qdoc tips the critical reader the comlete guide to sat readi

The Critical Reader The Complete Guide to SAT Reading 2nd Edition by Erica L Meltzer Copyright© 201 3-2015 Erica L Meltzer Cover© 2015 Tugboat Design All rights reserved ISBN-13: 978-15151 82061 ISBN-10: 15151 82061 With the exception of the works cited on the Reprints and Permissions page, the information contained in this document is the original and exclusive work of Erica L Meltzer and is in no way affiliated with The College Board or any of its programs No part of this work may be reproduced in any form or by any means, electronic or mechanical, including photocopy, recording, or any information storage and retrieval system, without written permission from the author For information, please send correspondence to thecriticalreaderl @gmail.com SAT® is a trademark registered by the College Board, which is not affiliated with, and does not endorse, this publication For Reprints and Permissions, please see p 350 Dedication To Ricky, 1vho pestered me to write this book until Ifina!fy acquiesced =;:zq I -� - Table of Contents Introduction Suggested Reading 13 Overview of SAT Reading 15 What Does SAT Reading Test? 16 Managing the Reading Section as a Whole 17 The Answer Isn't Always *In* the Passage 19 Understanding Answer Choices 20 Understanding Line References 20 Strategies for Reading Passages 21 Skimming Effectively Means Knowing What to Focus on 23 Using Key Words: Managing Questions Without Line References 26 How to Work Through Questions With Line References 27 Test Prep Wisdom 33 Vocabulary in Context 40 Strategies 41 "Hard" Words 46 Second Meanings and Answer Choices 47 Common Second Meanings 48 Additional Words to Know 50 Vocabulary in Context Exercises 51 Official Guide/Khan Academy Vocabulaty Questions 60 Explanations: Vocabulary in Context Exercises 61 Making the Leap: Moving from Concrete to Abstract 65 Why Use Pronouns? 66 The Former and the Latter 69 Pronoun and "Compression" Noun Exercises 71 Explanations: Pronoun and "Compression" Noun Exercises 78 79 The Big Picture 80 Identifying Topics What's the Point? 82 Point of a Paragraph 84 They Say/I Say: A Passage is a Conversation 88 Using What "They Say" to Predict Main Point and Attitude 90 Fiction Passages: What if the Main Point Isn't Obvious? 94 Order of Events 98 Supporting Examples: Working Backwards 99 Main Point vs Primary Purpose 101 The Big Picture Exercises 04 Official Guide/Khan Academy Big Picture Questions 15 Explanations: The Big Picture Exercises 16 Introduction to Supporting Evidence Questions 119 Same Idea, Different Words: Literal Comprehension 122 Other Approaches 28 Using Line References to Make Educated Guesses 35 Literal Comprehension Exercises 37 Official Guide/Khan Academy Literal Comprehension Questions 49 Explanations: Literal Comprehension Questions 50 154 Reasonable Inferences Fallacies and Incorrect Answers 55 Underlying Assumptions 68 Inference Exercises 73 Official Guide/Khan Academy Inference Questions 84 Explanations: Inference Exercises 85 188 Supporting and Undermining Claims Supporting and Undermining Claims Exercises 92 Official Guide/Khan Academy Supporting and Undennining Claims Questions 98 Explanations: Supporting and Undermining Claims Exercises 99 201 Reading for Function Types of Function Questions 202 Chart: Functions of Key Words and Punctuation 203 10 11 "Vague" Answers 211 Playing Positive and Negative with Function Questions 215 Chart: Positive, Negative, and Neutral Function Words 217 Reacting for Function Exercises 218 Official Guide/Khan Academy Function Questions 228 Explanations: Reading for Function Exercises 229 Glossary of Function Words 232 234 Tone and Attitude Neutral Tone, Definite Opinion 235 Inferring Attitude 236 The Author Always Cares 238 Simplifying Answers and Playing Positive/Negative 239 Register: Formal vs Informal 242 Certainty vs Uncertainty 244 Examining Both Sides of an Argument ¢Ambivalence 245 Humor, Sarcasm, and Irony 247 Wistfulness and Nostalgia 249 Defensiveness 249 Thinking and Teaching 250 Tone and Attitude Exercises 252 Official Guide/Khan Academy Tone and Attitude Questions 259 Explanations: Tone and Attitude Exercises 260 262 Rhetorical Strategy and Organization Point of View 262 Paragraph and Passage Organization 268 Counterarguments 272 Effect of a Rhetorical Strategy 275 Rhetorical Strategy and Organization Exercises 276 Official Guide/Khan Academy Rhetorical Strategy Questions 282 Explanations: Rhetorical Strategy and Organization Questions 283 12 13 284 Analogies Analogy Exercises 289 Explanations: Analogy Exercises 291 293 Paired Passages 293 How to Read Paired Passages Common Passage 14 I /Passage Relationships 294 Relationship Questions are Inference Questions 295 Agreement Questions 300 Paired Passage Exercises 303 Official Guide/Khan Academy Paired Passage Questions 309 Explanations: Paired Passage Exercises 310 312 Infographics Reading Graphs: Finding the Point and Skimming 313 Reading Between the Lines 315 Multiple Variables 316 "Backwards" Graphs and "Trick" Answers 319 Tables 322 Paired Graphics 323 To Synthesize Or Not 325 Infographic Exercises 333 Official Guide/Khan Academy Infographic Questions 341 Explanations: Infographic Exercises 343 Appendix: Official Guide/Khan Academy Questions by Test 347 Reprints and Permissions 350 About the Author 353 Official Guide/Khan Academy Infographic Questions Test 28 29 30 31 Graphic only Graphic + passage Graphic only Graphic + passage Test 50 51 52 Graphic only Graphic + passage Graphic only Test 50 51 52 Graphic only Graphic only Graphic only Test 50 51 52 Graphic only Graphic + passage Graphic only 342 Explanations: Infographic Exercises 1.1 c B B) is correct because the point for 2005 indicates that peak hard drive capacity was around If you look at the graph as a whole, you should notice that mobile phone revenue has gone up kilobytes /liter Even though the number nine does very substantially, while PC revenue has been not appear on the graph, you can infer that this is the much lower and grown much more slowly case because and 10 appear, and the point for Furthermore, mobile phone revenue has been 2005 is situated between them If you look back to 2000 (five years earlier) , you can see that the graph indicates a peak capacity of kilobytes/liter, or one less than in 2005 Note that this question can be revenue only tricky if you forget that each line on the graph was it ever sinlliar to PC revenue In represents two kilobytes/liter consistently much higher than PC revenue Using that information, you can assume both A) and B) are wrong - at no point was mobile phone A point halfway phrase between two lines therefore equals one kilobyte/liter slight!J higher than PC revenue, nor D), the wild!J out ofproportion should also give you pause Indeed the graph indicates that mobile phone revenue leveled off beginning in A) is incorrect because peak hard drive capacity in (the tick mark between 995 marginally higher than (a decade earlier) was not half (that would b e 4) - only kilobytes less, C) is incorrect because 2007 2007 and 2009) was 201 was higher than in 2005; you can tell just by looking at the graph And D) is incorrect for the same reason as C) - don't get thrown off by tl1e mention of the number In this case, it indicates the peak hard drive capacity was kilobytes/liter, not that it was kilobytes /liter less 2009 only That leaves C), which is correct: tl1e mobile phone bars for peak hard drive capacity in 2007; 2008 2008 and are almost the same 2.2 A Again, take a moment to reiterate the point of the graph: mobile phone revenue has gone way up, while PC revenue has increased much more slowly and D stayed fat below mobile phone revenue By the most recent year indicated in the graph, the PC b ars are Remember that this question is asking you to only about a quarter as high as the mobile phone summarize the graph, bats, whereas they are half as high at the b eginning not just to identify which statement it supports The "main point" of the graph That indicates a larger gap between mobile phone is that peak hard drive capacity has increased and PC sales, making A) correct B) is incorrect enormously since 980 and is predicted to continue because the graph indicates the opposite: revenue expanding Based on that information alone, you from PC sales increased more slowly than revenue should be able to identify D) as the answer from mobile phone sales; C) is incorrect because the graph shows nothing about tablets; and D) is Playing process of elimination, A) is incorrect incorrect because PC revenue did not decline - it because the graph indicates that peak hard drive simply increased less than mobile phone revenue capacity will keep expanding through 2020; it will not peak before then For B) , it is true that the peak hard drive capacity was slightly higher in 2000 99 5, but that statement only describes 2.3 A than in Forget about the reference to the passage that isn't a small portion of the graph, and the question asks for a there - the question is really asking what the graph summary C) is incorrect because the graph provides shows, i.e its "point." What is that point? That no information at all about computer sales; it is mobile phone revenue is increasingly outstripping beyond the bounds of what can be inferred desktop computer revenue What does that suggest? 343 That mobile phones have become much, much more popular than desktop computers Which answer is most consistent with that idea? A) Even though that answer does not mention anything about desktop computers, it is still generally consistent with the graph - if people increasingly prefer mobile "devices" (note the slight change of terminology from the graph) for "numerous common tasks," then logically revenue from sales of mobile devices would increase as well (and implicitly, sales of desktop computers, which were previously used for those tasks, would go down) B) is incorrect because the graph provides no information about companies, familiar to consumers or otherwise; C) is incorrect because the graph likewise provides no information about established vs un-established markets; and D) is incorrect because the graph provides information about mobile phones only, not mobile devices in general Note how this is different from A) : a correct answer choice may phrase information from the graph in a more general way ("mobile phone!' in the graph vs "mobile det;icel' in the correct answer) , but a correct answer cannot replace specific information in a graph with something equally specific (e.g tablets) 3.1 B When you look at the bar for London on the graph, there are two things to notice: one is that the bar for buses is much higher than the bar for subways, and the other is that the bar for buses is higher than it is in any other city That indicates that people in London take buses at a higher rate than people in other cities, i.e that they are unusual!y reliant on buses The answer is therefore B) A) is incorrect because, as stated, the bar for buses is much higher than that for subways; C) is incorrect because the graph indicates just over 25 trips / person daily (remember that the bars represent increments of 25, not 1); and D) is incorrect because the bar for subway use in New York is much higher than the bar for subway use in London graph as a whole, you can n otice that the "bus" bars get smaller and then larger again; you can assume that the correct answer will b e related to that fact C) correctly states that bus use b egan to rebound (become larger) after 990, which is precisely what the graph shows - there is a big leap from 990 to 2000 A) is incorrect becaus e the graph indicates that bus use was higher in 1970 than in 201 0; B) is incorrect because the bar for bus use in 990 is clearly smaller than that for 980; D) is incorrect because bus use only declined until 990, after which it began to increase 3.3 B This question is phrased in a fairly complicated way, so start by simplifying it First, don't be too distracted by the reference to the (non-existent) passage The question is only telling you that the graph supports a point in the passage, and that point will by necessity be the point of the graph So the question is really only asking you to determine the point of the graph What is the "point" of the graph? Bus use is more common in some cities, and subway use is more common in others That is consistent witl1 B), which is the answer If you think about the question some more, that m akes sense: the fact that people in some cities use buses more heavily than subways would indeed support the idea that buses are growing in popularity A) is incorrect because the graph does not indicate that people take more than one bus trip / day in any city - remember that each bar represents 25 trips, not one C) is incorrect because it states the opposite of what the graph shows - people in Tokyo take far more sttbwqy trips than bus trips D) is incorrect because the graph indicates notlling about whether bus 1:1-ips have increased or not - it only gives us a snapshot of how many trips people take on average at one point in time 3.4 D The question is essentially telling you that both graphs indicate similar phenomena, so start by figuring out what one graph reveals, then use the other graph to confirm that idea If you look at figure , you can see that subway ridership is a lot c Start by making sure that you're looking at the bar for buses (top bar, light gray) If you consider the 344 higher than bus ridership, so the correct answer must be related to that idea That is essentially what D) says, so you can assume that it is right If you look at figure 2, you'll see that subway use has risen significantly since 990, indicating that people in New York intreasingjy prefer the subway A) is incorrect because the graph shows the opposite bus use has declined, suggesting that preference for it has dedined; B) is incorrect because the graphs show that subway use is much higher than bus use; and C) is incorrect because Figure shows that bus use is higher in London and Singapore than in New York Figure also shows nothing about bus use in cities other tl1an New York 4.1 D A) is incorrect because peak wind speed was lower in March than in February (89 vs 90); B) is incorrect because average wind speed was higher in December than in January (21 vs 20); C) is incorrect because average wind speed in February was only mph higher than in December (22 vs 21), not sttbstantialfy higher; and D) is correct because 69 mph is the lowest peak wind speed provided for any month in 2009 4.2 c Unlike a graph, from which you can get a very quick overview of a situation, a chart isn't nearly as easy to get the big picture from For that reason, you are better off working through the answers one-by-one rather than trying to get an overview of the chart as a whole A) can be elin1inated easily if you start from November and compare peak wind speeds in 2008 to those in 2009: peak speed in December 2008 was higher than in December 2009 B) is phrased in a general way, but that answer can be elin1inated easily as well: all of the values for average speed are clearly far below all those for peak speed C) is correct because the values for both average and peak wind speeds are higher than they are in any other month; and D) is incorrect because peak wind speed in Februaty 2009 was lower (90) than peak wind speed in February 2008 (92) 345 4.3 B Before you start hunting through the passage, figure out what sort of statement you're looking for The chart indicates various wind speeds, so the correct section of the passage must focus on wind speeds as well A) is off topic - those lines have nothing to with wind speeds B) is correct because those lines indicate that the winds at Racetrack Playa would have needed to blow more than 00 mph to move the rocks, and the chart indicates that their highest speed was 92 mph Be careful with C) - lines 39-40 refer to the wind, but the chart shows nothing about "ice collars" or rock movement D) is lil{.ewise incorrect because the chart reveals nothing directly about ice rafting, only wind speed 5.1 B This is a straightforward "detail" question, so you don't need to wony about the "point" of the graph A) is incorrect because there were more makerspaces in Austin in 201 than in Detroit the same year; careful not to get confused by the fact that there were fewer makerspaces in Austin in 20 1 than in Detroit in 201 B) is correct because the number of makerspaces is Austin in 201 is just under 40, while the number in San Francisco is 80 - that's almost half C) is incorrect because the number of makerspaces in Austin grew from 201 to 2014 D) is incorrect because the bar for 201 Austin makerspaces is longer than that for Boston that year 5.2 C This question requires you to some work upfront before looking at the answers First, what is the "point" of the graph? Basically, there were far more makerspaces in various U.S cities in 2014 than in 201 What is the point of the passage? That makerspaces are a major, growing phenomenon that could transform the economy Would the author's attitude toward the graph be positive or negative? Pos itive Elin1inate B) and D) Now look at A) and C) B e very, very careful with A) It is true that the author states makerspaces will revolutionize the economy, but the graph provides no information whatsoever about the economy, and there's also nothing that would allow us to infer the effects of the makerspace movement on economy A) can thus be eliminated, leaving C) The author would indeed be likely to approve of the fact that makerspaces are proliferating so rapidly across the U.S 6.2 A 5.3 A If you've written - or better - underlined the point of the passage, this question should be fairly straightforward You're looking for the lines that indicate that makerspaces are sprouting up all over the place That's "big picture" information, so logically, the answer is most likely to be located at the beginning or the end of the passage A) or D) are your top candidates for an answer If you work in order, you'll hit the answer quicldy: lines 3-6 state that the idea ofJoxtering xuch xhared, pf?ysical Jpaces has been rapid!J adapted ry the ditJerse andgrowing communz!J of "makers"- that corresponds to the growth of makerspaces depicted in the graph D Since the question is phrased so generally, you can assume that the answer will be related to the "point" or big picture of the graph There's more information in this one than in the others, but if you had to sum up the most important information, it would probably have something to with the fact that dinosaurs are way up at the top (indicating very high blood flow), above both mammals and reptiles Keeping that information in mind, you can check the answers A) is incorrect because the relationship between weight and blood flow is linear - heavy reptiles have higher blood flow than light reptiles B) is incorrect because the line for heavy mammals is clearly well above that for heavy reptiles You can use the "point" to eliminate C) - all of the dinosaurs are heavier than even the heaviest mammals D) is correct because the graph indicates that blood flow is similarly high (=relatively uniform) in dinosaurs at weights ranging from kilogram to 10 tons 346 Start by breaking the question down What does d1e author think? He has a pretty positive attitude toward Professor Seymour's theory; the passage indicates that there's a fair amount of evidence to suggest it's accurate What is that theory? That dinosaurs were warm-blooded and active, as indicated by their high maximum blood flow (i.e their metabolic rate) What does the graph show? That dinosaurs had extremely high blood flow, indicating extremely high metabolism So logically, the author would have a positive attitude toward the graph That eliminates B) and D) Now consider A) and C) The wording of C) should make you inlmediately suspicious; a single graph isn't enough to "conclusively prove" anything The graph does, however, provide excellent support for Seymour's d1eory, making A) correct 6.3 B Although the question alludes to the passage, you don't actually need it The question itself tells you the relevant piece of information, namely that Professor Seymour claims that dinosaurs are warm-blooded and active Your only job is to determine whether d1e graph supports that claim What does the graph show? That dinosaurs had extremely high blood flow, which is consistent with Professor Seymour's theory (high maximum blood flow = high metabolic rate = warm-bloodedness) That eliminates C) and D) A) can be eliminated because the graph provides no information about foramen size, leaYing B) That answer is correct because the graph indicates that blood flow is higher in all dinosaurs than in even the heaviest mammals, which are known to be warm­ blooded Appendix: Official Guide/Khan Academy Questions by Test Test # Category Sub-Category 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40 Big Picture Rhetorical Strategy Vocabulary Literal Comp Evidence Attitude Function Vocabulary Literal Comp Supp Evidence Main Point Vocabulary Literal Comp Evidence Attitude Literal Comp Evidence Vocabulary Function Graphic Inference Function Support/ Undermine Literal Comp Function Inference Function Graphic Graphic Evidence Graphic Big Picture Big Picture Function Literal Comp Literal Comp Evidence Literal Comp Evidence Vocabulary Summary Passage Structure No line reference Paragraph 41 42 43 44 45 46 47 48 49 50 51 52 Function Function Literal Comp Evidence Vocabulary Function Literal Comp Vocabulary P1 / P2 Relationship P1/P2 Relationship Evidence P1 / P2 Relationship Main point No line reference No line reference Line reference Line reference Test Examples No line reference Inference Line reference Main point Word Undermine Line reference Graphic only Graphic + passage Graphic only Graphic + passage Purpose of a passage Main point Rhetorical strategy No line reference Line reference 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 347 Big Picture Function Rhetorical Strategy Function Literal Comp Literal Comp Evidence Function Literal Comp Evidence Big Picture Rhetorical Strategy Evidence Vocabulary Function Vocabulaty Support / Undermine Main Point Graphic Graphic Graphic Literal Comp Evidence Literal Comp Vocabulary Inference Literal Comp Function Big Picture P / P2 Relationship Summary Point of view No line reference No line reference No line reference Purpose of a passage Counterargument Support Graphic only Graphic only Graphic + passage No line reference Purpose of a passage 31 32 33 34 35 36 37 38 39 40 41 42 43 45 46 47 48 49 so 51 52 P1 / P2 Relationship P1 / P2 Relationship Big Picture Function Literal Comp Evidence Vocabulary Inference Vocabulary Literal Comp Literal Comp Function Vocabulary Literal Comp Evidence Vocabulary Inference Evidence Graphic Graphic Graphic Agree Main point No line reference No line reference Line reference Purpose of a paragraph No line reference No line reference Graphic only Graphic + passage Graphic only Test 3 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 Big Picture Vocabulary Inference Evidence Function Vocabulary Literal Comp Inference Literal Comp Evidence Function Literal Comp Evidence Big Picture Evidence Vocabulary Vocabulary Support/ Undermine Graphic Graphic Rhetorical Strategy Vocabulary Inference Evidence Summary 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40 41 42 43 44 45 46 47 48 49 so No line reference 51 52 Function Literal Comp Literal Comp Vocabulary Inference Evidence Vocabulary Inference Evidence Literal Comp Vocabulary Literal Comp Evidence P / P2 Relationship P1 / P2 Relationship P1 / P2 Relationship P1 / P2 Relationship Tone Inference Evidence Inference Evidence Vocabulary Big Picture Inference Graphic Graphic Graphic Line reference No line reference No line reference No line reference No line reference No line reference Function Agree Line reference No line reference Purpose of a paragraph Assumption Graphic only Graphic only Graphic only Test No line reference 10 11 12 13 14 15 16 17 No line reference No line reference Point of a paragraph Support Graphic only Graphic only Passage organization Assumption 348 Attitude Evidence Vocabulary Function Literal Comp Evidence Literal Comp Inference Vocabulary Vocabulary Big Picture Literal Comp Vocabulary Literal Comp Evidence Inference Evidence No line reference No line reference No line reference Paragraph summary No line reference No line reference No line reference 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40 41 42 43 44 45 46 47 48 49 50 51 52 Vocabulary Attitude Graphic Graphic Big Picture Attitude Vocabulaty Inference Evidence Literal Comp Evidence Inference Function Inference Literal Comp Vocabulaty Vocabulaty Inference P1/P2 Relationship Evidence P1/P2 Relationship Evidence P / P2 Relationship Big Picture Big Picture Rhetorical Strategy Evidence Function Literal Comp Evidence Inference Support/ Undermine Graphic Graphic Graphic Graphic Graphic only Graphic only Purpose of a passage No line reference No line reference Punctuation No line reference Line Reference Line Reference Purpose of a passage Pmpose of a passage Passage organization No line reference Support Graphic only Graphic + passage Graphic only 349 Reprints and Permissions Acheson, Dean From "Speech at Berkeley, California, March 6, 950 http : / / teachingamericanhistory org/library /document/ speech-at-berkeley-california/ Adee, Sally From "Roughnecks in Space: Moon Mining in Science Fiction," New Sdentist, 27 April 201 2, 3:39 PM http : / /www newscientist.com/ gallery/ moon-mining Anft, Michael "Solving the Mystery of Death Valley's Walking Rocks," Johns Hopkins Magazine, 6/ / 1 Reprinted by permission o fJohns Hopkins Magazine http : / /archive.magazine.jhu.edu/201 /06/solving-the­ mystery-of-death-valley's-walking-rocks/ Ansanelli, Sean "Makerspaces, Hackerspaces and C ommunity-Scale Production in Detroit and Beyond," Urban Magazine, Spring 201 3, p Reprinted by permission of the author http : / /blogs.cuit columbia.edu/urbanmagazine/files/ 20 /02/URBAN_Spring201 3_WEB pdf Anthony, Susan B Fro111 "Remarks to the \"X!oman's Auxiliary Congress of the Public Press Congress," May 23, 893 http : / / ecssba.rutgers edu/ docs/ sbaexpo.html Archer, Mike From "Ordering the vegetarian meal? There's more animal blood on your hands," The Conversation, December 201 , 4am http : / / theconversation.edu.au/ ordering-the-vegetarian-meal­ theres-more-animal-blood-on-your-hands-465 Austen, Jane Northanger Abbi!J'· Originally published 803 Excepted from Chapter through Project Gutenberg, http:/ / www.gutenberg.org/ files/1 21 / 21 -h / -h htm Bailey, Ronald Adapted from "The Food Miles Mistake," Reason.com, N ovember 2008 http : / / reason com/ archives/2008/ 1 /04/ the-food-miles-mistake Ball, Philip From "The Trouble With Scientists," Nautilus, / 4/ http : / /nautil.us/issue/24/error/the­ trouble-with-scientists Brauer, Wiebke Adapted from "The Miracle of Space," Smart Magazine, 0/3 / Reprinted by permission of Smart Magazine http : / / smart-magazine.com/ space/ the-miracle-o f-space/ Conniff, Richard From "What the Luddites Really Fought Against," Smithsonian.com, March 201 Reprinted by permission o f the author de Gouges, Olympe Adapted from The Declaration ofthe Rights of Woman, 79 http s : / / chnm.gmu.edu/ revolution/ d/293 / Gompers, Samuel From ''What Does the Working Man Want?" Addres s to \Vorkers in Louisville, Kentucky, 890 http:/ /jackiewhiting.net/Honors US/Labor/ gompers.pdf Gross, Daniel From ''Will We Ever Be Able to Make Traffic Disappear?" Smithsonian.com, 5/7/20 http : / /www smithsonianmag com/ innovation/will-we-ever-be-able-to-make-traffic-disappear- 809 5 64/ Ishiguro, Kazuo From Never Let Me Go Toronto: Vintage Canada (Random House), 2005, pp 3-4 350 Jackson, Julian "N ew Research Suggests that Dinosaurs Were Active and Warm-Blooded." Earth Times, / / 1 http:/ /www.earthtimes org/ nature/ new-research-suggests-dinosaurs-warm-blooded­ active/ 1 38 / Reprinted by permission of the author Jordan, Barbara Adapted from the Keynote Speech, Democratic N ational C onvention, delivered July 2, 97 http:/ /www americanrhetoric.com/ speeches/barbarajordan1 97 6dnc.html Kelemen, Peter B From "The Origin of the O cean Floor," Stientific Amerimn, February 2009 Reproduced with permission, © 2009, Scientific American, Inc All rights reserved http : / /www.scientificamerican.com/article/the-origin-of-the-ocean-floor/ Kincaid, Jamaica Excerpt from "Gwen" from ANNIE JOl-IN by Jamaica Kincaid Copyright © 985 by J amaica Kincaid Reprinted by permission of Farrar, Straus and Giroux, LLC Klinkenborg, Verlyn Adapted from "Our Vanishing Night," National Geographic, N ovember 2008 Reprinted by permission o f the author Koerth-Baker, Maggie: From "The Power of Positive Thinking,'� Truth or Myth? Live Sciem·e, 29 August 2008, :20 AM, 05:20 http: / /www livescience.com/28 4-power-positive-thinking-truth-myth.html Leech, Kirk: From "Why Moralism Spoils the Appetite," Spiked Review ofBooks No 53, February 2012 http: / / www spiked-online.com/ review_of_books/ article/ 54#.VaV2PFoT-fQ Lehrer, Jonah Adapted from "Under Pressure: The Search for Stress Vaccine," Wired, 7/28/10, 2:00 p m http : / /www wired.com/20 0/07/ ff_s tress_cure/ Locke, John From Tu;o Treatises of Government, http : / / socserv2 socsci.mcmaster.ca/ econ/ugcm/3113 /locke/ government pdf McConnell, David From "Playing with Infinity on Riker's Island," Prosped, February 20 http : / / www prospectmagazine.co uk/ science-and-technology/ playing-with-infinity-on -rikers-island Miller, Greg From "How Our Brains Make Memories," Smithsonian.com, May 20 http:// www smithsonianmag.com/ s cience-nature/how-our-brains-make-memories- 4466850 / Mills, Mark From "Every Breath You Take," Ciry Journal, / / http : / /www city­ j ournal.org/20 3/bc0702mm.html Montero, Barbara Gail From "The Myth of 'Just Do It,"' The New York Times, / / http : / / opinionator.blogs.nytimes com/ author/barbara-gail-montero/ Nuwer, Rachel 'What is a Species?" Smithsonian.com, 1 / / http : / / www smi thsonianmag.com/ science-nature/ what-is-a-species-insight-from-dolphins-and-humans1 80947 580 / ?no-is t Orwell, George Adapted from "Keep the Apidastra Flying," originally published 936 A ccessed from Project Gutenberg, http : / / gutenberg.net.au/ ebooks02/0200021 txt 35 "The Rise of the Sharing Economy," The Emnomist, 3/9/20 http:/ / www economist.com/news/leaders /21 04-internet-everything-hire-rise-sharing-economy Rousseau, Jean-Jacques From The Social Contra."!, 762, trans GDH Cole http : / / www.gutenberg.org/ files/ 46333/ 46333-h/ 46333-h.htm Rupp, Rebecca From "Surviving the Sneaky Psychology of Supermarkets," National Geographic, / / http : / / theplate.nationalgeographic.com/201 /06/ / surviving-the-sneaky-psychology-of-supermarkets/ Riggio, Ronald Excerpted from ''Why Certain Smells Trigger Positive Memories," Prychology Todqy, May , 201 Reprinted by permission of the author Sainani, Kristin Adapted from "What, Me Worry?" Stanford Magazine, May/June 201 http s : / / alumni stanford.edu/ get/page/ magazine/ article/?article_id=70 34 Schulman, Ari N From ''jurassic Generation," The New Atlantis, Winter/Spring 201 http : / /www thenewatlantis.com/publications/jurassic-generation Schwartz, Barry "More Isn't Always Better," HarZJard Business Review, June 2006 Reprinted by permission of Harvard Busines s Publishing http s : / /hbr.org/ 2006/06/more-isnt-always-better "Scientists Discover Salty Aquifer, Previously Unknown Microbial Habitat Under Antarctica," © 20 5, Dartmouth College http:/ /www sciencenewsline.com/ articles/20 504281 56001 4.html Sullivan, John Jeremiah "One of Us," Lapham 's Quarter!J, Spring 201 http: / /www laphamsquarterly.org/ animals / one-us Taylor, Astra "A Small World A fter All," Bookjorum, June/July/August 201 http:/ /WW\,v.bookforum.com/inprint/020_02/ 1 685 Thompson, Helen ''Yawning Spreads Like a Plague in Wolves," Smithsonian com, 8/27 / 4, http : / /www smithsonianmag com/ s cience-nature/yawning- spread-plague-wolves- 809 52484/ Tregaskis, Sharon "The Buzz: What Bees Tell Us About Global Climate Change, Johns Hopkim Magazine 6/2/20 Reprinted with permission by ]ohm Hopkins Magazine http : / / archive.magazine.jhu.edu/ 2010/06/ the-buzz-what-bees-tell-us-about-global- climate-change/ Wharton, Edith Summer, originally published Excerpted from Chapter through Project Gutenberg, http : / /www.gutenberg.org/ ftles/ 66/ 66-h/ 66-h.htm Webster, Daniel Adapted from the "Seventh of March Speech to the Senate," 850 http s : / /WW\,v.dartmouth.edu/ � dwebster/ speeches/ seventh-march.html "Why Eat Locally?" The Regal Vegan, http:/ /www regalvegan.com/ site/local-yokels/ 52 -1 About the Author Since 2007, Erica Meltzer has worked as a tutor and test-prep writer, helping numerous students raise their SAT, ACT, GRE, and G11AT Verbal scores and gain acceptance to their top-choice schools In addition to The Critical Reader, she is also the author of The Ultimate Guide to SAT Grammar (201 ) and The Complete Guide to ACT English (201 4) Her books have been widely praised as the most effective resources available for the verbal portions of the SAT and ACT, and are used by tutors and test-prep companies across the United States A graduate of Wellesley College, she is based in New York City You can visit her online at l:!!m: //wvvw thecriticalreader.com 353 · I I CPSIA infonnation can be obtaine d at www.ICGtesti ng.com I I l Printed i n the USA BVOW09s l 73409 1 4645 70BV OOO 3B/1 52/P II III I /Ill I/I III I Ill/ II 78 5 206 Inc ludes: • A chapter-by-chapter brea kdown of question types, with i n -depth explanations and n u merous exa m ples demonstrating how to work thro ugh each type • Techniq ues for com prehending co mplex passages and identifying key information q u ickly and efficiently • Extensive strategies for simplifying a n d answering paired su pporting evidence q uestions as wel l as i nformational graphic q uestions • A list of a lternate definitions of common words, plus strategies for using context cl ues to decipher the meaning of u nfamiliar voca bulary To a l low students to apply the strategies outlined in this book to College Board mate rial while focusing on the specific a reas in which they are seeking to i m prove, this book a l so incl udes a list of a l l the Rea di ng q uestions from the Khan Academy exa ms/College Board Official G u ide, 3rd Edition (2015), a rra nged both by category a n d by test ... briefly The more you develop these skills independendy, the easier it will become to apply them to the test The SAT isn't really just about the SAT One of the most frequendy repeated truisms about the. .. The skill that the SAT requires is therefore something I like to call "rhetorical reading." Rhetoric is the art of persuasion, and reading rhetorically simply means reading to understand an author's... last SAT? ?, which I took as a senior in high school, and the first time I was asked to tutor reading for the SAT I distinctly remember sitting in Barnes and Noble, hunched over the Official Guide,