-
-
-
- setPassword(e.target.value)}
- disabled={isLoading}
- autoComplete="off"
- />
-
- {/* Strength bar */}
- {password && (
- <>
-
- {[1, 2, 3].map((seg) => (
-
= seg
- ? `active-${STRENGTH_CLASSES[strength]}`
- : ""
- }`}
- />
- ))}
+ {/* Fields */}
+
+ {/* Name + Email row */}
+
+
+
+
+ setName(e.target.value)}
+ disabled={isLoading}
+ />
-
- {STRENGTH_LABELS[strength]} password
-
-
+
+
+
+ {/* Email */}
+
+
+
+
+ setEmail(e.target.value)}
+ disabled={isLoading}
+ />
+
+
+
+ {/* Password */}
+
+
+
+
+ setPassword(e.target.value)}
+ disabled={isLoading}
+ />
+
+ {password && (
+ <>
+
+ {[1, 2, 3].map((seg) => (
+
= seg ? S_CLASS[strength] : ""}`}
+ />
+ ))}
+
+
+ {S_LABEL[strength]} password
+
+
+ )}
+
+
+ {/* Error */}
+ {error && (
+
+ ⚠️ {error}
+
)}
+
+ {/* Submit */}
+
- {/* Error */}
- {error && (
-
- ⚠️ {error}
-
- )}
-
- {/* Submit */}
-
+
+ Already have an account?{" "}
+
+ Sign in
+
+
-
-
- Already have an account?{" "}
-
- Sign in
-
-
);
diff --git a/src/pages/student/StudentLayout.tsx b/src/pages/student/StudentLayout.tsx
index 950623a..20b218e 100644
--- a/src/pages/student/StudentLayout.tsx
+++ b/src/pages/student/StudentLayout.tsx
@@ -1,5 +1,5 @@
import { Outlet, NavLink, useLocation } from "react-router-dom";
-import { Home, BookOpen, Award, User, Video, Map } from "lucide-react";
+import { Home, BookOpen, Award, User, Map, SquareLibrary } from "lucide-react";
import { SidebarProvider } from "../../components/ui/sidebar";
import { AppSidebar } from "../../components/AppSidebar";
@@ -27,7 +27,7 @@ const NAV_ITEMS = [
},
{
to: "/student/lessons",
- icon: Video,
+ icon: SquareLibrary,
label: "Lessons",
color: "#0891b2",
bg: "rgba(8,145,178,0.12)",
diff --git a/src/pages/student/lessons/EBRWBoundariesLesson.tsx b/src/pages/student/lessons/EBRWBoundariesLesson.tsx
new file mode 100644
index 0000000..8375d10
--- /dev/null
+++ b/src/pages/student/lessons/EBRWBoundariesLesson.tsx
@@ -0,0 +1,1030 @@
+import React, { useRef, useState, useEffect } from "react";
+import {
+ Check,
+ BookOpen,
+ AlertTriangle,
+ Zap,
+ FileText,
+ GitBranch,
+} from "lucide-react";
+import { PracticeFromDataset } from "../../../components/lessons/LessonShell";
+import {
+ BOUNDARIES_EASY,
+ BOUNDARIES_MEDIUM,
+} from "../../../data/rw/boundaries";
+import ClauseBreakdownWidget, {
+ type ClauseExample,
+} from "../../../components/lessons/ClauseBreakdownWidget";
+import DecisionTreeWidget, {
+ type TreeScenario,
+ type TreeNode,
+} from "../../../components/lessons/DecisionTreeWidget";
+import RevealCardGrid, {
+ type RevealCard,
+} from "../../../components/lessons/RevealCardGrid";
+import useScrollReveal from "../../../components/lessons/useScrollReveal";
+
+interface LessonProps {
+ onFinish?: () => void;
+}
+
+/* ── Data for RevealCardGrid widgets ── */
+const FRAGMENT_TYPES: RevealCard[] = [
+ {
+ label: "Missing Subject",
+ sublabel: '"Collected data for three years."',
+ content: 'Add a subject: "She collected data…"',
+ },
+ {
+ label: "Missing Verb",
+ sublabel: '"The team of researchers in the lab."',
+ content: 'Add a verb: "The team…worked in the lab."',
+ },
+ {
+ label: "-ING Fragment",
+ sublabel: '"Running the experiment."',
+ content:
+ '-ING words are never the main verb alone. Add "was" or a full subject+verb.',
+ },
+ {
+ label: "Subordinate Clause Alone",
+ sublabel: '"Although the results were promising."',
+ content: 'Remove "although," or attach to a main clause.',
+ },
+ {
+ label: "Relative Clause Alone",
+ sublabel: '"Which confirmed the hypothesis."',
+ content: "Attach to the noun it modifies.",
+ },
+];
+
+const CLAUSE_EXAMPLES: ClauseExample[] = [
+ {
+ title: "Legal — Period / Semicolon",
+ segments: [
+ {
+ text: "The experiment failed",
+ type: "ic",
+ label: "Independent Clause",
+ },
+ { text: ";", type: "punct" },
+ {
+ text: " the researchers revised their hypothesis",
+ type: "ic",
+ label: "Independent Clause",
+ },
+ { text: ".", type: "punct" },
+ ],
+ },
+ {
+ title: "Legal — Comma + FANBOYS",
+ segments: [
+ {
+ text: "The evidence was strong",
+ type: "ic",
+ label: "Independent Clause",
+ },
+ { text: ",", type: "punct" },
+ { text: " but", type: "conjunction", label: "FANBOYS Conjunction" },
+ {
+ text: " the committee was skeptical",
+ type: "ic",
+ label: "Independent Clause",
+ },
+ { text: ".", type: "punct" },
+ ],
+ },
+ {
+ title: "Legal — Colon / Single Dash",
+ segments: [
+ {
+ text: "There was only one solution",
+ type: "ic",
+ label: "Independent Clause (required before colon)",
+ },
+ { text: ":", type: "punct" },
+ {
+ text: " abandon the project entirely",
+ type: "modifier",
+ label: "Explanation / List",
+ },
+ { text: ".", type: "punct" },
+ ],
+ },
+ {
+ title: "Legal — Subordinating Conjunction",
+ segments: [
+ {
+ text: "Although the evidence was strong",
+ type: "modifier",
+ label: "Dependent Clause",
+ },
+ { text: ",", type: "punct" },
+ {
+ text: " the committee remained skeptical",
+ type: "ic",
+ label: "Main Clause",
+ },
+ { text: ".", type: "punct" },
+ ],
+ },
+ {
+ title: "No Comma — FANBOYS joins a phrase (not two ICs)",
+ segments: [
+ {
+ text: "The researcher collected data",
+ type: "ic",
+ label: "Independent Clause",
+ },
+ {
+ text: " and",
+ type: "conjunction",
+ label: "FANBOYS — no comma (phrase follows)",
+ },
+ {
+ text: " analyzed results",
+ type: "modifier",
+ label: "Verb Phrase (no subject = not IC)",
+ },
+ { text: ".", type: "punct" },
+ ],
+ },
+];
+
+const TRANSITION_SUBTREE: TreeNode = {
+ id: "transition-check",
+ question:
+ "Is the connector a TRANSITION word (however, therefore, moreover, furthermore, consequently)?",
+ hint: "Transitions are NOT conjunctions. They cannot join two sentences on their own — they need a semicolon before them.",
+ yesLabel: "Yes — there is a transition word",
+ noLabel: "No — no transition word",
+ yes: {
+ id: "transition-fix",
+ question: "",
+ result:
+ "✓ Use a SEMICOLON before the transition: [IC]; however, [IC]. A comma before a transition creates a comma splice.",
+ resultType: "correct",
+ ruleRef: "[IC]; however, / therefore, / moreover, [IC]",
+ },
+ no: {
+ id: "no-transition",
+ question: "",
+ result:
+ "✓ Use a PERIOD or SEMICOLON to separate the two complete sentences.",
+ resultType: "correct",
+ ruleRef: "[IC]. [IC] or [IC]; [IC]",
+ },
+};
+
+const BOUNDARY_TREE: TreeNode = {
+ id: "root",
+ question:
+ "Is there a FANBOYS conjunction (for, and, nor, but, or, yet, so) between the two clauses?",
+ hint: "FANBOYS = For · And · Nor · But · Or · Yet · So. These 7 words can join independent clauses when preceded by a comma.",
+ yesLabel: "Yes — there is a FANBOYS conjunction",
+ noLabel: "No FANBOYS conjunction",
+ yes: {
+ id: "fanboys-check",
+ question:
+ "Can BOTH sides of the conjunction stand alone as complete sentences?",
+ hint: "Cover each side. Does each have its own subject and verb and express a complete thought?",
+ yesLabel: "Yes — both sides are complete sentences",
+ noLabel: "No — one side is a phrase or fragment",
+ yes: {
+ id: "fanboys-both-ic",
+ question: "",
+ result:
+ "✓ Use a COMMA before the FANBOYS conjunction: [IC], [FANBOYS] [IC].",
+ resultType: "correct",
+ ruleRef: "[Independent Clause], [FANBOYS] [Independent Clause]",
+ },
+ no: {
+ id: "fanboys-one-fragment",
+ question: "",
+ result:
+ "✗ No comma needed. The conjunction joins a clause to a phrase, not two full sentences.",
+ resultType: "info",
+ ruleRef: "[IC] [FANBOYS] [phrase] — no comma before conjunction",
+ },
+ },
+ no: {
+ id: "no-fanboys",
+ question:
+ "Is there a SUBORDINATING CONJUNCTION (because, although, since, when, while, if, unless, after, before)?",
+ hint: "Subordinating conjunctions make one clause dependent — this prevents a run-on without needing FANBOYS.",
+ yesLabel: "Yes — there is a subordinating conjunction",
+ noLabel: "No — no subordinating conjunction",
+ yes: {
+ id: "sub-conj",
+ question: "Does the dependent clause come BEFORE the main clause?",
+ hint: "If the dependent clause opens the sentence, a comma separates it from the main clause.",
+ yesLabel: "Yes — dependent clause comes first",
+ noLabel: "No — main clause comes first",
+ yes: {
+ id: "sub-first",
+ question: "",
+ result:
+ "✓ Use a COMMA after the dependent clause: [Subordinate clause], [Main clause].",
+ resultType: "correct",
+ ruleRef: "[Although/Because/When...], [Main clause]",
+ },
+ no: {
+ id: "sub-last",
+ question: "",
+ result:
+ "✓ No comma needed when the main clause comes first: [Main clause] [subordinate clause].",
+ resultType: "info",
+ ruleRef: "[Main clause] [because/although/when...]",
+ },
+ },
+ no: TRANSITION_SUBTREE,
+ },
+};
+
+const TREE_SCENARIOS: TreeScenario[] = [
+ {
+ label: "Sentence 1",
+ sentence:
+ "The data was collected over three years, the researchers published their findings.",
+ tree: BOUNDARY_TREE,
+ },
+ {
+ label: "Sentence 2",
+ sentence:
+ "The findings were unexpected however the team stood by their methodology.",
+ tree: BOUNDARY_TREE,
+ },
+ {
+ label: "Sentence 3",
+ sentence:
+ "Although the sample size was small the results were statistically significant.",
+ tree: BOUNDARY_TREE,
+ },
+];
+
+const EBRWBoundariesLesson: React.FC
= ({ onFinish }) => {
+ const [activeSection, setActiveSection] = useState(0);
+ const sectionsRef = useRef<(HTMLElement | null)[]>([]);
+
+ useEffect(() => {
+ const observers: IntersectionObserver[] = [];
+ sectionsRef.current.forEach((el, idx) => {
+ if (!el) return;
+ const obs = new IntersectionObserver(
+ ([entry]) => {
+ if (entry.isIntersecting) setActiveSection(idx);
+ },
+ { threshold: 0.3 },
+ );
+ obs.observe(el);
+ observers.push(obs);
+ });
+ return () => observers.forEach((o) => o.disconnect());
+ }, []);
+
+ useScrollReveal();
+
+ const scrollToSection = (index: number) => {
+ setActiveSection(index);
+ sectionsRef.current[index]?.scrollIntoView({ behavior: "smooth" });
+ };
+
+ const SectionMarker = ({
+ index,
+ title,
+ icon: Icon,
+ }: {
+ index: number;
+ title: string;
+ icon: React.ElementType;
+ }) => {
+ const isActive = activeSection === index;
+ const isPast = activeSection > index;
+ return (
+
+ );
+ };
+
+ return (
+
+
+
+
+ {/* ── Section 0: What Is a Sentence? ── */}
+
{
+ sectionsRef.current[0] = el;
+ }}
+ className="min-h-screen flex flex-col justify-center mb-24 pt-20 lg:pt-0"
+ >
+
+ Standard English Conventions — Domain 3
+
+
+ Boundaries
+
+
+ Every boundary question is really a sentence question: can you tell
+ where one sentence ends and another begins?
+
+
+ {/* §7.1 What Makes a Sentence */}
+
+
+ What Makes a Complete Sentence?
+
+
+ A sentence (independent clause) requires all three elements. If
+ any is missing, the group of words is a{" "}
+ fragment.
+
+
+ {[
+ { req: "A Subject", ex: "The researcher" },
+ { req: "A Verb", ex: "collected" },
+ { req: "A Complete Thought", ex: "(no dangling subordinator)" },
+ ].map((r) => (
+
+ ))}
+
+
+ Fragment Types — tap to reveal how to fix each:
+
+
+
+
+ Critical Warning: -ING Words Are Never the Main Verb
+
+
+ A word ending in -ing can
+ never be the main verb of a sentence by itself. It always needs
+ a helping verb (is, was, are, were) or it functions as a
+ modifier.
+
+
+ -
+ ✗ "The scientist discovering a new compound."
+ — fragment, no main verb
+
+ -
+ ✓ "The scientist was discovering a new
+ compound." — complete, "was" is the main verb
+
+ -
+ ✓ "Discovering a new compound, the scientist
+ published immediately." — modifier, "published" is the main
+ verb
+
+
+
+
+
+ Meaning ≠ Sentence Status
+
+
+ A group of words can sound complete and meaningful but still be
+ a fragment. Test it grammatically, not by how it sounds.{" "}
+ "The data that confirmed the hypothesis" sounds fine
+ but is a fragment — no verb applies to "the data."
+
+
+
+
+ Group Pronouns: Who vs. That
+
+
+
+
+ WHO — for people
+
+
+ Introduces a clause modifying a person or group of people.
+
+
+ ✓ "The researchers who studied the data…"
+
+
+
+
+ THAT — for things
+
+
+ Introduces a clause modifying a thing, idea, or place.
+
+
+ ✓ "The study that confirmed the data…"
+
+
+
+
+
+ The Four Sentence Types
+
+
+ Understanding these types helps you identify where boundaries
+ belong.
+
+
+ {[
+ {
+ name: "Simple",
+ desc: "One independent clause.",
+ ex: '"The researcher collected data."',
+ },
+ {
+ name: "Compound",
+ desc: "Two independent clauses joined by a comma + FANBOYS or semicolon.",
+ ex: '"The data was clear, but the committee disagreed."',
+ },
+ {
+ name: "Complex",
+ desc: "One independent + one dependent clause.",
+ ex: '"Although the data was clear, the committee disagreed."',
+ },
+ {
+ name: "Compound-Complex",
+ desc: "Two independent clauses + at least one dependent.",
+ ex: '"Although the data was clear, the lead researcher presented it, and the committee reconsidered."',
+ },
+ ].map((s) => (
+
+
+ {s.name}
+
+
{s.desc}
+
{s.ex}
+
+ ))}
+
+
+
+ {/* ── Section 1: Three Legal Separators ── */}
+
{
+ sectionsRef.current[1] = el;
+ }}
+ className="min-h-screen flex flex-col justify-center mb-24"
+ >
+
+ The Three Legal Separators
+
+
+ There are exactly three legal ways to separate two independent
+ clauses. Anything else is an error.
+
+
+ {/* Rule 1 */}
+
+
+
+ 1
+
+
+ Period = Semicolon
+
+
+
+ A semicolon works{" "}
+ exactly like a period — it
+ separates two complete independent clauses. They are
+ interchangeable for boundary purposes.
+
+
+
+ ✓{" "}
+
+ The experiment failed. The researchers revised their
+ hypothesis.
+
+
+
+ ✓{" "}
+
+ The experiment failed; the
+ researchers revised their hypothesis.
+
+
+
+ Critical: never use a semicolon after a comma (,;) and never
+ before a FANBOYS conjunction.
+
+
+
+
+
+ 2
+
+
+ Comma + FANBOYS
+
+
+
+ FANBOYS = For · And · Nor · But
+ · Or · Yet · So. The comma comes{" "}
+ before the conjunction — never
+ after.
+
+
+
+ Critical Rule: Only use a comma when BOTH sides are independent
+ clauses
+
+
+ If FANBOYS joins a clause to a{" "}
+ phrase (no second subject),
+ do NOT use a comma.
+
+
+ -
+ ✗ "She ran to the lab, and collected the samples." —
+ "collected" is a phrase, not an IC
+
+ -
+ ✓ "She ran to the lab and collected the samples." — no comma,
+ FANBOYS joins two verbs
+
+ -
+ ✓ "She ran to the lab, and she collected the samples." —
+ comma, both sides are full ICs
+
+
+
+
+
+
+ 3
+
+
+ Colon = Single Em Dash
+
+
+
+ A colon and a single em dash function identically: the material{" "}
+ before must be a complete
+ independent clause. What follows is an explanation, list, or
+ restatement.
+
+
+
+
+ Legal — IC before colon
+
+
+ "There was only one option: abandon the project."
+
+
+ "She brought three things: a notebook, a pen, and data."
+
+
+
+
+ Illegal — fragment before colon
+
+
+ "The three items she needed: a notebook, a pen, and data."{" "}
+ (no verb before colon)
+
+
+
+
+
Period/Colon Shortcut
+
+ If an answer choice ends a clause with a period or colon, the
+ material before it must be a complete sentence. Use this to
+ immediately eliminate fragment answers.
+
+
+
+
+ Subordinating Conjunctions
+
+
+ Subordinating conjunctions (because, although, since, when, while,
+ if, unless, after, before, as, once, until) create a dependent
+ clause — solving the run-on without needing FANBOYS.
+
+
+ {[
+ {
+ rule: "Rule 1",
+ label: "Comma after dependent clause (when it comes first)",
+ ex: '"Although the results were surprising, the team continued." → Comma after the subordinate clause.',
+ },
+ {
+ rule: "Rule 2",
+ label:
+ "No comma before subordinate clause (when main clause comes first)",
+ ex: '"The team continued because the results were surprising." → No comma before "because."',
+ },
+ {
+ rule: "Rule 3",
+ label: "Do NOT use two conjunctions together",
+ ex: '"Although X, but Y" is wrong — use only one. Drop either "although" or "but."',
+ },
+ ].map((r) => (
+
+
+ {r.rule}
+
+
+
+ {r.label}
+
+
{r.ex}
+
+
+ ))}
+
+
+
+ Double Conjunction Error (Very Common on SAT)
+
+
+ -
+ ✗ "Although the data was convincing,{" "}
+ but the committee rejected it."
+
+ -
+ ✗ "Because the sample was large,{" "}
+ so the results were significant."
+
+ -
+ ✓ "Although the data was convincing, the committee rejected
+ it." (drop "but")
+
+ -
+ ✓ "The data was convincing, but the committee rejected it."
+ (drop "although")
+
+
+
+
+
Clause Anatomy
+
+ Hover over each segment to see its grammatical role and why the
+ boundary is legal.
+
+
+
+
+ {/* ── Section 2: Comma Splices & Hidden Traps ── */}
+
{
+ sectionsRef.current[2] = el;
+ }}
+ className="min-h-screen flex flex-col justify-center mb-24"
+ >
+
+ Comma Splices & Hidden Traps
+
+
+ The SAT hides boundary errors behind familiar-looking patterns.
+ Learn to spot all of them.
+
+
+ {/* §7.3 Comma Splice Patterns */}
+
+
+ Comma Splice Trigger Patterns
+
+
+ A comma splice is two independent clauses joined by a comma alone.
+ The SAT uses predictable structures to hide them.
+
+
+
+
+ Pattern 1: Comma + Pronoun
+
+
+ The most common comma splice on the SAT. A pronoun (he, she, it,
+ they, this, that) after a comma usually signals a new
+ independent clause.
+
+
+ -
+ ✗ "The study examined 1,000 participants,{" "}
+ they were all volunteers."
+
+ -
+ ✓ "The study examined 1,000 participants
+ ; they were all volunteers."
+
+ -
+ ✓ "The study examined 1,000 participants,{" "}
+ all of whom were volunteers." (relative
+ clause, not IC)
+
+
+
+
+
+
+ Pattern 2: Comma + Conjunctive Adverb (The Transition Trap)
+
+
+ Words like{" "}
+
+ however, therefore, moreover, furthermore, consequently,
+ nevertheless
+ {" "}
+ are transition adverbs — not conjunctions. They cannot join two
+ clauses with only a comma.
+
+
+ -
+ ✗ "The data was inconclusive, however the
+ team continued." — comma splice
+
+ -
+ ✓ "The data was inconclusive; however, the
+ team continued."
+
+ -
+ ✓ "The data was inconclusive. The team,{" "}
+ however, continued." — mid-sentence position
+
+
+
+
+
+
+ Three Legal Positions for Transition Words
+
+
+ -
+ Start: "[IC]. However,
+ [IC]." — period, then transition at start of new sentence.
+
+ -
+ Middle: "[IC]; however,
+ [IC]." — semicolon before, comma after.
+
+ -
+ Interior: "[IC]. The team,
+ however, continued." — inserted mid-sentence between two
+ commas.
+
+
+
+
+
+
+ Edge Case: Colon or Dash After a Non-Essential Transition
+
+
+ When a transition word is set off as non-essential (between
+ commas), you may see a colon or dash immediately after the
+ closing comma. This is legal because the colon/dash follows the
+ full independent clause, not the transition itself.
+
+
+ ✓ "The data, however, pointed to one conclusion: the hypothesis
+ was wrong."
+
+
+ The colon follows the IC "The data...pointed to one conclusion"
+ — the transition "however" is just a parenthetical insert.
+
+
+
+
+ Hidden Boundary Phrases
+
+
+ These three constructions appear innocent but create boundary
+ problems if not punctuated correctly.
+
+
+ {[
+ {
+ type: "Participial Phrase (-ing modifier)",
+ rule: "An -ing phrase at the start of a sentence modifies the subject of the main clause. Separate it with a comma.",
+ bad: '"Running the experiment the researcher observed unexpected results."',
+ good: '"Running the experiment, the researcher observed unexpected results."',
+ note: 'The -ing phrase is NOT a main verb — "observed" is the main verb.',
+ },
+ {
+ type: "With...-ing Construction",
+ rule: '"With + noun + -ing" is a modifying phrase attached to the main clause with a comma.',
+ bad: '"With data showing a 40% increase scientists declared success."',
+ good: '"With data showing a 40% increase, scientists declared success."',
+ note: 'The entire "with…" phrase is a modifier, not a main clause.',
+ },
+ {
+ type: "Which Clause",
+ rule: 'A "which" clause is non-essential — it needs a comma before it. It modifies the noun immediately preceding it.',
+ bad: '"The result which surprised everyone was published."',
+ good: '"The result, which surprised everyone, was published."',
+ note: '"Which" clauses always get commas. "That" clauses never do.',
+ },
+ ].map((p) => (
+
+
+ {p.type}
+
+
{p.rule}
+
+ -
+ ✗ {p.bad}
+
+ -
+ ✓ {p.good}
+
+ - {p.note}
+
+
+ ))}
+
+
+
+ The "Which-Clause-Does-It-Belong-To" Problem
+
+
+ A "which" clause must immediately follow the noun it modifies.
+ Otherwise it is a misplaced modifier.
+
+
+ -
+ ✗ "The scientist published the paper in the journal,{" "}
+ which was groundbreaking." — was the journal
+ or paper groundbreaking?
+
+ -
+ ✓ "The scientist published the paper, which{" "}
+ was groundbreaking, in the journal."
+
+
+
+
+
Golden Rule
+
+ A comma alone can NEVER join two independent clauses. Semicolons =
+ periods. Transition words (however, therefore) need a semicolon or
+ period before them — never just a comma. -ING words are never the
+ main verb.
+
+
+
+ {/* ── Section 3: Decision Tree Lab ── */}
+
{
+ sectionsRef.current[3] = el;
+ }}
+ className="min-h-screen flex flex-col justify-center mb-24"
+ >
+
+ Decision Tree Lab
+
+
+ Work through the boundary logic step by step to identify errors and
+ apply the correct fix.
+
+
+ {[
+ {
+ label: "Comma Splice",
+ desc: "Two complete sentences joined by a comma alone — the most tested boundary error on the SAT.",
+ },
+ {
+ label: "Run-On Sentence",
+ desc: "Two complete sentences with no punctuation between them at all.",
+ },
+ {
+ label: "Transition Trap",
+ desc: 'Using "however" or "therefore" after only a comma. These words need a semicolon before them.',
+ },
+ ].map((t) => (
+
+ ))}
+
+
+ {/* ── Section 4: Practice ── */}
+
{
+ sectionsRef.current[4] = el;
+ }}
+ className="min-h-screen flex flex-col justify-center mb-24"
+ >
+
+ Practice Questions
+
+ {BOUNDARIES_EASY.slice(0, 2).map((q) => (
+
+ ))}
+ {BOUNDARIES_MEDIUM.slice(0, 1).map((q) => (
+
+ ))}
+
+
+
+
+
+
+
+
+
+ {/* Section 0 — Topic & Main Point */}
+
{
+ sectionsRef.current[0] = el;
+ }}
+ className="min-h-screen flex flex-col justify-center mb-24 pt-20 lg:pt-0"
+ >
+
+ Information & Ideas — Domain 2
+
+
+ Central Ideas & Details
+
+
+ Identify the main point, central claim, and overall structure — and
+ eliminate every wrong answer type.
+
+
+ {/* 4A — Identifying the Topic */}
+
+
+ Identifying the Topic
+
+
+ The topic is the person, thing, or idea that is the primary
+ subject of the passage. Correct answers to main idea questions
+ must reference the topic — wrong answers often shift to a related
+ but different subject.
+
+
+
+
+ Key Principles
+
+
+ -
+ • The topic appears in sentence 1–2 in nearly every SAT
+ passage.
+
+ -
+ • A topic is NOT the same as the theme. Topic = subject;
+ Theme = abstract lesson.
+
+ -
+ • Recognize restatements: a computer → "the machine," "the
+ invention," "the technology."
+
+ -
+ • The topic word usually recurs throughout — by name or via
+ pronoun/compression noun.
+
+ -
+ • Off-topic answers are wrong even if every other word
+ matches the passage.
+
+
+
+
+
+ Common Mistakes
+
+
+ -
+ • Naming a category instead of the specific topic (e.g.,
+ "Japanese art" instead of "Otagaki Rengetsu's art").
+
+ -
+ • Confusing a supporting detail mentioned in one sentence
+ for the main topic.
+
+ -
+ • Missing pronoun shifts: "it" may change referent
+ mid-passage.
+
+ -
+ • Selecting an answer that is too broad in scope — the
+ passage discusses ONE scientist, not all scientists.
+
+
+
+
+
+
+ The Main Point Formula
+
+
+ The main point answers the question: "So what?" It is the primary
+ argument the author wants to convey — not just a description of
+ what was discussed.
+
+
+
+ Topic + So What? = Main Point
+
+
+
+ {/* Worked Example — Otagaki Rengetsu */}
+
+
+ Worked Example
+
+
+ "Admired primarily for her exquisite calligraphy,{" "}
+
+ Otagaki Rengetsu
+ {" "}
+ (1791–1875) was among Japan's most celebrated artists. She was
+ also a writer and ceramicist, often inscribing{" "}
+ her poems{" "}
+ in{" "}
+
+ her own calligraphy
+ {" "}
+ onto clay vessels —{" "}
+
+ a distinctive blending of art forms not replicated by any
+ other artist in Japanese history
+
+ .{" "}
+ Her work{" "}
+ was in such great demand during the nineteenth century that
+ every household in Kyoto was said to own{" "}
+
+ her pottery
+
+ , and today{" "}
+
+ scrolls and ceramics
+ {" "}
+ bearing{" "}
+
+ her calligraphy
+ {" "}
+ are sought after by collectors."
+
+
+
+
+ Topic
+
+
+ Otagaki Rengetsu's art
+
+
+
+
+ So What?
+
+
+ Unique, unreplicated qualities
+
+
+
+
+ Main Point
+
+
+ Her artistic creations are prized for their unique qualities
+
+
+
+
+
+
+ Notice the topic tracking:
+ {" "}
+ The topic "Otagaki Rengetsu's art" is introduced in sentence 1
+ and then restated in other words throughout —{" "}
+
+ her poems, her own calligraphy, her work, her pottery,
+ scrolls and ceramics, her calligraphy
+
+ . The topic word recurs by name or via pronoun/compression
+ noun. Every correct answer must reference this specific topic,
+ not a broader category like "Japanese art."
+
+
+
+
+
+ Key locations where the main point is typically found:
+
+
+ -
+ •{" "}
+ First or first two sentences{" "}
+ — most common.
+
+ -
+ • Last sentence — especially
+ when the passage confirms or reasserts the opening claim.
+
+ -
+ • After a major transition{" "}
+ such as however, but, in fact, therefore — the "new idea" is
+ often the real main point.
+
+ -
+ •{" "}
+
+ After a dash, colon, or italicized word
+ {" "}
+ — these signal that something important follows.
+
+
+
+
+ Fiction & Poetry: Special Cases
+
+
+
+
+ Fiction Passages
+
+
+ -
+ • Focus on who the character is and what quality or feeling
+ the passage emphasizes.
+
+ -
+ • Key information often appears at the end (a quoted line of
+ dialogue, a narrator's summary, or a character's
+ reflection).
+
+ -
+ • DO NOT read in symbolism or broader themes beyond what the
+ text literally states.
+
+ -
+ • Wrong answers often import an emotion or quality from
+ outside the text, or conflate a detail with the main idea.
+
+ -
+ Example: Amy Tan passage about ink-making → main point =
+ characters take great pride in their generational ink-making
+ tradition. NOT "the importance of family" (too abstract).
+
+
+
+
+
+ Poetry Passages
+
+
+ -
+ • Read the poem literally first — what is the speaker
+ literally saying?
+
+ -
+ • Identify the speaker's attitude (positive, negative,
+ ambivalent) — this almost always determines the main point.
+
+ -
+ • Look at the last stanza or final couplet for the poem's
+ culminating idea.
+
+ -
+ • Avoid symbolic overreach: "the winter represents death" is
+ interpretation, not literal reading.
+
+ -
+ • Process of elimination is very powerful: eliminate any
+ answer that is either negative when the poem is positive, or
+ that mentions something never stated.
+
+
+
+
+
+
+ Primary Purpose vs. Main Point
+
+
+
+
+
+ |
+ Main Point |
+ Primary Purpose |
+
+
+
+ {[
+ [
+ "Question asked",
+ "What does the author claim?",
+ "Why did the author write this?",
+ ],
+ [
+ "Answer uses",
+ 'Specific nouns, claims, findings ("dark matter cannot be seen but must exist")',
+ "Function verbs: describe, argue, challenge, illustrate, explain, contrast, suggest",
+ ],
+ [
+ "Example",
+ '"Octavia Butler resisted being identified exclusively with science fiction."',
+ '"To present a claim and support it with examples."',
+ ],
+ ].map(([label, mp, pp], i) => (
+
+ |
+ {label}
+ |
+ {mp} |
+ {pp} |
+
+ ))}
+
+
+
+
+
+ Wrong Answer Taxonomy — tap to reveal each trap:
+
+
+
+
+
+ {/* Section 1 — Old/New & Structure */}
+
{
+ sectionsRef.current[1] = el;
+ }}
+ className="min-h-screen flex flex-col justify-center mb-24"
+ >
+
+ Old/New & Structure
+
+
+ The most important structural pattern on the SAT — and how to
+ describe overall passage organization.
+
+
+ {/* 4C — Old/New */}
+
+
+ Old Idea vs. New Idea Structure
+
+
+ The Old/New template is one of the most important patterns in SAT
+ science and social science passages. Authors present a
+ traditionally held view (old idea), then pivot to a new or
+ contradictory finding.
+
+
+
+
+ Old Idea Signal Phrases
+
+
+ - • "Some/many/most scientists believe..."
+ - • "It is commonly thought that..."
+ - • "Accepted/conventional wisdom holds..."
+ - • "For decades, researchers thought..."
+ - • "Traditionally, it was believed..."
+
+
+ → These phrases signal a view the author DISAGREES with.
+
+
+
+
+ New Idea Signal Phrases
+
+
+ - • "However, but in fact..."
+ - • "Actually, in reality..."
+ - • "But is it really true that...?"
+ - • "It now seems / researchers now think..."
+ - • "Recently, it has been found that..."
+ - • "New research/evidence shows..."
+
+
+ → These phrases signal the view the author AGREES with.
+
+
+
+
+
STRATEGY
+
+ As you read, jot on scratch paper: Old = [3-word summary] | New
+ = [3-word summary]. The main point is almost always the NEW
+ idea. If you identify the old idea, you can predict the new idea
+ before reading it.
+
+
+
+
+ Overall Structure of a Text — tap to reveal each pattern:
+
+
+ Structure questions ask how a passage is organized. Identify the
+ move from one idea to another — not just what is said, but in what
+ sequence and for what purpose.
+
+
+
+
+ STRATEGY for structure questions
+
+
+ Focus on the first and last sentence. The first usually
+ introduces the main move; the last usually shows where the
+ passage ended up. Then check the answer choices for the option
+ that correctly names both ends.
+
+
+
+
+ {/* Section 2 — Pronouns & Compression Nouns */}
+
{
+ sectionsRef.current[2] = el;
+ }}
+ className="min-h-screen flex flex-col justify-center mb-24"
+ >
+
+ Pronouns & Compression Nouns
+
+
+ Failure to track these referents is one of the most common
+ comprehension errors on the SAT.
+
+
+ {/* 4H */}
+
+
+ Tracking Pronouns and Compression Nouns
+
+
+ Pronouns (it, they, this, these) and "compression nouns" (this
+ phenomenon, the former, such developments) refer to ideas already
+ stated. Failure to track these referents is one of the most common
+ comprehension errors on the SAT.
+
+
+
+
+ How to Track Pronouns
+
+
+ -
+ • Always back up to the previous sentence (or earlier) to
+ find the referent.
+
+ - • Singular pronouns (it, this) → singular noun.
+ - • Plural pronouns (they, these) → plural noun.
+ -
+ • "The former" → first-mentioned item; "the latter" →
+ second-mentioned item.
+
+ -
+ • Do NOT start reading at the pronoun; always work backwards
+ first.
+
+
+
+
+
+ Compression Noun Examples
+
+
+ -
+ • "This enhanced convenience" → refers to several sentences
+ of prior description.
+
+ -
+ • "This divergence" → refers to genetic differences between
+ dolphin species.
+
+ -
+ • "Such developments" → refers to a process described in the
+ prior paragraph.
+
+ -
+ • "This phenomenon" → compresses a multi-sentence
+ explanation into one noun.
+
+ -
+ • The referent may be 3–5 lines BEFORE the compression noun.
+
+
+
+
+
+
Golden Rule
+
+ The main point is NOT the first sentence — it is the "So What"
+ conclusion. Read the whole passage, then ask: "If I had to explain
+ in one sentence what the author WANTS me to believe, what would I
+ say?" That sentence is the main point. For Old/New passages: the
+ NEW idea is almost always the main point.
+
+
+
+ {/* Section 3 — Main Point Hunter widget */}
+
{
+ sectionsRef.current[3] = el;
+ }}
+ className="min-h-screen flex flex-col justify-center mb-24"
+ >
+
+ Main Point Hunter
+
+
+ Find the sentence that states the central idea — the "So What"
+ conclusion.
+
+
+
+
+ {/* Section 4 — Practice */}
+
{
+ sectionsRef.current[4] = el;
+ }}
+ className="min-h-screen flex flex-col justify-center mb-24"
+ >
+
+ Practice Questions
+
+ {CENTRAL_IDEAS_EASY.slice(0, 2).map((q) => (
+
+ ))}
+ {CENTRAL_IDEAS_MEDIUM.slice(0, 1).map((q) => (
+
+ ))}
+
+
+
+
+
+
+
+
+
+ {/* Section 0 — Textual Evidence */}
+
{
+ sectionsRef.current[0] = el;
+ }}
+ className="min-h-screen flex flex-col justify-center mb-24 pt-20 lg:pt-0"
+ >
+
+ Information & Ideas — Domain 2
+
+
+ Command of Evidence
+
+
+ Move beyond the passage to apply its ideas. Two subtypes: Textual
+ Evidence (quotations) and Quantitative Evidence (graphs and tables).
+
+
+
+
+ Overview: Command
+ of Evidence questions ask you to move BEYOND the passage to apply
+ its ideas. You will identify quotations or data that illustrate,
+ support, or undermine a specific claim. There are two main
+ subtypes: Textual Evidence (using quotations or passages) and
+ Quantitative Evidence (using graphs and tables).
+
+
+
+ Illustrating a Claim (Quotation Selection)
+
+
+ These questions ask you to find the quotation from a poem, story,
+ or passage that best illustrates a claim stated in the question
+ stem. The claim is explicitly given to you — your job is to match
+ it to the correct quotation.
+
+
+
+ 3-Step Process for Illustration Questions
+
+
+ {[
+ [
+ "1",
+ "RESTATE the claim in the question stem in your own words. Identify the exact quality or action it describes.",
+ ],
+ [
+ "2",
+ "PREDICT what kind of language would illustrate it — positive/negative tone, specific action, direct statement?",
+ ],
+ [
+ "3",
+ "ELIMINATE quotations that: (a) are too vague, (b) refer to the wrong speaker, (c) describe a different quality entirely.",
+ ],
+ ].map(([n, text]) => (
+
+ ))}
+
+
+
+ Key traps in illustration questions — tap to reveal:
+
+
+
+
+ Supporting a Claim
+
+
+ Support questions ask: "Which finding would MOST DIRECTLY support
+ this conclusion?" The correct answer must provide new evidence
+ consistent with the claim — it doesn't just repeat what the
+ passage already states.
+
+
+
+
+ What Makes a Valid Support?
+
+
+ -
+ • Provides a NEW example or finding, not a restatement.
+
+ -
+ • Is directly consistent with the specific mechanism
+ described.
+
+ - • Makes the claim MORE likely to be true.
+ -
+ • Common patterns: X causes Y → new example of X causing Y;
+ More X → more Y → find a case where less X → less Y.
+
+
+
+
+
+ What Looks Like Support But Isn't
+
+
+ -
+ • The answer discusses the right topic but a different
+ aspect of it.
+
+ -
+ • The answer is consistent with the general field but not
+ the specific claim.
+
+ -
+ • The answer only restates part of what the passage already
+ said.
+
+ -
+ • The answer is factually true but would also be true
+ regardless of the claim.
+
+
+
+
+
+
+ Undermining a Claim
+
+
+ Undermine questions have the same structure as support questions,
+ but in reverse. The correct answer must provide information that
+ makes the claim LESS likely to be true.
+
+
+
+ KEY TECHNIQUE — Flip the Claim
+
+
+ If the claim is "high metabolic rate = survival advantage," then
+ to undermine it you need evidence that high metabolic rate does
+ NOT produce survival advantage (e.g., many high-metabolic
+ creatures went extinct).
+
+
+
+ Common undermine traps:
+
+ {[
+ "The answer is unrelated to the claim rather than contradictory to it — an unrelated finding doesn't undermine anything.",
+ "The answer challenges a secondary detail, not the core mechanism being tested.",
+ "The answer actually supports the claim but is framed in negative-sounding language.",
+ ].map((trap, i) => (
+
+ ))}
+
+
+ Validity of Conclusions — tap to reveal each type:
+
+
+ Some questions ask whether a finding is valid — whether it
+ necessarily follows from the research described.
+
+
+
+
Golden Rule — Textual Evidence
+
+ The question always tells you the required relationship
+ (illustrate / support / undermine). An answer that accurately
+ quotes the passage but has the WRONG relationship is still wrong.
+ Identify the relationship first, accuracy second.
+
+
+
+ {/* Section 1 — Quantitative Evidence */}
+
{
+ sectionsRef.current[1] = el;
+ }}
+ className="min-h-screen flex flex-col justify-center mb-24"
+ >
+
+ Quantitative Evidence
+
+
+ Graphs and tables — the mandatory order of operations and criteria
+ matching technique.
+
+
+ {/* 5E */}
+
+
+ Non-Negotiable Order of Operations
+
+
+ The most important principle:{" "}
+ the graphic alone is never sufficient. You must
+ begin with the passage and the question to know what to look for
+ in the graphic.
+
+
+
+ MANDATORY Order for Graph Questions
+
+
+ {[
+ [
+ "1",
+ "Read the PASSAGE (especially the last sentence — this states the claim).",
+ ],
+ [
+ "2",
+ "Read the QUESTION STEM carefully to identify exactly what you are being asked.",
+ ],
+ [
+ "3",
+ "Extract the CRITERIA from the claim: what specific conditions must be met?",
+ ],
+ [
+ "4",
+ "THEN look at the GRAPHIC with those criteria in mind.",
+ ],
+ [
+ "5",
+ "Match the answer that satisfies ALL criteria — not just part of them.",
+ ],
+ ].map(([n, text]) => (
+
+ ))}
+
+
+
+
+ CRITICAL WARNING
+
+
+ Looking at the graph first is one of the most costly errors on
+ graph questions. Multiple answer choices will accurately
+ describe the graph — only ONE will match the specific claim in
+ the passage. The graphic alone cannot tell you which one is
+ correct.
+
+
+
+
+ When You Do NOT Need the Graph
+
+
+ Many graph questions can be answered using only the passage and
+ the answer choices — without looking at the graph at all.
+
+
+ -
+ •If
+ answer choices contain wording clearly inconsistent with the
+ passage's claim, eliminate them immediately.
+
+ -
+ •
+ Answers addressing the wrong aspect of the claim (wrong time
+ period, wrong variable, wrong group) can be eliminated before
+ consulting the graph.
+
+ -
+ •Once
+ only one answer remains that is consistent with the claim, that
+ is correct — verifying against the graph is optional.
+
+
+
+
EXAMPLE
+
+ Passage claims "print books are preferred in certain
+ situations." Any answer describing a situation where e-books are
+ preferred can be immediately eliminated — without looking at the
+ chart.
+
+
+
+
+ Criteria Matching for Quantitative Questions
+
+
+ The most common error: choosing an answer that accurately
+ describes the graph but fails to match ALL criteria specified in
+ the claim. Build a checklist before looking at the data.
+
+
+
+ Building a Criteria Checklist
+
+
+ - • List every specific condition mentioned in the claim.
+ -
+ • Example: "rebounded AND reached highest level in 60 years" =
+ 2 separate criteria.
+
+ -
+ • An answer meeting only Criterion 1 but not Criterion 2 is
+ wrong, even if it accurately describes the graph.
+
+ -
+ • Write criteria on scratch paper before looking at graphic.
+
+
+
+
+ Common Quantitative Wrong Answers — tap to reveal:
+
+
+
+
+ Golden Rule — Quantitative Evidence
+
+
+ Always read the passage and question first to extract criteria.
+ Multiple answer choices will accurately describe the graph — only
+ ONE matches the specific claim. "Right data, wrong claim aspect"
+ is the most common wrong answer type.
+
+
+
+ {/* Section 2 — Evidence Hunter widget */}
+
{
+ sectionsRef.current[2] = el;
+ }}
+ className="min-h-screen flex flex-col justify-center mb-24"
+ >
+
+ Evidence Hunter
+
+
+ Find the sentence that has the exact relationship the question
+ requires.
+
+
+
+
+ {/* Section 3 — Practice */}
+
{
+ sectionsRef.current[3] = el;
+ }}
+ className="min-h-screen flex flex-col justify-center mb-24"
+ >
+
+ Practice Questions
+
+ {COMMAND_EVIDENCE_EASY.slice(0, 2).map((q) => (
+
+ ))}
+ {COMMAND_EVIDENCE_MEDIUM.slice(0, 1).map((q) => (
+
+ ))}
+
+
+
+
+
+
-