sat combined for leanning english

Tests achievement in English, reading, science reasoning, and math Tests critical reading skills, math, and writing 10 student-determined math questions Does not penalize guessing, so an

act sat how th e tests compare

What are the ACT and SAT?

High school juniors often need to take standardized tests, especially if they are considering going to college This section will introduce you to the formats used by two of the most common standardized tests you may take: the ACT and the SAT

Studying these formats and completing the practice items will help prepare you for the tests and make you a more confident test taker

Tests achievement in English, reading, science reasoning, and math

Tests critical reading skills, math, and writing

10 student-determined math questions

Does not penalize guessing, so answer every question

Penalizes guessing, so skip a question if you cannot eliminate any answer choices

Scores range from 1 to 36 for each of the four tests; a composite score, which is the average of the four test scores, can also range from 1–36

Scores range from 200 to 800 for each of the three sections

Focus on the English, Reading, and Writing Sections

of the ACT and the SAT

how english ski lls are covered on th e ACT

Multiple-choice questions Includes 4 readings in these subject areas: social sciences, natural sciences, fiction, humanitiesRequires you to demonstrate ability to

• understand literal meaning and make inferences

• identify main ideas and details

• understand cause and effect/sequence of events

• compare and contrast

• use context to find meaning of words and phrases

• analyze voice and techniques

Multiple-choice questions Covers

usage and mechanics

• punctuation

• grammar and usage

• sentence structure

Covers rhetorical skills

how english ski lls are covered on th e SAT

Includes two types of multiple-choice questions: sentence-completion and passage-based reading questions

Sentence-completion questions test your vocabulary and understanding

of how sentence parts work together

Passage-based reading questions test your understanding of what is

stated or implied by the passage These questions require you to

• understand literal meaning, including vocabulary

• make inferences (extended reasoning)

• identify main ideas and details

• understand cause and effect

• follow the logic of an argument

• recognize tone

This part of the test begins with an essay You will be asked to present and support your response on a specific topic

You will also be asked to answer multiple-choice questions that test your ability to

• improve sentences

• identify sentence errors

• improve paragraphs

ACT/SAT Strategies and Practice

Test-Taking Strategies

Stay calm when you are faced with a test These tips will help you approach any test with confidence

steps to take before any test

• Be prepared Know what you need to take with you to the test (for example,

identification, a registration ticket, and #2 pencils) Get your things together the night before you take the test

• Be on time Know where the testing center is and how long it will take you to

get there Plan to arrive a few minutes early

• Know the format Find out what the test will cover and what format it will

have The ACT and the SAT are both mostly multiple-choice tests The SAT has

a written essay and the ACT has an optional written essay

• Practice You may want to take a practice test to familiarize yourself with the

question types and format of the test If you get nervous about taking tests, practice may help you relax and feel more confident

• Review the Test-Taking Handbook that is part of this textbook Pages

R96–R103 provide a handy reference along with many helpful strategies and tips

steps to take during any test

• Read directions Be sure you understand what you are being asked to do

• Fill in the answer sheet carefully Follow directions for filling in the answer

sheet Avoid unnecessary marks If you skip a question, make sure you skip that item on the answer sheet

• Manage your time Many tests tell you about how much time to spend on each

section Try resetting your watch to noon just before you begin the test so that during the test, you can tell at a glance how much time you have spent

• Answer easy questions first Look over the test once and answer any

questions you know quickly Skip questions when you are unsure of the answers Then go back and spend more time on the questions you skipped

• Check your answers if you have time Look over your work Make sure you

have filled in the answer sheet correctly See if you can answer any questions you skipped Usually your first answer is correct, so do not change answers unless you have a good reason, such as realizing that you misread a question

Testing Tips for the ACT and the SAT

Keep a positive attitude Take the test seriously, but remember it is only one piece of the information used to assess your ability or achievement If you are nervous, take a few deep breaths and remember that you have prepared yourself for success on the test

for the ACT

• Answer every question You earn points for each correct answer There is no

penalty for incorrect answers, so if you do not know the answer to a question, try to narrow down the choices and make your best guess Even if you are unable to narrow down the choices, you should still guess

• Complete the test Because there is no penalty for incorrect answers, it is in

your best interest to answer every question If you manage your time well, you should be able to complete the test If you are running out of time, try to quickly answer any remaining questions

• Know that the optional writing test is last If you choose to take the writing

test, remember to take some time to plan your response in the beginning and to do a final check at the end

for the SAT

• Try to narrow down choices You earn points for each correct answer You lose

a fraction of a point for each incorrect answer If you cannot eliminate any responses, leave the question blank If you can eliminate even one answer, you may want to guess

• Complete as much of the test as you can The more questions you answer

correctly, the better your score will be However, many students do not have time to answer every question Try not to linger on any one question, and do not panic if you think you will not be able to answer all of the questions

• Be prepared to write first The essay writing test is first, while the

multiple-choice writing question section is last (The other test sections in between appear in random order, and are not the same for each test-taker.)

Reading Comprehension Tips and Strategies

The ACT and the SAT both require you to read passages and answer choice questions about them

multiple-The questions will not require you to have any other outside knowledge of the subject Instead, they will focus on what is stated directly in the text or what you can infer from the text Questions in these tests are designed to assess your ability to identify the main idea, read for details, understand the author’s intent, and make sense of vocabulary, among other skills

general tips for reading comprehension questions

Before You Read

• Scan the questions and answer choices first This will help you focus your

reading

• Read shorter passages first Leave longer passages until later If you do not

understand a passage, move on to the next one Go back and reread the skipped passage if you have time

• Examine the title Quickly preview the passage to locate any helpful text features, such as headings

As You Read

• Read the passage carefully It is important that you read each sentence rather

than skim the text Make sure you understand relationships between and among ideas

• Identify main ideas and key supporting details Mentally summarize what

you learn from each paragraph or section

• Look for transitional words and phrases Words such as later, because, in

addition to, and instead of can help you determine relationships among

sentences, paragraphs, and sections

When You Answer the Questions

• Refer to the passage Correct answers must be based on what is in the

passage, not on other information you may know about the subject

• Reread, if necessary If a question asks about a particular section of the

reading passage, you may find it helpful to quickly review it or even reread it

• Do not spend too much time on any one question Remember, you do not

have to answer questions in sequential order

Example: Afraid of causing , the committee put together

a program that was too to generate much response

(A) controversy, bland (B) interest, diverse (C) discord, questionable (D) appeal, general (E) disinterest, controversial

strategies for the ACT reading test

• Focus on the reading You may want to make notes about important ideas in

the passage either in the test booklet or on scratch paper, if provided

• Manage your time Try to save time to review your work and to return to any

questions you may have skipped

• Start with topics you know best ACT reading passages cover a variety of

subjects If you feel more confident about one subject than another, begin with a passage about that subject Then move on to other subjects

• Read all of the answer choices Make sure the answer choice you select is the

one that best answers what the question is asking.

strategies for the SAT critical reading test

• Answer the sentence-completion questions first These questions take less

time than the passage-based reading questions because you can read the sentences more quickly than a passage Make sure you leave time for the passage-based reading questions

• For two-part answers, test the logic of one part of each answer If you have

a sentence-completion question with two blanks, test the logic of the first word/phrase Eliminate any answer that does not make sense Then test the second part of the remaining answers

When you test just the first word of each answer, you can eliminate B and D

because logically, the committee would not be afraid of causing interest or

appeal in a program Then test the remaining answers using both parts A makes more sense than C or E because a questionable or controversial program

is more likely to generate a response than a bland one Even if you cannot

decide between A, C, and E, eliminating two answers improves your chances

of guessing correctly

• Do not worry if you cannot answer every question If you are unable to

eliminate at least one answer choice, it is best not to guess on the SAT

Use subheadings

These help you

understand how the

article is organized and

find information quickly

Look for the main idea

The title and opening

paragraph will often

help you identify the

main idea of a passage.

Use context clues

Look for restatement,

Reading Comprehension Practice

Both the SAT and the ACT require you to read passages and answer multiple-choice questions about them Use the models below for practice

The strategies in the margins will guide you as you read the passages and answer the questions

ACT model

DIRECTIONS: Read the following passage Then answer questions 1

through 6 You may refer to the passage as often as necessary.

HISTORY: The following passage is taken from an informational article

about World War I.

STRATEGIES

FOR THE READING PASSAGE

H6I $ 68I

The Great War

War Affects the Home Front

By the time the United States joined the Allies, the war had been going on for nearly three years in Europe In those three years, Europe had lost more men in battle than in all the wars of the previous three centuries The Great War, as the conflict came to be known, affected everyone It touched not only the soldiers in the trenches, but civilians as well It affected not just military institutions, but also political, economic, and social institutions

Governments Wage Total War

World War I soon became a total war This meant that countries devoted all their resources to the war effort In Britain, Germany, Austria, Russia, and France, all the resources of each government were dedicated to winning the conflict

In each country, the government took control of the economy Factories were told what products to produce and how many of each Numerous facilities were converted to munitions factories where weapons and ammunition were manufactured Nearly every able-bodied civilian was put

to work Unemployment in many European countries nearly disappeared

So many goods were in short supply that governments turned to rationing Under this system, people could buy only small amounts of those items that were needed for the war effort Eventually, rationing covered a wide range of goods, from metals to butter and shoe leather

Governments also suppressed antiwar activity—sometimes by force In addition, they censored news about the war Many leaders feared that honest reporting of the war would turn people against it Governments also used propaganda—persuasive information designed to promote their goals and opinions—to keep up morale and support for the war.

Eliminate incorrect

answer choices If

you are not sure of

an answer, eliminate

answer choices that you

know are incorrect

ANSWERING THE QUESIONS

H6I $ 68I

The War’s Impact on Women

Total war meant that governments turned to women for help as never before

Thousands of women replaced men in factories, offices, and shops Women built tanks and weapons, plowed fields, paved streets, and ran hospitals They also kept troops supplied with food, clothing, and weapons The propaganda effort sought to glorify women’s part in the war effort In reality, much of the women’s work was dangerous and low paying

Although most women left the work force when the war ended, their work for the war effort set an important precedent

Now answer questions 1 through 6 on a separate sheet of paper Base your answers on the article “The Great War.”

1 According to the author, the Great War affected:

A soldiers and civilians.

B military personnel and institutions around the world.

C American and European society at large.

D women most of all.

2 Which heading would be most appropriate for the fifth paragraph (lines 21–25) of the article?

F Propaganda and Media

G Keeping Up Morale

H Crack Down! Controlling Anti-War Activity

J Governments Control Images of War

3 In the third paragraph (lines 12–14) the author states, “Numerous facilities were converted to munitions factories where weapons and ammunition were manufactured.” After the war, these factories most likely were:

A destroyed

B converted again to produce something else

C run by women

D converted to housing for returning soldiers.

4 Which of the following conclusions can reasonably be drawn from the article?

F Women would become soldiers if there was another war

G Female workers were as productive as male workers.

H Many men would lose their jobs to women

J Women would have a difficult time keeping their jobs or getting new

jobs once men returned from war

30

Refer back to the text

If the question refers

you to a specific part of

the passage, reread that

section.

Recognize sequence of

events Notice tense,

past or present, and

words that identify time

to help you understand

the sequence of events.

appear before the

passage may provide

context for the passage

or help you focus your

reading by identifying

a main idea or asking a

question.

5 In the fourth paragraph, the word rationing means:

A limiting how much of a resource people can buy.

B replacing one material with another that is less in demand.

C making people wait in long lines to get their goods.

D producing only goods needed for the war effort.

6 The main idea of the section “The War’s Impact on Women” is that:

F the war did not affect women very much.

G people finally recognized women as heroes.

H women played an important role in the war.

J during the war, women were subjected to great danger

DIRECTIONS: Read the following passage Then answer questions 7

through 9 You may refer to the passage as often as necessary.

The following passage is from President Lincoln’s Second Inaugural Address

He delivered the speech on March 4, 1865, while the Civil War was still raging

Lincoln’s Second Inaugural Address

Fellow countrymen: At this second appearing to take the oath of the presidential office, there is less occasion for an extended address than there was at the first Then a statement, somewhat in detail, of a course to be pursued, seemed fitting and proper Now, at the expiration of four years, during which public declarations have been constantly called forth on every point and phase of the great contest which still absorbs the attention and engrosses the energies of the nation, little that is new could be presented

The progress of our arms, upon which all else chiefly depends, is as well known to the public as to myself; and it is, I trust, reasonably satisfactory and encouraging to all With high hope for the future, no prediction in regard to it is ventured

On the occasion corresponding to this four years ago, all thoughts were anxiously directed to an impending civil war All dreaded it—all sought to avert it While the inaugural address was being delivered from this place, devoted altogether to saving the Union without war, insurgent agents were in the city seeking to destroy it without war—seeking to dissolve the Union, and divide effects, by negotiation Both parties deprecated war; but one of them would make war rather than let the nation survive; and the other would accept war rather than let it perish And the war came

SAT model

5

10

15

7 What was the purpose of Lincoln’s previous inaugural address?

(A) to avert war while saving the Union (B) to arouse the nation’s continued support for war (C) to gain support for war to save the Union (D) to highlight the dangers the nation had faced during the war (E) to restate that war was not an option

8 In line 16, “deprecated” most nearly means (A) denounced

(B) predicted (C) desired (D) desisted (E) predicated

9 Based on the first paragraph of the speech (lines 1–10), you can infer that

(A) Lincoln will show how the country has changed

(B) Lincoln will not talk long because the country is at peace

(C) Lincoln will summarize the war’s past and outline its future

(D) Lincoln’s address will be shorter than his first address.

(E) Lincoln’s address will be less hopeful than his first address.

Now answer questions 7 through 9 on a separate sheet of paper Base your

answers on the excerpt from Lincoln’s Second Inaugural Address

Now turn to page S7 to see how well you did

Vocabulary Strategies and Practice

Both the ACT and the SAT test your vocabulary

In the ACT, vocabulary is covered in the Reading Test You are asked to determine the meaning of words in context

The SAT asks you to find the meaning of words in context in the based reading questions Sentence-completion questions also test your word knowledge

passage-building your vocabulary skills

• Use a dictionary When you read or write, have a dictionary handy and be

sure to look up any unfamiliar words

• Keep a word list Write down any words and their definitions that you are

learning Although neither test is a rote test of vocabulary, it does make sense to expand your vocabulary

• Read and write often Both skills improve your vocabulary Make the effort to

use precise language whenever you write

• Review the Vocabulary and Spelling Handbook Pages R72–R79 provide a

handy reference along with the many helpful strategies and tips Also review the glossaries on pages R104–R138

when you answer questions

• Use context clues Other words in the sentence or passage can help you

figure out unfamiliar words

• Break unfamiliar words into parts Even if you have not seen a certain word

before, you may recognize a prefix, suffix, or a root within it This can help you eliminate some answers

vocabulary practice

Choose the response that best completes each sentence

1 Discovering the secluded beach was ; if we hadn’t taken a wrong turn we never would have found it

(A) treacherous (B) serendipitous (C) spontaneous (D) isolated (E) auspicious

2 The careful investigators examined the scene for pieces of evidence

(A) doggedly superfluous (B) scrupulously obvious (C) scurrilously anticipated (D) perfunctorily essential (E) meticulously minute

Grammar, Usage, and Style Tips and Strategies

The English Test on the ACT and the multiple-choice part of the writing section

on the SAT cover grammar, usage, and style issues

building your grammar skills

• Look for ways to improve your grammar and usage Ask your teacher for

helpful books and other resources When you take a practice SAT or ACT test, read any explanations provided, even if you answered correctly

• Read and write often Both activities improve your grammar skills For

example, offer to proofread a friend’s paper and ask him or her to proofread yours When you read a newspaper or magazine, be on the lookout for errors—and for proper grammar, usage, and style

• Review the Grammar Handbook Pages R50–R71 provide a handy reference

along with many helpful tips

when you answer questions

• Know the answer format for each test Both tests may include answer

choices that indicate the item in question is correct On SAT multiple-choice questions for the writing section, choice A repeats the original phrasing

(Other SAT section questions include “No error” as choice E.) On the ACT, many questions have “NO CHANGE” as the first choice

• Use grammar clues For fill-in-the-blank items, choose answers that match

the verb tense and pronouns used in the rest of the sentence For example,

if you are asked to complete the sentence, “Tomorrow he the

achievement award,” you would choose will accept, not accepted or accepting

• Try to formulate an answer as you read If you are asked to choose the best

version of a sentence or a new part of a sentence, think about how you would write the sentence before looking at the choices Then look for a sentence similar to your answer

• Choose the best answer If more than one answer seems right, choose the

answer that seems clearest to you