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creates an independent clause. 9
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Sentence Fragments: Looks Like the Real Thing, 9
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but Isnt 9
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This sentence fragment. 9
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The preceding group of words may be punctuated like a sentence, but it isnt 9
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one, because it lacks a verb. Sentences must express complete thoughts. 9
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Sometimes, you will see a sentence fragment that consists of only a 9
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subordinate clause as in: 9
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Whenever Geneva puts on her wig. 9
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Theres no identifiable subject or verb in this group of words. The crafty 9
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test-makers will sometimes present you with long sentence fragments 9
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posing as sentences. Choose the answer to the next question. 9
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The struggles and triumphs of a class of third-graders, which are 9
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movingly depicted in the novel by Yi Munyol. 9
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(A) The struggles and triumphs of a class of third-graders, which 9
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are movingly depicted in the novel by Yi Munyol.
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(B) The novel by Yi Munyol movingly depicts the struggles and 9
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triumphs of a class of third-graders. 9
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(C) Yi Munyol, in his moving novel, depicting the struggles and 9
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triumphs of a class of third-graders. 9
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(D) The struggles and triumphs of a class of third-graders being 9
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movingly depicted in the novel by Yi Munyol. 9
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(E) Yi Munyol, whose novel movingly depicts a class of third- 9
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graders struggles and triumphs. 9
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You probably noticed that the original sentence is a sentence fragment 9
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since it is missing a verb. To determine which of the choices provides the 9
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correct revision, look for sentences with subjects and verbs that express 9
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complete thoughts. 9
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224 123456789012345678901234567890121234567890123456789012345678 9
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www.petersons.com
Chapter 6: The SAT Writing SectionWhere Grammar Rules Rule
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Is It a Fragment? 9
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Use the following questions to determine if an underlined sentence is 9
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a fragment: 9
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1. Does the sentence have a subject? 9
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2. Does it have a verb? 9
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3. Does it express a complete thought? 9
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If the answer is no to any of these, the sentence is but a mere fragment. 9
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In the question above, only choice (B) provides a complete sentence, so it is 9
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the choice to choose. Use your trusty ear to eliminate choices that are also 9
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sentence fragments.
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On and On and On: Run-On Sentences 9
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Read the next sentence: 9
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In the movie Super Comma, the hero saves the city, he is later engulfed by 9
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hordes of clamoring fans. 9
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This sentence is a run-on sentence, because it includes two independent 9
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clauses that are joined incorrectly. Remember that independent clauses can 9
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stand alone as sentences. In the above sentence, the clauses are erroneously 9
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joined by only a comma. There are several ways to correct a run-on 9
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sentence. The most obvious way is to replace the comma (or the lack of 9
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punctuation) with a period, creating two sentences. However, the test- 9
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makers will rarely give you that choice on the Writing test. 9
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Instead, they may offer the choice to change the comma to a semicolon. The 9
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semicolon (;) is used to join two sentences that are closely related. The 9
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following correction is correct: 9
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In the movie Super Comma, the hero saves the city; he is later engulfed 9
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by hordes of clamoring fans.
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Sometimes the test-makers wont give you the semicolon choice either. In 9
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those cases, you should look for an choice that makes one of the 9
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independent clauses subordinate. Read the next run-on sentence: 9
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Gus was running late again, Sheila started getting impatient. 9
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A good way to revise this run-on sentence would be to make the first 9
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clause subordinate:
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123456789012345678901234567890121234567890123456789012345678 9 225
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Part III: Reviewing the Sections
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Because Gus was running late again, Sheila started getting impatient. 9
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To review subordinate clauses and subordinating conjunctions, see 9
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pages 200 and 222224. 9
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Now choose the answer to the next improving sentences question: 9
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Youre sure to find people eager to ski, there are snowy vistas. 9
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(A) to ski, there are 9
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(B) to ski but there are
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(C) to ski and are 9
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(D) to ski, meanwhile there are 9
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(E) to ski, wherever there are 9
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Since each clause in the sentence is independent, the sentence is a run-on and 9
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choice (A) is out. Choice (B) doesnt make any sense, and it is punctuated 9
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incorrectly, as there should be a comma preceding the coordinating conjunc- 9
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tion but. Eliminate choice (B). Choice (C) offers a sentence in which the verb 9
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are is in the wrong number. Its also illogical. Choice (D) provides a gram- 9
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matically correct choice, but it doesnt make sense. That leaves us with choice 9
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(E), which correctly supplies a subordinate clause. Choice (E) is the answer. 9
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Ways to Fix a Run-On 9
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The test-makers may offer any of the following ways to fix a run-on sentence: 9
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1. Using a semicolon to join the clauses. 9
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2. Making one clause a subordinate clause. 9
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3. Turning the clauses into one sentence with a compound predicate. 9
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4. Using an appositive phrase. 9
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Creating Compound Predicates 9
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Yet another way to fix run-on sentences is to create compound predicates. 9
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This is a fancy way of saying that the subject has two or more verbs. When 9
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the two independent clauses have the same subject, you can compress the 9
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sentence into one clause in which the subject does more than one thing. 9
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Look at the next run-on sentence: 9
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The letter O probably started as a picture of an eye in Egyptian 9
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hieroglyphic writing, it was later given a circular form. 9
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www.petersons.com
Chapter 6: The SAT Writing SectionWhere Grammar Rules Rule
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Since the two clauses have the same subject, you can change them into a 9
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sentence with a compound predicate: 9
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The letter O probably started as a picture of an eye in Egyptian 9
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hieroglyphic writing and was later given a circular form. 9
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Not too hard, right? Look out for compound predicates among the 9
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choices when you encounter run-on sentences. 9
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Using Appositive Phrases 9
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Heres yet another way to correct run-ons. The test-makers may give you a 9
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run-on sentence in which the correction involves an appositive phrase. An 9
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appositive phrase consists of a noun or pronoun and its modifiers.
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Appositive phrases give you extra information about the person, place, or 9
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thing being described. Heres an example: 9
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Madonna Ciccone, a singer from Michigan, will appear in concert at 8 p.m. 9
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The appositive phrase is a singer from Michigan. The test-makers may give 9
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the choice of changing an independent clause into an appositive phrase to 9
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correct a run-on, so be on the look-out for these kinds of phrases. 9
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Mod Squad II: Misplaced and Dangling Modifiers 9
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Remember your friend the modifier? A modifier is a word or phrase that 9
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describes another word in the sentence. Modifiers need to be placed 9
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correctly in a sentence, so that it is clear which word is being modified. 9
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Funny things happen when you place a modifier too far away from what it
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should modify, as in the next sentence: 9
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Born two months ago, we happily adopted the adorable puppies. 9
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The modifying phrase, Born two months ago, is misplaced, since as the 9
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sentence now reads, the modifier appears to describe the people (we). Using 9
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your powers of rationality, you can identify that the phrase should modify
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the puppies, and the sentence should be changed to: 9
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We adopted the adorable puppies born two months ago. 9
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Dangling modifiers may also crop up on the test. Look at the next sentence: 9
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Jogging in the park, the clouds move ominously overhead. 9
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Who was jogging? We dont know, because the modifier is missing the word 9
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it ought to modify. To correct a dangling modifier, you need to add 9
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information: 9
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Jogging in the park, we noticed the clouds move ominously overhead. 9
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Part III: Reviewing the Sections
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When you see an entire sentence underlined, you should be on the alert for 9
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an error in modification. Now try answering the next question: 9
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Roland was pleasantly surprised when he found a package on his
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doorstep opening the door. 9
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(A) Roland was pleasantly surprised when he found a package on 9
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his doorstep opening the door. 9
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(B) Opening the door, Roland was pleasantly surprised to find a 9
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package on his doorstep. 9
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(C) Roland was pleasantly surprised when he found a package 9
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opening the door on his doorstep. 9
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(D) Roland, on his doorstep, was pleasantly surprised to find a 9
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package upon opening. 9
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(E) On his doorstep opening the door, Roland was pleasantly
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surprised to find a package. 9
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The original sentence is incorrect, because it contains a misplaced modifier; 9
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the doorstep appears to be opening the door. Choice (B) presents a logical 9
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modification. In this choice, Roland is opening the door, and the package is 9
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on the doorstep. Choice (C) can be crossed out, since it presents another 9
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misplaced modifierin this case the package is opening the door! Choices 9
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(D) and (E) offer sentences that are within the realm of logic, but their word 9
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ordering is awkward. Choice (B) is the best choice. Remember to take a 9
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guess, after eliminating obviously wrong choices, if youre not sure of 9
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the answer. 9
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Summing Up: Improving Sentences 9
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Phew! Congratulations againyouve finished reviewing the major gram- 9
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mar points for the Improving Sentences section. Remember, there are only 9
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five key areas of grammar to keep in mind in this section:
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Parallel Structure 9
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Coordination and Subordination 9
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Sentence Fragments 9
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Run-On Sentences 9
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Misplaced and Dangling Modifiers 9
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And heres the really good news: youre done with learning about grammar 9
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and usage! Knowing what you know already will put you in an excellent 9
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position to tackle the Writing section. In the next section, well look at a 9
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228 123456789012345678901234567890121234567890123456789012345678 9
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www.petersons.com
Chapter 6: The SAT Writing SectionWhere Grammar Rules Rule
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couple of finer points of writing such as avoiding wordiness, but mostly we 9
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will focus on how to approach the improving paragraphs questions. Since 9
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youre already a grammatical wizard, the next section will be a whiz. 9
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Improving Paragraphs: The (Slightly) 9
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Bigger Picture 9
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Give yourself a pat on the back. Youve already mastered the basic tasks for 9
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the Writing test by learning how to find errors in sentences and how to fix 9
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them. The third and final type of multiple-choice questions, improving 9
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paragraphs, will take you one step further by asking you to consider errors 9
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in the context of paragraphs and short essays. 9
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The Improving Paragraphs questions will present you with paragraphs or 9
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short essays, followed by a few questions. Those questions will ask you to
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do one of three things: 9
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9
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Correct sentences 9
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Combine sentences 9
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Consider organization of the sentences 9
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Well look at how to approach each of these types of questions in detail, but 9
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before doing that, lets look at a typical improving paragraphs question. 9
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Directions: 9
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1. The following questions test your knowledge of paragraph and 9
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sentence construction. 9
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2. The following passage is a rough draft of an essay. This rough 9
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draft contains various errors. 9
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3. Read the rough draft and then answer the questions that follow. 9
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Some questions will focus on specific sentences and ask if there 9
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are any problems with that sentences word choice, word usage, 9
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or overall structure. Other questions will ask about the para-
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graph itself. These questions will focus on paragraph organiza- 9
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tion and development. 9
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4. Select the answer that best reflects the rules of English grammar 9
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and proper essay and paragraph writing.
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Part III: Reviewing the Sections
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This question is based on the following paragraph. 9
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(1) An estuary is a place where rivers meet the ocean. (2) Fresh 9
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water from rivers mixes with salt water from oceans. (3) Estuaries are
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often shaped like funnels, with the rivers running down the middle of 9
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the estuaries toward the ocean. (4) Bays are usually shaped like 9
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half-circles; however, some are really estuaries. (5) Any place where 9
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fresh water mixes with salt water is an estuary. 9
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1. In context, which is the best way to revise the underlined portion of 9
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sentence 4 (reproduced below)? 9
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Bays are usually shaped like half-circles; however, some are really 9
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estuaries. 9
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(A) however, they are really estuaries 9
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(B) wherever there are really estuaries 9
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(C) and are really estuaries 9
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(D) however, it is really an estuary 9
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(E) however, some bays are really estuaries 9
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This is an example of the first type of improving paragraphs question, 9
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which requires you to correct sentences. This type of question should strike 9
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you as familiar, as it similar to the improving sentences questions. The only 9
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difference is that with the improving paragraphs questions, you need to 9
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look at the context of the whole paragraph to figure out how to best revise 9
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the sentence. 9
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In the example above, the original sentence contains an error in ambiguous 9
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reference, since it isnt clear what exactly the word some refers to. 9
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Theoretically, some could refer to either bays or half-circles. Logically, you 9
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know that the reference is probably to bays, and when you read sentence 5 9
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that instinct is affirmed, since sentence 5 tells you that any place where salt
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water meets fresh water is an estuary. By reading the whole paragraph, you 9
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can correctly surmise that the correct answer is choice (E). 9
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X-Ref
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Ambiguous or vague pronoun reference errors are common in the 9
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Improving Paragraphs section. If youre not sure how to handle these 9
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types of errors, see pages 211212 in the ISE section. 9
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230 123456789012345678901234567890121234567890123456789012345678 9
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www.petersons.com
Chapter 6: The SAT Writing SectionWhere Grammar Rules Rule
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With any of the improving paragraphs questions, youll have to read the 9
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whole paragraph or essay to determine the correct answers. This portion of 9
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the Writing test tests your grasp of information and how sentences work 9
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together to effectively convey meaning. Youll be looking for sentences that
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are weak, redundant, or ambiguous. Often, however, you will have to 9
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identify the main idea of a paragraph or essay to arrive at the correct 9
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answer. Well explore this strategy in depth when we discuss the 9
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organizational types of questions at the end of this section. Before 9
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discussing the three types of questions, lets look at how to tackle the
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improving paragraphs questions in general. 9
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Basic Strategy for Tackling the Improving 9
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Paragraphs Questions 9
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Use the following steps to successfully answer the Improving Paragraphs 9
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questions: 9
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1. Read the paragraph or essay, noting any words that clue you in to 9
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the passages main idea. Dont be afraid to underline words as 9
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you read. 9
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2. Read the question stem or the part of the question that precedes 9
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the five multiple-choice choices. The stem may direct you to 9
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specific numbered sentences or it may ask you an organizational 9
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question. Determining what kind of question youre being asked 9
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will help you hone in on the information you need to answer the 9
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question correctly. 9
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3. Reread the parts of the paragraph or essay that you need to reread 9
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to answer the question. With the correcting and combining
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sentences questions, you should reread the numbered sentences in 9
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question for sure, but you may also need to reread the sentences 9
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that surround them to arrive at the right answer. With the
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organizational questions, youll probably have to reread the entire 9
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paragraph. The passages are short, so skimming them again 9
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shouldnt take too long. 9
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4. When considering the choices, look for an answer that addresses 9
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the problem youve identified. For example, if youve already 9
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determined that the problem lies with an ambiguous pronoun 9
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reference, look for the choice that provides a clear reference. 9
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5. If you come across a question that deals with the main idea or 9
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organization of the passage, you may need to answer the other 9
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questions first. The answers to the other questions can help you 9
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Part III: Reviewing the Sections
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understand the main idea of the passage and may give you a better 9
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chance at answering that type of question correctly. 9
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Now lets look at the three types of Improving Paragraphs questions. 9
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1. Fix It Quick: Correcting Sentences 9
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One type of Improving Paragraphs question requires that you choose the 9
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best revision to a given sentence. These questions strongly resemble the 9
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Improving Sentences questions from the previous section, but with the 9
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Improving Paragraphs questions, youll have to consider the context of the 9
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sentence within the whole passage. Look at the next paragraph and 9
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question: 9
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(1) Fish swim in schools to protect themselves from predators. (2) 9
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There is safety in numbers, and young and small fish are safer in a 9
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group. (3) Swimming with hundreds or thousands of other fish 9
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confuses potential predators, since a school of tiny fish can fool 9
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predators by appearing to be a much larger creature. (4) An enemy is 9
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less likely to attack it than a single fish swimming by itself. 9
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In the context of the paragraph, which revision is most needed in 9
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sentence 4? 9
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(A) Insert As a matter of fact at the beginning. 9
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(B) Omit the word less. 9
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(C) Change it to a school. 9
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(D) Change than to then. 9
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(E) Change itself to themselves. 9
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After reading the paragraph, you can identify that the word it in sentence 4 9
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refers to a school of fish, since the whole paragraph is about why fish swim 9
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in schools. You should also recognize that the pronoun it needs to be
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changed, because it doesnt have a clear reference. Knowing the context and 9
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identifying the grammatical error will tell you that choice C is the best 9
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revision to the sentence. Pretty straightforward, right? 9
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Choices (B), (D), and (E) actually introduce grammatical errors into the 9
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sentence, so they should all be eliminated. Choice (A) doesnt introduce an 9
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error, but it does add unnecessary words to the sentence. Remember that 9
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you should always pick the choice that yields the most concise correct 9
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construction. Well say more about the importance of being concise in the
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next section. 9
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www.petersons.com
Chapter 6: The SAT Writing SectionWhere Grammar Rules Rule
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2. A Good Mix: Combining Sentences 9
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Some improving paragraphs questions will ask you to choose the best way 9
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to combine sentences. Take a look at the next paragraph and question. 9
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(1) The Dutch post-Impressionist painter Vincent van Gogh is 9
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famous for his intensely colored, highly textured paintings. (2) His 9
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landscapes and portraits are marked by swirling brushstrokes and a 9
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passionate sensibility. (3) While creating his artworks, van Gogh 9
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sometimes suffered from bouts of mental instability. (4) In 1889, he
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admitted himself to a hospital in Saint-Rmy. (5) He made some of his 9
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greatest paintings while he was at the hospital. 9
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Which of the following is the best way to combine sentences 4 and 5? 9
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In 1889, he admitted himself to a hospital in Saint-Rmy. He made 9
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some of his greatest paintings while he was at the hospital. 9
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(A) In 1889, he admitted himself to a hospital in Saint-Rmy, and 9
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he made some of his greatest paintings while he was at the 9
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hospital. 9
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(B) Having admitted himself to a hospital in Saint-Rmy in 1889, 9
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he made some of his greatest paintings while there. 9
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(C) He made some of his paintings, his greatest paintings, in 1889, 9
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while admitting himself to a hospital in Saint-Rmy. 9
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(D) Because he admitted himself to a hospital in Saint-Rmy he 9
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made some of his greatest paintings in 1889. 9
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(E) In 1889, he admitted himself to a hospital in Saint-Rmy where 9
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he made some of his greatest paintings. 9
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Upon reading the paragraph, you probably noticed that part of sentence 5 is 9
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redundant, as it repeats what is said in sentence 4. You can surmise that 9
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there is a way to combine the ideas in one sentence, and you should look for
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the choice that combines the ideas effectively and concisely. 9
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Choice (E) offers the best way to combine the sentences, because it provides 9
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the most concise way to combine the ideas. Choices (C) and (D) should be 9
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eliminated, as they create sentences that are somewhat illogical. Choices (A) 9
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and (B) offer sentences that are in the realm of possibility, but choice (E) 9
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provides a more succinct and logical connection between the ideas. 9
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In the improving paragraphs questions, you want to choose the answer that 9
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eliminates wordiness or unnecessary words. Although the shortest answer is 9
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not necessarily the correct one all the time, you should look for the choice 9
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that expresses ideas most succinctly. 9
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123456789012345678901234567890121234567890123456789012345678 9 233
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Part III: Reviewing the Sections
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In order to combine sentences effectively, you should also know the basic 9
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rules of punctuation. If you need to refresh your memory concerning 9
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commas and the like, take a moment to review the chart below. 9
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Punctuation Review 9
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Punctuation
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Mark How to Use the Mark Example 9
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comma to separate items in a Jon is a runner, a lawyer, 9
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, 9
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list and a brother. 9
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to separate two or Shabba nearly fell asleep 9
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more adjectives watching the tedious, 9
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before a noun melodramatic play. 9
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to set off clauses or Niko, an excellent 9
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phrases that are not mathematician, loves to 9
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essential to the main play the violin. 9
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idea of the sentence 9
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after introductory Before leaving the house, 9
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phrases Howie checked to see 9
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that the lights were out. 9
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to separate Brianna interviewed 14 9
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independent clauses people for the job, yet 9
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(the comma precedes she didnt find a suitable
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the conjunction) employee. 9
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semicolon to join independent The iris is Alis favorite 9
;
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clauses flower; he grows rows of
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9
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9
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them in his yard. 9
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to connect independent Elena felt awkward about 9
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clauses joined by barging in on the party;
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transitional however, she managed to 9
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expressions such as make a grand entrance. 9
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however, for 9
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example, indeed, 9
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moreover, therefore, 9
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and in addition 9
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234 123456789012345678901234567890121234567890123456789012345678 9
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www.petersons.com
Chapter 6: The SAT Writing SectionWhere Grammar Rules Rule
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Punctuation 9
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Mark How to Use the Mark Example 9
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colon before a list, definition, You will need to bring the
:
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or explanation
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following items: a plastic 9
9
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123456789012345678901234567890121234567890123456789012345678 flashlight. 9
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hyphen at the end of a line The party was organ- 9
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ized by the president. 9
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with compound words twenty-one 9
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self-made 9
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a well-written story 9
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dash to indicate an abrupt My pet Marcelhes a 9
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break in thought or pugis the most popular 9
9
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speech dog in the neighborhood. 9
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Apostrophe in contractions youre, its, dont 9
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9
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to show possession the boys friend 9
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the girls building blocks 9
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Combining sentences questions are not much more involved than the 9
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correcting sentences questions. When you encounter these types of 9
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questions, keep in mind the same grammatical rules youve learned while 9
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preparing for other parts of the test and use your knowledge to eliminate 9
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obviously wrong choices.
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3. The Proper Place and Order: 9
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Organizational Questions 9
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The third type of improving paragraphs question will require you to make
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decisions about paragraph development and organization. In these ques- 9
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tions you may be asked to: 9
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Identify which choice would best conclude a paragraph 9
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Identify which choice would best begin a paragraphi.e., which 9
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sentence would make an appropriate topic sentence
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Identify what the authors purpose is: to describe, analyze, explain, etc. 9
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123456789012345678901234567890121234567890123456789012345678 9 235
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Part III: Reviewing the Sections
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Identify which choice would best fit into the overall theme or idea of 9
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a given paragraph 9
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As you may have surmised, figuring out the main idea of the essay or 9
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paragraph in question will often be necessary when answering these types of 9
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questions. Knowing the main idea will help you determine whats needed to 9
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complete a paragraph. Determining the main idea is a skill youre probably
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adept at from tackling the critical reading questions, but if you want to 9
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refresh your skills take a look at the following box. 9
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How to Hone in on the Main Idea: A Review 9
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If youve been actively reading, then organizational questions 9
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shouldnt throw you for a loop. These questions will usually take 9
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more time to answer, simply because they encompass more
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information. If a question asks which choice would make the best 9
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first or last line of a specific paragraph, look back at the first and 9
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last sentences, since those may provide a clearer picture of what 9
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that paragraph is about. 9
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Look out for answer choices that are partially correctthey 9
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mention smaller ideas or issues from the passage. There will be 9
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distractor-like choices that may include an aspect of the passages 9
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main idea, but just miss the mark a little. So, again, reading 9
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actively while you skim can help keep these diversionary choices 9
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out of your line of vision when concentrating on the big picture of 9
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a passage. 9
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Lets take a look at a typical organizational question: 9
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(1) The national sport of Korea, tae kwon do is a martial art 9
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famous for its flying and spinning kicks. (2) Along with karate and
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kung fu, it is one of the most popular martial arts in the world. (3) Tae 9
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kwon do means the art of hand and foot fighting. (4) The name 9
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comes from three Korean words: tae means foot or kick; kwon 9
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means fist or punch; and do means the art or way of life. (5) The
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martial art involves dramatic kicks, which are often done while 9
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jumping and spinning. (6) Competitors score points by landing kicks 9
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to the body or the head, and students of tae kwon do learn sequences 9
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of fighting moves. (7) Students also learn courtesy, determination, and 9
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self-control, and tae kwon do emphasizes loyalty and respect for 9
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family, teachers, and elders. 9
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236 123456789012345678901234567890121234567890123456789012345678 9
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www.petersons.com
Chapter 6: The SAT Writing SectionWhere Grammar Rules Rule
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Which sentence would be most appropriate to follow sentence 7? 9
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(A) Martial arts are becoming more and more popular in the U.S. 9
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(B) I began studying tae kwon do when I was in the fourth grade. 9
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(C) In conclusion, everybody should be familiar with at least one 9
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type of martial art. 9
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(D) By studying tae kwon do, students learn many skills and values.
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(E) In tae kwon do, the color of the belt shows the persons rank. 9
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To answer this question, you should first determine what the paragraph is 9
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about. Reading it through once, you can probably assess that the paragraph 9
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describes the martial art tae kwon do. After reading the question, you 9
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should reread sentence 7, and determine that the question is asking you to 9
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choose the sentence that best concludes the paragraph. 9
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Then consider the choices. Choice (A) provides a sentence that is only
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tangentially related to the main idea. It is about martial arts in general, not 9
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tae kwon do specifically. This is an example of a misleading choice, and you 9
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should cross it out. Choice (B) relates to the main idea, but it introduces a 9
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different voice or narrator than what was presented in the paragraph, as it 9
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uses the first-person I form. Choice (B) also offers information that is 9
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irrelevant to the ideas in the paragraph. Since the shift in voice and 9
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information is not appropriate, you should cross out choice (B). Choice (C) 9
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presents a conclusion that would be appropriate to a persuasive paragraph; 9
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however, this paragraph is descriptive. Its not trying to persuade you to 9
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take up martial arts in general. Choice (C) should also be eliminated. 9
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Choice (D) provides a sentence that does aptly conclude the paragraph, as it 9
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describes the kinds of things students of tae kwon do learn. Checking 9
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Choice (E), you can conclude that it adds information but doesnt provide a
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good summary of the ideas in the paragraph. Choice (D) is the best answer. 9
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These types of improving paragraphs questions are the most complex 9
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multiple-choice questions you will encounter in the Writing section, and 9
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you will only be asked to answer a few organizational questions such as this
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one. Knowing how to identify what the writer is trying to do and what the 9
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passage is about will enable you to answer these questions successfully. 9
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Part III: Reviewing the Sections
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Collective Nouns 9
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A collective noun is singular in form but names a group of persons or things, 9
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as in the next sentence: 9
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A crowd gathered to watch the paint dry. 9
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Some examples of collective nouns are: group, audience, class, committee, 9
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family, team, and majority. When the group is acting as a unit, use a singular 9
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verb, as in the sentence above. When the individuals in the group are acting 9
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separately, use a plural verb, as in:
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The class have finished their assignments. 9
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In this sentence, the individual members of the class are acting indepen- 9
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dently to finish their assignments. When you see a collective noun 9
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underlined, double check to determine whether it is acting as a singular or 9
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plural subject. 9
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Ambiguous and Vague Pronoun Reference 9
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A pronoun should always refer clearly to its antecedent. Sometimes, the 9
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test-makers will create erroneous sentences in which the pronoun can refer 9
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to more than one noun, as in the next sentence: 9
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When the dog chased the squirrel, it was happy. 9
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Who was happy, the dog or the squirrel? The pronoun it has ambiguous 9
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reference, since the pronoun can refer to either antecedent. When you see a 9
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pronoun underlined, make sure that the pronoun refers clearly to a noun in
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the sentence. 9
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The test creators may also throw you a sentence in which the pronoun has 9
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no clear antecedent, as in the next sentence: 9
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On the radio show, they announced the release of Pedros new album. 9
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Who does they refer to? Well never know, since they does not have an 9
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antecedent. When you see sentences such as the one above, check to make 9
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sure the pronouns have clear antecedents. Theres a good chance youll find
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your error there. 9
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Parallel Structure 9
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Sometimes, youll see sentences in which the comparison is grammatically 9
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faulty or unparallel, as in the following sentence: 9
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In the novel, red flowers require twice as much sun as pink flowers. 9
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238 123456789012345678901234567890121234567890123456789012345678 9
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www.petersons.com
Chapter 6: The SAT Writing SectionWhere Grammar Rules Rule
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This type of error can be particularly challenging to spot, since the 9
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comparison between the two items is logical. The red flowers can be 9
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sensibly compared to the pink flowers. However, Standard Written English 9
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requires that you use the same form to compare equal ideas, and in the
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sentence above, the second item is missing a verb and thus does not match 9
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the form of the first item. To be correct, the sentence should read: 9
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In the novel, red flowers require twice as much sun as pink flowers do. 9
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These types of errors test your grasp of parallel structure, which dictates 9
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that equal ideas are expressed in equal forms. 9
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Choosing the Most Concise Choice When 9
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Combining Clauses 9
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Sometimes the test-makers will present you with a sentence in which an 9
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independent clause needs to be replaced by a subordinate clause. This 9
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sounds a bit trickier than it actually is, for as always you will not actually 9
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have to create the solution. You need only choose the correct answer. 9
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However, it is a good idea for you to know what to look for, and since thats 9
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what this book is all about, consider the following example: 9
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Wallace wrote his second comic book and he was thirty-seven years 9
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old then. 9
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(A) and he was thirty-seven years old then 9
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(B) upon reaching the age of thirty-seven years 9
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(C) at age thirty-seven years
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(D) when he was thirty-seven 9
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(E) at the time when he was thirty-seven 9
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When you read the sentence, you probably noticed that the coordinating 9
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conjunction and does not provide the most logical connection between the 9
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two clauses. In addition, the sentence is not punctuated correctly. There 9
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should be a comma preceding the and. So, choice (A) is definitely out. 9
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Choice (B) presents a logical alternative, but the resulting sentence is wordy. 9
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The ideas can be expressed more succinctly than that. Choice (C) provides 9
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an awkward and grammatically incorrect solution. People simply do not 9
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say at age thirty-seven years in English. Choice (D), however, is 9
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grammatically correct and succinct. Choice (E) is correct but like (B), quite 9
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wordy. Given the choices presented, you should choose the one that is most
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concise and clear. Choose (D). 9
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123456789012345678901234567890121234567890123456789012345678 9 239
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Part III: Reviewing the Sections
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Concise and PreciseVery Nice: How to Write 9
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an Effective Essay 9
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In the essay section of the Writing test, you will be asked to take a position 9
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on an issue and support it with examples from your studies and experience. 9
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The question will be open-ended, so that you can answer it successfully in 9
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many different ways. You will not have to have any prior knowledge about
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a specific topic to write an effective essay. 9
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The essay portion of the test is designed to assess your ability to express
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ideas clearly and effectively. You will need to present a clear viewpoint on a 9
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topic, backed up by supporting details. The readers will consider your 9
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essays content, organization, and grammar. By preparing for other sections 9
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of the test (the multiple-choice questions), youve already developed a good 9
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grasp of grammar, usage, and word choice. You also know how to 9
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effectively improve paragraphs. With the essay, you can draw on these skills 9
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to write your own effective passage. 9
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The essay will be scored using a holistic approach, meaning that 9
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readers will consider the essay as a whole and will judge it based on the 9
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Note
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overall impression it makes. Errors in punctuation and spelling are of 9
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minor importance. Even with a few spelling and punctuation errors, 9
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you can score high on the essay. Handwriting will also not count 9
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against you, although you do need to write legibly so that the readers 9
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can read your essay and score it. 9
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Heres an example of the type of essay question youll encounter: 9
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Directions: Think carefully about the issue presented in the following 9
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excerpt and the assignment below. 9
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A century ago, the average American had little in the way of real 9
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selection. From cornflakes to college, the choices available to most 9
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people were limited. Today Americans have so many choices that we are 9
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often overwhelmed by too much of a good thing.
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Gary Belsky, A Logical Choice 9
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Assignment: What is your view on the idea that having too many choices to 9
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choose from may be a bad thing? Plan and write an essay in which you 9
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develop your point of view on this issue. Support your position with 9
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reasoning and examples taken from your reading, studies, experience, or 9
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observations.
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240 123456789012345678901234567890121234567890123456789012345678 9
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www.petersons.com
Chapter 6: The SAT Writing SectionWhere Grammar Rules Rule
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Notice that you are asked to respond to an issue of general interest and that 9
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you can draw on your knowledge of a specific subject such as literature or 9
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history or your own experience. The readers will be assessing your ability to 9
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express yourself, not your expertise in any particular subject. Now lets look
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at how to successfully write an essay in response to a question like the 9
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one above. 9
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How to Improve Your Writing Skills 9
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The more you write, the better you will become at writing. Here are a few 9
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hints for improving your writing skills: 9
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1. Practice writing on a daily basis. Try keeping a journal in a 9
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notebook or online, and practice writing thoughtful entries on 9
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specific topics. 9
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2. Write about what you read in English and other subjects. Keep a 9
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response journal in which you write your opinions about what 9
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youve read. Writing just a paragraph a day will enable you to 9
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clarify your thinking about something youve studied. 9
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3. Explore which writing methods work best for you. For example, 9
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try outlining your essays before you write them. 9
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What the Scores Mean 9
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Each reader will give your essay a score from 1 to 6. Heres what each of the 9
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numbers indicates: 9
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6 Outstanding 9
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5 Good 9
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4 Adequate 9
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3 Limited 9
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2 Flawed 9
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1 Unacceptable 9
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You should aim to write the best essay you can, but a score of 4 or above is 9
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good. To receive a score of 5 or 6, you will need to show a superior 9
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command of grammar, usage, and word choice, as well as effective 9
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development and logical organization of your ideas. 9
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Part III: Reviewing the Sections
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Steps to Writing an Effective Essay 9
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You may be wondering how long the essay should be. Content is, of course, 9
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more important than length. You should never write extra sentences just to 9
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make your essay appear longer. However, the ideal length of your essay is 9
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three to five paragraphs. Each of those paragraphs should consist of at least 9
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three sentences, which develop the main ideas of those paragraphs. The first 9
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paragraph, as you may have guessed, should state the main idea of your 9
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essay, your point of view on the given topic. The middle one to three 9
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paragraphs should provide supporting examples to the main idea and
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develop the idea further. The concluding paragraph should sum up your 9
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main points and give the essay a sense of completion. 9
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The test-makers and readers know that you will be writing under time 9
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pressure, so they do not expect you to churn out a perfectly polished, 9
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ingenious piece of writing on the spot. What theyre looking for is the 9
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effective expression of a viewpoint backed up by details. The test-makers 9
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will give you enough time to plan the essay before you write itin fact the 9
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word plan is in the directions. So, lets look at this first step. 9
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Step 1: Plan Your Essay. Before you begin actually writing the essay, take 9
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a few minutes to plan what you will write. Writing down notes or an outline 9
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will make the task of writing the essay much easier. 9
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The first thing you should do is decide what your point of view is on the given 9
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topic. With the question above, you would need to figure out if you agree or 9
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disagree with the statement: Can having too many choices be a bad thing? 9
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Next, you will need to choose how to support your argument. Since youll 9
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be able to draw supporting examples from any of your studies or your 9
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experience, you should choose the area in which you feel you know the 9
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most. For example, if youve just read William Shakespeares Hamlet and 9
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the details of the play are fresh in your mind, you will probably want to 9
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discuss the play in the essay. However, if youre particularly knowledgeable
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about how candidates get elected to the Presidency of the United States, you 9
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will want to take your examples from this area. Remember, you can also 9
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always draw on your personal experiences to support your argument. It 9
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doesnt matter what you write about, as long as you can develop an
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argument using those examples. 9
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In planning your essay, you may want to first brainstorm as many 9
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supporting ideas an examples as you can, jotting them down on a piece of 9
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scrap paper. Write down your topic statement, and then list every idea about 9
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the subject that comes to you. For the question above, your brainstorming 9
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notes might look like this: 9
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242 123456789012345678901234567890121234567890123456789012345678 9
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www.petersons.com
Chapter 6: The SAT Writing SectionWhere Grammar Rules Rule
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Yes, having too many choices can be a bad thing. 9
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we have more choices now than ever before 9
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hundreds of TV channels to choose from 9
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unlimited job choices 9
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varieties of jeans
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waste time deciding among different choices 9
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choosing cereal at the store 9
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choosing what kinds of jeans to wear 9
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even making bigger decisions like buying cars or 9
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deciding what college to go to 9
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having more choices, doesnt necessarily mean better choices 9
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prefer quality over quantity 9
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feeling overwhelmed by too many choiceswhere to shop? 9
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once at the shop, what kind of jeans to get 9
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After brainstorming your ideas, you can decide which ideas and details you 9
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want to include in your essay, perhaps circling the ones that stand out to 9
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you. Then, think about how to organize those ideas into the paragraphs that 9
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will make up your essay. You may want to quickly write an outline such as 9
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the one that follows: 9
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1. Yes, too many choices can be bad. 9
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we have more choices than ever before 9
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but we waste time choosing among too many choices
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having so many choices can lead to misery 9
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2. Waste time choosing among too many choices 9
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example: trying to buy jeans 9
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which store to go to?
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which types of jeanslow-riders, boot-cut, straight 9
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leg, flare, faded, dark, pre-washed? 9
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3. Having too many choices can lead to misery 9
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I ended up buying nothing, after having wasted four 9
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hours trying to find the perfect pair. 9
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having more choices doesnt mean better 9
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illusion of having choices creates pressure on the 9
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decision maker 9
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Part III: Reviewing the Sections
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When you outline, you should be thinking about how to organize your ideas 9
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into at least three paragraphs: the topic paragraph, a supporting paragraph, 9
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and a concluding paragraph. Add any details that occur to you to the 9
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outline and feel free to move your ideas around using arrows or whatever
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method works for you. After outlining your ideas, youll be prepared to 9
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write the essay. 9
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Step 2: Write the Essay 9
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With your notes and outline in hand, you should start writing the topic 9
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paragraph. This paragraph should state your opinion and give the main 9
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reasons why you have that viewpoint. As you write your essay, dont obsess 9
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about punctuation and word choice. You should have time to go back and 9
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revise your essay: and matters again are less important than the 9
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development of your ideas. 9
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For the question above, a topic paragraph might look like this: 9
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Having too many choices can indeed be a bad thing. Today, we 9
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have more choices than ever before. A typical consumer can 9
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choose among 10 different kinds of paper towels, dozens of 9
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different cars, and hundreds of TV channels. However, having so 9
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many choices can ultimately just be a waste of precious time. A 9
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larger array of choices doesnt necessarily translate into better 9
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choices, and having to choose among many choices can make a 9
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person feel pressured to make perfect choices all the time. 9
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With your introductory paragraph, you should include a topic sentence that 9
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clearly states your viewpoint, as in the first sentence above. The topic 9
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sentence doesnt necessarily have to come first in the paragraph, but it 9
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should appear somewhere. The other sentences should support the main 9
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idea by giving details or fleshing out the topic sentence.
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You can support a main idea with different kinds of details including: 9
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Facts and statistics 9
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Tip
Sensory details appealing to the sense of touch, sight, smell,
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taste, or hearing 9
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Examples 9
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Anecdotes or brief stories 9
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www.petersons.com
Chapter 6: The SAT Writing SectionWhere Grammar Rules Rule
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After writing the introductory paragraph, write one to three body 9
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paragraphs that extend or expand upon the ideas set forth in the first 9
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paragraph. You may use the supporting sentences from the first paragraph 9
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to start these body paragraphs. In the body of the essay, you should draw on
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your knowledge of a particular area or your experience to support your 9
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viewpoint. Heres an example of a good supporting paragraph: 9
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I recently had the experience of facing too many choices as a 9
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consumer. I wanted to buy a new pair of jeans, but when I went to 9
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the store to find a pair, I was confronted with dozens of choices 9
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covering three walls of the store. There were boot-cut jeans, 9
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straight leg, and flared bottom. There were low-riders, high- 9
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waisted, and boy-cut pants. The textures of fabric offered still 9
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more choices: prewashed, dark blue, light blue, faded, even
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something called distressed. Faced with so many choices, I 9
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randomly picked a few pairs and tried them on, yet none of the 9
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pairs I tried on seemed to fit me well. I left the store 9
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empty-handed except for an increased sense of frustration. In 9
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this case, having more choices did not deliver a satisfactory 9
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outcome. 9
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Supporting paragraphs should contain lots of details to support your 9
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argument. Each paragraph should also contain a topic sentence summariz- 9
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ing the main idea of the paragraph. In this body paragraph, the topic 9
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sentence is the last one. All the details in the paragraph should support the 9
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paragraphs main idea, just as each of the body paragraphs should support 9
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the main idea of your essay.
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After fleshing out your ideas in the body paragraphs, you should sum up your 9
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ideas in the concluding paragraph. The concluding paragraph should give
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your essay a sense of completeness. Here are some ways to conclude an essay: 9
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Ways to Conclude an Essay 9
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1. Restate the main idea in different words. 9
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2. Summarize your major points. 9
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3. End with a final idea or example. 9
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4. End with a comment on the topic, such as a personal observation
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or a statement that points to larger related issues. 9
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5. Ask the reader to take action or make a statement to persuade 9
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them to do something.
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Part III: Reviewing the Sections
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Look at the concluding paragraph for the assignment above: 9
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Having many choices can, in fact, lead to the opposite of 9
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satisfaction. When I left the store without any jeans, I felt not 9
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only frustrated but incompetent. Surely with so many choices 9
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available to me, I should have been able to find the perfect pair 9
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of jeans. Having an abundance of choices can make people feel 9
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pressured to make perfect choices all the time. However, that 9
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simply was not the case in this situation, nor is it the case in many 9
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situations. What people need are good choices, not multitudes of 9
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mediocre ones that create more misery.
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In the concluding paragraph, you should drive your points home by 9
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restating what youve argued in a clear and forceful manner. Summarizing
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your points and taking them one step further is a good way to conclude 9
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your essay. After finishing a draft, you should also take the time to review 9
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your essay to make it as clear and precise as it can be. 9
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Step 3: Proofreading Your Essay 9
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Take a few minutes to review what youve written. Keeping in mind the 9
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rules of grammar that youve learned, look for grammatical mistakes or 9
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errors in spelling or punctuation and correct them. You may also want to 9
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replace some phrases with more forceful or concise wording. Proofreading 9
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is your opportunity to make the essay as effective as it can be, so dont be 9
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afraid to (neatly) cross out words and replace them with better ones.
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Pacing on the Essay 9
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Assuming that you have 25 minutes for your essay, you should break 9
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down this time in the following manner: 9
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Tip
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Step 1, Planning about 5 minutes
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Step 2, Writingroughly 15 minutes 9
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Step 3, Proofreadingabout 5 minutes 9
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www.petersons.com
Chapter 6: The SAT Writing SectionWhere Grammar Rules Rule
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A Few Final Words about Your Essay 9
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You have all the skills you need to write a persuasive essay. Here are a few 9
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final things to keep in mind while writing and proofreading your essay: 9
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1. Be as concise as possible. Remember that avoiding wordiness is 9
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always a good thing in writingyours or someone elses. When 9
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proofreading your essay, look for ways to say what youve said in
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the shortest, most elegant way possible. 9
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2. Eliminate sentences or phrases that are redundant. Dont include
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extra sentences just to make your essay appear longer. Chances are 9
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that that strategy wont fool your readers, and you want to make 9
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sure that every sentence adds something to your essay. 9
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3. Make sure that the voice you use is consistent. Its fine to use the 9
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first-person I as in the paragraphs above, but make sure that 9
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whatever voice you use is used throughout the essay. In other 9
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words, if you start out using I or one, dont switch to you half-way 9
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through the essay. 9
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4. Avoid using slang/use proper diction. To be on the safe side, avoid 9
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using slang or casual word choice. Its possible that you will get a 9
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reader who finds the use of slang charming, but chances are that 9
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you wont. When you proofread your essay, check to make sure 9
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that your word choices are good. 9
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5. Check for grammatical errors. Using your knowledge of grammar, 9
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usage, and word choice, you can proofread your essay. 9
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Colleges will be able to view and print your essay only if you send 9
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Note
those colleges your test scores. Different colleges will use your
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writing score in different ways. Colleges may consider your score in 9
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admissions decisions or for placement in English Composition
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courses. 9
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Take It to
the Next Level
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The Scoring Rubric for the SAT Essay 9
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The SAT essay is scored from 1 to 6 with 6 being the highest score. Two 9
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readers will assess your essay and the scores will be combined, so your final 9
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score will range somewhere between 2 and 12. If the scores from the two 9
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readers differ by more than one point, a third scorer will read the essay. The 9
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two closest scores will then be used. 9
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All the scorers read the essays against the same rubric developed by the 9
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College Board and the Educational Testing Service, which administers the 9
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SAT. This rubric guides the scorers in considering overall impression, 9
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development, organization, diction, sentence structure, grammar, usage, 9
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and mechanics. The score guidelines are similar to
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Essay Scoring 6 (Outstanding) 9
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Overall impression: develops a point of view with clarity and insight; uses 9
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excellent critical thinking in presenting the viewpoint; uses appropriate 9
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supporting examples, reasoning, and details
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Organization: is well organized with a clear focus; coherent; clear and 9
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orderly progression of ideas 9
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Diction: uses appropriate, varied, and accurate vocabulary for interest 9
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and clarity 9
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Sentence structure: varies sentence structure 9
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9
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Grammar, usage, mechanics: is almost free of grammar, usage, and
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mechanics errors 9
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248
Chapter 6: The SAT Writing SectionWhere Grammar Rules Rule
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Essay Scoring 5 (Effective) 9
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Overall impression: develops viewpoint effectively; uses strong critical 9
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thinking in presenting viewpoint; most examples, reasons, and details are 9
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appropriate
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Organization: is well organized and focused; coherent; progression of 9
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ideas present
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Diction: demonstrates skill in the use of appropriate language 9
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Sentence structure: varies sentence structure 9
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Grammar, usage, mechanics: is mostly free of grammar, usage, and 9
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mechanics errors
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Take It to the Next Level
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Essay Scoring 4 (Competent) 9
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Overall impression: develops viewpoint; shows competent critical 9
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thinking; provides adequate support through the use of examples, 9
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reasons, and details 9
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Organization: is mostly organized and focused; coherent for the most 9
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part; has some clear progression of ideas 9
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Diction: is inconsistent in the use of appropriate vocabulary; is generally 9
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adequate 9
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Sentence structure: uses some varied sentence structure 9
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Grammar, usage, mechanics: makes some grammar, usage, and mechan- 9
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ics errors 9
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Essay Scoring 3 (Inadequate) 9
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Overall impression: develops a point of view; shows some use of critical 9
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thinking; may be inconsistent in reasoning; may provide insufficient 9
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support
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Organization: shows limited organization or some lack of focus; some 9
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lack of coherence or progression of ideas
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Diction: shows some facility in language use; uses weak or inappropriate 9
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vocabulary 9
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Sentence structure: uses little sentence variety; may have problems in use 9
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of sentence structures 9
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Grammar, usage, mechanics: shows a number of grammar, usage, and 9
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mechanics errors 9
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Part III: Reviewing the Sections
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Essay Scoring 2 (Limited) 9
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Overall impression: develops a vague or limited viewpoint; weak critical 9
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thinking; uses inappropriate supporting evidence or too few examples to 9
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make the points
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Organization: poor or unfocused; serious weaknesses in coherence or 9
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progression of ideas
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Diction: shows little facility with language; limited word choice; 9
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inappropriate vocabulary 9
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Sentence structure: has numerous errors in sentence structure 9
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Grammar, usage, mechanics: has numerous errors in grammar, usage,
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and mechanics; interfere with meaning 9
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Essay Scoring 1 (Fundamentally Flawed) 9
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Overall impression: has no point of view on the issue or offers little or no 9
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support for the point of view 9
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Organization: lacks organization or focus; incoherent; no progression 9
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of ideas 9
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Diction: has basic errors in the use of vocabulary 9
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9
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Sentence structure: has serious problems with sentence structure 9
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Grammar, usage, mechanics: has numerous errors in grammar, usage, 9
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and mechanics interfering with meaning 9
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Note that a score of 0 will be given if an essay is not based on the writing 9
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prompt. 9
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Read the rubric several times. As you practice writing essays for the SAT, 9
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keep this rubric in mind. When you write each essay, try to focus on one or 9
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two qualities of good writing as measured by the rubric. After you have
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finished writing your essay, come back to the rubric and see how your essay 9
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measures up. 9
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250 123456789012345678901234567890121234567890123456789012345678 9
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www.petersons.com
Chapter 6: The SAT Writing SectionWhere Grammar Rules Rule
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Use the following tables to help you. Give yourself anywhere from 1 to 6 points for 9
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each quality of good writing. Then divide the total by 5 to get your score. 9
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Practice Test 1 Practice Test 2 Practice Test 3
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Overall Overall Overall 9
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impression impression
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Organization Organization Organization 9
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Diction Diction Diction 9
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Sentence structure Sentence structure Sentence structure 9
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Grammar, usage, Grammar, usage, Grammar, usage, 9
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mechanics mechanics mechanics 9
Take It to the Next Level
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Total points: Total points: Total points: 9
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Divide by 5 final Divide by 5 final Divide by 5 final 9
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score: score: score: 9
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Practicing Your Essay Skills 9
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Use the following two essays as practice and as a guide to writing an 9
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effective essay. First, read the writing prompt and then write an essay to 9
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answer it. Simulate the actual test and give yourself 25 minutes to read the 9
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question, plan, and write your essay. Then read the two sample responses 9
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for each essay and the critique of each. 9
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Part III: Reviewing the Sections
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Essay 1A 9
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Directions: Think carefully about the statement below and the assign- 9
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ment that follows it. 9
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Topic: Were the good old days actually all that good? We must remember 9
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that people living in the nineteenth century did not have all the modern 9
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conveniences that make our lives easier. There were no airplanes or cars, no 9
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washing machines, no television, and no computers. Therefore, it is better 9
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to live today, in the modern world, than it was to live in the days of 9
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horse-drawn carriages. 9
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Assignment: What is your opinion of the idea that it is better to live today 9
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than it was to live in the nineteenth century? Plan and write an essay that 9
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develops your ideas logically. Support your opinion with specific evidence 9
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taken from your personal experience, your observations of others, or your 9
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reading. 9
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www.petersons.com
Chapter 6: The SAT Writing SectionWhere Grammar Rules Rule
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Answers and Explanations 9
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Sample Essay 1A 9
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I prefer to be living today rather than when my grandparents were born in 9
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the last century or before that even. Today young people can really enjoy 9
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themselves they have TV and movies and all sorts of entertainment. Not like 9
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long ago when all you did all day was work and then at night you were to 9
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tired to do anything accept sleep. 9
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Today we have greater opportunities to do things and to get ahead. There is 9
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less prejudism against people because of there race or color or religion. You 9
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can go to more kinds of colleges like a two year school or a four year school 9
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and there are even many programs to help you if you are financially unable 9
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to pay the tuition costs and payments. 9
Take It to the Next Level
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I dont believe that the good old days were really that good. Im very happy 9
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to be living today in today world. These are the good days. 9
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Analysis of Sample Essay 1A 9
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1. There is a sense of organization. The essay is divided into three 9
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paragraphsan introduction, a development, and a conclusion. 9
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2. The author attempts to stick to the topic and provide examples. 9
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3. Although there are technical errors in the third paragraph, the 9
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conclusion provides an interesting summary. 9
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4. There are some problems with sentence
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attempts to vary sentences. 9
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5. There are serious errors with grammar, usage, and punctuation. 9
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Part III: Reviewing the Sections
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Suggestions for Improvement 9
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1. The essay lacks clarity and is wordy. The opening sentence could have 9
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been concluded after born. In the second paragraph, the first 9
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sentence is vague; to do things and to get ahead should be 9
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explained and clarified. The third sentence of the second paragraph 9
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needs to be tightened: There are two- and four-year colleges with 9
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various programs to assist those in financial need. 9
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2. There are sentence structure problems. The second sentence of the first 9
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paragraph is a run-on sentence. A period should follow themselves. 9
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The sentence that follows is a fragment. Not like long ago could be 9
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changed to add clarity and also to provide a subject for the sentence:
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This is different from times past when all people did. . . . 9
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3. There are several errors in word choice. In the last sentence of the first 9
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paragraph, to tired should be changed to too tired, and accept should 9
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be except. In the second sentence of the second paragraph, prejudism 9
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should be prejudice and there should be their. 9
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4. There is an error in the use of the possessive form. In the second 9
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sentence of the third paragraph, today world should be todays world. 9
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5. The ideas could have been better developed had the writer used one 9
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paragraph for each idea that he or she introduced in paragraph 2. 9
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www.petersons.com
Chapter 6: The SAT Writing SectionWhere Grammar Rules Rule
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Sample Essay 1B 9
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Someone once said that for everything you gain you have to give up 9
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something. I agree. We gained the subway, but we have to put up with being 9
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crowded like sardines and herded like cattle, being pushed and shoved. We 9
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gained large buildings and big cities, but we lost our privacy and we are 9
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forced to live in little cubby holes. We gained airplanes and automobiles and 9
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with it comes all the dirty air and pollution. 9
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People in the nineteenth century worked hard and didnt have time to relax 9
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but maybe they got real pleasure from their work. At least they ate the food 9
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that they grew and werent concerned about all the chemicals and sprays 9
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and sickness that came from the fruit and vegetables. Maybe they developed
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a real feeling of accomplishment too. 9
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Take It to the Next Level
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They didnt have TV or radios but they had good neighbors and they would 9
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enjoy visiting with friends and family. We gained television but we lost the 9
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ability to have a good conversation and to enjoy the company of other 9
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people. 9
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Every century has its good points and its problems. I dont want to go back 9
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to living in the 1800s but I do feel that we could learn from the way they 9
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lived. Maybe we could adopt some of their customs and bring some of the 9
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good old days into todays world. 9
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Part III: Reviewing the Sections
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Analysis of Sample Essay 1B 9
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1. There is an excellent four-paragraph organization. The introduction is 9
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fully developed with several pertinent illustrations. The body provides 9
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several additional points that support the writers contention. The 9
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conclusion is a thought-provoking summary of the essay. 9
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2. The use of contrast between past and present provides a fine frame for
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the essay. The theme of gain and loss is carried through with 9
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appropriate illustrations and a mature vocabulary. 9
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3. There are no errors in sentence structure. The writer uses both simple 9
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and complex sentences effectively. 9
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4. There is a consistent comma error, but no other mechanics errors. 9
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Suggestions for Improvements 9
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1. The second sentence of the opening paragraph seems ineffective in the 9
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context of so many mature comments. It could be rewritten: This is 9
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especially true in comparing our world with the world of our 9
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grandparents. 9
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2. There is a problem with pronouns and antecedents; this results in a 9
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lack of clarity. In the last sentence of the first paragraph, the singular 9
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pronoun it is incorrect since it does not agree with the plural 9
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airplanes and automobiles. It would be better to write: We gained 9
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airplanes and automobiles, but with modern means of travel we must 9
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suffer dirty air and pollution. So too, the second sentence of the 9
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concluding paragraph could be rewritten to clarify the pronoun, 9
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they: . . . but I do feel that we could learn from the way our 9
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grandparents lived. This change clarifies the use of the pronoun 9
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their in the subsequent sentence. 9
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www.petersons.com
Chapter 6: The SAT Writing SectionWhere Grammar Rules Rule
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Essay 2A 9
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Directions: Think carefully about the statement below and the assign- 9
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ment that follows it. 9
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Topic: Our government is spending millions of dollars in the area of space 9
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exploration. This expenditure represents a misdirection of funds. It would 9
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be far better to use these funds to improve our own society and to upgrade 9
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our living conditions.
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Assignment: What is your opinion of the idea that government funds should 9
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not be spent on space exploration but used for domestic purposes? Plan and 9
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write an essay that develops your ideas logically. Support your opinion with 9
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Take It to the Next Level
specific evidence taken from your personal experience, your observations of
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others, or your reading. 9
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Part III: Reviewing the Sections
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Answers and Explanations 9
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Sample Essay 2A 9
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I can see the point of those who say that this expenditure represents a 9
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misdirecting of funds. However, I feel it is necessary for humans to explore 9
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the stars and outer space in order to acquire more knowledge of the 9
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universe. Humans have always tried to learn more, even when it gets them 9
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in trouble. Wouldnt it be terrible if we bother some aliens and get destroyed 9
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by strange creatures who dont want us bothering them? 9
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Anyhow, it is still important to send up rockets and space capsules to 9
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explore. The pictures we got to see and rock samples that come back are 9
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also fascinating. Someday maybe people will travel to far off countries and 9
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set up new civilizations. This would be a good chance to eliminate some of 9
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the overcrowded life on earth. We could also learn alot about what kind of
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gas or air, or surface other places have. This might help us back on earth 9
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too. The space program is also good for peoples egos. It also may take their 9
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minds off of problems in our own world, which is not so bad. 9
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We are spending far too much money on space travel and space exploration. 9
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As the question points out it would be far better to use these funds to help 9
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improve our own society and better our living conditions here on earth. 9
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www.petersons.com
Chapter 6: The SAT Writing SectionWhere Grammar Rules Rule
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Analysis of Sample Essay 2A 9
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1. There are several weaknesses in the essay. First, the writer does not 9
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take a clear stand. Does this student support or reject the thesis that 9
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space travel is of value and should be funded by the government? The 9
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first paragraph presents both views. The second paragraph basically 9
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supports the need for space exploration. The third paragraph, the 9
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concluding one, rejects this view, pointing out that too much money is 9
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needlessly spent on space travel and space exploration. The essay 9
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tends to be confusing and disorganized.
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2. The essay also contains many weaknesses in technical English. 9
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Problems in spelling and diction appear throughout (humans instead
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of human beings in the third sentence of the first paragraph; alot 9
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Take It to the Next Level
instead of a lot in the fifth sentence of the second paragraph; off of
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instead of off in the eighth sentence of the second paragraph). There 9
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are several awkward and ill-phrased sentences. In the second 9
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paragraph, the first sentence ends with the infinitive to explore, but 9
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lacks an object of the infinitive. The second sentence of the second 9
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paragraph has a poorly ended verb clause. A better sentence would be, 9
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The pictures and rock samples that came back to use . . . . The word 9
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good is used three times in the second paragraph and should be 9
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replaced by more specific words, such as valuable or important. 9
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3. The writer appears to understand the basic elements of essay 9
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organization, and the essay contains an introduction referring to the 9
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question, a development of supporting details, and a summarizing
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conclusion. Unfortunately, the lack of coherence strongly detracts 9
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from the value of the piece. 9
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Part III: Reviewing the Sections
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Sample Essay 2B 9
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In our own country we have so many people who are unemployed and 9
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without jobs. Their families are without proper shelter and often dont have 9
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the money to buy the necessary food and clothing. If we took a portion of 9
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this money and provided employment for the jobless and homes for the 9
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homeless we would be doing our citizens a service. We could also use this 9
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money to develop research in medicine and find the cures for fatal diseases 9
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like cancer and HIV. Then we would be using our money correctly. What 9
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good is it to read about a flight to the moon when you are hungry or out of
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work. 9
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I know that many people say that we have to be first in everything. That our
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national pride demands it. If we spend millions of dollars, we should be 9
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proud of the achievements of our scientists. Also we learn so many things 9
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about our vast universe and the world in which we live in. 9
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Does this make good sense. I think that Charity begins at home. Lets not 9
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worry about whats happening on the moon. Lets be more concerned about 9
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whats happening here on the earth. 9
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260 123456789012345678901234567890121234567890123456789012345678 9
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www.petersons.com
Chapter 6: The SAT Writing SectionWhere Grammar Rules Rule
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Analysis of Sample Essay 2B 9
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1. The writer has a point of view that is clear and consistent. 9
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2. Paragraph 1 provides excellent examples to support what is evidently 9
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the writers position: that the money for space exploration should be 9
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used on earth to help society. (See under Suggestions for Improve- 9
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ment for the major flaw in this paragraph.)
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3. The conclusion provides a summary and reinforces the writers point 9
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of view.
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Suggestions for Improvement 9
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1. The author of this essay appears to have begun the essay in the middle. 9
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Take It to the Next Level
There is no introductory paragraph stating the issue or the writers
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position. In the middle of the first paragraph the writer refers to this 9
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money, but the reader doesnt know what this money is. While you 9
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dont need to restate the question word for word, you do need to 9
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include it in your introduction to provide the reader with a frame of 9
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reference. 9
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2. Unfortunately, the many errors in punctuation, grammar, and usage 9
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seriously reduce the effectiveness of the essay and would doubtless 9
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lower the grade considerably. The writer should try to eliminate 9
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redundancies such as unemployed and without jobs. End-stop 9
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punctuation is weak. The author uses periods instead of question 9
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marks to conclude the interrogative sentence in the last sentence of the 9
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first paragraph and the first sentence of the concluding paragraph. 9
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There is no reason to capitalize Charity (in the second sentence of 9
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the third paragraph), and although Lets is spelled correctly in the 9
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fourth sentence of the third paragraph, the necessary apostrophe is 9
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omitted in the same word in the preceding sentence. A careful 9
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proofreading of the essay might have helped the writer to locate and
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correct many of these errors. 9
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Part III: Reviewing the Sections
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More Practice Essays 9
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For more practice, use the following quotations as writing prompts. Dont 9
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forget to: 9
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Set a timer for 25 minutes 9
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Read each prompt 9
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Decide whether you agree or disagree with it 9
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9
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Then plan and write an essay within the 25 minutes
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Score it against the rubric on pages 248251, use the free essay scorer 9
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on your CD, or use Petersons satessayedge service (www.petersons. 9
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com/satessayedge). For more information, see the ad at the back of 9
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this book. 9
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1. Life is not a spectacle or a feast; it is a predicament. 9
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2. There is only one thing age can give you, and that is wisdom 9
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3. Not to know is bad; not to wish to know is worse. 9
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4. Public employees should not have the right to strike. 9
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5. Every young American should serve the nation, either in the armed 9
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forces or in community service. 9
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And now for a final congratulations! Youre well prepared to tackle all 9
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sections of the Writing test! Put down your grammar book and pick up your 9
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calculator. Mathematics is next.
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262 123456789012345678901234567890121234567890123456789012345678 9
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www.petersons.com
Chapter
7
Math Section
Enough Said
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If f(Chapter) = A Bunch of Numbers, Then This 9
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Is the Math Section 9
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The first thing we need to do is clear away a few misconceptions. Just as the 9
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SAT is not a measure of your intelligence,
123456789012345678901234567890121234567890123456789012345678the SAT Math section is not an 9
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indication of your IQ, or even your math IQ. In fact, your performance on 9
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the SAT Math section is not even a precise indicator of your general math 9
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abilities. Some students who are not math whizzes in high school math 9
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classes ace the SAT Math section, and some students who have a 4.0 in high 9
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school math do not score as well as they would like on it. Its certainly true 9
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that being a good math student helps, but being a good math student and 9
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scoring well on the SAT Math section are not the same thing. 9
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Scoring well on the SAT Math section means you are good at SAT Math, 9
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nothing more, nothing less. And being good at SAT Math is only important 9
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because many colleges like to use the SAT as part of their admissions 9
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criteria. Where you want to go to college plays a big part in determining 9
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how important the SAT Math section is for you. If you are planning on
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applying to engineering schools, for instance, a high math score may be 9
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more important than if you want to study English at a liberal arts college. In 9
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either case, colleges and universities do weigh the total score, so you should 9
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try your best on all three sections. 9
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The New SAT 9
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There are two basic changes to the Math section on the new SAT. The first is 9
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that one of the three question types is going the way of the dinosaurs. The 9
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old Math section included multiple choice, student-produced responses, 9
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and quantitative comparisons. The new Math section will only include 9
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multiple choice and student-produced responses. For many reasons, the 9
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263
Part III: Reviewing the Sections
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SAT test-makers decided to get rid of Quantitative Comparisons, so you 9
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dont have to worry about them. (Unless, of course, you love the SAT so 9
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much you want to know what it used to be like.) 9
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Pacing 9
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Note
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Spend about a minute on every question on the first pass. If you arent
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getting anywhere in that time, move on and hit that problem again on 9
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your second pass. 9
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The second change in the Math section is more important: more math 9
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concepts are being tested on the new test. On the old SAT you had to know 9
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a little algebra, a little geometry, and some basic number properties. On the 9
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new SAT you will need to know all the things from the old SAT plus some 9
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more advanced geometry, a little algebra II, and a new grab bag of math 9
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concepts just to keep things interesting. 9
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On the whole, the new expanded topics are more complex and sophisticated 9
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than the old basic set of required knowledge. Dont run screaming into the 9
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hills yet, though. Just because the number of topics is expanding and the com- 9
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plexity of the topics is increasing does not mean that the Math section is 9
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actually going to be harder. Remember, the average score still has to be 500. 9
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The problems on the Math section get harder as the section progresses. 9
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Awareness of this order of difficulty is very important on the two 9
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Note
multiple-choice Math sections. On the second problem in a section,
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answers that are easy to find are probably right, since that question 9
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appears early and, as such, is an easy question. Throughout this 9
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section, sample questions will be based on a hypothetical 21-question 9
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Math section. 9
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Solving difficult problems on the old test involved knowledge of simple 9
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math concepts, multiple steps, and a good dash of cleverness. These 9
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convoluted, multi-step problems were no walk in the park. (Ask someone 9
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older about how easy the old Math section was.) The new Math section will 9
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still have some difficult questions that involve the simpler concepts, but it 9
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will also use the more sophisticated expanded topics to make questions 9
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harder. 9
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The good news is that the problems involving knowledge of the harder 9
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topics wont demand clever techniques to solve as well. Basically, the old 9
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test made questions harder by expecting you to do ingenious things with
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264 123456789012345678901234567890121234567890123456789012345678 9
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www.petersons.com
Chapter 7: Math SectionEnough Said
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simple concepts. The new test will make things harder by expecting you to 9
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do straightforward things with harder concepts. Therefore, if you grasp the 9
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more sophisticated topics, then you should be in good shape to do really 9
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well on the new SAT. If some of the more sophisticated topics elude you, you
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can still do well by mastering the basic materials. The bulk of this chapter is 9
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devoted to making sure you have a good grounding in both of these arenas, 9
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the old topics and the new. 9
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Your Gear 9
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There are two aids for test day: your calculator and the formula chart. You 9
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bring your calculator and the SAT provides the formula chart.
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A Calculator Is Only as Accurate as the Fingers 9
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Punching the Buttons 9
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The SAT would be a breeze if all the problems were just computation 9
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problems like 5235 4 2.6. You could just punch the numbers into your 9
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calculator and let it spit out the right answer. Of course, there wont be any 9
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problems that easy on the SAT. You will be expected to do a few steps of 9
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math reasoning before you get to the step where you pull out your 9
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calculator. 9
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PEMDAS problems are the closest thing you will see to a straight 9
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computation problem. PEMDAS is an easy to way to remember a confusing 9
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math idea. It means: 9
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(Parentheses Exponents) (Multiplication Division) (Addition Subtraction) 9
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That is the order in which you do math operations when a problem requires 9
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you to perform multiple math operations. First, simplify what is inside 9
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parentheses. Next, simplify all the exponents. After that do the multiplica- 9
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tion and division, then finally any addition and subtraction.
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Here is an example of a problem where applying PEMDAS correctly is 9
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essential. 9
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2
~3 1 4! @~2!~5 2 2!# 5
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Parentheses first: 9
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2 2 9
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~ 3 1 4 ! @ ~2 !~ 5 2 2 ! # 5 ~7 ! @ ~2!~3 !# 9
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Then exponents: 9
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~ ! 2
~ !~ ! ~ !~ ! 9
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7 @ 2 3 # 5 49 @ 2 3 # 9
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Part III: Reviewing the Sections
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Finally, multiplication: 9
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49@~2!~3!# 5 ~49!~6! 5 294 9
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If you didnt follow PEMDAS and did exponents before parentheses, you 9
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would have ended up with a different, wrong answer. 9
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2 2
~3 1 4 !@~2!~5 2 2!# 5 ~9 1 16!@~2!~3!# 5 25@~2!~3!# 5 150 9
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Note
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For harder problems, the key will be to set up and manipulate 9
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equations properly. Once thats done, you can use your calculator. 9
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In solving all problems, it is a good idea to write your work out. First, it 9
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makes things a lot less complicated because you dont have to do a bajillion 9
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steps in your head at once. And this, of course, will make it less likely that 9
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you will make a careless mistake. Second, if you write your work out, it is 9
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easier to catch a mistake. For instance, if the answer you came up with is not 9
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one of the answer choices, you can review your written work to catch any 9
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careless errors. But if you did all the work in your head, you wont have 9
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CAT scans to review your brain waves and catch your misstep. 9
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There are three kinds of calculators you can use on the new SAT: 9
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A four-function calculator adds, subtracts, multiplies, and divides. 9
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9
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A scientific calculatorperforms radicals, exponents, etc.
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A graphing calculatordisplays graphs on screen. 9
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You CANNOT use a calculator that prints out calculations, has a 9
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typewriter keypad, or makes any noises. As you might expect, you also cant 9
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bring a laptop or anything that needs to be plugged into the wall. 9
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The best idea is to use a calculator you are comfortable working with. You 9
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dont want to eat up precious test-taking time by looking for the = 9
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symbol. You might think that a snazzier graphing calculator will help you 9
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more than a simple four-function one, but the SAT just isnt designed to give 9
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an advantage to anyone with a fancy calculator. You can actually solve all 9
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the problems on the SAT without a calculator. Calculators just make getting 9
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the answer a little faster and easier. 9
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266 123456789012345678901234567890121234567890123456789012345678 9
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www.petersons.com
Chapter 7: Math SectionEnough Said
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Whats the Volume of a Cylinder Again? 9
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At the beginning of every Math section there is a set of formulas that show 9
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you how to determine the area of a circle or the volume of a cube. These 9
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formulas are the ones that the SAT tests the most, so it is nice to have them 9
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handy at the front of each section. This chapter will go over all these formu- 9
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las. You will save time on the test if you commit them to memory. This way 9
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youll avoid flipping back to the front of the section for every other problem. 9
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However, if on test day youre not entirely confident about the side relation- 9
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ships of a 30-60-90 triangle, its nice to know that you can look this up.
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You might take all three Math sections and never once use either the 9
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formulas at the front of the section or your calculator. Thats fine. Realize,
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though, that you have these two tools at your disposal. Experiment with 9
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them, and when you take the sample Math sections in the back of this book, 9
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try to use them whenever possible. The more techniques, tools, and 9
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strategies you have, the better your chances are of finding a way to answer 9
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the math questions. 9
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About Those Math Questions . . . 9
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As stated earlier, the new Math section will contain two question types: 9
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multiple choice and student-produced response. You are probably very 9
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familiar with the multiple-choice format by now, so there is no need to go 9
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over it. Student-produced response, on the other hand, might sound a little 9
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vague and unclear. 9
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The reality is very simple. Student-produced response just means you give the 9
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answer, instead of picking it from a list of multiple-choice answers. Undoubt- 9
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edly, you have taken math tests in school where you had to produce the answer
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yourself. Most likely, you wrote your answer down on a sheet of paper. 9
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The sheet of paper route wont work on the SAT. Instead, student- 9
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produced responses are placed on a grid-in answer sheet. If youve never 9
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done this before, some explanation of proper gridding-in is required. Its 9
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better to learn it now than on test day. 9
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The bulk of the problems on the Math section will be multiple choice, not 9
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student-produced response. This is good news, since guessing a right 9
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Note
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answer for a student-produced response is practically impossible, while 9
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your chances are much better on a multiple-choice problem. Review the
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one question-one solution discussion in chapter 2 to see why multiple- 9
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choice problems are preferable to student-produced responses.
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Part III: Reviewing the Sections
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Here is what you will see on the answer sheet on the student-produced 9
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responses: 9
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O O/ /
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.
O O O O. . .
9
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0
O O O 0 0
9
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1
O O O O1 1 1
9
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2 2 2 2
9
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O O O O
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3
O O O O3 3 3
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4
O O O O4 4 4
9
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5
O O O O5 5 5
9
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6 6 6 6
9
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O O O O
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7
O O O O7 7 7
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8
O O O O8 8 8
9
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9
O O O O9 9 9
9
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5 9
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Here is how you would grid in , 3.4, and 409. 9
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11
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5 / 1 1 3 . 4 4 0 9 4 0 9 9
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O / O O / / O O / / O O / /
9
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. . .
. . . . . . .
O O. O .O . . .
9
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O O O O O O O O O O O
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0 0 0
O O O 0 0 O O
0 0 O O
0 0 0
9
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O O O
1 1 1 1
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1 1 1 1
9
O O
1 1 O O O O 1 1 1 1
O O O O O O O O
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2
O O O O2 2 2
O O O O 2 2 2 2
O O O O 2 2 2 2
O O O O 2 2 2 2
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3
O O O O3 3 O O O
3 3 3 3
O O O O 3 3 3 3
O O O O 3 3 3 3
9
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4 4 4 O O O
4 4 4 O O O
4 4 O O O
4 4 4 4 4
9
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O O O O
5 5 5 5 5 5 5 5
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O O O O O O O
5 5 5 5 5 5 5
O O O O O O O O
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6
O O O O6 6 6
O O O O 6 6 6 6
O O O O 6 6 6 6
O O O O 6 6 6 6
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7
O O O O7 7 7
O O O O 7 7 7 7
O O O O 7 7 7 7
O O O O 7 7 7 7
9
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8
O O O O8 8 8
O O O O 8 8 8 8
O O O O 8 8 8 8
O O O O 8 8 8 8
9
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O O O 9 9 O O O
9 9 9 9
9
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9
O O O O9 9 9
O O O O 9 9 9 9
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Points About Grid-Ins 9
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1. Only mark one oval in each column. 9
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2. The answer sheets are machine scored, so only answers with correctly 9
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marked ovals will receive credit. 9
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3. Its a good idea to write your answer in the boxes above the grid to 9
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help you fill in the ovals accurately. This is not a requirement, but a 9
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helpful practice. 9
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4. There might be more than one answer to a grid-in problem. If you 9
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notice this in solving a problem, dont fret about which one to put 9
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down. Just put down one of the correct answers because all correct 9
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answers are acceptable. 9
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5. Theres no way to record a negative number. Therefore, no correct 9
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answer will be negative. If you get a negative answer, go back to the
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drawing board. 9
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268 123456789012345678901234567890121234567890123456789012345678 9
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www.petersons.com
Chapter 7: Math SectionEnough Said
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1 9
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6. Mixed numbers like 3 must be recorded as either an improper 9
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4 9
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13 9
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fraction, , or as a decimal, 3.25. Either the fraction or the decimal is 9
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4 9
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1 9
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acceptable, but 3 is not. Since gridding in mixed numbers is a bit 9
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4 9
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tricky, you can expect at least one mixed number answer. 9
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7. If you get a decimal answer with a lot of digits, fill in the most accurate 9
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value the grid will allow. For example, if you get the answer 0.34567, 9
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record the answer as .345 or .346. If you dont fill in as many spaces as 9
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possible, for instance by answering .34 or .35, your answer will be 9
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wrong. (Notice on these examples that both the rounded and 9
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truncated responses are acceptable.) 9
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8. Responses involving either fractions or decimals can be gridded in as 9
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either. For example, either of the following is an acceptable way to grid 9
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in 0.5. 9
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. 5 1 / 2
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O 9
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/
O O / /
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O O O
. . . . .
O O O O . .
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0
O O O 0 0 0 0
O O O 0
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1 1
O O O O 1 1 O O O
1 1 1
9
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2 2
O O O O 2 2 O O O
2 2 2
9
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3 3 3 3 3 3 3 3
9
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O O O O O O O O
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4 4
O O O O 4 4 4 4
O O O O 4 4
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O O O
5 5 5 5 5
O O O O 5 5
9
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6 6
O O O O 6 6 6 6
O O O O 6 6
9
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7 7 7 7 7 7 7 7
9
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O O O O
9
O O O O
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8 8
O O O O 8 8 8 8
O O O O 8 8
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9 9
O O O O 9 9 9 9
O O O O 9 9
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That is a lot to take in at one time. But once you work through the examples 9
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in the text and take the practice tests, you should be comfortable with 9
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student-produced response questions. 9
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Numbers, Variables, Circles, and all that Other 9
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Math Stuff 9
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The new SAT places all math questions into one of the following four 9
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categories: 9
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1. Numbers and Operations 9
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2. Algebra and Functions 9
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3. Geometry and Measurement 9
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4. Data Analysis, Statistics, and Probability 9
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Part III: Reviewing the Sections
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There are different ways to describe general math categories, but since these 9
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are the four categories the College Board uses, these are the four areas this 9
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book will use. The rest of this chapter will cover the basic and the Take it to 9
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the Next Level topics in each category to help you answer SAT math
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questions correctly. 9
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Numbers and Operations 9
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SAT arithmetic is all about how numbers work. The fancy phrase for this is, 9
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number properties. There are a lot of detailed number properties that the 9
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SAT likes to test, finer points like, Is 1 a prime number? If you dont 9
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know this answer definitively, read on.
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Math Speak 9
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Math folks like math words because they have precise definitions. The SAT 9
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test writers like math words because they like to test if you understand those 9
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precise definitions. Fortunately, a precise definition is not necessarily a hard 9
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definition. In fact, almost all the math words on the SAT have pretty simple 9
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definitions. It is just a matter of knowing them well enough to be able to 9
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work problems with them. 9
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Common Math Speak Terms 9
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1. Integer 9
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Integers are like the numbers that you count with, such as 1, 14, and 9
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28, but also include 0 and negatives of the counting numbers. 9
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Consecutive integers are integers that follow in sequence, like 19, 20, 9
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and 21 or 0, 1. If you want to get math fancy, and sometimes 9
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22, 21,
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the SAT expects you to, you can represent consecutive integers like 9
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this, n, n 1 1, n 1 2, and so on. If you plug in any integer for n, you 9
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will generate a sequence of consecutive integers. 9
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2. Odd and Even 9
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Odd numbers cannot be evenly divided by 2 while even numbers can 9
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be evenly divided by 2. 29, 5, and 13 are examples of odd numbers, 9
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and 218, 4, and 102 are examples of even numbers. Tuck it away in
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your brain that zero is an even number, since 0 4 2 5 0. 9
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270 123456789012345678901234567890121234567890123456789012345678 9
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www.petersons.com
Chapter 7: Math SectionEnough Said
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Working with Evens and Odds 9
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Addition 9
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even 1 even 1 even 9
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even 1 odd 5 odd 9
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odd 1 odd 5 even
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Tip 9
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Multiplication 9
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even 3 even 5 even
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even 3 odd 5 even 9
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odd 3 odd 5 odd 9
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If you ever forget one of these rules you can always just plug in 9
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numbers to remind yourself. 9
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3. Prime Numbers 9
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These are numbers divisible only by themselves and 1. Heres the list: 9
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2, 3, 5, 7, 11, 13, 17, 19, and so on. Notice that 1 is not a prime 9
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number and 2 is the only even prime number. 9
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4. Digits 9
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The numbers 0, 1, 2, 3, 4, 5, 6, 7, 8, 9, 0 are all the digits. Distinct 9
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digits are two digits that are not the same. 7 and 4 are distinct digits, 9
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but 6 and 6 are NOT. 9
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5. Quotient
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This is the end result after you divide two numbers. 4 is the quotient of 9
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12 4 3. Not every two numbers divide evenly, which is why you might 9
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have a . . . 9
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6. Remainder 9
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This is what is left over when a number is not divisible by another 9
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number. When you divide 5 by 2, you get: 5 4 2 5 2 remainder 1. 9
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7. Product 9
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The end result after you multiply two numbers together. 10 is the 9
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product of 2 3 5.
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8. Factor 9
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Factors are whole numbers that multiply to give another whole 9
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number. Since 2 times 6 equals 12, 2 and 6 are factors of 12. (3 and 4 9
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are also factors of 12.) 9
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Part III: Reviewing the Sections
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9. Multiple 9
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You start with a number, and then begin to multiply it by positive 9
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whole numbers. All these products (a previous term) are multiples of 9
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the original number. For example, 5, 10, 15, 20 are the first few
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multiples of 5. 9
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Now that all these terms are swirling around in your skull, heres an SAT
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problem heavy on the Math Speak: 9
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6. What is the difference between the number of positive integer factors 9
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of 12 and the number of positive integer factors of 8? 9
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(A) 0
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(B) 2 9
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(C) 4 9
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(D) 6 9
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(E) 8 9
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In a problem like this, the difficulty is figuring out what is being asked. 9
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Difference means you are subtracting two things, but what exactly are 9
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you subtracting? To figure this out, you need to discover the number of 9
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positive integer factors of 12 and the number of positive integer factors of 8. 9
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Then you can subtract these two numbers. 9
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How many positive integer factors of 12 are there? The factors are: 1 3 12, 9
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2 3 6 , 3 3 4, which adds up to 6. How about for 8? 1 3 8, 2 3 4. This adds 9
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up to 4. The difference between 6 and 4 is 2, choice (B). 9
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Once you sort through the vocabulary, the problem becomes so simple you 9
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could ask a preschooler for the answer to 6 minus 4. 9
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8. 1D 9
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1 2 D
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3 E 9
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If in the above addition problem D and E are distinct digits, how 9
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many possible values of D are there? 9
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(A) Zero 9
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(B) Two 9
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(C) Four 9
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(D) Five 9
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(E) Nine 9
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272 123456789012345678901234567890121234567890123456789012345678 9
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www.petersons.com
Chapter 7: Math SectionEnough Said
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Unpack the math terminology first. D and E are distinct digits, which means 9
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that they are 0 through 9 and do not equal each other. Now look at the 9
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addition problem. In the ones column, D 1 D could equal E or 1E. 9
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D 1 D 5 E, because there is not a one carried over to the tens column. You
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know this because the tens column equals three and not four. 9
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From D 1 D 5 E you can also see that E must be an even digit because two
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equal digits cannot add up to an odd number. This means E could be 9
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8, 6, 4, 2, which means D could be 4, 3, 2, 1. D cant be zero because if it 9
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were D and E wouldnt be distinct. The answer is four, choice (C). 9
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The last two problems were in the easy-medium range of difficulty. To see 9
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how math terms show up on harder problems, take a look at the following 9
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problem. This problem is typical of the way the old SAT used to make 9
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problems tough, and chances are good you will still encounter one or two 9
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hard math problems similar to this one. 9
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a c e 9
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21. 1 1 ... 9
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b d f 9
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If the above series is filled with positive consecutive increasing 9
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integers starting with a, such that a . b . c . d . e . f, then which 9
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e 9
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of the following is less than ? 9
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f 9
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a 1 1 9
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(A) 9
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a 9
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(B) a 9
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a13 9
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(C) 9
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a 1 4
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a14 9
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(D) 9
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a15 9
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(E) None of the above. 9
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The phrase positive consecutive increasing integers seems difficult, but 9
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unpacking it one term at a time takes the sting out of it. Positive means the 9
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numbers are greater than zero. Consecutive numbers are in order like 3, 4, 9
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and 5. Increasing means the numbers are going up, and you know what 9
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integer means. Putting that together, the series starts with an integer at a, 9
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and each succeeding letter increases by one integer. This means that b 5 a 1 9
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1, and c 5 a 1 2. Seeing this, you can rewrite all the terms in the series in 9
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e a14 9
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terms of a, including e divided by f, 5 . Doing this is helpful since the 9
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f a15 9
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answer choices are all written in that manner. 9
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Part III: Reviewing the Sections
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Now lets look at those answer choices. Choices (A) and (B) are too great 9
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because they are greater than 1, which isnt. Choice (D) equals , so its not 9
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what youre looking for. If you plug in numbers that fit the criteria, a 5 2 for
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example, you will see that choice (C) is the answer. 9
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Plugging in numbers from the get-go would have been another way to solve 9
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this problem. Once you unpacked the terminology, you could have made a 5 2, 9
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or 3, or some other small integer since you dont want to make the computa- 9
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tions too hard. Then you could have plugged in numbers for all the other 9
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variables. If you dont mess up the math, you would get to choice (C) again. 9
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There might even be other ways to solve this problem. Never forget that
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there is usually more than one way to answer any SAT math problem. If you 9
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cant figure it out one way, try a different approach. 9
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Fractions and Decimals 9
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Fractions and decimals are two related, slightly different ways to talk about 9
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parts of a whole. For instance, if 5 of 10 pieces of a pizza have been eaten, 9
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5 1 9
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then or of the pizza is gone. You could also say that 0.50 of the pizza is 9
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10 2 9
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123456789012345678901234567890121234567890123456789012345678 1 9
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gone. You are saying the same thing because 5 0.50. The SAT will expect 9
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you to understand fractions and decimals and how they relate. 9
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A fraction is a number made up of two integers and it looks like this . The 9
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number on top, a, is called the numerator, and the number on the bottom, 9
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b, is called the denominator. 9
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An important thing to remember about fractions is that they are actually 9
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division problems in disguise. A fraction means you are dividing, the 9
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numerator, by the denominator. The fraction really is the same thing as a 9
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a 9
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4 b. Since 5 a 4 b, b cannot equal zero because dividing by zero is 9
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b 9
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undefined. Keep this little nugget lodged in your brain because it might 9
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come up on a function problem. (Well get to functions later.)
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The SAT will expect you to be able to perform math operations with 9
Note
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fractions, like adding, subtracting, dividing, and multiplying. If you dont
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remember when you need a common denominator, or how to divide a 9
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fraction by a fraction, check out an Algebra I textbook for a refresher. 9
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274 123456789012345678901234567890121234567890123456789012345678 9
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Chapter 7: Math SectionEnough Said
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x 9
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4 3 9
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5. If 5 then x 5 9
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2 8 9
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3 9
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(A) 1 9
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(B) 2
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(C) 3 9
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(D) 4 9
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(E) 5 9
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The standard, textbook approach to this problem is to solve for x. You do 9
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that by isolating x: 9
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x 9
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4 3 9
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5 9
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2 8 9
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3 9
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x 9
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4 2 3 2 2 9
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3 5 3 Here, both sides are multiplied by to eliminate the 9
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2 3 8 3 3 9
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3 fraction in the denominator under x. 9
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x 3 2 9
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5 3 9
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4 8 3 9
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x 6 9
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5 9
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4 24 9
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x 6 9
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4 3 5 3 4 9
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4 24 9
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6 24 9
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x 5 3 4 5 5 1 9
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24 24
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123456789012345678901234567890121234567890123456789012345678
A second way to solve this problem is to plug in the answer choices for x. 9
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123456789012345678901234567890121234567890123456789012345678 9
Start with the middle value, 3, and see what you get.
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3
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4 3 2 3 3 9 9
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5 4 5 3 5 9
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2 4 3 4 2 8 9
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3 9
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Part III: Reviewing the Sections
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9 3 9
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As you can see, . That value for x is too great. Since you know that 9
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8 8 9
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choice (C) is too great, look at the remaining answer choices. Choices (D) 9
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and (E) are greater than (C), and since (C) is wrong, these will also be
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wrong. You can cross them out. All that remains are choices (B) and (A). 9
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You can plug in the value x 5 2, and if choice (B) is wrong, then you know 9
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the answer must be (A). 9
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Numerical answer choices are usually in order from greatest to least, 9
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or vice versa. If you are plugging in, it makes sense to start with choice 9
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Tip
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(C), the middle value, and see where this leads you. Quite often, even if 9
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(C) is the wrong answer, it will provide you with a clue to show what 9
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value to plug in next. 9
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Fractions also come in a hybrid form called mixed fractions. They look like 9
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2 9
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this, 3 . This number is mixed because it has an integer and a fraction. In 9
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7 9
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2 2 9
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longhand, 3 means 3 1 . 9
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7 7 9
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What do you do if you need to rewrite this mixed fraction as an improper 9
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123456789012345678901234567890121234567890123456789012345678 3 2 9
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fraction? You could rewrite 3 as a fraction and add 1 . But there is a 9
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quicker way. Multiply the integer out front by the denominator (7 3 3 5 21), 9
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then add that product to the numerator (21 1 2 5 23), and voila! You have 9
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2 23 9
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it. In our example 3 5 . 9
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7 7 9
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In the previous example, 3 was rewritten as a fraction. There is a simple way 9
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to rewrite integers as fractions. Make 3 the numerator of a fraction and 1 9
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3 9
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the denominator of a fraction. So 3 5 . You can see that this is true if you 9
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1 9
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a 9
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recall that 5 a 4 b. You can rewrite any integer as a fraction by simply 9
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b 9
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123456789012345678901234567890121234567890123456789012345678 9
putting the integer into the numerator and 1 into the denominator.
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As was said above, fractions and decimals express the same idea. To rewrite 9
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a fraction as a decimal, just divide the numerator by the denominator; 9
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a 9
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remember 5 a 4 b. With a calculator this computation is very, very easy. 9
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b 9
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Rewriting a decimal as a fraction is equally easy. Say you need to rewrite 9
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0.19 as a fraction. First put 19 into the numerator. The denominator of a 9
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decimal equivalence is always going to be some multiple of 10. The question 9
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is, What multiple of ten goes in the denominator? 9
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276 123456789012345678901234567890121234567890123456789012345678 9
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www.petersons.com
Chapter 7: Math SectionEnough Said
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You figure that out by counting the places to the right of the decimal, and 9
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that number is the number of zeros in the denominator. In 0.19 there are 9
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two places to the right of the decimal, 1 and 9; so there are two zeros in the 9
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19 9
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denominator, which means 0.19 5 . If you arent sure if you have 9
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100 9
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correctly rewritten a decimal as a fraction you can always plug the fraction 9
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123456789012345678901234567890121234567890123456789012345678
into a calculator to see if you get the correct decimal back. 9
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All of the place values to the right of the decimal have funny names with 9
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ths at the end of them. Here is an example to refresh your memory about 9
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place values, 9
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123456789012345678901234567890121234567890123456789012345678 9
Take the number 934.167
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9 is in the hundreds place, so the 9 means 900 9
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3 is in the tens place, so the 3 means 30 9
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4 is in the units place, so the 4 means 4 9
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1 is in the tenths place, so the 1 means 1 9
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123456789012345678901234567890121234567890123456789012345678 10 9
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6 is in the hundredths place, so the 6 means 6 9
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123456789012345678901234567890121234567890123456789012345678 100 9
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7 is in the thousands place, so the 7 means 7 9
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123456789012345678901234567890121234567890123456789012345678 1000 9
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123456789012345678901234567890121234567890123456789012345678 6 9
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3. Which of the following numbers has a value between 0.44 and ? 9
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1 9
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(A) 9
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3 9
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9 9
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(B) 9
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20
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6 9
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(C) 9
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10 9
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2 9
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(D) 9
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3 9
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5 9
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(E) 9
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7 9
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123456789012345678901234567890121234567890123456789012345678 9
123456789012345678901234567890121234567890123456789012345678 9
123456789012345678901234567890121234567890123456789012345678 9
123456789012345678901234567890121234567890123456789012345678 9
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123456789012345678901234567890121234567890123456789012345678 9
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Part III: Reviewing the Sections
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123456789012345678901234567890121234567890123456789012345678 6 9
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The easiest way to approach this problem is to rewrite as a decimal, and 9
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123456789012345678901234567890121234567890123456789012345678
then rewrite the likely answer choices as decimals. Plugging into your 9
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6 9
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calculator, ' 0.55, so youre looking for something with a value 9
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11 9
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between 0.44 and 0.55. Considering the fact that 0.50 would be a value 9
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123456789012345678901234567890121234567890123456789012345678 1 9
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between these two values, and that 0.50 5 , you want a fraction around 9
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one-half. If you eyeball the answer choices, (B) looks the closest to one-half. 9
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9 9
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Try it first. 5 0.45. So (B) is the answer. 9
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20 9
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Note
Rewriting all the fractions in this problem as decimals using your
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calculator is one example of using your calculator to help you answer a 9
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123456789012345678901234567890121234567890123456789012345678
problem. Note that it wouldnt matter what kind of calculator you use. 9
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Percents, or Why Giving 110% Is Impossible 9
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The concept of percent is related to decimals and fractions because it also 9
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deals with parts of a whole. Percent means per hundred or divided by 9
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one hundred. If you want to rewrite a percentage as a fraction you simply 9
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put the number of the percentage in the numerator and 100 in the 9
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123456789012345678901234567890121234567890123456789012345678 34 17 9
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denominator. So 34% is equivalent to , and simplifies to . 9
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You can also easily rewrite percentages as decimals. Recall that 0.10 5 9
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10 10 9
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, and as we just saw 10% 5 . So 0.10 is the same thing as 10%. If 9
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100 100 9
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you want to rewrite a percentage as a decimal, simply move the decimal 9
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point two places to the left. For instance, 115% is equivalent to 1.15, or 9
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0.5% is equivalent to 0.005. 9
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An easy SAT problem with percentages might involve determining what
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percentage one number is of another. For example, the problem might read, 9
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What percentage is 4 of 27? The problem is asking how much of 27 is 4? 9
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4 4 9
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In math, you write this as . To find what percentage equals , first use a 9
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27 27
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calculator to divide 4 by 27. You get a decimal (0.148) which you can easily 9
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rewrite as a percentage (14.8% or 15%). 9
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The answer to other percentage problems might not be so easy to see. 9
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123456789012345678901234567890121234567890123456789012345678 4 x 9
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However, you can always set up an equation like this, 5 . Since the 9
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278 123456789012345678901234567890121234567890123456789012345678 9
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www.petersons.com
Chapter 7: Math SectionEnough Said
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right side of the equation is the fractional form of a percentage, if you find x, 9
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you know what percentage 4 is of 27. Solve for x by cross-multiplying, 9
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4 x 9
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5 9
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27 100 9
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123456789012345678901234567890121234567890123456789012345678
~27!~x! 5 ~4!~100! 9
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27x 5 400 9
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400 9
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x5 9
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27 9
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123456789012345678901234567890121234567890123456789012345678 400 9
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At this point your calculator comes in handy, ' 14.8. 9
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Percentage increase and decrease problems can be a little harder. You might 9
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see a problem where you are told that the price of bananas increased 10%, 9
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and then increased 15% percent, and you have to determine the percentage 9
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123456789012345678901234567890121234567890123456789012345678
change of the price. In percent-change problems you must keep straight 9
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what is increasing or decreasing. In our banana problem, the original price 9
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increases 10%, and then the resulting second price increases 15%. If you 9
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guess that the total percent change is 25%, you will have missed that it is the 9
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second price that increased 15%. Because there are two prices involved, you 9
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cant just add up the two percentage increases. 9
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This is why it is important to always keep track of what exactly is increasing 9
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or decreasing. Our banana problem might now seem like a real quandary, 9
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but a test trick simplifies it. Since the original price is not given, we can pick 9
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one. For eases sake, pick 100 as the original price. This is a good number to 9
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use, because it is easy to see that 10% of 100 is 10. If the first increase is 10, 9
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then the price of the bananas is now: 9
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original price 1 increase 5 new price 9
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100 1 10 5110
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This new price, 110, increased by 15%. You can see now why you 9
Note
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cant simply add 10% and 15% together. The 10% increase was
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related to the original price of 100, while the 15% increase is 9
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connected to a different price, 110. 9
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To determine the value of a 15% increase to 110, multiply 110 by 0.15, the 9
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decimal equivalent of 15%. This gives you 110 3 0.15 5 16.5. Adding 16.5 9
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to 110 results in the final price of 126.5. 9
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Part III: Reviewing the Sections
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What is the percentage change in going from 100 to 126.5? It is a 26.5% 9
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increase. 9
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The ease of reading off this percentage increase is another reason why 9
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starting with the value of 100 works well. 9
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In the example you just worked through, you were given the percentage 9
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increases and asked to find the percentage change. You might see a problem 9
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that asks the reverse; it will give you the percentage change and the final 9
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123456789012345678901234567890121234567890123456789012345678
price of the item, and you will have to find the original price. There are 9
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similar formulas that are helpful for either kind of problem, 9
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Decrease in value: Increase in value: 9
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x 2 y y 2 x 9
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5 z 5 z 9
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x x 9
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123456789012345678901234567890121234567890123456789012345678 9
where x is the original value, y is the second value, and z is the percentage
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change. 9
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4. If the price of a computer is decreased by 25%, and after the 9
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decrease the price is $1237.50, what was the original price of the 9
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computer? 9
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(A) $412.50 9
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(B) $927.75 9
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(C) $1550.50 9
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(D) $1610.75 9
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(E) $1650 9
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With the percentage change formula in hand, you dont have to get tangled 9
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up in which way the price went. Plugging in the values for this problem (it is 9
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a decrease in value), 9
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x2y 9
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5 z 9
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x
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x 2 $1237.50 9
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5 0.25 9
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x 9
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x 2 $1237.50 5 0.25x 9
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x 2 0.25x 2 $1237.50 5 0.25x 2 0.25x 9
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0.75x 2 $1237.50 5 0 9
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0.75x 2 $1237.50 1 $1237.50 5 0 1 $1237.50 9
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0.75x 5 $1237.50 9
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123456789012345678901234567890121234567890123456789012345678 $1237.50 9
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Now calculate with your electronic abacus, x 5 5 $1650. 9
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280 123456789012345678901234567890121234567890123456789012345678 9
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www.petersons.com
Chapter 7: Math SectionEnough Said
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Of course, if you already have too many equations to keep track of, you can 9
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reason your way through this problem. You could reason that since the 9
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price has decreased 25%, then $1237.50 equals 75% of the original price. 9
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Translating this into algebra, you get 0.75x 5 $1237.50. Either way, the
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answer is choice (E). 9
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Yet another way to approach the problem is to use common sense and 9
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look at the answer choices. You know that the price decreased to 9
Tip
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$1237.50, so the original price must be greater than $1237.50. This
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eliminates choices (A) and (B), giving you a one-in-three chance of 9
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guessing correctly. 9
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Ratios and Their Relatives 9
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A ratio is a way to compare two or more things and show how much of 9
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Thing 1 you have in comparison to Thing 2. For example, if you have 15 9
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new-wave CDs and 10 hip-hop CDs, the ratio of new-wave CDs to hip-hop 9
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CDs is 15:10. Ratios, like fractions, can be simplified to simplist form, 9
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which means the ratio of new wave to hip-hop CDs can be simplified: 9
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15:10 5 9
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15 4 5:10 4 5 5 (both sides are divided by 5 to simplify the ratio.) 9
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3:2 9
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123456789012345678901234567890121234567890123456789012345678
Notice that with the ratio of your CDs it matters in which order you say the 9
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genres. The ratio of new wave to hip-hop is 3:2, but the ratio of hip-hop to 9
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new wave is 2:3. 9
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Ratios can also be compared to other ratios. Suppose you had to determine 9
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which ratio was greater, 5:3 or 7:4 ? To accomplish this, first rewrite the 9
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ratios as fractional forms by putting the first number in the numerator and 9
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the second number in the denominator: 9
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5 7 9
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5:3 5 and 7:4 5 9
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3 4
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Part III: Reviewing the Sections
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There are a couple of ways to determine which fraction, or , is greater. 9
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You can rewrite both numbers as mixed numbers, or look for a common 9
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denominator:
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5 7 9
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? 9
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3 4
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4 5 7 3 9
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3 ? 3 9
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4 3 4 3 9
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20 21 9
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, 9
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12 12 9
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7 5 9
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Since 21 is greater than 20, the fraction . . This means 7:4 is greater 9
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4 3 9
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than 5:3. 9
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From a technical standpoint, ratios and fractions are not interchangeable, 9
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so your math teacher might quibble about rewriting a ratio as a fraction. 9
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For the SAT, though, you dont have to worry about such technicalities. If 9
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rewriting a ratio as a fraction helps you solve a problem, rewrite away. 9
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There are 24 boys and 30 girls in the first grade class at Lakewood 9
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Elementary. What is the ratio of boys to first graders at Lakewood 9
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Elementary? 9
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(A) 4:5 9
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(B) 5:4
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(C) 4:9 9
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(D) 5:9 9
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(E) 8:9 9
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With ratios you always need to pay attention to what you are comparing. 9
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This problem asks you to compare boys and first graders. Now its a matter 9
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of finding these two amounts and placing them in a ratio. 9
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How many boys are there? 24. 9
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How many first graders are there? 54, since its the total number of boys 9
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(24) and girls (30). 9
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The ratio of boys to first graders is 24:54. But you should suspect that this 9
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ratio can be simplified, especially since 24:54 is not an answer choice. 24 is 9
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divisible by 6 as is 54, 24:54 5 4 3 6:9 3 6 5 4:9. Choice (C) is the answer. 9
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282 123456789012345678901234567890121234567890123456789012345678 9
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www.petersons.com
Chapter 7: Math SectionEnough Said
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Algebra and Functions 9
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You are probably either in an algebra class right now or recently finished 9
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one, so formal introductions are not in order. You already know that 9
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algebra means working with variables, solving equations, and so forth. SAT 9
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Algebra, though, is a little different from what you see in the classroom. You 9
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will have to do some basic algebra moves like factoring or simplifying, but 9
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you will not have to do any ten-step problems or work with really 9
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complicated algebraic expressions. Since all math problems on the SAT have 9
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to be workable in a reasonable amount of time, the algebra on the SAT 9
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cannot be too involved. 9
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Thats good news for you, but there is a catch: the test writers may tax your 9
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ingenuity with problems that require clever applications of a concept. Or, 9
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they may create problems that challenge your ability to identify the relevant 9
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concepts. To combat this, well make sure you are familiar with all the basic 9
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algebra concepts and also with the kinds of moves the SAT will expect you 9
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to make with that basic knowledge. 9
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Heres a test-taking tip before we get to the meaty stuff: algebra questions 9
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that appear early on in a Math section will often just require solving for a 9
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variable. Pretty straightforward stuff. Later in a math sectionas the 9
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problems become more difficultyou should expect that an algebra 9
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problem will require you to make a clever connection or see an 9
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un-obvious way to solve it. But in either situation, the problems should 9
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require about the same number of steps to solve. 9
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Exponents and Roots, or the Rads and the Squares 9
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Exponents are just shorthand for writing a number times itself. So instead of 9
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2 9
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writing 4 3 4, you can write 4 . The 4 is called the base, and 2 is the power, 9
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or exponent. 9
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Here is a condensed version of how exponents function. Look it over, plug 9
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in some numbers (just for grins), and make sure you are comfortable with 9
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how exponents work. 9
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Part III: Reviewing the Sections
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Working with Exponents 9
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1. Adding and Subtracting 9
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You can add and subtract numbers with exponents if they have the 9
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same base and are raised to the same power. 9
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2 2
4r 1 7r 5 11r 2
9
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3 3 3 9
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8t 2 t 5 7t 9
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2 2 3
but 5k 1 8k 13k or 13k since they are not raised to the same 9
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power. 9
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2. Multiplying and Dividing 9
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You can also multiply and divide numbers if they have the same base. 9
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a b a 1 b
y y 5y
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2 3 5 9
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For instance, s 3 s 5 s makes sense if you see that 9
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2 3
s 3 s 5 (s 3 s)(s 3 s 3 s) 5 s 5
9
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You can count up the five ss 9
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xa 9
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b 5 x
a2b
9
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x 9
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f9 9
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For example, 4. 5 f 924 5
5f . 9
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f 9
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3. Raising Powers to Powers 9
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You can also raise a number with an exponent to a power. 9
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~za!b 5 zab 9
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3 5
So ~h ! 5 h 15
9
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Lets try a problem. 9
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9. SD
x
x
2
3
2
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5 4, then x 5
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/ / O O
9
9
9
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. . . .
O O O O
9
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0 0 0O O O
9
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1 1 1 1
O O O O 9
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2 2 2 2 9
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O O O O
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3 3 3 3
O O O O
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4 4 4 4
O O O O
9
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5 5 5 5
O O O O
9
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6 6 6 6 9
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O O O O
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7 7 7 7
O O O O
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8 8 8 8
O O O O
9
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9 9 9 9
O O O O
9
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284 123456789012345678901234567890121234567890123456789012345678 9
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www.petersons.com
Chapter 7: Math SectionEnough Said
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The good news about a problem like this is that there are no hidden tricks. 9
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You just have to solve for x. This should be simple after your review of how 9
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exponents work. 9
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x
SD
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2 2
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54
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x3
9
9
9
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1
SD 2
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5 4
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x
9
9
9
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1 9
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5 4 9
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x2
9
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But dont stop here. Since x is in the denominator, you need to move it to the
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other side of the equation. 9
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1 9
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5 4 9
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x 2
9
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1 9
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~ 2
x ! 2 5 4x 2
9
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x 9
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2 9
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1 5 4x 9
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1 9
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5 x 2
9
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4 9
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You might get stuck here if you dont know how to take the square root of 9
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a fraction. A little basic math can get things moving. What fraction times 9
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1 1 1 1 1 9
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itself gives you ? 3 5 . So is the answer. 9
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4 2 2 4 2 9
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123456789012345678901234567890121234567890123456789012345678 S D 1 9
9
Alert!
Actually, there is another possible answer, 2 , since it is also true
123456789012345678901234567890121234567890123456789012345678 2 9
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that S DS D
1 1 1
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. But since
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2
2
2
2
5
4
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you cant grid-in a negative answer,
1
2
9
9
9
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is the only answer for this problem.
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123456789012345678901234567890121234567890123456789012345678
The last problem illustrated something that you should always keep in mind 9
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2
when you are dealing with even exponents. When you see x 5 16, do not
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automatically assume that x has to equal 4, since it might also equal 24. 9
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This is the kind of trap that the SAT likes to lay for the inattentive student, 9
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so beware of it. When you are working with odd exponents, the story is 9
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3 9
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different. If x 5 27, you know that 3 is the only true value for x because 9
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(23)(23)(23) 5 227. 9
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Part III: Reviewing the Sections
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A relative of the exponent is the square root. It looks like this = , and its 9
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the inverse of squaring a number. When you square 5, you multiply it by 9
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itself to get 5, but when take the square root of 25, you get the number that 9
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times itself gives 25. 9
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5 3 5 5 25, so =25 5 5. 9
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Square roots can also be written as exponents like this: 9
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=
1
9
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y 5 y2.
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Getting to the Roots 9
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1. Adding and Subtracting Roots 9
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This is similar to exponents. You can only add or subtract expressions 9
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123456789012345678901234567890121234567890123456789012345678 = = 9
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with roots if what is under the radical is the same. 4 5 1 6 5 5 9
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10=5, but theres not much you can do with 3=3 1 2=4. You 9
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probably wont see a problem like 3=3 1 2=4, but if you do, whip 9
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out your calculator and get busy with the = key. 9
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2. Simplifying Square Roots 9
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Like fractions, square roots can be simplified. To do so, factor the 9
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number under the radical, and factor any perfect squares out from 9
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underneath the radical. 9
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2 = 12 5 2 = 3 3 4 5 2 3 2= 3 5 4 = 3 9
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3. Multiplying Square Roots 9
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You can multiply square roots together, and sometimes after you do 9
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this, you find a perfect square underneath the radical that you can then 9
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123456789012345678901234567890121234567890123456789012345678
pull out. 9
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=24 3 =2 5 =24 3 2 5 =48 9
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= 48 5 =16 3 3 5 4=3 9
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Since 16 is the square root of 4, you can factor it out from underneath 9
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the square root sign. 9
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286 123456789012345678901234567890121234567890123456789012345678 9
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www.petersons.com
Chapter 7: Math SectionEnough Said
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4. Dividing Square Roots 9
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Occasionally, you can find similar terms in both the denominator and 9
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numerator, which you can then divide out. Getting similar terms often 9
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requires factoring like in the example below, where =34 is restated 9
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as ~=2!~=17!. 9
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=34 5 ~=2!~=17! 5 =2 9
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= 17 = 17 9
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More Algebra and Functions 9
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You already have been using algebra throughout this chapter. Look at the 9
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preceding pages and note how many times a variableusually a letter like 9
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xwas used to denote an unknown numerical quantity. In a nutshell, thats 9
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algebra. 9
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Algebra employs variables to represent unknown quantities. Thats a simple 9
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definition, and some algebra problems are basic and straightforward: 9
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65 5 t 2 40 9
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Here, if you add 40 to both sides, you find a numerical value for t. Youve 9
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solved an algebra problem, albeit an easy one. As you might expect, the 9
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algebra problems on the new SAT will typically be more difficult. 9
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X-Ref
Before discussing functions, it helps to have a good understanding of
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basic algebra concepts such as variables, equations, and factoring. 9
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Functions are covered starting on page 298 after these fundamental
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algebraic ideas have been reviewed. 9
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9. If SD
x2 2
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x 3 5 4, then x 5
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/O O/
9
9
9
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. .
O O O O. .
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0 0
O O O 0
9
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1 1
O O O O1 1
9
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2 2 2 2
9
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O O O O
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3 3
O O O O3 3
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4 4
O O O O4 4
9
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5 5
O O O O5 5
9
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6 6 6 6
9
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O O O O
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7O 7O 7
O O7
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8 8
O O O O8 8
9
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9 9
O O O O9 9
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123456789012345678901234567890121234567890123456789012345678 9 287
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Part III: Reviewing the Sections
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Although you need a knowledge of fractions and exponents to answer this 9
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properly, there is an algebraic component as well. You have a variable, x, 9
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and you need to solve the equation to determine an actual numerical value 9
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for it. In this sense your goal is the same as it was for the equation 65 5 t 2
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40. Do the math necessary to determine the numerical value of the variable. 9
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Since SAT algebra questions can come in bewildering shapes, its always 9
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helpful to keep this goal in mind. If you encounter a tough question with 9
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variables, and youre not sure where to start, ask yourself, How can I 9
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determine the values of these variables? Determining values for these
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unknown quantities is often the path to getting the right answer. 9
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Equations 9
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In the earlier part of an SAT section, you might see a problem where you are 9
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given an equation with one variable and have to solve for that variable. 9
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Since you have already done that a number of times in this chapter, you 9
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should be up to speed on that. 9
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Things get a little more complicated if there are two equations and two 9
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variables, yet you can still solve for both variables because you have two 9
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equations. The general math rule is you can solve for as many different 9
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variables as you have equations. So if you have two equations and two 9
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123456789012345678901234567890121234567890123456789012345678
variables, youre in business. If you have five variables and five equations, 9
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youre still alright. Luckily, you will most likely not see more than two 9
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equations and two unknowns. 9
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With two variables, solve for one variable in one equation and then 9
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substitute that result into the second equation. For example, consider the 9
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following problem. 9
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x1y y 9
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If 5 1 and 5 2, then what is the value of y 2 x 5 9
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7.
11 x 1 9
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1
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(A) 28 9
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(B) 24
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(C) 0 9
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(D) 5 9
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(E) 11 9
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288 123456789012345678901234567890121234567890123456789012345678 9
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www.petersons.com
Chapter 7: Math SectionEnough Said
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To find the answer to this problem you have to find x and y. Deciding which 9
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variable to start with is largely up to you. Solving for y in the second 9
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equation looks easiest: 9
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y 9
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52 9
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x11 9
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x 1 1! S Dy
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~ 5 ~ 2 !~ x 1 1 !
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x11
9
9
9
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y 5 2 ~x 1 1 ! 9
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y 5 2x 1 2 9
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Now plug this value for y into the first equation, and you can solve for x, 9
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since that is the only variable in the equation. 9
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x1y 9
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51 9
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11 9
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x 1 2x 1 2 9
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5 1 9
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11 9
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~ !
11 S
x 1 2x 1 2
11
D
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5 ~ !~ !
1 11
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9
9
9
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3x 1 2 5 11 9
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3x 1 2 2 2 5 11 2 2 9
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3x 5 9 9
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3x 9 9
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5 9
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3 3 9
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x 3 9
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5 9
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123456789012345678901234567890121234567890123456789012345678 y 9
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You find y by plugging into either equation 5 2 (the original one) or 9
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y 5 2x 1 2 (the equation you worked out first).
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y 9
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52 9
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x11 9
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y 9
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2 9
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4
5 9
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y58 9
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In both cases, y equals 8, so y 2 x 5 8 2 3 55.
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123456789012345678901234567890121234567890123456789012345678 9 289
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Part III: Reviewing the Sections
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Inequalities, When Things Arent Equal 9
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An equation is when the stuff on the left side equals the stuff on the right 9
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side. An inequality is when the stuff on the left does not equal the stuff on 9
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the right side. 9
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The same rules apply for solving an inequality as for solving an equation (if 9
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you do something to one side you have to do the same thing to the other
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side). But there is one important difference between the two. If you multiply 9
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or divide by a negative number you have to switch the direction of the 9
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inequality. Theres a good reason for this, but its not going to be covered 9
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here. The SAT doesnt test whether or not you understand why you switch 9
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it. It just tests if you know to switch it.
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For example, if you need to solve for x in the following inequality, 9
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23x 2 4 . 8, use the normal techniques but remember to switch the sign. 9
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23x 2 4 . 8 9
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23x 2 4 1 4 . 8 1 4 9
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23x . 12 9
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23x 12 9
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,
9
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23 23
9
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x , 24 9
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If you forget to do the ole switcheroo you get x and you can bet the 9
123456789012345678901234567890121234567890123456789012345678 . 24, 9
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farm that this incorrect answer will be lying in ambush somewhere in the 9
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123456789012345678901234567890121234567890123456789012345678
answer choices. 9
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6. If 9 . 23x 2 3 . 6, which of the following statements is true? 9
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(A) 24 , x , 23 9
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5 1 9
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(B) 2 , x , 2 9
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4 4
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(C) 23 , x , 1 9
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(D) 2 , x , 4 9
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5 9 9
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x 9
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(E)
2
, ,
2 9
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290 123456789012345678901234567890121234567890123456789012345678 9
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www.petersons.com
Chapter 7: Math SectionEnough Said
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The rule for working with a double inequality is the same: if you do 9
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something to one side you have to do it to all three sides. 9
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9 . 23x 2 3 , 6 9
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9 1 3 . 23x 2 3 1 3 . 6 1 3 9
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12 . 23x . 9 9
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12 23x 9 9
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, , 9
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23 23 23 9
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24 , x , 23 9
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Choice (A) is the answer. 9
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The Math section wont be riddled with inequalities, but there will be at 9
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least one or two. Remember to flip the sign when multiplying or dividing 9
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with negative numbers, and you should do well on these problems.
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Absolute Value 9
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Absolute value sounds imposing and extreme, but the explanation is simple. 9
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The absolute value of any number is how far it is from zero. The absolute 9
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value of 9 and 29 is the same (9) since both are 9 from zero. In math notation 9
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absolute value looks like two high straight fences surrounding a shy number. 9
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|29| 5 |9| 5 9 9
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The absolute value of something is always positive because distances, 9
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the distance from zero in this case, are always positive. Theres no such 9
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thing as a negative mile, for instance. This means that whatever comes 9
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out of the absolute value symbols will always be positive. 9
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Always do all the arithmetic inside the absolute value signs before 9
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taking the absolute value. For example, |26 23| |6 2 3| because 9
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|26 2 3| 5 |29| 5 9 and |6 2 3| 5 |3| 5 3. 9
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6. If |2(x 2 3) 1 x| 5 12, then what is 9
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one possible value of x? 9
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/ /
O O
123456789012345678901234567890121234567890123456789012345678 . . .
O O O O .
9
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0 0
O O O 0
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O O O O 1
9
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3 3 3
O O O O 3
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4 4 4
O O O O 4
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O O O O 5
9
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O O O O
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8 8 8
O O O O 8
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O O O O 9
9
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123456789012345678901234567890121234567890123456789012345678 9 291
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Part III: Reviewing the Sections
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This example might seem a bit strange since it asks for one possible 9
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value instead of a single value. However, there is usually at least one 9
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grid-in question on every test for which there is more than one correct 9
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answer. If you dont expect this, it can lead to uncertainty. Students are 9
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accustomed to a single correct math answer, and are suddenly faced 9
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Note
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with a question that yields more than one answer. They dont know
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which answer to grid-in, mistakenly thinking that only one answer will 9
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be counted correct. 9
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Dont let this happen to you. When you encounter the more-than-one- 9
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correct-answer grid-in question, mentally say, Oh, heres the more- 9
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than-one-correct-answer grid-in question. Then find an answerany 9
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correct one will dogrid it in, and move on. 9
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First simplify within the absolute value signs: 9
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|2 ~x 2 3 ! 1 x| 5 12 9
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|2x 2 6 1 x| 5 12 9
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|3x 2 6| 5 12 9
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Without the absolute values, you would simply solve for x at this point. 9
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3x 2 6 5 12 3x 5 18 x 5 6 9
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Plug this value for x back into the equation with absolute values. It works, 9
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doesnt it? Thats your answer. There is another possible answer, but theres 9
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no reason to waste time finding it. (It also turns out to be a negative number, 9
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so you couldnt grid it in even if you wanted to.) 9
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When you encounter absolute value lines, think positive. 9
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Quadratic Equations 9
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As you will see later in this chapter, equations can be graphed. Equations 9
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that look like 4x 1 3y 5 13 are called linear equations because their graphs
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are lines. Linear equations only have variables that are not raised to a power 9
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other than one. In contrast, quadratic equations have variables that are 9
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2 2
squared, like x or y . Equations with a squared variable are quadratic
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equations, and their graphs will not be a line. 9
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Solving quadratic equations requires different techniques than the ones used 9
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when working with linear equations. Factoring is normally used. Check out 9
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the chart below to remind yourself how factoring works. 9
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292 123456789012345678901234567890121234567890123456789012345678 9
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www.petersons.com
Chapter 7: Math SectionEnough Said
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Factor Refresher 9
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ab 1 ac 5 a~b 1 c! 9
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~a 1 b!~c 1 d! 5 ac 1 ad 1 bc 1 bd 9
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2 2
a 1 2ab 1 b 5 ~a 1 b! 2
9
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a2 2 2ab 1 b2 5 ~a 2 b!2 9
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2 2
~ !~ ! 9
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a 2 b 5 a 2 b a 1 b 9
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If you encounter an equation that looks like the left side of one of the equa- 9
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tions in the chart, work it until it resembles the corresponding equation on 9
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the right. This isnt always the key to solving the problem, but it often is, 9
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because it demonstrates your ability to factor and expand equations prop- 9
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123456789012345678901234567890121234567890123456789012345678
erlya skill that the test-writers are interested in measuring. 9
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Note
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When you expand an expression, you take away the parentheses. 9
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When you factor an expression, you do the reverse by putting the 9
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parentheses back. 9
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The second item in the chart involves FOIL, a method of expanding that is 9
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used when you are multiplying two groups of variables like (a 1 b)(c 1 d). 9
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FOIL is a nice way to remember First, Outside, Inside, Last. 9
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You multiply 9
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the First terms, ac 9
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the Outside terms, ad 9
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the Inside terms, bc 9
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the Last terms, bd 9
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and then you add them all together: 9
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(a 1 b)(c 1 d) 5 ac 1 ad 1 bc 1 bd
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FOIL makes expanding simple, but factoring a quadratic expression like 9
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x 2
x 12 is not as straightforward. Putting the equation back into two 9
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2 2
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sets of parentheses involves a little bit of guessing. To help guide your guess, 9
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think about FOIL and start with the first and last terms (the squared term 9
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and the number). 9
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Beginning with the squared term, ask, What would give x ? The variable2
9
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x times itself is the answer, so the first terms in each parentheses is x. You 9
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now know: 9
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(x )(x ) 9
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Part III: Reviewing the Sections
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How about the 12? It is the Last term, and could be made with the factors 2 9
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3 6, 3 3 4, or 12 3 1, since the product of all three is 12. The 12 also has a 9
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negative sign in front of it. This means one of the Last terms must be 9
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negative and the other positive because that is the only way to have 212 as
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the product. Our parentheses, then, must look like: 9
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(x 2 )(x 1 )
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For the final step, you must decide which set of factors to use. Since the 9
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middle term of the expression is 2x, the Outside and the Inside terms must 9
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add up to negative one. Which of the three factor sets of 12 has a difference 9
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of one? Only 3 3 4. They must go in the Last places, and since adding up the 9
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Outside and the Inside results in a 2x, the 4 must go with of the negative 9
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sign. Putting it all together: 9
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2
x 2 x 2 12 5 (x 2 4)(x 1 3)
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Tip
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You can always to check to see if you have factored correctly by using 9
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2
FOIL, (x 2 4)(x 1 3) 5 x 1 3x 2 4x 2 12 5 x 2 x 2 12. 2 9
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Being able to factor and expand quickly is important for the SAT. If you 9
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dont feel comfortable with both operations, spend some time making up 9
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your own expressions and working with them. Here are a few expressions 9
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to get you started. 9
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Factoring and Expansion Practice 9
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Expand the following: 9
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~y 1 4!~y 1 6! 9
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~ x 2 7!~ x 2 4 ! 9
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~ 3x 2 1!~ 2x 2 9 !
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Factor the following: 9
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x2 1 10x 1 16 9
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2
y 2 7y 1 10 9
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2 9
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10a 2 23a 2 5 9
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294 123456789012345678901234567890121234567890123456789012345678 9
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www.petersons.com
Chapter 7: Math SectionEnough Said
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SAT problems will expect you to solve quadratic equations, but once you 9
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have factored a quadratic equation, solving it is pretty easy. Suppose you are 9
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given the quadratic equation y2 5 7 2 6y and asked to solve for y. The 9
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2
presence of a squared term, y , is the clue that tells you that you must factor
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to get the answer. 9
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The first thing to do is to get all terms on one side of the equation. The other 9
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side will then equal zero. If possible, rearrange the terms so that the y is 9
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positive. 9
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2 9
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y 5 7 2 6y 9
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2
y 2 7 5 7 2 7 2 6y 9
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2
y 2 7 5 26y 9
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2
y 2 7 1 6y 5 26y 1 6y 9
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2 9
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y 1 6y 2 7 5 0 9
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Now you have to factor the quadratic equation so that you have two sets of 9
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parentheses. 9
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2
y 1 6y 2 7 5 ~y 1 7!~y 2 1! 9
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2
y 1 6y 2 7 5 0
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~ y 1 7!~ y 2 1! 5 0 9
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How can you make this last equation true? Stated another way, for what 9
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values of y would the product of the parentheses be zero? A product is only 9
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zero if one of the factors is zero, so find values for y that would make each 9
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parenthesis zero. If y 5 27 then the first parenthesis would be zero, and so 9
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the product would be zero. And, if y 5 1, then the second parenthesis would 9
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be zero. Both y 5 27 and y 5 1 are correct answers.
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Quadratic equations usually have two solutions for one variable, so if 9
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Note
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a grid-in asks you for a solution to a quadratic equation, dont worry if
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you get two answers. As mentioned earlier, grid-ins sometimes will 9
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have more than one correct answer. Just pick one answer, grid it in, and 9
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move on. 9
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123456789012345678901234567890121234567890123456789012345678 9 295
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Part III: Reviewing the Sections
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14. 9
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x 1 2 3 9
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1 9
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y 0 23 9
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3 9
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If the above table gives the relationship between x and y at certain 9
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values, which of the following equations could describe the table? 9
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2x 2 2 9
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(A) y 5 9
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x12 9
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2x 2 1 9
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(B) y 5 9
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x 1 7
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x2 9
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(C) y 5 9
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2x 2 1 9
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2~x 2 4! 9
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(D) y 5 9
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2x 2 3 9
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~x 2 2 ! x 9
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(E) y 5 9
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x24 9
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One way to solve this problem is to go through each answer choice and plug 9
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123456789012345678901234567890121234567890123456789012345678
in the values from the table. If you cant identify another approach to the 9
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123456789012345678901234567890121234567890123456789012345678
problem, go ahead and start plugging in values. However, you might want 9
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to wait until the second pass because this process can be time-consuming. 9
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There is a shorter way, but it takes a bit of math cleverness to spot it. Notice 9
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that when x 5 2, y 5 0. Scan the answer choices. Youll see that every one of
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them has y on the left and a fraction containing x on the right. When x 5 2, 9
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y is zero, so youre looking for a numerator on the right side of the equation 9
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that will be zero when x 5 2. Answer choice (E) fits the bill, because the 9
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term would be zero when x 2 2 5 0, which would make the entire 9
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numerator zero. 9
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If you have some time, you could check the other answer values in the table 9
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to see if they also work. (They do.) Choice (E) is your answer. 9
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Chapter 7: Math SectionEnough Said
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Word Problems 9
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In a word problem you are given a statement in regular old English. For 9
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example: 9
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6. At Walts Haberdashery, cowboy hats are three times as expensive as 9
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baseball caps. Tennis visors are half as expensive as baseball caps. If 9
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a single tennis visor costs $6.50, how much, in dollars, does a 9
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cowboy hat cost? 9
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(A) 11.50 9
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(B) 13.00 9
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(C) 36.00 9
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(D) 39.00 9
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(E) 52.00 9
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So far, the questions in this section have been littered with variables and 9
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equations. It was easy to see that algebra was involved. For word problems, 9
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the algebra is there, but you have to create the variables and formulas 9
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yourself. This may sound hard, but its actually pretty simple once you do it 9
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a couple of times. 9
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Start with the first sentence: cowboy hats are three times as expensive as 9
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baseball caps. If you had to translate this into an equation, it would 9
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look like 9
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1 cowboy hat 5 3 baseball caps ~in price! 9
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1c 5 3b
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c 5 3b 9
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The variable c stands for cowboy hats, and b stands for baseball cap. 9
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Move on to the next sentence: Tennis visors are half as expensive as 9
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baseball caps. 9
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1 tennis visor 5 half a baseball cap 9
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1 9
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1t 5 b 9
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2 9
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2t 5 b
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Note
Although you could use the variable x to stand for tennis visor, its
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much easier to use the first letter of the word, which is why we let t 5 9
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tennis visor. 9
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Part III: Reviewing the Sections
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Once you have translated the word problem into two algebraic equations, 9
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the rest falls into place. The question states that a tennis visor costs $6.50, so 9
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2t 5 b 9
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2~6.50! 5 b 9
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13 5 b 9
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c 5 3b 9
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c 5 3~13! 9
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c 5 39 9
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Cowboy hats cost $39 dollars at Walts Haberdashery, choice (D). 9
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Sometimes its hard to decide which strategy to use when faced with a 9
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particular problem. This is something best learned through practice, which 9
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is why there are three full-length practice SATs awaiting you after this 9
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chapter. However, spotting word problems is one of the easier tasks. Here 9
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are some clues: 9
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9
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The problem has three to five text sentences. 9
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The sentences are filled with phrases like, will be twice as old in 9
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three years time, is two-thirds as tall as the next building, or 9
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weighs as much as three smaller machines. 9
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At one point, a numerical value is given. 9
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The numerical value is the actual number that you plug in to your created 9
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equations. If youve set up your equations correctly, the answer will fall into
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your lap. 9
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Functions, the Unappreciated Half of the Algebra 9
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and Functions Category 9
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For the SAT, think of a function as a math machine. You will usually see the 9
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function as equal to some algebra expression like this: 9
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f(x) 5 x 1 x2
9
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When you feed the function machine values for x, it spits out values for f(x). 9
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Put x 5 2 into the function by replacing all the xs in the function with 2s:
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f ~2! 5 22 1 2 9
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f ~2! 5 4 1 2 9
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f ~2! 5 6 9
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You put a 2 into the function machine, and it spits out a 6. In Math Speak, 9
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when x 5 2 then f(x) 5 6, and this can also be written f(2) 5 6. 9
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www.petersons.com
Chapter 7: Math SectionEnough Said
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Note
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Functions are typically described using the symbol f(x). In some 9
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algebra classes, you may have talked about this symbol as f of x. 9
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You can change the guts of the function machine, but even if you do, it stills 9
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performs the same operation. It takes a value for x and gives you a value for 9
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123456789012345678901234567890121234567890123456789012345678 x22 9
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f(x). Suppose the function f is defined by f ~x! 5 x. What is the value 9
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of f(3)? 9
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Replace all the xs in the function with 3s: 9
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~ !
322 9
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f 3 5 3 9
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3 2 2 9
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1 9
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f ~3! 5 9
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328 9
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1 9
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f ~3! 5 2 9
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5 9
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A cardinal rule of functions is that for every x value that you put into the 9
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function machine, only one y value can come out. If there is more than one 9
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y value for one x value, then you are not dealing with a function. Well talk 9
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about this more when we discuss the graphing of functions. 9
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Thats all you need to know about basic functions. If a question gives you a
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function and a value for x, then plug that value of x into the function 9
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machine and see what comes out. 9
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Geometry: Euclids Last Stand 9
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Thankfully, you will see no geometrical proofs, so you can immediately stop
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worrying about why there are four interior right angles in a rectangle. 9
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Geometry on the new SAT focuses more on basic geometric figures and the 9
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formulae that accompany them. Like algebra, there is a limited amount of 9
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geometry that the SAT actually tests. This section will cover basic geometry
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information and ways in which it might appear on the SAT. 9
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Part III: Reviewing the Sections
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Lines and Angles 9
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The line is the basic building block of most of the geometric figures. This 9
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makes it the best place to start. 9
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A
9
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B
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AQBW is, of course, a line. Those arrows at the end of the line mean that in 9
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Theoretical Geometry World, each end of the line goes on forever. CD is a 9
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line segment because it is only a segment, or part, of the infinite line CD. 9
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Note that the arrowheads are missing from the line segment symbol. 9
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An angle is defined by two lines. 9
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In the above figure, two lines intersect and form four angles. The sum of the 9
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measures of those four angles is 360 degrees. Since they are formed by two 9
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intersecting lines, the angles opposite each other are called vertical angles. 9
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Vertical angles are congruent to each other, so a 5 c and b 5 d. 9
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Note
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If you think 360 is an unwieldy number, build a time machine and go 9
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back to ancient Babylon. You can blame this early civilization for 9
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deciding that one complete circular revolution equals 360 degrees. 9
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www.petersons.com
Chapter 7: Math SectionEnough Said
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Ninety-degree angles are a special angle in geometry. They have their own 9
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name, right angles, and their own symbol: 9
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When two lines intersect to form a right angle, the two lines are said to be 9
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perpendicular. The symbol for perpendicular lines looks like this l l . In 9
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9
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the figure above, you also know that the measure of angle q must be 90 9
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degrees. Think about that for a moment if you dont see it right off. 9
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Unlike perpendicular lines, parallel lines never cross, even if you follow 9
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them out forever. For a good mental image of parallel lines, think of railroad 9
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tracks. In Math Write, parallel lines look like this l i l . 9
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There is only a small chance you will see a math problem focused 9
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exclusively on perpendicular or parallel lines. However, both these concepts 9
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will appear throughout the Math section as part of larger geometric 9
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diagrams. For example, you might be given an intricate diagram and asked 9
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to find the measure of a specific angle. Nestled within the diagram will be 9
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two perpendicular lines (l1 l2). Realizing that these lines form a right angle 9
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will be one important step toward finding the right answer.
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If you cut across a pair of parallel lines with a third line, you create a juicy 9
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diagram with tons of congruent angles.
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Part III: Reviewing the Sections
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You know that 1 4, 2 3, 5 8, and 6 7 because they are 9
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all pairs of vertical angles. Angles 3 through 6 are called interior angles 9
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because they are on the insides of the two parallel lines. 3 and 6 are also 9
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called alternate angles, as are 4 and 5, because they are on alternate sides
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of the line cutting through. Alternate interior angles are congruent, so 9
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3 6 and 4 5. 9
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Angles 2 and 6 are called corresponding angles because their position at the 9
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two intersections corresponds to each other. Corresponding angles are also 9
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congruent, so 1 5, 3 7, and 4 8. 9
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If you put angles 3 and 4 together, you have a straight line. The angle 9
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measure of a straight line is 180, so m3 1 m4 5 180. But theres more! 9
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Remember that 4 5, so it must also be true that m3 1 m5 5 180. 9
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This is actually a general rule: The measures of interior angles on the same 9
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side of the line cutting through always sum to 180. 9
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The reason a straight line is 180 degrees has to do with those 9
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Note
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Babylonians again. Cutting a line through the center of a circle makes 9
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two half-circles, and since a circle is 360 degrees, half a circle is 9
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360 9
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5 180 degrees. 9
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2 9
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All these rules are important because some SAT questions will have you 9
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playing Big Angle Hunter. Youll be given a diagram with intersecting 9
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lines or figures and asked to find the measure of a particular angle. You need 9
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to know all the different rules to help you track down and capture the 9
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necessary angle. 9
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Angle A is written as BAD. The letter of the angle is always placed in the 9
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middle, and the letters from the two line segments that form the angle are 9
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put on the sides. Notice that with this convention for writing angles, 9
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is the same as DAB. It is not enough to just write A because there are 9
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cases for which this method wouldnt be specific enough. For instance, for 9
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the figure above, if you wrote B you could be referring to three different 9
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angles, ABC, or ABD, or DBC. 9
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302 123456789012345678901234567890121234567890123456789012345678 9
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www.petersons.com
Chapter 7: Math SectionEnough Said
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14. 9
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If l1 i l2 then y 5 9
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(A) 15 9
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(B) 20 9
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(C) 25 9
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(D) 30 9
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(E) 35 9
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This problem requires a little bit of algebra and a little bit of geometry, but 9
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the geometry comes first. Looking at the angles on the left, you can see that 9
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2x 5 110 because they are vertical angles. Solving for x, 9
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2x 5 110 9
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2x 110 9
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5 9
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2 2 9
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x5 55 9
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On the right side of l2, you can see that x 1 y and the measure of the other 9
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angle sum to 180. The other angle measures 110 because it is an alternate 9
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interior angle to the known angle 110. This means x 1 y 1 110 5 180, so 9
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you can solve for y, 9
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55 1 y 1 110 5 180 9
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165 1 y 5 180 9
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165 2 165 1 y 5 180 2 165
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y 5 15 9
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Way to go, Big Angle Hunter! 9
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What You Can Figure from Figures 9
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Whenever you encounter a figure, first see if there is a Note: Figure not 9
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drawn to scale disclaimer. If there is, then the figure will not be helpful to 9
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you in its present state, although you can sometimes redraw it to give you a 9
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better idea of what the question is asking. 9
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Part III: Reviewing the Sections
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If the disclaimer is not present, then the figure is drawn to scale. To cover all 9
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the details of what this means, lets compare a figure that is drawn to scale 9
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to one that isnt. 9
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You can assume that: 9
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1. C is a point along BE and AD 9
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2. x 5 y, since they are vertical angles 9
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Even though this figure is drawn to scale, without further information, you 9
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should not assume anything else. 9
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You shouldnt assume that: 9
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1. AC 5 CD because it looks that way. 9
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2. t 5 60 because it looks about that big. 9
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You should assume that: 9
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1. ABD and DBC are triangles. 9
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2. D is on AC. 9
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3. AD , AC 9
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4. mABD is less than mABC 9
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You shouldnt assume that: 9
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1. AD , AC because it looks that way. 9
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2. mBAD 5 mBDA 9
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3. mABD is greater than mDBC 9
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4. ABC is a right angle. 9
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304 123456789012345678901234567890121234567890123456789012345678 9
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www.petersons.com
Chapter 7: Math SectionEnough Said
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When a figure is drawn to scale, you can sometimes use it to eliminate 9
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answer choices that are definitely inaccurate. For instance, look back at the 9
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drawn-to-scale sketch. Suppose you were asked: 9
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What is the measure, in degrees, of angle t? 9
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(A) 20 9
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(B) 50 9
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(C) 60 9
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(D) 70 9
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(E) 120 9
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Looking at it, you know that angle t is less than a right angle, so it must be
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less than 90 degrees. This means you can cross out choice (E), since theres 9
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no way this could be the correct answer. This incorrect choice is there to 9
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catch students who make a mistake in computation. Theres no way that 9
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angle is 120 degrees, and theres also little chance that its as small as 20 9
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degrees, either. Choice (A) is highly, highly unlikely to be the right answer, 9
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so it can be eliminated as well. This gives you a one-in-three chance of 9
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answering the problem correctly simply by using your eyes. 9
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With figures drawn to scale, you can often use your eyes to get a rough idea 9
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of the correct angle simply by comparing it to a known angle. If youre given 9
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a distance measurement in a figure, you also use that measurement to get a 9
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rough idea of the distances. Suppose that AB 5 8 in the drawn-to-scale 9
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diagram. DE looks about the same length, so you know that its length is 9
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somewhere around 8. Put another way, you know the length of DE isnt 24, 9
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because that would mean its three times as long as AB, and thats just 9
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not true. 9
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Triangles and You 9
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You probably arent going to make a career out of triangles, though
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Pythagoras seems to have. It is still good to know a little about them 9
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because they are one of the SATs favorite geometric figures. There are a few 9
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general triangle principles that the SAT tests, and there a few particular 9
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kinds of triangles that the SAT likes to test.
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The triangle is tri-angled, meaning it has three angles. It also has three sides. 9
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There is one universal trait for triangles: the sum of the measure of the 9
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internal angles of all triangles is 180. That means if you know the measure 9
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123456789012345678901234567890121234567890123456789012345678 9 305
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Part III: Reviewing the Sections
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of two angles of a triangle, you can always find the measure of the third. 9
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This is an important piece of knowledge when you are Big Angle Hunting 9
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for an angle like x below. 9
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You know two angles measure, 40 and 90, and the measures sum to 130. 9
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Since the sum of the measures all three interior angles must equal 180, this 9
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means there are 50 degrees left (180 2 130) for x. 9
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The formula for the area of a triangle is a second general rule that holds for 9
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1 9
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all triangles, A 5 ~ base! 3 ~height !. The formula is simple enough, but it 9
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2 9
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can be a little tricky to apply because problems usually wont just come out 9
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and tell you the base is 30 and the height is 12. The questions make 9
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you work to find one or both of these values. Further complicating things, 9
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the base and the height are not fixed values of a triangle. Only when you 9
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choose one is the other nailed down. 9
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The base is always going to be one side of the triangle, but it can be any of 9
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the three. The height, on the other hand, will not necessarily be a side 9
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length. Once you pick the base, the height is the length of a line 9
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perpendicular to the base that runs to the angle opposite the base.
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In the three different triangles above, the base and the height are picked 9
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differently. There is no set rule for how to pick which side to be the base.
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The only rule that should guide you is ease. Whichever base and height are 9
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easiest to find, pick them. Remember, that once you designate a base there is 9
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only one height that goes with it, or once you designate a height the base is 9
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locked in. 9
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306 123456789012345678901234567890121234567890123456789012345678 9
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www.petersons.com
Chapter 7: Math SectionEnough Said
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12. 9
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Which of the following is twice the area of the above figure? 9
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(A) x2 1 2xy 1 y2 9
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2
(B) 2x 1 xy 2 y 2
9
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(C) 6x 2
1 2xy 1 y2
9
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(D) 6x2 1 xy 2 y2 9
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(E) 6x 2
1 xy 1 y2
9
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Dont let the combination of algebra and geometry throw you. Just deal with 9
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one at a time. Start with the geometry: pick the two sides that define the right 9
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angle as the base and the height. These two sides are x 1 y and 2x 2 y. 9
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The question asks for double the area of the triangle, so we can drop off the 9
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one-half in the area formula, and just multiply the base times the height: 9
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(base) (height) 5 double the area 5 the answer 9
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~ x 1 y!~ 2x 2 y ! 5 9
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2 2 9
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2x 2 xy 1 2xy 2 y 5 9
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2 2
2x 1 xy 2 y
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This is choice (B). You had to use your old friend FOIL to find the right
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answer, illustrating once more how many SAT problems combine one or 9
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more concepts. If youre clear on the geometry and the algebra, this is one 9
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medium problem that you should have no trouble answering. 9
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Well, Isnt That a Special Triangle? 9
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There are many different triangles: acute ones, obtuse ones, big ones, little 9
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ones. On the SAT, though, a few different kinds of triangles show up again 9
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and again. These triangles are called special triangles because of their
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unique properties. The SAT likes to test you on these properties to see if you 9
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can identify and use them to solve problems. 9
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Remember that crazy ancient Greek guy Pythagoras? He gets the credit for 9
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discovering one of the most important special triangles, the right triangle. A
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right triangle is a triangle with one angle that is 90 degrees. They are often 9
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easy to identify because they will have the box symbol for right angle ( ) 9
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in them. 9
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Part III: Reviewing the Sections
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Since there are 180 degrees in a triangle, that only leaves 90 degrees for the 9
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two other angles; so the measures of the two other angles in a right triangle 9
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always sum to 90. 9
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The sides of a right triangle have a definite relationship that Pythagoras 9
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2 2 2
summed up in his theorem a 1 b 5 c . a and b are the lengths of the two
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shorter sides of the right triangle, and c is the length of the side opposite the 9
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right angle. c is also called the hypotenuse. With the Pythagorean theorem,
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if you know two sides of a right triangle, you can find the third. This is a 9
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move that the SAT will expect you to be able to make (probably more than 9
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once). 9
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Notice that the lengths of the three sides are given for each of the three right 9
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triangles above. These triangles are common right triangles, the 3-4-5, the 9
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6-8-10, and the 5-12-13. All three adhere to the Pythagorean theorem: 3 1 2
9
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42 5 52, 62 1 82 5 102, and 52 1 122 5 13 2. Knowing these triangles can 9
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be helpful because you can quickly determine the value of their sides . For 9
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instance, if you see a right triangle with a hypotenuse of 10 and a second 9
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side of 8, you know that the third side must be 6. 9
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10. 9
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If a 5 45, then b 5 9
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(A) 30 9
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(B) 40 9
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(C) 45 9
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(D) 60 9
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(E) 90 9
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308 123456789012345678901234567890121234567890123456789012345678 9
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www.petersons.com
Chapter 7: Math SectionEnough Said
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The key to this problem is the angle between the two as on the bottom. You 9
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know that there are 180 degrees in a straight line. The two as take up 90 of 9
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those degrees, since . This leaves 90 for the angle in the triangle. Now you 9
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know two of the three angles of the triangle, so you can find the measure of
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the third, b. 9
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b 1 45 1 90 5 180 9
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b 1 135 5 180 9
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b 1 135 2 135 5 180 2 135
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b 5 45 9
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The Mighty Isosceles 9
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You probably wont see the words isosceles triangle on the SAT, but you will 9
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need to know how to work with one. An isosceles triangle has two sides that 9
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are congruent to each other. This is noted on a figure by putting little dashes 9
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through the sides that are equal, like this: 9
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Heres the Big Angle Hunter fact about isosceles triangles: the angles 9
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opposite the two congruent sides are also congruent. In the above figure,
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this means ma 5 mb. Theres a good reason for this, and you might have 9
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already slogged through the proof of it in your geometry class. For the SAT, 9
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the reason is secondary. Just remember that if the sides are congruent, then 9
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the opposite angles are congruent. 9
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Isosceles triangles work the other way too. If you know two angles of a 9
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Tip
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triangle are congruent, you can infer that the opposite sides are also 9
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congruent. 9
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The right isosceles triangle is so special that the SAT includes the formulas 9
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for it at the beginning of every Math section. The measures of the three 9
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angles in an isosceles right triangle are always the same. The right angle is 9
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90, so that leaves 90 degrees for the other two. Since the other two angles 9
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Part III: Reviewing the Sections
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must equal each other, they must each be 45 degrees. Therefore, the three 9
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interior angles of an isosceles right triangle are always 45-45-90. 9
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Consider how much you know about the 45-45-90 triangle. You know the 9
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angle measures and how the side lengths relate. Knowing how the sides 9
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relate is helpful since if you know one side, you can determine all three. For 9
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instance, you might know that one of the sides opposite a 45-degree angle is 9
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10, then you can simply read off that the hypotenuse is 10 2. 9
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Note
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If you want to know where the side relationships came from, use the 9
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Pythagorean theorem on the 45-45-90 triangle. 9
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14. 9
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If a 5 b, then x 5 9
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(A) =6 9
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(B) 2=2 9
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(C) 2=3 9
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(D) 2=6 9
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(E) It cannot be determined. 9
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Since it is a right triangle, you should be on the lookout for a special kind of 9
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right triangle. (And since you only know one kind of special right triangle at 9
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this point, you should have a good idea what to expect.) If you plug in what 9
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you know about a and b, you can see that both top angles equal (2a). A 9
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310 123456789012345678901234567890121234567890123456789012345678 9
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www.petersons.com
Chapter 7: Math SectionEnough Said
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right angle plus two equal angles can only mean one thing: a 45-45-90 9
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triangle. 9
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You find the hypotenuse of a 45-45-90 triangle by multiplying the shorter 9
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side length by =2, so 9
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~ = !~ = ! = ~= !~ = ! = 9
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2 6 5 12 5 4 3 5 2 3
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Choice (C) is the answer. 9
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The 30-60-90 triangle is the next super special kind of right triangle. It doesnt 9
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have a fancy name like isosceles right triangle, but the SAT writers still like 9
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it enough to give it regular cameos on the test. Again, the drill is the same as 9
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with the 45-45-90 triangle. You will be expected to be able to identify a 9
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30-60-90 triangle and then use its properties to solve problems. 9
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As you can see, the shortest side (the side opposite the 30-degree angle) is 9
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half the length of the hypotenuse. Stated the other way, the hypotenuse is 9
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twice the size of the smallest side. To find the length of the side opposite 9
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of the 60-degree angle, you take the length of the smallest side and 9
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multiply by =3. There are good reasons for these properties, but when 9
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preparing for the SAT concentrate on learning the properties, not the 9
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proofs that explain them. 9
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The equilateral triangle is a triangle with three congruent sides. Since all 9
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three sides are congruent, all three interior angles are also congruent. In this 9
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sense, its just like the isosceles corresponding side-angle love fest. 9
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If three angles of an equilateral triangle are congruent, what must the 9
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measure of those angles be? You know they must sum to 180 degrees, so: 9
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3s 5 180 9
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3s 180 9
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3
5
3 9
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s5 60 9
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Part III: Reviewing the Sections
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The interior angles of an equilateral triangle always measure 60 degrees. If 9
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you split an equilateral triangle down the middle, you end up with two 9
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30-60-90 triangles. 9
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16. 9
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If each line segment in the figure above is congruent, what is the area 9
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of the entire figure? 9
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A. 3=3 9
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B. 12=6 9
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= 9
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C. 16 3
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D. 24=3 9
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= 9
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E. 24 6 9
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This problem looks tough, but you know it must turn on the fact that each 9
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line segment is congruent. What can you infer from this fact? Each side of 9
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triangle AEF is two line segments, so AEF is an equilateral triangle with side 9
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= 9
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lengths of 2 3. To find the area, you need to pick a base and height. AE is 9
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312 123456789012345678901234567890121234567890123456789012345678 9
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www.petersons.com
Chapter 7: Math SectionEnough Said
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as good a choice as any for the base, which means the height is the line from 9
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F to C, 9
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ACF is a 30-60-90 triangle, and you know two of the sides, AC 5 =3 and 9
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AF 5 2=3. You only need one of these sides to find length CF, the height. 9
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If AC 5 =3, then the side opposite the 60-degree angle, CF, will be this 9
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length times =3. 9
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CF 5 ~AC!~=3!
9
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CF 5 ~=3!~=3! 9
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CF 5 3 9
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Once you have the height, plug in the values to the area formula for a 9
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triangle: 9
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1 9
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A 5 ~base!~height! 9
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2 9
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1 9
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A 5 ~AE!~CF! 9
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2 9
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1
A 5 ~2=3!~3! 9
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2 9
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= 9
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A 5 3 3
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Note
This is not the only way to solve this problem. You also could have
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found the area of triangle ACF and then multiplied by 2 to find the 9
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area of the total triangle. Both methods lead to the same answer. 9
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Part III: Reviewing the Sections
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SOH-CAH-TOA 9
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SOH-CAH-TOA is the acronym for the trigonometric functions for sin, cos, 9
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and tan. It stands for 9
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opposite adjacent opposite 9
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sinu 5 , cosu 5 , and tanu 5 9
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hypotenuse hypotenuse adjacent 9
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The new SAT will include problems that can be solved by using these trig 9
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functions. Dont worry, though, if your trig isnt polished. Using a trig 9
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function will always just be one method for solving (or checking) a problem. 9
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It wont be the only method. If you are comfortable with the trig functions 9
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and you see a problem that you can easily solve using them, go ahead. If you 9
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have never taken trig or have completely forgotten it, then dont give it a 9
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second thought. Just use the other methods outlined in this chapter to solve 9
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problems. Theres no point in learning all about trig functions when there 9
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will always be an alternate methodinvolving a right triangle, typically 9
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that you can use to answer the problem. 9
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Polygon Isnt Slang for Dead Parrot 9
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Any figure with three or more sides is a polygon. There are many polygons, 9
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but only a few actually make appearances on the SAT. Besides triangles, 9
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squares, and rectangles (all three are test favorites), there is the occasional 9
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parallelogram. 9
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There is one rule that applies to all polygons. The measures of the interior 9
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angles of an n-sided polygon sum to (n 2 2)(180). Try this formula out on 9
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the one polygon we have worked with thus far, triangles: 9
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(3 2 2)(180) 5 180 9
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You wont need this formula for triangles, but it could come in handy if you 9
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need to know the sum of the measures of the interior angles of an octagon. 9
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Rectangles are polygons. They have four sides so the sum of the meaqsures 9
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of the interior angles is (4 2 2)(180) 5 360. Rectangles have two important 9
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properties: 9
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1. All interior angles are right angles. 9
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2. Opposite sides are parallel and equal in length. 9
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314 123456789012345678901234567890121234567890123456789012345678 9
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www.petersons.com
Chapter 7: Math SectionEnough Said
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All squares are rectangles. A square is a rectangle whose four sides are equal 9
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in length. With a rectangle, opposite sides are equal in length, and the length 9
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of a rectangle is traditionally longer than its width. 9
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The perimeter of a polygon is the distance around its edges. Some polygons 9
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have perimeter formulae that make it easier for you to determine the 9
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perimeter. For a rectangle, the perimeter formula is P 5 2l 1 2w. This
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makes sense because if you add up the four sides you get 9
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P 5 l 1 w 1 l 1 w 5 2l 1 2w. 9
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This perimeter formula is true for squares too, but since l 5 w for squares it 9
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simplifies to P 5 4l. The area of a rectangle is A 5 l 3 w. Again, for a 9
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square, replace the w with the l, and you get A 5 l 3 l 5 l2
. 9
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Since every side (s) of a square is the same, the area and perimeter 9
Tip
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formula for a square are usually written as A 5 s 2
and P 5 4s, 9
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respectively. 9
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9. 9
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The figure above is composed of a square and a rectangle. What is 9
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the measure of the outer perimeter of the figure? 9
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(A) 18 9
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(B) 22 9
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(C) 26
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(D) 28 9
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(E) 30 9
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Be sure you understand what the phrase outer perimeter implies. It means 9
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the parts of the figures perimeter that are not contained within the figure, 9
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like the part of the square that is inside the rectangle and vice versa. Look at 9
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the part of the square that is inside the rectangle. Two of the angles are 9
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Part III: Reviewing the Sections
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marked as right angles, and we know that the other two angles are right 9
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angles because they are angles from the square and rectangle respectively. 9
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This means all the sides opposite each other are parallel. If this is true, then 9
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the sides opposite each other must also be congruent. Therefore, the part of
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the square inside the rectangle is a square with side length 2. Once you 9
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know this, you can determine all the lengths of the outer perimeter. 9
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Now add them up. Moving clockwise from the 7, you have 9
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71 2 1 2 1 4 1 4 1 2 1 5 1 4 5 30 9
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answer (E). 9
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The parallelogram is like a parent of the rectangle. Both have opposite sides
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that are congruent and parallel, but the parallelograms interior angles dont 9
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have to be right angles. A parallelograms opposite interior angles are equal, 9
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and the measures of the angles adjacent to each other sum to 180 degrees. A 9
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rectangle is a special case of a parallelogram. 9
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The formula for the perimeter of a parallelogram is the same as for a 9
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rectangle. The formula for the area of a parallelogram is a 5 base 3 height, 9
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and this should remind you of another area formula. Remember how to find 9
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the base and height of a triangle? You do the same sort of thing with a 9
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parallelogram. Pick one side as the base, and the height is the length of a line 9
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perpendicular to the base running to the side opposite the base. The line 9
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does not have to intersect with an angle as it does in the case of a triangle. 9
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15.
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The above figure is a square inside a parallelogram. What is the area 9
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of the parallelogram? 9
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(A) 20 9
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(B) 22 9
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(C) 24 9
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(D) 26 9
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(E) 28 9
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316 123456789012345678901234567890121234567890123456789012345678 9
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www.petersons.com
Chapter 7: Math SectionEnough Said
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You need to pick a base and height that you can find. If you designate one of 9
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the vertical lines of the square as the height, then you at least know the 9
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height is 4. That makes the bottom (or the top) of the parallelogram the 9
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base. How can you find that length? Notice the two triangles. You can infer
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that they are right triangles because a squares interior angles are all right 9
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angles. Here comes a special triangle! You have a right triangle with sides 9
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4, 5, and . . . 9
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Once you recognize the triangle as a 3-4-5 triangle, you know the shortest 9
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side is length 3. Add that to 4 and you get that the base of the parallelogram 9
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is length 7. The area is A 5 base 3 height 5 7 3 4 5 28. 9
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It is not a coincidence that a 3-4-5 right triangle just happened to be created 9
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by the square and parallelogram. Every section of the SAT is loaded with 9
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problems that contain critical keys to unlocking them. For SAT Geometry, 9
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the keys often come in the form of a special triangles. Once you learn all the
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keys to the SAT, youll start recognizing them throughout the test. Use them 9
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properly and youll get the right answer every time. 9
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Similar and Congruent: When Things Look Alike 9
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There are two conditions that must be met before a mathematician will say 9
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that two polygons are similar: 9
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1. The measure of all the corresponding angles must be congruent. 9
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2. The ratios of the corresponding sides must be equal. 9
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Part III: Reviewing the Sections
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Its the word ratio in the second half that really distinguishes similar from 9
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congruent. Here are two similar triangles. 9
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Look at the two conditions for similarity. The smallest angles in the two 9
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triangles are congruent. The same is true for the middle angles and the 9
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largest angles. Thus, the corresponding angles are congruent. The first 9
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condition has been satisfied. As for the second condition, the smallest sides 9
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have a ratio of 3:1. The same ratio is true for the middle and long sides. It 9
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doesnt matter that one triangle is much larger than the other one. As long 9
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as the ratio stays the same for each corresponding side, the figures are 9
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similar. 9
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Congruent means congruent. Two geometric figures that are congruent are 9
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not just similarthey are exactly the same. All corresponding angles are 9
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congruent, and all corresponding lengths are equal. The symbol for 9
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congruent is like an equal sign with a wavy hairpiece on top of it (). If line 9
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segments PC and AD are the same length, then PC AD. 9
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7. 9
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If polygons ABCDEF and GHIJKL are similar and y 1 2x 5 32, 9
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then x 5 9
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(A) 6 9
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(B) 8 9
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(C) 10
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(D) 12 9
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(E) 16
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Since the polygons are similar, you know that corresponding sides have the 9
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same ratio. AF is twice the size of GL (10 and 5, respectively), so the 9
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318 123456789012345678901234567890121234567890123456789012345678 9
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www.petersons.com
Chapter 7: Math SectionEnough Said
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corresponding lengths on ABCDEF are twice those on GHIJKL. This 9
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means y 5 2x. Plug this into the equation given in the problem, and you can 9
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solve for x: 9
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y 1 2x 5 32 9
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~2x! 1 2x 5 32 9
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4x 5 32 9
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4x 32 9
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5 9
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4 4 9
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x58 9
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The concept of congruency is more inflexible than the idea of similarity. 9
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With similarity, you have to remember the whole ratio of corresponding 9
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sides thing. If you have a problem dealing with similarity, expect the ratio 9
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aspect to play a crucial part in determining the right answer. 9
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So far, every geometrical figure discussed has been very linear. Its time to 9
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get a bit bendy. 9
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Fun with Circles 9
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For at least two and a half millennia, geometers have thought pretty highly 9
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of circles. Some have even gone so far as to worship them. The SAT test 9
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writers dont worship circles, but they do expect you to know a thing or two 9
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about them. 9
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O is called the center of the circle. All the points along the edge of the circle 9
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are the same distance from O. That distance, r, is called the radius. The 9
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radius is any line that goes from the center to the edge of the circle. If a line 9
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starts at the edge of the circle, runs through O, and continues on to the 9
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opposite edge, it is called the diameter. By definition, every diameter is made 9
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up of two radii, so diameter 5 2(radius). Any line segment whose endpoints 9
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Part III: Reviewing the Sections
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are on the edge of the circle is called a chord, like MN. The diameter is one 9
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particular chord, the longest one. 9
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The circumference of a circle is the distance around the circles edge. Its like 9
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the perimeter of a polygon. Since the circumference is not made up of 9
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straight lines, its a little harder to calculate. Luckily for you, ancient 9
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mathematicians came up with a little tool to make calculating the
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circumference a lot easier. Its called pi (pronounced pie), and its symbol is 9
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p. Pi is the ratio of the circumference of a circle divided by its diameter. 9
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circumference 9
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p5 9
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diameter 9
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The nice thing about p is that no matter how big or small the circle, the 9
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numerical value of p stays the same. At least since that wacky Pythagoras, 9
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mathematicians have been refining their calculations about the value of p. 9
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For the SAT, 3.14 is a good approximation of p (or just use the p button on 9
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your calculator). 9
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circumference 9
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Since p 5 , when you multiply both sides of the equation by 9
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diameter 9
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the diameter you get: circumference 5 p 3 diameter. This is one 9
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circumference formula for a circle, which is usually written c 5 pd. 9
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Recalling that the diameter is two times the length of the radius, you can see 9
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where another familiar formula for the circumference comes from, 2pr. 9
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In addition to circumference, the other big circle formula is the area 9
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formula. Pi comes in handy again for finding the area of a circle, A 5 pr . 2
9
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Notice that in both the equations for circumference (c 5 pd 5 2pr) and for 9
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the area, all you need is the radius, or the diameter. The test writers like to 9
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exploit this fact. For instance, you might be given the area of a circle and 9
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asked for the circumference. Such a problem is solvable because if you know 9
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the area, you can find the radius, and if you know the radius, you can find
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the circumference. 9
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Arcs and Sectors 9
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Arcs and sectors are related to circumference and area. You could say the 9
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ideas are similar but not congruent. While circumference and area deal with 9
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the entire circle, arcs and sectors cover portions of a circle. 9
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320 123456789012345678901234567890121234567890123456789012345678 9
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www.petersons.com
Chapter 7: Math SectionEnough Said
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Any part of the circumference of a circle is called an arc. Consider the part, 9
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or arc, that goes from A through B to C in the figure below. 9
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Note
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This arc is called arc ABC, since it begins at A, goes through B, and 9
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ends at C. 9
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There is a nice little formula for figuring out exactly what part of the 9
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circumference an arc is. Recall that there are 360 degrees in a circle. The 9
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60 1 9
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angle of the arc is 60 degrees, which is or of the degrees of the circle. 9
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360 6 9
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The arc angle and the length of the arc are directly related. Since the arc 9
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1 1 9
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angle is of the circles degrees, the arc length will be of the circles 9
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6 6 9
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1 9
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circumference. So arcABC 5 circumference. The general formula is: 9
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6 9
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n n 9
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arc length 5 3 c 5 3 2pr, 9
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360 360 9
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where n is the measure of the arc angle. 9
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If you cut up a circle into pie pieces, the pieces of the pie are called sectors. 9
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123456789012345678901234567890121234567890123456789012345678 9 321
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Part III: Reviewing the Sections
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You already know how to calculate the length of the arc of the sector; it 9
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depends on the measure of arc angle, a. The area of the sector also 9
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depends on the arc angle. The formula for the area of a sector is A 5 9
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a
S D
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360
pr 2
. If you think about it, this formula
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makes sense. If a is big, then 9
9
9
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the sector would take up a large chunk of the pie. But if a is small then the 9
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sector would only take up a small sector of the pie. 9
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14. 9
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If the circumference of Circle T is 8p, what is the area of Circle S? 9
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(A) 4p 9
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(B) 9p 9
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(C) 16p
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(D) 25p 9
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(E) 36p 9
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There is a lot going on in the figure, but you need to focus on the 9
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information you have been given. Circle T has a circumference of 8p, 9
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which means 9
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C 5 2pr 9
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8p 5 2p ~ x 1 2 !
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8p 2p~x 1 2! 9
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5 9
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2p 2p 9
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45x12 9
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4 2 2 5 x 1 2 2 2
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25x 9
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Now you can find the area of Circle S, A 5 pr 2
5 p(2) 2
5 4p, choice (A). 9
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www.petersons.com
Chapter 7: Math SectionEnough Said
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Tangency is the last major circle concept to know. A tangent to a circle is a 9
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line that touches the circle at one point. The figure below gives an example 9
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of a tangent line. 9
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Notice that the tangent line is perpendicular to the radius that shares a point 9
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with it. Keep that fact in mind, because you might just need it on test day. 9
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Data Analysis, Statistics, and Probability 9
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Although many SAT-created categories have unwieldy and foreboding 9
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names, this one takes the cake. Yet the material covered under this heading 9
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is not as stiff as it sounds. When you look over a chart or graph in a 9
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newspaper, you are conducting data analysis. If you keep track of how 9
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many miles per gallon your car consumes (on average), thats statistics. As 9
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for probability, every student has pondered the question, What is the 9
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probability that I could not study for this test and still get an excellent 9
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score? 9
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If that little pep speech didnt get you fired up about this section, heres 9
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something else that might cheer you. This is the last section of the level 1 9
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math chapter. Stay diligent and soon you will have covered all the major 9
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topics that might appear on the SAT. 9
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Interpreting Data 9
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When you go into a sandwich shop for the first time, you have to look at the
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menu to see what they offer and how much everything costs. Often, the 9
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menu is a big board hung up somewhere behind the counter with all the 9
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items and prices. Glancing at it, you can quickly see that a small 9
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ham-and-Swiss is four bucks, and a chicken salad sandwich is four fifty.
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You probably dont think about it when you are ordering, but in looking at 9
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the menu, finding what you want, seeing how much it costs, you have 9
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successfully read a table. The owners of the sandwich shop made the table 9
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(the menu up on the wall) to communicate their wares and prices, and you 9
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most likely had no problem correctly interpreting the table. That might not 9
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sound like much of a skill, but it is one that the SAT thinks is important. 9
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Part III: Reviewing the Sections
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There are a few basic rules to reading tables, graphs, and charts. First, 9
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always read the title. If you are going to understand and interpret a graph 9
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correctly, you need to know what the graph is about. This is something that 9
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people do regularly, but on a timed test, some people skip this step. It shaves
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off a few seconds, but greatly increases the chances of making an error. 9
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Second, read the axes titles or the row and column headings, or whatever 9
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other descriptions there are of the material being presented. Ultimately, you 9
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want to take a few seconds getting comfortable with what information is 9
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being presented. This way when you read the question about the
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information, you will know what they are asking about, and also where to 9
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find the answer. 9
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The good news about these kinds of questions on the SAT is that all the 9
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information you need to find the answer will be right in front of you in the 9
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table, graph, or chart. Yes, you might have to do a little math to find the 9
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answer (you might have to do something like adding together the totals of 9
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two columns), but the answer will most likely only be a few steps away from 9
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what is right in front of you. Take a look at the graph and questions below: 9
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The following two questions refer to the above graph. 9
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5. What month had the greatest decrease in the number of cars pro- 9
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duced compared to the previous month? 9
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(A) February 9
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(B) March 9
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(C) April
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(D) May 9
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(E) June
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www.petersons.com
Chapter 7: Math SectionEnough Said
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6. How many cars were produced at the Franklin Plant in February and 9
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March? 9
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(A) 2,500 9
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(B) 4,000 9
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(C) 4,500 9
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(D) 5,000
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(E) 6,000 9
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The difficulty with the first question is untangling what it is asking. You are 9
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comparing each month with the previous month. Specifically, you are 9
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comparing the number of cars (not the percentage change). February and 9
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May were the only two months that were lower than the previous month. 9
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Just by eyeballing the graph, you can see that May is the greatest decrease. 9
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Choice (D) is the answer. 9
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In the second question, look to see how many cars were produced in 9
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February and March (2,000 and 2,500 respectively). Adding these together, 9
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4,500 is the sum, choice (C). 9
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Every graph, table, and chart you see on the SAT will present numerical 9
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data in a visual form. Regardless of how ordinary or strange it looks, thats 9
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the fundamental purpose of this visual data. If you get a line graph like the 9
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one in the car-production problem, the goal is to make sure you understand 9
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what the question is asking, and then retrieve the necessary information 9
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from the graph. Harder problems might have stranger-looking graphs, or 9
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they might ask complicated questions about the information in the graphs, 9
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but the basic strategy remains exactly the same. 9
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1. Determine what the question wants. 9
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2. Look at the visual data to find the necessary information. 9
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Chart reading is not rocket science. The more practice you get, the better 9
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you will be at handling these questions. If you currently feel uncomfortable 9
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with visual data, get some practice! Your local librarian can recommend 9
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reference books filled with various charts, tables, and graphs. Many 9
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newspapers have charts, tables, and graphs sprinkled throughout them. 9
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Start reviewing those newspapers (you can increase your vocabulary skills 9
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at the same time, if you recall.) 9
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Charts, tables, and graphs are everywhere. The next time you come across 9
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one, make up an SAT-like question about it on the spot. When you can 9
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imitate the test and its questions, you will realize how knowledgeable about 9
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the SAT you have become. 9
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Part III: Reviewing the Sections
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Averages 9
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There are four statistics words you will need to know for the SAT: 9
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1. average (arithmetic mean) 9
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2. median 9
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3. mode 9
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4. range
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Once you know these four terms, youll be good to go. 9
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Youll never see the first word, average, by itself on the SAT. The test writers 9
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want to make sure you know exactly what kind of average they are talking 9
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about when they use the word, so it will appear as average (arithmetic 9
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mean). Dont let the stuff in the parentheses confuse you. What they mean 9
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by average is pretty simple, and its probably what you mean when you use 9
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the word average. 9
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The average (arithmetic mean) of a list of numbers is the sum of the 9
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numbers divided by the number of terms. 9
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sum 9
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average 5 9
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number of terms 9
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For instance, say you want to know the average (arithmetic mean) of your 9
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test scores in American history. Your scores in this class are 90, 80, 82, and 9
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78. First add them up to get the sum: 9
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90 80 82 78 330 9
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1 1 1 5 9
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There are four test scores, so divide the sum by four to get your average: 9
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sum 330 9
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average 9
5 5 5 82.5
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number of terms 4 9
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Your average (arithmetic mean) score is 82.5. It doesnt matter that you 9
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never actually scored an 82.5. Thats the number produced by summing up 9
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all the different tests and then dividing by the number of tests, so thats the 9
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average. 9
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Median and mode are less commonly used, so you will not have as much 9
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experience working with them as you do with mean. Consider a set of 9
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numbers, {3, 8, 10, 4, 5, 9, 3}. You find the median of this number set by 9
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lining up the numbers from least to greatest {3, 3, 4, 5, 8, 9, 10}. The median 9
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is the number in the middle. Since there are seven numbers in the set, the 9
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fourth from the right, 5, is the middle number, and so it is the median. 9
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326 123456789012345678901234567890121234567890123456789012345678 9
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www.petersons.com
Chapter 7: Math SectionEnough Said
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On a big highway, the strip of ground between the opposing lanes of 9
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Note
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traffic is called the median. Thinking of this median strip of ground, 9
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directly in the middle with equal lanes of traffic on both sides, is a good 9
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way to remember the concept of a median. 9
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What if there were one more number in the set, and the set was now {2, 3, 3, 9
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4, 5, 8, 9, 10}? A set with an even number of numbers has no middle 9
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number. This is where the mathematicians step in and say that the median is
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the average (arithmetic mean) of the middle two numbers. In this case, the 9
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two middle numbers are 4 and 5, and their average is 4.5. Therefore, 4.5 is 9
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the median of the second number set. 9
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The mode is simply the number that occurs most often in a set. In our first 9
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set of numbers, {3, 8, 10, 4, 5, 9, 3}, 3 is the only number that occurs more 9
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than once. That makes 3 the mode. If we modify the number set by taking 9
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away one of the 3s then we have {3, 8, 10, 4, 5, 9}. There is no mode to this 9
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set, since all the numbers occur just once. How about if we change the set 9
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again by adding an 8 and a 4 {3, 8, 10, 4, 5, 9, 8, 4}? Now we have two 9
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modes, 4 and 8, because both appear twice. 9
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The range doesnt have any wrinkles like median and mode. It is always 9
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easy to calculate. The range is the difference between the greatest and least 9
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numbers of a set. The range of your American history test scores is 9
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12, 90 2 78 5 12. The range of the number set we worked with above is 9
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7, 10 2 3 5 7.
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Statistics Recap 9
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arithmetic mean, sum of numbers divided by the number of 9
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mean, or average terms in set
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median middle number when set is lined up in 9
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numerical order 9
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mode number that appears most often in a set 9
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range difference between the greatest and least 9
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values in a set 9
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Part III: Reviewing the Sections
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7. At the end of each day Tina turns in the number of projects she has 9
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completed. On the different days of one week, Tina turned in 4, 6, 9, 9
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14, and 4 projects. For this particular week, what is the difference 9
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between the average (arithmetic mean) number of projects Tina
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completed and the median of projects Tina completed? 9
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Cutting through all the words, {4, 6, 9, 14, 4} is the number set you are
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working with. The problem asks for the difference between the average and 9
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the median of this number set, so first you have to find the average and the 9
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median. The average is: 9
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4 1 6 1 9 1 14 1 4 37 9
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average 5 5 5 7.4 9
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5 5 9
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For the median, arrange the set from least to greatest, {4, 4, 6, 9, 14}, and 9
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pick the middle number, which is 6. The difference between these two is 9
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7.4 2 6 5 1.4. 9
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Probability 9
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What are the chances? How likely is it? These questions are all questions 9
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about probability. There is a simple definition for the probability of an 9
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event occurring, 9
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number-of-was-event-can-occur 9
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probability-of-an-event 5 9
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number-of-possible-outcomes 9
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Flipping a coin is a straightforward example. What is the probability of
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flipping a quarter and it landing heads? When you flip a coin there are two 9
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possible outcomes, heads and tails. So the probability is or 0.5. 9
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Lets try a little more complicated scenario. If there are 18 boys and 22 girls 9
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in a class, what is the probability that if one student is picked at random it 9
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will be a boy? Since there are 18 boys, there are 18 different ways that a boy 9
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could be picked at random. The total number of possible outcomes is the 9
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total number of students, 18 1 22 5 40. So the probability of a boy being
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18 9 9
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picked is 5 5 0.45. 9
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40 20 9
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Thats your basic probability problem. If you are in the easy portion of the 9
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Math section and you come across a probability problem, odds are the 9
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question will be very straightforward. Youll have to determine the total 9
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number of ways an event could occur, and then place this number over the 9
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328 123456789012345678901234567890121234567890123456789012345678 9
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www.petersons.com
Chapter 7: Math SectionEnough Said
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total number of possible outcomes. However, if the probability question is 9
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in the medium to hard portion of a section, finding the correct answer wont 9
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be as simple. 9
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More Probability 9
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Calculating the probability of multiple independent events is a little more
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involved. Say you have to flip the coin a second time, and you need to know 9
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the probability that it will land heads both times. The probability of the coin 9
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landing heads both times is the product of the two individual probabilities 9
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of the coin landing heads. The individual probabilities of the coin landing 9
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1 1 1 1 9
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heads is , so the product of these individual probabilities is 3 5 . 9
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2 2 2 4 9
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The multiple coin tosses is an example of the general rule of multi-event 9
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probability: the probability of multiple events occurring is the product of 9
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the individual probabilities. 9
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Probability problems can also involve geometry. For instance, take a look at 9
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the figure below, 9
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If a point is picked at random from the square, what is the probability that 9
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123456789012345678901234567890121234567890123456789012345678 1 9
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it will be in the shaded region? Since the shaded region makes up of the 9
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123456789012345678901234567890121234567890123456789012345678 1 9
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entire area, the probability the point would be in the shaded region is . The 9
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same principles are involved in calculating the probability, but you are using 9
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geometry to determine the number of ways an event can occur and the 9
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number of possible outcomes. Since there are four quadrants of equal size, 9
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there are four possible outcomes, so the denominator of the probability is 4. 9
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The numerator is 1 because there is only one shaded quadrant. 9
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Part III: Reviewing the Sections
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12. 9
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In the figure above the circular wheel is divided into 8 equal sectors. 9
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If the wheel is spun twice at random, what is the probability that the 9
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arrow will land on an even number and then a prime number? 9
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1 9
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(A) 9
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16 9
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1 9
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(B) 9
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12 9
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1 9
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(C) 9
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8 9
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1 9
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(D) 9
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6 9
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1 9
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(E) 9
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4 9
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Since you have multiple events, you have to determine the probability of 9
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each event first. Then you can calculate the probability of both occurring. 9
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What is the probability of landing on an even number? There are 4 even 9
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numbers out of 8 numbers total, so the probability is 5 . 9
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What is the probability of landing on a prime number? To answer this, you 9
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need to go way back to the beginning of this chapter and remember that a 9
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prime number is a number divisible only by 1 and itself. 1 is not prime, but
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2 is, so the number of prime numbers is 4 (2, 3, 5, and 7). This is the same as 9
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4 1 9
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for an even spin, 5 . The probability of both occurring is the product of 9
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8 2 9
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1 1 1 9
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the two probabilities, 3 5 . 9
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2 2 4 9
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There is a definite probability that you will encounter at least one 9
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probability question on the SAT, but the chances are very slight that there
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will be many of them. Probability questions on the SAT are like an 9
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important politician showing up at a public event: They always make an 9
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appearance, but they never stay around for long. 9
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330 123456789012345678901234567890121234567890123456789012345678 9
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www.petersons.com
Take It to
the Next Level
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Fun with Symbols
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One of the more difficult kinds of problems that shows up year after year on 9
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the SAT is the Unfamiliar Symbol Problem. The problem begins by 9
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defining some new symbol and then expects you to work with that symbol. 9
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For instance, a problem might read: 9
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For all integers, x, let *x* be defined as follows: 9
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*x* 5 2x if x is positive. 9
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*x* 5 x2
if x is negative. 9
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Given this definition of *x*, *22* 1 *3* 5 9
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Such symbol problems can be a little jarring, but remember, everything you 9
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need to know about the symbol to solve the problem has been given to you. 9
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This is always the case. Some students get freaked out because they think 9
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theyre already supposed to have some experience working with *x*, but 9
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nothing could be further from the truth. 9
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Relax, take a second to comprehend the definition of the new symbol, and
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then simply follow directions. The definition of the Unfamiliar Symbol will 9
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always tell you what you are supposed to do with the numbers given. In the 9
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example above, the definition says that if you see a positive integer between 9
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the stars, double it (*x* 5 2x if x is positive). If the integer between the stars 9
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2 9
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is negative, square it (*x* 5 x if x is negative). 9
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For the actual computation, you have to add the two integers between the 9
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stars, 22 and 3. Since 22 is negative, square it, which is 4. Three is positive 9
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so double it, which is 6. Now add up the new values. 9
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*22* 1 *3* 5 4 1 6 5 10. 9
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331
Part III: Reviewing the Sections
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When strange symbol problems appear on the test, there are usually two to 9
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four questions that pertain to them. That means understanding how a 9
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symbol works is important. When you see a weird symbol, take a little extra 9
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time to make sure you grasp it. Youll get that time back in the end because
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it will take you less time to deal with each related problem if you really 9
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understand how the symbol works. 9
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10. Let it be defined that , a , b . stands for the set of all integers 9
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between a and b, including a and b. For example, 9
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, 2 , 5 . 5 { 2, 3, 4, 5 }. 9
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If x is in , 3 , 7 . and y is in , 7 , 10 ., which of the following
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could be true? 9
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I. x . y
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II. x 5 y 9
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III. x , y 9
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(A) III only 9
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(B) I and II only 9
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(C) I and III only 9
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(D) II and III only 9
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(E) I, II, and III 9
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Questions with Roman numerals in them are very time-consuming, 9
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because you have to solve for I, II, and III. Since you only get credit for 9
Tip
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answering one question, always skip Roman numeral problems on the 9
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first pass. Do them on the second pass, and only after all regular 9
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problems have been attempted.
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First, read the definition of the symbol and look at the example. Once you 9
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have it, look at the question. If x is in , 3 , 7 . , that means x must be 3, 4, 9
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5, 6, or 7 because those are the numbers in that set. Likewise, y must be 7, 8, 9
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9, or 10. Notice that x and y could both be 7, which means II could be true. 9
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You can take this fact and use it to eliminate any answer choices that do not 9
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contain II in them. This eliminate of choices (A) and (C), so if youre pressed 9
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for time, you could guess and have a one-in-three shot. 9
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Since this section of the book is untimed, lets keep going. You know x could 9
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also be 3, 4, 5, or 6, less than the values in y, which means III could be true. 9
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However, the greatest possible value of x (7) is only equal to the least 9
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possible value of y (7), so Roman numeral I cant be true. Choice (D) is 9
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the answer. 9
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332 123456789012345678901234567890121234567890123456789012345678 9
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www.petersons.com
Chapter 7: Math SectionEnough Said
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Sequences 9
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Math sequences put things in order according to some rule, like when a 9
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cheerleader shouts, Two! Four! Six ! Eight! This person is urging her 9
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team on with a sequence of numbers starting at 2, with each following 9
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number increasing by 2. Starting at 2 and increasing by 2 is the rule that 9
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organizes that particular math sequence. Go team! 9
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Other sequences have different rules that organize them. A sequence might 9
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start at 1, with each succeeding term being halved. That sequence would 9
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1 1 1 9
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look like this: 1, , , , and so on. 9
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2 4 8 9
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Exponential series are a special kind of series. They are organized by a
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particular kind of rule. In exponential series there is a constant ratio 9
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Take It to the Next Level
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between each consecutive term. Thats a bit heavy with the Math Speak, so 9
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heres an example: 9
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7, 21, 63, 189, 567, . . . 9
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The constant ratio between each term is 3, as each term is three times 9
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greater than the one that precedes it. Because of the constant ratio you can 9
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write down an equation to describe this series as: 9
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7 3 n 2 1
, where n is the number of the term in the sequence. For the 9
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3 9
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st
equation, 7 is counted as the 1 term of the sequence, which means you 9
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plug in n 5 0, and get 7 3 3 n 2 1 0
5 7 3 3 5 7 3 1 5 7. 9
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Note
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Exponential series also go by the name geometric series. Both names 9
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123456789012345678901234567890121234567890123456789012345678
refer to the same thing, sort of like how Venus and Aphrodite refer to 9
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the same mythical person. 9
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You might wonder if the fractional series we looked at above: 9
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1 1 1 9
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1, , , . . . 9
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2 4 8 9
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123456789012345678901234567890121234567890123456789012345678 1 9
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is also an exponential series. It is. Each term is multiplied by to get the 9
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1 9
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123456789012345678901234567890121234567890123456789012345678
next term. So is the constant ratio. The equation for that exponential 9
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2 9
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1 n21 9
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series is 13(2) . 9
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Note
Notice that the form of the equations for two the exponential series is
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the same: the first number in the series multiplied by a constant ratio 9
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raised to the n 2 1 power. 9
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Part III: Reviewing the Sections
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That is how exponential series work. On the new SAT you might be asked 9
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to do more than just identify an exponential series. You might be asked to 9
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apply one to a real-life situation. 9
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13. A restaurant starts the lunch hour with 8 gallons of broccoli cheese 9
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soup. If by serving the soup to customers, the amount of broccoli 9
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soup is halved every 15 minutes, how much soup, in gallons, is left 9
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after an hour and a half? 9
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(A) 0.125
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(B) 0.150 9
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(C) 0.250 9
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(D) 0.50 9
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(E) 1.00 9
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The first task is to identify that this situation can be described with an 9
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exponential series. The tip is the halving of the amount every 15 minutes. 9
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That is the constant ratio of decrease. Every fifteen minutes the amount of 9
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soup is divided by two, which you could also describe as multiplied by 9
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one-half since it means the same thing. The equation is: 9
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time 9
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SD
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1 15
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83
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2
9
9
9
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Here the n-term is not just a simple number, but you find it by dividing the 9
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time elapsed by 15. Once you have the equation, the hard part is done. Just 9
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plug an hour and a half into the equation, which is 90 minutes. 9
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90 4 15 5 6. Now all that is left is a little calculator work: 9
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83 SD
1 6
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2
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9
9
9
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1 1 9
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8 3 5 5 0.125 9
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64 8
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Choice (A) is the answer. 9
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21. The 2 , 3 , and 4 terms of a geometric sequence are b=3, 3b,
nd rd th 9
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= 9
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and 3b 3 respectively. What is the 8th
term of this sequence? 9
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(A) 9b 9
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(B) 18b
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(C) 27b=3 9
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(D) 81b 9
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(E) 243=b 9
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334 123456789012345678901234567890121234567890123456789012345678 9
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www.petersons.com
Chapter 7: Math SectionEnough Said
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Since this is a geometric series, it is multiplied by a constant ratio. You can 9
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bet the farm that finding that ratio will help you solve this problem. To do 9
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this, look at the difference between the second and third term and ask 9
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yourself, What times b=3 gives 3b? (These are the 2 and the 3 nd rd
9
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terms, respectively.) The b stays the same, but =3 becomes a 3. This can 9
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happen if =3 is multiplied by =3, since ~=3!~=3! 5 3.
9
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You now know the constant ratio is =3. Since the second term is b=3, 9
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the first term must be b. This means the form of the sequence is b 3 9
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~=3! . To find the 8 term, plug in n 5 8 into the form of the 999
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n21 th
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sequence, 9
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b 3 ~=3!
8 2 1
5 b 3 ~=3!
7 9
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Take It to the Next Level
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1
9
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5b33 2 37
9
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7 1
9
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5 b 3 32 3 32 9
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= 9
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3
5 b 3 3 3
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= 9
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5 27b 3 9
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Choice (C) is correct. 9
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Sets 9
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A set is just a collection of things. A set of crayons is a collection of crayons. 9
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A set of dolls is a collection of dolls. Mathematicians like the notion of set.
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They like to organize and collect different math things together. And just as 9
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there are lots of different kinds of sets in real life, there are also lots of 9
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different kinds of sets in math. When you make a math set, you simply pick 9
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out the things that you want to collect together and call that your set. If you 9
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want to collect all the even numbers together, then call set M the collection
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of all even numbers. 9
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Mathematicians have names for the things that are within sets. They are 9
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called members or elements. If set T is defined as {1, 7, 10}, 1, 7, and 10 are 9
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the members or elements of set T. 9
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123456789012345678901234567890121234567890123456789012345678 9 335
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Part III: Reviewing the Sections
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There are two basic concepts related to sets that the SAT will expect you to 9
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be familiar with: 9
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1. The union of sets 9
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The union of two sets is just the combination of two sets (youre 9
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uniting them). For instance, if set G is the set of all positive even 9
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integers, and set F is the set of all positive odd integers, the union of
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F and G is all of the positive integers. 9
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2. The intersection of two sets 9
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This is where two sets overlap, or share members. For example, if 9
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set M is {2, 3, 7, 9} and set N is {5, 7, 9}, the intersection of set M 9
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and set N is {7, 9} because they are the two members shared by 9
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both sets. 9
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7. Set X is the integers 1 thru 5 inclusive, and set Y is the integers 6 thru 9
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10 inclusive. Which of the following operations if performed on each 9
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member of set X would produce all the members of set Y? 9
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(A) Divide each member by 1. 9
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(B) Multiply each member by 2. 9
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(C) Multiply each member by 5. 9
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(D) Subtract 5 from each member. 9
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(E) Add 5 to each member. 9
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You are performing an operation on each of the members of the set X, 9
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which will result in the members of set Y. What can you do to 1, 2, 3, 4, 5 to 9
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end up with 6, 7, 8, 9, 10? If you dont see it yet, look over the answer 9
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choices. If you add 5 to 1, you get 6, and if you add 5 to 2, you get 7. That 9
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looks promising, and if you keep going you will see the answer is choice (E).
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Roots and Rational Exponents 9
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The new SAT promises to have fractional exponents like x4, and also 9
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23
negative exponents like z . These look pretty bizarre, but fractional and 9
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negative exponents follow simple rules.
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Lets start with fractional power. Expressed mathematically, a fractional
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exponent means: 9
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x y
y 5 =d
x
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d
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Hopefully, many of you are math-savvy enough to understand what this 9
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means. If not, keep in mind that this is an advanced topic, so if looking at 9
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336 123456789012345678901234567890121234567890123456789012345678 9
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www.petersons.com
Chapter 7: Math SectionEnough Said
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x
= d
y x
9
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5
d y hurts your head, dont sweat it. Understanding basic radicals and
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exponents is all you need for the majority of the problems. 9
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With a fractional exponent, the numerator gives you the power, while the 9
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denominator gives you the root. In the case of 7 , the 3 means that you
4 9
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would take 7 to the third power (7 3 7 3 7 5 343). The 343 would then be 9
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123456789012345678901234567890121234567890123456789012345678 3 4
4 5 =343. If you 9
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taken to the fourth root since the denominator is 4, so 7 9
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know the fourth root of 343 off the top of your head, good for you! You are 9
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a MATH GENIUS, or a computer masquerading as a human. 9
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You probably wont have to actually solve a fractional exponent down to a 9
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single number, but you might be asked to simplify or do some computations 9
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with similar fractional exponents. 9
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Take It to the Next Level
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Working with Funky-Looking Fractional Exponents 9
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Adding and Subtracting 9
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Just as with integer exponents, you can add and subtract numbers with 9
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exponents if they have the same base and are raised to the same power. 9
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2 2 2
9
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2b 3 1 b3 5 3b3
9
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Multiplying and Dividing 9
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As long as the numbers have the same base, multiply and divide away. 9
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2 7 2 7 4 35 39 9
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1
k5k2 5 k5 2 5 k10 10 5 k10 1
9
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3 9
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c 3 8 5 9
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4
24 24 9
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2 5 c4 5 c 9
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c
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Negative exponents might seem like a strange idea, but they have a simple 9
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1 9
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21
definition: x 5 . In the definition, you can see that when you take a 9
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x 9
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negative power that is in the numerator, and you put it in the denominator, 9
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the power becomes positive. This is an illustration of a general rule with 9
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exponents: when you take a term raised to a power from the numerator and 9
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put it in the denominator, or vice versa, you switch the sign of the power. 9
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123456789012345678901234567890121234567890123456789012345678 x a 2b a 2 b b 9
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For instance, recall that in dividing exponents b 5 x x 5 x . When x 9
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is taken from the denominator and put in the numerator, it becomes x . 2b
9
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123456789012345678901234567890121234567890123456789012345678 9 337
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Part III: Reviewing the Sections
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16. If z24 5 81, then z2 5 9
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1 9
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A. 9
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9 9
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1 9
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B. 9
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3 9
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C. 3 9
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D. 6 9
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E. 9 9
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This is an excellent problem to plug in answer choices. To make sure you 9
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know how to solve for z, here is the textbook approach: 9
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24
z 5 81
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1 9
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5 81 9
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z4 9
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1 9
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4 4 9
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z 3 4 5 81 3 z 9
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z 9
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4
1 5 81z
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1 81z 4
9
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5 9
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81 81 9
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1 4 9
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5z 9
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81 9
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1 1 1 1 1 9
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z4
5 5 3 3 3 9
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81 3 3 3 3 9
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1 9
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z5 9
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3 9
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The second to last step is a bit intuitive. Theres no easy, direct way to 9
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determine the fourth root of a number. Instead, you have to dabble with
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some small fractions, multiply them together four times, and see if you end 9
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1 1 9
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up with what you need. In this case, turned out to be the fourth root of . 9
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3 81 9
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2
The question asked for z , which you can find easily enough: 9
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2 1 1 1 9
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z 5 3 5 9
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3 3 9
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338 123456789012345678901234567890121234567890123456789012345678 9
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www.petersons.com
Chapter 7: Math SectionEnough Said
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y
9
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18. If xy 5 25 then x2 5 9
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/ /
O O
9
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. . .
O O O O .
9
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0 0
O O O 0
9
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1 1 1
O O O O 1
9
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2 2 2
O O O O 2
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3 3 3
O O O O 3
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4 4 4
O O O O 4
9
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5 5 5
O O O O 5
9
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6 6 6 6 9
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O O O O
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7 7 7
O O O O 7
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8 8 8
O O O O 8
9
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9 9 9
O O O O 9
9
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123456789012345678901234567890121234567890123456789012345678 y 9
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The key to this problem is the difference between x and x2, which, of 9
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course, is that the second term is raised to the one-half power. But what does 9
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it mean for something to be raised to the one-half? Raising to the one-half is 9
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Take It to the Next Level
y
the same as taking the square root. So take the square root of x if you want
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y
= = 9
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to find out what x 2 is, xy
5 25 5 5. 9
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Numbers and Operations is a big category, and we could take another 100 9
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pages to define and delineate even more terms. Thankfully, we wont. What 9
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you have here are the basic terms and concepts that you will see throughout 9
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the new SAT. You might not see every advanced topic, but you can be 9
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99.99% certain that you will encounter crucial topics like fractions, 9
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percents, exponents, and square roots. 9
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So learn these terms! Youll see them on numbers and operations questions, 9
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as well as on other problems involving geometric figures, bar graphs, and 9
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algebraic equations. Speaking of algebra . . . 9
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Radical Equations 9
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A radical equation does not describe political revolution. It is just an 9
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equation that has a radical sign in it. You solve these equations the same 9
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way you would solve any equation, but you have to work with the radical.
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= 2 9
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6. If 3 x 1 11 5 20, what is x ?
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123456789012345678901234567890121234567890123456789012345678 / /
9
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O O
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.
O O O O . . .
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0 0 0
9
O O O
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1
O O O O 1 1 1
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O O O O 2 2 2
9
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O O O O 3 3 3
9
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O O O O
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5
O O O O 5 5 5
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O O O O 6 6 6
9
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O O O O 7 7 7
9
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O O O O
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9
O O O O 9 9 9
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123456789012345678901234567890121234567890123456789012345678 9 339
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Part III: Reviewing the Sections
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The first order of business is figuring out what x is. Time once again to 9
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manipulate an equation to find a numerical value for a variable. 9
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= 9
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3 x 1 11 5 20
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3=x 1 11 2 11 5 20 2 11 9
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3=x 5 9 9
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3=x 9 9
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5 9
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3 3 9
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=x 5 3 9
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x59 9
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The second to last step, where both sides are squared, is a key idea to 9
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remember. With a radical equation, you want to isolate the segment under
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the radical on one side of the equation and have everything else on the other 9
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side. You can then square both sides to eliminate the radical. 9
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Note
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2
If x59 then x 5 81, so this is the value to grid in. 9
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Radical equations look daunting to students who are uncomfortable with 9
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radicals and manipulating equations. Since you have just reviewed both 9
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radicals and equations, these problems should not make you anxious. It is 9
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yet another example of how understanding the basic set-up of the math 9
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problems goes a long way in helping you answer them correctly. 9
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Direct and Inverse Proportion 9
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Heres a statement most people would agree with: The more someone bugs
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you, the more annoyed you get. If they bother you a lot, you get really 9
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annoyed, and if they bother you only a little bit, youre only a little annoyed. 9
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Anyone who has a brother or sister will probably agree with these facts. 9
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Mathematicians go one step further and use the term direct proportion to 9
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describe this. Mathematicians do this because they like to be precise, and it 9
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allows them to show off and use a formula: 9
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y 5 kx 9
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In this formula, y is your irritation, x is the amount youre being pestered, 9
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and k is a constant factor that makes sure that all the units and values work
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340 123456789012345678901234567890121234567890123456789012345678 9
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www.petersons.com
Chapter 7: Math SectionEnough Said
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out right. The constant k stays the same, but as x increases, y increases. If x 9
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decreases, then y decreases. In other words, when one value decreases the 9
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other value decreases by a constant (k) amount. The equation y 5 kx shows 9
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direct proportion between x and y.
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Inverse proportion is the opposite of direct proportion. With inverse 9
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proportion, when one value increases, the other value decreases (and vice
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versa). For example, the amount of gasoline in a cars gas tank is inversely 9
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proportional to the number if miles driven on that tank of gas. If you fill up 9
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the gas tank completely, then you have a lot of gas but have not driven at all. 9
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As the amount of driving increases, the amount of gas in your tank 9
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123456789012345678901234567890121234567890123456789012345678 k 9
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decreases. This is shown mathematically as y 5 . 9
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Take It to the Next Level
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Again k is a constant. As y increases, x must decrease for the equality to 9
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remain true, and as y decreases x must increase for the equality to 9
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remain true. 9
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You can plug in some numbers for x and y to help see this. Start with 9
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Note
1
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k 5 1 and x 5 2. You can see this makes y 5 . Now increase x so that 9
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x 5 4. What new fraction does this make y, and is the new fraction 9
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greater or smaller than one-half? 9
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8. 9
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Given the above table, which of the following could model the 9
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relationship between x and y? 9
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3 9
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(A) y 5 9
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2x 9
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5 9
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(B) y 5 9
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x 9
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(C) y 5 2x 9
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(D) y 5 3x 9
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(E) 4 5 yx 9
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Part III: Reviewing the Sections
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First determine whether the relationship is direct or inverse. As x increases, 9
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y increases, so the relationship is directly proportional. This means you can 9
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cross out (A), (B), and (E), since these are all inverse relationships. You have 9
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only two choices remaining, (C) and (D), so take values from the table and
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plug them in to one of the answer choices. If they work, thats your answer. 9
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If not, theres only one choice left, so pick it. 9
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Looking at the table, 2 times 3 is 6, 3 times 3 is 9, 4 times 3 is 12, and 9
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5 times 3 is 15. Thus k 5 3, which is (D). 9
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Direct and inverse proportions can be shown using variables and 9
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formulas, which is why they fall under the category of algebra. A good first 9
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step on these questions is to ask, Is this an inverse or a direct proportion? 9
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Once you decide that, you can jot down the appropriate formula 9
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S
y 5 kx or y 5
k
D
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123456789012345678901234567890121234567890123456789012345678
and start looking for numerical values to replace
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x
9
9
9
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the variables. 9
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Domain and Range 9
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There are two concepts related to functions that need to be covered, domain 9
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and range. In Math Speak, the domain of a function is the set of values over 9
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which the function is defined. Translated into English, the domain of a 9
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function is all the values of x where the function makes sense. 9
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The next million-dollar question is, What does it take for a function to 9
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make sense? An example might be more helpful than another Math Speak 9
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definition, so here is a situation in which a mathematician would say a 9
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function doesnt make much sense at all. 9
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1 9
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If f is defined by f ~x! 5 , what is the value of f(x) when x 5 2? 9
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x22 9
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123456789012345678901234567890121234567890123456789012345678 1 1 9
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If you replace all the xs with 2s, you get f ~ 2 ! 5 5 . As you might 9
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recall from algebra class, any fraction with a zero in the denominator is 9
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undefined. In other words, when you put the number 2 into this function, it 9
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doesnt make any sense. The answer you get back is not defined. This means 9
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that the domain of this function does not include 2. Are there any other 9
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values for x that this function is not defined for? Nope. So the domain of 9
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this function is, All values for x except 2. 9
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123456789012345678901234567890121234567890123456789012345678 x 2 2 9
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Lets take two more functions, f(x) 5 x2 1 x and f ~x! 5 x. What is the 9
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domain of these two functions? For the first one, you can input any value of 9
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x and the function will spit out a number. That means the domain is all 9
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342 123456789012345678901234567890121234567890123456789012345678 9
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www.petersons.com
Chapter 7: Math SectionEnough Said
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values of x. How about the second function? You might suspect that there is 9
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a value of x where the denominator would equal zero, but can you find it? 9
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No, because there isnt one. Again the domain is all values of x. 9
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The range of a function is all the values that the function can produce, or all 9
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the values that the function can spit out. Suppose f is defined by f(x) 5 x . 9
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No matter what value for x you put into the function, it will never spit out
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123456789012345678901234567890121234567890123456789012345678
anything negative. The squared x means that the least value that the 9
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function will equal is zero (when x 5 0). So the range of this function is 9
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from zero to as far as you want to go in the positive direction. 9
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13. If f is defined by f(x) 5 2x4 1 4, which of the following is not in the 9
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123456789012345678901234567890121234567890123456789012345678
range of f? 9
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Take It to the Next Level
(A) 24
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(B) 21 9
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(C) 0 9
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(D) 5 9
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(E) None of the above. 9
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The way to approach the problem without a graph is to think about the func- 9
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4
tion term by term. The term 2x means that whatever positive or negative
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123456789012345678901234567890121234567890123456789012345678
value you put into the equation, this part of the expression will be negative. So 9
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it is easy to see how the function could equal (A) or (B). How about (C), 0? Yes, 9
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4 9
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when x 5 4 the function will equal zero. Choice (D), though, looks like it 9
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might be out of the range. The plus 4 is the only positive contribution to the 9
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value of the function. So the functions greatest value is 4 (when 4
0). 9
123456789012345678901234567890121234567890123456789012345678 9 2x 5
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Thus 5 is out of the range of the function, so the answer is (D). 9
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Sketching the function on an xy-axis is another way to approach this problem. 9
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A rough sketch is all that is needed. The x 4
term means that the graph will have 9
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123456789012345678901234567890121234567890123456789012345678
a parabola like x2 would, only the parabola will be steeper in the x4. Notice 9
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123456789012345678901234567890121234567890123456789012345678 9
that there is a negative in front of the x 4
so the parabola will be upside down.
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The plus 4 part of the function means that when x 5 0 the function equals 4, 9
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so the function must crest at four. Here is a rough sketch of this
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123456789012345678901234567890121234567890123456789012345678 9 343
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Part III: Reviewing the Sections
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From the sketch you can see that the function never gets higher than 4. 9
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Choice (D), 5, then is out of the range of the function. 9
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When solving the problem using the graph method, the values of f(x) 9
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corresponded to the values along the y-axis. If you graph a function, the 9
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values along the x-axis correspond to the x values in the function, and the 9
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values along the y-axis correspond to the values of f(x). Since x corresponds
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to the x-axis and f(x) to the y-axis, you can look at a graph of a function 9
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and read off the domain and the range. For instance, consider the two 9
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123456789012345678901234567890121234567890123456789012345678
following graphs of functions. 9
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Look at the graph on the left. The domain is all the possible values along the 9
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123456789012345678901234567890121234567890123456789012345678
x-axis, and the range is all the possible values along the y-axis. Nothings 9
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123456789012345678901234567890121234567890123456789012345678
excluded here. The graph on the right tells a different story. Here, the 9
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domain is all the possible values along the x-axis, but the range is just the 9
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positive values of the y-axis. 9
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Notice that the graphed function above on the left is written as f(x) 5 x 1 1. 9
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It could also be written y 5 x 1 1 because on a graph f(x) 5 y. This function 9
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is a linear function because it is a line, as you can see. Linear functions can 9
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always be put into the y 5 mx 1 b form. If you see a function in that form, 9
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you know that its graph is a line. Viewed from the other direction, if you see 9
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a graph of a line, you know that the function it graphs can take the form
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y 5 mx 1 b. 9
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All graphs on the SAT, though, arent linear. Some look like the graph above 9
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on the right, which is the graph of a quadratic function. The graph of this 9
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quadratic will be a parabola instead of a straight line. 9
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X-Ref
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To refresh your memory about quadratics and equations with squared 9
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2 9
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terms like x in it, look back on page 284. 9
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344 123456789012345678901234567890121234567890123456789012345678 9
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www.petersons.com
Chapter 7: Math SectionEnough Said
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15. Which of the following is not the graph of a function? 9
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(A) 9
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(B) 9
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Take It to the Next Level
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(C) 9
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(D) 9
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(E) 9
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Part III: Reviewing the Sections
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Remember the cardinal rule about functions: only one y value for every x 9
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value. Use the vertical line test to see if a graph meets this rule: If you can 9
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draw a vertical line through a graph that intersects the graph more than 9
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once, then there is more than one y value for an x value. If the vertical line
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intersects the graph twice, there are two y values for one x value, so it could 9
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not be a function. Which of the answer choices fails the vertical line test? 9
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Choice (A) is the impostor function. 9
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17. 9
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Which of the following functions is graphed above? 9
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|x 9
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(A) f(x) 5 2 1| 9
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2 9
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(B) f(x) 5 x 2 1 9
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2 9
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(C) f(x) 5 x 2 2 9
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(D) f(x) 5 |x 2 1|2 9
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|x2 2 2| 9
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(E) f ~x! 5 9
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x21 9
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346 123456789012345678901234567890121234567890123456789012345678 9
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www.petersons.com
Chapter 7: Math SectionEnough Said
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Take a second to examine the graph before getting to the functions. There 9
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are three important features to notice: 9
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1. The graph is curved, so the function must be a quadratic. 9
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2. The graph is always positive, which suggests that there are 9
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probably some absolute value signs involved, or everything is 9
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squared. 9
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3. f(x) 5 0 at 21 and 1. 9
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Point 1 eliminates choice (A), since it is a linear function (x is not squared). 9
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Choices (B) and (C) can be negative (e.g. x 5 0), which violates Point 2. 9
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Choice (E) does not meet Point 3. Choice (D) is all thats left, so (D) is
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the answer. 9
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Take It to the Next Level
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Multiple Figure Problems 9
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One way that the SAT makes geometry problems harder is by piling on the 9
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figures. The usual story is that they will give you two or three figures, tell 9
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you something about one of the figures, and ask about a feature of one of 9
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the other figures. The key to such problems is that the figures have some 9
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kind of relationship, perhaps they share a side, or the diameter of one is the 9
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diagonal of another. Figuring out this relationship is critical, because it will 9
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unlock how to use the given information to find the answer. So when you 9
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see a multiple-figure problem, always ask, What is the relationship 9
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between these two figures? 9
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17. 9
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. . 9
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In the above figure, A and B are the centers of the two circles. If the 9
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area of each circle is 9p, what is the perimeter of the rectangle? 9
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(A) 9p 9
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(B) 30 9
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(C) 36
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(D) 45 9
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(E) 18p 9
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Part III: Reviewing the Sections
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What is the relationship between the figures? Heres what you know. 9
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1. First, the circles are congruent because they have the same area. 9
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2. You can see that AB is a radii of both circles.
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3. The diameter of the circles is the width of the rectangle, and the 9
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length of the circle is three radii. So
123456789012345678901234567890121234567890123456789012345678 9 length 5 3r and width 5 2r.
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That last point is the toughest to see, but if you take a pencil and start 9
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drawing radii, you will see that it is true. Now all you need to do is find the 9
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value of r, and you can determine the length and width of the rectangle. 9
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Since the area of the circles is 9p, the radius is 9
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A 5 pr 2
9
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2 9
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9p 5 pr 9
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2
9p pr
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5 9
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p p 9
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95r 2
9
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35r
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That means the width of the rectangle is 6 (2r), and the length is 9 (3r). 9
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Placing these values into the perimeter formula for a rectangle gets you: 9
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P 5 2w 1 2l 9
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P 5 ~2!~6! 1 ~2!~9! 9
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P 5 12 1 18 9
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P 5 30 9
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The answer is choice (B). 9
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There are so many possible figure combinations (circle-triangle, rectangle- 9
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parallelogram, and so forth), that it would take too much time to go 9
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through every one of them. It would also be unnecessary, since the key to all
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combinations remains the same regardless of what figures are used. You 9
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need to figure out the relationship between the two figureswhat common 9
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sides, angles, or points they shareand then use that knowledge to bridge 9
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the gap from what is given to you in the problem and what is being 9
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asked for. 9
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348 123456789012345678901234567890121234567890123456789012345678 9
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www.petersons.com
Chapter 7: Math SectionEnough Said
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Coordinate Geometry 9
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Unless you slept all the way through algebra I, geometry, and algebra II, you 9
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are familiar with the coordinate plane. 9
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Take It to the Next Level
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The coordinate plane is made up of two number lines. One runs up and 9
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down and is called the y-axis. The other runs right to left and is called the 9
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x-axis. The nice thing about the coordinate plane is that you can precisely 9
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locate everything on it. Every point on the plane has two coordinates, an x 9
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one and a y one. The x-coordinate tells you where along the x-axis the point 9
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is, and the y-coordinate tells you where along the y-axis the point is. The 9
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notation looks like this (x,y). So, (4,22), for example, means 4 along the 9
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x-axis and 22 along the y-axis. The coordinate plane below has that point 9
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graphed on it and also (0,2). 9
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Note
On a coordinate plane, all x values left of
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all x values to the right of the y-axis are positive. All y values below the 9
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x-axis are negative, while the y values above the x-axis are positive. 9
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Part III: Reviewing the Sections
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If a line were drawn between those two points, what would the slope of the 9
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line be like? It would lower moderately, going from left to right (and left to 9
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right is the direction you should always be going when using a coordinate 9
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plane). There is a mathematical definition for slope that is more precise than
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our eyeball description. The slope is the change in the y divided by the 9
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change in x, also called the rise over the run. To find the slope, you need 9
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any two points along the line. For our line, 9
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change-in-y y2 2 y1 2 2 ~22! 4 9
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slope 5 5 5 5 5 21 9
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change-in-x x 2 x 2 4 24 9
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2 1
9
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The slope is negative because the line goes down from left to right. Lines 9
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that go up from left to right have a positive slope. The 1 in the slope means 9
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that it changes one in the y-direction for every one it changes in the 9
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x-direction. Putting it another way, it rises one (or falls one in this case) for
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every one that it runs. 9
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When you are calculating the change in x and y, it doesnt matter which 9
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point you make (x1,y1) or (x2,y2). Just be consistent with your choice in the 9
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numerator and denominator. 9
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Slope is an important element when graphing linear equations. There is a 9
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basic form for all linear equations that looks like y 5 mx 1 b. In this 9
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format: 9
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1. the slope is m, 9
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2. b is the y-intercept, or the point where the line passes through the 9
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x-axis, and 9
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3. the x and y values are for any point along that line. 9
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If you start out with a linear equation like 22x 5 y 1 3 and rewrite it in the 9
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above form, you can then read off the properties of that line much easier. 9
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22x 5 y 1 3 9
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22x 2 3 5 y 1 3 2 3 9
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22x 2 3 5 y 9
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y 5 22x 2 3
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The slope of the line is m (the coefficient of the x-term), which in this case is 9
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The y-intercept is so the point where this line crosses the y-axis is at 9
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22. 23, 9
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(0, 23). Since you have a point and the slope, you can graph the line. 9
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350 123456789012345678901234567890121234567890123456789012345678 9
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www.petersons.com
Chapter 7: Math SectionEnough Said
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Take It to the Next Level
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The line passes through the y-intercept at (0,23). The slope is 22, which 9
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translates to a fall of two for every run of one. 9
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Lets try a problem. 9
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11. 9
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Which of the following is the equation for the line graphed above? 9
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(A) x 5 2y 9
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(B) 2x 5 y 9
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(C) x 5 y 2 2
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(D) x 5 y 9
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(E) None of the above. 9
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You can place each of these equations into the form y 5 mx 1 b, but first 9
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look at the diagram and think about the line. What is the y-intercept? The 9
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line passes through the origin, the center of the coordinate grid at (0,0). This 9
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makes the y-intercept zero. 9
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123456789012345678901234567890121234567890123456789012345678 9 351
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Part III: Reviewing the Sections
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Onto the slope. It rises one for every one that it runs, and it is going up from 9
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left to right, so the slope is 1. In y 5 mx 1 b form this equation looks like 9
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this, y 5 (1)x 1 0, which simplifies to y 5 1x or x 5 y, the same as (D). 9
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The SAT will put any number of geometrical figures onto a coordinate plane 9
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and expect you to use both geometry and the coordinate plane to solve 9
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problems. Usually some significant part of a figure, like a side length, or the
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radius of a circle, will be discernable from the coordinate plane. 9
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Recognizing what the coordinate plane tells you about the figure is often a 9
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key to solving the problem. 9
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16. 9
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How many diagonals can be drawn with a positive slope in hexagon 9
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ABCDEF? 9
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(A) None 9
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(B) One 9
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(C) Two 9
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(D) Three 9
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(E) Four
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Diagonals are lines that originate and terminate at the points of the 9
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hexagon. Start with point A and picture all the diagonals that could be 9
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created. AC, AD, and AE all have a positive slope. (The slope of AF is zero, 9
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which is not positive.) Thats three diagonals with a positive slope. For 9
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point B, BD is positive, but BE will have a slope of zero since the y-value for 9
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both points is 5. BC isnt a diagonal because it is one of the figures sides. 9
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None of the other points can generate a new diagonal. The total is four, so 9
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the answer is (E). 9
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www.petersons.com
Chapter 7: Math SectionEnough Said
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Graphs 9
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Remember functions? Well, the SAT has come to think that the graphs of 9
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functions are important, so you need to know something about them and 9
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how they work. 9
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Inspect the graph of f(x) above. How many times on the portion of the 9
Take It to the Next Level
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graph shown does f(x) 5 3? Remember that on graphs f(x) means y. The
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question is really asking, How many different times does y 5 3 on the 9
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graph? The easiest way to see the answer is to draw the line y 5 3, 9
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How many times does the y 53 line intersect with the graph? 4 times. That
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is how many times f(x) 5 3 on the graph shown. 9
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In the previous problem you were given a graph of a function, and you had 9
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to answer a question about its behavior. The new SAT will expect you to be 9
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able to do this sort of reasoning with graphed functions. 9
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The new SAT will also expect you to be able to work with simple 9
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transformations of functions and their graphs. That sounds intimidating, 9
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but dont run for cover yet. A transformation of a function is going from 9
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f(x) to say f(x 1 3). This just means that instead of putting x into the 9
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X-Ref
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If you want a quick review of functions, turn back to page 298 in this 9
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chapter. 9
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Part III: Reviewing the Sections
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function, you are putting x 1 3 into the equation. That is the 9
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123456789012345678901234567890121234567890123456789012345678 3 9
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transformation of the function. For example, if f ~ x! 5 x 1 then: . 9
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3 9
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f ~ x 1 3! 5 ~ x 1 3 ! 1 9
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~x 1 3! 9
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Function transformations also involve the graph of a function. If 9
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2
f ~x! 5 2 x 2 2 then the graph of f(x) is (notice that the function is in 9
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3 9
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y 5 mx 1 b form) 9
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But what if f(x) were transformed to f(x 1 2)? First, replace all the xs with 9
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x 1 2, and you get f(x 1 2) 5 2 (x 1 2) 2 2, which simplifies to 9
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2 10 9
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~ ! 9
x 1 2
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f 5 2 x 2 . 9
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3 3 9
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The transformed function is still a line with the same slope but with a 9
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10 9
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different y-intercept, b 5 2 . 9
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3
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There are many steps to these transformation problems, and they involve 9
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healthy doses of geometry, algebra, and functions. If you can answer these 9
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questions with little problem, then it is a very good sign that you understand
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these basic math principles, and can apply them on easy, medium, or 9
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hard problems.
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www.petersons.com
Chapter 7: Math SectionEnough Said
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18. 9
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3 9
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If the function graphed above is f(x) 5 x , which of the following is 9
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the graph of f(x 2 1)? 9
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(A) 9
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Take It to the Next Level
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(B) 9
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(C) 9
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(D) 9
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(E) 9
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Part III: Reviewing the Sections
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You might not be too comfortable with x3, but this function works like all 9
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others. The first thing to notice about the transformation is that it wont 9
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change the basic shape of the original function. In the transformed function, 9
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(x 2 1) is being cubed instead of x, but (x 2 1) for different values of x is
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still just a number being cubed. That means the shape of the transformed 9
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function is the same. With this information you can cross out choice (E). 9
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That leaves four answers. The 21 term just shifts the graph over 1. Answer 9
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choices (A), (B), (C), and (D) shift the graph over 1, so the question 9
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becomes, Which shift is the right one? To see which one is correct, when 9
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does f(x 2 1) 5 0? When x 5 1, 9
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~ ! ~ ! 3 9
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f x 2 1 5 1 2 1 5 0 9
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So when x 5 1, f(x 2 1). 5 0 That matters because f(x 21) 5 y in this case. 9
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For which graph does y 5 0 when x 5 1? Stated in coordinate grid terms, 9
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which graph has point (0,1)? Only choice (B) contains this point, so it is the 9
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answer. 9
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If you do decide to answer a transformation function problem, save it for 9
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the second pass since these problems take time even when you know exactly 9
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what youre doing. 9
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3-D Geometry 9
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You wont get a pair of those cool glasses to see figures jump off the page, but 9
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harder geometry problems will involve the third dimension. Fortunately, 9
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there are only a few 3-D figures the SAT will expect you to work with. 9
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The first is the rectangular solid. It is the three-dimensional version of the 9
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rectangle, which means that all of its sides are rectangles. Also, like the
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rectangle, faces of a rectangular solid opposite each other are identical. 9
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356 123456789012345678901234567890121234567890123456789012345678 9
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www.petersons.com
Chapter 7: Math SectionEnough Said
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Recall how the rectangle and square are related. The rectangular solid and 9
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the cube are related in a similar fashion. The cube is a special kind of 9
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rectangular solid, namely the kind whose width, height, and length are all 9
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the same.
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Take It to the Next Level
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There is one more 3-D figure to inspect, the cylinder. Think of the cylinder 9
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as a bunch of circles stacked up on top of each other. 9
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Thinking of a cylinder as a bunch of stacked circles provides more than a 9
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good visual. It also gets your brain thinking of 3-D figures as multiple 2-D 9
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figures welded together in some way. The best approach to many 3-D figure
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problems is to treat them like multiple-figure problems. A rectangular solid 9
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is composed of six rectangular faces, but it also has triangles throughout its 9
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interior. 9
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Part III: Reviewing the Sections
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Using these undrawn but present 2-D figures can be the key to answering a 9
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problem like the one below. 9
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16.
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In the figure above, what is the shortest distance from B to F? 9
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A. =14 9
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B. =74 9
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C. 10 9
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D. =102 9
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E. 14 9
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The line BF is definitely the shortest route from B to F? The problem is 9
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figuring out how long BF is. To find this distance, you need to uncover 9
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the triangle BFH. This triangle is not drawn out for you in the diagram, but 9
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you can sketch it yourself or just imagine it. Line BF is the hypotenuse of 9
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right triangle BFH. If we find the two other sides of that triangle, then we 9
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can find BF. You know BH equals 7 since this is the height of the solid. You 9
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can find HF by looking at the bottom rectangle: 9
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H 9
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3
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G
9
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E
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4
9
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F
9
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358 123456789012345678901234567890121234567890123456789012345678 9
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www.petersons.com
Chapter 7: Math SectionEnough Said
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HF is the hypotenuse of the 3-4-5 triangle, so it is 5. Now you can try to 9
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find BF, 9
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B 9
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7 9
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F H 9
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5 9
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Take It to the Next Level
Note
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You should not be surprised that a 3-4-5 right triangle just happens to 9
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appear in a place where you can use it. That sort of coincidence is 9
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what the SAT Math section is all about. 9
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BF is the hypotenuse of this triangle. Using the Pythagorean theorem, 9
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2 2 2
c 5 a 1 b
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~BF!2 5 ~HF!2 1 ~BH!2 9
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~ 2
BF! 5 5 1 7 2 2 9
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2 9
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~BF! 5 25 1 49 9
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2
~BF! 5 74 9
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BF 5 =74 9
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If you see a cube in a problem, dont see only the six squares that form its 9
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faces. Imagine all the other geometric forms that can be easily created. For 9
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example, drawing a diagonal on a face of the cube creates two 45-45-90 9
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triangles. The key to answering a 3-D geometry problem often lies in finding 9
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these hidden figures. 9
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Averages 9
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There is another kind of average; it involves a conceptual wrinkle. It is
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called a weighted average. Consider the example below to see how a 9
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weighted average differs from a straightforward average. 9
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In a group of 12 adults, 7 are 25 years old, and 5 are 32 years old. What is 9
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the average (arithmetic mean) of these 12 adults? 9
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Part III: Reviewing the Sections
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In the averages you worked previously, you were given a number set. You 9
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added up the numbers and then divided by the number of numbers in the set. 9
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Here you are only given two numbers, 25 and 32, but the average is not just 9
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32 1 25 9
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because there are more 25-year-olds than 32-year-olds. In this 9
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2 9
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sense, 25 should have a greater weight in the average of the two numbers. 9
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You can give it the greater weight a few different ways, but the most 9
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straightforward is to multiply each age by the number at that age, and 9
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divide by the entire number of the group: 9
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7~25! 1 5~32! 175 1 160 335 9
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average 5 5 5 ' 27.92 9
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12 12 12 9
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The age 25 was weighted more than the age 32 because there were more 9
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25-year-olds than 32-year-olds. 9
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You can still think of this weighted average as a regular average. You just 9
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took the average of the set {25, 25, 25, 25, 25, 25, 25, 32, 32, 32, 32, 32}. 9
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Matrices 9
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The word matrix probably conjures up images of a black-suited Keanu 9
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Reeves and a scowling Lawrence Fishburne. Put those images aside for the 9
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123456789012345678901234567890121234567890123456789012345678
moment. 9
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Matrices are queer little math entities that have some interesting applica- 9
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tions if you are into quantum mechanics. But you dont need to worry about 9
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that for the SAT. You will need to be able to identify a matrix and then find 9
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its determinant. Sounds difficult, but it isnt. As for identifying a matrix, 9
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they look like this:
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S D
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a b
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c d
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9
9
9
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The determinant of the above matrix looks like this: 9
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determinant | |
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a b
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c d
5 ad 2 bc
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9
9
9
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Dont worry about what the determinant is, just make sure you understand 9
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how to calculate it. If the illustration is not clear, remember ad 2 bc just 9
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means a times d minus b times c. So if you are asked to find the determinant 9
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123456789012345678901234567890121234567890123456789012345678
just calculate ad 2 bc, the product of one diagonal minus the product of the 9
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other diagonal. 9
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360 123456789012345678901234567890121234567890123456789012345678 9
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www.petersons.com
Chapter 7: Math SectionEnough Said
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15. If D 5 S2 5
26 7
D
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, what is the determinant of D?
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9
9
9
9
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(A) 16 9
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(B) 20 9
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(C) 30 9
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(D) 38 9
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(E) 44 9
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The determinant is ad 2 bc, which in this case is (2)(7) 2 (5)(26) 5 14 2 9
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(230) 5 44. You see, all this talk of determinants and matrices sounds 9
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complicated, but actually calculating the determinant is pretty simple. 9
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WHEW! Your brain should be full of numbers, rules, terms, and definitions.
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You could put the book down, go outside, and congratulate yourself for 9
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Take It to the Next Level
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gaining a ton of knowledge or you could continue with some more word 9
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problems that will help you tackle the new SAT. If you want to tackle some 9
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more . . . 9
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Speed (Rate of Motion) 9
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SAT speed problems are a bit overrated in terms of their difficulty. They all 9
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involve the same familiar formula: 9
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distance 5 rate 3 time 9
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An easier speed problem will involve a single distance, rate, and time. A 9
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tougher speed problem might involve different rates, either: 9
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Two different times over the same distance, or 9
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Two different distances covered in the same time 9
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In either type, apply the basic speed formula to each of the two events, then 9
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solve for the missing information by algebraic substitution. Use the same 9
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approach for any of the following:
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One object making two separate legs of a tripeither in the same 9
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direction or as a round trip
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9
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Two objects moving in the same direction
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Two objects moving in opposite directions 9
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123456789012345678901234567890121234567890123456789012345678 9 361
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Part III: Reviewing the Sections
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Here are two examples, each involving one of the first two scenarios: 9
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10. Janice left her home at 11:00 a.m., traveling along Route 1 at 30 9
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mph. At 1:00 p.m., her brother Richard left home and started after
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her on the same road at 45 mph. At what time did Richard catch up 9
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to Janice? 9
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(A) 2:45 p.m. 9
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(B) 3:00 p.m. 9
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(C) 3:30 p.m. 9
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(D) 4:15 p.m. 9
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(E) 5:00 p.m. 9
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The correct answer is (E). Notice the distance Janice covered is equal to that of 9
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Richardthat is, distance is constant. Letting x equal Janices time, you can 9
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express Richards time as x 2 2. Substitute these values for time and the values 9
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for rate given in the problem into the speed formula for Richard and Janice: 9
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Formula: rate time distance 9
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3 5 9
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Janice: (30)(x) 5 30x 9
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Richard: (45)(x 2 2) 5 45x 2 90 9
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Because the distance is constant, you can equate Janices distance to 9
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Richards, then solve for x: 9
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30x 5 45x 2 90 9
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15x 5 90 9
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x 5 6 9
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Janice had traveled six hours when Richard caught up with her. Because 9
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Janice left at 11:00 a.m., Richard caught up with her at 5:00 p.m. 9
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11. How far in kilometers can Scott drive into the country if he drives 9
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out at 40 kilometers per hour (kph), returns over the same road at 30
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kph, and spends 8 hours away from home, including a 1-hour stop 9
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for lunch? 9
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The correct answer is 120. Scotts actual driving time is 7 hours, which you 9
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must divide into two parts: his time spent driving into the country and his 9
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time spent returning. Letting the first part equal x, the return time is what 9
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remains of the 7 hours, or 7 2 x. Substitute these expressions into the 9
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123456789012345678901234567890121234567890123456789012345678
motion formula for each of the two parts of Scotts journey: 9
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Formula: rate 3 time 5 distance 9
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Going: (40)(x) 5 40x 9
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Returning: (30)(7 2 x) 5 210 2 30x 9
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362 123456789012345678901234567890121234567890123456789012345678 9
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www.petersons.com
Chapter 7: Math SectionEnough Said
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Because the journey is round trip, the distance going equals the distance 9
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returning. Simply equate the two algebraic expressions, then solve for x: 9
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40x 5 210 2 30x 9
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70x 5 210 9
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x53 9
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Scott traveled 40 mph for 3 hours, so he traveled 120 miles. 9
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Regardless of the type of motion problem youre solving you should always 9
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start with the same task: set up two distinct equations patterned after the 9
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simple motion formula (r 3 t 5 d). 9
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Take It to the Next Level
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Rates of Work 9
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Work problems involve one or more workers (people or machines) 9
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accomplishing a task. In work problems, theres an inverse relationship 9
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between the number of workers and the time that it takes to complete the 9
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jobin other words, the more workers, the quicker the job gets done. 9
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Heres the basic formula for solving a work problem: 9
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A A 9
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1 51 9
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x y 9
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In this formula, x and y represent the time needed for each of two workers, 9
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x and y, to complete the job alone (individually), and A represents the time 9
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it takes for both x and y to complete the job working in the aggregate
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(together). So, each fraction represents the portion of the job completed by 9
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a worker. The sum of the two fractions must be 1, if the job is completed. 9
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Regardless of which rateindividual or aggregateyou need to determine, 9
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a typical SAT work problem is a no-brainer if you know the formula. Just
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plug in what you know and solve for the unknown variable. The only 9
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curveball the SAT might throw at you is where one worker operates
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counter-productively to the other. You handle this scenario by subtracting 9
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one fraction from the other instead of adding them togetheras in the 9
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following example: 9
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Part III: Reviewing the Sections
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12. A certain tank holds a maximum of 450 cubic meters of water. If a 9
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hose can fill the tank at a rate of 5 cubic meters per minute, but the 9
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tank has a hole through which a constant cubic meter of water 9
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escapes every two minutes, how long does it take to fill the tank to
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its maximum capacity? 9
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(A) 81 minutes
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(B) 90 minutes 9
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(C) 100 minutes 9
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(D) 112 minutes 9
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(E) 125 minutes 9
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The correct answer is (C). In this problem, the hole (which is the second 9
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worker) is acting counter-productively, so you must subtract its rate from 9
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the hoses rate to determine the aggregate rate of the hose and the hole. The 9
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hose alone takes 90 minutes to fill the tank. The hole alone empties a full 9
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tank in 900 minutes. Plug these values into our slightly modified formula, 9
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then solve for A: 9
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A A 9
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2 51 9
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90 900 9
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10A A 9
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51 9
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900
2
900 9
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10A 2 A 9
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51 9
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900 9
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9A 9
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51 9
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900 9
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9A 5 900
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A 5 100 9
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It takes 100 minutes to fill the tank to its maximum capacity. 9
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364 123456789012345678901234567890121234567890123456789012345678 9
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www.petersons.com
Chapter 7: Math SectionEnough Said
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Mixtures 9
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In SAT mixture problems, you combine substances with different character- 9
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istics, resulting in a particular mixture or proportion, usually expressed as 9
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percentages. Substances are measured and mixed by either volume or 9
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weightbut not by number (quantity). 9
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13. How many quarts of pure alcohol must you add to 15 quarts of a 9
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solution that is 40% alcohol to strengthen it to a solution that is 9
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50% alcohol?
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(A) 2.5 9
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(B) 3.0 9
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(C) 3.25 9
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Take It to the Next Level
(D) 3.5
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(E) 4.0 9
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The correct answer is (B). The original amount of alcohol is 40% of 15. 9
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Letting x equal the number of quarts of alcohol that you must add to achieve 9
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a 50% alcohol solution, .4(15) 1 x equals the amount of alcohol in the 9
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solution after adding more alcohol. You can express this amount as 50% of 9
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(15 1 x). Thus, you can express the mixture algebraically as follows: 9
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(.4)(15) 1 x 5 (.5)(15 1 x) 9
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6 1 x 5 7.5 1 .5x 9
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.5x 5 1.5 9
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x 5 3
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You must add 3 quarts of alcohol to obtain a 50% alcohol solution. 9
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Ages 9
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Age problems ask you to compare ages of two or more people at different 9
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points in time. In solving age problems, you might have to represent a
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persons age at the present time, several years from now, or several years 9
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ago. Any age problem allows you to set up equations to relate the ages of 9
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two or more people, as in the following example: 9
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14. Freds age is twice what Geris age was 8 years ago, and Hollys age 9
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is five years greater than Geris age will be 1 year from now. If the 9
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total age of Fred, Geri, and Holly is 50, what is Freds age in years? 9
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123456789012345678901234567890121234567890123456789012345678 9 365
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Part III: Reviewing the Sections
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The correct answer is 14. Freds age can be expressed in terms of Geris, and 9
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Geris age can be expressed in terms of Hollys: 9
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F 5 2(G 2 8) 9
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H5G16 9
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Given that the total age of F, G, and H is 50, substitute these two 9
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expressions for F and G in the equation F 1 G 1 H 5 50, then solve for G: 9
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2~G 2 8! 1 G 1 (G 1 6) 5 50 9
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2G 2 16 1 G 1G 16 5 50 9
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4G 2 10 5 50 9
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4G 5 60 9
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G 5 15 9
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To find F, substitute 15 for G in the equation F 5 2(G 2 8): 9
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F 5 2(15 2 8) 9
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F 5 14 9
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Interest on Investment 9
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Tougher SAT investment problems usually involve interest and require more 9
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than simply calculating interest earned on a given principal amount at a 9
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123456789012345678901234567890121234567890123456789012345678
given rate. They usually call for you to set up and solve an algebraic 9
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123456789012345678901234567890121234567890123456789012345678
equation. When handling these problems, its best to eliminate percent signs 9
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(or multiply by 100 to eliminate decimals).
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15. Dr. Kramer plans to invest $20,000 in an account paying 6% interest 9
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annually. How much more must she invest at the same time at 3% so 9
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that her total annual income during the first year is 4% of her entire
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123456789012345678901234567890121234567890123456789012345678
investment? 9
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(A) $32,000 9
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(B) $36,000 9
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(C) $40,000
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(D) $47,000 9
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(E) $49,000 9
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366 123456789012345678901234567890121234567890123456789012345678 9
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www.petersons.com
Chapter 7: Math SectionEnough Said
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The correct answer is (C). Letting x equal the amount invested at 3%, you 9
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can express Dr. Kramers total investment as 20,000 1 x. The interest on 9
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$20,000 plus the interest on the additional investment equals the total 9
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interest from both investments. You can state this algebraically as follows:
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123456789012345678901234567890121234567890123456789012345678
.06(20,000) 1 .03x 5 .04(20,000 1 x) 9
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Multiply all terms by 100 to eliminate decimals, then solve for x: 9
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6(20,000) 1 3x 5 4(20,000 1 x) 9
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120,000 1 3x 5 80,000 1 4x 9
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40,000 5 x 9
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She must invest $40,000 at 3% for her total annual income to be 4% of her 9
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123456789012345678901234567890121234567890123456789012345678 9
Take It to the Next Level
total investment ($60,000).
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123456789012345678901234567890121234567890123456789012345678
In solving SAT investment problems, by all means size up the question to 9
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make sure your calculated answer appears to be in the right ballpark. But 9
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dont rely on your intuition to derive a precise solution. Interest problems 9
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can be misleading. For instance, you might have guessed that Dr. Kramer 9
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would need to invest more than twice as much at 3% than at 6% to lower 9
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the overall interest rate to 4%. Not true! 9
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Now that you have the information you need to succeed, all that remains is 9
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to get some practice answering SAT-like questions in a timed format. Thats 9
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what the next three chapters of this book are for. 9
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Part
IV
Taking
Three Practice Tests
Chapter 8: Preface to the Practice Tests 370
Practice Test 1 373
Answers and Explanations 419
Practice Test 2 455
Answers and Explanations 499
Practice Test 3 537
Answers and Explanations 576
Chapter 9: A Final WordWhew 599
PART IV
Chapter
8
Preface to the Practice Tests
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The three practice tests in this book should be used to test-drive the new
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strategies and ideas youve learned. Its important that you dont just jump 9
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to these questions and start answering them before reading all that came 9
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before. To truly maximize your score, you should approach these tests with 9
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the attitude that you will use them to try out the various points and ideas 9
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covered in the earlier chapters of this book. Doing this will help you absorb 9
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the material discussed and make you a better SAT test-taker. 9
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Make sure you take only one test at a time, and then look over the 9
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explanations to the answers. Everyone will want to read the explanations 9
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for the questions that they miss, but its also a good idea to look at the 9
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answers for the other questions as well. The explanations can give you ideas 9
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about different ways to approach a problem. 9
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Do your best, and remember that the goal is to learn something from every 9
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missed question, and even from some that you answered correctly. 9
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370
Answer Sheets
1 A
O B
O C
O D
O E
O 6 A
O B
O C
O D
O E
O 11 A
O B
O C
O D
O E
O 16 A
O B
O C
O D
O E
O
SECTION 2 A
O B
O C
O D
O E
O 7 A
O B
O C
O D
O E
O 12 A
O B
O C
O D
O E
O 17 A
O B
O C
O D
O E
O
1 3
4
5
A
O
A
O
A
O
B
O
B
O
B
O
C
O
C
O
C
O
D
O
D
O
D
O
E
O
E
O
E
O
8
9
10
A
O
A
O
A
O
B
O
B
O
B
O
C
O
C
O
C
O
D
O
D
O
D
O
E
O
E
O
E
O
13
14
15
A
O
A
O
A
O
B
O
B
O
B
O
C
O
C
O
C
O
D
O
D
O
D
O
E
O
E
O
E
O
18
19
20
A
O
A
O
A
O
B
O
B
O
B
O
C
O
C
O
C
O
D
O
D
O
D
O
E
O
E
O
E
O
1 A
O B
O C
O D
O E
O 7 A
O B
O C
O D
O E
O 12 A
O B
O C
O D
O E
O 17 A
O B
O C
O D
O E
O
SECTION 2 A
O B
O C
O D
O E
O 8 A
O B
O C
O D
O E
O 13 A
O B
O C
O D
O E
O 18 A
O B
O C
O D
O E
O
3 A
O B
O C
O D
O E
O 9 A
O B
O C
O D
O E
O 14 A
O B
O C
O D
O E
O 19 A
O B
O C
O D
O E
O
2 4
5
6
A
O
A
O
A
O
B
O
B
O
B
O
C
O
C
O
C
O
D
O
D
O
D
O
E
O
E
O
E
O
10
11
A
O
A
O
B
O
B
O
C
O
C
O
D
O
D
O
E
O
E
O
15
16
A
O
A
O
B
O
B
O
C
O
C
O
D
O
D
O
E
O
E
O
20
21
A
O
A
O
B
O
B
O
C
O
C
O
D
O
D
O
E
O
E
O
1 A
O B
O C
O D
O E
O 9 A
O B
O C
O D
O E
O 17 A
O B
O C
O D
O E
O 24 A
O B
O C
O D
O E
O
2 A
O B
O C
O D
O E
O 10 A
O B
O C
O D
O E
O 18 A
O B
O C
O D
O E
O 25 A
O B
O C
O D
O E
O
SECTION 3 A
O B
O C
O D
O E
O 11 A
O B
O C
O D
O E
O 19 A
O B
O C
O D
O E
O 26 A
O B
O C
O D
O E
O
4 A
O B
O C
O D
O E
O 12 A
O B
O C
O D
O E
O 20 A
O B
O C
O D
O E
O 27 A
O B
O C
O D
O E
O
3 5
6
7
A
O
A
O
A
O
B
O
B
O
C
O
C
O
B
O
D
O
D
O
E
O
E
O
C
O D
O E
O
13
14
15
A
O
A
O
A
O
B
O
B
O
C
O
C
O
B
O
D
O
D
O
E
O
E
O
C
O D
O E
O
21
22
23
A
O
A
O
A
O
B
O
B
O
C
O
C
O
B
O
D
O
D
O
E
O
E
O
C
O D
O E
O
28
29
30
A
O
A
O
A
O
B
O
B
O
B
O
C
O
C
O
C
O
D
O
D
O
D
O
E
O
E
O
E
O
8 A
O B
O C
O D
O E
O 16 A
O B
O C
O D
O E
O
1 A
O B
O C
O D
O E
O 8 A
O B
O C
O D
O E
O 15 A
O B
O C
O D
O E
O 22 A
O B
O C
O D
O E
O
2 A
O B
O C
O D
O E
O 9 A
O B
O C
O D
O E
O 16 A
O B
O C
O D
O E
O 23 A
O B
O C
O D
O E
O
SECTION 3 A
O B
O C
O D
O E
O 10 A
O B
O C
O D
O E
O 17 A
O B
O C
O D
O E
O 24 A
O B
O C
O D
O E
O
4 4
5
6
A
O
A
O
A
O
B
O
B
O
B
O
C
O
C
O
C
O
D
O
D
O
D
O
E
O
E
O
E
O 11
12
13
A
O
A
O
A
O
B
O
B
O
B
O
C
O
C
O
C
O
D
O
D
O
D
O
E
O
E
O
E
O 18
19
20
A
O
A
O
A
O
B
O
B
O
B
O
C
O
C
O
C
O
D
O
D
O
D
O
E
O
E
O
E
O 25
26
27
A
O
A
O
A
O
B
O
B
O
B
O
C
O
C
O
C
O
D
O
D
O
D
O
E
O
E
O
E
O
7 A
O B
O C
O D
O E
O 14 A
O B
O C
O D
O E
O 21 A
O B
O C
O D
O E
O
1 A
O B
O C
O D
O E
O 7 A
O B
O C
O D
O E
O 12 A
O B
O C
O D
O E
O 17 A
O B
O C
O D
O E
O
SECTION 2 A
O B
O C
O D
O E
O 8 A
O B
O C
O D
O E
O 13 A
O B
O C
O D
O E
O 18 A
O B
O C
O D
O E
O
3 A
O B
O C
O D
O E
O 9 A
O B
O C
O D
O E
O 14 A
O B
O C
O D
O E
O 19 A
O B
O C
O D
O E
O
5 4
5
6
A
O
A
O
A
O
B
O
B
O
B
O
C
O
C
O
C
O
D
O
D
O
D
O
E
O
E
O
E
O
10
11
A
O
A
O
B
O
B
O
C
O
C
O
D
O
D
O
E
O
E
O
15
16
A
O
A
O
B
O
B
O
C
O
C
O
D
O
D
O
E
O
E
O
20
21
A
O
A
O
B
O
B
O
C
O
C
O
D
O
D
O
E
O
E
O
371
Answer Sheets
SECTION 1 A
O B
O C
O D
O E
O 5 A
O B
O C
O D
O E
O 9 A
O B
O C
O D
O E
O 13 A
O B
O C
O D
O E
O
2 A
O B
O C
O D
O E
O 6 A
O B
O C
O D
O E
O 10 A
O B
O C
O D
O E
O 14 A
O B
O C
O D
O E
O
6 3
4
A
O
A
O
B
O
B
O
C
O
C
O
D
O
D
O
E
O
E
O
7
8
A
O
A
O
B
O
B
O
C
O
C
O
D
O
D
O
E
O
E
O
11
12
A
O
A
O
B
O
B
O
C
O
C
O
D
O
D
O
E
O
E
O
15
16
A
O
A
O
B
O
B
O
C
O
C
O
D
O
D
O
E
O
E
O
SECTION
For Questions 113:
1
7 Only answers entered in the ovals in each grid area will be scored.
You will not receive credit for anything written in the boxes above the ovals.
2 3 4 5
6 7 8 9 10
11 12 13
372
www.petersons.com
Practice Test
1
Section 1
20 Questions j Time25 Minutes
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12 34567890123456789012345678901212345678901234567890123456789012123456 7
12 34567890123456789012345678901212345678901234567890123456789012123456 7
12 34567890123456789012345678901212345678901234567890123456789012123456 7
1234567890123456789012345678901212345678901234567890123456789012123456 7
12 34567890123456789012345678901212345678901234567890123456789012123456
Directions: Read each of the passages carefully, then answer the questions that come after them. 7
12 34567890123456789012345678901212345678901234567890123456789012123456 7
12 34567890123456789012345678901212345678901234567890123456789012123456
The answer to each question may be stated overtly or only implied. You will not have to use 7
12 34567890123456789012345678901212345678901234567890123456789012123456 7
12 34567890123456789012345678901212345678901234567890123456789012123456 7
outside knowledge to answer the questionsall the material you will need will be in the passage
12 34567890123456789012345678901212345678901234567890123456789012123456 7
12 34567890123456789012345678901212345678901234567890123456789012123456
itself. In some cases, you will be asked to read two related passages and answer questions about 7
12 34567890123456789012345678901212345678901234567890123456789012123456 7
12 34567890123456789012345678901212345678901234567890123456789012123456
their relationship to one another. Mark the letter of your choice on your answer sheet. 7
12 34567890123456789012345678901212345678901234567890123456789012123456 7
12 34567890123456789012345678901212345678901234567890123456789012123456 7
12 34567890123456789012345678901212345678901234567890123456789012123456 7
12 34567890123456789012345678901212345678901234567890123456789012123456 7
12 34567890123456789012345678901212345678901234567890123456789012123456 7
12 34567890123456789012345678901212345678901234567890123456789012123456
Musical notes, like all sounds, are a result of 1. In this passage, musical notes are used 7
12 34567890123456789012345678901212345678901234567890123456789012123456 7
12 34567890123456789012345678901212345678901234567890123456789012123456 7
the sound waves created by movement, like the primarily to
12 34567890123456789012345678901212345678901234567890123456789012123456 7
12 34567890123456789012345678901212345678901234567890123456789012123456
rush of air through a trumpet. Musical notes
(A) illustrate the difference between 7
12 34567890123456789012345678901212345678901234567890123456789012123456 7
are very regular sound waves. The qualities of
1234567890123456789012345678901212345678901234567890123456789012123456 human-produced and nonhuman- 7
12 34567890123456789012345678901212345678901234567890123456789012123456
these waveshow much they displace mol- 7
12 34567890123456789012345678901212345678901234567890123456789012123456 produced sound. 7
1234567890123456789012345678901212345678901234567890123456789012123456
ecules, and how often they do sogive the note 7
12 34567890123456789012345678901212345678901234567890123456789012123456
(B) demonstrate the difference between 7
1234567890123456789012345678901212345678901234567890123456789012123456
its particular sound. How much a sound wave 7
12 34567890123456789012345678901212345678901234567890123456789012123456 musical sound and all other sound. 7
12 34567890123456789012345678901212345678901234567890123456789012123456
displaces molecules affects the volume of the 7
1234567890123456789012345678901212345678901234567890123456789012123456
(C) provide an example of sound 7
12 34567890123456789012345678901212345678901234567890123456789012123456
note. How frequently a sound wave reaches 7
1234567890123456789012345678901212345678901234567890123456789012123456 properties common to all sound. 7
1234567890123456789012345678901212345678901234567890123456789012123456
your ear determines whether the note is high- 7
1234567890123456789012345678901212345678901234567890123456789012123456
(D) convey the difference between 7
12 34567890123456789012345678901212345678901234567890123456789012123456
or low-pitched. When scientists describe how 7
1234567890123456789012345678901212345678901234567890123456789012123456 musical pitch and frequency pitch. 7
12 34567890123456789012345678901212345678901234567890123456789012123456
high or low a sound is, they use a numerical 7
1234567890123456789012345678901212345678901234567890123456789012123456
(E) explain the connection between 7
12 34567890123456789012345678901212345678901234567890123456789012123456
measurement of its frequency, such as 440
number and letter names for sounds. 7
12 34567890123456789012345678901212345678901234567890123456789012123456 7
1234567890123456789012345678901212345678901234567890123456789012123456
vibrations per second, rather than the letters 7
12 34567890123456789012345678901212345678901234567890123456789012123456 7
12 34567890123456789012345678901212345678901234567890123456789012123456 7
musicians use.
12 34567890123456789012345678901212345678901234567890123456789012123456 7
12 34567890123456789012345678901212345678901234567890123456789012123456 7
12 34567890123456789012345678901212345678901234567890123456789012123456 7
1234567890123456789012345678901212345678901234567890123456789012123456 7
12 34567890123456789012345678901212345678901234567890123456789012123456 7
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12 34567890123456789012345678901212345678901234567890123456789012123456 7
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373 GO ON TO THE NEXT PAGE
Part IV: Taking Three Practice Tests
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2. All of the following are true statements 3. The passage cites Walkers interaction 7
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about pitch, according to the passage, with Langston Hughes as 7
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EXCEPT: 7
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(A) instrumental in her early work being 7
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(A) Nonmusical sounds cannot be published. 7
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referred to in terms of pitch. (B) influential in her decision to study at 7
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(B) Pitch is solely determined by the Northwestern University. 7
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frequency of the sound wave. (C) not as important at the time it
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(C) Pitch is closely related to the happened as it is now, due to 7
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vibration of molecules. Hughes fame. 7
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(D) Pitch cannot be accurately described (D) a great encouragement for Walkers 7
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with letter names. confidence as a poet. 7
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(E) Humans perception of pitch is not (E) important to her choice to study at
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affected by the intensity of the New Orleans University. 7
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sound wave. 7
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4. The passage suggests that Walkers 7
122Line
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Margaret Walker, who would become 7
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decision to become a poet 7
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one of the most important twentieth- 7
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century African-American poets, was (A) occurred before she entered college. 7
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born in Birmingham, Alabama, in 1915. (B) was primarily a result of her interac- 7
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12(5) 7
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Her parents, a minister and a music tion with Hughes. 7
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teacher, encouraged her to read poetry (C) was not surprising, given her 7
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and philosophy even as a child. Walker upbringing. 7
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completed her high school education at (D) occurred after her transfer to 7
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Northwestern University. 7
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Gilbert Academy in New Orleans and 7
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12(10) (E) was sudden and immediately 7
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went on to attend New Orleans Univer- 7
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successful. 7
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sity for two years. It was then that the
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important Harlem Renaissance poet 7
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Langston Hughes recognized her talent Questions 510 are based on the following 7
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and persuaded her to continue her 7
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passage.
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7
7
12(15) education in the North. She transferred
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to Northwestern University in Illinois,
Line F. Scott Fitzgerald was a prominent
7
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American writer of the twentieth century. 7
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where she received a degree in English in 7
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This passage comes from one of his short 7
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1935. Her poem, For My People, 7
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stories and tells the story of a young John 7
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which would remain one of her most
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7
1(20) (5) Unger leaving home for boarding school. 7
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important works, was also her first 7
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John T. Unger came from a family 7
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publication, appearing in Poetry maga- 7
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that had been well known in Hadesa 7
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zine in 1937. 7
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small town on the Mississippi Riverfor 7
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several generations. Johns father had 7
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(10) held the amateur golf championship 7
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through many a heated contest; Mrs. 7
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Unger was known from hot-box to 7
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hot-bed, as the local phrase went, for 7
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374 1234567890123456789012345678901212345678901234567890123456789012123456 7
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www.petersons.com
TEST 1
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her political addresses; and young John So the old man and the young shook 7
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(15) T. Unger, who had just turned sixteen, hands, and John walked away with tears 7
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had danced all the latest dances from streaming from his eyes. Ten minutes 7
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New York before he put on long trou- later he had passed outside the city limits 7
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sers. And now, for a certain time, he was (60) and he stopped to glance back for the last 7
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to be away from home. time. Over the gates the old-fashioned 7
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(20) That respect for a New England Victorian motto seemed strangely 7
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education which is the bane of all attractive to him. His father had tried
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time and time again to have it changed to 7
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provincial places, which drains them 7
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yearly of their most promising young (65) something with a little more push and
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men, had seized upon his parents. verve about it, such as HadesYour 7
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Opportunity, or else a plain Welcome 7
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(25) Nothing would suit them but that he 7
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should go to St. Midass School near sign set over a hearty handshake pricked
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out in electric lights. The old motto was a 7
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BostonHades was too small to hold 7
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their darling and gifted son. Now in (70) little depressing, Mr. Unger had
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Hadesas you know if you ever have thoughtbut now ... 7
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been therethe names of the more So John took his look and then set 7
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(30)
7
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fashionable preparatory schools and his face resolutely toward his destination. 7
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colleges mean very little. The inhabitants And, as he turned away, the lights of 7
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have been so long out of the world that, (75) Hades against the sky seemed full of a 7
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though they make a show of keeping warm and passionate beauty. 7
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(35) up-to-date in dress and manners and 7
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literature, they depend to a great extent 7
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5. The tone of line 28 can best be described as 7
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on hearsay, and a function that in Hades
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(A) compassionate. 7
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would be considered elaborate would 7
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(B) sincere. 7
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doubtless be hailed by a Chicago
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(C) sardonic. 7
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(40) beef-princess as perhaps a little tacky. 7
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(D) dismayed. 7
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John T. Unger was on the eve of
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(E) understated. 7
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departure. Mrs. Unger, with maternal 7
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fatuity, packed his trunks full of linen 7
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6. The Chicago beef-princess (lines 3940) 7
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suits and electric fans, and Mr. Unger 7
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can best be described as representing the 7
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(45) presented his son with an asbestos 7
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Chicago upper class by way of which 7
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pocket-book stuffed with money. 7
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Remember, you are always welcome
literary device? 7
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here, he said. You can be sure, boy, (A) Anachronism 7
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that well keep the home fires burning. (B) Simile 7
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(50) I know, answered John huskily. (C) Apostrophe 7
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Dont forget who you are and where (D) Metaphor 7
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you come from, continued his father (E) Neologism 7
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proudly, and you can do nothing to 7
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harm you. You are an Ungerfrom 7
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(55) Hades.
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GO ON TO THE NEXT PAGE
Part IV: Taking Three Practice Tests
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7. The phrase maternal fatuity (line 10. The names Hades, St. Midas, and Unger 7
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4243), suggests that suggest that the passage can be considered 7
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a(n) 7
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(A) John will not need linen suits and 7
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electric fans at St. Midass. (A) epic poem. 7
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(B) Johns mother packed frantically and (B) euphemism. 7
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ineffectively. (C) aphorism. 7
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(C) Johns mother was excessively (D) satire.
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doting. (E) allegory. 7
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(D) John resented his mother packing for 7
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him. Questions 1120 are based on the following 7
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(E) John never enjoyed linen suits or passage. 7
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electric fans. 7
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This passage discusses the work of Abe Kobo, a 7
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8. From the conversation between John and Japanese novelist of the twentieth century. 7
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his father in paragraphs 36, it can be 7
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Line Abe Kobo is one of the great writers of 7
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inferred that John feels 7
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postwar Japan. His literature is richer, 7
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(A) rejected and angry. less predictable, and wider-ranging than 7
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(B) melancholic but composed. that of his famed contemporaries, 7
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Mishima Yukio and Nobel laureate Oe 7
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(C) impassive and indifferent. (5)
7
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Kenzaburo. It is infused with the passion 7
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(D) resigned but filled with dread. 7
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and strangeness of his experiences in 7
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(E) relieved but apprehensive. 7
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Manchuria, which was a Japanese colony 7
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9. Johns meditation on the towns sign in on mainland China before World War II. 7
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paragraph 6 serves in the passage prima- (10) Abe spent his childhood and much of his 7
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rily to suggest a contrast between youth in Manchuria, and, as a result, 7
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the orbit of his work would be far less 7
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(A) Johns love of Victorian things and
controlled by the oppressive gravitational 7
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his fathers love of modern things. 7
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pull of the themes of furusato (home- 7
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(B) his fathers commercialism and 7
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(15) town) and the emperor than his contem- 7
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Johns sentimentality. 7
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poraries. 7
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(C) Johns previous role as a part of the 7
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Abe, like most of the sons of Japa- 7
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town and his new role as nostalgic 7
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nese families living in Manchuria, did 7
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outsider. 7
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(D) his fathers naivety and Johns
return to Japan for schooling. He entered 7
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medical school in Tokyo in 1944just in 7
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pragmatism.
(20)
7
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time to forge himself a medical certificate 7
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(E) the old-fashioned atmosphere in the 7
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claiming ill health; this allowed him to 7
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town before Johns father influenced 7
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avoid fighting in the war that Japan was 7
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it and its current modernity. 7
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already losing and return to Manchuria. 7
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(25) When Japan lost the war, however, it also 7
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lost its Manchurian colony. The Japanese 7
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living there were attacked by the Soviet 7
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Army and various guerrilla bands. They 7
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www.petersons.com
TEST 1
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suddenly found themselves refugees, accurate to say that the novel simply 7
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(30) desperate for food. Many unfit men were marked a turning point in his career, 7
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abandoned in the Manchurian desert. At when Abe turned away from the experi- 7
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this apocalyptic time, Abe lost his father (75) mental and heavily political work of his 7
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to cholera. earlier career. Fortunately, he did not 7
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He returned to mainland Japan once then turn to furusato and the emperor
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(35) more, where the young were turning to after all, but rather began a somewhat 7
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Marxism as a rejection of the militarism more realistic exploration of his continu-
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of the war. After a brief, unsuccessful (80) ing obsession with homelessness and 7
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stint at medical school, he became part of alienation. Not completely a stranger to
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his earlier commitment to Marxism, Abe 7
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a Marxist group of avant-garde artists. 7
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(40) His work at this time was passionate and turned his attention, beginning in the 7
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outspoken on political matters, adopting sixties, to the effects on the individual of
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black humor as its mode of critique. (85) Japans rapidly urbanizing, growth- 7
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During this time, Abe worked in the driven, increasingly corporate society.
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genres of theater, music, and photogra- 7
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phy. Eventually, he mimeographed fifty 7
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(45) 11. The word infused in line 6 most closely 7
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copies of his first published literary 7
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means 7
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work, entitled Anonymous Poems, in 7
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1947. It was a politically charged set of (A) illuminated. 7
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poems dedicated to the memory of his (B) saturated. 7
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(50) father and friends who had died in (C) influenced. 7
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Manchuria. Shortly thereafter, he (D) bewildered. 7
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published his first novel, For a Signpost (E) nuanced.
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at the End of a Road, which imagined 7
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12. The author refers to the orbit of Abes 7
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another life for his best friend who had 7
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work (lines 1213) to emphasize that 7
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(55) died in the Manchurian desert. Abe was 7
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also active in the Communist Party, (A) his work covers a wide range of
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organizing literary groups for working- themes. 7
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men. (B) the emperor is often compared to a 7
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Unfortunately, most of this radical sun.
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(60) early work is unknown outside Japan C. Abes travels were the primary 7
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and underappreciated even in Japan. In themes in his work.
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early 1962, Abe was dismissed from the D. Abes work is so different from his 7
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Japanese Liberalist Party. Four months contemporaries that it is like 7
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later, he published the work that would another solar system. 7
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(65) blind us to his earlier oeuvre, Woman in (E) conventional themes can limit an 7
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the Dunes. It was director Teshigahara authors individuality. 7
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Hiroshis film adaptation of Woman in 7
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the Dunes that brought Abes work to 7
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the international stage. The movies fame 7
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(70) has wrongly led readers to view the novel
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as Abes masterpiece. It would be more 7
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GO ON TO THE NEXT PAGE
Part IV: Taking Three Practice Tests
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7
7
1213. From the sentence beginning He entered 16. Which of the following does the passage
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medical school. . . in lines 1924, it can present as a fact? 7
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be inferred that 7
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(A) Abe was a better playwright than 7
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(A) Abe entered medical school because novelist. 7
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he was sick. (B) Abes early work was of greater 7
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(B) sick people were sent to Manchuria quality than his later work. 7
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during World War II. (C) The group of avant-garde artists of
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(C) Abe wanted to help the ill and which Abe was a part were influ- 7
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injured in World War II, rather than enced by Marxism. 7
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fight. (D) The themes of furusato and the 7
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(D) illness would excuse one from emperor have precluded Japanese 7
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military duty in World War II Japan. literature from playing a major role
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(E) Abe never intended to practice in world literature. 7
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medicine. (E) Abes work is richer than his 7
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contemporaries because he included 7
12214.
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The author uses the word apocalyptic autobiographical elements. 7
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to emphasize that 7
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17. The phrase blind us in lines 6566 7
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(A) Manchuria suffered intensely as a 7
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refers to the 7
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result of the use of nuclear weapons 7
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in World War II. (A) absence of film adaptations for Abes 7
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(B) Abe was deeply affected by the loss other novels. 7
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of his father. (B) excessive critical attention to Abes 7
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(C) there was massive famine in Man- novel, Woman in the Dunes. 7
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churia at the end of World War II. (C) difficulty in reconciling Woman in 7
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(D) postwar Manchuria experienced the Dunes and other later works 7
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exhilarating change. with the form and content of his 7
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(E) conditions in Manchuria after World earlier works. 7
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War II were generally horrific. (D) challenge of interpreting Abes more 7
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experimental works.
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7
7
1 15.
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The word avant-garde (line 39) could (E) overwhelming power of Abes novel, 7
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best be replaced by Woman in the Dunes. 7
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(A) experimental. 7
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(B) dramatic. 7
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(C) novel. 7
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(D) profound. 7
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(E) realistic. 7
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378 1234567890123456789012345678901212345678901234567890123456789012123456 7
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www.petersons.com
TEST 1
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18. The authors main purpose in the passage 20. The authors attitude toward Marxism 7
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is to can best be described as 7
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(A) defend Abes later works against the (A) contemptuous derision. 7
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prevalent criticism of it. (B) reverent espousal. 7
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(B) advocate for Abes work over that of (C) skeptical tolerance.
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his contemporaries. (D) respectful interest. 7
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(C) explain the differences between Abes (E) restrained impatience.
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earlier and later works. 7
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(D) argue that Abe is an even greater 7
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writer and artist than generally
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perceived. 7
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(E) demonstrate that Abes work became
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less interesting after he left Manchu- 7
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ria. 7
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19. The author of the passage is most likely a 7
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(A) film critic. 7
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(B) literary critic.
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(C) avant-garde artist. 7
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(D) translator.
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(E) novelist. 7
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12
STOP
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Do not proceed to the next section until time is up.
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7
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Section 2
21 Questions j Time25 Minutes
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Directions: Solve the following problems using any available space on the page for scratchwork. 7
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Mark the letter of your choice on the answer sheet that best corresponds to the correct answer. 7
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Notes: 7
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1. You may use a calculator. All of the numbers used are real numbers. 7
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2. You may use the figures that accompany the problems to help you find the solution. Unless 7
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the instructions say that a figure is not drawn to scale, assume that it has been drawn 7
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accurately. Each figure lies in a plane unless the instructions say otherwise. 7
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Reference Information
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r 2x
45 2s
7
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w r 60 x s 7
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h h h b c 7
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45
7
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w 7
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A 5 pr 2 b a 3x s 7
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1 7
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C 5 2pr A 5 ,w 2 2 2 2
A 5 bh V 5 ,wh V 5 pr h c 5 a 1 b Special Right Triangles 7
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2 7
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The number of degrees of arc in a circle is 360. 7
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The measure in degrees of a straight angle is 180. 7
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The sum of the measures in degrees of the angles of a triangle is 180.
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1. What percentage of 75 is 12? 2. If a circle is inscribed in a square of area 7
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36, what is the area of the circle? 7
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(A) 8% 7
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(B) 12% (A) 36p 7
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(C) 16% (B) 24p 7
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(D) 18% (C) 12p
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(E) 20% (D) 9p 7
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(E) 6p 7
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380
TEST 1
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3. Which of the following could have a slope 4. The first four terms of a series are 1, 4, 9, 7
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of one? and 16. What is the eight term of this 7
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series? 7
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(A) 7
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(A) 49 7
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(B) 56
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(C) 64 7
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(D) 72
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(E) 81 7
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5. 7
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(B) 7
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What is the area of the above parallelo- 7
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gram? 7
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(A) 16 7
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(B) 18 7
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(C) 7
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(C) 22
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(D) 24 7
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(E) 32 7
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6. Which of the following fractions has the 7
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greatest reciprocal? 7
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2 7
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(A) 7
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(D) 9 7
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4 7
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(B) 7
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5 7
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7 7
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(C) 7
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3 7
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2 7
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(D) 7
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3
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3 7
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(E) 7
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(E) 7
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13
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GO ON TO THE NEXT PAGE
Part IV: Taking Three Practice Tests
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7. 9. 7
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According to the chart above, Company B 7
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produced approximately how many more 7
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widgets than Company A? 7
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(A) 75,000 7
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(B) 150,000 7
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(C) 225,000 7
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If a 60 and c 50 then x = 7
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5 5
(D) 300,000 7
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(A) 40 (E) 375,000 7
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(B) 65 7
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x
(C) 75 10. If x is odd, and x is an integer, then the
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(D) 85 value of x must be 7
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(E) 110 7
(A) odd.
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(B) even. 7
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@~ 2 2 21 22
! # 7
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8. 2 1 2 5
(C) less than one. 7
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1 (D) an irrational number. 7
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(A) 7
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64 (E) None of the above. 7
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1 7
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(B) 7
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16 7
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1 7
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(C) 7
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8 7
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(D) 16 7
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(E) 64 7
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382 1234567890123456789012345678901212345678901234567890123456789012123456 7
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www.petersons.com
TEST 1
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The following description applies to questions 14. If the determinant of this matrix is 26, 7
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1113. what is the value of n? 7
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12
12
12
The factorial of a number is the product of all
S D
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n 4
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the integers from one to the number. For 5 27
7
7
7
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example, 5 factorial is 5 3 4 3 3 3 2 3 1. The 7
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notation for a factorial is the number followed (A) 22 7
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by an exclamation point. 3 7
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(B) 25 7
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Thus 5! 5 5 3 4 3 3 3 2 3 1. 5
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(C) 27 7
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6! 7
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11. 5 (D) 28 7
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3! 7
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3 7
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(A) 2 7
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(E) 28
4 7
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(B) 16
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(C) 30 7
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15. If p 1 q 5 2q 1 6, which of the following 7
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(D) 88 7
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statements must be true? 7
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(E) 120 7
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I. p is even 7
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If f(x) (x!)2
then f(3) II. q is even 7
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12. 5 5
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III. pq is even 7
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(A) 16 7
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(B) 36 (A) I only 7
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(C) 172 (B) II only 7
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(D) 1080 (C) II and III only 7
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(E) 6282 (D) I, II, and III
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(E) None 7
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13. If y 1 2 5 x , and y and x are integers,
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y! 16. 7
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then 5 7
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x!
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1 7
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(A) 7
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~y 1 2!~y 1 1! 7
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(B) y 7
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1 For the above graph, for which values of x 7
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(C) 2 7
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y is y . 0? 7
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y 7
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(A) 23 , 21 and 1 , x , 3 7
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(D) 7
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x (B) x , 23 and 21 , x , 1 and x . 3 7
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(E) y(y 2 1) (C) x , 23 and 1 , x , 3 and x . 3 7
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(D) x . 3 and x . 21 7
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(E) 23 . x . 3
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GO ON TO THE NEXT PAGE
Part IV: Taking Three Practice Tests
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7
7
1217. 19. Raising n2p
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give the result n? 7
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12345678901234567890123456789012123456789012345678901234567890121234562p 7
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The numbers from the number set p 7
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n
(A)
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{9, 11, 12, 15, 16} must be put in the 7
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7
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above boxes according to these condi- (B) n p 7
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tions: 7
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p 7
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Boxes A, C, and D contain numbers (C) 7
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n 7
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divisible by three. 7
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2n 7
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(D) 7
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Box B contains a prime number. p 7
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n1p 7
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Which number must be in Box E? 7
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(E) 7
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(A) 9 7
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(B) 11 20. If n is a positive integer and n, n 2 2, and
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(C) 12 n 1 2 are each prime numbers, then the 7
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(D) 15 7
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set of those three numbers is called a 7
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(E) 16 7
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prime triplet. How many different prime 7
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triplets are there where none of the set is 7
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1218. 7
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greater than fifty? 7
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(A) 1 7
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(B) 2 7
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(C) 3 7
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(D) 4 7
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If,AC 5 8, AB 5 4, and D and H are (E) None. 7
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midpoints on CE and AG respectively, 7
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21. If a circle has four tangents, each of which 7
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what percentage of the rectangle is 7
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is perpendicular to two of the other 7
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shaded?
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tangents, then 7
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(A) 12.5% 7
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(A) at most one pair of tangent lines is 7
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(B) 16.33% 7
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parallel. 7
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(C) 20% 7
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(B) at most two pairs of tangent lines are 7
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(D) 25% 7
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parallel. 7
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(E) 30% 7
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(C) all four tangent lines are parallel. 7
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(D) a square is inscribed in the circle.
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(E) one particular diameter could be 7
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perpendicular to all four tangent 7
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lines.
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STOP
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Do not proceed to the next section until time is up.
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7
7
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384 1234567890123456789012345678901212345678901234567890123456789012123456 7
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www.petersons.com
Section 3
30 Questions j Time25 Minutes
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Identifying Sentence Errors 7
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Directions: Mark the letter of your choice on the answer sheet that best corresponds to the 7
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correct answer. 7
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Notes: 7
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1. The following questions test your knowledge of the rules of English grammar, as well as 7
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word usage, word choice, and idioms.
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2. Some sentences are correct, but others contain a single error. No sentence contains more 7
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than one error.
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3. Any errors that occur will be found in the underlined portion of the sentence. Choose the 7
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letter underneath the error to indicate the part of the sentence that must be changed. 7
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4. If there is no error, pick answer choice (E). 7
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5. There will be no change in any parts of the sentence that are not underlined. 7
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1. Despite the enormous voter drive, there 3. The FDA did not conclude that the 7
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A B A 7
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are still many city-dwellers who are not negative side affects of the drug offset the 7
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C B C 7
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registered to vote. No error drugs positive benefits. No error 7
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D E D E 7
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2. Debating the energy bill was the first 4. Over the last decade, the information 7
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A A 7
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order of business for the Senate; to set the industry had grown into a multi-billion- 7
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B C B 7
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calendar for the upcoming session dollar industry that employs tens of
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was to follow. No error (E) thousands of workers. No error 7
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D E E 7
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385 GO ON TO THE NEXT PAGE
Part IV: Taking Three Practice Tests
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5. Reading widely in her field, making herself 8. Of Armigos two films, most critics agree 7
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A B A B 7
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available to students, and that the second is best . No error 7
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1234567890123456789012345678901212345678901234567890123456789012123456 C D E 7
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her sophisticated research paid off for
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9. Most people in the neighborhood 7
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C D 7
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Professor Jackson: she was awarded 7
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agree that it is reasonable for the represen-
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tenure last year. No error A B 7
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tative to not acquiesce to the demands of 7
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E 7
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6. One cannot perform multiple tasks the transit authority. No error 7
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simultaneously if one is easily distracted 7
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10. Although in many ways Canada is a 7
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A B C 7
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by ones surroundings. No error A 7
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D E staunch ally of the United States, 7
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B 7
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7. In many ways emblematic of the sweeping they have made their differences 7
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A C 7
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changes the states agricultural industry known on a number of important issues. 7
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B D 7
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has undergone , strawberry farming No error 7
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C E 7
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had exploded in Central California. 7
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D 7
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No error 7
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E
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www.petersons.com
TEST 1
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Improving Sentences 7
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Directions: 7
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1. The following questions test your knowledge of English grammar, word usage, word 7
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choice, sentence construction, and punctuation.
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2. Every sentence contains a portion that is underlined. 7
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3. Any errors that occur will be found in the underlined portion of the sentence. If you
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believe there is an error, choose the answer choice that corrects the original mistake. 7
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Answer choices (B), (C), (D), and (E) contain alternative phrasings of the underlined
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portion. If the sentence contains an error, one of these alternate phrasings will correct it. 7
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4. Choice (A) repeats the original underlined portion. If you believe the underlined portion 7
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does not contain any errors, select answer choice (A). 7
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5. There will be no change in any parts of the sentence that are not underlined. 7
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11. Her first novel having been published, the 13. After working on his serve for several 7
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author began to take notes for her second. days, rumors circulated that the challenger
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(A) Her first novel having been published
would win the rematch. 7
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(B) Having been her most recent novel (A) After working on his serve for 7
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published several days, rumors circulated that 7
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(C) Her first novel, having been pub- the challenger would win the 7
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lished rematch. 7
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(D) When having had her first novel (B) After working on his serve for 7
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published several days, the challenger circu- 7
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(E) Having published her first novel lated rumors that he would win the 7
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12 34567890123456789012345678901212345678901234567890123456789012123456 rematch. 7
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12. Van Goghs early work has often been (C) Rumors circulated that the chal-
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described as being in sharp contrast with 7
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his later work, despite there is a funda- 7
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mental continuity between the two. (D) After having worked on his serve for 7
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(A) with his later work, despite several days, the rematch was 7
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(B) with his later work; despite the fact rumored to be won by the challenger.
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that (E) After working on his serve for 7
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(C) with his later work, rather,
12 34567890123456789012345678901212345678901234567890123456789012123456 challenger would win the rematch. 7
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(D) with his later work, but 7
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(E) with his later work, notwithstanding
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GO ON TO THE NEXT PAGE
Part IV: Taking Three Practice Tests
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7
7
1214. The artist thought that it was important 16. Coffee shops, which were formerly found
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both to portray the subject truthfully, no only in urban settings and near college 7
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matter the difficulty, and revealing campuses, have been expanding in the last 7
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something new about the subject. few years outside these circumspect 7
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domains. 7
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(A) and revealing something new about 7
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the subject. (A) which were formerly found only in 7
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(B) and so he revealed something new urban settings and near college
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about the subject. campuses 7
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(C) and to reveal something new about (B) being formerly found only in urban 7
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the subject. settings and near college campuses 7
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(C) which have been found formerly only 7
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(D) having thereby revealed something 7
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new about the subject. in urban settings and near college
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(E) and revealing something about the campuses 7
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subject that is new. (D) which were formerly found only in 7
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urban settings or near college 7
12215.
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Max Planck was not only one of the campuses 7
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founders of quantum mechanics, but an (E) that were formerly found only in 7
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accomplished pianist. urban settings and near college 7
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campuses 7
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(A) mechanics, but an accomplished 7
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pianist. 7
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17. Until the Chin dynasty changed this 7
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(B) mechanics; but he was also an 7
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practice, most Chinese intellectuals did 7
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accomplished pianist. 7
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(C) mechanics; and he was also an
not travel to the imperial court but 7
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remained in their native provincial centers. 7
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accomplished pianist. 7
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(D) mechanics, and an accomplished (A) but remained in their native provin- 7
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pianist. cial centers. 7
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(E) mechanics, but also an accomplished (B) and remained in their native provin- 7
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piano. cial centers. 7
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(C) but rather they remained in the 7
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native provinces. 7
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(D) yet they remained in their native
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provincial centers. 7
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(E) but remained in the provinces to 7
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which they were native. 7
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www.petersons.com
TEST 1
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18. The artwork of the late Renaissance was 20. Philology, the study of words, no longer 7
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characterized by a deep sympathy for the exists in academia as a distinct discipline 7
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human subject, often portraying human because it has been subsumed under the 7
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frailties and failings. study of linguistics. 7
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(A) often portraying human frailties and (A) it has been subsumed under the study 7
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failings. of linguistics. 7
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(B) and it often portrayed human (B) it was subsumed in the past under
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frailties and failings. the study of linguistics. 7
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(C) it has been subsumed with the study 7
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(C) human frailties and human failings 7
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being often portrayed. of linguistics.
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(D) although it often portrayed human (D) linguistics previously having sub- 7
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frailties and failings. sumed it.
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(E) though portraying human frailties (E) it had been subsumed under the 7
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and failings. study of linguistics. 7
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19. Pancho Villas raid on Columbus, New 7
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Mexico, which was part of the tumult of 7
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the Mexican revolution, therefore
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prompted a retaliatory expedition led by 7
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General Pershing.
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(A) revolution, therefore prompted a 7
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retaliatory expedition led by General
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Pershing. 7
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(B) revolution, thereby prompting a 7
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retaliatory expedition led by General 7
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Pershing. 7
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(C) revolution, had prompted General 7
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Pershing to lead a retaliatory 7
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expedition. 7
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(D) revolution; a retaliatory expedition 7
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led by General Pershing thereby
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prompted. 7
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(E) revolution, prompted a retaliatory
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expedition led by General Pershing. 7
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GO ON TO THE NEXT PAGE
Part IV: Taking Three Practice Tests
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7
7
12Improving Paragraphs
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Directions: 7
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1. The following questions test your knowledge of paragraph and sentence construction. 7
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2. The following passage is a rough draft of an essay. This rough draft contains various 7
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errors. 7
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12234567890123456789012345678901212345678901234567890123456789012123456 7
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3. Read the rough draft and then answer the questions that follow. Some questions will focus 7
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on specific sentences and ask if there are any problems with that sentences word choice, 7
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12234567890123456789012345678901212345678901234567890123456789012123456
word usage, or overall structure. Other questions will ask about the paragraph itself. 7
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These questions will focus on paragraph organization and development. 7
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1 34567890123456789012345678901212345678901234567890123456789012123456
4. Select the answer that best reflects the rules of English grammar and proper essay and 7
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paragraph writing. 7
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1 34567890123456789012345678901212345678901234567890123456789012123456 7
12234567890123456789012345678901212345678901234567890123456789012123456 7
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12Questions 2125 are based on the following 21. Which of the following offers the best 7
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12passage. combination of sentences 1 and 2 (repro- 7
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1234567890123456789012345678901212345678901234567890123456789012123456 duced below)? 7
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12(1) 7
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An incredible hot-air balloon exhibition 7
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12happened An incredible hot-air balloon exhibition hap- 7
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on September 5, 1862. (2) It was
pened on September 5, 1862. It was given 7
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12given 7
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by Glaisher and Coxwell, two English-
by Glaisher and Coxwell, two Englishmen. 7
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12men. 7
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(3) There was no compressed oxygen for 7
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12them 7
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to breathe in those days. (4) They got so (A) An incredible hot-air balloon 7
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12high 7
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that they couldnt use their limbs. (5) exhibition was given September 5, 7
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12Coxwell 7
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had to open the descending valve with 1862 by Glaisher and Coxwell, two
122his
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teeth. (6) Before Glaisher passed out, he Englishmen. 7
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7
7
1recorded an elevation of twenty-nine thousand (B) An incredibly hot-air balloon
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7
1feet. (7) Many believe they got eight thousand exhibition happened on September 5, 7
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7
7
12feet higher before they began to descend,
34567890123456789012345678901212345678901234567890123456789012123456 1862, given by Glaisher and Cox-
7
1making
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their ascent the highest in the nine-
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well, two Englishmen. 7
7
1teenth
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century. (C) Given by Glaisher and Coxwell, two
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12234567890123456789012345678901212345678901234567890123456789012123456
(8) Now the largest balloon to go up in the
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Englishmen, an incredible hot-air 7
7
1nineteenth
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century was The Giant. (9) The
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balloon exhibition happened on 7
7
1balloon
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held 215,000 cubic feet of air and was
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September 5, 1862. 7
7
1274
1 34567890123456789012345678901212345678901234567890123456789012123456 7
feet wide. (10) It could carry four and a half (D) Glaisher and Coxwell, two English-
122tons
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of cargo. (11) Its flight began in Paris, in
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men, gave an incredible hot-air 7
7
121853,
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with fifteen passengers. (12) All of whom
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balloon exhibition, happening on 7
7
12returned
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safely. (13) The successful trip received September 5, 1862.
122a34567890123456789012345678901212345678901234567890123456789012123456
(E) Two Englishmen, Glaisher and 7
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great deal of national and international press 7
122because
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1 34567890123456789012345678901212345678901234567890123456789012123456 7
many thought the hot-air balloon would Coxwell, gave an incredible hot-air bal-
122become
34567890123456789012345678901212345678901234567890123456789012123456 loon exhibition on September 5, 1862. 7
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a form of common transportation. 7
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1 34567890123456789012345678901212345678901234567890123456789012123456 7
390 1234567890123456789012345678901212345678901234567890123456789012123456 7
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www.petersons.com
TEST 1
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12 34567890123456789012345678901212345678901234567890123456789012123456 7
12 34567890123456789012345678901212345678901234567890123456789012123456
22. Which of the following sentences in the 24. Which of the following is the best way to 7
12 34567890123456789012345678901212345678901234567890123456789012123456 7
12 34567890123456789012345678901212345678901234567890123456789012123456
first paragraph appears to be out of order? combine sentences 9 and 10 (reproduced 7
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12 34567890123456789012345678901212345678901234567890123456789012123456
below)? 7
12 34567890123456789012345678901212345678901234567890123456789012123456
(A) There was no compressed oxygen for 7
12 34567890123456789012345678901212345678901234567890123456789012123456 7
12 34567890123456789012345678901212345678901234567890123456789012123456
them to breathe in those days. The balloon held 215,000 cubic feet of air 7
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12 34567890123456789012345678901212345678901234567890123456789012123456
(B) They got so high that they couldnt and was 74 feet wide. It could handle four 7
12 34567890123456789012345678901212345678901234567890123456789012123456 7
12 34567890123456789012345678901212345678901234567890123456789012123456
use their limbs. and a half tons of cargo. 7
12 34567890123456789012345678901212345678901234567890123456789012123456 7
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(C) Coxwell had to open the descending 7
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(A) The balloon held 215,000 cubic feet 7
12 34567890123456789012345678901212345678901234567890123456789012123456
valve with his teeth. 7
12 34567890123456789012345678901212345678901234567890123456789012123456
of air and was 74 feet wide, which 7
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(D) Before Glaisher passed out, he 7
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could handle four and a half tons of 7
12 34567890123456789012345678901212345678901234567890123456789012123456
recorded an elevation of 29 thousand 7
12 34567890123456789012345678901212345678901234567890123456789012123456
cargo. 7
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feet.
(B) The balloon held 215,000 cubic feet 7
12 34567890123456789012345678901212345678901234567890123456789012123456 7
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(E) Many believe they got 8 thousand
of air and was 74 feet wide, handling 7
12 34567890123456789012345678901212345678901234567890123456789012123456 7
12 34567890123456789012345678901212345678901234567890123456789012123456
feet higher before they began to
four and a half tons of cargo. 7
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descend. 7
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(C) The balloon held 215,000 cubic feet 7
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12 34567890123456789012345678901212345678901234567890123456789012123456
of air and was 74 feet wide; it could 7
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23. Which of the following is the best revision 7
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handle four and a half tons of cargo. 7
12 34567890123456789012345678901212345678901234567890123456789012123456
for sentence 8 (reproduced below)? 7
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(D) The balloon held 215,000 cubic feet 7
12 34567890123456789012345678901212345678901234567890123456789012123456 7
12 34567890123456789012345678901212345678901234567890123456789012123456
Now the largest balloon to go up in the of air and was 74 feet wide, and it 7
12 34567890123456789012345678901212345678901234567890123456789012123456 7
12 34567890123456789012345678901212345678901234567890123456789012123456
nineteenth century was The Giant. could handle four and a half tons of 7
12 34567890123456789012345678901212345678901234567890123456789012123456 7
12 34567890123456789012345678901212345678901234567890123456789012123456
(A) Move in the nineteenth century to cargo. 7
12 34567890123456789012345678901212345678901234567890123456789012123456 7
12 34567890123456789012345678901212345678901234567890123456789012123456
the beginning of the sentence and (E) The balloon held 215,000 cubic feet 7
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12 34567890123456789012345678901212345678901234567890123456789012123456
delete Now of air and was 74 feet wide, but it 7
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12 34567890123456789012345678901212345678901234567890123456789012123456
(B) Add a comma after Now. could carry four and a half tons of 7
12 34567890123456789012345678901212345678901234567890123456789012123456 7
12 34567890123456789012345678901212345678901234567890123456789012123456
(C) Begin the sentence with Moreover, cargo. 7
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(D) Delete now. 7
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25. Which of the following is the best way to 7
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(E) Replace to go up with exhibition. 7
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revise sentences 11 and 12 (reproduced 7
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below)? 7
12 34567890123456789012345678901212345678901234567890123456789012123456 7
12 34567890123456789012345678901212345678901234567890123456789012123456 7
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Its flight began in Paris, in 1853, with 7
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fifteen passengers. All of whom returned
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safely. 7
12 34567890123456789012345678901212345678901234567890123456789012123456 7
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12 34567890123456789012345678901212345678901234567890123456789012123456
(A) Replace whom with who. 7
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12 34567890123456789012345678901212345678901234567890123456789012123456
(B) Make the second sentence read 7
12 34567890123456789012345678901212345678901234567890123456789012123456 7
1234567890123456789012345678901212345678901234567890123456789012123456 7
Who all returned safely.
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(C) Delete of 7
12 34567890123456789012345678901212345678901234567890123456789012123456 7
12 34567890123456789012345678901212345678901234567890123456789012123456
(D) Replace the period at the end of 7
12 34567890123456789012345678901212345678901234567890123456789012123456 7
12 34567890123456789012345678901212345678901234567890123456789012123456
sentence 11 with a comma. 7
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12 34567890123456789012345678901212345678901234567890123456789012123456
(E) Delete the period at the end of 7
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12 34567890123456789012345678901212345678901234567890123456789012123456
sentence 11 and change returned 7
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12 34567890123456789012345678901212345678901234567890123456789012123456
to returning 7
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1234567890123456789012345678901212345678901234567890123456789012123456 7
12 34567890123456789012345678901212345678901234567890123456789012123456 7
1234567890123456789012345678901212345678901234567890123456789012123456 7
1234567890123456789012345678901212345678901234567890123456789012123456 7 391
12345678901234567890123456789012123456789012345678901234567890121234567
GO ON TO THE NEXT PAGE
Part IV: Taking Three Practice Tests
12345678901234567890123456789012123456789012345678901234567890121234567
1234567890123456789012345678901212345678901234567890123456789012123456 7
12234567890123456789012345678901212345678901234567890123456789012123456
34567890123456789012345678901212345678901234567890123456789012123456
7
7
12Questions 2630 are based on the following 26. Which of the following is the revision of
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34567890123456789012345678901212345678901234567890123456789012123456
7
7
12passage. sentence 4 (reproduced below)?
1 34567890123456789012345678901212345678901234567890123456789012123456 7
12234567890123456789012345678901212345678901234567890123456789012123456
34567890123456789012345678901212345678901234567890123456789012123456 One of the officials from the literacy pro- 7
7
12(1)
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On my nineteenth birthday, I began my trip
34567890123456789012345678901212345678901234567890123456789012123456 gram I was working was there to meet me. 7
7
12to
1 34567890123456789012345678901212345678901234567890123456789012123456 7
Mali, West Africa. (2) Some 24 hours later I
122arrived
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in Bamako, the capital of Mali. (3) The
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(A) As it is now. 7
7
12sun
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had set and the night was starless. (4) One
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(B) One of the literacy program I was 7
7
1of
12234567890123456789012345678901212345678901234567890123456789012123456
the officials from the literacy program I was
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workings officials was there to meet 7
7
12working
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was there to meet me. (5) After the
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me. 7
7
12melee
1 34567890123456789012345678901212345678901234567890123456789012123456 7
in the baggage claim, we proceeded to his (C) There, was one of the officials from
122car.
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1234567890123456789012345678901212345678901234567890123456789012123456
(6) Actually, it was a truck. (7) I was soon
34567890123456789012345678901212345678901234567890123456789012123456
the literacy program I was working 7
7
12to learn that most people in Mali that had to meet me.
1234567890123456789012345678901212345678901234567890123456789012123456
34567890123456789012345678901212345678901234567890123456789012123456
7
7
1automobiles actually had trucks or SUVs. (8) (D) One of the officials from the literacy
12234567890123456789012345678901212345678901234567890123456789012123456
34567890123456789012345678901212345678901234567890123456789012123456
7
7
12Apparently, there not just a convenience but a program where I worked had been
1234567890123456789012345678901212345678901234567890123456789012123456
34567890123456789012345678901212345678901234567890123456789012123456
7
7
12necessity when you live on the edge of the there to meet me.
1 34567890123456789012345678901212345678901234567890123456789012123456 7
122Sahara.
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(9) I threw my bags into the bed of the (E) One of the officials from the literacy 7
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12truck, 7
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and hopped in to the back of the cab. program where I would be working 7
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12(10) 7
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Riding to my welcome dinner, I stared out was there to meet me. 7
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12the 7
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windows of the truck and took in the city. 7
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12(11) 7
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It was truly a foreign land to me, and I 27. Which of the following is the best way to 7
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12knew 7
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that I was an alien there. (12) What am revise sentence 7 (reproduced below)? 7
12I34567890123456789012345678901212345678901234567890123456789012123456 7
1234567890123456789012345678901212345678901234567890123456789012123456
doing here? I thought. I was soon to learn that most people in 7
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1234567890123456789012345678901212345678901234567890123456789012123456
(13) It is hard to believe but seven months Mali that had automobiles actually had 7
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12later 7
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I returned to the same airport along the trucks or SUVs. 7
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12same 7
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road that I had traveled on that first night (A) Change I was soon to learn to I 7
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12in 7
1 34567890123456789012345678901212345678901234567890123456789012123456
Bamako, and my perspective on the things was soon learning 7
122that
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I saw had completely changed. (14) The
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(B) Change that had automobiles to 7
7
1landscape
12234567890123456789012345678901212345678901234567890123456789012123456
that had once seemed so desolate and
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who had automobiles 7
7
1lifeless now was the homeland of people that I
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34567890123456789012345678901212345678901234567890123456789012123456
(C) Replace or with and 7
7
12had come to love. (15) When I looked back at
1 34567890123456789012345678901212345678901234567890123456789012123456 (D) Add commas after Mali and 7
122the
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capital, Bamako, fast receding on the 7
1 34567890123456789012345678901212345678901234567890123456789012123456 7 automobiles
12horizon,
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I did not see a city foreboding and (E) Add an apostrophe to make SUVs 7
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122wild
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in its foreignness. (16) I saw the city which
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7
7
1held read SUVs
12234567890123456789012345678901212345678901234567890123456789012123456
so many dear friends. (17) I saw tea-
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7
7
1drinking
12234567890123456789012345678901212345678901234567890123456789012123456
sessions going late into the night.
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7
7
12(18)
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I saw the hospitality and open-heartedness 7
122of
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the people of Mali. (19) The second time,
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7
7
12everything
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looked completely different, and I
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7
7
12knew
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that it was I who had changed and not it.
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www.petersons.com
TEST 1
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28. Sentence 13 (reproduced below) would 29. If you were to combine sentences 1618 7
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best be revised to which of the following (reproduced below) into one sentence, 7
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choices? which of the following would be the best 7
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choice? 7
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It is hard to believe but seven months later 7
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I returned to the same airport along the I saw the city which held so many dear
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same road that I had traveled on that first friends. I saw tea-drinking sessions going 7
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night in Bamako, and my perspective on late into the night. I saw the hospitality
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the things that I saw had completely and open-heartedness of the people of 7
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changed. Mali. 7
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(A) As it is now. (A) I saw the city which held so many 7
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(B) It is hard to believe, but seven dear friends; I saw tea-drinking 7
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months later I returned to the same sessions going late into the night; I 7
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airport along the same road that I saw the hospitality and open- 7
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had traveled on that first night in heartedness of the people of Mali. 7
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Bamako: my perspective on the (B) I saw the city which held so many 7
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things I saw had completely changed. dear friends, drinking tea into late in 7
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(C) It is hard to believe but seven months the night, and the hospitality and 7
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later I returned to the same airport open-heartedness of the people of
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along the same road that I had Mali. 7
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traveled on that first night in (C) I saw the city which held so many
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Bamako, and my perspective dear friends, I saw tea-drinking 7
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completely changed on the things I sessions going late into the night, I
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saw. saw the hospitality and open- 7
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(D) It is hard to believe, but seven heartedness of the people of Mali. 7
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months later, when I returned to the (D) I saw the city which held so many
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same airport along the same road dear friends, tea-drinking sessions 7
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that I had traveled on that first night going late into the night, the hospi-
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in Bamako, my perspective on the tality and open-heartedness of the 7
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things I saw had completely changed. people of Mali. 7
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(E) It is hard to believe, but seven (E) I saw the city which held so many 7
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months later I returned to the same dear friends: tea-drinking sessions 7
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airport along the same road that I going late into the night, the hospi- 7
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had traveled on that first night in tality and open-heartedness of the 7
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Bamako, and my perspective on the people of Mali. 7
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things that I saw having completely 7
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changed.
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GO ON TO THE NEXT PAGE
Part IV: Taking Three Practice Tests
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7
7
1230. Which of the following must be done to
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sentence 8 (reproduced below) to make it 7
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conform to the rules of written English? 7
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Apparently, there not just a convenience 7
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but a necessity when you live on the edge 7
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of the Sahara. 7
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(A) Eliminate the comma after Appar- 7
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ently 7
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(B) Change there to they are
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(C) Add commas after convenience 7
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and necessity 7
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(D) Change you live to one lives 7
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(E) Add Desert after Sahara 7
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STOP
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Do not proceed to the next section until time is up.
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7
7
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www.petersons.com
Section 4
27 Questions j Time25 Minutes
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Directions: Each sentence below has either one or two blanks in it and is followed by five 7
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choices, labeled (A) through (E). These choices represent words or phrases that have been left
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out. Choose the word or phrase that, if inserted into the sentence, would best fit the meaning of 7
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the sentence as a whole.
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Example: 7
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Canine massage is a veterinary technique 7
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for calming dogs that are extremely __________.
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(A) inept 7
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(B) disciplined
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(C) controlled 7
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(D) stressed
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(E) restrained 7
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A B C O E 7
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O
O O
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1. The professors oldest colleague was 2. The new team members __________ was 7
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selected to give the __________ at the an encouragement to the rest of the team, 7
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funeral. who had become __________ by the string 7
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of defeats. 7
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(A) eulogy 7
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(B) elegy (A) enthusiasm. .elated
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(C) epigraph (B) vigor. .inundated 7
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(D) eponymy (C) ebullience. .dispirited 7
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(E) epitaph (D) dourness. .undone
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(E) excessiveness. .downcast 7
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395 GO ON TO THE NEXT PAGE
Part IV: Taking Three Practice Tests
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3. By the end of the campaign both candi- 7. The outcome of the race seemed 7
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dates had resorted to __________ the __________ before the leaders misstep on 7
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other. the final leg gave her competitors a(n) 7
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__________ of winning the title. 7
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(A) commending 7
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(B) denigrating (A) dubious. .prospect 7
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(C) mollifying (B) inevitable. .hope 7
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(D) conceding (C) indubitable. .air
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(E) swindling (D) assured. .expectation 7
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(E) partial. .endeavor 7
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4. The cat __________ crept across the lawn, 7
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gracefully __________ the dog. 8. Though the new pharmaceutical regime 7
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was intended to be beneficial, its actual 7
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(A) felicitously. .enticing 7
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effect was __________, a result the 7
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(B) swiftly. .defeating 7
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medical community __________. 7
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(C) acrobatically. .apprehending 7
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(D) maladroitly. .undermining (A) harmful. .heralded 7
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(E) deftly. .eluding (B) abundant. .castigated 7
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(C) fortuitous. .ignored 7
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5. The storytellers __________ anecdotes (D) detrimental. .lamented 7
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earned her the __________ attention of 7
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(E) negative. .projected 7
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the crowd. 7
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9. The life of the lightening bug is 7
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(A) compelling. .rapt 7
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__________ to human eyes: They live only 7
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(B) pointed. .spellbound 7
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twenty-four hours. 7
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(C) moribund. .lucid 7
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(D) poignant. .abrasive (A) ludicrous 7
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(E) meandering. .distracted (B) ephemeral
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(C) epic 7
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6. The bill became bogged down in a(n) (D) ecstatic 7
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__________ of contentious issues in a 7
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(E) incandescent 7
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Senate subcommittee. 7
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10. The kangaroo species __________ in the 7
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(A) marsh 7
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new environment where there was an 7
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(B) sequence 7
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abundant supply of food and a(n) 7
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(C) iota 7
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__________ of predators. 7
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(D) conundrum
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(E) quagmire (A) stagnated. .excess 7
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(B) bolstered. .paucity 7
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(C) exploded. .abundance 7
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(D) flagged. .absence 7
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(E) flourished. .dearth 7
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www.petersons.com
TEST 1
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11. With her speech, the politician attempted 15. The senior official __________ at the 7
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to __________ the fears of the __________ insinuation that his countrys international 7
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citizens. trade policies were directly __________ the 7
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regions economic woes. 7
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(A) intensify. .disingenuous 7
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(B) ignore. .alarmed (A) balked. .responsible for
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(C) assuage. .concerned (B) wrinkled. .at fault for 7
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(D) quell. .disaffected (C) staggered. .inhibiting
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(E) exploit. .serene (D) blundered. .implicated in 7
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(E) riled. .accountable to 7
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12. The fencing champion was __________ 7
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with her rapier, but in most other sports 7
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Questions 1627 are based on the following 7
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she was rather __________. 7
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passage. 7
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(A) adroit. .awkward The following passage was written by John 7
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(B) adept. .lithe Janovec, an ecologist who has worked in the Los 7
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(C) tenacious. .passable Amigos watershed in Peru. 7
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(D) incompetent. .clumsy 7
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Line The Amazonian wilderness harbors the 7
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(E) deft. .skillful 7
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greatest number of species on this planet
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13. Jane Goodall was at first a(n) __________ and is an irreplaceable resource for 7
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in her field, but since then she has received present and future generations. Amazo- 7
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many accolades for her work. (5) nia is crucial for maintaining global 7
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climate and genetic resources, and its 7
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(A) acolyte 7
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forest and rivers provide vital sources of 7
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(B) maverick 7
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food, building materials, pharmaceuti- 7
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(C) luminary 7
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cals, and water needed by wildlife and 7
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(D) charlatan humanity. 7
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(10)
7
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(E) miser The Los Amigos watershed in the 7
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state of Madre de Dios, southeastern 7
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Alston was impressed by the philosophers 7
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14.
Peru, is representative of the pristine 7
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lecture, but Mario thought the lecture was 7
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lowland moist forest once found 7
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better characterized as __________ than as 7
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(15) throughout most of upper Amazonian 7
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erudite. 7
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South America. Threats to tropical 7
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(A) translucent forests occur in the form of fishing, 7
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(B) recondite hunting, gold mining, timber extraction,
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(C) impeccable impending road construction, and 7
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(D) specious (20) slash-and-burn agriculture. The Los
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(E) fictitious Amigos watershed, consisting of 1.6 7
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million hectares (3.95 million acres), still
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offers the increasingly scarce opportunity 7
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to study rainforest as it was before the 7
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(25) disruptive encroachment of modern
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human civilization. Because of its 7
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relatively pristine condition and the 7
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GO ON TO THE NEXT PAGE
Part IV: Taking Three Practice Tests
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immediate need to justify it as a conser- With support from the Amazon 7
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vation zone, this area deserves intensive, Conservation Association, and in 7
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122(30)
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long-term projects aimed at botanical collaboration with U.S. and Peruvian 7
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training, ecotourism, biological inven- colleagues, the Botany of the Los Amigos 7
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tory, and information synthesis. (75) project has been initiated. At Los 7
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On July 24, 2001, the government of Amigos, we are attempting to develop a 7
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Peru and the Amazon Conservation system of preservation, sustainability,
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7
7
1(35)
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Association signed a contractual agree- and scientific research; a marriage 7
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between various disciplines, from human 7
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ment creating the first long-term perma- 7
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nently renewable conservation conces- (80) ecology to economic botany, product
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sion. To our knowledge this is the first marketing to forest management. The 7
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such agreement to be implemented in the complexity of the ecosystem will best be
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7
7
1(40)
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world. The conservation concession understood through a multidisciplinary 7
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protects 340,000 acres of old-growth approach, and improved understanding 7
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Amazonian forest in the Los Amigos (85) of the complexity will lead to better
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watershed, which is located in southeast- management. The future of these forests 7
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ern Peru. This watershed protects the will depend on sustainable management 7
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12(45) eastern flank of Manu National Park and and development of alternative practices 7
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is part of the lowland forest corridor that and products that do not require 7
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links it to Bahuaja-Sonene National Park. (90) irreversible destruction. 7
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The Los Amigos conservation concession The botanical project will provide a 7
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will serve as a mechanism for the foundation of information that is 7
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12(50) 7
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development of a regional center of essential to other programs at Los 7
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excellence in natural forest management Amigos. By combining botanical studies 7
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and biodiversity science. (95) with fisheries and mammology, we will 7
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Several major projects are being better understand plant/animal interac-
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implemented at the Los Amigos Conser- tions. By providing names, the botanical
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7
7
1(55)
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vation Area. Louise Emmons is initiating program will facilitate accurate commu- 7
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studies of mammal diversity and ecology nication about plants and the animals 7
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in the Los Amigos area. Other projects (100) that use them. Included in this scenario 7
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involve studies of the diversity of are humans, as we will dedicate time to
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arthropods, amphibians, reptiles, and people-plant interactions in order to 7
122(60)
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birds. Robin Foster has conducted learn what plants are used by people in
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botanical studies at Los Amigos, resulting the Los Amigos area, and what plants 7
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in the labeling of hundreds of plant (105) could potentially be used by people. 7
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species along two kilometers of trail in To be informed, we must develop 7
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upland and lowland forest. Michael knowledge. To develop knowledge, we
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7
7
12(65)
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Goulding is leading a fisheries and must collect, organize, and disseminate 7
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aquatic ecology program, which aims to information. In this sense, botanical 7
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document the diversity of fish, their (110) information has conservation value. 7
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ecologies, and their habitats in the Los Before we can use plant-based products 7
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Amigos area and the Madre de Dios from the forest, we must know what
12(70)
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watershed in general. species are useful and we must know 7
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398 1234567890123456789012345678901212345678901234567890123456789012123456 7
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www.petersons.com
TEST 1
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their names. We must be able to identify 18. In line 40, concession could be re- 7
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(115) them, to know where they occur in the placed, without changing the meaning, 7
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forest, how many of them exist, how they with 7
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are pollinated and when they produce 7
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(A) grant. 7
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fruit (or other useful products). Aside 7
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(B) acknowledgement. 7
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from understanding the species as they 7
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(C) food supply. 7
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(120) occur locally at Los Amigos, we must 7
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(D) apology. 7
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have information about their overall 7
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(E) compromise. 7
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distribution in tropical America in order 7
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to better understand and manage the 19. The author implies in paragraph 3 that the 7
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distribution, variation, and viability of agreement between Peru and the Amazon 7
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(125) their genetic diversity. This involves a Conservation Association is historic 7
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more complete understanding of the primarily because it 7
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species through studies in the field and 7
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(A) was the first time a South American 7
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herbarium. 7
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government had made an agreement
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of any kind with the Amazon 7
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16. In line 6, genetic resources refers to 7
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Conservation Association.
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(A) plant seeds. (B) was the first long-term agreement 7
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(B) different races of people. regarding land in the Amazon 7
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(C) natural resources, such as oil. Rainforest.
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(D) diverse species of plants and animals. (C) represented the first time a South 7
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(E) cells that can be used in genetic cures American government had agreed to
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for diseases. renew a conservation agreement. 7
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(D) is essentially a permanent conserva- 7
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17. In paragraph 2, the author emphasizes tion agreement. 7
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that the current environmental condition (E) represents the first time such an 7
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of Amazonian South America is agreement had been made in the 7
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form of a renewable contract. 7
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(A) mostly unscathed.
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(B) largely unknown. 7
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(C) restorable through his project.
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(D) irredeemable everywhere but in the 7
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Los Amigos watershed.
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(E) varying from destroyed to virtually 7
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pristine. 7
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GO ON TO THE NEXT PAGE
Part IV: Taking Three Practice Tests
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7
7
1220. The authors main purpose in the passage 22. The work of Louise Emmons, Robin
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is to Foster, and Michael Goulding (in the 7
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fourth paragraph) are employed in the 7
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(A) demonstrate that conservation efforts 7
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passage as 7
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have been historically successful and 7
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so should be continued. (A) colleagues of the authors in his 7
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(B) garner support for opposition to botanical project. 7
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destructive activities in the Los (B) examples of the kinds of activities
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Amigos watershed. the author and his colleagues are 7
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(C) position the Los Amigos watershed trying to halt. 7
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agreement as a success towards the (C) examples of the influence of interna- 7
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achievement of the vital goal of con- tional scientists in Peru. 7
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serving the Amazonian rainforests. (D) scientists who represent new trends
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(D) uphold the Peruvian governments of study in Amazonian botany. 7
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progressive policies on management (E) scientists involved in projects related 7
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of the Los Amigos watershed as an and amenable to the authors. 7
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example of government policy 7
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working toward conservation. 23. The authors botanical project involves all 7
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(E) argue that the study of pristine of the following EXCEPT 7
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rainforests is essential for document- 7
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(A) studying plants in a laboratory. 7
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ing and studying the myriad new 7
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(B) studying how plants are used by 7
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species that the forests contain. 7
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humans and animals. 7
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1221. (C) facilitating pharmaceutical use of 7
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The authors tone in the passage can best
plants. 7
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be described as
(D) providing information on how to 7
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(A) advocacy for his project over other keep plant species flourishing. 7
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competing projects. (E) labeling plants in the Los Amigos 7
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(B) general praise for conservation area. 7
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projects in Amazonian South 7
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America. 7
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(C) condemnation for the government of 7
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Peru for allowing destruction of the
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rainforest. 7
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(D) passionate support for his and 7
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related projects. 7
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(E) zealous advocacy for his point of view.
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www.petersons.com
TEST 1
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24. When the author says that the botanical 26. Which of the following issues does the 7
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project will provide names, (line passage NOT address? 7
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97100) he means that the project will 7
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(A) Positive contributions of scientific 7
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(A) help recognize new species. research for conservation efforts 7
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(B) aid in the standardization of names (B) Pollution of water sources in
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for new species. Amazonian Peru 7
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(C) participate in naming the regions (C) Economic importance of conserving
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different zones. the Amazon rainforests 7
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(D) publish information for corporations (D) Specific efforts of the Peruvian 7
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and researchers regarding the most government to maintain the integrity
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appropriate names for specific of Peruvian rainforests 7
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plants. (E) Examples of previous scientific
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(E) clarify the confusion surrounding the research in Los Amigos 7
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names of different organizations 7
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working in Amazonia. 27. The author mentions areas outside the Los 7
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Amigos watershed primarily in order to 7
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25. When the author says that, botanical 7
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(A) imply that his future research will 7
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information has conservation value, 7
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focus on these areas. 7
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(lines 109110) he means that
(B) draw a comparison between work in 7
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(A) a robust understanding of conserva- those areas and work in the Los
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tionism is aided by botanical Amigos area. 7
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information. (C) underscore the interrelatedness of the
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(B) conservationists should strive to ecosystems. 7
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preserve botanical information. (D) emphasize that Los Amigos is the 7
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(C) speciation is important for most pristine locale. 7
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conservation. (E) praise the Peruvian government for its 7
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(D) political discussions about other conservationist undertakings. 7
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conservation should use botanical 7
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nomenclature. 7
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(E) new drugs will be developed in the re- 7
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gions protected by conservationism.
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12
STOP
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Do not proceed to the next section until time is up.
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7
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Section 5
21 Questions j Time25 Minutes
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Directions: Solve the following problems using any available space on the page for scratchwork. 7
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Mark the letter of your choice on the answer sheet that best corresponds to the correct answer. 7
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Notes: 7
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1. You may use a calculator. All of the numbers used are real numbers. 7
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2. You may use the figures that accompany the problems to help you find the solution. Unless 7
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the instructions say that a figure is not drawn to scale, assume that it has been drawn 7
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accurately. Each figure lies in a plane unless the instructions say otherwise. 7
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Reference Information
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r 2x
45 2s
7
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w r 60 x s 7
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h h h b c 7
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45
7
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w 7
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A 5 pr 2 b a 3x s 7
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1 7
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C 5 2pr A 5 ,w 2 2 2 2
A 5 bh V 5 ,wh V 5 pr h c 5 a 1 b Special Right Triangles 7
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2 7
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The number of degrees of arc in a circle is 360. 7
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The measure in degrees of a straight angle is 180. 7
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The sum of the measures in degrees of the angles of a triangle is 180.
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1. Consider two sets of numbers: Set A 2. If four sweaters cost p dollars, and the 7
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includes all the positive integers and Set B sweaters go on a half-off sale, how much 7
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includes all the negative integers. Which would 12 sweaters cost in dollars?
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set has more members? 7
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(A) A 2
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(B) B 3p 7
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(C) They contain an equal number. (B) 7
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(D) Neither. 7
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(E) It cannot be determined. 7
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(D) 4p 7
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12234567890123456789012345678901212345678901234567890123456789012123456 7
1 34567890123456789012345678901212345678901234567890123456789012123456(E) 6p 7
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402
TEST 1
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2 5. If y 5 mx 1 b where m is a negative 7
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constant and b is a positive constant, 7
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3 7
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3. 5 which of the following could be a possible 7
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4
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graph of y 5 mx 1 b? 7
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5 7
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1 (A) 7
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(A) 7
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3 7
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8 7
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(B) 7
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15 7
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5 7
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(C) 7
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6
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15 7
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(D)
8 7
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(B)
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6 7
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(E) 7
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5
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10 7
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4. If 3y 5 x and y 5 , what is the value of 7
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z 7
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z when x 5 3? 7
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(A) 1 7
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(B) 3 7
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(C) 7
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(C) 5 7
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(D) 7 7
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(E) 10 7
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(D) 7
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GO ON TO THE NEXT PAGE
Part IV: Taking Three Practice Tests
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6. Small Medium Large 9. If f(x) 5 x2 is graphed on a standard 7
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(S) (M) (L) xy-axis and then the graph is rotated 90 7
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clockwise, which of the following graphs 7
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Hats (H) $8 $12 $12 7
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would result? 7
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Shirts (SH) $12 $12 $14 7
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(A) 7
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Hat & Shirt Prices at Moes 7
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If Moes has a 25% off sale on medium-
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sized items, how much would it cost, in 7
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dollars, to order 2 H-M, 2 H-L, and 7
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1SH-M? 7
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(B) 7
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(A) 51 7
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(B) 53
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(C) 55 7
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(D) 56 7
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(E) 58 7
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= 7
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7. If 5 x 1 15 5 30, then x 5 7
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(C) 7
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(A) 9 7
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(B) 10 7
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(C) 12 7
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(D) 14 7
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(E) 15 7
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2
x 2 x 2 12
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8. 5 7
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2x 2
1 2x 2 12 (D) 7
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x22 7
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(A) 7
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x24 7
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3~x 2 2! 7
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(B) 7
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x 2 4 7
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4~ x 2 3 ! 7
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(C) 7
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x22 7
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x24 7
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(D)
2~x 2 2!
(E) 7
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4~ x 2 3 ! 7
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(E) 7
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3~x 2 2! 7
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www.petersons.com
TEST 1
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10. For which of the following ordered pairs 13. 7
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(x,y) is x 2 y . 2 and x 1 y . 4? 7
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(A) (1,3) 7
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(B) (2,3) 7
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(C) (4,0)
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(D) (3,2) If the two triangles above are congruent 7
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(E) (4,1) then b 5
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x 1
(A) 30 7
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11. If x and y are positive integers and 5 , (B) 40 7
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y 2 7
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then x 1 y 5 (C) 45
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(D) 60 7
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(A) 3x (E) It cannot be determined. 7
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(B) 5x
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(C) y 14. 7
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(D) 2y
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(E) 3y 7
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12. Quentin buys three hot dogs with a 7
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ten-dollar bill and receives seven dollars 7
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and thirty-four cents in change. If the sales 7
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tax is seven cents per dollar (rounding to
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the nearest penny), which of the following 7
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choices, in cents, is closest to the actual What is the area of the above figure? 7
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price of a hot dog? 7
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(A) 2 2 7
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(A) 78 7
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(B) 4 7
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(B) 82 7
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(C) 86 (C) 8 7
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(D) 89 7
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(D) 9 7
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(E) 92 7
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(E) 12 7
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GO ON TO THE NEXT PAGE
Part IV: Taking Three Practice Tests
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7
7
12Questions 1516 refer to the following chart. 17. If l1i l2, then which of the following pairs
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of angles must be congruent? 7
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I. 6 and 12 7
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II. 2 and 9 7
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7
7
1 15. III. 4 and 10
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Which year had the least percentage 7
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(A) I only 7
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difference in reported incidence of flu and 7
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(B) II only 7
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cold? 7
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(C) III only 7
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(A) 1960 (D) II and III only 7
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(B) 1970 (E) I and II only 7
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(C) 1980 7
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2c
(D) 1990 7
2b
18. If 2a is a positive integer, and a, b,
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(E) 2000 and c are integers, then 7
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1216. 7
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In percentage terms, in what decade was (A) a must be negative. 7
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(B) b must be negative. 7
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the number of reported cold cases about 7
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(C) c must be negative. 7
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25% greater than the number of reported 7
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(D) b must be an even positive integer. 7
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flu cases? 7
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(E) None of the above. 7
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(A) 1960 7
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(B) 1970 7
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(C) 1980
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(D) 1990 7
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(E) 2000 7
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www.petersons.com
TEST 1
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19. 21. There are 150 students in math courses at 7
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Dagmar High School. 73 are in geometry, 7
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62 are in algebra, and 52 are in neither. 7
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How many students are in both geometry 7
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and algebra? 7
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(A) 32 7
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(B) 33
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(C) 35 7
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(D) 36 7
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If all the line segments in the above figure 7
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(E) 37 7
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are congruent, then
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(A) a . b 7
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(B) a , b 7
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(C) 2a 5 b 7
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(D) a 5 b 7
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(E) It cannot be determined. 7
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20. Two boys and two girls are assigned to sit 7
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at a five-seat circular table, where the 7
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seats are numbered one through five. If
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neither boy can sit by the open seat, seat 7
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3, how many different seating arrange- 7
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ments are possible?
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(A) 2 7
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(B) 3 7
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(C) 4 7
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(D) 5 7
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(E) 6 7
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12
STOP
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Do not proceed to the next section until time is up.
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7
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Section 6
16 Questions j Time20 Minutes
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Directions: Each passage below is followed by a set of questions. Read each passage, then 7
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answer the accompanying questions, basing your answers on what is stated or implied in the 7
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passage and any introductory material provided. Mark the letter of your choice on the answer 7
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sheet that best corresponds to the correct answer.
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12Line 7
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In 1953, Watson and Crick unlocked the 2. The passage uses the phrase wet and 7
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structure of the DNA molecule and set dirty (line 5) to mean 7
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into motion the modern study of genetics. 7
1234567890123456789012345678901212345678901234567890123456789012123456 (A) haphazard guessing about the genetic 7
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This advance allowed our study of life to 7
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12(5) code. 7
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go beyond the so-called wet and dirty 7
1234567890123456789012345678901212345678901234567890123456789012123456 (B) the work of Watson and Crick in 7
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realm of biology, the complicated labora- 7
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tory study of proteins, cells, organelles, discovering DNA. 7
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ions, and lipids. The study of life could (C) information-based biological 7
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now be performed with more abstract
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research. 7
7
1(10)
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methods of analysis. By discovering the (D) the study of the genetic code. 7
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basic structure of DNA, we had received (E) involved laboratory practices in 7
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our first glance into the information-based 7
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realm locked inside the genetic code. 7
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Although little-known today in the United 7
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1. Which of the following does the passage States, Clark Saunders (18591941) cast a large 7
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discuss as a change that the discovery of shadow in the first several decades of the 7
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DNA brought to the study of life? 7
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twentieth century, writing many widely read 7
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(A) The study of lipids and proteins books on Native American, Spanish, and Anglo
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became irrelevant. folklore. He also wrote extensively on the 7
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(B) New and more abstract methods of 7
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different cultures of California, the Sierras, and 7
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study were possible. 7
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the Southwest. He was a major and influential 7
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(C) Biology could then focus on mol- 7
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contributor to Sunset Magazine in its early 7
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ecules rather than cells. 7
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years. In his day, Saunders was important for 7
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(D) Modern genetics matured past its 7
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Mendelian roots. introducing much of the American public to a 7
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(E) Information-based study of genes person-sized understanding of the Old West. 7
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became obsolete. 7
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408
TEST 1
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3. The passage presents Saunders as a(n) The following two passages deal with the 7
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political movements working for the womans 7
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(A) influential contemporary western 7
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vote in America. 7
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writer.
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(B) important historian of the West. 7
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Passage 1 7
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(C) a specialist of Native American
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studies. Line The first organized assertion of womans 7
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(D) widely read author in his own day. rights in the United States was made at the
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(E) the first editor of Sunset Magazine. Seneca Falls convention in 1848. The 7
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convention, though, had little immediate 7
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The history of rock and roll is inseparable from impact because of the national issues that 7
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(5)
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the development of blues and gospel music in would soon embroil the country. The 7
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the southeastern United States. Though the contentious debates involving slavery and 7
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genre gained mass appeal through legendary states rights that preceded the Civil War 7
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figures such as Elvis Presley or the wildly soon took center stage in national debates. 7
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popular Beatles, the musical roots of rock and (10) Thus womans rights issues would have to 7
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roll extend far before such groups. In fact, wait until the war and its antecedent 7
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many of the groups who popularized rock and problems had been addressed before they 7
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roll were consciously attempting to emulate the would be addressed. 7
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work of blues greats such as B. B. King or In 1869, two organizations were 7
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Muddy Waters. The Rolling Stones are a good (15) formed that would play important roles in
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example of this trend, which developed in the securing the womans right to vote. The 7
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first was the American Womans Suffrage 7
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late fifties and early sixties. The Rolling Stones, 7
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both then and now, have always explicitly Association (AWSA). Leaving federal and
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stated their admiration and imitation of blues constitutional issues aside, the AWSA 7
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greats. (20) focused their attention on state-level
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politics. They also restricted their ambi- 7
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tions to securing the womans vote and 7
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4. B. B. King is used in this passage as an 7
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downplayed discussion of womens full 7
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example of a
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equality. Taking a different track, the 7
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(A) blues artist who was emulated by (25) National Womans Suffrage Association 7
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early rock bands. (NWSA), led by Elizabeth Stanton and 7
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(B) musical artist influenced by Elvis Susan B. Anthony, believed that the only 7
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Presley. way to assure the long-term security of the 7
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(C) musician who incorporated aspects 7
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womans vote was to ground it in the 7
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of rock and roll. 7
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(30) constitution. The NWSA challenged the 7
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(D) musician who often played with 7
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exclusion of woman from the Fifteenth
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Muddy Waters. 7
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Amendment, the amendment that 7
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(E) gospel singer who influenced the 7
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extended the vote to African-American 7
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Rolling Stones. 7
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men. Furthermore, the NWSA linked the
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(35) fight for suffrage with other inequalities 7
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faced by woman, such as marriage laws,
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which greatly disadvantaged women. 7
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GO ON TO THE NEXT PAGE
Part IV: Taking Three Practice Tests
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By the late 1880s the differences that 5. The word antecedent in line 11 can best 7
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separated the two organizations had be replaced by 7
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122(40)
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receded in importance as the womens 7
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(A) antebellum. 7
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movement had become a substantial and 7
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(B) referent. 7
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broad-based political force in the country. 7
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(C) causal. 7
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In 1890, the two organizations joined 7
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(D) subsequent. 7
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forces under the title of the National
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7
7
1(45) (E) abolitionist.
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American Womans Suffrage Association 7
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(NAWSA). The NAWSA would go on to 7
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6. Which of the following does the first 7
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play a vital role in the further fight to passage say was the first organized push 7
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achieve the womans vote. for womans suffrage? 7
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7
7
1Passage 2 (A) formation of the National Womans
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1234567890123456789012345678901212345678901234567890123456789012123456 Suffrage Association 7
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In 1920, when Tennessee became the
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(B) formation of the American Womans 7
7
12(50)
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thirty-eighth state to approve the constitu- 7
12234567890123456789012345678901212345678901234567890123456789012123456Suffrage Association 7
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tional amendment securing the womans 7
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(C) convening of the Seneca Falls 7
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right to vote, womans suffrage became 7
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enshrined in the constitution. But wom- 7
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(D) Tennessee passing the Twenty-Second 7
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ans suffrage did not happen in one fell 7
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12(55) Amendment 7
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swoop. The success of the womans 7
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(E) partial suffrages of local womans 7
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suffrage movement was the story of a 7
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number of partial victories that led to the 7
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explicit endorsement of the womans right 7. What national event does the first passage 7
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to vote in the constitution. cite as pushing womans voting rights to 7
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12(60) 7
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As early as the 1870s and 1880s, the background of the national conscious- 7
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women had begun to win the right to vote 7
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ness? 7
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in local affairs such as municipal elections, 7
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school board elections, or prohibition (A) Civil War 7
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12234567890123456789012345678901212345678901234567890123456789012123456
measures. These partial suffrages (B) Suffrage movement 7
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7
7
1(65) demonstrated that women could in fact (C) Prohibition
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1 34567890123456789012345678901212345678901234567890123456789012123456
responsibly and reasonably participate in (D) Passage of the Fifteenth Amendment 7
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a representative democracy (at least as (E) World War I 7
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1 34567890123456789012345678901212345678901234567890123456789012123456
voters). Once such successes were 7
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8. According to the first passage, the 7
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achieved and maintained over a period of 7
122(70)
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National Womans Suffrage Association 7
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time, restricting the full voting rights of 7
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focused their efforts on 7
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woman became more and more suspect. If 7
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women were helping decide who was on (A) local elections. 7
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the local school board, why should they (B) constitutional issues. 7
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not also have a voice in deciding who was (C)
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prohibition efforts. 7
7
1(75)
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president of the country? Such questions (D) school board elections. 7
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became more difficult for non-suffragists (E) state elections. 7
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to answer, and thus the logic of restricting 7
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the womans vote began to crumble. 7
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410 1234567890123456789012345678901212345678901234567890123456789012123456 7
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www.petersons.com
TEST 1
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12 34567890123456789012345678901212345678901234567890123456789012123456
9. The differences between the AWSA and 12. When is the earliest success of the 7
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12 34567890123456789012345678901212345678901234567890123456789012123456
the NWSA were ultimately resolved when womans suffrage movement that the 7
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12 34567890123456789012345678901212345678901234567890123456789012123456
second passage points to? 7
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(A) the Twenty-Second Amendment 7
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12 34567890123456789012345678901212345678901234567890123456789012123456
passed. (A) 1848 7
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12 34567890123456789012345678901212345678901234567890123456789012123456 7
(B) the two organizations were com- (B) 1869
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12 34567890123456789012345678901212345678901234567890123456789012123456
bined to form the NAWSA. (C) 1870s 7
12 34567890123456789012345678901212345678901234567890123456789012123456 7
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(C) the Civil War ended. (D) 1880s
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12 34567890123456789012345678901212345678901234567890123456789012123456
(D) prohibition passed. (E) 1920 7
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12 34567890123456789012345678901212345678901234567890123456789012123456
(E) womans suffragists won significant 7
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13. Which of the following is NOT an 7
12 34567890123456789012345678901212345678901234567890123456789012123456 7
victories in the 1890 general election.
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example of a partial suffrage as 7
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12 34567890123456789012345678901212345678901234567890123456789012123456
10. In Passage 1, the authors attitude toward described in the second passage? 7
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12 34567890123456789012345678901212345678901234567890123456789012123456
the subject matter is 7
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(A) A mayoral election 7
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12 34567890123456789012345678901212345678901234567890123456789012123456
(A) intense scrutiny. (B) A school board measure 7
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12 34567890123456789012345678901212345678901234567890123456789012123456 7
(B) distanced suspicion. (C) Passage of the Fifteenth Amendment
12 34567890123456789012345678901212345678901234567890123456789012123456 7
12 34567890123456789012345678901212345678901234567890123456789012123456
(C) mild censure. (D) A state prohibition referendum 7
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12 34567890123456789012345678901212345678901234567890123456789012123456 7
(D) appreciative description. (E) Impeaching a city council member
12 34567890123456789012345678901212345678901234567890123456789012123456 7
12 34567890123456789012345678901212345678901234567890123456789012123456
(E) enthusiastic support. 7
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14. The author of the second passage argues 7
12 34567890123456789012345678901212345678901234567890123456789012123456 7
12 34567890123456789012345678901212345678901234567890123456789012123456
11. Passage 2 locates the ultimate victory of that the partial suffrages were most 7
12 34567890123456789012345678901212345678901234567890123456789012123456 7
12 34567890123456789012345678901212345678901234567890123456789012123456
the womans suffrage movement with effective in bringing full voting rights for 7
12 34567890123456789012345678901212345678901234567890123456789012123456 7
12 34567890123456789012345678901212345678901234567890123456789012123456
which of the following events? woman because 7
12 34567890123456789012345678901212345678901234567890123456789012123456 7
12 34567890123456789012345678901212345678901234567890123456789012123456 7
12 34567890123456789012345678901212345678901234567890123456789012123456
(A) Tennessee approving the womans (A) through them woman were able to 7
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12 34567890123456789012345678901212345678901234567890123456789012123456
voting rights amendment elect prosuffrage representatives. 7
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(B) Congress passing the Twenty-Second (B) they showed women voting ably.
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(C) they demonstrated that woman could 7
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Amendment 7
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12 34567890123456789012345678901212345678901234567890123456789012123456 7
(C) The combination of AWSA and participate in a full democracy.
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(D) they demonstrated that woman could 7
12 34567890123456789012345678901212345678901234567890123456789012123456
NWSA into NAWSA 7
12 34567890123456789012345678901212345678901234567890123456789012123456 7
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(D) Woman earning the full vote in handle the intricacies of foreign 7
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Wyoming policy.
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(E) Womens fruitful participation in (E) they established the power of the 7
12 34567890123456789012345678901212345678901234567890123456789012123456 7
1234567890123456789012345678901212345678901234567890123456789012123456 7
local elections woman voter.
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12 34567890123456789012345678901212345678901234567890123456789012123456 7
12 34567890123456789012345678901212345678901234567890123456789012123456 7
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12 34567890123456789012345678901212345678901234567890123456789012123456 7
12 34567890123456789012345678901212345678901234567890123456789012123456 7
12 34567890123456789012345678901212345678901234567890123456789012123456 7
12 34567890123456789012345678901212345678901234567890123456789012123456 7
12 34567890123456789012345678901212345678901234567890123456789012123456 7
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12 34567890123456789012345678901212345678901234567890123456789012123456 7
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12 34567890123456789012345678901212345678901234567890123456789012123456 7
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12 34567890123456789012345678901212345678901234567890123456789012123456 7
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12 34567890123456789012345678901212345678901234567890123456789012123456 7
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1234567890123456789012345678901212345678901234567890123456789012123456 7 411
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GO ON TO THE NEXT PAGE
Part IV: Taking Three Practice Tests
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7
7
1215. Which of the following questions is NOT 16. The author of the second passage would
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addressed in either passage? most likely see the work of the 7
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12234567890123456789012345678901212345678901234567890123456789012123456 7
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(A) When did the womans right to vote (A) AWSA as crucial for the ultimate 7
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become a constitutional amendment? success of the suffrage movement. 7
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(B) What effect did the Civil War have (B) NWSA as indispensable for partial 7
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on the womans suffrage movement? suffrages. 7
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(C) What are the names of two leaders of (C) NWSA as unimportant for the
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passage of the womans voting rights 7
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the National Womans Suffrage 7
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Association? amendment. 7
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(D) What are partial suffrages? (D) Seneca Falls convention as the most 7
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(E) Which constitutional amendment important single event in the 7
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gave women the vote? womens suffrage movement.
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(E) the NAWSA as important for the 7
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unity of the womans suffrage 7
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movement. 7
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STOP
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Do not proceed to the next section until time is up.
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7
7
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412 1234567890123456789012345678901212345678901234567890123456789012123456 7
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www.petersons.com
Section 7
13 Questions j Time20 Minutes
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Notes: 7
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1. All numbers used are real numbers. 7
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2. All angle measurements can be assumed to be positive unless otherwise noted. 7
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3. All figures lie in the same plane unless otherwise noted. 7
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4. Drawings that accompany questions are intended to provide information useful in 7
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answering the question. The figures are drawn closely to scale unless otherwise noted.
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Directions for Student Produced Responses 7
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Enter your responses to questions 113 in the Answer: 1.4 7
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special grids provided on your answer sheet. Either position is correct.
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Input your answers as indicated in the directions 7
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below. 1 . 4 1 . 4 7
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12 34567890123456789012345678901212345678901234567890123456789012123456 / / / /
7
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O O O O
4 Decimal
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.O O O. . O O O
. . .
Answer: or 4/9
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9 point 0 0 0
7
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0 0
O O O 0 O O O
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O O O
1 1 1 O O O
1 1 1
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Write answer
2 2
O O O O2 2 2 2
O O O O 2 2
7
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4 / 9 3 3
O O O O3 3 3 3
O O O O 3 3
7
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in boxes. Fraction line O O O O O O
4 4 4
7
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O / 4 4 4
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. .
O O O O . .
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Note: You may begin your answer in any col- 7
12
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0
O O O 0 0
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1 1
O O O O 1 1
umn, space permitting. Leave blank any columns 7
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2O O 2 O 2 O 2
7
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not needed. 7
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3 3
O O O O 3 3
12
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Grid in 7
4
O O O 4 4
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result.
5 5
O O O O 5 5
Writing your answer in the boxes at the top 7
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O
6O O 6 O 6 O 6
7
12 34567890123456789012345678901212345678901234567890123456789012123456 of the columns will help you accurately grid 7
12 34567890123456789012345678901212345678901234567890123456789012123456 your answer, but it is not required. You will 7
7 7
O O O 7 7
12
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8 8
O O O O 8 8
12 34567890123456789012345678901212345678901234567890123456789012123456
9O O O
9 9
7
1234567890123456789012345678901212345678901234567890123456789012123456 7only receive credit for an answer if the ovals
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1234567890123456789012345678901212345678901234567890123456789012123456 are filled in properly. 7
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Only fill in one oval in each column. 7
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12 34567890123456789012345678901212345678901234567890123456789012123456 7
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413 GO ON TO THE NEXT PAGE
Part IV: Taking Three Practice Tests
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If a problem has several correct answers, Decimal Accuracy 7
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just grid in one of them. 7
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Decimal answers must be gridded as accu- 7
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There are no negative answers. rately as possible. The answer 0.3333 . . . 7
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must be gridded as .333. 7
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Never grid in mixed numbers. The answer
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Less accurate values, such as .33 are not 7
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1 7
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3 must be gridded as 16/5 or 3.2. If 7
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5 acceptable. 7
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is gridded, it will be read 7
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3 1 / 5 1 7
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31 1 7
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O
/
as , not 3 .
Acceptable ways to grid 5 .3333 . . . 7
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5 5
3 7
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. .
O O O O . .
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0 0 0 7
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O O O
1 / 3 . 3 3 3
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O O O
7
1 1 1
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2 2
O O O O 2 2 O
/ /O O/
7
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O3 3
O 3
O . O . O .O .
O . .
O O O .
7
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4 4 4 4 7
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O O O O 0 0 0 0 0 0
O O O O O O
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O O O
7
5 5 5
O O O
1 1 1 1 1
O O O O1 1
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2 2 2
O O O O 2 O O O O
12234567890123456789012345678901212345678901234567890123456789012123456 O O O O
7
3 3 3 3
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O O O O 4 4 4
O O O O4 4
7
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O O O O 5 5 5
O O O O5 5
7
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6 6 6
O O O O 6 O O O O
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1. 7. Given P(3, 2) and Q(3, 6), what is the 7
2 2 2
[2(3 ) 1 (4 2 3(4)) ] 5
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y-coordinate of the midpoint of the line 7
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Given that 22 3x 13, what is a segment defined by these two points? 7
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2. 2 . 7
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positive integer that is less than x? 7
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8. 7
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3. A phone company charges 40 cents for a
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completed long-distance phone call and 6 7
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cents per minute on top of the initial fee. 7
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How much, in dollars, would a 30-minute 7
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long-distance phone call cost? 7
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4. What is the least common multiple of 18 7
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and 24? 7
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5. If |x 2 3| . 2, then what is one integer 7
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1 34567890123456789012345678901212345678901234567890123456789012123456 7
value that x cannot equal?
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What is the length of the hypotenuse? 7
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6. If the kth term in a series is generated by 7
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10~k 1 1! 9. What is the difference between the mean 7
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the equation n 5 , what is the 7
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k21 and the median of the number set {7, 4, 3, 7
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eleventh term in the series? 6, 2, 2}? 7
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1 34567890123456789012345678901212345678901234567890123456789012123456 7
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414 1234567890123456789012345678901212345678901234567890123456789012123456 7
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www.petersons.com
TEST 1
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10. If line a and line b are perpendicular, line 13. What is the one integer that is between 7
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b and line c are perpendicular, and the 999 and 1199 and satisfies these two 7
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2 conditions: 7
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slope of line a is , what is the slope of 7
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5 Its digits sum to seventeen. 7
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line c? 7
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Its tens and units digits are the same.
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11. If f(x) 5 x2 1 3 and x 5 y 1 2, when 7
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y 5 3, f(x) 5 7
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12 34567890123456789012345678901212345678901234567890123456789012123456 7
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12. If a square is inscribed in a circle and the 7
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12 34567890123456789012345678901212345678901234567890123456789012123456 7
area of the square is eight, what is the
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longest distance that a straight line could 7
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be that originated and terminated on the
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circumference of the circle? 7
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12
STOP
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Do not proceed to the next section until time is up.
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7
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Section 8
Time25 Minutes
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Directions: Think carefully about the statement below and the assignment that follows it. 7
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7
7
12Consider
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the following statement. 7
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Some people think that war is justified under certain circumstances. 7
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12Assignment: Write an essay in which you agree or disagree with the preceding statement. Develop your 7
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12point 7
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of view on this statement and be sure to support your stance with sufficient details. 7
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416
TEST 1
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GO ON TO THE NEXT PAGE
Part IV: Taking Three Practice Tests
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STOP When you are finished with your essay put your pencil down until the 7
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time allotted is over. 7
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www.petersons.com
Answers
and Explanations
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Section 1 9
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1. C The passage begins, Musical notes, like all sounds, are a result of the 9
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sound waves created by movement. The author then goes on to talk 9
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about musical notes and how they illustrate properties of sound waves. 9
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Choice (C) captures this idea. 9
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2. A Pitch is determined by the frequency of the sound wave. This eliminates 9
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(B) and (E). Choice (C) seems to refer more to the intensity, so eliminate 9
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it too. The final sentence says that pitch can be described either in 9
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numbers or in letters, so eliminate (D). That leaves (A), the cor- 9
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rect answer. 9
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3. B The passage states that Langston Hughes persuaded her to continue 9
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her education in the North. And the passage uses this fact to explain 9
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her transfer to Northwestern. This is what (B), the correct an-
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swer, suggests. 9
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4. C The passage doesnt specifically say that Walker was writing poetry 9
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before she entered New Orleans University. Eliminate (A). Hughes 9
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recognized her talent, but he didnt create it, so eliminate (B). Hughes 9
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recognized her talent before she transferred to Northwestern, so 9
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eliminate (D). The passage, if anything, implies that Walker wrote 9
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poetry for some time before publishing anything, so eliminate (E). The 9
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passage makes reference to her parents occupations and encourage- 9
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ment, implying that they had an influence on her decision to become 9
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a poet.
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5. C The author is poking a bit of fun at the Ungers, so eliminate (A), (B), 9
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and (E). His tone is more playful than downtrodden, so the answer 9
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is (C). 9
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419
Part IV: Taking Three Practice Tests
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6. D The Chicago beef-princess suggests the wider high-class social world 9
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in Chicago. When one thing stands in for another, it is a metaphor. The 9
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answer is (D). 9
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7. A Even if you do not know the definition of fatuity you can still get this 9
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question. John is going from Hades, which we can assume is hot, to 9
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Boston. He will probably not need the light suits and fans. The answer
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is (A). 9
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8. B We know that John does not feel rejected, because he says he knows he 9
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will always be welcome at home. Eliminate (A). On the other hand, he 9
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does feel something negative, or he wouldnt cry. Eliminate (C) and (E). 9
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The handshake and the fact that Johns tears are not mentioned until he 9
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has turned away from his father suggest that he is composed. The best 9
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answer is (B). 9
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9. C If you were leaving home (and you were crying), why would you stop 9
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and look back? Most likely you would do so because you were sad to 9
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leave and wanted to get one last look before you went. Which of the 9
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answer choices matches this sentiment? Choice (C) does. The medita- 9
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tion on what the sign says serves to emphasize the quaintness of the 9
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town, of which John will no longer be a part. The other answers rely on 9
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your being distracted from the main emotions of the story. 9
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10. E Hades is hell in Greco-Roman mythology. Midas represents wealth. 9
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Unger resonates with the hunger the family feels for the wealth and 9
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prestige of the North. In other words, the names suggest that the story 9
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uses the experiences of this one family to represent a larger situation. It 9
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is an allegory, choice (E). 9
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11. C Infused is used to mean that his work was filled with the experiences he 9
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had in Manchuria. Eliminate all but (B) and (C). Saturated has 9
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something of a negative tone, and the author praises Abes work, so
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eliminate (B). The answer is (C). 9
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12. E The metaphorical use of orbit and gravitational pull is used in 9
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conjunction with the negative words controlled and oppressive. 9
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Abes work is not controlled by oppressive forces. Eliminate (B), (C), 9
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and (D). Choices (A) and (E) are similar answers, but (E) better captures 9
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the authors intent. 9
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13. D Abe forged a medical certificate, so we know he was not actually sick.
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You can eliminate (A) and (B). The passage makes no reference to Abe 9
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helping the sick and injured, so eliminate (C). The sentence in the
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passage says that the forged medical certificate allowed him to avoid 9
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420 123456789012345678901234567890121234567890123456789012345678 9
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www.petersons.com
ANSWERS
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fighting. Choice (D) corresponds with that meaning. Choice (E) can be 9
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eliminated because you dont know what his intentions were for after 9
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the war. 9
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14. E Even if you dont know the defintion of apocalyptic, you probably 9
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know that it is a negative word. Eliminate (D) (exhilarating is a positive 9
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word). There is no reference to nuclear weapons in the passage, so
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eliminate (A). There was famine, and Abe seems to have been strongly 9
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affected by the loss of his father, but neither of these answers is specific 9
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enough. Only (E) expressly answers the question. 9
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15. A This question is a little bit more difficult than some vocabulary 9
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questions because you have to look in a few different places. The third 9
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paragraph, where the word appears, tells you that the avant-garde 9
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group was political and that Abe worked in various genres. The fourth 9
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paragraph refers to his earlier work, which was the work in the third 9
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paragraph, as experimental and heavily political. Since one of these 9
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words is an answer choice (A), it is the best answer. 9
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16. C This question basically asks you to distinguish between the authors 9
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opinion and the basic facts of Abes career. Choices (A), (B), and (E) all 9
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contain evaluative opinions, so eliminate them. The author expresses 9
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strong opinions about the themes furusato and the emperor, but never 9
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presents any facts about their influence on Japanese literature in the 9
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world. The best answer is (C). The author presents it as a known fact 9
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that young Japanese artists after World War II were interested in 9
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Marxism. 9
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17. B As always, go back to the passage to look for the context of the phrase. 9
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Shortly after the phrase appears, the author says that readers have
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wrongly decided that Woman in the Dunes was Abes masterpiece. The 9
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author also refers to the lack of translations of Abes earlier works. The 9
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answer that best summarizes these two things is (B).
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18. D The authors purpose in paragraph 4 is to suggest that too much 9
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attention has been given to Abes later work, as you just determined in 9
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question 17. So the answer cannot be (A). There is only a brief 9
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comparison to Abes contemporaries, so (B) is too specific. (E) is not 9
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factually correct, since most of the work the passage discusses was 9
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produced in Japan. You are left with (C) and (D). (C) is too neutral; this 9
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author is opinionated. She/he does not suggest that Abes later work is 9
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bad, but rather that his early work also deserves attention. Choice (D) is 9
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the best answer. 9
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Part IV: Taking Three Practice Tests
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19. B The author is most interested in literary works. There is no reason to 9
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suspect that the author is an artist or writer. The tone is critical and 9
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scholarly. (B) is the best answer. 9
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20. D The author of this passage does express many strong opinions, but not 9
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in regard to Marxism. You can therefore eliminate both (A) and (B). If 9
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anything, she/he is more positive than negative about the influence of
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Marxism on Abes work. Eliminate (C) and (E), which imply a negative 9
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bias. The answer is (D). 9
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Section 2 9
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1. C With a calculator this problem is straightforward enough, but you do not 9
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need a calculator to solve this problem. The wording is a bit tricky, but to 9
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find the percentage of 75 that 12 represents, you would place 12 over 75. 9
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12 12/3 4 9
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This can be simplified 5 5 . Percent means of 100, so if you 9
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75 75/3 25 9
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change the 25 in the denominator to 100, youll have your percentage in 9
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4 434 16 9
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the numerator. . This is answer (C). 9
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25
5
25 4
5
100 9
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3 9
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You could also have set up an algebraic equation, and then cross- 9
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multiplied to find the answer. 9
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12 n 9
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5 9
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75 100 9
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~ 12!~100! 5 ~75!~n! 9
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1200 5 75n 9
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1200 75n 9
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5 9
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75 75 9
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16 5 n 9
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2. D If a circle is inscribed in a square, then the circle is inside the square. 9
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You can find the length of the squares sides using the area formula for 9
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a square:
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A5s 2
9
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36 5 s 2
9
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6 5 s 9
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It might help if you draw a circle inside a square to visualize the next 9
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part. The side length of the square is the same as the diameter of the 9
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circle. Draw a diameter and youll see that its the same length as a side. 9
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422 123456789012345678901234567890121234567890123456789012345678 9
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www.petersons.com
ANSWERS
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This is a key relationship that the two figures share. Once you know the 9
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circles diameter is 6, its radius must be half that, 3. This radius can be 9
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placed into the area formula for a circle: 9
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A5 pr 2
9
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A 5 p~3! 2 9
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A 5 9p 9
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Choice (D) is correct. 9
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3. B First, you are looking for a line with a positive slope, which means that it 9
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rises as you go from left to right. This eliminates choices (A), (D), and (E). 9
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Second, a slope of 1 means that it rises as much as it runs (it goes up at the 9
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same rate that it goes over). A line with a slope of 1 will be halfway 9
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between a line that is completely horizontal and a line that is completely 9
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vertical. Choice (B) is that line, since the rise in choice (C) is too gradual. 9
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4. C To answer this question, you have to determine how the series is 9
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generated. The numbers are increasing, so it is very unlikely that either 9
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subtraction or division is involved. The numbers increase, and note 9
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how fast the increase is. Addition can be ruled out since the increase 9
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from one term to the next is too great; simple multiplication is also 9
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unlikely. Look at the four terms closely, and youll notice that each 9
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number is the square of an ascending integer. The series is one squared, 9
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then two squared, then three squared, and so forth. This series then is 9
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generated by squaring the integers. Therefore, the eighth term is eight 9
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squared, 64. Choice (C) is correct. 9
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5. B The area of a parallelogram is the height times the base. You do not 9
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know the height, but you can determine it by using the geometry of a
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triangle. If you drop a perpendicular from the top left corner to the 9
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opposite side (which you will call the base), then you have a triangle 9
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whose height is the height of the parallelogram. Measures of adjacent
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angles of parallelograms sum to 180, and so the bottom left-hand angle 9
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measures 60 (this is because the bottom right interior angle is 120, 9
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and 180 2 120 5 60). Surprise! This gives you a 30-60-90 triangle, and 9
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123456789012345678901234567890121234567890123456789012345678 = 9
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you can determine the height. Since the hypotenuse is 2 3, the height
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is 3. The base is 6, and so the area is: 9
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A 5 bh 9
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A 5 ~6!~3! 9
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A 18 9
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5
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Thats choice (B). 9
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123456789012345678901234567890121234567890123456789012345678 9 423
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Part IV: Taking Three Practice Tests
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6. A To find the reciprocal, switch the numerator and the denominator. 9
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Once youve flipped the fractions over, look for a fraction where the 9
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numerator is greater than the denominator and where the difference 9
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between the two is greatest. Choices (A) and (E) look like the best
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123456789012345678901234567890121234567890123456789012345678
candidates. The reciprocal of A is 4
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S1 9
2 2
D 1
5 4 , and the reciprocal of
2
9
9
9
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(E) is 4
1 13
3 3
S 5 4
3
1
D
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. Choice (A) is
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the greatest. 9
9
9
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7. E Another sketch with more of the angles numbered is helpful here.
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Angle 1 is 90 because its measure and the measure of the angle 9
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adjacent to it must sum to 180. Couple this fact with the given 9
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information a 5 60, and it means that the measure of angle 2 is 30 9
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since the measures of the angles in that triangle must sum to 180. 9
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Angle 3 is also 30 since it is vertical with angle 2. If you can find angle 9
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4, you could figure out angle x since you will have two of the three 9
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angles on that small triangle. To find the measure of angle 4, look at the 9
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big triangle with angles 4, c, and the right angle. Since a right angle is
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90 and c 5 50, the measure of angle 4 is 40 since the measures of the 9
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angles in the larger triangle must sum to 180. If the measure of angle 9
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4 5 40, and the measure of the angle 3 5 30, then
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123456789012345678901234567890121234567890123456789012345678
180 5 m3 1 m4 1 mx 9
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180 5 30 1 40 1 x
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180 5 70 1 x 9
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110 5 x 9
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123456789012345678901234567890121234567890123456789012345678
Choice (E) is correct. 9
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If you had no idea how to answer this question, you might have noticed 9
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that the figures were drawn to scale. Looking at x, it certainly looks 9
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greater than 90. Choice (A) is highly unlikely as an answer, and (E) 9
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would be your best guess since its the only choice greater than 90. 9
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424 123456789012345678901234567890121234567890123456789012345678 9
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www.petersons.com
ANSWERS
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8. E A problem like this takes a careful step-by-step execution, but 9
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fortunately nothing else is needed. 9
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@ ~2 1 22 21 22
! # 5 @ ~4 1 4 ! 21 22
# FG
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2
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5
1
8
22
5
1
1
5 64, choice (E). 9
9
9
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123456789012345678901234567890121234567890123456789012345678 64 9
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9. C Here you need to take care to read the chart correctly. Each complete 9
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box represents 150,000 widgets. Company B made one-and-a-half 9
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more boxes. That last box is not a full box, as you can see by its size and 9
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123456789012345678901234567890121234567890123456789012345678
by the dashed lines on the right end. Choice (B) represents one box 9
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worth of difference (150,000 widgets), while choice (D)represents two 9
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complete boxes of widgets as the difference. Answer (C) is correct, since 9
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123456789012345678901234567890121234567890123456789012345678
it shows a difference in production of one-and-a-half boxes (150,000 9
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widgets 1 75,000 widgets 5 225,000). 9
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123456789012345678901234567890121234567890123456789012345678
10. A Since you are told that x is odd, you should suspect that the answer 9
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would have something to do with being odd or even or neither. That 9
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makes choices (A) or (B) the prime suspects. x cannot be even because 9
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an even number raised to an even power must be even. Try giving x an 9
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x 3
odd value, like 3. x 5 3 5 27. This satisfies the facts given in the 9
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123456789012345678901234567890121234567890123456789012345678
problem, since 27 is an odd number, so choice (A) is the answer. 9
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11. E Do not be unnerved by the newness of this concept. All that you need to 9
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know about factorials is provided in the explanation. So be a good 9
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test-taking robot: Take the numbers they give you and feed them into 9
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123456789012345678901234567890121234567890123456789012345678
the formula. 9
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6! 6 3 5 3 4 3 3 3 2 3 1 9
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5 5 6 3 5 3 4 5 120, choice (E). 9
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3! 3 3 2 3 1 9
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If you dont get flustered (and no self-respecting test-taking robot ever 9
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123456789012345678901234567890121234567890123456789012345678
does), the problem is quite straightforward. You just apply the concept 9
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of factorial and then multiply to find the answer.
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123456789012345678901234567890121234567890123456789012345678
12. B Here replace x with three, and then solve: 9
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2 2 2 9
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f(3) 5 (3!) 5 (3 3 2 3 1) 5 (6) 5 36, answer (B).
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123456789012345678901234567890121234567890123456789012345678 9
123456789012345678901234567890121234567890123456789012345678 9
123456789012345678901234567890121234567890123456789012345678 9
123456789012345678901234567890121234567890123456789012345678 9
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123456789012345678901234567890121234567890123456789012345678 9 425
1234567890123456789012345678901212345678901234567890123456789
Part IV: Taking Three Practice Tests
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13. A This ones the toughest factorial problem, but a clue is provided by the 9
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123456789012345678901234567890121234567890123456789012345678
answer choices. Most of the answers are in terms of y. Therefore, you 9
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123456789012345678901234567890121234567890123456789012345678 y! 9
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are probably going to have to manipulate so that only ys remain in 9
123456789012345678901234567890121234567890123456789012345678 x! 9
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123456789012345678901234567890121234567890123456789012345678
the expression. 9
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123456789012345678901234567890121234567890123456789012345678
To do this, lets replace the xs with ys. Since, and y and x are integers, 9
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123456789012345678901234567890121234567890123456789012345678
x! 5 (y 1 2)!. Substituting this into the problem: 9
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y! y! y! 1 9
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x!
5
~ y 2! !
5
~y 2 !~ y 1!y!
5
~ y 2!~ y 1! 9
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1 1 1 1 1 9
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This is choice (A). You could also solve the problem by picking values 9
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for the two variables that are consistent with y 1 2 5 x, and then 9
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123456789012345678901234567890121234567890123456789012345678
plugging the values into the factorial fraction and also into the answer 9
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123456789012345678901234567890121234567890123456789012345678
choices. If only one answer choice matches the factorial fraction, then 9
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you have the right answer. If two answers match, then pick another set 9
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123456789012345678901234567890121234567890123456789012345678
of values for the variables and repeat the process. 9
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14. A You will probably recall that the determinant of a matrix is found by 9
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cross-multiplying. Since you know the end result is 26, all you need is 9
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123456789012345678901234567890121234567890123456789012345678
the right set-up and the proper computation: 9
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5
S D
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n 4
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27
5 26
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9
9
9
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~27!~n! 2 ~4!~5! 5 26 9
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27n 2 20 5 26
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27n 2 20 1 20 5 26 1 20 9
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27n 514 9
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14 9
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27n 9
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5 9
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27 27 9
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n 5 22
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15. E First note that the question asks which statements must be true. Some 9
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statements could be true under the right conditions, but if they are not
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always true, they are not going to be the right answer for this problem. 9
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Now, from p 1 q 5 2q 1 6, you can determine: p 5 q 1 6 by 9
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subtracting a q from both sides. If p is odd then q is odd, and if p is even 9
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then q is even (since an odd plus an even is odd and an even plus an even 9
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is even). But neither of them has to be even or odd. Thus I and II are not 9
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426 123456789012345678901234567890121234567890123456789012345678 9
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www.petersons.com
ANSWERS
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necessarily true. The same is true for III, since p and q could both be 9
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odd, which would make their product odd. Choice (E) is the answer, 9
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since its the only choice left standing. 9
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One last point: this question should have been answered on the second 9
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pass. Once you saw the Roman numerals, you should have realized that 9
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it would take some time to answer, and that waiting until the second
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pass would allow you more time to get to questions that might take 9
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less time. 9
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16. B Look at the graph and youll see that there are three distinct regions in 9
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which x is greater than zero: 9
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(1) x to the left of negative three 9
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(2) x between negative one and one 9
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(3) x to the right of three
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Once your eyes give you that information, its up to your brain to 9
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decipher the wilderness of greater than/less than signs and find the 9
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answer that describes these three regions correctly. Choice (B) does this. 9
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17. E Since the question asks which number must be in Box E, the conditions 9
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must only allow for one number to be in Box E. There is only one prime 9
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number, 11, and so it goes in Box B. 9, 12, and 15 are evenly divisible by 9
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three, and so they go in A, C, and D. You dont know what order, they 9
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are in, but it doesnt matter. That leaves 16 for Box E, which means 9
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choice (E) is the answer. 9
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18. D Since B, D, E, and H are all midpoints on their respective lines, the 9
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rectangle is divided into four equal rectangles. The diagonal CG divides 9
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the two smaller rectangles it traverses into halves. One-half of each of
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these two rectangles is shaded, so a total of one of the smaller rectangles 9
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is shaded. Since the smaller rectangles are equal in size and there are 9
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four of them, one-fourth of the larger rectangle is shaded or 25%,
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choice (D). 9
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19. D Since n is the same thing as n1, you are looking to raise n n so that the 2p
9
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resulting exponent is 1. Remember that when you raise a number to an 9
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123456789012345678901234567890121234567890123456789012345678 2p 9
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exponent, you multiply the exponents. What multiplied with yields 9
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2n 9
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one? The answer is its reciprocal, . 9
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p 9
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2n
~ 2p p
S DS
2p 2n
D
n n ! 5 n n p 5 n . So (D) is the answer.
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1 9
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Part IV: Taking Three Practice Tests
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20. A A straightforward way to start this problem is simply to start with the 9
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first prime number. 2 and 3 cannot be n, but 5 could since 3, 5, and 7 9
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could form a prime triplet. Continuing on with the prime numbers to 9
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fifty, there is not another prime number whose closest primes are two
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more and two less than itself. Thus the answer is (A). 9
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21. B If a geometry figure is described but not drawn, its always a good idea
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to sketch the figure yourself. Draw a circle and then one tangent line. 9
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Next draw a second tangent line that is perpendicular to the first. Now 9
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draw a third tangent that also is perpendicular to the first. Your sketch 9
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can only look like this: 9
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Your lines could be rotated around, but the interrelationships of the 9
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tangents must be the same. The only place to draw a fourth tangent line 9
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that will be perpendicular to two other tangent lines is at the bottom of 9
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the circle. 9
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Does this figure look familiar? It should, since it has the same 9
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appearance as the first geometry problem in this section, question 2.
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You have drawn a circle inscribed in a square. The fact that it is a 9
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square could clue you in to the fact that there are two sets of parallel
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lines. You might also recall from your geometry class that two lines that 9
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are perpendicular to the same line are parallel to each other. This means 9
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that both sets of tangent lines across the circle are parallel. Either way, 9
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the answer is (B). 9
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Choice (D) is close, but the circle is inscribed in the square, not the other 9
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way around. 9
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428 123456789012345678901234567890121234567890123456789012345678 9
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www.petersons.com
ANSWERS
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The fact that questions 2 and 21 employ the same figure shows you 9
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how two questions can use the same figure but vary greatly in terms of 9
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difficulty. A point to ponder is, How did the test-takers make the last 9
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question harder? First and foremost, no figure was included. This
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should spur you to draw any figure that is not given to you, and make a 9
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hard problem a lot easier to visualize and answer. 9
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Section 3 9
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1. E You should always take a close look at underlined pronouns in 9
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identifying sentence error questions. Registered in this sentence is an 9
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adjective, and who is a pronoun that represents voters. Because it 9
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is the subject of the verb, who, rather than whom, is correct. In 9
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addition, there are no other errors in this sentence. So, the answer is (E). 9
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2. C This sentence lacks parallel structure. Debating in the first part 9
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should be matched by setting in the second part. The answer is 9
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therefore (C). 9
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3. B Theres an error in diction here. Affects is a verb; effects is the 9
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noun form. Side effects is the desired phrase. Choice (B) is the 9
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answer. 9
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4. B The error here is difficult to detect. The phrase over the last decade 9
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indicates that the growth is still continuing. This is also indicated in the 9
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present tense form of employs (D). Thus the first verb should be has 9
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grown instead of had grown. Choice (B) is the answer. 9
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5. C Here is another case of missing parallel structure. This is a common 9
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mistake in this section. Reading widely and making herself need to be 9
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matched by another gerund in part C, such as conducting sophisticated 9
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research. The answer is (C). 9
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6. E Using one might sound awkward to one, but it is not incorrect. Nor
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are there any other errors. The answer is (E). 9
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7. D The tenses of the verbs in this sentence are not consistent; this is another 9
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favorite error in this type of question. Has undergone should be 9
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matched with has exploded. The answer is (D). 9
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8. D In comparing two things (films in this case), one should use the 9
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comparative case of an adjective and not the superlative. Best, choice 9
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(D), is superlative and not comparative (better would be correct), and 9
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so it is incorrect. 9
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Part IV: Taking Three Practice Tests
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9. C You agree with a noun, and that a phrase. (A) is idiomatically correct. 9
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There is no error in (B). You may use reasonable for with the 9
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construction here (subject 1 infinitive). No error there. To not 9
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acquiesce is acceptable for spoken speech, but in written language it
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should be not to acquiesce. Theres the rub. The answer is (C). 9
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10. C A country (Canada) requires the pronoun it, not they. The problem is
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therefore in choice (C). 9
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11. E This sentence is unnecessarily wordy. Having published her first novel, 9
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the author is a lot snappier and more direct. The answer is (E). 9
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12. D Here, despite is not used in a grammatically correct way. Despite the 9
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fact that is grammatically correct, but it is unnecessarily wordy and it is 9
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not appropriately joined with a semicolon. How about just but? Thats 9
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the answer (D).
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13. C This sentence might have sounded okay to you, but it has a misplaced 9
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modifier. These are very popular mistakes in the sentence correction 9
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questions. The phrase after he had worked on his serve for a few days 9
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modifies the noun player, so player must be right next to it. Only (B) 9
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and (C) accomplish this. Choice (B), however, changes the sense of the 9
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original sentence. The answer is (C). 9
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14. C In sentence construction parallel parts of a sentence should have 9
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parallel forms. In this sentence the verbs portray and reveal are parallel, 9
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but in the original sentence construction they are not in parallel form. 9
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Choice (C) corrects this mistake.
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15. B This is another favorite of the test writers: Any time you have not 9
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only you need to signal the contrasting phrase with but also. The
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answer here is therefore (B). 9
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16. A There is no error here. The answer is (A). 9
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17. A There is not a grammatical error in the underlined portion, and none of 9
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the alternatives improve upon the original. Because you do not repeat 9
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the subject, there is no comma needed before the underlined portion.
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Were you to choose answer (C), you would need to add a comma. 9
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Choice (A) is the answer. 9
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18. D Here the error is logical rather than grammatical per se. The first part of 9
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the sentence emphasizes sympathy, but the second part focuses on
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negative human qualities. You need a contrasting coordinator. That 9
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leaves (D) and (E). (D) is the better choice. 9
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430 123456789012345678901234567890121234567890123456789012345678 9
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www.petersons.com
ANSWERS
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19. E It was not because Pancho Villas raid was part of the tumult of the 9
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Mexican revolution that it prompted a retaliatory expedition. There- 9
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fore is misused. Simply delete it and you have a correct sentence. The 9
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answer is (E).
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20. A There is nothing grammatically wrong with the underlined portion, and 9
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none of the other choices improve on the wording of the sentence. (A) is
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the best choice. 9
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21. E Right away, you should notice two sentences in passive voice and think 9
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about making them active. Only (D) and (E) do that. (D) includes an 9
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imprecise 2ing verb. The test writers love to throw these around. 9
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Sometimes they are the right answer, but you should always scrutinize 9
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them. Here (E) is a much sharper sentence. 9
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22. A Doesnt sentence 2 seem too specific? It is really an explanation for why
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the men couldnt use their limbs. It should therefore follow sentence 4. 9
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The answer is (A). 9
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23. D What is the logical connection between the two sentences? The first 9
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deals with the highest trip. The second deals with the largest balloon. 9
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Now has nothing to do with that. Neither does in the nineteenth 9
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century. You dont want to begin with either of these. Moreover 9
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represents paragraph 2 as an extension of the ideas in paragraph 1, 9
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which is also inaccurate. The easiest thing to do is simply get rid of 9
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now, (D). 9
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24. C Sentence combination is huge in this section. This example is trickier
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than most. It already has an and in the first sentence, so if you use and 9
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again your sentence will start to sound like a run-on. Here, too, the 9
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2ing verb is imprecise. Which should really go very close to the noun it 9
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modifies, so eliminate (A). But implies a contrast, when all of these 9
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ideas are similar, so you can eliminate (E). Go with the semicolon (C).
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25. D All of whom returned safely is not a complete sentence. It modifies 9
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passengers in the preceding sentence. Only (D) addresses that major 9
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problem! 9
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26. E Whats missing in this sentence is where. As it stands now, it implies 9
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that literacy program is the direct object of working. Choices (D) and 9
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(E) correct the error, but (D) makes undesirable changes to the verb 9
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tenses. (E) is the best answer.
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Part IV: Taking Three Practice Tests
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27. B That had automobiles should not be separated by commas because it is 9
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an integral part of the category being described, not an added 9
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description. But it isnt correct in written English to write people that. It 9
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has to be people who (or people whom if what follows positions the
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people as the object of a verb). The answer is (B). 9
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28. D The sentence as it stands is a bit of a disaster. It sounds like a run-on: it
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just goes on and on like the Energizer Bunny. So what you will want to 9
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do is make it more direct, showcasing the important parts and 9
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subordinating the descriptions that are really secondary. You also need 9
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a comma after It is hard to believe. Start with the easiest thing, and 9
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eliminate (A) and (C) off the bat. Which of (B), (D), and (E) makes the 9
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sentence more direct? Definitely not (E). Choice (B) gets rid of the 9
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second comma/and combination, which could be good. But is a colon 9
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really in order here? No. The best answer is (D). 9
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29. A This is a little tricky because the repetition here does serve a purpose; it 9
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isnt just extra wordage that got in the authors way. Basically, the 9
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sentences are a list. When you have clauses that form a list (or other 9
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things requiring lots of words and/or punctuation), you separate them 9
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with semicolons rather than commas. (A) looks good. All of the other 9
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answers, except (D), change the sense of the original ever so slightly. (D) 9
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could be possible if it had and before the last clause, but (A) is still 9
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better. 9
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30. B While it would be possible to add a comma after convenience, it doesnt 9
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make much sense to add one after necessity. Changing you live to one 9
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lives is possible, but not required. So is adding Desert. The comma after 9
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apparently isnt strictly required, but it is desirable. The only absolutely 9
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necessary change is to replace there with they are (choice B). 9
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There are might have been more difficult to rule against (though still 9
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incorrect), but the sentence doesnt even say there are; it just says there.
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432 123456789012345678901234567890121234567890123456789012345678 9
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www.petersons.com
ANSWERS
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Section 4 9
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1. A What is the name of the kind of talk that is delivered at a funeral? 9
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Eulogy. If you know this, the answer pops out at you. If you did not 9
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know it, consider each of the choices in their turn. Epigraph is a quote 9
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at the beginning of a piece of writing. Eponymy is something with the 9
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same name as something else. Epitaph is what is written on a 9
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gravestone. That leaves (A) and (B). Elegy is a poem written in memory. 9
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You dont give a poem. That leaves (A), the correct answer. 9
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2. C On this dual-blank sentence, lets do the first blank first since we know 9
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that the blank was an encouragement to the rest of the team. Good 9
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spirits would be an encouragement to the rest of the team. You can
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eliminate (D) and (E). As for the second blank, what does a string of 9
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defeats do to a team? It discourages them. (A), elated, does not match 9
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this. Nor does (B), inundated. But (C), dispirited, fits well and youve 9
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already eliminated (D) and (E). Choice (C) is the best answer. 9
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3. B You might not know what resorted means, but if you know its a 9
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negative word, you can make an educated guess. Which of the answer 9
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choices is also a negative verb? (A), (C), and (D) are not. (E) is not a 9
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good answer because swindling has nothing to do with campaigning. 9
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Choice (B) is the best choice. 9
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4. E The second half of the sentence gives more clues, so you ought to start 9
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there. What are cats most likely to do to dogs? Avoid them, 9
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probablywhich will lead you to (E), the correct answer. But for good 9
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measure, lets eliminate the other possibilities. For a cat to undermine a 9
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dog isnt logical. Being undermined is something that happens to 9
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humans or projects, so you can definitely eliminate (D). One could say 9
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that a cat enticed a dog to do something, but it isnt good usage simply 9
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to say that the cat enticed the dog. Eliminate (A). Is it likely for a cat to 9
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gracefully apprehend a dog? No. Eliminate (C). The only possibilities 9
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left are (B) and (E). A cat might possibly defeat a dog in battle, but use 9
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the other clues. Defeat and gracefully dont go well together, and it 9
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doesnt make sense for a battle to happen while the cat is creeping
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across the lawn. Eliminate (B). The answer is (E). 9
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5. A Attack the second blank first. The most likely adjective to describe 9
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attention will be something like undivided or rapt. (A), which includes 9
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rapt, is the answer. (B), which includes spellbound, is also possible. But
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pointed anecdotes doesnt make sense, so the answer is (A). 9
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Part IV: Taking Three Practice Tests
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6. E You know the word is going to be negative: both bogged and 9
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contentious tell you so. Eliminate (B). Now think that the word is 9
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basically going to mean mess. You can eliminate (A) and (C). 9
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Conundrum is a confusing problem, not really a messy situation. (E) is
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the best answer. 9
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7. B Here the first blank seems more approachable. The reference to a clear
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leader indicates that the outcome was known. Eliminate (A) and (E). 9
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For the second blank, the clue is that the leader misstepped and so rest 9
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of the competitors must have gotten a chance at the title, but they 9
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werent assured a victory. Eliminate (D) and (C). The answer is (B). 9
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8. D Consider the first blank. The word though indicates that the drug was 9
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intended to be beneficial but ultimately was not. Do any of the answer 9
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choices mean not beneficial? (A), (D), and (E) do. How would the 9
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medical community respond to a bad result? Ostensibly they would 9
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think that a bad result was bad. That eliminates (A) and (E). This 9
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leaves (D). 9
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9. B A life that only lasts 24 hours is what in comparison to a normal human 9
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life? It is short. Which of the answer choices contains the notion of 9
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shortness in its meaning? (B), ephemeral, does. 9
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10. E What is a species likely to do in an environment? It either grows in 9
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number or diminishes in number. Each of the first words, except in (B), 9
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could mean one of those things. Eliminate (B). When you discover that 9
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there is an abundance of food, you know that the first word will suggest 9
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that the kangaroos increased in numbers. Eliminate (A) and (D). Now 9
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you need the second part of the sentence. To grow in numbers, the 9
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kangaroos will need an absence or near absence of predators. Eliminate
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(C). You are left with (E). 9
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11. C The best clue in this sentence is fears. Citizens with fears can only be 9
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concerned or alarmed. That leaves (B) and (C). Its not particularly 9
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logical to say that a speech is designed to ignore something. On the
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other hand, it is common to use assuage with fears. The best answer 9
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is C. 9
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12. A Lets attack the first blank. If the female is a fencing champion then she 9
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must be skillful with her rapier (her sword). Which of the first answer 9
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choices matches skillful? Choices (A), (B), and (E) do. (C) is possible but 9
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not likely. As for the second blank, the conjunction but indicates that 9
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her skillfulness in fencing is in contrast to her lack of skill in other 9
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sports. Which of the remaining second answer choices matches with 9
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this pre-guess? Only awkward, choice (A), does. 9
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434 123456789012345678901234567890121234567890123456789012345678 9
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www.petersons.com
ANSWERS
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13. B There is a contrast drawn in the sentence between receiving accolades 9
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praise, awardsand Jane Goodalls initial standing in her field. She 9
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must have met with a lack of support or outright disapproval. Eliminate 9
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(E) because it is illogical. Eliminate (C) because it goes with, rather than
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against, accolades. An acolyte is someone who assists a clergyman, so 9
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you can eliminate (A). You are left with (B) and (D). A charlatan is a 9
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fake, an incompetent. If the sentence said, Some people thought she 9
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was a , charlatan might work, but it says she actually was a -. 9
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She couldnt have been a fake and later gotten awards. Eliminate (D).
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You are left with (B), a maverick, an independent thinker, a dissenter, 9
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a pioneer. 9
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14. D This sentence is contrasting the views of Alston and Mario (the conjunc- 9
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tion but clues you into this fact). Alston thinks that the lecture was 9
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impressive, which probably means smart, accurate, logical. Marios view 9
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is in contrast to this. You can eliminate (A) and (C). Recondite is not 9
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likely to be a word to describe a lecture, so eliminate (B). You are left 9
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with specious or fictitious. Specious means logically false; fictitious comes 9
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from fiction, and presumably the philosopher didnt tell a story but 9
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rather made an argument. Choice (D) is the best answer. 9
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15. A If you know that insinuation is a negative word, you can guess that the 9
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first blank will describe a logical response to a negative thing. Balk is a 9
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common word in this situation, but if you dont know that use the 9
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process of elimination. You can eliminate (B) and probably (D) because 9
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they are not negative words. Move to the next blank. If the officials 9
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response is negative, its most logical that he is accused of having 9
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something to do with the economic woes. Eliminate (C). That leaves (A) 9
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and (E) as the most likely answers. But you dont rile at something; 9
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its not good usage. Eliminate (E) and you are left with (A). 9
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16. D The author is speaking generally in this first paragraph. Global 9
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warming and species extinction are two big, general problems; he refers 9
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to them in a positive light at maintaining global climate and genetic
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resources. Genetic resources refers diverse species of plants and 9
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animals, choice (D). 9
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17. E The author mentions that Los Amigos is relatively pristine, and that the 9
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rainforest is facing threats. Eliminate (A) and (B). He isnt talking in the 9
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passage about restoring the rainforest, but preventing future damage. 9
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Eliminate (C). He does not say that every other part of the rainforest is 9
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already destroyed beyond repair. Your logic should tell you that. 9
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Eliminate (D) and you are left with (E), the correct answer. 9
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123456789012345678901234567890121234567890123456789012345678 9 435
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Part IV: Taking Three Practice Tests
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18. A First go back and get the context of the use of this phrase. It refers to 9
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land being set aside for conservation use. The only possibility is (A). 9
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19. D This is a difficult question because it requires you to infer the answer. 9
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The best way to do that is to eliminate the least likely answers and then 9
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see whats left. The passage tells you that the agreement was the first 9
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long-term permanently renewable conservation concession. There are
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two references to time in this sentence, so the answer must have to do 9
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with timethat leaves (B), (D), and (E). The author isnt really 9
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interested in the legal aspects, though, so eliminate (E). Because he 9
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includes both long-term and renewable, the agreement probably 9
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wasnt the first contract that was simply one or the other. Eliminate (B). 9
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That leaves you with (D), the correct answer. 9
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20. C This is a question that you should be asking yourself as you read through 9
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the passage. The passage begins by discussing the importance of conser- 9
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vation efforts in Amazonia and then links the work at the Los Amigos 9
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watershed with this goal. The correct answer will contain both of these 9
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things. (A) is too general. (B) isnt accuratehe doesnt focus on elimi- 9
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nating bad things but on continuing good things. (C) sounds good. (D) 9
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is incorrect because the passage is not primarily about the Peruvian gov- 9
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ernment. (E) points to one issue that the passage discusses but lacks 9
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many of the other issues the passage discusses. (C) is the best answer. 9
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21. D This question calls for a little nuance. He does advocate for his project, 9
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but does not position it against other projects. Eliminate (A). (B) is too 9
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general. (C) is not accuratehe does not condemn the government. (D) 9
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sounds good. (E) uses language that is too stronghe is not a zealot, 9
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but a scientist making his case in calm, rational language. (D) is correct. 9
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22. E The author positions his project as complementary to other projects. These 9
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scientists are examples of the other amenable projects. The answer is (E). 9
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23. E This is a tricky answer because the right choice is the one youd least 9
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expect. The author focuses on working with plants in the watershed, but
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in the last word of the passage mentions an herbarium, which through 9
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context clues and word study, you can guess means a laboratory where 9
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plants are grown. Eliminate (A). The author mentions studying human- 9
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plant interactions in paragraph 6. Eliminate (B). Somewhat surprisingly, 9
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the author is in favor of pharmaceutical use of Amazon plants, as he 9
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indicates in paragraphs 1 and 5 and implies in paragraph 6. Eliminate (C). 9
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(D) is obviously not the answer. You might think that because he focuses 9
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on naming, he means labeling, but in fact it is a scientist on another project, 9
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Robin Foster, who actually labeled plants. (E) is the answer.
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436 123456789012345678901234567890121234567890123456789012345678 9
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www.petersons.com
ANSWERS
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24. B As always, first go back and read the section cited in the question. The 9
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sentence in which providing names occurs, mentions communication 9
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about plants and the animals that use them. You will recall that earlier 9
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in the passage, it was stated that one of the major projects in studying
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Amazonia was discovering new species. One hurdle for communication 9
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among scientists once a species is discovered is standardizing the name 9
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of the species. This is how providing names will facilitate communi- 9
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cation. Choice (B) correctly points this out. (If you had difficulty with 9
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this question, notice that all the other choices mention issues not
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directly addressed in the passage. That is a strong indicator that an 9
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answer is incorrect.) 9
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25. A The authors full argument goes, To be informed, we must develop 9
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knowledge. To develop knowledge, we must collect, organize, and 9
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disseminate information. In this sense, botanical information has 9
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conservation value. The author is arguing that being informed is 9
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essential for conservationism, and so in this sense botanical informa- 9
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tion has conservation value. So even though (B), (C), (D), and (E) are all 9
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things the author might agree with, only (A) captures the meaning of 9
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the argument made here. 9
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26. B You might confuse repeated use of the word watershed with an actual 9
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discussion of water pollution, but the author doesnt mention water 9
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pollution explicitly. The answer is (B). If you dont get this right away, 9
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you can arrive at it by eliminating the others. He does clearly mention 9
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all of the other choices. 9
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27. C The author is talking about how his work at Los Amigos relates to 9
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other conservation projects, and how the Los Amigos area is related to 9
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other environmentally protected areas. Only (C) captures that meaning. 9
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Section 5 9
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1. C For every positive integer, there is a negative integer the same distance 9
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from zero. This means that there are an equal number of positive and 9
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negative integers. Therefore each set contains the same number of 9
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members, which is choice (C).
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2. B Four sweaters cost p dollars, and so 12 sweaters at the regular price 9
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would cost 3p (4 3 3 5 12). Since the sweaters are half-off, the 12 9
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3p 9
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sweaters only cost half as much, , choice (B). 9
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2 9
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Part IV: Taking Three Practice Tests
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3. C This fraction looks complicated, but realize that the numerator and de- 9
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nominator are both fractions. You might then see that the numerator 9
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2
SD
is less than the denominator SD
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4
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, and so this fraction is less than
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3 5
9
9
9
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one. That eliminates (D) and (E) as possible answer choices. You have to 9
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simplify the fraction to find the answer, and since youre dividing frac- 9
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tions, remember to multiply by the reciprocal of the divisor: 9
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2 9
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3 2 4 2 5 10 5 9
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5 4 5 3 5 5 . (C) is the answer. 9
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4 3 5 3 4 12 6 9
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5
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4. E Here you just need to plug in and be careful. If x 5 3 then y 5 1 because 9
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3y 5 x 9
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3y 5 3 9
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3y 3 9
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5 9
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3 3 9
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y51 9
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If y 5 1, then 9
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10 9
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y5 9
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z 9
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10 9
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15 9
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z 9
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~ z!1 5 S D
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10
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z
~z!
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9
9
9
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z 5 10 9
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This is choice (E). 9
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5. C y 5 mx 1 b is the equation for a line, so the wiggly lines of choices (D)
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and (E) cannot be correct. A negative m means the slope is negative, so 9
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the line must slant down when viewed from left to right. That 9
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eliminates (A). The y-intercept b is positive, so the line must cross the 9
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y-axis above the x-axis. This is true of (C), so its the answer.
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6. A This problem requires a little careful decoding, but all the steps are 9
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straightforward. The first part of the order is 2 H-M, which are two 9
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medium hats. Usually the hats are $12 each, so two would cost $24, but 9
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since all medium-sized items are 25% off, the price is reduced. Twenty- 9
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five percent of 24 is 6, so together the two medium hats cost $18 ($24 9
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minus $6). The next part is 2 H-L, which is two large hats, and together 9
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438 123456789012345678901234567890121234567890123456789012345678 9
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www.petersons.com
ANSWERS
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they cost $24. The last part of the order is 1 SH-M, one medium shirt, 9
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which costs $9 since it is 25% off ($3 is 25% of $12, the normal cost of 9
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the medium shirt). Adding up 18 1 24 1 9 5 51, answer (A). 9
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7. A The task here is to solve for x. The test makers are betting that the 9
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square root symbol will throw you off a bit. 9
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5=x 1 15 5 30 9
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5=x 1 15 2 15 5 30 2 15
9
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5=x 5 15 9
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= 9
5
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x 15 9
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5 9
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5 5 9
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= x 5 3 9
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x59 9
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Answer (A). 9
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8. D Here there is no shortcut. We have to factor and then simplify. 9
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x2 2 x 2 12 ~ x 2 4!~x 1 3! ~x -4!~x 1 3! 9
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5 5 5 9
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2
2x 1 2x 2 12 2
2~x 1 x 2 6! 2~x 1 3!~x 2 2! 9
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x24 9
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. (D) is the answer. 9
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2~ x 2 2! 9
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9. C The first thing to do is to have it clearly in mind what the graph of 9
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f(x) 5 x2 looks like. 9
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Part IV: Taking Three Practice Tests
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This shape comes about as a result of the x2 term. When f(x) 5 x2, the 9
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fact that all x values are squared makes every y value positive (keep in 9
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mind that f(x) acts as the y value). This graph has no negative y values, 9
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but to find the right answer, it must now be rotated clockwise. This
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means rotating to the right. 9
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Heres a good way to visualize this. Hold up your left hand, and make a
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bowl-shape with your fingers on one side and your thumb on the other. 9
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The tips of your fingers and thumbs should all be point towards the ceil- 9
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ing. This is your graph before rotation. Now take your left hand and shift 9
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it 90 to the right; in essence, snap your wrist down. The tips of your 9
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fingers and thumb should now be pointing to the right. Find the answer 9
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choice that looks like the position of your left hand. (C) is the answer. 9
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10. E The correct ordered pair has to satisfy two conditions, x 2 y . 2 and 9
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x 1 y . 4. Lets start with the first condition and take it from there. In 9
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order for x 2 y . 2, x must be greater than y by more than two. This 9
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eliminates choices (A), (B), and (D). Now you have only two choices left 9
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to check the second condition, x 1 y . 4. If you add the x and y values 9
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of choice (C) together you get 4, but the value must be greater than 4. 9
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Choice (E) has to be the correct answer. 9
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11. A The best way to approach a problem like this is to use one of the 9
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equations and solve for one of the variables in terms of the other. Then 9
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you can place that answer into the second equation. 9
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This problem succumbs quite nicely to this strategy. Take the first 9
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equation and solve for y in terms of x. Cross-multiplication makes 9
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this simple. 9
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x 1 9
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5 9
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y 2 9
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2x y 9
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5
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You can now substitute this information into x 1 y. Subbing in for y: 9
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x 1 y 5 x 1 2x 5 3x, which is (A). 9
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12. B There are two main ways to approach this problem. You can come up 9
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with a snazzy algebraic formula, or you can go to the answer choices 9
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and start cranking in numbers. Lets use the crank method. 9
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Whichever method you use, you must first determine how much
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Quentin paid for the three hot dogs. This is done by subtracting $7.34 9
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from $10, giving you $2.66. This is the price, including tax, of three 9
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hot dogs. 9
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440 123456789012345678901234567890121234567890123456789012345678 9
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www.petersons.com
ANSWERS
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With the crank method, starting with the middle answer choice (C) 9
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often yields a clue, even if its incorrect. Choice (C) has a hot dog at 86 9
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cents. Add 6 or 7 cents sales tax to this, and then multiply by three. 9
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You get:
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3(86 1 7) 5 3(93)5279 9
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You can add the entire amount of sales tax per dollar, 7 cents, or you 9
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can take into account the fact that 86 cents is not quite an entire 9
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Tip
dollar, so Quentin might not owe the entire
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might seem vague, but the question does allow for some wiggle room 9
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since it asks which is closest to the price . . . Whether you use 6 or 9
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7 cents sales tax, the same answer works best both ways. 9
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You know that Quentin spent $2.66, or 266 cents. Answer choice (C) 9
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comes out at 279 cents, which is 13 cents too many. This means that (C) 9
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is incorrect because its too great. If (C) is too great, then (D) and (E) are 9
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even greater, so they must also be incorrect. This leaves (A) and (B). Try 9
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(B). If it also too great, then the answer must be (A). Heres (B). 9
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3(82 1 7) 5 3(89) 5 267 9
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This is only one penny off. If you use a 6-cent sales tax, it is only 2 cents 9
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off. (B) is closest to the price of the hot dog, so its the correct answer. 9
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Part IV: Taking Three Practice Tests
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13. D Since the triangles are congruent, you know that the bottom right angle 9
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on the left triangle is a right angle. You also know that the side opposite 9
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x=3 9
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of b is , and from this you can deduce that the side adjacent to b 9
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2 9
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x 9
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is by using the Pythagorean theorem. Heres what the computation 9
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2 9
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would look like: 9
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2 2 2 9
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a 1b 5c 9
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=
2
S D
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3x
2
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1b 5x2 2
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9
9
9
9
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3 9
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x 2
1 b 2
5 x 2
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4 9
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3 2 3 2 3 2 9
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x 2 x 1b 5x 2 x 2 2
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4 4 4 9
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2 9
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2 x 9
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b 5 9
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4 9
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x 9
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b5 9
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2 9
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The sides of this right triangle, then, are in the proportions of a 9
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30-60-90 triangle. And since angle b is opposite the second largest side, 9
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its measure is 60, choice (D). 9
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14. C You can infer that the figure is a square since all the sides must be
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congruent because they are all formed by points equidistant from zero. 9
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To find the area of the square, you only need the length of one side. You 9
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can get this two ways: you can use the distance formula for two points 9
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or you can take a shortcut and realize that the square is cut into four 9
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45-45-90 triangles by the y- and x-axes. The length of each non- 9
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hypotenuse side of these triangles is 2, so the hypotenuse must be 9
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2=2. This hypotenuse is also the length of the squares side, so place 9
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this value into the area of a square formula: 9
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2 9
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A 5 s
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A 5 ~2=2!
2
9
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A 5 4 3 2 5 8 9
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Choice (C) is the answer. 9
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442 123456789012345678901234567890121234567890123456789012345678 9
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www.petersons.com
ANSWERS
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15. E The smallest percentage difference is going to be the year where the flu 9
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column and the cold column are closest. (The converse is not true for 9
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the greatest percentage difference.) Eyeing the chart is the fastest way to 9
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determine the answer. The values in the columns for 2000 look and are
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the closest, and so the percentage difference is the least. (E) is 9
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the answer. 9
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16. D Cold cases (white bar) have to be greater than flu cases (shaded bar), so 9
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there are only two decades that could be the correct answer, 1970 and 9
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1990, choices (B) and (D). In 1970, the number of cold cases is about 9
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twice as many as the flu (2,000 to 1,000), so the percentage difference 9
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would be 100%. This makes 1990, choice (D), the answer by default, 9
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but you can see that the percentage difference works out to about 25% 9
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since there were roughly 4,000 cold cases and 3,000 flu cases. 9
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17. A You may want to save Roman numeral questions for the second pass! A 9
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judicious use of POE will help you out on this one, though. Looking at 9
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I, angles 6 and 12 are both formed by the same intersecting line, and 9
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they are congruent. Since I must be true, you can take this information 9
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and cross out any answer choices that do not have I in them. 9
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Surprisingly, this gets rid (B), (C), and (D). The answer is either (A) (I 9
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only) or (E) (I and II only). Since these are the only choices, you do not 9
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even have to worry about III. Check II, and if it must be true, then the 9
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answer is (E). If it isnt true, the answer must be (A). As it turns out, 2 9
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and 9 are not congruent, so the answer is choice (A). 9
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18. A This problem looks rather complicated, but the negative in front of the 9
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2c
a simplifies it. If 2a2b is positive, then a must be negative and raised
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to an odd power. To get your head around this, consider that if a were 9
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positive, the entire expression could not be positive. So (A) must 9
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be true. 9
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19. D The first thing to recognize here is that the figure is composed of three
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triangles, and since all the line segments are congruent, all the triangles 9
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are equilateral and congruent to each other. Equilateral triangles are all 9
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60-60-60 triangles, and so both a and b are 60. Choice (D) is true. 9
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20. C Since the boys cannot sit by seat 3, both girls always have to be sitting in 9
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seat 2 and 4. The boys have to be in seats 1 and 5. 9
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If the first girl is in seat 2, then the second is in seat 4. If the first boy is 9
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in seat 1 the second boy is in seat 5. That is one arrangement. The boys 9
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could switch seats, and that is a second arrangement. The girls could 9
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also switch seats, and this would yield another two possible arrange- 9
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ments. That gives four total, (C). 9
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Part IV: Taking Three Practice Tests
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21. E There is a little formula that can be used, and you can draw up a Venn 9
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diagram if you like, but if you keep your head you can reason your way 9
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through this problem. If 52 students are in neither class, then 98 9
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students are in algebra or geometry. The question states that 73 are in
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geometry and 62 are in algebra, so that would be a total of 73 1 62 5 9
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135 students. Since this number is greater than the number (98) of 9
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students you found earlier, the difference between 135 and 98 must be 9
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the number of students enrolled in both algebra and geometry. This 9
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difference is 37 (135 2 98 5 37), choice (E).
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Section 6 9
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1. B In reference to the discovery of DNA, the passage states, the study of 9
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life could now be performed with more abstract methods of analysis. 9
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(B) makes the same point, using the same key word, while all the other 9
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choices either go beyond what the passage actually states (e.g. (A), the 9
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passage does not say that the study of lipids and proteins became 9
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irrelevant; (C) basically says the same thing) or bring in topics not 9
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mentioned in the passage (e.g. (D), Mendelian genetics is not mentioned 9
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in the passage). 9
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2. E The passage contrasts wet and dirty study of lipids and proteins with 9
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the information-based study of DNA. In this sense wet and dirty 9
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involves intensive laboratory work with things like lipids and proteins. 9
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It is not haphazard guessing (A). Choice (E) states this correctly, also 9
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drawing on language in the passage (information-based).
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3. D The passage says that Saunders was a writer on Western topics who was 9
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widely read in the past. (D) fits with this. (A) does not. The passage does 9
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not say anything like (B), (C), or (E). Thus (D) is the best choice. 9
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4. A The passage reads, many of the groups who popularized rock and roll 9
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consciously were attempting to emulate the work of blues greats such as
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B. B. King. Choice (A) is an accurate paraphrase of the information 9
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given in the passage. 9
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5. C Antecedent means coming before. Even if you dont know the word, 9
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you can use word analysis to figure out that it has something to do with 9
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before. Dont confuse ante- with anti- (against). You can eliminate (D) 9
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and (E). Referent is a synonym for antecedent only in grammatical 9
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usage. Eliminate (B). You are left with antebellum, meaning before the 9
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war, or causal, meaning causing. Causal is more specific and more 9
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logical. (C) is the answer. 9
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444 123456789012345678901234567890121234567890123456789012345678 9
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www.petersons.com
ANSWERS
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6. C The passage begins by describing the Seneca Falls convention as the first 9
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organized attempt for womans voting rights (read the first sentences of 9
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the passage to see this). AWSA and NWSA came after Seneca Falls. (D) 9
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and (E) refer to information provided in Passage 2. Choice (C) is
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the answer. 9
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7. A The passage states that the Seneca Falls conference did not have an
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immediate effect because the nation became embroiled in issues related 9
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to the coming Civil War. Knowledge of the dates of the Civil War will 9
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help you avoid confusing it with World War I. It was the Civil War, (A), 9
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that pushed the womans voting rights movement to the background of 9
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the national consciousness. 9
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8. B Here it is best to go back to the passage and clarify in your own mind 9
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the distinctions drawn between the NWSA and the AWSA. The NWSA, 9
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which the question asks about, focused their efforts on federal and 9
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constitutional issues, whereas the AWSA focused on state-level issues. 9
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So (B) is the correct answer. 9
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9. B Dont be distracted by the wrong answers. Without even reading the 9
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passage, you could guess that the conflict between two organizations 9
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was resolved when they combined. The answer is (B). 9
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10. D The author of Passage 1 doesnt have a very strong opinion, so you can 9
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eliminate (A) and (E). Now you need to decide if the authors opinion, 9
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however subtle, is positive or negative. It seems positive. For example, 9
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the author describes the work of the NAWSA as important. Thus the 9
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correct answer will be positive. That eliminates (B) and (C). The answer 9
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is (D). 9
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11. A The first question is to determine what the ultimate victory of the 9
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womans suffrage movement is. The first paragraph of the second 9
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passage makes it clear the author views the passing of the amendment
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to the constitution as the ultimate victory, and this occurred with 9
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Tennessee approving the amendment. So (A) is the answer.
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12. C The earliest time that the second passage points to is the 1870s (the first 9
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passage refers to the Seneca Falls convention in 1848), and so (C) is 9
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the answer. 9
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13. C The second passage describes partial suffrage as the right to, vote in 9
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local affairs such as municipal elections, school board elections, or
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prohibition measures. All of the examples but (C) refer to local affairs. 9
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Choice (C) refers to something mentioned only in Passage 1 (which was,
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moreover, before the 1848 Seneca Falls convention). 9
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Part IV: Taking Three Practice Tests
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14. B The second passage argues that the partial suffrages showed that 9
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woman could responsibly and reasonably participate in a representa- 9
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tive democracy. These examples made the reasoning of nonsuffragists, 9
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that woman were not fit to vote, difficult to maintain. Choice (B)
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correctly points to this same idea. 9
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15. E To answer a question like this you have to clearly have in mind which
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passage discusses what. Neither passage mentions the number of the 9
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amendment that gave women the right to vote. The second passage 9
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mentions when the amendment became law in the first paragraph, so 9
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you can eliminate (A). The first passage mentions the Civil War in the 9
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first paragraph. The first passage mentions the leaders of NWSA in the 9
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second paragraph. The second passage is all about partial suffrages, 9
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and youve confirmed this in question 14. The only possible answer 9
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is (E). 9
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16. A Recall that the author of the second passage saw the partial 9
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suffrages, the local successes of the womans movement in the 1870s 9
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and 1880s, as crucial to the ultimate success of the movement. The first 9
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passage says that AWSA focused on state-level issues. Choice (A) states 9
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as much and is the best choice. NWSA was specifically interested in 9
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federal and constitutional issues, so (B) is factually incorrect. The 9
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author of passage two agrees that the constitutional amendment was 9
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the ultimate success of the suffrage movement, so he or she would not 9
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agree with (C). (D) also contradicts that view. (E) is more difficult to 9
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eliminate, but the author of Passage 2 doesnt mention any differences 9
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within the suffrage movement. Choice (A) is the best answer. 9
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446 123456789012345678901234567890121234567890123456789012345678 9
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www.petersons.com
ANSWERS
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Section 7 9
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1. This one is all about PEMDAS. 9
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@ ~ 2 2
! ~ ~ !!2
# ~ !2
~ ! 2 9
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2 3 1 4 2 3 4 5 2 9 1 4 2 12 9
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2
5 @2 ~ 81 ! 1 ~ 28! # 162 1 64
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5 162 1 64 9
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5 226 9
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2. Remember when you multiply or divide an inequality by a negative, you 9
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switch the direction of the inequality sign: 9
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22 2 3x . 13 9
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22 2 22 2 3x . 13 2 22 9
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23x . 29 9
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23x 29 9
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, 9
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23 23 9
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x , 3 9
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The only two positive integers less than 3 are 2 or 1. Either one is an 9
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acceptable answer. 9
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3. The cost will include the initial charge and the minute rate times thirty, 0.40 9
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1 0.06(30) 5 0.40 1 1.80 5 2.20. 9
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4. A good, no-nonsense way to find the least common multiple (LCM) is to 9
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multiply both numbers by increasing positive integers until both multiply to 9
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the same number. 9
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18 3 2 5 36 24 3 2 5 48 9
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18 3 3 5 54 24 3 3 5 72
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18 3 4 5 72 24 3 4 5 96 9
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18 3 5 5 90 24 3 6 5 120 9
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18 3 6 5 108 24 3 6 5 144
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18 3 7 5 126 9
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18 3 8 5 144 9
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Both numbers multiply out to 72, so this is the answer. Creating these two 9
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tables would take a lot of time if you didnt have a calculator, but since you 9
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do, make the most of it. 9
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123456789012345678901234567890121234567890123456789012345678 9 447
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Part IV: Taking Three Practice Tests
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5. If x is any negative number, then the inequality will hold true because the 9
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absolute value bars will knock the value up well over 2. If you dont see this, 9
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plug in some negative numbers. 9
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Thinking positively, if x . 5 then the inequality is also true. The only 9
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remaining integers are 05. Plugging zero into the inequality, it still holds 9
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true. But if you plug 15 in, the inequality is not true. Thus any integer 1, 2,
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3, 4, 5 is correct. 9
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6. This problem works very much like a function machine. Take the number 9
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they give you and place it into the equation, then solve. For the eleventh 9
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term, k will be equal to 11, so 9
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~ ! ~ ! ~ ! 9
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10 k 1 1 10 11 1 1 10 12 120 9
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5 5 5 5 12 9
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k21 11 2 1 10 10 9
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7. If you do not see the answer by visualizing the points, you can always use the 9
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formula for the midpoint. It is just the average of the coordinates (in this 9
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case, the y coordinates) 9
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y1 1 y 2 2 1 6 8 9
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5 5 5 4. 9
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2 2 2 9
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8. You can use trigonometric functions to solve this problem, or you could use 9
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the Pythagorean theorem since this is a right triangle (the measure of the 9
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angles have to sum to 180 and you know the measures of two of the three 9
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angles, 40 and 50, sum to 90. This means the third angle must be 90.) 9
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2
a 1b 5c 2 2
9
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42 1 ~2=5! 5 c2
2 9
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16 1 20 5 c 2
9
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36 5 c 2 9
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6 5 c 9
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The answer is 6.
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9. The mean is the average, so we have to add up all the numbers and divide by 9
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the total: 9
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7 1 4 1 3 1 6 1 2 1 2 24 9
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5 5 4. 9
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6 6 9
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The median is the number in the middle if you line up all the numbers from 9
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greatest to least. Since there is an even number of numbers, the median will
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be the average of the two middle numbers, {2, 2, 3, 4, 6, 7}. The median then 9
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123456789012345678901234567890121234567890123456789012345678 1 9
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is the average of 3 and 4, or 3.5. The difference between the two is 0.5 or . 9
123456789012345678901234567890121234567890123456789012345678 9 2
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448 123456789012345678901234567890121234567890123456789012345678 9
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www.petersons.com
ANSWERS
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10. Draw this picture! Two lines that are perpendicular to the same line are 9
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parallel. To see this, draw one line perpendicular to another, and then draw 9
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a third line perpendicular to the second; it will be parallel to the first line). 9
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123456789012345678901234567890121234567890123456789012345678 2 9
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That means a and c are parallel, which implies they have the same slope, . 9
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11. This might appear complicated, but a few careful substitutions and you will 9
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have the answer. When, y 5 3, x 5 5 because x 5 y 1 2. 9
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Now you need to plug this value of x into the function, 9
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f(x) 5 x2 1 3 9
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2
f~5! 5 5 1 3 5 25 1 3 5 28 9
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12. The first step is to sketch the inscribed square. 9
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The sides of the square are =8 since the area is 8. You get this by working 9
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backward from the area of a square formula: 9
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A5s 2 9
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2 9
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8 5 s 9
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= 85s 9
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=4 3 2 5 s 9
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2=2 5 s 9
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The longest straight line that originates and terminates on the circumference 9
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is the diagonal of the square. Now that you have the side of the square, you
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can find the length of its diagonal because two sides of the square and its 9
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hypotenuse make a 45-45-90 right triangle. The diagonal is the hypotenuse, 9
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= 9
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so it will be 2 times greater than a side.
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This means the diagonal of the square is: 9
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~2=2!~=2! 5 2=4 5 2 3 2 5 4. 9
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123456789012345678901234567890121234567890123456789012345678 9 449
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Part IV: Taking Three Practice Tests
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13. Our range of numbers to meet the conditions is 1000 to 1198. The only way 9
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to meet the two conditions in the 1100s is to have the ones and units sum to 9
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15 since with the two 1s (in the hundreds and thousands place) will make 9
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the sum 17. But this is impossible, since two numbers that are the same
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cannot sum to an odd number. Therefore, the answer must be in the 1000s. 9
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1011 is far too less a sum of digits, and 1099 is too great, but not by much. 9
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Try 1088. It sums to 17. 9
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Section 8 9
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As you might expect, answers will vary. If possible, politely ask a teacher, 9
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fellow student, or some other person knowledgeable about formal essay
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writing to review your essay and provide feedback on ways in which the 9
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essay is commendable and on areas where it could be improved. 9
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450 123456789012345678901234567890121234567890123456789012345678 9
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www.petersons.com
Scoring Worksheet
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12 34567890123456789012345678901212345678901234567890123456789012123456 7
12 34567890123456789012345678901212345678901234567890123456789012123456 7
12 34567890123456789012345678901212345678901234567890123456789012123456 7
12 34567890123456789012345678901212345678901234567890123456789012123456 7
12
12
12
Scoring Worksheet
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12 34567890123456789012345678901212345678901234567890123456789012123456 7
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MATH 7
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12 34567890123456789012345678901212345678901234567890123456789012123456
Number Number Raw 7
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Correct Incorrect Score 7
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5
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12 34567890123456789012345678901212345678901234567890123456789012123456 7
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Section 2 2 (.25 3 ) 5 7
12 34567890123456789012345678901212345678901234567890123456789012123456 7
12 34567890123456789012345678901212345678901234567890123456789012123456 7
12 34567890123456789012345678901212345678901234567890123456789012123456 7
12 34567890123456789012345678901212345678901234567890123456789012123456 7
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Section 5 2 (.25 3 ) 5 7
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12 34567890123456789012345678901212345678901234567890123456789012123456 7
12 34567890123456789012345678901212345678901234567890123456789012123456 7
12 34567890123456789012345678901212345678901234567890123456789012123456
Section 7 7
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2 (.25 3 ) 5 7
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12 34567890123456789012345678901212345678901234567890123456789012123456 7
12 34567890123456789012345678901212345678901234567890123456789012123456 7
12 34567890123456789012345678901212345678901234567890123456789012123456
CRITICAL READING 7
12 34567890123456789012345678901212345678901234567890123456789012123456 7
12 34567890123456789012345678901212345678901234567890123456789012123456 7
12 34567890123456789012345678901212345678901234567890123456789012123456 7
12 34567890123456789012345678901212345678901234567890123456789012123456
Sections 7
12 34567890123456789012345678901212345678901234567890123456789012123456 7
12 34567890123456789012345678901212345678901234567890123456789012123456
1, 4, and 6 2 (.25 3 ) 5 7
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12 34567890123456789012345678901212345678901234567890123456789012123456 7
12 34567890123456789012345678901212345678901234567890123456789012123456 7
12 34567890123456789012345678901212345678901234567890123456789012123456
WRITING 7
12 34567890123456789012345678901212345678901234567890123456789012123456 7
12 34567890123456789012345678901212345678901234567890123456789012123456 7
12 34567890123456789012345678901212345678901234567890123456789012123456 7
12 34567890123456789012345678901212345678901234567890123456789012123456
Section 3 2 (.25 3 ) 5 7
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12 34567890123456789012345678901212345678901234567890123456789012123456 7
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12 34567890123456789012345678901212345678901234567890123456789012123456 7
12 Section 8 Go to www.petersons.com/satessayedge/
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1234567890123456789012345678901212345678901234567890123456789012123456 7
12 34567890123456789012345678901212345678901234567890123456789012123456
for instant online scoring and feedback. 7
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12 34567890123456789012345678901212345678901234567890123456789012123456 7
12 34567890123456789012345678901212345678901234567890123456789012123456 7
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12 34567890123456789012345678901212345678901234567890123456789012123456 7
1234567890123456789012345678901212345678901234567890123456789012123456 7
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1234567890123456789012345678901212345678901234567890123456789012123456 7
12 34567890123456789012345678901212345678901234567890123456789012123456 7
1234567890123456789012345678901212345678901234567890123456789012123456 7
12 34567890123456789012345678901212345678901234567890123456789012123456 7
1234567890123456789012345678901212345678901234567890123456789012123456 7
12 34567890123456789012345678901212345678901234567890123456789012123456 7
12 34567890123456789012345678901212345678901234567890123456789012123456 7
1234567890123456789012345678901212345678901234567890123456789012123456 7
12 34567890123456789012345678901212345678901234567890123456789012123456 7
12 34567890123456789012345678901212345678901234567890123456789012123456 7
12 34567890123456789012345678901212345678901234567890123456789012123456 7
12 34567890123456789012345678901212345678901234567890123456789012123456 7
12 34567890123456789012345678901212345678901234567890123456789012123456 7
1234567890123456789012345678901212345678901234567890123456789012123456 7
12 34567890123456789012345678901212345678901234567890123456789012123456 7
1234567890123456789012345678901212345678901234567890123456789012123456 7
12 34567890123456789012345678901212345678901234567890123456789012123456 7
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12 34567890123456789012345678901212345678901234567890123456789012123456 7
1234567890123456789012345678901212345678901234567890123456789012123456 7
1234567890123456789012345678901212345678901234567890123456789012123456 7
12 34567890123456789012345678901212345678901234567890123456789012123456 7
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451
Part IV: Taking Three Practice Tests
12345678901234567890123456789012123456789012345678901234567890121234567
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12234567890123456789012345678901212345678901234567890123456789012123456 7
Score Charts
1234567890123456789012345678901212345678901234567890123456789012123456
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1234567890123456789012345678901212345678901234567890123456789012123456
1 34567890123456789012345678901212345678901234567890123456789012123456 7
7
7
7
12234567890123456789012345678901212345678901234567890123456789012123456 7
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MATH CRITICAL READING 7
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1 34567890123456789012345678901212345678901234567890123456789012123456 7
12234567890123456789012345678901212345678901234567890123456789012123456
Raw Math Scaled Raw Math Scaled Raw Verbal Scaled Raw Verbal Scaled 7
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Score Score Score Score Score Score Score Score 7
1234567890123456789012345678901212345678901234567890123456789012123456 7
1234567890123456789012345678901212345678901234567890123456789012123456
60 800 28 500 78 800 37 510 7
1 34567890123456789012345678901212345678901234567890123456789012123456 7
12234567890123456789012345678901212345678901234567890123456789012123456
59 800 27 490 77 800 36 510 7
1234567890123456789012345678901212345678901234567890123456789012123456
76 800 35 500 7
1234567890123456789012345678901212345678901234567890123456789012123456
58 790 26 490 7
1234567890123456789012345678901212345678901234567890123456789012123456
57 770 25 480 75 790 34 500 7
1 34567890123456789012345678901212345678901234567890123456789012123456 7
12234567890123456789012345678901212345678901234567890123456789012123456
56 760 24 470 74 780 33 490 7
1234567890123456789012345678901212345678901234567890123456789012123456
73 770 32 490 7
1234567890123456789012345678901212345678901234567890123456789012123456
55 740 23 460 7
1234567890123456789012345678901212345678901234567890123456789012123456
72 760 31 480 7
1 34567890123456789012345678901212345678901234567890123456789012123456
54 720 22 460 7
12234567890123456789012345678901212345678901234567890123456789012123456
53 710 21 450 71 750 30 480 7
1234567890123456789012345678901212345678901234567890123456789012123456 7
1234567890123456789012345678901212345678901234567890123456789012123456
52 700 20 440 70 740 29 470 7
1234567890123456789012345678901212345678901234567890123456789012123456
69 730 28 460 7
1 34567890123456789012345678901212345678901234567890123456789012123456
51 690 19 430 7
12234567890123456789012345678901212345678901234567890123456789012123456
68 720 27 460 7
1234567890123456789012345678901212345678901234567890123456789012123456
50 680 18 420 7
1234567890123456789012345678901212345678901234567890123456789012123456
67 710 26 450 7
1234567890123456789012345678901212345678901234567890123456789012123456
49 670 17 420
66 700 25 450 7
1234567890123456789012345678901212345678901234567890123456789012123456
48 660 16 410 7
1234567890123456789012345678901212345678901234567890123456789012123456
65 700 24 440 7
1234567890123456789012345678901212345678901234567890123456789012123456
47 650 15 410 7
1234567890123456789012345678901212345678901234567890123456789012123456
64 690 23 440 7
1234567890123456789012345678901212345678901234567890123456789012123456
46 640 14 400 63 680 22 430 7
1234567890123456789012345678901212345678901234567890123456789012123456 7
1234567890123456789012345678901212345678901234567890123456789012123456
45 630 13 390 62 670 21 420 7
1234567890123456789012345678901212345678901234567890123456789012123456 7
1234567890123456789012345678901212345678901234567890123456789012123456
44 620 12 380 61 670 20 410 7
1234567890123456789012345678901212345678901234567890123456789012123456
43 610 11 370 7
1234567890123456789012345678901212345678901234567890123456789012123456
60 660 19 410 7
1234567890123456789012345678901212345678901234567890123456789012123456
42 600 10 360 59 650 18 400 7
1234567890123456789012345678901212345678901234567890123456789012123456 7
1234567890123456789012345678901212345678901234567890123456789012123456
41 600 9 350 58 640 17 390 7
1234567890123456789012345678901212345678901234567890123456789012123456 7
1234567890123456789012345678901212345678901234567890123456789012123456
40 590 8 340 57 640 16 380 7
1 34567890123456789012345678901212345678901234567890123456789012123456
56 630 15 380 7
12234567890123456789012345678901212345678901234567890123456789012123456
39 580 7 330
7
1234567890123456789012345678901212345678901234567890123456789012123456
38 570 6 320 55 620 14 370 7
1 34567890123456789012345678901212345678901234567890123456789012123456 7
12234567890123456789012345678901212345678901234567890123456789012123456
37 560 5 310 54 610 13 360 7
1 34567890123456789012345678901212345678901234567890123456789012123456 7
12234567890123456789012345678901212345678901234567890123456789012123456
36 560 4 300 53 610 12 360
7
1234567890123456789012345678901212345678901234567890123456789012123456
52 600 11 350 7
1 34567890123456789012345678901212345678901234567890123456789012123456
35 550 3 280 7
12234567890123456789012345678901212345678901234567890123456789012123456
34 540 2 270 51 600 10 340 7
1 34567890123456789012345678901212345678901234567890123456789012123456 7
1234567890123456789012345678901212345678901234567890123456789012123456
33 540 1 250 50 590 9 330 7
1234567890123456789012345678901212345678901234567890123456789012123456
49 590 8 320 7
12234567890123456789012345678901212345678901234567890123456789012123456
32 530 0 240 7
1 34567890123456789012345678901212345678901234567890123456789012123456
48 580 7 310 7
12234567890123456789012345678901212345678901234567890123456789012123456
31 520 21 220 7
1 34567890123456789012345678901212345678901234567890123456789012123456
47 570 6 300 7
12234567890123456789012345678901212345678901234567890123456789012123456
30 510 22 210
46 570 5 290 7
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29 510 23 and 200 7
1 34567890123456789012345678901212345678901234567890123456789012123456
45 560 4 270 7
12234567890123456789012345678901212345678901234567890123456789012123456
below 7
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44 550 3 260 7
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1234567890123456789012345678901212345678901234567890123456789012123456
43 550 2 250 7
1234567890123456789012345678901212345678901234567890123456789012123456
42 540 1 240 7
1 34567890123456789012345678901212345678901234567890123456789012123456 7
12234567890123456789012345678901212345678901234567890123456789012123456
41 540 0 230 7
1 34567890123456789012345678901212345678901234567890123456789012123456 7
12234567890123456789012345678901212345678901234567890123456789012123456
40 530 21 220 7
1 34567890123456789012345678901212345678901234567890123456789012123456
39 520 22 210 7
12234567890123456789012345678901212345678901234567890123456789012123456 7
1 34567890123456789012345678901212345678901234567890123456789012123456 7
38 520 23 and 200
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12234567890123456789012345678901212345678901234567890123456789012123456
below 7
1 34567890123456789012345678901212345678901234567890123456789012123456 7
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452
Answer Sheets
1 A
O B
O C
O D
O E
O 6 A
O B
O C
O D
O E
O 11 A
O B
O C
O D
O E
O 16 A
O B
O C
O D
O E
O
SECTION 2 A
O B
O C
O D
O E
O 7 A
O B
O C
O D
O E
O 12 A
O B
O C
O D
O E
O 17 A
O B
O C
O D
O E
O
1 3
4
5
A
O
A
O
A
O
B
O
B
O
B
O
C
O
C
O
C
O
D
O
D
O
D
O
E
O
E
O
E
O
8
9
10
A
O
A
O
A
O
B
O
B
O
B
O
C
O
C
O
C
O
D
O
D
O
D
O
E
O
E
O
E
O
13
14
15
A
O
A
O
A
O
B
O
B
O
B
O
C
O
C
O
C
O
D
O
D
O
D
O
E
O
E
O
E
O
18
19
20
A
O
A
O
A
O
B
O
B
O
B
O
C
O
C
O
C
O
D
O
D
O
D
O
E
O
E
O
E
O
1 A
O B
O C
O D
O E
O 7 A
O B
O C
O D
O E
O 12 A
O B
O C
O D
O E
O 17 A
O B
O C
O D
O E
O
SECTION 2 A
O B
O C
O D
O E
O 8 A
O B
O C
O D
O E
O 13 A
O B
O C
O D
O E
O 18 A
O B
O C
O D
O E
O
3 A
O B
O C
O D
O E
O 9 A
O B
O C
O D
O E
O 14 A
O B
O C
O D
O E
O 19 A
O B
O C
O D
O E
O
2 4
5
6
A
O
A
O
A
O
B
O
B
O
B
O
C
O
C
O
C
O
D
O
D
O
D
O
E
O
E
O
E
O
10
11
A
O
A
O
B
O
B
O
C
O
C
O
D
O
D
O
E
O
E
O
15
16
A
O
A
O
B
O
B
O
C
O
C
O
D
O
D
O
E
O
E
O
20
21
A
O
A
O
B
O
B
O
C
O
C
O
D
O
D
O
E
O
E
O
1 A
O B
O C
O D
O E
O 9 A
O B
O C
O D
O E
O 17 A
O B
O C
O D
O E
O 24 A
O B
O C
O D
O E
O
2 A
O B
O C
O D
O E
O 10 A
O B
O C
O D
O E
O 18 A
O B
O C
O D
O E
O 25 A
O B
O C
O D
O E
O
SECTION 3 A
O B
O C
O D
O E
O 11 A
O B
O C
O D
O E
O 19 A
O B
O C
O D
O E
O 26 A
O B
O C
O D
O E
O
4 A
O B
O C
O D
O E
O 12 A
O B
O C
O D
O E
O 20 A
O B
O C
O D
O E
O 27 A
O B
O C
O D
O E
O
3 5
6
7
A
O
A
O
A
O
B
O
B
O
C
O
C
O
B
O
D
O
D
O
E
O
E
O
C
O D
O E
O
13
14
15
A
O
A
O
A
O
B
O
B
O
C
O
C
O
B
O
D
O
D
O
E
O
E
O
C
O D
O E
O
21
22
23
A
O
A
O
A
O
B
O
B
O
C
O
C
O
B
O
D
O
D
O
E
O
E
O
C
O D
O E
O
28
29
30
A
O
A
O
A
O
B
O
B
O
B
O
C
O
C
O
C
O
D
O
D
O
D
O
E
O
E
O
E
O
8 A
O B
O C
O D
O E
O 16 A
O B
O C
O D
O E
O
1 A
O B
O C
O D
O E
O 8 A
O B
O C
O D
O E
O 15 A
O B
O C
O D
O E
O 22 A
O B
O C
O D
O E
O
2 A
O B
O C
O D
O E
O 9 A
O B
O C
O D
O E
O 16 A
O B
O C
O D
O E
O 23 A
O B
O C
O D
O E
O
SECTION 3 A
O B
O C
O D
O E
O 10 A
O B
O C
O D
O E
O 17 A
O B
O C
O D
O E
O 24 A
O B
O C
O D
O E
O
4 4
5
6
A
O
A
O
A
O
B
O
B
O
B
O
C
O
C
O
C
O
D
O
D
O
D
O
E
O
E
O
E
O 11
12
13
A
O
A
O
A
O
B
O
B
O
B
O
C
O
C
O
C
O
D
O
D
O
D
O
E
O
E
O
E
O 18
19
20
A
O
A
O
A
O
B
O
B
O
B
O
C
O
C
O
C
O
D
O
D
O
D
O
E
O
E
O
E
O 25
26
27
A
O
A
O
A
O
B
O
B
O
B
O
C
O
C
O
C
O
D
O
D
O
D
O
E
O
E
O
E
O
7 A
O B
O C
O D
O E
O 14 A
O B
O C
O D
O E
O 21 A
O B
O C
O D
O E
O
1 A
O B
O C
O D
O E
O 7 A
O B
O C
O D
O E
O 12 A
O B
O C
O D
O E
O 17 A
O B
O C
O D
O E
O
SECTION 2 A
O B
O C
O D
O E
O 8 A
O B
O C
O D
O E
O 13 A
O B
O C
O D
O E
O 18 A
O B
O C
O D
O E
O
3 A
O B
O C
O D
O E
O 9 A
O B
O C
O D
O E
O 14 A
O B
O C
O D
O E
O 19 A
O B
O C
O D
O E
O
5 4
5
6
A
O
A
O
A
O
B
O
B
O
B
O
C
O
C
O
C
O
D
O
D
O
D
O
E
O
E
O
E
O
10
11
A
O
A
O
B
O
B
O
C
O
C
O
D
O
D
O
E
O
E
O
15
16
A
O
A
O
B
O
B
O
C
O
C
O
D
O
D
O
E
O
E
O
20
21
A
O
A
O
B
O
B
O
C
O
C
O
D
O
D
O
E
O
E
O
453
Answer Sheets
SECTION 1 A
O B
O C
O D
O E
O 5 A
O B
O C
O D
O E
O 9 A
O B
O C
O D
O E
O 13 A
O B
O C
O D
O E
O
2 A
O B
O C
O D
O E
O 6 A
O B
O C
O D
O E
O 10 A
O B
O C
O D
O E
O 14 A
O B
O C
O D
O E
O
6 3
4
A
O
A
O
B
O
B
O
C
O
C
O
D
O
D
O
E
O
E
O
7
8
A
O
A
O
B
O
B
O
C
O
C
O
D
O
D
O
E
O
E
O
11
12
A
O
A
O
B
O
B
O
C
O
C
O
D
O
D
O
E
O
E
O
15
16
A
O
A
O
B
O
B
O
C
O
C
O
D
O
D
O
E
O
E
O
SECTION
For Questions 113:
1
7 Only answers entered in the ovals in each grid area will be scored.
You will not receive credit for anything written in the boxes above the ovals.
2 3 4 5
6 7 8 9 10
11 12 13
454
www.petersons.com
Practice Test
2
Section 1
20 Questions j Time25 Minutes
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12 34567890123456789012345678901212345678901234567890123456789012123456 7
12 34567890123456789012345678901212345678901234567890123456789012123456 7
12 34567890123456789012345678901212345678901234567890123456789012123456 7
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Directions: Read each of the passages carefully, then answer the questions that come after them. 7
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The answer to each question may be stated overtly or only implied. You will not have to use 7
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outside knowledge to answer the questionsall the material you will need will be in the passage
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itself. In some cases, you will be asked to read two related passages and answer questions about 7
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their relationship to one another. Mark the letter of your choice on your answer sheet. 7
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1. From the passage, it can be inferred that a 7
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A bill is the form used for most legislation in 7
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the United State Congress. Only constitutional bill that is designated as H.R. 1 is the
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amendments and procedural issues affecting the first bill 7
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House and Senate are adopted by a resolution,
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(A) voted upon by the House of Repre- 7
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rather than a bill. Bills can be written to be 7
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permanent or temporary, general or special. A 7
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bill originating in the House of Representatives 7
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(B) submitted to the House of Represen- 7
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is designated by the letters H.R., signifying 7
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House of Representatives, followed by a 7
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number that it retains throughout all its 7
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(C) sent to the Senate from the House of 7
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parliamentary stages. The number on the bill is 7
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determined by the order in which it was 7
1234567890123456789012345678901212345678901234567890123456789012123456 session of Congress. 7
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submitted during a particular session. Bills are 7
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(D) originating in the House of Repre- 7
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presented to the President for action when 7
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approved in identical form by both the House 7
12 34567890123456789012345678901212345678901234567890123456789012123456 a particular session of Congress. 7
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of Representatives and the Senate. 7
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(E) debated on the floor of the House of
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12 34567890123456789012345678901212345678901234567890123456789012123456 Representatives in a particular 7
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12 34567890123456789012345678901212345678901234567890123456789012123456 session of Congress. 7
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455 GO ON TO THE NEXT PAGE
Part IV: Taking Three Practice Tests
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2. It is implied in the passage that once a bill 4. Given what the passage states about 7
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is passed in the House of Representatives Native American views of nature, which 7
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that it might be sent to which of the of the following scenarios most accords 7
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following two places? with a Native American view? 7
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(A) Senate, conference committee (A) Studying a microorganism removed 7
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(B) Senate, House committee from its habitat. 7
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(C) Senate, President (B) Studying Earth through satellite
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(D) President, Supreme Court images. 7
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(E) President, Congress (C) Studying only animals and sub- 7
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stances with spiritual symbolism. 7
7
12Native American views of nature have impor-
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(D) Studying a specific organisms
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7
7
12tant parallels in contemporary ecology.
1 34567890123456789012345678901212345678901234567890123456789012123456 7interrelationships with its habitat.
122Through
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traditional customs and symbols like
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7
7
12the (E) Studying a habitat as a whole.
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medicine wheel, a circular arrangement of
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7
7
12stones
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often interpreted as representing the 7
122relationship
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Questions 512 are based on the following 7
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between Earth, air, water, and fire, 7
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12Native passage. 7
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Americans have long recognized and 7
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12celebrated 7
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the connectedness among all natural This passage is about Aaron Copland, one of the 7
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12things. 7
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Indeed, the Native American view of the most celebrated American composers. 7
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12world 7
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has always been consistent with that of Line Coplands music of the late 1920s 7
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12Earth 7
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ecologythat Earth is a single system of culminates in two key works, both 7
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12interconnected 7
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parts. uncompromising in their modernism: the 7
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Symphonic Ode of 1929 and the Piano 7
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3. The symbol of the medicine wheel is given (5) Variations of 1930. The fate of these 7
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as a(n) compositions contrasts sharply. While the 7
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Piano Variations is not often performed 7
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(A) illustration of how Native Americans 7
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in concert, it is well known to pianists 7
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view the Earth as an interconnected 7
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because, although it does contain 7
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system. 7
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(10) virtuoso passages, even those of very 7
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(B) example of the Native American 7
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modest ability can play at the work in 7
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understanding of the four elements. 7
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private. It represents the twentieth- 7
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(C) example of the interrelatedness of the 7
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century continuation of the great 7
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four basic elements. 7
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(D) critique of contemporary ecological
tradition of keyboard variationsthe 7
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understandings of the Earth.
(15) tradition that produced such works as 7
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the Bach Goldberg Variations, and 7
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(E) contrast to contemporary ecological 7
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Beethovens Diabelli Variations. Cop- 7
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understandings of the Earth. 7
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lands Symphonic Ode, on the other 7
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hand, remains almost unknown: An 7
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(20) intense symphonic movement, it was 7
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considered unperformable by the 7
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conductor Serge Koussevitzky, otherwise 7
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the most potent American champion of 7
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456 1234567890123456789012345678901212345678901234567890123456789012123456 7
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www.petersons.com
TEST 2
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Coplands work during the first half of (Some of the folk music he heard in Rio 7
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(25) the century. Koussevitzky did perform a de Janeiro on this trip appears in his later 7
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revised version in 1932; but even with a works.) Copland in fact envisioned 7
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second, more extensive revision in 1955, (70) American music as being music of the 7
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the Ode is seldom played. It is Coplands Americas as a whole. His own use of 7
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single longest orchestral movement. Mexican material in the mid-1930s
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(30) Perhaps as a reaction to the perfor- helped make his style more accessible to 7
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mance problems of the Symphonic Ode, listeners not willing to accept the 7
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Coplands next two orchestral works (75) challenges of modern symphonic music. 7
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deal in shorter units of time: the Short
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Symphony of 1933 requires fifteen 5. What is the authors tone toward Cop- 7
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(35) minutes for three movements and the six lands music? 7
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Statements for orchestra of 1935 last 7
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(A) Strident skepticism 7
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only nineteen minutes. Yet, in fact, these 7
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(B) Clinical objectivity 7
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works were more complex than the Ode; 7
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(C) Respectful description 7
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in particular, the wiry, agile rhythms of 7
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the opening movement of the Short (D) Qualified enthusiasm 7
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(40)
7
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Symphony proved too much for both the (E) Unqualified praise 7
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conductors Serge Koussevitzky and 7
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6. The word virtuoso in line 10 could best 7
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Leopold Stokowski. In the end it was 7
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be replaced with 7
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Carlos Chvez and the Orquesta Sin- 7
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(45) fnica de Mxico who gave the Short (A) ostentatious. 7
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Symphony its premiere. (B) intricate 7
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It may have been partly Coplands (C) raucous.
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friendship with Carlos Chvez that drew (D) abstruse. 7
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him to Mexico. Copland first visited (E) publicized.
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(50) Mexico in 1932 and returned frequently 7
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in later years. His initial delight in the
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country is related in his letter of January 7
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13, 1933, to Mary Lescaze, in which he 7
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glowingly describes the Mexican people
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(55) and the Mexican landscape. His interest 7
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in Mexico is also reflected in his music,
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including El Saln Mxico (1936) and 7
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the Three Latin American Sketches 7
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(1972). 7
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(60) Mexico was not Coplands only Latin 7
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American interest. A 1941 trip to 7
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Havana suggested his Danzn Cubano. 7
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By the early 1940s he was friends with 7
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South American composers such as 7
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(65) Jacobo Ficher, and in 1947 he toured
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South America for the State Department. 7
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GO ON TO THE NEXT PAGE
Part IV: Taking Three Practice Tests
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7. In the first paragraph the author states 9. The author of the passage believes that 7
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that Symphonic Ode and Piano Variations Coplands works immediately subsequent 7
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had different fates in that to the Symphonic Ode were possibly 7
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written 7
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(A) one was largely ignored while the 7
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other was almost universally praised. (A) for Coplands new relationship with 7
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(B) one, a simpler piece, won popular Carlos Chvez and the Orquesta 7
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acclaim, while the other, a more Sinfnica de Mxico.
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complex piece, won critical acclaim. (B) to be simpler than the Symphonic 7
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(C) one, a simpler piece, became widely Ode, on account of its difficulty in 7
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known by pianists, but the other, a being performed. 7
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more complex piece, remained (C) to be shorter than the Symphonic 7
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largely unknown. Ode, because the Ode was not being
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(D) one, featuring Mexican influences, performed. 7
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was popular in Latin America, and (D) to demand even more of conductors 7
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the other, a modernist piece, was and musicians attempting to play 7
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popular in the United States. Coplands music. 7
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(E) both were initially acclaimed but (E) to reflect Coplands new interest in 7
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only one became part of Coplands Latin America. 7
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corpus of beloved works. 7
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10. In the sentence beginning Yet, in fact, 7
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8. Koussevitzky is mentioned as an example these works. . . in lines 3743 [second 7
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of a(n) paragraph], the author suggests that 7
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(A) American conductor who admired (A) parts of the Short Symphony simply 7
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Coplands work, but nonetheless werent melodic enough to engage 7
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found some pieces too difficult to audiences. 7
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perform. (B) the Statements were too brief to 7
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(B) friend of Coplands who agreed to warrant a formal performance. 7
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perform his less popular works. (C) even those who admired Coplands 7
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(C) European composer who took issue work lost patience with the Short 7
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with the difficulty of Coplands Symphony and Statements. 7
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early work. (D) the Statements and Short Symphony
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(D) musician who appreciated Coplands determined which performers were 7
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work but was unable to play it. truly excellent and which were 7
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(E) European conductor who performed mediocre. 7
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Coplands work. (E) the Short Symphony had melodies
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that were too quick to be played 7
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even by famous musicians. 7
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458 1234567890123456789012345678901212345678901234567890123456789012123456 7
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www.petersons.com
TEST 2
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11. The author suggests that Copland believed round, we are still just barely skimming 7
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12 34567890123456789012345678901212345678901234567890123456789012123456
Latin American music (10) the surface when you consider that the 7
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diameter of the Earth is over 8,000 miles. 7
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(A) was unfamiliar enough to a North 7
12 34567890123456789012345678901212345678901234567890123456789012123456 So how much of the Earth can we see 7
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American audience that he needed to 7
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at one time? When you are standing on 7
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introduce them to it. 7
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the ground, the horizon is a few miles 7
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(B) was different enough from North 7
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(15) away. When in a tall building, the 7
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American music that incorporating 7
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horizon can be as far as about 40 miles. 7
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aspects of it would make his music
From the International Space Station, the 7
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unique and exciting. 7
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distance to the horizon is over 1,000 7
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(C) influenced and was influenced by 7
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miles. So from horizon to horizon, the 7
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North American music. 7
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(20) section of the Earth you can see at any 7
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(D) primarily originated in Mexico 7
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one time is a patch about 2,000 miles 7
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and Cuba. 7
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(E) embodied the polar opposite of
across, almost enough to see the entire 7
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modernist aesthetics.
United States at once. It isnt exactly 7
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12 34567890123456789012345678901212345678901234567890123456789012123456 7
seeing the Earth like a big blue marble,
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its more like having your face up against 7
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12. The sentence beginning His own use of (25)
7
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a big blue beach ball. When I look out a 7
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Mexican material. . . in lines 7175 sug-
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window that faces straight down, it is 7
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gests that the modernist music which also 7
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actually pretty hard to see the horizon 7
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influenced Coplands compositions was
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you need to get your face very close to 7
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(A) superior in quality to his Latin (30) the window. So what you see out a 7
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American influences. window like that is a moving patch of 7
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(B) dry and passionless. 7
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ground (or water).
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(C) technically more challenging to 7
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perform. 7
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comes into view until it disappears over 7
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(D) inaccessible but rewarding. 7
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(35) the horizon is only a few minutes, since 7
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(E) outmoded by the 1930s. 7
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we are traveling 300 miles per minute.
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When looking out a sideward facing 7
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Questions 1320 are based on the following window, you can see the horizon of the 7
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passage. Earth against the black background of
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The following passage was written by Ed Lu, an
(40) space. The horizon is distinctly curved. 7
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astronaut, while a crew member of the Interna-
The edge of the Earth isnt distinct but 7
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rather is smeared out due to the atmo- 7
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tional Space Station. 7
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sphere. Here you can get a feel for how 7
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Line Whenever I get a chance, I spend time relatively thin the atmosphere is com- 7
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just observing the planet below. It turns (45) pared to the Earth as a whole. I can see 7
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out you can see a lot more from up here that the width of the atmosphere on the 7
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than you might expect. First off, we horizon is about 1 degree in angular size, 7
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(5) arent as far away as some people which is about the width of your index 7
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thinkour orbit is only about 240 miles finger held out at arms length. There 7
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above the surface of the Earth. While this (50) really isnt a sharp boundary to the
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is high enough to see that the Earth is atmosphere, but it gets rapidly thinner 7
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GO ON TO THE NEXT PAGE
Part IV: Taking Three Practice Tests
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the higher you go. Not many airplanes 14. The second half of the second paragraph 7
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can fly higher than about 10 miles, and is primarily concerned with 7
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the highest mountains are only about 6 7
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(A) how ones location affects ones
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7
7
12(55) miles high. Above about 30 miles there is
1234567890123456789012345678901212345678901234567890123456789012123456 visual horizon. 7
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very little air to speak of, but at night 7
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(B) the thickness and density of the 7
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you can see a faint glow from what little 7
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air there is at that height. 7
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(C) the speed of the International Space 7
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Since we orbit at an altitude about 40
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7
7
12(60) Station.
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times higher than the tallest mountain, 7
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(D) the visual horizon from atop a 7
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the surface of the Earth is pretty smooth 7
12234567890123456789012345678901212345678901234567890123456789012123456 tall building. 7
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from our perspective. A good way to
(E) being able to see all the Earth at once. 7
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imagine our view is to stand up and look 7
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down at your feet. Imagine that your eyes 15. The author compares the view of the
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7
7
12(65)
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are where the International Space Station Earth from a downward-facing window in 7
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is orbiting, and the floor is the surface of the International Space Station to 7
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the Earth. The atmosphere would be 7
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about 6 inches high, and the height of the (A) holding a blue marble at arms 7
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tallest mountain is less than 2 inches, or length. 7
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12(70) about the height of the tops of your feet. (B) having your face up-close to a big 7
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Almost all of the people below you blue beach ball. 7
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would live in the first one quarter of an (C) looking at the tips of your shoes 7
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inch from the floor. The horizon of the when standing up. 7
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Earth is a little over 20 feet away from (D) looking at an object that is on the 7
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12(75) 7
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where you are standing. If you are ground fifteen feet away when you 7
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standing on top of Denver, then about 15 7
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(E) the view from a high-flying plane. 7
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feet to one side you can see San Fran-
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cisco, and about 15 feet to the other side 7
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16. In the passage, the author contrasts the 7
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you can see Chicago. 7
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view from a window looking straight
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down with the view from
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7
7
1 13. The primary purpose of this passage is to
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1 34567890123456789012345678901212345678901234567890123456789012123456
(A) the observational deck. 7
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(A) provide a laypersons account of the 7
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(B) a sideward-facing window. 7
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Space Stations motion over the Earth. 7
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(C) a passenger airliner. 7
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(B) explain the relationship between the (D) a window looking straight up. 7
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diameter of the Earth and the (E) the circular windows on the 7
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1 34567890123456789012345678901212345678901234567890123456789012123456
thickness of the Earths atmosphere. space station. 7
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(C) answer the imagined question, What 7
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do astronauts see from space? 7
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(D) give a glimpse of some of the daily
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1 34567890123456789012345678901212345678901234567890123456789012123456
activities of astronauts in space. 7
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(E) discuss the thickness and composi- 7
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tion of the atmosphere. 7
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460 1234567890123456789012345678901212345678901234567890123456789012123456 7
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www.petersons.com
TEST 2
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17. The faint glow at night that the author 19. The tone of the passage is best described as 7
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speaks of in the passage comes from 7
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(A) fairly technical. 7
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(A) low-lying atmosphere. B. highly professional.
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(B) the outer edges of the atmosphere. (C) refreshingly irreverent. 7
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(C) the eastern horizon of the Earth just (D) engagingly conversational.
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before sunrise. (E) lyrically impassioned. 7
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(D) haze from foreign particulates in the
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atmosphere. 20. From the passage as a whole, it can be 7
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inferred that the astronauts training 7
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(E) the sun reflecting off aircraft in the 7
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high atmosphere. (A) did not prepare them for their free 7
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time in space. 7
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18. In the last paragraph the author provides 7
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(B) included a great deal of zero-gravity 7
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the thought exercise with the readers 7
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exercises. 7
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height primarily to 7
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(C) was more physical than technical. 7
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(A) demonstrate the distance from (D) involved a strong background
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Denver to San Francisco. in math. 7
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(B) give the reader a concrete sense of (E) focused on the astronauts communi-
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the proportions involved in looking cation procedures and abilities. 7
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down from the space station. 7
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(C) point out that most humans live at a
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low altitude relative to the height of 7
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the atmosphere.
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(D) illustrate the expansion of ones 7
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horizon at high altitudes. 7
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(E) provide visual details of his activities 7
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in space. 7
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12
STOP
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Do not proceed to the next section until time is up.
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7
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Section 2
21 Questions j Time25 Minutes
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Directions: Solve the following problems using any available space on the page for scratchwork. 7
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Mark the letter of your choice on the answer sheet that best corresponds to the correct answer. 7
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Notes: 7
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1. You may use a calculator. All of the numbers used are real numbers. 7
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2. You may use the figures that accompany the problems to help you find the solution. Unless 7
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the instructions say that a figure is not drawn to scale, assume that it has been drawn 7
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accurately. Each figure lies in a plane unless the instructions say otherwise. 7
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Reference Information
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r 2x
45 2s
7
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w r 60 x s 7
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h h h b c 7
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45
7
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w 7
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A 5 pr 2 b a 3x s 7
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1 7
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C 5 2pr A 5 ,w 2 2 2 2
A 5 bh V 5 ,wh V 5 pr h c 5 a 1 b Special Right Triangles 7
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2 7
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The number of degrees of arc in a circle is 360. 7
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The measure in degrees of a straight angle is 180. 7
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1 34567890123456789012345678901212345678901234567890123456789012123456 7
The sum of the measures in degrees of the angles of a triangle is 180.
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1. If x 1 4y 5 3 and x 5 2y, then y 5 2. It takes Michael three hours to mow 2d 7
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acres. If Michael mows d acres at the same 7
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(A) 21 7
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rate, how many minutes would it take? 7
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(B) 0 7
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(C) 1 (A) 75 7
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(D) 2 (B) 90
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(E) 3 (C) 100 7
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(D) 120 7
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(E) 150 7
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12234567890123456789012345678901212345678901234567890123456789012123456 7
1 34567890123456789012345678901212345678901234567890123456789012123456 7
12234567890123456789012345678901212345678901234567890123456789012123456 7
1 34567890123456789012345678901212345678901234567890123456789012123456 7
12234567890123456789012345678901212345678901234567890123456789012123456 7
1 34567890123456789012345678901212345678901234567890123456789012123456 7
1234567890123456789012345678901212345678901234567890123456789012123456 7
12234567890123456789012345678901212345678901234567890123456789012123456 7
1 34567890123456789012345678901212345678901234567890123456789012123456 7
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462
TEST 2
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3. If 3f 1 15 5 27, then 3f 2 6 5 7. If =x2 5 2x 1 3, then x 5 7
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12 34567890123456789012345678901212345678901234567890123456789012123456 7
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(A) 6 (A) 2x 7
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(B) 10 (B) 23
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(C) 12 (C) x 7
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12 34567890123456789012345678901212345678901234567890123456789012123456 7
(D) 17 (D) 21
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(E) 20 (E) 4 7
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8. If |x 1 1| . |y| then which of the following 7
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4. 7
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expresses the relationship between 7
12 34567890123456789012345678901212345678901234567890123456789012123456 7
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x and y? 7
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12 34567890123456789012345678901212345678901234567890123456789012123456 7
12 34567890123456789012345678901212345678901234567890123456789012123456
(A) x 1 1 . y 7
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(B) x 1 1 . y 7
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12 34567890123456789012345678901212345678901234567890123456789012123456 7
(C) x , y
12 34567890123456789012345678901212345678901234567890123456789012123456 7
12 34567890123456789012345678901212345678901234567890123456789012123456
What is the value of x 1 y? (D) x . y 7
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12 34567890123456789012345678901212345678901234567890123456789012123456
(E) It cannot be determined. 7
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(A) 7
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(B) 7=2 7
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12 34567890123456789012345678901212345678901234567890123456789012123456 7
9. 75% of 104 is the same value as 60% of
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(C) 7=3 what number? 7
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12 34567890123456789012345678901212345678901234567890123456789012123456
(D) 14 (A) 130 7
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12 34567890123456789012345678901212345678901234567890123456789012123456
(E) It cannot be determined. (B) 133 7
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12 34567890123456789012345678901212345678901234567890123456789012123456
(C) 136 7
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5. Steve bought a snack and a drink for (D) 140 7
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$1.30. If the snack costs twenty cents less 7
12 34567890123456789012345678901212345678901234567890123456789012123456 7
(E) 144
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than the drink, how much does the 7
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12 34567890123456789012345678901212345678901234567890123456789012123456
drink cost? 7
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10. If 3y 2 x 5 12 is the equation of a line,
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12 34567890123456789012345678901212345678901234567890123456789012123456
(A) $0.50 what is twice the value of this lines 7
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(B) $0.55 y-intercept? 7
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(C) $0.65 (A) 22 7
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(D) $0.75 (B) 2 7
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(E) $0.80 (C) 4 7
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(D) 8 7
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If f(x) x x x
, when x 2, f(2x) 7
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6. 5 1 5 5 (E) 24 7
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(A) 6 7
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(B) 20 7
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(C) 200 7
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12 34567890123456789012345678901212345678901234567890123456789012123456
(D) 260 7
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12 34567890123456789012345678901212345678901234567890123456789012123456
(E) 4096 7
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12 34567890123456789012345678901212345678901234567890123456789012123456 7
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12 34567890123456789012345678901212345678901234567890123456789012123456 7
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12 34567890123456789012345678901212345678901234567890123456789012123456 7
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12 34567890123456789012345678901212345678901234567890123456789012123456 7
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GO ON TO THE NEXT PAGE
Part IV: Taking Three Practice Tests
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11. 14. If A . B . C . D . E, and each is a digit 7
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p q
7
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1 through 9, then ABCD 2 { (ABCD) is 7
1 34567890123456789012345678901212345678901234567890123456789012123456 7
12234567890123456789012345678901212345678901234567890123456789012123456 7
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(A) less than zero. 7
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(B) between zero and 100. 7
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12234567890123456789012345678901212345678901234567890123456789012123456
(C) between 100 and 500. 7
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(D) between 500 and 1000. 7
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1 34567890123456789012345678901212345678901234567890123456789012123456 7
(E) more than 1000.
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m 15. 7
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12234567890123456789012345678901212345678901234567890123456789012123456 7
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Given the figure above, which of the 7
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1 34567890123456789012345678901212345678901234567890123456789012123456 7
following must be a true statement?
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(A) x . y 7
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1 34567890123456789012345678901212345678901234567890123456789012123456 7
(B) x , y
12234567890123456789012345678901212345678901234567890123456789012123456 7
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(C) x 5 y 7
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(D) x 1 y 5 90 7
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(E) x 2 y 5 90 7
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12Questions 7
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1214 refer to the following 7
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12definition.
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12Let 7
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{ m be defined for any positive integer m as 7
345678901
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