OBJECTIVES: Analyze multiple forms of communication to identify major ideas; generate a definition with textual support.

1. SAT Test Taking Techniques 2. Finish up Activity Discuss Writing Prompts 4. Writing Prompt p. 11

THE SAT: TEST-TAKING TECHNIQUES  Learn the section directions now. Use the time saved during the test to work on questions.  Answer easy questions first. Mark skipped questions in your exam book so you can quickly return to them later.  Easy questions usually precede hard ones.  Don't spend too much time on any one question. You should spend only seconds on the easiest questions, and hesitate to spend more than 1-2 minutes on even the hardest ones.  You can write in the test book: cross out wrong answers.  Guess...if you can eliminate at least one choice.

MY ANSWERS 1. A 2. B 3. C 4. E 5. B 6. A 7. C 8. D 9. E 10. A CORRECT ANSWERS 1. D 2. D 3. B 4. D 5. E 6. B 7. D 8. C 9. B 10. A MY ANSWERS 1. B 2. C 3. B 4. E 5. D 6. B 7. C 8. C 9. D 10. E CORRECT ANSWERS 1. B 2. C 3. C 4. D 5. B 6. B 7. C 8. B 9. E 10. D ELIMINATE ONE ANSWER Increase from 1/10 to 4/10 just by eliminating one answer.

***Almost half of the questions***

 The Run-On Sentence  The Sentence Fragment  Error in the Case of a Noun or Pronoun  Error in Subject-Verb Agreement  Error in Pronoun-Number Agreement  Error in the Tense or Form of a Verb  Error in Logical Comparison  Adjective and Adverb Confusion  Error in Modification and Word Order  Error in Parallelism  Error in Diction

 If one follows the (a)discipline of Yoga, (b)you know the importance of physical purification (c)to render the body (d)fit for the practice of higher meditation. (e)No error  What’s the error?  Shift in person, switching from “one” to “you”  Error must be in underlined part, so the answer has to be B

 (a) In my history class I learned (b)why the American colonies (c)opposed the British, how they organized the militia, and (d)the work of the Continental Congress. (e)No error  What sounds funny?  The last part of the sentence – your ear expects the pattern to be the same

 Marilyn and (a)I ran as (b)fast as we could, but we missed our train, (c)which made (d)us late for work. (e)No error  Having trouble seeing the error?  Subject-verb agreement  Pronoun-antecedent problems  Misuse of adjectives and adverbs  Dangling modifiers  Go through each underlined section and test it.  “which” is the error because it is a pronoun and must have a noun for its antecedent. The only available noun is train, but that doesn’t make sense (the train didn’t make us late – missing the train made us late).

 No error = 10%-20%  Don’t start imagining errors. If no obvious errors strike your eye and the sentence sounds natural to your ear, go with choice E.

 We were (a)already (b)to leave for the amusement park when John’s car (c)broke down; we (d)were forced to postpone our outing. (e)No error

 We were already to leave for the amusement park when John’s car broke down; we were forced to postpone our outing. No error

 (a)By order of the Student Council, the (b)wearing of slacks by (c)we girls in school (d)has been permitted. (e)No error.

 By order of the Student Council, the wearing of slacks by we girls in school has been permitted. No error. Error in CASE – should be “us” because it is working as the object of the preposition (Even if you don’t know these rules you know that “we girls” sounds weird!)

 When do you use a hyphen?  Join two or more words in order to create a single adjective  What are some examples in the poem?  sea-washed  world-wide  air-bridged  tempest-tossed

 Paraphrase each of the three sentences in the poem.  Annotate the places in the text where you see the connections to the imagery of the illustration.  Simpsons (really poor quality, but we need a brain break) Simpsons

 Always give the first and last name of the author when first mentioned.  After the first mention, use last name only.  Always give the full title of the selection, punctuated and capitalized correctly.

 Write a well-developed text using details from the illustration and the poem to define the promise of America for those who come to the United States. Use the definition strategy of EXEMPLIFICATION.  Include a clearly stated thesis that states the definition of the promise of America.  Explain the most significant and relevant details from the texts with commentary.  Use definition strategies effectively to define the promise of America.