Prepare

Synthesis questions

There are two types of Synthesis questions on the SAT:

• Questions asking you to synthesize information from both passages of a Paired Passage set
• Questions associated with an infographic

Synthesis questions require you to analyze information from separate sources and then understand how those sources relate to each other.

Let's take a closer look at the two types of Synthesis questions.

Paired Passages

There will be exactly one set of Paired Passages on the SAT Reading Test. These passages will be either History/Social Studies passages or Science passages.

The Kaplan Strategy for Paired Passages helps you attack each pair you face by dividing and conquering, rather than processing two different passages and 10–11 questions all at once:

• Read Passage 1, then answer its questions
• Read Passage 2, then answer its questions
• Answer questions about both passages

By reading Passage 1 and answering its questions before moving on to Passage 2, you avoid falling into wrong answer traps that reference the text of Passage 2. Furthermore, by addressing each passage individually, you will have a better sense of the central idea and purpose of each passage. This will help you answer questions that ask you to synthesize information about both passages.

Remember

Even though the individual passages are shorter in a Paired Passage set, you should still map both of them. Overall, there is still too much information to remember effectively in your head. Your Passage Maps will save you time by helping you locate key details.

Fortunately, questions in a Paired Passage set that ask about only one of the passages will be no different from questions you’ve seen and answered about single passages. Use the same methods and strategies you’ve been using to answer these questions.

Other questions in a Paired Passage set are Synthesis questions. These questions will ask you about both passages. You may be asked to identify similarities or differences between the passages or how the author of one passage may respond to a point made by the author of the other passage.

The Kaplan Method for Infographics

The SAT Reading Test will contain two passages that include infographics. One History/Social Studies passage (or Paired Passage set) and one Science passage (or Paired Passage set) will include infographics. Infographics will convey or expand on information related to the passages. Questions about infographics may ask you to read data, to draw conclusions from the data, or to combine information from the infographic and the passage text.

The Kaplan Method for Infographics consists of three steps:

• Step 1: Read the question
• Step 2: Examine the infographic
• Step 3: Predict and answer

Let’s take a closer look at each step.

Expert Tip

Expert test takers consider infographics as part of the corresponding passages, so they make sure to take notes on the infographic as part of their Passage Map.

Step 1: Read the question

Assess the question stem for information that will help you zero in on the specific parts of the infographic that apply to the question.

Step 2: Examine the infographic

Make sure to:

• Identify units of measurement, labels, and titles
• Circle parts of the infographic that relate directly to the question

Expert Tip

For more data-heavy infographics, you should also make note of any trends in the data or relationships between variables.

Step 3: Predict and answer

Just as in Step 3 of the Kaplan Method for Reading Comprehension, do not look at the answer choices until you’ve used the infographic to make a prediction.

Let’s look at the following example of a test-like passage and question set. After the mapped passage, the left column contains questions similar to those you’ll see on the SATReading Test on Test Day. The column on the right features the strategic thinking a test expert employs when approaching the passage and questions presented. Pay attention to how test experts vary the approach to answer different question types.

Strategic Thinking

Step 1: Read actively

Read the paired passages and the notes provided. Remember, a well-crafted Passage Map should summarize the central idea of each paragraph as well as important topics or themes. Use your Passage Map to help you answer each question.

Remember

When answering Paired Passage questions, first read and answer questions about Passage 1.  Then read and answer questions about Passage 2.  Finally, answer the questions about both passages.

1. Questions 1-3 are based on the following passages and supplementary material.

   1. Passage 1 warns against society becoming preoccupied with the rehabilitation of criminals. Passage 2 discusses the merits of said rehabilitation. Passage 1 Nowadays, you hear quite a bit of mealy- mouthed hogwash about diversion and reha- bilitation of criminals. If we were to listen to the
      so-called experts, we would conclude as a society that criminals are simply misunderstood, and that the only thing that separates good, law-abiding citizens from the worst scofflaws is an accident of birth. These pundits can quote all sorts of statistics and studies, but they seem to do so at the expense of one simple fact: as a society, we must uphold the standards of right and wrong. If we lose track of this obligation to reward the just and punish the guilty, then it is not just the criminals who have lost their moral compass, but society itself. Passage 2      When a crime is committed in our society, we are always quick to cast blame. The politicians	¶1: author: criminal rehab foolish; punish = moral
      and pundits who profit from fear and anger will be quick to promote newer and harsher penalties nearly every time that a violent crime appears in the national news, locking up the criminals for longer at greater expense to the taxpayers and society it- self, and yet nothing changes. The root cause of the crime has not been addressed, and in the rush to blame, nothing has been done to prevent the next violent crime from occurring. For only a fraction of the money it takes to lock up an offender, we could intercede earlier on, mentoring at-risk kids and making sure that they have the educational opportunities that will steer them away from crime. Instead of locking up criminals forever, we can give them the counseling and job training they need to become productive members of society. It is easy to blame, but changing things for the better requires more.	¶1: society/pol. want harsher punishments; not root cause; author: prevention better

      

2. Questions	Strategic Thinking
   The authors of both passages agree that the root causes of crime need to be addressed. society must uphold standards of right and wrong. it is important for society to confront the problem of crime. diversion and rehabilitation can help criminals become productive members of society.	Step 2: Examine the question stem Identify the keywords in the question stem: “authors of both passages agree.” The correct answer will describe a point on which the authors of both passages agree.  Step 3: Predict and answer Review your Passage Maps to find each author's main idea. The authors have very different purposes for writing, but both are writing about the same topic: the importance of addressing crime. Choice (C) is correct.
   One difference between the conclusions reached in the two passages is that, unlike the author of Passage 1, the author of Passage 2 recommends lighter sentences for violent criminals. argues that increasing educational opportunities can help reduce crime. blames politicians instead of pundits for the increase in criminal behavior. believes that individuals must be held accountable for their actions.	Step 2: Examine the question stem The keywords in this question stem are “one difference between the conclusions” and “unlike the author of Passage 1, the author of Passage 2.” The correct answer will focus on how the conclusion of Passage 2 differs from that of Passage 1. Step 3: Predict and answer The author of Passage 1 concludes, “we must uphold the standards of right and wrong” (lines 10-11) by punishing criminals. The author of Passage 2 concludes that addressing the root causes of crime will provide better societal outcomes. Predict that prevention efforts like education can help reduce crime. Choice (B) is correct.
   How would author 2 describe the graph's data about high school dropouts? Evidence that education could be an effective crime prevention measure Evidence that criminals should have longer sentences Evidence that there is no relationship between education and crime Evidence that imprisoning inmates is expensive for taxpayers	Step 1: Read the question Assess the question for information on what part of the infographic to focus on: the bars that represent the percentage of high school dropouts in inmate populations. The bars that represent the percentage of high school graduates can be ignored for the sake of this question. Step 2: Examine the infographic The unit of measurement on the y-axis is the percentage of the inmate population. The labels on the x-axis are different kinds of inmates: federal, jail, and prison. The key also provides labels for the two different categories: high school graduates and high school dropouts. The title of the graph is “Education of Inmates.” Step 3: Predict and answer Since the graph concerns inmates and education, review what author 2 thinks about education. Use your Passage Map to find the part of the passage about prevention. Here, author 2 considers education a way to keep “at-risk kids” out of trouble (lines 27-30). Predict that author 2 would think the statistics in the graph showing numerous high school dropouts indicate greater education opportunities would help prevent crime. Choice (A) is correct.