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25 Sep 2014, 11:01
| FROM Veritas Prep Admissions Blog: Deciding Between the 2 Remaining Answer Choices on the GMAT |
 There is one feeling that hampers momentum and takes all the wind out of your sails on the GMAT. That feeling is the thrill of quickly eliminating three incorrect answer choices on a question, followed by complete uncertainty between the last two choices. This paralysis is very frustrating, because your progress is halted in dramatic fashion, and you’re left with two options that both seem to make perfect sense as the correct answer. Students routinely report that they end up in this exact situation multiple times on test day, particularly on Critical Reasoning questions in the verbal section. Sometimes, you can predict the correct answer before perusing the answer choices, and avoid this dilemma. However, inference questions frequently ask for the best implication of the sentence, and many correct possibilities could exist. This leads to considering two answer choices as accurate, when in fact only one of them is correct. As a simple example, a question could indicate that Ron is taller than Tom, and then ask for inferences based on this conclusion. Valid inferences that can be drawn from this situation include “Tom is shorter than Ron”, “Ron and Tom are not the same height”, and even (my personal favorite) “Ron is taller than Tom”. Indeed the exact same idea could be inferred from the conclusion because it must logically be true. More generally, multiple conclusions can all be inferred from the same statement, from the mundane to the insightful. The one element that must always be considered is that any statement that can be inferred must be true in all situations. Oftentimes when you’re stuck selecting between two choices, one must actually be true whereas the other simply seems to be true. Our brains are trained to complete incomplete data, such as filling in missing letters in words and assuming relevant context (this is a perfet exmple). The GMAT test takers know this about human nature, so we must be careful not to fall into their clever traps and consider fringe corner situations when selecting between two tempting choices. Let’s look at an example and see how the test makers exploit subtle differences in the answer choices: SwiftCo recently remodeled its offices to comply with the Americans with Disabilities Act (ADA), which requires that certain businesses make their properties accessible to those with disabilities. Contractors built ramps where stairs had been, increased the number of handicapped parking spaces in the parking lot, lowered door knobs and cabinet handles, and installed adaptive computer equipment. Which of the following is the most likely inference based on the statements above? (A) SwiftCo is now in compliance with ADA requirements. (B) SwiftCo has at least one employee or customer who uses a wheelchair. (C) Prior to the renovation, some doors and cabinets may have been out of reach for some employees. (D) The costs of renovation were less than what SwiftCo would have been liable for had it been sued for ADA violations. (E) Businesses without adaptive computer equipment are in violation of the ADA. The situation (not the abs guy from Jersey Shore) above describes a recent remodel to the SwiftCo offices in order for them to comply with ADA regulations. The changes are described in some detail, from ramps to parking spots to door knobs. The question then asks us about which statement below is the most likely inference, which really means which of these must be true whereas the other four don’t have to be. Let’s do an initial pass to eliminate obvious filler. Answer choice A “SwiftCo is now in compliance with ADA requirements“ seems perfect. The changes were made due to ADA standards, so A seems like a great choice. Let’s keep going. Answer choice B “SwiftCo has at least one employee or customer who uses a wheelchair” makes some semblance of sense, because otherwise why install the ramps? However this clearly doesn’t have to be true, SwiftCo can simply be acting proactively in order to comply with standards. Answer choice B does not have to be true, and can thus be rapidly eliminated. Answer choice C “Prior to the renovation, some doors and cabinets may have been out of reach for some employees” seems like another great choice. After all, why remodel if everything was already handy. This could easily be correct as well. Let’s keep going. Answer choice D “The costs of renovation were less than what SwiftCo would have been liable for had it been used for ADA violations” makes a completely unsupported claim. (As Harvey Specter would say: “Objection. Conjecture”.) We can quickly eliminate this unconfirmed option as it does not have to be true. Answer choice E “Businesses without adaptive computer equipment are in violation of the ADA” makes a similar claim to answer choice D, but at least has a little bit more logic behind it. If the company is installing adaptive equipment, it might be in order to comply with ADA regulations; however it might also be another proactive practice put in place by management of their own volition. Answer choice E doesn’t have to be true, and thus can be eliminated. And thus we’re left with two answer choices that both seem reasonable. And yet there can be only one (so says Connor MacLeod). How do we select between answers A and C? Quite simply, we must look at every possible scenario and see if each option must still hold. This can be an arduous process, but sometimes the evaluation of discarded answer choices helps to guide our approach. In evaluating answer choice E, the issue of whether or not these changes were exactly aligned with ADA requirements came up. It’s entirely possible that adaptive computer equipment is not required by ADA guidelines; however it’s also possible that it is required. We simply don’t have enough information to make that decision with the information given. That same logic, taken in a broader context, hints that the changes made may or may not align SwiftCo with ADA regulations. Therefore, although answer choice A could be true, it does not necessarily have to be. Perhaps ADA regulations call for other changes that weren’t effectuated for whatever reason (budget, space, zombies). Comparing with answer choice C, some doors and cabinets may have been out of reach for some employees. The phrase does not even give 100% certainty that the handles were out of reach, it merely states that it was a possibility. If the handles were lowered, it’s likely because some people couldn’t reach them, but it could also have been a practical improvement. No matter the situation, answer choice C must therefore be true. Often when pitting two choices against each other, students report that they couldn’t find any differences and essentially flipped a coin. (Always pick Heads!) There will always be a difference between two answer choices, and the trick is to determine in which situations the two options actually differ. One will always work, whereas the other one will have one or two corner cases in which it doesn’t hold. If you master the art of correctly separating the last two options, your coin flip becomes a much more attractive proposition. Heads I win. Tails the GMAT loses. Plan on taking the GMAT soon? We have GMAT prep courses starting all the time. And, be sure to find us on Facebook and Google+, and follow us on Twitter! Ron Awad is a GMAT instructor for Veritas Prep based in Montreal, bringing you weekly advice for success on your exam. After graduating from McGill and receiving his MBA from Concordia, Ron started teaching GMAT prep and his Veritas Prep students have given him rave reviews ever since. |
26 Sep 2014, 15:00
| FROM Veritas Prep Admissions Blog: GMAT Tip of the Week: Derek Jeter and the Data Sufficiency Walkoff |
 It all looked so obvious: a storybook ending preordained from the beginning, some early success and a bit of good fortune leading to a glorious success story. But wait! Then fate intervened, and the easiest part of all had something different to say. And only then was true glory to be had, a glory much greater than that inevitable win ripped away just moments ago. Derek Jeter’s final game at Yankee Stadium? Sure…but also some of the hardest Data Sufficiency problems you’ll see on test day. For those who didn’t see, Derek Jeter’s final game in a home Yankee uniform finished in fairy tale fashion last night. The Captain delighted the crowd early with a double, then reached base again on an error, and was set to ride off into the sunset (well, if it hadn’t rained and been dark out) a hero with one final Yankee win. The crowd chanting his name in the top of the 9th inning, he nearly teared up as he looked at his storybook finish, but then…uncharacteristically, Yankee closer David Robertson allowed two home runs to tie the game, perhaps dooming the win but in the end giving the clutch shortshop an even greater chance at glory. And Jeter delivered, batting in the winning run in his final at bat in pinstripes, on the last pitch he’d ever see at Yankee Stadium. The GMAT relevance? It followed a blueprint for one of the hardest Data Sufficiency structures that the GMAT writes. That blueprint goes: Step One: Somewhat difficult statement that takes some work but “satisfies your intellect” as the 650-and-up crowd finally realizes why it’s sufficient. (i.e. Jeter’s double and reached-base-on-error to set up a Yankee win) Step Two: A much easier statement that seems a mere formality to deal with, but that for the truly elite (i.e. Jeter) provides an opportunity to really shine (i.e. the blown save in the top of the 9th) Step Three: The chance for the hero to deliver. Consider this problem: What is the value of integer z? (1) z is the remainder when positive integer x is divided by positive integer (x – 1) (2) x is not a prime number Now look at statement 1. There’s a lot to unpack – the concept of remainder, the definitions of “positive integer x and positive integer (x – 1)”, the fact that x then can’t be 1 (or x-1 would be 0 and therefore prohibited), the fact that the two values being divided are consecutive integers. So it’s not surprising that, on their way to the trap answer selected by nearly 60% of respondents in the Veritas Prep Question Bank, many feel the glory when they unravel the variables and processes and think: “Ah, ok. 5/4 would work and that’s 1 remainder 1. 10/9 would work and that’s 1 remainder 1. 100 divided by 99 would work and that’s 1 remainder 1. I get it…remainder is always 1.” After all that work, statement 2 is as much a formality as a 2 run lead with no baserunners in the 9th inning. Piece of cake. So people start to hear that crowd chanting their name a-la “De-rek-Jeeeet-er”, they pat themselves on the back for the accomplishment, and they pick A. Without ever seeing the opportunity that statement 2 really should provide them: “Wait…that’s not the script I want – it shouldn’t be that easy.” Those who know the GMAT well – those Jeterian scholars who have honed their craft through practice and determination to go with the natural talent – look at statement 2 and think “why does this matter? Why would the author write such a mundanely-irrelevant statement? The question is about z and the statement is about x? Come on…” And in doing so, they’ll ask “Why would a prime number matter? And what kind of prime numbers might change things?” And when you’re talking prime numbers, just like when you’re talking Yankee lore, you have to bring up Number 2. 2 is the only even prime number and it’s the lowest prime number. If you see the definition “prime” and you don’t consider 2, you’re probably making a mistake. So statement 2 here should be your clue to test x = 2 and realize: 2/1 = 2 with no remainder. Based on statement 1 alone the answer is almost always “remainder 1″ but this one exception allows for a remainder of 0, proving that statement 1 is not sufficient. You need statement 2 to rule it out, making the answer C (for captain?). The real takeaway here? Even if you think you’ve “won” after statement 1, if statement 2 looks so much like a mere formality that it’s almost anti-climactic there’s a good chance it’s there as a clue. Ask yourself why statement 2 might matter – sometimes it will and sometimes it won’t, but it’s always worth checking in these cases – and you may find that the real “glory” you’re after requires you to take a step back from that “win” you thought you had earlier on. Are you studying for the GMAT? We have free online GMAT seminars running all the time. And, be sure to find us on Facebook and Google+, and follow us on Twitter! By Brian Galvin |
29 Sep 2014, 08:00
| FROM Veritas Prep Admissions Blog: First Do What You Know on GMAT Questions |
 We have read a lot about one way of handling complex questions – simplify them to a question you know how to solve. Here is another way – first do what you do know, and then figure out the rest! We know that basic concepts are twisted to make advanced questions. Our aim is to break down the question into two parts – ‘the basic concept’ and ‘the complexity’. You can either deal with the complexity first and then glide through the basic concept or you can glide through the basic concept first and then face the complexity. The method you use will depend on the question. If the question seems too complex at the outset, it means you will have to deal with the complexity first. If the question seems familiar but has some extra not-so-familiar elements, it means you should get the familiar out of the way first. Let’s take a question today to see how to do that. Question: During a sale of 20% on everything in a store, a kid is successful in convincing the store manager to give him 20 candies for the discounted price of 14 candies. The store still makes a profit of 12% on this sale. What is the mark up percentage on each candy? (A) 100% (B) 80% (C) 75% (D) 66+2/3% (E) 55% Solution: This question can get very messy if you let it! We have seen people working on this question with multiple variables: C for cost price, S for sale price, M for marked price etc. That can get very confusing because there are two types of mark up – the actual mark up (the store marks up the price of every candy by this percentage and lists it on the candy) and the effective mark up (because the kid takes 6 extra candies, this is the effective mark up). So let’s not go the algebra way. Instead, let’s focus on what we can do without much effort. As a first step, let’s do what we know already (and hope that the rest will work out!). We already know the relation between mark-up, discount and profit. The problem is that this question has another aspect – the kid takes 20 candies but pays the price of only 14 candies (which is the price obtained by reducing the marked price by 20% of discount). But let’s worry about it later. Let’s first deal with the mark-up, discount and profit aspect of the question. We know that (1 + m/100)(1 – d/100) = (1 + p/100) (already discussed in detail in this post) Since p is the effective profit that the store got, m must be the effective mark up here. (1 + m/100)(1 – 20/100) = (1 + 12/100) (1 + m/100) = (5/4)*(28/25) (1 + m/100) = 7/5 m = 40 So effective mark up was 40% – i.e. 40% was the mark up in a situation where 14 articles were sold and charged for. This tells us this – effective mark up turned out to be 40% though his actual mark up must have been higher since he gave away 20 articles for the cost of 14. Now what we already know is done. We get to the really tricky part – the thing that makes this question different – how do we find the actual mark up? Let’s say the cost price of each of the 20 candies was $1. Then total cost price for the 20 candies was $20. This is the cost of the candies to the store. The effective markup was 40% i.e. the articles were effectively marked at 20 + (40/100)*20 = $28. The store gave a discount of 20% on this amount and made a profit of 12%. But this amount of $28 actually represents the mark up on 14 candies only. The cost price of 14 candies is $14 to the store. So the actual mark up percentage on the 14 candies is (28 – 14)/14 * 100 = 100% Answer (A) Obviously, there are many other ways of solving this question. See if you can figure out another one on your own! 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 in Detroit, Michigan, and regularly participates in content development projects such as this blog! |
29 Sep 2014, 14:00
| FROM Veritas Prep Admissions Blog: School Profile: Join the Community of Scholars at Stanford University |
 Stanford University is one of the world’s most prestigious universities and serves over 7,000 undergraduate students and over 11,500 graduate students. This private research university, founded in 1885 was tuition free until the 1930s; recent years have shown the university going back to its roots and offering open access to select Stanford courses for online learners around the world. Academically, Stanford University in no way takes an ivory tower approach to education; the list of contributions to the world by those associated with this research university is long and impressive. Stanford claims 22 Nobel laureates, 5 Pulitzer Prize winners, 27 MacArthur Fellows, and over 700 other distinguished academic awards in its community of scholars. Seventeen astronauts and 30 billionaires are also affiliated with Stanford. Faculty, students and alumni have long been a creative force in shaping the future. Some of the most notable cutting edge projects and high profile companies in the world have come out of Stanford. Silicon Valley has its roots in Stanford where one of the precursors to the Internet was developed. Yahoo!, Google, Nike, Coursera, and other companies have been founded by Stanford faculty and/or alumni. Students applying for an elite Stanford education will experience the lowest acceptance rates in the country. Stanford offers 40 academic programs in three undergraduate schools – Humanities and Sciences, Earth Sciences, and Engineering, as well as robust graduate offerings. More than 18 independent laboratories, institutes, and centers are managed by Stanford. Student opportunities for significant research are unsurpassed, with over 5,000 externally sponsored research opportunities. The school operates on a quarter system from September to June, where undergraduate students have an option of earning a bachelor’s degree, or a coterminal degree. Coterm degrees are where graduate school becomes an extension of a student’s undergraduate education leading to a master’s degree. Student housing is guaranteed for all four years of undergraduate studies at Stanford, and one year of graduate study. Ninety-seven percent of undergrads live in campus housing. There is a thriving Greek life on campus with 16 fraternities and 14 sororities; ten of those offer student housing. According to Greek Rank, the most popular sororities are Kappa Alpha Theta, Delta Delta Delta, and Chi Omega. Favorite fraternities are Phi Kappa Psi, Kappa Alpha Order, and Alpha Epsilon Pi. Stanford offers 630 recognized student organizations, 44 religious organizations, six cultural centers, and the Haas Center for Public Service, which supports student community service. Aggregated student satisfaction data at Students Review gives Stanford a 90% positive rating. The Stanford campus is actually its own town and filled with every activity imaginable. Some highlights are Café Nights; parties, parties, parties; Flicks campus movie theater; lounging at Arrillaga Alumni Center Fountain; hitting balls at the Stanford driving range; hiking the Dish at sunset; or stargazing at the courtyard near the clock tower. Don’t forget you’re 30 minutes from San Francisco for the ultimate urban scene, or three hours from Yosemite National Park for prime outdoor adventure. Excellence is a theme at Stanford. The Stanford Cardinals have 36 NCAA Division I men’s and women’s varsity teams competing in the PAC-12 Conference. Cardinal teams have amassed 105 NCAA national titles, and student athletes have captured 0ver 45 individual national championships. Stanford athletes competing in the Olympics have won over 240 Olympic medals since 1912, of which more than 125 of them were gold. Approximately 300 athletic scholarships are awarded each year. For the less competitive who still love sports, Stanford offers 19 club sports and 37 intramural sports. Stanford’s main football rival is Berkeley. Every year the “Big Game” is the culmination of a week’s worth of preparations. The 2013 Rose Bowl Champions get fired up for the game against the “hippies across the bay.” For all Cardinal games you’ll be expected to know the proper Stanford cheers down to the jangling of keys and pointing in the right sequence and direction depending on what’s happening on the field. When basketball season rolls around, you’ll have to learn a whole new set of cheer skills. Stanford University is rich with tradition – some serious, some more frivolous. For a complete breakdown, check out the Stanford University Unofficial Guide online. A few favorites include the freshman tradition of Assassins, class and Greek formals, Midnight Breakfast and Primal Scream during Dead Week, fountain hopping the 25 Stanford fountains on campus, an annual ski trip, and Stanford’s version of the Amazing Race. If you’re brilliant and competitive, a compulsively curious overachiever with a bona fide penchant for shenanigans, Stanford may be just the school for you. Still need to take the SAT? We run a free online SAT prep seminar every few weeks. And, be sure to find us on Facebook and Google+, and follow us on Twitter! Also, take a look at our profiles for The University of Chicago, Pomona College, and Amherst College, and more to see if those schools are a good fit for you. By Colleen Hill |
30 Sep 2014, 09:01
| FROM Veritas Prep Admissions Blog: School Profile: You Will Love the Traditions of Wake Forest University |
 Wake Forest University, founded in 1834, is a private research university located in Winston-Salem, North Carolina and sits on a 340-acre main campus three miles from downtown. The Winston-Salem college town is nestled at the foot of the Blue Ridge Mountains and is also a four-hour drive from welcoming North Carolina beaches. There’s a little bit of everything: mountains, Piedmont, beaches, and city, all in proximity to this suburban university. Pro Humanitate (for humanity) is the Wake Forest motto, so it makes sense that they have poured financial support into new initiatives in the Humanities Institute in entrepreneurship, translational science, sustainability, public engagement, molecular signaling, sustainability and bioethics, all made possible by a generous grant from the National Endowment for the Humanities. The University is home to both the Center for Nanotechnology and Molecular Materials, which works to bridge research with real world applications in national defense, medicine, and manufacturing. In the same spirit, the Wake Forest Institute for Regenerative Medicine aims to bridge scientific discovery and clinical therapies. The 4,800 undergraduates who call Wake Forest University home can earn a Bachelor of Arts or Bachelor of Science degree from either Wake Forest College or the Calloway School of Business and Accountancy in any one of 40 majors. The most popular majors by enrollment are Business, Political Science, Psychology, and Speech Communications. With a faculty-to-student ratio of 11:1, and all classes taught by experienced faculty, not graduate students, undergrads get an intimate and intellectually stimulating learning experience. Many students work on major research projects with their professors and are able to earn grants or publish work. Among many past and present notable professors, Dr. Maya Angelou taught at Wake Forest from 1982 until her death in 2014. Students at Wake Forest take Pro Humanitate seriously. They are actively involved in volunteerism in service to community, locally, nationally, and internationally. The Volunteer Service Corps (VSC) is one of the most popular student organizations on campus. The group goes on annual service trips to destinations in Vietnam, Latin America, Russia, and others, as well as their local and national work. In the same spirit of Pro Humanitate, Wake Forest has 23% minority enrollment, cultural diversity core class requirement for all students, and is among schools awarded the Higher Education Excellence in Diversity Award by Insight into Diversity magazine. Additionally, more than 60% of students study abroad in more than 70 countries, further enhancing principles of community, volunteerism, diversity, and unity—for humanity. Unlike most universities, Wake Forest students must live in campus residence halls for six semesters. There are three student community areas: South Campus houses freshmen, Quad and North Areas house upperclassmen. Resident dining plans are also required all six semesters, served in The Fresh Food Company and The Magnolia Room in Reynolds Hall. Students can also take advantage of Benson Food Court featuring food franchises, Shorty’s Restaurant and Bar, Starbucks, Subway, and convenience stores on campus. Greek life plays an important role at Wake Forest, and nearly half the student body claim membership. According to Greek Rank, Pi Kappa Alpha and Phi Beta Sigma are the two top-ranked fraternities, and Kappa Delta and Delta Zeta are the two top-ranked sororities. Second semester freshmen and above are allowed to rush. There are 28 campus chapters belonging to one of three councils. The Sigma Delta chapter of Order of Omega is the honor society for Greek members. To be selected, a student must be in the top 3% of all Greeks on campus based upon leadership, scholarship, Greek involvement, campus involvement and community service. Because of Wake Forest’s unique location, students have lots of options in their free time. These include outdoor activities like relaxing on the beach; skiing the Blue Ridge Mountains; biking, running, or picnicking local parks; or boating Salem Lake. Students can take the campus evening shuttle into downtown Winston-Salem Thursdays through Saturdays. Have dinner with friends, take in a River Run Film Festival screening, tour the galleries of the Trade Street Arts District, check out the Winston-Salem Symphony, or explore the Old Salem Historic District. Wander through Reynolda Village and Gardens next to campus and visit the museum there. With all the campus sponsored activities, Greek life happenings, and local attractions, you’ll never be bored. The NCAA Division I Wake Forest Demon Deacons have eight men’s and eight women’s varsity teams that compete in the Atlantic Coast Conference. Wake Forest athletics has won eight national championships in four sports and produced 25 Olympians. Among the many notable athletes at Wake Forest are football standout Brian Piccolo, the subject of the movie Brian’s Song, and golf great Arnold Palmer. The Screamin’ Demons student fan section has over 2,200 members, famous for their tie-dye shirts and die-hard enthusiasm, who provide the winning edge primarily in football and basketball. If you really want to be impressive, watch the movie The 5th Quarter featuring Wake Forest’s improbable 2006 football season, then get your Screamin’ Demon tie-dye! If there’s one thing Wake Forest students love, it is tradition. It’s also probably why Wake Forest has a strong network of alumni who tend to look out for one another for life. Among the major traditions are Christmas Lovefeast, President’s Ball, Hit the Bricks, Lighting of the Quad, Capture the Flag, Homecoming, Wake ‘n Shake, Project Pumpkin, Wake the Library, Awake All Night, Shag on the Mag Springfest, and Senior Events. Check out the details of each of these traditions and many more in Wake Forest’s exhaustive list of old and new traditions. If Pro Humanitate rings true for you, you’re all about academic excellence, a chance to get in on meaningful research (maybe even get published!), enjoy traditions galore, being part of something special for life, and screaming in tie-dye, then this is your school. Still need to take the SAT? We run a free online SAT prep seminar every few weeks. And, be sure to find us on Facebook and Google+, and follow us on Twitter! Also, take a look at our profiles for The University of Chicago, Pomona College, and Amherst College, and more to see if those schools are a good fit for you. By Colleen Hill |
01 Oct 2014, 09:00
| FROM Veritas Prep Admissions Blog: SAT Tip of the Week: 5 Tips to Slay Test Anxiety |
 Anxiety can often feel like an indestructible creature of mythical strength. If it is not enough that students must learn five hundred vocabulary words, spend hours drilling algebra (everyone’s idea of a fun Friday night), and learn to identify hidden grammatical mistakes, students must also fight the dragon of anxiety which paralyzes with its powerful breath and leaves students feeling defeated before they even begin. Anxiety is a mighty beast, but there are ways to combat this force and slay the dragon of fear so that you can focus on what really matters: answering the questions on the SAT correctly. 1. ACKNOWLEDGE YOUR ANXIOUS FEELINGS. Anxiety is nothing to be ashamed of, nor is it something that should be discounted. If a student feels anxiety is best to acknowledge that feeling so that it can be addressed properly. See if you can identify what specifically is causing the feeling of anxiety. Is it a specific section of the SAT? Is it the thought of time running out? Is it a worry that you will make arithmetic errors on the math section of the SAT? All of these are valid concerns that can be approached with practical steps. Remember, fear is essentially a projection of a negative outcome into an unknown (and unknowable) future! Think of something that you can work on right NOW that can help to address the particular source of your anxiety. If you are worried about arithmetic, plan on doing some math problems that require a lot of arithmetic and be super specific about how you line up your equations and draw every single step. This will show you that you are capable of doing the task. Don’t live in the future, focus on what can be done right now! 2. TAKE A BREATHE. If you find yourself feeling anxious on the test take 30 seconds to close your eyes and counting internally to eight on each inhale and exhale. Try to focus solely on your breathing and on what your body is feeling. If you feel tension in one area of your body, attempt to breathe out the tension as you exhale, literally think, “Breathe out that tension,” as you breathe. This is useful to do any time you feel overwhelmed by a thought or emotion. 3. ALLOW TIME FOR SLEEP. Your body needs sleep. For most people 6-9 hours is an appropriate amount of sleep, but listen to your body. If you feel that you are not giving yourself the proper amount of sleep, your body can go into sleep deficit which can reduce mental and physical acuity. It is worth mentioning that substances like caffeine have similar effects on the body to adrenaline, so it may be that avoiding coffee when you feel anxious will help to reduce the physical manifestations of anxiety like an increased heart rate and feeling of jitters. 4. ORGANIZE YOUR STUDY TIME. This involves doing tasks in the moment rather than worrying about the future. Create organized study schedules that address whatever concerns you have and help to build the skills that you feel you need the most. Create a list of the things you would like to work on in order of importance and then set aside time to practice each in turn. Over preparing is a great way to reduce anxiety. If you are truly prepared for an exam, you have very little to feel anxious about. Especially work on that vocabulary: knowledge of vocabulary will not only help with the completing the sentences questions, but will also help you feel confident in deciphering the reading sections. 5. VISUALIZE SUCCESS. In general, approaching tests with a positive attitude has a tremendous effect on real outcomes. Numerous studies have demonstrated that positive visualization is associated with success in various pursuits. Take a few minutes before you go to bed to visualize yourself receiving the score that you desire on the test. This can go a long way to convincing yourself that you are capable of success. Avoid the voice in your head that says, “You are not good at…”. You are good at whatever it is! If you are not now good at something, you will become good at it! Constant self-flagellation will create a belief that you are bad at things. This is not the case! You are successful, so start believing it! With these strategies in mind, you can allow yourself to focus completely on the task of conquering the SAT instead of spending all your energy fighting the dragon of anxiety. So fight on test takers! Plan on taking the SAT soon? We run a free online SAT prep seminar every few weeks. And, be sure to find us on Facebook and Google+, and follow us on Twitter! David Greenslade is a Veritas Prep SAT instructor based in New York. His passion for education began while tutoring students in underrepresented areas during his time at the University of North Carolina. After receiving a degree in Biology, he studied language in China and then moved to New York where he teaches SAT prep and participates in improv comedy. Read more of his articles here, including How I Scored in the 99th Percentile and How to Effectively Study for the SAT. |
02 Oct 2014, 09:00
| FROM Veritas Prep Admissions Blog: School Profile: Become Daring, Innovative, and Imaginative at MIT |
 MIT is among the most prestigious colleges in the country. Students attending MIT will need to be driven and focused to tackle the academic requirements in any one of the five schools within this college. There are over 30 departments in the five schools, each with equal parts work and opportunity. MIT operates on a 4-1-4 academic calendar meaning a fall semester, a four week independent activities period in January, and finally a spring semester. The independent activities period is unique to MIT and gives students, staff, faculty, and even alumni the chance to sponsor, organize, and participate in various activities. This includes athletics, lecture series, films, tours, contests, how-to sessions, and forums among other things. MIT is highly selective and becoming a full-time undergraduate can be difficult. Many may think you have to be an engineering genius to be considered, however, it is well balanced between professional majors and arts and science majors. There are 44 undergraduate degrees to choose from within the five schools, however a bachelor of science degree is the only one given to those who graduate. It is mandatory for each undergraduate student to complete the core curriculum referred to as General Institute Requirements. This is an extensive academic course load with recitations, lectures, weekly tests, and problem sets; additionally, each student must pass a swim test and take four quarters of physical education if a non-varsity athlete. To ease students into the demanding rigor of this grueling academic course load, freshmen are evaluated on a “pass/no record” grading system. MIT students have the good fortune of participating in the Undergraduate Research Opportunities Program where they can work directly with researchers and faculty on various projects. As an undergraduate you can initiate or join research projects for pay, academic credit, or as a volunteer. Within these research opportunities many students file patent applications, become published, or launch start-up companies. MIT has a demanding academic program, but it gives its students the tools to thrive and achieve as well as the opportunities that will support greatness. MIT competes primarily at the NCAA Division III level in the New England Women’s and Men’s Athletic Conference. They have a diverse athletic program with 33 varsity sports, some of which are involved in different conferences. For example, the varsity women’s rowing team competes in the NCAA Division I Eastern Association of Women’s Rowing Colleges. Nearly 20% of MIT students compete in varsity athletics, and they have more Academic All-Americans than any other Division III school. MIT boasts 800 participants on 34 teams. There is also a strong intramural program on campus with over 18 sports. Campus life at MIT starts with housing where every undergraduate student is guaranteed to be housed all four years in one of the twelve dormitories. Along with these housing dormitories there are 36 sororities, fraternities, and independent living organizations. Greek life is prominent on the MIT campus; for those who do not wish to participate, there are more than 380 student activity groups from which to choose. Along with the various clubs students can enjoy a few different museums on campus such as the List Visual Arts Center, which constantly rotates contemporary art exhibitions. The campus offers popular weekly movie screenings, various lectures and demonstrations as well as annual events such as the entrepreneurship competition. One of the most notorious aspects to MIT campus life is “hacking,” which is clever practical joke style pranks that are both intellectually challenging and entertaining. Although no one is safe from an MIT prank, their favorite prankster rival is CalTech. MIT campus life offers students the traditional college experience with a flair for the daring and imaginative. MIT has been big on hacks, or student pranks, since the 1870s. This is probably one of their proudest traditions, because it requires imagination, ingenuity, daring, and skill. One year they stole the CalTech cannon, and when it reappeared on the MIT campus, it was emblazoned with their own mascot on the side. They managed to make a weather balloon filled with powder rise up from the football field during a Yale vs. Harvard game. They made it appear as though the campus police car was on top of the campus dome. It’s a never-ending challenge to pull off the perfect stunt. Other MIT traditions include Campus Preview, which by the way CalTech managed to pull off an epic hack at in 2014 (be a part of the payback that is sure to follow), the Brass Rat Ring Premier, Baker House piano drop, steer roast, and Spring Weekend, to name a few. To read more about a students perspective of MIT, check out “Why I’m ComMITted to MIT.” If you appreciate an intellectually stimulating experience peppered by practical jokes and amazing stunts, you will definitely find a home at MIT. Still need to take the SAT? We run a free online SAT prep seminar every few weeks. And, be sure to find us on Facebook and Google+, and follow us on Twitter! Also, take a look at our profiles for The University of Chicago, Pomona College, and Amherst College, and more to see if those schools are a good fit for you. By Colleen Hill |
02 Oct 2014, 14:00
| FROM Veritas Prep Admissions Blog: How to Interpret Unfamiliar Symbols on GMAT Quant Questions |
 Succeeding on the GMAT requires a great many things. Firstly, you must be able to decipher and solve complex logic puzzles in mere minutes. Secondly, you must be able to maintain focus for many consecutive hours. (And thirdly, you must pay to take the exam). The exam can be particularly tricky because the questions asked are rarely straight forward. Indeed, all of these elements are often linked (except potentially the payment) on questions that ask you to decode functions specific to the question at hand. If you think about mathematics, simple operations like +, -, x and ÷ all have unmistakable meanings because we’ve all been indoctrinated since elementary school to understand what they represent. If you think back to the first time you ever encountered an addition symbol, you were probably a baffled child wondering what this fantastic symbol represented. Now that you’ve undoubtedly done thousands, if not millions of additions in your life, the symbol is mundane. The GMAT gives you that rare opportunity to relive a moment of wonder and discovery by providing you with math questions that pertain to new symbols. A typical GMAT question will involve some kind of arbitrary symbol and a definition as to what that symbol means for the next 2 minutes or so. Typical symbols used include Greek letters, regular shapes or playing card suits (no word yet on Egyptian hieroglyphics). The symbol is being used as a “house rule”, a definition that is good for the duration of one question. This strategy, however, plays into the GMAT’s overall tactic to discombobulate you and wear you down with tedium. The exam is figuratively asking you to jump through hoops for no other purpose than to jump through said hoops (alleged actual hoop jumping section scheduled for 2015). Let’s look at a typical symbol question and how we can avoid unnecessarily taxing our brains on these types of questions: If the operation € is defined for all x and y by the equation x € y = 2*x*y, then 3 € (4 € 5) = (A) 80 (B) 120 (C) 160 (D) 240 (E) 360 The exam is using the € symbol to stand in for another ad hoc equation, but the fact that your brain has to process this extra information is enough to throw some students out of their comfort zone. Added to this, the question does not ask for a single execution of this operation, but rather the resolution of a nested € equation. These foreign symbols may seem daunting, but remember there’s nothing here that wouldn’t be trivial without the bloated wording. Let’s break this question down into its component parts. The symbol € is being defined for x and y as 2*x*y, which basically means take the two numbers together and multiply them. Once you’ve finished that, double the result, and you’re done. So if I ask for 5 € 10, I’d take 5*10, which is 50, and then double it. The answer would be 100. It’s relatively simple once you translate the equation into something meaningful, so we’re set up to execute a € equation on any two variables. Of course the equation doesn’t give us only two variables, it gives us three. It’s logical to assume that the order of operation will matter here (hint: it actually doesn’t in this case), so we should start with the nested arguments before expanding outwardly. Within the bracket is 4 € 5, which would mean we multiply 4 by 5 and then double it, yielding a total of 20 * 2, or 40. The equation now reads 3 € 40, which means we again multiply together and then double, leaving a total of 120 * 2, or 240. Answer choice D is 240, so we have reached the correct answer. Why did I mention that the order doesn’t matter? Because this specific example uses only multiplication, which is a commutative equation, or in other words: a x b = b x a. This isn’t always the case (think division), so it’s a good habit to always execute operations in the correct order. You may remember the mnemonic PEMDAS, which reminds you that the order of operations is {Parentheses, Exponents, Multiplication, Division, Addition, Subtraction}. In this instance the results would have been the same but that’s one more trap the GMAT test makers have at their disposal. Another potential solution involves eliminating answer choices that cannot possibly work. If we look at the arguments provided, we have 3, 4 and 5, all of which need to be multiplied together. That product yields 60, which means that the correct answer choice must be a multiple of 60. Answer choices A and C can both be eliminated based on knowing that much. Perhaps from there you can recognize that this number needs to be doubled twice, leading you once again to answer choice D. However, this type of question is not particularly easy to backsolve unless you understand what is going on with the symbols. In conclusion, people usually fail to correctly answer these questions because they get caught up in the abstract notation. The GMAT is a test about how you think, and the goal of many questions is simply to see if you can successfully navigate unfamiliar terminology. The same question, without the layering mechanism of the € sign would be significantly easier. Similarly, adding in another argument, such as squaring the parentheses, would appear to make this question significantly higher. In both cases, the questions should be solved in the same way, understanding the result of the symbol and methodically applying it to each argument. With some preparation, you can use your ease with these questions as a sign that you’re going to do well on test day. Plan on taking the GMAT soon? We have GMAT prep courses starting all the time. And, be sure to find us on Facebook and Google+, and follow us on Twitter! Ron Awad is a GMAT instructor for Veritas Prep based in Montreal, bringing you weekly advice for success on your exam. After graduating from McGill and receiving his MBA from Concordia, Ron started teaching GMAT prep and his Veritas Prep students have given him rave reviews ever since. |
02 Oct 2014, 15:00
| FROM Veritas Prep Admissions Blog: Free Live Online GMAT Classes |
 Starting October 6th, you can benefit from various sample GMAT prep classes taught by Veritas Prep’s course creator and Vice President of Academics, Brian Galvin. Over the course of next week, we will be offering an introductory session to the GMAT as well as sample Critical Reasoning and Data Sufficiency classes. All classes will be delivered online via Veritas Prep’s live online course platform. They will be taught live and will include time for students to ask questions about the course material being taught. You will receive supplemental articles and videos, homework sheets, and a full length computer-adaptive GMAT practice test. Throughout the week, you’ll learn about the most crucial strategies that you will need to know to achieve your desired GMAT score. Course Syllabus:
Interested? Click here to reserve your free spot now! Plan on taking the GMAT soon? We also have full GMAT prep courses starting all the time. And, be sure to find us on Facebook and Google+, and follow us on Twitter! By Colleen Hill |
03 Oct 2014, 14:00
| FROM Veritas Prep Admissions Blog: GMAT Tip of the Week: Getting Specific About Reading Comprehension |
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Pop quiz! 1) What is the VIN number on your car? 2) What is your health insurance policy number? 3) What day does Daylight Savings Time start this coming spring? If you’re like most people, your answer to all three is “I’d have to look that up.” And if you’re like most successful GMAT test-takers, that should be your answer to most Reading Comprehension questions, too. Particularly for questions like: 1) According to the passage, researchers were able to make the startling discovery because ______________. 2) It can be inferred from the passage that were a roundworm’s cilia become unable to sense temperature, _____________. 3) According to the passage, the reason that the antigen-antibody theory had to be seriously qualified was that ______________. The answers to these questions are likely too obscure for you to have remembered from your initial read of the passage, and the answer choices are likely too dense to match exactly something from your memory, anyway, so when Reading Comprehension questions ask for a detail, you should always return to the passage. Thinking strategically, this means that you should: *Not read too closely on your first read. Since you have to go back for details, they’re not all that important to remember your first time out. PLUS the main reason that people waste time and struggle on Reading Comprehension passages/questions is that they spend too much time processing and worrying about details on their first read. Much like the questions at the beginning of this post, details are only important if they ask you about them, so you shouldn’t spend too much time trying to understand or remember them until they come up in a question. *When you’re asked about a detail, pay specific attention to the question being asked. Many details from wrong answer choices will appear next to the keyword (maybe as a cause while the question is looking for an effect, etc.) so you’ll need that time you saved from not worrying about details to help you focus in on what’s important on the question. *Read effectively your first time through to know where certain things are discussed so that you minimize the time it takes you to go back. Give yourself “titles” for each paragraph so that you know where, for example, details of the new theory are discussed or problems with the old system appear. You will have to go back, so your first read is really about getting organized for each of those battles. In Reading Comprehension as in life, there are often too many details to be concerned with until you absolutely have to. Know that going in, and be ready to go back and look up whatever you need when you need to. Are you studying for the GMAT? We have free online GMAT seminars running all the time. And, be sure to find us on Facebook and Google+, and follow us on Twitter! By Brian Galvin |
06 Oct 2014, 09:01
| FROM Veritas Prep Admissions Blog: School Profile: Find Adventure in Your Academic Journey at the College of William and Mary |
 The College of William and Mary is located in Williamsburg, Virginia. For a small research university, they give new meaning to the phrase, don’t let the small size fool you. The second oldest college in the country, this school has a long history of packing a big punch. Graduates include sixteen signers of the Declaration of Independence, three U.S. Presidents, and a U.S. Supreme Court Justice; it has been dubbed “the alma mater of a nation.” Students at the College of William and Mary thrive in every area, from academics to athletics to the future prosperity of their students. If you are a person who finds mediocrity distasteful, then this public research university was created for you. The College of William and Mary combines a dedication to the study of liberal arts with a growing emphasis on science and research to create a university that regards themselves as a powerhouse in education. With over 30 undergraduate programs and 10 graduate and professional degree programs, the school is committed to a philosophy of personalized education. The student-faculty ratio is 12:1 and there is a strong focus on faculty-student collaboration; nearly half the classes have fewer than 20 students. By student enrollment, the most popular majors at the College of William and Mary are social sciences, business management, and biological and biomedical sciences. The College also offers a joint undergraduate degree program in liberal arts with the University of St. Andrews in Scotland, and a joint degree program in engineering with Columbia University. William and Mary believes education doesn’t stop inside the classroom; students are involved in lab projects, theater, a strong international exchange program, and various community projects to enhance the pursuit of academic excellence. The College of William and Mary encourages students to reach beyond the confines of a single major and immerse themselves in all facets of their academic journeys. If you want the chance to be academically independent, but also guided by excellent faculty, then this is the University for you. The campus life at William and Mary is as exceptional as its students. This is a University that is filled with athletes, artists, adventurers, researchers, activists, and more, so it makes sense that they have nearly four hundred clubs to accommodate such diversity of thought and talent. Whether you want to write on the campus newspaper or take an outreach trip to Africa, there is a club that allows you to delve into your passions. Cultural, political, religious, environmental, and ethnic clubs are just a few of the opportunities at your disposal. At this highly residential college, students stay on campus all four years with upscale residence and apartment housing, top-notch facilities, and the infamous eatery known as, “The Caf.” The birthplace of Greek life, it is no wonder that roughly one-third of the student body is associated with a fraternity or sorority. Phi Beta Kappa, founded in 1776 as a literary fraternity and later becoming an honor society, was the first Greek letter in the United States. Now, besides academic fraternities and sororities, the College of William and Mary hosts an astounding 16 social fraternities and 12 sororities, five of which are historically all black. If you are a philanthropist at heart, look no further; countless service clubs are at your fingertips who provide support to underdeveloped countries offering medical aid, building houses, and supporting schools. William and Mary students, staff, and faculty are devoted to positively impacting the world around them. The college of William and Mary fields 10 men’s and 11 women’s NCAA Division I varsity teams competing in the Colonial Athletic Association. Known as the Tribe, which represents unity, their mascot is the griffin, half eagle and half lion, which is a symbol of power and majesty. They’ve upheld that reputation with over 159 titles since the athletic program began. They lead their conference in titles and were also the first school in the CAA to reach one hundred conference titles, and that was back in 2010. Aside from their excellent varsity teams, this campus boasts 46 club sports teams, and a plethora of intramural opportunities. More than eighty percent of the student body engages in varsity sports, club sports, intramural programs, and recreational programs. Athletic excellence is a large part of this campus. Attending the College of William and Mary offers students a vast amount of opportunities and gives them a safe space to not only call home, but also the chance to become their best selves. Among the many ways this college supports student growth is through the power of tradition. This University is steeped in tradition and it starts when freshmen enter the campus passing through the entrance of the Wren building; this act is known as Opening Convocation. They are welcomed and informed that they can solidify their places within the school community by serenading the President of the college with the Alma Mater their first week in school. Graduating seniors walk through the same building entrance as they did when they were freshmen, ringing the bell in the cupola of the Wren building before departure. If you’re looking for a place to come into your personal greatness, the College of William and Mary should be on your short list. Still need to take the SAT? We run a free online SAT prep seminar every few weeks. And, be sure to find us on Facebook and Google+, and follow us on Twitter! Also, take a look at our profiles for The University of Chicago, Pomona College, and Amherst College, and more to see if those schools are a good fit for you. By Colleen Hill |
06 Oct 2014, 10:00
| FROM Veritas Prep Admissions Blog: Understanding Participles on the GMAT |
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There is a lot of confusion surrounding the topic of Participles so let’s take a look at it today. Quite simply, participles are words formed from verbs which can be used as describing words (on the other hand, gerunds are verbs used as nouns, but that is a topic for another day!). There are two types of participles: 1. The Past Participle – usually ends in -ed, -d, -t, -en, or –n For Example: chosen, danced, known, sung etc 2. The Present Participle – ends in –ing For Example: choosing, dancing, knowing, singing etc These participles often start the participle phrases used to describe nouns/noun phrases/entire sentences. The participial phrases are underlined in the examples given below. Examples: I want to stand next to the girl wearing the yellow dress. Standing next to the tall gentleman, she looked petite. Battered by hail, the car collapsed. The most important crop of this region is rice, sown in the month of June and harvested in October. Here is how participle phrases are usually used: Present Participle Phrases (the underlined parts of the sentences are participial phrases): 1. At the beginning of a sentence followed by a comma and then a clause (present participle phrase + comma + clause) – In this case, the participle phrase could modify the subject of the clause or the entire clause. Examples: Wagging its tail, my dog ran up to me. (modifies ‘my dog’) Silencing the students, the principal stepped on to the podium. (modifies the entire clause because the principal silenced the students by stepping on to the podium) 2. At the end of a sentence separated from the clause using a comma (clause + comma + present participle phrase) – In this case, the participle phrase modifies the entire preceding sentence. Example: The principal stepped on to the podium, silencing the students. (modifies the entire preceding clause) 3. Following a noun without a comma – In this case, the participle phrase modifies the noun. Example: I want to stand next to the girl wearing the yellow dress. (modifies ‘the girl’) Past Participle Phrases (the underlined parts of the sentences are participial phrases): 1. Following a noun separated by a comma (noun + comma + past participle phrase) – In this case, the participle phrase modifies the noun. Example: The most important crop of this region is rice, sown in the month of June and harvested in October . (modifies ‘rice’) 2. At the beginning of a sentence followed by a comma and then a clause (past participle phrase + comma + clause) – In this case, the participle phrase modifies the subject of the clause. Example: Battered by hail, the car collapsed. (modifies ‘the car’) Note: In regular English grammar, a past participle phrase following a clause and separated by a comma (clause + comma + past participle phrase) could modify the entire preceding clause. But GMAT is not very keen on this usage; so avoid it. That said, remember that studying grammar rules in isolation is worthless. If the sentence demands such a construction, then it is correct to use it. Let’s take one of our own questions to understand this. Question: Due to the slow-moving nature of tectonic plate movement, the oldest ocean crust is thought to date from the Jurassic period, formed from huge fragments of the Earth’s lithosphere and lasted 200 million years. (A) formed from huge fragments of the Earth’s lithosphere and lasted 200 million years. (B) forming from huge fragments of the Earth’s lithosphere and lasting 200 million years. (C) forming from huge fragments of the Earth’s lithosphere and lasted 200 million years. (D) formed from huge fragments of the Earth’s lithosphere and lasting 200 million years. (E) formed from huge fragments of the Earth’s lithosphere and has been lasting 200 million years. Here is our official solution: The correct response is (D). The meaning of the sentence is that the “oldest ocean crust” was “formed” in the past during the Jurassic period and is currently still “lasting” (since if it’s the “oldest” it must still be around!). We need the past tense/participle verbs to be used correctly. If you chose (A), the ocean crust was “formed” in the past” but if “lasted” is past tense then the oldest ocean crust is no longer around, which would mean it couldn’t be the “oldest.” If you chose (B) or (C), “forming” implies the crust is still being formed. While it’s true the Earth’s crust is constantly in flux, we’re concerned with the “oldest ocean crust” – that part that is no longer continuing to form, but was formed at some point during the Jurassic period. If you chose (E), you correctly used “formed,” however the present perfect “has been lasting” is unnecessarily wordy. The simple participle verb form will suffice. Does logic dictate that (D) is the correct answer? Yes. Will you ignore it because it uses past participle form modifying the previous subject/clause instead of ‘Jurassic Period’? No. Note that it is correct grammatically and you should know it. Whatever we can infer about the preferences of GMAT is from the questions it gives. GMAT doesn’t clarify its stand on every grammatical issue and the stand is probably flexible depending on the sentence under examination. So you need to be flexible in your understanding of what is and is not acceptable in GMAT. Use logic – remember, GMAT is a test of your reasoning skills. Get to the best answer under given circumstances. 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 in Detroit, Michigan, and regularly participates in content development projects such as this blog! |
07 Oct 2014, 09:00
| FROM Veritas Prep Admissions Blog: School Profile: Collaboration, Community Service, and Career Development at Bates College |
 Bates College, a small liberal arts college located in Lewiston, Maine, it was founded in 1855 and was one of the most forward-thinking colleges of its time. It started out as a seminary and was a stop on the Underground Railroad; consequently, many of the first students were former slaves. Throughout time they have remained a diverse and inclusive school that promotes the importance of rigorous academia coupled with the betterment of oneself. At Bates College students can choose from thirty-five interdisciplinary and departmental majors along with twenty-six secondary concentrations. Many students double major, graduate with a major and minor, or graduate with a major and two general education concentrations. This allows them to enter the professional world with a strong and diverse academic background. The average class size at Bates is no more than twenty students, and 100% of the faculty hold the highest degree in their respective fields. Diverse academic options combined with personalized teaching offers students a strong foundation for academic success. There are a wide range of study abroad options that more than 60% of the student body take advantage of, plus internships, fieldwork, and research opportunities that stretch and challenge students. At Bates, all students take part in a first year seminar where you, a small group of peers, and a chosen professor will dive into a specialized topic that models the type of work you’ll be doing for all four college years. This will fold into your senior thesis that will usually be the first step towards graduate study or your first job after college. Bates College is perfect for students who want strong guidance while gaining the tools and education to lead successful professional careers upon graduation. Campus life at Bates is diverse and centers around community. The student housing, clubs and organizations, and the student-run coffee house, simply referred to as The Ronj, help cultivate the sense of community. All freshmen live on campus in first-year residence halls where they get to know one another and adjust to campus life under the guidance of the some of the upper-classmen. Most students live on campus in either a residence hall or one of the 25 beautiful Victorian houses. There are more than 100 clubs and organizations for students to participate in as well as a myriad of services that benefit student success. They include student employment, community service projects, and career development opportunities. Students can collaborate and get to know one another at The Ronj, where they can play pool, watch movies, or attend concerts and other events while snacking on some delicious grub. The Ronj also offers services like catering campus events, and it functions as an open space for creative writing, broadcast art, comedy, theater, and much more. Bates College competes in Division III athletics in the New England Small College Athletic Conference with 14 men’s and 15 women’s varsity teams. They have won countless championships in a variety of varsity sports. Club teams include rugby, ice hockey, ultimate Frisbee, sailing, and more. Intramural sports are available for those who play simply for the love of the game. The athletic facilities at Bates are state-of-the-art; among them are an ice hockey rink, several courts, a boathouse, a swimming pool, tracks, and various outdoor fields. The football field is one of the oldest in the nation. For those who just like to maintain their physical fitness, there is access to facilities such as the weight room that includes treadmills and elliptical machines. Traditions are a big part of Bates College; some go back nearly one hundred years. One of the most prominent traditions is the Winter Carnival where festivities last four days and are created by the Bates Outing Club, centered around a new theme every year. This fun carnival is all about celebrating winter in Maine, where you might find competitions like tray and three legged races. Other activities could include an ice skating party, a casual bonfire, or a concert. The big finale on the last day of Winter Carnival is the puddle jump, and no this is not skipping through puddles; you’ll have to see for yourself when you become a Bates Bobcat! Still need to take the SAT? We run a free online SAT prep seminar every few weeks. And, be sure to find us on Facebook and Google+, and follow us on Twitter! Also, take a look at our profiles for The University of Chicago, Pomona College, and Amherst College, and more to see if those schools are a good fit for you. By Colleen Hill |
07 Oct 2014, 16:00
| FROM Veritas Prep Admissions Blog: What Should I Do After I Submit My MBA Applications? |
 Congratulations! You have submitted your MBA applications! But, just because you have hit the submit button does not necessarily mean you have reached the end of the business school application process. This assumes of course that you have put your best foot forward in the process and followed all of my helpful advice! The first thing to do, after the celebratory beer or soda of course, is to sit down and make an assessment of your plans. This time of year, having submitted applications means you either finished in time for early action schools or early first-round schools. From a planning perspective, this is quite an advantage, since in some cases, you will know whether or not you get in before Thanksgiving (even earlier if you applied to rolling admissions programs). Knowing by November can help you either relax throughout the holidays, or possibly line up another battery of schools to tackle for round two. Round two admissions typically conclude around the first week or two of January, so there is plenty of time to wrap up another set of applications by then. If you find yourself satisfied with your first round of applications and do not plan on applying to more schools, there are several ways to bide your time until the decision date. Perhaps the most important thing you can do is to prepare for interviews. You never know when you will get that call, and typically schools will want you to come in for an interview soon afterwards, leaving in some cases precious little time to prepare. Visiting the schools while you wait is a great way to prepare, and most will let you sit in on a class. This perspective can really help provide insight into why you fit with that particular school well beyond what you glean from the websites and info sessions. For some it may be inconvenient to visit the school prior to your interview for logistical or scheduling reasons, but if you can, you will be glad you did. Another important thing to do is to read. If you don’t already do so, begin reading the Wall Street Journal on a daily basis (or the Financial Times, or both). Additionally you should try to read some of the more popular business magazines such as Bloomberg Business Week or Forbes or Fast Company. These will not only help you prepare for interviews, but will also get your mind oriented towards the analytical thinking required in b-school. Barron’s is a great way to spend a Sunday afternoon too. Remember, no matter what your concentration in business school, the MBA degree is a general degree, which will require you to be conversant across every core business discipline. Yes, even if you have no interest in the stock market or accounting principles, you will still be learning about how to compute bond yields and balance T-accounts in business school, so might as well start now learning about it. Learn about top MBA programs by downloading our Essential Guides! Call us at 1-800-925-7737 and speak with an MBA admissions expert today, or click here to take our Free MBA Admissions Profile Evaluation! As always, be sure to find us on Facebook and Google+, and follow us on Twitter. Bryant Michaels has over 25 years of professional post undergraduate experience in the entertainment industry as well as on Wall Street with Goldman Sachs. He served on the admissions committee at the Fuqua School of Business where he received his MBA and now works part time in retirement for a top tier business school. He has been consulting with Veritas Prep clients for the past six admissions seasons. See more of his articles here. |
08 Oct 2014, 09:00
| FROM Veritas Prep Admissions Blog: SAT Tip of the Week: Here Are Your Dos and Don'ts Before Test Day |
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The time has come. The SAT is finally here. After months of preparation, this Saturday, October 11, is the day to finally demonstrate your skills to the College Board. In terms of studying, the SAT is not like a midterm so there is no benefit to cramming. In fact it can have an adverse effect on your score. At this point, vocabulary should be mastered and all practice tests and homework sections should have been reviewed. If you have done so (and simulated the test day environment with your last couple practice tests) you have done the hard part. Now you can rest easy because you are ready to take the test. However, there are some outside factors that can help elevate your performance on test day. Here are some pretest and test day dos and don’ts: DO get to bed early on Thursday and Friday night. A lot of students forget how important sleep is to critical thinking and test performance. Whatever you had planned Thursday night, put it off until after the SAT. You want to get at least eight hours both of nights. It is essential. DO wake up a full two hours before the test. You want your mind performing at its best. It is important to avoid any grogginess on the day of the test, so be sure you’re up long enough for the morning sluggishness to wear off. DO warm up your brain on Saturday morning. Treat this like an athletic event. Would you start a game without stretching? No, so it is important to stretch the brain. Maybe do a Sudoku puzzle or a crossword. You can also review one to two SAT questions from each section. Nothing strenuous and nothing for more than 5 to 10 minutes. Just enough to make sure that you are processing at full speed the minute you get your essay prompt. DO eat healthy. This includes protein, complex carbohydrates, and fruit. During the breaks, make sure to stretch out and walk around. Bring healthy snacks to keep your energy level up. My go to snacks on test day were bananas, apples, and almonds (and for breakfast I had oatmeal). DON’T learn new vocab or do any more test preparation on Thursday afternoon or Friday. By this point, you either know it or you don’t. This can cause unneeded stress and anxiety. You are ready, so don’t psyche yourself out. DON’T stay up all night watching Netflix or going on the internet. On Thursday and Friday night, don’t look at electronic screens that much after 5 or 6 PM. Read a book, go outside, play a game. Anything that keeps your mind sharp. DON’T roll out of bed thirty minutes before the test. This may be tempting to get the most sleep possible, but make that a reality by going to bed early. Waking up that close to the test puts you in a fog. This is a very crucial one. DON’T drink energy drinks or change your normal diet extensively. You don’t want your test concentration and focus to be disrupted by a growling stomach or restless legs. DON’T sit down on breaks. Make sure to stretch and walk around. Do not congregate with others and discuss the previous section. This is a natural tendency, but it is a form of cheating and it can psyche you out. Walk around, eat your snacks, and talk about anything else besides the test. All of these things are recommended to optimize your test day performance. You have prepped, you know the strategies, and now it is time to finally succeed on the SAT. Apply these do’s and don’ts to put your best foot forward. Be calm and confident going into the test, and you will do great. Best of luck! Still need to take the SAT? We run a free online SAT prep seminarevery few weeks. And, be sure to find us on Facebook and Google+, and follow us on Twitter! Jake Davidson is a Mork Family Scholar at USC and enjoys writing for the school paper as well as participating in various clubs. He has been tutoring privately since the age of 15 and is incredibly excited to help students succeed on the SAT. |
09 Oct 2014, 18:00
| FROM Veritas Prep Admissions Blog: 1 Important Rule for GMAT Sentence Correction |
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Some sentence structures seemingly stupefy scholarly students. One of the main reasons the GMAT chooses to test logic through sentence correction is that the rules of grammar are much more flexible than most students realize. We (hopefully) remember some of the basic rules of sentences. Sentences should have a subject and a predicate, but you can often shorten sentences in specific contexts. Like this. The rules we’ve learned in high school are relevant, but (to paraphrase Pirates of the Caribbean) they’re more like guidelines. The one “rule” I’d like to discuss in particular today is the notion that a sentence must always be in the same tense from beginning to end. This parameter is helpful and applicable in most situations, but it is in no way a restriction that can never be circumvented. In the absence of other incentives, it makes sense as a de facto plan, but it doesn’t have to be followed blindly. It’s like taking the subway to work and getting off at the station closest to your work. By default, you should get off at that station, but that doesn’t mean you can’t detour to a different station to pick up your boss’ favorite breakfast once in a while. In a typical sentence, randomly shifting tenses doesn’t make any sense. Consider a sentence like “Ron watches Frozen on repeat and liked it when Elsa sings” (#Frozen). This sentence doesn’t make sense because it jumps from the present tense of watching the movie to the past tense for liking and then back to the presence for the singing. This sentence would have to be “Ron watches Frozen on repeat and likes it when Elsa sings” or “Ron watched Frozen on repeat and liked it when Elsa sang”. Either alternative provides a cohesive sentence that illustrates Ron’s adulation for animated movies. However not all sentences are tied to the default structure of always maintaining the same verb tense. The meaning of the sentence will dictate the verb tense, so meaning must always be considered when considering possible answer choices in sentence correction. A sentence could read: “Ron beams with pride when he recalls how Frozen won best animated song at the Oscars”. The sentence discusses Ron’s present pride when thinking back to an event that happened in the past, so the fact that the third verb is in the past makes sense with the meaning of the sentence. The pride actively comes whenever he recalls the one specific moment in the past (performed memorably by Adele Dazeem). Let’s look at an example of how varying verb tenses shouldn’t slow us down on an actual GMAT problem: Attempts to standardize healthcare, an important issue to both state and national officials, has not eliminated the difference in the quality of care existing between upper and lower income families. (A) Has not eliminated the difference in the quality of care existing (B) Has not been making a difference eliminating the quality of care that exists (C) Has not made an elimination in the quality of care that exists (D) Have not eliminated the difference in the quality of care that exists (E) Have not been making a difference eliminating the quality of care existing This sentence has more issues than simply verb tense, as we can quickly identify a 3-2 split between has and have in the first word. Simply being able to determine which of these elements is correct will eliminate at least two choices, so it’s the first decision point we should tackle. The modifier “…an important issue…” can be ignored for the purposes of identifying the subject in this sentence. Thus the sentence essentially reads “Attempts to standardize healthcare has not eliminated…” which highlights the fact that “Attempts” is the subject, and thus the verb should be plural instead of singular. This means that answer choices A, B and C can all be eliminated. The correct answer must be either choice D or choice E. Looking at answer choice D: “Attempts to standardize healthcare… have not eliminated the difference in the quality of care that exists…”we may notice the verb tense discrepancy I mentioned earlier. The sentence describes issues in the past, but then mentions their ramifications in the present. This is acceptable because the meaning of the sentence is preserved. Attempts to make changes in the past have not yet had the desired effect in the present. Many students eliminate answer choice D because of the verb tense issue, but this is not a valid reason as the sentence structure is logical. Let’s look at answer choice E and see if we can eliminate it and leave D as the last answer standing (coming to NBC this fall). Answer choice E: “Attempts to standardize healthcare… have not been making a difference eliminating the quality of care existing” is perhaps more tempting because the verb is a participle (existing). However the meaning of this sentence changes from the original meaning, as the attempts now do not make a difference in eliminating the quality of care. This is much worse than the original intent, and can be eliminated because of the meaning alteration alone. Answer choice E is incorrect, and thus the answer must be answer choice D. When choosing between two (or more) answer choices, it’s important to always consider the meaning of the sentence. If the meaning of the sentence is logical, then the grammar may have been purposely chosen to make you doubt the answer choice. Remember that sentences do not always need to have the same verb tense, and that the logic of the sentence will play a big role in determining whether an answer choice is acceptable. If you keep these elements in mind, you’ll start finding sentence correction much less tense. Plan on taking the GMAT soon? We have GMAT prep courses starting all the time. And, be sure to find us on Facebook and Google+, and follow us on Twitter! Ron Awad is a GMAT instructor for Veritas Prep based in Montreal, bringing you weekly advice for success on your exam. After graduating from McGill and receiving his MBA from Concordia, Ron started teaching GMAT prep and his Veritas Prep students have given him rave reviews ever since. |
10 Oct 2014, 16:00
| FROM Veritas Prep Admissions Blog: How to Succeed as a Young MBA Applicant |
 Age is nothing but a number, is how the old saying goes, but when it comes to the world of business school admissions, this particular number can negatively signal much, much more. “Immature”, “not ready”, “lack of work experience”, “no leadership” are some of the thoughts admissions officers toss around when discussing the applications of young candidates. The first step to success here is to really understand how a young candidate is viewed by admissions. This is important because the only way to properly set your application strategy is to understand how decision makers will view your profile. Understanding this and creating a strategy that properly counteracts the general perception of young candidates and the specific perception of your profile will set you on your way to MBA application success. Next, it is time to really do your homework. What is the subject you ask? You! Focus on your motivations for pursuing a graduate education in business and really determine if right now is the ideal time to pursue your MBA. If you don’t ask yourself these very simple questions, I promise you, the admissions officers will! Another important question to address is “What are your career goals?” This again has to be very thought out, clear, and make sense given your pre-MBA work experience and targeted coursework. Admissions will scrutinize these areas even more for younger candidates, since they pose red flags because of limited work experience in comparison to peers. These areas are of particular importance because admissions officers use these questions to gauge maturity, self-awareness, and clarity of goals for candidates. They want to make sure you have done your research and truly are ready for business school. Being ready and prepared for business school is a great start but being qualified on paper is even more important for younger candidates when compared to “traditional” candidates. As a more recent college graduate, admissions will scrutinize GPA and GMAT scores more closely in comparison to a more seasoned applicant with many years of work experience and potentially more leadership and teamwork experiences. You are ready and prepared for business school, qualified on paper, but what value would your presence in the classroom bring to others? Classroom discussion and group work are the hallmarks of graduate business education, if from your work experience it is not clear the contributions you would bring to the MBA community it will be difficult to breakthrough at top programs. Clearly articulating your value add to your target program via essay topics, in-person interviews, and resume construction will round out your profile and dismiss the majority of concerns as a younger candidate, and finally ensure that when it comes to your application, age is nothing but a number. Want to craft a strong application? Call us at 1-800-925-7737 and speak with an MBA admissions expert today. Click here to take our Free MBA Admissions Profile Evaluation! As always, be sure to find us on Facebook and Google+, and follow us on 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. |
13 Oct 2014, 09:00
| FROM Veritas Prep Admissions Blog: 2 Sentence Correction GMAT Questions Involving Participle Modifiers |
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Today, as promised last week, we will look at a couple of questions involving participle modifiers. We will take one question in which you should use the participle and another in which you should not. Let’s see how we decide that. Question 1: In the wake of the global housing crisis, and amid dramatically changing demographics, it is likely that a widespread shift in thinking is ahead, which will reduce demand for large suburban homes, thus increasing demand for smaller urban apartments. (A) it is likely that a widespread shift in thinking is ahead, which will reduce demand for large suburban homes, thus increasing demand for smaller urban apartments. (B) it is likely that a widespread shift in thinking is ahead, which will reduce demand for large suburban homes, and thus increase demand for smaller urban apartments. (C) it is not unlikely that a widespread shift in thinking is ahead, reducing demand for large suburban homes, thus creating an increase in demand for smaller urban apartments. (D) it is not unlikely that a widespread shift in thinking is ahead, reducing demand for large suburban homes and increasing demand for smaller urban apartments. (E) it is not unlikely that a widespread shift in thinking is ahead, reducing demand for large suburban homes, increasing demand for smaller urban apartments. Solution: Let’s start looking for decision points – the first decision point is ‘it is likely’ vs ‘it is not unlikely’ – both have similar meanings and are grammatically correct so we cannot eliminate any option based on this right now. The next decision point is the beginning of the modifier. Options (A) and (B) use ‘which clauses’. Options (C), (D) and (E) use present participle modifiers. ‘which’ is a relative pronoun but there is no noun before it which can act as an antecedent. Hence, the use of which is incorrect here. On the other hand, the use of participle modifier is acceptable here. Last week, we discussed that present participle modifier after a comma will modify the preceding clause. It provides additional information about the preceding clause. ‘reducing …’ tells us more about ‘widespread shift in thinking‘. Hence, let’s focus on options (C), (D) and (E). In (C), the “thus” used to introduce the second participle is incorrect: the two participles should be linked with a coordinating conjunction without a comma. One is not really leading to the other – they are both byproducts of the change in thinking – reducing demand for large homes and increasing demand for urban apartments. Lastly, in option (C), the “creating an…” is unnecessary and redundant – you just need “increasing demand.” For option (E), you need something to link the two participle phrases together – without it, there is a comma splice error. Hence we eliminate (E) as well. Option (D) gets the structure and meaning correct – “the shift in thinking is reducing … and increasing …” Answer is (D). Now, let’s look at an official GMAT question. Question 2: In 1984, medical researchers at Harvard and Stanford universities concluded that sedentary life-styles lead to heart and lung diseases that shorten lives, strongly recommending middle-aged people to undertake some form of regular exercise. (A) strongly recommending middle-aged people to (B) strongly recommending that middle-aged people should (C) and strongly recommended for middle-aged people to (D) and their strong recommendation was for middle-aged people to (E) and they strongly recommended that middle-aged people Solution: The given sentence has two clauses: Main clause – medical researchers at Harvard and Stanford universities concluded That clause – that sedentary life-styles lead to heart and lung diseases that shorten lives If we use a comma and the present participle ‘recommending’ here, it will modify the ‘that clause’. So ‘recommending’ will be done by ‘sedentary life-styles’. Obviously, this is incorrect since the researchers are the ones who recommend exercise. So we cannot use the participle here. Hence we eliminate options (A) and (B). Options (C), (D) and (E) use ‘recommend’ in verb form. Options (C) and (D) are unidiomatic in their usage of the verb recommend. You recommend X for Y (say a person X for position Y) or You recommend that X do Y (say a person X do Y) Option (C) says ‘recommended for X to do Y’ and option (D) says ‘recommendation was for X to do Y’ – both are incorrect. Option (E) uses recommend properly – ‘recommended that X do Y’. Also, ‘… researchers concluded that … and recommended that …’ have parallel structure. Hence, option (E) is correct. Answer (E) Hope you now understand how participle phrases are used. 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 in Detroit, Michigan, and regularly participates in content development projects such as this blog! |
14 Oct 2014, 11:00
| FROM Veritas Prep Admissions Blog: Get to Know Your MBA Professors |
 Over the summer, one of my Veritas Prep clients from last year asked me if I had any advice for him before school started. Offering advice is what I do for a living, so it’s a safe bet that I did, but he probably knew that before he asked. This 3-part blog series grew out of that initial off-the-cuff email response and is designed for anyone in any stage of business school, whether you’re still researching schools, walking onto campus for the first time, or have graduation in the near future. Your two years will fly by, and you want to make sure you graduate without saying “If only I had ….” Part Three – Tear Down that Glass Wall! If you went to a large undergraduate school, the concept of getting to know a professor might sound pretty unrealistic. She might have been just a speck in the front of an enormous lecture hall, or graduate TAs might have been your primary instructors. If you attended a smaller school, the faculty might have seemed more approachable, but the age and experience gaps could still be a little intimidating. Either way, you might have felt as if an invisible glass wall stood between the class and The Mysterious Professor. In business school you’ll find the interaction can be different. It’s not uncommon to have a professor whose age makes them closer to a peer, and because professors encourage students to bring real-world experiences into the classroom, sometimes the teacher/student roles are reversed. Although the faculty still garners well-deserved respect from their students, the barrier between “us” and “them” is much less rigid than it was in undergrad. Don’t misunderstand – professors are still authority figures and based on that alone, they can seem inaccessible. They’ll issue your grade at the end of the course, and the mere prospect of a cold call from them can induce fear into even the most over-confident investment banker. Some are downright famous. And oh yeah, they can be scary smart. (Imagine my cohort’s surprise when, on the first day of our first semester operations class, our professor called on us by name! It turns out he had memorized all of our faces and names, using the pre-Facebook version of Facebook.) But don’t be intimidated – breaking through the wall has many benefits. At the risk of stating the obvious, you could learn something. That course you’re taking represents a mere sliver of what she knows about the subject. You can also bridge the gap between academics and career development. Many professors maintain outside consulting relationships with companies and can actually be quite good sources of career advice and even job leads. (And speaking of job leads, sometimes they need second-year students as TA’s.) Some professors even act as angel investors, so if you’re entrepreneurially minded, you might land some good advice at minimum or an investor at most. Some schools make it easy to do this. Wharton offers a popular Take A Professor To Lunch program. My team did this several times, and it was well worth it. We loved that our buttoned-up accounting professor, known for wearing suits, panty hose and heels on class days, showed up for lunch in jeans and flip flops. Professors! They’re just like us! Darden is famous for “First Coffees” – a dedicated time after the first class of the day when students, faculty, and visitors all gather. If there’s no organized program at your school, you’ll have to put forth some effort, but that doesn’t mean it’s hard. Even the most famous professors still have office hours; professors at Darden even have an open door policy. If you’re in their class, go visit. Bring questions about something discussed in a lecture. If you aren’t in the professor’s class but have a shared career or research interest, reach out to request a brief meeting. Now, not every single professor will welcome this level of contact, and that’s fine. If you encounter indifference, don’t sweat it and don’t take it personally. Just move on. Professors are busy folks – among teaching MBAs (and maybe undergrads and PhDs, too), outside consulting, and of course their research and writing, time is at a premium – so be respectful. Don’t hog the ENTIRE office hour. Do your research – at minimum, read their bio on the school’s website, look over a few of their publications, or leaf through their latest book. Bring some specific questions that prove you’re exactly the sort of curious, well-prepared student who’s worth their time. Be cautious, though, about connecting with your professors on social media – to maintain boundaries, some discourage Facebook or LinkedIn invites while you’re still a student. If you’re still in the application process, listen up. These very professors will have a profound influence on you, so do your due diligence. When you visit campus, observe the interactions between faculty and students. Ask students how accessible their professors are outside of class. If your school visit offers an opportunity to meet the faculty, take advantage of it. Ask about the protocol for reaching out to professors during the admissions process. Schools sometimes discourage this, but if you have a specific area of interest, the admissions office might be willing to facilitate an introduction. Making a relatively small effort to tear down the wall between the front of the room and the back of the room can pay big dividends. You’ll at least end up just that much smarter; you might end up with a mentor, an investor or even a lifelong friend! Want to craft a strong application? Call us at 1-800-925-7737 and speak with an MBA admissions expert today. Click here to take our Free MBA Admissions Profile Evaluation! As always, be sure to find us on Facebook and Google+, and follow us on Twitter! Rachel is a Veritas Prep Head Consultant for The Wharton School at University of Pennsylvania, and Johnson Graduate School of Management at Cornell University. Her specialties include consulting, older and part-time applicants, and international candidates. |
15 Oct 2014, 09:00
| FROM Veritas Prep Admissions Blog: SAT Tip of the Week: Why Do You Need Our Prep Course? |
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There are very few people whose idea of a good time includes spending hours outside of regular school poring over SAT material. With all the other constraints on a high school student’s time, is it worth it to do an SAT prep course? The honest answer is yes. The SAT is very important to the university admissions process and the skills necessary for lifting an SAT score can be learned over a much shorter period of time than it takes to dramatically change a four year GPA or achieve success in extracurricular activities. In terms of results for the time put in, success on the SAT is a lot of bang for your buck, and the skills learned in SAT prep are applicable to any standardized or multiple choice test. SAT Prep can help a student get into college. Most highly competitive schools have an SAT (or ACT) range that most students fall into. There are certainly students who get admitted to competitive schools who are outside of this range, but many schools use SAT scores and GPAs as an initial cut off to cull down the number of admissions. Particularly high SAT scores or GPAs can even help to advance students in the admissions process who fall outside of the schools range in other areas. The bottom line is the SAT matters to admissions officers at most schools. Taking the SAT is a skill that can be learned. The SAT is not a test of how well you have retained the information taught in school: the SAT is a test of how well you can take the SAT. There are a number of general test taking skills that SAT courses can provide, things like plugging in answer choices and eliminating incorrect answers to find correct answers, but SAT prep also gives students SAT specific skills and stresses the information that is and is not required for success on the test. These are all learnable skills that can dramatically increase scores. For many students, as little as six weeks of concerted study can increase scores by 200-300 points. This is less than a single semester in school and thus less time than it takes to even affect one high school grading period. Whether or not you do any test preparation should certainly depend on the desired outcome of the test taker. If you are happy with your scores, or if you have done no work on your own and are interested in seeing how much you can accomplish unguided, then you should pursue that goal. The advantage of doing a prep course is access to an expert who understands the material and is able to give specific help on how to approach the SAT. It’s simply too important and too unique a skill set to assume that high school will give you adequate preparation, so whatever you do, do something that focuses on the actual skills required to succeed on SAT. Happy preparations! Plan on taking the SAT soon? We run a free online SAT prep seminar every few weeks. And, be sure to find us on Facebook and Google+, and follow us on Twitter! David Greenslade is a Veritas Prep SAT instructor based in New York. His passion for education began while tutoring students in underrepresented areas during his time at the University of North Carolina. After receiving a degree in Biology, he studied language in China and then moved to New York where he teaches SAT prep and participates in improv comedy. Read more of his articles here, including How I Scored in the 99th Percentile and How to Effectively Study for the SAT. |
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