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Well, since we were a few years in the "new" (which was completely overhauled in 2016), I started seeing more of my students who decided to bring it over the action. An essential difference between the tests that are often overlooked, however, is the essay. If you consider both tests, I would recommend practicing every test with the essay - what you can (and should) during the diagnostic process here at LP. And to start thinking about the Sat-essay, here are a few short tips that are based on the sat-essays that I have seen.
First, let's take a look at a satellite-essay prompt. Before the passage you will see this field:
and after the passage, see this box (just replace "Jimmy Carter" and "The Arctic ..." with whatever your passage turns):
Note how, in contrast to the act, the SAT does not that you argue your opinion on a topic. Instead, you will be prompted to analyze like effectively someone else your points.
Here are some fact and not to write the sat-essay:
do rewrite or quote from the most important parts of the passage to demonstrate your reading understanding. A full third of your score is "read", and your student can only evaluate how well you have read by your written .
do try to fill out near two handwritten pages, and try to rely on a few minutes to revise your work for spelling and grammatical errors. Now, after the category, your -e ideas should be much more than length and spelling. But think of your grader, who probably goes very fast hundreds of essays. These types of things can end more, more than you likely.
does consider, a "three-piny" thesis statement to clear the structure of their essay - something like "by his X, Y and Z, Jimmy Carter makes one Convincing Case that the Arctic National Wildlife should not be developed for the industry. "Sure, it's not the" discercious "thesis statement. But they have 50 minutes to read and their essay, and their graders know that. However, this leads directly in my two big "not", based on the essays I saw.
Not Cram "rhetoric devices" in your thesis or topic sets , unless you are a big, recurring part of the passage . It is honest, it is stronger to say: "At the end of his argument, the author attaches carefully selected facts and statistics to underline his point, as if trying to force the author's logos in their essay and of course sound Maybe one or two devices that are present to justify a whole paragraph (complaints on emotions and personal anecdote are two common examples) - and in this case! But if you feel like you "force", take one other approach.
Instead , select a broader, descriptive category for your topic sentence and explain it to like act this category for the author's argument: instead of "the Author used words with make his point, tell that the author describes the natural world richly and helps the reader to visualize what is on the game. "
Now this is not to say that you should avoid to make rhetorical devices completely mention. If you notice rhetorical devices, show what you know! For example, if you analyze a specific evidence in a body heel, you can say something, "Carter's description of nature in this quote edges on Hyperbole" (before going to further explain how this is likely concerns a reader ). Just do not allow rhetorical devices to become a "crutch" for your theme sets.Your topic sentences should allow you to talk about all the most important parts of the passage, not to a list of rhetorical devices that you have stored does not restrict.
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