A Diagno stic S AT 0 0 ■ 0 Diagnostic Test Answer Key SeIf-EvaIuation Answer ExpIanations This chapter contains a diagnostic SAT. Like the actual SAT which you'll be taking soon, it has 6 sec- tions: 2 verbal, 2 math, 1 TSWE, and 1 experimental (which in this case is another verbal section). Each section has the same number and type Of questions as you'll find on the actual SAT. And each section should be completed in 30 minutes. At the end Of the teSt are answer keys, self-evaluation charts, and answer explanations. The diagnostic test in this chapter is a multipurpose tool. First, it is a t00 ロ 0 help you identify your prob- lem areas and skills. Take the test, evaluate your results following our charts, and you will discover your strengths and weaknesses. You will know what tO study. Second, this test is a t00 0 help you design a study plan that's right for you. Use the information you get from this test tO tailor one Of our study plans in the preceding chapter tO fit your particular needs. け you find you need extra time on a certain topic, build that time in. You are in charge Of your study p 「 0- gram—make it work for you. Third, this test is your introduction tO the format and content 0f the actual SAT. There is nothing like working your way through actual SAT-type ques- tions for three hours tO teach you hOW much stam- ina you need and how much speed. FinaIIy, this test is your chance tO learn hOW tO profit from your mistakes. は will expose you tO the sorts Of "traps" the test-makers set fO 「 you and the sorts Of "shortcuts" we recommend you take. Read the answer explanations fO 「 every question you miss. You'II be amazed tO see how much you'll learn. You are about tO take a Diagnostic Test that can change the way you dO on the SAT. You have three hours tO get through the six sections. Make every minute pay. 29

Session 13 ー 14. T 叩 ic Final Dress Rehearsal The Comprehensive S 加 09 m 23 Activity CompIete as many of the model SATs in Chapter 14 as you can in the time you have left. Score your results. Study the answer explanations for questions you missed. NOTE: Sessions 4 through 11 need not be followed in this sequence. The Comprehensive S 加 Program This is the plan to use when you have ten weeks or more t0 study f0 「 the SAT は allows you tO work slowly and steadily, building on what you have alreadylearned, which is the best way tO prepare fO 「 this or any Other test. The study program includes 15 math sessions and 1 5 verbal/TSWE sessions. Together, the 30 sessions total approximately 30 hours Of work (this does not include the time you'll need tO take the Diagnostic SAT in the next chapter and the seven model SATS in Chapter 14 ). The sessions are keyed tO specific review material and practice exercises in the verbal, mathematical, and standard written EngIish parts Of this b00k. The verbal section covers antonym, sentence completion, analogy, and reading comprehen- Sion questions, as well as the usage and sen- tence correction questions on the TSWE section Of the SAT. Each session will require 30 tO 60 minutes Of your time, though this will vary according tO individual needs. The math section Of this study program covers the material expected Of a high schoolsenior. Each session will require approximately 90 minutes Of your time, though, again, this will VERBAL AND TSWE vary. You may find that you can complete sev- eralsessions in that time, and you may find sessions on WhiCh you need tO spend mo 「 e time. Take the Diagnostic SAT before you begin this study program. lJse the Self-Evaluation sec- tion tO discover which topics and/or types Of questions are troublesome for you. Adjust the study program, if necessary, SO that you can concentrate on the areas that give you t 「 ou e. Work out a suitable time schedule and care- fully follow it until you have completed the study program.ln planning your schedule, find time tO work on vocabulary in addition tO work- ing with the topics covered in the study pro- gram given here (see the separate plans for vocabulary study on page 163 ). After you finish your review, take the six model SATS in Chap- ter 14. Each test will provide you with valuable test-taking experience. Though you may decide tO work on these tests section by sec- tion rather than as a cornplete test, you should make time tO take atleast one 0 「 two Of the three-hour tests in one sitting, under test conditions. Session 2. 3. Topic Antonyms AnaIogies Sentence Completion Activity Study the tactics in Chapter 5. DO Antonym Exercise A and check your answers. Study the answer explanations fO 「 questions you missed. Study the tactics in Chapter 6. DO questions 1 ー 25 in Exercise A. Check your answers. Study the answer explanations for questions you missed. Study the tactics in Chapter 7. DO questions 1 ー 25 in Exercise A. Check your answers.

Quantitative Comparison Questions Column A 133. 132. = 36 131. = 45 130. 129. 128. 127. 126. 125. 318 CoIumn B Column A Column B AC 亠 BD, BA 亠 AD This applies t0 # 125 and # 126. Le ngth of AD Perimeter Of square DEFG = perimeter of triangle AB C DG = 9 Length 0f DE Length 0f BC 134. 135. 139. 138. 137. 136. ln triangle ABC, AB = BC BC Ⅱ DE, x = 65 Area of ABC = 20 square inches AD = 5 inches 4 inches ln triangle ABC, AB 亠 BC This concerns # 128 and # 129. x, ) , and z The average Of 423 わ 2c AD 亠 BC Length 0f DC 40 Area of rectangle ABCD above = 120 AD = 40 This concerns # 137 and # 138. AD 十 DC AB 十 BC AB 亠 BC Area of ABC = 18 Le ngth 0f AB BC 十 AB AC Length 0f BC

392 The Test of Standard Written English (TSWE) Find the Changes in the Answers. (This tactic on ツ applies tO sentence correction questions. ) け you don't see the error in the underlined section, IOOk at the answer choices tO see what is changed. The changes will tell you what kind of problem is being tested in this question. For example: The panel narrowed the field of 、åpplieants to the three whom ⅱ thought were best qualified for the position because Of training and experience. whO it thought were whom it thought was (C) whO it thought was (B) Of whom ⅱ thought were whom it thought were (E) (D) (A) You can see right away that you have tO choose between Ⅳわ 0 and Ⅳわ om and between was and were. You can immediately eliminate Choice B—any choice that turns the sentence intO gibberish is the wrong answer. TO decide the pronoun question, check on the way it is used in the sentence.ln this sentence, it is the subject Of the verb was or were and therefore it must be Ⅳわ 0. This leaves you with choices C and E. NOW you want tO know if you need a plural or a singular verb. Since Ⅳわ 0 refers tO three, it is plural, and needs the plural verb were. The correct answer iS E. Make Sure That AII Parts of the Sentence Are LogicaIly Connected. (This tactic on ツ applies tO sentence correction questions. ) NOt all parts Of a sentence are created equal. Some parts should be subordinated tO the rest, connected with subordinating conjunctions or relative pro- nouns, not just added on with and. Overuse Of and equal should always be presented in similar form SimiIarly, those parts Of a sentence that are logically Choice D is obviously the correct answer. Ⅳわ / c わ should never be used tO refer tO people, so Choices D and E both seem tO fit, but you know that adjective clause, introduced by a relative pronoun. about the supporters, SO it should be turned intO an The second clause is merely adding information because it doesn't connect its tWO clauses logically. any grammatical errors, bVt it iS a poor sentence The original version of this sentence doesn't have (E) which loved him (D) who loved him (C) whatloved him (B) and they loving him (A) and they loved him loved him. The leader always had loyal supporters and they Take, for example, this question. frequently makes sentences sound babyish. (parallel construction). Can you spot the error in parallel structure in the next question? ln this chapter we'll analyze both types Of questions, suggest useful techniques for tackling them rovidin some sam le items for OII tO items for you tO try tackling them and provided some sample (E) having suggested useful techniques for you tO try them by providing some sample items for (D) and suggest useful techniques for tackling and provide some sample items for you tO suggest useful techniques for tackling them, ・ can try providing some sample items which you suggest useful techniques for tackling them, providing some sample items for you tO try (A) suggest useful techniques for tackling them, (C) (B) allel structure. Choice C is the one that correctly provides the par- we" will do—they should be given equal emphasis. here. Since they are—they are all activities that and providing are logically equalin importance first decide whether or not analyzing, suggesting, pay attention tO what the sentence means. You must TO answer questions like this correctlyr you must

Common Grammar and Usage E 0 「 S 12 Common Grammar and a Errors 393 Some errors are more common than others on the TSWE. Here are a dozen that appear frequently on the examination. Watch out for them when you do the practice exercises and when you take the SAT. 1. The R 聞・聞 Sentence Mary's party was very exciting, itlasted until two は is raining today,l need a raincoat. You may SO have heard this error called a comma splice. は can be corrected by making tWO sentences instead Of one: Mary's party was very exciting.ltlasted until two or by using a semicolon in place Of the comma: Mary's party was very exciting; itlasted until two or by proper compounding: Mary's party was very exciting and lasted until tWO a. m. difficult. Between you and I, this test is not really very Pronoun 3. E 0 ⅱれ the Case 0f a 聞町 the teacher made him stay after school. making it impossible for anyone tO concentrate, Since JOhn was ・ talking during the entire class, be corrected: still need a result. For example, the sentence could tence. AII you have in this example is the cause. You have a main clause before it can be a complete sen- not be misled by the length Of the fragment.lt must much in one sentence, here you have t00 ⅱ川 e. DO This is the opposite Of the first error.lnstead of t00 making it impossible for anyone tO concentrate. Since JOhn was talking during the entire class, The Sentence Fragment は is raining tOday, SO ー need a raincoat. Since it is raining today,l need a raincoat. rected : nation. The second example above could be cor- You can 引 SO correct this error with proper subordi- Case problems usually involve personal pronouns, WhiCh are in the nominative case ( / , he, She, we, they, Ⅳわ 0 ) when they are used as subjects or predi- cate nominatives, and in the objective case (me, him, わ e 「 , us, them, Ⅳわ om ) when they are used as direct objects, indirect objects, and objects Of prep- ositions.ln this example, if you realize that between is a preposition, you know that /should be changed tO the objective me because it is the Object Of a preposition. 4. Errorin Subject ・ Verb Agreement Harvard CoIIege, along with several other lvy l-eague schools, are sending students tO the conference. Phrases starting with along Ⅳ / 悁 or as we 〃 as or in addition わ that are placed in between the subject and the verb dO not affect the verb. The subject Of this sentence is Harvard CO 〃 ege, SO the verb should be is sending. There is three bears living in that house. Sentences that begin with there have the subject after the verb. The subject Of this sentence is bears, so the verb should be are. 5. Errorin Pronoun-Antecedent Agreement Every one Of the girls on the team is trying tO dO their best. Every pronoun must have a specific noun or noun substitute for an antecedent, and it must agree with that antecedent in number (singular or plural)lln this example, 物 e / 「 refers tO one and must be singu- lar: heat. breeze sprang up and brought relief from the After the sun set behind the mountain, a C06 Verb 6. E 背町 in the Tense 0 ー Form Of a her best. Every one Of the girls on the team is trying tO dO happened when. Since according tO the sentence, proper sequence Of tenses, SO that it is clear what Make sure the verbs in a sentence appear in the

Test 7/Section 2 717 2 2 2 2 22. Linda did 24 problems out 0f 25 correctly. ln the next test she did twice as many examples correctly but received a mark only half as good. How lnany problems were there in the second test? ( E ロ 00 5 , ( / = 6 23. For what values of 〃 and ( / is ー > 卩 (A) 25 (B) 48 (C) 50 (D) 75 (A) 5 (B) 6 (C) IO ( D ロ 5 (E) 20 HOW lnany were not accepted in this shiplnent? percent Of these parts were accepted as satisfactory. 24. ln a shimnent of 25 stereo connponents, only 80 2 25. 2 2 2 2 2 0 (A)A (B) B (C) C (D) D (E) E represents the point with coordinates ( 5.0 ) ? ference Of the circle with center 0. Which letter ln this figure. the lettered point.s Ⅲ℃ on the circum- IF YOU FINISH BEFORE TIME IS CALLED, YOU MAY CHECK YOUR WORK ON THIS SECTION ONLY. DO NOT WORK ON ANY OTHER SECTION IN THE TEST. S T O P

18. C. 19. C. 20. D. 21. E. 22. E. 23. C. 24. D. 25. C. 26. B. 27. D. 28. A. 29. A. 30. C. 引 . A. 32. B. 33. E. 34. A. 35. D. 36. D. 37. B. 38. D. 39. B. 43. B. 50. C. 3. B. 5. C. Error in agreement. Change 襯 to ん川 or ん催 . Error in agreement. Change 尾 to な . Lack of parallel structure. Change g ″′れ e tO g 〃 2 れ一 e g. Sentence is correct. Sentence is correct. Error in diction. Change du どーひ to as 尾 $ 〃″ Error in tense. Change な 4 〃にれ d わ ) to ル 4 〃訂れ d わ ). Misuse of relative pronoun. Change ルん c ん (that refers to things) to ルん 0 (that refers to people). This corrects the misuse of the subjunctive. This corrects the error in the case of the pronoun. Choice E corrects the error in case but introduces an error in tense. The clause iS correct. Sentence iS correct. This corrects the dangling participle. Sentence iS correct. This corrects the unnecessary switch in the pronouns, れ ) 0 れに一 ) 0 〃 . This corrects the error in parallel structure. Sentence correct. The run-on sentence is corrected by the use of a semicolon. This corrects the double negative ん d れ 7 ん d and the misuse of 0 with 石れ d. This corrects the dangling participle and the misuse Of ー 0 for ー 0 れ . This corrects the error in diction and in the use Of adjective and adverbial clauses. ln Choice B, the run-on sentence is corrected by the use of a semicolon, and the omission of the past participle わどれ is also corrected. 40. 41. 42. 44. 45. 46. 47. 48. 49. C. B. A. B. C. C. C. B. B. Diagnostic Test/Answer ExpIanations 73 Choice C expresses the author's meaning directly and concisely. AII Other choices are either indirect or ungrammatical. Error ln using an adjective in place Of an adverb. Change ⅲ c 尾ⅵれ g tO ⅲ c 尾 $ ⅲ g . Misuse of relative pronoun. Change ルん 0 (that refers tO people) to ルん c ん (that refers to things). Error in case. Change んど to ん川 . lncorrect introduction to noun clause. Change ルん尾 tO ⅲルん c ん to modify ど x 〃あ 0 れ . Lack 0f parallel structure. Change ca 〃ど d to ルに尾 c 〃ⅲ g. lncorrect coordinating conjunction. Change 〃 d to わ〃た Error in agreement. Change ーんど耘 to ″ & Error in agreement. Change 0 尾れ市れ g to な 浦れ g. Unnecessary SWitCh in pronouns. Change 0 tO ) 0 ″ . Error in tense. Change んのれん ad to ル卍 0 ーんソ巳 Section 4 e 市 1. 2. 4. A. B. B. Proper (appropriate or fitting) is the opposite Of 4 れ″″わ . Context Clue: "Eat a proper breakfast. ' ーれ一どれ 0 れ 0 ~ means deliberate, done on purpose. lts opposite is acc どれれ Context Clue: Think of "an intentional walk' in baseball. TO クロ川〃ど r is tO treat indulgently or kindly; t0 coddle. lts opposite is tO など砒んんツ . Context Clue: Think 0f "pampering the baby 0f the family. ' Ⅳⅳど means unsophisticated, artless. lts opposite is sophisticated, artful, worldly, or 4 み 2 れ . Context Clue: Think of 、、 a naively innocent remark. TO な 0 〃ん ) is tO waste away. lts opposite is tO ア 0 〃 r なん or thrive. Context Clue: 、、 Unused muscles 0 な 0 〃ん ).

0 Seven Model SATs 680 SUMMARY DIRECTIONS FOR COMPARISON QUESTIONS Answer: A if the quantity in COIumn A is g 代 a 記「 ; B ifthe quantity in Column B is greater; C ifthe two quantities are equal; D if the relationship cannot be determined from the information glven. AN E RESPONSE WILL NOT BE SCORED. Column B X 十 Y 十 / = 350 X 十 / = 100 Column A Column B Column A 4x ー 2 Perimeter of ABC = 34 This concerns # 20 ー # 22. Distance from X to / = 3 miles Distance from Y to / = 2 miles Distance from X い / Distance from X tO Y 20. 4 Length 0f AC Length 0f BC 22. The measure of 乙 BAC The measure of 乙 ABC ln rectangle ABCD, AD = 40 Area of ABCD に 00 This concerns # 23 and # 24. Length 0f AC DC 十 AB Length of BC AD 十 BC 23. 24. Area of .4B ( 、 BC AB 0 = 90 This concerns # 25 ー # 27. ゞ 十 ABCD is a parallelogram. AD 十 BC AB 十 DC 360 G0 0 ⅱ 0 THENEXT PAGE

574 Seven M 面可 SATS SUMMARY DIRECTIONS FOR COMPARISON QUFSTIONS Answer: A if the quantity in COIumn A is g 代 a 「 ; B ifthe quantity in Column B is greater; C ifthe 【 wo quantities are equal; D if the relationship cannot be determined from the information given. AN E RESPONSE WILL NOT BE SCORED. Column B Column B Column A Column A 0 ln parallelogram EFGH, EF 十 EH = 20 This concerns # い and # . ー penmeter 0f EFGH HG 十 FG 2 Length 0f EH Length of HG x 十 ) , Square ABCD is inscribed in circle 0. Area of triangle OCD is 8 units. ( ▽ゑ = 1.4) This concerns # 23 and # 24. Perimeter of ABCD 22 23. 16 ー 32 24. Area of shaded portion X, V, and こ are positive integers. 十こ x 十 ) , 1 5 3 ー 6 ) , = 3 1 20. 1 25. B D Area of triangle ABC = 20 in." AD = 5 in. AD 亠 BC This concerns # 幻 and # 22. BD DC AC & 0 0N T0 THE NEXT PAGE AD 十 DC 22.

130 Reading Comprehension Question The author's presentation is marked by a tone Of The passage indicates that the author experi- ences a feeling Of 5. Determining the Meaning Of WO 「 ds from Their Context Questions that test your ability tO work out the meaning Of unfamiliar words from their context Often are worded: AS it is used in the passage, the term . best be described as The phrase . . iS used in the passage tO mean that 旧 the passage, the word .. . means . tO describe The author uses the phrase . . can 6. Technique Questions that test your ability tO recognize a passage's method Of organization or technique Often are worded: Which Of the following best describes the development Of this passage? 旧 presenting the argument, the author does all Of the following EXCEPT The relationship between the second paragraph and the first paragraph can best be described as 旧 the passage, the author makes the central point primarily by The organization Of the passage can best be described as When Asked to Find the Main ldea, Sure tO Check the 叩ⅲ g and Summary Sentences 0f Each Paragraph. The opening and closing sentences Of a paragraph are key sentences for you tO read. They can serve as guideposts for you, pointing out the author's main idea. Whenever you are asked tO determine a passage's main idea, always check the opening and summary sentences Of each paragraph. Authors typically p 「 0- Vide readers with a sentence WhiCh expresses a par- agraph's main idea succinctly. Although such tOPic sentences may appear anywhere in the paragraph, readers customarily lOOk fO 「 them in the opening or closing sentences. Notice the impact Of words like again, also, as well as, ル「悁 e 「 mo 「 e , moreover, and significantly in the passage. These signal words may call your attention tO the main idea. NOte that in SAT reading passages topic sentences are sometimes implied rather than stated directly.lf you cannot find a topic sentence, ask yourself these questions: 1. WhO 0 「 what is this passage about? 2. What aspect Of this subject is the author talking about? 3. What is the author trying tO get across about this aspect Of the subject? Read the following ethnic passage from a recent SAT and apply this tactic. LOiS 、ⅱ ou Jones iS one example Of an answer tO the charge that there are no Black or female American artists tO include in art history textbooks and classes. Beginning her formal art education at the SchOOl 0f the Museum Of Fine Arts in Boston, LOis Jones found herself strongly attracted tO design rather than fine arts. After teaching for a while, she went tO Paris tO study, on the advice 0f the sculptor Meta Warrick Fuller. lt was in Paris that she first felt free tO paint. FoIIowing her return to this country in 円 38 , Jones had an exhibit at the Vose Gallery in Boston, a major breakthrough for a Black artist at that time. Her work during this periOd consisted Of excellent impressionist scenes 0f Paris. lt was not until the early 円 40 ' s , after she met the Black aesthetician AIain Locke, that she began t0 paint works like MO わ V 花ⅵ川 , which explicitly dealt with her own background as a Black American. Later, in the fifties, she went often to Haiti, which had yet another influence on her style. Then a sabbatical leave in Africa again changed her imagery. lndeed, the scope Of this distinguished artist's career SO well spans the development Of twentieth-century art that her work could be a textbook in itself. NOW IOOk at a question on this passage. lt's a good example Of a main idea question. The passage primarily focuses on the (A) (B) (C) (D) (E) influence Of LOiS Jones on Other artists recognition given tO LOiS Jones for her work experiences that influenced the work Of LOiS Jones obstacles that LOis Jones surmounted in her career techniques that characterize the work Of LOiS Jones LOOk at the opening and summary sentences Of the tWO paragraphs that make up the passage: ・ 'LOis Mailou Jones iS one example Of . Black or female