preparing for the ACT SAT

act sat how the tests compare Preparing for the ACT/SAT What are the ACT and SAT? High school juniors often need to take standardized tests, especially if they are considering going to college. This section will introduce you to the formats used by two of the most common standardized tests you may take: the ACT and the SAT. Studying these formats and completing the practice items will help prepare you for the tests and make you a more confident test taker. Required for admission at many colleges Required for admission at many colleges Tests achievement in English, reading, science reasoning, and math Tests critical reading skills, math, and writing Tests grammar skills Tests grammar skills Tests vocabulary skills Places more emphasis on vocabulary Multiple choice with an optional essay Mostly multiple choice with an essay and 10 student-determined math questions Does not penalize guessing, so answer every question Penalizes guessing, so skip a question if you cannot eliminate any answer choices Scores range from 1 to 36 for each of the four tests; a composite score, which is the average of the four test scores, can also range from 1–36 Scores range from 200 to 800 for each of the three sections FL_L11PE_FM_38-64.indd FL43FL_L11PE_FM_38-64.indd FL43 2/8/08 2:46:20 PM2/8/08 2:46:20 PM ACT/SAT Test Prep 1 creo Focus on the English, Reading, and Writing Sections of the ACT and the SAT how english skills are covered on the ACT Reading Test English Writing Test (Optional) Multiple-choice questions. Includes 4 readings in these subject areas: social sciences, natural sciences, fiction, humanities Requires you to demonstrate ability to • understand literal meaning and make inferences • identify main ideas and details • understand cause and effect/sequence of events • compare and contrast • use context to find meaning of words and phrases • analyze voice and techniques Multiple-choice questions. Covers usage and mechanics • punctuation • grammar and usage • sentence structure Covers rhetorical skills • strategy • organization • style Essay prompt identifies two positions on an issue. You are asked to take a position and support it in an essay. You will have thirty minutes to plan and write your essay. how english skills are covered on the SAT The Critical Reading Section Writing Section Includes two types of multiple-choice questions: sentence-completion and passage-based reading questions Sentence-completion questions test your vocabulary and understanding of how sentence parts work together Passage-based reading questions test your understanding of what is stated or implied by the passage. These questions require you to • understand literal meaning, including vocabulary • make inferences (extended reasoning) • identify main ideas and details • understand cause and effect • follow the logic of an argument • recognize tone This part of the test begins with an essay. You will be asked to present and support your response on a specific topic. You will also be asked to answer multiple-choice questions that test your ability to • improve sentences • identify sentence errors • improve paragraphs FL_L11PE_FM_38-64.indd FL44FL_L11PE_FM_38-64.indd FL44 2/8/08 2:46:22 PM2/8/08 2:46:22 PM ACT/SAT Test Prep 2 creo florida student guide FL45 ACT/SAT Strategies and Practice Test-Taking Strategies Stay calm when you are faced with a test. These tips will help you approach any test with confidence. steps to take before any test • Be prepared. Know what you need to take with you to the test (for example, identification, a registration ticket, and #2 pencils). Get your things together the night before you take the test. • Be on time. Know where the testing center is and how long it will take you to get there. Plan to arrive a few minutes early. • Know the format. Find out what the test will cover and what format it will have. The ACT and the SAT are both mostly multiple-choice tests. The SAT has a written essay and the ACT has an optional written essay. • Practice. You may want to take a practice test to familiarize yourself with the question types and format of the test. If you get nervous about taking tests, practice may help you relax and feel more confident. • Review the Test-Taking Handbook that is part of this textbook. Pages R96–R103 provide a handy reference along with many helpful strategies and tips. steps to take during any test • Read directions. Be sure you understand what you are being asked to do. • Fill in the answer sheet carefully. Follow directions for filling in the answer sheet. Avoid unnecessary marks. If you skip a question, make sure you skip that item on the answer sheet. • Manage your time. Many tests tell you about how much time to spend on each section. Try resetting your watch to noon just before you begin the test so that during the test, you can tell at a glance how much time you have spent. • Answer easy questions first. Look over the test once and answer any questions you know quickly. Skip questions when you are unsure of the answers. Then go back and spend more time on the questions you skipped. • Check your answers if you have time. Look over your work. Make sure you have filled in the answer sheet correctly. See if you can answer any questions you skipped. Usually your first answer is correct, so do not change answers unless you have a good reason, such as realizing that you misread a question. FL_L11PE_FM_38-64.indd FL45FL_L11PE_FM_38-64.indd FL45 2/8/08 2:46:24 PM2/8/08 2:46:24 PM ACT/SAT Test Prep 3 Testing Tips for the ACT and the SAT Keep a positive attitude. Take the test seriously, but remember it is only one piece of the information used to assess your ability or achievement. If you are nervous, take a few deep breaths and remember that you have prepared yourself for success on the test. for the ACT • Answer every question. You earn points for each correct answer. There is no penalty for incorrect answers, so if you do not know the answer to a question, try to narrow down the choices and make your best guess. Even if you are unable to narrow down the choices, you should still guess. • Complete the test. Because there is no penalty for incorrect answers, it is in your best interest to answer every question. If you manage your time well, you should be able to complete the test. If you are running out of time, try to quickly answer any remaining questions. • Know that the optional writing test is last. If you choose to take the writing test, remember to take some time to plan your response in the beginning and to do a final check at the end. for the SAT • Try to narrow down choices. You earn points for each correct answer. You lose a fraction of a point for each incorrect answer. If you cannot eliminate any responses, leave the question blank. If you can eliminate even one answer, you may want to guess. • Complete as much of the test as you can. The more questions you answer correctly, the better your score will be. However, many students do not have time to answer every question. Try not to linger on any one question, and do not panic if you think you will not be able to answer all of the questions. • Be prepared to write first. The essay writing test is first, while the multiple- choice writing question section is last. (The other test sections in between appear in random order, and are not the same for each test-taker.) FL_L11PE_FM_38-64.indd FL46FL_L11PE_FM_38-64.indd FL46 2/8/08 2:46:26 PM2/8/08 2:46:26 PM ACT/SAT Test Prep 4 Reading Comprehension Tips and Strategies The ACT and the SAT both require you to read passages and answer multiple- choice questions about them. The questions will not require you to have any other outside knowledge of the subject. Instead, they will focus on what is stated directly in the text or what you can infer from the text. Questions in these tests are designed to assess your ability to identify the main idea, read for details, understand the author’s intent, and make sense of vocabulary, among other skills. general tips for reading comprehension questions Before You Read • Scan the questions and answer choices first. This will help you focus your reading. • Read shorter passages first. Leave longer passages until later. If you do not understand a passage, move on to the next one. Go back and reread the skipped passage if you have time. • Examine the title. Quickly preview the passage to locate any helpful text features, such as headings. As You Read • Read the passage carefully. It is important that you read each sentence rather than skim the text. Make sure you understand relationships between and among ideas. • Identify main ideas and key supporting details. Mentally summarize what you learn from each paragraph or section. • Look for transitional words and phrases. Words such as later, because, in addition to, and instead of can help you determine relationships among sentences, paragraphs, and sections. When You Answer the Questions • Refer to the passage. Correct answers must be based on what is in the passage, not on other information you may know about the subject. • Reread, if necessary. If a question asks about a particular section of the reading passage, you may find it helpful to quickly review it or even reread it. • Do not spend too much time on any one question. Remember, you do not have to answer questions in sequential order. FL_L11PE_FM_38-64.indd FL47FL_L11PE_FM_38-64.indd FL47 2/8/08 2:46:27 PM2/8/08 2:46:27 PM ACT/SAT Test Prep 5 Example: Afraid of causing , the committee put together a program that was too to generate much response. (A) controversy, bland (B) interest, diverse (C) discord, questionable (D) appeal, general (E) disinterest, controversial strategies for the ACT reading test • Focus on the reading. You may want to make notes about important ideas in the passage either in the test booklet or on scratch paper, if provided. • Manage your time. Try to save time to review your work and to return to any questions you may have skipped. • Start with topics you know best. ACT reading passages cover a variety of subjects. If you feel more confident about one subject than another, begin with a passage about that subject. Then move on to other subjects. • Read all of the answer choices. Make sure the answer choice you select is the one that best answers what the question is asking. strategies for the SAT critical reading test • Answer the sentence-completion questions first. These questions take less time than the passage-based reading questions because you can read the sentences more quickly than a passage. Make sure you leave time for the passage-based reading questions. • For two-part answers, test the logic of one part of each answer. If you have a sentence-completion question with two blanks, test the logic of the first word/phrase. Eliminate any answer that does not make sense. Then test the second part of the remaining answers. When you test just the first word of each answer, you can eliminate B and D because logically, the committee would not be afraid of causing interest or appeal in a program. Then test the remaining answers using both parts. A makes more sense than C or E because a questionable or controversial program is more likely to generate a response than a bland one. Even if you cannot decide between A, C, and E, eliminating two answers improves your chances of guessing correctly. • Do not worry if you cannot answer every question. If you are unable to eliminate at least one answer choice, it is best not to guess on the SAT. FL_L11PE_FM_38-64.indd FL48FL_L11PE_FM_38-64.indd FL48 2/8/08 2:46:29 PM2/8/08 2:46:29 PM ACT/SAT Test Prep 6 creo Use subheadings. These help you understand how the article is organized and find information quickly. Look for the main idea. The title and opening paragraph will often help you identify the main idea of a passage. Use context clues. Look for restatement, examples, or other clues that help you understand the meaning of unfamiliar words. This paragraph explains what propaganda means. Reading Comprehension Practice Both the SAT and the ACT require you to read passages and answer multiple-choice questions about them. Use the models below for practice. The strategies in the margins will guide you as you read the passages and answer the questions. ACT model DIRECTIONS: Read the following passage. Then answer questions 1 through 6. You may refer to the passage as often as necessary. HISTORY: The following passage is taken from an informational article about World War I. STRATEGIES FOR THE READING PASSAGE H6I$68I The Great War War Affects the Home Front By the time the United States joined the Allies, the war had been going on for nearly three years in Europe. In those three years, Europe had lost more men in battle than in all the wars of the previous three centuries. The Great War, as the conflict came to be known, affected everyone. It touched not only the soldiers in the trenches, but civilians as well. It affected not just military institutions, but also political, economic, and social institutions. Governments Wage Total War World War I soon became a total war. This meant that countries devoted all their resources to the war effort. In Britain, Germany, Austria, Russia, and France, all the resources of each government were dedicated to winning the conflict. In each country, the government took control of the economy. Factories were told what products to produce and how many of each. Numerous facilities were converted to munitions factories where weapons and ammunition were manufactured. Nearly every able-bodied civilian was put to work. Unemployment in many European countries nearly disappeared. So many goods were in short supply that governments turned to rationing. Under this system, people could buy only small amounts of those items that were needed for the war effort. Eventually, rationing covered a wide range of goods, from metals to butter and shoe leather. Governments also suppressed antiwar activity—sometimes by force. In addition, they censored news about the war. Many leaders feared that honest reporting of the war would turn people against it. Governments also used propaganda—persuasive information designed to promote their goals and opinions—to keep up morale and support for the war. 5 10 15 20 25 FL_L11PE_FM_38-64.indd FL49FL_L11PE_FM_38-64.indd FL49 2/8/08 2:46:31 PM2/8/08 2:46:31 PM ACT/SAT Test Prep 7 creo Eliminate incorrect answer choices. If you are not sure of an answer, eliminate answer choices that you know are incorrect. STRATEGIES FOR ANSWERING THE QUESIONS H6I$68I The War’s Impact on Women Total war meant that governments turned to women for help as never before. Thousands of women replaced men in factories, offices, and shops. Women built tanks and weapons, plowed fields, paved streets, and ran hospitals. They also kept troops supplied with food, clothing, and weapons. The propaganda effort sought to glorify women’s part in the war effort. In reality, much of the women’s work was dangerous and low paying. Although most women left the work force when the war ended, their work for the war effort set an important precedent. Now answer questions 1 through 6 on a separate sheet of paper. Base your answers on the article “The Great War.” 1 According to the author, the Great War affected: A. soldiers and civilians. B. military personnel and institutions around the world. C. American and European society at large. D. women most of all. 2 Which heading would be most appropriate for the fifth paragraph (lines 21–25) of the article? F. Propaganda and Media G. Keeping Up Morale H. Crack Down! Controlling Anti-War Activity J. Governments Control Images of War 3 In the third paragraph (lines 12–14) the author states, “Numerous facilities were converted to munitions factories where weapons and ammunition were manufactured.” After the war, these factories most likely were: A. destroyed. B. converted again to produce something else. C. run by women. D. converted to housing for returning soldiers. 4 Which of the following conclusions can reasonably be drawn from the article? F. Women would become soldiers if there was another war. G. Female workers were as productive as male workers. H. Many men would lose their jobs to women. J. Women would have a difficult time keeping their jobs or getting new jobs once men returned from war. 30 FL_L11PE_FM_38-64.indd FL50FL_L11PE_FM_38-64.indd FL50 2/8/08 2:46:34 PM2/8/08 2:46:34 PM ACT/SAT Test Prep 8 creo Refer back to the text. If the question refers you to a specific part of the passage, reread that section. Recognize sequence of events. Notice tense, past or present, and words that identify time to help you understand the sequence of events. STRATEGIES FOR THE READING PASSAGE H6I$68I Put it in context. Descriptions or explanations that appear before the passage may provide context for the passage or help you focus your reading by identifying a main idea or asking a question. 5 In the fourth paragraph, the word rationing means: A. limiting how much of a resource people can buy. B. replacing one material with another that is less in demand. C. making people wait in long lines to get their goods. D. producing only goods needed for the war effort. 6 The main idea of the section “The War’s Impact on Women” is that: F. the war did not affect women very much. G. people finally recognized women as heroes. H. women played an important role in the war. J. during the war, women were subjected to great danger. DIRECTIONS: Read the following passage. Then answer questions 7 through 9. You may refer to the passage as often as necessary. The following passage is from President Lincoln’s Second Inaugural Address. He delivered the speech on March 4, 1865, while the Civil War was still raging. Lincoln’s Second Inaugural Address Fellow countrymen: At this second appearing to take the oath of the presidential office, there is less occasion for an extended address than there was at the first. Then a statement, somewhat in detail, of a course to be pursued, seemed fitting and proper. Now, at the expiration of four years, during which public declarations have been constantly called forth on every point and phase of the great contest which still absorbs the attention and engrosses the energies of the nation, little that is new could be presented. The progress of our arms, upon which all else chiefly depends, is as well known to the public as to myself; and it is, I trust, reasonably satisfactory and encouraging to all. With high hope for the future, no prediction in regard to it is ventured. On the occasion corresponding to this four years ago, all thoughts were anxiously directed to an impending civil war. All dreaded it—all sought to avert it. While the inaugural address was being delivered from this place, devoted altogether to saving the Union without war, insurgent agents were in the city seeking to destroy it without war—seeking to dissolve the Union, and divide effects, by negotiation. Both parties deprecated war; but one of them would make war rather than let the nation survive; and the other would accept war rather than let it perish. And the war came. SAT model 5 10 15 FL_L11PE_FM_38-64.indd FL51FL_L11PE_FM_38-64.indd FL51 2/8/08 2:46:37 PM2/8/08 2:46:37 PM ACT/SAT Test Prep 9 creo 7 What was the purpose of Lincoln’s previous inaugural address? (A) to avert war while sa