 a PDF to read just a short story that's only a few pages long called the end of something. I want to know if we got a chance to look at that. Yes. Yeah, all right. So I wanted to hear, first of all, just some impressions and opinions about the story before we kind of go into some of the questions I have. I have some specific SAT style questions about it, but I wanted to hear some of your thoughts first, like what do you think of the story, and were there any, I don't know, anything that stood out to you? Yeah, at first I was kind of confused because it used to be here that I never heard or I don't know how they called through chess and English, but I had to go on other things. And also I got kind of confused because I didn't know quite well why Nick was angry at Martin. OK, yeah, there's a lot of things that are not explained in this story. It's kind of, I don't know, there's a lot of things that are open to interpretation. So I can see why maybe it might be a little confusing at points. And there is a good bit of vocabulary that you probably aren't familiar with, especially the terms related to the mill and the fishing stuff and some of the boat stuff at the beginning. But at the same time, that's something good to practice with literature, too, is just sort of ignoring the words you don't know or sort of piecing it together with the context. Welcome to the party, Harold. Good to see you. Any other thoughts on the story? Observations? Questions? Well, I'm just like skimming through it right now because I forgot to do it. I'm sorry. But I think like first impressions. I love the dialogue. It's very funny and I don't have like any backstory to it. I can tell like Marjorie and the other character I think is Bill. They're like very close. Also, maybe like Marjorie gets angry or it's very stubborn and angry very fast. I don't know, that's like the first impression. OK, that's a good first impression. Yeah, Nick, mostly Nick and Marjorie. Bill shows up at the end, which is kind of funny because that little detail tells us a lot, actually, about what was going on there. So, yeah. So I wanted to give that to you all just again. I think it's good for us to practice dealing with literature because there are going to be some literature questions on the SAT. And I think that for especially for international students or people whose second language is English, like they can be a lot more challenging than the SAT thinks they are because they are sort of supposed to be easy questions for most native speakers since they are more familiar with it. I think it's always good to kind of get into it a little bit. And I like these short stories from Hemingway because I feel like they're not that difficult to read. They're good, comfortable stories to get more comfortable with literature because they're just not that complex. He doesn't write things in an overly complex way just to show off his vocabulary. He writes things in a very simple way to kind of make it easier to understand. And actually, if we take a look at that PDF, if you have it open, I'll just show a couple of things real quick here. Aside from this early description of what was going on with the town and how the lumber industry kind of left, there's not a whole lot of other descriptions. Most of it's dialogue. And you notice the dialogue is pretty simple, right? He's not using a lot of complex terminology. Like when he says, Nick, rowing, looked at the white stone in the green trees, white stone green trees, like this is something that any of us could have written. It's not like super complex English that he's using. And yeah, there might be some phrases you might not be familiar with or there might be a couple of terms, you know, like some of the things he says here about the fishing stuff that maybe you don't know. But again, you can kind of skip over a lot of the things you don't understand. And remember that if we're doing literature stuff, whether it's poetry or it's prose, if you're getting a lot of words you don't quite understand, try to skip over that stuff or use the context. Like if you don't know what a schooner is, that's okay. Honestly, if you asked me to draw one right now or to like pick out a picture of one, I wouldn't be 100% confident. I'm not sure exactly what kind of thing that is, but I can tell that it's a boat, you know, cause they came into a bay and were loaded with the cut of the mill. So, and then it moved out of the bay toward a lake. So obviously it's got to be a boat of some sort. And so I can just mentally kind of replace this word with boat and I will probably be fine. I'm not gonna, I don't need to know exactly what kind of boat this is or what it looks like, you know? So it's important not to get too caught up in those little details cause that slows you down unnecessarily. Instead try to focus on what we can understand. And what we can understand is there's a kind of an awkward conversation between Nick and Marjorie through most of this story until it kind of gets to a point where things get a little more negative. And then at the end, Bill shows up which I always think is, that's my favorite part of the story, honestly. So I'm gonna send you all a little pack of questions here that we're gonna do with this. So I made five literature questions all based on this story. And they're also in the folder. Just sent them to everybody here. So you can take a look at those. And in there we'll be able to get, you know, I think a better appreciation for what some of the parts of this text are trying to do. So if you can open up that PDF, we'll go over there. Hello, Esteban. That's good. Hello. I just sent a little file to everybody based on the homework I asked everybody to read that short story. And then there's these SAT style questions based on it that are there for you. So if you wanna get those open, we're gonna start working on those. And then we're gonna move on to some other stuff today. To our last question type, which is exciting. So I chose a few different sections. This is the first paragraph that we were just looking at, kind of the introduction to the story. There's a couple of dialogue sequences in here as well, which most of the story's dialogue, so actually most of these are dialogue as well. And there are some, you know, I tried to choose a few of the key moments in the story to build around ones where you should be able to answer these questions without all the context. But if you did read the story, then I think some of the story will make more sense as you go through these questions. So I wanna give you a few minutes to try to resolve these and then we'll check them out together, like we usually do. So I'll set it for six minutes because this literature can take a little bit longer. And you know, once you get your answers, you can send them all to me. Yeah, Nicholas, the fourth one is tricky. That's the one that makes me stop and think about it the most. Oh, good catch, I didn't even notice that. We got about another 30 seconds. All right, that was our time. So let me see, I got Esteban's answers, I got Nicholas, I got Camila's. The others can send me what you got too so we can take a look together. We're gonna take a look at these. Thank you, Moe, got yours. All right, looks like the fourth one is the one that probably generates the most questions or controversy. We'll take a look at those. But I'll look at this here. All right, we got an interesting variety of answers. I like that. All right, so, yeah, I like that. All right, we'll check it out, we're gonna see. All right, first one, main idea. Now, again, I think when I'm looking through literature, I want to try to focus on what I can understand and they make it really clear that in the past, this was a lumbering town, like lumber referring to cutting down trees and turning them into wood, you know? So that might be kind of a key term to know. But even if you don't know what that means, even if you can't figure that out with the context, you don't even need to know necessarily what that means because you can understand its relationship to the town, like that this is all the town ever was. It was this kind of town. And when all that stuff is carried away, as they tell us right here, right? It basically says that it took everything that made the mill a mill in Horton's Bay a town. Like this town depended very much on this particular activity. So looking at my options, I see we got a couple of A's and we got a lot of B's. So I think A, there's one problem with A. What's the problem with A? There's like one word that makes A kind of a bad choice. I don't know if anybody noticed that. Like the mill was missing. Okay, I mean, if I look at A, it says, is the main activity and this whole paragraph just got done telling us how this was gone. So past tense, present tense, I think there's an issue there. It might be tempting to think that it is still the main activity, but it seems like it's not. Like everything that is related to it, there were no more logs to make lumber. Like this, it's gone. So if this were in the past, this might be a good answer. But it looks like most everybody else agrees on B that the town feels kind of empty now that the lumber mill is gone. And I think that's the best answer. Cause like, you know, this last sentence especially, the idea that it took away what the town was, I think implies that, you know, and even the way it used to be, right? Everybody could hear the sound of this lumber mill. Like it was an important part of this town and its identity and now it's gone. So it's just not the same anymore. And I get that sensation that it feels kind of empty. Like the heart of this town was removed. So I think if you chose B, that would be your best answer for the first one. Now, Nick, it looks like everybody agrees on this one. And I would agree to just based on this portion of the text, Nick says a total of 10 words. I actually counted them just for fun. And he even has another opportunity to speak more, but he says nothing. So that kind of is a good reason to choose quiet. I think he's, he seems like a quiet guy. Now, perhaps there's a bigger reason why that is, but just if I had this text, if this is all they gave me, I would say, yeah, he seems like he's a quiet dude. So that's a good answer. Now, getting to the third one. I see some B's, I see some B's, interesting. All right. So we're looking now at Marjorie in this further part of the dialogue. And what we've got here, first of all, like, and I always say focus on dialogue. Anytime they're asking you about characters, the dialogue is gonna be really important. What's the matter, Nick, right? You're asking about like something, there's something, something going on with Nick, right? We're not quite sure. She doesn't quite understand it. He says, I don't know, like classic dude can't express his feelings. And then she, you know, gets a food out and he's like, I don't feel like eating, come on and eat, right? They ate without talking. So look at my choices here. I mean, I don't think she's mad at him. And I also think there's plenty of evidence that he is helping. I mean, he pulls the boat and he gets firewood. So like he is contributing. Trying to cheer him up. I don't know if I see anything specifically trying to cheer him up. Like I see her just kind of doing what she's normally doing, I think. Like if she had said like, oh, I made your favorite food or like, you know, trying to tell him a funny story. Like if there was something else that seemed a little more positive, I would maybe think B makes sense. But like, I don't quite see enough. I feel like she doesn't understand what's going on so she can't really cheer him up. Which is why I think that the D answer is probably better because she can tell something's off. Something's not quite right. Like, you know, she's asking what's the matter and he's not feeling like eating. And she's just like, come on and eat. And I'm like, what are you doing? Like she doesn't get it. She doesn't know what to do exactly with this. And the fact that they just sit there without talking, like that suggests that she can feel that something's not quite right here and doesn't quite understand what it is. So I don't really see her, she's not like angry or upset or annoyed. And I don't quite think she's trying to cheer him up either. She's kind of in the middle. Sophia, you got a thought? Yeah, I'm sure we have a question. I'm really confused because when like, I saw things of come on and eat, Nick. I thought, oh, she's like trying to positive and like cheer Nick up. But like, I'm not like 100% sure of my answer. But I still feel like B is the best. Or else like, I don't know. I think something more obvious would have happened. At least from like, when I'm reading it, it's going to be a little difficult to like, trying to. So I think it's important to make sure that we have at least some hard evidence for our answers, right? And if I'm looking at B, trying to cheer him up, like I say, I like to think, okay, what would I see? What would be like really good, strong evidence for that answer? And so like I said, if there was something special that she did or she was trying to, I don't know, like tell them a joke or like, you know, remember like another funny moment that they had or like I said, make his favorite food or something like, come on, I don't feel like eating. Hey, but I made like, I even made dessert for you, you know? Like if there was something else that was a little more like hard evidence, I would say, okay, but I don't see anything that's like super strong. And I get that you could maybe interpret some of these lines that way, but you got to be careful not to like, inject your own meaning into those. And we want to try to look for which item has good hard evidence. And to me, the question, what's the matter, Nick, is good hard evidence for deep? Like that, that definitely checks out. If you ask someone what's the matter, you can, that means you can tell that there's something wrong, right? You can like sense or you feel that there's something not quite right. So I think that that gives more evidence to D than maybe something like, come on and eat, gives to B. It kind of depends on how you read it too, right? I mean, I could also read this in a more negative way. Yes? No, yeah, sorry, I totally see it now. I just think I didn't pay enough attention. I was so distracted, but yeah. No worries, yeah. That's always what I think is important with these texts. Like I need to be able to say, here's my evidence. I can prove it with this. And that evidence is better than the evidence for other choices, right? Sometimes there's, you know, like, I feel like B would probably be the second best dancer here. But again, I don't have enough hard evidence for it, so I'm probably gonna go with D. And I think that is our correct answer here. So now we get to number four. And I think this was the tricky one for, let's see, I'm seeing plenty of Bs and As. All right, let's see what we got. So, all right. Again, we're going back to Nick. We're focusing on him. And we've got a few different options. Now, just again, there's a lot of silence. And they're sitting on the blanket without touching each other. And even Marjorie's kind of like, hey, you know, like, don't worry about it. If you don't want to talk about it, right? Right, it's really a matter, I don't know. Again, he's saying, I don't know. No, I don't. Go on and say it. Like, she's trying to get him to open up and say what he wants to say, right? But Nick seems to be struggling to say those things. Whatever it is that he has to say is hard for him to say, right? Like, he can't just come out and say it. She's pushing him to say it, right? And then he finally coughs up this idea that it isn't fun anymore. And I think that this is a key line here. He was afraid to look at Marjorie. He looked at her back. And he says again, like, it isn't fun anymore, not any of it, right? And he tries to like, you know, he sort of does the classic, it's not you, it's me. Everything's gone to hell inside of me. I don't know, Marj. Like, but he doesn't seem to have any clear, hard reasons to, you know, like break up with Marjorie. I don't see any like strong evidence for anything negative here. So, looking at my choices, right? Like, Nick is frustrated with Marjorie? Like, maybe, but what's he frustrated with? Like, I don't really see any hard evidence for it to be honest. Like, if he brought up something that she does that drives him crazy, or like, you know, something that happened in the past. Like, if he brought something up, then I could make an argument for this one. But I don't really see like a good example of what he's frustrated with. And the fact that he keeps struggling to put it into words, and also being afraid to look at Marjorie, makes me think that it's just hard for him to do this. It's hard for him to break up. And that's why I like be a lot. I feel like that's the best answer. It's difficult for him to break up because he knows it's gonna hurt her. Like, you can tell it's tough for him. Like, that's why he's feeling that fear. I have a lot of experience breaking up with people. So maybe that's why I get this faster. I don't know. Could be me in my life experience. But like, he seems like he's, you know, struggling to just get those words out to actually do the break up. I don't think it's spontaneous. And I think this last one is far too literal, like interpreting it way too literally saying that he's only interested in fun relationships and this is no longer fun. So that's kinda, that's not much of an inference, honestly. And that's something to watch out for. Like, if they ask you about an inference, you probably don't wanna pick the most literal answer because this is really literal. Like when he says it isn't fun anymore, it's matching, like, eh, that's probably too literal to be the right answer. So I would say B is the best choice here. Yep. And that brings us to our last question about Bill. Bill's appearance is my favorite part of the story because it tells us actually a lot about the stories. I see some C's and I see some A. So let's see what we got here. Now, Bill, after this breakup, he sits there and then he heard Bill come into the clearing, Bill didn't touch him. And then Bill just says, hey, all right, how'd it go? Make a scene? No, no scene. How'd he feel? I'll go away, Bill, go away for a while. Just get out of here. Bill selected a sandwich. And I love that the story ends on Bill just grabbing a sandwich. Like, he's just like, okay, I'll get out of here with a sandwich. To me, that's like perfect Bill. Now, I think the first answer could be true. That Bill's a great friend who supports Nick in difficult times. At the same time, I only have evidence for this one particular instance. And I don't know that he's a great friend, especially with that go away reaction. Like, I don't know, are they that close? Are they really, really good bros? You know, not sure. Like, this seems like one of those answers that's meant to trick me into marking this answer. Because like, again, I don't, even the fact that this is times plural, like, do I know that this is something he usually does? Do I know that Bill is always there for Nick? I don't know about that. Bill never liked Marjorie very much. There's really nothing here about him and Marjorie, so I can't really say that. Bill knew that Nick was going to break up with Marjorie this evening. Now, that is an interesting inference. Why can we say that this is true? Can anybody explain why C would be true? Maybe because of the part when he said, have a scene or something like that. Okay, yeah. Cause then what does that imply? I think that's good. Any other ideas? Sorry, I didn't mean to cut you off there. No, no, I was just thinking. Nicholas. I think the reason what the first thing he said, which is did she go all right, we can be fair that he already knew. Yeah, that's what I think too. Also, like, we could even just think about this. What are the odds that your friend Bill just shows up at the fire site? Like, you're in the woods out fishing on the lake, making a fire and your homie just shows up. You're like, oh, hey, you would also expect a reaction from Nick if he wasn't supposed to be there. And that's not here. So like, there's that. There's the fact that, yes, like you said, Nicholas, like the first thing Bill says is did you go right? Like, did it go okay? Did she gone? Like, did you do it? So I think there's that. And also, like, how I'm pointing out, have a scene? Like, then he obviously knew what they were gonna do because like, you know, perhaps he thought she would go crazy and get like really mad or make a big scene in that moment. And that didn't happen, but like he thought that was possible. So he would have known that they were probably gonna break up and that the timing was supposed to be like, all right, I'm gonna take her out to the lake. I'm gonna break up with her. And then you can show up a little bit later and we'll hang out. And that seems to be the plan here. So again, like, while I may be able to say that A is true, I feel like I have more evidence for C because of the dialogue and again, the fact that Nick know, like is not surprised that Bill is here, you know, even this, he felt Bill coming up to the fire. Like he clearly knew Bill would be there. Otherwise, how would you feel that it's Bill? How would you know otherwise? Like you just, I don't know. Like they would have to give me some other information, right? That his footsteps are unique or something like that or Bill wears a lot of cologne and he could smell it. Like there would have to be some clue and there isn't. And I think that sometimes when we deal with literature, the absence of information is information. The things that don't happen can help us understand what did happen. So the fact that Nick doesn't go, hey, Bill, what are you doing here? That tells me that, okay, this was planned out in advance and that's something that I noticed, you know, I saw what didn't happen and that can give me a clue. And I think that's a good strategy in general when you're dealing with like literature passages is think about, okay, well like if it was gonna be this, what would I see? What should be there? What is it there? And that could help you narrow it down. So yeah, I think C would be the best answer. And so all this time, Nick was just trying to build up the courage to break up with Marjorie and she had no idea that she could tell something was off. She, I think she knew it was coming right about here. You know, when she says, of course you know, go on and say it, I think at that point she knew. I don't know about you, but I think Marjorie figured it out. And the fact that she already had her back towards him, like I think she knew, I think she figured it out. Girl instinct, exactly. Women are smart, you figure stuff out quickly. We are not as emotionally clever as women are. So I don't think we can hide it for very long. Like she definitely picked it up, you know? I think that's 100% how it went. So yeah, I really encourage Hemingway short stories. Like if you wanna get more practice with literature, read Hemingway. Like I think he's, it's not that hard to process, but it does, his work does a really good job of using subtext and little clues. And reading his work helps you get better at finding those clues and knowing what to look at. Like this guy had this whole iceberg theory of literature where like you, the 10% on the surface is what you write. And there's this whole 90% underneath that you don't write. And it's not literally in the text. And you have to infer it, you have to understand, you have to read between the lines. And I feel like this story is a great example of that. Cause like there's this whole backstory of Nick having a conversation with Bill and like Nick knowing that he wants to break up with Marjorie. And you don't know all that until you start reading and until you get to those points in the dialogue. But then you, when you get to the end, you realize there was all this other stuff that wasn't in the story, but now you understand it. And I think that that's really useful just as a way to look at literature. I think it can be very helpful for those questions, you know, to kind of have that mentality of like, okay, what is it not telling me? And there's information in there, in that absence. So yeah, something I would suggest. Always, always like this story. So any questions about that before we move on? Alrighty. We're going to talk now about the last kind of questions on the SAT, the digital, well, digital SAT. We've talked about nine different types of questions so far actually. And we're going to cover our 10th and final one today and go through a few examples together. And then we're going to go through a non-adaptive test and also do some of these ones from there. I am still working on some fresh material for this kind of question because these are the hardest ones to make, if I'm being honest. And I have like five or six in the works, but I'm still finishing them up. So I will probably have those out for you and we'll do them for review next week. But let's take a look at what we got here. We're going to talk about these charts and graphs, these ones that use data, data questions, charts and graphs. These are the ones that kind of mix in some tables or graphs or charts or figures, some sort of data so that we can answer some questions. So yeah, it's pretty easy to identify these. Obviously, if you see a chart or a graph, you're dealing with a chart or graph data question here, not too complicated. But the strategy depends a little bit on the type of question. There are two different variants, two different ways that these questions can be presented. So the first one, Nicholas, you say you hate these? I don't like them either. I'll be honest, these ones can make me slow down a lot. Out of all the kinds of questions on the digital SAT, these are the ones I probably spend the most time on because you can't always answer them just from the paragraph. Like you've got to look at the data at some point and that's where it can get tricky. And sometimes the tables are really big. I've noticed on the test and you definitely want to zoom out to make sure you can get the whole table in there. There's one on the test that is actually like, it's really weirdly formatted. The table's like this long. So normally it's not all visible and you got to be careful that you don't miss some of that data. So there are things to consider here with the charts and the graphs. So the first thing I want you to point out, as always, read the question, okay? Make sure you look at the question first because we have two different approaches and we got to make sure that we understand which one we're dealing with. One of them is like supporting claims where they ask you to support the claim in the text using the data from the chart or the graph. So the phrasing is very similar to those supporting claims questions. It'll be like, oh, what data from the table best supports the claim made by blah, blah, blah. So you'll see that. It's gonna feel very similar to those supporting claims questions the way it's phrased but you're looking for the data, not some quote from an interview or some scientific evidence. Like you're just looking at the numbers that they give you. Now, if you get that, what you wanna do first is make sure obviously that you find that claim in the paragraph and then eliminate any answers that don't support that claim and try to reduce your options to the point where you can then just choose the best answer and validate it with the data. So what we don't want to do is stare at the data and try to find the answer. We wanna make sure we eliminate answers first and then we can go back to the data to confirm what we think are good answers, okay? I think that's a common mistake with these questions is to start looking at the data and see if we can find the piece because the problem is you might find something useful in that data but it might not be one of the options. So imagine you're looking at the chart and you're like, ooh, that supports this claim and then I don't see that in the options and now you just wasted time because you found an answer that isn't an answer and that can happen. So you wanna start with the claim, go to the answers and then the data. The data's kind of the last place where I'm gonna look to confirm my idea. Now the other case, and we'll see both examples of both, the other case is some more like a sentence completion. So you'll have a blank space at the end of the paragraph and it's gonna ask you to complete that with data. So it works very similarly. What you wanna do in those cases is just look at the previous sentence, right? Because usually the sentence before that final one will have sort of like the main idea and that will help you choose which data to use. So we'll take a look at both of these. Again though, try to eliminate the answers that don't match and validate the best answer with the data. So I don't wanna focus on the data exclusively. I wanna look at the text first, then the answers, then the data and that is a strategy that works. So if we take a look, I just kind of summarize, I forgot to delete this, this is the old version of this. Yeah, I gotta delete that slide. Okay, so like if we take a look at a table situation, right? Like one like this. And I think this is just like a general one for practice here. This is just something for us to get familiar with what we're looking at. We're gonna see tables like this, right? So make sure that you look clearly at this data and that you understand what it is. And sometimes they will, usually they will have some kind of title or like some information above the table or the chart. And you definitely wanna make sure that you understand what it is showing you. Like make sure you recognize what that data is. This says military spending in four major nations at various years, all amounts in USD adjusted for inflation. So I think it should have said millions in here as well because it was in millions or whatever. But anyway, point as numbers. Okay, now just keep in mind, you're gonna have that data and you're gonna have this information below it. You're gonna have data and a text. So this is what we're gonna see when we get to these questions, right? And again, I wanna focus more on what's going on in the text because that's gonna help me figure out what data I can look at and also help me understand some things that we can say about this. Now, without giving you an SAT style question, I just want you to look at this data for a second and see if we can understand some patterns or do we notice any trends in this data? Like can you identify a trend in the United States military spending? It's frequently increasing. Very good, exactly. Just it keeps going up, right? Sometimes more than others, but it keeps going up. It's got a nice consistent increasing trend. Good. Is there any other country that has a similar trend? China. Okay, we also see China. Now, how is China's trend different from the United States? The increase is a little less. Okay, the increase is less overall. Picture that curve. Try to visualize data a little bit too. What else is maybe different between the US and China? Like you're absolutely right that China's doesn't go as high. What else is happening? It would be like more gradual. Okay, it's a little more gradual, right? Especially at the beginning. Like at the beginning, you've got 42, 45, 50, and then boom, right? Whereas in the United States case like 170, 405, like it goes in big jumps, you know? Like the US takes big jumps whereas China's was kind of like flat and then boom. And you could also maybe imagine how this would play out in the future if we were to extend this table and imagine it into 2020, into 2030 or 2040 like maybe you could imagine a world where these two have met at the top. What do we notice in the case of Germany or the USSR Russia? What's happening with their trends? Germany increased and decreased then on a constant rate, I don't know. Yeah. Russia, the same thing about one time it accelerated to 480. Okay, good. So yeah, we see it's kind of and Nicolás wrote inconsistent in the chat totally. Like they're kind of inconsistent, right? And we also see both of them have a period where they go down, right? In the case of Germany, it goes from this big number to a very small number. And similarly in the case of Russia, like it's up here pretty high. In fact, the jump from 1930 to 1950 is actually the biggest jump out of any of them here. It goes up 460. So it's the biggest increase at any point in time out of this chart. Now, but then it goes back down and kind of levels off. So sometimes it's good to imagine these things sort of like visually. I think everybody's a little different. Some people process data better that way and it might be good for you to try to imagine it that way if you're struggling to sort of find some patterns or find some things that make sense, you know? Picturing it sometimes on a line can be helpful. Now, what these questions usually are gonna do is try to get you to connect two different points of data, all right? They're not just gonna ask you to pick what was the biggest increase in all this time? Like that would be pretty easy and you would just say, oh, well, I could do the math quickly and see that like, okay, Russia had the biggest increase or which was the biggest amount? Oh, well, it's 1200 for the US. Like they're gonna ask you something more complicated. They're gonna look for some sort of relationship between two different points here to compare maybe two countries or compare two times. So there's something that we're gonna wanna track. We gotta find that sort of parallel. And the answer will probably be somewhere in that text. The thing that we're looking for is gonna be in that text. And these are just some things, again, these are some things that we could say based on the text. Like, for example, the United States shows a tendency to increase military spending when rival nations do the same. And if we look at what it says in the text, you know, it says the US has consistently outspent its rivals and has maintained its position as the globe's primary superpower as a result. So I can see, for example, that when other countries, rival nations, increase their military spending, the United States also increases its military spending. And we can see that when that happens, the US tends to spend more than the rivals. Now, those rivals, if we think about like, Germany in the 1930s, right? There's a good example. Germany increases a lot of military spending. So does the United States. Russia in the Cold War, big increase in spending after World War II into the Cold War, 480 in the 50s. United States keeps it moving up to keep up with that. Today, China's numbers almost double in just 20 years, the United States keeps increasing. So there's this consistent pattern between what other countries do and what the United States does. And this is the kind of stuff that you want to look for, that you want to be able to find quickly. Like notice those relationships. I could also say that, you know, again, following World War I and World War II and also during the Cold War in those specific instances, and that's also connected to the text. The text says, this allowed the US to support the defeat of Germany and World War II to drain the Soviet Union's economy during the Cold War. And so we get a little frame of reference as to when those things would be, you know. And then we can also note that those same nations had to reduce their spending after coming into conflict. So Germany after World War II was forced to get rid of its military and reduced its military spending considerably. After the fall of the Soviet Union in 1989, like the military spending in that country drops immensely. So we could see that, okay, the US can spend more and sort of win. And then these other countries have to, they suffer as a result. They end up contracting. Again, these are just things that we can see in this data. And this one is where I think it gets interesting because sometimes these questions will ask you to sort of think forward to imagine, okay, what if this trend continues? Why can I say that the next likely conflict will be with China? What's the evidence here? Because China has a concentrate and increase. Okay, we see the big increase in military spending in China, right? And if we look historically like, okay, last time somebody made a big increase, we had conflict. So if the Germany and Russia stuff is true, then someone could easily assume that China's next. And so that's sort of what we wanna try to do. This is the mentality we wanna have when we look at this data is like, can we extrapolate, can we understand some tendencies or some trends in that data, right? So if I give you this and I give you this text and we give you this question, right? A supporting claims style question, which choice best describes data from the table to support the researcher's claim? Again, there's no blank space in this paragraph. So I want you to think about it from the perspective of the supporting claims question. We're gonna go straight to finding the claim, right? And I can find that in the middle of the text where we see what the author thinks according to Heimberger. So that's where my claim is gonna be that when the US spends this money, it's able to defeat other powers or prevent them from taking militaristic actions. So I have my claim there, right? And so I wanna choose the data from the table that supports that claim. So now that we've already analyzed this just for the sake of discussion, but take a look at these answers and tell me which one you think would be correct. Yeah, I'm getting in the chat and liking what I'm hearing so far. Okay, looking good, looking good. Yeah, again, I wanna make sure I focus exactly on what the claim is, right? Like the claim here, sorry. The claim is really important because he's focusing on what the US does, right? And so I can probably ignore the answers that focus on other countries. Like I can ignore A, I can ignore D because they focus on other countries actions and here he's focusing on what the US is spending does. So I wanna pick an answer that does that. Again, I wanna eliminate answers that don't go with the claim. And I can argue that A and D don't go with the claim because they focus on other countries, you know? And like, okay, you could defeat Germany, but then why do they suddenly stop spending money in the military? Why wouldn't they spend more to bounce back? Or like, again, it goes away from the claim. The claim is that the US is spending has enabled it to win these conflicts. So we don't wanna focus on what the other country's spending has done. We wanna focus on the claim here which is focused on the United States. And so I can eliminate A and D probably in these cases. Now, between B and C, I just wanna make sure that these answers match up with the data. So B says they consistently spend more than its rivals and I can argue, I can see that that's true. In 1930, they spent more than Germany. In 1950, they were spending more than Russia and today they're spending more than China. So like, that checks out. Increasing defense budget during conflicts, facts. It keeps increasing all the time so it doesn't even matter if it's during conflicts. It's always, even in peacetime. Yeah, it just always goes up. So far, I can definitely say everything that B says is true when I look at this data. C says largest percentage increase during the First and Second World War which resulted in Allied victory. That's maybe not true because largest percentage increase, it is true that from 1900 to 1930 that is the largest percentage increase because it's more than double. But that doesn't necessarily encompass the Second World War which comes after. So I don't know that that necessarily checks out. So again, I would eliminate A and D because I don't see them being very focused on the claim made in this text which is very much focused on the United States. And then looking at B and C, I just wanna go ahead and say, okay, can I confirm B with the data? If so, I move on. That's the correct answer and that's how it would be. Now let's take a look at another case here. This one comes from like a practice test. This is one of the SATs legitimate questions. Again, we have a similar style supporting the claim. So again, let's do what we did before. We're gonna look at the claim first, right? I'm gonna start here and I see that it says support the researcher's claim. And I look down here and I can see the claim, right? It says they claim that plants of these species that grow in close proximity to other plants gain an advantage in an early developmental stage. So, okay, there's this idea that if this plant is growing next to other plants, then it will gain an advantage. Now the question then is what data from the table would support that claim? And I wanna go through the answers and start eliminating choices. So if I go through and look at the first option here, for all five species less than 75% are growing in patches of vegetation. Well, that is true because patches of vegetation, nobody's even over 60%, but if it's true for all the plants, it doesn't really mean anything. That's not really gonna be supporting the claim. Like that's true for all the plants. And so I need something more specific, I think to make a good supporting claim here. Also, why less than 75? Why not less than 60? Why not less than 65? Like it could be a whole bunch of different numbers. So it doesn't really have any serious meaning to me. I don't think that that A choice is the best. The species with the greatest number of juvenile plants growing in patches of vegetation was H. stochis. That's not true. For T. lebinidus and T. morelle, the presented juvenile plants growing in patches of vegetation was less than what would be expected if plants were randomly distributed. Okay, that might be interesting looking at that one. Okay, so again, we're looking for, there's another one here that says substantially higher than what would be expected if they're randomly distributed, right? So then the percentage of juvenile plants was less than what would be expected if plants were randomly distributed or higher, right? For each species. So in this case, if they're growing in patches of vegetation and they get an advantage, right? It should be more than random, right? I would probably want them to be higher than if it was random, because if you just randomly distributed the plants, you would expect like 50%, right? But if they are then getting an advantage, then there should be more of them in the patches of vegetation. I would think that seems like a logical thing to me. What do you guys see so far? I just went through all the answers to kind of go through and I, like my thought process here, but I'm curious what you see. I don't want to give away all the answers just yet for you. This one's harder. All right, Mohamed gave me an answer. I think it's going to be because it's only one like that supports the claim strongly. Okay. C says the opposite what the claim says. So D stays. Okay. So yeah. Yeah, I think you're on to something with that. And again, like if I were to go through and just try to do process of elimination, like I said, this first one isn't good evidence because again, that 75% number could be any number above 59.6. Like it doesn't really put it into context for me. There needs to be more context. And that's why I think that B is also not very helpful. Also, there's another reason why I don't like B, which is the species width. And if we look at what it said previously, it says plants of these species in the claim, it refers to species plural. So why would I just single out one? If the claim involves multiple species, I probably shouldn't mark the one that just focuses on one of the five, right? And this fact, this also is just wrong. It also is not true. I can test it very quickly. H. Stoicas is the last 152.2. It's the lowest actually. It's not the greatest number of the plants grown in patches of vegetation by any means. So that one's definitely wrong. And so now between C and D, again, like you said, Mohammed, I think that makes perfect sense. Like if I'm looking to see that being around other plants gives an advantage that I would expect to see more plants in patches of vegetation, because that's where the advantage is, and it would be more than what's random, right? Now, randomly distributed, you usually think 50%, and you could look at this and say, oh, it's all over 50%, but actually if you look in the text, it even tells you that if they were randomly distributed on this particular landscape, only about 15% would be with other plants. So it's actually much higher then, but even without reading all of this paragraph, I can get the answer, right? So I don't think that I want less than because I'm looking for that advantage in patches of vegetation. So I'm not gonna go with that choice. And that leaves me to this. Patches of vegetation was substantially higher than randomly distributed, and I can confirm that. I can see that they're all above 50%, which is definitely above a random, assuming everything else is equal, and then even looking at what it says in the text, like it's really clear that, because it says only about 15%, we're much higher than even what I was expecting. So again, with these questions, I wanna make sure I go through and eliminate answers first and really take a look at all of them. So I can see that the first one doesn't really say anything that supports the claim. I can see that the second one is incorrect. I can see that the third one goes to the opposite of the claim, and that leaves me with that fourth one. Now, if I go through A, B, C, and get to D, I probably will just mark it and move on, but still you might wanna confirm it with the data. And again, I can look at the data and focus on that. And again, this is why I don't want you to start with the data, because there's so much data here that you don't need. You don't need the numbers growing on bare ground or the numbers on the patches or the total. Like those first, those three columns are useless. Ultimately, the only thing that matters is the percent in the patches of vegetation. That's literally the only aspect that matters here. So if I start by looking at this table and try to make sense of it, I'm gonna waste a bunch of time. Like I'm gonna read information I don't need or maybe find data that doesn't really help for the claim. So instead we focus on the claim first, understand that we're looking for a species that grow close to other plants and then look for an answer that focuses on that fact. And that was, in this case, deep. This is another case of that that I think is useful to look at here. Which choice best describes the data from the table that support the researcher's hypothesis? Again, very similar formulation to supporting claims, right? Now, again, supporting the researcher's hypothesis, I'm gonna look for that hypothesis. There's the word hypothesized. Right, a researcher hypothesized it because arctic ground squirrels hibernate alone. They would likely exhibit longer bouts of torpor and shorter arousal episodes than Alaska marmots. So go ahead and do the same process here. Take a look at this, try to answer the question on your own and then we'll go through and do my process of elimination with you. I think on this one, the answers are intentionally confusing. But it's actually kind of easy once you see it. Like once you see the answer, you're gonna be like, oh, yeah, duh. I got one from Moa, I got one from Esteban. Harold, Nicolas, Sophie, what you thinking? Camila, I wanna see what you think. Hey, all right, Nico. Oh, you're questioning it, hang on. Careful, I always tell people your first answer is probably the right answer. Oh, but now we got people equivocating in the chat. I love it. All right, Harold's giving me another answer. Ooh, we're all over the place on this one. Mm, interesting. Yeah, this one makes you wanna overthink everything. I feel like that's what these data questions do, Sophia. Like, don't feel bad. All right, let's try to tackle this together because I see a lot of confusion. Okay, so again, I just wanna go through each one and say, would this support the claim or not? So the claim is that arctic ground squirrels would have longer bouts of torpor and shorter arousal episodes than Alaska marmots. So the first one says Alaska marmots arousal episodes last for days while the arctic ground squirrels arousal episodes lasted less than a day. Now, that would support the claim because the claim is that the arctic ground squirrels would have shorter arousal episodes and if they last less than a day and the marmots are days, then that would be true. That would support the claim. So I should check it with the data. Is it true that arctic ground squirrels arousal episodes last less than a day? And if I look at this arctic ground squirrels arousal episodes are 14.2 hours, is it true that Alaska marmots arousal episodes last for days, it is not. 21.2 hours is not days, they're both hours. So I can definitely eliminate that option. Oops, sorry. So I can eliminate A because it's not true. It would support the claim, but it's not true. Now looking at B, Alaska marmots and arctic ground squirrels both maintain, okay, this is automatically wrong. Both, I'm looking for one that's longer or shorter than the other. If they both are the same, it doesn't help. That doesn't support the claim. So B is wrong. C, the Alaska marmots had shorter arousal episodes, or sorry, shorter torpor bouts had longer arousal episodes than the arctic ground squirrels did. That's what the claim is, but just in reverse. The claim says that arctic ground squirrels would have longer bouts of torpor, which means that Alaska marmots would have shorter bouts of torpor. And arctic ground squirrels would have shorter arousal episodes. And here it says marmots would have longer arousal episodes. So C is just the opposite of the claim. And it's just inverted. Like it's not the opposite, it's inverted. So that would support the claim. And so now I just wanna know if that checks out. So do Alaska marmots have shorter torpor bouts? They do. They are 13.81 days compared to 16.77. And longer arousal episodes? Yeah, they have 11 versus 9.5. Or even if I look at the duration, 21.2 versus 14.2 is also true. So C is correct. That's it. I can stop there. I don't even gotta worry about D. But if we wanna look at D real quick, Alaska marmots have more torpor bouts than arousal episodes, but they're about, it doesn't matter. It's not comparing marmots to squirrels. So D is wrong. See how we're able to eliminate some options here? Like B and D don't actually support the claim at all. A could support the claim, but it's wrong. And C does support the claim and is supported by the data. And this is something that happens a lot on these questions. You will see some options that don't support the claim at all. And you will also see some options that feel like they could support the claim, but when you check them against the data, they're wrong. So that's something we gotta watch out for. Like there are questions that are meant to sort of trick you and there's only one that is completely correct, supports the claim and can be verified by the data. So if we do this process, I would have eliminated A by checking the data. I would have eliminated B and D without ever looking at the data just because I know what the claim is and I know that B and D don't do that. Because if I'm trying to compare one that's longer or shorter than the other, I can't say they're both the same and I can't just focus on one. So B and D are just wrong. Only A and C could work. And given the two choices, A does not check out when we look at the data, C does. So that's the simple way to kind of approach these. You wanna try to break it down one answer at a time. Don't get lost in the data. Don't overcomplicate things. Just take each claim or each possible answer one at a time, does it support the claim? If so, does the data support the answer? If so, mark it and move on. If not, eliminate and continue. And then keep eliminating until you get to the one that does check out. And that's to me, I think the most effective way to approach these questions. Now, this is an example of the other kind of data question where we're completing a sentence. Which choice best uses data from the table to complete the statement? Now, this approach is a little different. In this case, I'm gonna plug data into this sentence. So what I wanna do first, again, is make sure that, okay, I see that I'm completing a statement and I wanna look at that statement. TikTok is expected to reach a billion users by 2025. A projection supported by, okay. So there is a kind of like a claim that I need to support in the same sentence. It's expected to reach a billion users by 2025. And so I wanna look at what data would support that idea. What data matches with that projection. And I also recommend in this case to look at the previous sentence here because I think it's good to look at that sentence as it might give you some clues, right? Here it says, for example, although some studies suggest that this market is now saturated and that there's little room for growth, the rapid ascension of newer platforms like Instagram and TikTok cast doubt on these assumptions. And right there, there's a clue as to what answer we might wanna use. Because in that previous sentence, it makes a reference to another platform that could potentially be used for support. I feel like these ones are a little bit easier, honestly, if you do this, if you read that previous sentence, Muhammad seems like he's already got the answer. And again, think about, now in this case, what I'm trying to look at is, okay, how do I support the idea of TikTok getting to a billion? If I just look at this data, right? It might be even good to look at this and try to summarize this. Again, think about the data itself, like, okay, it went from nothing, nothing, nothing to 500 million. I wanna go from 500 million to a billion in five years. Has anybody else done something like that? That maybe could provide me with some hope that it is possible. Was there another company in a similar situation that managed to pull that off? Zoom. If we added Zoom data in here, it'd just be like pandemic, boom. It'd be funny if you just wrote that answer in, if you could do that. Stonks, yes, all the stonks. I wish I had invested better during the pandemic. I would have made a killing. I was too poor at the time to take advantage of all the great opportunities. All right, so let's, again, if we look at these answers, like, I'm looking for another case that backs up the idea that TikTok could reach a billion users. And again, the previous sentence referenced another one, which is Instagram. So that right there should be a clue that I might wanna start there. And Instagram's expansion of over a billion users in as little as five years, I can confirm that on the chart. It went from 400 million to 2 billion in five years. So it did do what TikTok is hoping to do, and then a lot more. So that would provide a lot of support for TikTok's potential growth. So I like that answer right away. And I see a couple of you in the chat are saying C, and I think C would be absolutely a good answer here. For the sake of argument, let's just look at the others. There's a problem with the Facebook data. Yes, okay, it does grow nearly a billion users in five years. That's true. And yeah, it added a ton of people in 15 years. Like you could argue that the numbers match up, but the big difference is that that's an established platform that was around from a long time ago. We're talking about new platforms, and that's why that previous sentence is so important. Like I should compare TikTok to a more, a younger platform, a more relatively new platform to get an idea of how possible it is for it to grow. It doesn't make sense to compare it to the old established one that your aunt uses all the time to post questionable memes, you know? They always are questionable. The ones your aunt posts. My aunts on Facebook posts some things that make me kind of feel like, I don't want to like that. Please don't dox my aunts, but I love them, but you know. So I probably want to avoid A and B because I don't feel like Facebook is the best comparison. And then TikTok having about as many users as Facebook did in 2020. I mean, that's true, but like, again, comparing to Facebook probably isn't the right choice, especially because the text is telling me to kind of consider this other one. I will, I see your point, Sophia, about de-wrapping up more data, that like it kind of includes more data from the other one. This is true. At the same time, like, we look at the fact that it's a new, a new one. I think that's more important. I think the idea that we would want to focus on a platform that is newer. Because again, the previous sentence is really important here. Where it says some studies suggest that this market is saturated and there's little room for growth, the rapid ascension of newer platforms cast out on these assumptions. So they're telling me that I should look at the newer platforms. And when I see that TikTok had no data for these previous years, because it didn't exist. And then I look at Instagram, which had a similar situation. It didn't exist. And it went from 400 million to 2 billion. I think it's safe to say that TikTok could do the same thing. It already has, spoiler alert, by the way. But yeah, I think that I want to use that previous sentence to help me focus on the right data. There's always gonna be data that you don't need. There's always data you don't need. And it'll be there as a way to sort of distract you or trick you or get you to sort of focus on something else. But the best answer is, in fact, C. It's gotta be C. I can see that comparison. Imagine I add another row. Imagine I add 2025. I could expect to see TikTok over a billion easily. And Instagram probably even higher, right? But like, I'm comparing two new platforms that had similar numbers and then are looking for similar growth. And I think that's more consistent than comparing to Facebook, which was an already established platform that had many years under its development. It's also just a different era. And again, the text itself supports me using Instagram to support this answer. So based on what's in the text, based on the similarities between these two columns, C is the best answer. Any questions? Yes, Sophia? Could you justify why C is the answer by like in board points or like a very sunrise way? Okay, so I think, again, if we go back briefly, hang on, I'm gonna jump back. I wanna go back to the strategy for a second. I think it's important to review that real fast so that we can be on the same page. I gotta go back a few slides here, sorry. All right, hang on. Again, when I get these questions, let's think about what I wanna do. How am I gonna find the answer? So I wanna make sure I look at the question. I see that they're telling me, wait, no, that was the first one. Yeah, this one. When they're giving me sentence completion, right? I tell you, it's important to focus on that previous sentence, the one before the blank, because they're gonna give me some more details about what this text is talking about. We wanna make sure that we stay consistent with that paragraph. Remember, this is sentence completion. I'm trying to complete a sentence, complete a paragraph. So I wanna make sure that the data I pick fits well with that paragraph. So it's important to make sure I pick something that goes with the previous sentences. And especially that one just before the blank, I think is where a lot of times the clue is, right? So I'm not just picking the best data. I'm picking a statement that completes a paragraph. I think that's important to understand when we talk about this second kind of data question. Like, it's not just about, oh, this data is definitely the best, or this answer uses more data. It's about completing a paragraph while also using data. So it's sentence completion before it's data almost, if that makes sense. I think that's important to go over. So again, I wanna eliminate the answers that don't match and I wanna choose the best answer and validate that, but I wanna focus on that previous sentence because I'm trying to complete a paragraph. And I think that that's really important. So if we go back to this case, right? I wanna look very carefully at this, you know, oops, where's my, I don't have a highlighter. I wanna look really closely at that previous sentence. Again, it says, although some studies suggest that this market is now saturated and there's little room for growth, the rapid ascension of newer platforms like Instagram and TikTok cast doubt on these assumptions. So the text is trying to tell me that there can be new platforms that grow very quickly and find success. And then they give this claim that TikTok is expected to reach a billion users by 2025, a projection supported by Blake. So they've given me this clue. They've mentioned, you know, Instagram. They've mentioned newer platforms. And they're kind of like trying to refute the idea that there's already too many platforms or already nobody's gonna adopt a new platform. Like, so what they're trying to say is that just because Facebook exists doesn't mean that you can't have new platforms and look at Instagram, now look at TikTok. So they're establishing a connection between these two things. And so I'm looking at, that's why I immediately gravitate towards C because C is the only one here that keeps that focus, that fits the paragraph. That's the main reason. Now I can compare the data and say, okay, it's true. It did have an expansion of over a billion users in as little as five years. That is true. I can validate it. But I'm not even trying to answer the question with the data. I'm trying to answer the question with the paragraph. Does that make sense? I hope so. Cause yeah, it's like, I would agree with your point that like D does incorporate more data from this whole table. It does, it does incorporate more data, sure. But like that's not my goal here. My goal is to complete this sentence and ergo, complete a paragraph. And so when I do that, I feel like it becomes really clear that C is the better choice because it's the only one here that really like, you know, connects with that paragraph. It wouldn't make sense for me to talk about how newer platforms were successful, mention Instagram and then throw out statistics related to Facebook. So that's something to watch out for. When you get the second type of question where you're completing a sentence, remember, first you're completing a sentence, first you're completing a paragraph. Yeah, you're using data from the table, but like your goal is to complete that paragraph. So now maybe if I had another statement about Instagram that didn't have good data or had an error, I would have to discard that. But just looking at these options, it's pretty clear to me that the paragraph wants me to go for C and I can confirm C with the table and it's okay. So that's what I'm gonna go with. So that's something to watch out for when you're dealing with these questions. Like again, we have these two different types. We have one type that's focused on supporting claims and in those cases we have to check to see if the data supports the claim in the first place and then validate it. When I get these kinds of questions where I'm trying to complete the paragraph, I wanna look at it more like a sentence completion, paragraph completion exercise. Like I wanna make sure I'm picking something that stays on topic and logically follows what the paragraph was saying before and then I can validate it based on the data. But I wanna start with the paragraph. All right, we've been going on it for a while. We're overdue for a break. So let's take 10 minutes and we'll do our last activity for the day. All right, this has been mentally exhausting. These questions are hard. So yeah, go ahead and take 10 minutes and we'll be right back. All right, we got our last thing of the day. I sent it out to everybody already. It's a, I want you to grab, download this file. It's the official college board practice, non-adaptive practice test to be specific. It's one of the non-adaptive tests which means it's not in blue book. It's not like with the modules that change based on how you perform. It's just a PDF. It's like a simple classic test. But we're gonna use it. We're not gonna resolve a bunch of questions. We're gonna practice classifying the questions now that we've gone over all these different types of questions and I think this is useful because again, our main strategy is to identify the types of questions that we're working with so that we know exactly what we need to read and we can answer them faster. So the quicker we can identify those question types and also get used to sort of seeing where they appear in the test because on this new digital SAT, there is a pattern. There is like the vocabulary stuff that tends to come first, for example. There tends to be note taking questions at the end of the modules. So at least for now, that could change in the future but for the moment, there seems to be a pattern. So I think also going through this will help us get a little more familiar with where those questions will appear on the test so we can also maybe plan our attack. So I want everybody to open up that PDF and then I'm gonna send you something else here. A little link that's just for us. I'm gonna show you what we're gonna work on here for a minute. So I've just made this sheet just for all of us and those who are not here, whatever, no worries. And show you kind of what we're doing here. So the way I want you to do this is just to go through all the questions in the first module and simply mark what kind of question they are. Type in what kind of question they are. You've got the full list of options right here that you can use. So this is just a little classification exercise like identifying question types and the idea is just to go through this quickly. We're not trying to answer the questions. We're just trying to go through it as fast as you can, okay? And just classify what kind of question is it and just be at the point where it can be automatic where I see the question. I know exactly what I'm dealing with. Put that down and move on. Camila's already rolling. I love it. Yeah, just go. No, we're not timing you or like officially doing anything here. So go ahead and just get going with it. Again, you have the 10 different types of questions here on the left if you don't remember what you're dealing with. There might be a few that are kind of like hybrids that maybe feel like they're between two different types. That's okay. Don't sweat it. Like put whatever you think it is and we can check it out when we're done. But yeah, that's the idea. If it's taking a minute to load, it's all good so we got some time. So yeah, go ahead and start cracking on those. And don't just trust what the person next to you is typing because they could be liars or they could be wrong. Try to do it yourself. And feel free to use like, yeah, shorter forms if you don't wanna type the whole thing out. It's all good. I'm gonna stop sharing while you guys do your thing. Uh-huh. This is kind of odd. All right, Camila made it to the end. Remember, don't overthink it either. If you're not sure, just keep moving. Give you a couple more minutes and then we'll just check out what we got real quick. All right, let's put a pause in it right now. If you're not done, that's okay. I just wanted to take a few minutes before we wrap up today to kind of go over this and take a look at it with y'all. So again, notice some of the trends here in the way that the test has been structured. And I've seen this also on the digital practice tests. We can really see that it opens up with vocabulary. It seems like this also happens on the second module that like you're gonna start your tests with a lot of vocabulary questions. So I think that's a great way for you to go through quickly and gain some time. If you can answer those vocab questions fairly quickly, you're gonna buy yourself some extra minutes that you can use for some of the more difficult questions that are in there. This one that comes right after that, I say most people put it as supporting claims. I kind of found myself a little unclear about that because it is like saying the main purpose of the whole text, which is unusual. One thing to know about the SAT is that they do include occasionally on their modules one question that doesn't actually count. And it's like an experimental question that's not like they're testing it out to see how it goes and they may make it a real question type later. I think that's what this might be because this is the only time I've seen a question like this on the digital SAT stuff. It's so different which choice best states the main purpose of the text about the whole paragraph. That's not normal. So that could very well be like a different an experimental type of question that it does not actually count. The experimental ones, if you get them wrong they don't actually count against your grade. This is in their official documentation on how the test works. So I'm always a little skeptical of what they say but that's an interesting thing. So if you see a question that feels really, really weird or really, really out of place or like just something that you've never seen before could be for that reason. Don't overthink it. And then yeah, the next couple things are sentence function questions. We have two underlined sentences. So I think that's correct there. And then we get into a little bit of literature, a poem and a paragraph from a book. And then also I think the next one kind of also counts. It does use the supporting claim language but if you look at what you're like doing you're putting poetry into it. It's essentially the opposite of the main idea of the poem. It's like here's the main idea and I'll find the lines from the poem that match so I kind of see that as literature. But yeah, it's kind of somewhere between the supporting claims and literature somewhere in the middle but it's basically a literature question. And then we get a couple of, we get a supporting claims question in there. We get a couple of charts. Looks like you all found those correctly. We got another supporting claims question, a couple sentence completion questions. And then we get into that big stretch of grammar and punctuation. And you see this, I've noticed this on a lot of these practice tests. Like especially in the first module there's this big middle stretch of just grammar punctuation, grammar punctuation. It can go back and forth. It could be like three or four punctuations in a row or three or four grammars in a row but it's all that stuff in the middle. So you'll probably notice that. Once you start seeing those grammar punctuation questions you're gonna get a long stretch of those. Remember, vocabulary is the most common question on the test. After that it's grammar and punctuation. Like punctuation in particular tends to be a little bit more. So at least in my experience. So like those three categories are, you know, 65% of the test, 67%, like two thirds of the test are those three categories. So if there's anything you really should focus on it's those three. And then we get back to more vocabulary because you get the transition words like the connector words to kind of close out the test. And finally two note taking questions. So again, we got a little bit of everything in here, right? In the first module you've got a couple of supporting claims you got a couple of sentence functions you got a couple of notes, a couple of charts. Like you have a couple of everything. You'll notice there's no paired passages in this one. I have only seen the paired passages show up on the second module in my experiments. I have not seen them in the first. There could be exceptions to that but I haven't seen them on the first modules so far. So we only use nine types here. But you know, the idea with this is just to get you into the habit of looking at that question, identifying what you're dealing with and applying the right strategy when you actually answer it. So the faster you can go through and identify the better. And that's something I would encourage you to practice. Like that's gonna be critical to you going, okay, I see the question, I know what to do, right? And then applying the strategies that we've practiced and talked about. So next week we're gonna do a little more review of these different kinds of questions and do some more practice. If there is anything in particular that you would like to practice, please tell me, okay? I really like to use that last session to sort of personalize things a little bit and give you more of the practice that you wanna work on or the kinds of questions that you are having trouble with. We are gonna do a few more data questions like charts and graphs because I feel like we should practice those and I am working on that material for next week. But tell me what you need. Tell me what you would like to go over. We got a couple hours, we don't have new content to really go through. So we've looked at all the question types. So hearing from you, I think would make the class better. So before we meet up next week, if you wanna let me know, hey, this is what we're working, I don't know what I would like to work on, that would help me. I would appreciate that a lot. But that's all for today. So thank you very much and I will see you next week. Thank you. Oh, and Sophia. So, oh, that's true. All the question types are in the slides. Like every single one, like if you go back to my slides, hang on, I can even show you real fast. Like, and those are in the folder too if you need them. But if you just take a look here at the slides, like the way I have it structured is first like overall stuff about the SAT and then in here we have all the different question types and the way they're distributed on the test based on what I've seen before. And like as we go through here, I go through each one. So vocabulary, strategies, examples, punctuation, resources, links that are useful. Like, so they're all in here. And yeah, you might wanna just start with the pie chart and then think, okay, which ones do I wanna work on more? So yeah, feel free to reach out if there's anything you need. Okay, thank you. You're welcome. All right. Thank you. You have a good night. Good night. Mr. Mitchell, are you there? Yes, I am still. My microphone's a little, I don't know what's happening to my microphone because like I can hear you well, but sometimes people don't hear me. I don't know. Okay, that's odd. I hear you.