<p>ithx for the reply</p>
<p>is it the same content as the PDF file?</p>
<p>yes, that's where the poster that made the PDF got it. Good luck!</p>
<p>oh xiggi, when will you return</p>
<p>Did Xiggi post the last two topics: Differences between SAT and ACT and When to take the SAT?
If so, can someone tell me their post numbers?
Thanks a lot</p>
<p>whts this PDF file thats everyone talking about?</p>
<p>Man, I read every post up to page 5 and that took me a good half hour. Really good stuff... thanks to Xiggi and others. I won't be taking the SAT until next year, but it is never too early to start.</p>
<p>I posted a link to a website that contains xiggi's summary of his method (so you don't have to wade through this thread). Another poster made a PDF of that summary, but it expires every month or so. </p>
<p>Go to post #501 on this thread to get the link and instructions to xiggi's summary.</p>
<p>thanks entomom. i went on to your link, but the post on Xiggi's method ends halfway through the "On preparing for the Critical Reading section". Is there a continuation for that topic? thanks again.</p>
<p>Sorry,bluesky, that's all there is for now.See post #544, xiggi says he will try to update.</p>
<p>I made a pdf with the xiggi post on admissionsadvice.com. I trimmed it with Nuke Anything Enchanced to trim fat.</p>
<p>I REALLY NEED HELP!!!!!!!!!!!!!!!!!!
I'm planning on taking the SAT 2400 in March. Do you guys think it's possible to raise 500 points by that time?!?!?! If so, how???????????</p>
<p>I have a question about the Xiggi method.
It says in step 1:
1. Take 1-2 tests without time limit and with open books.</p>
<p>What does it mean by "open books?"
Thanks.</p>
<p>If you seriously don't know, it means take all your review books open them up, and use the strategies in them to help do one or two practice tests without time limits, so basically an OPEN BOOK take home test</p>
<p>If anyone has a hard time finding the right place in entomom's link to Xiggi's SAT advice, I've started a g-mail account for SAT scans and the such. I've sent a copy of it to there. </p>
<p>Username: <a href="mailto:satscans@gmail.com">satscans@gmail.com</a>
Password: practicemakesperfect</p>
<p>Feel free to send in any stuff you have!</p>
<p>With Xiggi's permission, I'm posting his summary that appears on the link I provided. I will break it up into a few posts as it is pretty long. Also, he says he's working on the CR part and hopes to add that part soon. Good luck to all and thanks again to Xiggi for sharing his thoughts:</p>
<p>Introduction</p>
<p>First off, let me assure you that there are no earth-shattering secrets in what has been -very generously- dubbed as the Xiggi method. I think that it is mostly based on common sense. After all, how hard is it for anyone to figure out that the more one practices, the more one improves. However, there are a few elements that seem to work better than others. Also, I may be able to point to certain elements of a preparation that yield lesser results. For instance, I do not recommend to spend MUCH time reading lists of words.</p>
<p>The study guides published by The College Board will be your best friend to get a better score.
The older version "10RS" refers to the book 10 Real SATs. The various version of this book contained copies of old SAT exams. For the new SAT, you should substitute The Official SAT Study Guide: For the New SAT (ISBN: 0874477182), available from the College Board. </p>
<p>The program in a nutshell:
1. Take 1-2 tests without time limit and with open books. Take your time to read the questions, answer them, and CHECK the answers, as you take the test. The idea is to make sure to understand all the terms. The score is far from relevant.
2. Take the following 2-3 tests without time limit but close the books. Now, you are on your own. After taking the test, check the answers and make sure to check ALL your answers, including the correct ones.
3. Take the next 2-3 tests, within the allotted time.
4. Take the last tests and try to shave a few minutes. Look for patterns, shortcuts. Soon enough, you'll recognize problems in a few seconds. However, make sure you READ all the questions. Trying to save 5 seconds in that part is NOT wise. Remember that you do NOT have to finish all the problems. As soon as you can determine the BEST answer with certainty, you are DONE. Managing your time wisely is the key to a great score. This comes from practice.
5. I would also recommend that you work one section at a time. Spend about one hour on each section. Marathon sessions will not be as productive as repeated shorter ones. </p>
<p>Who needs to "prep" for the SAT</p>
<p>Before answering that question, I should address another question. Who does LIKE to prepare for the SAT? That one is easier to answer ... nobody in his or her right mind would enjoy to spend hours practicing the lost art of filling little oval bubbles! However, there is so much at stake, that the sacrifice becomes bearable. One compromise might be found in the form of transforming the SAT into a game. In fact, there is a small amount of satisfaction ?if not pleasure- in finding ways to beat the SAT writers at their own game. </p>
<p>Back to the original question ... the answer is that most everyone needs to prepare for the SAT. While we hear occasional reports of a student acing the SAT without any preparation, there is a good chance that the formidable test taker had some experience with standardized tests or with some kind of intellectual competition. The reality is that the SAT is very different from most school exams or tests, and presents a very different set of challenges. </p>
<p>Despite testing English and mathematical concepts, the SAT does not test much of the material a typical student learns in high school. While expert are now battling to decide if the SAT has indeed become an "achievement" test versus the "aptitude" test it was before March 2005, I think that it makes little difference to the students who are facing this animal. In order to tame this "animal", we need to respect it and learn as much as we can about his behavior and idiosyncrasies. For some natural test takers, this would require a simple review of a past test and a general understanding of the arcane presentation and language. But, let's not fool ourselves ... those students are exceptions. Most of us, mere mortals, have to face the simple truth that to do well on this grueling test, we will need to practice.</p>
<p>Can brilliant students do poorly on the SAT</p>
<p>Yes, they CAN and they DO! The first thing to realize is that acing advanced calculus won't do you much good on the SAT Math. The SAT is a different test that requires a different knowledge: the knowledge of the test itself. One usually gains that knowledge by practicing on released tests. This is the best way to start understand the format and recognize the type of questions. In a typical test, 90% of the questions are testing "old" concepts and very few questions (maybe 3 to 5) are a bit newer and unfamiliar. </p>
<p>Getting a good score does not require a deep knowledge of math nor a very large vocabulary. For example, you can solve most -if not all- of the problems without ever using a calculator. So, what does it take? What is needed is the ability to recognize the questions and patterns without much effort, and especially without wasting time. In other words, the key is to know how to solve the problems FAST. For most problems, it is neither necessary nor advisable to work through all the steps to verify your answers. The SAT, unlike high school teachers, does not reward completeness and does not give partial credit. The only thing that matters is the accuracy of your answers.</p>
<p>Why is it hard to start and stick to a self-preparation program? </p>
<p>Simple answer! Because there is so much stuff to read, and most of it is boring and sounds silly. Most of us have been there Mom and Dad announced that they had a surprise for us. After a successful trip to Barnes and Noble, they slowly unveil the goods: a collection of fat and colorful books printed on cheap paper. Faking some enthusiasm, we grab the books and retreat to our room, hoping to find some peace. However, it is usually short lived as Mom and Dad announce that they expect us to take test Number One on Saturday at 8AM. But, why? Our strong objections are simply rebutted by a stern, Because so and so told us at the bookstore that it was important to take the test just like they do at the center. Oh well, lets see what the books contain. Very soon, we are reading about strategies and tricks that ALL sound so simple. After a few pages, battling the desire to fall asleep, we decide to just take one of those simple tests. After all, we are not like Joe Blogg, that bumbling fool who gets tripped so easily. We work our way through the test finding as sole motivation the promise of a great score. Yeah, Ill show Mom and Dad that I know all this stuff. </p>
<p>A few hours later, despite having gone well over the time limits, we announce to our unsuspecting parents that we may very well be done with the SAT. We give them our test and tell them, Yep, go ahead, and score it. Mom, knowing better, passes the fat book to dear hubby. To your great surprise, you witness the fatidic apparition of more crosses than check marks. No, no, that cant be. I am not Joe Blogg, the dummy from Bubba High School in Burkburnett, Texas!. How could I miss the third question? A level 2 question! The verdict comes in at around 550 for the math and verbal sections. Smartly enough, you did skip that stupid writing component. Dad does not seem too surprised and simply whispers, Better luck next time, A short week later, after many unsuccessful attempts to read more than twenty pages, the second test yields a similar result. While you avoided the same mistakes, other problems surfaced. That silly Reading Comprehension section just killed you.</p>
<p>Is there an alternative?</p>
<p>Yes, there is! As one would expect, Ill start with the importance of viewing the SAT as a game to be defeated. For all sports, dedicated practices are extremely important. Preparing for the SAT is no different from practicing for tennis or soccer: it's a game of strategy and repetition. As I noted earlier, the material that will be tested on the SAT is not that difficult, but the presentation and language is confusing for anyone who has not done much testing or competitions.
In my opinion, there are two important phases in preparing successfully for the test. The first phase includes building small blocks of confidence and the second one involves time management. That is why I recommend breaking the tests in smaller and manageable sections. </p>
<p>The general idea is to devote about thirty minutes to completing a test section and about the same amount of time to review the answers proposed by The College Board. While most students focus on the scores and check their wrong answers, much can be gained from checking the correct answers. It is important to TRULY understand EVERY answer and to try to understand how the SAT questions are developed. To do this, one has to be comfortable with the material tested. .
It is for this reason that I recommend to start working with open books and without time limits. Open books include the precise answers to the test. During this phase, student ought to review the books that form their SAT library. On this subject, I have a simple recommendation: buy as many SAT books as you can afford. There are no clear leaders and most books share very similar strategies and tips. For math, Gruber's is the most complete and should provide answers to most problems appearing on the SAT, with the potential absence of problems specific to the post March 2005 test. The other usual suspects are Princeton Review, Barrons, Kaplan, and McGraw Hill. The strategies and tips for math will be very similar among the books listed. The strategies for the verbal components offer a few variances, which students should evaluate on an individual basis. </p>
<p>With the advent of the new SAT, a number of new books have appeared. Those new books such at the Rocket Review of Adam Robinson, the Maximum SAT of Peter Edwards, and the solution book by TestMaster(s) have raised the bar, and are in many ways better than the books published by the former gorillas. However, the choice of the source books is not that critical, and I did not try to prepare an exhaustive list of books. There are a number of other books that contain advice and strategies. My recommendation stays the same: buy as many as you can and check the strategies to find a few that apply to your individual taste. As you will say later, the best strategies will be self-developed. </p>
<p>This is the time to introduce a caveat. Under no circumstances should a student use tests that are not published by The College Board. You may have noticed that I did not list the Official Guide among the source books. It is, however, the must-have book since it contains all the tests you'll need to prepare for the SAT. I will comment on the online tools of The College Board in a later paragraph.</p>
<p>Are you now ready to get your X-acto knife out and rip that Official Guide in small sections? Better stock up on manila folders ... you'll need them.</p>
<p>How long does self-preparing take and how does it work?</p>
<p>As you may expect, there is no universal answer to this question. For some, very little time will be required. For others, the process will require a lengthy revision of concepts and the development of an adequate strategy. </p>
<p>Normally, students who prepare for the SAT should have covered the concepts that will be tested during their high school career. While the former SAT covered material up to 9th grade, the new test has introduced a few concepts from 10th or 11th grade. However, despite the changes, the need to study in ANTICIPATION of the test should still be MINIMAL. In most cases, all what will be needed is to dust off concepts that may not have been used for a couple of years, and become familiar with the format and the rather arcane language of the SAT. </p>
<p>It is for this reason that I recommend to re-discover the material in the more interactive process of learning or re-learning while practicing. It is also important to repeat that it is not necessary to STUDY any of the source books I recommend at the end of this post. One of the reasons is that the knowledge that is needed to do well on the SAT is neither extensive nor complicate. What separates most students from a great score is rarely a lack of school knowledge, but a lack of familiarity with the test and a lack of time management concepts. On this issue, I believe -with great conviction- that the best way to improve ones test knowledge and learn how to manage time is through dedicated practices. The number of practices that will be needed is, however, entirely dependent on the background of the student. </p>
<p>Lets look at how this works! To begin, everyone should have the Official Study Guide. TCB publishes The Official SAT Study Guide: For the New SAT (ISBN: 0874477182). It has eight new-SAT style practice tests. Yes, that is the fat Blue Book published by the College Board. The book contains sections filled with generic and mostly vapid advice. While reading the first 376 pages of the book can be instructive, it is NOT necessary to read them before getting to the real value of the book: the eight exams. In this regard, the blue book is a bit different from its predecessors, since the tests are a mix of old and newly developed questions. In fact, it requires a small leap of faith to believe that the tests published will be as foretelling as in the past. This said, there are no known substitutes to the material released by the College Board. </p>
<p>So, what do we do with the eight tests. This is my recommendation: </p>
<ol>
<li><pre><code> Set aside 1 or 2 tests for the assessment and exploration phase. In this phase, I recommend to get all your books out and start answering the questions without any time limits. Whenever youre stumped, take a peek at the response or even at the fully developed answers that are posted on the TCB site. The idea is to understand how ETS writes its questions and what makes certain questions more difficult than others. It is in this phase that one will use the outside material the most. This is when you will read about the process of elimination, working backwards, and other techniques that are more common sense than any great secrets. It should not take more than a few hours to exhaust the strategies and tips published in the source books. So, do not overestimate the time needed to check the source books. Again, there is no need to read anything that was not covered in a question. The index and table of contents should be your best friends.
</code></pre></li>
<li><pre><code> For the second phase, youll need to answer the questions without open books, and with an eye on the clock. For the first test of this phase, you may cheat a bit and go over the allotted time. However, by the fourth (or third) test, you should be able to stay well within the limits. If you constantly need more time, it means that you are wasting time somewhere. This is where it is IMPORTANT to pay attention to your correct responses, and see if some different methods could have saved you precious time. For instance, spending 4-5 minutes on a single question unless it the last one on a section- is ALWAYS a bad idea. You need to develop the reflex to abandon questions that are known time-sinks, and develop your ability to recognize the lengthy questions. It is important to know that the TCB tests CAN be completed with time to spare. Not finishing a section is the result of poor time management and lacking skills, and not because of ETS trickiness. Also, realize that finishing a section with MUCH time to spare is also poor time management. Spend enough time on the SAT forum, and you will read about careless and dumb mistakes. Rushing through the test is never recommended!
</code></pre></li>
<li><pre><code> The last phase involves taking one or more tests under testing conditions. Some people recommend to build up your stamina by working through a few 4 hours ordeals. As usual the more you do, the better your preparation will be.
</code></pre>
<p>While I do not subscribe to the theory that it is essential to take the test in a single session, I would leave it as an individual choice! If you are worried about your resistance, by all means, take a few timed and complete tests. My personal view is that I rather keep the practice sessions as fun and painless as possible. The College Board has published reports that indicate that high school students are able to take tests for about six hours before showing signs of fatigue. Obviously, a grain of salt is sometimes necessary to digest the official reports from the College Board.</p></li>
</ol>
<p>Again, it is important to repeat that NOT everyone will have to take the eight tests. For some, the eight tests will be a major overkill. I do believe that anyone who goes through a preparation that includes working on this many tests should be VERY CLOSE to his or her expected maximum scores. At the end of the preparation, every possible SAT concept should have been covered and reviewed adequately. If a student made sure to verify all the answers, look up and compare proposed answers and methods in the source books, or discuss the questions on the SAT forum at CC, he should encounter very few surprises on THE official test. </p>
<p>However, some students may require or desire more practice sessions. As time passes by, more tests will become available through releases by TCB. A subscription to the online course of TCB gives accept to SIX additional tests as well as access the grading system for essays. My recommendation is to sign up for the service, especially if you need more tests. </p>
<p>This brings us to the question about source books. While I recommend to acquire as many books as feasible, this does not mean that one has to buy and read ten to twenty books cover to cover. For the old SAT, the recommended books composed a pretty short list. For general strategies, most of the books published by Princeton Review, Kaplan, or Barrons represented a good start: the strategies for the math sections were pretty interchangeable, but the verbal strategies offered a few variances. As usual, during the preparation phases, a student should try the strategies that fit him or her better. I found that concepts such as read the passage first or read the questions first were NOT as important as the techniques needed to approach the sentence completions and reading comprehension sections. Among the books, one deserves a special mention: and that is Grubers. In general terms, Gruber went further and faster than the other authors, and its math section was deeper and better. Alas, Grubers also included many elements that went beyond the scope of the old SAT. I am not sure if Gary Gruber intends to update his book soon, but it is still a very good choice as a source book. Again, the source books are NOT meant to be studied cover-to-cover but are meant to be used as you would use encyclopedia. You look up concepts when needed, and not in anticipation of possible questions. Let the practice tests guide what you need to review!</p>
<p>With the changes for the new SAT, we also witnessed the arrival of a few new books. So far, the books written by Adam Robinson (Rocket Review) and Pete Edwards (Maximum SAT) have raised the bar considerably, especially in clarity and focus. I would highly recommend making the books part of your library. However, this does not mean that students should follow Adam Robinsons often pompous and grandiloquent- recommendations and subject themselves to his recommended game plan. Use Robinsons book as a source to clarify a few blurry concepts, but again, let the practices dictate what you need. In this regard, Maximum SAT provides a cleaner and more subtle approach. Without the annoying and mostly unfounded- rhetoric of Robinson, Maximum SAT is able deliver what it promises! In the same vein, the solutions book published by the Houston-based Testmasters should be a very valuable tool for everyone, especially for developing a set of shortcuts and tools.
To round up your source books, I would also recommend to add a good grammar book as well as the Grammatix guide. Guide books are different from source books that tend to focus more on theoretical approaches and try to be more complete. Some people may not like the more direct and shorter style of a guide book, or even doubt the effectiveness of the methods. However, when it comes to the most challenging part of the SAT (critical reading) I have yet to read a book that can help anyone as much as and as fast as the Grammatix guide. However, I view source books and guide books as being complementary. Being able to cherry-pick the best from all sources is the key to a good self-preparation. </p>
<p>Lastly, as far as PSAT books, the books that were published last summer were mostly equal in their mediocrity. My only recommendation is to wait for new books to surface during the summer or simply use the SAT books and ignore the essay discussions.</p>
<p>Should you time yourself on the practice tests?</p>
<p>The answer is yes but only at the end of the preparation, and eventually at the onset if you did not take an official test. In the past I have compared an SAT preparation to the preparation for a marathon. It is not necessary to run 26 miles each day to prepare for a race. It is better to prepare your body for the grueling race in smaller installments and build resistance and speed by repetition. I do not think that there is ANYTHING wrong in trying to emulate the testing conditions by setting aside a few Saturdays at the kitchen table. It is, however, not necessary, especially in the phase where you build knowledge, confidence, and time management. I would recommend 10 installments of 30 minutes over taking an 5 hours ordeal. One of the keys of a successful preparation is to establish a number of intermediary targets. First, you want to make sure you understand the test and its arcane language. Then, you want to test your current knowledge. After that, you want to make sure you understand what TCB considers correct answers. As I will post this afternoon, I even recommend taking a test WITH the answers in front of you. Obviously that test would not establish a valid yardstick score wise, but it will go a long way to build confidence in your own ability and recognize the few traps that ETS uses.</p>
<p>On the issue of using released tests</p>
<p>When I started working on this issue, the world of the SAT was a bit easier. Since most SAT books had gone through several revisions, the job of identifying the best books was much simpler. For instance, nobody would confuse the Grubers anthology with the REA books. An important consensus was also reached regarding the published tests, and the differences between the official tests and the tests published by PR, Kaplan, Barrons, among others.
I started to use the term synthetic tests to describe the tests found in the bboks of PR, Kaplan, and others. I even pushed the envelope by labeling them wannabe or fake test. In simple terms, using the synthetic tests was a bad, a very bad idea. It was also absolutely unnecessary: between the various publications of the 8 or 10 Real Tests and the purchase of released tests from The College Board, one astute test taker could have build up a collection of about 45 official tests. Enough to satisfy the appetite of the most voracious SAT candidate. I have to admit that I attempted to collect ALL of what was available and that I did go through ALL the ones I purchased.
Alas, we know a lot less about the current SAT than we did about the old one. The College Board no longer sells disclosed tests, except through a more restrictive Q&A Service. ETS sells only past versions of the PSAT. The situation is even more complicated for the current SAT.</p>
<p>Based on past experience, we CANNOT trust the companies that have tried to write tests for the new books. The issue is that most of the tests DO contain mistakes that can lead to students' confusion. As an example, the SAT book of Barron's contains good strategies but the tests are mostly irrelevant as they do NOT match the difficulty of the test. It is worth noting that it does NOT help to take a test that is more difficult than the real thing: the extra difficulty does not help a student prepare for the SAT if the type of question will NEVER show up! It is a pure waste of time. It would similar to using a book written for the former SAT Math-IIC test to prepare for the SAT. While you'll learn something, it wont be what you seek to learn. The same can be said for books such as the Princeton Review 11 Tests for the New SAT. The book was rushed to capture last summers market. Notwithstanding that Princeton Review had never been able to write a single test that was valid for the old SAT, one had to question the integrity of PR to engage in such broad speculation about the contents and format of the March 2005 tests.</p>
<p>However, the situation is not as bleak at it seems. The College Board DID release an update to its must-have 10 Real Tests. At this time, I would encourage everyone to purchase and read the Official Study book, as well as consider subscribing to the TCB online help. I think it is important to understand HOW the writers of ETS/TCB think. Getting in the head" of the test writers makes a lot of difference. When reading the solutions proposed by TCB, it is worth remembering that that they usually offer lengthy solution which cover all bases. Again, an important part of your preparation work is to devise shortcuts - some are available in the source books, but the best and most effective ones will be your own.</p>
<p>Lastly, if you run of published test, do not hesitate to work with older tests. Obviously, youll have to discard the analogies and QCs sections, but the rest is still golden. Please consider that ETS will have their hands full with creating new content for Algebra II or Writing that they wont consider throwing out their older questions for A LONG TIME.
The conclusion is rather simple: there is no reason to use any of the non-official tests.</p>
<p>Should you read any of the famous lists of words?</p>
<p>Studying selected lists of words can be helpful, but in very limited occasions. For the overwhelming majority of students, lumbering through the list will provide a false sense of accomplishment and yield few positive results. I offered this opinion when analogies were on the test; you can safely assume that the removal of one of my favorite parts has done little to change my mind about the effectiveness of spending much time memorizing words out of their natural context. </p>
<p>In preparing for the SAT, it would be much better to simply read all the past SAT tests. You would be even better off by taking all the practice tests AND pay close attention to the style and tone of the test. </p>
<p>If you are set on spending the time working with lists and flashcards, you need to understand how the lists were compiled. Most of the lists started by compiling the words that appeared on past tests. The best lists are the ones that do NOT pretend to be more than a historical compilation. The worst lists are the ones that pretend to be better by adding a lot of seemingly difficult words that miss the SAT mark. The most egregious offender is Barron's: by recycling their mostly ineffective GRE list of words, the authors of the 3500 words are doing a gross disservice to unsuspecting high school students. I performed a mathematical analysis of the number of Barron's words that have appear on new tests, and the results confirmed my worst expectations. While Barron's provides a good indication of what showed up in the past, it does a horrible job of predicting future occurrences. The difference is important to know. </p>
<p>This said, there is value in working on your vocabulary, but is has to be gradual and constant. Several websites and some tutoring companies- offer a service that sends out a number of words on a daily basis. Since it would take only a few minutes to open the emails or log in at the website, it is a good idea to start subscribe to a few of them. This is the kind of repetition that helps you prepare without really feeling it.</p>
<p>I'll leave you with a last tidbit of information. The SAT does not really test your vocabulary but you reasoning ability. The challenging questions are made difficult, not by testing arcane words, but by testing the secondary and tertiary meanings of EASY words. Examples of such meanings are "air" when used as a verb, "low" when representing a sound, and a slew of others. Do you think that "low" would ever show up on a SAT list and convey the meaning of "the characteristic sound uttered by cattle as in a moo?" Pretty doubtful!</p>
<p>If you want to improve your verbal scores, spend most of your energy understanding the techniques to recognize the patterns of Sentence Completion, and especially critical reading. If you truly have time to waste, spend it on the wordlists. Studying any wordlist without the absolute mastery of the verbal techniques is a recipe for disaster.
On the other hand, I do support spending time to review a small number of words on a daily basis. I also support spending time on analyzing roots, prefixes, and suffixes.</p>
<p>On the issue of tricks and strategies</p>
<p>After spending time building the blocks of knowledge and confidence, students should start developing techniques to save time. The SAT is mostly a test of mental quickness. People who like to solve puzzles tend do well. One good facet of the SAT is that the puzzles thrown at students are rather simple and very often repeated.
Again, there are no great secrets. Dedicated students should be able to learn the techniques, leave the calculator in its case, and know what NOT to do. Developing time saving techniques will help students find not only the correct answer, but the best answer in the shortest amount of time. It is worth remembering that the four incorrect answers do NOT matter: nobody needs to show the steps and confirm the answer. Well, that is fine and dandy, but does one acquire the techniques? This is where your source books come in play. As we know, the books contain a number of tips and strategies. While most of the advice is helpful, it is important to tailor it to the individual student. In other words, by reading the various industry offerings, a student can acquire a set of tools that will start the process. However, the advice is really aimed at helping average students improve their scores. I am not saying this is a pejorative way! </p>
<p>Most books and organized classes- are most helpful for students who will score between 500 and 650. Despite being incomplete, the advice is still valid and will help anyone in the earlier phases. Concepts such as the process of elimination (POE) and plugging key numbers represent key components of any students arsenal. However, to really push your talent to the limit, youll have to graduate from the generic concepts. This is accomplished by practicing and looking for hidden patterns. Slowly but surely, your brain will recognize the questions and the answers will flash right in front of you. Oh, I know that someone said that the SAT was super easy because ALL the answers are always in front of you except for the Student Produced Responses or grid-in questions. That is, however, not what I meant! </p>
<p>So, lets depart from the sterile theory part and look at a few examples of the difference between following the generic advice and moving up to the next step.
For instance In the very beginning of a book published by Princeton Review, we find this strategy: </p>
<p>To follow the example, you need to visualize a square ABCD, and inscribed inside the square a half circle CFD. The half circle diameter is also CD. In this case, the value of the side is 8. This is a very common SAT problem and PR asks the student to identify the area represented by the square MINUS the half circle.
The 5 proposed answers are: </p>
<p>A. 16 - 8 Pi
B. 16 - 16 Pi
C. 64 - 8 Pi
D. 64 - 16 Pi
E. 64 </p>
<p>This is what PR proposes: We know that the value of Pi is a little more than 3. Let's replace Pi with 3 in the proposed answers. Choice A and B are negative numbers. From here, you could guess C, D, or E and it is a guess we SHOULD take. However, we can also eliminate E because 8*8 is 64 and represents the whole square. What do we end up with? A one-in-two shot of getting this problem right. Neat, huh! </p>
<p>Well, not so fast Princeton Review </p>
<p>Let's look at the problem. How fast could we solve it?
1. Area of square? 8*8 = 64 .... 5 seconds
2. Area of half circle? Any student sitting for the PSAT or SAT should be able to play with the formulas for areas of circles, squares, and triangles. In this case, the 1/2 circle has a diameter of 8, hence the area of the 1/2 circle should be radius^2 * Pi * 1/2. The answer is 16 Pi/2 or 8 Pi. Time to compute this ... 15 seconds
3. Guess what? The answer to the question is 64 - 8 Pi. Now you are able to mark answer C with complete confidence, and only after about 25 seconds! </p>
<p>What is bad about the PR method? First, if forces the student to attempt FIVE calculations. Despite being mostly trivial, it introduces potential errors. With the building pressure, most students DO make careless mistakes; calculating 16 times 3 easily falls in the category of easy mistakes. Lets assume that the student does not make a single error and gets it done rather quickly ... at the end, he still has TWO choices or a 50/50 chance. It could mean a plus 1 or a ...MINUS 0.25 in his tally, or a swing of 1.25! </p>
<p>Why do I consider this particular message to be wrong? It tells the student to forego attempting to solve a problem that most 7th graders can solve FAST and CORRECTLY. It also reinforces the idea that the test is all about gimmicks and tricks. While the POE taught by PR is a GOOD technique, I do not quite understand why they selected this problem to illustrate their method.</p>
<p>The next one involves a perennial favorite problem on the SAT: the average rate of speed. Heres the problem: </p>
<p>A girl rides her bicycle to school at an average speed of 8 mph. She returns to her house using the same route at an average speed of 12 mph. If the round trip took 1 hour, how many miles is the round trip. </p>
<p>A. 8
B. 9 3/5
C. 10
D. 11 1/5
E. 12 </p>
<p>PR offers this solution: First the problem is a hard problem (level 5). TCB assumes that the common student will not attempt to solve the problem and pick the trick answer of 10 since it represents the average of 8 and 12. The common student second choice will be to pick a value that is stated in the problem: 8 or 12. PR provides the strategy to eliminate those Joe Blogg answers. Again, the conclusion of PR is to end up with two choices and pick between B and D. In their words, the student will be in great shape! </p>
<p>What's my issue with this? In my eyes, a 50-50 chance is really not good enough. When you consider how this problem can be solved, the recommendation to guess becomes highly questionable. </p>
<p>What could a student have done? Use a simple formula for average rates -an opportunity that PR strangely forgets to mention. Is this formula really complicated? I could detail the way I developed it while working through similar problems, but the reality is that millions of people have seen it before. Im absolutely convinced that many good tutors teach it, but you wont find it in the typical help book. Here it is: </p>
<p>2<em>Speed1</em>Speed2] / [Speed1 + Speed2]</p>
<p>or in this case:
2* 8 * 12 / (8 + 12). </p>
<p>Most everyone will notice that the answer is 2*96/20 or simply 96/10. This yields 9.6 or 9 3/5. The total time to do this, probably 20-45 seconds. Not a bad method to know! </p>
<p>It does get better. How would I solve it? </p>
<ol>
<li>Check the problem to make sure we have a ONE hour unit. Most often, the SAT writers will use a one hour limit and not a different number of hours. </li>
<li>As soon as I verify that the unit is 1 hour, I will mark B because I know that the answer is ALWAYS a number slightly BELOW the straight average. It takes only a few problems OF THAT TYPE to realize that it ALWAYS works. </li>
<li>My total time including reading the problem: about 10 seconds!
Here you have it: two methods that are faster and are bound to yield the correct answer and a healthy dose of self-confidence!</li>
</ol>
<p>Obviously, two examples do not tell the entire story. It does, however, reinforce that the SAT is not a test that can reduced to simple tricks. Too many students spend more time looking for quick shortcuts than working on the test itself. For some reason, they believe in a SAT Holy Grail, a mystical summary of tricks that will deliver perfect scores. </p>
<p>As I will repeat often, I do not pretend to know everything about the SAT. I've spent enough time on the SAT to know what works well and what does not work that well. There are merits to a number of strategies, and one has to TRY them in earnest. One of the biggest misconceptions is that the use of strategies represents a shortcut for PREPARATION TIME. Nothing could be further from the truth. The strategies only work for people who invest an adequate amount of time in troubleshooting the techniques and ascertain the relevance to their individual case.</p>
<p>On a typical math question</p>
<p>Question:
I do have one question, and this question is because of how review books don't nearly cover the advanced math concepts as well as they should (I'm very good at math, but it's always the ones where you can use a calculator for a very long route or a simple trick to get it right). </p>
<p>I apologize if this has already been covered. I really just want to generally know about how you work out a certain type of problem, and I can only explain the type from an example, and I'll use this one from my PSAT (it was a grid-in):
x=the sum of all odd integers from 1 to 49, inclusive
y=the sum of all even integers from 2 to 50, inclusive
z=the sum of all integers from 1 to 48, inclusive
Based on the definitions of x, y, and z above, what is the value of x + y - z?</p>
<p>These types of problems where they ask you to do things involving adding a range of consecutive, odd, or even integers always baffles me, and I just end up putting dozens of numbers into a calculator, inevitably making a mistake and getting the problem wrong, which I did. How do I go about doing this? Also, what about the types of problems where they ask you something like, "How many numbers between 1 and 200 satisfy the condition where exactly one of the digits is 9 (without going through every single number?"</p>
<p>Answer:
As a rule of thumb, the problems that "seem" to use a lot of numbers HAVE a very simple answer. It is worth reminding everyone that leaving your calculator under your desk is one of the best things you can do. In this type of problems, the SAT writers HOPE that unprepared students will jump at the calculator or try to remember some arcane formula. A well prepared student should spend a few seconds and analyze the QUESTION and try to find a short answer. </p>
<p>Let's look at your question:
x=the sum of all odd integers from 1 to 49, inclusive
y=the sum of all even integers from 2 to 50, inclusive
z=the sum of all integers from 1 to 48, inclusive</p>
<p>Based on the definitions of x, y, and z above, what is the value of x + y -z?
Let's start with a simple analysis: What is x + y?
x=the sum of all odd integers from 1 to 49, inclusive
y=the sum of all even integers from 2 to 50, inclusive </p>
<p>Isn't that a tricky way to represent the sum of all integers from 1 to 50, inclusive? </p>
<p>Now try to solve the following problem:
What is the value for the sum of all integers from 1 to 50 MINUS the sum of all integers from 1 to 48? Imagine the two series with all the numbers lined up ... pretty easy to see that the first 48 numbers can be eliminated, leaving you with a simple addition. Ten seconds reading the question and ten seconds answering is all you really needed. </p>
<p>Again, this is why practice is important. The first time (or second time) you see such a problem, it WILL trip you. However, after having seen a couple of the same time sinks of ETS, you WILL know how to approach them with confidence.</p>
<p>An example of developing one's own "tricks"</p>
<p>Question:
In a class of 80 seniors, there are 3 boys for every 5 girls. In the junior class there are 3 boys for every 2 girls. If the two classes combined have an equal number of boys and girls, how many students are in the junior class?
A 72
B 80
C 84
D 100
E 120</p>
<p>Common answer:</p>
<p>Among the 80 seniors there are 3 boys for every 5 girls, so 3/8 of the seniors, or 30, are boys and 5/8, or 50, are girls. Among the juniors, 3/5 are boys and 2/5 are girls. If x stands for the total number of juniors, then (3/5)x are boys and (2/5)x are girls. The total number of senior and junior boys is 30 + (3/5)x. The total number of senior and junior girls is 50 + (2/5)x. The question says that these quantities are equal, so 30 + (3/5)x = 50 + (2/5)x. Solving this gives 150 + 3x = 250 + 2x, so x =100.
This question is rated hard by TCB. Finding the answer using regular algebra is not that hard and most CC students should be able to work through the problem. </p>
<p>However, there ought to be a simpler way to approach the problem. </p>
<p>First, the numbers are pretty convenient:
80 students distributed 5 to 3 = that ought to be 50G to 30B. Nice round numbers. This means that the solution needs to have similarly round numbers. Now, let's look at the proposed solutions. 72 and 84 will never yield nice round numbers (as it has to be divisible by 5). 80 is divisible but would yield multiples of 16. Same thing for 120, which would yield multiples of 24. Tada ... 100 yields nice round numbers (20). Let's try that: 40G and 60B. Bingo: Now we have 90 B and G. </p>
<p>This type of approach only requires a bit of attention to the numbers and a bit of effort to discover special yet simple relationship.
You could even push it a bit further and use simple logic -as in a puzzle:
There are 50G and 30B in the senior class, or a deficit of 20. In the junior class, for each group of 5, there is one more B. This means that we would need a certain number of groups of 5 to eliminate the deficit. How many? Simply enough, that is 20. So the junior class has to be 5 x 20 or 100. </p>
<p>Working through the algebra is not wrong, but it is nice to identify quicker solutions by paying attention to the relationships between the given numbers.
Every time you practice, make sure to analyze not only your errors but also your correct answers. Always ask yourself if you did not overlook a simple clue, a simple relationship that could yield the answer WITHOUT jumping on your dear TI or working ferociously through a set of equations. </p>
<p>Pay special attention to the PROPOSED answers. Remember that four answers HAVE to be conclusively wrong. Problems written by ETS are VERY GOOD in giving two to three -if not four- answers that are easily identifiable. Remember that it is a reasoning test not a math test. </p>
<p>On preparing for the Critical Reading section</p>
<p>Reading The New Yorker and Discover magazines should be very helpful for the verbal section. Avid readers have a real advantage on the SAT.</p>
<p><em>hoping reading this long thread and posts will increase my concentration and reading capacity</em></p>
<p>Just a quick question. Should we prepare for the writing, math, and critical reading sections separately?</p>
<p>I purchased the 2005/06 edition of this and downloaded it last week. Sent a question to Mr. Robinson and didn't get a reply. Googled the website and found info from 2004 on it. Do I need to purchase the latest version to get answers? Is using this old edition enough? Thanks.</p>