The Ultimate In: Word Power And Comprehension For The "new" S.a.t.® 1g2b4l

The ULTIMATE in: WORD POWER and COMPREHENSION for the “NEW” S.A.T.®

By GFS

Copyright © 2013 by GFS. Library of Congress Control Number: 2013901816 ISBN: Softcover 978-1-4797-8525-4 eBook 978-1-4797-8526-1

All rights reserved. No part of this book may be reproduced or transmitted in any form or by any means, electronic or mechanical, including photocopying, recording, or by any information storage and retrieval system, without permission in writing from the copyright owner.

S.A.T. is a ed trademark of the College Entrance Examination Board. The College Examination Board is not associated with and does not endorse this book.

Rev. date: 04/21/2016

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CONTENTS

Introduction

Part I Reading—Comprehension—Word Power

Exercise 1: Narrative “Orphaned at a very young age . . .” Exercise 2: Art “. . . the kaleidoscope of genius . . .” Exercise 3: Fiction “Employing the Reaper” Exercise 4: Dual History “. . . his magnetic personality . . .” Exercise 5: Music “Corner Pocket” Exercise 6: Dance “Talent Fame and Conceit” Exercise 7: Political “. . . good governance, strong and visionary” Exercise 8: Education “. . . kindness from the unkind . . .” Exercise 9: Narrative “The Shutters of My Mind” Exercise 10: Science “I made one great mistake in my life . . .” Exercise 11: Philosophy “The unexamined life . . .” Exercise 12: Pacifism “The content of their character”

Part II Grammar and Usage “Frequent Mistakes”

Grammar and Usage—Frequent Mistakes Sample Writing Paragraphs Appendix A “Root Words . . . Prefixes . . . Suffixes” Appendix B Literary for the S A T Appendix C Answers and Explanation Appendix D Learning and Teaching Styles and The S.A.T. References

Dedication

“To all the students who have allowed me the honor and privilege of serving as their guide on such a significant endeavor as preparing for the S.A.T.”

INTRODUCTION

I. Purpose: To provide both student and instructor the “Ultimate Guide” for building vocabulary power and reading comprehension, specifically for “The Scholastic Aptitude Test.”

II. Vocabulary “Word” Power: This guide is divided into twelve exercises that allow the reader the opportunity for increasing Word Power and Comprehension through Active and ive participation. The level of reading difficulty increases with each age and exercise. Included are over 300 vocabulary words that have appeared most frequently on The Scholastic Aptitude Test (S.A.T.) since 2007. The database of S.A.T. level words appear in drills modeled after S.A.T. questions as they appear on the exam. In keeping with the objectives of improving comprehension and improving vocabulary, all drills relate specifically to the age in the exercise.

• Reading Comprehension • Sentence Completion • Word Scramble • Matching • Essay

Word Scrambling and Matching Columns are designed to enhance memory,

speed and attention. They provide the opportunity for Active and ive vocabulary learning.

Reading ages for each exercise are written in S.A.T. format allowing the reader the opportunity to encounter S.A.T. Level words in context.

Essays are also presented in S.A.T. format, Quote and Assignment, emphasizing the need for examples taken from “readings, studies, experience or observation.” A Challenge is also included encouraging the writer to compose the essay using as many vocabulary words as possible taken from the exercise. The Challenge allows the student to interact with the newly learned words, thus increasing retention.

Each exercise contains a Glossary. The words included in the glossaries are Clustered whenever possible. Grouping words of similar meaning or subject matter is an effective strategy for learning and retaining vocabulary.

Strategic Approaches for Sentence Completions

Guessing—Should one guess on the S.A.T.? The scoring system used strongly suggests Educated Guessing, as the respondent is not penalized for an incorrect response. The respondent is awarded 1 point for every correct answer, penalized ¼ point for every incorrect answer and penalized 0 points for every blank answer.

Educated Guessing—Should you reduce your possibilities to 2 choices, then you should definitely guess. The Law of Probability is now in your favor. Instead of 1 in 4, your odds are increased to 1 in 2. The exam scoring system now works in your favor with this approach.

Direct Transitional Words—These are words and phrases that indicate a direct flow in the sentence. (and because furthermore likewise since so since thus therefore “in addition to”)

Contrast Transitional Words—These words and phrases indicate a contrast or contradiction, thus changing the flow of the sentence. (but however although nevertheless instead despite “even though”)

Punctuation—Commas, colons and semicolons can often serve as cues on Sentence Completions. Punctuation is often used to divide the sentence. If the blank appears in the first half of the sentence, there is usually a defining word or phrase in the second half and the opposite holds true.

Decoding—Use methods of decoding such as underlining or circling to identify

“key” words, “transitional words” and phrases that may help define the word.

III. Reading Comprehension

The Reading Comprehension ages include a variety of themes often appearing on the S.A.T. Themes such as Narrative, Dual History, Art, Fiction and Science are presented in a fashion modeled after the S.A.T. In order to do well on the Reading Comprehension segment of the test, one must;

• learn the types of questions that are posed • learn where in the age the information is found • learn to identify “key” and “transitional” words in the question • (“key” words address the heart of the subject matter, very often synonyms and antonyms) • learn to identify “key” and “transitional words” found in the age • (“transitional” words change the flow of the sentence Ex. but, however)

The Three types of Reading Comprehension Questions Posed on the S.A.T.

Main Idea—these questions deal with the overall theme and purpose of the story. Main Idea questions also deal with the author’s tone and mood. Main Idea information is usually found in the opening and closing sentences of each paragraph. Example Main Idea Questions—“The age as a whole is best characterized as . . .” “age 1 and age 2 share an overall tone of . . .”

Specific Information—these questions deal with specific details, examples and descriptions. The exam will usually refer you to a specifically numbered line, word or paragraph. Example Specific Information Questions—“In line 45, husband most nearly means.” “In lines 22-29, the primary asset of the new arena is that . . .”

Insinuated Questions—these questions are designed to determine whether or not the reader can draw a conclusion from what is suggested in the text. Insinuated questions include such words as implies, suggests or phrases such as seems to indicate. Example Insinuated Questions—“In lines 29-30, the author suggests that . . .” OR “The author’s statement in age 1 seems to imply that men are . . .”

Previous Evidence Questions— These are questions that require the respondent to select the answer which best s the previous question.

Strategic Approaches for Reading Comprehension

There is a difference of opinion among those who prepare students for the S.A.T. as to whether a student should, read the questions first and the age after or read the age first and answer the questions after. Having taught reading comprehension for over twenty years, this author maintains the strategy is determined by how the student “perceives and processes information.” The question should always be asked. Some students must, in fact, have a general idea concerning the age in order to retrieve detailed or implied information. On the other hand, there are others who achieve comprehension by addressing the questions first. These students prefer having detailed information to better comprehend the overall theme. A short learning style inventory or perceiving and processing inventory should prove helpful. (see Appendix D) Do you need the picture or the manual in order to assemble the bookcase? Do you need both?

Educators who prepare students for the S.A.T. must “Teach for Comprehension”. Strategies include: • Sensory Images—create images during and after reading • Visualization—see what is being read or written • Personalization—identify with one of the characters • Identification—determine what is important in the text • Draw Inferences—use information from the text to draw conclusions • Inference—use prior knowledge and information to draw interpretations • Questions—pose questions throughout the entire reading session • Comprehension Monitoring—Identify what does and does not make sense • Cognitive Teaching—maintain awareness of themes, details and insinuations

Correction Strategies for the Reader

When not comprehending, ask the following: • Does it make sense? • Does the word sound like language? • Do the letters match the sound? • Is the word familiar? • Who or what can help? • In context, can this word or problem be solved?

More Reading Comprehension Strategies for the S.A.T.

Dual ages—Deal with one age at a time. Whether reading the age first or the answers first, address age 1, then address age 2. Conclude with answering the questions that pertain to both.

Underline and Circle—Underline the opening and closing sentences of each paragraph. This is where the Main Idea information is found. Circle “key” and “transitional” words. This will give a point of reference for questions and reinforce what has been read.

Read the Italics—Always read the italics, they often provide a “window”

into the story.

Determine the type of Question—Is the question Main Idea, Specific Information or Insinuated.

Determine What the Question Is Asking—Definition, Mood, Tone, Purpose

Use the Context Method—Determine the meaning of a word by reading the sentence prior and the sentence after. Often synonyms and antonyms are used in close proximity and will help determine the meaning of a word.

“Take The Test, Don’t Let The Test Take You”

Supplemental Sections

Glossaries—The Glossaries located at the end of each exercise provide easy access to definitions for the used in each exercise. The defined are based on their use within the context of the age. Ex. Husband may be defined as managing prudently or economically and not defined as the male head of a household.

Appendix A (Roots, Prefixes, Suffixes)—Knowledge of roots, prefixes and suffixes is an invaluable asset in preparing for the S.A.T. It is virtually impossible to memorize all the words in the English language that may appear on the Scholastic Aptitude Test. Knowledge of these elements will assist the respondent in deciphering the meaning of unfamiliar words.

Appendix B (Literary )—Literary are what make language interesting, thus they often appear on the S.A.T. reading comprehension ages and sentence completions. Questions regarding literary appear on the reading comprehension section. The use of literary devices, such as alliteration, help score points on the Essay portion of the exam. Knowledge of these rhetorical devices will prove useful well beyond the S.A.T.

Appendix C (Answers and Explanations)—Answers and Explanations is another interactive portion of this guide. Insight into the author’s intent, elimination of repeated mistakes and identification of important clues are all brought to light in Answers and Explanations.

Developing Word Power and Comprehension For The S.A.T. Exam

Exercise 1: Narrative

Prompt:

As you read the age, give consideration to how the author: • s claims • develops ideas • uses word choice • appeals to emotion

Orphaned at a very young age, the reticent young man preferred to remain alone while his loq 10 What remained after his father’s departure was a void, a “rock” in his heart. As he quiescently 20 Decades later, the very same orphan found himself at the helm of a lucrative software compan 30 Today he is often questioned on the keys to his fortune and fame, the bits of information that m 40

1. In line 2, reticent most nearly means

a. smart b. prepared c. reserved d. still e. rude

2. The author would most likely characterize the young orphan’s mood in lines 8-10 as

a. regretful b. lonely c. erroneous d. pensive e. jealous

3. The behavior of the other students in line 7 can best be described as

a. pompous

b. voluble c. arrogant d. insolent e. taciturn

4. The age is primarily concerned with

a. the orphan’s jealous feelings toward his peers b. overcoming life’s setbacks and tragedies c. how brief life can be d. memories that can never be erased e. summarizing all events in the orphan’s life

5. In line 3, loquacious most nearly means

a. insane b. very loud c. very talkative d. very terse e. succinct

6. “The rocks in my heart” in line 43-44, represent

a. his sense of anger b. his sense of loss c. his sense of regret d. his sense of vengeance e. his sense of drive

7. As the orphan matured, his feelings changed from

a. anger to forgiveness b. doubt to assurance c. hate to pride d. sorrow to joy e. loneliness to motivation

Sentence Completions: For each question in this section, select the best response from among the choices and circle your answer.

1. The reticent orphan’s mood can best be described as _________.

a. reserved b. laconic c. inactive d. taciturn e. verbose

2. The _________ nature of the other students was expressed by their need to impress others.

a. garrulous b. voluble c. bombastic d. complacent e. belligerent

3. The “adult” orphan was known for his _________ manner of speaking.

a. colloquial b. mundane c. haughty d. eloquent

e. grandiloquent

4. The “adult” orphan’s presentations can best be described as both _________ and _________.

a. concise . . . fluent b. garrulous . . . talkative c. brief . . . pithy d. rhetorical . . . sincere e. voluble . . . grandiose

5. Both _________ and _________ are the best ways to describe the adult contemporaries verbose and illogical presentations.

a. talkative . . . aloof b. knowledgeable . . . fluent c. concise . . . terse d. wordy . . . incoherent e. careless . . . inane

Word Scramble: Unscramble the following words found in the age.

yitph ubvloel trcetnei tnesnilo uqoleetn

Matching: Match the vocabulary words found in Column A with their defining word or phrase found in Column B.

Column A 1. Reticent 2. Loquacious 3. Bombastic 4. Quiescent 5. Vociferous 6. Inarticulate 7. Voluble 8. Eloquent 9. Pithy 10. Insolent

Column B a. pompous b. vocal, expressive c. difficult to understand d. speak with ease e. reserved f. quiet, still g. enjoy talking h. disrespectful, impudent i. fluent and persuasive j. brief and essential

Essay:

Quote—“It is said that the most powerful of messages are delivered in as few words as possible.”

Assignment

Write an essay in which you explain how the author builds an argument and persuades the reader that life’s setbacks and tragedies are often a catalyst for success. In your essay, explain how the author uses one or more of the items listed in the essay’s prompt or features of your own to his story.

Your essay should not discuss whether you agree or disagree with the author but how the author subtly persuades the reader and builds an argument.

Challenge—Compose your essay using as many vocabulary words taken from Exercise 1. (See Glossary)

* S.A.T. Tips *

1. S.A.T. reading questions are divided into four questions.

A. Main Idea;

B. Specific Information; C. Insinuated; D. Previous Evidence

Answer Key

Reading Comprehension: 1. c; 2. d; 3. a; 4. b; 5.c; 6. e; 7. e

Sentence Completion: 1. a; 2. c; 3. d; 4. a; 5. d

Word Scramble: Pithy Voluble Reticent Insolent Eloquent Matching: 1. e; 2. g; 3. a; 4. f; 5. b; 6.c; 7. d; 8. i; 9. j; 10. h

Glossary

Arrogant—with an attitude of superiority Bombastic—speaking or writing to impress others, pompous Belligerent—hostile or combative Bewildered—surprised, shocked or amazed Brevity—short and to the point, concise Colloquial—informal speech or writing Demise—downfall or death Eloquent—fluid, forceful and persuasive speech or writing Entrepreneur—person who manages a business undertaking Erroneous—mistaken or characterized by error Furtive—done in a sneaky or stealthy manner Garrulous—very talkative Grandiloquent—using pompous words Grandiose—impressive, important Gregarious—social, friendly Haughty—great pride in oneself Helm—in control or leadership Inarticulate—speech that is difficult to understand

Incoherent—speech or writing not logically connected Insolent—bold and disrespectful Laconic—brief in speech or expression Loquacious—very talkative, enjoy talking Lucrative—profitable Mundane—common or ordinary Pensive—contemplating, involved in thought Pithy—brief, concise and with meaning Pompous—showing self-importance Quiescent—quiet and still Rant—to be noisy Rave—to rage or roar Reticent—reserved and quiet, not talking Rhetorical—the art of using words Succinct—clearly and briefly stated Taciturn—not liking to talk, always silent Terse—speech or writing that is to the point, almost rude Vociferous—loud or noisy Voluble—able to speak with ease

Exercise 2: Art

Prompt:


One must marvel at the kaleidoscope of genius that was bestowed on Pablo Picasso. Combine 10 “Les Demoiselles of Avignon”, was a provocative brothel scene with prostitutes and their clie 20 Fame, man’s gift to man, began to rain on Picasso. His revolutionary accomplishments, simila 30 The birth of Cubism is attributed to Pablo Picasso and Georges Braque, whom Picasso met in 40 This antagonistic comment created much animosity among colleagues and women. The jocula 50 His political affiliation with the communist party led to many disputations. Yet, the artist was 60

1. In line 1, kaleidoscope most nearly means

a. artful and rare b. playful and suggestive c. plentiful and changing d. experimental and exciting e. bellicose and distinct

2. It can be inferred in lines, 28-31 that

a. Picasso detested the attention he was now receiving b. Matisse and Duchamp resented the praise given to Picasso c. Picasso welcomed his new found fortune and fame d. the artist was shocked by the public response e. success made Picasso cynical

3. “He ceased painting what he saw and began painting what he thought” in lines 11-13 reflect

a. change in his artistic approach

b. a shift in his inner most feelings c. a need to appeal to more of the masses d. Braque and the other artists demanded a change e. His approach needed to demonstrate African art

4. The main purpose of the age is to

a. provide a biographical sketch of Picasso’s life b. examine influences on the artist’s art work c. explain the significance of “Cubism” d. provide detail on his relationship with Braque e. explain the importance of “Les Demoiselles of Avignon”

5. The word gregarious in line 10 most nearly means

a. spiritual b. belligerent c. provocative d. scornful e. social

6. In line 46, the word polemical most nearly means

a. affable b. bellicose c. argumentative d. irritable e. predatory

7. The critics most likely agreed that Picasso’s statement in line 40, “He was just a wife” is

a. ironic b. amicable c. an attempt to poke fun d. sexist and disparaging e. captious


1. The kaleidoscope of genius can best be described as _________.

a. multifaceted b. amiable c. colorful d. primitive e. stagnant

2. The transformation of “Les Demoiselles of Avignon” resulted in the viewer observing a gaze that was both _________ and _________.

a. scornful . . . provocative b. daring . . . friendly c. antagonistic . . . bellicose d. angry . . . taciturn e. inspiring . . . daring

3. The antagonistic comment “just a wife” was not received as levity but _________ and _________.

a. unfair . . . sexist b. accurate . . . chauvinistic c. intrusive . . . pugnacious d. captious . . . belligerent

e. cantankerous . . . quarrelsome

4. Extensive travel afforded Pablo Picasso a _________ perspective, but it was Paris that served as his creative _________ for his painting.

a. worldly . . . defense b. universal . . . catalyst c. contained . . . inspiration d. playful . . . center e. obscure . . . revolution

5. Picasso’s art is a _________ of many art forms influenced by various artists in various parts of the world.

a. conflagration b. aberration c. encroachment d. confluence e. innocuousness


miucsb rlcjoua cimloplea lianocgen eelocncnfu

Matching: Match the vocabulary words found in Column A with their defining word or phrase found in Column B

Column A 1. Confluence 2. Pugnacious 3. Belligerent 4. Congenial 5. Antagonism 6. Gregarious 7. Jocular 8. Polemical 9. Cubism 10. Chauvinism

Column B a. sociable b. argumentative c. eager to fight d. contempt for the opposite sex e. hostile or aggressive f. art in geometric forms g. coming or grouping together h. joking or having fun i. compatible or sympathetic j. hatred

Essay:

Quote—“The structured person is nice to be with but it is the creative that get the job done.”

Assignment

Write an essay in which you explain how the author builds an argument and convinces the reader on how various artistic influences affected Picasso’s career and life. In your essay, explain how the author uses one or more of the items listed in the essay’s prompt or features of your own to strengthen his story.

Your essay should not discuss whether you agree or disagree with the author but how the author appeals to the reader’s emotions and builds an argument.


*S.A.T. Tips*

1. Main Idea Comprehension Questions—Theme, Mood, Tone and Purpose

2. Specific Information Questions—Details, Examples, Descriptions and

Definitions

Answer Key Exercise 2

Reading Comprehension: 1. c; 2. c; 3. a; 4. a; 5. e; 6.c; 7. d

Sentence Completions: 1. a; 2. b; 3. a; 4. b; 5. D

Word Scramble: Cubism Jocular Polemical Congenial Confluence

Matching: 1. g; 2. c; 3. e; 4. i; 5. j; 6. a; 7. h; 8. b; 9. f; 10. d

Glossary

Affable—friendly or kind Amiable—having a pleasant disposition Amicable—showing good will, peaceable Animosity—hatred Antagonism—feeling of hostility Bellicose—quarrelsome in nature Belligerent—hostile or aggressive individual Captious—critical or fault finding Confluence—bringing or grouping together Congenial—compatible or sympathetic with Contentious—always ready to argue Cubism—art in geometric shapes Disputations—arguments or verbal challenges Gregarious—sociable, appealing to the social masses Jocular—joking or having fun with people Levity—lighthearted in nature Polemical—inclined to debate or argumentative in nature Predator—robbing, exploiting or feeding on others

Pugnacious—prepared and eager to fight

Surreptitious—secret, clandestine

Exercise 3: Fiction

Prompt:


The precarious Delilah, always willing to engage in the dangerous and the perilous, maneuver 10 15 “Excuse Sir Grim, my paramour Sam I no more adore. His manner gruff and constant snore, h The Reaper was taken by surprise, confounded to say the least. Sam, the magnanimous, the om “My dear Delilah, I must react, you’ll serve for me is that a fact? Give me the source of his great strength, his soul I’ll snare at any length.” Grim Reaper’s words struck an ironic chord, as the source of Sam’s great strength came with t “Ironic you say any length, here is the riddle of his massive strength. Brawn with hair grow on demand I’ll sheer it off should you command.” So the plot was devised. Food and drink, intoxicating drink from the Reaper’s own brew, was 50 55

1. In line 1, the word precarious most nearly means

a. sensual b. risk taking c. fool hardy d. bewitching e. treacherous

2. It can be inferred in lines 1-8

a. Delilah had previously resisted proposals offered by Grim Reaper b. Delilah’s soul is also being sought c. Delilah feared taking chances d. The Reaper felt affection for Delilah e. Delilah feared Sir Grim

3. The behavior of both Delilah and Sir Grim could be described as

a. cryptic b. adversarial

c. ebullient d. devious e. gregarious

4. The word provincial in line 11 most nearly means

a. urban b. cosmopolitan c. rural or rustic d. worldly or universal e. progressive or advanced

5. The purpose of the age is to provide

a. information b. historical facts c. personal anecdotes d. analysis e. entertainment

6. The tone of the age is best characterized as

a. ambivalent b. callous c. turbulent d. nefarious e. enigmatic

7. It is suggested in lines 53-55 “Yet by Sam’s last words . . .” that

a. Sam sought revenge on Delilah b. Delilah regretted her actions c. Sam sealed his own demise d. The Reaper released Sam’s soul e. Sam forgave Delilah’s deceit


1. Delilah’s character can best be described as _________ and _________.

a. opportunistic . . . devious

b. daring . . . erotic c. greed stricken . . . lustful d. turbulent . . . provocative e. gruff . . . deplorable

2. Delilah’s comment, “What say you . . . .” lines 17-18 can best be described as _________.

a. an offer of transaction b. an offer of inquisitiveness c. a mistrust d. an offer of defiance e. a misunderstanding

3. It can be inferred that Sam is viewed by the villagers as being _________ and _________.

a. arrogant . . . presumptuous b. complacent . . . egotistical c. insipid . . . odious d. narcissistic . . . munificent e. generous . . . powerful

4. The challenge facing Delilah is to _________ with The Grim Reaper and then _________ the unsuspecting Sam.

a. transact . . . entice b. befriend . . . destroy c. allure . . . deceive d. confirm . . . disparage e. negotiate . . . alleviate

5. Delilah and The Grim Reaper represent _________ and _________, making them a devious duo.

a. beauty . . . depravity b. boldness . . . treachery c. perfidiousness . . . nefariousness d. listlessness . . . wickedness e. languidness . . . infatuation

Word Scramble: Unscramble the following words found the age.

gneiam tnervilu mruapora tylhbnair cnivirpola


Column A 1. Precarious 2. Labyrinth 3. Conflagration 4. Provincial 5. Paramour 6. Enigma 7. Perfidious 8. Virulent 9. Magnanimous 10. Omnipotent

Column B a. deceitful b. all powerful c. rural or rustic d. daring or bold e. huge fire f. generous g. sweetheart or mate h. a maze i. riddle or puzzle j. spiteful or hateful

Essay:

Quote—“Imagine an act so deceitful and nefarious that it results in the demise of the intended victim as well as the agent.” Is deceit an innate characteristic or is it learned?

Assignment

Write an essay in which you describe how the author develops this fictional tale. In your essay, explain how the author uses one or more of the items listed in the essay’s prompt or features of your own to strengthen his story.

Your essay should not discuss whether you agree or disagree with the author but how the author develops this fictional tale.


*S.A.T. Tips*

1. Insinuated Questions—the reader must draw a conclusion. Insinuated questions often include key words or phrases such as: suggests, implies, most likely.

2. Main Idea—information is usually found in the opening and closing sentences of each paragraph.

3. Specific Information—(details, examples, description) is usually found in the body of each paragraph. The test will usually direct the reader to the specific lines, words, phrases and paragraphs in question.

Answer Key

Reading Comprehension: 1. b, 2. b, 3. d, 4. c 5.e, 6. d, 7. A

Sentence Completion: 1. b, 2. a, 3. e, 4. a, 5. c

Word Scramble: Enigma Virulent Paramour Labyrinth Provincial

Matching: 1. d, 2. h, 3. e, 4. c, 5. g, 6. i, 7. a, 8. j, 9. f, 10. B

Glossary

Ambivalent—unclear or uncertain Arrogant—over bearing or excessively proud Brawn—strength or power Callous—indifferent or uncaring Cascaded—flow in a downward direction Cleaved—to sheer or cut Conflagration—a huge fire Confounded—amazed or confused Deployed—done away with, sent away Devious—devilish Ebullient—excited Egotistical—conceited or self-centered Enigma—riddle or puzzle Intoxicating—making one drunk Labyrinth—a type of maze Lure—to attract or entice Magnanimous—generous Maneuvered—to perform or create movement

Narcissistic—excessive self-interest Nefarious—mean and wicked Omnipotent—all-powerful Paramour—mate or sweet heart Perfidious—deceitful Perilous—risky or adventurous Precarious—daring or bold Provocative—enticing or attractive Provincial—rural or rustic Turbulent—violent or casing turmoil Virulent—spiteful or full of hatred

Exercise 4: Dual History

Prompt:

As you read the age, give consideration to how the authors: • s claims • develops ideas • uses word choice • appeals to emotion

age 1

Perhaps it was his magnetic personality, his speech or his captivating smile that led to the adul 10 Not all were depressed. Many were angered by the baneful, covert plot, which viciously remo 20 25 30 Empathy from an unexpected source is what my friends and I received on that fateful day in 1 We had just been detained that morning for truancy and gambling, then placed in a holding ce 40 We arrived at the front desk to retrieve our belongings and there they were, tough cops staring 50 November 22, 1963, was in many ways the day the “cloak of innocence” was removed from o

60 age 2 The death of President John Kennedy was undoubtedly a turning point in the history of the Un 70 75 For years conspiracy theorists argued it was unfathomable the same bullet that struck the Pres 85 Enhanced photographs and videos show Lee Harvey Oswald in the sixth floor, minutes prior t 95 100 Investigations, not only proved Oswald was the owner of the rifle, the improvised bag used to Conspiracy theorists have gone as far as to say Oswald’s demeanor the day of the assassinatio 115 Since the infamous autumn day in 1963, reputable Americans who reported the incident have 125 Dan Rather was quoted, “I am contented with the basic findings of the Warren Commission, th The theories that cast suspicion on groups such as the military establishment and organized cr 136

1. The opening lines 1-7 suggests the author a. didn’t care much for President Kennedy b. couldn’t understand the adoration people felt c. thought the populous was truly apathetic d. felt Kennedy did not endear himself to the masses e. agreed with his mother’s sentiments

2. In line 5, the word rambunctious most nearly means

a. inactive b. very outspoken c. athletic or active d. wild or boisterous e. loud and disrespectful

3. According to age 1, the author most likely

a. agreed with the findings of the Warren Commission b. was ashamed of the actions of the police officers c. felt skepticism toward the government

d. thought the incident was a hoax e. fell into a state of depression

4. The word unfathomable in line 79 most nearly means

a. very deep and penetrating b. unable to comprehend c. to understand completely d. strange e. unable to deliver

5. The tone of age 2 can best be described as

a. ionate and informal b. satirical and comic c. somber and sympathetic d. informative and educational e. sympathetic and informative

6. Which of the following titles best summarizes age 2?

a. The Legacy of John Fitzgerald Kennedy b. America During It’s Mourning Period c. The Lone Gun-Man Theory Prevails d. Conspiracy Theorists are Wrong e. Profile of an Assassin

7. With which of the following statements would the author of age 2 agree?

a. The public was wrong to assume the governments involvement b. John Kennedy accomplished a great deal during his presidency c. John Kennedy’s death was as catastrophic as 9-11 d. John Kennedy was not worthy of such adulation from the public e. The public’s conspiracy theories are harmful to the country

8. Both ages agree on what aspect of the assassination?

a. Remarks made by distinguished of the media b. Conspiracy theories c. Shots came from the “Grassy Knoll” d. There was a lone gun-man who acted alone e. Americans were traumatized by this event

9. The main difference between the two descriptions is that

a. age 1 focuses on political implications, while age 2 focuses on social implications b. age 1 focuses on Oswald’s actions, while age 2 focuses more on public reaction c. age 1 focuses more on the emotional impact on the public, while age 2 focuses on historical information d. age 2 is less interested in giving a factual , while age 1 focuses on the facts e. age 2 onishes the military establishment, while age 1 onishes organized crime

10. “The cloak of innocence” in line 55 refers to a. the protection and simplicity that accompanies youth b. the protection of the police c. the guidance youth should receive from leaders d. young people being naïve e. consequences of rambunctious activity


1. In the autumn of 1963 many Americans had great respect for President Kennedy; they actually _________ him.

a. revered b. scrutinized c. chastised d. vilified e. denigrated

2. A _________ plot is the suspicion many Americans have to this day of the Kennedy Assassination; a covertly executed “coup de tat.”

a. candid b. intricate c. clandestine d. deliberate e. mitigated

3. President Kennedy’s _________ comments regarding the Vietnam War and

Civil Rights led to the _________ that was felt among conservatives.

a. controversial . . . animosity b. visionary . . . loyalty c. prudent . . . perfidy d. pragmatic . . . benevolence e. rigid . . . adulation

4. Although the idea of a conspiracy brings about profound theories, they do not alter an individual’s _________; a doubter at age sixteen will probably still be a _________ at sixty-five.

a. motives . . . fugitive b. hatred . . . militant c. conviction . . . skeptic d. lassitude . . . pacifists e. beliefs . . . pragmatist

5. The suspect stared reticently at the interrogators giving neither verbal nor written ission of his guilt, in short he remained _________.

a. suspicious

b. fervent c. vigilant d. taciturn e. discerning

6. Conspiracy theorists have developed over a dozen assumptions on why President Kennedy was shot, however, not one _________ has rendered a _________ answer.

a. revision . . . fervent b. scenario . . . pliable c. conjecture . . . conclusive d. advocate . . . irrefutable e. proponent . . . supplemental

7. Opponents of “JFK for Re-election” during the 1963 campaign claimed the President lacked international wisdom, and this _________ would result in his defeat.

a. indifference b. lethargy c. insight d. shrewdness

e. naivete

8. The author of age 2 relies on research to formulate his position; this _________ approach leads to his convincing argument.

a. pragmatic b. educational c. realistic d. analytical e. idealistic


evtcro uealfnb edrvere oiauantld lebwolde


Column A 1. Adulation 2. Rambunctious 3. Revered 4. Bellowed 5. Baneful

Column B a. hidden or secret b. cried or sobbed c. inconceivable d. glorification e. honored or idolized

6. Covert 7. Rancorous 8. Unfathomable 9. Panegyrize 10. Pernicious

f. loud and wild g. causing harm or death h. to praise or laud i. causing distress or ruin j. bitter hate or malice

Essay:

Quote—“Many people have a cynical view of the Lone Gun-Man Theory. In fact, conspiracy theorist attribute the assassination to a master plot involving factions of the C.I.A. and Organized Crime.”

Assignment

Write an essay in which you discuss how the authors develop and build each argument on the two theories surrounding the assassination of John F. Kennedy. In your essay, explain how the author uses one or more of the features listed in the essay’s prompt or features of your own to add validity to either argument.

Your essay should not discuss whether you agree or disagree with either theory, but how the authors build each argument to persuade the reader.

Challenge: Compose your essay using as many vocabulary words taken from Exercise 4. (See Glossary)

*S.A.T. Tips*

1. Single blank sentence completions have key words or phrases that define or characterize the word needed in the blank.

2. A blank at the beginning of a single blank sentence usually has its key word or phrase at the end of the sentence.

Answer Key

Reading Comprehension: 1. b, 2. d, 3. c, 4. b, 5. e, 6. c, 7. a, 8. e, 9. c, 10. a

Sentence Completion: 1. a, 2. c, 3. a, 4. c, 5. d, 6. c, 7. e, 8. d

Word Scramble: Covert Baneful Revered Adulation Bellowed

Matching: 1. d, 2. f, 3. e, 4. b, 5. i, 6. a, 7. j, 8. c, 9. h, 10. G

Glossary

Adulation—praise or honor Affiliation—having a connection with Aloof—distant in manner or behavior Apathetically—done with little emotion Baneful—causing distress or death Bellowed—cried or sobbed loudly Calamity—misfortune or misery Captivating—hold the attention or charm Chastised—onished or corrected Coup De Tat—sudden and forceful overthrow Covert—hidden or concealed Demeanor—behavior Denigrate—to defame or put down Disclosing—revealing or make known Divulged—disclosed Elated—excited Empathy—to share emotions or feelings Formulators—theorists

Improvised—to provide on the spur of the moment Incarcerated—detained or jailed Infamous—bad or notorious Panegyrize—to praise Perniciously—done with malice or evil intent Ponder—think Predator—one who exploits others Prowess—superior ability or skill Rambunctious—wild or loud Reputable—well thought of or respected Reticently—reserved and quietly Revered—honored or idolized Scrutinized—well reviewed or examined Sullen—sad or dejected Tenure—period of assignment or office Traumatized—emotionally shocked Unfathomable—inconceivable Unwavering—not giving up or submitting Vilified—defamed or degraded

Exercise 5: Music

Prompt:


He was still a fun loving man, although advanced in his years. Not long ago he had celebrated 10 15 Compositions by Gershwin, Ellington and Porter, interpreted by the likes of Charlie Parker, O 25 30 It was a rainy autumn eve that I arrived with, “The Count Meets The Duke.” Touted as one of 40 Ella and Louie at Carnegie Hall, Parker and Tatum he thought best of all. Memories of Mingu 50 Uncle Paul had been imioned by an endless array of virtuosos. In his words; “Saw Miles p 60 There was no brief shining moment to where his mind and heart could be transposed. No pers 66

1. It can be inferred that Uncle Paul “would still rush to the family room whenever I arrived with a new compact disc” lines 8-10 because

a. he was expected to be there b. the jazz CD’s reminded him of the “swing” and “bee-bop” eras c. he never had the opportunity to listen to jazz d. listening to music helped overcome loneliness e. he was curious to hear what might be new

2. In regard to the first paragraph, the first and second sentences of paragraph two, lines 32-33 serve to

a. move from the description of the main character and proceed with action b. build curiosity and interest c. offer more description of Uncle Paul’s character d. move away from the author’s style e. provide further description and detail

3. The word ardent in line 7 most nearly means

a. oppressed

b. specific c. deferential d. indifferent e. ionate

4. The reference to “they couldn’t touch Satchmo” in line 30-31 is used to emphasize

a. the kind of poetic language he would use b. his dislike for contemporary musicians c. how “Satchmo” played d. how artists today wish they could play e. the language of the times

5. Which of the following best defines the word virtuosos in line 54?

a. musicians that have virtue b. artists that are pious c. masters at their craft d. sensible and intelligent e. musically structured

6. In the age, Uncle Paul is characterized as being

a. faithful b. sentimental c. inquisitive d. relished e. aloof

7. It can be inferred from line 66-67 “It’s not the song, it’s how you feel about it” that

a. sentiment is not a key element in songs b. memories are what should be valued in a song c. lyrics should not be superficial d. music without lyrics have less sentiment e. the main character yearns for romance


1. He displayed a near _________, insisting on knowing every detail of the

song.

a. obsession b. exuberance c. wonder d. prudence e. bewilderment

2. Count Basie’s compositions were so uniquely arranged the orchestra would _________ as though it was one instrument.

a. interpret b. permeate c. coadunate d. syncopate e. engage

3. Although condemned by the early critics, jazz was _________ and eventually those _________ were erased from the American psyche.

a. refuted . . . theories b. validated . . . predictions

c. diminished . . . doubts d. confirmed . . . compositions e. legitimized . . . denunciations

4. Free interpretation and innovation in music is not necessarily a _________ force; countries that have encouraged jazz have found it to be an _________ art rather than a detrimental influence on their people.

a. insipid . . . antiquated b. divisive . . . inspiring c. tacit . . . exuberant d. vulgar . . . avid e. crucial . . . adroit

5. Creative musical scores are often byed and become _________ as a result of _________, the versatility and improvisation demonstrated by jazz artist eventually become antiquated as a result of such oversight.

a. prestigious . . . presumption b. lavish . . . overplay c. obsolete . . . pretermission d. prevalent . . . preservation e. glorified . . . omission


dvia utedot ntarde tdaior osivsoutr Matching: Match the vocabulary words found in Column A with their defining word or phrase found in Column B.

Column A 1. Ardent 2. Exuberance 3. Avid 4. Touted 5. Compilation 6. Archive 7. Virtuosos 8. Syncopate 9. Adroit 10. Pretermission

Column B a. praised or heralded b. omission c. skillful d. ionate or eager e. enthusiasm f. shift or accent a tone g. collection h. intense liking i. learned individuals j. library

Essay:

Quote—“History largely consists of chronicling momentous occasions, and it was such an occasion when the full orchestras of Duke Ellington and Count Basie recorded together side by side, on July 6, 1961.”—Stanley Dance

Assignment

Write an essay in which you describe how the author develops this narrative. In your essay, explain how the author uses one or more of the items listed in the essay’s prompt or features of your own to build his story.

Your essay should not discuss whether you agree with the author or any of the characters, but how the author develops the narrative and endears the reader.


*S.A.T. Tips*

1. Double Blank Questions—Answer one blank at a time. View the choices in columns rather than pairs. This process will help eliminate errant selections.

Answer Key

Reading Comprehension: 1.b, 2.a, 3.e, 4.a, 5.c, 6.b, 7.b,

Sentence Completion: 1.a, 2.c, 3.e, 4.b, 5.c

Word Scramble: Avid Touted Ardent Adroit Virtuosos

Matching: 1.h, 2.e, 3.d, 4.a, 5.g, 6.j, 7.i, 8.f, 9.c, 10.b

Glossary

Adroit—very skillful Archive—library or extensive collection Ardent—intense liking Array—extensive selection Avid—ionate or eager Beaut—beauty or beautiful Celestial—pertaining to the heavens Coadunate—unite or come together Compilation—collection Denunciations—condemnations or put downs En Vivo—live or in person Ethereal—heavenly or celestial Exuberance—enthusiasm Gallant—stately or imposing Genre—a particular type or kind Icons—image or person revered and idolized Imioned—aroused emotionally Invigorated—filled with energy

Mute—a device used to soften or muffle a tone Phenomenal—extraordinary or remarkable Pretermission—an omission or being overlooked Relished—cherished or given pleasure Reservoir—place where things are collected or stored Satchmo—nickname given to jazz great Louis Armstrong Syncopate—in music, a shift or accent in tone Touted—lauded or praised Transposed—taken or shifted from one place to another Virtuosos—learned individuals

Exercise 6: Dance

Prompt:


She sat apathetically in her dressing room glancing at her third consecutive award for classica “Talent yes, a wondrous gift, in various forms making spirits lift. Bestowed is talent sent from The wisdom seems obvious yet, so often slighted. Mirabel was not complacent with her statur 20 25 “La Magnifica” was now aloof and would not concern herself with appearances, gs and 35 40 Poisoned by hubris of the “Weed Conceit”, what remained in the garden were remnants of the

__________________________ Uncurtain, although not a word in the English Language, would be the literal translation for the Spanish word descortinar (to disclose or uncover).

1. “She sat apathetically in her dressing room . . . .” lines 1-4, create a mood or impression the ballerina is

a. forgetful b. indifferent c. ostentatious d. scornful e. compliant

2. The proverb, lines 7-13 can best be characterized as

a. classic prediction b. gloomy recollection c. ancestor’s advice d. a supposition e. critique

3. “The wisdom seems obvious yet, so often slighted” line 14-15, serves to

a. move the story forward b. offer added insight

c. characterize an effect d. introduce the ballerina’s appeal e. summarize the proverb

4. The word eclat in line 23 most nearly means

a. sweet recollections b. varying moods c. disdain d. virtue e. praise

5. The author employs which literary style by using trivialities in line 30

a. irony b. sarcasm c. optimism d. criticism e. sensationalism

6. “The self-sown seed . . .” line 32, is an example of

a. alliteration b. analogy c. metaphor d. simile e. couplet

7. “The self-sown seed began to grow, stealing life from the garden and the flower’s glow” lines 31-34, is an example of the author making use of

a. sounds beginning with the same syllable b. comparing two seemingly unrelated subjects c. rhyme within the lines d. b and c only e. all of the above

8. The word roused in line 44 most nearly means

a. quieted b. excited c. intrigued

d. ensured e. prodded


1. The ballerina demonstrated no concern or emotion; in short she was _________.

a. phlegmatic b. contemptuous c. vigilant d. wary e. silent

2. Tabloids described the dancer as _________; showing no concern and remaining totally detached.

a. complacent b. ive c. aloof d. compliant

e. languid

3. The Prima Ballerina considered book gs _________; an activity much too _________ for a dancer of her stature.

a. remote . . . captious b. trivial . . . servile c. contentious . . . lavish d. venerable . . . convoluted e. limited . . . shocking

4. Far from being _________, most ballet dancers are quite _________; never arrogant and always humble when questioned about their abilities.

a. playful . . . serious b. self-absorbed . . . listless c. discriminating . . . placid d. petulant . . . sedulous e. haughty . . . unpretentious

5. As a young instructor, Alvin Ailey realized he had the talent for sharing his _________ for dance and making his excitement a _________.

a. enthusiasm . . . contagion b. ion . . . contempt c. rigidity . . . shroud d. knowledge . . . propensity e. release . . . counsel


talce foloa dsreuo eaedtlx wdesoteb


Column A 1. Apathetically 2. Bestowed 3. Exalted 4. Eclat 5. Revering 6. Aloof 7. Queen Regnant 8. Supercilious 9. Ostentatious 10. Roused

Column B a. showing no concern b. excited c. scornful, looking down on others d. reigning in her own right e. given or presented f. praise g. pretentious, showing off h. with great respect i. indifference or lacking emotion j. held in high esteem

Essay:

Quote—“A great woman isn’t the one who can show all her greatness, but great is the woman who can show her humility upon her greatness.” Can greatness and humility coexist?

Assignment

Write an essay in which you describe how the author develops this fictional narrative. In your essay, explain how the author uses one or more of the items listed in the essay’s prompt or features of your own to develop the age.

Your essay should not discuss whether you agree with the author or the actions of any of the characters, but how the author develops the age.

Challenge: Compose your essay using as many vocabulary words taken from Exercise 6. (See Glossary).

*S.A.T. Tips* Double or Dual ages

1. Address one age at a time

a. Identify questions (age 1, age 2, Both) b. Read age 1 and answer questions pertaining to age 1 c. Read age 2 and answer questions pertaining to age 2 d. Answer question pertaining to both ages

Answer Key

Reading Comprehension: 1.b, 2.c, 3.a, 4.e, 5.b, 6.a, 7.e, 8.b

Sentence Completion: 1.a, 2.c, 3.b, 4.e, 5.a

Word Scramble: Eclat Aloof Roused Exalted Bestowed

Matching: 1.i, 2.e, 3.j, 4.f, 5.h, 6.a, 7.d, 8.c, 9.g, 10.b

Glossary

Adagio—a slow movement or age in dance Aficionado—one who is devoted to Alliteration—repetition of the initial sound in two or more words Aloof`—showing no concern Analogy—explaining of something by comparing Apathetically—done with indifference or without emotion Arabesque—a position in dance where one leg is extended backward Bestowed—given or presented Captious—quick to find fault Cavalcade—a series of things or procession of things arriving Complacent—self-satisfied Convoluted—complicated or intricate Couplet—a pair of successive lines Eclat—praise or acclaim Exalted—held in high esteem Genius—natural ability or talent Haughty—having excessive pride in oneself Hubris—excessive pride or arrogance

Languid—lacking vigor or vitality, sluggish Metaphor—figure of speech containing an implied comparison Ostentatious—pretentious or showing off Phlegmatic—showing no concern or emotion Pirouette—in dance, whirling around on one foot Queen Regnant—reigning in her own right Revering—done with great respect Roused—excited or stirred Sedulous—constant or persistent Servile—very humble or submissive Simile—figure of speech using like or as for dissimilar things Supercilious—scornful or looking down on others Trivialities—simple or unimportant things Venerable—worthy of respect or reverence Vigilant—watchful or alert to danger Wary—cautious or on guard

Exercise 7: Political

Prompt:

As you read the age, give consideration to how the authors: • s claims • develops ideas • uses word choice • appeals to emotion

age 1

Let me make this point perfectly clear, “without good governance, strong, visionary, and acco Elected school boards, for the most part, are ineffective when it comes to any scholarly proces 15 The “decision makers” are in fact, a political faction. These high profile posts attract politicall 25 Conversely, the appointed school board is more qualified to serve, as the governor or mayor n 35 By answering directly to the governor and the state education department, appointed boards ha

age 2

Where is the voice of the people?

How is the educational process directly impacted by families belonging to the “true” school di 50 More often than not, appointed officials to any school board are detached from the community 60 65 The elective process encourages of the community to be active in all school affairs. 75 80

1. Both authors would agree that

a. elected school boards are more effective b. community voice determines effectiveness c. sound governance is essential in education d. appointed boards lead to corruption e. school elections result in low voter turnout

2. The words “Let me make this point . . .” line 1, can be described as

a. emphatic b. ambiguous c. apologetic d. pragmatic e. outraged

3. The word asunder in line 5 most nearly means

a. exploding b. gradually imploding

c. torn into parts d. slowly decaying e. with occasional improvement

4. The author of age 2 would most likely regard the statement, “Elected boards often impose decisions of little . . .” lines 21-24 as

a. analytical b. tinged with skepticism c. cryptic d. erroneous e. didactic

5. The author of age 2 uses the word “true” with quotations to

a. emphasize families using the public schools b. distinguish between appointed and elected school boards c. stress community representation d. identify proponents of the elective system e. emphasize the need for altruism

6. According to the author of age 1, one would assume that positions on elected boards are used

a. altruistically b. senselessly c. egocentrically d. autocratically e. benevolently

7. The word steadfast in line 51 most nearly means

a. careless b. banal c. soporific d. unwilling e. adamant

8. In lines 72-76 the reference to, “The elected board actually protects the school district from municipal politics . . .” most directly implies the author’s assumption that

a. families are more responsive through elected boards

b. elected boards are less manipulated by government c. government is inadequate with regard to educational affairs d. appointed boards are beholding to special interest groups e. board officers resent government intervention

Sentence Completion: For each question in this section, select the best response from among the choices and circle your answer.

1. The school board’s attitude toward the proposed science curriculum was lacking interest or emotion; in short, it was quite _________.

a. stolid b. obstinate c. fervent d. resourceful e. rigid

2. Imaginative educational stratagems, “thinking outside the box”, become _________ as a result of _________, their adaptability and versatility completely damaged by being metamorphosed into inflexible regulations.

a. ossified . . . officialism b. politicized . . . recreations

c. pulverized . . . inventions d. outdated . . . collectivism e. stagnant . . . trivialities

3. Although reasoning and experience bring about exemplary problem solving and decision-making, they do not address the budgetary needs of a district, _________ responsibility must always remain top priority.

a. insightful b. tenuous c. fiscal d. dogmatic e. zealous

4. Much more _________ than his predecessor, the board president, as many prognosticated, had a far less _________ term in office.

a. dictatorial . . . dogmatic b. ionate . . . fervent c. amiable . . . confrontational d. disionate . . . predictable e. divisive . . . restricted

5. A prerequisite of education is that it extends and _________ our realizations, not simply affirm our existing knowledge.

a. deters b. replicates c. translates d. scrutinizes e. augments

6. Although the superintendent _______ that the minutes of the board meeting be made available to board officers only, his mandate was _______ and the minutes were released to the press.

a. stipulated . . . ignored b. insisted . . . obeyed c. insinuated . . . made d. public refuted . . . honored e. decreed . . . made official


vdaip tmanada gfnaiwn tfneerv iatcmdgo


Column A 1. Altruistic 2. Fervent 3. Proponent 4. Nonchalant 5. Fawning 6. Governance 7. Adamant 8. Dogmatic 9. Vapid 10. Collectivism

Column B a. rigid or dictatorial b. using flattery c. outdated or stale d. centralized control e. one who s an issue f. unselfish g. unyielding, headstrong h. manner or function of government i. ionate or intense j. indifferent or casual

Essay:

Quote—“There is a consensus among many Americans that government should do more in order to solve our education problem.”

Assignment

Write an essay in which you discuss how the authors develop each argument concerning opposing views involving the selection of a school board. In your essay, explain how the author uses one or more of the items listed in the essay’s prompt or features of your own to add strength to each argument.

Your essay should not discuss whether you agree or disagree with either view, but how the authors build each argument to persuade the reader.


*S.A.T. Tips* Know precisely what the question is asking. Examples:

1. “The word husbandry most nearly means”—Definition?

2. “The narrator suggeststhatJohn”—What is being implied?

3. “The primary purpose of the age is to”—Why was it written?

4. “The tone of the age is”—Author’s style of expression? (emphatic, apologetic, ambivalent etc.)

Answer Key

Reading Comprehension: 1.c, 2.a, 3.c, 4.d, 5.a, 6.c, 7.e, 8.b

Sentence Completion: 1.a, 2.a, 3.c, 4.c, 5.e, 6.a

Word Scramble: Vapid Adamant Fawning Fervent Dogmatic

Matching: 1.f, 2.i, 3.e, 4.j, 5.b, 6.h, 7.g, 8.a, 9.c, 10.d

Glossary

Adamant—unyielding, headstrong Agenda—plan of action Altruistic—unselfish Asunder—torn into parts Augment—extend or magnify Autocratic—dictatorial or despotic Banal—bland, old or commonplace Budgetary—pertaining to the allocation of funds Clandestine—hidden or covert Collectivism—centralized control Didactic—designed or intended to teach Dogmatic—rigid or dictatorial Egocentric—self-concerned Essence—the underlying substance Fawning—using flattery Fervent—ionate or intense Fiscal—relating to public revenues Governance—manner or function of government

Indispensable—absolutely necessary Intervention—come between or form of modification Metamorphosed—transformed Naïve—lacking worldly wisdom; simple Nonchalant—indifferent or casual Ossified—to become conventional or hardened Prestige—power or position of influence Prognosticated—predicted or forecasted Proponent—one who s an issue Soporific—dull or tending to cause sleep Steadfast—firm in ones belief; determined Stolid—apathetic, disinterested Tenuous—having little substance Vapid—outdated or stale Vested—having special concern or interest Visionary—having foresight Zealous—eager or having interest in a pursuit

Exercise 8: Education

Prompt:


The quote was written on the bulletin board behind his desk, the object of everyone’s attention 10 15 A world where the strings attached would be controlled by a self-serving, manipulating group 25 30 35 “Walk softly. Carry a big stick and avoid using it.” This was the old-school adage he was groo Classical music greeted him every morning, a subtle reminder that he was in a special place an The gym, home of work, commitment and championships, painfully left reminders of Tyrone 55 And then there was his Hat, his signature piece . . .

1. The age focuses on which aspect of the main character?

a. his overall appeal b. his devotion to school and community c. his disdain for educational politics d. his sentimentality e. all of the above

2. In line 5, the word resonated most nearly means

a. reasoned b. filled with specific character c. reinforced d. acted as a focal point e. statement of respect

3. The quote, “I have learned . . .” lines 5-8 serve to

a. downplay his accomplishments b. defend his position

c. characterize his students d. acknowledge a lifelearned process e. criticize educational methodology

4. In the first paragraph, the author would most likely describe the principal as

a. cavalier b. capricious c. prognosticator d. respondent e. evasive

5. “Walk softly. Carry a big stick . . .” can best be described as

a. anecdotal b. metaphoric c. hypothetical d. prosaic e. hyperbolic

6. The word adage in line 37 most nearly means

a. saying b. view c. position d. role e. appeal

7. Paragraph two serves to describe the main character’s

a. istrative style b. disciplinary style c. personality d. appeal as a supervisor e. fundamental philosophy

8. Which statement best characterizes the mood in paragraph three?

a. sad allusion to characters b. somber reflection of things to come c. nostalgic recollection d. personal regret

e. skepticism for the future

Sentence Completion: For each question in this section, select the best response from among the choices and circle your answer.

1. His attempt to hide his _______ towards the committee’s decision was betrayed by his contemptuous fisted hand and overall _______ behavior.

a. approval . . . compliant b. disdain . . . recalcitrant c. restraints . . . cautious d. detachment . . . reticent e. defiance . . . venerable

2. While there is a serious achievement gap in math and science between the United States and European Nations, we should not _______ our visual and fine arts programs.

a. forsake b. evade c. demean d. cherish e. acclaim

3. Predictions made by educational _______ indicate that teachers, often plagued by unattainable and _______ demands, will eventually abandon the profession.

a. magistrates . . . cavalier b. ers . . . simultaneous c. proponents . . . visionary d. philosophers . . . capricious e. prognosticators . . . incredible

4. Despite their _______, teachers will achieve no _______ changes in student scores while educational materials and technologies are not made available.

a. resolve . . . significant b. intensity . . . momentous c. greatness . . . unique d. strong will . . . questionable e. tolerance . . . torpid

5. The board member was so intolerant that his strange demeanor caused other _______ to _______ the pariah whenever possible.

a. representatives . . . tolerate b. delegates . . . cherish c. constituents . . . shun d. appointees . . . contradict e. . . . regulate


aedga iaidsdn vsveiae tridpo ahpira

Matching: Match the vocabulary words in Column A with their defining word or phrase found in Column B.

Column A 1. Respondent 2. Harnessed 3. Disdain 4. Evasive 5. Cavalier 6. Capricious 7. Hyperbolic 8. Recalcitrant 9. Torpid 10. Pariah

Column B a. defiant b. contempt, strong dislike c. person despised d. nature of exaggerating e. slow and dull f. one who answers a call g. tending to avoid h. hold on or latch on to i. casual or indifferent j. erratic or flight

Essay:

Quote—“Dealing with the adversity of saving our schools, educational leadership on both the national and local levels have clearly revealed many strengths and weaknesses.”

Assignment

Write an essay in which you describe how the author chooses to introduce the main character of this biography. In your essay, explain how the author uses one or more of the items listed in the essay’s prompt or features of your own to build and describe the principal’s personality.

Your essay should not discuss whether or not you agree with the author’s style or the istrative style of the main character, but how the character is introduced.


*S.A.T. Tips*

Become familiar with the common errors in English grammar and usage.

1. Subject-Verb Agreement

2. Faulty Comparisons

3. Faulty Parallelisms

Answer Key

Reading Comprehension: 1.e, 2.b, 3.d, 4.d, 5.b, 6.a, 7.b, 8.c

Sentence Completion: 1.b, 2.a, 3.e, 4.a, 5.c

Word Scramble: adage disdain evasive torpid pariah

Matching: 1.f, 2.h, 3.b, 4.g, 5.i, 6.j, 7.d, 8.a, 9.e, 10. c

Glossary

Adage—popular saying Adornment—decoration Capricious—erratic or flighty Cavalier—casual or indifferent Cherished—given sentimental value Circumstantial—not of primary importance Demeanor—outward conduct or behavior Disdain—contempt or strong dislike Evasive—tending to avoid Extinguished—to put out or smother Forsake—abandon Harnessed—hold on to Hyperbolic—having the nature to exaggerate Inconvenient—causing trouble or bother Incredible—unbelievable Inexplicable—not able to be explained Magistrate—one empowered to istrate Methodology—reasoning by which something is done

Momentous—great or important occasion Pariah—person who is despised Prognosticator—one who predicts Prompts—reminders or encouragements Recalcitrant—defiant Reminiscent—recalling past experiences Resolve—determination Resonated—filled or echoed with character Respondent—one who answers a call Shun—to keep away from or avoid Simultaneous—occurring at the same time Tolerance—ability to endure Torpid—slow and dull


Prompt:


Moments of insight are the true catalysts behind any creative endeavor. Ideas are not perceived Dusk surrendering to a recital of stars, prayers rendering promises of a better day, perhaps. Ni “Experiences when the world was shy, primal screams from horrid times, when good fortune w Humor, irony, sorrow, shame are granted, patiently taking their turn at allowing the artisan tim 25 So what is the collaboration between composer and this inanimate, invisible, elusive force? W 35

1. The word catalyst in line 2 most nearly means

a. originators b. artisans c. stimulus d. strident e. explosion

2. “Dusk surrendering to a recital of stars” line 7, is a metaphor referring which of the following?

a. nightfall b. symphonic concern c. dawn approaching d. moment of insight e. composer’s perception

3. “Experiences when the world was shy . . .” line 13, most likely refers to the author’s

a. worldly experience

b. immaturity c. bashfulness d. youth e. disappointments

4. The word portal line 16 most nearly means

a. entrance b. view c. awareness d. dream e. illusion

5. In context, “. . . that mysterious dimension . . .” line 17, primarily serves to suggest

a. sight b. sound c. imagination d. substance e. spirituality

6. The word artisan line 21 refers to

a. anyone skilled at a craft b. one involved with the arts c. one who transforms d. anyone who executes languidly e. a cautious observer

7. In context, “a vouchsafed manifestation” adds a sense of

a. secrecy b. mysticism c. graciousness d. uncertainty e. pessimism

8. The author makes use of which of the following to convey his purpose?

a. broad generalizations b. anecdotes

c. historical analyses d. hypothesis e. experimentation

Sentence Completion: For each question in this section, select the best response and circle your answer.

1. The author’s imaginative and creative nature led contemporaries to refer to her as _________.

a. evasive b. strident c. inventive d. animated e. duplicitous

2. A discriminating editor can _________ worthy material from weak entries usually upon first glance.

a. comb b. husband c. oversee

d. discern e. offset

3. The screenwriter was _________ to find the screenplay she had submitted was _________ due to errors in structure.

a. elated . . . enhanced b. distressed . . . exalted c. ashamed . . . revoked d. rescinded . . . revived e. exhilarated . . . declined

4. Moments of insight actually occur _________, although an artist may ponder for hours on his creation.

a. instantaneously b. dramatically c. forcefully d. symbolically e. nostalgically

5. Although she continued writing for several years, the author _________

putting her words on paper, it was not until the advent of voice recognition that her ion for creating poetry was _________.

a. maintained . . . diverted b. detested . . . rejuvenated c. fashioned . . . revived d. disliked . . . penned e. muted . . . altered Word Scramble: Unscramble the following words found in the age.

mcbo lmpair rsntaia itdsntre sltacayt


Column A 1. Catalyst 2. Primal 3. Artisan 4. Epiphany 5. Vouchsafed 6. Strident 7. Duplicitous 8. Comb 9. Husband 10. Rescinded

Column B a. graciously granted b. separate c. stimulus d. revoked e. conserve f. primitive g. skilled worker h. grating noise i. manifestation j. deceitful

Essay:

Quote—“Imagination is power. If it can be imagined, it can be created.”

Assignment

Write an essay in which you describe how the author chooses to describe the “moment of insight.” In your essay, explain how the author uses one or more of the items listed in the essay’s prompt or features of your own to depict the collaboration between composer and the elusive force.

Your essay should not discuss whether you agree or disagree with the author but how the author describes an artist’s “moment of insight.”


*S. A. T Tips*

More common errors in English grammar and usage.

1. Pronoun Agreement

2. Ambiguous Pronoun

3. Pronoun Case

Answer Key

Reading Comprehension: 1.c, 2.a, 3.d, 4.a, 5.c, 6.a, 7.c, 8.a

Sentence Completion: 1.c, 2.a, 3.c, 4.a, 5.b

Word Scramble: comb primal artisan strident catalyst Matching: 1.c, 2.f, 3.g, 4.i, 5.a, 6.h, 7.j, 8.b, 9.e, 10.d

Glossary

Alliance—close union or agreement Artisan—skilled worker Catalyst—stimulus Collaboration—working together Comb—separate Compelled—forced to do something Detested—disliked, hated Discern—to recognize Duplicitous—deceitful Elusive—hard to grasp Endeavor—try to achieve Epiphany—manifestation Ethereal—heavenly or celestial Evasive—not straightforward, hard to catch Exhilarated—made lively or cheerful Fervently—ionately Husband—conserve Illumination—enlightenment, providing light

Inanimate—without life Manifestation—something revealed Nostalgically—done with fond remembrance Penned—written Perceived—to grasp mentally Primal—primitive Rejuvenated—bring back youthful strength or interest Rendering—to give or give in Rescinded—revoked Strident—grating noise Vouchsafed—graciously granted

Exercise 10: Science

Prompt:


When we consider the most astute scientists of the twentieth century several names come to m There is a misconception among the populous that Einstein invented the atomic bomb, though 15 The era was pre World War II. Einstein, an “absolute pacifist”, wished to disassociate himself 25 Physicist Enrico Fermi and Chemist Otto Hahn were the ones most credited with successfully 35 40 Szilard and Wigner collaborated on a letter to President Roosevelt, which Einstein agreed to s 50 55 Albert Einstein abhorred war and the use of his theories in the construction of the atomic bom 65

1. The primary purpose of this age is to a. provide a synopsis of Einstein’s Theory of Relativity b. consider Einstein’s influences on the development of the atomic bomb c. discuss Einstein’s genius and importance in physics d. highlight the significance of the equation E = mc2 e. highlight Einstein’s relationship with Szilard and Wigner

2. The author’s tone in the age is

a. educational b. pedantic c. anecdotal d. historical e. somber

3. The word erudite in line 6 most nearly means

a. influential b. learned c. superficial

d. supercilious e. fascinating

4. The author suggests all of the following about Einstein except

a. E = mc2 proved to be the impetus for the atomic bomb b. Einstein feared would develop an atomic bomb c. Albert Einstein was a member of the Manhattan Project d. Einstein was in favor of using the atomic bomb against Japan e. Einstein regretted his involvement with regard to the atomic bomb

5. The word dwarfed in line 36 most nearly means

a. shortened it’s time span b. suppressed important information c. stunted the growth d. made seem small by comparison e. explained in short verses

6. The discussion in paragraph 3, “The era was . . .” is meant to

a. explain the change in Einstein’s pacifism b. dismiss pacifism as futile c. convey ’s intent d. show how Einstein’s decision influences us even today e. demonstrate the scientist’s belief in absolutism

7. The word plethora in line 60 most nearly means

a. significance b. overabundance c. consequence d. saturation e. confluence

8. Which of the following titles best summarizes the age?

a. Einstein’s Theory b. Einstein and His Contemporaries c. Einstein’s Influence on Szilard and Wigner d. Einstein’s Influence on the Atomic Bomb e. Einstein, Roosevelt and the Atomic Bomb


1. Many scientists were _________ when they learned the pacifist Einstein had endorsed the building of the atomic bomb.

a. consoling b. nonchalant c. flabbergasted d. lugubrious e. confounded

2. Due to his downcast eyes and mild demeanor Einstein was initially viewed as _________ by many of his constituents.

a. astute b. erudite c. derisive d. demure e. peculiar

3. Scientists recently revealed _________ in the earth’s orbit; these vacillations were _________ by Einstein 100 years ago.

a. lapses . . . predicted b. illuminations . . . foretold c. sunspots . . . ignored d. pitfalls . . . foreseen e. fluctuations . . . prognosticated

4. The Theory of Relativity is as _________ today as it was when _________, fascinating theories have been empirically expressed on a continuum.

a. relevant . . . formulated b. instrumental . . . debunked c. subsequent . . . theorized d. persuasive . . . acclaimed e. trifling . . . conceived

5. According to Einstein’s Theories, time is no longer _________ and _________, it is variable and relative.

a. longitudinal . . . precise

b. uniform . . . absolute c. fluctuating . . . vacillating d. inconsistent . . . pure e. constant . . . unrestricted


eetli tocul dtrueie tsaetu acmoti


Column A 1. Erudite 2. Elite 3. Populous 4. E=mc2 5. Pacifist 6. Dwarfed 7. Clout 8. Subsequent 9. Astute 10. Misconception

Column B a. influence b. made small by comparison c. erroneous belief d. learned e. clever or shrewd f. coming after g. general population h. one who endorses peace i. position of influence j. energy equals mass times speed of light

Essay:

Quote—“Scientific knowledge has created wonders in all aspects of life; however, science has also brought us to the brink of destruction.”

Assignment Write an essay in which you describe how the author chronicles Albert Einstein’s influences on the development of the atomic bomb. In your essay, explain how the author uses one or more of the items listed in the essay’s prompt or features of your own to his story.

Your essay should not discuss Einstein’s or the author’s point of view, but how the author describes Einstein’s various influences on the development of the atomic bomb.


*S.A.T. Tips*

More common errors in English grammar and usage

1. Verb Tense and Verb Forms

2. Adjectives and Adverbs 3. Idioms and Wrong Prepositions

Answer Key

Reading Comprehension: 1.b, 2.a, 3.b, 4.d, 5.d, 6.a, 7.b, 8.d

Completion: 1.c, 2.d, 3.e, 4.a, 5.b

Word Scramble: elite clout erudite astute atomic

Matching: 1.d, 2.i, 3.g, 4.j, 5.h, 6.b, 7.a, 8.f, 9.e, 10.c

Glossary

Abhorred—detested or hated Astute—clever or shrewd Catalyst—stimulus Clout—influence Confluence—coming together Constituents—peers or contemporaries Continuum—on an ongoing basis Demure—reserved, shy Dispatch—send off or out promptly Dwarfed—made to appear small Elite—influence E=mc2—energy equals mass times the speed of light squared Envisioned—foresaw Erudite—learned Fluctuations—continually changing or varying Futile—useless effort Impetus—force against resistance Instrumental—useful or helpful

Lamented—grieved or mourned Longitudinal—measured in length Misconception—erroneous belief Pacifist—person who promotes peace Pedantic—unnecessary or trivial Persuasive—urging or convincing Plethora—overabundance Populous—general population Posed—put forth Subsequent—coming after Superficial—on the surface or not profound Trifling—little value or importance Vacillating—waver, fluctuate or sway

Exercise 11: Philosophy

Prompt:


When one contemplates the influence philosophy’s “classical triumvirate” strewed on ancient 10 No call to humanity was greater than the one posed by Socrates, “The unexamined life is not w 20 25 30 Plato, the more philosophical, postulated that actual things are copies of transcendent ideas. T 40 45 50 Aristotle was certainly the most scientific of the three. He pursued a more investigative path to 60 “Take measure of the world” is what Aristotle advised Alexander, son of Phillip of Macedonia 70 As diverse as each Master’s mission may have been, philosophical difference did not allow th 80

1. The author’s tone in this age can best be described as

a. satirical b. informational c. anecdotal d. pessimistic e. pragmatic

2. The purpose of this age is to provide

a. insight into each philosopher’s approach to Inquiry b. information on various philosophical experiences c. reason and thought on the subject of philosophy d. a proposition on the Socratic Method e. a philosophical timeline ending with Alexander “The Great”

3. The word strewed in line 3, most nearly means

a. rationalized b. debunked

c. ventured d. dispersed e. withdrew

4. The author suggests all of the following except

a. Alexander sought vengeance on the Persian Empire b. questioning is fundamental to human Inquiry c. Plato was the more philosophical of the three d. Socrates’ texts and manuscripts were destroyed upon his death e. Aristotle ventured into so many disciplines, he could be regarded as a “Renaissance Man”

5. The quote, “The unexamined life is not worth living”, pertains to

a. intellectual success b. personal and spiritual growth c. examining our station in life d. transcendental thought e. life’s discipline

6. The word paradoxical in line 26 most nearly means

a. similar in thought and deed b. something equal or the same c. a self-contradictory statement or conclusion d. a self-evaluation or examination e. to put in rivalry or combat

7. It can be implied that the paradoxical statement made by Socrates made the Athenian “Wise Men” appear

a. malicious b. venerable c. corrupt d. foolish e. empathetic

8. Which statement best describes the Mood of the age?

a. personal reflection b. philosophical inquiry

c. appreciation d. condemnation e. introspection


1. There is a human element that made these philosophers indistinguishable; this _________ will keep them linked for ages.

a. agreement b. discipline c. bond d. virtue e. sophistication

2. Plato argued that this world is a lesser reflection of a pure and perfect state this _________ gives us a harsh reality of our current existence.

a. paradox b. transcendence c. self-discovery

d. rationale e. introspection

3. These classical thinkers sought _________ and _________; nothing meant more than the verity or illogicality of any proposition.

a. truth and irrationality b. falsity and fallacy c. intuition and deception d. reality and idealism e. methodology and dialogue

4. Socrates, Plato and Aristotle _________ their reasoning throughout Ancient Greece and the Western World; however, their philosophy was not disseminated as quickly in the Far East.

a. postulated b. recounted c. examined d. denounced e. strewed

5. Opponents of Alexander considered him _________ as he proclaimed himself divine; Aristotle’s disappointment was evident in his _________ letters.

a. vivacious . . . despondent b. empirical . . . empathetic c. magnanimous . . . incensed d. deceptive . . . vibrant e. egocentric . . . onishing

Word Scramble: Unscramble the following words found in the age. etsuq gsase iyquirn stfayli rstoiocac


Column A 1. Triumvirate 2. Strewed 3. Disposition 4. Verity 5. Proposition 6. Paradoxical 7. Postulated 8. Transcendent 9. Introspection 10. Empirical

Column B a. truthfulness b. capable of being verified c. an association or group of three d. to be claimed as true e. spread or disseminated f. examination of one’s own thoughts g. the prevailing tendency h. point to be discussed i. self-contradictory conclusion j. beyond ordinary ideas

Essay:

Quote—“The unexamined life is not worth living.”—Socrates

Assignment

Write an essay in which you describe how the author builds his argument and brings to light each philosopher’s approach to Inquiry. In your essay, explain how the author uses one or more of the items listed in the essay’s prompt or features of your own to depict each master’s approach.

Your essay should not discuss whether you agree or disagree with any of the philosophical approaches but how the author builds his argument and deals with each philosopher’s approach to Inquiry within the text.


*S.A.T. Tips*

Be aware of your own poor reading habits.

Poor decoding skills—Not deciphering the unfamiliar word as to root, prefix and

suffix. Not deciphering with regard to how the word sounds or how the word is used in context.

Answer Key

Reading Comprehension: 1.b, 2.a, 3.d, 4.d, 5.b, 6.c, 7.d, 8.c

Sentence Completion: 1.c, 2.b, 3.a, 4.e, 5.e

Word Scramble: quest sages inquiry falsity Socratic

Matching: 1.c, 2,e, 3.g, 4.a, 5.h, 6.i, 7.d, 8.j, 9.f, 10.b

Glossary

Contemplates—ponders or thinks about Contemporaries—living or happening during the same period Corrupting—promoting improper conduct Deception—fraud or trickery Demise—death or downfall Despondent—dejected or depressed Discipline—field of study Disposition—a prevailing tendency Duplicity—contradictory thought, speech or action Empirical—capable of being verified Falsity—an untrue or false statement Illogicality—statement made without reason Incensed—outraged Inquiry—curiosity leading to examination Introspection—examination of ones own thoughts Intuition—power of cognition without rational thought Paradoxical—self-contradictory conclusion Postulated—to be claimed as true

Proposition—point to be discussed Rationalization—pertaining to reason and understanding Sages—person of wisdom Socratic Dialogues—narratives that discuss moral or scientific problems Socratic Method—systematic doubt and questioning Sophistication—being cultured or knowledgeable Strewed—spread or disseminated Transcendent—perfect idea Triumvirate—an association or group of three Venerable—held in the highest esteem Ventured—to put forth or go forth Verity—truthfulness

Exercise 12: Pacifism

Prompt:

As you read the age, give consideration to how the author:

• s claims • develops ideas • uses word choice • appeals to emotion

“In a gentle way, you can shake the world.” These were the words of Mohandas Karamchand 10 15 The Mahatma (Great Soul) waged civil disobedience rallies, which emphatically depicted the 25 “Freedom is never given voluntarily by the oppressor, it must be demanded by the oppressed.” 35 40 45 50 Eventually, Gandhi accomplished his mission and King realized his dream. Both made the ulti

1. The term Civil Disobedience in line 5-6 can best be defined as

a. reckless abandon b. the urban riots of the 1960’s c. non—violent protest d. non-violent execution of laws e. concessions at all cost

2. The author’s use of the phrase “stepped in time” in line 14 means

a. followed a template set by another b. marched to a specific cadence c. time for demonstrations was at a peak d. refusal to obey existing laws e. waging of civil disobedience

3. The purpose of the age is to

a. compare the lives of Gandhi and King b. praise the genius of Henry David Thoreau

c. encourage civil disobedience d. examine civil disobedience in both movements e. compare non-violence to civil disobedience

4. The word subjugated in line 18 most nearly means

a. caused to exist b. controlled by c. surrounded d. demonstration of will e. come under criticism

5. In line 1-2, the quote, “In a gentle way . . .” suggest

a. Gandhi’s self-consciousness b. Gandhi’s approach to non-violence c. The Mahatma’s commitment to freedom d. a plea for service with integrity e. Gandhi’s sense of accomplishment

6. The author of the age would agree to which of the following?

a. both movements were grounded in Thoreau’s essay b. civil disobedience paved the way to civil rights c. both a and b d. a only e. b only

7. “. . . it must be demanded by the oppressed” in line 30-32 suggests

a. an immediate call to action b. a defense of civil liberties c. a call for patience and persistence d. freedom at all costs by all measures e. an accentuation on civil service

8. “Both . . . shedding their blood for self-evident truths and inalienable rights” lines 54-56, the author suggests

a. their sacrifice was not in vain b. a needless sacrifice under the laws of humanity c. voluntary sacrifice is often required

d. Gandhi and King were willing to die for their beliefs e. an end to inhumane law


1. The movements led by Mohandas Gandhi and Martin Luther King Jr. were similar in connotations, implications and character; in short they were _________.

a. judicious b. synonymous c. cynical d. auspicious e. tempered

2. Initially, residents of India feared _________ from the British Empire; they felt acts of civil disobedience would result in severe repercussions.

a. retribution b. concessions c. judiciousness d. advocacy

e. dominance

3. Many who crusaded for civil rights were white Americans who _________ the atrocities committed; man’s inhumanity to man was detested.

a. advocated b. depicted c. oppressed d. abhorred e. heralded

4. King’s eloquence matched Kennedy’s as he urged all to embrace “non-violent protest”, while _________ speakers advanced a more _________ agenda.

a. colloquial . . . tumultuous b. emphatic . . . judicious c. dominant . . . inherent d. bombastic . . . humane e. restrained . . . bellicose

5. Gandhi formulated a _________ case against doctrines _________ by Great Britain; his doubt and questioning resulted in Parliament refuting prejudices previously advanced.

a. self-evident . . . perpetuated b. grounded . . . waged c. Socratic . . . promulgated d. non-violent . . . . Embellished e. divergent . . . advanced


awegd cdnecea deistoh dtipedce proespsro


Column A 1. Civil Disobedience 2. Concession 3. Waged 4. Emphatically 5. Subjugated 6. Judicious 7. Atrocities 8. Perpetuated 9. Inalienable 10. Heralded 11. Tumultuous 12. Promulgated

Column B a. controlled by b. put forth by doctrine or law c. cruelties, brutalities d. announced e. incapable of being removed f. caused to exist g. violent or causing to incite h. sound judgment i. engage in j. done with emphasis k. non-violent protest l. accept or it a point

Essay:

Quote—“In matters of conscience, the law of the majority has no place.”— Mohandas Gandhi

Assignment:

Write an essay in which you describe how the author examines Civil Disobedience in both movements. In your essay, explain how the author uses one or more of the items listed in the essay’s prompt or features of your own to add strength and conviction to Gandhi’s movement and King’s movement.

Your essay should not explain whether you agree with Civil Disobedience, but how the author presents each movement and affects the reader.


*S.A.T. Tips*

Come into the test center with a clear mind and calm emotions, Fear, Anxiety, Confusion, Lack of Rest, Tension all have a negative effect on cognition.

Answer Key

Reading Comprehension: 1.c, 2.a, 3.d, 4.b, 5.d, 6.c, 7.a, 8.b

Sentence Completion: 1.b, 2.a, 3.d, 4.a, 5.c

Word Scramble: waged cadence hoisted depicted oppressor

Matching: 1.k, 2.l, 3.i, 4.j, 5.a, 6.h, 7.c, 8.f, 9.e, 10.d, 11.g, 12.b

Glossary

Abhorred—hated or extremely disliked Allegiance—a devotion or loyalty Atrocities—cruelties, brutalities Auspicious—favorable sign or occasion Bellicose—eager to fight or argue Cadence—a rhythmic sequence Civil Disobedience—non-violent protest Colloquial—common or everyday Concession—accept or it a point Confluence—diverse gathering or group Detested—a ionate disliking Divergent—move or extend in different directions Embellished—to make beautiful or decorate Emphatically—done with emphasis Fluctuation—to shift back and forth Freedom Riders—civil rights activists who rode interstate buses Grounded—mentally and emotionally affixed Heralded—announced

Hoisted—raise into position Inalienable—incapable of being removed Inherent—belonging by nature Inhumane—lacking pity, kindness or humanity Judicious—with sound judgment Mobilized—put into action Oppressor—an ab of power Penned—written Perpetuated—caused to exist or be maintained Postulated—to propose or hypothesize Promulgated—put forth by doctrine or law Repercussions—any actions given in return Subjugated—controlled by Template—a model or serving as a pattern Tumultuous—violent or causing to incite Waged—to engage in

Part II—Writing and Language

Grammar and Usage—Frequent Mistakes

There are common errors that will be presented in a age and will need to be addressed. Students will be asked to correct, revise, or edit. The following are frequent mistakes found on the S.A.T. along with corrections and brief explanations. Correct the underlined word if necessary.

Subject Verb Agreement (S-V-A) when the subject follows the verb

Note: Singular subjects must possess singular verbs – Plural subjects must possess plural verbs. Always ask, who or what is doing the action.

Quiz 1

1. High above Riverside Drive rises the skyscrapers of Manhattan. 2. Although there have been many campaigns encouraging recycling, there is many individuals who have not accepted recycling as a way to conserve. 3. There are an insufficient number of laws protecting the environment. 4. A noted congressman stated there are various reasons for the rise in unemployment. 5. Although there have been many documented sightings, there is no evidence

of beings called “Big Foot.”

Key: 1. Rise, skyscrapers is the subject. 2. Are, individuals is the subject. 3. Is, number is the subject. 4. Are, is correct, reasons is the subject. 5. Is correct, evidence is the subject.

S-V-A when the subject and verb are separated

Quiz 2

1. The governor, a representative of statewide and national interests, are among the most scrutinized individuals in the country. 2. The collection of Baseball Memorabilia connected with Lou Gehrig are one of the most widely scrutinized in the United States. 3. Mountain Lions, commonly seen in the west, is now observed along the eastern seaboard. 4. The amount of car engine emissions are now carefully monitored throughout the country. 5. The frequented express buses from Atlantic City to New York City completes their trip in less than two hours.

Key: 1. Is, governor is the subject. 2. Is, collection is the subject. 3. Are, Mountain Lions is the subject. 4. Is, amount is the subject. 5. Complete, the subject is buses.

S-V- A when the subject seems plural

1. Neither Latin music nor Jazz were part of popular genres in America twenty years ago. 2. The gaming industry, along with drug abuse, is of great concern to the mayor. 3. Poor hitting, poor pitching and poor defense, are among the problems facing minor league baseball. 4. Both the word NATO and SCUBA are acronyms. 5. Engine exhaust, along with coal burners, were causes of smog in New York City.

Key: 1. Was, Singular subjects (Latin Music & Jazz) ed by “or” “nor” “either” or “neither” take a singular verb. 2. Is, correct. 3. Are, correct. 4. Are, correct. Compound subjects are usually connected by conjunctions “and, or, neither, either, or, nor.” 5. Was a cause, Engine exhaust is the subject.

Wrong Tense (Present, Past, Future, Present Perfect, Past Perfect etc.)

1. For the past five years, the manufacturing of hybrid vehicles had grown into a very popular industry. 2. Baseball pitchers sign professional contracts at a young age, but due to their lack of physical development, suffered arm problems early in their careers. 3. Dermatologists have noted how skin cancer will change an individuals

overall appearance. 4. Despite the current economic recession, graduating medical students havenot had a difficult time finding employment. 5. As the penalty kick portion of the game began, the coach reminded the goalie that he has a tendency to always block to the right.

Key: 1. Has, present tense. 2. Suffer, present tense. 3. Changes, present tense. 4. Correct. 5. Correct.

Problems with Number Agreement (nouns and pronouns must have a logical relationship, singular or plural)

1. The memo specifically stated that only individuals with high school diploma apply for the job. 2. The failing currencies of Greece and Italy are a symbol of a failing economic structure. 3. High school players in a team jersey will be itted into the bleachers at no cost. 4. Armed with their repeating rifle, the many rebels sought to overtake the arsenal. 5. Teenagers, even the most compliant, will balk when it hears of a dress code being mandated.

Key: 1. Diplomas. The relationship is to individuals. 2. Are symbols. The relationship is to currencies. 3. Team Jerseys. The relationship is to players. 4. Rifles. The relationship is to rebels. 5. They hear. The relationship is to

teenagers.

Pronouns in the wrong case (Ask who or what is doing the action for the Subjective Case; Ask whom or what is receiving the action for the Objective Case)

1. Both him and Jeremy stopped by the schoolyard to say hello. 2. Uncle Paul and Aunt Susan ed my wife and I for breakfast. 3. Us and the grammar school team accompanied the student body on the trip. 4. She and the entourage embarked on a two-week trip to the west coast of Africa. 5. Those are the individuals responsible for the catastrophe.

Key: 1. He. the subjective case. 2. Me. the objective case. 3. We. the subjective case. 4. Correct. 5. They. the subjective case.

Pronoun Shifts (Pronouns should remain consistent and not change in person)

1. One must always do his or her own homework. 2. One cannot achieve success if they are unwilling to sacrifice.

3. You should not attempt to hunt if you have not learned to handle a rifle. 4. She should always report for duty unless she is confined to quarters. 5. One should always stretch before you commences vigorous exercise.

Key: 1. One’s. One is consistent. 2. One is. One is consistent. 3. You. Correct. 4. She. Correct 5. One commences. One commences is consistent.

Ambiguous Pronouns (Pronouns must be clear to what person, place or thing they refer)

1. The manager ed the coach after he failed to attend the mandatory team meeting. 2. The teacher called the parent after she failed to attend the conference. 3. When the contractors redesign your parent’s kitchen, be certain they do not pour cement on their clothing. 4. My sister told Mary that her book bag was missing. 5. Jonathan told Professor Jones that his lecture time was up.

Key: 1. He is ambiguous. The reference to either the manager or coach is unclear. 2. She is ambiguous. The reference to either the teacher or the parent is unclear. 3. Their is ambiguous. The reference to the contractors or the parents is unclear. 4. Her is ambiguous. The reference to sister or Mary is unclear. 5. His is ambiguous. The reference to Jonathan or Professor Jones is unclear.

Faulty Comparison (Faulty Comparison occurs when two things are illogically compared)

1. When asked to compare Picasso’s painting to Braque, the tourists began a lengthy discussion on cubism. 2. No biography is more noteworthy than the great running back Jim Brown. 3. Christina was unhappy because her tennis outfit was not as fashionable as her friends. 4. John prefers football to basketball but baseball is his best sport. 5. The local newspaper does not print as much global news as does the college newspaper.

Key: 1. Braque’s painting. 2. Jim Brown’s biography. 3. friend’s outfit. 4. Correct. Use best when there are more than two items being compared. 5. Correct. Two newspapers are being compared.

Faulty Parallelism (Any sequence in a sentence, whether noun, pronoun, adverb, adjective, prepositional phrase etc. must be in the same form)

1. of the international dance teams discovered that flexibility, strength, and having endurance are vital components of muscular fitness. 2. Karen decided to spend the afternoon before the recital reading, relaxing, and meditating. 3. The repeal of fine arts in school resulted in two major consequences: fewer funds and fewer jobs.

4. The tornado stormed through the plains demolishing homes, killing livestock and utility poles snapping. 5. The student was intelligent, inquisitive and very good at athletics.

Key: 1. Endurance. 2. Correct. 3. Correct 4. Snapping utility poles. 5. Athletic.

Run-On-Sentence (Two independent clauses are incorrectly ed with either no punctuation or just a comma)

1. The reduction in homeruns can be attributed to the decrease in the use of Performance Enhancing Drugs, the number of extra base hits has risen in the past year. 2. Producers of “Hard Beverages” now feature non-alcoholic products, litigation against brewers is on the rise. 3. The Holland Tunnel was completed in 1927, it was the first of two automobile tunnels connecting New York and New Jersey. 4. Award ceremonies are typically held at the end of the school year, they often feature scholarships and grants. 5. Many young adults have reduced their consumption of sweetened drinks, alarge number of pre-teens, however, have not done so.

Key: 1. A period or semi-colon should replace the comma; or a subordinating conjunction such as “Although” can be placed at the beginning of the sentence. 2. A period or semi-colon should replace the comma. 3. A period or semi-colon should replace the comma. Or, the conjunction “and” can be inserted between both independent clauses. 4. A period or semi-colon should replace the comma. Or, the conjunction “and” can be inserted between both independent clauses. 5.

The first comma should be replaced by a semi-colon. Note – most exams will not offer a period as a correction.

Sentence Fragments (Parts of a sentence that have no independent clause, usually a verb is needed)

1. Some how it would suggest that no part of the voting majority concerned withdoubts significant enough to defeat the opposing candidate. 2. Many of our university’s graduates enter law school immediately after college, while several waiting two or more years before applying. 3. While many teachers are growing more and more at ease with “Smart Boards”, other instructors resisting this instructional advance. 4. For factors that are inexplicable, almost all the children on this Polynesian Island blessed with athletic instincts that they can master any sport. 5. During the winter, the team that practices in the indoor facilities beneath the gymnasium.

Key: 1. Is concerned. 2. While several wait. 3. instructors resist. 4. are blessed. 5. the team practices.

Misplaced Modifier (The modifier, adverb-adjective-prepositional phrase etc., must be placed so that it is not ambiguous to which ever word is being described)

1. Walking to school for the first time, the rush our traffic scared the young boy, and he began to cry as he walked down the sidewalk. 2. A pillar in the community since 1907, the efforts to raise money in order to keep the grammar school open were insufficient. 3. Anticipating a call from the major league club, the player instead received an e-mail ordering him to report to the Double A squad. 4. After rehearsing for several months, the young musician was invited to tryout with the New York Philharmonic. 5. Anxious for her wedding day, Susan’s gifts were picked up and ired by Susan during the day.

Key: 1. the young boy should immediately follow … first time, 2. the grammar school should immediately follow … since 1907, 3. Correct. 4. Correct. 5. Susan should immediately follow … wedding day.

Faulty Coordination (Faulty coordination involves using an illogical conjunction between two clauses. ex. and, but, because, however)

1. Bob Knight was an outstanding basketball coach and at times was known to be cantankerous. 2. John stepped on the break because he saw a ball role on to the street. 3. I’ve already been asked to your prom, however I would like to invite you to mine. 4. Paul Robeson was a famous baritone singer but he was an outstanding actor of stage and screen. 5. Edgar Allen Poe was an outstanding writer, however his macabre themes

intrigued his readers.

Key: 1. But coordinates the two contrasting ideas. 2. Correct. Because coordinates as it explains why John stepped on the break. 3. Correct. However coordinates as it establishes another possibility. 4. And coordinates as it establishes consistency. 5. And coordinates as it establishes consistency between the two statements.

Faulty Subordination (Faulty subordination involves two or more subordinate clauses and no independent clause. Because, Since, Despite, Although, If—are connective words which when used to introduce a sentence, indicate the following phrase is subordinate. Whenever a dependent or subordinate clause begins a sentence, an independent clause must follow. )

1. Because the electricity went dead, the couple decided to eat by candlelight. 2. Since there were only two of the committee present, there was no quorum and no vote was taken. 3. Despite its numerous presentation possibilities, many teachers still resist the use of “Smart Boards” in the classroom. 4. Although his first attempt at business collapsed, Bill’s violin shop was an immediate success and continues to thrive. 5. If the decision was mine, and it is clearly not, the road would be repaired immediately.

Key: 1. Correct. Because explains why the couple ate by candlelight. 2. Correct. Since introduces the sentence and indicates the phrase is subordinate. An independent clause must follow, such as “therefore, no vote was taken.” 3.

Correct. “Many teachers still resist …” is an independent clause. 4. Correct. “Bill’s violin shop was an immediate success …” is an independent clause. 5. Correct. … “The road would be repaired immediately.” is an independent clause.

Sample Writing Paragraphs

age 1

Focus – Students are asked to correct, edit or revise the following age.

Legend spoke of a Mohawk Medicine Man, whose spirit was sent back to the Indian Hills bur 2. A) No Change B) to be compared C) often compared D) in comparison The Medicine Man used teleportation to move between different points in time-that was until 3. A) No Change B) and the universe as a whole. C); but the universe as a whole. D) within th 4. Through the age of time the Mohawk saw many changes that raised his spirit; these we Yet, nothing was more painful than watching his hallowed ancestral ground be ravaged and de

Answer Key

Question 1

Choice B is the correct answer as it provides punctuation (period) that creates two independent sentences.

Question 2

Choice C is the correct answer as it provides the proper tense (past) in the sentence.

Question 3

Choice A is the correct answer as it provides proper coordination with the use of the conjunction but. Choice C has a semi-colon improperly placed.

Question 4

Choice C is correct as sentence 4 creates a shift in thought, thus requiring a new paragraph.

Question 5

Choice B is correct as it provides proper idiomatic phrasing (man’s inhumanities against man)

age 2

Focus – Students are asked to correct, edit or revise the following age.

Mine was a time of innocence. For children, the Valley was a gorgeous play-land nestled betw 2. A) No change B) against it C) flight against; such a radiant backdrop D) flight: Against suc At home we played games right in the street. Families seldom locked their doors at night. Bike 3. A) No change B) couldn’t compare to the kids from C) couldn’t compare, to the neighborho Mom insisted that we share our playtime with everyone. 3. When it came to sharing time with 4. To have all the material things a child could want were a far cry from having mom hold you 5. The kids that lived in the other sections of town had their own issues, as well we all did. So 6. Going to school for the first time, the school was intriguing, we chose St. Jude’s. 7. A cente

Answer Key Question 1

Choice D is the correct answer. Biking creates the same form and proper parallelism.

Question 2

Choice A is the correct answer. Choice A creates the proper subject verb agreement when the subject and verb are separated.

Question 3

Choice B is the correct answer as it creates a logical comparison.

Question 4

Choice C is the correct answer creates the proper tense.

Question 5

Choice B is correct as it provides the proper punctuation between two independent clauses.

Question 6

Choice C is correct. The modifier is now not misplaced. It is unambiguous which word is being modified.

Question 7

Choice B is the correct answer. And is the logical conjunction thus creating the proper coordination.

Appendices

Appendix A “Root Words . . . Prefixes . . . Suffixes”

According to Dr. Gary R. Gruber, renowned author of “Gruber’s S. A. T.”, 60 percent of the English language is derived from Latin and Greek. A root is defined as the fundamental or essential part of a word. A prefix is a part of a word placed at the beginning. A suffix is the part of a word that follows the basic element or root. Knowing these components when faced with an unfamiliar word is an essential strategy for building vocabulary power and comprehension. The following is a list of Latin and Greek root words, prefixes and suffixes frequently appearing on the S.A.T. exam.

Root ag, act agr alt alter am anim ann anthrop aper apt aqu arch aster, astr aud aur bas bell

Meaning movement, act field high other love, friend breath year man opening able, fit water ruler star-like hear gold bottom war

English Word Example counteract agronomy, agriculture altar, altitude alternative amorous, amiable animal, animated annual, annuity anthropology, philanthropic aperture aptitude, adapt aquarium archangel, patriarch astrology, asteroid auditorium, audible aura, auriferous basement belligerent, bellicose

ben bibl bio brev cap, capt capit carn celer chrom chron cid, cis clin clud, clus cogn corp cosm cred curr, curs dec dem derm dia dic, dict dign domin dorm duc, duct ego endo epi equ eque erg etho exo exter fac, fact fal, fals famili

good book life short take hold head meat quick color time cut, kill bend, lean shut, end know body universe believe, trust run ten people skin day speak worthy of master, control sleep, asleep lead I, self inside upon equal horse work custom, habit outside outer make deceive closeness

benefit, benevolent bibliography biography, biology brevity, abbreviation capture, captive caption, capital carnage, carnivorous celerity, acceleration chromatic chronological suicide, incision recline, inclined conclude, recluse cognitive, recognize corpse, corporation cosmic, cosmopolitan credible, credentials current, cursive decimal, decade democracy, demographic dermatology, epidermis diary, dial dictate, predict dignity, dignify dominate dormitory, dormant ductile, deduct egocentric, egotism endocrine epicenter, epidermis equality equestrian ergonomics ethology exoskeleton exterior factory falsity, fallacy familiarity

fant

show

fantasy

fel felic femin fort frag frater, fratr fric frig front fruct fug fum fund funct furt

cat happy female strength break brother rub cold ahead fruit flee smoke bottom do steal, sneaky

feline felicity femininity fortify fragment, fracture fraternity friction frigid frontal fructose fugitive fumigate profundity function furtive

galact gastr geo gen germin glaci gladi glob glutin gramm gran grand graph grat grav greg gubern gust gymn gyn habit, hibit heli hemi hept herb hered heter hex hibern hipp histri hol home homin hort hospit

milk stomach earth, stone kind, race sprout ice sword sphere glue writing grain great draw, write thankful, pleasing heavy come together govern, control taste nude woman have sun half seven grass heir different six winter horse actor whole same human garden host

galactic gastric, gastroenterology geography, geology generic, generation germinate glacier gladiator global glutinous grammar granular, granite grandiose graphic, autograph gratitude gravity gregarious gubernatorial gusto, disgust gymnasium gynecology habit, inhibit helium, heliocentric hemisphere heptagon herbal heredity heterosexual hexagon hibernation hippodrome histrionic holistic homeostasis hominid horticulture hospitality

host hum hydr hygr hyper hypn ichthy idi ign in, im infra insul inter intra iso itiner jac joc juven juxta kilo kine klept kudo liber luc, lum lysis magn man mar mater mega ment meter micro migr mort mult mut

enemy ground water wet above sleep fish personal fire not under surround among within equal way lie joke youth near thousand motion steal glory, praise free light dissolving great hand ocean, sea mother large mind measure small wander dead, death many change

hostile exhume hydrology hygrometer hypertension hypnosis ichthyology idiom ignite inimical, impossible infrastructure insulation intercollegiate intramurals isometric itinerary adjacent jocular juvenile juxtaposition kilogram kinetic kleptomania kudos liberation translucent, illuminate hydrolysis magnificent manual marine maternity megaphone mental chronometer microscopic emigrate, migrate mortuary, mortal multiply, multitude mutation

myri myth narc naut, nav neg nomin nov nova o, ob, op ocul omni oper ornith osteo ov pac pater, patr ped petr phob phon pod post poten pseudo psych pugn pyr quad quer, quir quin reg, rig rhin rid, ris rrhage rupt sacr, sanct sci, scio scope

countless, many story numb ship no name new new against eye all work bird bone egg peace father foot rock fear sound foot after powerful false mind fight fire, heat four seek, ask five rule, govern nose laughable burst forth break holy know, aware watch

myriad mythology narcotics argonaut, naval negative nominate novice innovation omit, obstinate, oppose ocular, binoculars omnipotent operate ornithology osteoporosis oval pacifism paternal, patriarch pedal, pedestrian petroleum hydrophobia phonograph, telephone podiatry postpone potent, impotent pseudonym psychology pugnacious pyromaniac quadruple query, inquisition quintuplets regulate, rigid rhinoplasty ridiculous, risible hemorrhage rupture, interrupt sacred, sanctify science, conscious kaleidoscope, periscope

scrib, script sect sid sens, sent secut, sequ serv solv somn soph spec, spect spir stab string struct sumpt tact teg, tect tele tempo ten, tain term terr therm tort tract trus, trud umbr urb vac vad, vas val ven ver verb vert, vers vid, vis vinc, vict voc volv

write cut sit feel follow maintain loosen sleep wisdom appear breath stand bind build take in touch cover distance time hold end land heat twist draw thrust shade city empty go strong go true word turn see conquer calling turn

prescribe, prescription bisect reside sense, sentiment consecutive, sequel conserve dissolve insomnia philosophy prospect respiration stable, stability stringent construct assumption, presumption tactile, tegument, detect telegraph, telephone temporary, tenant, retain terminate, terminal terrain thermal, thermometer contort attract, detract abstruse, intrude umbrella suburban, urban vacant, vacuum evade, evasive valiant venture, adventure veracity verbal, verbatim revert, reverse evident, visual invincible, victory vocation revolve

Prefix a, ab ad, at ambi amphi anti (e) anti arch auto ben bi circum col, com contra, counter de demi dia equi ex extra hyper hypo in, im il, im, in inter mal, mis mono neo non of, op omni ortho pan peri poly post

Meaning away to, towards both around before against first, primary self good two around together against down half, less across equal out beyond, more too much too little, under into not between bad, wrong one, single new not against all straight all around many after, later

English Word Example avert, absent adhesive, attract ambidextrous amphitheater anticipate antibodies, antifreeze archangel, archrival automatic, automobile benefactor biathlon, bilateral circumrotate, circumnavigate collaborate, commune contradiction, counterattack defame, descend demigod, demirep diameter equilateral extract, excommunicate extraordinary, extraversion hyperventilate, hyperextend hypoglycemia, hypodermic invade, import illegal, impossible, incapable interaction, introduction maladjusted, misinformed monotheistic, monorail neolithic, neoclassic nonconformist offend, oppose omnipotent, omnipresent orthodontist, orthopedic pantheism perimeter polygon, polynomial postpone, postnatal

pre pro re retro sanct schem schis sanguin semi sub super sym syn trans ultim ultra umbr un uni

before forward back backward sacred, holy plan split blood half under above, beyond with same, same time across, change farthest beyond, extreme shade not, reverse one

preflight, prefigure proclaim, proceed return, refinish retroactive sanctify, sanctuary schematic schism sanguine, semiannual, semicircle subway, submarine supersonic, supernatural sympathetic synonym, synergy transatlantic, transform ultimate ultramodern umbrella unarmed, undo unicycle, unilateral

Suffixes able age al ance, ence ate ary, eer, er cy dom er, or escent fy hood ic, id il (e) ion ious ish ism ist ive ly mony ness er, or ory ous, ose ship some tude ward y

Meaning able act, condition belonging to state of act of one who position of state of, domain of one who becoming, giving off to make state of being like suitable for act of characterized by like, belonging to belief in, practice of one who practices relating to happening to an extent state or condition quality of being one who place for full of, characterized by state of, skill tending to be state of being in the direction of full of, diminutive

English Word Example returnable disparage, frontage diabolical, rhythmical forbearance, influence demonstrate, vaccinate visionary, profiteer, runner aristocracy freedom, kingdom baker, detractor adolescent, phosphorescent electrify, fortify adulthood, childhood symbolic, acrid civil, docile mutation, sterilization envious, curious childish, Spanish realism, pragmatism realist, pragmatist conducive, reclusive quickly, slowly matrimony, patrimony greatness, sadness player, actor dormitory, observatory dangerous, verbose sportsmanship lonesome, tiresome fortitude, rectitude backward, forward wavy, kitty

Appendix B Literary for the S A T

Alliteration—a repetition of sounds at the beginning of successive words Ex. “Peter Piper Picked” Allusion—an indirect reference; an indirect mention Ex. “the use of mnemonics for indirect references” Anecdote—short, personal Ex. “I it so well. We were only fifteen…” Antagonist—one who deceives or frustrates the main character Ex. “The character Iago in Shakespeare’s Othello” Ballad—a narrative folk song Ex. “The Ballad of Davey Crockett” Epigram—short poem or verse that seeks to ridicule Ex. “Swans sing before they die, should certain people die before they sing!” Euphemism—the use of a less expressive or direct word Ex. “using the word Remains instead of Corpse” Hyperbole—an exaggeration for effect, not to be taken literally Ex. “He is as strong as a mule” Irony—opposite of what is to be expected; subtle sarcasm Ex. “referring to a ill conceived plan as Clever”

Metaphor—figure of speech containing an implied comparison Ex. “the storm of protest was overwhelming” Oxymoron—figure of speech where opposite are combined Ex. “the thunderous silence” Parable—simple story used to explain a lesson Ex. “Biblical Story where a moral lesson can be drawn” Parody—a weak imitation of a literary or musical piece Ex. “treating a serious subject in a nonsensical manner” Pathos—expression which evokes a sense of pity or sorrow Ex. “any writing which might evoke tears from the reader” Personification—figure of speech where animals or inanimate objects are given human characteristics Ex. “The tree gave a sigh of relief” Prose—written or spoken language, not employing rhyme or meter Ex. “Ordinary form of writing or speaking” Protagonist—considered to be the main character in a novel or play Ex. “Hamlet” Satire—literary work intended to ridicule Ex. “Gulliver’s Travels mocking English thought and action” Rhyme—repetition of an identical or similarly accented sound Ex. “Oh fleet . . .So sweet”

Vignette—a short, delicate literary sketch Ex. “The Old Man and the Sea by Ernest Hemingway” uses vignettes to depict sea life in the Caribbean

Appendix C Answers and Explanation


Reading Comprehension 1. The phrase, “reticent young man preferred to remain alone…” indicates that his personality was “reserved” (c). 2. The statement, “The Orphan’s mind struggled to retrieve images…” suggests he was lost in thought (d). 3. The author mentions that the others “bragged bombastically”. The definition of bombastically is to speak or write in a pompous manner (a). 4. The author’s purpose is to demonstrate how the Orphan was able to overcome life’s obstacles starting at a very young age (b). 5. “Peers preferred to rant and rave” suggests the peers were very talkative. Loquacious means talkative (c). 6. The Orphan is questioned on his keys to success. His response, “the rocks in my heart”, represents his being able to convert life’s setbacks to motivation and drive (e). 7. The age evolves from loneliness to success and motivation (e).

Sentence Completion 1. The definition of reticent is reserved (a).

2. Bombastic expresses the need to impress others (c). 3. In line 29, the author indicates the Orphan’s speech was eloquent (d). 4. In line 29, the author states the Orphan’s presentations were pithy and eloquent, synonyms for concise and fluent (a). 5. The age states the contemporaries were verbose and inarticulate; synonyms for wordy and incoherent (d).

Exercise 2: Art

Reading Comprehension 1. Considering the changing shapes and colors of a kaleidoscope, plentiful and changing fits best (c). 2. “He remained steadfast and amicable,” suggests Picasso dealt well with all the attention (c). 3. “He ceased painting what he saw and began painting what he thought,” implies a change in his approach (a). 4. Although other choices are mentioned in the age, the overall theme is a biographical sketch of Picasso’s life (a). 5. Used in the age and defined in the glossary, gregarious means social (e). 6. The term polemical as used in the age means argumentative (c). 7. Picasso’s comment referring to Braque, “just a wife”, attacks Braque as well as women (d).

Sentence Completion 1. The many shapes and colors in a kaleidoscope suggests Picasso was multifaceted (a). 2. According to the age, “women…with a bold yet cordial gaze” imply daring and friendly (b). 3. Again, “just a wife” as used in the age is unfair and sexist (a). 4. “Extensive travel” suggests a term such as worldwide for the first blank, only a and b fit. Defense has nothing to do with stimulating creativity. The logical answer is (b). 5. “Art forms influenced by various artists…” insinuates a confluence (d).

Exercise 3: Fiction

Reading Comprehension 1. Precarious, as used in line 1, means daring and bold, thus risk taking (b). 2. “…Sir Grim tried to lure Delilah…” It can be inferred, Delilah’s soul is alsobeing sought (b). 3. Delilah and Sir Grim are planning a nefarious plot. The answer is devious (d). 4. Provincial as defined and used in the age means rural or rustic (c). 5. This is a fictional age designed to entertain (e). 6. The tone of the age is evil and wicked. Although Delilah is callous, the best response is nefarious (d). 7. Lines 53-55 insinuate that Sam employed the Reaper to seek revenge on

Delilah.

Sentence Completion 1. In the age, Delilah is described as precarious and provocative, synonyms for daring and erotic (b). 2. Delilah is proposing a pact/agreement. The best response is transaction (a). 3. Line 25 describes Sam as being magnanimous and omnipotent, synonyms for generous and powerful (e). 4. Delilah has a dual challenge, secure the transaction with Grim and lure Sam into the trap. The answer is transact and entice (a). 5. Delilah is certainly deceitful or perfidious; Grim is the devil incarnate or nefarious (c).

Exercise 4: Dual History

Reading Comprehension 1. The author states, “I could not comprehend…”, this indicates he could not understand the adoration… (b). 2. The word rambunctious is defined as wild and boisterous (d). 3. The author of age 1 states, “the military establishment remained aloof” and were among the groups who responded apathetically. “…Skepticism toward the government” is the best answer (c). 4. The word unfathomable, as used in line 79, is defined as unable to comprehend (b).

5. The author of age 2 shows sympathy toward the generation who experienced the assassination and the proceeds with an informative discourse (c). 6. The author of age 2 builds a sound argument ed by research advocating “The Lone Gun-Man Theory” (c). 7. The author of age 2, believing in the “Lone Gun-Man Theory”, would consider the government free of involvement (a). 8. Both authors regard the assassination of John F. Kennedy as a traumatizing event in American History (e). 9. The author of age 1, having experienced the assassination, writes a more emotional . The author of age 2 writes from an informational and historical perspective (c). 10. “The cloak of innocence” refers to the simplicity and innocence of youth (a).

Sentence Completion 1. Great Respect actually defines the word revered (a). 2. The word covertly, toward the end of the sentence, is the key word defining clandestine (c). 3. President Kennedy’s liberal position on Civil Rights and Viet Nam created controversy. The President’s comments created animosity among conservatives (a). 4. The word doubter, mid-way through the sentence, is the “key” word for the second blank. The only match in the second column of words is skeptic (c). 5. Reticently and the phrase “giving neither verbal nor written ission” indicate the suspect was “close mouthed”, the definition for taciturn (d). 6. Assumptions is the “key” word for the first blank. Conjecture is the only synonym in the first column of words (c).

7. Lacked and Wisdom define the word needed in the blank Naivete (e). 8. A person who “relies on research”, analyses (d).

Exercise 5: Music

Reading Comprehension 1. The mention of the “swing era” in line 5, and the phrase “recollections daysgone by” suggests a reminder of the swing and bee-bop eras (b). 2. Lines 18-21, the opening sentence of Paragraph 2, change the flow of the age. The closest answer is (a). 3. The word ardent, as used in the age, is defined as ionate (e). 4. The phrase, “…they couldn’t touch Satchmo”, eludes to the greatness of the musician and serves to describe how Uncle Paul would speak (a). 5. The definition of a virtuoso is a learned individual, a master of his particular craft (c). 6. The author was, “allowed to tap into a reservoir of memories” shared by Uncle Paul. This suggests Uncle Paul was nostalgic or in a sentimental mood. The answer is (b). 7. Lines 55-59 imply there were no memories of Monk that he had personally experienced suggesting (b).

Sentence Completion 1. “Insisting on every detail” is the key phrase defining the word needed in the blank, obsession (a).

2. The mention of the orchestra sounding as one instrument at the end of the sentence insinuates a coming together, thus coadunate (c). 3. Although is a transitional word suggesting an antonym for condemned in the first blank. There are only two in the first column of words that fit (b) validated and (e) legitimized. Since the critics condemned, predictions in the second column does not work. Denunciations fits (e). 4. The phrase, “…art rather than a detrimental influence…” is key for solving this sentence completion. The phrase suggests jazz is not a negative influence, divisive. Referring to jazz as art for the people implies a positive influence, inspiring (b). 5. The phrase, “eventually become antiquated” defines the word in the first blank, obsolete. The word omission is the synonym for the word in the second blank, pretermission. (c).

Exercise 6: Dance

Reading Comprehension 1. Apathetically is the “key” word defining and creating a mood of indifference (b). 2. Prior to the proverb in lines 7-13, the author states, “…voices of herancestors…” strongly suggesting ancestor’s advice (c). 3. The opening of the second paragraph shifts the story and moves it forward (a). 4. The word eclat in line 25, as used in the age, means praise (e). 5. The author applies the word trivialities (unimportant) to aspects of professionalism that in actuality should be important, thus employing sarcasm (b).

6. The beginning sound of each word in the phrase, “self-sown seed” is the same, thus serving as an example of alliteration (a). 7. Lines 34-37 include all three forms of literary forms listed, the answer is (e). 8. The word roused in line 47 is defined as excited (b).

Sentence Completion 1. To show no concern or emotion is to be phlegmatic (a). 2. Demonstrating no concern and detachment is being aloof (c). 3. “Dancer of her stature” implies that the dancer considered book gs unimportant (trivial). Servile is the likely match (b). 4. “Never arrogant” describes the word needed in the second blank Unpretentious is the only match (e). 5. Sharing cues the word needed for the second blank contagion, excitement cues the word enthusiasm for the first blank (a).

Exercise 7: Political

Reading Comprehension 1. The author of age 1 states in lines 2-5 that governance is essential for public education. The author of age 2 makes a similar statement in lines 7983. The answer is (c). 2. The strength of the statement and the bold print used for emphasis in age 1, lines 1-5, demonstrates that the author is being emphatic (a).

3. The word asunder, as used in the age, means torn into parts (c). 4. Since both authors take opposite views on the subject, the author of age 2 would regard the statement as erroneous (d). 5. The bold added to the word “true” is used for emphasis (a). 6. The view taken in age 1 suggests board use these positions for their own personal gain, thus the positions are used egocentrically (c). 7. The word steadfast in line 51 is defined as adamant (e). 8. Lines 72-76 insinuate that elected boards are more autonomous and less controlled by municipalities (b).

Sentence Completion 1. The statement, “lacking interest or emotion” defines stolid (a). 2. Key word phrases comes at the end of the sentence. Adaptability and versatility damaged cue an ossification. Inflexible regulations indicate a type of officialism (a). 3. Budgetary needs of a school district are it’s fiscal responsibilities (c). 4. That the predecessor was removed, we conclude it was for a negative reason. The true negative word in the second column is confrontational, making the new board president much more amiable (c). 5. The key word extends followed by and suggests a further broadening, the answer is (e). 6. Although is a transitional word indicating an shift in the sentence. Mandate is a key word explaining what the superintendent stipulated. Although suggests the mandate was ignored (a).

Exercise 8: Education

Reading Comprehension 1. The age focuses on several aspects of the main character. All of the choices are actually mentioned (e) 2. The word resonated in line 5, as used in the age, means filled withspecific character (b). 3. The quote from learned Gibran, “I have learned…” in lines 5-8, serve to acknowledge what the main character has learned and cherishes (d). 4. The main character is described as one who is an advocate for students and staff, with this in mind he would be best described as respondent (d). 5. The quote taken from Theodore Roosevelt, which he attributed to a West African proverb; “Walk softly and carry a big stick” can be described as metaphoric (b). 6. The word adage in line 37 is defined as a saying (a). 7. Commencing with the quote, “Walk softly…” and ending with the statement of persistent prompts not being needed, the best answer is disciplinary style (b). 8. In paragraph three, the author describes how the main character begins to reminisce. The mood becomes one of nostalgic recollection (c).

Sentence Completion 1. His attempt to “hide…” was “betrayed by his contemptuous fisted hand” suggests either disdain or defiant reducing the choices for the first blank to either b or e. The second blank requires a negative word such as recalcitrant (b). 2. This is a one word blank direct question. Despite the need for science and

math, the statement suggests the arts should not be given up or overlooked, thus the definition of forsake (a). 3. Predictions is the key word defining the term needed in the first blank. Prognosticators are the only people in the first column that predict (e). 4. All the words in Column A could possibly fit in the first blank. Therefore, it would be better to start with the second blank. The flow of the sentence suggests no significant change (a). 5. A pariah is a despised person who would always be avoided. Shun is the synonym in the second Column (c).


Reading Comprehension 1. The term catalyst in line 2 is defined as a stimulus (c). 2. “Dusk surrendering to a recital of stars” is a metaphor for nightfall advancing (a). 3. Shyness is a quality associated with youth. “Experiences when the world wasshy” refers to the author’s youth (d). 4. The word portal, as used in the age, means entrance (a). 5. “That mysterious dimension…” line 17, followed by “between the poet’s mindand the body of work” suggests imagination (c). 6. The word artisan in line 21, as used in the age, is defined as anyoneskilled at a particular craft (a). 7. Vouchsafed is defined as to grant in a special manner, combined with manifestation defined as a visible phenomenon gives a sense of graciousness (c).

8. The author gives his perspective on the moment of insight using BroadGeneralizations (a).

Sentence Completion 1. Imagination and creativity are suggested, which are used in defining someone who is inventive (c). 2. Anyone considered discriminating, in this sense, is “meticulousat sifting” through material, thus defining comb or combing (a). 3. “Errors in structure” indicate that the screenplay had not been accepted, leaving only two possibilities for the second blank, revoked and declined, c and e. The screenwriter would not have been exhilarated, (c) thus the answer is ashamed (c). 4. Although is the transitional word changing the flow of the sentence. The opposite of “ponder for hours” would be instantaneously (a). 5. The tone at the beginning of the sentence implies that the author wrote but was not too excited about doing it, leaving b and d as possible choices for the first blank. Penned means wrote, making no sense. Thus, the only choice for the second blank is rejuvenated (b).

Exercise 10: Science

Reading Comprehension 1. The statement in italics, prior to the opening paragraph, states the author’s purpose, “Einstein and his role in the development of the Atomic Bomb” (b). 2. The author proceeds with a age that is purely informational, thus the answer is educational (a).

3. The word erudite in line 6 is defined as learned (b). 4. Although Hiroshima and Nagasaki are mentioned, there is no mention of Einstein favoring the use of the atomic bomb against Japan (d). 5. The word dwarfed, as used in the context of the age, most nearly means made seem small by comparison (d). 6. The statements in paragraph three are there to explain the change inEinstein’s pacifism (a). 7. The word plethora in line 60 means overabundance (b). 8. The age deals with Einstein’s scientific and political influences on the development of the atomic bomb (d).

Sentence Completion 1. Scientists were surprised by Einstein’s endorsement of building the atomic bomb. Confounded would have meant they were confused, which they were not. The answer is flabbergasted (c). 2. “Downcast eyes” and “mild demeanor” are characteristics of a reserved individual. The answer is demure (d). 3. The word vacillations defines the term needed in the first blank. The only word that fits is fluctuations. Since Einstein made a statement to that effect 100 years ago, prognosticated makes the most sense (e). 4. For theories to have been “empirically expressed” they would have been formulated, the only word in the second column of words that fits (a). 5. “Time is no longer” implies that we are in need of antonyms for both variable and relative. The only choice where both apply is uniform and absolute (b).

Exercise 11: Philosophy

Reading Comprehension 1. The age can be described as educational. The author’s tone is one that provides a variety of information (b). 2. The age describes how each philosopher approached Inquiry. The answer to the author’s purpose is (a). 3. The definition of the word strewed is spread or dispersed (d). 4. There is no mention of Socrates having written manuscripts or texts having been destroyed after his death. The answer is (d). 5. The cry, “the unexamined life is not worth living” is a cry for personal andspiritual growth (b). 6. The word paradoxical, as used in the age, means a selfcontradictorystatement or conclusion (c). 7. The author mentions that the Athenian “Wise Men” became incensed by Socrates’ paradoxical wisdom. One can assume they were made to appear foolish (d). The other choices don’t coincide with the statement made.

Sentence Completion 1. Linked is the key word at the end of the sentence defining the term needed in the blank, bond (c). 2. A “pure and perfect state” is a direct reference to transcendence (b). 3. This is a double blank direct question. The words verity and illogicality define the needed in the first and second blanks truth andirrationality (a).

4. This is a single word blank contrast question. Not disseminated is key in explaining that the philosophies were strewed in Ancient Greece and the Western World (e). 5. Alexander proclaiming himself divine is an example of his egotistical nature. The fact that Aristotle was disappointed in Alexander would lead one to believe the letters onished the great conqueror (e).

Exercise 12: Pacifism

Reading Comprehension 1. The definition of Civil Disobedience is non-violent protest (c). 2. The phrase “stepped in time” is used as a metaphor for a template or example setbyanother person (a). 3. Throughout the age, references are made to civil disobedience and the role it played in India’s struggle for independence and the civil rights movement in the United States; the answer is (d). 4. Anyone who is subjugated is ruled or controlled by another entity (b). 5. Gandhi’s call to humanity, “In a gentle way, you can shake the world”, was a plea for service with integrity (d). 6. The author opens the age with the definition of Thoreau’s Civil Disobedience. References are made throughout with regard to both leaders using this non-violence approach in their movements. The answer is (c). 7. Demands are usually pressing and immediate; the best choice is (a). 8. Here the author is implying; if truths and rights are self-evident and inalienable, under humanity’s law there should have been no need for such a sacrifice (b).

Sentence Completion 1. Similar connotations, implications and character define the term synonymous (b). 2. Repercussions is the key word defining the term needed, retribution (a). 3. Many white Americans detested the inhumanity, detested being a synonym for abhorred (d). 4. While is the transitional word indicating a need of antonyms for the eloquence and non-violent protest, the best choice is (a). 5. Doubt and questioning suggest a Socratic case. Previously advanced by Parliament suggests the term promulgated (c).

Appendix D Learning and Teaching Styles and The S.A.T.

A popular instrument for assessing psychological Type, a precursor of Learning Styles, is the Myers-Briggs Type Indicator. This tool is an adaptation based on the typology of Carl Gustav Jung. The Hanson and Silver Learning Preference Inventory (LPI) is another popular assessment tool grounded in the theories set forth by Jung and the extensive learning style research of Myers and Briggs. The LPI takes an in depth inventory at how a respondent perceives and processes information. The respondent, who indicates a preference for the factual, practical and analytical, on such and similar inventories, will more often than not achieve better reading comprehension on the S.A.T. by referring to the questions first. The analytical student is concerned with deciphering the information and choosing the correct answer. This student prefers responding to questions one step at a time, it gives him a better sense of what he has to accomplish. Respondents who prefer open-ended questions, who are more insightful and who are engaged by understanding the overall theme of a age may be better served by reading the age first. These students prefer the opportunity to explore how they feel about the theme or subject matter. Whether empathy or intuition, comprehension is heightened by connecting with the “overall picture”. Educators involved in preparing students for the Scholastic Aptitude Test must identify their dominant teaching styles and work to perfect their non-dominant styles. This self-analysis will assist in adapting to any learner’s style, resulting in sound instructional decision making.

Questions For Teachers To Reflect Upon 1. Which is your dominant style? How is it an asset during instruction?

2. Which is your least used style? How can you make greater use of this style? 3. What is my student’s preferred learning style? 4. How can my student’s preferred learning style be useful in preparing for the Scholastic Aptitude Test?¹

References

Bair,D. (2003). Jung – A Biography. Little, Brown and Company. Boston. New York. London.

Bardin, M. & Fine, S. (2005). Zen in the Art of the S.A.T. Houghton Mifflin Company.

Block, C.C., Gambrell, L.B., Pressley, M. (2002). Improving Comprehension Instruction Rethinking Research Theory and Classroom Practice. Jossey-Bass: A Wiley Imprint.

Carnevale, L. (2010). Hot Words for the S.A.T. Barron’s Educational Series, Inc.

Clark, R. (1971). Einstein: The Life and Times. New York: Avon Books.

Francisco, G. (2012). The Shutters of My Mind. Xlibris Corporation.

Gandhi, M.K. (1940). An Autobiography or The Story of My Experiments With Truth. Navajivan Publishing House.

Gruber, G.R. (2001). Gruber’s Complete Preparation for the S.A.T. Harper Collins Publishers.

King, M.L, Jr. (1963). Why We Can’t Wait “Letter from Birmingham Jail”. Signet Classics.

Merriam-Webster. (1984).

Webster’s Dictionary of Synonyms. Merriam-Webster Inc. Publishers.

Plato. Translated by Jowett,B. (2011). The Republic. Bompa Crazy.

Silver,H.F. & Hanson, J.R. (1998). Learning Styles and Strategies. The Thoughtful Education Press.

Strunk, W. & White, E.B. (2000). The Elements of Style. Longman Publishers.

Thompson, H.L. (1996). Jung’s Function – Attitudes Explained. Wormhole Publishing.

Thoreau, H.D. (2011). Civil Disobedience.

Empire Books.

1 Harvey F. Silver, J. Robert Hanson: Learning Styles and Strategies(The Thoughtful Education Press, 1998), 91.

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