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SAT
Course: 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: Relevant Information — Video lesson
David shows you how to approach a Relevant Information question on the SAT Writing and Language test.
Created by David Rheinstrom.
Want to join the conversation?
- I'm confused as to why the sentence would be included at all. Doesn't adding the sentence break up the flow of describing the sculpture? It's already mentioned by name as well. Can anyone help explain further please? Thanks.(1 vote)
- Well, I wouldn't say it breaks up the flow of describing the sculpture because prior to that insertion point, we're not describing the sculpture. The reader has no idea what the sculpture is. What the sentence does is provide a transition point and introduction for what the sculpture does in the context of the paragraph. Because the sculpture isn't mentioned at all before the point and after it, it's referred to like you know what it is already, the SAT wants you to add in a little bit of a cushion to let the reader know about the sculpture in the first place.(7 votes)
- What is the meaning of
"All my life", the sculpture ...
? What is there a quoteAll my life
?(3 votes)- That is what he is saying.(2 votes)
- do we have 4 mins to answer question or less(2 votes)
- that is some sculpture alright(1 vote)
- what is the meaning of "all my life", the scripture(1 vote)
- yang namanya daiyan bau gk pernah mandi(1 vote)
- What is difference between SAT and LCAT (LUMS Common Admission Test)? I mean,to what extent do they differ?(0 votes)
Video transcript
- [Instructor] Okay, so
what we're looking at here is called a relevant information question. You will see between two and
four of these on your exam, and you can identify them 'cause they usually start like this by saying that the writer is considering adding the following sentence
and then the sentence, and then should the writer
make this addition here. And you are being asked two questions. First of all, there's a binary, right? Like a this or that
choice, a yes or no choice. And then there's a, if so
why, if no, why, if yes, why? So what's nice as a
strategy is we can first make that binary yes and no decision. Because there's two yeses and two nos we can knock out half the answers and then we can free up some brain space to consider the rationale. Because you can be correct
that the author should or should not make an addition. But if you haven't
identified the correct reason then you won't get the question correct. So let's take a look at
the immediate context for the question. "All my life," the sculptor,
Constantin Brâncuși remarked, "I have been seeking to
capture the essence of flight," and the sentence, whatever
it is would go in here. "Bird in Space" is a work of abstract art. "It is not a readily
recognizable representation "of the bird in its title "but rather a polished arc of bronze "that calls to mind the animals'
graceful airborne motion." All right, I'll stop there. Because for a relevant
information question, we're really only looking
at the immediate context of where the addition goes. We're not thinking about
the paragraph as a whole. We're thinking about, okay in
this spot between sentence one and sentence two, we wanna
put this sentence 1.5. Does it fit there or not? So the writer is considering
adding the following sentence, more than any of Brâncuși's other works, the 1926 sculpture "Bird in Space" manages to achieve that aim. So before I even look at the choices, I'm going to determine, okay, yes or no, does that belong here. With these questions,
the answer will be yes. If we, when we're exploring the content we noticed that there's some kind of gap. So in the passage, for
example, there's a gap between what Brâncuși believes about
sculpture and depicting flight and discussing "Bird in Space". There's no introduction
of "Bird in Space". There is a gap there. The answer will be no
when there is no such gap and adding the sentence, it would distract from
the point being made or it would be irrelevant
to the point being made. And I think the answer is,
yes it does belong here because, okay, so the second sentence mentions "Bird in Space" but it doesn't link "Bird
in Space" to Brâncuși. So I'm gonna say, I'm
gonna cross off C and D. We've made our binary decision and now we can focus on the rationale, on why it makes sense to
include this information. So choice A, yes, because
it helps explain why the US government would
eventually recognize "Bird in Space" as a work of art. Now, we don't have the context for that but that is what this passage is about. And you can see at the
very end of this paragraph which is just part of a longer
passage that I've excerpted, it says, more than just a
visually arresting sculpture, then "Bird in Space" was
responsible for changing how the US government recognizes art. That may be part of the same paragraph but it's not part of the immediate context of where the sentence is supposed to go. And at any rate I don't think that's what this sentence does. Ask yourself when you're
looking at the addition, what does this sentence do? And earlier I said, it introduces
the idea of the statue. So let's look at choice B. Yes, it should be inserted because it provides an effective transition between the presentation
of Brâncuși's goal and the discussion of "Bird in Space". And this, the word transition
is very similar to my notion that it introduces the
idea of the sculpture. So I'm going to say B is our answer. So when you are asked should
the writer make this addition, first focus on the context,
where is it fitting in exactly? Because it could be that
the sentence being proposed makes more sense here
or here, but not here. So you want to focus on
the fact of whether or not it is immediately relevant
in the specified spot. Not could it fit somewhere
else in the paragraph. It probably could. But here we have this
reference specifically, the sculpture manages to
achieve that aim, what aim? Capturing the essence of flight, right, it even makes a reference
back to the previous sentence. So we're trying to determine,
does it fit in and why? So your strategy for relevant
information questions like this is first to make
that binary yes or no decision, and then determine the function
of the sentence to help you figure out the reason
to include it or not. Also, before we go, I
thought it would be cool if you actually got to see
the sculpture in question. So this is Brâncuși's "Bird in Space". I really like it, it's one
of my favorite sculptures. Okay, see you.