READING AND WRITING QUESTION FORMS

SUMMARY OF UNIT 2: FOUNDATIONS: INFORMATION AND IDEAS

1) Command of evidence: Textual

- “Textual evidence questions” usually represent a claim/ hypothesis/ statement about an unfamiliar
topic and then ask us to choose the evidence that most strongly support/weaken the given claim/
hypothesis/ argument.

-There are 2 types of this question:

+ Scientific evidence: a hypothesis will be presented about a subject in science or social science,
usually in the context of new research or experimentation. Our task is to interpret the researchers'
hypothesis, identify the research outcome that would support that hypothesis, and then select the
choice that offers that outcome.

+ Literacy evidence: the passage will make an argument concerning a particular literary work,
like a poem or novel. The choices will then offer a set of quotations from that literary work. We will need
the ability to evaluate whether the content of each quotation serves as direct evidence for the
argument identified in the question.

-Method to solve this question type:

+ Step 1: Identify the claim/ hypothesis/ argument.

+ Step 2: Rephrase it.

+ Step 3: Test the choices.

-Attention:

+ Stay Specific: Eliminate choices that broaden or blur the argument you're meant to be
supporting.

+ Be strict: Looking for the strongest and most direct evidence. If a choice "almost" or "kind of"
feels like evidence, you can likely eliminate it.

2) Common of evidence: Quantitative

- “Quantitative evidence” normally provide you with a graph or table that presents information about an
unfamiliar topic. The question will then offer some context for that information and ask you to complete
a sentence by effectively using data from the graph or table.

- Quantitative evidence questions will offer two different types of incorrect choices alongside the correct
answer.

1. False statements*

These choices are false according to the information in the graph or table. They misread or misrepresent
data.

2. True statements
These choices are true according to the information in the graph or table. They accurately represent
data, but they fail to provide direct evidence for the argument being made.

-Method to solve this question type:

+ Step 1: Skim the graph/table and carefully read the passage:

 Sometimes, the text will explicitly direct you to a specific piece of information: a
certain time, place, or set of conditions that can be pinpointed within the graph
or table.
 Other times, the text will present a general argument, and you'll need to select
data that backs up that argument.

+ Step 2: Identify the argument.

+ Step 3: Rephrase it.

+ Step 4: Test the choices.

3) Central ideas and details:

- “Central ideas and details” often present a short passage for us to read, then we will be asked whether
about the central idea of the text or a specific question based on the text.

+ Central ideas: Central ideas questions ask us to identify "the main idea" of the passage. A
central idea should:

 cover a majority of the details introduced in the text.

 mention any particular points of emphasis from the text.

+ and should not:

 focus too intently on just one detail.

 introduce new ideas not addressed within the text.

 contradict information from the text.

+ Details: Details questions ask us to answer a specific question about an idea contained in the
passage. Details questions can usually be answered using information from one particular sentence in
the text.

-Method to solve this question type:

+ Step 1: Cover the choices and summarize the text

+ Step 2: Uncover the choices and use the summary as prediction

+ Step 3: if it’s not possible, use elimination

-Attention:

+ Keep your prediction as short and simple as possible

 + Use keywords as a map

4) Inferences:

- “Inference” question will provide an unfinished passage that introduces information about an
unfamiliar topic. Based on that information, you'll be asked to select the choice that most logically
completes the text.

-Method to solve this question type:

+ Step 1: Summarize the text into bullet points

+ Step 2: Find the gap in the argument

+ Step 3: Test choices

-Attention:

+ Be specific

+ Base on transition word and colon, semicolon, dash

SUMMARY OF UNIT 3: FOUNDATIONS: CRAFT AND STRUCTURE

1) Words in context:

- “Words in context” question ask you to select the most logical and precise word or phrase in a given
context or what is the most likely meaning of the given word.

- A "precise" word is one that means exactly what it should in a given situation: it will fit its sentence
perfectly and reinforce the text's meaning.

- There are 2 things to consider to identify “words of context”:

+ Context: Context refers to the specific scenario we're attempting to match a word or phrase to.
To understand the context, we must read the provided text carefully. Because we need to know
the meaning of the word we're looking for, that meaning will be provided a second time within the text.
This results in many prompts for words in context questions following a similar pattern of:

Statement. Restatement.

+ Connotation: "Connotations" are the associations that we have with different words. One
common example of connotation is whether a word feels positive or negative.

-Method to solve this question type:

+ Step 1: Read the passage carefully.

+ Step 2: Summarize the key idea.

+ Step 3: Make a prediction.

+ Step 4: Match your prediction.

*Attention:

+ Charge (+/-): considering if the word we need to find have positive, negative or neutral
connotation

+ Avoid unknown:

 Eliminate what you can from the words you do know

 Select an option from what remains.

Note: The only time you should select a word you don't know is if you can confidently eliminate all of the
other choices.

2) Text structure and purpose:

- “Text structure and purpose” question ask you to identify the main purpose or overall structure of the
text.

+ Purpose: Purpose is the why behind the passage. Why did the author write it? What did they
want to accomplish? What’s the point? A text's purpose can often be framed using active verbs that
demonstrate the goals of the author. Some examples include:

 to explain ______

 to illustrate ______

 to criticize ______

 to argue ______

 to introduce ______

+ Structure: Structure is how a passage works to achieve its purpose. How does the text flow
from one idea to the next? Where does the author place particular emphasis?

-Method to solve this question type:

+ Step 1: cover the choices

+ Step 2: Identify the task

+ Step 3: Read the passage

+ Step 4: Summarize and rephrase

+ Step 5: Test the choice: A text's purpose will include reference to the main ideas in the
passage. A text's structure will often be made obvious by a straightforward summary.

-Attention:

+ Stay specific

+ Be strict
 + Lean on transition

- “Part-to-whole” questions ask you to identify the function of the underlined sentence within the text
as a whole.

- While other text structure and purpose questions focus on the entire passage, part-to-whole
relationships questions require us to focus on one specific part of the text: the underlined portion.

 What information does the underlined portion contain?

 How does that information relate to the rest of the text? What is its function? In other words,
what does it do?

- Answering these questions will allow us to determine what role the underlined portion plays in the flow
of the text.

-Method to solve this question type:

+ Step 1: Summarize the text

+ Step 2: Make a prediction

 How does the underlined portion fit into the text?

 Does it introduce what comes next?

 Does it contradict what came before?

-Comparing the information in the underlined portion with what comes immediately before and
immediately after will often reveal how that information contributes to the flow of the text.

+ Step 3: Test the choices

-Attention:

+ Stay within the underline

+ Be strict

3) Cross-text connections

- “Cross-text connections” usually compare the points of view of the authors of the two texts.

-This question form gives us twice as many as the normal number of texts, but both texts will cover the
same subject, and this close interrelation means that each text will build your understanding of the
other.

-Once we've identified the individuals whose points of view the question asks about, we'll usually need
to consider whether those points of view agree or disagree.

-Avoid choices that express opinions that are too extreme, that swap the points of view of different
people, or that make claims that go beyond the specific focus of the text.

-Method to solve this question type:

 + Step 1: Cover the choices and summarize each text’s point of view.

+ Step 2: Determine the relationship by asking some question:

 Do the points of view agree?

 Do they disagree?

 Does one point of view elaborate on or modify the other?

+ Step 3: Make prediction and test the choice

Which choice most closely matches the relationship between points of view that you identified?
You can select this choice with confidence!

*Top tips:

+ Look for positives (+) and negatives (–)

+ Stick to the text

SUMMARY OF UNIT 4: FOUNDATIONS: EXPRESSION OF IDEAS + STANDARD ENGLISH CONVENTIONS

1) Transitions:

- “Transitions” question ask you to select the most logical transition word or phrase to connect
information and ideas within a brief passage.

- The transitions used in the text reflect the relationship between sentences. These relationships are
categorized into 4 groups:

+ Agreement or disagreement:

 If the sentences express the same underlying idea, we may want to use
an agreement transition like: similarly, again, also, correspondingly, equally,
additionally and likewise.
 If the sentences identify a disagreement or contrast, we may want to use
a disagreement transition like: however, but, yet, conversely, though, still, in
contrast, although, nevertheless, nonetheless, regardless, and on the other
hand.

+ Sequence and order:

 If the sentences being organized by time or by position, we may want to use

a sequence transition like: previously, then, later, before, first, finally,
afterwards, and subsequently.

+ Addition and exemplification:

 If the second sentence elaborate on the first, we may want to use

an addition transition like: Furthermore, additionally, also, too,
moreover, and in fact.
  If the second sentence provide an example, we may want to use
an exemplification transition like: for instance, for example, for one
thing, and to demonstrate.

+ Cause and effect:

 If the second sentence caused by or a consequence of the idea in the first

sentence, we may want to use a cause and effect transition like: therefore,
since, because, thus, as a result, accordingly, and consequently.

+ Restatement:

 If the second sentence paraphrase or repeat the previous idea in different way,
we want to use a repetition transition like: That is, In other word.

-Way to solve this question type:

+ Step 1: Summarize the text

+ Step 2: Identify the relationship

+ Step 3: Select the transition with the relationship

-Attention:

+ Be flexible.

+ eliminate copycats.

2) Rhetorical Synthesis:

- “Rhetorical Synthesis” questions will provide you with a series of bulleted notes that contain related
information about an unfamiliar topic and ask you to effectively use relevant information from the
notes to accomplish a particular goal.

-Way to solve this question type:

+ Step 1: Identify the goal

+ Step 2: Read the bullet points and identify relevant info (if you can’t do step 3, do this step)

+ Step 3: Test the choices: a correct answer must satisfy these two conditions:

 Accomplish identified goal

 Accurately use information from the bullet points

-Top tips:

+ Do two "passes" to eliminate choices.

+ Simplify the goal.

+ Be strict.

+ Ignore the grammar.

 3) Form, structure, and sense

3.1 Subject-verb agreement:

-A singular subject goes with a singular verb and vice versa, a plural subject goes with a plural verb

-if extra words are between the subject and verb (clause, preposition phrase, etc…), try to identify the
subject

-Sometimes a subject will come after the verb, flip the subject and the verb to identify the exact subject

-See “grammar in use book, advance” to know more

-Way to identify “subject-verb agreement”: different choices contain singular and plural forms of the
same verb.

-Way to solve “subject-verb agreement”

+ Step 1: Identify the subject

+ Step 2: is it singular or plural

+ Step 3: Find the matching verb

-Top tip:

+ Place subject and verb side by side

+ Look out for preposition

3.2 Pronoun-antecedent agreement:

-Distance between pronoun and antecedent can make it challenging to identify the antecedent.

-If there are multiple nouns before the pronoun, take the time to identify the most logical antecedents.

-When a pronoun becomes before its antecedent, try to track down the noun it refers to

-Way to identify “Pronoun-antecedent agreement”: one choice uses a singular pronoun (like "it") while
another choice uses a plural pronoun (like "they").

-Way to solve “Pronoun-antecedent agreement”:

+ Step 1: Identify the antecedent

+ Step 2: is it singular or plural

+ Step 3: Find a match

-Top tip:

+ Find the antecedent

+ Plug in the antecedent

3.3 Plurals and possessives:

-Plural nouns do not require an apostrophe.

-Singular possession: apostrophe + "s". Note: This rule applies even if the singular noun already ends in
"s" (e.g., the rhinoceros's horn).

-Plural possession: apostrophe after the "s". Note: If a plural noun doesn't end in "s", then an "s" should
be added after the apostrophe (e.g., the men's swim team).

-Possessive pronouns never use apostrophes.

-Way to identify “Plurals and possessives”:

+ The choices add or remove apostrophes

+ The choices change the placement of apostrophes

-Top tips:

+ Check all the nouns

+ Beware “its” and “their”

3.4 Verb Forms:

- When a helping verb is missing from any other type of verb phrase, that verb phrase can no longer
function as the main verb of the sentence. This often creates a sentence fragment error.

- Way to identify “Word form”

+ Different choices use different verb tenses (past/present/future)

+ Some choices add or remove helping verbs

- Way to solve “Verb form”:

+ Step 1: Check the time

+ Step 2: Make sure the tense matches

-Top tips:

+ Conjugate in context

+ Match other verbs

+ Simple present tense for general facts

3.5 Subject-modifier placement:

-The noun goes next to the modifier

-Way to identify “Subject-modifier placement”

+ The blank is longer than a few words

+ The choices rearrange words or phrases into different orders

-Top tips:

+ Double-check introductory modifiers

+ Beware possessive nouns

4) Boundaries:

4.1 Linking Clauses:

-There are several ways to link clauses. The SAT focuses on end of sentence punctuation, coordination,
subordination, and semicolons:

+ End of sentence punctuation:

 The punctuation mark must match the function of the sentence it follows.
 End punctuation can only be used to separate two independent clauses.

+ Coordination: linking two independent clauses within a single sentence

 a comma (,)
 a coordinating conjunction

+ Subordination: linking two clauses by making one of the clauses dependent

 a subordinating conjunction
 a comma (Some subordinating conjunctions can link clauses without a comma,
but only if the dependent clause comes second).

+ Semicolons: link two independent clauses without any conjunction.

-Way to identify “linking clauses” question:

+ the choices add or remove commas and FANBOYS conjunctions.

+ the choices add or remove end punctuation like periods or question marks.

+ any choice contains a semicolon.

-Way to solve “linking clauses” question:

+ Step 1: check before and after the blank

+ Step 2: Eliminate choices

+ Step 3: Identify answer

-Top tips:

+ Use the before/after test

4.2 Supplements:

-Essential or nonessential
The first question is whether a given supplement should be punctuated. Try reading the sentence
without the supplemental information.

+ If the sentence no longer makes sense, then the supplement is an essential element. No
punctuation should be used.

+ If the sentence still makes sense, then the supplement is nonessential. The supplement must
be separated from the rest of the sentence by punctuation.

-Position in the sentence

Once you determine a supplement is nonessential, you must decide how to punctuate it.

+ If the supplement begins or ends the sentence, it only requires one punctuation mark
(between the supplement and the rest of the sentence).

+ If the supplement comes in the middle of the sentence, it requires punctuation on both sides.

-Type of punctuation

Nonessential elements can be separated from the rest of a sentence using three different types of
punctuation marks:

 Commas (,)

 Parentheses ()

 Dashes (—)

the same type of punctuation must appear before and after a nonessential element.

-Way to identify “supplements” question:

+ the choices add or remove commas, but not conjunctions

+ the choices include multiple types of punctuation, like commas and dashes

-Way to solve “supplements” question:

+ Step 1: identify the supplement

+ Step 2: essential or non- essential

+ step 3: if essential no punctuation; if non-essential identify the place to put punctuation

-Top tips:

+ Be consistent!

+ Don't worry about the difference between commas, parentheses, and dashes

+ Don't pair semicolons or colons!

+ Mind the thats and whiches

 4.3 Punctuation:

Commas (,):

+ Commas should only be used to...

 Separate list items

 Separate nonessential elements from the sentence

 Link dependent clauses to independent clauses

 Link independent clauses with help from a coordinating (FANBOYS) conjunction

Commas should not...

 Split a subject and a verb

 Come before prepositions

 Separate items in a list of two

Semicolons (;)

+ Semicolons should only be used to...

 Link independent clauses (without a conjunction)

 Separate list items that already contain commas

Colons (:)

+ Colons can only come at the end of an independent clause. They can introduce...

 Explanations and extra information

 Lists

Dashes (—)

+ Dashes should only be used to separate nonessential elements from the rest of the sentence.

-Way to identify “Punctuation”:

 the choices add or remove punctuation

 the choices offer a variety of punctuation marks

-Way to identify “Punctuation”:

+ Step 1: check before and after the blank

+ Step 2: Eliminate choices

+ Step 3: Identify answer

-Top tips:
+ Use the before/after test for semicolons

+ Use the before test for colons

+ Double-check commas