All the SAT Idioms You Need Complete List

All the SAT Idioms You Need Complete List SAT / ACT Prep Online Guides and Tips Idiom questions on the SAT are different than most of the other grammar questions. Why? Idiom questions can't be figured out by applying a specific rule. You have to rely on your general knowledge of English and your familiarity with certain phrases. Because you’re likely to encounter a couple of idiom questions on the SAT Writing and Language subsection, I’ll provide you with some information about idioms that should help you raise your SAT score. In this post, I’ll do the following: Explain the concept of an idiom. Detail the most common type of idiom questions on the SAT Writing and Language subsection. Offer strategies to help you identify and correctly answer idiom questions. Give a thorough SAT idiom list to help guide your studying. Provide you with practice questions to test you on what you’ve learned. What Is an Idiom? Idioms are phrases or expressions that do not conform to simple rules. Each idiom, by definition, is unique. Most people think of idioms as expressions that often have figurative meanings different from their literal meanings. Examples of this type of idiom include "at the drop of the hat," "beat around the bush," and "in over (one's) head." However, the SAT does not test you on these colloquial expressions. SAT Writing and Language idiom questions will test you on different types of idioms. How Are Idioms Tested in SAT Writing and Language? While the SAT does not test you on the figurative expressions I referenced above, the SAT may test you on two types of idioms: prepositional idioms and idioms with gerunds/infinitives. Prepositional Idioms For prepositional idioms, you must know which prepositions to use with a given word based on the context of the sentence. For example, you should say that you're "interested in" something, not "interested at" something. You "focus on" something, not "focus at" something. There is no rule to determine the correct preposition to use. You must be familiar with the phrase or rely on what you think "sounds right." Here's an example sentence with a prepositional idiom: Because he laughed when his friend fell down, Justin was accused of being devoid at sympathy. You may encounter a sentence like this on your SAT. In the sentence, there is no violation of a specific grammar rule. However, "devoid at" is an idiom error. Why? Well, the correct phrase is "devoid of." The corrected version of the sentence looks like this: Because he laughed when his friend fell down, Justin was accused of being devoid of sympathy. The expression "devoid of" means without. Familiarity with the given expression greatly helps to identify an idiom error. There is another type of idiom that may be tested on the SAT. Idioms with Gerunds or Infinitives Gerunds are verbs that are used as nouns and end in "ing." Examples of gerunds include running, jumping, and thinking. Infinitives are verbs used as nouns and are constructed by using the word "to" plus a verb. Examples of infinitives include to run, to jump, and to think. What are some examples of idioms with gerunds or infinitives? The correct phrase is "capable of being," not "capable as being." The proper idiomatic expression is "mind being,"not "mind to be."For these types of idioms, you need to know which preposition to use and whether to use a gerund or an infinitive. With some idioms, depending on the context, it is acceptable to use an infinitive or a gerund. Here's an example: I struggle to do geometry. Or, you can also write: I struggle doing geometry. Both sentences are correct. Here is a sentence with an idiom error: Bob insists at being annoying. Do you recognize the idiom error? Do you know the right idiom? This is the corrected version of the sentence: Bob insists on being annoying. Again, there is no rule to learn that lets you know that the phrase should be "insists on being" instead of "insists at being." This is another example of an idiom error: Julietends being worrisome. Check out the sentence after the idiom error is corrected: Julie tends to be worrisome. The infinitive form should be used with the word "tends" instead of the gerund form. Now let's look at idiom questions from the SAT. Real Examples Here are a couple of idiom questions from the College Board's practice tests. Explanation:The infinitive "to be" is incorrectly used with the verb "serves." In this sentence, the proper idiomatic expression is "serves as." The correct answer is B. See if you can figure out this idiom question: Explanation: The correct idiomatic expression is "as a means of." The answer is B. Why Are Idiom Questions Difficult/Easy? Why They're Difficult Idiom questions can be challenging because other grammar questions follow specific rules or patterns that can be applied to all sentences. Idiom questions test your knowledge of specific idiomatic expressions. Literally, there are thousands of idioms. It's not practical to try to remember each one. Furthermore, ESL students are less likely to be able to identify idiom errors. Those who have recently learned English have had less exposure to idiomatic expressions and can't learn all of the correct expressions by memorizing a rule. Why They're Easy Idiom questions are one of the few types of grammar questions where solely relying on what "sounds right" is likely to give you the right answer. These questions don't require you to understand and apply a rule. If you're familiar with the specific idioms that appear on your SAT, you can easily spot any idiom errors. SAT Tips for Idiom Questions #1: If a preposition, gerund, or infinitive is underlined, check for idiom errors. #2: The question may be testing idioms if the answer choices are all prepositions. #3:Keep a list of idioms that appear on practice tests. #4: Review and familiarize yourself with the list of idioms below. Complete List of SAT Writing Idioms While there are thousands of idioms in the English language, SAT idiom questions will most likely involveprepositional idioms or idioms with gerunds/infinitives. I've listed some of the more common prepositional idioms and idioms with gerunds/infinitives to help guide your studying. Idioms that have appeared on questions in the College Board’s practice tests are listed first. It's not practical for you to memorize every single idiom on this list. There will probably only be a couple of idiom questions on your SAT Writing and Language subsection. Spending numerous hours learning hundreds of idioms wouldn't be the best use of your study time. However, I do recommend that you review this list periodically to become more familiar with these phrases. Thinking about proper idiom construction should benefit you when you encounter idiom questions on the SAT. You'll improve your intuitive grasp of idioms and be able to better recognize idiom errors. Here's my thorough list of idioms: IDIOMS FROM SAT PRACTICE TESTS as a means of serve as wait for in order to be PREPOSITIONAL IDIOMS About anxious about ask about bring about curious about hear about think about talk about worry about Against adviseagainst argue against count against decide against defend against go against rebel against As celebrate as regard as see as view as At aim at arriveat laugh at look at succeedat By accompanied by amazed by confused by followed by go by impressed by organized by struck by For advocate for ask for blame for famous for known for last for meant for named for necessary for pay for ready for responsible for tolerance for strive for wait for watch for From abstain from different from excuse from far from obvious from protect from Into enter into lookinto inquire into read into In engage in fall in love in Aas inB interested in succeed in take in On base on draw on focus on impose on insist on move on prey on rely on Over argue over ruleover talk over thinkover Of approve of capable of certainof characteristic of combination of A and B cure of deprive of die of a fan of in danger of in the hope of in recognition of made up of a model of an offer of on the border of remind of a selection of a source of suspicious of take advantage of an understanding of a wealth of To able to accustomed to adapt to adhere to admit to adjacent to agree to as opposed to belong to central to come to contribute to devoted to in addition to in contrast to listen to object to prefer Ato B partial to reluctant to reply to see to similar to a threat to try to (NOT try and) unique to With agree with bargain with correlate with familiar with identify with in keeping with interfere with sympathize with trust with GERUNDS VS. INFINITIVES Verbs Followed by a Gerund accuse of admire for allow appreciate capable of complete concentrate on confess to consider delay describe discourage from discuss dislike effective at enjoy escape finish forbid imagine insist on permit plan on postpone refrain from report resent resume stop tolerate PrepositionsFollowed by a Gerund before after without Verbs Followed by an Infinitive agree attempt choose condescend dare decide deserve encourage expect fail intend love mean neglect offer plan prepare promise refuse scramble seem strive swear tend threaten want Additional Practice Congratulations on successfully making it to this point in the article! I know that was a long list. By now, you should understand the concept of idioms and how idioms are tested on the SAT. I've created some realistic SAT questions on idioms for you. Consider the proper construction of idiomatic expressions and try to answer these questions without referring to the list above. 1. Diligent research performed byeducation scholars indicatesthat moretime spent studying correlates frombetter educational outcomes. A. NO CHANGE B. of C. with D. Delete the underlined portion 2. Because she is extremelyprotective, Renee hopes to preventher younger sister formaking irresponsible decisions atparties. A. NO CHANGE B. to C. from D. at 3.After beinginterrogated bythe police for five hours, Ken admitted to beingguilty of racketeering and money laundering. A. NO CHANGE B. to be C. to having D. is 4.Even thoughshe was expected doingall of the domestic labor, Natasha wasunwilling to conformto traditional gender roles. A. NO CHANGE B. to do C. at D. having done Answers: 1. C, 2. C, 3. A, 4. B What's Next? Now that the maximum score for the SAT is a 1600, find out what's a good score on the new SAT. Find out how to find your target score. Finally, learn whether you should take the SAT or the ACT. Want to improve your SAT score by 160 points? Check out our best-in-class online SAT prep classes. We guarantee your money back if you don't improve your SAT score by 160 points or more. Our classes are entirely online, and they're taught by SAT experts. If you liked this article, you'll love our classes. Along with expert-led classes, you'll get personalized homework with thousands of practice problems organized by individual skills so you learn most effectively. We'll also give you a step-by-step, custom program to follow so you'll never be confused about what to study next. Try it risk-free today:

Roe v. Wade or Miranda v. Arizona Essay Example | Topics and Well Written Essays - 1000 words

Roe v. Wade or Miranda v. Arizona - Essay Example (Cross & Miller, 165). However, some legal professionals were of the impression that Miranda had been denied his legal rights to remain quiet and to have an attorney during the police interrogation. AUCL helped Miranda to initiate a ‘thirty-six months’ legal battle on the issue and finally, the issue was posted before the Supreme Court. U.S.A. Before and during the Miranda’s case, the accused or the suspect had the constitutional rights to remain silence but the main question was when and how those privileges could be used. Whether the right to remain quiet or silent, which is being guaranteed under the Fifth Amendment’s which bar against self-incrimination be practiced either during the police interrogation at the pretrial stage or only during the trail stage of the case. Were admissions obtained from accused permissible in court if the accused was not reminded of his privilege to remain quiet and other legitimate privileges? (Cross & Miller, 164). These questions were answered in the ‘Miranda v. Arizona1, a milestone judgment by U.S Supreme Court which held that anyone accused of a crime had â€Å"the privilege to remain silent.† Thus, Supreme Court verdict is being referred as ‘Miranda Warning’ that is being applicable every individual who is arrested in U.S.A. Further, Miranda case also unveiled the privileges of the defendant, especially in criminal cases. (Cross & Miller, 164). Fifth Amendment to U.S Constitution offers to safeguard against the self-accusation and a right to have a counsel during police questioning of an accused is guaranteed by the Sixth Amendment. Under the Fifth Amendment, an individual cannot be forced to swear against her or himself or to offer incriminating testimony that can be employed later in a trial. The Sixth Amendment offers the constitutional right to engage a counsel during police questioning. (Cross & Miller, 165). The Miranda Rule demands that an accused or a witness while

Discussion Board Week 3 Essay Example | Topics and Well Written Essays - 250 words

Discussion Board Week 3 - Essay Example On the other hand Aristotle has always appeared to me as a proponent of a closed society (Keuth pg, 22). His work is always aimed at maintaining the social order. His philosophy is actually state centered and not people centered. He tells the society to behave in a way that is appropriate for the state. The doctrine of mean is also just an extension of this aim of Aristotle. It really doesn’t do any good for the society except for the fact that it helps to make the members of the society docile. The idea behind this doctrine is that people should try to behave in a manner that is not extreme in nature. For example according to this doctrine, one should not be rash nor he should be coward, but one should be somewhere in the middle of these two extremes thus one should be courageous. This is just an attempt to preserve the status quo of the society and avoid an upheaval of the public. Because of the greatness of benefit Utilitarianism provides to humanity, the principle of Mill is the best moral philosophy. The doctrine of Aristotle is not only state driven but also calls for a submissive and a closed society. That is the reason of its

Drug Abuse and Addiction Essay -- Drug Abuse, Substance Abuse

Drugs Abuse occurs when a drug is taken for unintended purposes and can lead to addiction. Addiction occurs when a person must use the drug to feel and function normally. Addiction occurs in two types, physical and psychological. Physical addiction is caused by the brain, the brain produces fewer chemicals or neurotransmitters to make up for the extra chemicals therefore the brain needs the chemicals from the drug to reach the correct balance and individual becomes out of touch with reality. Psychological addiction is much simpler, the individual simply likes the way a drug makes him/her feel and must have it, therefore becoming addicted. (Lawrence, F. 1996) Addiction has six steps. The first step is occasional use; a person takes his/her first drink or uses other drugs for the first time, and likes the way it feels and the way it reduces stress, the individual then starts using the drug in social settings. Step two is occasional trouble with drugs; a person shows mood swings or personality changes, they may experience blackouts, where they do not remember what was said or done. Step three is regular use of the drug; tolerance therefore increases and use of the drug can not be controlled and the individual denies having a drug problem. Step four is multiple drug use; drugs may be combined or switched for a new and stronger effect, the individual may then become a cross-addict or hooked on more than one drug. Step five is increasing dependency; the individual needs the drug to function and the drug no longer has the same effect. If the individual does not have the drug they will start shaking, feel sick, lose interest in school, family, or work. Step six is total dependency; the individual suffers from a maj... ...e in smokeless tobacco is addictive. Smokeless tobacco causes the production of more saliva and users swallow some without knowing it; this then introduces tar and other chemicals into the digestive and urinary systems. Cancer of the pharynx and esophagus may result. Irritation causes leukoplakia, thickened, white, leathery spots on the inside of the mouth. This can result in cancer of the lip or mouth. Users also get tooth decay, inflammation of the gums, loss of teeth, bad breath, discolored teeth and decreased ability and taste, especially salty and sweet foods. (Lawrence, F. 1996) Drug abuse is a serious issue. Not many people are aware of how serious it is. Drug abuse is so serious because it has physical and psychological affects that are fatal. Because of the fatal results drugs can have on the body people need to educate themselves and never use drugs.

Reliability and Validity

Reliability and Validity Reliability and validity are important with any kind of research. Without them research and their results would be useless. This paper will define the types of reliability and validity as well as give examples of each. Both the data collection methods and the data collection instruments used in human services research will also be given. This paper will also look into why it is important to ensure that data collection methods as well as the instruments are reliable and valid. ReliabilityThere are several kinds of reliability used in research. The first kind is the alternate-form reliability. This kind of reliability consists of the degree of relatedness of different forms of the same test. For example, a psychological tests where the questions are changed. The second kind is the internal-consistency reliability. This kind of reliability is the overall degree of relatedness of all items in a test or raters in a judgment study. Internal-consistency is measured between different items on the same test.An example of this would be If a respondent expressed agreement with the statements â€Å"I like to eat frozen chocolate† and â€Å"I’ve enjoyed eating frozen chocolate in the past,† and disagreement with the statement â€Å"I hate frozen chocolate,† this would be indicative of good internal consistency of the test. The third kind is the item-to-item reliability. This kind of reliability is the reliability of any single item on average. An example of this would be the reliability of two items such as a construction worker’s hammers that are identical.The last kind of reliability that I will discuss is the test-retest reliability. This kind of reliability consists of the degree of temporal stability (relatedness) of a measuring instrument or test, or the characteristic it is designed to evaluate, from one administration to another (Rosnow, 2008). Statics. com (n. d). states, â€Å"a group of respondents is t ested for IQ scores: each respondent is tested twice – the two tests are, say, a month apart. Then, the correlation coefficient between two sets of IQ-scores is a reasonable measure of the test-retest reliability of this test. † (Para. ) It is more reliable because the scores are on average between two separate situations. Validity Proving that the results of the research are correct is called validity. Construct validity refers to whether a scale measures or correlates with the theorized method. An example of this is an employer using selection methods to measure the degree to which a possible new employee has psychological traits called constructs. This includes verbal ability, intelligence, mechanical ability, and leadership ability. Content validity is the sampling of the relevant material or content that a test intends to measure.An example would be a typing test for a secretary or a test of checkbook balancing for an accountant. Convergent and discriminant validit y is the grounds established for a construct based on the convergence of related tests or behavior (convergent validity) and the distinctiveness of unrelated tests or behavior (discriminant validity). An example of this Trochim (2006), states â€Å"to show the discriminant validity of a Head Start program, we might gather evidence that shows that the program is not similar to other early childhood programs that don’t label themselves as Head Start programs.Or, to show the discriminant validity of a test of arithmetic skills, we might correlate the scores on our test with scores on tests that of verbal ability, where low correlations would be evidence of discriminant validity. † (Para. 10) Criterion validity is the degree to which a test or questionnaire predicts an outcome based on information from other variables. An example would be high school student’s grades predict his or her success in college. External validity is the generalization of an inferred causal relationship over different people, settings, manipulations (or treatments), and research outcomes.An example would be using a sample from a population. Face validity is a property of a test intended to measure something. It is the validity of a test at face value or the degree to which a test or other instrument â€Å"looks as if† it is measuring something relevant. An example would be if you have a test to measure whether students can read at a fifth grade level, and the people you show it to all agree that it looks like a good test of fifth grade reading ability, the face validity of the test is shown. Internal validity is the soundness of statements about whether one variable is the caused of a particular outcome.An example would be manipulating the variable in a scientific experiment. Statistical-conclusion validity is the degree to which conclusions about the relationship among variables based on the data are correct or ‘reasonable’. An example would be do ing a study on the relationship between socioeconomic status and attitudes about free health care. Based on the data, it may be concluded that persons with lower economic status tend to be more opposed. Conclusion validity is the degree to which the conclusion reached is credible or believable (Rosnow, 2008). Data Collection Methods in Human ServicesData collections methods include experiments, clinical trials observing and recording and events, obtaining relevant data from management information systems, and administering surveys with closed-ended questions. It is important to ensure these data collection methods are both reliable and valid because if unreliable and invalid data is used the results of the research would be false. Data Collection Methods in Managerial Research Case studies reveal the strengths and weaknesses within the agency. Case studies analyze results of information obtained from cases pertaining to the population served.The cases are also evaluated against othe r case studies to see similarities and discrepancies. Case studies give human service agencies detailed information about the individual and population studied. Performance appraisal systems are used by managers to track employees work performance. It is important for these systems to be reliable to objectively and consistently measure the employee’s performance. All employees activities and result should be measured the same. Without reliability employees would not have faith in his or her manager and the appraisal process.Conclusion Reliability and validity enable human service professionals to use true data and obtain legitimate results. Using these types of reliability and validity allows researchers to provide clients and agencies sound, appropriate conclusions. Using data collection methods managers can improve employee performance and services provided to clients. Reliability and validity ensure accurate data is used in human services research. References Rosnow, R. L. (2008) Beginning Behavioral Research: A Conceptual Primer, Retrieved from

Using the Simple Sentence in Writing

For writers and readers alike, the simple sentence is the basic building block of language. As the name suggests, a simple sentence is usually very short, sometimes no more than a subject and verb.   Definition In English grammar, a simple sentence is a  sentence with only one independent clause. Though a simple sentence doesnt contain any  subordinate clauses, it isnt always short. A simple sentence often contains  modifiers. In addition,  subjects,  verbs, and  objects  may be  coordinated. The Four Sentence Structures The simple sentence is one of the four basic sentence structures. The other structures are the  compound sentence, the  complex sentence, and the  compound-complex sentence. Simple sentence: I purchased a tour guide and a travel journal at the bookstore.Compound sentence: I purchased a tour guide and a travel journal, but the bookstore was out of maps.Complex sentence:  Because I was planning to visit Tokyo, I purchased a tour guide and a travel journal.Compound-complex sentence:  While Mary waited, I purchased a tour guide and a travel journal at the bookstore, and then the two of us went to dinner.    As you can see from the above examples, a simple sentence—even with a lengthy predicate—is still grammatically less complex than the other types of sentence structures.   Constructing a Simple Sentence At its most basic, the simple sentence contains a subject and a verb: I am running.Kelsey loves potatoes.Mom is a teacher. However, simple sentences also can contain adjectives and adverbs, even a compound subject: He can follow that path and see the waterfall.You and your friends can see the waterfall from the trail.I was wearing my navy linen suit, a crisp white shirt, a red tie, and black loafers. The trick is to look for multiple independent clauses joined by a coordinating conjunction, a semicolon, or a colon. These are characteristics of a compound sentence. A simple sentence, on the other hand, only has a single subject-verb relationship. Segregating Style Simple sentences sometimes play a role in a literary device known as segregating style, where a writer employs a number of short, balanced sentences in a row for emphasis. Often, complex or compound sentences may be added for variety.   Examples: The house stood alone on a hill. You couldnt miss it. Broken glass hung from every window. Weatherbeaten clapboard hung loose. Weeds filled the yard. It was a sorry sight. The segregating style works best in narrative or descriptive writing when clarity and brevity are required. It is less effective in expository writing when nuance and analysis are required. Kernel Sentence A simple sentence can also function as a  kernel sentence. These declarative sentences contain only one verb, lack descriptives, and are always in the affirmative. Kernel: I opened the doorNonkernel: I did not open the door. Likewise, a simple sentence is not necessarily a single kernel sentence if it contains modifiers: Kernel: The cow is black.Nonkernel: This is a black cow.

How To Specify Length of Time in Spanish

Spanish has several ways of describing how long an event or activity occurs. Although we often us for in English for length or duration of time—such as in I have worked for a year—the typical ways of translating for often dont apply. Which way you use to in using time periods in Spanish depends partly on whether the activity is still in progress, and in some cases on whether youre talking about a long or short time period. Using Llevar With Duration of Time The most common way of describing the length of time of an activity in progress is using the verb llevar. Note the use of the present tense in these examples even though the English uses a present perfect or present perfect progressive verb. El bloguero ya lleva un aà ±o encarcelado. (The blogger has already been incarcerated for a year.)El cantante lleva cinco aà ±os esperando para grabar bachata con el ex Beatle. (The singer has been waiting for five years to record bachata with the former Beatle.)Mi hijo de dos aà ±os lleva un mes con mucosidad y tos. (My 2-year-old son has had a runny nose and cough for a month.)La mujer lleva cinco semanas en huelga de hambre. (The woman has been on a hunger strike for five weeks.)Nuestro paà ­s lleva muchos aà ±os en proceso de deterioro. (Our country has been deteriorating for many years.) Para Has Limited Use in Time Expressions You may be tempted to use the preposition para, usually translated as for, in sentences like the above, but its use is limited to being part of a phrase that acts like an adjective, that is, an adjectival phrase, especially one that refers to how long something lasts or is used. Notice how in these examples para time period follows a noun and gives more information about that noun. Para is not used this way following a verb, thus forming an adverbial phrase, as for can be in English.  ¿Cuà ¡nto dinero se necesita para una semana en Buenos Aires? (How much money is needed for a week in Buenos Aires?Tenemos una dieta completa para una semana. (We have a complete diet for a week.)Los Cavaliers han llegado a un acuerdo para dos aà ±os con el atleta. (The Cavaliers have reached a two-year agreement with the athlete.) Using Hacer for Translating ‘Ago’ The construction hacer time period que can be used much like llevar above, and it often used specifically in translating sentences using ago. The verb following que is in the present tense if the action is continuing to now: Hace tres aà ±os que juega para los Piratas de Campeche. (He has been playing for three years for the Campeche Pirates. He has been playing since three years ago for the Campeche Pirates.)Hace dos horas que estoy sentada en mi cama. (I have been seated on my bed for two hours. I have been seated on my bed since two hours ago.) ¡Hace una semana que no fumo! (I havent smoked for a week!) If the event no longer continues, the verb following que is usually in the preterite: Hace un aà ±o que fui a mi primer concierto. (A year ago I went to my first concert.)Hace un minuto que estuviste triste. (You were sad a minute ago.)Hace pocos meses que Imagine Dragons pasaron por Argentina. (A few months ago Imagine Dragons passed through Argentina.) Using Por With Short Time Periods Just as para has limited use with duration of time, so does por. Por is almost always used with brief periods of time or to suggest that the period of time might be less than expected: In contrast with time phrases using para, phrases using por function as adverbs. La economà ­a està ¡ pasando por un momento de transicià ³n. (The economy is passing through a moment of transition.)Creà ­ por un segundo que me amabas. (For a second I thought you loved me.)Precalienta el plato en un horno microondas por solo un minuto. (Preheat the plate in a microwave oven for just a minute. The phrase por solo un minuto here modifies the meaning of precalienta even though it immediately follows the noun phrase horno microondas.) Key Takeaways Lleva time period is a common way of describing how long an activity has been taking place.Hace time period can be used in sentences where English would use ago.Para has limited use in forming adjectival time phrases, while por has limited use in forming adverbial time phrases.