ACT Reading

Preparation
(for use in Social Science)

University of Illinois-Chicago
Curriculum Framework Project

Spring 2011
FHS Social Sciences
Overview of Unit

• Introduction – ACT Reading Test

• Lesson 1 – Active Reading
• Lesson 2 – Question Types: MI & SD
• Lesson 3 – Questions Types: Inference
• Lesson 4 – Distracters: Weasel & Shift
• Lesson 5 – Distracters: Enticer & Extreme
Introduction to the Test:
Four Types of Passages

The ACT Reading passages almost always

appear in the following order:
• Prose Fiction
• Social Science
• Humanities
• Natural Science
 Our Focus - the Social
Science Reading
Description
- 775 words
- Questions based on passages from
any of the following subjects:
Anthropology, Archaeology,
Economics, History,
Political science, and Sociology.
Introduction to the Test:
Types of Questions

• Main Idea Questions (MI)

• Supporting Detail Questions (SD)

• Inference/Evaluation Questions (I)

Introduction to the Test:
Main Idea Questions

• Understanding theme/thesis

• Understanding author’s purpose

• Determine which of the answer choices best

summarizes the information presented in the
passage either as a whole or in a specific
paragraph.
Introduction to the Test:
Main Idea Question Stems

• Which of the following is the main point…?

• The main argument the author makes

about. . . is:

• What is the main purpose of [a specific

paragraph or line]?
Introduction to the Test:
Supporting Details Questions

• Shows understanding of individual points

• Demonstrate comprehension and careful

understanding

• Determine which fact(s) best supports main idea.

• Sequence the events in the passage

Introduction to the Test:
Supporting Details Question Stems

• According to the [a specific paragraph/section/passage]…

• Who/when/what/where did…

• According to the passage, all of the following are true about -----

- EXCEPT. . .

• The passage makes it clear that…

Introduction to the Test:
Inference-Evaluation Questions
• Make judgments

• Identify the implications of the supporting details in

the passage.

• Draw conclusions based on reading the passage

• Determine the author’s idea through generalization

of the facts
Introduction to the Test:
Inference-Evaluation Questions

• Analyze cause-and-effect relationships

• Identify multiple meanings of a word and determine

its definition with context clues from the passage

• Determine the implications of the author’s general

tone or attitude
Introduction to the Test:
Inference-Evaluation Question Stems

• The author suggests/implies/ that…

• It can most reasonably be inferred that the author….

• With which of the following statements would the author agree?

• According to the passage, the WORD/TERM ‘…’ means which

of the following?

• The idea….is best exemplified by which of the following

quotations from the passage?

• The attitude of the author toward x is…

 Lesson #1: Active Reading

• Structural Clues

• Annotating

• Hinge Words
Active Reading: Structural Clues

 Each passage was written by a PERSON,

and people write for a purpose.
 Some authors want to trace historical causes or
consequences.

 Some authors want to critique a theory.

 Some authors want to draw a comparison between two

things.

 Some authors want to tell a story.

 Some authors just want to describe something.

Active Reading: Structural Clues

Why is it Many questions ask

you what the
important to AUTHOR means,
figure out NOT what YOU
think!
WHY
Knowing what the
an author wrote AUTHOR would say
a passage? can help you answer
confusing questions!
Active Reading: Structural Clues

 Think of the passage as a map

 Questions are like hints as to where to go

next

 The passage gives you the rest: Anticipate

author’s direction by noticing structural clues
(how passage is organized, where
paragraphs break, what words are bold or
italicized)
Active Reading: Structural Clues

 Look up the answers

 Don’t remember them—find them!

 Think of the passage as a reference book

and refer back.

 Don’t trust your memory!

Active Reading: Annotate

 WRITE ON THE
TEST as you read!!
 Use different marks No matter what,
to mean different underline
things. “key words” in the
• Circle names of question stem.
people
• Underline critical
phrases, terms, Look for those
main ideas “key words” in the
• Number (“1,” “2,” passage.
“3,” etc.) ideas in a
sequence
Active Reading: Example from Humanities
(56A)
Question Text from Passage

21. The passage indicates that religion, “Undoubtedly, each of these notions does
explain part of the soaps’ mass appeal.
support groups, and soap operas Soaps can ease the loneliness and
are alike in that they all: boredom of life. They do offer advice,
sometimes implicitly, often explicitly, on
A. Are circulated by a common what to wear, how to conduct love
culture affairs, how to save a marriage, how to
handle one’s children, how to cope with
B. Provide a way to combat heartache, how to enjoy the intrigue of
loneliness. romance.” (lines 19-25)
C. Appear intimate but are remote. “Loneliness, we are repeatedly told, has
D. Enable people to participate become pandemic in
America…Whether through religion,
vicariously. clubs, associations, or support
groups—or through daily immersion in a
favorite soap—many Americans search
for some kind of communal life to
counter varying degrees of social
isolation and alienation.” (lines 42-48)
Active Reading: Example from Humanities
(56A)
Question Text from Passage

21. The passage indicates that religion, “Undoubtedly, each of these notions does
explain part of the soaps’ mass appeal.
support groups, and soap operas Soaps can ease the loneliness and
are alike in that they all: boredom of life. They do offer advice,
sometimes implicitly, often explicitly, on
A. Are circulated by a common what to wear, how to conduct love
culture affairs, how to save a marriage, how to
handle one’s children, how to cope with
B. Provide a way to combat heartache, how to enjoy the intrigue of
loneliness. romance.” (lines 19-25)
C. Appear intimate but are remote. “Loneliness, we are repeatedly told, has
D. Enable people to participate become pandemic in
America…Whether through religion,
vicariously. clubs, associations, or support
groups—or through daily immersion in a
favorite soap—many Americans search
for some kind of communal life to
counter varying degrees of social
isolation and alienation.” (lines 42-48)
Active Reading: Example from Humanities
(56A)
Question Text from Passage

21. The passage indicates that religion, “Undoubtedly, each of these notions does
explain part of the soaps’ mass appeal.
support groups, and soap operas Soaps can ease the loneliness and
are alike in that they all: boredom of life. They do offer advice,
sometimes implicitly, often explicitly, on
A. Are circulated by a common what to wear, how to conduct love
culture affairs, how to save a marriage, how to
handle one’s children, how to cope with
B. Provide a way to combat heartache, how to enjoy the intrigue of
loneliness. romance.” (lines 19-25)
C. Appear intimate but are remote. “Loneliness, we are repeatedly told, has
D. Enable people to participate become pandemic in
America…Whether through religion,
vicariously. clubs, associations, or support
groups—or through daily immersion in a
favorite soap—many Americans search
for some kind of communal life to
counter varying degrees of social
isolation and alienation.” (lines 42-48)
Active Reading: Example from Social
Science (56A)
Question Text from Passage

17. Which of the following events was “In 1910 the fight for women’s suffrage
the first to occur, according to the was more that sixty years old, a
passage? national campaign by the National
American Woman Suffrage Assoc
A. The National American Woman was twenty years old..” (Lines 3 - 6)
Suffrage Association began their
“First women’s rights meeting at Seneca
campaign.
Falls in 1848.” (Line 38)
B. The first women’s rights meeting was
“1895 Massachusetts conducted a
held in Seneca Falls. referendum …whether suffrage
should be extended to females.”
C. Massachusetts held a referendum on (lines 56 – 60)
whether suffrage should be extended
to females. “ The General Federation of Women’s
Clubs did not endorse suffrage until
D. The General Federation of Women’s 1914.” (lines 84 – 85)
Clubs endorsed women’s suffrage.
Active Reading: Example from Social
Science (56A)
Question Text from Passage

17. Which of the following events was “In 1910 the fight for women’s suffrage
the first to occur, according to the was more that sixty years old, a
passage? national campaign by the National
American Woman Suffrage Assoc
A. The National American Woman was twenty years old..” (Lines 3 - 6)
Suffrage Association began their
“First women’s rights meeting at Seneca
campaign.
Falls in 1848.” (Line 38)
B. The first women’s rights meeting was
“1895 Massachusetts conducted a
held in Seneca Falls. referendum …whether suffrage
should be extended to females.”
C. Massachusetts held a referendum on (lines 56 – 60)
whether suffrage should be extended
to females. “ The General Federation of Women’s
Clubs did not endorse suffrage until
D. The General Federation of Women’s 1914.” (lines 84 – 85)
Clubs endorsed women’s suffrage.
Active Reading: Example from Social
Science (56A)
Question Text from Passage

17. Which of the following events was “In 1910 the fight for women’s suffrage
the first to occur, according to the was more that sixty years old, a
passage? national campaign by the National
American Woman Suffrage Assoc
A. The National American Woman was twenty years old..” (Lines 3 - 6)
Suffrage Association began their
“First women’s rights meeting at Seneca
campaign.
Falls in 1848.” (Line 38)
B. The first women’s rights meeting was
“1895 Massachusetts conducted a
held in Seneca Falls. referendum …whether suffrage
should be extended to females.”
C. Massachusetts held a referendum on (lines 56 – 60)
whether suffrage should be extended
to females. “ The General Federation of Women’s
Clubs did not endorse suffrage until
D. The General Federation of Women’s 1914.” (lines 84 – 85)
Clubs endorsed women’s suffrage.
Active Reading: Hinge Words

 Underline or circle
hinge words
 Common Hinge Words
• Words or phrases that but, although, yet,
are used to alert you
to shifts in thought
however, as a result,
nevertheless, on the
• Words or phrases that other hand, despite,
are used to drive a while, in spite of,
point home
consequently,
therefore, thus,
• Answers are often
located near hinge alternatively
words!
Active Reading: Example from Social
Science (56A)
Question Text from Passage

15. The passage presents the “In 1910 the fight for women’s suffrage
information that in 1910 “women could was more than sixty years old, a
vote in only Wyoming, Idaho, Utah, and national campaign by the National
Colorado” (lines 6-7) primarily to make American Woman Suffrage
the point that the: Association was twenty years old,
and yet women could vote in only
A. Women’s suffrage movement had made Wyoming, Idaho, Utah, and
little progress up to that time. Colorado.” (lines 3-7)
B. Women’s suffrage movement was just
then beginning to get started.

C. Women’s suffrage movement has made

tremendous strides since then.

D. Western states were the first to be

receptive to the cause of women’s
suffrage.
Active Reading: Example from Social
Science (56A)
Question Text from Passage

15. The passage presents the “In 1910 the fight for women’s suffrage
information that in 1910 “women could was more than sixty years old, a
vote in only Wyoming, Idaho, Utah, and national campaign by the National
Colorado” (lines 6-7) primarily to make American Woman Suffrage
the point that the: Association was twenty years old,
and yet women could vote in only
A. Women’s suffrage movement had made Wyoming, Idaho, Utah, and
little progress up to that time. Colorado.” (lines 3-7)
B. Women’s suffrage movement was just
then beginning to get started. (this implies that there HAD
C. Women’s suffrage movement has made
been action, but the word
tremendous strides since then. “yet” tells you that the long
D. Western states were the first to be
period of action had not
receptive to the cause of women’s accomplished much!!!)
suffrage.
Active Reading: Example from Social
Science (56A)
Question Text from Passage

15. The passage presents the “In 1910 the fight for women’s suffrage
information that in 1910 “women could was more than sixty years old, a
vote in only Wyoming, Idaho, Utah, and national campaign by the National
Colorado” (lines 6-7) primarily to make American Woman Suffrage
the point that the: Association was twenty years old,
and yet women could vote in only
A. Women’s suffrage movement had made Wyoming, Idaho, Utah, and
little progress up to that time. Colorado.” (lines 3-7)
B. Women’s suffrage movement was just
then beginning to get started. (this implies that there HAD
C. Women’s suffrage movement has made
been action, but the word
tremendous strides since then. “yet” tells you that the long
D. Western states were the first to be
period of action had not
receptive to the cause of women’s accomplished much!!!)
suffrage.
 Recap Lesson 1: Active Reading

• Structural Clues

• Annotating

• Hinge Words
 Lesson #2 – Question Types:
Main Ideas & Supporting Details

• Review Information from Introductory Lecture

• Examine Specific Questions from Practice Test 56A

• Identify Strategies to Help Answer Difficult Questions

• Practice the Strategies

Practice Test Question 13:
Main Ideas

Question Text from Passage

13. The passage indicates that at “Women’s suffrage challenged

the time of the women’s suffrage one of the fundamental
movement, one of the assumptions of American
fundamental assumptions of politics: that the basic unit of
American politics was that the
political life was the family,
basic political unit was the:
with the father standing at its
A. individual voter. head representing and
protecting his wife and
B. precinct. children in the wider world.
C. village or town. To grant suffrage to women
would be to break up that
D. family. fundamental unit.”

(lines 12-18)
Strategies to Help Answer This Question

• Active Reading: Underline “key words” in the question stem.

• Identify which key words in the question stem also appear in

the text.

• Look back at the passage! Do not try to REMEMBER the

answer.

• When looking at the answer choices, think about meanings,

not exact words.
Practice Test Question 13:
Main Ideas
Question Text from Passage

13. The passage indicates that at the “Women’s suffrage challenged one of
time of the women’s suffrage the fundamental assumptions of
movement, one of the fundamental American politics: that the basic unit
assumptions of American politics was of political life was the family, with the
that the basic political unit was the: father standing at its head
representing and protecting his wife
A. Individual voter. and children in the wider world. To
grant suffrage to women would be to
B. Precinct break up that fundamental unit.”
(lines 12-18)
C. Village or town

D. Family
Practice Test Question 11:
Supporting Details
Question Text from Passage

11. The passage indicates that

women’s demand for property rights
”Men gradually agreed to
was agreed to primarily because men extend property rights to
realized that:
women, because
A. Women were indeed individuals
deserving of their own rights.
property in a wife’s
name could save a man
B. If they gave in on the property rights
issue, they’d be able to hold firm on from his creditors.”
suffrage. (lines 44-46)
C. Conceding the right would provide men
with a way to protect themselves from
creditors.

D. Women had unique interests and were

needed as students in universities and
teachers in schools.
Strategies to Help Answer This Question

• Active Reading: Underline “key words” in the question stem.

• Identify which key words in the question stem also appear in

the text.

• Look back at the passage! Do not try to REMEMBER the

answer.

• When looking at the answer choices, think about meanings,

not exact words.
Practice Test Question 11:
Supporting Details
Question Text from Passage

11. The passage indicates that

women’s demand for property rights
”Men gradually agreed to
was agreed to primarily because men extend property rights to
realized that:
women, because
A. Women were indeed individuals
deserving of their own rights.
property in a wife’s
name could save a man
B. If they gave in on the property rights
issue, they’d be able to hold firm on from his creditors.”
suffrage. (lines 44-46)
C. Conceding the right would provide men
with a way to protect themselves from
creditors.

D. Women had unique interests and were

needed as students in universities and
teachers in schools.
Practice Test Question 12:
Supporting Details
Question Text from Passage

12. At the women’s right meeting in “When Elizabeth Cady Stanton

Seneca Falls, all of the following were organized the first women’s rights
called for EXCEPT the right to: meeting at Seneca Falls in 1848,
A. Vote in elections. the many goals that were at first
identified as worthy of support did
B. Enter any profession. not include the vote. Women
wanted property rights, the right to
C. Divorce abusive husbands. divorce abusive husbands, the
D. Receive equal education. right to an education equal to any
man’s, and the right to join any
profession. But the idea of the
vote seemed too extreme.”
(lines 37-44)
 Strategies to Help Answer This Question

• Active Reading: Identify Hinge Words

• “BUT”

• Active Reading: Underline Key Words in the Question Stem

• “NOT”

• Look back at the text!!

Practice Test Question 12:
Supporting Details
Question Text from Passage

12. At the women’s rights meeting in “When Elizabeth Cady Stanton

Seneca Falls, all of the following were organized the first women’s rights
called for EXCEPT the right to: meeting at Seneca Falls in 1848,
A. Vote in elections. the many goals that were at first
identified as worthy of support did
B. Enter any profession. not include the vote. Women
wanted property rights, the right to
C. Divorce abusive husbands. divorce abusive husbands, the
D. Receive equal education. right to an education equal to any
man’s, and the right to join any
profession. But the idea of the
vote seemed too extreme.”
(lines 37-44)
 Lesson #3 – Question Types:
Inference

• Review Information from Introductory Lecture

• Examine Specific Questions from Practice Test 56A

• Identify Strategies to Help Answer Difficult Questions

• Practice the Strategies

Practice Test Question 22:
Inference—Meaning of Words
Question Text from Passage

22. As it is used in line 65, the word “Here lies the extraordinary appeal
engendered most nearly means: and irony of the daytime soap
F. Diminished opera; it is circulated by the very
commercial culture which has
G. Produced engendered the need for it in the
H. Denied first place.” (lines 63-66)
J. Discouraged
Strategies to Help Answer This Question

• Look back at the text!

• Reread the lines before AND after the word in the

question stem.

• Identify “hinge words” that help you understand the

overall sentence.

• Read the answer choices carefully.

Practice Test Question 22:
Inference—Meaning of Words
Question Text from Passage

22. As it is used in line 65, the word “Here lies the extraordinary appeal
engendered most nearly means: and irony of the daytime soap
F. Diminished opera; it is circulated by the very
commercial culture which has
G. Produced engendered the need for it in the
H. Denied first place.” (lines 63-66)
J. Discouraged

Choices F, H, and J are all the

OPPOSITE of choice G. Each is
too similar to be the right answer.
Therefore, G is the logical choice!
Practice Test Question 19:
Inference—Meaning of Words
Question Text from Passage

19. As it is used in line 24, the word “But women’s ideological advantage
liability most nearly means: in the United States was offset by
A. Obligation a crippling liability—the central
importance of the family to
B. Drawback maintaining social order.”
C. Probability (lines 23-26)
D. Result
Strategies to Help Answer This Question

• Look back at the passage!

• Reread the lines before AND after the word in the

question stem.

• Look for “hinge words” that help you understand the

overall sentence.
Practice Test Question 19:
Inference—Meaning of Words
Question Text from Passage

19. As it is used in line 24, the word “But women’s ideological advantage
liability most nearly means: in the United States was offset by
A. Obligation a crippling liability—the central
importance of the family to
B. Drawback maintaining social order.”
C. Probability (lines 23-26)
D. Result

“crippling” has a negative

Hinge word! connotation! (just like
“drawback”)
Practice Test Question 16:
Inference— Drawing Conclusions
Question Text from Passage

16. It can reasonably be inferred that “Inthe indifference, the

suffrage leader Susan B. Anthony’s
statement (lines 63 – 65) is inertia, the apathy of
presented primarily to express the women, lies the
movement’s:
greatest obstacle to the
F. questioning whether women had
earned the right to vote. enfranchisement.”
G. criticism of the generals in their
army.
(lines 63 - 65)
H. frustration with women’s lack of
interest in gaining suffrage.
J. doubts about the attainability of
women’s suffrage.
Strategies to Help Answer This Question

• Look back at the passage!

• Reread the lines and underline key words that help

you understand the overall nature of the statement.
Practice Test Question 16:
Inference— Drawing Conclusions
Question Text from Passage

16. It can reasonably be inferred that “Inthe indifference, the

suffrage leader Susan B. Anthony’s
statement (lines 63 – 65) is inertia, the apathy of
presented primarily to express the women, lies the
movement’s:
greatest obstacle to the
F. questioning whether women had
earned the right to vote. enfranchisement.”
G. criticism of the generals in their
army.
(lines 63 - 65)
H. frustration with women’s lack of
interest in gaining suffrage.
J. doubts about the attainability of
women’s suffrage.
 Lesson #4 – Distracters
Weasel and Shift

• Introduction to Distracters

• Definitions

• Examples

• Practice Overcoming Distracters

Understand Distracters
 Distracters = the “other” answer choices
 Distracters are THINKING CHALLENGES designed to make
wrong answers seem correct
 Prey upon your tendency to rush
 They are supposed to DISTRACT YOU

 Inference Questions: seek opinions from facts

 The answers are not directly stated in the reading
 Read your “road map” differently

 ACT constantly tries to make distracters more distracting

 Practice with them!
The FOUR Types of Distracters

The Weasel
The Shift
The Enticer
The Extreme
Distracters: The Trick

 There is often ONE distracter

that is REALLY DIFFICULT to
get around.

 Watch out for this distracter.

 Which one depends on the

question.
Distracter #1: The Weasel

Definition
Any attempt to change or misrepresent the
author’s words or author’s meaning…regardless
of how small. The answer can not be verified by
the passage.
Adds words
Takes out words
Flips words
Example of The Weasel
(Practice Test 56A, Social Science)
Question Text from Passage

11. The passage indicates that ”Men gradually agreed to extend

women’s demand for property rights property rights to women, because
was agreed to primarily because men property in a wife’s name could save
realized that: a man from his creditors. They
accepted coeducation, because
A. Women were indeed individuals universities needed students and
deserving of their own rights. society needed trained teachers. But
B. If they gave in on the property rights the vote was something else. To give
issue, they’d be able to hold firm on women the vote would mean
suffrage. recognizing them as individuals with
their own rights and interests.”
C. Conceding the right would provide men (lines 44-51)
with a way to protect themselves from
creditors.

D. Women had unique interests and were

needed as students in universities and
teachers in schools.
Distracter #1: The Weasel

Which distracter
is a “Weasel?
Example of The Weasel
(Practice Test 56A, Social Science)
Question Text from Passage

11. The passage indicates that ”Men gradually agreed to extend

women’s demand for property rights property rights to women, because
was agreed to primarily because men property in a wife’s name could save
realized that: a man from his creditors. They
accepted coeducation, because
A. Women were indeed individuals universities needed students and
deserving of their own rights. society needed trained teachers. But
B. If they gave in on the property rights the vote was something else. To give
issue, they’d be able to hold firm on women the vote would mean
suffrage. recognizing them as individuals with
their own rights and interests.”
C. Conceding the right would provide men (lines 44-51)
with a way to protect themselves from
creditors. This idea is nowhere in the passage!
D. Women had unique interests and were
needed as students in universities and
teachers in schools.
Distracter #2: The Shift

Definition
The answer answers another question about the
passage but does not answer this one.
Answer choices may actually appear in the text
Watch out for choices that look like statements in the
passage …even direct quotes
Remember, this is not a matching test! You must
understand meanings, not just words!
Example of The Shift
(Practice Test 56A, Social Science)
Question Text from Passage

11. The passage indicates that ”Men gradually agreed to extend

women’s demand for property rights property rights to women, because
was agreed to primarily because men property in a wife’s name could save
realized that: a man from his creditors. They
accepted coeducation, because
A. Women were indeed individuals universities needed students and
deserving of their own rights. society needed trained teachers. But
B. If they gave in on the property rights the vote was something else. To give
issue, they’d be able to hold firm on women the vote would mean
suffrage. recognizing them as individuals with
their own rights and interests.”
C. Conceding the right would provide men (lines 44-51)
with a way to protect themselves from
creditors.

D. Women had unique interests and were

needed as students in universities and
teachers in schools.
Distracter #2: The Shift

Which distracter
is a “SHIFT”?
Example of The Shift
(Practice Test 56A, Social Science)
Question Text from Passage

11. The passage indicates that ”Men gradually agreed to extend

women’s demand for property rights property rights to women, because
was agreed to primarily because men property in a wife’s name could save
realized that: a man from his creditors. They
accepted coeducation, because
A. Women were indeed individuals universities needed students and
deserving of their own rights. society needed trained teachers. But
B. If they gave in on the property rights the vote was something else. To give
issue, they’d be able to hold firm on women the vote would mean
suffrage. recognizing them as individuals with
their own rights and interests.”
C. Conceding the right would provide men (lines 44-51)
with a way to protect themselves from
creditors. This is why men agreed to
coeducation, but NOT property rights!
D. Women had unique interests and were
needed as students in universities and
READ and REREAD QUESTIONS!!!
teachers in schools.
 Lesson #5 – Distracters
Enticer and Extreme

• Definitions

• Examples

• Practice Overcoming Distracters

Distracter #3: The Enticer

Definition
It’s a con. It looks right, but it’s too good to be
true.
Sounds great – warm and fuzzy
Seems reasonable and correct
Just because the choice says, “love is all we need,”
doesn’t mean it’s the answer to the question you are
being asked!
Example of The Enticer
(Practice Test 56A, Social Science)
Question Text from Passage

11. The passage indicates that ”Men gradually agreed to extend

women’s demand for property rights property rights to women, because
was agreed to primarily because men property in a wife’s name could save
realized that: a man from his creditors. They
accepted coeducation, because
A. Women were indeed individuals universities needed students and
deserving of their own rights. society needed trained teachers. But
B. If they gave in on the property rights the vote was something else. To give
issue, they’d be able to hold firm on women the vote would mean
suffrage. recognizing them as individuals with
their own rights and interests.”
C. Conceding the right would provide men (lines 44-51)
with a way to protect themselves from
creditors.

D. Women had unique interests and were

needed as students in universities and
teachers in schools.
Distracter #3: The Enticer

Which distracter is
an “Enticer”?
Example of The Enticer
(Practice Test 56A, Social Science)
Question Text from Passage

11. The passage indicates that ”Men gradually agreed to extend

women’s demand for property rights property rights to women, because
was agreed to primarily because men property in a wife’s name could save
realized that: a man from his creditors. They
accepted coeducation, because
A. Women were indeed individuals universities needed students and
deserving of their own rights. society needed trained teachers. But
B. If they gave in on the property rights the vote was something else. To give
issue, they’d be able to hold firm on women the vote would mean
suffrage. recognizing them as individuals with
their own rights and interests.”
C. Conceding the right would provide men (lines 44-51)
with a way to protect themselves from
creditors. Sounds nice, right? HOWEVER, this is
NOT why men gave property rights. In
D. Women had unique interests and were
fact, they did NOT want this!
needed as students in universities and
teachers in schools.
Distracter #4: The Extreme

Definition
An incorrect answer choice which might be true if
it did not include extreme words such as: always,
completely, perfectly, all.
If you can find an exception, it’s a wrong answer
If the answer is debatable, it’s a wrong answer
WATCH OUT! Not all extreme answer choices are
incorrect.
Remember Distracter #4?
The Extreme
 An incorrect answer choice may include
extreme words such as “always” and
“completely”

 An incorrect answer may go too far—the

author would not agree with how far the
answer choice goes

 If you can think of one exception, or if the

answer is debatable, then the extreme answer
choice is incorrect.

 Not all extreme answer choices are incorrect.

 Extreme: Examples

--Europeans won all their battles.”

--they established an ideal
community
--the bank was always busy.
--Impressionism was an entirely
different style of painting.
--It was impossible for him to
overcome his past.
--Men were incapable of
recognizing the equality of
women
You can do this!!!
Focus, discipline, and
PRACTICE are the keys to
success!!!

Be better tomorrow
than you were
yesterday!