For anyone new to the posts in this series feel free to go back to the first post to get a little background about what is going on here…..

Below is the link for the article that was the subject of the 4th installment of the series:

http://www.historytoday.com/fern-riddell/curiouser-and-curiouser-case-lewis-carroll

Before I get into the questions themselves, let me first point out that one of the things that makes this passage so difficult is that there are multiple viewpoints being expressed and its almost as if there are layers of opinions that need to be peeled back like an onion. A similar thing happens on very difficult SAT passages so this is something that you should be prepared for.

On this particular passage, there is the author who is expressing her opinion about the viewpoint of a filmmaker who is herself expressing a viewpoint about another author: Lewis Carroll. Both the filmmaker and the author of this passage refer to other authors who themselves have an opinion of Lewis Carroll. And to make matters even worse, you have authors (like Karoline Leach and Jenny Woolf) who draw upon previous authors who wrote about Lewis Carroll (the author). I had to throw that last “the author” in there because its almost comical, but really it’s helpful to view it as an onion where on the outside you have the author who wrote the passage and then the authors (and filmmakers) to whom she is referring and then at the inner most layer you have Lewis Carroll who is obviously the focus of all of the other author’s attention.

SAT passages won’t be quite as hard as this one, but they will occasionally express multiple viewpoints in a similar way, so it is good to get exposed to this sort of passage.

Now, on to the questions…

1) What is the author’s purpose in the passage?

The author’s purpose is to criticize the recent documentary and its makers for their treatment of the issue of Carroll’s alleged pedophilia. The author believes that the evidence does not support the view that he had an inappropriate relationship with children and accuses the filmmakers of distorting the truth for the sake of being sensational.

As with many articles the title itself gives a good indication of where the author is headed and although the blurbs that precede real SAT passages don’t always give quite as much information, they often hint at the author’s purpose.

2) What can we infer about the opinion that Karoline Leach and Jenny Woolf have of Carroll’s relationship with children?

This is a really difficult question because the paragraph that first mentions them is really confusing and talks about multiple viewpoints (as I explained above)!!! You have to try to unravel the paragraph, but the author says that Leach and Woolf “exposed” the reliance on the biographers who (with good intentions) reduced the age of the children with whom Carroll had a relationship (the unintended consequence of this was that people were MORE apt to believe that his relationship with them was inappropriate). So because these authors tried to “expose our reliance” on these biographers they were trying to show that the children weren’t as young as we were led to believe and that he therefore probably did NOT have an inappropriate relationship with them. That is really, really difficult.

The other key, however, is that 2 paragraphs down the author mentions Jenny Woolf again and cites the fact that in her book Woolf brings forward information to show that Carroll donated money to causes that helped exploited children. She also mentions that the producers of the documentary seemed to have ignored this information (this gets at the next question). But from this we can infer that Woolf defends Carroll in her book and that she (and by association Leach) do not believe that Carroll was a pedophile.

3) What does the author imply in her statement about Professor Robert Douglas-Fairhurst?

This is another tough question. As per my explanation above, the author faults the producers of the documentary for not mentioning the evidence revealed in Woolf’s book that would support the view that Carroll was not a pedophile even though it was “was well known to the programme’s consultant, Professor Robert Douglas-Fairhurst.” There is nothing really to suggest that the professor himself withheld that insight from the filmmakers. The author of the passage is, overall, faulting the filmmakers for offering a skewed and inaccurate portrayal, so it seems that she is suggesting here that since the professor was aware of the research, its not that the filmmakers themselves would have been unaware of it – they just chose not to present it because it would conflict with their view.

4) In context, what does the expression “shoe-horning” (in the first sentence of the second-to-last paragraph) most probably mean?

It helps a lot here to know what a shore horn is and to be able to picture how it is used!!! But the context also provides clues because the author says that the “sudden” shoe-horning in of the photograph at the very end “smacks a little of desperation.” Its sounds like the author is kind of squeezing in or quickly dropping or wedging in something that doesn’t really fit or is out of place. Again it helps to be able to picture a shoe-horn but in this context it means to push or squeeze something into a place where it doesn’t really fit.

5) In context, what does the word “scant” (last sentence of the article) mean?

This question is not completely SAT-like because vocab-in-context questions almost always test a secondary or tertiary definition of a word that can be gleaned from the context and that does not match the obvious definition that you might think of if the word was not placed in any context. In this case, however, scant is being used in its primary way: it means a very small amount or an insufficient amount. Still, even if you didn’t know what the word means you could have gleaned it from the context because the author is overall faulting the filmmakers for presenting a biased view and basically argues that the evidence does not support their perspective. So you could guess that their view is based on “non-existent” evidence or something like that.

6) What is the author implying by saying (in the last paragraph) that, “Popular culture is dangerously good at historical myth making”?

Again, the author is accusing the filmmakers of painting an inaccurate portrayal of Carroll for the sake of being sensational and making a splash. For example, she says, “The idea that the third most quoted literary work in the world, behind only Shakespeare and the Bible, was authored by a man harbouring a dangerous intent towards his young friends is obviously an attractive prospect for television.” So she seems to believe that the “history” of Lewis Carroll is being distorted for the sake of making a TV show that will be popular with audiences and draw a lot of viewers. So trying to appeal to “popular culture” will often lead to turning historical facts into inaccurate “myths.” Anyway, that is the author’s view.

This was a very hard passage….I wanted to pick a very difficult one just to challenge people a bit. I will not make the next one as hard as this…..I promise. Stay tuned for the next installment.

Below is the link to the next article in the installment. This one is pretty hard in my opinion, but it is also pretty short so it should make for a fairly quick exercise. Happy reading!!!

http://www.historytoday.com/fern-riddell/curiouser-and-curiouser-case-lewis-carroll

1) What is the author’s purpose in the passage?

2) What can we infer about the opinion that Karoline Leach and Jenny Wolf have of Carroll’s relationship with children?

3) What does the author imply in her statement about Professor Robert Douglas-Fairhurst?

4) In context, what does the expression “shoe-horning” (in the first sentence of the second-to-last paragraph) most probably mean?

5) In context, what does the word “scant” (last sentence of the article) mean?

6) What is the author implying by saying (in the last paragraph) that, “Popular culture is dangerously good at historical myth making”?

Answers and analysis will follow in the next post….

This is the second post in my series on “Reasons Not to Worry.” Again my motivation here is to try to reduce the level of stress for people since it is really heart-wrenching for me to see some of my students worry obsessively about the test. A little bit of worry is often healthy because it motivates you into action, but when that worry becomes all-consuming it is no longer productive and it makes me very sad to see this sort of thing happen with students.

So, in the previous “Reasons Not to Worry” post I wrote about the fact that “score totals” don’t matter as much as individual section scores and the fact that you can retake the SAT multiple times to try to get better section scores. In this post, I would like to continue that theme of not putting too much emphasis on any one test sitting by discussing two more related points.

First of all, the SAT is only one of the standardized test options – there is always the ACT. All schools now accept both the SAT and ACT without bias. It doesn’t matter which test you take. Here on the East coast most people still take the SAT, but a growing number of students opt for the ACT and a seemingly bigger number opt to take both. In fact, many of the students that I tutor who do very, very well on the SAT end up taking the ACT also, just to give themselves an opportunity to shine on a different exam.

There are 2 significant points to make about the ACT that are relevant to this discussion. First of all, if things are not going that well with the SAT, it might be that you are better off with the ACT, so again there is no reason to get overly stressed or overly upset about the SAT. A second important point is that if you consider that you could take the SAT 3 or 4 or even 5 times and that you could do the same with the ACT, you could theoretically have upwards of 10 chances to shine on these college entrance examinations. To some people that would sound like a nightmare scenario and I don’t mean to imply that that would be ideal – obviously most people want to be done with the SAT/ACT as quickly as possible. I only mean to suggest that one need not get so stressed about how the test is going to go because most students take these exams multiple times and really there is almost no limit to how many chances you have to perform well. I have had many students who have taken both exams 3 times and I have had some who have taken them more. Additionally I have had some students who didn’t really have succesful outings for the first 4 or 5 tries and then finally after taking the SAT 3 times and then the ACT 4 times (or something like that) finally nailed it and achieved the score that they were hoping for. Again the point is that no one sitting of the test matters that much and for many people it takes a handful of tries to either piece together a really good score (through superscoring) or achieve the kind of single test performance that they were looking for.

There is one more point to make. Increasingly schools are choosing not to require the SAT or ACT. Now, most schools still require them and I think that most of the top schools (the Harvards and Yales, etc.) will probably always require them, but there are some excellent schools out there that are now test optional. Some examples include Bowdoin, Wesleyan, Brandeis, Wake Forest and hundreds of others, including many top schools. If you would like to learn more, visit http://www.fairtest.org/ (this is one of the organizations that is spearheading the push to get colleges to demphasize or completely do away with standardized testing). If you want to go right to a list of the top schools that are “test optional” go to http://www.fairtest.org/sites/default/files/Optional-Schools-in-U.S.News-Top-Tiers.pdf.

So again, these are just some more reasons not to worry. Between the SAT and ACT there is almost no limit to how many times you can take the test in order to achieve a score that you are happy with. And if all else fails, there are many hundreds of schools, even top-ranked ones, that don’t even require any standardized tests at all. There are still more reasons not to get too upset or worried about the SAT/ACT, reasons that I will touch on in future posts, so stay tuned!