198 MCGRAW-HILL’S SAT
Lesson 7:
Thinking LogicallyAbout the Questions
Using Logic on the Questions
Straightforward logic can help enormously on the
toughest SAT CR questions. For instance, if one
answer choice implies another answer choice, it can-
not be correct without bothanswers being correct;
therefore, it must be wrong. Okay, maybe that was a
little confusing. Let’s look at an example:
What is the author’s attitude toward the “transgres-
sions” mentioned in line 12?
(A) dismissiveness
(B) vehement opposition
(C) ambivalence
(D) disapproval
(E) resignation
Even if you didn’t read the passage, you should
know that the answer couldn’t possibly be (B). Why?
Because (B) implies (D). If someone is vehemently
opposedto something, he or she sure as heck disap-
provesof it too, right? So, if (B) were right, (D) would
have to be right, too. But there can’t be two right
answers! So (B) is out.
Okay, we kind of cheated there, in order to illus-
trate a concept (just like those physics problems that
ignore friction even though it’s always there). In fact,
questions that can be solved without reading the pas-
sage almost never appear on the SAT (although crack-
the-test folks want you to believe it’s chock full of
them). But logical thinking is still extremely helpful.
It’s just that on the real test,you have to pair it with a
solid understanding of the passage.
Meet Logic’s Best Bud, Common Sense
Logic shows you what must be true, given a set
of assumptions. Common sense shows you
whatis probably true, given a set of assump-
tions. Using basic principles of common sense
pays off on the Critical Reading questions.Let’s go back to the question above. Your common
sense tells you that writers write about things they care
about. And even if they’re only writing on assignment
anddon’treally care about the subject, they at least
have to pretendthat they care about the subject. So de-
cent writers almost never write with a dismissivetone
toward their subjects. So choice (A) dismissivenessis
probably not the right answer. But don’t be too
hasty—it’sremotelypossible that the author is really
saying, “These transgressions are what other people
focus on, but they really don’t matter.” Just check the
passage quicklyto see if this is the case—but chances
are, anyone who writes about transgressions isn’t in-
different about them.
So logical elimination, with quick passage checks,
can help a lot. So now you’re left with choices (C) am-
bivalence, (D) disapproval,and (E) resignation. The
answer is (C) if the author thinks the transgressions
areboth good and bad(rememberambivalentmeans
“having conflicting feelings,” not “unclear and
vague”—that’sambiguous), (D) if he criticizes it con-
sistently, and (E) if he thinks they’re bad, but he can’t
do anything about them.What Can You Do in 500 Words?
Can you “delineate (describe precisely)the history of
European political reform” in 500 words? I sure can’t,
and neither can anyone who writes SAT passages. But
someone sure can “suggest a few political reforms” in
500 words. So, when answering purpose questions,
use common sense to eliminate unreasonable or petty
purposes.
Which of the following best expresses the purpose of
the passage as a whole?
(A) to describe the relationship between literature
and history (too big a task—eliminate)
(B) to belittle modern literary critics (possible, but
that seems petty—eliminate)
(C) to refute a misconception (very possible and
worthwhile—keep)
(D) to delineate a new mode of literary analysis (too
big a task—eliminate)
(E) to suggest several remedies for a problem (very
possible and worthwhile—keep)When answering general purpose questions,
use your common sense when thinking about
the scope of a 500-word essay. It can’t be trivial
or petty, but it also can’t do too much.