by Erica L. Meltzer | Mar 25, 2011 | Blog, General Tips
Very often, test-takers miss “NOT” and “EXCEPT” questions (e.g. “Which of the following is NOT mentioned in by the author as a technique used by Da Vinci when he painted the “Mona Lisa”?) simply because they don’t read them carefully enough. Instead of finding the information missing from the passage, they do exactly the opposite and thereby answer the question incorrectly. Even though these all-important words are capitalized, they’re astonishingly easy to overlook.
So always circle them, underline them, star them, or do something to draw attention to them so that you won’t forget what you’re looking for. It’s worth spending an extra second or two to make sure you don’t unnecessarily lose the points.
A couple of years ago, I had an ACT student — let’s call him J. — who literally got every single one of this type of question wrong on the first few practice tests he did. After I told J. perhaps 50 or 60 times that his score would probably shoot up a good 5 points if he just started circling those words, it finally occurred to him to listen to me. Sure enough, he scored above a 30 the first time he tried that strategy. He was incredulous. “Gee,” I said. “Who ever would have guessed that would happen?”
by Erica L. Meltzer | Mar 23, 2011 | Blog, Grammar (SAT & ACT)
Dangling modifiers are guaranteed to show up on both the SAT and ACT. You can reasonably expect to encounter one on every test. So what is a dangling modifier, and how do you fix it? Dangling modifiers are best explained through examples, so let’s take a look at an example.
Correct: The dog jumped over the fence after escaping from its leash.
In this sentence, the subject (the dog) appears immediately and the modification follows. We can, however, also rewrite the sentence so that the modification comes before the subject:
Correct: After escaping from its leash, the dog jumped over the fence.
Even though the dog no longer appears at the beginning of the sentence, it is still the subject. And at the beginning of the sentence, we now have a clause that describes the subject but that does not name it. If the subject does not immediately follow that description, however, the result is a dangling modifier. When taken literally, sentences that contain dangling modifiers are often completely absurd.
Dangling Modifier: After escaping from its leash, the fence was jumped over by the dog. (Implies that the fence escaped from its leash.)
Dangling Modifier: After escaping from its leash, jumping over the fence was what the dog did. (Implies that jumping escaped from its leash.)
While some of the dangling modifiers that appear on the SAT and ACT clearly sound wrong, like the sentences above, others can be much harder to catch — especially if you’re not looking out for them.
For example: (more…)
by Erica L. Meltzer | Mar 22, 2011 | Blog, SAT Critical Reading (Old Test)
One of the things that continually amazes me is the following situation: a student is working carefully through a reading question and begins to cross off answers. First one, then another, then a third. And then…nothing. The student continues to stare at the two answer choices. “Is there anything in the passage that clearly points to one of the answers?” I ask. The student scrunches up his or her face in concentration, staring off into space, trying, trying to remember….
At which point I oh-so-politely suggest that perhaps the student might want to consult the passage…because, you know, there’s an off chance the answer might be in there. As opposed to somewhere on the wall across the room. To paraphrase Jane Austen, it is a standardized testing strategy universally acknowledged that if you are down to two answer choices, you should guess. (One answer is just as likely to be right as the other, right?)
Except that you really shouldn’t.
As a matter of fact, there are a couple of very specific things you should do instead. First, you should reiterate your main point (which, ideally, you should have written down as soon as you finished reading the passage), or at least the point of the lines in question. Is there an answer that rephrases it? If there is, chances are it’s right. If that doesn’t work, you should go back to the passage and read it very, very carefully, making sure to start a couple of lines above and read to a couple of lines below.
With the exception of questions that ask about the passage as whole, the information you need to answer the question will always be located in the immediate vicinity of the lines you’ve been given. It might not be in the lines themselves, but it’ll almost always be very close by.
In addition, when you do go back and read (instead of, say, waiting for the heavens to open and an angel to descend and inform you of the correct answer), you need to pay particular attention to any important transitions or explanations that appear in the text. Chances are they’ll give you the information you need. Usually when students go back to the passage, they’re astonished to discover that the answer was right there all along.
Amazing, isn’t it?
Bonus question (scroll down for the answer):
Throughout this article, my tone could best be characterized as
(A) perplexed
(B) hostile
(C) appreciative
(D) facetious
(E) ambivalent
Answer: (D)
by Erica L. Meltzer | Mar 20, 2011 | Issues in Education
By now, the story of Nicole Imprescia, the mother currently suing York Avenue preschool for $19,000 has made its way around most of the major news outlets. It’s the sort of story about an over-the-top New York City parent hell-bent on getting her offspring into an “elite” kindergarten that the media love to play up, primarily because Imprescia is such a perfect caricature of an uber-neurotic Manhattan parent. Imprescia’s conviction that her daughter’s presumable failure to ace the ERB will ultimately bar her from the Ivy League is both utterly hilarious and profoundly sad; unfortunately, it’s also shared to some degree by quite a few other parents trying to navigate the city’s private school admissions maze.
So in case you’re currently trying to get your child into a Manhattan pre-school, kindergarten, etc., you may want to consider the following from someone who deals with students on the other end of the process, after they’ve spent ten or twelve years in the New York City private school system.
First, there is no such thing as an automatic ticket. Plenty of children admitted to so-called “top-tier” schools as kindergartners are counseled out before high school, and many of the students who enter in ninth grade are the ones ultimately admitted to top universities. Furthermore, the ones who do stay are often burnt out by the time they get to tenth or eleventh grade and display little interest in learning for its own sake. They also, on occasion, display alarming deficits in basic skills (such as writing logical, grammatically correct sentences). $40,000 a year may buy some connections, but it doesn’t guarantee an education.
Furthermore, a student’s individual accomplishments are ultimately far, far more important than the name of the high school itself. While a solid student with borderline SATs at a top private school will undoubtedly benefit from a guidance counselor willing to lobby for him or her, it probably won’t do much good at the very top schools. It might help at Colgate or Trinity or GW, but Yale won’t blink before rejecting that application (at least if your last name isn’t Bush). Given that top universities rarely accept all of the students who apply from a particular school, especially if there are twenty-five applicants, the ones who do get in tend to be the ones who are hooked in some way. On the other hand, a straight-A student at a less prestigious school who takes the most rigorous classes, pursues what he or she loves, has truly competitive (2300+) test scores, and clearly has something special to offer stands a much higher chance of admission.
Please don’t get me wrong: I’ve worked with some students from “top tier” school who were absolutely delightful — curious, enthusiastic, and thoroughly un-neurotic. But I’ve also seen some sixteen year-olds driven half insane by parental pressure and both dazed by and resentful of the fact that their “elite” education did not automatically translate into top standardized test scores.
So please, think long and hard about what’s best for your child right now. There’s no way to predict what a four year-old will be like thirteen years down the line. If anything good comes out of Nicole Imprescia’s whole laughable mess of a lawsuit, I hope that it is Imprescia’s realization, even to a tiny degree, that children are not so easily programmed to become what their parents want them to be. For her daughter’s sake, I hope that understanding comes sooner rather than later. And if not, I wish her the best of luck in finding an SAT tutor.
by Erica L. Meltzer | Mar 19, 2011 | ACT English/SAT Writing
Note: because of the extreme popularity of this post, I’ve made it available as a PDF download.
Way back in the olden days when American schools regularly taught grammar, many students learned that a comma should automatically be placed before a person’s name or the title of a book, magazine, etc.
In reality, however, that’s not quite true. The inclusion of a comma actually depends on the circumstances, and having a comma vs. no comma can dramatically change the meaning of a sentence. (more…)
