by Erica L. Meltzer | Apr 7, 2024 | ACT English/SAT Writing
In my recent post on the timing of the Math section on the digital vs. the paper-based SAT, I alluded to the striking difference in proficiency levels in Math vs. English set by the College Board (530 vs. 480). My colleague Mike Bergin left a comment suggesting that I look a bit deeper into the discrepancy, and I realized that although I’ve mentioned it a number of times since the cutoffs were introduced eight years ago (it’s amazing how time flies!), I’ve never really explored the issue—which turns out to have just as much to do with the state of higher education as it does with college-admission tests.
But first, some background: When the SAT was redesigned in 2016, the College Board introduced College Readiness “Benchmarks” for both English (Reading/Writing) and Math, comparable to those that had long existed for the ACT. Those scores (Math, 22: Science, 23, English: 18, Reading: 22, with the latter two rolled into a single ELA benchmark of 20) were intended to indicate that a student would have a “50% chance of earning B or higher grade and approximately a 75-80% chance of earning a C or higher grade in the corresponding college course or courses.
The SAT/ACT concordance charts appear to have been last updated in 2018, and to the best of my knowledge they are still being used. Unfortunately, they do not list correspondences between ACT English/Reading and SAT Writing/Reading on a 36 vs. 1600 scale. It is reasonable, however, to assume that these scores would be roughly in line with the overall concordance. (more…)
by Erica L. Meltzer | Apr 30, 2022 | ACT English/SAT Writing, Blog, Grammar (SAT & ACT)
I recently encountered someone who, after many years of hearing tutors advise students to “pick the shortest” answer on ACT English and SAT Writing, decided to see how often that option actually was correct. After going through a bunch of ACTs, she discovered that the shortest answer was in fact correct only a relatively small percentage of the time. She was quite incensed about this fact, and took it as evidence that students should not be encouraged to select their answers based on length.
Now, for a tutor who advises a blunt, just-pick-the-shortest-answer-if-you’re-not-sure approach, this is a reasonable criticism.
Otherwise, however, I think it misses the point.
Fundamentally, “shorter is better” is a general guideline; it is not intended to be an ironclad rule for choosing answers. If the shortest answer were indeed always correct, even just on rhetoric questions, then SAT and ACT grammar would be far too easy to game, and many more students would receive high scores than is actually the case. (more…)
by Erica L. Meltzer | Sep 13, 2019 | ACT English/SAT Writing
Dashes are a form of punctuation that is pretty much guaranteed to show up on both the ACT® English Test and the multiple-choice SAT® Writing Test. Because they tend to be used more frequently in British than in American English, they are typically the least familiar type of punctuation for many students. That said, they are relatively straightforward.
Dashes are tested in three ways. The first is extremely common, the second less common, and the third rare.
1) To set off a non-essential clause (2 Dashes = 2 Commas)
In this case, dashes are used exactly like commas to indicate non-essential information that can be removed without affecting the basic meaning of a sentence. If you have one dash, you need the other dash. It cannot be omitted or replaced by a comma or by any other punctuation mark. This is the most important rule regarding dashes that you need to know.
Incorrect: John Locke–whose writings strongly influenced The Declaration of Independence, was one of the most important thinkers of the eighteenth century. (more…)
by Erica L. Meltzer | Aug 24, 2018 | ACT English/SAT Writing
Note: I’m addressing this issue in part because a colleague informed me that it’s popped up in regards to my books on Reddit. If anyone comes across those questions, feel free to direct people here.
Among the simplest and most straightforward grammatical rules students studying for the SAT or ACT often learn is two commas are often used to signal non-essential information: words, phrases, and clauses that are not central to the essential meaning of a sentence, and that can be crossed out without affecting its basic grammatical structure.
The problem, of course, is that commas can be tested in many ways, and that two commas can be present in a given section for numerous reasons. Now, much of the time, two commas in an underlined section will in fact signal non-essential information, but if you’re aiming for a very high Writing/English score on the SAT or ACT, you also need to understand when this is not the case. (To read about information that is non-essential click here.) (more…)
by Erica L. Meltzer | May 31, 2018 | ACT English/SAT Writing, Blog
Not to long ago (5/30/18), I happened to post the following Question of the Day on Facebook:
It wasn’t that long ago that putting food in liquid nitrogen was something you’d only see in a high school science class, but it’s also becoming a mainstay of modernist cooking. It’s odorless, tasteless, and harmless because it’s so cold (–320.44°F to be exact), it boils at room temperature and evaporates out of your food as it rapidly chills it.
A. NO CHANGE
B. tasteless, and harmless, and because
C. tasteless and harmless, because
D. tasteless, harmless and because,
(more…)
by Erica L. Meltzer | Jan 6, 2018 | ACT English/SAT Writing, Blog
Note: this exception is addressed in the 4th edition of The Ultimate Guide to SAT® Grammar and the 3rd edition of The Complete Guide to ACT® English, but it is not covered in earlier versions.
Both SAT Writing and ACT English focus test two specific aspects of the who vs. whom rule.
1) Who, not whom, should be placed before a verb.
Incorrect: Alexander Fleming was the scientist whom discovered penicillin.
Correct: Alexander Fleming was the scientist who discovered penicillin. (more…)
