Choosing Between Two Answer Choices on the SAT

If you’ve ever taken an SAT class and gotten to the reading passages, you’ve probably heard someone say it before; you may have even said it yourself. This common refrain goes something like this: I narrow it down to two answers, and I always choose the wrong one. As a teacher, I might find it tempting to scoff and say, â€Å"That’s not true, since you always remember the times you choose the wrong answer and forget the times you choose the right one.† While there is some truth to this—our memories are very selective and fallible—there is something subtler going on: there are certain kinds of SAT trap answers that you are probably gravitating towards. To not fall prey to these wrong answer choices, you have to be better at identifying what makes them wrong. See, the common reaction is to pick an answer choice that you have constructed an elaborate argument for. Instead of choosing the â€Å"right† answer, you should be more ruthless and find what is wrong with each of the remaining two answer choices. The one that better withstands your brutal scrutiny is the correct answer. So what do some tempting wrong answer choices look like? Well, let’s take a passage lifted from the Magoosh product. Below are two questions with two answer choices. One of them, of course, is right. The other is the one that most students end up picking. See if you can avoid the trap! Do more than just wish for the right answer. Passages (I promise: they’re short.) Passage 1 With social media sites, pop-up windows, and email notifications constantly vying for our attention, it is small wonder we get any work done. Even when I disable chat windows and log out of my accounts, I’m still driven to distraction: what if the chat windows open suddenly, should I check to see if John and Sally posted their wedding photos on the latest social media site, and, oh, did I ever send that email? Indeed, the only way to get any work done seems to be away from the computer. Though that’s the rub—which office employee actually does work while not seated in front of a computer? Passage 2 If you find yourself surreptitiously logging in to social media sites, you are not alone. One report found that over 70% of office workers access a social media account at least once during the course of the day. While such wayward activity may seem cause for concern, another study found that those who log into social media sites are actually more productive than those who abstain from such behavior. One theory is that employees recharge their batteries, so to speak, when they allow themselves a few minutes here and there on social media sites, returning to their work reinvigorated. By contrast, those who do not allow themselves any such indulgence, lose focus by fixating on one task for too long. Can you avoid the trap? In the context of worker productivity, how would the author of Passage 2 regard the example of â€Å"John and Sally†? (A) As a distraction that helps productivity only in the long run (B) As a diversion that in of itself does not preclude work First off, notice the language in the second answer choice: it’s much more technical. And note the language in the first answer choice: it’s inviting. Clearly, the passage is about the distractions, and â€Å"John and Sally† on Facebook are pretty distracting. But look carefully. What’s the answer choice say at the very end: â€Å"only in the long run†. The author of passage 2 is saying that distractions help people recharge their batteries during the day. So the focus isn’t â€Å"the long run†. Sure, it may help in the long run, but it definitely helps in on a day-to-day basis. The second question substitutes a less common word, â€Å"diversion† for a more common one, â€Å"distraction†, while adding the very SAT-ish word preclude, which means prevent. Once you decode all that, (B) is the answer. So what’s the lesson here? Look at the complete answer choice not just as the friendly, inviting parts. That is not to say always be wary of straightforward phrasing, but know that often there is some subtle wording in the answer choice that makes that answer wrong. I call this the â€Å"rotten spot†. Much as when you hold up a fruit for inspection, you look for the rotten spot, not what makes the fruit look appealing. The analogy, then, is that the tempting parts of the answer choice are like the bright orange-y parts of the orange. You want to make sure you turn over the entire orange in case there are any rotten spots lurking there (â€Å"only in the long run†). Watch out for the rotten spot! Another question can you avoid the trap in this one? One way in which Passage 1 differs from Passage 2 is in that it (A) relies on personal anecdote (B) poses a rhetorical question The first one seems right on target. The first paragraph uses the personal pronoun, â€Å"I†. But an â€Å"I† an anecdote does not make. There has to be an actual story there. Here we only get hypothetical situations (â€Å"John and Susie† are just generic names). With (A), though, it is easy to convince yourself that the various examples given, â€Å"did I ever send†¦email†, â€Å"the chat window opens† make for an anecdote, despite the fact that these are just vague generalizations and not an actual story. What we tend to do with (A) is convince ourselves that it is right by marshaling together a few facts. Instead, we should try to disprove it, something along the lines, â€Å"The first passage is NOT an anecdote, because†¦Ã¢â‚¬ . You’ll find that it is a lot more straightforward to disprove that the first passage is an anecdote. The problem—and something you have to be on the look out for—is that convincing ourselves of something, e.g., the first paragraph is an anecdote, uses a lot of brainpower and therefore it is harder for us to â€Å"let go† of that answer so we can disprove it. So again, don’t look to back up the two remaining answers but to disprove them. If you eliminate both, then you’ve been a little too picky—which can happen. But with practice, you should be able to start picking the correct answer through disproving. One final—but important—tidbit A good way not to get caught up convincing yourself that a wrong answer choice is correct is the following: Whenever you are unsure about two answer choices, remember that the answer ultimately lies in the passage. All too often, students want to go back and forth between the answer choices without consulting the passage. Even when students do go back to the passage, they tend to read the passage so that it conforms to the answer choice that they are leaning toward. It is better, as soon as you are stuck between two answer choices, to go directly back to the passage to hunt for the answer and think, using your own words and not the words in either answer choice, what the passage is actually saying. Photo Credit: Calvin W. and Sistak

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Personal Narrative Curiosity Killed The Cat - 881 Words

â€Å"Curiosity killed the cat.† (Anonymous) I believe that was my parents’ perspective on life. In Indonesian custom, the young has to respect the elders, which include parents and teachers. Asking questions or questioning them was considered disrespectful. Holding on to that tradition, my parents taught me to hold on to my curiosity. This upbringing affected every aspect in my life, including my learning style and career options as well. I came from a long line medical field family from my mother side. My mother wanted me not to border the line of curiosity and stay within the cul-de-sac continuing the family tradition by becoming a doctor, a nurse, a midwife, or a pharmacist. During my school years, if anybody asked what I wanted to be when I grew up, of course my answer was to become a doctor. It was instilled in my mind, or so I thought until I met Mr. Tahyana and Aisha who had made a different in the way I view my life. My mother put me on rigorous daily routine of practicing math skills and science since early age . She believed that by mastering these subjects, I would have better chances in the future. I was in a confinement. This over powering method of parenting finally took a toll on me. It seemed that everything I did was not good enough for her. My hatred towards learning started to grow. School became so daunting, that I dreaded coming to school. I couldn’t concentrate, and slowly my grades were getting lower. In the midst of frustration, a friend of mineShow MoreRelated Japanese Alien and Japanese-American Poets In U. S. Relocation Camps4710 Words   |  19 Pagessome of the poetry also illustrates how, even though they might have been angry, the Japanese aliens and Japanese Americans acted very compliantly, having faith in their country that the situation would get better. 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History Of Light Infantry Essay Example For Students

History Of Light Infantry Essay For a long time peace was understood in negative fashion,simply as the absence of war. -Yvon GarlanKendrick Pritchett in the introduction to the book ?The Greek State at War? points out that in order to write history of Greek Warfare one would require a knowledge of many aspects of Greek life. The would-be investigator would have to be familiar with terrain in the case of any given battle, have an acquaintance with the archaeological artifacts of various types, close familiarity with the written sources, and most important, an understanding of the general economic picture. He would also need some insight into ancient religion and acquaintance with military and naval procedures and strategy.?There is a definite truth about the statement. Even such narrow subject as development of light infantry in ancient Greece requires inquiries in multiple areas of overall Greek history. The knowledge of what ancient Greeks considered light infantry, an insight on development of ancient Greek infantry in general, agricultural warfare, key historical event that assisted in changing Gr eek outlook on war: these areas are absolutely essential in researching the subject of light infantry in Ancient Greece. Researching the primary sources for the subject of ?light infantry? an investigator would find a puzzling fact; there are little or no references to the subject of inquiry. Ancient historians Thucydides, Xenophon, Herodotus, do not refer to ?light infantry? troops, instead they use term peltast. It appears that the term peltast signifies a ?light armored warrior? for the ancient historians. The term itself comes from pelta or pelte a small shield that inhabitants of Thrace used as their battle armor. We find descriptions of Thracian peoples in Herodotus ?The Histories.? ?The Thracians in the army wore fox-skin caps on their heads, and tunics on their bodies; over these they wore embroidered mantles; they had shoes of fawnskin on their feet and legs; they also had javelins and little shields and daggers.?Climate in Thrace, both political and weather wise contributed to development of specific armor (or lack of it) and way of fighting. Ancient Greek historian Xenophon had served under Odrysian prince Seuthes in Thrace and recorded one of the campaigns in his treaties ?Anabasis.? From the description, Thrace appears to be very cold and snowy which is not uncommon for northern parts of Greece. It also explains why Thracian peltasts had no heavy armor, relied on maneuverability and preferred skirmishing techniques to battle in formation. Also, there is no account of Thrace developing a city-state or any other kind of political organization other than tribes. Which explains predominance of primitive way of fighting over organized formation. Arthur Ferrill argues that although there definitely was a contact between ancient Greeks and Thracians, it had little or no affect on Greek warfare in general. This point is arguable, since there is evidence (mostly pottery, unfortunately) that Thracian shield and helmet designs were used by Greeks from 460 BC and on. Also the appearance of ekdromoi runner outs in Greek phalanx, was probably a result of contact with Thracians. Ekdromoi were young, physically fit warriors that were instructed to run out and prevent Thracian peltasts from harassing Greek formation. Consequently, ekdromoi had to give up some of their heavy armor to gain in maneuverability. Considering evidence in hand, Ferrills argument appears to be more plausible since history shows that it would take much more than skirmishes with Thracians to change Greek outlook on war and fighting. Agricultural warfare, Greek Hoplites. Placing light infantry on the battlefield by the ancient Greeks signified the change in general Greek way of fighting. Roughly, ?general way of fighting? is associated with hoplite phalanx warfare. Understanding hoplite warfare is essential in uncovering the origins of light infantry aside from it setting the pace of Greek life for almost five hundred years. Sometime between 700 BC and 650 BC formation of heavy infantry or hoplites began to take place. The changes took place primarily due to social and political developments within Greece itself, appearance of polis, Greek city-state and extensive agriculture, which created communities of equal property owners. It is plausible to assume that Greek farmers out of concern that somebody would traverse their land began to arm themselves, farmer solidarity developed. Farmers organized in formations phalanx or several columns of spearmen armed with shields hoplons (hence the name hoplite) heavy body armor. By default hoplites formed a hea vy infantry unit, considering that in full armor with shield, sword, greaves, spear, breastplate, helmet and tunic the average weight amounted to two hundred and twenty pounds. Battles were fought by the way of two phalanx colliding and then competing in ?pushing? or othismos until either side would give up break formation or attempt to flea the battle field. These shock troops became the object of admiration for Greeks, praising bravery, camaraderie, and endurance. Close ties developed with Greek way of life, giving new definition to courage, honor and masculinity. Multiple references of poets, historians and play-writes indicate fascination with hoplite warfare. As ancient Greek poet Tyrtaios once said:?No, No, let him take a wide stance and stand up strongly against them, digging both heels in the ground, biting his lip with his teeth, covering thighs and legs beneath, his chest and his shoulders under the hollowed-out protection of his broad shield, while in his right hand he br andishes his powerful war-spear and shakes terribly the crest high above his helm.? Hoplite warfare was the only way of fighting for a period little over two hundred years, farmers clashing with farmers over parcels of land, it was age when one battle decided the outcome of ?war.? This type of warfare first, did not require elaborate tactical knowledge nor complex logistical systems, second, it was economically inexpensive since constant drilling and training was unnecessary, at least it seemed that way in Athens. Arthur Ferrill would argue that training was essential routine for hoplites. Spare parts Essay5. ConclusionBrief summary/analysis of events leading to development of light infantry units. Emphasis on contacts with the Persians and professionalism of mercenaries plus changes in general view of war by the ancient Greeks as a result of such contacts. BibliographyHanson, Victor, ?The Western Way of War. Infantry Battle in Classical Greece?Ferrill, Arthur, ?The Origins of War. From the Stone Age to Alexander The Great?Greeks at War, Men at Arms Series (Osprey Publishing, London, 1979)Herodotus ?The Histories? (Penguin, New York, 1996)* Xenophon in Seven Volumes, 3. (Harvard University Press, Cambridge, MA; William Heinemann, Ltd., London, 1980.)* Plutarch, ?Moralia? http://www.persus.tufts.edu, Persus Project. * Xenophon, ?Hellenica? * Xenophon, ?Anabasis?* Diodorus Book 15* Thucydides ?History of Peloponnesian War?Ancient Greece (Cambridge University Press, 1998)(*) Machine readable textCopyright 1995 Perseus Project, Harvard University. BibliographyHanson, Victor, ?The Western Way of War. Infantry Battle in Classical Greece?Ferrill, Arthur, ?The Origins of War. From the Stone Age to Alexander The Great?Greeks at War, Men at Arms Series (Osprey Publishing, London, 1979)Herodotus ?The Histories? (Penguin, New York, 1996)* Xenophon in Seven Volumes, 3. (Harvard University Press, Cambridge, MA; William Heinemann, Ltd., London, 1980.)* Plutarch, ?Moralia? http://www.persus.tufts.edu, Persus Project. * Xenophon, ?Hellenica? * Xenophon, ?Anabasis?* Diodorus Book 15* Thucydides ?History of Peloponnesian War?Ancient Greece (Cambridge University Press, 1998)(*) Machine readable textCopyright 1995 Perseus Project, Harvard University.