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ACT Reading Preparation (for use in Social Science)
ACT Reading Preparation (for use in Social Science)
Introduction  ACT Reading Test Lesson 1  Active Reading Lesson 2
Introduction ACT Reading Test Lesson 1 Active Reading Lesson 2
Introduction to the Test: Four Types of Passages
Introduction to the Test: Four Types of Passages
Our Focus - the Social Science Reading
Our Focus - the Social Science Reading
Main Idea Questions (MI) Supporting Detail Questions (SD)
Main Idea Questions (MI) Supporting Detail Questions (SD)
Introduction to the Test: Main Idea Questions
Introduction to the Test: Main Idea Questions
Introduction to the Test: Main Idea Question Stems
Introduction to the Test: Main Idea Question Stems
Introduction to the Test: Supporting Details Questions
Introduction to the Test: Supporting Details Questions
Introduction to the Test: Supporting Details Question Stems
Introduction to the Test: Supporting Details Question Stems
Introduction to the Test: Inference-Evaluation Questions
Introduction to the Test: Inference-Evaluation Questions
Introduction to the Test: Inference-Evaluation Questions
Introduction to the Test: Inference-Evaluation Questions
Introduction to the Test: Inference-Evaluation Question Stems
Introduction to the Test: Inference-Evaluation Question Stems
ACT Reading Preparation (for use in Social Science)
ACT Reading Preparation (for use in Social Science)
Lesson #1: Active Reading
Lesson #1: Active Reading
Active Reading: Structural Clues
Active Reading: Structural Clues
Why is it important to figure out WHY an author wrote a passage
Why is it important to figure out WHY an author wrote a passage
Active Reading: Structural Clues
Active Reading: Structural Clues
Active Reading: Structural Clues
Active Reading: Structural Clues
No matter what, underline key words in the question stem
No matter what, underline key words in the question stem
Active Reading: Example from Humanities (56A)
Active Reading: Example from Humanities (56A)
Active Reading: Example from Humanities (56A)
Active Reading: Example from Humanities (56A)
Active Reading: Example from Humanities (56A)
Active Reading: Example from Humanities (56A)
Active Reading: Example from Social Science (56A)
Active Reading: Example from Social Science (56A)
Active Reading: Example from Social Science (56A)
Active Reading: Example from Social Science (56A)
Active Reading: Example from Social Science (56A)
Active Reading: Example from Social Science (56A)
Active Reading: Hinge Words
Active Reading: Hinge Words
Active Reading: Example from Social Science (56A)
Active Reading: Example from Social Science (56A)
Active Reading: Example from Social Science (56A)
Active Reading: Example from Social Science (56A)
Active Reading: Example from Social Science (56A)
Active Reading: Example from Social Science (56A)
Recap Lesson 1: Active Reading
Recap Lesson 1: Active Reading
ACT Reading Preparation (for use in Social Science)
ACT Reading Preparation (for use in Social Science)
Lesson #2  Question Types: Main Ideas & Supporting Details
Lesson #2 Question Types: Main Ideas & Supporting Details
Practice Test Question 13: Main Ideas
Practice Test Question 13: Main Ideas
Strategies to Help Answer This Question
Strategies to Help Answer This Question
Practice Test Question 13: Main Ideas
Practice Test Question 13: Main Ideas
Practice Test Question 11: Supporting Details
Practice Test Question 11: Supporting Details
Strategies to Help Answer This Question
Strategies to Help Answer This Question
Practice Test Question 11: Supporting Details
Practice Test Question 11: Supporting Details
Practice Test Question 12: Supporting Details
Practice Test Question 12: Supporting Details
Strategies to Help Answer This Question
Strategies to Help Answer This Question
Practice Test Question 12: Supporting Details
Practice Test Question 12: Supporting Details
ACT Reading Preparation (for use in Social Science)
ACT Reading Preparation (for use in Social Science)
Lesson #3  Question Types: Inference
Lesson #3 Question Types: Inference
Practice Test Question 22: InferenceMeaning of Words
Practice Test Question 22: InferenceMeaning of Words
Strategies to Help Answer This Question
Strategies to Help Answer This Question
Practice Test Question 22: InferenceMeaning of Words
Practice Test Question 22: InferenceMeaning of Words
Practice Test Question 19: InferenceMeaning of Words
Practice Test Question 19: InferenceMeaning of Words
Strategies to Help Answer This Question
Strategies to Help Answer This Question
Practice Test Question 19: InferenceMeaning of Words
Practice Test Question 19: InferenceMeaning of Words
Practice Test Question 16: Inference Drawing Conclusions
Practice Test Question 16: Inference Drawing Conclusions
Strategies to Help Answer This Question
Strategies to Help Answer This Question
Practice Test Question 16: Inference Drawing Conclusions
Practice Test Question 16: Inference Drawing Conclusions
ACT Reading Preparation (for use in Social Science)
ACT Reading Preparation (for use in Social Science)
Introduction to Distracters Definitions Examples Practice Overcoming
Introduction to Distracters Definitions Examples Practice Overcoming
Understand Distracters
Understand Distracters
The Weasel The Shift The Enticer The Extreme
The Weasel The Shift The Enticer The Extreme
Distracters: The Trick
Distracters: The Trick
Distracter #1: The Weasel
Distracter #1: The Weasel
Example of The Weasel (Practice Test 56A, Social Science)
Example of The Weasel (Practice Test 56A, Social Science)
Which distracter is a Weasel
Which distracter is a Weasel
Example of The Weasel (Practice Test 56A, Social Science)
Example of The Weasel (Practice Test 56A, Social Science)
Distracter #2: The Shift
Distracter #2: The Shift
Example of The Shift (Practice Test 56A, Social Science)
Example of The Shift (Practice Test 56A, Social Science)
Which distracter is a SHIFT
Which distracter is a SHIFT
Example of The Shift (Practice Test 56A, Social Science)
Example of The Shift (Practice Test 56A, Social Science)
ACT Reading Preparation (for use in Social Science)
ACT Reading Preparation (for use in Social Science)
Lesson #5  Distracters Enticer and Extreme
Lesson #5 Distracters Enticer and Extreme
Distracter #3: The Enticer
Distracter #3: The Enticer
Example of The Enticer (Practice Test 56A, Social Science)
Example of The Enticer (Practice Test 56A, Social Science)
Which distracter is an Enticer
Which distracter is an Enticer
Example of The Enticer (Practice Test 56A, Social Science)
Example of The Enticer (Practice Test 56A, Social Science)
Distracter #4: The Extreme
Distracter #4: The Extreme
Remember Distracter #4
Remember Distracter #4
Extreme: Examples
Extreme: Examples
You can do this
You can do this

: . : Kevin Poduska. : .PPT. zip-: 189 .

.PPT
1 ACT Reading Preparation (for use in Social Science)

ACT Reading Preparation (for use in Social Science)

University of Illinois-Chicago Curriculum Framework Project Spring 2011

2 Introduction  ACT Reading Test Lesson 1  Active Reading Lesson 2

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 Strategies

FHS Social Sciences Overview of Unit

3 Introduction to the Test: Four Types of Passages

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

4 Our Focus - the Social Science Reading

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.

5 Main Idea Questions (MI) Supporting Detail Questions (SD)

Main Idea Questions (MI) Supporting Detail Questions (SD)

Inference/Evaluation Questions (I)

Introduction to the Test: Types of Questions

6 Introduction to the Test: Main Idea Questions

Introduction to the Test: Main Idea Questions

Understanding theme/thesis Understanding authors purpose Determine which of the answer choices best summarizes the information presented in the passage either as a whole or in a specific paragraph.

7 Introduction to the Test: Main Idea Question Stems

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]?

8 Introduction to the Test: Supporting Details Questions

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

9 Introduction to the Test: Supporting Details Question Stems

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

10 Introduction to the Test: Inference-Evaluation Questions

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 authors idea through generalization of the facts

11 Introduction to the Test: Inference-Evaluation Questions

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 authors general tone or attitude

12 Introduction to the Test: Inference-Evaluation Question Stems

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

13 ACT Reading Preparation (for use in Social Science)
14 Lesson #1: Active Reading

Lesson #1: Active Reading

Structural Clues Annotating Hinge Words

15 Active Reading: Structural Clues

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.

16 Why is it important to figure out WHY an author wrote a passage

Why is it important to figure out WHY an author wrote a passage

Active Reading: Structural Clues

Many questions ask you what the AUTHOR means, NOT what YOU think! Knowing what the AUTHOR would say can help you answer confusing questions!

17 Active Reading: Structural Clues

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 authors direction by noticing structural clues (how passage is organized, where paragraphs break, what words are bold or italicized)

18 Active Reading: Structural Clues

Active Reading: Structural Clues

Look up the answers Dont remember themfind them! Think of the passage as a reference book and refer back. Dont trust your memory!

19 No matter what, underline key words in the question stem

No matter what, underline key words in the question stem

Look for those key words in the passage.

Active Reading: Annotate

WRITE ON THE TEST as you read!! Use different marks to mean different things. Circle names of people Underline critical phrases, terms, main ideas Number (1, 2, 3, etc.) ideas in a sequence

20 Active Reading: Example from Humanities (56A)

Active Reading: Example from Humanities (56A)

21. The passage indicates that religion, support groups, and soap operas are alike in that they all: A. Are circulated by a common culture B. Provide a way to combat loneliness. C. Appear intimate but are remote. D. Enable people to participate vicariously.

Undoubtedly, each of these notions does explain part of the soaps mass appeal. Soaps can ease the loneliness and boredom of life. They do offer advice, sometimes implicitly, often explicitly, on what to wear, how to conduct love affairs, how to save a marriage, how to handle ones children, how to cope with heartache, how to enjoy the intrigue of romance. (lines 19-25) Loneliness, we are repeatedly told, has become pandemic in AmericaWhether through religion, clubs, associations, or support groupsor through daily immersion in a favorite soapmany Americans search for some kind of communal life to counter varying degrees of social isolation and alienation. (lines 42-48)

Question

Text from Passage

21 Active Reading: Example from Humanities (56A)

Active Reading: Example from Humanities (56A)

21. The passage indicates that religion, support groups, and soap operas are alike in that they all: A. Are circulated by a common culture B. Provide a way to combat loneliness. C. Appear intimate but are remote. D. Enable people to participate vicariously.

Undoubtedly, each of these notions does explain part of the soaps mass appeal. Soaps can ease the loneliness and boredom of life. They do offer advice, sometimes implicitly, often explicitly, on what to wear, how to conduct love affairs, how to save a marriage, how to handle ones children, how to cope with heartache, how to enjoy the intrigue of romance. (lines 19-25) Loneliness, we are repeatedly told, has become pandemic in AmericaWhether through religion, clubs, associations, or support groupsor through daily immersion in a favorite soapmany Americans search for some kind of communal life to counter varying degrees of social isolation and alienation. (lines 42-48)

Question

Text from Passage

22 Active Reading: Example from Humanities (56A)

Active Reading: Example from Humanities (56A)

21. The passage indicates that religion, support groups, and soap operas are alike in that they all: A. Are circulated by a common culture B. Provide a way to combat loneliness. C. Appear intimate but are remote. D. Enable people to participate vicariously.

Undoubtedly, each of these notions does explain part of the soaps mass appeal. Soaps can ease the loneliness and boredom of life. They do offer advice, sometimes implicitly, often explicitly, on what to wear, how to conduct love affairs, how to save a marriage, how to handle ones children, how to cope with heartache, how to enjoy the intrigue of romance. (lines 19-25) Loneliness, we are repeatedly told, has become pandemic in AmericaWhether through religion, clubs, associations, or support groupsor through daily immersion in a favorite soapmany Americans search for some kind of communal life to counter varying degrees of social isolation and alienation. (lines 42-48)

Question

Text from Passage

23 Active Reading: Example from Social Science (56A)

Active Reading: Example from Social Science (56A)

In 1910 the fight for womens suffrage was more that sixty years old, a national campaign by the National American Woman Suffrage Assoc was twenty years old.. (Lines 3 - 6) First womens rights meeting at Seneca Falls in 1848. (Line 38) 1895 Massachusetts conducted a referendum whether suffrage should be extended to females. (lines 56 60) The General Federation of Womens Clubs did not endorse suffrage until 1914. (lines 84 85)

17. Which of the following events was the first to occur, according to the passage? A. The National American Woman Suffrage Association began their campaign. B. The first womens rights meeting was held in Seneca Falls. C. Massachusetts held a referendum on whether suffrage should be extended to females. D. The General Federation of Womens Clubs endorsed womens suffrage.

Question

Text from Passage

24 Active Reading: Example from Social Science (56A)

Active Reading: Example from Social Science (56A)

In 1910 the fight for womens suffrage was more that sixty years old, a national campaign by the National American Woman Suffrage Assoc was twenty years old.. (Lines 3 - 6) First womens rights meeting at Seneca Falls in 1848. (Line 38) 1895 Massachusetts conducted a referendum whether suffrage should be extended to females. (lines 56 60) The General Federation of Womens Clubs did not endorse suffrage until 1914. (lines 84 85)

17. Which of the following events was the first to occur, according to the passage? A. The National American Woman Suffrage Association began their campaign. B. The first womens rights meeting was held in Seneca Falls. C. Massachusetts held a referendum on whether suffrage should be extended to females. D. The General Federation of Womens Clubs endorsed womens suffrage.

Question

Text from Passage

25 Active Reading: Example from Social Science (56A)

Active Reading: Example from Social Science (56A)

In 1910 the fight for womens suffrage was more that sixty years old, a national campaign by the National American Woman Suffrage Assoc was twenty years old.. (Lines 3 - 6) First womens rights meeting at Seneca Falls in 1848. (Line 38) 1895 Massachusetts conducted a referendum whether suffrage should be extended to females. (lines 56 60) The General Federation of Womens Clubs did not endorse suffrage until 1914. (lines 84 85)

17. Which of the following events was the first to occur, according to the passage? A. The National American Woman Suffrage Association began their campaign. B. The first womens rights meeting was held in Seneca Falls. C. Massachusetts held a referendum on whether suffrage should be extended to females. D. The General Federation of Womens Clubs endorsed womens suffrage.

Question

Text from Passage

26 Active Reading: Hinge Words

Active Reading: Hinge Words

Underline or circle hinge words Words or phrases that are used to alert you to shifts in thought Words or phrases that are used to drive a point home Answers are often located near hinge words!

Common Hinge Words but, although, yet, however, as a result, nevertheless, on the other hand, despite, while, in spite of, consequently, therefore, thus, alternatively

27 Active Reading: Example from Social Science (56A)

Active Reading: Example from Social Science (56A)

In 1910 the fight for womens suffrage was more than sixty years old, a national campaign by the National American Woman Suffrage Association was twenty years old, and yet women could vote in only Wyoming, Idaho, Utah, and Colorado. (lines 3-7)

15. The passage presents the information that in 1910 women could vote in only Wyoming, Idaho, Utah, and Colorado (lines 6-7) primarily to make the point that the: A. Womens suffrage movement had made little progress up to that time. B. Womens suffrage movement was just then beginning to get started. C. Womens suffrage movement has made tremendous strides since then. D. Western states were the first to be receptive to the cause of womens suffrage.

Question

Text from Passage

28 Active Reading: Example from Social Science (56A)

Active Reading: Example from Social Science (56A)

In 1910 the fight for womens suffrage was more than sixty years old, a national campaign by the National American Woman Suffrage Association was twenty years old, and yet women could vote in only Wyoming, Idaho, Utah, and Colorado. (lines 3-7) (this implies that there HAD been action, but the word yet tells you that the long period of action had not accomplished much!!!)

15. The passage presents the information that in 1910 women could vote in only Wyoming, Idaho, Utah, and Colorado (lines 6-7) primarily to make the point that the: A. Womens suffrage movement had made little progress up to that time. B. Womens suffrage movement was just then beginning to get started. C. Womens suffrage movement has made tremendous strides since then. D. Western states were the first to be receptive to the cause of womens suffrage.

Question

Text from Passage

29 Active Reading: Example from Social Science (56A)

Active Reading: Example from Social Science (56A)

In 1910 the fight for womens suffrage was more than sixty years old, a national campaign by the National American Woman Suffrage Association was twenty years old, and yet women could vote in only Wyoming, Idaho, Utah, and Colorado. (lines 3-7) (this implies that there HAD been action, but the word yet tells you that the long period of action had not accomplished much!!!)

15. The passage presents the information that in 1910 women could vote in only Wyoming, Idaho, Utah, and Colorado (lines 6-7) primarily to make the point that the: A. Womens suffrage movement had made little progress up to that time. B. Womens suffrage movement was just then beginning to get started. C. Womens suffrage movement has made tremendous strides since then. D. Western states were the first to be receptive to the cause of womens suffrage.

Question

Text from Passage

30 Recap Lesson 1: Active Reading

Recap Lesson 1: Active Reading

Structural Clues Annotating Hinge Words

31 ACT Reading Preparation (for use in Social Science)
32 Lesson #2  Question Types: Main Ideas & Supporting Details

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

33 Practice Test Question 13: Main Ideas

Practice Test Question 13: Main Ideas

Womens suffrage challenged one of the fundamental assumptions of American politics: that the basic unit of political life was the family, with the father standing at its head representing and protecting his wife and children in the wider world. To grant suffrage to women would be to break up that fundamental unit. (lines 12-18)

13. The passage indicates that at the time of the womens suffrage movement, one of the fundamental assumptions of American politics was that the basic political unit was the: A. individual voter. B. precinct. C. village or town. D. family.

Question

Text from Passage

34 Strategies to Help Answer This Question

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.

35 Practice Test Question 13: Main Ideas

Practice Test Question 13: Main Ideas

Womens suffrage challenged one of the fundamental assumptions of American politics: that the basic unit of political life was the family, with the father standing at its head representing and protecting his wife and children in the wider world. To grant suffrage to women would be to break up that fundamental unit. (lines 12-18)

13. The passage indicates that at the time of the womens suffrage movement, one of the fundamental assumptions of American politics was that the basic political unit was the: A. Individual voter. B. Precinct C. Village or town D. Family

Question

Text from Passage

36 Practice Test Question 11: Supporting Details

Practice Test Question 11: Supporting Details

Men gradually agreed to extend property rights to women, because property in a wifes name could save a man from his creditors. (lines 44-46)

11. The passage indicates that womens demand for property rights was agreed to primarily because men realized that: A. Women were indeed individuals deserving of their own rights. B. If they gave in on the property rights issue, theyd be able to hold firm on suffrage. 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.

Question

Text from Passage

37 Strategies to Help Answer This Question

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.

38 Practice Test Question 11: Supporting Details

Practice Test Question 11: Supporting Details

Men gradually agreed to extend property rights to women, because property in a wifes name could save a man from his creditors. (lines 44-46)

11. The passage indicates that womens demand for property rights was agreed to primarily because men realized that: A. Women were indeed individuals deserving of their own rights. B. If they gave in on the property rights issue, theyd be able to hold firm on suffrage. 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.

Question

Text from Passage

39 Practice Test Question 12: Supporting Details

Practice Test Question 12: Supporting Details

When Elizabeth Cady Stanton organized the first womens rights meeting at Seneca Falls in 1848, the many goals that were at first identified as worthy of support did not include the vote. Women wanted property rights, the right to divorce abusive husbands, the right to an education equal to any mans, and the right to join any profession. But the idea of the vote seemed too extreme. (lines 37-44)

12. At the womens right meeting in Seneca Falls, all of the following were called for EXCEPT the right to: A. Vote in elections. B. Enter any profession. C. Divorce abusive husbands. D. Receive equal education.

Question

Text from Passage

40 Strategies to Help Answer This Question

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!!

41 Practice Test Question 12: Supporting Details

Practice Test Question 12: Supporting Details

When Elizabeth Cady Stanton organized the first womens rights meeting at Seneca Falls in 1848, the many goals that were at first identified as worthy of support did not include the vote. Women wanted property rights, the right to divorce abusive husbands, the right to an education equal to any mans, and the right to join any profession. But the idea of the vote seemed too extreme. (lines 37-44)

12. At the womens rights meeting in Seneca Falls, all of the following were called for EXCEPT the right to: A. Vote in elections. B. Enter any profession. C. Divorce abusive husbands. D. Receive equal education.

Question

Text from Passage

42 ACT Reading Preparation (for use in Social Science)
43 Lesson #3  Question Types: Inference

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

44 Practice Test Question 22: InferenceMeaning of Words

Practice Test Question 22: InferenceMeaning of Words

Here lies the extraordinary appeal and irony of the daytime soap opera; it is circulated by the very commercial culture which has engendered the need for it in the first place. (lines 63-66)

22. As it is used in line 65, the word engendered most nearly means: F. Diminished G. Produced H. Denied J. Discouraged

Question

Text from Passage

45 Strategies to Help Answer This Question

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.

46 Practice Test Question 22: InferenceMeaning of Words

Practice Test Question 22: InferenceMeaning of Words

Here lies the extraordinary appeal and irony of the daytime soap opera; it is circulated by the very commercial culture which has engendered the need for it in the first place. (lines 63-66)

22. As it is used in line 65, the word engendered most nearly means: F. Diminished G. Produced H. Denied 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!

Question

Text from Passage

47 Practice Test Question 19: InferenceMeaning of Words

Practice Test Question 19: InferenceMeaning of Words

But womens ideological advantage in the United States was offset by a crippling liabilitythe central importance of the family to maintaining social order. (lines 23-26)

19. As it is used in line 24, the word liability most nearly means: A. Obligation B. Drawback C. Probability D. Result

Question

Text from Passage

48 Strategies to Help Answer This Question

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.

49 Practice Test Question 19: InferenceMeaning of Words

Practice Test Question 19: InferenceMeaning of Words

But womens ideological advantage in the United States was offset by a crippling liabilitythe central importance of the family to maintaining social order. (lines 23-26) crippling has a negative connotation! (just like drawback)

19. As it is used in line 24, the word liability most nearly means: A. Obligation B. Drawback C. Probability D. Result Hinge word!

Question

Text from Passage

50 Practice Test Question 16: Inference Drawing Conclusions

Practice Test Question 16: Inference Drawing Conclusions

In the indifference, the inertia, the apathy of women, lies the greatest obstacle to the enfranchisement. (lines 63 - 65)

16. It can reasonably be inferred that suffrage leader Susan B. Anthonys statement (lines 63 65) is presented primarily to express the movements: F. questioning whether women had earned the right to vote. G. criticism of the generals in their army. H. frustration with womens lack of interest in gaining suffrage. J. doubts about the attainability of womens suffrage.

Question

Text from Passage

51 Strategies to Help Answer This Question

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.

52 Practice Test Question 16: Inference Drawing Conclusions

Practice Test Question 16: Inference Drawing Conclusions

In the indifference, the inertia, the apathy of women, lies the greatest obstacle to the enfranchisement. (lines 63 - 65)

16. It can reasonably be inferred that suffrage leader Susan B. Anthonys statement (lines 63 65) is presented primarily to express the movements: F. questioning whether women had earned the right to vote. G. criticism of the generals in their army. H. frustration with womens lack of interest in gaining suffrage. J. doubts about the attainability of womens suffrage.

Question

Text from Passage

53 ACT Reading Preparation (for use in Social Science)
54 Introduction to Distracters Definitions Examples Practice Overcoming

Introduction to Distracters Definitions Examples Practice Overcoming

Distracters

Lesson #4 Distracters Weasel and Shift

55 Understand 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!

56 The Weasel The Shift The Enticer The Extreme

The Weasel The Shift The Enticer The Extreme

The FOUR Types of Distracters

57 Distracters: The Trick

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.

58 Distracter #1: The Weasel

Distracter #1: The Weasel

Definition Any attempt to change or misrepresent the authors words or authors meaningregardless of how small. The answer can not be verified by the passage. Adds words Takes out words Flips words

59 Example of The Weasel (Practice Test 56A, Social Science)

Example of The Weasel (Practice Test 56A, Social Science)

Men gradually agreed to extend property rights to women, because property in a wifes name could save a man from his creditors. They accepted coeducation, because universities needed students and society needed trained teachers. But the vote was something else. To give women the vote would mean recognizing them as individuals with their own rights and interests. (lines 44-51)

11. The passage indicates that womens demand for property rights was agreed to primarily because men realized that: A. Women were indeed individuals deserving of their own rights. B. If they gave in on the property rights issue, theyd be able to hold firm on suffrage. 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.

Question

Text from Passage

60 Which distracter is a Weasel

Which distracter is a Weasel

Distracter #1: The Weasel

61 Example of The Weasel (Practice Test 56A, Social Science)

Example of The Weasel (Practice Test 56A, Social Science)

Men gradually agreed to extend property rights to women, because property in a wifes name could save a man from his creditors. They accepted coeducation, because universities needed students and society needed trained teachers. But the vote was something else. To give women the vote would mean recognizing them as individuals with their own rights and interests. (lines 44-51) This idea is nowhere in the passage!

11. The passage indicates that womens demand for property rights was agreed to primarily because men realized that: A. Women were indeed individuals deserving of their own rights. B. If they gave in on the property rights issue, theyd be able to hold firm on suffrage. 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.

Question

Text from Passage

62 Distracter #2: The Shift

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!

63 Example of The Shift (Practice Test 56A, Social Science)

Example of The Shift (Practice Test 56A, Social Science)

Men gradually agreed to extend property rights to women, because property in a wifes name could save a man from his creditors. They accepted coeducation, because universities needed students and society needed trained teachers. But the vote was something else. To give women the vote would mean recognizing them as individuals with their own rights and interests. (lines 44-51)

11. The passage indicates that womens demand for property rights was agreed to primarily because men realized that: A. Women were indeed individuals deserving of their own rights. B. If they gave in on the property rights issue, theyd be able to hold firm on suffrage. 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.

Question

Text from Passage

64 Which distracter is a SHIFT

Which distracter is a SHIFT

Distracter #2: The Shift

65 Example of The Shift (Practice Test 56A, Social Science)

Example of The Shift (Practice Test 56A, Social Science)

Men gradually agreed to extend property rights to women, because property in a wifes name could save a man from his creditors. They accepted coeducation, because universities needed students and society needed trained teachers. But the vote was something else. To give women the vote would mean recognizing them as individuals with their own rights and interests. (lines 44-51) This is why men agreed to coeducation, but NOT property rights! READ and REREAD QUESTIONS!!!

11. The passage indicates that womens demand for property rights was agreed to primarily because men realized that: A. Women were indeed individuals deserving of their own rights. B. If they gave in on the property rights issue, theyd be able to hold firm on suffrage. 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.

Question

Text from Passage

66 ACT Reading Preparation (for use in Social Science)
67 Lesson #5  Distracters Enticer and Extreme

Lesson #5 Distracters Enticer and Extreme

Definitions Examples Practice Overcoming Distracters

68 Distracter #3: The Enticer

Distracter #3: The Enticer

Definition Its a con. It looks right, but its too good to be true. Sounds great warm and fuzzy Seems reasonable and correct Just because the choice says, love is all we need, doesnt mean its the answer to the question you are being asked!

69 Example of The Enticer (Practice Test 56A, Social Science)

Example of The Enticer (Practice Test 56A, Social Science)

Men gradually agreed to extend property rights to women, because property in a wifes name could save a man from his creditors. They accepted coeducation, because universities needed students and society needed trained teachers. But the vote was something else. To give women the vote would mean recognizing them as individuals with their own rights and interests. (lines 44-51)

11. The passage indicates that womens demand for property rights was agreed to primarily because men realized that: A. Women were indeed individuals deserving of their own rights. B. If they gave in on the property rights issue, theyd be able to hold firm on suffrage. 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.

Question

Text from Passage

70 Which distracter is an Enticer

Which distracter is an Enticer

Distracter #3: The Enticer

71 Example of The Enticer (Practice Test 56A, Social Science)

Example of The Enticer (Practice Test 56A, Social Science)

Men gradually agreed to extend property rights to women, because property in a wifes name could save a man from his creditors. They accepted coeducation, because universities needed students and society needed trained teachers. But the vote was something else. To give women the vote would mean recognizing them as individuals with their own rights and interests. (lines 44-51) Sounds nice, right? HOWEVER, this is NOT why men gave property rights. In fact, they did NOT want this!

11. The passage indicates that womens demand for property rights was agreed to primarily because men realized that: A. Women were indeed individuals deserving of their own rights. B. If they gave in on the property rights issue, theyd be able to hold firm on suffrage. 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.

Question

Text from Passage

72 Distracter #4: The Extreme

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, its a wrong answer If the answer is debatable, its a wrong answer WATCH OUT! Not all extreme answer choices are incorrect.

73 Remember Distracter #4

Remember Distracter #4

The Extreme

An incorrect answer choice may include extreme words such as always and completely An incorrect answer may go too farthe 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.

74 Extreme: Examples

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

75 You can do this

You can do this

!!

Focus, discipline, and PRACTICE are the keys to success!!! Be better tomorrow than you were yesterday!

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