High School 2 College

October 31, 2018

How Often Should I Take the SATs or ACTs? Which Test Should I Take?

First let me answer a question that parents often ask: What’s the difference between the SAT and ACT – and which should my student take?

In a nutshell, the SAT and ACT are both college entrance exams, and ALL colleges in the United States (yes, even the Ivy League schools) accept either equally.  They want you to take whichever shows you in the best possible light.  All the colleges also know that there’s very little difference between the tests.  Academically-inclined students do well on both.  Students who are struggling academically will do poorly on both.  So it really comes down to which style you prefer.

Before I discuss which of these tests any given student should take, what about the schools that no longer require either test?  Parents often tell me that they’ve heard that students can just skip the tests.  That’s both true and false.  There are some schools that require neither, but there are more schools that require that you take the SATs or ACTs.  I think students who take neither test will regret having to narrow their school search exclusively to those schools that don’t require either.  Some of the schools that say they don’t require the SAT or ACT do require two or more SAT Subject Tests.  Some of the schools that don’t require any standardized tests require students to submit a few graded research papers or critical analysis papers from class, or they require several application essays.  If you decide not to take any tests, choose a few schools that don’t ask for tests and read their admission websites very carefully.  You may change your mind.

If I’ve convinced you that you’ll have to take either the SAT or ACT (or both), which one should you take?  In general, here’s a comparison:

SAT

  • more time per question in every section
  • more reading per question in every section (including math!)
  • reading questions can be fairly subjective (requiring interpretation)
  • math includes a section where calculators are prohibited
  • math includes questions that require you to figure out the answer yourself (not multiple choice)
  • five reading passages, usually including reading from 1900 or earlier

ACT

  • less time per question – speed is a signficant factor
  • math is a bit more straightforward – fewer logic questions, less reading
  • reading questions are straightforward and clear, but again, speed is a factor
  • calculator permitted in all math sections
  • all math questions are multiple choice
  • four reading passages, with most passages contemporary writing
  • includes a separate science section – knowledge of school-taught science only required for 2 of 40 questions but ability to analyze graphs and charts critical

 

Typically, students who excel in English and Social Studies do a bit better on the SATs, and students who excel in Math and Science do a bit better on the ACTs.  Slower readers can do well on either test if they are decisive about answering questions (can you decide quickly what the answer is, or at least decide you don’t know and move on to the next question?).

But how can you know for sure?  Some students sit for at least one SAT and one ACT to see which they prefer.  But you can find out the same information by buying the ACT book by the ACT organization or downloading for free the student guide which contains one complete test (starting at page 12 of the booklet).  Take the test TIMED (each section must be timed precisely because that’s the challenge of the ACT, even if you don’t take all sections on the same day.  Then try the SAT by buying the College Board SAT book or downloading a test for free (download a paper test).  Again, time each section, even if you don’t take all the sections in one sitting.  

About half of my students do precisely the same on the SATs and the ACTs.  Some decide to continue with the one test that feels more comfortable, but others decide to take both tests.

So how often should you take each test?  That depends on you.  Some students say, “I’ll practice as much as necessary and test as often as necessary to get the best possible score.”  Others say, “I’ll show up once a week for tutoring, but don’t expect me to do any preparation at home.  I’ll take one of the tests once or perhaps twice, but whatever I get will have to do.”  Which is closer to your feeling?

Most students are between those extremes.  If that’s you, you’ll probably find that you want to either take one test three times (either SAT or ACT) OR take two SATs and two ACTs.  Experts suggest you should expect to test at least twice, but you can test four or more times if you want.

Given that most students apply to most if not all of their college choices by mid-October to take advantage of the boost that applying early provides, you should plan on completing your testing by the summer after junior year at the very latest, but by June of junior year if possible.  (But you will be able to test once more senior year if necessary.)

So the prime times for most students to take SATs are

  • December of junior year
  • March of junior year
  • May of junior year
  • August before senior year

And the best times to take ACTs are

  • December of junior year (a different Saturday than the SATs)
  • April of junior year
  • June of junior year
  • July before senior year (but they’re not given in New York, so you’ll need to go to Connecticut or New Jersey to take them)

There are other test dates, both for the SAT and the ACT, but these are the most popular because they fit into the application cycle the best.

If you need help preparing for either test, you know where you can find me!

Good luck!

 

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August 5, 2018

When Should I Apply to College?

The Common App opens for the new application season every August 1st.  That’s the date students entering their senior year in high school can begin to create their college applications, but by August 1st, you should really be toward the END of the college application process, which should have begun the summer going into junior year. (Juniors, are you listening?)

Sometimes I find it’s more effective to explain the schedule to students when I work backwards, like this:

The vast majority of the students I work with apply to most of their schools early action.  (Unlike early decision, early action isn’t binding.  It merely says to the college, “I’m showing you my application early so that you can give me a decision early.”)  Early action deadlines are generally November 1st.

That means EVERYTHING needs to be in by November 1st at the latest — your recommendations, your essays (yes, more than one if the college has a supplemental essay), your list of activities, your transcript, your SAT or ACT scores (which have to be ordered from either the College Board or the ACT and sent to each college directly by that organization), any college credits you’ve earned by taking college-level classes.  EVERYTHING.

So realistically, you should have EVERYTHING in, done, and sent by October 15th at the latest because (1) you want to look eager to the colleges and (2) you don’t want to chance having the Common App website crash as you feverishly work to get everything in the last week in October (and it DOES crash – nearly every year!).  Most importantly, you want to apply by October 15th because the acceptance rate at nearly every college is higher for students who apply early action than for students who apply regular decision.  That’s not to say you won’t get into a college if you wait until the regular deadline between December and February depending on the school, but why not give yourself every advantage?  This article from last year explains that early action acceptance rates are getting higher every year (meaning colleges are taking more students who apply early and fewer students who wait until the regular deadline), and this year is certain to follow that trend.

To get your applications finished by October 15th, you need to have:

  • taken your SATs and/or ACTs as often as you think practical to show your best self
  • asked two teachers for recommendations (ideally, teachers you’ve had junior year in a subject area related to your intended major)
  • written your Common App essay (if you Google “Common App Essay topics 2018,” the list of possible topics comes up) and had your essay reviewed by a teacher or tutor or parent (as long as you don’t let your parents edit your paper for anything other than spelling or grammar – I can always tell when a parent has been too hands-on with an essay)
  • written your supplement essays (many schools require an additional essay or two or three!)
  • created a list of colleges to which you plan to apply, with at least three good-match schools, three safety schools (they’re almost guaranteed to take you unless you commit a felony between when you apply and when they get your application), and three reach schools, which are unlikely to say yes, but hey, you never know
  • visited several schools on your list (but it’s not necessary to visit every school to which you are going to apply)
  • filled out your guidance department’s forms so your counselor knows which schools to send transcripts to (some high schools substitute Naviance for this step, and some schools ask you to fill out information on Naviance AND fill out forms for your guidance department)
  • created a resume, or at least written down all of your extracurricular activities, including paid work, volunteer work, academic honors, and athletics grouped into those categories and in reverse chronological order (a resume makes it MUCH easier to complete the Common App and is useful when you go on interviews)

Look at the calendar.  October 15th is just about two months away.  What are you waiting for?

If you need help with your application or essay, don’t hesitate to book an appointment with me through my website.  I’ve been helping kids get into college for over 30 years, so the process doesn’t intimidate me at all, but it can be very daunting the first time.

Good luck!

Wendy Segal

http://www.wendysegaltutoring.com

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February 11, 2017

What Do You Mean I’m Not Ready For College-Level Work?!

A recent report has spurned a flurry of even more reports on the problem of high school students’ lack of preparedness for college-level work.

It seems that the majority of colleges regularly accept students whom they subsequently assign to remedial English or math classes.  What’s the problem with that?

For colleges, it means that precious resources have to go to bring students up to the level where they have a chance of succeeding in college, rather than in creating offerings for students who can already manage the work.

For taxpayers, it means that the tax money spent on high school education may not be the investment taxpayers think it is, and more money has to go to re-educate students once they get to state-supported public colleges.

But the biggest problem is for the students themselves.  Students, nearly all of whom got passing grades (if not superior grades), grades good enough to get them into college, have been deluded into thinking they know more than they do and are smarter than they really are, and are more educated than they are.  These students who enter college unprepared have to spend several semesters on remedial work before they can begin the classes they really went to college to attend.  And even more disheartening, most of these remedial classes do not count toward required college credits.  Sadly, many if not most of these  overwhelmed, discouraged, and frustrated students who have to take remedial classes do not graduate from college at all, leaving school with loans or depleted savings but without a degree.

Surely, this phenomenon of unprepared students can’t apply to us in northern Westchester, can it?  After all, most of our students come from middle-to-upper-middle class families, attend schools that have rich curricula that are well-supported by our communities, and are bound for selective or highly selective colleges.

I’ve been tutoring students for just about 30 years, college-bound high school students whose parents are at least affluent enough to pay me, a private tutor, for extra SAT and/or ACT prep and advice about and help with college applications.  I can tell you with complete certainty that the majority of my students are not prepared for most college classes.  Yes, I include students who take honors and AP classes in high school.

Over the years, I have been contacted by many, many students who have asked me for help with college freshman writing and social studies classes. Not only is it embarrassing to get poor grades on freshman classes, it’s extremely expensive to repeat a class — and many academic scholarships require that students maintain a certain grade point average to keep that scholarship. Parents gratefully hire me to work with their college students online with freshman assignments. Paying me is certainly less expensive than paying for the class all over again or replacing that scholarship, but I wish my help weren’t necessary.

Is there anything that parents and students can do to make sure their students are adequately prepared for college-level work?  There is, but but it takes a concerted effort and the student has to want it.

Here’s my advice to students who want to ensure that they will be ready for college-level work:

Don’t be lazy about math.  Each math concept builds on the knowledge before, so if you don’t understand what’s going on in math class, don’t shrug and hope the teacher changes topics soon.  Even if you’re getting the homework right, if you don’t understand it, keep asking until you do.  Ask your friends who seem to get it.  If they DO understand it, ask them to explain it to you.  If they don’t, the group of you needs to approach the teacher after school and let him know that several of you really haven’t mastered the concept. And take advantage of other resources:  review the concept on Khan Academy or read about it in a Barron’s Regents review book.

Take time to read, even if it’s not assigned.  If you went to the gym once a year, you’d find it difficult and even perhaps unpleasant.  But if you went regularly, you’d find you can lift more weight more easily over time – and it might even become an activity you’d enjoy. The same is true with reading.  If you only read occasionally (and only what’s assigned), you’ll find it arduous and tiresome.  But if you read regularly (and books of your own choosing), you’ll find it increasingly easy and even pleasant.  Read whether you like to or not.  Read books that are a bit difficult.  Read books outside your normal area of interest.  If you expect to be able to read and understand college-level material on a subject you might not find interesting, you have to begin WAY before college and you have to keep it up.

Pay attention to your writing.  Unfortunately, too many teachers only give writing assignments that students can complete in class.  Imagine if you wanted to learn to hit a ball in baseball.  If the coach gave you a bat, threw a ball at you, and when you missed said, “Come back next month and I’ll pitch another ball at you,” do you think you’d improve as a batter?  Writing an essay and turning it in with no guidance about the student’s strengths and weaknesses as a writer, with no opportunity for revising, without prompt and thoughtful feedback is likewise not going to turn you into a good writer.  Unfortunately, just like in baseball, few writers improve without a good coach.  If your English teacher won’t give you detailed, specific, and meaningful feedback, you’ll have to find a writing teacher (or tutor!) who knows how to isolate all the skills that go into good writing and can explain them.  Do you use the best verbs you can find?  (Is/Am/Are = weak writing!)  Do you use nouns instead of adjectives?  Do you write the way you read rather than the way you speak?  Have you organized your thoughts into a rough outline before you write even one line?

This essay has been unusually long because I feel unusually passionate about student achievement.  Don’t presume that teachers will challenge you to hone your basic academic skills.  Challenge yourself!

If you need more suggestions or a bit of help, please feel free to contact me!

Wendy Segal

http://www.wendysegaltutoring.com

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December 7, 2016

Taking the ACT on Saturday? Remember These Tips

Filed under: ACT,Advice for high school juniors,College prep,Testing — highschool2college @ 6:49 pm
Tags: , , , ,

Don’t forget to:

  • Get enough sleep Friday night.
  • On test day, dress up a little (you’ll feel more alert during the test)
  • Eat breakfast (mostly protein, not mostly bread or cereal)
  • Get to the testing site in plenty of time so you don’t feel rushed

 

Don’t forget to bring:

  • Identification
  • Registration printout from the internet
  • Watch (you won’t be able to use your phone for timing)
  • Calculator (and extra batteries unless you’ve just changed them)
  • Pencils (#2 non-mechanical – and plenty of them)
  • Separate eraser (unless your pencils have soft, new erasers)
  • Lots of small snacks (my favorites are Tootsie Rolls because chocolate has caffeine,  they’ve got lots of sugar, and chewing helps you concentrate)
  • Hot or iced tea for the long break (anything with caffeine and sugar is good, but tea is best)

And about the test, you should remember that the ACT isn’t a strategy test, but there are a few pointers to remember:

  • Work quickly.  The ACT is a speed test.  Don’t let any one question slow you down.
  • Answer every question as you see it.  Don’t leave a question out, hoping to return to it later.  Put something down, even if it’s a wild guess.  If you circle the question number, you’ll know which questions to return to IF you do happen to have time at the end of the section.
  • In the English (grammar) section, don’t be afraid to put “No Change.”  It’s a more frequent answer than “No Error” is on the SATs.
  • In the math section, remember that you can’t rely on the drawings.  Don’t presume that the figure that looks like a right triangle actually is one.  Figure it out for yourself.
  • In the reading section, save passage 2/ Social Science for last.  Most kids don’t do particularly well on that section and it can suck up your time.  (If you have done practice tests and you are weak in a different section, save that one for last.)
  • In the science section, save the “student 1/ student 2″ passage for last.  It usually is the most time consuming.
  • For the essay, use the “Persuasive Essay” format we’ve discussed (“First sentence: Summarize the situation,.  Second sentence:  State your opinion.  Next paragraphs:  Here’s what they think, here’s where they’re wrong, here’s what I think, here are examples.”) Use lots of examples.  They like their essays long!

Don’t forget to tell me how you did when the scores come back!scan 00014

Wendy Segal

http://www.wendysegaltutoring.com

 

November 9, 2016

6 Ways NOT To Choose a College

Choosing a college is a lot like choosing a husband or wife — there’s no single right way to find the perfect spouse, but there are a lot of wrong ways to go about it.  And the ideal mate (or college) for your best friend might be completely wrong for you.

Ideally, each student should attend a college that offers that student an excellent education in a field that interests him or her in a place that feels just right among people whom that student can feel challenged by but comfortable with and taught by professors who are knowledgeable, on top of their field but approachable and interested in each student’s progress.  How hard can that be?

To accomplish such an “easy” task, there are dozens of books, too many articles, and several ranking sites about how to choose a college.

Since I wouldn’t give the same advice to two different people, I’m not going to tell you how to pick the college that would be perfect for you.

But I can tell you some really awful ways to choose a college.  So please DON’T do any of these:

Only look at colleges you’ve heard of.  You probably have heard of about 20 colleges.  Your parents have probably heard of about 20 colleges.  Even if your lists don’t overlap, that’s 40 colleges out of the thousands in the United States.  Just because you haven’t heard of a school doesn’t mean it doesn’t have a stellar reputation among those in your field.  And just because you have heard of a college doesn’t mean it deserves its notoriety or that it’s necessarily a better fit for you.

Decide you want a really big college (or a really small college) without looking at one first.  Some big schools feel really big.  Kids generally feel lost, disconnected, not focused.  But some really big schools do a great job of making kids within a certain major or within a certain housing unit feel like they belong, like the faculty cares about their progress, like they have pride in their school.  The same with small schools.  Some have limited choices.  Others are creative and open to designing the perfect curriculum for you.  You don’t have to visit every school you apply to, but you shouldn’t make a blanket decision about a type of college without visiting a school of that type and a school of the opposite type.

Pick a school based on the dorms or the cafeteria or the weather.  If the freshman dorms are cramped,  remember that you won’t be a freshman forever.  If the senior housing is nothing special, you might be living off campus by then anyway. Don’t decide whether you like a school based on the unimportant externals.  Don’t decide you don’t want to go to school in Connecticut or Massachusetts because it’s colder there.  It’s not.  Don’t decide you want to go further south because you like the warm weather.  You’ll be in classrooms, your dorm, and the library most of the time anyway.  If your campus is lovely but you can never take the classes you like because seniors get priority and the classes are filled before you can register, you’ve picked a pleasant vacation spot but a crummy school.

Expect your guidance counselor or parents to help you choose a school.  As well as your parents know you, they aren’t you.  You’re the one who has to live at that school for four years (at least).  You’re the one who has to take those classes, interact with those students, learn from those professors.  Don’t be lazy.  Do some work yourself as you build a list of colleges to apply to.  Visit colleges when you can.  Look carefully at dozens of college websites.  (They all look good initially.  You can only differentiate between them when you’ve seen many.) Don’t stop at the admissions page of the college websites.  Poke around on the “majors” pages.  See what research the professors are doing.  See what sub-majors each school offers within your general area of interest. Count how many professors each college has in your major.  Look at the online course catalog to see whether you’d really like to take the required classes in your field.  Email the admissions office if your questions can’t be answered by the website — or email a department or professor directly.  By all means show your list to your guidance counselor; guidance counselors have excellent resources at their disposal and know which schools are well liked by previous students. But they may not know you well enough to know whether you like to get friendly with your professors or would prefer to talk to a teaching assistant, or whether you’d prefer a school where the university provides a lot of entertainment or you’re expected to explore the surrounding town or city on your own. Do your own background research as best you can.  Parents are (sorry, moms and dads) a bit less reliable, especially when it comes to advising their oldest child.  A school that was up-and-coming and quite selective 30 years ago might be much less prestigious now (or more to the point, may not be right for their child), and a school that was no great shakes 30 years ago might be truly amazing now.  (I remember when I was in college that Syracuse was a safety school for many solid B students.  Colleges change over time – for better or worse.)

Rely on the ranking reports.  As this New York Times article explains, there are many college ranking lists, most from prestigious institutions.  Each emphasizes different aspects of college statistics from future earnings of students to student satisfaction to peer review to percentage of applicants who are accepted and more.  And the lists disagree with each other quite a bit.  There really aren’t any indisputably “top schools,” even within a particular field.  If you check several lists, you’ll get an idea of whether a particular school generally is toward the top, middle, or bottom of the list of similar schools, but choosing a school because it’s ranked #10 over a school ranked #12 is like ordering vanilla ice cream because it’s more popular when you really love pistachio.

Wait until senior year in high school to start thinking seriously about which colleges you’d like to know more about.  To return to my previous analogy,  you wouldn’t plan a wedding and then a month before the wedding start looking for a potential mate, would you?  Then why plan to go to college but not concern yourself with which colleges might be a good fit until just a month or two before you need to submit applications?

Choosing the place you’ll spend four very important years takes a bit of time, planning, and work.  It’s not crazy to start gathering information at the end of 10th grade.  Think about it:  If you want to apply in the beginning of senior year, you’ll have to be looking at colleges by the end of junior year.  And to look at colleges in the spring of junior year, you need to have a reasonable list by the winter of junior year.  And to have a reasonable list by the winter of junior year, you need to start doing some serious thinking and research — NOW.

If you have any questions, comments, or concerns, please send me a message through my website (which has plenty of good information including a link to schedule time with me): www.wendysegaltutoring.com  .

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June 8, 2016

What Do Colleges Want From Applicants Like Me – Part 2

As I wrote in Part 1 of this “What Do Colleges Want” essay, colleges want you to be bright, engaged, a leader, talented — and they want you to score well on standardized tests, too (and if you play an unusual sport, that’s a big bonus)!

So what can you do if you’re just a regular student who does pretty well in school, participates in a few activities, has SAT or ACT scores that aren’t too bad — just like all of your friends?  If a college has two or three or 10 or 100 students like you, how does it choose whom to admit?

One factor that colleges use to influence admission decisions (and this factor has become increasingly important in the last 3 – 4 years) is demonstrated interest, which means how much you, the student, really care about going to that school.

How do they know if you really care?  How do colleges judge demonstrated interest?  Well, you’ve got to DEMONSTRATE interest (clever, right?).  That means you have to do some or all of these:

  • visit the school in person
  • go on a guided tour of the school
  • visit the school’s admission building
  • have an interview, either on or off campus, with an admissions person or alumnus
  • attend an information session at your school (usually through the guidance department) – this one is crucial
  • fill out a card at that school’s booth at a college fair
  • call or email the school to ask a question (must be done by the student, not the parent) – DON’T ask something that’s on the website
  • add that school to your Common App list as soon as possible after August 1st going into senior year (the Common App reports to the school when a student adds its name to their list)
  • join and “like” that school’s Facebook page
  • follow that school on Twitter
  • ask a question about that school on its Facebook page or tweet a question on its Twitter feed
  • attend an Open House or Information Session by that school if it’s within an hour or so of your house (that means you have to check out when and where these sessions are – check the school’s website)
  • go to that school’s website and submit a “send me more info” request
  • open the school’s emails (yes, they can tell if you’ve opened the email)
  • respond to the school’s emails or click on a link they send you (yes, they can track that, too)
  • if the school offers a way to begin your application online or has a way for you to set up a user name and password, so do
  • apply early action if available

Just applying early action alone isn’t sufficient to demonstrate interest.  The school needs to know you’ve spent time checking it out.  The school needs to know you’re applying not just because it’s easy to click “submit” on the Common App, but because you think you’d be a really good fit for that school for reasons other than it looks like it fits your criteria on paper.

One of the statistics colleges report is “yield,” which means how many of the kids who apply and get accepted actually do attend that school.  Your local average college probably has a mediocre yield.  Harvard and MIT have yields over 95%, meaning nearly everyone who gets in does go.  By accepting students who have demonstrated interest, colleges are more likely to increase their yield.  The more effort you put into investigating and engaging with a school, the more likely – the school believes – that you’ll say yes to the school if it says yes to you.  And all schools want a high yield.

So if you want to differentiate yourself from others with your same GPA, your same SAT/ACT scores, your same demographic, your same hobbies, exert yourself, get out there, and demonstrate your interest.  It might well make the difference between “Sorry, we had so many qualified candidates” and “Welcome, you’re accepted”!

Wendy Segal

http://www.wendysegaltutoring.com

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May 27, 2016

What Do Colleges Want From Applicants Like Me – Part 1

I’m glad you asked, because there are indeed concrete steps you can take to enhance your college application whether you’re in 9th grade dreaming of college, a senior overwhelmed with the process of college applications, or any student (or parent) in between.

First, a little background.  When I first started advising students about how to get into a college that would be a great fit for them about 29 years ago, most colleges were looking for the “well-rounded” student.  The ideal applicant would get good grades, have high SAT scores, belong to several school clubs, play a sport, and perhaps even dance or sing or play an instrument.  The more areas in which a student showed competence, the more attractive the applicant.

About 15 years ago,  there was a shift.  Colleges decided that they could have a well-rounded freshman class even if each student wasn’t well-rounded.  In fact, perhaps a college could build a stellar class if they chose some students who were brilliant academically but had no other activities, some athletes who were stars on the field but didn’t test well and didn’t have wonderful grades, some virtuoso cellists who had played Carnegie Hall but never joined a club or held a job, and so on.  Colleges were looking for “passion,” drive, and singular achievement.

About 7 or 8 years ago, there was another shift.  Colleges found that sometimes star athletes, world-class musicians, and brilliant students kept those interests isolated from everything else in their lives, and so didn’t add much to the school environment.  Now, colleges are looking for something I call “consistency.”  They want to see that your interest or talent pervades your life, that you don’t merely dance or play lacrosse because someone said it would look good on an application.  They want to see how you use that interest throughout your life.  So if you dance, they want to see that you work part-time in a dance studio helping younger dancers, that you and your friends give free dance performances each Christmas in the local senior center, that you dance in your local dance group, that you’ve organized a dance group for your school.  If you play lacrosse, they want to see you get paid for coaching lacrosse, they want to see you spend your summers at a lacrosse training camp, they want to see you volunteer to coach kids in some sport in your nearest inner city Boy’s Club.  Your in-school, out-of-school, volunteer, and paid work should all be organized around your interest, talent, or ability.

The best applicants actually DO have a pervasive, enduring interest that shows itself in every aspect of their lives (while those applicants also get good grades and have good scores).  But if you know that’s what colleges are looking for, you can give them what they want.  Instead of going on your church’s midnight run to give food to the homeless in the city (or in addition to that), be sure you look for volunteer opportunities that complement your “interest.”  Better yet, create volunteer opportunities that both reflect your interest and highlight your leadership abilities.  Be thoughtful about how you spend your summers.  If you’re an athlete, camp or life-guarding is fine, but if you want to be an engineer, perhaps working theater tech for local community theater is better.  Choose after school activities wisely.  If your strength is academics, you may want to join the prom committee, but the debate club might be a better choice.

In many ways, I’m sorry for this trend.  I do think 14- , 15- , 16- , and 17-year old students should be exploring lots of interests.  How do you know if the chorus isn’t for you until you try it?  Maybe you’ll find that the Model U.N. ignites a passion for public service in you.  Maybe not, but you won’t know until you try.  So on the one hand, I’m giving you advice I don’t believe.  I don’t believe young people should be hyper-focused on one passion.  Your “passion” at 15 might bear no resemblance to your “passion” at 17 — and that’s how it should be.

On the other hand, people do pay me for my years of expertise about how to get into their top choice college — and telling students to focus, focus, focus on their grades and one big talent or interest will absolutely differentiate that student from the thousands of other smart, suburban, perfectly likable and capable students who will compete for a limited number of spots at that college.  So you need to decide whether your passion or talent is enduring or a passing flirtation, and how important it is for you to tailor your activities (beginning in 9th grade, if possible) based on college acceptance.  Or maybe this advice gives you permission to resign from clubs and activities that don’t light your fire in favor of those that feed your passion.  Feel free to comment (politely).

Shortly, I’ll write about other aspects of a college application over which students have control so they can give the college what they want.  Stay tuned!

Wendy Segal

http://www.wendysegaltutoring.com

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March 4, 2016

5 Crucial Tips for High School Juniors About Visiting Colleges

It’s not at all too early to be visiting colleges. Think about your schedule by backing up:  You probably want to apply to many colleges early action, which means getting the applications submitted by October of Senior year.  That means you have to have a good idea of which colleges you’ll be applying to by July or August following Junior year so you can get started on your application essay and have it finished by September.  That means you’ve got to visit colleges in the spring of your Junior year in high school BEFORE the students who attend college leave for the summer (so you can get an accurate sense of what sort of kids go there and whether you’d feel at home with them) so you can write your essay(s) over the summer.  That means you’ve got to visit before May when colleges have finals week followed by a mass exodus of students from campus.  That means you’ve got to visit colleges by March or April.  What month is this?  Do you still think you’ve got plenty of time to visit colleges?

Here’s some sensible advice:

1.  You should plan to visit schools by geography.  Many kids from my area of the US do a loop around Pennsylvania (Bucknell, Lafayette, Lehigh, maybe UDelaware), Or they do the Boston area run (Boston College, Boston University, Tufts, Brandeis, Northeastern, maybe Emerson).  Or perhaps the New York State trip (SUNY Albany, SUNY Binghamton, SUNY Cortland, Cornell/Ithaca College, Syracuse). You may want to visit a few colleges in the same general area, but I think you should limit yourself to two or three a day; otherwise, the whole experience can be overwhelming.  Make hotel reservations if you think you’ll need them, and ask your parents to take a couple of Mondays or Fridays off work.

2.  Sign up online for tours.  Some schools print a schedule and you are welcome to go on any tour that’s convenient, but many others require you to sign up in advance.  Do that.  You’ll get a much, much better sense of the school on a tour than just wandering around on your own.

3,  Find out if you can interview with an admissions person.  Very often, they’ll have something called an information session or a one-on-one with someone in admissions.  If that’s available, take advantage of the opportunity to make a good impression. Whether it’s a real interview or just a meet-and-greet, dress casually but be clean and neat, smile and shake hands, and have a few questions ready (and make sure the answers aren’t on the school’s website).  Good questions might be about your major (How easy is it to change majors?  How many professors are in that department?  How many students graduate with that major?  Does the school assign a faculty advisor to you?), about housing (Do they house all freshman together?  Are there substance-free houses or theme houses?  Do they guarantee housing for sophomores and juniors?), or anything else that interests you.

4.  While you’re at the interview or while you’re walking around the science building/ performing arts center/ library/ other building of interest, send your parents to the cafeteria. You can meet them there afterwards.  NO parents should go with you on an interview ever, even if the school allows it.  Having Mom or Dad go with you to meet the admissions person gives the impression that your parents don’t trust you to handle the interview on your own.  Instead, parents should be in the cafeteria, asking students questions that would embarrass their children to hear.  Parents, your job is to find a typical student and approach him or her with questions like, “Would you choose this school again?  If you had a cousin interested in economics (or whatever major your student is interested in), would you send him here?  What’s the worst thing about this school?”  You’d be surprised how honest students can be.

5.  Take pictures as you go around on tours or write on brochures.  Six months from now, you won’t remember which schools had the great dining halls or the up-to-date science labs.

It’s not imperative that you visit every school you will apply to, but you want to take a look at several schools that are on your “probably” list.  If you get into Harvard, do you care what the dorms look like?  If you only get into a school on the bottom of your safety list, who cares what the student lounges are like – you’re going or you’ll stay home.  You might want to see one urban, one suburban, and one rural school.  You might want to see a large school and a small school.

I do get that the very idea of visiting schools is intimidating.  Sitting down to make a provisional list can seem overwhelming.  Start with your guidance counselor. He or she can give you a great starting list if you share what your preferences and goals are. Or start online with collegeboard.org or get the paid subscription offered by US News ($30 for the year and VERY well worth it, in my opinion.  Get a list going, plan your visits, coordinate your schedule with your parents, and go.  After you visit the first school, you’ll find the next ones much less scary.

If you really feel stuck and don’t know where or how to build a list, I can help.  Schedule a session with me and we’ll work it out together.

Wendy Segal

http://www.wendysegaltutoring.com

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February 20, 2016

SAT or ACT Comparison Chart

Have you taken the old SAT but you weren’t thrilled with your scores and would like to take the test again?  Bad luck!  Students who signed up for the January test took the last test of the old variety.  Sadly, the new SAT is nothing like the old SAT, but it IS astonishingly like the ACT.  Why?  Well, the College Board says it’s to align their test more closely with the Common Core, but I think it’s because more students in the U.S. over the past two years took the ACTs than the SATs — and there’s no sign that the trend is slowing down.

I don’t know of one college that doesn’t accept either the SAT or the ACT.  There indeed used to be a preference for the SAT among the east coast and west coast colleges and among the most elite schools, but that’s no longer true.  Whichever test you feel best reflects your abilities is fine for all American colleges.

For the majority of my students, the ACT is the way to go, at least for the next two years until the College Board works out the kinks in the new SAT. If you do decide to take the new SAT, be aware that you won’t get your scores back until at least May (at least that’s what the College Board is saying now).  Furthermore, there are only four practice SATs of the new variety, but there are plenty of old ACTs around to practice on.  Disappointingly, the SATs had promised guidance counselors and tutors that there would be several new practice tests prepared by the Khan Academy online tutoring site, but when the College Board received the proposed tests, they scrapped them.  No one knows when additional SAT practice tests will be available.  Just as disappointingly, the ACT people had promised a new book in January, because the ACTs changed as well.   Their changes were subtle, and perhaps no one but a tutor who works with those tests 5 or 6 days a week would notice the changes, but it would have been nice to have new tests.  A new book was indeed published in January — but it had the exact same tests as the old book!  The ACT people admitted that their new tests weren’t ready, but they needed to put out a new book to fulfill a contractual obligation to a new printer.  So if you’re going to take the ACTs, buy the least expensive version of the book you can find as long as it has 5 practice tests.

So you can compare the old SAT, the new/current SAT, and the ACT, I’ve included a handy chart below.  Let me know if  you have any questions.

Wendy Segal

http://www.wendysegaltutoring.com

 

  old SAT new SAT ACT
OVERALL TEST      
number of choices in multiple choice question 5 4 4 (most sections)
penalty for guessing yes no no
questions range from easy to hard yes no, except math no
multiple choice sections 9 4 4
overall length – multiple choice sections 200 min. 180 min. 175 min.
length of shortest section 10 min. 25 min. 35 min.
length of longest section 25 min. 65 min. 60 min.
sections alternate (random order) yes no no
problem solutions in practice book no yes yes
  old SAT new SAT ACT
       
ADDITIONAL POINTS      
New SAT scores for March will not be back until May
Years of practice tests for ACT, but only four practice tests for SAT
Optional essay isn’t really optional on either test – many colleges require the essay section
Colleges don’t prefer one test over the other
  old SAT new SAT ACT
       
MATH SECTION      
number of math sections 3 2 1
focus on geometry yes no no
logic questions in math section yes no no
calculator permitted all math sections some math sections all math sections
ESSAY SECTION      
essay position first last last
essay length 25 min. 50 min. 40 min.
essay status mandatory optional optional
essay affects overall combined score yes no no
essay topic opinion analysis analysis
READING SECTION      
graph/chart analysis none always (embedded in reading) always (separate section)
extended science reading none always always
unfamiliar vocabulary yes, separate questions yes, imbedded in questions never
number of sections 3 1 1
  old SAT new SAT ACT
GRAMMAR SECTION      
question types replace sentence sections, find errors in sentences, editing in paragraph editing in paragraph editing in paragraph
number of sections 2 1 1
ACT website:
www.act.org
SAT website:
www.collegeboard.org
 

Wendy Segal’s website:

www.wendysegaltutoring.com
Follow me on Facebook:
Wendy Segal Tutoring
Best SAT workbook:
The Official SAT Study Guide
Best ACT workbook:
Real ACT
Best SAT Subject Test workbook:
The Official Study Guide for ALL SAT Subject Tests

October 10, 2015

No More Vocabulary on the New SAT? HA!

When rumors of a new SAT were swirling, the College Board let it leak that they would be doing away with the fill-in-the-blank vocabulary sentences.  And they did.  The College Board representatives have held press conferences casting aspersions (look it up!) on so-called “SAT vocabulary,” insisting there would be no such vocabulary on the new test.  Instead, they’ll be using words that are more common and useful in typical high school and college reading.

The College Board released four sample tests of the new type.  In the first test,  you’ll encounter the following words.  Of course you know them because they’re not honest-to-goodness vocabulary words.  Or do you?

Can  you define these 29 words (all from Sample Test 1)?

  • anecdote (no, not antidote)
  • intrude
  • deference (nothing to do with deferring)
  • ambivalent
  • disparagement
  • mediation
  • imposition
  • reciprocate
  • celebrated (not the same as celebrating or celebration)
  • exclusionary
  • unprecedented
  • reminisce
  • substantiated (not the same as substantial)
  • template
  • momentous (nothing to do with a moment)
  • inquiries
  • hypothetical
  • feasibility
  • depiction
  • viability
  • refutes
  • objectivity
  • impartiality
  • grave (adjective, not the place you bury someone)
  • candor
  • solidarity
  • conducive
  • fanciful (nothing to do with fancy)
  • allude

Aren’t you glad they took out vocabulary?  Ah, you might be thinking.  The College Board said they’d be using words in context.  I’ll be able to figure out the meaning from the words and concepts around them.  Well, if they ask you if the author’s tone is sardonic or magnanimous, even if you understood the reading, you might not get the right answer because neither of those words would be used in context.  At least with the old/current SAT, you could learn a strategy for solving those fill-in-the-blank sentences.  With the new test, no such luck.

So don’t throw away your vocabulary books.  (By the way, one of the BEST vocabulary books, especially for students who already have a reasonably broad lexicon (again, look it up), is Word Power Made Easy by Norman Lewis.  It’s a rather ancient book (I was assigned chapters from it when I was in 7th grade, when phones were still attached to the wall with curly wires!), but year after year, the vocabulary in that book still shows up on SATs.  Furthermore, the author’s dry wit makes expanding one’s vocabulary almost fun!

If you plan on taking the new SAT, which will be offered starting in March 2016, it’s more important than ever to read, read, read.  You might put a sticky-note inside the front cover to note words that are unfamiliar to you (or even more likely, that are a little familiar to you but you couldn’t define).

Pay particular attention to common words  used in an unusual way.  (For example, as in the list above, grave normally means a hole in the ground for a dead body, but what does it mean when you say someone gave the student a grave warning?)

And lastly, don’t let your grammar get sloppy.  Grammar is now part of the reading section of the SATs.  So if  you are a stellar reader but think it’s okay to say, “Between you and I, Tom has less girlfriends than Ted,” you’ll ruin your critical reading score. (You caught both errors in that sentence, right?)

If you have any questions or need help, contact me at http://www.wendysegaltutoring.com or at wbsegal@gmail.com or on my Facebook page: https://www.facebook.com/Wendy-Segal-Tutoring-Highschool2college-202183139820161/timeline/

Wendy Segal

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