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The SAT is one of the exams many high school students take so that scouting colleges can see which students may or may not fit in with the rest of their student body. The test scores range on a scale from 600 to a 2400, which is equivalent to a 36 on the ACT. It is a test that many colleges require their applicant to have taken, unless the Act has been taken. Some colleges will accept the ACT as a substitute, but many colleges in the east prefer to see SAT scores.
The SAT is a test that was developed and is administered by the College Board, which a non-profit organization in the United States. The SAT was originally introduced as the Scholastic Aptitude Test, but the name was later changed to the Scholastic Assessment Test. Today, ironically enough, it does not stand for anything; it is an empty acronym. The current test that is used today was introduced in 2005, when there was a written portion that was added to the exam. The added writing now makes the test a 3 hour and 45 minute ordeal, and it costs about $50 to take the test in the United States.
It is an exam that shows the test-takers ability to apply skills that he or she has learned in a classroom setting. Most students take the test more than once in hopes of improving their skills, because the average student will get a higher score the second time because he or she will now know what to expect.
Some colleges, such as Harvard and Yale, require their applicants to take subject tests. Subject tests are tests that further test you on specific subjects so that colleges can help with course placement and advise you about what courses you select to take. There are over 20 different subjects you can choose from, and the section is just added to your test.
The SAT consists of three 800 point sections: Mathematics, Critical Reading, and Writing. Each section is scored from 200-800 points, so you get 600 points simply for showing up and trying, although you may want to study and shoot for a better score than a 600. The average SAT score is about 1500, but many schools have a low acceptance rate, so it is good to make sure you get in plenty of studying.
Of the three separate sections, the Writing section is the one that most people struggle with. According to satscores.us, there was a study done in 2008 that showed that the average scores for the three different sections were as follows:
Critical Reading: 502
Each of the three major sections, Mathematics, Critical Reading, and Writing, are divided into three parts, with 10 sub-sections. There is also an additional experimental section that is an additional 25 minutes; this section can be in any one of the three different sections. This experimental section is not counted toward your own score. It is simply to help normalize questions for future administrations of the SAT. Here is some more in-depth information about each of the separate major sections:
Take it more than once! This is, by far, what will improve your score the most. Many students go into the test “cold turkey,” without having studied at all. It is easiest to get a feel for the exam when you have taken it before. After having taken it once, take practice tests and study with other people that need to take the test. There are many SAT practice manuals that have tests that are very similar to the actual exam.
Also, be sure you familiarize yourself with all of the materials that you are allowed to use on the exam. For instance, many sections in the Mathematics section allow you to use a calculator. Be sure to familiarize yourself with the calculator that you plan to use on the exam so that you can do problems quickly. The more you practice, the quicker you will be able to do the problems. Because the SAT is a timed test, it is very important to be able to think quickly.
Below is some useful information about the SAT exam; SAT test dates, SAT fees, and the SAT test content, format, and length.
|Test Date||Tests Offered||Regular Registration Closes||Late Registration Closes||SAT Fees/Late Reg|
|October 1, 2011 ||SAT and Subject Tests||September 9, 2011||September 21, 2011||$49/Late $75|
|November 5, 2011 ||SAT and Subject Tests||October 7, 2011||October 21, 2011||$49/Late $75|
|December 3, 2011 ||SAT and Subject Tests||November 8, 2011||November 20, 2011||$49/Late $75|
|Test Date||Tests Offered||Regular Registration Closes||Late Registration Closes||SAT Fees/Late Reg|
|January 28, 2012 ||SAT and Subject Tests||December 30, 2011||January 13, 2012||$49/Late $75|
|March 10, 2012 ||SAT and Subject Tests||February 10, 2012||February 24, 2012||$49/Late $75|
|May 5, 2012 ||SAT and Subject Tests||April 6, 2012||April 20, 2012||$49/Late $75|
|June 2, 2012 ||SAT and Subject Tests||May 8, 2012||May 22, 2012||$49/Late $75|
The SAT is a time honored tradition that just about every high school student must experience before moving on in their educational career. The math portion of the test is a source of much anxiety and frustration for many people, especially if the science does not come naturally to them. Fortunately, the powers-that-be allow students to use an SAT calculator on that portion of the exam.
The following are calculators allowed on SAT exams:
The following calculators are banned from the exam:
Most scientific and graphing calculators allow you to program formulas into the unit so that you don’t have to continuously type them in again and again. This will both save you time and reduce the chances of making a mistake when entering formulas. Your calculator’s documentation should outline exactly how to enter and save these types of programs.
Here are a few common formulas you may want to program into your unit:
Everyone who has asked if you can use a calculator on the SAT needs to remember a few things. Just because a SAT calculator is allowed on the exam does not mean you can rely on it. Using the calculator can waste precious time if you don’t know how to use it properly. Below are a few tips you may want to follow to get the best use out of your SAT calculator:
If you have ever asked “Can you use a calculator on the SAT,” the answer is YES! By following the simple tips in this article you will be able to use your SAT calculator to its maximum potential. Don’t get stuck on the day of the SAT without knowing how your calculator works. Be proactive!
There are a lot of ways that colleges decide who gets to walk through their doors to become a student, but one of the most important is the SAT score. These standardized tests are designed to be the barometer of academic potential, and the top institutions of higher learning demand a sizable SAT score for admission.
While of course colleges will take other factors into account in their admissions decisions, the role of the SAT score is still very important, and a poor SAT score will ruin many an application, especially in the more prestigious colleges.
It can be very difficult for colleges to make objective comparisons about extra curricular activities and other abstract qualities in prospective students. While extra curricular activities are important in the college admissions process, the SAT score gives colleges a concrete number to compare prospective students by. This means that SAT test scores are perhaps given more weight in admissions than standardized test scores would be in a more perfect world where colleges can more easily compare their prospective students.
It’s also important to remember that colleges will make their students average SAT scores public knowledge. It would be very hard for a college like Harvard or Yale to remain known as an “elite” Ivy League institution if people were made aware that they would accept students with mediocre SAT scores.
These two factors mean that many colleges are almost forced to give a lot of weight to SAT scores in their decisions, even if the admissions team personally feel (as many do) that SAT scores aren’t particularly important, or they aren’t a good indicator of academic potential.
However, a good SAT score won’t guarantee admission into any institution, even the ones that put the most emphasis on SAT scores in their admissions policy. You’ll have problems getting into the best institutions without a good GPA, even if you have a perfect SAT score.
Having a high SAT score and a low GPA can send college admissions people a terrible message. It makes you look intelligent, but lazy. The best colleges are absolutely terrified of taking on lazy students. Your academic potential isn’t just about your intelligence; it’s also about your work ethic.
You should also be aware that many colleges are looking for other qualities in their students. Showing leadership in extra curricular activities is very important, especially in Ivy League schools. An exceptionally strong display of leadership could even overcome a slightly weaker SAT score.
Of course, there are many institutions that have a firm policy of disregarding standardized testing. There are over 800 colleges that don’t even require you to provide your score in your application. This number is growing each year, and many fairly prestigious colleges are beginning to publically declare their distrust of standardized testing in this manner.
Even though SAT scores remain an important way for colleges to determine your academic potential, having a low SAT score isn’t the end of the world, and having a high one doesn’t mean you can write your own ticket. There are many other factors at play.
|Test Length||No. of Questions||Possible Score||Type of Material|
Critical Reading 
49 Passaged-based reading
Tests your reading comprehension. These questions include summarization questions, figurative language questions, vocabulary questions, inference/exended reasoning questions, interpretation questions, and compare and contrast questions.
19 Sentence completion questions
Tests your vocabulary, semantics, and inference skills.
44 Multiple choice
Basic arithmetic, algebra, and geometry.
10 Student-produced responses
More arithmetic, algebra, and geometry.
25 Improving sentences
Tests your ability in grammar, sentence structure, word choice, and conventional written English.
18 Identifying sentence errors
Tests your ability to spot subject-verb agreement errors, pronoun errors, sentence structure errors, and common misuses of language.
6 Improving paragraphs
Tests your ability to correct subordination of ideas, correct coordination of idea, correct use of transition, unity of paragraphs, coherence of paragraphs.
The SAT exams begins with a 25 minute essay. You'll be asked to present and support a point of view on a specific issue. This is not meant to be a final, well-refined version, but instead your first draft.
SAT, or the “SAT Standard Reasoning Test”, is a form of standardized testing used in the United States for college admission. The colloquialism “SAT” used to stand for Scholastic Aptitude Test; later, it stood for Scholastic Assessment Test; today, the letters do not represent any particular arrangement of words.
For many individuals, gaining admission to college and acquiring a degree remains an important goal, improving self confidence, credibility and job prospects. The SAT takes nearly 4 hours to complete. The national fee to take the test ($49) is small, but the stakes which ride upon a high SAT score are high. Prospective college students make use of different SAT preparation methods, such as online tutors, private tutors, review books and online courses. This article will discuss the pros and cons of each of the aforementioned methods.
A private SAT tutor is an accredited individual that assists a college entrant in the preparatory study of material to help them achieve a high SAT score.
An SAT review book is – as the name suggests – a volume of study material in book form designed to help students prepare to write the SAT Standard Reasoning Test and gain entrance into college. This form of SAT preparation is accessible and very different than the last two methods discussed.
Online SAT courses combine aspects of review books and online tutors. They are done on the student's own time, and on the internet. An online SAT course is a web-based course that lets students prepare to write an SAT by studying material provided on account-based websites.
There are many ways to study for an SAT. Every method has its benefits and drawbacks. The good news is that students can review the pros and cons of each one. With such diverse choices, every student will find a way to study which best matches their schedule, budget and learning style.
Reading passages on the SAT are one of the hardest sections for some people because of the wide range of topics. From history to sociology to literature to science, there are many areas of knowledge used. Additionally, complex vocabulary can really make this section difficult for many people.
The last questions on the sentence completion section require a mastery of complex vocabulary skills. The only way to do well is to know a lot of words really well. The last questions are meant to be difficult and they will be. If a test taker can eliminate two or more choices, it may be a good idea to take the gamble for the points. However, it is wise to remember that a quarter point is taken away for each wrong answer while skipped questions neither give or take away points.
SAT Math Difficulty
Some students worry about the math section of the SATs, but a high score is easy to achieve when the math section is understood for what it really is - a way to use a "universal language" (math) to find out more about the test taker.
SATs are not based on your knowledge of math and other subjects. Rather, the SAT is more about how a person takes a test, which can reveal more about a person than a knowledge-based test. While there are a lot of math questions on the SAT, most of the problems are basic.
Because math is a universal language taught in classrooms everywhere, it is a good way for the makers of the SAT to test various aspects of a person's abilities beyond simple memorization of facts and recital of information.
The SAT tests how a person follow directions. It can be a good way to tell if people read carefully and actually comprehend the information they take in. The SAT can also show how well a person deals with stress and whether or not they can think with creativity.
Critical thinking is the cornerstone of the modern education system, and the SAT is actually a carefully constructed way to test how well someone does with this necessary skill. Colleges and universities can use this information to make sure a student is a good fit with their learning institution.
In actuality, the math portions of the SAT are usually based on 7th to 9th grade math. Even for those that are not good with numbers, it is simplicity itself to get a high math score on the SAT by knowing more about the actual test and testing process. And this is what colleges and universities are looking for in students - the ability to look at a problem and come up with the best answer possible.
The people who make the tests are required to come up with questions that are "tricky" or "sneaky." They do this to make sure the test accurately finds people who are college material. In fact, students taking this test are expected to fit a certain bell curve. In order to stay employed, they need to make sure they create test questions that "trip up" certain students who do not read carefully and understand the instructions.
SAT Bell Curve
The Bell Curve is a scale that is seen over and over in different situations. In the case of the SAT, it is graded with a score of 200 to 800 - a perfect score. The makers of the test expect some people to fail miserably, some people to do okay (the middle or top of the bell) and less people to do really well.
When people who take the test do not fit the bell curve, it is a sign that the test is either too easy or too difficult, something that will not help a college or university attract the right type of students. Because of this, test makers strive to ensure the test results are a bell curve in most instances.
The Bell Curve is a great method to reflect people who take the SAT. While some people will invariably fail miserably, there is another small group of individuals who will do really well at the SAT. Therefore, the test is designed so that most people will fall somewhere in the middle - between the 200 and 800 extremes.
Because of this, questions are weighted differently on the exam to best reflect a bell curve. So, while a person may get 8 out of 9 questions in one section and go from 580 to 590, in another section getting 8 out of 9 questions may cause them to drop from 740 to 710 - a larger difference.
Knowing this, a person taking the test for the first time should expect to fall more on the left end of the bell curve. However, with practice and experience, it is easy to increase SAT scores quite dramatically.
What is a Good SAT Score?
A high score on the SAT is important for many different reasons. Scoring a 200 will make it difficult to get in most colleges - even state colleges - while an SAT score of 800 does indeed open more doors and can lead to more opportunities in life. For some a score in the low 500s is enough, but for others striving for perfection is a necessity.
Either way, studying and preparing for the SAT can increase the chances of a high score quite dramatically. By preparing and learning how to study for the SAT, students can increase their score to accurately reflect their mental abilities. Another aspect to consider is career possibilities. For example, someone wanting to be a novelist or journalist will want to score higher on the English section of the SAT while the math portion may not be as important.
However, with any career choice that is made, a high SAT course can open doors to many universities that can really expand and improve a person's life. Educational opportunities are treasures to be won. Getting a high score on the SAT through preparation can be a way to increase the odds of having a great college experience.
Are There a Lot of Math Questions on the SAT?
The SAT math section is split into three sections. In total, there will be 54 math questions that are graded. There is one section of multiple choice questions (25 minutes), one section of multiple choice and grid-ins (25 minutes) and a final section of multiple choice that is 20 minutes.
How SAT Questions are Arranged
When taking the SAT math test, it is important to know that the questions go from easier questions to the more difficult ones. For example, on the 25 minute multiple choice section, the first 7 or 8 questions will be very easy while the rest will get progressively more difficult. Smart test takers use this knowledge to their advantage when taking the SAT. The second section with grid-ins is a little different, with questions one to three the easiest while the next four will be slightly harder and the last two will be the hardest. The cycle then starts over with 3 easy questions.
Number of Math Sections on the SAT
When taking the SAT math section, it should be noted that there is always a section that is secret until the day of your test. Whether it is Math, Critical Reading, or a Writing test, you will not know beforehand. Because of this, it is crucial to make sure you study for all sections of the test as if they would definitely be on the test.
The good news about this extra section is that it will not count toward the final score. When taking practice SAT tests it may be noticed that they are missing this experimental or variable section in the test. Additionally, if someone does really poorly on a section, there is a chance that it will be the variable section that does not count toward the final score.
Math Concepts Tested With the SAT?
The math used in the SAT is average 7th to 9th grade math. It consists of arithmetic (numbers), algebra (variables), basic geometry (shapes and graphs), statistics (charts and data) and other questions like logic or sequencing questions. This means there is no trigonometry, calculus or advanced geometry on the SAT math test. This is great news for those who are studying for the math SAT because they can concentrate on just those math concepts that will be on the test, which are easier than some of the more advanced math equations out there. Additionally, it is important to remember that on the SAT sometimes it is more about following directions more than getting the right answer.
Points for SAT Math Questions?
Every correct question is worth 1 full point while incorrect answers are worth ¼ (.25 of a point.) Each wrong answer will bring down your raw score (from 200 to 800) while skipping a question will not increase or decrease your SAT math score.
The first thing to realize is that SAT math is not the same as the math you learned in school. They are the same, of course, but people taking the SAT math section need to realize that it is more about the way the questions are asked on the SAT. Here are some things to consider before taking the math section of the SAT.
SAT Math: What Works for You?
When it comes to solving math problems, there is more than one way to come to the same (correct) answer. The important thing to remember for test takers is that they should use whatever works best for them. For those who haven't yet gotten an 800 on the math section of the SAT, we will have some tips and techniques to help ace the math portion of the SAT. By studying and learning from the advice we give as well as using our practice tests, a person can radically increase their score on the math part of the SAT.
It should be noted that the techniques we give you may not work well for school assignments where the teacher wants to know if a student understands the whole process of getting to a particular answer. Having said that, when taking the SAT math section, it is all about getting the correct answer no matter how you get there. This is good news for those who know shortcuts that can give them math answers quickly so they can finish the entire test - and ace it as well.
To achieve the highest score, the trick is to NOT answer all of the questions on the test. Instead, a person should only answer those questions they absolutely know they are going to get correct. This may not always be possible, but by using good judgement, a person should be able to pick out which answers they feel most confident about on a test.
For example, if there's a question that is extremely difficult, it may be better to skip it rather than take the time to try to figure it out. The time taken to solve the unfamiliar problem could be better spent answering easier questions for a guaranteed full point at the end of the test. Having said that, once you finish the other questions, it makes sense to go back to any questions you skipped if you have the time left. Then again, if you find trouble with a problem and do not understand it completely, it is better to skip it rather than guess and try to answer it.
Pacing on the SAT Math Section
Another important aspect of taking the SAT math portion that should be considered is pacing. For example, no more than one third of the time given should be taken on the easy questions while a third of the time is used to try to solve the medium and hard questions on the test.
While these divisions of time are good for some, the exact amount of time spent on each section will vary from student to student. For those who have tested around 600 and do not think they can do much better, it may be possible to skip the hardest questions on the test in order to get the highest score possible.
Instead of spending time on problems that are not understood, the time is better spent reviewing other answers to make sure they are correct, which can help the overall final score of the SAT math section. If the concept or question is totally understood it is okay to answer the tougher questions, but even those who have tested over 600 should be careful when taking the math portion of the SAT.
While skipping some difficult questions is a good idea, it is important for a test taker to keep up with how many questions have been skipped. Taking a look at the test paper bubble sheet can give a person a good idea of how many questions have been skipped. When getting to the end of the test, it may sometimes be worth it to go back and try skipped questions again, but knowing whether or not this is a good idea is most important.
SAT Math Section: Should You Guess on the Test?
This is a question that many people who are about to take the SAT ask. The answer depends on the person taking the test, of course, but there are some general rules that apply.
One of the biggest problems with people taking the SAT math portion is careless mistakes. Even smart students who study sometimes make careless mistakes that cost them points on their overall SAT score. It is important to remember that the SAT is more about testing the way you take tests rather than how much knowledge you have. To do this, the SAT test makers use tricky questions to try to get students to score lower.
Some common careless mistakes include not ordering operations correctly, assumptions about a number (like whether or not it is a prime number), or even something simple like forgetting a negative sign in front of a final answer. Other common SAT math mistakes include subtracting instead of adding or solving a problem for the wrong variable. Because SAT math questions are random, it can be difficult to notice when you are consistently making careless mistakes.
It should be noted that the wrong answers are not just random answers. They are usually created to intentionally trip up or confuse people taking the test. In fact, a lot of the wrong answers may seem correct depending on how a person interprets the question being asked. SAT test makers have been doing this for years to great effect. Over the years, they have learned common mistakes that people make and intentionally offer answer choices that are close but not correct.
The problem with making careless mistakes on the SAT is that a person could be making them and think they are doing well when in actuality they are going to get a low overall score on the SAT math section. Because of this, it is important to read questions carefully and know exactly what they want as an answer. The best advice to overcome this is to be careful when taking the SAT math portion and know the test makers are out to trick you.
SAT Rules & Tips
Below are some tips and techniques to help prevent careless mistakes when taking the math portion of the SAT. None of these rules are set in stone, but they make a good foundation for anyone who is serious about getting a higher score on the math section of the SAT.
Why are all these tips important? When taking the SAT it is easy to become confused and make a simple mistake. From stress to nervousness there are a lot of feelings at play when taking the SAT - even for those who seem calm, cool and collected on the outside. Because of this, simple mistakes like adding instead of subtracting or forgetting a negative sign can be easily made even by the most careful people. This is why taking the time to prepare for the SAT math section is so important for those who want to do as best as they can. Remember that sometimes it is not about getting a perfect 800, but each person getting the best possible score that they can. This is what makes the SAT such a useful and frustrating test.
As was previously mentioned, using a calculator is a key component to getting the highest score possible on the math section of the SAT. Because of its importance when taking the SAT, it is a good idea to become familiar with using it. The easiest way to do this is to use it often for the weeks leading up to the test. The more a calculator is used, the more comfortable and easy to use it will become for a person. For example, the location of the + and * buttons should be noted carefully so that one is not pressed instead of the other, which can offer up quite a different answer, but more importantly a wrong answer which will lower your overall score.
There are advanced functions like square root, cube root and parentheses that are needed. However, it should be noted that a graphing calculator is not needed, although they are allowed when taking the test. Also important to note is that batteries are usually taken out of a calculator to clear the memory before a test is taken so that there is no cheating when taking the test.
Another thing that is important to remember when using a calculator for the SAT math section is that hitting the wrong button - a 5 instead of a 6 for instance - is common. Because of this, it is a good idea to enter numbers slowly and double check them. Being familiar with the calculator being used helps make this easier and quicker, which is important when taking a timed test. For those that do use a graphing calculator, it is recommended to not clear the screen but keep old work around so that it can be referred to if needed when double checking work at the end of the test if there is time.
The last thing to take note of when using a calculator with the math portion of the SAT test is that most only display around 10 digits. However, on the SAT test, most answers are only three or four digits long. When this happens, it is important to read the question carefully to see whether the answer is meant to be rounded up. Additionally, a person should never round up when not specifically instructed to do so in the text of the question. As always, it should be noted that the makers of the SAT math test intentionally try to trick the person taking the test and this is one way in which they routinely do it.
Using a calculator during the SAT math portion makes it a little easier, but there are also pitfalls that should be avoided. By knowing what they are and working to avoid them, a person can really increase their overall math score on the SAT. From becoming familiar with the calculator to using it slowly and carefully, there are a lot of actions that can be taken to increase the odds of getting a high score on the math section of the SAT.
For those not familiar with the grid-in section of the SAT math section, they are questions in which an answer is put into the bubble. These are the rules from the SAT math test so that you can become familiar with them. We are going to add our opinions on them in parentheses.
Rules for Grid-ins on the SAT Math Section
There are other rules about decimals and rounding up or down that should be followed closely as well. The good thing about grid-ins on the SAT math section is that they do not cause a person to lose points for wrong answers. Because of this, grid-ins should always be answered. After doing the work, even if the answer is not 100% definitely correct, it is a good idea to take the chance and guess with a grid-in.
Here are some other things to take into consideration when taking the math section of the SAT. It should be noted that these are tips the test makers DO NOT want people to know about.
Additional Grid-in Tricks:
Here are some other things to note when taking the grid-ins on the math section of the SAT.
Overall Rule for Grid In Sections
The most important thing a test taker can do is trust themselves when they do the work required to get an answer and are confident that it is correct. Frequently, people taking the SAT math section will second guess themselves out of nervousness or frustration and end up getting a lower score than they actually could get. Because of this, it is important for a person to trust their gut when answering questions on the math section of the SAT. Additionally, as mentioned, the fact no points are lost with a wrong answer on the grid-ins section means that a person should guess as long as they can make an educated guess about the correct answer. This is the single most important factor about improving a math score on the SAT.
Preparing for the actual day of the test is important for those who want to do well on the SAT. One of the biggest factors that most people face when taking the SAT math portion is the actual stress before the test even starts. Learning how to recognize and deal with this pre-test stress is an important part of getting a great score on the SAT math section. The test makers know they have stress working for them which makes their tricky questions even trickier.
From panic attacks to hormones getting out of whack, there are a lot of ways physical aspects of the body can cause a person to get a lower score than they normally would when taking the SAT under the best of conditions. Because of this, learning how to deal with stress before the test is a great way to increase the overall score. While a lot of stress is because of physical things that are out of the control of most people, there are techniques and tips that can help. Beyond studying and prepping for taking the SAT, we have some additional tips to help students deal with stress.
Checklist for SAT Math Test
Getting a high score on the SAT math section is not easy and takes everything for a person to do well.
TIP: Test takers should remember that "consecutive numbers" will be integers. Having said that, there are cases the integers may be in an odd location (like a fraction), but as long as the question is read carefully, this will be explained and understood.
BONUS TIP: If a question on the SAT math section asks for "four consecutive numbers" and the question requires algebra to solve, set up the equation to use X as the smallest number. The next number will be x + 1, then x + 2 and so on for every consecutive number. If the question asks for consecutive even numbers or consecutive odd numbers, set up x for the smallest number, but then use x + 2 for the second number, x + 4 for the third number, and so on. Even for consecutive odd numbers, you still use x + 2, x + 4, and so forth. Plug a number in to further see how this works.
Basic algebra, which is found on the SAT math section, deals with variables. Basically, these are unknowns in the equation. By following basic algebra rules, it is possible to do quite well on the math portion of the SAT. However, as with other sections on the test, the people who come up with the questions make sure they have good, tricky questions. The questions that are typically asked on the SAT math section are actually really simple and deal with basic math concepts. Sometimes, however, test takers make the questions more confusing then they need to be. This is especially true when it comes to algebra and variables. In order to solve an algebra equation, it is necessary to isolate the variable on one side of the equation with the known numbers on the other side. Anything done to one side of the equation must be also done to the other. To start, it is necessary to simplify each side of the equation as far as possible. To get rid of a negative, add that number to both sides of the equation. To get rid of a positive number, subtract it from both sides. If a number is being multiplied, it should be divided to get rid of it on one side. Likewise, if it is being divided on the side with the variable, it should be multiplied on both sides. Eventually, the variable will be left on one side with a number on the other side - the answer. TIP: Do not reduce answers on the test. Instead, change them into decimals or mixed numbers. Frequently, answers given on the SAT will be improper fractions or integers underneath a square root instead of showing the decimal equivalent. Because of this, it is a good idea to not do any math operations unless it is necessary. For example, if the answers are decimal equivalents, there is no need to figure the answer as a fraction, which can save time on the overall test. This can lead to more correct answers and a higher overall SAT math score, which is the goal. BONUS TIP: Your variable should always be positive. If it is not, multiply both sides by -1 to get a positive number. It is important to do this with all numbers on both sides of the equation. Beyond this, it is important to brush up on basic algebra skills and do some practice problems on your own. By doing this, you can allow your mind time to remember everything you were taught over the years in school about math and arithmetic.
Sometimes when answering a question on the SAT math section it is necessary to use elimination to get the final answer. To do this, it is simply a matter of lining up two equations and adding or subtracting them to get rid of one of the variables. At that point, it is necessary to substitute the information into one of the equations to get the answer for the second variable, which is the final answer of the question. As with other sections of the SAT math portion, questions surrounding elimination are written to be intentionally tricky and confusing for test takers. Because of this, it is important to read the questions carefully and follow them to the letter in order to get the correct answer and a higher overall SAT math score. Elimination Example 2x + 5z = 18 and 10x - 5z = 30, what is z? First, line up the equations like they were regular numbers. 2x + 5z = 12 + 10x - 5z = 28 After this, add each column. 2x + 5z = 18 + 10x - 5z = 30 12x + 0z = 48 At this point, one variable should be eliminated by getting it to 0 (zero). At this point, it is possible to solve for X. 12x = 48 x = 4 Now that X is known, it should be substituted into one of the other two equations to solve it for the other one. 2x + 5z = 18 2•4 + 5z = 18 8 + 5z = 18 5z = 10 z = 2 So z = 2 and x = 4. TIP: Sometimes, it will be necessary to multiply one or both equations all the way through by using an integer. This is done to create numbers that will eliminate nicely in the equation.
When taking the SAT math section, it is important to have an overall strategy in order to get the highest score possible. While we have gone over some of the fundamental basics of SAT algebra, there are many other things that need to be thought about - and acted upon - in order to get the highest SAT math score possible. More on Variables: In Terms of … Questions Variables are representations of unknowns that could be any number. The variable is used as a placeholder until the value of that variable can be figured out. In cases like 5x + 2 = 12, the variable is a very specific number that is rather easily found. In other cases, the question will ask to get numerous numbers for the final answer. TIP: When at least one answer given contains a variable, it is possible to skip a lot of unnecessary math to get the final answer. The question will usually have "In terms of..." in the question somewhere which can help test takers recognize questions where this strategy will work.
Simply put, negative exponents are those that are "flipped." So, if a negative exponent appears in a denominator in a problem, it is simply necessary to move the numerator to make it a positive or negative depending on the question.
When a denominator has a square root it will not appear that way in the answer choice on the SAT math section. Most of the time, numbers with a square root in the denominator will be rationalized so that they have a whole number as the denominator. The process to achieve this is quite simple.
SAT test makers will occasionally try to trick test takers by putting variables into square root questions. However, the trick is to solve these just like normal square root problems. The numbers may be a bit more confusing, but the basic rules of math still apply and never change.
Whenever the word average is seen in a word problem on the SAT, it is important to write down the number of separate equations that will need to be solved. Averaging questions can be tricky by nature, so it is important to read them carefully and make sure the question is understood correctly.
Translations in Word Problems
|decreased by /difference/ less than||-|
|what/a number||x, n, y (a variable)|
|the quantity||( )|
Again, it should be stressed that trigonometry will not be needed on the SAT math section. When it appears that trig is needed, they may be trying to trick the person taking the test. Usually, the Pythagorean Theorem will work for these types of problems. Having said that, there are times when trig may come in handy on the SAT for getting answers more quickly. So, for those familiar with trigonometry should use it if it can help.
|To make the graph:||Do this:|
|flip upside down||make it negative (y = -x2)|
|narrower||multiply by an integer (y = 4x2)|
|wider||multiply by a fraction (y = 1/5x2)|
|move up the graph||add to the quadratic (y = x2+ 1)|
|move to the left||add to the variable (y = (x+1)2)|
|Pass rate:||75 %|
|Pass rate:||75 %|
|Pass rate:||75 %|
|Pass rate:||75 %|
|Pass rate:||75 %|
|Pass rate:||75 %|
Each of the following questions has a word or group of words missing. Four alternative words are given; you have to find the best answer choice to make the sentence make complete sense
Preparing for the SATs can be a difficult experience. Memorizing SAT vocabulary words from a word list can be one of the easiest ways to raise your SAT score. Critical Reading sentence completion questions test your ability to understand the context in which a word is used. Learning the definition of more SAT words will help boost your Critical Reading score. We have developed multiple sets of SAT word lists, including one list of the 100 most common SAT vocabulary words. By memorizing these words that are frequently on the test, you will have better odds of knowing the vocabulary words that will be on the SAT test. The 100 most common SAT word list is a great starting point, but if you have time, you should definitely read the other lists as well.
The following list of the 100 most common SAT vocabulary words was made by counting how many times a SAT word was the focus of an SAT test question between 1995 and 2002. These SAT test question types include Analogies, Sentence Completions, and Vocabulary-in-Context items.
|Word or Word Group||Definition|
|abandoned||v: to give oneself up to (e.g., evil); to cast off or reject|
|accusation (accuse)||n: an indictment, a charge of an offense; the act of accusing|
|ambiguity (ambiguous)||n: hesitation, doubt; an uncertainty; an instance of double meaning|
|analyze (analyst)||v: to examine critically in order to bring out key elements or structure; to ascertain the elements of something|
|antagonize (-ism, -istic, -ist)||v: to struggle against|
|apology (apologize, apologetic)||n: an acknowledgment of fault or failure|
|architect (architecture)||n: a designer of any complex structure or plan|
|astute||adj: shrewd, crafty|
|blueprint||n: a plan or program of action|
|boundary||n: something that marks the limit or dividing line, or that limit itself|
|canvas||n: a type of cloth used in sails, tents, to paint onv: to solicit support or votes|
|comic (comedy, comedian)||adj: causing or intended to cause laughter|
|compassion (-ate)||n: sympathy, pity|
|compete (competition, competitive)||v: to strive for an objective|
|complex (complexity)||n: a group of related elementsadj: formed by combination; intricate or not easily analyzed|
|comprehensive||adj: large in scope; all-inclusive|
|compromise||n: a joint agreement between two partiesv: to come to terms by mutual concessions|
|condemn (condemnation)||v: to declare to be wrong or evil|
|conflict||n: a battle, a fightv: to fight or to battle|
|confusion (confused)||n: the state of being perplexed|
|consensus||n: agreement or unity of opinion|
|contemporary||adj: occurring at the same time|
|contempt (contemptuous)||n: the act of despising someone or something|
|convention (conventional)||n: an agreement; a norm or generally accepted rule, practice, or behavior; an assembly of people|
|conversation||n: a spoken interchange; a talk|
|corrective (correct, correction)||n: something that counteracts harm; something that restores health or proper behavior|
|critic (critical, criticism, criticize)||n: one who judges the truth or value of any matter|
|debate (debatable)||n: strife or contention in argumentv: to argue, discuss, quarrel over|
|deceit (deceitful, deceive)||n: misrepresentation or concealment of the truth; an instance of such behavior|
|defend||v: to protect or uphold|
|defined (definable, definition)||adj: having a specified outline or form|
|demand||n: a request, especially if urgentv: to ask for or require|
|deride||v: to laugh mockingly at; to scorn|
|desert||v: to abandon|
|destroy (destruction)||v: to ruin or put out of existence|
|determined||adj: resolved upon; resolute|
|digress (digression)||v: to deviate from or to stray; to depart from the main point in argument|
|discredit||n: a lack of reputation; a loss or lack of confidence or trustv: to injure the reputation of; to disbelieve|
|disregard||v: to pay no attention to|
|distort (distortion)||v: to twist; to misrepresent|
|document||v: to prove by evidence|
|dominate (dominance, dominant)||v: to master; to prevail|
|doubt (doubtful)||n: uncertaintyv: to hesitate to believe; to be uncertain|
|elect (election, electorate)||v: to choosen: chosen, selected|
|emotion||n: a state of mind; a strong feeling|
|endurance (endure)||n: the ability to last or hold out|
|enhance||v: to raise the level of|
|evaporate (evaporation)||v: to convert into gas; to disappear|
|exclude (exclusive)||v: to keep out; to deny entry to|
|expand (expansion)||v: to spread out; to give full expression to|
|generosity (generous)||adj: magnanimity; liberality in giving|
|hedonism (hedonist, hedonistic)||n: the love of pleasure as the chief goal of life|
|hypocrisy (hypocrite, hypocritical)||n: the practice of falsely professing a belief to which one’s own actions do not conform|
|hypothesis||n: a proposition or assumption put forth as the basis for further investigation|
|illusory (illusion)||adj: deceptive|
|imitate (imitation)||v: to mimic or copy|
|integrity||n: completeness; free from moral corruption|
|investigate (investigation, investigator)||v: to examine a matter thoroughly; to make a systematic search|
|isolation (isolated)||n: unconnected with anything else|
|lubricate (lubricant)||v: to make slippery or smooth in order to minimize friction|
|manual||adj: pertaining to hands, especially labor done by handn: a book of instruction|
|measure||n: a size or quantity determined by measuring; something assessed by judgment or observationv: to ascertain size, quantity, or distance; to regulate or restrain|
|modest (modesty)||adj: having a moderate estimate of one’s ability; not exaggerated or excessive|
|narrate (narrative, narrator)||v: to tell a story|
|navigate (navigable, navigation)||v: to find one’s way|
|neglect (negligence, negligent)||v: to pay no or insufficient attention to|
|novel (novelty, novelist)||v: new, originaln: a usually long prose narrative|
|obey (obedience)||v: to comply with or submit to|
|observe (observable, observation)||v: to watch carefully; to adhere to (e.g., a custom)|
|offense (offensive)||n: an attack; a breach of law, duty, or manners|
|oppose (opponent, opposition)||v: to set oneself against; to confront with objections|
|perplex (perplexing, perplexity)||v: to confuse; to torment|
|persistent (persistence)||adj: enduring; persisting in an action|
|persuade (persuasive)||v: to successfully talk someone into an action or belief|
|plot||n: a small piece of ground; a plan; a conspiracyv: to plan, especially a conspiracy|
|preserve||v: to keep from harm|
|progress (progressive)||n: advancement; developmentv: to proceed; to move by stages; to move forward|
|prohibitive (prohibit)||adj: having the quality of preventing something from happening|
|prosaic (prose)||adj: commonplace, dull|
|protagonist||n: the chief person in a work of fiction; the leading person in a contest|
|restrain (restraint, restrained)||v: to prevent from doing something; to limit|
|revise (revision)||v: to look over repeatedly, as in a plan or piece of writing|
|satisfactory (satisfy)||adj: sufficient, adequate|
|scrutinize||v: to inspect closely; to examine methodically|
|stimulate (stimulant, stimulation, stimulus)||v: to rouse to action; to animate|
|supplant||v: to cause the downfall of; to remove from a position|
|suppress||v: to cause an activity to cease; to cause a person to become powerless|
|surreptitious||adj: obtained by suppression of the truth; acting stealthily or secretly|
|universal||adj: applicable in all cases; including or affecting all members of a particular group; pertaining to the universe|
|varied||adj: of different sorts or kinds|
|venerate (venerable, venerability)||v: to regard with deep respect; to pay honor to something|
|Ambivalence||uncertainty; having 'mixed' feelings|
|Ambivalent||unable to decide|
|Anecdote||short account of something interesting; story|
|Anomalous||odd; not fitting the pattern|
|Apparition||ghost; something that 'appears'|
|Aspersion||negative feeling; damaging remark|
|Bombastic||too elaborate; exaggerated|
|Cherished||cared for; firmly-held|
|Conception||1. idea; view. 2. beginning of pregnancy|
|Convoluted||complicated or long-winded|
|Currency||1. widespread acceptance, 2. money|
|Decorous||good and correct (used of behavior)|
|Denunciation||act of speaking out against|
|Derailed||thrown off course|
|Despotic||acting like a tyrant|
|Diaphanous||very thin and transparent|
|Dilettante||person who dabbles in the arts|
|Disdained||showed contempt for|
|Dowager||an elderly woman of elevate social status|
|Egalitarian||equal; believer in equality|
|Elicit||draw out (used mainly for information or feelings)|
|Elliptical||1. shaped like an ellipse, 2. indirect|
|Epitomizes||acts as a typical example of|
|Evasiveness||trying to avoid something|
|Explicitly||very clear; nothing hidden|
|Foraging||searching for food|
|Hypothetical||based on guesswork; not proven|
|Iconoclast||person who goes against accepted authority|
|Idiosyncratic||quirky; unique to an individual|
|Imponderable||cannot be understood|
|Indecorous||not well-behaved; lacking in dignity|
|Irrefutable||cannot be proved wrong|
|Jingoism||using words to stir up exaggerated patriotism|
|Judicious||fair and equal|
|Lament||express regret over something|
|Loquacious||talkative; using too many words|
|Metaphorical||not literal; figurative|
|Mitigated||made less severe|
|Nascent||just begun; in an early stage of development|
|Nostalgia||longing for the past|
|Orthographical||concerned with writing and spelling|
|Ossified||become fixed and rigid|
|Palpable||can be felt|
|Pastoral||1. concerned with the countryside, 2. concerned with the care a pastor gives to someone|
|Pedestrian||1. boring (adj), 2. person who walks (n)|
|Profligacy||wasteful and immoral behavior|
|Purveyor||one who sells something or causes something to spread|
|Respite||break (from work etc.)|
|Sparse||thin; not thick|
|Succumbing||giving in to; falling under the influence of|
|Tenacity||firmness of purpose|
|Transcend||go beyond a limit|
|Venerable||worthy of respect|
|Viable||workable; able to live or grow|
|Visceral||concerned with the 'guts'; physical rather than mental|
|Ambivalent||undecided; having 'mixed' feelings|
|Apathy||lack of energy or interest|
|Bolster||give support to|
|Bucolic||concerned with the countryside and farming|
|Callous||cruel and unfeeling|
|Chicanery||trickery; attempt to deceive|
|Cohesive||forming a whole; 'sticking' together|
|Desolate||lonely; devoid of life; feeling very sad and hopeless|
|Devoid of||empty of|
|Didactic||intending to teach or give instructions|
|Effusive||overly expressive of emotions; 'gushing'|
|Enumerate||count out; list|
|Erudition||great knowledge or learning|
|Fabrication||something made up; untrue|
|Facetious||cheeky; not to be taken seriously|
|Factions||sides in a dispute; groups with common interests|
|Hackneyed||stale and over-used|
|Harbored||held [as in 'harbored and idea']|
|Hypothetical||not proven; based on guesswork|
|Implacable||cannot be appeased; relentless|
|Impugned||challenged; attacked in words|
|Incorrigible||cannot be corrected (of behavior)|
|Indigenous||native to a particular place|
|Ineffable||cannot be expressed in words|
|Languid||having no energy or interest|
|Lassitude||lack of energy|
|Lugubrious||mournful; very sad|
|Misnomer||wrong name for something|
|Multifaceted||having many aspects|
|Nostalgic||longing for the past|
|Obtrusive||easily seen; 'sticking out'|
|Pedagogy||science of teaching|
|Precursor||fore-runner; earlier version|
|Preeminence||fame; top position|
|Pretentious||putting on an act|
|Prolific||producing a lot|
|Reconcile||bring disputing side together again|
|Resilient||able to spring back; strong|
|Retrenchment||reducing staff or forces; conserving resources|
|Robust||firm and strong|
|Succinct||clear, short and well-expressed|
|Tenable||can be held (of an opinion, for example)|
|Tenuous||shaky; not firm|
|Torrid||hot and steamy|
|Undermine||attempt to overthrow; weaken|
|Unequivocal||clear; cannot be misunderstood|
|Vector||carrier (of disease, for example)|
|Wistful||full of sadness and longing|
|Abashed||ashamed or sorry|
|Anomalies||oddities; things that don't fit the pattern|
|Antipodes||places on opposite sides of the globe|
|Arduous||hard and difficult|
|Articulate||(adj.) able to express something well in words|
|Assuage||to make less|
|Auspicious||fortunate; indicative of a successful outcome|
|Avuncular||acting like an uncle; kindly|
|Axiom||something that is taken to be true; basic idea that can't be questioned|
|Bereft of||without; deprived of|
|Bifurcation||division into two|
|Cacophonous||very noisy; unpleasant sounding|
|Cantankerous||irritable and difficult to please|
|Clairvoyant||able to see into the future/another dimension|
|Coddled||over-protected; kept warm|
|Conducive to||suitable for; leading to|
|Convivial||sociable and friendly|
|Cornucopia||literally a horn filled with fruits etc; symbol of plenty|
|Cosmopolitan||composed of varied nationalities|
|Counterfeiter||faker; someone who makes fake money, for example|
|Decipher||decode; work out meaning|
|Deterrent||something that puts one off; a preventive|
|Dichotomies||divisions into two parts|
|Digression||going off the point|
|Discriminating||1. able to make fine distinctions between; having good taste, 2. favoring one side/group and acting against another|
|Docile||placid; easily lead|
|Elite||the upper levels in a society; the privileged ones|
|Equitable||fair and equal|
|Equivocal||ambiguous; something that can be interpreted in more than one way|
|Fathom||1. (v) work out; understand, 2. (n) measure of depth|
|Filial||concerned with the relationship between child and parent|
|Foreboding||sense of doom|
|Funerary||concerned with funerals|
|Galvanized||1. stirred into action; stimulated, 2. coated with zinc|
|Grandiose||exaggerated; too great; on a grand scale|
|Indecipherable||cannot be decoded; cannot be worked out|
|Irresolute||lacking firmness; inability to decide or commit|
|Levity||lack of seriousness; humor|
|Metaphor||figurative speech; using implied comparisons|
|Mitigated||made less severe|
|Naive||unsophisticated; simple and inexperienced|
|Nonchalant||assuming an appearance of not caring; indifferent|
|Ousted||pushed out of a position|
|Pacifists||people who oppose war|
|Panacea||remedy for all ills|
|Paradoxically||counter to what one would think; contradictory|
|Personification||1. attributing human qualities to something non-human, 2. acting as an example of|
|Placid||calm and peaceful|
|Presumptuous||assuming too much; arrogant|
|Profiteer||someone who seeks to make unjustified profits|
|Propagandist||someone who spreads ideas|
|Qualification||something added to modify an opinion|
|Reconcile||bring disputing sides together; overcome bad feeling|
|Respite||break from work etc.|
|Reticent||shy; unwilling to reveal information|
|Revisionists||people who revise; anti-revolutionaries|
|Sanctimonious||hypocritically holy; making a pretense of religious feeling|
|Stoic||brave; able to tolerate whatever life throws at you|
|Symbiotic||mutually advantageous; close relationship|
|Syncopated||with strongly accented rhythm|
|Tacit||unspoken; understood even thought not expressed in words|
|Understatement||making something seem less important than it is|
|Unqualified||without hesitation; complete and total|
|Unrelenting||never giving up; non-stop|
|Watershed||1. area between two river basins, 2. turning point|
|Boorishness||rudeness; ill-mannered behavior|
|Consecrated||dedicated; made holy|
|Contagious||passed on through touch; infectious|
|Dalliance||non-serious involvement; toying or playing with something|
|Equitable||fair and equal|
|Fastidious||very fussy; excessively concerned (esp. about cleanliness)|
|Futile||useless; waste of time and effort|
|Holistic||whole; entire (Holistic viewpoint = seeing things as a whole)|
|Idiosyncratic||quirky; eccentric; unique to an individual|
|Ineffable||can’t be expressed in words|
|Intermittent||on and off; not continuous|
|Legitimate||to make legal; give approval to|
|Mercenary||seeking money above all else|
|Meticulous||thorough; taking care of details|
|Polarized||divided into two extremes|
|Propensity||tendency; leaning’ predilection|
|Regressive||moving backwards (literal or metaphoric)|
|Sermonized||gave moral lecture|
|Shroud||1. a cover for dead body, 2. to cover|
|Steadfastness||loyalty; firmness of purpose|
|Temporize||put off; procrastinate|
|Treacly||too sweet; over sentimental|
|Abstruse||difficult to comprehend|
|Acumen||sharpness of mind|
|Anachronistic||out of normal time range|
|Arcane||obscure; known only to few people|
|Belittlers||people who criticize/disparage|
|Debunkers||people who expose/throw out old ideas|
|Didactic||intending to preach or teach|
|Effacement||wiping out; (self-effacement = excessive modesty)|
|Embodiment||living example of|
|Epitome||essence; typical example or symbol of|
|Extrapolated||predicted on the basis of existing data; extended|
|Incoherence||lack of clarity|
|Inconspicuous||not easily seen|
|Indiscriminate||without thought; random; careless|
|Insolence||lack of respect; rudeness|
|Intemperance||lack of moderation|
|Irreverence||lack of respect|
|Jeopardize||put at risk|
|Lackadaisical||lazy; careless; lax|
|Magnanimity||generosity (of spirit)|
|Multifarious||having many aspects|
|Opportunism||grabbing opportunities; seeking unprincipled advantage|
|Resolute||firm of purpose|
|Seditious||causing division or rebellion|
|Substantiate||give supporting evidence|
|Subversive||intending to overthrow|
|Tenacious||holding firmly to idea or purpose|
|Volatile||1. evaporates easily, 2. easily angered; emotional|
|Adroit||skilful (Maladroit = clumsy)|
|Agnostic||unsure of the existence of god|
|Arboreal||living in trees|
|Ascertain||find out; make sure|
|Barrage||bombardment; stream (of abuse etc.)|
|Congenial||friendly; sociable; suitable|
|Demagogues||mob leaders; agitators|
|Eclectic||taking things from different sources|
|Elitist||favoring top group; snob|
|Elusive||difficult to pin down|
|Empiric||found by experiment/practice|
|Indictment||charge; legal accusation|
|Indigenous||native to a locality|
|Irreproachable||cannot be criticized. (Reproach = criticize)|
|Libelous||open to prosecution for libel (Libel = written slander)|
|Naiveté||innocence; lack of worldliness|
|Nihilism||belief in nothing; anarchy|
|Penchant||tendency; leaning toward|
|Predilection||liking for; penchant|
|Presumption||assuming too much|
|Profundity||depth (of ideas)|
|Reclusive||avoiding other people; solitary|
|Repertoire||range; set of skills|
|Repertory||story; stock; repertoire|
|Sarcasm||sneering, bitter remarks; ironic or taunting|
|Supple||flexible; pliant; lithe|
|Vulnerable||open to attack; susceptible|
|Abstruse||difficult to comprehend|
|Affluence||wealth and status|
|Alleviation||making less severe|
|Amalgamation||mixture or joining of different components|
|Augmenting||increasing in size or number|
|Callous||cruel and unfeeling|
|Coalition||a union of two parts|
|Copious||in large amounts|
|Disillusioned||freed from wrong ideas|
|Empathetic||understanding in an insightful way|
|Entourage||group of followers; retinue|
|Equanimity||peace of mind; balance; calm|
|Eradicating||wiping out; destroying|
|Faction||section; group with common interests|
|Finagle||wheedle; wangle; trick|
|Intrigued||interested and curious|
|Intuition||sixth sense; ‘gut feeling’|
|Languid||lacking energy; weak|
|Lobby||1. to try to persuade, 2. entrance hall|
|Ratify||give official approval to|
|Resilience||strength; ability to withstand|
|Retraction||removal; ‘taking back’|
|Sporadic||intermittent; on and off|
|Substantiated||backed up; given supporting evidence|
|Unequivocal||certain; cannot be disputed|
|Voluminous||large; bulky; extensive|
|Winnow||sift; separate good from bad|
|Alacrity||speed and eagerness|
|Apathetic||lacking energy or interest|
|Bypasses||avoids; finds a way around|
|Embittered||full of bitter feelings|
|Exasperation||frustration and annoyance|
|Foil for||person that shows another to advantage|
|Indiscernible||not easy to see|
|Juxtaposition||placing two thing nest to each other|
|Nondescript||having no special qualities; ordinary|
|Reprieve||let off (at least temporarily)|
|Salvageable||can be saved|
|Scouring||cleaning thoroughly; thorough searching|
|Tangential||off the point; irrelevant|
|Unyielding||not giving up|
|Alleviate||make less severe|
|Astute||wise; mentally sharp|
|Callousness||cruelty; unfeeling behavior|
|Circumstantial||accidental; indirect (as in circumstantial evidence)|
|Corroborated||supported; given supporting evidence|
|Dispatch||speed and eagerness|
|Empathetic||exhibiting deep emotional understanding|
|Extant||still in existence|
|Flag||1. to lose energy, 2. to signal|
|Fraudulent||crooked; intending to cheat|
|Irresolute||lacking firmness of purpose; hesitant|
|Manipulative||deceptive; skilful at handling people|
|Morbidity||concern with death and disease|
|Myopic||short-sighted (literal or metaphoric)|
|Peevishness||childish sullenness; irritability|
|Rancor||bitterness and bad feeling|
|Vulnerable||open to attack; susceptible|
|Arbitration||mediating between disputing sides|
|Aural||through the sense of hearing|
|Emancipators||those who set others free|
|Erudition||learning; scholarly knowledge|
|Exemplars||excellent examples of|
|Exonerated||proved not guilty|
|Fawning||groveling; ‘sucking up’ to people|
|Fitful||intermittent; on and off; not continuous|
|Husbandry||careful management of resources|
|Ineptitude||lack of ability|
|Irony||something unexpected; use of words to convey opposite meaning|
|Manifesto||statement of values|
|Opulence||lavish display of wealth|
|Pathos||sadness; stirring the emotions|
|Tactile||through the sense of touch|
|Tenacity||firmness of purpose|
|Versatility||ability to do many things|
|Vicarious||experienced indirectly; at secondhand|