2.2 SAT Critical Reading - Theory of the Excessive

Theory of the Excessive: The test maker is not as creative as you might assume.  In fact, over the years, I have found that there is one major trick that the test maker uses to deceive SAT test takers.  I call it the Theory of the Excessive since it is so commonplace.  Whenever you approach a SAT reading based passage question, you must focus on the language.  Each reading based passage question is connected to five possible answer choices (A-E).  One of the answer choices is obviously correct, so what makes the other choices wrong.? The answer to this is one based on language.  Either the test maker will inflate the language of the incorrect answer choices or deflate the language such that the answer choice becomes a generalization.  Simply put, the incorrect answer choices either say too much or not enough!  When looking through the answer choices, pay particular attention to fishy words that add too much spice. 

Excessive Examples

For example, let's say that the question asks you to summarize the author's point of view.  Within the answer choices, you should find subtle, but important differences.  You may find the answer choices starting with verbs such as "critique," "suggest," and "prove."  Without even considering the words after the verb "prove," you may eliminate this choice as a possibility since the verb "prove" is far too extreme.  Your best bet is to go with moderate language.  It takes practice and scrutiny to find the words that tip the scale towards incorrectness, but they are there.  In the most obvious form, you should typically eliminate answer choices that use excessive language such as "no one," "always," "every," and any other word that leaves no room for exceptions. 

Theory of the Excessive Illustrated

Consider the following illustration to help conceptualize the idea:

Consider each number a different answer choice with the correct answer choice centered to represent a direct hit.  Numbers 1 and 2 represent answer choices that have flagrant uses of language; they are far outside the scope of the correct answer.  What happens next, happens to most, namely, SAT testers may typically eliminate two obvious answer choices but are stuck in a Bermuda Triangle, among 3, 4 and the correct answer.  But, as the illustration represents answer choices 3 and 4 are more closely related to the answer.  In other words, there will be subtle differences between these choices- sometimes a more intense adjective or verb slightly off key.

Following this illustration, there will always be a close pickle between two answer choices. Many students testify to the dilemma between two answer choices, frustrated that they seem to always choose the wrong choice, or at best they are 50-50 when they narrow it down to two choices. I suggest that the difference is one of language- that by critically analyzing the language, searching for, at times, one word that is slightly out of key. Focus on the wording, knowing that the trap word is there.  A great approach for practicing this discipline is to look at the wrong answer choice, especially if you had two choices and picked the wrong answer since looking at these answer choices will reveal the subtle differences.  More importantly, when you are stuck between two choices, ask yourself a very simple question: which one is more moderate?  You will be surprised at the accuracy for choosing correct questions when you use this question to guide you.