Grade my SAT essays! Help is much appreciated :)

<p>Hi! I'll be taking the SAT this Saturday and thus am really uncertain about my prospects for the essay section, and frankly, a bit anxious :( No one has really graded mine in the past, so I'd really like to know where I stand on the scale out of 12. The following are two separate essays I've just written.</p>

<p>I am forever grateful for any responses. Please feel free to be as honest as possible in grading and giving feedback on my writing, my organization, any annoying habits you notice, or anything that comes to mind! I really really need harsh (yet constructive!) criticism. Thank you!</p>

<p>ESSAY 1
Question: "Can knowledge be a burden rather than a benefit?"
</p>

<p>Speaking of the Holocaust, Nelson Mandela once said that it is in a way a good thing that we are at times blind to the sufferings of others. To experience the suffering of the millions of Jews who had perished at the hands of Hitler's brutality would indeed be too much to bear. Tragedy is terrible and should be avoided. But in the case that we must only stand there and are unable to do anything about it, the knowledge of it is certainly more of a burden than a benefit.</p>

<p>That was the exact experience felt by the Canadian general Romeo Delaire as he was dispatched to the small African country of Rwanda as it underwent a genocide that had killed more than a million people. Though he was accompanied by a sizable peacekeeping contingent, the United Nations commanded that they could not interfere with the genocide that surrounded them, as it apparently was against international law. Forced to follow orders, Delaire could only stand aside as quarreling tribes, Hutus and Tutsis, massacred each other sparing not even pregnant women and their stillborn children who were denied the joys of life. Clearly, Delaire was placed in an unenviable situation. His knowledge of the genocide that most others at home were conveniently oblivious of had turned into a living nightmare. All this was simply for having opened his eyes to the truth.</p>

<p>Yet such tragedies (as well as their helpless bystanders) are not incredibly rare. The renowned American writer, Kurt Vonnegut, was visiting the small break-away region of Biafra in 1970 just as their own genocide was being unleashed upon the population. At the airport, he was greeted by men who had lost everything in the days prior, unaccompanied by their families because their families had been among the butchered. As in Delaire's case, Vonnegut could do nothing but lose his faith in humanity. He was but one man who had come from a country that in fact supported the brutal Nigerian government that was responsible for the genocide which killed approximately 3 million Biafrans. As a writer, he could do nothing. His audience would not listen. They chose to shut themselves off from images of the tragedy, knowing too well that knowing too much can be a burden rather than a benefit.</p>

<p>It is unfortunate to conclude that knowledge is sometimes undesirable. Indeed, that is a tragedy in itself. Our job thus, as concerned citizens, is to ensure that this does not happen again—for the good of the victims of genocide and those who lie awake at night, aware of the ongoing suffering, as the rest of society is peacefully asleep.</p>

<p>ESSAY 2
Are people better at making observations, discoveries and decisions if they remain neutral and impartial?
</p>

<p>“There is a time when silence means betrayal”, Dr. Martin Luther King Jr. once so aptly said. In such a case that one considers neutrality and impartiality in a truly grave situation, one is effectively opting for surrender and defeat. Neutrality does not yield the best decisions as it often leads to both indecisive and a lack of empathy that is essential in many cases. The examples of Neville Chamberlain's indecisive Britain and the movement for an independent Filipino nation in the 19th century both illustrate this point—that rarely is neutrality truly neutral in effect.</p>

<p>Most historians agree that the actions (or lack thereof) of British Prime Minister Neville Chamberlain to appease Hitler in the years preceding World War Two had indeed contributed to its outbreak. Furthermore, his indecision had almost cost the allies the war. It was not until Winston Churchill had taken over that their outlook had truly improved. Far more decisive—and bent on defeating and not coexisting with fascism—than his predecessor, Churchill's resolve was unparalleled. He famously proclaimed on a radio broadcast to the British public that they “We will fight them on the beaches”, and practically anywhere Nazis cold be found. History shows us, unequivocally, how that decisiveness, as contrasted to Chamberlain's prudent impartiality, had served the interests of all.</p>

<p>Just the same can be said of the critics of the Filipino Independence movement as of Neville Chamberlain. To an extent, they had reason on their side. The Philippines was too unprepared to be its own nation, at least economically, in 1898. Yet those critics were blinded by their impartiality. They did not realize that economic welfare was not the Filipino's only concern. He wanted political rights, freedom above all. And so he fought for it. As Gandhi said similarly of the “Quit India” movement against British imperialism, “I would much rather live under a nation poorly run by my own people than one efficiently run by the British.” And thus it must be said that to make a truly comprehensive and accurate judgment on the pros and cons of Filipino independence, one would have to have felt the pulse of the people, immerse oneself, in which case, neutrality is impossible.</p>

<p>These two examples show us that despite the good intentions of Neville Chamberlain as well as the critics of Filipino independence, there are things that a detached observer cannot account for. The world is far too complex for anyone to advocate absolute neutrality in all cases, and these two are but among the many exceptions. More often than not, even when making decisions, we should take a stand.</p>

<p>Maybe 6-8 range? I’m not an expert at this and my school has an outstanding writing program so I may be overly tough, but yeah, i think 6-8 range. I don’t have time to dissect it right now, but I’ll summarize. </p>

<p>The First Essay:
Very choppy, sentence structure does not flow whatsoever.
Weird response to question, yes it answers the question asked but I think a deeper answer is required.
Overly verbose in some parts, wordiness hinders understanding</p>

<p>Second Essay:
Better, but still flawed.
Sentence structure is still choppy, for example : “The Philippines was too unprepared to be its own nation, at least economically, in 1898. Yet those critics were blinded by their impartiality. They did not realize that economic welfare was not the Filipino’s only concern. He wanted political rights, freedom above all. And so he fought for it.”
All those are short choppy sentences, and each doesnt really relate to the previous one. In this quote, as well as others, your use of pronouns is particularly confusing. For example: “He wanted political rights, freedom above all” Who is He?</p>

<p>Another problem is that you don’t really give background info on your examples. I know that there isn’t a lot of room for writing, but you need to provide some information. Not everyone who grades these is going to know about the Philipino independence movement, especially English teachers. In the paragraph about the Philippines, you don’t really explain how the critics are remaining impartial. Without that key information, the paragraph fails to make any sense. Gandhi’s quote might be good but your lack of explanation has left the reader with understanding of how the quote relates to the Philipino independence movement. </p>

<p>So theres some ideas. If you would like me to go more in depth with criticism, PM me, i’d be happy to.</p>

<p>For your introductions, you should try to speak about the topic at hand before delving completely into the discussion. For example, in your first essay the prompt was “Can knowledge be a burden rather than a benefit?” And somehow your essay’s first sentence was “Speaking of the holocaust…” Your essays weren’t terrible, but if I were you, I would start by addressing the topic at hand and then provide the reader with an idea of what the rest of your essay will be on- it seemed as if you left the introduction out completely and started writing your body paragraphs.</p>

<p>Relax. Collegeboard skims through essays and never spend more than 2 minutes on each. They care more about how the essay looks visually rather than the actual content, i.e. the length, grammatical errors.</p>

<p>When I took the SAT, I got a 11 out of 12 on the essay. The funny thing was when I took practice tests at Kaplan, the instructors always gave me like a 2 or 3 out of 6, because they actually read the essays. Don’t BS the content completely, but don’t waster your time on writing beautiful prose or w/e. Save that for your college app essays.</p>

<p>Basically… Length = points ONLY on the SATs.</p>

<p>Clunky sentences aside, your essays are good for the SAT in that they mention major historical figures like Ghandi and Churchill. You also include a lot of dates of specific events. To someone skimming through, your essays look like a 5 or 6 IMO.</p>

<p>And thats why most colleges don’t consider the writing section of the SAT I during admission.</p>

<p>niteangel nailed it. But one tip: keep the essay somewhat conventional and formulaic. You can have insightful, original responses, but make sure the format is standard. And write a lot!</p>

<p>I took the SAT today, and I wrote a page and a half… is that good enough? (I didn’t have enough time… the 25 minutes just seemed to fly by!)</p>