How To Boost Your SAT English Score 100+ Points [Tips and Strategies]

Summary

In this video, creator Dylan Shaughnessy SAT shares proven strategies and techniques to help dramatically improve your English SAT score, potentially increasing it by over 100 points. By adopting a strategic approach and understanding the structure and types of questions, test takers can identify what makes a wrong answer choice and use various tools to maximize their efficiency during the exam. The video covers essential tips including using the flag tool, mastering time management with the clock, efficiently tackling difficult questions, and employing strategies to handle the different categories of questions such as Craft and Structure, Information and Ideas, and Standard English Conventions.

Highlights

• Switch your focus from choosing what seems correct to identifying what's wrong. 🎯
• Flag tougher questions for later review to optimize your scoring potential. 🚩
• The clock is your friend, not your enemy: Use it to adjust your pacing. ⏳
• Recognize the structure of questions: Craft and Structure, Information and Ideas, and more. 🏗️
• Use practice tests to get accustomed to the exam's pacing and pressure. 📅
• Analyze transition words to deduce text direction and improve comprehension. 🔍
• Focus on common word parts to efficiently decipher vocabulary. 🔡

Key Takeaways

• Understand the SAT's objectivity: Three answers are wrong for a reason - find it! 🧐
• Use the flag tool for tricky questions to save time for easier ones. ✔️
• Manage your pace with the clock and avoid anxiety. ⏰
• Familiarize yourself with the four question categories: Craft/Structure, Information/Ideas, English Conventions, Expression of Ideas. 📚
• Practice is key: Get used to the clock and exam format with practice tests. 📈
• Transition words and text direction are critical in Purpose and Structure questions. 🔄
• Studying common prefixes, roots, and suffixes can be more effective than whole vocab lists. 🌱

Overview

The video by Dylan Shaughnessy SAT offers a comprehensive guide to anyone looking to improve their English SAT score. It takes you through the process of correctly identifying wrong answers to maximize your score, starting with a shift in mindset that's crucial for success. By maintaining an objective perspective, and seeing all but one of the answer choices as definitely incorrect choices, test takers can reinforce their ability to distinguish the right from the wrong efficiently.

Dylan outlines several practical tools and strategies that one can utilize during the exam to ensure maximum performance. This includes the use of the flagging tool for difficult questions, so test takers don't waste valuable time early on and can return to them with enhanced focus. Additionally, by practicing with the clock feature, individuals can manage their time better and alleviate test-related anxiety, ensuring that they remain calm and collected during the testing process.

Furthermore, the video emphasizes the importance of understanding the four principal categories of questions in the SAT English: Craft and Structure, Information and Ideas, Standard English Conventions, and Expression of Ideas. By focusing on the directional use of transition words and the effectiveness of studying prefixes, roots, and suffixes rather than extended vocabulary lists, Dylan provides a strategic foundation for test preparation, demonstrating that an effective study approach can dramatically impact test results.

Chapters

• 00:00 - 00:30: Introduction and Mindset Shift This chapter introduces the concept of improving your SAT score by adopting a mindset shift. The speaker, who scored in the 99th percentile on the PSAT, shares that the SAT is entirely objective, meaning that three answer choices are definitively wrong. The key strategy is to identify why those answers are incorrect rather than focusing on which answer seems right. This mindset is crucial for dramatically increasing your SAT score.
• 00:30 - 01:00: Using Tools and Managing Time The chapter discusses strategies for answering test questions efficiently. It highlights the importance of identifying incorrect answer choices quickly, using the flag tool to mark difficult questions for review, and starting with questions that align with the test-taker's strengths. It also touches on the decision of whether to display the clock during the test.
• 01:00 - 01:30: Clock and Highlighting Tips The chapter provides tips for test-taking, emphasizing the importance of using the clock to manage time effectively during a test. The clock is presented as a tool to help pace oneself, especially as it appears with 5 minutes remaining. Additionally, it advises against using the highlighting tool unless absolutely necessary, as it can be time-consuming. For those who are easily distracted by noises such as clicking or typing during the test, using an artificial background noise is recommended to maintain focus.
• 01:30 - 02:00: Background Noise and English Section Overview In this chapter, the focus is on 'Background Noise and English Section Overview.' The chapter provides an overview of how the English section is structured, describing four categories: craft and structure, information and ideas, Standard English convention, and expression of ideas. It mentions that there are 13 different question types in total, and these will all be covered in the video. Additionally, it's noted that the English section is divided into two modules, where performance in the first module determines the approach for the second.
• 02:00 - 02:30: SAT Module Structure The chapter introduces the structure of an SAT module, emphasizing that each module consists of 27 questions meant to be completed within a 32-minute timeframe. It focuses on the initial type of question encountered, which is a 'words in context' question. The format for these questions typically includes a statement followed by a restatement that maintains the original message. The aim is to discern the direction implied by the sentence containing a blank and use that understanding to generate a test word to evaluate against the provided answer choices. An example question illustrates the challenge researchers face in identifying causes for hiccups.
• 02:30 - 03:30: Words in Context Questions The chapter discusses the role of uncontrollable contractions in infants, specifically focusing on how these contractions, when a person's diaphragm contracts, play a crucial role in helping infants regulate their breathing. The chapter elaborates on neuroscientist Kimberly Whitehead's findings regarding these contractions. It also illustrates the concept of a statement and restatement using the example of describing the contractions first as unknown and then as uncontrollable, suggesting the use of 'uncontrollable' as a key test phrase.
• 03:30 - 04:30: Purpose and Structure Questions This chapter focuses on the importance of creating a test phrase to evaluate answer choices effectively. It emphasizes avoiding premature attachment to a potentially incorrect answer by first analyzing the question logically. The chapter further discusses dissecting words into prefixes, roots, and suffixes to understand their meanings, using 'involuntary' as an example.
• 04:30 - 05:30: Comparison Questions This chapter focuses on understanding words by breaking them down into their components, specifically prefix, root, and suffix. It uses the example of 'voluntary,' which combines the prefix indicating the meaning opposite of the root 'volunt' (meaning one's free will), and the suffix '-y' indicating a state or condition. The connection is made to the word 'volunteer' to help deduce the meaning of 'voluntary', illustrating that understanding word parts can help in comprehending new vocabulary.
• 05:30 - 06:00: Information and Ideas Section Overview The chapter discusses the importance of matching phrases correctly and checking all answer choices thoroughly to ensure they are incorrect before moving to the next question. It advises against dedicating too much time to studying SAT vocabulary, as it's not an effective use of time given the limited amount of vocabulary on the test. Instead, it suggests that focusing on other areas may be more beneficial unless aiming for an elite score.
• 06:00 - 07:30: Textual Evidence and Data Questions This chapter discusses the strategy for answering textual evidence and data questions, particularly focusing on prefixes, roots, and suffixes. It highlights the importance of skimming the text first, and contemplating the author's intent in conveying, emphasizing, demonstrating, or describing insights to the reader. The chapter suggests that readers should compare their understanding with the provided answer choices by applying test phrases for alignment. A notable tip mentioned is to give special attention to transition words to better understand the direction of the text.
• 07:30 - 09:00: Main Ideas and Details Questions The chapter focuses on the approach to solving 'Main Ideas and Details' questions in texts. It emphasizes understanding the journey or path the text takes to easily identify its purpose. The reader is encouraged to contemplate what the author aims to convey before examining the possible answers provided. By reading the question and the text thoroughly, one should come up with an original answer and then compare it with the given choices. The text also distinguishes between 'structure' and 'purpose' questions by explaining that 'structure' questions focus on the 'how' rather than the 'why' of the text's message.
• 09:00 - 10:30: Inference and Logical Completion Questions The chapter provides a step-by-step method for tackling inference and logical completion questions. It begins with skimming the text, then chunking it into main messages. Next, it emphasizes identifying a shift in direction, indicated by the word 'and then' in answer choices. The method continues with summarizing each segment's main message and creating a one-sentence summary to test against answers. A final tip highlights the importance of transition words for spotting shifts in text direction.
• 10:30 - 13:00: Standard English Convention Questions This chapter focuses on a question type that requires comparing points of view between two texts. The example given highlights a scenario where one must determine how people from the second text would respond to the findings presented in the first text. The main task is to identify the key findings in the first text, specifically the argument that a company merger will negatively impact consumers by increasing prices. The next step involves anticipating the perspective of the second text regarding these findings.
• 13:00 - 15:00: Transition Questions The chapter discusses the process of generating answers to transition questions, focusing on comparing different texts. It highlights the importance of considering the argument and the perspective of 'time' when evaluating responses, as seen in the comparison between two texts regarding short-term effects. The chapter concludes with an emphasis on understanding the significance of linking information and ideas in assessments.
• 15:00 - 16:00: Rhetorical Synthesis Questions The chapter 'Rhetorical Synthesis Questions' discusses a challenging section of a test, particularly for those with difficulties in reading comprehension. Unlike previous versions of the SAT, detailed understanding of the story isn't necessary; instead, the focus is on understanding specific questions. The chapter explains 'command of textual evidence' questions, which may involve selecting quotes from literature to support an author's claim, or analyzing a research study with data backing claims. An example question is identifying evidence to support a team's idea, highlighting the need to skim the text efficiently.
• 16:00 - 17:00: Conclusion and Community Invitation This chapter discusses a scientific experiment conducted by a team to test whether iridescent insect wings are less visible to other animals compared to non-iridescent wings. The experiment involved participants walking along a path to spot either iridescent beetle wings or consistently colored blue and purple wings. The primary hypothesis is that if fewer iridescent wings were observed compared to non-iridescent wings, it would support the notion that iridescent wings indeed provide better camouflage from other animals.

How To Boost Your SAT English Score 100+ Points [Tips and Strategies] Transcription

• 00:00 - 00:30 in this video I have compiled the best tips strategies and techniques to dramatically increase your English SAT score and these are the same tips I used when I scored in the 99th percentile on the PSAT after consistently scoring in the 70th percentile on practice tests just a few months before before we do anything we should first understand that the SAT is 100% objective meaning that three of the answer choices are 100% wrong for a reason and it's our job to figure out what that reason is so shift your mindset from which ENT Choice looks correct to what's wrong WR with this
• 00:30 - 01:00 answer Choice it's a lot easier to find something wrong with an answer Choice than to prove that it's right with this in mind you should be clicking this button the moment you enter the test another very useful tool is the flag tool you should use this one if you're wasting too much time on a question and want to come back to it after you finished all the other questions and since every question is worth the same number of points you're going to want to start with your strengths that way you can solidify those points and make sure you have enough time to complete the more difficult questions a common question people have is whether they should should show the clock or not I
• 01:00 - 01:30 personally always keep the clock on so I know if I should adjust my Pace or not the clock also shows up no matter what when there's 5 minutes left so I would just get used to the clock on the practice tests and use it as a tool rather than something that increases your anxiety and unless you have extra time taking the test I would forget about the highlighting tool unless it's a super difficult question because it takes a long time to highlight and add notes the final tip I have is that if you're easily distracted by clicking or typing noises during the test you can use an artificial background noise noise
• 01:30 - 02:00 I recommend either this one or this one and you can find both of those in the description here's a quick overview of how the English is structured there's four different categories first one being craft and structure then information and ideas then Standard English convention then expression of ideas there's a total of 13 different question types and I'm going to go over every single one in this video you should also know that English is divided into two modules and depending how well you doing the first one will decide the
• 02:00 - 02:30 difficulty of the next one each module has 27 questions and you're given 32 minutes the first question on the SAT is going to be a words and context question the way the text is usually formatted is a statement and then a restatement with each of the sentences conveying the same message the goal is to figure out the direction of the sentence with the blank and then create a test word you can use against the answer choices so let's read the question researchers have struggled to pinpoint specific CA es for hiccups
• 02:30 - 03:00 which happens when a person's diaphragm contracts blank however neuroscientist Kimberly Whitehead has found that these uncontrollable contractions may play an important role in helping infants regulate their breathing this is a perfect example of a statement and then a restatement because the first statement describes the contractions as unknown meaning that we are trying to figure out what is going on with the contractions and the restatement describes the contractions as uncontrollable so we can use uncontrollable as a test phrase in this
• 03:00 - 03:30 example you can then test the word uncontrollable against all the answer choices and see which one has the strongest match the reason we want to create a test phrase before looking at the answer choices is because people often become attached with a wrong answer Choice without first thinking logically about the question since this question is fairly easy you can probably assume that the answer is involuntary but let's assume we don't know what these words mean what we want to do is dissect the words into prefixes roots and suffixes then figure out what they mean and this example involuntary can be
• 03:30 - 04:00 broken down into the prefix in meaning opposite of the root volunt meaning once Free Will and the suffix y indicating a state or condition if you don't know the meaning of individual parts of a word try thinking of other words that have the same Parts in this case the word volunteer has the same root and if you know what volunteer means a person who freely offers to take part in a task you'll be able to assume that voluntar means one's free will the broken words
• 04:00 - 04:30 all put together pretty much translates to noncontrollable or uncontrollable meaning it's a very strong match with our test phrase just to be safe I would look at the rest of the answer choices apply the same process if needed and ensure that they're all incorrect before moving on to the next question most people assume you want to study sat vocab words to improve at these but the amount of vocab words that the SAT can use combined with how little of the test is vocab makes this a fairly ineffective use of your time so unless you're aiming for an elite score I would study the
• 04:30 - 05:00 most common prefixes roots and suffixes the next type of questions are purpose questions you first want to skim the text and as you read it ask yourself what Insight it gave you as a reader are they trying to convey emphasize demonstrate or describe something once you think you know look at the answer choices and apply a test phrase to see if it matches a tip I found helpful was to pay extra attention to transition words to help see the direction of the
• 05:00 - 05:30 text and once you can see the journey the text is taking you through you'll be able to identify the purpose much easier for these questions you also want to think about what the author is trying to convey to the reader and again before you look at the answer choices read the question read the text and use your brand to come up with an original answer then compare that to the choices structure questions are similar to purpose questions but instead of finding the why we are going to find the how
• 05:30 - 06:00 the first thing I do is skim the text then I chunk the text into its main messages there's usually one shift in the text Direction and you'll know this exists when every answer Choice has the words and then signifying a change in the text Direction the next step is to summarize the main message in each segment of the text then combine these into a one- sentence summary and use it as a test phrase against the answer choices a final tip is to pay attention to any transition words to identify a shift in the text's direction
• 06:00 - 06:30 this next question type involves two texts and asks you to compare the point of views between them in this example it's asking what people from text 2 would respond to the findings in text one the first objective is to figure out what the findings are since we only have to know enough information to answer this one question everything in text one that isn't the findings is irrelevant the findings can be simplified down to Fan thinks of companies merge it will negatively affect consumers because prices will increase the next objective is is to figure out what textt 2 would
• 06:30 - 07:00 say about this statement the first sentence in text 2 states that the harmful effects that consumers face are shortterm now we have to return to the question what would text two respond to the findings in text one well they would say those findings are not reflective of reality because they only show the short-term effects any answer that does not talk about time is most likely wrong and this leaves us with Choice C moving on to the second section of the test which is information and ideas
• 07:00 - 07:30 this is the hardest section of the test especially for people who struggle with reading comprehension but unlike the old SAT you don't need to know every detail of the story you only need to know what the question is asking for the command of textual evidence questions are either literature with answer choices as quotes and for those ones just pick the quote that reinforces the author's claim or could be a research study that uses data to back up claims for this example we're going to use a research question the question asks which evidence will support the team's idea so first we must disc skim the text for the team's idea
• 07:30 - 08:00 which can be found right here where the team hypothesizes that iridescent insects are less visible to other animals the team's experiment was to see if people could spot more iridescent Beetle wings or non-changing blue and purple wings when walking along a path so now we can use our mind to decide what result of data would support the claim and in this case if people saw less iridescent Wings than non-changing colored Wings then it would support the idea that iridescent wings are less visible to animals
• 08:00 - 08:30 the next question type is similar to the last the only difference is that instead of us deciding what the data should be we are given the data and have to decide how to present it my strategy for these questions is to skim the data whether it be a table or a graph and look at the title so you know what the topic of the question is about then read the question then read the text the titles tell us that the bar graph is about the percentages of farmers who are women in different sections of Ando and it's organized by three different crop types to make it even more different difficult
• 08:30 - 09:00 the next step is to see what the question is asking for which is for us to complete the text and now we can read the text at the beginning it usually gives us context but since we already looked at the graph we can just skim over this part it then says that sometimes the majority of farmers were women and it wants us to finish the example now we can look back at the data and find an example in which the majority of farmers were women there's only two bars that show that more than 50% of women were farmers which were farmers in North and South Ando that cultivated non-root vegetables now we can check the this answer with the
• 09:00 - 09:30 answer choices and when you choose your answer you must make sure it's right for two reasons the first one being that the answer logically answers the question and the second one is that the data reflects what is shown in the picture and if either of these are wrong you can eliminate that answer Choice answer Choice a says that most farmers who cultivated cereals and most farmers who cultivated non-root vegetables in South and were women while the second part is true most Farmers that cultivated cereals in South and were not women so we can eliminate this choice because it doesn't accurately reflect the data Choice B says that more women in Central
• 09:30 - 10:00 and mainly cultivated root crops than mainly cultivated cereals first of all this is not true because the percent of women in central Ando farming root crops is less than the percent farming cereals in central Ando and second this doesn't logically complete the text by giving us an example of a crop that is mostly cultivated by women Choice C says that most farmers who mainly cultivated non-root vegetables in North and South Ando were women which checks both requirements and if I was at this stage on a test I would not even check the last one
• 10:00 - 10:30 the next question type is Central ideas and details to clear up any confusion the central idea is the content and main message of a text while the purpose is the author's intent or goal in writing the text also the main idea and central idea mean the same thing here's how to approach a main idea question first identify the task which is Define the main idea the main idea is supposed to be a sentence that encompasses the message of the whole text now we can look at the text in West Africa jolies
• 10:30 - 11:00 have traditionally been keepers of information about fames histories and records of important events they often served as teachers and advisers too new technologies have changed some aspects of the role today but jalis continue to be valued for knowing and protecting their people's stories now let's summarize the message of the text in one sentence I would summarize this as the role of joles has changed but they are still important which most closely matches with chice a chy says although jollies have many
• 11:00 - 11:30 roles many of them like teaching best while this could be true it doesn't state it in the text and it doesn't represent the main idea that one is too specific and can't be backed by the text Choy says jolies have been entertaining the people within their communities for centuries this could also be true but that's just one statement about jollies and is also too specific to be the main idea Choice D says technology can do some things jollies used to be responsible for which again is a random detail that doesn't Encompass the whole text
• 11:30 - 12:00 detailed questions are much easier in my opinion you just have to make sure you're strict when you're eliminating answer choices these problems typically ask one specific question for this example it's what is true about mother and you have to find the answer somewhere in the text the answer choices try to throw you off by being almost correct but not quite and for these questions you don't need to create a test phrase to use against the answer choices you just look at the choices and then check them with the text Choice a
• 12:00 - 12:30 says she wishes that more ladies would visit her in the first sentence it literally says mother did not spend time visiting people or waiting for them to visit her choice B says birthdays are her favorite occasion the text says mother made poetry for her kids birthdays but it doesn't say birthdays were her favorite occasion so we can eliminate this Choice C says she creates stories and poems for her children which is true and it says both of these things Joyce D says reading to her children was her favorite activity and since the text
• 12:30 - 13:00 never mentions her having a favorite activity we can't confirm this this is a very difficult inference question but I believe anyone can solve it if they approach it the right way these questions always ask which Choice most logically completes the text and a lot of the time you can skim the text and the answer is obvious but the hard questions always have many moving parts that distract you from the answer so this is how I would approach this question while I read the text I'll translate each sentence into a shorter
• 13:00 - 13:30 dumb down version of the original text so that I can remember it easier and for this example I'm going to use the highlighter tool which I'm not a fan of but for this exercise it's fine a team of biologists led by J A and S investigated a mechanism that allows theil Crest plants to accelerate flowering at high temperatures I will translate this into biologists think Mech allows plant te to flower faster at high temp they replaced the protein elf3 in the plants with a similar prot protein found in another species stiff
• 13:30 - 14:00 brome that unlike aalana displays no acceleration in flowering at increased temperatures and this can be dumb down to they swapped plant te's protein L3 with the plants protein that doesn't show change in flowering speed at high temp a comparison of unmodified aalana plants with the altered plants showed no difference in flowering at 22° C but at 27° C the unmodified plants exhibited accelerated flowering while the altered ones did not which suggests that blank
• 14:00 - 14:30 this can be simplified down to Once temp is 27 then regular plant tea flowers faster but plant tea without L3 doesn't with these simplified notes it's much easier to see that this protein L3 is the mechanism that allows this plant to flower faster at high temperatures which is also probably the conclusion that logically completes the text now we can look at our answer choices choice a says temperature sensitive accelerated flowering is unique to aalana although this is possible it doesn't logically complete the text because the focus of
• 14:30 - 15:00 the text isn't about whether this is unique and this fact can't be proven true with the text Choice B says a Alana increases L3 production as temperatures rise we also can't prove this with the text the direction of the text points to the fact that elf3 causes plant tea to flower faster at higher temperatures but never talks about increasing production of elf3 so we don't know this and it doesn't logically follow the text Joy C says L3 enables aalana to respond to increased temperatures this is true we saw that when L3 is
• 15:00 - 15:30 swapped with another protein plant tea doesn't flower faster at high temperatures which shows that L3 is a mechanism that enables plant he to flower faster at increased temperatures Joyce D says temperatures of at least 22° C are required for aalana to flower we do not know for certain if the plant needs a 22° environment to flower and in any case we're testing for flowering acceleration not when the plant starts to flower the factor being tested is the presence of L3 protein and therefore the conclusion must relate
• 15:30 - 16:00 to whether there is any difference in flowering acceleration when this protein is present on these tougher questions try not to get overwhelmed just dissect the text map out the direction and if you can't eliminate any answer choices then you probably missed something an extra tip for really all questions on the SAT is to pretend to be interested when you're reading the questions if you're trying to be interested in the text you're going to be more focused and retain more information the next group of questions is standard
• 16:00 - 16:30 English convention which is the easiest section to improve because all you have to do is memorize grammar rules each question type can only test you on one topic so the first thing you want to do is identify what the question is testing the easiest way to do this is by looking at the answer choices once you know the question type you can apply any relevant tips here's a breakdown for each question type you'll know it's subject verb agreement if different answer choices contain singular and plural forms of the same verb you will know its pronoun antic in agreement when one ENT
• 16:30 - 17:00 Choice uses a singular pronoun like it while another ENT Choice uses a plural pronoun like they you'll know it's testing verb forms if different answer choices use different verb tenses like past present and future and if some choices add or remove helping verbs you'll know it's subject modify placement when the blank is longer than a few words and the choic is rearrange the same words or phrases you'll noce testing plural and possessive nouns if the answer choices add or remove apostrophes or if the choices change the
• 17:00 - 17:30 placement of apostrophes you can identify boundary questions if the answer choices add punctuation remove punctuation or offer different punctuation marks here are some quick fire tips for each question type for subject verb agreement if all three verbs are plural the one that singular is correct and vice versa if you don't know if a verb is plural or singular say he and then the verb for example he are or she are doesn't sound right but they are does so you can check that the verb are is plural and saying
• 17:30 - 18:00 they have been or they were both sound right so these two are also plural for subject verb agreement cross out everything that precedes the word of if two answer choices are exactly the same except that one uses a period and the other uses a semicolon you can eliminate both because the SAT wants to stay 100% objective and using one or the other can be seen as subjective if the text is stating a fact all verbs are in
• 18:00 - 18:30 the simple present tense for verb questions look at the other verbs in the text so for example if you see the verb is the text is in the present and if you see was it's in the past but you should also pay attention to see if the text changes time periods if a sentence contains who what when where or how or hypotheticals like would or could it's a question if the question is a boundary question analyze the text to decide if the statement Sur the blank or dependent or independent clauses grammar questions
• 18:30 - 19:00 on the hard modules should be looked at carefully because it's easy to make mistakes so if you're not 100% sure read it over again in your head to see if it sounds right transition questions are the next type of question and they always ask the same thing which Choice completes the text with the most logical transition the strategy that KH Academy recommends is to summarize the text in your own words identify the relationship between the passages ideas and select the transition word that matches the
• 19:00 - 19:30 relationship if you want to get better at understanding transition words make sure you understand every word that's currently showing on the screen if you aren't sure about a few of them you can write them down and review them the last question on the English sat is going to be a rhetorical synthesis question these questions give notes and a goal but most of the time you don't even need to read the notes to accomplish the goal for example in this question the goal is to summarize the study now we can just look at the answer choices and decide which one accomplishes the goal best Choice a says for a 2019 study
• 19:30 - 20:00 researchers from the UK and Germany collected data on aux attempts to land at Cliffside nesting sites in different wind conditions while this explains the methodology it doesn't summarize the study as a whole Choice B says Emily Shepard and colleagues wanted to know the extent to which win affected A's success in landing at Cliffside nesting sites so they conducted a study this presents the study but doesn't mention anything else so we can eliminate this as well chice e says knowing that a often need multiple attempts to land at their Cliffside nesting sites Emily
• 20:00 - 20:30 Shephard studied the bird's success rate which was only around 20% in some conditions this is just the data from the study which doesn't match the goal and choice D says Emily Shepard's 2019 study of a success in landing at Cliffside nesting sites showed that as the wind conditions intensified the bird success rate decreased this Choice introduces what the study is about and what the study discovered which sounds like a much better summary than the other options first of all if you made it this far I appreciate you and I think
• 20:30 - 21:00 you'd find Great Value in my free community in the description you can ask questions or give advice to other people who are also trying to improve their SAT score so that's all from me and good luck on your sat [Music]