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Chapter 1 Introduction: About the DSAT The transition from the traditional paper-pencil SAT to the digital SAT brings several key differences that impact the format, test duration, adaptability, test experience, question format, test security, and score delivery. Understanding these differences will help students better prepare for the new digital SAT. 1.0.1 Format The digital SAT will be taken on a laptop or tablet using a custom exam application, while the old SAT used paper and pencil. The digital format offers greater flexibility and convenience for test-takers, as well as streamlined administration and grading for test centers. 1.0.2 Test Duration The digital SAT will be shorter, approximately 2 hours long, compared to the old SAT’s 3-hour duration. This change in duration reduces test fatigue, allowing students to maintain focus and perform optimally throughout the exam. 1.0.3 Adaptive Testing The digital SAT will be adaptive, adjusting the questions in the second module based on a student’s performance in the first module. The old SAT did not have adaptive testing and followed a fixed question sequence. Adaptive testing allows the digital SAT to provide a more accurate assessment of a student’s abilities by tailoring the test to their specific skill level. 8 1.0.4 Test Experience The digital SAT will have built-in tools like a countdown clock, flagging questions for review, a built-in graphing calculator, and a math reference sheet. These tools were not available in the old SAT format. The additional tools provided in the digital SAT enhance the testing experience and allow for more efficient test-taking strategies. 1.0.5 Question Format The digital SAT will feature more direct questions, with the Reading and Writing section containing shorter texts tied to individual questions. The Math section will have more concise word problems. The old SAT had longer reading passages with multiple questions per passage and lengthier word problems. The new question format in the digital SAT aims to streamline the testing process, focusing on the core skills and knowledge required for college and career readiness. 1.0.6 Test Security The digital SAT provides unique test forms for each student, making it almost impossible to share answers and increasing test security. The old SAT had standardized test forms, which were less secure. By implementing unique test forms, the digital SAT ensures a fair testing environment and protects the integrity of the test results. 1.0.7 Score Delivery Scores for the digital SAT will be delivered in days instead of weeks, as was the case with the old SAT. The expedited score delivery allows students to receive their results more quickly, enabling them to make timely decisions regarding college applications and other opportunities. 1.0.8 Conclusion Despite these differences, both the new digital and old SAT will measure the same core reading, writing, and math skills, use the same 1600-point scoring scale, and aim to assess college and career readiness. By understanding the key differences between the digital and paper-pencil SAT, students can adapt their preparation strategies and maximize their performance on the new digital SAT format.

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,DSAT Reading and Writing
Test Ninjas Publication
Made in California

2024 Edition




www.test-ninjas.com

,Contents


I Introduction 7

1 Introduction: About the DSAT 8

1.0.1 Format . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8

1.0.2 Test Duration . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8

1.0.3 Adaptive Testing . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8

1.0.4 Test Experience . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9

1.0.5 Question Format . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9

1.0.6 Test Security . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9

1.0.7 Score Delivery . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9

1.0.8 Conclusion . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9


2 Reading Question Types 10

2.1 Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10

2.1.1 Domain: Craft and Structure . . . . . . . . . . . . . . . . . . . . . . . . . 10

2.1.2 Domain: Information and Ideas . . . . . . . . . . . . . . . . . . . . . . . . 11

2.1.3 Domain: Standard English Conventions . . . . . . . . . . . . . . . . . . . . 11

2.1.4 Domain: Expression of Ideas . . . . . . . . . . . . . . . . . . . . . . . . . . 11


3 Scoring 1600 13

3.1 The Ultimate Guide to Scoring 1600 on the SAT: Strategies and Tips . . . . . . . . 13

2

, 3.1.1 Building a Solid Foundation . . . . . . . . . . . . . . . . . . . . . . . . . . 13

3.1.2 Developing a Customized Study Plan . . . . . . . . . . . . . . . . . . . . . 14

3.1.3 If you scored 1550 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15

3.2 Mastering Time Management Skills for SAT Success . . . . . . . . . . . . . . . . . 15

3.3 Tools for Time Management . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15

3.3.1 Using a Computer . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15

3.3.2 Time Tracking Software . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16

3.4 Strategies for Time Management . . . . . . . . . . . . . . . . . . . . . . . . . . . 16

3.4.1 The Skip and Return Strategy . . . . . . . . . . . . . . . . . . . . . . . . . 16

3.4.2 The Section Division Strategy . . . . . . . . . . . . . . . . . . . . . . . . . 16

3.5 Practicing Time Management . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16

3.5.1 Mock Tests . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16

3.5.2 Gradual Time Reduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16

3.5.3 Anxiety Management . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16

3.6 Non-Traditional Methods for Test Preparation . . . . . . . . . . . . . . . . . . . . 17

3.6.1 Mind Mapping . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17

3.6.2 Dual Coding . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17

3.6.3 Interleaved Practice . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17

3.6.4 Test-Taking Tips . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18

3.6.5 Test day preparation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18

3.7 Building Mental Resilience . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19

3.8 Mindfulness Meditation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19

3.9 Visualization . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19

3.10 Mastering the Art of Educated Guessing in Multiple-Choice Questions . . . . . . . . 20

3.10.1 The Process of Elimination . . . . . . . . . . . . . . . . . . . . . . . . . . 20

3.10.2 Beware of Absolute Terms . . . . . . . . . . . . . . . . . . . . . . . . . . . 21

3.10.3 Choose the Longest or Most Detailed Answer . . . . . . . . . . . . . . . . . 21

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