Reading & WritingChapter 3: Command of Evidence
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Prompt
3-6: What does increased mean?
💡Recall the trend rule before revealing the answer.
Answer
Later values are higher over the stated interval.
ExampleApply this card to the next Interpreting Line Graphs item you study.
Prompt
3-6: What does peaked mean?
💡Recall the trend rule before revealing the answer.
Answer
Reached a maximum and then did not continue upward over the relevant scope.
Prompt
3-6: What does fluctuated mean?
💡Recall the trend rule before revealing the answer.
Answer
Changed direction more than once rather than moving steadily.
Prompt
3-6: What does converged mean?
💡Recall the trend rule before revealing the answer.
Answer
The gap between two series became smaller.
Prompt
3-6: What does diverged mean?
💡Recall the trend rule before revealing the answer.
Answer
The gap between two series became larger.
Prompt
3-6: A line rises once, then falls. Whole trend?
💡Recall the scope rule before revealing the answer.
Answer
It increased during one interval but not across the full period.
ExampleApply this card to the next Interpreting Line Graphs item you study.
Prompt
3-6: Why not judge slope by appearance?
💡Recall the scale rule before revealing the answer.
Answer
Axis scale and aspect ratio affect steepness; raw values determine actual change.
Prompt
3-6: What is a start/end swap trap?
💡Recall the trap rule before revealing the answer.
Answer
An option reverses which value occurred first and therefore reverses trend direction.
Prompt
3-6: Two lines cross—what must you verify?
💡Recall the comparison rule before revealing the answer.
Answer
The ordered point values before and after the crossing, not just the visual intersection.
Prompt
3-6: Best evidence for ‘generally increased’?
💡Recall the evidence rule before revealing the answer.
Answer
A pattern across the stated span, not a single high point.
Prompt
3-6: What official SAT skill contains this topic?
💡Recall the mapping rule before revealing the answer.
Answer
Information and Ideas → Command of Evidence. This topic is an internal teaching subdivision, not a separate official skill.
ExampleApply this card to the next Interpreting Line Graphs item you study.
Prompt
3-6: Is this Textual or Quantitative practice?
💡Recall the mapping rule before revealing the answer.
Answer
Primarily Command of Evidence—Quantitative.
Prompt
3-6: What is the central focus?
💡Recall the focus rule before revealing the answer.
Answer
reading exact points and ordered trends without visual overstatement
Prompt
3-6: What does relevant evidence look like?
💡Recall the relevance rule before revealing the answer.
Answer
Values from the stated series and interval that establish the trend or comparison in the claim.
Prompt
3-6: Give an irrelevant-evidence pattern.
💡Recall the trap rule before revealing the answer.
Answer
One dramatic segment when the claim concerns the full period.
Prompt
3-6: What scope rule matters most?
💡Recall the scope rule before revealing the answer.
Answer
Trend language must match the series and time range.
ExampleApply this card to the next Interpreting Line Graphs item you study.
Prompt
3-6: What verification step prevents errors?
💡Recall the verification rule before revealing the answer.
Answer
Read start, turning points, and end from raw data before naming the trend.
Prompt
3-6: Support means prove—true or false?
💡Recall the certainty rule before revealing the answer.
Answer
False. Evidence may strengthen or be consistent with a claim without establishing certainty.
Prompt
3-6: What is the minimum-assumption rule?
💡Recall the strategy rule before revealing the answer.
Answer
Prefer the evidence that reaches the supplied claim most directly with the fewest unstated bridges.
Prompt
3-6: Command of Evidence versus Inferences?
💡Recall the skill boundary rule before revealing the answer.
Answer
Command of Evidence gives the claim and asks for evidence; Inferences gives evidence and asks for the conclusion.
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