Writing

The Dreaded “Option E”

 

I was so relieved to find out that I'm not the only who lives in fear of Option E:

Option E (aka the dreaded “No error” option) is the bane of most students’ existence on this section. They want there to be an error so badly.... It just seems wrong for there not to be one – the section is called Error- Identification, after all! – and the sentence sounds so awkward. Besides, the College Board wouldn’t ever be cruel enough to do it twice in a row.

In fact, it isn’t that cruel. It’s crueler. The College Board has actually been known to make the answer E three times in a row. Hey, get over it. The College Board can do whatever it wants.*

Did she really say 3 "E's"... in a row?  So much for trying to figure out the odds.

 

Try these from the College Board website:

 

You can click here and here to see if you got them right.

 

 

*From the The Ultimate Guide to SAT Grammar  

Illustrations by Jennifer Orkin Lewis

 

 
 
Writing

Ooops. I Forgot to Mention the Best Part

 

 

A commenter named Jen pointed out that I forgot to mention a major point in my post about the The Ultimate Guide to SAT Grammar:

Just clicked over and read your review of the book on Amazon too. This detail stood out, "So in other words, if you need to find a bunch of dangling modifier questions to practice on, flip to the back of this book and you'll find them cross referenced by page and test/problem number.

" Wow! That's surely a lot easier than scanning pages looking for them!

 

That's correct, and I probably should have started the post by pointing that out.

The Ultimate Guide to SAT Grammar includes a detailed index of every Blue Book writing question -- by page, test, and type of problem.  

There.  I've said it now, in bold font.

As I sit here picking through the Blue Book, hunting for parabolas and functions, I can't believe I didn't lead with that before.

Here's an example:

 

Now if someone would do that for the math questions.....

UPDATE: Ricardo Pascual pointed me to this Blue Book math problem database.  Wow.

 

 

Illustrations by Jennifer Orkin Lewis

 

 
 
Writing

Amalgamation

It's official:  my worlds have merged.

And, I'm anomalous.

How many people studying for the SAT can say they booked an author from an official SAT Writing question on the Studs Terkel show?

In fact, I believe Bharati Mukherjee was the only author I ever booked on the Studs Turkel show, in 20+ years of booking authors.

I still remember Bharati's request as if it was yesterday:

"Studs Turkel is the ONE show I'd really like you to book me on."

I was a 22-year-old junior book publicist, and I took her request very seriously.  In fact, I'm pretty sure I used it in my pitch.  Thankfully, Studs obliged, if only that one time, in my entire career.

Illustrations by Jennifer Orkin Lewis

 
 
Writing

Is it Weird or is it Wrong?*

"Is it weird or is it wrong" was my process for the SAT Writing Section (pre-Erica).

Here's how I scored in 2011, "by ear," as an adult:

It is worth noting that:

  1. I do not recall ever being taught grammar in school.
  2. I do remember being told by an English teacher that a comma happens when you feel a pause. I believed that was "the official comma rule" for about 35 years.
  3. I worked in book publishing for over two decades and am a voracious reader.

Point #1 is probably a universal truth for American-educated kids facing the SAT today, as is some variation of point #2.

According to Erica:

Most of my students had little to no familiarity with grammatical terminology, so rather than simply reviewing concepts and offering up a couple of tricks, I had to teach them virtually all of the fundamentals of grammar.

Point #3 probably makes me anomalous (have I mentioned that I just bought my first pair of reading glasses?).

Given that the average SAT Writing score is 492, I can not think of one single reason why every student facing the SAT should not own their own copy of The Ultimate Guide to SAT Grammar.  This is THE definitive guide to the SAT Writing section (and trust me, I've examined most others).

Erica is the most precise human being I have ever met with regard to SAT grammar.  I have visions of her picking through single words in the Blue Book as if individual blades of grass. To give you some idea:

Furthermore, I noticed that specific kinds of questions always showed up at specific points in the test. For example:

-Faulty comparisons almost always showed up in the last three Error-Identification questions, as did certain kinds of tricky subject-verb agreement questions.

-The final Fixing Sentences question (#11 in the first Writing section, #14 in the second) very frequently dealt with parallel structure.

Are you starting to get the picture?  

When I first started picking apart exams and grouping their questions by category, I did not quite understand why the College Board chose to focus so heavily on certain types of errors (subject-verb agreement, pronoun agreement, parallel structure) and virtually ignore others. Contrary to what most guides say, “who vs. whom” is not actually tested on the SAT, even though who, and very occasionally whom, are underlined on various questions. Then, as a tutor, I read the writing of high school students – lots of them. And I started to notice that most of their writing was full of the exact errors tested on the SAT. Here it seems that the College Board does actually know what it’s doing.

 

More to come from me about this book, but for now, I'll leave it at this:  if you are facing the SAT, you must own this book.

 

*From the Introduction to The Ultimate Guide to SAT Grammar.

llustrations by Jennifer Orkin Lewis

Full disclosure:  I scoured the book about 10 times for missing punctuation and spacing errors in the 11th hour, in exchange for tutoring time with Erica. It was a labor of love and I'd do it again in a heartbeat.


 
 
Writing

3 Rules For Fixing Sentences

Half of the Writing section on the SAT consists of "Fixing Sentences."

There are patterns to take note of that may help:

  1. Shorter is Better -- Always start with the shortest answer, then the next shortest.
  2. Gerunds are Bad -- i.e. -ing words.  Especially "Being."  Steer clear.
  3. Passive is Bad

For a more detailed explanation, read Erica Meltzer's post.

 

Illustrations by Jennifer Orkin Lewis

 
 
Writing

Fixing Paragraphs = Critical Reading ‘Lite’ + Improving Sentences

As far as I can tell, no one pays much attention to the "Fixing the Paragraph" portion of the Writing section.  Given that I pretty regularly get 1 or 2 wrong, I asked Erica Meltzer to spend some time with me on this.

You can read her method in this blog post.

The take-aways from the session for me were:

1) Skim.  This is "Critical Reading Lite" meets "Improving Sentences."

2) On first read, mark anything that sounds funny.  Chances are there will be a question related to that area.

3) Eliminate answers in the same way you would in the Fixing the Sentences section  (i.e. Gerunds are bad; Shorter is better; Passive is bad).

Below is a Fix the Paragraph example from a Writing section.  I got everything right, except for #31.  If you'd like to see the other questions, they are on pages 535 and 536 in the College Board Blue Book.

Illustrations by Jennifer Orkin Lewis

 
 
Writing

The Shizzle

 

I feel compelled to say this as loudly as I possibly can:

The Ultimate SAT Verbal blog is hands down, T H E most E X T E N S I V E, accurate, and helpful SAT Writing and Critical Reading advice that I have been able to locate.  Bar none (and I've spent the better part of the last 6 months searching high and low).

If you are facing the SAT in the next year or two, as a student or a parent, do not pass GO until you have read every single word on this site.  And please don't bypass the archives (treasure trove).

There is so much worth noting on this site, I hardly know where to begin, but I will start with the Page for Tutors (which really should be titled: The Page for Tutors and Everyone Else).

On whether or not it's really possible to raise your score:

Despite the statistics that the College Board regularly trots out showing that tutoring does little to increase students' SAT scores, it is perfectly possible to help a student raise his or her score by hundreds of points...

...One of the most dangerous things the test-prep industry has done is to perpetuate the idea that correct answers on standardized tests are somehow unrelated to their questions......

.....Simply teaching students to eliminate answers will only get them so far; if you want to produce dramatic score increases, you need to teach them to answer questions for real. In other words, you need to work on their actual reasoning skills.

On disappointing results after test prep:

...Students who are consistently unable to identify the tone and main point of a passage need to learn how to identify the tone and main point of a passage before they do anything else. Without that ability, all the strategy in the world might not get their score to budge a point. This is, by the way, a very common issue for kids who have been disappointed by major test-prep companies like Kaplan and Princeton Review, which deal primarily with strategy and pretty much ignore the underlying skills.

On prepping with "unofficial" College Board material:

While some of the commercially produced guides may come close to the real thing on occasion, on many other occasions they just don't. This is particularly true for Writing; only a handful of the errors that show up on the actual test appear in most guides, and many errors that do not appear on the actual test do show up. In addition, the hard questions tend to be hard for the wrong reasons (this is particularly true for Barron's). The SAT may be tricky, but the answers on the real thing are not arbitrary.

As for reading, there are two major faults: first, many of the passages are simply too straightforward. Real SAT passages present arguments and count-arguments, not always in the most straightforward manner; "fake" ones tend to have too obvious a focus. The SAT is a reasoning test, not a literature test, and there needs to be a degree of subtlety in order to force students to employee a reasoning process.

 

I'll leave you with one last thought: Worried about Critical Reading?  Read this post.

To be continued.....

 

Illustrations by Jennifer Orkin Lewis

 
 
Writing

A Lost Art

 

 

 

I really do not know that anything has ever been more exciting than diagramming sentences. --Gertrude Stein

 

I don't think it's necessary to learn how to sentence diagram for the SAT, though it is essential to learn the rules of grammar if you're looking to ace the Writing section -- which lead me to look into why I was never taught grammar in the first place.

After reading this amusing article in American Educator, I've come to believe that sentence diagramming got a bad rap.

An English teacher I spoke with told me (not happily) that such close attention to the making of correct sentences is now considered dull and dreary—that it interferes with “the full flow of the students’ creativity”: if they have to think about making every little thing correct, how can they express themselves? As I remember it, the last thing you were expected to do at my school in the ’50s was express yourself. You were indeed expected to make every little thing correct, and if you inadvertently expressed yourself in the process, well, Sister Bernadette might just grab you by the ear and drag you to the principal’s office.

 

Does anyone want to start a Sentence Diagramming Meet Up with me?

 

Illustrations by Jennifer Orkin Lewis

 
 
Writing

What is “Good Writing?”

Given that I spent over two decades working in book publishing, I assumed that the SAT Reading and Writing sections would be a piece of cake.

Wrong.

Take a look at this SAT paragraph, which I would characterize as typical SAT writing in the Critical Reading section:

“A cousin of the tenacious Asian longhorned beetle—which since its initial discovery in 1966 in New York City has caused tens of millions of dollars in damage annually—the citrus longhorned beetle was discovered on a juniper bush in August 2001 in Tukwila, Washington. Exotic pests such as the longhorned beetle are a growing problem—an unintended side effect of human travel and commerce that can cause large-scale mayhem to local ecosystems. To stop the citrus beetle, healthy trees were destroyed [line 10 begins] even though there was no visible evidence of infestation, and normal environmental regulations were suspended so that a rapid response could be mounted.”

Note the lack of context and run on sentences.  When I read this, it makes me feel like my eyes are going to bleed and I get that terrible distracted feeling and I can't focus.

And then, add to this paragraph, questions that ore often “Inferential,” or written in the negative, or (my personal least favorite), “what does the author of the second passage not think of the first author’s characterization of this or that……”

Even “good readers” supposedly have trouble with the critical reading section.

I'm starting to think that my years in book publishing are working against me because I spent years mass consuming pop literature.  My goal was “read fast,” not “read carefully” – which is what you need to do on the Critical Reading section (in fact, it's what you need to do for the Math and Writing sections too).

My friend Catherine and I debated the virtue of this type of writing; her point being that college books are filled with complicated sentences just like these  -- from text books to “great literature” such as Shakespeare, Homer and the Bible, for example – and shouldn’t we be raising children who can read these works and study them and learn from them.

Have we grown accustomed to a steady diet of junk food reading?  And if so, are we really okay with that?

Illustrations by Jennifer Orkin Lewis