SAT / ACT Junior Prep

<body topmargin=0 leftmargin=0 marginheight=0 marginwidth=0> <table cellpadding=0 cellspacing=0 border=0 height="100%"><tr> <td valign="top" width=200 BGCOLOR="#006633" TEXT="#F7F7FF" background="0d6d6c00ddvuru.jpg"> <div> <TABLE BORDER="2" CELLPADDING="1" CELLSPACING="1" WIDTH="162" BORDERCOLORLIGHT="#C0C0C0" BORDERCOLORDARK="#808080" FRAME="BOX" RULES="ALL" HSPACE="0" VSPACE="0" > <tR> <tD VALIGN=TOP HEIGHT= 130 WIDTH="152"><div> <B>STUDIES IN MEANING</B></div> <div> <B>A Critical-Creative Thinking</B></div> <div> <B>Curriculum</B></div> </tD> </tR> </TABLE></div> <bR> <bR> <div> <B>The contents of this website are traced through the following</B> <B>sequential links.</B><FONT SIZE="3" COLOR="#FFFFFF" FACE="Times New Roman" > </FONT></div> <bR> <div> <B>I</B><FONT SIZE="4" COLOR="#FFFF00" FACE="Times New Roman" ><B> </B></FONT></div> <bR> <div> <B>A CRITICAL-CREATIVE THINKING EDUCATION</B><FONT SIZE="3" COLOR="#FFFFFF" FACE="Times New Roman" > </FONT></div> <bR> <div> Studies in Meaning <A HREF="id2.htm" TARGET="_top" TITLE="OVERVIEW"><U><B>OVERVIEW </B></U></A></div> <bR> <div> Studies in Meaning <A HREF="id3.htm" TARGET="_top" TITLE="Studies in Meaning BOOKLET "><U><B>BOOKLET </B></U></A></div> <bR> <div> <B>II</B><FONT SIZE="3" COLOR="#FFFFFF" FACE="Times New Roman" > </FONT></div> <bR> <div> <B>SAMPLES</B> </div> <bR> <div> <B>1.</B><B> </B><A HREF="id4.htm" TARGET="_top" TITLE="1. 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</div> <bR> <div> <IMG BORDER="0" SRC="Symb075c00b701400000bf00.png" HEIGHT="21" WIDTH="24" ALIGN="bottom" HSPACE="0" VSPACE="0">Now an extensive foundation of critical reading and writing will have to be a crucial part of SAT preparation and mastery.</div> <bR> <div> <IMG BORDER="0" SRC="Symb075c00b701400000bf00.png" HEIGHT="21" WIDTH="24" ALIGN="bottom" HSPACE="0" VSPACE="0">To provide this foundation, our <B>SAT/ACT Junior Prep</B>® program trains future test-takers in the reasoning processes necessary to navigate confidently through the logical and semantical intricacies of the Critical Reading section.</div> <bR> <div> <FONT SIZE="4" COLOR="#0000FF" FACE="Times New Roman" ><B><IMG BORDER="0" SRC="Symb075c00b70140ff000000.png" HEIGHT="21" WIDTH="24" ALIGN="bottom" HSPACE="0" VSPACE="0">NOTE</B></FONT>: Read the the article, <I>SAT & CRITICAL READING</I>, at this   </div> <div> anchor: SAT & CRITICAL READING.</div> </tD> </tR> </TABLE></div> <bR> <div> <IMG BORDER="0" SRC="Symb075c00b700f000000000.png" HEIGHT="16" WIDTH="24" ALIGN="bottom" HSPACE="0" VSPACE="0">QUESTION: How  would the student best prepare for this specific critical reading emphasis?</div> <div> ANSWER: Through the <I><B>SAT/ACT Junior Prep</B></I><FONT SIZE="2" COLOR="#000000" FACE="Arial" >® </FONT> studybook verbal program - designed by <I>Studies in Meaning</I>, a critical-creative thinking curriculum - which trains future test-takers in critical reading and writing through the reasoning processes of analysis: inferences, implications, relationships, interpretations, projections, and synthesis: main idea, title, summary, topic idea, etc.</div> <div> RESULTS: This program increases students' ability to read both long and short SAT passages quickly, efficiently, and critically under timed pressure.</div> <bR> <div> <IMG BORDER="0" SRC="Symb075c00b700f000000000.png" HEIGHT="16" WIDTH="24" ALIGN="bottom" HSPACE="0" VSPACE="0">This <B>SAT/ACT Junior Prep</B> studybook program consists of <B>1 studybook</B> (210 8 x 11 pages) covering the reasoning processes of critical thinking in vocabulary, grammar-usage, reading passages, basic math, and creative-essay writing. </div> <bR> <div> <I><IMG BORDER="0" SRC="Symb075c00b700f000000000.png" HEIGHT="16" WIDTH="24" ALIGN="bottom" HSPACE="0" VSPACE="0">SAT/ACT Junior Prep</I> is designed for junior high student (approximate grades: 7 - 9)</div> <bR> <div> <IMG BORDER="0" SRC="Symb075c00b700f000000000.png" HEIGHT="16" WIDTH="24" ALIGN="bottom" HSPACE="0" VSPACE="0">This studybook consists of multiple exercises in the following topics:</div> <bR> <div> PART 1: Vocabulary in Context Reasoning (including sentence and paragraph writing)</div> <div> PART 2: Grammar-Usage Reasoning (including sentence writing)</div> <div> PART 3: Short Reading Topics Reasoning (including sentence writing)</div> <div> PART 4: Math Reasoning</div> <div> PART 5: Long Reading Topics Reasoning (including essay writing)</div> <bR> <div> <IMG BORDER="0" SRC="Symb075c00b700f000000000.png" HEIGHT="16" WIDTH="24" ALIGN="bottom" HSPACE="0" VSPACE="0">The following are samples for each part of this studybook.</div> <bR> <bR> <bR> <DIV ALIGN="LEFT"></DIV> <div> <B> <A NAME="vocabulary_in_context_sample"><IMG BORDER="0" SRC="1x1.gif" HEIGHT="1" ALIGN="bottom" WIDTH="1" HSPACE="0" VSPACE="0" ></A></B><B>VOCABULARY IN CONTEXT </B><B><U>Sample</U></B></div> <bR> <bR> <div> <B>Preface</B></div> <bR> <div> The main purpose of this <I>Vocabulary in Context</I> vocabulary study is to prepare students in the 6th through 9th grade, as well as test preparation students. There are 1650 vocabulary words divided into 165 sets of ten words. These words fairly much cover a wide spectrum of word meanings that junior high students will come across in their textbook reading and national tests. </div> <bR> <div> Also included in this vocabulary study are optional sentence and paragraph <U>writing exercises</U> for selected vocabulary words. These exercises are placed at the back of the book. </div> <bR> <bR> <bR> <DIV ALIGN="LEFT"></DIV> <div> <B>INTRODUCTORY NOTES & INSTRUCTIONS</B></div> <div> <IMG SRC="09101010.png" border=0 width="1" height="1" ALIGN="BOTTOM" HSPACE="0" VSPACE="0"></div> <bR> <div> <B><U>Purpose</U></B>: The purpose of these exercises is to train students to grasp the meaning of unfamiliar words through the context, or meaning, of the sentence as a whole. This training facilitates not only retentive vocabulary development, but the ability to read for contextual meaning in one's whole reading experience. </div> <bR> <div> The writing assignments <FONT SIZE="2" COLOR="#000000" FACE="Arial" >- </FONT>for<B> </B>both sentence and paragraph - is to choose selected words from each vocabulary set to develop students' own sentences with contextual clues. This training prepares students for more advanced writing assignments.</div> <div> <IMG SRC="04e01010.png" border=0 width="1" height="1" ALIGN="BOTTOM" HSPACE="0" VSPACE="0"></div> <div> <B><U>Methodology</U></B>: The following clues will assist students in gleaning the meaning of a word through the context of its sentence.</div> <div> <IMG SRC="04e01010.png" border=0 width="1" height="1" ALIGN="BOTTOM" HSPACE="0" VSPACE="0"></div> <div> 1. As you read each sentence, look for familiar clue <B>words or phrases</B> that will signal the definitional meaning of the given vocabulary word. In the sentence below, </div> <DIV ALIGN="LEFT"></DIV> <div> An employer should not <I>abuse</I> an employee for making a mistake.</div> <div> you would glean the meaning of “abuse” from the word “not” and the phrase “making a mistake.” Of course an employer would be angry if an employee made “a mistake”; but in that anger, he should “not” <U>do something</U> to the employee. What is that “do something?” So, from your reasoning, the definition you would choose from the list of ten definitions, would be <I>to mistreat</I>; <I>call names</I>.</div> <bR> <div> 2. As you read each sentence, look for <B>contrasting</B> <B>words </B>or phrases, such as "but,"  "on the other hand,"  "although," etc..In the sentence below, </div> <div> Although the new director seemed rigid at first, the cast soon found her to be <I>amenable </I>to change, </div> <div> the word-clue is "although" <B>-</B> first she is rigid, then she is open to change; hence, the meaning of "amenable" is <I>agreeable</I>; <I>cooperative</I>.</div> <bR> <div> 3. As you pronounce each vocabulary word, take note of its <B>part of speech </B>(verb, noun, etc.), as that will be helpful in narrowing down the meaning of the word. For example, verb definitions have the infinitive "to" before them, such as "to mix; combine"; "to improve or correct."</div> <bR> <div> 4. As you read each sentence, look for words that signal a <B>conclusion</B>, either as the first clause of a sentence or the second clause. The words "so," "it follows," "therefore, consequently, etc." usually occur in the second clause; whereas, the words "because," "because of," "due to," etc. usually occur in the first clause. In this type of sentence, something more has been added to the conclusion that is related to the prior statement. For example, in the sentence below,</div> <div> <I>Idle</I> children are certain to get into trouble; so adults have to keep them busy.</div> <div> The meaning of the word “idle” can be gleaned from the conclusion that follows the word “so.” If adults want to keep children from getting into trouble they have to keep them busy. So from this thought, you can reason to the conclusion that children who are not kept busy, get into trouble. So, from your reasoning, the definition you would choose for “idle” from the list of ten definitions, would be <I>not working, or active</I>.</div> <bR> <div> Similar reasoning would follow conversely, if the above sentence were stated:</div> <div> Because <I>idle</I> children are certain to get into trouble, adults have to keep them busy.</div> <div> 5. As you read each sentence, observe whether the sentence has an overall <B>positive</B>, <B>negative</B>, or <B>neutral</B> tone.  For example, the sentence “Nature-lovers <I>cherish</I> a walk through the woods in summer,” has an overall positive tone to it because of the word “nature-lovers” and the phrase “a walk through the woods in summer.”</div> <div> Hence, the definition you would choose for “cherish” from the list of ten definitions, would be <I>to hold dear</I>.</div> <DIV ALIGN="LEFT"></DIV> <div> _____________________________</div> <div> <IMG SRC="04e01010.png" border=0 width="1" height="1" ALIGN="BOTTOM" HSPACE="0" VSPACE="0"></div> <bR> <div> <B><U>VOCABULARY</U></B><U> INSTRUCTIONS</U>: (1) Pronounce each vocabulary word, (2) read each sentence carefully, and for the italicized vocabulary word, choose its correct meaning from the definition list and write the number in the blank next to the vocabulary word.</div> <div> <B><U>WRITING</U></B><U> INSTRUCTIONS</U>: </div> <div> <B>NOTE:</B> Depending upon the particular student, or class dynamics, these writing exercises can be optional.</div> <div> After completing 2 vocabulary sets, students are to turn to the back of their studybook, and complete the two following writing assignments: For the first 2 sets (SETS 1 & 2), students are to choose any three of the vocabulary words, write each one in its blank, then write an <U>original </U>sentence -- with the meaning of each word as part of their sentence idea. For the next 2 vocabulary sets (SETS 3 & 4), students are to choose any three of the vocabulary words, and write a short <U>paragraph</U>. This paragraph can be in the form of a story, a letter, a dialogue, a factual report, a description, a situation, or a poem. Have students write a <U>title</U> for their paragraph. </div> <bR> <div> The FIFTH AND SIXTH sets, repeat this sentence-paragraph pattern, and so on, alternately.</div> <bR> <bR> <bR> <DIV ALIGN="LEFT"></DIV> <div> <B>SAMPLE VOCABULARY PAGE</B></div> <bR> <div> INSTRUCTIONS: Students pronounce each vocabulary word, then read the sentence. From the context of the sentence, they will derive a general meaning of the word. Then, they will choose the correct definition from the boxed definitions below the set of sentences.</div> <bR> <bR> <div> <B>                              SET 1</B></div> <div> <B>abandon </B>(uh-<B>ban</B>-duhn) v.  <FONT SIZE="3" COLOR="#333333" FACE="Arial" > </FONT>___</div> <div> The trapped miners refused to <I>abandon</I> all hope. </div> <div> <B>abandon </B>n. ___ </div> <div> The children danced to the latest popular songs with gay <I>abandon</I>. </div> <div> <B>abdomen </B>(<B>ab</B>-duh-muhn)<I> </I>n. ___ </div> <div> The stomach and intestines are located in the <I>abdomen</I>. </div> <div> <B>abolish </B>(uh-<B>bol</B>-ish) v. ___ </div> <div> The 13th Amendment <I>abolished </I>slavery in the United States. </div> <div> <B>abridge </B>(uh-<B>brij</B>)v. ___ </div> <div> An <I>abridged </I>dictionary eliminates many technical words. </div> <div> <B>abrupt </B>(uh-<B>brupt</B>)<B> </B>adj. ___</div> <div> The <I>abrupt </I>change in the weather caught us without umbrellas. </div> <div> <B>absolute </B>(<B>ab</B>-suh-loot) adj.  ___</div> <div> A witness should always tell the <I>absolute </I>truth. </div> <div> <B>absorb </B>(ab-<B>zorb</B>)<B> </B>v. ___</div> <div> Plants <I>absorb </I>water from the soil. </div> <div> The speaker told an <I>absorbing </I>story. </div> <div> <B>absurd </B>(ab-<B>zurd</B>)<B> </B>adj. ___ </div> <div> It is <I>absurd </I>to plant seeds in freezing weather. </div> <div> <B>abundance </B>(uh-<B>bun</B>-duhns)<B> </B>n. ___ </div> <div> America's farms produce an <I>abundance </I>of wheat and corn.</div> <bR> <DIV ALIGN="LEFT"></DIV> <div>   </div> <div> <TABLE BORDER="2" CELLPADDING="2" CELLSPACING="1" WIDTH="304" BORDERCOLORLIGHT="#C0C0C0" BORDERCOLORDARK="#808080" FRAME="BOX" RULES="ALL" HSPACE="0" VSPACE="0" > <tR> <tD VALIGN=TOP HEIGHT= 207 ><NOBR><div>  </div> <div>   1. complete; unlimited </div> <div>   2. to do away with; put an end to  </div> <div>   3. complete lack of self-restraint </div> <div>   4. to shorten </div> <div>   5. give up entirely </div> <div>   6. sudden </div> <div>   7. the belly </div> <div>   8. to take in; suck in </div> <div>   9. a rich or full supply </div> <div> 10. ridiculous  </div> <bR> </NOBR></tD> </tR> </TABLE></div> <bR> <bR> <div>  </div> <bR> <DIV ALIGN="LEFT"></DIV> <div> <B>SAMPLE WRITING PAGE</B></div> <bR> <bR> <div> <IMG SRC="05078780.png" border=0 width="632" height="888" ALIGN="BOTTOM" HSPACE="0" VSPACE="0"></div> <bR> <bR> <bR> <bR> <bR> <div> <B>GRAMMAR-USAGE </B><B><U>Samples</U></B></div> <bR> <bR> <div> <B>INTRODUCTORY NOTES</B></div> <bR> <bR> <div> <B><U>Purpose</U></B>: The main purpose of these exercises is to train students to grasp the <I>meaning </I>of grammatical and usage definitions and rules. This training facilitates such test questions as the new SAT standard written English (grammar and usage) section. </div> <div> <B><U>Methodology</U></B>: </div> <div> 1. Upon reading the grammar definitions for <B>level 1</B> exercises, the idea is to understand each definition ( for a <I>noun</I>, or <I>complete subject</I>, for examples) word by word, because from that definition, the appropriate parts of speech or parts of the sentence will be identified in the sentence. </div> <div> For example, in the sentence below, "John loves Mary, but she doesn't love him," the pronouns have to be identified. The definition of a pronoun is that it is used in place of a noun. So, the strategy is to first find the noun(s), then proceed to find the words that are used <I>in place of</I> those nouns, which are "she" and "him." </div> <div> A similar approach applies as well with the English usage rules. After reading each rule carefully, find the key component in the sentence that agrees or disagrees with that rule.</div> <bR> <div> 2. For the <B>level 2</B> grammar-usage exercises, it is understood that students know the parts of speech and parts of the sentence --<B> </B>if not they can always refer to the grammar reference sheets in the back of the book. Each sentence must be read carefully for understanding in order to identify the given part of speech or sentence. Then students must decide if the sentence is correct English or not, which requires, again, careful reading, word by word in order to make that decision.</div> <bR> <bR> <bR> <DIV ALIGN="LEFT"></DIV> <div> <TABLE BORDER="2" CELLPADDING="1" CELLSPACING="1" WIDTH="95" BORDERCOLORLIGHT="#C0C0C0" BORDERCOLORDARK="#808080" FRAME="BOX" RULES="ALL" HSPACE="0" VSPACE="0" > <tR> <tD VALIGN=TOP HEIGHT= 26 ><NOBR><div> <B>LEVEL 1</B></div> </NOBR></tD> </tR> </TABLE></div> <bR> <bR> <div> <U>Study 1</U></div> <bR> <div> INSTRUCTIONS</div> <div> 1. Read each numbered sentence, and <U>underline </U>the part of speech defined above it.</div> <div> 2. Read the boxed information and decide whether the sentence above it is <U>correct </U>or <U>incorrect </U>English. </div> <div> 3. If the sentence is incorrect make the necessary changes to correct it.</div> <bR> <bR> <DIV ALIGN="LEFT"></DIV> <div> <B>PARTS OF SPEECH</B></div> <bR> <div> <B>NOUN</B>: A <I>word </I>used to <U>name </U>a person, place, thing, <I>or </I>idea (in the mind).</div> <div> 1. Eleanor always dances good.                                          <FONT SIZE="2" COLOR="#000000" FACE="Arial Narrow" >__ correct   __ incorrect</FONT></div> <div> <TABLE BORDER="2" CELLPADDING="1" CELLSPACING="1" WIDTH="283" BORDERCOLORLIGHT="#C0C0C0" BORDERCOLORDARK="#808080" FRAME="BOX" RULES="ALL" HSPACE="0" VSPACE="0" > <tR> <tD VALIGN=TOP HEIGHT= 22 ><NOBR><div> <B> Well</B> means "how" <FONT SIZE="3" COLOR="#000000" FACE="Arial Narrow" >-- </FONT><B>good</B> means "what kind."</div> </NOBR></tD> </tR> </TABLE></div> <bR> <div> <B>PRONOUN</B>: A word used in place of a noun.                                             __ correct   ___ incorrect</div> <div> 2. John loves Mary, but she doesn't love him.</div> <div> <TABLE BORDER="2" CELLPADDING="1" CELLSPACING="1" WIDTH="328" BORDERCOLORLIGHT="#C0C0C0" BORDERCOLORDARK="#808080" FRAME="BOX" RULES="ALL" HSPACE="0" VSPACE="0" > <tR> <tD VALIGN=TOP HEIGHT= 20 ><NOBR><div>  A <B>comma</B> separates two closely connected sentences.</div> </NOBR></tD> </tR> </TABLE></div> <bR> <div> <B>ADJECTIVE</B>: A word used <U>to modify</U> (describe, or add meaning to-what kind, which one, how many) a noun or pronoun.</div> <div> 3. There is where the new school is going .to be built.       <FONT SIZE="2" COLOR="#000000" FACE="Arial Narrow" >__ correct   ___ incorrect</FONT></div> <div> <TABLE BORDER="2" CELLPADDING="1" CELLSPACING="1" WIDTH="341" BORDERCOLORLIGHT="#C0C0C0" BORDERCOLORDARK="#808080" FRAME="BOX" RULES="ALL" HSPACE="0" VSPACE="0" > <tR> <tD VALIGN=TOP HEIGHT= 22 ><NOBR><div> <B> Their</B> means "belongs to" <FONT SIZE="3" COLOR="#000000" FACE="Arial Narrow" >--</FONT> <B>there</B> means "in that place." </div> </NOBR></tD> </tR> </TABLE></div> <bR> <div> <B>VERB</B>: A word used to show:</div> <div> <U>Action: </U>doing something (l <U>ran</U> to the store),</div> <div> or</div> <div> <U>Being:</U> being something (I <U>am </U>tired.)</div> <bR> <div> 4. Our cat sleeps on it's pillow every night.                           <FONT SIZE="2" COLOR="#000000" FACE="Arial Narrow" >__ correct   ___ incorrect</FONT></div> <div> <TABLE BORDER="2" CELLPADDING="1" CELLSPACING="1" WIDTH="315" BORDERCOLORLIGHT="#C0C0C0" BORDERCOLORDARK="#808080" FRAME="BOX" RULES="ALL" HSPACE="0" VSPACE="0" > <tR> <tD VALIGN=TOP HEIGHT= 22 ><NOBR><div> <B> It's</B> is a contraction for "it is" <FONT SIZE="3" COLOR="#000000" FACE="Arial Narrow" >--</FONT> <B>its </B>means "belongs to."</div> </NOBR></tD> </tR> </TABLE></div> <bR> <div> <B>ADVERB</B>: A word used <U>to modify</U>( or tell something about <FONT SIZE="3" COLOR="#000000" FACE="Arial Narrow" >--</FONT>where, when, how) a verb, an adjective, or another adverb.</div> <div> 5. She sings beautifully.                                                       <FONT SIZE="2" COLOR="#000000" FACE="Arial Narrow" >__ correct   ___ incorrect</FONT></div> <div> <TABLE BORDER="2" CELLPADDING="1" CELLSPACING="1" WIDTH="358" BORDERCOLORLIGHT="#C0C0C0" BORDERCOLORDARK="#808080" FRAME="BOX" RULES="ALL" HSPACE="0" VSPACE="0" > <tR> <tD VALIGN=TOP HEIGHT= 22 ><NOBR><div> <B>Beautifully </B>means "how" <FONT SIZE="3" COLOR="#000000" FACE="Arial Narrow" >--</FONT> <B>beautiful </B>means "what kind of." </div> </NOBR></tD> </tR> </TABLE></div> <bR> <div> <B>PREPOSITION</B>: A word used with a noun or pronoun to show a <U>relationship </U>with another <I>word </I><FONT SIZE="3" COLOR="#000000" FACE="Arial Narrow" >--</FONT><I> </I>usually<I> </I>to show "where. "</div> <div> 6. Can I put my shoes in the closet?                                         <FONT SIZE="2" COLOR="#000000" FACE="Arial Narrow" >__ correct   ___ incorrect</FONT></div> <div> <TABLE BORDER="2" CELLPADDING="1" CELLSPACING="1" WIDTH="358" BORDERCOLORLIGHT="#C0C0C0" BORDERCOLORDARK="#808080" FRAME="BOX" RULES="ALL" HSPACE="0" VSPACE="0" > <tR> <tD VALIGN=TOP HEIGHT= 22 ><NOBR><div> <B>May </B>means "permission" <FONT SIZE="3" COLOR="#000000" FACE="Arial Narrow" >-- </FONT><B>can </B>means "able to do something.</div> </NOBR></tD> </tR> </TABLE></div> <bR> <div> <B>CONJUNCTION</B>: A word used <U>to join</U> {or connect, or tie together) words, phrases, or sentences. </div> <div> 7. Jane and John are my too best friends.                <FONT SIZE="2" COLOR="#000000" FACE="Arial Narrow" >__ correct   ___ incorrect</FONT></div> <div> <TABLE BORDER="2" CELLPADDING="1" CELLSPACING="1" WIDTH="288" BORDERCOLORLIGHT="#C0C0C0" BORDERCOLORDARK="#808080" FRAME="BOX" RULES="ALL" HSPACE="0" VSPACE="0" > <tR> <tD VALIGN=TOP HEIGHT= 22 ><NOBR><div> <B>Too</B> means "also" or "besides" <FONT SIZE="3" COLOR="#000000" FACE="Arial Narrow" >--</FONT> <B>two </B>is a number.</div> </NOBR></tD> </tR> </TABLE></div> <bR> <DIV ALIGN="LEFT"></DIV> <div> ________________________________</div> <bR> <div> <B>Teacher</B>: BE SURE STUDENTS UNDERSTAND THESE WORDS: <I>name of, modify. being. relationship.</I></div> <bR> <bR> <div> <B>NOTE: </B>The same pattern of exercises for the <U>parts of speech</U> apply to exercises for the <U>parts of the </U><B><U>sentence</U></B>: complete subject, simple subject, complete predicate, simple predicate, direct object, indirect object, and prepositional phrase.</div> <bR> <div> The answer keys act as a teacher in that it teaches the meaning of the answers and often identitifes the critical reading skill being taught. </div> <bR> <DIV ALIGN="LEFT"></DIV> <div> <B>ANSWER KEY</B></div> <bR> <div> <IMG SRC="09638cb0.png" border=0 width="568" height="203" ALIGN="BOTTOM" HSPACE="0" VSPACE="0"></div> <bR> <div> <TABLE BORDER="2" CELLPADDING="1" CELLSPACING="1" WIDTH="95" BORDERCOLORLIGHT="#C0C0C0" BORDERCOLORDARK="#808080" FRAME="BOX" RULES="ALL" HSPACE="0" VSPACE="0" > <tR> <tD VALIGN=TOP HEIGHT= 26 ><NOBR><div> <B>LEVEL 2</B></div> </NOBR></tD> </tR> </TABLE></div> <bR> <bR> <bR> <div> <U>Study 1</U></div> <bR> <div> <U>INSTRUCTIONS</U>: For each of the following sentences, (1 ) underline the designated grammar <FONT SIZE="3" COLOR="#000000" FACE="Symbol" ><B>-</B></FONT> <B>part of speech</B> (there could be more than one) or <B>sentence</B>; and (2) decide whether it is correct or incorrect <B>English usage</B> by writing a check in one of the blanks. If the sentence is incorrect English, write the correction in the given blank.</div> <bR> <bR> <div> 1. You dance very good.                                     <FONT SIZE="2" COLOR="#000000" FACE="Arial Narrow" >__ correct   ___ incorrect                   correction __________________________</FONT></div> <div> ADJECTIVE  </div> <bR> <div> 2. Edison invented the electric bulb.                     <FONT SIZE="2" COLOR="#000000" FACE="Arial Narrow" >__ correct   ___ incorrect                   correction __________________________</FONT></div> <div> NOUN</div> <bR> <div> 3. The doctors done all they could.    <FONT SIZE="1" COLOR="#000000" FACE="Arial Narrow" >                       </FONT><FONT SIZE="2" COLOR="#000000" FACE="Arial Narrow" >__ correct   ___ incorrect                     correction __________________________</FONT></div> <div> COMPLETE PREDICATE </div> <bR> <div> 4. Jane and John are friends.                              <FONT SIZE="2" COLOR="#000000" FACE="Arial Narrow" >__ correct   ___ incorrect                     correction __________________________</FONT></div> <div> CONJUNCTION</div> <bR> <div> 5. I dove in the water.                                         <FONT SIZE="2" COLOR="#000000" FACE="Arial Narrow" >__ correct   ___ incorrect                      correction __________________________</FONT></div> <div> PREPOSITION</div> <bR> <div> 6. The ant was an insect.                                     <FONT SIZE="2" COLOR="#000000" FACE="Arial Narrow" >__ correct   ___ incorrect                      correction __________________________</FONT></div> <div> VERB</div> <bR> <div> 7. Our cat sleeps on a pillow.                               <FONT SIZE="2" COLOR="#000000" FACE="Arial Narrow" >__ correct   ___ incorrect                      correction __________________________</FONT></div> <div> ADJECTIVE</div> <bR> <div> 8. Ed bended the steel bar.          <FONT SIZE="2" COLOR="#000000" FACE="Arial Narrow" >                            __ correct   ___ incorrect                      correction __________________________</FONT></div> <div> VERB</div> <bR> <div> 9. The teacher asked the student a question.         <FONT SIZE="2" COLOR="#000000" FACE="Arial Narrow" >__ correct   ___ incorrect                      correction __________________________</FONT></div> <div> NOUN</div> <bR> <div> 10. His problems doesn't bother him very much.    <FONT SIZE="2" COLOR="#000000" FACE="Arial Narrow" >__ correct   ___ incorrect                     correction __________________________</FONT></div> <div> VERB</div> <bR> <bR> <DIV ALIGN="LEFT"></DIV> <div> <B>ANSWER KEY</B></div> <bR> <bR> <bR> <div> <IMG SRC="0979bf20.png" border=0 width="667" height="754" ALIGN="BOTTOM" HSPACE="0" VSPACE="0"></div> <bR> <bR> <bR> <div> <B>SHORT READING TOPICS </B><B><U>Samples</U></B></div> <bR> <div> <B>INTRODUCTORY NOTES</B></div> <bR> <div> <B><U>Purpose</U></B>: The purpose of the following passages and exercises is to train students to read any given passage carefully and clearly so that they <I>understand </I>it, that they grasp its meaning concept by concept, idea by idea (analysis) and as a whole (synthesis). This training facilitates such test questions as the new SAT critical reading passages, both short and long.</div> <div> <B><U>Methodology</U></B>: </div> <div> The first point to emphasize in this specific critical thinking training program is that students have no choice but to not only read both the passage and the question, but to <I>reread </I>them for clarification. Related to the passage, any given question may be a restatement, a misstatement, an inference, an implication, a logical conclusion, differing word meanings, a summary, a main idea, a title, the difference between statements of fact, and contrary-to-fact (subjunctive mood) statements, tone and attitude, and more <B>- </B>all similar to the types of questions on the SAT 2005.</div> <bR> <div> <B>How do the questions in Foundational SAT differ from those on the SAT exams? </B></div> <div> Our exercises serve as the foundation that prepares students to tackle the SAT passages and questions. The SAT critical reading questions <I>presuppose </I>that students already can critically think effectively, and the questions are geared toward that presupposition. In other words, students should have long attained this facility already in their reading, writing, and overall academic background.</div> <div> This presupposition falters in the main, however, by the fact that so many students do not even read their textbooks, or if they do, they do so cursorily, or work from the glossaries. It further falters inasmuch as critical thinking is a <I>learned ability</I>, much related to logic; and is not taught as such in high school, though it is in college. Or again, most textbooks teach facts and abstractions and (literary) images, not critical thinking. Textbook exercises require knowledge of these facts, not necessarily understanding of them. And whatever interpretations, or projections, or summaries, or so-called "critical thinking" exercises may be included in the exercises, they are kept at a minimum because of the subjectivity, and sheer bulk of time and energy, commitment, and one-to-one teaching, involved in grading these types of exercises.</div> <div> Hence, what is needed is a studybook course that teaches critical thinking per se, from which students can apply to their other high school subjects, and then on to the SAT or ACT exams. And such a course has been created and developed by us for these two purposes.</div> <div> This studybook course trains students to understand what they read and write, to be aware of this understanding, and to be aware of what they do not understand instead of just passing over the passage, or <I>assuming </I>they understand what they read. Our studies require that students know what exactly is going on in the reading of the passage and the approach they take to understand it analytically, synthetically, and then critically.</div> <bR> <div> <B>How does this training of the Foundational SAT differ from the training of the standard SAT prep books?</B></div> <div> The answer to this question is simple. These standard prep books do familiarize students with the terminology used in the critical reading questions; and they employ a few examples to prepare them for the practice tests. But again, these books are victims of the aforementioned presupposition <B>-</B>that students already can critically think effectively<B>-</B>however they may attempt to assist students in this critical area, in thinking that these critical thinking skills can be learned through a few exercises. How can any subject be learned through a few exercises, especially one as foundational as critical thinking? If a student is already of the highest caliber academically, then, perhaps that is all he or she requires to "take it from there"; but not the broad band of students, with which the College Board attests to be concerned.</div> <bR> <div> <B>A sample of Foundational SAT's critical thinking exercises:</B></div> <div> On a first reading of the following passage, taken from the samples below, it seems fairly straightforward. </div> <div> The stars lie so far away across the depths of space that it seems most unlikely that people will ever be able to reach them. Yet, on the other hand, could man even approach a star, however advanced his technology?</div> <bR> <div> Yet, each analytical exercise statement is stated in such a way that the readers are made to fully, consciously understand it, and can accordingly articulate their understanding of it. </div> <div> For example, the first related question, "People will never be capable of reaching the stars," asks students if this statement agrees or disagrees with the information in the passage. So, they have to reread the passage in order to answer this exercise. Right off, they will observe that the passage does not make this statement in the exact wording as the exercise. They must then employ their thinking skills to determine whether the question-statement agrees or disagrees with what is being stated in the passage. Let us assume that they detect the disagreement inasmuch as the passage includes the words "most unlikely" that the question-statement does not. Analytical thinking, took place.</div> <div>     Now let us look at the next exercise statement: "The stars are far away." Does this statement agree or disagree with what is being stated in the passage? The passage states that the stars lie "<I><U>so</U></I><U> </U>far away." Does this statement have the same or similar meaning as "far away?" So, which is it agrees or disagrees? Students are made to work it out through logical and semantic reasoning.</div> <div>    As for the last question-statement, it is a clear restatement of what is being asserted in the passage. Students have to decide it this restatement agrees or disagrees with what is being stated in the passage. It seems to obviously agree with the passage.</div> <bR> <div> This sample is a prime example of the types of exercises students will be trained in. The pedagogical soundness of these exercises is that students are required to <I>think through</I> what they read by being continuously stopped and questioned as to their understanding of what they are reading. Accordingly, they gradually gain a conscious, articulate facility of analysis that leads to understanding; and from there, to critical evaluation as to the truth or falsehood, the validity or invalidity, the soundness or unsoundness, the style and attitude of the reading material and author -- all <I>at the same time</I> as they read!  This facility they will carry over to their other subjects, to the SAT, and to their lives.</div> <bR> <div> Having studied multiple passages and exercises of these types, students will certainly be primed for the critical reading passages, both long and short, on the new SAT inasmuch as their reading will be so efficient and well-paced, that they can feel confident that they will succeed highly on the exam.  </div> <bR> <bR> <bR> <DIV ALIGN="LEFT"></DIV> <div> <TABLE BORDER="2" CELLPADDING="1" CELLSPACING="1" WIDTH="92" BORDERCOLORLIGHT="#C0C0C0" BORDERCOLORDARK="#808080" FRAME="BOX" RULES="ALL" HSPACE="0" VSPACE="0" > <tR> <tD VALIGN=TOP HEIGHT= 26 ><NOBR><div> <B>LEVEL 2</B></div> </NOBR></tD> </tR> </TABLE></div> <bR> <bR> <div> <B>Part 1</B></div> <div> (Reading Topics: <B>Analysis</B>)</div> <bR> <div> <U>Study 1</U></div> <bR> <bR> <div> <U>INSTRUCTIONS</U>: Read each topic below, and for each statement below it, if it <B>agrees </B>with <FONT SIZE="3" COLOR="#000000" FACE="Symbol" ><B>-</B></FONT> or has the same meaning as <FONT SIZE="3" COLOR="#000000" FACE="Symbol" ><B>-</B></FONT> what is being said in the passage, write <B>A</B> in the blank; if it <B>disagrees </B>with what is being said in the passage, write <B>D</B> in the blank.</div> <bR> <bR> <div> <B>SCIENCE</B></div> <div> The stars lie so far away across the depths of space that it seems most unlikely that people will ever be able to reach them. Yet, on the other hand, could man even approach a star, however advanced his technology?</div> <bR> <div> 1. __ People will never be capable of reaching the stars.</div> <div> 2. __ The stars are far away.</div> <div> 3. __ It is a question whether man could even get near a star.</div> <bR> <div> <B>SOCIAL STUDIES</B></div> <div> For many years it was thought that the great pyramids of Egypt were built by slaves using ramps of sand to haul stone blocks to their location, but a new theory suggests that pyramids were built using simple machines employing levers and weights.</div> <bR> <div> 1. __ The pyramids of Egypt probably were built by slaves.</div> <div> 2. __ The pyramids of Egypt were probably built using simple machines.</div> <div> 3. __ It could be that the pyramids of Egypt were built using simple machines.</div> <bR> <div> <B>LOGIC</B></div> <div> There are at least 20 people in the next room.</div> <div> 1. __  There are 20 people in the next room.</div> <div> 2. __  There are less than 20 people in the next room.</div> <div> 3. __  There are more than 20 people in the next room.</div> <div> 4. __  There could be more than 20 people in the next room.</div> <div> 5. __  There could be less than 20 people in the next room.</div> <bR> <bR> <DIV ALIGN="LEFT"></DIV> <div> <B>ANSWER KEY</B></div> <bR> <bR> <div> <B><IMG SRC="09894b70.png" border=0 width="660" height="439" ALIGN="BOTTOM" HSPACE="0" VSPACE="0"></B></div> <bR> <bR> <div> <B>Part 2</B></div> <div> (Reading Topics: <B>Analysis & Synthesis</B>)</div> <bR> <bR> <div> <U> Study 6</U></div> <bR> <div> Reading Topic: SOCIAL STUDIES</div> <bR> <div> <U>INSTRUCTIONS</U>: Read the topic below, and for each statement below it, if it <B>agrees </B>with <FONT SIZE="3" COLOR="#000000" FACE="Symbol" ><B>- </B></FONT>or has the same meaning as <FONT SIZE="3" COLOR="#000000" FACE="Symbol" ><B>-</B></FONT> what is being said in the passage, write <B>A</B> in the blank; if it <B>disagrees </B>with what is being said in the passage, write D in the blank <FONT SIZE="3" COLOR="#000000" FACE="Symbol" ><B>-</B></FONT> (One of the exercises requires you to explain in writing why you chose your answer.) The <U>next to last </U>exercise gives one main word or phrase that gives <U>part of</U> the MAIN IDEA of the reading topic. Fill in the blank with the word or phrase that <U>completes </U>the MAIN IDEA.</div> <bR> <bR> <div> The volcano Vesuvius, near the Bay of Naples in Italy, <B>erupted </B>in A.D. 79. It covered the city of Pompeii with thousands of tons of cinders and ash, killing about 2000 people. The smaller city of Herculaneum was buried by the same eruption.</div> <bR> <div> <U>Vocabulary</U></div> <div> 1. __ The word <B>erupt </B>in the passage means "to explode."</div> <div>     __ The word <B>erupt </B>in the passage means "to break out suddenly and with</div> <div>          great force."</div> <bR> <div> <U>Grammar</U></div> <div> 2. __ The word "erupt" in the passage is a VERB that shows action.</div> <div>     __ The word "erupt" in the passage is a ADJECTIVE that modifies (or tells about) the  volcano.</div> <bR> <div> <U>Analysis</U></div> <div> 3. __ Vesuvius, at the Bay of Naples, erupted in A.D. 79.</div> <div> 4. __ Both Pompeii and Herculanteum were buried by the eruption of Vesuvius.</div> <div> 5. __ The volcano, Vesuvius, killed about 2000 people.</div> <div> 6. Explain why you chose your answer for exercise "5".</div> <div> <B>_______________________________________________________________</B></div> <div> <U>Synthesis</U></div> <div> 7. One main idea in this reading passage is: POMPEll AND HERCULANTEUM</div> <div> The other main idea is:___________________________________________________</div> <div> 8. __ A good title for this reading topic is: "The Volcano, Vesuvius"</div> <bR> <bR> <bR> <DIV ALIGN="LEFT"></DIV> <div> <B>ANSWER KEY</B></div> <bR> <div> <B><IMG SRC="099a98d0.png" border=0 width="681" height="397" ALIGN="BOTTOM" HSPACE="0" VSPACE="0"></B></div> <bR> <div> <B>                                                 </B><FONT SIZE="2" COLOR="#000000" FACE="Times New Roman" >   </FONT></div> <bR> <DIV ALIGN="LEFT"></DIV> <div> <B>LONG READING TOPICS </B><B><U>Sample</U></B></div> <bR> <bR> <bR> <div> <TABLE BORDER="2" CELLPADDING="1" CELLSPACING="1" WIDTH="497" BORDERCOLORLIGHT="#C0C0C0" BORDERCOLORDARK="#808080" FRAME="BOX" RULES="ALL" HSPACE="0" VSPACE="0" > <tR> <tD VALIGN=TOP HEIGHT= 16 ><NOBR><div> <B>Critical-Creative Thinking</B> Grammar <B>/</B> Vocabulary <B>/</B> Reading Topics <B>/</B> Writing / Art</div> </NOBR></tD> </tR> </TABLE></div> <bR> <bR> <div> <B>SOCIAL STUDIES</B> <B>Study One </B></div> <bR> <bR> <div> <B>SECTION ONE </B></div> <bR> <bR> <div> <B>Skim Reading </B></div> <bR> <bR> <div> <TABLE BORDER="2" CELLPADDING="1" CELLSPACING="1" WIDTH="485" BORDERCOLORLIGHT="#C0C0C0" BORDERCOLORDARK="#808080" FRAME="BOX" RULES="ALL" HSPACE="0" VSPACE="0" > <tR> <tD VALIGN=TOP HEIGHT= 82 WIDTH="475"><div> STUDENT INSTRUCTIONS: Skim (read quickly) the reading passage above in a relaxed way to get a beginning, or general, idea of what is being written about. Do not try to fully understand it - what you <I>do </I>understand is fine; what you do <I>not </I>understand is fine also. After you have read it in this surface way, write down </div> <div> in a few words what you think the passage is GENERALLY about.</div> </tD> </tR> </TABLE></div> <bR> <bR> <div>      Most of the Indian tribes of the early American frontier lived by hunting buffalo and other animals. These tribes were wanderers. They were good hunters and fierce warriors. There were a few tribes, however, that did not depend on hunting as a means of securing food. These tribes made their living by farming. They wanted nothing more than rain for their crops, and to till their fields in peace. </div> <div>      One of these groups of farmers was the Hopi Indian tribes that lived and still lives in Arizona and New Mexico. The Hopis did not live in teepees as the nomadic, hunting tribes did. They lived in large adobe houses called pueblos. Many families lived in each pueblo. Their principal food was corn which they grew in communal fields. </div> <div>      Growing corn was a difficult task. The weather was hot and dry, and there was little rainfall. The earth in summer turned to hot, powdery dust, and the corn leaves withered and browned on the stalks. During such years there was little or no harvest, and the Hopis went hungry. Consequently, in some prehistoric time, the Hopis devised a ritual called a <I>Snake Dance </I>to entreat their gods for rain. </div> <div>      Like many primitive people of ancient times, the Hopis believed that a snake was a god with the power to bring rainfall and an abundant harvest of corn. The Hopis of today still perform the <I>Snake Dance </I>as a prayer for rain when the dry season approaches.</div> <bR> <bR> <bR> <bR> <DIV ALIGN="LEFT"></DIV> <div> <B>General Idea</B></div> <bR> <div> ______________________________________________________________________________________________________</div> <div> ______________________________________________________________________________________________________</div> <bR> <bR> <bR> <DIV ALIGN="LEFT"></DIV> <div> <B>SECTION TWO:</B><FONT SIZE="3" COLOR="#FF0000" FACE="Arial" ><B> </B></FONT></div> <div> <B>Analytical Reading</B></div> <bR> <bR> <div> <TABLE BORDER="2" CELLPADDING="1" CELLSPACING="1" WIDTH="579" BORDERCOLORLIGHT="#C0C0C0" BORDERCOLORDARK="#808080" FRAME="BOX" RULES="ALL" HSPACE="0" VSPACE="0" > <tR> <tD VALIGN=TOP HEIGHT= 138 WIDTH="569"><div> <B>STUDENT </B>& <B>TEACHER INTRODUCTION:</B> </div> <div> In the second reading of this story, you will be exercised in <B>analytical reading - </B><I><B>at the same time as you read, </B></I>sentence by sentence. This thinking process will train you how to understand what you read by analyzing (1) important <B><U>words </U></B>(vocabulary) and their grammar (parts of speech: <U>nouns</U>, etc.); (2) important <B><U>sentences</U></B><B> </B>and their grammar (parts of the sentence: <U>subject and predicate); </U>and (3) important <B><U>ideas </U></B>that develop the meaning of the reading passage. </div> </tD> </tR> </TABLE></div> <bR> <bR> <div> <TABLE BORDER="2" CELLPADDING="1" CELLSPACING="1" WIDTH="582" BORDERCOLORLIGHT="#C0C0C0" BORDERCOLORDARK="#808080" FRAME="BOX" RULES="ALL" HSPACE="0" VSPACE="0" > <tR> <tD VALIGN=TOP HEIGHT= 736 WIDTH="572"><div> <B>STUDENT INSTRUCTIONS: </B></div> <div> <B>1</B>. As you read the passage, you will come to <B>words </B>in <U>bold letters</U>. For each of these words, <U>finish reading the sentence in which it is</U>, then turn to its exercise below the passage or on the opposite page, and (1) write its <U>part of speech </U>( "n" for NOUN; "v" for VERB, etc.) in the blank - lf you do not know, or are not sure of, the part of speech, turn to the REFERENCE SHEET at the front of this textbook; (2) write a check next to its correct <U>meaning </U>("a" or "b") as it is used in the reading passage. </div> <div> <B>2</B>. As you read the passage, you will come to <U>numbered</U> <B>sentences </B><U>inside of brackets</U> ( <B>[1... ]</B> ). For each of these sentences, read it carefully, then turn to its numbered <B>analytical reading </B>exercises in the box on you worksheet, or on the opposite page. Write an "<B>A</B>" in the blank if the statement AGREES with-or has the same meaning as-the same numbered sentence in the reading passage; or write a "<B>D</B>" if the statement DISAGREES with the numbered sentence in the reading passage. There is one analytical <U>reading </U>exercise (a) and one analytical <U>grammar </U>exercise (b). </div> <div> _____________________________________________ </div> <bR> <DIV ALIGN="LEFT"></DIV> <div> <B>TEACHING INSTRUCTIONS: </B></div> <div> <B>1</B>. When students finish one or two pages, they will correct their own work from the answer key by circling <U>only</U> their errors. Have them write the number of errors for each page of exercises on the top of the page, and circle it (for example, -2 , or -0). </div> <div> <B>2</B>. If students have made any errors, first see if they themselves can understand them; if not, then you explain the correct answer. If they understand the correction, write "<B>Und</B>" (understands) next to the error; if they do not understand the correction, write "<B>D-Und</B>" (does <U>not</U> understand) next to the error. </div> <div> <B>3</B>. Choose certain correct answers and have your students <U>orally</U> explain them to you to test their understanding--which will help eliminate guessing or marginal understanding. If they do not understand a given exercise fully enough, write <I>"</I><B>N</B><I><B>/S</B></I><I>"</I> (not sure). </div> <div> <B>4</B>. If students cannot get the answer to any given exercise, but do come to understand it through your teaching, then write <I>"W/H" </I>(with help) next to the exercise. The purpose of this is to let the parents know that their children didn't get the answer on their own. </div> <div> <B>5</B>. By using a RED PEN for all markings, all comment are emphasized and easier to see and explain to parents.</div> </tD> </tR> </TABLE></div> <bR> <bR> <div> Most of the Indian tribes of the early American frontier lived by hunting buffalo and other animals. These tribes were <B>wanderers</B>. They were good hunters and <B>fierce </B>warriors. There were a few tribes, <B>however</B>, that did not <B>depend </B>on hunting as a <B>means </B>of <B>securing </B>food.<B> [1</B> These tribes made their living by farming.<B>]</B> They wanted nothing more than rain for their crops, and to <B>till </B>their fields in peace. </div> <bR> <bR> <div> <B>wanderers </B></div> <div> part of speech        __ a) people who travel from place to place without a home </div> <div> ____________       __ b) people who travel from place to place without a purpose </div> <bR> <div> <B>fierce </B></div> <div> part of speech        __ a) frighteningly wild </div> <div> _________             __ b) frighteningly violent</div> <div> <B>however </B></div> <div> part of speech       __<B> </B>a) in spite of that fact; though </div> <div> _________            __ b) but; yet</div> <div> <B>depend</B> </div> <div> part of speech       __ a) get support </div> <div> _________            __ b) to rely or count on<FONT SIZE="3" COLOR="#000000" FACE="Arial" > </FONT></div> <div> <B>mean</B> </div> <div> part of speech       __ a) way that something is brought about </div> <div> _________            __ b) way<FONT SIZE="3" COLOR="#000000" FACE="Arial" > </FONT></div> <div> <B>securing </B></div> <div> part of speech      __ a) getting; obtaining </div> <div> _________          __ b) get; obtain</div> <bR> <bR> <DIV ALIGN="LEFT"></DIV> <div> <TABLE BORDER="2" CELLPADDING="1" CELLSPACING="1" WIDTH="525" BORDERCOLORLIGHT="#C0C0C0" BORDERCOLORDARK="#808080" FRAME="BOX" RULES="ALL" HSPACE="0" VSPACE="0" > <tR> <tD VALIGN=TOP HEIGHT= 96 ><NOBR><div> agrees = <B>A </B>/<B> </B>disagrees = <B>D</B></div> <div> <B> </B></div> <div> 1. __ a) The phrase "these tribes" refers to the warriors who hunt for food.</div> <div> 2. __ b) The words "made their living by farming" is the complete predicate <U>       </U></div> <div>               of the sentence.</div> </NOBR></tD> </tR> </TABLE></div> <bR> <bR> <div> <TABLE BORDER="2" CELLPADDING="1" CELLSPACING="1" WIDTH="534" BORDERCOLORLIGHT="#C0C0C0" BORDERCOLORDARK="#808080" FRAME="BOX" RULES="ALL" HSPACE="0" VSPACE="0" > <tR> <tD VALIGN=TOP HEIGHT= 579 WIDTH="524"><div> <B>ANSWER KEY</B></div> <bR> <bR> <div> <B>wanderers </B></div> <div> PART OF SPEECH :  <B>noun</B>: the name of an idea </div> <div> VOCABULARY :  <B>a</B> the distinction between "home" and "purpose"</div> <div> <B>fierce </B></div> <div> PART OF SPEECH: <B>adjective </B>describes the noun "warriors" </div> <div> VOCABULARY : <B>b</B> The term "violent" refers mainly to humans, not to animals.</div> <div> <B>however </B></div> <div> PART OF SPEECH : <B>conjunction </B>joins words or groups of words </div> <div> VOCABULARY : <B>a</B> "However" means both given definitions; but in the context of the passage, "a" is the correct choice.</div> <div> <B>depend </B></div> <div> PART OF SPEECH: <B>verb </B>shows action; doing something. Is the main verb in the </div> <div> verb phrase "did depend". </div> <div> VOCABULARY : <B>b</B> "depend" means both given definitions; but in the context of the passage, "b" is the correct choice.</div> <div> <B>mean </B></div> <div> PART OF SPEECH : <B>noun </B>names an idea </div> <div> VOCABULARY : <B>b</B> "a" is too broad in its various meanings.</div> <div> <B>securing </B></div> <div> PART OF SPEECH : <B>verb </B>shows action; doing something (is actually a participle) </div> <div> VOCABULARY : <B>b</B> A definition has to be in the same grammatical setting that is being defined.<FONT SIZE="3" COLOR="#000000" FACE="Arial" > </FONT></div> <bR> <div> <B><U>CRITICAL THINKING</U></B> </div> <div> 1. D EXPLANATION: refers to <U>farming </U>tribes </div> <div> 2. A </div> </tD> </tR> </TABLE></div> <bR> <bR> <bR> <div> <B>SECTION THREE:</B></div> <div> <B>Synthetical Reading / Writing</B></div> <bR> <bR> <div> <B>STUDENT INSTRUCTIONS</B>: Read the original passage again - and, if necessary again and again -this time for the purpose of understanding the few most important ideas that develop the main topic. Using those ideas as your guideline, <B><U>summarize</U></B><B> </B>the passage in a few sentences Next, write a<FONT SIZE="3" COLOR="#000000" FACE="Arial" > </FONT>summary for the passage, again byusing those few most important ideas. </div> <bR> <div> SUGGESTION FOR HOW TO WRITE YOUR SUMMARY: As you read the<FONT SIZE="3" COLOR="#000000" FACE="Arial" > </FONT>passage, (1) find the MAIN idea-the most important idea that the passage is<FONT SIZE="3" COLOR="#000000" FACE="Arial" > </FONT>about; then (2) look for and underline only the central ideas that support, or help build on, that MAIN idea. This is called <B>OUTLINING. </B></div> <bR> <div> From the following list, write a check in the blank next to the kind of <U>supporting ideas</U>that build on the MAIN idea-there might be more than one kind of<FONT SIZE="3" COLOR="#000000" FACE="Arial" > </FONT>supporting idea. Use the most important of these supporting ideas for your<FONT SIZE="3" COLOR="#000000" FACE="Arial" > </FONT></div> <div> summary. </div> <DIV ALIGN="LEFT"></DIV> <div> __ examples __ reasons / causes __ description __ explanations </div> <bR> <div> <U>EXAMPLES: </U>one or more things that is similar to the main word or idea - apples, oranges, bananas are <U>examples </U>of the main word FRUIT; father, mother, sister, brother, uncle, are <U>examples </U>of the main word FAMILY MEMBERS; kissing, hugging, caring, holding hands, are <U>examples </U>of the idea: LOVE </div> <bR> <div> <U>REASONS: </U>One or more statements that helps prove or show that an IDEA or ACTION is true -"slept in" is a <U>reason </U>for being late; "He loves her" and "She loves him" are two <U>reasons </U>why John and Mary will probably get<FONT SIZE="3" COLOR="#000000" FACE="Arial" > </FONT>married. </div> <bR> <div> <U>CAUSES: </U>One or more statements that helps prove or show that a PHYSICAL ACTION or THING is true - An electrical spark <U>caused </U>the fire. Poison<FONT SIZE="3" COLOR="#000000" FACE="Arial" > </FONT><U>caused </U>his death. Worrying too much can <U>cause </U>a headache. </div> <bR> <div> <U>DESCRIPTIONS: </U>One,or more statements that give a picture of something in words - The statement "Macy is tall; has black hair; is pretty, and very<FONT SIZE="3" COLOR="#000000" FACE="Arial" > </FONT>intelligent." give <U>descriptions of Macy</U>.<FONT SIZE="3" COLOR="#000000" FACE="Arial" > </FONT></div> <bR> <div> <U>EXPLANATIONS: </U>One or more statements that helps make something plain or clear, that tells the meaning of, or how to do, something. The statement "The way you do this problem is add 5 and 6, then subtract 5." <U>explains</U> how to do a particular math problem.<FONT SIZE="3" COLOR="#000000" FACE="Arial" > </FONT></div> <div> <B>_______________________________________________________________</B></div> <bR> <div> <B>For the Teacher: </B>Writing summaries is perhaps the most difficult part of this study for most students. That they have to reread the passage again is<FONT SIZE="3" COLOR="#000000" FACE="Arial" > </FONT>enough of a consternation for them let alone having to capsulate it in a few<FONT SIZE="3" COLOR="#000000" FACE="Arial" > </FONT>sentences. Your firmness in getting across the importance of "getting the<FONT SIZE="3" COLOR="#000000" FACE="Arial" > </FONT>meaning" of a reading passage is of the utmost importance. Accordingly,<FONT SIZE="3" COLOR="#000000" FACE="Arial" > </FONT>students might have to rewrite their summary until its right. One way to help<FONT SIZE="3" COLOR="#000000" FACE="Arial" > </FONT>students get underway in their summary is to have them ORALLY summarize it for you; and if they are "getting it" orally, have them immediately write down what they said. In this way, they will find that summaries are not so forbidding.<FONT SIZE="3" COLOR="#000000" FACE="Arial" > </FONT>With both a good <I>analytical </I>and <I>synthetic </I>understanding of a reading passage,<FONT SIZE="3" COLOR="#000000" FACE="Arial" > </FONT>students will then be in the right frame of mind to <B><U>critically</U></B><B> </B>read it on their own for its truth value, and effectiveness of assertion. </div> <DIV ALIGN="LEFT"></DIV> <div> <B>______________</B></div> <bR> <bR> <div>      Most of the Indian tribes of the early American frontier lived by hunting buffalo and other animals. These tribes were wanderers. They were good hunters and fierce warriors. </div> <div>      There were a few tribes, however, that did not depend on hunting as a means of securing food. These tribes made their living by farming. They wanted nothing more than rain for their crops, and to till their fields in peace. </div> <div>      One of these groups of farmers was the Hopi Indian tribes that lived and still lives in Arizona and New Mexico. The Hopis did not live in teepees as the nomadic, hunting tribes did. They lived in large adobe houses called pueblos. Many families lived in each pueblo. Their principal food was corn which they </div> <div> grew in communal fields. </div> <div>      Growing corn was a difficult task. The weather was hot and dry, and there was little rainfall. The earth in summer turned to hot, powdery dust, and the corn leaves withered and browned on the stalks. </div> <div>      During such years there was little or no harvest, and the Hopis went hungry. Consequently, in some prehistoric time, the Hopis devised a ritual called a <I>Snake Dance </I>to entreat their gods for rain. Like many primitive people of ancient times, the Hopis believed that a snake was a god with the power to </div> <div> bring rainfall and an abundant harvest of corn. </div> <div>      The Hopis of today still perform the <I>Snake Dance </I>as a prayer for rain when </div> <div> the dry season approaches.</div> <DIV ALIGN="LEFT"></DIV> <div>  </div> <bR> <div> <TABLE BORDER="2" CELLPADDING="1" CELLSPACING="1" WIDTH="343" BORDERCOLORLIGHT="#C0C0C0" BORDERCOLORDARK="#808080" FRAME="BOX" RULES="ALL" HSPACE="0" VSPACE="0" > <tR> <tD VALIGN=TOP HEIGHT= 64 WIDTH="333"><div> <U>OUTLINE NOTES FOR SUMMARY </U></div> <bR> <div> <U>Diagramming </U></div> <bR> </tD> </tR> </TABLE></div> <bR> <bR> <bR> <div> <B>SUMMARY 1</B></div> <div> <B>TITLE 1</B></div> <bR> <bR> <div> <B>SUMMARY 2</B></div> <div> <B>TITLE 2</B></div> <bR> <bR> <bR> <bR> <div> <B>SECTION FOUR: </B></div> <bR> <div> <B>Creative Thinking</B></div> <bR> <bR> <div> 1. <B>INTERPRETATION</B> </div> <div> In your opinion why did the Hopis choose to be a farming tribe rather than a hunting tribe? </div> <bR> <div> 2. <B>ASSOCIATION </B></div> <div> Name as many rituals, or ceremonies, as you can that are in practice today both in your own culture and in one or more other cultures. </div> <bR> <div> 3. <B>DESCRIPTION </B></div> <div> Describe how you imagine the Hopi Indians lived in the past. </div> <bR> <div> 4. <B>WRITING</B> </div> <div> Choose an idea from the reading passage, and write either a story, an article (as for a newspaper or magazine), a letter, a dialogue, or a poem <U>related to the</U><B><U> </U></B><U>reading passage. </U>[NOTE: if you write a story in one study, then you are to write one of the other types of writing in the next study - article, letter, etc.- and so on, rotationally.] </div> <div>      In your writing, be sure to express not only what you <I>think </I>about the topic, but what you <I>feel </I>about it as well. </div> <div>      With your teacher's help, study the following instructions: </div> <bR> <bR> <DIV ALIGN="LEFT"></DIV> <div> <B>INSTRUCTIONS</B> </div> <bR> <div> <B>1</B>. Before writing on your topic, list all the ideas that you can think of that you want to use in your composition. WRITE THESE IDEAS IN WORDS OR PHRASES <B>IN ANY ORDER </B>ON YOUR OUTLINE SHEET. </div> <bR> <div> <B>2</B>. Number these ideas (1,2,3, etc.) in the order that you want to write them<FONT SIZE="3" COLOR="#000000" FACE="Arial" > </FONT>in your composition. </div> <bR> <div> <B>3</B>. Write on your topic, keeping in mind the following: a) Write your most important idea in the first sentence of your composition. b) Be sure that every sentence is connected (or related) to the sentence before it, and to the title of your topic. c) Develop your topic by using <U>reasons, </U>and/or <U>examples, </U>and/or <U>explanations</U>. d) Use words that mean (express) exactly<FONT SIZE="3" COLOR="#000000" FACE="Arial" > </FONT></div> <div> what you want to say. e) Be sure to use correct spelling, punctuation, and<FONT SIZE="3" COLOR="#000000" FACE="Arial" > </FONT>capitalization. f) Write a concluding sentence that ends your composition<FONT SIZE="3" COLOR="#000000" FACE="Arial" > </FONT>smoothly. g) Make your writing clear and interesting. h) After you have finished your composition, read it over carefully, and correct all possible mis-<FONT SIZE="3" COLOR="#000000" FACE="Arial" > </FONT>takes or ideas that are not clear to you. </div> <bR> <div> <B>____________________________________________________________</B><FONT SIZE="3" COLOR="#000000" FACE="Arial" > </FONT></div> <bR> <div> <B>FOR TEACHERS</B>: Have students (1) WRITE AN OUTLINE, (2) WRITE A FIRST DRAFT, THEN (3) WRITE THEIR FINAL DRAFT. </div> <bR> <bR> <DIV ALIGN="LEFT"></DIV> <div> <B>COMPOSITION</B>: First Draft</div> <bR> <bR> <div> Title _________________________________</div> <bR> <div> _________________________________________________________________________________________________________ </div> <div> _________________________________________________________________________________________________________</div> <bR> <bR> <bR> <div> <B>GRAMMAR REFERENCE SHEETS</B></div> <div>  </div> <bR> <div> Simple, extended explanations and examples of the eight parts of speech and the parts of the sentences are placed at the end of this studybook for needed reference.</div> <bR> <bR> <DIV ALIGN="LEFT"></DIV> <div> <B>MATH READING </B><B><U>Samples</U></B></div> <bR> <bR> <div> <B>INSTRUCTIONS FOR </B><B><U>GEOMETRY</U></B><B> STUDIES  1 - 5</B>: For each exercise that has a blank in front of it, write <B>A</B> in it if the statement AGREES with (has the same meaning as) the given definition; if the statement DISAGREES, with the definition, write <B>D</B>. For all other exercises, simply fill in the appropriate answer.</div> <bR> <div> 1.<B>  point</B>: An exact location in space, usually represented by a dot </div> <DIV ALIGN="LEFT"></DIV> <div> <I>Example:  </I> <B><IMG SRC="09b01010.png" border=0 width="1" height="1" ALIGN="BOTTOM" HSPACE="0" VSPACE="0"></B>   <B>. </B> point <I>A</I></div> <div> 1. __ A point is always represented by a dot.                                 </div> <div> 2. __ There can be two points at exactly one location in space.     </div> <div> 3. __ If you want to locate an exact point in space, you can draw a dot at the</div> <div>          location.        </div> <bR> <bR> <div> <B>INSTRUCTIONS FOR </B><B><U>NUMBER</U></B><B> STUDIES  6 - 7</B>: For each exercise that has a blank in front of it, write <B>A</B> in it if the statement AGREES with (has the same meaning as) the given definition; if the statement DISAGREES, with the definition, write <B>D</B>. For all other exercises, simply fill in the appropriate answer.</div> <bR> <div> 1. <B>natural numbers</B> are numbers that begin with 1 and continuing indefinitely (or infinitely) with each successive (one following the other) number greater than the number before it by 1. </div> <div> 1.  Write three successive natural numbers after 9. _______________ </div> <div> 2.   __ 314,362 is a natural number because it is greater than the number 14,361 by 1.            </div> <div> 3. __ 7,203,465 is a natural number because it is 1 greater than 7,203,475.   </div> <div> 4.  __ Natural numbers finally come to an end.      </div> <bR> <bR> <div> <B>INSTRUCTIONS FOR </B><B><U>BASIC MATH OPERATIONS</U></B><B>  8 - 11</B>: For each exercise that has a blank in front of it, write <B>A</B> in it if the statement AGREES with (has the same meaning as) the given definition; if the statement DISAGREES, with the definition, write <B>D</B>. For all other exercises, simply fill in the appropriate answer.</div> <bR> <DIV ALIGN="LEFT"></DIV> <div> <B><U>Terms related to Addition</U></B></div> <div> 1. ADD is to join two or more numbers so as to make a total number of them.</div> <div>      1. Write an example of adding ______________________________</div> <div>      2. __ You can add together all numbers.   </div> <div>      3. __ When you total any two or more numbers, you are adding only.   </div> <bR> <bR> <div> <FONT SIZE="3" COLOR="#000000" FACE="Arial" ><B>I</B></FONT><B>NSTRUCTIONS FOR </B><B><U>ALGEBRA</U></B><B> STUDIES  12 - 15 </B>: For each exercise that has a blank in front of it, write <B>A</B> in it if the statement AGREES with (has the same meaning as) the given definition; if the statement DISAGREES, with the definition, write <B>D</B>. For all other exercises, simply fill in the appropriate answer.</div> <bR> <div> <B><U>Terms Related to Algebra</U></B></div> <bR> <div> 2.  A <B>term</B> is a number, or letter representing a number, or the product of numbers    </div> <div>      and letters.</div> <div> <I>Examples:</I> 5,  8y,  cd,  3wx </div> <div> 8y is the product of a number and a letter, which can be represented as: 8 times y, OR 8 . y, OR  8(y)</div> <div> 3ab is the product of a number and 2 variables, which can be represented as 3 times a times b, OR 3 <FONT SIZE="5" COLOR="#000000" FACE="Arial Narrow" >.</FONT> a<FONT SIZE="5" COLOR="#000000" FACE="Arial Narrow" > .</FONT> b, OR 3(a)(b)</div> <div>      1. __ 5 is a term that names a number.   </div> <div>      2. __ x is a term that names a letter, or variable.   </div> <div>      3. __ 3wx is a term that names a number.     </div> <div>      4. __ cd is a term that represents the product of c and d.     </div> <div>      5. Write a term that is the product of a number and three variables.</div> <div> _____________________________________________________________ </div> <bR> <bR> <bR> <div> <B>INSTRUCTIONS FOR </B><B><U>MATH WORD ANALYSIS</U></B><B> STUDIES 16-20</B>: Solve each math reasoning problem. Show the steps needed to find each answer. </div> <div> <B>         </B></div> <bR> <div> 1. Name the difference between the product of 16 and 4 and the sum of 19 and 68.</div> <div> _________________________________________________________________________________________________</div> <bR> <bR> <DIV ALIGN="LEFT"></DIV> <div> <B>====================</B></div> <bR> <bR> <div>  <A NAME="studybook_information"><IMG BORDER="0" SRC="1x1.gif" HEIGHT="1" ALIGN="bottom" WIDTH="1" HSPACE="0" VSPACE="0" ></A><FONT SIZE="4" COLOR="#000000" FACE="Arial Narrow" ><B>STUDYBOOK INFORMATION</B></FONT></div> <bR> <bR> <div> <TABLE BORDER="2" CELLPADDING="1" CELLSPACING="1" WIDTH="637" BORDERCOLORLIGHT="#C0C0C0" BORDERCOLORDARK="#808080" FRAME="BOX" RULES="ALL" HSPACE="0" VSPACE="0" > <tR> <tD VALIGN=TOP HEIGHT= 16 ><NOBR><div> <B>STUDYBOOK TITLE</B></div> </NOBR></tD> <tD VALIGN=TOP><NOBR><div> <B>STUDYBOOK DESCRIPTION</B></div> </NOBR></tD> <tD VALIGN=TOP WIDTH="120"><div> <B>#OF PAGES</B></div> </tD> <tD VALIGN=TOP WIDTH="147"><div> <B>PRICE</B></div> </tD> </tR> <tR> <tD VALIGN=TOP HEIGHT= 758 ><NOBR><bR> <div> <B>SAT/ACT JUNIOR PREP</B> </div> <bR> </NOBR></tD> <tD VALIGN=TOP WIDTH="199"><bR> <div> PART 1:</div> <div> <B>Vocabulary in Context Reasoning</B> (including sentence and paragraph writing)</div> <div> 1600 SAT related vocabulary  </div> <div>  words formatted in 160 sets of 10 </div> <div>  words with pronunciation key, brief </div> <div>  definitions, and sentences.  </div> <div> <B> Answer key included</B></div> <bR> <div> PART 2: </div> <div> <B>Grammar-Usage Reasoning </B>(including sentence writing)</div> <div> 170 exercises in both grammar and English usage</div> <div> <B>Answer key included</B></div> <bR> <div> PART 3: <B>Short Reading Topics Reasoning</B> (including sentence writing)</div> <div> 60 reading topic exercises in various topics: social studies, science, literature, values, the arts, sports, etc.</div> <div> <B>Answer key included</B></div> <bR> <div> PART 4: <B>Math Reasoning</B></div> <div> 220 analytical exercise in basic geometry, number system, algebra, word problems</div> <div> <B>Answer key included</B></div> <bR> <div> PART 5: <B>Long Reading Topics Reasoning</B> </div> <div> 5 long passages including analytical and synthetical exercises in grammar, vocabulary, </div> <div> reading comprehension, and writing</div> <div> <B>Answer key included</B></div> <bR> <div> PART 6: <B>Creative-Essay Writing</B></div> <div> 10 writing assignments from description, narrative, persuasive, and situational topics </div> </tD> <tD VALIGN=TOP WIDTH="120"><bR> <div> 190</div> </tD> <tD VALIGN=TOP WIDTH="147"><bR> <div> $36.00</div> </tD> </tR> </TABLE></div> <bR> <bR> <bR> <div> The studybook, <I>SAT/ACT Junior Prep</I>, is (1) authored by Joseph and Sharon Sguigna, (2) is desktop published, 81/2" by 11" and spiral bound, (3) is copyrighted, (4) can be sold as one <U>unbound</U> <U>blackmaster original</U> used for multiple copies at a special rate (5) can be discount priced for 5 or more studybooks.</div> <bR> <div> <B>NOTE</B>: For each studybook purchase, please feel free to e-mail us regarding any questions or guidance or <U>on-line instruction </U>regarding the use of the studybook. </div> <div>  </div> <bR> <bR> <DIV ALIGN="LEFT"></DIV> <div> <B>STUDYBOOK ORDERING PROCEDURE </B></div> <div> <I><IMG BORDER="0" SRC="Symb075c00b700f000000000.png" HEIGHT="16" WIDTH="24" ALIGN="bottom" HSPACE="0" VSPACE="0">SAT/ACT Junior Prep is </I> payable in advance by either money order or check, made out to Public Benefit.</div> <div> <IMG BORDER="0" SRC="Symb075c00b700f000000000.png" HEIGHT="16" WIDTH="24" ALIGN="bottom" HSPACE="0" VSPACE="0">There will be an additional postal charge depending upon the type of mailing you prefer. We will notify you of that charge upon receiving your mailing preference. </div> <bR> <bR> <DIV ALIGN="LEFT"></DIV> <div> <B>==================================</B></div> <bR> <bR> <div>  <A NAME="sat___critical_reading_1"><IMG BORDER="0" SRC="1x1.gif" HEIGHT="1" ALIGN="bottom" WIDTH="1" HSPACE="0" VSPACE="0" ></A><FONT SIZE="5" COLOR="#0000FF" FACE="Arial" ><B>SAT & CRITICAL READING</B></FONT></div> <bR> <div> By</div> <div> Joseph Sguigna</div> <bR> <bR> <bR> <div> The new SAT 2005 begins!</div> <bR> <div> <I>Are </I>you ready for it? <I>Will </I>you be ready for it? <I>How </I>will you be ready for it?</div> <bR> <div> This article concentrates on only the verbal section of the new SAT. First I'll set forth an overview of the various verbal sections of the new SAT cited from SAT authoritative sources, then present my own perspectives and preparatory approach toward an effective mastery of the new test. </div> <bR> <div> The following comments taken from the College Board itself  supports the relevance of  this article's theme.</div> <bR> <div> "The University of North Carolina at Chapel Hill enthusiastically supports the upcoming changes on the SAT. More advanced mathematics, an emphasis on critical reading and a writing sample will make the exam a more relevant and useful tool for evaluating student performance, for predicting college success, and for stimulating the high school curriculum. Better prepared students should be the result. This is important educational leadership."</div> <bR> <div>      "The new SAT is likely to set an even higher standard by assessing writing and advanced   </div> <div>      algebra, and placing <I>a greater emphasis on critical reading</I> [my italics]"</div> <bR> <div> From Kaplan's SAT preparatory book:</div> <bR> <div> "The SAT is getting a major overhaul. A new version of the SAT will replace the current test </div> <div> beginning in March 2005. The changes are designed to align the test more closely to high </div> <div> school curricula and college skills, thus making the test a more accurate predictor of college </div> <div> performance. There will be changes not only in the content tested but also in the types of </div> <div> questions used."</div> <div>      </div> <bR> <DIV ALIGN="LEFT"></DIV> <div> <B>I</B></div> <bR> <div> <B>An Overview</B></div> <bR> <bR> <div> <B>1: THE CRITICAL READING SECTION </B></div> <bR> <bR> <div> <U> Reading Passages</U></div> <bR> <div> The Verbal Section is getting a new name to reflect its new focus: <I>Critical Reading</I> [my italics]. It will include short reading passages along with the existing long reading passages. </div> <div> Reading passages will range from 500 to 800 words. The new short reading passages will be paragraphs of about 100 words, followed by questions similar to questions on the longer reading passages.</div> <bR> <div> Verbal questions will test your ability to<I> understand and analyze what you read</I>. [my italics]</div> <bR> <DIV ALIGN="LEFT"></DIV> <div> <U>Sentence Completions</U></div> <bR> <div> Sentence completion questions require, first, a strong vocabulary acquisition, and second, a strong logical perception in order to choose the correct word (s) that fit the contextual meaning, that is, the logical relationship among ideas, in a given sentence. </div> <bR> <bR> <DIV ALIGN="LEFT"></DIV> <div> <B>2: THE WRITING SECTION</B></div> <bR> <div> <U>Standard Written English</U></div> <bR> <div> Questions similar to the multiple-choice questions on the SAT II: Writing Subject Test will be included to see how well students use standard written English. The multiple-choice questions will test students' ability to identify sentence errors, improve sentences, and improve paragraphs.     </div> <bR> <DIV ALIGN="LEFT"></DIV> <div> <U>Essay Writing</U></div> <bR> <div> The addition of the writing section will reinforce the importance of writing skills throughout a student's education and support the academic achievement of all students, bolstering their chances for academic success in college. Research has shown that a student's ability to write a first draft of a short, timed essay relates positively to the student's ability to perform successfully in college courses that require writing. </div> <bR> <div> The essay will measure the student's skills in developing a point of view on an issue. <I>Students must first think critically</I> [my italics] about the issue presented in the essay assignment, forming their own individual perspective on the topic. Then they must develop that point of view, using reasoning and evidence based on their own experiences, readings, or observations to support their ideas. We recognize that an essay written in a short amount of time will not be polished, but represents the initial phase of the writing process: the first draft.</div> <bR> <div> Essays will be scored in a manner that is fair and consistent using a holistic approach. In holistic scoring, a piece of writing is considered as a total work, the whole of which is greater than the sum of its parts. The essay will be scored by qualified readers, who will take into account such aspects as complexity of thought, substantiality of development, and facility with language. A reader will not judge a work based on its separate traits, but rather on the total impression it creates.</div> <bR> <bR> <DIV ALIGN="LEFT"></DIV> <div> <B>II</B></div> <bR> <div> <B>My Perspectives</B></div> <bR> <bR> <div> <B>1</B></div> <bR> <div> To help substantiate my forthcoming points in this article, let me first quote from the controversial book, <I>The Bell Curve: Intelligence and Class Structure in American Life</I> (Richard J. Herrnstein and Charles Murry)</div> <bR> <div> "Can the SAT be coached? Yes, but it is not easy. Everyone who looks into this topic immediately </div> <div> hears about students who gained 100, 150, or 200 points on the SAT after a few hours of coaching. The tales may even be true, but they need to be averaged with the tales that don't get told about the scores that improve by only a few points -- and the scores that drop -- after spending a few dozen hours and hundreds of dollars on a coaching course. Scholars have by now largely sorted out the reality behind the sales pitches. After a furious debate about the issue in the late 1970's and early 1980's, the best evidence indicates that the coaching programs which can offer convincing scientific backing for their claims consist not of a few hours of practice but of <I>lengthy training, comparable to going to school full time</I>.[my italics]"</div> <bR> <div> The authors' point in this passage, and beyond it, is that, yes,"crash" courses can help raise SAT scores, but only minimally for a broad band of students. For those select students whose scores do markedly increase, they are the ones whose intelligence and academic background are already at an academically peak level. </div> <bR> <div> My purpose in this article is to address those students who fall into the broad band, who require "lengthy training, comparable to going to school full time." </div> <bR> <div> Of what does this "lengthy training" comprise? First, and of the utmost importance, is a solid academic background, which includes a wide reading background in quality books, magazines and newspapers beyond textbooks; All the major SAT preparation books, such as Barron's and Kaplan's, will attest to this fact. All the short-term preparation programs available cannot substitute for this reality. And this, most likely is the authors' point that such preparation is "comparable to going to school full time." </div> <bR> <div> Assuming that this broad band of students has a fairly good reading background, and a fairly high grade point average, we next have to consider the issue of how well these students read, what is the range and depth of their understanding of their reading cross section. In other words, how well do they read and think critically? Are their analytical skills acute and astute? Since, most, if any, schools do not teach critical thinking, how then are these skills acquired? Without specific training, there are two basic ways: through natural ability, and/or through the mere cognitive osmosis of wide reading and study. But natural, intuitive, ability alone is mostly insufficient for the application of higher order thinking skills, because of its undisciplined, unfocused, inarticulate handicap; and the cognitive osmosis process lacks the incisive range of articulation and diversity; by which I mean, there is little or no awareness of one's critical thinking ability; he or she just thinks critically by long-term habit; and so, without training to know or articulate effectively their critical thinking process (the whys and wherefores of logical reasoning), they are confined to a comparatively narrow range of reasoning patterns.</div> <div> This range, however, is in many cases sufficient enough for many high-ranking students to score highly on - or to "ace" - the verbal section of the SAT, especially the critical reading section.</div> <bR> <div> With this notion of "acing" the SAT, we now come to the crux of the matter regarding the new SAT format. I believe, with the inauguration of the new SAT in 2005, overt intentions aside, it is the underlying intention of the College Board to minimize, if not curtail, the various strategies developed to "ace," beat, the SAT. The addition of the essay writing section is the one obvious curtailment; the other, though less obvious curtailment, is the continuing, intensifying, emphasis on critical reading. Consider the following key concepts that are part and parcel of the SAT expository terminology: "general reasoning test," "verbal and mathematical reasoning abilities," "understand," "analyze," "critical reading."</div> <bR> <div> It is important to be clear on the distinctions between these pertinent terms: "understand," "reasoning," "analyzing," and "critical reading." </div> <div>     A brief, simplified explanation of these distinctions would be as follows: On reading a given academic passage effectively, one has first to "understand" it. This understanding might come through <B>-</B>consciously or unconsciously <B>- </B>direct reasoning from premises to conclusions, or from analyzing the contents mainly through recognizing relationships, fine word distinctions, sequential development, inferences, suggestions, implications, etc. Once this understanding is attained, then the reader can apply his critical reading skills <B>-</B> again, consciously or unconsciously <B>-</B> to decide whether the author's statements are true or false, whether his arguments are both valid and sound, whether his theme, or point of view, is pertinent to the issue at hand, whether his language is more subjectively or objectively oriented to get his point across, whether he is using propaganda tactics...and so forth.</div> <bR> <div> Considering these distinctions, then, it is fairly clear that effective critical reading is a cumulative process as a result of, and including, reasoning and analysis, which through general and/or specific training can become instantaneous understanding. And since general training (strong academic, broad reading, and writing, backgrounds) is too risky, or undetermined, when it comes to the SAT exam, specific, foundational, training would seem then, an imperative academic step to take.  </div> <bR> <bR> <DIV ALIGN="LEFT"></DIV> <div> <B>2</B></div> <bR> <div> Regarding this specific, foundational, training, simply reading and answering numerous standard multiple-choice reading passages <B>- </B>helpful as it may be <B>-</B> is not sufficient since the types of questions <I>presuppose </I>that the reader already is proficient in critical reading, is at ease with such lead-in phrases as "the author implies...," "suggests...," "infers...," "develops his point...," "indicates...," "most probably..." "believes...," "assumes, "argues," "concludes." This presupposition does not take into account (1) that these abstract logical terms require more than a passing familiarity, otherwise why would there be college courses in practical logic and critical thinking; and (2) that high schools do not offer logic or critical thinking courses, and (3) that students are normally tested on knowledge of the material they have covered, not on their <I>understanding </I>of it . </div> <bR> <div> Or even more to my point, consider these points made in Kaplan's SAT preparation book: </div> <div> "Most SAT Critical Reading questions fall into three basic types. "'Big Picture' questions test your </div> <div> overall understanding of the passage's biggest points...They might ask about: <I>the main point or </I></div> <div> <I>purpose of a passage, the author's attitude or tone, the logic underlying the author's argument, how ideas relate to each other</I> [my italics]... 'Little Picture' questions ask about localized bits of information...Little Picture questions might: test whether you understand significant information that's stated in the passage; <I>ask to make inferences or draw conclusions based on a part of the passage; ask you to relate parts of the passage to one another</I>. [my italics]"</div> <bR> <div> And from the College Board's <I>10 Real SATS</I> prep book itself:</div> <div> Success in answering Critical Reading questions depends on your ability to understand and make sense of the information in a passage. It does not depend on any previous knowledge you may have about the subject.</div> <bR> <div> You have to read actively to <I>synthesize and analyze information and to evaluate the author's assumptions and techniques </I>[my italics]. You should be able to follow the logic of the passage and to recognize points that would strengthen or weaken the author's argument. </div> <bR> <div> Extended reasoning questions ask you to draw conclusions from the information in the passage. The answers to these questions will not be directly stated in the passage but can be inferred from. Questions that contain words like <I>probably</I>, <I>apparently</I>, <I>seems</I>, or <I>suggests</I> or phrases like <I>it can be inferred</I>…and <I>the author implies</I>…are extended reasoning questions.</div> <bR> <div> Many Critical Reading questions will ask you about the way the author develops and presents the ideas in the passage. They also ask you to assess the reactions that may be expected from the reader.</div> <bR> <div> [[You will have to] Recognize different ways of stating the same fact or idea. <I>Sometimes the phrasing of the question is different from the wording in the passage</I> [my italics].</div> <bR> <div> And even further, the following passage from a recent article in the <I>Associated Press</I> (<I>Daily Breeze</I>, Monday February 21, 2005) supports my view about the College Board's underlying intention to make critical reading an essential factor in scoring high on the SAT in particular.</div> <bR> <div> Paul Kanarek. Founder of Princeton Review in California, says removing analogies </div> <div> will have trickle-down effects. Analogies were a way  for the College Board to test </div> <div> inductive reasoning; now the test will try to do so elsewhere, like in reading </div> <div> comprehension. For instance, after reading a passage, a student might be asked </div> <div> about the premises the author has used to make an argument.</div> <bR> <div> Given, then, the weight of reasoning, analyzing, making relationships, critical reading, necessary to answer many of  SAT's reading passages, I fail to see how <U>just</U> skimming, or strategies, or getting into the test-maker's mind, can even possibly be sufficient to answer critical reading questions. Yes, they are helpful, even necessary, needless to say, but hardly reliable enough to unravel the answers embedded in the subtleties of the ideas forwarded in a given reading passage. Besides, as students have stated:</div> <div> "Making the test into a mental game is distracting and can be demoralizing."</div> <bR> <div> "A Princeton Review student said that her score had improved 100 points in verbal and math nevertheless said that her course was not worth the cost. 'The company was helpful, but again, I didn't know when to apply their methods. With dozens of math tricks, it is difficult to know when to use what.'" </div> <bR> <div> "Trying to think like the test-maker wastes too much time."</div> <bR> <div> Obviously, then, a specific training in critical reading would be of imperative advantage to students intending to score high on the verbal section of the SAT, not to mention its related value in all walks of intellectual life.</div> <bR> <div> This specific training not only applies to reading passages, but to vocabulary development, standard writing expression (grammar-usage), and writing development. Regarding vocabulary development, since sentence completion and vocabulary-in-context questions are a pertinent part of the Critical Reading section of the SAT, something more is required of students' beyond memorizing, mnemonizing, flash carding, and long word lists. </div> <bR> <div> As regards standard writing expression, answering questions correctly requires not only the appropriate grammar and English usage knowledge, but the ability to ferret out, detect, fine grammatical and usage errors in a given sentence, which requires careful, focused reading of the related, or unrelated, parts of a given sentence. That this skill is lacking in good part in students' educational background is spotlighted by the following passage taken from the Associated Press, February 21, 2005:</div> <div>             </div> <div>            The heavier emphasis on grammar [ on the new SAT] could be a challenge for some students, said </div> <div> Jennifer Karan, director of SAT and ACT prep for Kaplan,, given the trend of English classes        focusing more on literature and less on grammar. College Board statistics show a 13 percent     decline in the number of students reporting they've had grammar in their curriculum, she said. "What we have is a generation of students who don't have a tremendous amount of exposure to...the restrictions and constructions of formal language," she said.</div> <bR> <bR> <div> As for writing development, the ability to write an effective persuasive essay, on the spot, so to speak, expects of a student an overall understanding of his writing topic plus a cogent exposition of  it. Only a fluent writing ability can accomplish this "cogent expression," which includes the fundamental elements of clear thinking and sequential reasoning.  </div> <bR> <bR> <DIV ALIGN="LEFT"></DIV> <div> <B>3</B></div> <bR> <div> Is there a study program designed exclusively to teach critical reading? Not to the best of my knowledge, which extends far in the academic field. Accordingly, my wife and I developed a program to specifically address this need.</div> <bR> <div> Our language arts critical-thinking program, <I>Studies in Meaning</I>, has been adapted for SAT Critical Reading and creative-essay writing preparation. It consists of 1 studybook titled <I>SAT /ACT Junior Prep</I><B>®</B><I> </I>(See STUDYBOOK INFORMATION) - (grades 7 - 9).</div> <div>  </div> <div> <U>Answer keys with explanations are included, as well as a grammar-usage reference section</U>.</div> <bR> <bR> <bR> <DIV ALIGN="LEFT"></DIV> <div> <B>4</B></div> <bR> <div> It should be evident by now, that this <I>SAT /ACT Junior Prep</I><B>®</B><I> </I>program justifies the above-mentioned authors' contention "that the best evidence indicates that the coaching programs which can offer convincing scientific backing for their claims consist not of a few hours of practice but of <I>lengthy training, comparable to going to school full time</I>." [my italics].</div> <bR> <div> Following this foundational preparation program, students could then proceed to study, and familiarize themselves with the actual SAT format, questions, practice tests, strategies, etc., in more detail, through the major SAT preparation books, such as Barrons' or Kaplan's or Princeton Review's or the College Board's.</div> <bR> <div> As a closing remark, let me qualify my claims by agreeing with the authors of various noted SAT preparation books, and everyone else, that all the best preparation available, though helpful, will not substitute for a strong academic background supplemented by wide outside reading of quality books, magazines, and newspapers. This is the first requisite of not only SAT success, but personal and social success in general. </div> <bR> <div> Lastly, should a student need to "catch up" academically in preparation for a fairly high score on the new SAT <B>-</B> from below-level to on-level, or from on-level to above-level <B>-</B> then <B>Foundational SAT </B>is certainly one essential step. Accompanying steps would be (1) summary, outline, readings of core high school subjects, and (2) extensive reading of magazine and newspaper articles, and literature. It is possible to achieve this objective of "catching-up" in six months to a year, more or less, depending upon students' determination, study time, study habits, and if possible, instructional guidance and assistance.</div> <bR> <bR> <bR> <DIV ALIGN="LEFT"></DIV> <div> <B>ADDITIONAL REMARKS</B></div> <bR> <bR> <div> My wife and I are educators who created and developed a critical-creative thinking program during the years 1982 and 1984, and further expanded it over the years to include an ESL (English as a second Language) curriculum, and remediation curriculum.</div> <bR> <div> Having followed the development of the SAT from the late 1980's to the present time, we have since adapted our critical-creative program to the changes in the forthcoming SAT 2005.</div> <bR> <div> It is fortuitous for us <FONT SIZE="3" COLOR="#000000" FACE="Symbol" >-</FONT> and everyone else involved, as it will turn out <FONT SIZE="3" COLOR="#000000" FACE="Symbol" >-</FONT> that the new SAT format has recognized the importance and urgency for <I>critical thinking</I> in reading and writing.</div> <bR> <div> Because of the prestige of the SAT in influencing long-term classroom preparation, this new emphasis on critical reading and writing will surely change the face of future education; and our critical-creative thinking program is at the vanguard of this vastly important movement. To quote three passages from academic circles to this point:</div> <bR> <div> <U>High school student:</U> " I may be using my pencil, but I'm not using my mind at all." </div> <div> <FONT SIZE="2" COLOR="#000000" FACE="Arial Narrow" >                                             - </FONT>"Kids: Teaching Them To Think, " <I>ABC Television Network </I>/ May 4. 1989 </div> <div> <U>Teacher</U>: "The most important skills that a student can leave school with are the </div> <div>  powers of critical thinking." </div> <div> <FONT SIZE="2" COLOR="#000000" FACE="Arial Narrow" >                                            </FONT> - "Kids: Teaching Them To Think," <I>ABC Television Network</I> / May 4. 1989</div> <div> "The critical thinking movement is now at the forefront of educational reform in the United States </div> <div> and elsewhere. This major initiative seeks to transform education in all disciplines and at all levels... </div> <div> Indeed, many feel critical thinking ability (along with creative thinking) may well be the most important characteristic of the successful individual in the next century." </div> <div> <FONT SIZE="2" COLOR="#000000" FACE="Arial Narrow" >                    </FONT>                            - "Critical Thinking: Implications for instruction," <I>RG</I> / Fall 1995 </div> <bR> <div> Our program <FONT SIZE="3" COLOR="#000000" FACE="Symbol" >-</FONT> or curriculum, to be more precise <FONT SIZE="3" COLOR="#000000" FACE="Symbol" >-</FONT> trains students, as no other structured program can inasmuch as it requires of students to think<I>-as-they-read.</I> It is, as one principal said of it, "pedagogically sound."</div> <bR> <div> It is with great pride and gratitude, then, that the "times" have finally caught up with us -- thanks in good part of the SAT 2005.</div> <bR> <div> "Critical thinking's the thing!" to rephrase Hamlet's utterance, "The play's the thing!"  </div> <bR> <bR> <bR> <DIV ALIGN="LEFT"></DIV> <div> <A HREF="id17.htm" TARGET="_top" TITLE="STUDYBOOK CATALOG "><U><U>See BOOK CATALOG for ordering information.</U></U></A></div> <bR> <bR> <div> <A HREF="#sat__act_junior_prep" TITLE=" SAT / ACT Junior Prep"><U> Return to top of page</U></A></div> <bR> <bR> <div> <A HREF="mailto:thepublicbenefit@roadrunner.com" TARGET="_top" TITLE="mailto:thepublicbenefit@roadrunner.com"><U>thepublicbenefit@roadrunner.com</U></A></div> <bR> </td> </tr></table></body>