Main content
SAT
Unit 11: Lesson 3
Writing: Grammar- Writing: Setting Up Ideas — Video Lesson
- Setting up ideas | Quick guide
- Writing: Strong Support — Video lesson
- Strong support | Quick guide
- Writing: Relevant Information — Video lesson
- Relevant information | Quick guide
- Writing: Sequencing sentences — Video lesson
- Sequencing sentences | Quick guide
- Writing: Transition Words — Video lesson
- Transition words and phrases | Quick guide
- Writing: Transition Sentences — Video Lesson
- Transition sentences | Quick guide
- Writing: Introductions — Video lesson
- Writing: Conclusions — Video lesson
- Introductions and conclusions | Quick guide
- Writing: Interpreting Graphs and Data — Video lesson
- Interpreting graphs and data | Quick guide
- Writing: Precision — Video Lesson
- Precise word choice | Quick guide
- Writing: Concision — Video lesson
- Concision | Quick guide
- Writing: Formal and Informal Language — Video Lesson
- Writing: Formal vs. casual language — Example
- Formal vs. casual language | Quick guide
- Writing: Syntax — Example
- Writing: Sentence Fragments — Video Lesson
- Writing: Sentence Boundaries — Example 1
- Writing: Sentence boundaries — Example 2
- Sentence fragments | Quick guide
- Writing: Subordination and coordination — Example
- Writing: Combining Sentences — Video Lesson
- Linking clauses | Quick guide
- Writing: Parallel Structure — Video lesson
- Writing: Parallel structure — Example
- Parallel structure | Quick guide
- Writing: Modifier Placement — Video Lesson
- Writing: Modifier placement — Example
- Modifier placement | Quick guide
- Writing: Verb Tense and Mood — Video Lesson
- Writing: Shift in verb tense and mood — Example
- Verb tense and mood | Quick guide
- Writing: Pronoun Clarity — Video Lesson
- Writing: Pronoun clarity — Example
- Pronoun clarity | Quick guide
- Writing: Pronoun Agreement — Video Lesson
- Writing: Pronoun-antecedent agreement — Example
- Pronoun-antecedent agreement | Quick guide
- Writing: Possessive determiners — Example 1
- Writing: Possessive determiners — Example 2
- Writing: It’s/Its Confusion — Video Lesson
- Confusion with "its" and "their" | Quick guide
- Writing: Subject-Verb Agreement — Video Lesson
- Writing: Subject-verb agreement — Example
- Subject-verb agreement | Quick guide
- Writing: Noun Agreement — Video Lesson
- Writing: Noun agreement — Basic example
- Noun agreement | Quick guide
- Writing: Frequently Confused Words — Video Lesson
- Writing: Frequently confused words — Example
- Frequently confused words | Quick guide
- Writing: Conventional Expressions — Video Lesson
- Writing: Conventional expression — Example
- Conventional expressions | Quick guide
- Writing: Logical Comparison — Video Lesson
- Writing: Logical comparison — Example
- Logical comparison | Quick guide
- Writing: End-of-sentence punctuation — Example 1
- Writing: End-of-sentence punctuation — Example 2
- Writing: Commas — Video Lesson
- Commas | Quick guide
- Writing: Semicolons — Video Lesson
- Semicolons | Quick guide
- Writing: Colons — Video lesson
- Colons | Quick guide
- Writing: Possessive Pronouns — Example
- Writing: Possessive Nouns — Video Lesson
- Making nouns possessive | Quick guide
- Writing: Items in a series — Example
- Writing: Punctuating Lists — Video Lesson
- Lists and punctuation | Quick guide
- Writing: Nonrestrictive and parenthetical elements — Example
- Writing: Nonessential Elements — Video Lesson
- Nonessential elements | Quick guide
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Writing: Interpreting Graphs and Data — Video lesson
David walks you through an Interpreting Graphs and Data question on the SAT Writing and Language test. Created by David Rheinstrom.
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Video transcript
- [Instructor] Which
choice provides accurate and relevant information from the graph? So you're likely to
see one to two of these on your exam. And the data in the graph
might not always look the way it does in this particular video. You might see a bar graph. You might see a scatterplot, or some other type of
infographic, maybe a table. So be advised. There are many different kinds of graph that you might be asked to look at, but you'll apply a similar
strategy to all of them. So when the question asks
you to interpret a graph, before you even look at the
choices, look at the graph and determine what story
the graph is trying to tell. So the title of the graph is "Employment Percent Change
in Rural West 1970 to 2010". Let's look at the x-axis which is the percent employment change. Let's look at the y-axis which is percent of county
land base federally protected. So, okay, looking at this very quickly, it seems like the more of
the land in your county that is federally protected, the greater the employment
percent change is in these years. So if the county has
more than 30% protected, you have employment growth of 345%. If it's 0% protected, the growth still exists,
but it's only 83%. So let's take a look at the question which is just going to ask
us to interpret the graph and see which choice that fits into this paragraph matches
the information from the graph. So let's take a look. "According to a report
from Headwaters Economics, a research group that studies
land management in the West, rural counties with more
than 30% of their land under federal protection," and here's the underlined part, here's choice A. "Saw job growth of more than
300% from 1970 to 2010." I think that's exactly
what we saw in the graph. Hold on real quick, 300%, 30% of their land, specifically more than 30% of the land. Yeah, and that's this
first bar graph here. 345% is more than 300. This is the answer. Cool, great. Honestly, on test day,
that's all I'd need. I feel confident about that, I'd move on. But for the purposes of
this instructional video, let's just check them out and see. Rural counties with more
than 30% of the land under federal protection saw. Choice B. Slightly less job growth than those with less than 10% of lands
under federal protection. So that would be arguing that these two, the 108% growth and the 83% growth are greater job growth than the 30% right? That this 345 is actually smaller, less than 108 or 83. And that's not true. Choice C. Had rates of job growth that
were considerably higher than those of rural counties
in the Eastern United States. That's not what this graph is about. It's about the rural West. So we can't even evaluate that. Choice D. The counties with more
than 30% of their land under federal protection
saw job growth declined from nearly 350% to just under 300%. If you were not reading the graph closely, it would be possible to
choose D as a mistake. But we're not looking
at job growth decline. This is the amount of job
growth that occurs in a bunch of different counties
during a specific period. All of these employment
percent changes are positive and referring to different counties. So this is not true. That's just comparing
two different classes, that more than 20% and then more than 30%. So in questions like these, the
graph will speak for itself. And this one, it happened
to be even in the first bar of the bar graph, is
that if it's more than, if the county land is more
than 30% federally protected, then it has the largest job growth from 1970 to 2010. Which is in fact exact actually what was in the passage as choice A.