About the PSAT 8/9

Check out the following link:

http://blog.prepscholar.com/psat-8-9-should-you-take-it


The following information was excerpted and adapted from the blog link above.

The PSAT 8/9 is offered to students in grades eight and nine, either in the fall or in the spring. The test has three parts: Reading, Writing, and Math. The Reading and Writing subject areas are combined for an Evidence-Based Reading and Writing section score. You get a total score between 240 and 1440; the score in the different sections ranges from 120 to 720. You will also get three test scores for Reading, Writing, and Math that each range from 6-36.

The test assesses your aptitude for Analysis in History/Social Studies and your aptitude for Analysis in Science. Each of these scores ranges from 6-36 as well. The subject areas are broken down into six additional subscores measured on a scale of 1-15.

The PSAT 8/9 is slightly different from the PSAT/NMSQT in length and scoring. The PSAT 8/9 is 2 hours and 25 minutes long while the PSAT 10 and PSAT/NMSQT are 2 hours and 45 minutes long.

On the PSAT 8/9 there are 42 Reading questions (55 minutes; 4 single passages and 1 pair of passages), 40 Writing and Language questions (30 minutes; 4 passages), and 38 Math questions (60 minutes). On the PSAT 10 and PSAT/NMSQT there are 47 Reading questions, 44 Writing and Language questions, and 48 Math questions. The biggest difference is in the number of Math questions - there are ten more on the PSAT 10 and PSAT/NMSQT than there are on the PSAT 8/9.

The SAT has still more questions and is slightly longer than the PSAT 10 and PSAT/NMSQT - three hours with an optional fifty-minute essay. There are 52 Reading questions, 44 Writing and Language questions, and 58 Math questions. 

For more information about the PSAT 8/9, click on the link at the top of this post.

The material below was excerpted and adapted from Reading and Writing Prep for the SAT & ACT. 

What to Expect?

Types of Questions

The question types will be similar to those on the other PSATs and the SAT, but slightly easier and less complex. See below for the question types in Reading, and Writing and Language.

·    Reading

     Scores: In addition to an overall test score, the questions on the Reading Test contribute to various scores in the following ways:

--Command of Evidence (providing text evidence)

--Words in Context

--Analysis in History/Social Studies

--Analysis in Science

The Reading Test consists of three categories of questions: (1) Information and Ideas, (2) Rhetoric, and (3) Synthesis.

Information and Ideas: The Author’s Message, Six Main Types

•  Reading Closely: Determining what’s stated or implied in a passage and applying what you’ve learned from it to a new, similar situation. These question types use phrases such as “according to the passage,” “states,” indicates,” “based on the passage,” “it can reasonably be inferred,” or “implies,” for example.
• Citing Textual Evidence: Deciding which part of a passage best supports either the answer to another question or a given conclusion. Examples: “In lines 25-40 what is the most likely reason Johnson draws a distinction between types of language?” or “Which choice provides the best evidence for the answer to the previous question?” (followed by line numbers)
• Determining Central Ideas and Themes: Understanding the main point(s) or theme(s) of a passage. These question types use words such as “theme,” “main idea,” “main point,” “central idea.” Remember your answer must be a response that can apply to the entire passage, not just one section.
• Summarizing: Recognizing an effective summary of a passage or of a part of a passage. These question types use some form of the word “summary.” Be careful to choose a response that does not include information that does NOT appear in the passage.
• Understanding Relationships: Drawing connections (such as cause-and-effect, comparison-contrast, and sequence) between people, events, ideas, and the like in a passage. Cause-and-effect is often signaled by words such as “because” or “since.”  Comparison-contrast (understanding how things are similar or different) is often signaled by words such as “similar to,” “different from,” “more,” “less.” Sequence is often signaled by words such as “first,” “last,” “before,” and “after.”
• Interpreting Words and Phrases in Context: Figuring out the precise meaning of a particular word or phrase as it’s used in a passage. These question types typically come in the format of “As used in line x, ‘[word or phrase]’ most nearly means,” where x is a line of passage and word or phrase is the tested vocabulary.

Rhetoric: The Author’s Craft, Five Main Types

• Analyzing word choice: Understanding how an author selects words, phrases, and language patterns to influence meaning, tone, and style. Analyzing word choice questions focus less on the definitions and more on the impact that particular words, phrases, and language patterns (such as repetition) have on the meaning, style, and tone of a passage. These questions will generally call out certain words, phrases, or sentences and ask you to consider the purpose, effect, or impact of this language.
• Analyzing text structure: Describing how an author shapes and organizes a text and how the parts of the passage contribute to the whole text. These question types come in two basic forms. One kind will ask you to characterize in some way the overall structure of the passage. In a few cases, this may be as simple as just recognizing the organizing principle of the passage, such as cause-and-effect, sequence, or problem-solution. You may also have to track how the structure shifts over the course of the passage, meaning that the answer will be in two or more parts (as in “the passage begins by doing x and then does y”). Example: “Over the course of the passage, the main focus of the narrative shifts from the . . .”
• Analyzing point of view: Understanding the point of view or perspective from which the passages are told and how that point of view or perspective affects the content and style of the passage. When the Reading Test asks you to consider point of view, it’s not usually simply a matter of understanding what’s often called “narrative point of view” (first person, third person, omniscient, for example). Often the Reading Test “point of view” is a broader term that also includes the stance/opinion/perspective of the author, narrator, or speaker.
• Analyzing purpose: Determining the main rhetorical aim of a passage or a part of the passage, such as a paragraph. The words “purpose” or “function” is often used in such questions, while the answer choices often begin with or include focused verbs such as “criticize,” “support,” “present,” or “introduce.” Remember to read the question carefully. You may be asked about the purpose of the entire text or a portion of the text.
• Analyzing arguments: Examining the claims, counterclaims, reasoning, and evidence an author uses in an argument. The Reading Test includes passages that are primarily argumentative. The author attempts to convince the reader to accept one or more claims, or assertions, through the use of reasoning, evidence, and persuasive elements. Sometimes counterclaims are included. You may see a question that asks about the central claim of an argument. Look for words such as “claim,” “counterclaim,” “reason,” and “evidence.” Again, be aware that the question may ask for the main claim/assertion or claims/assertions from parts of the passage.

Synthesis: Two Main Types

• Analyzing multiple texts: Making connections between topically related informational passages. The Reading Test may include one set of two or more topically related informational passages on a subject in either history/social studies or science (“paired passages”). The passages may present opposing positions on the same issue, but it’s more likely that the second passage will “respond” to the first in some more general way. These question types are of two general kinds. The first consists of questions about either passage separately. The second kind of question consists of the actual Synthesis questions. These questions require you to draw meaningful connections between the two passages or about strategies used in them. For example, “The tribe in Passage 1 and the tribe in Passage 2 shared which trait?"
• Analyzing quantitative information: Locating data in informational graphics such as tables, graphs, and charts; drawing reasonable conclusions from such graphics, and integrating information displayed graphically with information and ideas in a passage. These questions fall into three general kinds—questions that ask you to locate information in one or more of the informational graphics; questions that ask you to draw reasonable conclusions from data presented in one or more graphics; questions that ask you to connect the information displayed in one or more graphics with the information in the accompanying passage. Example:  “Which claim about climate change is supported by the graph?”

Writing and Language 

• Subject/verb agreement: Does the verb match the subject in number (singular or plural)? A good way to approach any sentence is to find the verbs and ask yourself, “Who or what does the action of each verb?” This question will help you find the simple subject (one word) and not be confused by any descriptors or interrupting words. Other helpful hints are that a subject can never come after a preposition (print out a list of prepositions to familiarize yourself with them) and a subject can never receive the action of a verb.
• Parallel structure: English loves balance, evenness, and logic. Make sure grammatical structure, especially in a series with commas, is the same. For example, “He likes to sing, to dance, and to act.” You wouldn’t write, “He likes to sing, to dance, and acting is another hobby.”
• Pronoun switch: Remember that “one” and “you” are pronouns. Often on the SAT, there will be a sentence like the following—“One should be prepared to study hard so that you get into a good college.” Instead write, “You should be prepared to study hard so that you get into a good college.”
• Wordiness: English should be precise and exact, without unnecessary words. For example, “Janet sometimes usually sings in the choir.” Choose either “sometimes” or “usually,” not both.
• Redundancy: Look for sentences that are redundant (repeating an idea/meaning unnecessarily). For example, “Brian, Miguel, and James also went to the movie as well.” Delete either “also” or “as well.”
• Verb tense consistency: Make sure the verb tense is consistent if the actions expressed are happening at the same time. For example, if the actions are both at the same time in the past, then the verbs should both be past. Sometimes, however, you need to especially concentrate on the timing of the actions (the sequence of events). In this instance, if one action happened before another action, the oldest action would need a “more past” tense. For example, “The tourist didn’t visit Rome this time because he had visited that glorious city the year before.” The action of the tourist visiting Rome occurred the year before; therefore, “had” is appropriate because it conveys the idea of an earlier visit than the tense “didn’t visit,” which is more recent in time.
• Confused word: This error is more difficult to spot because our eyes tend to glaze over words we might not understand well. For example, “The scientists’ corroboration on their research led to a cure for cancer that might not have occurred if they had worked alone.” In this instance, the word “corroboration” is confused with “collaboration.”
• Which/who: The SAT often has sentences like the following—The teachers, which work very hard, went before the school board to ask for a raise.” Never refer to people with the word “which”; always use “who.”

Common Grammatical Errors

• Pronoun Errors. The following are singular—anybody, everyone, anything, neither, everybody, someone, everything, each, somebody, no one, something, much, nobody, nothing, anyone, other.
• Verb Errors. When you see a verb underlined, check to make sure it agrees with its subject. Also, make sure all the verbs in the sentence are in the proper tense.
• Idioms. Idioms are combinations of words that must be used in conjunction. For example, the phrase “responsible for” is an idiom; you wouldn’t say “responsible of.” If you see a preposition underlined, check to see if it’s used idiomatically.
• Diction. Diction errors are mistakes in word choice. These are hard to spot, but fortunately don’t show up too often. Look for these only after you’ve determined that there are no grammatical errors. Examples: 1. The scientists, once they discovered that each had tackled a similar line of stem-cell research, realized that they would both benefit if they corroborated in their research. 2. The first two years are the most formidable—it is during this time that many of our enduring personality traits take root.  

Common Improving-Sentence Errors

Many of the errors found in the error identification questions will also show up in the improving sentences questions. However, there are a few error types that are more common to the improving sentences question type.

• Dangling Modifiers. A dangling modifier has no specific word that it modifies. Take a look at the following sentence: Running down the street, a brick fell on my head. This sentence should be rewritten: As I was running down the street, a brick fell on my head.
• Parallel Construction. When making a list of items, make sure all parts of the list are in the same form. The following sentence is incorrect: Ricky wanted to finish his homework, take a walk, and to be in bed by ten o’clock. This sentence should be rewritten: Ricky wanted to finish his homework, to take a walk, and to be in bed by ten o’clock. If you are making a comparison, make sure the two things being compared are similar: John’s drumming style is more explosive than Keith should be rewritten: John’s drumming style is more explosive than Keith’s drumming style.

How to Eliminate Answers on Improving Sentences

When in doubt, use the following guidelines to help you eliminate answers. These guidelines should be applied only after you’re stuck or down to two or three choices.

     Avoid answer choices that

• contain the word “being” or other “-ing” verbs
• are wordy or redundant
• contain unnecessary or ambiguous pronouns
• change the meaning of a sentence

For more information about the Writing and Language section, click on the following link:
http://scholarmulhern.blogspot.com/2016/08/types-of-writing-and-language-questions.html#more

See also: https://collegereadiness.collegeboard.org/pdf/prepare-psat-8-9.pdf