Some of the more difficult Sentence Correction questions for test-takers are those that have a lot words in the underlined portion, which can create confusion and indecisiveness. The difficulty can be compounded when the underlined portion doesn’t seem to have any obvious errors but nevertheless “sounds” bad. SC questions that have these characteristics can, however, be better managed with the right approach. Let’s take a look at an example and then outline how to tackle it:
After all talk is over and after all the pros and cons have been listed, the one and only difference you need to worry about is which test you do better on!
No matter what the group statistics imply, no matter what your friends have done, no matter who was admitted with which scores last year, all that matters is which test provides you the best opportunity to demonstrate to colleges your ability to do well at their school.
In recent years, students have increasingly faced the challenge of deciding which college admission tests to take. They are receiving conflicting, vague, or incorrect advice from counselors, parents, blogs, internet experts, admission officers, concerned citizens, and busybodies of all varieties. Instead of solving the problem and making the decision easier, this information overload can often increase the confusion. To help you make a decision (and hopefully not just add to the noise), we’ve started this “ACT vs. SAT” series, which will provide specific points points of comparison and clear (hopefully) unbiased information that will help you create your ACT vs. SAT scorecard. To kick things off, we’ll dispel a few of the most egregious myths we’ve heard in the ACT/SAT discussion.
5 Common Misconceptions
Often, confusion exists about the uses and benefits of practice tests, and the role of practice tests in preparing for the GMAT. Let’s try and offer some clarity to the situation:
Practice tests are evaluative tools and should be used as such. They are NOT learning tools. You use tests to assess what you have learned and your ability to apply that learning under conditions as similar to the real exam as you can make them. As such you should only be taking practice tests at most once per week (unless you are not working), and should seek to simulate the conditions of the actual test as much as possible when doing so (especially in the last few weeks before the real exam). In the larger preparation picture, you should take a practice test at the very beginning of your preparations to establish a baseline and determine your areas of strength and weakness. After that, it would be advisable to hold off on doing another practice test until you’ve had a chance to do some content review and focused, small-scale practice. Once you’ve gotten a sizable chunk of material and practice behind you, you should start incorporating full-length practice tests into your preparation regiment.
Key points for simulating practice tests:
Below is a letter from a test-taker seeing advice for GMAT preparation (some names have been changed to maintain the person’s anonymity):
My name is Nunya and I am currently planning to apply to MBA programs. I am struggling with the GMAT and am looking for any suggestions on study strategies that you may have to offer.
Last year, I took a six week GMAT prep course that the University of Malawi offered through their College of Continuing Education program. The course ended on July 19 and I took the GMAT on August 30. I will admit that my study schedule between the last class and the day of the test was not consistent and I could have devoted more time to it. My overall score was a 530 with a 32 in Verbal and 31 in Quantitative.
This year, I decided to get more serious about the test. I took an eight week Kaplan course that ended a few months ago. From the day that the course ended until last week (3 months), the day of my test, I studied three hours a day and took one practice exam almost every week. Most of my studying was focused on the quantitative area. When I first started taking the practice exams, my scores were all over the place from 490-590. In the last four exams, my scores were consistently at 590, however, I never scored in the 600s. On the day of the exam, I scored 540 overall with a raw score of 29 in verbal and 35 in quantitative.
I am going to retake the exam, but I undoubtedly need a new strategy. Is there anything that you would recommend? Any suggestions or feedback is greatly appreciated.
Thanking you in advance,
For the SAT Writing test (and grammar in general), there are few topics that warm the heart of grammarians as much as the enforcement of rules pertaining to creating logical comparisons. On every SAT, on every grammar blog, and in every college paper, psychometricians, editors, and English professors break out the brightest red ink and go to town on the violations of “apples to apples, oranges to oranges.” In order to get ready for the SAT (and college, the GMAT, or the workplace), you have to make sure you look for any comparisons that are created and always apply the rule.
Not long ago the question above was the Question Of The Day on the College Board website and it inspired another blog post (found here), well this question is the question that keeps on giving (or teaching). Here we go again, taking this question apart so that you can learn from it and be ready for your SAT. Like many questions on the SAT you can look at them from multiple perspectives. We previously looked at this one for the content of the questions and what rules/terms you needed to learn, now we’ll explore what this question has to teach us about SAT strategy.
One of the first things you need to do when prepping for a test is learn the lingo. SAT Math is prone to using vocabulary that you’ve probably not seen in a while – words like integer, factor, and multiple probably haven’t come up since you were in 7th grade. And even when you saw them in 7th grade, it probably wasn’t in the same context as how they are used on the SAT. So one of the best starting points for the SAT is to learn vocab, both the words common to Sentence Completion questions but also the words common to Math questions. The College Board QOTD on President’s day stumped 60% of the people who tried it and the only things tested are the understanding of a few math terms. Hopefully by the end of this post you’ll head over to the College Board site and be one of the 40%.
On February 10, the College Board posted a Sentence Completion question that bamboozled 219,021 of the 331,851 people that attempted to answer the question. This question once again got us thinking about SAT vocabulary, the way the SAT tests vocabulary, and why so many people got this question wrong. And as usual whenever SAT questions get “stuck in our craw,” we have to blog about it to help you conquer this test.