Becambridge, was my point really inscrutable in this paragraph:
Seriously, is that really “impossible to understand or interpret”
How could I possibly make it clearer? For the past 12 years, I have written about preparing for the test by sticking to the context. What does that mean in terms of learning “words” that appear in previous tests. Some advocate studying or memorizing lists of words that might (or not) be culled from the previous tests. Such lists do contain a suggested interpretation that might reflect the use in the past test. “My” context is to use those prior tests and work through them proactively. In the beginning that means attempting to answer the questions and … recognize the construction of the test and HOW the test writers think. That is what I call “patterns.” The test, being a standardized one, has to be consistent in its construction. After a careful reading of a stack of tests, one could and should start to recognize the types of questions and how they are presented.
The debate here is about HOW to acquire a better SAT specific vocabulary. Marvin suggest to spend time preparing or studying list of words. I suggest that one can accomplish the same through working through the tests directly.
What you are introducing is a debate about what constitutes proper CR techniques. It is a different subject – albeit related to the SAT. Fwiw, I do not believe that there are universal techniques that work for everyone. It does not happen in CR any more than it does in the Math sections. There are techniques that work for some and not for others, as everyone comes to the test with individual aptitudes and concentration capabilities.
Where does a suggestion that “When you cannot choose between 2 choices, chances are that you eliminated the correct one” fit? That is a generic advice that does not apply to everyone! There are a number of authors who spent time presenting CR techniques. Think Erika M and Mike Barrett among others. Think noitaprep and SATReason and others right here on CC.
I have never pretended that my approach to the test amounts to a full-blown guide. I have always tried to simplify the process to help the students who had limited or ample time and had different backgrounds.
I am not sure how I could make any of it clearer. In the end, what is right (and this for sure) is the price I charge for my opinions.