Common SAT Reading and Writing Mistakes Students Make
The Digital SAT® Reading and Writing section tests how well students read, analyze information, and apply grammar and language rules under time pressure. Many students lose points not because the questions are too difficult, but because of avoidable strategy and comprehension mistakes. Understanding these common SAT mistakes can help you approach each question more effectively and improve overall accuracy.
Common SAT Reading and Writing mistakes include:
- Sacrificing accuracy for speed
- Overlooking all the answer choices
- Being unprepared to interpret charts and graphs
- Inaccurate application of ideas
- Not learning the fundamentals
Sacrificing Accuracy for Speed
Rushing through questions to save time often leads to misreading prompts, missing key details, and selecting answers too quickly. In the SAT Reading and Writing section, this mistake can cause students to miss questions they could have answered correctly with a little more attention. It often happens when students feel pressured by the clock and prioritize finishing quickly over careful reading.
Passage:
[Adam] had run away once when he was only eighteen, making his escape in the morning twilight with a little blue bundle over his shoulder, and his "mensuration book" in his pocket, and saying to himself very decidedly that he could bear the vexations of home no longer—he would go and seek his fortune, setting up his stick at the crossways and bending his steps the way it fell. But by the time he got to Stoniton, the thought of his mother and Seth, left behind to endure everything without him, became too importunate, and his resolution failed him. He came back the next day….
Question
Which choice best describes the function of the underlined portion in the text as a whole?
| A. It expresses Adam's belief that leaving home will allow him the opportunity to provide financial support for his family. | |
| B. It suggests that, even if Adam had not felt a sense of responsibility to return home, he lacked a clear plan for a new life. | |
| C. It explains why Adam would not have been successful in business even if he had been able to leave home. | |
| D. It shows that, if he had no obligations to his family, Adam would like to explore new paths that others would typically reject. |
Explanation
Summarize each sentence and determine what the underlined part contributes to the overall discussion.
| S1 | Adam ran away from his troubles at home, letting the fall of the stick decide which direction he should go. |
| S2 | But he changed his mind when he realized his mother and brother would have to deal with their problems alone. |
| S3 | So he returned home. |
The underlined part of the text shows something about Adam's personality that isn't discussed in the rest of the text, which focuses on his dissatisfaction with his home life and how he feels responsible to take care of his family. In the underlined text, Adam seems unsure of how or where to "seek his fortune" in life because he doesn't have a plan to direct the path he should take after leaving home.
The best description, then, of what the underlined portion contributes to the overall text is it suggests that, even if Adam had not felt a sense of responsibility to return home, he lacked a clear plan for a new life.
 |
If any part of an answer can't be proven by the text, that choice should be eliminated. |
(Choice A) Although Adam seeks his fortune, the text doesn't explain whether he intends to provide financial support to his family.
(Choice C) The text doesn't discuss whether Adam's letting fate decide his path means he could not succeed in business.
(Choice D) The text doesn't provide any information to suggest that the path Adam might have chosen would be one others typically wouldn't take.
Things to remember:
Select the answer that is completely supported by the information provided in the text.
How to Avoid This Mistake
Prioritize accuracy over rushing. Read the prompt carefully, confirm what the question is asking, and review answer choices before selecting one. A steady pace helps you avoid careless errors and improve consistency on the SAT Exam.
Overlooking All the Answer Choices
One common mistake in the SAT Reading and Writing section is choosing an answer as soon as one option seems correct. The SAT often includes answer choices that sound reasonable or reuse wording from the passage but do not fully answer the question. When students skip reviewing all options, they may miss a better answer that is more precise or better supported by the text.
Passage:
In their research on the division of human labor in prehistoric societies, biological anthropologists Sarah Lacy and Cara Ocobock investigated whether the traditional view that prehistoric men hunted while prehistoric women performed domestic tasks had sufficient evidentiary support. They found that Neanderthal males and females equally experienced bone trauma associated with hunting, and both had dental wear indicative of having used one's front teeth like a third hand, a practice that would have been useful when tanning hides. Lacy and Ocobock's research, therefore, ______
Question
Which choice most logically completes the sentence?
| A. shows more about modern gender roles than the prehistoric division of labor between males and females. | |
| B. should be understood to mean that a traditional division of labor between males and females existed in prehistoric societies that did not include Neanderthals. | |
| C. is helpful for understanding that a traditional division of labor between early males and females was needed to promote group survival. | |
| D. could overturn the assumption that the division of labor in prehistoric societies was governed by gender. |
Explanation
Summarize the sentences' ideas and predict how the text might end. Then eliminate answer choices not supported by those ideas. The correct answer will follow logically from the text's discussion.
The first sentence introduces Lacy and Ocobock's research goal, which was to determine if there is evidence supporting the idea that prehistoric humans divided their labor based on whether a person was male or female. The second sentence describes evidence that prehistoric males and females likely did similar work.
The logical conclusion for the last sentence would be that Lacy and Ocobock's research calls into question the idea that only men hunted and only women performed domestic tasks. Therefore, the answer choice supported by the text states that their research could overturn the assumption that the division of labor in prehistoric societies was governed by gender.
(Choice A) According to the text, Lacy and Ocobock's research is unrelated to modern gender roles.
(Choice B) The text gives no reason to believe that the evidence from Neanderthals indicates anything about gendered labor roles in other prehistoric societies.
(Choice C) The text doesn't discuss whether a division of labor according to gender was necessary for early humans to survive. Instead, it suggests that prehistoric males and females performed the same tasks.
Things to remember:
Determine a logical conclusion based on the ideas in the text and choose an answer supported by the text's discussion.
How to Avoid This Mistake
Always read every answer choice before deciding. Compare options carefully and eliminate those that are incomplete, too broad, or not fully supported by the passage. Choose the answer that most directly and completely addresses the question.
Being Unprepared to Interpret Charts and Graphs
The Digital SAT includes questions that combine short passages with charts, graphs, or tables. Students who focus only on the text may overlook how visual data contributes to the passage’s meaning or supports a claim. Missing labels, units, or trends in the data can easily lead to incorrect conclusions. This mistake often occurs when students rush past visuals or assume the chart simply repeats the text.
Passage:
Wanting to discover the effect of assassin bug predation on ant populations, a student placed ants in two containers, one with an assassin bug and one without and counted the number of ants in the containers over 21 days. The student concluded that the reduced number of ants in the container with the assassin bug by day 21 was only due to the presence of the assassin bug.
Question
Which choice best describes data from the graph that weaken the student's conclusion?
| A. The ant population count was the same in both containers on day 1. | |
| B. The ant population count also significantly declined by day 21 in the container without the assassin bug. | |
| C. The container with the assassin bug showed the greatest decline in ant population in the period between day 1 and day 7. | |
| D. The number of ants on day 21 was lower in the container with the assassin bug than in the one without the assassin bug. |
Explanation
Examine information in the graph and the text to determine which answer weakens the student's conclusion by introducing data contrary to it.
The student concluded that the assassin bug alone caused the decline in ant population. This idea would be weakened if something besides the assassin bug could be said to have caused the reduction of ants. Because the graph also shows fewer ants in the container without any assassin bugs from one week to the next, a decline in ant population occurred even when these predators were not present, which means the decline had another cause.
One answer provides information that weakens the student's conclusion: The ant population count also significantly declined by day 21 in the container without the assassin bug.
(Choice A) This answer doesn't indicate a reduction in the ant population in either container, so it cannot support or weaken the student's conclusion about the effect of assassin bugs on ant populations.
(Choice C) Stating when the greatest decline in the ant population within in the assassin bug container occurred does not weaken the student's conclusion that the assassin bug was the reason for the decline.
(Choice D) This answer indicates that the ant population declined more in the container with the assassin bug, which supports the student's conclusion.
Things to remember:
Look for an answer that weakens the student's conclusion by expressing a contradiction to it based on the information in the graph.
How to Avoid This Mistake
Take time to review the chart or graph before answering. Read titles, labels, units, and trends carefully, and connect the visual information directly to the passage and the question. Make sure your answer reflects what the data actually shows.
Inaccurate Application of Ideas
Even when students understand the main idea of a passage, they may apply its ideas incorrectly. This often happens when selecting evidence that does not clearly support a claim or when misinterpreting how an idea functions within the context of the passage. As a result, answers may be loosely related but not fully correct. This mistake can be especially common when multiple answer choices seem to address the same idea in different ways.
Passage:
After studying art history in the 1980s, Camille Morineau noticed an underrepresentation of female artists in French art galleries and museums, despite France's reputation as a country where equality is highly valued. As reported by an arts journalist, when Morineau became a curator for some of the largest art museums in Europe, she worked to improve representation of female artists, not by merely including more works by female artists in exhibits, but also by organizing exhibitions emphasizing women's important contributions to global art.
Question
Which finding, if true, would most directly support the journalist's claim?
| A. While curating for La Maison Rouge in France, Morineau organized the exhibit "CERAMIX: from Rodin to Schütte," which presented over 250 ceramic works, including pieces by female artists, that demonstrate the varied techniques used in creating ceramic art. | |
| B. In the show "elles@centrepompidou" (Women at the Pompidou Centre), which was exhibited from 2009 to 2011, Morineau stored works created by male artists and filled the Paris museum with over 200 works of art by more than 75 female artists from across the world. | |
| C. As director of the art collections and exhibits at Monnaie de Paris, in 2020 Morineau curated the exhibition titled "Kiki Smith" that presented a vast retrospective of this female artist's 40 years of work, including her drawings, sculptures, stained glass, tapestries, and engravings. | |
| D. Morineau's influence was key to the creation of a documentary exhibition displayed at the 2021 Generation Equality Forum consisting of four parts—Creating, Reveal, Write, Unite—that explored the prejudices held about "women and creation" and the reasons why female artists have gone unrecognized. |
Explanation
Identify the claim and determine what information would support it. Then, look for evidence in each answer choice that directly supports most of the ideas present in the claim.
Claim: Morineau strove to improve gender equality in art displays by
- exhibiting works by female artists AND
- emphasizing their contributions to global art.
The show "elles@centrepompidou" is an exhibit that exclusively features the works of women, and the inclusion of works by female artists from around the world highlights the global reach of those contributions. Therefore, the answer that most directly supports the claim is Choice B.
(Choice A) The CERAMIX exhibit emphasized a variety of ceramic art by female artists. Because it doesn't emphasize the contributions of women to global art, this answer doesn't support the entire claim.
(Choice C) While the Kiki Smith exhibit does improve female representation by spotlighting one female artist's work, it does not support the journalist's claim that Morineau additionally improved female representation by highlighting female artists' global contributions to art.
(Choice D) This answer choice does not support the journalist's claims about Morineau's efforts to improve representation through the inclusion of works by female artists or through highlighting their global contributions, as this is not an example of either.
Things to remember:
Analyze the examples presented in each answer choice to determine the one that supports the claim.
How to Avoid This Mistake
Return to the relevant part of the passage and confirm that the evidence supports the claim in the question. Eliminate choices that rely on vague wording or unsupported details, and select the option that aligns most closely with the author’s ideas.
Not Learning the Fundamentals
A weak understanding of grammar, sentence structure, and standard English conventions can lead to repeated mistakes in the Writing section. Students who rely on what sounds right instead of knowing the rules often struggle when questions test specific grammar concepts or sentence clarity. These errors tend to repeat across questions when foundational rules are not fully understood.
Passage:
A student performs an experiment testing his theory that Adalia bipunctata (a beetle commonly known as a ladybug) will eat more aphids as temperatures increase. He places ten ladybugs in a greenhouse with cool temperatures (a daytime temperature of 66°F and a nighttime temperature of 50°F) and another ten ladybugs in a greenhouse with warm temperatures (a daytime temperature of 76°F and a nighttime temperature of 58°F). The two groups of ladybugs were given the same number of aphids each day and monitored for one week.
Question
Which finding, if true, would most directly weaken the student's hypothesis?
| A. The ladybugs in the greenhouse with cool temperatures ate significantly more aphids by the end of the experiment than the ladybugs in the greenhouse with warm temperatures. | |
| B. The ladybugs living in the greenhouse with cool temperatures weighed significantly less at the end of the experiment than the ladybugs in the greenhouse with warm temperatures. | |
| C. The ladybugs in the greenhouse with cool temperatures were significantly less active throughout the experiment than the ladybugs in the greenhouse with warm temperatures. | |
| D. Significantly fewer of the ladybugs in the greenhouse with cool temperatures ate aphids than did the ladybugs in the greenhouse with warm temperatures. |
Explanation
Locate the hypothesis and determine what evidence would weaken it.
Because the student theorized that ladybugs would eat more aphids in higher temperatures, the correct answer would need to reflect that the opposite is true. The answer containing an opposite idea states that the ladybugs in the greenhouse with cool temperatures ate significantly more aphids by the end of the experiment than the ladybugs in the greenhouse with warm temperatures.
(Choices B and D) Each of these answers would support, not weaken, the hypothesis that ladybugs in warm temperatures ate more than ladybugs in cool temperatures.
- Choice B: This answer states that the ladybugs in cool temperatures weighed less, implying that they ate less.
- Choice D: This answer states that ladybugs in cool temperatures ate fewer aphids than ladybugs in warm temperatures.
(Choice C) This answer could be used to indicate that ladybugs who eat less have less energy and are therefore less active, or it could mean that ladybugs who eat more are less active because they're full. Since the answer requires more context to determine if it weakens or supports the theory, it can't be the correct answer.
Things to remember:
Read the question carefully to determine the exact requirement(s) the answer must contain.
How to Avoid This Mistake
Review core grammar and writing rules regularly and practice applying them across different question types. Instead of relying on what sounds right, check each option for correctness and clarity to reduce repeated errors.
Most Common SAT Math Mistakes and How to Avoid Them
On the Digital SAT Math section, small mistakes can cost valuable points. Many errors come from strategy and execution issues rather than a lack of math knowledge. Knowing these common SAT Math mistakes can help you improve accuracy.
Common SAT Math mistakes include:
- Making careless arithmetic and calculator errors
- Making algebra and geometry errors
- Making data analysis and function errors
- Memorizing formulas without knowing when to use them
- Misinterpreting word problems
Making Careless Arithmetic and Calculator Errors
Careless arithmetic mistakes are one of the most common issues on the Digital SAT Math section. These errors often happen when students enter numbers incorrectly into the calculator, forget negative signs, or rush through calculations without checking their work. Even when the correct approach is used, small calculation errors can lead to incorrect answers.
How to Avoid This Mistake
Double-check calculator entries, including signs and decimals, before moving on. Estimate the answer when possible to confirm it makes sense, and review calculations carefully to catch simple arithmetic errors.
Making Algebra and Geometry Errors
Algebra and geometry questions often involve multiple steps, which increases the chance of mistakes. Students may apply algebra rules incorrectly, misuse formulas, or misread geometric diagrams. These errors often occur when students rush or are unsure which concept the problem is testing.
How to Avoid This Mistake
Write out each step clearly and follow the correct order of operations. Make sure you are using the appropriate formula for the problem and review key algebra and geometry concepts to strengthen accuracy. Working through algebra and geometry questions in SAT books helps reinforce these concepts and reduce multi-step errors.
Making Data Analysis and Function Errors
Data analysis and function questions require careful interpretation of graphs, tables, and equations. Students may misread axis labels, misunderstand function notation, or confuse variables, leading to incorrect conclusions. These mistakes often occur when students focus on calculations without fully interpreting the data.
How to Avoid This Mistake
Before solving, take time to interpret the data fully. Read all labels, definitions, and values carefully, and identify what each variable represents. Make sure you understand which concept the question is testing, such as averages or spread, and confirm that your answer reflects the relationship shown in the data. Practicing data analysis and function questions with a QBank helps students build confidence in interpreting graphs and functions accurately.
| Concept | Definition | Formula | ||||||||
|---|---|---|---|---|---|---|---|---|---|---|
|
Mean |
The average of a data set. To find it, add all the numbers together and then divide the sum of the numbers by the quantity of numbers. |
|
||||||||
|
Range |
The difference between the highest and lowest values in a set of numbers. |
|
Memorizing Formulas Without Knowing When to Use Them
Many students memorize formulas but struggle to apply them correctly. This can lead to using the wrong formula or applying a correct formula in the wrong situation because the problem context was misunderstood.
How to Avoid This Mistake
If you answered incorrectly, pause before choosing a formula and think about what the problem is asking. Make sure the formula fits the situation and that you understand what each variable represents before using it.
Misinterpreting Word Problems
Word problems often include complex wording or extra information that can confuse students. When students skim these problems or fail to translate them into math correctly, they may solve for the wrong value or set up the wrong equation.
How to Avoid This Mistake
If this question was wrong, reread the problem carefully and break it into smaller parts. Identify what is given and what is being asked, and restate the question in your words before solving.
Common SAT Time Management Mistakes and How to Fix Them
| Time Management Mistake | What Students Often Do | Smarter Approach |
|---|---|---|
|
Answering in order instead of by difficulty |
Spend too much time on hard questions early and rush later |
Start with easier questions, skip difficult ones, and return if time allows |
|
Not leaving time to review |
Use all available time answering questions without checking work |
Save a few minutes to review flagged questions and catch careless errors |
Practice Smarter and Use Your Time Wisely With UWorld
Avoiding mistakes is not just about learning content; it is about practicing with the right tools and using your time effectively. A structured SAT course can help you build strong fundamentals and strengthen the skills needed to address common mistakes across sections.
To improve pacing and accuracy, taking a full-length practice test under timed conditions is essential. Reviewing detailed explanations afterward helps reinforce concepts. For students who prefer structured review, comprehensive books provide guided practice and concept reinforcement.
As you prepare, staying familiar with the exam format and expectations ensures that your study time is spent efficiently. With the right strategy and high-quality practice, small adjustments can lead to meaningful score improvements on test day.
References
- PrepScholar. (n.d.). Most common SAT math mistakes.
https://blog.prepscholar.com/most-common-sat-math-mistakes - CollegeVine. (n.d.). Commonly missed SAT grammar rules.
https://blog.collegevine.com/commonly-missed-sat-grammar-rules
