The SAT: Taming the Wild Reading-Passage Question

Factually Speaking

It never hurts to have some real-world knowledge in your test-taking tool box, but don’t panic when you encounter a passage and several fact-based questions about a topic you’ve never heard of. The SAT critical reading questions never require you to know anything beyond what’s presented in the passage. So even though you once blew up the chemistry lab, you can still master all the questions related to a passage about toxic waste.

Fact-based questions zero in on statements in the passage. They test whether you comprehend the meaning of what you’re actually reading. For example, in a descriptive paragraph, a fact-based question may ask whether the neighborhood is crowded or sparsely populated. In a science passage, you may be asked the result of an experiment.

Never skip a fact-based question because it’s almost impossible to get wrong. Amazingly enough, the test makers often refer you to the very line in the passage that contains the answer.

SAT fact-based questions do have a couple of traps built in. Sometimes the test writers word the passage in a confusing way. Successfully decoding a question’s meaning depends on your ability to pick up the word clues embedded in the passage. Here are a few of the words SAT makers love to use to keep you on your toes and some explanations of what they really mean. (You may want to memorize these words so they’re in neon lights in your brain.)

• Except, but, not, in contrast to, otherwise, although, even though, despite, in spite of: These words indicate contrast, indentifying, something that doesn't fit the pattern.
• And, also, in addition to, as well as, moreover, furthermore, not only ... but also, likewise, not the only: When you see these clue words, you're probably looking for something that does fit the pattern.
• Therefore, because, consequently, hence, thus, accordingly, as a result: Now you're in cause-and-effect land. Look for something that causes or leads to something else (or something caused by something else).
• Than, like, equally, similarly: Time to compare two ideas, two quantities, two people, two actions ... you get the idea.
• Until, after, later, then, once, before, since, while, during, still, yet, earlier, finally, when: You're watching the clock (or calendar).  Think about the order of events.

It’s time to pull out your secret decoder ring so you can attack the following sample ques- tion, based on a nonexistent passage that I would actually love to read.

Example Exam

According to the passage, the distinction between "Mustard Yellow" (line 11) and "Hot Dog Pink" (line 55) is

(A) Picasso was extremely fond of hot dogs laced with mustard

(B) Both colors are created with the same artificial chemicals

(C) Mustard Yellow is found in nature, but Hot Dog Pink is found only in baseball stadiums.

(D) Neither color will ever reach the wall of the author's living room.

(E) Mustard Yellow belongs to the blue family.

Answer: (C)

Okay, I'm kidding in this question (What else is new?), but I actually tuck in a few real points about SAT fact questions.  Notice that the question asks you to find a distinction, or difference.  Right away you can rule out (B) and (D), because the state common characteristics.  The sneaky SAT-demons play tricks on people who read the question too quickly.  You can also rule out (A) because it doesn't mention either color.  That choice represents another SAT habit; the test-writers throw in an answer that may be true according to the passage (which contained  whole section on Picasso's eating habits as they related to his color choices) but irrelevant in terms of the question.  The test-demons are hoping you choose (A) because you remember the bit about Picasso's favorite snack, ignoring the fact that (A) doesn't address the color issue.  (By the way, I made this up.  For all I know Picasso was a vegetarian.)  (E) may be okay if the passage emphasizes the color families and tells you that while Mustard Yellow can party down with the Blues, but Hot Dog Pink can't.  The passage doesn't, so (C) is your best bet.  This choice clearly states a distinction, which is what the question calls for.

Identifying word clues is especially crucial in the 100-word passages,  Because they can't rely on lengthy discussions of boring ideas to trick you - or to put you to sleep, which amounts to the same thing - the test-writers choose little words to trip you up.  If you see one of the words or phrases from the previous bulleted list, underline it and take it into account when you're choosing an answer.

TIP: Clue words show up in the questions too.  Be vigilant (on your guard) when reading the questions, not just while perusing the reading passage itself.

Defining as You Read

Many SAT questions ask you to define a word as it’s used in the passage. Teacher-types like me call this exercise vocabulary in context. Never skip a vocabulary-in-context question because chances are the answer is right there in the sentence the word appears in. Even if the definition isn’t right there, figuring it out is easy to do. Here’s an example:

Example Exam

In line 12, "snoggled" means....

Perhaps you've never heard of "snoggled".  Not surprising, because I made it up.  But doesn't it sound like something the school nurse would warn you about?  Snoggling leads to uncontrolled movements of the eyebrows .....Even without a dictionary definition, you can figure out the meaning of the word because of its context.  For example, look at the rest of the paragraph on the test:

Overcome by passion the moment he snoggled her perfume, Oxford trailed Lympia pathetically around the house.

Okay, now you  can clearly see that snoggled has something to do with sniffing, scenting, or otherwise catching a whiff of. If one of your choices is "smelled" or a synonym of "smelled," you're home free.

Vocabulary-in-context questions do contain one big sand trap.  Many of these questions ask you for the definition of a word you probably know.  But - and this is a big but - the passage may use the word in an odd or unusual way.  And of course, one of the choices is usually the word's definition that you know, just sitting there waiting for the unwary test-taker to grab it.  For example:

Example Exam

In line 55, the word "deck" means

(A) to hit so hard that the receiver of the blow falls over

(B) a floor of a ship

(C) the compartment at the rear of an automobile

(D) a wooden structure built onto the side of a house

(E) to adorn with decorations

If you selected Choice (E), go to the head of the class, because Line 55 was a lyric from a famous Christmas carol, “Deck the Halls.” Bottom line: Always answer a vocabulary-in- context question because the answer is usually right there in the passage, but never answer one without actually checking the context.

Decoding Symbols and Metaphors

Appearances often deceive on the SAT.  The passage may contain one or more anecdotes or details that have a deeper meaning.  For example, the questions may resemble the following:

• In the second paragraph, the author compares his trip to Shea Stadium to a treasure hunt because..... :
• The fly ball mentioned in line 8 symbolizes ... :
• The long wait for hot dogs (line 12) primarily serves to illustrate ... :

The best strategy for answering symbol- or  metaphor-based questions is to form a picture in your brain. Refer to the preceding questions and pretend that you're playing a videotape of the trip to the Yankee Stadium featuring the fly ball or the wait for a hot dog. Then ask yourself why the author wanted to place that picture in your brain.  Perhaps the trip to the ballpark (on your internal videotape) is bathed in golden light and accompanied by mellow violins.  The comparison to a treasure hunt may show you that the author was searching for his lost youth, which he found unexpectedly at a baseball game.  Or, when you run the tape of the fly ball smacking into the author's forehead, you may realize that the incident embodies the shock of the his realization that baseball is no longer the idyllic sport he once played.

The SAT writers use metaphor-based questions to check whether or not you can grasp teh big picture. For example, once when I was in high school, the teacher compared voting rights to a set of milk bottles.  If everyone's rights were respected, the milk bottle was full.  If some people were disenfranchised (not allowed to vote), the milk bottle was only half full.  In a dictatorship, the milk bottle was empty.  As the teacher blathered on about democracy and full milk bottles, one student's hand waved in the air.  "Milk doesn't come in bottles anymore, " she remarked.  It's all cartons now." Clearly this student was missing the big picture.  She was focusing on the detail, but she wasn't grasping what the teacher was trying to convey.

TIP: When faced with a symbol/metaphor question, try to experience the moment (but only for a moment, because time is short on the SAT) and feel its purpose.

Identifying an Attitude

An attitude in a reading passage goes way beyond the "don't take that attitude with me' mood that parents drop into with depressing regularity.  In SAT jargon, an attitude can be critical, objective, indifferent, and so forth.  These clue words may pop up in the answer choices:

• Pro, positive, in favor of, leaning forward, laudatory (that's "praising," to normal people), agreeable, amenable (willing to go along with), sympathetic: The author is for a particular topic or argument.
• Doubtful, offended, anti, resistant to, contrary to, counter to, adversarial (acting like an enemy), opposed, critical of, disgusted with: The author is against a particular topic or argument
• Objective, indifferent, noncommittal, impartial, apathetic (not interested), unbiased, ambivalent (can't decide either way or has mixed feeling): The author is neutral on a particular topic or argument

To answer an attitude question, first decide where the author lands - for, against, or neutral - in relation to the topic.  Check for clue words or for other words expressing approval or disapproval.

Even in a dry-as-dust passage about the low water table in some country you've never heard of, the author has an attitude, and the SAT may ask you to identify it.  Check out these questions:

• The author's attitude toward the Water Minister's statement in line 88 can best be described as.... :
• In response to the proposed law on Water Table Placemats, the author's comments are .... :

TIP: If you're looking for a positive answer in an attitude question, start by crossing out all the negative or neutral choices.  In the preceding Water Table law question, for example, you can instantly dump argumentative, condemning, and similar words if you know that the author favors the law.

A variation of the attitude question asks you to identify the author's "tone".  Tone and attitude overlap a little, but tone is closer to what you would hear if the passage were the words of something speaking directly to you. You can use some of the same clues you use for atttidue to help you figure out the author's tone.  Just remember that tone question include emotion, so check for irony, amusement, nostalgia, regret, and sarcasm.

Understanding Example

Quite a few SAT Critical Reading questions ask you to figure out why an author  used a particular example:

• The example of the fish scaler demonstrates that.... :
• The author's statement that the fish smelled "putrid" (line 2) serves to ..... :
• The quotation from the hotel clerk about the choice of movies rented exemplifies ... :

The key to this sort of question is to get inside the writer's mind.  "Why is that particular example in that particular place?" The example may be a small detail in a paragraph full of details.  If so, decide what title you would give to the paragraph.  Suppose that the fish scaler is in a paragraph describing kitchen tools.  Depending upon the paragraph's contents, you may choose "Stuff in my kitchen that I never use" or "Stuff in my kitchen I can't do without" as a good title for the list.  After you get the title, the answer choice should be obvious.  The fish scaler example may lead you to a statement like "Many people buy kitchen utensils they never use" or "The proper tool makes any job easier."

Alternatively, the example may be one complete paragraph out of many in the passage.  In that case, what title would you give this passage?  Chances are the title can lead you to the correct response.

Covering All Bases: The Main Idea

in reading terms, you probably find that the main idea questions on the SAT give you choices that fall into the too-board, too-narrow, off-base, and just-right categories.  A just-right choice includes all the supporting points and details in the passage, but isn't so broad as to be meaningless.

You frequently get a least one main idea question that applies to the entire passage.  Think of the main idea as an umbrella protecting you from a driving rain as you walk down a street.  If the umbrella is too large, the wind will blow you away.  If it's too small, you'll get wet.  You need one that fits perfectly. Imagine for a moment that you're trying to find a main idea for a list like the following: jelly, milk, waxed paper, light bulbs, and peaches.  A main idea that fits is "things you can buy at the supermarket."  One that is too broad is "stuff." A too-narrow choice is "food," because very few people like the taste of light bulbs, and everyone who does is locked up in a padded room somewhere.  A completely off-base main idea might be "canned goods."

TIP: A variation on the main idea asks about a paragraph, not the passage as a whole.  Use the same guidelines to choose the correct answer.'

Making Inferences

You make inferences every day. (An inference is a conclusion you reach based on evidence.)  Perhaps you come home and your mother is chewing on the phone bill and throwing your bowling trophies out the window.  Even though she hasn't stated the problem, you can guess that the call you made to the bowling team in Helsinki wasn't included in your basic monthly calling plan.

The SAT Critical Reading section has tons of that sort of inference.  You get a certain amount of information and then have to stretch it a little.  The questions may resemble these:

• What may be inferred from the author's statement that she is "allergic to homework" (line 66)?
• The author implies in line 12 that small stuffed animals ....
• The author would probably agree with which of the following statements?

To crack an inference question, act like a Sherlock Holmes clone.  You have a few clues.  Perhaps, you have a set of statements about small stuffed animals: Very young kids tend to eat these little stuffed animals; unmarred stuffed animals fetch high prices on eBay; children seldom appreciate presents for more than a few moments after receiving them.  You get the picture?  Then ask yourself what sort of conclusion you may come to, given the evidence.  Stretching the stuffed animal example, you may think that buying and selling stuffed animals for a profit is better than ignoring your little nephew's birthday.  After you reach a conclusion, check the choices to see which one best matches your conclusion.

Warning: If you're to infer, don't look for a statement that is actually in the passage.  Inferences reside, by definition, between the lines.  If the statement is in the passage, it's the wrong answer.