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All of SAT English Explained in 25 Minutes — Transcript

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0:00Okay, here's what you actually need to
0:01know about the SAT English test. And I
0:04will be covering every single type of
0:05question on the exam, but first thing I
0:08want you to do is skip the first half of
0:10the test. No, I'm serious. I want you to
0:12skip to around question 16 or so when
0:14you get into the grammar and punctuation
0:16questions, which are going to have this
0:18question stem talking about standard
0:20English conventions. Now, you're going
0:22to want to look at the answer choices to
0:24determine what type of grammar or
0:26punctuation question you're dealing
0:27with. Punctuation questions are going to
0:28be easy to spot because you've got a
0:30bunch of punctuation in the answers. For
0:32punctuation or boundaries questions as
0:34College Board calls them, you are going
0:36to want to just focus on one sentence.
0:39Be lazy. One sentence only. From here,
0:42ignoring the rest of the passage, you're
0:44just going to apply punctuation rules.
0:46Don't rely on what sounds right. Make
0:49sure that you actually know the rules,
0:51and you will need to know all of them.
0:53That said, if you have limited time, I
0:55would focus on learning the comma rules
0:57since they govern every other rule on
0:59the SAT. And I'll leave a link to a
1:01cheat sheet with all that stuff for you
1:03in the description. Coming back to this
1:05question, we've got a rule that I call
1:06non-essential info where basically all
1:09of this stuff including the word which
1:12can get eliminated because reading it
1:14without this, we get Milkman's research
1:15can address anomalies that neocclassical
1:18economic models cannot explain. So
1:20basically all that stuff between the two
1:23dashes answers choice A by the way is
1:26going to be non-essential information
1:27which can be set off by two dashes. Uh
1:31you could also set it off with two
1:32commas but we don't have a comma ending
1:35and we're not allowed to mix and match.
1:36So choice B doesn't work. Choice C
1:38doesn't have any punctuation and choice
1:40D has the dash in the wrong place. Now
1:42for grammar we have a number of
1:43subcategories that we're going to need
1:45to focus on. The first being verbs. And
1:47these questions are actually quite easy
1:50if you know how to deal with them. Start
1:51with the oddverb out trick. And the
1:54oddverb out trick goes a little
1:55something like this. Step one, ignore
1:58everything except for well the answers.
2:01Step two, put down they and she. Step
2:04three, match they and she to the
2:07answers. For example, we would say they
2:09fascinate. And then we would say she has
2:12fascinated. She fascinates. She is
2:15fascinating. the odd verb out is the one
2:17that doesn't match the other three.
2:19Basically, if it is plural and the other
2:22three are singular like we have here,
2:24then the plural one is our answer.
2:26Right? So, let's look at another one.
2:28Again, we're going to ignore the entire
2:29passage and we're just going to look at
2:31the answers. This time, we'll use they
2:32and he. And you can use he, she, or it.
2:36Any singular pronoun is going to work
2:38for this. In this case, we have they
2:40are, they were, they have been three
2:43plurals versus he was the only singular,
2:47which means d is our answer. Of course,
2:49if the oddverb out trick doesn't work,
2:51then you know that you're dealing with
2:53verb tense, and you're going to want to
2:55check the surrounding text to figure out
2:58what the verb tense should be. Here for
3:00example, we start with our oddverb out
3:02trick and we run into an issue because
3:05if we say they developing that doesn't
3:08make sense and it doesn't work either.
3:10It developing that doesn't make sense.
3:12As soon as one answer doesn't work for
3:15either one of them, we know that we're
3:18not going to be able to use the odd verb
3:19out trick. Similarly, if both of them
3:22work for an answer, we should also get
3:25suspicious because that's not going to
3:27work. So, we're going to have to
3:28actually look at our passage,
3:30unfortunately. And now, it's simply
3:32matching up the tense to the answers.
3:34So, here we can ignore this
3:36non-essential information, and we notice
3:39simple past tense premiered. So, we're
3:41looking for another simple past tense
3:44verb. Choice B developed is that simple
3:46past tense verb we're looking for. For
3:48pronoun questions, all you need to do is
3:51find your antecedent. That's a fancy
3:53word for the original noun that's being
3:55replaced. and then choose your answer
3:58accordingly. On this one, for example,
4:00the human brain is our original noun and
4:02that is a thing. So, our answer would be
4:04it. Pro tip, get rid of any sort of
4:07non-essential information between
4:09commas. That way, you can easily put
4:10this together. The human brain is primed
4:12to recognize faces. So much so that it
4:16will even find faces in clouds. These
4:19questions, which are known as modifier
4:21questions, look complicated, but they're
4:23actually quite simple once you know how
4:24to approach them. And we can use
4:26something called the front flip trick on
4:28these guys. And by the way, you know
4:30you're dealing with a modifier question
4:31when you've got a comma right before the
4:32blank space and all of your answers
4:35start with a different grammatical
4:37subject, right? And when I flip my
4:38answers onto the front of this sentence,
4:41I want to create a new simple sentence.
4:44So, for example, choice A would sound
4:46something like Henry recovered 2 years
4:50later. So, I'm taking the thing that's
4:54happening and I'm taking the subject
4:56from my answer choice and making a new
4:58sentence. Choice B would be the rain
5:01recovered 2 years later. That doesn't
5:03make any sense. Uh C, Henry's rain
5:07again, rain recovered. And then D, it
5:10recovered 2 years later. Also doesn't
5:12make sense. So, basically, you do your
5:15little front flip trick and the only
5:16answer that makes sense is going to be
5:18the correct answer for possession. They
5:20should be pretty easy. There's just a
5:22couple of sneaky things that you want to
5:23look out for. You should already know
5:25that apostrophes are going to be the
5:27thing that shows possession most of the
5:29time. And for your singular words,
5:31you're going to have an apostrophe and
5:32an s added on. But then for irregular
5:35nouns that already end an s, you're just
5:37going to put that apostrophe either
5:39after the s or you're going to add
5:41another apostrophe s on top of it. For
5:43plural, we're going to have the
5:44apostrophe after the s. And if we have
5:47an irregular plural that does not end in
5:50s, then we're simply going to follow the
5:51same rule as our normal singular. Now,
5:53the really weird one that you got to
5:54look out for is plural individuals. So,
5:58in this case, Maria's and Omar's cats
6:00are both beautiful. Because they both
6:02have their own individual cats, we need
6:05an apostrophe for Maria's and for
6:07Omar's. Whereas, if the two people share
6:10the possession, for example, Robert and
6:12Natalie's cat is ugly, there's only one
6:14cat that they both own together. So in
6:16this case, the last person in the list
6:19takes the apostrophe and that's it. So
6:21in this case, from the answers, we know
6:22that we're trying to figure out if
6:23screws is possessive and if threads is
6:26possessive. Threads, there's a period
6:28after it. So there's no way that that's
6:29going to be our answer. So we can get
6:31rid of choice D right off the bat. And
6:34actually choice A for that matter cuz
6:35again, you can't possess a period. Um,
6:38and then does the screw possess? Well, I
6:41guess it has to, but the trick would be
6:43the threads of the screws. the threads
6:46of the screws. So now it's just between
6:48either plural or singular. So let's look
6:51for context. Inventor John Freeman
6:53created a prototype by inserting a
6:55screw. Singular one screw. That means
6:59choice C is our answer. And obviously
7:01for all of those questions, we could go
7:03into a lot more detail. So like I
7:05mentioned earlier, just use the link in
7:07the description for a free cheat sheet
7:09bundle. It's going to include every rule
7:11that you need to know on the SAT.
7:12Anyway, after you get past the grammar
7:14and punctuation, you're going to
7:15encounter transition questions, and they
7:18slap, and you should slap them back. The
7:22S in slap stands for scan. And we're
7:24going to scan two sentences, the one
7:26with the blank space and the one before
7:28it. And as we scan, we're trying to come
7:29up with sort of a just simplified main
7:32idea for each sentence. So, basically,
7:34we have one example of uh married people
7:37in a situation and then another example
7:39of married people in a situation. So the
7:41L and slap is link and we want to link
7:43these together. What I'm seeing is two
7:46examples of similar things. The A in
7:49slap is to anticipate what the answer is
7:51going to be. So we want to come up with
7:52our own answer. And if we have two
7:55similar things, my go-to is usually
7:58similarly. So I'm going to anticipate
8:00similarly. And finally, the P and slap
8:02is to purge. I'm going to get rid of any
8:04answer choices that do not match my
8:05anticipation. So granted does not go
8:08with similarly. for example does not go
8:10as similarly likewise does. Hence does
8:13not. So my answer is choice C. Likewise.
8:17Finally, you're going to run into
8:18rhetorical synthesis questions, also
8:21known as these questions that have
8:22students taking notes. And these also
8:25look kind of annoying, but they're
8:26usually really very simple. And for
8:29these guys, we're going to completely
8:30ignore the notes. That's our first step.
8:32And then we just need to focus on the
8:34student's goal. The student's always
8:36going to have some sort of a goal. So in
8:37this case it says wants to emphasize a
8:39similarity between these two things
8:42whatever they are. So looking at our
8:44answer choices we have a contrast we
8:47have larger. Those are both differences.
8:50Choice C only mentions one of them.
8:52Choice D is our answer because it says
8:55that this one's a light sculpture as is
8:58this other one. So that's the only one
9:00that gives us the similarity we're
9:01looking for and we did not have to look
9:03at the notes. You won't have to look at
9:05the notes for most of these. Of course,
9:08you might come across one like this
9:10where you do have to look at the notes,
9:12but you still want to start by ignoring
9:14them. So, let's pretend we're ignoring
9:16the notes. And it says we want to
9:18present the findings of a study. So,
9:21authors concluded
9:23that would be a finding. These people
9:26found that would be a finding. Found
9:28that would be a finding found. So now we
9:31realize, okay, three of these must just
9:34be straight up wrong because they're all
9:37going to do the thing that I want it to
9:39do. So now we actually have to figure
9:41out which one of these is correct. And
9:44you can pause the video and try this on
9:45your own if you'd like, but basically
9:48choice C is going to be the only one
9:50that works here because it matches the
9:52notes whereas the others give us
9:54erroneous information. All right, now
9:56let's go back to the beginning and we're
9:58going to start with vocabulary or words
10:01in context questions. And the strategy
10:03really is in the name words in context.
10:06You need to consider the surrounding
10:08context in order to get the correct
10:09answer. So ideally, we're going to find
10:11either a phrase or a word or an example
10:15that is a synonym or an antonyym of the
10:17blank space. On this question, we have a
10:19colon, which is really great because
10:20it's telling us everything after this
10:22colon is probably an example of the
10:25blank space. And it's saying that
10:27researchers found elorn curl produced
10:30offspring that inherited some mutations.
10:33And this starts off with while most are
10:36incapable of passing mutations. So this
10:39is an exception to the rule. My
10:41prediction here would be exception and
10:43then I just need to match that to my
10:45answer choices. Hypothesis does not
10:47work. Affinity does not work. An anomaly
10:50is an exception. B. Corroboration does
10:53not work. And yeah, an anomaly, the
10:55correct answer is basically something
10:57that is out of the norm. It is an
10:59exception. You've also got these guys,
11:01which look a little bit different where
11:03you're actually replacing a word. The
11:05thing is, you want to treat them just
11:06like the other ones because often you're
11:08going to have some really old text. So,
11:10you want to ignore that original word
11:12cuz it's usually something that's being
11:14used in a weird way. Okay. And if you
11:15just try to find a synonym for it,
11:17you're going to get the wrong answer.
11:18Instead, pretend it's a blank space and
11:20do the same thing. So in this case, it
11:23says a blank change began to be visible.
11:26And then we get a description. So even
11:28though we don't have a colon here, this
11:29is a description of that change. And
11:32basically, we see these crushed dried
11:34petals coming back to life. So my
11:37prediction is going to be something like
11:39a dramatic change. Again, trying to
11:42match to my answers here. Lonely doesn't
11:44work with dramatic. Disagreeable does
11:46not work. Acceptable, no. Extraordinary,
11:49yeah, that works with dramatic. So,
11:51choice D is my answer. Once you get past
11:53the vocabulary questions, you get into
11:55the more intensive reading based
11:57questions. And for all of these, we're
11:59going to want to use the cape strategy.
12:02Q stands for question. And you want to
12:04start with the question because it is
12:05going to determine how you do the next
12:09step, which is to analyze the passage.
12:12For detail-based questions like command
12:14of evidence, function, or just detail,
12:17you're going to want to start with that
12:18detail and cherrypick the passage
12:20accordingly. In this text, for example,
12:23it is asking specifically about how
12:25people regard this person. So, as I pass
12:29my eyes over the text, I'm looking for
12:31this person's name. I see it here. And
12:33I'm also looking for what people have to
12:35say. Um, it is a saying. That would mean
12:38that people say this. So, I'm noticing
12:40that basically he has lots of family
12:42secrets. Skipping past all these
12:45details, I notice the family secrets are
12:47mentioned again at the end. Do not fly
12:50out. So, this is probably what I'd be
12:53paying attention to during my analyze
12:55step. For function questions, they're
12:58always going to give you an underlined
12:59phrase, which makes things easy because
13:01you literally just go to the underlined
13:03phrase, and you start with that
13:05sentence, and then you decide if you
13:06need to work backwards or forwards to
13:08get any sort of additional context. So,
13:11here it says, "This person study like a
13:13rock, a soft kind of rock." And I
13:16already feel like I have an idea of what
13:18that means, so I would probably just
13:20stop there. Basically, I'm thinking this
13:22is like a qualifier or a caveat. For
13:25command of evidence, you're always going
13:26to be either supporting or weakening a
13:29conclusion or claim of some sort. And
13:32this one, we're looking to weaken it.
13:34For these, you want to start backwards.
13:36So, you'll start at the end and work
13:38your way backwards because the
13:40conclusion or the claim tends to be at
13:42the end. And indeed, we see a student
13:45argues. So that's going to be the
13:47conclusion that emotionality is
13:50unrelated to success. That's the thing
13:52that I know I'm trying to weaken. So
13:54that's what the analyze step usually
13:56looks like for textual command of
13:57evidence. For big picturebased passages
14:00like inferences, central idea, and main
14:04purpose, you're going to want to skim
14:07through the passage, slowing down for
14:10main ideas and skipping or reading very
14:13quickly through details. And speaking of
14:15main ideas, for these questions, you're
14:16going to be wanting to look especially
14:18at the beginning and the ending of
14:20passages since that's where main ideas
14:23tend to live. On this one, I know from
14:24experience that if you are introducing
14:26something with a date, it usually means
14:28the main idea is closer to the end. So,
14:30I'd be paying attention to this last
14:32sentence and basically guessing that the
14:34main idea has something to do with
14:35Miranda and Miranda's importance in
14:37creating this letter. For structure
14:39questions, you are looking to break the
14:41text into sections. So I would probably
14:45look at this and say the first part here
14:47is going to be basically introducing a
14:50hypothesis about why this is happening
14:53and then we get some supporting evidence
14:56for that hypothesis. So that's the
14:58analyze step for structure questions.
15:01For purpose questions, we want to make
15:02sure not to conflate purpose with main
15:04idea. While main idea is what the text
15:06is about, purpose is what the text does.
15:09And you're going to notice in all the
15:11answer choices, you have these verbs
15:13that are kind of like an essay, right?
15:15You have like explanatory essays that
15:17explain things. You have argumentative
15:19essays. You have compare and contrast.
15:22So, as you read through and try to come
15:24up with a prediction, which is coming
15:27next, you're analyzing what the text is
15:30doing. Just passing my eyes over. It
15:33seems like this text is giving sort of a
15:36general overview of this person, Miguel.
15:39For inference questions, unfortunately,
15:42especially in module 2, you're going to
15:44probably want to actually read the
15:46entire text. Our analyze steps should be
15:49trying to understand the text as well as
15:52possible so that we can get to the end
15:54and actually fill in the blank. That's
15:57what these questions are asking you to
15:59do. And as you analyze, you definitely
16:01want to keep an eye out for any sort of
16:03negating language or transition words.
16:06In this one, we're not really seeing
16:08that. So instead, I would try to just
16:11break down the text and make sure I
16:12understand exactly what's going on. So
16:14the first sentence, for example, I would
16:15say disruptions equal more enjoyment of
16:20enjoyable. And then it says, suspecting
16:22disruptions to unpleasant experience
16:24would have the opposite effect. They had
16:26them do this other thing and they
16:28anticipated that interruptions in this
16:31would blank. And basically, if we're
16:34looking for the opposite, I would be
16:35thinking disruptions of unpleasant would
16:39be more unpleasant. Of course, now we're
16:42getting into the prediction, which uh
16:44we'll talk about in a second. For cross
16:46text connection questions, you're
16:48actually going to want to start with the
16:51responder. And I'm talking about the
16:53most common type of cross text
16:54connections where you have some text
16:56responding to another text. And here it
16:58says, how would author 2 respond? So I
17:01want to actually start with text two. My
17:03main idea would be something along the
17:05lines of new degree of urbanization.
17:08We'll just say DOU makes understanding
17:12rates easy. And this is now my
17:15perspective as I read text one. And it
17:18does say respond to the problem in text
17:21one. So I want to look specifically for
17:23what the problem is. This variation
17:25makes it difficult to compare aspects of
17:28urbanization. Uh what variation are we
17:30talking about? Countries do not use the
17:32same number. And again this is talking
17:35about urbanization rates. So already
17:38because I know that text 2 says this new
17:40DOU makes it easy. I would respond with
17:43something like, well, use DOU, man. Of
17:49course, there are also these other cross
17:53text connections questions where you're
17:55being asked to agree. Uh, basically,
17:58which would both of them agree with? And
18:01for these, it doesn't matter what order
18:03you read in. Basically, you want to
18:06understand the main idea of both texts,
18:08but you also want to look for anything
18:10that is consistent amongst the two
18:13texts. So, just scanning through this,
18:15we see that we're talking about uh this
18:19piece of work that was co-authored by
18:21these two guys. And then at the end, it
18:23mentions something about uh this other
18:25person who was involved in possibly
18:28writing this book. And then text two, it
18:30seems to be talking about the same
18:32thing. Uh, and I'm not seeing anything
18:34about that Philip guy, but it does talk
18:36about uh John. So, in my analysis, the
18:40thing that I'm noticing that shows up in
18:42both is this John Fletcher character.
18:44So, the thing that's agreed upon is
18:46probably going to have something to do
18:47with him. The P in Cape stands for
18:49predict, and you're going to predict
18:51your own answer. This does two really
18:54important things. First, it makes sure
18:56that you actually comprehend what you're
18:57reading. And second, it keeps you from
18:59picking distractor answers, which the
19:02SAT is full of. Going back to this
19:04detail question, for example, I was
19:06paying attention again to this saying
19:10about this guy having family secrets and
19:13how they do not fly out like a flock of
19:15parrots. So, my prediction is going to
19:17be um he does not tell uh the secrets
19:21that he knows. Finally, the E and cape
19:24is going to be to eliminate any answers
19:26that don't match your prediction. Trying
19:28to choose the answer rather than
19:30eliminate wrong answers can cause you to
19:33choose those distractor answers that I
19:34mentioned earlier. So, going back to
19:36this question, I'm going to simply
19:38eliminate any answers that don't match.
19:41He does not tell the secrets. But come
19:42to tolerate him despite his appearance,
19:45no. If you feel concerned, he will
19:47divulge their confidences. That would be
19:50not being concerned about them telling
19:51secrets. So that works. See, some
19:53dislike how freely he discusses his own
19:55family. That's the opposite of what
19:57we're looking for. Most would be
19:59unimpressed by him if not for his
20:01expertise. No. So now I know that my
20:04correct answer is choice B. Finally,
20:06some of the hardest questions in the SAT
20:08English section tend to be these
20:10graph-based questions. And the great
20:12news is you're actually going to ignore
20:14the graphic unless you absolutely have
20:17to look at it. So let me just demo this
20:19thing for you. Um, we're looking at this
20:21question. We're thinking, "Oh, no. I
20:23hate this. I don't know what these words
20:25mean. What's going on here?" Regardless,
20:27step one, ignore the graphic. We really
20:30just want to treat these like the other
20:32command of evidence questions because at
20:34the end of the day, we're supporting or
20:35weakening some sort of a hypothesis or
20:37conclusion most of the time. So, again,
20:40start backwards. And the team concluded
20:43there is evidence that stuff in the
20:45meteorite formed in space uh not the
20:48result of Earth. And we're going to
20:50simplify this as much as possible. This
20:53is our prediction. Our prediction is
20:55that we want to support something along
20:56the lines of formed in space only, no
21:01Earth. And that's it. We're going to
21:03ignore the rest of the passage and we're
21:06going to ignore the graphic. Let's see
21:07if we can get our answer. Choice A. This
21:09stuff uh detected in both meteorite
21:12samples but not in soil. So meteorite
21:16space soil earth that actually fits
21:19choice B. These two things detected in
21:22both of the meteorite samples and in the
21:24soil sample. That's a distractor. It's
21:26saying that it was found in both, but we
21:28don't want it in Earth. So B is out.
21:30See, this stuff was detected in both
21:32meteorite sample 2 and in the soil
21:35sample. Same thing. It's mentioning uh
21:37earth and space aka soil and meteorite.
21:42So C's out. And then D, the stuff
21:43detected in the uh meteorite sample one,
21:46but not in sample two. This is tricky
21:48because it talks about only meteorites,
21:50but it's comparing meteorite to
21:52meteorite, but we need to compare
21:54meteorite to soil, aka space to earth.
21:57So that doesn't have all the ingredients
21:59that we're looking for. Our answer is
22:01choice A. But Robert, what if that
22:03doesn't work? Don't we have to look at
22:04the graphic sometimes? Well, yeah,
22:06sometimes. So, for this one, let's start
22:08off by ignoring the graphic as we want
22:10to usually do at the beginning. And here
22:12we want to complete the text. Um,
22:15concluded, sleep may not be
22:17homeostatically regulated. Um, so this
22:20one I feel like I need a little bit more
22:22context cuz I don't know what
22:23homeostatically regulated means. So, I'm
22:26going to cherrypick the passage first.
22:28And it says homeostatically regulated
22:30means compensate for periods of REM
22:34sleep deprivation by increasing
22:36subsequent REM sleep. So in simple
22:39terms, which we always want to put
22:41things in, it means make up for lost
22:45sleep. I feel like we do that as humans
22:47too, right? Anyway, they concluded that
22:49uh this may not be the case for furs
22:52seals. So my prediction is going to be
22:55something that supports they do not make
22:58up for lost sleep. So going through my
23:00answer choices here again we're just
23:02eliminating. Didn't it show
23:03significantly less REM sleep during the
23:06second day than the first day after
23:09returning? If we're looking to make up
23:11for lost sleep showing less doesn't make
23:13sense. Uh B show no significant
23:16difference in one another um from
23:18baseline levels of REM sleep. This is
23:21wrong in all sorts of ways. It's talking
23:23about comparing to each other, but we
23:25should be looking for making up for lost
23:27sleep. C didn't consistently demonstrate
23:30an increase in REM sleep after their
23:32period of deprivation. That fits. D
23:35showed no significant difference between
23:37REM sleep after returning to land and
23:39REM sleep in the water. That also fits.
23:42So now you see we have two answers that
23:45match my prediction. And this is when
23:48you know you do need to look at the
23:49graphic. That said, don't look at the
23:52actual numbers. Most of the time when
23:55you do need to look at the graphic, you
23:56just want to look at the way the graphic
23:58is labeled because something is not
24:00going to fit the language of of one of
24:02the answers. Basically, you will
24:04sometimes have to look at the numbers,
24:06but hopefully not. So, here if we look
24:08at choice D, it says no significant
24:11difference between REM sleep after
24:13returning to land and REM sleep while in
24:15the water. Well, we see sleep on land.
24:17And where is sleep on water? That's
24:19right. is not there. So, because we only
24:22have information about Sleep on Land,
24:24choice D could never work. So, our
24:26answer is choice C. Now, if you're low
24:28on time or you just don't know where to
24:30start, again, use the link in the
24:32description. I'll give you free access
24:35to my cheat sheet bundle. It covers
24:38every single hack, rule, strategy that
24:41you're going to need to know for the
24:42SAT.

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