<p>so paragraph 3 is essentially the guideline you follow to determine the validity of the statement. Isn't that covered though by the examples in paragraphs 1 and 2? </p>
<p>This might be easier with an example...let's say the prompt is "a candidate's personal life should not influence the voters' opinions on him". How would par 3 be discussed for this?</p>
<p>1: Clearly, him not getting along well with his mother-in-law is not grounds to vote against a candidate.</p>
<p>2: Clearly, him being a drug user would matter.</p>
<p>3: If a flaw is likely to impact his ability to perform, it should matter to voters.</p>
<p>Keep in mind that the prompts are definitive in what your tasks are, but the three paragraph structure is merely Kaplan's formula for the WS, a way to make sure you get those 4's.</p>
<p>It's certainly possible to address all three tasks in fewer paragraphs. But keeping it separated is a method to make sure you do in fact cover all three tasks and do so in the time allotted. </p>
<p>Finally, remember that the first task is actually to define what the statement means. It does not require examples, though construction of good examples can demonstrate a deep understanding of the prompt.</p>
<p>So using your example I would start by saying something like: The prompt means that voters should not judge a political candidate, favorably or unfavorably, based on his or her actions that take place outside their obligations of office. </p>
<p>From there, you could use BDM's examples quite easily and turn in a pretty good essay.</p>
<p>I tended to use five par's, actually -- explain/example, counterexample, one bad rule and an explanation of why it was bad, and then the good rule, then a conclusion.</p>
<p>1.) Voters should not judge based on personal traits -- i.e. bad relationship with mother in law.
2.) Drug addiction matters.
3.) Possible rule: personality-altering behaviors?
4.) No, b/c mothers-in-law alter behaviors considerably too
5.) Good rule: materially affect performance in office. Example of how mother-in-law wouldn't, but drugs would.</p>
<p>In this case, I'd have added a sixth:
6.) This may seem professional rather than personal, but the two realms are not mutually exclusive -- they simply do not overlap perfectly.</p>
<p>I always got perfect scores. I also always had major arm cramps and often ran out of space and time.</p>
<p>hey guys, maybe this was answered before, but i saw this thread going on many tangents.
If I am planning on taking the MCATs April of Junior year, would it be advisable to take a prep course during winter break? Thanks for your help guys.</p>
<p>If I remember correctly Kaplan's courses have at 18 class sessions, 5 full length tests, and a diagnostic, so they usually are about 10-14 weeks in length, and some are 26 weeks (meet once a week). So, at least that makes Kaplan impossible to squeeze into winter break...</p>
<p>Too short a timeframe and too far away to serve as adequate warmup. You'd have to do it simultaneously with school. Plenty of kids do.</p>
<p>thanks for the advice. i guess ill just read the kaplan book over the summer and study a bit, and second semester Junior year i'll just take one bio class, while studying.</p>
<p>I'm gonna enter college next year, and I was really intrigued by Harvard's HST program, but I can't find any averages per se for the program.</p>
<p>Any ideas?</p>
<p>I don't remember if the HST program is the normal MD program or the MD/PhD program but the average for both programs combined is approx. a 35.</p>
<p>does anyone know how much a score generally goes up after studying all the material? i havent taken a practice test for a few months, but i am almost done with all the material and i will start taking them daily next week, but i wanted to know how much it generally increases. thanks.</p>
<p>Kaplan advertises a ten point increase on average. Obviously some are more and some are less.</p>
<p>1.) If you're not taking a course, you might expect a smaller return than this.
2.) I suspect many Kaplan students start off in the 23 range or so. If you started off higher than this, you might also expect a smaller return.</p>
<p>3.) Taking them daily... well, for me that certainly would have been a bad idea. They just get so exhausting.
3b.) I'd forgotten the MCAT has gotten wussy-ified since I took it (!). I feel old now...</p>
<p>are these the classes needed to take to prepare for mcat:</p>
<p>-gen chem 1, 2
-bio 1, 2
-organic chemisty
-physics</p>
<p>would just having these classes help prepare enough to get at least a 27 on the mcat...</p>
<p>1.) The MCAT depends vastly more on your critical thinking skills than your knowledge, so some kids can have PhD's in science and still manage 21's while others can walk in as high school seniors and manage 30's. (Those are extremes, of course, but you get the idea.)
2.) 27's rather a low goal.
3.) Bio2 at my school was a diversity requirement, which is useless.
4.) There's some extra bio that might help: specifically genetics, cell biology, physiology.
5.) Bear in mind that physics and organic are both yearlong courses as well.</p>
<p>27 is low. From last reading MSAR, 30 is the average score for most schools. There are excepts like WUSTL, where its like 35, 36. 100% agree the cell biology, genetics, and physiology are helpful with the mcat. If you have to pick one, I would go with physiology. Before I take the mcat I will have taken analytical chem, cell biology, physiology, genetics, microbiology, and biochemistry. All helped, but biochemistry might be too detailed for the mcat.</p>
<p>The now-one-year-old MSAR, I've been told, indicates WUSTL's median as 38.</p>
<p>And ASMAJ, let me know if you think A-Chem will be helpful. That will be new information to me.</p>
<p>Analytical was just helpful because I got to understand topics such as titration and acids better since the class went over it in more detail. But I wouldn't recommend it over physiology and genetics.</p>
<p>I was guessing the WUSTL score. All I remembered was that it was very high. 38(wow)</p>
<p>Was it helpful enough that I should stop making fun of it as a possible consequence of using AP Credit in Chem?</p>
<p>Are you staying that its harder? I didn't get what you meant. But there are defiantly harder classes than anal chem. I take biophysical chem in fall and not looking forward to it.</p>
<p>Generally I had been under the impression that high-level chemistry and physics classes were extremely brutal with little application to a premedical curriculum.</p>
<p>Which is not to say that they're not relevant to medicine, only that they're not relevant to premeds.</p>
<p>But if AChem helps (a little?) with the MCAT, then that's a position I'll back off of.</p>