<p>in verbal, math, writing</p>
<li><p>640 720 680</p></li>
<li><p>670 710 660</p></li>
</ol>
<p>in case u haven’t noticed, they add up to the same score…
so which would make me look better if i can only submit 1?</p>
<p>Take the SAT one more time...</p>
<p>Unless you are applying in math or Engr., it doesn't matter. If you are applying in the sciences, I'd say submit the higher math scores. Whatever campus you end up going to will get both sets eventually anyway, so it doesn't really matter.</p>
<p>yeah although it doesnt matter and you should go once more, the one without the 640 seems more well rounded and the math score is only 10 points lower. id go with the second if your not taking again.</p>
<p>im sorry to sound stupid but you only have to submit one? i thought they sent them all...or is that AP scores. so confused :</p>
<p>first of all, thanks for the suggestions
but i am not taking it again. maybe u guys are used to seeing high scores, but i thought i did ok on mi sat's
and tell me if i am wrong but i think for uc's there is only one space for SAT reasoning test score?</p>
<p>I would go for #2 --it is harder to do well on the verbal and the writing score does not matter much most places. The only significant difference (and it is still a small difference) is the verbal, so show your best.</p>
<p>Andrassy - UC takes your selfreported scores, they only verfiy later.</p>
<p>Report the first one (the one with writing score of 680). This minimum score exempts you from the "Subject A" (old name) test.</p>
<p>hey can u explain the subject a thing? @@</p>
<p>don't ucs see all of your sat scores during the admissions process? they require you to have college board send in your scores before january.</p>
<p>The Universitywide Requirement and Examination</p>
<p>AWPE | Other Ways | University Curriculum | Design & Examinations | Grading
Analytical Writing Placement Examination (AWPE)</p>
<p>The sixteenth Universitywide Analytical Writing Placement Examination (formerly known as Subject A Examination) will be administered the morning of May 14, 2005, at testing centers throughout the state of California.
All students who will enter the University of California directly from California high schools in fall of 2005 must take the Universitywide Analytical Writing Placement Examination unless by April 1, 2005, the University has on record for them a test score that satisfies the Entry Level Writing requirement:</p>
<p>680 or better on the College Board SAT-II Writing Test administered;
(new score will be determined January 2006) or </p>
<p>3, 4, or 5 on either Advanced Placement (AP) Examination in English; or </p>
<p>5 or above on an International Baccalaureate High Level English A exam, or </p>
<p>6 or above on an International Baccalaureate Standard Level English A1 exam </p>
<p>Early in April, all incoming California freshmen (native speakers and non-native speakers of English) who have not met the Subject A requirement will receive an e-mail or letter directing them to the test centers at which they must appear on May 14.</p>
<p>In mid-June, they will receive letters notifying them whether or not they have passed the Universitywide Analytical Writing Placement Examination.
Whatever the results, the Universitywide Analytical Writing Placement Examination (AWPE) will not affect a student's admission to the University of California. Other Ways of Fulfilling the Requirement</p>
<p>Students may take the Universitywide Analytical Writing Placement Examination only once. Nevertheless, students who do not pass the University AWPE in May can still satisfy the Entry Level Writing Requirement before enrolling in the University by: </p>
<p>achieving a satisfactory SAT-II Writing or AP English score; </p>
<p>completing with a C or better an acceptable college course in English composition; or </p>
<p>achieving a score of 5 or above on the International Baccalaureate's Higher Level English A Examination. </p>
<p>Students who have not satisfied the Entry Level Writing Requirement at the
time they enroll in their classes must take and pass with a grade of C or better, a writing course designated by their campus for satisfying the Entry Level Writing Requirement.</p>
<p>The Universitywide Requirement
and Examination Its Place in the University Curriculum
More than a century ago, the University of California first defined the competence designated as Subject A (now Analytical Writing Placement Examination). In the list of admissions requirements in the 1897-98 "Register," Subject A, (then called "Oral and Written Expression") was defined as the ability to use English "correctly, clearly, and pertinently on all the lines upon which . . . thought is exercised."</p>
<p>From the University's earliest days, competence in Subject A was understood to be the result of regular reading and writing assignments in all subjects, not just in English. In 1919, satisfaction of the Subject A requirement was changed from an admissions requirement to a prerequisite for enrollment in many courses that require substantial writing, including courses in freshman composition.</p>
<p>University of California composition courses are designed to help students write effectively in other University courses and later in their professional lives.</p>
<p>University writing demands the ability to read carefully, to analyze what is read, and to draw conclusions about those data for both general and expert audiences.</p>
<p>As a result, freshman composition courses at the University require students to read and understand extended and often difficult texts, sometimes literary but often not, and to write substantial essays -- usually longer than 1,000 words -- about issues raised in those texts. Freshman composition courses focus on helping students develop the command of argumentative strategies and the control of voice that will enable them to present their ideas cogently and persuasively.</p>
<p>Universitywide Analytical Writing
Placement Examination: Design and Expectations
The Universitywide Analytical Writing Placement Examination provides students with a prose passage of some 700 to 1,000 words. This passage concerns an issue accessible to all freshmen, although it may include some perspectives or information that will be new to them. The passage is of the level of difficulty encountered in beginning University courses, and may be drawn from any of a number of disciplines. Frequently it presents a point of view with which there can clearly be disagreement -- a viewpoint, that is, about a truly arguable issue.</p>
<p>After reading the passage, students write an essay responding to a single topic based on the passage's content. The topic is one of two general kinds: one focusing almost exclusively on the reading passage itself, and the other encouraging students to draw upon their knowledge and personal experience.</p>
<p>The first kind of topic requires students to analyze the passage in one of several ways -- for example, by considering its treatment of a key concept, by comparing its use of a key term to another definition or perspective, or by arguing for or against a particular point of view about its contents. This kind of topic does not require any specific information beyond that provided in the reading passage and the topics themselves, though of course it requires students to use their own ideas in formulating their responses.</p>
<p>The second kind of topic encourages students to draw on knowledge and experience from outside the reading passage. It asks students to explain the passage's thought on an important point and to respond to that thought by evaluating it in light of their own experience or observation, by comparing it with their own reading, or by testing the writer's assumptions against their own.</p>
<p>Both kinds of topics ask students to read thoughtfully and to provide reasoned, concrete, and developed presentations of their points of view, not unsubstantiated statements of agreement or disagreement. Passing essays may substantiate their points of view by any means appropriate to the task, but must demonstrate their writers' understanding of the passage, maintain their focus on the task assigned, and lead readers to understand their points of view, if not to accept them. They must also demonstrate their writers' ability to control a range of vocabulary appropriate for beginning college students, to manage varied syntax accurately and appropriately, and to observe the conventions of standard written English.</p>
<p>Administration and Grading of
the Analytical Writing Placement Examination
The Universitywide Analytical Writing Placement Examination is administered the morning of the second Saturday in May at test centers throughout California. Each year more than 18,000 students write the exam.</p>
<p>Their essays are evaluated at a single scoring session the first weekend in June. Most of the readers are faculty members drawn from the English departments, writing programs, Subject A departments, and ESL curricula on all nine University of California general undergraduate campuses. To encourage University faculty communication about student writing with their colleagues in other parts of California's educational system, about 20 percent of the readers are high school and community college teachers recommended by Writing Projects on University campuses.</p>
<p>Each essay is scored independently by two readers, who measure it against the scoring guide. Papers whose scores are two points apart are read a third time, as are those scored 3/4. Papers whose composite scores are 8 and higher satisfy the Entry Level Writing requirement; papers whose composite scores are 6 and below do not.</p>
<p>From the University's earliest days, competence in Subject A was understood to be the result of regular reading and writing assignments in all subjects, not just in English.</p>
<p>In the Subject A examination (now Analytical Writing Placement Examination), students read a prose passage of 700 to 1,000 words, which is at the level of difficulty encountered in beginning UC courses. It may be drawn from any discipline.</p>
<p>Students must read thoughtfully and provide reasoned, concrete, and developed presentations of their points of view, not unsubstantiated statements of agreement or disagreement.</p>
<p>Each essay is scored independently by two readers.</p>
<p>Essays are evaluated by faculty members from the University of California, high school and community college teachers.</p>
<p>Analytical Writing Placement Examination (Subject A Exam)
ALL STUDENTS who will enter the University of California as freshmen must demonstrate their command of the English language by fulfilling the Entry Level Writing Requirement (formerly known as Subject A requirement). Those students from California high schools who have not satisfied the requirement by April 1, 2006, must take the Analytical Writing Placement Examination (AWPE - formerly known as Subject A Examination) on May 13, 2006, at one of the testing centers throughout the state.
Students who have been admitted to the University of California for fall 2006 and who have not met the Entry Level Writing Requirement by April 1, will receive an e-mail or letter directing them to the test center near their home or school.
During the examination, students will be required to read a passage and then write an essay responding to a single topic based on the content.
Results of the University wide Analytical Writing Placement Examination will not affect a student's admission to the University. Those who do not pass the examination in May can still satisfy the Entry Level Writing requirement before enrolling in the University or during their first term at the University.
AWPE: Measuring Competence
THE FACULTY of the University of California intends this uniform Universitywide Analytical Writing Placement Examination procedure to publicize the standard and kind of writing competence necessary for success in the University's introductory courses. The examinations themselves and the standards for scoring responses are developed by faculty representatives of the University's general campuses.
This on-line version of the Universitywide Analytical Writing Placement Examination information booklet explains the process and the place of the Entry Level Writing requirement in the University curriculum and reproduces examinations administered in 1987, 1989, 1992 and 1994. It also provides the scoring guide used to evaluate the essays, as well as a set of 18 essays responding to the 1987 Examination. Comments following the essays explain why they do or do not meet the Entry Level Writing standard of competence. The University particularly encourages teachers to duplicate the Examinations and the sample essays for their students and colleagues.
Contact AWPE
Customer Service at (800) 839-8507.</p>