- [Instructor] This is a social science passage
on the reading section of the SAT.
Let's do a quick survey step for this passage.
What this means is I'm going to dash
through the questions and mark them up where relevant
and this will inform my approach in the active reading
which will be another video.
Doing this survey is a time management strategy.
Looking at the questions first makes it possible
for you to search and destroy on a passage like this.
So for example, if you identify
a vocabulary in context question on test day
you could answer that question as soon as you encounter it
and I'll model other opportunities like that
as we go through.
This is intended to be a quick step to be clear,
we want to figure out what we should be reading for
and move on.
I'm asking myself, can I do this now if I had to,
or will I have to do this later?
So our strategy here is very simple.
First, we want to read the blurb at the top of the passage,
and then we're going to skim the questions
for targets and map out the passage by marking it.
And then during the active reading step
you would tackle the passage in big chunks
doing the questions as you go.
But for now, let's get started by reading the blurb.
And the blurb is just this part up here, right?
This passage is adapted from Ian King,
Can economics be ethical?
The passage is all about that question.
Can economics be ethical?
So with that blurb in our heads
let's start going through the questions themselves.
Question one, the main purpose of the passage is to blank.
Okay, I got to read the whole passage
to understand this one, I can't do it right now.
Question two, in the passage
the author anticipates which of the following objections
to criticizing the ethics of free markets?
So it's a question
about what argument the author anticipates.
When I read the passage, I look for that.
I'll look for objections
to criticizing the ethics of free markets.
All right, question three,
which choice provides the best evidence
for the answer to the previous question?
So this question provides evidence for question two
which makes my job easier.
The answer to question two will be
in one of these four places.
And when I do question two, I'm going to do question three
at the same time,
Question four, as used in line six,
embraced most nearly means.
All right, so this is a vocabulary question.
And on test day, I might even do this question right now.
So let's look for line six, embraced,
pop over to the passage.
What I'm going to do right now
is I'm just gonna mark it.
There we go, embraced.
Yeah, on test day If I wanted to, I could read a line before
read a line ahead
and then use my vocabulary question strategies to answer it,
but we'll get to those strategies in a later video.
For now all I want to do is just mark it
and move on to question five.
So the main purpose of the fifth paragraph is to blank.
Okay, this is a save it for later question for sure.
We'll need to have read the entire fifth paragraph.
All right, so I'll mark that paragraph.
And if I feel like it, I can answer this question
after I've read this paragraph.
As used in line 49, clashes most nearly means, okay,
So that's another vocabulary question.
If we wanted to we could do that right now during this step,
but for now let's just mark the word clashes in line 49.
I'm going to pop over to the passage, 50, 49,
there is clashes.
All right, and now we were on question seven,
which choice best supports the authors claim
that there is common ground shared
by the different approaches
to ethics described in the passage.
So this question is asking us to cite textual evidence
to support a claim, but I feel like
we're going to need to have the whole passage
under our belt in order to do this one.
Move on to question eight.
The main idea of the final paragraph is that blank.
All right, and that's just asking,
what's the final paragraph about.
Question nine, data in the graph
about per pound coffee profits in Tanzania,
most strongly support which of the following statements?
Let's look at the graph, okay.
There's the graph, cool.
This question was asking what is the graph telling us?
And note that it's a question
about just the graph and not the passage.
So if you were strapped for time
you could do this question now just by reading the graph.
Now let's look at question 10, data in the graph indicate
that the greatest difference between per pound profits
from fair trade coffee, blah, blah, blah occurred
during which period, this is the same deal as question nine
we can do both of these questions
just looking at the graph, right?
It's asking us what do the data tell us?
And then finally, question 11,
data in the graph provide the most direct support
for which idea in the passage.
Okay, so this means
that you're going to have to understand the ideas
at play in the passage before you can take this one on
because it's not just the data,
it's the data and the ideas in the passage.
So that's four out of 11 questions that
if you needed to rack up some quick victories
you could do that right now.
And just as importantly
by looking at these questions first
I've identified some of the ideas I'll want to look
for during my active reading step.
This was the survey step and in the next video
you'll see me model an active reading.
Good luck out there.
You've got this.