Best DSAT Lessons - "Cross-Text Connections"

Introduction & Overview

Relevance in the Digital SAT

Cross-Text Connections is a critical skill assessed under the "Craft and Structure" content domain in the Digital SAT.

  • It typically appears as the third skill in this domain, following "Text Structure and Purpose" questions.
  • Expect 0-2 questions per module, meaning it may not appear in every test.
  • Across the entire exam, it generally appears 1-4 questions, accounting for ~3% of the Reading and Writing section.

What This Skill Assesses

"Cross-Text Connections" questions evaluate your ability to:

  • Compare, contrast, or synthesize information from two related passages.
  • Analyze differing perspectives, arguments, or interpretations presented in multiple texts.
  • Draw logical inferences about how one text relates to another (e.g., agreement, disagreement, reinforcement).

What are "Cross-Text Connections" Questions?

Key Insight:

"Cross-Text Connections" questions are all about reading between the lines. They don't just test whether you understand each text individually - they challenge you to spot the invisible threads connecting two separate passages. Think of yourself as a detective examining two witness statements: your job is to figure out where they align, where they clash, and what one might imply about the other. These questions measure your ability to think critically about how different writers approach the same topic.

Key Features of These Questions:

🔸 1. Two Short Texts:

  • Both passages discuss the same subject but may present the same/similar/different viewpoints, evidence, or conclusions.
  • Typically ≤150 words in two texts (aligned with the Digital SAT's concise format).

🔸 2. Question Types:
Questions often follow these patterns:

  • Agreement:
    "Based on the texts, both Text 1 and Text 2 would most likely agree with which statement?"
  • Perspective Analysis:
    "What would the author of Text 1 most likely say about [idea] in Text 2?"
  • Hypothetical Response:
    "How would the author of Text 2 respond to the underlined claim in Text 1?"
  • Tone/Conclusion Analysis:
    "How would the author of Text 2 characterize the conclusion of Text 1?"

🔸 3. Sample Question Structure:

Text 1

Attempts to automate classification of music into genres have not been very successful, and we may be at the limit of what is technologically possible. But it's not clear that this is a worthwhile pursuit in any case--as Jin Ha Lee and Anh Thu Nguyen argue in their study of the South Korean band BTS, relationships between pieces of music may be best understood with concepts other than genre.

Text 2

Tango is a genre of music originally from Argentina and Uruguay that shares some harmonic and rhythmic similarities with the pagode genre. Automated genre classification systems typically struggle to draw distinctions in situations like this, but Yandre Costa and colleagues solved that problem by converting sound to images and having computers compare features of those images, an approach that demonstrates how much innovation is possible in this field.

Question: Based on the texts, how would the author of Text 2 most likely respond to the claim in the underline sentence of Text 1?

A). By arguing that people tend to disagree when identifying genre classifications for music
B). By suggesting that the concept of genre may become more useful for music listeners
C). By criticizing previous research into automated music genre classification for favoring specific genre categories
D). By asserting that it may be possible to improve automated classification systems

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How to Think About "Point of views" in "Cross-Text Connections" Texts?

🔵 Understanding Point of View in Context

  1. Definition:
    Point of view refers to:

    • The author's opinions, beliefs, or stance on a subject
    • The perspective of specific individuals or groups mentioned in the text
    • The tone (supportive, critical, neutral) toward the subject matter
  2. Why It Matters:

    • Cross-text questions always focus on perspective—this is your analytical lens
    • The two texts will discuss the same topic but may:
      Agree with each other
      Disagree fundamentally
      Complement each other's arguments
      Focus on different aspects of the issue

🔵 Strategic Approach to Analyzing Perspectives

  1. Identify the Relevant Voices:

    • Note exactly whose perspective the question asks about:
      Example: "the author of Text 1" vs. "researchers mentioned in Text 2"
    • Mark key opinion indicators in each text:
      ✓ Verbs: "argues," "contends," "supports"
      ✓ Adjectives: "problematic," "effective," "unproven"
      ✓ Modals: "should," "must," "might"
  2. Compare Perspectives Methodically:
    Use this framework:

    AspectText 1Text 2
    Main Claim[ ][ ]
    Evidence Used[ ][ ]
    Tone/Attitude[ ][ ]
  3. Avoid Common Traps:

    • Extreme Positions: Choices that use absolute language ("always," "never") when the text doesn't
    • Perspective Swapping: Attributing Text 1's view to Text 2 or vice versa
    • Overreach: Conclusions that go beyond what's directly supported in the texts

🎯 Practical Tips

  • Point of view analysis is about accurate representation, not interpretation
  • Always track whose perspective is being asked about
  • Eliminate choices that exaggerate, swap, or invent viewpoints

Follow These "Cross-Text" Reading Skills

You may feel intimidated by "Cross-Text" reading because it seems like you have to fully understand two texts at once. However, with the right techniques, you'll soon realize that tackling two passages isn't about extra language or conceptual challenges - it's simply about managing more information efficiently. By mastering these skills, you can quickly identify the core relationship between the texts and answer questions with confidence.

🔵 Understand the Structure

"Cross-Text Connections" Questions in the SAT are primarily about discerning the relationship between two elements or viewpoints. The passages typically fall into one of these content combinations:

  • Opposing Perspectives: Two passages present contrasting views on the same topic.
  • Similar Perspectives: Both passages provide supporting views, reinforcing the same point.
  • Related Topics: The passages discuss two different but connected topics.

In essence, most "Cross-Text" readings can be simplified to:
"Two elements (or viewpoints) and the differing attitudes towards their relationship."


🔵 Recognize the Common Patterns

Once you understand the structure, it becomes easier to decode the passages. Here are three general patterns you might encounter:

  1. Contrasting Views

    • Example Structure:
      Passage 1: Positive (or negative) stance ← Element A vs. Element B → Passage 2: Negative (or positive) stance
    • Tip: Look for shifts in tone or attitude that signal a disagreement between the authors.
  2. Converging Views

    • Example Structure:
      Passage 1: Positive (or negative) stance ← Element A vs. Element B → Passage 2: Positive (or negative) stance
    • Tip: Identify key points that both texts support, even if they use different evidence or reasoning.
  3. Neutral Versus Firm Stance

    • Example Structure:
      Passage 1: Strongly positive (or negative) stance ← Element A vs. Element B → Passage 2: More neutral perspective
    • Tip: Notice when one passage is more tentative or balanced while the other takes a clear position.

🔵 Apply These Skills

  • Focus on the Relationship: Instead of trying to memorize every detail, determine what the central relationship or debate is.
  • Track Attitudes: Identify cues that indicate whether an author views an element positively, negatively, or neutrally.
  • Use a Structural Framework: Mentally organize the passages using the patterns above. This framework will help you quickly pinpoint the main ideas and how the texts interact.

By practicing these methodical strategies, you'll improve your reading efficiency and gain the confidence to tackle dual-passage questions without feeling overwhelmed.

Learn from "Cross-Text Connections" Examples

Example 1

Text 1
Recent community studies have highlighted how solar panels not only reduce monthly energy bills but also spur local economic development. In several neighborhoods where installations have been adopted, residents report improved air quality and a surge in green job opportunities. Local officials, citing these benefits, praise solar energy as a transformative force that both conserves the environment and rejuvenates local economies.

Text 2
An evolving body of research confirms the many advantages of solar energy. Experts describe solar installations as a double win—cutting carbon emissions while fostering job creation. Several case studies illustrate areas where financial savings for households go hand in hand with community-wide initiatives aimed at reducing reliance on fossil fuels. While cautioning against overgeneralization, the authors note a clear trend toward sustainability and economic revitalization.

Question: Based on the texts, both Text 1 and Text 2 would most likely agree with which statement?

A). Solar energy not only reduces carbon emissions but also supports local economic growth.
B). The fine details of installation costs make solar energy less attractive than other alternatives.
C). Solar energy only benefits affluent communities with access to modern technology.
D). The long-term financial impact of solar power remains unproven in practical settings.

Analysis:

  • Structure & Focus: Both texts highlight two main aspects of solar energy: environmental benefits and economic growth.
  • Whose Perspective? The perspective in both texts represents advocates for solar energy, focusing on widespread advantages supported by research and community studies.
  • Elimination Process:
    • ❌ Option B introduces cost concerns not mentioned.
    • ❌ Option C restricts benefits to a specific group, which neither text suggests.
    • ❌ Option D casts doubt on financial advantages that both excerpts affirm.
    • Option A precisely reflects the represented views of "Solar energy has positive influences on both carbon emissions reduction and local economic growth.

Example 2

Text 1
In today's fast-paced world, many writers lament that the digital era has reshaped our way of communicating. Some critics argue that while platforms like Twitter and Facebook have expanded our connections, they have also diluted meaningful interactions. The narrative suggests that the loss of face-to-face dialogue has dimmed the authenticity of our conversations, leaving behind a trail of superficial exchanges.

Text 2
Some commentators find that social media brings a new form of community. They observe that these digital spaces offer an alternative venue for sharing ideas and mobilizing support around social causes. Such platforms, they contend, allow individuals who are geographically isolated to join broader conversations, ultimately enriching rather than replacing traditional bonds.

Question: How would the author of Text 1 respond to the underlined claim in Text 2?

A). By completely agreeing that online interactions fully replace the need for in-person communication.
B). By criticizing the idea, arguing that while such platforms offer opportunities, they lack the genuine connection of real-life dialogue.
C). By remaining neutral, suggesting that online communities are as effective as traditional relationships.
D). By contending that digital communications have no positive impact whatsoever on social bonds.

Analysis:

  • Structure & Focus: The first text presents a skeptical view regarding digital communication by focusing on the loss of authentic, face-to-face exchanges.
  • Whose Perspective? The question focuses on the author of Text 1.
  • Elimination Process:
    • ❌ Option A exaggerates the replacement idea, not consistent with the nuance expressed.
    • ❌ Option D is too extreme, dismissing any positive impact, which is not the nuanced concern of the author of Text 1.
    • ❌ Option C suggests complete neutrality, which misrepresents the critical tone of the author of Text 1.
    • Choice B accurately represents the expressed skepticism: it acknowledges that some opportunities exist but maintains that they fall short of true connection.

Example 3

Text 1
Twin studies overwhelmingly demonstrate that genetic factors account for 60-70% of personality traits like extroversion and neuroticism. These studies, conducted on identical twins raised apart, suggest that nature plays a dominant role in shaping who we are. While it's true that environments influence behaviors—particularly values and habits—traits tied to temperament, such as anxiety levels or sociability, seem largely determined by biology. From a psychological standpoint, the evidence strongly indicates that "nature" eclipses "nurture."

Text 2
Cultural conditioning has an enormous impact on development, directly shaping how biological traits are expressed in individuals. For instance, in collectivist societies, innate individualism may be suppressed to prioritize group harmony, suggesting that socialization can significantly alter genetic predispositions. Likewise, even strongly heritable traits like anxiety can be modified by parenting style or exposure to stress. While genetic influences are undeniable, the idea that "nature" determines personality completely ignores the transformative power of environment.

Question: How would the author of Text 2 respond to Text 1's claim about genetic dominance?

A). By arguing that culture can neutralize genetic influences entirely
B). By conceding that biology matters but emphasizing environment's transformative power
C). By dismissing genetics as irrelevant to personality development
D). By proposing that genetic predispositions universally override environmental factors

Analysis:

  • Structure & Focus: Opposing perspectives—Text 1 argues genetics dominate personality development, while Text 2 contends that environment can significantly influence and reshape traits.
  • Whose Perspective? The question asks for Text 2's response to Text 1's claim.
  • Elimination Process:
    • ❌ Option A exaggerates Text 2's argument by claiming culture "neutralizes" genetics entirely, which Text 2 does not assert.
    • ❌ Option C incorrectly dismisses genetics entirely, which Text 2 acknowledges as important.
    • ❌ Option D aligns with Text 1, not Text 2.
    • Option B reflects Text 2's argument: conceding genetics matter while advocating for environment's profound role in modifying traits.

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How to Solve "Cross-Text Connections" Questions Step by Step?

Step 1: Summarize the Texts

  • What to Do: Read each passage closely and condense its main ideas into one or two key points. Focus on:
    • The central argument or claim of the text.
    • The point of view or stance expressed in the passage.
  • Tips:
    • If a passage quotes or references specific individuals, prioritize their opinions for your summary since questions often center on these.
    • Be concise but accurate-what is the essence of each text?

By the end of this step, you should have summaries of both texts in mind.
Example Summary:

  • Text 1 argues that keystone species are critical for ecosystems.
  • Text 2 criticizes species-based conservation for ignoring broader environmental issues.

Step 2: Determine the Relationship Between the Texts

  • What to Do: Compare how the two texts interact with each other. Ask:
    • Do both authors agree on the viewpoint, even partially?
    • Do the texts disagree or take opposing sides on an issue?
    • Does one text modify, elaborate, or critique the other's ideas?
    • Do the texts discuss related topics with different emphases (e.g., zoomed-in vs. zoomed-out perspectives)?
  • Tips:
    • Look for shifts in tone, attitude, or focus—this often signals disagreement.
    • Focus on where the texts overlap and where they diverge.

By the end of this step, you should articulate the relationship simply (e.g., "One text complements the other with a broader perspective" or "The texts contradict because one supports action while the other is cautious").
Example Relationship:

  • Text 1 highlights a specific success, while Text 2 criticizes the narrowness of such approaches in addressing global issues.

Step 3: Test the Answer Choices

  • What to Do: Evaluate each choice using the relationship and summaries you determined in Steps 1 and 2. Match the correct answer to the interaction between the texts.
  • Tips for Eliminating Wrong Answers:
    1. Exaggerated Claims: Remove choices that overstate or distort the viewpoints (e.g., a suggestion of complete agreement when the texts show minor disagreement).
    2. Invented Ideas: Eliminate choices that introduce concepts or claims that are not supported by the text.
    3. Extreme Disagreements: Be cautious of choices suggesting "complete contradictions" if the texts only partially disagree or offer contrasting nuances.
    4. Irrelevant Focus: Disregard choices that touch on minor details or tangents unrelated to the core ideas or main relationship.

Choose the option that directly reflects the relationship between the texts and the viewpoints expressed.

Example Process:

  • If a choice suggests the texts fully agree, but you identified disagreement, eliminate it.
  • If the choice suggests one text critiques the other and aligns with your relationship summary, select it.

Final Pro Tip: Stay Grounded in the Evidence

  • The correct answer is always firmly supported by the evidence in the texts. If you're stuck:
    • Revisit your summaries and confirm the main ideas and relationship you identified.
    • Re-check whether the choice you're considering aligns with both passages, not just one.

By following these steps methodically, you can answer Cross-Text Connections questions with clarity and confidence!

Quick Practice: Test Your Skills!

Question 1

Text 1
Recent studies reveal that elephants are capable of demonstrating "theory of mind," the ability to infer what others are thinking or feeling. In one experiment, elephants were observed helping unfamiliar allies reach food that was impossible to access independently, suggesting empathy and awareness of others' needs. These findings place elephants among a small group of species, including humans, great apes, and dolphins, with advanced social intelligence and problem-solving capabilities.

Text 2
While elephants exhibit remarkable behaviors, assigning "theory of mind" to them may be an overinterpretation of their actions. Behaviors often labeled as empathetic might simply reflect innate mechanisms, such as evolutionary cooperation within herds. For instance, sharing resources could ensure reciprocal benefits in the future, increasing the group's survival chances, rather than demonstrating selfless or conscious awareness of others' perspectives. To confirm theory of mind in animals, scientists must devise experiments that rule out these alternative explanations.

Question: What would the author of Text 2 most likely say about the study described in Text 1?

A). It provides definitive proof of elephants' capacity for empathy.
B). It suggests behaviors that may appear empathetic but require further testing.
C). It ignores the significance of evolutionary cooperation in explaining elephant behavior.
D). It demonstrates that elephants do not possess advanced cognitive abilities.


Rationale

1. Summarize the Texts

  • Text 1: Elephants show theory of mind and empathy, as demonstrated in experiments like helping others access resources.
  • Text 2: The behaviors could have simpler explanations, such as evolutionary cooperation. More targeted experiments are needed to confirm theory of mind.

2. Determine the Relationship

  • Text 2 questions the interpretation of theory of mind by suggesting alternative explanations like evolutionary cooperation. It does not fully dismiss the findings, but it advocates for more rigorous experimentation.

3. Test the Choices

  • A: Incorrect. Text 2 does not view the study as definitive proof but as needing further analysis.
  • B: Correct. Text 2 acknowledges the findings but emphasizes the need for further testing to rule out simpler explanations.
  • C: Incorrect. Text 2 critiques overinterpretation but does not claim Text 1 ignores cooperation.
  • D: Incorrect. Text 2 does not deny elephants' abilities—it calls for more evidence of specific capacities like theory of mind.

Correct Answer: B

Question 2

Text 1
Renaissance art redefined the use of perspective, incorporating mathematical principles to create three-dimensional depth on two-dimensional canvases. Artists like Leonardo da Vinci and Filippo Brunelleschi employed techniques such as linear perspective and vanishing points, revolutionizing how space and dimension were perceived in visual art. These innovations allowed for greater realism and changed how viewers interacted with artistic compositions.

Text 2
While Renaissance techniques like linear perspective dramatically improved representation of depth in Western art, they were not universally adopted, nor were they necessarily superior to non-Western traditions. For instance, Eastern art forms often emphasize spatial flatness and symbolic abstraction over realism, conveying mood and narrative rather than mimicking real-world perspective. This difference shows that art innovations are often shaped by cultural context rather than universal principles.

Question: Based on the texts, how would the author of Text 2 most likely respond to the claim in Text 1 that Renaissance art "revolutionized" visual art?

A). By arguing that realism achieved through the Renaissance perspective is universally superior to earlier styles.
B). By asserting that Renaissance art represents the peak of technical achievement in the visual arts.
C). By agreeing that Renaissance art was innovative but emphasizing the equal value of non-Western artistic traditions.
D). By claiming that Renaissance techniques fail to convey mood or narrative effectively.


Rationale

1. Summarize the Texts

  • Text 1: Renaissance art revolutionized visual art by using mathematical perspective for realism and depth.
  • Text 2: Renaissance innovations weren't universally employed; non-Western traditions prioritize abstraction and mood, showing art evolves from cultural, not universal, values.

2. Determine the Relationship

  • Text 2 partially agrees with Text 1 (acknowledging innovation) but critiques the universality of its perspective by highlighting alternative cultural approaches to art.

3. Test the Choices

  • A: Incorrect. Text 2 defends non-Western traditions, so it does not view the Renaissance perspective as universally superior.
  • B: InCorrect. Text 2 critiques the notion of technical "peaks" in art, emphasizing cultural relativity.
  • C: Correct. Text 2 agrees Renaissance techniques were innovative but emphasizes the cultural value of non-Western styles.
  • D: Incorrect. Though Text 2 values narrative and mood, it does not claim Renaissance art is inadequate in these aspects.

Correct Answer: C

Question 3

Text 1
Social media platforms have amplified political polarization by encouraging echo chambers, where users are exposed only to content that aligns with their beliefs. Algorithms designed to maximize engagement often prioritize divisive or sensational content, deepening ideological divides. To combat this, critics have proposed increasing transparency around algorithms and promoting diverse viewpoints to reduce confirmation bias.

Text 2
While social media has been accused of fostering polarization, studies suggest it can also serve as a platform for healthy democratic discourse. By exposing users to diverse ideas and enabling grassroots activism, platforms like Twitter have empowered underrepresented groups and encouraged civic engagement. Addressing polarization requires not only algorithm reform but also media literacy initiatives that help users critically analyze the information they consume.

Question: Based on the texts, both authors would most likely agree with which statement?

A). Social media platforms have the potential to promote both division and meaningful dialogue.
B). Social media platforms are the primary cause of political polarization.
C). Algorithms on social media platforms should be eliminated entirely to address polarization.
D). Social media has reduced polarization by exposing users to diverse ideas.


Rationale

1. Summarize the Texts

  • Text 1: Social media amplifies political polarization through echo chambers and divisive algorithms. Diverse viewpoints and algorithm transparency may help counter this.
  • Text 2: Social media can foster polarization but also enables democratic discourse and civic activism. Algorithm reform and media literacy are needed.

2. Determine the Relationship

  • Both texts agree that social media contributes to polarization but also has constructive potential. Each suggests reforms to improve its impact: Text 1 emphasizes algorithms, while Text 2 adds media literacy.

3. Test the Choices

  • A: Correct. Both texts acknowledge the dual nature of social media, contributing to both division and dialogue.
  • B: InCorrect. Neither text argues that social media is the sole or "primary" cause of polarization.
  • C: Incorrect. Eliminating algorithms is not proposed in either text; they suggest reform, not removal.
  • D: Incorrect. Text 1 primarily discusses polarization, not reducing it, and Text 2 mentions diverse ideas but not a blanket reduction in polarization.

Correct Answer: A

Question 4

Text 1
Aristotle believed happiness (eudaimonia) arises from living a virtuous life. To achieve eudaimonia, people must cultivate virtues such as courage, honesty, and temperance, which allow them to achieve their highest potential. Happiness, in this sense, is not a fleeting emotion but is tied to moral excellence and a life of purpose.

Text 2
The utilitarian philosopher John Stuart Mill took a different approach to happiness, defining it as the presence of pleasure and the absence of pain. Mill emphasized the importance of higher pleasures, like intellectual and artistic fulfillment, over lower pleasures like physical indulgences. While moral responsibility plays a role in creating a just society, individual happiness, for Mill, depends on maximizing pleasure and minimizing suffering.

Question: What would the author of Text 1 most likely say about Mill's conception of happiness?

A). It recognizes the value of moral excellence in happiness.
B). It overemphasizes pleasure at the expense of virtue and purpose.
C). It aligns perfectly with Aristotle's definition of eudaimonia.
D). It correctly prioritizes intellectual pleasures over physical ones.


Rationale

1. Summarize the Texts

  • Text 1: Aristotle ties happiness (eudaimonia) to virtue and moral excellence.
  • Text 2: Mill views happiness as maximizing pleasure and minimizing pain, focusing on intellectual and artistic pleasures.

2. Determine the Relationship

  • Text 1 focuses on virtue and moral purpose, which it might view as central to happiness, while Text 2 emphasizes pleasure.

3. Test the Choices

  • A: Incorrect. Mill does not emphasize moral excellence in defining happiness.
  • B: Correct. Aristotle's virtue-centered happiness likely contrasts with Mill's focus on pleasure, deeming it insufficient.
  • C: Incorrect. The two ideas differ significantly.
  • D: Incorrect. The focus of Text 1 is on virtue, not intellectual pleasure.

Correct Answer: B

Question 5

Text 1
Mars has emerged as the most logical next step for human exploration of the solar system. Its relatively stable conditions and the discovery of water ice make it a prime candidate for sustaining future colonies. With advancements in technology, such as SpaceX's reusable rockets and improvements in life-support systems, missions to Mars can drastically expand humanity's understanding of planetary science. Furthermore, colonizing Mars may prove essential for the long-term survival of humanity, should Earth become uninhabitable due to climate change or other disasters.

Text 2
Scientists agree that Mars offers the best possibility for human expansion into the solar system. Its geological features, such as ancient riverbeds and polar ice caps, hold clues to the planet's history and potential for life. Additionally, Mars has become the focus of major space agencies worldwide, driving innovation in rocket propulsion, robotics, and resource extraction. Like many researchers, I believe that Mars is not only a scientific treasure trove but also a necessary backup plan for humanity if Earth's environment is compromised.

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

A). By dismissing it as overly alarmist and unnecessary, as Earth's problems can still be resolved.
B). By arguing that colonizing Mars introduces risks that outweigh its potential benefits for Earth.
C). By suggesting that Mars should be explored for scientific purposes but not necessarily as a backup planet.
D). By agreeing that building colonies on Mars could be critical for protecting humanity's future.


Rationale

1. Summarize the Texts

  • Text 1: Mars is the most logical step for human exploration and colonization, with its stable conditions, water ice, and potential to ensure humanity's long-term survival if Earth becomes uninhabitable.
  • Text 2: Mars is ideal for human expansion thanks to its geological features and potential for innovation and resource extraction. Additionally, Mars could serve as a vital backup plan for humanity in the event of Earth's environmental collapse.

2. Determine the Relationship

  • Both authors broadly share the same view: Mars is critical for humanity's future, including its role as a "backup plan."

3. Test the Choices

  • A: Incorrect. The author of Text 2 agrees with the underlined claim and does not dismiss it as alarmist.
  • B: Incorrect. Text 2 does not highlight risks or suggest potential downsides to Mars colonization; instead, it supports the benefits described in the claim.
  • C: Incorrect. While Text 2 views Mars as scientifically valuable, it also emphasizes its importance as a backup planet, fully agreeing with the claim.
  • D: Correct. Text 2 explicitly supports the idea that colonizing Mars is critical for the long-term survival of humanity, especially as a backup to Earth.

Correct Answer: D

Your Turn! Realistic "Cross-Text Connections" Questions for DSAT Success

Question 1

Difficulty level: Easy

Text 1
For decades, ornithologists assumed that if they saw a singing Bell's vireo—a bird species found in temperate North American—they must be observing a male. That's because birdsong has long been considered a male trait; researchers have argued that males to attract mates and claim territory.

Text 2
Recent evidence shows that a female Bell's vireo is as capable of song as a male is. In fact, Karan J. Odom and colleagues found evidence of female song in 71% of the 323 species they examined. They claim that the historical mischaracterization of birdsong as a male trait is largely the result of bias: much of the research ornithologists have carried out has been near universities in the temperate northern hemisphere, where female birdsong is less common than it is in the tropics.

Based on the text, how would Odom and colleagues (Text 2) most likely respond to the view of birdsong presented in Text 1?

A). They would suggest that it reflects a tendency to study male birds rather than female birds.
B). They would claim that other factors than mate attraction and territorial defense have driven that evolution of singing in male birds.
C). They would underscore that male songbirds in temperature zones are likely using their songs for different purposes than are male songbirds in the tropics.
D). They would argue that it was influenced by the kinds of study sites researchers tended to selected.

Question 2

Difficulty level: Medium

Text 1
In 2019 Bergamo, Italy, was named a City of Gastronomy by UNESCO in recognition of the city's unique food culture. The honor is well known among both residents of the city and tourists who visit. It's obvious that the selection of Bergamo by UNESCO has brought awareness to local recipes, cooking practices, and chefs and has provided a boost to the city's tourism industry.

Text 2
Many residents of Bergamo hoped that food tourism would increase after the city was chosen as a City of Gastronomy in 2019. However, as researcher Eerang Park and colleagues argue, cities must still create effective marketing strategies to benefit fully from being named a City of Gastronomy. Without an intentional effort to promote the city's food scene, many current and potential visitors to Bergamo may not even be aware that it's home to uniquely delicious food.

Based on the texts, how would the author of Text 2 most likely respond to the underlined claim in Text 1?

A). By arguing that UNESCO's recognition of Bergamo was well deserved because of the city's delicious food
B). By suggesting that Bergamo's status as a City of Gastronomy may not be well known outside of Italy
C). By noting that there are other benefits to being named a City of Gastronomy besides increased tourism
D). By claiming that Bergamo's chefs were mainly responsible for the city's recognition by UNESCO

Question 3

Difficulty level: Hard

Text 1 is adapted from E.M. Forster's 1910 novel Howards End. Text 2 discusses Howards End. King's Cross and St. Pancras are adjacent railway terminals in London from which trains travel to the countryside.

Text 1
To Margaret the station of King's Cross had always suggested Infinity. Its very situation—withdrawn a little behind the facile splendours of St. Pancras—implied a comment on the materialism of life. Those two great arches, colourless, indifferent, shouldering between them an unlovely clock, were fit portals for some eternal adventure, whose issue might be prosperous, but would certainly not be expressed in the ordinary language of prosperity.

Text 2
The interplay between opposing ideological positions in Howards End is broadly articulated in the novel's organization of geographic space. On the one hand, the modern metropolis of London represents capitalism's emphasis on pragmatism and the accumulation of material wealth; on the other, the English countryside, accessible via King's Cross, fosters an idealism that values tradition, authentic personal connection, and the aesthetic-what the novel calls "the infinite."

Based on the texts, the author of Text 2 would most likely agree with which statement about King's Cross, as it is depicted in Text 1?

A). Because it is situated at the beginning of Margaret's journey from the city to thecountry, King's Cross emblematizes the intrusion of the forces of materialism and modernity into the rural spaces that the novel associates with idealismn and tradiion.
B). The austerity conveyed by King's Cross's appearance mirrors Margaret's disillusionment with the prospect of having authentic connections with other people in a world that chiefly values more conventional forms of prosperity.
C). As a point of connection berween London and the countryside, King's Cross suggests to Margaret the possibility of acquiring the intangible abundance promised by the kinds of authentic engagements that the novel's rural spaces seem to offer.
D). King's Cross has a relatively unassuming appearance whose sharp contrast with the more aesthetically pleasing appearance of St.Pancras suggests to Margaret the ascendancy of the pragmatlc capitalistic outlook among London's inhabitants.

"Cross-Text Connections" Learning Checklist

  • 🔘 Understand that "Cross-Text Connections" questions evaluate your ability to:

    • Compare, contrast, or synthesize information from two related passages
    • Analyze differing perspectives, arguments, or interpretations presented in multiple texts
    • Draw logical inferences about how one text relates to another
  • 🔘 Master the key components of cross-text analysis:

    • Main Ideas & Purpose: Identify the central message and intent of each passage
    • Perspectives: Recognize different viewpoints and their relationships
    • Evidence: Compare how authors support their arguments
    • Tone & Attitude: Analyze the emotional and intellectual stance of each author
  • 🔘 Follow a systematic approach to solving cross-text questions:

    • Step 1: Summarize each passage independently
    • Step 2: Determine the relationship between passages
    • Step 3: Identify points of agreement and disagreement
    • Step 4: Test answer choices against your analysis
  • 🔘 Recognize common question types:

    • Agreement Questions: "Both texts would most likely agree with..."
    • Perspective Analysis: "How would the author of Text 1 respond to..."
    • Hypothetical Response: "How would Text 2's author react to..."
    • Tone/Conclusion Analysis: "How would Text 2 characterize Text 1's conclusion?"
  • 🔘 Identify and avoid common traps:

    • Extreme Positions: Choices using absolute language when texts are nuanced
    • Perspective Swapping: Attributing one text's view to another
    • Overreach: Conclusions beyond what's supported in the texts
    • Off-Topic Focus: Choices addressing minor details instead of main relationships
  • 🔘 Develop efficient test-taking strategies:

    • Read both passages carefully before answering
    • Take notes on key points and relationships
    • Eliminate clearly incorrect choices first
    • Flag difficult questions and return if needed
  • 🔘 Practice identifying relationships between texts:

    • Supportive: Texts reinforce each other's arguments
    • Contradictory: Texts present opposing viewpoints
    • Complementary: Texts address different aspects of the same topic
    • Developmental: One text builds upon another's ideas

Essential SAT Prep Tools

Maximize your SAT preparation with our comprehensive suite of tools designed to enhance your study experience and track your progress effectively.

Personalized Study Planner

Get a customized study schedule based on your target score, available study time, and test date.

Expert-Curated Question Bank

Access 2000+ handpicked SAT questions with detailed explanations, organized by topic and difficulty level.

Smart Flashcards

Create and study with AI-powered flashcards featuring spaced repetition for optimal retention.

Score Calculator

Convert raw scores to scaled scores instantly and track your progress towards your target score.

SAT Skills Lessons

Master each SAT skill with progressive lessons and comprehensive guides, from foundational concepts to advanced techniques.

Full-Length Practice Tests

Experience complete SAT exams under realistic conditions with adaptive difficulty.

Pro Tip

Start your SAT prep journey by creating a personalized study plan 3-4 months before your test date. Use our time management tools to master pacing, combine mini-tests for targeted practice, and gradually progress to full-length practice tests. Regular review with flashcards and consistent practice with our question bank will help you stay on track with your study goals.