1. SAT PREP: STRATEGIES

2. PARTS OF THE VERBAL TEST CRITICAL READING Sentence Completion Critical reading— short and long passages WRITING Identifying Errors Improving Sentences Improving Paragraphs Student-Written Essay

3. SENTENCE COMPLETION: STRATEGIES #1 AND #2 PAGES 120-123

4. STRATEGY #1 FOR A SENTENCE WITH ONE BLANK, FILL IN THE BLANK WITH EACH CHOICE TO FIND THE BEST FIT

5. STRATEGY #2 FOR SENTENCES WITH TWO BLANKS, ELIMINATE INITIAL WORDS THAT DON’T MAKE SENSE

6. PRACTICE WITH SENTENCE COMPLETION STRATEGIES #1 AND #2 On pp 674-675, do problems #1-8 On p 702, do problems #1-6

7. ANSWERS pp 674-675 #1-8 1.E 2.D 3.D 4.D 5.C 6.E 7.B 8.D p 702 #1-6 1.E 2.A 3.D 4.D 5.B 6.C

8. CRITICAL READING INFORMATION PAGES 127-133

9. READING COMPREHENSION QUESTIONS Four Question Types: 1.MAIN IDEA/ PURPOSE 2.KEY DETAILS/ SPECIFIC INFORMATION 3.IMPLIED INFORMATION 4.TONE OR MOOD

10. TIPS Get involved with the passage! Annotate (underline, write in margin, circle, etc.) Keep in mind the four question types (see previous slide) when reading the passages Take note of the organization of the information Read the question and then each answer option. If an answer option doesn’t feel right, move to the next one without trying to make it fit.

11. MORE TIPS Don’t get bogged down on a question. If none look correct, skip it and move on (you can come back to it later in that section if you need). Look at information not related to the passage—there will probably be a question on that material

12. READING COMPREHENSION: STRATEGY 1 PAGES 135-137

13. STRATEGY #1 AS YOU READ EACH QUESTION, DETERMINE THE QUESTION TYPE: 1)MAIN IDEA 2)DETAILS 3)INFERENCE 4)TONE/MOOD

14. EXERCISE #1 Go to pp 676-679 #9-24 and label each question by its type ** Don’t read the passages or answer the questions yet

15. READING COMPREHENSION: STRATEGY 2 PAGES 138-139

16. STRATEGY #2: UNDERLINE THE KEY PARTS OF THE READING PASSAGES

17. EXERCISE #2 Read the passages on pp 676-679 #9-24 and underline key parts (info addressing the question types)

18. READING COMPREHENSION: STRATEGY 3 PAGE 140

19. STRATEGY #3: LOOK BACK AT THE PASSAGE WHEN IN DOUBT

20. EXERCISE #3 ANSWER THE QUESTIONS NOW, LOOKING BACK TO THE UNDERLINED PORTIONS OF THE PASSAGES AS NEEDED

21. ANSWERS PP 676-679 9.E 10.C 11.B 12.E 13.D 14.B 15.A 16.C 17.B 18.E 19.D 20.E 21.C 22.E 23.E 24.B

22. EXTRA PRACTICE PAGES 693-694 #10-15

23. ANSWERS PP 693-694 10.D 11.C 12.E 13.C 14.D 15.D

24. VOCABULARY LIST #1 PARTS OF SPEECH AND DEFINITIONS

25. 1. Acquiesce: Part of Speech: Verb Definition: Agree; consent 2. Admonish: Part of Speech: Verb Definition: To caution; to scold; to urge to a duty 3. Aesthetic: Part of Speech: Adjective Definition: Having a sense of the beautiful; concerned with emotion/imagination and not purely intellect 4. Allude: Part of Speech: Verb Definition: To refer casually or indirectly; make an allusion 5. Ambivalence: Part of Speech: Noun Definition: Uncertainty, especially caused by the inability to make a choice or by a desire to do opposite or conflicting things

26. 6. Anecdote: Part of Speech: Noun Definition: A short account of an event, usually of an interesting or amusing nature 7. Antecedent: Part of Speech: Noun Definition: A preceding circumstance, event, object, style, etc. 8. Apathy: Part of Speech: Noun Definition: Absence of passion, emotion, or excitement; lack of interest in or concern for things that others find moving/ exciting 9. Ardent: Part of Speech: Adjective Definition: Fierce; intensely devoted 10. Articulate: Part of Speech: Adjective/ Verb Definition: Capable of speech, using language easily (adjective); To utter clearly and distinctly (verb)

27. 11.Ascertain: Part of Speech: Verb Definition: To find out definitely; learn with certainty/ assurance 12. Assimilate: Part of Speech: Verb Definition: To take in and incorporate as one’s own; absorb; to bring into conformity; to cause to resemble 13. Banal: Part of Speech: Adjective Definition: Devoid of freshness/ originality; trite 14. Begrudge: Part of Speech: Verb Definition: To envy or resent the pleasure or good fortune of (someone); to be reluctant to allow 15. Belligerent: Part of Speech: Adjective Definition: Warlike; given to waging war; aggressively hostile

28. QUIZ ON FRIDAY!

29. RUBRIC P 522 WRITING: ESSAY

30. RUBRIC CATEGORIES Stance/ Support & Development/ Thinking Organization/Focus & Progression of Ideas Use of Language: Precise Vocabulary Varied Sentence Structure Follows Conventional English (Grammar)

31. INFORMATION AND TIPS WRITING: ESSAY

32. INFO & TIPS P 521 25 minutes-- ~5 minutes/ paragraph (4) + 5 min prewriting Try to engross the reader—make him/her think TAKE A POSITION Be specific in examples/support—avoid general statements without concrete details and/or ambiguity If you can (if it makes sense), incorporate theme/plot/characters, etc. from a book you have read Sketch a brief outline before beginning to make sure your writing has a purposeful path

33. ORGANIZATION WRITING: ESSAY

34. BASIC INFORMATION Graders know this is a rough draft, so they are looking for what you can produce in “pressure situations” AKA 25 minutes Essay needs 4-5 paragraphs: introduction, body (2-3), conclusion Your thinking/reasoning is MOST important in the essay, but how you convey your ideas is also significant. Use precise diction (word choice)—but not words you don’t know how to use properly Vary your syntax (sentence structure) to promote smooth flow Demonstrate control over the conventions of grammar (at the rough draft level—they don’t expect the essay to be perfect grammatically)

35. ORGANIZATION INTRODUCTION – Take a position and indicate topics you will address (thesis)—first person is okay BODY – Bring in SUPPORT for your claims—This should be from observations, popular culture, literature/film, etc. The more specific the information, the better your essay will be. Organize body paragraphs from strongest to weakest Include strong topic sentences CONCLUSION—Reiterate your stand/supporting details and include a “ golden nugget ”– a quotation/maxim, another connection to life/the world, etc. Something to leave your reader with a smile.

36. EXERCISE Create an outline for the essay portion of practice test on page 564—go paragraph by paragraph and include your thesis in the intro, the evidence you will use in the body paragraphs, and a possible “golden nugget” for the conclusion.

37. SENTENCE COMPLETION: STRATEGIES 3 & 4 PP 123-126

38. STRATEGY #3 TRY TO COMPLETE THE SENTENCE IN YOUR OWN WORDS BEFORE LOOKING AT THE CHOICES

39. STRATEGY #4 PAY CLOSE ATTENTION TO THE KEY WORDS IN THE SENTENCE I.E. WORDS INDICATING OPPOSITION, SUPPORT, OR RESULT

40. EXERCISE Using strategies 3 and 4, complete the following practice problems: Page 691 #1-5 Page 774 #1-8 Page 790 #1-5

41. EXERCISE ANSWERS Page 691 1.C 2.D 3.C 4.E 5.A Page 774 1.C 2.A 3.E 4.B 5.D 6.A 7.A 8.A Page 790 1.D 2.B 3.C 4.B 5.C

42. VOCABULARY LIST 2 Benevolent- ADJ- characterized by or given to doing good Bourgeoisie- NOUN- middle class Brevity- NOUN- Quality or state of brief duration Cacophony —NOUN—jarring, discordant noise Caste —NOUN—hereditary social class Cathartic —ADJ—purgative; inducing catharsis Cessation —NOUN—bringing or coming to an end

43. VOCABULARY LIST 2 (CONTINUED) Clandestine —ADJ—kept or done in secret Cognizant —ADJ—fully informed Coherent —ADJ—sticking together; fully understandable Cohesive —ADJ—act or process of cohering/ sticking together Condone —VERB—to overlook, forgive, endorse Countenance —NOUN—expression of face Credible —ADJ—believable Cumulative —ADJ—all together

44. READING COMPREHENSION: STRATEGIES #4 AND 5 PAGE 141-143

45. STRATEGY #4 BEFORE YOU START ANSWERING THE QUESTIONS, READ THE PASSAGE CAREFULLY

46. STRATEGY #5 GET THE MEANINGS OF “TOUGH” WORDS BY USING THE CONTEXT METHOD

47. EXERCISE Using strategies 4 and 5, complete the following: p 792 #10-15 pp 893-894 #16-24

48. EXERCISE ANSWERS Page 792 10.B 11.D 12.B 13.C 14.E 15.E Pages 893-894 16.A 17.E 18.D 19.D 20.A 21.C 22.B 23.A 24.D

49. IMPROVING SENTENCES AKA “GRAMMAR/STYLE ASSESSMENT”

50. COMMON ERRORS Passive v. Active Voice Run-on Sentences Comma Splices Sentence Fragments

51. ACTIVE V. PASSIVE VOICE Active voice p 493 SUBJECT PERFORMS ACTION He hit the ball. She knocked over the vase. The SUBJECT is emphasized Passive voice p 493 SOMETHING DONE TO SUBJECT The ball was hit. The vase was knocked over. The ACTION is emphasized

52. WHICH IS BETTER? Active voice is preferred, except when the actor is unknown

53. SENTENCE FRAGMENT P 463 SENTENCE = Group of words with subject, verb, and complete thought FRAGMENT = Cannot stand by itself (does not include an independent clause) EXAMPLES= Even though he had the better arguments and was by far the more powerful speaker. Some of the students working in Professor Espinoza's laboratory last semester. Working far into the night in an effort to salvage her little boat.

54. COMMA SPLICE Incorrectly connect independent clauses Two or more clauses are incorrectly connected with ONLY a comma THREE ways to easily correct comma splices: 1. Two different sentences 2. Comma + Coordinating Conjunction 3. Semicolon

55. COMMA SPLICE CORRECTION #1 1.Two separate sentences Comma Splice: My family bakes together nearly every night, we then get to enjoy everything we make together. Correction 1: My family bakes together nearly every night. We then get to enjoy everything we make together. Source: Purdue OWL EngagementPurdue OWL Engagement

56. COMMA SPLICE CORRECTION #2 2.Comma and Coordinating Conjunction Comma Splice: My family bakes together nearly every night, we then get to enjoy everything we make together. Correction 2: My family bakes together nearly every night, and we then get to enjoy everything we make together. Source: Purdue OWL EngagementPurdue OWL Engagement

57. COMMA SPLICE CORRECTION #3 2.Semi-colon Comma Splice: My family bakes together nearly every night, we then get to enjoy everything we make together. Correction 3: My family bakes together nearly every night; we then get to enjoy everything we make together. Source: Purdue OWL EngagementPurdue OWL Engagement

58. COMMA SPLICE PRACTICE 1.I didn’t like the movie, it was way too long. 2.She and Jerry are getting married in the fall, they didn’t want a summer wedding. 3.My favorite bands are all really loud, playing loud music is good for stress relief. Source: Purdue OWL EngagementPurdue OWL Engagement

59. RUN-ON SENTENCE Also incorrectly connect independent clauses Two or more independent clauses are connected without proper punctuation Example: The grocery store was really packed with people there must have been a big sale today. We correct these sentences in mostly the same way as comma splices– make sure independent clauses are connected properly.

60. RUN-ON SENTENCE PRACTICE 1.Andrea loves to roller-blade she hates to ride her bike. 2.Jeremy loved going to Ohio he thought Florida was too hot. 3.The girls played basketball the boys played tennis. 4.My car broke down I need to buy a new one. 5.Americans shake hands when they meet the Japenese bow.

61. WRITING: COMMON ERRORS PRONOUNS

62. WHAT ARE PRONOUNS? P 473 Pronouns are words that replace nouns

63. PRONOUN ERRORS Agreement (gender, number, person) Case (subjective, objective, possessive) Ambiguous

64. PRONOUN AGREEMENT Pronouns must agree with antecedents in Gender (The boy washed his bike) *not on SAT Number (The girl mailed her application; The girls mailed their applications) Person (Once we graduate from school, we should have 120 credits). –SHIFTS occur when pronoun reference changes person (ex: Once we graduate from school, you should have 120 credits).

65. NUMBER DISAGREEMENT

66. **Expect the pronoun and its antecedent to be far from each other. While the definition of Generation X is hotly debated concerning the age ranges of its members, culturists generally agree that they describe a group of self- focused adults. (A)is hotly debated concerning the age ranges of its members, culturists generally agree that they describe (B)is hotly debated concerning the age ranges of its members, culturists generally agree that it describe (C)is hotly debated concerning the age ranges of its members, culturists generally agree that it describes (D)are hotly debated concerning the age ranges of their members, culturists generally agree that they describe (E)is hotly debated concerning the age ranges of their members, culturists generally agree that they will be describing

67. ANSWER C

68. TRICKY SINGULAR PRONOUNS Anyone Anybody Each Everyone Everybody One Someone Somebody No one Nobody

69. INDEFINITE PRONOUN AGREEMENT Every one of the soldiers reported that they (A) had completed (B) the training exercise prior to the incident, although the lieutenant claimed several members of the (C) squadron were (D) not present. No error (E)

70. ANSWER A

71. PERSON DISAGREEMENT

72. PERSON AGREEMENT

73. PERSON AGREEMENT EXAMPLES When a person drives, you should not use your cell phone. [Incorrect] When you drive, you should not use your cell phone. [Correct] When a person drives, she should not use her cell phone. [Correct] One must become a citizen before you can vote. [Incorrect] One must become a citizen before they can vote. [Incorrect] One must become a citizen before one can vote. [Correct] One must become a citizen before he can vote. [Correct] You must become a citizen before you can vote. [Correct]

74. SAT EXAMPLE Although (A) you (B) might choose to research symptoms on the internet, one should really see a doctor if he (C) believes he has been exposed (D)to the foreign virus. No error(E)

75. ANSWER B

76. PRONOUN CASE

77. PRONOUN CASES Pronouns as SubjectsPronouns as Objects Pronouns that show Possession Imemy (mine) you your (yours) he, she, ithim, her, ithis, her (hers), it (its) weusour (ours) theythemtheir (theirs) whowhomwhose Subjective Case : pronouns used as subject Objective Case : pronouns used as objects of verbs or prepositions Possessive Case : pronouns which express ownership

78. CASE STRATEGIES 1. In compound structures, where there are two pronouns or a noun and a pronoun, drop the other noun for a moment. Then you can see which case you want. Not: Bob and me travel a good deal. (Would you say, "me travel"?) Not: He gave the flowers to Jane and I. (Would you say, "he gave the flowers to I"?) Not: Us men like the coach. (Would you say, "us like the coach"?) Source: OWL Purdue

79. CASE STRATEGIES 2. In comparisons. Comparisons usually follow than or as: He is taller than I (am tall). This helps you as much as (it helps) me. She is as noisy as I (am). Comparisons are really shorthand sentences which usually omit words, such as those in the parentheses in the sentences above. If you complete the comparison in your head, you can choose the correct case for the pronoun. Not: He is taller than me. (Would you say, "than me am tall"?) Source: OWL Purdue

80. CASE STRATEGIES 3. In formal and semiformal writing: Use the subjective form after a form of the verb to be. Formal: It is I. Informal: It is me. Use whom in the objective case. Formal: To whom am I talking? Informal: Who am I talking to? Source: OWL Purdue

81. SAT EXAMPLE During my acceptance speech, I thanked (A)my brother, Brett, without who (B) I would have (C)never been able to build the model rocket that helped me (D)win the science award. No error (E)

82. ANSWER B

83. PRACTICE Complete the pronoun mastery handout (front and back) When finished, work on workbook #7, 9, 12, 14, 20, 23, 28 on pages 879-882

84. VOCAB LIST 3

85. Cursory —adj—going rapidly over something, without noticing details; superficial Deduce —verb—to derive as a conclusion from something known or assumed; infer Deference —noun—respectful submission or yielding to the judgment, opinion, will, etc. of another Definitive —adjective—most reliable or complete, as of a text, author, criticism, etc.; serving to define, fix, or specify definitely Deleterious —adjective—injurious to health; harmful Derogatory —adjective—tending to lessen the merit or reputation of a person or thing; disparaging Dichotomy —noun—division into two parts; division into mutually exclusive, opposed, or contradictory groups

86. Didactic —adj—intended for instruction; inclined to teach or lecture others too much; tending to teach a moral lesson Discourse —noun—communication or thoughts by words; talk; a formal discussion of a subject in speech or writing Disparage —verb—to speak of or treat slightingly; belittle; to bring discredit upon Divergent —adj—differing; deviating Drudgery —noun—menial, distasteful, dull, or hard work Dubious —adj—doubtful; questionable; of uncertain outcome; inclined to doubt Echelon —noun—a level of command, authority, or rank; a level of worthiness, achievement, or reputation Edifice —noun—a building, especially one of large size or imposing appearance

87. PRACTICE: SENTENCE COMPLETION

88. SENTENCE COMPLETION PRACTICE p 801 #1-6 pp 873-874 #1-8

89. SENTENCE COMPLETION ANSWERS P 801 1.E 2.B 3.D 4.E 5.A 6.E P 873 1.D 2.C 3.D 4.D 5.B 6.A 7.C 8.B

90. READING COMPREHENSION PRACTICE p 891 #10-15 p 875 #9-12

91. SENTENCE COMPLETION ANSWERS P 891 10. D 11. A 12. D 13. B 14. E 15. C P 875 9. E 10. C 11. B 12. B

92. VOCAB WORD BANK LIST 3 Cursory EdificeDisparage Deduce EchelonDiscourse Deference DubiousDidactic Definitive Drudgery Dichotomy Deleterious Divergent Derogatory

93. Cursory —adj—going rapidly over something, without noticing details; superficial Deduce —verb—to derive as a conclusion from something known or assumed; infer Deference —noun—respectful submission or yielding to the judgment, opinion, will, etc. of another Definitive —adjective—most reliable or complete, as of a text, author, criticism, etc.; serving to define, fix, or specify definitely Deleterious —adjective—injurious to health; harmful Derogatory —adjective—tending to lessen the merit or reputation of a person or thing; disparaging Dichotomy —noun—division into two parts; division into mutually exclusive, opposed, or contradictory groups

94. Didactic —adj—intended for instruction; inclined to teach or lecture others too much; tending to teach a moral lesson Discourse —noun—communication or thoughts by words; talk; a formal discussion of a subject in speech or writing Disparage —verb—to speak of or treat slightingly; belittle; to bring discredit upon Divergent —adj—differing; deviating Drudgery —noun—menial, distasteful, dull, or hard work Dubious —adj—doubtful; questionable; of uncertain outcome; inclined to doubt Echelon —noun—a level of command, authority, or rank; a level of worthiness, achievement, or reputation Edifice —noun—a building, especially one of large size or imposing appearance

95. WRITING: COMMON ERRORS SUBJECTS AND VERBS

96. COMMON ERRORS Subject-verb agreement Subject after verb Subject and verb separated Neither/Nor; Either/Or Singular subject that seems plural

97. REMEMBER Singular subjects need singular verbs; plural subjects need plural verbs

98. SUBJECT AFTER VERB

100. COMMON ERRORS Subject-verb agreement Subject after verb Subject and verb separated Neither/Nor; Either/Or Singular subject that seems plural

101. SUBJECT AND VERB SEPARATED

102. COMMON ERRORS Subject-verb agreement Subject after verb Subject and verb separated Neither/Nor; Either/Or Singular subject that seems plural

103. NEITHER/ NOR; EITHER/OR SINGULAR!

104. COMMON ERRORS Subject-verb agreement Subject after verb Subject and verb separated Neither/Nor; Either/Or Singular subject that seems plural

105. SINGULAR SUBJECT THAT SEEMS PLURAL AnybodyEither AnyoneGroup AmericaNumber AmountNeither AudienceNobody EachNone EverybodyNo one EveryoneOne

106. SINGULAR SUBJECT

108. PRACTICE Writing: Identifying Errors pp 682-683 #21-29 Writing: Sentence Correction: pp 680-681 #1-11

109. PRACTICE ANSWERS pp 682-683 21. E 22. A 23. C 24. C 25. A 26. B 27. C 28. D 29. D pp 680-681 1. B 2. E 3. D 4. B 5. E 6. C 7. C 8. A 9. E 10. E 11. C

110. Elicit —verb—to draw or bring out or forth; evoke Elusive —adj—eluding clear perception or complete grasp; evasive Enigma —noun—a puzzling or inexplicable person, occurrence, picture, question, riddle, etc. Equitable —adj—characterized by equity or fairness Erroneous —adj—containing error; mistaken; straying from what is moral, decent, or proper Eschew —verb—to abstain or keep away from ; shun; avoid Euphemism —noun—the substitution of a mild, indirect, or vague expression for one thought to be offensive, harsh, or blunt

111. Exhort —verb—to urge, advise, or caution earnestly Exorbitant —adj—exceeding the bounds or custom, propriety, or reason, especially in amount or extent; highly excessive Explicate —verb—to make plain or clear; explain; to develop (a principle, theory, etc.) Facet —noun—aspect or phase Fallible —adj—liable to err, especially in being deceived or mistaken; liable to be erroneous or false Foreboding —adj—a prediction; a strong inner feeling or notion of a future misfortune Hapless —adj—unlucky; luckless; unfortunate Hubris –noun—excessive pride or self-confidence; arrogance

112. PRACTICE TEST: SENTENCE COMPLETION

113. SENTENCE COMPLETION PRACTICE TEST 20 pts pp 577-578 #1-8 p 592 #1-5 p 603 #1-6

114. PRACTICE TEST ANSWERS pp 577-578 #1-8 1. D 2. A 3. E 4. D 5. B 6. E 7. B 8. D p 592 #1-5; p 603 #1-6 p 592 1. E 2. A 3. A 4. B 5. D p 603 1. E 2. A 3. B 4. B 5. B 6. D

115. IRREGULAR, TENSE SHIFTS, CONDITIONAL WRITING: VERB ERRORS

116. IRREGULAR VERBS Check out the list of irregular/ difficult verb conjugations. Highlight and remember any that seem foreign to you…you may want to keep this list for reference.

117. VERB TENSES PresentJump(s) PastJumped Present Progressiveam/is/are jumping Past Perfecthad jumped

118. TIP Make sure that verb tense shifts are LOGICAL, meaning the context of the sentence necessitates a change in tense.

119. CONDITIONAL The conditional is the verb form we use to describe something uncertain, something that’s conditional on something else. You can memorize the conditional formula. It goes, “If... were... would.” Look at this sentence:

120. PRACTICE p 782 #12-29 p 706 #1-14

121. PRACTICE ANSWERS p 782 #12-29 12. D 13. E 14. A 15. C 16. D 17. E 18. C 19. B 20. D p 706 #1-14 1. E 2. B 3. B 4. E 5. A 6. C 7. D 21.A 22.B 23.A 24.C 25.E 26.A 27.A 28.C 29.C 8. D 9. D 10. D 11. E 12. C 13. B 14. D

122. ESSAY; IMPROVING SENTENCES/ PARARAPHS WRITING

123. USING EVIDENCE Remember to support your claims/ position in your argument with EVIDENCE from your reading, studies, experiences, or observation PRACTICE : With your partner/ group of 3, brainstorm some evidence you would use for the following prompts: Is it possible for a society to be fair to everyone? Can the study of popular culture be as valuable as the study of traditional literary and historical subjects? Is strong moral character the most important qualification for a leader?

124. INDIVIDUAL PRACTICE Essay p 761– take a position and support it with evidence

125. IMPROVING SENTENCES: MISPLACED MODIFIERS P 499, 10STU Be sure that your modifier is as close as possible to the word it modifies Example: Incorrect: Mrs. Kent was injured while preparing her husband’s dinner in a horrible manner. Correct: Mrs. Kent was injured in a horrible manner while preparing her husband’s dinner.

126. PRACTICE—IF TIME Page 607 #1-14

127. ANSWERS P 607 1.D 2.B 3.D 4.C 5.D 6.E 7.C 8.D 9.A 10.C 11.E 12.C 13.D 14.C

128. COLLEGE RESEARCH ACTIVITY

129. INSTRUCTIONS Research three colleges you are interested in, and figure out the following: Required SAT scores GPA Tuition Other admissions requirements Create a PPT with facts (and pictures if possible) and source URL and email to Ms. Sho— mschonhar@greermiddlecollege.org

130. PRACTICE—IMPROVING SENTENCES pp 582-583 #1-11

131. PRACTICE—ANSWERS 1. A 2. A 3. D 4. D 5. C 6. C 7. B 8. E 9. D 10. D 11. A

132. PARALLELISM/ DOUBLE NEGATIVES

133. Idiosyncrasy —noun—a characteristic, habit, or mannerism that is peculiar to an individual Idyllic —adj—charmingly simple or rustic; pertaining to an idyll (a poem or scene of charm—usually pastoral scenes) Imminent —adj—likely to occur at any moment; impending; projecting or leaning forward Impede —verb—to obstruct in movement or progress by means of obstacles or hindrances; hinder Imperative —noun—a command; an obligation/ necessity; adjective—absolutely necessary or required; unavoidable; expressing a command Impertinent —adj—intrusive or presumptuous; rude; uncivil Incredulous —adj—skeptical; showing unbelief

134. Indicative —adj—showing, signifying, or point out; suggestive (usually followed by of) Insolent —adj—boldly rude or disrespectful; contemptuously impertinent; insulting Intrinsic —adj—belonging to a thing by its very nature Irreconcilable —adj—incapable of being brought into harmony; incapable of being made to acquiesce or compromise; opposed; noun—an irreconcilable person Juxtapose —verb—to place close together or side by side, especially for comparison or contrast Lax —adj—not strict or severe; careless or negligent; loose or slack; not rigidly exact (vague) Loathe —verb—to feel disgust or intense aversion for; abhor Malign —verb—to speak harmful untruths about; speak evil of; slander; defame; adjective—evil in effect; injurious; malicious

135. PARALLELISM Make sure the different components of a sentence start, continue, and end in the same way Example: Porter never liked drinking wine (A), eating cheese (B), or to go (C)to cocktail parties(D). No error(E)

136. PRACTICE Make these parallel: “Lifelong interest and enthusiasm for science is instilled through science literacy.” “They’re noisy, they’re tiny, weigh fifty pounds, and can be souped up from a speed of thirty- five miles per hour.” “They run farther, longer, and never get fat.”

137. DOUBLE NEGATIVES A double negative is a phrase that uses two negative words instead of one. The SAT will try to trick you into missing a double negative by using words that are negative but don’t sound it, like hardly, barely, or scarcely. Example: Jillian can’t scarcely stand to wear her leotard when she’s not doing gymnastics. I don't hardly know where he goes. She is not barely old enough to drive.

138. PRACTICE Write answers on a piece of paper. Improving Sentences p 780-781 #1-11 Reading Comprehension p 703 #7-19 Reading Comprehension pp 695- 696 #16-24

139. IMPROVING SENTENCES P 780-781 #1-11 1.C 2. B 3. C 4. D 5. A 6. D 7. D 8. A 9. E 10. B 11. A

140. READING COMPREHENSION P 703 #7-19 7. D 8. B 9. A 10. E 11. C 12. D 13. C 14. A 15. A 16. B 17. C 18. C 19. A

141. READING COMPREHENSION PP 695-696 #16-24 16. B 17. C 18. D 19. A 20. D 21. D 22. C 23. E 24. E

143. ADVERBS AND ADJECTIVES

144. IMPROVING SENTENCES P 780-781 #1-11 1.C 2. B 3. C 4. D 5. A 6. D 7. D 8. A 9. E 10. B 11. A

145. READING COMPREHENSION P 703 #7-19 7. D 8. B 9. A 10. E 11. C 12. D 13. C 14. A 15. A 16. B 17. C 18. C 19. A

146. READING COMPREHENSION PP 695-696 #16-24 16. B 17. C 18. D 19. A 20. D 21. D 22. C 23. E 24. E

147. ADVERBS V ADJECTIVES Adverbs: describe/modify verbs, adjectives, other adverbs Adjectives: describe nouns and pronouns

148. WELL VERSUS GOOD Well= Adverb Good= Adjective This paper is going pretty __________; I should be finished tonight. How are you? I am ________. I am a __________ basketball player.

149. ADVERB/ADJECTIVE CONFUSION No matter how careful kites are flown, they often get tangled in trees. The TV special shows how quick the hungry lion can devour her prey.

150. ADJECTIVES IN COMPARISONS Of my two cars, I like my Civic the best. After skydiving, hula-dancing, and bungee jumping, I decided I liked hula-dancing less.

151. PRACTICE Identifying Errors p 881 #12-29 Reading Comprehension pp 776- 779 #9-24

152. PRACTICE ANSWERS p 881 #12-29 12.D 13.A 14.B 15.C 16.E 17.A 18.C 19.D 20.A pp 776-779 #9-24 9.A 10.D 11.B 12.A 13.C 14.A 15.E 16.C 17.B 21.B 22.D 23.D 24.B 25.C 26.A 27.E 28.B 29.E 18.C 19.D 20.B 21.A 22.E 23.A 24.B

153. VOCABULARY REVIEW Write a sentence for each vocabulary word, using it correctly. When finished, you are free to move on to work for other classes.

154. READING COMP. PRACTICE

155. PRACTICE p 791 #6-9 pp 794-795 #16-24 pp 802-803 #7-19

156. PRACTICE ANSWERS Page 791 #6-9 6.D 7. A 8. B 9. C pp 794-795 #16-24 16. E 17. D 18. B 19. C 20. E 21. E 22. C 23. B 24. A

157. ANSWERS PAGES 802-803 #7-19 7. A 8. E 9. B 10. D 11. C 12. A 13. C 14. E 15. B 16. D 17. A 18. E 19. B

158. COMPLETE PARALLELISM PRACTICE SHEET

159. GERUND AND IDIOM ERRORS

160. READING COMPREHENSION PRACTICE TEST ANSWERS p 579 #9-24 9. E 10. D 11. E 12. E 13. B 14. E 15. E 16. A p 593 # 6-24 6. B 7. A 8. A 9. D 10. A 11. D 12. E 13. E 14. C 17. C 18. B 19. B 20. D 21. A 22. C 23. B 24. C 15. D 16. C 17. A 18. D 19. B 20. B 21. C 22. E 23. C 24. A

161. READING COMPREHENSION PRACTICE TEST ANSWERS P 604 #7-19 7. D 8. A 9. B 10. C 11. E 12. D 13. A 14. B 15. A 16. B 17. C 18. A 19. E

162. GERUND ERRORS A gerund is a word that ends in –ing, such as prancing, divulging, stuffing, etc. The infinitive form of a verb is the verb in its unconjugated form: to prance, to divulge, to stuff, etc. Your understanding of gerunds will usually be tested by questions that use the infinitive when they should use gerunds.

163. GERUND ERROR EXAMPLE This phrase should read thus preventing the game from being completed, changing the infinitive to be to the conjugated form, being.

164. IDIOM ERRORS These errors SOUND WRONG (yes! finally!) Usually is a preposition used in the wrong way

165. SOME EXAMPLES OF PROPER PHRASES Abide by Accuse me Agreed to Apologized for Applied for Approve of Argued with Arrived at Succeed in Believe in Care about Escape from Differ from Consists of Hope for Insist upon Provide me with Stared at

166. SENTENCE CORRECTION PRACTICE p 804 #1-14

167. SENTENCE CORRECTION ANSWERS 8. C 9. B 10. C 11. D 12. E 13. C 14. E 1.A 2. B 3. E 4. B 5. A 6. C 7. C