McGraw hills SAT 2014 edition black, christopher anestis, mark

Welcome to McGraw-Hill’s SAT Congratulations! You’ve chosen the SAT guide from America’s leading educational publisher You probably know us from many of the textbooks you used in school Now we’re ready to help you take the next step — and get into the college or university of your choice This book gives you everything you need to succeed on the test You’ll get in-depth instruction and review of every topic tested, tips and strategies for every question type, and plenty of practice exams to boost your test-taking confidence To get started, go to the following pages where you’ll find: How to Use This Book: Step-by-step instructions to help you get the most out of your test-prep program Your SAT Action Plan: Learn how to make the best use of your preparation time SAT Format Table: This handy chart shows the test structure at a glance: question types, time limits, and number of questions per section The 50 Top Strategies for Test Day: Use this list to check your knowledge, or as a last-minute refresher before the exam The Core SAT Essay Themes: Find out the most common SAT essay themes, based on the SATs from the past years The Top SAT Calculator Tips: Learn some smart ways that your calculator can help you Getting the Most from the Free Online Practice Tests and Problem-Solving Videos: Log on to the companion website for more test-taking practice and to view videos demonstrating the use of problem-solving strategies to answer SAT questions ABOUT McGRAW-HILL EDUCATION This book has been created by McGraw-Hill Education McGraw-Hill Education is a leading global provider of instructional, assessment, and reference materials in both print and digital form McGraw-Hill Education has offices in 33 countries and publishes in more than 65 languages With a broad range of products and services — from traditional textbooks to the latest in online and multimedia learning — we engage, stimulate, and empower students and professionals of all ages, helping them meet the increasing challenges of the 21st century knowledge economy How to Use This Book This book is designed for students who want an effective program for the most dramatic SAT score improvements It is based on the College Hill Method™, the elite training system used by the tutors of College Hill Coaching since 1990 It focuses on what works best in SAT prep: mindful training in the reasoning skills at the core of the SAT, and not just test-taking tricks or mindless drills This book provides all the material you need to score well on the SAT It will teach you the knowledge that is required for this difficult exam, including information about each type of question on the test It also provides ample practice for you to refine the skills you are learning and then test yourself with full-length practice tests For best results as you work your way through the book and the accompanying online tests, follow this four-step program: Learn About the SAT Don’t skip Chapter In it you’ll meet the SAT and learn exactly what academic skills it tests You’ll also find valuable test-taking strategies and information about how the test is scored Take a Realistic Practice SAT Take the SAT diagnostic test in Chapter of this book Take the test strictly timed, in one sitting, and proctored if possible Then use the answer key to evaluate your results so you can learn your strengths and weaknesses Fill out the “College Hill SAT Study Plan” at the end of the test to analyze the strategies, concepts, reasoning skills, and vocabulary that you need to learn Study What You Need to Learn with the Lessons, Exercises, and Videos If you miss a question on your practice SAT, read its answer explanation at the end of the test If it refers to a lesson in chapters 4–15, make that lesson part of your weekly review First read each Lesson carefully, underlining important ideas or writing notes in the margins Then move on to the Concept Review worksheet, which reinforces the key ideas in the lesson Try to answer these questions without peeking back at the lesson Circle any tough questions as you go so that you can review them later Check your answers with the Answer Key Then move on to the SAT Practice worksheet, which gives you questions as they might appear on the SAT Work through these questions as if you were taking a real SAT When you’re done, read all of the explanations in the Answer Key, even for questions that you got right Why? Because very often, there are many ways to get a question right, and some may be much more efficient than the one you used! To learn more about how to use SAT problem-solving strategies, view the videos on the companion website at MHPracticePlus.com Repeat the Cycle Until You’ve Surpassed Your SAT Score Goal Take the practice tests at the back of this book and on the companion website, trying each time to simulate actual testing conditions After you take each test, fill out the College Hill SAT Study Plan at the end of the test to help you analyze your results If you are still having problems, go back and review the corresponding lessons in chapters 4–15 Your SAT Action Plan To make the best use of your SAT preparation time, you’ll need a personalized action plan that’s based on your needs and the time you have available This book has been designed for flexibility; you can work through it from cover to cover or you can move around from one chapter to another in the order you want based on your own priorities and needs However, before you jump in, maximize the effectiveness of your preparation time by spending a few minutes to develop a realistic action plan Use the tools provided in these pages to help you focus on the areas where you are weakest, plan your study program, and gain the discipline you need to pace yourself and achieve your goals The College Hill SAT Study Plan Each time you take a practice SAT in this book, on the CD (if you have purchased the book-CD version) or online, take a few minutes to fill out the College Hill Study Plan once you are finished A copy of the plan is shown on page 4A Blank Plans appear at the end of each test; for the CD or online tests, make your own copy of the plan The Plan shows you your progress and provides an action plan for improving your score over the next week Here’s how to fill it in: Scores Write your raw and scaled scores in the box at the top, following the directions in the Score Conversion Table at the end of each test These provide a record of your weekly progress Questions About the Test What were your test conditions? Did you take your practice SAT as you would take a real SAT? Were you sitting at a desk and at a neutral site? Did you time yourself strictly? Did you take the test all at one sitting? If your conditions were not realistic, make sure that they are more realistic next time Also, note any conditions that may have affected your performance, like “broken clock,” “noisy radiator,” “freezing room,” or “phone interruption.” Learning to deal with distrac -tions and with the length and time limits of the SAT is very important to peak performance What was your pre-test routine? What you just before the test can be very important to your performance Having a raging argument with someone, for instance, probably won’t help To perform your best, get at least hours of sleep the night before, get 30 minutes of exercise prior to the SAT, and have a good breakfast Write down anything significant that you did just prior to the test, like “ran miles,” “had oatmeal and orange juice,” “was yelled at by Dad,” or “did 15 minutes of yoga.” Did you attack the questions you need to attack? The table on the upper right of the worksheet shows you what percent of questions you should plan to attack, and what percent you should get right, in order to achieve particular score goals Set an aggressive but realistic score goal for yourself on each section: Critical Reading, Math, and Writing Then, after taking the test, notice how close you came to the percentages you need on each section The “attack” percentage is the total number of questions you answered (right or wrong) divided by the total number of questions on that section (There are 67 total Critical Reading questions, 54 total Math questions, and 49 total Writing questions.) The “get” percentage is the total number of raw score points you got on each section divided by the total number of questions on that section For instance, if you’re gunning for a 600 math score, you’ll have to get 67%, or about two-thirds, of the available points on that section Of course, you should attack more than 67% of the questions to give yourself room for error, but don’t answer too many questions so that you rush and make a lot of careless mistakes A good compromise is to attack about 85% of the questions and leave the hardest 15% (about of every 20) unanswered, hoping to get 67% of the available points College Hill™ SAT Study Plan Be sure to attack the easy questions first On every subsection except the Critical Reading passages, the questions start easy and get harder If your plan involves skipping questions, make sure they are the hard ones at the end, not the easy ones at the beginning However, don’t get bogged down on any question, even one that is supposed to be “easy.” Your job is to maximize your points, so if a question seems challenging at first, move on and come back to it later if you have time Did you rush to complete any section? Although it’s always better to skip tough SAT questions rather than get bogged down by them, it’s also never good to rush After you complete a practice SAT, ask yourself: did I make any careless errors because I was rushing? Remember: because of the SAT’s wrong-answer penalty, skipping a question is better than getting it wrong! How many more raw points you need to make your score goal? Again, the table at the top right of the worksheet provides your guide Just look up your score goal for each section and find the corresponding raw score needed for that goal, and then subtract your actual raw score for each section This tells you how many more questions you’ll need to pick up Did you make educated guesses on any questions? While some students are very reluctant to leave any question unanswered, others have the opposite feeling and think that they should never guess on a question unless they are absolutely certain But this is a bad strategy too Educated guessing usually helps your score; if you can eliminate just a couple of wrong answers, take your best guess When reviewing your test, look at the questions you guessed on, and notice whether you picked up points from them Study Plan This is the real key to improving your SAT score Go to the answer explanations and carefully read the explanations for the questions you missed Then notice the lesson(s) listed after each explanation, and list these lessons on this part of the Study Plan If you need to improve your reading skills, include “Chapter 4, Critical Reading Skills.” If you need to work on sentence completion strategies, include “Chapter 5, Sentence Completion Skills If the multiple-choice questions on the Writing section are giving you trouble, include “Chapter 14, How to Attack SAT Writing Questions.” If you are struggling with the essay, then include “Chapter 12, Writing a Great Essay” or “Chapter 13, Essay Writing Practice.” Next, from the sentence completion explanations, list the vocabulary words that gave you trouble and make flashcards (using the method described in Chapter 3) to study in the coming weeks College Hill™ SAT Weekly Study Schedule Your Weekly SAT Study Schedule Once you have a plan, it’s time to start studying Be diligent, but don’t overwhelm yourself Your schoolwork should take priority over SAT prep — colleges care a lot about those grades, and for good reason! But if you make a manageable plan to work for at least 30 minutes every weeknight on your SAT review, you will see great results in just a matter of weeks Page 6A shows a suggested Weekly SAT Study Schedule Most students find this schedule both This means that , so (Chapter 6, Lesson 2: Analyzing Problems) 15 1.5 Since the graph is a parabola, it has a vertical axis of symmetry through the vertex The points (–1, 6) and (4, 6) have the same y-coordinate, so each one is the reflection of the other over the axis of symmetry This axis, therefore, must be halfway between the two points Since the average of –1 and is , the axis of symmetry must be the line , and therefore (Chapter 11, Lesson 2: Functions) 16 18 Since these numbers are “evenly spaced,” their mean (average) is equal to their median (middle number) The average is easy to calculate: Therefore, the middle number is 22, so the numbers are 18, 20, 22, 24, and 26 Alternatively, you can set up an equation to find the sum of five consecutive unknown even integers, where x is the least of these: So the five integers are 18, 20, 22, 24, and 26 (Chapter 9, Lesson 2: Mean/Median/Mode Problems) 17 20 Use the percent change formula: (Chapter 7, Lesson 5: Percents) 18 25 Let b = the number of black marbles, w = the number of white marbles, and r = the number of red marbles in the jar If you are four times as likely to choose a black marble as a white one, then If you are five times as likely to choose a red marble as a black one, then To find the least possible number of marbles in the jar, imagine you have only one white marble This would mean you have black marbles and red marbles, for a total of marbles In general, you can represent the total number of marbles as In other words, the number of marbles in the jar must be a multiple of 25 The smallest positive multiple of 25 is, of course, 25 (Chapter 9, Lesson 6: Probability Problems) Section A If the fight did not ensue, John must have intervened to stop it intervene = get in the way of something; coalesce = fuse together; intermingle = mix together; exacerbate = make worse D The defendant hoped the testimony would corroborate (support) his alibi, which would clear him of blame convoke = call together; synthesize = generate; absolve = free of blame; impeach = accuse E Being ensnarled (tied up) in traffic is an unpleasant experience that Rachel would have an aversion to or dislike for antipathy = feeling against; penchant = liking; predilection = liking; proclivity = tendency to something; aversion = feeling of dislike; insufferable = intolerable A If the practices are no longer considered state of the art, they must now be considered outdated or unsophisticated The physicians are incredulous (not able to believe) that such barbaric acts were once supported or condoned primitive = old, unsophisticated; sanctioned = approved; ingenious = incredible, brilliant; boorish = rude, censured = publicly condemned; innovative = new; endorsed = supported; foolhardy = recklessly bold; condemned = criticized B The Prime Minister had vetoed the law in the past many times, so he didn’t want it to pass What would come as a great surprise? The Prime Minister’s suddenly supporting the law articulated = expressed clearly; championed = defended; denounced = spoke out against; initiated = began; abbreviated = shortened C Lines 3–4 state that the tradition is that a man never lifts his hand against a woman Furthermore, if a man offends a woman, she is entitled to give him a sound thrashing (line 6) Therefore, a man who disrespected a woman would face censure E Saying that it is not an unusual thing for a squaw to administer a sound thrashing to a warrior husband (lines 5–7) is like saying that it is not unusual for her to give him a beating, or dispense it C Lines 5–6 say that merely receiving palliative care … provides no hope of a cure Therefore, palliative care only reduces the discomfort of the symptoms, without curing the disease, as something analgesic does A Lines 8–11 ask, How can a doctor know if a patient has the mental capacity to decide for herself that the time has come to stop fighting the disease? This question indicates that there may be some difficulty in determining a patient’s state of mind 10 B The first sentence of the passage says there was great optimism about earthquake prediction Each paragraph discusses potential precursors, or predictors, of earthquakes 11 E Lines 8–10 say that because foreshocks look just like any other earthquake, they are not in themselves very useful in prediction 12 D Support for choice II can be found in line 19, which says that ground-water has become cloudy prior to an earthquake Choice III is supported in lines 16–18, which say that before a large earthquake, marked changes have been reported in the level or flow of wells and springs Nothing is said about density changes in the ground-water 13 A The passage says (lines 8–10) that since foreshocks look just like any other earthquakes, they are not in themselves very useful in prediction but later (lines 39–42) mentions that because the Haicheng earthquake had hundreds of foreshocks, it was easier than average … to predict, thereby suggesting that foreshocks are, in fact, useful in predicting earthquakes 14 A This paragraph describes a particular application of the theory of earthquake prediction, described in the previous paragraphs, which led to scientists’ predicting a large earthquake and saving many lives Although this is said to have prov[ed] that … earthquake prediction is possible (lines 38–39), it was not a scientific experiment, as there was no control group 15 C Lines 49–50 mention that seismologists missed predicting the Tangshan earthquake and that over 250,000 people died This was far worse than the Haicheng earthquake, which was successfully predicted, so that many lives were saved 16 D The word “evacuation” in line 46 is placed in quotations to indicate that it is not being used in the traditional sense The task of evacuating a population from a natural disaster does not typically involve showing movies, so doing so is unconventional 17 C Lines 7–8 say that one of the missionaries who met the ship took us under his wing 18 E Saying that he could hardly believe that we were really restored to him is like saying he couldn’t believe that we were returned to him 19 B The narrator states that she could use tools as well as [her] brothers did (lines 20–21), that her first childhood friendship was with a male ship-builder next door, and that she was eager and able to work with the ship-builders around her Thus, she conveys a clear sense that she considers herself the equal of the males in her life 20 D The author was emancipated from her confining clothing so that she could work with tools, such as her hatchet, in the shipyard 21 C The big movements of the day refer to the changes in culture and civilization (line 43) 22 A Choice II is supported by lines 38–40, which say that we had around us the fine flower of New England civilization, as opposed to Michigan, which the author characterizes as the wilderness (line 45) The passage does not suggest that New England had finer gardens or humbler citizens than Michigan had 23 D The author describes the move to Michigan as a complete upheaval (lines 37–38), and an unwelcome move from the fine flower of New England civilization (lines 39–40), thereby suggesting that she resents the move She conveys no sign of bewilderment, fear, or awe in this passage, since she describes the move with insight and equanimity 24 A The passage says that the sisters were so pained by (the lumber wagon’s) appearance that we refused to ride in it (lines 55–56) and that they wanted to look as if we had no association with it (lines 57–58) Section (Chapter 8, Lesson 1: Solving Equations) C First find out how many cups are in pints Set up a ratio to solve for servings: (Chapter 7, Lesson 4: Ratios and Proportions) A Since the angle shown is a right angle, the arc represents ¼ of the circumference (Chapter 10, Lesson 8: Circles) C This question tests your understanding of 30°-60°-90° triangles The hypotenuse, which corresponds to 2x, is 14 This means that the base is The height is therefore (Chapter 10, Lesson 5: Areas and Perimeters) (Chapter 10, Lesson 3: The Pythagorean Theorem) A Given that ∇x = 3x – 3, find ∇7 Be careful not to pick answer choice (B) ∇3, because ∇2 is correct, because (Chapter 9, Lesson 1: New Symbol or Term Problems) , not Answer choice (A) B A little common sense should tell you that they will not need a full hour to clean the pool, because Stephanie can clean it in an hour all by herself, but Mark is helping Therefore, you should eliminate choices (C), (D), and (E) right away You might also notice that it can’t take less than 30 minutes, because that is how long it would take if they both cleaned one pool per hour (so that the two working together could clean it in half the time), but Mark is slower, so they can’t clean it quite that fast This eliminates choice (A) and leaves (B) as the only possibility But you should know how to solve this problem if it were not a multiple-choice question, as well: Stephanie’s rate for cleaning the pool is one pool per hour Mark’s rate for cleaning the pool is one pool ÷ 1.5 hours = pools per hour Combined, they can clean pools per hour Set up a rate equation using this rate to determine how much time it would take to clean one pool: (Chapter 9, Lesson 4: Rate Problems) A Change each expression to a base-10 exponential: (Chapter 8, Lesson 3: Working with Exponentials) B Consider the points (0, 2) and (3, 0) on line l When these points are reflected over the x-axis, (0, 2) transforms to (0, –2) and (3, 0) stays at (3, 0) because it is on the x-axis You can then use the slope formula to find the slope of line m: It’s helpful to notice that whenever a line is reflected over the x-axis (or the y-axis, for that matter— try it), its slope becomes the opposite of the original slope (Chapter 10, Lesson 4: Coordinate Geometry) (Chapter 8, Lesson 5: Factoring) 10 D The total area of the patio to be constructed is has an area of ft2 Therefore, to fill the patio you will need The slab shown in the figure slabs (Chapter 10, Lesson 5: Areas and Perimeters) 11 D The prize money ratio can also be written as 7x:2x:1x Because the total prize money is $12,000, (Chapter 7, Lesson 4: Ratios and Proportions) 12 E Always read the problem carefully and notice what it’s asking for Don’t assume that you must solve for x and y here Finding the value of is much simpler than solving the entire system: (Chapter 8, Lesson 2: Systems) 13 D Think carefully about the given information and what it implies, then try to find counterexamples to disprove the given statements For instance, try to disprove statement I by showing that s can be even Imagine : This doesn’t work because r must be an integer Why didn’t it work? Because 2r must be even, but if s is even, then s + must be odd and cannot equal an even number, so s must always be odd and statement I is true (Eliminate choice (B).) Since is an integer, we’ve proven that r is not necessarily even, so II is false (Eliminate choices (C) and (E).) Since we still have two choices remaining, we have to check ugly old statement III Try the values we used before If and , then , which is an integer But is it always an integer? Plugging in more examples can’t prove that it will ALWAYS be an integer, because we can never test all possible solutions We can prove it easily with algebra, though Since : Since is an integer, statement III is necessarily true (Chapter 9, Lesson 3: Numerical Reasoning Problems) (Chapter 6, Lesson 7: Thinking Logically) 14 C Find all the possible products of the values on two chips: ; ; ; ; ; ; ; ; ; ; ; ; ; ; There are 15 different combinations of chips Of these, only the last yield products that are greater than 20 So the probability is 2/15 (Chapter 9, Lesson 6: Probability Problems) 15 D In this problem, only the signs of the terms matter By following the rule of the sequence, you should see that the first six terms of the sequence are +, –, –, +, –, –,… The pattern {+, –, –} repeats forever In the first 100 terms, the pattern repeats times Because each repetition contains two negative numbers, in 33 full repetitions there are negative numbers The 100th term is the first term of the next pattern, which is positive, so the total number of negative terms is 66 (Chapter 11, Lesson 1: Sequences) 16 B Draw the five triangles The simplest way to solve this problem is to compare the choices one pair at a time For instance, it should be clear just by inspection that and , so we can eliminate A Similarly, it should be clear that and , so we can eliminate C Likewise, since RB > RD and SB > SD, we can eliminate D Finally, we compare B with E Since RB and RE are each a diagonal of one of the square faces, they must be equal But SB is clearly longer than SE, because SB is the hypotenuse of triangle SEB, while SE is one of the legs (Chapter 10, Lesson 7: Volumes and 3-D Geometry) (Chapter 6, Lesson 7: Thinking Logically) Section C If the review suggested that the décor of the restaurant was insipid (tasteless), but that the cuisine came close to compensating for it, the review must have been part positive and part negative, that is, ambivalent indefatigable = untiring; banal = lacking originality; ambivalent = characterized by conflicting feelings; sublime = supreme, impressive; piquant = spicy; tepid = lukewarm C The sentence suggests that Dr Thompson should have characterized the results as unusual, but didn’t meticulous = concerned with detail; belligerent = prone to fighting; anomalous = deviating from the norm; convergent = coming together; warranted = appropriate to the situation B They would hope that bad news did not predict further bad news amalgam = a combination of diverse elements; harbinge = omen; arbiter = judge; talisman = an object with magical power C To bring slaves out of bondage is to free or unfetter them encumber = burden; forgo = relinquish D A writer who can produce both decorative poetry and a keenly analytical mystery novel is a versatile writer; that is, she is able to write in divergent styles flamboyant = ornate; immutability = permanence, unchangeability; austere = plain; florid = ornate; grandiloquent = characterized by pompous language B The word because indicates that the sentence shows a cause-and-effect relationship There are several ways to complete this sentence logically, but the only one among the choices is (B), because multifarious (widely varied) mechanisms would logically “stymie” (impede) scientists who are trying to investigate them efficacious = capable of producing a desired effect; bilked = cheated; conspicuous = obvious; thwarted = prevented; hampered = hindered; lucid = clear; proscribed = forbidden B If the cultural assumption that there are many alien civilizations … stems in no small way from … the “Drake Equation,” then this equation has had quite an influence on public opinion E The first two paragraphs discuss how the Drake Equation has led to the belief that there are many alien civilizations in the universe The third paragraph discusses the author’s contrasting view that there is indeed probably much simple life in the universe but very little if any other complex life B The sentence states that a planet could go from an abiotic state to a civilization in 100 million years thereby implying that a civilization must, by definition, not be abiotic Choice (B) is the only choice that necessarily cannot apply to a civilization 10 A The author states his thesis in lines 38–39: perhaps life is common, but complex life is not, and goes on to explain this thesis, stating in lines 61–67 that research shows that while attaining the stage of animal life is one thing, maintaining that level is quite another… Complex life is subject to an unending succession of planetary disasters, creating what are known as mass-extinction events 11 A The phrase the evolutionary grade we call animals refers to the level of life form produced by evolution 12 C Statement (A) is supported in lines 48–50, statement (B) is supported in lines 74–76, statement (D) is supported in lines 38–39, and statement (E) is supported in lines 51–55 13 C The sample size of one refers to the uniqueness of Earth history (line 78) 14 A The first quotation in lines 101–103 is described as a rejoinder, or an opposing response, to the author’s thoughts The author then responds with his own quotation 15 C The author says that he does not conclude that there are no other cats (Rare Cat Hypothesis), only that there are no other cats exactly like Wookie in order to convey the idea that one should not draw conclusions based on one occurrence 16 B The author says that life is opportunistic to summarize the next statement that the biosphere has taken advantage of the myriad of strange idiosyncrasies that our planet has to offer 17 D The passage says that these creatures might naively assume that these qualities, very different from Earth’s, are the only ones that can breed complexity, that is, that all life evolved the same way 18 A The author of Passage believes that complex life, once evolved, faces numerous dangers that push it toward extinction The author would point this fact out in response to the statement in lines 134–135 of Passage 19 D The author of Passage says in line 26, In my view, life in the form of microbes or their equivalents is very common in the universe, perhaps more common than even Drake and Sagan envisioned The author of Passage says in line 139, My bet is that many other worlds, with their own peculiar characteristics and histories, co-evolve their own biospheres Both authors seem to agree that there is a lot of undiscovered life out there in the universe Section B When you list items in a sentence, the items should have the same grammatical form If the first item is in the gerund, they should all be in the gerund Because the sentence says Eating an english muffin and sitting down, drink coffee should instead be drinking coffee.(Chapter 15, Lesson 3: Parallelism) D The sentence begins with a participial phrase, so the subject of the participle, pretending, must also be the subject of the main clause Since Mark is the one pretending, the subject of the main clause should be Mark Choice (C) is incorrect because the pronoun it lacks a proper antecedent and appears to refer, illogically, to the practice Choice (E) is incorrect because it uses an unidiomatic phrase, convince in letting, rather than the proper idiom, convince to let (Chapter 15, Lesson 7: Dangling and Misplaced Participles) C The verb are is the improper tense It should be be as in answer choice (C) (Chapter 15, Lesson 9: Tricky Tenses) C When you list items in a sentence, the items should have the same grammatical form If the first term is in the noun form, then they all should be in the noun form Because the sentence says his temper, impatience, how easily he can be irritated should instead be irritability.(Chapter 15, Lesson 3: Parallelism) B Before she gave the gracious speech, she won the match The verb winning should instead be in the past perfect form , having won.(Chapter 15, Lesson 9: Tricky Tenses) C The sentence begins by describing something that was the most influential science treatise of the 20th century The pronoun to follow the comma should describe this treatise Choice (C) corrects the error in the most logical and concise fashion (Chapter 15, Lesson 7: Dangling and Misplaced Participles) B The pronoun their does not agree in number with its singular antecedent, neither Choice (B) corrects this error concisely Choices (C) and (E) are also guilty of pronoun-antecedent disagreement, and choice (D) produces a sentence fragment (Chapter 15, Lesson 5: Pronoun-Antecedent Disagreement) A The original sentence is best All other choices are unidiomatic (Chapter 15, Lesson 10: Idiom Errors) C The sentence requires parallel phrasing of the two things that the storm waves did: inundating and sweeping Choice (A) is not parallel and is needlessly wordy Choice (B) is vague, since it does not explain what swept away the cars In choice (D), the pronoun it does not agree in number with storm waves Choice (E) misuses the semicolon, because the phrase that follows the semicolon is not an independent clause (Chapter 15, Lesson 3: Parallelism) 10 B In the original sentence, the verb have been depicted does not agree with its singular subject, life In choice (C), the phrase depicted with is unidiomatic, and the verb has had depicted is illogical In choice (D), the pronoun they lacks a clear and logical antecedent The logic and phrasing in choice (E) is awkward (Chapter 15, Lesson 1: Subject-Verb Disagreement 11 D In the original sentence, the modifying phrase at the age of seven is misplaced, and incorrectly implies that the speaker’s father, rather than the speaker himself, was seven Choices (B), (C), and (E) commit the same error, but in slightly different ways (Chapter 15, Lesson 7: Dangling and Misplaced Participles) 12 A The original sentence is best, since it uses concise and logical parallel phrasing (Chapter 15, Lesson 3: Parallelism) 13 E The pronoun them refers to a plural subject However, anyone is singular Answer choice (E) clears up this pronoun-antecedent disagreement in the most concise and logical way (Chapter 15, Lesson 5: Pronoun-Antecedent Disagreement) 14 A Although the original phrasing is not the most concise option, it is the only one that logically coordinates the ideas in the sentence 1Those 1One who believe in absolute good and evil who fights for a cause; also, a prize fighter ... the SAT with the College Hill™ Method What Does the SAT Really Test? The Eight Key Reasoning Skills The College Hill Coaching SAT Power Reading List FAQs About the SAT CHAPTER Diagnostic SAT. .. the use of problem-solving strategies to answer SAT questions ABOUT McGRAW- HILL EDUCATION This book has been created by McGraw- Hill Education McGraw- Hill Education is a leading global provider... appeared on previous SATs To make it easier, we’ve categorized the nine most common SAT essay themes below, based on the SATs from the past years We recommend prepping for the SAT essay by writing