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05 Dec 2016, 20:00

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FROM Veritas Prep Admissions Blog: 3 Formats for GMAT Inequalities Questions You Need to Know

As if solving inequalities wasn’t already hard enough, sometimes the way a GMAT question is framed will make us wonder which answer option to choose, even after we have already solved solved the problem.

Let’s look at three different question formats today to understand the difference between them:

Must Be True
Could Be True
Complete Range

Case 1: Must Be True

If |-x/3 + 1| < 2, which of the following must be true?

(A) x > 0

(B) x < 8

(C) x > -4

(D) 0 < x < 3

(E) None of the above

We have two linked inequalities here. One is |-x/3 + 1| < 2 and the other is the correct answer choice. We need to think about how the two are related.

We are given that |-x/3 + 1| < 2. So we know that x satisfies this inequality. That will give us the universe which is relevant to us. x will take one of those values only. So let’s solve this inequality. (We will not focus on how to solve the inequality in this post – it has already been discussed here. We will just quickly show the steps.)

|x/3 – 1| < 2

(1/3) * |x – 3| < 2

|x – 3| < 6

The distance of x from 3 is less than 6, so -3 < x < 9. Now we know that every value that x can take will lie within this range.

The question now becomes: what must be true for each of these values of x? Let’s assess each of our answer options with this question:

(A) x > 0

Will each of the values of x be positive? No – x could be a negative number greater than -3, such as -2.

(B) x < 8

Will each of the values of x be less than 8? No – x could be a number between 8 and 9, such as 8.5

(C) x > -4

Will each of the values of x be more than -4? Yes! x will take values ranging from -3 to 9, and each of the values within that range will be greater than -4. So this must be true.

(D) 0 < x < 3

Will each of these values be between 0 and 3. No – since x can take any of the values between -3 and 9, not all of these will be just between 0 and 3.

Therefore, the answer is C (we don’t even need to evaluate answer choice E since C is true).

Case 2: Could Be True

If −1 < x < 5, which is the following could be true?

(A) 2x > 10

(B) x > 17/3

(C) x^2 > 27

(D) 3x + x^2 < −2

(E) 2x – x^2 < 0

Again, we have two linked inequalities, but here the relation between them will be a bit different. One of the inequalities is −1 < x < 5 and the other will be the correct answer choice.

We are given that -1 < x < 5, so x lies between -1 and 5. We need an answer choice that “could be true”. This means only some of the values between -1 and 5 should satisfy the condition set by the correct answer choice – all of the values need not satisfy. Let’s evaluate our answer options:

(A) 2x > 10

x > 5

No values between -1 and 5 will be greater than 5, so this cannot be true.

(B) x > 17/3

x > 5.67

No values between -1 and 5 will be greater than 5.67, so this cannot be true.

(C) x^2 > 27

x^2 – 27 > 0

x > 3*√(3) or x < -3*√(3)

√(3) is about 1.73 so 3*1.73 = 5.19. No value of x will be greater than 5.19. Also, -3*1.73 will be -5.19 and no value of x will be less than that. So this cannot be true.

(Details on how to solve such inequalities are discussed here.)

(D) 3x + x^2 < −2

x^2 + 3x + 2 < 0

(x + 1)(x + 2) < 0

-2 < x < -1

No values of x will lie between -2 and -1, so this also cannot be true.

(E) 2x – x^2 < 0

x * (x – 2) > 0

x > 2 or x < 0

If -1 < x < 5, then x could lie between -1 and 0 (x < 0 is possible) or between 2 and 5 (x > 2 is possible). Therefore, the correct answer is E.

Case 3: Complete Range

Which of the following represents the complete range of x over which x^3 – 4x^5 < 0?

(A) 0 < |x| < ½

(B) |x| > ½

(C) -½ < x < 0 or ½ < x

(D) x < -½ or 0 < x < ½

(E) x < -½ or x > 0

We have two linked inequalities, but the relation between them will be a bit different again. One of the inequalities is x^3 – 4x^5 < 0 and the other will be the correct answer choice.

We are given that x^3 – 4x^5 < 0. This inequality can be solved to:

x^3 ( 1 – 4x^2) < 0

x^3*(2x + 1)*(2x – 1) > 0

x > 1/2 or -1/2 < x < 0

This is our universe of the values of x. It is given that all values of x lie in this range.

Here, the question asks us the complete range of x. So we need to look for exactly this range. This is given in answer choice C, and therefore C is our answer.

We hope these practice problems will help you become able to distinguish between the three cases now.

Getting ready to take the GMAT? We have free online GMAT seminars running all the time. And, be sure to follow us on Facebook, YouTube, Google+, and Twitter!

Karishma, a Computer Engineer with a keen interest in alternative Mathematical approaches, has mentored students in the continents of Asia, Europe and North America. She teaches the GMAT for Veritas Prep and regularly participates in content development projects such as this blog!

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07 Dec 2016, 18:00

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FROM Veritas Prep Admissions Blog: How to Answer GMAT Sentence Correction Questions with Inverted Structures

One of the challenges test-takers encounter on Sentence Correction questions is the tendency of the GMAT question writers to structure sentences in a way that departs from the way we typically write or speak. Take a simple example: “My books are on the table,” could also be written as, “On the table are my books.” If you’re like me, you cringe a little bit with the second option – it sounds starchy and pretentious, but it’s a perfectly legitimate sentence, and an example of what’s called “inverted structure.”

In a standard structure, the subject will precede the verb. In an inverted structure, the subject comes after the verb. The tip-off for such a construction is typically a prepositional phrase, in this case, “on the table,” followed by a verb. It is important to recognize that the object of the prepositional phrase, “table” cannot be the subject of the verb, “are,” so we know that the subject will come after the verb.

Let’s look at an example from an official GMAT question:

The Achaemenid empire of Persia reached the Indus Valley in the fifth century B.C., bringing the Aramaic script with it, from which was derived both northern and southern Indian alphabets.

(A) the Aramaic script with it, from which was derived both northern and

(B) the Aramaic script with it, and from which deriving both the northern and the

(C) with it the Aramaic script, from which derive both the northern and the

(D) with it the Aramaic script, from which derives both northern and

(E) with it the Aramaic script, and deriving from it both the northern and

The first thing you might notice with this question is the use of the relative pronoun “which.” We’d like for “which” to be as close as possible to its referent. What do we think the alphabets were derived from? From the Aramaic script.

Notice that in options A and B, the closes referent to “which” is “it.” There are two problems here. For starters, it would be confusing for one pronoun “which” to have another pronoun “it” as its antecedent. Moreover, “it” seems to refer to the Achaemenid Empire here. Do we think that the alphabets derived from the empire? Nope. Eliminate A and B.

Although E eliminates the “which,” this option also seems to indicate that the alphabets derived from the empire, so E is out as well.

Now we’re down to C and D. Notice that our first decision point is to choose between “from which derive” and “from which derives.” This is an instance of inverted sentence structure. We have the prepositional phrase “from which,” followed immediately by a verb, either “derive” or “derives.” Thus, we know that the subject for this verb is going to come later in the sentence, in this case, the northern and southern alphabets. If we were to rearrange the sentences so that they had a more conventional structure, our choice would be between the following options:

C) Both the northern and the southern Indian alphabets derive from [the empire.]

D) Both northern and southern Indian alphabets derives from [the empire.]

Because “alphabets” is plural, we want to pair this subject with the plural verb, “derive.” Therefore, the correct answer is C.

Takeaway: Anytime we see the construction “prepositional phrase + verb,” we are very likely looking at a sentence with an inverted sentence structure. In these cases, make sure to look for the subject of the sentence after the verb, rather than before.

Plan on taking the GMAT soon? We have GMAT prep courses starting all the time. And be sure to follow us on Facebook, YouTube, Google+ and Twitter!

By David Goldstein, a Veritas Prep GMAT instructor based in Boston. You can find more articles written by him here.

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08 Dec 2016, 20:00

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FROM Veritas Prep Admissions Blog: 3 Common Mistakes MBA Applicants Make Choosing Essay Topics

One of the most undervalued steps in the business school essay-writing process is to make sure it the essay ties in with each component of the MBA application – the essays, CV, letters of recommendation, transcripts, and GMAT scores. In the process and stress of making the major life decision of attending business school, many applicants often anchor their essays by one of the common factors below, and thus, lose out on presenting a stronger overall profile.

Let’s examine these mistakes one by one:

Professional Domain

A candidate’s pre-MBA industry, company, and job function are all important, so it is understandable that these may become top of mind when brainstorming for examples and highlights to include in your essay. When it comes to the MBA essay, however, it is always best to consider mixing in different elements of your life experiences – ones that would help complement your resume and not just elaborate on what the reader will already glean from it.

Extracurricular activities, especially those that are not related to your profession, help show a multidimensional personality, so it would be wise to discuss the ones you are involved with in your essays. For instance, an accomplished banker with excellent academics may be better off sharing leadership experiences with his mountain hiking group rather than detailing how he was able to do well in the CFA exams. In this case, valuable space in the essays can be better used to show additional dimensions to the applicant’s profile.

Most Performed Activity

Another common error, especially when creating your resume and even preparing for your interview, is to focus on the activities you perform most frequently. As critical as operational and maintenance tasks are, it would be better to play up more attention-grabbing tasks. For example, it would be better to showcase how you led the financial review for your company’s new distribution model or new product lines than to describe the regular payroll disbursements you assist with.

In short, when asked to describe what you do, it is not always best to prioritize your activities by the number of hours you spend on them. Instead, choose the ones that would be the most exciting to discuss, and the ones that will highlight more of your strengths.

Technical Accomplishments

Applicants from technical fields typically want to share their most technically challenging work. Sharing complexity does demonstrate deep expertise, and that your company trusts you to take on tremendous responsibilities, however you must also consider if there are better examples that would better showcase your experiences with collaboration and leadership.

Remember, the MBA is geared towards developing your ability to work with people, whether it is through motivating teams of people, mentoring individuals, or managing challenging relationships. Thus, details on your technical accomplishments should be shared in a way that is understandable to non-industry readers. Details on these more technical achievements should be descriptive enough to show impact and expertise, but concise enough that you still have room to display the key transferable skills you learned from this accomplishment, such as leadership and teamwork.

Following the tips above should help you decide how to use the limited space in your MBA application package and present a complete picture of your unique personality.

Applying to business school? Call us at 1-800-925-7737 and speak with an MBA admissions expert today, or take our free MBA Admissions Profile Evaluation for personalized advice for your unique application situation! And as always, be sure to find us on Facebook, YouTube, Google+ and Twitter.

Written by Edison Cu, a Veritas Prep Head Consultant for INSEAD. You can read more articles by him here.

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09 Dec 2016, 19:00

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FROM Veritas Prep Admissions Blog: The International Learning Opportunities Available to You in Business School

Business schools have placed an increasing emphasis on global training to prepare students for the international nature of business today. To do this, schools have implemented a diverse set of programs aimed at the global business landscape. Let’s explore a few different program options currently available for students interested in cultivating a deeper understanding of international business:

Study Abroad

One of the best ways to immerse oneself in an international market is to study abroad. Taking part in a study abroad program will not only allow you spend some time in an international market to better understand its customs and business culture, but it will also allow you to study business more in a more formal setting. In addition, the networking opportunities available via study abroad programs can help students cultivate a strong international network of like-minded business professionals.

International Immersion Programs

The second-best option to studying abroad is engaging in an international-themed business immersion, such as a global lab program. These programs offer tailored training on specific topical areas, and often in collaboration with a specific business in-country. They also often include an in-country component where students actually spend time in the country they are studying solving a specific business problem or learning more about the region through company visits, alumni chats, and government briefings.

Language Study

Another great way to prepare for a career in international business is to learn or refine your skills in a foreign language. Many programs now offer training in a foreign language, either through a sponsoring undergrad program or an external company like Berlitz. For students interested in studying abroad, language study can be a natural precursor to this. For many international, post-MBA roles, a competency in a foreign language can be a requirement, so spending time developing this skill can be very advantageous for the recruiting process.

International Classes

In recent years, business schools have done a great job increasing the amount of coursework they offer (and sometimes even require) around international business. These classes can provide some nice academic training and knowledge in key functional areas like international marketing, international finance, and global markets. Taking international courses during your time at business school can help prepare you for a career working abroad or in international-themed roles at a global company.

Business schools offer a wealth of international learning opportunities – make the most of your two years pursuing your MBA by preparing for a changing global marketplace.

Applying to business school? Call us at 1-800-925-7737 and speak with an MBA admissions expert today, or take our free MBA Admissions Profile Evaluation for personalized advice for your unique application situation! As always, be sure to find us on Facebook, YouTube, Google+ and Twitter.

Dozie A. is a Veritas Prep Head Consultant for the Kellogg School of Management at Northwestern University. His specialties include consulting, marketing, and low GPA/GMAT applicants. You can read more articles by him here.

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12 Dec 2016, 13:00

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FROM Veritas Prep Admissions Blog: Pre-Calculus Tutoring for High School Students

The study of pre-calculus introduces high school students to a variety of topics, including functions, sequences, series, and more. If you’re a student taking a pre-calculus course, it’s likely that you’ll move on to a more challenging level of calculus with each passing year. You may even continue to take these classes right through college. Pre-calculus tutoring can prove very helpful as you go about learning the fundamentals of this type of math.

Review some specific ways you can benefit from studying with a pre-calculus tutor to discover why it could be right for you:

Build a Solid Foundation

When it comes to this type of math, pre-calculus tutors can help you to build a solid foundation of understanding. For instance, you and your tutor can discuss daily lessons from your high school class to make sure you understand all of the concepts. You have the chance to ask your tutor questions about chapters in the textbook, tricky topics, and specific exercises. The answers you receive may make a puzzling lesson easier to understand. When you study with a pre-calculus tutor, you are establishing a strong foundation of understanding that you will need for success as you progress in the study of calculus.

Get Help With Homework Assignments

It’s not unusual for high school students who are taking pre-calculus to have difficulty completing all of the problems in a homework assignment. Fortunately, if you’re working with a tutor, you have someone you can partner with to solve challenging problems contained in your homework. Furthermore, your tutor can practice various types of pre-calculus problems with you to ensure that you understand the concept behind each problem. It’s important that you understand the lessons as well as the homework assignments given to you in your pre-calculus class. Each lesson conveyed by your teacher builds on skills you learned in previous lessons.

Approach Exercises in an Effective Way

Another excellent benefit of pre-calculus tutoring is that you are able to learn what you need to know in the most effective way for you. Experienced pre-calculus tutors understand the importance of conducting a tutoring session in a student’s own learning style. Your Veritas Prep pre-calculus tutor will take the time to become familiar with your learning style, so when you need an explanation of a difficult concept or you encounter an especially challenging problem, your tutor will know the most effective approach to take with you. When lessons are delivered to you in your learning style, it adds value to all of your tutoring sessions.

Learn What to Expect in AP Calculus

You may be working your way through a pre-calculus class with plans to take an AP calculus course later on in high school. This makes it all the more critical that you fully understand the material in your pre-calculus class. A professional tutor can help you to gain that level of understanding of the subject. In addition, you may want to take the AP Calculus AB or BC exam at a future date, and a tutor can help you reach and succeed at that goal. Achieving a high score on an AP exam can impress college officials who are looking for motivated students. Also, in some cases, a high AP exam score can earn you college credit, leaving room in your schedule for other interesting courses.

Study With an Experienced Instructor

At Veritas Prep, our capable tutors are our most valuable resources. We can help you do your best work in your high school pre-calculus class or prep you for the AP Calculus AB or BC exam. We hire tutors who have mastered the subjects they teach, so you know you’ll be working with a pre-calculus tutor who has navigated their way through the subject of calculus from the bottom up! Having confidence in your tutor is another factor that lends to the effectiveness of your sessions.

We have an appealing selection of tutoring options available to you at Veritas Prep. Choose the option with the amount of instructional hours that will help your achieve your goals for pre-calculus and calculus, and choose your setting, too, since we offer both online and in-person tutoring services. Contact us via email or phone today to start studying pre-calculus with the experts.

Do you need more help preparing for college? Visit our College Admissions website and fill out our FREE Profile Evaluation for personalized feedback on your unique background! And as always, be sure to follow us on Facebook, YouTube, Google+, and Twitter!

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12 Dec 2016, 18:00

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FROM Veritas Prep Admissions Blog: How NOT to Write the Equation of a Line on the GMAT

A question brought an interesting situation to our notice. Let’s start by asking a question: How do we write the equation of a line? There are two formulas:

y = mx + c (where m is the slope and c is the y-intercept)

and

y – y1 = m * (x – x1) [where m is the slope and (x1,y1) is a point on the line]

We also know that m = (y2 – y1)/(x2 – x1) – this is how we find the slope given two points that lie on a line. The variables are x1, y1 and x2, y2, and they represent specific values.

But think about it, is m = (y2 – y)/(x – x1) really the equation of a line? Let’s further clarify this idea using a GMAT practice question:

In the coordinate plane, line k passes through the origin and has slope 2. If points (3,y) and (x,4) are on line k, then x + y =

(A) 3.5

(B) 7

(C) 8

(D) 10

(E) 14

We have been given that the line passes through (0, 0) and has a slope of 2. We can find the equation of the line from this information.

y = mx + c

y = 2x + 0 (Since the line passes through (0, 0), its y-intercept is 0 – when x is 0, y is also 0.)

y = 2x

Since we are given two other points, (3, y) and (x, 4), on the line and we have a slope of 2, many test-takers will be tempted to make another equation for the line using this information.

(4 – y)/(x – 3) = 2

(4 – y) = 2*(x – 3)

Thus, 2x + y = 10

Here, test-takers will use the two equations to solve for x and y and get x = 5/2 and y = 5.

After adding x and y together, they then wonder why 7.5 is not one of the answer choices. If this were an actual GMAT question, it is quite likely that 7.5 would have been one of the options. So all in all, the test-taker would not even have realized that he or she made a mistake, and would choose 7.5 as the (incorrect) answer.

The error is conceptual here. Note that the equation of the line, 2x + y = 10, is not the same as the equation we obtained above, y = 2x. They represent two different lines, but we have only a single line in the question. So which is the actual equation of that line?

To get the second equation, we have used m = (y2 – y)/(x – x1). But is this really the equation of a line? No. This formula doesn’t have y and x, the generic variables for the x– and y-coordinates in the equation of a line.

To further clarify, instead of x and y, try using the variables a and b in the question stem and see if it makes sense:

“In the coordinate plane, line k passes through the origin and has slope 2. If points (3, a) and (b, 4) are on line k, then a + b =”

You can write (4 – a)/(b – 3) = 2 and this would be correct. But can we solve for both a and b here? No – we can write one of them in terms of the other, but we can’t get their exact values.

We know a and b must have specific values. (3, a) is a point on the line y = 2x. For x = 3, the value of of the y-coordinate, a, will be y = 2*3 = 6. Therefore, a = 6.

(b, 4) is also on the line y = 2x. So if the y-coordinate is 4, the x-coordinate, b, will be 4 = 2b, i.e. b = 2. Thus, a + b = 6 + 2 = 8, and our answer is C.

This logic remains the same even if the variables used are x and y, although test-takers often get confused because of it. Let’s solve the question in another way using the variables as given in the original question.

Recall what we have learned about slope in the past. If the slope of the line is 2 and the point (0, 0) lies on the line, the value of y – if point (3, y) also lies on the line – will be 6 (a slope of 2 means a 1-unit increase in x will lead to a 2-unit increase in y).

Again, if point (x, 4) lies on the line too, an increase of 4 in the y-coordinate implies an increase of 2 in the x-coordinate. So x will be 2, and again, x + y = 2 + 6 = 8.

Getting ready to take the GMAT? We have free online GMAT seminars running all the time. And, be sure to follow us on Facebook, YouTube, Google+, and Twitter!

Karishma, a Computer Engineer with a keen interest in alternative Mathematical approaches, has mentored students in the continents of Asia, Europe and North America. She teaches the GMAT for Veritas Prep and regularly participates in content development projects such as this blog!

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Re: Admissions Consulting Updates from Veritas Prep [#permalink]

13 Dec 2016, 19:00

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FROM Veritas Prep Admissions Blog: How Long Should Your Harvard Application Essay Be?

Harvard Business School has really gone out of its way to present itself in opposition to the stodgy, elitist image it tends to hold in the MBA world. Through the use of its blog and a more simplified application and essay format, HBS has taken a much more casual approach to letting candidates tell their story during this year’s application season.

This approach has primarily manifested itself through the school’s choice to only offer one essay prompt in their application. As opposed to other MBA programs that require applicants to write two, three, and sometimes even four essays, Harvard’s sole essay requirement puts a lot of pressure on applicants to make the most of the limited word count they are given in this one chance to impress the Admissions Committee.

But wait, what word count? The last few years, Harvard has also done away with adding a word count to their essays, putting the decision of length for the school’s only essay in the hands of the applicant. I know this is HBS, and like most applicants you will probably want to share as much of your story in this essay as possible to convince the school of your merits, but this essay is more about how you can effectively communicate a response to an open-ended question in a concise and compelling fashion than it is about cramming every detail of your professional and personal life into one essay.

The best way to do this is to answer the question asked and only the question asked. Harvard is looking to get a response to the question they have asked for a reason – if they wanted additional information from you, they would have asked or will ask in other stages of the application process (through the application form, interview, etc.). As such, you’ll want to keep your response to this essay short.

Avoid responses that stray above 1,000 words and settle into the 500-750 word range, instead. An essay that is 1,000 or more words is almost a whopping 15-minutes when read aloud! Keep in mind the school’s guidance: “don’t overthink, overcraft, and overwrite.” This is literally the approach you should take here. HBS receives almost 9,000 applications every year – that is a lot of reading, so the further you stray over 1,000 words, the more of a disadvantage you put yourself at.

If you are struggling keeping your essay concise, make sure you are avoiding answering traditional MBA essay topics that are not actually being asked in the prompt. Often applicants get nervous if they do not have the opportunity to formally communicate common business school information like “Why HBS?” or “Why MBA?”. Avoid this temptation and respond to the prompt in a concise, authentic, and compelling fashion to give yourself the best chance of success in crafting your Harvard application essay.

For more tips on applying to Harvard Business School, check out our Essential Guide to Top Business Schools.

Applying to Harvard or other business schools? Call us at 1-800-925-7737 and speak with an MBA admissions expert today, or take our free MBA Admissions Profile Evaluation for personalized advice for your unique application situation! As always, be sure to find us on Facebook, YouTube, Google+ and Twitter.

Dozie A. is a Veritas Prep Head Consultant for the Kellogg School of Management at Northwestern University. His specialties include consulting, marketing, and low GPA/GMAT applicants. You can read more articles by him here.

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14 Dec 2016, 20:00

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FROM Veritas Prep Admissions Blog: What is an Average GRE Score?

Individuals who want to take the Graduate Record Examination, or GRE, must do a lot of prep work. Most students have many questions about the test, among them: What is the average GRE score? They want to know so they have an idea of the scores other students around the country receive. Take a look at some average GRE scores, and learn how our talented team at Veritas Prep helps students to highlight their academic skills on this test.

What Is the Average GRE Score?

Before looking at the average scores on the revised GRE, it’s helpful to know the scoring range for each section of the test. A student can receive a score of anywhere between 130 and 170 on the Verbal Reasoning and Quantitative sections. On the Analytical Writing section, students can score from 0 to 6 points, in half point increments. On the GRE, average scores are as follows: 150.2 points for the Verbal Reasoning section, 152.5 points for the Quantitative section, and 3.5 points for the Analytical Writing section.

Most schools display the average test scores of their applicants on their official websites. Students who visit the website of a particular school to read its admission guidelines can often find out the average GRE scores of students who gain acceptance into the institution. This is a good way for a student to find out what he or she needs to achieve on the GRE in order to make it into a particular graduate school.

Growing Stronger in Every Subject on the GRE

Taking a practice test is one of the most effective ways of finding a student’s strengths and weaknesses on the GRE. With the help of his or her instructor, a student is able to pinpoint skills that need improvement. This prevents a student from devoting too much study time to skills that he or she already knows.

Once a student realizes what needs improvement, he or she can receive guidance from a Veritas Prep instructor regarding how to sharpen those skills. In many cases, our instructors provide students with a whole new way to approach a reading question or a math equation. Not surprisingly, many students continue to practice the skills they learn at Veritas Prep all of the way through graduate school! Once students begin to strengthen specific skills for the GRE, they gain a new sense of confidence and a more positive attitude toward the test.

Strategies and Tips for the GRE

We understand that most students want to excel on the GRE. Average scores are seen as a baseline by ambitious students who want their graduate school application to stand out in a crowd. The strategies our instructors share with students help them to complete the test in the most efficient way possible.

For instance, we teach students how to filter out the most significant parts of a written passage so they can determine the correct answer option. We also offer students strategies that assist them in simplifying complicated math equations. We guide students in learning how to jot down an outline that includes elements that will help them to create two organized essays for the test. Our professional instructors are very familiar with the GRE, so they are able to convey tips to students based on their own test-taking experiences.

The Night Before the Test

Veritas Prep students benefit in a number of different ways from our GRE prep courses as well as our first-rate study resources. But, there are additional things they can do to feel ready for the test. For instance, the evening before the test students can be sure to eat a nutritious dinner with plenty of protein as well as fruits and vegetables. A healthy meal the night before the test can set the stage for a successful test day. Also, students are wise to get to bed early so they feel well-rested the next day. Trying to cram information the night before the GRE is non-productive and adds to a student’s stress level.

Students can contact our staff by telephone or email to find out more about our GRE prep services. We are glad to offer more information about our online or in-person courses. At Veritas Prep, we want all of our students to perform at their very best on the GRE!

Want to jump-start your GRE preparation? Register to attend one of our upcoming free online GRE Strategy Sessions or check out our variety of GRE Course and Private Tutoring options. And as always, be sure to follow us on Facebook, YouTube, Google+ and Twitter!

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15 Dec 2016, 13:00

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FROM Veritas Prep Admissions Blog: Know Before You Go: What to Expect When You Go to a College Admissions Interview

For some students, attending a college admissions interview is part of the process of getting into a school. An admissions interview gives college officials the chance to learn about the goals and qualifications of a student. In turn, it gives a student the opportunity to express their great interest in studying at that particular school. Not surprisingly, students can expect to answer lots of questions during this meeting. That’s why it’s a good idea for them to study practice questions for college interview day.

Though no two interviews are exactly alike, there are some questions that are commonly asked by college officials. Students may want to take note of this collection of typical school interview questions so they can prepare to offer sincere, intelligent answers:

A Student’s Choice

“Why do you want to attend our school?” This is one of the most common admissions interview questions. A student should be as specific as possible when answering this question. For instance, a student who plans to study business may point out that the school has solid relationships with several companies that offer internships to students. Perhaps this student wants to work as an intern for one of those companies. Another student might express the desire to learn from a world-renowned biology professor who teaches at the college.

Students would be wise to go online and visit colleges’ websites to find out more particulars about the schools prior to visiting them. Information on a school’s website can help students answer any number of good college interview questions.

Our admissions consultants at Veritas Prep are available to help students in a variety of ways as they move toward acceptance into college. Our consultants have practical experience with the admissions process and know what college officials are looking for in a potential student. We review college applications and suggest changes that focus the spotlight on a student’s talents and achievements.

Personality Questions

An individual can learn a lot about a student by asking personality-related interview questions. College officials may ask about a student’s strengths and weaknesses. When answering this question, a student should place the focus on their strengths. It’s also a good idea for a student to offer examples of how they are trying to improve in weaker areas. For instance, a student may say that they have some challenges delegating tasks as the leader of a team project for school. The student could add that they are taking a course on leadership and reading a few specific books written by successful leaders to learn some helpful strategies.

Interviewers may also ask students to choose adjectives that are self-descriptive. Students should be honest when selecting these adjectives. Remember that an ambitious student can be confident without sounding arrogant.

Questions About a Future Career

Many school interview questions have to do with a student’s plans after graduation. Officials want to know how a student will use their college education in a future career. As an example, a student who plans to study art history may use the knowledge learned in college courses to prepare for a career as the curator of an art museum. Another student may explain that earning a marketing degree will prepare them to start their own retail clothing business. Once again, a student must be as specific as possible in answering questions about a future career.

A Student’s Questions

After answering a lot of good college interview questions, students often get the chance to ask some of their own. Students can prep for this portion of the interview before the meeting by coming up with a few questions about the school. They may want to ask about the various resources available in the library for individuals studying a particular subject. Students sometimes ask about the services offered by the school’s career resource center. Lots of students inquire about opportunities to study abroad for a semester.

Interviewees should ask about two or three things that aren’t covered on the school’s website. Students who ask thoughtful questions are likely to be remembered by college officials as the admissions process moves on.

Students who’d like the assistance of a professional Veritas Prep consultant when applying for college can contact us via email or phone. Our knowledgeable consultants offer tips and advice to students so they can make the best possible impression on college admissions officials.

Do you need more help navigating the college admissions process? Visit our College Admissions website and fill out our FREE Profile Evaluation for personalized feedback on your unique background! And as always, be sure to follow us on Facebook, YouTube, Google+, and Twitter!

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16 Dec 2016, 18:00

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FROM Veritas Prep Admissions Blog: GMAT Tip of the Week: 3 Guiding Principles for Exponent Problems

If you’re like many GMAT examinees, you’ve found yourself in this familiar situation. You KNOW the rules for exponents. You know them cold. When you’re multiplying the same base and different exponents, you add the exponents. When you’re taking one exponent to another power, you multiply those exponents. A negative exponent? Flip that term into the denominator. A number to the zero power? You’ve got yourself a 1.

But as thoroughly and quickly as you know those rules, this exponent-based problem in front of you has you stumped. You know what you need to KNOW, but you’re not quite sure what you need to DO. And that’s an ever-important part about taking the GMAT – it’s necessary to know the core rules, facts, and formulas, but it’s also every bit as important to have action items for how you’ll apply that knowledge to tricky problems.

For exponents, there are three “guiding principles” that you should keep in mind as your action items. Any time you’re stuck on an exponent-based problem, look to do one (or more) of these things:

1) Find Common Bases

Most of the exponent rules you know only apply when you’re dealing with two exponents of the same base. When you multiply same-base exponents, you add the exponents; when you divide two same-base exponents, you subtract. And if two exponents of the same base are set equal, then you know that the exponents are equal. But keep in mind – these major rules all require you to be using exponents with the same base! If the GMAT gives you a problem with different bases, you have to find ways to make them common, usually by factoring them into their prime bases.

So for example, you might see a problem that says that:

2^x * 4^2x = 8^y. Which of the following must be true?

(A) 3x = y

(B) x = 3y

(C) y = (3/5)x

(D) x = (3/5)y

(E) 2x^2 = y

In order to apply any rules that you know, you must get the bases in a position where they’ll talk to each other. Since 2, 4, and 8 are all powers of 2, you should factor them all in to base 2, rewriting as:

2^x * (2^2)^2x = (2^3)^y

Which simplifies to:

2^x * 2^4x = 2^3y

Now you can add together the exponents on the left:

2^5x = 2^3y

And since you have the same base set equal with two different exponents, you know that the exponents are equal:

5x = 3y

This means that you can divide both sides by 5 to get x = (3/5)y, making answer choice D correct. But more importantly in a larger context, heed this lesson – when you see an exponent problem with different bases for multiple exponents, try to find ways to get the bases the same, usually by prime-factoring the bases.

2) Factor to Create Multiplication

Another important thing about exponents is that they represent recurring multiplication. x^5, for example, is x * x * x * x * x…it’s a lot of x’s multiplied together. Naturally, then, pretty much all exponent rules apply in cases of multiplication, division, or more exponents – you don’t have rules that directly apply to addition or subtraction. For that reason, when you see addition or subtraction in an exponent problem, one of your core instincts should be to factor common terms to create multiplication or division so that you’re in a better position to leverage the rules you know. So, for example, if you’re given the problem:

2^x + 2^(x + 3) = (6^2)(2^18). What is the value of x?

(A) 18

(B) 20

(C) 21

(D) 22

(E) 24

You should see that in order to do anything with the left-hand side of the equation, you’ll need to factor the common 2^x in order to create multiplication and be in a position to divide and cancel terms from the right. Doing so leaves you with:

2^x(1 + 2^3) = (6^2)(2^18)

Here, you can simplify the 1 + 2^3 parenthetical: 2^3 = 8, so that term becomes 9, leaving you with:

9(2^x) = (6^2)(2^18)

And here, you should heed the wisdom from above and find common bases. The 9 on the left is 3^2, and the 6^2 on the right can be broken into 3^2 * 2^2. This gives you:

(3^2)(2^x) = (3^2)(2^2)(2^18)

Now the 3^2 terms will cancel, and you can add the exponents of the base-2 exponents on the right. That means that 2^x = 2^20, so you know that x = 20. And a huge key to solving this one was factoring the addition into multiplication, a crucial exponent-based action item on test day.

3) Test Small Numbers and Look For Patterns

Remember: exponents are a way to denote repetitive, recurring multiplication. And when you do the same thing over and over again, you tend to get similar results. So exponents lend themselves well to finding and extrapolating patterns. When in doubt – when a problem involves too much abstraction or too large of numbers for you to get your head around – see what would happen if you replaced the large or abstract terms with smaller ones, and if you find a pattern, then look to extrapolate it. With this in mind, consider the problem:

What is the tens digit of 11^13?

(A) 1

(B) 2

(C) 3

(D) 4

(E) 5

Naturally, calculating 11^13 without a calculator is a fool’s errand, but you can start by taking the first few steps and seeing if you establish a pattern:

11^1 = 11 –> tens digit of 1

11^2 = 121 –> tens digit of 2

11^3 = 1331 –> tens digit of 3

And depending on how much time you have you could continue:

11^4 = 14641 –> tens digit of 4

But generally feel pretty good that you’ve established a recurring pattern: the tens digit increases by 1 each time, so by 11^13 it will be back at 3. So even though you’ll never know exactly what 11^13 is, you can be confident in your answer.

Remember: the GMAT is a test of how well you apply knowledge, not just of how well you can memorize it. So for any concept, don’t just know the rules, but also give yourself action items for what you’ll do when problems get tricky. For exponent problems, you have three guiding principles:

1) Find Common Bases

2) Factor to Create Multiplication

3) Test Small Numbers to Find a Pattern

Getting ready to take the GMAT? We have free online GMAT seminars running all the time. And as always, be sure to follow us on Facebook, YouTube, Google+ and Twitter!

By Brian Galvin.

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Re: Admissions Consulting Updates from Veritas Prep [#permalink]

19 Dec 2016, 12:00

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FROM Veritas Prep Admissions Blog: Your ACT Is Done: Now What? How and When ACT Scores Are Available

“Are ACT scores out yet?” “Are ACT scores posted online?” These are just two of the many questions that you and other high school students may have after taking the ACT. Naturally, most students want to know when ACT scores are available as well as how to send them to their preferred colleges. We can help you get the answers to these pertinent queries and others relating to ACT score reports.

How to Get Your Scores

Are ACT scores posted online? The answer is yes! In order to register for the test, you had to create a student account at the official website, ACT.org. This same account gives you access to your test scores. In addition to online access, you will get a score report in the form of a PDF via your student account. Remember that those who have taken the ACT view scores through their secure online account – the ACT doesn’t deliver scores via email, fax, chat, or telephone.

When Will My ACT Scores Be Available?

Normally, your composite score for the multiple-choice sections of the test can be viewed within two weeks after your test date. After getting your composite score, it takes approximately two more weeks to get your writing score. When ACT test results for the writing portion of the test are available, you’ll be notified via your online account. Keep in mind that the ACT’s official time frame for releasing a student’s scores is between two and eight weeks, so if your scores aren’t available within two weeks after the test, try checking back in another week or two.

What Can Delay the Arrival of My ACT Scores?

These are the basics on when ACT scores are available, but there are some circumstances that can delay the arrival of your scores. For example, a rescheduled testing date may mean that your scores are made available later than expected. Inaccuracies on your test forms can also cause a delay in the arrival of your scores. That’s why it’s so important to fill out the test forms completely and as instructed. Of course, you can contact those who administer the ACT via their website if you have any questions.

Sending Scores to Colleges

The most important people who will see your ACT scores are admissions officers, so you’ll want to make sure that your preferred colleges get them as well. During the test registration process, you can arrange for your test scores to be sent to four colleges. Make sure that you enter the correct college codes as you move through the process so there won’t be any delays in the delivery of your score reports.

Retaking the ACT

If you decide you want to retake the ACT, you’re allowed to do so as many times as you want. But before signing up to take the test again, make sure that you have a good reason to think that you’ll do better the second time. For example, perhaps you were sick on test day and felt that your illness affected your performance. Or maybe you felt unprepared for a particular section of the test and you want to review some things before giving the test another try. As far as ACT scores are concerned, colleges only consider your highest score on the test, so it can’t hurt to study up and try again.

Starting Off on the Right Foot

Whether you plan to retake the ACT or you’re taking it for the first time, our instructors are here to help! We give you strategies you can use on all sections of the test, including the essay. We guide you in taking a practice ACT, then review the results with you. This is an effective way to focus your efforts on the subjects that need the most work. You’ll be paired with a Veritas Prep instructor who is familiar with your learning style, making each of your tutoring sessions all the more productive. We use professional study materials and resources in our online and in-person courses. When you study with us, you receive the tools you need to master the ACT on test day.

If you want to know more about the study program at Veritas Prep, check out our ACT trial class. You’ll learn about the subtleties of the ACT and get valuable tips from an experienced instructor. And be sure to find us on Facebook, YouTube, Google+ and Twitter!

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20 Dec 2016, 18:00

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FROM Veritas Prep Admissions Blog: Advanced Number Properties on the GMAT – Part VII

We have seen a number of posts on divisibility, odd-even concepts and perfect squares. Individually, each topic has very simple concepts but when they all come together in one GMAT question, it can be difficult to wrap one’s head around so many ideas. The GMAT excels at giving questions where multiple concepts are tested. Let’s take a look at one such Data Sufficiency question today:

If p, x, and y are positive integers, y is odd, and p = x^2 + y^2, is x divisible by 4?

1) When p is divided by 8, the remainder is 5.

2) x – y = 3

This Data Sufficiency question has a lot of information in the question stem. First, we need to sort through this information before we move on to the statements.

We know that p, x and y are positive integers. y is an unknown odd number, so it can be written in the form 2n + 1. We also know that p = x^2 + y^2.

Because y is written in the form 2n + 1, y^2 can be written as:

y^2 =(2n + 1)^2

y^2 = 4n^2 + 4n + 1

y^2 = 4n(n + 1) + 1

An interesting thing to note here is that one case of n and (n+1) will be odd and the other will be even. In every case, n(n + 1) is even. Therefore, y^2 is 1 more than a multiple of 8. In other words, we can write it as y^2 = 8m + 1.

Now we can say p = x^2 + 8m + 1.

With this in mind, is x divisible by 4? Let’s examine the statements to find out:

Statement 1: When p is divided by 8, the remainder is 5.

Because y^2 = 8m + 1, we can see that when y^2 is divided by 8, the remainder will be 1. Therefore, to get a remainder of 5 when p is divided by 8, when x^2 is divided by 8, we should get a remainder of 4.

Now we know that x^2 can be written in the form 8a + 4 (i.e. we can make “a’” groups of 8 each and have 4 leftover).

x^2 = 4*(2a + 1)

So x = 2 * √(an odd number)

Note that square root of an odd number will be an odd number only. If there is no 2 in the perfect square, obviously there was no 2 in the number, too.

So, x = 2 * some other odd number, which means x will be a multiple of 2, but not of 4 definitely. This statement alone is sufficient.

Now let’s look at the next statement:

Statement 2: x – y = 3

Since y is odd, we can say that x will be even (an even – an odd = an odd). But whether x is divisible by 2 only or by 4 as well, we cannot say since we have no constraints on p.

This statement alone is not sufficient to answer the question. Therefore, our answer is A.

Test takers might feel that not every step in this solution is instinctive. For example, how do we know that we should put y^2 in the form 4n(n+1) + 1? Keep the target in mind – we know that we need to find whether x is divisible by 4. Hence, try to get everything in terms of multiples of 4 + a remainder.

See you next week!

(For more advanced number properties on the GMAT, check out Parts I, II, III, IV, V and VI of this series.)

Getting ready to take the GMAT? We have free online GMAT seminars running all the time. And, be sure to follow us on Facebook, YouTube, Google+, and Twitter!

Karishma, a Computer Engineer with a keen interest in alternative Mathematical approaches, has mentored students in the continents of Asia, Europe and North America. She teaches the GMAT for Veritas Prep and regularly participates in content development projects such as this blog!

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21 Dec 2016, 16:00

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FROM Veritas Prep Admissions Blog: How to Prepare and Practice for the GRE Verbal Reasoning Section

The Verbal Reasoning section of the Graduate Record Examination (GRE) challenges a student’s reading comprehension, vocabulary, and sentence completion skills. Our talented instructors at Veritas Prep teach students how to prepare for GRE Verbal Reasoning questions. There are several practical strategies available to students that can help them conquer even the most difficult questions in this section.

Check out some valuable tips that students may use to prep for the Verbal Reasoning questions on the GRE:

Complete One or More Practice Exams

Taking a practice test is an important step in preparing for the GRE. Verbal Reasoning practice questions give students a sneak preview of what to expect on the test. Furthermore, students can look at the results of a practice test to determine which skills they need to work on.

Some students may do well on the reading comprehension questions, but need a little help with questions that involve analogies. Other students may experience success with questions that involve antonyms and synonyms, but have trouble with questions that ask them to identify the main point of a written passage. Our Veritas Prep professional instructors are able to provide students with techniques on how to improve specific skills tested in the Verbal Reasoning section.

Put Tips and Strategies Into Practice

After working with a Veritas Prep instructor for a time, it’s a good idea for students to take another practice test. This helps them get into the habit of using our strategies on the GRE. Verbal practice questions are much easier to handle when a student employs our strategies.

One example of an easy test-taking strategy is to look at the question, as well as all of the answer options before reading a passage. Skimming the question and the answer options gives a student an idea of what to look for in the passage. Perhaps the question concerns the main idea of the passage or asks a student to notice something about its supporting details. Our instructors are experts at providing strategies that help students pinpoint the most important parts of a passage.

Another simple strategy can be used on sentence completion questions in the GRE Verbal section – look through all of the answer options and eliminate choices that are obviously incorrect. In addition, it’s helpful to plug each answer option into the sentence and read it to see if it makes sense. Students who want to take advantage of these and other strategies for the GRE are encouraged to contact our offices to sign up for a prep course today.

Create Study Aids to Help with Vocabulary Practice

There are lots of challenging vocabulary words on the GRE. Verbal Reasoning practice questions test a student’s familiarity with the definitions of these words. Flash cards are very helpful for students who are learning dozens of new vocabulary words for the GRE. They can create flash cards using a computer or simply write the words and their definitions on 4×6 index cards. Some students like to ask a friend to quiz them with the flash cards. Others prefer quizzing themselves with the flash cards whenever they get a free moment during the day.

A basic whiteboard is another helpful study aid for students learning new vocabulary words for the GRE. A student chooses one word from a vocabulary list and creates a sentence using that word. Next, the student writes that sentence six times on the whiteboard while saying the words aloud. This exercise helps a student to retain both the word and its definition.

Read Magazines and Newspapers

Reading magazines and newspapers is another way for students to prepare for the GRE. Verbal practice questions require a student to be familiar with a lot of vocabulary words. A student who reads magazine and newspaper articles is likely to encounter some of the same vocabulary words that appear on the GRE. Art, science and news magazines are ideal choices for students who want to see these vocabulary words in context. Seeing unfamiliar vocabulary words used in context is an effective way of retaining a word as well as its definition.

Students who study online with Veritas Prep are giving themselves an extra advantage on the GRE. Verbal prep exercises can help them to feel less anxious about the test. Our team uses effective study resources to help students thoroughly prepare for the Verbal Reasoning section of the GRE.

Want to jump-start your GRE preparation? Register to attend one of our upcoming free online GRE Strategy Sessions or check out our variety of GRE Course and Private Tutoring options. And as always, be sure to follow us on Facebook, YouTube, Google+ and Twitter!

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22 Dec 2016, 14:01

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FROM Veritas Prep Admissions Blog: 3 Things to Avoid When Applying to Business School as a Consultant

One of the biggest industry feeders to top MBA programs, year in and year out, is consulting. Consultants often come to business schools with an impressive list of client experiences, analytical skills, and business presence.

Now, given the surplus of candidates applying from this applicant pool, application season can be very competitive. This competitiveness makes it even more important for consultants to avoid the following issues when applying to MBA programs:

1) They Have No Clear Need for an MBA

A career in consulting presents many opportunities to develop a myriad of skills. Consultants are regularly poached to work with some of the top companies in the world, as well. The challenge sometimes for consultants applying to business school then is properly communicating why they actually need an MBA.

This may come across as a little odd, given that one would assume if you are applying to business school you should have this detail mapped out, but sometimes a candidate’s rationale can seem muddled in their application. In a weird way, business schools want to feel like they are needed by the applicant, and if there is not a clear opportunity to add value to a person’s life post-MBA, that can be problematic for a candidate applying from such a competitive applicant pool.

2) Using Too Much “We” and Not Enough “I”

One of the great advantages of working in consulting is the teamwork-oriented work culture the industry is known for. As MBA programs move increasingly towards a more collaborative approach to learning, the ability to work with others becomes more and more valued. However, given their predominantly team-based work, many consultants struggle to communicate their individual contributions to the greater good of a company. As such, resumes and essays often read as too much “we” and not enough “I,” thus making it difficult for the Admissions Committee to discern the true impact the individual applicant has had during their career.

3) Minimizing Accomplishments

Consultants can drive huge impact for clients and their firms on almost every project they work on. This exposure to top companies and major projects on a consistent basis can sometimes make it difficult for consultants to properly contextualize the impact of their work. Avoid minimizing your accomplishments by focusing on your own individual contributions, not just through quantitative numbers but also through qualitative experiences. Focus on highlighting your most impactful moments while contributing a holistic view of your work to best inform the Admissions Committee of your accomplishments.

Follow the tips above to avoid wasting all of the great experience you have developed as a consultant when applying to business school.

Applying to business school? Call us at 1-800-925-7737 and speak with an MBA admissions expert today, or take our free MBA Admissions Profile Evaluation for personalized advice for your unique application situation! As always, be sure to find us on Facebook, YouTube, Google+ and Twitter.

Dozie A. is a Veritas Prep Head Consultant for the Kellogg School of Management at Northwestern University. His specialties include consulting, marketing, and low GPA/GMAT applicants. You can read more articles by him here.

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Re: Admissions Consulting Updates from Veritas Prep [#permalink]

23 Dec 2016, 19:00

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FROM Veritas Prep Admissions Blog: GMAT Sentence Correction: How to Tackle Inverted Sentence Structures

One of the challenges test-takers encounter on Sentence Correction questions is the tendency of question writers to structure sentences in a way that departs from the way we typically write or speak. Take a simple example: “My books are on the table,” could also be written as “On the table are my books.” If you’re like me, you cringe a little bit with the second option – it sounds starchy and pretentious, but it’s a perfectly legitimate sentence, and an example of what’s called “inverted structure.”

In a standard structure, the subject will precede the verb. In an inverted structure, the subject comes after the verb. The tipoff for such a construction is typically a prepositional phrase – in this case, “on the table,” followed by a verb. It is important to recognize that the object of the prepositional phrase, “table,” cannot be the subject of the verb, “are,” so we know that the subject will come after the verb.

Let’s look at an example from an official GMAT question:

The Achaemenid empire of Persia reached the Indus Valley in the fifth century B.C., bringing the Aramaic script with it, from which was derived both northern and southern Indian alphabets.

(A) the Aramaic script with it, from which was derived both northern and

(B) the Aramaic script with it, and from which deriving both the northern and the

(C) with it the Aramaic script, from which derive both the northern and the

(D) with it the Aramaic script, from which derives both northern and

(E) with it the Aramaic script, and deriving from it both the northern and

The first thing you might notice is the use of the relative pronoun “which.” We’d like for “which” to be as close to as possible to its referent. So what do we think the alphabets were derived from? From the Aramaic script.

Notice that in options A and B, the closes referent to “which” is “it.” There are two problems here. One, it would be confusing for one pronoun, “which,” to have another pronoun, “it,” as its antecedent. Moreover, “it” here seems to refer to the Achaemenid Empire. Do we think that the alphabets derived from the empire? Nope. Eliminate A and B. Though E eliminates the “which,” this option also seems to indicate that the alphabets derived from the empire, so E is out as well.

We’re now down to C and D. Notice that our first decision point is to choose between “from which derive” and “from which derives.” This is an instance of inverted sentence structure. We have the prepositional phrase “from which,” followed immediately by a verb “derive” or “derives.” Thus, we know that the subject for this verb is going to come later in the sentence, in this case, the northern and southern alphabets. If we were to rearrange the sentences so that they had a more conventional structure, our choice would be between the following options:

C) Both the northern and the southern Indian alphabets derive from [the empire.]

or

D) Both northern and southern Indian alphabets derives from [the empire.]

Because “alphabets” is plural, we want to pair this subject with the plural verb, “derive.” Therefore, the correct answer is C.

Takeaway: anytime we see the construction “prepositional phrase + verb,” we are very likely looking at a sentence with an inverted sentence structure. In these cases, make sure to look for the subject of the sentence after the verb, rather than before.

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By David Goldstein, a Veritas Prep GMAT instructor based in Boston. You can find more articles written by him here.

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26 Dec 2016, 11:01

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FROM Veritas Prep Admissions Blog: Common Traits of SAT Writing Prompts and How to Best Prepare

On the optional SAT Essay section, you have 50 minutes to analyze the argument an author puts forth in a passage. The content of the given passage remains a secret until you see it on test day, but you do have an opportunity to learn about SAT Essay prompts as you prep for the test. Studying the elements of SAT writing prompts can help you lay the groundwork for a stellar essay.

Elements of the SAT Essay Prompt

All of the optional SAT Essay prompts adhere to the same basic template. First, the prompt instructs you to consider how the author of the passage uses evidence (examples or facts) to support their claims. Secondly, you’re asked to consider the author’s idea development as well as how they connect their claims with evidence. Third, you must consider the author’s use of elements such as their word choice to enhance their ideas. Though these are the basic elements of all SAT writing prompts, the passages vary from one exam to the next.

What to Expect in the Passage Given for the SAT Essay

The practice Essay prompts that are available reveal some of what to expect on the actual test. For example, one practice prompt may ask you to analyze a portion of a speech made by Martin Luther King Jr. on the injustice of the Vietnam War. Another may be a prompt connected to a passage from a book written by President Jimmy Carter, asking you to analyze his argument against the industrial development of the Arctic National Wildlife Refuge.

Other passages available for students to use to practice their writing skills before taking the SAT are pieces written by contemporary authors such as Paul Bogard and Eliana Dockterman. But keep in mind that when responding to every SAT Essay prompt, the content of the passage is not as important as the quality of the author’s argument.

Preparing to Write Your Essay

The best way to prepare for the new SAT Essay is to practice writing essays with sample SAT writing prompts in mind. Also, get into the habit of jotting down notes as you read the passage. These notes can help you to include evidence that supports your analysis of the author’s argument.

Creating an outline before writing your practice essay is another effective way to prepare for this task. The typical outline features four parts: an introductory paragraph that includes your thesis sentence, a paragraph offering specific examples that support your thesis, a third paragraph covering details of how these examples support your thesis, and a concluding paragraph restating your thesis. Dedicating several minutes to creating an outline for your essay is worth your effort. If you happen to lose your train of thought while writing the actual essay, you can look at your outline to get back on track.

The Ingredients in a High-Scoring SAT Essay

In addition to studying the available SAT Essay prompts, it’s a smart idea to read several essays that received high scores. The new SAT Essay rubric reveals the specific features an essay must have in order to earn a high score. Write your essay using a practice prompt, then evaluate your piece using the rubric to get an idea of how you would have scored. By doing this, you can determine what needs to be put into and left out of your essay in order to earn a high score.

Want to practice with the best? The SAT instructors at Veritas Prep are experts at crafting high-scoring essays. We hire tutors who scored in the 99th percentile on the SAT, so you’ll have access to teachers who know tips and tricks to simplify the essay-writing process. We’ll critique your practice essays and provide you with strategies for crafting a solid analysis of the passage.

We also offer free tutorials to give you an idea of how we can help you prepare for the SAT Essay section as well as all other parts of the test. And when you sign up with Veritas Prep, you can take advantage of either online or in-person courses for your convenience. Give us a call and let our instructors give you the advantage on the new SAT Essay section!

Still need to take the SAT? Check out our variety of free SAT resources to help you study successfully. And be sure to find us on Facebook, YouTube, Google+ and Twitter!

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27 Dec 2016, 19:00

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FROM Veritas Prep Admissions Blog: How to Turn Your Negative Thoughts Into MBA Success

Are your doubts about business school and thoughts of impending failure creeping in? Well, the good news is that this can work in your favor, according to best-selling author and Wharton’s top rated teacher, Adam Grant. In his book, Originals: How Non-Conformists Move the World, Grant shares one approach of those challenging the status quo: defensive pessimism.

The good news is that negative thoughts can be channeled positively. Feeling worried and imagining all the things that can go wrong with future plans can actually help you approach potential challenges with defensive pessimism.

In the case of your MBA applications, an effective way to use this anxiousness is by diligently covering all your bases – taking care to go through the list of tasks you need to accomplish and finding the right steps to take before officially submitting your application. Converting a realistic assessment of your candidacy into actionable plans can help turn your anxiety into motivation and focus.

In my nine years of working with clients who have diverse backgrounds and personalities, I have helped applicants who have varying levels of available time and effort to put into their business school applications. Time and again, those who made the most progress were the ones who could motivate themselves, reflect honestly, and take the following incremental steps towards their MBA goals:

Have Appropriate Fear

Professional sports coaches often talk about having “appropriate fear,” or the need for a team to respect their opponents and guard against complacency. Similarly, in the case of your own MBA applications, being conscious of timelines and honestly assessing how much time each application step takes will help keep you on track towards your end goal. This will also allow you to you remain engaged with the tasks on hand, and not feel like you can magically finish them perfectly in one sitting.

Procrastinate Strategically

Another tip from Grant is to procrastinate strategically through actions such as taking a break in the middle of the brainstorming or writing process. I agree with this and have seen the benefits of clients first writing down initial ideas (even just bullet points) for their MBA application essays, and then letting their thoughts marinate while they take a break.

Coming back to an essay later on helps applicants reflect on what they have just written and better relate ideas with their underlying values and future goals, or even come up with better examples to use. The key is to take the break in the middle of the task (and not for too long) and to not use it as an excuse to delay getting started!

Welcome Criticism

Much of the stress from MBA applications comes from criticisms, whether from family, friends, or from your likely worst critic, yourself.

How you handle these criticisms will be the difference between defensive pessimism and harmful pessimism. You can let doubts about your worthiness as a candidate paralyze you, or be in total denial of critique regarding your profile and miss out on dealing with obvious blind spots. Alternatively, you can honestly appraise your perceived weaknesses and take the opportunity to address them with thoughtful reflections and powerful examples.

Use the steps above to help turn your business school worries into powerful motivation to keep you on track toward application success.

Applying to business school? Call us at 1-800-925-7737 and speak with an MBA admissions expert today, or take our free MBA Admissions Profile Evaluation for personalized advice for your unique application situation! And as always, be sure to find us on Facebook, YouTube, Google+ and Twitter.

Written by Edison Cu, a Veritas Prep Head Consultant for INSEAD. You can read more articles by him here.

The post How to Turn Your Negative Thoughts Into MBA Success appeared first on Veritas Prep Blog.

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Re: Admissions Consulting Updates from Veritas Prep [#permalink]

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