Lesson #3 Expression of Ideas The 8 concepts involved in creating clear expression as tested on the SAT Writing and Language Section

The 6-Tiered Approach to achieving success on the SAT: 1 – get to know the test √ 2 – learn B.T.S. (basic test-taking strategy) √ 3 – learn format-specific methodology √ 4 – learn the content 5 – learn advanced strategy 6 – gain consistency through practice

Review: The Perfect Score Approach to the SAT Writing and Language Test: Ex. The transportation planner’s job, might involve conducting a traffic count to determine the daily number of vehicles traveling on the road to the new factory. 1.Read the passage until the underlined portion, letting your grammar ear guide you. 2.Circle the issue (if present); then eliminate NO CHANGE. 3.ID the common error. 4.Select best fit and read it back in. If you still like it, make it FINAL

On the issue of reading the whole passage… Many prep companies argue that you do not need to waste time reading the whole passage; instead, go straight to the underlined portion. We disagree. Many questions require the context, and it is easier when you are reading the entire passage straight through. We also think you should pay attention to the title. Here’s why…

Washing Clothes The procedure is actually quite simple. First, you arrange items into different groups. Of course one pile may be sufficient depending on how much there is to do. If you have to go somewhere else due to lack of facilities, that is the next step; otherwise, you are pretty well set. It is important not to overdo things. That is, it is better to do too few things at once than too many.

A CONCEPT OVERVIEW FOR ThESE QUESTIONS: what will be tested within Expression of Ideas? Expression of IdeasStandard English Conventions Adding, deleting, and revising info Graph-supported response Placement Logical transitions Word choice Wordiness/awkward phrasing Tone/style Combining sentences Punctuation √ Run-ons √ Fragments √ Parallelism √ Misplaced modifiers √ Tense errors √ Ambiguity √ Pronoun Issues √ Homonyms √ Disagreement √ Comparisons √ Idioms √

CONCEPT #13 – ADDING/DELETING/REVISING: Let’s start our review of Expression of Ideas-type questions with editing sentences for context. Expression of IdeasStandard English Convention Adding, deleting, and revising info – Adding – Deleting – Making relevant

Up first, adding sentences… Adding, deleting, revising: 21. Adding sentences (15 points) What will they look like? (p.361 / question 31 in your blue book) “The writer wants to add the following sentence to the paragraph. Should the writer make this addition?” A.: B.:

Up first, adding sentences… Adding, deleting, revising: 21. Adding sentences (15 points) What will they look like? “The writer wants to add the following sentence to the paragraph. Should the writer make this addition?” A.Look for clues. Is this info really connected to the rest of the paragraph? B.Yes/No – reduce it to 50:50. Look for true statements.

next, deleting sentences… Adding, deleting, revising: 22. Deleting sentences (15 points) What will they look like? (p.352 / q.6) “The writer is considering deleting the underlined sentence. Should the writer do this?” A.: B.:

next, deleting sentences… Adding, deleting, revising: 22. Deleting sentences (15 points) What will they look like? “The writer is considering deleting the underlined sentence. Should the writer do this?” A.Once again, about relevant info B.Must fit with the focus of the paragraph. Don’t stretch it.

last, revising sentences… Adding, deleting, revising: 23. Making revisions (20 points) What will they look like? (p.351 / q.2) “Which choice most effectively…?” OR… “Which choice provides the most relevant detail?” A.: B.:

last, revising sentences… Adding, deleting, revising: 23. Making revisions (20 points) What will they look like? “Which choice most effectively…?” OR… “Which choice provides the most relevant detail?” A.Underline what specifically the writer wants to do. B.Go with the most obvious choice that fits that description. C.Think about the topic of the sentence.

CONCEPT #14 – USING INFOGRAPHICS: These fairly simple questions can be answered easily by staying organized. Expression of IdeasStandard English Convention Adding, deleting, and revising info √ Graph-supported response

Like ACT Science questions… Graph-supported response: 24. Graph-based questions (10 points) What will they look like? (p.354 / q.12) “Which choice most effectively represents the information in the graph?” A.: B.: C.:

Like ACT Science questions… Graph-supported response: 24. Graph-based questions (10 points) What will they look like? “Which choice most effectively represents the information in the graph?” A.Reduce the noise. B.Match true statements with relevant info. C.2 per passage with add/delet/revising types for command of evidence score.

CONCEPT #15 – PLACEMENT OF INFO: Rearranging the order of things. Expression of IdeasStandard English Convention Adding, deleting, and revising info √ Graph-supported response √ Placement

Put your detective hat on… Placement: 25. Sentence ordering (20 points) What will they look like? (p.357 / q.22) “To make this paragraph most logical, sentence x should be placed” A.:

Put your detective hat on… Placement: 25. Sentence ordering (20 points) What will they look like? “To make this paragraph most logical, sentence x should be placed” A.Use pronouns, transitions, etc. as clues

CONCEPT #16 – TRANSITIONS: Good transitions are the difference between easing into a turn and slamming on the brakes before turning. Expression of IdeasStandard English Convention Adding, deleting, and revising info √ Graph-supported response √ Placement √ Logical transitions

Keeping up the flow… Transitions: 26. Transition words (35 points) What will they look like? A) NO CHANGE B) However, C) In addition, D) Likewise, A.: B.:

Keeping up the flow… Transitions: 26. Transition words (35 points) What will they look like? A) NO CHANGE B) However, C) In addition, D) Likewise, A.Determine the relationship between the sentences. B.Look for “odd man out.”

CONCEPT #17 – WORD CHOICE: Determining the correct word for the context. Expression of IdeasStandard English Convention Adding, deleting, and revising info √ Graph-supported response √ Placement √ Logical transitions √ Word choice

What is the author trying to say? Word choice: 27. Words in context (20 points) Ex. The advantages of Greek yogurt outdo the potential drawbacks of its production. A.: B.: C.:

What is the author trying to say? Word choice: 27. Words in context (20 points) Ex. The advantages of Greek yogurt outweigh the potential drawbacks of its production. A.Replace with your own synonym, first. B.Read it back in for tone and context. C.2 per passage for words in context.

CONCEPT #18 – WORDINESS: In general, writing should be concise and non-repetitive. Expression of IdeasStandard English Convention Adding, deleting, and revising info √ Graph-supported response √ Placement √ Logical transitions √ Word choice √ Wordiness/awkward phrasing – Unnecessary words – Redundancy

When in doubt, trim it out… Unnecessary words, redundancy: 28. Too many words (10 points) Ex. The novelty of this comfortable work-from- home life, however, soon got worn off quickly. A.: B.:

When in doubt, trim it out… Unnecessary words, redundancy: 28. Too many words (10 points) Ex. The novelty of this comfortable work-from- home life, however, wore off quickly. A.These should be obvious. B.Start with the answer choice with the fewest words.

Don’t repeat the same thing twice! Unnecessary words, redundancy: 29. Redundancy (5 points) Ex. Many designers initially begin their careers as programmers. A.: B.:

Don’t repeat the same thing twice! Unnecessary words, redundancy: 29. Redundancy (5 points) Ex. Many designers begin their careers as programmers. A.Should jump out, but be on the lookout B.Be careful about delete the underlined portion.

CONCEPT #19 – TONE AND STYLE: The tone should be consistent with the formality/informality. Expression of IdeasStandard English Convention Adding, deleting, and revising info √ Graph-supported response √ Placement √ Logical transitions √ Word choice √ Wordiness/awkward phrasing √ Tone & style

Avoid Colloquialisms Tone and style: 30. Author’s tone/style (5 points) Ex. Even those of us who work in disparate fields are able to shoot some wisdom and help each other brainstorm. A.: B.:

Avoid Colloquialisms Tone and style: 30. Author’s tone/style (5 points) Ex. Even those of us who work in disparate fields are able to share advice and help each other brainstorm. A.Most passages are formal in tone. B.Some questions will want you to maintain a certain theme with author’s style.

CONCEPT #20 – COMBINING SENTENCES: Usually, these are about fixing wordiness or chop. Expression of IdeasStandard English Convention Adding, deleting, and revising info √ Graph-supported response √ Placement √ Logical transitions √ Word choice √ Wordiness/awkward phrasing √ Tone & style √ Combining sentences

Predict first… Combining sentences: 31. Combining sentences (10 points) Ex. Typically, the ice sheet begins to show evidence of thawing in late summer. This follows several weeks of higher temperatures. A.: B.:

Predict first… Combining sentences: 31. Combining sentences (10 points) Ex. Typically, the ice sheet begins to show evidence of thawing in late summer, following several weeks of higher temperatures. A.Long sentences – get an idea of what you want before you look at the choices. B.Be sure to avoid, wordy or awkward, constructions

CONCEPT #20 – COMBINING SENTENCES: Usually, these are about fixing wordiness or chop. Expression of Ideas √Standard English Convention Adding, deleting, and revising info √ Graph-supported response √ Placement √ Logical transitions √ Word choice √ Wordiness/awkward phrasing √ Tone & style √ Combining sentences √

AND...THAT’S EVERYTHING FOR E.I.s: Expression of Ideas √Standard English Convention √ 135 points, guaranteed 165 points, guaranteed

End of Lesson 3