@nomood
Yeah, I mean you can almost certainly get by fine on your own.
With regards to the essay, a better score might help, but I don’t think your current score will hurt you very much either. Still, improving can be helpful and can help for performing well on other standardized tests (like APs) that have essay components.
Your essay score implies to me that you don’t entirely understand what the task of the essay is. As you probably know, the 3 writing scores are reading, analysis, and writing. The reading score is based on how well you understood the text. If you only show a superficial of the text, or if anything you say contradicts the text, you will get some points taken off here. The writing score is based on how good and sophisticated your writing mechanics are. Do you use a variety of sentence structures? Do you use a mature vocabulary? etc.
Finally, and most importantly–in general and for you–the analysis score (what you got a 5 on) is based on how well you made your argument. (I say most importantly because I don’t think the graders can perfectly isolate these 3 scores; I think your reading and writing scores will be greatly affected by your analysis score.) The task of the essay is to explain how various pieces of the author’s argument work. I like to compare the text to a machine with many different parts. Your job is to take 3 or so parts from the machine and explain how they help the machine as a whole function. You are not evaluating the quality of the parts, you are simply analyzing how they work with respect to the machine taken as a whole. Don’t be afraid to explain thoroughly and don’t be afraid to hit the reader over the head with what you are saying. Spend several sentences explaining. Don’t rush through your explanation. Students often also like to focus on literary tools like allusion, metaphor, and appeals to x, y, or z too much. These are harder to explain. A good example of an explanation might look like this: “This statistic, which shows that recycling encourages other environmentally conscious behaviors, helps counter the objection mentioned by Prof. D in the article that ‘recycling is not very beneficial to the environment because most recycled goods end up in landfills’. Even if it is true that most recycled goods end up in landfills, this statistic shows that there are other real benefits that recycling has with regards to the environment, namely encouraging other behaviors which are good for the environment and heightening environmental awareness. This statistic, therefore, strengthens the authors argument that recycling programs should continue to be supported by Metropolis’s city government.”
Also, 2-5 wrong just on reading, or 2-5 wrong between reading and writing? Let me know and I’ll happily respond. My answers will be a bit different depending on what you say.
@evergreen5
I posted something on this recently. The vast majority of recent tests have not been curved like this. For example, for May of 2018, 2 wrong on math was still a 790. Most recent tests are still curved pretty standardly, though there are a few exceptions.
Also, I am not suggesting that it is rational to distinguish students for such minor differences in score. I am merely suggesting that it is done. I don’t think admissions officers are always the most rational. Nothing against them, I think this holds of most people who have to make decisions like this. They will rely on things they probably shouldn’t rely on.