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The SAT Writing and Language Test

The SAT Writing and Language test primarily focuses on students’ abilities to identify
and remedy ineffective use of language in prose. Questions are presented in conjunction
with a contrived passage that contains numerous errors in diction, syntax, logic, and
construction. Each question will relate to a specific excerpt or selection within the passage,
requiring students to either identify the error contained in the selection or choose the most
appropriate revision for the selection.

The SAT Writing and Language test contains 4 passages, with 11 questions per passage,
for a total of 44 questions. The allotted time for the Writing and Language test is 35
minutes. Many of the questions in this section will be used for cross-test subscores, as
well as two subscores specific to the Writing and Language test alone. Relevant cross-test
scores include Analysis in History/Social Science, Analysis in Science, Words in Context,
and Command of Evidence. One passage will relate to historical/social science content,
and one will relate to scientific content. The subscores specific to the Writing test include
Expression of Ideas and Standard English Conventions. Each question on the Writing test
will fall into one of these two classifications. Expression of Ideas questions will primarily
deal with how arguments are conveyed and the effectiveness of language use, while
Standard English Conventions questions will address errors in sentence construction, word
choice, and grammar.

Studying for the SAT Writing test can be challenging due to the nuances involved in
many of the questions. Passages on the exam are created with the intent of presenting
erroneous arguments and grammatical constructions. Parsing through the presented
material to identify the intended thesis and supporting evidence can be an entirely
different process when some material in the passage is intentionally misleading or
confusing. The following lessons will outline some of the most common types of questions
on the SAT Writing test, as well as approaches and techniques for identifying and adjusting
the errors in language use presented in this exam.

Chapter Outline

Expression of Ideas
• S
 AT subscore that requires modification of content presentation to
improve effectiveness
Standard English Conventions
• SAT
 subscore that requires identification and correction of standard
grammatical errors

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Expression of Ideas
A huge part of writing and composition is learning to communicate ideas effectively.
The Expression of Ideas subscore of the SAT Writing and Language test is designed to
evaluate your ability to identify ineffective communication and to propose appropriate
modifications to the poorly constructed text. 24 of the 44 questions on the SAT Writing
and Language test fall into this category, with exactly 6 questions pertaining to Expression
of Ideas for each given passage. Many of these questions also relate to cross-test scores
dealing with Command of Evidence, Words in Context, Analysis in History/Social Science,
and Analysis in Science. In fact, all elements of the Analysis in History/Social Science and
Analysis in Science subscores derived from the Writing and Language test come from the
Expression of Ideas questions for the relevant passages on those subjects.

The general effect of Expression of Ideas questions is to challenge students to think

critically about the method of argument presentation and effectiveness of language use,
as opposed to outright incorrect elements with regard to standard English language
constructs. Many questions relating to Expression of Ideas will ask students to improve
a given selection in order to more efficiently or more effectively convey the main idea
and supporting evidence of the passage. Approaching these questions may require you
to identify contradictory statements, inaccuracies and inconsistencies, and generally
confusing or poorly constructed passage elements. Questions will present a combination
of structural elements, as well as content and contextual elements; as such, answers may
require either revision in the passage construction (such as reordering paragraphs or
combining sentences) or revision in passage content (such as removal of contradictory
claims or introduction of supporting evidence).

Section Outline

Content and Development

• Modifying the thesis and supporting evidence in a passage
Organization and Structure
• Recognizing and remedying discontinuity in passage construction
Effective Language Use
• Evaluating the effectiveness of choices made to communicate a point

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Content and Development

Questions on the SAT Writing and Language test that deal with Expression of Ideas can
be further broken down into three categories: Content and Development, Organization and
Structure, and Effective Language Use. Each of these relates to a specific skill set used in
the effective expression of arguments and conveyance of complex meaning through prose.

Content and Development questions are the quintessential passage-based questions,

dealing with the purpose, thesis, and evidence presented throughout the material. In
specific reference to the Writing and Language test, these questions will require critical
analysis of the presentation methods and compositional choices made in the given
passage. The passages presented on this test are highly contrived, in the sense that
they are designed to contain errors in presentation and logical reasoning. Content and
Development questions will challenge you to identify and rectify those errors that pertain
specifically to the way that the author constructs his or her argument. These questions
are highly reliant on contextual continuity and consistency of the argument presented
throughout the passage. As you continue through this section, take note of overarching
principles presented in each Writing and Language passage and consider any elements
that seem inconsistent or vague; these areas are most likely the basis of Content and
Development revisions.

Section Outline

Modifying Proposition Statements

• I mproving the effectiveness of the thesis statement, topic sentences, and
general claims
Improving Focus and Purpose
• E
 liminating irrelevant content and evaluating consistency of passage
purpose
Quantitative Accuracy and Application
• I ncorporating quantitative data and claims based on given materials,
including graphs and tables

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Modifying Proposition Statements

In order to say what it says, every passage on the SAT Writing and Language test has
at least one main idea. Argumentative passages’ main ideas may take the form of claims,
while other passages’ main ideas may be encompassing statements about what occurs in
a story. Main ideas in passages about natural science and social science topics can relate
the primary facts the passage conveys. While the exact form of a proposition statement
is closely associated with the type and topic of the presented passage, questions that
ask you to edit the passage may focus on these important lines, as they form the crux of
the text and the scaffolding on which the writer builds the rest of his or her piece. Being
able to improve proposition statements with ease requires you to balance the details
of each presented revision against your understanding of the passage as a whole unit.
These questions can be challenging, but with a bit of practice, you can face them with
confidence!

Before we get started, let’s define our terms. “Proposition statement” is an umbrella
term that describes a number of specific types of statements. It includes thesis
statements, the core sentence that often appears in the first paragraph of a persuasive
text and conveys the trajectory argument to follow. “Proposition statement” also
encompasses topic sentences, the sentences in a paragraph that often begin it, but serve
the same purpose of mapping out the argument of the text, just on a smaller scale: that
of a single paragraph. Finally, the most general term of the lot, “main ideas” are also
“proposition statements.” Sentences that simply convey information important to the
author’s argument are considered “main ideas.” These are most likely to be found in the
middle of body paragraphs.

Now that we’ve considered three types of proposition statements, let’s take a look at
some example questions that focus on each of them in turn.

Improving Persuasive Thesis Statements

Let’s start with considering modifications to what is often the most important sentence
in a persuasive passage: its thesis statement. The SAT Writing and Language test will
not ask you to identify a thesis statement in the passage; if it’s asking about modifying
one, it will point you to the right sentence; however, it will be your job to recognize
the significance of that sentence in context. The question stem might simply call it a
sentence, not the thesis statement of the passage.

So, how do you know if you’re looking at a thesis statement? Consider if you were the
author and had only one sentence to express the ideas you present in the passage. Which
single sentence would best do that? Chances are, that’s the thesis statement. Thesis
statements serve to reveal the trajectory of the argument that follows in more detail in
later paragraphs, so expect to see them move the passage forward by discussing and
foreshadowing new material, not just restating ideas that have already been presented.

Keep in mind, while thesis statements often fall at the end of the first paragraph,
there’s no rule that says they have to. Where a thesis statement ends up in the
organization of the essay depends on the structure of the argument the author is making.
A passage might start with its thesis statements, or precede it with a paragraph of
introduction before getting to it in the second paragraph. So, if you’re asked about any
particular sentence in the first two paragraphs of a passage, keep in mind that you might
be looking at the text’s thesis statement.

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Practice Passage
There are numerous pressing issues that our school system currently
Links to
faces, including the debate over school uniforms, the loss of numerous
Sample Questions
textbooks in the recent flood, and the renovation of rooms dedicated to
Sample Question #1 various electives. However, the one about which we have received the most
complaints is the one we can fix most easily, most quickly, and most cheaply:
Sample Question #2
falling participation in the school lunch program. Very few people currently
have good things to say about the meals being offered, most of which focus
on fast-food items like burgers and pizza and sometimes completely lack
fruits or vegetables. In the past, efforts to change school lunches have failed
because of financial concerns, but we have a plan to make our ideas a reality.
1 We want to solve this problem as well as others simultaneously by
making school lunches better. With the support of the Culinary Club as well
as Student Council, we’re sure that school lunches will look much more
appetizing in the near future.

2 The Culinary Club has been a big supporter of this initiative,

taking the time to attend Student Council meetings as well as School Board
meetings at which the issue has been discussed. We want to hear your ideas!
Suggestions so far have included revamping the salad bar to make it more
appetizing, incorporating a fresh fruit stand, and building a vegetable stir-fry
station where students can build their own stir-fries. If you have a suggestion
for a way to make school lunches healthier and more delicious, please
submit them in writing to the student council so that they can be discussed
at their next meeting. The ideas that you help us brainstorm could change
what’s served in the cafeteria later this year!

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Sample Question #1

Click Here to Which of the following sentences would best serve as a thesis statement for the
passage at Location 1 ?
Revisit the
Passage

A. NO CHANGE
B. The Culinary Club has recommended that vegetables be incorporated
into every student’s meal, and we want to start doing this by offering
steamed, seasonal vegetables from the local farmer’s market.
C. By focusing on improving the quality and variety of fresh foods
available to students as part of school lunches, we can help the school
system generate extra revenue while encouraging students to try
different foods and make more nutritious choices.
D. By focusing on how to make school improvement projects profitable,
we can help them appeal to the school board, garner widespread
support from the administration and the student body, and come to
fruition. 

This question asks you to consider replacing it, so before considering each answer
choice, take a look at the context that surrounds the sentence in question.

In the past, efforts to change school lunches have failed because of financial
concerns, but we have a plan to make our ideas a reality. [1] We want to solve this
problem as well as others simultaneously by making school lunches better. With
the support of the Culinary Club as well as Student Council, we’re sure that school
lunches will look much more appetizing in the near future.

The sentence presented in the paragraph doesn’t work so well. Can you identify why?
The sentence that precedes it seems to suggest that the author will then present a bit
more detail about the plan that’s mentioned in the concluding clause, “but we have a
plan to make our ideas a reality.” Readers are set up to expect specifics, but the sentence
that follows is very general. It doesn’t provide any specific information about the writer’s
“plan.” So, we can confidently say that A, “NO CHANGE,” isn’t the correct answer.

In order to differentiate between the other answer choices, we need to get a better idea
of what specifics readers expect at the end of the sentence before the one we’re replacing.
The writer tells us that previous plans to improve school lunches “have failed because of
financial concerns,” but that his or her plan will work. This means that the writer’s plan
to improve school lunches will have to be one that avoids causing financial concern. With
that in mind, let’s check out the answer choices!

Let’s start with B. While this sentence is grammatically correct and talking about
student meals, it doesn’t answer the question posed by the preceding sentence: “How will
the writer’s plan improve school lunches while avoiding causing financial concerns?” A
isn’t correct. D looks like a better option; it’s discussing finances. But it’s missing a key
element: it doesn’t mention the specifics of how the writer’s plan will improve school
lunches. D isn’t correct either.

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C is the correct answer. It provides detail about how the writer’s plan will improve
school lunches (‘By focusing on improving the quality and variety of fresh foods available
to students as part of school lunches . . .”), and it also tells readers how this improvement
will be implemented without causing financial concerns (“we can help the school system
generate extra revenue”).

This question might have initially seemed overwhelming, but by considering the
context of the passage, we were able to identify two points that the correct answer had to
include based on reader expectations. Once we’d identified these two elements, picking
out the correct answer was relatively easy. Always take a moment to consider how the
indicated sentence fits into the context of the passage before picking out your answer to a
question like this one!

Improving Topic Sentences

You can think of a topic sentence as a miniature thesis statement that functions on a
smaller scale. Topic sentences, like thesis statements, give readers a sneak peak of the
upcoming argument or presented information. Whereas thesis statements encompass
the entire text, topic statements summarize a single paragraph. Because they focus on
paragraphs and often appear near the beginning of a paragraph, picking the best topic
sentence often means figuring out the best way to transition from one topic to another.
This effect can be particularly strong when dealing with the topic sentence of the second
paragraph in an argumentative passage in which the thesis appears near the end of the
first paragraph. The second paragraph’s topic sentence provides structure for the first of
the body paragraphs in the text, so it’s important that it fits into the structure of the entire
text correctly. Let’s try picking out the best option for a topic sentence. Approach it like
you would a question that asks you to pick out the best thesis statement, but zoom in on
the second paragraph—and don’t forget to consider the context established by the last line
of the first paragraph!

Sample Question #2

Which of the following sentences would best serve as the opening statement
Click Here to
for the passage’s second paragraph at Location 2 ?
Revisit the A. NO CHANGE
Passage
B. Before we can make school lunches more palatable, we need to know
what changes the student body wants to see made to them.
C. Many students have requested that pizza, burgers, and fries be
served every day.
D. Which parts of school lunches are considered to be the grossest? 

Ok, first things first: let’s look at the context of this statement.

With the support of the Culinary Club as well as Student Council, we’re sure that
school lunches will look much more appetizing in the near future.

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[2] The Culinary Club has been a big supporter of this initiative, taking the time
to attend Student Council meetings as well as School Board meetings at which
the issue has been discussed. We want to hear your ideas! Suggestions so far have
included

While the indicated sentence does talk about the Culinary Club like the last sentence
of the first paragraph does, the second paragraph’s transition to asking for suggestions
seems a bit out of the blue. This suggests that A isn’t the best answer. Let’s not rule
out leaving the sentence in the passage alone, but let’s look at each of the other answer
choices.

C can’t be the correct answer; while it does have to do with student suggestions, it
doesn’t fit with the passage’s main argument. The passage is talking about how to improve
school lunches by making them healthier; adding in more days in which the cafeteria
serves pizza, burgers, and fries doesn’t seem like it will accomplish that goal. Note that
nothing in the immediate context of the sentence makes this obvious; you have to go back
to the first paragraph and note the disconnect between it and answer choice C’s sentence.

D can’t be correct either. While calling for student opinions, it focuses on the negative
aspects of school lunch instead of asking for positive suggestions. Only examples of
positive suggestions are presented later in the paragraph, and the passage clearly calls
only for positive suggestions when it says, “If you have a suggestion for a way to make
school lunches healthier and more delicious . . .”

The correct answer is B. This answer choice transitions from the first paragraph’s
consideration of how to accomplish the stated goal (“Before we can make school lunches
more palatable”) and establishes the topic of discussion for the second paragraph: a call
to action asking for students to suggest possible improvements that could be made to
school lunches (“we need to know what changes the student body wants to see made to
[school lunches]”). B’s sentence incorporates this transition where the sentence in the
passage does not. Furthermore, B’s sentence flows into the rest of the second paragraph
more naturally, as it brings up the topic of asking students for their opinions.

Context was again important in this last sample question, and you had to look beyond
the immediately adjacent sentences in order to figure out which answer choice’s sentence
was best. In addition, you had to pay attention to how some of the answer choices
interacted with the passage’s main idea or the way in which the passage presented a topic.
Remember to read the entire passage carefully before answering questions that ask you
about entire sentences. You need to make sure that ideas presented later in the passage
than the indicated line don’t clash with potential alternate sentences!

Let’s next consider a passage that is informatory instead of persuasive. You can use
the same approach when answering questions about how to best modify proposition
statements; the only difference is you will be working with a passage that is just
presenting facts rather than attempting to convince readers of the author’s opinion.

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Practice Passage
3 The Earth’s magnetic field is a fascinating scientific phenomenon
Link to
that can be quite difficult to study. One scientific experiment has
Sample Question
demonstrated that homing pigeons make use of the planet’s magnetic field
Sample Question #4 to augment their sense of direction. 4 Arctic foxes’ behavioral patterns
involve a fascinating hunting process. These predators hunt by leaping into
the air and diving through the snow to catch small mammals scurrying
around under the snow. Scientists have noticed a large discrepancy between
the success of their hunting attempts made when facing north and those
made when facing any other direction; the former are much more successful.
It is thought that many other animals that undertake migrations use the
planet’s magnetic field as a map to direct them to their intended destination.
As scientists further research the interactions between our planet and the
myriad organisms that inhabit it, we are sure to uncover more fascinating
connections.

Improving Informational Thesis Statements

Little needs to be said about modifying an informational thesis statement as opposed to
a persuasive one as the distinction does not need to affect your approach to the question.
Take the same factors into account: context, transitions, flow, and relevance to the
passage’s content.

Sample Question #3

Which of the following sentences would best serve as a thesis statement for the
passage at Location 3 ?

A. NO CHANGE
B. Animal behavior often involves an organism interacting with aspects
of its environment to better its chances of survival.
C. Biology and physics, while separate disciplines in natural science,
often overlap and interact.
D. Certain animals’ behavior suggests that they sense and make use of
the Earth’s magnetic field. 

Let’s scan the passage and see what its major topics are. Identifying these can help us
pick out the correct answer easily. The passage begins by talking about homing pigeons
and the Earth’s magnetic field. Then, it talks about arctic foxes, which also seem to use
the Earth’s magnetic field somehow when hunting. The passage concludes by talking
about how migrating animals use the Earth’s magnetic field and how many more
relationships between the Earth and its animals are yet to be discovered.

This passage specifically concerns how different animals interact with Earth’s magnetic
field. With that in mind, we can consider the answer choices. A is far too general to be

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the correct answer. While the passage is talking about an intersection between topics in
biology and physics, it’s talking about one specific intersection. Moving from a general
topic sentence right into the first point made about homing pigeons would be jarring for
the reader. C is not the correct answer.

Neither A nor B is correct, for similar reasons. B only focuses on how animals interact
with their environment; it doesn’t mention the Earth’s magnetic field at all. A only talks
about the Earth’s magnetic field; it doesn’t talk about how animals interact with it. D
strikes the correct balance by mentioning both animals and the Earth’s magnetic field,
making it the correct answer.

Let’s look at one more sample question, one that focuses on improving the presentation
of one of the passage’s main ideas, but not one that serves as a thesis statement or topic
sentence. When dealing with these sentences, it is perhaps most important that you focus
on context, as they will be embedded into the existing structure of the passage. After all,
whether or not a main idea makes sense in a passage has a lot to do with what the thesis
and topic sentences of that passage are!

Improving the Presentation of Main Ideas

Some SAT Writing and Language questions might ask you to pick out the best sentence
that expresses a main idea of the passage. Consider the context of the argument around
the specified location when choosing your answer!

Sample Question #4
Click Here to Which of the following sentences would best function in the passage at
Revisit the
Passage Location 4 ?
A. NO CHANGE
B. Arctic foxes use the details of their environment not only for camou-
flage, but also when hunting.
C. Arctic foxes may also make use of the magnetic field when hunting.
D. The magnetic field also affects how certain predators hunt. 

Let’s take a look around Location 4 .

One scientific experiment has demonstrated that homing pigeons make use of
the planet’s magnetic field to augment their sense of direction. [4] Arctic foxes’
behavioral patterns involve a fascinating hunting process. These predators hunt
by leaping into the air and diving through the snow to catch small mammals
scurrying around under the snow. Scientists have noticed a large discrepancy
between the success of their hunting attempts made when facing north and those
made when facing any other direction; the former are much more successful.

The entire passage conveys different examples of animals that are thought to interact
with the Earth’s magnetic field, and arctic foxes are mentioned as a second example,
after homing pigeons. What’s the connection between these two topics? Well, both arctic
foxes and homing pigeons use the Earth’s magnetic field somehow. This also matches up

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with the main idea of the passage. We need to pick out an answer choice that makes this
relationship between the two topics apparent.

Now that we’ve looked at the context of the indicated line, let’s consider the answer
choices. D mentions only the magnetic field but doesn’t introduce arctic foxes specifically,
so it can’t be correct. B mentions arctic foxes but doesn’t mention the specific connection
they have to the Earth’s magnetic field. This connection is why they are being discussed
in the passage, so B can’t be correct either. The sentence as it appears in the passage
talks about arctic foxes and their hunting process, but doesn’t mention the connection to
the Earth’s magnetic field. C mentions both arctic foxes and the Earth’s magnetic field,
making it the best answer.

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Improving Focus and Purpose

Certain SAT Writing and Language questions may indicate a sentence in the passage
and ask you whether it belongs in the passage at all. Make sure you’re focusing on the
passage as a whole when you analyze whether the sentence contributes to it or should be
omitted.

Link to Practice Passage: Recyclable Plastics: What Do Those Symbols Mean?

Sample Question

Sample Question #2 [1] Most people are aware that a symbol composed of three arrows
forming a triangle indicates that a container is somehow associated with
recycling. [2] Far fewer individuals know what the little letters and numbers
in the center of this symbol indicate. [3] These markings designate the
particular kind of plastic from which the item is made. [4] The letters are
acronyms that designate the item’s broad category of plastic and provide
detail about the specific thickness, density, and durability of the material.
[5] For instance, “PET” and “PETE” both stand for the same thing, “post-
consumer polyethylene terephthalate,” while “HDPE” stands for “high-
density polyethylene.” [6] The numbers provide the same information
in a different way—a PET bottle can be designated by a numeral 1 inside
the recycling arrows, while an HDPE bottle can be identified by a 2. [7]
By referring to these symbols, consumers can discern where each item
should be recycled. [8] Recycled materials should always be placed in the
correct stream. [9] While this system is very accurate, it is not consumer-
friendly; people glancing over a product’s packaging they wish to recycle
might encounter the symbol and not know what it means, resulting in their
recycling it incorrectly. [10] So, the next time you purchase something made
of plastic, make sure to decode these symbols!

Sample Question #1

The author is considering removing Sentence 4 from the passage. Should he or

she do this?

A. Yes, because this sentence is beyond the scope of the passage because
it provides unnecessary details about only letters when letters and
numbers are each being discussed.
B. Yes, because this sentence disrupts the flow of the passage.
C. No, because the passage would lose valuable details and its parallel
structure of discussing both letters and numbers would be disrupted.
D. No, because it is functioning as a transition in order to introduce a
concept different from the one that has been discussed thus far in the
passage. 

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We first need to consider Sentence 4: “The letters are acronyms that designate the
item’s broad category of plastic and provide detail about the specific thickness, density,
and durability of the material.” Ok, so this sentence is telling us exactly what the letters
stand for. How does it fit into the paragraph as a whole? The two sentences before it tell
us that recycling symbols include letters and numbers that provide information about the
specific type of plastic from which something is made. The sentence immediately after it
provides examples of such letters and their meanings, and the sentence after that explains
how numbers relate.

Should we remove this sentence? No, it fits well in the paragraph’s two-pronged
discussion of both letters and numbers. If we removed this sentence, the passage
wouldn’t mention letters in general at all; it would jump to examples and then proceed
to discussing the numbers in recycling symbols. Plus, this sentence lets us know details
about what information is conveyed by these markings. It’s a pretty useful sentence that
doesn’t appear to stick out as extraneous, and it connects nicely with the sentence that
follows it, which starts with the phrase “For instance” and provides examples specifically
of the meanings of various letters, which the sentence in question discusses more
generally.

Given that reasoning, we can consider the two answer choices that begin with “No”: C
and D. C says we should keep the sentence because it’s providing useful information and
contributing to parallel structure; D says we should keep it because it’s a transition to a
new idea. Well, it’s not a transition to a new idea; the sentence in question is functioning
to convey information about the letters in recycling symbols, one of two major points the
passage is addressing, along with numbers in those symbols. If we removed the sentence,
it would disrupt the paragraph’s parallel structure of discussing both letters and numbers,
though. That means that the correct answer is C.

Let’s consider another sample question:

Sample Question #2

Click Here to The author is considering removing Sentence 8 from the passage. Should he or
Revisit the she do this?
Passage
A. Yes, because the sentence is extraneous and doesn’t fit the tone of the
rest of the passage.
B. Yes, because the sentence provides information that conflicts with
other information in the passage.
C. No, because the sentence provides information necessary to under-
standing the passage’s main idea.
D. No, because the sentence is transitioning to the passage’s conclusion. 

Sentence 8 states the following: “Recycled materials should always be placed in

the correct stream.” Before it in the passage, we find, “By referring to these symbols,
consumers can discern where each item should be recycled.” After it, we find discussion
of the pros and cons of this recycling symbol system: “While this system is very accurate,
it is not consumer-friendly . . .”

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Did Sentence 8 stick out to you as you were initially reading the passage? You may have
noticed its slight shift in tone. Whereas the rest of the passage is declarative and aims to
provide general information to its reader until the last line, this sentence tells readers
what they “should” do, as if providing direct instructions. Sentence 8 might also have
seemed a bit extraneous because of the way in which it repeats information conveyed by
the sentence that precedes it:

[7] By referring to these symbols, consumers can discern where each item should
be recycled. [8] Recycled materials should always be placed in the correct stream.

Sentence 7, in telling us that the symbols allow consumers to figure out where to
recycle each item, conveys the implicit idea that it is important that items be placed in the
correct location. If where each type of plastic was recycled wasn’t an issue, the symbols
wouldn’t be necessary. Thus, Sentence 8 isn’t necessary to this passage, and we can omit
it.

Having made that decision, we can turn our attention to deciding between the two
“Yes” answer choices. A says that we should omit Sentence 8 because it’s extraneous and
differs in tone, while B says that we should omit it because its information conflicts with
information elsewhere in the passage. Viewing Sentence 7 side-by-side with Sentence 8
should demonstrate that the problem with Sentence 8 isn’t that it contains conflicting
information—it’s that it says something directly that’s already been conveyed in the
passage. Answer A, which identifies both the extraneous information issue and the slight
shift in tone, is spot-on.

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Quantitative Accuracy and Application

With other revisions to the SAT has come the inclusion of graphs, charts, and tables
in the new Writing and Language section. Never before seen on this part of the test,
these graphics are being introduced in order for the test writers to examine your skill in
assessing information not only in the form of text passages, but also when presented as
graphics.

With all of the other changes being made to the old SAT Writing section, it is easy
to get overwhelmed, and the sight of graphs—graphs!—on the Writing section may
be enough to bewilder some students momentarily and make them wonder if they’re
studying for the Math section instead. If the thought of having to interpret graphics is
worrying you, take a moment to consider how often in your daily life you read tables,
charts, and graphs without giving it a second thought. The SAT is merely giving you the
opportunity to showcase these skills in ways that interact with your other editing abilities.
Preparing yourself for the types of data-related questions that could appear on your SAT
Writing and Language test can help you add figure-related skills into your repertoire and
leave you feeling prepared to analyze the data presented to you on test day and approach
it from an editorial perspective.

Practice Passage: Student Opinion on School Uniforms

[1] The possible adoption of school uniforms has become the hot topic of
Links to
debate at the local high school, and one Statistics class has taken a poll about
Sample Questions
students’ feelings on the subject. [2] The results are in, and if you expected all of
Sample Question #1 the classes to uniformly oppose the idea of school uniforms, you may be in for
a surprise. [3 ] School uniforms can help make students’ academic lives more
Sample Question #2
efficient and set them up for success; perhaps students have been reading up on
Sample Question #3 all of these benefits. [4] In order for the student government to either support or
oppose the decision, the majority of students in each grade would have to come to
Sample Question #4 the same conclusion. [5] Currently, the majority of two classes is against the idea,
and the majority of one class is for it. [6] One class remains undecided as a whole.
2

1 [7] If the motion passes, we can anticipate a great deal of opposition—

especially from the underclassmen. 3 [8] The majority of the Board of
Education is in favor of the proposal. [9] Many people consider the decision to
adopt school uniforms as good as already made. [10] The Board will make their
decision by vote at their next meeting, after it hears the opinions of the student
classes from their representatives. [11] The Statistics class will conduct a follow-up
poll the day before the Board of Education meeting to track any change in opinion.

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Modifying Claims Based on Presented Data

One way in which a figure can weigh in on the editorial decision-making process is if
the writer makes any mistaken claims that are proven wrong by the data in the figure.
While such inconsistencies might jump out at you when you’re reading outside of a
test environment, keep in mind that it’s easy to get focused on the nitty-gritty details of
comma splices, agreement, and choosing the correct preposition on the SAT Writing and
Language test. You may end up missing “big-picture” errors. For example, the following
sample question concerns an inconsistency in the passage brought out by the associated
bar graph. The sentence in question is grammatically correct, as are all of the presented
answer choices. Coming across this on test day might give you pause if you are in error-
seeking mode. Should this happen to you when dealing with a passage with an associated
figure, take a moment to “step back” in perspective and consider whether the author’s
statements, grammatical or note, line up with the facts presented graphically.

Sample Question #1

Click Here to
Revisit the
A. NO CHANGE
Passage
B. I f the motion passes, we can anticipate a great deal of opposition—
especially from the upperclassmen.
C. If the motion passes, we can anticipate a great deal of opposition—
especially from the Juniors.
D. If the motion passes, we can anticipate a great deal of opposition—
especially from the Freshmen.


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The only way in which the presented answer choices differ is in their choice of the
word that concludes the sentence. Glancing at the graph reveals that “underclassmen”
(A) is not correct; we should not expect opposition to the school uniform proposal in
particular from the underclassmen, as the freshmen are undecided as a class, with no
majority for or against the proposal, and the Sophomores are, as a whole, in favor of it.
“Freshmen” can’t be the answer either, then, allowing us to ignore answer choice D. This
leaves us to choose between “Juniors” and “upperclassmen.” Juniors are part of the group
“upperclassmen,” so this can get a bit tricky—let’s focus on just the Juniors initially, then
consider the upperclassmen (juniors and seniors) as a different group. Are the juniors in
favor of school uniforms? No: more than 50% of them are against the idea. However, this
doesn’t necessarily mean that C is the best answer. Consider this: why would the author
specifically say that we should expect opposition from the juniors and not the seniors,
who are as a whole even more against the idea of school uniforms? That doesn’t make
sense. Because the majority of both the junior and senior classes is against the idea of
school uniforms, the best answer is B. It is reasonable to claim that if school uniforms are
instated, one should expect the most opposition from the juniors and the seniors—the
upperclassmen.

Inserting Claims Based on Presented Data

Another type of data-related question the Writing and Language section might present
you with is a take off on a “choose the best sentence for the passage” question. Having to
weigh the data presented in a graph, chart, or table while making this editorial decision
can make the correct answer considerably more difficult to reach, particularly because
each answer option may encompass a different claim about the topic at hand, and thus
relate to the presented information in a different way. Going through the answer choices
one by one and analyzing them for factual soundness is one method of carefully working
toward the best option.

Sample Question #2

Click Here to The author of the article wants to include another sentence. Which of the
following would be best for him or her to add at Location 3 ?
Revisit the
Passage
A. Any students campaigning for the adoption of the new policy would
do well to focus their efforts on members of the Sophomore class in
particular.
B. If all of the undecided sophomores and juniors decide to support the
idea, it could affect how their classes vote, shifting the majority posi-
tion from one side of the debate to the other.
C. It’s difficult to predict whether the Senior class will recommend or
oppose the uniform policy.
D. One fascinating trend that emerges from the poll results is that older
students are more decisive in their opinions than are younger ones. 

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As mentioned above, let’s consider each answer choice individually and analyze
whether its claim is correct.

A. Should students who want school uniforms focus on getting members of the
sophomore class to change their minds? No, the graph shows that over half of the
sophomore class already supports adopting school uniforms. Students campaigning for
the adoption of school uniforms should focus on the senior class or all the upperclassmen,
or even freshmen, juniors, and seniors—just not sophomores, as a whole, the sophomores
are already in support of school uniforms. This answer choice isn’t correct.

B. Look at what relative percents of the sophomore and junior classes are undecided.
You don’t have to come up with an exact percentage to answer this question—this isn’t
the Math section. Put in different terms, this answer choice is claiming that if all the
undecided students in the sophomore and junior classes support school uniforms, they
will each “switch sides.” Is that true? Nope—if all of the sophomore undecided students
support school uniforms, the sophomore class will still be in favor of school uniforms, and
if all of the undecided junior students support the idea of school uniforms, the class as a
whole will still be against the idea. This answer choice is incorrect.

C. Consider the senior class’s poll results. Is it easy to predict how they will come down
on the issue of school uniforms? Yes. A large majority of the senior class is against school
uniforms, and a very small percentage of the class is undecided. No matter which side
the undecided students in the senior class decide to support, the class as a whole will still
oppose school uniforms. This answer choice’s claim about being “easy to predict” is a bit
less objective than the other choices’ assertions, but it’s still incorrect.

D. This answer choice’s claim can be restated as “every time you move from a younger
grade to an older one, the percent of undecided students decreases.” Is this true? Yes!
Again, you don’t have to identify specific percentages, just the general trend. This is the
correct answer.

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 SAT W&L: Content and Development 177
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Considering Revisions to Data

Whereas certain SAT Writing and Language questions present you with alternative,
revised versions of sentences and ask about the possibility of using them in the passage,
other questions might do this same thing with figures. Focus on what is different about an
alternative figure; the question will have to concern the change, not the parts of the figure
that remain constant.

The sample question that follows asks you to consider a change in the graph in light of
the entire passage, as it introduces information that contradicts one of the sentences.

Sample Question #3

Click Here to The author of the article is considering changing out the graph included in the
Revisit the passage with the one that appears below.
Passage

If the author makes this substitution, which sentence would he or she need to
revise to avoid contradiction?
A. Sentence 3
B. S
 entence 5
C. Sentence 8

D. Sentence 9

Let’s start by analyzing the new graph. What’s different about it? The data for the high
school class poll remains identical; the only difference is that the author has added a fifth
data bar labeled “Board of Education.” The ratio of opinions in this bar tell us that the
Board of Education is neither concretely in favor of nor set against school uniforms; the
majority of its members are undecided, and the vote could go either way depending on
what they decide.

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 SAT W&L: Content and Development 178
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That analysis makes it much easier to pick out the sentence that necessarily needs
to contain the contradiction. We know that the sentence in question has to concern the
Board of Education; sentences 3 and 5 don’t discuss the Board of Education at all, and a
quick glance over them reveals no contradictions.

Sentence 9, “Many people consider the decision to adopt school uniforms as good
as already made,” does not concern a contradiction because it is relaying what “many
people” think. There’s a possibility that “many people” might be wrong in their
assumptions, as turns out to be the case here! Sentence 8 contains the contradiction;
the graph shows that most of the Board of Education is undecided, so it contradicts
the statement “The majority of the Board of Education is in favor of the proposal.” The
correct answer is C.

Suggesting Additional Data that Could Support the Passage’s Claims

SAT Writing and Language questions can concern figures that aren’t even presented in
the sense that they may ask you to consider descriptions of figures that might be included
along with a passage and analyze how their inclusion would affect the passage. Would
such a figure support the passage, contradict it, or have no effect on it? It’s up to you to
think like a writer and figure that out.

Sample Question #4

Click Here to Which of the following, if included with the passage, would support claims
Revisit the made in it?
Passage

A. A graph correlating an increase in student grades with the adoption

of a school uniform policy at a number of nearby schools
B. A table detailing the costs of one of the proposed school uniforms
C. A table showing the way in which the Board of Education has voted
on previous issues brought before it
D. A graph correlating an increase in the number of students suspended
per semester at a nearby school with the school’s adoption of school
uniforms 

In the first paragraph, the author says of the surprising result that not all students
oppose school uniforms, “School uniforms can help make their academic lives more
efficient and set them up for success; perhaps students have been reading up on all of
these benefits.” This statement would be supported by a graph correlating an increase
in student grades with the adoption of a school uniform policy at a number of nearby
schools. B and C do not support any statements made in the passage, and D contradicts
the author’s statement.

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