SAT Preparation Materials
SAT Verbal
01.01.2021
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We're going to start by looking at vocabulary-in-context questions, which are
among the most common types of questions to appear: there are usually eight or so
per test (about 15% of the total), sometimes placed back-to-back. Compared to
other types of Reading questions, vocabulary-in-context questions tend to be more
straightforward and less dependent on the passage as a whole. That said, they can
also be surprisingly subtle and tricky at times.
The prefix CON- means "with," so context literally means "with the text."
Vocabulary-in-context questions thus require you to use clues in the text itself to
determine the meanings of specific words and phrases. These questions come in
two varieties: the vast majority test second definitions of common words (e.g.,
poor, nature, clear), but occasionally you may also be asked to identify the
meanings of short phrases (e.g., in its wake).
The principle on which these questions are based can be summarized as
follows:
Context determines meaning.
On the SAT, words can be used to mean whatever an author happens to want
them to mean, regardless of their dictionary definitions. As long as you are able to
1) use information from the surrounding sentence(s) to determine the intended
meaning of a word; and 2) match one of the choices to that meaning, you can find
your way to the answer.
Sometimes, the word tested will be used in a way that's fairly similar to its
most common meaning - but then again, sometimes it won't. With only a few
exceptions, however, the words you are asked about will not be used in their most
literal definition (e.g., spill to mean "knock over"). If they did, there would be no
reason to test them in the first place! So as a general rule, if you see the usual
definition of a word among the answer choices, you should assume that it is
incorrect and only reconsider it if no other option fits.
It also means that when you see a question that says, In line 14, 'fine" most nearly
means ... , you can think of the question as saying, In line 14, ____ most nearly
means. The fact that fine rather than some other word happens to be used in the
passage is irrelevant.
In some cases, a familiarity with common second meanings may be helpful. For
example, want is often used to mean "lack," especially in old-fashioned writing. In
other cases, though, words will be used in ways unlikely to appear on any
vocabulary list. A common alternate meaning may even appear as an incorrect
answer. So while you may find the list of second meanings on p. 51 helpful, you
should be aware that it does not cover the full range of potential definitions.
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Strategies
1) Plug in your own word and find the answer choice that matches.
If you are able to use this strategy effectively, it is often the simplest and fastest
way to answer vocabulary questions. The only potential difficulty is that
sometimes, even if you provide a perfectly adequate synonym for the word in
question, the correct answer will be a word that you find odd, or that you do not
recognize as having the same meaning as the term you supplied. If you are a strong
reader with a solid vocabulary, however, these issues should not normally pose a
serious problem.
2) Plug each answer choice into the sentence.
Frequently, you'll be able to hear that a particular choice does not sound correct or
have the right meaning within the context of a sentence. The only potential
downside is that sometimes, as is true for #1, the correct word is not a word you
would think to use. As a result, you might talk yourself out of choosing that answer
because you think it sounds odd.
3) Play positive/negative, then plug in.
If you can determine from context whether the word is positive or negative, you
can often eliminate at least one answer. You can then plug the remaining answers
back into the sentence and see which one makes the most sense in context. In rare
instances, you may even be able to use this technique to eliminate three answers,
leaving you only one possibility.
Additional Points
While some people feel most comfortable using a single approach for all
vocabulary-in-context questions, it is also true that certain questions lend
themselves better to certain approaches. On some straightforward questions you
may find it easiest to plug in your own word, while on other, less clear-cut
questions, a combination of positive/negative and process of elimination might
provide the most effective strategy.
Second, you should pay particular attention to clues indicating that a word in
question has a similar or opposite meaning to another word. For example, in the
phrase quiet and reserved, the word and tells you that reserved must mean
something similar to quiet; and in the phrase delicate but sound, the word but tells
you that sound must mean roughly the opposite of delicate. On the other hand, if
you cannot determine the meaning of a word from the sentence in which it appears,
you must establish a slightly larger context. Read from the sentence above to the
sentence below - one of those sentences will very likely include the information
you need to answer the question.
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Finally, don't get distracted by unfamiliar words in the answer choices. It
doesn't matter whether you know the definition of the wrong answers as long
as you can identify the right answer. The College Board is fond of using
distractors whose definitions students are unlikely to know, while making correct
answers relatively simple. As a result, you should never choose an answer like
egregious just because it looks sophisticated. If anything, it's more likely to be
wrong. As a rule, always work from what you do know to what you don't
know. If you're not sure about a word, ignore it and deal with everything you know
for sure first.
Examples:
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Common Second Meanings
 Affect (v.) - to take on, assume; affected (adj.) - behaving in an
artificial/pretentious way
 Afford - to grant (e.g., to afford an opportunity)
 Allow - to enable, permit
 Appreciate - to take into account, recognize the merits of, OR to increase in
value
 Appropriate (app-row-pree-ATE) - to take from, steal
 Arrest - to stop (not just put handcuffs on a criminal)
 Assume - to take on responsibility for, acquire (e.g., to assume a new
position)
 Basic - fundamental, essential
 Bent - liking or preference for
 Capacity - ability
 Chance (v.) - to attempt
 Check - to control (e.g., the vaccine checked the spread of the disease)
 Clear - obvious, evident
 Common - widespread
 Compromise (v.) - to endanger or make vulnerable (e.g., to compromise
one's beliefs)
 Constitution - build (e.g., a football player has a solid constitution)
 Conviction - strong belief. Noun form of convinced.
 Currency - acceptance, approval (of an idea)
 Demonstrate - to establish (e.g., to demonstrate the validity of a hypothesis)
 Economy - thrift (e.g., a writer who has an economical style is one who uses
few words)
 Element- component, aspect
 Elevated - lofty, high-minded, idealistic
 Establish- to prove, validate (e.g., to establish the accuracy of a theory)
 Execute - to carry out (e.g., to execute an order)
 Exercise - to put into use, carry out a function
 Exploit- to make use of, take advantage of (does not carry a negative
connotation)
 Facility- the ability to do something easily (e.g., a facility for learning
languages)
 Faculty - ability or aptitude
 Fancy (v.) - to take a liking to
 Fine - (1) narrow, thin (e.g., fine lines); (2) delicate, elegant; (3) keen, highly
attuned
 Foil - to put a stop to (e.g., to foil a robbery)
 Fundamental - basic, essential
 Grave/Gravity- serious(ness)
 Kicks - amusement (e.g., just for kicks)
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Nature - character, personality
Observe - to follow (e.g., to observe a law)
Plastic/ plasticity - able to be changed or shaped (e.g., brain plasticity)
Poor - inferior, substandard, ill
Provoke - to elicit (e.g., to provoke a reaction)
Qualify - to provide more information or detail about
Range - scope
Raw - unrefined, unfiltered
Realize - to achieve (a goal)
Reconcile - to bring together opposing or conh·adictory ideas
Relate/Relay - to pass on information, give an account of (a story)
Reservations - doubts, misgivings
Reserve - to hold off on (e.g., to reserve judgment)
Scale - level (e.g., the experiment was repeated on a larger scale)
Scrap (v.) - to eliminate
Sheer - utter, complete
Sound - firm, stable, reliable, valid (e.g., a sound argument)
Spare, Severe - plain, unadorned
Static - unchanging
Store (n.) - reserve, stock (e.g., to keep a store of food for emergencies)
Strength - significance
Sustain (v.) - to withstand
Temper - to moderate, make less harsh
Train - to fixate on (e.g., to train one's eyes on something)
Treat - to alter
Uniform (adj.) - constant, unvarying
Unqualified - absolute
Upset (v.) - to interfere with an expected outcome
Urge - to argue in favor of, advocate
Want (n.) - lack
Weight - seriousness, importance
Yield - to reveal (e.g., an experiment yields results)
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Additional Words to Know
Arbitrary - done or decided randomly, without clear reason
Bolster - to provide support for (an argument)
Comprehensive - thorough, complete
Condone - to disregard or pardon an illegal or objectionable act
Deter - to discourage
Disparity - difference, gap
Diverge - to separate from
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Doctrine - principle or set of teachings
Empirical - derived from experiment or observation
Endeavor - attempt
Esteem (v.) - to hold in high regard
Feasible - doable
Grievance - a wrong, grounds for complaint
Hypothesis - educated guess
Idealistic - cherishing noble or high-minded principles
Indifferent - not caring, utterly detached
Inevitable - unavoidable
Innate - inborn
Im10vation - new invention or discovery
Legislation - laws
Lofty - high-minded, exalted
Moral - concerned with the rules of right and wrong
Paradox - apparent contradiction
Partisan - strong adherent to a party or idea
Phenomenon - occurrence
Pragmatic, Prudent - practical
Scrutinize - to examine closely
Skeptical - questioning, doubtful
Stagnation - failure to progress or grow
Stipulate - to specify a requirement
Subordinate - lower-ranking
Substantiate - to prove; unsubstantiated - unproven
Synthesize - to bring together, integrate
Undermine - to weaken, attack indirectly
Underscore - to emphasize
Practice:
https://docs.google.com/forms/d/e/1FAIpQLSehkHB7dxRZmTRSy9ifmDzixVUO
SDRW32iCnsKiBAj-Ch1TPw/viewform?usp=sf_link
Reference:
The complete guide for SAT reading by Erica Meltzer 3rd edition, 2013
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