Grade: Grade 11 Subject: English Language Arts Unit: SAT/ACT R&W Mastery SAT: Craft+Structure ACT: Reading

Craft & Structure Mastery

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Craft and Structure Domain

The Craft and Structure domain on the SAT Reading and Writing section tests your ability to analyze how authors construct texts—their word choices, structural decisions, text features, and purposes. This domain accounts for approximately 28% of the Reading and Writing section.

Question Types in Craft and Structure

Question Type What It Tests Key Skills
Words in Context Vocabulary and word meaning Using context clues; understanding connotation
Text Structure and Purpose How texts are organized and why Identifying purpose; analyzing organization
Cross-Text Connections Comparing perspectives across texts Synthesizing; identifying relationships

Words in Context Questions

These questions ask you to determine the meaning of a word or phrase based on how it's used in the passage.

Strategy for Words in Context

  1. Read the full sentence (and surrounding sentences) containing the word
  2. Look for context clues: definitions, examples, contrast, synonyms
  3. Substitute each answer choice into the sentence
  4. Choose the word that maintains the passage's meaning and tone
  5. Watch for common meanings that don't fit—tests often use secondary definitions

Common Trap: Primary vs. Secondary Meanings

The SAT often tests less common meanings of familiar words. "Gravity" might mean "seriousness" rather than the physical force. "Table" might mean "postpone" rather than furniture. Always check which meaning fits the context.

Text Structure and Purpose Questions

These questions ask why an author made certain choices about structure, content, or rhetoric.

Common Structures to Recognize

  • Problem-Solution: Presents an issue, then proposes answers
  • Cause-Effect: Explains why something happens and its results
  • Compare-Contrast: Examines similarities and differences
  • Chronological: Presents events in time order
  • Claim-Evidence: States a thesis and supports it
  • Question-Answer: Poses questions the text then addresses

Common Purposes

  • To inform: Present facts and information objectively
  • To argue/persuade: Convince readers to accept a position
  • To entertain: Engage readers through narrative or humor
  • To explain: Clarify a concept or process
  • To analyze: Examine and interpret a topic
  • To describe: Create a vivid picture of something

Analyzing Function Questions

Function questions ask what a specific part of the passage does—not what it says, but what role it plays.

Key Language in Function Questions

"The author includes [X] primarily to..."

"The function of the third paragraph is to..."

"The author mentions [X] in order to..."

"Lines 15-20 serve mainly to..."

Common functions include:

  • Introduce or set up an argument
  • Provide evidence for a claim
  • Offer a counterexample or exception
  • Transition between ideas
  • Concede a point before rebutting it
  • Illustrate an abstract concept
  • Qualify or limit a previous statement

Cross-Text Connection Questions

These questions present two short passages and ask you to analyze how they relate.

Relationship Types to Identify

  • Agreement: Both texts support the same position
  • Disagreement: Texts take opposing views
  • Qualification: Text 2 adds nuance to Text 1's claim
  • Application: Text 2 applies Text 1's theory to a specific case
  • Extension: Text 2 builds on or goes beyond Text 1
  • Explanation: Text 2 clarifies or explains Text 1

Tone and Attitude

Craft and Structure questions often ask about the author's tone—their attitude toward the subject.

Positive Tones Negative Tones Neutral/Mixed Tones
Admiring, enthusiastic, optimistic, reverent, celebratory Critical, skeptical, dismissive, contemptuous, pessimistic Objective, analytical, ambivalent, detached, cautious

Trap: Extreme Tone Words

Academic and journalistic passages rarely have extreme tones. Be suspicious of answer choices like "furious," "ecstatic," or "disgusted." More moderate tones like "concerned," "appreciative," or "skeptical" are usually correct.

💡 Examples

Example 1: Words in Context

Passage: "The scientist's findings were met with considerable gravity by the research community, as they challenged decades of accepted theory."

Question: As used in the passage, "gravity" most nearly means

A) weight
B) seriousness
C) attraction
D) density

Answer: B) seriousness

Explanation: The context describes a response to challenging findings—this is a social/intellectual reaction, not a physical property. The phrase "considerable gravity" suggests the findings were treated seriously. Substituting "seriousness" makes sense: "met with considerable seriousness." The other options relate to physical properties of gravity that don't fit this human reaction context.

Example 2: Text Purpose

Passage: A 100-word passage discusses how honeybees communicate the location of food sources through a "waggle dance," describing the dance's components and how other bees interpret the information.

Question: The primary purpose of the passage is to

A) argue that honeybee communication is more sophisticated than previously believed
B) explain how honeybees share information about food sources
C) compare honeybee communication methods with those of other insects
D) criticize researchers who underestimate animal intelligence

Answer: B) explain how honeybees share information about food sources

Explanation: The passage describes a communication mechanism—this is informational/explanatory, not argumentative. There's no comparison to other insects (C), no criticism of researchers (D), and no argument that communication is "more sophisticated than previously believed" (A)—the passage simply explains how it works.

Example 3: Function Question

Passage context: An author argues that urban green spaces improve mental health, then mentions that "Some critics contend that resources would be better spent on direct mental health services."

Question: The author includes the critics' perspective primarily to

A) undermine the main argument of the passage
B) provide an alternative viewpoint before responding to it
C) suggest that the debate remains unresolved
D) shift focus to a new topic

Answer: B) provide an alternative viewpoint before responding to it

Explanation: This is a classic concession-and-response structure. Authors often acknowledge opposing views to address them and strengthen their own argument. The author isn't undermining their own argument (A), isn't leaving the debate unresolved (the passage continues to advocate for green spaces), and isn't shifting to a new topic (D).

Example 4: Cross-Text Connection

Text 1: "Standardized testing provides objective, comparable data that helps educators identify student needs and measure progress over time."

Text 2: "While standardized tests offer some useful metrics, they fail to capture creativity, critical thinking, and other crucial skills that predict real-world success."

Question: How would the author of Text 2 most likely respond to Text 1?

Analysis: Text 2 partially agrees ("offer some useful metrics") but argues that tests are incomplete measures. The author of Text 2 would likely:

  • Accept that tests provide some valuable data
  • Argue that the data is insufficient for a complete picture
  • Point out important qualities that tests cannot measure

This is a qualification relationship—Text 2 doesn't completely reject Text 1 but adds important limitations.

Example 5: Tone Analysis

Passage: "The museum's new exhibit, while technically impressive, fails to engage visitors on an emotional level. The curators seem more concerned with showcasing technology than with telling compelling stories. One leaves feeling educated, perhaps, but unmoved."

Question: The author's tone toward the exhibit is best described as

A) enthusiastic
B) indifferent
C) disappointed
D) hostile

Answer: C) disappointed

Explanation: The author gives some credit ("technically impressive," "educated") but criticizes the exhibit for lacking emotional engagement. This measured criticism suggests disappointment rather than hostility (too extreme) or indifference (the author clearly cares). The author isn't enthusiastic—the review is predominantly negative.

✏️ Practice

Apply your Craft and Structure skills to these questions.

Problem 1: "The committee decided to table the proposal until more research could be conducted." As used here, "table" most nearly means: A) furniture B) display C) postpone D) arrange

Problem 2: A passage describes the discovery of a new species, its unique characteristics, and its ecological significance. The primary purpose is to: A) argue for conservation B) inform about a discovery C) criticize previous research D) compare species

Problem 3: An author states a claim, then writes "However, recent studies suggest a more nuanced picture." The word "However" signals: A) agreement B) a shift or contrast C) continuation of the same idea D) the conclusion

Problem 4: Text 1 argues that remote work increases productivity. Text 2 argues that remote work harms team collaboration. These texts have what relationship? A) Agreement B) Direct opposition C) Text 2 extends Text 1 D) No relationship

Problem 5: "The artist's execution of the concept was flawless, even if the concept itself felt derivative." As used here, "execution" means: A) killing B) performance/implementation C) legal punishment D) computer process

Problem 6: A paragraph begins with a general statement about climate change, then provides three specific examples of its effects. This structure is: A) chronological B) problem-solution C) general to specific D) compare-contrast

Problem 7: An author writes: "Supporters claim the policy will create jobs—a claim that conveniently ignores the thousands of positions that will be eliminated." The author's tone is: A) supportive B) neutral C) skeptical D) confused

Problem 8: A passage about renewable energy includes a paragraph discussing the high initial costs of solar panels. This paragraph most likely functions to: A) undermine the author's argument B) acknowledge a limitation before addressing it C) change the topic D) conclude the passage

Problem 9: "The politician's measured response disappointed supporters hoping for stronger action." As used here, "measured" most nearly means: A) calculated precisely B) restrained and cautious C) weighed on a scale D) rhythmic

Problem 10: Text 1 describes the benefits of meditation. Text 2 describes a scientific study measuring meditation's effects on stress hormones. Text 2's relationship to Text 1 is best described as: A) contradicting it B) providing evidence for it C) qualifying it D) dismissing it

Click to reveal answers
  1. C) postpone — "Table" as a verb means to set aside for later discussion, not display or arrange.
  2. B) inform about a discovery — The passage presents information about a new finding without arguing, criticizing, or primarily comparing.
  3. B) a shift or contrast — "However" is a contrast transition, signaling that what follows will modify or counter what came before.
  4. B) Direct opposition — One argues remote work helps (productivity); the other argues it harms (collaboration). They disagree about remote work's effects.
  5. B) performance/implementation — In artistic contexts, "execution" means how something is carried out or performed.
  6. C) general to specific — A broad statement followed by specific examples is deductive/general-to-specific organization.
  7. C) skeptical — "Conveniently ignores" shows the author doubts the supporters' claims; this is critical but measured, hence skeptical.
  8. B) acknowledge a limitation before addressing it — Discussing costs in a pro-renewable passage is likely a concession the author will then counter.
  9. B) restrained and cautious — A "measured response" in political context means careful and moderate, which disappointed those wanting stronger action.
  10. B) providing evidence for it — Text 2's scientific study offers empirical support for Text 1's claims about meditation's benefits.

✅ Check Your Understanding

Question 1: Why does the SAT often test secondary meanings of common words?

Show answer

Testing secondary meanings reveals whether students truly understand vocabulary in context rather than just recognizing familiar words. A student who knows only the common meaning of "gravity" (physical force) might miss when it means "seriousness." This tests reading comprehension and vocabulary depth, skills essential for college-level texts that use sophisticated language.

Question 2: How can you distinguish between a passage's purpose and its main idea?

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Main idea is WHAT the passage says—its central point or argument. Purpose is WHY the author wrote it—to inform, persuade, explain, etc. For example, a passage about climate change might have a main idea (global temperatures are rising) and a purpose (to persuade readers to support environmental policies). Purpose asks about intent; main idea asks about content.

Question 3: What makes answer choices "extreme" and why should you be cautious of them?

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Extreme answer choices use absolute language ("always," "never," "completely") or extreme tones ("furious," "ecstatic," "devastating"). Academic and journalistic passages are typically nuanced, acknowledging complexity rather than taking extreme positions. Most correct answers use moderate language: "suggests," "generally," "concerned," "appreciative." Extreme answers are often traps that don't match the measured tone of most passages.

Question 4: When analyzing cross-text connections, what should you do before looking at the answer choices?

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Before looking at choices, identify: (1) What is each text's main claim or position? (2) Do they agree, disagree, or have a more nuanced relationship? (3) What specific points of connection or contrast exist? Forming your own understanding first prevents answer choices from leading you astray. Then match your analysis to the best answer choice, eliminating those that misrepresent either text's position.

🚀 Next Steps

  • Review any concepts that felt challenging
  • Move on to the next lesson when ready
  • Return to practice problems periodically for review