Part 3: Paragraph-Length Critical Reading Out with the old and in with the new: New paragraph- length critical reading questions have replaced the old analogies on the SAT. And that’s good news for you, because these paragraph-length critical reading pas- sages are essentially the same as those in the reading comprehension section, only much shorter and easier to manage. The SAT has about eight paragraph-length criti- cal reading questions. The questions should be divided more or less equally among the three Critical Reading sections. You can expect the passages for paragraph- length critical reading questions to be just that—one paragraph. Most passages will be 100–350 words long followed by two to five questions—a sharp contrast to the half-dozen or more questions that follow the 400–850-word reading comprehension passages. While the paragraph-length critical reading passages and questions are very similar to their long passage counterparts, there are a few important dif- ferences to keep in mind and some specific strate- gies you can use to answer these questions more effectively. Structure and Strategy For paragraph-length critical reading passages, you can expect fewer questions about specific facts and details (which are easy to find in such short passages) and more questions about the structure of the pas- sage and the strategies the author uses to convey his or her idea. These questions may ask you about the order of ideas or the purpose of specific lines in the passage. They may ask you to consider why the writer uses certain words or includes a particular piece of information. Here is a good example of this type of question: 1. In lines 1–2, the author refers to a list of pros and cons to a. show that there are both positive and negative aspects of utilitarianism b. suggest that making a list of pros and cons is not an effective way to make a decision c. emphasize that utilitarians consider both the good and the bad before making a decision d. indicate that readers will learn how to make decisions using pro/con lists e. show readers that they are probably already familiar with the principles of utilitarian reasoning So while you should continue to hone your gen- eral reading comprehension skills and expect ques- tions about vocabulary, the main idea, inferences, and specific details, you should also be prepared for more question stems like the following: ■ The passage is developed primarily through . . . ■ The author’s use of X (e.g., a specific word, list, quotation, etc.) suggests that . . . ■ By comparing X to Y, the author implies that . . . ■ The author describes/presents/refers to X to ■ Which of the following techniques is used in the last sentence? ■ The passage uses X (e.g., first-person point of view) to . . . In other words, structure and strategy questions ask you to consider how the writer expresses his or her ideas and what effect those writing strategies have on the reader. What kind of examples does the writer use to support the main idea? What is the impact of com- paring X to Y? It might help to think of writing as a series of deci- sions. Writers choose their words carefully. They think about how to punctuate and paragraph their sentences 77 –THE SAT CRITICAL READING SECTION– 5658 SAT2006[03](fin).qx 11/21/05 6:42 PM Page 77 78 Don’t Forget: General Critical Reading Strategies Keep in mind these general critical reading strategies as you prepare for the new paragraph-length criti- cal reading questions on the SAT. 1. Be sure to read each question carefully and understand exactly what it is asking. 2. Try to formulate an answer in your own words before looking at the answer choices. This will help you avoid choosing tricky distracters. 3. Remember that many answer choices are distracters that (1) are true, but do not answer the ques- tion; (2) are close to the correct answer, but wrong in some detail; or (3) use language from the pas- sage, but do not correctly answer the question. 4. Remember that any conclusion you draw from the passage must have evidence in the passage. An answer may be true, or you may believe it to be true, but if there is no evidence for it in the text, it cannot be a correct answer. 5. Remember to use the process of elimination. Rule out any obviously incorrect answers to narrow down the possible choices. for clarity and impact. They decide which example or comparison or image will best convey their ideas, sup- port their argument, or arouse the desired emotion in their readers. These critical reading questions simply ask you to look at the decisions the writers made and consider the impact of their choices. On test day, you may come across a question or two asking you to identify the specific strategy a writer uses in a particular line or phrase. You might be asked about the effect of a strategy, or you may need to draw an inference based upon the writer’s use of a specific technique. Active Reading for Short Passages Because the paragraph-length critical reading passages are so short, your active reading strategies should be slightly different from those for the longer critical read- ing passages. 1. Each passage is usually only one paragraph (two at the most), so you don’t need to skim ahead before you actually read the text. Just read quickly, carefully, and actively the first time. 2. To save time, keep your notes to a minimum, if you take any at all. 3. Do underline and circle key words and ideas as you read. 4. Pay attention to strategic issues such as word choice and structure as you read. For example, how are the ideas in the passage organized? What support does the author offer for his or her ideas? Does the writer use certain words to suggest ideas or elicit emotions from the reader? 5. After you finish the paragraph, try to sum up the main idea in your own words. Even if there isn’t a question about the main idea or purpose of the passage, at least one question will probably depend upon your understanding of the passage as a whole. If you have trouble determining the main idea, reread the first and last sentences— these are the most common places to find a topic sentence in a paragraph. 5658 SAT2006[03](fin).qx 11/21/05 6:42 PM Page 78 –LEARNINGEXPRESS ANSWER SHEET– 79 1.abcde 2.abcde 3.abcde 4.abcde 5.abcde 6.abcde 7.abcde 8.abcde 9.abcde 10.abcde 11.abcde 12.abcde 13.abcde 14.abcde 15.abcde 16.abcde 17.abcde 18.abcde 19.abcde 20.abcde 21.abcde 22.abcde 23.abcde 24.abcde 25.abcde 26.abcde 27.abcde 28.abcde 29.abcde 30.abcde 31.abcde 32.abcde 33.abcde 34.abcde 35.abcde 36.abcde 37.abcde 38.abcde 39.abcde 40.abcde 40 Practice Paragraph-Length Critical Reading Questions The passages below are followed by several questions about their content. Read each passage carefully and answer the questions based on what is stated or implied in the text. Use the answer sheet below to record your answers. ANSWER SHEET 5658 SAT2006[03](fin).qx 11/21/05 6:42 PM Page 79 5658 SAT2006[03](fin).qx 11/21/05 6:42 PM Page 80 Questions 1–3 are based on the following passage about public art. Although all art is inherently public—created in order to convey an idea or emotion to others—“public art,” as opposed to art that is sequestered in museums and galleries, is art specifically designed for a pub- lic arena where the art will be encountered by people in their normal day-to-day activities. Public art can be purely ornamental or highly functional; it can be as subtle as a decorative door knob or as conspicu- ous as the Chicago Picasso. The more obvious forms of public art include monuments, sculptures, foun- tains, murals, and gardens. But public art also takes the form of ornamental benches or street lights, decorative manhole covers, and mosaics on trash bins. Many city dwellers would be surprised to discover just how much public art is really around them and how much impact public art has on their day-to-day lives. –THE SAT CRITICAL READING SECTION– 81 Line (5) 1. According to the passage, public art is differenti- ated from private art mainly by a. the kind of ideas or emotions it aims to con- vey to its audience b. its accessibility c. its perceived value d. its importance to the city e. the recognition that artists receive for their work 2. The use of the word sequestered in line 2 suggests that the author feels a. private art is better than public art b. private art is too isolated from the public c. the admission fees for public art arenas pre- vent many people from experiencing the art d. private art is more difficult to understand than public art e. private art is often controversial in nature 3. The main purpose of this passage is to a. define public art b. make readers more aware of the public art around them c. argue that public art is more interesting than private art d. describe the functions of public art e. provide examples of public art 5658 SAT2006[03](fin).qx 11/21/05 6:42 PM Page 81 Questions 4–8 are based on the following passage about asbestos. Asbestos is generally made up of fiber bundles that can be broken up into long, thin fibers. We now know from various studies that when this friable substance is released into the air and inhaled into the lungs over a period of time, it can lead to a higher risk of lung cancer and a condition known as asbestosis. Asbesto- sis, a thickening and scarring of the lung tissue, usually occurs when a person is exposed to high asbestos levels over an extended period of time. Unfortunately, the symptoms do not usually appear until about twenty years after initial exposure, making it difficult to reverse or prevent. In addition, smoking while exposed to asbestos fibers could further increase the risk of developing lung cancer. When it comes to asbestos exposure in the home, school, and workplace, there is no safe level; any exposure is considered harmful and dangerous. Prior to the 1970s, asbestos use was ubiquitous—many commercial building and home insulation products contained asbestos. In the home in particular, there are many places where asbestos hazards might be present. Building materials that may contain asbestos include fireproofing mate- rial (sprayed on beams), insulation material (on pipes and oil and coal furnaces), acoustical or sound- proofing material (sprayed onto ceilings and walls), and miscellaneous materials such as asphalt, vinyl, and cement used to make products like roofing felts, shingles, siding, wallboard, and floor tiles. –THE SAT CRITICAL READING SECTION– 82 Line (5) (10) 4. In line 2, the word friable most nearly means a. ability to freeze b. warm or liquid c. easily broken down d. poisonous e. crunchy 5. The main purpose of this passage is to a. teach asbestos awareness in the home and schools b. explain the properties of asbestos c. encourage preventative measures such as early lung cancer screening d. provide a list of materials that may include asbestos e. use scare tactics to make homeowners move to newer houses 6. The word ubiquitous (line 9) and the list of building materials containing asbestos (lines 11–14) serve primarily to a. allay fears of becoming ill from asbestos b. encourage reforms in building practice c. describe the effects of asbestos in the home d. urge readers to check their homes for asbestos e. show how common asbestos is in homes built before 1970 7. The tone of this passage is best described as a. cautionary b. apathetic c. informative d. admonitory e. idiosyncratic 8. For whom is the author writing this passage? a. professional contractors b. students c. school principals d. health officials e. lay persons 5658 SAT2006[03](fin).qx 11/21/05 6:42 PM Page 82 . choose their words carefully. They think about how to punctuate and paragraph their sentences 77 THE SAT CRITICAL READING SECTION 56 58 SAT2 006[03](fin).qx 11/21/05 6:42 PM Page 77 78 Don’t. Paragraph-Length Critical Reading Out with the old and in with the new: New paragraph- length critical reading questions have replaced the old analogies on the SAT. And that’s good news for you, because these. criti- cal reading questions. The questions should be divided more or less equally among the three Critical Reading sections. You can expect the passages for paragraph- length critical reading questions