The #1 Critical, Fundamental Strategy of ACT Reading

The #1 Critical, Fundamental Strategy of ACT Reading SAT / ACT Prep Online Guides and Tips You only need to know one fundamental rule to do well on ACT Reading, and it’s not all that complicated. That rule is this: There’s only one correct answer choice for every question, and the other three answers can be eliminated based on definitively incorrect elements. In other words, the questions on the ACT Reading section are NOT subjective in any way! In this article, I’ll go through the types of incorrect answers you’ll see on the ACT Reading section and how to ruthlessly eliminate them so you’re only left with one solid winning choice. The Reasons Behind the Rule As we all know, the ACT is a standardized test.This means that the more people challenge the answers to the questions, the less validity it has as a measurement of student ability. The answers to all questions, even in areas that are usually more subjective like reading, have to be unambiguous.The only way to accomplish this is to restate something from the passage. Therefore, every answer must be DIRECTLY and CLEARLY supported by the text.If there’s no direct evidence, it’s not the correct answer.Otherwise, the ACT would encounter challenges to its questions, weakening its credibility.Once you get into the realm of literary interpretation, standardization breaks down. There are just too many ways of interpreting texts. This means you shouldn't make any assumptions on the test. What the passage says is what it means; even for inference questions, you can always find concrete evidence in the text for your answers.Now let’s take a look at the types of answers you should learn to eliminate. Types of Incorrect Answer Choices on the ACT Reading Section Incorrect answer choices on the ACT Reading section will fall into one of four categories. Once you do a fewpractice questions, you’ll be able to identify which answers fall into which problem areas. Category 1: Irrelevant This is an answer choice that has no evidence whatsoever in the passage - it’s just stuck in there amongst more realistic answers. Here's a sample question to show you what I mean: According to the passage, Cho would have determined that volunteers had experienced a placebo effect if which of the following procedures had created increased activity in the visual cortex of the brain? A. Flashing a light in front of themB. Stimulating one of their vision-related acupointsC. Having them read an eye-examination chartD. Stimulating a place that was not a visual acupoint In the passage, it states that "To eliminate the possibility of a placebo effect, Cho also stimulated a nonacupoint, in the big toe." The correct answer in this case is clearly D based on the passage. An example of an irrelevant answer choice would be C, "Having them read an eye-examination chart", because nowhere in the passage is the reading of an eye-examination chart mentioned as a part of the experiment. Why is this a dangerous option? Some test-takers are unaware that the passage doesn’t need to directly contradict an answer choice to make the choice wrong.Students might see an irrelevant answer choice and think it could be right because they missed something or the passage didn’t say it WASN'T true. Irrelevant answers are pretty common across the board, but they usually show up more in detail questions where students might think they just missed the part of the passage with evidence for the irrelevant answer. If a choice seems totally random, don’t assume the ACT wouldn’t put an obviously incorrect answer on the test. They would and they do, so don’t get fooled! After you read this article you're gonna have 20/20 vision on the ACT. Figuratively speaking. Category 2: Opposite This is an answer choice that is the exact opposite of what’s stated in the passage. Take this question as an example: Information in the second paragraph reveals that the family's response to the grandfather's error with the crutches is to: A. find a workable remedy for itB. lay the blame on the narratorC. praise him for more successful projectsD. fix what wasn't wrong in the first place In the passage, the narrator uses crutches that were constructed by his grandfather, but his grandfather forgets to put rubber tips on them so he keeps falling. The family's response is to simply "buy the rubber tips and put them on the crutches". The opposite answer out of the choices given is D, "fix what wasn't wrong in the first place", because the actual solution is to fix what WAS wrong. The correct answer is A, "find a workable remedy for it". Why is this a dangerous option? The ACT is counting on people rushing and not reading carefully enough.If the answer choice uses the same words that are in the passage, it’s easy to make a silly mistake and choose it because you missed a â€Å"not† (or, in this case, a "n't") in there. You'll often see opposite answers in detail questions because these questions are the most straigtforward, so most people don't focus too much on them. Read the questions carefully to avoid falling into this trap, and check your answers at the end of the section! Category 3: Concept Jumble This is an answer choice that incorporates concepts from the text but does so in a slightly confused order or relationship so that they don’t actually make sense as an answer to the question. Let's use this question as an example: The word miracle in line 52 refers most specifically to the way in which: A. brain function disorders are cured.B. unique handicaps are compensated for.C. different areas of the brain work together.D. the creative potential of disease is revealed. Here's the sentence from the passage that includes line 52: "The miracle is how they all cooperate, are integrated together, in the creation of a self." In the context of the passage, "they" refers to different areas of the brain; therefore, for this question, C is the correct answer. An example of a concept jumble answer would be D, "the creative potential of disease is revealed". This is because the main point of the passage is the fact that certain diseases reveal the creative potential of the brain to rewire itself. Even though D doesn't make sense as an answer to this specific question, it is still a concept that is discussed in the passage. Why is this a dangerous option? Much like opposite answer choices, concept jumble answer choices count on you rushing and not reading carefully enough. You might remember something being mentioned in the text and go with an answer that contains that same concept but not read closely enough to realize the answer doesn’t actually make sense. These types of answer choices are common on big picture questions that ask about the main points of passages. This is when it's easiest to confuse you because the answer has to cover broader themes or connect complex ideas. Again, read carefully! Don’t make assumptions, and be sure you know exactly what the question is asking before jumping to conclusions about the answer. Brains be crazy. Don't let yours run wild on the ACT. Category 4: Plausible interpretation This is an answer choice that offers a reasonable interpretation of the passage but is not evidenced directly in the text. We'll use this question as an example: The main function of lines 64-66 in terms of the eighth paragraph as a whole is to: A. give a sense of proportion to the numbers provided earlier in the paragraph.B. point out the limitations of the evidence provided by the Iowa scientists.C. supplement the paragraph's description of the comets with additional details about their size and capacity.D. provide readers with a sense of how old the planet really is. These lines read "That may not seem like much, but when talking about a planet billions of years old, it adds up." This refers to a statement earlier in the paragraph that comets bombarding the Earth's atmosphere would produce enough water vapor to add an inch of water to the planet's surface every 10,000 years. The real answer to this question is A because lines 64-66 serve mainly to put the earlier numbers in perspective. An example of a plausible interpretation answer would be D, "provide readers with a sense of how old the planet really is". The sentence does give a sense of how old the planet really is, so that could plausibly be its purpose in the paragraph. However, if you read closely, answer choice A is much more logical as a rationale for the placement of the sentence. Why is this a dangerous option? This is probably the MOST dangerous type of wrong answer choice for students who aren't prepared for the ACT.If you’re looking at a passage on the test the same way you would look at something you’re reading in English class, it's easy to get trapped by an answer that’s plausible but not objectively true. These options are especially problematic (and prevalent) with inference and function questions, because you are being asked to look beyond the literal details of the text. In these cases, remember that you will never have to look so far beyond what's written that there's nothing in the text that directly supports your answer. Again, don’t choose any answer that doesn’t have concrete support in the passage. Even if it could be correct, if you don’t see the evidence you need to eliminate it. The Fundamental Rule in Action Let’s work on identifying and eliminating wrong answer choices for a real ACT Reading question. Here’s the question: When the narrator refers to the cosmonaut as "a man without a country" (lines 83-84), she is most likely directly referring to the: A. cosmonaut's feeling that he is now a citizen of space, not the former Soviet Union.B. cosmonaut's unrealized expectation that he will be treated like a hero.C. political transformation that occurred while the cosmonaut was in space.D. sixteen months that the cosmonaut spent in orbit around Earth. And here’s the section of the passage you’ll need to refer to: I nod or laugh on cue, while I try to read upside-down a story in the would-be journalist’s newspaper that has caught my eye. It is about the Russian space station and the cosmonaut who had been up in orbit during the takeover attempt and ultimate dissolution of the Soviet Union. After sixteen long months, they are bringing the capsule back. While the train carries me back to my current home and away from my former, I keep thinking about that poor cosmonaut coming back to find his whole world changed, to find himself a man without a country - at least without the country he left behind. L8r, h8rs Step 1: Figure Out What the Question Is Asking We know the answer is related to a specific detail in the text based on the phrase "directly referring to" in the question, and we're given the line number, so we can find it pretty easily.The question could be rephrased to read â€Å"What fact from the passage does the phrase ‘a man without a country’ refer to?† Our goal is to find a direct connection in the passage between a fact stated by the narrator and her description of the cosmonaut. Step 2: Read the Lines Referenced in the Question Here's the sentence containing the "man without a country" line: While the train carries me back to my current home and away from my former, I keep thinking about that poor cosmonaut coming back to find his whole world changed, to find himself a man without a country - at least without the country he left behind. Just reading those lines doesn’t quite give us the information we need.We have to read the whole paragraph - there must be something before that sentence that explains why the narrator says what she says about the cosmonaut. Based on the rest of the paragraph, it seems like what triggered the â€Å"man without a country† line was the fact that the cosmonaut’s home country, the Soviet Union, was dissolved while he was in space. The article the narrator reads is about "the Russian space station and the cosmonaut who had been up in orbit during the takeover attempt and ultimate dissolution of the Soviet Union." (bolding added for emphasis) The end of the lines referenced in this question, "at least without the country he left behind," really brings this point home.The phrase referenced in the question ("man without a country") could ONLY be referring to the political changes between the Soviet Union as the cosmonaut knew it before he left and the country he will find when he arrives home. Step 3: Go Through the Answer Choices, and See Which One Sticks! Choice A:cosmonaut's feeling that he is now a citizen of space, not the former Soviet Union This is an example of a plausible interpretation answer choice. It would be reasonable to infer that the cosmonaut could have this feeling after being in space for so long, butnowhere in the passage is this feeling referenced. No matter how tempted you are to pick these types of choices, remind yourself that nothing short of concrete evidence should be enough to sell you on an answer choice. Cross it out! Choice B:cosmonaut's unrealized expectation that he will be treated like a hero This is an example of an irrelevant answer choice. This has nothing to do with anything in referenced in the passage about the cosmonaut.Don’t let answers like this trick you - even if you think this is a possible scenario, you can’t make any assumptions on the ACT. Cross it out! Choice C:political transformation that occurred while the cosmonaut was in space This answer choice looks good. We can find direct evidence in the paragraph above for this answer.We know that the cosmonaut â€Å"had been up in orbit during the takeover attempt and ultimate dissolution of the Soviet Union.† This is what is being referenced in the line cited in the question.The cosmonaut is coming back to â€Å"find his whole world changed† in a political sense. Keep this one! Choice D:sixteen months that the cosmonaut spent in orbit around Earth This is an example of a concept jumble answer choice. Yes, the cosmonaut did spend sixteen months in space. This is directly stated in the passage (which is what makes this answer different from a completely irrelevant choice). However, the fact about him spending sixteen months in space doesn’t answer the question that’s being asked.The concepts of the cosmonaut being â€Å"a man without a country† and the length of his time in space are not meaningfully linked by the author of the passage. Cross it out! Ok, looks like we’re bubbling in C! This process might not take as long on the test, but it’s helpful to walk through it and see the steps so you can understand exactly why all three incorrect answers can be eliminated. Once you accumlate enough practice, eliminating wrong answers will seem second-nature! Summary The fundamental rule of ACT reading is that three out of four answer choices can always be eliminated! The types of wrong answers you’ll see include: Irrelevant answer choices Opposite answer choices Concept jumble answer choices Plausible interpretation answer choices Every question you see on the ACT Reading section can be answered correctly by eliminating these types of answer choices until you are left with the one option that is evidenced directly in the text. Remember that, and you’ll ace this test! What's Next? Need more tips for ACT Reading? Take a look at these articles on how to read passages, how to answer vocabulary in context questions, and how to avoid running out of time. You should also check out this article on what's tested on the ACT Reading section and this one on the four types of passages you'll see. Now that you have all this great insight into the ACT Reading section,take a practice test to hone your skills even more! Want to improve your ACT score by 4 points? Check out our best-in-class online ACT prep program. We guarantee your money back if you don't improve your ACT score by 4 points or more. Our program is entirely online, and it customizes what you study to your strengths and weaknesses. If you liked this Reading lesson, you'll love our program.Along with more detailed lessons, you'll get thousands ofpractice problems organized by individual skills so you learn most effectively. We'll also give you a step-by-step program to follow so you'll never be confused about what to study next. Check out our 5-day free trial:

Activities for Building Student Character

Today, it is a topic to include character education in educational programs. According to Jakarta Post (May 22, 2009), character building is a missing link in the Indonesian curriculum. Among them, it is pointed out that the Indonesian curriculum focusing on students who passed the national exam had forgotten the core of education; this seems to grow people physically, academically, and spiritually It is to educate. Ironically, Indonesia is a country that can win the International Science Olympic Gold Award and is one of the most corrupt countries in the world (Wisnu, 2009). The framework of role construction such as six pillars developed by the Josephson Institute of Ethics will lead us to when to consider the role of students. The six pillars are based on several key criteria that allow trusted, respectful, responsible, fair, considerate, and citizenship, and that the students theoretically fully develop I will cover it. One thing is certainly the subject of school personality educ ation and student response, they will face exam questions, it is necessary Character construction will also occupy an important position. Textbooks are rewritten to create personality, nationalism, patriotism. All the students feel like Indians, and finally Indians. They are engaged in constructive activities and are asked to build a new India without poverty, dirt, and drowsiness. Sports and cultural activities are strongly encouraged. Athletes are caught young and receive intensive training to bring fair names to the country at various international conferences The paper If I become Prime Minister of India is 10th grade, 12th grade, and graduation class. Build a personality: If everything is constrained, students can not learn to think about themselves. However, we know that critical and creative thinking is an important skill in the modern knowledge economy. Students need to participate in practical activities, communicate with their colleagues, learn to cooperate, and raise citi zen's awareness. Paying excessive attention to preparing for exams may harm students and teachers. It leaves us a system that teacher's grades are based on the ability to pass a series of standard tests, not based on the actual student's grades. However, the modern working environment has little to do with standardized testing. It requires students to be effective communicators, creative problem solvers, and agile thinkers.

Reflection paper Essay Example | Topics and Well Written Essays - 750 words - 16

Reflection paper - Essay Example the two are similar to those proposed by many other Americans such as Booker T Washington and Du Bois among others who develop unique philosophies through which they thought would change the lives of the African American minorities in their times. The history of the United States is characterized with a period of slavery succeeded with one of intense racial discrimination. During both periods, the African American minority faced numerous predicaments owing to the lowly state in the society. Even after the emancipation of slaves, the freed African Americans faced intense discrimination coupled with general disadvantaged position owing to their lack of education among other fundamental rights and privileges. As such, different iconic African Americans worked with non-governmental organizations among other types of platform to fight for the rights of the population with the view to improving the standards of the population in the country. Key among such individuals were William Edward Burghardt Du  Bois and Booker Taliaferro Washington both of whom fronted different ideas in their attempt to finding a lasting solution to the problems the African minority groups faced in the country. The two were among the few African Americans who received quality education thus becoming philosophers. As such, they fronted specific philosophies they believed would help African Americans improve their living standards in the society. The two iconic black philosophers lived in different times and locations a feature that influenced their ideologies. The two fronted different philosophies in their attempt to free the blacks from the various forms of social oppression. Booker T. Washington was born of slave parents. As such, he worked hard to become one of the earliest educated African Americans in the country. He faced renewed discrimination of the African Americans owing to the formulation and implementation of the Jim Crow discriminatory laws. W. E. B. Du  Bois on the other hand was

What are Financial Statements Essay Example | Topics and Well Written Essays - 750 words

What are Financial Statements - Essay Example The main objective of financial reporting is to transfer the information, whether qualitative or quantitative, about a certain business to others who are interested in investing. Financial reporting provides financial information regarding the corporation’s capital investors, creditors and lenders who have to make decisions on their ability as capital providers. It is as a summary of the performance, or capability, in increasing, managing, and utilization of the capital by an entity. Financial reporting is represented by four types of financial statements which show the company’s financial position. These financial statements are quite exacting and provide a quantitative overview of the company’s financial health. The balance sheet represents the financial situation of a company by giving the assets, liabilities, and owners equity at a particular point in time or it points outs the company's net worth. Assets are economic benefits held a company due to its past transactions. Secondly, liabilities are the debts and obligations that a company had because if the company’s past transactions. The income statement, also known as the profit and loss statement shows the company’s net profit or loss during a given period of time by reporting the company’s earning to its investors. The third statement, the statement of cash flow reports the cash flow for the operating, financing and investing activities. Lastly, the statement of retained earnings reports the changes in the retained earnings of the company. Financial statements also include notes which give supplementary information about the company’s financial situation by describing the principles used in the accounting format, the explanation of the information in the statements or some other explanation that is not part of the statement.   Financial statements also help in the calculation of the financial ratios which are used to assess and estimate the financial situation of the company and these also of assistance in analyzing the statements themselves.  Ã‚  

What Is a Gold-Collar Worker? :: Workforce Work Papers

What Is a Gold-Collar Worker? A Higher Level of Knowledge Work. Kelley (1990) described an old distinction that divided the work force into blue-collar and white-collar workers. Blue-collar workers typically did manual labor in a factory for hourly pay, whereas white-collar workers did knowledge work in an office on salary. However, changes in the nature of work and the workplace have led to large growth in the numbers of a particular kind of knowledge worker—the gold-collar worker, whose most valuable assets are problem-solving abilities, creativity, talent, and intelligence; who performs nonrepetitive and complex work that is difficult to evaluate; and who prefers self-management. The gold-collar worker is, for example, the computer engineer as opposed to a lower-level knowledge worker such as an input operator. Kelley pointed out that even though the name is new, there have always been gold-collar workers like designers, researchers, analysts, engineers, and lawyers. Learning, Teams, and Strategic Thinking. Wood (2001) characterized gold-collar workers in information technology (IT) similarly by focusing on qualitative matters. Gold-collar IT workers learn continually from experience. They recognize the synergy of teams and can demonstrate leadership; they are strategic thinkers who see the big picture and can change strategic directions when necessary. They have a portable, flexible skill base relevant to a variety of work environments and maintain that skill base through their own personal development, with well-connected networks of contacts at the leading edge. Interdisciplinary Knowledge. Where business and science intersect, the basic focus of the gold-collar worker is interdisciplinary knowledge and experience (Bartlett 1998; Todaro 2001; Van Nierop and Bow 1997). This interdisciplinary focus combines scientific or other technical knowledge and skills with business literacy to result in a gold-collar worker with expertise across several areas. Gold-collar engineers, chemists, biologists, physicists, or geoscientists understand the relationship between their scientific discipline and business, have the management and financial knowledge needed for a business environment, and can "marry" science and entrepreneurship. Other Characterizations. Roe (2001) called the gold-collar worker "a highly skilled multidisciplinarian who combines the mind of the white-collar worker with the hands of the blue-collar employee" (p. 32); examples include aircraft systems maintenance technicians, network administrators, and advanced manufacturing technicians. A similar case would be online customer service representatives (CSRs), for whom managing customer relationships now involves not only oral communication but also text-based Internet chat and e-mail about tough questions not answered in frequently asked questions or canned e-mail responses (Dicksteen 2001).

Schizophrenia and B. Axis I.

Your professor asks you on what axis diabetes would fall under. You answer: A. Axis II. B. Axis I. C. Axis III. ** D. Axis V. 2. Brian often interrupts his teacher while she is speaking and frequently forgets to complete his homework assignments. He also has difficulty taking turns in playground games with classmates. Brian most clearly exhibits symptoms of: A. obsessive-compulsive disorder. B. psychosis. C. attention-deficit hyperactivity disorder. ** D. anxiety disorder. 3.Gena believes that people with psychological disorders are suffering from diseases that have physical causes that can be diagnosed, treated, and sometimes even cured. Gena believes in the _____________ model of psychological disorders. A. medical** B. humanistic C. psychoanalytic D. biopsychosocial 4. If you have an intense fear of speaking in public, eating out, or going to parties, you may be suffering from: A. generalized anxiety disorder. B. dysthymic disorder. C. obsessive-compulsive disorder. D. social phob ia. ** 5. Thirty-five-year-old Lucy needs to have her blood taken.She is so distraught by this that she must mentally prepare herself for it as well as take a short-acting sedative. Lucy seems to be suffering from a(n): A. dissociative disorder. B. phobia. ** C. major depressive disorder. D. low self-esteem. 6. Lenore is continually tense and plagued by muscle tension, sleeplessness, and an inability to concentrate. Lenore most likely suffers from a(n): A. generalized anxiety disorder. ** B. phobia. C. dysthymic disorder. D. obsessive-compulsive disorder. 7. Depression is: A. more commonly suffered by men than women. B. less common than dissociative disorders.C. more common than phobias. D. the number one reason people seek mental health services. ** 8. Amanda blames herself for her recent job loss. Her therapist suggests that her depression results from this self-blame, rather than blame of the slumping economy. Her therapist's suggestion best illustrates a: A. social-cognitive per spective. B. DSM-IV-TR diagnosis. C. linkage analysis. D. medical model. 9. In the United States, there are ___________ suicides annually. A. 50,000 B. 20,000 C. 30,000** D. 40,000 10. One of the hallmarks of schizophrenia is disorganized thinking.Theorists suggest that people with such disorganized thoughts have: A. increased working memory capacity. B. low levels of dopamine. C. a breakdown in selective attention. D. increased selective attention. 11. The relationship between the season in which people are born and their subsequent risk of schizophrenia best highlights the role of ____________ in this disorder. A. learned helplessness B. oxygen deprivation C. viral infections D. glutamate receptors 12. Victor's mother is frustrated because she cannot get Victor involved in any activities.Although he has been diagnosed with schizophrenia, she still expects him to do things around the house. But, most days he sits in a chair, with no expression on his face. His absence of appropriat e behavior is known as: A. delusional thinking. B. positive symptoms. C. negative symptoms. D. disordered thinking. 13. _____________ are characterized by inflexible and enduring maladaptive character traits that impair social functioning. A. Neurotic disorders B. Mood disorders C. Personality disorders D. Psychotic disorders 14. Stacy has to be the life of the party.She wears revealing clothing, even around her married friends' husbands. This behavior has upset a number of her friends, especially when one of their boyfriends asked her out. On any given weekend, Stacy can be seen at a club dancing on a table or in the laps of various men. Stacy would be considered to have a: A. borderline personality disorder. B. schizoid personality disorder. C. narcissistic personality disorder. D. histrionic personality disorder. 15. PET scans illustrate reduced activation in the ____________ lobes of a murderer's cortex. A. parietal B. occipital C. frontal**p. 629 D. temporal

Book Review - 1441 Words

BOOK REVIEW COMPANY COMMAND THE BOTTOM LINE BY: JOHN G. MEYER,JR. IG ASSESSOR STUDENT OFFICER LT ABHISHEK SHARMA YO’S FD-1606 ‘B’ TP CONTENTS 1. Introduction 2. About the author 3. About the book 4. Quality of presentation 5. Relevance in our context 6. Conclusion INTRODUCTION 1. He wrote this book to help lighten the load of one of the most overworked soldiers in the US Army – THE†¦show more content†¦7. Although written by an Army Officer primarily for Army Company Commanders, this book has considerable information, suggestions and in sights that are directly applicable to other services. 8. Indeed there is much in it that first line supervisors in non military organizations will find easily adaptable to their situations. 9. GRAY AREAS (A) Overall the book is well written, and has a lot of good information, but it tries to find that elusive gap between a very detailed how-to book (which will inevitably date) and a more philosophical tome which provides few useful details which can be put in the practice immediatel. Alas, it falls short of this goal and does not provide much of either. (B) In addition, Company Command: The Bottom Line, has a somewhat moral high-mindedness to it which seems to ignore a lot of the realities in the Army. Thinking that all of us who take the guidon and assume command would like to be just, fair, never faltering moral beacons who always make the right decision regardless of the consequences, but the sad reality of the Army today is that we are given way, way, way tooShow MoreRelatedBook Review : A Review Of A Book Review1431 Words   |  6 Pages Book reviews are just that: a review of a book. They can be used for news articles, blogs, or academic journals. 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