12 questions · Shuffled order · Progress saved locally when available
Work through the set before checking solutions. Note the evidence for each answer and why the nearest alternative fails. Question numbers follow the shuffled order; Guide question labels match the guide references.
Guide question labels stay the same when the order changes. Check answers when you are ready to review.
Saved on this browser and device; clearing browser data removes progress.
These are strategy decisions, not SAT-format Reading and Writing questions. Work untimed. Choose one answer for each stated situation, record confidence, and give a brief reason. Do not use this small set to predict a score.
Items
Chapter to revisit
D01-D02
1. Know the test and control Bluebook
D03-D04
2. Pacing, triage, and question order
D05-D06
3. Efficient reading with evidence
D07-D08
4. Efficient editing and revision
D09-D10
5. Elimination, guessing, and productive review
D11-D12
6. Turn practice into reliable performance
Check your reasoning
Check why the answer works and why the nearest rival fails. For a strategy decision, identify the condition that makes the action useful. For an SAT-format item, supply the exact textual evidence, sentence rule, data, or rhetorical requirement. Correct guesses and unsupported explanations still call for review.
The drill
Your practice is saved on this device.
Question 1
Guide question D01
Foundation
A student has selected an answer for every question in Reading and Writing Module 1. Twenty-five seconds remain. One marked question can be checked by rereading a single phrase. The student wants to use the available time on the current module.
Which action best fits the test structure and the stated opportunity?
Correct choice: Check the phrase now and keep or revise the answer based on that evidence.
The useful check is available now, while the current module is still open. The student should inspect the decisive phrase and make a reasoned decision before the module ends.
A: Each module has its own time budget; this proposed time transfer is not a usable strategy.
B: A completed module cannot be reopened from the next module.
D: A blank does not communicate useful uncertainty and leaves no selected response.
If you missed it: Practice returning to a marked item within a single module and confirming that an answer is selected.
Strategy in use: Module boundaries are hard limits. Use remaining time for a specific check, not for a plan that requires reopening the module.
The first few questions in Module 2 feel familiar to Lena. She is tempted to infer that she received a less difficult route and that her target score is already impossible. She has no score report and has not completed the module.
Correct choice: The feeling does not establish her route or score; she should continue solving each question carefully.
Familiarity is a reaction to content, not a reliable route label or score calculation. Both modules matter, and a second-module route contains a mix of difficulty. The productive action is to continue.
A: Familiarity does not establish a route.
C: One difficult-feeling item cannot establish a minimum scaled score.
D: Routing does not make the second module unscored.
If you missed it: Replace a running score prediction with the immediate task: identify the claim, rule, or goal that decides the current item.
Strategy in use: Do not spend test time interpreting the adaptive system.
Fourteen minutes remain. A student has nine questions left to visit for the first time and three earlier answers marked for review. For this rehearsal, the student wants to preserve about three minutes for that review.
Correct choice: Use roughly eleven minutes for the nine unseen questions, averaging about seventy-three seconds, and adjust as individual questions require.
Subtract the proposed review reserve first: 14 - 3 = 11 minutes, or 660 seconds. Dividing by nine gives about 73 seconds per unseen question. This is an average budget across the remaining work, not a timer limit for each item.
A: Fourteen minutes divided by nine is about ninety-three seconds, but that leaves no planned review reserve.
B: The arithmetic is approximately right, but equal time on every question ignores different demands and productive progress.
C: Flags and unseen questions do not necessarily require the same amount of work; this also discards the stated reserve plan.
If you missed it: Separate first visits from review, subtract a provisional reserve, and calculate an average only for the remaining first-pass work.
Strategy in use: A budget informs decisions; it should not replace judgment about the next useful step.
On a fresh practice set, Amir used a forward route and answered 24 of 27 correctly. A week later, he used an editing-first route on a set whose questions he had already reviewed, answering 27 of 27 correctly. He wants evidence about which route helps him.
Correct choice: Compare the routes on fresh, reasonably comparable sets while tracking accuracy, unfinished items, and navigation time.
The existing comparison confounds route with prior exposure. A more useful comparison uses fresh, reasonably comparable material and records both outcomes and process costs. More than one comparison may be needed because forms differ.
A: The first result does not establish that forward order is superior either.
C: The improvement may reflect remembering the questions or explanations.
D: Another familiar-set attempt mainly measures growing familiarity with that set.
If you missed it: Change one feature at a time where practical, and label prior exposure in the practice record.
Strategy in use: A strategy needs evidence from transfer, not just a pleasing result on repeated material.
A passage reports that seedlings given Treatment M grew taller than untreated seedlings in four laboratory trials. It does not discuss outdoor use. A student is comparing an answer about those trials with an answer claiming that Treatment M improves growth in every environment.
Correct choice: Whether the evidence supports expanding from the studied trials to every environment.
The decisive difference is scope. The reported laboratory trials support a claim limited to those trials. They do not establish the universal environmental claim.
A: Shared vocabulary does not settle the breadth of the claim.
B: Length does not establish evidential support.
D: Outside knowledge about another treatment cannot supply missing support in this passage.
If you missed it: Underline the population or setting in the evidence and compare it with the population or setting in each answer.
Strategy in use: Keep the conclusion inside the limits of the supplied evidence.
A student must compare the proportion of surveyed residents who use a ferry. The survey reports the following counts. The student has noticed that Harbor B has more ferry users in absolute terms.
Correct choice: Compare 20/50 with 30/100: Harbor A has the higher proportion, 40% versus 30%.
A proportion requires its denominator. Harbor A has 20/50 = 0.40, while Harbor B has 30/100 = 0.30. The larger count in B does not imply a larger proportion.
B: This compares counts while the prompt asks for proportions.
C: Pooling the harbors removes the comparison the student needs.
D: Changing the denominator alone changes the meaning of the data.
If you missed it: Read the table title, column labels, units, and denominator before comparing numbers.
Strategy in use: The prompt determines which numbers and units matter.
A sentence reads, "The collection of letters from several explorers ______ now available online." The choices are forms of be: is, are, were, and have been. A student is drawn to are because explorers is plural.
Which approach most directly resolves the agreement question?
Correct choice: Identify collection as the head of the subject and use the present singular form is.
The subject head is collection. The phrases of letters and from several explorers describe that singular head. The sentence therefore needs is in the stated present context.
A: The nearest noun can be inside a modifying phrase rather than the subject head.
B: Syllable count has no bearing on agreement.
C: The number of objects in a collection does not change the grammatical number of collection.
If you missed it: Temporarily set aside modifying phrases and read the subject-verb core.
Strategy in use: Answer differences tell you what to inspect, but the sentence structure supplies the rule.
Research notes describe why a team tested a coating, how the test was conducted, and what the team observed. The prompt asks the student to summarize the finding. One option accurately describes the procedure; another accurately states the observation.
Correct choice: Select the accurate observation that fulfills the requested finding, preserving any qualification.
The goal asks for the finding, so the sentence needs the supported observation, including any necessary limitation. Accurate procedure details alone do not perform that job.
A: More facts do not necessarily fulfill the goal more effectively.
B: The prompt does not ask for a procedural introduction.
D: The notes must still verify the chosen observation and its qualifications.
If you missed it: Translate the goal into an action and target, then check the relevant notes.
Strategy in use: Truth and relevance are separate requirements.
A passage states that every one of the twelve tested samples remained intact. An answer says, "All twelve tested samples remained intact." A student wants to eliminate it solely because all sounds too extreme.
Correct choice: Keep it as a candidate: the universal wording is limited to the twelve tested samples and is explicitly supported.
The evidence itself covers every member of the stated twelve-sample group. The answer preserves that exact scope. It remains necessary to check whether the statement answers the prompt.
B: The student must evaluate the printed answer, not a softened version.
C: Absolute wording can be correct when the supplied evidence supports it at that scope.
D: A true statement can still fail to answer the question asked.
If you missed it: Replace banned-word shortcuts with a direct comparison of the answer and the evidence.
Strategy in use: A suspicious word is a cue to inspect, not an automatic reason to eliminate.
During review, Jules notices that the passage dates the team's completed work to 2017, before the curator's arrival in 2018. Jules originally chose a verb form that puts the work after the arrival. A different choice correctly places it before the arrival.
What provides a sound reason to change the answer?
Correct choice: The newly noticed time relationship contradicts the original choice and supports the alternative.
The change has a specific basis: the time relationship in the sentence. The new choice must express that relationship and fit the rest of the sentence.
B: Answer-letter patterns provide no evidence about this sentence.
C: Elapsed effort alone does not establish that another answer is correct.
D: Doubt can trigger a check, but a change still needs a reason.
If you missed it: Finish the sentence: I am changing this because these words require this rule or meaning.
Strategy in use: Neither keeping nor changing an answer is inherently safer; the evidence decides.
Tara missed several inference questions. In review, she can explain the passages accurately but repeatedly chooses answers that introduce an unmentioned cause. She labels the mistakes careless and plans to reread all grammar rules.
Which repair most closely matches the observed error?
Correct choice: Practice distinguishing a supported inference from an invented explanation, then test that distinction on fresh passages.
The repeated failure is an unsupported causal addition. A targeted repair should make Tara identify what each claim would require and whether the text supplies it. Fresh passages then test whether the repaired reasoning transfers.
A: Punctuation practice does not target this inference error.
C: A second reading is not automatically useful when comprehension is already accurate and the failure is in answer evaluation.
D: Remembering old letters does not establish improved inference.
If you missed it: Record the mistaken assumption, the decisive evidence, and one specific action for the next unfamiliar item.
Strategy in use: A diagnosis should change the next practice task, not merely describe disappointment.
During the live test, a student's app becomes unresponsive. The student has not received any recovery instruction from the proctor and does not know whether the timer has stopped.
Correct choice: Raise a hand and follow the proctor's and Bluebook's instructions instead of assuming how the timer will behave.
The proctor should be alerted promptly. The student should follow the applicable app and testing-staff instructions; the scenario does not establish a particular recovery state or time adjustment.
A: Unauthorized phone use is not an appropriate response to a test disruption.
B: Repeatedly closing the app to seek extra time is not a legitimate recovery plan.
C: Leaving without informing staff creates additional problems and does not follow the testing procedure.
If you missed it: Before test day, know how to request staff help and where the official device-readiness instructions are.
Strategy in use: Do not improvise technical rules during the live test.