Method Test Prep

SAT Test prep strategies

• The SAT is given 7 times per year: January, March/April, May, June, October, November, and December.
• Take the SAT 2-3 times.  The most common plan is to take the PSAT in October of your junior year and then the SAT either once or twice in the spring of your junior year and then once or twice in the fall of your senior year.
• It is smart to take both the ACT and SAT since every college in the country will take either score.  You can use the score of whichever test you score higher on.
• Order the “question and answer service” for the SAT if it is offered.  This means they will send the entire test back to you so you can analyze which questions you got wrong.  The College Board typically offers this service on the January, May, and October exams.
• Most sections of the SAT go from easiest to hardest.  This means that it is smarter to omit the questions at the end of the section if you have to omit.  The only sections that do not go in order of difficulty are the reading passage sections and the grammar passage sections.
• You should do at least ½ of a practice test per week as you prepare for your exam.  You should increase this to at least one practice test per week in each of the four weeks leading up to your exam.  This means you should spend ½ hour per night preparing.
• Spend about 1 minute per question on the math sections, 30 seconds per question on the sentence completion sections, and 1 minute per question on the reading comprehension sections.
• Make sure you always time yourself when you are practicing sections in the blue book.  The book tells you how much time you have for each section.
• The most important math strategy by far is the strategy of “Plugging in numbers.”  Anytime there is a variable in the question you should consider this strategy.  This strategy can be used on approximately 20-25 of the 54 questions.
• Know which formulas are given to you at the beginning of every math section before you sit down to take the SAT.  The SAT provides you with the formulas for the circumference of a circle, the areas of a circle, square, and triangle, the volumes of a rectangular solid and cylinder, the formula for Pythagorean theorem, the formulas for 30-60-90 and 45-45-90 triangles, and the number of degrees in a circle and a triangle .  Don’t spend time memorizing these formulas; they will be given to you! 
• If you can eliminate at least one answer choice, guess.  If you can’t eliminate, omit. Try to omit as few questions as possible because omitting doesn’t help your score.  You should only omit when you have no idea.
• You gain 1 point for each question correct and lose ¼ of a point for each question wrong.  Omitting is a zero.
• The only questions that you don’t lose points on are the 10 “grid-in” questions on the math portion of the SAT.  On these, you might as well put an answer down for each one even if it is only a guess.
• Ace the easy and medium questions.  This is the key to a good score.
• To solve a sentence completion question, read the sentence, decide what word you would put in the blank if you were writing the sentence, and then look for an answer choice that is closest.  If you don’t know all of the words, eliminate the choices that don’t work and guess from the remaining choices.
• On the reading passage questions, don’t read the whole passage at first. Just read the intro and the first 20 lines.  This should take you about 30 seconds to a minute.  Then go to the first question.  You will be going back to the passage after you read a question to look for the hints they give you.
• On the reading comprehension passages, make sure you read a few lines before and after the lines they tell you to go to.  For example, if the question tells you to read lines 14 – 16, read lines 11 – 19.
• Study the math and grammar packets; if you have this information memorized, you will have a huge advantage on the test.
• There are 10 sections, but only 9 of the sections count towards your score.  Unfortunately, you will not know which section doesn’t count so try your hardest on all of the sections.
• Learning vocabulary is extremely important.  Go to www.satmethod.com and use the “Vocabulary Builder” section to learn the most commonly used words on the SAT.
• Go into the SAT with confidence, competitiveness, and try to relax as much as possible.
• The grammar questions make up 70% of your writing score and the essay makes up the other 30%.
• It is a smart idea to take a full practice SAT in one sitting to get used to concentrating for the length of an entire exam.  Have someone time you or time yourself so you get used to working under pressure.

SAT Vocabulary Study Guide

SAT review of grammar

The writing section of the SAT is extremely repetitive.  The test makers ask you about the same grammar mistakes on every test.  

Subject-Verb Agreement

The most common grammar mistake that students are tested on is subject-verb agreement. Here is an example:

The committee (A) , made up of (B)several women, are (C) deciding on (D) the school budget next week. No Error (E)

The mistake is choice C. The subject of this sentence is “committee”, which is singular and therefore needs a singular verb.  “Is” should replace “are” in this sentence. This sentence contains a clause. The clause is the fragment of the sentence between the two commas, and it separates the subject from the verb. Therefore, you are tricked to think that the verb (“are”) should agree with “women”. In this case, read the sentence and eliminate the clause, so that the subject and the verb come directly after each other.  By doing this, you will be able to tell if the subject does not agree with the verb.

Here is a second example:

We enjoyed the brilliant (A) sunshine of the beach (B) so much that day that when we left there was (C) only one couple and one lifeguard (D) still there. No error (E)

The mistake is in choice C.  “One couple and one lifeguard” is an example of a compound subject.  A compound subject is when there is more than one person in the subject.  A compound subject must always go with a plural verb.  “Was” is a singular verb; “were” is a plural verb and should be used instead.

Examples to reference in the book “The Official Guide to the SAT”:  p. 480 #27, p. 539 #19, p. 540 #26, p. 603 #24, #26, #29, p. 660 #19, p. 661 #24, #27, p. 725 #20, #27, p. 782 #14, p. 783 #18, #21, #23, p. 846 #12, #14, #16, p. 847 #29

Subject-Pronoun Agreement

Another grammar mistake they ask about constantly is subject-pronoun agreement.  This is a lot easier to understand than it sounds.  An example will help you understand exactly what to look out for:

A smart tennis player such as Samantha is (A) someone who knows (B) how to move around the court (C) , can hit winners at the net, and controls their (D) emotions. No error (E)

The mistake is in choice D.  “Their” is a plural pronoun.  The antecedent, and subject in the sentence, “player”, is singular.  Instead of using “their”, the sentence should have used “her” as the pronoun. 

Examples to reference in the book “The Official Guide to the SAT”:  p. 479 #15, p. 480 #28, p. 539 #20, p. 540 #28, p. 602 #15, p.603 #20; p.725 #25, p. 783 #19, p. 847 #19

Parallel Sentence Structure

A third grammar concept that is commonly tested on the SAT writing section is called parallel sentence structure.  Here is an example of a sentence with a mistake in parallel sentence structure.

In a survey of (A) the school’s fifth graders, playing in gym class, painting in art class, participating in science labs and lunch time (B) were all mentioned repeatedly (C) as favorite activities in school(D). No error (E)

In this sentence, “lunch time” should be changed to “eating lunch.”  Each of the items that the fifth graders mentioned start with an “-ing” word.  This is called parallel sentence structure.  Each item in a series should be written in the same grammatical form.

Examples to reference in the book “The Official Guide to the SAT”:  p. 413 #5; p. 415 #16, #18; p. 478 #6, #9, p. 480 #20, #22, p. 602 #18, p. 661 #23, p. 724 #19, p. 783 #22

Proper Verb Tense

The SAT also tests students on proper verb tense.  Here is a sentence that contains an improper verb tense:

The three coaches decided not (A) to pick the team right after (B) practice that day, but they do (C) talk on the phone and made the final decisions that night (D).  No error (E)

This entire sentence is written in the past tense.  For example, “decided” is a verb used when something happened in the past.  Choice C contains the mistake because “do” is in the present tense.  “Do” should be changed to “did.” 

Examples to reference in the book “The Official Guide to the SAT”: p. 416 #21; p. 479 #12 #18, p. 538 #12 #16, p. 539 #22, p. 661 #21, p. 724 #13, p. 725 #21, p. 782 #12, p. 783 #20, #25, p. 846 #13, #17, p. 847 #20, #24

Diction Error

Another grammar concept that is repeatedly asked on the SAT is called diction.  Diction basically means word choice.  Here is a sentence that contains a diction error:

When the opera finally came to a conclusion (A) at nine, we still had not eaten dinner and wanted to decide quick (B) what type of food (C) everyone would be happy with (D).  No error (E)

The mistake here is in choice B.  “Quickly” should be used instead of “quick.”  If a verb, such as decide, is used in a sentence, an adverb is needed to describe how somebody is going to decide.  “Quickly” is an adverb.  Adverbs very frequently end in “-ly.”  In this example, an adjective, “quick,” was used in a place where an adverb should have been.  This is a common mistake used on the SAT that students should really look out for.

Examples: p. 603 #22, p. 660 #13, p.724 #12, #14, p. 846 #15,

A second type of diction error is when a slang type of expression is used instead of a more formal type of expression.  Since there is some gray area between what is considered slang and what is considered formal, the SAT tends to stick to fairly cut and dry examples.  Here is a sentence with an error of this type:

The reason for (A) the poor attendance at (B) today’s annual party is because (C) the weather has been highly unpredictable (D) all week. No error (E)

The phrase “is because” is not grammatically correct in this sentence.  The word “because” should not be used after the word “reason.”  Instead, the phrase “is that” should be used. 

Examples to reference in the book “The Official Guide to the SAT”: p. 417 #28, p. 724 #17

Incorrect Comparisons

The SAT loves to test students on incorrect comparisons.  Here is an example: 

Sam felt (A) extremely confident going into (B) the final round of interviews, because his list of credentials was far more impressive (C) than his competitor (D).No error (E)

The mistake here is in choice D because Sam’s list of credentials is being compared to his competitor rather than his competitor’s list of credentials.  Even though we may understand the sentence, “his competitor’s” or “his competitor’s list” needs to be used so that there is a proper comparison.

Examples to reference in the book “The Official Guide to the SAT”: p. 540 #27, p. 602 #14; p. 661 #28

Comparative/Superlative

When comparing two things, use what’s called the comparative: more or a word that ends in –er, such as smarter:

Example: Of the two runners, he was the faster.

When comparing three or more than three things, use what’s called the superlative: most or a word that ends in –est, such as smartest:

Example: Of the three runners, she was the fastest.

Examples to reference in the book “The Official Guide to the SAT”: p. 539 #18 #24, p. 540 #29, p. 784 #27

Proper Number Agreement

The writing section of the SAT will frequently test students on number agreement.  This means that if a sentence has a plural subject then any phrases that describe the subject must be plural as well.  Here is an example:

The travel tour through (A) Italy is (B) intended for (C) families with a young child (D).  No error (E)

The mistake here is in choice D because the noun in the second part of the sentence, “families,” is plural and the phrase “with a young child” is singular.  The phrase “with young children” should be used instead.

Examples to reference in the book “The Official Guide to the SAT”: p. 416 #19

Unclear Pronouns

An unclear pronoun refers to a pronoun found in a sentence where it is unclear as to what the pronoun is referring to.

Sarah and Karen were (A) enjoying the hike up (B) the mountain until she (C) felt ill and they had (D) to turn back for home. No error (E)

The mistake in this sentence is choice “C” because it is unclear as to whether the pronoun “she” is referring to Sarah or Karen.

Examples to reference in the book “The Official Guide to the SAT”: p. 413 #3; p. 725 #26; p. 847 #26

Subject/Object of Sentence

This is an important grammar rule, because it consistently appears on the SAT.

The teacher asked Harry and I (A) if we could, due to (B) the upcoming exams, attend her (C)review class after (D)school. No error (E)

The mistake in this sentence is choice “A”. In this sentence, “Harry and I” is the object of the sentence, which means “Harry and I” should be changed to “Harry and me”. If this was the subject of the sentence, then “Harry and I” would be correct.

Examples to reference in the book “The Official Guide to the SAT”: p. 480 #21, #26, p. 603 #27, p. 660 #14, p. 725 #24; p. 784 #28; p. 847 #22

Words that go together

Here are some words that always go together:

When you use preoccupation, you always use with: “He has a preoccupation with something.”

p. 480 #25

When you use inconsistent, you always use with: “His words were inconsistent with something.”

p. 784 #26

When you use regarded, you always use as: “She was regarded as the best.”

p. 661 #26

When you use between, you always use and: “She was making a choice between this and this.”

p. 661 #26

When you use either, you always use or.

p. 479 #14

When you use neither, you always use nor.

Example: p. 603 #28, p. 846 #18

When you use each, you always use its.

Example: p. 602 #16

SAT math strategies

Each of these strategies can be applied to multiple questions.  When you take your SAT, you want to be prepared with strategies that you are guaranteed to use on every single SAT.  These are some of the strategies.

1. Plugging in Numbers.  This is the most important strategy on the Math portion of the SAT. 

Here are other questions where the strategy of plugging in numbers will get you the right answer: p. 399 #17, p. 409 #7 * and #8, p. 425 #10, p. 426 #12 and #13, p. 461 #8, p. 463 #18 *, p. 464 #20, p. 472 #5, p. 473 #8, p. 520 #7 and #8, p. 522 #16, p. 522 #18

2. Knowing Rules of Exponents.  This can be summed up by memorizing this:

x3  ·  x4 =  x7
(x3)4  =  x12

Seeing the difference will help you memorize this rule.

Here are exponent questions that are related:  p. 397 #9, p. 459 #2, p. 474 #9, p. 489 #7, p. 532 #6 *, p. 549 #7, p. 596 #8

3. Proportions.  The hardest thing about proportion questions is being able to recognize them.  Usually once you recognize them, they are easy.  The way to recognize a proportion question is when they give you 3 pieces of information and they ask you to find a fourth piece.  For example, if they give you the height of two cones and the base of one of the cones and ask you to find the base of the other cone, this is a proportion question.  The best way for you to get good at spotting other proportion questions is to do a bunch of them back to back.  Ratios and proportions are very similar.  Ratios are fractions.  Ratios can always be rewritten as fractions.

Questions that can all be solved using proportions and/or ratios: p. 409 #6, p. 423 #2, p. 464 #19 *, p. 519 #5, p. 472 #6, p. 475 #15

4. Know the basics of how to figure out the slope of a line.  Remember:

SLOPE =   ∆ y    or   Y2 – Y1

                  ∆ x           X2 – X1

Also, if a line is rising as it goes left to right, it has a positive slope; if it is falling as it goes from left to right, it has a negative slope.  Slope questions: p. 412 #17 *, p. 463 #16, p. 487 #2, p. 522 #17

5. If a problem gives you the average of a group of numbers, you should multiply this average by the number of numbers.  This will give you the sum of the numbers.  Figuring out the sum of the numbers is usually the key step needed to solve the problem.  Here is the rule graphically:   (AVERAGE)  X  (# OF ITEMS)  =  SUM OF THE ITEMS

Ex: p. 397 #5, p. 412 #18 *, p. 522 #18 *, p. 583 #5, p. 595 #3, p. 614 #11, p. 654 #8 *

6. Know the terms arithmetic mean, median, and mode.

Arithmetic mean- is just another word for average.  So just find the average of the numbers.

Median-  the number that comes in the middle if you line the numbers up from smallest to biggest.

Mode- the number the appears the most frequently.

Ex: p. 424 #6, p. 462 #13, p. 534 #12, p. 585 #14, p. 654 #8

7. The simplest way to solve a probability question is to use this concept:

Probability  =   _PART_          (Part that they are asking about)

                         WHOLE            (Total number of items)

Ex: p. 408 #5, p. 461 #7, p. 521 #12, p. 613 #10

8. The simplest way to do a percent question uses the exact same concept:

Percent  =     _PART_          (Part that they are asking about)

         WHOLE                (Total number of items)

Ex: p. 425 #10, p. 464 #20 *, p. 535 #16 *, p. 550 #12, p. 598 #11, p. 599 #16

9. Percent increase or Percent decrease =  Change in the amount  

Original amount               

Ex: p. 399 #15, p. 410 #10, p. 491 #13

10. Questions involving remainders are the only type of question that you can’t use a calculator to solve.  You must work these out by hand.

Ex: p. 489 #9, p. 523 #20 *

11. Pythagorean Theorem- The SAT tests you on this formula frequently!  On any question involving a right triangle, this should be the first formula you think of. 

Ex. p. 407 #2, p. 491 #15, p. 532 #7, p. 535 #18 *

12. Strange Symbol Question- There are usually a few questions on each SAT that use some strange symbol that you have never seen before.  That’s because the SAT invented these symbols specifically for the test.  Read these questions carefully so you understand what the question is asking you to do.

Ex: p. 412 #16, p. 463 #17, p. 550 #11, p. 587 #20, p. 595 #6

13. Parallel lines have equal slopes.

Perpendicular lines have slopes that are negative reciprocals.

14. A rule with triangles- 2 sides of a triangle must add up to be more than the third side. 

15. In function questions, if you see f(4) = m, whatever is next to the “f” is always the x value.  Therefore, you would plug in 4 for x and solve for y or go over 4 on the x-axis and see what the y-value is when you hit the graph.  If you see f(m) = 4, then you know the y-value is 4 and you look to see what x values would give you a y value of 4.

Ex. P. 461 #10, p. 472 #4, p. 488 #5, p. 411 #13, p. 490 #11, p. 519 #4, p. 534 #13

16. Here are a few words that have mathematical equivalents:

Phrase or word                                   Math symbol   

            sum, more than                                  +

            difference, less than                           -

            product, times                                     x

            of                                                         x

quotient, ratio                                      ¸

            is                                                         =

            “a number”                                          (x, b, m)

When you see any of these words, try to take the word sentence in the question and turn it into a math equation.

Ex: p. 398 #10, p. 411 #12, p. 425 #8, p. 460 #6, p. 491 #14, p. 531 #4, p. 550 #12, p. 613 #8, p. 655 #10

17. When a question tells you that you want the greatest possible value for a number, you need to make the other values as small as possible!

18. Whenever there is a shape that is not a basic circle, square, rectangle, or triangle, try to split the shape up into these basic pieces.  Also, on shaded area question, you never have to know the formula for the area of a strange shape.  Get the area of a couple of simple shapes and subtract.  Ex: p. 397 #6, p. 426 #11, p. 585 #16, p. 657 #16

19.  If something is definitely going to happen, the probability is 1 or 100%.  If something is definitely not going to happen, the probability is 0 or 0 %.

20.  If you double a number, you are increasing it by 100 %.  If you divide a number in half, you are decreasing it by 50 %.

Ex. If you go from producing 4 cars per day to 8 cars per day, what is your percentage increase?      (increase of 100 %)

Ex. If you go from producing 8 cars per day to 4 cars per day, what is your percentage decrease?      (decrease of 50 %)

21.  When numbers are in a set, you don’t count them twice if they are repeated.

22.  Know the rule that as a fraction goes to a higher power, the fraction actually gets smaller.  Know the rule that when you are working with an x2 question, there is a positive value and a negative value.  Make sure to remember that as a negative number gets larger, its value gets smaller.  For example, -4 is larger than –7.

Here are some questions that test you on these rules:

22. Know how to get the Surface Area of a Rectangular Box:  You find the area of each of the six sides and then you add the six areas together.

Ex. page 382, #10 *; page 540, #22

23.  “f(x) + 2” means shift the graph up 2.  “f(x) – 2” means shift down 2.

24.  “f(x + 2)” means shift LEFT 2.  “f(x – 2)” means shift RIGHT 2.

25.  In absolute value questions, the rule that works every time is:

            │ h  -  (middle of the range)  │ <   ( ½ of the range)

Ex. p. 400 #19, p.549 #9

ACT English study guide

Subject-Verb Agreement

Students are frequently tested on subject-verb agreement.  This concept is easier than it sounds.  Here is an example:

The doctors in the urban veterinarian clinic is kept busy with many different animals throughout the day.

A.     NO CHANGE
B.     is keeping
C.     has to be keeping
D.     are kept

The correct answer here is D.  Since the subject, doctors, is plural (there is more than one doctor), the verb must be plural. “Are” is a plural verb.  A person doesn’t say the doctors is; we say the doctors are.

Organization of Sentences

Students are frequently tested on the organization of sentences.  Here is an example:

His room contains binders and folders that we must label, organize, fill and ship to the various member s of his team.

A.     NO CHANGE
B.     folders- must
C.     folders that must
D.     folders, these we must

The correct answer here is A, leave the sentence how it is.  In general, the best strategy is to read the sentence as it is.  If it sounds OK, then leave answer choice A as a maybe and read the other choices in the underlined portion of the sentence.  Choices B and C are no good because these choices leaves out the subject, we.  Choice D is no good because the comma separates the sentence in an awkward way.

Pronoun-Antecedent Agreement

Students are frequently tested on what’s called pronoun antecedent agreement.  This concept is easier than it sounds and it may be helpful to think of it as subject pronoun agreement.  Here is an example:

Carla wants to ace all of the sections of the ACT, so to do really well on it she has been doing many
practice tests.

A.      NO CHANGE
B.     math
C.     their challenges
D.     them

The correct answer here is  D, "them."  The subject, “all of the sections” is plural so the pronoun must be plural as well.  "Them” is a plural pronoun.  “It” is a singular pronoun so Choice A can’t be correct.  By the way, another word for the subject of a pronoun is “antecedent.”  A good strategy is to draw an arrow from the pronoun to the proper antecedent (noun that comes before a pronoun) right on your test.

It’s vs. Its

Students are often tested on when to use “it’s” and when to use” its”.  Here is an example:

The rabbit began licking it’s paw.

A.     NO CHANGE
B.     its
C.     its'
D.     it’s right

The correct answer is B. The word "its" is a possessive adjective.  When you want to say “its paw” or “its claw” or “its tail”, you use “its.” The word "it's" means "it is".  For example, if you wanted to say “it’s going to rain” or “The book is on the end of the shelf.  It’s about to fall.”  Choice C is never correct because there is no such word as “its'.”


Eliminate any redundancy or repetition!

Students are frequently tested on sentences that are redundant or repetitive.  Eliminate anything redundant!  Less wordy is always better.  Here is an example:

The intrepid duo faced great peril and danger.

A.     NO CHANGE
B.     peril
C.     obstacles
D.     OMIT the underlined portion.

The correct answer is B. "Peril" and "danger" mean the same thing.  Thus, "danger" is redundant so choice A is not correct.  Choice C is not correct because "obstacles" is not the same as danger.  Choice D is not correct because omitting the underlined portion leaves the sentence incomplete.

Who vs. whom

Students are often tested on when to use “who” and when to use “whom.”  Here is an example:

I wish to know exactly who she will be seeing tomorrow.

A.     NO CHANGE
B.     whom
C.     to whom
D.     the person is who

The correct answer is B.  A good strategy is to change the sentence around:  Would a person say “She will be seeing him” or would a person say “She will be seeing he” ? Obviously, in this case, a person would say “She will be seeing him.”  Wherever you can substitute "him", the answer will be "whom."  Wherever you can substitute "he", the answer will be "who."

Parallel Verb Tense

Students are tested over and over on verb tense.  Here is an example:

It is taking a long time to decide if I need to take that test. Countless hours of circumspection and
meditation, discussions with my guidance counselor, and gut feelings led me nowhere.

A.     NO CHANGE
B.     will lead
C.     will have led
D.     are leading

The correct answer is D.  The first three words in the sentence "It is taking" indicate the present tense.  Therefore, the verb that follows in the next sentence must also be in the present tense.  This way, the verbs are parallel to each other.  Choice A is not correct because “led” is the past tense.

Creating Concise Sentences

Students are often asked to make sentences more concise. The goal is to eliminate any unnecessary words while still maintaining the original meaning of the sentence. These types of questions are often referred to as “too wordy”. Let’s look at the example below.

My friend Eric was employed and now works for the company Wal-Mart.

1. NO CHANGE
2. was employed
3. now works
4. employed to work

The correct answer is C.  It is unnecessary to include the portion “was employed and” since stating that Eric “now works for” implies that he was hired.  Choice B is incorrect because “was employed for the company” is not correct; the correct way would be “was employed by”.  Choice D makes very little sense: If Eric is employed, then we know that he is working.

Another example:

Last night I saw one of the most beautiful and attractive cars I had ever seen!

1. NO CHANGE
2. beautifully
3. beautiful, attractive
4. beautiful

The correct answer is D. The words beautiful and attractive mean the same thing. Using both words together is very repetitive. Only answer choice D maintains the meaning of the sentence while eliminating unnecessary words.

One final example:

In the event that there is an earthquake, you should hide underneath your desk until the shaking stops.

1. NO CHANGE
2. If there
3. The event
4. What

The correct answer is B. We don’t need to say “In the event that” in order to understand the sentence. Choice C implies that earthquake is used as an adjective rather than a noun—describing the event and not the actual event. Choice D changes the opening clause into a question; however, as you can see, we do not have the appropriate punctuation or logic to make that selection.

Read each sentence carefully and find any words that seem repetitive or clearly unnecessary. With some practice you should have no problem finding the right answer.

Transitional Phrases

Student s are often asked to identify effective transitions between sentences or paragraphs.  We use different types of transitional words, or phrases, to appropriately link ideas. Let’s take a look at the different kinds of transitional words and how they should be used.

Signaling addition

I have a degree in economics; and also, I have six years’ experience working for a bank.

a.     NO CHANGE
b.     furthermore
c.     on the other hand
d.     thus

The correct answer is B. Using a transition word here adds clarity and flow to the sentence. Choice C implies that the word “experience” is in contrast to the degree. This changes the meaning of the sentence entirely. The work experience is in addition to the degree. Choice D suggests that the degree is completely responsible for the work experience, which again changes the meaning of the sentence.

Signaling comparison

Last week I was given the opportunity to preview a movie well before it hit theatres; likewise, a friend of mine often previews new music before release to the general public.

a.     NO CHANGE
b.     while
c.     also important
d.     to this end

The correct answer is A. Likewise is the perfect transitional word in this circumstance. Previewing a new movie is very similar to previewing new music and the word “likewise” accurately portrays this relationship. The other answer choices change the meaning of the sentence in one way or another.

Signaling contrast

Since I studied very hard for the exam, I did not manage to pass.

a.     NO CHANGE
b.     Because
c.     When
d.     Although

The correct answer is D. We need a word that clearly indicates that studying hard did not result in a positive result. Choice B implies that failing to pass the exam was the desired result- no one studies hard to fail an exam, right? Choice C suggests that these events occurred in the past but fails to create the appropriate contrast between studying and the exam result.

These are only a few examples of how transitional words and phrases are used. Study the following lists to help better identify transitions and their intended meanings.